Next meeting will include a focus on a presentation to train the Board about how to interact with data when it is presented periodically through the year. 

Committee will look into resources around data-based school governance in preparation.

i-Ready purpose:

• i-Ready is normed nationally.
• Uses growth measures.
  • Typical growth is used to diagnose gaps. How much students should grow in one year.
  • Stretch growth is used primarily for students performing below grade level. Used to close gaps over multiple years.
• Math
  • Students with disabilities and FELs are performing on par with one another.
  • MLLs performing below subgroups.
  • The majority of students are at or above grade level.
  • Expected better scores among students 1-year below grade level with targeting.
  • 1/4 of students made less than the amount of growth they should be making.
    • Larger group is meeting or exceeding growth expectations.
  • Stretch growth
    • 28% met or exceeded.
    • MLs not meeting their stretch growth. Indicates need for targeting and consideration of curriculum.
  • Areas of strength
    • 4th Grade:
      • High performing in measurement and data
      • Algebraic thinking are the priority standards.
    • 5th Grade: 
      • Measurement and data is highest performing
      • Priority is numbers and operations.
    • 6th Grade:
      • Measurement and data highest.
      • Priority is numbers and operations.
    • 7th Grade:
      • Measurement and data is highest.
      • Algebraic Thinking is the priority.
    • 8th Grade:
      • Measurement and data is highest.
      • Algebraic Thinking is the priority.
    • KD prioritizes that these connect with PBL learning.
  • Evident that PALS program is working. Data is trending toward increases in on or above.
  • Sub-group progress:
    • 36% increase in SwD on or above grade levels.
    • 37% decrease in MLL below grade level. 23% decrease in well below.

KS posed question about changes in MLL population. SB indicated that MLL numbers are increasing.

• Credit by SB and JX attributed to PALS, TNTP work, and Desmos.
• Significant need for targeted need for MLL support.
  • Structured literacy blocks and targeted instruction interventions recommended.
• Reading:
  • 4th Grade
    • Low growth rate among MLLs.
      • Analysis of MLL curriculum.
      • Targeted reading interventions.
    • Phonics needs to be a focus since students did not yet test out. Same with high-frequency words.
    • Informational text reading skills needs to be a focus.
    • Loop in other subject teachers.
  • 5th Grade
    • Informational text again is needed.
  • 6th Grade
    • Information text is needed.
  • 7th Grade
    • Some students still need to test out of phonics (MLL).
    • 7th grade highest in informational text. Should serve as the model.
  • 8th Grade
    • Some students with phonics.
    • Low comprehension for informational and literature.
      • Suggests need to evaluate curriculum.
  • Tenure data
    • The more years students are here, the higher their performance in both math and ELA.

KS: Why does tenure not have as great of an impact on 8th grade? While we can make assumptions, it is worth tracking.

• Key takeaways
  • MLLs demonstrated growth but are still below expected.
    • Use diagnostic to determine interventions
    • PD on scaffold structures.
    • Training for best uses of i-Ready. 
    • Universal Design for Learning (UDL) training for the leadership team.

Recommendations:

• Define technical terms.
• Provide descriptions and numbers for students in different groupings.