So probably more likely to be, let's pick a couple of spaces that we want to grab like a still image up and show that instead of flying inside the building. I see that's more likely what would be an outcome. Getting the inside is more likely to happen at the end of design development because in the design development we're finalizing all those interior finishes, colors, materials, that type of thing. Gotcha. Okay, that's helpful. Thank you. Thanks. Any other questions from anyone? I just have one just so that everybody can hear it again for probably the umpteenth time but, and how many of these projects that you guys are scoping out, how many of them require swing space? Not the high school, not Y Down, not Captain, but all of the other two elementary schools? Yes, yeah, in order to successfully complete Glenridge and Merrimack, people have to move out. So there is no way to do Glenridge and Merrimack with students in the building? I would highly discourage it. Is it technically feasible? Yes. It would probably take two plus years to do and the cost would probably be 50% more because of how long it would have to take and there'd be a lot of disruptions. Yeah, I just needed people to hear that answer. Yeah, I can share with you. We did the, we were the architects, the design architects for Spady Elementary School over in Ladoo.

Yeah, I can share with you. We did the, we were the architects, the design architects for Spady Elementary School over in Ladoo. If you're, if you're familiar with what happened over there that we ended up basically keeping the gym, everything else got replaced. Most of the construction happened. Thank you very much for the update. Look forward to more. Thank you for being here. Okay, our last presentation tonight is a presentation, a mini presentation on assessment just on a portion of our student population. We will, of course, hear more on assessments in the springtime too. Look, can you check on the mics up here? I'm not sure if mine sounds good, but those, yeah, for Malene and those two, I don't know if there's still one. Sorry. Does it work? Hi. Thank you for having us. Like you said, this is not our full blown assessment report, but a smaller version of it where we're going to laser in on some specific things related to assessment and related to a specific population of students. So before we started, we wanted to get ourselves grounded in our CSIP, so in our comprehensive school improvement plan, which we refer to as our strategic plan and in goal two, we focus on the educational growth of our learners. And so that's the focus of our work tonight is to talk about growth on our local assessments.

So before we started, we wanted to get ourselves grounded in our CSIP, so in our comprehensive school improvement plan, which we refer to as our strategic plan and in goal two, we focus on the educational growth of our learners. And so that's the focus of our work tonight is to talk about growth on our local assessments. So as a part of our work within the district, a year and a half ago, we started to reboot our multi-tiered system of support process across the district and really trying to align language across all of our buildings and really focus on our tagline of our MTSS process, which is knowing our learners well and responding to their needs. So our goal as educators is to know all of our learners and how they're achieving and then being able to respond to their needs. Tonight, we're going to focus in on really two areas of this. So our strong collaborative teams and our continuum of tiered support. So tonight's presentation is different from our annual assessment report that we will do in February. The presentation is going to amplify our MTSS work as well as the superintendent's goals. So it's going to be some high level information. We're going to talk a little bit about what the MTSS process looks like for us.

So it's going to be some high level information. We're going to talk a little bit about what the MTSS process looks like for us. But just to get you regrounded in the superintendent goals in twenty three and twenty four, there was a focus on reading specifically on reading improvement plans and reducing the number of reading improvement plans across the district. The state made some changes for us in twenty four and twenty five. We saw that as an opportunity and we were we sort of lost some longitudinal data because we had to change our assessment practices. So we moved from fast to the star as our reading assessment to be aligned with the requirements from the state. And at that time, we also added edge climber as a data visualization tool for us and a way for us to track information across the system. And so rebooting everybody in thinking about how we look at data as well as how we track that information across the district. And then this year we continue with the reading focus, but then also layered on the math piece. So tonight we're going to show you some baseline data from both the NWA map, which is our local standardized assessment that we focus on for math and the star reading assessment. Both are standardized assessments meant to report student achievement as well as student growth in those two content areas.

So tonight we're going to show you some baseline data from both the NWA map, which is our local standardized assessment that we focus on for math and the star reading assessment. Both are standardized assessments meant to report student achievement as well as student growth in those two content areas. So unlike the annual assessment report in February, for the purpose of our focus on MTSS, we're going to talk about students scoring at or below the fiftieth percentile on the NWA. So those are the red and the orange that are circled here. And then we're going to talk to you specifically about data from fall to spring of the school year. The purpose in that is to remove summer from the conversation. So we like to look at growth fall to spring because we're responsible for children that entire time. And so we we feel like it gives a more accurate read of growth. And then with NWA, we will only be focused on elementary because in the spring we had a tornado which prevented us from assessing the middle school students. Because of what our plan of education was for them after the tornado. The testing companies or the state, depending on the assessment, determine the cut scores for us to use. And it's important to note that while there's a percentile determined for us to consider to be at grade level, we remember that this is one data point on one day.