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[Music] The board curriculum is ordered. The committee would like to welcome the audience. Viewers may watch the live board committee meetings online at tcaps.net/board. Recorded meetings may be viewed on demand at the same address. The
committee has set aside this time for public comment. Kelly, looks like we don't have any today. >> Okay, so moving on to procedural items. First up, we do have the draft committee meeting minutes from September 30th. Um,
any corrections or additions from my fellow trustees? Okay. Uh, Dr. Van Wagner, I know there was one thing you and I had talked about. >> I do. I want to make there's a statement in there about our tag and and talk about um you know next year like how we
might look at some other programs. So I'd like for that to have um the clarifying statement of it that we're looking at an advanced academic program maybe in each elementary school. Um, and so that's something we want to pilot as well as what we're doing with keeping
our current uh way that we have our tag program. Uh, I use the word legacy and I think that could be confusing to some folks. So, just want to talk about our current our current way that we have tagged there. So, I provided Cammy with those uh corrections and I'd like to
have that clarifying statement on the minutes. >> Okay. So, we'll just add those to the meeting minutes from September 30th. >> Yep. Okay. >> Correct. >> And and what is I didn't hear how you phrased it at the very beginning. What you call that pilot program at every elementary building.
>> This is more of an advanced academic program uh that we would we would try and consider. Something that people have talked about what are there ways maybe if a kid doesn't want to leave their home school that we could do that. And so, uh, that's something that we're having conversations thinking about how
we might be able to pilot that in an elementary building and, um, see if there's even additional possibility to offer, uh, some advanced enrichment type programming here in the future. >> Okay. And to be clear, then that would be in addition to the TAG program
>> as of correct. As of right now, that's >> And what grades would that be open to? >> Um, we're not sure. I mean, you know, we would probably try to stick to that 3 four, you know, or the four five rather um you know, the way that we have that.
But again, all that's under discussion and possibilities. So, as we try and work with maybe a couple of our elementary principles, we'll keep the board uh um in the know of what we might be thinking of that. >> Good. That's Yeah.
Okay. Then moving on. Um, if everybody's good with that, we will, um, those changes, the minutes will remain as posted and we're going to move on to the TCAPS district course catalog. >> We have no changes,
>> no add no additions this month. >> All right. And with that, I do know we have a number of field trip requests. >> We have three field trips. Uh, one from each of our middle schools. This is the Washington DC trip. Um, both middle schools have taken groups of students
here in the spring. A great experience for our kids. So, you'll see both of those on there. Little bit of a cost difference between the two trips that has to do with the timing of the flights and the travel. Um, and then the other trip is very exciting and this is a
faroff trip. So, we're talking spring break 2028. Um, this is a trip uh for our high school students and uh I did speak with Miss Cole, the adviser on this trip. She is open to central high school students as well potentially applying, but this
is to Australia and New Zealand. Um, she is, uh, taken lots of groups all over the world. She's got the group going to the Gopicos in the spring break of 2027. Um, so Amy Cole is a very versed uh, adviser and has traveled all over the
world with kids. So, she's really excited about this one. But obviously because of the price point on that, wanting to get uh that out to students and families so they have time to fund raise and budget for that opportunity is sort of what she's thinking at this point.
>> Yeah, I did not notice that's a long lead time, two and a half years. And they took it as a good sign that Miss Cole will not be retiring anytime soon. >> She will not be. >> She will not be. >> Great news. >> Yes.
Terrific. Um, any questions? >> Okay. I think as always, these are exciting opportunities. Love the perennial trips to DC for the eighth graders. And I mean, this is the longest distance flight I've ever seen. Australia, New Zealand. That's a that's
a whopper. >> It's almost a 24-hour trip. So, kudos to her for taking that initiative. And I think we can move it to the consent agenda unless there are any objections. Okay. >> Great. Thank you. Moving on, then we have our
firstformational item, the mobile healthc care unit, and I'm going to defer to Miss Steve Warner. >> All right. So, we're excited to be here today um just to share some information and some updates on some um some projects that we've been working on. And I have um a couple of guests joining us
today. This is Hannah Wilson. She's a physician a physician's assistant with and the medical provider with um the TCAP Student Health Center. and Amy Cannon. She is the school success program coordinator with Northwest Michigan Community Action Agency. So,
they're just going to jump in along the way um and provide some information as we go as well. So, we're going to start off talking about the mobile healthcare unit. All right. And so, this initiative is really um part of our ongoing efforts to
reduce barriers to care and bring supports and services directly to our students and families. So, especially to those um those outlying schools where we know transportation can be a challenge. Um so, through our partnership with Northwest Michigan um health center and
with support from Grand Valley State University's physicians assistance program, we have been able to expand capacity. We're taking the TCAPS health um clinic team on the road. So, we've created a road show where we're bringing supports and services directly to our
students. Um, and this is really a great form of outreach because we are taking the team that is currently working with our students and families um, out in the district to our schools, introducing them to students and staff um, beginning to form those connections and
relationships which we know can be really important to our students and families, especially when it comes to building trust in providers. So, not only can they be seen um through the mobile unit, but um we're hoping again to make those connections so our students and our families feel more
comfortable accessing care and services at the TCAPS Health Center. So, I'm going to turn it over to Hannah to talk a little bit more about the services that are provided through the mobile unit. >> Yeah. So, we like she mentioned, we're going out to the different school sites
um and providing pretty comprehensive medical services. So, our goal is kind of to take our services to them at the schools and like she said, provide some of that um outreach and and just education. So, we can do um essentially
like full like it says sick visits. Um you know, whether it's something going on that day or like a longer lasting issue, we can do basic wellchild checks. Um, we do have a behavioral health therapist who is coming with us as well
who can do like brief interventions, um, education on community services, make referrals, um, or schedule them for ongoing, um, behavioral health services. Um, we have our dental team at our other site in Traverse City, so we can get
them set up for dental services. Um, unfortunately that's not coming on the road with us. I wish it was, but um, we can get them set up for that. um really any type of like questions, counseling, just introducing them to services. We do provide um vaccinations through our
other sites. Unfortunately, that's one of the things that we can't bring with us, but we can look at their records, let them know, you know, if they need updates on anything. Um and then we can even provide bus passes to get them to our health clinic at West Middle School,
um or at our other location in Travers if they prefer to go there. Um, so really it's just kind of about, you know, reducing those barriers for people to be able to get services and bringing services to them um, as much as we can.
So, and we launched this at Trevor City High School, and I have to give a big shout out to the Traverse City High School team. They have been great, super supportive of this work, um, and really flexible as as we've been rolling this out and kind of working out the kinks as
we go. So, um, again, launches um on September 25th, and the NMHSI team went into the classrooms, introduced themselves, um, talked a little bit about the services. We provided staff and students the opportunity to come out and kind of check out our layout, um,
peek in, tour the bus if they wanted to have that kind of, um, you know, time to be able to ask the providers, meet and greet the providers, if you will, um, and just ask any questions that they might have. So, five students received services on that day with a lot of um
interest and inquiries about um ongoing services and then NMHSI had a rep attend TC High's parent night to again build those connections, meet students, families, and answer any questions that they might have. Um because of the interest there, um and again just kind
of rolling this out, we decided to go back for um a follow-up visit at TC High. We were out there last week um and 11 students received services on October 22nd and multiple other students completed the registration paperwork and
consent form and I know the team is working on following up with those students to to get them scheduled for appointments. So, our future goals are we're hoping to expand our rotation um and be at a different student or a different uh school within the district
um maybe two schools a month um providing services. And then we're going to continue our um partnership with Grand Valley State University um looking at having their students um provide parent education nights throughout the year. So, really excited to have this up
and running and um you know excited to see what we can do as we go. Hannah, is there anything that I forgot left off or you want to add? >> I don't think so. We're just excited to bring this to him and Yeah. Any other questions?
>> Any other questions for Hannah? >> Could you notify the parents ahead of time? I mean, you say we're coming so parents could actually meet their kids at the clinic. >> We did actually have one do that last time. Yep. And we are trying to put together flyers for every school that
we're going to so those can go out and like the newsletters ahead of time so parents are aware. Ideally, if we can get students signed up for visits ahead of time, that's best case because then we have the consents on file. We can, you know, be ready to go. We're seeing people, you know, faster, being able to
see more students that way. Um, but we certainly can have people that show up that day as well. And we're actually able to send out like consent forms via a text message to parents so that they can just get it right away, they can fill it out, we can have them on the phone if we need to. So if they can't
leave work or whatever the barrier may be, we're, you know, we try to eliminate that. But we are notifying ahead of time um offering like prescheduling if they want to. So >> good. >> Yes. You're welcome. Yeah, I I'm a I'm familiar with the um
TCAPS health clinic at located at West Middle School and I've really been a big fan of that since it was open nearly two years ago. So, I'm excited to see something that, you know, is more geographically feasible for all of our other students, even though that serves the whole district. Obviously, it
requires some parent transport. Um I just wanted to ask um a couple things. One is, is it going to be available exclusively during the school day or do you envision more things like during parent nights?
>> Do you mean like the outreach events or >> the actual services? Would it be like a a regular business day in mostly the school day or do you think some still kind of figuring that out what the needs and requests are? Um, you know, like we said, we've only had two days. So far
we've done it during the school day just cuz the kids are already on site then and then you know they can get there and go home the way that they normally would. Um but I think if there's a huge request for afterhour services too we're open to that. And one idea we had is for
our title schools, you know, we have title parent nights as a possibility of including the bus in those nights because again the idea where TC high you can obviously the kids are a little older you still need parent consent unless the child's 18 but especially for elementary school as far as that consent
piece and probably the parents want to be a part of it like we've never done this specifically um with healthcare at at elementary we I know at at the middle school right we obviously have the health center there and they have a kind of a pretty good process as far as parent consent goes. So, it'll be
interesting at elementarymentaries how we kind of bring this to scale. >> Yeah, I I think it really resonates with people when you, you know, say all insuranceances are accepted and you have that sliding scale that maxes out at $35 per visit. That's, you know, makes it
accessible to everybody. So, um I I love, you know, the promotion. I think that's really important to make it successful. Um, and then I just wanted to ask about the funding and the sustainability of that funding. It's always, you know, an issue for us as a
as a district like what what is the source? Is it coming from our general fund at all? Is it a grant? If so, is it limited time? And, you know, so we are grantbased. So, we are a part of the larger um Northwest Michigan Health Services. They are a federally qualified
health center. So, that's under a federal grant. Um we are under a separate funding for that. So the schoolbased health center is a state grant. Um so far that has been a very stable funding. We haven't had any concerns about that continuing. There's
been really good bipartisan support for it and they've actually grown that over the last, you know, 10 years. Pretty much every time it comes up it, you know, it grows further. So there hasn't been any concern about like losing funding for that. Um but it is a state funded grant that um helps keep our
health center open. And then like you mentioned, we do still, you know, bill insuranceances and collect um you know, payment for visits when when it's appropriate um to help keep our doors open and and things rolling as well. So, does that answer your question? >> Yeah. No, that that is helpful. And we
are um we put a you know quite a few um different things in place to be able to really thoroughly track data um and quite a few different things so that we'll be able to have that to hopefully continue to get back to our stakeholders. >> Yeah. And I I would just encourage the
district to help promote it um at a couple a couple of times during the year like right now it's peak vaccination season for the flu. So um anyway, thank you. We've just been rolling it out slow. So, we haven't put it out districtwide yet
just to again kind of work out those kinks. Our next visit we we have worked together to schedule some other buildings. So, we're planning on rolling it out at East Middle School. Um and then Cherry Null as well. So, and that'll be November 10th. So, >> great. Thank you.
>> All right. >> Vaccinations are available in so many places though >> at the same time. So, you kind of don't want to you want the best bang for the buck of your time and your resource. You don't want to try to replicate something
you can get at Myers. >> For sure. >> Yeah. And and we definitely support them going and getting them wherever it's most convenient for them. Um that's why I said unfortunately we can't bring them to them just because of all the rules surrounding um immunizations, but we
can, you know, just pull records and make them aware of what they need. we can help get on bus passes if they need help, you know, getting there. Um, but like you said, flu shots and stuff, they, you know, you can get those at the local pharmacy if that's what's most convenient for them. So,
>> thank you all. I appreciate you being here. >> You want or you can. >> Okay. Thank you so much. >> Thank you. >> Okay. Uh our nextformational item is on the Northwest Michigan Community Action Agency project and I will again defer to
Misty Warner. >> All right. Thank you. So just a little recap here again. Um one of our main clinical areas of focus has been to increase mental health supports um specifically in buildings with the goal being that buildings would fully utilize those supports to implement
trauma-informed behavior systems. So through our partnership with NMCAA um we were able to place four school success liaison in really key buildings. Traverse Heights, Blair, Long Lake, and Central grade. Um and these liaison work really closely with our mental health
team to provide an extra layer of support and services to our families. um and we have worked together to develop um an aligned framework including how our students are referred and then um some some criteria around the student
success leaison's case load um and that that goal being just that the core of these supports and services are consistent throughout those four buildings. So I'm going to turn it over to Amy to talk a little bit more about those supports and services um as well as share some um program data with you.
Thank you. So um our program is um a partnership. So we are run through NMCAA. Um and basically there's kind of two components to the program. So providing formal support and that would be a student or family that is referred
to the liaison. Um our goal is to have a case load of about 15 students at any given time. And those students we're working really closely with. So, we do um an action plan and this is really collaborative. So, we're getting input from the family um teachers and other
school staff that are working with the student and we're getting input from that student as well as to um their goals and what they would like to work on and improve um to work toward success in school. So, with those students and families um we're meeting one-on-one
with the student. We're also maintaining at least bi-weekly contact with the family. Um, one of our main goals is to really kind of increase parent engagement. Um, so we're working with um, the family closely and then we're maintaining at least weekly contact with the student's teacher and then other
staff that may be working with the student. So that could be like a member of the mental health team, um, Northwest Ed, um, anybody else that's kind of also working with the student on their goals. Um, informal support. So, we're also working with um students that maybe
aren't on our case load. Um this would look like doing kind of small groups. Um that could be like a social emotional um targeted group or even like an academic targeted group. So, like working on extra math practice, um spelling skills,
like a reading group. Um, we're also having leaisonants kind of push into classrooms um to help maybe at times where the teacher is seeing like a need for extra support or with students that are needing extra support. Um, we're
also really um focused on like proactive preventative so helping with that tier one social emotional support. Um, our leazison are trained in restorative practices as well. So they can assist with a restorative conversation, restorative circle and then also um our
leazison have gone through CPI training. So they are able to help with behavior response and behavior intervention um student support requests as well. Um so here's some data from last school year. So across the four buildings we had a total of 76 students and families
um that were on our formal case loads. um we work really closely um with our formal case load and informal students at times to address barriers. So we're looking at um attendance improvement um improving social emotional skills and
kind of those academic skills, executive functioning and that type of thing. And also um navigating services and supports. So kind of referring to community resources. Um the cool thing about our leons since they're employed by NMCAA is we've got a little more flexibility with kind of like our time.
Um so if we need to kind of flex our hours, we can have leaison working like outside of normal school hours. We're able to do home visits if that's something we can get the family on board with. Um so and I know like last week one of our liaison was able to um attend
a creekide visit with the family. Um so those types of things um we have a little more flexibility on that um which is helpful in kind of helping those those families address those barriers. Um like I said parent engagement is one of our big goals and so um last year we
were able to have 95% of the parents um for the students on our formal case load participate in three or more school engagement activities. And this could be something like getting them to parent teacher conferences, getting them to like a family night or another school
event. Um getting them to start communicating absences rather than not calling the school and not, you know, we don't know where the kiddo is. Um so that's something that we really continue to work on. Um we had 379 students seen
informally last year. And so again, that could be like through our groups um or just maybe these are kiddos that um the leaison are doing a lot of behavior response with scheduled breaks, check-in, checkout, that type of thing.
And then um the groups, there was 103 students that participated in small groups with school success last year. So a lot of those would be um like friendship and social skills, social emotional type skills. Um and then we
did heavilies on running um a trails tier one group um for like K through two students. Um and then that school is also providing trails tier two for the third through fifth grade. So it's kind of a cool base for those kiddos to be able to move into more learning for
social emotional. >> Amy, I wanted to ask you how did you get 95% of parents involved? >> That's impressive. Um, so that's one of our main goals is we um we target at least bi-weekly contact with the
directly with the parents. Um, oftentimes that's more um and we really just we're just kind of persistent. Um I yeah I don't know sometime I sometimes we feel like telemarketers like like hello it's it's us again. Um, so lots of Yeah, lots of calls and texts. Um, lots
of just and I mean part of the thing with the program is if a student's going to be placed on our formal case load, we do have a disclosure form um that the families need to sign. And so right off the bat, we're kind of like getting that contact with them and we're kind of able to explain like, hey, you know, this is
who I am. We we are based in your child's building, but we work for NMCAA. This is what we can help with. And so, um, really it's just, I mean, that's probably actually the hardest part is getting that parent engagement back. Um,
but I think the flexibility with our time helps. Um, we've got just like a little more time to kind of focus on that. Um, and kind of even like I said, work outside of maybe school hours if we need to. So, that helps too. >> Yeah. >> So, what I heard was phone calls in
addition to >> Yeah. It's just a Yeah, it's just a lot of outreach. Um, and I think sometimes it can feel for the leazison like maybe they're not getting a ton of engagement back, but when we look back at the numbers like we actually were reaching those parents and kind of getting them
more engaged. So >> I I feel like that's one of the biggest differences that MCA provides like as a an extension of our school social work is that that parent engagement part. It used to be called uh wraparound services which I still think probably exists in another agency but it's that same idea
where they go another step especially when we talk about just supporting it's a supporting the whole family not just the student um and I know attendance is is a focus also with the students at uh buildings will also utilize your NCA uh person to help because that could be our
first sign right when we talk about any type of symptom that there's going to be some issue at school right we start to see those absences pile up and it's Just another layer that I think really makes some headway as far as that like you mentioned that parent school connection. >> Yeah. And I noticed you said on the
previous slide that you have a case load of about 15 students at any given time, but over the course of last year you had 75 students total. >> So there's obviously some turnover within the year. >> Yes. And that's kind of the goal. So really the program is set up to be to
carry a student on your formal case load for like 30 to 90 days. Um, obviously sometimes that it goes longer. Um, but what's cool is it's not if we're supporting a student kind of on that formal case load, we could kind of move them off of that and still support them
like on an informal basis, but then we have the opportunity to kind of add more to the case load throughout the year. So our goal is really I mean we're really looking at especially this year trying to for each leazison to have a total of like 20 to 25 students throughout the
year that they're working with on a formal case load. >> There's there's four four schools so it's 15 each. >> Yeah. Right. Right. >> Yeah. >> Oh god. Yeah. So 60 at a time. >> Yeah. >> Okay. >> All right. Any other questions? You
wanted to move forward. Was there another slide? >> Just Did you have anything else to add? >> No. Okay. Yes. >> So, um, so the the initiatives that we talked about today, um, along with some other work that we're doing, um, they're they're not just isolated projects, right? They are directly aligned, um, to
our strategic plan. And I think the two that we discussed today really fall well under um this goal and focus area when we're working to reduce barriers, increase access to supports and services, proactively put systems in place in building to um improve the
overall health and well-being of of our students. So, thank you for letting us share some of our um work in progress with you guys. >> Absolutely. >> Thank you. >> Thanks, Okay, with that we will turn our attention to the learning series, the
elementary fall data and strategic plan. Mr. Tisworth, >> thank you. Uh, so just some quick introductions to get us going. We have some guests here with us. So Eastern Elementary principal, Johnson Swiggles is here. >> Good morning. Our Willow Hill principal, Angela Heides McKay. >> Morning.
>> And then our Willow Hill and Court instructional Coach um, Aaron Yan Creek is here. um just to kind of help us go through how that how our data kind of lives in our elementary schools. So, as Missy mentioned, um Jesse and I were talking about opportunities in board curriculum to kind of update the board
on where we are um at with the strategic plan and how that looks in the building. So, I thought I'd start out kind of looking at this is a um admin meeting we did in elementary school to kind of familiarize uh our elementary admin with the strategic plan and then some ideas
on how to take the ideas from the strategic plan and start to get them into buildings. Uh my experience, you know, with past strategic plans is we would work with them kind of at the beginning of the year in buildings and they were often visible but that constant connection throughout and that
reference to data. I think this strategic plan in particular obviously has a I think a stronger connection to data that we can continue to work in the buildings with which which helps I think accomplishes those goals. So just to kind of let you know I know Josie you
had some questions about what does it look like in the building. So this is our beginning to that. Um looking specifically at goal one is kind of what we wanted to highlight today as long as obviously Missy just did goal two um and how the principles work through it together and then the idea of you know
the very bottom there what strategies can we implement at the building to level um to support the goal and then what resources uh PD system supports do you need? So getting that feedback throughout the year as we look at how do we because we've often thought about you know in order to get to these robust
data points what do we need um to support the buildings with >> yeah how so I'm just curious how did that feel comfortable like in terms of the strategic plan and aligning with your work seem reasonable and achievable
but meaningful >> outcomes >> that's good to know since the board push for those targets to be >> for sure >> ambitious. >> Okay, >> so goal one uh just to as we move into
our fall data, our goal is kind of to take this fall data, show you the data, um and then kind of show you how the buildings use the data as it relates to our our strategic plan. So just a quick review of what we're looking for specifically in strategic plan is our NWA data that achievement for 25. So, we
are still establishing when I go through I just have a a couple of slides on our fall NWA data is that we're still establishing baseline and I mentioned that using the spring data from last year might not be the most accurate start because the norms have shifted every 5 years NWA red the norms. So,
we've been working off of last spring were the 2020 national norms. So, now this is the first postcoid norm reset they've done. So, the 2025 norms which is kind of aligns nicely to five years, right? Right? Cuz if we do 2025 through, I think we'll end up lying probably
leaving off around 2029 and then 2030 is when they were doing norms again. Those norms won't shift again during our strategic plan, which is nice because they can really really make our data look wonky as far as what achievement looks like.
So just a brief kind of recap of what NWA is for the board. Um there's map growth. So when we look at NWA about how the student grows throughout the year and their change of RIT score and how NWA projects that growth, usually within about 5 to 10 RIP points, um NWA is
valuable because it kind of gives us a starting point uh right off the beginning of the year where we start to do our our data meetings along with other data to help support kids, create tier two groups, also to look at our tier one. Uh that's something we've added in recent years is that when we do our data meetings, we're not only
creating tier 2 intervention, but we're also looking at what steps can a teacher take in the classroom related to tier one as far as addressing needs of students. So, real quick, I just wanted to show you what it looks like with the norm shifted. So, this is math. This is all
of our grade levels. And if you look at the data, the the top is uh this falls, the bottom is last falls. Um and we can see right off the bat just if we look at some some big numbers or indicators we see instead of the yellows we see greens on mostly all of our grade levels uh
grade levels that green is the average which would be over is over the 60th percentile which is proficient. Um and then we see that in 2425 not all the grade levels had that in fact only two did. Then if you look however if you go to the far right you see the actual RIT
score average itself and compared to the year before. If we were to see that type of percentile change we would hope to see um you know often a big jump in RIT also and we see that if you look right the RIT scores actually move they
fluctuate maybe on average a point at the most up or down. So that shows you the the kind of the change of the norm, right? is that in if we look especially let's look at grade zero or K that includes our JK and K data where we have
a bump it looks like of trying to read on my computer but I don't my readers >> 59 to 66 >> right so we're talking about I know that yeah that's what >> uh seventh percentile as far as achievement goes right that's quite a jump I mean we're talking about kids
that on average weren't proficient at 59th percentile if we go to the 66 change in red score average out is just at one point. >> So, I think that I just wanted to show that it's especially important uh going into this spring that that is our actual baseline when we talk about, you know,
our strategic plan. >> Yeah. This fall, >> it's going to look like we move quite a bit, you know, but there is something also to be said. I don't want to say, hey, you know, this is all just because of norms. Obviously, we've worked as a district to stay in front of national norm data, right? As far as when we
compare ourselves to the nation, we look better. um because I think it's due to some of the processes that we've put in place lately as far as instructional coaches uh looking at data more closely and I think you know informing instruction more with data.
>> Yeah, I was actually so what you were saying is so that fall 2024 to 2025 last year's data >> just like the spring 2025 data is you know a different um calibration. This is really not a great comparison, right,
from year to year. Is it? >> No. No. That's what I'm trying to show is that so we'll see the same thing in the spring. That's why we want to use our spring data as our baseline for our strategic plan in 2026. I mean, we can use 2025 as our as our baseline, but we're going to see a natural 5 to 8
percentile jump. >> Yeah. >> Right off the get-go, right? >> Um which will say, hey, we've we're halfway to, you know, um achieving our strategic plan. Um, but a lot of that I think is is some some of that if not a lot of that is norm data. >> What would be able though to see that
that growth from fall to spring for this current Yeah. school year. Okay. And then just that green and yellow column where you see those percentiles, that second column, that's the median, not the mean, right? >> Yes. >> Those are medians. So, do we if if we
saw the average, do we know what that would look like compared to median? It's a [Music] >> um it's all norm data. So it's a normal distribution. So your mean and median are going to be
>> pretty much spot, >> right? It's not right. >> Yeah. >> Well, statistics 101. If it was skewed, then that's what pulls your mean because it's non-resistant one direction. But this is all norm data. So your median and mean. It is interesting they use the median percentile and mean RIT. But
>> yeah, >> there's got to be a reason why. But they should be close. Yeah, that's that's what I was curious about. Okay, so I mean overall the proficiency range in the fall of this year is with the new calibration is 47 to 60%.
>> Yeah. I mean that's we can live with with that. I mean it's a good start, right? >> Oh, for sure. >> Yeah. >> Yeah. And so very similar to reading where we see the same thing, right? Where we move up the percentiles are all over the 60th percentile
in achievement from this year compared to last. And again with moving the actual average RIT score around a point either way. So this is one set of data. Now, we've talked already at board curriculum about how we are moving away from NWA reading
in the uh winter because we have some different data sets that we're using on a more regular basis and one of those is Ames Web. So, we've talked about Ames Weeb just as general like what it is. We're going to get into the weeds a little bit on this just so I can kind of uh Britney can give you a little bit of
an introduction of what Ames Web is, how we use it, and why. um because it's important enough to us where we use it now as a natural part of our data meetings and like I said it's already kind of moved into I would say more important but a more usable data point
in the winter uh than NWA >> question do you have roughly the same amount of coaching available in math as you do in reading >> as far as t are you talking about with the student or teacher because we use
term coaching. I think of academic coaching. So academic coaching is is when our what what Aaron does, right? Aaron works directly with teaching. So as far as how it spans our coaching time with math and reading isn't really specified. We definitely have more tier
2 support and reading with students. So we when we do our data meetings and we create groups um we have all of our all of our buildings prioritizes their reading support first and then we go back through and then do our math support. That's something with strategic
plan. I've talked to elementary principles and I think I've mentioned it here as far as a need that we have when we talk about um some financial backing for strategic plan would be more support for math intervention. But I'm I'm I
wasn't specific enough more the PD side the professional development coaching in for teachers. Do you have roughly equal amounts in both math as well as >> I think it's a more of a general coaching model but I know Erin if you want to chime in just about when you
work with teachers in coaching is it more around the reading or the math or is it across the board? >> It depends on the year. this year because of the adoption of CKLA, we're more heavily leaning into coaching in with relation to reading. Um, same thing though with district provided PD, it's
more heavily focused on the CKLA adoption. In previous years though, that adjusts and fluctuates depending on the focus and the need. So for example, last year I would say my coaching time was split more supporting um the fluency
work that was being done in math and science of reading work. So it really just depends on the primary focus of the district and then we're there to support whatever that focus is. >> Okay. And then do you also coach in
science and social studies? >> Not no we don't. It's primarily just the the math and the reading. >> Thanks. >> And a lot of it though is instructional strategy based. So that can carry into
all content areas and isn't subject specific. Um but if it is more of the consulting role of our job that focuses more on math and reading. >> Thank you. And just before we move on to Ameswood
Plus, I just wanted to point out um you know in addition to what I said about the math proficiency range of 47 to 60%. So it's slightly higher for reading. It was 50 to 63%. The students Yeah. So the reading scores overall are higher comparatively.
>> I think that is sort of normal. I think you see higher reading scores. Math tends to struggle. >> Yeah. I would defer to Jesse and Dan on that because I've seen it go both ways. >> It fluctuates per grade level as far as where our read our reading and math
proficiency goes and our support. we've seen lower L sometimes we see just this is a general generality over years um that math proficiency a little higher and then as Aaron mentioned she she coaches quite a bit with math and fluency and as that fluency catches up
right as students if they don't have that fluency down uh two and three digit addition subtraction their multiplication tables and then they move into the the fourth and fifth grade math with fractions and division that fluency catches up right if they don't have that stuff down those processes this has
become much more challenging. So, we definitely see sometimes a bit of a dip in proficiency in the fourth and fifth grade. Lately with NWA data, we also two years ago had that shift. I've mentioned with our math, we saw probably a 5 to 10% bump in our math uh with proficiency
in NWA because they changed how they gave the test, right? So, when they give the test on NWA, the question um changes as you get questions right or wrong. And as you got questions right in the past, what they would do is bump a grade level. So you would see start to see questions that were from a different grade level and this is material most
students haven't ever covered. They change that now that what it does is it takes the same grade level. It just goes a little more in depth. So we saw our students actually a little more successful on some of that math and WWA. >> Yeah. One more thing to note too with the fall data is that it's the kids are
tested like the second or third week of school. So they've had that summer slide, right? And I and I feel like over the summer it is easier for kids to read books, you know, than it is for them to to practice their math. >> Yeah, for sure. That's why we did fall to fall, right? The idea that I showed
two sets of fall data is because they have the same summer slide from one year to the next, right? Showing fall to spring. Obviously, we're the kids were going to see some growth. It'll be interesting when you talk about because you not only can you look at achievement percentile, but you can look at growth percentile. Yeah. Right. So there's a
national norm also of how much our students grow. So we can look at that when we look at our spring data this coming year. It's going to look a little different than our previous years. Again, establishing baseline, but we can still look at that growth percentile to see how we look compared to the nation
and how much our students grew. >> Absolutely. Thanks so much. This is great. >> Okay. So, as Dan mentioned, another key data set that we've really started to leverage within our benchmark data reviews is ASWE Plus. Um, and so, like Dan mentioned, we recognize that we
haven't done a ton of learning around this particular data set and when this data set is so critical to make instructional decisions. We wanted to just provide a highle overview of what AMS web plus is, why it's valuable, and how it works in partnership with our NWA map growth data. So, as web plus um we
utilize it as a universally a universal screener. It is nationally normed just like NWA MAP growth. Um and the key piece of that universal screening piece is it helps us to identify which students are at benchmark. Um based on measuring indicators that are predictive
predictive of later reading achievement based on the grade level. So for example at the kindergarten level um the measure that's most developmentally appropriate that research says is predictor of later reading achievement is the letter name letter naming fluency measure. Um, additionally with ASW Web Plus, we not
only use it as a universal screener, but we leverage that data set in addition to our diagnostic assessment data to then set appropriate progress monitoring goals that monitor how students are responding to the instruction or intervention we're providing that child
um at normed appropriate rate of improvement. So, it takes their baseline score at an individual level. you set the goal and then we progress monitor on a bi-weekly or monthly basis based on the level of intensive um intervention we're providing that child. Um so AS web
plus is incredibly valuable I think to our uh kindergarten through fifth grade staff because it allows us to assess students um in a short period of time and that's the key piece here um at uh multiple points throughout the year. So like NWA we'll do it at the beginning of the year, the middle of the year and the
end of the year to students uh to students who are on track or at benchmark are not at benchmark. So how did we get here? So we picked up as web plus as a part of our read by third grade law and we used it um
historically as a targeted benchmark. So we only would assess students that fell below a certain percentile threshold based on NWA. we had since we've since switched as a fall of 24-25 to a more of a universal screening framework. Um, and the reason why we did that is because
not only does it allow us to support to all students, but it really allows us to focus on prevention and early identification of students in relation to those building blocks of reading and foundational skills such as phenemic awareness, phonics, and fluency because that is a missing element particularly
at grades second through fifth grade on NWA map growth. Um and so the way we generally do this is through a SWAT team approach across all um our 11 elementary buildings. So we have a small team of calibrated individuals that assess our
students on a one-to-one basis. So um uh timing wise, kindergarten through first grade, it's about 3 to four minutes per student. Um second through fifth grade, it's about 2 to three minutes per student. And I would say give or take um it takes a building probably anywhere from two to three days to actually get
through their entire K5 um student body. And so um we leveraged key pieces of research um to really ensure that we were making the right decision and moving into more of a universal screening process. Um and so really we
see quite a strong correlation of our oral reading fluency data. So that's where a student in grades first through fifth grade are presented with two grade level passages and we track how many words correct per minute they can read in a minute um words correct per minute in a minute time. Um and so the reason
why we uh made a critical shift to administering oral reading fluency is because with oral reading fluency and reading comprehension the correlation is a 0.9. So nine times out of 10 a student's oral reading fluency is going to be a strong predictor of a student's
reading comprehension. And there's 40 plus years of research to support that. Um, in addition, um, our oral reading fluency really helps to determine, um, whether or not students are able to make that shift to make meaning, which is the ultimate goal of reading. Um, and so when we look at oral reading fluency,
we're really looking to see the students who are meeting that 50th percentile threshold because that's necessary for students to comprehend. Um, but really what's optimal is students that are meeting that 75th percentile or above. Um, so as we're looking through that, we are trying to determine can students
read accurately and automatically at a rate that allows them to create more cognitive space to focus on what those words actually mean. So really when we think about that connection specifically to our NWA map growth results, it's really about
bandwidth. So, it's that recognition when students um uh uh word recall that's even accurate, but it's slow and labored, it's going to come at a cost um because we can't create more bandwidth for kids. Um and so what we really generally see in most cases is that
first kind of um image up at the top. If students are spending a significant time on word recall, they're not going to have a lot of cognitive desk space left to actually make meaning. And that shows um and sometimes that shows up in our NWA map growth data where we really want to leverage this data set to say okay we
want students to be spending less time on that word recall because it is so automatic then they're able to spend the majority of their cognitive desk space on actually making the name. >> And and sorry Britney just to be clear so when you say recall this means the
student recognizing the word and verbally orally saying it. Yeah. This is totally a oral test. >> Absolutely. Okay. Yep. Well, oral well they're reading. So they're reading print. Yep. But then they're producing that out loud. Yes. So not silent reading fluency. Yep.
>> Thank you. >> So then like Dan mentioned in terms of our current state with regards to NWA. >> Yes. >> Question. >> Yes. Absolutely. >> I don't know that I read word to word to word to word to word to word to word. I
don't. um if I did, I'd never be able to read the amount that I do. >> So, I think that as part of the science of reading is you learn how to organize going through page and it's not just the
words themselves, but it's the connections and you retain the idea that that page conveys so that when you turn the page, you get to the next place. I guess I can understand all this and I would assume
it only works in in real lower level elementary. Correct. >> So I would say a couple of things. One, I think to your point with regards to it's so much more than just being able to uh recognize words automatically and accurately. That fluency is really a
combination when we think about kind of those theoretical models that are tied to the science of reading. It's really a combination of word recognition. And it's a combination of understanding syntax and semantics. So that oral reading fluency kind of comes al together. We also recognize that when we
silently read words, it's because we don't even have to think about some of the words that have automatically been stored, right? And so we just recognize it by sight, which is why you're seeing quite a shift in uh what we typically would have said as site words, which are, you know, connected to the words we
most commonly see in text. But really those are high frequency words. So my site word vocabulary is very different than Jesse's is very different than Aeron's um because we have different understandings um and what is actually ingrained in our long-term memory. So we don't even have to think about some of
the words that we know because we just we know them from sight. >> Right. >> Right. So I was just going to say Beth I when I've given oral reading fluency in the past I also tell them like you know as a reader you might skip words right
>> but when you're doing something like this you know pay attention to that >> right so you're actually getting two different things >> in a way I think um
I I'm not sure it always represents an exact fluency with the language on paper, but you know, I think about that a little bit longer. I I don't know that the test is exact on to what you're
looking for, but I I could be wrong. >> Just a quick question um about this being evidence-based. Um, I'm assuming because I know how, you know, hard y'all work and thorough you are, but just to
explicitly talk about the connection with our new um curriculum, you know, how does this align with the the science of reading in the CKLA curriculum? >> So, I would say it's um it's an
alignment just because it is a critical part of our balanced assessment system. And so when we are teaching the foundational skills necessary for fluent reading, um this provides us with a path of what kind type of skills are our students coming with us. And then how do
we leverage some of the curricular materials we have and curricular resources within the Amplify CKLA suite to help mitigate some of those gaps that are coming up um based on not only kind of whole group needs from a tier one standpoint but then also how do we
provide more intensive supports that are not only linked to this data but also the evidence-based materials that we have. >> Y okay. >> Yeah. See, I I kind of am of the mind that not everybody learns to read the same way
um any more than you see everybody uses the same alphabet to represent their language because they don't quillic is very different from from English. Um, so I, you know, I I take these as
insightful, but I take it with a grain of salt. I sometimes am beginning to question more and more some of our assessment tools and wonder if they are as robust
as perhaps the variation people are capable of in learning things. I'm beginning to to question some of the assessment tools >> and at at the most recent meeting I really focused on attending sessions
dealing with assessment and data. >> Um because I'm I'm really beginning to think it's not all the kids >> talking about the Michigan Association of School Boards conference. >> Okay. And I will say in terms of learning to read and the process that
our brain actually takes in terms of building those neural pathways that is the same across humans in terms of making those brain connections. What's different is the type of questions that the type of instruction that's required to make those connections and the
repeated exposures that kids might need in order to build those skills accurately but also really that uh that automaticity piece. Um but in terms of the process itself that that is pretty um that is pretty similar across all all
humans in terms of how we learn but the type of instruction that's necessary and then a number of repetitions that are necessary that's what differs from student to student. >> I bet that there are several areas that we still don't understand. >> Yeah. Absolutely. And that's kind of
that's evolving as we continue to to run the um and leverage some of the studies from cognitive um science. So absolutely. So here is our current state with regards to our ASW web plus data. Um so Dan kind of gave an overview of our fall
2526 NWA MAP growth and here is our um AS web plus oral reading fluency data. Um so this is first through fifth grade only because they are the only ones that we administer oral reading fluency measures to. Um and you'll see um a little bit difference in terms of
percentile bands. AMS Web Plus uh reports out on different percentile bands than NWA does. So the blue indicates the percentage of students across each grade level that are below the 25th percentile. The orange band indicates our percentage of students
that are between that 26th and 74th to really take into consideration that bell curve distribution. And then our students in the green or percentage of students in the green are above that 75th percentile. And so you can see when we think back to that research piece of that optimizing comprehension, we're
really looking at the percentage of students above that 75th percentile. Um, but if we were to take a little bit of the combination between that large average band, we're roughly sitting at about 50% of students that are above the 50th percentile per grade level, give or
take, which directly correlates to the data that we're seeing right now on our NWDA, which is around 50% give or take, um, spanning first through fifth grade. Could we see the data broken out by cortile so that we do have uh 25 to 50%
51 to 74%. >> The way that it reports is it loops it all together but we certainly can go through and correlate that even more of the number that are above. We would just have to go through um >> and I'm not trying to you know create a burden here. I just was, you know,
resonating with that that um previous slide that mentioned the 50th percentile is necessary for comprehension. >> Absolutely. >> So to me that was like okay this is where we want to be at a minimum and and then 75th would be you know even better for the optimal comprehension. >> Y
>> so do you all happen you probably don't know without then doing some further digging? >> No. And I'm I'm certainly happy to do that to follow back up. I'll make note of that and then we'll report that out to Dan and Jesse so then they can then communicate that directly to you all. >> Yes. >> All right. Again, if that's not going to
be a big investment of your time, I'm not trying to be burdensome. Just comparing it to that prior slide. >> Absolutely. Um so then kind of thinking about we've gone through our two large data sets that we generally um uh leverage during
our tier one and tier 2 data reviews with NWA Map Growth and ASW Plus. Um, but we know that just having access to relevant and meaningful data doesn't actually move the needle. It's creating some sacred time systems and structures in place to review that data. Um, and so
we've worked really hard, particularly in our elementary buildings, on how we create consistency and coherency in our tier one and tier 2 data review meetings um, across all sites. And we do that intentionally three times a year after our benchmark windows close. Um all of
our buildings utilize our researchbased protocol uh got data now what um and the data sets um like I spoke to earlier that are primarily leveraged are the map growth as well plus for ELA and then Delta math for math as well. So I'm going to turn it over to Angela and
Aaron to speak a little bit more about how that process plays out within the context of their building in particular. >> Thank you. So the graphic that you see um indicate is just an overview of the protocol that we use. So just to set the stage a little bit about what happens at
data review meetings are that we we actually create time in the day where grade level teams sit down for 60 to 90 minutes with both Aaron and me and at Willow Hill we have two to three at each grade level probably similar at Eastern and um and so we get together and we
look at the data. We primarily start with NWA as our data set and we in this protocol we want to activate and engage teachers focusing in on the data. And so one way that we do that is that we start with an overview of the district level data. We'll show what district level is
and then ask them to make some predictions about where Willow Hill performed across the bands. And um it was it's always really interesting to see how our how our teachers make those predictions because they each walk in kind of knowing their own data set, but they don't know the total grade level.
And we want to focus on tier one of the total grade level first and foremost. So they have to they have to kind of put their heads together and think about what that looks like and then we actually reveal the data to them. And um and and I will say when we're looking at predictions, we're also trying to
predict what would be our areas of highlight where we did really well or strengths and what would be some areas for some growth. And so they also have to predict that. And then when we actually unveil un unveil the data in um phase two, they're going to explore and discover and actually look at their data
sets and um and start to see if they can just make some narrative statements. You can't justify what you see in the data or question it. you just have to make a narrative statement. 75% of the kids performed X in area X and so that's
interesting. We collect that information together and then we start to sort it a little bit more and try to think about okay of those narrative statements what might be a priority moving forward between now and this next window in January and the teachers will um they'll
work collectively with us. I'm pleasantly surprised, Erin, and you can chime in. I mean, I I do think that they really challenge themselves and we um and look for those areas that are going to be most impactful on their tier one students. You can't focus on everything, but what could be an area that might
move the needle for your students. And um so then we organize those priority statements into trying to find a causal theory around what's what's happening. Is there something in the infrastructure of the calendar of the day, the schedule? Is there something um happening with the curriculum? Uh we
have a new curriculum in Cala which is a bonus. Um is there a curriculum need? Um is there instructional need? Are we do we need to focus in on particular aspect of instruction like how students are being um asked to respond, how they're being asked to um show what they know.
And then finally, maybe there's a teacher skill set that we need to look at. And so we actually sort out what could be action steps um that align to those underlying areas. And then we we really work with the teachers about further prioritization around and we
have a quadrant that we look at around you know what what would be the best use of our time and energy. We have quick wins. We have um long-term projects. Those two seem to have the highest payoff. But then you have those thankless tasks or things that just
really don't apply. And so we really try to focus the teachers problem solving into those quick wins. what's something we can do that may maybe if we just refine it a little further is going to have a bigger impact on kids and so then that creates some action items from
there. So engaging in this process really rooted in the data and it's coming from the teachers about the students that they work with every day and the resources that they have available um I think has been a really powerful shift in how we do things and the fact that we dedicate this time
three times per year for reading and math is really exciting as we move forward in measuring it with the strategic plan. I was just going to ask about is is it enough? Is it just right? Is it too much? You know, in terms of interacting
with the teachers and make it meaningful and motivational and and >> all that. >> I think at this point it is just enough because it then sets the stage for the next level of work and it actually then gives them time between assessment
cycles to to do the work. And I think that Erin and Jonathan are going to get into that a little bit further. Um, but just so to have all of our elementarymentaries aligned around using a consistent protocol and it may vary a little bit by building, but for the most
part, this is what this is what we're doing and our K5, everybody's involved. JK5, everybody's involved in in looking at this data. Good thing we don't have a new math curriculum right now, right?
>> Yes. >> Yes. Not yet. >> Three years. >> Couple years. >> I I will add though, just in a in a Cala lens, um what's really exciting to see is that some of our areas of action that we looked at at our building, CCLA looks
like it's going to fit the need. And so we're really excited to just lean into that new curriculum and see how it can shift student learning. >> Yeah. And not to be a negative Nelly, that's not my intention here, but for the, you know, the subop of teachers who
weren't admittedly excited about CKLA who had some concerns, how have you been able to work through those? If you, one of you wants to just touch on that briefly because I know that was a strategy. >> Well, it's work in progress. I I don't know the the difference between as far
as not excited or overwhelmed, right? I think those are two different thing. I think there was a level of excitement with everybody that we had a like structure that that everyone was doing in every every elementary building, right? So, you have that support that we can give as a district. Now, um I think when you start any new curriculum, as
much as you can frontload it as much as humanly possible, there's still an element of newness to it. And the first year is always hard, right? The first year is hard with pacing. The first year is hard with new assessments. Um, even things that come up that we have not anticipated that we have to address. Um,
and when you talk specifically, I often refer back to the story of pilot teachers. Pilot teacher meeting last October was a tough was a tough meeting, right? They were overwhelmed. Um, a lot of information. We weren't used to teaching ELA this way. But when you turn that over into what our pilot meeting
looked like in the spring, it was night and day, right? Excitement. Kids are excited about it. kids are engaged. So, we're going to see something similar, right? We're ready for that RSTD day on no in November where teachers are going to come there and there's going to be an element they're overwhelmed. Um, so
we're going to try to curb that a little bit with trying to celebrate with teachers of what we've seen so far, but also have that voice of the pilot teacher saying, "Hey, we were in this exact same spot a year ago." And teachers know this, right? there. They even though you have that element of being overwhelmed, they know that
they've done this long enough with a new curriculum that it will get better. >> Yeah. In the long run, it'll get worthwhile. >> It does. >> The the other thing I'll add just to piggyback off, Dan, is that I think what we tried to be really intentional about is that we all play a role. So it's more
of this collective uh front moving forward where you know historically what we generally see with a new curricular adoption of a curricular resources we purchase the curricular resource we provide the we provide materials and then it really falls on the shoulders of teachers and we've really tried to
ensure that we all play a role and responsibility and making sure that we're all clear on that role. So it's really more of that collective effort and not just resting on the shoulders of our teachers. Um, and we've been really intentional to try and create um, uh, a
space where teachers provide feedback, where we're in classrooms, seeing the implementation, lifting up areas of support where we can provide more consistent guidance across the board. >> Yeah, maybe you could talk about what you're doing currently, >> visiting. >> Yes. So, we just wrapped up our first
week of our CKA district-wide visits where um I have gone in and I partner with the building leader and instructional coach um and we go in um to randomly selected classrooms um to go and utilize our non-evaluative look for document um to provide insight into how
implementation is going and then how we use that data to adjust the supports we're providing districtwide. Um, what's been really great about that is I would say probably about 90 to 95% of teachers wanted a copy of the feedback form. It was optional. Um, so I just think it
shows their investment and and their want and need um to to feel supported and and implement the high quality curricular resource well. And the more you systematize and are a district our size, 11 elementaryaries,
uh almost 4,000 elementary students, then the district can support. If you have people doing different things in every classroom or even at different spots pacing wise right now, if you go into second grade classroom anywhere in the district, you're going to probably be, correct me if I'm wrong, but within
a week of of each other. So even PE principles have told me this also when they have several different sections of second grade you can literally just bounce through in a day and they're doing the same lesson. And so this is a a large shift in what we've seen in ELA I believe over the last 10 years.
>> And I think the the clarity of focus like it is very clear what we're focusing in on. And I I would hope nobody feels alone in implementing this because there are so many levels of support and check-ins and opportunities to collaborate around it. And I'd say
too with this process, it felt very different this year in our ELA data meetings than it did in previous years where when we were brainstorming in previous years, there was a level of just frustration from teachers in the sense that they
knew what stu students needed, but they didn't have the resources to meet those needs. And so it was pulling from here and there to meet those needs. And so this year it felt very different because the entire meeting for every grade level
centered on CKLA and people saying well if this is the area of focus I can use this resource or this could supplement or not even supplement but support that and everything that they were drawing from directly was a CLA resource. And so
they just felt I need to lean in heavily to the core tier one program that we've been given and there was a level of excitement that that would happen. So it just it left people with finally feeling like okay I can do this. Yeah, it's hard
work but I have the tools to do it now. Do you think that you'll see the same level of improvement across all the schools given that you're using the same level of intensity and
the same organization? Are you going to be able to work in effect a manufacturing model in reading across the district successfully through all the buildings? Does that make sense? I would refer back to I know that um
Britney did some presentation on CKLA when we talked about um students economically disadvantaged, right? Because if we want to see that model across all of our schools, you know, that's a little bit of the flexibility of CKLA um that within each school, right, we
have economically disadvantaged students and we need to impact them >> on different plans or you know 504. I'm I would unless it's the same distribution through all the schools because I think it's more than just economically disadvantaged.
>> I I just went to that because that's my my I agree. I mean, we obviously have a tier 2 segment or any segment that doesn't necessarily have economically disadvantaged students who are struggling, but just in general because that's our measurement on our strategic plan. We talked about how CKLA can
impact uh students that are economically disadvantaged and if and I think I thought the question was you know is that impact just as um impactful uh to economically disadvantaged as to non and we've seen it's more so that's that's why we hope that you know when it when
you implement it to all all schools we we hope to see that I would say manufactured approach but in the same way I go back to the fact that if we systematize anything uh we can actually support it. If we are not systematized, we waste resources. We waste time. We
waste time on PD. Um, and be able to do that with with all of our schools. And even Jesse and I, as we span from elementary to secondary, we try to get everybody's lock step because every single dollar is valuable. We want to make sure we're efficient in those dollars and not just saying, okay, you
have a little project that's not researchbased, but it feels good to do. Uh, does it push a needle as far as achievement goes? then we can systematize it. >> Yeah. And I would just add research based programs provide the best opportunity for all kids across all those different
landscapes. That's the idea of sort of like you look at I don't know you're I'll kind of lean in the medical field but you're going to correct me. I know there's research based diets right that we would say we would recommend all humans have this type of a diet and that would does it work for every single
individual? No. There'll still be students who will need either additional support or additional extensions because we're humans and there's some variability. But the goal would be because we've adopted a researchbased program and we're using it together as a system, it gives every kid the best
opportunity to be set up to be successful and develop the skills they need. >> I would also add that each my diet comment. It's okay. I I know I'm going to let that one be because actually the diet stuff is getting a major uh
>> challenge right now. Yeah, I was going to say too that each of the teams, each of the instructional teams are focusing on their data set and they know their students and so we have this consistent program and protocol for working through the data, but that
school team are empowered to create the plans that based off of what the need or the action is showing. keep following basically the schedule because that was the one thing I was hearing when I was going to the teacher um meetings and
obviously I didn't get through every but it seemed that it was the pacing for some of the teachers that they were having more of a question about >> and that's why I was just kind of wondering >> because some of them were told no stay
with the program don't don't don't drop back and put yourself on a different timeline. >> Right. >> And that's why I'm thinking of it as manufacturing model. Everybody's coke bottle is going through the machine. >> Yeah. Okay. But also that's where instructional
coaches and principles and Britney can help if a teacher is falling behind of really look at those focus priority standards um and objectives within whatever unit or lesson they're in and then look at the lesson and help co you know partner with the teacher about maybe what what could maybe be removed
from that lesson and still hold the integrity of what the focus objective supposed to be. And at the same time, the teacher's in the middle because she's responding or he is responding to the kids that are in classroom. So,
yeah, it's a balance. >> All right. So, from Yeah, thank you. from the data Whoops. From the data meetings, I didn't know we had advanced. Um, then then I think the the the real meat and the boots on the ground happens of okay, we've made these plans, now
what? And I think looking at the focus and the purpose of the data protocol, we've used got data not what um now what for a while in our district. It's not anything
new. Um but how it's used has changed. When this was first brought forward in the district, we didn't have the coaching model in place. And so often you might do this protocol during let's
say a PLC meeting or at a staff meeting. And it did feel on the teacher side a little bit more of that one and done task. You would get your data, you would come up with the plan, you would look at it again, but it wasn't as connected
where now it really is this focus on continuous improvement. And so I see the role for myself in the coaching position that these meetings are integral into what I do throughout the entire school
year. And in terms of supporting the process, it really starts with collecting the data. And so we are working with the building leaders, the interventionists to make sure that we're gathering data whether it's NWA or Ames web or Delta math on every single student and then compiling all of that
data. And so that takes the first few weeks of school of just spending hours, you know, data collecting and compiling it. And then when it comes to the meeting itself, it's really sitting down and facilitating the conversation and
really letting the teachers voices be brought to the forefront. So it's wonderful that we have this protocol and a a template to follow with that because it helps us surface the right questions to ask to keep the process moving and
keep it focused. When you pull a group of grade level teachers together at a common time, it's very easy for them to want to go off on tangents and solve all the world's problems, but it's not the best use of time if that's where they go. And so we are very strategic about
staying within each phase and bringing them back to the conversation so that we are moving forward and and making change happen. Um, so highlighting teacher voice is incredibly important and also
keeping it grounded in the data. And so there will be times where they might surface something they're observing, but we'll bring it back to which narrative which narrative statement that you know you brainstormed really supports what you're seeing right now. So that has to be centered and grounded in the data so
that we can track that moving forward. Once we have the plan then there is a lot of monitoring that can happen throughout. So it really launches into many authentic coaching opportunities and those can look different depending
on the individual or the need of the individual teacher or even the grade level. Sometimes it is more collaborative in nature. Maybe we're sitting down and planning and looking ahead at um pacing for example like Angela mentioned where we want to sit there and pull out the primary focus and
help them with that. Other times it may be working as a consultant. This year I feel like in our fall data meeting that was an important part of my role because there were resources that they had not had time to dig into. right now they're looking at the basic lesson plan and
they're not able to spend time looking at the other incredible things that are available to them. In addition, it's really looking for those authentic cognitive coaching opportunities where we can sit and have conversations to mediate thinking, where
we can sit there and see and ask and engage in a conversation with a teacher, where they might highlight something that we can grab on to and ask another probing question that might get them just to shift their thinking in the slightest way. Um, we want to see those
rapid cycles of improvement. So, however we can support that through our coaching cycles, that's really at the heart of what we're doing, but it keeps having to come back to the work that is surfaced through these meetings.
And then earlier it surfaced, do we feel like this is enough? These three touch points and I would say yes because it isn't just these three touch points. After the data official data meeting is done, there's a lot of follow-up work that happens, whether it's a coaching
cycle or oftentimes, for example, I go and schedule a midpoint check just like we do with tier 2 data reviews where I'm scheduling an official time even to go back and circle within those three times a year benchmarks to check in with individual teachers or grade levels.
How's it going? This was your area of focus in the fall. What progress are we making? what adjustments do we need to make currently so that we can, you know, continue on target for the winter. And so I think it's really just being able
to be that fluid thinking partner with them to help keeping the focus right at the forefront and not getting bogged down in the trenches of just the day-to-day instruction because it's easy to have that happen when you're in the classroom. You have a lot on your plate.
And so if we can take some of that off and help kind of remove some of that cognitive overload for them, then I feel like it's been very successful. >> And that is for reading and math because we've done data reviews for both. And I
would say for the three days at Willow Hill, you know, we we're supporting 17 teachers and making sure everybody has the right level of support is is a a concerted effort on on Erin's part. And I think so far this year, she's done a really good
job of balancing that. >> Next. >> Next. >> So, what happens after our tier one meeting? So we've heard it mentioned a couple times already just that continuous cycle of improvement, right? So no matter what organization we're in, like we have something. So just the
simple plan, do check, act model. It might look something in different organizations, but plan is just where we're setting that goal. I'll get into that in a second. That's really our tier one meetings. The do portion, we're just going to leave that tier one meeting and we're going to go do the thing, right? Like we make a plan, work a plan. Um and
then the check portion. So, for example, what Erin's talking about, just, you know, variety of check-ins, whether it's informal or formal, we have a formal one coming up next Tuesday and we'll have another one in December. And then at that December one, and then probably on going into January a little bit with our
winter benchmark is just, you know, what's working, let's continue that. What's not working? What's let's uh be a little more intentional about maybe what's not working and see if we can shore some things up. So when we leave that tier one data review,
as Angela said, you know, we're looking at our strengths. We're looking at areas of growth and then of course we want to celebrate the things that kids are doing well, but we also want to really focus in on what are some things that we can do um that are going to have high impact. So, um, for example, if you
know, our group of I'm going to use a second grade example today, so we'll just stick with second grade. Um, you know, instructional or informational text is always kind of a area of need, right? Just not a lot of exposure for the most part. So, what second grade decided upon is, you know, we're going
to pick this um standard of reading with accuracy and fluency for comprehension. So that second grade to third grade, we know that once we get into third grade, that you know, uh, reading to learn is going to be the primary focus. So we really need to get kids to the point where we can read a text, we can
comprehend that text, so on and so forth. So then we go in and we set a smart goal in terms of, you know, what what subgroup are we really looking at that we want to kind of move the needle on. So for this particular group, that group between the 25th and the 60th
percentile, that's the group we're going to really focus on in terms of their fluency scores. And then we're going to use Ames to kind of measure that work. And then our timeline is December 12th as noted. And then strategies, we're going to use CPLA fluency resources.
Again, it's been mentioned a number of times. is so nice to just be able to sit in the room with, you know, three to four teachers and everybody have the same resources at their disposal so you can plan together. Um, and then I'll even highlight, we've had to dig in, not
had to dig in, but um, show like, hey, have you heard about the CKLA intervention toolkit? Because teachers are obviously like overwhelmed that they haven't even dug into that yet. So again, it's also nice that we have these tier 2 potential resources as
opposed to going outside of what we're doing. You know, for example, teachers, pay teachers, etc. And then we also have boost reading, which is individualized to the kid. So that's really nice, and I'll talk about how we use that in a second here. And then planning, I don't know about you guys, but planning's been um something that we've had to to shift
in our building um with sections of three and then second grade has four. um there's not a lot of time for teachers to plan all together. So looking at um recess schedules, who's covering recess, you know, next year it's looking at special schedules and can we utilize
that um try to leverage where every grade level has the same special at the same time. So again, there's there's layers to this for sure. So then we get into that do portion, right? We want to go uh and execute that plan. So, one of the teacher actions that second grade
came away with was utili utilizing that intervention pull out time to pull small fluency groups. So, within our daily schedule, each grade level has an intervention time. So, that's when our interventionists are pulling tier 2 kids. They're working on specific uh goals within that particular group. And
then the students who stay in the classroom, that's when teachers are pulling small groups. They'll also utilize Boost at that time, which is a a component of CKLA. um that's a a digital resource. They're on the Chromebook um and they're working on skills that are very specific to them. So, it's a really
really uh impactful time. And then we talked about and Angela talked about just, you know, what can we cut, right? Dr. Anita Archer, we talk about her all the time. She's a guru of instructional strategy. Um cut the fluff and teach the stuff, right? Because one one thing
we've we've heard is this takes a lot of time. I don't have a lot of time. Um, so what can we remove that still keeps the integrity of the lesson, but also are there components of our day that we really need to look at and you know we do have a deimplementation plan of what
are some things that we can get rid of so that we can uh provide the appropriate amount of time for uh CKLA and then just some student shifts too right so specifically geared towards what's our focus what are students going to be doing so for second grade you know
spelling practice daily partner reading with the codables that come with that support the skills lesson um but it's also embedded into um just that reading component throughout the day and then weekly uh teacher led small groups for our cuspy kids and then that boost reading practice during the intervention
time is being utilized effectively. >> Jonathan, can I just ask you about the fluff? I mean that sounds great in theory but it makes me think about all the stuff that we're trying to do to build connectedness with kids. So it might not be academic driven but >> goal two driven. Um, is that the kind of
fluff we're talking about here or? >> So fluff is, as Dr. Neita Archer would say, what they're hearing is what they're learning, right? So if if we're talking about things or sharing things and aren't connected to the lesson, then
those are the types of things that we have to really be intentional about and remove. So there's time for connection, right? Morning meeting is time for connection. um if we have a uh connection to the content like that's absolutely time to add that in. So, for example, um one of our fourth grade
teachers, fourth grade, uh they're talking about polio, right? So, our fourth grade teacher uh has some connections to that with family, right? So, those are really good things, but it's not necessarily story time outside of the content that we're talking about,
right? So, kids are learning about what they're hearing. >> I have a new motto, cut the fluff, teach the stuff. >> Well, and it's it's helping teachers, too. You know, implementation is one skill set. Deimplementation is another. And sometimes we have activities during
the day that are just things we've done for years and are really no longer backed by research and not supported by our new program. So, it's being able to to give that permission to, you know, free up that free up that 15 minutes because you can use it in this other way.
>> And then Erin, your delightful job would be as a coach observing that and having to deliver that feedback. It's in tandem. >> It's Yeah, >> since you know, you have to have that fine balance too because the role of the coach is non-evaluative. So, you have to
be able Yes, we are in the classrooms a lot and we can ask some of those questions to highlight, you know, how is that activity supporting, you know, this learning target that you're working towards. And so you can subtly address it in a coaching
conversation, but also there are times where that's more the role of the administrator. >> I would say the fluff also, last point on this, the fluff could also be in terms of not just time, but the resources within the room. And so really being mindful of how wall space is being
used because we have some strong visual components for this program. And again, only only so much visually that should be on the wall or on the page that the student's working on. So, um just just having those really um fine-point conversations.
>> Very directed, but hopefully, God willing, engaging >> because a kid can tune out and you are not even aware when they started. >> Thank you. And there has been good feedback on the engagement piece within
the knowledge portion of CKLA. I think one um concern is kids are sitting for sustained periods of time but at the same you know at the same token like that's also stamina. Kids are just going to have to to build their stamina into that and we saw that last year with the pilot
programs as well. Um so it is engaging. uh I can you know outside of this my own daughter like she can speak to the engage portion and you know sharing stories with me at home so it's it's going to it's going to do its thing. Uh so in the chat portion uh just progress
monitoring Britney alluded to progress monitoring with Ames web. So our tier 2 students uh they're progress monitored every other week. Um and that's a a really nice tool to have because it is a pretty sensitive assessment in terms of showing student growth. Um, and it's
also nice to have at our disposal if we have a student that, you know, we might want to monitor uh every week just to get few more data points in terms of where they're at. Um, so as a noted, next Tuesday will be that kind of initial uh PLC where teachers are going
to bring that data based on what they left uh that tier one uh meeting with back in October or September. >> Can you just speak because I know PLC are a little different this year. Can you speak to that a little bit? How they look compared to previous? >> Yeah, absolutely. So, um,
I, you know, speaking from personal experience, you know, I don't know what was happening at Eastern prior to my arrival, but just in the two and a half years, and I say two and a half because I sat through the first tier one and and then after that, I was talking with our instructional coach, Miss O' Brandic, and I was like, "Hey, here's kind of
what I'm envisioning for tier uh, meetings and then how we can utilize that to to the best of our ability." So, just in the three years that I've been at Eastern, like we've made so much progress as a district in terms of how we're doing PLC's. Last year got a little wonky just because it turned into
a little bit of uh some PD with the science of reading and that's understandable just because we have a a finite amount of time. U but going forward, you know, removing it from a, you know, afterchool activity where cognitive load and teachers might be a little bit more difficult. You know,
we're learners, too. um to moving that this year into the school day. We've received some positive feedback on that. You know, we're available to learn um attending to intend on collaborating with our colleagues. So, just really excited about that. Um and then just
having this model to use going forward in terms of, you know, everybody has a focus area, everybody's collecting data, we're bringing that data, we're having vulnerable conversations with one another. um you know if my data looks differently than yours, what did you do, Sarah, that I didn't do that maybe I can
replicate in my own classroom. So just having those vulnerable conversations I think is going to be really important too. >> Just I think it just highlights too that professional development can look many different ways, right? And when we look at professional development doesn't have to be a sit and get bring in a speaker, right? That's part of our professional
development, but this I think our PLC's are probably one of the if not the most powerful professional development we have because it's so learnerbased, right? the teachers have uh an interest that's based on data. I think PLC sometimes is group of like in the past
that I've been exposed to the last you know almost 30 years here at TCAPS PLC's look very different but you know if we can base some PLC in data uh I think that gives more of a purpose and kind of provides that structure every time they meet um so it's focused on you know that
data aspect. Yeah, I >> if I could add, it's also what we're seeing already in the in the revamp of PLC's this year is that I think it's surfacing some different teacher leadership voices within the grade teams, which is really exciting to see.
And um in our first PLC, we you know, we I had I had um grouped them by grade level just for us to get started. And really, it turns out my third, fourth, and fifth grades are all kind of working on the same thing. So, they could probably do a little bit more collaboration for the next two cycles of this round. So, it's
>> and it's honoring the work that they've already done through the data review process because many of them were walking out of the data review meeting saying, "H, I wish I had time now just to continue this work, but I've got to go back into the classroom." And it was really refreshing to be able to have
that first PLC so soon after that data review where then they could continue the work that was established in that data meeting as part of their PLC work and have dedicated time of intentional collaboration. Um and that isn't always feasible when we don't have as many
touch points with each other. I think that's been helpful with buy into just that shift into um you know the end of the school day early releases because I think if teachers know you know we're dedicating time to this it's priority for us they're going to be more likely to you know collect the data that they
need to have those conversations with their their fellow colleagues. So um it's been really good. Um so just continuing on with this um again next week Tuesday we'll we'll have that first look at data. We'll analyze. We'll talk about what's working, what's not working. We'll make some shifts if
needed and then culminating in that December 12th um meeting where we'll you know make some final decisions in terms of yep this really went well we want to continue that how can we potentially scale that and then if you know we didn't see the growth that we wanted in a particular area you know as Angela
noted like what's the cause of that so just continue to have some conversation around that and then we'll just act again I kind of just alluded to that um you know after December 12th determine if we met our goal uh hopefully we'll see an increase in oral reading fluency amongst our second graders. And then
next steps just standardize, you know, what worked, let's scale that, what didn't work, let's refine it, let's continue to look at that. Um, and then just document those moving forward to the next PLC cycle, which will happen in the spring. So, it's been really good so far. I think people are excited about it
and provide some vision and some some guidance for us. So, >> great. Just one one quick question um about adjusting the plan, you know, going forward with this cycle. So, is the district looking at compiling like some lessons learned from different
buildings because obviously within a building you're going to have your lessons learned and adjust your plans, but maybe sharing that information from building if that is helpful. >> So, we do that. So, elementary principles meets um monthly face to face. So our next elementary principal meetings actually after the PLC in
November after RSTD day we're going to do our first PLC debrief because we do have uh principles that I think everyone is in that using that data from their first data meeting from there. Some of them for instance are doing a PLC which
they their cycle that Jonathan was talking about is three PLC's. So they do two sets of three. Some principles do three sets of two. So they might do a plan, check it, and then redo another plan, check it. So there's some different models out there. Um, but
that's a, you know, with with 11 of us just to be able to share that information. Um, and I know secondaries obviously with their PLC's are going to do something similar. >> Cool. >> Very good. Thank you. All right. Well, thank you all for that great
presentation and discussion and indulging all of our questions. Um, so moving on the agenda. U next thing is other items, but I really know it's celebrations and successes. So take it away, Jesse. >> It is. And I know you guys might have been sad because you didn't hear a lot
of secondary data today, but December 2nd curriculum. You were wondering, >> the next one is secondary. >> I can't wait. We get to prepare. No, November. We won't be together. November everybody.
>> Maybe we'll meet anyway. >> Five weeks. >> Absolutely. >> If you wish. If you wish. >> Your wish is my command. So yeah, the plan is on December 2nd. We just knew there was enough in here around the strategic plan that there was no way we could get both in one um board curriculum meeting. So on December 2nd,
we'll see some secondary principles here and we'll be doing some sharing around ease of the strategic um goals. Misty kind of overlaps with both of us and so she was able to sort of hit some of that. So know that's coming. Okay, celebration and success. First up is just our music program, our marching
bands on both sides of town. Outstanding. They've been working really, really hard. Both of our directors, Chad and Thomas, um, doing a great job. So, they get out there. They like to tour our middle schools, just make those connections to those students and that program. Um, and it's always a really fun experience for our middle
school. So, here's a shot of our Central High School marching band visiting East Middle School and giving them a little show there. >> Just a shout out there to Mr. Ranger at East. just the work he's done on branding and that you look at. >> Have you been in the East Jim this year? >> No.
>> But the whole, you know, Ryan did a a big sort of uh cleanup this uh summer with painting and branding and logos throughout the entire um building. Really trying to move from the turquoise and the timber walls. >> Yeah. Yeah.
>> One spot down in the PE area that tile is turquoise. I told Christine I could spray paint and she said no. stay in elementary. >> Okay. >> I wanted to get rid of the turquoise. Uh indigenous people's day. So, similar to last year, uh in the elementary, we did
book readings with a set lesson and a video that we did for every classroom. So, the books were different for every classroom as far as grade levels go, but the intro video uh was the same. Again, we helped with any pronunciation of the initab that they needed for the book. So
we uh and worked together with the social studies committee came together for a day uh double checked as far as cultural appropriateness goes and also had a member of the tribe at the meeting. Um so overall successful that I've heard great work by our our team
and our and our social studies teachers >> and our indigenous coordinator was there in addition to the tribe member too to help organize this too. And then here's a shot of our secondary. So, same all of our students were exposed to a cultural appropriate lesson on this day as well. Um, some so some photos of that learning
going on. So, CKLA at Westwood, this is a kindergarten classroom. Mrs. Lauder, uh, working on nursery rhymes and just kind of that interaction that the kids have with the curriculum. This is from the classic Baba Black Sheep.
>> Have you any wool? >> Things change, they say the same. Uh, and here's a photo of our West Middle School STEM students. They've, uh, really connected to some local manufacturing companies. Um, and were able to sponsor a visit there where they were able to explore different, uh,
careers and learn about different manufacturing um, uh, things going on in our area. So, it was a really cool experience. I heard really great things about that. >> Oh, Britney, >> I know. So, if you're wondering, that's Dr. Anita Archer, as Jonathan mentioned,
or Mr. Swiggles mentioned earlier. So she uh uh led a couple different sessions at the National Reading League conference which was hosted in Chicago. Um a group of um administrators, our district ELA coach, Kelly O'Banovic who also serves as the instructional coach over at Eastern Elementary in Monasuri.
Um as well as a couple staff members at Long Lake were able to join in learning surrounding the science of reading um and really thinking about how we can better improve our systems and structures um surrounding how to bridge that gap between theory and practice. So, it was a great time. Lots of learning, a lot of good reaffir
reaffirmations that we're moving in the right direction. Um, and then we talked about Amy Cole earlier with the field trip, but this is a total different honor that she has received from the University of Chicago. They ask their incoming freshman who's been an impactful educator. Um, and then
as they sift through those applications, they like to connect back with those educators and highlight that, hey, students who had you are now saying this about the importance of being in your class and the learning and the connection. And we've had a few educators from both of our high schools
receive this. Um, it's a great honor. Um, it is selective. So, congratulations and kudos to her. I know how hard she works to really provide great great level of instruction and care for our kids. So, And don't know if you wanted to speak to
this one, Erin or Angela, but will some team building as part of their PLC and also some some data meetings. >> Um, yes, the the PLC overview at the staff meeting and what was a really fun way to to start our PLC's was with a a basic team building um activity to
illustrate the importance of the different roles on a team. And then um our data meetings that we described in action. Um I'm not in those because I was taking the picture. >> And then um some more robotics photos here. So our IMC up at West Senior High
is really being heavily used not only by our West Senior High students, but also our students from West Middle School. They've got a great partnership and our students from Monasuri, they are using that space on a regular. was talking to the coach Dan and he really tries to work to keep create a schedule so that he's got lots of access for all those
different groups. Um and it's nice for our high school students as part of the requirements of the robotics program. They have to mentor they get to mentor um younger students within the district. So those spaces have created great opportunities for that. I would say if anything um there's maybe a little bit
of tension because everybody wishes the space was bigger and had more resources for everyone to use. Um but they've been really widely used at both of our high schools. And shout out here to Danielle Brostrom, our TCAPS ed tech coach. Uh was a panelist as part of NMC uh did a
transformative impact and AI conference on October 14th. So they similar to what we do for RSGD. They don't have class on that day. All their staff are are part of this conference. Um they had several panelists from around the state talking about impacts of e of AI teaching and
learning and Danielle was part of that. >> You can kind of see the titles. There's NMC, uh, Interlockan, uh, Center for the Arts, Mson, Hagerty, and then Grand Valley had someone. So, it was it was great for Daniel to receive that, um, request to be on that panel with those
other professionals. >> And then our own Mr. >> video, Kelly, are we going to play? >> I'm hoping it'll let me open. >> All right, hang before. >> No, I because I watch this a lot. Press pause. >> Press pause.
So, two things. One, full disclosure, that's my daughter. She goes to Willow Hill, but that was part of the deal. She got the start. But watch the girl in the back. Cute little blonde girl. Like, she's the focus of the video. She is living her best life. So, pay attention
to her, not me. >> Oh, my sound's >> It looks like it's painful. >> No, it was perfect. The lady who did it, u she's a hair stylist. you look. >> Look at Emmy on the left. [Laughter]
>> And her sister next to her was like, "What is going >> so cute? >> Talk you just staying on top of the school indefinitely." >> Uh, that's next year. We're going to spend a night cuz the wife asked for something less tangible next year after
the hair dying and the >> you camping out for a night is >> she likes that idea better. >> It's not too bad, right? >> I was always signing up next. >> Camping on top of the school and sleepwalking. >> Well, I don't core for my CPAP.
>> Okay, >> so that was fun. Yeah. >> Um just a couple of things to highlight. Uh, next week is a big week for us. We've got our regional staff development day on Tuesday all day. We've got great professional development and learning opportunities for our staff. Most of our
staff is up at West Senior High. That includes both our certified staff, our administration staff, and our non-certified staff as well. Um, we've also many of our leaders and instructional coaches in the district are getting to see uh John Hattie on Wednesday at the resort. >> You're kidding.
>> I'm not Beth. Um, >> oh, can I sneak in? I'll send you a photo of me and John. >> I want to be in the back. >> Um, so really big week and lots of great things going on for us as a district next week. >> Exciting. We'll try not to bug you guys too much next week then. Okay. Um, with
that we our next board curriculum committee meeting is Tuesday, December 2nd at 8:30 a.m. here at the administration at Glen Lumis building. And with that, we are adjourned. Thank you everybody for attending today. Thank you. Part: 2
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[Music] Board curriculum is ordered. The committee would like to welcome the audience. Viewers may watch the live board committee meetings online at tcaps.net/board. Recorded meetings may be viewed on demand at the same address.
the committee has set aside this time for public comment. Kelly, it looks like we don't have any today. >> Okay. So, moving on to procedural items. First up, we do have the draft committee meeting minutes from September 30th. Um,
any corrections or additions from my fellow trustees? Okay. Uh, Dr. Van Wagner, I know there was one thing you and I had talked about. >> I do. Um, I want to make there's a statement in there about our tag and and talk about um, you know, next year like
how we might look at some other programs. So, I'd like for that to have um, the clarifying statement of it that we're looking at an advanced academic program maybe at each elementary school. Um, and so that's something we want to pilot as well as what we're doing with
keeping our current uh way that we have our tag program. Uh, I use the word legacy and I think that could be confusing to some folks. So just want to talk about our current our current way that we have tag there. So I provide Cammy with those uh corrections and I'd
like to have that clarifying statement on the minutes. >> Okay. So we'll just add those to the meeting minutes from September 30th. >> Yep. Okay. >> Correct. >> And and what is I didn't hear how you phrased it at the very beginning. What you call that pilot program at every elementary building.
>> This more of an advanced academic program uh that we would we would try and consider. Something that people have talked about what are there ways maybe if a kid doesn't want to leave their home school that we could do that. And so, uh, that's something that we're having conversations thinking about how
we might be able to pilot that in an elementary building and, um, see if there's even additional possibility to offer, uh, some advanced enrichment type programming here in the future. >> Okay. And to be clear, then that would be in addition to the TAG program
>> as of correct. As of right now, that's >> And what grades would that be open to? >> Um, we're not sure. I mean, you know, we would probably try to stick to that 3 four, you know, or the four five rather um you know, the way that we have that.
But again, all that's under discussion and possibilities. So, as we try and work with maybe a couple of our elementary principles, we'll keep the board uh in the know of what we might be thinking of that. >> Good. That's Yeah.
Okay. Then moving on. Um, if everybody's good with that, we will um with those changes, the minutes will remain as posted and we're going to move on to the TCAPS district course catalog. >> We have no changes,
>> no add no additions this month. >> All right. And with that, I do know we have a number of field trip requests. >> We have three field trips. Uh, one from each of our middle schools. This is the Washington DC trip. Um, both middle schools have taken groups of students
here in the spring. A great experience for our kids. So, you'll see both of those on there. Little bit of a cost difference between the two trips that has to do with the timing of the flights and the travel. Um, and then the other trip is very exciting and this is a
faroff trip. So, we're talking spring break 2028. Um, this is a trip uh for our high school students and uh I did speak with Miss Cole, the adviser on this trip. She is open to central high school students as well potentially applying but this is
to Australia and New Zealand. Um she is uh taken lots of groups all over the world. She's got the group going to the Gopicos in the spring break of 2027. Um so Amy Cole is a very verse uh adviser and has traveled all over the
world with kids. So she's really excited about this one. But obviously because of the price point on that, wanting to get uh that out to students and families so they have time to fund raise and budget for that opportunity is sort of what she's thinking at this point.
>> Yeah, I did not notice that's a long lead time, two and a half years. And they took it as a good sign that Miss Cole will not be retiring anytime soon. >> She will not be. She will not be. >> Great news. >> Yes.
Terrific. Um, any questions? >> Okay. I think as always, these are exciting opportunities. Love the perennial trips to DC for the eighth graders. And I mean, this is the longest distance flight I've ever seen. Australia, New Zealand. That's a that's
a whopper. >> It's almost a 24-hour trip. So, kudos to her for taking that initiative. And I think we can move it to the consent agenda unless there are any objections. Okay. >> Great. Thank you. >> Moving on then, we have our
firstformational item, the mobile healthc care unit, and I'm going to defer to Missy Warner. >> All right. So, we're excited to be here today um just to share some information and some updates on some um some projects that we've been working on. And I have um a couple of guests joining us
today. This is Hannah Wilson. She's a physician a physician's assistant with and the medical provider with um the TCAP Student Health Center. and Amy Cannon. She is the school success program coordinator with Northwest Michigan Community Action Agency. So,
they're just going to jump in along the way um and provide some information as we go as well. So, we're going to start off talking about the mobile healthcare unit. All right. And so, this initiative is really um part of our ongoing efforts to
reduce barriers to care and bring supports and services directly to our students and families. So, especially to those um those outlying schools where we know transportation can be a challenge. Um so, through our partnership with Northwest Michigan um health center and
with support from Grand Valley State University's physicians assistance program, we have been able to expand capacity. We're taking the TCAPS health um clinic team on the road. So, we've created a road show where we're bringing supports and services directly to our
students. Um, and this is really a great form of outreach because we are taking the team that is currently working with our students and families um, out in the district to our schools, introducing them to students and staff, um, beginning to form those connections and
relationships, which we know can be really important to our students and families, especially when it comes to building trust in providers. So, not only can they be seen um through the mobile unit, but um we're hoping again to make those connections so our students and our families feel more
comfortable accessing care and services at the TCAPS Health Center. So, I'm going to turn it over to Hannah to talk a little bit more about the services that are provided through the mobile unit. >> Yeah. So, we like she mentioned, we're going out to the different school sites
um and providing pretty comprehensive medical services. So, our goal is kind of to take our services to them at the schools and like she said, provide some of that um outreach and and just education. So, we can do um essentially
like full like it says sick visits. Um you know, whether it's something going on that day or like a longer lasting issue, we can do basic wellchild checks. Um, we do have a behavioral health therapist who is coming with us as well
who can do like brief interventions, um, education on community services, make referrals, um, or schedule them for ongoing, um, behavioral health services. Um, we have our dental team at our other site in Traverse City, so we can get
them set up for dental services. Um, unfortunately that's not coming on the road with us. I wish it was, but um, we can get them set up for that. um really any type of like questions, counseling, just introducing them to services. We do provide um vaccinations through our
other sites. Unfortunately, that's one of the things that we can't bring with us, but we can look at their records, let them know, you know, if they need updates on anything. Um and then we can even provide bus passes to get them to our health clinic at West Middle School,
um or at our other location in Travers if they prefer to go there. Um, so really it's just kind of about, you know, reducing those barriers for people to be able to get services and bringing services to them um, as much as we can.
So, and we launched this at Trevor City High School and I have to give a big shout out to the Traverse City High School team. They have been great, super supportive of this work um, and really flexible as as we've been rolling this out and kind of working out the kinks as
we go. So, um, again, launches um on September 25th, and the NMHSI team went into the classrooms, introduced themselves, um, talked a little bit about the services. We provided staff and students the opportunity to come out and kind of check out our layout, um,
peek in, tour the bus if they wanted to have that kind of, um, you know, time to be able to ask the providers, meet and greet the providers, if you will, um, and just ask any questions that they might have. So, five students received services on that day with a lot of um
interest and inquiries about um ongoing services. And then NMHSI had a rep attend TC High's parent night to again build those connections, meet students, families, and answer any questions that they might have. Um because of the interest there, um and again just kind
of rolling this out, we decided to go back for um a follow-up visit at TC High. We were out there last week um and 11 students received services on October 22nd and multiple other students completed the registration paperwork and
consent form and I know the team is working on following up with those students to to get them scheduled for appointments. So, our future goals are we're hoping to expand our rotation um and be at a different student or a different uh school within the district
um maybe two schools a month um providing services. And then we're going to continue our um partnership with Grand Valley State University um looking at having their students um provide parent education nights throughout the year. So, really excited to have this up
and running and um you know, excited to see what we can do as we go. Hammet, is there anything that I got left off or you want to add? >> I don't think so. We're just excited to bring this to him and Yeah. Any other questions?
>> Any other questions for Hannah? >> Will you notify the parents ahead of time? I mean, you say we're coming so parents could actually meet their kids at the clinic. >> We did actually have one do that last time. Yep. And we are trying to put together flyers for every school that
we're going to so those can go out and like the newsletters ahead of time so parents are aware. Ideally, if we can get students signed up for visits ahead of time, that's best case because then we have the consents on file. We can, you know, be ready to go. We're seeing people, you know, faster, being able to
see more students that way. Um, but we certainly can have people that show up that day as well. And we're actually able to send out like consent forms via text message to parents so that they can just get it right away, they can fill it out, we can have them on the phone if we need to. So if they can't leave work or
whatever the barrier may be, you know, we try to eliminate that. But we are notifying ahead of time um offering like prescheduling if they want to. So >> good. >> Yes, you're welcome. Yeah, I I'm a I'm familiar with the um
TCAPS Health Clinic at located at West Middle School and I've really been a big fan of that since it was open nearly two years ago. So, I'm excited to see something that, you know, is more geographically feasible for all of our other students. Even though that serves the whole district, obviously it
requires some parent transport. Um I just wanted to ask um a couple things. One is, is it going to be available exclusively during the school day or do you envision more things like during parent nights?
>> Do you mean like the outreach events or >> actual services? Would it be like a a regular business day in mostly the school day or do you think some people >> still kind of figuring that out what the needs and requests are? Um, you know, like we said, we've only had two days.
So far, we've done it during the school day just cuz the kids are already on site then and then, you know, they can get there and go home the way that they normally would. Um, but I think if there's a huge request for afterhour services too, we're open to that. And
one idea we had is for our title schools, you know, we have title parent nights as a possibility of including the bus in those nights because again the idea where TC High can obviously the kids are a little older, you still need parent consent unless the child's 18, but especially for elementary school as
far as that consent piece and probably the parents want to be a part of it. Like we've never done this specifically um with healthcare at at elementary. We I know at the middle school, right? We obviously have the health center there and they have a kind of a pretty good process as far as parent consent goes.
So it'll be interesting in elementaryaries how we kind of bring this to scale. >> Yeah. I I think it really resonates with people when you you know say all insuranceances are accepted and you have that sliding scale that maxes out at $35
per visit. That's you know makes it accessible to everybody. So um I I love you know the promotion. I think that's really important to make it successful. Um, and then I just wanted to ask about the funding and the sustainability of
that funding. It's always, you know, an issue for us as a as a district, like what what is the source? Is it coming from our general fund at all? Is it a grant? If so, is it limited time? And, you know, >> so we are grantbased. So, we are a part
of the larger um Northwest Michigan Health Services. They are a federally qualified health center. So that's under a federal grant. Um we are under a separate funding for that. So the schoolbased health center is a state grant. Um so far that has been very
stable funding. We haven't had any concerns about that continuing. There's been really good bipartisan support for it and they've actually grown that over the last, you know, 10 years. Pretty much every time it comes up it, you know, it grows further. So there hasn't been any concern about like losing
funding for that. Um but it is a state funded grant that um helps keep our health center open. And then like you mentioned, we do still, you know, bill insuranceances and collect um you know, payment for visits when when it's appropriate um to help keep our doors
open and things rolling as well. So does that answer your question? >> Yeah. No, that that is helpful. And we are um we put a you know quite a few um different things in place to be able to really thoroughly track data um on quite a few different things so that we'll be
able to have that to hopefully continue to get back to our stakeholders. >> And I I would just encourage the district to help promote it um at a couple a couple of times during the year like right now it's peak vaccination season for the flu. So um anyway, thank
you. We've just been rolling it out slow, so we haven't put it out districtwide yet just to again kind of work out those kinks. Our next visit, we we have worked together to schedule some other buildings. So, we're planning on rolling it out at East Middle School. Um, and
then Cherry Null as well. So, and that will be November 10th. So, >> great. Thank you. >> All right. >> Vaccinations are available in so many places though >> at the same time. So, you kind of don't want to You want the best bang for the
buck of your time and your resource. You don't want to try to replicate something you can get at Meyers. >> For sure. Yeah. And and we definitely support them going and getting them wherever it's most convenient for them. Um that's why I said unfortunately we
can't bring them to them just because of all the rules surrounding um immunizations, but we can, you know, just pull records and make them aware of what they need. we can help get on bus passes if they need help, you know, getting there. Um, but like you said, flu shots and stuff, they, you know, you can get those at the local pharmacy if
that's what's most convenient for them. So, >> yeah. >> Great. Thank you all. I appreciate you being here. >> Or you can. >> Okay. Thank you so much. >> Thank you. >> Okay. Uh our nextformational item is on
the Northwest Michigan Community Action Agency project and I will again defer to Misty Warner. >> All right. Thank you. So just a little recap here again um one of our main clinical areas of focus has been to increase mental health supports um specifically in buildings with the goal
being that buildings would fully utilize those supports to implement trauma-informed behavior systems. So through our partnership with NMCAA um we were able to place four school success liaison in really key buildings. Traverse Heights, Blair, Long Lake, and
Central grade. Um and these liaison work really closely with our mental health team to provide an extra layer of support and services to our families. Um and we have worked together to develop um an aligned framework including how our students are referred and then um
some some criteria around the student success leaison's case load. Um and that that goal being just that the core of these supports and services are consistent throughout those four buildings. So I'm going to turn it over to Amy to talk a little bit more about those supports and services um as well
as share some um program data with you. Thank you. So um our program is um a partnership. So we are run through NMCAA. Um and basically there's kind of two components to the program. So
providing formal support and that would be a student or family that is referred to the liaison. Um our goal is to have a case load of about 15 students at any given time. And those students we're working really closely with. So, we do
um an action plan and this is really collaborative. So, we're getting input from the family um teachers and other school staff that are working with the student and we're getting input from that student as well as to um their goals and what they would like to work
on and improve um to work toward success in school. So, with those students and families um we're meeting one-on-one with the student. We're also maintaining at least bi-weekly contact with the family. Um, one of our main goals is to really kind of increase parent
engagement. Um, so we're working with um, the family closely and then we're maintaining at least weekly contact with the student's teacher and then other staff that may be working with the student. So that could be like a member of the mental health team, um, Northwest Ed, um, anybody else that's kind of also
working with the student on their goals. Um, informal support. So, we're also working with um students that maybe aren't on our case load. Um this would look like doing kind of small groups. Um that could be like a social emotional um
targeted group or even like an academic targeted group. So, like working on extra math practice um spelling skills, like a reading group. Um, we're also having leaisonants kind of push into classrooms um to help maybe at times
where the teacher is seeing like a need for extra support or with students that are needing extra support. Um, we're also really um focused on like proactive preventative, so helping with that tier one social emotional support. Um our
leazison are trained in restorative practices as well. So they can assist with a restorative conversation, restorative circle and then also um our leazison have gone through CPI training. So they are able to help with behavior response and behavior intervention um
student support requests as well. Um so here's some data from last school year. So across the four buildings, we had a total of 76 students and families um that were on our formal case loads. Um we work really closely um with our
formal case load and informal students at times to address barriers. So we're looking at um attendance improvement um improving social emotional skills and kind of those academic skills, executive functioning and that type of thing. And also um navigating services and
supports. So kind of referring to community resources. Um the cool thing about our leison since they're employed by NMCA is we've got a little more flexibility with kind of like our time. Um so if we need to kind of flex our hours, we can have leaison working like
outside of normal school hours. We're able to do home visits if that's something we can get the family on board with. Um so and I know like last week one of our leaison was able to um attend a creekide visit with the family. Um so those types of things um we have a
little more flexibility on that um which is helpful in kind of helping those those families address those barriers. Um like I said parent engagement is one of our big goals and so um last year we were able to have 95% of the parents um
for the students on our formal case load participate in three or more school engagement activities. And this could be something like getting them to parent teacher conferences, getting them to like a family night or another school event. Um getting them to start communicating absences rather than not
calling the school and not, you know, we don't know where the kiddo is. Um so that's something that we really continue to work on. Um we had 379 students seen informally last year. And so again, that could be like through our groups um or
just maybe these are kiddos that um the leaison are doing a lot of behavior response with scheduled breaks, check-in, checkout, that type of thing. And then um the groups, there was 103 students that participated in small groups with school success last year. So
a lot of those would be um like friendship and social skills, social emotional type skills. Um and then we did heavilies on running um a trails tier one group um for like K through two students. Um and then that school is
also providing trails tier two for the third through fifth grade. So it's kind of a cool base for those kiddos to be able to move into more learning for social emotional. >> Amy, I wanted to ask you how did you get 95% of parents involved?
>> So that's impressive. Um, so that's one of our main goals is we um we target at least bi-weekly contact with the directly with the parents. Um, oftentimes that's more um and we really just we're just kind of persistent. Um I
yeah I don't know sometime I sometimes we feel like telemarketers like we're like hello it's us again. Um so lots yeah lots of calls and texts. um lots of just and I mean part of the thing with the program is if a student's going to be placed on our formal case load, we do have a disclosure form um that the
families need to sign. And so right off the bat, we're kind of like getting that contact with them and we're kind of able to explain like, hey, you know, this is who I am. We we are based in your child's building, but we work for NMCAA. This is what we can help with. And so, um, really it's just, I mean, that's
probably actually the hardest part is getting that parent engagement back. Um, but I think the flexibility with our time helps. Um, we've got just like a little more time to kind of focus on that. Um, and kind of even like I said,
work outside of maybe school hours if we need to. So, that helps too. >> Yeah. >> So, what I heard was phone calls in addition to >> Yeah. It's just a Yeah, it's just a lot of outreach. Um, and I think sometimes it can feel for the leaison like maybe they're not getting a ton of engagement
back, but when we look back at the numbers like we actually were reaching those parents and kind of getting them more engaged. So >> I I feel like that's one of the biggest differences that MCA provides like as a an extension of our school social work is that that parent engagement part. It
used to be called uh wraparound services which I still think probably exists in another agency but it's that same idea where they go another step especially when we talk about just supporting it's a supporting the whole family not just the student um and I know attendance is
is a focus also with the students at uh buildings will also utilize their NCA uh person to help because that could be our first sign right when we talk about any type of symptom that there's going to be some issue at school right we start to see those absences pile up and it's Just another layer that I think really makes
some headway as far as that like you mentioned that parent school connection. >> Yeah. And I noticed you said on the previous slide that you have a case load of about 15 students at any given time, but over the course of last year you had 75 students total.
>> So there's obviously some turnover within the year. >> Yes. And that's kind of the goal. So really the program is set up to be to carry a student on your formal case load for like 30 to 90 days. Um, obviously sometimes that it goes longer. Um, but what's cool is it's not if we're
supporting a student kind of on that formal case load, we could kind of move them off of that and still support them like on an informal basis, but then we have the opportunity to kind of add more to the case load throughout the year. So our goal is really I mean we're really
looking at especially this year trying to for each leazison to have a total of like 20 to 25 students throughout the year that they're working with on a formal case load. >> There's there's four four schools so it's 15 each. >> Yeah. Right. Right. >> Yeah. >> Yeah. So
60 at a time. >> Yeah. >> Okay. >> All right. Any other questions? You wanted to move forward. Was there another slide? just did you have anything else to add? >> No. Okay. Yes. >> So um so the the initiatives that we
talked about today um along with some other work that we're doing um they're they're not just isolated projects, right? They are directly aligned um to our strategic plan. And I think the two that we discussed today really fall well under um this goal and focus area when we're working to reduce barriers,
increase access to supports and services, proactively put systems in place in building to um improve the overall health and well-being of of our students. So, thank you for letting us share some of our um work and projects with you guys.
>> Thank you. >> Thanks, Okay, with that we will turn our attention to the learning series, the elementary fall data and strategic plan. Mr. Tyworth, >> thank you. Uh, so just some quick introductions to get us going. We have some guests here with us. So Eastern
Elementary principal Johnson Swiggles is here. >> Good morning. Our Willow Hill principal, Angela Heides McKay. >> Morning. >> And then our Willow Hill and Court instructional Coach um, Aaron Yon Creek is here. So just to kind of help us go through how that how our data kind of
lives in our elementary schools. So as Missy mentioned, um Jesse and I were talking about opportunities in board curriculum to kind of update the board on where we are um at with the strategic plan and how that looks in the building. So, I thought I'd start out kind of
looking at this is a um admin meeting we did in elementary school to kind of familiarize uh our elementary admin with the strategic plan and then some ideas on how to take the ideas from the strategic plan and start to get them into buildings. Uh my experience, you
know, with past strategic plans is we would work with them kind of at the beginning of the year in buildings and they were often visible but that constant connection throughout and that reference to data. I think this strategic plan in particular obviously has a I think a stronger connection to
data that we can continue to work in the buildings with which which helps I think accomplishes those goals. So just to kind of let you know I know Josie you had some questions about what does it look like in the building. So this is our beginning to that. Um looking specifically at goal one is kind of what
we wanted to highlight today as long as obviously Missy just did goal two um and how the principles work through it together and then the idea of you know the very bottom there what strategies can we implement at the building to level um to support the goal and then
what resources uh PD system supports do you need? So getting that feedback throughout the year as we look at how do we because we've often thought about you know in order to get to these robust data points what do we need um to support the buildings with
>> yeah how so I'm just curious how did that feel comfortable like in terms of the strategic plan and aligning with your work seem reasonable and achievable but meaningful yeah >> outcomes. Okay. Yes, >> that's good to know since the board
really pushed for those targets to be >> for sure >> ambitious. >> Okay, >> so goal one uh just to as we move into our fall data, our goal is kind of to take this fall data, show you the data,
um and then kind of show you how the buildings use the data as it relates to our our strategic plan. So just a quick review of what we're looking for specifically in strategic plan is our NWA data that achievement for 25. >> So we are still establishing when I go through I just have a a couple of slides
on our fall NWA data is that we're still establishing baseline and I mentioned that using the spring data from last year might not be the most accurate start because the norms have shifted every five years NWA red the norms. So we've been working off of last spring were the 2020 national norms. So now
this is the first postcoid norm reset they've done. So the 2025 norms which is kind of aligns nicely to five years right because if we do 2025 through I think we'll end up lying probably leaving off around 2029 and then 2030 is when they were doing norms again those
norms won't shift again during our strategic plan which is nice because they can really really make our data look wonky as far as what achievement looks like. So just a brief kind of recap of what NWA is for the board. Um there's map
growth. So when we look at NWA about how the student grows throughout the year and their change of writ score and how NWA projects that growth usually within about 5 to 10 RIP points. Um, NWA is valuable because it kind of gives us a starting point uh right off the beginning of the year where we start to
do our our data meetings along with other data uh to help support kids create tier two groups also to look at our tier one. Uh that's something we've added in recent years is that when we do our data meetings, we're not only creating tier 2 intervention, but we're also looking at what steps can a teacher
take in the classroom related to tier one as far as addressing needs of students. So, real quick, I just wanted to show you what it looks like with the norm shifted. So, this is math. This is all of our grade levels. And if you look at the data, the the top is uh this falls,
the bottom is last falls. Um, and we can see right off the bat, just if we look at some some big numbers or indicators, we see instead of the yellows, we see greens on mostly all of our grade levels. uh grade levels that that green is the average which would be over is
over the 60th percentile which is proficient. Um and then we see that in 2425 not all the grade levels had that. In fact only two did. Then if you look however if you go to the far right you see the actual RIT score average itself. And compared to the year before if we
were to see that type of percentile change we would hope to see um you know an often a big jump in RIT also. And we see that if you look right the RIT scores actually move they fluctuate maybe on average a point at the most up
or down. So that shows you the the kind of the change of the norm, right? is that in if we look especially let's look at grade zero or K that includes our JK and K data where we have a bump it looks like of trying to read on my computer but I don't my readers
>> 59 to 66 >> right so we're talking about know yeah that's what >> uh seventh percentile as far as achievement goes right that's quite a jump I mean we're talking about kids that on average weren't proficient at 59th percentile we go to 66 change in
red score average out is just one point. >> So, I think that I just wanted to show that it's especially important uh going into this spring that that is our actual baseline when we talk about, you know, our strategic plan. >> Yeah. This fall, >> it's going to look like we move quite a
bit, you know, but there is something also to be said. I don't want to say, hey, you know, this is all just because of norms. Obviously, we've worked as a district to stay in front of national norm data, right? As far as when we compare ourselves to the nation, we look better. Um because I think it's due to
some of the processes that we've put in place lately as far as instructional coaches uh looking at data more closely and I think you know informing instruction more with data. >> Yeah. >> I was actually so what you were saying is so that fall 2024 to 2025 last year's
data >> just like the spring 2025 data is you know a different um calibration. This is really not a great comparison, right, from year to year. Is it? >> No. No. That's what I'm trying to show is that so we'll see the same thing in the spring. That's why we want to use
our spring data as our baseline for our strategic plan in 2026. I mean, we can use 2025 as our as our baseline, but we're going to see a natural 5 to 8 percentile jump. >> Yeah. >> Right off the get-go, >> right? >> Um which will say, hey, we've we're
halfway to, you know, um achieving our strategic plan. Um, but a lot of that I think is is some some of that if not a lot of that is norm data. >> What would be able though to see that that growth from fall to spring for this current Yeah. school year. Okay. And
then just that green and yellow column where you see those percentiles that second column that's the median, not the mean, right? >> Yes. >> Those are medians. So do we if if we saw the average, do we know what that would look like compared to median?
It's a [Music] >> um it's all norm data. So it's a normal distribution. So your mean and median are going to be >> pretty much stop, >> right? It's not right. >> Yeah. >> Little statistics 101. If it was skewed, then that's what pulls your mean because
it's non-resistant in one direction. But this is all norm data. So your median and mean. It is interesting they use the median percentile and mean rit. But >> yeah, >> there's got to be a reason why. But they should be close. Yeah, that's that's what I was curious about. Okay. So, I mean overall the proficiency range in
the fall of this year is with the new calibration is 47 to 60%. >> Yeah. I mean that's we can live with with that. I mean it's a good start, right? >> Oh, for sure. >> Yeah. >> Yeah. And so very similar to reading
where we see the same thing right where we move up the percentiles are all over the 60th percentile in achievement from this year compared to last and again with moving the actual average RIT score around a point either way.
>> So this is one set of data. Now, we've talked already at board curriculum about how we are moving away from NWA reading in the uh winter because we have some different data sets that we're using on a more regular basis and one of those is AS web. So, we've talked about Ames web
just as general like what it is. We're going to get into the weeds a little bit on this just so I can kind of uh Britney can give you a little bit of an introduction of what Ames web is, how we use it, and why. um because it's important enough to us where we use it now as a natural part of our data
meetings and like I said it's already kind of moved into I would say more important but a more usable data point in the winter uh than NWA >> question do you have roughly the same amount of coaching available in math as you do in
reading >> as far as t are you talking about with the student or teacher because we use term coaching. I think of academic coaching. So academic coaching is is when our what what Aaron does, right? Aaron works directly with teaching. So as far as that how it spans our coaching
time with math and reading isn't really specified. We definitely have more tier 2 support and reading with students. So when we when we do our data meetings and we create groups, um we have all of our all of our buildings prioritizes our reading support first and then we go
back through and then do our math support. That's something with strategic plan. I've talked to elementary principles and I think I've mentioned it here as far as a need that we have when we talk about um some financial backing for strategic plan would be more support for math intervention. But I'm I I
wasn't specific enough more the PD side, the professional development coaching and for teachers. Do you have roughly equal amounts in both math as well as >> I think it's a more of a general coaching model, but I know Erin, if you want to chime in just about when you
work with teachers in coaching, is it more around the reading or the math or is it across the board? >> It depends on the year. this year because of the adoption of CKLA, we're more heavily leaning into coaching in with relation to reading. Um, same thing though with district provided PD, it's
more heavily focused on the CKLA adoption. In previous years though, that adjusts and fluctuates depending on the focus and the need. So for example, last year I would say my coaching time was split more supporting um the fluency
work that was being done in math and science of reading work. So it really just depends on the primary focus of the district and then we're there to support whatever that focus is. >> Okay. And then do you also coach in
science and social studies? >> Not no we don't. It's primarily just the the math and the reading. >> Thanks. >> And a lot of it though is instructional strategy based. So that can carry into
all content areas and isn't subject specific. Um but if it is more of the consulting role of our job that focuses more on math and reading. >> Thank you. And just before we move on to Ameswood
Plus, I just wanted to point out um you know in addition to what I said about the math proficiency range of 47 to 60%. So it's slightly higher for reading. It was 50 to 63% of the students. Yeah. So the reading scores overall are higher comparatively.
>> I think that is sort of normal. I think you see higher reading scores. Matt tends to struggle with >> Yeah, I would defer to Jesse and Dan on that because I've seen it go both ways. >> It fluctuates per grade level as far as where our read our reading and math
proficiency goes and our support. We've seen lower L sometimes we see just this is a general generality over years um that math proficiency a little higher and then as Aaron mentioned she she coaches quite a bit with math and fluency and as that fluency catches up
right as students if they don't have that fluency down uh two or three digit addition subtraction their multiplication tables and then they move into the the fourth and fifth grade math with fractions and division that fluency catches up right if they don't have that stuff down those processes this has
become much more challenging. So we definitely see sometimes a bit of a dip in proficiency in the fourth and fifth grade. Lately with NWA data, we also two years ago had that shift. I've mentioned with our math, we saw probably a 5 to 10% bump in our math uh with proficiency
in NWA because they changed how they gave the test, right? So when they give the test on NWA, the question um changes as you get questions right or wrong. And as you got questions right in the past, what they would do is bump a grade level. So you would see start to see questions that were from a different grade level and this is material most
students haven't ever covered. They change that now that what it does is it takes the same grade level. It just goes a little more in depth. So we saw our students actually a little more successful on some of that math and >> yeah one more thing to note too with the fall data is that it's the kids are
tested like the second or third week of school. So they've had that summer slide, right? Right. And I and I feel like over the summer it is easier for kids to read books, you know, than it is for them to to practice their math. >> Yeah, for sure. That's why we did fall to fall, right? The idea that I showed
two sets of fall data is because they have the same summer slide from one year to the next, right? Showing fall to spring. Obviously, we're the kids were going to see some growth. It'll be interesting when you talk about because you not only can you look at achievement percentile, but you can look at growth percentile. Yeah. Right. So there's a
national norm also of how much our students grow. So we can look at that when we look at our spring data this coming year. It's going to look a little different than our previous years again establishing baseline but we can still look at that growth percentile to see how we look compared to the nation and
how much our students grew. >> Absolutely. Thanks so much. This is great. >> Okay. So, as Dan mentioned, another key data set that we've really started to leverage within our benchmark data reviews is web plus. Um, and so like Dan mentioned, we recognize that we haven't
done a ton of learning around this particular data set and when this data set is so critical to make instructional decisions. We wanted to just provide a highle overview of what web plus is, why it's valuable, and how it works in partnership with our NWA map growth data. So, Ames web plus um we utilize it
as a universally a universal screener. It is nationally normed just like NWA MAP growth. Um and the key piece of that universal screening piece is it helps us to identify which students are at benchmark. Um based on measuring indicators that are predictive predictive of later reading achievement
based on the grade level. So for example at the kindergarten level um the measure that's most developmentally appropriate that research says is predictor of later reading achievement is the letter name letter naming fluency measure. Um, additionally with ASW Web Plus, we not
only use it as a universal screener, but we leverage that data set in addition to our diagnostic assessment data to then set appropriate progress monitoring goals that monitor how students are responding to the instruction or intervention we're providing that child
um at normed appropriate rate of improvement. So, it takes their baseline score at an individual level. you set the goal and then we progress monitor on a bi-weekly or monthly basis based on the level of intensive um intervention we're providing that child. Um so Ames Web Plus is incredibly valuable I think
to our uh kindergarten through fifth grade staff because it allows us to assess students um in a short period of time and that's the key piece here um at uh multiple points throughout the year. So like NWA will do it at the beginning of the year, the middle of the year and the end of the year to students uh to
students who are on track or at benchmark are not at benchmark. So how did we get here? So we picked up as web plus as a part of our read by third grade law and we used it um historically as a targeted benchmark. So
we only would assess students that fell below a certain percentile threshold based on NWA. we had since we've since switched as a fall of 24-25 to a more of a universal screening framework. Um, and the reason why we did that is because not only does it allow us to support to
all students, but it really allows us to focus on prevention and early identification of students in relation to those building blocks of reading and foundational skills such as phenemic awareness, phonics, and fluency because that is a missing element particularly at grades second through fifth grade on
NWA map growth. Um and so the way we generally do this is through a SWAT team approach across all um our 11 elementary buildings. So we have a small team of calibrated individuals that assess our students on a one-to-one basis. So um uh
timing wise kindergarten through first grade it's about 3 to four minutes per student. Um second through fifth grade it's about 2 to three minutes per student. And I would say give or take um it takes a building probably anywhere from two to three days to actually get
through their entire K5 um student body. And so um we leveraged key pieces of research um to really ensure that we were making the right decision and moving into more of a universal screening process. Um and so really we
see quite a strong correlation of our oral reading fluency data. So that's where a student in grades first through fifth grade are presented with two grade level passages and we track how many words correct per minute they can read in a minute um words correct per minute in a minute time. Um and so the reason
why we uh made a critical shift to administering oral reading fluency is because with oral reading fluency and reading comprehension the correlation is a 0.9. So nine times out of 10 a student's oral reading fluency is going to be a strong predictor of a student's
reading comprehension. And there's 40 plus years of research to support that. Um in addition, um our oral reading fluency really helps to determine um whether or not students are able to make that shift to make meaning, which is the ultimate goal of reading. Um and so when we look at oral reading fluency, we're
really looking to see the students who are meeting that 50th percentile threshold because that's necessary for students to comprehend. Um but really what's optimal is students that are meeting that 75th percentile or above. Um, so as we're looking through that, we are trying to determine, can students
read accurately and automatically at a rate that allows them to create more cognitive space to focus on what those words actually mean. So really, when we think about that connection specifically to our NWA MAP growth results, it's really about
bandwidth. So, it's that recognition when students um uh uh word recall that's even accurate, but it's slow and labored, it's going to come at a cost um because we can't create more bandwidth for kids. Um and so what we really generally see in most cases is that
first kind of um image up at the top. If students are spending a significant time on word recall, they're not going to have a lot of cognitive desk space left to actually make meaning. And that shows um and sometimes that shows up in our NWA map growth data where we really want to leverage this data set to say, okay,
we want students to be spending less time on that word recall because it is so automatic then they're able to spend the majority of their cognitive desk space on actually making the name. >> And and sorry Britney, just to be clear, so when you say recall, this means the
student recognizing the word and verbally, orally saying it. >> Yeah. So this is totally a oral test. >> Absolutely. >> Yep. Well, oral well they're reading. So they're reading print. Yep. But then they're producing that out loud. Yes. So not silent reading fluency. >> Yep.
>> Thank you. >> So then like Dan mentioned in terms of our current state with regards to NWA. >> Yes. >> Question. >> Yes. Absolutely. >> I don't know that I read word to word to word to word to word to word. I don't.
um if I did, I'd never be able to read the amount that I do. >> So, I think that as part of the science of reading is you learn how to organize going through page and it's not just the words themselves, but it's the
connections and you retain the idea that that page conveys so that when you turn the page, you get to the next place. I guess I can understand all this and I would assume it only works in in real lower level
elementary. Correct. >> So I would say a couple of things. One, I think to your point with regards to it's so much more than just being able to uh recognize words automatically and accurately that fluency is really a combination when we think about kind of
those theoretical models that are tied to the science of reading. It's really a combination of word recognition. It's a combination of understanding syntax and semantics. So that oral reading fluency kind of comes all together. We also recognize that when we silently read words, it's because we don't even have
to think about some of the words that have automatically been stored, right? And so we just recognize it by sight, which is why you're seeing quite a shift in uh what we typically would have said as site words, which are, you know, connected to the words we most commonly see in text, but really those are high
frequency words. So my site word vocabulary is very different than Jesse's is very different than Aeron's um because we have different understandings um and what is actually ingrained in our long-term memory. So we don't even have to think about some of the words that we know because we just
we know them from sight. >> Right. >> Right. So >> I was just going to say Beth I when I've given oral reading fluency in the past I also tell them like you know as a reader you might skip words right >> but when you're doing something like
this you know pay attention to that >> right so you're actually getting two different things >> in a way I think um I I'm not sure it always represents
an exact fluency with the language on paper. But, you know, I think about that a little bit longer. I I don't know that the test is exact on to what you're looking for, but I I could be wrong.
>> Just a quick question um about this being evidence-based. Um, I'm assuming because I know how, you know, hard y'all work and thorough you are, but just to explicitly talk about the connection with our new um curriculum, you know,
how does this align with the the science of reading in the CKLA curriculum? >> So, I would say it's um it's an alignment just because it is a critical part of our balanced assessment system. And so when we are teaching the
foundational skills necessary for fluent reading, um this provides us with a path of what kind type of skills are our students coming with us and then how do we leverage some of the curricular materials we have and curricular resources within the Amplify CLA suite
to help mitigate some of those gaps that are coming up um based on not only kind of whole group needs from a tier one standpoint, but then also how do we provide more intensive supports that are not only linked to this data but also the evidence-based materials that we have.
>> Yeah. Okay. >> Yeah. See, I I kind of am of the mind that not everybody learns to read the same way um anymore than you see everybody uses the same alphabet to represent their
language because they don't. Quillic is very different from from English. Um, so I, you know, I I take these as insightful, but I take it with a grain of salt. I
sometimes am beginning to question more and more some of our assessment tools and wonder if they are as robust as perhaps the variation people are capable of in learning things. I'm
beginning to to question some of the assessment tools >> and at at the most recent meeting I really focused on attending sessions dealing with assessment and data >> um because I'm I'm really beginning to
think it's not all the kids >> you're talking about >> the Michigan Association of School Boards conference. >> Okay. And I will say in terms of learning to read and the process that our brain actually takes in terms of building those neural pathways that is the same across humans in terms of
making those brain connections. What's different is the type of questions that the type of instruction that's required to make those connections and the repeated exposures that kids might need in order to build those skills accurately but also really that uh that
automaticity piece. Um but in terms of the process itself that that is pretty um that is pretty similar across all all humans in terms of how we learn but the type of instruction that's necessary and then a number of repetitions that are necessary that's what differs from
student to student. >> I bet that there are several areas that we still don't understand. >> Yeah, absolutely. And that's kind of that's evolving as we continue to to run the um and leverage some of the studies from cognitive um science. So
absolutely. So here is our current state with regards to our ASW web plus data. Um so Dan kind of gave an overview of our fall 2526 NWA MAP growth and here is our um ASW web plus oral reading fluency data.
Um so this is first through fifth grade only because they are the only ones that we administer oral reading fluency measures to. Um and you'll see um a little bit difference in terms of percentile bands. AMSA plus uh reports out on different percentile bands than
NWA does. So the blue indicates the percentage of students across each grade level that are below the 25th percentile. The orange band indicates our percentage of students that are between that 26th and 74th to really take into consideration that bell curve distribution. And then our students in
the green or percentage of students in the green are above that 75th percentile. And so you can see when we think back to that research piece of that optimizing comprehension, we're really looking at the percentage of students above that 75th percentile. Um, but if we were to take a little bit of
the combination between that large average band, we're roughly sitting at about 50% of students that are above the 50th percentile per grade level, give or take, which directly correlates to the data that we're seeing right now on our NWDA, which is around 50% give or take,
um, spanning first through fifth grade. Could we see the data broken out by cortile so that we do have uh 25 to 50% 51 to 74%. >> The way that it reports is it loops it
all together but we certainly can go through and correlate that even more of the number that are above. We would just have to go through um >> and I'm not trying to you know create a burden here. I just was, you know, resonating with that that um previous slide that mentioned the 50th percentile
is necessary for comprehension. >> Absolutely. >> So to me that was like, okay, this is where we want to be at a minimum and and then 75th would be, you know, even better for the optimal comprehension. >> Y >> So do you all happen you probably don't know without then doing some further
digging? >> No. And I'm I'm certainly happy to do that to follow back up. I'll make note of that and then we'll report that out to Dan and Jesse so then they can then communicate that directly to you all. Yes. >> All right. Again, if that's not going to be a big investment of your time, I'm not trying to be burdensome. Just
comparing it to that prior slide. >> Absolutely. >> Um so then kind of thinking about we've gone through our two large data sets that we generally um uh leverage during our tier one and tier 2 data reviews with NWA map growth and ASW plus. Um,
but we know that just having access to relevant and meaningful data doesn't actually move the needle. It's creating some sacred time systems and structures in place to review that data. Um, and so we've worked really hard, particularly in our elementary buildings, on how we create consistency and coherency in our
tier one and tier 2 data review meetings um, across all sites. And we do that intentionally three times a year after our benchmark windows close. Um all of our buildings utilize our researchbased protocol uh got data now what um and the data sets um like I spoke to earlier
that are primarily leveraged are the map growth as well plus for ELA and then delta math for math as well. So I'm going to turn it over to Angela and Aaron to speak a little bit more about how that process plays out within the context of their building in particular. >> Thank you. So the graphic that you see
um indicate is just an overview of the protocol that we use. And so just to set the stage a little bit about what happens at data review meetings are that we we actually create time in the day where grade level teams sit down for 60 to 90 minutes with both Aaron and me and
at Willow Hill we have two to three at each grade level probably similar at Eastern. And um and so we get together and we look at the data. We primarily start with NWA as our data set and we in this protocol we want to activate and engage teachers focusing in on the data.
And so one way that we do that is that we start with an overview of the district level data. We'll show what district level is and then ask them to make some predictions about where Willow Hill performed across the bands. And um it was it's always really interesting to
see how our how our teachers make those predictions because they each walk in kind of knowing their own data set, but they don't know the total grade level. And we want to focus on tier one of the total grade level first and foremost. So they have to they have to kind of put their heads together and think about what that looks like and then we
actually reveal the data to them. And um and and I will say when we're looking at predictions, we're also trying to predict what would be our areas of highlight where we did really well or strengths and what would be some areas for some growth. And so they also have to predict that. And then when we
actually unveil un unveil the data in um phase two, they're going to explore and discover and actually look at their data sets and um and start to see if they can just make some narrative statements. You can't justify what you see in the data or question it. You just have to make a
narrative statement. 75% of the kids performed X in area X. And so, hm, that's interesting. We collect that information together. And then we start to sort it a little bit more and try to think about, okay, of those narrative
statements, what might be a priority moving forward between now and this next window in January? And the teachers will um they'll work collectively with us. I'm pleasantly surprised. and you can chime in. I mean, I I do think that they really challenge themselves and we um
and look for those areas that are going to be most impactful on their tier one students. You can't focus on everything, but what could be an area that might move the needle for your students. And um so then we organize those priority statements into trying to find a causal theory around what's what's happening.
Is there something in the infrastructure of the calendar of the day, the schedule? Is there something um happening with the curriculum? Uh we have a new curriculum in Cala which is a bonus. Um is there a curriculum need? Um is there instructional need? Are we do we need to focus in on particular aspect
of instruction like how students are being um asked to respond, how they're being asked to um show what they know. And then finally, maybe there's a teacher skill set that we need to look at. And so we actually sort out what could be action steps um that align to
those underlying areas. And then we we really work with the teachers about further prioritization around and we have a quadrant that we look at around you know what what would be the best use of our time and energy. We have quick wins. We have um long-term projects.
Those two seem to have the highest payoff. But then you have those thankless tasks or things that just really don't apply. And so we really try to focus the teachers problem solving into those quick wins. what's something we can do that may maybe if we just refine it a little further is going to
have a bigger impact on kids and so then that creates some action items from there. So engaging in this process really rooted in the data and it's coming from the teachers about the students that they work with every day and the resources that they have
available um I think has been a really powerful shift in how we do things and the fact that we dedicate this time three times per year for reading and math is really exciting as we move forward in measuring it with the strategic plan.
>> I was just going to ask about is is it enough? Is it just right? Is it too much? You know, in terms of interacting with the teachers and make it meaningful and >> motivational and and >> all that. >> I think at this point it is just enough
because it then sets the stage for the next level of work and it actually then gives them time between assessment cycles to to do the work. >> And I think that Erin and Jonathan are going to get into that a little bit further. Um but just so to have all of
our elementarymentaries aligned around using a consistent protocol and it may vary a little bit by building but for the most part this is what this is what we're doing and our K5 everybody's involved JK5 everybody's involved in in
looking at this data. >> Good thing we don't have a new math curriculum right now right? >> Yes. Yes. Not yet. Three years. >> Couple years. >> I I will add though just in a in a CCLA
lens. Um what's really exciting to see is that some of our areas of action that we looked at at our building, CCLA looks like it's going to fit the need. And so we're really excited to just lean into that new curriculum and see how it can shift student learning.
>> Yeah. And not to be a negative Nelly, that's not my intention here, but for the, you know, the subop of teachers who weren't admittedly excited about CKLA who had some concerns, how have you been able to work through those? If you, one of you wants to just touch on that
briefly because I know that was a strategy. >> Well, I it's work in progress. I I don't know the the difference between as far as not excited or overwhelmed, right? I think those are two different thing. I think there was a level of excitement with everybody that we had a like structure that that everyone was doing
in every every elementary building, right? So, you have that support that we can give as a district. Now, um I think when you start any new curriculum, as much as you can frontload it as much as humanly possible, there's still an element of newness to it and the first year is always hard, right? The first
year is hard with pacing. The first year is hard with new assessments. Um even things that come up that we have not anticipated that we have to address. Um, and when you talk specifically, I often refer back to the story of pilot teachers. Pilot teacher meeting last
October was a tough was a tough meeting, right? They were overwhelmed. Um, a lot of information. We weren't used to teaching ELA this way. But when you turn that over into what our pilot meeting looked like in the spring, it was night and day, right? Excitement. Kids are excited about it. Kids are engaged. So,
we're going to see something similar, right? we're ready for that RSTD day on no in November where teachers are going to come there and there's going to be an element they're overwhelmed. Um so we're going to try to curb that a little bit with trying to celebrate with teachers of what we've seen so far but also have
that voice of the pilot teacher saying hey we were in this exact same spot a year ago and teachers know this right there's they even though you have that element of being overwhelmed they know that they've done this long enough with a new curriculum that it will get better. Yeah, in the long run it'll be
worthwhile. >> It does. >> The the other thing I'll add just to piggy back off Dan is that I think what we tried to be really intentional about is that we all play a role. So it's more of this collective uh front where you know historically what we generally see
with a new curricular adoption of a curricular resource is we purchase the curricular resource we provide the we provide materials and then it really falls on the shoulders of teachers and we've really tried to ensure that we all play a role and responsibility and making sure that we're all clear on that
role. So it's really more of that collective effort and not just resting on the shoulders of our teachers. Um, and we've been really intentional to try and create um, uh, a space where teachers provide feedback, where we're in classrooms and seeing the implementation, lifting up areas of
support where we can provide more consistent guidance across the board. >> Yeah, maybe you could talk about what you're doing currently, >> visiting. >> Yes. So, we just wrapped up our first week of our CKA district-wide visits where um I have gone in and I partner with the building leader and
instructional coach um and we go in um to randomly selected classrooms um to go and utilize our non-evaluative look for document um to provide insight into how implementation is going and then how we use that data to adjust the supports
we're providing districtwide. Um, what's been really great about that is I would say probably about 90 to 95% of teachers wanted a copy of the feedback form. It was optional. Um, so I just think it shows their investment and and their want and need um to to feel supported
and and implement the high quality curricular resource. And the more you systematize in our district our size, 11 elementaryaries, uh almost 4,000 elementary students, then the district can support if you have people doing different things in every classroom or even at different
spots pacing life. Right now, if you go into second grade classroom anywhere in the district, you're going to probably be correct me if I'm wrong, but within a week of of each other. So even principles have told me this also when they have several different sections of second grade you can literally just
bounce through in a day and they're doing the same lesson. And so this is a a large shift in what we've seen in ELA I believe over the last 10 years. >> And I think the the clarity of focus like it is very clear what we're focusing in on. And I I would hope
nobody feels alone in implementing this because there are so many levels of support and check-ins and opportunities to collaborate around it. And I'd say too with this process, it felt very different this year in our ELA data
meetings than it did in previous years where when we were brainstorming in previous years, there was a level of just frustration from teachers in the sense that they knew what stu students needed, but they didn't have the resources to meet those
needs. And so it was pulling from here and there to meet those needs. And so this year it felt very different because the entire meeting for every grade level centered on CKLA and people saying well
if this is the area of focus I can use this resource or this could supplement or not even supplement but support that and everything that they were drawing from directly was a CLA resource and so they just felt I need to lean in heavily
to the core tier one program that we've been given and there was a level of excitement that that would happen. So, it just it left people with finally feeling like, okay, I can do this. Yeah, it's hard work, but I have the tools to do it now.
Do you think that you'll see the same level of improvement across all the schools given that you're using the same level of intensity and the same organization? Are you going to be able to work in
effect a manufacturing model in reading across the district successfully through all the buildings? Does that make sense? I would refer back to I know that um Britney did some presentation on CLA when we talked about um students
economically disadvantaged, right? Because if we want to see that model across all of our schools, you know, that's a little bit of the flexibility of CKLA um that within each school, right, we have economically disadvantaged students and we need to impact them
>> on different plans or you know 504. I'm I would unless it's the same distribution through all the schools because I think it's more than just economically disadvantaged. >> I I just went to that because that's my my I I agree. I mean, we obviously have
a tier 2 segment or any segment that doesn't necessarily have economically disadvantaged students who are struggling, but just in general because that's our measurement on our strategic plan. We talked about how CKLA can impact uh students that are economically disadvantaged and if and I think I
thought the question was you know is that impact just as um impactful uh to economically disadvantaged as to non and we've seen it's more so that's that's why we hope that you know when it when you implement it to all all schools we
we hope to see that I would say manufactured approach but in the same way I go back to the fact that if we systematize anything uh we can actually support it. If we are not systematized, we waste resources. We waste time. We waste time on PD. Um, and be able to do
that with with all of our schools. And even Jesse and I, as we span from elementary to secondary, we try to get everybody's lock step because every single dollar is valuable. We want to make sure we're efficient in those dollars and not just saying, okay, do you have a little project that's not
researchbased, but it feels good to do. Uh, does it push a needle as far as achievement goes? then we can systematize it. >> Yeah. And I would just add research based programs provide the best opportunity for all kids across all those different lands.
That's the idea of sort of like you look at I don't know you're I'll kind of lean in the medical field but you're going to correct me. I know there's research based diets right that we would say we would recommend all humans have this type of a diet and that would does it work for every single
individual? No. There'll still be students who will need either additional support or additional extensions because we're humans and there's some variability. But the goal would be because we've adopted a researchbased program and we're using it together as a system, it gives every kid the best
opportunity to be set up to be successful and develop the skills they need. >> I would also add that each my diet comment. It's okay. I know I'm going to let that one be because actually the diet stuff is getting a major uh
>> challenge right now. Yeah, I was going to say too that each of the teams, each of the instructional teams are focusing on their data set and they know their students and so we have this consistent program and protocol for working through the data, but that
school team are empowered to create the plans that based off of what the need or the action is showing. keep following basically the schedule because that was the one thing I was hearing when I was going to the teacher um meetings and
obviously I didn't get through every but it seemed that it was the pacing for some of the teachers that they were having more of a question about and that's why I was just kind of wondering >> because some of them were told no stay
with the program don't don't don't drop back and put yourself on a different timeline. >> Right. >> And that's why I'm thinking of it as manufacturing model. Everybody's coke bottle is going through the machine. >> Yeah. Okay. But also that's where
instructional coaches and principles and Britney can help if a teacher is falling behind to really look at those focus priority standards um and objectives within whatever unit or lesson they're in and then look at the lesson and help co you know partner with the teacher about maybe what what could maybe be
removed from that lesson and still hold the integrity of what the focus objective supposed to be. And at the same time, the teacher's in the middle because she's responding or he is responding to the kids that are in
classroom. So, yeah, it's a balance. >> All right. So, from Yeah, thank you. from the data Whoops. From the data meetings, I didn't know we had advanced. Um, then then I think the the the real meat and the boots on the ground happens of okay, we've made these plans. Now,
what? And I think looking at the focus and the purpose of the data protocol, we've used got data not what um now what for a while in our district. It's not anything
new. Um but how it's used has changed. When this was first brought forward in the district, we didn't have the coaching model in place. And so often you might do this protocol during let's
say a PLC meeting or at a staff meeting. And it did feel on the teacher side a little bit more of that one and done task. You would get your data, you would come up with a plan, you would look at it again, but it wasn't as connected
where now it really is this focus on continuous improvement. And so I see the role for myself in the coaching position that these meetings are integral into what I do throughout the entire school
year. And in terms of supporting the process, it really starts with collecting the data. And so we are working with the building leaders, the interventionists to make sure that we're gathering data, whether it's NWA or ASW Webb or Delta Math on every single student and then compiling all of that
data. And so that takes the first few weeks of school of just spending hours, you know, data collecting and compiling it. And then when it comes to the meeting itself, it's really sitting down and facilitating the conversation and
really letting the teachers voices be brought to the forefront. So it's wonderful that we have this protocol and a a template to follow with that because it helps us surface the right questions to ask to keep the process moving and
keep it focused. When you pull a group of grade level teachers together at a common time, it's very easy for them to want to go off on tangents and solve all the world's problems, but it's not the best use of time if that's where they go. And so we are very strategic about
staying within each phase and bringing them back to the conversation so that we are moving forward and and making change happen. Um, so highlighting teacher voice is incredibly
important and also keeping it grounded in the data. And so there will be times where they might surface something they're observing, but we'll bring it back to which narrative which narrative statement that you know you brainstormed really supports what you're seeing right now. So that has to be centered and
grounded in the data so that we can track that moving forward. Once we have the plan then there is a lot of monitoring that can happen throughout. So it really launches into many authentic coaching opportunities and
those can look different depending on the individual or the need of the individual teacher or even the grade level. Sometimes it is more collaborative in nature. Maybe we're sitting down and planning and looking ahead at um pacing for example like Angela mentioned where we want to sit
there and pull out the primary focus and help them with that. Other times it may be working as a consultant. This year I feel like in our fall data meeting that was an important part of my role because there were resources that they had not had time to dig into. right now they're
looking at the basic lesson plan and they're not able to spend time looking at the other incredible things that are available to them. In addition, it's really looking for those authentic cognitive coaching opportunities where we can sit and have
conversations to mediate thinking, where we can sit there and see and ask and engage in a conversation with a teacher, where they might highlight something that we can grab on to and ask another probing question that might get them just to shift their thinking in the
slightest way. Um, we want to see those rapid cycles of improvement. So, however we can support that through our coaching cycles, that's really at the heart of what we're doing, but it keeps having to come back to the
work that is surfaced through these meetings. And then earlier it surfaced, do we feel like this is enough? These three touch points and I would say yes because it isn't just these three touch points. After the data official data meeting is
done, there's a lot of follow-up work that happens, whether it's a coaching cycle or oftentimes, for example, I go and schedule a midpoint check just like we do with tier 2 data reviews where I'm scheduling an official time even to go
back and circle within those three times a year benchmarks to check in with individual teachers or grade levels. How's it going? This was your area of focus in the fall. What progress are we making? what adjustments do we need to make currently so that we can, you know,
continue on target for the winter. And so I think it's really just being able to be that fluid thinking partner with them to help keeping the focus right at the forefront and not getting bogged down in the trenches of just the
day-to-day instruction because it's easy to have that happen when you're in the classroom. You have a lot on your plate. And so if we can take some of that off and help kind of remove some of that cognitive overload for them, then I feel like it's
been very successful. >> And that is for reading and math because we've done data reviews for both. And I would say for the three days at Willow Hill, you know, we we're supporting 17 teachers and making sure everybody has the right
level of support is is a a concerted effort on on Erin's part. And I think so far this year, she's done a really good job of balancing that. >> Next. >> Next. >> So, what happens after our tier one meeting? So we've heard it mentioned a couple times already just that
continuous cycle of improvement, right? So no matter what organization we're in, like we have something. So just the simple plan, do, check, act model. It might look something in different organizations, but plan is just where we're setting that goal. I'll get into that in a second. That's really our tier one meetings. The do portion, we're just
going to leave that tier one meeting and we're going to go do the thing, right? Like we make a plan, work a plan. Um, and then the check portion. So, for example, what Erin's talking about, just, you know, variety of check-ins, whether it's informal or formal. We have a formal one coming up next Tuesday.
We'll have another one in December. And then at that December one, and then probably ongoing into January a little bit with our winter benchmark is just, you know, what's working? Let's continue that. What's not working? What's Let's uh be a little more intentional about maybe what's not working and see if we
can shore some things up. So when we leave that tier one data review, as Angela said, you know, we're looking at our strengths. We're looking at areas of growth. And then of course, we want to celebrate the things that kids are doing well, but we also want to really focus in on what are some things that we
can do um that are going to have high impact. So um for example, if you know our group of I'm going to use a second grade example today, so we'll just stick with second grade. um you know instructional or informational text is always kind of a area of need, right?
Just not a lot of exposure for the most part. So what second grade decided upon is, you know, we're going to pick this um standard of reading with accuracy and fluency for comprehension. So that second grade to third grade, we know that once we get into third grade that,
you know, uh reading to learn is going to be the primary focus. So we really need to get kids to the point where we can read a text, we can comprehend that text, so on and so forth. So then we go in and we set a smart goal in terms of, you know, what what subgroup are we really looking at
that we want to kind of move the needle on. So for this particular group, that group between the 25th and the 60th percentile, that's the group we're going to really focus on in terms of their fluency scores. And then we're going to use as to kind of measure that work. And
then our timeline is December 12th as noted. And then strategies, we're going to use CLA fluency resources. Again, it's been mentioned a number of times is so nice to just be able to sit in the room with, you know, three to four teachers and everybody have the same
resources at their disposal so you can plan together. Um, and then I'll even highlight we've had to dig in, not had to dig in, but um, show like, hey, have you heard about the CKLA intervention toolkit? Because
teachers are obviously like overwhelmed. Um, that they haven't even dug into that yet. So again, it's also nice that we have these tier 2 potential resources as opposed to going outside of what we're doing, you know, for example, teachers, pay teachers, etc. And then we also have
boost reading which is individualized to the kid. So that's really nice and I'll talk about how we use that in a second here. And then planning, I don't know about you guys, but planning's been um something that we've had to to shift in our building um with sections of three and then second grade has four. There's
not a lot of time for teachers to plan all together. So looking at um recess schedules, who's covering recess, you know, next year it's looking at special schedules and can we utilize that um and try to leverage where every grade level has the same special at the same time.
So again, there's there's layers to this for sure. So then we get into that do portion, right? We want to go uh and execute that plan. So, one of the teacher actions that second grade came away with was utili utilizing the intervention pullout time to pull small
fluency groups. So, within our daily schedule, each grade level has an intervention time. So, that's when our interventionists are pulling tier 2 kids. They're working on specific uh goals within that particular group. And then the students who stay in the classroom, that's when teachers are pulling small groups. They'll also
utilize Boost at that time, which is a a component of CKLA. um that's a a digital resource. They're on the Chromebook um and they're working on skills that are very specific to them. So, it's a really really uh impactful time. And then we talked about and Angela talked about
just, you know, what can we cut, right? Dr. Anita Archer, we talk about her all the time. She's a guru of instructional strategy. Um cut the fluff and teach the stuff, right? Because one one thing we've we've heard is this takes a lot of time. I don't have a lot of time. Um, so
what can we remove that still keeps the integrity of the lesson, but also are there components of our day that we really need to look at and you know we do have a deimplementation plan of what are some things that we can get rid of so that we can uh provide the appropriate amount of time for uh CKLA
and then just some student shifts too right so specifically geared towards what's our focus what are students going to be doing so for second grade you know spelling practice daily partner reading with the codables that come with that support the skills lesson um but it's
also embedded into um just that reading component throughout the day and then weekly uh teacher led small groups for our cuspy kids and then that boost reading practice during the intervention time is being utilized effectively. >> Jonathan, can I just ask you about the fluff? I mean that sounds great in
theory but it makes me think about all the stuff that we're trying to do to build connectedness with kids. So it might not be academic driven but >> goal two driven. Um, is that the kind of fluff we're talking about here or? >> So fluff is,
as Dr. Neita Archer would say, what they're hearing is what they're learning, right? So if if we're talking about things or sharing things and aren't connected to the lesson, then those are the types of things that we have to really be intentional about and remove. So there's time for connection,
right? Morning meeting is time for connection. um if we have a uh connection to the content like that's absolutely time to add that in. So, for example, um one of our fourth grade teachers, fourth grade, uh they're talking about polio, right? So, our
fourth grade teacher uh has some connections to that with family, right? So, those are really good things, but it's not necessarily story time outside of the content that we're talking about, right? So, kids are learning about what they're hearing. >> I have a new motto, cut the fluff, teach
the stuff. >> Well, and it's it's helping teachers, too. You know, implementation is one skill set. Deimplementation is another. And sometimes we have activities during the day that are just things we've done for years and are really no longer
backed by research and not supported by our new program. So, it's being able to to give that permission to, you know, free up that free up that 15 minutes because you can use it in this other way. >> And then Erin, your delightful job would be as a coach observing that and having
to deliver that feedback. It's in tandem. >> It's Yeah. >> Since you know, you have to have that fine balance too because the role of the coach is non-evaluative. So, you have to be able Yes, we are in the classrooms a lot and we can ask some of those
questions to highlight, you know, how is that activity supporting, you know, this learning target that you're working towards. And so you can subtly address it in a coaching conversation, but also there are times where that's more the role of the
administrator. >> I would say the fluff also, last point on this, the fluff could also be in terms of not just time, but the resources within the room. And so really being mindful of how wall space is being used because we have some strong visual components for this program. And again,
only only so much visually that should be on the wall or on the page that the student's working on. So um just just having those really um fine point conversations >> very directed but hopefully God willing engaging
>> because a kid can tune out and you are not even aware when they started. >> Thank you. And there has been good feedback on the engagement piece within the knowledge portion of CKLA. I think one um concern
is kids are sitting for sustained periods of time but at the same you know at the same token like that's also stamina. Kids are just going to have to to build their stamina into that and we saw that last year with the pilot programs as well. Um so it is engaging.
uh I can you know outside of this my own daughter like she can speak to the engage portion and you know sharing stories with me at home so it's it's going to it's going to do its thing. Uh so in the chat portion uh just progress monitoring Britney alluded to progress monitoring with Ames web. So our tier 2
students uh they're progress monitored every other week. Um and that's a a really nice tool to have because it is a pretty sensitive assessment in terms of showing student growth. Um, and it's also nice to have at our disposal if we have a student that, you know, we might want to monitor
uh every week just to get few more data points in terms of where they're at. Um, so as a noted, next Tuesday will be that kind of initial uh PLC where teachers are going to bring that data based on what they left uh that tier one uh
meeting with back in October or September. >> Can you just speak because I know PLC's are a little different this year. Can you speak to that a little bit? How they look compared to previous? >> Yeah, absolutely. So, um, I, you know, speaking from personal experience, you know, I don't know what
was happening at Eastern prior to my arrival, but just in the two and a half years, and I say two and a half because I sat through the first tier one and and then after that, I was talking with our instructional coach, Mr. O' Branovvic, and I was like, "Hey, here's kind of what I'm envisioning for tier uh,
meetings and then how we can utilize that to to the best of our ability." So, just in the three years that I've been at Eastern, like we've made so much progress as a district in terms of how we're doing PLC's. Last year got a little wonky just because it turned into a little bit of uh some PD with the
science of reading and that's understandable just because we have a a finite amount of time. Uh but going forward, you know, removing it from a, you know, afterchool activity where cognitive load and teachers might be a little bit more difficult. You know, we're learners, too. um to moving that
this year into the school day. We received some positive feedback on that. You know, we're available to learn um attending to intend on collaborating with our colleagues. So, just really excited about that. Um and then just having this model to use going forward
in terms of, you know, everybody has a focus area, everybody's collecting data, we're bringing that data, we're having vulnerable conversations with one another. um you know if my data looks differently than yours, what did you do, Sarah, that I didn't do that maybe I can replicate in my own classroom. So just
having those vulnerable conversations I think is going to be really important too. >> I think it just highlights too that professional development can look many different ways, right? And when we look at professional development doesn't have to be a sit and get bring in a speaker, right? That's part of our professional development, but this I think our PLC's
are probably one of the if not the most powerful professional development we have because it's so learnerbased, right? the teachers have uh an interest that's based on data. I think PLC sometimes is group of like in the past that I've been exposed to the last you know almost 30 years here at TCAPS PLC's
look very different but you know if we can base some PLC in data uh I think that gives more of a purpose and kind of provides that structure every time they meet. Um so it's focused on you know that data aspect. Yeah, >> I if I could add, it's also what we're
seeing already in the in the revamp of PLC's this year is that I think it's surfacing some different teacher leadership voices within the grade teams, which is really exciting to see. And um in our first PLC, we you know, we I had I had um grouped them by grade
level just for us to get started. And really, it turns out my third, fourth, and fifth grades are all kind of working on the same thing. So, they could probably do a little bit more collaboration for the next two cycles of this round. So, it's >> and it's honoring the work that they've already done through the data review
process because many of them were walking out of the data review meeting saying, "H, I wish I had time now just to continue this work, but I've got to go back into the classroom." And it was really refreshing to be able to have that first PLC so soon after that data
review where then they could continue the work that was established in that data meeting as part of their PLC work and have dedicated time of intentional collaboration. Um and that isn't always feasible when we don't have as many touch points with each other. And I think that's been
helpful with buy into just that shift into um you know the end of the school day early releases because I think if teachers know you know we're dedicating time to this it's a priority for us they're going to be more likely to you know collect the data that they need to have those conversations with their
their fellow colleagues. So um it's been really good. Um so just continuing on with this um again next week Tuesday we'll we'll have that first look at data. We'll analyze. We'll talk about what's working, what's not working. We'll make some shifts if needed and then culminating in that December 12th
um meeting where we'll you know make some final decisions in terms of yep this really went well we want to continue that how can we potentially scale that and then if you know we didn't see the growth that we wanted in a particular area you know as Angela noted like what's the cause of that so just continue to have some conversation
around that and then we'll just act again I kind of just alluded to that um you know after December 12th determine if we met our goal uh hopefully we'll see an increase in oral reading fluency amongst our second graders. And then next steps, just standardize, you know,
what worked, let's scale that, what didn't work, let's refine it, let's continue to look at that. Um, and then just document those moving forward to the next PLC cycle, which will happen in the spring. So, it's been really good so far. I think people are excited about it. Some vision and some some guidance
for us. So, >> great. Just one one quick question um about adjusting the plan, you know, going forward with this cycle. So, is the district looking at compiling like some lessons learned from different buildings because obviously within a building you're going to have your
lessons learned and adjust your plans, but maybe sharing that information from building if that is helpful. >> So, we do that. So, elementary principles meets um monthly face to face. So our next elementary principal meetings actually after the PLC in November after RSTD day, we're going to
do our first PLC debrief because we do have uh principles that I think everyone is in that using that data from their first data meeting from there. Some of them for instance are doing a PLC which they their cycle that Jonathan was
talking about is three PLC's. So they do two sets of three. Some principles do three sets of two. So they might do a plan, check it, and then redo another plan, check it. So there's some different models out there. >> Um, but that's a, you know, with with 11 of us just to be able to share that
information. Um, and I know secondaries obviously with their PLC's are going to do something similar. >> Cool. >> Very good. Thank you. All right. Well, thank you all for that great presentation and discussion and indulging all of our questions. Yeah.
Um, so moving on the agenda, u, next thing is other items, but I really know it's celebrations and successes. So, >> take it away, Jesse. >> It is. And I know you guys might have been sad because you didn't hear a lot of secondary data today, but December 2nd curriculum you were wondering.
>> Oh, we don't miss. The next one is secondary. >> I can't wait. We get to prepare november. We won't be together. November everybody. >> We will meet anyway. >> Absolutely.
>> If you wish. If you wish. >> Your wish is my command. >> So yeah, the plan is on December 2nd. We just knew there was enough in here around the strategic plan that there was no way we could get both in one um board curriculum meeting. So on December 2nd, we'll see some secondary principles here
and we'll be doing some sharing around each of the strategic um goals. Misty kind of overlaps with both of us and so she was able to sort of hit some of that. So know that's coming. Okay, celebration and success. First up is just our music program, our marching bands on both sides of town. Outstanding. They've been working
really, really hard. Both of our directors, Chad and Thomas, um, doing a great job. So, they get out there. They like to tour our middle schools, just make those connections to those students and that program. Um, and it's always a really fun experience for our middle school. So, here's a shot of our Central High School marching band visiting East
Middle School and giving them a little show there. >> Just a shout out there to Mr. Ranger at East just the work he's done on branding and that if you look at Right. Have you been in the East Jim this year? >> No. >> With the whole, you know, Ryan did a a
big sort of uh cleanup this uh summer with painting and branding and logos throughout the entire um building. Really trying to move from the turquoise and the timber walls. >> Yeah. Yeah. >> One spot down in the PE area that tiles
turquoise. I told Christine I could spray paint it. She said no. stay in elementary, Dan. Okay. >> I want to get rid of the turquoise. Uh, indigenous people's day. So, similar to last year, uh, in the elementary, we did book readings with a set lesson and a video that we did for every classroom.
So, the books were different for every classroom as far as grade levels go, but the intro video uh was the same. Again, we helped with any pronunciation of the inishab that they needed for the book. So we uh and worked together with the social studies committee came together
for a day uh double checked as far as cultural appropriateness goes and also had a member of the tribe at the meeting. Um so overall successful that I've heard great work by our our team and our and our social studies teachers >> and our indigenous coordinator was there
in addition to the tribe member too to help organize this too. And then here's a shot of our secondary. So, same all of our students were exposed to a cultural appropriate lesson on this day as well. Um, so so some photos of that learning going on.
So, CKLA at Westwood, this is a kindergarten classroom. Mrs. Lau, uh, working on nursery rhymes and just kind of that interaction that the kids have with the curriculum. This is from the classic Baba Black Sheep. >> Have you any wool?
>> Things change, they say the same. Uh and here's a photo of our West Middle School STEM students. They've uh really connected to some local manufacturing companies um and were able to sponsor a visit there where they were able to explore different uh careers and learn
about different manufacturing um uh things going on in our area. So, it was a really cool experience. I heard really great things about that. >> Oh, Britney, >> I know. So, if you're wondering, that's Dr. Anita Archer as Jonathan mentioned or Mr. Swiggles mentioned earlier. So
she uh uh led a couple different sessions at the National Reading League conference which was hosted in Chicago. Um a group of um administrators, our district ELA coach, Kelly O'Banovic, who also serves as the instructional coach over at Eastern Elementary in Monasuri. Um as well as a couple staff members at
Long Lake were able to join in learning surrounding the science of reading um and really thinking about how we can better improve our systems and structures um surrounding how to bridge that gap between theory and practice. So, it was a great time. Lots of learning, a lot of good reaffir reaffirmations that we're moving in the
right direction. >> Um, and then we talked about Amy Cole earlier with the field trip, but this is a total different honor that she has received from the University of Chicago. They ask their incoming freshman who's been an impactful educator. Um, and then as they sift through those applications,
they like to connect back with those educators and highlight that, hey, students who had you are now saying this about the importance of being in your class and the learning and the connection. And we've had a few educators from both of our high schools receive this. Um, it's a great honor.
Um, it is selective. So, congratulations and kudos to her. I know how hard she works to really provide great great level of instruction and care for our kids. So, And don't know if you wanted to speak to this one, Erin or Angela, but will help
some team building as part of their PLC and also some some data meetings. >> Um, yes, the the PLC overview at the staff meeting. What was a really fun way to to start our PLC's was with a a basic team building um activity to illustrate the importance of the different roles on
a team. And then um our data meetings that we described in action. Um I'm not in those because I was taking the picture. >> And then um some more robotics photos here. So our IMC up at West Senior High is really being heavily used not only by
our West Senior High students, but also our students from West Middle School. They've got a great partnership and our students from Monasuri. They are using that space on a regular. was talking to the coach Dan and he really tries to work to keep create a schedule so that he's got lots of access for all those different groups. Um and it's nice for
our high school students as part of the requirements of the robotics program. They have to mentor they get to mentor um younger students within the district. So those spaces have created great opportunities for that. I would say if anything um there's maybe a little bit of tension because everybody wishes the
space was bigger and had more resources for everyone to use. Um but they've been really widely used at both of our high schools. And shout out here to Danielle Brostrom, our TCAPS ed tech coach. Uh was a panelist as part of NMC uh did a transformative impact and AI conference
on October 14th. So they similar to what we do for RSGD. They don't have class on that day. All their staff are are part of this conference. Um they had several panelists from around the state talking about impacts of e of AI teaching and learning and Danielle was part of that.
>> You can kind of see the titles. There's NMC, uh, Interlockan, uh, Center for the Arts, Mson Hagerty, and then Grand Valley had someone. So, it was it was great for Daniel to receive that, um, request to be on that panel with those other professionals.
>> And then our own Mr. video, Kelly, are we going to play? >> I'm hoping it'll let me open. >> All right, hang it. >> No, I cuz I watch this a lot. Press pause. >> Oh, press pause. So, two things. One,
full disclosure, that's my daughter. She goes to Willow Hill, but that was part of the deal. She got the start. But watch the girl in the back. Cute little blonde girl. Like, she's the focus of the video. She is living her best life. So, pay attention to her, not me.
>> Oh, my sound's in. It looks like it's painful. >> No, it was perfect. The lady who did it, um, she's a hair stylist. Look at Emmy on the left. [Laughter] >> And her sister next to her was like,
"What is going on?" >> That's so cute. >> Are you just staying on top of the school? Definitely. >> Uh that's next year. We're going to spend a night cuz the wife asked for something less tangible next year after the hair dying and the >> you camping out for a night is
>> she likes that idea better. >> It's not too bad, right? >> I was always signing up next >> camping on top of the school and sleepwalking. >> Well, don't sting core for my CPAP. >> So, that was fun. Yeah.
>> Um, just a couple of things to highlight. Uh, next week is a big week for us. We've got our regional staff development day on Tuesday all day. We've got great professional development and learning opportunities for our staff. Most of our staff is up at West Senior High. That includes both our certified staff, our administration
staff, and our non-certified staff as well. Um, we've also many of our leaders and instructional coaches in the district are getting to see uh John Hattie on Wednesday at the resort. >> You're kidding. >> I'm not Beth. Um, >> oh, can I sneak in? I'll send you a photo of me and John.
>> I want to be in the back. >> Um, so really big week and lots of great things going on for us. So district next week. >> Exciting. We'll try not to bug you guys too much next week then. Okay. Um, with that we our next board curriculum committee meeting is Tuesday, December
2nd at 8:30 a.m. here at the administration at Glen Lumis building. And with that we are adjourned. Thank you everybody for attending today.