##VIDEO ID:g_47RxmioBw## all right six o'clock call me order all members are present PR is present um so there was one addition to the agenda you all saw that y okay so is there a motion to approve the agenda with the addition second and Old Second all say hi hi is there any I didn't hear any public comment let's go to consent agenda Janelle okay um Cheryl do you want to call out any bills or um uh from previous review I didn't see anything um out of the ordinary I did see that the Leisure Time Tours was paid that's the band trip coming up we're all excited about band inquir that's going to be exciting for them for us too we get to they'll probably live stream like they did last last time I love that that was perfect and the um final payment on the irrigation equipment which we use this year that was a great addition yeah yeah I think uh a day it was a nice um kind of celebration of a lot of people coming together and bringing bringing really kind of a dream for reality so um that is complete and it's been a great addition to that program and I did want to mention that both of these items were um covered by fundraising the school does not pay for these out of our funds correct correct um otherwise from a a Personnel perspective um everything is uh pretty straightforward with um hires we've got our um our schedule C kind of finalized um and then you'll see a few resignations again we've got some coaches hired and some uh resignations for coaches so we'll have some um positions to be filled uh donations um I will call out the donations for um October uh a couple of things uh we did receive some um a donation for busing for our third grade field trip we always appreciate that uh Transportation uh does add up so when we when we have focused contributions like that it's always appreciated I'm going to speak a little bit more about the uh the tailgating Revenue um but also part of that uh opportunity was created because the American Legion did uh donate $500 to put on the uh tailgating event and the and the sof cross country um activities and then our booster club uh did activities before the um before the volleyball game so it was just a great great contribution and then uh the boys and girls Sports Fall fundraiser uh so that the football team gets half of that that money and then the other half goes to the booster club to distribute amongst the girls Sports throughout um as the need comes out throughout the year so couple of the donations that I just wanted to call out that are um recognized in October um beyond that i' stand for any questions I'll make a motion we appr approve the consent agenda I'll second all the motion say I closed abstaining okay okay we'll move on all right items so for the administrative report I'm actually going to pause and let our student representative go first that's why I highlighted it so I I did that um because I know you have to excuse yourself so if you wouldn't mind give us uh what's going on amongst the student body it's pretty slow right now um for student council we're gearing up to start off the blood drive that will be happening in December um for sad we're just doing a lot of activities at the school I think we go once a month try and do crafts with at least every grade this year for NHS we're doing um activities at elementary school as well I think we're going end this week and next week and then we're also starting to fundrise fund rais for the Early Childhood playground um I know that we're doing something with a legion um Gerald's helping us out with that and then for sports tonight there's a football playoff game in holding Ford and then on Friday there's the volleyball playoff game at home great that's all I have any questions for student representative otherwise I I do appreciate you um coming and I know that it was it had other commitments so thank you I appreciate that all right thanks I have to go back in the that consent agenda was that for for all the hires and everything yes yes I'm I'm going to have tostain I guess that's what I was asking for yeah yeah I know I screwed up I'm sorry I am so sorry just change that in a minut is totally on me oh that's all right okay um administrative report uh what I have for you just a couple of things and as I mentioned I was GNA kind of call this out a little bit um you know if last year um we we had attempted to have a a tailgating event before the football game and it was an absolutely miserable day it was rain it was windy and it was just a bust um and so we were kind of nervous about okay are we going to to give this another world we thought can't have two awful games in a row um and it was an absolute um just a joy people were out and laughing and happy and just a number of community members throughout that whole week um as I mentioned cross country there were there were goodies and giveaways um again provided by the legion we really did seek uh for donations because um we didn't know what would come out of just free will donations and um we ended up with $761 that's going into our Bulldog booster or our not the booster club the Bulldog activity accounts and so um that's really just a a huge dollar amount and thank you for that thank you for people didn't have to do that and we're just so grateful that they did so just a huge thank you to showing up supporting and and really those cash donations uh looking back at this month um we did have school custodian day a couple of things I just want to call out that our custodians have been working on if you walk through the buildings you're going to start noticing the difference in lighting um our lights we've had a lot of LED changes and it's um it is a visible difference so that takes a lot of time and it takes a lot of kind of navigating around especially on like um the workshop day last Wednesday the custodians were all here during the day to kind of get things done and so it's just in a nice concerted effort so thank you for the work that they've put in and just preparing our buildings National Fire Prevention Week um we have we've had a number of um fire drills just to kind of make sure that we're on par and and we're ready for that we did have our our fire inspection this week as well so uh last week last week two weeks ago we've had our fire inspection this year um one was at the elementary school a week and a half ago and then whatever but um that's always nice too to have our fire marshal in and give us kind of a perspective and kind of see our if there's things that we need to be aware of and um Ken's done a nice job following up with him over the last couple of weeks or last couple of days as well uh world day of bullying prevention you if you've walked into the elementary or the district office doors you've probably seen kind of the the kindness and the words of support written on the sidewalks um it's just been a nice way to remind kids of of how to be kind be gentle with yourself be gentle with others um it really is stemming from that kind of um the anti-bullying Focus um and we really spend a lot of time just trying to be proactive and then we also have school bus safety week this month so I just wanted to call out some of the things that happen with the activities and with our um recognition days um and then I would stand for any questions about the administrative report um I did Link in the uh revenues and expenditures um so if you kind of take a look just again for people um I'm going to cast this just because I it's been probably a a couple of months since I've um shared this so I want to just remind people uh where to go and where to look um okay so on the tabs if you take a look uh you're going to see so the along the bottom is where this is going to be the running Tally from the beginning of the year through the end of the year um and you're going to see uh the the budget and then when the audit is finalized in December you'll see this change to instead of unaudited Revenue it'll be at um audited Revenue um but this is just kind of the running tally so you can see where our I guess where our numbers are and the green is really kind of what I look at is where are things right now in comparison to where they were last year okay so um the revenues have you've got each of the funds that come in and they're broken out again it's just different ways of slicing the same Revenue pie okay and then in our expenditures so I'm going to stop sharing that one and I'll grab the expenditures tab share that okay and again just kind of taking a look reminder each tab at the bottom is going to be a new month um so as we look at September um this is the the breakdown by object Series so how people are paid or expenses are coded whether you have supplies fuel gas purchase service um salaries and wages and then as you scroll down the page you can again slice that pie in a different way to take a look at the expenditures um throughout the district um and again the these doc this document um has been used in the same format I think this is our third probably third fiscal year so it's kind of a nice way to just compare it year-over-year and see where we're at um as the fiscal year progresses so um unless there's I didn't have anything specific that I wanted to call out but I stand for any questions that board members have about either the expenditures or the revenues questions great thank you for your report then we move on in committee have been any committees need to report U meet and confirm met on October 3rd and it was really interesting because we didn't just talk about the calendar actually we didn't talk about the calendar um we talked about concerns and how the start start of the year went for the teachers and they were able to talk about their concerns and we discussed um conferences and possibly changing formats a bit or that they like the formats or I mean it was a great discussion and um you know what we could do to change things what what would make things better what do we like what we don't what we don't like and it was just I I loved it it was great we got to hear some concerns from the teachers and we'll be able to address address them better before issues come up and the teachers don't have to come one-on-one to an administrator to voice of concern we can get together and talk about it I love it it was perfect Janelle did you have any more no I think it was a it was a productive conversation and it really is it was proactive which really in my opinion is the intent of meet and convert it was a great change thank you others just see it at the end of this do have the policy committee meeting coming up uh this week Thursday so yep so be ready those policies update policies okay then uh we move on to new business starting with Education data review so um I yep I mentioned at our at our work session that typically um we would have had this kind of um at that moment in time but what uh what we did is we took some time to do all the benchmarking and then I'll bring today um I'll invite up the team to kind of walk through what we know about where our students are today and then uh what we're doing with the information that we have so I'm going to just turn it over to um the teams we have you guys can come on up and introduce yourselves and walk through um and I will pull up your presentation do you want to be The Driver sure okay can I um share it quick Y and then I'm gonna just sit back and enjoy uh Cassie Acron Elementary principal Marie groy one of the mtss teachers Maria rasmason mtss teacher Jesse rasmon secondary principal mtss multi-tiered system of supports I think most people listening have no idea what youting the RTI response to intervention so and prior to that it used to be title one I'll be The Driver okay so why are we here the mission of the Painesville Area Schools is to prepare students with the academic social and personal skills to succeed in their career and community that is our why so tonight we're going to talk about how do we achieve that mission um so I wanted to start off with that with our with our why here you are Bruce important abbreviations uh that you will hear throughout uh the presentation uh starting off with Ela um that is the abbreviation for English language arts so anytime that we are talking um English Language Art standards um requirements um it's tied to the read act as well um anything reading curriculum if you will related uh MCA Minnesota comprehensive assessment that is the comprehensive assessment um provided by the state of Minnesota that our students participate in each spring uh starting in grades three all the way up to 10th grade we've got mtss you will hear uh the multi-tiered systems of support and I will show you uh some visuals um that will help clarify what do those support systems look like and then s so the science of reading um how are we honing in on our instructional strategies to meet uh the science of reading and how do we get Learners to become proficient readers um through those strategies so those are some of the common abbreviations that you will hear throughout uh tonight because you're right um there are a lot and um for anybody listening or tuning in it gets to be a lot and it is our everyday language um that we use last year I shared this visual um with you all and it just really depicts um the layers that we have in education um and we could even add a federal layer um followed by the state district um our sites down to the classroom and down to the individual learner um and we're going to talk about where we at as a district on all of those levels and how do we hone in to the individual um the wires in the back are the systems of Education all the things all the wires required uh to provide our students with the best education and so our job as Educators is to untangle those wires and make sure that there aren't any shorts that they're all connected they're working um and that we have the best systems possible here at Painesville area schools So within our systems um we need to identify what is it that we want our students to know and be able to do and this is really driven by our academic standards so the ELA standards the English language art standards um also with our social emotional skills um we talk about seal um what are the behaviors of of students that we want them to be able to do and know and then how will we know that our students possess those skills and that knowledge and oftentimes we'll use different forms of assessments to gauge student understanding and Once We Gather that data how do we respond to that data when students don't know those skills or dispositions and how will we respond when students know what it is that we are wanting them to know and so these four guiding questions guide the work that we do um in a multi-tiered system of support so this is a visual that really depicts mtss multi-tiered everybody in the green tier one has access to tier one instruction um oftentimes you'll hear that is your classroom instruction um that is standards based all students have access to tier one instruction and then from there we monitor how are students doing with that tier one instruction are they getting it and they're understanding it then we move to the right to that blue side um we might choose to extend and enrich um to the right in tier two and tier three but what happens when students don't understand or aren't getting the skills yet then we move to the left and that's a tier two and sometimes a tier three that's going to be more remedial um additional time and support to hone in on the skills that are maybe missing at that point in time so those are the multi-tiered supports um that all students have access to and um you've heard Mr rasmon and myself talk about power half hour and lead time and this is where this comes into play um to the tier two and three on the right and the tier two and three on the left in addition to tier one instruction so I'm going to circle back to that here later on um when we collect student data and we learn where our students are at we look at what are the facts what do we see what do we know what is the data telling us and then we look at interpretations and we might pose questions I wonder why this group of data is this or um we take this interpretation as that and then we talk about what does this mean for us as Educators and how do we res respond by allocating our time people right and resources um we look at what are the next steps um and you've seen us as a district take those next steps based on the data that we are collecting and using so if we look at types of Assessments we give here we don't rely on a single assessment we use lots of different types of tools of of assessment to help us understand where students are and what our next moves are in order to help students and so um we have screener assessments which will let us know um where students are at and and whether there are um meeting benchmarks but that doesn't give us the whole picture so then we need to go further and we have diagnostic assessments which will then give us a a better look at which skills the students are are missing and so we can tailor instruction to meet their needs to address the root causes um and a lot of times you'll hear letters um or other sorts of skills that we use to um conduct diagnostic assessments then inside classrooms we're using formative assess assessments these are checks that we do while students are learning so when a teacher comes up and asks a student you know how do they understand this or what do they know from what they're doing that's a type of formative realtime assessment that teachers are giving um quizzes projects Etc stuff like that and then one piece and and um that we also use is we use these summative assessments and these inform us after the learnings happen things like unit tests and then MCAS are are an example of a a large scale summative assessment so I wanted to walk through some of the data here um and and there is a lot on this chart and so it would take hours for us to go through and kind of talk about this chart and so I wanted to present it to you and then give you a chance to dig through this on your own but what this shows us is this is our MCA reading data and this is a longitudinal data so it'll track um year to year so you'll see grade three district and state so you can see from every every year from 2012 on how grade three did um District compared to state but the other thing that allows us to do is it allows you to track grades or groups of students so you can see the yellow line there tracks that grade of students all the way down until they take their grade 10 assessment okay and the the the light blue line or the kind of the when you look at the bottom of grade 10 that was last year's 10th grade students so um we can trace them all all the way back and look at their MCA scores all the way back until third grade so um a lot of data here very informative um and and lots to delve into there so can I ask a question as we go sure so we had um the coed bit and then we also had the opting out of the MCAS and if I understand correctly the opting out gives you like a zero so when I look at some of this it looks like it's just scaled we just took a step to lower numbers um I'm assuming that's the contributing factor potentially Co and those are certainly some of the things that we've talked about administratively and that's been some of the conversation that we've had is what are the what are the factors that are contributing to dips and scores um we do we did see um when opting out became a a more prominent option uh we did see more families say I I'm not going to take the test then not gonna have my child take the test um we did see you know I we've worked hard to help parents understand the implication um that it you know and parents do have the choice but we are we're just trying to I think explain the purpose of the why and how we use this information and what what how this impacts our district as a rating right and we've talked a lot about when people go to the Minnesota report card this is what they're seeing and is that this is one snapshot in time and we're going to talk about some of the other pieces but the reason that we've kept this graph in here is because I think the board has seen this over a number of years with the color coding to kind of track groups of students by grade level so I think it's helpful just to to have in front of you but those are the questions Bruce that we administratively talk through and then think about as Cassie said now what do we do with that well I look at all the efforts that are going in to drill down to student um of putting a concentration on the students themselves and we didn't have that before I never saw it right and it's like we're drilling down yet some of those other factors that we don't have a total control of right probably are affecting these numbers so with that data when when we have the opt out we don't we as a district or you as a district you don't go in then try to data mine out those outliers we have not we just take that that whole L and and and I'm perfectly fine with that I guess based on excuse me based on what you said jelle if this is the way the states looking at us then this is the way I guess we need to look at ourselves and see what we need to do I'm fine with that and this this next chart is very similar to the last chart uh this looks at longitudinal data for our MCA math again we can track um we can track each grade as we go down the chart or we can track it longitudinally as we go across the chart so um lots of lots of good data here um that sort of it helps us inform decision making so um and if anybody was curious about where this comes from this link at the bottom will get you there okay those are all linked to yeah they all go back to the um Minnesota report see look at the 22 23 23 24 that shows me the drilling down that you are doing to try and track the students would you say that's a decent interpretation the other thing to note sorry to go back the MCA assessment has evolved right so the MCA assessment students are taking this spring is different than the MCA test they took in 2016 so it's not compar in a sense it's not 100% comparable um because the standards evolve and change as well so that's another piece um uh to consider when analyzing the data I guess I remember that now it seemed like if we start doing really well they they change it that's and just drop everybody down a category and yeah and and mde has even said um so that 1920 covid line that we really should not be comparing that previous data to our data now um because of of the disruption in learning um so basically if you look at 2021 that's our new Baseline data that 2021 is our new Baseline that'sa and so what are we doing from that point on right and and what are we how are we so before then we didn't have the out out out we had them changing the Tes like on a regular basis and all of the factors I gotta I I I like the idea of them changing the test I know it's something that that you folks have to deal with and and look at some things because that means in our school district uh is looking at how am I actually teaching a a student versus am I just going to teach them the test if I know what it is year to year uh so these are um pulled off of the Minnesota report card these are our um MCA scores um so this is our elementary MCA math Trend the current year is furthest to the right and you'll see three graphs uh you'll see the light blue line as the um the building the elementary school the dark blue line is the um that's the state and then the the green line is the um Painesville School District so the left graph is the MCA math and then um the right graph is the elementary MCA reading that would be three through five math and three through five reading again um same sort of uh format again you can see the the uh state line and the and the the building line this would be a grade five MCA science course or Trends uh these are the secondary Trends again the graphs appear the same uh and so newest year off to the right and then we have District State and building data and then finally MCA science this is taken in 10th Grade um last year when we presented um this data I talked about the read act um how that has been through uh legislation and it's still evolving and um there's been different requirements that we um are to do and one of the things that I wanted to call out um specifically was the screening requirements which we are required to screen fall winter and spring within the first six weeks of school and the last six weeks of school they've recently like within months um have indicated that we also need to screen now in the winter that was our past practice so that wasn't a change for us um in addition to screening they've altered um some of the requirements some of the subtests for screening uh so we've adjusted um which I think most was our our practice but we were just making sure that we were in alignment to those changes um but another area that the rap calls out is the intervention piece so we screen students fall winter spring and then we respond to their data with intervention whether that's extending or whether that's remedial um couple of things that um the read act calls out and this is straight from the read act website I just took two Snips that I wanted you to to see um that any student not meeting the target Benchmark in the fall winter or spring we are required to do a remedial intervention um and progress monitor so check how how is the intervention working is the student making growth and making gains so that's one thing that's been called out uh the other piece that's been called out um in the bottom snip is um talking about a personal learning plan and so this is something that um our mtss team has worked hard to develop this year um in conjunction with lead time and power half hour as a response to data time um and so we were able to provide all students kindergarten up through 8th grade with a personal learning plan that indicates where each child scored on our fall screening and how we are responding to that score and so families were um made aware through that personal learning plan what we're doing um whether extending or remedial uh we also identified on that personal learning plan what are the interventions how often those interventions are happening and how we are tracking progress um so that was that was new to our families this year um whereas past practice uh students who received remedial Services through mtss um only received kind of that personal learning plan now um all students not meeting Benchmark receed that and at the secondary all students received that personal learning plan um so that's exciting for us that too I want to be crystal clear that is evolving so as mde is involving that and you'll see um verbage like strongly encouraged to provide we took that as we are doing it um and you know some of that looser language right now that later on mde I would imagine would tighten up that language and make that a requirement so I just want the board to know and families to know that our personal learning plans will be evolving as we learn more from mde with their requirements um the other pie with that personal learning plan is um we are partnering with parents so parents at conference time uh sat with teachers and went through that um but also we provided atome strategies that families can work on with students in that area um that they are working on so that home school connection piece I like that because it's really a report card uh divided in three ways student the one that's the the the teacher that's doing it and then also our school district is doing all pull all that data together I like that it's so work in progress um it took a lot of work kind of um upfront and um we have not only our our mtss team conducting interventions but what's required in the read Act is that um Any teacher providing an intervention needs to be letters trained we know where we're sitting with our our training and letters which is which is huge for us so we've got classroom teachers also providing intervention whereas other districts they might be very limited to who's providing that Intervention when we might have a lot of students requiring intervention and this many people who are eligible to give the intervention we have students who require intervention we have staff who are trained to of that Intervention which is exciting just out of curiosity what do you see Statewide a lot of the districts are a lot larger than us and I know we're kind of fortunate in a way of having a smaller student body because we have more one-on-one and our teachers are more cognizant of each student we don't have an excess of students fluctuating in and out all of the time do you see Statewide that this is all being covered the same as in Painesville are similar um not yet right um and I think as you look at MD's timeline of pieces you know like even just the letters training um how they're putting that training required years out right so the staff for us who have not completed that training have X amount of time to complete that where other districts they're starting at at zero right staff trained and are working towards that um you know looking student data across other districts they might have a lot of students limited people to provide that intervention um I think it's really dependent on District size and and what the needs of students are but I don't know if anybody else has two cents for that question thank you I just think this all fantastic I was one of those kids that got missed so I reading was it I at the end of first grade I didn't know what to read my mother didn't know about it till then now she wasn't very happy found out about it and I had to attend summer school for six years to get me back on track but we didn't have that kind of thing I I'm not aware that the instructor actually knew wasn't in the at that time we weren't looking for it but it's a big deal and I know guys that were like me um didn't really know much about the girls back then so didn't pay much the guys around me was kind of it was kind of a tough call and if you if you got behind it was tough to catch up I had my mother she was GNA make sure that it didn't affect me so unhappy during the summer so the read Act is um driven by local assessments which is our fast Bridge so we we looked at MCA data now we're going to transition to our local assessments assessments which is fastbridge which is the data we use to drive our intervention um so with that turn it over so fast Bridge is a data collection program which is used not just in our district but in many districts around the nation so you not only have our D our district data collected within this but it's also compared normatively uh compared to peers all across the United States for our we have collected the data and we compare them to The Benchmark so what the Benchmark is is that Target score what research shows and tells us where students should be at x amount of grade level right so unlike the colored graph that we had for MCAS each vertical line is not the same grade okay so that is that's those students in that timeline who were in kindergarten so when you look at that kindergarten name at the top um the first one there is from what would technically be 2021 spring fast Bridge reports um they keep that same year all year so for example in what we know as being 2025 spring next year it'll actually be recorded as 2024 they just keep the year the same so I wanted to list that cab up because it it gets a little confusing if you don't know that um so speaking of growth I'm I was really excited when I saw the elementary data come in so if you look at kindergarten and if you look at their 23 spring score which is the second one from the left it's 78% okay and if we want to talk about growth or maintaining growth if you look at the next one for first grade that's the same grade level that will be under the star one for the fall way on the right and if you see that they were 78% of them met Benchmark in the spring which is amazing that's like almost a picture perfect uh data collection number that we would want to see that tier one is working with most of our students within the grade level and then that's when we can push in and really um hone in our services on those students who needed which is a smaller number than the whole right so if you look at 78% they came in this year in the fall at 58% it's a it's a 20% drop but at the same time they're kindergarten to first grade these two grades have many subtests that go along with that go along with this data so for example in kindergarten they start with letter names letters sounds concepts of print which means do they understand how a book operates do they know how to turn the page in a book what a letter is what a number is what a sentence is what direction do you read that sentence right and then all the way to first grade in the fall where they're expected to read nonsense words um read sentences read site words and be able to split a word apart according to its sound so for example if I said the word cat can you say at and identify the Sounds in that word so a lot of the skills have changed I'm excited to see where we go in the winter to see how much growth they make um to see to see where that number to see where that number goes so if we go to the next one it gets a it gets a lot easier to read I got really excited when I saw this one because over the summer in grades two through five for their a reading test which is their comprehension they have to read the text on the screen and then answer a comprehension question for it so starting in second grade our last year second graders in the spring 65% of them met um last spring they came in this fall 71% meeting Benchmark okay so there was there was virtually no summer loss number generically there if you look at the next one over to the 71% in thirdd grade in the spring and jump to how they did this fall in fourth grade they were able to maintain again 71% and then when you look at the last year's fourth graders in the spring they were at 73% and they jumped to 81% in the fall so that data tells me that our instruction all the hard work that we put into letters training implementing that in addition with the new curriculum that the elementary is going to do I am really excited to see what those numbers are going to be at and it tells me that the information that students are learning it's sinking in and it's becoming a permanent part of their brain speak as a parent as well as anything else um I for my family and I can't speak for all families in the district but I feel that I had conversations with a few of our acquaintance friends this data has been great for us too because I feel like it also changed our perspective of what our kids are going to do in the summer months you know what I mean and seeing data loss for my student from Spring to Fall a couple years ago we were like okay we can't like we don't want to see that loss I'm competitive whatever tell we want to see blo but just we don't want to see that loss so I feel like that the more of this data comes around like that too it does at least help benefit the education of parents in what your child is doing when they're not in school um again can't speak for every family District but if that is a larger percent of families in the district then that that's a win so the thata I love for that fact as a as a parent so that's a great perspective and add in yeah absolutely this next uh piece of data this is what is pulled for the react um looking at fluency in grades uh 2 through eight um whereas Kinder and first uh the react pulls the early reading assessments um so here's our data for fluency so for fluency um you're going to see very similar Trends there's a little bit more of a drop here but again when you think of comprehension comprehension goes all the way to the conversation LEL right for a reading because when someone talks to you you are needing to comprehend what they're saying so comprehension can be practiced not only with reading and understanding what you're reading but also just conversationally with adults with other kids and being able to understand what they say so really that can be practiced off the cuff all the time anywhere right where fluency is really directing our attention to how many words are students able to read in one minute how many words read correctly I should say um and that might not be as much of a practice skill in the summer right I mean we try to as parents families get busy in the summer but also um it's just not as natural as discussing or having conversations um even so in saying that the fluency scores were similar and there weren't many fallbacks from last summer either so if we look at second grade our students who were in second grade last spring they were at 67% in the spring and we look at them coming in in the fall they were at 65% that's only a 2% drop that's pretty incredible the third graders last year at 74% came in at 58% this fall is it a drop yep but it's not really in the grand scheme of things it's not a huge drop and then our last year fourth graders who are fifth graders this year came left at 72% meeing that Benchmark and came in at 75% meeting that Benchmark so I actually went up I do want to draw attention real quick just to second grade that came in this fall it is at 44% that may that may seem like a low number because we want you know the goal is to have 80% or between 70 and 80% be at benchmark I will say though when those when our second graders this year were in kindergarten they came in that fall at 29% meaning Benchmark that is incredible growth from 29% to 44% to come in in the fall so I'm really excited to see what our power half hour what the interventions and our system is going to bring for that grade this year to keep building them up fourth grade this year had a a large influx of fourth grad cor so so that I'm taking it well I guess I'm reading what you said you know as far as that drop is that influx what caused some of that so it's really just in the noise as far as getting those those students that may not have have experienc this wherever they had come from correct to get into this yeah they might not have utilized this program at their previous school and exactly so unfortunately it'd be great if that data travel with them right the previous District had fast bridge if we could just quick you know input that from the cloud right that would be a dream world that would be amazing but we don't have that facet either um so yeah that can definitely be played into a account there too and so so I like that approach because it's not a knee-jerk reaction to saying boy something really bad has happened so we need to circle the wagons again let just let it start playing out and see where yeah I I like that approach and I think I don't know if Mr Ron or or someone had pointed out before when we look at percentages in our size of a district um two students what sorry Mr can you speak to that because so with a grade level less than 100% less than 100 students right if we're talking 70 students that means each student is worth more than equals more than a percent a percent and a half so that means um two students equal 3% so I we can have big swings in our data much more so than large districts who have may have 700 kids in that grade you know they're going to have much more consistent numbers where we can have large larger swings because of the low numbers but that was beautifully said Thank you and then this is the same information just with math so in kindergarten in first grade if that's that separate component right they have many subtests that make this composite score similar though from the spring of 2024 Technically when our first Raiders were in kindergarten 74% met and then coming in this fall they were at 68% who met which is fantastic not very much l at all aath is the umbrella of math right so aath includes data analysis and probability it includes G ometry it includes algebra it includes all the components of math and this assessment uh is actually read aloud to them so that re if a student were to struggle with reading that wouldn't necessarily be a hindrance in this assessment because it's read aloud to them and it can be repeatedly read aloud to them as many times as they need for understanding so again if we take a look at that data our last year second graders left at 58% and they came in at 61% our last year's third graders left at 76% came in at 70% and our last year's fourth graders left at 72% and came in at 70 so the largest loss was only 6% and when you think about numbers that's only three to four students that's pretty darn amazing all right next up we've got six sure all right so at the middle school we have six through 10 doing a reading and a reading is the just like a math the overall um comprehension vocabulary they read that themselves it's different in um at the secondary or with older kids and so as they're going through they answer those questions and then it gives us the comprehension score so looking at the sixth graders we'll just follow with the way Miss gry did it um last year in the spring the sixth graders had 71% and they came in at 69% last year's seventh graders um were at 62% and came in at 47 % and then the eighth graders 65% came in at 65% ninth graders 55% came in at 57% um I'm trying to decide how to move forward with this I could we were talking about this I could talk for 5 hours just about this slide in and of itself and so um a reading gives us an idea about where we are going and the great thing about the secondary um all of the classes contribute to this so it's not just Ela and obviously that's the same at the elementary too but you have one teacher teaching all of those subjects versus here um we get to work as a team and it's Ela but then it's also social studies and it's also science um and all of our classes are really honing in on their specific vocabulary and content information and teaching to really help those students and build that um our scores our goal obviously is to progressively continue to get better as we move up and our high schoolers with the ninth and tth graders um aren't always huge fans that they're still scooped in and they still are taking these tests in high school but it's really nice to be able to see um longitudinally how they're doing over time and so it's nice to have that data so our cdmr or fluency we sit down with the students and um Mr staner and I listen to all of the students read three passages and then it takes the um the average score of those three passages and it gives us words per minute correct and we know that words per minute correct has a very high correlation or the cdmr has a very high correlation to comprehension so usually if a student can read quickly and decode words quickly that means they're going to be able to comprehend it quickly um for students who read super fast but they can't comprehend those students usually are already getting services to really support that comprehension piece um and then vice versa sometimes we have really really slow readers but they understand everything that they're reading and so um this over time if we look at our sixth graders um we have last spring 59% of them met Benchmark or met the target for our cdmr and then we came in at 56% seventh grade last year 70% met Benchmark and then um came in at 61% shout out to the seventh graders who are now eighth graders we spent every day working on fluency because the entire grade was really struggling with it and so we did a tier one intervention in our classroom and they learned how to to read fluently and they did awesome with that so the fact that we ended the year at 70% just made my heart Happy okay and then we have a math um which is comparable to a reading again it's just the math side of things and sixth grade last spring 75% coming in at 73% this fall seventh grade last year 64% coming in at 51% this year 8th grade 69% coming in at 69% ninth grade 70% coming in at 70% so thing I just want to kind of point out is um so if you look at just comprehensively at our MCA scores and math they're considerably lower than this data right this is a better reflection of the skills and the components that of of understanding that our students have which is I think one of the really important and Powerful tools of both drilling into the reading and the math okay so I I think that's why this is so much more important to be able to of step back and look at those targeted skills that we have to be uh where do we have to really focus and Target um and we can do it more immediately versus that one shot and then but it's also you're going to notice a market difference between those scores from MCAS to this my low battery popped up on my computer so that tells me that we're going to pick up our Pace a little bit so we don't run out of battery um so this just goes back to how do we respond to that data and that fast bridge data is what we use um to determine all students getting tier one and then how do we respond to the left remedial to the right extending so when we talk about our multi-tiered system of support what does that look like um I think that was you sorry yep that no that's okay so this year we were able to get Benchmark advance that is our new Ela curriculum so that is going to play a part in the data that we're going to be collecting after this year and moving forward uh that'll be a really key component most of our elementary teachers have been trained in letters which is the science of reading it's a it's a foundational and it's a um it's letters is not a program it is a um I am lacking on the word uh it's a um you know what I'm talking comprehensive like structure thank you yes structure it's a structure not a program so it really focuses on the strategies and skills and how to teach those strategies strategies and skills to the greatest benefit of a student when it comes to the five pillars of L literacy phonological awareness phonics fluency vocabulary and comprehension um our Ela department at the elementary level that's pretty much everyone everybody is teaching reading similar to the secondary but again different because everyone is teaching that core reading class and then we are going through and discussing pulling interventions for those different components of literacy so we want our goal is for 80% of our students to meet tier one instruction so that the rest of our students can be into a intervention um an intervention group really specifically catered to exactly their needs whether it be for fluency for phonics for phonological awareness which is that listening component so then what we do is we take all this data that we've given you and we take a look at it across on a spreadsheet and we group these and we group all the students according to their needs so for example even the students that are way on the right on the on the extension component part of that diamond right they're getting specific interventions for what they scored in their data and what they need so we helped group the students and assigned um assigned interventions for each one all the way from the blue end to the red end of that of that diamond um so part of our mtss team I am part of the mtss team at the elementary all three of us are which is really amazing uh Miss rasmason gets to spend half days every day which has made a gigantic um a gigantic different thank you so so very much having her every day is wonderful and then another core part of our team is Mr Kobe and so myself and Mr Kobe are in the elementary all day long utilizing our time with power half hour time and then what we call tier three which is so power half hour is in addition to their reading time tier three is an extra additional time of instruction because that student or those students need that really small group instruction that's really focused on um what their what's what components of reading they may really be struggling with oh and we have three amazing pair of professionals who have been key components to um our training instruction and fantastic interventions okay so at the secondary we have tier one all of our teachers are either letters trained over here or they participated in um our full letters training which was we focused on vocabulary and comprehension with all of the other teachers and so I have facilitated letters training with Marie before and so what I did is I took what we learned from that and made it applicable to secondary teachers and so they were getting the science of reading for their level that's appropriate for their level so all of our teachers are working in that our Ela Department um we have worked on our standards off and on back and forth I I feel like we do that all the time constantly relook at that um and that is something that in the future we would love to look at curriculum for ELA Department over here as well we have a really strong great curriculum that's new at the elementary but then to be able to pop it up here as well and have that for the kids would be great um and then all of the other departments have had that training to know how to use really um effective vocabulary and comprehension strategies within their classroom and then the additional support so yay this year we have lead time we are very very excited about it all so our staff is kind of split into two parties one party is high school advisor and then one half is Middle School leadtime teachers and so we have 20 teachers at the secondary who are leading interventions for students who may have never LED an intervention before but we have too many kids for two mtss people to be able to pull and service all of our our our students who are falling below Benchmark and so all of the teachers came together um it has been a a really really really amazing thing to see they have their interventions they have read through their interventions they have talked with each other about their interventions they have started uh when was our St start date the 7th of October somewhere a couple weeks ago and so um they have been working with students for the past couple of weeks to do these interventions and it has been amazing to walk down the hallways and hear all of the teachers doing that and that all students are getting something at their level so we have kids who are doing letter sounds all the way to kids who are reading a higher level text and having reciprocal teaching um deep conversations about text and asking each other questions and leading that themselves really really cool to see great so just a couple other data points here right MCA data and fast for dat is not the only data point that we get um we have um some graphs here that we um I know Janelle showed us uh before we looked at the sled system but again other things that we can take at take a look at is are our students taking rigorous courses and you can see by this graph uh clearly we're we're well above the state in taking rigorous courses and then our graduation requirements again we well above um the state as far as graduation rates so a lot of things that we have as a as a school district that we can be proud of um on top of MCA scores and fastb scores so so going back to our why um going back to our mission here at Painesville area schools and we just shared with you a lot about how we aim to achieve our mission um that was a lot of information and data and we encourage you to uh connect with superintendent Bullard and and let us know if you have specific questions that we can Circle back to um we're happy to have that deeper conversation I Happ to think this is the most important thing that I have for being on the school board because the students are what it's all about we have a lot of things we deal with um with all the things you deal with the things that come to the board this is interesting to me and I happen to think for one we are on the right trajectory here um it's just it took a few years for all of it to click but you can see it in the numbers it is showing up so I extremely happy personally on this one good job everybody great work team there there's three components I like about this and Jesse started it off by talking about the why having done U analysis um in my past light asking those why questions and and diging down to a root cause is instrument establishing what you've done here I like so I like that y that y component I like the fact that you have uh you know brought in this check and adjust period so mid Midway through you're going back and taking a look at where you started at you know what's working what isn't doing some adjustments and then moving on I like that and the other thing I like and I kind of mentioned it earlier as far as not taking that U uh kneejerk reaction but really the the cause and effect doing some type of fishbone that caus an effect so look at the data that came up about the the seventh graders coming in look like numbers were low you you folks aren't talking about the fact from an administrative side we've got to go fix something start letting those things play out have an understanding what are seventh graders like and I was a seventh grader at at one time I had a little bit of an attitude so you you take a look at that and have that you know so so when you start taking a look at the cause and effect side of it if the cause is because reaction you can really derail uh where those students are at so I like the way that you guys are doing that take a they can look at the stuff so like I said those are the three components I like the wise the check and adjust and the way you're doing um your causal analis on fantastic thank you appreciate your time okay we'll move on to the Assurance of compliance make sure we're complying I know I know so um and and this is now I'm gonna be a little bit more just a traditional kind of walk through um I will cast this so people are able to see um every year we do have to submit and sign a statement of assurance uh really this is going to have all of the requirements that we have as a district have to comply with um you're going to see individuals identified these are then reported on the department of Ed um this this recognizes our requirement to be mandated reporters uh we are all mandated reporters and uh we have been trained it's part of our annual training um you're going to see each of the other um kind of uh when we I'm not going to walk through every one of them but these are a lot of the um the statutes and the rules and the laws that when we have policy they're reflected back to a lot of this work and we're making the assurance that we are complying with these areas of the various laws whether it's Americans with Disabilities whether it's the Minnesota human rights act all of those components so this is just an annual um authorization and commitment that we are we are complying with these procedures okay any questions we'll take a motion th moose and seconded by Bru to approve all in favor say I I we approve it now we go on to the Sterns County Family Services collaborative joint Powers agreement this is another annual authorization the Sterns County um Family Services joint Powers agreement is an agreement that allows us to be part of a collaborative um I believe that uh Rachel is on the collaborative um represents the board this is where we generate some money that helps to offset the cost of our located mental health service provider um and our we have a number of service providers who do what are called random moments to understand how our um the the complexity of our student body that helps generate some funding for us and this joint Powers agreement allows us to be part of that any questions you have a motion make that motion thas seconds all favor say I I it is approved seniority list hey the seniority lists have all been posted they've been sent out there have not been any revisions and changes so my recommendation would be to approve the seniority lists as presented someone somebody else Rachel Rachel got it okay got second okay all in favor say I I closed and passes Min State High School leag form a grant applic a grant yep so this is um a resolution to allow us to be part to submit an application for a grant to help offset uh Student Activity costs this is also an annual resolution so this will require an introduction and um to the resolution and then it is a roll call vote I make motion to adopt the resolution of school board supporting form a application to Minnesota State High School lead Foundation second second br okay we'll take a roll call First hi chery hi Thomas hi Rachel hi I I I it passes memorandum of agreement certifying staff e-learning action this is uh truly just a brought forward from last year the teachers union uh reviewed the memorandum and uh the only change to the memorandum is the dates and hopefully we need to use it as often as we did last year so it's just a looking for approval any question make motion by Bruce to pass second by Cheryl all in favor say I I passes upcoming meetings policies meeting what day is that Thursday th 330 uh one thing to call out the November 12th work session is in the afternoon it's at 1:30 30 that's uh when our student body is here and we changed that from having December with the student body so just make sure that you have that CH time noted for November 12 make a motion to the Jour second Jal second all fa say I I you are Jour thank you