>> FROM US BUT THAT'S WORKING, RIGHT?
[00:00:01]
[NOISE] I CAN CALL THIS MONDAY, DECEMBER 13TH,
[1. Call to Order]
2021 FOR THE SPECIAL WORK SESSION ON SCHOOL IMPROVEMENT PLANS TO ORDER.MR. WATERS, IF YOU'LL DO OPENING STATEMENTS.
[2. Work Session]
>> THANK YOU, DIRECTOR WATRIN.
PRIVILEGE FOR US TO BE HERE TODAY.
I'M GOING TO LEAVE IT AT THAT BECAUSE I'M GOING TO TURN IT OVER TO OUR DEPUTY SUPERINTENDENT AND THE PERSON WHO LEADS OUR TEACHING AND LEARNING TEAM, SHELLEY WHITTEN.
>> GOOD AFTERNOON, BOARD. IT SEEMS A LITTLE STRANGE TO BE SAYING GOOD AFTERNOON BUT IT STILL IS AFTERNOON DESPITE THE WEATHER.
ONE, I WANTED TO JUST FOR EVERYONE'S BENEFIT, TALK A LITTLE BIT ABOUT OUR SIP PROCESS.
AS YOU KNOW, A COUPLE OF YEARS AGO WE HAD A DISCUSSION ABOUT THE DESIRE TO LEARN MORE ABOUT BUILDINGS AND GET MORE IN-DEPTH.
WE CERTAINLY HAVE MADE SOME CHANGES TO THE WAY IN WHICH WE DO SCHOOL IMPROVEMENT PLANS, AND THERE'S A LOT OF THANKS TO MANY OF OUR TEAMS AND IN OUR BUILDINGS FOR THE CHANGES THAT HAVE OCCURRED.
CERTAINLY, OUR TEACHING AND LEARNING DEPARTMENT HAS BEEN INVOLVED IN THAT, A SPECIAL THANKS TO JILL SMITH, SHE WORKED VERY CLOSELY WITH OUR BUILDING ADMINISTRATORS ON THE EDITS AND THE INTENT OF EACH SECTION.
YOU'LL FIND SOME OF THAT INFORMATION IN THE VERY FRONT OF YOUR FOLDER IF YOU'VE HAD A CHANCE TO READ THAT.
THE DESCRIPTION OF THE DATA AND THE INFORMATION, SO IT BREAKS DOWN EACH SECTION OF THE SIP PLAN FOR YOU SO THAT YOU CAN UNDERSTAND THE PURPOSE OF THAT SECTION.
THE OTHER PIECES, I WANT TO THANK PARTICULARLY TONIGHT'S DIRECTORS OF INSTRUCTIONAL LEADERSHIP, MIKE MICHAUD AND ANGELA ALLEN AS THEY'VE WORKED WITH THE BUILDINGS AS WELL ON THOSE PIECES.
BUT ABOVE ALL, I JUST WOULD SAY I AM INCREDIBLY IMPRESSED WITH OUR BUILDING ADMINISTRATORS AND THE STAFF THAT THEY LEAD IN THAT.
THIS HAS BEEN A DIFFICULT TIME, BUT IT IS WONDERFUL TO SEE IN THE SCHOOL IMPROVEMENT PLANS A FOCUS ON STUDENT LEARNING AND THE NEEDS OF OUR STUDENTS IN BOTH INSTRUCTIONAL NEEDS AND SOCIO-EMOTIONAL NEEDS.
I THINK YOU'LL HEAR SOME OF THAT TONIGHT, AND YOU MAY HAVE QUESTIONS FOR BUILDINGS AS WELL AS THOSE PRESENTING SPECIFICALLY TONIGHT OR THIS AFTERNOON.
WE DO AND WE CONTINUE TO DO FEEDER SCHOOLS EACH YEAR.
THIS YEAR WE ARE FOCUSING ON PRAIRIE HIGH SCHOOL AND OUR FEEDER SCHOOLS, WHICH INCLUDE GLENWOOD AND LAURIN THIS YEAR, SO WE'RE EXCITED TO HAVE BOTH OF THOSE BUILDING TEAMS SHARE THIS EVENING.
OUR FORMAT WILL INCLUDE 30 MINUTES OF PRESENTATION TIME FROM EACH ONE OF THE BUILDINGS, AND THEN WE'LL HAVE ABOUT 10 MINUTES FOR QUESTIONS AND ANSWERS.
THEN WE'LL HAVE A BRIEF BREAK IN THE MIDDLE SO THAT WE CAN MAKE SURE THAT WE ALSO ARE CONCLUDING BY 5:45 SO WE CAN START OUR REGULAR MEETING.
ONE THING I WILL DRAW YOUR ATTENTION TO I THINK IT IS IMPORTANT TO KNOW IS OUR DATA OF COURSE HAS BEEN IMPACTED THESE LAST COUPLE OF YEARS BECAUSE SBAC HAS BEEN ON HOLD.
YOU NOTICE THAT THERE IS COHORT IN DATA INFORMATION FOR I-READY, AND THEN IN THE HIGH SCHOOL THE ONLY THING THAT WE HAVE IS SBAC INFORMATION.
THAT CERTAINLY HAS IMPACTED US IN DETERMINING SUCCESSES AND AREAS OF CHALLENGE.
HIGH SCHOOL IS ALSO USING, WE CAN TALK MORE ABOUT THAT IN OUR JANUARY 24TH MEETING, BUT THEY ARE ALSO USING GRADES AS AN INDICATOR AT THIS POINT BECAUSE THAT'S SOMETHING THAT WE CONSISTENTLY HAVE, ALTHOUGH WE KNOW THAT THERE'S WORK TO BE HEARD IN TERMS OF WHAT GRADES MEAN CONSISTENTLY.
TONIGHT OR THIS AFTERNOON AGAIN, WE HAVE A NUMBER OF PIECES PRESENTING.
THE OTHER THING THAT WE ADDED THIS YEAR THAT I THINK YOU'RE AWARE OF IS THAT WE HAVE HAD OUR BOARD TOURS IN BOTH THOSE BUILDINGS JUST THIS LAST WEEK WHICH WAS WONDERFUL.
AT GLENWOOD, TED AND CHAMPAGNE, AND JACKIE BOTH ATTENDED THAT AND WERE ABLE TO HEAR FROM BOTH OUR ASSISTANT PRINCIPAL AND PRINCIPAL.
I THINK THAT THEY MAY HAVE SOME SPECIFIC QUESTIONS RELATED TO THAT OR THEY MAY HAVE SOME COMMENTS.
RICARDO MAY HAVE SOME QUESTIONS AS WELL FOR OUR PRINCIPALS, TRAVIS AND KELSEY IS HERE TOO TO PRESENT THIS EVENING.
THERE MAY BE SOME QUESTIONS THAT YOU HAVE OR THAT YOU WANT TO SHARE ABOUT THAT EXPERIENCE.
WE HOPE THAT THAT MAKES THIS PROCESS A LITTLE MORE MEANINGFUL AS
[00:05:05]
WELL AND HELPS THE UNDERSTANDING OF THE PROCESS THAT GOES INTO SCHOOL IMPROVEMENT PLANS, HOW WE MONITOR SCHOOL IMPROVEMENT PLANS, AND HOW THEY IMPACT THE WORK AT THE BUILDING LEVEL FROM YEAR TO YEAR.ANYTHING THAT ANY OF THE TEAM WANTS TO ADD?
>> CAN YOU HEAR ME OKAY? I THINK THE ONLY THING I WOULD ADD, THANK YOU, MISS WHITTEN, WOULD BE THAT THERE'S A SLIGHT CHANGE IN THE FORMAT TO THE SCHOOL IMPROVEMENT PLANS.
WE CONTINUE TO TRY TO REFINE OUR WORK SO THE AUDIENCE FINDS THE SCHOOL IMPROVEMENT PLANS TO BE USER-FRIENDLY, SO YOU'LL SEE SOME SLIGHT ADJUSTMENTS.
SPECIAL THANK YOU TO OUR ADMINISTRATORS FOR ADJUSTING TO EVERY YEAR [LAUGHTER] TO THOSE CHANGES THAT WE'RE MAKING.
YOU WILL PROBABLY NOTICE A CLEAR CONNECTION TO OUR COHERENCE GOALS AND PROGRAMS IN SOME OF THE PLANS OF ACTION AND MEASURABLE OUTCOMES THROUGHOUT EACH ONE OF THE SIPS.
THAT WOULD BE MY ADDITION. ANGELA.
>> THANKS. THE HOPE FOR ADDING THE PLAN OF ACTION AND MEASURABLE OUTCOMES IS THAT THESE ARE WORKING DOCUMENTS THAT ARE REVIEWED REGULARLY THROUGHOUT THE YEAR WITH BUILDING TEAMS AND STAFF TO BE ABLE TO SEE THE IMPACTS AND THE EFFECTS OF THEIR PLANS AND WHAT KIND OF RESULTS THEY'RE GETTING FROM THEM SO THEY CAN ACTUALLY MAKE SOME CHANGES AND GO AT A DIFFERENT WAY MID-COURSE IF THEY NEED TO.
THOSE ARE HOPEFULLY SOME THINGS THAT WE MADE THEM TO BE A MORE ACTIVE PARTICIPATION DOCUMENT AS THEY GO THROUGH THE YEAR IN THEIR PLANNING WITH TEAMS.
>> WELL, WE ARE GOING TO GO AHEAD AND JUMP IN.
I WILL HAVE ANTONIO AND LORI COME ON UP AND THEY'LL HAVE ABOUT 30 MINUTES TO SHARE THEIR PLAN AND THEN WE'LL HAVE A Q&A TIME.
>> GOOD AFTERNOON. CAN YOU HEAR ME?
>> GOOD, I'M NOT THE ONLY ONE.
BOARD PRESIDENT, DIRECTOR, STUDENT REPRESENTATIVES, SUPERINTENDENT, DEPUTY SUPERINTENDENT, AND COLLEAGUES, IT'S A PLEASURE FOR MYSELF AND MRS. WALKER, OUR ASSISTANT PRINCIPAL, TO COME IN FRONT OF YOU AND PRESENT OUR THINKING IN TERMS OF THE SCHOOL IMPROVEMENT PLAN.
THIS IS A DOCUMENT THAT IS NOT DONE IN ISOLATION.
THIS IS WORKING WITH TEACHERS, WORKING WITH PARENTS, PUTTING OUR BEST THINKING TOGETHER IN TERMS OF THE DIRECTION THAT WE WANT THE SCHOOL TO GO.
I'M GOING TO START WITH GLENWOOD.
THIS IS MY FOURTH YEAR AT GLENWOOD, AND I LOVE EVERY DAY OF IT.
IT HAS BEEN JUST AN AMAZING EXPERIENCE.
OUR MISSION AND OUR VISION IS LEARNING FOR ALL OF THAT CARING AND SHARING COMMUNITY.
THAT'S WHAT CENTERS US AS A COMMUNITY.
I'M GOING TO TALK ABOUT THE ESSENCE OF THE SCHOOL IMPROVEMENT PLAN.
THE SCHOOL IMPROVEMENT PLAN IS WRITTEN BASED ON THREE PRINCIPLES, OR WHAT WE CALL THE THREE STOOLS OF OUR WORK.
THE FIRST ONE IS SOCIAL-EMOTIONAL, THE SECOND ONE IS QUALITY INSTRUCTION, AND THE THIRD ONE IS PARENT ENGAGEMENT.
THAT'S WHAT OUR SCHOOL IMPROVEMENT IS BASED ON.
I'M GOING TO START TALKING TO EACH ONE OF THEM.
THE FIRST ONE, THE SOCIAL-EMOTIONAL LEARNING.
THE SOCIAL-EMOTIONAL LEARNING, IN OUR THINKING, IT'S AS IMPORTANT AS ACADEMICS.
THAT IS, HOW DO WE CREATE THE CONDITIONS AND THE ENVIRONMENT WHERE KIDS FEEL SAFE, WHERE THERE IS A SYSTEM IN WHICH WE MONITOR HOW WE INTERACT WITH EACH OTHER, HOW WE HELP EACH OTHER, AND HOW COLLECTIVELY WE SHOW UP IN OUR COMMUNITY.
IT IS ALSO VERY IMPORTANT FOR PARENTS, AND I'M A PARENT TOO, TO FEEL THAT I HAVE THE CONFIDENCE THAT THE SCHOOL IS GOING TO TAKE CARE OF MY KID,
[00:10:04]
THAT MY KID IS GOING TO ENJOY EVERY DAY COMING TO SCHOOL.THAT IS GOING TO BE A PLACE THAT HE IS NOT ONLY GOING TO LEARN ABOUT CONTENT OR ACADEMICS, BUT ALSO SHE IS GOING TO LEARN ABOUT SKILLS, HOW TO INTERACT WITH OTHERS, HOW TO DEVELOP EMPATHY, CARING.
WE SPEND A LOT OF EFFORT AND RESOURCES IN DEVELOP THIS SOCIAL-EMOTIONAL, A HEALTHY SCHOOL ENVIRONMENT.
ONE OF THE TOOLS THAT WE USE, OR A FRAMEWORK THAT WE USE IS PBIS, POSITIVE BEHAVIOR INTERVENTION SYSTEM.
THAT'S A WORLD-PROVEN, AND ACTUALLY IS OREGON PRODUCE FRAMEWORK THAT IS USED JUST ABOUT IN EVERY SCHOOL.
WE USE IT IN EVERY SCHOOL HERE IN BATTLEGROUND, BUT IT'S BEING USED ALL OVER THE PLACE BECAUSE IT HAS PROVEN TO BE AN EFFECTIVE WAY TO ENGAGE KIDS IN MODELING, AND TALKING TO KIDS, WHAT SAFE, RESPONSIBLE, AND RESPECTFUL MEANS.
PBIS IS BASED ON THOSE THREE PRINCIPLES, BEING SAFE, RESPONSIBLE, AND RESPECTFUL.
WHAT WE DO AT GLENWOOD IS THAT EVERY FALL AND WINTER, AND EVERY TIME THAT WE SEE ARE APPROPRIATE, WE TEACH KIDS WHAT ARE THE EXPECTATIONS, WE MODEL THE EXPECTATIONS.
WE HAVE OUR EXPECTATIONS, FAIR IN THE BEGINNING OF THE YEAR, IN WHICH WE MODEL FOR KIDS WHAT BEHAVIOR LOOKS LIKE IN THE CAFETERIA, WE MODEL WHAT BEHAVIOR LOOKS LIKE WHEN YOU ARE WALKING IN THE HALLWAY, WE MODEL WHAT BEHAVIOR LOOKS LIKE IN THE PLAYGROUND, AND TEACHERS MODEL WHAT IT LOOKS LIKE IN THE CLASSROOM.
WE BELIEVE THAT IN ORDER TO TEACH KIDS THESE SOCIAL SKILLS THAT ARE GOING TO BE SO IMPORTANT FOR THEM WHEN THEY GROW UP AS ADULTS, THAT THE SYSTEM THAT WE HAVE TO INTERACT WITH OUR KIDS, IT'S A SYSTEM OF BUILDING UP, NOT PUNISHMENT.
WE KNOW THAT PUNISHMENT DOESN'T WORK.
IT ONLY WORKS UNTIL THE FEAR GOES AWAY THAT YOU NO LONGER HAVE FEAR.
WITH PBIS, WE TEACH ABOUT WHAT BEING SAFE LOOKS LIKE.
WE ALSO ENGAGE WITH THE STUDENTS IN RESTORING PRACTICES FOR THE STUDENTS TO DEVELOP EMPATHY, FOR THE STUDENTS TO UNDERSTAND HOW THEIR BEHAVIOR AFFECTS OTHERS, AND FOR STUDENTS TO KNOW THAT THERE IS A WAY TO RESTORING THE HARM IF YOU ARE REFLECTIVE, AND THERE IS A WAY TO MAKE IT RIGHT.
WE TEACH KIDS THAT YES, WE'RE GOING TO MAKE MISTAKES, BUT WE'RE GOING TO LEARN FROM THEM, AND WE TEACH KIDS THAT THERE IS A WAY TO MAKE IT RIGHT.
IT'S NOT ONLY DEVELOPING THE EXPECTATIONS, BUT ALSO HOW WE MONITOR THAT THOSE ARE HAPPENING.
MRS. WALKER IS GOING TO TALK TO US ABOUT HOW WE DO THE MONITOR TO MAKE SURE THAT THOSE PRINCIPLES OF BEING SAFE, RESPONSIBLE, AND RESPECTFUL THAT ARE APPLIED EVERY DAY.
THAT'S NOT ONLY FOR KIDS, IT'S ALSO FOR ADULTS, THAT WE SHOW AS A COMMUNITY THAT UNDERSTANDS THOSE PRINCIPLES AND PRACTICES THEM EVERY DAY.
>> WE HAVE A CORE TEAM THAT MEETS TOGETHER WEEKLY WHERE WE LOOK AT THE MINOR AND MAJOR REFERRALS.
MINOR INCIDENTS THAT COME BY ARE SITUATIONS THAT MIGHT HAPPEN IN THE CLASSROOM OR ON THE PLAYGROUND AND TEACHERS DEAL WITH THAT WITH STUDENTS AND THEY WORK WITH THEM,
[00:15:02]
AND THEN THEY REACH OUT TO PARENTS.WHEREAS MAJOR REFERRALS MIGHT BE BIGGER ALTERCATIONS THAT WOULD BE REFERRED TO US.
[LAUGHTER] WHAT OUR TEAM DOES IT MEETS WEEKLY, IS WE LOOK AT THE AREAS OF CONCERN.
WE LOOK AT THE MINERS THAT ARE HAPPENING, THE MAJORS THAT ARE HAPPENING.
IT'S REALLY POINTS US IN THE DIRECTION WHERE TO GO.
WHICH AREAS NEED A BIGGER REFLECTION AND MORE WORK ON THOSE EXPECTATIONS, ON THE EXPECTED BEHAVIORS VERSUS THE UNEXPECTED BEHAVIORS.
FOR EXAMPLE, THE PLAYGROUND THIS LAST MONTH HAS BEEN A BIGGER AREA OF CONCERN.
THERE HAS BEEN MORE PUSHING AND SHOVING AND WHO GETS IN THE FRONT OF THE LINE FIRST.
THAT'S THE BIG THING IN PRIMARY SCHOOL.
WE KNOW THAT WE NEED TO RETEACH THOSE EXPECTATIONS ON WHAT'S EXPECTED.
WE KNOW THAT WE NEED TO WORK WITH OUR RECESS AIDES AND OUR STAFF AND MAYBE DO A LITTLE BIT MORE TRAINING.
THAT IS ONE OF THE THINGS THAT OUR CORE TEAM DOES.
ANOTHER THING THAT WE DO A GOOD STRATEGY, WE HAVE A CHECK-IN, CHECK-OUT PROGRAM WHERE SOME OF OUR STUDENTS WHO STRUGGLE MORE IN SOME OF THESE AREAS, WHETHER IT'S IN CLASS OR IN THE HALLWAY OR IN OTHER AREAS IN THE SCHOOL.
THEY CHECK IN WITH AN ADULT AT THE BEGINNING OF THE DAY, GET A LITTLE, YOU'RE GOING TO HAVE A GREAT DAY.
THE GOAL IS TO GET 80 PERCENT POINTS FOR THE DAY.
EXPECTED BEHAVIORS AND TEACHERS AND SPECIALISTS WILL GIVE THEM POINTS THROUGHOUT THE DAY AND THEN THEY MEET WITHOUT ADULT AT THE END OF THE DAY SO THAT ACCOUNTABILITY PIECE IS THERE.
THEY CAN HAVE THEIR CELEBRATION TIME.
PARENTS ARE IN THE LOOP SO THEY KNOW HOW THEY'RE DOING.
WE JUST HAD TWO KIDS LAST WEEK CHECK OUT AND GRADUATE FROM CHECK-IN, CHECK-OUT SO WE KNOW IT'S WORKING.
>> SOME OF THE CELEBRATIONS THAT WE HAVE TO RECOGNIZE THAT GOOD BEHAVIOR IS, WE HAVE KIDS GET UP, PAUSE FOR PRAISE.
EVERY TIME THAT THERE ARE SEEN DOING SOMETHING POSITIVE, SOMETHING SAFE, SOMETHING RESPECTFUL.
WE HAVE HAD SO MANY, PROBABLY AROUND 600 OF THEM.
THAT EVERY DAY WE SELECT FIVE KIDS AND WE ANNOUNCE THEM IN THE MORNING MASSES AND THEY GET A BRACELET THAT SAYS, ''YOUR POSSUM'', THIS IS THE HOTTEST TICKET IN SCHOOL RIGHT NOW.
KIDS ARE VERY EXCITED, BUT THAT'S ONE WAY THAT WE CELEBRATE.
THE OTHER ONE IS WHEN CLASSROOMS FILL THE BUCKET WITH PAUSE OR GOOD BEHAVIOR, THEN THEY BRING IT TO THE OFFICE AND WE COMPLETE A PATHWAY FOR SUCCESS, WE DO A SCHOOL-WIDE ASSEMBLY OR THEY HAVE EXTRA RECESS.
EACH OF THOSE ARE WAYS PLUS TEACHERS THEY GIVE PAUSE.
THAT'S THE WAY TO REALLY [NOISE] ENCOURAGE IN A NOTICE WHEN KIDS ARE BEING SAVED RESPONSIBLE AND RESPECTFUL.
IT IS BECAUSE OF THAT, THAT WE HAVE LESS THAN 1 PERCENT OF STUDENTS THAT GET REFERRALS.
WE'RE VERY EXCITED BUT THIS IS SOMETHING THAT YOU HAVE TO EVERY DAY REINFORCE AND ACKNOWLEDGE.
WE ALWAYS SAY, WHEN KIDS ARE RUNNING IN THE HALLWAY, WE DON'T YELL, ''STOP'', WE JUST SAY, ''IS THAT SAFE?'' BECAUSE IT GET THE STUDENTS TO THINK AND CHANGE THEIR BEHAVIOR.
NOW IF THEY KEEP RUNNING, THEN YOU HAVE TO [LAUGHTER] SCALE IT UP A LITTLE BIT MORE.
BUT THAT DOES MORE OR LESS THE WAY THAT WE FEEL THAT, THAT IS A REASON WHY WE HAVE LESS THAN 1% OF STUDENTS THAT GET REFERRED ALWAYS BECAUSE WE REALLY MAKE A BIG DEAL WHEN STUDENTS ENSURE THAT THEY'RE SAFE, RESPONSIBLE, AND RESPECTFUL.
THE NEXT PILLAR THAT I'M GOING TO TALK ABOUT, WHICH IS EQUALLY AS IMPORTANT OR PAUL AD MOURICE, HOW DO WE MAKE SURE THAT THERE IS QUALITY INSTRUCTION IN EVERY CLASSROOM, EVERY DAY.
WE HAVE MADE A LOT OF PROGRESS.
[00:20:02]
I'M REALLY EXCITED ABOUT THE DISTRICT OR ACTION IN TERMS OF THAT COHERENCE WORK.THE WORD THE WIND RIDE IN THE TOOLS THAT WE'RE BRINGING AND THE SYSTEMS THAT WILL BRINGING BECAUSE THAT IS HUGELY IMPORTANT.
HOW DO WE CREATE A SYSTEM WHERE OUR TEACHERS ARE SUCCESSFUL, THAT THEY GET THAT RESOURCES THAT THEY NEED, THAT THEY GET A PROFESSIONAL DEVELOPMENT.
WE NO LONGER FUNCTION AS INDEPENDENT TEACHERS BUT A COLLECTIVE, WHERE WE WORK TOGETHER AND I FEEL REALLY PROUD OF THIS STAFF AT LANGUAGE BECAUSE OUR GRAY LEVEL THEMES THEY HAVE BECOME SO GOOD AT PLANNING TOGETHER.
THERE IS THE POWER OF THE COLLECTIVE.
WHEN THEY PLAN A LESSON TOGETHER, THAT IS GOING TO BE A QUALITY LESSON.
I'M REALLY EXCITED ABOUT THE DISTRICT, LIKE I SAY, BECAUSE THE COHERENCE IS GOING TO REALLY GET US TO BE REALLY FOCUSED, INTENTIONAL AND MORE PRECISE IN OUR INSTRUCTION.
IT IS USING TOOLS THAT TEACHER CLARITY, PLAYBOOK TO HELP UNPACK AND BE MORE PRECISE USING STANDARDS AND UNPACKING THE STANDARDS.
I'M REALLY EXCITED TO SEE WHEN I VISIT CLASSROOMS THAT I CALL IT SAFE TO A SECOND GRADE TEACHER.
THEY'RE TEACHING A LESSON ON WHATEVER TOPIC IT IS.
I GO TO THE NEXT TEACHER AND THEY'RE TEACHING THE SAME TOPIC.
WHEN YOU SEE CONSISTENCY FROM TEACHER TO TEACHER, THEN YOU KNOW, THERE'S SOME DEEP AND GOOD PLANNING HAS TAKEN PLACE.
HOW THEY TEACH IS THEIR OWN STYLE, THEIR OWN THING.
BUT I'M REALLY PLEASED WITH MY STAFF AND HOW I END UP WHEN WE GO AND VISIT A PROFESSIONAL LEARNING COMMUNITIES WHICH IS THESE TEACHERS GETTING TOGETHER, IT SHOWS HOW FOCUS AND INTENTION THEY ARE IN THEIR INSTRUCTION.
AND THEY'RE SEEING RESULTS WHICH IS HUGELY IMPORTANT.
BECAUSE OUR TEACHERS DESERVE TO SEE SUCCESS.
BECAUSE THEY WORKED VERY HARD.
IS NOT ABOUT I'M CLOSING MY DOOR AND I'M DOING MY OWN THING.
THAT NO LONGER WORKS, NOR IS ACCEPTABLE BECAUSE OUR KIDS DESERVE THE BEST INSTRUCTION POSSIBLE AND THE POWER BECOMES IN THE COLLECTIVE, IT'S WHEN WE WORK TOGETHER.
HOW DO WE MAKE SURE THAT THAT IS HAPPENING? I SAY, I'M EXCITED BECAUSE I SEE US MAKING GREAT STRIDES.
I ALREADY SEE THAT US GETTING BETTER AND IDENTIFYING WHERE WE CAN BE MORE PRECISE IN OUR INSTRUCTION.
THE STANDARDS ARE NO LONGER SCARY BECAUSE WE KNOW HOW TO UNPACK THEM.
WE KNOW WHAT ARE THE SKILLS BY GREAT LEVEL, THE KIDS NEED TO KNOW.
WE'RE GETTING MORE PRECISE AND IDENTIFY WHAT IS IT THAT KIDS NEED TO KNOW, AND HOW ARE WE GOING TO TEACH IT? HOW ARE WE GOING TO ASSESS IT? HOW WE'RE GOING TO MAKE SURE THAT, THAT GAPS THAT WE HAVE, THAT WE HAVE A SYSTEM TO HELP THOSE STUDENTS THAT THEY GET BEHIND.
MS. WALKER IS GOING TO TALK ABOUT SOME OF THE WAY IN WHICH WE ARE ADDRESSING THE STUDENTS WHO ARE FALLING BEHIND AND WHAT WE'RE GOING TO DO BECAUSE WE DON'T HAVE A PLAN FOR THOSE STUDENTS.
THE GAP IS GOING TO GET BIGGER.
WE NEED TO FIGURE OUT A WAY HOW TO DO GRADE LEVEL INSTRUCTION EVERY DAY, IN EVERY CLASSROOM AND THE KIDS THAT ARE GETTING BEHIND, HOW DO WE COME BACK AND HELP THEM OUT SO THAT KEPT US AND GET WIDER?
>> SINCE OUR GAPS ARE A LITTLE WIDE IN SOME AREAS, WE'VE REALLY WORKED WITH OUR TEACHERS AND STAFF TO HONE IN ON INTERVENTIONS.
[00:25:03]
IT'S REALLY BEEN POWERFUL TO WATCH.THE TEACHERS GET TOGETHER AND THEY LOOKED AT THE DATA FROM THE AI READY AND THE LSA.
FOR AN EXAMPLE IN READING, THEY MIGHT LOOK AT LETTER SOUNDS AND LETTER NAMES OR THE BIGGEST AREA OF NEED.
TWO GRADE LEVELS ARE BELOW STRUGGLING.
THOSE ARE THE STUDENTS THAT THEY'RE WORKING WITH IN DOUBLE-DIPPING AND WORKING ON DURING THE READING INTERVENTION TIME.
THEN FOR MASTERING MATH INTERVENTION TIME, IT MIGHT BE GEOMETRY OR SOME OF THE STANDARD AREAS IF THEY'RE STRUGGLING IN FROM THE AI READY DATA.
I WAS JUST TALKING WITH A TEACHER LAST WEEK WHO WAS REALLY EXCITING.
SHE'S TAUGHT FOR MANY YEARS, AND SHE'S LIKE, "I WANT YOU TO KNOW THIS IS THE MOST CHALLENGING AND PUSHING ANYTHING I'VE EVER DONE AND I DIDN'T WANT TO DO IT.
I WILL DIG IN MY HEELS AND I'LL TELL YOU IT'S WILL TAUGHT ME THE MOST AND I FEEL LIKE MY TEACHING HAS EXPLODED.
THANK YOU FOR THE PUSH." I TOLD HIM, "IT'S EXCITING THAT FOR THE NAYSAYERS AT TIMES THAT SAY THAT IT'S LIKE, "OH, WE'RE GETTING SOMEWHERE.
IT'S REALLY GREAT." THE INTERVENTION PLANS LAST 2-6 WEEKS DEPENDING ON THE SKILL AREA AND HOW STUDENTS ARE DOING.
THERE'S JUST A SMALL GROUP, AND SO ALONG WITH CORE INSTRUCTION, THEY DO WITH ALL THE STUDENTS.
THEN THEY HAVE THE READING INTERVENTION TIME OR THE MATH INTERVENTION TIME WORKING ON THESE FOCUS AREAS.
I'VE WALKED INTO A FOURTH-GRADE CLASSROOM WHERE THEY'RE WORKING ON BLENDING WORDS, SIMPLE WORDS WITH STUDENTS WHO ARE STRUGGLING TO GRADE LEVELS OR BELOW.
IT'S VERY EXCITING. THEN THE TEACHERS GET TOGETHER.
THEY HAVE A FORM THAT WE'VE CREATED SOME OF THE NITTY-GRITTY THINGS, WHERE THEY CAN PUT IN THEIR INTERVENTION, HOW MUCH TIME THEY'RE GOING TO SPEND ON IT.
WE'RE EXCITED TO SEE CHANGE, AND WE'RE HOPING THAT WHEN THE IRONY COMES OUT IN JANUARY, IN THE WINTER, ASSESSMENTS WE'RE EXCITED TO SEE GROWTH. WE'RE REALLY HOPING.
>> THE OTHER THING THAT WE HAVE BEEN DOING IS HOW DO WE DEPRIVATIZE INSTRUCTION.
WHEN YOU'RE DOING THE INTERVENTIONS, BECAUSE WE CAN LOOK AT THAT DATA AND I SEE THESE THREE OR FOUR KIDS THAT ARE A YEAR BEHIND.
I CAN LOOK AT THE FORM AND SEE THEIR INTERVENTION, MAKING SURE THAT THOSE KIDS ARE GETTING THAT DOUBLE SCOOPING THAT THEY NEED.
THAT IS A WAY OF MONITORING THE KIDS ARE GETTING WHAT THEY NEED AND THAT THERE IS A INTENTIONAL EFFORT TO GET THOSE KIDS.
THE OTHER THING THAT WE'RE DOING IS BY DEPRIVATIZING INSTRUCTION IS THAT IF I AM THE CLASSROOM TEACHER, WE HAVE A DOCUMENT THAT I PUT THESE OTHER INTERVENTIONS THAT I'M DOING WITH THESE KIDS.
MY ENGLISH LANGUAGE LEARNER TEACHER CAN PUT THE INTERVENTION THAT THEY'RE DOING, IF THEY PULL OUT FOR LITERACY, THAT LITERACY TEACHER PUTS WHAT THEY'RE DOING, SO THERE IS AN ALIGNMENT WITHIN THAT DIFFERENT TEACHERS THAT THE STUDENT HAVE.
LET'S SAY I'M A SECOND LANGUAGE LEARNER, I'M GETTING INSTRUCTION FOR MY TEACHER.
WHEN I GET POOR LAW FOR SECOND LANGUAGE, IF I'M STRUGGLING IN LETTER NAME, LETTER-SOUND, THAT MY CLASSROOM TEACHER AND MY ELL TEACHER ARE WORKING ON THE SAME.
BECAUSE VERY OFTEN IS TWO DIFFERENT THINGS.
I'M TRYING TO MAKE SENSE FOR THE STUDY.
WE'RE TRYING TO ALIGN, SO EVERYBODY KNOWS WHAT ARE THE SKILLS THAT WE WORKING ON.
WE'RE MORE CONSISTENT AND INTENTIONAL IN GETTING TO THOSE SKILLS THAT ARE FOUNDATIONAL FOR LITERACY.
THE THIRD THING THAT WE HAVE IN THE SCHOOL IMPROVEMENT PLAN IS PARENT ENGAGEMENT.
I THINK THE PARENT ENGAGEMENT BEING ONE OF THE MOST UNDERUTILIZED RESOURCES THAT WE HAVE IN OUR COMMUNITY.
WE HAVE PUT THIS AS THE THIRD PRIORITY.
HOW DO WE ENGAGE OUR PARENTS IN A COMPREHENSIVE AND A DEEPER WAY?
[00:30:06]
COVID HAS MADE IT DIFFICULT, BUT WE HAVE TRIED DIFFERENT THINGS TO ENGAGE PARENTS.THE FIRST YEAR BEFORE COVID, WE STARTED TO DO INTO CREATING, DEVELOPING A PARENT ACADEMY.
WE ASKED PARENTS WHAT ARE THE THINGS THAT THEY WILL BE INTERESTED IN TERMS OF GETTING SOME INFORMATION OR KNOWING MORE ABOUT.
IN THE FIRST YEAR, WE DEVELOPED A YEARLY PLAN AND EVERY MONTH IT HAD A SPECIFIC TOPICS THE PARENTS WERE INTERESTED.
I TELL YOU THAT ONE THAT WAS THE MOST ATTENDED WAS THE ONE ON TECHNOLOGY.
THE PARENTS WERE REALLY SURPRISED WHAT IS OUT THERE AND WHAT KIDS ARE USING FOR TECHNOLOGY, THE BENEFITS, BUT ALSO THE DANGER.
WE STARTED DOING LIKE THAT THEN COVID CAME AND WE HAD TO STOP BECAUSE THE IN-PERSON WAS NO LONGER RIGHT.
WE TRIED TO ENGAGE THEM THROUGH FACEBOOK, THROUGH SOCIAL MEDIA, THROUGH SCHOOL, TO PARENT NEWSLETTERS, PHONE CALLS.
WHAT WE'RE STARTING WORK ON AGAIN UNTIL WE GET BACK IN PERSON DEVELOPING THAT IDEA OF A PARENT ACADEMY.
WORKING WITH TITLE 1, WE TALKED ABOUT AND WE HAVE THE BEGINNING OF A WEBSITE IN WHICH PARENTS CAN CLICK IN IF I'M INTERESTED IN HOW TO HELP MY KIDS AT HOME, YOU CLICK AND THERE IS A VIDEO OR THERE ARE SOME ARTICLES.
OR IF I'M INTERESTED IN WHATEVER THAT TOPIC IS.
WE'RE GOING TO ASK PARENTS WHAT AREAS YOU WOULD LIKE INFORMATION ON.
THE OTHER THING IS HOW TO CONNECT, FOR EXAMPLE, IF I NEED FOOD.
MAYBE A LINK TO A FOOD BANK AND THINGS LIKE THAT.
THAT'S THE IDEA THAT IS AND WE HAVE POPULATED SOME OF THOSE CONNECTIONS, BUT IT'S IN PROCESS, BUT THIS IS JUST ANOTHER WAY TO TRY AND TO FIGURE OUT HOW WE ENGAGE PARENTS.
THE ENGAGEMENT OF THE PARENTS HAS TO BE 365 NOT ONLY ON SPECIAL EVENTS OR THINGS LIKE THAT.
IT HAS TO BE ABOUT WHAT PARENTS ARE INTERESTED.
IT'S MORE PARENT DRIVEN IN TERMS OF WHAT IS IT THAT THEY'RE INTERESTED, THE SCHOOL TO HELP IN BRINGING INFORMATION OR CONNECTING TO OTHER RESOURCES.
I THINK THAT THE IDEA OF THE SCHOOL BEING A HUB, IT'S POWERFUL.
HOW WE CAN GET THAT? PARENTS FEEL THAT THIS SCHOOL IS MORE THAN EDUCATING THEIR KIDS, THAT IT'S THE HUB OF THE NEIGHBORHOOD.
MR. WATRIN HAS BEEN TO OUR MEETINGS.
[LAUGHTER] BIG IDEAS, THEY DO A LOT OF THINGS FOR OUR SCHOOL, THEY'RE JUST AN AMAZING GROUP OF PARENTS, AND THEY ARE NOT THE EXCEPTION.
WE SAY PARENTS ARE PARTNERS IN THE EDUCATION OF THEIR KIDS BECAUSE THEY HAVE SO MANY RESOURCES.
THERE IS SO MUCH TALENT IN THERE AND IT'S JUST CREATING THE SPACE AND THE ENVIRONMENT, AND THE OPPORTUNITY FOR PARENTS TOO.
THAT'S WHEN, I THINK, WE WILL TRULY HAVE AN AMAZING SCHOOL FOR PARENTS SEE THE SCHOOL ALSO AS A HUB.
SORRY, DID I KEEP MY TIME RIGHT?
>> [INAUDIBLE] ABOUT FIVE MINUTES LEFT [INAUDIBLE].
[00:35:03]
>> THOSE ARE THE HIGHLIGHTS TO CHAIR. ANY QUESTIONS?
>> WELL, THANKS. ONE THING THAT STOOD OUT TO ME AT THE END IS JUST THE MESSAGE.
IT MUST SEND THE PARENTS FOR THE BUILDING TO HAVE A PRIORITY ON PARENT ENGAGEMENT.
I THINK THAT'S REALLY TELLING THAT WE MAKE THAT STATEMENT AND SAY, YOU'RE WELCOME HERE AND YOUR IDEAS ARE WELCOME HERE.
THAT'S ABSOLUTELY A GREAT FIRST STEP.
I AGREE WITH YOU THAT CHALLENGE OF HOW DO WE MAKE IT FRIENDLY FOR THEM.
I SEE IN OUR REPORTS WHERE THERE ARE PROBABLY A STATE REQUIREMENT AND SOME OF THOSE TERMS SEEM OBVIOUS TO US.
BUT WHERE WE USE A TERM MAYBE LIKE PLC, MAYBE FOR PARENTS, WE COULD CALL THAT A TEACHER TEAM OR THINGS LIKE THAT.
I KNOW WE AS A BOARD, HAVE A GOAL OF TRYING TO BE CLEAR AND TALKING IN PARENT AND NOT NECESSARILY SCHOOL LANGUAGE ALL THE TIME.
ANYTHING YOU CAN DO TO HELP US.
I REALLY LIKE THOSE PLAN OF ACTION GOALS, THEY SEEM REAL CONCISE, SOMETHING THAT A PARENT COULD GRAB ONTO.
IF WE COULD MAKE THOSE EVEN THEN MORE FRIENDLY IN EVERYDAY LANGUAGE FOR PARENTS, I THINK THEY'D BE REAL POWERFUL.
>> I REALLY APPRECIATE HOW GENUINE YOUR EFFORTS ARE.
IT JUST REALLY SHOWED EVEN GOING THROUGH THE SCHOOL TOUR IN JUNCTION WITH THIS.
EVERYTHING YOU JUST SAID WE GOT TO SEE.
ALL IN PLAY, ALL AT THE SAME TIME, AND IT WAS REALLY POWERFUL.
WHAT YOU GUYS ARE DOING AT GLENWOOD JUST REALLY BLOWS ME AWAY.
IT'S ALWAYS, IN MY MIND, BEEN A GREAT SCHOOL AND SURE HAS HAD HIS BUMPS UP AND DOWN OVER THE YEARS, WHAT PLACE WOULDN'T.
BUT IT'S JUST A SPECIAL PLACE AND TO SEE YOU BOTH CONTINUING THAT ON AND THE TEACHERS CONTINUING THAT ON, AND JUST SUCH A GREAT GROUP OF STUDENTS AND JUST THE EFFORTS YOU'RE PUTTING INTO RECOVERY AND MAKING STUDENTS FEEL AWESOME.
I JUST REALLY WANT TO SAY HOW IMPRESSED I AM WITH WHAT YOU GUYS ARE DOING AND EVERYTHING WILL FALL INTO PLACE.
THAT'S WHAT IT'S DOING. THAT'S WHAT YOU'RE SEEING AND THAT'S A REALLY GREAT PLACE TO BE IN.
>> I DON'T HAVE TOO MUCH TO SAY OR ANY QUESTIONS.
I JUST WANT TO SAY THANK YOU FOR COMING OUT AND SPEAKING WITH US.
I REALLY LIKE THE AWESOME, WHAT YOU'RE DOING WITH THE JARS AND THE BRACELETS.
>> I ALSO LIKE TO SAY THANK YOU.
I REALLY LOVE THE FACT THAT ALL YOUR STAFF IS HAVING CONSISTENT LEARNING WHERE EVERYONE COULD HAVE OR EVERYONE IS BEING TAUGHT THE SAME THING.
IT'S REALLY GREAT, ESPECIALLY FOR KIDS WHO HAVE FRIENDS IN OTHER CLASSES AND THEY'RE LIKE, HEY, CAN YOU HELP ME WITH THIS AND THEY'RE ABLE TO HELP EACH OTHER.
HOW MANY PARENTS GOT INVOLVED WITH THE PARENT ACADEMY?
>> WHEN WE WERE IN PERSON, PROBABLY WE HAD MAYBE 30-50 PARENTS.
BUT IT WAS REALLY AMAZING, I MEAN, WHEN WE HAVE MOVIE NIGHTS AND THINGS LIKE THAT, JUST THE OPPORTUNITY FOR PARENTS TO COME TOGETHER AND TO EMBRACE THE SCHOOL, AND TO EMBRACE.
ONE THING THAT I WOULD LIKE TO ADD TO YOUR COMMENT, AND THANK YOU FOR YOUR COMMENTS.
IN ALL THESE FOUR YEARS THAT I'VE BEEN IN GLENWOOD, I HAVEN'T HEARD A SINGLE PERSON THAT SAY I HAD A BAD EXPERIENCE AT GLENWOOD.
IT HAS ALWAYS BEING BECAUSE YOU HAVE GENERATIONAL OR FAMILIES THAT HAVE ATTENDED GLENWOOD.
THEY HAVE SUCH A HIGH COMMUNITY VALUE AS A PLACE OF, THAT WE'RE GOING TO TAKE CARE OF YOUR KID.
WE'RE GOING TO TAKE CARE OF YOUR KID AND WE'RE TRYING TO GET BETTER AT INSTRUCTION.
[00:40:07]
YOUR KID HAS TARGET SKILLS THAT HE OR SHE NEEDS FOR WHATEVER THEY WANT TO GO.BUT IT HAS BEEN BY FAR IN MY EXPERIENCE IN 25 YEARS IN THIS BEING MY, SORRY, I HAVE TO COME BACK, MY FIFTH SCHOOL.
THIS IS BY FAR THE ONE THAT I JUST LOVE IT.
THERE IS NO OTHER WAY TO SAY IT.
THE KIDS ARE JUST AMAZING AND I HAVE GREAT PARENTS.
>> IF I CAN SQUEEZE IN, THIS CAN BE A HANGING QUESTION BECAUSE THANK YOU ALL THE PEOPLE WHO ARE ATTENDING, ALL OF OUR ADMINISTRATORS THAT AREN'T NECESSARILY SPEAKING THE NIGHT, BUT I KNOW YOU HAVE THE SAME TASK AT HAND AND SO ON.
YOU BROUGHT UP ABOUT THE FACT THAT YOU GET EVERYBODY INVOLVED.
IN TERMS OF ALLOCATING RESOURCES, ARE WE GETTING RESOURCES TO THOSE CLASSIFIED STAFF THAT MAKE UP ALMOST HALF OF OUR EMPLOYEES IN TERMS OF PROFESSIONAL DEVELOPMENT SO THEY KNOW WHAT PBIS IS, WHAT A SECOND TIER IS, AND THOSE KINDS OF THINGS SO THAT THEY CAN BE ON THE SAME PAGE?
I MEET WITH THEM AND WE TALK ABOUT PBIS OR OTHER THINGS.
BUT NOW I FEEL THAT I THINK THAT IF YOU ASK THEM, THERE IS ALWAYS MORE WORK TO DO.
BUT OUR CLASSIFIED STAFF IS AS IMPORTANT AS OUR CERTIFICATED OR ADMINISTRATION WRITING.
HOW DO WE FUNCTION AS A SCHOOL COMMUNITY? WE TRY TO BE AS SUPPORTIVE AS POSSIBLE, BUT THERE IS ALWAYS A WAY TO DO IT BETTER.
>> JUST A COUPLE OF QUESTIONS FROM MY DIRECTION.
NUMBER 1, THESE ARE QUITE CHALLENGING TIMES FOR ALL OF US WORKING IN EDUCATION RIGHT NOW.
I'M JUST CURIOUS, GLENWOOD SEEMS LIKE SUCH A HAPPY PLACE.
WHAT ARE YOU GUYS DOING TO MEET THE NEEDS OF STAFF, YOURSELVES, EVEN IN THESE CHALLENGING TIMES FROM JUST YOUR SOCIAL, EMOTIONAL, HEALTH, AND WELL-BEING?
>> YOU WANT TO GO FIRST OR YOU WANT TO GO?
>> WELL, I WORK OUT [LAUGHTER].
>> YOU'RE HOLDING CLASSES AT GLENWOOD. [LAUGHTER]
>> I THINK IT'S JUST LIKE IN ANY WORKPLACE, REGARDLESS OF THE TIMES THAT WE'RE IN.
WE ENCOURAGE PEOPLE TO TAKE CARE OF THEMSELVES AND TAKE CARE OF THEIR FAMILIES.
WE HAD STAFF MEMBERS WHO HAVE ILL FAMILY MEMBERS OR STRESS FROM THE KID ESPECIALLY THIS TIME OF THE YEAR, AND WE JUST ENCOURAGE THEM; YOU ARE DOING A GREAT JOB, WE SEE YOU, WE HEAR YOU, WE APPRECIATE YOU.
HOW CAN WE HELP YOU? BE THERE FOR THEM.
>> I THINK THE OTHER ONE IS VISIBILITY.
BEING IN THE CLASSROOM AND I MEAN WITHIN THE CLASSROOM EVERY DAY, SOMETIMES TWO OR THREE TIMES.
WE SUBSCRIBE TO THEM MOTTO, WE'LL BEAR IT TOGETHER IN HANDLE BECAUSE WE ARE LIKE A FAMILY.
WE SEE OUR TEACHER ASSESS OUR CLASSROOM.
HOW DO WE WORK TOGETHER IN THIS IDEA OF TOGETHER WE'RE BETTER? WE HAVE OUR OPEN-DOOR POLICY.
YOU CAN COME AND TALK TO US ANYTIME.
FOR US TO TAKE CARE OF OUR PEOPLE.
WE DO THE BEST WE CAN WITH LITTLE INCENTIVES AND THINGS LIKE THAT.
BUT IT'S NOT THE GAFF IS NOT PRESENT, IT'S THE INTENTION.
[00:45:06]
WE TRY TO BE [BACKGROUND] OR TO DEMONSTRATE THE RESPECT THAT WE HAVE FOR THEM AS PROFESSIONALS AND THAT TOGETHER, WE CAN DO AMAZING THINGS FOR OUR KIDS IN OUR COMMUNITY.>> THANK YOU. ONE MORE QUICK QUESTION.
YOU TALKED A GREAT DEAL ABOUT THE IMPORTANCE AND THE EFFECTIVE RESULTS THAT YOU'VE SEEN FROM THIS COLLECTIVE EFFICACY, PLCS, OUR TEAMS. WHERE DO YOU STAND? I MEAN I KNOW THAT WE HAVE AN HOUR A WEEK AND I KNOW THAT WE'RE ALL WORRIED ABOUT INSTRUCTIONAL TIME AT THE SAME TIME.
BALANCING THAT, THE NEED FOR MORE COLLABORATION TIME VERSUS THE NEED TO HOLD ON TO THE INSTRUCTION TIME THAT WE HAVE, ESPECIALLY COMING OUT OF COVID AND WITH PERCEPTIONS OF LEARNING LOSS AND ALL OF THAT.
HOW DO WE FIND THAT BALANCE? WHAT CAN WE DO FOR YOU AS A BUILDING OR WHERE DO YOU SEE THOSE CHALLENGES?
>> I THINK THAT THE GREATEST GIFT THAT WE CAN GIVE OUR TEACHERS IS THE OPPORTUNITY TO COLLABORATE.
TO BE TOGETHER AND TO TALK ABOUT INSTRUCTION.
THEN I FEEL REALLY PROUD OF MY STAFF MEMBERS PLUS IF YOU GO TO OUR PLC AND YOU'RE MORE THAN WELCOME TO COME AND VISIT, IT'S JUST AMAZING TO HEAR THEM REALLY GETTING INTO THAT DATA, AND HOW WE'RE GOING TO TEACH THIS? WHAT ARE THE RESOURCES? HOW ARE WE GOING TO ASSESS? THAT IS REALLY TRANSFORMATIONAL.
THE OTHER THINGS THAT WE HAVE DONE IS THAT WE HAD TWO STAFF MEETINGS A MONTH.
STAFF MEETINGS ARE OPPORTUNITIES FOR TEACHERS TO COME TOGETHER AND COLLABORATE.
THIS IS WHERE WE GET A WISH TO HAVE THE STAFF MEETINGS BUT THE STAFF MEETINGS ARE ABOUT, FOR EXAMPLE, LOOK AT YOUR INTERVENTIONS, LOOK AT THAT DATA AND THEN INTERVENTION.
>> I DO THE NUTS AND BOLTS IN THE STAFF OVERVIEW. I PUT THEM IN THERE.
WHEREAS BEFORE, I USED TO DO THAT AND TEACHERS LIKE, OH, HERE WE GO.
STAFF MEETINGS AFTER SCHOOL ARE BORING WHEN YOU DO NUTS AND BOLTS.
BUT WHEN IT IS OUR OPPORTUNITY TO BE WITH MY GRADE LEVEL AND LOOK AT ALL THE DATA, HOW KIDS DID THE INTERVENTION OR, THAT'S MORE ENCOURAGING, THAT'S A BETTER WAY TO UTILIZE.
>> YOUR FINDING WAYS TO EXPAND THAT TIME?
>> YES, BECAUSE I HAVE SEEN THE POWER OF TEACHERS GETTING TOGETHER.
THE LAST THING THAT I WANTED TO SAY, AND THIS IS MORE OF AN EDITORIAL [LAUGHTER] [INAUDIBLE] THAT, BUT I AM REALLY IMPRESSED WIT THAT WORK THAT BATTLEGROUND WERE DOING HERE, WITH THAT COHERENCE, THAT TEACHER CLARITY PLAYBOOK, PUTTING THE TRAINING ON LETTERS.
HOW DO WE MAKE SURE THAT WE HAVE KIDS READING BY THIRD GRADE AND THAT IS SYSTEMIC? I'M REALLY IMPRESSED IN TERMS OF THE WORK THAT WE'RE DOING TO ALIGN BECAUSE WE HAVE SYSTEMS THAT ARE AFFECTED.
IN AN EFFECTIVE SYSTEM, EVERYBODY IS SUCCESSFUL.
BUT WHEN WE DON'T HAVE SYSTEMS OR IS HARSH PARTIAL THINGS, EVEN THE MOST EFFECTIVE PERSON CAN BECOME INEFFECTIVE.
I REALLY LIKE THE WAY WE'RE GOING.
I THINK IT'S GOING TO GIVE US AMAZING RESULT.
>> THANK YOU, ANTONIO AND LAUREN FOR YOUR DEDICATION TO THE WORK AT A TIME LIKE THIS AND FOR GIVING THE FEEDBACK TO THE BOARD ABOUT WHAT'S GOING ON AT GLENWOOD.
I THINK WE NEED TO TRANSITION TO OUR BREAK,
[00:50:01]
WHICH WILL GET US STARTED AGAIN RIGHT AT FIVE O'CLOCK WITH OUR PRESENTATION FROM OUR LAUREN TEAM, TRAVIS DRAKE AND KELSEY K, AND THAT WILL KEEP US GOING.THANK YOU SO MUCH. THANK YOU TO OUR PRIMARY PRINCIPLES FOR BEING HERE AS WELL.
>> THANK YOU. [OVERLAPPING][APPLAUSE]
>> [NOISE] [BACKGROUND] THESE ARE GOING TO BE THE BEST OPPORTUNITIES PROBABLY BECAUSE WE ARE GOING TO DO PICTURES.
ARE WE STILL GOING TO DO PICTURES? WELCOME.
>> WE ARE BACK AND WE ARE THRILLED TO HAVE OUR LAUREN TEAM HERE [BACKGROUND].
AS YOU KNOW, KELSEY HAS JOINED TRAVIS DRAKE AT LAUREN MIDDLE SCHOOL THIS YEAR.
THEY ARE GOING TO SHARE A BIT ABOUT THEIR SCHOOL IMPROVEMENT PLAN.
AGAIN, WE'VE SET ASIDE UP TO 30 MINUTES FOR THAT, AND THEN WE'LL MOVE TO A QUESTION AND ANSWER WHEN THEY POP THE OPPORTUNITY TO CHECK ARE THE HIGHLIGHTS OF THEIR SCHOOL IMPROVEMENT PLAN.
>> THANK YOU, SHELLEY AND THANK YOU BOARD FOR HAVING US HERE.
I DON'T KNOW IF YOU HAD AN OPTION, BUT WE APPRECIATE IT [LAUGHTER].
I'LL GIVE A QUICK OVERVIEW OF WHERE THINGS ARE AT AND THEN WE'LL GO THROUGH EACH OF THE GOALS BRIEFLY WITH SOME BULLET POINTS.
WE'LL TRY AND BE VERY TRANSPARENT AND CELEBRATE THE VICTORIES AND WHAT SEEMS TO BE GOING WELL AND THEN AREAS THAT WE KNOW WE NEED TO GROW WE WILL SHARE THOSE AS WELL.
AS SHELLEY MENTIONED, IT'S BEEN A YEAR OF TRANSITION.
OUR ASSISTANT PRINCIPAL WHO JOINED ME WHEN I STARTED AT LAUREN, HALFWAY THROUGH THE 2018, 2019 SCHOOL YEAR, ERIC TOOK A JOB DOWN IN THE VANCOUVER SCHOOL DISTRICT.
TO GET A FULL-TIME INTERN, OBVIOUSLY CAME WITH A LOT OF QUESTION MARKS BECAUSE I HAVE NEVER EXPERIENCED THAT BEFORE.
BUT TO HAVE SOMEONE WITH KELSEY'S SKILL SET AND ABILITY TO CONNECT TO PEOPLE HAS BEEN AWESOME.
HONESTLY, WE MISS ERIC AND WE HAVEN'T MISSED BECAUSE OF KELSEY SKILL SET.
WE'VE DEVELOPED A REALLY STRONG CONNECTION WITH OUR COMMUNITY OVER THE LAST FEW YEARS SINCE COVID BEGAN, AND OF COURSE WE WERE WORKING ON IT PRIOR TO THEN.
DURING REMOTE LEARNING, WE MADE LIKE MANY SCHOOLS LITERALLY HUNDREDS OF HOUSE VISITS.
I HAVE NUMEROUS PARENTS WITH MY CELL PHONE WHO TEXT ME OFTEN AND THERE'S MORE POSITIVES THAN NEGATIVES, BUT THERE'S DEFINITELY A STRONG CONNECTION THERE.
WE DIDN'T REALLY ASK PERMISSION, WE JUST ORGANIZED A PARADE DURING REMOTE LEARNING AND SORRY DANNY AND SHELLEY, BUT IT WORKED WONDERS JUST IN TERMS OF THAT CONNECTION, GETTING TO OUR ENTIRE SURFACE AREA AND MAKING SURE THAT WE MADE THOSE CONNECTIONS.
WE SET UP REMOTE LEARNING STATIONS.
WE CALL THEM TRAVELING DENS DURING REMOTE LEARNING WHERE WE HAD LIBRARY BOOKS AND WE WERE HANDING OUT CANDY AND SEEING FAMILIES.
OUR GOAL DURING THAT TIME WAS TO REALLY STRENGTHEN THE CONNECTIONS BETWEEN OURSELVES AND THE COMMUNITY.
I KNOW IT'S BEEN MENTIONED BY OTHER ADMINISTRATORS AS WELL.
THERE ARE OF COURSE A LOT OF CHALLENGES THAT HAVE COME WITH COVID, BUT THERE ARE MANY POSITIVES AND I THINK THE CONNECTION THERE IS ONE OF THOSE.
WITH THAT, I'M GOING TO TURN IT OVER TO KELSEY.
LIKE I SAID, WE'RE GOING TO TALK ABOUT SEL, DISCIPLINE, READING, MATH, AND OUR EIGHTH GRADE ELA AND MATH FAILURE RATES.
THE ONE AREA THAT WE AREN'T GOING TO DISCUSS IS ATTENDANCE.
LIKE ALL OTHER SCHOOLS, IT'S NOT THAT WE'RE IGNORING ATTENDANCE BECAUSE WE AREN'T.
IT'S JUST THAT WE HAVE SO MANY STUDENTS OUT FOR A VARIETY OF REASONS AND SO IT'S MAKING IT REALLY CHALLENGING TO DETERMINE WHERE WE CAN PROVIDE THAT SUPPORT WHEN WE'RE THE ONES TELLING THE KIDS THEY CAN'T COME TO SCHOOL.
I WILL TURN IT OVER TO KELSEY AND WE WILL START WITH SEL.
>> THE FIRST AREA THAT WE HAVE MADE SOME GOALS FOR IS OUR SOCIAL-EMOTIONAL LEARNING, WHICH LENDS ITSELF TO OUR PBIS PROGRAM AND SECOND STEP CURRICULUM.
FIRST, I WANT TO TELL YOU A LITTLE BIT ABOUT PBIS, POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT THAT WE HAVE IN PLACE. SOME HIGHLIGHTS.
WE HAVE THE PRIDE OF LAUREN, AN ACRONYM FOR PREPARATION, RESPECT, INTEGRITY, DETERMINATION AND EXCELLENCE.
WE HAVE PRIDE AWARDS THAT WE WRITE TO ACKNOWLEDGE THE GREAT THINGS GOING ON IN LAUREN.
AS OF THE END OF NOVEMBER, 745 PRIDE AWARDS HAVE BEEN WRITTEN.
WE ALSO SENT HOME POSTCARDS SO THAT THE FAMILIES ARE SEEING THAT ACKNOWLEDGMENT AS WELL.
AS OF THE END OF NOVEMBER, 114 POSTCARDS HAD GONE HOME.
A COUPLE OF OTHER GREAT THINGS,
[00:55:02]
WE HAVE A LAUREN STUDENT OF THE MONTH FOR EACH GRADE LEVEL, AND WE'VE PARTNERED WITH THE BLIND ONION PIZZA COMPANY.THEY PROVIDE A FREE PIZZA [NOISE] FOR EACH OF THE STUDENTS OF THE MONTHS FROM EACH GRADE LEVEL.
WE REALLY APPRECIATE THAT COMMUNITY SUPPORT.
A COUPLE OF THINGS WITH PBIS THAT WE ARE REALLY EMPHASIZING THIS YEAR, WE STARTED IN SEPTEMBER WITH AN EXPECTATIONS FAIR, AND WE PLAN TO REVISIT THAT AGAIN IN FEBRUARY.
THE SCHOOL-WIDE EXPECTATIONS, STUDENTS TRAVELED AROUND DIFFERENT AREAS, AND EACH AREA OF THE SCHOOL HAS THEIR OWN EXPECTATIONS AS IT RELATES TO THE PRIDE OF LAUREN.
WHAT DOES IT LOOK LIKE IN THE CAFETERIA TO SHOW THAT YOU ARE PREPARED, THAT YOU ARE SHOWING RESPECT IN THE LIBRARY, THINGS LIKE THAT? ALL OF THESE ARE ASSESSED BY A TFI, WHICH IS AN ASSESSMENT EACH YEAR WITH THE SUPPORT OF OUR DISTRICT PBIS COACHES.
QUESTIONS SURROUNDING, DO STUDENTS KNOW THE EXPECTATIONS? DO TEACHERS KNOW THE EXPECTATION? WE BASED OUR GOALS AROUND OUR TIERED FIDELITY INVENTORY, TFI, FOR THE YEAR.
WE'RE HOPING TO INCREASE BY EIGHT PERCENT IN THIS AREA, UP TO 65 PERCENT IMPLEMENTATION OF PBIS.
WE ALSO HAVE OUR SECOND STEP CURRICULUM, AND NOT TO TOOT OUR OWN HORNS OR ANYTHING, BUT WE DO HAVE 100 PERCENT IMPLEMENTATION OF THAT AS WELL, THROUGH THE FIRST THREE LESSONS AND THROUGH OCTOBER, SO EVERY TEACHER HAS TAUGHT THE FIRST THREE LESSONS THROUGH OCTOBER, AND WE'RE PRETTY PROUD OF THAT.
FINALLY, WE HAVE OUR SOCIAL-EMOTIONAL LEARNING ROOM AT LAUREN, WHICH WE CALL THE LION PRIDE CENTER.
HERE, WE WERE ABLE TO DO A LOT OF THINGS SURROUNDING STUDENTS SOCIAL-EMOTIONAL LEARNING.
IN OCTOBER, WE WE'RE AT 40 VISITS, THAT WENT UP TO 47 VISITS, 22 OF THOSE WERE BASED ON TEACHER RECOMMENDATIONS FOR STUDENTS TO GO VISIT THIS ROOM, AND SO FAR IN DECEMBER, 51 STUDENTS.
WE'RE GRADUALLY GOING UP, AND THAT NUMBER'S HARD TO DECIPHER.
IF STUDENTS ARE NEEDING IT, THEY'RE NEEDING IT, WHETHER THAT'S TEACHER RECOMMENDED OR STUDENTS SELF-RECOMMENDED, BUT WE'RE REALLY HAPPY WITH WHAT'S GOING ON THERE.
OUR COUNSELOR AND OUR STAFF IN THE SCL ROOM, THEY'RE ABLE TO RUN GROUPS BASED ON OUR PBIS DATA.
IF WE'RE SEEING A LOT OF STUDENTS SHOWING A CERTAIN BEHAVIOR BASED ON REFERRAL DATA, WE CAN TARGET THAT WITH SMALL GROUP'S LESSONS IN THE SCL CENTER, ALL BASED ON THOSE BEHAVIORS THAT WE'RE OBSERVING.
>> THE SECOND AREA IN THE SCHOOL IMPROVEMENT PLAN THAT WE AREN'T GOING TO TALK ABOUT IS ATTENDANCE, SO WE'RE GOING TO SKIP TO THE THIRD AREA, WHICH IS AROUND DISCIPLINE.
THE DISCIPLINE GOAL IS BASED ON A SUSPENSION RATE.
WE, LIKE OTHER SCHOOLS, WE REALLY DON'T SUSPEND MANY STUDENTS AT ALL, SO WE'RE MORE SHIFTING OUR LOOK TO CLASSROOM DISRUPTIONS AND OUR STUDENTS ABLE TO LEARN IN CLASS WITHOUT OTHER STUDENTS DISRUPTING THEM.
FOR THOSE STUDENTS WHO ARE DISRUPTING, WHAT CAN WE DO TO SUPPORT THEM.
ALL CLASSROOMS THIS YEAR, THIS IS THE THIRD YEAR WE'VE DONE THIS.
ALL CLASSROOMS HAVE DEVELOPED EXPECTATIONS IN THEIR OWN CLASSROOM.
IT'S POSSIBLE TO DO THAT IN TWO WAYS, YOU JUST TELL THE KIDS HOW THEY'RE GOING TO BEHAVE OR YOU INCLUDE THEM IN THE PROCESS OF DEVELOPING THE EXPECTATIONS, AND OUR TEACHERS HAVE INCLUDED THE STUDENTS IN THE PROCESS, AND SO THEN WE CREATE POSTERS FOR EACH CLASSROOM THROUGH THE LENS OF PRIDE.
PREPARATION MAY LOOK DIFFERENT AND TEACHER A'S CLASS THAN DOES IN TEACH B.
AS KELSEY MENTIONED, WE HAVE THE EXPECTATION FAIR THAT WE WILL DO AGAIN IN FEBRUARY, AND WE'RE PROUD OF THE FACT THAT WE KNOW THAT DISCIPLINE IS UP IN MANY AREAS, AND FOR MANY REASONS, STUDENTS ARE STRUGGLING, I THINK THE ADULTS ARE STRUGGLING, AND THAT DOES DEFINITELY HAS AN IMPACT.
WHEN WE LOOKED AT THE LAST LIKE MONTHS, SO THAT WOULD BE NOVEMBER OF 2019 BECAUSE NOVEMBER OF 2020 WAS NOT ANYTHING LIKE ANYTHING.
THERE WERE 162 REFERRALS FOR 110 STUDENTS IN NOVEMBER OF 2019, AND THEN LAST MONTH, NOVEMBER OF 2021, THERE WERE 128 REFERRALS FOR 68 STUDENTS.
WE ABSOLUTELY DO NOT ENCOURAGE TEACHERS TO NOT WRITE REFERRALS, WE TELL TEACHERS ON A DAILY BASIS YOU NEED TO WRITE THAT UP BECAUSE REFERRAL IS NOT DISCIPLINE, REFERRALS COMMUNICATION, AND WE CAN'T SUPPORT STUDENTS WITHOUT THAT,
[01:00:01]
SO WE ARE DEFINITELY PROUD OF THAT.AS I MENTIONED AT THE BEGINNING, THERE ARE A LOT OF THINGS THAT WE'RE PROUD OF AT LAUREN, AND ONE OF THE THINGS THAT WE KNOW WE NEED TO GROW INTO IS, MAKING SURE WE HAVE SYSTEMS THAT WILL LAST LONGER THAN THE ADULTS WE HAVE IN THE BUILDING, AND I BELIEVE THAT THERE'S A LOT OF DIFFERENT FACTORS WHY OUR DISCIPLINE IS LOW.
ONE OF WHICH I DO THINK KELSEY AND I HAVE GREAT RELATIONSHIPS WITH THE STUDENTS, I KNOW THE NAMES OF 90 PERCENT OF THE 700 STUDENTS THAT WE HAVE AT LAUREN, AND I KNOW THAT MAKES A DIFFERENCE, AND I KNOW OTHER ADMINISTRATORS ARE DOING THE SAME.
WE ALSO HAVE TEACHERS WHO ARE REALLY GOOD AT MAKING THOSE CONNECTIONS WITH THE STUDENTS.
STUDENTS GENERALLY DON'T WANT TO ACT BAD FOR THE ADULTS THAT THEY LIKE, AND THAT DOES MAKE A DIFFERENCE.
WITH THAT BEING SAID, THE TEACHERS MOVE ON, ADMIN MOVE ON, AND SO AN AREA OF GROWTH FOR US IS DEFINITELY GOING TO BE CREATING SYSTEMS THAT LASTS LONGER THAN OURSELVES.
THE NEXT THREE AREAS THAT WE WANT TO LOOK AT WOULD BE; READING I READY, MATH I READY, AND THEN OUR EIGHTH GRADE PASSAGE RATES.
THERE'S TWO THINGS THAT I WANTED TO HIGHLIGHT SIMILAR TO WHAT ANTONIO AND LORI WERE TALKING ABOUT WITH OUR PLCS.
WE'VE MADE A LOT OF PROGRESS WITH OUR PLCS IN OUR BUILDING, ONE OF THE THINGS THAT WE STARTED TALKING ABOUT PRE-COVID WAS, WHAT YOU TEACH NEEDS TO BE IDENTICAL TO YOUR LIKE CONTENT TEACHING PARTNERS, SO SEVENTH GRADE ELA AND TEACHER A SHOULD BE THE EXACT SAME CONTENT-WISE AS A SEVENTH GRADE ELA TEACHER AND THE CLASS NEXT DOOR, WHAT YOU TEACH NEEDS TO BE IDENTICAL, HOW YOU GRADE NEEDS TO BE REALLY CLOSE TO IDENTICAL, AND THEN OF COURSE, HOW YOU TEACH SHOULD BE UNIQUE TO YOUR OWN INDIVIDUAL SKILL SET.
USING THE PLC PROCESS WE'VE MADE IT A GOAL THIS YEAR TO COMPLETE A SCOPE AND SEQUENCE FOR OUR ELA MATH AND SCIENCE COURSES.
FOR SOME OF THOSE, IT'S A LITTLE BIT EASIER.
MATH IS A LITTLE BIT MORE PRESCRIBED BECAUSE OF THE NEW CURRICULUM.
ELA IS MORE CHALLENGING BECAUSE THERE'S SOME VARIETY OF APPROACHES, AND THEN SCIENCE IS ALSO MORE CHALLENGING RIGHT NOW AS WE WAIT FOR A NEW CURRICULUM.
BUT WITH ALL OF THOSE, WE HAVE THE ESSENTIAL STANDARDS IN THE WORK THAT DAVID KENNEDY HAS LEAD WHEN COVID BEGAN, IDENTIFYING THOSE ESSENTIAL STANDARDS HAS BEEN HUGE FOR US IN THE BUILDING LEVEL TO HAVE THESE CONVERSATIONS.
THE SECOND PIECE THAT'S REALLY HELPING US, AND QUITE HONESTLY, WE'RE JUST SCRATCHING THE SURFACE WITH HOW WE CAN UTILIZE IT, WHAT WE CALL LION SUPPORT, AND WE CALL IT LION SUPPORT BECAUSE WE WANT IT TO MATCH WHAT THE STUDENTS ARE SEEING AND HEARING OVER AT PRAIRIE AND WHERE IT'S FALCON SUPPORT.
WE'RE UTILIZING POSITIVE ATTENDANCE DURING OUR LION SUPPORT PERIOD, THE SAME THING WE DID WHEN I WAS A PRINCIPAL AT PRAIRIE.
I KEEP LOOKING AT SYDNEY BECAUSE SYDNEY WAS A STUDENT OVER THERE.
[LAUGHTER] SORRY. WHAT THE POSITIVE ATTENDANCE ALLOWS US TO DO IS BE INTENTIONAL WITH WHERE STUDENTS ARE GOING DURING THAT TIME AND ALSO HOLD STUDENTS ACCOUNTABLE TO WHERE THEY'RE GOING.
INSTEAD OF A TEACHER KEEPING ALL THE STUDENTS FROM HIS OR HER HOME ROOM, STUDENTS NOW HAVE THE FLEXIBILITY TO GO WHERE THEY NEED TO GO BASED ON NEED.
THE REASON WHY I SAID WE'RE NOT EVEN CLOSE TO UTILIZING IT THE WAY WE NEED TO, IS THERE'S STILL SOME HESITANCY ON OUR PART BECAUSE OF COVID TO HAVE THAT MANY GROUPS INTERMIXED.
WE'RE HAVING MINOR CHALLENGE WITH OUR SIXTH GRADE LEVEL RIGHT NOW IN TERMS OF THE NUMBER OF COVID CASES AND SO WE ARE BEING VERY CAUTIOUS WITH THAT.
WITH READING, OUR GOAL IS TO INCREASE OUR ALREADY SCORES BY 20 PERCENT AT EACH GRADE LEVEL.
WE ARE USING A TOOL CALLED MY PATH, WHICH ALL MIDDLE SCHOOLS HAVE ACCESS TO.
DURING THE MONTH OF NOVEMBER, 510 OF OUR 695 STUDENTS ACCESS TO MY PATH.
OF THOSE 68 PERCENT WERE UTILIZING IT 10 MINUTES OR MORE PER WEEK.
THIS IS NOT AS HIGH AS WE WANT IT.
SOME OF THE EXPLANATION FOR WHY SO MANY STUDENTS AREN'T ON IT IS SOME OF OUR SPECIAL EDUCATION STUDENTS ACCESS THEIR IEP TEACHERS DURING THAT TIME AND SO WE NEED TO FIGURE OUT OTHER WAYS TO SUPPORT THOSE STUDENTS AND GIVE THEM EQUAL ACCESS OF COURSE.
THERE'S ALSO OTHER OPTIONS OTHER THAN MY PATH FOR EXAMPLE, OUR 6TH GRADE STUDENTS, THEY HAVE TWO OTHER PROGRAMS THAT THEY'RE USING, THAT THEY CREATED ON THEIR OWN.
THEY'RE UTILIZING OTHER PROGRAMS OTHER THAN JUST MY PATH.
KELSEY, IS GOING TO TALK ABOUT MATH.
>> FOR MATH, WE'RE ALSO USING THE MY PATH RESOURCE, WHICH COMES FROM I-READY.
IT'S AN INDIVIDUALIZED INSTRUCTION SUPPORT THROUGH I-READY THAT MEETS STUDENTS RIGHT AT THEIR LEVEL BASED ON THEIR DIAGNOSTIC ASSESSMENTS.
IN MATH, 516 OF 695 STUDENTS HAVE ACCESS MATH,
[01:05:06]
I-READY, MY PATH DURING THE MONTH OF NOVEMBER.OF THOSE, 64 PERCENT SPENT 10 OR MORE MINUTES PER WEEK.
AGAIN, WE'RE REALLY TRYING TO BE INTENTIONAL ABOUT THE INTERVENTIONS AND MEETING STUDENTS WHERE THEY ARE, THAT INDIVIDUALIZED INSTRUCTION AND MY PATH ALLOWS US THAT THROUGH THE I-READY RESOURCE.
>> THEN THE FINAL AREA WE WANT TO TALK ABOUT IS 8TH GRADE ELA AND MATH PASSAGE RATES.
ONE OF THE, I GUESS PERSPECTIVES I HAVE IS THE FORMER PRINCIPAL OVER A PRAIRIE IS I KNEW WE WOULD SEE STUDENTS COME IN FROM THE MIDDLE SCHOOLS WHO WEREN'T READY TO BE SUCCESSFUL AT THE HIGH-SCHOOL LEVEL.
WE WERE AT A LOSS OFTEN TIMES ON HOW WE CAN BEST SUPPORT THEM.
I ALSO KNOW AS A MIDDLE SCHOOL PRINCIPAL, WE ARE SENDING 8TH GRADERS TO THE HIGH SCHOOL WHO AREN'T READY.
WHICH IS EVEN A WORST FEELING KNOWING THAT SOME OF THE STUDENTS DON'T NECESSARILY HAVE THE TOOLS THEY NEED TO BE SUCCESSFUL.
THERE'S A VARIETY OF REASONS AND WE DEFINITELY OFTEN TIMES OWN MORE THAN WE HAVE CONTROL OF, BUT WE WANT TO MAKE SURE WE'RE DOING EVERYTHING WE POSSIBLY CAN.
WE'VE CONNECTED WITH PRAIRIE, ALREADY, MAPPED OUT A PLAN FOR THE REST OF THE YEAR IN TERMS OF GETTING PRAIRIE ADMIN INTO OUR BUILDINGS SO THEY CAN MEET THE STUDENTS.
WE WANT TO WORK WITH THE ASB LEADERSHIP OVER AT PRAIRIE TO GET THE STUDENTS IN.
SO OUR 8TH GRADERS GO INTO PRAIRIE HAVE SOME ADVOCATES AND SOME STUDENT MENTORS.
IN TERMS OF PASSAGE RATES, THE GOAL IS TO HAVE 90 PERCENT OF OUR 8TH GRADERS PASSING ALL OF THEIR CLASSES.
THERE'S SOME SUBJECTIVITY TO GRADES.
WE WANT TO TRY AND FOCUS ON MAYBE THE HABITS OF SUCCESS FOR THE STUDENTS ALONG WITH THE GRADE ITSELF.
WE HAVE IDENTIFIED AND WILL CONTINUE TO IDENTIFY STUDENTS THROUGH THE PLC PROCESS WHO NEED ADDITIONAL SUPPORT IN MATH AND ELA.
WE ARE WORKING WITH KELSEY AND I MET WITH THE 8TH GRADE TEAM A FEW WEEKS AGO IDENTIFYING STUDENTS WHO COULD USE ADDITIONAL SUPPORT FOR SMALL GROUP WORK.
THESE STUDENTS WILL THEN BE PLACED INTO SMALL GROUP DURING THAT LINE SUPPORT TIME FOR THAT INTENTIONAL SUPPORT.
WHAT THAT COULD LOOK LIKE IS ONE TEACHER MAY SEND HIS OR HER STUDENTS TO OTHER TEACHERS CLASSROOMS TO WORK ON MY PATH AND THEN A SMALL GROUP OF STUDENTS COULD SPEND TIME WITH ONE TEACHER TO GAIN SOME SKILLS AND SUPPORT.
CURRENTLY, WE HAVE 32 8TH GRADERS.
I WAS TRYING TO LOOK UP OUR ENROLLMENT PRIOR TO COMING HERE, I BELIEVE OUR 8TH GRADE ENROLLMENT.
I'M GUESSING AND I KNOW SOMEONE CAN CHECK, BUT IT'S, I THINK AROUND 140 STUDENTS.
WE CURRENTLY HAVE 32 STUDENTS WHO HAVE AN F IN EITHER MATH OR ELA WHICH OF COURSE IS TOO MANY.
WE'RE GOING TO CONTINUE TO WORK ON THAT.
I WOULD SAY ONE OF THE BIGGEST CHALLENGES, I JUST LOVED HEARING ANTONIO SPEAK AND I LOVE HEARING WHAT HE SAYS.
ONE OF THE THINGS HE TALKED ABOUT WAS JUST THAT FEELING OF FAMILY.
I COULDN'T SAY THAT ENOUGH ABOUT OUR STAFF AT LORNE, JUST THE WORK THAT THEY DO AND HOW HARD THEY ARE WORKING.
WE DEFINITELY NEED TO TAKE CARE OF THE SOCIAL EMOTIONAL NEEDS FIRST BEFORE WE CAN FOCUS ON ACADEMICS.
IT'S NOT NECESSARILY AN AND OR.
I THINK FOR OUR EIGHTH GRADE STUDENTS, LIKE MANY MIDDLE SCHOOLS ARE RECOGNIZING, THEY'RE NOT REALLY EIGHTH GRADE STUDENTS.
THEY ARE IN AGE, BUT THEY'RE DEFINITELY NOT IN BEHAVIOR AND THEY'RE NOT IN THEIR EXPERIENCE BECAUSE OF WHAT THEY'VE MISSED.
TRYING TO ALLOW THEM TO WORK THROUGH THAT AND WORK THROUGH THESE CRAZY TIMES OF THE MIDDLE SCHOOL YEARS WHILE PREPPING THEM FOR HIGH SCHOOL HAS DEFINITELY BEEN A CHALLENGE.
THE LAST THING I WANT TO HIGHLIGHT, BECAUSE IT WAS A GREAT EXPERIENCE AND I KNOW JACKIE ROLLED THROUGH TOWARDS THE END.
A COUPLE WEEKS AGO OR LAST WEEK, WE HAD A WINTER WONDERLAND DRIVE-THROUGH FOR THE STUDENTS AND PARENTS AT LORNE AND I THINK WE HAD A LINE OUT TO THE ROAD FOR OVER AN HOUR.
WE SAFELY PREDICT WE SAW MORE THAN HALF OF OUR STUDENTS.
THERE WERE 200 PLUS CARS THAT CAME THROUGH THERE.
IT WAS A GREAT TESTAMENT TO THE COMMUNITY THAT HAS BEEN ESTABLISHED AT LORNE.
HONESTLY WAS ESTABLISHED BEFORE I ARRIVED AND SO I'M JUST TRYING NOT TO SCREW IT UP.
WITH THAT, I FORGOT TO START MY TIMER.
I HAVE NO IDEA HOW LONG I'VE BEEN TALKING.
>> NOT IN THAT JOB FOR JUST WINGING IT.
>> I DON'T APPRECIATE THAT, JACKIE, I HAVE NOTES.
[LAUGHTER] WE PREPPED. [LAUGHTER]
[01:10:03]
[LAUGHTER]>> HOW DO YOU FEEL LIKE THAT TRANSITION? ARE YOU JUST GETTING STARTED WITH THE TRANSITION INTO WORKING WITH PRAIRIE ADMIN TO WORK WITH THESE STUDENTS IS IT'S JUST STARTING.
ARE YOU LOOKING TO DO THAT AFTER WINTER BREAK? I MEAN, WHAT ARE YOU HOPING TO MAYBE GIVE AN EXAMPLE OF WHAT YOU'RE HOPING TO IMPACT WITH THAT?
>> I'LL TELL YOU WHAT THE INITIAL PLAN WAS AND THE MAIN REASON IT HASN'T HAPPENED YET IS JUST BECAUSE OF THE TRANSITIONS THAT HAVE HAPPENED AT PRAIRIE.
WHEN WE SAT DOWN AND PLANNED OUT WITH PRAIRIE, THEY DIDN'T HAVE A PRINCIPAL IN PLACE YET.
WE KNEW THAT MRS. WATTS WAS MOVING ON.
WE DIDN'T HAVE A NEW PRINCIPAL IN PLACE, SO IT WAS PLANNED WITH SOME OF THEIR ASSISTANCE.
THE PLAN IS AFTER THE FIRST OF THE YEAR, OVERALL, WE WANT THE EIGHTH GRADE STUDENTS TO KNOW THE FACES AND NAMES OF MORE THAN ONE ADMINISTRATOR THAT THEY'RE GOING TO START WORKING WITH IT THE HIGH SCHOOL.
THE IDEA WAS WE WOULD PICK DIFFERENT THEMES AND TAKE ONE OF OUR LION SUPPORT TIMES AND HAVE A PRAIRIE ADMIN COME OVER.
MAYBE ONE MEETING WOULD BE AROUND ATHLETICS, THE OTHER MEETING COULD BE AROUND THE ARTS.
THERE'S DEFINITELY GOING TO BE DISCUSSIONS BECAUSE THEY'VE ALREADY STARTED AROUND FORECASTING AND CAREER CRUISING.
I THINK REALLY JUST BREAKING DOWN WHAT IT MEANS TO BE A HIGH SCHOOL STUDENT AT PRAIRIE, USUALLY AROUND FEBRUARY OR MARCH, THE EIGHTH GRADERS ARE DONE WITH MIDDLE SCHOOL.
THEY DON'T REALLY WANT ANYTHING TO DO WITH MIDDLE SCHOOL ANYMORE.
I DO THINK THAT'S GOING TO CHANGE WITH ATHLETICS AND IT'S GOING TO BE A HUGE POSITIVE CHANGE.
BUT THE MORE WE CAN START SHOWING THEM WHAT IS NEXT BECAUSE MIDDLE-SCHOOL ISN'T SUPPOSED TO BE YOUR BEST FOUR YEARS.
IT REALLY SHOULD BE HIGH SCHOOL.
WE'RE TRYING TO MAKE MIDDLE-SCHOOL AS GOOD AS POSSIBLE, BUT WE WANT THEIR HIGH SCHOOL EXPERIENCE TO BE POSITIVE AS WELL.
>> I'D LIKE TO SAY THAT I HAD THE OPPORTUNITY TO GO TO LORNE MIDDLE SCHOOL.
I WENT TO TALK TO MY OLD BAND TEACHER AND HELPED HIM OUT, MR. WILCOX.
SOMETHING HE SAID THAT REALLY STRUCK WITH ME IS LIKE HE LOVES THE COMMUNITY AND COMING FROM MULTIPLES OTHER SCHOOLS, HE SAID THAT THE SCHOOL PROVIDED MORE SUPPORT AND IT WAS GENUINELY REALLY NICE.
HE SAID THAT HE COULDN'T ASK FOR A BETTER PRINCIPAL OR VICE PRINCIPAL THAN YOU TWO.
I'M HEARING THAT YOU GUYS ARE DOING A GREAT JOB. THANKS RICARDO.
>> RICARDO WOULDN'T LEAVE BY THE WAY, I THINK YOU'RE THERE ALL DAY.
>> I WAS THERE ALL DAY [LAUGHTER] AND I WAS READY TO.
>> I SAW HIM OUT PLAYING BASKETBALL DURING RECESS [LAUGHTER] I'M LIKE RICARDO TIME TO GO BACK TO CLASS [LAUGHTER].
>> I'LL REPORT THAT AS AN EXCUSE [LAUGHTER].
>> WELL, AS A FORMER LAUREN MIDDLE SCHOOL STUDENT, I LOVE TO HEAR THAT YOU GUYS ARE STILL DOING PRIDE BECAUSE I STILL HAVE MINE UP ON MY FRIDGE IN THE POSTCARDS.
I LOVE TO HEAR ABOUT THE SECOND STEP AND YOU GUYS STILL BEING OUT OF A 100 PERCENT.
I CAN'T WAIT TO COME SEE EVERYTHING YOU JUST TALKED ABOUT IN SCHOOLS BECAUSE I'M GOING TO HANG OUT WITH MY EIGHTH GRADE TEACHER, MS. CUSHIN, SOMETIME LATER THIS WEEK.
I STILL HAVE A QUESTION, IS THERE SO POPCORN ON FRIDAYS? I'M GOING TO COME ON FRIDAY THEN.
>> IF YOU COME BECOME THIS FRIDAY, YOU CAN BRING YOUR PRIDE AWARDS FOR FREE HOT CHOCOLATE IN THE MORNING TOO.
>> I KNOW LAUREN BEING ONE OF THE BIGGER AS YOU SAID, 700 PLUS KIDS, I DON'T KNOW. IS IT THE BIGGEST?
>> THE BIGGEST IN MIDDLE SCHOOL.
>> THE MIDDLE SCHOOLS. YEAH. THAT'S EXTRA WORK AND EXTRA CHALLENGE.
THANKS TO THAT, THE THING THAT STRUCK ME THAT STOOD OUT WAS YOUR REALIZATION ON THE IDEA OF SYSTEMS THAT OUTLAST PEOPLE.
WE'VE CERTAINLY BECOME ENAMORED AND IDENTIFY AS WE DID WITH GERALDINE THE OTHER DAY OF SOMEBODY THAT IS THERE A LONG TIME BUT BUT YOU'RE RIGHT.
PEOPLE DO MOVE ON AND PEOPLE MOVE EVERY YEAR AND HAVING THOSE SYSTEMS IN PLACES GREAT.
I NOTICED ON YOUR IREADY DATA.
AGAIN, THIS IS MAYBE A QUESTION BACKWARD, EVERYBODY.
THIS SEEMS LIKE THIS YEAR WAS FORCED ON US SINCE WE DON'T HAVE S BACK DATA.
IT IS IREADY DATA, MORE HELPFUL, MORE DEPENDABLE.
I'M INTERESTED IN YOUR MY PATH BE.
IF THERE'S A PIECE THAT CAN COME OFF OF THAT THAT HELPS YOU INDIVIDUALIZE IT FOR STUDENTS.
YOU DON'T REALLY HAVE THAT WITH US BACK TO YOU.
[01:15:01]
>> I THINK ONE OF THE THINGS THAT IS MOST APPRECIATED ABOUT IREADY DATA IS THAT YOU CAN MONITOR GROWTH.
THAT IN ITSELF IS HELPFUL IN GUIDING INSTRUCTION, THINGS LIKE THAT.
BUT WITH USING MY PATH, I THINK THAT ULTIMATELY WE'RE ABLE TO MEET STUDENTS WHERE THEY'RE AT AND IT PROVIDES A BIT OF INDIVIDUALIZED INSTRUCTION THAT WE MAY NOT HAVE THE RESOURCES TO DO ON A GRANT SCHEME IN A CLASSROOM OTHERWISE.
>> THANKS. YOU POINTED OUT THAT YOU HOPE THAT SOME OF THAT IDENTITY OF STAY IN AN EIGHTH GRADER ALL THE WAY THROUGH THE YEAR MIGHT HELP FROM HAVING MIDDLE SCHOOL ATHLETICS.
THAT SEEMS LIKE AN OPPORTUNITY AS WELL TO GET MORE PARENT ENGAGEMENT.
I HEARD BOTH GLENN AND LAUREN AND I'VE HEARD OTHER TALK ABOUT THE ABILITY TO GET MORE PARENTS ON THE CAMPUS AND INVOLVED IN WHAT'S GOING ON.
YOU DON'T HAVE TO ANSWER ME NOW, BUT I'D LOVE TO HEAR SOME IDEAS OF HOW DO WE TAKE ADVANTAGE OF RESTARTING MIDDLE SCHOOL SPORTS.
TO NOT JUST HAVE THE PEOPLE ON SITE AND WATCHING FROM THE SIDELINES, BUT ENGAGING WITH SCHOOL PERSONNEL AT THAT TIME.
>> I KNOW YOU DIDN'T WANT AN ANSWER, BUT I KNOW THE VALUE OF ATHLETICS AND HAVING BEEN THE ATHLETIC DIRECTOR AT PRAIRIE, I KNOW THE CHALLENGES THAT COME WITH IT.
WE WILL BE TALKING ABOUT PLAYING TIME FOR SEVENTH GRADE BASKETBALL, WHICH IS GOING TO BE FRUSTRATING.
THE CULTURE THAT IT WILL HELP CREATE IT'S GOING TO GET MORE PEOPLE IN OUR BUILDING.
IT'S GOING TO GET PARENTS INTO OUR SCHOOL WHO HAVE NEVER BEEN TO OUR SCHOOL.
ONE OF THE IRONIES OF ATHLETICS IS PEOPLE SEEM TO BE MORE EXCITED ABOUT PLAYING TIME, BUT MAY DO WHAT THE SCIENCE CURRICULUM IS, IF WE CAN GET THEM IN THE BUILDING FOR A BASKETBALL GAME MAYBE WE CAN THEN START HAVING CONVERSATIONS.
I HAVE MORE MEANING. THAT'S GREAT.
>> MARK JUST A LITTLE BIT OF MORE INFORMATION ABOUT IREADY AND HOW THE SCHOOLS ARE USING IT.
THEY ARE ALL TAKING THE DIAGNOSTIC IN THE FALL AND WINTER AND THAT GIVES INFORMATION FOR EACH INDIVIDUAL STUDENT, WHICH THEN THAT POPULATES THERE MY PATH.
EACH STUDENT HAS AN INDIVIDUALIZED PLAN ON THE STRANDS TO WORK ON AND MAKE PROGRESS ON.
THEY HAVE THE INTERVENTION ENHANCEMENT COURSES THAT ALL OF THE MIDDLE SCHOOLS WHERE THAT MY PATH CAN BE USED FOR THAT.
THE RESEARCH SAYS THAT IF IT'S USED MORE THAN 30 MINUTES A WEEK, THAT STUDENTS ARE GOING TO MAKE PROGRESS IN BETWEEN THERE NEXT DIAGNOSTIC TEST.
IREADY ALSO DOES A SMALLER DIVE THAT GRADE LEVELS CAN LOOK AT TO IDENTIFY STANDARDS MASTERY.
A GRADE LEVEL TEAM CAN LOOK AT ALL THE STUDENTS IN THAT GRADE LEVEL AND PICK OUT WHAT STANDARDS MOST LIKELY WE CAN FOCUS ON AS A GREAT LEVEL TO GIVE ALL OF OUR STUDENTS MORE INSTRUCTIONAL SUPPORT AND CREATE THEIR STUDENT GROWTH GOALS OR THOSE TYPES OF THINGS TO HAVE A GRADE LEVEL, BUT THEN ALSO DIAL IT IN INDIVIDUALLY TO THE STUDENTS.
WE DON'T GET THAT INFORMATION WITH THE SBA AND IREADY ALLOWS US TO HAVE THAT MORE REAL-TIME FOR STUDENTS TO BE ABLE TO ACCESS THAT.
>> DO STUDENTS HAVE ACCESS TO AN ADULT TO HAVE QUESTIONS AND THINGS LIKE THAT? ARE THEY GOING TO TRULY ON THEIR OWN TO WORK ON THAT WHEN THEY'RE IN MY PATH.
>> IT IS DEPENDS ON THE INTENTIONALITY OF THE TEACHER AND HOW IT'S SET UP.
I WOULD SAY THAT'S THE CLASSROOM.
WE WOULD HOPE THAT GRADE LEVEL TEAMS WOULD MAKE SOME AGREEMENTS ON HOW THAT IS USED.
BUT IT REALLY IS UP TO TEACHERS AND HOW THEY'RE SUPPORTING AND USING IT.
IREADY COMES WITH A LOT OF RESOURCES AND SUPPORTS FOR TEACHERS AND THE IMPLEMENTATION OF TEST-TAKING STRATEGIES AND HOW THE IREADY TEST WORKS THEN GOAL SETTING SO STUDENTS CAN SELF-ASSESS AND THEN SET PROGRESS GOALS FOR HOW THEY'RE GOING TO DO ON THE NEXT ONE.
IT DEPENDS ON HOW THAT MATERIAL IS BEING USED IN THE CLASSROOM.
IF IT'S BEING USED, THERE'S A LOT OF TOOLS THAT IT COMES WITH.
>> TRAVIS AND KELSEY, I JUST HAVE A QUESTION IN REGARDS TO YOUR NEWSLETTER YOU HOME ON A REGULAR BASIS.
I NOTICE YOU HAVE A LOT OF WHY AND HOW IN THERE.
I'M JUST WONDERING WHAT FEEDBACK THAT YOU GET ON THAT.
DO YOU GET POSITIVE FEEDBACK ABOUT IT, ABOUT HOW IT'S USED AND IS IT SOMETHING THAT PARENTS ARE ASKING OR WANT?
>> I HOPE READING IT? [LAUGHTER] I WOULD SAY DEFINITELY POSITIVE FEEDBACK.
USUALLY YOU'RE STILL GOING TO GET THE QUESTIONS REGARDLESS.
[01:20:01]
IT'S JUST ANOTHER AVENUE TO COMMUNICATE.I MEAN, THAT'S ONE OF THE THINGS I DO DURING THE SUMMERS.
I MAP OUT WHAT MESSAGE I WANT TO SAY AND WHEN I DON'T PRE-WRITE THEM BECAUSE THE VIBE OF THE TIME OF THE YEAR IS GOING TO DICTATE THAT.
THEN OUR SECRETARY IS INCREDIBLE AND SHE'S PUTTING IN THE REST.
BUT WE TIED INTO OUR PBIS WHERE THERE'S LINKS TO SHOW WHICH STUDENTS HAVE RECEIVED RECOGNITION FOR THAT PREVIOUS WEEK.
I WOULD SAY, LIKE WITH ANYTHING, WE'RE TRYING TO PROVIDE A SERVICE THAT SOMETIMES THEY DON'T EVEN KNOW THEY WANT.
I ALWAYS THINK OF THE APPLE, IPOD WERE WE DIDN'T KNOW WE WANTED IPODS AND THEY JUST MADE THEM.
WE'RE LIKE THIS IS A REALLY COOL THING.
WE FIGURE IF WE CAN DO AS MANY OF THOSE SMALL THINGS AS POSSIBLE FROM GIVING OUT DOG TREATS IN THE MORNING TO ANY CAR THAT COMES UP WITH A DOG.
IT'S AMAZING HOW THAT JUST PUTS A SMILE AND EVERYONE'S FACE.
WE HAVE A LITTLE FIFTH GRADER, ELONA.
I DON'T KNOW IF ELONA IS GOING TO BE WATCHING THIS, BUT ELONA FRUSTRATING BECAUSE SHE KEEPS TAKING THE DOG TREATS AND FEEDING THE DOGS AND IT'S KILLING OUR VIBE.
[LAUGHTER] THE DOG TREATS FROM ELONA [LAUGHTER] BECAUSE HE KEEPS FEEDING THE DOGS FOR US.
I THINK IF IT'S WHETHER IT'S A NEWSLETTER, SILLY THINGS LIKE DOG TREATS, HAVING ACCESS TO BEING ABLE TO TEXT ME AT ANYTIME OF THE DAY.
BUT I THINK WITH THE NEWSLETTER ITSELF, I LIKE THAT IT TIES EVERYTHING TOGETHER BECAUSE THINGS CAN FEEL A LITTLE BIT SPORADIC AND ACCIDENTAL.
WITH THE NEWSLETTER, IT'S CLARIFIES EVERYTHING THAT'S HAPPENED OR IS HAPPENING.
>> THANK YOU. I KNOW I APPRECIATE THEM.
I'LL SAY I APPRECIATE READING THEM TOO.
ONE OF THE THINGS THAT I'VE NOTICED DURING THE LAST COUPLE OF YEARS IS HOW INTENTIONAL YOU'VE BEEN AT ENGAGING STUDENTS, ENGAGING FAMILIES.
THERE ISN'T A WHOLE LOT YOU DO THAT DOESN'T PUT A SMILE ON MY FACE.
JUST KEEP DOING IT. LIKE I KNOW YOU GUYS ARE TIRED.
I KNOW YOU GUYS ARE WORKING HARD, BUT THANK YOU.
IT'S NOTICED AND VERY APPRECIATED.
>> THANK YOU, JACKIE. THAT MEANS A LOT.
>> ANY OTHER QUESTIONS [OVERLAPPING]
>> MAYBE THEY'RE OFFICE TODAY.
>> LET'S TALK ABOUT KELSEY'S OUTFIT EARLIER IN THE DAY.
[NOISE] SHE WORE PAJAMAS, THERE WAS NO COORDINATION THERE?
>> THAT'S WHY KIDS LIKE ME MORE.
>> [LAUGHTER] YOU'RE SEEING THE BEST. [OVERLAPPING]
>> THANK YOU SO MUCH FORD HEARING OUR PRESENTATION TODAY FROM BOTH GLENN AND LAUREN AND I APPRECIATE THE WORK THAT BOTH TEAMS HAVE DONE AS WELL AS THE BACKGROUND WORK THAT'S GONE INTO THESE.
WE LOOK FORWARD TO PRESENTING THESE, THE REGULAR BOARD MEETING FOR YOUR APPROVAL IN A LITTLE WHILE.
>> TO ALL THE PRINCIPALS IN THE BACK WHO ALSO DIDN'T GET A CHANCE TO COME UP AND PRESENT INDIVIDUALLY.
I'M REALLY NOTICING SOME OF THOSE COHERENT WORK THAT WAS POINTED OUT ACROSS THE BOARD IN THE SCHOOL IMPROVEMENT PLAN.
WE'RE HEARING A LOT OF THE SAME TERMS. IT'S NOT EVERY BUILDING FOR THEMSELVES NICE TO HEAR.
>> FOR THOSE THAT WERE AT ONE OF THE TOURS, DO YOU FEEL LIKE THAT WAS HELPFUL TO HAVE PRIOR TO THE SCHOOL IMPROVEMENT PLAN PRESENTATIONS.
>> KUDOS FOR SANDY FOR SETTING THAT UP?
>> THANK YOU ALL VERY MUCH. I APPRECIATE IT.
>> THANK YOU. [APPLAUSE] [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.