thank you I know you like the beginning the mid and the end it's your favorite meeting um I will try not to take up a lot of your time but there'll be chance for questions too so the first slide that I have for you is our transfer In-N-Out data because I had told you that part of our strategic plan that we're monitoring how many kids transfer in and out of the district along with our student data this year okay this year we are down from where we were last year so last year at the what is happening last year at this time we had 116 kids that had transferred out of our district and 74 that had transfer in this year we're at a total of 139 so 91 kids have transferred in 48 kids have transferred out we do have a survey that parents can fill out when they transfer their students in and we have a survey now that they can fill out when they transfer their child out it is up to them whether they fill it out or not some of the other things that we're looking for is when they transfer out of the district where are they going um and when they transfer in the district where are they coming from so some numbers that I have which we have 16 kids that have transferred out for home school and seven of those kids transferred out in the summer of those 16 kids only four parents filled out the exit survey so that doesn't give us a lot of information or a lot of data to look for a trend to see as to why they were going out for H school um 25 students moved out of the district 13 of them stayed in the state of New Jersey 12 of them uh moved out of the state and six students went to a charter school um collaborative was it collab yeah like creative creative collaboratory yes thank you and one student went to a private school um from the kids that transferred in I looked at the home school and four kids have transferred back back from home school but I can't tell you that they're the four that they're four kids I transferred out because three of them transfer transferred in in September and one just transferred in in January we're going to take a look at dibles data first um these are the mid midyear results K through six because of the way link it does things the kindergarten is all the way down here to the right I know it's out of order but without cutting and pasting it to move it back so kindergarten is all the way over to the right at the left we'll start with first grade I highlighted fourth grade because they are at 57% of our students being on or above grade level according to dibles when you look at grades K through two or K and one we're about 45% of the students being proficient and looking from grades 2 through six we're H we hover at about the 50% range which which is is higher than normal for us which is a good thing this is historical data so when you're looking at each grade level so the first chart is kindergarten and first grade this is our current first graders and how they performed last year in kindergarten at this time during the mid year so you can see last year in kindergarden 53% of them were intensive and now we're at 28% of them being intensive as I always say we're looking for the green bars to get bigger and the red bars to get smaller uh the second one oh sorry the second chart here is your current second graders this is how they performed midyear in first grade and midyear in kindergarten and we have third grade second grade first grade fourth grade third grade second grade so I only went back three years because of Co because when I pull the data from 2021 we didn't have a composite score for Dibbles we only did certain sub tests so there's no composite score to compare it to so that's why there's only 3 years worth of data there for the upper grade levels um I did highlight fourth grade because they consistently every year are improving and more kids are being proficient un less kids are at that intensive range if you look at the current fifth graders they've kind of B bounced a little bit when you're looking at that red and then our current sixth graders have kind of been flatlined since fourth grade with the fluency now I will say once they hit fourth grade there's only three subtests in the assessment itself so they do oral reading fluency words read correctly oral reading fluency accuracy and Maze which is comprehension our oral reading fluency accuracy is through the roof there's only 1% of our current sixth graders are intensive when we look at Oral ring fluency accuracy our maze has grown significantly um but the the way the composite score is weighted the weight relies heavier on the oral reading fluency words read correctly than the other parts of the Dibble subtest so we're not really seeing the gains in the composite scores when we're seeing the gains in their accuracy and their maze at those grade levels um something I want to point out that was interesting that I was thinking about today was when I was reviewing the data the current fourth graders they're the group that was in kindergarten when the pandemic hit so I found that interesting to be that they're they're growing like ve very steadily every year they're increasing their growth uh in our current third graders they were in kindergarten um when we did cohort cohort schooling the a day and bday so our current third graders when they came to kindergarten was they were coming to school 2 days a week and our current second graders so hopefully we'll start to see this level out but Co would have affected them in preschool um here's our dibble's reading growth from the beginning of the year to the middle of the year so I highlighted kindergarten first grade and fourth grade because you can see the the percentage jump of the students that are on grade level so in kindergarten we went up 12% from the beginning of the year to the middle of the year for our intensive students they would they decreased by 8% our letter naming fluency had the best results and our phone name segmentation fluency and kindergarten is still our area of weakness that we're focusing on in first grade we went up by 9% of the students that are on level and are intensive percentage of students decreased by 12% so we had the big increase in proficiency and that big decrease in the emergency level second grade um there's a a 2% difference with the onlevel kids as well as a 7% increase or decrease in the Intensive we're looking at all of the subtests in kindergarten though the Intensive decreased in every single subtest in second grade sorry I said kindergarten for second grade every subtest in the Intensive decreased across the board um in fifth grade we were relatively the same and a slight increase on intensive and a slight decrease on level in sixth grade and in fourth grade they had that giant increase of 13% of students being on level um and as I stated before in fifth and sixth grade only 1% of the population is intensive on oral fluency accuracy um and with significant gains in the Maze subtest going to I ready reading this is looking at the fall to winter data the fall to winter growth so we always want to see the green increase and the red decrease um for my notes I kind of highlighted here third grade cuz you can really see how much of the green increased from the fall but when you look at every grade level the green increased and the red decreased and that's exactly what we want to see we want to see more of it but those are the trends that we're looking at from Winter to winter so this is the last three Winters in a row you can see that we've been pretty steady when you look at the green um the mid or above level increased from two years ago decreased from last year uh when you look at the early on grade level we're just 1% over where we were before the yellow has been pretty steady and the red is decreasing a little bit and I always take a look at that to see where we are from year to year to year this is by grade level taking a look at the last three years where they um performed in their in their winter testing I highlighted grade three just because it stood out to me all of the Green in grade three stood out to me as being pretty consistent for all three years here we're comparing our district to the to New Jersey as well as the national Norm the national Norms are based on 1819 data so pre pandemic next year I is coming out with new Norms post pandemic using 2223 data so we'll see how things change once we take a look at that but you can see here that we're pretty on par with the state and the national norms um and pointing out that we definitely have less kids in the dark red so we're at 5% of students being three or more grade levels below where the state is at 13 and where and the national Norm is at 12% this is by grade level so each grade level our district is the column on the right in the middle is New Jersey and on the left is the national Norm I high ated kindergarten in fifth grade um fifth grade outperformed the national Norm as well as the state of New Jersey in all areas that they could that is there so whether it was mid or above early on one grade level below two or more grade levels below so here is our proficiency according to I ready for third grade if our students don't show any more growth than 3 2% of our students would be proficient on the state test if our students reach their typical growth they're saying 40% of the students will be proficient and if our students meet their stretch growth 53% of the students will be proficient on njsla last year for njsla 21% of our third graders were proficient on the state test the proficiency the projected proficiency for third grade last year was relatively Sim similar it was 33% 42% and 53% which we did fall short of um but looking at what that percentages are again this year they're relatively the same in fourth grade if our students don't do any more growth 37% of them would be proficient on njsla typical growth is 46 stretch growth is 52% for njsla last year in fourth grade 43% of our students were proficient on the state test um which was a little bit below the projected proficiency the projected proficiency last year was 45% um 53% or 59 depending on their growth in I ready in fifth grade our projected proficiency is 48 57 or 66 last year we were 44% of our students were proficient um which was right in between the projected proficiency for no growth and typical growth um the projected proficiency last year was 41% 51% and 62% in sixth grade our projected proficiency is 42 47 and 58 last year for njsla the sixth grade was 34% proficient and which was below the projected proficiency last year the projected Prof icy was 45% 52% and 62% some takeaways from the dibles data as well as the I is the phonic phonic instruction is working and impacting data in a positive way the oral reading fluency accuracy in dibles continues to grow in grades 2 through six over 40% of our students are proficient in dibles across the board our oral reading fluency accuracy with only only having 1% % of the population in fifth and sixth grade intensive is amazing and our maze scores have increased target areas in kindergarten we're still targeting phon name segmentation fluency which I've talked to you guys about in the past we targeted that in first grade heavily and we've seen um the data increase there so in grades 1 through three we're really looking at nonsense word fluency correct letter sounds um and building the automaticity and the phonic skills because the Dibbles assessment is one minute time sub tests so that that's really checking their fluency fluency in each one of those areas um for I ready our areas are target areas are vocabulary and comprehension of informational text so moving over to math this is our fall to winter data and I highlighted sixth grade it's a little hard to see on the wall here but I highlighted sixth grade because they showed tremendous growth from the fall to our mid year they were at 29% of the kids in the green area they're now up to 56% of the students in the green area so they showed significant growth when you look at every grade level every grade level shows the green is getting bigger the Orange is getting smaller and definitely that red is getting smaller too you're not going to see red until third grade because students can't be three grade levels and Below until they're in third grade so if when you're starting to look at it and you're like okay you know in kindergarten we only have green and orange because they can only be one grade level below so you're not going to see that until third grade that darker red area to show the three or more grade levels below for math from Winter to Winter um we're pretty similar to where we were last year at this time and we are F we are better than where we were two years ago here's from winner to winner by grade level and again I highlighted sixth grade over here because you can see the amount of growth that this group of students has made from fourth grade to fifth grade to sixth grade it's just been steady on with all of them how do we compare to the state and to the um National Norms well we performed better than the state and we're pretty much on par with the national norms and again when we're looking at the red the students in the Intensive we're below both of them so we only have 12 12% of our students in the Intensive where they have 22 and 16% I highlighted here kindergarten first grade and sixth grade because they outperformed the state and the national Norms um for this school year so you can see across the board definitely the green is more for us than it is for the state or the national norm and our projected proficiency for third grade for if we have no more growth it's only at 21% if we had our typical growth it's 40% and stretch growth is 48% uh last school year our third grade only 39% of our students were proficient on the state test but we were between being the none and the typical projected proficiency we were at 20 it was almost the same 21% 41% 49% as it was last year in fourth grade right now they're showing 177% projected proficiency 25% or 37% for njsla in the spring 44% of our students were proficient our projected proficiency last year was very similar it was 19% 29% % and 44% and we met that 44% with a projected proficiency fifth grade mimics almost mimics what it was last year again with with 21% 29% 36% 33% of our fifth graders last year were proficient on the state test which was between again the none and the typical growth so projected proficiency last year was 21% 36% and 4 34% for sixth grade we are at 16% 26% and 37% it's very similar this year uh as it was last year it was 15 29 and 37 and we outperformed in sixth grade last year with 40% of our students being proficient on the state assessment looking at our math reasoning inventory and math interview each one of these if you follow the arrow that's the cohort data from the year before so this is an historical view of the last 3 years of taking a look at here's um kindergarten here so they take the math interview the blue arrow here is the current first graders so here's where they were last year at this time with the math interview and um we're still looking at for grade one part part whole is our area of weakness and benchmarks of 5 and 10 is our strongest area in grade two we're looking at multi-digit numbers so we have a new assessment in the in the winter for second graders and spatial relationships is our biggest area of weakness there in grade three multiplication and division is stronger than addition and subtraction which you would think would be opposite because they're just learning the multiplication and division but it's actually coming out that they're stronger but in fourth grade multiplication and division is weaker than addition and subtraction and in fifth grade um the percentage of students is relatively the same they're doing fractions decimals they're adding and subtraction mulp multiplying and dividing with those as well so to take a look at the takeaways from the math there's been a lot of growth in math fluency in the math relationships is solid in the lower grade levels when we're looking at tearing students um we're starting to look more at the I ready data than we are at the math interview at the lower grade levels um we're creating domain goals to increase overall composite scores and I ready with certain tiers of students and our Target area is still that on level and above level students showing more growth um focusing on increasing student accountability and Independence and confidence with applying their strategies independently and working on part par hole relationship building questions question any sorry um thank you Jam Welcome the first one is what is the phonics program that we are utilizing to sorry what's the phonics program that we are utilizing now Benchmark Workshop it's Benchmark right and we're supplementing with some OG um techniques and strategies especially for inter vention but we've also trained more and more of our teachers with ogj okay and is that more is the OG throughout k6 or is that more justtin like to H I will say it's throughout our interventionists have all been trained most of our special ed teachers have been trained some of our gen Ed teachers have been trained because it was um for our gen Ed teachers it was they it was a option they could decide if they wanted to do it or not yep and so does Benchmark align with the OG type of instruction it's not right different from what I remember when we looked at it there are pieces of it but having that knowledge base of OG really helps when a child doesn't understand why a rule is a rule and being able to have that knowledge and fall back on it our coaches have been looking for things to supplement Benchmark Workshop where there's we've noted that you know we could do better here with this skill or these rules what do we need to to lift this AP part of okay I know we had conversations you know something to look at in the near future yes yes we're going to start that proc actually I'm going to start that process on Friday with the teachers starting to talk about looking for our next resource not for 2425 but 25 26 okay um and I I Think Through The Years comprehension of informational Tex it's always been something always and how does Benchmark is that something that you're having in the school as well a supplement for benchmarks or is it a not really well the Benchmark every unit is aligned to science social studies or literature so they're getting the informational text there but I feel like it's lacking in where the students read it independently and work with it independently it's a lot of more discussion based so we've put in more response to reading type questions um and increasing that more but we haven't really had to supplement it's more what they're doing with the text does that make sense right and I'm assuming that that's the way that the program is presenting it it is yes and that's where they were like this is great but they're never responding to reading in writing so then we put that in the curriculum um in fifth and sixth grade they don't use Benchmark Workshop they're using more novels and short um short passages but also Ted what's it called Scholastic um scope scope they're using that to bring in but we're they're really cuz we've been having these conversations is really trying to make sure we're balancing out that literature and that non-fiction right a5050 right yep and do you happen to know might know this how many districts in New Jersey utilize I read as oh my gosh we were just looking it up because it's okay I was just curious because I don't know I when we like I'm justed how many districts actually when we asked for that question we honestly didn't get like a direct answer from the company cuz I've been asking that question but when you look at the New Jersey it's 25,000 students which is a is a lot right of students in the state that are on and we have uh more and more districts reaching out to me in the past two weeks I don't know what is happening asking if they can come visit us or talk to somebody about I ready or ready meth program because they're looking at to implement it in their District so I'm not sure if there's something a push or if they're all just looking for new resources since the new standards are coming out and from what you said tonight from what me looking at the presentation we didn't have any grade levels that attained their stretch growth according to IR on the New Jersey state correct correct okay um and then the only other question I had is is looking at the the mask and you circled and and made it a point to show how sixth grade has you know made a lot of progress in terms of um the green um above and on level it doesn't match it doesn't seem to match with their projections for njsla I mean they're the lowest percentage sixth grade so can you I don't understand how we've been I'm not familiar with that yeah so we've been having those conversations um the one thing I already doesn't have is them responding in writing and explaining their thinking so one thing that we've noticed in our is a area of weakness on the state assessment and our unit assessments is when students have to respond in writing for math as well as Ela okay so we're working to strengthen that through enrichment right now actually okay well that makes to me that explains why to do yeah you're welcome anybody else I question um not specifically related presentation but if you get back to the slide 19 I don't know which one that is hold on that's that's six that's the gr is that the one I was the winner obviously you can see you look here over here where TR up how in dep um are you able to monitor how in are we able monitor the students that fall into those categories and what type of instruction are they receiving in comparison to you know the student the other here like how One off is the instruction how I work in the classroom so they're all on their individual path which I already sets for them based on their diagnostic but beyond that the teachers can pull there's grouping reports for every class and every grade level and they can they put the students in groups depending on how they performed and then you can say it'll tell you this is what they did well this is what they need here's the lessons that you can do to to strengthen those areas of weakness so we do that through tutoring we do that in based off of the standards as well so it'll tell you if they're what what lessons they're ready for and what standards they're ready for and which ones they're not ready for for you and what you should do with them so based on this dat you're able to like a student that you know identified falling behind that like a red flag will pop on that yeah that individual student and you'll provide resources to them tailor n those are those populations get segregated from one another or they're still right it depends on what grade level and what we're doing because we have the intervention rooms right um in grades four five and six and in the intervention rooms they're using the intervention materials from my ready in tutoring before school and after school tutoring I give all of the teachers here's the student here's the grade here's the tier they're in and here's the group and I ready that they're in so then they can pull what they're going to be working on them for tutoring from I ready and the likewise the students in arei they can the teachers have the option to pull that because even if they're in group group five which is the highest group you can be in it tells you this is what they can do here's next steps for them so they could pull that as a resource for their small group it's it's a choice because when you look at our curriculum they have choices in how they want to handle what they do with the small group table um the other question I had you might think F question but I was you know professional development seminar do does anybody ever I know we look at the DAT compared to the rest our country but you ever see comparisons of how our students comparing to students other countries I have not I have not right I don't know how I would do that I don't know either like is there ever any discussion any these things about I mean I feel like there's studies that United States as a whole compared to other countries but like our student population compared to other countries right so there that's not really top conu I not really to be honest with you I mean we kind of talk about it but our hands are tied I wonder like there's someone in your industry look trans other parts of the world oh I'm sure there is looking at you Mr wal with all the journals and stuff that we get like and I know Michelle does a lot of red that's it thank you --------- I'm Lindsay Larry I'm Abby C okay um so here we have um all of our members from the committee um nothing's changed since we presented last um besides the addition of Miss verel and then we do have a sub for more that's just time yes yeah so our vision has stayed the same since the last time we spoke uh meeting our staff and students on their level of need and supporting a healthy mindset and those are just some pictures from this school year so far so here we have our Baseline data for tracking discipline uh we showed you this last time we were here and this is just comparing last year to this year um as you can see in the green highlights every time except for January so far our numbers are way lower this year which is awesome um so that is definitely good data that we've been looking at um on this next slide it just goes further into detail on what those um discipline referrals were um I'm not going to read every single word but as you can see at Ritter they have the highest followed by Main Road and then here at jamier um across the district in all three schools the highest incidences were on the buses um and then that was and then classroom interruptions General misconduct disrespect um and Defiance to Authority um here we have our strategic Plan update um going from October through um March current right now um the seal committee has continued to meet by monthly um so we have our schedule made for the rest of the school year uh we also are continuing to plan monthly events for the staff so just a few different things um we did like a decompress December so the staff got like Chopsticks just to kind of help decompress um we do snow we do different hunts for them um pretty much just focusing on staff self-care um just reminding staff to take care of themselves not just everybody else around them um and they we seem to get good feedback from it um the seal committee has also planned professional development for staff um at January PD we had behaviors with denovi which was presented to Ritter and jamier and then um at Main Road we had the CCC which did trauma informed classroom presentation um we also have a subcommittee that chose the curriculum character strong and that's going to be implemented for the 2024 25 school year um and then the link is on the um presentation think of the words this I is me to so unifying our school districts we have worked hard to align the school Spar weeks between all three schools that was a um I don't want to say a complaint but I guess a concern of parents that had students and all of the schools which weeks which schools we're doing what so we've tried to kind of combine all of them so our counselors in each of the schools do a great job of speaking and kind of getting all of us on the same page just to help the parents out on Wednesdays across the district we're continuing to wear gray um which supports brain tumor awareness uh for Audrey student at our school each of the schools climate team has been meeting throughout the school year to create a positive culture for students and staff we create monthly calendars and we review the discipline data just to try to come up with different ideas of how to kind of cut back on that and then we take those reports and uh B monthly we report it to the seal committee so one of our big supports at janier and Ritter is uh first children services so this goes into great detail on what they do um but we have different therapists that come in to both of our schools um it's split 10 hours a week between the two schools and they work with students oneon-one um they pull them out of the classroom in their sessions and um really just Target what it is that those kids need whether it's um emotional literacy uh cognitive behavioral therapy conflict resolution skills uh whatever it is that they need work on and they work with them uh oneon-one to provide that therapy at Main Road we have the CCC um currently they have gone in and done over 60 classroom lessons topics like respect coping skills friendship um and brain connection with emotions um this this month they're going in and it is geared toward conflict resolution um besides that they have currently 37 students uh with eight small groups and then they also are seeing students individually as as needed um the topics Within These groups are self-esteem forgiveness kindness to others worry and anxiety and just kind of trying to use their thoughts and turn them into helpful thoughts or actions um and they are involved with the teachers and um parents just trying to collaborate um daily and then another support that we have across the district is uh Brett denian Associates the bcba from there um comes in multiple days a week and works with teachers and students directly um to Target behaviors and come up with behavior plans and um really just help students act more positively and they've really helped us especially here at jamier just some highlights at jamier from the last time we met till now um we have our own School character Ed safety climate committee that meets every couple months um and then there's lots of student recognition programs that we have uh weekly and monthly just some of the ones that are highlighted here student of the month um bus certificates lunch orom Champions and then this Spirit weeks that uh Lindsay was talking about that correlate with the schools one of ours was our holiday spirit week back in December um and then just our daily morning meeting and afternoon meeting conversations that are had in all home rooms uh where kids just have a chance to be in a welcoming safe environment where they can talk with their classmates and their teachers um at Main Road we have our monthly School climate meeting as I mentioned um we come up with different uh activities for students and staff um we started in November happy mail which is where um staff can send home um we have pre-made postcards that get sent home to um students so for the parents just like a little such and such is doing a great job we're so proud of them um so we started sending them home in November um we started attendance meetings in January which are helping support the emotional wellbeing of our students just kind of making the parents aware that your students have missed such and such amount of time and what can we do to make you know that stuff happening how do we get them into the classroom um monthly meetings for staff or meetups for staff began in February so just trying to boost staff morale um and then just different things throughout the school that are happening we're doing like fur baby Friday where we have pictures of all of our different animals what the kids love to see um we did Shadow hunt for ground for Groundhog's Day and we're currently doing a March Madness minutes win it with staff and then the CCC is doing one with all different types of coping strategies also in the school um something else that has been implemented um which I think we started in February right in Vero porum which is like a huge takeoff the kids could you go to the next slide um so miss inverso made a little store um and the kids can earn different inverso bucks or dollars um in non-instructional time so they get them on the bus they get them um but recess lunchtime different things like that based on whatever um our monthly I can't think of the word character trade character trade thank you our monthly character trade is and then once a week they're able to go and Shop during lunchtime from the um from the cart so since actually we've implemented this we've seen um our bus discipline referrals go down so we're seeing the the correlation of that how it is having a positive effect on student Behavior so similar to janier and Main Road these are just some updates on what's been going on at Ritter as far ascl um they have had different Spirit weeks um like they've had the first Friday they had Turkey Trot no name calling week um they have some monthly staff and student morale boosting activities like Bingo candy grams um and they've also been doing monthly staff gett togethers um like us due to the month and just different activities um to just promote Positive Behavior Uh they're making the most of weather with outside lunches so just bringing the kids together and making ways to make learning fun um so the next steps for our seal committee we will continue to plan district-wide events to support both staff and students um as I stated before we have purchased a character strong resource um and in July 20124 we will get a video just getting started resources that will be used in September for um our opening PD days just continuing to keep Communication open between our district level seal committee and the school level climate teams continue to provide professional development to staff um just updating the web page um we are applying for the CCC supports next year for janir um so we do have them in Main Road next year but we are hoping we can get them in janer also I'm also applying for different grants to incorporate further positive behavior supports and we are beginning to investigate the feasibility of having mentoring programs in place across all three buildings and that's it that's all for our update you have any questions have a comment um clearly what you guys are doing doing great things the discipline numbers are significantly down and I think this is a great committee and I forward to see what other improvements you guys have thanks yeah I'm thinky backing off that um the way that things are going everything that's going on I'm curious as to why the district is purchasing a program or did purchase a program then if what we're doing now is working and that's probably not a question we didn't purchase it it's in the plan okay to be purchased we haven't seen a link or anything to it yet so we'll be able to see that prior to appr decision has been made okay all three schools yeah so it looks like d some really good result thank you for team um thank you programs have you noticed that one of them them more other you tribute that disciplinary reduction toog well I mean like I I mentioned when I said the uro Emporium has made a big difference I mean the students really are working they're thinking they want to get the money they love like just my classroom's right by the the lunchroom so every time I walk by and that carts out those kids are so excited and they're like shopping and I mean there's other benefits too you know they're ear get it there's the math there's if I save I could do XY you know so it's that I think has had a big um a big effect on their behavior and we've seen the numbers um with bus disciplines which is where our biggest problems were um I can't I'm not sure with Jamir I can only speak for Main Road um but we're we're I think as a as a whole a committee we've really talked about and we're trying to focus on not just the students that like how do we make them make better choices but what about the students that are always making the good choices and how do we really like let them know that that they're not being looked over which which is important and we talk about that also because there are so many students that are constantly doing the right thing so this is another way to just kind of you know let them know that we see them yeah ver I don't know I can't that was her I can't take the credit for that appreciate you guys there used to be an whole program around was called Co coupon competition you saw the C Mr K I don't know competition's always good uh thank you very much for thank you thank you thank you