All right. So, before we get started, I just want to apologize to you that you just got this presentation today and not prior to the work session. I was on vacation the week before and when I was pulling the data, the link custom reports went down. So almost the charts
that I was trying to pull they didn't have by the time they fixed it I was away. So I finished it and got it. So I do apologize but you didn't have time to look at it ahead of time. I have some really good data though that I'm happy to share with you. So, we're going to review the university
performance reports that came out, our 2425 winter high ready reading and math data, as well as our winter data. Well, actually our false and winter data as well as our winter math and math and
data. So for the New Jersey performance reports like I'm really really super excited to share with you for the first time ever ever ever we met all of our targets in proficiency and it worked by
usually we meet one and not the other um and this is the first year that we have met it and you can see here for ELA proficiency we met the target across the board in every sub sub area as well every racial group In math proficiency,
the only area where we did not meet the target was our black or African-American students. For ELA growth, we exceeded the standard um in four out of the seven suburbs there. We've never exceeded the
standard. So, this was really exciting. Uh our math growth, we've met the standard in all of our um suburbs as well. So that is a huge applause to all of our teachers, instructional coaches, curriculum team, principles, everybody have just been working so hard about
that and they're doing a great job. This is a look at the last couple years. So the green circles was this year. So you can see the performance measures were our median student growth percentile. So some of you would know that measure MSG.
for ELA we exceeded the standard and for math we met the standard which we met the standard last year as well but we did grow um in both areas so and we're higher than the same in both areas as well um looking at this column here this
is 23 24 for ELA and this is MAC and you can see the last two years not met not met not met not met this year we matched so all of the things that we're putting into All of the things that we are doing is working and we're finally starting to see those results transfer over into our
state test went down for PLA and math. So we were 53.7% 22 23 and last year was 38%. recommends offer.
Yeah. Yeah. I'm just saying that's fine. You look at their data. They lowered it by almost 20. 20% points for ELS and they lowered it 16%. They keep every year I feel like
they change something. Um, and I know like I've shown you the positive trends that we've had as a district in our grade level from historical to here um as well. So, and next year we're getting a new state assessment. So, just found that out by
the way. Uh, for math and language arts, it'll be a brand new state assessment. So, everything will be changed. But every time you can start looking for trends, it's like you can kind of changes all the time. The only area where we didn't meet was our prime
absenteeism. So we only actually met in two areas which was our black and African-American students and the multilingual learners. Every other sub or every other subgroup did not meet for chronic absenteeism. However, when you look at our three
years, our chronic absenteeism has decreased significantly in some areas. Main Road is the only one that actually had an increase. They were the lowest for the last two years and then they were the highest or one of the highest last year. But for the district, we went
from 18.9 to 16.9 to 15.4. But if you look at Jamie the last two years, those percentages were really high. So it does it makes sense that main road got higher, but it's still 14.5% which is a decrease. So we are
decreasing with our percent 18 18 18. So taking a look at our dibble data. This is the dibble data from the beginning of the year. We had done it in November. So I didn't have the uh data done when I presented to you guys. So
taking a look at the blue is core plus which means students are above level. The green are the students that are on level. So it's really great to show you that from majority of our students are in that green and blue when you put them
together. So we're in between 51% and 76% of the students being on or above level individuals. Historically we've always been in that yellow that at risk area majority of our students. So that was the beginning of the year data and
in the middle of the year data you can see that we still are the targets get higher for what the students have to do. The bar is set higher in first grade. There was a decrease of 14% of the students being on or above level but there's also a lot more that they're expected to do by the middle of the
year. Again, majority of our students are in that um green and blue category together, making up between 53 to 63% of the student population being on or above level in doubles. For I Ready
reading, this is showing you from fall to winter. So from fall to winter, the students that were mid or above level, which is that dark green color, increased by 18%. the early on um grade level increased by
9%. The one grade level below which is the yellow which we where we are always historically always in that that one level below decreased by 16%. And then our two or more grade levels below decreased by 13%. I just highlighted this is um from
fall to winter data. I just kind of highlighted kindergarten, third grade, and sixth grade because just looking at their green, looking at that dark green, and that lighter green color, they made every grade level made birth across the board. But I just feel like those three
grade levels made the most that you can see there. Um, looking at kindergarten, only 20% of the students scored one grade level one. Now, when we're looking at the green, majority of our students are falling in
that early on or mid to late grade for example. For I read math, you'll see the same thing. Our dark green went from 7% to 26% which was an increase of 21%. Early one level increased by 12%.
One grade level below decreased by 19% and two or more grade levels below decreased by 12%. So historically in math 2, we were always falling in that yellow category. Now majority of our students are starting to fall into the green when we combine them
together. I highlighted kindergarten and sixth grade again for the math data just to take a look at how much growth they have made from the beginning of the year to the to the middle of the year. So we are now looking at about 50% of our students being early on or mid or above
grade level in math as well according to IRA. Taking a look at the red, if you're looking at the two grade levels below or three or more grade levels below, take a look at second grade, they decreased by 21%. Third grade also decreased by 21%
and fifth grade decreased by 60%. for our math interview and MRI data. We put a new kindergarten screener in place this year because if you look at first grade, this shows we need a new screener. It should 98% of our kids are on grade level according to our screener
and there was only one student in all of first grade that was an emergency on this screener. So where we used to have gaps and deficiencies, we have now strengthened those areas of weakness that fit those foundational skills and we'll be putting a new screener into
first grade next year as well. So the numbers next year will be most likely will mimic what kindergarten looks like. We caught more kindergarten students this year in math than we ever had. So I'm really looking forward to seeing how that screener strengthens this group of
students over time. But taking a look at the kindergarten, 48% of the students were on level in the beginning of the year with 42% of them being emergency. Now we're at 64% of them being on level with 29% still being
emergency. In second grade, they're taking the multi-digit math interview. they increased from 57% of the students being on level to 90% of the students being on level showing us, okay, we probably need a new screener in second
grade as well, which our math committee is currently working on the new screeners for those grade levels. In um second grade, only two students were emergency out of the whole student population. Spatial reasoning was our weakest area and benchmarks of five five
and 10 was our strongest area. In grades 3 through 5, you'll notice in third grade, this is the first grade they take the math resane inventory. 62% of the students were on level at the beginning of the year. We're now at 67% of the kids being on grade level. Um,
and the at risk and the emergency kind of are staying the same. Multiplication and division being the weakest area, which makes sense because that's what they're just now learning and really getting into with the multiplication and division. In fourth, oop, sorry. In fourth grade,
there was, I say, a significant decrease of students being on level. So, I went right to the math coaches and asked like, what's going on with fourth grade? How they're the only grade level that showed a de decrease with the MRI. It was explained to me that at the beginning of the year in fourth grade,
the students everything that they're expected to do with numbers is within 100. By the middle of the year, they're expected to do multiplication, division, addition, and subtraction within a thousand. And they're all mentally and they're also supposed to be able to observe remainders in the division. So,
it gets significantly harder for them at the middle of the year. So, I'm really curious to see how the end of the year will break out for fourth grade. For fifth grade, they just took their um MRI for the first time, 68% of the students being non-level. sixth grade took their
MRI at the beginning of the year and they take it again at the end of the year. So you'll have more more data for that at the end of the year. And then for the students here, I just wanted to put in here what our numbers are for grade for each grade level. So I put in the um the grade
level, the current population, the tier 1.5, which I know is a a Jamie tier. That's how we talk about it around here. But those are the students that are going grade level but still require some remediation support with grade level material. Tier 2 and tier three students
are still in that intervention range. So, at the DLC this week, they will be taking a look at these along with the percentage of students that need and require supports and looking at conducted population for next year and how many intervention rooms will we need
per grade level for ELA and math. That's all I have for you. You mentioned the math. What did you do? Well, we have part-time coaches, so they're in the classroom part of the day and coaching part of the day. But as for
the rest of this school year, they're back in the classroom and they do not have coaches. But they've been rolled the last couple years where we are. Anything else? When you say new screener, yes. Do you think there's
something? Yes, we're missing something. So when we first put these screeners in place, we found what we were missing and we were able to strengthen those areas. But now we're like, okay, in second grade, we're all correct. What is it that we're
missing now? Yes, Jamie. All right. So, I wanted to showcase what's been going on in our schools for the entire year. The academic growth that we've been seeing internally. We know that our
state data doesn't come back until the end of summer, but that's not the only information we have about how our students are doing and how much they've grown. So, I I really want to highlight for you what we see and what we've been responding to during the year. So, I'll start with
math. Um, I'm I'm really happy with where math is going for us. So, this is an internal assessment we take. It's a growth measure. The top is the beginning of the year and green and blue is is good. That's on or above level. So you can see as we move from beginning of the
year to middle of the year to the end of the year, the green and blue are increasing at a really nice pace. So I'm very happy with that to look a different way. This is how we look at the beginning of the year and this is how we've grown in the middle school. So
again, we're looking at about 72% on or above grade level in mathematics at the middle school. At the high school, again, green and blue increase over over the course of
the year to about uh 18 + 35. That's great. Yes. Um, perfect. even more impressive and and this is something that when this number uh became available to us is really exciting. So our district percentage at
or above proficiency at the beginning of 2023 it was 37.4. By the end of the year it was up to 54.6. When we started this year we started at 46.4 almost 10 points higher than where we started last year and we
still continued to grow to 62%. So, what this is showing is that we are building math proficiency back brick by brick, slowly but surely, starting off in a stronger position this year than we started last year. So, we're really excited about that. Um, I'll I'll get
into the things we've been doing. You you've seen our math presentation before, so I'll just highlight that. Uh, alexile level is kind of a a reading measure. So at the middle school you can see from the beginning of the year down just above 860 getting up over
the 900 mark that is a really good sign. Anything around 900 and above is an indicator of being college and career ready. So as that average creeps closer to 900 and above that's a really good sign about how we're going to do on state assessments and things like that.
And again it's a marker of college and career readiness. So, we can begin to look at the discrete grade levels. Again, upward trend in both seventh and eighth grade for the high school. Again, really nice upward trend. I love that it's above a thousand here. That's exactly
where it should be. Looking at the grade levels, you can see that nice upward trend. 12th grade, they don't take the assessment as much because a lot of them are, you know, moving into other things in their life. So that that that spike at the end is not just our 12th graders all of a sudden learned how to read in the last
month. That's just the way the assessment is given out. But really really great to see an upward trend. This is just an indication of the type of growth we've seen in the year. So in the high school we went from a 30
30 point increase in 232 24 to a 54% a 54 point increase in 2425 and then 68 in the middle school and a 52 growth really really good and again starting off in in particularly in the middle school in a higher position a much higher position
than we started off in 23 24 this is just all that information put into one graph so I've already explained it, but again just really nice growth over the year. Um, this chart is a little
tricky because the scale gets smaller. Like it starts at 900 here and it's at 850 over there. We had to widen the scale to show the amount of growth. So really nice in the seventh grade to be ticking up so much closer to 1250 than we were
here. Same thing. had to had to revamp the chart for growth. Really nice to see those things ticking up closer to 1250. SAT in 2425 just ticked a little bit below state average, but our PSAT
numbers are looking pretty good right in the SAT average. Uh a couple points above. So, how does this growth happen? Particularly when we talk about, you know, I I this is the end of my fourth year. When I walked into the district,
it was we were creeping out of the pandemic when the bottom fell out of every school district everywhere. And so, we have been rebuilding a school district as we've been operating a school district. So, how does this happen? It happens instructionally,
adopting highquality instructional materials, expanding our programs where other school districts are restricting their programs. That's expanding CTE. It's bringing in law enforcement. Um, we've been revamping our instructional model. You've all seen the building
thinking classrooms presentation. Some of you have visited those classrooms. Kids out of their seats and re-engaged. Uh we've developed an early warning system that pings counselors and administrators. When when a student becomes at risk academically, behaviorally, behaviorally, social,
emotionally, we get an alert every week to go and intervene on behalf of that kid. That's something that we have built inhouse in Deli, the first school in the state to do so. Um that allows us to do data informed interventions. We've been
revising our code of conduct. We've been balancing both restorative practice with accountability. Again, back with that early warning system to take care of the social emotional needs of students. We partner with the food bank of of South Jersey to bring food stability to not just our students but our families. Our
Jefferson partnership for social workers. Then climate culture uh for our staff. Deli has taken the lead in reducing uh administrative paperwork that teachers have to complete for silly reasons. Um, in fact, Deli is such a model of that, you're approving the a
the awarding of a climate culture grant. And Deli has been selected to present at the state teacher climate and culture institute in July to showcase what we've done to ease the burden of paperwork on teachers so they can focus on teaching.
uh and and through that time gained back on not completing ridiculous paperwork, we've repurposed the time so that educators can teach how we want them to teach. Um and because we are one of the 10 AI Vanguard districts in the state,
we are adopting platforms to further assist in that plan. So underneath I created a key that shows you all the ways that we've leveraged funding outside of local funds. So, intensive grant writing, some of the grants we get
anyway, the ESSER funding, we spent that very responsibly. Um, again, the AI grant, the bipartisan grant, two teacher climate culture grants, um, our annual federal funding that we spend. Um, it's about us getting into the room. So, um,
with educator paperwork, I'm going to trend once or twice a month to sit on a leadership evaluation, uh, an educator evaluation panel so that we can talk about ways to not just ease the burden, but what are different ways that educators can be evaluated besides
observations, SGOs's. So, I've been a part of that conversation and really brought the work we've done at Deli to the forefront of the state conversation. But all these things behind the scenes are what get you academic improvement. It doesn't happen overnight. It doesn't
happen in a single year. It doesn't happen because you want to have wanted it to happen. It happened because every cob in the machinery works hard. It's not about the fad. It's about the grind of the work. And so it's
June. I know our teachers are tired. They deserve they deserve the rest when that last day happens. And I know they deserve it because of the results that we're getting. While other people still haven't gotten out of that curve, Deli
is getting out of the curve. And it's just because of the sheer amount of work the professionals in this district have put into doing that. So, any questions? Very good. Mr. Braz the articulation with the
elementary has that improved to support this process obvious question. So what I can tell you obviously because we have a shared service with Elk I can in this moment tell you how the class of 2030 is how the class of 2031 is all the way
down first grade in kindergarten. And I can vertically articulate that frankly um has been our relationship. I'm not going to say they've been much better. I'll say we have all been much better in preserving that relationship so that um
we get data from Franklin. so that we can immediately integrate those students into our interventions um and and really try to understand them as best we can. Now, there's always going to be this barrier. Their systems look different than than ours do, but we do a lot of
the work behind the scenes and that takes cultivating a relationship and making sure that it doesn't break. Thank you.