[Music] I would like to call over the special meeting of the Boulder Valley School District Board of Education for Tuesday February 18th 2025 board members May attend and participate in board meetings by electronic means accordance to BSD
policy and state law La can you please call the Chavez here medler hear mnik Quin L
here Raj Paul here Sergeant here hunger thank you like to turn it over to lenia who will read Our Land acknowledgement this morning Boulder Valley School District resides and operates on land that is the
ancestral Homeland and unjustly and illegally taken territory of the you qu blowing AO Cheyenne Apache Navajo and 48 other tribal Nations historically tied
to this land who have called This Land home since time immemorial we acknowledge the atrocities here including the painful history of genocide forced assimilation and efforts to alienate the indigenous inhabitant
from their Homeland supported by the policies of the United States government PBS is aware of the many indigenous peoples past and present and their dignified Nations and cultures who care for the land with strength and resilience bbst recognizes the histories
of the land in Colorado and the survival of the many nations that carry their oral Traditions into the present it is bbs's responsibility to educate ourselves our communities and our students so that we can embrace the wisdom and knowledge of indigenous
peoples and actively stand together to address injustices in offering this land acknowledgement we affirm and honor the history wisdom oral traditions and resilience of indigenous people and
recognize the responsibility to care for and appreciate this land together thanks Mia I would like to remind everybody that the mission of the Boulder Valley School District is to create challenging meaningful and engaging learning opportunities that alter and Thrive and prepared for successful civically
engaged lives good morning everyone thank you for joining us we're glad to have you participate in observe our meetings this time is our motion to approve today's agenda mooved by lenia seconded by Kitty where can you please call
Chavez yes medler yes yes Raj Paul yes Sergeant yes thank you motion passes for remember to we have one item on our agenda it's a work session information item taking a deep dive and look at bbss all together for
all student strategic plan Dr would you like to do the introduction I would love that thank you board president Raj Paul members of the board welcome good morning excited to today have our third Deep dive into strategic plan uip uh
joined today by our amazing uh data and academics team uh Jonathan dings Claire Sims lale Cruz and Chris Brack are going to be walking you all through uh not only our updated scorecards uh you'll be able to to see uh the finalized version of our
dashboard and walk through that a little bit that really aligns to strategic plan initiatives and our progress uh based on the conversations and feedback that the board has provide us at our previous meetings uh we'll be able to um very exciting uh go through some of the new
assessments that will be um part of the infrastructure structural infrastructure of our district moving forward walk you through some of the Baseline data there um and then as always lots of Engagement lots of questions again I just am really proud of our district of our board um in
the ways that we really look at what's happening in our district based on what we're trying to do uh and and coming together as a team to make suggestions and improvements I think that uh it is really a model for other districts who are looking to get better and work together and so with that I will turn
the presentation over to Dr n Bru good morning president Raja members of the board we're glad to be with you again at this table and in conversation um for a work session about as Dr Anderson said the implementation of our alleta for all
student strategic plan our uip and accompanying metrics last time we were at this table in December the board had some excellent questions um and suggestions and we will have an opportunity to revisit some of that content and more today we're going to be
able to dive in together to look at some metrics and outcomes um today we have a scorecard update to share based on your feedback in December we'll walk you through the kpi dashboards that Claire has
diligently been working on and developing and you all received a link to those dashboards on Friday and they've gone live now um and we're also going to share your data from the assessments that we see oh we don't have
oh yes the assessments that we see here which do include some new assessments that we will provide more information about when we get to those and of course we're going to pause throughout for questions and conversation our discussion today centers of course
our alt together for all student strategic plan from the kpi dashboards to our midyear outcomes for students looking at lag and leading indicators all throughout the year um these are indicators of how we as a system are
doing in reaching each of the Strategic objectives and also how we're reaching each and every student while we do have areas for improvement certainly we also do have promising data to share and we're in a place of progress and possibility and we look forward to
talking about those today first up you provided as I said input on the scorecard and Chris is going to walk you to through some modifications based on that in good morning for president Raj all members of the board um when we met last time we walked through a version an
additional draft of this strategic planned uip scorecard uh your feedback was that originally what we had set up here was icons little circular icons that showed red yellow and green for the overall targets that we have for the uip you asked for a little additional detail
you asked that we break out some of those groups and show us where they um are meeting the progress of those uh targets for each of those subr groups uh as well as adding an additional key so that there was just a lot of clarity uh so again this is meant to accompany the
kpi dashboard the wonderful amazing kpi dashboard we're about to walk through uh give a snapshot to everyone on where we are with making progress towards those goals so you'll see uh those changes reflecting here how we've broken out each of those groups of students um and then rather than a circular icon showing
where it is you'll see a red yellow and green for every one of those populations there um and then what hasn't changed as the leak indicators that are listed there that'll be for every one of those uip strategic plan targets whatnot this is just a snapshot of one of those uh
following this meeting we'll take the scorecard we'll hand that over to our Communications team make sure it's granted appropriately and ready for public display um but wanted to make sure that you had a chance to see the updates fored from your Fe I have a question on this one um I
think visually it looks great what how do we know where like all Learners are when we look at other points of data it breaks it down by all Learners and then in the subgroups depending the subgroups we're looking at um where is that would that be reflected here so I think the
inent with this is like I said to be so that you would have in conjunction with the with the larger dashboard we also still have that link that's in there to the Baseline data that you'll see so this is just to reflect progress towards those very specific goals that we have set um but obviously everything that you
would have in a deeper dive from the f as that makes sense just seeing Inside by side and it may be too that this on this particular metric because it's a proportionality one the proportionality of
all doesn't fit in this particular but I guess to that point though it does seem like it would be helpful to know well I guess um I can't articulate this uh but it
does seem like it is good to know I can't AR I'm think about there's something about the all there that does seem useful but I can't figure out my fing yeah it would have to be all green for
all all the time by if if you're disproportionate in one area you're disproportionate I guess it would be useful uh it would be good to have included in the text what percentage of all kids are
qualified for special education just one sentence that says that okay do that so that would mean if you're just proportionate but we're dealing with 1% of students and it's 1.5% of students that looks like it's you know point five off just let know
where it's going what I was trying with the r next to the titles on next to the like under progress winner 2025 with the ratios of number of like maybe some more detail there to kind of
talk about the scope and scale of how many kids make you disproportionate versus proportionate yeah I guess uh what I was thinking would be uh 12.4% of our students are identified for special L um
and that adds perspective to this and so that lets you know what small percentages of small students are in terms of numbers I think those are easy changes that we can make we can certainly add that to the scorecard and I'd also say board members as you as you get a chance
to digest this and we see these in action and we get questions from the public that we reserve the right to always make things better right and so we can always adjust as needed yeah I appreciate that the perspective like What proportion our students are are in our special
education right that's different than um we'd like it to be proportional for example will make 28.3 but right now they're at 35.5 or whatever number might be right a different that's what you were talking about right let I think
our team is say take we can take the feedback and uh and make some adjustments um again this all of these things questions can be better answered probably through the dashboard when when Clear goes through but we'll see and if not then we can we can add the the
specificity in in these uh the scorecards can I um when we're looking at the dashboards like where where does the scorecard pop up how does display it's not there yet because we
wanted to integrate the feedback from the board from December bring you back what a more um what an updated version would look like get your feedback on that but a next step for us would be to launch it we haven't talked yet about where it to live but it does make sense
to obviously we want it in a public place so I don't know if it's on our strategic plan landing page and our kpi dashboards or where that will live because I think that piece will help understand what additional detail like if it's somewhere it's accessible with some of these other components maybe you
don't need as much detail in there so part of it is like where is it going to live once it's live and ready um and that that might clear up questions as well and keeping in mind that in the actual scorecard there are links to the Baseline data which will and then the
progress data will change as we get that data those data yeah I'm in favor keeping it is it is like just the scorecard right to keep it it basic most simple you can go to the further um but so I want some clarification before but in terms of lead indicators um that
seems separate from the other stuff and so how do we interpret those lead indicators in one way scard now so right now these lead indicators are part of the 2-year uip so we anticipate having all of those boxes checked our Target is to have all those boxes checked by the
end of next year uh and then hopefully those League indicators reflecting in the grein across all of those metrics score right so um as we check off different aspects of those we can give context okay so so they wouldn't be
checked off until the two-year Point uh right these as we work through different things so depending on which section of the scorecard you're looking at some of them is hours of professional learning other pieces are implementation around data driv instruction that we do anticipate taking long these three lead indicators
we don't anticipate hitting until next year is there a way to I know the past John has used them in progress or you know somewhere some something to show otherwi so as opposed to like check boxes a more of a progress indicator
yeah like that maybe think about that possible yeah I mean the past we were using like a pie we would have the pie be half full or quarter full or something on those lines but we can certainly think
about yeah it's an interesting thing like you don't want people to think you're not making any progress right until the twoe point because we've got a lot going on here right like we've got one-ear targets we've got our two-year targets we've got our fiveyear goals we've got you know this is this is a pretty um indepth scorecard with short
cycle and long-term strategic plan initiative progress does it get too busy if we change those check those check boxes to more of a kind of a percent prog like a progress indicator what about a thermometer type thing or or a
thermometer or a pie Charter I I I think we could do I mean or we can use the same key that we have um for the student group since we already have an indicator bottom of what those mean and one of them is um some progress being made because these are very much living
activities these leading indicators and we constantly have central office personnel and directors and leaders in schools um having conversations co- evaluating for instance progress on
DDI um it may be hard to get percent indicators but we could certainly get progress indicators no I think that you know and and again only updated quarterly not like real life like live like I don't think that that's reasonable but I do think I mean so so we have a couple options on the table we
could do in those little boxes red yellow green um or we could do I mean they're both most probably all going to be yellow um that seems like the simplest kind of without creating a whole another
different thing uh the simplest way to move forward how do how do folks feel about that we try there and we'll see if if that works and if it doesn't work again we reserve the right to constantly improve and and and and make it better so and I
actually think having the red yellow green because you already have the def definitions below you're not having to have a secondary definition I think that makes a lot of sense like we've met the target that's been accomplished it's in progress so I think that makes sense to keep it
cleaner okay yeah we're looking forward to launching this um we were I don't remember if we were at dard DPC meeting recently and Jonathan was sharing uip updates and uh one of the parent participants said all of this data is great but can we just give us something
simple and we were like it's coming so this will be that product that meets that need in the spirit of simpling simplifying something um um that's for good boarding there uh on the language I recognize this comes from
like the actual targets and everything but the repetition of non-charter schools is kind of um uh like I wish there was a positive word for saying bbsd run schools um because this sort of like brings uh emphasizes that the charge schools
aren't covered by this um or included in it which is which is not a big deal so I would say um bbsd uh operated schools and maybe footnote it and say all this doesn't include Charter somewhere so it's not repeating over and over again noncharged that's good uh good
not all right whatever word you want use I think your words are I hear what you're saying thank you for that feedback so we have been Vision casting the kpi dashboards along with you and long last as I said they're ready Claire's going to guide us through those
and we'll pause throughout for engagement than you get the live dashboard up here okay here we go um so my plan for this morning um as Laura said will be pausing for questions please um you know
interrupt me at any time um I know so really value the feedback that you provided um throughout the fall um and we've been iterating and um really working to make this better so uh since this is um a good amount of content that
we've seen before what I will do is just make a point to emphasize what or what's different or what's the response to feedback um as I kind of review and give the guidance who are here so um here is the new public facing kpi dashboard for
the Strategic plan um just revisiting the overall purpose so these kpis are aligned to the four objectives objectives of the plan these are really focused in on our summited end of year results and data points um so that's um kind of the
Cadence that we can expect results here um and to tell us about our progress on the plan we've really tried to make them comprehensive and streamlined but as we dive in you'll see there's also a lot of detail and Nuance that we can dive into um so as this lives online um
couple features to point out so this is translated in available in both English and Spanish so there are toggles on every part of the dashboard where you can toggle between languages um the other part just to point out on the landing page are some
relevant Links at the bottom um including some CDE resources around um performance Frameworks and unified Improvement plans where you can find all that information our website is notoriously hard to navigate and I'm on it and I put
in the search me menu dashboard and nothing came up how do you get to it from the homepage we have not actually set it up as a page on the bbsc website yet so I think that's also okay I'm sorry I misunderstood I thought by live
I thought you meant you could get to a yeah not quite yet so it will probably go on the plan website but um yeah we hav quite okay close that Loop yet yeah okay so I'm going to jump into the
first page of the dashboard here um so this is again similar to as you've seen before the the first page with the key performance indicators we have really tried to put a lot of information into
one snapshot view so looking at the four objectives of the plan and metrics embedded within each of those um so let me actually zoom in and I'll go through each one by one okay so starting with um grade level standards and instruction so again just
a couple things to point out so that language um option is always there for each of the objective there there's an information button and you can click on that to get a few more details about that particular area so for that
objective what are the key what is the key metric or metrics um questions that you can answer with these metrics are in this case for example how well did students demonstrate their learning of grade level standards and then just clarifying the data source um again this is going to be our end ofe metrics most
recent available I really like that you explicitly stated what questions can you answer with the metrics I know the last time we looked at this we were struggling about you know how what what does this tell us and what does the data not tell us and interestingly I didn't notice that right away when I was playing on the dashboard until I looked
at on my mobile phone and then on the phone you don't have to even click on little information key the icon it pops up instantly and that's kind of actually what Dr Dre my attention to it but I think that is really helpful if people look at that click on the little eye to
say what can we um potentially answer with this metric I think that's really yeah thank you yeah because we're really thinking about you know what does this tell us what what should I take from this um so with that we kind of
pose the question there another feature I built in is um when you cover on the information there's always going to be a sentence that helps you actually answer that that puts that result into words so for example um across all students in
the district 71% with the ends there met or exceeded expectations in reading and writing in the 23 24 school year so that's always written out as a phrase of what is the takeaway point of this number um that's being shown here okay um so honestly the grid level
standards and instruction these these are the same results we I've been looking at for several months so not much else is updated there but I'll just are there any other questions about that first objective and the metrics there um so then under tiered
supports um so our key metric there is growth um specifically that median growth percentile and I know that that even myself looking at this metric all the time it is helpful to revisit what exactly is that telling us because it
has a lot of um kind of nuance built into it so I tried to concisely put um the definition of that median growth percentile um the key things to keep in mind again these are looking at students who did test in two consecutive years um
and their year year-over-year progress relative to academic peers Statewide or other students who perform similarly um this metric is also median so we're looking at that middle score to know how did groups of students perform
um relative to their Statewide peers and knowing that a typical value would be 50 helps sort of set a benchmark to look at um so again our question that we can answer how do groups of students progress from year to year towards St
standards So within this um again we've got our F groups of students and here's a piece that we also did talk about previously um that I wanted to just surface again looking at students with the documented in intervention within this content area um so for example in
the reading and writing growth results what did those look like for students who received or reading intervention um so that's embedded here but another feature is when we look at any of our groups of students here and hover on the
the data there is embedded with that a breakdown of that group of those who received an intervention compared to those who did not um and that goes Group by group so again just another level to drill down here and think about that focus on tiered
supports that's next level that is as precise as I mean share commentary but uh you know the that we we're getting to the level of precision where we know who we're helping to the extent it's working or
not working uh just tells very complete story good question are the meeting growth percentiles from of their subgroup or relative to all students so when the like Hispanic Latino students
are at 48 percentile is out of the 48 percentile of Hispanic Latino students or the 4 percentile of all students it's all students um it does have that academic pure component but no it's not just within a sub it's not a subgroup of
the demographic right okay great so moving down to post secondary preparedness um so here the focus is on our Grad Plus metrics so our four areas of Grad Plus um students receiving college credit in high school um
industry certification the Seal of biliteracy and work-based learning experiences um so with this we can look at both how much students are engaging with those Grad Plus opportunities um both within each opportunity and overall and the rates of achieving um within
those um the update here is that this is now looking at our official class of 2024 finalized Cort he and so again um hovering we can have an answer to some of those questions so for example overall 86% of our graduates achieved in one of the
four areas of Brad Quest overall at least one area um in the class of 2024 all right so um our last objective area here student wellbe and cultural competency um there's a little more to unpack here so we have multiple metrics
um including the climate survey suspension rates and use of restorative practices um so we can answer a few questions with this so one is just how favorable students are feeling about their experiences at school I'll dive into that a little bit more um and how
do our rates of suspension and restorative practices compare um overall across groups you know dive down the rabbit hole with that as well um so again this is looking at year ends data from 20234 so the new component here is for
the climate survey we have um in response to your feedback and suggestions um made this a composite measure and so I'll hover to show the details here um so now instead of looking at one item we're looking at a
composite of three so my teachers care about me I feel like I belong and students at the school are often bullied so a note here about U this always comes up when we're looking through the climate data is that some of these items are phrased in a positive
and some in a negative um so just for your interpretation that overall composite percentage is a percent favorable um so like the sentence at the top 84.2% of those responses were favorable um across the
composite and then within each item itself that's shown we're looking at um percent agree strongly agree so we thought that was more um interpretable to look at it that way so the composite gives us the favorable and then we can actually dive into each of the items to
get more detail even though the students are bullied train posi negative value is a bad thing as first yes yeah toally reversing that's really helpful I
know in at school levels they really struggle with that question those types of questions because like well wait a minute 80% it's like no like you know that's a tricky so thank you for reversing making it consistent amongst the three that that's
agree strongly agree and that was just really I think strong feedback from the board the last time we talked about this it's not just one question it's multiple measures um on the survey in addition to other tangible measures that we have around Resort
dis I like the index yeah I do like that just just to get the interpretion right so that 84.2% means that the had at least agree on mik te just care about me I like belonging and disagreed students can score off
the across all three yeah y exactly yeah and that third one gets reversed for the okay it's also positive like if 84.2% of people feel positively amongst those three indicators that that's also
just celebration um so then the other two metrics here are a little more straightforward so um suspension rate and again um a little bit of detail uh within that but it's spelled out here so
for example 1.3% of students have one or more out of school suspensions in the 23 24 school year um with restorative intervention the detail here is that that's 45.9% of students who had a
behavior incident um and that's kind of indicated you can see the lower ends we're not talking all students overall but any who had a documented Behavior incident um who then had one or more restorative interventions in response to one or more of those
[Music] incidents those sentences really help clarify thank you um yeah so the hope is from this view um that gives a pretty comprehensive snapshot um so looking at
what are those metrics across the four objectives um you know you can look at it just straight on and get a picture you can start to hover and get a little bit more of the Nuance um and um just spting a lot of
information into one quick view of this kind of a snapshot so from there we have also built in a drill down feature and so this can help to go um deeper into the metrics look more over time I'll
talk through each of these and look at other groups of students as well because again at the top level we're looking at three we're looking at all students and then two focus groups of students but we know we have many groups of students in the district so hey Claire how did you do that drill oh
yeah so it's the tab at the top yeah that's one way to navigate through the different parts of this yeah Dr down there it is okay thank you yeah good okay zoom in again
um okay so what we have here along the top we have four different filter options available in these dropdowns so the first one is selecting the objective so now this is broken out by each objective area so we'll just start grade level standards and instruction
again um selecting groups like I mentioned so this will default to show our focus groups at first but we can also drill to other program groups race ethnicity gender grade levels and grade level groups so like Elementary Middle
High um something new here is you can look at the district overall or you can look at any school in the district um so all list it out here it's a great feature to have um and then as usual the language
filter is there too so um the way this is built the top part of the view is going to get give that onee snapshot so our most recent completed year of data so this is just what we had already looked at um and
then down below we have a breakout of three years of data so a threeyear trend line um within each group so and then broken out depending on the metric so here reading and writing and math over time
so couple things I want to point out here um so again based on feedback one um component that comes up as you start to drill down and look at different groups is that there's a lot of data on
the screen so for example um let let me drill this down by grade level that starts to pull out a lot of groupings of students so one thing we did um this was a a suggestion at one of our fall meetings um is trying to make
the visualization type um adaptive to when there are many groups on the screen so here for example pie charts got kind of busy with this many groups um so we switched it to a bar chart for example but we can also further filter
this down a little bit more so I did add one more filter option where you can choose just selected groups you want to look at so let's say I'm going to clear this and we just want to focus on Middle School grade levels we can do that to just get a little bit
of a cleaner simpler dashboard that focuses in on those groups that we want to look at at any given time um so that's just a little extra extra filter available um as you're going through the
[Music] dashboard have school leaders SE these D because the link is live have schools been able to see this or play with this data yet or not no we really did watch yeah we wanted to have an opportunity to share with the board of first um which
necessitated making the link live and so we haven't had a chance yet attending you know feedback in this conversation to dig into this with our leaders yet but that is the next step yeah down the road I'd just be curious to see what their feedback is on all of this data
and this slies they can really it's it's fascinating when you really drill down and get very specific so the utility I'm curious in the you know years years to come how it's being used and how it's helping improve practice and so that's
kind of I'm excited obviously I'm something think in the next thing I was just curious than I mean a tool like this in my experience would just sharpen people's data literacy and the ability
to use that to to know and understand um where their focus needs to be right if you were to think you know UI you know your your general uip if we did a survey of all the uips in Colorado right like most of them stay like 50,000 foot VI
right and so then it's like boiling the ocean right you do a bunch of things probably the right things you never know if they work or not you never know how address the subgroups or not right brince repeat oh well you know we'll get them again in two years right you know but with this it this is Empower just it
empowers our public it empowers our district accountability committees it empowers our school leaders empowers District leadership and empowers the board to a level of uh Precision that then will allow us to have just better conversations around
what's happening what's not happening allows us to course correct allows us to reflect in ways that that we need to when you're very High achieving if you can't get into levels into the detail you just celebrate that you're high achieving and you turn the page right that's not what we're trying to do all
together all students right and so this this dashboard in my opinion and I I haven't gone through every District's website and seen have seen what they've done but I would gather this is amongst the top 1% of dashboards for data in the country of any anything I've ever seen
it is uh it's glorious it's glorious I agree this is great the level detail go in and out is awesome just point some interpretation in some cases be careful the school level because it's numbers get really small right so just kind
of and two year to year you're showing three years here it's not the same kids each year right it's different cohorts of kids each I what that to be clear so that people are making compar about changes yeah that's that's a good point and that's probably worth but
um about this yet um annual cohorts different students um and thank you about um for the point about the small n so we do follow the rule of um a minimum group size of 16 um so that's for
example here the denominator um uh for this metric so but you're right I mean and we tried to put the ends on there very clearly too so that you could think through like even if the group is 1 students that meets that like criteria that's still a pretty
small um I was just jumping ahead to The Climate survey on this one um and out of school suspensions and I think this is an incredible tool for school
leaders to you know easily access what their students were saying you know I just went through and looked at different middle schools and to see about belonging this it was super interesting to just even look at the difference between different middle schools and um
then having our school leaders at a particular Middle School say what they're using is it no for hate is that what's happening that their bullying numbers are a third of the middle school next door I I mean I think this is super
incredible for looking at um Shining Light on places where we have work and then Shining Light on some school that is somehow figured it out so I I mean I just did like a little five minute thing
there and it was super awesome thank you a few things come out right like you you eliminate blind spots when you have this level of transparency uh you it allows you to scale best practice and learn um from outliers within the
same system within the same community I think it just will help accelerate um our Improvement efforts in just a lot of ways but I do really appreciate the way that you're already looking at it I think this is uh it's super powerful so is this page that's
displayed available to us yes and where where yeah where we find yeah what are we looking at um yeah the only thing I S found was the link that was in news and notes and that just you should have yeah so the navigation
is there's tabs pinned right above the content got it okay there is quite a bit of information that doesn't jump out at you okay yeah I think we could try things to highlight that more or work with the it doesn't
jump out I should say okay well those tabs were to see like yeah yes just color having color really neat I've been following along of the Spanish ones of these um and for the most part they translate great um some
of them they start to they don't pop up initially and but it's really bad on student wellbe cultural comp to that and all just hash marks so I think there's some work to be done that on the Spanish part I you can you hover pops up but um
you have to do a little extra work for to actually get any information out good it is I see what you're saying yes I found that so especially I'll show to look at but here in particular yeah okay I'll keep working
on that part yeah that's why I put so many filter options but you do have to like click and do so much with that so thank you I'll see what I can do with that and I think the way that you designed the filters is helpful so the people that if you just jumped into one
of these detailed Pages it would be very overwhelming so having the big picture and allowing people while you have to find the tabs to drill down the way that they want to drill down it really does make it more digestible I think for the public who's not used to or anybody who's not used to looking at the city
not overwhelmed with this big screen of all kinds of different indicators so I like the um ability to filter and get more granular if you want to but if that if you don't want to or you're not comfortable or not ready yet you can zoom back out you still get a clear
understanding of what's going on yeah I think I would add I I definitely am excited to share this this with our school leaders as well um I know I I get to work with them quite a bit with their data um already so I know that um for example when the state test results come out we spend a lot of time
really doing deep Dives they're looking to the student level but I think there is utility to step back and look at the big picture across multiple metrics at once kind of take that snapshot view as well um you just create a level of
consistency and understanding um you know when you're trying to get super precise with strategies and initiatives and subgroups that are are not getting what they need from our school district academically socially emotionally that people can if if people
just start take looking at data files and CSV files and Excel spreadsheets right there's a lot of room for misinterpretation um both positive and negative like you you don't want folks working on things that are actually going pretty well and you don't want them ignoring things where there's real
issue and challenge I don't I think that we really should pause and just recognize that this isn't just about knowing what's happening this is about driving improvement in a way that's uh it's going to be really special can I
ask a question on our um on our climate piece and suspensions and restorative practices do we have a way or should we have a way
or do we want to have a way um looking at how our lgbtq plus students are responding in the clinic survey am I missing it or is there any way to is the end size too small do we
not want that I just I know that when we talk about bullying that comes up for me that we're looking at tracking it here by race and ethnicity gender but we're not holding
that yeah so it's it's information that we haven't gathered we simply don't have it in it a database do we ask anything on the climate survey that could parse that out
we we we that that uh that that piece we we linked to our our demographics so we we link to the demographics of INF campus uh which means that the the main source we have of knowledge about uh
patterns and transfer St is the healthy kids Colorado survey the one that's given every other year okay uh patterns in that are really very very clear and very concerning and can we integrate that somewhere
um so so we have we have really good um we have good Vis visualizations of that data I think at the at the from the publicly available data so it's not to say that
they aren't our data but having data that you can compare in a context to other data Statewide I think on that is really super helpful um we typically not um try to present those data on our own because there's some presentation of
that in Boulder County Health Website there's a more detailed presentation on the one that's business Statewide um so we've we've tended to shy away from trying to make that data ours and you know also to write the content of that
it's a very broad survey talking about many behaviors most of which are occurring in the community out outside the school while some part of that is focused on on on what happens at school it isn't much
compared to the the whole thing so we've I think tried to let those data Li agencies that are very much about them uh and and can be that
could we well I guess I just want to make sure that people could understand where to access that data if we don't want it I I hear what you're saying um this is an important this is an
important data point right that we really care about you know to the extent that we can think about where we could have some mindful links for folks to be able to access that data now to the extent that you couldn't you couldn't take that data and integrate it into our own visualizations I wouldn't I wouldn't
suggest that we do that but uh and it's hard because you can't get precise right like if you're at a school developing School Improvement plans you know what CommunityWide data would be you'd never be able to because these are very Anonymous with no identification towards what school right um so so you couldn't
it it's always going to be 30,000 foot Community level data uh that I think can inform those types of things uh to the extent that you could ever use that as as a school without just responding to a CommunityWide Trend I think would be the
limitation but uh we could have a discussion I think on the pros and cons of potentially having some kind of a link to other because that's that's important well and the other thing that comes up for me is on a school climate survey there's probably questions that you could ask
that would purse that out not saying am I identifying AS lgbtq Plus saying is this a subgroup that we see getting bullied yeah I hear you I just for me it's really a challenge
of it is something we care about and I I don't think we are touching it anyway here and if if you have a a school that is addressing that issue super well I'd like to understand that and if there's a school that where that's a serious problem I would like the leadership to
understand that too and and I'm no writer of surveys believe me but I would think that that in a school climate survey you could start getting a feel for that about what you know maybe it's digging deeper into bullying what are people being bullied about it might it
might be like in in response to your question it might be if there we're we're we're if I'm a principal right and I'm taking this information if I'm honest on De and I see a a troubling Trend in bullying where I can look at myself I can look at peer schools I
could see gosh there's more bullying here happening there you know I would probably go like more of a focus group type of uh of a route as opposed to I mean there's data privacy around some of these things that I think could be very concerning for folks filling out surveys
right um and uh I about that piece but if there's an issue at a school let me think let me think about what would be the best way to do that in ways that protect data privacy and give us actionable information and I'm not
advocating saying okay I need to say that I've been bullied because I have a certain identification I'm saying I think that students are very aware of what's happening around them and see how people are being
bu and you know is the bully based on race and ethnicity is it right being based on lgbtq St plus status I I just feel like we could dig in a little bit deeper on our climate survey so that we have a better understanding of that and
I don't know how often like do we do school climate every every two years I it's opposite how the kids go around is that right so we we do the climate climate survey every year every year and at high
schools we've done we've allowed schools to have half the kids take healthy kids and have take time C of if if their school that's chosen for health healthy kids is in every High School right and so I just want to advocate for digging in a little deeper
on there there actually is a place where we do ask kids if they've been bullied based on sexual orientation that's on the bullying survey that we've done every year for the last three um part of the uh
bullying prevention education grant work so we do have some information about um totally on same pages Linea in terms of trying to figure this out and allow people to dive in deeper when
there's a in particular when we have disproportionate outcomes by those subgroups So like lgbtq um bullying or well-being we know the data is disproportionate and so it's helpful to have the drill down appear
somewhere um similarly you know gender cuts are really important when we get to the program program groups and I'm not sure program groups is the right Street language for free Price launch gifted and talented and emerging bilinguals um
I think we think of them programs I think public might think of them as student groups I'm not sure what program captures it but um in the same way that it's useful to have all students compared to um the focus groups it would be useful to have all students compared
to the program groups um for the same reason it just puts it in perspective meaning not having to toggle back from just yeah so when you if you focus look at the focus groups on the kpi indicators it'll be all students frl and
Hispanic but if you go to say program groups then we you lose the all students and it's just comparing ones other targeted subgroups to each other which isn't as meaningful as comparing them to the general the the other students are in that s of subp
have a different I mean I think program groups is a term that we just kind of used to summarize if there's another term that would better describe what this is without over complicating what we're trying to
do what that might be Service Groups Service Groups it's it's an odd phrase but this is about the kind of services that students get I hear Service Groups I think of things
like ring so that I would think groups in the schools that do service I don't know if there is one good groups stud we use student groups to identify
other groupings of students do we have a distinction here between focus and program and I don't focus seems pretty inside baseball to me of but it's referential to the plan
right I I don't have a solution it if it's small enough list you know for the focus groups you can say um who they are and just say F frl and Hispanic medino and for the other ones say GT IEP and
um label it or use initials that's good feedback let's kind of contemplate that we won't we won't stop the roll out of this uh for that but that will be an iteration as we try
to improve and think about it and and my feedback remains super cool nice job well I do think we want to avoid the danger of too much description too many ways to describe things it that gets
overwhelming they not all that that many here because when I first looked at I what what does that mean focus group I looked at okay it means what I see here and then program groups I didn't know what that meant either but when I
clicked on it I oh okay it means thisly we'll try out some options and see that thank you shall we go back to the presentation thank you Claire thank you Bor for your
engagement um we are launching into more data um let's go to the next slide we're not going to review all the metrics on these next two slides um these are reviews of graduation and Dropout rates that we've already shared with the board and the community but as graduation is a
culminating success measure we want to Spotlight these for just a moment as we launch into the next data sets overall we're really pleased to have the highest graduation rate in bbsd since the class of 2016 and uh while this compares
favorably to the state um whose rate is 80 around 84% our main competition is ourself we're always striving to be better be improving and do better by every student group so while we do have the increases you see here for graduation on the next Slide the
decreases of Dropout rates um we we know we still have work to do in particular with student groups we're all we've already set goals for these our um executive team and leaders are already building plans for um
enhancing the outcomes for students and of course another measure that we carefully watch because we know that students need to be in school and engaged to be learning and growing is our discipline and restorative intervention data so we can go to the next slide and Jonathan will share that
next yeah so so what we've seen is a very encouraging decrease in the incidence of out of school expansion uh we can see in the bright green line
uh that we're we're at a lower level for this this time of year based on the 102nd today today instructionally pulled about a week after that to allow for some time for any lag to catch up and data being entered uh we can see
positive movement here uh and and hopefully one that we'll see as we extended to the end end of the year also uh on the next slide you see that uh while while AOS schol suspension isn't being used as much uh we see that we're
holding basically a comparable use of restorative interventions uh right so these are these are what are offered to kids after an incident uh but but the this this use
is is good also in that same time frame and next slide all right so um as we launch into beginning of year to midyear comparisons not gonna we're not taking for granted that because the board members are holding so much information
at any one given time that you have all of the details about what these windows are and what these assessments are so we're going to just have a brief primer here and then we'll review them as we get to these um test segments within today's conversation as well so when we
talk about beginning of year um to midyear measurements we are talking about Windows assessment windows and so you can see here I'm sorry could I just interview before we move on to this new topic previous slides I just want to note that that's pretty significant
right that um decreasing out school subventions yes it really is the transition to the restorative interventions and how important that is um and just I think that's something we need to highlight right that we' made this transition it's really kind of systemwide kids that have been affected by this and is it possible to get a
sense of like you what we mean by restorative interventions what that you know just me not the slides just for us to know what what does that transition look like right so like they're not leaving school but what are these what what are we doing in the classrooms and schools that's restorative to kind of
support students um integrate relationships and and thanks for drawing us back to this that was a quick transition we made um we we really it's it's approach to a
multi-dimensional lens so we have a restorative practices coordinator who works with our school leaders who is in schools who provides consultation but also embeds into schools for training and also to support
restorative interventions we also have a very robust restorative practices toolkit that's available to all of our Educators and leaders and um Kelly our Taylor Russell KTR our restor practice coordinator
provides training for our leaders and others in schools who are working with students closely and um supporting students and engaging in these restorative practices and some of those happen at our Vortex meetings where not
only School leaders but can be Deans uh counselors and others who are working with student behaviors are gaining that um that toolkit is so robust it's links inside links inside links and you could get lo I mean just like our kpi
dashboards you could get lost in the the ways to either provide alternatives to suspension or restorative circles or restorative conversations proactive restorative um relationship building I mean it really is a kind of Soup To Nuts
kit if you will and and Kelly also provides that live side by side guidance and training um as I said not only in Vortex but also goes to schools to provide professional learning for either small groups or whole groups so that's
what I mean by a multifaceted approach it's it's extremely comprehensive and we've made incredible gains and progress in how we're approaching discipline and also in some ways we only just scratch the surface because there's
a much deeper well to dig into which is a great a great thing I'd love to highlight one thing and if it's not too problematic clear if you can go back to our dashboard that tells be what next question because because you know um restorative practices and restorative
interventions when uh if we think about if you could sort it by student group Elementary Middle High um and the question around percentage of students like so we're focusing where you would expect us to focus right which
is elementary school then middle then High School in regards to how are the restorative uh practices or interventions being distributed heavy focus on younger kids they're learning right from wrong learning mistakes you know the investment
early like and I don't know that this is something that we ever set out to do intentionally but I I'm glad the data is breaking this way which would say right like you know the younger you are the more likely we're going to spend the time on talking about what you did wrong
how did it hurt others how do you make that right as we're building character right and building an environment where uh you see things like bullying and other you know things that that that happen in schools uh across the country
you know the the focus around Elementary you know the fact that you know that you almost have like tripled the number of elementary kids getting it than you do the high school students feels like that this is being
implemented with intention and not the district said I have to do restorative practices so like it just feels meaning ful to me I I don't know I just you know one of the good things about having data and information is when you see it and see something that makes sense that I think that just makes a lot of sense
that that's well if I may too I I think it's really helpful to have the breakouts my school and grade and um you know all all that stuff and as a board member uh you deal with the individual cases where
someone's got a bad experience and they're following up and as a member of the public you deal with what's in the paper and so in the course of the Year there will probably be five disciplinary cases that the Boulder Camera covers we're dealing with a thousand instances
of restorative justice being applied that we can reflect and Stu as thoughtful as what Dr Anderson is talk about or that we can track and the kids sense of well-being in their schools which we also have the data from so at some point it would be great to be able to communicate to the public the big
picture uh I realized that trying to figure out how the media um and other people capture what's going on in individual cases is really hard to try to influence and that we can't say much about the individual cases ever because of all the restrictions on us but we
don't have restrictions on us communicating the big picture and like the stuff from the data and hoping we could inform maybe a reporter someday uh to have a nuanced description of how hard this is what are great people are trying to do uh still bad things that
kids do to each um but anyway I I'm in favor of trying to leverage some of the information to like uh deepen the community's understanding of how tricky this work is and how much we're committed to doing it
so I think this could all help in that regard I appreciate that Alex and it can be tricky I mean it certainly can be tricky because H how often do people make judgments on something based on a singular incident versus the collective
whole uh and so um I do think that that's something we need to continue to think about not to take away from when folks have incidents that you know maybe with their kids didn't get what they needed regardless of who's at fault or what happened I think that we always have to take those things seriously and
and we do um and the overall you know when you've got 29,000 students and you have um you know you have really I think promising uh data going in the right directions you know how do you tell that that as well to the person who is
interested on what's Happening sorry to take us backwards to take us forwards I one more comment on that I think um because Kelly is such an amazing resource I'm gonna cheer for Kelly and I've known Kelly for a long
time um it would be wonderful to have a story about our restor of Justice practices and Kelly would be wonderful forward facing on that not everybody is that but Kelly be so maybe if we could get Amy bounds interested in Kelly
Russell and Taylor that would beome because Kelly does a superb job and she's she's really somebody that we could be highlighting um she' be a great a great interview week I think over the years we we've highlighted some of that I know
that a couple years ago when Janelle King was our restorative practices um coordinator Ator she did a board presentation I'm not sure if anybody picked anything up on that in the local media but I do think that's a great idea it's just very different and if I'm being frank I think that the use of
restorative practices being criticized nationally right um in in a lot of circles around like a you know just kind of a waste of time and it's just not a not it's not like a um like we're we're showing statistical significance on a strategy and how it's working uh as
opposed to um you know the things that I'm seeing where folks try to do it it becomes like you're letting kids off the hook you got to give them the tough discipline for them to learn the lessons because that's really served us so well over time um you know uh in any event um I'm proud of the work we're doing there I'm proud of Kelly and I'm proud of our
schools and I'm proud that we didn't just talk about doing it or try to implement something because it sounded like a good idea we're using it a strategy that's helping teach kids right from wrong learn from their mistakes all the things as parents we want right and as schools we that work
to thank you board member chz for bringing us back to that conversation all right heading now to midyear test for comparisons as I said we um Wanted just to start with the brief primer so what you see here are
the windows of um the assessment windows so beginning of year or fall is um around mid-september or is between the beginning of the school year to around mid September except the copy op which is a little bit later and then midyear
data is collected um during the window that closes typically in December or January depending on the level we're going to be reviewing the outcomes for the literacy and math assessments you see here and we'll pause to talk more about those as we get to those segments starting with
and math outcomes and then we'll move to literacy so we have a new assessment this year the measures of academic progress for map for our math um testing at second um middle
school and as you can see here the descriptor of map is that it's computerized adaptive multiple choice it's taken by our middle schoolers and um progress can be compared across groups and the cost publisher Norms but
also it's um a little more information about map it's an nwea product so the Northwest evaluation Association it's definitely an upgrade from what we used before which was the in M um the growth measure yeah so MTH or NWA
is nationally recognized it um adjusts it's difficult it's adaptive adjust to the student responses providing a more personalized experience um it evaluate student skills across various math areas and it's often used to track
growth over time and identify needs for improvement uh the maap test provides really rich data output which our teachers are bringing to the table for datadriven instruction conversations and now Jonathan's going to share some of the outcomes of this
Baseline year so I have a quick question right now we're looking at elementary school math adoption and I think it's great that with our secondary math adoptions we have the opportunity for some of this
data um to be looked at as part of that with the elementary is that something that you're asking be considered in picking a product for the elementary school math because we haven't had consistent interim assessments that have been standard so I'm just curious I'm
excited to look at this data for our middle schoolers and for our the next up with Alex but is that something that's being like is it a priority in that curriculum approval for elementary it's a it's a piece of what's
being considered we definitely want to have um alignment between content that's being taught and learned and how we're assessing that and what we will talk about more today is that the alignment in several areas across Middle School um is showing greater outcomes and so you
know that is all in progress as you know the there are four products um review right now and and yes the rubric for consideration includes having those quality assessment products thank
you and so just a reminder that this is a baseline year with math so um kind of where we are with middle school math is is that we um began or initiated new curriculum materials last fall in the 23
24 school year and to get to Fuller greater implementation really took us until about December let's let's say January of last year and so we are we're just completing really our second full semester of consistent implementation of
the new math materials with a baseline year in maap testing so that's just context for yes in a little more context um we we decided to move forward with adoption of new materials in middle school math uh
because the results we were seeing in improvements in middle school math were lagging other places and so we know that high quality curriculum assessment instruction all matters and so I I just want to make sure that you know this
board know because this we made this decision prior to you all be home did we was this prior to but that's why we fast forwarded that adoption um and made that decision in the prior Year's budget uh conversation
as a result of weren't making adequate progress in math so use that as the context as we look at our new Baseline plan and then if I can add one more commentary I really I really appreciate that intentionality and i' like reinfor
for people how much you're talking about your instructional infrastructure and how this fits together in a cohesive way that makes teachers jobs easier and more effective and more satisfying in the long run as well as helping students Le so it's not like oh here's the revolving door of programs has changed again it's
like no no no this is developing a modern effective infrastructure right Johan you can jump into those outcomes all right so uh what's your the looking at here uh is a comparison of
end ofe Target on world bar with midyear gain on the blue bar uh these are these are gains on the Rd scale score which is uh
what used here and we're leaning on the Publishers Norm which are really very good Norms um this is a test that's been around for decades uh right so so there's there's really very good data here and and the news is positive for
this grp of students who are the ones who are taking sixth grade math seventh grade math eighth grade math or some combination of those in accelerated amount right all of six and half is seventh in one one year right um so uh
this isn't students were taking algebra at middle level or geometry or that uh so what we're seeing is the gains that are on track to meet end of your targets or a little bit better uh so this is really a very positive um um outcome
year overall so to clarify our most advanced students right by the time they hit seventh grade are in algebra is
more right in an eighth grade geometry like so like that's to say to to provide just a little more depth is that you know you know your highest your percentage of high highest forming kids who might you know um in other instances
really push these numbers up right they're in a whole separate category so they're not skewing this data right which is you know the bbsd kind of challenge right we have small groups of kids who score off the charts and they begin to so this is more of your kids
that are on grade level or or slightly accelerated not very accelerated right which is why the the ends ends here can be helpful if you have an idea there's about 2,000 or so kids at a a grade
level um you can see that an eth grade it's like half the kids right so this would indicate half the kids in eth grade are taking the algebra or geometry instead of math that would be in eighth grade and would be getting this test right uh whereas in seventh and sixth
grade the numbers aren't quite as big so I just want to make sure I understand so when it says sixth grade does that mean everybody who is taking sixth grade math regardless of whether they're in fourth grade it's a sixth
grader okay so in this particular view so sixth graders who are taking sixth grade man sixth graders who are taking any kind of math not geometry or okay algebra it's it's a little
confusing okay and can you interpret what 4.1 and8 mean in Lay language for me on this um eight eight is the number of points that that
the publisher expects uh six Raiders who began with this average score to to to to to make in the over the course of the whole year and the 4.1 is the amount of gain that
that our six graders have made now so it's a midpoint in in the year right it's good that there about about half and we're actually testing on the early side we ask people to finish this prior to win winter break
so we are fully expecting to meet meet the eight point target the end of the year and and is there uh is there a midyear Target that um the map folks give us to or is four as half of eight right uh I would need to look into that
this is our first year we're dating this way and and we've heavily leaned on the Publishers um you know nice presentation that they have and we'll work on getting that more fully replicated so these points they're not
they're just something that the publisher created so it's not comparable to figures from other people taking other math tests right right these are points on that basic scale right so you
can have this this this test that's that's actually scaled across braad right and we can say that are six figes being about here but we haven't tried to say
and that's comparable to a Cass score of what but to put that in perspective a little AI would tell you that 9 million students in America take the map every year so their Norms are really precise based on such huge sample
size and then on the scale on the the y axis there is like the 10 the highest like if you really crushed 10 is the highest you could get or is 10 just an arbitrary on that it's an arbitarily picked number I could have
picked a little higher thank you for clarifying and it is great to have the national Norms because that does really give us a sense of how our studies are doing and then you and where the expectations are this will be as I mentioned on Friday this is going to be different for the board and
the community to look at this information because it is so different from other types of data that we've looked at or that we're used still looking at um but I'm really excited to have some um interm assessment data to start really unpacking and this is promis I do think this issue of how many
students are accelerated Beyond its measurement there a fair question footnote somewhere when we talk to folks can you tell me um I know a lot of thinking of the how we accelerate math students in elementary
would this include so the um the students that are taking let's say sixth grade math online from um Boulder Universal or the online if a kid takes bbsd online over the summer because they want to skip seventh grade and go straight to eth grade are they taking
are they using the same content and then would they also be taking the map tests so we haven't taken map over summer uh but a student would likely be
taking math at either the beginning or the end of the next next course right um but I think you also had a question in there about what the content of the acceleration was also where you have more yeah so like those kids that maybe are in like fifth grade and taking sixth
grade math um then they would also even though it's delivered typically in an online format through Boulder Universal they would still be using this this curricul we also have that that that that that data I just didn't put it on
this slide yeah no that's okay and I'm just curious a little bit too about to a little bit on Alex's question and our students that are um trying to accelerate at different points like how the comparative there how successful
that is long-term math success is just something that I was wondering about he are they included in the data and b i be curious to know you know if you're taking a whole year over the summer how is that impacting your overall understanding and from a governance perspective if we have a bunch of kids
who are accelerating outside of our measurement that we share with people we're understating how sucessful would be for those kids you know ultimately so you're talking about the other end of the spectrum graders fourth graders who were taking sixth grade or seventh grade right exactly so that is
included but a fourth grader taking the sixth grade is not I thought you said it was the sixth graders so so the so the way that this particular view uh is is organized it's by six graders seven four graders
eighth graders and I and I didn't happen to include kids in grade five there are 140 of them they made gain that was uh 7.4 points which I believe is very good
good gain as you might expect for kids who are being accelerated yeah and pro like to the point of not including our kids are taking geometry within the you know seventh grade Co eighth grade cohort you don't want to you don't want to hide right that make the data look
better because those higher achieving Elementary School students are included in this data but it would be just of Interest having that View broken out to say and the kids are taking sixth grade math this are here's how they but if but
if it's 40 out of 1600 dealing with like oh 140 okay sorry yeah 10% not 2% yeah they AR on this slide this is fast this this is you know this is fascinating to me because I do think that there that we've gotten a good amount of push back
right throughout the community that you know the the the Equitable model that we pushed out because some of it's online and there's not as much direct construction is um is resulting in kids not getting what they need um
you know I I'm very interested in uh maybe digging into some of this data we'll a follow up and find a way to get that to the board around you know is there you know what you know what's what's happening or or does it does it give us the information for a kid who's
who is being accelerated whether or not they need to jump off the the ramp and you know you know relevel does that make sense yeah I it is interesting very good I love the
questions all right uh on the next slide I've I've not added gold bars showing what the what the target is but the comparison that's being made here uh is really a cross groups uh and
what we're seeing is relatively similar gains across most of our largest groups here on this particular Slide by race and ethnicity um on the next slide what we
see uh is that there are comparatively good gains for multi-lingual Learners uh and gifted and talented Pride students and on these two slides it's the average of six sth and
eth that you're displaying on these I've included everybody so um I've not been as consistent I've got this one we'll have the fifth graders mixed in there and the ninth graders
so but would if if it were to have a a Gold Line it would be an average of 8 and 6.8 and 5.4 is that correct uh so the targets the kids are given on are based on their individual
um Paul score so you're right it would in concept it would be an average of the eight and the six five I think it's hard to read without understanding where they yeah yeah so um I think I think I
think I'm hearing you like the gold bars like to see I think the gold bars help me to understand good feedback um I am absolutely sensitive to small n issues uh but I'm struck by uh
um the importance that we place on our land acknowledgement before every meeting and then uh when we break out our demographic groups that we not including our Native American population and so as long as we're going to um uh deal with our Legacy um which I'm
totally in support of I would love to see us continue and keeping in front of mind when we actually have discussions about outcomes and experience for students so and I know the numbers are small so we might interact with small end issues but I would just encourage us to think free when we can it's an it's
an an N of 10 in this case so I can't understand so then they're just not included at all when it breaks down they're not included on this slide as as for other groups that are also one one
one other group has that's that's much all but that doesn't mean a school or the district isn't looking at that data it's just not data that we're sharing public because the end size is so small when you're trying to make change and you're looking at the data and doing
DDI you're still those people see the data so they are paying attention and the focus I think as you put is rightly on the individual student as opposed to me trying to draw some inference from the
average of 10 scores yes um I the focus really should be could that be a footnote somewhere just that due to small numbers we're not reporting this
out um for I think it makes sense that there to to we're going mentioned that to mention the beginning yeah to Define what our end are and know we have other groups that not we had that whole slide that we talked about we all
the tar just another bullet saying you know sub groups you know size less 16 will be published I just don't want to actually lose the discussion farther down uh what we talk about at the board or the leadership matters what the schools talk
about and um if we're not able to talk about groups because of small n even though we value it greatly we may end up not be contributing to the urgency to have those discussions at the school level so and if the school level people are using the tools that we develop as a district because those dashboards are great and communicative but they've
dropped out populations of students because of other considerations and we're sort of undermining ourselves that's my that that completely makes sense and um one of many values of data driven instruction is that teachers are looking
student by student who's mastering um Concepts and standards and shaping andru interventions based on that and I also want to just mention that factoring into these data um speaking of interventions um is the fact that we now
have a consistent math intervention across most of our middle schools and and um that's also an hmh product the most is um because it we we needed we provided it to all middle schools last year and we looked at things like usage
and Readiness and cost and so we really were very intentional with where that product is right now um and and we're working closely with hm our hmh partners to track um progress of those small student
groups as well but that data is also into the progress that we see here we anticipate that at middle school as teachers become even more fluent in their new math materials that b and this new assessment see um improving
outcomes let's move to high school and Alex so Alex or the assessment and learning and knowledge spaces assessment Alex is a new math assessment consistent now across High School
math of algebra geometry and Algebra 2 it is also computerized it's also adaptive it provides scores that indicate the percent of content mastered or a Content area mastered and progress
can be compared across groups as well a little more detail about Alex another Baseline year and another high quality assessment it um assesses the content knowled that has been presented from a course to students in as I said Algebra
1 Algebra 2 and geometry in addition to um that assessment also comes with a personalized practice for students and that's digital math practice and the results that we'll be talking about show an increase in that percentage of
Mastery the content area and um like M Alex is providing Rich data outcomes and output that teachers are understanding they're able to navigate the data outcomes dashboard and they're using it for data driven instruction at
our high schools as well before we move on I have a question a little bit about Fidelity um with Alex and map and when we get to the common lit do we have a sense of the Fidelity and having these
assessments at the beginning of the year and at the middle of the year my and um do you know based on the data that gets input that you're able to see where it may be um happening with less
V The Taking of the midyear assessment and J think that we have percent of students at each um overall in any site to take the assessment so I I want to make sure I'm hearing the question are you asking
about the the Fidelity of implementation of the materials or the alignment of the test to um well the test should be aligned to the curriculum because it's coming from the publisher my question is like the Fidelity it's a Fidelity of utilizing
the curriculum but mostly is everybody actually taking the test in the window that you're asking to take the midyear test and if they're not do you know that there are gaps in any certain space places that might be um impacting the data at any given um we we
we it's nag pretty hard um for cases where testing might not have been happening on particular schedule uh and we're I haven't presented any of the did dated here on what that would look like but the but the ends that we have to
begin to tell that kind of story um um but I I don't have an answer for you exactly how it works I will say that using this Alex tool for this first year which is not just at high school but Middle's also if they're taking out of
door geometry right um uh that that pretty new practice for our high school teachers and asking them to integrade time with an AI tutor uh into into class time with that R me I I think
there's there's a lot of new about this um including its new data for us it's new use of extracts it's new wondering about how this go I mean there uh so uh these this will be Baseline data I expect to clean these up a little bit
and have things change a little bit but I I wanted to at least show you that we have them we have patterns using and we're asking let say a couple things this is a really important question right um to the extent that we've had a high quality assessment aligned to
curriculum see in the past past efforts this is why we've struggled with getting this data for math is that these were were assessments that that were developed that weren't necessarily aligned to the curriculum but were aligned to standards and to the extent that there
was a disconnect between instruction materials and standards being taught and standards being assessed I would say that um that that's been a challenge for us in math which is one of the reasons you have to get the the right materials you have to get the right assessments um
because it's coming from the publisher and not something that's that's built like this you know when I first started in 2018 2019 we had a big effort on common assessments and Mathematics we would develop them and then we team teachers and we would try to give at the end of the year and a very low Fidelity
of uh of of giving that assessment we found that some teachers were giving the kids the assessment liment like like the way that it was being implemented wasn't you know and these were just bad systems instructions this was some issues with um with with our people it was issues
with the system as a whole and so by resetting revamping Alex and math these are assessments that have been along that they've been around as long as I can remember uh these are good assessments they give good data uh they give you a sense of norming beyond the scope of our district and classroom that
I think is incredibly helpful to allow us to know what's happening uh but there is a level of accountability to giving like do schools have to give the assessments the answer is yes right now uh first year you know you
know the answer hasn't always been yes you have to sometimes it's been if you want to or when you want to or if time permits and I think that to get to the place that we want to with data driven instruction you have to have valid reliable data to have the conversations so um as we've changed the instructional
infrastructure and as we've LED our schools through the curriculum adoption process and these the the building out an assessment system that gives us the information to allow for tier two reteaching and intervention what you're seeing is now we have a consistent math
intervention right now we're having consistent datadriven instruction conversations Elementary Middle High School like these things are are continuing to grow involved but Nicole your question I think is the is one of the big things that showed up as not only we started our strategic plan but
reviewed our strategic plan if you have to have these things to have the right conversations to dri instru meets the needs of kids hard Stu and so uh I think that there's other assessments people could use besides mapout but as long as it's aligned to your curriculum is being
implemented um but I will share with you that there is a level of accountability right if we have a school that where only 30% of the of the kids are taking it we both that's not going to stop we're going to follow up right we're going to follow up and we're going to
make sure you know and and and hopefully at some point come to a standard which uh you know you have for Statewide testing right you you know the standard that the federal the National Standard today is 95% right now gets complicated in Colorado because you can opt out and do
some opt out things so maybe we're not at 95% because opt outs count as participants even though they don't take the test it's kind of weird but that's how it is all that to say it's the right question for somebody who's been here and involved in this for a long time it is the question and um I'm I'm confident
that the longer we go the more we do the the higher the usage will be and the better our our teachers and schools and leaders will be prepared to look at that data analyze whether kids are above or or uh below where they need to beat and make the adjustments
structural and and if I can uh piggyback on that I have one statement and then one two followup questions to illustrate it I guess for me there's we have our state assessment CMS and PSAT and sat and they come out and it takes a long time to get the data and what do you know you can't use it with that student
right away and the sole goal is with the enorm assessment is St stuff teachers are using with data driven instruction and mtss right away and so um it's great that we're moving in the direction of still nationally normed large and comparable data sets that mat to the
curriculum what we want um and the criticism we get from the Cass is so that you just don't have it in time to use it it's like well it's not that's not what it's for so how quickly do the teachers uh have this data in hand like when does it come back to them and how long does it take for a
kid to take one of these tests for my two questions so these are these are the data that that are available immediately um and as far as testing time on Alex should be around a class period these are adaptive so like
they're getting right to what the kids know and don't know adaptive right and and in the case of this this test Alex also I mean it's a it's it's got this knowledge space idea of you know testing all the try trying to get to trying to
have have algebra for example thought of as every specific piece of content in in algebra and if a kid knows these these and these the next logical thing to learn is over here not over here uh so
um so this is a very sophisticated system that makes very particular recommendations that way and something which the teacher wouldn't necessarily have to use right if you have time with the kid is using Alex it's buil as a AI
based tutor so yeah and really helpful ways to reduce the burden on a teacher of diagnosing what's going on making up their own assessments trying to explore it without adding a testing burden and like greatly increasing the teachers's efficacy and ability to do their job
yeah one thing I happen to have students who take a student that takes Alex should be taking it um and then common similarly but it led down to this conversation about the Alex test I was trying to pull some information on this
and my my daughter had a lot of questions about um similar test like trying to understand what all this data means that Alex has a funny score the students see and students actually don't know how to make sense of it and so if then parents can see that data it's just
a not for the board but as these new things come out how how are we helping students understand what it means and how are we helping parents understand what it means when they get these access just wanted to share that feedback on Alex is it's a learn all of
it is a learning process I think because this is a brand new year but um the information and how it's greated is is a puzzle to some even a puzzle to me I look at the next SL so sorry sorry for that as it's all meaningful and not on
aside um we know that map testing had a greater Fidelity than Alex testing but that enough students did utilize the Alex testing that there's not a there's no statistical concern in terms of the DAT that we're going to share um and to
Dr Anderson's earlier point we're in the we just completed the first semester with new curricul materials in high school and this is the very first use of Alex and so to your point as well um R Paul we're in a learning year and the
impation dips just like we saw and that for sh in middle school as well and this is really really important like if I were to if we were to do a survey of all the parents in bbsd with mland high schoolers how many kids get additional
help besides their teacher in mathematics right whether their parents help or an older sibling or younger assembly in some instances or um somebody that they're paying to help uh this information is helpful for
all those groups to be able to um to make sure that kids are getting what they need so I do think that it's a point well taken I think that you know a point for further conversation for our team is um as we are rolling out new assessments how do we make these accessible for all parents so they know
what it means and what they need to do right because part of the kids education is empowering teachers is empowering their kids themselves and their parents to know what they need to do to get to where they want to be all right on the next slide uh what what I've what we've done
here is tried to uh uh look at knowledge Mastery gain so if you can think of all these points I was pointing to in the air about Al algebra if a a kid knows 100% of those right that would be
complete knowledge of algebra uh what we're looking at here is what were the gains made from the beginning of the year testing which was end of August early September uh in midye testing
which could have been in December or we allowed a wider window that went to January and a pattern we see right knowing that I'm showing you these as our first cut data first time I'll probably replace them um is we saw
higher gains at grade seven and grade eight so these are Advanced students taking algebra or geometry to here we're seeing bigger gains in that case than we are for seeing kids who taking these these at
the more traditional grade levels of 9th 10th and 11th or grade 12 which would be taking it later than ordinary so we see a sort of pattern here that follows a logic that we kind of expect uh but we know this is
a baseline first time through not the cleanest data um know finish your thought I was going to go to the next slide so so I so these percentages it's the percentage of
material that's included in that course yes so for seniors who are taking one of these three classes halfway through the school year they've learned only 5% of what they should know by the end
of the school year they've they've only added five% to what they knew at the the beginning of year right and and I and I expect that figure to go up once I have data that are a
bit so cleaner but I don't expect the pattern to change of grade 12 showing lower gains to the grade seven and eight so this doesn't where what they knew right when they start this game got it okay and I
and I had to work hard to come up with a metric that I couldn't make fit into this presentation some some some some some some tools don't lend themselves as well presentation well maybe I'll just be able to articulate my question but I to
me this is very very difficult to understand because to me it looks like underachievement at all levels which I'm sure it's not showing that I mean I understand what you're saying seventh and eighth graders who are Advanced are are know significantly more than their
12th grade counterpart who may have a challenge there but I still don't think it helps me to understand our overall achievement versus a nor is this meant to tell us that answer
that question yeah it's this is my first cut at what I could try to use to explain this knowledge space uh I don't think I'm going to clarify your question any better but I I have my own related one I mean just for
late person's language algebra is kind of a ninth grade expectation geometry 10 Algebra 2 11 trick 12 um and if you're Advanced during calculus one early and if you're super Advanced during calculus 2 so a seventh grader taking algebra is
two years ahead of grade level and a 12th grader taking Algebra 2 is two years behind grade level right so if adjust in terms of like there's this chart of like what you would expect students to take by grade we're looking at all these grades which is going to include the accelerated younger kids and
the behind older kids so You' be the 12th graders are still taking algebra in the 12th grade they have been behind on math for a long time and their performance and gains are probably not on par with everybody else so we've got sort of apples to oranges things going
on for what is an at grade level expectation which is then like we're losing the students we so accelerated not so accelerated just the ones even in trigonometry aren't here they come in the sap and then the 12th graders who are off in Cal one or two or something
aren't showing up right either so I guess that's a is this um a sort of a validity question I guess it's like are we measuring the wrong kids at the wrong time or making comparisons and I'm not saying we're trying to do any inference from this
we're just describing but I'm I don't know if we're capturing that yeah this is tricky I would say that over time not now over time you might be able to correlate certain performance on
Alex to a level of predictability on Cass or on passing courses over time that would that's what you'd want that would be and then this gives you the Technic gives the teacher the these are the things you need to do to get them where they need to be so in an effort to
be transparent we've been kind of confusing uh but honest about that right and I do think over time you could do do some correl correlations and I'm certain that hmh has done some correlations with Alex
and Cass but the trick is in ninth grade and 10th grade you don't take the Cass it's like a PSAT sat type of a thing so there's no end of course exam for algebra geometry Algebra 2 in the state of Colorado uh and a lot of states that
had those are Ren away from those those made cleaner correlations uh you could I mean we could present other data that would be clear but maybe not as accurate like grades right how many kids are passing how many kids are failing failure rates but then again it's like well are they
teaching us the same thing how you have consistency through a curriculum and through assessments that that correlation gets stronger but it'll never be prec so all that have to say is I do think that that I appreciate that we're presenting and we're tracking the
data and I do do think we have to think of a a different and uh and I think that all everybody on the team agrees a different way to present this because the story that we're trying to tell is how many kids are on track to learn what they need to in algebra geometry and Algebra 2 and I think this is more
helpful if I were a teacher to understand you know this this and this and here's where I go but I'm not sure it's from a public perspective this just doesn't help me to understand how we're doing in teaching
math not our districts right which I I do think we need to have that in front and if you're look at cmass we're doing incredibly well right in terms of and then do we need to just you know you can present this and
people can take what they will but I if I were to look at this I'd be like what you know it's Justus yeah yeah I think the point here this seems what from the D perspective for Teacher who's expecting games these
are the games with grade level and this is difficult to interpret without sense of what expect games are and without knowing where they came in at this is tricky because also my wondering is well by 12th grade so this is a gain from the start of the year maybe by 12th grade this is the second
time they're teing algebra and so it's not as new in the seventh grader maybe it's the first time they're seeing is that why the game looks different Algebra 2 is notoriously harder than algebra one and so like mixing it all together I think it's it's just hard to
it's just it's an interesting first attempt at looking at where kids are at the mid year for our new curriculum but there's lots of questions unpacked in both you know the grouping of these three very very different classes um
across those great bues um and and I think also because we came off of looking at the MS test which compared it to National norms and expectations and this one doesn't have that it's just a little but I think overall I am grateful that we are fining
at a place where we have a midyear um a way to look at how students are doing at the middle of the year that is consistent and getting increasingly consistent as time for the takeaway for me is that we have
work to do right to figure out how do we communicate what this means in a way that allows schools parents everyone to uh to judge their performance and make adjustments mid year to get um our kids
within on the next slide which I won't spend much time on giving the uh conversation we did the very the very helpful conversation thank you um we tend to see that gains are relatively comparable and we also see some pattern a little pattern in
here that I would kind of expect if I had a math measure that didn't show uh High gains for students who are Asian compared to other groups that we have that would be a very different pattern for example from many of the
other ones that we've seen and that would May but we'll see if these hold up as we C clean these data and of course think of new ways to um show what they mean uh and we also see comparatively
good gains for GT I identified students also a pattern we've seen on other measures so um so we would so again you know these sort of lend some ability to the comparisons that have being made and help us
understand the pattern any further discussion about the okay all right so the last data sets we're going to share with you are um Elementary and secondary literacy starting with Elementary you see the windows here that we talked about
earlier um just a reminder that our current literacy assessments are I station for dual language elementary schools which is adaptive in English and Spanish Elementary School was adapted in English and um in terms of the literacy
assessment we're in contract negotiations now and the uh we anticipate information will be coming to the board in late February uh and then onto a consent agenda in March so let's take a look
uh all right so what you're looking at here is combined data on I station and I ready uh I ready is taking it model lingual schools high station is taking in order to do a line with
schools uh and what we've done here is to look at the median achievement percentile for the group of students in one year who have scores in fall and
at mid year okay and we've done this for two consecutive years but we haven't matched students across those years otherwise we'd be dropping out some fifth graders in replacement with kindergardeners uh I mean it would be it' be odd uh but what we have are
pretty comparable ends here uh and we see that in each case students who took a test in the fall window and in the winter window made made made made a gain of a couple points relative to the Publishers Norms right these are this is
high achievement overall uh um and we followed the same rules in each year if a students's primary language is in Spanish and they're taking High station it's the score that's given different test given
in uh in in Spanish otherwise it's in English is what what's what's taken there so um that's what we see overall the that that this thing about fall wly
window and that always is a little bit basically sticky with kindergarteners some kindergarteners are ready to be tested very early in their time and they can fall into the fall window others might not be ready to be tested uh until after that we into
Windows questions about this slide before we build on it with this okay uh so what we see here uh um is is a an improvement for Hispanic students uh this is in terms of the uh this is
ter terms of the median achievement uh so the middle sh student in that case went from 42nd percentile nationally to the 44th and on the next
slide uh we see uh uh substantial improvements for MultiLing Learners and for students seing special education so on both of these slides it looks like some groups
actually got worse so they lost one yeah right there there were there were little losses and little gains uh movements from 80 81 to 80
and 51.0 to 5.5 yeah there there were to what do we attribute this uh I would I would be cautious about any one point change uh that number is just too
too too little to that the one and a half Point change in for Asian students I I don't know that I would um as much about that I I think of some variation uh uh for group that size
so I I I don't have a particular attribution that way I do have a question on our friend just lunch data in the next slide uh you that that and is a much bigger change as I think we all uded to the last meeting a couple
months ago uh good for you if you can remember any any of that was that we we did have different way in which some for new much data are being captured for kids who were uh on the roles in the previous year so uh we we do I well
that's the biggest negative change on the whole whole what bunch of these it's the one that I uh have the least confidence in showing that is oh yeah something changed we do need to understand that one more I'm sorry we
didn't look at it harder at this meeting but it was something that once we were adding the ends uh at the end it was like oh and I'll say like we talked about earlier it's different groups of students right in 2020 you're you're
getting a whole new group of kindergarteners and you're using a different group of fifth graders so the cohort is not the same it's not match data so that could be a like that could be part of it too from fall but from fall to winter it's not so
what this is and I should have explained this better this is winter to Winter uh and and I so we've I and so just complicate this a little bit more I took a match group in each year I took a match group in each year and then I
looked at the one so this is this is that makes a lot more sense to me I thought it was fall to mid year think why are they all losing which is one I would be be more more concerned over changes
in that that case also because you I this makes perfect sense now yeah it was like the first year of was it seap and everybody wanted to go to Douglas afterwards because they scored
the highest in fourth grade but then the next year a different School scor highest um I guess one of the things I'd be curious about and I'm not sure about what level of reporting to do this for board or School level thing but I would be curious to know about confidence
intervals or um you know whisker and SC plots where we get a sense of if we think an 80 is any different than an 81 um and I know that like at the national level these are such big tests that there's so many people that small number of changes are significant but I
don't know at 5,000 if a 1% a one one score difference is really meaningly meaningfully different so I guess it would be good to have some discussion of that somewhere um so that when we look at like the blacker scores with ends of 69 and 84 do we think you know this is
not really different um I don't know how to capture that and there's always a tricky thing for public versus governing people on boards or Educators but I would love to some measure of that somewhere in the thing so hey anything less than 1% with less than 2,000 people
you should treat as not really different I think we've gone back and forth on this this issue right to the extent that um we want to be incredibly transparent right and to the extent
there's this statistical meaningful difference uh I Think It's Tricky are you asking that we somehow think about what a standard would be in terms of size change confidence interval like like I just think that it's people's if
that's a people's I don't know I hear what you're saying um yeah I'm not proposing a particular thing or to change at all but I do think with all this discussion when people are starting to use it to assess what they think is the value at school
is adding and stuff where the population is being well served having some voice of moderation of um there's in small n leads to instability you know some discussion of that somewhere is okay to capture for
people so that they don't over interpret it or don't over celebrate it whatever is going on I think to about statistical versus meaningful right you know is it just varation numbers SLE size for me what's mosten is the big difference between
Black and Hispanic Asian just be consistent on the other hand the spa the M Lear so much lower there could be big variation likely there between know that Elementary School
takes the ball to catch up so you can't interpret the same being careful for couple of additional notes about elementary literacy in terms of curricular materials last year we had nine early adopters for the new inter
reading resources this year all of our elementary schools are online with inter reading so it is an implementation year for of our schools so they will have just completed uh one semester of inter reading um we also recently took a peek
at some midyear data from the virtual Intervention Program and um the medor results are looking really promising so that's also built into that that into these data that some of our students are engaged in the VIP program in fact it's
now serving over 500 students across 29 Schools elementary PKA and middle school and we now have a bilingual teacher so our dual language schools are participating and we have a English language development specialist who is one of our VIP teachers and so some of
our students students are in year-long programming we started with a one semester only programming VIP when we were just learning what could work and now we have some students who are in the program for one semester and some who are in for a full year so they're getting that slower Pace to
build those um foundational reading skills but I bring all that up to say that of course all of these um factor into the data that we're seeing outcomes Laura I have a question on that in the dashboards I noticed that you know some of the slices you can look at around
interventions for both math and literacy and if you go and look at that for high school level there's virtually none right interventions at like having true interventions at the high high school level seems to not be a standard um
practice and I was wondering if you ever see an opportunity for something like the VIP we were students that have gotten to high school and are not performing at grade level some of those interventions um is it something that you would that is being considered being
implemented beyond the earlier years and into those higher years that's a great question thank you and you've been on this journey with us long enough to know that we started by really Shoring up elementary school and then we moved our sites to middle school and next will be we want to shore up
middle school and then move our sites um more to high school but I will say that we do have um really great reading as a secondary literacy intervention at um some of our middle schools and some of our high schools and then we have um into math I'm sorry Math 180 which is a
math interventionism of our high schools as well um we do want to put a stronger focus on Fidelity in these um again first focusing on Fidelity across Middle School to get that very right as we're building the foundation we did learn with thep at Middle School it's been
really tricky to work with like a block schedule and to get students to participate and to get students to participate having said that we know five additional middle schools who don't have really great reading that we'd like to be able to apply VIP to so we're playing with what that will look like
schedule wise and what it could look like potentially at high school for scheduling could get trickier but that's not to say we can't make it happen so that explains because I then I started going school by school and looking at that intervention component and some schools had a bit larger end sizes of
students receiving intervention and reading and in math and some it was really small so might and then I had a lot of questions so it might just be so some schools provide those interventions and some schools do not it's not that that's helpful for me to understand some of those data and that's an area where
we're we're working to create more consistency and I believe that we are ready to move to secondary literacy um same grounding in the windows common lit is the assessment being used at secondary schools for all
sixth through 8th grade students and some high school students which you can see on the slide um notable that as you look at the data for Middle School just keep in mind that this year so we've been using the common
lit assessment but we had not been using it's accompanying standards-based curricular resources called common L 360 but this year we did require um common lit 360 standards based units at Middle School there are six of those we
required four and we're moving towards six because we wanted teachers to have a chance to get to know this and build it into their um their literacy and reading their LA and reading classes so they hadn't been consistently used until this
year when they were required and um I believe that we are seeing some outcomes in the data that show that alignment is um serving students well and then for common lit um it is assessing students understanding of like
texts is it you read is you read something and then you respond to it or what is common L assessing I know no reading is very different reading it's so it's reading it's a reading assessment okay align to standards all right so this follow the
same model as the earlier slide that you saw for Ian ey station and it's looking at median achievement percentile uh within each year for the for the group of group of kids who took
the test both in Winter and in Fall So within the fall window and within the midye window um and and what we see is if you focus on the the green bars uh we see a little gain uh at middle
level over time and some hint of gain at High School uh o over over time with the midyear result being a little higher in 2425 than it was in 2324 at middle and probably high school
um on the next slide again following the model that we that we had this is a uh winter to Winter comparison uh among kids who had scores and fall and winter of each year um and
at the middle level uh what we see is Improvement for most groups um seeing this here first on the uh by race ethnicity and on the next slide we're seeing it by
uh program uh also to a certain extent on the next slide we see this for high school also high school isn't so much gains but is pretty steady performance for the highest achieving uh groups shown here for the three
highest uh groups on this slide and on the next slide uh showing that for uh GT identified so in thinking about these data we can also consider them in terms of uh what
happens within the year right these are winter to Winter comparisons but on the next slide what we show uh are comparisons about meeting the performance levels uh um from from fall
into winter were the same for levels were assigned on different tasks this is the middle of the level right where we thought we had bigger bigger gains and we we think this picture uh lays that out knowing we have
to have some caution when we into inter interpreted these whereas in but in high school we're also on the next slide uh seeing gains just not to the same extent for sure as
M I have question about the high school and what we can infer here because we just talked about how we're not quite at high school yet for consistency in um what is being taught so if what's happening in the individual
in schools is not consistent what are we hoping to infer from the results of the test great question because High School's also more complex with so many kinds of language arts classes offered I think sometimes you look at data to make sure it's just you know
uh something horrible going happen you know to the extent that if we saw some horrible troubling Trend we could intervene right as um as we move forward and we think about Trends over time and how we expect these things to
go they become more predictable more reliable the more data sets you pair year after year uh so I think that we show this number one to show that we're giving it we're giving the assessment right
nothing horrible is happening uh you could seee you know to you know you want to be careful of what you're interpreting you know and um and what that would might be related to uh kids are not doing worse right they're doing either the same or slightly better uh
and in the middle school I think that the slide before that's more promising right which those are pretty significant jumps and kids moving through from at to above grade level or below to at I would doubt that most po kids are maybe some
but jumping from below to above unless they just blew off the first one which happens from time to time so Alex so given that when we see some you know it might just be to hope that something horrible
happening on the slide two slides back and we look at performance for high school like Asian black Hispanic to racis and white I know our IDE on black there is 60 sorry my 67 67 that's what I thought
but that's a significant loss there so is that something that is that we're pulling out of this data and looking at or is that end size too small for to be what is that like seven kids eight
kids uh well so so the the challenge I mean there there many challenges what we've most of all want is for teachers to look at these data on individual students which which which I believe is a process that's happening
um and there are teachers who use these data as part of their educator Effectiveness will work right so there are some targets that can be set in meas so I believe teachers are looking at these data and US them into
to stance um I I don't know that with an N of 67 across all of our high schools if we would incredibly be able to try to pinpoint uh reason or cause of the
pattern and while that number is big uh at some point we we would have some um I'm I'm not entirely sure of how um unlikely that number is due to chance
it isn't a super likely to number but it might not be a um unlikely as we Alex's Point well that's where I was going as well I'm I'm just I mean we're dealing with u basically an 8 and a
half% uh difference for black students um for the middle level and 177% year-over-year for the high school level so admittedly in the high school level 35% of the kids are different you know in terms of the end size change from 50
to 67 but still I'm left with a there's no way to walk away from this with without saying what's the deal with black students in middle and high school in terms of their you know literacy performance what do we know about this because this is um to Jorge's earlier
point the the standing gaps we have between say white and Hispanic or Asian and white and Hispanic and black are substantial and large and it looks like our small uh black population is is fairing poorly in whatever is going on
in the last couple years so what's the story there um and that could be a story of and is totally changing in there's a different group of students um but it's still like it's a worthy question to know more about where I'm like okay what's the what's the qualitative case
study explanation that helps me understand this yeah and and I should you know look at these a little harder too as far as we we talked about who's taking the the the the the test um if we I believe this year we changed
our fall our midyear requirement we we may have more kids on WE plans taking the test this year than we did last year in the Matched groups I'm just thinking about the fall of fall and fall fall fall to winter and fall
to Spring um so I need to I think what we can do is is let's take a deep dive and see if we can answer some of these questions we get that to the board the good news is that our high schools are leveraging data driven
instruction in um across teenss not with not 100% of teenss but it's a celebration that our high schools are engaged in datadriven instruction and are bringing common lit data to the table to look at individual students and compare across um standards we have a
team who's vetting novels because as I said it's much more complex with so many different kinds of La classes being off to high school so um it's it's it's not the wild west at high schools and um we
we are seeing more high schools who are engaged in the instructional infrastructure utilizing the Playbook the instructional um the bbsd um instruction framework I'm at a loss for words right now because we're
in almost at three hours is being is being applied these are um these are strategies that are being utilized at the high school level and so um we are that's why I started with we have stories of um promise and stories of
progress to tell and it's a promising story in high schools it's we're moving in a direction for sure it's not perfect and we see in our data student by student what needs to where we need to change our practices and we have more and more teachers in high school who are
looking at a student by student view of um how are these young people accessing standards and what do we need to do or change what interventions do we need to provide what kind of R teaching do we need to be thinking about out and so that is expanding in high school and I
think that's going to be where this gets really exciting and interesting to look at two years from now three years from now as you know Common lit 360 gets implemented with Fidelity at middle schools and as that that instruction infrastructure imp it gets tightened and more aligned through the high school
then you can see like is are the changes at the system level making it Improvement for our students or not and I think that's like some of this data is hard it's Baseline data there's a lot of wonderings but for me like to look at that as we get more years worth of data and we know when our the system is how
the system is changing at this points of time I think that's going to be a really interesting pieces of information for the board um to Think Through um to know if the Strategic plan is working to know like the curriculum purchases are you know having an an impact or not all those kinds of things I me that's going
to be um interesting to look at in the Years it's a lot of data today can I can I say I mean just if I understand how this all works just as likely a story that if you dove in on the black 17 and a half% gap it could be that we've done a much better job of achieving identifying kids
who need help so they're now captured in this measure as being a 12th grader who needs assistance and what do you know that means their score is going to look worse from one year to the other because we got better at helping them um so just that's where I'm like I have no idea where this is going
and with ends that a little it might have been a good a relatively High achieving group of 12th graders the year before by larger and relatively low achieving ninth graders the current
here lot possibili thank you for the excellent conversation today we're we're we're standing by for more questions if you have them we're members I know we've asked a lot of questions any more questions at the end of this presentation great thank you
are thank you no questions just a few observations I want to commend our board for your three hours of Engagement thoughtful questions and uh what's really making me proud is your your thoughts and suggestions are sharpening um the way that we're doing
our work and I think that when you think about how does a senior staff St and a and a school board work together to do things better for kids like I think this is what it is um I I'll commend our team for doing an incredible job and for
being um being reflective during today's meeting on you know um and not letting great be the enemy of good or even okay in some instances where we pre press forward with what we have but are open to how to get things better um and more
dialed in and just really want to in our schools we're embracing our strategic plan you know nothing happens we can have the best of plans and really Bri people presenting really interesting information and if the if folks in our schools aren't embracing understanding and doing the
hard work of getting better as teachers As Leaders as interventionists then none of the data moves so I mean these are these successes are systemik successes and um I know that we work really hard to continue to to go out in schools and promote
um promote those folks that that are are really taking on the tough challenge of getting better um I'm excited next month board members if you'll remember our Deep dive is actually going to be some school visits where we're going to be going to three different schools I think we have those finalized um and we've
notified the schools this is happening so I'm not breaking any news here to anybody um where we'll spend some time I think we have a we have a are we taking a bus we have the electric bus arranged we have an electric bus hang out on electric bus and we're going to go to if I remember Cole Cole lville
middle school and Aspen PK so an elementary a K8 and a middle school and these are all schools that are in our strategic plan support Cort one schools that Cole except for Cole who's been a
UVA school and so you'll see one of our long-standing UVA schools and how how those efforts over time have not only changed the culture but have changed outcome significantly as a reminder in 2019 Cole had the lowest growth in the entire school district and today they're
just one of the shining stars um of what can happen when adults and come together with uh with with our infrastructure and our strategy and um and worked and and you'll be super impressed and then Aspen Creek and Lewisville Middle are um are
two schools that were they're in their first year of really digging into some of the data different instructural strategies and so uh I think we have about an hour planned at each school with some drive time in between so I think it'll be great for us to really see we'll get to see some of the things
that we're talking about uh and it w be perfect right uh if it were perfect you should question what's happening we're being honest or all uh but I am excited I want be I want to thank those schools in advance and excited to get out there in some schools with you all to kind of
see these things well thank you all for your hard work in this presentation it was great to see all the data and there are no other questions we are adjourned for today