Attendance initiatives are underway for Tier 2 and 3 interventions as well as social emotional learning screeners (BOY, MOY, EOY) starting this year, and BOY data has been analyzed and will be presented on later in this meeting. 

The School Improvement Team met for the 2nd of 4 annual meetings in December and after a review of the universal screener data and Cycle 1 CFU data, as a team we broke into humanities and STEM teams and co-constructed a resource of ways in which to support in the moment feedback and plan for what to do when small group instruction in set up. Put basically, once we have scholars in the small group they should be in, what do we do? What does that look like? How do you do that? This has been disseminated to staff and is currently being used as a tool to support teachers planning, though we would like to continue refining it. 

Presentations were reviewed and Chandra gave the recommendation of another MS Math program to consider, as well as highlighted a curriculum we already had on our short list. 

Bridge to Integrated II Math and Beyond: 

Meagan reviewed the plan for a bridge from MS to HS math that included a clear path to Calculus I by Fall of senior year. 

Chandra brought up the below points for consideration as we continue to plan out this programming:

1. Could Integrated III count as the pre-rec for Calculus (suggesting that precalculus standards are covered in Integrated III. Meagan will be looking into this and course requirements at BCC and UMass Dartmouth

2. Could we teach Integrated I in 8th grade for some? This will also be a consideration as we explore MS Math curriculums and program plan for next year and beyond. Sunil brought in the consideration of COVID bubble of skill gaps making this more complicated for back mapping.

SAEBRS Presentation:

First year of implementation at Argosy with a scholar and teacher SEL, social emotional screener, given BOY, MOY, EOD. BOY data has been reviewed by counselors at MTSS grade level meetings. One opportunity to work out is how to get increased teacher input on individual scholars. Currently 1-2 teachers are filling out the survey due to the volume of scholars. MOY surveys will be happening at the end of January for both scholars and teachers. 

MS data key take-aways- 6th grade teacher and scholar ratings were similar and 26% of scholars were identified as tier 2 by teacher, and 2% tier 3. In 7th grade there was more of a discrepancy in teacher vs. scholar ratings (36% in tier 2 overall as rated by teachers vs. 15% as rated by scholars. This is typical in 7th grade where scholars self identify lower in many categories. In 8th grade there was a 31% overall rating at tier 2 as scored by teachers vs. 18% of scholars at tier 2 as rated by scholars. 

HS data key take-aways- 9th grade, see similar % between teacher and scholar administration. Tier 3 (intensive) was very aligned. In 10th grade 21% of scholars were rated overall Tier 2 by teachers vs. 9% by scholars. 11th and 12th grade were very aligned in their teacher/ scholar ratings. 

NA

DESE integrated monitoring review happened last Wednesday to walk our building, and hold virtual interviews with pre-identified members. The focus of this visit was civil rights regulations compliance in the physical spaces, instruction, and policy review. 

The person touring our building was impressed by our use of technology at the HS, access to 1:1 chromebooks, co-taught class dynamics of teachers, rigor and content.

One thing to rectify is SEPAC (Special Education Parent Advisory Council) participation and how to increase participation in routine meetings. 

The exit interview is on the week of February 2nd when they will learn more about when we will receive the final report.

Diana thought the MTSS Review is really working and it helps narrow things for us on the AAC

Social Emotional Learning presentation was great. Diana was surprised more isn't been done at the college level. She is intrigued by SAEBRS and excited to see more data on this initiative.