Mark Ginhart present. Flaming Godson present. Dr. Magcguire here. And second or third approval of the minutes. Approve the minutes from the May 14th meeting. Second. I. I. I. All in favor? Approval of the agenda. Second. All right. All right. All right. All in favor. Information items. Mr. Gabriel. Well, this is our last ED committee meeting for the year, which is uh crazy to think about. So, no, just upcoming board meetings. Obviously, we have a few things tonight. Dr. Calibrace is here to talk about the ATSI plan at the high school. So, that'll be part of this. uh Mr. Rutz uh will be sharing some of the more detailed and we you got like a sign on local assessment data. Um and then we're also going to talk a little bit about teacher leadership positions and some of the reductions we made there to help with the budget. So that'll those will be the big ones coming to the board and then just some other last minute licenses and renewals at the end of the year. It's really all that's coming forward at this point. So the teacher leader reductions, I'll move on to that. um you know, as part of our our budgeting. Um that's not right. It's the wrong Chris. That's not the right one. Did I miss it? Oh, there it says spring assessment data. Yeah, but I think you had a wrong one attached. That's I noticed that I was reading it yesterday. So, yes, that's the wrong upload. But it is down in the further down. is attached further down, you know, under the one page or two, right? Might not be attached up there, Anthony. That's my That's okay. We can just He can find it. It was there. Yes. One page might not be attached. Okay. The one pager's not with all the changes. If it's a duplicate, I have to go back and look. Yeah, we didn't put the one pager. All right. Well, I'll just give you a highle overview of the changes. So, you guys have seen this before. or these are the positions that we put in place a couple years back to put structure around the future leader jobs um to help with reduction in cost this year. You know, as we we've mentioned, we've been double digit percentage cutting now for four four or five years in OTL. um you know and we're we're now we're still we're down to resources and people at this point uh in terms of our budget and so we made some other really big reductions this year in terms of cutting some technology tools out of the curriculum uh that were either still somewhat redundant um and or an extra add-on that are now gone. Uh and then another piece of that was our department chair, teacher leader, grade level chair positions which is the type of the positions that our teachers get. Uh so we worked to decrease our last year to decrease elementary by about 50%. Uh in terms of hours, the elementary chairs and everybody else almost everybody else got a 20% decrease across the board in terms of the extra work rate and the hours. And so we also then um also uh took down some of their responsibilities and that will now fall on building assistant principles and on the office of teaching and learning. So you still have the same amount of people. Same amount of people. It's just now uh it's dirt cheaper. So um that will so we can we'll re-upload the one pager as an information item for the board meeting in 2 weeks. Um so that it's a highle overview of all the changes. It's like here was the old thing, here's the new thing. Um in essence, it saved about 10 grand. Uh again, it's not lighting the world on fire, but when you add that to the otherund Joe, what was it? 50 we saved in tools. It It's significant savings um overall and this still gives us boots on the ground, teacher leaders in the building. We're still developing capacity and we're still helping they're still helping to pick up some of the work uh on the ground that we aren't getting out of central office because as we've shared year-over-year, we're a really thin teaching and learning department uh for a district this size. don't have uh we're lowest in the county uh for peer groups actually southeastern Pennsylvania when it comes to number of personnel in teaching and learning versus the size of the district and the scope of what we're being asked to do. So this is a huge it develops our teachers, develops them as leaders. We've had teacher leaders move into administrative roles in the past. Um so it's also a pipeline of sorts, but it gives them autonomy and and leadership in their buildings. So, we're looking to keep the positions, decrease the amount of hours uh to sub tune to some savings this year and then couple that with everything else. I think we cut about 10 or 12% this year. So, um it's kind of step one for us. But we'll be bringing the revised. Normally, we would only bring like just the changes. We made like modifications each year. We are bringing the full because of all the changes this time around. We're bringing the full overview all over again with all the revisions with the hours, the stipens. All the stipens are based off of the extra work rate and the CBA. Um they're more expensive this year than they were 2 years ago cuz the extra work rate went up with the new CBA. Um but when you know when you because we've been cutting the positions over the years, the numbers and we've been dialing back the hours, this is still a lot less compared to 2 years ago um in terms of uh what it costs. So that's there and then Chris is the are the people there too or they a separate they're in a list somewhere else. They're somewhere else. Right. So I saw that list too. Yeah. They're also the list of candidates, right? We have a couple more we're going to fill before the final meeting. There's a few vacant there's a few vacancies. We got two more names this week. So we'll get those in before the the end of the month. Um and we typically get almost everyone done in June and then if there's a couple stragglers we'll do them in August. um you know with with the turnover Willowdale we're going to probably wait to fill some of those until a new principal gets in and meets their What is the process of filling those positions or how are your criteria we reach out so we have we use the job overviews right uh an email from either the principal or the department area supervisor depending on which job it is goes out to everyone that's eligible we say here's the overview are you interested uh if one person is interested we do a quick uh conversation and um uh we say great you're on board. If more than one are interested then we do interviews uh the either the building principal or andor in conjunction with the central office overview lead person and then we make a decision from there. Um so questions on that again the overall cost of this has gone down over the years because we have eliminated positions and you know even with the increase and we've done big decrease in hours this year um so but we're still getting the support we need at the ground level from and developing our teachers. So I just want to say thanks for that. I can't imagine it can't be easy to make cuts and still be able to have the people to get the results we're getting. So, we have to try to maintain some integrity of what Yeah. And they and the teachers were great. Like we sent out an email saying, "Hey, listen. You know, the reality of where we are financially right now. You know, we are going to do reductions across the board, but because of that, we're also going to take off some responsibility um which will then fall to to principles, assistant principles, and some of us up in up in central office." So, they were great. those candidates from before as well. They came come back. Yeah, nobody pulled out based off of the Yeah, nobody nobody after the email. We didn't have any nos. Um, you know, look, I think we've had a lot of people doing these positions for quite some time. They're really good at it. Um, they have a good hold a good not hold on, but like a good beat on their grade level, their department, they're respected, you know, they're into their routines, they have a great relationship with the principles, with social office folks they work with. Um, so you know, we're still have some holes to fill. Um, and uh, but we're we're still in a good spot with the supports we need and helping to continue to develop our teachers. Okay, move on. Come on up. [Music] Hello. How are you today? Good. How you doing? Good. I'm Dr. Sarah Calibra. I'm the 10th grade principal at William Tennet. I'm here on behalf of our entire administrative team and Dr. Cara Kappa. Um so we are as you are aware an ATSI school. So um we have worked with um several committee members um internally within our building teachers, students, uh parents um CF um and obviously our district level team to develop our ATSI plan for the upcoming school year for you to review. So we have our mission statement. Um, so just kind of a holistically, um, this is influenced by data. Um, we look at all different types of data. Um, our PEASS data, this is our three-year growth trend. Last year, we were really excited that all of our, um, categories with algebra, biology, and literature made growth. Um, so we're really excited to sustain that growth for the upcoming school year. Um, but we'll also talk about achievement. So achievement has been, um, I know I watched the board meeting last night. Like that is the popcorn kernels, Mr. Ross, I believe you were talking about that was that was Dr. Ben. Oh, Dr. Ben. Okay. Sorry. Um, so we are still working on that achievement piece and obviously when we get kids at the high school level, they've had um several years of maybe unfinished learning or have come new to our district. So, um, this is our data based on PA future ready for literature. Um, and I kind of put that 2021 because that's the year we started assessing again after the COVID pandemic. Um but we have seen some fluctuation um in the achievement um when it comes to the state level. Um actually literature were the closest to the state level. We're about 3% behind. Um but there's variations once you get into the other um subject areas. Math it looks algebra or algebra 1 scores. It's a little bit of a roller coaster but we're trajecting back up um with achievement. Um so we're really excited about the work that our teachers have been doing with our students. Um and then biology. Um, I know we have new standards coming in for the upcoming school year with the SEAL standards. Um, but we're also we're moving our way back up and um, biology last year had the highest growth in PEOS, but we're still working on fine-tuning that achievement piece. What do those blue dots represent? Are they other years or other years? Yes. Unfortunately, um, PA Future Ready doesn't have the best fluid charts. So, I can I'm happy to get you that data if you need it. U, but it's available um, electronically as well. If you can go back one slide, just as a reminder, I believe the algebra spiked in 2021 because they pulled all of the middle school kids out of it. Is that correct? Yes. And that was that our first year back from testing. Yeah, that was the weird algorithm because of Yes, that's right. We had a they had we had a huge spike in algebra like we had never seen before and we got really excited. Then we realized all of our highest kids weren't counted in the data because of the way they were hitting reset on the uh the testing that year. So just so that's a so that's an anomaly out of our control. It was statewide. It was statewide, right? Cuz they just didn't count the highest kids that year in the testing totals. So So I'm sorry. They didn't count the lowest kids. Opposite. I'm sorry. They didn't count the lowest kids because of the way it shook out. So the scores went really high. We even joked with the teachers like look at this. We're like this is great. We'll take it. you know, but it wasn't testing all the kids that year. So, or wasn't reporting all the kids. So, is it due to achievement more so than their performance that we still on TSI? So, base it fluctuates. I'll say mostly achievement at this point, but um PAS we want to sustain. I mean, if I go back I was going to say because they look, you know, they moved over in 24, you know, so I think for us at the high school, um it's a sustainability of growth, but also then that tying into achievement. you have to hit the growth before you hit the achievement. And again, we're getting kids at the end of their schooling, we have only a couple years with them before they leave us. Um whereas some of our elementary and middle school colleagues have them a little bit longer and there's programming. It also speaks to the standard alignment. Um, so our our OTL office has worked to revise some of the curriculum at the high school level and also we use an intervention called EXL which I know I've seen our growth data um over the course of the year and our 9th and 10th grade data um our students actually exceeded a year's growth or right at a year's growth. So we're really proud of the work that both our students and teachers have done at that level. Um so kind of where we're going for our ATSI plan there's three areas that the plan is based out of and I know the plan is attached in the board minutes the larger plan. Um the first is around lesson planning. And I know that sounds very simplistic, but we noticed in our walkthroughs at the high school level that there was a lot of variety in the lesson planning that was taking place aligning with board policy. Um so we've been working with our teachers. We actually have already started this work trying to maximize our time at the end of the school year um professional development days to start looking at lesson planning and what it looks like making sure that we have objectives that are aligned to standards. And I know that sounds very basic, but we were finding that that wasn't the case. Um, also standards with the SEAL standards for our biology teachers. They're new standards that they've been working with with the office of teaching and learning and trying to adjust the lessons to align with those standards. Um, common assessments, that is something about the experience for a child. And imagine if you had a twin in high school and they went to a classroom with different teachers. Um, we found that um, the way that our teachers are assessing, although we do have assessments, they varied in the pacing and the quality. So we actually piloted this with our biology teachers um Dr. Caracappa and the biology team this uh spring and they started developing common assessments around particular units. Um they started with genetics for example um teachers got that data and we use Mastery Connect to look and analyze the data which is going to influence how we teach our students and that's the third part is the data analysis. Um how do we look at data holistically as a school and at the high school level how do we make changes to how we teach? um elementary teachers and middle school teachers in our district are phenomenal of making these adjustments, but um as a former high school teacher, this wasn't a comfort level for a lot of high school teachers. So, we're trying to get our teachers more comfortable with looking at the data and then how do you teach differently your next lesson? Are you doing small groupoup instruction? And some of our teachers do this. I I want to be clear, they do a phenomenal job. Um but just getting more folks doing it and more comfortable with using that data, especially when it aligns to grade level standards. So the plan itself um again the lesson planning just having consistency um looking at those alignment um your objective your assessment in a lesson should align with that overall goal. If it doesn't then the lesson's kind of faulted. Um so we've been working with our teachers and just looking at that alignment and also making sure that they have a way to assess students at the end of the lesson. I'm not going to read all the slides to you because I'm not a I think you're grown professionals that can read, but there's a lot of benefits obviously for students and the impact on instruction. Um, and there's research that supports this. Um, Haddie will talk about the impact of a teacher. That is a major impact on teaching and learning and assessing students and having that data to inform how they plan is really critical and we want to push this through our departments as they meet um in professional learning communities. Additionally, Marzano will talk about research um about having goals for a lesson. Um if we just get up there and say, "We're doing this today." Well, what's the purpose behind this? Students do well when they know what's expected of them. It's a predictable procedure. Um it's something that is a best practice for all teachers to utilize within a classroom. Common assessments again should align with state standards. Um they should be grade level appropriate and they should have some sort of administration schedule. So, we've been working with our teachers on developing an ongoing cycle of assessment. It looks a little bit different depending on the department. We've given our teachers some autonomy um based on if they teach art, this may look a little bit different because it's project based versus um something that might be an algebra or geometry uh course. Um and again, we want to promote the opportunities for regular check-ins. um we don't want to wait until the end of the school year when we look at data on our Keystones when we get it in the summertime and say, "Well, where could we have done something a little bit different?" And this is a good way for us to see that grade level content, how our students are doing. And some of these have been embedded. We had springboard, for example, and there's uh embedded assessments within writing in there. Um but we were just providing more opportunities for our teachers to meet and collaborate about what that looks like and then ultimately the data that they collect around how students perform. Um this was actually developed um by one of our teachers in the building. So I'm really excited to shout them out. Um thank you Cindy Dale. Um and she helped to work our common assessment cycle within the building. Um and this is something that we plan to um roll out to our teachers in the fall when we meet with them. And again research Marzano again will talk about the whole idea of making things relevant having impact and adjusting instruct instruction based on how students perform. Our biology teachers, for example, got an opportunity to see, okay, these students did really well here. Um, these students didn't do well here. How can I retach this? Maybe it's a different lesson, a strategy. Maybe I meet with them in a small group. Um, they were really excited about getting the data about their students. Um, so we were really excited to have that opportunity with them. Um, and again, some additional research. I'll also add in our SEAL component. Um, students want to perform and do well and that ties into our SEAL practices. Um, so we really want to push engagement within motivation at the high school level because sometimes it dips when kids get to the high school level. Um, and last but not least, the data analysis. So looking at the data, having a system for looking at the data, having some sort of consistent language that we're using, looking for potential achievement gaps and trends in student data, um how we can best utilize. Um we've talked about teachers even flipping small groups, like, hey, your classroom's down the hallway. Let me flip your class with my class and maybe do some intentional small group instruction. And again, monitoring our students um and having a system for that at the high school level. Um and again, thank you Cindy Dale for this. Um this is the cycle which we've rolled out to our teachers um talking about how we make observations, how we adjust instruction. Um and this really um was really powerful to watch with our team this spring to see how they were adjusting and sharing plans with each other. Um and again last but not least um driven by data amazing book by ban um talks about how we differentiate to our students. We also add some AI features in there as well. um we promote that with our teachers, but just how do we meet the different needs with students within our classroom regardless of their classification. Um and then again some additional research. Um so those are the three components we're looking for. Are there any questions that you may have about our plan? Well, the the question is we send this plan to the state, right? Correct. Yes. Yes. What terms of feedback do we get from the state then other than I know we do the Keystones? So as of now we haven't received any feedback. Um we work with our IU liaison. Um we haven't received any like constructive feedback that could be adjusted for this year. Um Mr. Ross, did you have something? I was just going to say for the sake of the discussion, I don't want to muddy the waters, but my under my recollection is that a lot of the process has been um wonky because of many reasons because but the first and Anthony please correct me if I'm wrong. The the first ATI year, scratch that ATI is based on three years of data. Let me let me let me jump in on this. You got it? I got All right. So there's three designations that the state gives a district. TSI, targeted support and improvement. That's like a warning shot. ATSI, additional targeted support and improvement. That says, "Okay, now you have to do a plan." And then there's what's called CSI, which you don't want to be on. That's called comprehensive state improvement. That's when the state says, "You don't have autonomy anymore on what to do. We tell you what to do to fix things." My school is not not a title one school. So it's not eligible to be comprehensive state and support and improvement. It won't be a CSI school, right? Since 201920, that was the first year that tenant got designated for ATSI. That was based off of data from 2016 to 2018. So 2 years worth of data to to do to Mr. at this point to give the high school credit. Our initial designation which was for 4 years cuz we this is our fifth year of designation was our student group that we were designated for was underperformance for our students with disabilities. That's no longer the group. So the good news is we move the high school did enough to move our students just with students with disabilities out of that. But now it's our economically disadvantaged Hispanic and two or more race students that are missing the mark. But if you look at the elementary and middle schools, this makes sense because back in 2019, Clinger and McDonald and Willowdale were just TSI. They were just warning shots like, "Hey, get your act together for guess what? Economically disadvantaged kids, English language learners." So, and Hispanic students. So, the students in the buildings that were warning shot do better by these kids. It was only a one-year one-year concern have now at this point metriculated up into the high school. So, the high school did a great job getting our econ our students with disabilities out of the designation, but we have new kids moving in that are and I will say this, when you look at the letter we get, we are not missing these marks by much. It is a couple percentage points for growth. It's a it's a couple like I think this year attendance made its way in and it wasn't by much, right? So, we are so close to not to not being designated. It's just a matter of as Dr. Cal said there's a couple things we can do and the interventions that the prior district I mean we did a great job getting different literature in. I think two years ago we created the EL classes at the high school for math and and biology that for L students that have really helped those scores. So we're we're seeing positive impacts when we put these interventions in place. It's just that we have different kids moving up into Now the good news is as well we had no TSI schools this past year. So the middle schools and the elementary schools had not no designations whatsoever. Um we're just now the high schools now living with a group of students that had that we had been working on throughout the years as we've improved our systems that are now in the high school as part of it as well. And Anthony just to clarify I apologize on this and this is on rolling data. That's where I was going. So this is we have to get three lag threeear lag. Okay. And Dr. Carrick Kapper mentioned yesterday at the comprehensive plan meeting about the chronic absenteeism. So I guess that plays into those numbers. Yeah, you'll see that any of the data from last year um that won't get updated for PA future ready until like Augustish. We don't get letters for this until we're we're literally a year to a year and a half. There's a data lag. I mean I think last year January we'll get when Dr. Henrik was here I was contacting Mr. Gabriel every day about the Keystone results because I want I knew they came out. I knew that someone had the raw data because we want to do something with that. But we we like unfortunately like the elementary that had and middle schools that got the PSA preliminary we have to wait all summer to get that raw data. So it's a little bit of a lag and that's not just a centennial that's statewide. So is the Keystone a telltale sign for the state you know as well or is that not a at the high school level? Yes. Uh but again as Dr. Calibri said while uh the state while PTE provides the uh early raw data for PSSAs they have not set up a similar system so we wait till midsummer my frustration midsummer for keystones and then Mr. to go to we don't even get the peas which shows the growth on that till October. Well, we get letters about this in January usually referencing data from over a year ago. So, by the time the high school puts a plan together, half the year is gone. So, it's it's I don't want to say it's a moving target, but it's just this constant cycle of here's the next round of input. we make some adjustments to meet those kids needs and then again I you know different things will come into play. I mean like I said I want to I want to highlight the wins here. We had students with disabilities as the court group at the high school for about 3 or 4 years. They're no, according to the state data, they're no longer a concern. We've done a good job getting them up to state expectations and getting them out of the designation category. Other student groups have moved in. Um but again looking back over the past couple years those are groups that we were looking that we were addressing in the middle and elementary schools um as well. So we heard a lot of talk last night about systems right as a whole. I think the common assessment work is is what we've been missing right systemically in the district for quite some time. We did we've done a great job with state data. We've done a great job with our third party local data like highel and I ready. I think you heard Joe talk earlier in the year about the third leg to the assessment stool. Uh is really getting curriculum based core assessments that are assessing what's being taught in the classroom is the piece that's been missing. And then the data that Miss Meley has been working on the data walls to be able to have teachers look at that in the moment look at different demographics look at different students and make instructional adjustments. We should see this um improve. I would also assume since we are seeing all these impressive results, you know, with our elementary, middle schools, you know, that it eventually will trickle up to the high school. CO too, right there where in school and this happened this was this was 2016 171 17 before so that was before co the first exit nation was the fall of 19 precoid. So that now CO didn't help right when you talk about the roller coaster at 2021 and we were just coming that was part of CO and coming back. So you know what was it ma math and biology they're like coming back up. So right before that was they weren't in school. They also had inconsistent tier one programming this group of students. This is a reflection of your tier one programming back in 2016, 2018. And Anthony, you had mentioned the the effect that the pandemic had. It also affected the cycle because there was no testing for testing got paused. Everything got pushed back. It depended when you took your the course actual if you took algebra when you took it, they grandfathered some students out of it. I know that for my old district. Um, also for Keystones, the data is not banked until the 11th grade year. So that's another challenge. So we could have nth graders performing. I'm hoping I'm getting those results and in, you know, August, I'm celebrating with everyone. Uh, but we, um, don't get that data banked until their 11th grade year, which is interesting. That's a state designation. And Mora, thank you for that reminder. If you remember back in 2019, we had three different We had four straight years of four different elementary math programs going on. And we had non-aligned English programs, three different ones in the three elementary schools. We still have students at middle and high school that we've been trying to play catch-up on, which is why the I Ready Data has been so good and helpful with MTSS cuz we had a lot of kids that didn't have the solid foundation that they're getting now that they've been getting for the past few years. So, the high school is still feeling and the middle upper middle school is still feeling the results of certain kids that um we're still trying to mediate those learning gaps because we had unaligned and different curricula and inconsistent curricula across Kate. And this is where coaches are helping. Coaches, specialists, coaches and specialists. Yeah. And everything is the same aligned all the way through and stuff. But I I thank you. Yeah. Appreciate it. I have one one question. Um so when I saw the one slide that said the assessments are getting getting aligned now, so they're they're aligned with what the state's looking for and we're on this um improvement program. It it took me back to when I was a parent have kids kids in school and not knowing a lot of this terminology because I'm not a you know an educator. Um but you know I remember thinking oh they're aligned to the state and you have to do better because so you're teaching to the test. So does do does our in-house data show give a round a more full a fuller picture than what the align standard? Yeah. Well we eventually want to show what Mr. Gabriel is talking about is that third leg of the we need that third leg of the stool which are curriculum based assessments which we're working on now that mastery connect that Dr. calibration spoke about. We know there's correlation. We know there's correlation between how students are doing the LL assessments and the IRA assess assessments. So, we have that correlation. Doesn't tell the full picture because I ready and don't have a writing component, right? But what we know is their their standards aligned. They're aligned to PA Common Core standards. how students how how things go on those uh third-party assessments is usually reflective of how they're doing on the PSCs and keystones. And that's what we've seen for four years now. We've seen growth, growth, growth. And as that growth gets banked, if you will, as they metriculate through the system, as I was mentioning last night, that achievement starts to pop because that growth just builds on top of each other. What you don't want to see, and I I think we've moved away from as a as a district, if I can editorialize for for a moment, is a wide gap between how our students are doing on either curriculum assessments or I already and how they're doing on state assessments. When you have that wide gap, I've got a I've got a student, I've got a son or daughter who's just crushing it in school and then not doing well on the state assessment. you got a problem programmatically that gap is closed because we're using evidence-based research and instructional practices so that I can sit and talk to the three of you or the whole board sometimes and say hey how we're kind of doing I could have kind of predicted how the PSSA was going to turn out this year based on what I looked like because when you have 137% growth on the I Ready reading that's going to be reflected on the PSSAs's because there's some correlation there. So is is this growth shared with the state or is that just kept locally on IRA and Il is just local although we do plug it in now to EVOS so that we can align all of our assessments state or local to make sure that it it's kind of a check I think what Mr. Ginhard's asking is that it's a check and balance to make sure what's happening for several data points confirms what we're doing is doing well. Thank you. Yeah. And I want to apologize if I wrong. It's a great question. Question. No. And I think we're not teaching the test. I think what I heard you say is we're teaching the standard. We're teaching the standards. Right. And if the standards are the anchor, the No, not at all. The standards are the anchor. They are reflective in both the state level assessments and they are now reflective in our curriculum. That's what I was looking for. Right. So our curriculum is more robust. It's more rigorous. Our assessments are going to be more rigorous in the state assessments. But the fact that they share the common foundation of the standards is what's allowing us to make the correlation. So we're teaching the standards not to the test. That makes Yes, that makes sense. Thank you. Hope hope that didn't come off the wrong way. No, it did not. And honestly, this was student when I met with students as part of this plan. Um that was feedback that the students gave. They wanted to have more consistency and that standard. It's not the test. It's that standard, that experience of education. And that's that's what we're trying to aim for for next year, having that higher quality experience for all students at the high school level. So thank you. So what can we do in in in terms of if if attendance is really an issue at the high school, what can we do to motivate students to come to school to learn? Talk about the chronic absent. Yes. Yes. I think we only have about 30 minutes left for that kind of got a couple of days. We can we'll follow up on that. I I think Dr. Power Kappa brought that up last night as a concern and as we look at the comprehensive plan um and the idea of engagement, right? How do we better engage families and then in turn students, there's a lot we can look to do and build into that plan and because what what'll happen is, you know, wherever district level areas and each of those goals will get turned over to the buildings this summer and they will they will work on plans on how to operationalize at the building level those larger goals. And so it sounds like one of the things I'll be looking at is attendance. And as we talked about, if you remember Mr. Dinhard yesterday, some of it will be um parent um education on why it's important for the kid to be here. Uh some of it I know Dr. Kaka has been talking about expanding the pathways at the high school to include more work-based opportunities for kids cuz as you know here, we lose a lot of kids to having to make money to help support their families. So, is there a way that we can um do both, right? Get them re-engaged in school, but also provide off-site job opportunities as part of an internship program to help get them paid and get credits. So, we're going to be looking at a couple different programs. You work with NBIT. Used to have a co-op program. Used to have, right? So, we're looking to to start out, they're going to spend the year working on starting to re rekindle some of the relationships that we had with different um firm, manufacturing firms, maybe auto body things in the area that Tony Kap has got some good ideas on how to start to grow that over the next year to hopefully provide more opportunities for kids to to engage. Is it generally just same kids? Yeah, I can only speak for my grade level. I would say yes. So, I looked at um data on Panorama and I was looking to see, you know, the trends. Um I look at it every week. Um I would say it's generally the same and we do have um a truency process at the high school level and and all of our schools. Um but it will be generally the same and but I think every circumstance is a little bit unique. Um I think the pandemic has exacerbated mental health. Um and I think for a lot of families, they themselves are struggling with their own children. And I I my heart goes out to them because I couldn't imagine every day. Some it's a matter of um like Mr. Gabriel said, providing um food for their family or paying the bills, paying the electricity. I mean, the cost of everything has gone up. So, some students it might be that and some of it just a general motivation. There's there's so many layers when you start talking to individual students one-on-one. Um but that again speaks power of relationships and how you can work with families and provide supports within the community. and we do have supports that we do provide but I think um holistically in education it's changed a lot in the past couple of years when students are um do have attendance problems the team comes together and does a school attendance improvement plan and through that process we're looking at the why and what barriers there are to the student attending. So that's what often times where conversations will come up about the needs of the family or the lack of motivation, things like that. We can tease through that information as a team at the building level to really see how we can support the student. And so through those conversations, what we've been hearing is the need for individuals to work to to provide for their family. And that's where the co-op conversations are coming in. So, it's really about how as a district we can respond to those needs that might be the barrier to attendance. Thank you. Next, Mr. Ruts. Ask Miss Murphy to uh help me out here. Thank you. You're welcome. full and you can just use the uh arrows to move it. Okay. Will I not see this on this screen? No. Okay. No, no worries. Thanks. Good to see everybody again. Um I will turn over to Miss Murphy uh in a moment. Um she's going to review some of our climate and culture feedback and then I'm going to talk about our uh data uh for this year. Go a little bit of deeper dive and make that connection between the two. We've been through this again. and our objectives and building blocks. You've seen this multiple times. I'm not going to read at you on this and our norms and expectations given time. Murphy, let me turn it over to you. Hello. Thank you. Um I do want to Mr. Ginhart, you talked about yesterday about um with expanding PBIS to 12th grade and I believe like Dr. Calibri also hit on that that they are linking in SEAL but the main focus is connected to what her presentation was. Um so I just wanted to link that up for you and it also connects into our overall climate and culture. Um because growth is dependent upon if students feel safe and welcomed and have a sense of belonging. So based the color scheme is fall 2023 is that like orange color. Fall 2024 is the blue and spring 2025 is that uh I like to call it the centennial red. Um it's not connected the colors are not connected to an inference for you to say like oh orange means this. It's just to show the year-over-year time. Um one of the biggest things that stands well is there anything that's really major that stands out for you as you look at this? Well, it's sad to see that, you know, and I think that's a big part of the attendance issue. If they don't belong and that don't want to belong, you know, this is affecting the numbers of midline and staying flat at the high school. You don't see it over in the elementary schools. You definitely see the discrepancy between grades 3 to 5 and 6 to 12. It would we cannot disagregate it out between 6, 7, and 8 and then grades 9 to 12. So it would be interesting to see like how many how much of that is actually the high school but the students at the middle school are moving up to the high school and the idea is that we're clumping them together as secondary. So that is something that um really resonates with us as we're looking at this data of the differences between 6 to 12 and 3 to 5. Yeah. Cuz it looks like I mean my assumption what do I know? But I mean kids grades 3 to 5 like they're happy to be in school. They love it. 6 to 12 is when they're really being becoming more aware. So I think those numbers are more indicative and the number that they're in fact they're kind of kind of low and staying flat. And for when we look at the data overall, I also want you to keep this in mind that the true MTSS really started formally in Centennial with our our second grade kids. So if you're thinking about the end goal with what um Dr. Dr. Hal Grease was sharing for high school and we're thinking about where we're at for that second grade cohort that's always moving up. The goal is always if we know better, we do better. So, in looking at this, it will be the climate and culture think tank and understanding the brain science with Julia Skolnick linking it all together so that we can um be able to get the grades in 6 to 12 to have that sense of belonging. We are looking at changing the vocabulary based upon student feedback uh with certain words because they're very uh broad. So students looked at the questions, gave us feedback. So this is comparing apples to apples. All the questions stayed the same. Next year we're looking to refine those questions to make them more user appropriate rather than being generic to what the survey is. But what is interesting when you look at these numbers, you know, either elementary or secondary, there hasn't been any movement in any direction, you know, from 23 to now which goes into we're in our second year of character strong. Um we are looking to we've been doing SEAL and SEAL happens one time a week and it's it's great that that fits in and that will be like the social emotional connection the sense of belonging based upon the feedback middle the middle school is looking to make that live a little differently and they're working with ALA on that. Um, but in using these numbers, it could be a positive that we're staying consistent. Um, especially for grades three to five, but also it could be like I want to see that range of like 5%. I can see the range of give or take plus or or minus five. Um, but when I look at engagement, I also want to look at those questions for what engagement is. And that's what the work of the climate and culture think tank can do as well. So, this is just overall Dr. Dr. Ben always says this at board meetings that we don't just give the surveys that we use the surveys to be able to make changes. And this is um the the data was also shared out with schools. I know Sarah actually reached out to me. She's like, "When is this coming? How how soon can you get us this information?" Because they they want it so that they can um schools want it so they can share it out so they can get feedback. This also is really exciting. It is colorcoded. So, I have fall 2023 comparing to spring 2025. And those colors are the same, but you have uh the green indicates a plus from fall 2023. And that's really when Cassie started um I think she started in uh January 2023 possibly. Um or January 2022 and fall 2023 is when the survey started. um just to see the green and how much the increase from the fall 2023 to spring 2025 is. And I I as a district admin um really appreciate and value the feedback uh from from staff because I also want to make sure like that that that has increased from the teacher perspective and the staff perspective over time. That was one of the biggest takeaways as a new employee to Centennial that I heard a lot from feedback like they want to see district central office admin in buildings and being part of the the process rather than telling them how to do the process and also thinking of the professional learning. I know this is right here like negative 16 points but that speaks to the work that we're doing as from the student services perspective to support power professionals. Um and also another big takeaway for me was thinking about the pro um not just the professional learning but how like coaches are blending into this um from the the coaches are working primarily with the teachers and it would be interesting to see how we can possibly bring the feedback and coaching or how we give feedback to our power professionals to support them. So, if I can jump in on this, we have uh we meet monthly with the support staff advisory committee. And as Dr. Ross knows, uh the lack of professional learning that's been in place for them consistently has been a big conversation piece this year. Um and so, as you know, Mo said, Dr. Bennett always says, we we respond. So, uh we worked with Dr. Ross this year. We just put out I put I put this in the weekly for you guys. We put out a schedule for next year for support staff for preset professional learning days on days where we have like an inservice day or a half day. So we had never done that before. We had never said ahead of time for support staff, hey we have a half day here. Here's stuff for you to do in the afternoon. It was kind of hit and miss. But Dr. Ross and her team have worked really hard to say, "Hey, if this is next year's inservice calendar and you're not working in the afternoon, we're going to have opportunities for you to get paid to come in and learn." So, that was a huge win. If you want to talk about that a little bit, I think with the advisory teachers saying cuz as a school nurse, I always had to go to you had to go find something on your can still do that like the nurses can still do their, you know, Bucks IU training. they can do their but we're going to say hey internally we're going to offer for you we're going to provide services you come in you get paid if it's a special ed situation you'll get your chapter 14 hours so if you so we have designed specific days that will be live in-person trainings that are really targeted for the supporting in the classrooms that the individuals are in versus historically our staff members for their 20 chapter 14 hours would go out and watch an online video through Patan or do something through the IU that was connected to their position but not absolutely driven by the growth and the things that we want to see. So there are I believe six different days of a combination of half days, full days where staff members will be able to come in and meet with members of my team and the the OTL team for targeted trainings. So it's not necessarily adding more days to our profession. Yeah, it's just being more intentional and everything that we just talked about and highlighted are here for the areas of strength and also the areas of continued growth. I did it atalicize certain things here because we're synthesizing this. I don't know for sure. I'm making assumptions based upon a perspective and a snapshot in time. So from this, we also go back to the schools and the climate and culture think tank and they work with the school teams to confirm if our synthesis is accurate or not. But I don't want to I don't it's not that I I would love to continue to talk about this, but I the peace day resistance is actually what Mr. Ra is going to share with you. I I have a question on the previous slide, the chart. Um those improvements are all good numbers. They're good good percentage improvements, but the end numbers still seem pretty low. Are they where would we expect those numbers to be? Cuz you know, 54, 41, 38%, they still seem pretty low, right? That that's a great point. So this was our lowest participation in the survey that we've had so far. It is optional and it is um anonymous. So when I look at this the fall was our largest number and the students will always we can control the students. We can give it to them during certain times where we can I don't mean to control them but we can control how they take it um with the administration for for the families um as well as for the faculty and staff. It is recommended and encouraged, but it's also optional. We had have had a lot of surveys that have been going out for the comprehensive plan, for the family books. Um, like it's almost to the point where it's survey overload. So, when I look at that, I'm also taking into account that we had 266 teachers or staff complete this, whereas in fall 2023, it was 359. So, could this be a function of the normal human condition? when you're happy, you don't really feel the need to go tell people, but when you're angry, you want to tell everybody. It's it's like, and again, it's a snapshot in time. And there there's been a lot of there's been a lot that has been um happening with change. And in that it's like we're working to we're working to synthesize it, but it also goes where this is an overview from a district level, but it's more impactful when they take it to their climate and culture think tank and go back to what they're working on with Julia Skullnick with their three main points of focus. One one major point of focus is clarity for some of the schools. So what is clarity to clinger is going to be different than what is clarity to log. um and what what is the um I forget what the general words were but Julia's pushing us to unpack that using the data to think through it and she has access to this data as well as Michelle Gil who is supporting with the SEAL the social emotional development question in in regards to the feedback and the coaching is the coaching and feedback not drifting down to the pair of professionals is that part of the reason why we seeing I think their questions for the par professionals need to be adjusted because um when I think of coaching I think of Erin, Nick, Nancy, Cindy. When I that's what I think of when coaching, but coaching can also come from the building level of how we're going to be supporting them and giving them feedback. So when I think of them, I'm not thinking of them as nouns. I'm thinking of them as verbs and where how can we do a better job of like it's not just um the coaching for the teachers is coming from Aaron, Nick, Nancy and the coaching for the paraprofessionals it needs to possibly live with them and they need to know or it can live in a different way and that's just where Gina and uh the student services team were working on that. So that really is like our next phase. So our first step was to really take a look at the targeted PD that we could provide the supports the trainings and then looking out the coaches for a paraprofessional support staff are really the teachers they're giving the guidance the direction what plans need to be put in place. So looking out to the following year of whether or not we would have some of our chapter 14 hours be allocated to the building for that um collaboration, that conversation, that coaching, whether it be from the building administration partially um but also from the teaching staff themselves. Thank you, Dr. Ross. And this slide here just highlights a couple points that Miss Murphy added in about um evidence. research finds these things about these connections between positive school climates and student growth and achievement. So again, I'm not going to read this at you because I know we want to get to the data. Some of this you saw last night, but I'll break it down a little bit more specifically. This is the doubles data that I referenced last night. Uh the yellow bar is the end ofear national benchmark. You can see each grade K123 achieved above that national benchmark. Again, referring back to uh October's presentation, we've seen a three-year four-year trend line of kindergarteners coming in further and further behind, meaning their initial their fall dibble score has been decreasing for four straight years. So to have that not only in kindergarten but to maintain that endofear benchmark being above the national benchmark is a testament to our teachers, our coaches, the systems and programs that we put into place. Uh the lovely triangle um tier one, tier 2, tier three, these are just um averages or uh guard rails guidelines for where uh students fall and what percentages uh they are in. Uh this is the K8 rating off I Ready. Um, you can see that we had a 27% increase. We moved 20% higher kids from tiers three and two into tier one. I used this number last night. 950 students from fall to spring. So, in less than a 10-month period, we moved 950 students into tier 1, meaning on or above grade level for reading and K8. I mentioned this last night, too, right? We have 100% of growth typical annual typical growth our students K8 137% last year in spring of 2024 was 132%. So they've do we have any breakdown between the schools you know this is yeah this is composite I can get that by school but do you have yes I can get it yes um that is reading for math 39% increase 39% increase almost 1,400 students it was just light 1389 I think students moving from tier three and tier 2 into tier one impressive the enrol Enrollment at 201 high school is I think 16 and change 1700 1,700 is almost the enrollment of our high school. I think for the first time if you look at the middle key our target for tier three is 5 to 10% of the students were actually for the first time hitting the target at the end of the year for 10%. That's pretty impressive. Yeah. Again, 119% of progress toward annual typical growth. Last year at this time, it was 115%. Il data. This is 9 through 11 only. This is composite. I'm going to get in the weeds here in a minute with you guys. I'm going to geek out, so I'll warn you now. Um, but we had increases across the board, grades 9 through 11, uh, in all four areas in on the reading. Um, this is where I'm I'm going to go to the screen for a minute. So, this is an important note. According to IXL, a 100 point increase equals one year of academic growth. Okay, now bear with me when you see this number. When you see these numbers, keep this in mind. Il works on a 100 point scale assuming a 10% 10point increase during the school year. They consider a school year September through June. We're done by June. Thank you. I should carry on with me. So we're we're done by June and December trails off. So when you look at our academic year for work, we're down to 8 months. So that would be an 80 point. I'm just telling you internally what we look at is I'm looking at 80 points and above because we don't have the full 10 months. Am I making sense? Mhm. Okay. But we still have a 100 point increase. I just want to put that note there that within the LL platform a 100 point increase equals one full year of academic growth. So even with a score of say if my benchmark is 80 points because we have this for 10 months uh 8 months at 10 points a year we're still above that in several areas. When we get to reading, you can see in vocab in grade 10 exceeded that and we were above 80 although I want to be above 100 uh in reading strategies and grammar mechanics. Every category in 10th grade was above. 11th grade had a in slight increase in vocab and decrease in three other areas. This is in line with what we've seen now for three years. I'll talk about in a second because I know you're going to have questions. So I'll talk about that in a second. But we saw slight decreases in the other categories in 11th grade for math. Again, this is composite. So this is grades 9 through 11. And I'll break this down by grade. We had over 100 point increase in algebraic thinking and 91 point increase in geometric thinking. By grade, this is how it works. Remember 9th grade focuses in algebra. It's algebra 1. So, algebra 1 had 127 point increase. Remember, the baseline is 100 for a full year's growth. So, they exceeded that and got pretty close with geometry as well, if you don't mind me saying. 10th grade focuses on geometry, 194 point increase, almost two years worth of academic growth in one academic school year. Had tip to those teachers in geometry teaching grade 10. And while we had a slight decrease in 11th grade in geometry, remember 11th grade is algebra 2. So to see that over 100 point increase in algebra 2, their focus is still on algebra, algebraic thinking because they're now in algebra 2 and 11th grade. I don't want to read at you and I want to be conscientious of time. So we have some areas of strength and some areas for continued growth. And you can see this is three years in a row. We're talking on my my right column. Continue. We need to continue what we're doing. Time and consistency. So, I'm I'm confused, but that happens easily. So, the if it's under 100, that means they're not getting the expect yearly growth or No, that's just a that's a baseline that sets within their platform. It's a great question. And it assumes it assume it it assumes a lot. Meaning it assumes that students, Mr. Ginhart are on the platform for x amount of minutes. Okay. Okay. I will share with you uh and Dr. Calibri, you back me up if I'm wrong. That is almost impossible. What exe would require a student to be on the platform to be would take away from their tier one instruction. A teacher would have to keep just having a student on the digital platform and we don't teach that way. So even in that, let's just say it's 37 to 40 minutes a week. EXL says, "Let's put Mr. Ginhard on that and you're going to see these results." Our students might be on EXL a half to quarter of that time per week and are still putting out these results. So, if they're not on it long enough for I guess to achieve the fulll um assessment, then how valid are the numbers if they're not doing it what the system says they need to do to Oh, this is valid. So, if I take algebraic thinking if I take algebraic thinking for 10th grade, and I know 10th grade is geometry, but let me just use that because it's up here. They've increased 70 points. That's terrific. Terrific growth. That's still terrific growth. So it's still Yeah. Still grow still terrific growth. So it's not meaning that's seven points of academic growth being off on there all the time, but growth is growth. It's still the growth shown is still valid. Yes. And we have to balance this. It's a great question because do I want to just do we want to just put our students on a digital platform? I do not. So we have to temper that with time in the classroom, time with a teacher because that tier one instruction in the classroom is going to be most important. A lot of this work with excel is practice skills practice and supplemental work. So the fact that again I'm not even thinking a 10-month year. I'm thinking of an 8-month year. the fact that we're hitting these numbers and as long as we're seeing growth, I know that a student is coming in and from September to June, they've gotten seven months, 70 points in this example, 7 months worth of growth. That's just on the platform. That doesn't mean they didn't grow more than that because they've had personalized instruction with the teacher in the classroom. They take in April. And they do, that's a great point. They take the at the high school, they take the in April. They're not even they're leaving eight weeks of instruction on the table. It's a great point. So since you moved to 11th grade there, yes, we're back to that. We see some small decreases here. Yes. Do we have any comparison to look at what those 10th graders did a year ago to see if there's maybe a correlation to why 11th grade was not doing as well. There are several factors as there are with everything. We believe I believe the main correlation is that after 10th grade is the last keystone year like engagement drops off. Also the core sequence because 11th grade they get a masterpiece course whereas in 9th and 10th grade it goes the entire school year. We're capturing kids after 10 11th on Mr. Godson who are playing whack-a-ole a little bit with half half year electives here and there so they don't have a full year of this that or the other. So, we uh have made a decision going forward that we're going to keep simply through the PSSA and Keystone grades, grades three through 10. The non-ESTable grades, meaning 11 and 12 and the earliest grades that are not tested, we're not getting the efficacy of the platform uh with those students. And we have other tools already in in the bullpen for that. Mr. Gabriel, part of our budget reduction as well. Did you ask that? Too soon. Too soon. Thank you. Uh let me just get to the end here. Just a couple notes. Again, I'm not going to read at you, but uh we've talked about this, the reasons why we're seeing the sustained student growth, and now we're starting to see achievement. And Mr. Ginard, I was very um very grateful that you mentioned last night um the people um as well uh that put all this together. That's what it's all about. That budget reduction did not go over well with teachers and ced. Oh, I'm sure at all. Yeah. So, I just want to advocate for them that uh cuz they're sharing their choice. Yeah. Any questions? Somebody wants to send us money. All right. Thank you. I read that um the other day when you posted impressed with it. Thank you so much. Thank you. All right. Let's move along. Good job. That wasn't the one that I have last. She had the wrong one. All right, you guys ready? Moving on to number seven. If you have any questions, the only question on on I saw in the book order, you know, that's two orders that look like they had the same order but at two different prices. Which for both middle school? For which book? For the middle schools. Uh that could just be from that's the reading Olympics list. Uh it could be the uh is it two middle schools? Yeah, they could be order one's flet probably and one might be ordering from uh bound to stay bound. It just could be the um they're on the same page. Really? I think it was okay. Oh, I thought we can look into that. I think one was paperback and one was hardback. Oh, it could be that. Thank you, Mr. Mayor. It could be that. We can review that. But that those are all just the reading reading Olympics titles for next year. And I and I just want to say some Trollan books again, whoever picked these books, the ones on Ian Frank, The Holocaust History, Bletchley Park, fantastic choices, good titles. They really they really are. And um since I mentioned Bletchley Park, if we don't have any books to tell the story of Alan Turing, we should do we do? I don't know. I could have them do a um they can look through the We should Okay. There was a couple books in here that I started like, "Wow, that looks good." Um that yeah, I like the um choices. I really do. I think that um they were good choices and that um really interesting. The um one about tuberculosis is another good that was another good one because um if you know any history about Philadelphia with tuberculosis and there was another one that I really thought I got to read this one. Um I think it was a thriller. That's all right. It's on. It's on. You don't need to hear. It's okay. But thank you for these choices and um very interesting um interesting books. I start read a couple of them. Oh, Impossible Creatures. That's what it was. Yeah, that was another good one that I liked. And the ghost town. I don't know if you read any of these, but Ghost Town is Yeah. So, okay. But other than that, you know, I'll recommend that we move all, you know, eight or nine8 items forward. That's a yes. All in favor, you know, three yeses. I'm at the end. The end. There you go. You remember we don't have we don't have an egg committee in August. If you remember, it's just the one meeting in the middle of August. So, we'll we'll meet back up in September. Can I say that?