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this meeting of the board of education to order The board would like to welcome the audience and thank you for attending Viewers may watch board of education meetings and board committee meetings live at tcaps.net back/board Recorded meetings may be viewed on demand at the same address Please rise and join Miss
Wrighten's third grade class from Corta Elementary in the pledge of allegiance to the flag of the United States of America and to the for it stands One nation under God
indivisible with liberty and justice for all Always uh difficult to get the timing down but always worth it Um we are the review approval portion of the agenda Uh do I have a motion to approve the agenda as presented I move to approve the
agenda as presented I second All right All those in favor say I I All the oppos say nay Motion carries Uh moving on to public comment I see there are some cards So I'll just go ahead and say that the board has set aside this time for public comment and individuals addressed on the board shall have one opportunity
to speak which should be limited to three minutes Individual should not make personal attacks unrelated to actions affecting the school system and we strongly encourage common courtesy and constructive feedback detail rules and procedures including a complaint process outlined in board policy 25504 Tammy
first is Tim Warner [Music] Decap I guess um both kids are in college now junior and senior but I got I'm here to encourage you to
pursue educational 15 years ago plus or minus I used to help with math in the school Um and then recently two months ago I was recruited by Mary Van and uh it's heartwarming and heart all at
the same time from minute to minute day to day twice a week in the afternoons I help Um some of the kids I've helped they're just they're so far behind Uh counting on your fingers to try to remember how to get from seven to 10
when you're in third or fourth grade Um and so do I have the answer No But they certainly need more adult interaction It's not to be blamed on the board administration teachers It's us as a community Um it's a hard it's a hard topic but we're here to do hard things
um I have the opportunity to work on hard things like housing and climate change and there's no easy answers There's no silver bullets So same thing here There's no silver bullets There's no oh if we only did this it's going to be just fine Um it takes everything and
it takes a lot of adult So thank you Next we have Jim Rolllet I had planned on three minutes so you'll save a little time with me But I'm Jim Rollette and I was one of the founders
of the Read to Me Collaborative And most of you know this I expect but it's completely focused on working with new young parents to get them to read to their their brand new arrivals from birth all the way up into into school so
that they are really ready for kindergarten And when I think about the fact that you're looking at the let's say the performance of the elementary schools uh if the kids aren't ready for kindergarten and if they get there and they can't read it makes your job extra
hard So I'm only what I wanted to tell you and then I'll sit down is that we have all kinds of communications approaches I mean I'm I'm not going to go through them now but you know there's a poster and there's a there's a flyer and they all tell the same story and they're all easy to understand and and
we think that's really important not for you but for those young parents who may not be very well educated themselves and they can't handle complicated explanations of education and the whole thing But what we've got and what we try to put together is something that
anybody can understand and feel comfortable number one getting free books and number two having assistance if they need it and getting the job done even if they have three jobs in a in a hectic household So that's what we're trying to do And I I well you've got my
card but I would be glad to meet with any of you or one of you to let you know in a little more detail of really how we might be able to work together to reach those parents that are all in school now but might have kids coming along that you haven't seen yet Thank you
Mary Vanlon [Music] and Mary Van and um Tim Warner spoke of the volunteers that are helping with math at at Trevor's Heights and um I
think all of us feel like it's work that is so precious that um we have still purpose when we get in And I just want you to know that I think
really setting measurable goals for all students in achievement is so important and that you're not doing this job alone We have the most generous community of retired educators
engineers and a whole lot of other folks that are so ready to come in and help and try to see kids in smaller groups and and focused So I thank you for this work you're doing and just know you're
not in it alone You can do the hard things Thanks Gretchen Krunk Hello everyone and thank you for all of you I've recently begun volunteering again in the Trevor City
Schools and what came to my attention attention was the article about 10 years ago in the record eagle that talked about the two teachers at Corte who started gathering data and needing to analyze it and use that information to
come up with strategic plans to help their students And that was the school that in 2015 was nominated for the national title one distinguished school program because they helped all their students improve
proficiency So my question for you this evening is has that strategy that was so successful 10 plus years ago been studied has it been implemented in the schools here in Trevor City in the other schools
besides and if not is there a chance that that could be triggered Thank you Bill Weezner and u I've got three things I'm going to
send to you This is like 25 pages and this is the book This could be the first book at TCAPS that talks gives the other side of the issue You got 500 books basically promoting homosexual behavior People say it's not doing that but
promote LGBT that's a bottom line part of it Uh children without anything on the other side This would be a wonderful book The quering of the American mind how a new school religious cult poisons
the minds and bodies of normal kids by Logan Lancing with James Lindsay And they have a through uh um Epoch Times If you Google Epoch Times
and Jane Lindsay and Logan Lansing expose the truth behind queer theory there's like an hour and 15 minute video that's very revealing Every leader at TCAPS I think would be intrigued to see this and very very concerned by it So
that's the first item And the second and third items are parts one and two of [Music] uh sorry there we go Parts one and two of gender ideology
the neopagan blurring of biology and justice Uh this is part one and it's just got a whole lot that you probably haven't seen anything like this as to humanity and human rights I'll just read some of the subtitles Humans are
creatures Humans are imo or in the image of God Humans are rational Humans are inherently worshippers Humans are sexual dimmorphs Humans are missionary
oriented And u it just lays out They say "Well we can't have religion in schools." Well you have it with all the LGBT stuff And this explains a lot of that And the second part
um it's got poster like that LGBTQ lives matter Uh again this is part two Uh spirituality of homosexuality language as a political tool The fox and that's legal
angle Uh the LGBTQ great commission has six parts Make victimizers look bad is part five The LGBTQ agenda and spiritual subversion The LGBTQ agenda and legal subversion And it goes on for some
others and I will be emailing this to you I know you're busy Look into this video It's very good and I think it'll intrigue you You won't want to stop Thank you Thank you That's the end of the public comments Um moving on to consent Do I
have a motion to approve the consent calendar as presented So move Second Second All right All those in favor say I I All those post say nay Motion carries Uh moving on to uh study
session Obviously the big but before I defer over I do know that a lot of board members have had commitments I wasn't expecting sure who was going to be here and uh and I know there's a few things going on So if anyone does have to step out or leave that's uh absolutely fine Um obviously it is via recorded as well
So uh with that phone to Dr Okay So we have a presentation for you tonight meant to be you know stop ask questions those things as we go through Um so I'll go ahead and pass it over uh to Dan and and he'll lead the team through the presentation Thanks Thanks
Dr Van Wagner Uh before we get go going uh just want to do some introductions Um Kirk Rainey is with us tonight He's a principal at Blair Elementary Schools Uh Missy Warner um if you haven't been to board curriculum uh director of whole child systems And then Britney K joined
us this year and she's director of curriculum Um so I want to get started with what we put in front of our building leaders um every time we have the opportunity to meet with them So joint principles secondary principles elementary principles we always start our meetings
off since the beginning of the years with these two things Um one significantly improve student achievement and close achievement gaps And then two be able to manage all the other aspects Sorry Scott is in the way manage
all other aspects of your job in a manner so you can do number one So just as we think about that and we go through the presentation that's something that Jesse and I kind of pride ourselves at that we're able to come into this position um 25 plus years in a building
So we understand that we can help filter a lot of what happens with number two so that building can super focus on what what's important in front of them their number one job teaching and learning So what to expect tonight So kind of we broke this down into three categories Uh
started off with our what So kind of summarizing our what looking at different funding sources that we allocate Um understanding achievement data Um and also looking at what supports are in place Uh the why um is
how can we support all learners um and how can we be equitable when we distribute resources And then our how is that you know the the big one we've been talking about is establish that process to set meaningful student achievement
and growth outcomes And again feel free to stop at any point if you have questions Okay So setting the stage So when we look at the achievement gap I put this graph up as an example because when I was looking at data specifically
and looking at the achievement gap this graph repeated itself over and over and over again And when we start to look in historically what is the achievement gap we look back at NAPE studies that were done 1970s when they started to really
look at it The achievement gap has always unfortunately been part of education But specifically what they started to look at in the 1970s is they started with race and then they went on to more studies when they looked into gender and then they went on to more studies when they looked at the social economics So in this particular graph
what we did is I took 3 through 12th grade proficiency data and I combined it Right So I looked at MSTEP I looked at PSAT I looked at SAT and I mapped it out as far as TCAPS Northwest Ed and the state And when we look at that we always
see that the top three lines right show us our non our non-economically disadvantaged Our bottom three lines show us our economically disadvantaged And what I found was fascinating that when you go through this it's always
about a 25 to 30% difference No matter there are some subtle subtle differences but grade level subject it always seems seems to be the same that we always fall onto that there was nothing more than this graph but to show that achievement
gap and the idea that I I realize that I'm not trying to compare in this particular graph TCAPS in the state and Northwest ed because this data actually when we look at Northwest Ed data includes TCAPS data So if you were to take ours out of this that would drop even lower but again this is just to
show when you look at TCAPS or you look at the state it always seems to fall in that that 25 to 30% So that's kind of our starting point when we talk when we start to talk about you know what type of growth we want to make or what type of proficiency changes we want to start with that's kind of the gap that we
always see Mr Tiser did do we have nationwide data available for this partic these graphs we do I I wouldn't have it in the presentation but definitely as far as MSEP is Michigan but for PSAT and SAT we do So when we have uh future presentations can we just
make sure we get national national data We wouldn't have it for the MSTEP though No because that's a state only test Yeah There's no comparison from that Yeah So it' have to be NWA versus MSTEP for this Correct Well and the national
assessment date but only a small group takes that right It's only a sample So it's representative Yep Dan just a a question and again I'm new to the board so I want to make sure I've got the vernacular down When you talk about
gaps that implies there's some sort of a target at the top end What what is how do you define what when you talk gap what does gap mean at this point I would it's a gap the particular group that we're going to focus on is that um
economic versus non um economic disadvantaged students right and that idea that we as far as where that gap is is where it's we're going to close it and discussing with the board and our curriculum team what closing that gap looks like um either through growth or
proficiency but gap sort of to me implies that there's a target out there that's optimal performance and that what we're trying to do is get students from point A to the so I would say I would say optimum performance would be for now I mean we still want to see our
non-economically disadvantaged students grow But for now it would be to get to that point for economically disadvantaged students to close that gap Oh okay I have a question If you start out with
a 25 point gap between in third graders um and you move them to the fourth grade but you don't make up for where the gap is on the third grade seems to me that that gap will just follow because you've
never closed it at the beginning Um and I think to some degree that bears out across here And forgive me I've been trying to read Mr I keep follow the wrong thing Uh John
Hadtie's book And one of the things he says is you have to get mastery and then challenge and you move on through the mastery Uh so if they never mastered it it's
really hard to move them as you move them to another grade but your curriculum of course in the fourth grade will stay the same Right It does Yeah And I think there's a few opportunities One the idea when we talk about Hadtie's
growth is to actually for certain kids to make more than a year's growth right That catchup growth Yeah what we do right now minus the last year on some of our data because we think some of the things that we started recently is helping to close that gap specifically when we talk about our
curriculum coming in Um but that explicit instruction piece that is kind of carrying over all of our tier one instruction uh that Britney will get into more will help make more than a year's growth Now if they come into fourth grade and they still don't you know the material then we start to
supplement Um then Jesse's going to talk about this is how we use our state grant funds in order to supplement areas in order to give them extra help during the school day Regardless you know when we look at the achievement gap again as much as we
do in schools there's a large even more gap of time they're not with us And with the achievement gap you know this is again I go back to previously or this slide This is a problem that we've seen since the beginning of schooling right And we do our best as far as figuring
out what we know about research and especially when we go back to tier one instruction which I think we're going to make our most movement on to close that achievement gap So just the idea that there's no nobody has a fix right If every if they if there was a fix out there about
closing the achievement gap we'd be doing it right But as a nation if we were look at nationwide data I I I would bet it looks real similar to this Yeah And I think he would he would agree with you And he doesn't list social
economic status as one of the big reasons for the difference in the end And then he supports it which I thought was very very interesting Um but I do think if you look at national data that um that is you know
one of the biggest determining factors It's one of the things you can say is associative I don't know if you can say it's causal and there were some other things that I thought in my heart of hearts would be very instrumental I says class
size is not that the big thing It begins to make a difference uh in closing the gap as well which I found was very interesting So just some of the stuff from the number one thing or not number one but
when we read studies about closing the achievement gap one of the biggest reasons we we saw is the quality of teacher in front of the student Yeah I think a difference that could make So and we're we are going to go into that when we go through some infrastructure things about different things we're currently doing
to close the achievement gap but that discussion that we've had with the board and board curriculum about coaching that's one of those things where we we think that that that can hit the sweet spot Yeah One of the things he said was something about
um a student's prior ability and prior achievement tended to be one of the big predictors on how well they would do So it seems that early on you have to get proficiencies so that they can have this
uh uh ability and achievement on which to build But if you move them before they get that it seems that kind of you're crushing them a little bit further to your to that point is the one thing that we're not going to talk about today
is everything that happens before they get to us which with the read to all and the comment earlier and I know there's a lot of other programs too but you said we can't necessarily solve everything and no one has figured out the the ideal solution yet but it's going to take the
community to no but when we when we did go through research again probably another indicator and I know this is a passion yours about that JK program and our prek programming and how we can get in front of that and having a JK program and making that a priority in that second essentially two years of of
kindergarten for these kids Um I think we are starting to see a little bit of impact from that also Right Right And he talks about some of that as well Slide one Don't
worry It'll be that was a disproportionate number comments on that Um so and I also wanted to just kind of describe what does it mean to be economically disadvantaged So this is off um our state uh site when we look at
what was means to be free and reduced So 23 24 35% approximately free and reduced is about 3,000 students 2425 about 7% less and 24 around 2400 students Now I think the main indicator
at this is that what we have found with the state uh program offering all free lunches uh that the forms because there's a form to indicate So on that form you can see we have household size and we have income and that determines if you're free and reduced or not that a lot of these students applied for free
and reduced because of the meals that they got at school Since everyone was getting free meals they didn't necessarily have to fill out the form and therefore we see these number drops We don't we we believe we still have 30,000 if not more student I'm sorry 3,000 if not more students still in
front of us because even when you're at your peak right and 35% free and reduced is about where TCAPS is we still have kids in front of us that are at risk or um economically disadvantaged that aren't indicated necessarily on a form
somewhere Okay So currently current uh TCAPS work that we're doing Basically we're going to take you through um some causal factors uh that include infrastructure uh what our leaders do
curriculum and instruction uh teachers and students and kind of hit upon there's several items for each one we could go into We decided to spotlight a few from each one just just to highlight If you have any questions about any of the other ones that we listed always feel free to
ask So for infrastructure several listed here Um we're going to specifically spotlight two of these Uh actually we're going to spotlight another one that Teach for America under our leadership also But first one funding allocation Uh that's district and building And then also we're going to look at our social
work So I'm going to talk a little bit about the funding allocation slides because as as Dr Van Wagner said at the last meeting I do all the state and federal grants for the district right Submitting all those I work with Sandy Lo and the business office as to what we're
required to submit and then how where funds are distributed and then the limitations or what the funds are intended for So title one is one of the additional funding allocations that we get as a district Um it is only given to our elementaryaries It's a federal funds
that as Scott pointed out flow through the state and then to us Um it is actually determined by the census poverty rates So that's determined at a federal level They distribute those um to school districts through the state and then we allocate those to sites
based on their free and reduced rates Um now not all of our elementary schools qualify for title funds If you you'll kind of look at that list I put all the free and reduced percentages I did rank the schools top to bottom on that on the numerical chart side for you guys Um and
so you'll see like those bottom four schools we do not allocate title funds to them because they don't have the density of free and reduced that the other ones have Um and we actually you know we anticipate a few of those depending on where our free and reduced numbers come in they might fall off as
well And then we allocate the funds per student kind of based on that density idea We have a formula that the state recommends and federal guidance gives us too So you can see like students at Traverse Heights get a higher per student allocation of title funds because they have a higher density of
those students within their buildings And then the charts on the left just kind of give you an idea of the total amount that that site is allocated That's above and beyond the general funds that they get for formulas Most of our sites and I know Mr Rainey will talk about this at Blair because he gets
quite a bit You can chime in right here Um what they do with their title allocation is they they hire more staff um and they do those interventions the behavior support Yeah we I mean we utilize the title funds Um so it's it's instructional support for reading
primarily reading and math Um and and it's in addition to or above and beyond what takes place in the the general education classroom So to kind of get at that idea of we want to work with our students who are most at risk so that we are increasing the percentage of
students who are proficient to hopefully mirror that of our students who are not who are not economically disadvantaged So that's kind of one of the levers we use um throughout the district at all these schools though to to try to level that playing field um and to to get to that
that catchup growth Um so not only do they get instruction and reading in the classroom they get targeted instruction on those those areas of weakness or deficiencies they might be having so that when they do move on to the next grade we're we're hopefully catching catching them up So eventually by the time we get to fifth grade we like to
see that even out um or or also as they you know metriculate into middle school and then into high school because sometimes that that continuum or time frame exists beyond just that that kindergarten through fifth grade Yeah I'd say one thing that we know is that
kids don't grow at a linear rate Right They Right And so one of the reasons why even if a student is reading at a second grade level we still give them fourth grade instruction because kids will surprise us we're like they're kind of stuck for a while and then all of a sudden we see a big spurt and we if we
never give them or expose them to those grade level standards then they will never have an opportunity to reach that right and and one of the one of those balance points and I think specific in elementary education is that it's not just reading and math we're also looking at science and social studies and even
within reading we're looking at there's there's knowledge that we'd like them to gain and then there's a specific reading based skills and so they may be deficient in some of those skills but we still want to ensure they have access to the knowledge base and the oral language That's incredibly important for for
students to get so they kind of that that their learning is enriched not just from a skills-based standpoint but also factoring in that that critical knowledge they need to have to to move forward and and participate in society down the road So those are our title one funds Oh
sorry Yeah just one thing to point out on this You see that cut line for cherry about 35% And that's where generally our title funding comes in Some of our schools do flutter on that So like for instance next year Cherry Nolola and Corte when we look at their numbers moving into next year don't qualify for
title We have the ability to grandfather them in for a year because we know you know especially like a school like Corte who has about 200 kids that how like literally 10 to 20 kids can push them in and out and we don't want to disrupt necessarily that particular funding for
that group And then the next thing is is the idea of the number of free and reduced students And this is somewhat of a passion of mine coming from Westwoods knowing that I didn't get the title funding but we still had 109 free and reduced students sitting in front of us sometimes more than a title school but
the concentration wasn't as much And so the idea that those kids still need support right We we go all the way back to my first year at Westwoods when we closed Interlock and you know I brought 70 free and reduced kids into Westwoods um they had five days of social work at
Interlockin because they had the funding Westwoods they had two So those 70 kids for some reason now need three less days of social work you know available to them because they're mixing with a different social economic population So that's one to think thing to think about
that when we do like equitable funding um that the biggest difference is that when we do the what Mr was talking about when we have those pull out groups title schools can hire certified teachers to do that They can use FT average FT and
TCAPS with benefits is about $130,000 Right Those non-title schools are more apt to use aids at the cost of about when you do hourly with benefits comes in about $50,000 I had a couple questions on this that
that I think are quick First of all these dollars is that the current school year 2024 Yep This current school year Yep Okay And then so if I understood your explanation of title one funds so the federal government is looking at Grand Traverse County poverty rates
maybe a piece of Benzy piece of Leela counties but basically it's like global for a district based on census And then TCAPS has the leeway to allocate the dollars as it wishes and you're basing it on free and reduced lunch at at the
at the various schools Um okay So it looks like like with Willow Hill having the highest percentage here at 31 that indicates our threshold must be a little above that It's actually it's actually closer I got to remember what Sandy said
It's actually right around 40% but we can we can go a little bit below which is why we get Long Lake and Cherry Null included into that allocation that the they give us a percentage that they recommend and we kind of go we look at it and then we look at all of our free and reduces sort of where is that
natural cut point um and that's Westwoods 31.2 is Westwoods Yep Sorry about that I misspoke Um okay And then I think you mentioned too that this part of the extra title one money goes
towards teachers So does it reduce the teacher to student ratios at these schools No it's above and beyond services So it's for interventions it's for specifically reading and math support Um it's not for CLA Like this is that idea of they don't want us to say
the words right Slant Thank you Um that means we can't say oh we're going to pay our Traverse Heights teachers from this Nope we have to add these funds are above and beyond So they already get the allocation of the teaching staff and the allocation of uh the resources to the building principal for their budget
These are additional funds these buildings receive with the goal of educating these kids supplemental services And then the next slide is our at risk allocation All right so these are state funds not federal These are state
They're determined by that free and reduced percentage rate So when Dan talked again about these forms the only way we're going to qualify for these is for families to fill out the forms And I will tell you it it it is tough sometimes with our families who are
farthest from opportunity They don't love filling out governmental forms Um and so we have been working with our building principles on how do we make the form easy to fill out safe you know um that families understand what the form is for Um but this is allocated
based on that free and reduced percentage that we our families submit to those forms Um and then we allocate it to sites by at risk indicators which is different than your free and reduce At risk indicators are students who maybe didn't reach proficiency on state
assessments in math and reading And it's also students who have what we consider soft uh factors for at risk which means they could have a parent incarcerated They could be in the foster care system They could be um a child of a teenage parent Um they could have been born with
an addiction to a substance A lot of times our social workers and counselors will help us identify those kids who maybe are meeting benchmark but are still considered at risk and we want to make sure they're receiving those extra services So like that's like really confusing both of these funds So I I
hope that provided some clarity These funds for at risk are allocated not only to our all 11 of our elementary schools but our secondary sites also receive these It's a less per student allocation and that's an allocation that we as a district decided It's sort of an
upstream thinking Um and again you see the 274 is because those are title buildings who have that higher concentration and so we have allocated those buildings more per kid um for that funding Um and then our secondary sites
I want to say they receive closer to $100 per kid um for what their allocations look like Question on um non-English language learners Um does that come from at risk or um more title funds So that's totally separate Um
those come from two different things We get title three funds which is a federal funds that help us with that And then we get a state allocation under what's called 41A um which help us with that too But it would the number is not pretty Erica It's like less than $200,000 to educate all of our English
It is an area that we talk more about at the state and the federal level There's been more chatter about it about how vulnerable those kids are about how farthest especially when you're talking about some of your e kids who walk in as a high schooler and not only do you not speak the language you also don't even
read your own native language right it's a really tough um and so that could be a whole another board session because we've done a lot of work on that but yeah and we do use some at risk funds to supplement our EL program we're actually just posted for two new EL teachers next
year to help get more support um Just the other day we had three more EL students move into Traverse Heights We're at 54 So at 54 when you think of a building that's running about 225ish right We're 25% of their kids are EL kids I was in there today right We have
uh you know Nikki Vanderolt Ryan's a teacher there She's got about 20 kids in there Uh 16 Spanish uh Cuban speaking that also speaking Spanish but is brand new Three from Honduras and then two from the Ukraine So you can imagine that kind of balance in that classroom and
the vast majority if not all of our EEL kids fall in economically disadvantaged And I will just clarify for the audience e means English language learners So there are students whose primary language at their home is not English I misspoke I said non-English language
You were fine You're fine I just wanted to make sure everybody Yeah You know what I meant Yeah And yeah So first of all I just want to say thank you for this explanation And I actually did not know that the uh state at risk dollars definition was so different from the title one So I really appreciate that
definition you gave us Um and just to be clear for for students who are considered at risk um does it include the the economically disadvantaged It does Um it it doesn't like off the cut Well for the most part it includes all those kids Yes we
determine it by the proficiency scores we can in those soft factors and a lot of time hitting free and reduce rates being an EL learner will all incorporate that piece too I mean that's where you see I mean Trevor Heights is at 99.3% of its
students Okay And then the next thing we wanted to talk about the other piece of additional allocation Um yep I'm going to talk about the numbers in a second but I'm going to hand it over to Misty because she's going to talk about what the these are additional pot of money that we use primarily for that social work support
So I'm going to talk a little bit about social work and how we have worked to integrate um the core principles of trauma-informed programs and practices into the foundation of our approach and a little bit about the frameworks um that we've implemented to help guide this work So our first clinical area
focus was to increase mental health supports in the buildings with the goal being that all buildings would fully utilize those interventionists social workers those mental health team members to help drive this work as we look to implement trauma-informed behavior
support systems So we hired five new interventionists and those are bachelor level positions in psychology social work um or the related field We also none of us back here can hear most of anybody If you would move your mics
closer app we are also here to be part of the conversation [Music] Is that better Can't really get any closer Okay
Um so we have hired um five behavior interventionists Those are bachelor level positions in psychology social work or the related field Um we partnered with community action agency to hire four school success liaison
Those are also bachelor level positions We then hired um three behavior specialist or school social workers Those are master level positions in psychology or um a related field Um we then looked at standardizing
behavior systems and support districtwide once we were able to hire and have that those support staff in the buildings with the goal being that all buildings would be implementing comprehensive traumainformed supports um to better support all of our students
utilizing um some frameworks that we concentrated on um and some models that we are using as well So the first being um positive behavior supports and intervention Um and this is an evidence-based proactive framework that
focuses on promoting positive behavior and supporting um that inclusive environment um buildingwide kind of at the ground level So the principles took the lead on this work and created PBIS teams within their
buildings to help create um implement and drive some of that PBIS systems work Our mental health team members were trained in the following areas beginning with restorative practices Um and restorative practices is a framework
that focuses on conflict resolution So it really helps um our students be able to recognize how their actions um can affect others We also use a model collaborative and proactive solutions Um and this is a
model that focuses on lagging skills and unsolved problems It takes a little bit of a deeper dive into the underlying um issues that can be causing some of this concerning behavior rather than just looking at the behavior itself Um next we were trained um our entire mental
health team was trained in trails and trails is um or was developed that of the University of Michigan's medical school Um and our team was trained in all three of their programs ranging from universal supports and education all the way through crisis response and and
prevention Um so moving forward our focus will be to really refine our practices to continue to deepen our understanding of this work through um trauma informed trainings and professional development with the goal being that then our mental health team
members will take the education and knowledge back to their buildings to be able to provide some professional development and education at the building level as we continue to bring this work to scale So most of that work that Misty talked about is paid for either through
the atrisisk dollars or through this additional funding So title is almost primarily all instructional academic uh supports interventionist additional like math pullout support reading support at risk funding can be a mix between
academic additional support or social work behavior support but then in addition to that all of our elementary buildings were allocated some FTE So when we say FTE um 1.0 know is a full-time teacher Um and again what Dan
said on our EA scale an average full-time teacher and I'm talking retirement benefits the whole package just so we're clear they do not get paid this is about $130,000 a year it's what it costs us to employ someone full-time Um but the district between either general us Dr Dr
Van Wagner and the board choosing to say we need some additional general fund there or from different grants that we've used have allocated each of our um elementary sites this additional FTE Um and you see we kind of determined that
by free and reduced rates That's what I rank that um third column by there You might wonder like there's a few things that like ah it's only a point4 at Corteade Some of that has to do with staffing and making people um have a full-time employable job that allows us to get somebody who's really good and
highly qualified Um but we put those totals there for you And just shout out to to Missy her work with the uh kind of the grow your own program here in TCAPS where they we hire them with a four-year degree and they work to get their master's degree and also her work with
Western Next year these numbers um we're able to have a 1.0 at every school So it's great to see that I think for the first time in I don't know five or 10 years we won't have a social work posting that have a need for social workers at this time Yeah Okay And then
the last slide here I just I to be honest I just total everything for you I put it on one nice clean slide here Um so this is the additional allocations that the sites have received um above and beyond what they're allocated by our normal bud budgeting process um totals
there and then I sort of gave you the per student um percentage So out of the total additional funding that the district allocated from those titles those at risk general funds grant dollars um those top three schools I mean if you total those
percentages I think you're looking at like 60% you know 50% just over 50% of the funds for those Um the what's not included in here because of course after I made this people brought up different things to me Um the board in in the fall
did some allocation to Eastern for some split support or split right separation Um there is some social works services through that NMCA Yeah That agreement um that some of the sites received Yes And so we were able to partner with them to
hire four school success liaison that were placed in our elementary buildings to help support And what buildings are those at Those are at Blair um Central Grade School Traverse Heights and Long Lake Um there's some additional funding that our Monasuri receives to to run the
monastery uh model requires two adults in the classroom So they all have an aid in their classroom for that Um and then there is uh another categorical we get from the state It's called 35A It's a early literacy grant Um and that is for elementary students um to help with
literacy skills We allocate that it ends up being about $70 a student We actually allocate that to the four schools that are not title schools um to help give them enough in combination with their at risk funding to be able to hire some actual personnel Um it gets a little
tricky if your allocation is $20,000 to actually hire a reliable dependable person who shows up on the frequency you need for a reading intervention to be honest So um any questions about all of those members that I can answer
I have one more question on special education students Where did they fall in um at risk title or additional or not Because that money comes from the fed the federal Um correct And that that is not that's Yep
our staffing Um and it's totally separate Some of those students could also be at risk Yeah And could also be title students but the special ed services is a total separate um allocation That's what I thought No good question Are they included in the
proficiency They are included in the proficiency and some of those students um do have um learning disabilities that have been um diagnosed and documented right that they are included in all of our students proficiencies and we want those students to make adequate growth
and move along in their education Yeah sure I just want could you go back for a second to the previous uh slide on the grant funding Um I was just curious because looking at Eastern Monasuri Willow Hill and Westwoods It's
interesting on the grant front um you know they got more than say Cortade um which got you know more title one and and state at risk funding So I was just
curious you know why is it do the buildings go for these grants or is it all applied for at the okay district level It's all decided at the district level Some of it is a staffing thing like I know that Westwoods is using theirs for their social worker and then they have selected to a lot of them a
couple with the 0.75s to backfund the other part of it so they have a social worker in their building every single day These are not individual grants that the buildings go for We really try to work hard as a district to ensure that everybody is taken care of It's not just if somebody somewhere has a great idea
we all are in this Traverse City community and we want to make sure all kids have those resources and it's a it's a per student and so what I discussed earlier is the idea that there's 109 uh at Westwood and there's 89 at Corte So even though they're more concentrated
at Corte and Corte is a a title school Westwoods is not a title school but those kids qualify for free and reduced just like a kid at Corte just like a kid at Heights or at Blair They all go through that original slide that I showed what does it mean to be um economically disadvantaged They filled
out that form also and and qualify Thank you I'm going to take a couple minutes to just walk through some of the um kind of things that we're doing as a leadership team to address um some of the issues that we kind of presented
here And um so I think before I jump into the spotlight part I do want to surface that um historically we've this year as a leadership team we've undergone some training around the science of reading And so it's it's been pivotal in kind of providing us with the
knowledge um necessary to really move the needle in terms of reading instruction And then if we look ahead to next year we're combining that with um professional learning for both the leadership team and the and our teaching staff around um CKLA or core knowledge
language arts and that is our new reading program And so even then if we go further back um I know we mentioned explicit instruction and all our leaders have been trained in that and that's kind of our instructional um practice that we we are surfacing at the building
level So we're we're in a kind of a really pivotal moment and that we have the knowledge base through science of reading and all of our leaders are engaging in in the work necessary to lead that at the building level Um we're doing the same then with the instructional materials and then we have
the the instructional approaches or practices in place So I feel like we are at this really important kind of point in our um kind of our what we want to see for our students that we finally have the materials the knowledge and the instructional practices or methodologies
in place to really jumpst start some some growth So we are closing that gap um between you know what we what what we see happening with our students who are are economically disadvantaged versus versus those who are not So shrinking that proficiency gap So where where our
kids who are not economically disadvantaged are close to 70% and our students who are experiencing economic disadvantages are 44% I think we're at a spot where we'd like to see that and we have the things in place to close that Um so those numbers more closely mirror
each other Um I do want to jump in a little bit to the to something specific for Blair and Traverse Heights which is a partnership with Teach for America Um and traditionally Teach for America has taken
um young college students or recent graduates um who have excelled kind of in their field of study but who did not study education and they've placed them in um communities uh to support schools who are experiencing challenges This model that we have
partnered with um Teach for America on is not that So what Teach for America kind of surfaced and then through Teach Michigan is that we actually need our best strongest and most capable educators in front of our students who have some of the most significant
challenges every day And so what that's looked like um in from a leadership standpoint is both Brian Kay who's the principal at Traverse Heights and myself have gone through we're in our second year of um pretty significant professional learning and supports um
from Teach for America through a program called Teach Michigan Um and so some what that's looked like for us is it's really helped to develop some building level systems or to optimize systems that already exist really focused on a
lot of the same things we we talked about earlier which is like the PBIS work and supporting student behaviors and then setting and monitoring ambitious student achievement outcome goals Like the goal that I set with my staff this year was we want to see a
100% of our students meeting the proficiency achievement And that's a big chunk to bite off And so what we've done is we kind of have shrunk that down to what does that look like on a month-by-month basis And so we're tracking our students oral reading fluency We're checking in on their um
mathematics pre and post unit assessments and then making instructional decisions and kind of informing how we pull those small groups that I discussed earlier from that kind of database process Um and then you know through that we also look at NWA three
times a year and and what growth are we seeing from our students and how does that project towards MSTEP So that's been a a pretty significant component of that leaders or that learning for us Um and there's another um I think really transformative part of that is Brian and
I have both been able to receive coaching around leadership to help us I think a lot of that has helped us as Dan pointed out earlier like you have to be able to do the day-to-day activities in order to get to the student achievement And so some of that leadership coaching
has really been beneficial in um creating some efficiencies for us so that we can be those instructional leaders in the building to help make sure that we are making progress towards um closing that achievement gap Um the other component that's been I think
again I think we're poised to reap the benefits of this partnership is that this isn't just for leaders There are um this is for teachers and teacher leaders within the building as well And so what that's really done is it's not only increased their capacity individually
It's really raised the floor for what um I think both of our staffs um are able to think about and the dis discussions and discourse we're able to have around instruction and teaching and learning and student achievement because we have these these eight people in each of our
buildings who are engaging in in indepth highlevel u professional development Um so that's kind of what that Teach for America partnership looks like and it's been I think a pretty integral part of um some of the positive progress that we've made over the last couple of years
And we did um we were able to get three additional seats for uh TC High teachers So uh uh Miss Choek the principal at TC High will join a cohort of specifically alternative high schools who are kind of beating the odds right And what are they doing and and so she's going to have an
opportunity to engage in that professional development and then take two teachers with her along for that So she'll be part of that cohort starting this fall So So you have you have four teachers at uh Blair that have gone through the program and four at uh
Trevor We have it's about eight each We share our teacher so we'll count her in both cases Um and actually Misty is part of okay the the initial cohort So and there's there's a aspiring leaders cohort Um so that's for our teacher leaders There's a national board
certification cohort and then there's a early career educator So for folks who are in their about their first through third year and so we h we have a mix of folks in all of those different um cohorts And there only about what would you say
probably 20 districts Yeah about 20 districts statewide that have been uh accepted you that they've invited to be a part of that Um and they have a very high threshold of the amount of free reduced lunch students you have to for them to consider you And so that's why
those three schools um are in that cohort Okay So I'm going to talk a little bit about curriculum and instruction um and the historical and current supports tied to both of those causal factors And so as you can see we looped both of those in together just because they are linked
so closely with one another Um and I'm specifically going to spotlight and talk a little bit more in depth of what Kirk um had just previously mentioned with regards to explicit instruction as well as what's um essentially on the horizon with our core knowledge language arts um adoption which many of you have been
kind of a part of some of those presentations um that um occurred at board curriculum and board finance Um and so um explicit instruction really kicked off um uh essentially a three-year plan um for the district that really focused
on building coherence and educator development and experiences And so as you can see on that ven diagram explicit instruction is really tied to the how So how are we delivering um instruction in a way that's effective to meet the needs of all of the learners sitting in front
of us Um and so starting in the 23 24 school year all kindergarten through fifth grade teachers participated in that site-based professional learning on explicit instruction um through five targeted modules that were created by previous curriculum and instruction team
members really emphasizing core principles and components tied to that framework um instructional coaches also played an integral role in providing ongoing support um and feedback to ensure that the learning with regards to those core principles actually made it
into their instructional practice Um and in terms of this year and beyond um to kind of continue building that momentum on explicit instruction um building sites are continuing to monitor that implementation of research and evidence-based practices um through
instructional coaching and coaching cycles building level data reviews and developing action plans tied to components within explicit instruction as well as um kind of reviving the instructional rounds process at the elementary level
So what does explicit explicit instruction mean when we talk about addressing um the achievement gap or the discrepancy that we're seeing between our economically disadvantaged and not um economically disadvantaged students And so you're actually looking at a
slide that was a part of the very first module that all staff um received through those um five targeted explicit instruction modules And what this showcases is students who are generally struggling to make progress are impacted
um most often by low executive functioning skills which encompasses working memory attention impulse control emotion regulation and frustration tolerance Um and so when we think of students who are struggling to make those academic gains all of the above or
all of those four um components are critical to the learning um that students are engaging in um and knowing what we know from the studies done with neuroscience um humans really cannot learn well if at all um without having those well-developed executive
functioning skills So knowing that neuroscience or the neuroscience behind those pro uh profile of students this is what led the district to make the decision to move forward with the adoption of explicit instruction as the core instructional framework um within
our elementary sites And that is um because it is a research-based systematic approach to teaching that not only benefits all students um but it especially effective for students with those low executive functioning skills that we know are so critical to the
learning process So that leads um me into kind of the second phase of that three-year plan um which focuses um primarily on the what um which is the usage of those effective resources Um and so like I said earlier
many of you received this information at board curriculum and board finance but um just to kind of give you a highle overview again during the 2324 school year um we um engaged in a year-long curriculum adoption process um with representation from multiple stakeholder
groups um resulting in the selection of CKLA Um this year we have our CKA pilot going on with two um teachers per building with implementation support not only from Amplified the publishing company um who publishes CKA but also
integrated district support Um and then moving into next year and beyond we're looking at that district-wide K5 CLA implementation um with um targeted embedded amplify and district support as well And so once again when we think about
that achievement gap why do highquality instructional materials matter and it's really because the access to highquality well-aligned instructional materials not only influence the learning directly for students but also it influences teachers
instructional choices and behavior Um and so when we think about instruction in particular and I know this um image is kind of small we really at that core have the interaction between the materials the teachers and the students which is kind of as Dan referenced
before that sweet spot Um and so high quality instructional materials are a pivotal piece um in addressing that achievement gap because of the research that we've seen um surrounding the impact when students do not have consistent access to highquality
materials Um so the research that was conducted by a nonprofit organization TNTP um really um honed in on this quantitative um statistic that you see that in a single school year the average student spends about 581 of 720
available hours on assignments that are not of high quality And this is particularly significant for students that are living in poverty who tend to have less access um to high quality standards aligned materials than their peers And so what CKLA does is they um
it is a highly structured evidence-based curriculum that will provide consistent access to not only that high quality content as Kirk referred to earlier that knowledge building but also um that embedded opportunity for those
assignments and tasks um and activities that kids are engaging in to also be of high quality as well um just because CKLE is an evidence-based program that is intended to address some of the statistics you see here um on this slide
I was just curious about that middle paragraph that statistic It sounds awfully subjective for somebody to say this is high this is high quality this is low quality Um I mean is it based on a survey Do you know what the methodology was for that No it was based
and you can speak to maybe a little bit of it too but um it was based on um essentially um an analysis of um engaging in class observations other um men analysis of other research studies Um so a combination to really target um
that um gap in opportunity that we see between high income students and low-income or students coming from high income areas and lowincome areas Yeah we we as human beings are actually quite not great at rating ourselves on different things and telling whether something's high quality or not So a lot
of times in research you'll see it could be time to attend two task it's time on task the ability to transfer information from one task to another task the ability to put information together and also you're really looking at is the what you're what the child is learning
and and knowing and being able to do is that directly related to one of our critical standards in the usually reading and math discipline I know it's it's a sad number Josie you know Yeah Well and I just wondered if they were really evaluating different
curriculas across you know the United States that are used in poorer districts and wealthier districts like our journeys Sometimes it's not even curricular though It's things of you know teachers don't have anything so they pull off the internet They you know those they they scrge themselves I mean that's all in that I mean so I mean
there's definitely an element of qualitative you know versus quantitative analysis there Um but that is a reality especially in a lot of poverty schools or just keeping the kid busy just keep
them busy and if they're busy they're learning Yeah Did they rate journeys in this study No talk specifically And every teacher I've ever met is trying so hard to help their kid and help their kids achieve I've never met a
teacher who's not But there is science behind how we learn as human beings and there are methods that are more effective and things that sometimes as humans feel really good to us and there may be what we remember learning as but they actually don't produce long-term
gains So and I think it's also important to highlight that this is a a national study that was done in order to you know more succinctly identify the discrepancies and opportunities that students have across our nation And as
Dr Van Wagner stated um many districts do not have access to any core curriculum So then teachers are left to their own devices and being able to kind of peacemeal a variety of different um assignments and doing the best they can to do so Um but then because it doesn't
have that critical scope and sequence it's not structured it's not systematic we unintentionally create gaps for students because we don't have that clear alignment um of those materials across grade levels And so I mentioned CKA was um a
highly structured evidence-based um curricular resource And so many of you have seen this slide And so how do we know that it's evidence-based And we know that through the third party efficacy studies that have been conducted on core knowledge language arts Um primarily once again I want to
highlight the findings you see that are outlined in that green um outlined box Um uh addressing those income based achievement gaps So as I said the adoption of CKA benefits all students So we saw um or we saw through this
efficacy study that um students coming from highincome areas saw that effect size of 044 So they're making a typical year's growth um through their experience But our um students who were coming from lowincome areas um actually saw that effect size of
1.299 So they are making um a growth that is actively closing that achievement gap Um and I think that has also something to do with what I talked about earlier is um access to highquality instructional materials directly influences not only learning
but influences teachers practices and the way that they deliver instruction to their students I think one of the things you have to keep in mind is every year when we assess students the standards and mistakes increase too right So like just for you as a student to stay at
grade level you have to make adequate growth to stay there So when you think about the kids in that gap Yeah Beth like every year we tend to see less and less kids hit the proficiency because every year the stakes are harder and more difficult to hit that Does that
kind of make sense And so you're right like Yeah And then shifting into that teacher causal factor Um as you can see there have been um uh uh many options provided in terms of historical and current supports and what we're anticipating in
terms of being on the horizon But um just wanted to point out as as someone mentioned earlier I can't exactly remember who researchers have um consistently shown that teachers qualifications and their knowledge and their skills um are one of the most
significant factors in determining student achievement And so it is advantageous for a district to determine how are we best supporting our teachers through opportunities of professional learning as well as structured time for collaboration um to be able to um directly impact th
the student growth and achievement And so from that research um teachers qualifications their skills can sometimes account for 40 to up to 90% um of student success on achievement test um many of the achievement tests that Dan um has presented on um earlier in
our presentation And so I'm going to spotlight um really the last phase of this three-year plan to build coherence in educator development and experiences And that's really focusing on building um understanding and calibrating on the
why Um so what is the science of reading and how do we ensure that we have clarity and understanding of the foundational components tied to the science of reading so that when we have access to those highquality instructional materials we understand
how that program is built and why it was built in the way it was Um and so starting in or during this year um staff have participated in a year-long comprehensive professional plan or professional learning plan facilitated by the reading league which is a
nationally recognized nonprofit organization and their intent is to really focus on building knowledge and capacity in the critical components that are tied to the science of reading And so then thinking about how teachers are going to take that learning and apply it
into next year and beyond it's really ensuring that we're deepening the integration of those fundamental components tied to the science of reading through leveraging that evidence-based um core program um CKLA And that is really going to be through that commitment to bridge that no do gap
which is what um is pretty typically referred to in education We're really really good at understanding all the theoretical components tied to best practices But um where we kind of fall short on I think as a nation and even a world issue at times is how do we take
these theoretical components and actually put it into our practice on a daily basis Um and so we know that through implementing CKLA that's where we're really going to see our knowledge of the science of reading translating into those consistent high uh high
quality practices in every classroom across our district And so the last thing I'm going to highlight for you today is what did this plan look like Um so uh the reading league really focused on building like I said that comprehensive plan based on
two uh theoretical frameworks um tied to the science of reading called the simple view of reading as well as scar bro's reading rope And so you'll see a list of the uh variety of topics that were talked about um or that sessions were
built upon um really starting from the developing understanding and the big ideas tied to the science of reading um specifically what that means for instruction as well as our assessment system So partnering with the reading league has provided um our curriculum and instruction team with um options to
kind of rethink our assessment plan and are we assessing in the best way possible and are we um are we providing access to um assessments that give us the data that's going to help us make the most aligned instructional decisions
moving forward Um and then uh we've kind of engaged in learning surrounding phenemic awareness phonics oral language development as Kirk spoke um to earlier and um as well as the simple view of writing because we know writing and reading are so interconnected with one
another that we have to make sure we're leveraging um the research um done kind of on both sides of of those frameworks as well And just to chime in you know our current grant that we use to pay for CQLA
um the 35J grant had to include a component of the science of reading and we're going to see some other grants we're going to go through in board curriculum 35M is a grant coming through the state and again the state's requiring that part of this grant funding you have to have it embedded in the science of reading
I'll also share just like instructional coaches have played a critical role in ensuring that these components actually go into classrooms and teachers are supported in being able to implement those They are also um a really great um integral support for teachers in
ensuring that um teachers knowledge of the science of reading are um starting to kind of come through in those instructional practices as well So to focus uh just a moment on students I wanted to to take a second and look at our spotlight um specifically with our
student support network Several other things there um our MTSS multi-tered systems of support When we look at tier one that's every student that we have in TCAPS receives tier one support Uh the tier two support we talk about that is for the most part our tier two support
is grant funded and those funds come through our title and at risk and we talk about tier three support that their special ed support So MTSS though we're not going to focus on it now is obviously a large part of where these funds go to other the other um items we
have with IRIPS IRIPs are those individual reading plans um that go through the state as far as the third grade reading law We have parenting programs that that Misty has promoted through social work and also our school success liaison So specifically with our
student support network um student support network free education related services non-academic support um that help overcome those obstacles uh that students face A lot of a lot of these students fall under McKini Vento homeless students Um Katie Cubish that
that kind of heads up our student support network Uh just super passionate goes above and beyond Um and all of these students you know are going to fall under that idea of um economically disadvantaged students right So we think about of these students how many of
these students um parents are filling out the form I'd say very few especially we're talking about homeless students have access right so that's something that we're going to continue to to look at on our end is how how do we help right how do we support make sure we have access to these we do these at open
houses but I think as a as a school and we've talked about this we can be more deliberate and making sure that we we get these students the support they need because if that state free and that state free lunch and breakfast goes away that's a big part of of these kids days
I have a question about the what's the difference between the 6 I'll get closer to the mic the 64 students living unsheltered and the 43 students who are unaccompanied homeless youth is the latter a subset of the form
lack of repair which one are you looking at so the 64 line and the last line so there's 64 who are unsheltered and there's 43 who are unaccompanied homeless youth are the 43 part of the 64 do we know there's over I
believe so Yeah Yeah they could be Yeah Yeah But you can have a kid that's living unsheltered in the pines with the parent right Correct As well So which is reflected in that 64 But what you're saying yes that 48 is a part of the 64
And I think as the students get older and I'm sure Jesse has experience with this at the high school unaccompanied homeless youth would be high school kids couch surfing right um they might not be necessarily unsheltered but they don't have necessarily a stable place to
live with a parent And doubled up does that just mean they're staying in a friend's house or doubled up can be any situation in which for instance mom and the family loses their housing and moves in with aunt and so then they're doubled up or we've see this quite a bit Um they
lose their housing move in with grandpa and grandma they're doubled up they're then acknowled that that we follow For instance we have a student let's say um they lose their house they move out to Kingsley they have to move in with grandpa and grandma They're now doubled up McKini Vento Then they're kind of
that law kicks in and we must still transport those kids to our district So we will set up busing programs to make sure that we do all we can as a school district to make sure their lives are a little less interrupted by what they're going through And we will and we'll even have the elementary We've had situations
of kids in the Pines that maybe you know they were at another school Pines is within the Willow Hill boundaries but they were at another school We will transport them to keep them at the regular school under Mckin Bentel Okay Thank you
Um some financial statistics here as far as the the money that is used with the student support network um through different foundations and grants business and individuals and fundraising events Um and there's additional funds
some of our at these are the funds they raise for those students but there's also general fund and at risk funds that go to paying the people that work in these particular departments And we do get a small amount of federal grant a part of McKini Bento that pays
for Katie but not for and she does five counties not just our school district Okay Okay So current data can I just ask one question support because obviously I talk about and try
and push it as much as I can on this because I think it's one of the most critical things we can do to for a lot of things Is that fundraising has that increase Yes But I mean it's still you know Ty asked this question Does it meet the
need though No I can do that But but that is fundraising that you know we've done that we get support just anonymously You know something that I think we got to try and find some ways to do more Um but you know it is hard
that I mean Katie stretches every penny and every dollar you know of that um you know but that's money that's raised like 40,000 now it's 80 which is still yeah it has it has increased and you know but unfortunately also the need has increased since you know we really Katie
slipped into that you know stepped into that role so current data um Kurt's going to quickly talk about our our balance assessment system yeah so we're going to actually take a look at a couple of different data sets And I just kind of want to set the stage a little that we
our attempt is to have a balanced assessment system I I think I alluded to this a bit earlier that MSTEP is incredibly important and when we get that information it's not super actionable So the further to the left we go towards the lagging ind or the
leading indicators is where we get our most bang for the buck in terms of um analyzing data and impacting instruction and looking at student progress Um so we're going to take a look at some NWA and MSTEP data And also I just want everyone to know that there there are
other data sets that we also analyze on a regular basis to try to make those instructional adjustments and create um groupings of students so that we can we can address the needs that are are present So I started here and I'm going to end
here too and I just passed this out because when I was going through the slideshow and I was looking at you know as far as a CNI team where could we go and we talk about effective metrics time frames to measure TCAP's progress in closing the achievement gap I continue to go back to the slide over and over again to figure out what I missed and
what I was looking at So when I go through these slides with the data I found it's nice to refer to ask questions as we figure out because as far as our data goes this is super high level As Kirk just mentioned we could get down to you know phmic awareness phonics letter sounds right But to try
to keep it to high level to to to kind of keep our our conversation focused uh but also to keep the questions in front of you is what exactly do we want to kind of base these goals off of So what did I start I wanted to start first just to talk about and this is an
example data set not one to necessarily determine metrics off of but to talk about what is proficiency I talked briefly about this at board curriculum and the idea that when we look at a third grade um MSTEP data and it says that um only 40% of our kids are
proficient at reading in TCAPS right away we say 60% of our kids can't read If you put a book in front of them they couldn't read That's that's not true Um each each test has subcategories and you can see that when they take this data and they determine what is proficient
you know it's reading writing listening research So there's several different aspects that do determine what proficiency is on any test And then another thing that they never really talk about but we get reports on is the idea of their endstep
You can be at or near proficiency So when we talk about and this can sometimes this varies so this is just a general statement but when we talk about not proficient or at or near proficiency that can be up to a 20% difference and what we talk about is at or near
proficiency it's a nice category to look at sometimes because it encompasses the fact that one they're less than a year behind um or they might have one area in particular that we need to target or they could just have a bad testing day
So that at at or near proficiency actually gives us a little more information than just that hard cut off of the kid is proficient or the kid is not proficient So when we when there is that cut off by NWA or MSTEP or whatever um for
proficiency it's going to be somewhere in the middle of this green zone right It's not going to be the green and the blue No the blue is above all the time Yeah So that green Yeah It'll be somewhere in that G Yeah as far as where that add or near is for economically and
then I have noticed we won't see that and you only see that hard cut off as far as proficiency goes We make our own line as far as um NWA goes NWA does a good job and I'm going to show that also on the slides of actually breaking this down even further and then we can maybe
talk about some some growth some targets related to growth instead of proficiency or both Um but as far as the graphs I'm going to show you moving forward they're all that kind of that hard proficiency line So just to have the idea of what proficiency is and it's not a hard cut off as far as they're not proficient
these kids can't read There's a lot that goes into determining what actual proficiency is So I went through and I I decided to go this way with it is look at first we're going to look at MSTEP And this is third through fifth grade math These are the only grades that take MSTEP is for
elementary school and I'm focused today on elementary school and I'm giving um you know the reference to the state because in certain circumstances I mean we all we often talk about you know when you compare TCAPS to the state you know not a great comparison um you know we
outperform but if you look closely at this graph for instance um a couple of highlights of this one if you look for for instance at our fourth grade proficiency when we talk about again the top is not economically disadvantaged The bottom is economically disadvantaged
And again we see that 25 to 30% gap when we talk about achievement gap Um but we look for instance for just some things that stuck out to me on this graph when I look through it Um one is the idea of we look at the statewide uh graph is is
fairly um consistent as it goes across yeartoear Well ours bounces around a little bit a little bit has to do with obviously the sample size but when we go to reading you definitely don't see those So you wonder you know one year that's missing uh that 1920 COVID year and and obviously the dip we see in all
of our graphs for 2021 and how that affected math and how that affected reading But I think that's important to keep in mind when we talk about grade level or subject area and we choose or both how that achievement gap can differ Another thing that I found interesting
about this graph is when we specifically look at our achievement gap the actually the most the best results we see as far as closing the achievement gap is specifically looking at you know that fourth and fifth grade on 23 and 24 right So if we look at that there's two
reasons why that achievement gap is is less right We had almost a 3 to 4% increase in one year um in our achievement in that fourth and fifth grade However our econom our non-economically disadvantaged also came down right So this is only some of the
only graphics we see where we actually have you know 21 22% as far as our gap goes in proficiency rates So that's something to keep in mind is that when when we determine this and we close the achievement gap we're always looking for that more than a year's growth So that
gap is not actually I mean we can celebrate closing the achievement gap but what kind of how much of a celebration is it when our non-economically disadvantage are coming down to meet the economically disadvantaged something to clarify if we make a metric we need to clarify exactly
what it looks like for both groups and then our reading as I said before looks looks a little different than our math one it's higher as far as proficiency rates go and with higher both both um both groups groups are higher Um so unlike our math where we're
looking more in our 25 to 30 our reading definitely is higher and we do see an uptick for third fourth and fifth grade for economically disadvantaged moving from again uh that 22 23 to the 23 24 school year So it's it's a long-term gain right
as far as we make if if we make these goals as far as or metrics around it you know just saying that's why proficiency is tricky over time because we can see some bumps now and again obviously it's a long haul of 3 to five year and how
that slow line starts to go up the questions on those two Well I mean I like so when Kurt you said you had a goal of 100% proficiency are you talking to MSTEP Thank you
I mean that's my goal too Yeah I mean all kids it's going to take time Like I think we're trying to chunk it out so we get there Yeah But with with that and I and I agree in education that's something like we we say at board meetings right
that we want 100% proficiency I get that But there there are certain circumstances we get to right We we do have to talk about special education and learning disabilities right In the state of Michigan when they look at a disability I mean sometimes there's special ed services that are in place
for kids initially we look at you know they test as if they're there's a disability in place but there's a lot of gaps in their learning We fill those gaps and those kids then be then no longer qualify for an IEP There are kids with learning disabilities that that can
progress but as far as proficiency that may never happen and it's not something that we can fix by more more more intervention right they the state of Michigan when it looks at a learning disability is the same as we write an IEP for that disability you would write for a deaf person or a blind person
right and that's the same idea no matter what accommodations we put in for for that that kind of physical ailment there's no way that person's going to be able to see or hear based on what we do So just something to keep in mind And the other aspect of that is that EL part right that we have we have a fairly
transient population that comes in and out where we're talking 10 to 15 kids right at Traverse Heights that go up and down throughout the year and and the proficiency where not only are we layering on the fact that they don't speak English Um and we know that we can accommodate some of our our tests with
with including some Spanish translation but at the end of the day obviously we want them to get to proficiency but that is yet another hurdle we look at So that is sometimes the argument when you get into that that difference between proficiency and growth right Where we want all those kids to grow but just to
say that we didn't that I feel like you know there's a level of failure for not at 100% isn't exactly accurate Yeah And I I just appreciate the goal and the and the desire to get there And and as far as I know this this body we do not have
a goal around efficiency yet And I hope that in less than three weeks when we talk about strategic plan that we can also have a an ambitious goal um like Blair and Mr Amy do Mr I When did you set that goal Was that
for the current school year or is it like a fiveyear or 10 year plan I've been looking at at it we set it this school year as a fi like a fiveyear plan to to get there And part of what I'd like to be able to do through that
process is utilize some of those other assessments to be predictive and show our our progress towards that end Because the other tricky component is I've also got half of half of my students do not take MSTEP And so if we
you know I I utilize NWA to kind of help paint that growth picture because not all of our students take the the MSTEP and because it's only third through fifth grade So we you know I'm of the mind that if we if we nail our our diagnostic and our formative assessment
and then we see significant progress in NWA that then becomes predictive to what we'll see down the line in MSTEP And that's you know obviously it's a super ambitious goal and I own her I'm right there with with with Dan Like some of this too is I've got a five-year goal
but this kiddo is with us for the next eight nine 10 years And so sometimes there is that zoom out that we need to engage in that you know proficiency may come further down the road and proficiency might just translate to this kiddo graduated from
high school and is able to read and and do math and acquire employment and contribute positively to our our broader community And that's the I mean that's the end goal That's why I'm here Did you say it was for a specific grade
Fifth grade and um third through fifth Third through fifth Okay M Yeah Okay I'll report back and both uh read now Now he's really under the gun I know I'm starting now I think we're all we're all I'd like to think that we're all under
the gun right And I'd like to think that we will do all we can to support our superintendent to set ambitious goal because I really think this this opportunity with this next strategic plan I really hope um that we will as as a body with the levers we have with
policy with budget with setting goals and supporting our superintendent that we can also set ambitious goals And I'm under the impression that every building administrator sets internal goals like this They're just not publicized you know it took you coming to a board meeting for us to know that It's just
not a level of insight that we've had to date but maybe one of you could speak to that What kind of proposing I think so And I think that it's a conversation about you know as we've had some transition of of that happening um with it And I think that it is important that
you know I've said all along that um when I started that you know we've come closer to a school district than a district of schools Um and so I do think collectively having that conversation that element you know so much we've come into one focus on whether it be explicit
instruction curriculum those things that we're not identifying I think that you know that's the next step of conversation so that our principles all know you know if there's a metric we're going to look at with that um is important I'd also like to mention that um we talked a lot about NWA Do know
that NWA is really a a option of a state test So the state requires us to have a benchmark assessment that they pay for There are a few choices um four or five There's three Yeah Three High Ready Star
Renaissance and NWA NW Okay So three that you have that choice from of those benchmark assessments to take So it does come into the state assessment and as Kirk said about a balanced assessment Um NDA NA is probably one of the most
popular I'd say I probably second Um so you know that's uh that's again a nationally you know benchmark that our state test doesn't Um but you know again when you triangulate kind of the data to look that's something to think about and
and the nice thing about NWA is you you get results instantly right I mean like teachers can see how their students did the next day and it does chart their results both by their achievement and their growth levels which I love Like I let's say we have a kid who's 2 years
behind but that kid made a year and a half worth of growth Well gosh like that's a celebration We're on the right track right Um and so NWA gets that MSTEP We do not get the scores back until um the end of June And parents and kids don't get their scores back until
that next fall It's very common when we send scores back that parents and kids ask us what this even is because it's been so long between the two It makes it hard right Nobody runs a race and then finds out their time six months after I I think many of us on
this board can relate as parents when our kids come home with a sticky note Hey mom or dad I got this score compared to you know the last end of the VA test and it's like instant gratification They know their growth They're excited They know their target for the end of the
year MSTEP you know if we parents get those emails it's like SN hit the snooze button right ND NWA is very you know the infographics with that come with that too are good Well it's hard to course correct if you're you know you're getting six month delayed data It's hard
to figure out where your opportunities are but it's not something to throw away you know but again when you triangulate and put it all together and you have a a balanced assessment picture just something to think about Required by law to take the MP I mean there's no getting around it right
Yeah So just to look at another data set again I focused on and Mr Rainey mentioned that you know with NWA NWA currently K8 assessment that we use um and again it's usable immediately like immediately after the student finishes
um the teacher can get the score and then the day after they can start to uh receive reports back and then as a group as a as a data team in the school um we do data meetings now um in the fall and in the winter and to create these plans that we talked about So if we look at
this graph for instance we look at um so this is broken up again NWA breaks it up into five different categories When we're making plans for students we focus on a low low average Um so if you look at all of our students you know 1791 of
them you know 33% like 600 kids Um those 600 kids I can guarantee all of them have a plan right every single kid in that group whether it's special ed whether there's a task plan whether there's a plan for a 504 whether there's
a plan for when they do their data meetings they go tier one which means they talk about how can I teach to all kids but then there's also a tier 2 component which we do reading and math intervention So all those kids that are in there do have a plan about how do they make more than a year's growth of
extra support Um and then when we break it up in econ economically versus non-economically disadvantaged again we do see that gap Um one way that we use this as far as when we talk about buildings and how they look at data we did a data meeting with principles in
the fall when they pulled out their data and when they also went through the same data protocols our teachers went through looking at more of a large scale right Looking at building and district data is how do you move kids um throughout that scale right And that's one thing we we
see as far as a growth idea right So if you were to for instance look at economically disadvantaged we're looking at you know give or take about 50% um of economically disadvantaged kids there are low to low average Could one of our goals be moving um 10 to 20% of those
kids out of those bands over the next 3 to 5 years Does that mean those kids are going to be proficient Not necessarily We're going to have that hard cut off but we're going to have definitely we're going to see some growth within those kids Or when we talk about one of our goals and you know Kirk mentioned again
the idea of of 100% of kids we could then move to that first column when we're talking about those 1791 kids We could make a goal around those 33 34% of those kids and how to move those or grow those kids out of that low to low average
band Uh and then reading same idea We we we do see always see a discrepancy If you haven't noticed on all of our graphs 3 to five is that um our reading data we definitely have more kids as far as that high high average average or proficiency than we do with math Um and so that's
something as a district if you want to know like plans that we're working on Obviously that explicit instruction is one but specifically what we see um that our math team is kind of has a plan around they're currently doing in our in our early release days is looking at and I talked about this at board curriculum
that fluency and fraction work um because that's where we see um specifically if we drill down right the nice thing again about NWA that you don't necessarily get for MSTEP reports we can drill down to subcategories we can't get down to actual we have another
data set that we use for math uh called Delta Math where you can get down to state standard That's always very useful because you know exactly what to teach but those help And what we've seen time after time is that we have to continue uh to work with our curriculum to attack those that fluency and those fractions
Jesse how long do we use Delta Math For a while however and and Mr Green could talk about it's more systematic now Now we're using it in every single building We've got staff who are trained on it who are able to deliver the instruction who are able to monitor the
kids um you know skills and progress too and and know how to do it Math is a really is a tricky one Um there's a lot of misconception on how you teach math and we're working really hard on ensuring that we're using the right science of teaching and learning around
that Yeah So as long as Delta Ma I mean I did Delta math at Westwoods We're talking five years ago but this year was our first year And Britney and I worked together as far as doing um these data teams and doing these data meetings ELA we've been doing for several years and
everybody was doing one This is the first year that every building's doing Delta Math and every building is doing math data meetings Is that uh the same as Math Expressions or did it replace So Math Expressions is our tier one curriculum Our Delta Math we like to use again when we talk about
the MTSS system that is more of our tier 2 We also use I mean if we have Delta math that comes the nice thing about Delta Math if it comes back and we see a particular Michigan standard that all the kids are low on we can use that as a tier one instruction which means the teacher takes the whole grade level
through it again However most of the time we see some small groups student stays in Delta mass between two and three weeks um gets proficient at that one standard maybe it's like two digit twodigit edition uh and then they move out of that group and another student
would move into the group So they do several different groups over five to six standards throughout the year So the I think the unique relatively unique part about Delta Math is not only it's a diagnostic screener but then it also has the embedded intervention lessons with
that correspond So when you get the data back you have actionable lessons that then teachers can take And so it's again it's like in addition to that tier one math expressions instruction And just one thing we have been working on with Delta Math is especially when we talk
about schools um you know those non-title schools who don't necess they don't have the title funds so they have to use their atrisisk funds and this is just an example at Westwood but my at risk funds went to the majority went to K3 reading right that's our basis and a lot of the Delta math was pushed uh into
more of a tier one small group model that the teacher did So moving some funding around we're able to do more and more of actually hiring a person to go into the schools Uh again that comes out to about if you do an aid it's about $50,000 that can help pull those groups
and do that intervention with a little more fidelity What year are we into our math expressions multi-year contract We just did a renewal a couple years ago and that's when it moved from HMH to
Hindaman That's going to fully take effect this next fall I want to say I think you guys have I think we have four more years on this Um but I think there's a lot we can do around math instruction that doesn't involve a change of the curriculum I I think with
ELA us making the commitment to a researchbased instructional program Um I I I think it's a gamecher Can I say that word game changer Um with math math expressions is a nationally recognized curriculum There's a lot of science and
research behind it I do think there's some instructional pedagogy with math we could hone in on and support our teachers Thank you So that goes back to that original slide with the idea of what's next and in looking at specifically do we start with
elementary achievement um you know that growth versus achievement student groups uh ELA or math um do the goals involve um funding um and then that state assessment versus that national assessment So I'm not sure exactly how
the conversation rolls from here but as far as uh you know a curriculum and instruction team recommendation it's something that we would continue to look at and maybe bring forth during board curriculum or another board meeting or obviously we need input from the board also
I mean everyone can go I want to start by just saying thank you for the general presentation I think um probably going to offend everyone in the room by how I say this but uh I when I was talking when I talk to parents a lot of the time I think the general I
wouldn't say consensus but there's a strong belief that like as a teacher as an administrator get teachers they graduate they go through some minor professional development as administrators we're there to keep things in the tracks or you are there to
keep things in the tracks and it's not like the scientific nature of what you've just gone through So I although I have high hopes I I really hope that the exposure of this was wider because um even for me and I knew what you guys were doing for for me just the
scientific nature of cause and effect and and multi-year study was uh super enlightening and and awesome personally I really want to thank you guys for the level of knowledge you had and I thought I was uh after doing this for four years
had come up a little bit and now I'm feeling way down here again So thank you Well also I hope that we don't forget science and social studies You know sometimes you see schools get so focused on the tests that they miss all the
extra little application across all the subjects And I'm hoping that we don't get lost here I I agree that I'm happy that the CKLA does we just actually did some work last night We met with our ELA
team on there's a you can choose different progression of units within the CKLA um program that they provide with you than the knowledge series versus the um the skills series And a lot of that knowledge series revolves around that
social studies and science content And then you know and then secondarily you know the idea that reading is so pivotal for that comprehension piece of when we talk about social studies and and science is that um hyperfocus that we have on it so the kids can explore those
different subjects And then the other thing to Misty I really appreciate what you're doing Um because there's a lot of evidence that disrupted classrooms are very difficult classrooms to learn
in So appreciate very much your work here And it's I just wanted to say that having uh served on the curriculum committee for six years um so much of this watching the you know our progression um through curriculum I I
appreciate so much and as a board sometimes we talk about wanting to serve on finance and wanting to serve on curriculum but the value of actually serving on a committee for a very long time we have a deeper knowledge and understanding which um is is so helpful
um just because um you know having gone through a lot of this um I I've been there I've heard these conversations and and so um just again appreciate so much you guys taking the time out to to do a study session on this I think it's um very helpful and thanks for all your
hard work and for being here One more thing and Mr Uh Kurt you you were here almost a year ago uh talking about elementary school and and you were talking about the programs
in the schools So TCAPS has not been hiding from this is an issue and I think that's important to recognize as well Thank you I echo all that and I just want to say I appreciate you're synthesizing all this
together I agree with Erica that we we had those study sessions last year on academic achievement elementary middle school and secondary but it's nice to see everything pulled together here And it I just was curious to my fellow trustees um do you want to tackle do we
want to give up some preliminary thoughts here to to help give direction I would love the board to give whatever guidance um because obviously then we're going we're going to go through strategic planning and obviously a lot of the process that we do have to I
believe is yeah as a board we do need to give as much guidance on this as possible but then it's the administration's job to come back and say what's reasonable why it's reasonable yes we can talk about it but like ultimately speaking you know I actually have a
little less idea of what is reasonable now with what we've talked about so um it's uh I know eye opening but I think you guys probably have a really good idea what's feasible um and what's a stretch and we obviously want to tie it to your point I also want it to be
ambitious um I want to know the realistic you know if we do this we should feel good I don't I love you 100% but I don't think that that's realistic in uh the district for the next three years so um yeah what is that number and
again the closing in a gap is one part of it Um and that's what I think we were focusing on But then the other part that we uh you know I think we have a lot of room to grow both as well So um would I and I'm not saying you couldn't have both but would I prefer a 10% increase
in proficiency on across the board or 5% closing of the gap I prefer 10% across the board So um maybe we can have both and whatever that shrinks down So I do would love to get as much feedback as possible so you guys can start thinking about it for the strategic plan process
I'll remind the board that all of our team will be a part of that strategic plan process as well They will always Yeah And I and I just appreciate the conversation because the the numbers are staggering and it's not always easy to talk about Um so I do appreciate the
conversation and I think just having a conversation is a success Um so many good slides My favorite slide maybe though is number four Highly effective and successful leaders you know and I love to hear that this is they start their their meetings off in the buildings And I wonder maybe we can also
start our meetings off here with our job one being able to significantly improve student achievement and close achievement gaps And job two is be able to manage all of our aspects of our job in a manner that allows us to stay on the job long enough to do number one And
I think it's uh important to know our job is is that number one Um and I'd love to see it really explicit really clear really direct in this next strategic plan And I challenge us to not be okay with 25 30% achievement
uh historically And I know that's hard Um you know and the United Ways doing wonderful work They had a story in the ticker about all these different policies and strategies they're doing to help working families Um but we all can all agree that education is the passport
out of poverty And I think we have a moral and ethical imperative to do that all we can And when I say we I'm talking about us right The seven of us Um so I'm really looking forward to the conversation on April 8th um and and I
need experts to to know what is um doable and feasible and achievable but also it'll take some political will and public support to do hard things Now I will say that this isn't uh the board's goal I mean the board's goal is
to hold the superintendent accountable to allow him to do this Um so we do have to make sure that we separate the fact that you know we are not uh directly we're very indirectly but we're
not directly uh involved in these two items So we do have to make sure we do keep that So we're not involved with improving student achievement We are involved in making sure the superintendent is is the right we have the right superintendent with the right budgetary process with the right policies which does go towards that but
that is by definition not to do I think you're both saying the same things we're all part of the same government I said I said indirectly we are and as a district these are our goals but as a board that
may may not be we set the vision and the administration implements and manage That's just why I was making sure we had the separation Well I think I mean I just I think we do have to be careful with that Um you know I mean I trust that our leaders um you
know I'm I'm not an educator so I trust that our leaders will guide us um with what um goals we can set um and we you know can monitor those from Yeah I want that
What's that I want that Yeah Right Um and do anything I can to support that Right So Mr Tiser going back to your slide about what's next I don't mind I don't mind taking a shot at you know my
thoughts on this Um your first question is do we only look at elementary achievement And I said this at curriculum I know that this the earlier the younger a student for intervention you know the better But I don't want to give up
on our current secondary students I really I see where the wheels can really fall off in middle school Um you know that's where kids are they're no longer supervised as much They're not littles anymore but they're also not ready for college applications
And so that's where I see boys and girls kind of drifting off away from school So I I feel like the focus on academics there is still important and I sure don't want to give up on our high school students either So I mean me personally I I would feel best about a metric
that's really K through 12 and an average and you know to your second question growth I don't think we can come up as a board with like a 70% average proficiency score but we can look at growth No because grow that's going to look
different for every But if you measure growth it's a percentage from their base and not an artificial number I just think that the next element was that would be when we specifically look for I think K8 growth is is super
possible with you know the idea of NWA Um there there are some growth components also that you can use with MSTEP They just lag so far behind Um but as a growth proponent for 912 I think Jesse could talk to more could be a trick I'm not sure if if that PSAT SAT
or graduation rates are what would be best the best goal there Yeah You don't have the kind of you know measurements you know that are that are consistent SAT is not the Michigan correct standards Correct I do want to like I feel like it's also hard
when I'm not saying we give up by any means but like to have measurable results You'll see if if you do really well in the beginning and that's kind of why I said even before even then they're in the system if you can narrow that gap before they even get to us then then that's great like and if we can f we
know if we do that it will go through the system like so if we can increase early and increase everyone when they come in we do know that in every year they go up
they should grow Understood But I I just don't want to give up on today's you know middle schoolers who will be in high school soon And one that's received a lot of attention I think do so And I think we have room to grow and and something to think about is our
graduation rate I think that you know um again to Kirk's point our goal is to graduate every kid you know with a high school diploma Are there some measurements of some kids that are on certificates of completion that are special ed and you know there's
built into their IEP Same kind of thought but that is a metric that's statewide right now I think that um especially our at risk kids many that have been at TCI I think that's something we're really trying hard to
you know get to that point to improve So that that's at least a metric I think from a secondary standpoint that is a a high point you know something that we have room in And you know I I I made a comment in one of the articles that I was interviewed for that if you don't
have a high school diploma right now it is awfully hard to get out of poverty for you know and so I think that's a measurement that again we can continue to grow at as a district and that is very high-profile especially right now Yeah Our district average right now for
uh high school graduation is what 89 I want to say I think it's like yeah low 90s Yeah But our our two comprehensive high schools are in the low to mid 90s But again still room to grow you know But then GC High is one that we have really tried to focus on and and Jen's
doing one heck of a job of working on that staff of revamping to make that personalized learning and that element But those are some of our kids that need that diploma the most to be able to move and be you know career college whatever that dream is they have ready but have
had many many you know um things that have maybe kept them traditionally from that that we've got to figure out a way to do better Kurt Rainey then 100% graduation rate But she uh but recognizing there are some kids that
it's not appropriate for right you know our some of our students that are my Kai you know in that element in that way that again I'm all for pushing the envelope like you know like I don't believe in calling it in the first inning on that either on any kid but there are there are realities like Dan
talked about that what that IEP team of professionals feel is is appropriate for that student you know to be able to achieve Now to to the point of coming back to you know we we're going to go into treat plan which is a three-year process So we're only talking what are
we trying to achieve in three years So I don't think getting 20% is reasonable Well first of all we're not going to see the results of this uh on graduation rate until I don't think it's I don't think it's wrong to set the you know as
a term but I was going to say like ultimately we could have a separate set of goals But what are your progress metrics I think is what you're trying to look at I think that's what Kurt's talked about What are the progress metrics It is as a separate part of the discussion we can definitely develop like where we want that to be
because again increasing graduation rate is uh a lot different to you got a lot of catch up to it's got to go through and I was going to say I don't feel like those two goals attendance or graduation from high school and you know academic
achievement are like mutually exclusive I think we could do both You know we could look at at PSAT and SAT 9 through 12 scores just the way we're looking at K through eight with N BBA and yes we have a three-year strategic plan intentionally because we know that they can get stale but it
doesn't prevent us from setting growth targets for like one year three year and five years out No And it really should have the ultimate goal We just may we moving towards that goal We may not we may not be able to get to it in the strategic plan but we should have at least an idea and we may do it a little
bit um different we may really the fundamentals in the elementary schools that is really what you need to build on and so really paying attention to the growth and the proficiencies in elementary school but as you go up
through I mean you watch the robotics team uh increasing in size um and doing quite well you look at all the variety of the advanced placement courses and you see the kids taking more than
one which means they're looking for challenges outside of what we can provide uh in variety within the schools So I think we need to maybe look a little bit further too and see if they're taking
broader um classes in advanced placement and how many kids are actually looking at career tech and are we encouraging kids what is it 30% of our kids are college ready or
something like that I think I saw um oriented towards college And I think we need to actually say well it's not just college We're preparing you for career Exactly Career and college So skills are something we
need to also encourage kids and commend them for even though the skills won't necessarily show up in uh proficiency testing Well I'm excited to to take a stand on
on lots of and a varable things you know including rigorous things like AP courses and early middle college but just to have a lens through equity and make sure that while some students might be taking a lot of AP courses you know I can see like Central High School right
now has economic like 37% of those economically disadvantaged kids take it compared to 50% of all students So and that's all I'm asking is like uh are we seeing it through a lens of of and and all the support that's going on like what does success look like Right That's
always been the question and it can be look like lots of things and that will that will be up to us um and and to also hold ourselves accountable So um you know and I love graduation rate The graduation rate last year for economically disadvantaged students was
74% Well one thing that they looked at at the um alternate high school is how many years it takes to to get you graduated right So you have a four year five year
and a six year So you know it probably which I would encourage the board if you're going to look at that to you know yeah we want four years but I I personally believe there are kids that have things happen If we can get him with the diploma after five or six I'm
excited about that And if a kid is pulling out of school in part to help support his family there's lots of circumstances that some kids congratulations you've you've grown up right Right So then that that makes sense to stagger it like 95% for four
years 98% for five years and 100% for six years Good That would be realistic I think close to it How do you all feel about ELA versus andor math achievement
I think you need both I agree I don't think [Music] I if we saw a big difference between one or the other in proficiency then we would work focus on bringing up you know the lagging indicator but they're both
around 60th percentile for proficiency So I feel like they both deserve our attention You know don't know if it matters but one thing I will mention is the state is putting a ton of resources into ELA and not as much into math Right And some of
the grants are going to go there like the new curriculum that we just bought Yeah Probably because as a state we're lagging more in ELA than math right That's what's going on Is that is that just going on in the state of Michigan
like kind of opposite of the national trend No I don't think so Okay I think reading is still the lagging indicator national Okay I mean even as a the Northad is a as the ISD goes with their support they have
six to seven ELA support people that help that are part of our regular meetings In math they have one for five counties It just blows my mind I agree It blows my mind There's this really great new documentary about math education how
important it is in every career I saw the trailer It's amazing I I know I know What's it called Uh Count Count I know I'll put in for a screening If it's on Netflix I'll get a subscription for you
Study session watching it Just kidding Okay Well I I asked John I said "Can't we deliberately go out and say you know we can give you a scholarship if you will do math and be good you know and come work for us?" sort of like a a Pell
Grant sort of thing And his comment was you didn't see as many go into math as teachers And I don't know if that's part of the problem That that is true I just we have less of our elementary teachers who are math
majors in college It's not typically where you go as an elementary teacher So your second to last bullet will there will there be goals surrounding spending of additional funds I will just I'm happy to speak on this I personally
would feel comfortable with the administration figuring out how to allocate the dollars to meet the goals I I feel like that's that's where I mean you know if you have to come to us down the road like you know do we want to reduce classroom splits or something
like that and we have to make a more decision you know that might emerge but to just start out with a strategic plan and say we want you to spend the dollars x way like it's a very complex process you've got all these different funding sources and and it's like
three-dimensional chess as I said at curriculum committee last month Um so I mean I personally just would not want to direct the b the administration to spend the money a certain way because I trust you to figure out how to allocate to meet the goals that we're setting Well
there's you know there's a checks and balance for that obviously that the board approves the budget So at any point if the board feels that there's a misstep there point it out Absolutely Conversation I'm not shy I agree You had the chance to see a lot of that tonight I think of
what we've dedicated and the way that that's done you know so when we like we get into mission based budgeting it's based off of that I mean the general fund's pretty easy It's based on the formula of a kid we have we put a teacher in front of them Beyond that it's everything you saw here is what's
differentiated in funding based upon the federal state regs We we have a little bit and you saw a little bit of maybe the variance that we choose It's not much And every time again I forget how many pockets there are Like know that one Know that one I think one thing
Jesse will tell you you know in her first year here of education of of that and she I think even from you know a veteran administrator in the building coming to central office and seeing that I think Jesse will tell you it was eye opening you know to sit and look at all the different pots And she's done a
great job of learning those and be able to articulate that today But this will and I just want to just I mean Josie I mean it's spot on and I think it it hinges on the goal right so right now there currently is not a metric that we've identified to know that we are
successful So if we establish this district-wide goal then yes the the superintendent can figure out the how we we set the what within reason Yeah At this point we're still figuring out what the reason is
right Yep And lastly state or andor national assessments I think we've already talked about the limitations of the MSTEP and the benefits of the NWA So I would lean towards the NWA given that it does give us a
national benchmark because every time I look at a graphic without the national and just the state and I think well but Michigan's you know bottom 10 in the country let's compare ourselves to you know all 50 states including states like Virginia and Massachusetts So that'd be
my personal preference I think it's important still though that we show the board you know periodically as we do data you know updates is required that obviously that MSTEP I think you know Tai we've had great conversations on unfortunately that that's the front and center thing that's put in the paper and in front is that
metric So I think it's important to talk but I I would agree that's something that is you know that measurable and then I do think there's a little conversation you know I would like board input as we get to that transition between NWA and when we start taking
MSTEP of maybe you know one of the limitations you might remember is we're taking this three times and then we're taking the third one just about the same time we're taking the state assessment So I I wouldn't mind a little bit of conversation when we get into this of where you guys feel of three versus two
and that MSTEP of where we kind of cut that you know that that third one to maybe concentrate a little bit more on that on the MTEP and then the transition into SAT just we've talked about it a ton and like you know I think that
there's again there's great things of measuring the three that we love but I think we'll also know our teachers and when we get feedback They just say kids are fried by the time they take the fourth assessment That's what I hear It's like they don't even care Like it's just like I've just done one whereas then they come up like we're doing
another one So I would like in the process just a little bit of feedback when we get into it of you know team it's okay if you do X to be able to try and reach that Yeah Yeah So in that case we'd probably look at winter NWA or or
fall instead of if we would no longer have the spring NWA I think that's a conversation I'd want the team to kind of think about that a little bit But if you're open to that conversation we'd like to get that kind of you know nailed down before you know we go into this next school year We we've been having we were thinking of doing something with
our board's curriculum learning series in May to kind of look at an assessment plan just because it's even not only with subject area but with also with grade level So for instance MSTEP third and fourth grade take two assessments fifth grade takes four and then they on
top of that in the spring take um two NWA So maybe as far as even grade levels moving assessments around we were in front of our math and our ELA district teams over the past couple weeks got their input asked them to go back to get some teacher input on what would it look
like to move some of these or take some of these assessments away because we don't want to take an assessment away that they use on a regular basis to help make decisions about instruction But at the same time as a district we want to talk about the assessment plan we currently have in place You know we've implemented another assessment called
Ames Webb this year for reading Used to be for a select group of kids Now every kid in our district is doing Ames web as far as reading goes so we can pinpoint where where they need support So we don't want to keep adding and adding and adding We at some point need to bring something away So so I think we'll have
the team think about this a little bit over the next two weeks here as we get into that and and you know because that could change you know a grade level maybe of you know not having that as a metric Maybe we say for instance we're okay not using picking a grade fifth
grade as a metric because of that you know element but because we won't have equal growth measures but again happy to have that conversation and Ames web you say K through eight or K through five as web currently is K5 um yeah so we've had many conversations
about um you know and I you know NWA you know sounds great and I love the growth aspect of it it is not listed like so I'm looking at the front page of our website and there's a a link here for for families to look at transparency and outcomes for their school and and NWA is
not mentioned So and maybe if we do decide that we are going to pursue NWA maybe we can put have a dashboard a dashboard on the website um you know for community members who do care about you know how we're doing and that want to
help Um so you know and and again like we it's a in in the newspaper lot proficiency MSTEP for better or worse but I'd like to be able to just turn to my neighbor and explain yes you know all we're doing all these wonderful things and here's where we're working towards and here's how you can help Um and again
I just I look forward to to to making an establishing a goal Well I really like teacher and principal So let's talk just for a moment about strategic plan then So we have two data set up You know one I think in my mind
we'll have time take like we have a lot of data coming surveys Um we're pushing somewhere right now about I think 2,000 responses to surveys Oh good Between students and yeah students has been a little weird She said that we had about as of the other day about 400 full
responses but about 900 partial responses So I don't know if kids maybe missed the last page or something you know with that but um you know the one that was kind of low was community members We put another push out with some with Big Brothers Big Sisters couple other partner organizations as well It was lower last time because it's
mostly people that don't have kids in school anymore or don't have never had TCAPS kids at all Um but overall we're getting a decent response We put another push out yesterday It closes closed today at at 5:00 So at this point the surveys um Northwest Ed is working on
focus groups right now um that are you might remember they kind of do a random sample and try and invite people the the first week of April Um so we'll have a lot of data and things to kind of look at the first one and then maybe you know for that second one you know that Dan
and Jesse are able to bring maybe some assessment plan thoughts with that that gives you kind of that guide for coming up maybe that second one with where you're you're going with this Does that sound okay Does that sound in the realm We may need a third We we kind of have a June date right now set for a third if
we needed it We'll see where it goes But is everybody okay with that kind of thought right now I think it sounds great And I think I mean my kind of gut is that we use those two that are closer together that we come out with some pretty good ideas of where we're going to go But then and we may have a finalization of the document
Finalization Yeah Yeah And I know I know that you're going for one meeting I'm going for one I'm going for the last one You're going Well current I'm going for number one You're going for number two Number two And then we may have a number three Yeah And I think Yeah So we got a few I know that there's
conflicts that people are trying to resolve and uh so it is but yeah I think there will be probably a final one um because it's a lot to do I mean there's there's a lot to do is you know we've got spring break next week and then bam week we're in it So like for the team to kind of come up like you know it may
takes us even a third one for us to get this conversation in the end We may get through some of the others and this one may be for you to be fully involved for them to have time for that full plan It could be the June one that that final kind of this metric is decided but you know just kind of trying to lay the
timeline out for you guys a little bit I just had a quick question a couple questions about the responses so far for students that only go to high school or also I believe middle school and high school I believe Middle school and high school Yep So is that I mean and North is like they'll just crunch the data
with the They will not It's actually a separate North would not do it this time So Galapagos the company we did they will they're going to do a full analysis of it create a report of all of it and that'll be provided to the board for the study session So just the denominator will vary from question to question based on whether it's full or partial
It's not like a percentage based thing for us Yeah we had one little thing We um Kandra had a conversation There was a little worry about some of the data points being so fine that it could maybe identify individual people So and and what it had is it did ask the question
of what building you in are you tenured We changed a little bit to when what grades span building are you in So they're going to work to merge that There weren't a lot of surveys done before that point but after she did that we sat with Glo got it all straight where we were all in agreement And so uh
a lot's been done since then but they think they can work to merge that data together And do we know approximately how many parents filled it out So if students were 1300 they're about 2,000 And this is going to be a little
bit lagging So this was over the weekend Um um we had about 970 parents Nice Okay that's good As of as of this as of Saturday Yeah Uh it was 970 parents 722 students but 365
completed all the way through staff about 380 and community was 30 at that point But we did make a big push um yesterday to try and hit more and we sent it to students even tried to get some very student group student senates involved some of that um you know as
well to try and bolster some of those Thank you No Okay Any other comments on anything any of the last slide All right
I know we're actually pass on time So we can uh with that we will come back out uh here And is there any additional public comment There is All right Um so I'll just read my thing again The
board is set aside this time for public comment Individuals addressing the board should have one opportunity to speak limited to three minutes Individual to not make personal attacks unrelated to actions affecting the school system We strongly encourage comments courtesy and a
constructive feedback Detail rules and procedures including a complaint process outlined in board policy 25504 Thank you very much My name is Mike and really first want to say how much I
appreciate this board Uh it's quite obvious that the board is doing a really strong job I know that because I was board member for 12 years very high
performing asking questions I'd also like to compliment the administration everyone knows what they're talking about And I know that because I ran the state and federal programs for the state of Michigan for 10 years Title one title
two title three homeless migrant immigrant 31A all of those programs were on my direction So I worked with your district and 640 other districts and about 200 two two to 400 charter schools
I saw a lot of plans I saw good plans I saw bad plans I saw an awful lot of New York plans Okay we've got hard work to do Lord certainly the job is to allocate limited
resources to unlimited needs It's a tough job The teachers have a tough job It's a it's a demanding profession have
research you don't Okay So now uh you're facing another strategic plan The strategic plan in every case that I've seen drives what happens in the industry Okay Because you do it if you set any
goals you set low because people start make something good happen Um I'm a strong advocate for an equity measure in your in your goals And it's it's the
only way kids who are at risk really can be brought up if you pay attention to them And uh it's a it's a it's the toughest part of the job
So I would strongly recommend that you include equity measure in your in your goals and you can't have too many because people cannot attend to many goals and they just give
up a few smart aggressive goals Thank you very much for your attention Congratulations Good luck Thank you Any of it Um so thank you everyone for attending I
know we've had a lot of board meetings Uh yeah So yeah March Um and uh a lot more coming up in April as well So with that the next board of education meeting is Monday April 7th um at the Northwest
um education conference center um which is uh at 1101 Red Drive in Travis City Uh that is the study session based off of the strategic planning So um again that's it Do I have a motion to adjurnn the meeting I move to adjourn the
meeting Second Second All those in favor say I I All the post say nay Meeting adjourned Part: 2
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this meeting of the Board of Education to order the board would like to welcome the audience and thank you for attending viewers may watch Board of Education meetings and board committee meetings liveb tcaps.net backboard recorded meetings may be viewed on demand at the same address
please raise and join uh Miss ryen hour's third grade class from cour Elementary in the pledge of allegiance to the flag of the United States Amer to the
stands na under God indivisible with liberty and jce always difficult to get the timing down but always worth it so um we had the review approval portion of the agenda uh do I have a motion to approve
the agenda as presented I move to approve the agenda as presented I second all right all those in favor say I I all the oppos say nay motion carries U moving on to public comment I see there are some cards so I just go ahead and say that the board has set aside this
time for public comment and indivuals addressed on the board have one opportunity to speak which should be limited to 3 minutes individual should not make personal attacks unrelated to actions affecting the school system and we strongly encourage common courtesy and constructive feedback detail rules and procedures including a complaint
process outlining Bard policy 504 Tammy first is Tim [Music] Warner I guess kids are in college now I got I'm here to encourage you to
pursue educational 15 years ago plus or minus I used to help with math in this school and then recently by uh it's heartwarming and heart reading all at the same time uh from
minute to minute day to day twice a week in the afternoons a help um some of the kids have helped they just they're so far behind uh counting on your fingers to try to remember how to get from s to 10 when
you're in third or fourth grade um and so do I have the answer no but they certainly need more adult interaction it's not to be blamed on the board Administration teachers it's us as a community um it's a hard it's a hard topic but we're here to do hard things
um I have the opportunity to work on hard things like housing and climate change and there's no easy answers there's no s so same thing here there's no silver bullets there's no oh if we only did this it's going to be just fine um it takes everything and it takes a lot of
adult that so to thank you next we have Jim ret I had planned on three minutes so you'll say save a little time with me but I'm Jim rette and I was one of the
founders of the read to me collaborative and most of you know this I expect but it's completely focused on working with new young parents to get them to read to their their brand new arrivals uh from birth all the way up into into school so
that they are really ready for kindergarten and when I think about the fact that you're looking at the let's say the performance of the elementary schools um uh if the kids aren't ready for kindergarten and if they get there and they can't read it makes your job
extra hard so I'm only what I wanted to tell you and then I'll sit down is that we have all kinds of communications approaches I mean I'm not going to go through them now but you know there's a poster and there's a there's a flyer and they all tell the same story and they're all easy to understand and and we think
that's really important not for you but for those young parents who may not be very well educated themselves and they can't handle complicated explanations of education and and the whole thing but what we've got and what we try to put together is something that anybody can
understand and feel comfortable number one getting free books and number two having assistance if they need it and getting the job done even if they have three jobs in in a hectic household so that's what we're trying to do and I I well you've got my card but I would be
glad to meet with any of you or part of you to let you know in a little more detail really how we might be able to work together to reach those parents that are all in school now but might have kids coming along that you haven't seen yet thank you Mary
[Music] vanen Mar van and um Tim Warner spoke of the volunteers that are helping math at at Trevor Heights and um I think all of us feel like it's work that is so
precious that um we have real purpose when we get in there and I just want you to know that I think really setting measurable goals for all students in achievement is so important
and that you're doing this job alone we have the most generous community of retired Educators engineers and a whole lot of other folks that are so ready to come in and help
and try to see kids in smaller groups and and focused so I thank you for this work you're doing and just know you're not in it alone we can do the hard things thanks conrat
crank hello everyone and thank you for all you do I've recently begun volunteering again in the Trevor City schools and what came to my intention attention was the article about 10 years ago in the record Eagle that talked
about the two teachers of cour who started Gathering data and needed to analyze it and use that information to come up with strategic plans to help their students and that was the school that in 2015 was nominated for the
National Title One distinguished school program because they helped all their students improve proficiency so my question for you this evening is has that strategy that was so successful 10 plus years ago been
studied has it been implemented in schools here in Trevor City and the other schools besides cour and if not is there a chance that that could be bed for the thank you dri SE and U I've got three things I'm
going to send to you this is like 25 pages and this is the book this could be the first book at teaps that talks gives the other side of the issue you got 500 books basically promoting homosexual Behavior people say it's stop doing that
but to promote LGBT that's a bottom line part of it U danger without anything on the other side this would be a wonderful book The quering of the American mind how a new school religious cult poisons the minds
and bodies of normal kids by Logan Lancing with James Lindsay and they have a true uh um Epoch times if you Google Epoch times
and Jame Lindsay and Logan Lancing expose the truth behind queer Theory there's like an hour and 15 minute video that's very revealing every leader at teaps I think would be intrigued to see this and very very concerned by it so
that's the first item and the second and third items are Parts one and two of uh okay sorry there we go Parts one and two of gender ideology
the neopagan blurring of biology and Justice uh this is part one and it's just got a whole lot that you probably haven't seen anything like this as to humanity and human rights I'll just read some of the subtitles
humans are creatures humans Areo or in the image of God humans are r humans are inherently worshippers humans are sexual dimorphs humans are missionary
oriented and uh it just lays out they say oh we can't have religion in schools well you have it with all the LGBT stuff and this explains a lot of that and the second um it's
got poster like that lgbtq live matter uh again this is part two uh spirituality of homosexuality language as a political Tool The Fox and the legal
angle the lgbtqq Great Commission has six parts make victimizers look bad is part five the lgbtq agenda and spiritual subversion the lgbtq agenda and legal subversion and it goes on for some
others and I will be emailing this to you I know you're busy look into this video it's very good and I think it'll Intrigue you you won't want to stop thank you thank you that's the end of the public comments um moving on to consent
do I have a motion to approve the consent calendar as presented so move second second right those in favor say I all those post say nay motion carries uh moving on to uh study session
obviously the big but before I throw over I do know that a lot of board members have had commitments I wasn't expecting sure who was going to be here and uh and I know there's a few things going on so if anyone does have to step out or leave that's uh absolutely fine um obviously it is video recorded as
well so with that phone to Dr okay so we have a presentation for you tonight meant to be you know stop ask questions those things as we go through um so I'll go ahead and pass it over to Dan and and he'll lead the team through the
presentation thanks thanks Dr B Wagner uh before we get going I just want to do some introductions um Kirk Rainey is with us tonight he's a principal at Blair Elementary Schools uh Missy Warner um if you haven't been to board curriculum uh director of whole child systems and then Britney K joined us
this year and she's director of curriculum um so I want to get started with what we put in front of our building leaders um every time we have the opportunity to meet with them so joint principles secondary principles Elementary principles we always start our meetings
off since the beginning of the years with these two things um one significantly improve student achievement and close achievement gaps and then two be able to manage all the other aspects sorry SC in the way manage all
follow their expects of your job in a manner so you can do number one so just as we think about that and we go through the presentation that's something that Jesse and I kind of pride ourselves at that we're able to come into this position um 25 plus years in a building
so we understand that we can help filter a lot of what happens with number two so that building can super focus on what what's important in front of them their number one job teaching and learning so what to expect tonight so kind of we broke this down into three categories uh
started off with our what so kind of summarizing or what looking at different funding sources that we allocate um understanding achievement data um and also looking at what supports are in place uh the why um is how can we
support all Learners um and how can we be Equitable when we distribute resources and then our how is that you know the the big one we've been talking about is establish that process to set meaning meaningful student achievement
and growth outcomes and again feel free to stop at any point if you have questions okay so setting the stage so when we look at the achievement Gap I put this graph up as an example because when I was looking at data specifically
and looking at the achievement Gap this graph repeated itself over and over and over again and when we start to look in historically what is the achievement Gap we look back at nape studies that were done 1970s when they started to really look at it the achievement Gap has
always unfortunately been part of education but specifically what they started to look at in the 1970s is they started with race and then they went on to more studies when they looked into gender and then they went on to more studies when they looked at the social economics so in this particular graph what we did is I took third through 12th
grade proficiency data and I combined it right so I looked at at mstep I looked at PSAT I looked at sat and I mapped it out as far as tcaps Northwest Ed in the state and when we look at that we always see that the top three lines right show
us are not are non-economically disadvantaged our bottom three line show us our economically disadvantaged and what I found was fascinating that when you go through this it's always about a 25 to 30% difference no matter there are
some subtle subtle differences but grade level subject it always SE seems to be the same that we always fall onto that there's nothing more than this graph but to show that achievement Gap and the idea that I I realize that I'm not trying to compare in this particular
graph T caps in the state and Northwest Ed because this data actually when we look at Northwest Ed data includes tcaps data so if you were to take ours out of this that would drop even lower but again this is just to show when you look at teaps or you look at the state it always seems to fall on that that 25 to
30% so that's kind of our starting point when we start when we start to talk about you know what type of growth we want to make or what type of proficiency changes we want to start with that's kind of the Gap that we always see Mr T do we have nationwide data available for
this partic these graphs we do I I wouldn't have it in the presentation but definitely as far as MP is Michigan about for PS and sat we do so when we have uh future presentations can we just make sure we get National National
Data we wouldn't have it for the mstep though no because that's a state only test yeah there's no comparison from that yeah so it' have to be nwea versus mstep or this correct well and the national assessment but only a small
group takes that right it's only a sample as all it's representative yep Dan just a a question and again I'm new to the board so I want to make sure I've got the vernacular down when you talk about gaps that implies there's
some sort of a Target at the top end what what is how do you define what when you talk Gap what does Gap mean at this point I would it's a gap the particular group that we're going to focus on is that um economic versus non um economic
disadvantaged students right and that idea that we as far as where that Gap is as where we're going to close it and discussing with the board and our curriculum team what closing that Gap looks like um either through growth or proficiency what Gap sort of to me
implies that there's a Target out there that's Optimal Performance and then what we're trying to do is get students from point A to the so I would say I would say Optimum performance would be for now I mean we still want to see our non-economically disadvantaged students grow but for now would be to get to that
point for economically disadvantaged students to close that Gap okay I have a question if you start out with a 25 point gap in third graders um and you move them to the
fourth grade but you don't make up for where the Gap is on the third grade seems to me that that Gap will just follow because you've never closed it at the beginning um and I think to some degree
that bears out across here and forgive me I've been trying to read Mr I keep call the wrong thing uh John Hat's book and one of the things he says is you have to get
Mastery and then Challenge and you move on through the Mastery uh so if they never mastered it it's really hard to move them as you move them to another grade but your curriculum of course in the fourth grade
will stay the same right it does yeah and I think there's so a few opportunities one the idea when we talk about hatty's growth is to actually for certain kids to make more than a Year's growth right that catchup growth what we do right now minus the last year on some
of our data because we think some of the things that we' started recently is helping to close that Gap specifically when we talk about our curriculum coming in um but that explicit instruction piece that is kind of carrying over all of our tier one instruction uh that
Britney will get into more will help make more than a Year's growth now if they come into fourth grade and they still don't you know the material then we start to supplement um then Jesse's going to talk about this is how we use our state Grant funds in order to supplement areas in order to give them
extra help during the school day regardless you know when we look at the achievement Gap again as much as we do in schools there's a large even more gap of time they're not with us and with the achievement Gap you know this is
again I go back to previously or this slide this is a problem that we've seen since the beginning of schooling right and we do our best as far as figuring out what we know about research and especially when we go back to tier one instruction which I think we're going to make our most movement on to close that
achievement Gap so just the idea that there's no nobody has a fix right if every if they if there was a fix out there about closing the achievement Gap we'd be doing it right but as a nation if we were look at Nationwide data I I I would bet it looks
real similar to this yeah and I think he would he would agree with you and he doesn't list social economic status is one of the big reasons for the difference in the G and then he supports
it which I thought was very very interesting but I do think if you look at National Data that um that is you know one of the biggest determining factors it's one of the things you can say is associative I don't know if you can say it's
CA and there were some other things that I thought in my heart of hearts would be very instrumental he says class size is not that the big thing it begins to make a difference uh in closing the Gap as
well which right was very interesting so just some of the stuff from the number one thing or not number one but when we read studies about clothing achievement Gap one of the biggest reasons we we saw is the quality of teacher in front of the student yeah
think a difference that could make so we are going to go into that when we go through some infrastructure things things about different things we're currently doing to close the achievement Gap but that discussion that we've had with the board and board cor them about coaching that's one of those things where we we
think that that that can hit The Sweet Spot yeah one of the things he said was something about um a student's prior ability and prior achievement tended to be one of the big predictors on how well
they would do so it seems that early on you have to get proficiencies so that they can have this uh uh ability and achievement on which to build but if you move them before they get that it seems that kind of
you're crushing them a little bit further to you to that point is one thing that we're not going to talk about today is everything that happens before they get to us which with the read to all and the comment earlier and I know there's a lot of other programs too but
you said we can't necessarily solve everything and no one has figured out the the ideal solution yet but it's going to take the community to no but when we when we did go through research again probably another indicator and I know this is a passionate yours about that JK program and our pre programming and how we can get in front of that and
having a JK program and making that a priority in that second essentially two years of of kindergarten for these kids um I think we are starting to see a little bit of impact from that also right right and he talks about some of that as
well slide one don't worry it won't be it'll be that was a disproportionate number comments on that um so and I also wanted to just kind of describe what does it mean to be economically disadvantaged so this is
off um our state uh site when we look at what was means to be free and reduced so 2324 5% approximately free and reduces about 3,000 students 2425 about 7% less and 24 around 2400
students now I think the main indicator at this is that what we have found with the state uh program offering all free lunches uh that the forms because there's a form to indicate so on that form you can see we have household size and we have income and that determines
if you're free and reduced or not that a lot of these students applied for free and reduced because of the meals that they got at school since everyone was getting free meals they didn't necessarily have to fill out the form and therefore we SE these number drops we don't we we believe we still have 30,000 if not more student I'm sorry
3,000 if not more students still in front of us because even when you're at your Peak right and 35% free and reduces about where teaps is we still have kids in front of us that are at risk or um economically disadvantaged that aren't
indicated necessarily un aord form somewhere okay so current SE current uh tcaps work that we're doing basically we're going to take you through um some causal factors uh that include infrastructure uh what our
leaders do curriculum and instruction uh teachers and students and kind of Hit Upon there's several items for each one we could into we decided to Spotlight a few from each one just just to highlight if you have any questions about any of the other ones that we listed always feel free to
ask so for infrastructure several listed here um we're going to specifically Spotlight two of these uh actually we're going to Spotlight another one to Teach for America under our leadership also but first one funding allocation uh that's district and building and then also we're going to look at our social
work so I'm going to talk a little bit about the funding allocation slides because as as Dr Van Wagner said at the last meeting I do all the state and federal grants for the district right submitting all those I work with Sandy L and the business offices to what we're required
to submit and then how where funds are distributed and then the limitations or what the funds are intended for so title one is one of the additional funding allocations that we get as a district um it is only given to our elementary R it's a federal funds that
has SC pointed out flow through the state and then to us um it is actually determined by the sensus poverty rates so that's determined at a federal level they distribute those um to school districts through the state and then we allocate those to sites based on their
free and reduced rates um now not all of our elementary schools qualify for title funds if you you'll kind of look at that list I put all the free and reduced percentages I did rank the school top to bottom on that on the numerical chart side for you guys um and so you'll
see like those bottom four schools we do not allocate title funds to them because they don't have the density of free and reduced that the other ones have um and we actually you know we anticipate a few of those depending on where our free and reduced numbers come in they might fall off as well and then we allocate the
funds per student kind of based on that density idea we have a formula that the state recommends and federal guidance gives us to so you can see like students at Travers Heights get a higher per student allocation of title funds because they have a higher density of
those students within their buildings and then the charts on the left just kind of give you an idea of the total amount that that site is allocated that's above and beyond the general funds that they get for formulas most of our sites and I know Mr Ry will talk about this at Blair because he gets
quite a bit you can chime in right here um what they do with their title allocation is they they hire more staff um and they do those those interventions the Behavior Support yeah we I mean we utilize the title funds um so it's it's instructional support for reading
primarily reading and math um and and it's in addition to or above and beyond what takes place in the the general education classroom so to kind of get at that idea of we want to work with our students who are most at risk so that we are increasing the percentage of
students who are proficient to hopefully mirror that of our students who are not who are not economically disadvantaged so that's kind of one of the levers we use um throughout the district at all these schools though to to try to level that playing field um and to to get to
that that catch-up growth um so not only do they get instruction and reading in the classroom they get targeted instruction on those those areas of weakness or deficiencies they might be having so that when they do move on to the next grade we're we're hopefully catching catching them up So eventually by the time we get to fifth grade we'
like to see that even out um or or also as they you know matriculate into middle school and then into high school because sometimes that that Continuum or time frame exists Beyond just that that kindergarten through fifth grade yeah I'd say one thing that we know is that
kids don't grow at a linear rate right they right and so one of the reasons why even if a student is reading at a second grade level we still give them fourth grade instruction because kids will surprise us we like they're kind of stuck for a while and then all of a sudden we see a big spurt and we if we
never give them or expose them to those grade level standards then they will never have an opportunity to reach that right and and one of the one of those Balance points in I think specific in elementary education is that it's not just reading and math we're also looking at science and social studies and even
within reading we're looking at there's there's knowledge that we'd like them to gain and then there's a specific reading based skills and so they may be deficient in some of those skills but we still want to ensure they have access to the knowledge base and the oral language that's incredibly important for for
students to get so they kind of that that their learning is enriched not just from a skills-based standpoint but also factoring and that that critical knowledge they need to have to to move forward and and participate in society down the road so those are our Title One funds oh
sorry yeah just one thing to point out on this you see that cut line for cheering olds about 35% that's where generally our title funding comes in some of our schools do flutter on that so like for instance next year Cherry NL and CED when we look at their numbers moving into next year don't qualify for
title we have the ability to grandfather that I'm in for a year because we know you know especially like a school like Cate who has about 200 kids that how like literally 10 to 20 kids can push them in and out and we don't want to disrupt necessarily that particular
funding for that group and then the next thing is is the idea of the number of free and reduced students and this is somewhat of a passion of mine coming from Westwoods knowing I didn't get the title funding but we still had 109 free and reduced students sitting in front of us sometimes more than a title school
but the concentration wasn't as much and so the idea that those kids still need support right we we go all the way back to my first year at Westwoods when we closed interlockin you know I brought 70 free and reduced kids into Westwoods um they had five days of social work at Interlocken because they
had the funding Westwoods they had two so those 70 kids for some reason now need three less St of Social Work you know available to them because they're mixing with a different social economic population so that's one of the thing thing to think about that when we do like Equitable funding um that the
biggest difference is that when we do the what Mr rainy was talking about when we have those pull out groups title schools can hire certified teachers to do that they can use ft average ft and tcaps with Benefits is about
$130,000 right those non-title schools are more apt to use AIDS at the cost of about when you do hourly with Benefits comes in about $50,000 I had a couple questions on this that that I think are quick first of all these dollars is that the current school
year 2024 y this current school year y okay and then so if I understood your explanation of Title One Fund so the federal government is looking at Grand Travers County poverty rates maybe a piece of benzy piece of Lela counties but basically it's like Global for our
district based on census and then tcaps has the leeway to allocate the dollars as it wishes and you're basing it on free and reduced lunch at at the at the various schools um okay so it looks like
like with Willow Hill having the highest percentage here at 31 that indicates our threshold must be a little above that it's actually it's actually closer I got to remember what Sandy said it's actually a r around 40% but we can we can go a little bit below which is why
we get Long Lake and Cherry null included into that allocation the the they give us a percentage that they recommend and we kind of go we look at it and then we look at all of our free and reduce and sort of where is that naturual cut Point um and that's
Westwoods 31.2 is Westwood Westwood yeah yep sorry about that I misspoke um okay and then I think you mentioned too that this part of the extra Title One money goes towards teachers so does it reduce the teacher to student ratios at these
schools no it's above and beyond services so it's for interventions it's for specifically reading and math support um it's not for class like this is that idea of they don't want us to me say the words right Sur thank you um that means we can't say oh we're going
to pay our Travers sits teachers from this nope we have to add these funds are above and beyond so they already get the allocation of the teaching staff and the allocation of uh the resources to the building principal for their budget these are additional funds these buildings receive with the goal of
educating these kids supplemental services and then the next slide is our at risk allocation right so these are State funds not federal these are state they're determined by that free and reduced percentage rates so when Dan talked again about these forms the only
way we're going to qualif if for these is for families to fill out the forms and I will tell you it it is tough sometimes with our families who are farthest from opportunity they don't love filling out governmental forms um and so we have been working with our
building principles on how do we make the form easy to fill out safe you know um that families understand what the form is for um but this is allocated based on that free and reduced percentage that we our families submit to those forms um and then we all at it
to sites by at risk indicators which is different than your free and reduce at risk indicators are students who maybe didn't reach proficiency on state Assessments in math and reading and it's also students who have what we consider soft uh factors for at risk which means
they could have a parent incarcerated they could be in the foster care system they could be um a child of a Teenage parent um they could have been born with an addiction to a substance a lot of times our social workers and counselors help us identify those kids who maybe
our meeting Benchmark but are still considered at risk and we want to make sure they're receiving those extra services so like that's like really confusing both of these funds so I I hope that provided some clarities These funds for at risk are allocated not only to our all 11 of our elementary schools
but our secondary sites also receive these it's a less per student allocation and that's an allocation that we as a district decided it's sort of an upstream thing um and again you see the 274 is because those are title buildings who have that
higher concentration and so we have allocated those buildings more per kid um for that funding um and then our secondary sites I want to say they receive closer to $100 per kid um for what their allocations look like
question on um non-english language Learners um does that come from at risk or um more title funds so it's totally separate um those come from two different things we get title three funds which is a federal funds that help us with that and then we get a state
allocation under what's called 41A um which help us with that too but it would the number is not pretty Erica it's like less than $200,000 to educate Oliver English it is an area that we talk more about at the state and the federal level there's been more chatter about it about
how vulnerable those kids are about how farth this especially when you're talking about some of your e kids who walk in as a high school Schooler and not only do you not speak the language you also don't even read your own native language right that's a really tough um and so that could be a whole another
board study session because we've done a lot of work on that but and and we do use some at risk funds A supplement our e program we actually just posted for two new El teachers next year to help get more support um just the other day we had three more El students move into
Trav sits we're at 54 so at 54 when you think of a building that's running about 22 5ish right where 25% of their kids are El kids I was in there today right we have uh you know Nikki Vander Ryan's a teacher there she's got about 20 kids
in there uh 16 Spanish uh Cuban speaking that also speak you Spanish but is brand new three from Honduras and then two from the Ukraine so you can imagine that kind of balance in that classroom and the vast majority if not all of our Yale kids fall in at economically
disadvantaged and I will just clarify for the audience El means English language Learners so there're students whose primary language at their home is not English yeah I misspoke I said non English language you were fine you're fine I just want yeah you know what I meant yeah and yeah so first of all I
just want to say thank you for this explanation I actually did not know that the uh State at risk dollars definition was so different from the title one so I really appreciate that definition you gave us um and just to be clear for for
students who are considered at risk risk um Does it include the the economically disadvantaged it does um it it doesn't like off the cut well for the most part it includes all those kids yes we determine it by the proficiency scores we can in those soft factors and a lot
of time hitting free and reduce rates being an El learner will all incorporate that piece too I mean that's where you see I mean Trevor Heights is at 99.3% of its students okay and then the next thing we wanted
to talk about the other piece of additional allocation um yep I'm going to talk about the numbers in a second but I may hand it over to Missy because she's going to talk about what the these are additional pot of money that we use primarily for that social work support so I'm going to talk a little bit about
social work and how we have worked to integrate um the core principles of trauma informed programs and practices into the foundation of our approach and a little bit about the Frameworks um that we implemented to help guide this work so our first clinical area Focus
was to increase mental health supports in the buildings with the goal being that all buildings would fully utilize those interventionists social workers those mental health team members to help drive this work as we look to implement trauma informed Behavior Support Systems
so we hired five new interventionists and those are Bachelor level positions in Psychology social work um or the related field we also EXC ofbody we are also here to be part of the conversation thank
[Music] you is that better better can't really get any closer okay um so we have hired um five behavior interventionists those are Bachelor
level positions in Psychology social work or the related field um we partnered with Community Action Agency to hire four school Success leaon those are also Bachelor level positions we then hired um three Behavior Specialist
or School social workers those are Master level positions in Psychology or um a related field um we then looked at standardizing Behavior systems and support districtwide once we were able to hire and have that those support
staff in the buildings with the goal being that all buildings would be implementing comprehensive trauma informed supports um to better support all of our students utilizing um some Frameworks that we concentrated on um
and some models that we are using as well so the first being um positive behavior supports and intervention um and this is an evidence-based proactive framework that focuses on promoting positive behavior and supporting um that
inclusive environment um building wide kind of at the ground level so the principles took the lead on this work and created PBIS teams within their buildings to help create um Implement and drive some of that PBIS
systems work our mental health team members were trained in the following areas beginning with restorative practices um and restorative practices is a framework work that focuses on conflict resolution so it really helps um our students be able to recognize how
their actions um can affect others we also use a model collaborative and proactive Solutions um and this is a model that focuses on lagging skills and unsolved problems it takes a little bit of a deeper dive into the underlying um
issues that can be causing some of this concerning Behavior rather than just looking at the behavior itself um next we were trained um our entire mental health team was trained in trails and trails is um it was developed out of the University of Michigan's medical
school um and our team was trained in all three of their programs ranging from Universal supports and education all the way through crisis response and and prevention um so moving forward our Focus will be to really refine our
practices to continue to deepen our understanding of this work through um trauma informed trainings and professional development with the goal being that then our mental health team members will take the education and knowledge back to their buildings to be able to provide some professional
development and education at the building level as we continue to bring this work to scale so most of that work that Misty talked about is paid for either through the atrisk dollars or through this additional funding so title is almost
primarily all instructional academic uh supports interventionist additional like math pullout support reading support at risk funding can be a mix between academic additional support or social work Behavior Support but then in
addition to that all of our elementary buildings were allocated some FTE so when we say FTE um 1.0 is a full-time teacher um and again what Dan said on our EA scale an average full-time teacher and I'm talking retirement benefits the whole package just so we're
clear they do not get paid this is about 100 $330,000 a year it's what it costs us to employ someone full-time um but the district between either General a Dr van Wagner And the board choosing to say we need some additional general fund there or from different grants that
we've used have allocated each of our um Elementary sites this additional FTE um and you see we kind of just determine that by free and reduce rates that's what I ranked that um third column by there you might wonder there's a few things that like ah it's only a
point4 at courage some of that has to do with Staffing and making people um have a full-time employable job that allows us to get somebody who's really good and highly qualified um but we put those totals there for you and just shout out to to Missy her work with the uh kind of
that grow your own program here in tcaps where they we hire them with a four-year degree and they work to get their master's degree and also her work with Western next year these numbers um we're able to have a 1.0 at every school so it's great to see that I think for the first time in I don't know five or 10
years we won't have a Social Work posting that have a need for social workers at this time yeah and then the last slide here I just I to be honest I just totaled everything for you I put it on one nice clean slide here um so this is the additional
allocations that the sites have received um above and beyond what they're allocated by our normal budgeting process um totals there and then I sort of gave you the per student um percentage so out of the total additional funding that the district allocated from those titles those at
risk General funds Grant dollars um those top three schools I mean if you total those percentages I think you're looking at like 60% you know 50% just over 50% of the funds for those um that what's not
included in here because of course after I made this people brought up different things to me um the board in in the fall did some allocation to Eastern for some split support or split right separation um there is some social work Services
through that nmcaa yep that agreement um that some of the sites received yes and so we were able to partner with them to hire four School successfully aison that we're plac in our elementary buildings to help support and what buildings are those at those are at Blair um Central
grade school Trevor Heights in Long Lake um there's some additional funding that our monor receives to to run the monor U model requires two adults in the classroom so they all have an aid in their classroom for that um and then there is uh another categorical we get
from the state it's called 35a it's a early literacy Grant um and that is for elementary students um to help with literacy skills we allocate that it ends up being about $ a student we actually allocate that to the four schools that are not title schools um to help Give
Them Enough in combination with their atrisk funding to be able to hire some actual Personnel um it gets a little tricky if your allocation is $220,000 to actually hire a reliable dependable person who shows up on the frequency you need for a reading intervention to be
honest so um any questions about all of those numbers that I can answer for you I have one more question on special education students where did they fall in um at
risk title or additional or not because that money comes from the fed the federal uh correct and that that not that's yep our special Staffing um and is totally separate some of those students could also be at risk and could
also be title students but the special ed services is a total separate um no good question are they included in their proficiency they are included in the proficiency and some of those students um do have um learning
disabilities that have been um diagnosed and documented right but they are included in all of our students proficiencies and we want those students to make adequate growth and move along in their education too yeah I just want could you go back for a second to the previous slide on the grant funding um I
was just curious because looking at Eastern monu Willow Hill and Westwoods it's interesting on the grant front um you know they got more than say
CED um which got you know more title one and and state at risk funding so I was just curious you know why is it do the buildings go for these grants or is it all applied for at the okay District level it's all decided at the district
District level some of it is a staffing thing like I know that Westwoods is using theirs for their social worker and then they have selected to a lot of them a couple with the0 75s to backf fund the other part of it so they have a social worker in their building every single day these are not individual grants the
the buildings go for we really try to work hard as a district to ensure that everybody's taken care of it's not just if somebody somewhere has a great idea we all are in this Trevor City community and we want to make sure all kids have those resources and it's a per student and so what I discussed earlier is the
idea that there's 109 uh at Westwood then there's 89 at quate so even though they're more concentrated at Cate and Cate is a a title School Westwoods is not a title school but those kids qualify for free and reduced just like a kid at CED just
like a kid at Heights or at Blair they all go through that original slide that I showed what does it mean to be um economically disadvantaged they filled out that form also and and qualified thank you I'm going to take a couple minutes
to just walk through some of the um kind of things that we're doing as a leadership team to address um some of the issues that we kind of presented here and um so I think before I jump into the spotlight part I do want to surface that uh historically we this
year as a leadership team we've undergone some training around the science of me and so it's it's been pivotal in kind of providing us with the knowledge um necessary to really move the needle in terms of reading instruction and then if we look ahead to
next year we're combining that with um professional learning for both the leadership team and the and our teaching staff around um ccla or core knowledge language arts and that is our new reading program and so even then if we go further back um I know we mentioned
explicit instruction and all our leaders have been trained in that and that's kind of our instructional um practice that we we are surfacing at the building level so we're we're in a kind of a really pivotal moment and that we have the knowledge base through science of reading and all of our leaders are
engaging in in the work necessary to lead that at the building level um we're doing the same then with the instructional materials and then we have the the instructional approaches or practices in place so I feel like we are at this really important kind of point
in our um kind of our what we want to see for our students that we finally have the materials the knowledge and the instructional practices or methodologies in place are really jump start some some growth so we are closing that Gap um
between you know what we what we see happening with our students who are are economically disadvantaged versus versus those who are not so shrinking that proficiency Gap so where where our kids are not economically disadvantaged are close to 70% in our students who are
experiencing economic disadvantages are 44% I think we're at a spot where we'd like to see that and we have the things in place to close that um so those numbers more closely mirror each other um I do want to jump in a little bit to the to something specific for um Blair
and Traverse Heights which is a partnership with Teach for America um and traditionally Teach for America has taken um young college students or recent grad ues um who have excelled kind of in their field of study but who did not
study education and they've placed them in um communities uh to support schools who are experiencing challenges this model that we have partnered with uh Teach for America on is not that so what Teach for America
kind of surfaced and then through teach Michigan is that we actually need our best strongest and most capable Educators in front of our students who have some of the most significant challenges every day and so what that's looked like um in from a leadership
standpoint is both Brian K who's the principal at Travers Heights and myself have gone through we're in our second year of um pretty significant professional learning and supports um from Teach for America through a program called Teach Michigan um and so some
what that's looked like for us is has really helped to develop some building level systems or to optimize systems that already exist really f focus on a lot of the same things we we talked about earlier which is like the PBIS work and supporting student behaviors
and then setting and monitoring ambitious student achievement outcome goals like the goal that I set with my staff this year was We want to see 100% of our students meeting the proficiency achievement and that's a big chunk to bite off and so what we've done is we
kind of have shrunk that down to what does that look like on a month-by-month basis and so we're tracking our students oral reading fluency we're checking in on their um mathematics pre- and post unit assessments and then making instructional decisions and kind of
informing how we pull those small groups that I discussed earlier from that kind of database process um and then you know through that we also look at NWA three times a year and and what growth are we seeing from our students and how does that project towards M staff so that's
been a a pretty significant component of that leaders or that learning for us um and there's another um I think really transformative part of that is Brian and I have both been able to receive coaching around leadership to help us I think a lot of that has helped us as Dan
pointed out earlier like you have to be able to do the day-to-day activities in order to get to the student achievement and so some of that leadership coaching has really been beneficial in um creating some efficiencies for us so that we can be those instructional
leaders in the building to help make sure that we are making progress towards um closing that achievement Gap um the other component that's been I think again I think we're poised to reap the benefits of this partnership is that
this isn't just for leaders there are um this is for teachers and teacher leaders within the building as well and so what that's really done is it's not only increased their capacity individually it's really raised the floor for what um I think both of our staffs um are able
to think about and the dis discussions and discourse were able to have around instruction and teaching and learning and student achievement because we have these these eight people in each of our buildings who are engaging in an indepth highlevel U professional development um
so that's kind of what that Teach for America partnership looks like and it's been I think a pretty integral part of um some of the positive progress that we've made over the last couple of years and we did um we were able to get three additional seats for uh TC high teachers
so uh uh Miss Chek the principal at TC high will join a cohort of specifically alternative high schools who are kind of beating the odds right and what are they doing and and so she's going to have an opportunity to engage in that professional development and then take two teachers with her along for that so
she'll be part of that cohort starting this fall so cool so you have you have four teachers at uh Blair that have gone through the program and four at uh T no we have it's about eight at each we share our teacher so we'll count her in both places um and actually Misty is
part of the the initial cohort so and there's there's a aspiring leaders cohort um so that's for our teacher leaders there's a national board certification cohort and then there's an early career educator so for folks who are in their about their first through
third year and so we have we have a mix of folks in all of those different um cohorts and they're only about what you say probably 20 districts yeah well 20 districts Statewide that have been uh accepted you that they've invited to be a part of
that um and they have a very high threshold of the amount of free reduced students you have to for them to consider you and so that's why those three schools um are in that cohort okay so I'm going to talk a little bit about curriculum and
instruction um in the historical current supports tied to both of those causal factors and so as you can see we looped both of those in together just because they are linked so closely with one another um and I'm specifically going to Spotlight and talk a little bit more in depth of what KK um had just previously
mentioned with regards to explicit instruction as well as What's um essentially on the horizon with our core knowledge language arts um adoption which many of you have been kind of a part of some of those presentations um that um occurred at board curriculum and board Finance
um and so um explicit instruction really kicked off um ENT uh essentially a three-year plan um for the district that really focused on building coherence and educator development and experiences and so as you can see on that V diagram
explicit instruction is really tied to the how so how are we delivering um instruction in a way that's effective to meet the needs of all of the Learners sitting in front of us um and so starting in the 23 24 school year all kindergarten through fifth grade teachers participated in that site-based
professional learning on explicit instruction um through five targeted modules that were created by previous curriculum and instruction team members really emphasizing core principles and components tied to that framework um instructional coaches also played an
integral role in providing ongoing support um and feedback to ensure that the learning with regards to those core principles actually made it into their instructional practice um and in terms of this year and Beyond um to kind of continue building that momentum on
explicit instruction um building sites are continuing to monitor that implementation of research and evidence-based practices um through instructional coaching and coaching Cycles building level data reviews and developing action plans tied to components within explicit instruction
as well as um kind of Reviving The instructional rounds process at the elementary level so what does explicit explicit instruction mean when we talk about addressing um the achievement Gap or the discrepancy that we're seeing between
our economically disadvantaged and not um econom economically disadvantaged students and so you're actually looking at a slide that was a part of the very first module that all staff um received through those um five targeted explicit
instruction modules and what this showcases is students who are generally struggling to make progress are impacted um most often by low executive functioning skills which encompasses working memory attention impulse control emotion regulation and frustration
tolerance um and so when we think of students who are struggling to make those academic gains all of the above or all of those four um components are critical to the learning um that students are engaging in um and knowing what we know from the studies done with
neuroscience um humans really cannot learn well if at all um without having those well-developed executive functioning skills so knowing that Neuroscience or the Neuroscience behind those Pro uh profile of students this is
what led the district to make the decision to move forward with the adoption of explicit instruction as the core instructional framework um within our elementary sites and that is um because it is a research-based systematic approach to teaching that not
only benefits all students um but it is especially effective for students with those low executive functioning skills that we know are so critical to the learning process so that leads um me into kind of the second phase of that three-year plan
um which focuses um primarily on the what um which is the usage of those effective resources um and so like I said earlier many of you received this information at board curriculum and board Finance but um just to kind of give you a high level overview again
during the 23 24 school year um we um engaged in a year-long curriculum adoption process um with representation from multiple stakeholder groups um resulting in the selection of ccla um this year we have our ccla pilot going
on with two um teachers per building with implementation support not only from Amplified the Publishing Company um who publishes ccla but also integrated District support um and then moving into next year and Beyond we're looking at that districtwide k5c implementation um
with um targeted embedded amplifying District support as well and so once again when we think about that achievement Gap why do high quality instruction materials matter and it's really because the access to high quality well aligned instruction
materials not only influence the learning directly for students but also it influences teachers instructional choices and behavior um and so when we think about instruction in particular and I know this um image is kind of small we really at that core have the
interaction between the materials the teachers and the students which is kind of as Dan referenced before that sweet spot um and so high quality instructional materials are pivotal piece um in addressing that achievement Gap because of the research that we've
seen um surrounding the impact when students do not have consistent access to high quality materials um so the research that was conducted by a nonprofit organization tntp um really um honed in on this quantitative um statistic that you see
that in a single school year the average student spends about 581 of 720 available hours on assignments that are not of high quality and this is particularly significant for students that are living in poverty who tend to have less access um to high quality
standards align materials than their peers and so what CK does is they um it is a highly structured evidence-based curriculum that will provide consistent access to not only that high quality content as Kirk referred to earlier that
knowledge building but also um that embedded opportunity for those assignments and tasks um and activities that kids are engaging in to also be of high quality as well um just because CK is an evidence-based program that is intended to address some of the
statistics you see here um on this slide I was just curious about that middle paragraph that statistic it sounds awfully subjective for somebody to say this is high this is high quality this is low quality um I mean is it
based on a survey do you know what the methodology was for that no it was basic and you can speak to maybe a little bit of it too but um it was based on um essentially um an analysis of um engaging in class observations other um
met analysis of other research studies um so a combination to really Target um that um Gap and opportunity that we see between High income students and low income or students coming from high income areas and low income areas yeah we we as human beings are actually quite
not great at rating ourselves on different things and telling whether something's high quality or not so a lot of times in research you'll see it could be time to attend to task it's time on task the ability to transfer information from one task to another task the ability to put information together and
also you're really looking at is the what you're what the child is learning and in knowing and being able to do is that directly related to one of our critical standards in the usually reading and math discipline I know it's it's a sad number
Josie you know yeah well and I just wondered if they were really evaluating different curricula across you know the United States that are used in poor districts and wealthier districts like our Journeys C sometimes it's not even curricul though it's things that you
know teachers don't have anything so they pull off the internet they you know those they they scr themselves I mean that's all in that I mean so I mean there's definitely an element of qualitative you know versus quantitative analysis there um but that is a reality
especially in a lot poverty schools or just keeping the kid busy just just keep them busy and if they're busy they're learning yeah did they rate Journeys in this study no I didn't talk
specifically and every teacher I've ever met is trying so hard to help their kid and help their kids a I've never met a teacher who's not but there is science behind how we learn as human beings and there are methods that are more effective and things that
sometimes as humans feel really good to us and there may be what we remember learning as but they actually don't produce long-term chains so and I think it's also important to highlight that this is a a national study that was done in order to you know
more suely identify the discrepancies and opportunities that students have across our nation and as Dr Van Wagner stated um many districts do not have access to any Core Curriculum so then teachers are left to to their own devices and being able to kind of piece meal a variety of different um
assignments and doing the best they can to do so um but then because it doesn't have that critical scope and sequence it's not structured it's not systematic we unintentionally create gaps for students because we don't have that clear alignment um of those materials
across gr levels and so I mentioned ccla was um a highly structured evidence-based um curricular resource and so many you have seen the slide and so how do we know that it's evidence-based and we know that through the third-party efficacy
studies that have been conducted on core noledge language arts um primarily once again I want to highlight the findings you see that are outlined in that green um outlined box um uh addressing those income based achievement gaps so as I
said the adoption of ccla benefits all students so we saw um or we saw through this efficacy study that um students coming from high income areas saw that effect size of 044 so they're making a typical Year's growth um through their experience but our um students who were
coming from lowincome areas um actually saw that effect size of 1.2.99 so they are making um a growth that is actively closing that achievement Gap um and I think that has also something to do with what I talked about earlier is um access to high
quality instructional materials directly influences not only learning but influences teachers practices and the way that they deliver instruction to their students I think one of the things you have to keep in mind is every year when we assess students the standards and the stakes increase too right so
like just for you as a student to stay at grade level you have to make adequate growth to stay there so when you think about the kids in that Gap yeah Beth like every year we tend to see less and less kids hit the proficiency because every year the stakes are harder and
more difficult to hit that does that kind of make sense and so you're right like yeah and then shifting into that teacher causal Factor um as you can see there have been um uh uh many options provided in terms of historical and current
supports and what we're anticipating in terms of being on the horizon but um just wanted to point out as as someone mentioned earlier I can't exactly remember who researchers have um consistently shown that teachers qualifications and their knowledge and
their skills um are one of the most significant factors in determining student achievement and so it is advantageous for a district to determine how are we best supporting our teachers through opportunities of professional learning as well as structured time for
collaboration um to be able to um directly impact the the student growth and achievement and so from that research um teachers qualifications their skills can sometimes account for 40 to up to 90% um of Student Success on achievement
test um many of the achievement tests that Dan um has presented on um earlier in our presentation and so I'm going to Spotlight um really the last phase of this threeyear plan to build coherence in educator development and experiences
and that's really focusing on building um understanding and calibrating on the why um so what is the science of reading and how do we ensure that we have Clarity and understanding of the foundational components tied to the science of reading so that when we have
access to those high quality instructional materials we understand how that program is built and why it was built in the way it was um and so starting in or during this year um staff have participated in a year-long comprehensive professional plan or
professional learning plan facilitated by the reading League which is a nationally recognized nonprofit organization and their intent is to really focus on building knowledge and capacity in the critical components that are tied to the science of reading and so then thinking about how teachers are
going to take that learning and apply it into next year and Beyond it's really ensuring that we're deepening the integration of those fundamental components tied to the science of reading through leveraging that evidence-based um core program um CK and
that is really going to be through that commitment to bridge that no do gap which is what um is pretty pretty typically referred to in education we're really really good at understanding all the theoretical components tied to best practices but um where we kind of fall
short on I think as a nation and even a world issue at times is how do we take these theoretical components and actually put it into our practice on a daily basis um and so we know that through implementing CCL that's where we're really going to see our knowledge
of the science of reading translating into those consistent typ uh high quality practices in every classroom across our district and so the last thing I'm going to highlight for you today is what did this plan look like um so uh the reading
League really focused on building like I said that comprehensive plan based on two uh theoretical Frameworks um tied to the science of reading called the simple view of reading as well as Scaro is reading rope and so you'll see a list of
the variety of topics that were talked about um or that sessions were built upon um really starting from the developing understanding and the Big Ideas tied to the science of reading um specifically what that means for instruction as well as our assessment system so partnering with the reading
league has provided um our curriculum and instruction team with um options to kind of rethink our assessment plan and are we assessing in the best way possible and are we um are we providing access to um assessments that give us
the data that's going to help us make the most aligned instructional decisions moving forward um and then uh we've kind of engaged in learning surrounding pheic awareness phonics oral language development as Kirk spoke um to earlier and um as well as the simple view of
writing because we know writing and reading are so interconnected with one another that we have to make sure we're leveraging um the research um done kind of on both sides of of those Frameworks as well and just to chime in you know our
current grant that we use to pay for ccla um the 35j Grant had to include a component of the science of reading and we're going to see some other grants we're going to go through in board curriculum 35m is a grant coming through the state and again the state's requiring that part of this grant
funding you have to have it embedded in the science of reading I'll also share just like instructional coaches have played a critical role in ensuring that these components actually go into classrooms and teachers are supported in being able to implement those they are also um a
really great um integral support for teachers in ensuring that um teachers knowledge of the science of reading are um starting to kind of come through in those instructional practices as well so to focus uh just a moment on students I wanted to to take a second
and look at our Spotlight um specifically with our student support network several other things there um our mtss multi-tier systems of support when we look at tier one that's every student that we have in tcaps receives tier one support uh the tier 2 support
we talk about that is for the most part our tier two support is Grant funded and those funds come through our title and at risk and we talk about tier three support that they special at support so mtss so we're not going to focus on it now is obviously a large part of where
these funds go to Al the other um items we have with irips irips are those individual rating plans um that go through the state as far as the third grade reading Law we have parenting programs that that Misty has promoted through social work and also our school
successfully asms so specifically with our student support network um student Support Network free education related Services non-academic support um that help overcome those obstacles uh that students face a lot of a lot of these students fall in mckin vento homeless
students um Katie cubish that that kind of heads up our student support network uh just super passionate goes above and beyond um and all of these students you know are going to fall under that idea of um economically disadvantage students right so we think about of these
students how many of these students um parents are filling out the form I'd say very few especially we're talking about homeless students have access right so that's something that we're going to continue to to look at on our end is how how do we help right how do we support make sure we have access to these we do
these at open houses but I think as a as a school and we've talked about this we can be more deliberate and making sure that we we get these students the support they need because if that state free and that state free lunch and breakfast goes away that's a big part of of these kids
days I have a question about the what's the difference between the 60 I'll get closer to the mic the 64 student students living unsheltered and the 43 students who are unaccompanied homeless youth is the latter a subset of the
form lack of a which which one were you looking at so the 64 line and the last line so there's 64 who are unsheltered and there's 43 who are unaccompanied homeless youth are the 43 part of the 64 do we know there's over I
believe so yeah yeah they could be yeah yeah but you can have a kid it's living unsheltered in the pines with the parent as well so which is reflected in that 64 way you're say yes that 48 is a part of the 64 and I think as the students get
older and I'm sure Jesse has experience with this at the high school unaccompanied homeless youth would be high school kids couch surfing right um they might not be necessarily unsheltered but they don't have necessarily a stable place to
live with a parent and doubled up does that just mean they're staying in a friend's house or doubled up can be any situation in which for instance mom and uh family loses their housing and moves in with Aunt and so then they're doubled up or we've see this quite a bit um they
lose their housing move in with grandpa and grandma they're doubled up they're then mckin vento some of that so some of these supports that the that we follow for instance we have a student let's say um they lose their house they move out to Kingsley they have to move in with grandpa and grandma they're now doubled
up M Kinny vento then our kind of that law kicks in and we must still transport those kids to our district so we will set up busing programs to make sure that we do all we can as a school district to make sure their lives are a little less interrupted by what they're going through and we will and we'll even have
at elementary we've had situations of kids in the Pines that maybe you know they were at another school Pines is within the Willow Hill boundaries but they were at another school we will transport them to keep them at the regular school Under mckin so okay thank
you um some financial statistics here as far as the the money that is used with the student support network um through different foundations and grants business and individuals and fundraising events um and there's additional funds
some of our at these are the funds they raise for those students but there's also general fund and at risk funds that go to paying the people that work in these particular departments and we do get a small amount of Federal grant a part of Mento that
pays for ktie but not and she does five counties not just our school district okay okay so current data can can I just ask one question obviously I talk about and try and push
it as much as I can on this because I think it's one of the most critical things we can do to for a lot of things um is that fundraising is that increase yes but I mean it's still you know Ty asked this question does it meet
the need though no I can do that but but that is fundraising that you know we've done that we get support just anonymously you know something that I think we got to try and find some ways to do more um but you know it is hard
that I mean Katie is every penny and every dollar you know of that um you know but that's money that's raised 40,000 now it's 80 which is still yeah it has it has increased and you know but unfortunately also the need is increased since you know we it's really KD slipped
into that you know stepped into that role so current data um C's going to quickly talk about our our balance assessment system yeah so we're going to actually take a look at a couple of different data sets and I just kind of want to set the stage a little that we our attempt is to have a balanced
assessment system I I think I alluded to this a bit earlier that mstep is incredibly important in when we get that information it's not super actionable so the further to the left we go towards the lagging IND or the leading indicators is where we get our most bang
for the buck in terms of um analyzing data and impacting instruction and looking at stent progress um so we're going to take a look at some NWA and mstep data and also I just want everyone to know that there there are other data sets that we also analyze on a regular
basis to try to make those instructional adjustments and create um groupings of students so that we can we can address the needs that are are present so I started here and I'm going to end here too and I just passed this out because when I was going through the
slideshow and I was looking at you know as far as a cni team where could we go and we talk about effective metrics time frames to measure tcaps progress enclosing the achievement Gap I continue to go back to the slide over and over again to figure out what I missed and when I was looking at so when I go through these slides with the data I
found this nice to refer to ask questions as we figure out because as far as our data goes this is super high level as Kirk just mentioned we could get down to you know pheic awareness phonics letter sounds right but it to try to keep at a high level to to to
kind of keep our our conversation focused uh but also to keep the questions in front of you is what exactly do we want to kind of Base these goals off of so what did I start I wanted to start first just to talk about and this is an example data set not one to necessarily
determine metrics off of but to talk about what is proficiency I talked briefly about this at board curriculum and the idea that when we look at a third grade um mstep data and it says that um only 40% of our kids are
proficient at reading in teaps right away we say 60% of our kids can't read if you put a book in front of them they couldn't read that's that's not true um each each test has subcategories and you can see that when they take this data and they determine what is proficient
you know it's Reading Writing listening research so there's several different aspects that do determine what proficiency is on any test and then another thing that they never really talk about but we get reports on
is the idea of that your endep you can be at or near proficiency so when we talk about and this can sometimes this varies so this is just a general statement but when we talk about not proficient or at or near proficiency that can be up to a 20% difference and
what we talk about is at or near proficiency it's a nice category to look at sometimes because it encompasses the fact that one they're less than a year behind um or they might have one area in particular that we need to Target or
they could just have a bad testing day so that at at or near proficiency actually gives us a little more information than just that hard cut off of the kid is proficient or the kid is not proficient so when we when there is that
cut off by nwaa or mstep or whatever um for proficiency it's going to be somewhere in the middle of this green zone right it's not going to be the the green and the blue no the blue is above all the time yeah so that green yeah it'll be somewhere in that green yeah as
far as where that at or near is for economically and then not we won't see that and you only see that hard cut off as far as proficiency goes we make our own line as far as um NWA goes NWA does a good job and I'm going to show that also on the slides of actually breaking
this down even further and then we can maybe talk about some some growth some targets related to growth instead of proficiency or both um but as far as the graphs I'm going to show you moving forward they're all that kind of that hard proficiency line so just to have the idea of what proficiency is and it's
not a hard cut off as far as they're not proficient these kids can't read there's a lot that goes into determining what actual proficiency is so I went through and I I decided to go this way with it is look at first we're going to look at mstep and this is third through fifth grade grade math
these are the only grades that take mstep is for elementary school and I'm focused today on elementary school and I'm giving um you know the reference to the state because in certain circumstances I mean we all we often talk about you know when you compare teaps to the state you know not a great
comparison um you know we outperform but if you look closely at this graph for instance um a couple of highlights of this one if you look for for instance at our fourth grade proficiency when we talk about again the top is not economically disadvantaged the bottom is
economically disadvantaged and again we see that 25 to 30% Gap when we talk about achievement Gap um but we look for instance for just some things that stuck out to me on this graph when I look through it um one is the idea of we look
at the Statewide uh graph is is fairly um consistent as it goes across year to year while ours bounces around a little bit a little bit has to do with obviously the sample size but when we go to reading you definitely don't see those so you wonder you know one year that's missing uh that 1920 covid year
and obviously the dip we've seen all of our grass for 2021 and how that affected Math and how that affected reading but I think that's important to keep in mind when we talk about grade level or subject area and we choose or both how that achievement Gap can differ another
thing that I found interesting about this graph is when we specifically look at our achievement Gap the actually the most the best results we see as far as closing the achievement Gap is specifically looking at you know that fourth and fifth grade on 23 and 24
right so if we look at that there's two reasons why that that achievement Gap is is less right we had almost a 3 to 4% increase in one year um in our achievement in that fourth and fifth grade however our econom our non-economically disadvantage also came
down right so this is some of the only graphics we see where we actually have you know 21 22% as far as our Gap goes and proficiency rates so that's something to keep in mind is that when when we determine this and we close the achievement Gap we're always looking for that more than a Year's growth so that
Gap is not actually mean we can celebrate closing the achievement Gap but what kind of how much of a celebration is that when our non-economically disadvantaged are coming down to meet the economically disadvantage something to clarify if we make a metric we need to clarify exactly
what it looks like for both groups and in our reading as I said before looks looks a little different in our math one it's higher as far as proficiency rates go and with higher both both um both groups are higher um so unlike our math where we're looking
more in our 25 to 30 our reading definitely is higher and we do see an uptick for third fourth and fifth grade for economically disadvantaged moving from again uh that 2223 to the 2324 school year so it's it's a long-term game right
as far as we make if we make these goals as far as or metrics around it you know just saying that's why proficiency is tricky over time because we can see some bumps now and again obviously it's a long haul of 3 to five year and how's that slow line start to go
up the questions on those two well I mean I like someone Kur you said you had a goal of 100% proficiency are you talking mstep thank you I mean that's my goal too yeah I
mean all kids it's going to take time like I think we're trying to chunk it out so we get there but with with that and I and I agree in education that's something like we we say at board meetings right that we want 100% proficiency I get that but
there there are certain circumstances we get to right we we do have to talk about special education learning disabilities right in the state of Michigan when they look at a disability I mean sometimes there's special ed services that are in place for kids initially we look at you
know they test as if they're there's a disability in place but there's a lot of gaps in their learning we fill those gaps and those kids then be then no longer qualify for an IEP there are kids with learning disabilities that that can progress but as far as proficiency that
may never happen and it's not something that we can fix by more more more intervention right they the state of Michigan when it looks at a learning disability the same as we write an IEP for that disability you would write for a deaf person or a blind person right and that's the same idea no matter what
accommodations we put in for for that that kind of physical ailment there's no way that person is going to be able to see or hear based on what we do so just something to keep in mind and the other aspect of that is that El part right that we have we have a fairly transient um population that comes in and out
where we're talking 10 to 15 kids right at Traverse Heights that go up and down throughout the year and and the proficiency where not only are we layering on the fact that they don't speak English um and we know that we can accommodate some of our our tests with with including some Spanish translation
but at the end of the day obviously we want them to get to proficiency but that is yet another hurdle we look at so that is sometimes the argument when you get into that that difference between proficiency and growth right we want all those kids to grow but just to say that we didn't that I feel like you know
there's a level of failure for not at 100% isn't exactly accurate yeah and I I just appreciate the goal and the and the desire to get there and and as far as I know this this body we do not have a goal around efficiency
yet and I hope that in less than three weeks when we talk about strategic plan that we can also have a an ambitious goal um like Blair and Mr Ry do Mr Ry I when did you set that goal is that for the current school year or is
it like a five year or 10 year plan I've been looking at at it we set it this school year as a f like a fiveyear plan to to get there and part of what I'd like to be able to do through that process is utilize some of those other
assessments to be predictive and show our our progress towards that end because the other tricky component is I've also got half of half of my students do not take mstep and so if we you know I I utilize NWA to kind of help
paint that growth picture because not all of our students take the the M step and because it's only third three fifth grade so we you know I'm of the mind that if we if we nail our our Diagnostic and our formative assessment and then we see significant progress in NWA that
then becomes predictive to what we'll see down the line in mstep and that's you know obviously it's a super ambitious goal and I I'm right there with with with Dan like some of this too is I've got a five-year goal but this kiddo is with us for the next eight nine
10 years and so sometimes there is that zoom out that we need to engage in that you know proficiency may come further down the road and proficiency might just translate to this kiddo graduated from high school and is able to read and and
do math and acquire employment and contribute positively to our our broader community and that's the I mean that's the end goal that's why I'm here did you say it was for a specific grade fifth grade and um third third through fifth third through fifth okay M
up yeah okay I'll report back and both now he's really under the gun I know I'm starting to S I think we're all we're all I'd like to think that we're all under the gun right and I'd like to think that we will do all we can to support our superintendent to set
ambitious goal because I really think this this opportunity with this next strategic plan I really hope um that we will as as a body with the levers we have with policy with budget with setting goals and supporting our superintendent that we can also set ambitious goals and I'm under the
impression that every building administrator sets internal goals like this they're just not publicized you know it took you coming to a board meeting for us to know that which just not a level of insight that we had to date but maybe one of you could speak to
that what kind of I think so and I think that it's a conversation about you know as we've had some transition of of that happening um with it and I think that it is important that you know I've said all along that um when I started that you know we've
come closer to a school district in a district of schools um and so I do think collectively having that conversation in that element you know so much we've come into one focus on it whether it be explicit instruction curriculum those things that were not identified I think
that you know that's the next step of conversation so that our principles all know you know if there's a metric we're going to look at with that um is important I'd also like to mention that um we talked a lot about NWA do know that NWA is really a a option of a state
test so the state requires us to have a benchmark assessment that they pay for there are a few choices um four or five there's three yeah three I ready star Renaissance and end up andb okay so three that you have that choice from of
those benchmark assessments to take so it does come into the state assessment and as Kirk said about a balanced assessment um NDA NWA is probably one of the most popular i' say I ready probably second um so you know that's uh that's
again a nationally you know benchmarked that our state does doesn't um but you know again when you triangulate kind of the data to look something to think about and and the nice thing about NWA is you you get results instantly right I
mean like teachers can see how their students did the next day and it does chart their results both by their achievement and their growth levels which I love like I let's say we have a kid who's two years behind but that kid made a year and a half worth of growth
well gosh like that's a celebration we're on the right track right um and so NWA gets that M step we do not get the scores back until um the end of June and parents and kids don't get their scores back until that next fall it's very common when we send scores back that
parents and kids ask us what this even is because it's been so long between the two it makes it hard right nobody runs a race and then finds out their time six months after I I think many of us on this board can relate as parents when
our kids come home with a sticky note hey Mom or Dad I got this score compared to you know the last T and it's like instant gratification they know their growth they're excited they know they target for the end of the year M step you know if we parents get
those emails it's like snoo hit the snooze button right n nwaa is very you know the infographics with that come with that too are good well it's hard to course correct if you're you know you're getting six month delayed data it's hard to figure out where your opportunities
are but is that something to throw away you know but again when you triangulate and put it all together and you have a a balanced assessment picture just something to think about required by law to take the I mean there's no getting around it right yeah so just to look at another
data set again I focused on and Mr Ry mentioned that you know with NW nwaa currently K8 assessment that we use um and again it's usable immediately like immediately after the student finishes um the teacher can get the score and
then the day after they can start start to uh receive reports back and then as a group as a as a data team in the school um we do data meetings now um in the fall and in the winter and to create these plans that we talked about so if we look at this graph for instance we
look at um so this has broken up again NWA breaks up into five different categories when we're making plans for students we focus on a low low average um so if you look at all of our students you know 1791 of them you know 33% like
600 kids um those 600 kids I can guarantee all of them have a plan right every single kid in that group whether it's special ed whether there's a task plan whether there's a plan for a 504 whether there's a plan for when they do
their data meetings they go tier one which means they talk about how can I teach to all kids but then there's also a tier two component which we do reading and math intervention so all those kids that are in there do have a plan about how do they make more than a Year's growth with extra support um and then
when we break it up into econom economically versus non- economically disadvantage again we do see that Gap um one way that we use this as far as when we talk about buildings and how they look at data we did a data meeting with principles in the fall when they pulled out their data and when they also went
through the same data protocols their teachers went through looking at more of a large scale right looking at building and District data is how do you move kids um throughout that scale right and that's one thing we we see as far as the growth idea right so if you to for
instance look at economically disadvantaged we're looking at you know give or take about 50% um of economically disadvantaged kids there are low to low average could one of our goals be moving um 10 to 20% of those kids out of those bands over the next
three to five years does that mean those kids are going to be proficient not necessarily we're going to have that hard cut off but we're going to have definitely we're going to see some growth within those kids or when we talk about one of our goals and you know Kirk mentioned again the idea of 100% of kids
we could then move to that First Column we're talking about those 1791 kids we could make a goal around those 33 34% of those kids and how to move those or grow those kids out of that low to low average band uh and then reading same idea we we
do see always see a discrepancy see if you haven't noticed on all of our graphs 3 to five is that um our reading data we definitely have more kids as far as that high high average average or proficiency than we do with math um and so that's something as a district if you want to
know like plans that we're working on obviously that explicit instruction is one but specifically what we see um that our math team is kind of has a plan around they're currently doing in our in our early release days is looking at and I talked about this at board curriculum
that fluence infraction work um because that's where we see um specifically if we drill down right the nice thing again about NWA that you don't necessarily get for mstep reports we can drill down to subcategories we can't get down to actual we have another data set that we
use for math I called Delta math where you can get down to state standard that's always very useful because you know exactly what to teach but those help and what we've seen time after time is that we have to continue uh to work with our curriculum to attack those that fluency in those fractions just we use
Delta math for a while however and and Mr Ry can talk about it's more systematic now now we're using it in every single building we've got staff who are trained on it who are able to deliver the instruction who are able to monitor the
kids um you know skills and progress too and and know how to do it math is a really is a tricky one um there's a lot of misconception on how you teach math and we're working really hard on ensuring that we're using the right science of teaching and learning around
that yeah so as long as Delta Ma I mean I did Delta math at Westwoods we're talking five years ago but this year was our first year and Britney and I work together as far as doing um these data teams and doing these data meetings Ela we've been doing for several years and
everybody was doing one this is the first year that every building's doing Delta math and every building is doing math data meetings is that uh the same as math expressions or did it replace so math expressions is our tier one curriculum our Delta math we like to use again when
we talk about the mtss system that is more of our tier 2 we also use I mean if we have Delta math that comes the nice thing about Delta math if it comes back and we see a particular Michigan standard that all the kids are low on we can use that as a tier one instruction which means the teacher takes a whole
grade level through it again however most of the time we see some small groups student stays in Delta Mass between two in three weeks um gets proficient at that one standard maybe it's like two two digigit Edition uh and then they move out of that group and another student would move into the
group so they do several different groups over five to six standards throughout the year so the I think the unique relatively unique part about Delta math is not only it's a diagnostic screener but then it also has the embedded intervention lessons with that
correspond so when you get the data back you have actionable lessons that and teach can take and so it's again it's like in addition to that tier one math expressions instruction and just one thing we have been working on with Delta math is especially when we talk about
schools um you know those non-title schools who don't necess they don't have the title fund so they have to use their at risk funds and this is just an example at Westwood but my at risk funds went to the majority went to K3 reading right because that's our basis and a lot of the Delta math was pushed uh into
more of a tier one small group model that the teacher did so moving some funding around we're able to do more and more of actually hiring a person to go into the schools uh again that comes out to about if you do an aid it's about $50,000 that can help pull those groups
and do that intervention with a little more Fidelity what year are we into our math expressions multi-year contract we just did a renewal a couple years ago and that's when it moved from hmh to H them in that's going to fully
take effect this next fall I want to say I think you guys have I think we have four more years on this um but I think there's a lot we can do around math instruction that doesn't involve a change of the curriculum I I think with Ela us making the commitment
to a research-based instructional program um I I I think it's a game Cher can I say that word game changer um with math math expressions is a nationally recognized curriculum there's a lot of science and research behind it I do think there's some instructional
pedagogy with math we could hone in on and support our teachers thank you so that goes back to that original side with the idea of what's next and in looking at specifically do we start with Elementary achievement um you know that
growth versus achievement student groups uh Ela or math um do the goals involves um fun fing um and then that state assessment versus that National assessment so I'm not sure exactly how the conversation rolls from here but as
far as a you know a curriculum and instruction team recommendation that's something that we would continue to look at maybe bring forth during board curriculum or another board meeting or obviously we need input from the board also I mean everyone can go I want to
stop by just say thank you for the general presentation I think um probably going to offend everyone in the room by how I say this but uh I when I was talking when I talk to parents a lot of the time I think the general I wouldn't say consensus but there's a strong belief that like as a teacher as
an administrator get teachers they graduate they go through some minor professional development as administrators where they to keep things in the tracks or you were there to keep things in the tracks and it's not like the scientific nature of what you've
just gone through so I although I have High Hopes I I really hope that the exposure of this was wider because um even for me and I knew what you guys were doing for for me just the scientific nature of cause and effect
and in multi years of study was uh super enlightening and and awesome personally I really want to thank you guys for the level of knowledge you had and I thought I was uh after doing this for four years to come up a little bit and now I'm feeling way down here again so thank
you well also I hope that we don't forget science and social studies you know sometimes you see schools get so focused on the tests that they miss all the extra little application across all the
subjects and I'm hoping that we don't get lost there I I agree that I'm happy that the ccla does we just actually did some work last night we met with our Ela team there's a you can choose different progression of units within the
c um program that they provide with you than the knowledge series versus the um the skills series and a lot of that knowledge series revolves around that social studies and science content and then you know and then secondarily you know the idea that reading is so pivotal
for that comprehension piece of what we talk about social studies and and science is that um hyperfocus that we have on it so the kids can explore those different subjects and then the other thing to Misty I really appreciate what you're
doing um because there's a lot of evidence that disrupted classrooms are very difficult classrooms is learning so appreciate very much your work there and it's I just wanted to say that having uh served on the curriculum
committee for six years um so much of this watching the you know our progression um through curriculum I I appreciate so much and as a board sometimes we talk about wanting to serve on finance and wanting to serve on curriculum but the value of actually
serving on a committee for a very long time we have a deeper knowledge and understanding which um is is so helpful um just because um you know having gone through a lot of this um I I've been there I've heard these conversations and
and so um just again appreciate so much you guys taking the time to to do a study session on this I think it's um very helpful and thanks for all your hard work and for being here one more thing and Mr uh Kurt you you were here
almost a year ago um talking about elementary school and and you were talking about the programs in the schools so teaps has not been hiding from this as an issue and I think that's important to recognize as
well thank you I Echo all that I just want to say I appreciate you're synthesizing all this together I agree with Erica that we we had those study sessions last year in academic achievement Elementary Middle School secondary but it's nice to see
everything pulled together here and it I just was curious to my fellow trusties um do you want to tackle do we want to give up some preliminary thoughts here to to help give direction I would love the board to give whatever
guidance um because obviously then we're going we're going to go through strategic planning and obviously one of the process that we do have to I believe is you know as a board we do need to give as much guidance on this as possible but then it's the administration's job to come back and
say what's reasonable why it's reasonable yes we can talk about it but like ultimately speaking you know I have a little less idea of what is now with what we've talked about so um it's a an eye opening
but I think you guys probably have a really good idea what's feasible um and what's a stretch and we obviously want to tie to your point I also want it to be ambitious um I want to know the realistic you know if we do this we should feel good I don't I love you 100%
but I don't think that that's realistic in uh the district for the next three years so um yeah what is that number and again the closing the Gap is one part of it um and that's what I think we were focusing on but then the other part that we uh yeah I think we' have a lot of
room to grow both as well so um would I and I'm not saying you couldn't have both but would I prefer a 10% increase in proficiency on across the board or 5% closing of the Gap I prefer 10% across the board so um maybe we can have both
and whatever that shakes down so I do would love to get as as much feedback as possible so you guys can start thinking about it for the plan process I'll remind the board that all of our team will be a part of that strategic plan process as well they will all yeah and I and I just appreciate the conversation
because the numbers are staggering and it's not always easy to talk about um so I do appreciate the conversation and I think just having a conversation is a success um so many good slides my favorite slide maybe though is number
four highly effective and successful leaders you know and I love to hear that this is they start their their meetings off in the buildings and I wonder maybe we can also start our meetings off here with our job one being able to significantly improve student achievement and close achievement gaps
and job two is be able to manage all of our aspects of our job in a manner that allows us to stay on the job long enough to do number one and I think it's uh important to know our job is is that number one um and I'd love to see it
really explicit really clear really Direct in this next strategic plan and I challenge us to not be okay with 25 30% achievement uh historically and I know that's hard um you know and the United
Way is doing wonderful work they had a story in the ticker about all these different policies and strategies they're doing to help Working Families um but we all can all agree that education is the passport out of poverty and I think we have a moral and
ethical imperative to do that all we can and when I say we I'm talking about us right the seven of us um so I'm really looking forward to the conversation on April 8th um and and I need experts to to know what is um doable and feasible
and achievable but also it'll take some political will and public support to do hard things now I will say that this isn't uh the board's goal I mean the board's goal is to hold the superintendent accountable
to allow him to do this um so we do have to make sure that we separate the fact that you know we are not uh directly we very indirectly we're not directly uh involved in these two items
so we do have to make sure we do keep that so we're not involved with improving student achievement we are involved in making sure the superintendent is the right we have the right superintendent with the right budget process with the right policies which does go towards that but that
is by definition not I think you're both saying the same things we're all part of the same government I said I said indirectly we are and as a district these are our goals but as a board that may may not be we set the vision and the administration
implements and manag that's just why I was want to make sure we had the separation I think I mean I just I think we do have to be careful with that um you know I mean I trust that our leaders um you know I'm I'm not an educator so I
trust that our leaders will guide us um with what um goals we can set um and we you know can monitor those from yeah I want
that what's that I want that yeah right um and do anything I can to support that right so Mr Ty going back to your slide about what's next I don't mind I don't mind taking a shot at you know my
thoughts on this um your first question is do we only look at elementary achievement and I said this at curriculum I know that the the earlier the younger student for intervention you know the better but I don't want to give
up on our current secondary students I really I see where the wheels can really fall off in Middle School um you know that's where kids are they're no longer supervised as much they're not Littles anymore but they're also not ready for
college applications and so that's where I see boys and girls kind of drifting off away from school so I I feel like the focus on academics there is still important and I sure don't want to give up on our high school students either so I mean me personally I'd be I would feel
best about about a metric that's really K through 12 and an average and you know to your second question growth I don't think we can come up as a board with like a 70% average proficiency score but we can look at
growth you know because grow that's going to look different for every kid but if you measure growth it's a percentage from their base and not an artificial number I just think that the next element was that would be when we specifically look for I think k eight
growth is is super possible with you know the idea of NWA um there there are some growth components also that you can use with M step they just lag so far behind um but as a growth proponent for 912 I think Jesse could talk to more
could be a trick I'm not sure if that PSAT sat or graduation rat or what would be best the best goal there yeah you don't have the kind of you know measurements you know that are that are consistent is not the Michigan correct standards
correct I do want to like I feel like it's also hard when and I'm not saying we give up by any means but like to have measurable results you'll see if if you do really well at the beginning and that's kind of what I said even before even in they're in the system if we can narrow that gap before they even get to
us then then that's great like and if we can f we know if we do that it will go through the system like so if we can increase early and increase everyone when they come in
we do know that in every year they go up they should go understood but I I just don't want to give up on today's you know middle schoolers who will be in high school soon and you know one one that's received a lot of attention I think do so and I think we have room to
grow and and something to think about is our graduation right I think that you know um again to Kirk's point our goal is to graduate every kid you know with high school diploma now are there some measurements of some kids
that are on certificates of completion that are special ed and you know there's built into their IEP same kind of thought but that is a metric that statewide right now I think that um especially are at risk kids um many that
have been at TCI High I think that's something we're really trying hard to you know get to that point to improve so that that's at least a metric I think from a secondary standpoint that is a a high point you know something that we
have room in and you know I I I made a comment in one of the articles that I was interviewed for that if you don't have a high school diploma right now it is awfully hard to get out of poverty for you know and so I think that's a measurement that again we can
continue to grow at as a district and that is very high-profile especially right now our district average right now for uh High School graduation is what 89 I want to say I I think it's like yeah low 90s yeah but our two comprehensive
high schools are in the low to mid 90s but again still room to grow you know but then TC high is one that we have really tried to focus on and and Jen's doing one heck of a job of working on that staff of revamping to make that personalized learning in that element
but those are some of our kids that need that diploma the most to be able to move and be you know Career College whatever that dream is they have ready but have had many many you know um things that have maybe kept them traditionally from that that we've got to figure out a way
to do better Kurt rainy then 100% 100% graduation rate but the uh but recognizing there are some kids that it's not appropriate for you know our some of our students that are my Kai you know and that element in that way that
again I'm all for pushing the envelope like you know like I don't believe in calling it in the first Inning on that either on any kid but there are there are realities like Dan talked about that what that IEP team of professionals feel is is appropriate for that student you
know to be able to achieve now to to the point of coming back to you know we're going to go Strat plan which is a three-year process so we're only talking what are we trying to achieve in three years so I don't think getting 20% is reasonable well first of all we're not going to see the results of this uh on
graduation rate until I don't think it's I don't think it's wrong to set the you know is a ter but I was going to say like ultimately we could have a separate set of but what are your progress metrics I think is what you're trying to look at I think that's what Kurt's
talked about one of the progress metrics as part of the discussion we can definitely develop like where we want that to be because again increasing graduation rate is uh a lot different to you've got a lot of catch up to it's got to go
through Sy and I was going to say I don't feel like those two goals attendance or graduation from high school and you know academic achievement are like mutually exclusive I think we could do both you know we could look at at PSAT and sat 9 through 12 scores just
the way we're looking at k through eight with nwea and yes we have a threeyear strategic plan intentionally because we know that they can get stale but it doesn't prevent us from setting growth targets for like one year three year and
five years out no and it really should have the ultimate goal we just made we moving towards that goal we may not we may not be able to get to it in the Strategic plan we should have at least an idea and we may do it a little bit um different we may really the fundamentals
in the elementary schools that is really what you need to build that and so really paying attention to the growth and the proficiencies in elementary school but as you go up through I mean you watch the robotics team uh
increasing in size um and doing quite well you look at all the variety of the advanced placement courses and you see the kids taking more than one which means they're
looking for challenges outside of what we can provide uh in variety within the schools so I think we need to maybe look a little bit further too and see if they're taking
broader um classes in advanced placement and how many kids are actually looking at Career Tech and are we encouraging kids what is it 30% of our kids are college ready or something like that I
think I saw um oriented towards college and I think we need to actually say well it's not just College we're preparing you for it's career exactly career in college so skills are something we need to also encourage kids
and commend them for even though the skills won't necessarily show up in in uh proficiency testing well I'm excited to to take a stand on on lots of and aable things you
know you know including rigorous things like AP courses and early middle college but just to have a lens through equity and make sure that while some students might be taking a lot of AP courses you know I can see like Central High School right now has economic 37% of those
economically disadvantaged kids take it compared to 50% of all students so and that's all I'm asking is like uh are we seeing it through a lens of of and and all the support that's going on like what does success look like right that's always been the question and it can be
look like lots of things and that will that will be up to us um and and to also hold ourselves accountable so um you know and I love graduation rate the graduation rate last year for economically disadvantaged students was 74% one thing that they looked at at the
um alter High School is how many years it takes to to get you graduated right so you have the four year five year and the six year so you know probably which I would encourage the board if you're going to look at that to
you know yeah we want four years but I I personally believe there are kids that have things happen if we get them with the diploma after five or six I'm excited about that if a kid is pulling out of school in part to help support his family there's lots of circumstances
some congratulations you've you've grown up right right so then that that makes sense to stagger it like 95% for four years 98% for five years and 100% for six years good that would be realistic I think close to
it how do you all feel about Ela versus Andor math achievement I think you need both [Music] cobly if we saw a big difference between one or the other in proficiency then we
would work focus on bringing up you know the lagging indicator but they're both around 60th percentile for proficiency so I feel like they both deserve our attention you know don't know if it matters but one thing I will mention is the state is putting a ton of resources
into Ela and not as much into math right and some of the grants are going to go there like the new curricul we just boy probably because as a state we're lagging more in ela than math right that's what's going on is that is that
just going on in the state of Michigan like kind of opposite of the national Trend no I think okay I think reading is still the lagging indicated naturally okay I mean even as a the north head as a as the ISD goes with their support
they have six to seven Ela support people that help that are part of our regular meetings in math they have one for five counties just blows my mind I agree it blows my mind there's this really great
new documentary about math education how important it is in every career I saw the trailer it's amazing I I know I know what's it called uh count count on I'll put in for a screening it's on
Netflix I'll get a description board study session watching that just kidding okay I I asked John I said can't we deliberately go out and say you know we can give you a scholarship if you will do math and be
good you know and come work for us sort of like a a pel grant sort of thing and his comment was you didn't see as many go into math as teachers and I don't know if that's part of the problem
that that is true I just we have less of our elementary teachers who are math majors in college it's not typically where you go as an elementary teacher so your second to last bullet will there will there be goals surrounding spending of additional funds
I will just I'm happy to speak on this I personally would feel comfortable with the administration figuring out how to allocate the dollars to meet the goals I I feel like that's that's where I mean
you know if you have to come to us down the road like you know do we want to reduce classroom splits or something like that and we have to make a board decision you know that might emerge but to just start out with a strategic plan and say we want you to spend the dollars
X way like it's a very complex process you've got all these different funding sources and and it's like three-dimensional chest as I said at curriculum committee last month um so I mean I personally just would not want to
direct the B the administration to spend the money a certain way because I trust you to figure out how to allocate to meet the goals that we're setting well there's you know there's a checks and balance for that obviously that the board approves the budget so at any point if the board feels that there's a
m up there point it up conversation I'm not shy I agree you had the chance to see a lot of that tonight I think of what we've dedicated and the way that that's done you know so when we like we get into Mission based budgeting
it's based off of that I mean the general funds pretty easy it's based on the formula amount of kid we have we put a teacher in front of them beyond that it's everything you saw here is what's differentiated in funding based upon the federal state regs we we have a little
bit and you saw a little bit of maybe the variance that we choose it's not much and every time again I forget how many buckets there are like no that one not that one I think one thing Jesse will tell you you know in her first year of Education of of that it's she I think
even from you know a veteran administrator in a building coming to central office and seeing that I think J would tell you it was eye opening you know to sit and look at all the different pots and she's done a great job of learning those and be able to articulate that today but it's a lot and
I just want to just I mean Josie I mean it's spot on and I think it it hinges on the goal right so right now there currently is not a metric that we've identified to know that we are successful so if we establish this districtwide goal then yes that the
superintendent can figure out the how we we set the what within reason yeah at this point we're still figuring out what the reason is Right Y and lastly state or Andor National
assessments I think we've already talked about the limitations of the mstep and the benefits of the nwaa so I would lean towards the nwea given that it does give us a national Benchmark because every time I look at a graphic without the national just the state and I think well but
Michigan's you know bottom 10 in the country let's compare ourselves to you know all 50 States including States like Virginia and Massachusetts so that'd be my personal preference I think it's important still though that we show the board you know periodically as we do data you know
updates is required that obviously that M step I think you know T we've had great conversations on unfortunately that that's the front and center thing that's put in the paper in front is that metric so I think it's a point of talk but I I would agree that something that is you know that measurable and then I
do think there's a little conversation you know I would like board input as we get to that transition between NWA and somewh we start taking mstep of maybe you know one of the limitations you might remember is we're taking this three times and then we're taking the third one just about the same time we're
taking the state assessment so I I wouldn't mind a little bit of conversation when we get into this of where you guys feel of three versus two and that M step of where we kind of cut that you know that that third one to maybe concentrate a little bit more on
that on the M step and then the transition into sat just we've talked about it a ton and like you know I think that there's again there's great things of measuring the three that we love but I think we'll also know our teachers and when we get feedback they just say kids
are Fried by the time they take the fourth assess that's who I it's like they don't even care like it's just like I've just done one what then they come in like we're doing another one so I would like in the process just a little bit of feedback when we get into it of
you know team it's okay if you do X to be able to try and reach that so in that case we'd probably look at winter n WEA or or fall instead of if we would no longer have the spring and WBA I think that's a conversation I'd want the team to kind of think about that a little bit
but if you're open to that conversation we'd like to get that kind of you know nailed down before you know we go into this next school year we've been having we were thinking of doing something with our board curriculum learning Series in May to kind of look at an assessment plan just because it's even not only
with subject area but with also with grade level so for instance mstep third and fourth grade take two assessments fifth grade takes four and then they on top of that in the spring take um two nwaa so maybe as far as even grade levels moving assessments around we were
in front of our math and our Ela District teams over the past couple weeks got their input asked them to go back to get some teacher input on what would it look like to move some of these or take some of these assessments away because we don't want to take an assessment away that they use on a regular basis to help make decisions
about instruction but at the same time as a district want to talk about the assessment plan we currently have in place you know we've implemented another assessment called as web this year for reading used to be for a select group of kids now every kid in our district is doing names web as far as reading goes
so we can pinpoint where where they need support so we don't want to keep adding and adding and adding we at some point need to bring something away so so I think we'll have the team think about this a little bit over the next two weeks here as we get into that and and you know because that could change you
know a grade level maybe of you know not having that as a metric maybe we say for instance we're okay not using I'm picking a great fifth grade as a metric because of that you know element but because we won't have equal growth measures but again we're happy to have
that conversation in Ames web you say k through eight or K through five AMS currently is K5 um yeah so we've had many conversations about um you know and I you know NWA you know sounds great and I love the growth aspect of it it it is
not listed like so I'm looking at the front page of our website and there's a a link here for for families to look at transparency and outcomes for their school and and NWA is not mentioned so and maybe if we do decide that we are going to pursue NWA maybe we can put and
have a dashboard a dashboard on the website um you know for community members who do care about you know how we're doing and that want to help um so you know and and again like we it's a in in the newspaper a lot proficiency M step for better or worse but I'd like to
be able to just turn to my neighbor and explain yes you know we're doing all these wonderful things and here's where we're working towards and here's how you can help um and again I just I look forward to to to making a establishing a goal well I really like teacher and
principal so let's talk just for a moment about strategic plan then so we have two dates set up you know one I think in my mind we'll have time take a look we have a lot of data coming surveys um we're pushing somewhere right
now about I think 2,000 responses to surveys oh good between students and yeah students has been a little weird she said that we had about as of the other day about 400 full responses but about 900 partial responses so I don't know if kids maybe missed the last page
or something you know with that but um you know the one that was kind of low was community members we put another push out with some with Big Brothers Big Sisters a couple other partner organizations as well it was lower last time cuz it's mostly people that don't have kids in school anymore or don't have never had tabs kids at all um but
overall we're getting a decent response we put another push out yesterday it closes closed today at at 5 o' so at this point the surveys um Northwest Ed is working on focus groups right now um that are you might remember they kind of do a random sample and try and invite
people the the first week of April um so we'll have a lot of data and things to kind of look at the first one and then maybe you know for that second one you know that Dan and Jesse are able to bring maybe some assessment plan Thoughts with that that gives you kind
of that guide for coming up maybe that second one with where you're you're going with this does that sound okay does that sound in the realm we may need a third we we kind of have a June date right now set for a third if we needed it we'll see where it goes but is everybody okay with that kind of thought
right now I think it sounds great and I think I mean my kind of gut is that we use those two that are closer together that we come up with some pretty good ideas of where we're going to go but then and we may have a finalization finalization and I know I know that you're going for one meeting I'm going
for one I'm going for the last one you're going well current I'm going for number one you're going for number two number two and then we may have a number three yeah and I think yeah so we got a few I know that there's conflicts that people are trying to resolve and uh so it is but yeah I
think there will be probably a final one it's a lot to do I mean it's it's a lot to do it is you know we've got spring break next week and then bam week we're in it so like for the team to kind of come up like you know it may take us better even a third one for us to get this conversation in the end we may get
through some of the others and this one may be for you to be fully involved for them to have time for that full plan it could be the June one that that final kind of this metric is decided but you know just kind of trying to lay the timeline out for you guys a little bit I just had a quick question a couple questions about the responses so far for
students that only go to high school or also I believe Middle School and High School believe Middle School and High School yep so is that I mean and northed is like they'll just crunch the data with the they will not it's actually a separate North Ed would not do it this time so Galapagos the company we did they will they're going to do a full
analysis of it create a report of all of it and that'll be provided to the board for the study session just the denominator will vary from question to question based on whether it's full or partial it's not like a percentage based thing for us yeah we had one little
thing we um Chandra had a conversation there was a little worry about some of the data points being so find that it could maybe identify individual people so and and what it had is it did ask the question of what building you're in are you tenured we changed a little bit to what what grade span building are you in
so they're going to work to merge there weren't a lot of is done before that point but after she did that we sat with glov ghost got it all straight where we were all in agreement and so uh A lot's been done since then but they think they can work to merge that data together and
do we know approximately how many parents filled it out so students were 1300 and they're about 2,000 and this is going to be a little bit lagging so this was over the weekend um
um we had about 970 parents nice okay that's good as of as of this as of Saturday yeah uh it was 970 parents 722 students but 365 completed all the way
through staff about 380 in community was 30 at that point but we did make a big push um yesterday to try and hit more and we sent it to students even try to get some very student group student sentence involved some of that um you know as well to try and bolster some of
those thank you okay any other comments on anything any of the last slide all right I know we actually pass on time so we
can uh with that we will come back out uh here and is there any additional public there is um so I just read my thing again the board has said aside this time for public comment individuals addressing
the board should have one opportunity to speak be limited to three minutes individual should not make personal attacks unrelated to actions affecting the school system we strongly encourage Comm courtesy and conru sorry constructive feedback detail rules and procedures including a complaint process
that outlined board policy 2504 thank you very much Mike really first want to say how much I appreciate this board uh it's quite obvious that the board is doing a really strong job I
know that because I was board member for 12 years very high performing dist asking question also like to compliment Administration everyone knows what they're talking
about and I know that because I ran the state federal programs St Michigan for 10 years Title One title two title three homeless migrant immigrant 31a all of those programs were under my Direction
so I work district and 640 other districts and about 200 two 2 to 400 Charter Schools I saw a lot of plans I saw good plans I saw bad plans I saw an awful lot of New York
plans okay you've got hard work to do or certainly the job is to allocate limited resources to unlimited needs job the teachers have a tough
job so demand profession have research you don't okay so now uh you're facing another strategic plan the
Strategic plan in every case that I've seen drives what happens in okay set High gos because people start make something happen something could
happen um I'm a strong advocate for an equity measure in your in your C okay it's it's the only way the kids who are uh at risk um really can be brought up if you
pay attention to and it's a the toughest part of the job so I would strongly recommend that you include putting measure in your in your goals and you can't have too many
because people cannot attend to many goals and we just give up a few smart aggressive thank you very much for conratulations good luck thank you any
other um so thank you everyone for attending I know we've had a lot of board meetings uh yeah still Yeah March uh um and uh a lot more coming up in April as well so with that the next Board of educ ation meeting is Monday
April 7th um at the Northwest um education Conference Center um which is uh at 111 red Drive in Travis City uh that is the study session based off of this treat planning so um
again that's it uh do I have a motion to adjourn the meeting I move to adjourn the meeting second second all those in the favor say I hi all the post say nay meeting agour