1975 meeting aded the municipal notified Andes America and to the Republic for which it stands one nation under God indivisible jice Le hunningham herey hereo here Michael here P Wilson here Smith here star here um Mr uh mid student good evening even I know you're so excited 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- andout 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 transferred 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 hom 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 home 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 creative creative collaboratory yes thank 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 from hom school but I can't tell you that they're the four that they're four kids that 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 linkit 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 dibl when you look at grades K through two or K and one we're about 45% of the students students being proficient and looking from grades 2 through six we're H we hover at about the 50% range 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 kindergarten 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 covid 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 highight fourth grade because they consistently every year are Improv proving and more kids are being proficient and less kids are at that intensive range if you look at the current fifth graders they've kind of 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 reading 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 very 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 two 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 in 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 our 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 133% 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 reading 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 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 2 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 test 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 highlighted kindergarten and 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 32% 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 ERS 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 in SL SLA 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 IR ready in fifth grade our projected proficiency is 48 57 are 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 proficiency was 45% 52% and 62% some takeaways from the dibles data as well as the IR ready is the phonic phonics instruction is working and impacting data in a positive way the oral reading fluency accuracy in Dibbles continues to grow in grades 2 through six over 30% of our students are proficient in Dibbles 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 phoneum 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 test 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 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 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 the 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 44% 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 multip multiplying and dividing with those as well so to take a look at the takeaways from the math there's been a a lot of growth in math fluency in the math relationships is solid in the lower grade levels when we're looking at teering 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 whole relationship building questions question sorry um thank you Jam Welcome the first one is what is the phonics program that we are utilizing sorry what's the phonics program that we are utilizing now Benchmark Workshop Benchmark right and we're supplementing with some OG um techniques and strategies especially for intervention but we've also trained more and more of our teachers with OG okay and is that more is the OG throughout k6 or is that Justin like to hire 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 gened 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 know 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 part up okay I know we had you know something look at 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 Think Through The Years comprehension of informational text it's always been something always and how does Benchmark is that something that you're having in school as well 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 oh Ted what's it called Scholastic um scope scope they're using that to bring in but we're they're really because we've been having these conversations is really trying to make sure we're balancing out that literature and that non-fiction right 5050 right yep and do you happen to know you might not know this how many districts in New Jersey utilize I already as oh my gosh we were just looking it up because it's okay I was just curious because I don't know Ian when we other like I just interested 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 the ready math program because they're looking at to implement it in their District so I'm not sure if there's 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 to what me looking at the presentation we didn't have any grade levels that attained their stretch growth according to I on the New Jersey state CH correct correct okay um and then the only other question I had is is looking at the the math and you circled and and made it a complete 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 yes 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 Mak to me that explain yeah you're welcome anybody else I have question um not specifically related presentation but if you get back to the slid 19 um I don't know much one that that's that's six that's the gr is that the one that was winner obviously you can see you look here over here and we Tred up SL how in that um are you able to monitor or how that are we able to 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 on 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 you and what you should do with them so based on this tat you're able to like a student that you know identified falling behind that a red flag will pop on that yeah that individual student and you'll provide resources to them tailor there those are those populations get segregated another for they're still right it depends on what grade level and what we're doing cuz we have the intervention rooms 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 that are ever achieving they can the teachers have the option to pull that because even if they're in 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 fun question but I need you know professional development seminar do does anybody ever I know we look at the DAT compared to the rest of our country but you ever see comparisons of how our students are comparing to students in 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 of 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 that's really top [Music] discuss not really to be honest with you I mean we kind of talk about it but our hands are tied I wondering like there's someone in your industry that looks at Trend other parts of the world as what oh I'm sure there is I'm looking at you Mr wal with all the journals and stuff that get like and I know Michelle does a lot of reading and that's it thank you next item on our agenda 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 and besides the addition of Miss iners s and then we do have a sub for more way 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 and 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 scl 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 decompressed 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 is 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 Jamir and then at Main Road we had the CCC which did trauma informed classroom presentation um we also have a subcomittee that chose the curriculum character strong and that's going to be implemented for the 20242 school year um and then the link is on the um presentation think of the words this is me too so unifying our school districts we have worked hard to align the school spear 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 in all of the schools which weeks which schools were 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 school's climate team has been meeting throughout the school year to create a positive culture for students and staff uh 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 um 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's services so this goes into great detail on what they do um but we have different therapists that come into 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 me 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 donovian Associates the bcba from there um comes in multiple days a week and works with teachers and students to direct ly 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 janier just some highlights at janier 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 room Champions and then the 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 start attending them home in November um we started attendance meetings in January which are helping support them 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 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 minut 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 Emporium which is like a huge takeoff the kids can you go to the next slide um so miss inverso made a little store um and the kids can earn different inverso bucks or do 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 it's the word character tra character tra thank you our monthly character tra 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 dis 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 Asal 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 getto 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 districtwide events to support both staff and students um as I stated before we have purchased the character strong resource um and in July 2024 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 Contin continue to provide professional development to staff um just updating the web page um we are applying for the CCC supports next year for Jan beer um so we do have them in the rad next year but we are hoping we can get them in Jamir 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 comment um clearly what you guys are doing doing great things the displine number of are significantly now and I think this is a great committee and I look forward to see what other improvements you guys have thank you kind pgy backing off that um the way that things are going everything that's going on I'm curious as to why the district didn't 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 get to see that prior to that decision has okay that call all three schools back yes it looks like that really result thank you for all your team um thank you programs have you uh noticed that of them them more other youbute that disciplinary well I mean like I I mentioned when I said the embur 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 byy 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 going to get there's the math there's if I save I could do X Y 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 that ver really I I can't that was her I can't take the credit for that I appre you guys there used to be an old progam around called Co coupon comp you saw the C Mr K I don't know competition always good uh thank you very much for thank you thank you thank [Music] you just big I had to say that the district office also appreciates the unifying of dressed out days and things late Administration District we have com for agenda MO [Music] see that make Mo close second all in favor um School Board pres report I don't have anything specific to report uh evening [Music] um I think we like the week because they were having something this Saturday um in Sal attended but it was such short notice you could do the virtual but just saying kind of slowmo stuff going on this the winter they don't have a lot of face to stuff um I saw and heard what requirements we have those of us that are our first year so we'll see when that comes out we all that on Saturday leadership well I think that was a focus but there were other things too I just I mean in response to coming out and and burning about budget but it was more than that a whole little leadership you us to small of it but I don't think we got enough nerves about it but you can go to any County function by the way you don't to just go to boster just went to my last first ding um P actually 15 was it really the first gr but it was first gr event and um got a chance to on the students and the teachers and I the hallways were so impressive the displays of the children's work on the walls and the enthusiasm that is just very exciting I love it I'm sorry to do more this year we want to be approve on the minut for the February 12 [Music] comment second [Music] yeah was that I it's changed it's pointed hi uh [Music] oh um Human Resources uh we um have our resource agenda our work s um changes no changes uh one of the conversations we had as the work session was regarding um the school calendar and response to that cation I did um email uh Mrs clack regarding you know our position on the calendar and our feelings and she responded that did letter her come out this evening um the EV she wanted to address the report um I didn't know if you wanted to address report just shil Emil inv you to come address the [Music] bo Poss obiously okay well I'll read I'll read what I wanted to say okay when I was told that the Board of Ed and the community were very concerned about an issue I naturally assumed that the teachers and staff were going to be asked to work with the Board of Ed to come up with ideas to attract and retain to new Stu new teachers and staff members I have to admit that I was surprised to learn that the issue the important issue was the sinking of delce and Franklin's calendars I'm the president of TFA and I take my responsibilities that come with my job very seriously my job is to address the concerns of my members and to be sure that none of my members rights have been violated and that our contract uh that both the board and TFA members work so hard and so long to create and ratify it's not violated when I was asked to change the start date of the next school year to August I felt it was necessary to consult my members since the contract states that our starting date is September 1st I told Mr Walton that I would inform my members about this request and since our contract would need to be changed my members should make the decision by voting well over well over the majority voted to continue to follow our contract and start the school year for September 1st uh some vacation plans were already made and other responsibilities were in place for the last week of August I was told that the board of Edwards very disappointed in the leadership of TFA now keep in mind that the membership or the members it was a member decision and it should have been I am my members representative not their dictator I did consult with Del's Union leadership and they informed me that the August starting date was negotiated in their contract with some of the Union's proposals um with some compromise on the Union's proposal to make the changes in their contracts so I would advise the future board of ed negotiating team to add uh starting date in August as part of their contract proposal okay any [Music] questions so I guess that's an [Music] question well this was the voice of my members doesn't seem to yeah I think you that it was only about 7 to start in a so were about was like 40 50 yeah 6 participants they all each yeah I just want you to know I don't know that we were ever disappointed in the leadership um never we were just disappointed that we weren't able to um s c you got that from okay I appreciate again I'm not sure there's a connection between calendar and teacher attention you know support very concerns about teacher protection you know as part of our strategic plan and we have a committee set up specifically to deal with some of those matters you know certainly you know pleas present to us any information you have helpful respect always you know present you know mil Communications I believe that I have that teachers and I mean I've been in the district 28 years and in the last few years I've never seen such and I know it's an every District but I want the township ofon by you know as being the district teachers we want to come to and it concerns all of us as mentors that we're using this but now if I I could even send out ask for suggestions and I'll send it to you yeah and you know regarding any issue I don't think it's necessary to be handled some future [Music] negotiations Brown I mean there's an issue that we have you have you we can address this anytime okay so that you're FR no I mean the only thing wor about is contractual issues but other than that but you know issues for retention of teachers um attraction and anything else no feel free to email me any board member and I'll bring to the membership without talking Mr it wasn't meant like we just thought maybe there was something we could some way we could work it out just like we said call them cbor old you know go and do like a side thing with the board just for that year that it would affect that it wouldn't be part of the so the board asked him to reach out yeah so I guess now we're going have to figure out what we're going to do all all coms questions yes yeso yes Michael Yes Wilson yes Smith yes yes all right com question yes yeso yes Michael yes wison yes yes yes min Mo H1 good Smith yes Le yes C yes Doyle yeso yes Michael yes yes correct yes um operation as perly update the only that was added 17 18 and 19 regarding com um um when is the RFP going out it will be aded we will be sending out Tom I just questions follow tuition contract have one tuition R for 2024 2025 have a different number um contract is that the number you speaking of that you adjust based on correct historically um the district has calculated the tuition rate for Newfield as the certified tuition rate for being most Rec of the year which is 2223 and added 4% historically that to relatively flat rate especially given the and again those those amounts have been so just explaining difference and the actual cont thetive tuition rates are current rates as calculated in the department of education budget program based on current year as well as project proposed R and EXP so how we calculate the reduction we come up with we calate Theiss contracts are based on 2223 certified that is work off the old contract have list question the reduction that pay the reduction of the capital reserve account for those projects that for the total am for the resolution that is there in item resolution 11224 is the 60% cost that those Local shareff District so the additional 40% would be coming from the city and then that those numbers are based on preliminary [Music] test um L discussion session approve operations I make approve operations i1 [Music] through i22 separate the out C I make approve I make approve [Music] operation2 [Music] question Michael yes wison yes SM yes SAR [Music] yes yes yes yes one of that what was about 8 to 10 weeks with a tank and about should be able getm um so back bud sorry well I'll make a motion to approve uh the ATT budget as as listed um for 24 25 I have a second before V I just wanted to again work session meeting ten budget has a 4.45% is that correct 4.35 4.35% um tax increase included in addition to some reductions that oper operating cost certain areas if I could just asky that's not 4.35 tax that's just 4.35% from the full tax l344 sure uh 4.35% increase on our um tax from prior tax ta um you know obviously uh I had exess my concerns what as it was drafted um at work s not so much as to the the tax increase which would normally be what my opposition um but I'm looking at some of the revenues that we're relying on in District I believe that some of those revenues may not be the survival moving forward as we've seen some of the reductions just this year so it was my position that we should look at additional um operational uh reductions in order to anticipate uh possibility that some of the recurring R won't be there in coming years um so although you know all having raise taxes with the additional C included I would have been more helpable that tax I you including addal C operating T unfor there anybody else just want to make sure this is not this is approving to be sent to the county office we still have the opportunity after they review it to Mak adjustments that right right that's correct Bud hearing be on 29 so I guess we would do have an opportunity to revise that right that yes yes Michael Yes Wilson yes Smith yes s yes yes ham yes gr Mo all right uh next item on our agenda [Music] buar for is there any um I know we talked about ability stud regation consolidation s discuss okay so um we met the uh realization committee met on February 28th um with all of the other districts and their representes and um a lot was discussed that we discussed previously in the previous month um the timeline as a right now is still in place in that we are expected to um represented with the study around April hopefully the beginning of April if that time timeline goes through um then there would be public meetings beginning in May if it was felt that the wasable for the regionalization to take place um there would be many public meetings um we're looking at in person and also virtual for those that are not able to attend um they did clarify that uh what would happen is delc would become an expanded District encompassing all four um we talked about the board and how that would be how that come basically what would happen is the boards if again if this was to go through and be voted on by the public um the boards would remain it would be interim board um and three reps would be from delce four from Franklin one from Newfield and one from El and those boards um would stay until um July and then the old boards would be out and that interum would take place new boards would then be elected in November as would be in normal years the other conversation that was had was in terms of contracts um if a regation was to take place the contracts um would stay intact unless negotiated they've can stay intact for three years so negotiated that means um Del contract would be Franklin would um or Elks I believe El whichever contract was more Frank or Elementary that contract would supersede um unless of course something was negotiated in the the after 3 years if nothing has been negotiated then the highest contract will take over for all in the district um and that's pretty much new or something [Music] else yeah I think too the other thing um was the financial burden of this all this is strictly not paid Franklin D taxpayers not pay or El um even the money for implementation should this go through is been paid for a grant from the state um um that's kind of floating which means you don't have you don't have a deadline as far as when to apply you [Music] know um okay I'm sorry I I guess there's I know it was an EMP meeting but mention that has to go for a vote election that's as well right I can just clarify from what you said Melle that the um public meetings so we would be presented as the board not we presented as the board in April and then may would PR be the vote by the board to then send it to the public via a referendum vote in or a special election vote in September that's that's the timeline as it stand now right there would be public meetings in April and May yeah so public meetings then after for it and go to the public that occur then there would be multiple meetings with all sent districts held at mon virtual live in person so that all districts all constitues all residents are heing the same information you can ask different questions he the same answer so and yes um the other thing too is one of the new member from Newfield was concerned um which I think is important that there wouldn't they wouldn't have a voice and I that this model if it goes for a Newfield will have a voice where it s SE it's when there's a percentage so they will have a voice and I'm not being familiar with how things have been done in the past was a little afraid become they get like carried you know carried with the stream but uh I don't want to short them it's never been that way say always covered email help and and students well yeah I have one quick question on the sh my right question your right question are somewhat different I just want to clarify on the contract my understand that um the contract would be determined by the larger District regardless of right after 3 years right so FR being the largest district oh that's right largest not the that's right the highest right y well I have contracts don't change for three right but when right they won't they could if if they get negotiated but they can stay intact for 3 years but what Jason is clarifying from my statement is that it wouldn't be the contract that student that teacher St would be receiving the most income it would be from the largest District so that Health would come under no no no well be Franklin Franklin and no it's Elementary in high school those those those contracts they separate because it's not they don't put them together that that's what has to be renegotiated great that's mean that's why they stay separate and they stay attack until they are has to be negotiated yes there no question unless after 3 years it's not then everybody goes under go under Del um and the other thing was uh the logistics and bance one my question what would actually have to send it uh to the public like which Bo have and uh that this Del that new Del would have to decide to send uh to the vo how would not did not part they to confused on that because I think I've gotten a couple different pictures what are your thoughts on have vote whether Community or not I think their answer to us was technically no because is Frank that's what I thought are the same it's three districts not Del plus right that's so Del Del can't this board decided not to send it to the voters or if the El decided not to send to voters Del not decide to send it to the voters [Music] gentlemen Mr mag made a good point I was asking he responded to a theoretical question that I had and said at the end of the day if everyone's on the board it's not to work it's really a good point you know one doesn't want to I want up it's all well specifically told me that if if Newfield says no they're not voting or if they're voted so you know that we can proceed and they can stay in the see if I have meeting Yeah well yeah that would be completely different thank right well well change all calculations doing a lot right I was everything yeah go so any other old bus um the only other old business I have we talked about um and it was sent in our weekly update policy 5756 it was abolished in Monroe this week as well so um definitely take a look at it so we can talk about it next business 24 leas feedback that should be the 17 3 [Music] super conversation we have you know receive with [Music] the with the him you know the health contract negotiation things like that also Happ [Music] out there also Del Le work um speaking of that when did you sayse um make public my name is Owen handy I'm from 6 650 Central Avenue Franklin micone [Music] like probably talk all right members of the Board of Education I'm here tonight to talk about the change of the enrichment period at R school we the students have come to the decision that we want our enrichment back we need our enrichment back because it's vital for everyone how each student uses enrichment differs some students rely on it for more time to finish their work while other students have a bad home environment and rely on enrichment as a place to focus and complete their work more efficiently when enrichment was taken out these students suffered horribly the change has led to an increase in missing work the teachers need enrichment to make sure this missing work does not happen when enrichment was taken from then the teachers lose this time they need to help the students make up work this is hurting the grades and growth of students which is bad news for everybody there are also some students who get confused about topics and don't have any extra time to work on them with the teacher this is hurting that student because now they won't at the help that they need we need our or back so we can do all these things and more here's a list of the reasons why we need our or back students need rich and back to make things up for teachers students need rich and back to have extra learning time with their teachers students need enrichment to study things that they struggle with students need enrichment to take readers and tests to get better grades students need their enrichment time to catch up on work that they missed when they were out students need en work on projects together for class students need enrichment to do other classes to enrichment examples ban project create speech Etc students need enrichment time to work on their ey ready students need enrichment to work on excelling grades students need enrichment to conference with their teachers on their grades and what they can do to improve on because of this new enrichment program the students will be unable to do the volleyball tournament until after State testing this new en richment program is made it so we cannot do little contests like door decorating or other class activities that are meant to promote creativity and teamwork in closing as you can see the new enrichment program is not as beneficial as the older program students in this test prep period are not learning anything teaching to do well in a test does not help students learn or grow and the majority of the students parents and faculty do not agree with this enrichment change we as the student body are urging the school board to persuade Mr Peters to turn the policy back in one day I was able to collect 179 signatures in support of this petition thank you for your time [Music] thank would you would you mind leaving that with us that paper you from we have do you want thetion Sor anything you have yeah Prov your thank you um good evening School Board even um my name is Dylan Kramer I live at 1187 porchtown Road um I'm a sixth grader at Ritter school and I'm here to address the problem at our school our new enrichment period our new enrichment period is a problem for many reasons some these reasons include some kidss have family problems and activities and cannot catch up on our ready or missing work some students are straight M's or as's and are wasting time that could be useful for other activities and sports and activities um can also have a huge role at the end of a school day um our school had for the first day this had been introduced positive for the new experience however once experienced it it became a wave of moans and groins of completes down the hall when the bell rang some students had stood up for change but nothing happened or planned to change the new enrichment is a problem in areas of missing work and our ready problems at home and activities that occur after school and may prevent them from catching up on work or Com or completing monthly already in fact from viewing in my classrooms the number of students with missing work has increased in rooms also from my home room perspective Ram ready has inreased in the few after after calculations of today 3/18 more than half of the school that I recorded had said no to the enrichment period we I designed an idea that may actually include both of the enrichment periods both of the enrichment periods could be combined on if we going on back to the old one having our ready and going to teach for missing work with students who needed the extra help who could go to tutoring and have the extra class for that and that's my statement thank you this is the toughest AC of follow I've ever had okay right so okay although you're want hire this I might yeah maybe I should okay they they could work uh first of all before I get to the the statement that I was about to make uh in regards to the unication district Etc uh I've been here 33 years this is the fourth time this has been addressed and every time it's addressed is the same thing in the long run it costs more money in the long run it it you know it looks good on paper but it just doesn't it just doesn't seem to work so just throwing that out there the other thing I'd like to do is thank Mr clayback or TFA president for uh asking the membership what what they would uh want in regards to the calendar in the starting point so uh uh I wanted to speak tonight on behalf of the children in our district because they are the most important people in our district M Dolan did another phenomenal job in presenting data okay but I really think Mrs Do's job is a lot more than analyzing data and doing data I think it's really helping with all the staff changes we had and all the teachers we have in the district okay and I think she's got a lot more important things to do than the P maybe she just disagrees with me but I personally think that uh there's a lot more things going on than what the data looks like as most of you know I've been teaching here for 30 I've been teaching for 35 years and here for 33 years I understand that the state of New Jersey as well as the federal government assesses or grade schools based on testing data while that is a fact we need to live with we need to live with a more important fact our children are not points of data on the grab children have a lot more to deal with today than they have had in the past many are being raised by single parents some are homeless in fact one of the students in my home room class has just experienced a major issue of homelessness and others are dealing with social media that is literally destroying them at all angles our sixth graders were in second grade four years ago when the greatest Injustice ever that could happen to them occurred to them we Clos the schools and lock them in their homes some are still dealing with the effects of this I think that the State and the politicians have forgotten that track our children are precious gifts they come from different backgrounds and they should be treated as such we shouldn't be focused on test results we should be focused on building their power as human beings for most teachers the most important goal is to get to know students and who they are most teachers want to learn where they where the students come from what makes them happy and how they are feeling this is the real data that matters those of us on the those of you on the board who have children or grandchildren I'm sure you want to see these them we you want us teachers to see them as people not ranks children are a gift from God they are not dated one more Point teachers have for years devel received a bad rap from the public we hear that because of test scores we have too much time off we work a short day and of course the biggest insult of all those who can do and those who can't teach your teachers in Franklin countship are committed professionals many of whom use time outside of school to prepare lessons and assess students we put in a lot of time it is just time that most people don't see teachers have also become accustomed to a group of students in a grade level or subject matter it takes time to develop relationship with students it takes time to learn the subject matter it is an easy an easy Cas ask teachers or students to just switch around in the middle of the year we were working in the greatest teacher shortage since the 1980s in fact I'll just add here that okay thanks to that teacher shortage in the 1980s that brought me into education I'm I'm I'm extremely excited about that not all of you may do as I've said before people don't leave employers or money they they for money they leave because their basic needs as people aren't being met it's the goal of the Board of Education Administration should be to make people want to stay in the district not to have them leave because of how they're made to feel teaching is an art and a practice just like medicine and law we are professionals we are profession continue to learn and grow most importantly we care about the people we most see our students if we want good schools we have to have knowledgeable practitioners who can use your knowledge and talents to guide children into becoming the best people they can be in closing I just want to say that that yes the data may be important but what's more important is our children thank [Music] you point I couldn't really agree with you any more um however you know we're somewhat limited all we have is the so what do you what ideas do you have for this board or any board um to overcome the fact that all we have to look at like we would I think I speak for everybody we love to be able to incorporate this other things into our decision making however we don't have access to that so how do you how we reconcile that we do so Jason that's a great question and I think one thing that that that all boards need to do is go back to what what we were're here for what we are all here for to begin doing and that is okay again you can't change we can't change the law or could I mean if we all went out and voted we could change the law but I think that I don't know what the school boards Association is in regards to all this data I don't know if there are an agreement with the state in looking at at you know making data most important or making kids more important I think from the standpoint of the school board I think school school boards Association and the State Board State School Board of Education that they they're the ones who need to shift and change in making that data so important Jason you asked a question earlier from Mrs Doan I think you as Mr Doan about the uh how we compare to other countries or whatever the problem is that that that is not an app app comparison because in other countries in the world those tests are so skewed because they only test a small segment of their students in this country we test every single student in every single grade level no matter what they backround so I don't know how we I don't know how we change that except you know you ask the question from this this school board GSE School Board okay all the school boards let's you know talk the track and see what we need to change in TR I mean I don't know what else we do I think the teachers have to work with that think we all have to work together as parents grandparents teachers and school boards to say to the state and the government officials our kids are our kids they're more important than D yeah I mean kids are not data you know we are so again data can't see articulate how students necessarily doing other than how they're going on test we know there's probably some very people um that are bad testators you know so the data you know obviously it's only as good as what you put it but unfortunately that's all we have at this point so you know no I I I understand situation but I understand that but I think that that again I and I've said this before I've said this few years they're they're they the people are what's important because you just said it yourself I've taught children in this District who were extremely capable straight A students in sixth grade okay and unfortunately things happened to them when they got in the middle school or high school and they changed and I buried some of those St because they ow okay along the same lines I've had I had I've had students that I taught that you know I in my as Bob Dyan said I was so much older than I'm younger than that now in my older days I used to sit there and tell students who didn't do the work you're going to be a failure Poli okay and they they they didn't turn out to be failure okay so okay I I learned like other teachers have learned that there that that these people are more are important again I know all that we have to do is go on into the data I know that you know you as a board look at the data that the ccum office works hard to bring in programs to make that data work I just think that we need to remember who we're doing and I think I think the children did spoke okay made that point very well so from this perspective you know You' been here around for question right what what's how much more data driven are things now we 30 years ago like so 30 years ago we hear no the cat the cat test results came in we put the cat test results into a spreadsheet okay we saw it there's one point growth here or one point growth there or whatever and that was all we did okay and that was the extent okay and and and that dat okay that that would that would be sense how how school started years ago evalua their performance just CL now what how I think they I I I I you know what Jas that's a good question I don't really know how they evaluate I think they just looked at what was happening in the schools was happen in the district Mr kic you've been teaching even in education almost as long as I have okay I mean what you know what what was it you know we I don't think that we we're overly concerned it I mean you know I I think if we went into detail there's a societal shift in terms of perception and education that would demand a much larger conversation and we can offer here that makes sense so other words we're not really any better all now no we're not no no we're not in fact we're in many ways we're wor as I said and we you we you all know this these kids are they're getting they're getting bombarded with with stuff that they that none of you were ever bombarded with okay they're getting bombarded with with garbage you know on on social media and they're getting bombarded with all kinds stuff and you know Theo committee you know what okay what uh the the ladies presented earlier I mean they you know we're we're we're worried about these Saints we didn't have we didn't have to worry about these thingss before we didn't have to worry about these things we we have to worry about now and and and I think and and please don't let start saying I think the administration I think the board I think the teachers are all trying to focus on themselves but the the truth is that I think sometimes we we lose sight of and I think that as important as it's it's important to you okay as the data is okay it's more important we look the children okay all I do is fora all I do is look at Sports and I look at how has literally ruined Sports I mean okay whether it's football whether it's baseball it's all about data and I don't think it's made Sports any okay I think it's made it wor in a lot of way okay uh and I think sometimes if we do sight of our kids then if we don't we don't keep our eyes on the casid we're going to we're going to get too involved and it doesn't I think you should do I would love to I would love to thank you you were here 30 years ago you want I'm sorry B I forgot that you were here 30 years I went to school here I went to school at R school just stud can you see how things work out Excell back and I was killed on that M so here I sit on can't believe I had dja bo up there for a minute Mr Stars over s's here okay M oh M okay all we need is Mr Christian back and uh we can have a we can have another conversation that we had a few years ago everything's old as mil yeah he was there any other public comments motion public fav um so regarding some of the comments talk about uh any apologize ignorant on the fact of what's going on with the perar actually touched upon it presentation there's really Target instruction no one in time but yeah so in grad 3 through 6 have started second grade going to start inpr but essentially they're doing two days of line darts two days of PA we chose the areas of weakness across the board from the district according to our district assessments as well as the state assessment and where are get um and they are targeting their instruction based on those areas of so for example in NAA it's research simulation tasks literary analysis tasks and N writing it's basically what I talk to about responding and writing responding to reading in writing so it's teaching them how they're scored using the rubrics what that rubric is what are What are the tasks how to approach them and responding to those and then start scoring them together looking at scoring them together doing assessment bringing that back in that we're targeting modeling and reasonings and it's the same type it's the responding to the math questions in writing because that is a Nar so taking the time to do that so it just the result of the we went for negotiations we had additional instructional time there a lot of conversations around that is that this of that is well this was where we were moving forward with it now the extra 100 minutes that came in the contract is not something that we can say that they're doing all this Falls within the instructional minutes that are allotted in their so these two young gentlemen that were here previously in their enrichment it seems like they have L more flexibility do different things now is more targeted and they're required to do certain things certain per and that's across all students there's no flexibility depending on who student is or not not right now no I change testing or anything it's up until March 4th so they're doing it sorry they started March March 4 to May so after what it was prev yes I don't that makes you feel any better not to add a little flavor so the enrichment now the way it was Prior the myself was talking about it's very different what they're doing now is M basically teaching to the testing to the state tested so what happens is if you're a child that's in one of the identified accelerated classes when you have this enrichment now before you were with your fellow classmates so you're with your classmates as you're set up now what they do is they put you in your home room so basically you're just with everybody and it's essentially test prep is what's happening at this point this is specifically gearing the kids up to Excel on the New Jersey state test that's what this is that's why it's going to go away after the testing's over but it's come back next year and come back probably I'm sorry I said you disagree with that charactere what we are doing it weeks prior to the state test but if I would if in my opinion if it was test we would be giving them passages and timing them and Grading it and them this is a more in depth we're using these rks and instructions now mandated by the curriculum that the teachers have to use the revers from the state in their instruction so now we're teaching the kids how to use the reverse and what is expected of them teaching responding and writing to Reading and Responding and writing to math as a skill that they're going to across theard t t it's in the stand what was the previous amount time for enr and I apologize I'm just come back and and I don't have anybody in R anymore or so they have 30 35 minutes a day it was 35 a day before before the it's still the same amount am but it's a different format before it was unru not unru but it was more of the time and that was every day that's every day 35 minutes yeah so 2 days of ela 2 days of math do they get unstructured one day mhm so they still one day a week up minutes and moving just be temporary thing moving into next school year you anticipate that to be the way structure is throughout the entire year for this is only again for majority of there'll be something right as far as structure and we've gotten feedback from different groups of teachers of what they would like to see what they think it should when it should start and how bu U just made an announcement we have our April 24th mark is budg youw and then the regular budget public budget he will on April 29 I ask um I don't toity work and it's a pleasure board IED by one person but is there a way after the of scores come back um you know obviously maybe September October of next year we can look back at last year and then versus this year with this new structured 4 week of enrichment and see difference I know it's not the same to population but there's going to be a tremendous difference I think see yeah I I think there be a lot of feedback from teaching St La you not just again everybody leave it on [Music] the and then we can do that hitting those targeted instru areas I mean s you're going to constantly be evalu yeah I mean I'm not in phally a huge increase in test doing this8 weeks two days before the assessment like that's not my reason but I will definitely be looking to see if this areas strengthen it at all and if they do which population students strengthen it right mhm traditionally we seem to have an issue at math third I'm sure that you're targeting specific things with so you see they and this is the initial stage of this move forward maybe it'll be more targeted possibility on right right asward that it would be we discuss what do we do with Fe we so we have there just because this is the way it R out for the very first time does e