WEBVTT 1 00:00:01.130 --> 00:00:02.230 WLWV School Board: Here we go. 2 00:00:04.720 --> 00:00:11.359 WLWV School Board: Alright. Good evening. Everyone want to call to order this School Board work session. 3 00:00:11.620 --> 00:00:25.089 WLWV School Board: and I'm going to pass it to Director Douglas for roll call, please. Thank you. Chair. Taylor. Present vice chair. Wyatt. Here, director, shoemaker here, director Su. Here, Director Vidal here. Thank you. 4 00:00:26.630 --> 00:00:31.130 WLWV School Board: All right. I'm actually excited for this. 5 00:00:32.420 --> 00:00:36.370 WLWV School Board: This is a a lot of work that has been 6 00:00:36.680 --> 00:00:42.979 WLWV School Board: done, obviously provided a stack here by the district staff, and 7 00:00:43.630 --> 00:00:49.079 WLWV School Board: this work has been centered around the Board's collective goals. Number 2 that we set 8 00:00:49.130 --> 00:01:01.260 WLWV School Board: at the beginning of the year, which says that together we will monitor student achievement data through the district integrated plan, school work, plan, school visits and winter work session and quarterly board reports. 9 00:01:02.950 --> 00:01:06.630 WLWV School Board: And so this is the result of 10 00:01:06.690 --> 00:01:11.530 WLWV School Board: that goal, or the preliminary results, or the the starting point of 11 00:01:11.540 --> 00:01:19.449 WLWV School Board: some of the things that collectively as a board may want to see, review and try to help enhance our education 12 00:01:19.460 --> 00:01:28.400 WLWV School Board: in the way that we lead as a board, or the way that we assist the district as they move forward, trying to provide the best result for our kiddos that we can. 13 00:01:28.660 --> 00:01:32.140 WLWV School Board: Most of this work has been done 14 00:01:32.910 --> 00:01:42.519 WLWV School Board: in conjunction with School board, member and director shoemaker who has poured his heart and soul into fireside chats and 15 00:01:43.200 --> 00:01:55.219 WLWV School Board: doing some heavy lifting along the way and meetings with various district leadership. And and I know that some of the rest of you have also met with Staff 16 00:01:55.290 --> 00:01:57.229 WLWV School Board: in assisting with 17 00:01:57.310 --> 00:02:20.449 WLWV School Board: what we got here before us today, so, rather than me get long winded and and hijack the mic. I'm gonna pass it over to Director Shoemaker, who has really been leading this charge, and so I will. But before we get started I want to thank you for the time that you've invested in the and the care that you put into this, I know you've been passionate about it and and I know that you've put, you know. 18 00:02:20.670 --> 00:02:37.039 WLWV School Board: 100% of your effort into it. So thank you for for that hard work, and and your willingness to sacrifice all the time in your personal life to to do this. So I'll turn it over to you all right. Sounds good. Thank you. Chair Taylor. I so 19 00:02:39.270 --> 00:02:43.133 WLWV School Board: our our board, our our second bulletin board goal that 20 00:02:43.530 --> 00:02:48.569 WLWV School Board: talks about our commitment to monitoring, ongoing achievement. 21 00:02:49.119 --> 00:03:16.060 WLWV School Board: Talked about a quarterly. Or we'll figure out exactly what that's gonna be report that basically lets us understand achievement better, that that's a challenge because schools are asked to do so many things. And and there is so much data. So I think, in our discussions with district leaders that's really come through. There's so much data. And and you get a taste for that if you look at 22 00:03:17.870 --> 00:03:22.249 WLWV School Board: if you look at this, the the volume of this thing that has school improvement plans. Right 23 00:03:22.350 --> 00:03:25.210 WLWV School Board: within that you'll find state report cards 24 00:03:25.400 --> 00:03:28.648 WLWV School Board: and just all manner of data. And then 25 00:03:29.080 --> 00:03:33.820 WLWV School Board: I really appreciate that Barb, David and Jennifer. 26 00:03:34.120 --> 00:03:43.361 WLWV School Board: In conjunction with Kathy, we're willing to after a discussion, we're able to put together just some examples of some data that you'll find in the back of today's 27 00:03:44.510 --> 00:03:45.659 WLWV School Board: large packet. 28 00:03:46.640 --> 00:03:55.815 WLWV School Board: And I hope hopeful today is that we can look through some of that data and get a sense for, okay, what is what is this telling us? But I think it's important to remember that. 29 00:03:56.930 --> 00:04:00.869 WLWV School Board: it's what it? What is it telling us in the context of 30 00:04:01.080 --> 00:04:05.279 WLWV School Board: our goals here. Right? So we have to think about those goals. 31 00:04:05.750 --> 00:04:10.430 WLWV School Board: there, there is a district goal. And I didn't bring it with me. 32 00:04:10.950 --> 00:04:16.670 WLWV School Board: about closing achievement gaps right? Is that it. 33 00:04:16.730 --> 00:04:24.629 WLWV School Board: that is such an important goal. It speaks directly to achievement, but also speaks to equity at the same time. 34 00:04:25.160 --> 00:04:30.399 WLWV School Board: And I, I, as we're looking at data, I hope we can be asking ourselves, does this tell us 35 00:04:31.020 --> 00:04:33.080 WLWV School Board: things about achievement? 36 00:04:33.610 --> 00:04:40.930 WLWV School Board: And I want to be a little bit in advance warning that 37 00:04:41.870 --> 00:04:46.980 WLWV School Board: part of the reasons there's so much data is because schools are asked to do so much right. 38 00:04:47.140 --> 00:04:51.059 WLWV School Board: So we have data on, on a lot of things that are beyond achievement. 39 00:04:51.070 --> 00:04:57.250 WLWV School Board: and to the extent that I that I'm going to advocate for excluding some of the data. It's not because I don't think it's important. 40 00:04:57.510 --> 00:05:00.549 WLWV School Board: It's not because I don't think it's vital to what schools do. 41 00:05:00.600 --> 00:05:10.229 WLWV School Board: It's just that I want to limit the scope a little bit to. We'll focus on achievement right now. And so I don't want to get so 42 00:05:10.480 --> 00:05:15.350 WLWV School Board: ultimately, I hope we can get to a point where we can, and the community can get 43 00:05:15.970 --> 00:05:18.919 WLWV School Board: whether dashboards the right term for it, or 44 00:05:19.719 --> 00:05:29.860 WLWV School Board: snapshots, that we, as a district can show that says, here's how we're doing with respect to achievement. Specifically, I'm talking a lot about K. 8, math and reading. 45 00:05:30.620 --> 00:05:45.806 WLWV School Board: And then, as Barb, as we had talked about at that last meeting we had. We also talked about. So what? What is good data for high school? We know that just the the State state data on math and reading at high school is is more problematic. Right? 46 00:05:46.690 --> 00:05:55.820 WLWV School Board: schools have been told. Students have been told, I should say, and families have been told that they can opt out of those that graduation is not strictly tied to those 47 00:05:56.000 --> 00:06:04.360 WLWV School Board: and so many students are. And so I I don't feel as good about the value of those rewards. So what what do we know 48 00:06:04.850 --> 00:06:23.760 WLWV School Board: with respect to high school? So there are 3 goals that you can find in school or in district improvement plans is strategic plans that talk about students. All high school students will graduate within 4 years with plans and initial action steps in place for post-secondary learning and careers. Right? 49 00:06:24.170 --> 00:06:26.719 WLWV School Board: I'm looking for data. That kind of speaks to that. 50 00:06:27.220 --> 00:06:30.209 WLWV School Board: And there's a there's a lot of high school data, too. 51 00:06:30.550 --> 00:06:31.863 WLWV School Board: But but 52 00:06:33.840 --> 00:06:40.869 WLWV School Board: When we look at sat scores, that's that course that's limited to students who are taken choosing to take sats, psat schools. 53 00:06:41.471 --> 00:06:50.179 WLWV School Board: We're trying to. We, we can see how many kids are taking ap classes. We can see results of ap classes. So we can see some things there. 54 00:06:50.500 --> 00:06:55.240 WLWV School Board: But I think it's going to be an ongoing question of like, what's gonna give us the best data there 55 00:06:56.368 --> 00:07:06.959 WLWV School Board: the goals around middle and primary. At least these these ones that I that you can find online say, all middle school students grade 6 through 8 will meet or exceed grade, level benchmarks, and the same we say for primary 56 00:07:07.110 --> 00:07:09.730 WLWV School Board: that K. 5 we expect them to meet or exceed 57 00:07:10.080 --> 00:07:29.099 WLWV School Board: benchmarks. I don't know how helpful it is to say that our goal is for everyone to meet that. But what we're not interested, I mean, we're we're less interested exactly in is that happening and more about what is our progress toward all students being able to meet. So what we're looking for is data that tells us. 58 00:07:29.220 --> 00:07:38.439 WLWV School Board: how's how all students are doing now? I'm glad that you're looking at this. Can I just hold one up this? This is really good stuff, right? 59 00:07:39.230 --> 00:07:44.840 WLWV School Board: But that's a lot. And it's and it's and this, this is for every school. 60 00:07:45.730 --> 00:07:52.359 WLWV School Board: that kind of yeah, it's yeah. It's in the back tab. 61 00:07:53.330 --> 00:08:07.919 WLWV School Board: So some of some of this data is really rich. And and the question the challenge is going to be, how do we condense this in ways that we can get meaningful data in in. It's not like we're trying to avoid doing work here. But 62 00:08:08.310 --> 00:08:13.180 WLWV School Board: how can we get data that effectively informs us 63 00:08:13.260 --> 00:08:15.140 WLWV School Board: along the course of a year. 64 00:08:15.260 --> 00:08:19.309 WLWV School Board: so that we know that we're moving toward the goals as we want to. Right? 65 00:08:20.030 --> 00:08:24.390 WLWV School Board: So that's kind of that's kind of the context of this. So 66 00:08:24.802 --> 00:08:39.220 WLWV School Board: kathy was nice enough to to think in advance about some guiding questions that we might use. I'm just gonna leave them off because I'm not sure how much we'll use it. But I'm gonna let you know it says so when we look at some of this data, what do you see? 67 00:08:39.690 --> 00:08:43.190 WLWV School Board: What are the facts in there? What stands out to you? 68 00:08:44.214 --> 00:08:50.409 WLWV School Board: What additional information can help us interpret this data? That's helpful as we think about what? What more we might want. 69 00:08:51.940 --> 00:08:54.840 WLWV School Board: We can ask. We can be asking questions like, what is missing. 70 00:08:57.717 --> 00:09:04.670 WLWV School Board: There's always room to ask, what are your 1st interpretations that we can talk about. And what are some 1st thoughts that you see in data. 71 00:09:06.140 --> 00:09:16.139 WLWV School Board: So I want to think about. So I I'd like to do is look at some of this data, some of it you're really familiar with, because you may have had fireside chats, things where we were looking. Maybe it aims web. 72 00:09:16.300 --> 00:09:19.119 WLWV School Board: And I'd like to look at some data and then ask. 73 00:09:20.270 --> 00:09:24.269 WLWV School Board: What is this telling us? Is it telling us what we want to know? What more might we want to know 74 00:09:24.410 --> 00:09:25.130 WLWV School Board: right? 75 00:09:25.620 --> 00:09:30.679 WLWV School Board: So anybody wanna make any comments before we kind of move forward a little bit 76 00:09:33.594 --> 00:09:44.029 WLWV School Board: in specific to the Aims web. Where it says that all K. Through 3 students would take Aims. Web early literacy this year 77 00:09:44.240 --> 00:09:46.750 WLWV School Board: is. But I didn't see the second grade. 78 00:09:46.990 --> 00:09:57.580 WLWV School Board: It's in the fall, because this is for last year. So we just started got it because we wanted you to see a full sequence fall, winter, spring got it 79 00:09:57.620 --> 00:10:12.620 WLWV School Board: so that had to be for 2324, and then we also included there the fall, the fall for 2425, so that, as director Shoemaker said, how can we then look at 80 00:10:12.670 --> 00:10:18.739 WLWV School Board: what you'll want going to look right? Got it good catch? But that is our intention, and we're influenced 81 00:10:19.350 --> 00:10:31.869 WLWV School Board: does this seem to be implementing that this year? But I think it's important to talk about the seasonality of this, because if you look at just this. This Ames Web. The 1st pyramid on the left is the fall one. 82 00:10:32.290 --> 00:10:39.759 WLWV School Board: If we wanted data in the fall, that's all we would get with respect right now. We could see the same grade level 83 00:10:40.020 --> 00:10:43.470 WLWV School Board: last year, 1st graders, but they would be different 1st graders. 84 00:10:43.850 --> 00:10:47.850 WLWV School Board: If we're looking at 1st graders we could be looking. We could look at last year's kindergartners 85 00:10:48.090 --> 00:10:53.119 WLWV School Board: and say, Where where were they by the end of the year? And then say, here's the 1st pyramid of 86 00:10:53.240 --> 00:10:54.449 WLWV School Board: the next year. 87 00:10:54.640 --> 00:11:11.579 WLWV School Board: Keeping in mind that the test they take the next year is a different test, because it's aimed at a different level, so you wouldn't expect them at the start of their second grade year to all be at the second grade level, right? There's also not the same retention, right? Right? 88 00:11:12.380 --> 00:11:21.529 WLWV School Board: So you used to not or do you still know? Okay, yeah. So there's a there's a real seasonality to some of some of this data. 89 00:11:22.210 --> 00:11:30.509 WLWV School Board: So maybe we could take a few minutes and look at the aims web, and then some of us are familiar with it, and then maybe we'll just kind of. Take a few minutes looking at. Maybe we can 90 00:11:30.650 --> 00:11:31.940 WLWV School Board: have some discussions 91 00:11:32.940 --> 00:11:47.278 WLWV School Board: while you're looking at it. I just want to note that Doctor Spencer on his working here, but she's speaking in Colorado, at my office, and Miss Birds, being the student services, would be here. But she's speaking at Wilson Park. So 92 00:11:47.660 --> 00:11:48.720 WLWV School Board: they are. 93 00:11:49.280 --> 00:11:53.660 WLWV School Board: It's not active speakers, and so they would have, like. 94 00:11:54.100 --> 00:11:57.330 WLWV School Board: 3 of us will do our best to represent them as well. 95 00:12:05.470 --> 00:12:11.090 WLWV School Board: Well. I was encouraged by noticing that there was growth throughout the school year last year. 96 00:12:12.820 --> 00:12:16.130 WLWV School Board: For most for most schools, most grades. 97 00:12:16.170 --> 00:12:21.469 WLWV School Board: But I was wondering, like Bolton, for the 1st graders they went red. 98 00:12:21.790 --> 00:12:25.910 WLWV School Board: Then there was growth, and then it was back to red. It's just on the second page. 99 00:12:27.080 --> 00:12:31.690 WLWV School Board: So if I'm looking at that, what what could some reasons be? 100 00:12:32.160 --> 00:12:35.620 WLWV School Board: They just weren't progressing enough with the higher 101 00:12:36.625 --> 00:12:38.879 WLWV School Board: level of testing in the spring. 102 00:12:39.030 --> 00:12:57.919 WLWV School Board: What's that? So one thing to keep in mind, and Dr. Soyson can probably clarify. This even better is when we 1st started using Aimsweb. It was purely as a screener, and so students who were not at risk. We stopped using aimsweb for because they were on track. And so the group that you test early 103 00:12:58.040 --> 00:13:10.119 WLWV School Board: it's different than the group, you know, like. So it may be a very small number of kids, because you screened out everyone that was doing well. And so that's why these are kind of hard to compare. But 104 00:13:10.120 --> 00:13:30.870 WLWV School Board: at the because our principals and the structural coordinators were saying, We're learning so much from this data. We want to know how every student is doing. We want to actually keep. Make sure that they're continuing to grow and not slipping back. We also want to know if they are like in the yellow. We want to know what to teach them to get them up. 105 00:13:30.870 --> 00:13:48.550 WLWV School Board: And so we want to do this for all students 3 times a year. K. Through 2. So if we were to bring this forward next year, it's going to be more reliable and easier to understand, because every the same, if you look at the numbers when you look. They didn't 106 00:13:48.550 --> 00:14:02.745 WLWV School Board: they? Just they did just with what David just said is, they only tested the students because you see no, in terms of the number of students, there were no scores for those others. 107 00:14:03.660 --> 00:14:17.819 WLWV School Board: and so that's moving from the way that you use it because aims web initially was designed, you know, as a screener, and they've sort of added to their suite of what they what they offer. And we've decided that we can use it for some very discrete 108 00:14:17.850 --> 00:14:25.190 WLWV School Board: learning, especially the foundational skills. K. 2. And what does those? What do those numbers for parentheses? 113 109 00:14:26.620 --> 00:14:31.829 WLWV School Board: under tier 3 on the right side. It can't spring 110 00:14:32.130 --> 00:14:52.139 WLWV School Board: 4 4 students. And this is a hundred percent of the cohort. That means that's all they identified for. But that's the the thing we have to be really careful of. And looking at this because you see this Whoa, so do look below and see. 111 00:14:54.140 --> 00:15:15.840 WLWV School Board: and I see that boone's fair is one of my assigned schools, and you can see that they utilize. I'm on page 3 at the top like Aims web at a lot more higher rate than the other schools given the end size. So I think that's interesting as well, and their progress has been market. That like they, yeah. So 112 00:15:19.270 --> 00:15:27.479 WLWV School Board: I think that's 1 of my observations. This isn't a question as much as like, even if we were to keep looking at that booms. For example. 113 00:15:27.510 --> 00:15:53.970 WLWV School Board: if you look at that end size and you look at you look at the different tiers, and then the progress they make the number is small enough of students. And I think my observation is that schools, but because we have smaller schools with smaller class sizes that these kids are known to the the teachers and instructional coordinators. And so then it makes me wonder, what else could we be doing to support 114 00:15:54.580 --> 00:16:01.500 WLWV School Board: the work that they're doing with those students. And is that something where we can continue to learn more? Because 115 00:16:01.520 --> 00:16:05.409 WLWV School Board: every time I go into schools, especially primary schools that are, you know, big. 116 00:16:05.450 --> 00:16:19.700 WLWV School Board: And all these little kids running around the principals and the administrators know every kid. And then I would think if you're in this focus area, they know you even more. And so what is it that we can do to be even more supportive of that targeted 117 00:16:19.780 --> 00:16:27.420 WLWV School Board: intensive intervention work. And so that's what I would love to know more about over time. As we look at this 118 00:16:28.206 --> 00:16:32.890 WLWV School Board: as we move to all students that came to 119 00:16:33.280 --> 00:16:56.630 WLWV School Board: taking in input. And by the way, you can see in a lot of places the the like in the the state report card, the percentage of our kids who who do take those state tests at 3, 5, 8. I'm pretty impressed. Yeah, those are good numbers. They are right. Which gives us gives us decent data. But as as that as that number goes up, will there be a 120 00:16:57.350 --> 00:16:59.510 WLWV School Board: sort of a district size triangle? 121 00:16:59.740 --> 00:17:01.280 WLWV School Board: Will we have that 122 00:17:01.500 --> 00:17:26.629 WLWV School Board: does that make sense? Yeah. And that's 1 of the key things. And going back to what you said originally about gaps that that's when you start to look at. You know what are those gaps and the broadening definition of the experiences, and what children come to school with are the things that we have to look at, you know, for that that part of the triangle? 123 00:17:27.190 --> 00:17:34.990 WLWV School Board: Because and I think directly, Wyatt, that's what you were alluding to with. Then what does that 124 00:17:35.410 --> 00:17:45.429 WLWV School Board: target look like? Which, for example, is why something like high dosage tutor has come into play, because you're looking at something that's intensive and targeted. 125 00:17:47.780 --> 00:17:56.207 WLWV School Board: So as we look we're always gonna have this tug, I think, at at our level of how do we get data that broadly informs us. 126 00:17:56.690 --> 00:18:07.180 WLWV School Board: how much do we dig down knowing that it's your job to really dig down and to implement the things need to be implemented like, for instance, I'm not 127 00:18:07.330 --> 00:18:29.110 WLWV School Board: you. You talked about how Amos Web was originally a screener. We still need to screen right? But I'm not looking at that data exactly. Right now, I'm more looking at the the larger data. But that's going to be a question for us. How much do we want to dig down the fact that each of us goes to individual schools and sees their work. 128 00:18:29.486 --> 00:18:32.510 WLWV School Board: Helps, knowing that everyone's gonna have eyes on. On. 129 00:18:32.590 --> 00:18:39.709 WLWV School Board: So every school's got to have that I think that's important, that we do that. But I'm also thinking about how do we? Fairly. 130 00:18:40.160 --> 00:18:45.539 WLWV School Board: fairly quickly? A few times a year, 3 or 4 times a year. Get data that 131 00:18:45.920 --> 00:19:13.850 WLWV School Board: that informs us. And and I want to say again, I think I've said it before. I don't know if I've ever said it well enough. But I'm I'm interested in data that tells us how well we're doing. Not necessarily data that tells us we're doing well, you know, like, that's just a little bit different there, right? How well are we doing? Because the work of doing better is what we get to say. You guys go do that. Go, do better go do better. And that's the constant charge for teachers and everyone in schools. 132 00:19:14.030 --> 00:19:16.610 WLWV School Board: Our job is to say, Tell us how well we're doing 133 00:19:16.940 --> 00:19:22.330 WLWV School Board: right? So I want to keep emphasizing that the the data I want the data to be as objective 134 00:19:22.500 --> 00:19:24.089 WLWV School Board: as we can get it right? 135 00:19:25.020 --> 00:19:33.921 WLWV School Board: I really like these triangles like I find them easy to understand. And I think they're 136 00:19:35.364 --> 00:19:47.865 WLWV School Board: Yeah, easy to understand. I think for me and the public, and so when we talk about sharing them quarterly, I think it would be great if we we share them, and like a School Board meeting setting. I think that's 137 00:19:48.430 --> 00:20:01.840 WLWV School Board: becoming the norm in a lot of school districts. And so I love the idea of a large like a triangle that encapsulates all the like. All the primary schools, for instance. But I think the triangles also show us 138 00:20:02.368 --> 00:20:14.080 WLWV School Board: the readiness of the kiddos when they come into kindergarten, let's say, because when we look at Stafford on page 6, we can see that. Wow. Look at all those kiddos go coming into to Stafford and kindergarten. 139 00:20:14.280 --> 00:20:41.780 WLWV School Board: doing pretty well like starting out. Pretty ready right? And then you look next door or next door, and on the next page on 7. And you look at like sunset. So you see that difference? Right? And so I think that's very interesting about readiness. And what does that mean when we talk about gaps, and why are some kids more ready than others? So I think that is very interesting. 140 00:20:43.120 --> 00:20:51.389 WLWV School Board: Yeah. Like, for instance, Stafford versus booms on page 3, right? When we look at those triangles. So 141 00:20:52.290 --> 00:20:59.040 WLWV School Board: think it's important to keep that in mind. So yeah, hmm. 142 00:21:01.590 --> 00:21:04.270 WLWV School Board: kind of curious. If there are things that jump out at you, that 143 00:21:04.580 --> 00:21:06.170 WLWV School Board: that you're not getting from this. 144 00:21:06.430 --> 00:21:10.089 WLWV School Board: that you wish you could get from this, that I'm thinking about Eames Web. 145 00:21:10.360 --> 00:21:14.899 WLWV School Board: Anything that I think this collected numbers for me 146 00:21:15.310 --> 00:21:19.170 WLWV School Board: more than just the screen out folks. But 147 00:21:19.690 --> 00:21:23.160 WLWV School Board: outside of that I think the simplicity of it is great. 148 00:21:24.570 --> 00:21:29.500 WLWV School Board: If you're trying to get a commercial and a high level overview of how your your performance is. 149 00:21:29.700 --> 00:21:32.866 WLWV School Board: it'd be massive story telltale. 150 00:21:33.970 --> 00:21:37.779 WLWV School Board: and then you can spend time digging down on. Okay. So what is this, red? 151 00:21:38.140 --> 00:21:46.109 WLWV School Board: You know the dream is no red. But we all know that life happens in in people's families, and 152 00:21:46.120 --> 00:21:50.390 WLWV School Board: kiddos are going over different situations. So you're probably always gonna have some red. 153 00:21:50.520 --> 00:21:53.370 WLWV School Board: no matter how awesome you might be. 154 00:21:54.660 --> 00:21:59.829 WLWV School Board: But it would be nice through this screening to see if we have the support mechanisms 155 00:21:59.960 --> 00:22:03.790 WLWV School Board: for those those outlier children who just don't click. 156 00:22:03.810 --> 00:22:06.420 WLWV School Board: You know the school environment or the curriculum. 157 00:22:07.370 --> 00:22:13.307 WLWV School Board: Naturally so well the when we screen every child? 158 00:22:13.790 --> 00:22:19.370 WLWV School Board: Will the proportions change to the point where it's not as illustrative? We see the yellow and the red. 159 00:22:19.810 --> 00:22:20.840 WLWV School Board: or. 160 00:22:20.990 --> 00:22:37.540 WLWV School Board: like, have you? Have you heard about other districts, or how they've accounted for that? Not specifically other districts? But I do think, as we were saying earlier, once we get into this mode where every student is taking games web, then the students, the cohort is the same. I think it'll be easier to interpret 161 00:22:37.640 --> 00:22:42.350 WLWV School Board: the triangle from fall to winter, to spring up to 1st grade, and 162 00:22:42.460 --> 00:23:09.359 WLWV School Board: because that, as Director Taylor was saying earlier, like the test does change, you know, based on their age level. But you'll get a sense of ongoing who's on track? And how many students need some extra support? And is it mandated that they take. The numbers are just what you get. We. We're only mandated to use it as a screener for dyslexia. So just students who are at risk are all kindergartners 3 times a year, and then tracking students who are at risk. So we're going above and beyond 163 00:23:09.360 --> 00:23:16.069 WLWV School Board: that opt out is only for Osas. The State of Oregon only allows opting out for 164 00:23:16.160 --> 00:23:35.070 WLWV School Board: the Oss test and for aspects of health and sexuality. Education. So math and aims web are not opt out. You know we work, we work with families as they are comfortable with assessment and all of those things. But it's not a a state. 165 00:23:35.370 --> 00:23:41.039 WLWV School Board: and this standard wires a screener we've we've chosen beams with. 166 00:23:42.490 --> 00:23:46.069 WLWV School Board: I just mean, though, I think, as more kids take it, the green is going to get bigger. 167 00:23:46.210 --> 00:23:50.770 WLWV School Board: And so I think we just need to be mindful of those numbers at the bottom that are in 168 00:23:51.110 --> 00:24:04.640 WLWV School Board: yellow and red because they have the the percentage is going to change. So I think correct. And it's not reflective of just the students who, you know, have been flagged right? I think it when it shows the whole. 169 00:24:04.720 --> 00:24:08.540 WLWV School Board: Yeah, kindergarten, 1st and second grade. That's that's gonna do. 170 00:24:08.670 --> 00:24:11.180 WLWV School Board: Yeah, give a different picture. 171 00:24:12.810 --> 00:24:41.090 WLWV School Board: I think the thing, too, with aims web that makes it complex is it's a really important assessment. Like, we see these as sort of gateway into reading success as you start to increase comprehension and integrate writing, you know. What is still, I'll say, is a challenge to assess is, do students love to read and write, you know? Are they excited to come to school to read each day? Do they see books that reflect their identity? Are they integrating, writing when appropriate? You know. 172 00:24:41.260 --> 00:24:53.949 WLWV School Board: just how does their sense of belonging impact. So there are some things with younger students that come into play that aren't as cleanly assessed as this, but that we're also attending to just in a less sort of nationally norm. 173 00:24:54.200 --> 00:24:58.210 WLWV School Board: we tried to provide like data. That 174 00:24:58.400 --> 00:25:18.020 WLWV School Board: Ames Web is not. It's not meant to be total reading either, as just the same. But that's nested within map, which shows do students not only enjoy reading, but do they believe they can use their skills and apply them? Because that's what they have to do on the map assessment. 175 00:25:18.050 --> 00:25:36.239 WLWV School Board: Then they have to do that to a greater degree on a grade level. Osas assessment that blends reading and writing because it's English language arts. So that's why we thought that having, you know, the levels of data also gives you a picture. 176 00:25:36.960 --> 00:25:46.889 WLWV School Board: So what was the teachers? Reaction? Like when they started like assessing, using it to assess, like all of the students. And then with these results, what was their reaction. 177 00:25:46.930 --> 00:25:54.019 WLWV School Board: And what did you hear like how they were going to use that data in their 178 00:25:54.150 --> 00:26:08.170 WLWV School Board: lesson plans on a daily basis? Well, that's a great question. And you're making me think back to when we 1st started using Aimsweb. At 1st there was a lot of worry. How do we do this? What are we learning from it? 179 00:26:08.530 --> 00:26:11.110 WLWV School Board: And so there was a little bit of a learning curve 180 00:26:11.490 --> 00:26:35.182 WLWV School Board: when you brought in the the new literacy curriculum. And last year, when we were piloting some curriculums that taught specifically toward this, I'll say there's a lot of excitement, because teachers, seeing I'm making a difference. This is. This is what I've been asking for. This is what our students need. They begin to see the green get dramatically bigger. And then that grew into a level of sophistication of all right with the 181 00:26:35.590 --> 00:26:37.170 WLWV School Board: early literacy 182 00:26:37.370 --> 00:27:04.830 WLWV School Board: framework. And and Grant, we need to explicitly say how we're supporting students with high dose tutoring. And that's where teachers realize we're actually learning some stuff from this. It directs us to know. So they're not just in a group of support. But they're getting support that matches their need. And Angel is one of the tools that gives us that. So that's why it shifted to all students 3 times here. K, through 2. So that's just a really quick summary of over 5 years. How it's grown in sophistication. 183 00:27:04.830 --> 00:27:07.590 WLWV School Board: how teachers are used to it and appreciation. 184 00:27:09.956 --> 00:27:17.630 WLWV School Board: I think a question we're gonna another ongoing question for us is gonna be, what level of disaggregation are we gonna want data, right? 185 00:27:17.690 --> 00:27:21.290 WLWV School Board: It's really important to see that big picture of 186 00:27:21.970 --> 00:27:26.890 WLWV School Board: a lot of what we have from school plans disaggregates really nicely 187 00:27:27.080 --> 00:27:32.289 WLWV School Board: do we want? And when we get those reports a disaggregation much. Or would you rather just stick with something that 188 00:27:32.850 --> 00:27:35.239 WLWV School Board: here's the picture, the district picture 189 00:27:36.280 --> 00:27:38.810 WLWV School Board: I'd like personally to see the disaggregation? 190 00:27:38.910 --> 00:27:42.810 WLWV School Board: Okay, I have. 191 00:27:43.160 --> 00:27:46.980 WLWV School Board: I've always had a problem with the roll up, or where you just take 192 00:27:47.170 --> 00:27:50.789 WLWV School Board: because you've got 2 kids that are Asian Pacific Islander. And 193 00:27:50.990 --> 00:27:53.060 WLWV School Board: you know, 2 kids that are black, and then. 194 00:27:53.410 --> 00:28:05.650 WLWV School Board: or something, some other nationality, and just kind of roll them into. And then they get lost. And it's like, Well, we don't really have any data on those kids. Right? And so so the disaggregation is 195 00:28:05.980 --> 00:28:10.489 WLWV School Board: is important because definitely want to see how those kiddos are 196 00:28:10.790 --> 00:28:15.860 WLWV School Board: are progressing through the district, because typically those are 197 00:28:16.340 --> 00:28:30.639 WLWV School Board: the minority groups that are struggling or having the most problems inside of our district. Naturally, anyway. And so not just socially, but also academically. So it'd be nice to see how they don't academically, and 198 00:28:30.710 --> 00:28:39.140 WLWV School Board: I think the more success that they end up having academically is going to improve their confidence socially. I think there's a correlation, probably between all of you, as your confidence goes up. So 199 00:28:39.400 --> 00:28:40.150 WLWV School Board: okay. 200 00:28:40.560 --> 00:29:01.061 WLWV School Board: I, personally would like to see disaggregated, and even within that their decisions about what the levels are there. I agree with Chair Taylor. I also think it's interesting when looking at primary schools, the geography so disaggregated by Westland versus Wilsonville. I think that's really important and 201 00:29:02.060 --> 00:29:12.699 WLWV School Board: to see like cause, the communities are different. And so I think it's important to note that, and where improvements need to be made, based on geographies 202 00:29:13.350 --> 00:29:22.113 WLWV School Board: as well as like, we disaggregated with our English language learners how how that achievement gap is closing hopefully. 203 00:29:23.340 --> 00:29:28.969 WLWV School Board: so that's what I would like to see. But I think some of the other stuff that you were saying that we were going to stay away from 204 00:29:30.470 --> 00:29:40.200 WLWV School Board: Possibly, like you've been a big, you know, champion of attendance. And so if you have family, who is a 205 00:29:40.490 --> 00:29:49.705 WLWV School Board: you know family, that maybe everybody in the family is working for whatever reason and attendance is low, and they just happen to be in ell 206 00:29:50.370 --> 00:29:57.360 WLWV School Board: student or a student who come from another country, or whatever it is, right or just English, is not their 1st language. 207 00:29:59.400 --> 00:30:01.459 WLWV School Board: You know their attendance is not 208 00:30:02.204 --> 00:30:10.450 WLWV School Board: then it would make sense that their grades are not a teaching issue. Right? That's a kid who needs to be in class to get more instruction into. 209 00:30:10.580 --> 00:30:26.070 WLWV School Board: to get that information. If they were in class, they probably would perform at a higher level. But you know, you don't show up to work. You know, you're not gonna know what's going on. So there is that correlation, and by being able to see it disaggregated, maybe there'd be some alignment in it. 210 00:30:26.160 --> 00:30:37.278 WLWV School Board: Wow! We've got this, this black population of kids who are just not coming to school, and scores reflect that they're just not coming to school, and I use black as a black. You can use white 211 00:30:37.970 --> 00:30:43.739 WLWV School Board: you know. And so it will be interesting to see how that correlation ties to performance. 212 00:30:43.880 --> 00:30:53.837 WLWV School Board: Possibly, too, maybe you want. You want to make a plug for attending? I do. Yes, I just want to give kudos to the district. I want to give kudos to the district because 213 00:30:54.130 --> 00:31:18.389 WLWV School Board: My son listed with middle school. I don't know what they're doing over there, but but attendance is like ingrained in his head like they are. I don't know what I'm saying is, you guys are like it's whatever they're doing is working. And that I think, after Covid, it's a. It's not only a family issue, but it's a student issue, too, like students taking school seriously and 214 00:31:18.450 --> 00:31:27.539 WLWV School Board: relearning that they have to be at school on time. You know what I mean like. At least that's what I'm seeing, and so I feel like it would at least 215 00:31:27.923 --> 00:31:51.930 WLWV School Board: my son and his friends know that like attendance is important. Being on time is important, and I know there. It has been a very concentrated focus on that this year, and I appreciate that and so I would say, like, when we disaggregate it, too, we can see like, if a campaign like attendance is working like, are they improving sports because they're attending 216 00:31:52.000 --> 00:31:58.520 WLWV School Board: more right? Like. So I think it works both ways. But yeah, yeah, back. 217 00:31:59.340 --> 00:32:07.730 WLWV School Board: Wonder I have it. That's maybe not in the data. You know what teams web is a very 218 00:32:07.760 --> 00:32:11.620 WLWV School Board: phonemic sound body assessment. 219 00:32:11.820 --> 00:32:14.840 WLWV School Board: And we've had students coming in who are multilingual. 220 00:32:14.970 --> 00:32:19.549 WLWV School Board: And if they are emerging as multilingual. 221 00:32:19.830 --> 00:32:40.610 WLWV School Board: How does sound and foaming impact that recall if they're also making sense of sounds in 2 languages and now has to produce? So I don't. That would just be a wonder I would have for our teachers around. Are you noticing or seeing that for children coming in multilingual in some communities which is an asset. 222 00:32:40.620 --> 00:32:47.729 WLWV School Board: Yes, yes, it could be perceived that it's a deficit if something is getting confused, and later on. 223 00:32:48.100 --> 00:32:53.380 WLWV School Board: you know, they're navigating through 2 languages. But a very 1st assessment that they take. 224 00:32:53.510 --> 00:32:57.029 WLWV School Board: and they're asked to produce some kind of a recall around sound. 225 00:32:57.120 --> 00:33:02.910 WLWV School Board: Are they thinking? Well, I know the E in Spanish makes a different sound than the E in English. So which one are you asking me? 226 00:33:03.000 --> 00:33:08.380 WLWV School Board: So I'm just wondering if they're noticing anything anything like that. And is that impacting what we might see? 227 00:33:08.460 --> 00:33:11.140 WLWV School Board: I don't know if that's emerged from our teachers. 228 00:33:11.320 --> 00:33:19.720 WLWV School Board: You don't answer that tonight. It's just these wonders I always have to around the way assessments are constructed and how young children interact with them. 229 00:33:19.740 --> 00:33:20.380 WLWV School Board: And 230 00:33:24.350 --> 00:33:34.860 WLWV School Board: And the only thing I think I would add on that this application is. And I and I think the district has this in place. But just some standards, some data standards about 231 00:33:34.910 --> 00:33:56.960 WLWV School Board: when data isn't shown, because the sample or the end size is too small. And I, you know, even. And I recently did my school visit to the High School West, the high school, and there was some data fields where it wasn't disclosed, because it would be identifiable. And so I think just having those standards which again, I I think we have. I don't know if it's like cemented, but 232 00:33:56.960 --> 00:34:23.890 WLWV School Board: for all of us to just know that there will be some things where, if we're looking at 9th grade attendance data. And there's only, you know, one student in a certain racial ethnic category. We're not going to report it because we know it's that good. So that is a key point has kind of shifted in looking at that. But that's why they would suppress the data. And we have had that when data is requested, because we have to contrast that with 233 00:34:24.050 --> 00:34:48.620 WLWV School Board: the guidelines, school districts are given for Ferpa, which says, if you could identify from that group from that school. It's it's a piece. I think we can do it, you know. I think that there's ways that we can show that. But we just have to be thoughtful so that you can't identify the actual student. And I think just making sure that then the inverse equation isn't true where you could still guess who it is, because you withhold the numbers. But you know 234 00:34:48.620 --> 00:35:12.550 WLWV School Board: the total is so I think you all have done a nice job of that, but just maintaining that like kind of data governance, I don't know. I think from a data literacy standpoint, though, like when you're just a normal person in the community like I was before, like I got elected. And you look at that, those numbers, and and because the in size is lower than 10, you see an asterisk rather than a number, you think. 235 00:35:12.690 --> 00:35:17.070 WLWV School Board: Why isn't well, this is what I thought. Why isn't 236 00:35:17.896 --> 00:35:34.749 WLWV School Board: let's just say Asian Pacific Islander population like data being shared. Why is it just an asterisk? And there is not that explanation. There's just an asterisk. And I think we need to be. Think about that like when we explain these numbers to the community? 237 00:35:35.211 --> 00:35:38.328 WLWV School Board: I think that would be helpful, because it looks like 238 00:35:38.850 --> 00:36:07.180 WLWV School Board: that people are just being washed away. At least that's that's what it looks like to me. For these for the the math. I'm wondering like another thing that's missing for me. And when we look at, look at district reading by grade level, all students we see. You know, kindergarten is at 60. That's great, right, but then, you see it start dropping at second grade down to 63.rd So I would like, I would say, like 239 00:36:08.115 --> 00:36:35.940 WLWV School Board: a big question to me when I look at this, data is like, why these big drops at these certain levels like. And then you go to 7th grade and you see another like drop to 60 seconds. So like it's just that's what I'm not seeing. And then on the math side, when we you know, kinder grade, and then we get to 6th grade and we say, go 60th and then 7th grade 60.th And so we see this like. 240 00:36:36.100 --> 00:36:37.160 WLWV School Board: And 241 00:36:37.200 --> 00:36:52.570 WLWV School Board: like, you know, I know, this is percentile. But you see, this drop and it just becomes consistent. So what I want to know is like, why these big drops at certain levels. So that's something that's 242 00:36:52.830 --> 00:36:54.869 WLWV School Board: feel like, I have to get the standard math. 243 00:36:54.930 --> 00:37:11.105 WLWV School Board: Yes, please. Causation versus correlation. Sure. Sure. Sure, we're going to get a lot of data. Yeah, that is is just data, right? Sure. And you may see correlations which is not the same as causation. So, for instance, yes, 244 00:37:11.650 --> 00:37:17.790 WLWV School Board: at the high school level. Every student's Gpa. Can be converted to just a number right. 245 00:37:18.480 --> 00:37:25.180 WLWV School Board: and their attendance is just a number, and you can correlate those numbers and say, Hi! Attendance goes with higher this number than that. 246 00:37:25.690 --> 00:37:32.510 WLWV School Board: You can infer that it's because you're not coming to school. Which doesn't seem too much of a stretch. But but that's 247 00:37:32.630 --> 00:37:35.490 WLWV School Board: I mean, there's probably a lot going on there, too, right? 248 00:37:35.830 --> 00:37:37.700 WLWV School Board: I wonder about 249 00:37:38.463 --> 00:38:07.420 WLWV School Board: the challenge of doing that at at grades where they're not giving numbered report cards. When we're looking at. We're looking at data, and it's a little hard and then I also wonder about at these grade levels? Is there a sense that at certain grade levels the test really jump up more than another grade, but like from second to 3? Is that a bigger jump on 250 00:38:07.480 --> 00:38:09.680 WLWV School Board: what it? The sort of the benchmark 251 00:38:09.690 --> 00:38:15.340 WLWV School Board: versus 3 to 4 versus 4 to 5 like, is there a sense of some grade levels are used a really bigger challenge. 252 00:38:15.460 --> 00:38:23.330 WLWV School Board: Are you for map? Let's just map the reason Weston Wilsonville uses it. It. 253 00:38:23.330 --> 00:38:47.970 WLWV School Board: It is the most tied to those common core standards of any assessment, and it has the largest database to norm it, you know. And you can have norms that are us wide and norms that are district wide. So one thing that happens when you look at the standards and to your question of well, kindergarteners seem to be doing fine. Yeah, when you look at the 254 00:38:48.660 --> 00:39:17.410 WLWV School Board: constellation of skills. And then you look and you'll see there's a real jump in 3rd grade that's considered kind of a watershed year. I'm just talking Ela right now. Yeah, and in mathematics it's a little different. It's when they start moving into the free algebra and algebra skills and away from as much of what we used to call arithmetic. So that's 1 thing where you will see and should see, because the idea is after students learn 255 00:39:17.560 --> 00:39:22.360 WLWV School Board: these specific skills. Much more foundational skills in K 2. 256 00:39:22.540 --> 00:39:28.110 WLWV School Board: 3rd grade is a grade where it's apply them. Bring them all to 257 00:39:28.270 --> 00:39:47.820 WLWV School Board: together. So that's a that's a different ask just as I think you would see mathematically, historically, there's been a 6th to 7th grade, sometimes a 5th to 7th grade. Drop. One thing you might want to consider is we included a student profile in here and just picked 258 00:39:47.950 --> 00:39:56.845 WLWV School Board: literally, randomly. Pick one, you know, from a school that has a wide range, you know, of of scores and 259 00:39:57.630 --> 00:40:17.830 WLWV School Board: And you look at, you'll think, oh, my gosh! This student is in the red and the yellow, you know. And then all of a sudden, they're climbing in. So what you really what map is meant to do is to look at. How do you see growth? Most importantly, what do they need to learn next to do that? And then look not just 260 00:40:17.930 --> 00:40:39.598 WLWV School Board: year to year. But look overall, because I think, on that profile one. You see how a student who's a we picked a 5th grader just to look at how those skills were were put together. Yeah, it looks like this. Yeah, but so that's 1 thing. The also the thing that is a little misleading about math is 261 00:40:39.960 --> 00:40:56.380 WLWV School Board: yes, it's grade level standards. But it's also much more computer adaptive than even Osas. So if a student does really well on the first, st you know 2, they their questions are very different. When you watch students take map. Yeah, it's 262 00:40:56.380 --> 00:41:00.529 WLWV School Board: actually Director Taylor. I think you were with David and 263 00:41:01.150 --> 00:41:16.260 WLWV School Board: me once when students were taking that. And you were looking at their screens and thinking, well, they're not all looking at the same thing, you know, sort of thing. So that's a good thing, because what you really want to do is you want to look at, how can we get better? And it's like 264 00:41:16.420 --> 00:41:25.559 WLWV School Board: students need new learning. They need sometimes support. But we need to make sure that we provide that new learning for students who don't 265 00:41:25.740 --> 00:41:52.929 WLWV School Board: kind of stay in that yellow area, too. So that's just one thing to be thinking about like grade level standards are really. And they're not all the same at each grade level. It's what you were saying at the very beginning, about aimsweb. What a second grader sees is going to be different than what a kindergartner sees as it should be. So we want to look at the trajectory over time. Are they bringing those skills together so that students who might not have it 266 00:41:52.960 --> 00:41:54.870 WLWV School Board: there in K 2? 267 00:41:55.270 --> 00:42:13.799 WLWV School Board: It starts, you know it starts to pull together towards high school, which overall it'd be good, maybe, to look at the trend towards. Yes, high School. Yes, that would be great. I'm guessing, too. Right? So we know, and the profile shows that I think the one we have. The 268 00:42:13.940 --> 00:42:22.166 WLWV School Board: the rapid I've been guessing was not applicable, because there wasn't very much of it. Yeah. 269 00:42:23.380 --> 00:42:40.180 WLWV School Board: But the reason that we thought this one was interesting is, you see, it's in the blue and the green. But when you look at how that student started out it was in the red, and that you know the down it it dipped down into the yellow and orange sort of thing, and that that can be important to consider as well. 270 00:42:45.100 --> 00:42:48.729 WLWV School Board: So that individual student, it's very clear to see the growth. 271 00:42:50.876 --> 00:42:52.689 WLWV School Board: I'm just wondering. Is there a way for 272 00:42:52.740 --> 00:42:57.549 WLWV School Board: us to see? Collective growth? Yes, right? Like, what's what's the question? 273 00:42:58.060 --> 00:42:59.360 WLWV School Board: What does that look like? 274 00:43:01.100 --> 00:43:04.170 WLWV School Board: How how helpful. Do you find the the top? 275 00:43:04.490 --> 00:43:07.540 WLWV School Board: Well, I know. There, I like that one. 276 00:43:08.240 --> 00:43:17.889 WLWV School Board: Which 1? 0, yeah, yeah, that skinny top one. 277 00:43:21.180 --> 00:43:37.980 WLWV School Board: So you're talking about maybe seeing growth in addition to achievement at point in time, we can make that map doesn't make that report. But we can, because we get a download like every night. And and we can 278 00:43:38.290 --> 00:43:39.720 WLWV School Board: to show that yeah. 279 00:43:39.880 --> 00:43:43.750 WLWV School Board: if if that would be helpful, that's that's doable. And you're talking about the K 8 280 00:43:43.990 --> 00:43:45.440 WLWV School Board: at the very top. 281 00:43:45.600 --> 00:43:49.109 WLWV School Board: Yeah. Now I'm wondering about that. How helpful we do. We find that 282 00:43:49.760 --> 00:43:52.379 WLWV School Board: grade versus the grade level breakdown. 283 00:43:54.240 --> 00:44:00.119 WLWV School Board: I think the grade level is more user friendly to be. 284 00:44:01.380 --> 00:44:06.809 WLWV School Board: yeah, just trying to find that balance between what's information that we can get in and digest. 285 00:44:07.390 --> 00:44:08.160 WLWV School Board: And 286 00:44:11.390 --> 00:44:17.800 WLWV School Board: but the percentages on that bar is nice 2, because it's 287 00:44:18.410 --> 00:44:25.502 WLWV School Board: I mean, we could have like a dashboard. You know what I mean like with this kind of 288 00:44:26.280 --> 00:44:34.809 WLWV School Board: top line graph. And then we could have like a second page that gets deeper, you know. And I'm just wondering like. 289 00:44:34.970 --> 00:44:51.260 WLWV School Board: do we just want K. 3, you know, 5, 8. Or do you know what I mean? If if this is too many grades like, do we want the big ones that like are mentioned for some of them that might be easier. Just this 1st page, front and back 290 00:44:51.620 --> 00:44:52.779 WLWV School Board: gives us 291 00:44:53.910 --> 00:45:00.420 WLWV School Board: all K. 8 on math, all k. 8. On reading, plus the plus the roll up of the 292 00:45:00.930 --> 00:45:02.070 WLWV School Board: that's a lot. 293 00:45:02.520 --> 00:45:15.680 WLWV School Board: It's an awful lot. And then we did break it down for students by special education and students currently in Ld. To start to get at some of the gaps and math can provide. 294 00:45:16.400 --> 00:45:33.410 WLWV School Board: and I think a nice reminder about Elp, which I kind of always need is like, we're always getting new students. I think that's such a nice, nice reminder that it's not the same cohort that we're always getting brand new students. And so I just gotta keep that in mind like, that's A 295 00:45:33.940 --> 00:45:38.489 WLWV School Board: and students leave that cohort as required language to. Yes. 296 00:45:38.930 --> 00:45:41.450 WLWV School Board: I feel like at 1 point. We had some 297 00:45:41.550 --> 00:45:54.228 WLWV School Board: data where it was. These 1st 2 papers and there were. It was like by grade level. But then you also were able to show over time. So we were able to see if, like the trends of like, you know, in the grades where 298 00:45:54.510 --> 00:46:06.309 WLWV School Board: you know, they fill the low grade level like was trending, but then also the cohorting of it. I felt like it was like a report, and had like 2 little things at the bottom, and I really liked that. I thought it was nice to like. Watch the thing over. 299 00:46:06.310 --> 00:46:30.539 WLWV School Board: Sorry did you get rid of it? No, I think Dr. Soyson made those by hand. You can filter the data. We get a download so we can do whatever you all want. That's why we're all taking notes of what would be useful, and not without having an overload of too many stripey bars, you know just which ones. 300 00:46:30.550 --> 00:46:57.290 WLWV School Board: But I'm hearing a growth over time, too, because it also reminded the reader of like cohort growth as well as like grade level growth. Yeah, because I felt like it was really interesting. And I even found this with my own kids like there would be years where it felt like they kind of. But it goes back to, I think, what you were just describing of like there tends to be these seasons, I guess, in learning and assessment. So I liked it. 301 00:46:57.820 --> 00:47:03.000 WLWV School Board: It's something I I learned a little bit more when I was watching some kindergartners this fall. 302 00:47:03.170 --> 00:47:06.669 WLWV School Board: They were talking about their birthdays, and there were 303 00:47:06.760 --> 00:47:15.229 WLWV School Board: kids who are 9, 1011 months apart. That's a huge portion of their lives. So to be 11 months older 304 00:47:15.600 --> 00:47:19.330 WLWV School Board: in the same grade can make a huge difference in that. So 305 00:47:20.630 --> 00:47:48.860 WLWV School Board: I just try to keep that in mind with some of the younger grades like they're coming, they're going to come along. It was that whole chapter on that. Yes, right? Yeah. Yeah. And in assessment, they talk about how most classrooms in terms of where students are have at least 3 grade levels of students. When you look just at grade level standards. So sometimes it can be kind of misleading to just think 306 00:47:49.250 --> 00:47:55.490 WLWV School Board: too much. And you're in 4th grade. So you should just be doing this when it stretches out 307 00:47:55.730 --> 00:47:57.769 WLWV School Board: in both directions. 308 00:47:58.460 --> 00:48:14.579 WLWV School Board: There's there's so much in here, there's there's by special Ed, by eld and then there's each individual school broken out, too. So I also oh, sorry. I just say that that's all really important. But we're gonna have to figure out what what helps us. 309 00:48:15.200 --> 00:48:20.499 WLWV School Board: because again it's we need to know those things. 310 00:48:20.600 --> 00:48:23.058 WLWV School Board: But at the same time 311 00:48:24.010 --> 00:48:26.610 WLWV School Board: I don't want to be so overwhelmed that I just don't get. 312 00:48:26.710 --> 00:48:29.759 WLWV School Board: you know, to Tweet to page 20 and see that. 313 00:48:30.850 --> 00:48:49.160 WLWV School Board: or retired at page 20. Okay, I'm sorry. No, no, I was just gonna say something we're not seeing which is different than data, but is important, is like best practices. So when we look at like pages 16 and 17, and we see well this. This is the same thing as like disaggregated, for like would 314 00:48:49.160 --> 00:49:13.860 WLWV School Board: versus Meridian Creek versus Rosemont. And so you could say, like you could compare those geographies of Westland and Wilsonville. But you could also say, like what like maybe shining a bright light on some of the great programs at high performing schools in that like, what is Rosemont doing that? Maybe the Wilsonville Middle schools could use to get to that level. 315 00:49:13.860 --> 00:49:20.300 WLWV School Board: So that's something else that's separate than you know, tracking data. But it's also 316 00:49:20.900 --> 00:49:25.239 WLWV School Board: a way to celebrate data, you know. So that's something to think about, too. 317 00:49:39.470 --> 00:49:42.710 WLWV School Board: What do those numbers mean to the far? To the left of that. 318 00:49:42.840 --> 00:49:43.660 WLWV School Board: Thanks. 319 00:49:44.790 --> 00:49:52.629 WLWV School Board: That's the overall percentile where that grade level of how it would. 320 00:49:53.250 --> 00:50:08.039 WLWV School Board: compare. Well, I mean, you look, are you looking at the district. Well, yeah, district. That's overall like nationally, where those students fall in the net. Of all the students who take 321 00:50:08.270 --> 00:50:12.839 WLWV School Board: Nwa map across the United States which I'm not in a bubble. 322 00:50:16.490 --> 00:50:22.880 WLWV School Board: There's a little bit of a kind of a we included big diagram 323 00:50:25.540 --> 00:50:39.039 WLWV School Board: that has kind of an explanation. Second page, the second. Yeah. Page 2, thank you. That just kind of has the percentile quintiles medium percentiles that just kind of shows 324 00:50:41.380 --> 00:50:43.959 WLWV School Board: the median where the median is. 325 00:50:46.980 --> 00:50:56.869 WLWV School Board: And you can it, did you? We can look at this if you want a district percentile as well. We have the national one, and that's what you're seeing here. 326 00:50:57.050 --> 00:50:58.980 WLWV School Board: but you can also see that 327 00:50:59.140 --> 00:51:05.429 WLWV School Board: if you want to see where schools fall within the overall, median and lesson 328 00:51:22.247 --> 00:51:28.659 WLWV School Board: different than mean. 329 00:51:40.250 --> 00:51:56.719 WLWV School Board: it's been brought up a couple of times. But just to state it clearly, it's something that we wrestle with and try to look at is there's achievement and growth. Yeah. And this is where we get to the idea that you know, you may due to a lot of factors outside of students control 330 00:51:56.750 --> 00:52:01.110 WLWV School Board: at a young age. They might not be achieving as high as students in another school. 331 00:52:01.300 --> 00:52:25.510 WLWV School Board: but they might be growing a lot more, and you wouldn't see that just in an achievement score, and it gets back to Director Wyatt's question. Like, you know, how do we support that is that idea of the equity approach where some students need something different than others. Some populations of students need something different or some extra care. And so I think that's where my mind went when you asked that question. Director Wyatt is. 332 00:52:25.600 --> 00:52:32.287 WLWV School Board: you know, how do we continue to get more fluid? So we put our resources where they're most needed. 333 00:52:34.000 --> 00:52:39.249 WLWV School Board: Sometimes we'll say a 5th grade student is reading at a 3rd grade level. You hear that kind of language. 334 00:52:39.630 --> 00:52:43.709 WLWV School Board: The idea is they need to make up a couple of grade levels. So 335 00:52:43.790 --> 00:52:55.999 WLWV School Board: if they only make up 1.3 grade levels that next year, that's not certainly not a failure, right? Yes, even though they haven't met that the bench. It might be a celebration. But you know, they learn more than 336 00:52:56.100 --> 00:52:58.999 WLWV School Board: yeah atypical scenario. And if they're multilingual. 337 00:52:59.670 --> 00:53:04.599 WLWV School Board: you know how they're also progressing and trying to make that type of growth that may not 338 00:53:05.280 --> 00:53:13.529 WLWV School Board: show up here in the maps. But it could show up in the multilingual assessment. Right? 339 00:53:13.930 --> 00:53:19.269 WLWV School Board: Did you say that every K 8 student we we try to get to take this test twice. 340 00:53:19.680 --> 00:53:20.590 WLWV School Board: Issue? 341 00:53:22.320 --> 00:53:27.790 WLWV School Board: Yes, at least twice this, the other thing that in spring math. 342 00:53:27.920 --> 00:53:29.930 WLWV School Board: We just sort of looked at 343 00:53:29.940 --> 00:53:36.709 WLWV School Board: schools have, and what we've kind of made space for. If you're a 5th grade, a 5th grader. 344 00:53:36.800 --> 00:53:39.759 WLWV School Board: you're going to take, and you take math 345 00:53:40.380 --> 00:53:52.729 WLWV School Board: 3 times a year, and you take Osas and you take the reading and the math and the science. You do have to look at. And it's kind of recommended. One of the things about math is it's predictive. 346 00:53:52.770 --> 00:54:02.490 WLWV School Board: And so there is a rationale, and many districts around the Us will say, All right, let's do map for fall and winter, and then let's use 347 00:54:02.690 --> 00:54:04.500 WLWV School Board: Osas for 348 00:54:04.770 --> 00:54:14.203 WLWV School Board: Park, which is the equivalent east of the Mississippi, you know. And look at that. So, and there's also. And I think David can speak to this 349 00:54:14.800 --> 00:54:37.410 WLWV School Board: with kindergartners. You know you've got aims, web you've got. How often should we be looking at that to actually have it be useful? Because the only time you want to do these formative and interim assessments is when you're really going to do something with it. And so what is that ultimate spot? You might want to talk about how teachers are deciding that. 350 00:54:37.430 --> 00:55:01.740 WLWV School Board: Well, and you know, there's I just think back to. Since the pandemic, there's been so much change in terms of needs of students. What we're learning about assessments and curriculum and the variety of tools that we're using. And so, you know, as teachers attend to, how do students 1st start school? How many assessments do we want to give them? You know, this year there's a greater emphasis on just some, you know, early learning. 351 00:55:02.143 --> 00:55:12.629 WLWV School Board: Early reading assessments, aims, web aimsweb is happening, but I would say it's universal for all kindergartners, as teachers, class by class and school by school 352 00:55:12.690 --> 00:55:40.630 WLWV School Board: try to make their best choices of all their options. But we at the district level see such value in. You know, knowing how our students doing across the district that we're as a as opposed to a compliance approach, trying to like bring value to this. How do you administer in a way that what you get is helping you be a stronger kindergarten team or stronger 1st grade team. So that's where our emphasis has been to try to continue to build back to 353 00:55:40.650 --> 00:55:42.559 WLWV School Board: off student is taking it twice. 354 00:55:42.670 --> 00:55:44.459 WLWV School Board: I think it's important at this 355 00:55:44.550 --> 00:55:48.039 WLWV School Board: moment to note that we do not want kids taking tests for us 356 00:55:48.590 --> 00:55:55.989 WLWV School Board: so that we can have data right? We want. We want the data we get to be within the construct of what is a good testing program. 357 00:55:56.090 --> 00:55:57.690 WLWV School Board: If you guys do 358 00:56:01.940 --> 00:56:07.106 WLWV School Board: do do 3, 5 and 8 Osas tests. Do 359 00:56:09.210 --> 00:56:15.730 WLWV School Board: Do students still get results immediately? And do they sometimes just retake in Osas or Bap Osas. 360 00:56:16.355 --> 00:56:26.714 WLWV School Board: we don't get results immediately at all, you know. Yeah. As a matter of fact, one other thing it's getting I'm sorry that, but it's getting better. But you know 361 00:56:27.390 --> 00:56:44.674 WLWV School Board: let's see, in 2223. It was July, something, you know, families wanted the data. And so they're looking at that and trying is trying to, you know, expedite that to get it sometime in June, July, because the testing window, you know, closes 362 00:56:45.980 --> 00:57:11.769 WLWV School Board: end of May, June sort of thing. And then, because they've been trying to have it be a robust assessment, meaning that there are some things where there was more of a performance task, and they've shortened that, you know, since the pandemic. But they're balancing. When do we have something that's actually a really strong, viable test. We bring skills together with something that's easy to score. 363 00:57:12.020 --> 00:57:13.060 WLWV School Board: and 364 00:57:13.430 --> 00:57:27.020 WLWV School Board: it was better this year. But the teachers don't see it immediately. That's why it's meant to be for your overall program and not for teachers, just to use by itself for instruction. That's why we use that means web 365 00:57:27.210 --> 00:57:31.179 WLWV School Board: and the math. And then within our math programs, we have 366 00:57:31.673 --> 00:57:35.609 WLWV School Board: assessments that can be used, you know, in real time. 367 00:57:39.210 --> 00:57:44.690 WLWV School Board: Would you say that? The new curriculum materials? Are. 368 00:57:47.380 --> 00:57:54.270 WLWV School Board: I know. We asked last year when we were adopting whether or not teachers felt like they could respond in real time to 369 00:57:54.590 --> 00:57:57.780 WLWV School Board: the data they were getting as teachers. 370 00:57:58.106 --> 00:58:02.539 WLWV School Board: That doesn't feel like an additional sort of assessment burden, right? It just feels. 371 00:58:03.060 --> 00:58:03.730 WLWV School Board: And 372 00:58:04.290 --> 00:58:13.729 WLWV School Board: I would I would describe it more as a paradigm shift on growing as educators to be more responsive and flexible to student needs. So 373 00:58:13.840 --> 00:58:27.579 WLWV School Board: I think right now, a lot of teachers would say, I'm feeling a little tapped out because I'm learning so much, but not that the learning isn't valuable, and there's still some determining what parts are most effective for me to use. And how do I use them well. 374 00:58:28.760 --> 00:58:48.370 WLWV School Board: Hmh, one of the things our teachers liked, which is why they went with it through k. 1 of the reasons they went with it through K. 8 is, it's aligned with an Nwba map, so that you're not just testing on how students are doing with the curriculum, you know, but how they are actually doing physically. 375 00:58:49.610 --> 00:58:51.190 WLWV School Board: Yeah, yeah. 376 00:58:55.090 --> 00:58:59.190 WLWV School Board: that's a that's an hour. Do you wanna 377 00:58:59.450 --> 00:59:02.580 WLWV School Board: move on to the next type of assessment? The oss 378 00:59:02.810 --> 00:59:07.109 WLWV School Board: piece there. It's a lot of gridded boxes. 379 00:59:53.700 --> 01:00:04.240 WLWV School Board: That column that says this is economically disadvantaged, economically disadvantaged. Was that unknown in 2324? Well. 380 01:00:06.080 --> 01:00:16.560 WLWV School Board: no, I just look at it. And then, oh, yeah. 381 01:00:16.620 --> 01:00:26.591 WLWV School Board: equals the same as the that's that's because, thank you. I we left that off of this explanation that had it in an earlier one. 382 01:00:27.380 --> 01:00:28.513 WLWV School Board: 2 things. 383 01:00:29.390 --> 01:00:53.349 WLWV School Board: They've changed, economically disadvantaged as a category to be inclusive of other things besides free and reduced lunch. But the reason it's the same is in 2122, everyone after the pandemic had free and reduced lunch, and that was the only measure of economic disadvantaged. And now this year 384 01:00:53.810 --> 01:01:02.149 WLWV School Board: They have changed to not make that the only factor there's a a list of. And I. We can send you the 385 01:01:02.150 --> 01:01:06.829 WLWV School Board: the factors that are going into that category. It'll be reported again coming forward. 386 01:01:07.140 --> 01:01:09.100 WLWV School Board: But it's more than just that. 387 01:01:09.430 --> 01:01:15.719 WLWV School Board: That's sort of the formula for free. That's a national change. Actually, not just an American change. 388 01:01:17.830 --> 01:01:23.360 WLWV School Board: Why is that category left off in 2324? Because they just they 389 01:01:23.520 --> 01:01:41.870 WLWV School Board: oh, because now and it's no longer Econ disadvantage. So we didn't put it in here, because it means something different. Okay, yeah. Thank you. Sorry. I mean, for example, I know students who are unhoused. 390 01:01:41.940 --> 01:02:02.479 WLWV School Board: Okay, that would be in that category. Now, okay, good students who are in foster care would be in that category. Now, so it just requires a different mindset. And then, once it's the same, hopefully for several years, then you can actually compare. Yes, it's just hard for us to do that when it's like not apples to apples. Right? 391 01:02:13.259 --> 01:02:16.669 WLWV School Board: Director, shoemaker. One of the comments you made early on is 392 01:02:17.010 --> 01:02:19.740 WLWV School Board: then we have the board, the District board 393 01:02:19.980 --> 01:02:22.429 WLWV School Board: goal number one around closing the gap. 394 01:02:22.620 --> 01:02:27.890 WLWV School Board: We also have our district undergrad plan, the ode which asks us to create. 395 01:02:28.200 --> 01:02:34.739 WLWV School Board: not that aspirational goal, but a numerical goal. So that's what you have to do for 5 years. Yeah. 396 01:02:35.020 --> 01:02:50.429 WLWV School Board: so that could be another comparative that we comparison that we bring to you to say, we have this aspirational goal of closing gaps. But then we have these incremental numerical goals that Od actually has to approve. And sometimes we set a goal. And they say, No. 397 01:02:50.480 --> 01:02:51.910 WLWV School Board: you know, that's true. 398 01:02:52.200 --> 01:03:00.949 WLWV School Board: Yeah, I remember that discussion because we were talking about why not? 5. And I think it was often 3. Yeah. So they have to approve it. And sometimes they 399 01:03:01.460 --> 01:03:08.710 WLWV School Board: change what we suggest and make something a baseline goal, a stretch goal. And then a focal group student goal. 400 01:03:08.790 --> 01:03:17.209 WLWV School Board: So we could look at that now, it's in different areas what ode requires. So in terms of full sas, they only ask for the 3rd grade 401 01:03:17.460 --> 01:03:18.440 WLWV School Board: reading. 402 01:03:19.050 --> 01:03:23.410 WLWV School Board: Oh, so we only have that one in our did. 403 01:03:24.460 --> 01:03:26.360 WLWV School Board: And we could take that and say. 404 01:03:26.370 --> 01:03:29.099 WLWV School Board: based on that district integrated plan. 405 01:03:29.190 --> 01:03:30.920 WLWV School Board: how close are we to? That 406 01:03:37.490 --> 01:03:43.320 WLWV School Board: is, is it? Was it 3%? Or remembering that? Right? What was the that's in the integrated plan? 407 01:03:45.730 --> 01:03:46.750 WLWV School Board: They 408 01:03:50.380 --> 01:03:55.280 WLWV School Board: or for the 3rd grade, I was asked, oh, my goodness! My screen just now popped up! 409 01:03:57.200 --> 01:04:03.019 WLWV School Board: What? What tab is it called? So go back to the very 1st tab in the district integrated 410 01:04:03.260 --> 01:04:09.089 WLWV School Board: for this. And from the back page where we have to show longitudinal growth and performance targets 411 01:04:09.230 --> 01:04:17.160 WLWV School Board: hopefully it's a very small font and somehow that template 412 01:04:17.570 --> 01:04:20.240 WLWV School Board: dictates the font size when we plug it in. 413 01:04:25.310 --> 01:04:27.780 WLWV School Board: so I don't know if we applied. 414 01:04:29.000 --> 01:04:40.989 WLWV School Board: and they pretty much recommended. We had a meeting, all of us 415 01:04:41.070 --> 01:04:44.779 WLWV School Board: with Oed, because what they're looking at is. 416 01:04:45.220 --> 01:05:02.539 WLWV School Board: if you recall, there was that achievement compact, and that was everybody was automatically doing 10 or 15%. And they're caution. Don't do that, do it. Based on what you actually think, based on what you're doing. The growth would be. 417 01:05:02.610 --> 01:05:06.150 WLWV School Board: And then so that we can hold you accountable for needing that. 418 01:05:07.290 --> 01:05:12.619 WLWV School Board: Looks like our target is 66% for for 2324, 419 01:05:12.680 --> 01:05:23.520 WLWV School Board: and then 2425. I'm looking at 3rd grade. Yeah. But it's not as it wasn't. As I recall, just a straight, same percent, right? Right? They adjusted it. 420 01:05:24.600 --> 01:05:28.699 WLWV School Board: They gave us input on that it should be in each year subsequently. 421 01:05:28.970 --> 01:05:34.120 WLWV School Board: Yeah. So it says, 66, and 68, 70, 75 meetings. 422 01:05:35.530 --> 01:05:43.350 WLWV School Board: Thank you for reminding me, yeah. And Dr. Solsen, is it worth continuing or mentioning? Again, I think Director Shoemaker brought this up. But 423 01:05:43.700 --> 01:06:01.669 WLWV School Board: most of our students take osas. We are a district where we see a lot of value in the common core standards. We know that Osas is a way that we can gauge results of our work around equitable outcomes. So there are places where students who may feel most challenged don't take the assessment. 424 01:06:01.680 --> 01:06:03.010 WLWV School Board: And here 425 01:06:03.550 --> 01:06:16.360 WLWV School Board: they do, including our students, identified with an Iep exactly. Yeah. Whereas in some districts it'd be interesting to see the disaggregated data on economically disadvantaged 426 01:06:17.120 --> 01:06:22.556 WLWV School Board: because they all of their scores, except in one year. I believe 427 01:06:23.050 --> 01:06:31.270 WLWV School Board: they tend to the gap tends to widen. Yeah, they get because life starts to set in right, but economically. 428 01:06:31.580 --> 01:06:45.430 WLWV School Board: economically disadvantaged can be all races and all kids. Right? Yeah, but it'd be interesting to see what that. Oh, to break that category down. Right? Yeah, because it might tell a different story, right? 429 01:06:45.710 --> 01:06:49.770 WLWV School Board: Because those those kids were falling in that in that category. 430 01:06:50.120 --> 01:06:54.550 WLWV School Board: I mean, it's it. There's some drastic differences between performance 431 01:06:54.990 --> 01:07:05.430 WLWV School Board: which a lot of stuff is tied to economics right? And you get to. And you know, a lot of those kids are starting to understand societal pressures of 432 01:07:05.490 --> 01:07:18.240 WLWV School Board: what you do and don't have. And those things start to to really weigh on kids right? Maybe you're not showing up in the best clothes in the school districts, or you don't want to go to school because you're embarrassed. So 433 01:07:18.330 --> 01:07:31.070 WLWV School Board: it'd be interesting to see what the breakdown of that group looks like. No, it's it's something different now, I don't know. But whatever it is today, right? Who's in that classification? 434 01:07:32.480 --> 01:07:36.519 WLWV School Board: Which might tell us a different story cause it could be 435 01:07:37.620 --> 01:07:42.800 WLWV School Board: 80% white it could be, you know, 75% Hispanic, or it could be nothing. 436 01:07:44.860 --> 01:07:52.639 WLWV School Board: I'd love to throw black folks in there, but ain't enough with us to move the needle on much or nothing. But I mean, it's what we're talking about, just the larger representative 437 01:07:52.860 --> 01:07:55.568 WLWV School Board: groups inside of our district. 438 01:07:56.780 --> 01:07:58.879 WLWV School Board: it's interesting not to see that. 439 01:07:59.190 --> 01:08:10.249 WLWV School Board: And then what do our economic business advantage to like get, you know, like to increase their and get yeah. 440 01:08:12.890 --> 01:08:17.590 WLWV School Board: especially when we look at this high, you know, when we get to the high school data 441 01:08:18.899 --> 01:08:40.479 WLWV School Board: just largely unreliable because there's so few students that yeah, we'll get students that take it. But we, we also hear it's pretty quick click, because it's not needed for graduation, too. So there's okay. There's also a wonder of how accurate. Is that yeah outcome. You know, I think that overinvestment in those groups 442 01:08:40.750 --> 01:08:48.800 WLWV School Board: really would move the needle for our district. I don't know what over investment means it. Could I mean it? It might mean monetary. It might be 443 01:08:48.920 --> 01:08:52.760 WLWV School Board: that they get some different, you know privileges 444 01:08:52.770 --> 01:08:58.700 WLWV School Board: amongst that that group that maybe the rest of the group doesn't get of. 445 01:08:59.000 --> 01:09:09.439 WLWV School Board: you know. Maybe they could take their macbook home or check it out because they don't have a computer to be able to to do their homework, and you know I'm not going to the library if I'm in 8th grade. 446 01:09:09.479 --> 01:09:12.926 WLWV School Board: the Public Library to go do my homework so. 447 01:09:13.630 --> 01:09:20.409 WLWV School Board: but it'd be interesting to see that. And then how we invest in that group, depending on who it is. 448 01:09:20.934 --> 01:09:28.169 WLWV School Board: And who falls in there over invest. And I don't like, I said, I don't know. I'm not the expert on 449 01:09:28.200 --> 01:09:32.910 WLWV School Board: what that overinvestment looks like, but we can get the that group up. 450 01:09:33.250 --> 01:09:38.959 WLWV School Board: I mean, it changes these triangles, these everything else is, you know, drastically. 451 01:09:39.220 --> 01:10:00.400 WLWV School Board: especially in most of them, from a 95 to a 97. It's like in golf going from a, you know, a 5 to a 3 handicap. I mean, it takes so much more time. Those people are always going to be good. So also having the number and not just the percent. 452 01:10:00.480 --> 01:10:27.690 WLWV School Board: Because if we look at like some of these jumps across economic disadvantaged, it could be that a feeling. And so the number goes down. They're more than you think, though. Well, at least single numbers are, yeah, yeah, I noticed we did that on our multilingual. Yeah work plan. This year, we put in 453 01:10:27.700 --> 01:10:53.900 WLWV School Board: not only the percentage, but the number, because there's such a different number of students across our schools that when you say, Okay, 85% of them. And it's Stafford. That's 1.5 children, you know, Wilsonville High School. You know, there's 100 and something. Yeah. So we could do that. But again, because the Beckman Creek percent met in math 454 01:10:53.900 --> 01:11:04.340 WLWV School Board: economically disadvantaged. 3rd graders was 49.3 the following year if you follow them forward. It was 17.6, but that could just honestly be 455 01:11:04.885 --> 01:11:10.370 WLWV School Board: like that. That end changes significantly. And so what does that tell us. And so 456 01:11:10.380 --> 01:11:13.669 WLWV School Board: and so, yeah, does. That investment is in one kit. 457 01:11:13.710 --> 01:11:36.520 WLWV School Board: And so we could do that. We attempted to do that, for example, like in one when you look at Bolton, and it says that no economically disadvantaged students in 2,000, or in 2,023, 2,024 in the 5th grade met. 458 01:11:36.810 --> 01:11:43.640 WLWV School Board: there's 2 students. And so we are start. But we can put that in because it is clarifying to see. 459 01:11:43.750 --> 01:11:48.130 WLWV School Board: But from a budgeting and like prioritization standpoint, it feels a lot different 460 01:11:48.250 --> 01:11:53.119 WLWV School Board: to do those things, to to direct that support. If we have a sense that it's 461 01:11:53.240 --> 01:11:59.830 WLWV School Board: tens like 10 students versus 300 students. So that I think that gives us that perspective, too. 462 01:12:01.660 --> 01:12:08.969 WLWV School Board: And then I have a question regarding our middle school math scores throughout the district. 463 01:12:09.160 --> 01:12:19.900 WLWV School Board: They're kind of in the thirties. So even if you follow like a 6th grader, the 7th grade class 8th grade class like at 80 they all stayed in the thirties. 464 01:12:21.373 --> 01:12:26.779 WLWV School Board: Inza was 41 for 6th grade, and then they were 465 01:12:27.770 --> 01:12:32.549 WLWV School Board: 51 and 7th grade, and then 49. But they're kind of 466 01:12:32.630 --> 01:12:37.370 WLWV School Board: low. Is that before our new math curriculum that we adopted. 467 01:12:37.890 --> 01:12:44.279 WLWV School Board: No, not all of it. Some of it's after. Here's 1 thing that we have got to figure out how to do with Osas 468 01:12:44.290 --> 01:12:51.049 WLWV School Board: Osas is very much on what's defined as grid level scores, and our math and 469 01:12:51.110 --> 01:12:53.880 WLWV School Board: middle school math program isn't 470 01:12:54.510 --> 01:13:18.179 WLWV School Board: so some students they are in 8th grade. They're taking geometry. And so when they take Osas, they are doing 8th grade math. So we don't want the answer to be well, let's just hold them back and not have them do that. Our 6th grade course now has 6th and 7th grade standards. What we are thinking is more drilling down on 471 01:13:18.180 --> 01:13:38.650 WLWV School Board: map, because map, even though if a student does well, it'll ratchet up. We need to look at. What are those pieces? What I'm saying, in short, is, we need to use the data better for the interim assessments, and also with the curriculum they adopted. There's more curriculum based assessments, because right now, Osas is something that 472 01:13:38.880 --> 01:13:54.900 WLWV School Board: doesn't align real well with what students have been doing all year in mathematics. Westland Wilsonville has the same challenge with science. It's what do students learn? In which course, which year? And we're not doing anything that doesn't fit with 473 01:13:54.920 --> 01:14:05.319 WLWV School Board: standards? It's you're given leeway to decide to do. Integrated. As a matter of fact, it's recommended to do integrated science in 6, th 7, th and 8, th 474 01:14:06.070 --> 01:14:33.669 WLWV School Board: when you're a high school student, besides all the other things with 11th graders not paying attention to the test. What? What science course have they taken? You know. Sort of thing. And the test is all the topics in the Ngss. So we are thinking of, how do we actually look at that and think that you don't want to teach to the test. But should we do some sort of performance tasks, or something that provides something like that? So 475 01:14:33.670 --> 01:14:43.360 WLWV School Board: Osas alone isn't a good indicator that said, we think it should be better. And we should prepare our students because Osas does matter 476 01:14:43.360 --> 01:14:55.200 WLWV School Board: cause. I noticed the only middle school that actually had, like 70% in man. Oh, no, that was English. So yeah, they're all all in the forties. 477 01:14:55.210 --> 01:14:57.039 WLWV School Board: her upper thirties. 478 01:14:57.260 --> 01:15:13.460 WLWV School Board: and it's a little bit stubborn. If you look at the last, you know, 2122, 2324. It's 40%, 40%, 40%. Unfortunately, that it's a low number. 479 01:15:13.710 --> 01:15:18.920 WLWV School Board: lots of places. Yeah, it's rough right now. And it's above the state. 480 01:15:19.030 --> 01:15:28.979 WLWV School Board: Yeah. So across the state, we're seeing how you know, taking this assessment 481 01:15:29.160 --> 01:15:35.899 WLWV School Board: versus what it. What's the coursework in mathematics classes? So the way it's so different. 482 01:15:36.040 --> 01:15:40.510 WLWV School Board: But why is it so like, why is the Osas so different? Testing? 483 01:15:41.390 --> 01:15:53.099 WLWV School Board: Well, topically, of course, if it's not a heavier algebra base, and our kids are taking geometry, and they haven't had algebra in a year, got it right? And so some of these questions they probably could handle if 484 01:15:53.130 --> 01:15:56.109 WLWV School Board: they got maybe maybe more algebra review 485 01:15:56.910 --> 01:15:59.930 WLWV School Board: in advance of it. But I don't think that explains everything. 486 01:16:00.700 --> 01:16:02.919 WLWV School Board: All of the problem. But there. 487 01:16:03.210 --> 01:16:07.429 WLWV School Board: topically content, I mean, that can definitely play a part of it. 488 01:16:07.430 --> 01:16:31.629 WLWV School Board: I think what would be helpful is like what Dr. Soyson said about like the new curriculum having its own measurement tools and using those measurement tools for us. And then what Dr. Prior said earlier about growth like, maybe for math. Hopefully, I know. I know. You know it's been a few years since Covid, but I still feel like we're in the trenches, or like, we haven't gotten out right, we're playing catch up. And so maybe 489 01:16:31.630 --> 01:16:43.522 WLWV School Board: with math, we can start looking more at growth, or, you know, given that, it's so difficult. We're going to get late here. We need to make sure we're done and give a short break before we also get to the the next session. I did want to. 490 01:16:44.210 --> 01:16:53.169 WLWV School Board: raise that question, though of what are there? Are there other ways? We can understand performance that are not 491 01:16:53.750 --> 01:16:55.480 WLWV School Board: formative, as you know. 492 01:16:56.220 --> 01:17:03.319 WLWV School Board: for these kind of assessments? Right? These, obviously the Oss is a huge summative assessment. But a lot of these are. 493 01:17:03.710 --> 01:17:04.450 WLWV School Board: or 494 01:17:04.590 --> 01:17:10.520 WLWV School Board: assessments that we give the kids, whereas I would think there is there a way that we can get a sense for? 495 01:17:10.940 --> 01:17:13.970 WLWV School Board: Our teachers would say, our second graders are doing? 496 01:17:14.070 --> 01:17:15.660 WLWV School Board: Are you talking about 497 01:17:16.010 --> 01:17:42.670 WLWV School Board: something similar to this, but more of a you know District performance report based off of what's being used in the district. I I really don't have a very good idea of what I'm talking about, but I just don't want to get. 498 01:17:42.670 --> 01:17:52.389 WLWV School Board: But I'm worried about. Are there ways that our students are really are demonstrating achievement. But they aren't on these 499 01:17:52.440 --> 01:17:53.290 WLWV School Board: tests. 500 01:17:53.440 --> 01:18:04.249 WLWV School Board: Well, I think that's where the road speaks to that. Yeah. And I like, that's all I have to say. I would say that 501 01:18:04.770 --> 01:18:10.310 WLWV School Board: if if we were gonna focus on trying to find something that can align. 502 01:18:10.490 --> 01:18:28.020 WLWV School Board: I think it should align with what people can look up in our community right? And so we could come up with the fanciest tool. And if it doesn't align to these different measurements, and these are the things that people can look up. But we say, but look, we got this shiny thing for you. You're not gonna believe it. 503 01:18:28.110 --> 01:18:31.679 WLWV School Board: Okay, I mean. Our our community is very skeptical. 504 01:18:31.710 --> 01:18:41.229 WLWV School Board: even if you're trying to come up with a solution like this. And I'm not saying that some wouldn't appreciate it. But I would try to steer us in the direction that 505 01:18:42.100 --> 01:18:52.859 WLWV School Board: hey? This is what we're teaching. This is the curriculum that we're using. This is how it's been in the scores that everybody can see, measure, and get some interest right if we do some 506 01:18:52.900 --> 01:18:58.499 WLWV School Board: some some supportive stuff like, you know, we talked about your main curriculum, and you have supported 507 01:18:59.052 --> 01:19:14.129 WLWV School Board: areas for curriculum. Maybe some of the inner growth reports support the bigger stuff to say, Yeah, although we're not doing this, we're still seeing this right, which is trending in the district, which we do long term, we'll have a better impact on. 508 01:19:14.580 --> 01:19:15.629 WLWV School Board: Got that. 509 01:19:15.850 --> 01:19:19.175 WLWV School Board: So yeah, that's a good point. 510 01:19:19.870 --> 01:19:22.486 WLWV School Board: Maybe I'm in the minority here. But 511 01:19:23.480 --> 01:19:29.079 WLWV School Board: I I love the data arrays that we have. And I think what I'm most interested in 512 01:19:29.250 --> 01:19:45.059 WLWV School Board: on like a quarterly basis is to get the updated data, but then to have the qualitative story behind it shared with us. And so, like like as an example. If I look at the year over year like improvement 513 01:19:45.330 --> 01:19:52.579 WLWV School Board: in Osas, English language, arts, and Stafford, they're going from 51 to 67 to 72. 514 01:19:52.880 --> 01:19:57.750 WLWV School Board: I would love to have all of this data, but I would like to hear from someone at Stafford 515 01:19:57.910 --> 01:20:07.840 WLWV School Board: like maybe the principal come in and be like. Here are the interventions we put in place that I think, with the needle on that, and then tell that story about 516 01:20:07.860 --> 01:20:32.900 WLWV School Board: like what? What made, what affected the data that way? Because then I feel like that gives us it paints us a picture, and and I don't wanna do the administrator shop. But I'm wondering if that also lifts up methods. And you know we're like, Oh, we're showcasing this at the School Board meeting because we have this progress? So that I would like to have that like human element added to our quarterly data 517 01:20:32.940 --> 01:20:36.700 WLWV School Board: updates. So we can like hear the stories behind it. 518 01:20:37.220 --> 01:21:04.950 WLWV School Board: And I were you at, were you at the spring one where Buckman Creek? And yeah, yeah, so yeah, and that's what I love the most about my school visits has been. I felt like the principals were very targeted. And being like we saw this to this. And here's like, now you're going to go watch like the, you know, reading intervention or whatever. And so, if that could, if there could be that like qualitative element to our quarterly data, of course, I would love that 519 01:21:05.282 --> 01:21:10.930 WLWV School Board: and I think that helps the community too, a story always helps yeah, I agree that's great 520 01:21:12.250 --> 01:21:17.440 WLWV School Board: don't get me, wrong, I love the data and the dashboards. I just I think that context. No, no, I think yeah. 521 01:21:19.473 --> 01:21:20.719 WLWV School Board: we should 522 01:21:20.760 --> 01:21:29.480 WLWV School Board: probably wrap up. I I did. I did get a chance to look at the high school stuff. I think it's critical that we get that non 9th grade on track data. 523 01:21:29.670 --> 01:21:35.089 WLWV School Board: I mean, I really appreciate that. That's such a big indicator of success. 524 01:21:35.560 --> 01:21:36.300 WLWV School Board: And 525 01:21:38.211 --> 01:21:52.710 WLWV School Board: did my high school visit at high school, and I felt like they were using the data in their presentation back on performance, like very effectively in the way that they've aligned it. So it's maybe another example of 526 01:21:52.810 --> 01:21:56.060 WLWV School Board: here's how we take data. But then we give life to it by like 527 01:21:56.230 --> 01:22:03.310 WLWV School Board: like doing different types of programs or interventions on the 9th grade data and then going in and seeing how it was executed. 528 01:22:03.927 --> 01:22:05.270 WLWV School Board: So next steps 529 01:22:07.150 --> 01:22:13.060 WLWV School Board: Where do we go from here? What is the next steps? In order to move this forward into getting a finished product. 530 01:22:15.410 --> 01:22:20.740 WLWV School Board: Do we meet? Do we meet again next to find a 531 01:22:21.340 --> 01:22:26.780 WLWV School Board: a dashboard or a starting point to kind of narrow down things? 532 01:22:26.800 --> 01:22:45.809 WLWV School Board: I recommend that, Dan. Take all of the feedback back together. I think that was helpful. We can. We can go from there. I know you take a lot more notes than I do, but we can talk a little bit more about 533 01:22:47.660 --> 01:22:58.119 WLWV School Board: about what? What this could look like, and then going towards your goal of the quarterly reports. Again, we say quarterly. I don't know whether they. 534 01:22:58.290 --> 01:23:05.970 WLWV School Board: the the timing of assessments, makes more sense for it to be a fall winter spring. Yeah, I would do it. Yeah, 3 quarterly might be. 535 01:23:06.080 --> 01:23:19.820 WLWV School Board: You might catch. That's kind of what I meant by yeah, yeah, at least to get a good starting point. And then, as we start to share with community members and whatnot, it'll probably. 536 01:23:20.180 --> 01:23:26.690 WLWV School Board: you know, remodel, we had 75% of the of the 537 01:23:26.720 --> 01:23:31.919 WLWV School Board: of the engine rider, if that's where you want to call it and start trimming it out for finished product. That'd be good. 538 01:23:32.100 --> 01:23:56.160 WLWV School Board: Yeah, this is really helpful. Yes, thank you so much. Yes. Oh, these are hers. Oh, okay, yeah, thank you. Dr. Soyson. Yes, thank you.