Thank you. I'm Walter cook and I'm a Troy resident press TSB parent. In a recent Detroit News op ed, Rochester school board member wrote about the possibility of a county wide and handsome millage to go on the ballot in 2026 first time generally in favor of any measure that would raise additional revenues for the district. So when my calculations are correct, the full three mills, the maximum allowed by law, is about $17.5 million a year for the district will cost homeowners approximately 14 million. 17.5 million in additional revenue would allow the district to raise the average teacher salary by about $10,000,
while still having some left over to find out other deeds. The teacher salaries have stagnated over the past 15 years or so that is, since the Great Recession. Well, average teacher salary was $76,371. In 20 1011, it was only 70,446 and 2324, according to 1014 published by the Michigan Department of Education. When adjusted for inflation, CSD salaries should be approximately $104,000. In our district, where 83% of teachers are highly effective, we must do better for our teachers because that is what they deserve. However, as someone with over a decade of experience working in Detroit,
a county wide millage rate a serious equity concerns for back to school funding in Michigan is neither adequate nor equity. It told the county where to pass this millage community. Then we would be better able to compete for teachers. But what's happening with teachers like Detroit Public Schools would be at a disadvantage, given the tight labor market. I feel we would ultimately rob Peter to pay Paul in the form of transferring teacher vacancies in classrooms whose students can least afford to not have a highly qualified teacher. What I would advocate for, instead, is a statewide ballot initiative to replace, proposal and replace it with something that provides adequate and equitable funding for all districts.
Has passing the countywide millage is a stopgap, stopgap measure that would disadvantage the most economically, economically disadvantaged students in the state, even as it would improve quality of education here in Troy and other affluent communities in Oakland County. If the county millage were on the ballot, I would support and vote for it. However, I think the district's political capital is better spent on a measure that can raise the tide for all students in the state because every child in the state deserves the same high quality education our families receive here. And so thank you for your targeted consideration. Okay. Thank you for that. It's welcome.
Appreciate it. Any. All right. Now we are ready for a business services update. And our first item here is the identity. Of live in person shooter. And we have a lot of board members who have traded on the NASB. So they are experts now. We need you to pass. The. Okay. So this up here is just the presentation. Veteran plant brand is going to actually use next week.
Okay. So traditionally what we've done is we've had plant rain come out for the workshop and for the regular audit. We have a new, audit team this year. New partner on the job. They had proposed the question of do you really need us to present it twice? You know, obviously there's added cost of doing. So. In talking with Rich about this, we indicated let's me do kind of a high level overview of the presentation. If there's any feedback questions, we can communicate that to our plant brand team. And then from there, they can tailor this presentation as you guys see fit.
And then they'll do the formal presentation next week as well. So. You go through here. So you guys have in front of you to, hard copy of the audited statements that were issued. One thing I do want to make note of is you'll see here the 2025 federal program audit has not been issued yet. This is, national delay right now. So the compliance supplement that typically gets released in August or September of each year, sometimes over the summer has not been issued yet. A lot of us just being part of the government shutdowns
and the restructuring of US department, that all that put together, people's a slight delay there. So as soon as that is issued, that is a document that they have to insert into the audited accounts that we call the single audit. But that's our federal program audit, results. So they don't anticipate anything, no findings or questioning costs or anything. It will be an unmodified opinion on that as well. Unfortunately they just have to wait to issue it. So the goal of moving it from October to November for this purpose was and hoping that we would get that compliance supplement.
We still have not gotten itself. We'll be able to present that to the board as soon as we get it, essentially. But, just wanted you all to be aware that they don't anticipate any findings or anything from the field work that we went through. So do you think that that requirement will go away to have to audit them because of I don't I mean, they performed the audit. It just comes down to they have to insert another document into the final package in order to submit that, both to the board of Ed and to the federal government. So I'm just wondering if there was
any sense that the federal government doesn't declare, I don't know, objective, less regulation on the tree. But, let's see what comes. We have not heard. I have not heard anything that would indicate that they're trying to get rid of it. It's just simply a delay to that. But it does go to the department of that anymore, does it? Or the Treasury or normally it goes through Treasury. But I think there's guidance within that supplement that comes from other departments. Okay. Yeah. And then just just noted on here as well. So our regular financial statement audit, unmodified opinion,
that's what they'll be presenting next week. Same thing on the federal program audit. We did test Ida. That's the special ed cluster there you using? So that was the major program tested for a single audit and then balancing one compliance as well. No findings on that. And then budgeting Act compliance. That's all the hard work that Carol does and the budgeting side of things, making sure that we're in compliance with the state of Michigan. On that. And then again, we were the recipient of the SBA Certificate of Excellence and Financial Reporting for fiscal year 2024.
And the state Tip, or ASB, rather, typically sends it out in June. Sometimes May. We got it very late this year for some reason. So we just have to to wait on that recognition in the fall and stuff that will also be included in the final package. There. So just very briefly, two major funds, we have the general fund and the 2023 capital projects. That's our bond fund. And then we have all the total non major funds as well. So all funds across the board get out of this as part of their overall testing. So you can see here, we had a anticipated budget of just over $3.7 million.
Use of fund balance. We came in just over 3 million. So about $700,000 better than what was budgeted for. Which which is what we want ultimately, as it is going through these budgets, they're digging and they're being as conservative as we can, anticipating any costs that we may know of, and unknowns. And then ultimately, if we kind of had that, that's where we want to be. So again, we'll still have a very healthy fund balance of just over 33 million for just under 34 million, I should say. And then that's going to roll into this year as we talk about continued staffing across the district.
And in there, any areas within that that we can continue to try to shrink down where appropriate? In order to correct this use of fund balance, in this year and going into next year, 33 million, it's go 17% just over. Yet. Yeah, I went from just over 19% down to I think it's like 17.8 or under. And then capital projects. So at the end of June, that's essentially the $190 million that we issued for series one. Talk about series two here in a little bit. That's about 127 million left as of June 30th.
But we have a lot of athletic projects being paid for. A lot of the Smith work is starting to get filled. So we're we're very comfortable with the progress that that bond, series one issuance is making right now. So the goal being you need to spend about 85% of that within a three year period. So we're moving along at the plant pace for how much of that 127. You don't have to answer it now. But how much is already budgeted for it? How much has been approved lost events? I do have, a Bartonella slide I can show you
that would show kind of like the committed cost, which is what board has approved. And so I think it's around 95 this morning. Number 127 left. Yeah. So it's then, the revenue part of the capital projects. Is that just the interest? So yeah. So for this total series one, we're anticipating about $27 million of interest earned on that. Once you start earning a certain amount beyond the thresholds that the IRS allows, even though we typically don't pay taxes in any way, we do have to pay, a tax on that interest.
So the net should be around $19 million. Was it was that the arbitrage? Yeah, I believe it was about 7 million. Yeah. Yeah yeah yeah. We have I think the last calculation was just over 8 million. So we do it every year as part of the audit. We get an arbitrage calculation. We take the money that's sitting in an investment account earning about 4%. And then we essentially earmark that $8 million. So we know we can't touch that because at the end of the bond, we have to send that to the three. And then plant go through some of these slides. You know, as as Declan Chayefsky and I talked, we thought this was,
a prudent slide here, to highlight every year as we go through and compare ourselves to different districts around the county, with the direct instruction piece of this, being an important number to know. So you can see the county averages just over 50% of the budget is spent on direct instruction. And for us, we're just under 65%. So a lot of our dollars out of that 193 million is dedicated to direct instructional staff, which is good to see. So I thought this was a good one.
As Dan mentioned, is oftentimes we get for you will get community members and we'll say friends. It's how much money do we spend on athletics. Well, this chart right here tells you exactly. Just take 1.39% of 193.6 million. So it's about $2.8 million. So we spent about $2.8 million on athletics, transportation. It's a question about how much do we spend that pupil transportation. That's 2.35 million if you do that math on that. I think that's just what, just over 10 million is or just under ten.
Ish. So this is a good chart because we've not in the past broken out. That's detailed. And we've had we've normally looked at something that was administration versus, you know, direct and indirect. So this is this is very what's in direct instruction one story. So yeah it's all function code base. You'll see total general fund expenditures by function. The state essentially lists out each function code that we have to assign to a particular, employee or service.
So indirect instruction could be something along the lines of, psychologist or social worker. And then general administration and business service. That's typically the central office staff. School administration is building principals. All of our folks up here. And services would probably fall either under indirect instruction or the general administration. So but they break it down essentially to a building level principal, business office staff, HR staff. It gets very specific with how we have to cohere. What is community services.
So those are it's very small typically. But like for instance title three, we have what we call family liaisons that are typically reaching out to families to try to find families that may need support for these services. Things like that. So it's more of an effort and how we have to assign it a service that is provided to the community rather than into the classroom directly to. And then this one here, just briefly, for people membership in the foundation allowance. So you can see here, this is our budget an amount right now, based on our fall
count submission, we're hoping it's going to be just over 12,100. So slightly above we budgeted, which, again, is where we want to be. And then finally, the the state has decided on a budget for us. This is our foundation for the year. I think one big curveball they threw at us this year is hold harmless districts were capped in their base foundation, so we were actually 10,700, the $136 per pupil above that to get us to the full amount is funded through essentially another line item, categorical.
And then that eventually rolls up into the next year in your base foundation. But if that categorical ever goes away, then there's no protections for districts like us too, right? So we've been working with our local legislators. So working with Sharon, Mike Weber, we did several conversations with them to reinforce, especially here in Oakland County, because Oakland County has a large numbers of hold harmless districts that to. But the easiest, most sensible thing to do would be to get rid of that categorical and just roll all hold harmless
districts up to that base foundation so that you so that we're not worried on an annual basis whether that categorical will get funded again. So we're going to continue to hammer on that one with our legislators. It's one of those where the longer the longer it lingers, the more chance there is somebody who doesn't know what it is. And then in some bill, it gets struck. And and we've seen that happen in a number of different ways. So we're, we're advocating, just roll as well, everybody out to get rid of that category. And then we don't have to worry about fighting, for lack of a better
term, fighting for that categorical basis. So just for, because I know you you sent an email. Yeah. To the reps and everything. But for this year, then, just for practical purposes, we still get the for. Yeah, yeah, yeah. Thank you. I can't go to him this year. You'll see that the, the, you know how you would call this part but the displayed, based foundation at the top of the report is 10,700. And then in this other current year amount, this 20, column backfill so that 136 per pupil.
So if that ever went away and this happened where the increase was greater than the rate of inflation, we would be dead entitled. Five federal analyzed know. So why you do that. It goes back to proposal. Why. So they it was just language that was previously known as 20 J. And then they had to fix it about what 9 or 10 years ago. And then 20 M was new language. And it was just an effort to basically try to and because we're levying those additional meals on our
on our residents here, they're trying to reduce overall, the hold harmless amount we collect locally, plus what the state gives, they're trying to factor in to keep it under the rate of inflation. Basically. So because even though the state says you're going to get $400 per pupil, more state doesn't fund all of that. Yeah, 80% of that comes from and the 20% comes with. So they're trying to cap it overall. Yeah. But this is the first year they put that in a category. It threw it through a lot of districts for a loop. When we this hasn't been enforced 2010 hasn't been enforced
in six years now. So no rhyme or reason why they decided to do it this year. It was just the way the increase works this year. The $400 increase per pupil, the percent of that increase was so high, like last year, we didn't get a per pupil increase of 400. We got a reduction of expenses instead. So we just haven't seen the last time this did happen this 5 or 6 years ago when they came out, 458 a pupil, I think there was. And because we can't get an increase above the rate of inflation,
because that 400 we increase was above the rate of inflation, there was a that we were losing that delta. And so this was how can it serve it to make up that difference. So what we want to get we want to get rid of that language altogether. Yep. And then just roll everyone up to the base. And then we normally wouldn't have to worry about with with question on the student count. That's the actual student count, the 12,074. Okay. That's what was budgeted. So that was last June when when RL and I were going down your budget.
That's from the we just guesstimate it at that point in time. That would be our blended rate of 12,074. The blended rate once this fall count gets audited, we're hoping is in the 12,900 range. Yeah we know we have. Do we know the fall count? Well, we were on the end of November typically is on the on the official. Yeah. Long after that submitting. We might have submitted it like late last time. Right. Okay. So we were sitting at about 12,000 one third. But that's not audited.
So that's us going back and splitting up services, cleaning up everything and making sure that. Yeah. And that that included our, school of choice and and it was a yeah. Okay. So it's 12,100. Okay. Ish. It could come in a little bit higher than that. And that's really the delta between what we're seeing versus what was budgeted was we then budget in school choice because the lotteries are still going on. You're collecting information. We don't want to say, hey, we're going to absolutely hit those. So we just essentially left those out okay.
That's. And then one of the last slides here just to kind of highlight our fund balance. So it's 17.41%, as a percent of our expenditures. So that's still a very healthy range going into this year as we continue our conversations. You know, one thing I know I worked hard at is looking at all of the grants that we have and trying to balance this need for utilizing all of the grant funds in one year, and then trying to defer a little bit to the next year, just in case the state gets rid of something.
You hate to have that mindset, but as we saw this year, the state made a lot of cuts. And there were a lot of delays. So, that that's that balance that we try to find and making sure that we're fully spending all the grant dollars, but also protecting ourselves for future years. So. So, Dan, I was shocked by that statewide fund in 7% of expenditures averaged 24.7. I mean, you know, the Covid era. So is is that is that because people are sitting on money from Covid? I mean, I mean, the what happened is a lot of the moneys
that districts received supplanted in a lot of ways their general funds. And so it allowed their fund balances to increase. And then subsequently, as those funds go away, your revenues come down, but you still have this large, fund balance sitting there. So you're essentially shrinking that denominator. But your fund balance is staying the same. So that percentage just starts to creep up over time. So we should see that percentage of that start to come down. Yeah. Statewide as yeah districts are having to make decisions either going to make reductions or they're going to support programs
through use to strategically fund balance even. Yeah. That doesn't mean that dynamically has run like under 10%. Yeah it does okay. Interesting. And then in terms of our balance, it's our board policy rate of 15% in year. So now now might be just a good time to just mention since it would otherwise come up in other I been sharing some information with you. The title 31 put some information at the end. The in the communique less previous
to this weeks as last week's so that, you know, kind of where we are right now. We of course that the, the date to sign off was pushed to the end of November, will be tomorrow. We anticipate, tomorrow, we anticipate at several districts, a filing suit or another Canfield, filing suit and both state and federal court. They have multiple counties and some districts, to essentially ask for a state,
in, in a decision, that how those requiring a stay and requiring districts to sign off on their rights to access that money. So the goal was to get that done as quickly as possible in order to get a ruling from the courts, before the districts have to make that determination at the end of the month. As it stands right now, as I have had conversation with multiple colleagues and so forth,
then you might expect there's a there's a lot there are a lot of different interpretations, a lot of different feelings around how districts should respond to, to do this particular, this particular grant. But my stance on this at this point is that, if asked today, based on the current language, I would suggest not signing up, to, to that particular grant, because from my perspective, signing away privilege, signing way, rights, to,
that we would otherwise have is not true. It doesn't make sense. And I think there's several there are several large districts in particular that feel that same way. There are some districts who have indicated they're going to they're going to sign off simply because in their mind, they feel they need that, that, that revenue. Right now, what I had shared with my colleagues is absent a significant change in that language, my recommendation would be to not sign off on that. And we just pass at this point. The hope would be that because either through court action
or through some legislation change between now and the end of the monitoring, that we would get more direction, more clarity around exactly what is meant by signing away certain privilege, and so on and so forth. But absent, whether it is just for ADR, is it? It's a code for effort, right? It is a mass casualty event. And define what mass casualty means and so forth. So, that's where I am, right?
That's where I am right now. We don't have to make a decision now, but just I think it's a wait and see at this point. Well, they talked about this quite a bit. I was talked about in one of the classes that I took, and got to the legislature, and then, it was also addressed at the launch. And there were additional questions about what it also means for, you know, immunity of board members and all sorts of other things.
So it is not just, So I think there's a full spectrum of questions that are completely unanswered. I will be going tomorrow night to the opportunities this issue of the Government Relations Committee. I don't know if we'll get any more updated information on that. If whatever we get the now, you know, all the handles will be there tomorrow, you'll likely report to you all that that suit has been filed. So this has any that is open county. That is kind of the B-side of that. Yes. To that, to that suit. Yeah.
You know, I, I attended the, a tour of the school attorneys, conference and every single attorney was like, this is not something districts want, you know, because it's too undefined. And it's also, from my perspective, as I shared it with my colleagues, it's a slippery slope, right. Do you sign up for immunity in this particular case? What what. And and and even if there's a very narrow parameter around here, by the signage on the,
in one spot provides a crack in the door for someone to argue that that should be expanded potentially down the road. And I likened it to, for instance, where where we see some of the biggest challenges right now, the special education in particular staff dealing with, with students that they may be, if they have some sort of behavioral issues that become physical. That's where we see the most amount of staff injury to date. Yes. Without it, without knowing that I have a community based,
my interaction with students, what I would anyone do that job? Quite frankly, why would anyone drive a bus? Right. It would. It's just it's a very slippery slope. And that's one I think we need to tread very lightly on as we as we move forward. So more to come. And I think there's, there's, the other thing that I remember too, it's, in some ways was less series than that particular issue, but,
the MSB has actually reached out to insurance companies. And so, they have indicated that they would not, stop insuring districts who would take the money. And so in a way, they're right. But very likely the insurance rate for that district would go up. So there are it is a lot of moving parts, both legal insurance, cost of insurance. So I would like to develop two pools of districts and A and a pool B.
And so you may take the money, but how much is your insurance to go up by so that there's, there's a lot of certainly hope for that. Reasonable minds will prevail and recognize that this was this was just poor for legislation. I think the more districts, the more districts push back and push back. I think there's sometimes they've passed things to see how much people know. So by so I get the impression that this was, you know, a gotcha at the end. It wasn't anticipated do again.
So I always want to try to figure out what were they thinking? I mean, all I heard was this was a response to lots, but it wasn't. What are they? This was a direct response to to what happened in Oxford. And I think there were several families concerned that there was not the ability to assign blame to any, any particular individual or group of individuals. And that was not allowed for because there were, to meet me there, but because of community,
because there were, certain people could be almost or they couldn't be that weren't able to be spoken to, may not want to be transferred. Yeah. And have that have to take that type of liability based on what a students. Yeah. How much money is that for us. So for us it's about two points now 1.8. Yeah. There's three sections to it. The section that relates to opting in is about 1.8, 1.1. And what do we pay for with that. So all of our shield staff are that have said, yeah,
we have social workers in there. There's some counselors in there. That's the ball park. You know, it's yeah, kind of that director of security is in there. So. Mordecai well, yeah, that's just a placeholder for now. We know that more is going to happen between now and then for sure. And if at any point, you know, you need us to reach out to or to come to a point in order to have a point where we needed to have you all come together and, and that sort of purposes, a resolution or something along those lines.
But it will be just be a quick in and out. But, I'll keep you updated. Do you have you that conversation with our representatives in terms of programs to, I've actually not spoken specifically to Sharon or Tom yet. But I Sharon for sure. Would that be would be a problem unused targeting. This is really a great example. When you get a 500 page bill three hours before you're expected to five hours, I think, before expected to go.
And no one read it. Right. How could you expect to be expected to read, you know, 500 pages that period of time? So what if we. Have any any other questions on specifics on reported or and the budget in general. So that we will be hearing next week and then under the formal presentation section three through. And it talked about the food service. I know that we've got a plan to spend under field. But it talked about
funding being reliant on the applications of all students for the days to the building principals. Are they working with food service to, to get that compliance? Do you mean so the essentially you have the part of the Mission school meals program to get, fully funded. Bringing those for all students is you have to maximize your federal embarrassment. Something internally. We've talked about, making a push to make sure all students are whether
or not they qualify, a lot will qualify that probably don't even think they would. And then it's not only about the free meals, though. It's about pay to participate in other things across the district to seven. But in terms of the funding that we get, that is one that is violence that, we have to essentially sign off, that we are making every effort to make sure that it's fully maximized. Anything else? All right. Let us move on to transportation. Thank you, thank you. Thanks for okay, so I shared with you all just
I try to summarize that in our alliance communication with you. And then for some additional information, share the outcomes of that report. We can certainly talk about that recommendation would be. And we could certainly answer any questions related to the report itself. Recommendation would be we know we have to ramp. We know we have to add additional drivers next year. Because we are going to bus essentially up under, we will offer bussing to essentially 100% of all of our students.
And then the following year we will do the same to for of students. So we know over the course of the next two years we have to we will have to find additional drivers and so forth. But Dan and I have been talking about, what makes sense? And you're talking with Kathy and transportation is we use our experience next year as we are ramping up to account for and to accommodate the 100% of bond students that would be eligible for transportation. Use that as, kind of a litmus test. Can we can we sustain the staffing?
And then what does that do to the overall operational budget over the course of the next two years? And then as a board, can we sustain that moving forward? Because we feel comfortable that after two years, we would have gotten to a point where we feel as if we can. Say, for instance, recommend a four tiered system going back to a four tier, or even possibly going back to a three tier, we'll know whether we can staff it and more importantly, whether we can sustain it for support from a staffing standpoint, can an operations standpoint,
what does that do to the budget, for instance? And then we'll know we'll have a really good clear idea there within that next two years, whether we can do that and if, if we're successful, then we could roll, I think, very easily into a, like a four or even a three tier system, which would give us the max flexibility to adjust those times moving forward. So are you suggesting to postpone for two more years? So that's six years since we passed this resolution. Yeah. Well, I mean. Well, yes, we might
because number one, we have the added challenge next year. We have to bus. We have to we have to accommodate transportation for our own park, over to the gate building. So to to do that and then suggest, you know, that we're, we're going to also then. Add the additional staffing and the operation costs over and above that to go to like a four or even that three tier, is
likely to like we would likely not be successful. How many how many additional busses are we thinking of for the and part. We're thinking probably six additional routes drivers busses inverted. So you figure there's at that school, just based on about 60 or so percent being walkers of that population, you would need probably 6 to 7 busses. So the thought is to have them walk to ballpark, be picked up from there and then transport it over.
So right now, parks ridership is at 75% right now. A lot of it is, some research departments too. So we're increasing it only by another 25%, which would take an additional two busses is what you're saying. We're we don't like a 77 passenger bus. Is it going to be maxed out? That would be three seats or three students per seat. Typically it's in the high 50s. So, from there it could be anywhere from 5 to 7 busses defending your culture. We want to 5 to 7 additional busses.
Yeah. So really be in a situation where if you tried to do both the same time, not only is it going to be a money issue, but it's also going to be, adding more busses, more drivers and then two years down the road, we've got more drivers than we need, more busses than we need. And that's a problem in and of itself. Yeah. I mean, the biggest challenge we have right now is we're using $3 million a year fund balance that we're trying to correct that. And if you go to a four tier, you're going to be at just over $1 million a year more in cost.
If you go to the three tier, you're going to be at a million, five additional cost. So it's trying to manage both that need of of correcting the use of balance each year to also looking at Logan and Larsen and making sure that we can accommodate the additional bussing needs there as well. So, so this is really a phased in approach. How do you pay for the it's a fund relieving bussing change that's general fund or backwards. The busses themselves can be purchased through the bond.
Okay. And then after your purchase and they're like ours. Right. Okay. Yeah. You can't see everything through a bond okay. Leases have to be general fund. So we're trusting the bus outright with bond. Gotcha. And the increased labor cost or contractual student is where this million. 2,000,005. That's that's okay. Right. Which is why I hit the bucket straight. Right. Right, right. My recommended our recommendation is a phased in approach here. We have to do that. We have to do in in the next two years.
We have to ramp up in order to successfully transport all of that last. This gives us a great opportunity to turn in whether that's sustainable, because after two years it's not sustainable. We want it back because we won't. We wouldn't need that additional resource after those two years. So if if we can't sustain it, okay, we walk it back. If we can sustain that and we demonstrated our ability to do it both operationally and, financially, then, okay.
Now once the next conversation is okay, what does that look like in terms of utilizing that resource that we already have, what we've already invested in in order to make the adjustments to, to start times further, you understand how you came up with five busses. I see 170 additional riders. Is that the chart I sent you? Yeah, it was 730. Is current Berlin Park. Eligible riders. And they're already 560 riders. Okay, I haven't seen those numbers specifically by building until today.
So when we talked as a sub cabinet group about this, just assuming half the bus riders that reaching up to 5%, I said just like, okay. But it may vary between bowl and Larson too. But it's it's staggered right after Berlin is done in their systems. It's that time of year streets. Yeah. Yes. The standard. So whatever it is 4 or 5 months, it's this year for the next year. Okay. We'll really know until we get into it. Because so many folks that are potential riders don't ride potential.
Yeah, sometimes they might, sometimes they. Right don't. So it may be louder but well, but in my head I'm just thinking, you know, a kid that is slated to ride a bus, but they live, you know, not that far. Parents drive them if they're going to schlep all the way across town to I. I think that that's what I said. Yeah, I included hundred percent and that's what I was thinking. Yeah, so I do before planning, I kind of worst case, if you will. They may still drive them to bowling to get on the bus. I mean, my, my concern is
and again, the team will share this concern is day one must be successful. Yeah. That's for transporting those students that they want will be successful. So we share with you. After that, we've done everything we need in order to plan for, communicate, have appropriate resources to make sure that that's a success. What Charlie talking about is that this chart I heard you said it all the time. I asked a bunch of questions and he sent me some data about transportation.
So I, I guess, Dan, you can share it, you know, for him and share it with basically the eligible riders per building across the district. And then how much how many students that are eligible are actually riders. So I have a question. So the the information that was provided to us, the the main like eligible scenario, aside from, you know, the changes we're going to have with born kids going to Smith next year in the last names the the information that was in the board docs, the alternative was really another
five tier system with the times matched with that. So but when we talked about it last year for tier, now we're bringing up four tier again. So now I feel like we're having like 2 or 3 different conversations. So I understand the point of, you know, ramping up and seeing how all of that goes. But, Assuming we're not doing any of that, assuming we're, you know, we're not going to be bussing kids to different schools, what proposal are we looking at?
Because the one that the there was in the board docs in my mind, and I didn't have time to go back to the one from last year that was for a four tier system. The one of the board docs like the ideal. What seems like the one where you're not putting voluntary supported on a bus at 630 the end is the five tier system. So are we not going to which say, did you mean for tier scenario? For whatever reason, for docs I looked at, I was when I was that I was looking you said that I'm looking at other options.
Five tier system to four to different. Yeah. I guess that same day. Right. So there was four scenarios that were proposed through the, outside consultant that we had, prior to this year, first student worked with our transportation department, trying to maximize the routes. And they basically came out with go on to 4 or 3 tier. So those are the two options prior to this year, the company school bus logistics that we worked with gave us scenarios A through D.
So the reason I say it was because while we're down you go you go from like 32 busses to 50 or something like that. And and one as I mean, parents are not interested in having elementary school kids start at 7:00 in the morning. So that's been done. Yeah. Scenario eight was essentially flipping middle and high. Yes. That's right. And keeping elementary the same. But we we dismissed the elementary first scenario. No I yeah yeah yeah. It's like we all agreed that that wasn't so that was.
I think we've just renamed these somehow. Yeah. Yeah. The names were changed and everything was changed I, I was confused as well. Me too. I was also confused with a whole bunch of numbers in there is still how Troy High's needing 20 busses versus Athens needing nine. And I couldn't get the math working. And like Hill Elementary needs only one bus versus all the other element we needed seven. I couldn't just because of this.
And Hill has always been a walking, a community bus and covers a much larger share in a lot of cases. And I tell you, I've been around and around busses where parents have said, we need a bus because you have to cross an element, you may have to cross a busy street or there's no sidewalks. And then we put busses and then we get to do that because nobody else gets them. But in a lot of us, there's brain mechanism. Maybe those those schools that are on the busy
streets require more busses because our policies don't. You aren't going to have, students, particularly elementary students, cross a busy street. Los Francis has very few busses. Yeah, well, that's because all of us has no busses there. What? Those lessons. Yeah. I was like, oh, I and I apologize for that, but it's just very similar results. Yeah. When you have a so it was until later that they're not having kids cross busy streets. Okay. This is sort of an aside. And I was also curious about like general efficiency of our routing systems.
Like just that was really not I did like some things where I'm like, why in the world is that like in terms of could we be capturing more driver actors or routes saying we are if our systems as efficient as possible in terms of that was really the two busses I ran outside. Sullivan was to kind of fact check for a student because they were the ones essentially going in, and not to say that they weren't looking at it in that lens. But when you're being a per route. Yeah, I know when I but this company did indicate
that our routes are very efficient and that there was not a lot, that they could even go in and try to recommend changes. Usually it's something very glaring, but in this case, I think having Kathy on their team who came from her students, she she keeps them in check very well. So, you know, just the problem with you have to plan for all the potential students. But at any given day, you know, you see the line with the parents dropping, oh yeah, their kids off at school. But we still have to round with the, you know,
who is the movement and then impact like that. It's too bad we can better capture actual ridership to. Yeah. One thing we've talked about and we discussed this last time, was trying to send out like a parent survey asking the questions, saying, hey, would you prefer would you choose to have your high school year started at 8 a.m. and would you forego transportation provided by the district in lieu of that kind of a question? We would and when we discussed that, we did.
But I think the equity issue is circulating back, because you may get a majority of parents saying that the school later start, but then that full word of students that have to take the bus, maybe, you know, they're not going to do that, but can we then solve that problem separately? I guess so right now. I mean, we all know later school start date it start time is very important for high schoolers. And we've been just kind of, you know, kicking the ball every year. Should we close that question.
And then then the problem to solve is much smaller, which is the set of students that absolutely need transportation. And so that versus the 800 students right now. That's that's awesome. Thank you. Assuming assuming the parents do agree with us. And I agree assuming that yeah, that is true. I mean, we asked that question, but I mean there's already high schools that we are doing like I 100% I know it's a school of choice, but they're all choosing to do that.
And we're not thinking of equity that time. We're telling you it's your choice. You decide, but you're choosing your choosing to go there. I think that that being said, I mean, you know, Royal Oaks stopped high school bussing, but I don't know if there's lessons learned from that. But they need a conscious choice that, you know, they're not going to bus their high school students. I was reading about in Detroit actually provides Mdot school system dot, I think is what is thought there passes for high schoolers, but they are now reconsidering again
bringing back school busses. So they are because their absenteeism is higher. So there is also that I understand is not serving all their lives some exactly two hours. Yeah. And we don't have a transportation. Transportation. My understanding too is that if we can't offer it to some students and not all, so. Right, so for something like high school, we have to if it's offered to students, it has to be offered to all students. We can't say we're only going to offer it to the students in need.
We have to offer it to all okay. Is that is that correct? Yeah. You'd have to offer to everyone that is not it otherwise impacted by your policy, which right now we have a policy 1.5 miles an hour within 1.5 miles is considered a walk. And when outside that, the problem here sure is you can put it to two miles. The high school level. But you're you could essentially be eliminating pretty much everybody who gets two miles at any one direction pushes you on the edge of, of
of all of our tennis areas, the 1.5 is really the farthest with the goal. We did that back in 2000 and. 12 ish, I think when when we were looking to save money, the problem, the problem that you all have right now is back in 2009 when when the during the Great Recession that we lost $11 million. The question at that time was, where can we find the most efficiencies? That's when we privatized that was the number one efficiency, privatized.
And then and then from there we went to, for our, for two tiers. There was another savings. And then the superintendent at the time said, we need more savings. Then we went to five tier data, and that's when we did the state very, very clear that we pushed everyone back, the, to 1.51 miles of kindergarten being half to one or elementary being a half to one and so forth. And now you're. So we found we had max efficiency at that time,
and that savings. That we're trying to get back to, to where we were. The only way to get back is to spend it. To get back to there. And we've looked at this at every give, every which way to see if there's an efficiency model. And what this card is telling us is you are running the most efficient model currently. You just have to. We would have to find a way to, to get back to at minimum of 40. If we can get to four tiers, we can probably push our time at the high school back to 745 to, interestingly, is what it used to.
But the report that we got, there's a five tier system where you can get start times at the high school at 817, and then they get to achieve. That's if you switch. Yeah that's it. You switch methods I but I but I would but there's a significant difference between middle school and high school in terms of expectation of this workload. I think you still have, you know, middle schoolers that can get up a little bit earlier than high schoolers. And the significance of. The academics is, I don't want to say less, right.
It's all important. But in some degree where you have high schoolers who are the running ragged right there in all these activities, there are all these sports, the workload, and they're there. So, you know, I, I would venture to guess. And that was part of the idea. Right. If if we do get to a point where we as a board are comfortable with an idea, we take it back to the community and say, this is how we can make this work without, I, you know, I honestly don't see us going back to a three tier system.
I don't know that that long term that we might be able to achieve that. But, if the goal is to give some reprieve to high school students so they can achieve academically, get better sleep, they're the ones driving in the morning. It's not middle schoolers who are driving themselves to school. They're the ones who, you know, if we want to get, absenteeism down and in all of those things. Okay, I, I do still want to try and understand because high schoolers, if you look at the percentage of ridership
they're in, the lowest percentage of ridership is of the eligible students. And less than 50% of eligible students are riding the school bus. I think we should pose the question to the parents to see. Would you would you choose to have later start time and not have transportation? Is that something that you can then we don't have to change anything for middle and elementary, because if you see elementary and middle school, their ridership is at 75 to 80% of eligible riders.
They ride the bus. High schoolers don't. So maybe part of them. Maybe it's because the is the distance further. Yeah, they're on the bus longer, especially Athens. They're on the bus much longer. I know, they know I'm talking about the previous adults of that too. Probably. Yeah. He said ridership was 50%, less than 50% for high schoolers, but that's still close. Visit the percent of kids that probably need that. I know kids who will not get so little if they're. Yeah, I'm not disagreeing. So that's why a parent survey is important.
That's when we get the information about them. I think the parent, the. Actually needs the bus might be the ones least likely to answer the survey and let them like I'll answer because I don't like it doesn't have a bus anyways. Right. To me it makes no difference. I have to drive my kid, but I think the parents least likely to answer that survey is the one who's out of the house at 6:00 in the morning. Their kid can't get to school if, you know, bus. So that's so it's let's see a couple things.
One, we were provided with the report. I do have a question. I'm trying to understand if we're still at a five tier system and we're switching to high school in the middle schools, why does the why does the bus can't go up the ridership levels at the middle school being higher? They would be higher if it's early in the morning. But, you know, it's been through the board. If it. And the first option.
Yes yes, yes. Shared. Yeah. Relay doesn't just it's speeding up a. The things part of it was getting from high school then to the elementaries, there wasn't enough time in between to get for that 8:00 mark to get them over to the, elementary schools. If I remember in talking to them about this,
because those numbers of busses to me were the same number of busses, the previous report was a four tier system. So I'm trying to. Because if you look at the charts for where we are now in the five tier system, what the middle school has flipped, all of the numbers are the same. So I was trying to figure out where are the additional busses are coming from. So I think when you look at the proximity, like you're starting at a middle school level, where the busses are kind of in smaller pockets, but then when you go to the high schools
now they're in geographical areas bigger, so the routes take a little bit longer. And so they're not having enough time then to go to that next tier of elementary schools. They're essentially requiring additional routes after they're done with the middle schools to then go start the elementary routes. And that makes sense after ex-wife says seven additional busses or a but I don't know if that added which that would make sense because that would be early start. But early start Elementary's that you'd have to do.
Yeah. Weren't you. And I don't see any the snow ones in it at each bus level. But it does say seven additional busses. So I think we as a board need to decide do we want to accept the administration's recommendations? If not, what on the actions, the next steps, actions that we want to take? And if so, I'll just go on. Yeah, I think that we really need to accept the recommendations and, going forward with the plan to
to kind of ramp up and use this as an opportunity to see, you know, we have we have no choice but to make this work. Like, Doctor Chesky was saying, and and to try and go above and beyond that, you know, financially and logistically to me is just a huge risk to take. But having that time to see how it works, and also that gives us time as a board to to talk about some more of these options and to get parent input and put together a like a well thought out survey to get to parents to help us make those decisions.
At the end of this two years when we have, you know, the financial and staffing information will be there and then we can have the parent input there as well. And I think we'll be in a much better position to make an informed decision about route numbers and start times and things like that. So I have your perspective, you know, and and understand, I just think it's, there's a lot of unknowns that we have to work to. And I do agree that we do need to do something. The parents are good. It's correctly designed to come up with questions and just make sure that we're asking them the right scenarios.
And I don't think we're at an opportunity where we've been for what scenarios we should be presented to them. So it's going to take some time. And yeah, I agree, I gravitate to the busses, right. For the next two years, because we have had these, you know, I, I'm not an, I never a fan of too many moving parts and so I wouldn't want to both do a time change and all of a sudden having to to, you know, bus kids around. I will disagree. And also we've already done the parent surveys
like we've already done those extensively. So the next parents survey, if and when it does happen is once you're comfortable with a new plan two years from now, that will require some sacrifice. Then we say to the parents, we can make it work, but the parents promise, we've already done this, no, I won't, I'm saying if we if we give them the scenarios that we can offer, that's three option assumptions we have about that. Are you in favor and supported on this is what that would be. Guess. Oh it is but but in terms of other
parent surveys about school started we were in no. Yeah. Yes. Yes sure. Yeah. No I, I, I never I'm never a fan of changing too many variables at once. So I think at this point it makes sense to, you know, get through the next two years and then have everybody back at their, at their physical locations. But I will not forget to bring this up. No, I'm serious because I got on the I got on the board by that point was decided. And then two years in a row, it was, oh, well, just next year, next year,
next year. And I was the one who pushed to finally actually have somebody come and do this study because I, we are either going to do this or not. And it is a waste of time. And it's disingenuous to the community to just keep rolling and rolling and rolling it. So two years from now, we need to make a decision. And if the decision is we can't find a way to do this, then we need to go to the community and say, we have not figured out how to make this work, but it's it's a waste of our time and it's not it's not fair to the community because I still get asked by people all the time.
So two years we will have this discussion, but at that point I don't want to keep rolling into some, some future time. Like to tell us that you guys made this the previous board to, I guess, the board's two previous who made this decision six years ago. So so at some point they're going to do it. Well, we're not we just we need to move forward and put it behind us and and tackle some other issue. I think for for to follow up on that, if we know which option you want, what we would do then in terms of a phased in approach is to say
we're not only going to add, let's say, three drivers next year because that's all bull. And we rates. We would say, okay, if you've picked option B, whatever that may be and it requires 14 drivers. We would look to hire seven drivers this spring for next year. And then however many we need to allocate to bull. And we will some of them we could use on special runs they may like. We have to pay a minimum of hours per driver. But we've looked at I'll Christina's word of the tax. That's an option to expand some bussing routes there.
So we would look to try to fill those new seven drivers time with other routes beyond just forward. So the plan would be to, essentially spread it out over two years, whatever option you want to go with and then phase it in so we can ramp up. I mean, I'm comfortable with option two where you we flip the middle school and high school because we want that doesn't require all of a sudden going from 32 to 545, 52 whatever busses. Again, I'm comfortable with that option if that's what we're comfortable with.
Once we get to a point where we can make the decision that we're going to, you know, we're getting close to getting ready, then that is the question. As opposed to the community. This is what we can financially, logistically do to ensure later start times, yes or no. Right. And that is the feedback and if and if parents are willing to switch middle school and high school, like I said, I don't I don't see us going back to a three tier system because I see your costs going up and I don't see our funding going to, but, you know, but the one thing we can do is, is switch the middle school and high school
so that I would be very comfortable with that option. In any case, once we're at a point where we're not bussing kids from Boland to Smith, from Larson to Smith, as we sit here next year, this time next year, we'll have a really good idea as to whether we've been able to ramp up, from personnel standpoint in order to meet the needs of the, of our transportation requirements. And then we'll know what the costs are and what we would project those costs to be with forward.
And then we call a question we have a have in mind. The reason that we have not been able to implement this or the list or you guys will come in class that we couldn't find the bus drivers that so it would seem that it would be you know, our first approach is so I would if the market has changed. You know, like we say at MSP, these companies that say, oh, we can help you get bus drivers. So so I don't know, or the market has changed, but I think the first step of,
you know, kind of moving us here, is to start hiring. I mean, if you can hire the bus drivers, we should be hiring bus drivers. There's an indication that the market for bus drivers is is improved. Yeah. Hey, the Teamsters union that represents our student drivers have a pretty substantial increase to pay. Last February, for student aid that cost for the remainder of the, the school year. But that's now embedded in our new contract that you approved, back in the spring. So we're fully staffed right now.
We have eight subs that we do maintain on any given day. There's probably opportunity work through. Wanted to try to, you know, look, let's say seven drivers if you want this scenario you need seven additional drivers. We could hire let's say four and just pull three from the seven if we needed to, to help spread this cost out. But ultimately I think that we know which option we want. We know how many drivers we need to make that happen. Then we can develop a plan over two years of trying to phase again.
And as I look at some of these numbers, two, the I think Poland and Larson being the two schools that are impacted by the building, those are also our early start schools. Terry. Yep. So for what that's worth, those two schools are already starting before 8:00. So if you're looking to make that number, it's not going to be as drastic of a change there. So, yeah, my perspective is if you are not able to solve this in the last six years, I mean, we should look into a situation that we may not be able to solve it in the next two years. And we can't just say, let's wait and see for the next two years.
Well, we can we and see. But we should also consider other options. I definitely want to check with, Royal Oak and how they are dealing with like having high school classes and looking at the numbers that high school ridership is the lowest. It should definitely have it on the table and ask the parents if that is something that they would be okay with and and decide to go with alternate options for this model that would. The ones that do absolutely need busses in high school.
They should definitely figure out a way. I mean, I was doing some math and we spent about $500 per student per rider, I think for a year. Maybe we provide a way to provide that to the people who need it. And to find transportation themselves that are something. Be creative about that. And that way we don't have to change middle school or elementary and inside the high school. But, obviously ask the parents that question, make sure we have okay with that. And having that on the table is not a bad idea.
Along with looking at these next two years. That way we are trying to really solve that instead of hoping that it'll be solved. And and there was success in this partnership with school bus logistics and that beyond just a three tier or four year option, they were trying to figure out, is there an option with a five tiered that can be had and at what cost? And so the cost of these options are generally better than like three tiered orange here. So yeah, I mean operational cost an extra 555,000 is not so astronomical that we cannot
fit it in to alleviate for four years of high school for students to be able to sleep an extra hour per day. All right, let me finish. Go on the table. Yes, I know, I, I agree with they're everything, but I'm, I think the some of the community really wants to do something, you know, that, You're right. I get asked all the time. Hey, are we going to ever switch on that times and stuff? I don't think that they really believe on. So I think it's a good idea. It's, you know, are we going to do this in two years? I don't know, I don't remember the last time. Was it we surveyed parents about this last year and it wasn't last year.
It was about two years ago. Two years ago. Yeah. But the way that survey was constructed is it's, you know, we didn't give them trade offs. It was, we, we looked at different, you know, we clearly found out people don't like their elementary school children. We don't belong there. So we got in, you know, a definite interest from in the community about later start times for high school. But you know unlike kind of a battle saying we didn't frame them in terms of, you know, this versus that.
But I guess if we're going to move forward with it, is there a concern about, you know, moving high schoolers later? Is there a concern about that? Oh that's ridiculous. No other other districts started I know, 30. So I mean, they're they're still playing against these kids, so I don't. So that's not a concern then. I don't think it is. Once it'll be on the 30th, you might think this is the fifth year, but I'm saying Berkeley's already I think has an 830 start time. Sometimes we play Berkeley. We play Bloomfield starts a little bit later than we do, like all these other sports
and like jobs and stuff like that. You know, I just I'm just thinking of, you know, other parent parental concerns about there was overwhelming support for starting labor. I think that I know there is. Yeah. Yeah. That does. Absolutely. So I think if we today tell them we're going to do this in two years trying to figure this out, and then you just actually instead of the advocate saying, keep pushing the option petition because this is something that the community has been begging to stay. Well, having parents and already six students who come through high school,
I can say that, that our seniors should be available in a lot of ways. And potential trade offs aside, we can figure this out. My and we don't really have a choice but to figure it out, at least in part, as we prepare for the bottom work. Right? So there's like our money savings by like buying the busses that we might need with like, okay, and sort of saving. Yeah. Rob Peter pay Paul whatever. But on the other side, I don't think we should let it go like, now and do nothing for two years and just wait and see what happens. I feel like I'd like to watch this from a for, like,
regular reporting standpoint of, okay, how's it going? Is we prepared to and all these kids about does it open up for the view of transportation. How would you create our routes? Because we have to do this whole new thing. It's not like the same routes we've had for however many years. Right. Since 2009. Switch. Like you said. So I think that perhaps our best choice is a keep a close eye as the the plants happen for the next couple of years for the remodels and get ourselves a decision making space
about which model we want so that we can really proactive both communication and feedback and planning and all that jazz. But that's why we think we have that. That's why I wanted to instill it was in our the report was in our packet. We were supposed to talk about it. So that's that's why I still wanted to to to talk about it. So it's not you know, we forget about it. Like it should get back on to our workshop agenda where we can actually get to the nitty gritties of which scenario because like, yeah, I don't know, I, I think we'd probably be helpful
to sit down with people who would route busses of that so deeply. Yeah. Plan. I guess my perspective is that, first of all, you know, my belief was, although we wanted to do this for years, the bus driver situation was the pattern. So I'm glad to hear, that it looks like that has been rectified. So my recommendation would be I agree, you know, that, also the opinion of you don't want to change
a lot of moving parts together because we have to be successful, with bringing these middle schoolers to, you know, to their second location. But that doesn't stop us from pre-planning. And, you know, again, we can have the discussion. I kind of thought we were at the point where we were, you know, if we had had bus drivers, we would have switched the middle school and the high school that we wanted to leave elementary level. And then on the flip, I mean, I thought that was maybe that was
an old board. So maybe and reconfirmed that's where we want to be. But I would like to see us, you know, starting to move towards that plan, you know, as we bring that board and see if we can keep bus drivers and then we'll have to keep the budget in front of us because, you know, again, we have some cushion because we have some fund balance. But you know, that fund balance doesn't go into perpetuity. So we're going to have to see who's where their offsets. So that would be my recommendation is that if you're looking at scenario
as a potential option, what we can do is you can actually go in and do some route planning and then bring that forth with some more solidified numbers. I mean, school school bus logistics had access to our system, except for like the student names. So they are able to essentially see what our current routes are and they were rerouting and things like that too. But, we can go in to get more specific numbers to see what this option really would entail and what the impact also of the decreasing student student count might be, because I imagine
a bus could probably take on an extra one, two, three, four stops because there'll be less students on the bus from that current step. So, I mean, I imagine that that will also be a factor. So when we get down to it 2 or 3 years down the line, we may not actually need seven more busses. Right? I do. So probably Nancy, we're where we're at is yes. We don't want too many moving parts. So we're not going to adopt this change next year. But it needs to we we need to keep working on this.
So that way because when I look at when I look at the operational cost approximately, it is not a scary number. It is one that I think considering how important this is and where we can, we can figure it out. I did ask for the numbers on absences during first hour. I had up there a that was that tardy. So that is different. I had both chairs. And I can run it specific to like just absences.
I just wanted to see if it goes up or down during the day, like ours, you know, but I guess based on my own household as well as friends that. So I'm like, behind this is the total for Troy I absences. This is essentially every any kind of absence duplicate records right. Helps for you to see that right. Yeah I'm looking for right here I probably was like and and so this breaks it down by grade levels for each student and then per period.
So we don't have 7 or 8 periods in there. And then the total. So this would be the number, the number of occurrences from August 26th through today, for you to see. So so you know, five seems like a really small number would have to look at that. That's for one student. So look at these numbers here. So for Troy, I for first our 6700 total significantly more I think that's correct. Because the kids need that extra hour and it's
I guess you need to be a little careful, though. You may switch school start times and still on that first hour has more, but maybe not by that much. Yeah, I mean again, but it's so this was just in part is sometimes people are just like, oh, that's 20 to 50%, 39%, 10%. It talked to quite a few months and they let their kids, they play these strategically, let their kids sleep in so they can get an extra hour every once in a while.
And then they will take them to second hour, which is what this looks like, very similar to the middle school. Right? Because those kids are only those kids can only be late. There's a parent who will drive them to school like they're not late by virtue of the bus, because you do here when you get a little school band and things like that. You don't have periods. But my guess is you might see a similar thing in elementary as well. This is Takis. So this is different attorneys, different absence. Yeah. No, no I'm saying Takis are I don't look at
I not look at the tardy numbers because I, because if 500 could be two minutes. Yeah. Targets their favorite musicians. So I think it does get the. Yeah I have two AP reports. Yeah. And I get this for if you're here. All right. So I think we need an algorithm okay. Over the next two years to, to to figure out how to. So when we have a reasonable time to, give you the time to, you know, start to look at the bus driver onboarding and the rules for Kathy. I mean, we're starting the conversations with ball and say,
planning for that already. My guess is in December will probably get heavier into that. So maybe sometime in January if we have a little bit more specific numbers. Okay. We can target that at that point. If we want to survey like there are specific questions that we want to ask the we can start putting that together. I'd suggest we do that then. But we can start putting that together. Because we didn't specifically ask parents about selecting the right school. That's great. And if that and that's an important question. So I think everybody needs to kind of again, I think
and it was a different board that when we talked about, you know, the most logical thing being flipping. So you need to think through that. And if that is not the scenario that you think is the best, we need to have that discussion as well. But that will be the kind of, more specific detail that we would talk about periods. So we'll put this back on the workshop. We'll be back. Yeah. We're going to Gender February. And you have to look at kind of in tandem with the work you're
already doing, because it'll be like real time reflection. Like, well first student said, well, you know, I actually like first we want to stay, you know, just informed about because again in parent has to be yeah, these Golden Park kids, to get where they need to be needing that next September. And the thing that being like an experiment in the know thing where it's like, come to bowling, get on your bus, they're 60% are walkers. Then we see how that works too. And, yeah, a lot of that fluctuation. Bizarre. Yuck.
Okay. Report numbers to. Do you guys see this at all? No. No. Social interaction program. Yeah. All that that can just say I haven't. I'll make another good point. Thank you. Yeah. All right, so I took a survey. I even review that. All right. How about we go through all the rest of the business services updates. Because I don't think those are going to be very lot got it. Right before we turn it over to teaching said for people. Yeah. Yeah. All right I pads.
So this one, we put this in your board packet. So this is the refresh plan, that our tech department kind of put together. So we're at a point right now where we have about 6,007th gen iPads in the district. So we've tried to do this every, you know, third and eighth grade year, you get a new device. But unfortunately, we have so many of these very, very old generation iPads that battery lives now like my daughter have on her battery last maybe an hour.
She's got a seven inch iPad. We had a huge issue at the middle school where, model sort of installing all of these apps on the students iPads, and it impacted our middle schoolers primarily seventh grade, because they only have a quarter of the memory and storage that most other apps have. So all that to say, we have a large number of very old devices that have lack of battery, they have lack of storage. You can't update it to the newest iPad OS anymore. It's creating challenges with the airplane to their Apple TVs
because all the Apple TVs updated to the newest one. So we need to start replacing these. So this is more of an out of band upgrade if you will. So we met with our tech mini back in October to kind of talk about this concept, to, look at the oldest generation iPads and target for about 2000 devices per year. So about two grade spans every year that we would look to upgrade the older generations, in that school year. So this year is kind of a level or a look by level.
And then on the right you'll see, the upgrade number. So about 2000 a year, 3020, 28. And then 2000 the year after that. So we put this long term plan together. We have a new helpdesk and asset management system called 1 to 1. So we're better able to track these devices by grade. And when they were purchased, when they were activated, all of that information. So, they feel very comfortable in being able to do this. Going forward. So the poll for approval next week is for a thousand of them. So the base iPad is $324
plus the case, with the keyboard and touchpad on it. Total of about $434 per device. So we're looking to buy a thousand. This would target seventh grade. Those are the oldest ones in the district currently. So the goal would be to order these and then start rolling those out, probably just after the new year. So our original plan is for four years, right. For these to last five, five year okay. And now by moving this ahead how far ahead is the goal is going to be five years. So it's just looking at the oldest rather than looking at a eighth grade.
Coming up let's replace yours. We have to look at what are the total number of devices by generation across the whole district. And we just have so many that are at that seventh gen level right now that we have to take action to start replacing the older series first. So I thought I agreed to that. Is this idea of replacing totally by grade level. There's a little bit of a misnomer because kids sometimes, whether an iPad braid or whatever, that they get. So some kids have newer gens, then it becomes very mixed and matched
as devices get lost or replaced, or students exit the district and they may not turn the device back in. And then you try to buy like we have some reserve stock, but once that's gone, we've attempted to try to buy used on the market. But they just become very difficult to find. So now you're forced to give different generations when Apple switched to the knife, and now you've got rid of the home button, you have a usb-C charger instead of a lightning cable. So it just gets very mixed and match. So we're trying to play catch up here. So any questions on this or issues.
Now just to clarify. So this is not moving ahead any of the purchases. Or is it moving ahead. In terms of like cash flow over the next, you know, 6 or 7 years, it's it's going to follow the same level of cash flow. It's just instead of replacing eighth graders, or current seventh graders next year in eighth grade, we're just going to replace them six a year, right? Yeah. Okay. Yeah. So we are moving ahead for a little bit. Yeah. For the sixth and ninth graders we are moving ahead of that.
Is that the entire grade level? Entire sixth, an entire goal is to always replace the entire grade level when we do this. Yeah. So you have that clean slate that inevitably it may vary a little bit, but you don't typically see Apple remove many buttons and changing to usb-C to offer. And that's a monumental shift for them. So hopefully going forward everything consistent. Maybe that be the new normal. Yeah okay okay. All right. Garage tours. So this one was part of the tri kitchen upgrade.
So this was part of that food service fund balance went down. With this particular project we had to essentially treat it more as like an emergency repair because the existing doors were not yet replaced with the new ones. As part of the we had to wait for all of the construction to finish because there was new lights hanging and we had to redesign how that works. So, the, the old ones were starting to fail and the mechanism would give out and then it would close on itself. So it became somewhat of a safety cabinet as students are trying to do lunch. And fortunately, when it did happen, that lunch was over.
It was in the later afternoon. So, Rob Carson went ahead and worked with the vendor to find a good solution to replace those doors. Normally you would bid it out just to be extra competitive. In this case, we just did. Some folks ordered it. That way we can hopefully get it installed over Thanksgiving. And then some of the work will be followed up over the holiday break to finalize that. But we wanted to bring this forth, to you just more as a notice that we had to do this in an emergency circumstance. But ultimately the bad ones were great for us, and we stopped
the double team to reproach as part of the process. So why is not the food service changed by this food service? They spend down all of their money, so a portion a portion of the project, about 150 grand of the 1.4 million was coming from the bottom. And those are dollars that were already allocated from the bottom to come over. And so that's a quick, quick question. This is a very small amount. So why did this come to the board and you could have done it on. It's over the $30,000 threshold that the state sets for bids.
Okay. So we just have to seek board approval like a service. You wouldn't have to. But under state law, anything that's equipment construction, you have to answer. Yeah. So we knew we'd have to do this, but we didn't put it in the initial confused like we knew these doors were going to get replaced. Also, when we did the kitchen thing, we just didn't put it in for the project. So essentially we had to wait for all of the other work to be done because there was new lights hanging like soffits, things like that. She had to wait for all of that to get done, so that we go in
and make sure you ordered the exact right sized doors for it. So the projects finished sometime at the end of September, and then in early October, they started having issues with, the doors closing automatically or at once. I see the quote on September 23rd and revised ten six. So I was curious, like if we knew this was coming, but you couldn't plan for what we knew. We had to size the doors just for cosmetic purposes. Right? But this was more of a mechanical need to expedite. Do it now. Yeah. Gotcha. Okay, so just the door, it's not the track or anything.
All of it. Yeah. The whole thing has to get replaced. Yeah, yeah. So essentially they'll they'll replace the track, the motor of the new door over Thanksgiving and then over Christmas break, they have to do some electrical work to move some lights around and things like that. Gotcha. Okay. And the other thing we're good with that, security and tech systems. So at the last workshop and board meeting, you approved this back to you three, which has all the access controls across the district. Audio, video. And then it was some technology related to the Allen Building.
So there was a port or a part of that bit that we had to pull back and rebid. Just because we had to clarify some of the scope. So this is just one small subset of that larger package that we didn't award previously. So this is more specialty AV. We had to fine tune some of our specifications. So this is going to be like at the new Smith Middle School. And I'll cover the gym, learning common areas and music classrooms. And then at the admin building, it's for the the sound reduction system that spread throughout the open area there.
And then inside of the board room as well, some technology upgrades. So it's more specialty AV as opposed to just traditional classroom or office area. Okay. And then this one was still a little bit early. So nothing other than three exit and traffic. So this one, is the new signal that will be installed on louver noise. For the new Smith Middle School entrance. So you can see the construction going on over there. This is,
a project that we were fortunate enough. We applied for an enhancement grant through the state of Michigan. Initially we were awarded, Or I should say senator or representative company for that $500,000 towards this project. It got reduced a little bit. And the final package, the last number I saw was about $421,000 of state enhancement grant that was awarded, for this specific project because of that being, the public benefit for public safety. So you can see, the final bid came in at $458,000, was in contingency.
So just under $500,000. So, the majority of this will be covered by that grant. So now let's state past their budget. Hopefully we'll get some more details on how to actually draw down those funds. But, that are just a $400,000 back into the overall. That's why we pay for some busses. I know it's from a, it's the I don't know, I'm saying one of the funds, one of the things that he had is that he got an approval, didn't get approved in the final budget. I assume this is not that center or.
Yeah, the place they did the read and then I saw the final build text for follow up. But it as it turns out, he didn't get credit for it, went oh. Okay. So it actually got credited under under Senator Weaver's office and it didn't get credit cards. Yeah, we still had one. Let's move on to saying that he didn't get approved. The point is that it wasn't. Yeah. His particular request that everything was done. Yeah. I think that it still said I think, you know, it's only worth it.
We can send them all a thank you note, right? Yeah. And then this work will commence, early spring. Look at all that opening up before school starts. So. That was that. And then finance item here is for our series two bond issuance. So as I mentioned we're series one. Just over $190 million. We issued out of the 555 million, this would be for series two. So our goal all along has been to issue in 2023, 2026 and 2029.
So, this resolution here basically authorizes us as a district to go ahead with the process, with the goal that we would issue these series two bonds, sometime between March and, May of 2026. So we're going to prepare all the documents, get things ready and monitor the market, see where interest rates are at, and then go at the optimal time. This would encompass two pieces to this issuance. So number one being series two of the 2022 bond that was passed by our voters.
So we're looking at about 190 million again for that series two. And then we do have about $25 million of refunding bonds. So this relates to. Yep. So this relates to 2016 bond that we have. And at the ten year mark there's essentially a call option where we can refund those dollars back to the investors, and then refinance it, so to speak, on the market. The way that the interest rates are structured, it incentivized the district to do that because the interest rates go from just under 3% to almost 4.5% after the ten year mark.
So the investor interest basically structured it that way. When you go to that to try to get their money back after ten years. So what we'll do is we will take that 25 million included in the whole pot of money with the other 193 million, and then hopefully get interest rates below 3%, for the district, which is ultimately where we'll save about 1.5% interest on those bonds. I have a couple of questions regarding this. So if you go for that bond in, let's say, March or April 2026, when, when do the funds get available and out of that.
So once we start selling those bonds, in order to do this refunding the right way, we have to do it. May 1st is when we can call them. So really May 2nd is a target date that we could go out to the market and start selling those bonds. So once you sell those bonds it's typically within a week you have the money in the bank account is after you sell, but it takes a few months process between board resolutions, all the legal documents and all of that. So by May June, some time frame, we will have all the 190 million
in our bank account. Now, right now we have about 127 million of our existing fund or the previous plan. And will we be spending that down pretty much by that time? It'll be it'll be like 70% spent roughly calculation 80%. So we have a lot of projects that have completed this summer that bills are starting to come in. So those funds are going to get spent down fairly quickly. And part of this process is the only way you can do this every time. The only way we can do this is to assure that we've spent down that first series
to a certain percentage. Okay, that's that's all factored in so that you're not stockpiling. Okay. That's sitting there next to nothing. Yeah. That's my other question too. Because we have we get a penalty of taxing our interest. So we want to reduce that also. Yeah. And so this document is hard to see. But essentially this is a cash flow that we work with start now on. So it starts December 22nd when the bond was first voted on. And then this is a monthly cash flow statement all the way through the end of the bond in 2032.
And then it's projecting each, construction project, the total value of the project, and then the estimated time that we're going to expend those funds. So in order to actually be able to go to market, Miller Canfield needs an updated version of this to make sure that we have a good plan and have spent enough of serious money in order to be able to authorize the next round. So part of me is working on an updated version of this right now that Miller Canfield will get, and then once they validate that you are, in fact, on pace, then they would perceive that
and give us that green light to keep going through this process. But if you go through the line, that new Smith Middle School, in the lean of that was your question of the many towns, what was in. But if you keep going on with the further cash issues, what about we should start to see where the cash starts to 17 after where the cash starts to. Yes. So yeah, we had some bills here in October 24th, but you can start to see that those numbers over the summer here are starting to ramp up pretty good. And then it should be a pretty steady
each month as the trades are going through and putting in all the windows and all the interior work that money is going to spend out there. So you can see here at the very bottom, it's the only thing you know. That's your cumulative total there of of expenditures. So really you're going to be well over 100 million by the end of the 2026 year. So, okay. So we still have a hundred million men and women. They think that would mean that's 390 million, baby. Yeah.
Our village spent. That's when it's this number down here, actually. So total program. You can see the number going up pretty quick. So. See what month this is here. So that's from last month I think we're expected to have spent 116 million. So and then by that by do we go back to the clinic next to. No, no. Go forward, you know, do enough next year. And so it's probably in this range here. So again
yeah. Yeah. So we have about 40 now okay. Thank you. Sounds good. Thank you. All right. So everyone good with distribution. Asked this said and then. Okay. Anything else on business for damage. All right. Thank you. Let's take our five minute bio break. And I got to start student achievement page complete. You. That we asked you to to look at this because I think this is it
was a very well adopted in terms of board and board and superintendent's administration. First. If we are all where do we have a discussion? Yeah, I was going to ask. Yeah. Of course Jane like Jane or also is out and you know, again written in such a way that there's some of reader. So, you know, if you don't have the time to read appeared again. But we'll start strategic plan in next year.
Fill that role started next year. When is the goal to have the new strategic. Well our strategic planning director cost three points. So the strategic plan by the end of the year. Yeah we've been to one of several. We in January then talked about how we want to approach strategic planning. Process. Yeah okay. We can do that. Yes. And what my my my hope was that thinking was that our thinking was that I this this book does a nice job of laying out
processes and a foundation for how those conversations can be structured. Okay. And then we so we use this as a foundation to make it to make a plan around how we're going to structure what what that strategic planning conversation looks like. Gathering information and community input, all board input from all of these things. Okay, that was a question, but it just all shared her kind of foundation to start that conversation together. You know, basically read the book that you're here. I.
Had some room. So that was other. Yeah. Okay. So, turn it over to Chris and Christine. Many of us who achieved data media. Thank you very much for giving us the opportunity to sit here tonight and, share. Steve, before I let me before you start, I want, I want to just preface this conversation by saying, a couple of questions have been asked about, additional information or clarification around thank you. Great questions. Some of that
is embedded in the conversation, and some of that is embedded in some additional information that was put in the presentation. Some of it is just simply not available now. And I share that because it is it has become painfully obvious to, to us that we, we, we have a, We have limitations in the way our current, the way we're currently structured in terms of gather data gathered.
We have, we have the technical side of the house, if you will, which has has traditionally enjoyed been the keeper of the data and we have not had a teaching and learning data, individual that that is more focused on academic related data and how the academic related, how the academic data kind of all ties together and tells a story around achievement and band, student and school improvement and all of those things. So we have known that for a while.
It just so happens that, because of some, recent, movement within the technology department, this affords us an opportunity to make an adjustment will be an adjustment will be, a data and research individual who's who's, thinking is more focused around the teaching and learning component of data gathering and helping make sense of that more quickly. Gather data, put those sets together, to be more responsive
when in the past we've had to rely upon the technology side of the house in order to gather that for us. So, it's a it's a I think it's a good move on our part to be able to create, a, some synergy within teaching and learning that will allow that data gathering, to be more quickly. Will happen more quickly. And it will be more, consistent if you are coherent in nature. Okay. So I say that so there are gaps. We know that those gaps has existed where we're taking steps to, to bring something in.
Who's going to help us? Fill those gaps into the future, if that makes sense. Yes. Okay. Thank you. So more on that very soon actually. You'll see a post-it position that will go out like that tomorrow. All right. With that we'll jump right into it. So this slide deck has been updated since it was sent to you. So there will be some changes there. Not like the first five slides, but, we will be definitely pointing out to you some things that might look a little bit different. Tonight's purpose will focus really on summative data. So today we're here to talk a little bit about our state assessment performance.
Annually how that stacks up year over year. We'll look at our comparison district by district. Specifically in Oakland County, we'll spend a little bit of time looking at our performance gaps between student groups. And then we'll end with some celebrations of some of the great things that are happening across the district. I think important to note in, in this data, again, focused on summative assessments, summative assessments. We know that that's a snapshot of our students in one given time. When we think about, our student performance in summative assessments, it's something that we can use to help monitor program progress.
It's not something that we use for an individual student to track student progress over time. So this is really helpful for us to think about our district programing, helpful for us to think about our intervention structures as we move forward, and to look for just the more systemic changes that are going on across the organization. Our formative assessments that our teachers give at their classroom level are the, what we use is for supporting students more closely. How do you what questions like as we go along at the end? Probably at the end. So thank you for asking that question. I think if you let us work through the gap and then at the duck, we can at the end,
we can go back to any area where we need to provide additional clarification. That would be helpful. So just jot down questions as we go and then go round robin. That looks like okay wonderful. So we're going to jump right into them. All right. As Christine mentioned just to kind of orient you to the slide and then also to this piece of paper said something similar, in the community, just kind of summarizing things. So it's a little bit of a cheat sheet. It doesn't it doesn't follow exactly. But there are some pieces on there that are just highlights. We were, attempting, as we design this presentation
to be responsive to some of the feedback that you gave to us last time. So, so hopefully you'll see that it's this isn't a one way conversation. So we just want to make sure that we're open and transparent as possible in terms of what we're presenting. So if there's something you'd like to see differently, so we'd love to hear that. As Christine said and the, so just don't worry if you go back to the slide, and looking at this, our friends at often schools had, shown us this just this two year, kind of glance, we get more in depth and look at years,
over time, a little bit later in the presentation. But just to show kind of a, a couple of years at a glance. And what you're seeing here is, step grades three through seven and line the orange bar represents, the 25. And then that dash is 24. So it kind of easily, at a glance can show you our proficiency rates over time. You can see just across grades 3 to 7, we showed a steady performance from 24 to 25, with nearly all grade levels maintaining, kind of at the upper 60s.
This consistency is really kind of a highlight of just some of the stronger foundational skills that that our students are showing. Some of our key findings, as you look across those five grades that are tested, a grade three showed the most notable came with about almost five percentage points, 4.7 to be exact. The grade three increased from 63 to 67. Their grades four and five remain high performing. And again, those are about 67 or 68 demonstrating
kind of that, that middle level, area when in terms of literacy performance in our elementary schools, grade six and seven. Again, that coherence over time held steady between 64 and 66 and just shows the continuity from secondary to elementary. What we just this is a clarifying just to see what is statistically significant. We we talked about trying to you notice the range between there's something like 3 to 4 there. We we have a I don't know if it's over five or we can works
very carefully to answer that specifically I'd be guessing. But for us it's it's more than two points. You know, we want to we kind of want to be able to have, we want to stay within the same range between 2 and 5 points. So we've, we can talk with, folks about that. That would like to answer because I think that small increases or decreases is something that we, it's, it's tricky because we essentially maintain. So that's a good question, Catherine. So some of the things again, as next steps with that, we're trying to kind of
have this things for good at things where you're struggling with some things that we've, some of our next steps, again, those targeted areas of intervention and making sure that we're looking at this coupled with individuals. Do the data, does it match, does it not. And that sort of thing moving forward. So moving into math again, this is a glance over time. Again, we'll get a little bit more in depth with, for years. But again, math proficiency across the grades shows a, an overall improvement. And then again, that stability, every grade remains near above
65% in this area with notable growth. And in grades three and in five. Again, just kind of at a glance, those we have, third grade significantly increased with about 5%, 5.5 points with the strongest growth across the grades. There. We also held steady, in sixth grade and, seventh grade rose from, 2.4, points. So there's some positive gain there.
Again, the district's math proficiency rates across grades are, between 60s and 70s. And again, that it speaks really to that alignment over time. We're really working to see again those we as we know, we've adopted our new math curriculum and we're seeing lots of interventions. And in a way our staff has been working across, again, both within grade levels but also vertically has been, very impressive working with our math specialist and small groups, interventions and pieces that we've been seeing, some really strong gains.
I think you can see that on our next slide, as we look sort of over time. So were these were decoupled. I know that was some of the feedback from the board last year. We looked kind of three seven. We're trying to break that up a little bit for you to see those trends. And then we can dig deeper or not in any of those areas, but just to not just focus on the three seven, which is some of the combination. But when we go higher. So, this is sort of how we looked at it last year. The other piece of feedback we've heard from all of you is thinking about post Covid. And again, this is again in the spirit of being really transparent.
This is something that we've struggled with, with our students. It's not unique to us, of course, but we wanted to be open with you about kind of the trends over time with grades 3 to 7 in both Ela and math, and this slide looks a bit busy. But just to kind of bring you to this slide, the orange on the bottom, the gold should. So that is the statewide trend going up. The orange is Oakland County. And then the brown is the tri school district. So just to kind of the the graph on the left
is obviously Ela, on the right is math. And so just kind of chunking this. So if we look at this and pre-COVID pre-COVID we were in Ela about 74% proficient, outperforming the state, by a rate of 45 percentage points. That that's something that we were, again, 74% during Covid. We saw that gradual decline that, it was difficult for us, but we can maintain a 10% percent advantage over the state average.
So again, it was it was something the state we see drop more sharply. But that's something that again, that we, kind of worked through and still are working through in some cases, most recent data shows that we're rebounding at that third grade. We're, we're pleased to see that that is, kind of, working over time at about 68%, which indicates kind of some of our, our work is showing up there, which we're very pleased to see students. And they're also recovering faster than some of the statewide averages. Is is also are seeing.
So again, working to celebrate some of the growth. But that long term consistency we want to make sure that we are maintaining and continuously improving. They're looking at the math portion of that. Just thinking about a performance again that 65 to 70% with a notable increase this year after a bit of a plateau. Our we're proud to, we're over 20 percentage points over the state and Oakland County there. And then again, that, that this year where we're actually exceeding what we were prior to Covid in mathematics.
So again, proud of the gains. And we have, gotten a lot of work to do. The these are some, some pieces that we are we are seeing some pretty significant growth and in some cases, kind of before we were, advancing, before we were. I'm so excited to see that as well. One thing just to add to these slides, which I think is important to note and, Battelle, we've had, you know, you've brought this up in other conversations we've had about data. I think a celebration to look at is over the the last couple from last year to this year, the state and the county both went down
in their scores and the school district, went up. And so I think that's a pretty impressive component, because sometimes we've talked about how we mimic the state and the county when we go up and down, and this is a good mark this past year where we have, outpaced that growth. And it's done since you mentioned it. Just curious. Third grade, I think the numbers were great. How did how did that look for others? You'll see it. These would have stayed in the current state versus we have some we have highlighted three of those, three of those grade levels side. You'll see. Just so
looking at this is again coupled data. So this is looking at both just kind of that comparison between Ela again three seven. This is the countywide comparison where you'll see us number four up there. We've tried to highlight the districts that were more, like districts. And then again, and the graph below, just at the at a glance view, again, grades three through seven combined. We're, number three in the county. There in terms of, math proficiency. So that transitions us into talking about, PSAT and SAT.
So our students, as you are very well aware, take step three through seven and then transition in eighth grade to take the CSat eight. They take PSAT eight eight 9 in 8 899 and nine and then ten and 11. So this is really the baseline data for our eighth graders. And we're thinking about our our secondary data. We look at our eighth grade, performance. And then we track it from moving forward into it into 11th grade. You can see here very similar to what Chris talked about earlier with three through seven. We have consistency in our, in our, in our scores in Ela.
We did drop. So this was inverted on the, on the slide that was sent to you in your slide deck. So this is actually an updated version. Roger. Thank you for catching that. So that was inverted, where we're looking at not even a full percentage point of difference, which is, very minimal for our student body. And then, in our Ela 11, our student, performance growing by a couple percent, but again, consistent, right. Either either one of those would tell me that is a consistent score for our students in mathematics. Very much the same, actually an eighth grade math.
Exactly the same. So, 64.3 and 64.3. We looked it up twice just to make sure it was accurate. And that is what is reporting, and in mathematics a small growth, you will be in for the next two to this year. This is our five year over time data. So important to note here, when we're looking at, and we're looking at these pieces, if we look at math on the right, the same conversation that we had, about outpacing the county, you can see an eighth grade math.
Those proficiency levels at the county in the state went down where as they stayed the same in Troy. So we did not follow that trend of Deak of decreasing in eighth grade math. But you can see that we are rebounding toward pre-COVID. We have not quite reached that yet, but we're making healthy strides. Here on our state county comparison, you can see that we are in Ela. We fall in the sixth base that's there. And then in mathematics, the second. So, in 11th grade, Ela over time, this is actually a really interesting chart to me.
What you don't see here is we we chose to show you school year 2019 as our starting of pre-COVID. What I will tell you is that that year was an anomaly of a high year for Troy, pre Covid and testing for Ela. And in 2017 we tested at 79% proficient and Y, and in 2018 we tested at 78% proficient. So our current 79% is looking pretty good. So post Covid we've kind of really rebounded. We haven't quite hit that high number of 82.9%
yet, but we are really making those gains in Ela. It's important to note that this, class, this 11th grade class that tested is the first high school class that had the pilot of ninth, the new ninth grade and the new 10th grade. Ela, fully, full implementation of next year's testing. But that's what represents that group. And we'll talk a little bit more about them when we dig into some more data, later on. But again, the consistency in our performance over time is what we're looking at when we're looking at our programs. And here's our countywide comparison for 11th grade.
So we fall again about 1 to 3 for fifth in Ell and Ela and then second in mathematics. So one of the things that we'll dive into a little bit later, and I don't want it to feel like we're glossing over at this point, is that these are our aggregate scores. And so when we talk about consistency over time, it's our consistency of our aggregate. We know that the work that we really need to be measuring is the the deep work that we're doing with our student groups. And that will be what we talk about in a few minutes. Another piece we wanted to be responsive to some of your feedback from our last presentation, not to be forgotten Science and Social studies.
So I just wanted to not at those. And again, that two year glance at those pieces, we have a slight decline in our science scores. It's important that our students and we, our, our students are only tested just as a reminder. And 58 and so, it's it's exciting to kind of see that work be measured and things that we're implementing over time. So, so in social studies, very interestingly, this is a year where we, if you remember our teachers in elementary and throughout the district, K-12, implemented an entire kind of revamp
of a lot of the resources, things that teachers have access to online. They created units. But, they also at the teach at the state level had implemented. And you can use the inquiry based questions that are now you that scored us and then, count on the test and start. You could see our students really rocked it. So they were able to take those previously were omitted from the testing. And, and so when we included our students, really, outperformed where they were in years past. So you can see where they were only, 30, they went up to 51%.
So again, it's exciting and kudos to our staff that has been working on that to be able to align those to the state standards. And again, those and where based questions are now included on the test performance just to again clarify which students took those inquiry based, they just weren't graded in the test. That's something I understand. The last two years they were testing the questions and not using them in the course is my understanding, and that this year is the first year that those were included in our response. Okay. So this, this next portion will really start to dig into
and talk a little bit about more about a gap analysis and looking at our different student groups. So, I won't read you verbatim what's up here on the slide? But we've had quite a few conversations with this board, in our schools, with our administrators, with our teaching teams, in focusing on our various student groups and ensuring that we support and differentiate our learning to support students across the organization. We've partnered deeply over the last few years that work with K-12 and thinking about our and our structures of interventions, and that is a key piece of working to support our students.
What we're looking at over the next few slides are really those performance gaps, sometimes called opportunity gaps, where we think about how students have been prepared and what they have to bring to the table, in their performance. And these assessments. So it's it's I'm sorry, I read that in the back. That's an excellent advance. Okay. We were as we talk about these next few slides, they're really visual representations of kind of where our gaps lie. I think the most important thing is what we're doing about them. And it's important that as we build that coherence in the process over time,
our our multi-tiered systems of support are responsive to the students that, that are in these groups. And we're continuing to see those groups kind of or moving those students in and progressing here. Again, the most powerful data that we have is that one day online, it's it's the data that our, our teachers use each and every day with us, with our students and seeing them for us. I think also just to add on to a piece, a few pieces as we dig into these slides. One is that, when we, when we look at this data, this is our first
this is our first attempt in working with the board and really naming and looking at specific student groups with gaps. Our previous assessment presentations have not included that component. And so we're emerging. Right. But I think about the different and on our own rubric, we're far from perfect in this work. So hearing your feedback along the way will be helpful as we refine continuing to collect that data. I also think it's important to note that just because it wasn't talked about in previous years doesn't mean you weren't also working on it in previous years. So, that work has been underway, but we've taken steps
to continue to refine what that looks, what that looks like. We also know that you measure what matters. Right? And so by making very clear and transparent the gaps that we have in our organization, it is hard to talk about some of these things because we want to be better for kids. And so when we work through this tonight, it will be us really kind of figuring out, what do you want to know more about so that we can continue to build our work in that direction, and then us being able to provide you with information of the work that that is underway, first talks through some of these pieces of most importance
for us has been focusing on the coherence in mix. When we think about the supports across our organization, our K-5 colleagues have done an incredible job of paving the way of what that looks like. And our six through 12 partners in this work have really taken on that work over the last few years. Our one of our key areas of focus has been on tier one instruction. So over the last few years we've made really, intentional decisions in scheduling at six through 12th grade to move more students into our tier
one instruction than I've ever been there before. And that is continuing. So we are seeing programs phase out that needs to remove students from classrooms to have them in tier one instruction with additional support. And so those are new changes. Those changes have resulted yet in, the changes we'd like to see and gaps, but those are some of the pieces we've put in place. Okay. So stick with us here for a moment. I just playing through there this this is again a visual representation that really is a different way of looking at this, than we've than we've shown in the past, as Christine had mentioned.
For example, this is looking at Ela, just again, to orient you to the slide the gap analysis for M-step three through seven. This is looking at all three subgroups that we mentioned that that are kind of historical pieces that we struggle with. On one side, and that the bars represent the point difference and the gap of students. So what I mean by that, just look at economically disadvantaged for a moment. We have in that group what our students in that in that group are, performing at 43%,
for instance, or 44% is between those two. So each year represented the students that are not economically disadvantaged are performing at about 70%. So those students there so the gap that is 2728 points to falling. So I just want to just kind of orient you to the slide here and have just going to go through every piece like that. But so that orange represents that that last year. So we're very slowly kind of making incremental gains with students.
It's hard to talk about because these are different sets of students. These are thing, you know. So but as a program, that's what we want to be able to see that those are that the interventions that we're providing on the whole are making a difference in that way. Again, we're looking at this as a program. So it's difficult news. These groups of students often, but some things to be proud of in this area we're consistently outperforming by about 20 points. The state and our county. And so again those are pieces that it is
clearly not something that we're satisfied with. As Christine had mentioned, our special education students are only kind of hovering in about 25% proficiency rate in L.A. And again, you can see the other groups are both like in the 40s, but again, this is something that we look at as a program, but we look at this a really individual basis that the building model. So again just kind of a an analysis from that, from that perspective. And you know, and then when we look at math,
something to highlight and to be proud of, although gaps still exist, we're nearly triple the state average in math, with our students. And so again, we've, we've, we've very much outpaced our county and state. Again, not at all something that we are content with in these areas, but just a different way of looking at kind of this really highlights that we're we're really troubled and working with our students with disabilities, and we really need to make sure that that's a that's an area that it really pops out for us as an organization to make sure that our and our AI is there,
and we're working to improve, with our support systems. So just to to clarify what I'm looking at, I, I tend to work better with positive numbers as opposed to negative numbers. So if I'm looking at economically disadvantaged in the spring of 2024, the -33 presents, the -33. Is there 33% below what our average averages? Yes. For the grade. Okay. It's the low in percentage points. So if are the low the non
economically disadvantaged or below the average. So students not economically disadvantaged just about 70%. Our students with their about 37% proficient here. This data shows an aggregate 43. Every student third through seventh grade correct versus like slides for or so breaks it down by grades. So to help clarify for you you know so like let's just assume this wasn't for everybody 70 even if it's members voting, I don't know. I'm trying to think I yeah, I'm trying to get it from one number I'm looking at.
Am I that in -33 the distance from, from aides who are not economically disadvantaged or from the aggregate for third to seventh, not not worse. Okay. So could you tell us, like just as an example, that math to the economically disadvantaged, the -33 listed for spring 2024. What was the aggregate the first ten months. And then I can what was that data or what was there? 71 okay I can one ish 6150
3,039% did us. So the next few slides are a little easier to talk to you because they're grade specific. So this is just eighth grade. So I could give you some specific details to work through this. So if we look at Ela for PSAT eight and we look for our we look at our three student groups in the first column. Economically disadvantaged are not non economically disadvantaged students. We're 86.2% of our non economically disadvantaged students were proficient or advanced 86.2%.
But only 65.4% of our economically disadvantaged students were proficient or advanced. So the gap in proficiency is 21%, right. So that we can use. Right? Yeah. And then if we look at LA so I think yes lower I mean one more time that I can get to this is for like bars. Yeah. Yeah. Great. That's why we can make it look different next. So if we look at the center line so yeah. So, so
all of our non special education students, out of all of them, 86.3% of non special education students were proficient or advanced on the PSAT eight met benchmark which only this year okay 25 okay. And only 34% of our special education students were my benchmark. Yeah. So the gap is 52% think it's visually for a lot of people, it will be easier to just see the bar.
The net positive bars aside. Yeah. You can do that. That's so what we can see is that's probably the mental gymnastics. I know that I said here, I like to be like, all right, I really like this chart quite a bit. That one thing I would like to add to this regard, engineering. That's similar to that. Otherwise it's like seven slides. You know, that is one thing that I would like to see is what percentage of our student population is economically disadvantaged, what percentage has student disability. Because each of these with numbers are drastically different I assume.
So having that all the way to the end, you want that end? Yeah. Yeah, I want to end that. We have. Yeah. Because I mean overall we know that that the answer to those. Right. The answer is about 40 to 70% is economically disadvantaged. And we know that about 9 to 12%, 10 to 12 no less special. Yeah. 10 to 12% special ed. And you think English like our Monday night right. At the different age. Yeah, I know that. Don't do that. That changes through the wanting to change the strategies because I mean I see depending I go
I have nobody else to comfortable I'm on I have a thing. But you know what a bigger picture is that it actually kind of highlights where we need to work. Yeah. It highlights. I mean, I think that the goal is the thinking we didn't make this chart. So Chris and I have no problem changing it. But I think the thinking is it's below the line. How far below the. Yeah it is we need to bring in. I actually flipped production for 70. Yeah. So you have the percentages, but you could put it on. This is not this is for us because that also just for us it's for the community.
That thing just so so yeah. But this feels the reality. Yeah yeah yeah, yeah. Just exactly visual work. Yeah yeah yeah I'm going to see the gas is how the two sides are asking questions. And this is another that I've noticed. And there was a what you were asking I was asked what this represents okay. So this was asking I have I'm asking what I do ask what this graphic represents. So and it might just be me. And if it's just me, it doesn't have to be. But if I say if I have economically disadvantaged or 30% proficient
next to bar of none economically, yes, disadvantaged, there are 75%. I'll get to the 21, but I visually get to see this difference. Yeah, because you have to do the math. Yeah that's right, I don't I need to give the board if the board wants has changed the time. Yeah. Yeah I when I was a very good student, I didn't know whether it was going to be the 21 of obligation or just the non aid. It is. Yeah. Well sure. Yeah. Next year. Well I mean you don't need to do I mean.
This is the explanation but I actually like to but I would but either way whatever everybody like we can show the high or low number within that box. Yeah. You just kind of as I journey the board to do it for. So you don't have to use a form partnership for the future. It doesn't just sell, it goes back to the rich. Started with, I just don't have the ability that I think that one of the. Okay, so, here's our PSAT eight math data. So just to give context of what we're looking at,
because I think do think it's helpful to know the actual achievement numbers. So our in economically disadvantaged are non economically disadvantaged students versus 70% of our non academic disadvantaged students that benchmark. Whereas 28.5% of our economically disadvantaged in math. So that's a significant gap. Our largest gap is our students with special with disabilities. So 67% of our student body who does well, we're non not, do not have an IEP or proficient math benchmark.
And only 13% of our students with disabilities met benchmark in eighth grade math and multilingual learners, 67% of non ESL and then 41% of our students are multilingual learners. In 11th grade on our SAT for economically disadvantaged, non economically disadvantaged, 83.83% of our students that benchmark for whereas 57.4
for students with disabilities 83.5 versus 30. And then for our multilingual learners, for 83 of non and then 30 for 3530 4.8. Our 11th grade math economically disadvantaged 66.5% of non and 26.4%. Those students are economically disadvantaged in special education 64.7 of non
non 13% students with disabilities. And then in multilingual learners 63.4 non and 29.6 of those students. So these are very large gaps that need to be disrupted. And I do believe that they work. That's underway. When we look at we are starting where we have been tracking and have been looking at the pathway that students are taking in their educational career that lands them in a bucket where we have only 13% of our students who are at
the fetch mark. For many of our students historically, there are there were supplanted math and English classes provided for them beginning in sixth grade. So supplanted means it replaces tier one. So these are students who were removed from grade level curriculum receiving non grade level curriculum, but still testing at our grade level standards and performing really good that need to better meet benchmarks. We have shifted those practices. We have very, very few students
and by very few I mean 5 to 7 students across our middle schools who are in a supplanted Ela or math at any given time. And those students are growing up through our organization. So we are growing out of a, of a way of being and into a new way of being. Those structures and supports look different for students, and these outcomes should continue to follow that. We believe that. And is that true only for, our special needs students? That's why their gaps are so big compared to the other two.
I think that's one of the reasons why. So for our many of our students are Ell students, our they have secondary misspeak for secondary. They transition much more quickly into the general education tier one classroom. And they're supported differently in the tier one classroom rather than for being per right provided a supplanted instruction there. There is not supplanted mathematics instruction for any any other population other than our special education students. So, yes, to answer your question, I think a huge component of why
our students with disabilities are performing, or not meeting benchmark is because they are not exposed to or supported in tier one instruction at the levels where they should be. Just I just wanted to jump in there when that with that separated model, like to meet Ida. Kids are supposed to have access to grade level, instruction. And when you can kind of see when that's not happening, that becomes problematic. And that's been an ongoing issue for ages.
Kids not, you know, being being kind of instructed separately and then not having that grade level experience or exposure. And then it just compounds and compounds and John pounds, which is why you see this, you know this as they get older it just keeps going down and down and down because the, the amount of content that they haven't been exposed to, they never catch up. And so I just want to let this try and explain that. I think the biggest shift in our plan, I think it's a 100.
We want students to have 100% access to core instruction, lot going to be taught by a certified teacher as well, sometimes with great pretentions those who have with folks that aren't certified or specialized in those certain areas, and then addition that is above and beyond instruction that instead of yeah, so those are the pieces I think are great at our biggest shifts. It's very difficult for organizationally embedded, as some folks are kind of our three areas. But the economically disadvantaged students do get core instruction. So the fact that sometimes
they can crossover, a lot of the times there's crossover with those groups too. So that's it's not unusual for a significant number of your socio socioeconomic. The disadvantage to be in special education emergencies that took place over the course of a year. But at some point, that's a big data, still under six consultants in their crossover in subgroups. You don't have to add it to this slide deck, but say for future, sometimes I think it would be for a. One of the things as Christine transitions into middle school math,
I think we should have mentioned at the beginning, we have another way of looking at the data within our state is put out, which is called the growth index. And that is still embargoed information. In hindsight, we took maybe, just maybe a couple weeks. You know, I'm and we would have had that information. But that is a different way of looking at where it honors growth, where this is really on the performance of or the proficiency level rather of the, of that kind of stuff. So looking at schools that have made a tremendous amount of press with students that differently and how that works, it's just a different way. This is kind of honoring the high performance, or it's the other
way of looking at it will help us look at individual students and then just remember, you know, that's all that's in the whole area. So just same way we're talking about this, it's it's just looking at a big growth index instead of just proficiency. So what happened more to come than that. But I think one of the things that's important for the board to also just know when we think about the work that is ahead, when we talk about students being in tier one, as we move this model forward, it is a significant change not only for the student experience,
but also for the staff experience as we work through supporting what that looks like in our general education classrooms. And I think that, you know, as we continue to think about professional learning for our staff, supporting what that looks like, it is a big shift in structure. Troy has had, if you look historically in Troy, especially at the secondary, I believe that there was a philosophy that was employed that when there were different needs for different kids, we created more buckets. So I call them buckets, more places, right?
Different levels of classes, different kinds of places. And when that was happening, there were different levels of expectations that were being held for kids. And we've talked about this a lot with this board. We've talked a lot about what that looks like and high expectations for all shifting. We have teachers in our organization who, who taught in a, in a school district that had lots of buckets of different kids wet. So, so that that kind of kid didn't go in this bucket, and this kind of kid didn't go in that bucket.
Those buckets are all one big bucket now, right? We've really wrapped our arms around that. And our buildings have done an incredible job of messaging, you know, following not only along with belonging, but following along with all means all and working through what that looks like. And that has been the commitment of our professional learning community work. That has been the adjustment in our, contract to have additional time in the day where our teachers can collaborate to support kids. So at the middle schools, that's for a half hour before the school day starts every day. And for the high school, it's a half hour after the end of the school day.
We're in our second year. Last year that was brand new. This is our second year of what that looks like, and it's really starting to take root. And so I share that with you at the governance level, because I think that continued investment in those structures is incredibly important to shift our organization. Our classroom teachers feel the responsibility of new and different kinds of learners coming into their classroom. And our special educators feel the anxiety of putting those students in a space right where they feel more vulnerable. And so we continue to work to support that and need
those resources to wrap around them in order to make these shifts successful. They are not quick and easy. They are a significant shift of undoing a long, long time of structures that existed to keep kids separated. And so that's what's in it now. And really emerging. So with that, I'll talk a little bit about middle school math, because I know that that's a topic, that we, had an opportunity to begin talking a little bit about in April, which was not a good time for us to give an update up on a school math. This time of year, we actually have a little bit better data to talk about progress for our students.
So this first, slide that's here looks at the cohort performance of students. M-step in the PSAT over time. So this is our current ninth grade class of 2029. So our ninth graders this is based on the last data point on here. When they were eighth graders. This is our first cohort of students who my let me say this differently. This was our last cohort of students where there was a split where some of our students were six, seven, six seven, and seven eight and then honors.
And then our other students were in I am sixth, I am seven, and then they had the choice for honors algebra one. So we had a lot of things going on with this cohort of students. But you can see and I think one of the things, one of the successes or celebrations on this slide is that we've reduced that not proficient over time while also remaining high levels of proficiency. So I would point to that red bar going down to 11 and eighth grade while maintaining our proficiency levels.
At 66, 65%, there. So this is the old curriculum. This is no, this is not Mark. This is a mixed bag. Yeah. So this is some pilot kids and some old curriculum notes. This is the kids who were in the honors track when the new curriculum was adopted. And then the rest of the students received the new curriculum. So they were in six, seven or I am I am six, okay, seven eight, I am seven. And I ensure that data doesn't tell the future about the new no, but it's just showing you that data that works through.
Okay. And then this is our current eighth graders. So these are our students who will have gone through the full trajectory, all the way through as I, I am sixth, I am seven. And then making that choice, those are currently the kiddos who are in Honors Algebra one or eighth grade math, so they haven't tested yet this year. They won't test until the spring. So what we can do is look here at their sixth and seventh grade experience. When you look at this, sixth and seventh grade experience, I think, you know, one of the areas of gains is from, moving from a little bit of yellow to blue.
So from fifth grade to sixth grade, when we look at our students who are moving from partially proficient to proficient or advanced, and then we have stable performance from sixth grade to seventh grade. Can you go back okay. So the yellow shown correct. Yep. And the yellow represents partially proficient. So the not proficient increased from for the esthetic needs I think a lot of next for the in the next one. Yeah. Oh there's no PSAT. No no I don't think that that was like that this year.
So this is the current eighth graders when they took I've said four, five, six or so in eighth grade math or honors. Yeah. Okay. And then they'll test in the spring. So one of the questions was you know that we are what are what are we looking at. We look at this data. We're thinking about program performance over time. So we've introduced a new math curriculum. We're looking at how our students continue to perform at or better than where they were before. Right. We're looking to make sure that our math curriculum is moving us in the right direction. This slide is an incredibly important slide, and there's a lot going on.
But there's a there's reasons for that. We wanted to make sure we could provide you with some pretty clear data. So this is the percentage of students in middle school. So six through eight who are enrolled in honors math courses over the last five years. So I'm going to work work with we'll work together through this slide okay. So if we start at the far left what we're looking at on the top line and that black line that's there, that black line represents enrollment in Honors Algebra one.
So if we just look at that enrollment what we see is for three years we had roughly 12.5% of our student body in middle school enrolled in Honors Algebra one through 2020. For the 2425 school year, was the first year students could make their own choice as to where they would be enrolled. And we see a large jump in that enrollment to 19.8% of our students in Honors Algebra one. That was last year. So last year we had eight 19.8% of our students in Honors College.
For one, this year, we see a small decline to 17.3% and Honors Algebra one. But the reason that we see that is because we see an increase. If you look down below to students enrolled in honors geometry, which is the orange line and Honors Algebra two, which is the yellow line. So we actually see an increase in students who are in double advanced and triple advanced in their math studies. Haven't had another row that has like aggregate or total.
So yeah. Donna. Yes. Dorothy. And so that way, you can just look at the total number who are in advanced. Yeah. So I will tell you the total number in advance now. Yeah. But it'll be because. Sure. So we so in 2022, 21, 22 school year, we had 16% of our students enrolled in honors math. That's either honors algebra one Honors geometry or Honors Algebra two. We didn't track anything past that. That doesn't mean they weren't there, but we just didn't track anything past that. In the 23 school year, there were 15% of our students,
the 24 school year, 14% of our students. And then in the 25 school year, there were 22% of our students. And then again this year, 22% of our students. So we've had a 6% increase in the number of middle school math students over the last two years who have taken honors math. More students in Troy right now are taking honors math than they have in the last five years. Even with the changes that mean. Right. So that's really important to note. It also represented by student.
It's 175 students annually who have had more opportunity in honors math than in the past. So 175 more last year, 175 more this year. So I think that, you know, and again, these we couldn't run it based on the eighth grade experience because our math becomes so integrated by grade, becomes so integrated. It doesn't become it's not grade level specific at this honors. So it couldn't be a percentage of the eighth grade class. We needed to look at it as a percentage of the 6 or 8 enrollments.
So that you could have a clear understanding of how it's impacting all of our middle school students. But I accept. You could have a bunch of sixth graders all of a sudden now being two, three, four years ahead taking algebra one. So there is some benefit to seeing how many eighth graders, because we had that number last year. You guys gave us that number. How many eighth graders took out? I don't need sixth and seventh grade. Yeah, we can show you that.
Yeah, I think the eighth grade number, because the whole goal was to open up math algebra to more eighth graders. So I don't need a sixth and seventh grade breakdown, but I do need an eighth grade back to them, because that was the whole point of revamping the curriculum or one of the points of of of changing the the. Sure. And I'm happy to show that I think it's important that we make sure that that data isn't used to negate the other side of it, because we do have students who have tested out of six, gone into seven, and then have that choice too, right?
Yeah. But we could look at it for I have no problem. We can get it for eighth grade and look at that. I think, I like this too, but but part of the new trajectory was to open up your algebra one, up your identity to more students. So I need to I need to be able to see that we've actually opened it up to eighth graders, as opposed to what we to sixth and seventh graders testing out. We can certify that that uptick from 17% to 19.8%. Yes. Our eighth grade choice from seven eighth. Yeah, we'll get that specific. Yeah, yeah.
So not just for eighth grade. So yeah. Great. And then and then what we I'm sorry. Please do we need this gem to lead to improved, step score and improved PSAT scores. So this year we have just that one year of data. So all we have is those of you. So we do like we'll see that here. Yeah. That previous chart that is very important I mean I mean of course taking a class is important. But how well they do in the class is also important. So this year when we did that that for the current eighth graders,
well we can help you cheer right. But add an important data point there to see if, if it's access equals achievement, that's that's a ball. And I and another question would be, I had asked. What about students that maybe start and pull back. That's not reflected here. That that's something one we'll dig into the next slide, especially once they take algebra one. How many do I to take geometry. Right. Or how many go back. Go back to 8 to 8.
Math maybe started honors. Oh I get it. Algebra. And then go back to method. Yeah, yeah. So once they take algebra one how many you take geometry in high school whether honors or matriculation let's say I don't know. Any of the data will show this, but I will be also interested in knowing algebra one. Students who are now also doing entire algebra one plus some sections of eighth grade. How are they doing? Well, that's good because right now algebra one covers
some portions of eight math that wasn't covered in six and seven. Right. That's a series algebra. Yes. I mean how is it done squashed like that. Yeah. Yeah. I think that's another component to not forget is if I'm remembering correctly, one of the reasons the change came was equality of opportunity. Right. So it'd be interesting to see across racial groups as an example, because we know that our black and brown students were not having opportunity equally to see if that's changed. Like our we have a black and brown students represented here
as an example or better not or economically disadvantaged. Yeah. Multilingual learners like who are we like who are these cells. Yeah. It the same kids that are just like let's continue to test the essentials. Yeah. That's why we're going into those as well. We will not have all these answers by Tuesday. No that's true. That's fine. Thank you. That was further compelling to make sure I got to see make changes okay. And we can come back to talk about that at the end too, if there's more of us.
Yeah. We're going to move forward and talk a little bit about celebrations and jump into their data. So I mentioned, previously that when we look at this is really measuring proficiency and growth year over year versus the the next round. When we look at growth index, we'll be able to see the cohorts of students. So but we are excited to be able to say that our third grade Ela, we're first in the county and something we'll keep a close eye on. And again, as I mentioned previously, we're at, almost 68% and we represent, 4% year over year.
So that's exciting for our Ela, team. And in third grade. And then also excitingly, also, that occurred in math that I mentioned that growth also in we were 70, almost 78%. And then, that was up 5% from the previous year. So exciting for our, our Ela and our math teams to be able to they work really hard with our individual student groups. And and to again kind of lead that work across the district is, is really difficult and and takes a lot of moving parts. So we appreciate we're excited to see that process.
The principal increases as because these students now have the appropriate model of support and the time they've entered, it's hard to say. I hope so. You know, with that, I think we can see kind of that, as I mentioned, that trend going upward that we're our students are being challenged just kind of in front of more intentional tracking. Yes. And this is us just wrapping up. Still a great group of people that five years is really the first. Yeah, the first two.
But in fact, if you look in you look at that same slide, that would be true of all third graders in a long time in the state. So you don't see the same jump at the state in the county for that single third graders under the same conditions as for ours. So I don't know that that's that's also possible that we were just a little slow in pulling out of. Well, no, I'm saying that we outperformed the state in terms of those third graders had a had a larger job compared to. Yeah. So but and that that those kids were still
in the same situation where they weren't impacted by Covid. So yeah, I don't know that saying like, oh, these kids didn't get exposed to Covid is the reason for that jump that that's awesome. I loved being able to say it's all our instruction, but I think there's a lot of different theory to apply to the time frame. You know, when you in elementary, they certainly started to really purposefully, you know, put in interventions. Is this the first kind of group of kids
that got those interventions from the time they walked in our door? No, I would say that would be we have more intentional interventions in mathematics. I think that would be an area. And I think there's I think we are teaching, more intentionally, but I that's definite, like we've had interventions in place Park since Porter. So we've been working at what those are when you get those, because you can get back to the point where I remember the conversation with the board where the allocated more money and the resources,
particularly to those buildings that had, you know, higher numbers. So and I'm just trying to correlate was that five years ago or four years ago, maybe it was wonderful math, but there was very intentional discussion with the board. And reallocation of resources. Instead of every building gets the same amount of resources to basically, put resources where the needs of the highest.
And I'm just trying to reconcile. Did that make a difference? I think over math, too. They've already now had a full two years of 90 minutes of math and able entry level, as opposed to 45 or 60 minutes. We have it in 60 minutes plus that it's about 92. And with number partner that side. So we've increased the time on task for mathematics. We can we there's a I think it's to me and say I don't think I would love to say that there's buildings that we're still struggling with just transparently are the same buildings that we've allocated
resources to are being framed, you know, and there's a lot of variables in there. And it's important that we continue to tackle those, like for instance, absenteeism and thinking and felt like I released the continuity of instruction and mobility rates and those kind of things. It's complex for students. And so those are the things we're trying to get on track. I think we're definitely seeing, areas where we're improving our students with disabilities, exposing them, again, more carefully to, to tier one instruction. We've improved tier one, which I think is the most impactful piece that we have.
And coaching with math specialist, literacy specialist, coaching and rooms. I think again, there's a lot of layers, but I think, exposing our students to that instruction is a lot of the things that we are seeing and we're so really challenged by some of the same things with that challenge. Right. So just kind of working through that kind of see the gains carry over the years. But yeah, I've never so tuber other celebrations. And I actually, should have started with this. We should have started this presentation by thanking,
Caribbean, who's our, supervisor for our grants and assessments. She actually put together all of this data for Chris and I, and worked quite a bit to try and make sure that it was, the way we needed it to be. So I thank her for all of her hard work on that. One of the other things that Cara does is she leads our work on Seal of Biliteracy. And so, what you can see here is, this this chart celebrates that Troy is actually fourth in the state, with a number of students this past year, who earned their seal of biliteracy. And that's important. And you can kind of see the bullets on the side as to why that matters.
But, you know, I think a key piece is it really validates the bilingual skills and honors and celebrates the culture and diversity of our students. It's a big deal. It's something that has, had a very has that has been present in our schools for a little while, but at a very small number. And so to see it increased to 108 is really incredible. So kudos to Cara. I know that she's also been working with Jared Polis, to continue to make that, available for our students and supporting them in partnership with Oakland schools. So it's pretty cool stuff. This slide,
is to really show and celebrate our AP enrollment. So I think what's important for you as a board of education to know is that in 2020, we made a very conscious change to how we enroll students of AP courses. So pre 2020, students were required to get teacher signatures in order to enroll in AP course. Students were also required to get a certain grade in a previous course in order to be eligible to enroll in an AP course. And, we did. We, I don't remember exactly what the saying is,
but don't let a crisis go to waste. We took advantage of it with AP in this scenario, because we had to change the way students enrolled in classes anyway because we were not in person. And so you couldn't require teacher signatures that year. And so we said, guess what? You don't have to have them this year. And, and then we had a lot of people who are very worried and, you know, there's a lot of conversations that we have kids we will have kids in these classes who don't belong there. They're not ready to be there. And, the great news about it is, that's not true.
So over the last five years, our student scores have continued to move up in AP scores. So when we think about enrollment and we've talked about this at the board to okay, great. You can put them there. But if you put them there and they don't do well, then maybe it's not the right choice. But we see in this that what these last two slides is represented on this slide. 53% of our high school student body right now is taking an AP class, 53% of students. So that means that there's 1931 students in Troy right now
that are carrying one or more AP tests or AP courses. And this slide shows our student performance from last year. So all of our students, 89% of those students earned a three or higher on one or more of their exams. What if they don't take the exam? Well then they wouldn't be represented here. So would. So 11% of them are represented. They didn't take the test. So if so, this is only half the people who took the act. This is our AP statistics from college work.
So we don't have statistics for kids who didn't take that okay. So there could be a good number of people, students who took the class but didn't take the test. That is actually not a very high percentage. So we have about last year. Last year, last year we had 1650 students test. And our enrollment last year was not 1931. It was less than 1931. An AP of students. So I mean that's a delta. If it were this year's numbers, that's a delta of 300 kids. Right.
And it was less than that because our enrollment in AP courses was last last year. So we would have to look at that number. So it's not a very large number of students who aren't testing, students who are in that class. It's not, an economic burden for all of our students, for our students who need the support. We have the support for them. So we know that our kids are really taking advantage of those AP tests. So this is an incredible number. 89% of our students earning a three or higher. Specifically, we spent some time talking about English
because of our changes in our English curriculum. So what's important to note here is that, the class of 24, 25, 41% of that class, was enrolled in AP English, 11, that those were the students, that 41.5%. Those are the students who had pilot nine and pilot ten. So they were pilot students. And then this year's class. So the enrollment of 45%, those are the students who had 100% of the kids, had the new ninth grade, and 100% had the new 10th grade.
I think it's really important because there were questions about student access, questions about student achievements. We are watching how our students perform in our AP English 11. The good news is that last year, students demonstrated the highest scores that we've ever had in English. 11 AP 89.5% of our students who took the test scored a three or higher. That's just an incredible number. To look around a room and to think, right, of the students who are
in those classes, taking those tests, so that many of them are the three or higher, which is what colleges recognize as, potential credit for at least moving forward. So we will continue to monitor this. I don't know. That will be 89.5%, to be honest, because that is a wonderful rate. But if we can continue to be well up in the 80s with our students, we know that we've increased access and that we've provided them with an opportunity to be successful. So I think a summary component for you as a board is a nugget to take away from this presentation is more students than ever before interest
enrolled in AP classes and have access to them. And they're doing it and they're doing a good job. And to Stephanie's question, is it possible then, to also break this down, the demographics of both demographics to see that, getting over, getting representation of the access equitable? Yeah, because I know when we had that discussion in 2020 as a board, you know, the data was, you know, five students of color were not on the access to AP. And so I think it's really important to see that means that
the percentage of, typically have any kind of classes in high school. And I could, I could take a little bit outside and yeah, not a huge skirts. I would guess two in each class, probably out of I don't know. What was the question. How many pilot classes were in each school in other parts of the, in this okay, of of that, 2425 class. Okay. So this chart, represents our, IB,
diploma acquisition at Ieast. So this is one of our tools that we look at, for success and celebration at Ieast. So we had a little blip in the screen in 2023, but we've rebounded nicely. At Ieast I think it's important to know that, some of our practices have changed at Ieast since 2020. We formally and across the other campuses, there was a practice in place, across IB that if you were a student and you failed a, core class,
that you were exited from IEA and returned to your home school without choice. So you were not allowed to continue. And so that practice was in place because there was, strong belief across the tri campus that they were full diploma or they were a full diploma only school, so that if you fail to class, you wouldn't be able to get back on track and you wouldn't be able to earn the full diploma. That is not in alignment with our belief in tri, where we work very hard to support students where they are and to ensure belonging in our schools.
And so we've had a lot of really hard and long conversations about what that looks like and how we can support students. But I tell you that because we have students who are IEA and more successful students at IEA who will be earning, they will be earning certificates or it's not called certificates. They'll be earning their credentials in each class rather than a full diploma. So this tracks full diploma acquisition. But I could be a student at IEA and I could test in math and science, and social studies and not test in English. And I could still just like an AP, I could still get my credits for English
for or not for English for math, for science, and for social studies. So we made that choice because we believe it fits all of our kids. It also keeps us from taking kid in their junior and senior year and saying, you're going to go back. You've never been to Athens. Welcome to Athens. You can finish your last 18 months of high school there. That's a really rough situation for a child that we didn't think was right. So I'm not saying that that's the reason these numbers are where they are, but is a contributing factor because we will have students who are graduating out of age who will not be able to earn a full diploma. And we own in which our our presentation had 86% was
that was the tracking number of this is like I live in Florida. Correct. So tri campus has a higher diploma position than us. The aggregate. Yeah. What number. That's 81 is 81. So I had a presentation of an 86. So the what you just talked about is that just for a list or is that for all three campuses just for I need okay. So we we have our district or our campus is different in terms of that. We have addressed. Yeah. Do they still do that though.
Do they still call LinkedIn and say, hey, this may not be the right fit for you may go back to them are we don't do that at in Troy. Yeah I they have they have conversations with the student all the way through like so for many of our students in the past, you know that they try to catch them earlier so that if like a ninth or 10th grade conversation rather than a junior. So, so we don't do that in a junior year, we don't we don't force a child out. Well, we will never force them. We kind of strongly told them, hey, you're not right. They got force,
okay? There was no choice right for you. Yeah. There was that. We're in this era where. Yeah. Our past interviews were very straightforward. There was a there was a, guidelines that were followed. And when those guidelines were crossed, that student was exited and sent back to their school. Okay. So we're not doing that at all. No, no, we still are having conversations at least about fit and success and all of the things that you would want to have other channels if you're not, if you're not finding success academically in this school, what's happening in what's what's what's what's the why, right.
And for some of our kids, the why is has nothing to do with their school. And they want to they can go to that school for some of our kids. It absolutely has to do with the curriculum and it's not meshing. And then they find out there's a better option for them, maybe in one of our other schools, but we don't want to force that decision for that. I think we just want to support them through it. I see okay, so just for my clarification, if they don't fast for, the five certification in a class,
but they do the work, they still get the credits, just like an AP score instead of out of five. It's out of seven. And they then take them to the universities, and the universities will grant them the same kind of they have a conversion, they will grant that same conversion for English or math. Yeah. But if a student chooses not to take, IB certification, then it would be like somebody taking AP and not taking the test during class. They've done the work and the teacher says she completed a you get A or B here.
That's right. And then they just get a diploma. Yeah. Yeah. There is no such thing as not taking that episode because you may not get the four that you need, but you have to take it. You don't have to take. But, so there are students. It's the big difference is I wanted to be a, a full diploma program, and most schools are not. So what East is doing is saying we're not going to be, like beholden to a full diploma. You can take, you know, four tests instead of six, and that's okay. Okay. So right now it's actually kind of a secret message.
So we are still fully like the goal is it's a full day for the school. The the conversation is if you default it, what's the process and what's the opportunity. It's not an open all call for students. So you talk to an individual student who's struggling and say, hey, maybe how do you have a choice not to take the test? Is that when they say, I don't know what, that's the conversation it sounds like, but I mean, the families have to, you know, pay for and go through that whole testing component. So I'm sure that would be a conversation that was being had. And let's give you an example. When I was teaching at Central Campus, I had a senior
that did not pass first semester biology, and he had to return home his last semester. There was horrible days like for everybody involved. So like that's what we want to avoid. All right. Yeah. Just wondering if the the last celebrations, quarantining, killing the right one is just for fun. It is. Our enrollment in is the percent of our students who are in participating in band, orchestra and choir. It's just a fun data point. I think I would have thought when I arrived in Troy seven years ago that we were already saturated in band choir.
And I mean, when you go into our bands and our orchestra and our choirs, but it continues to grow. And what's. Interesting to me is when you look at the end, if you want to look at this data differently, the even right now, our enrollment in middle and high school is going to start going down. Even with our enrollment shrinking, the percentage of students who are participating in band and orchestra are going. So really cool. I think data, just as our last celebration even goes, that well with regard to AP classes in Stanford since UCC, they're just students.
So particularly painful stuff. So they're actually in that data center. Is that so? Do they go to the traditional high school to do that or are they actually done worse because I go that time. But are they teaching an AP section? Right. In TCC they are. So Eric Lesser is teaching AP taught, AP lit, and then he's taught AP Art history, and this year it's AP Art history. So they get to vote. The juniors upcoming seniors vote on what they would like to take.
And then they get he he can he can teach a couple different ones. So he basically says, I can teach any of these to take any. And then if they want to take it, they offer them, that's school. Okay. So questions I have an idea for students. But whoever comes with that people actually would come in because it's the one, I, I think it would just be interesting. And just to keep that in mind, where the third graders go to see if it's, you know, if it's something that in math and Ela is going to be
like, it's going to be sustained. And especially since the fourth grade this year, it's. Yep. So that's the the not so much a question, but just to share, a suggestion that I had sent to Rich was kind of breaking our in education, route into from the proficiency categories. Because one thing that
we still get to see within that group is how that group progressed. And so for example, I had and this is the example I used, you know, we have might have a certain number that are not proficient. And then you have partially proficient. And you know we're trying to get them to send the other end, but it's still like we're shrinking the not proficient into partially proficient to that's important progress that should be recognized in the way that means the way that we're currently talking. We looked at it doesn't like to do that. And so I don't want
sometimes you can get bogged down with that group when you don't see them get them to that point. So I think that's something that we can kind of monitor and look at. But I just wanted to share with you guys that I thought that that was valuable because, you know, I know that the teachers work very hard and we're working very hard to implement some changes. And when you're it's going to take time before you see those bigger payoffs. So being able to see some smaller things,
I think to be overall just anything. Yeah. Well growth is the right. It's not not like jumping from not proficient to break to, to advanced and and that's that. But growth index data you know again. Yeah. Another piece of feedback as far as displaying the data is like subgroup data typically by race is helpful. I don't see that here. So that we can yeah I think that disaggregating out all of those is a takeaway. Yeah. Given that I don't know.
I guess I could go next. I have a couple of comments. First one is, since our instruction is more that certain type of instruction at elementary level and then go to middle and high school level, I don't know how much sense it makes for us to look at these trends. 3 to 7. I think it made sense to do it because M-step is 3 to 7, and that's probably why it is done. But for us to learn better about how our instruction is performing,
may even may be better for us to do three, five and then maybe the middle school and then, that way we can we can take a look at them separately. That's what I felt when I saw that the suggestion and we talked about that as well, that, that that's that I didn't really get when they do their reporting, combine it. And so it's for us to do that comparison. But I you know what you're saying. It feels like one big versus elementary because this like you could do a cohort. Look two. Yeah. Yeah that we have enough years post-Covid not to go third grade now for
you know like 60 student group students progress through that or system. Now, if you did the math with me on that exact exactly, I would say extra work and that's the other point I wanted to bring up is if you look at our 3 to 7 data, we have this resistance in this 65 to 67% is where we are proficient, and we seem to stay in that, a little bit over time. And I think I can understand some of the reasons why.
Because, like you said, 12% of our population is economically disadvantaged and maybe 15% is, is that, special education and maybe the rest of the 10%, even though change this is English language learners. And maybe that explains why we have this a resistance in 60 to 65%. And then we are not able to go past that point, but I don't my comment more. Ed, when do we determine that the changes that we are making are making the difference in those?
And is there like a kind of like a question that Nancy said, when is this statistically improvement? And when do we say yes, it's making a difference. We need to pivot into something different or do we give it five years? So just thinking in those terms, but I think it's also what, what alter is saying is that you don't just look at the proficient and highly proficient, you look at what the changes between the not proficient and partially proficient because that 68 could be stagnant for a while, but at the partially proficient is going up.
Yeah. Maybe that's why we look at. So you like the view of like the math. Yeah. Possibly that yes. Yes. Because that that that shows movement kept on and it's a cohort of type. Yeah. Yeah a cohort or a strategic planning like particularly as you work been very transparent about our serious concerns in subgroups. Right. Then you can create data based goals like our subgroup and group six approved by X. I think if you're looking at that you can I mean predictably,
if your programs are working then you'll be able to see program effect right? If you if your programs are working and you mentioned they're pushing, you should see a sort of gradient increase. And if they're not then that tells you where to look for it tells us that we need to redistribute resources for review. That is going to be back to the I really like the graph gap analysis chart. I think it gives a really good picture. I had to give my feedback. So, it
so I guess each person has a different perspective to take it to. The groups have. Let's keep adding in the hundreds slides. If you go back to the yearly grade eight chart that actually stuck in my my gap analysis. Yeah, the grade eight. And the reason for that is it actually doesn't show any positives. It's been that and I wonder what it is in this chart that, that the rest of the charts have at least a tiny improvement. But this particular one for some reason just is worse.
I wonder, I was just wondering what could be the reason for it. I think we'd have to look at, you know, this is the eighth grade, one year versus eighth grade the next year. Like, I'd be curious to see, like, 20, 25 eighth graders that support lower. Well, how did they score seventh graders? Maybe. Maybe they were about the same as what they did in seventh grade. So yeah. So I think you have to look at kind of more of that cohort thing because does that makes it look like, oh my gosh, that it drop.
But it's a different perception. Yeah. It's possible that we had more special needs students. I agree there's a bunch. But I mean, but you can say that for anything, but then we are looking at improvements for others. So this kind of stood out for me. That's why I was, was wondering about that. And then, I think it's important to note, though, our performance or our, our gap analysis, it's dip is very difficult to track a cohort and a gap analysis.
Right, because the cohort of those student groups change in the population because that's what that's meant here. So so a cohort of a grade level, they're much more consistent. So we could look at that. The cohort of of a specific students group with those kinds of identifiers does change from Europe like LP. Right? Right. Yeah. Exactly which one they actually we've actually talked about if you track field performance, you know, like,
well you're actually not ever going by their performance. You're not you are not reaching them. You can't actually see the good things because many of those kids will then be caught up off when they're now performing at high levels with their peers. And, you know, that's our progress, right? That's why yeah, many school districts as well. But when you look at moves, they not only look at some data and look at individuals within the subgroup that have been in the system for a period of time. Yeah. So I actually take out the outliers. I hear you're looking at that cohort that is actually planning with you.
Okay. That's how I received the in the intervention for a significant period of time okay. That's why you know, that's why yield for me, especially as somebody who was one of those just that's what you'll do for me at the elementary level is it's not a useful data point because. The, the vast majority of those kids, by the time they're, you know, especially if they enter in kindergarten by fourth grade or third grade, they're going to be completely out of the system and they're going to be performing. But then I think it's three years is our
that's why for me, I think the focus more should be, the focus more should be on economically disadvantaged and, special and special ed as opposed to division when we're trying to make gains because I don't, that doesn't like our job as fiduciary. Right. So it'd be interesting to see budgetary speaking, the level of resources we're putting to each of our achievement groups, like you said earlier, like we we need to recalibrate that in and I'm not all for next trophy. Yeah.
But whether we have this again in six months. You know, but whether we have to you know, again, it's six months once you have additional data or for next year, but I, I yeah, but I think it feeds into our strategic. Yeah. Yeah. The last comment I have is when, Carl was here, he used to love this chart, which is, our numbers would always be looking great with the state average and the county average. Because we have far fewer economically disadvantaged students, we have far fewer.
So he used to look at a chart that overlaps that economic disadvantage percentage to that performance percentage. And so that kind of helps us see do we really perform where we're supposed to perform compared to the state instead of just run numbers that I mean, run numbers wise, we are always going to perform better because we have, well, we have a better demographic, I guess, in a way to look at it. So that would be a good, good chart, really useful if we outperform our demography. So yeah. So I do know that I do know that we outperform our demographic.
We would if you overlap that demographic and then you do that with our special needs population. Okay. We show. Yes. See if we outperform our demographics with our special well, in our subgroups, like I shared here, on the social cheat sheet, we outperform like the state and county average. It shows kind of where they are five years or growth. Those down. So for instance, like we were I looked at see student
progress abilities was I want to yeah I know if I looked at the Golden Child I scroll down to that word and oh yeah, every which way and compare like how our kids are doing to kids with disabilities in similar districts. That might be, like, I think it's school based. Again. Have you been able to do with districts? Okay. Yeah. That's best. I mean we have. Yeah. So we're outperforming where state and county averages are. But it's so
it that's the that would be a nice state of contract transit if there are no additional questions I did want. We did have we were going to ask David to show where we are at work. Yeah. We're going to ask David to show where we are with our dashboard just about ready to go with that dashboard. And we wanted to share with you what it looks like. Okay. It's good. Are we here with this? Any any other questions? You know, the only other question that I have, is a bit interesting,
you know, to the point that Andrew made, you know, the fact that in elementary math and you're doing well is that we had that great drop in fourth grade math and that just because that cohort or I think that Google dropped statewide. Yeah, that was just it was it remains good. So the period every year. Yeah. Yeah. They did that was something just that we were another major. We don't I just feel like that's great triplets getting their first bullet or the first to Covid, which.
And you're looking at like state by county. Why it's us like at all throughout mean you preferred formative years for funding. Okay okay. That makes sense. Yeah. Okay. If they need some extra help. Thank you. Thank you all for just that. I think that that is share with you, David. It's been done with with input from Christine. Chris. Kendra, I so has been quarterbacking the conversation with Qualtrics.
And it's, it's a high chance they'll be building out our, our dashboard. So we just wanted to share with you where we are. It's a 90 ish percent ready to go. Our goal would be to to, to, do a little more work and then be able to share community next week where it is and then make it a lot. Okay. All right. Good evening, night owls. As we said, we're about 90% of the way there. Since we last spoke, we've had a partnership with Qualtrics to try to,
help us, do our best effort for first, an external community facing dashboard. And then the next step, which we started today, the first steps of the internal dashboard. In an ideal world, Qualtrics told us today that we can eventually get to a point where they sync our systems in the internal dashboard as like a living day measure thing. So when an indicator happens, you can see that that, it's going to take time, but we're moving in that direction. We've learned a lot in this process, as Richard has said, which is one how we house access code, clean data.
There's a lot of room for just growth in that area. So I'm selfishly super excited for this, this new, position that Richard mentioned, that kind of reworking that fte your questions tonight. And then also my process over the last few months has shown a real need for it. I think they're all really valid questions. And to do it well, that's going to be such a necessary role to move toward strategic planning. But we'll see here again, 90% done version growth and definitely not where I want this external dashboard to even be in a year with someone
who's expertise leans into it. But as a first draft, there would be a welcome page. The welcome page has our pillars listed. These are actual photos of our kids. Visit some quick district at a glance. Stats, who our schools are, what our schools are. I'm sorry. Our current K-12 enrollment. As of yesterday, when I was in power school, the number, K through 12 teachers. And that's just teacher contract. So that could also be like an Ascii, psych social worker.
Languages spoken at present day in our district 62. If you're in the EOD presentation, you heard that the languages are actually down from last year. For the percentage of incoming Hindus this year that speak a second language, according to the information, they provided us 23%. And then, at the end last year, 2425, our economic disadvantage rate was reported to be 32%. So that's the current figure. Represent for that after the, welcome page, we are trying to organize by pillars,
and we are definitely still in the phase of still brainstorming and adjusting, but getting closer to what's important data to share. Green pillar data that we've landed on, sharing our percentage of high school kids and dual enrollment options finder. Christine, it already showed you a brief overview of, percentage of kids who are taking AP courses in high school. Here we have and we received your feedback prior that. You remember, in the past, we showed a little bit about who was a completer in a certain pathway. After learning more about CTE, we realized that that was kind of a false narrative
that many kids are happy to take accounting one, but that's not they don't have the intention of completing a pathway to satisfy a different course requirement. So we've shown the types of courses our kids are taking. Marketing. You can see super popular. Christine showed this in a way to percentage of exams passed in 2025, 86%. Our graduation rates, is listed here as well. International Baccalaureate stats by the International Academy trade campus diploma acquisition rate related to the go to the global rate.
This is the tri campus. We've done a lot of thinking with, Patrick, and he has stressed us the importance that International Academy of of showing the tri campus rate that he was honestly uncomfortable Disaggregating. And so we're following his lead on how he's been expected to manage that data. But it helpful again, because I'm just thinking of a member of the community who is familiar with IBT. Yeah, might suggest really maybe one. I mean, they might think that like, length
of graduation, like 81%. So, like, what is an Ivy and what a high B diploma. Yeah. So there might be some little asterisk or explanation there. Yep. If you the actual high school, which reaction is something about hundred percent college grads. What they tell me we put that in down there or something similar to that. Yeah. I mean some nuance being punished. So it seems that way. Yes. Some putting it in the red pillar.
This is again a pillar that we've learned that there's a ton of room for how we manage the data. Moving forward, we hope to have some kind of mechanism where students can do some of this reporting because we don't have the best tracking systems for some of this data. Athletics, we know participation in high school by season, which is what you're seeing here. For the external dashboard, we tried to keep things at most high level elementary, middle, high school and the internal. That dashboard is where we hope to eventually get a specific effort to say at tomorrow high school, what percentage of our kids
who are special education students are participating in a sport, and where is that support they find belonging? But currently how we collect that data. Matt does a wonderful job, but how we collect it doesn't lend itself to do that. So Qualtrics has taught us a ton about how to collect it. If we really want a sophisticated dashboard in years to come. Something that, yeah, we have some numbers which are absolute numbers, and some percentages are where this dashboard as in some way to figure out how to do a better job at that, even like some same number of.
But you're saying there are some things like percentage of graduation but but then we go about you're saying number of athletes. It's kind of you bring that up because we were talking about that this morning with Qualtrics. And they said, I think you're starting to overanalyze that. It's like 3%. 943 million. Yeah. Based on the number of students we have, kind of like you could have both purchased so many researchers. Yeah, we have a number of so percentage number. This isn't super interesting,
not just for me that I could really spend a lot of time in. And I think we have the internal piece hooked up. Will be very interesting. This shows. Oh, here I can get there. This shows, by the start of the school year, our daily average attendance rate was, November zero. What? December? We believe we have hope again in January, so there must be some good end of your activities into, But this is going to provide a lot of useful insight, I think, on assumptions that made sense.
Yeah, but take external limitations in December. The key for that attendance is going to get allow us when we get to, internal dashboard to zero in on those chronically absent. That's, that's what's going to allow us to steer win in those MTS teams to have those. Yeah. Rich conversations around what's really happening with those with that, this particular challenge, so forth. What happens in weeks? Okay. Yeah. So we have questions about to review this. This you know, inverted C is interesting in itself right from going from K which is the zero.
Which as I say that allowed to it should say k. So zero for the average here. And then to 12th grade. So interesting. The 12th grade because a lot of times after kids taking an opinion that is listed there, they just blow off. You're right. It's probably the same. That's why I love the thing we talked about and engaged. You know, there's there's some fun enrichment thinking right. Keep that exposed to that line graph.
You see them fall off and back through and if that's what you're seeing, arguing that there was one of those chronically absolutely perfect for all college visits. Yes. Well, I recognize the scale or the the right here, the 100. It is misleading, but I, we honestly decided to leave it this way to show it to our community. I'm open to moving it back, though. But, I was talking to Qualtrics today and said, really? Shouldn't it only go up to like, one so that 1% that people can see it? I think it shows how little of a problem it has.
So what this is tracking is the percentage of students in our school system by a level that have a singular suspension. That was three days week. And internally we had some conversations of what's the significance of suspension? Children make mistakes. I can think of many kids are amazing kids that I've disciplined who have had a one day suspension, a two day suspension, many amazing kids. We've had larger suspensions to what we tried to think about what is like a substantial suspension and really, the suspensions where we are needing space and time to send a signal to the child to do restorative work
as well, to repair harm to the community that still exists, staff to be around that three day range. So that's what we tracked. You can see it elementary. It's less than 1%, 0.25%, of kids have that level of suspension. Middle school 0.38 high school wide for some. Is is that important for us because we're always talking about restorative practices and suspension is not it started in practice but they go together. You can yeah I'll have discipline restorative. Yeah.
And for your early warning systems for kids who might be struggling with chronic absenteeism due to suspension. So our internal dashboard may look a little different with this. The first question is just what's community been facing anger. Yeah. And some of this was like we live at two for a while. Yeah it's a feedback and see what we think. And then we can make adjustments as we go. Oh, speaking of the living into our system is morphing into one that has more less lagging data and more like one time data that you will
so, and Winter Doctor Jessica shared that I will be building and. Yeah, map growth assessments down to grades three through five. So, starting in the winter, we will have our first data point for that group of kids. We've just talked with our staff about that at the last professional development day, and we're working on rolling that out. So we will be getting to a point where we have like windows and data versus just reporting to you about that seventh, you know, when Doctor Chesapeake first encouraged me to start this project,
it was hard to put together a data story because, it's getting easier now that some of those metrics are the same across the entire school. So what we have for now, this is probably not all will be in two years. It's just like lagging data. So here you have a much less sophisticated view of what you've seen tonight. 2023 by grades three, four, five, six and seven. On the math, I'm stat percent proficient or advanced go by 2425. We have the same thing here. For Ela, the goal is the parent was moving
into the school district and wanted to understand their system. Or if a parent, just wanted transparency about our system that they would see this, PSAT eight, nine and ten as well, percentage of kids who meet the the College Board grade level benchmark, which then by S.A.T. becomes the college and career readiness benchmark. Just like a slight change in language, there. Again, comparing grades over time, I could see a world as we get more and more sophisticated over time. Are we tracked cohorts? You know, as well? But this is our first attempt to test TCS,
not on KSAT 11. We, talked a little bit about they do take the steam. We talked a little bit about, what we wanted to consider like a success criteria of a school. And we thought that, TCS often the goal is changing to like a diploma, versus, a high degree of proficiency on the SHC. Not to say we don't want that for students. However, I'm definitely open to improving that as well too. This is a we've been back and forth in this conversation.
You know, I mean, my sense is we should maybe we should. More expectations for and but if they get bumped into this, there's there's so few students that they'll get absorbed by this data. And I know but you know when you're TCC. Yes. No, no, I want to be I would like you to understand why. You know, I started because really I think that, children know when they say to, you know, I'm saying, I'm saying, I'm saying you can put them in there, you can do that.
And but there there's so few 11th graders that they're going to get absorbed. But that's okay, because then that's an inclusive measure that makes it great to school students. We kind of went back and forth to with like, okay, so we don't include the International Academy students because we're not really reported. But that metric, you know, like, we know 19 high number 98, 99% of those students are going are proficient at IELTS, on that measure. And so we kind of thought
we're going to go with our traditional high school since we're without ruling that magnet school and then also our alternative school. But I'm also going to be to take a look at it. Yeah. Part of having this data, because we talked about that last time at the workshop, is whether or not it's informative to changes in an instruction. So if we don't look at city that at TCC or I use to inform the instruction there, then it's not a valuable measure. And it might be that we do look at that data for TCC.
But that's why. But we do look at this data to look at like Ela programing at the high school level at Athens at your high. But this isn't for the community to internally try to get you to select your school a little bit. Yeah. Okay. Yeah. I just think this to be honest, we're right on the fence so we're happy to do that. Yeah. I mean I think one of the things David said and it's been experience made sure that that is included as the any does the percentages atmosphere. So like if we're putting text into this as a wraparound of our data report, and we just want to make sure that TCC is
counted by their pen, that as a percentage of students factored in. So for instance, like if take time to test things like six two years that the and there was up by six inches total. Not that TCC has changed from 42%. That's now averaged with, you know yeah you're right. It should be by the column to continue that last year. It's kind of taking the and there's so few students that they're not going to make it that the other. It's not kind of the test.
Well yes. Yes. Okay. So this is a static figure and that one that would translate to the internal dashboard. But we thought imagining being a parent to you, this is a stat you'd be happy to see. You know, the crowd, number of National Merit semifinalists. I learned that they call them 20, 26 finalists, even though it was last year's test was very. Well, I know the winner is something that I am, doing my best to learn about. And one thing that I've learned is that, as Doctor
Chesky said, that the average student exists in the program for three years when the state average is closer to 5 to 7 six. I mean, you mean there because what's been reported to us, we also have learned that it's not a super useful metric to report, just the summative result of a student who moves into your school with the with, that's really just telling you your demographics of who you are receiving. It's not telling you what's powerful about your strategy. And so, after doing some consulting with with various folks, we decided to try to instead look at a growth measure along with it
so that parents could see, like, what's what our district offers. Then we did does create, a growth target for each student. The growth target is they think each year you should hit this score in order to exit the program within six years, since that is about the state average. So it's a state defined criteria. And you can see here in Troy, last year in the we had 67.85% of our language learners, hit their growth target.
This is an area I'm still considering toying with, because I've also learned as of today that the we the test can be turned into a student growth percentile, similar to the M-step. So we might actually be able to see like a more valuable relative measure. For those if you're wondering, the student growth percentile looks at all similar performing kids. So I really like this graphic right here. On the the right here, let's say that these 15 children performed very similarly on the we that they were all roughly,
twos on the we had the next year that took the test. So you need two years of test data. They would look at these kids who perform similarly in year one and make a distribution of them. And the child who was the second highest performing of that similar demographic with a B, receive a student growth percentile of 87% in each. That is where they rank. They rank in that stack where as a child that was similar performing and below who did not perform was the second lowest. Now on that same subgroup would have a student growth percentile of seven.
That would be showing us how our kids are performing the next year compared to their similar demographic peers. And it really shows the power of our ability to change students. I can tell you that our that it's pretty good. I looked on the state website, I have to figure out how to get this to Qualtrics, which is the next first part. They require data in a very specific way, so I have to check with them. Ours last year, student growth percentile on the wedo for all student centroid all levels was a 57.5%, 57.5 which is good.
Many districts you know, of our are in the 50th, 52nd, 55th. When you look at a quick comparison, the statewide is that 50 percentile across the 50 point for the ISD is 56. And as of just last year snapshot, we were 57.5. So, I am sensitive to what should be community facing so that you don't have to do too much analysis, but I'm not sure that is. I'm not sure that I get, you know, something? I'm quite right. But no matter what, I'm happy that we're using that
test to say something about what we do versus just saying, what's the proficiency there? Yeah. And then the last one, this is under construction. We just have been building this out. The gold pillars harder to have quantifiable things for, because it's about building our capacity. And we didn't want to just list things for the sake of listing, but some things that we've captured with our HR team so far. Number of teachers, teachers with advanced degrees, 87% of our teachers have advanced degrees, which I found personally super impressive.
We don't have a way currently of tracking the average years of experience of our staff within the educational field, but we do know how long they've been employed. So that's what I've worked out here. It's wordy, but average time. Our teachers have worked within the Troy School District. Instead of doing that, maybe you could have, a bar chart that shows, teachers with ten years of experience, this many teachers with five, ten years like that. Because that's more informative than just one number that says average. Yeah.
So we would have that data set because HR hasn't based on what step people are on the start bar chart of distribution predominantly with advanced degrees like teachers with PhD this many teachers masters that that that gives a better picture of us. And then this is a, one other metric we just pulled, which is, we, we are able to track the amount of hours of sketch, which are the state continuing education credits, that our teachers are teaching and learning department offer
because those are tracked referencing. And so we did calculate that not just what was offered, but what teachers actually completed last year within our system, over 40,000 hours of ongoing professional work. They do more than that because it's that new sketch. It's not always through us. But we were just trying to think of what we could show about capacity building, the number of number of hours of professional learning per year for our teachers compared to an average in the state. Maybe. Don't think I'd have access to that. So we don't have access to an average.
It's like internal to us being a sketch provider. And a lot of districts are not open for the community Facebook page. I would just, reword it and take out the sketch credit earned. But professional development? Yeah. You know, you could also maybe do something if you're looking for more to present, like, like licensure, like percent of teachers licensed. And because you'll have that for me chart. That's interesting. For our parent student to teacher ratio, would be helpful.
I don't know where that falls in this whole thing. I don't know, for the fall on goaltender, if it fall in the main in the in the first one and be something for a website at our website. But any struggle with that metric myself because I've had parents feel like I'm misleading them in the past because they look at 865 and environmental law students. Yeah, I know, like you're going to have to and them like, I think we have the 30th because we're missing pictures 26. But I do agree with if everything is
linked I agree. Yes. Certified staff and then the 100 when we when we when we launch we're likely then the green color or gold pillar likely won't launch. So you're on our web similar. So it's going to be construction for a little while. I know. So but we do it's going to be not perfect, but we've come a long way and it has at least helped us, like, look in the mirror more than anything of what we can still do better regarding how we house, organize, access, and make data actionable.
So great. You know, I'm wondering under the capacity building whether you want it to, kind of lay out the different types of support we have. So, number three, not actual list, no reading staff numbers, counselors, social workers that, you know, give some indication of the kind of human services that we can do to support students. So and then the other, if you don't make sure that you said that
we the data for the last two so that again for the students or like oh yes. That's right students, it is getting late. If you are not that, this would be my instinct if you're not quite sure if the data presented is meaningful, I would almost like temporarily leave it out, as opposed to providing something that might be confusing or misleading. And then a month for now uploaded. So I wouldn't I wouldn't put it there just to have it there because it's a student population.
I would wait until the data represents what you're the right story, something to show. Yeah. Or good insight. And, when would you put I mean, we talked about, notes and then other and sports, but there is this big category of clubs. Yes. And, that's a huge part of high school. And yes, it was. Yeah. I don't know that we would like it in the regular for. Yeah for sure. We currently don't have a valid or reliable way to track it.
So we are talking about ways to fix that. As soon as the spring. Absolutely. Because what you'd really like to know is the percentage of students that are engaged in, yes, some extracurriculars, and we'd love to know what they report as the most engaging thing. Like what is their connection at a big comprehensive high school there? What keeps them going to school? We recognize there'll be some need for a student survey to hear from the kids themselves. Yeah, high schoolers can report, you know,
what's popular and what's most valuable to them. So. And if you should talk to your student advisory board, capture that at the depth. They have opinions for sure. Yeah. Yeah, yeah. Do. Yeah. But I think that's important because ideally what you'd like to see is 100. I mean at one point. Yes. Compliance goal as a 100% of students connected to the school outside just academics. Yeah. And particularly with secondary to MTS and the bigger, you know. Yep.
Keeping kids meaningful connections. Yes. Would love to work harder. Keep those in education sticking it out. They didn't appreciate all the work that you have done. This has come a long way. I'm glad to see some data that like it. I'm like, I'm not sure that that's come up with, but I like the idea. You know, your time. Is through your desk against the idea of having all tricks. Set up our data so that all of the will be for the same stuff. Okay, we're down to the wire.
99 something. Let's go run for the divide by the annual compendium. I'm just going to be super quick. I know that some of us, I think, devised strategic planning. CBA course. Today I watched, webinar. So for people that haven't done it, it was it was done by the same team, the Debbie Steer. And it was only 30 minutes. She had her slides presentation. She said she'd be posting that on Friday, so I'll tick up the link and then I'll send it to everybody.
That way everybody can just get a brief overview of kind of like, the and the SBC click on it. So, I'll send it out because I thought she did a really nice job of like condensing three hours. So the only one that is anybody else taking it today? I do, I have, I have, I just have for vegetables about ten years. I have about 4 or 5 years ago. But I thought that would be good, seeing as how we're. It sounds like that's a conversation you might be having soon so that we are good. Yeah. Yeah, that looks so great.
But I do want to add the the last time we did the strategic plan here, I was just new on the back. And even though I took that class, how we did it was completely different than allowed the how the class is structured it. And so on that I'm sorry, but I'm tired. But I do have, I'll save that amazing stuff maybe for next session because I do have two things and they're mostly for admin. One, two of you have already heard this because you were at this
board conversation with me. But, as we approach our reading, as, as we approach doing, the pilot studies in the work and our reading for long time, I really want us as we move forward. And this might be part of our strategic planning. But to not look at reading and isolation. And I don't mean just in isolation from the writing curriculum at the entry level. I mean, in isolation. And so what I
see is the older kids get and the further along they move in our system, you're asking them to read less. And plus we are providing information, but we are not necessarily asking them to read. And so, a seventh grade social studies class, is providing a lot of information, but might be asking kids to read a total of 10 to 12 pages, a quarter. And so
I, I would, I would challenge us to look at reading more holistically through our entire system, because, you know, what the data shows is that the the reading proficiencies are falling societally among all age groups. And so when we are adopting new curriculum, and this is something that, you know, as we move forward, I'm going to be looking at one asking the question of what are we gaining? What are we losing? You know, the one area will be gained reading is in our math curriculum.
You know, that's changed quite a bit. But I think that we are probably, as kids are moving through our system asking them to read less and less. And so, you know, as we're doing the work to, to, to increase reading and Ela skills at the elementary level, we have to really look at the entire trajectory. And I don't, you know, it's not something that that's going to be changed overnight. But I think it is the Adapt curriculum.
I think that's something that we have to look at because it's clear that that on an aggregate, you know, in the US, kids, once they're exiting high school and universities are reporting this, they're no longer able to read books like they used to be able to. And so, what we do live within that ecosystem, I would challenge us to really look at our curriculum as we're adopting it and seeing if those are skills that we are taking away from kids as they're advancing through our so that's one that is not,
you know, and, and the simple example is not from our district, but a neighboring district, fifth grade class, they're doing in fifth grade. They do Michigan. So they're they're learning about the tribes. Right? The kids are not weren't asked to read about the tribes. They're provided through air Force logs with PowerPoints. So while they're getting information about the tribes, it is in bullet points. They're not being required to read full sentences. And so looking at looking at Ela scores
long term, there's going to be upper limits of what we can gain. If we're asking kids, if we're asking them to to read less or listen to podcasts or listening to, so that's one and then the other. And I know it's kind of late for this, but, you know, it is what it is. And I think we're always probably going to be kind of late. One, you know, I wasn't here in October, or at least not not in person. But, you know, I hope we're not, you know, done with the disengaged teen,
you know, and to see where, you know, where we're going to be making some, some headway with this. But the one thing that that I, I looking at this book, thinking about our, our, our pillars is wondering, you know, one is identifying kids who are you know, within the different categories but also asking ourselves, are we potentially creating kids in some of these categories, especially the resistors? And then the passenger kids,
and the, the one thing that's become clear to me, as a parent, but also getting feedback from, from students and parents, when we're looking at once kids get to high school, I am actually surprised by the fact that, our students do not have meaningful access to feedback. And what I mean by that is, once kids get to high school, they don't always have access to their tests. And so if they've taken an exam, sometimes it will not be reviewed in class.
If a kid wants to review their test, they have to make an appointment with the teacher. That is sometimes at 650 in the morning. Which, you know, looking at our looking at our pillars can create equity issues. It creates issues for, you know, deep learning. If you can't have meaningful access to your test, how do you learn? How do you move, how do you move forward? So that's, you know, I think that's a worthy discussion
to have as we're, as we're looking at our pillars potentially, as we're looking at, strategic planning going forward. And then also as we're working with this, as we're working with the disengaged team. So that's the that's the other big one. Thank you. I don't although I would just say some of that really lands with administration. Yeah. Makes makes a sudden changes with teachers. I'm not sure that's necessarily our purview.
These are all done to raise, the same. You know, how can we talk about students engaged and taking control of their own learning if we don't give them the tools to get feedback so that they can help themselves? So so I think it's an important issue. But that one. That's right. That's why that's what I said. This is more for administration that was although and I and I, I, you know, I did have this discussion with university and, and I also had this discussion, with Rich and there are there are other districts
I talked to some parents in private schools. Their kids surely have access to their exams. That is how they found, there are, kids in Bloomfield Hills have access to their tests. It is part of their, there is an actual administrative policy. It has been tested by a family member of mine who's kids attend Bloomfield Hills High School. And they ask for a copy of the test data copy of the test because it's part of their policies.
And so, to me, that is one of those issues that touches every single one of our pillars. You know, sometimes we look at the red pillar as just belonging, but it's also well-being. And so how do you have if you are, you know, if you're not, if you're not a student who gets an A and every single test, and if you need to access your tests and you don't have access to it so you can't improve, that's going to have an impact on well-being. And it's not a deep look.
And it's any and it doesn't go towards deep learning. So I don't think anybody disagree. Yeah. I guess what I'm saying is, you know, I appreciate it raising the issue. I think Christine appreciated great and rich appreciate that. I think it's in their course now to to if that means bringing back a recommendation around a policy. Yeah, yeah, yeah. We should. And and that work because otherwise we can't principals where staff we've already skeptical about students
taking ownership for their own learning and we're precluding them from doing that. Yeah. So I mean, I appreciate that you have, Oh, yes. I just I, I'll just I'll be quick and I want to. I wouldn't upset anybody, but I just want to bring up a little bit of a concern for me, these, you know, new branding board member, our student thousand times. But I have to say it generally. But, yeah, it does it. I don't know if I'm the only one
who works 12 hour shifts on weekends. I find it a little difficult when we have a huge meeting coming up on the Tuesday, and I have the weekend to go through all that, all of this, and I don't have the time. I will just honestly say, you know, I'm at the hospital some I'm required to be there from 648 to 724 648 in the morning. To clarify, and then the last thing I want to do when I get home is like, look at board stuff and try to absorb more information, and that's for two days straight.
It's very difficult for me to go through a lot of this stuff, and I know that the ask is to hand in questions before the meetings, and I'm having a very difficult time doing that. When I don't have the time, I feel like I don't have the proper time, the amount of time to really dig through the information and then getting another board packet with the data, with the data which was great, which is fabulous. But again, I felt very unprepared tonight with, all the information that we're going to go through.
And I could not I could barely even get through it. So I want to apologize for not being prepared tonight. And I don't like this feeling at all. Yeah, a little bit like. Disappointed that I didn't get the time to go through. Right. So my I don't even know what I might ask is, I don't even know. It's. Well, your estimation a little bit earlier. Yeah. That may be your ask. It's tough to look at all like 44 pages on a laptop. I, I have a hard time with that.
I mean, paper, I don't know what the solution is. I don't know if it's, you know, print it out for me and I'll pick it up or whatever. I don't even know, but I'm just feeling a little overwhelmed tonight and a little. I don't even think it's up. And to that, I agree with you on that. Earlier we used to have your request to have the board packet pretty much ready by the weekend. That way we have time over the weekend to look at it. And for the most part, it is has been. Yes, it's I find it difficult though on weekends where especially when
I have to work, it's a 24 hour weekend of just the sunup to sundown where I'm not able to look at the stuff, I'm not able to look at it at all, and I'm rushing to look at it by Monday morning. And then there's another form to look at on Monday morning. And then there's another thing to look at it Tuesday right before the meeting. It's it's I'm finding it difficult. I don't know if I'm the only one that's just that I don't want anyone to be offended by that. I just it's it's just feedback. Please. I can just put it back.
So me, if I'm, I think when I first found or the goal was to have the packet out by Thursday. Okay. And it seems like that might have shifted a little bit. And I know sometimes things are going to oh, know or you know, will will be updated and all of that. So Would it be possible to have the packet out Thursday. So at least there's like an extra, an extra like workday in there. So there would be like Friday and Monday could be.
So it and I don't want anyone changing anything just because of me. I work every third weekend of the calendar. So it's just when there's there's a big meeting coming up and I get really overwhelmed with the amount of information that I have to go through over a weekend that I cannot get to. I will not get to it till sometime Monday. So can I was going to just very quickly bring this up, and I'm happy for anybody who wants to play, which I took a pamphlet.
Great session. Using a tool called school I and it was, targeted for board members. So you can take your board packet and I this is what I did just recently because again, I've been traveling and I'm in line as couple days. I've been going from 6:00 in the morning to 10:00 at night. So you can put your board packet into school. I which is free and it's confidential. So it isn't like, you know, using copilot or anything.
So you're not training algorithms. You set up a free ID, and I tell you it's summarized for you. And then you can ask questions like, you know, I don't understand this, and it'll synthesize that. So I thought it's important for, you, you, you it's a free I mean, you have to do it on your laptops, and it's not a school. I think you have to set up an account. So, if anybody's interested in that at some point, I'm happy to
district e-mail work, and that's like, it's not working. But it's to me, it was it was like, wow, what a time saver. You can put your financial data in. And I didn't try and with the financial data, but then you can query that, you can say, I am a board member. What are the and and when you tell it you're a board member with the school I it knows what you should be looking at not getting into the weeds. And it will help you, you know, synthesize these are key points.
And then you can do. This to me, was the most worst things that I saw. I mean, the school itself, at some point, not tonight. But, I'm happy to do a little demo. I'm just starting. I just finished with the board packet, but, for with that, the, contents. Yeah. You know, I can I just somebody who's sometimes hesitant with that stuff. You've been a board member for 16 years, and so you know, a lot of what you're looking at, kind of look, with our students,
if it's newer types of materials and people are seeing things for the first time, I don't know that it just summarizes for you. And then you can go deeper. If you don't understand something, you know, you can just keep asking it to go deeper. But the important thing is, is it kind of provides you a high level summary. So you know what you can focus on. It's just a way of synthesizing. And I know I understand it, but I until I understand what I'm actually looking at, somebody else's summary
is that useful to me until I've, until I understand what I'm looking at, I. Yeah. So would it be helpful to you if because I, because I, I think Judy has done this in the past. I mean I know things reports do change, but at least it if you could get a printed out version that you pick up on Friday, would that be helpful to you? Because there might be some sometimes it's just really it honestly, it's it's on the weekends that I have to it's on the weekends I have to work. And when there's a lot to go through,
it's. I struggle with it. Yeah. Well, then you may just have to peruse, but yeah, when I've met with I have with the team to make an effort to make sure that the especially the bigger pieces are done by that and uploaded by that person. Okay. No criticism. Yeah. I mean, it's one thing it's good feedback. I, I mean, I get it like the 44 pages of data that came to us on Monday. Like I could chew through that pretty quick. That's something I'm good at and I've experienced. So therefore I can I can eat, I chew it up for me.
I but the 50 page audit report that went in today while I was at the dentist with my kid didn't even read it. I'm embarrassed that I feel like I'm like nodding my head along, but I was I just learned it from my gosh, I really want to tell you so. And you get more. I don't think it's that right. When you read the management letter, you look at it. So most of it's boilerplate. So it's all what I but I learned that in my CVA class, but it would have been nice to have more than two hours to look at it. No, I was my first time even, you know. Yeah. So, respectfully, I'm with you, doctor.
Jessica, be really nice. If you could encourage the team to be ready by Thursday so we can be perfect. But I don't want to do is get to the point of saying we're not going to get information because, yeah, it becomes a big packet and you just have to learn to skim, kind of skim through to me. That's why I thought this. I tool was helpful because it gives you a summary of content. Yeah. Then you can, you know, continue to dig, dig, dig deeper as you need to. But it's just a way of processing, big impacts.
Yeah. But in these meetings are designed for you to ask questions submitted. They're, they're the expectation should not be that you you get only asked the questions that you provide in advance that that's absolutely not the case. It's just any any questions in advance are helpful to. For or to kind of guide the conversation. But by all means, if this is this, it's time to ask any questions that you have. So it's understood if there's a lot of heavy information
that you don't that you don't get through, that's perfectly fine. But but to the short to the short answer is yes. We'll make a commitment to make sure that that information is available on Thursday. There's. Anything else other other would be just to reinforce the idea that both. I'm looking forward to reading or skimming this book as well as encourage all of you to, since I think only here we're here the last time we did the strategic plan for us to look at it with, fresh eyes
throughout the class of like, in the space I was on, given to the rest and and then just got on and last I have so far. I've said it for sure on Twitter, so I super appreciate the information we got today. I feel like, we took a good first stab at tough data in particular, acknowledging where we have room to grow and that is the perfect ground for working for our strategic plan. Then added information like teacher perception, data,
things like that was just gross in our conversation. So let's see that. So that's it, Rich? Nothing. Okay. Nothing for me either. You know, I, I would say, for any of you that, you know, maybe have important insights from MSP that you want to share. I mean, I guess we have a couple options. Maybe you could type of a few notes to send to people, and then we could talk to them in depth. If there's if there's something that you want to do, to talk about, but,
you know, somehow we want to find a way of being able to share. I thought it was, particularly one of their better conferences I got to give them. I've gone to, their leadership conference many, many years. And I have to say, all the sessions that I wanted to, I learned something new. And I could not always say that in the past. So this was, in my opinion, much of the conference. Did you think maybe like if if we have notes that we send it to you, do you think that would be worthwhile
or should we start taking time in the workshop to like, discuss or just the compiler because we may have some of the same and may have some of the same feedback if we attended similar sessions? You could do that, or you could just, you know, send those to the board and we could kind of choose what to discuss. My only reservation is, you know, we'll say we're going to discuss, and we always seem to have lots of other issues, and it gets to be 1015 at night. And people are kind of are now looking at an award document,
put it in school, I yeah, yeah, you put it to word about this, but that's, that's, that's a standard to figure out what it is currently. Know I'm the only one who missed the entire session, so they will still let me know. Previously, you didn't go in. Okay, so Matt and I, I'll do that. Miss the entire time. Not. But it's the greatest one for me. Do I guess this is a good time? I missed what until the end. This is that. And then. Yes, it's already June. That's a feedback for not to. Okay. Yeah. She has some good feedback. So
yeah just as a heads up and we have a policy for next week and we may be doing the work week in to be held on a second. Okay. Based on some things I said just because I felt good. We've always done okay. Well thank you all so much. Good night. So right.