6.17.2024 Instructional Subcommittee

welcome uh today's uh instructional subcommittee meeting uh Monday June 17th 2024 uh Deb may get a roll call please Mr Das here miss larv here miss Pereira here salute to the flag everybody I pled to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all thank you uh pursuant to the open meeting law

any person may make an audio or video recording of this public meeting or may transmit the meeting through any medium attendees are therefore advised that such recordings or Transmissions are being made whether perceived or unperceived by those present and are deemed acknowledgeable and permissible okay before we um actually jump right into 33 there's no citizens in right there

sorry I missed it at the bottom there so before we get into 301 can we just do a quick introduction uctions for Mr um Das here it's his first subcommittee meeting if you don't mind just quit hi I'm Dr Kim La Liberty I'm the director for science for instr Stephanie Kennedy director for lisella director good evening Cheryl Patterson director of math Dan UC sit at the table thank you everybody appreciate it come on down

Dan SE on the table so we're going to start with three uh 3.1 uh platform data usage student outcomes um Dr curle will you be starting are you just going to read sure so I'll just give a general overview in addition to student performance data that we collect through our benchmark assessments and things like that we do track um student progress over the course of the year um based on student participation in our in

our platforms and also it it captures student outcomes data so much of what you'll hear um today will be focused on those platforms um either because we've sub subscribed to a platform that provides um some kind of instruction and we're measuring progress that way sometimes it's because we um in the case of science we might talk a little bit more about some of the benchmarks we've

been creating and student outcomes there this is um you know part of a cycle for us we do this um throughout the year uh with uh District benchmarks and also periodically through our um benchmarking system on the platforms some of the work that we do is provided for us through our meetings with uh the the providers themselves we have you know might be quarterly meetings with some might be um by

trimester with others where are we'll do beginning middle and end of year kind of benchmarking and we're having those meetings with our partners the people who are um working with us on the other side of those platforms some of the stuff is generated internally all of it is looped um through schools as well through plc's and meetings with principles and things like that so seems like the first thing that's here is um

high dosage tutoring in the form of it's for math yeah so you'll go to this packet right here even though high dosage tutoring isn't one of the digital partners that we utilize I we wanted to put it on the agenda simply because we will have schools that are applying they've already applied to utilize this next year we're just waiting for approval um high dosage T tutoring is offered through desie and they have

multiple providers who could do the tutoring but we opted to go with Carnegie because we're familiar with them we know how they utilize the platform for tutoring the way it functions is students are placed in a group of four with one tutor who they remain with throughout um our students did it for the half year they were in round two we had four schools that participated three of the larger middle schools and

bons so they took pre-assessments and then post assessments all of the students showed um for both of the grade levels that participated it was geared towards fourth grade and 8th grade we had a specific syllabus that we followed and Carnegie accommodated us we wanted a customize the eighth grade syllabus and they did that so both grade levels showed a oim ately a 25 Point increase if you went into the full report by

chance they speak in percentages like 153% growth I'm speaking in terms of points because that's how we normally um provide the data they set a goal of 75% for attendance um and every school achieved that with fona having the highest of 92% the middle schools averaged in the high 7% so the highlights for grade four as I said were 92% and we have green that's applied to do the tutoring for next year so the

feedback from the students was all positive they really enjoyed meeting with their tutors the fact that they were able to meet the same tutor all year long it was monitored by three or four it was either in three or four people either in instructional support Lea on or par professional in some cases we had math Educators who were there if it was if time was in their schedule where they had a win intervention and

they could utilize it so um all positive results you'll see that we did small group instruction there and again I'll revisit it when we talk about I any questions anybody have any specific just a quick question so um so we continue this program is going to be for the four schools again so it'll be for the same four schools and then green has also applied to do it again it goes

through desie they do all they do the approval they approve who the provider will be and all funds go through them directly to the partner and just one last question when it says uh unique students is that um students that may have a need so we identified 40 students in each grade level in each school and they were students who were on the cusp and we wanted to push them over into meeting okay I thank

you anything else no I have one quick question Miss Patterson so this program this digital program only works with Carnegie is that so um desie has usually three to five providers who can do the service they had stmath they had Carnegie I don't remember the other three I know um one of them dropped out because of the capacity so many schools were applying in the district and they could not service anyone else at that

for you so yeah all right so our students who are not part of stmath doesn't take part in this is is that accurate am I miss so they're totally separate right it just happens that the people who provide our digital who are a digital Partners here happen to be people who provide the service through desk okay so when you apply for it you get to identify who you most likely would like to see provide that

service we identified Carnegie because I was famili with clear math I work with the facilitators they provide PD it was just an easy transition for us to work with them I got it then but desie was the person who decided that we could go with cie got it question yes mrr thank you um you said Green School was applying green applied this year okay so what do they need from us in order to

get this they just need us to approve nothing right now okay we just wanted to show you the data and that small group tutoring does work even in a virtual I just want to wait last minute if there's an application process that we're not appr and the state is let's make sure that we're like ahead of the game can this ever be sorry can this ever be expand more students to more students

within a building right now they only have the capacity for about 40 40 within a school all right and they're only um supporting grade four and grade eight in math I'm not sure what they're doing in any other content areas okay thank you great middle school ESL is that what we're doing or you doing we going right to all right so what you see in front of you um it's labeled digital news puzzle

progress on that page this is stmf so STM is our is a digital provider that we use to enhance the Core Curriculum which is illustrative mathematics we use this in grades K to 5 there's no language involved in the pzz puzzles what will happen is after students complete the puzzles in small group teachers will connect the language to the puzzle that students were working um with either in

small group or they'll do as a whole group and make the connection to the core materials and the puzzles that they're doing last year was the first time that all schools utilize stmath prior to that we only had four schools as you can see in the data table in front of you we've had gradual progress every year our goal is always to meet over 80% this year was the first year

that we had three schools that have exceeded 100% we have a couple of schools that have not um even you see the dip with one school but that that particular school was piloting something so I expected the and pil um I ready I ready there you go um and you'll see with the other school it really is because they had a math lead the previous lead and this year they just don't have that

additional support but they're still utilizing the program um each School celebrates in many different ways we introduced at the beginning of the year the program try to get students really hyped up for it and then um based on goals that we have throughout the year and end of Year celebrations as we go through so any questions Mr Mr D sure that's okay um so this is a program so there like a

contract we would have to approve this is a contract so I ready stmath and Carnegie coaching will come before the full Committee in July okay thank you for Renewal I you thank you next Elementary newcomer someone doesn't like reading it on the computer is different yeah I thought it was all different packets so oh okay okay yeah computer was different than packets but go ahead so the um this slide in

particular is you'll hear me talk about Mafia and you'll hear me talk about Carnegie coaching the two of them are tied together Carnegie is um provides the text it's the carneg learning text but Mafia is the digital component that supports it so it's very different than other programs where it enhances the Core Curriculum they're tied together you can't do one one without the other

one as you can see our Maia data has increased overall by 10% I tried to highlight specific schools that were here we have Doran cus and dery that had the increase of percentage points Doran went up 19.5 cus 14 and dery 10 schools with the highest syllabus completion our goal always is to be above 70 um that's what Carnegie will ask I set a short-term goal this year year of

the falling above 60 five out of the eight schools fell above 60 this year and then the three that have the highest syllabus completion are Doran Henry Lord and tala right um does anyone have any questions about that before I talk about coaching than this specific Works spaces the students have to work through that's how they achieve the data and the workspaces range um we have grades 6

through 8 and then we have the high school algebra 1 geometry and Algebra 2 using it the number of workspaces range from 81 to about 137 depending on the grade level that they're in so if I am in Algebra 2 then I have 82 workspaces if I am a sixth grader then I have 127 workspaces so that's how the percentage is calculated for them and it goes by workspaces all by all by workspaces and

they um each grade level has a calendar that they follow follow the mafia days are identified on the calendar and the goal is while students are working in Mafia we post more group support with the teacher this PRI so what do you think the barrier is here for not having the higher than you know 60 the completion yeah higher than 60 I think it's new teachers okay understanding the

curriculum balancing between a textbook and the digital component and once they're in the digital component they really do have to the teacher has to go through theace and then pull students in small group so that's where we are we've seen an increase in the number of Educators who are pulling small group right now we just need to do uh targeted support on the three schools that need

the extra coaching so we're looking into that to see what we can do to support those teachers to make sure that they're yeah so right now the next steps are some meetings have already been set up I'll meet with leads and principles either in the summer or at the start of the year they've all looked at the data and they know that they have to set goals before we meet okay does y I'll

tie it to the coaching support through Carie too because they'll work with them you can go ahead Mr D go first thank you um does um RPA us um they as well yes they do do you know what their I'll top you ahead what their percentage completion is it is below 50 okay thank you um you you mentioned new teachers so does every platform have have a uh a different structure so uh for how many

uh hours uh coaches are supposed to meet with the the new teachers you mean the leads or the leads or whoever's supposed to be coaching is it coaches leads whoever's supposed to be coaching does every platform have a a minimum number a maximum number of of uh new teachers who need to be coached is there an ours component is so we have a specific number of minutes that students should

be in the program and then when we sit down and we develop coaching Cycles what we'll do is we'll identify who might need more support um a veteran teacher would need less support we're identifying model classrooms that can help with that process so we have three classrooms I two classrooms identified from Maia where we'll have a teacher who was like a teacher lead in that position and um support the coaches in the

building with that but there's no set specific number of hours it's really individualized based on the educator that's in MH so this differs I think what I'm I'm trying to say so when these new teachers this might get off a little bit instruction when we have these new teachers is it once a month that they're supposed to be coached and this is completely outside of all curriculum

you're talking about mentoring mentoring coaching but that that doesn't really Target instruction correct well it's for them to build their capacity planning Etc but that's a totally different all new teachers receive a mentor that they work with right and that supposed to be what once a month once every two week with them minimum number of hours that they're supposed to be okay but that's

completely different from this is coaching that I'm asking right this coaching that they receive is either from the math lead in the building or the co Carnegie coach who's there to support and it all every um everyone is different so stmath is different Carnegie is different on on the hours yes and or is it just by need you just go by need by what by observing the teacher or is there a minimum hour or

it's based on observing the teacher and meeting with the teacher and collaborating to see where they need the support where the lead think they need thank you I just havek I think what what Mimi I think what Mimi is saying if I'm I'm agreeing with her I believe is that maybe we should have a process that when we hire a teacher part of that onboarding is if you're going to be teaching math then let's get some

orientation cuz I know when we first buy these curriculums right we everybody gets an orientation and what have you but then when we go on to hire other teachers if the question is well it's a new teacher and they're not really familiar with the curriculum or maybe how to use Maia or the online you know platforms which is totally understandable they don't sure they might not have a class in matthia in

college I'm sure right so fine but we should be giving them I think some sort of even if it's mandatory you have to sit down and do an hour of Carnegie whatever virtual learning on the platform or something and I think that it's going to benefit them I certainly would want to have that before I I had to start using something online so maybe that's something that I don't know does

that happen now so I agree with you it does happen when they come in and they do orientation within the school okay um the leads will sit with them and they go through the program with them they make sure that they understand all the components of it and then we'll also um offer additional training with stmath or with Carnegie when the coach comes in they provide that typ all right so it's

like a learning they do get that but it takes them a minute to which is understandable the on that when it takes them a minute like how long would it take a teacher to like um get caught up to speed in like all these different curriculums after the first session when they go through the program they get a good sense and because they're in it every single day it really happens quickly um but they'll receive continued

support throughout the year with the school based So within the first couple weeks if they they good sense of what the program offers yeah but it takes time to be in it when you're lesson planning they're in it more than me more than needs so yeah I think it takes them weeks or months to familiarize themselves with the curriculum whether they're teaching y math whatever but if you're a teacher you're learning all the

time and um every single day they're learning something new and it it takes them their career and you know they're building themselves up every single day they need support don't forget especially with the new teacher we're talking about new teachers they're learning content and they're also learning pedagogy they've never taught before they're learning how classroom management all of that other stuff we're

asking them to do and we're asking them to become experts in their content right so we have to we have a responsibility to coach them up and and support them and that's not that you know that's um uh um uncomfortable at times right because they want to do their work um but we need to we need to support them because we're asking a lot a lot for them a lot for them to do no no that

makes sense no no thank you I really do appreciate it thank thank you you're still with me I'm with you I'm just flipping the page the next set of slides you're going to see um three slides around secondary coaching so the first slide just really just references the resources what happens is when there's a coaching cycle that's happening the Carnegie coaches will go in they'll work with teachers then they

will go in observe and collect data we do not have any data that identifies any teachers all of the feedback that's given to the leads the principles and myself is really just about the school holistically and where the areas of strength are and where um next steps will take place with the coach and for the lead so this right here it really just shows you um with the blue and the

green bars it will show you where we were last year in terms of utilizing the resources and where we are this year what we wanted to see is that the noncl resources decreases um based on the support that they receive from the coaches in the building showing them that instead of going to another resource if you look through and you have a really good understanding of what Carnegie has to offer there are

materials in there that can replace what instead of going out aside that's good I'm happy with it good yeah yeah that's good if you go to the next slide this is focused on planning so there were there are two pieces I'll talk about planning and discourse and what happens is we obviously want to see um planning move to level three you can see the comparison between last year and this

year and how we've progressed you'll notice a difference in the way the data is reported in school year 2223 you see Q3 and Q4 and then for this year you only see Q3 that's because what we noticed was the coaching that was happening after April um was not as as effective as we wanted it to just because of scheduling with mcast so when I met with Carnegie I asked for all the dates to be moved up

met with the leads inform formed the principles so really all of the coaching was to take place before April 11th um some of the schools would get it for example if you look at a school like dery due to its size they were receiving coaching twice a month um two days back to back that way they could cover more teachers or spend more time with one individual teacher the other schools

received coaching for a full day um one day a month with the exception of RPA and stone which split the day because of their size and the number of teachers any questions okay and then the next one it's the same the data is represented in the same way this is focused on discourse so when the coaches are working with them they're planning making sure that they're identifying or scripting questioning that they'll be

using during their planning process or identifying teacher moves that they can use in order to increase discourse as you go through so last year at this time we were at 0% in level three this year we're at

25% you good all right I ready so um this year for the past few years we've had IR in grades 6 through 8 you'll see the data that I have on here represents 6 3 and five and that's because we decided to Pilot in grades three and five when students are involved in IR ready they take a diagnostic assessment three times a year they do it the middle of the year um beginning of the year

middle of the year and the end of the year and really what this does is it shows us their placement in terms of the mathematical domains and it also tells us their grade level placement in content when they were reported um all I'm happy to say that all grade levels sixth 7th and eth increase the number of students who are above or on grade level and we decrease the number

of students who are to grade levels or more behind as we go through I can provide a follow-up slide so you know I was waiting for them to finish the end OFA diagnostic the data that you see I've extracted and then I met with I ready today because they have all the finalized data for you um grades three to five does not have a specific Intervention Program for grades three to five so a few principls had

reached out they knew that I was going to be exploring curriculums programs to use in grades three four and five I also I reached out to our partners through the hqm Grant desie partnered us with student achievement Partners I could not find an intervention program that had a diagnostic for placement they searched they could not find another one I wanted to proceed with I ready but I wanted to

make sure there wasn't anything out there else that was offered they could not find anything so we proceeded with two schools I met with the principals I met with the leads they were Watson and Henry Lord Watson wanted to focus on grade three and Henry Lord wanted to focus on on grade five so we piloted that with the teachers in the second half of the year they came in they presented professional development to

two teachers in a lead in each school and then they piloted it to approximately 100 students for the data every same thing the students on grade level at grade level or above increased and the number of students who were two grade levels or more below um decrease as you go through so I highlighted 6 three and five because sixth grade at the end of the year I worked with one of the Middle School's

principls to do a very short-term um intervention model for them it was to see if it had impact for next year so we could use that model in sixth seventh and eighth grade but it was also to support that school because they were struggling with interventions in mathematics as you can no it's okay no I wait see you okay you're sure if you look at the grade six data you can see

that we've increased in the right spots and we've decreased in the correct boot so the green on the left um shows you the students who are at grade level or above the red on the right shows you the number of students who are two or more grade levels below and the yellow is for two grade levels so you can see in sixth grade we went from 10% to 21 mhm and then as you go to grade

five we went from 21 to 41 and then for grade three we went from 10 to 34 on grade level or above um for our L students in grade six I'm specifically just going to talk about grade six our number of students who were at grade level um or above went from 1% to five and the number of students who were to grade levels or more below went from 96 to 86 our students with different

abilities we went from 2% to 6% and then we went from 91 to 84 so the small group instruction when they're doing when they're using I ready they should be doing um a center rotation using two stations and doing small construction as we go through so the goal is to tighten that up next year I'm working with I ready to um formalize a quote so we can have it in both in the Middle School um

6 to 8 and the elementary school 3 to 5 we're just tightening up the numbers around the number of users who are actually participating in the interventions and then you'll see that quote come through in the July just um yes Mr Das thank you I'm just quick um quick questions on the data itself so for the six five and three so this is data um so I'm assuming the tops as you

said there the tops beginning of the year bottom is the end of the year yes and um what schools were covered by this uh did this diagostic was this so these are any student who was in grade any student who's in grade six seven and eth grade districtwide does the diagnostic um in grades three and five it was just Watson and Henry Lord and it was only for a small subset of students

a so three and five was just Henry Lord and his six was everything yep so Henry L the data from grade three is theirs and grade five the data is from Watson um you think maybe in the future we might look into uh maybe expanding the like the search maybe getting more like different schools like involved in like doing this like diagnostic yes so the goal for next year will be to have

every school every Elementary School in the district grades three four and five do I ready if it's approved by the school committee and they'll utilize it only in their intervention classes so students will then have the opportunity to work in I read or they could be in St Math with or they could be using resources from The Core Curriculum okay so like every student would be tested

with I like it's your goal that every student is tested and if they're if there's a need for intervention then they'll act absolutely okay thank you you're welcome okay good K so now we have uh grade one Ela one we up the top here up top the bottom okay so um I handed out a sheet that looks similar to this or Deb sent it to you just just yeah

and then you have a packet of a couple of slides um that start that have on the cover monthly data review and the word ignite in the right hand

corner here we go okay ready I think so all right so last year around this time we were notified that we had received a grant through the 18 Foundation um to allow 300 of our first graders to have one-on-one virtual tutoring 5 days a week for 15 minutes daily um and we we decided that we were going to have those 300 seats live in six schools when the program started the students took a baseline

assessment and and were placed on a Continuum which is this Continuum the one that I just gave you the um this one and so students took a diagnostic and then they were placed as to where they were in the beginning of the school year and then instruction started from there with these 15minute sessions and um students go through protocols or um focused on a particular skill and when they pass the um exit test for that

particular protocol they move into the next protocol um before we started the actual teaching the schools looked at the data along with someone from the ignite um company and they discussed smart goals for students and so if students fell into a particular bucket they created a goal for that student as to where they would exit at the end of um at the end of the school year then we

started we've gone through five Cycles um inquiry Cycles over the course of this school year and after every cycle there are meetings with the teachers the school-based um champion who is the the literacy lead um the principal and the um ignite data woman um and they talk about the students like individually um so how is Johnny doing what's going on with Johnny how are you seeing this come

alive in class um there are students that are ready for graduation there are concerns whatever might be happening um and so we've run through five Cycles at this point um during this school year and um we have some really great data to show for that we have the first goal that they had was that students had to be in session for 75% of the time so there was an attendance goal similar to

what um Miss Patterson was saying at 75% but our actual at the end of the year was 90% so 90% of the time our first graders were in seat with their tutor which was really great um we had a 75% pass rate so that means when they came to the end of a protocol 75% of the times kids would pass that and if they didn't they cycled back in for a ret and then they

would take the um exit test again to go into the next protocol and we had a high accuracy rate so when kids did pass the exit test from that protocol they were scoring about at about 86% which is High um so by the end of the school year 78% of our 300 first graders had met or exceeded the smart goal that was set for them in the beginning of the school

year so I can speak specifically to buckets of students and so the I'm just I ask a question before of so what happens to the students outside of the 76% and don't pass it the second time third time what happens to they still go in for a retach they teach it in a different way and there are still students that are stuck in a protocol I'll give you an example the um first

skill that's listed here is basic alphabet knowledge um and so that is a very beginning of kindergarten skill it's do I know my letters do I know my sounds right it's the very beginning of the year so it starts with letter name that protocol is very long much longer than any of the other protocols um much longer than any other skill takes um and that's why it's a more than a third of

the year year in kindergarten and so um if a child is going through this protocol they get to the end and it's time to test and they don't do well the te the um tutor is taking note of which letters that child had difficulty with and then when they do the Rach it's not just going back to the beginning and starting over again the process very targeted yes it's very targeted thank

you and so um I will start by so if you're looking at this document with the protocols list Ed in a timeline you'll see that it starts way over to the left with basic alphabet knowledge that's a kindergarten skill um that incompasses all of those in that first set of cells the second in the in the center is the first grade skills the skills that would normally be taught in first grade and then the

second grade skills are way over to the right so ideally our kid our first grade students coming in in this beginning of the school year would be have mastered the kindergarten skills and would be ready for Blends and diagraphs um but that's not always the case and so with the students all of the students that we enrolled in this one-on-one virtual tutoring were students who were below

grade level so we had a very um specific group that we were going to be working with they were students that were really really struggling um across the six schools um and so I'll start with my students who um were in that basic alphabet knowledge in the beginning of the year and so these are students that did not master early kindergarten skills and they were sitting in first grade

seats so of those students 90% mastered at least onethird of the kindergarten skills so they moved into letter sounds of that 90% that moved 62% of them moved actually into the grade one skills so they were catching up rapidly um they were catching up at a rate of about 2 weeks weeks of um learning within one week of instruction between what was happening with a tutor and what was

happening in the rest of the literacy block so they're seeing their teacher they're seeing interventionists in some cases they're engaged in all tiers of instruction um so when you think about those students who started at the very beginning skills 27% of them were leaving with um were were in the protocol for Blends and diagraphs so they moved into the the beginning of first grade 23% moved into our control

so they were in the middle of the Year skills and then 12% were in the end of year which would include the vowel consonant e and vowel teams um but like I said there are some students still in the basic early alphabet knowledge skills and those students are the students that we bring to our student support team and we talk through um how to best meet their needs in all parts of the literacy block

so the next group that I'll talk about are the students who um were on grade level so these are students who did start in first grade skills but they were lagging behind their peers um and so at the end of the year 15% of those students are still living in Blends and diagraphs 33% are living in that middle section of R controlled and vowel consonant e and then 35% are vowel teams and 177% of

those students are actually now working in second grade skills which is really great my last bucket of students are students who um just they needed a boost in order to catch up to their peers but not at the same extent as the rest of the students um and so when you think about those students 45 of the 72% that started in below grade level skills 37% are now working

on first grade and um or in second grade and 45% of all students are now working on in that in that group I'm sorry I'm so sorry this room gets to me every time I have a question go ahead CH so when we picked the um FKA green Henry Lord Spencer B and Duran and tany what was the rationale cuz I know Tan's been touted as the highest performing school I'm just excuse me

curious as to what rationale was for own for leaving you know the Flor out that we need to yep okay so um that was actually that was very strategically done um last in the past couple of years we've partnered with Yukon to be part of a study and that study is involving kindergarten first and second grade teachers um in the way in which they teach reading to students using the science of reading um those schools that

were the early adopter and hooked up with um Yukon and the hill were those six schools that you mentioned okay so this current school year the remaining schools are now in that study so those teachers were taking on all new practices um and and that means that the students too were learning all new practices and we didn't think it would be fair to students or teachers to then tell them oh and you have to build this

into your day so that why so then why were those was it something that was on the onest of the principle to to stop this process and those six schools were the ones that basically did it so in the beginning and now the other four are doing it as well now we're going to catch them up to speed is that what I'm saying makes sense exactly right I just wanted to clear that up my head thanks

that's it anything else that's it for me um we are actually asking for seats for next year for the other schools yeah yeah I know yeah and so it's um that's good it's not cheap no it's not cheap at all it's not cheap at all I guess I mean I you know my opinion is if we're going to be Equitable clearly I'm wondering you know why I see how well this is working and

the improvements and I say my gosh I want all those Scholars at wantet on lron AIS and Silvia they should be getting the same um Advantage so um as a backdrop we have started training up our interventionists in Walpole and McKenna which is the program that this company uses so that we can start to replicate it at least um in a way where they can pull small group in use the protocols um

I maybe someday we'll get to the point that it can be oneon-one but we're not there yet thank you okay um should be Amplified right okay Amplified so that is the slide deck that looks like this in the front mine doesn't have notes on the front as charl was talking I was writing done um so so as you know um this is our first year in middle school with a curriculum for many many years in the

past um it has been homegrown and we were our scores were not improving so we decided to go through a very rigorous vetting process and we adopted amplify 6 to8 um and so I do want to preface this with although it says the impact of amplify coaching I have to give credit to our school-based people because it's not just Amplified coaching that's happening our instructional leads our teacher leaders

are all engaged in coaching each other up um and so I I want to say that because this isn't just because an amplified coach came in okay um and it's also when I say PD it's PD um I mean when I say the um impact of amplify I'm talking about PD I'm talking about inclass coaching I'm talking about feedback and that comes from all parties um that are involved in ela in the secondary

school um the first year with the amplify coaches specifically um was focused on familiarity with the platform understanding unit design understanding lesson design and then knowing all that purposefully planning for how to engage our students in this rigorous um rigorous material so next year as we move forward the focus is on oral and written discourse so today we had a session um as a group of

instruct leads focused on writing what is how does the writing roll out how is it different than the way we typically teach writing okay so we had instructional walks at two different times this school year we had one in February this is with the Amplified people and one in May the rubric that we used had four um indicators on it I pulled two indicators because those were the two that are that

are observable one was around like use of data you can't necessarily see that in the classroom um and so I focused on the two that had the most um would mean the most in this particular setting and so I just want to preface this with saying that this is a moment in time so the school gives us a schedule we walk in we're with the principal we're with the instructional lead um we're with any

Vice principls that are involved in instruction and sometimes teacher leaders and then of course Dr Curley and um and Mrs Pont and so we go in and we're in the classroom for about 15 to 20 minutes and we're taking copious notes then we go back we discuss and um we rate on a rubric and so this first one that you see called teacher outcomes the rubric is around understanding the structure of amplifi it there's a focus

on routines and that's at the left hand side under foundational so we're starting at like does the teacher understand the platform in the program does she understand the routines that are in that program for full engagement to kids um and if you go way over to the right in the Innovation column those are that the teacher knows the lesson so well that they're making wise decisions about how to get to those lesson

objectives and focused on feedback Cycles okay um what's expected at the beginning of a program implementation is to be either in foundational or initial that's typical in year two and three you usually find teachers falling in that full operation and then in years 3 to five in The Innovation so if you look at the first graph you can see that on the leftand side it was our February data and on the

right hand side of each um foundational initial full Innovation it's our May data and so you can see that um we are shifting our instruction to the right we actually have a couple of teachers that are in full Innovation for this particular indicator um and you we're seeing the movement that we want to see we want to see foundational initial shrinking we want to see Full Innovation

um growing and we do see that in teacher outcomes so just a quick question um from the February to the May um and I know I agree with you there is um definitely a a shift to the right but um what what do you think is keeping the like some like we have about 30% of um teachers outcome still in foundational what do you think is keeping them back

well I think the program is very big and there are a lot of components to it teachers not um have not had to use a a curriculum in the past so I think they're learning it and and that's pretty typical for anything that's new um and so I I wasn't surprised to see that quite honestly I was kind of surprised to see The Innovation popping up at this point in in um implementation

and honestly we went into some classrooms for the last round and I was like geez this isn't what I typically see of this teacher she's usually like you know I don't know doing something much more much closer to the full in Innovation and we didn't necessarily see it but again it's a moment in time no thank you and um so this is um great six so this is like 6 through eight do you

have you notice any specific uh classrooms or or schools that might be struggling more than others in trying to sure um innovate mhm um which one what school um I think that to do that I think KAS is having some difficulty um and that's just because there are other structural parts of of cus that need to be um tightened up in order for teachers to really do their best work and

students to do their best work um and and more and two I think there the teachers there are having a little bit more um difficulty um getting in there and like sinking their teeth then thank you and I those are general terms right because there are some amazing things happening at both of those schools um but they're also very very big schools with with a huge amount of staff no I

know you weren't trying to like attack the school I understand any other questions for Teacher do um for student outcomes um on the leftand side those are can kids navigate the platform them do they follow the routines or does it look like the first time they've ever been asked to do a writing share way over to the right that's where the ownership is on the students they really feel like they

they're part of this and that decisions are being made based on what they've learned or what they're interested in learning so again um we see more ownership happening on the part of students we see students that are really engaged when we talk to kids they are all about it the topics are rich they're diverse they students are seeing themselves in um in the content um this matches the teacher data um in terms of

like high foundational High initial right because as the teacher is learning the platform students are learning the platform and if my teacher is not super comfortable it's going to impact the way in which kids um engage any questions about amplifi makes sense that they kind of rapidly increase the any questions this one one quick question so um for the Innovation part so just for the students so um if the

students make the meet the criteria that like Innovative so that's basically like they're putting in writing plat they put in their writing and it's like good material so if I'm looking at Innovation I'm looking for kids that are driving conversation in the classroom around the content so if they're reading about Frederick Douglas this a passion in the kids and they're they're ready to

discuss and they're knowledgeable about the topic and they're applying the ELA skills that they need to in order to propel themselves forward ready for a cap St thank you sure thank you I think that's okay so Elementary Alexia so um this we're a couple of years in in Lexia and so this is this one so just like um Mrs Patterson was talking about this is a program where students take a diagnostic much like

what we do um with the ignite and then students are placed on their own learning path based on what they um produced on the um diagnostic assessment and so students move at different Paces um depending on where they are in the scope and how much support they need in the three um categories so those categories again are word study grammar and comprehension and so um again core five does have a high

correlation to mcast scores so our out at the end of the year this is what we're seeing in terms of data so we're seeing an increase in usage so you can see if you follow the trend line from uh if you drew a invisible trend line from 2019 to now you can see that um our data usage has increased and with data usage increasing productivity and progress is also increasing um down at the bottom

the little blur that speaks to the number of students using core five with Fidelity increased more than F 5% between the beginning and now um with Fidelity means that they're meeting not only they're meeting the usage goals but they're meeting them all the time regularly the next slide which is the percentage of K5 students meeting Benchmark this is a slide that talks about all students not all students

meeting their usage goals there's a difference between those two things this is all students that we have um in K to 5 and so when you look at that you can see that sure there's been a little bit of growth but when you flip it over and you look at the students who met usage goals so this slide you can see that when students are actually meeting usage goals meaning they're on the platform regularly but

with Fidelity they um are growing at a much larger rate they more than doubled they went in the beginning of in 20123 at the start of this school year we had about 29% of students who fell in the at or above grade level range and now according to Lexia um we are at or above at an 86% um Range but again this is 1,362 of our students where this number um of all students is 5,086 and

so of the kids who are on all the time they're growing right anything D you have anything good no I'm good for now okay so we open open just an update for science um so science if you remember back a couple of years we purchased the illuminate platform for me to be able to build something to monitor science science doesn't have what Ela and math have for all these progress monitoring

and the exciting thing is we're finally at a place for middle school and for high school biology and the beginnings of physics where we have something in process and and so it's it's um comprised of summi of Assessments that we are able to put in the platform that come from the open sad or preap curricula and they're they're housed in there students take them in there and the scores are in there so that we have

the power of the data reporting feature from illuminate and so that information is going to be there for we use it for weekly plc's to look at student progress and it's in there as well for when our um mtss systems are up and running because that data will be able to be looked at with attendance and behaviors and and the whole the whole package which is really great we also have

started formative assessments as of this January at the high school level where every week students take two formative assessments that are Autos scored it's an opening activity for the start of the class and those that data then gets looked at on the weekly by the the the the teaching teams so the teachers have have dived into the data they're looking at their practice they're talking

regularly now Based on data and not just assumptions all the all the biology we started with Biology and and we're also will this into physics so we we started with the tested subjects to be able to really get a big bang for a buck um what that that how long are the assessments that they have they are three questions they're 5 to seven minutes where the students read the passage and then

answer these mcast like questions that we've pulled out of illuminate so we're using the illuminate items um if there's some items for the mass standards that are not in there we've created some using the mass standards and then we about 6 weeks in follow up with a a summative based assessment that's mostly Auto scored using mcast released items so we built a platform coming up to the

June mcast where we had some predictive data about like who we thought was really ready to be able to sit for mcast now and who might benefit for even waiting a little bit like we we had we were able to then look at eighth grade mcast scores for grade for science and math and then look at the formative assessment data that we had from the system that we're creating and were able

to create strategic grings for kids the first the six days prior to ncast we had them during class time doing some mcast prep and review so that they felt comfortable and confident when they were sitting for their mcast testing um yes thank you um could you just give like some like brief not like specific examples but like an overview of like what they're being assessed on like I know you said it's through like

illuminate so at the high school level if it's they're they're either sitting for a biology mcow which is completely life science-based or they if they're taking physics classes could sit for an mcast physics test if we're talking about middle school it's a 6 to eight grade span and there their assessment covers the four domains of Science Life Science physical science um Earth and space space and and Technology and

Engineering so um and I don't know if you got I don't know if I'm jumping to G let me know if I am and now hold um so the 192 students that were assessed is that just primarily at the high school level okay we'll get there just a minute okay I I'll hold I'll question so I I just first had just wanted to give us that because I this is this is

completely new to you and I understand but we we never had the all all the data that we just got to see for math in ela that those kind of platforms don't exist for science so we've had to create our own and so this is what we have now is something with the summi of Assessments that are either coming out of the curriculum or linked to mcash released items and these formative weeklys so

we're tracking in real time we're not having to wait until an mcast score which is what used to be so it's I'm excited about it because we're we're kind of in a place now where we can we can join the world in terms of having some dat to make real decisions and to have good teacher conversations um and and that's been the exciting thing in PLC there's been a lot of discussion teacher to

teacher in PLC about their kids about the curriculum about practices and we we just didn't have that opportunity before so this is like the first year you get collecting data like this it is like the first year that we're able to to collect this comprehensive picture we've been using illuminate for the last this is the third year I believe that we've had it it but but prior to this year this

year is where it's really all starting to come together because it was just always a step ahead the teachers need to do the curriculum based measure in two days I was building it today like that's kind of the way that we had been on because it just took time to get this set up and now we're at a place where we can use what we have and really focus in

on Data and our kids and and also looking at what do our kids need in class to be able to help them fill some gaps and we just didn't have that system before oh thank you so so what um what we have on um slide four of your packet is just this data is just a representative of what teachers are looking at um over time and this shows for biology there's four domains in the

biology mcast and so we're able from the formative assessment work and the summative assessments we're doing in here to be able to track over time and we're seeing overall kind of increasing growth um we've had some Dives where we started off in the beginning and it was a little bit disappointing to see some of our student student initial um baselining but from that teachers were able to really start to look at

practices look at kid needs and get our students supported so we've seen growth from beginning to end of a of a domain in in the work and this represents our preap curricul as well as our Ops curriculum all students in a biology class have been part of this assessment work what the teachers look at on the next slide this is just again an example it's it's um not meant to do a deep dive

today into into the data but um this is what teachers look at the students will say on Thursday and Friday of every week take take one of on each day one of these formatives and then when we get to PLC on Tuesdays and Wednesdays the following week teachers open PLC looking at overall performance of their own students and overall performance of all students on this assessment and they

have this quick um visual where they can see really how many students are exceeding how many students are meeting how many students are approaching and how many are not meeting and the cut points in here are set to match what the cut points of mcast look like so we've got weekly real Times by standards because we're looking every every week and every day at a different set of Standards to be able to match over time

um and we can take that formative data about six weeks in we look at the summative for the mcast release and we're also in between looking at data that we generate from within the curriculum assessments so it's it's been pretty exciting you feel the excitement comes it's been a long time I'm so happy so we um the outcomes that have happened from this as I said we've got this week

we've got this data now that we could talk about in weekly plc's and it's part of our weekly PLC internalization cycle it focuses and allows us to discuss standards alignment practices which is also measured on mcast the key content and we also in preparing for the mcast use this as an opportunity to help students like build their own test strategy approaches before they sat for mcast so like looking at item types

understanding what the question is asking and how they approach a specific type on the mcast so we're hoping they were better prepared as they sat for mcast this June um the pre-built reports and the graphs and things in here allows to free up our teachers to focus on the data and their kids and not what they used to have to do was build all their own spreadsheets and all their own graphs so this this is

just quick real time we test on Thursday Friday we're looking at data on Tuesday um and it allows as I said for deeper discussions we're able to see student outcomes almost immediately a teacher can give that and if they if they wanted to they could look at that donut that Bagel whatever that is the multicolor and they could be working with kids within that class period if they needed to um and it yes and that's

like a huge thing did you you read the student feedback so after mcast after we did we did the six days of this rotating mcast prep during science class time so students were instead of reporting to their class with their teacher teachers rotated between strategic groups over six days teachers specialized in a specific set of standards that were um that were grouped by Desi that are for

what was on mcast and they did like strategic preparation for students helping them link back to what they've learned earlier in the year and recognize what will be coming when they sat in a few days I think one of the the kids was quoted stating that it was important that the teachers rotated and I and I just that they caught that yeah that was some of the feedback they were really excited that they were getting

additional perspectives on things that they learned it was helping them think back that okay I I do know stuff going into this and the the survey we sent out said that basically people felt very confident where that wasn't usually the case um we asked them on the survey how many days they attended and then we we dove into some Readiness questions and really I was pretty pleased most

students were at three or above on the Readiness responses and um most students felt very confident three or above in terms of their confidence in going to sit for that my experience is like if you can build that that's a huge win when they're sitting for the for the test they're willing to try to answer things that might not be familiar right um just a quick question just if you can

educate me like when we do like an mcast review cuz I see there's only 57 responses so we we we this was like because we had the data it was really a quick turnaround to set up this mcast prep program we did not when kids were with their teachers in their class tell students ahead of time that you know you're going to go through these six days going to sit for the mcast and then

we're going to send out a survey because we we just didn't have a chance to do that um we were building it as as the plane was flying right so the um survey that we sent out after the day of mcast went out to students just through their email there was no teacher prompting but we wanted to be able to capture some kind of feedback from kids the reports we were getting from teachers where kids

were talking about the mcast to their teachers stopping in and the Department chair's office to say how confident they felt how they think they did a good job we've never had that kind of response after mcast no I understand that so that prompted us to say okay let's send out a survey and see what else we can capture in terms of information from other students um and this data that I that I

captured here those numbers are much higher now it was last week when we sent out the survey this was within within hours we had we had students replying it was almost instant the survey went out and feedback was coming in which was pretty cool um and I didn't look today I probably should have to see what the numbers were but I know there's more data points than what's in here no the

only thing I was was going to say so for next year I think there's going to be more of like a um an emphasis on trying to get like the surveys out so we can collect more data yes like our our our plans are that this this seems to have worked so this is something that we're going to figure out how we also build in between September and February when the

next group of kids sit for the next Ms testing um on the last page of this I just shared like some of the things like M said um just the feedback that students had they thought that it was great to have different teachers they loved the snacks um they thought it was um really helpful for them they liked talking about different things so if students were absent they might have missed key topics

and at least we filled in some gaps so that's what I have I just wanted to be able to share that the other piece of this is this work is not just limited to high school this system we're building we're building for middle school as well and we've started that work um late April with um actually a talit and just building the formatives for middle school so that we have them in place

with a plan to do this same work next year 6 through high school starting um as early as September so we'll be collecting formative data regularly Elementary the plans will come but we um it won't be until later fall because we're going to be building the formatives to match the open sad curriculum which the first released units will be used in the in the classrooms like late October so will

match our programming with that roll out as we build Elementary suggestion any questions comments concerns okay great update thank you appreciate it all thank we're now going to move on to 3.2 discussion and vote to refer curriculum and assessment materials we're going to start off with Lexia English so Lexia English is um somewhat new to us we did have some teachers tested out this year we had previously

been using Imagine Learning the only place you will still see Imagine Learning um on our docket is at vas because Imagine Learning does include imagine espanol which Lexia does not so there is no equivalent Lexia product in Spanish and so our DU language program does require students to be building literacy skills in both English stand Lexia English um was preferred by the teachers um went out they got to take a

look at it it it includes a speaking component so what's different from the Lexia um power up or core five that Steph talks about those are very much grammar skills which is are also valuable to our multilingual learners but what we don't get is speaking practice one of the domains on access is a speaking test and the students have to speak into the computer so one of the things that the teachers have been

asking for is how can we get them to practice speaking into the computer it is tough it's an unnatural way to practice your English but that's also the unnatural way that we're that they're tested so unfortunately that is just how it is on the access test and um we do want to make sure that kids are prepared for that ideally they speak to each other they speak to peers they speak to adults however for testing

purposes they have to speak to the computer Lexia English also aligns to the WEA proficient levels so um it's easy for teachers to track how their kids are doing in comparison to how we expect them to do on access it's not like well they've done this much what does it mean they are actually able to track it through the dashboard as the kids move from beginning to intermediate to more advanced skills um we are asking

to use it for now in our beginner classrooms um that's largely because in beginner ESL students would have the time to use Lexia English within the school day in advance CFL classes they're only 45 minutes long and I cannot in good conscience say that we would be able to allocate the appropriate amount of time to it in the advanced classes and I don't want to pay for something and have it sit on the

shelf and say yeah we're not going to use it um so we are asking for it for the more newcomer and beginning students to be able to use questions what do you designate as newcomer beginner what is um yes so those are students who are in who either are literally new literally newcomers like they've just come they're within their first year of us schooling or beginning levels of English proficiency

our students who are scoring below A3 on their access um and have been with us really only a year or two um after that we're asking kids to move on to more advanced levels of English profession proficiency moving into the more mainstream classes to work with their english- speaking peers so it would be for really our students who are transitioning to English okay what the DI thank you I actually have a few

questions on this one so um let me start let me get this a backdrop so how many um MML MLL students do we have at the like rough estimate at the English I mean English the elementary go school level at overall or just in at this beginning level of English Prof overall um in the district we have two 2,700 multilingual Learners um at the high school I believe it's about

500ish right now might even be a little more than that and this and what's this contract going to cover is this going to cover um like just a high this High School is just going to cover it's going to cover theti District it'll cover all of our kids who are at the newer levels of English the reason I asked that cuz I see you I mean I see they asked for 150

you think that would like be enough or you think you would need more so it's 150 that's a really good question it's 150 in addition to the full School licenses so for a school like fonsica that has a lot of newer students they're just going to have a full license any unlimited any kid at fonsica could use any multilingual learner could use this the extra 150 are for students who might

be sitting at another school they don't have a lot of kids so it's not cost effective to buy a license say for Wat who may only have 10 kids that need to use this program so that those extra 150 licenses are for our schools that have fewer multilingual Learners okay so um so the top I'm looking at the contract so the top part asking for the license for the school the seven that's going to

cover seven schools and then the 150 are going to cover schools that aren't based off of the seven correct okay and um just two more questions um so the what's the District success partnership so that is the professional development that will go along with launching this we want to make sure that all the teachers are equipped um it will be new to some of them and we want to make sure that

they have a Lexia a person to show them there's a piece to this as Miss Patterson was talking there's a piece to this of yeah you're going to go on the computer you're going to talk to the computer and when a kid gets stuck they need to know to pull the lesson to deliver the lesson to track the students progress frankly if the teacher does not do that we can't count on it being

successful so we do not want this to devolve into please sit in front of a computer and work we want to make sure that the teachers know how to engage with the platform and engage with the students who are working on the platform okay so that um success partnership goes in partnership with the uh the professional learning days so so there would be two districtwide within the year so and that will they they Lexia I

will say will is usually very flexible with when we do that what we were talking about is doing something kind of at the beginning to get them launched and then doing something a little later in the year so that they would know um how to look at data and how they you think any questions all righty so Middle School ESL review and pilot y so that is a renewal of uh the C culum that we put

into place some of it is consumable so that's just a renewal of our impact and our time zild materials that are like workbooks that are consumable and the kids need new ones the pilot is um for the newcomer scope of a new National Geographic um offering that is allegedly weita 2020 aligned we are hoping that we see it get the weita 2020 Prime seal um we do not frankly want to shift teachers

to a full new curriculum without knowing for sure that it's going to get that we a 2020 Prime deal however um we are expecting that that's going to happen and we would like for the teachers to at least get a taste of what that curriculum is going to look like since time zone some of the feedback from the teachers is that it's really not great for the brand brand newcomer kids kids

who have just walked in the door we said Okay um this this new lift curriculum has a good um newcomer piece let's try that one out with the teachers just so they can get their feet wet see if they like it get some feedback on it and then should that get the seal then we can make some more informed decisions about whether we want to move more into that direction or if

we want to continue working with our time zones and impact tul who also may or may not get the L 2020 seal um the state is in a huge review process of trying to decide what ESL curriculum materials are going to get that new seal um and we just don't know how it's going to land they have not released any information yet yes D has have one more question so

this the first um year if we approve this it's going to be the first year we have this in the district so are time zones and impact no just that one we just want to Pilot a small portion of the lift corul on that would be new time zones and impact are the curriculum we SP for the past couple of years okay so the reason I asked that cuz I see the

like the teachers um just overall feedback is good um so you say you say by next year we can get when you say um it's Prov to be impact on um SS scores of students so that's um students that um in this District or overall if anyone who used the looking your back is for Lexia English yes I oh no that's okay so Lexia English if you look at those

reports that is overall um in other Lea States and other Lea districts so they have um Lexia English has run a lot of reports it's not a new product so there's been studies on Lexia English and that it has been impactful on access course we have not Lexia English we have not done fully in this District so we don't so that would be new to us so you would say we could get some data on that

next year be thanks okay ignite reading what no Elementary oh El newcomer newcomer I already had the slash that is just that's not a huge ask but we have um we have a curriculum coordinator inl Department Alison simple she has been working on building out our elementary scope and sequence we have some materials from wonders we still plan on using some of those materials for w from wonders with our

newcomers we just need a little more and short of having teachers um have to find those for themselves we're looking to have a supplement to wonders so that teachers have a little more material to work with with their newcomers um it's just challenging when they have to go out and say okay we've used the Wonders newcomer materials and we need a little more now we have to find those on the

Internet or elsewhere so we're just looking um to add a few materials to for to help our newest students make the transition to English questions and that comes from the Wonders platform as well like is it a supplement that we're buying is that so no we have um wonders is already we have wonders this is um National Geographics in okay that's the one you're talking about okay so it would be an additional

curriculum to help to add to the W's curriculum because we don't think that that is it's not enough for the newcomers okay so it's literally just um the kids that are brand brand new y they get one pass at it in wonders but sometimes they just need a little more repetition and practice and that way they have multiple materials that if we're practicing action verbs we've used the wond stuff at action verbs now we

have something else that we can and this one's brand new right what you're talking about right now yes yeah the newom anything else on newcomer okay ignite reading um so as we just talked about the 18 Foundation funds 300 seats across six schools in the city um and our ask is that we can expand to the remaining elementary schools um we I was hoping for 200 seats I have a quote for 200 and 100 because

the cost is is high and so um that that's what they ask so with 200 seats cover all of the schools that we're so we they're not being serviced right now we assigned the 300 seats according to need so a school that was at greater need has a larger number of um seats so with the 200 seats that's exactly how we'd attack the other schools we'd say let's look at your at students kind of

regu or all the students and kind and say these 200 other kids that would qualif qualify or be placed in this program um based on the number of seats that we have and those schools some could come from most could come from one school where others would need fewer we're going to go by need but we have over 200 kids that you'd like to see use this program so your one ask was 200 and

then you're okay all right thank you any questions Mr dice no don't let's go on to Lexia Core and so we've been using Lexia for a couple of years I'd like to continue it in the elementary school um and so the ask is for a continuation of the work that we've

started now when it says quantity that 77 is that seats like you talking about the last one is that little subscriptions what was the 77 yeah so the way that there there are some schools that um don't like like um someone was just talking about some schools don't require a whole um schoolwide subscription um and so we counted up the number of students that would be using the program in those

schools and ask by your data that's what we're doing but that 77 might be something like Stone I'm thinking right right they don't require a full subscription so there are some students there who would um we we'd want using it but they it's less expensive to buy per student than to buy a subscription okay any questions so who's the money we're spending money here people lots of money

wish we had more to spend got to do it Stephanie is the expert let's go on to middle school health Mr fit Gerald so patiently we looked at the goodart Willcox curriculum so that we can be vertically aligned with the high school the high school currently is in year two of using this program um this year we uh piloted the program at the um the middle schools RPA as well as stone school it

was very well received by the teachers as well as the students so we've gone ahead and asked for it to be purchased um um we got our wck in um for it currently on hold as we wait to see um some other funds might come available working with um the mayor's office to look to wrap around to the Catholic um and the charter schools in the city to possibly do a Citywide purchase on it

through a grant we would also use a Planned Parenthood curriculum um that was already purchased for uh grades six seven and8 for our human growth and production so we're thinking of like if cha decides they want to atlis does so let's say ARG C2 maybe so if they want to then we can buy it all together as is Fall River essentially and the city Grant will pay for it the city Grant will pay for it do

we need the Catholic schools involved or then they say no we still offering to them because we figured now Bishop connley with Bishop Connelly being closed the problem we at the high school and they come in health one is that everyone's taught something different you know well I went to 13 years of Catholic school and I'll tell you they ain't teaching that this isn't the curricul and I'm pretty sure last I

checked the Bible didn't change so I wouldn't hold our breath on them but you know we can I would assume they would probably opt out of the the human growth portion of it there are some other parts that they can pick and choose where they can go they pick and choose cool yeah right they they can pick and choose what they go through that way when they come in in health one our teachers on

spending that time reteaching material or you know in the year past we kind of like Soul sourc stuff where at when I was at cus I taught one thing and talbet taught another and Morton taught another so when they came to the high school it was like they're all over the place now we're trying to you know centralize it so when they come up they have that background to if I was a parent of a

middle school student and I wanted to see a deeper dive of this curriculum to see what you were teaching my son and daughter is that accessible to me and how would I go about accessing that have to do a records request and how would I go about doing that I would call the administrative office or can send an email they you send formalize just curious we get these question you

through Deb and um and then we okay all right awesome yeah but can I ask a question about the records request like for the most part we do we link our curriculum on the website where it's available so is it a copyright issue that you're talking about in terms of Records like they want to come in and actually review the curriculum and sit like like the I thinking more human growth in

reproduction sit in a class oh no no no not just review it oh just review it got you I'm just thinking more if certain parents may look at this and say o wait what are they actually teaching about pregnancy prevention because in my home this is our philosophies and I'm interested in knowing that so as a again that's not me as a parent but parents come come all different right we all have different concern

so if that was a question that was asked to me I want to know what my son and daughters learn in middle school they came home saying they learn it about you know whatever how do I know exactly what they're teaching I want to be able to like Point them in the right direction so I could say I guess visit the website and look at the curriculum is that be

fair it's on there but if you want to see the the actual material that's being presented due to copyright you would put the record requ I would sit with them I would go you can't record you can't photograph got you here's what's being present because they're basically going to kind of see this they're not going to see the actual stuff right okay thank you so much I don't have anything else correct me if

I'm wrong Mr fitgerald did the school committee um approve the process where parents could opt outre but not in right we changed that it's a passive the middle school and the high school you can opt out of it otherwise we assum otherwise they get consent elementary school they got to sign for it that they're going to go through but we did change that sort of uh uh way of doing things so remind me what they

how it goes right through um uh what's the uh parent yeah parent square that that's an option right we are letting them know that this is an option Middle School at a minimum of two weeks right um this year the way we're redoing the schedule excuse me is we're going to do terms two and three so that we get everybody that way you know kids mooving classes or moving schools you know

they're it's just like a plug and play um we'll get that information up to them you know enough in advance where they can make an informed decision whether that's all I just want to make sure they their child okay take part in that yes just a quick question actually for the administration cuz I reviewed the curriculum before actually few parents and um I didn't hear any issues um administrations um find like the um

what's being taught at the grade level is no issues thank you thank you uh ref refs and Reps and ref ref reps it's our new program running this year Brad buston um brought it to me um when I was appointed the director of this year um we're going to select 20 student athletes um this year as our base group uh we're going to put them through three courses um volleyball soccer and basketball we're actually

going to be able to to have them be certified referees at the conclusion of the cost they're going to be uh they're also going to receive their fizzed credit um once they're certified we'll be able to use them in our intramural sports as well as our local sports programs for soccer C basketball um they'll also be able to do SUB Varsity games at Somerset Berkeley Westport Bishop St anywhere within a close enough

drive and distance um so we think it's going to be a great program um we're super excited about it especially being student athlete some of them played multiple Sports um if you're at the middle school you know um I'm sorry if you're at the high school the middle schools are going to play before you practice you get there a couple hours early make some money that way you're not trying to hey

I can't come and practice today I'm working at Market Basket or Shaws or papaginos or whatever and then you're going to get the other side to you know what's it like to be on the court field Fields um whatever it may be hopefully when they go to college or post High School they'll want to continue refereeing and you know be able to make some some extra cash yeah there's so many reasons why I'm excited about this

we had a conversation a few months back but just them engaging and understanding and um the younger kids seeing the older kids and trying to emulate and when they want to when they get to dery at high school and and they're like I want to do this you know this is but just that the whole concept is exciting for the city you know for the middle schools for the elementary schools for the high schools

so kudos to you guys for coming up with this and uh moving forward I love it thank you I just have one question pretty much I think um so this is great now why only 20 kids is it because we don't have time or a teacher or whatever and if so if it's only 20 kids how are we going about picking those um athletic Scholars so so the the 20 students we

want to keep the class relatively small um at first it's our first year running it um Brenan Kelly are one of our PE teachers as well as a coach of many years at the high school um will be implementing it um for the the scaras that we selected were students that are soccer basketball volleyball or a combination thereof that way we could put them to work right away into our inal programs because at the intral

level at the middle school especially um we take volunteers back and it's all our a uh varsity and sub Varsity athletes come back and do um Sidelines they do the scoring um so I understand the spots you're taking them from that would make sense right cuz that's where they're going to referee I would assume if you're a basketball player that would be where you'd be refereeing that would

make sense but I'm certain we have more than 20 basketball players who maybe want to participate in this program or volleyball players or soccer players so I guess my question is out of 20 kids we're picking are we picking from a hat are we looking at GPA are we looking at e economic needs are we spreading it out throughout um the neighborhoods in the community I don't know that's so Brad um

Brendan and myself sat down um and we decided um well we talked about here's 50 possible kids we think that we could fit into this program um and from that it's not written in stone yet uh we'll Whittle in that number but did we ask the kids like did we say this is a program we s some of them out are you interested is this something you'd want to do Did we tell all the kids does

every student athlete know that this is something they could do and participate in that's what I'm asking is that something do we know that we didn't put an email out to to all of them so we year one we wanted to run I get it but you see how just Dan you know the way fora works and the schools work and I don't want to hear oh so and so pickes

20 people and those all oh and look is this is his that cuz that's just the way it is and you know I understand you wouldn't do that I know that but that's the way it projects right and then we have people coming in saying we're not being fair so it is concerning to me like I think it's something should have went out to every every you know um student athlete in soccer basketball

volleyball and say this is an opportunity if you're interested sign up and then we develop a whether it's I don't know that would be up to you guys to decide but what would be the criteria you know it doesn't have to be grade related it doesn't have to be you got to have a GPA maybe it's the kids that that don't I don't know what the criteria would be but I think it needs to be

something that's open up to everybody and not when a kid I come into school as a kid and go no I didn't know this I could have done this or I had that opportunity every student had the option to roll it to it it's in the dery program of States okay so we had like 300 kids maybe pick it cuz they look at it as like a PE elective yeah so

every kid had the ability to like sign up for it okay so that's what I was asking if they all knew about it I'm not saying you're going to personally so this is like an elective so if I'm if I'm looking at my electives and I'm a basketball player which clearly am not um I could look at that and I could say oh this is something I'm interested in I

enroll whether I get it or not it's like anything else I've enrolled in classes I don't get into I'm just wondering I'm just I just just I'm just saying that we need yeah year one we wanted our cohort of student athletes um that we could put to work yeah you know so we looked at some of the upper classmen yeah um making it like a sophomore it's a senior thing that way they've come through the

program um it's not just like a PE class they think they're going to come and watch film and you know get out there be able to make money right away we want them to understand the concept of like committing to a sport being there all the time so there was that part of that criteria you know what I mean that they successfully completed Seasons um able to maintain their eligibility um they're able to be

dependent on right all those things yeah right that was my only concern that's all I I do agree I think it's great it's a very diverse group it's great that you males females that's what that's what I was getting being in in you know my hands in the the the Middle School sports and the high school sports for many years they're ranging from the south end to the north end to the

Central Park I'm sure it is but you understand why I course totally I want to make sure that you know that's all I I trust you I just want it does see the that the kids are interested in it already I think 100 of us signing up for it or asking to it does lead to a job though so this is this gets a little tricky because we are going we I mean I

don't know who's going to be offering the jobs but there'll be jobs out there so this leads to something a little more meaningful to the kids so it definitely what what Shel brought up brings up a little bit hey we might want to come up with that criteria and and get in writing and one of the things I discussed with Shane madingley who's our rep is this year we're running it for a

semester so it'll be six six six um six weeks uh for each course um Shane madingley is the the the district rep um for ref reps in the in the region um we even thought about next year looking at doing it per term so we could do term one let's say if we did football we did Ne like we'd get rid of soccer basketball volleyball swimming or change it whatever it may be change it

up based on interest and things of such like if you do poporn and football on a Sunday you can make $400 cash yeah so is there an option to do two offerings per like say do a football and a soccer in one one term is that you couldn't do it in one term cuz it's six weeks apart then you're going to take the state test okay so you can do one a term right now

we're running term one term two all three would be facilitating it right there's only one ref that's what I'm asking there's one ref who's going to be facilitating all of these yes Brendan Kelly okay Brendan so there's only one of him therefore we can't do a volleyball and a basketball together okay I got that thank you just um to Echo Miss Paris Point does sound like a great program happy is being offered um I

think just to add to again m per point maybe having that criteria in writing just in case any parent comes to us with any complaint that we can just hand a criteria with them but I'm happy to hear that there is a diverse selection yeah very diverse great motion to refer have we done my skip we not we have not done yet we on we are on ELD assessment materials and so that is like those

three those last three BS all kind of go together um so the assessment materials are we to model last link so those three are all um are all a pack they're not package but they are all being talked about under got it um dle is our dual language program we currently um when we did our analysis of our new language program ongoing assessment especially of Spanish language arts we did not score

High um it is an area that we really really need to look into L links is a program that allows us to assess both students in their English language development and their Spanish language development so we are proposing using L links in the fall and spring as our benchmarking for our dle program ear and Anil are part of the arc program they are specific to you so um L link is all

four domains whereas ear and Neil just are reading um we are hoping to roll out our English language development portfolio in D um but we need the these to look different because we need them to look through the lens of holistic bilingualism we are not ready yet to roll that out because we are not quite even ready to roll it out in our SEI ESL classes we are just going to start that

this year we're hoping that in our SEI program that we are able to roll out language development portfolios really as managed by ESL teachers a language development portfolio should include all of the teachers across the whole day um we need to do things in bite-size chunks in efl there's a lot of work to be done and so we feel ready to start the work with language development portfolios but

it will take us a couple of years to bring that to fruition across content areas in the meantime we did administer weeda model this past year um that is the recommended assessment by the state of Massachusetts some feedback from teachers um one thing that's a little bit of a sticking point for us with leita model is that although it does predict access scores it's not an Apples to Apples so a student score is 4.6 on

weeda model and we need to go through a conversion process to understand that that might be a 3.2 on access so um a sticking point for teachers if they're not living in the ESL world is that there there's some confusion around understanding how these scores correlate and then we there's the concern has been raised that parents may have trouble correlating those scores and saying well

my kid got a 4.8 not understanding it's not an Apples to Apples we're going to do our best to mitigate that as much as possible having said all of that um we plan to administer it in the fall we think that that's a valid data point the spring had was tough for us this year um as you guys know there's a lot of Assessments that take place in the spring

I'm not ready to take a backseat and just say well we don't assess language acquisition that's not fair to our kids we're just not sure that that spring is the right time however we would like to Pilot Los links in the spring L links does have an English um have an ELD component I did get the quote to fully move us to L links for this school year you don't have it in front of you

because even I had Sticker Shop okay and so here's the thing about another thing about weed a model the back end is clunky it takes a lot of work on our end we have to if a kid moves schools we have to manually create a new record for that child uh not a new record I'm sorry we have to manually move that child or else we erase their record and we won't

have their longitudinal test data we've expressed this to a model they're looking for a fix but they don't have a fix yet so it's a lot of backend work for us also the domains have to be administered in a very specific order which is a challenge for teachers my class is taking speaking on Tuesday I'm absent on Tuesday we're taking listening on Wednesday I can't take listening with my class because I haven't yet taken

speaking so that it becomes more of a challenge in scheduling right last links doesn't have that barrier they can take them in any order so I'm absent on Tuesday my class do speaking I take listening with my class on Wednesday make a speaking at my convenience the other thing L links offers us that we a model doesn't is L links will score for us so right now with weeda model we are

asking the teachers to do a one-on-one Administration for speaking heavy lift they can do loss links in a small group of five so that eliminates some of the time it takes also they have to score every single writing by hand there's some benefit to that I'm not going to lie that it does get teachers more used to using the the weed of rubrics um more hits with that more practice with that

it's also inan R consuming for them L links is a product that will do it for them so but before I ask you guys for you know close to $170,000 for L links that is the number I I want to Pilot it I don't feel that it's fair at this point to ask um to ask to pick up a $170,000 tab Meanwhile we're going toti stick with weed a model

for at least the fall that's what we're trained on that's what desie recommends and even when I suggested to desie that we might pull back from weeda Model A little bit they were like well what are you doing instead because you need to make sure you're assessing language development and they had lots of questions about how I'm rolling out the language development portfolios I have

confidence we're going to get there with language development portfolios I just can't tell you it's going to be a full scale lift was desie um familiar with the uh L L yeah they are yes um and other districts neighboring us are using it so that's kind of where um it came from we kind of did the ask around of so who's using we the model who's what else are we using what else is out there um

and so last links was one that kept coming up okay um why does dessie prefer the other model what is their reasoning they literally I have they they it aligned to access that is all that they will say and it does align to access 100% except the score doesn't fully align um which is to me it is a barrier for us we I I had many conversations this spring about no no no guys remember it's not

one to one oh yeah we didn't use the conversion table it's also a hand conversion so when I pulled my data in November It Go kid by Kid we tried to chat GPT it we tried for a workaround and we have to go kid by Kid and actually find look at the scale score and find the correlation again a very timec consuming lift um for our administrators and for our

teachers yes um so this why I um I understood you're right so you want to keep the Weeden model for this year and you're going to potentially scale it back but you want to Pilot last link so the bill we the quot we have here for last links um that's just the pilot that they like that's just for the dle program so that's not the pilot I don't have a quote for the pilot yet um that

would if we decide to do it that will not be for until spring and I want to see what they can offer us if we're already an existing customer with the last links in da I I want to see if they're willing to give us a few licenses to try it out as a pilot without charging um an exorbitant fi so we can see if we like it okay so in the weita model we

have this is for the entire school year that is for we will administer that in Fall that should cover all of our kids minus kindergarten for the fall we um we kindergarten kids have six weeks of school under their belts when we deliver we a model we don't expect we think it's a it's a huge lift all K tests have to be one-on-one Administration for the whole thing and we don't expect kids to

see amazing English language development in the first six weeks of school so it would be grades 1 through 12 that would take read a model in the fall okay it's interesting the word for it motion to refer all all of them motion to refer all of them but the only thing is we need to know um ignite if we're going to do the license if we're referring 100 or 200 licenses there were two quotes in

there are we able to refer both and and one gets voted no and one gets voted yes or should I just refer the 200 and then if colleagues want to amend something what's the best way to do let's take that one out right now I'd rather give her the 200 obviously but we got to see where that goes cuz that's not cheap let's let's take it out right now all

right let's take it out we'll vote to refer everything else so make a motion so motion to refer everything but the ignite reading second roll Mr Das yes Miss ly yes Miss Pera yes okay so do you want to refer back to ignite want to talk about ignite for a minute so let's go so it's 100 or 200 right what did we have this past year three well we have we have 300 that's

paid for through a grant that 300 will continue to get paid for through a grant this is for an additional 100 or 200 seats either $250,000 or $500,000 um so if we refer the 100 just 100 today um you can always just come back to us if there's a need for more and just we can just buy more besides buying the 200 all together and we may not have a need

for it so I like to make a motion at this time that we well that with that being said we could also make a motion for the 200 and if she doesn't feel she needs it then we can go back too I'd rather we're going to put a contract forth if the school committee approves so I just feel like if she ask for the 200 it means that's what she needs she's

taking the 100 because that's what we may give her so that's just that's probably the reality of what it is which is fine I get it's a lot of money so I'm I get it but I feel like if we go to the full committee we should go with the what she really wants because then we can have a conversation otherwise we're deciding for the other members that 200 is too many like that's my opinion maybe

I'll get there and think 200's too much that's a lot of money you're saying right now we need the contract what she's saying is that we would be having the contract to approve right I so I don't know what do you good I personally think that um $500,000 is a lot of money to spend I think that we need to check the finances to see if 500 I didn't realize we were going to have the

250 and the 500 um both included today I think that I would be comfortable with recommending the the 250 and if we need more as Mr D said we can come back for the other but and we also know that there shifts um with with with kids Etc so um I I I think that we need to have an internal conversation about the so are we ready to refer this I would

recommend the or do we need to have are we ready to refer this for that amount or do you guys need more time I recommend the 100 I would recommend the 100 okay so make that make I'll make a motion that we refer the night um the ignite um for the quantity of 100 second R Mr D yes Miss ly yes m per yes okay on to 34 discussion and vote to refer partnership professional development no

for English language says sorry there you go at the bottom I'll be honest with you I have a few here I'm kind of confused as to which one is the so there are multiple versions of this the the one that yeah the first page is the approved job description and the last page of this is the new an improved version so I have them sort of separated so the one that circled approved job description is this

the final copy no that's the is the currently approved job desp this is currently what's there the one that's these were suggested highlighted and this is proposed prop that's the one that they're looking to bring for thank you I know I want got you all right okay what do you got who's speaking on this this is me again come on in so this position um is stationed at the case

Center y this is a um this is a compliance position we are required to screen all students um if they list a language other than English on their home language survey we are required to um screen all of the students who come in to the district with a screener um additional some of the changes to this uh to this position that I'm proposing are requesting that the position does a

little more than just screen kits and I I want to make that clear at the outset before somebody takes this job um given that it is a position at the parent Center they do need um a skill set that is requires them to understand our programs deeply to be able to speak to parents about our programs parents do have a right to make sure that they get all the information about the programs

at point of enrollment so we do want to make sure that we have um someone with an MLL background who is able to to speak to to that so the proposed changes um reflect that so my question is on the approved one that we already had approved there a salary listed here but now it's one yep I I have a note here that was not before we get back absolutely that

happen goes to full commit so the one I'm looking at says in accordance with the Fall River Educators no it's supposed to have a range a salary range just a salary range sorry yeah need a range just whatever it was there I don't know it's probably the same right exactly for now 70 get it's a pretty that's actually a pretty large range okay 40 to yeah it's on the last one

first year to first year whatever I let's hope we get a first year I do want to be clear that because this is a teaching positions they follow the teacher contract okay which means that we do have to provide addition our busiest season for this human is Summer and so we do need to compensate additional people to come in in the summer and do this job in the summer so that is um which we've been

doing which we've been doing but I just want to be clear that this doesn't take that away okay got um but we have been doing that correct would that be in addition to the the the people we have in place coming in the summer would would it be this position so we've always hired um people to come in and scream students in the summer so this position does it during

the year and then we will still need to have people come in during the summer we've always had a person that person left and that position has remained unfilled what we've done is an opportunity for us to this is a this is the job responsibilities are different than a typical classroom teacher so we want the job description to match what they actually do there but it's a f teacher position um that works the

teacher schedule and then what we've done for years is we pay stiens for people to work hours that's what I was getting who were those people yes well usually that's some of our ESL teachers that work in the summer that come in they spit up purose um to test positions will still be available in supporting this position correct they have to be because teacher contract doesn't work about the summer so because they're

because they're part of that no I didn't know if you're going to eliminate no you can't because you there it's the busiest time and there are a lot of kids coming in to be tested so in addition to all those temporary stien people well this is this is not we've had a full-time position there that's budgeted full-time position what we're just doing is making the job description more specific to

their duties and because the job because this falls under the the F it h it cannot be a full year it's not year round it's not an position I'm on board Mr Das I I'm also um on board with the the changes in the in the description I just wanted to follow back up so if we um refer this we're referring it with the salary salary range of 48 we we'll

amend it with with the correct salary range why don't we just say amend it uh we'll ref refer it with the correct salary range just don't it down there I'll make sure that that's motion to refer with the correct updated salary yes second R Mr Jas yes Miss clar yes Miss Pera yes okay 34 discussion vote refer a partnership professional development who is tackling that so it's me again glob global educ

the global education solution um that is a consultant that we are hoping to be able to engage to help us um continue to build our D program unfortunately uh we still do have quite a bit of work around around du language it was evident in the findings it was evident thank you so um that was too we do have do have some work to do around that and um another thing that Global

education Solutions is helping us or will be helping us with is our International recruitment um we are as as you guys know we already do some International Partnerships with the Spanish Embassy we are extending that to uh a partnership with Colombia what's interesting about teachers from Colombia is that their educational system is a bit like ours in the long term we really would like to be able to offer an

educational exchange which means that we could potentially send a Fall River teacher to Columbia to teach for a year while a Colombian teacher would come here that that's not going to happen next year but we need to get first hold on Lisa and we do have um we do have a lot of interest from Colombian teachers to come here uh Global education Solutions is in their proposal is also so um

suggesting that they help with vetting of those candidates a little bit um the consultant has a reach into the Colombian schools and he is able to uh interview people from Colombia he is bilingual and he is able to um sort of that the credentials of some of our Colombian candidates so in my mind the the contract in front of you is very much a bargain price for what a lot of Consultants charge

if if you look into Partnerships with some of the other consultany agencies for what for what Global education Solutions is providing it feels like a very reasonable price to me um I mean after reading this this weekend it the findings were disheartening you know and I I I love the program but just seeing that we need that much help I'm I'm I want to get the help whatever we need to do to support

this program I think we need it in the district um I mean that's all I have I mean we're lagging it's it's it's a tough program it's a tough program moving forward even New Bedford so our neighboring schools are certainly and one of des's priorities this year is dual language it's it's bilingualism for everybody that's sort of their number one yeah Flagship thing that they are pushing so I feel in a district that

serves as many multilingual Learners as we do we just have to make it we just have to make it successful we got to keep got to do what we have to do I mean one of the biggest obstacles is finding the the staff right finding the people you know keeping them uh it's not an easy program and I definitely acknowledge that um and hopefully we can figure it out because I I think it's such a an

important program to have in this District it's we're definitely you got to figure it out M that's all I have on it I mean s Das um anything motion to refer second isn't there a second yeah there is oh sorry me again let me get out of this one welcome back see your

all right think it's okay um so right this current year we do have professional development by amplify I showed you the data um with the teacher and student outcomes and so that um that professional development is direct um to coaches to principes and to teachers um that professional development comes in many forms modeling planning alongside teachers observation and feedback um

non- evaluatory observation and feedback as well as professional development and so this um particular quote speaks to an overview um for leaders and for teachers and So speaking to what Mrs pero was saying earlier around um onboarding that would be the launch training that our current teachers received before launching the program um additionally there are the strengthened sessions um

we were able to provide some of these this year and that's just um a chance for teachers to dig deeper into the um the program and the pedagogy of the program um so that implementation um improves and our teacher student outcomes improve and then the coaching is 1 hour per school no I'm sorry one day per school for the large schools and then our smaller schools Henry Lord talit um Stone in

RPA sorry I'm lying to you Henry Lord Doran Stone and RPA um I've partnered them up so they get a half day each and then our larger schools talit um Morton and cus get a full day of coaching and in that full day they're um they're dealing with all of those parties they're supporting all of those parties so this is a current a a current um service that we provide our teachers and

it's just a continuation of that is there any data that shows that it's working yeah I mean sure I we we we looked at the teacher and student outcomes data for year one that's the data that that all us right there okay oh gota I I have other data sources but they speak to specifics in terms of teachers um and so I I did not include that like feedback and well no more

around like the coach not necessarily the teacher name but what the coaching um was all about in that particular school on that particular day um and so yeah yeah okay it's more granular just one question like I'm and overall I'm supportive I'm just trying to um digust the coaching so five because it's it's a big chunk of change so um it's five on-site visits a month so it's nine um over the course of N9

months you think that's um all that coaching you think that's going to be really helpful I've seen it I've seen it it's very similar to what Carnegie has um where it's direct teacher and leader support okay thank you you're welcome sh I have no more questions motion uh I'm make a motion to refer to Second Mr D uh yes M lar yes yes this per yes on to new business is there any new business last time

business M superintendent this is your last instru meeting congratulations you feel free to come anyway yeah come on in I just I was just telling Tracy oh make sure you get this this and this cuz this is going to be for July cuz I won't be back sure she'll be on the phone um motion to adjourn uh point of view motion to Mr Das yes yes M Pereira yes