##VIDEO ID:1HjifAYWNzE## good morning we're going to call this a special meeting of the gra col elas Board of Trustees to order on February 6th at 8:30 uh trustees broudy do we have any speakers no speakers okay so we are going to move into our workshop and our scorecard and middle of year update yeah so we have our team here this morning and first of all I just want to keep this off and just say thank you uh to to our team for their preparation and just for all the things that they get done behind the scenes that that Frank some of us know a little bit about but not much about and you guys just do it and so thank you for doing the work thank you for empowering our people and um you we're excited to see where our our middle of year data where we stand today um and so I want to thank our team I think kicking us off Dr Shyer is is it you or is it I'll get it started yeah thank you all right um so good morning uh we are having an update on our district school scorecard and focusing on our priorities 1 through four um each time we present on our scorecard we are representing the work that we do each day throughout the district uh to U prepare our students to reach their fullest potential and when we think about the balance scorecard it is important to remember that it's our strategic plan and it focuses on the areas that we have identified to make gains and Improvement and we do not always hear about when we do our priority updates all of the great things that we're doing across the district because those are going well and we have lots of valuable data that supports that the district scorecard is focused on those four priorities adopted by the board um you will also here as we present on our scorecard the work that happens throughout each day which are focused on our key strategic actions those are the actions that we've identified to support the continuous Improvement cite and then you are also going to hear progress measures that we are monitoring to see our progress as we move along and then how are we working toward reaching those desired outcomes that we've identified and then very importantly if we are not making the gains that we are anticipating based on our key strategic actions that continuous Improvement cycle um once we see that we may not be at the pace that we want that's where we make next steps uh to alter or um kind of pivot on the things that we've been doing so you're going to hear that throughout this morning's presentation we have one area on power E4 that Miss marrow is going to present on and then you will hear from the academic team thank you Dr sh good morning and so we're just going to take a quick Hiatus here for a brief update regarding uh priority for particular key strategic action 4.3.3 which uh we age agreed was something that would kind of kick off about this time of the year uh in the 24 25 school year so this is the one uh that has a review District programs and needs facilities capacities and enrollment project uh and so forth and really as we know the bond that was passed in May of 2024 really was to add uh address identified facility needs for a three-year period uh the district now is in a position to proactively look at ahead really to the next decade uh for what will be needed in students educational co-curricular extracurricular programming needs uh but by taking a systemic look at the district so I want to emphasize that taking a systemic look at the district and where it will be uh or where it will need to be over the course of the next few years and into the next decade the information is really intended to be used for a long range plan for the district to address things like security technology U infrastructure equipment obviously looking at facilities and that type of thing um and really will be utilized in particular in the budgeting process to forecast the district's daily operating needs as well as its uh Capital uh needs of the future so just a quick recap about what's happened here in the last quarter was to kick off a visioning process that will take the systemic look at the district so the board and and the administration spent some time talking about the aspirations for the visioning process that would result in a long range plan that's different from the type of things we've seen in the past for that the district H uh Huckabee as you know is our architectural firm and come in and conduct a facility capacity study and then help the district facilitate provisioning process that begins with really looking at The District's educational extracurricular and co-curricular programs to then drive the needs for everything else in the district really say it's it's based on the Strategic plan with a focus on emphasis on the reason for a school district and then working towards what uh supports would be needed for that so it's that proactive look that we're talking about in terms of the action steps that have been completed uh in addition to hiring Hooke for that uh purpose the the district obviously commissioned its demographer to help us look not only back at enrollment Trends but look forward at enrollment projections and Trends um and then provide us information too about the effect of transfers on the system where those students are how we can project uh in terms of that uh and that includes also students that we brought in from outside of the boundaries of the district right from those areas of poville and grap Vine that may be zone for another uh ISD but we've given uh the ability to attend here in GCC as well as the children of employees our school resource officers uh city employees and things of that nature as an Administration we've been collecting a lot of data and information for the visioning process and for hyper views in that process that includes data not only about our programs um it will include data about the outcome of those programs it will take a look at campus and facility data to show how those facilities are current used it will touch on the 24 Bond project uh that will be upcoming and those things that may not have made it into the bond program if those are relevant for the future um and then there's a stakeholder committee U that will learn about the district and the challenges ahead and will help us really build that vision for the future of the district and again through that determine the long range uh plans for the district the committee held its first introductory meeting uh in January and so we've kicked off that process so that's why it's kind of a brief update as to where we are uh as we really embark on the work that will probably go on through the fall of the the coming school year all right we're going to jump into what will be a focus on Priority One which is our student achievement and postsecondary Readiness um I want to just acknowledge the academics team they've worked hard to uh review our progress here at the middle of the year I feel honored to lead alongside um such a great group of leaders that have a passion for what we do and the work that we're doing to support our campus staff campus instruction leaders our teachers uh for our students across the district so kicking it off we're going to look at our district and campus middle of year growth reports chose this picture specifically it's a first day of school with a couple of our youngest students kind of looking up and I kind of saw it as a view of they're looking up to their future and where they're growing and going so let's talk about how they have grown so far this year this should look familiar it was part of our January update this is an illustration of our um relative placement changes from beginning of year to the winter in I ready diagnostic so on this you are able to see where did our students assess on their diagnostic at the beginning of the year and their middle of the year in its simplest form we are looking for the green sections to get larger and the yellow and red sections to get smaller that is an indicator that our students are progressing through their performance level and how they perform based on grade level this is a little different view it is the same information the numbers have changed slightly because when we presented in January we still had a few students that were going to finish up you have a confidential data folder um that you can look at at this time and we'll be looking at document one you have document one that looks similar to this view on this one as a model what you'll see is the bottom line that is a little bit lighter that is our beginning of year performance levels the top line that is darker that is the middle of year performance level so you're able to see whichever way in which um suits your learning style uh the colors and the bars if they get larger as I said before um on the green that's what we're looking for but the numbers are also here that you can calculate those differences so we're able to see the growth in our students that are on or above grade level I believe it was a 14 % and then the yellow and the Reds decreased which is what we want about 15% on document one what you're able to see is this same view but it is by campus so that is an illustration of when we really review and analyze our data we have that beginning at the district level all of our students we have it at the campus level and then our campuses are able to also look at that by teacher and by student student so you're able to see that progress on document two you are going to see how our students have performed by grade level whenever you look at that by grade level that is important when we're making curriculum instruction decisions because we might see that a particular grade level is not progressing at the same growth rate that another grade level is that would be a signal for us and our team on the academic team um instructional leaders to dive deeper into the data to see what's going on so documents one and two uh demonstrate for you our reading progress and that performance change from beginning of year to middle of year document one by campus document two by grade level now we're looking at mathematics again this is the chart that you saw in our January update on our January update we're looking at those performance levels on the left beginning of year on the right the middle of year you see a different view on document three that is the same information it is just turned horizontal and then you are able to see by campus the growth what one thing that we're really excited about is we're seeing the same pattern whether we look at the district level data or we look at by campus data the green sections are getting larger the yellow and red sections are getting smaller we are able to also look by grade level in mathematics that's document four and again that informs us we may need to look at our pacing our scope of the work that we're doing or push into particular campuses for support based on that middle of year data we have a another view that I'll draw your attention to you saw something again similar in January that has changed slightly this one is a little bit different view because this is how are our students growing so those of you that really enjoyed math we're going to talk about X and Y AIS I know it's going to excite some of you this morning so if you look along the horizontal line This is how are our students performing we want our students to move from the left to the right that means that their performance is getting closer or Beyond grade level the when we look at the vertical line that is telling us about our students growth what pace of growth are they growing as compared to the median percent of typical growth achieved so when this one is about our grade levels we can see and I think you can see this 50% line we definitely want our students to be above that 50% line because we are about 50% when they assess through the school year and then we also see that most of our grade levels are performing above the national median percent of typical growth so that tells us we are growing and performing at a faster rate than those were're U compared to in that natural performance it also tells us we might need to dive a little deeper in sixth grade in your document folder your next document folder is going to show the same quadrant graph and again we're looking move to the right and up we want our schools and our grade levels to be in that top right quadrant which indicates high performance in high growth you're able to see in your document folder I believe it's document five how our students performed in reading by campus and then document six how our students performed in mathematics again on the chart you can see that our uh grade levels are progressing they're moving to the right and they're moving up we're also able to dive in and see hey there's a couple of grade levels here that are not growing and performing at the same rate as our others so we want to dive into that data believe it is document number six that you would see that would show our MTH growth by uh campus one example I want to show you and I want to remind everybody that we are months into our implementation of I ready both as a diagnostic to measure progress and growth through the year from beginning middle to end but we are also me implementing the personalized instruction uh that is through their digital access to their my path it is also through the teacher toolkit which gives teachers lessons that are aligned to our standards in our curriculum to use in small group instruction where they've identified groups of students need that support when our minimal of year diagnostic came in our campuses campus leadership campus teachers started diving in they want to see how are them students performing are they growing and we started noticing some things that made us question a little bit we needed to dive in we actually saw that some of our students were reporting on that middle of year diagnostic that they were not gr and when our teachers looked at it they knew that they are they're pering in class so what's off about our data one particular Middle School really dove in in the area of reading and their teachers identified students that were performing differently in class than the middle ofe diagnostic demonstrated they had individual conversations with those students basically said did you do the best you can do you think that this and they showed them their growth measure this really demonstrates your growth and we had over a hundred of those students say no I don't think so and they demonstrated a willingness to take that over again to show where they really were they came back in January and parents were contacted there were conversations with students and parents over 100 students at that same campus reassessed on their middle of year they had really no more instruction because we left for winter break we came back and we had some extra snow days and then they assessed on their middle of year again and I want to know the difference about a 100 kids from that campus so here's where they were in December had conversations with about a hundred of them and how the campus data changed what that has to remind us of every data point that we look at is the result of a little human that maybe having a bad day may not feel well may just really not care about the activity they've been asked to participate in so we do have a lot of variables that affect our student data but this is also a demonstration of when our teachers really know our kids and the time that they spend with them they understand where they are and they're able to really look at that through a lens of that data and know is it really a true demonstration of where our students are because teachers nailed it they picked the right kids that they knew had not demonstrated their True Performance we are now going to move into presentations from each of our team members what you're going to see is a cycle as they're presenting the information keep in mind the Strategic scorecard is representative of things that we have identified to improve we have set key strategic actions that we're working on to support our staff across the district we're looking at middle ofe data to tell us how are we progressing and you're going to see that we are going to share with you here's some things that may not be progressing the way that we have anticipated so what are our next steps to come up to speed with that growth that we're looking for Sheila real quick uh just for just our our knowledge so do you want us to write all these questions down and then just submit them to you without what thank you that I should have mentioned that at first so you do have some notes Pages we have allowed time and if we're going to try to stay on our schedule we've allowed time at the end to to have comments and some questions so that's our goal what I would recommend you do with the notes pages is just write yourself a little um note of what you want to make comment to or have question about and then we are planning to leave some time at the end for that if we don't get to all of them we'll absolutely collect those and um support answering those questions and I so instead at the end of your thing wait until the whole thing's over and then ask not that would be preferred because sometimes when we ask questions puts us a little off schedule and I want our team to be able to highlight and showcase all of their work and us not run out of time and if there's any bit of information you want to go deeper on just take make a note of that that's something we can provide the follow-up update whatever it may be you know or another I'm Christy Brown director of Elementary Ela in early childood and like like Dr Sher mentioned we look at our data from every angle possible by grade by by class by student by District to identify Trends and opportunities for growth at the beginning of the year our reading data show a significant opportunity to grow with our second grade students on 11 so we have 11 Elementary campuses and our second grade students shown on seven of those Elementary campuses 20% or more of the second graders were two years behind so this was alarming to us and we knew that it was something that we needed to dive in and address right away while it's beginning of your data we know it is not necessarily a second grade problem and so we do have plans to address that in first and cage so that we don't get to this point again but we um decided to start with second grade to ensure they had the most opportunity to make out ofate growth so that this our end of year data or middle of year data didn't reflect this so we decided to focus on fluency uh fluency we know is the biggest indicator of reading success and fluency is the ability to read at accuracy pace and with expression and so you'll see this minimum fluency rate there are Milestones that each student needs to meet per grade level that is a words correct per minute and that if they fall below that then they they're comprehension suppers and so by focusing on fluency we are also hitting decoding and comprehension to improve those improve those skills we started with training all of our second grade teachers on fluency Focus making sure that they understand the importance of fluency how to measure it how to track it and how to set goals with students and incorporate it into their small group instruction we f up with learning league asons and principles we are out in classrooms and plc's making sure that they understand where those resources are we have an abundance of resources to support literacy instruction and improve student outcomes and and we want to make sure that our teachers know for they are that our our coaches know where they are so that they can use those and they're readily available to help get the outcomes that we want um we planned a training for fresh trade that was very similar in January and did the same thing and we're following up with you utilizing our I ready literacy tasks this is something that we will start from the beginning of year next year but we had to balance the amount of new that our teachers could handle this year and there was a lot of new and so we started the IRA literacy task which is how we officially monitor their flows and progress and we'll continue that through the fall and the uh through the spring into the end of the year and we also got a recommendation from our partners at I ready to uh adjust the domains of my path for some students to help them spend more time in bonics and that that will help them get the growth that we want to see in reading so like I said at the beginning of the year we had seven of our uh seven of the 11 Elementary campuses who showed significant delays in second grade and with our hard work of the students and teachers we now have only two of those campuses that have a significant number of second graders that are behind and while we are continuing to work with them and we know that there's still work to do we are never done we have lots of celebrations to show in the second grade so our typical growth for our second graders was 82% that that is what we we want that to be at least 50 in the middle of the year mean we're halfway there and they're halfway to their goal our second grade students are 82% of the way to their goal for typical growth their stretch growth which is what we really want to see because then we know they're making up for for that for that deficit where they started and was at 57% which was the highest of any grade level um in the district so we're very proud of them for that and there are number of students that the percentage of students that increased uh that were excuse me were on or above grade level increased by 25% so we are we're very uh proud of our students and being in those classrooms and the teachers going come look and see what we're doing it it's exciting to see the the outcome so quickly U for everybody's hard work all right good morning uh Michael Pro director of secondary ala in advanced academics um and much like chrisy with secondary Ela we started out by looking at last year's data looking at our beginning of year data just seeing where were some of those deficiencies that needed Improvement and we use that to set a lot of our goals for this year obviously uh and one of the things that we noticed uh that that theoretically we shouldn't have noticed is there's some standards that we have labeled as priority standards where we really just continue to struggle now when we deem something a priority standard it means that's an area of focus for us that's something we're going to spiral back to multiple we're going to really deep dive into So in theory that should be an area of success for us and we focus on uh priority standards for a number of reasons one is that it's highly tested uh but really it's it's a lot deeper than that and Em's got a great slide later that that will kind of dive into how we identify a priority standard but one thing I'll say we noticed this summer as we as we got into our written curriculum and trying to make updates there is that we really had too many priority standards for any of them to be a priority so U to to take an example if you look at unit one for example and you see that there are 12 to 15 priority standards can you really deep dive on 12 to 15 things and spiral back and focus on those and we found that not to be the case so we tried to narrow the focus on uh the a smaller number of those in particular areas where we struggle to see how can we make some big gains uh what are some of those opportunities to make a big jump potentially in some areas so updating those priority standards was a point of focus coming into the year with the written curriculum uh and happy to say down bottom some positive Trends we found is that from beginning of year to our interim assessment at the middle of year we saw an increase in achievement in most of those targeted power standards priority standards at this point across all grade levels so when we narrowed the focus surprise surprise we we had a lot more success on on those areas um one that I'm really excited by at the high school level was is when it comes down to revision now uh these standards 9bi 9bi uh they're focusing primarily on when you read someone else's writing um there's some things that could be cleaned up about it either chromatically or organizationally that would make it flow better um historically our students Haven haven't done as well as we'd like being successful in that area when it when we look at our data that was one of our weakest standing when we jumped to the middle of year inter we saw significant increases in both English one and English 2 and so that became an area of strength for us we focused on it throughout the first semester and it went from an area of stre area of weakness to one of our strong stronger areas on the interal assessment so that was exciting we do know though that um simply focusing on priority standards didn't help us universally and I'll give you an example of that there's an area uh that we didn't do see what we hope to see and that is uh at the high school level across both levels author's purpose now standard Ada author purpose asked a million different ways and that's part of the challenge uh the way it was presented on the interim is probably a little different than what we've been doing up to that point uh but with any data like that where where we're not seeing what we want to see the good news is it's the middle of the year we've got time to make an adjustment there and then correct and and now approach standard a in different ways knowing that hey what what we've been trying to do it may look a little bit different by the time they s down and test let's look at all the ways it's been assessed let's spiral those back in so that there's nothing that's going to be surprising to our students one other uh point of emphasis we'll have going forward can't really see it here below the line uh but it's multi select questions when star made the adjustment to Star 2.0 you started seeing questions presented in different formats where rather than just multiple choice uh there's drop down menus there's select two right answers and things like that um there's always a little bit of a li when you switch to new question type for the students getting comfortable with that and we're continuing to see that be a challenge so that's something we've got to incorporate more on a daily basis is having our students select multiple right answers do multiple selection activities in class um because that's an area where we still need a game going forward but again middle of your data gives us an opportunity to make those course imprs right now another thing that that we highlighted back at the beginning of the year with you guys is really an effort to Deep dive into vocabulary instruction we understand that this is something that helps us across all content every test is a reading test now doesn't matter if it's math social study science everything is a reading test uh and one of the biggest areas that we can make a jump is by increasing student vocabulary um we we focused on that through the I ready process we focus on that through some of our professional development throughout teachers over here just a couple of Snippets um that we've used throughout professional development talking about the potential effect sides of of of uh activities that that focus on vocabulary word walls Cornell modes exit tickets foldables of things that we have strategically embedded in our PD with our teachers to try to help with this it's hard to really isolate sometimes the gains that you see uh in in student vocabul but one thing that allows us to do that is I ready it cannot isolate things by a particular skill and vocabulary being one of those at the middle school level uh we were excited to see a ton of green when you think about the beginning of the year the percentage of our students that were approaching grade level on grade level or above grade level in their vocabulary skills to where they are now we saw jumps across the board at all grade levels in vocabulary skills so that shows us that narrowing that focus and having that as a point of focus and the things that we're doing uh have been working to this point and then last but not least when thinking about an opportunity to make a significant gain of extended constructive response or the actual writing that our students are doing on the stest and EOC is absolutely a chance for us to make that game this is something that while the data was surprising and disappointing to us in some ways at the beginning of year and coming out of last year it's a huge huge opportunity for us to move in the right direction and I'll show you what I mean by that when we look back at last year years English one and English 2 written composition so put the multiple choices and multi select aside this is just our students doing the writing they had an opportunity to get up to 10 points on that particular portion of the test that's a big chunk of the test we've got really strong writers in our district but what we found in spite of that is that you have students in English one that were getting about half the points available to them you had students in English two they were getting 6.7 out of 10 points that's a lot of points left on the table which means that's a lot of opportunity and maybe most surprising of All To Us was that you had about a quarter of our students they were they were getting zero points out of 10 now there's a number of different reasons for that and we're going to dive into that and that wasn't unique to us that was actually something that was seen across the state as I said earlier when there's a change to a test there's a little bit of a lack and there were some changes in how some of that was sport uh heading into last year and some districts throughout the state of Texas saw more zeros than they expected to see but what it says down here beneath the line is when we understand why that's a great opportunity and we've got a much much better understanding now of why and exactly what it is that they're looking for like Michael said this was an issue across the state but here's what it looked like in gcisd this is a percentage of students scoring zero out of 10 there are two graders each grader can give up to five points and in elementary you can see we had almost 29% of our students that got a zero Middle School 23 and high school 24 now when we got our scores we knew right away that there were some surprises and individual responses and teachers going this doesn't match what this kid's capable of doing but when you zoom out and look it we really could see this was the issue that we needed to address so we created awareness I mean these are shocking numbers so we shared them with everybody that would listen um we are principles in our learning aons and then we trained our teachers in really making sure that they understand the extended constructed response rubric that they have time to internalize that and really look at what our that is asking students to do and how they are graded on those responses we modeled a writing data chat protocol so that they know how to have those one-on-one writing conferences with their teach with their students we updated curriculum to give them more opportunities to Pro to respond to the ex extended and short construction response in our curriculum documents we taught our teachers how to do that and then the probably the most impactful thing we did was review our students writing uh we pulled samples from last year's star responses of our students and there were great responses that got zero points and there were very short responses that got nine or 10 points and so that was a big aha for our teachers to see that a pain more is not always better but is it as is are they responding to what the question is asking and do we understand do the kids understand how they're being graded on that so that was very eye openening for our teachers and then we used our um we utilized how to utiliz AI to support ECR instruction and feedback and you a little bit more about that I I think in looking at those student responses one of the interesting things that we found is is not all zeros were created the same Christy elud you had some students who didn't know how to get started they put down two or three words we would expect that to um but it also lets us know something about that student it lets us know they don't know how to get started some basic sentence stem some very basic strategies be sure to include these three bullet points while it may be formula 8 can take that kit from a zero to something significantly better than that but we had other students who wrote a great deal and it was beautiful writing uh but there were components that that maybe the scoring was looking for that they didn't include when we talked about it with our teachers we used a food analogy and said they actually make a sandwich and you made a a beautiful five star Beef Wellington if it's not that the student didn't have the skill it's that they weren't using the exact ingredients that the scoring was looking for but now that you have a better understanding of that that's something that can help with oh did you want to this was from our training with our third fourth and fifth grade teachers we had a a special ed teacher that was working with third grade students send this to us and let us know that she this is more runting than she's ever been able to get from these students and she s us a four five pictures of student writing that we are very excited about to to help our students not only will they um improve their score but show growth for them and just provide them a a attainable way to have success and we know that with any game you're always going to be better at the game when you understand the rules of the game and now uh we understand the rules and the expectations a little bit better and we understand that the first round of of scoring for our students is going to go through AI um and we have some incredible tools here in gcisd that can really help us practice and harness um the our our students writing skills and get direct feedback while also saving our teachers time magic school is one of those in January we let our ELA teachers through professional development using magic school where they can actually import the the star or EOC writing rubric um they can put a writing prompt in there allow students to respond to it and get immediate feedback to those students um it is it probably uh 100% as as strong as the feedback they get directly from the teacher maybe not but it but it allows us to get more at bats if that makes sense so when they get that initial feedback and they say I thought I wrote something great it's coming back and giving me a zero it's giving me a two that opens the door for that conversation with the teacher now the teacher can say well let's look at the feedback that that you were provided according to that rubric what can we then fine-tune let's give it another at back the student makes an adjustment next time they go back they come back with an eight from what was previously a zero and now both the the teacher and the student have a better understanding of maybe what was missing and the types of adjustments that they can make heading into the end of this year uh to to turn those numbers around in a positive way good morning so Emily H director math and we're going to start off by looking at some focuses that we've had this year we're going to move into some data sources and then we're going to talk about um our spring action steps so the first thing our focus on was on was our district problem solving model so this standard over here 1B is in every grade level from kindergarten all the way up through pre-calculus so this is not only a math skill this is a life skill so we expect our students to analyze information formulate a plan determine a solution and then justify that solution so we took this information that tea asked of our students in kindergarten all the way up and we created our district problem solving model that you see over there on the right Michael also talked about this in math we also talked about our problem solving I'm sorry our um Power standards so at the top you will see what our what our teachers see so there may be four five six seven eight standards in a given unit we have narrowed that down to one or two power standards per unit so we are still teaching all of our standards that we are required to teach but we miring that focus on what do students absolutely have to know um this is how a power standard is selected so the first criter IA is for Readiness so is this a skill that a student absolutely has to know so that they're ready to progress to the next level endurance endurance is is this a skill that's going to go beyond a single test so I don't just have to know it for this test I need to continue knowing it if you look at the example for 7-Eleven a up here it says model and solve step one and two step equations that is a skill that is going to carry the student throughout this course but also into eth grade algebra and Beyond the next one is assessed not only are we looking to see if this is assessed on our star test we're looking to see if this standard is assessed on the TSI sat and PSAT and then the last one down here is leverage Leverage is is this skill going to be something that's valuable to the student into other grade level or other subject areas so we think about our graphs and charts that's a very beneficial skill for a student to have in a history class we also talk about equations students use equations in their science classes one of our next focuses was to update and Implement new curriculum documents so we adopted te in 2012 with new implementation for materials in 2014 since then um we have added engaging mathematics from kindergarten up to the pre-calculus we've added closing the distance in our second grade through geometry curriculums and just this year we added math Mark for our star review in our middle grade levels these documents are these resources not just here's your resource implement we actually took these documents over here on the left you can see um prior to this grade or prior to this year what our documents looked like we just had the list of our resources over here on the right you will now see that we have taken those documents and we have embedded them into um our lesson guides so students I'm sorry teachers now have a specified warat from those resources they have a mini lesson guided practice independent practice so we have now taken our resources and Infused them in embedded them so that we have aligned warm-ups and exit tickets for each day along with specific guided and independent practice for our students um this is our teach check data so on the leftand side you will see the te check average for last year up to this point so this is the same data our targets for 2425 that we talked about it at the beginning of the year and then on the right hand side you will see the teach check average up to this point for this year so we are seeing gains lots of gains in um what we're doing in our curriculum seeing how it's working the font color Compares it to previous year so anything in Black you will see black font we are growing compared to last year's data anything the Box color green shows that we are at or above our Target the blue shows that we are about uh 1 to 5% below our Target for this year and then yellow shows that we are 5 to 10% below our Target sitting right at sixth grade with that sixth grade math so we are looking at sixth and seventh math right now and we're going to talk about those um after we look at another data source the next thing that we looked at was math manipulatives and supplemental Aid training so these are matics they are very beneficial for all of our students in kindergarten all the way up um this past January we did a training and we talked about how beneficial these are to help solidify that concrete conceptual understanding for our students and that we even talked about the benefit that our students that still need it are able to have this resource on the test and then last but not least we talked about over 80 elementary students attended math academy just this summer so the benefits of math academy it came on board at the same time reading Academy dead the difference is that it was not required by the state um it was an optional course I personally went to it found out how beneficial it was and really decided that we need to get our teachers into this training because it's so beneficial some of our outcomes for mathematics Learning Academy is it really talks about the learning progression and identifies those check points so students start to learn fractions in second grade and then all the way up through seventh grade where they actually have to add some TR multiply fractions understanding that vertical alignment and progression builds knowledge and comprehension of math understanding and then analyzes instructional components that de develop our fluency in ever s since just like Christy talked about in elementary understanding fluency in reading fluency in math is just important 44h was one of our priority standards or one of our power standards that we identified at the beginning of this year we noticed on Star we were sitting at 43% correct and so this is one that we really talked about focused on did PD looked at how um we could increase it when we got to our fall teach check we had increased at 59% correct we were very excited about those gains and then when we looked at the inner and we had dropped to 34% so we realized how important it was we have now implemented a digital spiral review for all third through fifth grade bth students so this allows students to keep um these power standards at the Forefront and brings back that retention over and over again I will say that this was also an entire test over this standard whereas the interim it was one question but we still want to keep that that momentum going and so they will see this question again and again from now until the start test we're walls youve also heard about the importance of vocabulary in English vocabulary in math math is its own language as well so in Algebra 1 you have implemented word walls so every teacher was provided with these and the expectation is that they put them up we have also provided training on how to incorporate these so if they're not just wallpaper it actually becomes a tool for the students and then also we looked at the ccmr and we realized that we need to add in some PSAT and SAT practice into our secondary classrooms so teachers received a resource at the beginning of this year and we also provided additional training um on how to use that and teachers having another training February 17th to talk about the importance of PSAT and sat in the secondary classrooms you saw the data from te check that is not the only data point that we have or the only data point that we look at we also look at our I ready Moi data and we also look at interim data here's our interim data this was pulled last week so we still have some kids making up tests um but this is where we're at at this point the two columns on the left hand side are the star inter room data that was taken in February of last year we did take our interim in January of this year and so a couple weeks difference there and then you'll see the star averages in the middle very similar to the peach check that I provided the Bold I'm sorry the the font color Compares it to the star whereas the Box color will compare it to the in so if we look if we are at AA star anything in Black font notice the Masters is almost all black that is showing that our master's level on our interim is already surpassed where we were at OnStar for last year and third grade we are only 1% Below on the Masters so 35 to 34% the Box color indicates compared to interim of last year so anything in green we are um at or above we were at for interum for last year blue 1 to 5% and then yellow 5 to 10 and then anything greater than 10 is now in red I do want to call your attention to the red and green box up there for third grade MTH so how could we be doing better on one and yet red on the other if we think about our third graders compared to in last year this is the first time the kids were taking a test in this platform this is the first time they're taking a 40 question test so we see from interim to star that our third graders make a great gains and we expect nothing less this year that is just the first time that they've seen this kind of test notice again as we saw with teach checks we are also seeing our sixth grade um in red and so that brings us to our F first action step we focus for this spring looking at secondary priority campus support so this was a district view we also went through and looked at a Campus View as well as a teacher viiew and we um are still doing weekly plc's with our instructional coach really focusing on the teeks and the understanding of what does that standard mean and then making sure that the lesson guides that we have now provided a teacher is able to take that internalize it and present it we have also implemented weekly coaching Cycles with any of our new teachers or and any of our identified teachers from this data this is our I ready M by domain so the I ready students are tested with numbers and operations algebraic thinking measurement data and then geometry anything in Dark shows that we are increasing more than our national average anything in that blue aqua color shows that we are increasing more than National as well um and then the gray we are not increasing we are increasing but maybe not as much as we would like to see so the first one I looked at was geometry for fourth grade which is this red um down towards the bottom and I looked at it I was like geometry fourth grade so what I did is I pulled up our Yad which tells us what we teach and when over there on the right hand side and if you can see it I know it's kind of says unit 9 is geometry we have not taught geometry yet this year so I do expect that to fill in um as we have a chance to teach that right before start but it also gives us a chance to look and see do students have the background knowledge that they need going into that unit for I'm sorry that unit 9 in fourth grade geometry the other one that I want to point out is algebraic thinking and set we were also low on that one so now what we want to do is look at a small group Focus so um with fourth grade do our students have the geometry skills they need to be successful in fourth grade geometry if not we want to pull those prior grade levels and make sure that they have that so there there's not any gaps and then with seventh grade um we want to look at teach check inter data Moi and determine if there's any standards that are identified those power standards that we need to retach and then also we want to model those SLE louds and go back to that problem solving model and then our last um spring focus is really focusing on that I ready usage so up here at the top left um if our students are using I ready appropriately are meeting the standards that that's recommended that's 30 to 49 minutes a week as well as a 70% average on lessons p and we'll see students that are meeting that 30 minute threshold um are out performing their peers on their growth and then you can see across the grade levels that we are um in that Target Zone to continue our lasso grant for this upcoming school year good morning everybody I'm Elena Guerrero director of Bal services so we're going to transition as to what we're working with uh in our bilingual Services Department first we always begin and excuse me and ground our trainings and uh support for our teachers under our three Department goals so goal number one one is that our Educators understand their students language proficiency level number two is that we use content and language objectives to instruct and support our students and then number three that our students have multiple opportunities to engage in listening speaking reading and writing opportunities within the classroom so at the beginning of the year we shared with you our key oftion and that is that 10% or more of our emergent bilingual students will need that advanced or Advanced High um opportunity on Tas if in order to reclassify as English proficient so what I'll share with you today is how we're monitoring that and how we're moving in the direction to ensure that our students or emergent bilingual students acquire English and content simultaneously um one of the greatest celebrations that we have for you today is that we implemented Summit pay 12 at um 2nd through 12th grade this school year we we did that specifically for students who were at the beginning and intermediate levels of English proficiency so not all of our EVS are engaging in Summit however as we're looking at the middle of the Year interim Summit has data points that are very similar to IR they have a beginning of the year assessment middle of the Year assessment and students are working on their personalized learning path within those windows so what you see on this image is the representation of where we see the greatest growth this is specifically calls out middle school because Middle School is where we are wanting to ensure that our long-term EVS as well as our newcomers are able to meet the needs of academic and content and language at the same time Elementary is is unique in that regard because everybody's learning English right all of the prees are learning academic language together second grade and and it looks very similar middle school and high school is where we begin to see a little bit more of that challenge so this image shows uh the lighter of the colors indicates the middle of the Year progress versus the beginning of the year progress and so that you see that in the listening and speaking domains we've already had an increase of about 50 points So 20% of our students engaging in Summit have already met that this is a huge gain in multiple regards because speaking as one of the lowest performance levels on Telos just because of the nature of how students are evaluated students are having to speak for 90 seconds to an academic topic having to have a very coherent response and so we are very uh grateful and delighted to see this progress because that just is another layer of awareness and support for our students another key indicator that we are well on our way to meeting that um 10% of students who meet reclassification is seen on this image so this is an I ready data point what we're recognizing and looking is that our students our English Learners are performing and meeting the typical growth almost at the same level as non-english learners and that is so critical and we're going to talk about what that data means especially at elementary because in elementary our bilingual students are learning math and English only and so what this indicates is that there's really no difference between the way our English Learners are progressing in their typical growth versus students who are not uh English Learners uh a great celebration that we have is of course we need to be very grateful to our teachers this is their data this is the work that they do each and every day and one one of the ways we see that they're uh trying and working is these are images from their classrooms where they have anchor charts to support language acquisition they use graphic organizers cognates um data tools to enhance and supply and provide that support for students so we see many many nuggets of evidence from our trainings from our conversations from just really the the wanness and the need for students to accomplish two things content and language on the same same grade level and so our teachers are doing a phenomenal job um this is uh our data one of the first data sets that I'll share with you today so today we're looking at I ready math and also reading this is the I ready math comparison from beginning to middle of the year in our bies one thing that I want to call out is a huge celebration if you see uh there are two bar grabs going across we have what how students were evaluated at the fall versus the middle and you see that that what I circled with the circle is that at the beginning of the year and now all of our students our English Learners are performing at on grade level or above in math and that is just something to celebrate because this is an English only test and when you think about a kindergarten who's coming to us maybe with no prior schooling and is taking this test in English and they are performing at grade level is great for us one of the things that that shows us is that students are ready students are ready to where language is not going to be one of those challenges for them they're ready for content and so we are really proud of the work for both of our bilingual campuses where that is um the the the the the case another thing to point out is that both of these grade levels Kinder and first English has been the the language of math instruction since they started school and so we know that that's critic because that consistency and language has really afforded us the opportunity to see great academic Gams this next slide is a uh basically a summary of what we're seeing in our literacy uh outcomes for I ready in reading and uh reading in English and reading in Spanish one of the things that we're monitoring at both of our bilingual campuses oh I'm sorry I am still on math I'm just so excited about all this day okay um um math also Al indicates the same percentage growth so what we did here for you is we've highlighted in the same color scheme that I ready does to exemplify how much growth our students are doing again this is a math test English only so our second graders decreased the number of two grade levels below meaning that they're moving towards the green as Dr Shyer alluded to earlier today by 25 percentage points from the beginning of the year to the middle of the Year third grade the same so our red and our hashy red is getting smaller and we're transitioning more into the ready into the ready to learn yellow part by 20% from beginning of the year to the middle of the Year fourth grade had a great increase in the students who are at or above grade level by 14% that's why we've indicated that in the red and then fifth grade has decreased the number of students who are in the red or in the hashy red uh by 21 percentage points and this is one of the things that I wanted to call out if you remember in the 2223 school year was when we changed language allocation plan for math we transition to math instruction and English only in the spring of 23 so the cohorts of students are as follows our second graders were in kindergarten then our third graders were in first and so on and so this is another one of those indicators that consistency to language of instruction excuse me is so important for our English learners so um we're really excited another thing to note is that we're highly monitoring our EBS at the fifth grade level across our um all of our elementary campuses we have about 134 students who are fifth graders who are EB across the district because when they transition to sixth grade A lot of the elementary scaffolds are taken right they go to individual classes and they're making almost career choices at that level so we're really wanting to ensure that our fifth graders are as ready as they can be uh to be in that ESL setting um what you see here is our reading data now so we're transitioning to reading and this is again demonstrating the the outcomes of our bilingual campuses one of the things that I already Awards us is being able to look at data in both languages while the tests are not identical it gives us a really good data set to see how students are performing so what you see on this images is the beginning of the year data on the meat grade level so on the green part of I of how students performed in Spanish and how that same student performed in English the same thing for the middle of the year and one of the things that you see here is that we have over 50 percentage points of increase in many grade levels there is an average of about 20 to 25 percentage points of increase of the students who are meeting grade level and again this is so important for us to monitor because one of the things that you begin to see is that our students are almost um having the same outcome in English and in Spanish so that just provides an opportunity for language acquisition and that truly means that our students are bilingual and ready to learn that second language again we're keeping a really close eye on fifth grade because fifth grade is that transition year so at our bilingual campuses they they are bilingual students and then they transition to ESL and then you know are more independent for that regard so we are really ensuring that they have the tools necessary to transition um for Middle School we see great progress too so a way for us to really capture language growth is Summit we see academic growth whenever our my colleagues are sharing with you that English data as well as math data but when we're really looking intently to see how well our students are acquiring language Summit is our data point one of the things that I want to share with you today is that this is the exact same student going across the way right so what we're monitoring is how students are progressing in that listening and speaking and reading and writing at the beginning of the year you see a little bit more of the red for Summit green is the highest color that we're seeking so you see that our students are engaging and listening and speaking and having a little bit more of that growth because again it's just the awareness it's the ability to speak into a microphone and you know talk um and and and speak to a topic we're reading and writing out a little bit more of a challenge so what we have done is uh with this opportunity our team has gone out to our middle school campuses and is supporting our EVS who are participating in Summit during their mascot time in particular we are going to visit with them in the coming weeks to have almost like a Tass conversation because really that is the goal the goal of summit is to increase language proficiency so we're going to go and have a did you know that you're one point away from not having to take this test ever again you know because you know have to take Telos for the rest of your academic career so um we really want to bring that to light to our students and and in many cases that Middle School like I've said before they might have enrolled as an e in prek and may not even know why they're there in in in that regard so we are really excited about the progress um I uh Summit affords us also some great opportunities for students to continue to engage in reading and writing Beyond Telos so that our lower um proficiency level be uh emergent Bilal students have opportunities to engage and get ready for start and then lastly I really want to highlight all of the supports that we're doing for emergent bilingual families one of the ways in which we can uphold High academic expectations is by empowering parents so our department really does a really good job of providing imple and multiple opportunities for parents we've hosted telas and Summit uh evening events we have a star for evb family so we're basically showing amilies how do you how credits matter you know how to do school and what grades what do grades mean and what do our students engage in every single day we give them a schedule and kind of walk through them and understanding what the day looks like that way whenever their children come home they can have those high expectations and really have an opportunity to engage in support and then lastly we are uh partnering again this year with our early childhood Department we're hosting our prek Roundup um as you know English uh being an EV is a qualifier for prek so we want to be able to facilitate this last year we hosted about 50 students who came to our annual prek Roundup so it really helps us to expedite the process to identify are they're going to qualify as an emergent bilingual student um and sometimes parents even just come to get some Skyward help um to register their their child so we're really excited to do that we're also hosting our prek assessments for lottery students so we're just um excited and ready to welcome our newest um students so thank you good morning I'm Lindsay fentz executive director of special services I wanted to share with you today uh how our students with disabilities are doing within gcisd so as you know uh students with disabilities we measure their progress through their annual art and they have individual education plans and uh that's just one source of data we use multiple sources of data and since the implementation of I ready we've really been able to see how our specialed students are performing compared to other subpopulations so you can see here for a progress for annual goal we are at 63% for our special education students which looking at overall population we are very comminate with the total population within the district now I contribute a lot of that to uh you know with our scorecard we have really been focusing on implementing accommodations with Fidelity and really working with our students to access um the general education curriculum and break down those barriers that are preventing them to perform at their same age peers so here you can see our annual stretch growth so our stretch goal is basically based on our students who are performing grade under performing on grade level where we can predict they should be and so right here our special ed students are still they're at 34% which again if you look at the overall population they are still performing right there along with their peers uh you know continuing to work with our students we've been our coordinators have been working closely with our uh teachers within the classrooms and really focusing on that specially designed instruction and making sure that within our resource settings we're breaking down that curriculum and identifying those goals and that's what a great benefit is of I ready is we're really able to look at the my path and focus truly on their learning styles so here's mathematics and you'll see here for special education students they're at 57% so as you can tell there's a common Trend that we are still continuing to perform within those domains and as well with the stretch growth we're at 33% and with math in particularly as we talked about earlier working on those manipulatives and training our teachers to make sure that our students are routinely using those math mives and those accommodations throughout the school day so really uh that's been our main focus and from this source of data we can see some success so I'm excit our teachers are really excited about this they've been working closely with our plc's and joining with our content teachers and so being able to have just that other source of data to include in their art meetings and really narrow down those IEP goals has been a benefit good morning Brook Shuster director of science this morning I'd like to share about our goals and just a brief update on the states timeline as we move through the transition from the old standards to the new standards in science as a reminder our goal is to collect Baseline data this year in terms of how our students are doing and how our teachers are using our new product and our new curriculum and so we've been monitoring that by looking at our teach check data and monitoring our usage data our goal is for our teachers to regularly use our uh newly adop Ed products and for our students to show progress throughout the year based on the data that we've reviewed we have updated our curriculum in the areas of adding what are known as Steam investigator articles and activities to K5 so more reading opportunities more opportunities for our students to uh show their comprehension of informational Tech uh in K8 we've added stem projects and those are optional for our teachers to include this year and as we have teachers try those then we'll look at how many days did it take and let's write that in uh with um more um opportunity to to have that be a truly integrated part of their plan in third through biology we have added the science literacy essentials from our product into our curriculum documents and again just really talking about improving literacy that resource um offers students an opportunity to learn about the content for their grade level but have a reading level two grade levels below for that so really helping the content be comprehensible for more of our students and then for fifth grade only we um are continuing with the supplemental product of accelerating success and again it's just more reading opportunities more practice it has some gamified things to really help our students um go back over the concepts and um just continue to gain that understanding of science as a reminder um we've identified that um especially in our biology classes and I've just really extrapolated that need to all of our grade bubbles for U just some more literacy support and just providing our students and teachers more opportunities to read in the discipline and understand that informational text um I shared in December uh our boy informational text District data we had 57% of our students were below grade level and being able to comprehend informational text so those are things like what you're reading in science and what you're reading in social studies and um with our noi data uh We've shown some improvement there so we have 43% of our students now reading below grade level and so I'm really trying to take this opportunity to um have science be a part of the literacy conversation and giving students more opportunities to read and understand that informational text I did want to provide a brief update for where the state is in the timeline of our transition so we are in this 2425 column and so we see the blue line that says that the state is going to start developing items aligned to the new standards and so this will be the first year this year's star test where they will field test those items what that means is the items on this year's test are aligned to the old standards and so when I met with the uh leaders at tea uh I think yesterday for office hours um they used the phrase best fit test for this year and so those are some things that we really have to think about as we're teaching the new standards as we as we were asked to do by the state um we are aware that the questions are going to be best fit questions we do have some uh guidance and before I go to the next slide I just want to point out that the next year we will have the U fully new star test that will align fully with the new standards this year the star is going to assess the overlap curriculum so we do have documents for fifth eth in biology that help us understand what's going to be on the test this year so the words in Black are the ones that are uh available to be tested and so we're really looking at that column there with the implemented in 2425 column there are just some nuances that we are really trying to make make sure that we're aware of I want to point out just a small one here but um so the old standard says that students can demonstrate the flow of electricity in closed circuits uh that can produce light heat or sound if we look over here the word light sound and thermal energy which we attribute with heat but the word thermal energy is there now so our teachers are going to be using that language so we need to be aware though that the test question may use the word heat so that's a pretty simple example but because it's a best fit test we're really having to kind of play in both old and new uh for this year and just really try to be aware that aware of that to help our students be successful on the test and so now I'd like to just show some data about where we are with our teach checks Assessments in fifth grade um our students have taken two teach checks we do one per nine weeks and so we had a a really strong start with matter and energy and um we're continuing to show some great progress with organisms in environment and we saw a a dip there in our meets and Masters and approaches um and so one thing that we've implemented is that no and show process for our Readiness standards so really having teachers collectively work together to look at those read standards truly understand what that new standard says and then offer students opportunities to um show what they know through exit tickets and then analyze those how are students doing on those and then what intervention is needed for Middle School we have two courses that take the eighth grade science STAR test our seventh acceleration students take it and then our our eighth grade students obviously take it and so on average um we we're showing these results from our teach tcks that we've taken so far in these grade levels they take one per unit and so um again we show some areas for growth and um our eighth grade teachers are doing a great job working with our instructional coach and all of our learning Leons to work through that know and show process and being able to really stop really understand that new standard feel confident about teaching it and really teaching it at the with the the exact language as it is written so um this year just provides some challenges with our teachers just understanding the new language of the standard teaching it exactly as it is written and making that LE to the new for our High School courses I've highlighted biology and so um our students did really well on their false semester exam so I think that we're making some great progress there in biology especially with a lot of things being new for our biology teachers and so um we want to just continue that process we're also implementing that know and show process there so that they're really studying those standards as a team and talking about what are the things that we need to be making sure that our students know and are able to do and then um a brief look at our usage data so we adopted the mcra Hill Texas science product this is our first year of implementation of that product and so we can see for our five teachers we have the highest uses usage in our third fourth and fifth grade um levels and then we have um some of the lower usage in the K12 one thing to keep in mind is that our K12 teachers do a really great job of planning as a team so it is the it is the um common practice that one teacher has a stronger focus on science and shares some of their thoughts um and their ideas with the rest of the team and so we may not see all of our K1 two teachers clicking into the product as frequently uh because they they're working more as a team and one te one uh Team Member takes the lead with the planning on that middle school is showing some really great usage of the product they're asking some really great questions and um uh really requesting just continued support with even just using the science literacy Essentials as that's a new resource for them and at the high school level uh we're continuing to work on the usage and just talk about how important to use the product and uh what aspects of the product could be most helpful and beneficial and so I just go back to that science literacy piece that's been one that they found really helpful so we're just continuing to talk about how important it is to use use the adop CHS okay morning Brandy car director of social studies and abot um share with you a little bit uh this morning about some of our areas of focus uh specifically within the content of social studies so when we gathered at beginning of the year one of the things that um I kind of lifted forward was an area of focus that we had specifically in partnering with our priority campuses and leaning into the support that is provided there um within their plc's working along that datadriven instruction process um and so that is continuing um I wanted to uh step in and provide you an additional layer at the beginning of year we only have just a little bit we just had them for a second um but knowing that our goal here is that we're going to see specifically at those priority campuses that students are moving and improving by at least 10 percentage points within the meets and Master's level of our data points so that's our goal um specifically at the priority support campuses um and also for all of our um tested areas that we're looking to see our students performing within the top quartile that uh top uh the list of comparable schools that we had last year we want all our schools before anyone at the top of that list so I wanted to look at how we doing right let's look at it a little bit more um and so what you have down here at the bottom is zooming into those priority support campuses okay so um we can see where are we what percent of our students are meets and mastering on each of those are unit based assessments um and then highlighted for you um kind of in italics is how has that changed from last year so in social studies um you know we don't really have the the cohort of students right we're just looking at snapshots by grade level um so it is a little challenging to see but um at the bottom great find midle some of the coding there um great find middle we're seeing them grow um across all of those 100% of the time um really great games they we're really proud of that there's a couple of um units that we don't have comparable data and that was just because of adjustments to our um assess calendar this year um they're still assessed on those tis but not necessarily in a standalone assessment um and so we see great VI midal making huge gains we have um you know a little bit of a rockier um uh data that's looking at um cross tempers we have some in units one and two specifically in the Master's level performance we're meeting that Target um rate of improvement um and then uni four seem to be a little bit of a trouble spot for them so that's an area that specific we want to go back to um and spiral back to this spring uh we have some other identified uh root causes there um that we're working specifically um in tandem with that uh canus leadership and instructural support team within that PLC so um definitely addressing that um and then at the top um just kind of want to show you holistically across all campuses how are we looking again comparison comparing um how did we do last year um in our meets and Masters across each of those and then how we doing this year so overall um Meats uh that's the blue lines Meats we're looking at um either increases are staying about the same and then you can see the green lines um where we have comparable data we are generally seeing um a pretty pretty big growth again except for that unit four that unit four looks to be um an area that we are going to really need to intentionally spiral back to um I'm a little bit tricky here um so um oh I should also while all of that is said we have some areas that we're watching on meets and Masters however all of those data points looking specifically at our campuses all of our middle schools are performing in that Top Court tile across all of those assessments so um while we still have um opportunities to grow um when we look at maybe our students who are approaching um bumping them from did not meet to approach or approach to meets um in terms of the number of students who are mastering that is growing at a great rate and they're performing at the top H um and then I just wanted to provide um some high school data for you as well while that's not the specific area that we leaned in on um at the beginning of the Year just wanted to kind of show you we're we're working with our um 11th grade um EFC testers as well so this is um comparison same kind of H setup here comparison when we look at meets versus masters from last year to this year again a unit based um assess assessments and then the semester exams specifically um I feel um that is a really important data point because it is truly comprehensive it's longer um it reflects all units up to that point so it's it's not star but if this were star you know we we get to see that across um all of those units so you can see considerable gains um at our high school and so we're really proud of them um really proud of the intentional work that those teams have been doing really leaning in um into what Brooks spoke about too making sure we're really clear about what's the most important information and that we give students the opportunity to have instruction and um you know performance-based or um assessment you know traditional assessments but that they're able ask to show what they know in a way that mirrors what's expected from the students and then one other point I wanted to you've heard a lot of um reference to um you know some specific deficits in in literacy skills that we that know about um that maybe we knew about a little bit before but we know about differently now because of the I ready um Diagnostic and we're able to really drill down into some specific areas so this was a um more uh identified area that after our um Boi data came out we were able to see okay we have some specific areas of need um in vocabulary and comprehension of informational text and so that's a a domain that maybe we had to uh some an inkling of knowing right um and so maybe we had a little bit that we we knew we needed to work on that but now we have some real specific data over multiple points in the year to be able to track so with that specifically in the area of social studies we know that vocabulary is essential um students are exposed to U vocabulary in the social studies content at a much greater rate than really anywhere else um that they don't necessarily um have exposure and other content areas um and then informational text is is the text um that we're looking at so we set a goal based off of that Boi um data to say look we want to see our students specifically in those domains and really targeting um I'm going to show you some of the action steps that we've done specifically again with middle school because that's an area of underperformance for us um but we're wanting to see our students um either meet or exceed National Norm um growth rates and those two areas so we have um identified a new resource and so we have been um implementing the new resources training teachers on how to uh supplemental resource training teachers on how to utilize that with the specific intention of increasing vocabulary um skills and exposure to different types of informational texts um really calling out within the curriculum what are the core essential vocabulary here and let's use common um language and vocabulary defining that as well um and so those are a couple of those areas there and then um I hope that y'all can see the color shading a little better than I can um that we're looking at from from Fall um to winter so from boy toi how did our students progress again in those two domains so what we saw and I think this is a um a de a demonstrative of all of our efforts around the area of vocabulary Heard lots of people speak to that so our Middle School students are specifically growing at a rate that exceeds the national Norm in vocabulary um now when we look a little bit further at informational text again we're growing but maybe not at a rate that meets or exceeds that National Norm seven with the exception of seventh group and so that's an area we're really watching because in social studies specifically in middle school that is going to be um a real hindrance to their ability to show what they know about the content if they can't engage with that text or comprehend that text you're talking about really dense um text um excerpts from the Constitution um uh correspondents from the 17 1800s so they really need to be able to pull that apart and comprehend that in order to show what they know historically about what was happening at that time period so couple of areas that we know we need to continue to work on that all right kayy Mullan executive director of instructional leadership I'm going to talk to you very briefly about one of our graduation requirements which is our end of course exams and so our students take five end of course exams as a graduation requirement and in December we retest any of our students who have not met who have not met the standard um for one or more of those exams and so in December as just how many ret testers we had um for each of our different exams Algebra 1 English 1 and to biology and US history and you'll notice there's an aster by US History because some of our students um accelerate and they graduate early and so we have some firsttime testers um in that batch so it kind of inflates our passing rate um we'll see in a couple of slides um so these are all students who are previously unsuccessful on the EOC exam um and so what we do to prepare our students is first of all we have our househ 14 16 tutoring so at the high school level this is offered after school um and so students are able to come and get tutoring they can do it with the teacher they can do it online but it's really just targeted tutoring to help them meet those standards um we use highquality teaks aligned resources so our high school campuses have a specific resource um that they use that you know targets the areas that are most challenging for our students we provide transportation our administrators communicate with families and we try to be as flexible as possible we know students have jobs and extracurriculars the most important thing is that they're getting that targeted instruction however we have some challenges and opportunities with that um the after school time frame only um you know becomes an option for students if they or their families want them to attend um because our students have courses they have to pass for graduation requirements there's no room in their schedule you know for a uh EOC retest Prep course essentially um some students have multiple subjects to retest so they we prioritize English and math as the areas where we want them to focus on that tutoring and then also opt outs and non participation Factor so cville 1416 afforded parents the opportunity to say I do not want my student to participate in the supplemental instruction and opt them out and although we discourage that because eoc's are a graduation requirement and we really want your students to you know gain that foundational knowledge so they can pass that test um some of our parents don't want their their children to participate in the supplemental tuing and that is their right um and so here are our results and we kind of think about it and passive how many of those do we move across the finish line and so um we were able to move 26 of our algebra kids across the finish line to check that box for that graduation requirement and so forth all the way down again you'll see that US History um has the accurate because because we have some Advanced and accelerated students in that data set so then if they are not successful in December that means that they are part of the General Session in the spring so as we look forward to our spring just general EOC testing action steps um one of our key strategies is the implementation of rock and review which is just a targeted Spiral Review in our EOC tested subject areas the one of the Great things about rocket review is it attacks it is very strategic about what it's attacking it is not drilling kill EOC you know just test prep it is looking at what is the most complex content that students are exposed to throughout that course and it provides another layer of instruction and review something may have been taught in August September October and now the kids get to see it again on an exam in April um and so how do we make sure we go back to it reinforce those Concepts IT addresses the most highend impact needs for students also topics that are vertically aligned so what is necessary for them to be successful as they move forward in their academic career and then it does look at Statewide Trends where are our biggest struggle areas across the state and how can we make sure we are providing that additional level of instruction and review for our students um we also um have specialized tutoring sessions for identified students so both of our high comp comprehensive high school campuses um pull students out of General instruction for a couple days leading up to those tests to really help support each individual student where they needed the most um especially if those were the students who were not those prone to attend our offers after school offerings and then we continue our after school offerings and expand our staff available to be there um leading up to EOC testing and then this slide just shows our primary testing dates um tea does provide a window so if students are absent um on our primary testing date we do um pull them in to test so they can meet that graduation requirement um on another day within the window and with that I'm going to pass it over to Shan hi good morning Shannon toar and I'm here to talk a little bit about college career military Readiness which is something that we heard about uh multiple times throughout the years with whether it's the hill 3 or it's the annual report most recently or preparing to hear about accountability this table right here shows you data that we've used through the years of those conversations it also probably is the sort of data that informed the decision to include ccmr as one of the uh one of the measured items on the district's balance score card I think what is interesting in particular about this slide is this shows through the years what accountability would have been in regard to ccmr graduates with all of the different ways a student could earn that ccmr designation this call over here shows you the students who were able to earn that designation just from the SAT act or tsi2 where it says SE only on the class of 2025 for the accountable of the Year 2025 we haven't had a chance to pull together from the state all of the data with act and tsia 2 so that number could increase but what we're very excited about is in the fall this past fall our current Juniors who are about to take the SAT at school on March 12th 52% of them were able to meet both the evidence-based reading and the mathematics Benchmark on that PSAT which is a strong indicator towards the SAT and is higher than the previous graduating class this chart right here shows you our current Juniors the class of 2026 as a cohort we do test our G grade seven Aspire students with the PSAT the same one as the eighth graders just to get an indication of how they are performing you can see grade eight we give the PSAT 8 which gives us an idea of how well did our middle school program prepares students to be on track for college readiness and in grade nine we switch over to the PSAT in msqt the same test that sophomores and juniors will take it's the same level of test that they would take as a junior for national maror scholarship qualification and it shows us that through time you can see that the students do grow and improve from they to be able to meet that top Benchmark there for both of those benchmarks all the way up to the 52 that we saw on the other slide this is just on the strength of our academic program and what families choose to do outside of what we offer at school so then in conjunction with the school's team and counseling we started thinking what are some of those things that we could add that are intentional they could potentially enhance that performance building on a strength and essentially narrowing The Funnel of number of students who needed that ccmr point one of those things that's new that you've probably been hearing about is we are um hosting in conjunction with counseling and our campuses sat boot camps through the month of March there are six of those and students who are on free to reduced lunch are eligible for a fee waiver but they can attend those also in those classes now you might think well the students in prap or AP or Advanced or du or all those other college readiness uh levels aren't they being exposed don't they know yes but we also want to make sure that our students who are perhaps in another level of course have an opportunity to be exposed to those college readiness or sat type of questions and so that's when we introduced the idea of those sat Bell Ringers in math and reading we're going to be able to n those down I think you heard Emily and and Michael refer to them just a little bit ago about how we're really going to emphasize those in those 10 days kind of a review leading up to that March sat and of course realizing that students will then also take the SAT or the act or tsa2 on their own um for the rest of their junior year and then again as a senior to be able to continue on with those sat type Bell ringers uh to continue to support that college readiness and then also to lastly it gives us an opportunity as our next step moving to next school year to use all that data particularly after our March sat School data comes in probably late April beginning of May to evaluate our curriculum and make determinations about um when um particular Concepts do fall in our pattern in terms of when we instruct that or how we can really um enhance those college readiness strands to prepare all of our Learners to be successful on that ccmr point and I'm going to over TOA morning tamaron moris director of student engagement and so I'm going to talk to us uh talk to you today about the instructional support given to our instructional lead leaders in order to do all of the great things you've heard about this morning so you're familiar with this graphic and that is our written taught and tested um curriculum you want to make sure that we are designing and delivering that in a way that is supportive of our teachers in the classroom reaching the needs of our diverse students and and so we want to build capacity increase our collaboration and ensure that we have that instructional coherence so when we look at a system of instructional coherence this is a model that you're probably familiar with as well a fishbone model and so when we think about the input you've heard today about our curriculum our standards the materials and resources that we provide to our teachers um also our methods and strategies you've heard a lot about how they are supporting teachers and learning how to use the materials and resources and then how we organize our procedures to reach them so at the end user of all of this are teachers in the classroom with their students so teachers and students in the presence of that content um at the very end is an assessment and we like to look at the assessment not as the overall end but it it is forming our practices and systems so when we see that our assessment data may not be where we need it to be in areas we walk it backwards and go okay was it our aligned resources was it our curriculum and material our messaging how we're supporting and then we can make those adjustments some of the capacity building that we have been working on is the curriculum and resource documents that are provided you noted that Emily and math saw that this is how they had their resources designed for instructional documents last year and then using data informed how they enhanced those documents so that it is more um usable by our teachers to reach their goals then data driven instruction we've really focused on appc and many of you are Educators and know those four questions of a PLC what do we want students to know and be able to do how are we going to know if they can do it and then what are we going to do if they do not know it or they already knew it and we need to extend and so that data driven takes that standard from what the te the state says we shall teach what do you have to know and be able to do and then all the way down to how we want to assess that daily in our classrooms and so pushing into those PLC to support the um campus leadership and the teachers in attaining that skill so that they can get very deep in how they deliver their instruction um the instructional coaching we are working together to improve those you've heard again multiple times where people are going in and working with teachers some um really one-on-one time with them to help them through those um items that we're asking them to be able to do with students I ready being that personalized learning that's what each specific kid needs so we're making sure that we're building our leaders to know it's a new system for them to learn as well as they provide that instruction for students so planning appropriate for all of the diverse needs of our students sitting in that room is something that we are building capacity around together um one way that we are collecting the data that end result is through an academic support log this year here are some um areas in which we provide support to campuses so what we started this year is to log that support given to teachers so we have Rich data to go back to and check our processes and our support for our classroom teachers so as we do that we're starting to interconnect support we're analyzing and we're making some changes to our systems um in the areas that you can see here this is just a zoomed in a look at our special education services we can take data out and go okay our data informs our practice so you can see here that we have a 46 opportunities that that the special education coaches have pushed in to help teachers either develop an IEP what does that look like for the individual education plan but that second part we may not be able to see is accommodation and ification support so we're telling them the what and how and then we're helping support them actually do it in the classroom with materials and resources so what I like to point out the celebration there is a 50/50 split so we're not just telling teachers or just saying this is what you should do we're following that up with support that actually helps them implement it in a way that is help helping our students be successful so that's what we would like to see in the data we are increasing our cross collaboration between our departments we're Distributing leadership ship and building capacity in our leaders we have over 616 uh campus support visits logged from September to about January 15 um and so we can look at that and say where are we helping where are we pushing in does it match what our data says where we should be and if not how do we make those changes and a lot of um observation and feedback Cycles to improve our practices so our next step this spring is to look at all that data and not go bigger but go smaller so we're going to go granny in our capacity building and support together and look at how we um Implement our coaching model also looking at some micro PD little data chat strategic scheduling with our teachers in personalized learning so that we make sure every kid in that room is getting the teacher Le instruction that they need that small grouping and then continuing our work with our data driven plc's so one-on-one and small group coaching for instructional leaders as they plan in those plcs all right we are going to wrap this up you've got a lot of information about the work that's been happening across the district um and very specifically in our core content how we support our leaders we're going to take a final look and I will say that you also received um our Board of Trustees you received a digital folder in that digital folder is a copy of this presentation so the charts that we're going to look at they are available and of course this will be posted um on our board Workshop um for the public so as we look at and bring this together we are going to look at a couple of factors when we look at our set our targets where are we trying to go what do we consider we consider the c-port group performance how has that group of students been performing to help us project and Target where we would like them to go in their growth you've heard a lot about star data I ready data EOC data te checks text checks um that is our unit assessment that we are checking and monitoring progress our students learning along the way and then when we're making a projection how are we moving toward those targets that's a big part of what happens in the middle of the year what are we considering we're considering the initial performance of that cohort so that's where we do go historical how did they perform last year or how did they perform at the beginning of the year we consider diagnos and growth data that we have um fortunately we have a lot um deeper look at growth data this year with some new products that we have we have talked about interim results and something to keep in mind with our interim results it is not um representative of a full STAR test it does not have all of the questions it does not have all of the standards and we have not yet taught all of what our students need to know to perform on those and then also to recognize it's the middle of the year we still have a lot of instruction ahead of us for our students so on the next four charts what you are going to see is basically the same information for our different content that we assess on Star and EOC we are first highlighting our secondary English language arts so you see grade 678 and then we assess an EOC English one and two the second column are targets that's where we want to be at the end of the year when our students assess on Star we will not know until June how we actually performed for those targets we have just completed our star interim we took it three weeks earlier than we took it last year so the students had less instruction so ultimately we've got to consider this a baseline data we can't completely compare it to how did our students perform last year on OnStar inum because they had less instruction with us taking it earlier we wanted to have more instructional response time to the data that we received and then for three of our areas we're going to see middle of year we do a lot of acronyms um typical growth that is from the beginning of year to middle of year how did our students grow where are they in their growth for I meaning how are they performing toward grade level standards and and this is the median score and important to note about already we have students that are on track to meet their typical growth we they're going to receive more instruction this projection here is if all of our students met typical growth we have students that are going to meet stretch growth we also have students that are may not meet their typical growth so that's why we want to clarify that projection so so ultimately we're able to see each of these together these are two indicators in Star inum and middle ofe typical growth how are we progressing toward our end ofe Target this highlights English language arts secondary mathematics 6 through eight at middle school and our algebra one is our high school EOC same information um how are we progressing toward those targets again our first year already I've given some information about star this is really a baseline can we tell at this point does this mean we will or will not hit our Targets this is going to be very informative um certainly to when we get our end results and then we put that together we're going to be able to triangulate that data and inform us how closely do these numbers on Star inum and middle ofe diagnostic tell us that we're progressing toward those goals here you see all of the Elementary fifth grade reading and math fourth grade reading and math and our third grade reading and math um same data points and then our content areas that do not have I ready so that's going to be our social studies and science areas that we are using our midyear teach checks this is a variety this is not representative of necessarily those star exams it's the accumulation of what unit assessments have they taken at this time so it's not representative of all their standards they'll be tested on I want to wrap up before we have questions and comments and just acknowledge and I thought this is a perfect picture U the excitement I want to acknowledge this was our leadership day at the beginning of this year I believe after some of our teams that included their balloon Towers so if we can get excited about balloon Towers we can absolutely get excited about student growth but what I want to point out is that we're creating a data culture where we take the data that we have we use that to inform our practice also that culture of continuous Improvement how are we working collaboratively and absolutely this team has worked to support the instructional leaders but our superheroes are out on our campuses with our campus instructional leaders and our GCC teachers all of the support that youve heard described that they're receiv leing they are living out every day in the classroom with our students and I want to recognize that that's where the growth that we're seeing the celebrations they've created those opportunities for that growth and celebration and very fitting I don't know if anybody can see that first picture but there's someone missing and it kind of matches today as moment so not planned there but um so wrapping up you got a lot of information uh but did want to reserve time in the end um if you've got those questions or just followup comments uh for the team as we have presented and kind of look back around what is our strategic plan it's very specifically the things that we said we needed to work on to improve so we have not highlighted the biggest celebrations that we have in our district and our things that are very successful because they are going very well we have highlighted those areas that we have parted for improvement told you about what we're doing and shared with you our progress and then what's next question sure so no I want to know U from I ready uh what are we doing to help the middle school students um because I know there's a big difference and as we all acknowledge that Elementary Middle School my other question was um are we instructing I know for for a fact that when they had the PLC days for I ready a couple of the campuses were not as impressed with their presenters with I ready as they were the the first time so were we getting notes on the people that were not very um that's a good way to say well received maybe we'll say that we have that um so two questions that I heard there in first response to I read in our Middle School one example that I tried to illustrate in kind of monitoring how our students are doing we are making all the notes about the implementation this year we notice that our students at middle school when they retested at that one middle school they had one sitting that they completed the entire diagnostic as opposed to they completed over the series of days two or three sometimes four days that's very informative for us and how we're going to continue to um monitor our implementation moving forward um so that's just one example of how we're monitoring our Middle School um implementation and how we can make improvements we are making note of what the campus feedback um campuses give feedback every time they have a presenter and then we are also asking about what what well and what presenters would you love to see as we begin scheduling next year and I can personally say that I last week had opportunity to speak with um one of the area presidents for our already support and was assured that let's get that list of the people that we've seen most success with so that they can match that up for our plans for next year okay several times you said um you know remember that we're early in the implementation how long do you does it actually take according to I ready to see the results that we are expecting to see um we are progressing at a faster rate than they would see with say other districts um for the implementation that we have taken under so we're above their predicted growth rates what in the reference to we're early into that implementation we don't yet have a full year of data as a baseline so next year by having a full year of data we're going to be able to talk a little differently about our results moving forward and we'll also be able to make some changes to how we're implementing um as we were able to get feedback from our teacher students and uh make adjustments to that implementation um can I keep going or you want me to okay so for christe for English I noticed that you I I think it's great and I understand why you're focusing on second grade but you mentioned that the literacy test was taken earlier you think next year you would take it a little bit later as far as for third grade um so the literacy task was taken later we did not take it early this time because we were implementing all things I read and this is an additional assessment on top of what the kids doing cently on the computer so we waited to do that but next year I do plan to start that from the beginning so we have good data to start with um in August or September and then those checkpoints along the way awesome my question for you Michael is this Lexia students when they're administered the star one and star two um is there or if they have oral Administration are they getting that oral Administration in small group are you talking about in uh the the English the star one and two for EA secondary if they have accommodations then they would get that as part of star they wouldn't give it as part of what you're not speaking ready but no any in the classroom and any Star Foundation any Star Administration would get the competion and the other thing that um I know I note that you said that um it in the ELA classes they're doing a lot of things so that they're like just not the author's purpose like they understand the revision but then the author purpose are they do what if the student doesn't like to write like what are you doing for the people that you know they're not going to they don't care about the author's purpose they're just trying to pass star one or star two yeah I I think you target every student situation differently you know you've got a different students can to be motivated by different things so I think a lot of that comes down to the relationship between the teacher and student um I know as an English teacher if I had a student that that I don't care about any of this just give me the bullet point just give me what I need to to get to Across The Finish Line uh that's a little different than the student that's got some of that intr of motivation I think that the the writing example that we saw there is a great example of that when we talked about zeros looking differently you had some kids that literally might have written I don't care or I DK so I'm going to approach that student very differently than I am the student who may WR 500 words but but we got the same score you know I think that's student said I I understand this is not your passion you don't want to go be a professional writer Sunday and while that breaks my heart you know you know so that's my student she dislexic and and she doesn't really care about the author's point purpose yeah and so I I really am I mean and just to clarify is an EOC in English one and two the star yes yeah and so that's an example where you know you looked at some of those Elementary uh specific driving samples that CHR to show those are students that maybe either through motivation or through foundational ability level had trouble just getting started and so for that student having those S stems and we when we shed student routing samples we looked at two specific examples one they wrote a lot and got a zero one they couldn't get started and got a zero um that student that couldn't get started another zero uh we looked excuse me we looked at the third one where they said my claim is blank my evidence is blank my reasoning is blank what what we what feels UNC about that to us as an English teacher sometimes is that it's very formula it's not how you know we might write always in in a real world setting for the for the purpose of that student that you're you're talking about that maybe is this is a means to an end and I'm trying to check this spot doing that that's when you got I want to say nine points out of 10 it it wasn't beautiful it wasn't poetic necessarily um but they understood the rules to the game allowed that student that maybe doesn't want to get along somay they still understand you know when I approach this question here's how I have to tackle I think that my next question Lindsay might be for you um how many dislexic students are are they considered under sped do you know we're about at 1200 right now I know that number oh under special education and just I don't have that number we were I'm working on that with Meredith started yeah since the new rules have changed yeah and then Lena my question for you is there's a big difference between uh Timberline and Silver Lake as far as their results are they um I mean I I've been to Timberline I know that she does a lot of small group stuff and she pulls out a lot of you know is does Silver Lake do the same thing yes part and also is their percentage we have more students at Timberline than we do at Silver Lake by about a hundred students uh as far as instruction the instruction support is the same for both um uh campuses um is there a particular grade level that you're referencing no I just I was looking at um just in general there like you can see at Timberline they're like you know 45 out of 45 and then there's some that and I know just like it's harder to take a third grade test it's a first time to have a long test I understand all that um I just noticed that there was a difference between the two and was you know making sure that Silver Lake was getting the same help that they did at Timberline um and then my other question obviously from education I know T pass once they pass the test they don't have to take 12 pass anymore because I would get kids at high school where they would oh this kid this kid this kid has to have writing right and I would have to turn it in so once they meet a certain requirement they don't have to take toass anymore right so now the requirement is that they need a composite score of advanced High which means that two out of the four domains if they score two advaned Highs at of either listening speaking reading and writing it affords them that ability to uh reclassify therefore no longer needing to take T off so I think in in Middle School ESL really I mean when they come to the high school there's an English class that's English and want ESL in Middle School do they have specific or those students in a cohort that they are getting ESL so at the middle school we offer Ella which is English language English learn language art and that is an Ela elective for our Z to threee uh newcomers as well as the criteria of beginner and intermediate so it's a second Ela course that they take and in that setting they it's basically like an ESL class they are using Summit for some of their time and then we have a very a structured curriculum that teachers follow three days a week so it is that additional basically English only through literacy in addition to the ELA Ts that they have for those specific grade levels and then my last question I guess Kay is for you um I know that the the law changed in uh requirements for taking EOC or star that every time the star is offered you they the student has to take it um and they have to keep doing that even if it's English one engl to until they are seniors until they graduate yes until they graduate that a part of that is to be eligible for an individual graduation by individual graduation committee so if a student passes three out of the five EOC exams um they are able to have a graduation committee convene and uh they submit a project or they a portfolio yeah demonstration of their understanding um competence in that subject and that that committee can grant the graduation but one of the requirements is that they must continue to attempt that EOC exam and now our special education students are um in a different category than that they have different requirements based on their individual education plans thank you is that it very well questions are well we ran out of time so Mary do you have any questions of course I do no I'm just gonna I'm just one um and it's it's sixth grade math about you having that was one of M that was one of M so I know that that that especially like math and reading those are our you know big things that we're working on the whole system um and I know that we continue that we have a problem of kids arriving in sixth grade with not this is what I've been told so this is an assumtion I guess with some of the the skills that they don't you know they they don't have the number set and the math skills that they need to have to start in on our sixth grade curriculum and be successful but all that aside and I know that it's a process and it takes a while for us to fix that what are we doing in February March and April about our sixth graders that are bleeding out there I feel like we are in an ER situation um with some of our sixth graders and it's like I it's it's got to be more than stem Scopes or some new program I mean it seems like it needs to be intense it needs to be personal and it needs to be different from what we've been doing because what we've been doing hasn't worked when I I understand I heard you say what I was thinking about that was that the focus was on fifth grade and blah blah blah about fifth grade and I understand the adjustment going from elementary to middle school I understand that but I agree with you that there's sixth grade I mean I had that in several of my math notes was there's in in every school in every campus sixth grade seems to be math wise needs to be again to Mary's point do something different so I mean we've got to address it systematically as a system not systematically as a system but but what are we doing in the next three months and one thing that I've been meaning to ask about this that I was told also um y'all help me are we able to select what day any given STAR test is given in the testing window so we couldn't do that now we can do that now unless a student needs a paper Administration for one of like for special education reasons that has to happen in the first week of the window yes okay so I was also this is floating around in my brain that somebody told me that last year sixth grade star was like it was the first one and um so this year our math is later in yes it's in that second week what we run them again giv a little more time for instruction but it also gives you less time for makeups so and there's always balance of uh stamina versus you know earlier in the window they may be fresher later in the window they taken a couple other assessments and so we're trying to balance that you know when is the best time where they can maximize information and be at their best to perform on that day sure I know you asked about what's happening in math do we want to give Emily an opportunity to talk to that now or would you prefer a update written up they yeah follow yeah verbally yeah and so there's a couple things we're looking at with Elementary making sure that students are ready to get into the sixth grade curriculum one of the other major factors is the transition from elementary to middle so our students in fourth fifth sixth or fourth and fifth grade elementary have anywhere from 70 to 90 minutes of math class and now we've moved into the middle school and they have 45 minutes so we are looking at half the amount of class time um when a student gets to sixth grade as well as balancing the the new of Middle School um we are looking so on our interim results when I looked at the data uh because we gave it in January there is still half of the curriculum that we have not taught so really going back and looking at on the interim data what have we taught what are those power shares that we're identified where students are still not performing well and making sure that we were spiraling and bringing those back um just like we talked about with 3 through five having a spiral review we are also looking at the sixth grade our instructional coach for Middle School is meeting with our sixth grade teachers um not only in plcs but that's that weekly coaching cycle we have new teachers that she's meeting with on a weekly basis for an hour a week in addition to the hour PLC um we also want to look at not just the interim data but we have the teach data that we're looking at as well as the I ready um so we have these data points and then it goes back to how did a student perform on their fifth grade star and their fifth grade results to see which students need that small group are there changes that need to be made the students need to be pulled into we have their mascot time at the middle school level are there changes that need to be made there so that we are addressing those students needs I think that you know back to Mary um we have and Kelly can attest to this our average age of teachers is very young and I just don't think that a lot of them have the experience of how to take this child from point A to point B and so I appreciated the 50/50 model you know not only are we telling them how to do it camera that but we're helping them with support um um because I think that's that's very I mean I see as my child has gone from Heritage Elementary to Heritage Middle to Colo Heritage less and less support and it's obvious that brings me to my question so T you had said 6166 campus support is that increased from past years and how you were charting right we weren't charting in that way and so people were reaching out through an email or a text or asking for help and they ran into someone so being a lot more strategic about how we log it and that is only the support is being logged from District level that's not counting the support that they may be getting on campus from mentor teachers or learning liaison but we are going to start tracking that as well so that we have all those data points I have an update on the number on my master so the dyslexia students that are receiving direct instruction under special ed as of today are 154 is that um K12 yes so it's constantly changing depending on you know if they qualify and what our committee determines I I get a ton of those questions obviously I taught for 33 years but people know my child's dyslexic and and there's less and less support um and I get it it's a larger school I understand all that but go ahead I'll save most of the nitty-gritty questions for email but just some a few here and thank you for the updates they're really great appreciate all of that I guess I'm curious I'll start I'll flip my questions to talk about math if in the update could we get a breakdown of certified versus uncertified and tenure of teachers in the middle school I think that would be helpful data to understand but the overarching theme I've heard today and I hear from my own students at home is the prevalence and over Reliance on technology and the monotony of everything happening on a screen so I guess I'd like to know a little bit more about how much time instructional minutes we spend in assessments specifically online assessments and then how much time are these students spending on screens because today I've heard new platforms that I have not heard about before math Mark was one of them um you know there's so many digital Platforms in every update that I'm just curious because I have to wonder taking away instructional minutes in these assessments you know hinders learning right and there's re research to support that so I think that data would be really useful I will be happy to provide you with that I will also the the math Mark was specifically brought on this year for Middle School only to address that sixth and seventh grade Gap that we're seeing um our teachers looked at it this last week and really liked it all of the supplementary resources that we have added here besides I ready are paper based so these are um teachers are able to pull them in this has a really good job of like breaking down the problem for teachers it has the teacher support that you were talking about for our newer teachers on what questions do I need to ask and things like that um the we do give online assessments for test it's usually at the end of a test 3 to four weeks maybe six depending on how long that unit is um but we haven't added an online platform beyond the AG and then my final question maybe Dr Shyer for you there was an article recently about Dallas ISD demanding some rescoring of 2,000 student tests and when those scores were uh redone 700 students actually moved up the block from approaches a masters is what you mentioned about the zero scoring the same issue that they experienced and if so would we go about doing the same so yes uh that is the same issue there are a number of components wrapped up in that question so that is really at the essence of the current lawsuit and why we do not have accountability results the scoring of the extended instructive response through um AI artificial intelligence so we did have an opportunity as that information was rolled out this summer and there were caveats to it and I'm going to say a little bit and see if um Miss Tovar needs to add anything to it but ultimately yes we could send in and request items particular student responses be restored if that request or challenge is successful the money we had to pay to do that we got back right if it was not successful we were paying for them to rescore so there was a monetary component in that that I don't recall was really addressed in I don't know that we read the same article but I don't know that they really talked about that so there is a fee associated with us asking for resore I'm going pause there we did not ask for any to be rescored um and I believe the deadline for that has passed and I will see U is there anything to add to that to answer this question I think that really gets to the heart of the matter is that you know if you do request a resore you do have to um take that upfront sometimes we'll do have parents um who will reach out to Amy Dill our campus testing coordinator and we kind of walk through that process would also say if if it was on the basis of just the extended constructive response you would also look at the that well if they were to Grant Theory score and if the student got the full 10 points would their overall performance level change yes or no and so I think that's also part of um that equation as well but the sendic Constructor response overall when we looked at the ones that were zero and we La it against the rubric we could for the most part understand why that was um a low a low score like that right and I think a big part of our um professional development teachers was really reminding them because we've got teachers that are very passionate about writing and I'm grateful for that and that's why we have some great writers um and it can be frustrating sometimes to have a formulaic response score higher than than something that maybe feels a little bit more artistic in nature um at the same time what what we really I think we're successful in kind of reminding our teachers of here in PD is is in all of our Lives we write for different purposes uh um you know if I'm writing a dissertation it's different than if I'm writing a grocery list and if I'm writing my wife a Valentine's poem it better not sound like either one of those like we all got different purposes in life which we'll do different writing can you give us an example of that I no we all different veres in life and so as an English teacher it would be frustrating sometimes I would have to tell my teachers today we're putting on this hat today we're putting on this hat and and sometimes we'll star some of the things that unfortunately do scell can be formula in nature um but I tried to remind them that doesn't mean that we're not still teaching them all those other things but you have to know the rules before you can break the rules the greatest artists of all time broke the rules but they had to at least have a basic understanding of what expect first and then you can kind of take that to another level so I think they really had a good understanding of that we got we got to make things fair for our kids by them understanding what what is the basic expectation um and once I've got those components there and AI can pull out those basic components that anything I do beyond that is that's a great response actually and and I appreciate that yall didn't make excuses for the zeros I really do because um I was actually an English major I don't talk about that very often but uh you know writing is very subjective and when when you have something that you're looking for again there there are criteria points and so that makes a lot of sense to me so I appreciate that uh yall acknowledge that and and we're addressing that issue because there there are different forms of writing and and that's a great example how how you just describe that thank you um anything else doia no I'll send it through email this was a lot of information um my brain is actually I mean I I have I've got a process through um this this is a lot of information so I I appreciate very much um the work that y'all's teams do and our teachers do and uh we we've undertaken just a the data driven points and things that that we've been doing over the last couple years I mean it's it's a big undertaking and um um we're very appreciative as a board the work that that's being done and and uh we we thank you we see you know success and progress and it might not be happening as instantaneously as as you know we would all want and hope but sometimes things take time and so um I can appreciate that you know we're we're in the process of uh growing right now so um I I I I'm I'm looking forward to I think our future is very very bright and I think the steps that we're taking are uh correct um so anyway I just very appreciative of all of y'all I think I appreciate the fact that you said you're going to go granular and not bigger I appreciate that because it's very specific things um would have been my child's a junior but would have been very helpful L this and this and you can get out of star one I mean when I have a teacher that calls and says please don't make her come you're right I don't want her to come I'm opting out I've done everything so okay anything else all right this meeting ised at um4