Feb 25, 2026 Board Meeting

[ This meeting is joined in progress.]

[1. Meeting Opening]

[00:00:10]

>> PLEASE STAND FOR THE PLEDGE. >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE WITH

LIBERTY AND JUSTICE FOR ALL. >> GOOD EVENING AND WELCOME TO TONIGHT'S BOARD MEETING.

[3. Action Items]

WE HAVE NO PUBLIC COMMENT. SO WE MOVE TO 3.01. >> I MOVE TO APPROVE A

PART-TIME SUBSTITUTE TAIFPER AS PRESENTED. >> ANY QUESTIONS OR COMMENTS

FROM THE BOARD? I HAVE A MOTION TO A PROOF? >> I MOTION TO APPROVE THE

PART-TIME SUBSTITUTE TEACHER AS PRESENTED. >> CAN I HAVE A SECOND.

>> SECOND. >> THANK YOU. ALL THOSE IN FAVOR SAY AYE.

>> THOSE OPPOSED SAY NAY. PASSES 7-0. >> THANK YOU.

NON RESIDENT TRANSFERS, DR. KEGLEY. >> MEMBERS OF THE BOARD, I COME TO YOU TONIGHT IT'S THAT TIME OF YEAR TO PUBLIC THE CAPACITY LIST FOR OUR NON TRANSFER STUDENTS, THE GRADES FOR THOSE STUDENTS THAT WISH TO APPLY AND WITH US NEXT YEAR.

I SEEK YOUR APPROVAL OF YOUR A --ATTACHMENT IN YOUR DOCUMENTS? >> DO I HAVE A MOTION.

>> I MOVE TO PRESENT, THIS AGENDA ITEM AS PRESENTED. >> DO I HAVE A SECOND?

>> SECOND. >> ALL THOSE IN FAVOR, I'M SORRY, IS THERE ANY DISCUSSION

OR QUESTIONS FROM THE BOARD? >> A QUICK QUESTION, I JUST WANTED TO CLARIFY FOR THE COMMUNITY HOW MANY DO WE HAVE THIS TIME? DO WE KNOW NOW OR IS THIS JUST

AN APPROVAL. >> THIS WILL OFFICIALLY KICKOFF THE PROCESS FOR THE 26-27 SCHOOL YEAR WITH YOUR APPROVAL, WE WILL POST APPLICATIONS ON FRIDAY AND THAT WILL START THE

PROCESS. >> PERFECT. THANK YOU.

THAT'S IT. >> I HAVE SOME QUESTIONS. SO, CAN YOU EXPLAIN, DO THESE NUMBER INCLUDE THE HSC STAFF CHILDREN THAT MAY HAVE WANTED A SPACE?

FOR EXAMPLE? >> YEAH, SO EVERYTHING, THESE, THESE VACANCIES REPRESENT AFTER WE'VE CAPTURED GRANDFATHERING OR AND CURRENT MEMBERS THAT KNOW WHERE THEIR STUDENTS WANT TO GO. WE HAVE GONE THROUGH THAT PROCESS ALREADY.

WE HAVE SENT OUT A FORM TO LET US KNOW THEY'RE COMING BACK NEXT YEAR, EVEN TO OUR FOLKS WHO WERE NON RESIDENT TRANSFERS LAST YEAR, WE WENT SOMETHING TO THEM TO MAKE SURE THAT THEY

WILL COME BACK AND WE A LAW SPACE FOR ALL OF THOSE FOLKS. >> SO THAT ANSWERED MY NEXT QUESTION TOO, ABOUT THE GRANDFATHERED. HOW ABOUT THE STUDENTS THAT MAYBE CHANGED SCHOOLS AND WERE NOT INCLUDED IN THE GRANDFATHERED AND WE WERE EXPECTING THEM TO GO TO A NEW SCHOOL? WE'RE PLANNING FOR THEM TO GO

TO THEIR NEW SCHOOL? >> SO THEY WERE REDISTRICTED? >> CORRECT.

>> YES. >> CORRECT, BUT MAYBE THERE ARE SPECIAL CIRCUMSTANCES WHERE THE FAMILY WANTS THEM TO STAY AT THE CURRENT SCHOOL. HAVE THOSE BEEN CONSIDERED?

>> WE HAVE DEALT WITH THOSE IN STUDENT SERVICES AS THEY COME TO US.

>> SO ANY SPECIAL CIRCUMSTANCES HAS ALREADY BEEN DONE? >> CORRECT.

>> OKAY. AND THEN I WONDER IF YOU CAN PROVIDE SOME CLARIFICATION ON THE LAST TWO SENTENCES AT THE BOTTOM OF THE ATTACHMENT. IT SAYS, IT'S GOING TO, OPEN

APRIL 17TH, OR IS THAT? >> SO IT WILL OPEN FRIDAY, PRIORITY CONSIDERATION IF YOU MAY REMEMBER THE PROCESS FROM LAST YEAR, WE HAVE TO HAVE A CUT OFF AN INITIAL CUT OFF FOR THIS YEAR, WILL BE THE 26-27 SCHOOL YEAR. IN ORDER TO FIGURE OUT IF WE NEED TO HAVE A LOTTERY FOR THE SPACE THAT'S ARE AVAILABLE, SO IF WE HAVE A SCHOOL OR GRADE LEVEL WHERE THERE WAS MORE DEMAND THAN WE HAD CAPACITY, WE HAVE TO HOLD A LOTTERY FOR THOSE FAMILIES. SO THAT, TO SEE WHAT STUDENTS GET TO GO.

WE DID NOT HAVE TO DO THAT STEP LAST YEAR. ALL OF OUR REQUESTS WERE UNDER

[00:05:02]

>> AND THEN, THE LAST SENTENCE WAS THAT WE'RE GOING TO CONTINUE TO ACCEPT THEM WELL

INTO JANUARY? >> YES. WE ARE, AFTER EXPERIENCING THIS FOR A YEAR, AND KNOWING THAT THERE IS AN OPPORTUNITY TO OF THE SECOND COUNT DAY THAT IT OCCURS IN FEBRUARY, IT REALLY DOESN'T, IT DOESN'T, IT'S MORE DETRIMENTAL THAN NOT TO KEEP THE APPLICATION PROCESS OPEN AND ACCEPT STUDENTS AS THEY COME.

ONCE WE GET PAST THE SECOND COUNT DAY IN FEBRUARY, THEN WE CAN CUT THAT YEAR'S OFF AND

THEN START PLANNING FOR THE NEXT SCHOOL YEAR. >> THANK YOU.

>> YOU'RE WELCOME. >> I JUST WANTED TO SAY TOO, THANK YOU VERY MUCH, I ASKED A SERIES OF QUESTIONS WHEN THIS CAME OUT. JUST FOR CLARIFICATION, CAN YOU EXPLAIN WHAT THE RED MEANS TO THE BLACK, WE KNOW WHY THE SCHOOLS ARE CLOSED AND WHY

QUOTE, THEY'RE CLOSED AND HOW YOUR SYSTEM WORKED? >> YEAH, THE SCHOOLS THAT ARE LISTED AS CLOSED, WE EITHER THROUGH THE REDISTRICTING PROCESS, DID NOT FEEL LIKE WE WERE IN A PLACE THAT WE COULD ACCEPT ADDITIONAL STUDENTS BECAUSE OF THEIR ENROLLMENT OR THEY'RE IN AN AREA THAT THEY'RE LIKELY TO GET NEW STUDENTS BECAUSE OF DEVELOPMENTS IN THAT

PARTICULAR BOUNDARY AREA. >> PERFECT, THANK YOU. AND MS. SARAH, ALREADY ASKED

SOME OF THE OTHER QUESTIONS. THANK YOU FOR THE DETAIL. >> YOU'RE WELCOME.

>> ONE MORE QUESTION, I'M TRYING TO REMEMBER THE PER FUNDING STUDENT NUMBER?

>> IT'S ABOUT 7. >> 7,000. >> IT'S SHY OF 7.

BUT NOT BY A LOT. >> SO IF WE WERE TO FILL THESE SPOTS, 6.4, ABOUT 6.4 MILLION

TO THE DISTRICT. >> AS A REFERENCE POINT LAST YEAR, WE HAD 99.

>> 99 JOIN. >> YEAH. >> OKAY, THAT'S, I THINK IT'S

IMPORTANT TO SAY WHY WE'RE DOING THIS. >> YES.

>> IT ADS FUNDING, EVERY STUDENT IS WORTH ROUGHLY 7,000 BUCKS AND WE HAVE THE FACILITY

AND SPACE FOR THEM. WE'RE OPEN, COME AND JOIN US. >> UH-HUH.

>> CLOSING DISCUSSION AND CLOSING THE QUESTION, ALL THOSE IN FAVOR OF APPROVING THE 2026

AS PRESENTED. SAY AYE. >> AYE.

>> THOSE OPPOSED SAYS NAY. PASS APPROXIMATES 7-0. MOVING ON TO 3.03.

ASCENSION BEHAVIORAL HEALTH CONTRACT. >> COMMUNITY HEALTH PROVIDES OUR CLINIC SERVICES AND PROVIDE OUR ATHLETIC TRAINER SERVICES AS WELL.

THE LAST ITEMS THAT IS MENTION APPROXIMATED NOT BEHAVIORAL TREATMENT, THOSE END IN JUNE OF 2030. BUT THE BEHAVIORAL HEALTH AGREEMENT APPROVED LAST YEAR, WAS A FIVE-YEAR AND WE WERE NOTIFIED THAT THEY WERE ENDING. WE FOUND THAT INFORMATION OUT IN THE MIDDLE OF DECEMBER AND THE VERY NEXT WEEK WE BEGAN MEET ANDING PARTNERING WITH POSSIBLE SOLUTIONS AND ORGANIZATIONS. SO WHEN I SAY WE, MOLLY OUR MENTAL HEALTH AND SCHOOL COUNSELING COORDINATOR BEGAN MEETING WITH A VARIETY OF ORGANIZATIONS TO TRY TO FILL OUT COULD THEY UPLIFT THE NEEDS THAT WE HAVE.

ONE OF THE CHALLENGES IS COMMUNITY HEALTH IS A WHOLE HOSPITAL ORGANIZATION THAT PROVIDES A CONTINUUM OF SERVICES FROM IN PATIENT CARE TO IN SCHOOL AREA TO MEDICATIONS, MANAGEMENT AND REALLY EVERYTHING IN BETWEEN. AND AFTER THAT THOROUGH PROCESS OF INTERVIEWING FOUR DIFFERENT GROUPS, WE CAME TO A CONCLUSION THAT ASCENTION HEALTH.

THE RECOMMENDATION IS BEFORE YOU, IS ONE-YEAR AGREEMENT WITH ASCENSION HEALTH.

CURRENTLY, WITH COMMUNITY, WE HAVE A CONTRACT FOR 400,000 THAT PROVIDES 22 THERAPIST, TRANSPARENCY, WE'VE BEEN RUNNING ABOUT 17 TO 18 THERAPIST SERVING OUR SCHOOLS JUST DUE TO TURNOVER AND THE DIFFICULTY IN REPLACING THE POSITIONS.

ONE OF THE QUESTIONS THAT WE'VE HAD AND I'LL JUST GO ADDRESS IT NOW, IS THE DIFFERENCE IN COST.

PART OF COMMUNITY PARTNERSHIP WAS THEIR MULTI TIERS OF SUPPORT AS I MENTIONED AND THE

[00:10:07]

HAPPY TO TAKE QUESTIONS. MOLLY IS HERE, I ALSO WANT AT ONE POINT TO INTRODUCE JILL

MERCER SHE IS HERE FROM ASCENSION HEALTH? >> DO I HAVE A MOTION.

>> MOTION TO APPROVE AS THE CONTRACT AS PRESENTED. >> DO I HAVE A SECOND.

>> SECOND. >> ANY QUESTIONS OR COMMENTS FROM THE BOARD.

>> I JUST WANT TO THANK YOU TIM, BECAUSE YOU WENT ABOVE AND BEYOND WITH THE QUESTIONS THAT

WE HAD. THANK YOU FOR YOUR HARD WORK. >> THANK YOU.

>> SO I THINK MOST OF MINE ARE JUST BRINGING FORWARD SOME OF THE THINGS THAT YOU'VE GONE AHEAD AND ANSWERED FOR US. BUT I WANT TO MAKE SURE THAT WE BROUGHT IT FORWARD FOR THE COMMUNITY. SO, ASCENSION, WE'RE WORKING TO APPROVE IT TODAY, KIND OF QUICKLY, TO MAKE SURE THAT THEY'RE ABLE TO OFFER SOME OF OUR CURRENT COMMUNITY STAFF, THOSE POSITIONS WHO ARE ALREADY WORK WITHING OUR STUDENTS, RIGHT?

IS THAT CORRECT? SO WE CAN HAVE THAT CONTINUITY? >> I'M REALLY GLAD YOU MENTIONED THAT, I FAILED TO DO THAT. THE COMMUNITY IS END ANDING STRONG RELATIONSHIPS ALREADY IN PLACE AT OUR SCHOOL AND THAT'S FROM STUDENTS, FAMILIES AND STAFF MEMBERS AND IT WILL BE OUR GOAL IF THIS IS APPROVED TO CONNECT THE FOLKS WITH ASCENSION SO THEY CONTINUE. THEY'RE EMPLOYED BY THE HOSPITAL BUT WE SEE THEM AS OURS AND THEY CAN BECOME OURS AGAIN. WHICH IS VERY ATTRACTIVE FOR

THE SERVICES THAT ARE AVAILABLE. THANK YOU FOR MENTIONING THAT. >> AND THEN I THINK ONE OF THE OTHER THINGS THAT YOU BROUGHT TO OUR ATTENTION WAS DUE TO THE HIGHER POPULATION OF COMMERCIALLY INSURED BILLING THAT OUR PATIENTS, BUT THEIR PATIENTS, OUR STUDENTS HAVE, NONE OF THE OTHER GROUPS WERE REALLY ABLE TO PUT FORWARD A FINANCIAL PROPOSAL.

CAN YOU SPEAK TO THAT? >> YEAH, AND I WILL CERTAINLY TAP INTO MOLLY'S EXPERTISE THAT IS SIGNIFICANT BEYOND MINE IN THIS SPACE, BUT I'LL ATTEMPT TO INITIALLY ANSWER IT.

THE SERVICES THAT ARE ABLE TO BE BILLED ARE ABLE TO BE BILLED IN ONE OF TWO WAYSES.

THOSE MEDICAID ELIGIBLE AND THE CRITERIA AND PROCEDURES AND WAYS THAT HAPPEN ARE DIFFERENT THAN THOSE COMMERCIALLY BILLED. OUR POPULATION HAS A HIGHER COMMERCIALLY BILLED PERCENTAGE THAN OTHER SCHOOLS. SO THERE ARE EVEN OTHER SCHOOLS IN HAMILTON COUNTY AND SURROUNDING THAT ARE ABLE TO BRING THIS IN AT A LOWER COST BECAUSE THEY'RE GOING TO RECOUP THE DOLLARS THROUGH MEDICAID. ONE THING THAT I WILL MENTION THAT IS IS NOT PART OF TONIGHT BUT PART OF THE CONTINUUM OF SERVICES, IS ASPIRE IS ANOTHER GROUP THAT WE WORK WITH.

THEY'RE BEHAVIORAL HEALTH ENTITY IN HAMILTON COUNTY. THEY'RE VERY MUCH INTERESTED AND WE HAVE AN M.O. U THAT IS WAITING TO GO THROUGH THE PROCESS THAT THEY CAN COME A SIDE AND PROVIDE SUPPORT FOR SOME OF THAT POPULATION THAT WE HAVE IN OUR BUILDINGS.

TO THAT POINT, THAT'S A M.O. U THAT IS AT NO COST TO THE DISTRICT.

SO THIS IS A PARTNERSHIP THAT ASCENSION IS EXCITED ABOUT AND ASPIRE IS EXCITED ABOUT.

AND WHEN YOU PUT THEM TOGETHER, THAT'S A GREAT CONTINUUM OF SERVICES THAT WE'RE PROUD OF.

MOLLY, DID I LEAVE ANYTHING OUT? OKAY. >> AND THEN A LOT OF THINGS YOU DID SPEAK TO BUT I DID JUST WANT TO CONFIRM THIS IS, THE FUNDING IS COMING FROM OUR

EDUCATION FUND? >> YES. SO CURRENTLY THE COMMUNITY HEALTH PORTION IS BEING PAID FROM THE EDUCATION FUND. YES, THIS IS AN INCREASE SO THERE IS GOING TO BE SOME GIVE AND TAKE IN THE EDUCATION FUND. I WILL SAY THAT IF WE GO TO REFERENDUM IN 2027 IN THE BALLOT IN 26, ONE THING TO STRONGLY CONSIDER IS ADDING BEHAVIORAL HEALTH TO THE HEALTH. THOSE WORK HAND AND THAT'S AN AVENUE TO MAYBE SUPPORT THIS MORE LONG TERM AND SOMETHING I WOULD PERSONALLY ENDORSE AND RECOMMEND.

>> THANK YOU. >> FIRST OF ALL, I WAS ONE OF THOSE ONES THAT SENT A ZILLION QUESTIONS BECAUSE MY QUESTIONS ARE ALWAYS ON THE FINANCIAL PART, BECAUSE THAT'S OUR PART ON THE OVERSIGHT. FROM THE DAY THAT WE BROUGHT MENTAL HEALTH AND BEHAVIOR HEALTH, MY BIGGEST THING WAS ALWAYS COSTS. HOW IS THE DISTRICT SUSTAIN PAYING THESE FEES AND WHEN WE TALK ABOUT EDUCATION FUND, WE THINK SERVICES FOR OUR STUDENTS

[00:15:05]

>> FOR SURE, OBVIOUSLY THE BEHAVIORAL HEALTHCARE IS A CRITICAL NEED IN ANY SCHOOL DISTRICT AND WE'RE NOT IMMUNE TO THAT. SO WHEN YOU START TO PRIORITIZE, IT'S HARD TO ARGUE THAT DOES NOT NEED TO BE HIGH PRIORITY.

SO IN THE SHORT-TERM THE EDUCATION FUND IS GOING TO HAVE TO FUND THIS.

AS WE BUDGET FOR 27 AND BEYOND, THERE IS NO DOUBT THAT THERE IS GOING TO BE AS I SAID SOME EBBS AND FLOWS AND SOME AREAS THAT WE HAVE TO CRITICALLY LOOK AT. THE BUDGET TASK FORCE IS GOING TO BE CHARGED WITH FINDING THOSE AREAS THAT WE CAN ADJUST THAT, THAT EVERYTHING IS IMPORTANT BUT MAYBE NOT TO THE HIGH LEVEL THAT THIS IS. BUT I'M OPTIMISTIC THAT IF WE DECIDE TO MOVE FORWARD WITH THE REFERENDUM THAT THIS IS SOMETHING, WHEN YOU TALK ABOUT A MULTI MILLION DOLLARS REFERENDUM THAT COULD GO RIGHT ALONGSIDE AND BE A GREAT LONG

TERM SOLUTION TO THIS CRITICAL AREA. >> THANK YOU FOR SHARING THAT.

AND I DO WANT TO POINT OUT THAT I'M VERY APPRECIATIVE OF THIS TASK FORCE THAT WILL HELP IN ALL AREAS OF OUR DISTRICT. SO THANK YOU MR. MAPLES FOR PUTTING THAT TOGETHER.

AND ALONG THE LINES OF BEHAVIORAL HEALTH, I KNOW OUR ROADERY AND OUR DISTRICT, I KNOW OUR CITY AND HSC FOUNDATION, LOTS OF WAYS ALSO CONTRIBUTE AND HELP WITH OUR PROGRAMS AND SO I'M VERY SUPPORTIVE OBVIOUSLY OF BEHAVIORAL MENTAL HEALTH AND I JUST WANT TO SAY THANK YOU FOR YOUR HARD WORK. NOBODY LIKES SEEING THE BIG NUMBERS BUT THERE IS NO DOUBT THAT WE NEED IT IN OUR DISTRICT NOT ONLY JUST INDIVIDUALLY BUT AS WE'VE ALL GONE THROUGH THIS HARDSHIPS THIS PAST MONTH AND SEEING THINGS THAT HAVE HAPPENED THAT IT'S VERY BENEFICIAL. SO NOBODY LIKES THE BIG TAG NUMBERS BUT I APPRECIATE YOU EXPLAIN ITING AND THE DISTRICT WORK WITHING HARD TO SUSTAIN

WHAT WE NEED TO HAVE FOR OUR STUDENTS. >> ONE OF THE GREAT THINGS ABOUT MY JOB IS I GET TO COME TALK ABOUT IT AND MOLLY IS THE DOING THE BIG THING.

I DO WANT TO RECOGNIZE THAT SHE IS THE BRAINS BEHIND THIS. >> THANK YOU, MS. MOLLY.

>> TIM, I HAVE A CUP ^ OF QUESTIONS. >> SURE.

>> SINCE WE'RE CHANGING NETWORKS FROM COMMUNITY NETWORK TO ASCENSION HEALTH? THERE IS A DIFFERENCE IN FEES. WHEN WE CONTRACT IT, DO WE LOCK IN STRUCTURE?

>> SO AS FAR AS, LET'S TALK A LITTLE BIT ABOUT, ARE YOU REFERRING TO THE EMPLOYEES? BECAUSE WHEN YOU SAY IN NETWORK VERSUS OUT OF NETWORK, WHEN IT GOES TO COMMERCIAL BILLING.

IT'S GOING TO DEPEND ON THE FAMILY THEMSELVES. IF THEY HAPPEN TO BE AN EMPLOYEE, OUR ANTHEM NETWORK IS PRETTY WIDE REACHING SO IT'S NOT RESTRICTIVE TO ASCENSION OR COMMUNITY OR HEALTH. THAT'S A NARROW PIECE, BECAUSE ALL OUR STUDENTS ARE ARE NOT PIECE. IT WOULD GO TO THE FAMILY'S INSURANCE.

>> OKAY. ALSO FROM A UTILIZATION STAND POINT, MOLLY MAYBE THIS IS SOMETHING THAT YOU CAN TOUCH ON TOO. FAMILY'S ACCESS ISING THE SERVICES BECAUSE I THINK AS WE THINK AND THIS MAY TIE INTO THE PIECE THAT YOU WANT TO TALK FROM A REFERENDUM PERSPECTIVE. BECAUSE IF THERE IS INCREASE, IT'S SHOWING THAT THERE IS A NEED AND JUSTIFICATION. I DON'T KNOW IF THAT'S SOMETHING YOU WANT TO TOUCH ON?

>> I WOULD SAY, OUR CASE LOAD SIZE HAVE BEEN PRETTY STEADY. WE'VE HAD COMMUNITY IN OUR SCHOOL SINCE 2017 AND REALLY SINCE 2019, 2020 THEY HAVE MAINTAINED WHAT COMMUNITY WOULD REALLY CONSIDER FULL CASE LOADS. SO WITH THAT REDUCTION IN THERAPIST WE'LL BE LOOKING AT A SHIFT AND THAT'S OUR DESIRE TO BRING ASPIRE TO SEE WHAT THEY'RE ABLE TO OFFER AT OUR

SCHOOLS. >> PERFECT. AND I WANT TODAY TOUCH ON ACCESS, I KNOW THAT SOME FAMILIES THAT I'VE SPOKEN TO IN THE PAST, THEY WERE WAITING MONTHS JUST TO GET INTO THEIR OWN PROVIDERS BUT ACCESSING IT THROUGH THE DISTRICT WAS MUCH MORE SWIFT. SO, I DON'T KNOW IF THAT'S GOING TO BE THE SAME LEVEL OF CARE AND RESPONSIVENESS. I'M HOPING THERE IS, BUT I ALSO RECOGNIZE THERE IS SIGNIFICANT NEEDS SO THAT MAY BE AS WE ON BOARD THAT IS GOING TO BE FIGURING IT OUT AS WE GO.

BUT IF THAT'S SOMETHING THAT YOU CAN TALK TO. >> YES, I WOULD SAYS OUR GOAL

[00:20:05]

WE ALSO RELY ON OUR PARTNERS TO GET KIDS AND FAMILIES CONNECTED QUICKLY.

>> GREAT. THANK YOU. >> MADAM PRESIDENT, MAY I ASK

ONE QUESTION. >> PLEASE. >> WILL THE ON BOARDING OVERLAP WHEN THE ONE CONTRACT IS ENDING AT THE END OF THE YEAR, WILL ASCENSION OVERLAP WITH

COMMUNITY BEFORE THEY STEP AWAY? >> SO IS THE MOU STATES A JUNE FIRST WITH ASCENSION, SO THEY WOULD FINISH THE YEAR AND INTERVIEW SO THEY CAN START JUNE 1.

SO THAT OVER THE SUMMER, THE NEW THERAPIST CAN DO IN TAKES AND FAMILIES CAN GET THEM UP AND RUNING. SO WHEN THE SCHOOL STARTS, THEIR CASE LOAD IS SET AND

THEY'RE READY TO SEE STUDENTS WHEN SCHOOL STARTS. >> SO JUST FOR CLARIFICATION,

IF THEY'RE NOT WITH ASCENSION, DO THEY SHARE THE RECORDS OVER? >> SOME WORK CLOSELY WITH WITH THE LEADERSHIP, THEY WILL PROVIDE ME THE LIST OF CURRENT ACTIVE CLIENTS AS WELL AS ANY FAMILIES WHO HAVE BEEN CLOSED BECAUSE KNOWING THAT THERE WAS GOING TO BE A SHIFT OR MAYBE COMMUNITY HAD A PROVIDER LEAVE IN THE LAST FEW MONTHS, KNOWING THAT THERE WAS A SHIFT.

I'M ALSO GETTING THAT LIST OF FAMILIES THAT EXPRESS INTEREST KNOWING THERE IS A NEW PROVIDER

ON BOARD. >> THANK YOU FOR THAT CLARITY. >> I JUST WANTED TO THANK YOU BOTH FOR PUTTING THIS TOGETHER. I WAS THERE FOR THE GREAT MENTAL HEALTH DEBATES OF 2023, I ASKED A LOT OF QUESTIONS THEN, BECAUSE WE WERE EXPANDING A LOT OF OUR SERVICES AND IT'S IMPORTANT TO GET THIS RIGHT. SINCE THEN, IN TALKING TO YOUR PREDECESSOR TOO, EXTREMELY IMPORTANT FOR OUR STUDENTS TO HAVE ALL OF THIS. IT'S A DIFFERENT WORLD OUT THERE AND WE'VE SEEN A COUPLE OF RESENT TRAGEDIES WHERE IT BECAME UNBELIEVABLY CLEAR WHERE WE NEED THE SUPPORT IN OUR SCHOOLS AND WE CANNOT DELAY AND HOPE THEY FIND SOMETHING ELSEWHERE. SO THANK YOU FOR ALL OF YOUR WORK AND TIM THANK YOU FOR MAKE ITING SUSTAINABLE FOR US. OBVIOUSLY A LOT OF THOSE CONCERNS WE HAD THREE YEARS AGO, SHOWED UP WITH COMMUNITY BACKING UP. IT'S A DIFFICULT THING TO MAINTAIN. IT DOES NOT HAVE A TRADITIONAL MODEL LIKE SOME OTHER HEALTHCARE SERVICES WHERE YOU GO IN AND YOU KNOW, PERFORM A SURGERY OR FIX A PROBLEM AND MOVE ON TO THE NEXT THING. THIS IS, I DON'T KNOW WANT TO SAY NEVER ENDING, BUT IT REQUIRES, FURTHER SERVICES THAT ARE DIFFICULT TO QUANTIFY AND BUDGET FOR.

SO THANKS TO YOU AND YOUR TEAM FOR FIGURING OUT THE FINANCES. I'M EXCITE TODAY WE'RE GOING TO CONTINUE TO OFFER THESE SERVICES AND AS YOU SAID, HOPEFULLY THE COMMUNITY SUPPORTS IT AND WE CAN FIND A WAY TO SUSTAIN THIS LONG TERM. THANKS TO THE BOTH OF YOU.

>> CLOSING DISCUSSION AND CALLING THE QUESTION VIA ROLL CALL?

>> SUSAN THOMAS. >> YES. >> SARAH PARKS REESE.

>> YES. >> DR. ALBRIGHT. >> ABSTAIN.

>> PA TRISING A SCHOOLEY. >> YES. >> BEN ORR?

>> YES. >> DAWN LANG. >> YES.

>> AND I'M A YES, PASSES 6-0. >> IF IT'S OKAY, WOULD I LIKE TO INTRODUCE JILL FROM ASCENSION, WE'VE BEEN WORKING FIVE OR SIX DIFFERENT MEET SXGZ HER LEADERSHIP AND HER TEAM ARE

GOING TO MAKE THIS A SEAMLESS TRANSITION. >> I'M EXCITED TO ENGAGE WITH COMMUNITY. THEY'RE GOING TO BE A GREAT PARTNER.

THANK YOU SO MUCH. >> THANK YOU SO MUCH. OKAY.

[4. Information Items ]

MOVING ON TO 4.01. ANGEL FUND. >> TIM BROWN?

>> YES, SO RECENTLY WE HAD QUESTIONS RELATED TO ANGEL FUND. THIS FUND IS DESIGNED TO SUPPORT NEGATIVE LUNCH BALANCES FOR STUDENTS OR FAMILIES THAT MAY HAVE GOTTEN INTO THAT SITUATION. AND SO, NOW ON OUR SCHOOL WEBSITE ON THE FOOD SERVICE PAGE, AND I KNOW JEFF IS GOING TO BRING IT UP. THERE IS A DEDICATED LINK TO THE ANGEL FUND DONATIONS THAT YOU SEE RIGHT THERE. YOU CLICK THE LINK AND PARENTS ARE ABLE TO MAKE. ANY COMMUNITY MEMBER ANY PATRON CAN MAKE A CONTRIBUTION TO THE SCHOOL'S ANGEL FUND. AND THE SCHOOL SERVICE TEAM WORKS TO DETERMINE THE ACCOUNTS

[00:25:02]

SO IF A FAMILY IS ALREADY CONNECTED TO THEIR CREDIT CARD THEY CAN CLICK AND MAKE A DONATION TO THE ANGEL FUND THERE AS WELL. JUST WANTED TO HIGHLIGHT THAT.

>> ANY COMMENTS OR QUESTIONS FROM THE BOARD? >> I HAVE A QUESTION, I'VE BEEN GETTING QUESTIONS ABOUT THE TITLE FUNDING. CAN YOU TALK ABOUT IT.

I'M NOT GOING TO STEAL YOUR THUNDER BUT CAN YOU EXPLAIN THAT.

>> TALKING ABOUT TITLE 1 FUNDING. IT'S TARGETED TO SPECIFIC STUDENT NEEDS. I WILL HAVE TO DEFLECT A LITTLE BIT TO DR. KEGLEY BECAUSE HE DOES MANAGE ALL THE TITLE 1. BUT SPECIFICALLY THOSE FUNDS WOULD NOT BE AVAILABLE ULTIMATELY TO SUPPORT THE PAY DOWN OF STUDENT LUNCH ACCOUNTS. YEAH.

>> SO WE CAN'T USE THOSE TITLE 1 TO PAY THAT. TITLE 1 QUALIFIES THROUGH AN APPLICATION PROCESS TO GET FREE OR REDUCED LUNCHES. YOU CAN GET UNIVERSAL FOOD PROVIDED SO KIDS COULD NOT PAY AT ALL. BUT TRYING TO GET ABOVE THAT NUMBER, IT HAS TO GET ABOVE 50 PERCENT AND WE HAVE NOT HIT THAT YET AND WE'RE NOT REDISTRICTING IN ORDER TO HIT THIS NUMBER. I THINK WE DO A REALLY GOOD STILL TRYING TO GET PEOPLE TO FILL OUT THE APPLICATIONS SO THEY CAN QUALIFY.

BUT THERE IS A LOT OF FACTORS. THERE IS A PRIDE FACTOR. SOME PEOPLE DON'T WANT OTHERS TO KNOW THAT THEY'RE IN NEED. AND AT TIMES THAT HINDERS SOME PEOPLE AND WE MAKE SURE THAT KIDS GET A MEAL WHEN THEY COME TO SCHOOL BECAUSE THAT IS GOING TO BE AN INFLUENCER WHETHER THEY CAN CONCENTRATE AND GET THE LESSONS DONE THEY NEED TO GET DONE.

>> MR.--MADAM PRESIDENT, MAY ASK A QUESTION? WHAT HAPPENS, I'LL BE THE FIRST TO SAY WHEN DARREN PASSED AWAY, I WAS LIKE OH, AND WE HAD TO GO ON REDUCED FREE LUNCH AND WENT BACK. IS THERE ANY CALCULATION OR DO WE DO ANY SERVICES OF RECHECKING. I DID IT MYSELF AND WENT BACK. DO WE GO BACK TO FAMILIES AND

SOMETHING THAT THEY REAPPLY? >> IT'S A YEARLY PROCESS AND THE RATE IS CHANGED BY THE STATE AND FEDS TO QUALIFY. THAT'S WHY ALL THE PAPERWORK HAS TO BE UPDATED AGAIN EVERY

YEAR. >> THANK YOU. >> FOR THE POINT OF CLARITY, THESE FUNDS ARE FOR PEOPLE WHO HAVE ALREADY EATEN LUNCH CORRECT?

>> THAT'S CORRECT. SO THEY'VE ACHIEVED DEBT, IF YOU WILL.

>> AND ON AN ANNUAL BASIS, HISTORICALLY HOW MUCH DEBT IS IN THE ANGEL FUND AND HOW HAVE WE DEALT WITH IT IN THE PAST? > I DON'T KNOW THAT I HAVE A GOOD LONG HISTORY XAL PICTURE.

I CAN TELL YOU THAT OF THE ACCOUNTS THAT ARE NEGATIVE OVER A THOUSAND ARE INACTIVE ACCOUNTS MEANING THAT THEY LEFT THE SCHOOL DISTRICT. OUR BOARD POLICY SAYS IF THEY'RE INACTIVE ACCOUNT IS UNDER $20, WE WRITE THAT DEBT OFF, WE TRANSFER MONEY TO PAY THE DEBT BECAUSE THAT'S A SEPARATE SILO. IF IT'S OVER $20 TO T DOES GO THROUGH THE COLLECTION PROCESS. SOMETIMES IT TAKES A WHILE AND IT'S EXHAUSTED AND AGAIN, THAT'S BAD DEBT THAT WE HAVE TO RECOVER. OTHER TIMES, IT'S STILL IN PROCESS. SOME OF THE DEBT OUT THERE, MR. TATES HAS HINTED.

WHAT IS APPLAUD OUR FOOD SERVICE TEAM IS WHEN THERE ARE ANGEL FUNDS, THEY TRY TO DIRECT TO THE MOST IMPORTANT, IS IT PERFECT, NO BUT IT'S WHAT WE CAN TO DIRECT THAT.

>> AT THE END OF THE YEAR WHEN PEOPLE HAVE POSITIVE BALANCES, AREN'T THEY ASKED IF THEY WANT TO DONATE THAT? > I THINK AT THEIR DEPARTURE, IF YOU'RE A SIXTH GRADER THAT RIDES TO YOU AS A 7TH GRADER. AND IT COULD BE, IT'S UPON THEIR GRADUATION OR DEPARTURE.

THE SAME THING THAT I SAY, IF THEY LEAVE THE DISTRICT AND THEY HAVE LESS AN $20 THAT

STAYS, IF THEY HAVE OVER $20, WE TRY TO REIMBURSE THAT. >> I THINK IT'S ALSO WHEN THEY

CHANGE SCHOOLS WHEN THEY MOVE FROM JUNIOR HIGH TO HIGH SCHOOL. >> THAT COULD BE.

[00:30:05]

>> FROM EXPERIENCE BECAUSE I DONATED AND I DIDN'T MAKE A PUBLIC STATEMENT OR FACEBOOK POST OR SUBMIT A PRESS RELEASE ABOUT THAT. I WANTED TO NOTE THAT MS. AUGDEN CAME AND STARTED THIS. THE ANGEL FUND ISN'T LIKE REALLY NEW.

THIS IS BEEN AROUND. BUT I'M GLAD THAT WE MADE IT MORE ACCESSIBLE AND EASIER FOR PEOPLE TO DONATE. I DID DID HAVE A CHURCH REACH OUT AND ASKED HOW THEY CAN DO THIS. AND I CONNECTED IT. GLAD THAT IT'S IN OUR WEBSITE AND SKY WARD AND THAT WILL MAKE IT EASIER FOR EVERYONE. I DID HAVE A PRESENTATION THAT MS. AGDEN HAD. WHERE WE HAD LIKE, I THINK IT WAS FISHER JUNIOR HIGH, WHERE WE WERE SERVING SUMMER LUNCHES, ARE WE PARTICIPATING IN THAT STILL?

>> WE SERVE SUMMER LUNCHES THE LAST SUMMER. >> WE'LL BE STARTING DOING THAT

AGAIN THIS YEAR, THAT'S CORRECT. >> ALL RIGHT, THANK YOU. >> I JUST WANTED TO JUST REMINDED US THAT THREE OF OUR MEMBERS DONATED ALL OF THEIR PER MEETING PER THE ANGEL FUND.

I THOUGHT THAT WAS GREAT. SINCE YOU BROUGHT IT, I WOULD REMIND THE COMMUNITY THAT WAS

DONE, INCREDIBLY GENEROUS, THANK YOU. >> ADJOURNING DISCUSSION?

OPENING THE WORK SESSION. >> POINT OF PRIVILEGE. >> SOY WANT TO UPDATE THE PUBLIC ON A SERIES GOVERNANCE ISSUE, I REQUESTED THAT THE BOARD REVIEW OUR 2025 CONTRACTS.

>> A MEETING HAS BEEN ADJOURNED. >> YOU DIDN'T LET ME DO MY SECOND COMMENT IT'S MY TIME.

>> ON THIS TOPIC. >> BEFORE YOU ADJOURNED, YOU DIDN'T ASK IF WE HAD EXTRA

COMMENTS. AND I SAID POINT OF PRIVILEGE. >> DOES IT HAVE TO DO WITH THE

ANGEL FUND? >> POINT OF PRIVILEGE HAS NOTHING DO WITH THE ANGEL FUND.

>> IT'S GOT TO DO WITH ME. >> BEFORE WE END THE MEETING, I'M CALLING A POINT OF PERSONAL

PRIVILEGE. >> THAT HAS TO DO WITH SETTING, TEMPERATURE OF THE ROOM?

[6. Work Session]

>> NO. NO. >> ALL RIGHT, MOVING ON TO THE

WORK SESSION. THANK YOU. >> THAT'S OKAY.

[7. Academic Update]

>> 7.01, ACADEMIC UPDATE? >> GOOD EVENING, ONCE AGAIN BOARD, AND MR. MAPES.

ALL OF WHO YOU WILL HEAR THIS EVENING THROUGHOUT OUR PRESENTATION.

I WANT TO THANK YOU FOR ALLOWING ME TO PRESENT. WE'RE GOING TO SHARE A LOT OF INFORMATION WITH YOU. WHILE THE FOUR OF US HAVE THE OPPORTUNITY TO SHARE THE INFORMATION, I WOULD BE REMISS IF I CAN'T TAKE AN OPPORTUNITY TO EXPRESS HOW PROUD I AM OF THE GROUP BEHIND ME, THAT ARE LEADING THE BUILDINGS AND THE WORK THAT GOES ON EVERY DAY.

TEACHERS WHO ARE IN THE ROOM ARE NOT IN THE ROOM THAT ARE, THAT ARE RIGHT THERE DOING THE HARD WORK, EVERY SINGLE DAY. ANYTHING THAT WE PRESENT AS FAR AS ACCOLADES TONIGHT, WE'RE MERELY THE MOUTHPIECES FOR BUT I APPRECIATE ALL THE FOLKS AS WE MOVE FORWARD.

BECAUSE WE HAVE A LOT TO COVER, HOWEVER HARD THIS MAY BE, WE WOULD ASK THAT YOU WRITE YOUR QUESTIONS DOWN AND HOLD THOSE UNTIL THE END AND WE WILL, SO IT'S A CHALLENGE.

IT A PERSONAL CHALLENGE FOR SOME OF YOU, THAT WE HOLD THOSE UNTIL THE END AND WE'LL, WE'LL I PROMISE, WE'LL TRY TO ANSWER EVERYTHING THAT WE HAVE FOR YOU. SO AS YOU MAY REMEMBER LAST JULY, WE ADOPTED THE BOARD ADOPTED INNOVATE 2028 WHICH IS REALLY OUR GOAL-SETTING PIECE

[00:35:02]

WE HAVE THE TYPICAL ACADEMIC UPDATE THAT I GENERALLY LEAD IN THE FALL LATE AUGUST EARLY SEPTEMBER. AND NOW WE'RE AT A PLACE WHERE WE CAN PROVIDE A MID-YEAR CHECK HERE IN FEBRUARY TO SEE HOW WE'RE DOING ALONG THE WAY TO SEE SOME OF THE GOALS THAT WE'VE PUT OUT IN PLACE HOW WE'RE PROGRESSING ON THOSE AND I THINK IF YOU TAKE NOTE OF THE ACTION STEPS THAT ARE ON THE SCREEN RIGHT NOW, YOU'LL FIND THAT WE'VE DONE A REALLY GREAT DONE OF CHECKING THOSE BOXES AS WE'VE GONE THROUGH THE SCHOOL YEAR.

YOU'RE GOING TO HEAR A LOT TONIGHT ABOUT THE STUDENT DATA AND FRESHMAN SEMINAR AND OUR NETWORK INITIATIVE AND REVIEW PROFESSIONAL WORK THAT IS GOING ON AT ALL OF OUR GRADE LEVELS.

SO TO KICKOFF THE NEXT PART OF THE SLIDE SHOW HERE, I WOULD WELCOME DR. FEDER-THOMPSON.

>> THANK YOU, DR. KEGLEY. SO I HAVE THE PRIVILEGE OF TALKING ABOUT OUR FOUNDATIONAL LEARNING AND THE PROGRESS THAT OUR STUDENTS HAVE BEEN TAKING. AND I ALSO LIKE TO REITERATE WHAT DR. KEGLEY SAID ALL OF THIS DATA AND ALL OF THIS NEWS COULD NOT BE DONE WITHOUT THE HARD WORK OF OUR STUDENTS. AND WE OFTEN TALK ABOUT, WITH THE PUSH FOR THE SCIENCE OF READING WITH LITERACY, THAT READING IS TRULY IS ROCKET SCIENCE.

SO WE'VE GOT THESE KIDS IN THE CLASSROOM AND THEY'RE WORKING VERY VERY HARD SO WE CAN'T FORGET THEM AND THE EFFORTS THAT THEY'RE PUTTING FORTH AS WELL AS OUR TEACHERS AND THEN OUR PRINCIPALS WINNING THE SHOW IN THE BUILDING. SO THE FIRST PIECE THAT I WOULD LIKE TO TALK ABOUT IS DIBLS. IT'S A STANDARDIZED ASSESSMENT THAT LIMITS SKILLS FOR OUR 5-6 STUDENTS AND THAT'S BASICALLY OUR RESPONSE TO INSTRUCTION WHERE STUDENTS MAY HAVE A DEFICIT AND THEY GET SMALL GROUP INTERVENTIONS. THIS MEASURE IT MEASURES THE FOUNDATIONAL LITERACY SKILLS THAT YOU HEARD ME TALK ABOUT BEFORE, PHENMIC, PHONICS, VOCABULARY AND COMPREHENSIONS, THAT'S NOT THE NAMES OF THE TESTS BUT THAT'S WHAT IT MEASURES. WE GIVE THIS THREE TIMES OF YEAR, BEGINNING, AND MIDDLE AND THEN THE END OF THE YEAR. AND IT ALSO SATISFIES THE REQUIREMENT FOR THE STATE WITH THE DYSLEXIA LAW. THIS IS OUR DYSLEXIA SCREENER FOR OUR K-1 AND 2 STUDENTS THAT'S WHAT WE HAVE TO ADMINISTER WITHIN THE FIRST 90 DAYS AND WE ALWAYS HIT THAT WELL BEFORE THE 90TH DAY. SO THE GOAL AND TO KIND OF BETTER UNDERSTAND, PUTTING IT A LITTLE BIT IN LAYMAN'S TERM WE WANT STUDENTS TO BE IN THE GREEN BAND WHICH IS AT OR ABOVE THE BENCHMARK OR THE BLUE BAND WHICH IS WELL ABOVE THE BENCHMARK.

AND YOU WANT FEWER RED BAND WHICH IS BELOW OR THE YELLOW BAND, WHICH IS BELOW.

THE COMPASSITY SCORE IS THE OVERALL SCORE BASED ON ALL OF DIFFERENT SUB TESTS.

SO AS YOU LOOK AT THIS T EVERY GRADE LEVEL SHOWS GROWTH IN THE PERCENTAGE OF STUDENTS AT OR ABOVE BENCHMARK. AND THIS IS ASSESSES THE SAME THING.

SO YOU CAN ABSOLUTELY LOOK AT GROWTH FROM BEGINNING OF YEAR TO MIDDLE OF THE YEAR.

THE LARGEST GAINS ARE KINDERGARTEN WHICH WENT FROM 50 PERCENT TO 76 PERCENT AND THEN FORTH GRADE HAD 56 PERCENT AND MOVED TO 78 PERCENT. SO ALL THE AT-RISK CATEGORIES WERE REDUCED IN THE EARLY GRADES AND THAT'S REALLY WHERE THE BIG WORK WITH THE FOUNDATIONAL READING IS TAKING PLACE. I WANT TO BRING ATTENTION TO THE BEGINNING OF THE YEAR WELL BELOW PERCENTAGE OF KINDERGARTEN THAT DOES SIT AT 30 PERCENT WHICH IS AT THE BENCHMARK. PERHAPS, THEY WERE IN A PRESCHOOL THEY MAY HAVE BEEN IN A PRESCHOOL. SOMETHING TO BE VERY PROUD OF

[00:40:11]

IT ASSESSES READING AND MATH. AND WE DO ADMINISTER IN K-6. KINDERGARTEN FIRST AND SECOND STUDENTS TAKE THE TESTS THREE TIMES A YEAR, SO FALL WINTER AND SPRING AND OUR 3-6 JUST TAKE IT AT THE BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR DUE TO THE HEAVY TESTING THAT WE'RE DOING. PARENTS RECEIVE AN INDIVIDUAL STUDENT REPORT AND THAT DOES REPORT THEIR CHILD'S WRIT SCORE OR THE NUMBER WHERE THEY HAVE ACHIEVED FOR BOTH OF THOSE ASSESSMENTS AND ALSO THEIR PERCENTILE RANK THAT'S WHERE THEY RANK AGAINST ALL THE OTHER CHILDREN IN THAT GRADE LEVEL THAT TOOK THE TESTING. SO WHAT WE'RE LOOKING AT IS ACHIEVEMENT FOR FALL AND ACHIEVEMENT FOR WINTER AND THE VERY TOP ONE IS THAT GROWTH, THE MEDIAN DISTRIBUTION FOR GROWTH. THOSE ARE THE TWO DIFFERENT PIECE THAT'S WE'RE GOING TO LOOK AT. SO IF WE LOOK AT KINDERGARTEN, THE MEDIAN ACHIEVEMENT WAS IN THE FALL WAS AT THE 50TH PERCENTILE AND WINTER, 60 PERCENT SIEL. ILE--PERCENT SIEL. --PERCENTILE.

THAT MEANS THAT OUR KINDERGARTEN STUDENTS WERE PERFORMING 50 PERCENT HIGHER.

SOL THAT, THAT'S A REALLY GOOD NUMBER, 50TH PERCENTILE IS WHERE WE WANT TO HIT BECAUSE WHEN WE LOOK AT YEAR-LONG GROWTH, 50 PERCENTILE MEANS YOU MADE A GROWTH IN ONE YEAR.

50TH TO 68 SO LOOKING AT THE GROWTH IS THE 72ND PERCENTILE. THAT'S WHERE WEE WANTING TO SEE.

FIRST GRADE, SAME THING, WE LOOK THEIR ACHIEVEMENT WAS 64TH TO THE 07TH PERCENTILE.

AGAIN, WE CAN COMPARE THE TWO NUMBERS BECAUSE THEY'RE ASSESSING SIMILAR THINGS.

AND WE LOOK AT THE GROWTH AT THE 66TH PERCENTILE. AND THEN SECOND GRADE AT 64 PERCENT AND WINTER IS 76TH PERCENTILE WITH THAT GROWTH BEING IN THE 74 PERCENTILE.

SO AS YOU CAN SEE, THE GREEN, OVALS SHOW THAT THEY'RE IN THE FOURTH QUINTILE.

THAT'S HIGH AVERAGE. SO OUR GROWTH IS HIGH AVERAGE AND THEN THE, THE WINTER ACHIEVEMENT IS HIGH AVERAGE AS WELL. SO THAT'S GOOD NEWS.

AND OUR STUDENTS ARE WORKING HARD AND DOING VERY WELL WITH THAT.

SIMILARLY, THIS IS OUR THIRD AND FOURTH GRADE DATA, YOU LOOK AT THE ACHIEVEMENT IN THE FALL, THE 7TH TO 77TH AND THAT GROWTH IS AT THE 76TH PERCENTILE. AND THE GROWTH IS AT THE 63RD PERCENTILE. SO AGAIN THE ACHIEVEMENT AND THE GROWTH IN THE HIGH AVERAGE RANGE. AND AGAIN IF YOU'RE AT THE 50 PERCENTILE OR HIGHER, THAT MEANS YOU'RE ON YOUR WAY MAKING GROWTH AT THIS POINT AFTER THE WINTER ASSESSMENT.

AND THEN FINALLY OUR 5TH AND 6TH GRADER, VERY SIMILAR, 72ND PERCENTILE TO THE 73 IN ACHIEVEMENT FOR 5TH GRADE WITH 6TH GRADE AND BOTH OF THEM AT THE 58TH PERCENTILE FOR GROWTH.

SOMETHING THAT THEY ABSOLUTELY SHOULD BE VERY PROUD OF. SO OUR OVERALL TAKE AWAY IS

[00:45:04]

US ABOUT OUR JUNIOR HIGH AND HIGH SCHOOL. >> IT'S MY HONOR TO BE IN FRONT OF TO YOU SHARE THE ACHIEVEMENT OF OUR SECONDARY STUDENTS AND STAFF.

I THINK WE'LL START OFF WITH A DATA POINT THAT I KNOW WE'VE ADVISED IN THIS DISTRICT.

I KNOW SUPERINTENDENT HAS MENTIONED WE'RE COMING OFF A HIGHEST GRADUATION RATE.

AND SOME KBTING FACTORS, MR. MAPES VISION AND YOUR SUPPORT TO MAKE THAT HAPPEN.

I RECENTLY VISITED HIGH SCHOOL AND SAW ONE OF THE SUPPORT TEAMS IN ACTION AND AGAIN, TO IMPACT STUDENT ACHIEVEMENT YOU HAVE TO HAVE STRUCTURE TO CONNECT PEOPLE.

AND THAT STRUCTURE IS VERY WELL DEFINED AT BOTH HIGH SCHOOLS. YOU HEARD DR. PHETER TALK ABOUT IT. IT LOOKS DIFFERENT BUT IF A STUDENT IS HAVING A LEARNING ISSUE, THEY HAVE A BACK END ADMINISTRATIVE THAT CONSIST OF A ASSISTANT PRINCIPAL, DEAN, SOCIAL WORKERS THAT ALL HAVE THAT ALPHABET THAT THEY MEET REGULARLY AND LOOK AT WHAT IS THE FAMILY SITUATION LIKE. AND I CAN TELL YOU THAT WHEN I SIT IN THAT MEETING, I STOP THE MEETING, I SAID, I JUST NEED TO COMMEND YOU, THESE ARE GIANT HIGH SCHOOLS, 3600 STUDENTS AND EVERY STUDENT WE TALKED ABOUT IN THAT LIST, EVERYONE IN THAT MEETING, KNEW THAT STUDENT'S FAMILY, KNEW THE BACKGROUND, NEW THE OBSTACLES THAT STUD SENT GOING THROUGH.

I THINK THAT'S HAD A SIGNIFICANT IMPACT ON THIS NUMBER.

THE OTHER THING THAT HAS IMPACTED THIS NUMBER IS PHENOMENAL WORK NA IS GOING ON, IN OUR ECONOMY. ALSO COMPLIMENT KNOWLEDGE AND OUR NEW DIRECTOR BECAUSE WHEN SHE TOOK OVER, WE STILL HAD STUDENTS THAT WERE LIVING IN OTHER STATES THAT SHE TRACKED DOWN AND GOT NEM ACROSS THE FINISH LINE. SO A COMBINATION OF THEM HAD A HUGE IMPACT AND THEY NEED TO BE COMMENDED FOR THAT DATA POINT. ANOTHER, LET'S START WITH THE BOTTOM ROW, THAT BOTTOM ROW SETS PERCENT OF GRADUATING CLASS WITH AT LEAST ONE A P COURSE. ADVANTAGE COURSES THAT STUDENT TAKE IN HIGH SCHOOL AND THEY SIT FOR A COLLEGE EXAM THAT BASED ON THE SCORE COULD EARN THEM COLLEGE CREDIT.

AND IF YOU SEE, WE'VE GROWN THAT NUMBER. 63 PERCENT HAVE TAKE TEN COLLEGE LEVEL CLASS, THIS DOES NOT EVEN COUNT DUEL CREDIT. THAT NUMBER IS HIGHER.

AND IF YOU THINK ABOUT THAT, IF WE'RE TAKING STUDENTS WHO TRADITIONALLY HAVE NT TAKEN COLLEGE LEVEL CLASS SXZ NOW WE'RE EXPOSING THEM TO THAT RIGOR, WHAT DO YOU THINK IS GOING TO HAPPEN TO THE 3S OR HIGHER? MOST PEOPLE ARE GOING TO SAY, THAT NUMBER IS GOING TO GO BECAUSE THOSE STUDENTS ARE NOT READY.

BUT AGAIN I NEED TO COMMEND THE STAFF AND TEACHERS. THE NUMBERS CONTINUE TO INCREASE. WE'VE INCREASED NUMBERS AND ACHIEVEMENT.

I WAS AT THE BASKETBALL LAST NIGHT AND I WAS TALKING TO NEW ASSISTANT PRINCIPAL MATT, AND HE USED TO TALK ABOUT HISTORY. HE GOES THE GAME CHANGER IS BLOCK SCHEDULE, WHEN WE HAVE THOSE STRUCTURE, THE STUDENTS AND I CAN REVIEW AND MAKE THAT IMPACT.

REALLY PROUD OF THOSE NUMBERS AND ALL THE WORK THAT IS BEHIND THEM.

THE OTHER SUPER EXCITING THING THAT IS HAPPENING AT THE HIGH SCHOOLS IS WE'RE LIFTING THE NEXT WORK MODEL AND THE FRESHMAN SEMINAR SO I'M GOING TO TAKE YOU THROUGH THE TIMELINE OF EVERYTHING THAT HAPPENED THIS YEAR. THERE IS BEEN A LOT.

SO FIRST SEMESTER, WE STARTED OFF AND WE PUT EVERY SINGLE FRESHMAN IN A FIRST SEMESTER CLASS BOTH HIGH SCHOOLS, FRESHMAN SEMINAR CLASS WHERE THEY GOT PREPARING FOR COLLEGE AND CAREER, CTE, CAREER TECHNICAL CREDIT AND IT TECH CREDIT.

[00:50:10]

AND THEY SAY, YEAH, WE'RE WILLING TO PARTNER WITH YOU. SO THEY MET TOGETHER IN OCTOBER THE FIRST MEETING AND THE IDEA BEHIND THE MEETING WAS THE BRAINSTORM.

SO WHAT ARE SOME INTERNSHIP OPPORTUNITIES THAT WE'RE NOT THINKING.

GUEST SPEAKER OPPORTUNITIES? WHERE ARE SOME PROBLEM THAT'S YOU'RE SOLVING THAT WE WANT TO GET IN THE CLASSROOM. THEY BRAINSTORM AND THEY MET IN OCTOBER AND AGAIN IN JANUARY AND THEY HAVE AN UPCOMING MEETING IN MARCH SO KIND OF DEVELOP THAT.

AND THEN WE ROLL INTO NOVEMBER AND OUR FIRST JOB FARES FOR FRESHMAN.

BOTH HIGH SCHOOL PARTICIPATED ORGANIZED BY EVERY NETWORK, THEY BUST OVER THE FISHERS KIDS AND THE WHOLE DAY, FRESHMAN WERE GOING THROUGH AND INTERACTING WITH EMPLOYERS.

I'LL COME BACK TO THAT IN A LITTLE BIT. AND THEN WE ROLLED BACK IN THE DECEMBER AND WE'RE AT THE END OF THE SEMESTER AND NOW STUDENTS ARE INFORMED TO MAKE A DECISION, OKAY, WHAT NETWORK WOULD I LIKE TO START PURSUING? SO THEY MADE THE DECISIONS IN DECEMBER. BUT JUST AT THE END OF THE SEMESTER, WE'RE CONTINUE TO GO GET. SO THE NETWORK PROVIDERS, THE TEACHERS HAVE BROUGHT ALONG OTHER TEACHERS IN THEIR DEPARTMENTS AND SAY WE'RE GOING TO TAKE 8TH BLOCK AND NOW WE'RE GOING TO TALK ABOUT THE CLASSES IN THIS NETWORK THAT YOU SHOULD BE CONSIDERING AND GIVE YOU INFORMATION ABOUT WHAT YOU SHOULD EXPECT. AND ADDITIONALLY, TODAY, AT FISHERS HIGH SCHOOL, WE HAD 100 DIFFERENT GUESTS SPEAKERS ORGANIZED BY NETWORK, THE NETWORK DEVELOPERS ORGANIZED THIS AND SPEAKING TO BOTH OUR FRESHMAN AND OUR SOPHOMORE APPROXIMATES. I CAN TELL YOU THE ENERGY WAS OUTSTANDING, THE VARIETY OF DIFFERENT EXPERIENCES OUR STUDENTS HAD. ALL THAT HAPPENED TO TRY TO TRY TO DO SOMETHING TO DO TO HAVE THE NETWORK OPERATIONAL BY THE END OF THIS YEAR.

AND THAT WILL CONTINUE TO BE THE MESSAGE GOING FORWARD. JUST SOME FEEDBACK FROM THIS.

SO WHEN WE TOOK OUR STUDENTS, THIS IS REBECCA JOHNSON FROM THE PURSUIT INSTITUTE SENT THIS MESSAGE AND SAID, HEY, I CAN TELL THAT STUDENTS WHO SHOWED UP HAD LOOKED AT LIST OF ATTENDEES BEFORE THEY ARRIVED AND THEY SAID, THAT'S NOT TYPICAL OF 9TH GRADERS.

AND THEY ALSO SAID THE--THEY DID AN EXCELLENT JOB PREPARING THEM FOR THE FAIR.

AND I WILL SAY THE ADMINISTRATOR, BOTH HIGH SCHOOLS WORKED TOGETHER ON THE CURRICULUM AND THE WORK THAT THEY'VE DONE CREATING SOMETHING NEW, THAT'S BEEN AN AWESOME EXPERIENCE. WHEN WE SERVE STUDENTS TO GET ANYTHING ABOVE A 3 IS PRETTY GOOD. IT DID PREPARE ME FOR THE NETWORK SO I LEARNED MORE ABOUT THE NETWORKS. SO THAT'S ENCOURAGING. OKAY, HERE'S ARE THE CHOICES AS THEY CHOSE THEIR NETWORK, HERE'S THE BREAK DOWN. AND YOU'LL SEE HIGH SCHOOL TO HIGH SCHOOL PRETTY SIMILAR, RIGHT. NO SURPRISE, MEDICAL IS THE MOST IN DEMAND FIELD FOR THIS GENERATION, WITH THE AGING POPULATION.

VERY HIGH. YOU ALSO SEE PUBLIC SERVICES HIGH.

YOU ALSO SEE INDUSTRY, ENTREPRENEURSHIP HIGH. BUT YOU LOOK AT THE

[00:55:10]

ADDITIONAL YOU'VE TASKED US WITH LEARNING BASE OPPORTUNITIES SO PART OF THAT PROCESS IS REALLY MAKE THE OPPORTUNITIES AVAILABLE TO OUR COMMUNITY AND BEING ABLE TO ACCESS THOSE OPPORTUNITIES. STEVE AND, STEVE HAS DONE A GREAT JOB WORKING WITH NATALIE AND EMILY TO TRY TO DEVELOP OUR WEBSITE SO NAZ CLEAR. SO THIS IS ON OUR WEBSITE RIGHT NOW. DO YOU FIND, JEFF, I'LL QUICKLY SHOW YOU BENEFIT.

IF I HAVE A STUDENT THAT IS INTERESTED IN ONE OF THESE WORK BASE, LET'S SAY, I WANT TO DO A INTERSHIP AND WITH THAT, IT TAKES ME THROUGH ALL THE STEPS I NEED TO GO THROUGH FROM THE SIGN OFFS OF LIABILITY FROM THE EMPLOYERS, THE EMPLOYER SIGN OFF TO MAKE THAT AN INTERSHIP HAPPEN. SO WE DEVELOP THAT RESOURCE AS WELL.

WE CAN GO BACK TO THE SLIDE SHOW. AND THEN THE OTHER RESOURCE THAT THE TEEN HAS BEEN WORKING ON IS A DRAFT. WE'RE TRYING TO MAKE THAT AS CLEAR TO YOU AS POSSIBLE. THAT IS A DRAFT FORM, IT'S NOT DONE YET.

BUT WHEN WE START TALKING ABOUT NETWORK, CONCEPTS THAT PEOPLE HAVE A HARD TIME REALLY FIGURING OUT BECAUSE THERE ARE SO MUCH DIFFERENT THAN THE HIGH SCHOOL EXPERIENCE.

SO WE'VE BEEN WORKING ON A GUIDE CAREER AND NETWORK GUIDE FOR THE COMMUNITY FOR PARENTS FOR COUNSELORS TO WORK THROUGH, OKAY WHAT IS THIS? WHAT DOES THIS MEAN FOR MY DIPLOMA? WHAT OPPORTUNITIES? WHAT ARE THE DIFFERENT NETWORKS? SO IT'S ALMOST COMPLETE. WE NEED TO ADD SOME CERTIFICATION,S WE NEED TO FINALIZE SOME INDUSTRY PARTNERS AND DO THAT. WE HOPE TO BE BACK IN APRIL FOR A WORK BASE OPPORTUNITY WE'VE CREATED FOR SNC CORPORATION. SO I'M HOPING WE'LL HAVE THE FINAL GUIDE. I THINK THAT WILL BE A GREAT RESOURCE FOR PARENTS AND STUDENTS AND ALSO FOR MARKETING TO SHOW HOW THIS EXPERIENCE AT HIGH SCHOOL IS DIFFERENT THAN ANYONE AROUND US RIGHT NOW. AND THE MINIMUM THAT WE HAVE. SO EXCITED ABOUT THAT.

IT'S BEEN A LOT OF PEOPLE, ADMINISTRATORS, THE TEACH TER, TEACHER LEADERS, EVERYONE HERE AT CENTRAL OFFICE DOING A TREMENDOUS JOB OF MAKE THISING HAPPEN.

SO YOU HAVE THAT IN FRONT OF YOU TO LEAD THROUGH, BUT AGAIN JUST A DRAFT, PLEASE DON'T PUT

IT OUT THERE YET. >> THANK YOU. SO NOW WE'RE GOING TO JUMP INTO SOMETHING THAT'S NEWER, TO OUR THIRD THROUGH EIGHT GRADERS AND MR. URBAN AND I ARE GOING TO DO THIS JOINTLY BUT I'M GOING TO GO FIRST. SOY GET TO TEACH YOU ABOUT FORMATIVE AND SUMMATIVE ASSESSMENTS. IT'S IMPORTANT TO UNDERSTAND THAT THE CHECKPOINTS AND TRADITIONAL SUMMATIVE AT THE END OF THE YEAR.

SO FORMATIVE TAKE PLACE DURING THE LEARNING PROCESS, IT'S DESIGNED TO INFORM THE INSTRUCTION. THEY TEACH AND EXPAND TO STRENGTHEN FOR DEEPER LEARNING BASED ON WHAT THEY SEE FROM THAT. A SUMMATIVE ASSESSMENT ON THE OTHER HAND, TAKE PLACE AT THE END OF THE LEARNING PERIOD, IT COULD BE A COURSE, A UNIT OR AT THE END OF THE YEAR LIKE WHAT WE TYPICALLY THINK ABOUT AT THE INTER MEDIATE LEVEL.

SO SOME EXAMPLE THAT ARE FORMATIVE ASSESSMENT, DIBLES IS A FORMATIVE ASSESSMENT, AND NOW WE'RE GOING TO TALK ABOUT THE I LEARN CHECKPOINTS BECAUSE THOSE ARE FORMATIVE ASSESSMENTS.

EXAMPLE OF SUMMATIVE ASSESSMENTS ARE TRADITIONAL I READ THAT WE GIVE TO OUR SECOND AND THIRD GRADE STUDENTS WHICH STARTS NEXT WEEK. AND THEN TRADITIONAL SUMMATIVE ASSESSMENT OF I LEARN AT THE END OF THE YEAR THAT WHICH IS IN APRIL AND MAY.

SO JUST A QUICK ANALOGY AND DR. ALBRIGHT, THIS IS A RUDE ANALOGY THAT I'M GOING TO MAKE.

LET'S THINK ABOUT LEARNING LIKE TAKING CARE OF YOUR HEALTH, REGULAR CHECKUPS AND REGULAR DOCTOR VISITS, RIGHT? SO YOU GO TO THE ROUTINE, THEY TAKE YOUR BLOOD PRESSURE, CHECK YOUR HEARTS AND MAY BE RUN SOME LABS. IN OTHER WORDS, THEY ARE GATHERING INFORMATION ON YOU. IF SOMEBODY LOOKS OFF, THEN THE DOCTOR IS GOING TO CREATE A

[01:00:04]

IF THE DATA IS OFF TRACK, THAT'S WHERE THE TEACHER ADJUST THEIR LESSONS OR PLACE THE STUDENT IN AN INTERVENTION. SO SUMMATIVE ASSESSMENTS WHEN YOU'RE TALKING ABOUT YOUR HEALTH WOULD BE THE FINAL DIAGNOSIS WITHIN THE TREATMENT. DID CHANGING THE DIET GET TO WHERE THE DOCTOR WANTED TO SEE YOUR LABS, ET CETERA? THEN SUMMATIVE ASSESSMENT IN THE CLASSROOM ARE THE END RESULT, A UNIT TEST, THE END OF THE COURSE OR THE END OF THE GRADE LEVEL. SO, KEEP THAT IN MIND AS WE MOVE THROUGH TALKING ABOUT OUR I LEARN CHECKPOINTS. SO THIS IS, OUR CHECKPOINTS OCCUR 3 TIMES A YEAR FOR GRADES 3 THROUGH 8, THERE IS A WINDOW THAT THE STATE SETS AND THE DISTRICT HAS CHOSEN TO HAVE OUR WINDOW BE TOWARDS THE END OF THOSE STATE WINDOWS. IT DOES ASSESS MATH AND E LA OR ENGLISH LANGUAGE ARTS. GRADES 3 THROUGH 6 ARE EXPERIENCING THE CHECKPOINTS FOR THE FIRST TIME THIS YEAR. THERE WAS A PILOT OPPORTUNITY LAST TIME THAT WE CHOSE NOT TO PARTICIPATE IN. SO WE'RE PARTICIPATING NOW. AND AFTER WHAT WE'VE DONE IS PULLED A COMMITTEE OF TEACHERS TOGETHER TO REVIEW OUR SCOPE AND SEQUENCE OF THE STANDARDS BOTH IN ELA AND MATH. SO WE'RE GOING TO ENSURE THAT NEXT YEAR THE CHECKPOINTS THAT ARE ASSESSOR THE STANDARDS THAT ARE ASSESSED ON THE CHECKPOINT WILL BE TAUGHT PRIOR TO TAKE ITING EACH OF THE CHECKPOINTS. 7TH AND 8TH GRADE, THEY WERE ABLE TO PARTICIPATE IN THE PILOT LAST YEAR, THEY DID ALL OF THIS WORK LAST YEAR WITH MR. URBAN SO THEY WERE READY TO COME FORWARD AND NOW THEY HAVE SOME GOOD COMPARISON DATA THAT MR. URBAN WILL TALK ABOUT IN A MOMENT. THE ONE IMPORTANT PIECE TO UNDERSTAND IS NOT ALL MATH AND LANGUAGE MATH STANDARDS ARE ON EACH OF THE ASSESSMENTS. SO WE CANNOT COMPARE GROWTH FROM THE FIRST CHECK TO THE SECOND CHECKPOINT. THAT'S WHAT, THAT'S SOME SUMMATIVE I LEARN IT'S GOING TO INCLUDE ALL OF THE STANDARDS, THE STATE MARKS THEM AS ESSENTIAL AND SOME OF THOSE NON ESSENTIAL MAY OR MAY NOT BE ON THE ASSESSMENT.

SO IF YOU LOOK AT THIS CHART, IN READ, IS THE TOPIC THAT IS COVERED, AND THEN, THERE YOU HAVE THE STATE, PERCENTAGE OF STUDENTS THAT ARE PROFICIENT. YOU CAN SEE WITH BOTH OF THOSE, WE'RE WELL ABOVE THE STATE AVERAGE WHICH IS GOING TO BE THE TREND, WELL ABOVE THE AVERAGE. IT'S IMPORTANT TO NOTE THAT, THERE ARE ABOUT 25 TO 30 STANDARDS IN LANGUAGE ARTS AND MATH. THE FIRST CHECKPOINT ADDRESSES 8 STANDARDS. THE CHECKED FOR THIRD GRADE ASSESSED 9 STANDARDS.

SO HERE OUR FOURTH GRADE. I WANT TO BRING CLOSE ATTENTION TO THIS.

IF YOU LOOK AT YOUR CHECKPOINT ONE AND TWO FOR E LA FOR GRADE 3, READING IS A BIG PIECE.

THAT FALLS OFF WHEN WE GO TO CHECK 2, GRADE 4. NOW WE'RE TALKING ABOUT FIX AND NONFICTION AND LANGUAGE AND VOCABULARY. THE 4TH ELA WITH THE FIRST CHECKPOINT ONLY FOUR STANDARDS COVERED. THERE IS 6 STANDARDS THAT ARE COVERED IN THE SECOND CHECKPOINT. 5TH GRADE, AS YOU CAN SEE WE'RE STILL TALKING FIX NONFICTION LANGUAGE AND VOCABULARY, FIVE STANDARDS ARE ON THE FIRST.

AND THEN THE SECOND. 6TH GRADE, NOW WE'RE ANALYZING LITERATURE.

WE'RE TAKING THAT AT THE HIGHER LEVEL THINKING IN THE CLASSROOM AND THAT'S WHAT WE'RE BEING ASSESSED ON. SO FIVE STANDARDS ARE COVERED IN THE FIRST CHECKPOINT AND 6 IN THE SECOND CHECKPOINT. SO NOW WE'RE GOING TO MOVE ON TO MATH, SAME THING, STATE AVERAGE AT PROFICIENCY, THERE IS OUR AVERAGE AT PROFICIENCY FOR EACH OF THOSE CHECKPOINTS.

THIRD GRADE, FIVE STANDARDS ARE COVERED IN THE FIRST CHECKPOINT AND 7 ARE COVERED AGAIN, 25 TO 30 STANDARDS IN MATH AND ELA. SO NOT VERY MANY ARE COVERED AT ALL AND THEN 4TH GRADE IF YOU LOOK AT THE TOPIC, STATE VALUE IS BUT ADDITIONAL AND SUBTRACTION IS FALLS OFF AND

[01:05:04]

THESE ARE THE STANDARDS THAT ARE COVERED. 6 FOR MATH, 4 FOR 4TH GRADE ELA, FOR MATH, 5 FOR 5TH GRADE AND 7 FOR MATH AND 4 FOR 6TH GRADE ELA AND 5 FOR MATH.

IT'S A SMALL PIECE OF TOTAL NUMBER OF STANDARDS NA IS ASSESSED AND WE CANNOT COMPARE TO SHOW GROWTH FROM EACH OF THOSE THREE. BECAUSE IT'S FORMING THE INSTRUCTION IN THE CLASSROOM. THEN WE HAVE OUR ILEARN SUMMATIVE, IT'S ILEARN TESTING TIME SO NOW WE'RE REFERRING TO IT AS ILEARN SUMMATIVE. THOSE ARE THE TOPICS THAT HAVE BEEN COVERED THROUGH ALL THREE OF THE ILEARN CHECKPOINTS. AGAIN, THERE WOULD BE 25 TO 30 ON ELA OR MATH. NOT ALL ARE LISTED AS ESSENTIAL STANDARDS BUT ALL ESSENTIAL STANDARDS WILL BE ASSESSED. SOME NOT ESSENTIAL STANDARDS WILL BE.

AND NOW I'M GOING TO TURN IT OVER TO MR. URBAN SO HE CAN TALK ABOUT OUR JUNIOR HIGH WORK

AND THE GREAT THINGS THAT ARE HAPPENING THERE. >> THANK YOU.

SO AS DR. FEDER THOMPSON EXPLAINED, THE JUNIOR HIGH IS A LITTLE DIFFERENT BECAUSE WE DID DO THE CHECKPOINT PILOT LAST YEAR. BECAUSE OF THAT, WE DO HAVE NON COHORT COMPARISON DATA ON THE SAME STANDARDS. SO LAST YEAR'S CHECKPOINTS, I'M GOING TO REFERENCE THE MOST RESENT CHECKPOINT. LET'S START 7TH GRADE MATH.

SO YOU'LL SEE, 2024, CHECKPOINT 2, WE WERE 66%, IN PA --PA PA RINTHESIS.

33 PERCENT GAP IS A TREMENDOUS INDICATORS OF HOPEFULLY GREAT THINGS TO COME SUMMATIVE.

YOU LOOK AT 8TH GREAT MAP. HE WERE WITH THE 50 PERCENT IN 2022, MOVE TO 68 PERCENT WIDEN THAT GAP TO 30 AT 18 PERCENT GROWTH FROM LAST YEAR TO THIS YEAR ON THOSE STANDARDS IN 8TH GRADE MATH. THAT'S SIGNIFICANT. MOVING ON TO ENGLISH, 58 PERCENT. 24 PERCENT GAP, MOVE TO 60, WE IMPROVED A LITTLE BIT BUT WE DIDN'T, WE DIDN'T EXPAND THAT GAP. WE DIDN'T GROW AT THE LEVEL THAT THE STATE DID. THAT'S WHAT WE NEED TO TAKE INFORMATIVE ASSESSMENT, IT'S CONTINUE SUMMATIVE. SO WE'VE GOT TIME TO DISSECT IT. SO WE'LL COME BACK TO THAT STRAND IN A MINUTE. YOU LOOK AT GRADE DISTRICT, THAT WAS 20 PERCENT GAP.

INCREASED TO 68 PERCENT GREW THAT GAP TO 27 PERCENT OF 14 PERCENT INCREASE FROM YEAR TO YEAR. AGAIN NOT THE SAME KIDS BUT SAME STANDARDS AND JUST A HIGH LEVEL OF SUCCESS AND GROWTH THAT I KNOW THE JUNIOR HIGH TEACHERS WERE REALLY PROUD OF AND THE STUDENTS WERE AS WELL. LET'S GO BACK TO THE ENGLISH STANDARD AND GO BACK TO THE 7TH GRADE. AND LET'S GO FIRST OF ALL TO THE CHART, AND SO IF YOU LOOK AT THE CHART AND IT SAYS STATE ACROSS THE BOARD AND YOU SEE THE X S, THE XS MEAN BELOW STANDARDS. SO WE GET A REPORT BYSTANDER HOW THE DISTRICT DOES AND HOW

[01:10:06]

IF YOU LOOK AT THE CORPORATION, YOU KNOW WE'RE ABOVE PROFICIENCY ON MOST THE STANDARDS AT OR NEAR PROFICIENCY. LOOK, WE'VE GOT ONE, THAT WE ARE BELOW PROFICIENCY ON A STANDARD. SO THAT INFORMATIVE ASSESSMENT, OKAY, WE NEED TO DIAGNOSE THIS A LITTLE BIT MORE AND WE NEED TO FIGURE OUT WHAT IS GOING ON.

SO THAT STANDARDS IS ONE OF THE HIGHER DEPTH THINKING. IT DOES REQUIRE STUDENTS TO READ A MULTI TEXT AND TWHAIF GOT A COUPLE OF DIFFERENT OPTIONS, THEY'RE DETERMINING PERSPECTIVE OR PURPOSE OF THE TEXT AND SUPPORTING IT WITH THE EVIDENCE OR TAKING THE AUTHOR'S PERSPECTIVE AND TRYING TO USE TEXT EVIDENCE TO SUPPORT THAT. THAT'S A TOUGH STANDARD BUT IT'S ESSENTIAL, IT'S A LIFELONG STANDARD AND VERY SIMILAR ON WHAT THEY'LL HAVE EVEN ON SAT.

ONE OF THE THINGS THAT WE'RE DOING NOW THAT WE HAVE A COMMON SCHEDULE TORT JUNIOR HIGH IS CERTAINLY REVEALED THAT OUR OUTSIDE STENTS WHO HAVE NOT REALLY MASTERED THE FOUNDATIONAL SKILLS AND THEY'VE GOT A DOUBLE BLOCK OF ENGLISH, WE DON'T HAVE A COMMON CURRICULUM FOR THAT. SO PART OF WHAT WE'RE DOING, YOU MAY HAVE SEEN, DISPLAY OUTSIDE THE BOARD ROOM IS LOOKING AT COMMON CURRICULUM READ 180, HMH HAS LEVEL TEXT FOR STUDENTS THAT ADJUST TO WHERE THEY'RE AT SO THEY CAN PRACTICE THESE TYPES OF PROBLEMS. SO WE'RE LOOK TO GO BRING THAT TO YOU IN THE FUTURE JUST FOR OUR TIER 3 STUDENTS. BUT ANOTHER THING WE DO TO SOLVE THIS PROBLEM, THAT WE MEET IN FOR AN HOUR ONCE A WEEK. AND PROFESSIONAL COMMUNITY IS BASICALLY PROCESS THAT YOU AGREE WITH THE SMARTEST PEOPLE IN THE ROOM ARE IN THE ROOM. AND YOU TAKE A PROBLEM LIKE THIS AND YOU GO THROUGH A SERIES OF QUESTIONS, ARE WE CLEAR ABOUT BHA STUDENTS NEED TO BE ABLE TO DO? IS THAT STANDARD IS PRETTY CLEAR BUT WE NEED TO KNOW ALL TEACHERS KNOW WHAT WE'RE ASKING STUDENTS TO DO. HOW DO WE KNOW IF THEY'VE LEARNED IT. SO WE'VE GOT THIS CHECKPOINT THAT TELLS US IF THE STUDENTS ARE LEARNED IT AND MASTERED IT. BUT ANOTHER THING THAT WE'VE DONE IS WE HAVE DISTRICT WIDE COMMON INFORMATIVE ASSESSMENT IN MATH AND ENGLISH. SO EVERY BUILDING IS GETTING THE SAME QUIZ, TEACHERS DESIGNED THIS QUIZ AND WE'RE GIVING IT IN THE WINDOW, WHERE WE CAN SEE HOW DID THE STUDENT DO DO WE NEED TO INTERVENE TO MAST PER THE SKILL BEFORE THE CHECKPOINT AND GOING INTO. SUMMATIVE AND THAT'S HOW WE ANSWER QUESTION NUMBER 3.

AND DO WE HAVE STUDENTS THAT ARE WAY ABOVE THAT WE NEED TO EXTEND LEARNING FOR THEM? I MADE A SPECIAL POINT TO MEET WITH OUR MATH DEPARTMENT CHAIRS AND JUST SAY, YOU'VE BEEN WORKING SO HARD, GIVE YOURSELVES A CHANCE TO JUST LIKE THE FEEL REWARDS OF THE NUMBERS THAT YOU'VE PUT UP THERE, BECAUSE THEY'RE IMPRESSIVE.

I ALSO TOLD THEM, HEY I'M GOING IN FRONT OF THE BOARD, WHAT DO YOU WANT ME TO SAY ABOUT WHY WE'VE HAD THAT GROWTH? AND THEY CREDIT THE MTS BLOCK THAT WE'VE BUILT INTO THE SCHEDULE. AND THAT BLOCK IS A TIER 2 INTERVENTION PRIMARILY.

AND WHAT HAPPENS THESE AREN'T STUDENTS THAT ARE GETTING DOUBLE ENGLISH OR MATH BUT THEY'VE GOT SOME LEARNING ISSUES THAT NEED TO BE ADDRESSED OVER A SERIES OF TWO WEEKS. SO THEY'RE WORKING WITH A CONTENT SPECIALISTS ON SPECIFIC STANDARDS, SPECIFIC SKILLS DURING THAT TIME AND TARGETING THAT SKILL SO WE CAN BE PROFICIENT LEADING UP TO THE NEXT POINT. AND I'M JUST REALLY PROUD OF OUR TEACHERS AND OUR ADMINISTRATORS BECAUSE THEY'VE HAD A BRAND NEW SCHEDULE.

SOME OF THEM HAVE NEVER HAD BLOCK BEFORE. BRAND NEWS STRUCTURES AND I FEEL REALLY GOOD ABOUT HOW THE STRUCTURE HAVE SUPPORTED THOSE TO IMPACT THESE RESULTS.

>> AS WE TRANSITION FROM TALKING ABOUT THE AFFECTS OF OUR PLC AND BEFORE MR. HERSCH TALKS ABOUT THE CLUSTER WORK, I FELT IT WAS A REALLY GOOD OPPORTUNITY TO TALK A LITTLE BIT ABOUT PROFESSIONAL DEVELOPMENT. HOW IT'S DETERMINED AND HOW WE FUND IT. IT'S, IT'S REALLY IMPORTANT TO NOTE THAT ALMOST THE ENTIRETY OF THE PROFESSIONAL DEVELOPMENT THAT GOES ON THIS DISTRICT IS TITLED THROUGH A TITLE GRANT THAT COMES FROM THE STATE. SO THAT'S JUST LIKE OUR OTHER TITLE GRANTS.

[01:15:05]

SO YOU'RE ALWAYS IN A TWO-YEAR CYCLE. YOU'RE IN THE SECOND YEAR OF ONE GRANT. FIRST YEAR OF ANOTHER GRANT AND THAT PROCESS JUST CONTINUES TO REPEAT. ONE THING THAT I THINK IS IMPORTANT AND THE STATE REQUIRES US TO SUBMIT A BUDGET AND ANY CHANGES THAT WE MAKE TO THAT BUDGET, WE HAVE TO DO AN AMENDMENT WITH THE STATE. THEY HAVE TO APPROVE IT. SO THERE IS PRETTY SOME PRETTY STRICT GUIDELINES ABOUT HOW WE CAN USE THE MONEY. BUT I THINK THE ULTIMATE PIECE, IS WE'RE REQUIRED TO REPORT BACK ON THE DATA THAT WE GENERATE FROM OUR DISTRICT THAT OUR STUDENTS PRODUCE AND REPORT OUT ON THAT BACK TO THE STATE. WE HAVE TO MAKE A PLAN, EVERY SUMMER, I HAVE TO MAKE A PLAN THAT, BRINGS IN A LOT OF DIFFERENT INFORMATION AND SET GOALS FOR THE DISTRICT AND WE'LL KEEP THOSE GOALS FOR SEVERAL YEARS RUNNING.

AND THEN, THE PD IS MEANT TO COME A LONG SIDE AND SUPPORT THE GOALS.

WHETHER I WAS BEFORE YOU TONIGHT OR ANY NIGHT TO TALK ABOUT THE PROGRESS, EVERY YEAR I HAVE TO REPORT THAT OUT TO THE STATE SO THAT'S AN IMPORTANT PIECE.

MR. HERSCH? >> GOOD EVENING, BOARD MEMBERS, I'LL BE SHARING WITH YOU THIS EVENING THE STRUCTURE THAT WE HAVE IN PLACE FOR OUR PROFESSIONAL DEVELOPMENT FOR OUR K-6 LEVEL. BEFORE WE JUMP INTO THIS, I THINK IMPORTANT TO NOTE THAT WE DON'T DO NIP, WE'RE LEARNING STRUCTURE THAT WE'RE PUTTING IN PLACE FOR OUR TEACHERS AND LEADERSHIP TEAMS AT OUR BUILDINGS TO PUT IN PLACE THAT LEADS THE PROFESSIONAL WORK THAT WE'RE DOING. I THOUGHT WE WOULD START OFF JUST LOOKING VERY QUICKLYAT WHO NIET OR THE NATIONAL INSTITUTE FOR EXCELLENCE AND TEACHING IS.

THEY ARE, DEDICATED TO BUILDING EDUCATOR EXCELLENCE, THEY'VE WORKED WITH TENS OF THOUSANDS OF SCHOOLS, HUNDREDS OF THOUSANDS OF IMAGE CATERS AND MILLIONS OF STUDENTS OVER THE PAST QUARTER CENTURY. THEY IMPLEMENT A STRUCTURE THAT INCLUDES A TARGETED WEEKLY MEETING, KNOWN AS CLUSTER. SO WHEN YOU HEAR CLUSTER THAT'S OUR WEEKLY PROFESSIONAL DEVELOPMENT MEETING THAT WE'RE DOING. SO A BIG QUESTION THAT WE HEAR OR THAT WE KNOW IS OUT THERE, IS WHY ARE WE DOING, WHY ARE WE WORK WITHING NIET.

SOY THOUGHT I WOULD ADDRESS THAT THROUGH THESE THREE BULLETS THIS EVENING AS WE'VE ESTABLISHED WITH THE PRESENTATION YOU HEARD SO FAR. WE KNOW WE'RE A HIGH PERFORMING DISTRICT, AND WITH THAT COMES THE TASK OF MOVING THE NEEDLE A EXTRA LITTLE BIT AND WE KNOW THE CLOSER YOU ARE THE MORE DIFFICULT THE TASK IS. SO WE'VE REALLY SHIFTED OUR THINKING OF WHAT HOW WE'RE TEACHING TO HOW WE'RE TEACHING. OUR CLUSTER MARK IS CONTINUOUSLY LOOKING AND ANALYZING OUR STUDENT WORK. LOOKING AT THAT SECOND BULLET POINT, OUR TEACHERS DESERVE THE BEST. WE KNOW OUR TEACHERS IN HAM I ILTON IN SOUTHEASTERN ARE THE BEST. THE DEDICATION THEY POUR IN IS SECOND TO NONE. I'M PROUD OF WORKING IN THIS DISTRICT, THEY'RE THE BACKBONE BUT WE WANT TO MAKE SURE THAT WE'RE HIGHLIGHTING THE EXCEPTIONAL WORK THAT THEY'RE DOING. I'M NOT SURE IF IRE A MICHAEL JORDON OR LABRON, I'M MICHAEL JORDAN MAYBE IT'S TT ERA I'M FROM, BUT EVEN THOSE GUYS DESERVED A COACH, THEY WERE THE BEST OF THE BEST, THEY WERE ON TOP OF GAME BUT IT'S NOT LIKE THEY QUIT WORK WITHING.

THEY DON'T QUIT GETTING BETTER. EVEN THOSE GUYS DESERVE A COACH. I LINK THEM TO OUR TEACHERS, THEY DESERVE TO GET GUIDED AND GET BETTER IN THEIR CRAFT. SO THIS WORK, I WANT TO REALLY ESTABLISH IS IS NOT ABOUT FIXING TEACHERS, IT'S ABOUT STUDENT GROWTH.

IT'S ABOUT GROWING OUR STUDENTS. WORKING ALONGSIDE THEM TO REALLY ACHIEVE THAT END GOAL

[01:20:02]

IT HAPPENS DURING CLUSTER MEETINGS. SO THROUGH THAT ACTIVE COACHING, THAT IS HAPPENING THROUGH DISCUSSIONS, MODELING INSTRUCTIONAL STRATEGIES OR TEACHER MOVES THAT CAN MAKE A DIFFERENCE, COLLABORATIVE PLANNING AND ENSURING THAT OUR INSTRUCTURE ALIGNS WITH THE OUTCOME WE WANT OUR STUDENTS TO ACHIEVE.

AND IT'S HAPPENING AFTER CLUSTER MEETINGS WITH THAT FOLLOW FUP COACHING THAT WE'RE PROVIDING, THAT ACTIONABLE FEEDBACK SUCH AN IMPORTANT CRITICAL PIECE TO THIS.

AND THEN THAT CONTINUOUS REFLECTION THAT OUR TEACHERS ARE ALREADY SO GOOD AT.

CLUSTER MEETINGS ARE WORK SESSIONS. IF I LIKEN THIS TO LIKE A TRADITIONAL PD, A LOT OF TIMES THAT CAN FEEL LIKE A SIT AND GET AND IT'S EASY TO ZONE OUT AND MAYBE IT'S NOT ACTIONBLE. WE HAVE A SAYING, WHOEVER IS DOING THE TALKING IS DOING THE THINKING. SO IT'S MEANT TO BE A COLLABORATIVE PROCESS, IT'S SOMETHING THAT A BUILDING COACH OR PRINCIPAL IS DOING ALL THE TALKING.

IT'S TO ENGAGE OUR TEACHERS AND MAKE THEM PART OF THAT PROCESS SO THAT THAT THINKING IS TAKING PLACE AS WE GO. AND THEN LOOKING AT THE THIRD BULLET ON THIS SLIDE, ELEVATING TEACHER AND LEADER EFFECTIVENESS. WE'RE REALLY, IF I THINK OF ALL OF MY FEARS AT HSE AND IT'S MORE THAN I WOULD LIKE TO ADMIT TONIGHT.

WE'RE ALWAYS THINKING ABOUT STAN ADSER IN AN ENTIRELY DIFFERENT WAY THAN WE EVER HAD HAVE. WE'RE DIGGING DEEP INTO THE CLUSTER MEET APPROXIMATESING, THEY'RE DEFINED BIWEEKLY JOB EMBEDDED DEVELOPMENT. THAT'S KEY FOR OUR TEACHERS FIGHTING THE CLOCK. WE'RE PROVIDING THAT DEVELOPMENT TIME AS THEIR COLLABORATING WITH THEIR COLLEAGUES EACH AND EVERY WEEK. IF WE LOOK AT THE STRUCTURE THAT NIE CLUSTER MODELS. YOU CAN SEE THEIR IDENTIFIED, OBTAINED, DEVELOPED APPLY AND EVALUATE. I DRAW YOUR ATTENTION TO THE HERO FAINT ARROWS IN THE MIDDLE.

WHAT THAT MEANS, THIS IS NOT JUST MEANT TO BE A LEAN OR PROCESS, THERE ARE TIMES WHERE DURING A PROFESSIONAL DEVELOPMENT, YOU'RE KIND OF GOING TO KIND OF BOUNCE IN AND OUT OF THE MODELS. YOU MAY INTRODUCE SOME NEW LEARN TO GO A GROUP AND THEN GIVE THEM TIME TO WORK AND DEVELOP BACK. BUT BOUNCE BACK TO AN ADDITIONAL PIECE OF LEARNING BACK TO DEVELOP OR THERE MAY BE TIMES WHERE YOU WORK THROUGH THE STEPS DEPENDING ON THE DEVELOPMENT THAT YOU'RE IDENTIFYING.

SO WHEN WE LOOK AT THE IDENTIFYING PIECE, THAT'S WHERE OUR BUILDING TEAMS ARE ANALYZING THE STUDENT DATA THAT YOU HEARD ABOUT THIS EVENING. WE'RE IDENTIFYING SPECIFIC DEFICIENCIES. IT'S NOT A ONCE SIZE FITS ALL BY ANY MEAN.

EVERY SCHOOL IS DETERMINING WHAT THEIR NEED IS FOR THE STUDENT BODY THAT THEY'RE SERVING AT THAT POINT. THAT NEXT PHASE OF ABSTAIN NEW LEARNING, THIS IS LEAD BY OUR NEW COACHES. AND I CANNOT EMPHASIZE HOW CRUCIAL THEY ARE TO THE INTENTION ALT OF THIS PROCESS. THAT NEW LEARN THATING THEY'RE PROVIDING OUR NEW TEACHERS CONNECTS TO THE NEED THAT HAS BEEN IDENTIFIED FOR THAT BUILDING.

SO THOSE TEACHERS ARE BEING EXPOSED TO A DIFFERENT WAY OF THINKING OR MAYBE EVEN A NEW CONCEPT THAT CONNECTS RIGHT BACK TO THAT NEED THAT WAS IDENTIFIED FOR THAT BUILDING.

THAT DEVELOPMENT TIME IS WHERE TEACHERS HAVE THAT EMBEDDED WORK TIME TO COLLABORATE WITH THEIR COLLEAGUES, IN THAT PART OF THE PROCESS, THEY ARE DEVELOPING ACTION STEPS THAT THEY'RE GOING TO TAKE INTO THEIR CLASSROOMS AND WORK WITH STUDENTS.

THE APPLY PIECE, REALLY HAPPENS OUTSIDE OF THAT CLUSTER MEETING. THAT'S WHERE TEACHERS ARE TAKING THAT ACTION PLAN, THEY'RE PUTTING IT IT TO USE AND THEN THE LAST STEP OF EVALUATE, WHERE YOU'RE GOING TO SEE THAT PIECE TO PLAY IS AT THE BEGINNING OF THE NEXT CLUSTER MEETING. SO WHERE TEACHERS HAVE GONE OUT, THEY'VE APPLIED, THEY'RE GOING FOB BRINGING BACK STUDENT EVIDENCE WHICH IS A CRITICAL PIECE TO THIS PROCESS SO WE'RE CONSTANTLY LOOKING AT STUDENT WORK FROM THAT BUILDING. THEY'RE GOING TO START OFF A

[01:25:01]

I THOUGHT IT WOULD BE FUN TO JUST LOOK AT A, FEW PICTURES OF CLUSTER WORK IN ACTION.

BUT I DID WANT TO POINT OUT, WE REALLY ARE DEVELOPING A COMMON STRUCTURE AND COMMON LANGUAGE THROUGHOUT OUR DISTRICT. AND BH WE'RE TALKING A DISTRICT OUR SIDE, IT'S HARD FOR A LOT OF DISTRICTS TO WRAP THEIR HEAD AROUND. WE'RE TALKING ABOUT 17 DIFFERENT BUILDINGS THAT THIS WORK IS TAKING PLACE IN. SO REALLY TO HAVE THAT COMMON LANGUAGE, I JUST CAN'T EMPHASIZE HOW POWERFUL THAT IS FOR OUR TEAMS AS THEY'RE HAVING CONVERSATION AS CROSS BUILDINGS AND SO FORTH. ALL OF OUR PROFESSIONAL DEVELOPMENT, THAT WE'RE PROVIDING, AT THE K-6 LEVEL FOLLOWS THOSE FIVE STEPS SO.

WHEN AARON AND I ARE PRESENTING TO OUR DISTRICT LEADERSHIP, OUR COACHES, OUR PRINCIPALS OUR ASSISTANT PRINCIPALS, WE'RE FOLLOWING THE 5 STEPS. WE'VE IDENTIFIED SOME NEEDS WE'RE GOING TO PROVIDE NEW LEARNING. WE'RE GIVING THEM TIME TO DEVELOP ACTION PLANS. THEY'RE BRINGING BACK EVIDENCE AT OUR NEXT MEETING.

SO WE'RE FOLLOWING THOSE AND ACTUALLY ERIN AND I ATTENDED A TEACHER LIBERIAN DAY TODAY.

THEY WERE FOLLOWING THOSE FIVE STEPS. SO IT REALLY HAS DEVELOPED INTO A WAY OF THINKING FOR US AT THE K-6 LEVEL. AND AGAIN, I CAN'T EMPHASIZE HOW POWERFUL THAT CAN BE. I'LL KIND OF GIVE YOU A METAPHOR TO MAYBE WRAP HELP WRAP YOUR BRAIN AROUND HOW THIS WORKS. SO IF YOU THINK TRADITIONALLY HOW WE'VE DONE PRO FISSION AL DEVELOPMENT AT THE K- LEVEL IF --K-6 LEVEL.

THINK OF IT AS GOING TO THE GYM, YOU MAY SHARE SOME STORIES WITH FOLKS.

YOU MAY HAVE A PARTNER THAT YOU'RE TRYING TO IMPROVE AND GET BETTER WITH.

THIS NEW, FORM OF US, THE WAY WE'RE DOING PROFESSIONAL DEVELOPMENT NOW, AT THE K-6 LEVEL, THINK OF IT AS A PERSONAL TRAINER. SO NOW YOU'RE NOT JUST GOING TO THE GYM BUT YOU'VE GOT AN EXPERT WHO WATCHES YOUR SPECIFIC FORM, THEY MAY PROVIDE IMMEDIATE DATA DRIVEN FEEDBACK FOR WHATEVER IT IS THAT YOU'RE WORKING ON.

THEY'RE GOING TO PUSH YOU TO ACHIEVE YOUR PERSONAL BEST AND ULTIMATELY, IT'S GOING TO BE THAT PERSONALIZED RIGOROUS COACHING THAT ELEVATES YOUR PERFORMANCE.

AND THEN I'LL LEAVE YOU WITH WHAT I THINK IS THE BEST PART, JUST SOME TEACHER REFLECTIONS, A VERY VERY SMALL SAMPLING FOR YOU TONIGHT. BUT I'LL JUST, I'LL READ A COUPLE OF THESE TO YOU, YOU CAN READ ALONG WITH OR READ THE OTHERS.

SO A THIRD GRADE TEACHER AT FALL CREEK ELEMENTARY, MY STUDENTS AND I HAVE BENEFITED FROM THE SMALL TAKE AWAYS WE LEARN DURING CLUSTER. THESE SMALL SHIFTS ARE PRACTICE AND EASY TO IMPLEMENT IN MY CLASSROOM. ALL THE TAKE AWAY RIGHT SIDE MINOR ADJUSTMENTS THEY'VE HAD A SIGNIFICANT IMPACT ON MY STUDENTS AND I'VE SEEN GROWTH BECAUSE OF APPLYING THEM TO MY INSTRUCTION. ANOTHER TEACHER, NIE CLUSTER CYCLES HAVE BETTER OUR CRAFT, THE SMALL SHIFTS IN TEACHING ARE HAVING BIG IMPACTS ON THE GROWTH OF OUR LEARNERS. THE COLLABORATION HAS BEEN IMPACTFUL FOR TEACHERS AND STUDENTS ALIKE. DON'T WORRY, I'VE GOT MORE. A RESOURCE TEACHER AT FALL CREEK INTERMEDIATE. IT IS FOSTER MEANINGFUL COLLABORATION AMONG COLLEAGUES WHO MAY NOT TYPICALLY WORK TOGETHER AND CHALLENGE OUR TEACH TO ADOPT NEW STRATEGIES AND SUPPORTS TO BETTER NEED THE SUPPORT NEEDS OF OUR STUDENTS. A SECOND GRADE TEACHER AT COME BEHR--CUMBER LAND ROAD. THIS HAS SET ME HIGH EXPECTATIONS.

LOOKING AT STUDENT DATA AS A TEAM AND AS A SCHOOL HAS ALSO FOSTER MORE COLLABORATION.

WHEN ANY STUDENTS SUCCEEDS, WE CELEBRATE THAT WORK. I'M GOING TO KEEP GOING.

IT'S JUST SO GOOD. A I THOUGHT THIS WAS UNIQUE PERSPECTIVE, SO A FIRST YEAR TEACHER AT FISHERS ELEMENTARY. PARTICIPATING IN CLUSTER HAS MADE ME MORE REFLECTIVE AND

[01:30:02]

WITH INTENTIONAL PLANNING AND CLEAR EXPECTATIONS, MY STUDENTS ARE MORE ENGAGED, MORE ACCOUNTABLE AND MORE CONFIDENT IN THEIR LEARNING. AND THEN LOOKING AT SOME REFLECTION AT OUR BUILDING LEADERS. NIET HAS--DATA DRIVEN AND STUDENT CENTERED AND GROWING TOGETHER PROFESSIONAL AND PRACTICE AS A STAFF LIKE NEVER BEFORE. WE HAD ANOTHER ELEMENTARY PRINCIPAL, STRUCTURE PROVIDED BY NIET HELPED LEADERSHIP BRING TOGETHER THE WORK TEACHERS WERE ALREADY DOING IN PROFESSIONAL COMMUNITIES AND REFINE IT IN A MORE STUDENT CENTER APPROACH. GROWING TEACHERS, SHIFTS PRACTICE AND IMPACT STUDENT ACHIEVEMENT SCHOOL WIDE. AND I PROMISE THIS IS MY LAST ONE. ALIGNING COACH BACK TO CLEAR INSTRUCTIONAL EXPECTATIONS WE RESULTING IN TEACHER GROWTH AND IMPROVE INSTRUCTIONAL CONSISTENCY ACROSS THE BUILDING.

SO I'LL LEAVE YOU WITH THIS, AS EXCITING AS IT IS TO HEAR FROM OUR KEY STAKEHOLDERS AND OUR TEACHERS AND BUILDING LEADERS, THOSE REFLECTIONS ARE ALWAYS NICE TO THINK BUT THE COMING WHEN WE'RE WITNESSING THE IMPACT. THIS IS DIRECTLY HAVING ON OUR

STUDENTS HERE AT HSE. >> SO AS, THINGS ARE NEVER DULL IN TEACHING AND LEARNING ALWAYS SOMETHING NEW ON HORIZON. I WANT TO POINT OUT A COUPLE OF THINGS IN FRONT OF US AS WE ROUND THIS YEAR AND START THE NEXT. YOU HEARD MR. YOU ARE BON SPEAK ABOUT THE ACCOUNTABILITY MODEL COMING FROM THE STATE, THE NEW HIGH SCHOOL DIPLOMAS, THAT'S NOT SET YET SO WE'RE STILL AWAITING APPROVAL FROM THE STATE BOARD AND TO APPROVE THE NEW ACCOUNTABILITY MODEL. WE THINK WE KNOW WHERE IT'S GOING, WE FEEL GOOD WHAT HAS BEEN SET UP. WHAT PLAYS TO THE FINAL VERSION. BUT THAT IS STILL ON THE HORIZON. NEW ACCELERATED MATH. SO NEW THIS YEAR, IS STUDENTS IN GRADE 5 THROUGH 7, DEPENDING ON HOW THEY PERFORM, ON THIS YEAR IT'S THEIR I LEARN CHECKPOINTS AS WELL AS THE GRADE THEY RECEIVED IN THEIR MATH CLASS, WE ARE AUTOMATICALLY MOVING THEM UP TO THE NEXT HIGHER MATH COURSE FOR NEXT YEAR.

THE STATE HAS NOT YET SELECTED THE INSTRUMENT IN WHICH WE'RE SCREENING STUDENTS WITH IN THE FALL. I WOULD LIKEN THIS JUST TO GIVE YOU A FRAMEWORK, I WILL LIKEN WITH WHAT WE'RE DOING WITH THE DYSLEXIA SCREENER, IT WILL BE THE SAME TYPE OF EXAM BUT ON THE MATH SIDE AND FOR STUDENTS IN GRADES K THROUGH 23. YOU HEARD A LOT TONIGHT AND WE

MADE IT TO THE--K THROUGH 2. YOU HEARD A LOT TONIGHT. >> WE'LL GO IN ORDER FOR

QUESTIONS FROM THE BOARD. SUSAN, WOULD YOU LIKE TO START? >> OKAY.

WHERE IS MY PAPER. I'M GOING TO TRY TO CONDENSE IT AND GO FROM BEGINNING TO END.

[01:35:02]

INCLUDED IN THOSE PERCENTAGES CORRECT? >> CORRECT, THOSE ARE ALL STUDENTS. WHEN YOU SAY CORPORATION, 14411 FOR EXAMPLE, IS THAT SAYING

THAT'S HOW MANY STUDENTS WE HAVE TOTAL THAT TOOK THE TEST? >> YES.

>> BUT NOT NECESSARILY THE ALL THE STUDENTS IN THE GRADE? >> IT IS ALL THE STUDENTS IN

THIRD GRADE THAT WERE HERE FOR CHECKPOINT 1. >> OKAY.

WHAT I COULDN'T GRASP, I DID UDERSTAND THE, THE SCORES EARLIER BUT WHEN YOU DID THE ILEARN THE RED, YELLOW, GREEN, BLUE AND I UNDERSTAND BLUE MEANING THAT'S ADVANCED WHATEVER, BUT WHAT WAS 54 PERCENT OR 21 PERCENT OR 16 PERCENT OR 10 PERCENT?

THE READING AND NONFICTION, DID I INTERPRET INCORRECTLY? >> THAT IS THE STATE.

>> OR UNDERNEATH. >> THE NUMBERS YOU JUST READ OFF WERE THE STATE NUMBERS.

OUR NUMBERS ARE RIGHT UNDERNEATH. SO WE HAVE 14 PERCENT OF OUR

THIRD GRADERS ABOVE PROFICIENCY. >> FOR READING FOUNDATIONS AND FIX?

--FICTION. >> CORRECT. FOR. FIVE STANDARDS.

>> AND THAT WORKS FOR EACH OF THE CATEGORIES IN EACH OF THE PAGES.

>> CORRECT. >> NOW, YOU TOUCHED ON IT A LITTLE BIT.

WHAT IS THE REMEDIATION STEP? SO NOW WE SEE THERE IS 36 PERCENT IN THE ELA1 OR 2, TALK ME THROUGH WHAT REMEDIATION HAPPEN. SO IF WE IDENTIFY A STUDENT NOW IN THE RED, IN LAYMAN, TALK TO ME ABOUT WHAT HAPPENS, LITTLE JOEY, WHAT HAPPENS NOW?

>> IT'S A COUPLE OF DIFFERENT PROCESSES. SO IF WE'RE TALKING ABOUT DIBLES THAT WERE BELOW OR WELL BELOW, OR NWBA, THAT IS BELOW THE 30 PERCENTILE, WE'RE GOING TO LOOK AT THAT AND DETERMINE WHERE THE DEFICIT IS AND WHAT INTERVENTION BEST MATCHES ADDRESSING THE SKILL SET. SO THEY RECEIVE THAT INTERVENTION DAILY FOR ABOUT 30

MINUTES. >> OKAY. >> IF WE'RE TALKING ABOUT THE CHECKPOINTS, IT'S DIFFERENT, WE TAKE THE DATA SO THAT 36 PERCENT THAT IS WELL BELOW, WE LOOK AT THE FIVE STANDARDS THAT ARE TAUGHT AS MR. URBAN INDICATED, WE GET A REPORT THEN WE CAN ADDRESS THAT IN SMALL GROUP INSTRUCTION WITH THOSE STUDENTS.

>> OKAY, THANK YOU. ON THE FAR SIDE, LET ME FIND ON THE FAR SIDE OF THE DIBLES, M.O. Y IS MIDDLE OF THE YEAR AND THAT'S THE AMOUNT OF STUDENTS, JUST TO CLARIFY THAT

TOOK THAT TEST? >> CORRECT. >> CORRECT.

>> CORRECT. >> JUST WANTED TO CLARIFY I HAD THE CORRECT AMOUNT.

THAT IS ELEMENTARY, REMEDIATION. OKAY NOW, GOING TO COLLEGE LEVEL CLASSES, THE COLLEGE LEVEL CLASSES WHEN WE HAD A P CLASS, THE TEST, OH, WAS THAT EVERYBODY THAT IS IN THE CLASS

OR JUST THE ONES THAT HAVE BEEN TAKING IT? >> THE AMOUNT OF CLASS THAT

TOOK AP CLASS. >> SO IT DOES NOT HAVE TO DO WITH THE SCORE?

>> THEY SCORED A 3 OR ABOVE THE A P THAT WOULD TYPICALLY EARN THEM COLLEGE CREDIT.

>> NOW BACCALAUREATE PROGRAM, THEY GAVE THE 10 PERCENT AT FISHERS THAT IS NOW DOING THE BACCALAUREATE PROGRAM, WE'VE HAD THAT FOR QUITE SOMETIME, 4 PERCENT, EXCUSE ME.

[01:40:05]

>> WE GOT 100 STUDENTS IN THE IV PROGRAM. >> CORRECT.

>> THAT DOES NOT CUT ONE OFF, BUT STUDENTS CAN TAKE INDIVIDUAL COURSES AND

CERTIFICATION EXAMS SO MORE STUDENTS THAN 100. >> THAT WAS GOING TO BE MY OTHER QUESTION, OVER THE LAST FOUR YEARS, I KNOW WE HAVE DATA, HAS THAT PROGRAM

CONSISTENTLY GROWN? >> I SAY IT'S MAINTAINED DECLINED A LITTLE BIT BUT WE HAVE PROMISING NUMBER AT BOTH FRESHMAN AND SOPHOMORE LEVEL AND 8TH INTEREST IS PRETTY HIGH.

>> AND LAST ON INTERNATIONAL BACCALAUREATE, THEY CHOOSE MAYBE TO GO TO FISHERS HIGH SCHOOL TO BE PART OF THAT PROGRAM, DO WE HAVE THE NUMBERS OF I'M GOING TO DO IT AND THEN

THEY DECIDE NOT TO? >> I DON'T HAVE THOSE NUMBERS WITH ME.

>> OKAY, AT A LATER DATE CAN I GET AN AVERAGE OF WHAT WE OF KIDS COMING INTO IT AND THEN STAYING WITH IT AS OPPOSED TO LIKE MAYBE 300 OR 100 IN IT. NOT EMERGENCY NUMBERS BUT HOW THAT THAT IS GROSSED. ALL RIGHT, THAT IS INTERNATIONAL BACCALAUREATE.

YOU HAD A SLIDE THAT SHOWED ABOUT THE WORK BASE LEARNING AND HOW THE KIDS CAN INTERACT

AND JEFF HAD THAT UP, DO YOU KNOW WHAT I'M TALKING ABOUT? >> THE WEBSITE.

>> IS THAT, STUDENT'S HAVE THAT INTERACTION OR THE PUBLIC CAN SEE THAT?

>> THAT'S ON OUR WEBSITE RIGHT NOW. > ANOTHER POINT, AS FAR AS INCREASING WORK BASE LEARNING, YOU KNOW, THE LAST TWO YEARS, I'VE COME TO YOU WITH NEW COURSE PROPOSALS, YOU'VE APPROVED 25 NEW EDUCATION CLASSES OVER THE LAST TWO YEARS

TO HELP HUSBAND. >> OKAY, GREAT. GOING TO TITLE 2 GRANT.

WHEN THAT, THAT IS PRIMARILY OUR FUNDING FOR PROFESSIONAL DEVELOPMENT.

WHAT DETERMINES THE AMOUNT THAT WE RECEIVE? LIKE WHEN YOU APPLY FOR THE GRANT? IS IT I'M SURE CHANGES, WHAT IS ONE OF THE DETERMINATIONS OF

WHETHER WE'RE AT 20,000 OR 2 MILLION? >> THAT'S THE FORMULA THAT COMES FROM THE STATE. WE DON'T ASK FOR THE, WE DON'T ASK FOR THE MONEY IN TERMS OF AN AMOUNT, THEY TELL US THIS IS HOW MUCH YOU'RE GOING TO GET. AND THEN, WE HAVE TO APPLY FOR IT BY COMPLETING SOME DOCUMENTATION AND PROVIDING A BUDGET BUT ONCE THEY TELL US AND TITLE 2 IS ALSO ONE OF THOSE GRANTS THAT WE ALSO SHARE WITH OUR NON PUBLIC PARTNERS IN THE DISTRICT. SO THERE IS A SMALL PORTION OF TOTAL AMOUNT THAT GOES TO OUR NON PUBS AND THEN WE KEEP THE REST OF THAT. BUT THAT'S THE A FIGURE THEY

GIVE US. >> HAVE WE BEEN PRETTY CONSISTENT OVER THE LAST

SEVERAL YEARS? ABOUT THE SIMILAR AMOUNTS? >> YEAH, WE'RE, IT'S INCREASINGED A LITTLE BIT. I WENT BACK THE LAST THREE YEARS AND IT'S GONE UP A LITTLE BIT. OVER THE THOSE, OVER THAT TIME, BUT IN GENERAL, IT'S, IT'S

WITHIN, 20-30,000 OF EACH:00 >> AND BECAUSE I DON'T HAVE IT WRITTEN DOWN, DO WE HAVE GUEST

MATION. >> I CAN DO BETTER THAN GUESTMENTATION.

WE'VE AVERAGED ABOUT 2300. AND AGAIN, THAT'S MONEY ALLOCATED TO BE SPENT OVER TWO

YEARS WITH ANOTHER GRANT COMING OFTEN BEHIND IT AS WELL. >> AND JUST LIKE WE HAVE, GUIDELINES FOR CURRICULUM OR WHAT KIDS NEED TO ACCOMPLISH IN THEIR STUDIES, DO WE HAVE THE SAME THING WITH PROFESSIONAL DEVELOPMENT? WHO DETERMINES NOT JUST WHAT WE DID BUT ARE THERE GUIDELINES TO THE STATE THAT WE'RE REQUIRED TO DO FOR PROFESSIONAL

DEVELOPMENT OR IS IT DISTRICT OF WHAT WE WANT TO DO? >> THERE ARE GUIDELINES ON HOW THE MONEY CAN BE SPENT BUT THE PROGRAMMING, WE GET TO DECIDE LOCALLY.

>> OKAY, SO YOU JUST HIT THAT, SO THE DISTRICT, THE ADMINISTRATION TAKES THAT.

>> CORRECT. >> AND PROFESSIONAL DEVELOPMENT WE'RE IN, THE PROGRAMMER OR WHATEVER WE'RE DOING IS THAT THE PRESENTATION, I JUST RECEIVED.

>> BECAUSE WE HAVE DEDICATED TIME TWO DAYS A WEEK OVER WEEK, THE PLC AND THE CLUSTER WORK THAT IS DONE DISTRICT WIDE IS WHERE A GOOD MAJORITY OF OUR BUDGETED TITLE 2 PROFESSIONAL MONEY GOES TO SUPPORT. AND THEN THERE IS A WHOLE ANOTHER, I WOULD SAY, A POUPERI

[01:45:01]

WHEN WE ADOPTED THE NEW LING --LINGO CURRICULUM. IF WE DO A NEW CURRICULUM AOPTION, THE PD AROUND HOW WE IMPLEMENT THAT NEW RESOURCE IS SOMETHING THAT WOULD ALL COME

OUT OF THOSE FUNDS. >> OKAY. AND CAN YOU, I'M GOING TO, I THINK I'M DONE WITH THE PD AND PROFESSIONAL DEVELOPENT, THANK YOU FOR THAT.

YOU GUYS, PUT IN AN ORDER, I'M TRYING TO GO IN ORDER HERE. WALK ME THROUGH, AGAIN, I THINK THIS IS FOR JASON. IF YOU RECALL, MAYBE MATT YOU HAVE THIS TOO.

WHAT IS OUR CURRENT MATH CURRICULUM AND WHEN WAS THE LAST TIME WE ADOPTED A NEW

CURRICULUM FOR OUR MATH AT THE JUNIOR HIGH LEVEL? >> ELEMENTARY THROUGH 6, WE

JUST ADOPTED IT? >> AND WHAT IS IS THE JUNIOR HIGH ONE?

>> ROB DOESN'T REMEMBER? 29S BEEN A RESOURCE. WE ALSO HAVE HIGH SCHOOL LEVEL COURSES AT THE, AT JUNIOR HIGH THAT ARE ALSO TAUGHT THAT ARE THE SAME RESOURCE THAT WE USE

AT THE HIGH SCHOOL. >> AND UNDER REMEDIATION QUESTION, GOING BACK, WE HEARD A LITTLE BIT ABOUT WHAT HAPPENS AT ELEMENTARY LEVEL, CAN YOU GIVE ME AN IDEA, YOU TALK ABOUT TIER 1 AND TIER 3S AND NOW WE GOT THEM IN THE JUNIOR AND THEY'RE IN THE RED AND THEY'RE GOING TO HAVE TO GO ON INTO HIGH SCHOOL. WHAT DO WE DO, LITTLE JOEY, AGAIN, SORRY JOEY, HAS BEEN IDENTIFIED RED, GIVE ME AN EXAMPLE WHAT HAPPENS AT THAT

LEVEL. >> TIERED SYSTEM, WE'LL START WITH TIER 3, IF THEY DON'T HAVE FOUNDATIONAL SKILLS AND LET'S SAYS WE HAVE GIVEN THEM ASSESSMENT AND WE UNDERSTAND, THEY'RE BELOW PROFICIENCY, THEY'RE AUTOMATICALLY PLACED IN A DOUBLE BLOCK OF ENGLISH OR MATH SO THEY'RE GETTING EXTRA INSTRUCTION IN THEIR SCHEDULE. ONE OF THE NICE THINGS ABOUT OUR NEW SCHEDULE IS THOSE STUDENTS USED TO GIVE UP AN ELECTIVE CLASS.

SO WE'RE STILL CONTINUING WITH THAT, SO WE'RE TARGETING THOSE FOUNDATIONAL SKILLS, READING SKILLS. FOR TIER 2 THAT'S MORE BASED ON DID THEY MASTER THAT STANDARD.

SO IS THE EXAMPLE THAT I SHOWED YOU FROM THE I LEARNED POINT. WE FIGURE OUT DOES THIS STUDENT QUALIFY AND DO WE NEED TO BRING THEM FOR ABOUT THREE WEEKS AND GIVE THEM ANOTHER FORMULA ASSESSMENT. IF, IF THIS IS JUST A HEY, DIDN'T GET IT IN CLASS THIS DAY, THEN WE'RE BRINGING THEM BACK IN FOR FLEX PERIOD AT THE END OF THE DAY, IT'S 30 MINUTES

JUST TO HIT THAT ONE SCALE THAT WE TORE GETED. >> OKAY,--TARGETED.

>> THIS IS MY FINAL QUESTION. WITH THE PATHWAY, THAT WE HAVE WHICH IS PHENOMENAL AND I LOVE ALL THE WORK THAT IS BEING DONE, BUT IF YOU HAVE A STUDENT, LET'S SAY A 9TH SOPHOMORE YEAR, THEY'RE REMEDIATION THAT HAS NOT QUITE MANAGED ENGLISH, MATH, THE REGULAR BASIC CORE THING, ARE THEY IN A DIFFERENT PATHWAY? ARE THEY STILL GO THROUGH ONE

OF THOSE PATHWAY. >> STILL GOING TO GO THROUGH THE PATHWAY.

IT WAS A GREAT DAY. GREAT ENERGY, RIGHT. I'M WALKING THROUGH THERE AND A DEAN COMES UP TO ME AND HE SAID THIS STUFF IS WORK WITHING. I SAID WHAT ARE YOU TALKING ABOUT. HE GOES, THIS THING IS WORKING I SAUCE A KID STRUGGLING AND HE'S DOING A GREAT JOB. THE KID GOES, I KNOW WHAT I NEED TO DO.

I KNOW WHY WHAT I'M DOING NOW CONNECTS TO WHAT I'M DOING LATER.

THAT'S JUST ONE STORY. BUT EVERY SINGLE KID NEEDS TO HAVE THAT EXPERIENCE.

>> AND I WANT TO CONCLUDE I WAS FORTUNATE TO BE THERE AND I WAS NOT THERE AS A BOARD MEMBER BUT AS A ENTREPRENEUR THAT WEARS MULTIPLE HATS AND BEING THERE AND TALKING TO THE STUDENTS ONE OF THE BIGGEST THINGS POINTED OUT BY MYSELF BUT REITERATED BY THE STUDENTS IS WHEN YOU'RE DOING SOMETHING YOU LOVE, YOU'LL PERFORM BETTER AND YOU HAVE TO ASK QUESTIONS AND USE YOUR RESOURCES. AND ONE OF THE THINGS THAT I COMPLIMENT YOU AND ALL OF YOU IS EDUCATION IS NOT JUST EDUCATION BUT ASKING QUESTIONS, TALK TO GO YOUR MENTORS YOUR

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THANK YOU. I'M DONE. >> THANK YOU.

SARAH. >> OKAY, SO MINE ARE IN ORDER TOO.

BUT I'M NOT SURE IF IT'S ACTUALLY FOR YOU, MS. FEDER THOMPSON.

IT USED TO BE PAID BY ASSESSMENT GRANT WITH THE CHANGE TO THE ILEARN CHECKPOINTS SO WHEN I ASKED ABOUT THIS IN THE FALL. THE DATA WAS-- --

~>> WE ARE STILL, YOU HAVE SEEN SMFT CURRENT CHECKPOINT, WE STILL LOOK LIKE WE NEED TO GET THROUGH THREE TO REALLY TEASE OUT, IS WHAT WE'RE SEEING THROUGH NWEA RESULTS LINE UP WITH WHAT THE CHECKPOINTS ARE TELLING US. AND WE'RE GOING TO CONTINUE TO ANALYZE THAT THIS TIME. IT'S, ERIN CAN TELL YOU, I TALK TO HER OFTEN.

WE NEED TO MAKE SURE TO DO A COMPARISON. AS I SIT HERE STAND HERE TODAY, I WILL TELL YOU WE'RE NOT 100 PERCENT THAT NOT HAVING NWEA MAYBE EVEN ONE MORE YEAR ISN'T, A TERRIBLE THING. WE WANT TO MAKE SURE THAT THE DATA THAT WE HAVE, WE HAVE IDENTIFICATION THAT HAS TO CONTINUE SO WE REALLY WANT TO MAKE SURE THAT THAT IF WE MAKE A DECISION TO NOT FUND NWA THAT WE FEEL SOLID ABOUT WHAT THE CHECKPOINTS ARE TELLING US.

IT'S STILL WORK IN PROCESS BUT I'M HAPPY TO REPORT BACK AT A LATER TIME TO TELL YOU WHERE WE

ARE WITH THAT. >> PERFECT THANK YOU. MR. URBAN, THE MTSS BLOCK, CAN YOU EXPLAIN WHAT MAYBE THE TIER 1 STUDENTS ARE DOING DURING THAT TIME.

>> COUPLE OF DIFFERENT THINGS, EXTENSION OF TIER 1, THEY MAY BE GIVEN A QUIZ DURING THAT TIME AND MAYBE A QUIZ DURING THAT TIME THAT'S A POSSIBILITY BUT PRIMARILY WHAT THE BUILDINGS ARE DOING IS WORKING ON, BASICALLY, YOU KNOW, YOU KNOW, THE EXAMPLE, I SHOWED YOU UP THERE. THEY MAY GIVE A STUDENT NUS SE LA, TIED TO THE IMPROVEMENT GOALS FOR THAT BUILDING. ALL RIGHT AND BACK TO DR. KEGLEY.

BUILDING ON SUZANNE'S QUESTION, SO, WITH OUR TITLE 2 DOLLARS, YOU, YOU SAID WE'RE SPENDING MOST OF THEM ON THE CLUSTER AND PLC, IS THAT PAYING THE TEACHER TIME?

OR WHAT ARE THOSE DOLLARS PAYING FOR SPECIFICALLY? >> IN THE EARLY STAGES, IT'S OFTEN PAYING FOR A CONSULTANT TO COME AND WORK WITH US, TO MENTOR OUR TEAM SO WE CAN TURN AROUND AND DO THE SAME THING FOR OUR STAFF. THIS IS, WE'VE UTILIZED THAT STRATEGY IN BOTH PLZS. I WILL TELL YOU WITH THE CLUSTER WORK, THE DESIGN AND WILL AND ERIN REALLY LEAD THAT WORK AT THE BUILDING LEVEL. THIS IS YEAR TWO AT THE ELEMENTARY K-4 BUILDING WITH THE CLUSTER WORK, FIRST YEAR WITH 5-6, THAT IS REALLY A WEENING PROCESS. SO AS WE BECOME MORE ADEPT, THE DEPENDENCE ON FOLKS TO WORK WITH OUR FOLKS MORE DIRECTLY WILL GO AWAY AND SO THAT WILL MEAN LESS DOLLARS ARE BEING SPENT FOR THAT, BECAUSE WE'LL HAVE FOLKS THAT CAN HELP LEAD THOSE EFFORTS NOT ONLY AT THE DISTRICT LEVEL BUT DEFINITELY IN OUR BUILDING LEVELS. WE HAVE, YOU MAY HAVE HEARD THE

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STAFF. >> SO IT'S, IT'S PAYING SOME OF THE CONSULTANTS AND THAT SORT

OF THING? >> YEAH. WE PREFER IF WE CAN DO SOMETHING HERE, IT'S ALWAYS MORE ECONOMICAL THAN SENDING A SMALLER GROUP OF PEOPLE ELSEWHERE. IT'S CHEAPER TO BRING SOMEBODY ONSITE ESPECIALLY WITH THE SIZE OF OUR DISTRICT TO GET THE NUMBER OF PEOPLE FRAIND ON DIFFERENT TOPICS, THE QUICKEST

THAT IS USUALLY, MORE EFFICIENT AND MORE ECONOMICAL. >> I THINK YOU LEAD INTO MY NEXT QUESTION, THAT WAS MY THOUGHT BUILDING A LITTLE BIT ON WHAT MR. HERSCH SAID THAT WE HAVE THE BEST EDUCATORS AND INSTRUCTIONAL COACHES AND I'M A FIRM BELIEVER THAT WE NEED THOSE TO GET THESE GREAT SCORES. THAT'S HOW THE PROFESSIONAL DEVELOPMENT, THAT'S THE PROVEN METHOD THAT WE KNOW WORKS. THIS MODEL. AND, AND I THINK THAT'S WHY WE'VE SEEN THE INCREASE, RIGHT. WE HAVE THIS COACHING AND MODELING AND THAT'S CERTAINLY WHAT WORKS. BUT I THINK, OUR BEST COACHES AND OUR, EQUIPPED TO DO IT.

SO I'M GLAD TO HEAR YOU SAY THAT WE'LL BE ABLE TO, BACK UP OFF USING SOME CONSULTANTS, IN THE FUTURE ONCE THEY MAY BE HAVE A LITTLE BIT MORE TRAINING AND THEY'LL BE ABLE TO DO THAT FULLY IN-HOUSE, BECAUSE I THINK THAT'S, THAT WOULD BE MY VISION. AND THEY ARE THE BEST, I

BELIEVE THEY'RE THE BEST. >> AND WE NEVER WANT TO BE IN A POSITION WHERE WE'RE DPENT ENTER ON WHAT WE DO MOVING FORWARD WITH OUR STAFF ON SOMEBODY WHO DOESN'T KNOW OUR FOLKS AND KNOW WHAT WE DO AND ALSO HAVE TO PAY A BILL WHENEVER THEY COME.

ABSOLUTELY. JUST TO CLARIFY AND IT MAY BE A QUESTION FOR MR. HERSCH, IN THE FIVE STEPS FOR AFFECTIVE LEARNING THAT YOU TALKED ABOUT, I'M JUST CURIOUS WHEN YOU SAY, WE'RE IDENTIFYING THE PROBLEM, WE'RE OBTAINING NEW TEACHER LEARNING, WE'RE DEVELOPING NEW TEACHER LEARNING, WHO IS DOING THAT? WHO IS IDENTIFYING THE PROBLEM?

WHO IS PROVIDING NEW TEACHER LEARNING? >> SO IS THE INSTRUCTIONAL LEADERSHIP TEAM AT THE BUILDING, SO THE ILT THAT WE REFERENCED, THAT'S LEAD BIT BUILDING PRINCIPAL, THEY'RE FIRST AND FOR MOST THE INSTRUCTIONAL LEADER.

OF THAT BUILDING. THAT IS SOMETHING THAT SOMETHING THAT I THINK IS UNIQUE ABOUT THE DISTRICT IS THE PEOPLE THAT WE HAVE LEADING OUR BUILDINGS, ARE INSTRUCTIONAL LEADERS, THEY UNDERSTAND THAT PROCESS, THEY JUST GET IT, RIGHT.

YOU DON'T FIND THAT EVERYWHERE YOU GO. SO THAT IS SOMETHING THAT PUTS US AHEAD OF THE CURB THAT WE HAVE PEOPLE THAT ARE ADEPT TO THINKING IN THAT MANNER.

WHEN IT COMES TO PIECE APPROXIMATES OF THE WORK THAT WE'RE DOING WITH FIELD TESTING, FOR INSTANCE, ONE THING I KIND OF FAILED TO MENTION, OUR BUILDING COACH FOR EACH BUILDING IS WORKING WITH NOT ONLY THE LEADERSHIP TEAM FOR THAT BUILDING BUT WITH SOME TEACHERS THROUGHOUT THE BUILDING TO DO SOME FIELD TESTING.

SO WHEN THAT NEED IS IDENTIFIED, AND THAT IS TYPICALLY IDENTIFIED BY YOUR LEADERSHIP TEAM OR BUILDING PRINCIPALS IN COORDINATION WITH, YOU KNOW, WHEN YOU'RE THINKING ABOUT SCHOOL IMPROVEMENT AND PLAYING ROLES, INCLUDES ALL STAFF BUT THAT IS PULLED FROM DATA, SO YOU'RE LOOKING AT HARD PIECE APPROXIMATES OF EVIDENCE TO DETERMINE THAT PATHWAY. BUT OUR COACHES THEN DO SOME FIELD TESTING.

WE REALLY HAVE ACTION RESEARCH TAKING PLACE WITHIN EVERY SINGLE BUILDING WITH THAT BUILDING COACH AND WHATEVER VARIETY OF TEACHERS THAT THEY'RE WORKING IN CORRESPONDENCE WITH, THAT PROCESS IS GUIDE, THAT REFLECTION PROCESS.

SO IF A COACH AND TEACHER DO A FIELD TEST LESSON, GENERALLY A MEMBER OF ILT OR ASSISTANT PRINCIPAL OR OTHER DESIGNATED STAFF ARE ALONG WITH THAT PROCESS, WE'RE LOOKING FOR WHAT IS CALLED CRITICAL ATTRIBUTES, SO WHAT TEACHER MOVES WERE MADE DURING THAT LESSON THAT REALLY

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SO WE'RE DIVING IN DEEP WITH OUR TEACHERS THAT THAT IS NOT SOMETHING THAT WE READ IN OUR BOOK OR SAW AT A CONFERENCE, THIS HAPPENED IN OUR BUILDING, WITH OUR KIDS, TO ADDRESS A NEED THAT WE KNOW WE HAVE. SO THAT'S REALLY BEEN, THAT POWERFUL PIECE THAT WE'VE SEEN WITH THE K-6 THAT ERIN AND I ARE WORK WITHING. I DON'T KNOW IF THAT FULLY

ANSWERED. >> THAT'S GREAT. THANK YOU.

AND THAT'S ALL MY QUESTIONS. >> DR. ALBRIGHT? >> FIRST OF ALL, THANK YOU FOR A VERY CLEAR AND CONCISE PRESENTATION, I WAS IMPRESSED AND IT WAS INFORMATIVE.

I DON'T REALLY HAVE QUESTIONS. JUST A COUPLE OF COMMENTS. FIRST OF ALL, I GO BACK TO MY RESENT NF2, TWO BOYS THAT GRADUATED LAST YEAR. YOU GO THROUGH THEIR EDUCATIONAL YEARS WITH THEM AND YOU HOPE THAT THEY'RE LEARNING BUT WHEN I SAW IT IS WHEN THEY'RE IN THE MIDDLE OF THEIR FRESHMAN AND BRANDON SAID TO ME, BOY THIS WAS NOT AS HARD AS HIGH SCHOOL WAS. I GUESS THAT WAS GOOD, BUT I WAS IMPRESSED, HE'S TAKING WHAT I CONSIDER PRETTY HARD CLASSES AND TO BE ABLE TO SAY THAT ABOUT YOUR HIGH SCHOOL EDUCATION, REALLY, MADE ME FEEL GOOD ALL OVER, RIGHT. AND THEN JONATHAN WHO IS A PRE-MED MAJOR, HE'S IN A HARD PHYSICS CLASS I'M GLAD I'M NOT TAKING, HE STUDIED 30 HOURS FOR THE FINAL BUT CAME OUT WITH A A IN THE CLASS AND NOT MANY DID. AND THAT IS KUDOS, MAYBE GENETICS TO HIS DAD BUT WHAT HE WAS THOUGHT IN HIGH SCHOOL. AND THIS IS EVIDENCE OF WHAT YOU'RE PROVIDING FOR STUDENTS. THE OTHER COMMENT IS PROFESSIONAL, IN MEDICINE, IT'S CALLED--I SAT HERE AND WAS A LITTLE JEALOUS, I WOULD LOVE TO MEET WITH THE CLUSTER EVERY WHATEVER HOW OFTEN YOU ALL MEET. JUST TO TALK ABOUT WHAT WORKS AND THE CHANGES THAT CAN BE MADE. SO SING, THIS NIT DRIVEN PROFESSIONAL DEVELOPMENT SOUNDS, I'M VERY IMPRESSED AND YOU'RE GIVING THE TEACHERS A GREAT OPPORTUNITY TO LEARN FROM EACH OTHER AND MAKE CHANGES THAT REALLY IMPACT THE CLASSROOM.

SO THANK YOU, AND I APPRECIATE ALL THAT YOU DO FOR OUR STUDENTS.

>> LATRICA. >> FOR THE TAKE OF TIME, I WANT TO SAY, THANK YOU FOR ALL THAT YOU DO. AND OUR DISTRICT WILL CONTINUE TO BE A GREAT DISTRICT.

DR. KEGLEY, WHEN YOU TALKED ABOUT MATH, YOU TALKED ABOUT DYSLEXIA AND READING, AND YOU MAY NOT HAVE THIS ANSWER, WHAT PERCENTAGE WHO ARE HAVING MATH ISSUES ARE DISCALCIA?

>> IS WOULD HAVE TO LOOK. >> THAT'S MY QUESTION. >> I THINK JUST TO ADD ON A LITTLE BIT, PART THERE WILL BE SOME THINGS THAT COME TO LIGHT AFTER WE PROVIDE THE SCREENER THAT I JUST DON'T THINK ANY OF US KNOW YET, A, AS I MENTIONED, A INSTRUMENT HAS NOT BEEN SELECTED YET AND WHAT THAT INSTRUMENT IS EXACTLY MEASURING AND WHAT THE REPORTING COMES OUT OF THAT, WILL BE AN EDUCATION FOR US ALL. SO WE LOOK FORWARD TO THAT.

THANK YOU. >> BEN? >> IS AGREE WITH MS. SCHOOLEY WITH THE INTEREST OF TIME AND YOU ANSWERED MY QUESTIONS, IS HAD 17 QUESTIONS AND EVERYBODY COVERED THEM. SO JUST A FEW THANK YOU AND ACKNOWLEDGMENTS AND JUST ONE QUESTION. I BELIEVE WE HAVE ALMOST ALL THE PRINCIPALS HERE AND YOU'VE SAT US THROUGH A COUPLE OF HOURS AND THIS IS SUPER IMPORTANT INFORMATION BUT OBVIOUSLY I WOULD EXPECT MOST OF YOU KNOW ALL OF THIS SO THANKS FOR JOINING US.

WE DON'T GET TO SEE YOU THAT OFTEN AND WE APPRECIATE YOUR TIME LATE INTO THE EVENING AND I KNOW YOU STARTED EARLY THIS MORNING. SO THANK YOU.

AND SPECIFICALLY, STEVE LOSHER, IT'S NICE TO SEE YOU, I MISS YOU.

WE USED TO TALK EVERY WEEK. LET'S GET IT BACK TOGETHER. IT'S AMAZING TO SEE THIS THING ACTUALLY BE IMPLEMENTED AND I HAVE A FRESHMAN WHO IS GOING THROUGH THE FIRST GROUP OF THIS THING NOW AND I GET TO SEE IT EVERY NIGHT WHEN HE COMES HOME AND TELLS ME WHAT HE'S DOING

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WE'VE ACTUALLY PUT IT IN PLACE AND CREDIT TO YOU, STEVE ALL OUR PRINCIPALS AND EVERYBODY, IT'S UNBELIEVABLE THE AMOUNT OF THING THIS TAKES TO PUT INTO PLACE AND PREPARE THE KIDS AFTER HIGH SCHOOL WHICH IS THE GOAL OF THIS WHOLE THING. THE PRESENTATION WE HAD TONIGHT IS THE REASON WHY WE'RE HERE. WE GET INTO A MILLION THINGS, WE'RE RUNNING A 340 MILLION DOLLARS CORPORATION BUT THIS IS WHAT WE'RE HERE FOR. THANK YOU ALL FOR THAT.

AND MY ONLY OTHER QUESTION, WAS, THE LITERACY COACHES, WE'VE CALLED THEM INSTRUCTIONAL COACHES, CAN YOU EXPLAIN THE ROLE OF THE LITERACY COACH RIGHT NOW, WHAT THEY'RE DOING WHY THEY'RE IMPORTANT? THERE HAS BEEN CONSTERNATION OF WHAT DO WE NEED THESE, DO WE

NOT NEED THESE? >> YEAH, SO IF YOU REMEMBER, WE HAD TWO SCHOOLS GO THROUGH THE LITERACY CADDRE AND THEY FINISHED LAST YEAR, THIS IS THEIR FIRST YEAR OUT.

THAT'S WHEN WE HIRED LITERACY COACHES. AND THEN THAT SECOND YEAR, THAT THEY WERE IN, WE ADDED THE REMAINING 11 WHICH THEN THEY BECAME LITERACY COACHES AT THAT POINT. THEY'RE FINISHING YEAR TWO. SO WE WILL MOVE BACK TO INSTRUCTIONAL COACHES, BECAUSE WE KNOW THE INSTRUCTIONAL IS IS THE IMPORTANT PART THAT GETS US THROUGH THAT CONTENT, SO WE DON'T WANT OUR COACHES TO BE LITERACY COACHES.

>> CAN YOU GIVE, AND I'M JUST BARELY INTO THE WEEDS HERE, KIND OF WHAT THEY DO DAY-TO-DAY, I THINK FROM OUR LEVEL, THE COMMUNITY ASKS, WHAT ARE THEY DOING? WE KNOW WHAT A TEACHER DOES A PRINCIPAL. TELL US WHAT THEY DO.

ARE THEY INTER CLASSROOM WHAT DO THEY DO? >> SO MR. HERSCH HIT ON WHAT THEY DO, THE TESTING GOING INTO THE CLASSROOMS AND TRYING OUT WHAT WE THINK NEEDS TO BE OFF THAT DATA AND THEY INSTRUCT THROUGH THAT CLUSTER CYCLE. THAT'S A HUGE PART OF THEIR DAY.

BUT THEY STILL HAVE COACHING CYCLES THAT THEY CAN GO THROUGH WHERE A TEACHER IDENTIFIES AN AREA THAT THEY WANT TO IMPROVE OR PERHAPS THE PRINCIPAL SAYS, WE NEED TO WORK ON ON THE LOWER GRADES, THEY MAY WORK ONE ON ONE AND THEN DO A GRADUAL RELEASE WHERE THEY'RE WORKING THROUGH ALL OF THAT. SO THAT'S THE TWO-FOLD PIECE P THE TESTING AND ALSO COACHING

OUR TEACHERS INDIVIDUALLY. >> THANK YOU ALL VERY MUCH. >> DAWN?

>> SO I WANT TO COMMENT ON THE WHAT WAS SAID. I WAS PART EARLY ON AS WELL.

GOING DOWN IN NASHVILLE AND TOURING ALL THE DIFFERENT SCHOOLS THAT HAD ALL THE PROGRAMS IMPLEMENTED, AND SEEING THE SCHOOLS IN THE MODEL, I THINK WE'VE BLOWN THEIR OUT OF THE FIELD. ESPECIALLY AS I LOOK AT THE BOOKLET AND ALL THE INDUSTRY PARTNERS, THAT HAVE HAPPENED ON, FANTASTIC. I KNOW IT'S NOT FINAL.

AND IT SHOULDN'T BE FINAL, THIS IS DEFINITELY A FLUID DOCUMENT BUT I JUST WANT TO ECHO ALL THE WORK THAT THIS DISTRICT HAS DONE, YOU SPECIFICALLY. THIS IS INCREDIBLE AND ESPECIALLY AS WE LOOK AT THE STATE MANDATE WITH THE GRADUATION AND HOW FAST YOU HAVE REACTED. NOT ONLY THAT BUT THE SCIENCE IN READING.

WHEN WE TALK ABOUT THE FISCAL RESPONSIBILITY, WE HAD A SHIFT. SO THERE IS A LOT OF THOSE KEY CRITICAL SUCCESS FACTORS THAT WE HAD TO DRAMATICALLY ALIGN WITH.

AND ALSO ONE OF THE KEY THINGS, IN THE BREAKOUT SESSIONS WHEN WE CAME BACK, COMMUNITY INVOLVEMENT AND EVEN BREAKOUT WITH THE TEACHERS, ONE OF THE CRITICAL THEY REQUESTED WAS PROFESSIONAL DEVELOPMENT. THIS IS SPOT ON. SO THIS IS FANTASTIC.

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WELL DONE. >> I JUST WANT TO SAY WOW, THE ACHIEVEMENT THAT WE CAN ACCOMPLISH WHEN THE RIGHT PEOPLE ARE IN PLACE. THE STUDENTS ARE THE BENEFACTOR, WE'RE SEEING THE PROOF RIGHT HERE. I WOULD LOVE THE PRESENTATION SENT OUT TO THE BOARD AFTERWARDS, THAT WOULD BE AMAZING SO WE CAN ADMIRE AND LET IT SINK IN, I THINK IT'S A LOT TO TAKE IN. BUT I THINK WHAT SETS US APART IS WE HAVE TREMENDOUS GROWTH AND WE ARE LEADING ABOVE THE STATE AFTERNOON BUT WHAT SETS HSE APART, IS WE WANT TO BE THE BEST AND WE DON'T WANT TO STOP THERE.

AND STAFF AND LEADING OUR STUDENTS AND REALLY AT THE END OF THE DAY, MANAGING 17 BUILDINGS IN THE SAME LEVEL OF UNDERSTANDING, AND CURRENT DETERMINATION IS SOMETHING TO BE SAID FOR. SO I'M JUST ASTOUNDED AND PLEASED, I COULD NOT BE HAPPIER.

MY GRATITUDE TO YOU GUYS. AND THANK YOU FOR STAYING LATE AND I'LL EMAIL MY QUESTIONS.

>> I HAVE ONE QUICK QUESTION AND COMMENT PLEASE. >> OKAY.

-- ~>> YES, T.D. S OR THE OLD TERM NOW WE'RE INSTRUCTIONAL COACHES.

AND THEY WORK DIRECTLY WITH THE TEACHERS. THAT DOES NOT MEAN THAT THEY'RE NOT WORKING WITH A SMALL GROUP OF STUDENTS AS THEY'RE DOING FIELD TESTING.

>> OKAY AND I WANT TO ECHO, WHAT MR. ORR AND WHAT MS. LANG SAID, FANTASTIC.

I'VE BEEN ON SOME SFT FIELD TRIPS AS WELL AND KUDOS TO MR. MAPES TAKING EVERYTHING THAT WE'VE WLAERND AND HAD THAT FOUNDATION AND PUTTING THIS IN PLACE AND WATCHING IT COME OUT.

THANK YOU TO EVERYONE IN THE ROOM, WE APPRECIATE YOU. >> THANK

* This transcript was compiled from uncorrected Closed Captioning.