[00:00:02]
OK, I'D LIKE TO CALL THIS JANUARY 24TH, 2022 SPECIAL MEETING FOR THE SCHOOL IMPROVEMENT[1. Call to Order]
[2. Work Session]
PLANS, I BELIEVE FOR PRAIRIE AND SUMMIT VIEW CORRECT? YES. GREAT. YEAH.WELCOME THIS AFTERNOON, BOARD, AND WELCOME TO ALL OF OUR ADMINISTRATORS WHO ARE JOINING US THIS AFTERNOON.
AS YOU KNOW, WE HAVE MADE SOME CHANGES OVER THE LAST COUPLE OF YEARS IN THE WAY IN WHICH WE DO OUR SCHOOL IMPROVEMENT PRESENTATIONS.
THIS YEAR, WE'RE FOCUSING ON OUR SOUTH SCHOOLS AND IN DECEMBER WE HEARD FROM GLENWOOD AND LAURIN. AND SO TODAY WE WILL BE HEARING FROM PRAIRIE AND FROM SUMMIT VIEW HIGH SCHOOL.
AND SO WE ARE GOING TO TAKE TURNS SHARING ALL OF THAT INFORMATION.
I WANT TO APOLOGIZE. WE REALLY ENJOYED LAST TIME WHEN WE WERE ABLE TO DO BOARD TOURS PRIOR TO OUR SCHOOL IMPROVEMENT PLAN.
SO YOU GAVE YOU A REALLY GOOD IDEA ABOUT THE THINGS THAT WERE HAPPENING IN THE SCHOOLS AND YOU WERE ABLE TO SEE THAT.
BUT AS YOU KNOW, WE'VE POSTPONED OUR TOURS FOR A BIT AND HOPE HOPEFULLY WE WILL GET BACK TO THAT. WE DID LIKE THAT AND IT SEEMED THAT YOU ENJOYED THAT PROCESS, TOO.
SO CERTAINLY SOMETHING WE'D LIKE TO CONTINUE DOING AGAIN IN THE FUTURE, HAVING THOSE TOURS PRIOR TO THE PRESENTATIONS.
WE ALSO WANTED TO JUST I WANTED TO GIVE A LITTLE BIT OF APPRECIATION TO SOME OF OUR STAFF THAT HAVE REALLY HELPED SUPPORT THESE PROCESSES.
CERTAINLY TAKES A VILLAGE WHEN IT COMES TO THIS TYPE OF A PROCESS GOING ON AT EVERY SINGLE BUILDING. SO CERTAINLY OUR TEACHING AND LEARNING TEAM REVAMPED THE FORM, TRIED TO STREAMLINE IT.
OBVIOUSLY, DATA THIS YEAR WAS A BIT OF A CHALLENGE FOR US AS WE'VE BEEN OUT OF SCHOOL AND NOT ABLE TO DO STATEWIDE TESTING.
AND SO WE'VE HAD TO MAKE SOME CHANGES IN ORDER TO GIVE SOME OURSELVES SOME COMPARISON DATA. AND SO I APPRECIATE THE CREATIVITY OF THE TEAMS. I CERTAINLY APPRECIATE JILL SMITH COULD NOT BE HERE WITH US TODAY.
SHE APOLOGIZES BUT IS OUT ILL.
SO I APPRECIATE ALL OF THE HELP THAT SHE DOES, PARTICULARLY ON THE EDITING SIDE OF THINGS AND REALLY JUST HELPING TO GET THAT WORK DONE, AS WELL AS HER STAFF THAT THAT HELPS TO GET ALL OF THE FOLDERS TOGETHER AND ALL OF THAT WORK DONE.
CERTAINLY THE SUPPORT THAT BOTH ANGELA AND DAVID HAVE PROVIDED TO THE BUILDINGS THAT THEY WORK WITH AND CERTAINLY ALL OF THE TEAMMATES EFFORTS.
ALL OF OUR PRINCIPALS REALLY DO A NICE JOB SUPPORTING EACH OTHER AND THROUGH THEIR PLC PROCESSES GAIN A LOT OF CONSISTENCY IN THE SCHOOL IMPROVEMENT PLANS ACROSS BUILDINGS.
CERTAINLY, THOSE PRESENTATIONS TODAY WILL BE FOR PRAIRIE HIGH SCHOOL AND FOR SUMMIT VIEW.
BUT AS YOU CAN SEE, WE HAVE A VARIETY OF STAFF HERE FROM OUR HIGH SCHOOLS AND ALES AND CERTAINLY OPEN TO ANSWER QUESTIONS THAT YOU MAY HAVE.
WE WANT TO MAKE SURE AS WE MOVE FORWARD AND WE REALLY FEEL LIKE HOPEFULLY THIS FORMAT IS MEETING YOUR NEEDS, BUT WE REALLY TRIED TO ALIGN IT WITH OUR COHERENT SCHOOLS AND SO YOU WILL SEE COMPONENTS OF SEL AND INSTRUCTIONAL PRACTICES IN THE SIP PLANS.
I'M SURE YOU'VE ALREADY SEEN THAT IN YOUR REVIEW OF THAT INFORMATION, BUT IF YOU HAVE SPECIFIC QUESTIONS, I THINK WE'RE ALSO READY TO ANSWER THOSE FOR YOU.
WE ARE GOING TO GO AHEAD AND GET STARTED.
I'M GOING TO INTRODUCE FIRST THE PRAIRIE TEAM THAT WILL BE PRESENTING TO YOU.
THEY WILL BE PRESENTING AND THEY'LL HAVE BETWEEN 25 AND 30 MINUTES TO PRESENT AND THEN THEY'LL HAVE A BRIEF 10 MINUTES FOR QUESTIONS AND ANSWERS.
AND THEN KEVIN TOO WILL HAVE 25 TO 30 MINUTES IF HE NEEDS THAT LONG, CERTAINLY TO PRESENT AND QUESTION AND ANSWERS TO FOLLOW AS WELL.
SO WE WILL START WITH OUR PRAIRIE TEAM WITH SUSANNA WOEHR, ERIN THOMPSON, LINDSAY MCQUISTON, COLIN RUSH AND MANNY MELO, AND THERE IS A SPOT FOR ALL OF YOU UP HERE.
THEY WILL COME TO THE PODIUM WHEN EACH OF THEM TAKES A TURN TO SPEAK, BUT THEY'LL BE IN FRONT. SO COME ON UP, YOU GUYS.
AND COLIN MAY BE A FEW MINUTES LATE.
HE WAS FINISHING UP SOMETHING IN THE BUILDING, SO HE'LL JOIN US AS SOON AS HE CAN.
THANKS FOR BEING HERE AND ON TIME AND ALL THAT.
SO I WILL INTRODUCE ALL OF US.
MY NAME IS SUSANA WOEHR, THE PRINCIPAL OF PRAIRIE HIGH SCHOOL.
THANK YOU SO MUCH FOR HAVING US HERE TODAY TO SHOW.
WE'LL BE BEGINNING TODAY WITH MR. MELO. BOARD, THANKS FOR HAVING US TODAY.
[00:05:07]
REALLY APPRECIATE IT.IT'S GOING TO BE A GREAT OPPORTUNITY FOR US TO SHOW US THE AMAZING THINGS THAT.
THANK YOU. AMAZING THINGS THAT WE'RE DOING AT PRAIRIE, SO EXCITED TO BE HERE.
SO I'M GOING TO BE TALKING ABOUT SPECIFICALLY ATHLETICS, BEING AN ATHLETIC DIRECTOR AND ALSO AN ASSISTANT PRINCIPAL, BUT SPECIFICALLY WITH ATHLETICS COMING INTO THIS POSITION, YOU KNOW, ASKING MYSELF, YOU KNOW, WHAT'S THE PURPOSE OF HIGH SCHOOL ATHLETICS? WHAT'S THE ROLE THAT ATHLETICS PLAYS IN THE LIFE OF OUR STUDENT ATHLETES? FEELING SUPPORTED, FEELING SEEN, LIFELONG LEARNING, PERSEVERANCE, RESILIENCE.
AGAIN, JUST A FEW WORDS TO DESCRIBE ATHLETICS AT PRAIRIE.
THE JOURNEY SO FAR UP TO THIS POINT.
OUR ATHLETES, COACHES, SUPPORT STAFF.
EVERYONE'S BEEN SUPER PHENOMENAL.
JUST WITH THE LIFE OF COVID BETWEEN SCHEDULING CHANGES, DAILY TESTING, CANCELATIONS AND JUST DAY TO DAY UNKNOWNS, WHAT'S GOING TO HAPPEN.
UP TO THIS POINT WE'VE BEEN GIVEN OUT PRIDE CARDS TO OUR STUDENTS.
I DID A PRESENTATION EARLIER IN THE YEAR WITH THE BOARD ABOUT OUR PRIDE CARDS, AND WE'VE WE'VE RECEIVED BACK ONE HUNDRED COMPLETED CARDS.
AGAIN, THAT'S OVER A THOUSAND PUNCHES GIVEN OUT AT OUR EVENTS.
OUR PRIDE CARDS ARE GIVEN TO STUDENTS WHEN THEY ATTEND AND SUPPORT EACH OTHER.
ONCE THEY RECEIVE 10 PUNCHES, THEY TURN THEIR CARD BACK INTO MYSELF AND EARN PRIZES.
IT'S BEEN PHENOMENAL AND IT'S SHOWN GREAT SUPPORT ACROSS THE BUILDING.
COMMUNITY INVOLVEMENT WITH ATHLETE OF THE WEEK AT PRAIRIE HAS JUST BEEN PHENOMENAL.
WE'VE HAD A STATE ATHLETE OF THE WEEK WINNER THAT WAS KENNEDY WILCOX WITH WRESTLING.
WE'VE WON ATHLETE OF THE WEEK THREE STRAIGHT WEEKS IN A ROW AT PRAIRIE, AND THAT IS SOLELY BASED ON COMMUNITY INVOLVEMENT, PEERS VOTING, FAMILIES VOTING FOR OUR ATHLETES.
IT'S JUST BEEN PHENOMENAL. SO TO WIN THAT THREE STRAIGHT WEEKS IS PHENOMENAL.
SOCIAL MEDIA, OUR STUDENTS DO ONE OF THE, I MEAN, JUST AMAZING JOB AT SUPPORTING EACH OTHER AND ALWAYS SHOUTING EACH OTHER OUT ON SOCIAL MEDIA.
SOMEONE WILL POST A PICTURE, SOMEONE WILL REPOST IT AND SAY, LOOK AT MY FRIEND, AREN'T THEY JUST BASICALLY AMAZING? I'VE NEVER SEEN ANYTHING LIKE IT IS JUST TRULY AWESOME WHAT THEY DO AT PRAIRIE FOR EACH OTHER. SO SPEAKING OF SOCIAL MEDIA, I WANTED TO JUMP ON THIS TRAIN AND I STARTED MELO MONDAY. I POSTED A VIDEO EVERY MONDAY.
I HAVE NOT POSTED YET TODAY I WILL GET THAT LATER TONIGHT, BUT WE GET VIEWS OF A THOUSAND TO FIVE THOUSAND VIEWS PER VIDEO.
WE HAD ONE THAT WAS TEN THOUSAND VIEWS REACHED OVER TEN THOUSAND PROFILES.
YOU KNOW, THAT COULD BE AROUND BATTLE GROUND, PRAIRIE.
IT COULD GO ALL THE WAY ACROSS THE NATION, WHO KNOWS? AND IT'S JUST INSPIRATIONAL STUFF FOR OUR KIDS THAT I TRY TO GIVE THEM LIFE LESSONS AND JUST HELP ALONG THIS JOURNEY.
AND KIDS ASK ABOUT EVERY DAY, WHEN ARE YOU GOING TO POST THE VIDEO? SO IT'S BEEN IT'S BEEN AN AMAZING RIDE.
AND THEN WE WILL START EIGHTY FOUR FEET FRIDAY SLASH GET TO KNOW YOUR ATHLETES WHERE I INTERVIEW ATHLETES AT SCHOOL AND JUST GET TO KNOW THEM A LITTLE BIT MORE.
AND AGAIN, JUST TRY TO SHOUT THEM OUT THROUGHOUT THE WEEK.
AGAIN, PRAIRIE PRIDE. IT'S FOR ALL STUDENTS AT PRAIRIE.
OUR STUDENTS WELCOME EVERYBODY WITH OPEN ARMS. IT'S A PHENOMENAL PLACE TO BE.
I'M COLIN RUSH, I'M THE DEAN FOR STUDENTS, SORRY FOR MY TARDINESS HERE.
I JUST I GET TO SHARE A LOT ABOUT THE SAFETY AND THE BEHAVIORAL ASPECTS OF PRAIRIE.
THAT'S THE PRIMARY RESPONSIBILITY FOR THE DEAN.
AND AS EVERYBODY KNOWS, THE LAST COUPLE OF YEARS HAS BEEN KIND OF CRAZY IN BOTH OF THOSE ASPECTS FOR BOTH SOCIAL, EMOTIONAL LEARNING AND SAFETY'S BEEN JUST A CHALLENGE.
SO THIS YEAR, OUR WELL, RIGHT BEFORE WE LEFT OUR TIER ONE AND OUR TIER TWO TEAMS WITH PBIS, WE'RE IN JUST AN AWESOME SPOT.
WE GOT TWO GREAT LEADERS SHERRY [INAUDIBLE] AND ROB [INAUDIBLE] HAVE TAKEN ON OUR DIFFERENT TIER TEAMS AND THEY ARE WE ARE JUST DOING EVERYTHING THAT WE WERE HOPING TO DO.
KRISTEN AND BECKY WERE CHEERING US ON AND WE WERE FEELING GREAT ABOUT IT.
YOU'RE JUST ABOUT TO IMPLEMENT SOME GREAT THINGS AND THEN COVID HIT.
SO SUCH IS LIFE AND WE KEEP ON MOVING FORWARD.
BUT THIS YEAR, THE CHALLENGE HAS BEEN KIDS HAVE BEEN JUST PRETTY DISORIENTED AND TRYING TO FIND THE GROUND AGAIN, TRYING TO FIND THAT SPOT ABOUT WHAT THEY WERE SEVENTH GRADERS AND THEY CAME BACK IN PERSON AND NOW THEY'RE FRESHMAN IN HIGH SCHOOL.
AND THAT'S A THAT'S A BIG LEAP OF MATURITY AND A LOT OF SYSTEMS IN PLACE THAT WERE VERY DIFFICULT. SO WE ALL FELT IT.
BUT BUT AGAIN, OUR STAFF'S PRETTY AWESOME.
THEY'RE PRETTY RESILIENT. THEY'VE BEEN PUSHING REALLY HARD AS WE FELT THESE BUMPS OF IMPLEMENTATION OUR TIER ONE TEAM WAS SAYING, WHAT CAN WE DO? WHAT CAN WE DO SCHOOL WIDE TO START GETTING BACK ON THE SAME PAGE?
[00:10:05]
WHAT DOES IT MEAN TO BE A FALCON? WE'RE ONCE A SPOT THAT I DON'T KNOW HOW FAMILIAR EVERYBODY IS WITH PRAIRIE, BUT YOU KNOW, WHEN I GOT HIRED AT PRAIRIE, IT WAS TOLD TO ME THAT THAT PRAIRIE'S THE KIND OF SCHOOL THAT THAT IF YOU IF YOU HOLD THE DOOR OPEN FOR A KID, THEY SAY, THANK YOU.YOU KNOW, AND AND YOU'D BE HARD PRESSED IF YOU'RE COMING IN, YOU GOT YOUR HANDS FULL.
A KID IS GOING TO HOLD THE DOOR FOR YOU.
AND WITH ALL THE CHALLENGES, IT HAS MADE THAT MORE DIFFICULT.
SO WE DECIDED TO SAY, HEY STAFF, WHAT DO YOU SEEING? WHAT ARE YOUR NEEDS? WHERE WHERE SHOULD WE START IN ALL OF OUR SYSTEMS BECAUSE A LOT OF OUR SYSTEMS GOT LOST IN THIS PROCESS? SO WE STARTED DOING SOMETHING CALLED THE PRAIRIE PULSE THAT OUR TIER ONE TEAM, THE PULSE, IS BASICALLY JUST A SHORT LIST OF QUESTIONS FOR OUR TEACHERS SAY, HEY, WE KNOW THAT THESE ARE CHALLENGES, RIGHT? AND YOU GUYS COULD PROBABLY NAME HALF OF THEM, BUT THEY'RE OUT THERE. WHAT SHOULD WE TACKLE FIRST? HOW SHOULD WE GO ABOUT DOING THAT? OUR STAFF GAVE US GREAT FEEDBACK ALONG THOSE LINES.
AND WE'RE ACTUALLY ON A SIDE NOTE, WE'RE GOING TO START DOING THE SAME SORT OF PRAIRIE PULSE FOR OUR STUDENTS.
JUST SHORT PIECES OF FEEDBACK.
WHAT'S WORKING FOR YOU? WHAT HASN'T BEEN WORKING FOR YOU? AND WHERE CAN WE GROW ON THAT? SO LONG STORY SHORT ABOUT THAT, THAT PRAIRIE PULSE.
WE ENDED UP GETTING A LOT OF FEEDBACK AROUND.
WE JUST NEED TO RESET THE GROUND.
WE NEED TO FIGURE OUT WHO WE ARE, WHAT WE'RE DOING, WHAT ARE THE SYSTEMS IN PLACE TO MAKE SURE THAT THAT THINGS ARE AND STRUCTURES ARE SUPPORTIVE AND ARE CLEAR FOR KIDS SO THAT THEY CAN GO TO ONE CLASS AND KNOW WHAT TO EXPECT IN THE NEXT CLASS, KNOW WHAT TO EXPECT AND SO ON. SO ACTUALLY, WE WERE JUST IN THE MIDDLE OF DOING THAT AND ABOUT AN HOUR AGO STARTING TO REIMPLEMENT SOME OF THOSE THINGS WITH OUR STAFF GOING ABOUT, WE'RE GOING TO REINSTITUTE JUST SOMETHING SIMPLE OUR PRAIRIE PRIDE TICKETS.
AND IT'S NOTHING GROUNDBREAKING, BUT IT'S SOMETHING THAT RATHER THAN FOCUSING ON THE CHALLENGING THINGS AND WE GOT SO MANY CHALLENGING THINGS IN FRONT OF US, WE'RE THE TIER ONE TEAM IS DECIDED TO START FOCUSING ON THE POSITIVE THINGS AGAIN.
AND JUST LIKE, WHERE CAN WE CATCH A KID THAT IS DOING SOMETHING WITH PRAIRIE PRIDE? SO THE TEACHER IS JUST GOING TO CIRCLE ARE THEY PREPARED? ARE THEY RESPECTFUL? DO THEY HAVE INTEGRITY? DO THEY ARE THEY DETERMINED? WHERE ARE THEY SHOWING EXCELLENCE? AND THEY'RE GOING TO CATCH A KID DOING THAT CIRCLE THE LITTLE THING.
THE KID IS GOING TO BRING IT UP FRONT.
THEY'LL PUT IT IN A BOX, WE'LL DO A DRAWING EVERY WEEK.
NOT THAT WE GOT ANY FANCY PRIZES, BUT WE HAVE A SIMPLE LITTLE PRIZE TO RECOGNIZE AND A WAY TO CONTINUE TO HIGHLIGHT.
THE THINGS THAT WEIGH US DOWN ARE PROBABLY FIVE PERCENT OF OUR NINETY FIVE PERCENT GOODNESS, BUT WE STOPPED SEEING THE NINETY FIVE PERCENT BECAUSE WE FOCUS ON THE FIVE PERCENT, THAT WEIGHS US DOWN.
SO WE'RE GOING TO TRY TO MAKE THAT TURN.
AND THAT WAS ALL DUE TO THE FEEDBACK OF THE STAFF OF WHERE DO WE NEED TO GO? WE'RE GOING TO START FOCUSING ON THE POSITIVES, AND THIS YEAR WE'RE ALSO GOING TO START JUST RELAUNCHING WHAT ARE THE BASIC SYSTEMS IN CLASS? OUR TIER TWO TEAM, LED BY ROB [INAUDIBLE], IS GOING TO BE STARTING TO DO SOME MENTORING PROGRAMS. OUR TIER TWO KIDS ARE THE THAT TOP 20 PERCENT OF KIDS THAT ARE CHALLENGING IN OUR BEHAVIOR AND OUR ACADEMICS AND OUR ATTENDANCE.
WE ARE AGAIN, WE'RE JUST STARTING THIS BEFORE COVID HIT.
BUT IN SHORT, IT'S NOT A BIG, FORMAL MENTORING PROCESS, BUT A KID TOUCHES BASE WITH SOME VOLUNTEER STAFF MEMBER TWICE A WEEK FOR FIVE MINUTES TO SAY, HOW ARE YOU DOING, MARK? WHAT'S THE LAST WEEK BEEN LIKE FOR YOU? AWESOME. IT'S REALLY INFORMAL TO START WITH, AND AS THAT KID GETS, YOU KNOW, COMFORTABLE WITH THAT STAFF MEMBER, YOU MIGHT GO, HEY, WHAT'S YOUR HOPES FOR THE NEXT COUPLE OF WEEKS? AND THEN THEY GO BACK TO THAT, THAT STUDENT THE NEXT COUPLE OF WEEKS LATER AND AND SAY, HEY, MARK, HOW'D THAT GO FOR YOU? AND IT'S JUST AN ADULT THAT'S PAYING ATTENTION TO THE RHYTHMS OF THEIR LIFE.
AND WE WERE HAVING REALLY POSITIVE RESULTS ON THAT.
I'M REALLY HOPEFUL THIS SECOND SEMESTER TO BE ABLE TO FOCUS ON THOSE KIDS, NOT THE KIDS THAT NEED INTENSIVE INTERVENTIONS, BUT THOSE KIDS THAT ARE JUST IN THAT SPOT THAT ARE UNSETTLED AND NEED.
THEY NEED HOPE, THEY NEED CONSISTENCY IN THEIR WORLD.
SO WE'RE STARTING TO IMPLEMENT THAT.
WE'VE BEEN REALLY THANKFUL FOR OUR CELL ROOM OR WE'VE HAD YOU GUYS KNOW THE GREAT WRITE UP IN THE PAPER ABOUT ALL OUR CELL ROOM COORDINATORS IN THE MIDDLE SCHOOLS, THE HIGH SCHOOL. IT'S BEEN A LITTLE BIT MORE BUMPY BECAUSE WE HAVE WE'RE KIND OF THEY'RE TRYING TO DO TWO DIFFERENT JOBS, BUT IT'S BEEN FANTASTIC.
PETER, OUR STAFF MEMBER, HAS BEEN ABLE TO BE A LOT MORE PRODUCTIVE THAN OUR TRADITIONAL DETENTION ROOM.
THERE'S BEEN BUMPS IN THE ROAD, BUT HE IS REALLY ABLE TO TAKE A KID THAT MIGHT HAVE BLOWN OUT BEFORE AND NEEDED TO GO HOME.
HONESTLY, BECAUSE THE TEACHER DIDN'T HAVE THE ABILITY TO FOCUS ON THAT ONE KID, THEY HAD TO FOCUS ON 30 OF THEM.
AND PETER, OUR SEL ROOM COORDINATORS ABLE TO TAKE THAT KID, COACH HIM UP, HELP AND FIGURE OUT THE PERSPECTIVE AND MOVE FORWARD ON IT.
SO THAT'S BEEN JUST AN AMAZING HELP FOR US.
AGAIN, I'LL WRAP UP HERE, BUT MY POSITION FOCUSES ON BEHAVIOR, STUDENT SAFETY, BOTH
[00:15:04]
PHYSICAL AND EMOTIONAL.WE SEE THESE CHALLENGES GOING THROUGH NONSTOP, BUT WE HAVE A GREAT STAFF THAT CARE DEEPLY ABOUT KIDS. I'M EXCITED TO BE ON THIS TEAM AND I'M EXCITED ABOUT THE WORLD MOVING FORWARD. [INAUDIBLE] HELLO, EVERYBODY, I'M LINDSEY MCQUISTON, ONE OF THE ASSISTANT PRINCIPALS, MANNY IS HELPING ME PASS OUT A PAPER THAT I'M GOING TO BRIEFLY TALK ABOUT.
I'M GOING TO BE FOCUSING ON OUR NESTING TEAM AND SOME OF THE NINTH GRADE ON TRACK DATA THAT WE ARE HOPING TO COLLECT VIA THAT.
ON THIS PAPER IS KIND OF AN OVERVIEW OF WHAT IT LOOKED LIKE AND NOW WHAT IT'S GOING TO MORPH INTO WITH OUR NEW WORLD.
SO THE NESTING TEAM REALLY STARTED A FEW YEARS AGO WHEN TRAVIS DRAKE WAS A PRINCIPAL AND STEPHANIE AND I WERE ASSISTANT PRINCIPALS AND WE HAD THIS MEETING WITH A FAMILY AND THE GRANDMA HAD A DAUGHTER OR GRANDDAUGHTER THAT WAS A SENIOR.
AND SHE WAS SO FRUSTRATED WITH US AS A SCHOOL BECAUSE HER DAUGHTER HAD GOTTEN TO BE A SENIOR AND WAS NOT ON TRACK TO GRADUATE.
AND HOW HAD WE LET HER DOWN BECAUSE WE HADN'T LET HER KNOW ALONG THE WAY ENOUGH TIMES FOR HER TO KNOW THAT HER GRANDDAUGHTER WASN'T GOING TO GRADUATE ON TIME.
AND SO FROM THAT CONVERSATION, TRAVIS AND STEPHANIE AND I REALLY TRIED TO BRAINSTORM AND FIGURE OUT WHAT ARE WE GOING TO DO SO THAT THAT NEVER HAPPENS SO THAT WE NEVER HAVE A KID THAT FALLS THROUGH THE CRACKS.
SOMEHOW, WE'RE GOING TO BE ABLE TO MAKE CONTACT WITH EVERY KID THAT WE NEED TO MAKE CONTACT WITH AND DOCUMENT WHO'S TALKING TO THAT STUDENT SO THAT IF WE EVER HAVE A PARENT COME BACK, WE HOPE THAT WE CAN SAY WE DID.
WE TRIED, WE CONTACTED YOU, WE MET WITH YOUR CHILD, WE MET WITH THEM OVER AND OVER AGAIN TO TRY AND COME UP WITH A SOLUTION FOR THEM.
SO THAT'S REALLY WHERE THE NESTING TEAM CAME FROM.
THE NESTING TEAM IS MADE UP OF CERTIFICATED AND CLASSIFIED STAFF.
THERE ARE ADMINISTRATORS, THERE ARE SECURITY GUARDS, PREVENTION INTERVENTION SPECIALISTS, OUR COUNSELORS AND OUR GRAD COACHES.
SO IT'S QUITE A COMPREHENSIVE TEAM OF PEOPLE.
IN THE PAST, SO THAT TOP PART, WE WOULD BASICALLY RUN A REPORT EVERY THREE WEEKS AND WE WOULD PLACE STUDENTS INTO DIFFERENT TIERS.
YOU CAN SEE THE COLOR CODING THERE, AND WE ARE REALLY FOCUSING ON THAT TIER THREE GROUP OF STUDENTS WHO ARE THE KIDS THAT ARE MOST AT RISK? COLIN TALKED A LOT ABOUT THE TIER TWO KIDS THAT ARE DOING WELL, BUT MAYBE NOT GETTING THE PRAISE THAT THEY NEED. SO WE REALLY FOCUSING ON THE TIER THREE KIDS THAT WERE MOST AT RISK AND HOW CAN WE HELP THEM TO EITHER DO BETTER AT PRAIRIE OR TO FIND ANOTHER PLACE THAT WORKS BETTER FOR THEM? WE'VE WORKED A LOT WITH SUMMIT VIEW IN TRYING TO PLACE SOME STUDENTS THERE WHO JUST THE TRADITIONAL SCHOOL WASN'T WORKING FOR THEM.
SO WE WOULD DISCUSS THE STUDENTS THAT FELL INTO THAT TIER THREE CATEGORY.
WE HAVE A LOT OF HISTORICAL DATA ON HOW MANY STUDENTS FELL INTO THAT CATEGORY FOR GRADE LEVEL EVERY THREE WEEKS, AND WE WROTE CARDS TO KIDS THAT IMPROVED AND WE JUST KEPT INTERVENING WITH THE KIDS WHO WEREN'T IMPROVING.
WE MET WITH PARENTS, WE HAD GROUPS OF TEACHERS GET TOGETHER.
WE DID A LOT OF MEETING AND HOPES THAT WE COULD HAVE SOME SUCCESS FOR THAT STUDENT IF IT WAS JUST GETTING ONE OF THEIR FAILING GRADES TO PASSING.
AND THEN WE WOULD PLAN ON WHO WAS GOING TO MEET WITH WHO OVER THAT THREE WEEK PERIOD.
AND WE WOULD TRACK ALL OF THAT DATA ON A SPREADSHEET SO THAT WE HAD ACTUAL PROOF THAT WE WERE MEETING WITH THESE KIDS FOR OUR PERSONAL BENEFIT.
SO WE KNEW THAT WE WERE REALLY TRYING TO REACH AS MANY KIDS AS WE COULD AND THEN COVID HIT. AND SO OUR INTENT HAS KIND OF SHIFTED A LITTLE BIT.
WE WENT AWAY FROM THE NESTING TEAM LAST YEAR BECAUSE IT WAS BECOMING TOO CHALLENGING TO FIGURE OUT HOW TO MEET. OUR GRAD COACHES WERE STILL GOING OUT AND MEETING WITH THE MOST HIGH NEED STUDENTS, BUT WE DIDN'T HAVE A GOOD SYSTEM IN PLACE.
SO THIS YEAR WE'RE KIND OF DOING THE SAME, BUT WE'RE KIND OF TRYING TO NARROW IT DOWN A LITTLE BIT. SO AT THE BOTTOM, YOU CAN SEE WE'RE STILL RUNNING A REPORT EVERY THREE WEEKS, BUT WE'RE REALLY FOCUSING ON ACADEMICS.
OUR ATTENDANCE DATA IS A LITTLE BIT WONKY.
JUST BECAUSE OF ALL THE ABSENCES WITH COVID, IT'S HARD TO TRACK WHO'S HERE AND WHO'S NOT AND WHY THEY'RE HERE AND NOT.
IN OUR BEHAVIOR. COLIN IS WORKING REALLY WELL ON DEALING WITH THOSE STUDENTS.
SO WE REALLY WANTED TO FOCUS ON THE ACADEMICS PIECE BECAUSE WE HAVE A LOT OF KIDS THAT ARE STRUGGLING RIGHT NOW FOR VARIOUS REASONS.
AND SO EVERY THREE WEEKS WE'RE RUNNING A REPORT.
WE'RE LISTING EVERY KID THAT'S FAILING A CLASS.
SO IT'S ONE F TO SIX F'S AND THEN WE'RE REALLY TRYING TO GROUP OURSELVES SO WE CAN BE A BIT MORE CENTERED ON WHAT IT IS THAT WE WANT TO WORK ON.
SO DOWN BELOW, YOU CAN SEE THE PEOPLE THAT ARE WORKING TOGETHER IN GROUPS.
SO THERE'S A GRAD COACH AND AN ADMINISTRATOR THAT'S WORKING WITH EACH GRAD COACH, AND WE'RE KIND OF DOING ROUND ROBIN STYLE MEETING FOR 15 MINUTES.
OUR COUNSELORS ARE SPLIT BY ALPHA NOT GRADE LEVEL, SO THAT POSES A LITTLE BIT OF A CHALLENGE. AND SO THE COUNSELORS WILL MOVE AROUND AND WE WILL DISCUSS THE STUDENTS IN THAT GRADE LEVEL THAT ARE IN THEIR ALPHA.
TOMORROW IS OUR FIRST CHECK IN AND ABOUT 15 MINUTES GO THROUGH THE STUDENTS THAT ARE ON OUR LIST. WHO'S CHECKING IN WITH WHO? WHO HAVE YOU MET WITH? WHAT DID YOU FIND OUT?
[00:20:02]
WHAT DID THE PARENTS SAY? JUST KIND OF MAKING THAT MENTAL CHECK IN WITH OR THE PERSONAL CHECK IN WITH EACH PERSON, AND THEN WE'RE DOCUMENTING IT ON A SHARED SPREADSHEET.THE COUNSELORS WILL MOVE AROUND AND THEN COLIN AND INTERVENTION SPECIALISTS WILL MEET WITH US AS NEEDED.
IF THERE'S PARTICULAR STUDENTS THAT ARE ON OUR RADAR THAT WE FEEL LIKE NEED A LITTLE BIT MORE SUPPORT. YEAH, I THINK THAT'S IT.
SO I'M GOING TO BE TALKING ABOUT OUR MAP AND ELA PORTIONS OF OUR SIP.
THOSE REALLY FOCUS ON THE SBA SCORES, WHICH BECAUSE OF COVID, WE DON'T REALLY HAVE GOOD DATA FOR OUR SBA.
SO REALLY, WHAT I'M GOING TO BE TALKING ABOUT IS OUR PLCS, BECAUSE OUR TWO DEPARTMENTS, MAP AND ELA, WHICH ARE REPRESENTED ON OUR SIP, HAVE THIS YEAR COME TOGETHER TO DO SOME REALLY AMAZING THINGS IN THEIR PLC.
AND WE ARE CONTINUE TO SUPPORT THE WORK THAT'S DISTRICT LEVEL AS WELL AS INSIDE THE BUILDING AT THE PLC, BECAUSE IT'S REALLY ABOUT THE COLLABORATION AND THE GROWTH MINDSET OF OUR TEACHERS TO IMPROVE THE INSTRUCTION IN THE CLASSROOM, WHICH HELPS MOVE, MOVE OUR STUDENTS FORWARD.
SO ONE OF THE FIRST THINGS IS BOTH DEPARTMENTS.
THE MAP AND THE ELA DEPARTMENT CHOSE A STUDENT GROWTH GOAL THAT WAS ON AN ESSENTIAL STANDARD AND HAVE DECIDED TO DO THE SAME GOAL SO THEY CAN TRACK AND MONITOR THE SAME SUBGROUPS OF STUDENTS NINTH AND 10TH GRADE AT THE LANGUAGE ARTS, ALGEBRA ONE AND GEOMETRY AND MATH. AND ON THAT, THEY'RE ABLE TO DO COMMON ASSESSMENTS AND HAVE CONVERSATIONS LOOKING AT THE STUDENT ASSESSMENT DATA AND HAVE THE CONVERSATIONS ABOUT WHAT IS THIS DATA TELLING US? WHAT ARE THE NEEDS WE'RE SEEING? WHAT ARE THE ADJUSTMENTS NEED TO BE HAPPENING? AND DESPITE THE PAUSE IN PLC TIME IN DECEMBER AND JANUARY AS A RESPONSE TO COVID, GIVING US A NEW VARIANT AND MAKING THINGS A LOT MORE DIFFICULT, THOSE TWO DEPARTMENTS HAVE CONTINUED TO MEET AND HAVE THESE CONVERSATIONS.
IN FACT, LANGUAGE ARTS JUST DID THEIR THIRD COMMON ASSESSMENT ABOUT TWO WEEKS AGO, AND I'M GOING TO GET TO LOOK. I'M JOINING THEM NEXT WEEK TO ACTUALLY SIT DOWN AND WATCH THEM HAVE THE CONVERSATION AND GO OVER THE DATA WITH THEM.
SO THAT CONTINUED CONVERSATION AROUND THE STUDENTS, AROUND THE INSTRUCTIONAL NEEDS, WHAT THEY'RE SEEING WITH THE KIDS IS WHAT WE'RE REALLY GETTING THIS YEAR WITH OUR PLCS.
ADDITIONALLY, OUR MATH DEPARTMENT IS ACTUALLY DOING SOME GREAT COLLABORATION JUST BEGINNING THIS WITH BATTLE GROUND HIGH SCHOOL'S MATH DEPARTMENT.
THERE'S SOME ALIGNMENT THAT WE'D LIKE TO SEE HAPPEN, AND WE'RE GOING TO GET TO DO SOME GREAT UPCOMING PROFESSIONAL DEVELOPMENT WHERE WE'RE GOING TO BE LOOKING AT SUMMER WORKSHOPS AND MATH MINDSET FOR OUR INCOMING NINTH GRADERS SO THAT OUR STUDENTS COMING IN AS FRESHMEN WILL HAVE A BETTER SKILL BASE TO BE PREPARED FOR HIGH SCHOOL LEVEL MATH.
THE OTHER THING THAT WE'RE GETTING TO SEE THROUGH OUR PLCS IS SUPPORTING OUR STUDENTS WITH IEPS.
SO OUR STUDENTS IPS, HOW THEY ARE DOING IS SOMETHING WE'RE ALWAYS VERY CONCERNED ABOUT.
WE WANT TO MAKE SURE THAT THEY ARE GETTING A HIGH QUALITY INSTRUCTION AND THEIR ACCOMMODATIONS ARE BEING MET ALL THE TIME.
WE HAVE IDENTIFIED THAT OFTEN OUR TEACHERS DON'T SEEM TO.
WE HAVEN'T REALLY TAUGHT THEM DIRECTLY WHAT THE ROLE IS OF A TEACHER, AN IEP MEETING EVEN. SO, WE ARE CREATING A NEW PROCESS THAT WE JUST LAUNCHED THAT SHOULD HELP OUR TEACHERS BE ABLE TO COME PREPARED TO DISCUSS ACTUAL STUDENT'S MEASUREMENTS WITH THE PARENTS AND THE CASE MANAGERS INSTEAD OF JUST KIND OF COMING AND SAYING, WELL, THINGS ARE GOING WELL. SO IT'S ABOUT SPECIFIC, IT'S ABOUT FOCUSED, IT'S ABOUT FOCUSED ON THE STUDENTS AND THE GOALS AND ALL THE THINGS THAT WE'RE TRYING TO PROGRESS TOWARDS AND OUR TEACHERS BEING PART OF THAT CONVERSATION AND BEING ABLE TO HAVE THOSE CONVERSATIONS WITH THEIR PEERS AND THE OTHER MEMBERS OF THE TEAM, LIKE THE SPED DEPARTMENT AS WELL.
SO IN THE PLC TIME, GETTING TO MONITOR THEIR DATA, GETTING TO TALK ABOUT COMMON ASSESSMENTS, GETTING TO TALK ABOUT HOW STUDENTS ARE DOING AND GETTING A LOT OF THAT SUPPORT. WE WANT TO CONTINUE.
THE TEACHER CLARITY PLAYBOOK WORK, WHICH BEGAN THIS SUMMER IN AUGUST CONTINUE THROUGH THE FALL, WAS PAUSED IN DECEMBER AND JANUARY, AS I MENTIONED.
BUT WE'RE CONTINUING TO PROVIDE THOSE SUPPORTS FOR OUR TEACHERS.
OUR DEPARTMENT CHAIRS ARE PART OF THE SHARED LEADERSHIP AND THAT WE, AS THE ADMIN TEAM, BRING THE WORK TO THE DEPARTMENT CHAIRS, TALK TO THEM ABOUT IT AND THEY GO BACK TO THEIR TEAMS AND FOCUS ON THE ASPECTS THAT THEY WANT TO FOCUS WHERE THEY'RE AT.
SO EACH DEPARTMENT CAN BE SPECIALIZED ACCORDING TO WHERE THEY ARE WITH TEACHER CLARITY PLAYBOOK WORK. SO WE'RE GOING TO CONTINUE DOING THAT AND SUPPORTING THEM SO THAT THEY CAN BE AS SUCCESSFUL AS POSSIBLE.
MY NAME IS ERIN THOMPSON. I'M ONE OF THE ASSISTANT PRINCIPALS AT PRAIRIE.
I WANTED TO THANK YOU FOR YOUR SERVICE AND ALSO FOR ALLOWING US TO COME AND SPEAK ABOUT OUR SIP THIS EVENING. I'M GOING TO SPEAK ABOUT GRADUATION.
WHAT I PROVIDED FOR YOU IN FRONT OF YOU IS SOME GOOD NEWS.
GRADUATION DATA IS ONE OF THE THINGS THAT IS MOST OFTEN COMPARED BETWEEN SCHOOL
[00:25:04]
DISTRICTS. AND ALTHOUGH IT IS THE LAST THING ON OUR SIP, IT IS ONE OF THE THINGS THAT IS THE MOST IMPORTANT TO SCHOOL BOARDS AND TO PARENTS.SO I WANTED TO GO AND UPDATE IT WITH MOST RECENT INFORMATION POSSIBLE.
SO WHAT I DID IS I WENT THROUGH AND WENT THROUGH THIS, THE STATE SITE THAT HAS THE DATA.
THEY HAVEN'T UPDATED THE ACTUAL REPORT CARD YET, BUT THEY HAVE RELEASED ALL THE RAW DATA FOR PUBLIC. SO I NOTED THE ACTUAL SITE FOR YOU TO BE ABLE TO SEE IT SO YOU CAN SEE IT'S COLLABORATIVE. SO WHAT I WANTED TO SAY IS ALTHOUGH THE STATE PERCENTAGE INCREASES DID ALSO, THEY'RE BASICALLY THE SAME AS THEY WERE LAST YEAR, RIGHT? [INAUDIBLE] SPOKE ABOUT THEM YESTERDAY, AND THEY DID GO DOWN ABOUT HALF A PERCENT.
BUT ALTHOUGH THEIR PERCENTAGES WENT DOWN, OURS WENT UP IN OUR DISTRICT.
THEY WENT UP FIVE AND A HALF PERCENT BETWEEN THE CLASS OF 2020 AND THE CLASS OF 2021 AND PRAIRIE HIGH SCHOOL SPECIFICALLY.
EVEN THOUGH I KNOW LAST YEAR EVERYBODY WAS VERY CONCERNED ABOUT THE 82 PERCENT, WE DID RISE SIX POINT NINE PERCENT LAST YEAR, SO WE ARE AT EIGHTY NINE POINT FOUR PERCENT FOR THE CLASS OF 2021, WHICH ACTUALLY PUTS US ABOVE THE DISTRICT AND THE STATE.
I'M VERY PROUD OF THIS WORK BECAUSE IT INCLUDED A LOT OF DIFFERENT PEOPLE.
EVERY STAKEHOLDER AT OUR BUILDING, EVERY ADULT HAD SOME SORT OF HAND IN THIS.
WE NOT ONLY HAD OSPI SUPPORT, LISA IRELAND AT OSPI WAS VERY INSTRUMENTAL IN HELPING US UNDERSTAND EXACTLY HOW DATA IS COLLECTED AND WHAT THE GRADUATION NUMBERS MEAN SO THAT WE COULD IMPROVE OUR SYSTEMS AND IMPROVE OUR SUPPORTS FOR STUDENTS.
WE DID CREATE AN IMPROVED SYSTEM FOR ACCOUNTING, SPECIFICALLY FOR WITHDRAWING OUR STUDENTS, MAKING SURE THAT WHEN THEY WITHDREW AND THEY WENT TO OTHER LOCATIONS, THAT THEY WERE ACCURATELY ACCOUNTED FOR SO THEY WEREN'T COUNTING UNFAIRLY IN OUR GRADUATION RATE.
THAT WAS DUE TO OUR REGISTRARS.
WE DID CREATE A PROCESS FOR TRACKING STUDENTS WHO WERE APPROACHING THE 20 DAY ABSENCE MARK, WHICH WAS IN LARGE PART TO OUR ATTENDANCE CLERKS BECAUSE WE NEEDED TO MAKE SURE THAT WE WERE PUTTING INTERVENTIONS IN PLACE AND WARNING SYSTEMS IN PLACE FOR THOSE.
AS YOU'VE ALREADY HEARD FROM LINDSEY, WE HAVE A NESTING PROGRAM THAT IS INCREDIBLY IMPORTANT AND HELPFUL AND ALSO DEVELOPING EARLY WARNING SYSTEMS SO THAT WE KNOW WHEN TO INTERVENE EARLY AND OFTEN TO MAKE SURE THAT STUDENTS HAVE ALL THE OPPORTUNITIES FOR EQUITY AND FOR ACCESS.
WE ADDED GRADUATION COACHES WE HAD TWO.
WE ADDED ANOTHER ONE THIS YEAR.
THOSE GRADUATION COACHES ARE ESSENTIAL IN HELPING OUR STUDENTS FOR THE ACCESS PIECE.
ALSO NOT ONLY DURING OUR REMOTE TIME, BUT DURING THAT.
LIKE OUR CURRENT TIME, THEY'RE VERY IMPORTANT IN TERMS OF REACHING OUT TO OUR STUDENTS AND HELPING THEM TO GET THIS.
THEY HAVE A LOT OF DIFFERENT CHALLENGING NEEDS AND OUR GRADUATION COACHES ARE INCREDIBLY FLEXIBLE.
OUR PLC AND ESSENTIAL STANDARDS WORK, WHICH YOU HEARD SUSANNA TALK ABOUT HAS BEEN INCREDIBLY IMPORTANT IN HELPING TEACHERS TO IDENTIFY THE ABSOLUTE MOST ESSENTIAL THINGS THAT STUDENTS NEED TO LEARN SO THAT IF WE HAVE QUESTIONS ABOUT HELPING KIDS, WE CAN ACTUALLY FOCUS ON WHAT'S REALLY IMPORTANT AND BE ABLE TO DRILL AWAY FROM SOME OF THE OTHER LESSER IMPORTANT THINGS TO MAKE SURE THAT ALL STUDENTS HAVE, YOU KNOW, THE ABILITY TO BE ABLE TO EARN THE GRADES THAT THEY'RE THAT REFLECT THEIR LEARNING.
WE'VE HAD AN INTENTIONAL AND FOCUS ON INCLUSIONARY PRACTICE BY BOTH OUR GENERAL EDUCATION AND OUR SPECIAL EDUCATION TEACHERS TO MAKE SURE THAT STUDENTS HAVE ACCESS TO THEIR SUPPORTS. THERE'S BEEN A LOT OF CREATIVE THINKING AND A LOT OF REALLY INCREDIBLE PROBLEM-SOLVING AND TEAMWORK TO HELP MAKE SURE THAT STUDENTS ARE PLACED AND GET THE HELP THAT THEY NEED. OSPI OBVIOUSLY ALSO PROVIDED US A LOT OF OPPORTUNITIES FOR WAIVERS TO HELP STUDENTS EARN CREDITS THROUGH A VARIETY OF DIFFERENT MEANS, WHICH WAS INCREDIBLY HELPFUL. BUT OUR DISTRICT HELPS SUPPORT ALSO AVENUES FOR STUDENTS TO EARN CREDIT THROUGH CREDIT RECOVERY, UNIT RECOVERY, A SMALL LE PROGRAM ONLINE ORIGINAL CREDIT.
SO WE'VE HAD A LOT OF WAYS THAT KIDS COULD ACCESS SCHOOL, EVEN IF IT'S NONTRADITIONAL.
WE ALSO HAVE HAD AN IMPROVED COMMUNICATION WITH BOTH OUR COUNSELING STUDENTS FAMILIES REGARDING OPTIONS FOR ALTERNATIVE ROUTES.
SO FOR THE STUDENTS WHO IT'S JUST NOT WORKING FOR AGAIN BECAUSE OF NESTING AND BECAUSE OF THE GRADUATION COACHES AND SOME OF THE AFOREMENTIONED OTHER WAYS, WE'RE ABLE TO INTERVENE WITH FAMILIES AND SAY THIS MIGHT NOT BE WORKING FOR YOUR STUDENT, BUT HERE'S THREE OR FOUR DIFFERENT POSSIBILITIES FOR YOUR STUDENT.
IN 2021 THIS LAST FALL, WE ADDED A THIRD GRADUATION COACH, A COVID ISOLATION COACH WHO WORKS WITH STUDENTS WHO ARE CURRENTLY QUARANTINED, AND A MATH ADVOCATE WHO WORKS WITH STUDENTS WHO STRUGGLE WITH MATHEMATICS.
WE'RE INCREDIBLY GRATEFUL TO THE SCHOOL DISTRICT AND THE SCHOOL BOARD FOR ALLOWING US TO HAVE ACCESS TO THESE RESOURCES.
IT HAS MADE THE WORLD OF DIFFERENCE FOR OUR STUDENTS.
OUR F GRADES AT THE 12 WEEK MARK COMPARED TO LAST YEAR'S F GRADES AT THE 12 WEEK MARK HAVE DROPPED SIGNIFICANTLY, ESPECIALLY AMONG OUR SENIORS.
WE'RE LOOKING AT SEVENTY FIVE PERCENT DROP IN OUR F'S AT THE 12 WEEK MARK FOR OUR SENIORS. THAT'S HUGE AND IT'S DUE IN LARGE PART TO ALL OF THE HUMAN SUPPORTS THAT THEY'VE RECEIVED.
IN TERMS OF OUR FIVE YEAR GRADUATION RATE.
YES, OUR FIVE YEAR GRADUATION RATE DID GO DOWN, BUT THOSE STUDENTS ARE COMPLETELY DIFFERENT SET OF NEEDS AND LAST YEAR WAS VERY HARD TO ACCESS STUDENTS WHO WERE NOT ONLY
[00:30:05]
NOT ON CAMPUS BUT WHO WERE ALSO LARGE PART HAD MOVED ON.SO WE ARE GOING TO PUT MORE SIGNIFICANT INTERVENTIONS IN PLACE TO TRY AND NOT ONLY PREVENT THE FIVE YEAR, BUT ALSO TO ACCESS THOSE STUDENTS IN FIVE YEAR.
WITH OUR MORE ATTENTION, WITH OUR GRADUATION COACHES AND WITH OUR NESTING TEAM.
IF YOU HAVE ANY QUESTIONS, PLEASE LET US KNOW.
BUT THIS IS REASON TO CELEBRATE.
WE'RE OVERJOYED AT THE FACT THAT OUR GRADUATION RATES HAVE RISEN THIS FAR, AND WE FEEL REALLY HONORED TO HAVE BEEN ABLE TO BE A PART OF THIS.
THANK YOU. THAT'S A LOT TO REMEMBER, I HOPE YOU TOOK NOTES ALONG THE WAY SO YOU CAN ASK QUESTIONS, SO FIRE AWAY.
FIRST OF ALL, THANK YOU SO MUCH.
AND AND THANK YOU FOR CONTINUING I'M EXCITED ABOUT WHAT YOU TO SAY ABOUT THE QUESTIONS, I STUDIED YOUR DATA VERY CAREFULLY.
AND ONE OF THE THINGS THAT STRUCK ME WAS IT MUST BE VERY FRUSTRATING RIGHT NOW TO EVEN HAVE TO COME UP WITH A PLAN WHEN YOU DON'T HAVE.
YOU DATA ON GRADUATED LAST YEAR AND YOUR DATA CAN'T BE CURRENT.
KIND OF LIKE GOING TO THE DOCTOR WITH A BROKEN WRIST AND THE DOCTOR SAYS, WELL, THE LAST PERSON HAD A BROKEN ANKLE I UNDERSTAND THAT THAT'S A CHALLENGE.
AND SO THE QUESTIONS THAT I HAD SPECIFICALLY WERE ABOUT NINTH GRADE BECAUSE WE DO HAVE CURRENT DATA ON THAT AND ALSO ABOUT THE GRADUATION RATE.
AND I JUST HAVE TO COMMEND YOU FOR HAVING SUCH A THOROUGH EXPLANATION OF WHAT YOU'RE DOING ABOUT NINTH GRADE DATA AND WHAT YOU DOING TO HELP THOSE KIDS BE ON TRACK.
BECAUSE, AS YOU SAY, THAT'S WHAT GIVES YOU FEWER STUDENTS IN THAT FIFTH YEAR AND BEYOND AND YOUR GRADUATION RATE.
THAT'S EXCITING, THE WORK THAT YOU'RE DOING ON GRADUATION RATE.
SO I WANT TO SAY THAT COMMON, THE COMMON ASSESSMENT WORK THAT YOU'RE DOING.
EXCELLENT. I THINK THOSE ARE ALL GREAT IDEAS AND YOUR NEW, MORE SPECIFIC IEP FEEDBACK FROM TEACHERS. I THINK THAT'S REALLY A GREAT WAY TO HELP THOSE, THOSE STUDENTS AND THEIR PARENTS. YEAH, THAT'S I JUST WANTED TO COMMEND YOU FOR THAT.
ALL OF THOSE SPECIFICS, I KNOW IT'S GOOD TO HAVE SPECIFIC FEEDBACK, AND I THINK THOSE THINGS ARE GREAT. ONE QUESTION I HAVE AND THIS IS JUST A I THINK WHEN STUDENTS HAVE COME BACK FROM COVID, YOU'RE SEEING A DIFFERENT STUDENT THAN YOU SAW BEFORE.
CAN ONE OF YOU TALK A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE AND HOW YOU'RE MEETING THAT CHALLENGE? DEFINITELY ANY ONE OF US COULD ACTUALLY TALK ABOUT THAT, IT'S BEEN A PIECE OF CONVERSATION THAT WE'VE HAD AND WE ACTUALLY DECIDED TO SPEND SOME, SOME STAFF MEETING TIME ADDRESSING THAT BECAUSE TEACHERS ARE SEEING THE EXACT SAME PROBLEMS THAT YOU WERE JUST ASKING ABOUT HERE.
OUR STUDENTS HAVEN'T HAD THE TRAINING IN ACADEMIC MINDSETS AND THE HABITS OF MIND THAT THEY TYPICALLY GET WHEN THEY'RE IN THE BRICK AND MORTAR CLASSROOMS. SO COVID, WHEN THEY'RE AT HOME LEARNING, THEY HAVE ACCESS TO EDUCATION, BUT THEY DON'T HAVE ACCESS TO THE DAILY, GETTING UP, GETTING THEMSELVES PREPARED, GETTING INTO A SCHOOL, GOING TO THEIR CLASSES, HAVING THE ABILITY TO TAKE NOTES AND LEARN TO ORGANIZE AND HAVE BECAUSE THEY WERE TURNING OFF THEIR SCREENS ON THEIR CHROMEBOOKS.
AND WE COULDN'T EXACTLY TELL WHAT THEY WERE DOING.
WE WERE HOPING THAT THEY WERE PAYING ATTENTION.
THEY JUST DIDN'T WANT TO HAVE A BACKGROUND VISIBLE ON THEIR SCREEN.
AND THEN OUR DATA AND OUR GRADE DATA WAS SHOWING US THEY WEREN'T DOING VERY WELL.
AND SO WHAT WE ARE SEEING IS A DEFICIT IN THE HABITS OF MIND.
SHE DID A GREAT JOB BRINGING IN RESEARCH AND RESOURCES FOR TEACHERS, AND WE PRESENTED TO ALL OUR STAFF.
OUR STUDENTS DO NOT KNOW HOW TO BE STUDENTS RIGHT NOW, SO TRYING TO PUSH THROUGH CONTENT ISN'T WORKING.
IT IS OK TO SLOW THAT DOWN AND USE THIS TIME TO RETEACH BEING A STUDENT.
RETEACH HOW DO YOU ORGANIZE YOUR NOTEBOOK IN A WAY SO THAT YOU CAN FIND YOUR NOTES LATER.
[00:35:04]
AND THEN WHAT DOES IT MEAN TO FIND YOUR NOTES LATER AND USE THEM TO STUDY FOR A TEST? WHAT DOES IT MEAN TO PUT YOUR PHONE AWAY AND FOCUS ON THE LEARNING HAPPENING IN FRONT OF YOU? ALL OF THESE THINGS, AND IT'S NOT SOMETHING THAT WE'VE MAGICALLY FIXED.WE'RE STILL DEFINITELY WORKING ON IT, AND IT'S GOING TO BE PROBABLY SEVERAL YEARS WITH THE STUDENTS BEFORE WE SEE THE KIND OF STUDENT WE WERE USED TO BECAUSE THEY NEED THIS TRAINING IN ELEMENTARY SCHOOL AND IN MIDDLE SCHOOL.
IT'S GOING TO TAKE YEARS TO GET THERE, BUT WE RECOGNIZE IT AND ARE REALLY SUPPORTING OUR STAFF TO SUPPORT THE STUDENTS IN RELEARNING.
GO AHEAD. [INAUDIBLE] MIC'S WORKING.
YEAH, YOU KNOW, I'D REALLY ECHO A LOT OF WHAT MARY HAD SAID.
I THINK THAT IT SAYS A LOT ABOUT YOU AS ADMINISTRATORS WHAT YOU'VE BEEN ABLE TO FIGHT THROUGH OVER THE LAST COUPLE OF YEARS.
AND AS KIDS, YOU KNOW, CAME BACK INTO THE CLASSROOM AND YOU MADE THOSE ADJUSTMENTS EFFECTIVELY. AND TO SEE YOUR NUMBERS CLIMBING, THAT'S THAT'S OPTIMISTIC.
AND WE CERTAINLY APPRECIATE THAT.
I HAD I DO HAVE A COUPLE OF QUESTIONS.
LINDSAY, ON YOUR OVERVIEW OF NESTING, I SEE IT RECOGNIZES ON THESE TIERS ONE THROUGH THREE HOW MANY F'S WERE ACCOUNTING FOR.
ARE THERE ANY SOFT WARNINGS FOR METRICS ON LIKE KIDS THAT ARE GETTING D'S AND GETTING CLOSER TO THOSE FAILING CLASSES AND HOW WE'RE, YOU KNOW, JUST KEEPING TRACK OF THEM? AND MAYBE KIND OF LIKE, OK, LIKE I SAID, SOFT WARNING, AND MAYBE THESE STUDENTS NEED TO BE MONITORED AS WELL.
I WOULD SAY THAT I THINK WE HAVE GROUPS OF TEACHERS THAT REALLY TEND TO WRAP AROUND STUDENTS THAT THEY START TO SEE ARE DECLINING IN THEIR CLASS, AND WE'RE OFTEN INCLUDED ON THE EMAILS ABOUT YOU KNOW JOHN SMITH.
IT LOOKS LIKE HE'S NOT DOING VERY WELL IN THIS CLASS.
IT LOOKS LIKE HE'S DECREASING IN HIS ABILITY TO FOCUS AND HE'S NOT TURNING IN HIS HOMEWORK AND IT LOOKS LIKE HIS GRADE IS SLIDING.
THEY WILL SEND OUT AN EMAIL THAT HAS ALL SIX TEACHERS ON IT AND AN ADMIN AND A COUNSELOR, AND THEY WILL SAY, HEY, ARE YOU GUYS RECOGNIZING WHAT'S HAPPENING WITH THIS STUDENT ALSO ? HEY, WHAT'S GOING ON IN YOUR CLASS? AND SO I THINK THOSE KIND OF TRIGGER WARNINGS ARE WHAT WE USE THE MOST FOR STUDENTS THAT DON'T SHOW UP ON THE DATA THAT WE'RE PULLING.
BUT THEY'RE STUDENTS THAT WE KNOW BECAUSE THE TEACHERS ARE TELLING US THEY'RE STRUGGLING AND THE TEACHERS DON'T KNOW WHAT TO DO TO KIND OF GET THOSE STUDENTS TO GET BACK UP INTO THE RHYTHM OF THAT CLASSROOM.
AND SO I THINK WE REALLY USE THE TEACHERS A LOT.
WE HAVE REALLY GOOD COMMUNICATION, I THINK, WITH TEACHERS AND OUR ADMIN TEAM, AND THEY DEFINITELY DON'T HESITATE TO TELL US LIKE, HEY, I CAN'T GET THROUGH TO THIS KID, CAN YOU HELP ME? I DON'T WANT HIM TO GET TO FAILING.
WHAT CAN I DO? WHAT ARE SOME STRATEGIES? CAN YOU COME INTO MY CLASSROOM? YOU KNOW, THAT KIND OF THING. OK, YEAH, THAT'S VERY PROACTIVE.
OK, COACH MELO, ALWAYS BE COACH TO ME.
I GOT TO SAY I'VE HEARD NOTHING BUT GREAT THINGS ABOUT YOU SINCE YOU STARTED AS AD AT PRAIRIE. I JUST LIKE TO SAY THANKS.
IT'S NICE TO HEAR ALL THESE POSITIVE THINGS COMING BACK FROM WHAT YOU'VE DONE OVER THERE.
I KNOW A LOT OF THOSE KIDS AND LIKE I SAID, THEY HAVE GOT NOTHING BUT FANTASTIC THINGS TO SAY ABOUT YOU. SO I APPLAUD YOU FOR THAT.
IS THERE ANYTHING FROM YOUR POINT OF VIEW AS AN AD THAT YOU FEEL THAT WE COULD BE DOING BETTER AS A SCHOOL DISTRICT TO SUPPORT YOU AND YOUR ATHLETICS? I THINK RIGHT NOW WHAT WE'RE DOING IS THE BEST THAT WE CAN DO.
WE'RE FOLLOWING THE GUIDANCE, THE BEST WE CAN.
WE'RE TESTING KIDS THREE TIMES A WEEK, KEEPING THEM ON THE FIELD, ON THE COURT AS BEST WE CAN. WE'RE COMMUNICATING WITH FAMILIES AS QUICKLY AS POSSIBLE.
WE'RE WE'RE DOING A HECK OF A JOB, I THINK AT THE AT THE HIGH SCHOOL LEVEL, AT PRAIRIE, YOU GUYS HAVE BEEN PHENOMENAL.
YOU KNOW, SPEAKING BACK TO COACHING LAST YEAR AT BATTLE GROUND HIGH SCHOOL.
YOU KNOW, I FOUGHT FOR OUR KIDS.
I KNOW A LOT OF OTHER COACHES FOUGHT FOR OUR KIDS TO GET THEM BACK ON THE COURT OR THE FIELD. AND YOU GUYS REALLY STEPPED UP.
AND, YOU KNOW, WERE FLEXIBLE WITH, YOU KNOW, WHAT MAKES SENSE AT THAT TIME, AND YOU GUYS HAVE BEEN BEING EXTREMELY FLEXIBLE NOW THROUGHOUT THIS TIME.
SO I COMMEND YOU GUYS FOR WHAT YOU'VE DONE FOR US.
AND AGAIN, WE'RE JUST WE'RE JUST DOING THE BEST WE CAN TO PUT THE BEST PRODUCT OUT THERE.
AND I KNOW OUR KIDS ARE EXTREMELY EXCITED.
THERE ARE SOME STILL SOME RESTRICTIONS GOING AROUND RIGHT NOW, BUT THEY'RE ENJOYING IT AND THEY'RE HAVING A GREAT TIME.
AND THAT'S WHY I TOOK THIS JOB WAS I LOVED BEING A BASKETBALL COACH AND I SAW THE THINGS I WAS ABLE TO DO WITH MY TEAM SPECIFICALLY.
BUT I WANTED TO REACH OUT TO A WHOLE SCHOOL AND IT'S JUST BEEN PHENOMENAL.
SO AGAIN, THANK YOU GUYS FOR PUTTING ME IN THIS SPOT.
[00:40:05]
CAN I ADD SOMETHING? YEAH.I WAS JUST GOING TO SAY, I THINK IT'S ALSO BEEN REALLY HELPFUL.
I THINK TOM ADAMS IS THE ONE THAT KIND OF HELPED TO GET A GAME MANAGER POSITION IN THERE AND WE HAVE SECURITY AT EVERY GAME.
I THINK WE ALL WE ALL HAVE SMALL CHILDREN, SOME OF US, VERY LITTLE CHILDREN.
AND SO SUPERVISION AT NIGHT CAN BE CHALLENGING WHEN WE'RE TRYING TO SPLIT IT AMONG ALL OF US, AND IT CAN BE A LOT. BUT I THINK THE SUPPORTS THAT WE'VE BEEN GIVEN AT THE HIGH SCHOOL LEVEL AND I PROBABLY SPEAK FOR BATTLE GROUND AS WELL, THAT THAT HAS BEEN SO HELPFUL TO HELP US DO OUR JOB, BUT ALSO BE ABLE TO LIVE OUR LIFE AS WELL.
SO THANK YOU GUYS FOR THAT SUPPORT.
YOU KNOW, IF THERE'S ANYTHING ELSE, JUST LET US KNOW.
DON'T HESITATE TO ASK AND WE'LL BRING WE'LL ADDRESS IT.
I GUESS MY LAST QUESTION AND THIS IS JUST ANSWER ANY WAY YOU CAN, SUSAN, I SUPPOSE IT'S PROBABLY BEST FOR YOU.
I NOTED HERE IN THE SIP THAT THERE IS A COMMENT ABOUT DISCIPLINARY ITEMS AND SPECIFICALLY REFERENCES TO VAPING IN RESTROOMS. I KNOW THAT YOU COMMENT HERE.
A LOT OF THAT. SOME OF THAT SELF REVOLVED RESOLVED BY SHUTTING DOWN SOME OF THE RESTROOMS AND ELIMINATING THE AMOUNT OF PASSING PERIOD TIME.
IS THAT AS THAT RESTRICTION KIND OF OPENS BACK UP.
IS THERE ANY PLANS THAT WE HAVE IN PLACE TO RESOLVE THIS ONCE? I MEAN, BECAUSE IF THAT OPENS BACK UP, THE PROBLEM MAY COME BACK, RIGHT? SO IS THERE ANYTHING THAT WE'VE GOT IN PLACE TO PREVENT THAT? AND IT DOESN'T NECESSARILY JUST HAVE TO BE RESTRICTED TO THIS PARTICULAR INSTANCE.
IT'S ANY DISCIPLINARY THING THAT YOU'RE NOTING THAT HAS BEEN RESOLVED AS A AS A BYPRODUCT OF THE COVID RESTRICTIONS.
THE BETTER EXPERT WOULD ACTUALLY BE [INAUDIBLE].
CLARIFY THAT YOU'RE SAYING AS WE TRANSITION BACK TO KIND OF WHAT WE USED TO DO, WHAT ARE WE THINKING ABOUT DOING TO MAKE SURE THAT THAT DOESN'T CONTINUE THROUGH AS AN ISSUE? YES, SIR. OK. SO IT WAS A NICE LITTLE HONEYMOON PERIOD WITHOUT WITHOUT THE VAPE PRODUCTS.
WE WERE ACTUALLY REALLY CONCERNED THAT KIDS SITTING AT HOME BEHIND A COMPUTER SCREEN WITHOUT A LOT OF MONITORING, WE'D HAVE A HUGE SPIKE IN IT AND WE DIDN'T SEE THAT.
WE HAVE IT LIKE A LOT OF DISCIPLINE IN GENERAL, IT SEEMS TO HAVE DELAYED ITSELF, AND IT'S PICKING UP THE LAST MONTH OR TWO.
LIKE A LOT OF THE DRAMA THAT WE USUALLY HAVE IN LATE SEPTEMBER THROUGH LATE OCTOBER, IT'S JUST TRADITIONAL IN THE FRESHMAN CLASS THAT YOU GET A LOT OF DRAMA DURING THAT PERIOD.
WE DIDN'T HAVE A LOT OF THAT, BUT WE DID NEAR THE END OF DECEMBER AND THE BEGINNING OF JANUARY. SO IN TERMS OF VAPE, YOU KNOW, WE CONTINUE TO TRY TO GET AHEAD OF THAT.
WE'RE ALWAYS TRYING TO EDUCATE KIDS.
WE HAVE A PROCESS WHERE WE REALLY WHEN WE APPROACH A KID WITH THAT, IT'S NOT THAT, HEY, BAD KID, QUIT DOING THIS BAD STUFF.
IT'S REALLY MORE OF LIKE, HEY, THIS IS A BIG DEAL.
IT'S IT'S A REALLY SCARY THING.
WE HAVE MEETINGS ANYTIME KIDS ARE CONNECTED TO [INAUDIBLE].
BUT YOU KNOW, SOME OF OUR DAP PENS THAT ARE HEAVIER STUFF, PARENTS ARE BROUGHT IN.
WE HAVE A GROUP, WE BRING IN COMMUNITY RESOURCES, WE TRY TO WALK THEM THROUGH.
WHAT IS IT GOING TO LOOK LIKE IF THIS CONTINUES? SO I'VE BEEN REALLY AGAIN TALK ABOUT THANKFUL SUPPORTS OUR PREVENTION INTERVENTION SPECIALISTS HAVE BEEN PHENOMENAL.
WE'VE LOOKED INTO AT ONE POINT GETTING SOMETHING CALLED BAIT SENSE, WHICH IS THESE DETECTORS THAT ARE IN THE BATHROOMS. THE SHORT RESPONSE THAT WE ENDED UP GETTING ON THAT IS THAT THEY ENDED UP CREATING MORE WORK AND NOT MORE RESULTS.
SO WE'RE STILL LOOKING FOR THAT TECHNOLOGY.
BUT KIDS, REALLY THAT, YOU KNOW, IT'S REALLY EASY TO HIDE.
IF A KID WANTS TO VAPE, THEY'RE GOING TO BE ABLE TO VAPE.
THAT'S JUST THE REALITY OF IT.
BUT SO WE'RE REALLY TRYING TO FOCUS ON THE EDUCATION OF IT AND PREVENTION OF IT.
OUR SECURITY IS MAKING MORE ROUNDS IN THE BATHROOMS. YOU KNOW, WE BASICALLY BY DURING PASSING TIMES AND DURING DURING CLASS.
ANY TIME THEY'RE NOT DOING SOMETHING, WE JUST KIND OF ASK THEM TO BE OUT AND ABOUT DIPPING THEIR HEADS IN THE IN THE BATHROOMS. I WOULD SAY DISCIPLINE AS THE WHOLE HAS GONE DOWN THIS YEAR ACROSS THE BOARD, BUT I THINK WE'RE WARMING UP AS WE GET MORE NORMAL.
THAT MIGHT GET MORE NORMAL, TOO.
YEAH. SO I DON'T KNOW IF THAT ANSWERED.
HEY, COLIN, I THINK THIS ONE MIGHT BE MORE IN YOUR DIRECTION AS WELL.
I DIDN'T HEAR A LOT ABOUT POTENTIAL BULLYING GOING ON.
IS THAT HAPPENING IN THE SCHOOL? HOW DO YOU MONITOR THAT? HOW DO YOU WORK ON FIXING THAT? YEAH, ONE ONE CHANGE.
YOU KNOW, YOU ASKED THE QUESTION MARY ON HOW STUDENTS HAVE CHANGED.
I THINK WITH THIS GAP IN TIME, THE TRUST LEVEL HAS GONE DOWN.
SO IT WAS REALLY OBVIOUS THAT WE'D HEAR ABOUT STUFF.
SOME MINOR BULLYING STUFF WOULD COME UP.
WE JUST HAVE A GREAT TEAMWORK APPROACH ON HOW TO GET THAT INFORMATION IN HOW TO DEAL WITH IT IN A WAY THAT DOESN'T CREATE MORE OF AN ISSUE.
[00:45:03]
A LOT OF KIDS ARE WORRIED THAT IF THEY REPORT THAT KIND OF THING, IT'S GOING TO MAKE IT WORSE. SO WHEN WE GET THAT INFORMATION, WE PULL THE KID AND WE TRY TO GET THAT INFORMATION TO THE BEST OF OUR ABILITY.WE REALLY TRY TO RESPECT THEIR SPACE, WHAT THEIR FEELINGS COMMUNICATE WITH THEIR PARENTS.
WE HAVE NOT SEEN AN INCREASE IN BULLYING.
WE'VE ACTUALLY SEEN AGAIN A DECREASE IN THAT THIS YEAR.
BUT MY GUT IS IT'S GOING ON A HECK OF A LOT MORE THAN WHAT WE'RE AWARE OF.
I HEAR OF JUST THE WAY THAT KIDS SPEAK TO EACH OTHER ON SOCIAL MEDIA AND AND THE COMFORT THEY HAVE. IT'S SAYING SOME THINGS THAT ARE PRETTY HURTFUL.
I THINK WHEN I PUT MYSELF IN THEIR SHOES, I JUST GO, OH MY GOODNESS, I DON'T KNOW IF I COULD HAVE HANDLED THAT AS A AS A, AS A HIGH SCHOOLER, IT WOULD HAVE BEEN REALLY DIFFICULT. SO WE ARE ONE OF THE AGAIN ONE OF THE RESET BUTTONS THAT WE'RE TRYING TO ADVERTISE. WE HAVE THE GREAT REPORT IT APP THAT GIVES KIDS LOTS OF DIFFERENT WAYS TO REPORT THINGS ANONYMOUSLY.
WHEN WE FIRST LAUNCHED THAT WE HAD, WE HAD A GOOD PUSH OF INFORMATION THAT KIND OF CAME THROUGH THAT WE WERE ABLE TO ADDRESS.
WE'RE HOPING THAT WE CAN GET MORE OPEN CHANNELS, BUT REALLY, I THINK THAT AS KIDS TRUST ADULTS MORE AND THEY TRUST THEIR PEERS MORE, WE WILL.
WE'LL GET THAT INFORMATION BACK THAT BUT I'M WORRIED ABOUT IT, TO BE HONEST.
ALL RIGHT. THANK YOU. ANYTHING SYDNEY]? I DON'T HAVE ANY QUESTIONS, BUT I JUST WANT TO SAY THANK YOU FOR COMING AND SPEAKING AND AS A CURRENT STUDENT AND MY BROTHER BEING A FORMER STUDENT, I CAN REASSURE EVERYBODY AND SAY THAT PRAIRIE A GREAT PLACE TO BE.
THERE ARE UPS AND DOWNS, BUT IT'S HIGH SCHOOL AND JUST THANK YOU FOR DOING ALL THE WORK THAT YOU GUYS DOING. IT'S HEARD THROUGH THE STUDENTS AND IT'S SEEN.
GREAT. LET ME KNOW IF WE NEED TO PAUSE OR ANYTHING LIKE THAT.
I'M ACTUALLY WANT TO INCLUDE ALL OF OUR PEOPLE THAT SHOWED UP THIS TIME.
YOU GUYS PRESENTED SOME GREAT STORIES.
AND I THINK PART OF THE NUMBER OF PIECES IS WHAT WE'RE HAVING A HARD TIME COMMUNICATING TO THE PUBLIC. AND WE MENTIONED IT LIKE WE CAN'T EVEN GET GOOD NUMBERS SOMETIMES, OR THEY CHANGE THE RULES ABOUT GRADUATION RATES OR WHICH STYLE OF TEST YOU TAKE AND THINGS LIKE THAT. SO JUST A REQUEST, ALL THE PRINCIPALS IN THAT IF YOU FIND A COMPELLING WAY TO COMMUNICATE WITH PARENTS, WE'D LIKE TO WORK ON THAT.
BUT HOW DO HOW DO WE COMMUNICATE CLEARLY? THE THING THAT COMES TO MIND IS I LOOK AT THIS, I'VE GOT HOW MANY PARENTS ARE ACTUALLY EVEN AWARE THAT THERE'S A SYSTEM IN PLACE TO CAPTURE THESE KIDS, RIGHT? I THINK PARENTS WOULD WANT TO KNOW THAT THAT, HEY, IF I'VE GOT ONE OF THESE KIDS THAT'S STRUGGLING LIKE THIS, THERE'S ACTUALLY A SYSTEM IN PLACE.
IT'S NOT JUST TOUGH LUCK, BUDDY.
SO ANYWAY, YOU KNOW, THAT'S ONE ONE KIND OF REQUEST THERE.
IT SOUNDS A LOT LIKE A JUST IN TIME FORMATIVE ASSESSMENT THAT YOU CAN ACT ON IN THE MOMENT, AND I THINK THAT'S A GREAT WAY TO GET THAT FEEDBACK.
INSTEAD OF WAITING UNTIL THE END OF THE TERM OR WHEN YOU CAN COMPILE A SEMESTER'S WORTH OF DATA OR SOMETHING LIKE THAT, AND I LIKE THE IDEA ABOUT THE PLCS IN TERMS OF GETTING SOME COHERENCE ON THEIR COMMON ASSESSMENTS.
MY QUESTION IS, ARE THEY ALSO GETTING COMMON FEEDBACK OR COHERENT FEEDBACK? YOU KNOW, IS SOMEBODY GETTING A RED CHECK THAT THAT'S WRONG AND ANOTHER PERSON GETTING A PERSONAL COMMENT? HERE'S WHAT YOU COULD DO TO GET BETTER.
SO I DON'T KNOW IF TEACHERS HAVE ENGAGED IN THAT, BUT IF WE GET A GOOD SYSTEM OF COMMON ASSESSMENTS IN PLACE, IT ALSO BE NICE TO KNOW THAT THEY'RE GETTING COHERENT FEEDBACK ON THAT AS WELL. I DON'T KNOW IF ANYBODY WANTS TO SPEAK TO THAT.
I CAN ADDRESS IT IN THE FUTURE.
GREAT. ALL RIGHT. ARE YOU TALKING LIKE ON HOMEWORK ASSIGNMENT? YEAH. ACTUALLY, ANYTHING THAT'S GRADED.
[INAUDIBLE] THAT THIS CAME FROM MY WASHINGTON SCIENCE TEACHERS GROUP JUST FINISHED THE BOOK STUDY CALLED EQUITY IN GRADING, AND IT'S REALLY VERY GOOD.
BUT IT POINTED OUT HOW GRADING CAN VARY QUITE A BIT FROM TEACHER TO TEACHER, EVEN IN THE SAME DEPARTMENT. AND NOT KIDS DON'T ALWAYS GET THE SAME KIND OF FEEDBACK.
SO, YEAH, GO AHEAD. I'M ACTUALLY REALLY GLAD YOU BROUGHT THAT UP.
I WAS LITERALLY TALKING TO MY DIRECT SUPERVISOR TODAY ABOUT THIS VERY ISSUE AND HOW GRADING IS TOO SUBJECTIVE FOR WHAT IT NEEDS TO BE.
THIS SUMMER, BACK WHEN WE HAD STARTUP DAYS, I, YOU KNOW, BEING A NEW PRINCIPAL, I WASN'T GOING TO COME IN AND MAKE A WHOLE LOT OF CHANGES LEST I GET A VOTE OF NO CONFIDENCE AND THEY GET RID OF ME. SO I DECIDED TO REALLY FOCUS ON ONLY ONE THING THAT I REALLY CARED
[00:50:01]
ABOUT, AND I ASKED EVERY SINGLE TEACHER WHO TAUGHT THE SAME COURSE AS ANOTHER TEACHER.SO ALL THE ALGEBRA ONE TEACHERS TO HAVE THE SAME GRADING PRACTICES AND SCALE ON THEIR SYLLABI AND BE ALIGNED THAT WAY BECAUSE I COULD NOT DEFEND TO A PARENT WHO HAS SIBLINGS IN TWO DIFFERENT ALGEBRA ONE TEACHER CLASSES.
WHY, IF THEY DO THE EXACT SAME WORK ONE PASSES AND ONE DOESN'T IF THE GRADING SCALES ARE SO DIFFERENT. SO I MADE THAT, YOU KNOW, I TALKED TO STAFF ABOUT THAT, AND WE AS AN ADMIN TEAM HAVE BEEN VERY CLEAR ABOUT THAT ALL YEAR LONG AND ABOUT.
WE WILL DEFEND AND SUPPORT ANYTHING TO DO SO LONG AS YOU CAN ALSO DEFEND AND SUPPORT IT TO PARENTS. THAT HAS TO MAKE SENSE.
SO BUT GRADING BECOMING ALIGNED ON GRADING, UNDERSTANDING WHAT A GRADE TELLS A STUDENT WHAT IT TELLS THE PARENT, WHAT IT TELLS COLLEGES, WHAT, HOW, WHAT, WHAT ACTUALLY INFORMS THAT IS A PIECE OF WORK THAT AS A SCHOOL WE REALLY NEED TO ENGAGE ON BECAUSE IT DOES VARY WILDLY. WHY WHAT YOU MIGHT ACCEPT LATE WORK, HOW MUCH POINT A POINT TAKEN OFF, WHAT DOES THAT REALLY TELL A KID? IN MY OPINION, IT DOESN'T TELL THEM ANYTHING OTHER THAN THEY TURN SOMETHING IN LATE, TELLS YOU NOTHING ABOUT THEIR ACTUAL LEARNED ABILITY OR THEIR THEIR CONTENT KNOWLEDGE. SO I'M REALLY GLAD YOU BROUGHT THAT UP, AND IT IS DEFINITELY SOMETHING THAT I PLAN ON ADDRESSING MOVING FORWARD WITH THE TEAM.
AND I'M ALSO HOPING MAYBE BATTLE GROUND HIGH SCHOOL COME ALONG WITH US ON THAT.
THANKS. GOOD TO HEAR YOU EXCITED ABOUT THAT.
I KNOW IT'S A HEAVY LIFT AND YOU KNOW YOU HAVE TO BE PATIENT TO MAKE THOSE KIND OF CHANGES, BUT YOU GOT TO SHOOT FOR THEM AS WELL.
ANYBODY ELSE WANT TO DO A FOLLOW UP? I CAN JUST ADD TO YOUR LIKE GRADING SITUATION WHEN I WAS FULL TIME STILL AT PRAIRIE AND WE GOT LIKE ASSIGNMENTS BACK OR SOMETHING LIKE THAT, I ALWAYS HAD TEACHERS.
IF I GOT SOMETHING WRONG, THEY'D COMMENT ON IT AND TELL ME WHERE IT WENT WRONG AND THEN ENCOURAGE ME TO COME DURING [INAUDIBLE] SUPPORT TO REVIEW THE QUESTION.
AND HAVE A SIMILAR QUESTION AND WALK THROUGH IT.
GREAT, GREAT, GOOD TO HEAR THAT'S GOING ON.
YEAH. WELL, THANK YOU AGAIN, PHS STAFF.
IT'S GREAT. CAN I SAY ONE THING? PLEASE. OK, OK, SORRY.
AS THE LONGEST STANDING MEMBER OF THE PRAIRIE ADMIN TEAM, I JUST WANT TO ASSURE YOU GUYS, I KNOW IT'S DIFFERENT WHEN THERE'S PEOPLE CHANGING AND LOTS OF DIFFERENT ADMIN MOVING AROUND. BUT I JUST WANT TO SAY TO OUR TEAM, I THINK WE GET ALONG SUPER WELL AND WE HAVE A LOT OF FUN.
AND SO HOPEFULLY YOU GUYS ARE ABLE TO COME OVER AND SEE SOME OF THE WORK THAT WE'RE DOING AT SOME POINT BECAUSE WE LOVE THE JOBS THAT WE'RE DOING AND CONNECTING WITH THE KIDS, AND WE JUST HAVE A REALLY GOOD TIME TOGETHER AND WITH OUR STAFF.
SO HOPEFULLY YOU GUYS ARE ABLE TO COME OVER AND SEE THAT SOMETIME SOON.
YEAH, OK, I'LL JUST DO AN ANECDOTE, TOO.
I HAD THE PLEASURE OF MAKING IT TO ALL THE EIGHTH GRADE SCIENCE CLASSES AT PLEASANT VALLEY, AND I GOT TO THE END OF THE DAY AND I WENT, WOW, THAT'S A REALLY NICE CLASS.
AND ALL THE TEACHERS WENT, YEAH, IT'S ONE OF THE BEST ONES TO COME THROUGH.
SO I HOPE IT HOLDS TRUE WHEN THEY MOVE INTO THE NINTH GRADE.
YES, I KNOW. I KNOW WHAT A YEAR CAN MAKE A DIFFERENCE.
THEY ALL HAVE THEIR OWN PERSONALITY.
YEAH. I WANT TO THANK THE TEAM.
YOU DID AN EXCELLENT JOB PAINTING A PICTURE OF PRAIRIE FOR EVERYONE THAT HASN'T BEEN ABLE TO BE THERE. AND CERTAINLY THE INVITATION TO BE THERE, I THINK IS REALLY IMPORTANT.
I THINK PAINTING A PICTURE AND HELPING OTHERS UNDERSTAND THE COMPLEXITY OF THE DECISIONS THAT YOU'RE MAKING AND WHY, AND ALL OF THE HARD WORK THAT'S GOING INTO IT IS REALLY IMPORTANT. SO I JUST WANT TO THANK YOU GUYS FOR YOUR WORK.
AND WE ARE TIME FOR A SHORT, SHORT BREAK.
ABOUT FIVE MINUTES. YEAH, SOUNDS GOOD.
WE'LL GET OUR NEXT PRESENTATION GOING.
I KNOW, RIGHT? YES. THANK YOU.
SO OUR SECOND PRESENTATION TONIGHT WILL BE FROM KEVIN AT SUMMIT VIEW HIGH SCHOOL, AND HE IS ONE OF OUR THREE ALES AND HE IS GOING TO SHARE.
GONNA TO TRY AND MAKE THIS WORK WITH MY GLASSES AND THE MASK, I THINK AFTER TWO YEARS, I'VE GOT IT FIGURED OUT.
SO AS SHE SAID, MY NAME IS KEVIN PALENA.
I AM THE PRINCIPAL AT SUMMIT VIEW HIGH SCHOOL.
[00:55:01]
THAT'S NOT GOING TO WORK. THIS IS MY SECOND YEAR AT SUMMIT VIEW, I MOVED TO SUMMIT VIEW THE FIRST YEAR THAT COVID SENT US ALL HOME.SO IT'S BEEN A LEARNING PROCESS FOR ME AS WELL.
I WANT TO THANK THE BOARD FOR YOUR TIME AND FOR YOUR SERVICE.
SO IN ORDER TO UNDERSTAND SUMMIT VIEW SCHOOL IMPROVEMENT PLAN AND SOME OF THE DATA THAT DRIVES OUR SCHOOL IMPROVEMENT PLAN, IT'S IMPORTANT TO UNDERSTAND HOW SUMMIT VIEW OPERATES. SUMMIT VIEW IS AN ALTERNATIVE HIGH SCHOOL, AS YOU KNOW.
BUT WHAT KIND OF STUDENT CHOOSES SUMMIT VIEW OVER, SAY, RIVER OR CAM? OUR STUDENTS ARE ANYTHING BUT TYPICAL.
THEY ANY STUDENT WHO FOR ANY REASON HAS STRUGGLED TO FIND SUCCESS AT A TRADITIONAL HIGH SCHOOL OR IN CASE WHERE FRESHMEN MIDDLE SCHOOL.
THEY CAN FIND SUCCESS AT SUMMIT VIEW.
OUR INSTRUCTION AND INTERVENTION MODEL REMOVES A LOT OF THOSE TRADITIONAL BARRIERS THAT CAUSE STUDENTS TO STRUGGLE AND FALL BEHIND.
WE BECAUSE OF THAT, WE HAVE MANY STUDENTS WHO COME TO US BECAUSE OF ISSUES OF ANXIETY, MENTAL HEALTH ISSUES, SOME PHYSICAL HEALTH ISSUES.
VICTIMS OF BULLYING, IDENTIFY AS LGBTQ.
THEY'RE UNHOUSED. THEY'RE FOSTER STUDENTS.
SOME OF THE THE COMPLEXITIES OF A TRADITIONAL HIGH SCHOOL WE JUST DON'T HAVE.
SO THOSE STUDENTS SEEK OUT SUMMIT VIEW.
WE ALSO HAVE STUDENTS WHO ARE ALREADY LIVING THEIR ADULT LIVES.
WE HAVE A COUPLE OF STUDENTS WHO ACTUALLY HAVE THEIR OWN BUSINESSES AND ARE STILL TRYING TO FINISH UP THAT DIPLOMA.
OUR TAILORED APPROACH ALLOWS US TO COMPLETE THEIR HIGH SCHOOL EDUCATION WHEN THE TRADITIONAL MODEL MIGHT NOT.
AND ONE STORY OF A OF A TYPICAL TYPE OF STORY WE HAVE A STUDENT WE WON'T USE HIS NAME.
LET'S CALL HIM DL IS INITIALS.
I MET WITH HIS PARENTS EARLY, EARLY IN OCTOBER.
STUDENT HAD FAILED EVERY CLASS 7TH GRADE, 8TH GRADE, AND NOW HE WANTS TO COME TO US AS A FRESHMAN AND SOME WE DON'T HAVE MANY FRESHMAN.
THEY'VE HAD EIGHT YEARS OF BELLS TELLING THEM WHERE TO GO.
A BELL TELLS HIM COME IN THE BUILDING.
A BELL TELLS ME THE FIRST PERIOD.
WE DON'T HAVE BELLS, SO FRESHMEN TEND TO STRUGGLE A LITTLE BIT WITH THAT LACK OF STRUCTURE. WELL. I MET THE YOUNG MAN KIND OF EXPLAINED TO HIM HOW OUR PROGRAM WORKS, AND HE HAS FOLLOWED THE PROGRAM WITH FIDELITY.
AND THIS THIS NOT SUCCESSFUL STUDENT.
I THINK THE WORD IS DAD USED WAS FAILURE.
AS OF NOW, HE'S ALREADY EARNED FIVE CREDITS IN HIS FRESHMAN YEAR.
HE ONLY NEEDS SIX AT THIS PACE.
HE'S GOING TO FINISH HIS FRESHMAN YEAR, PROBABLY AROUND THE 1ST OF APRIL, AND WILL IMMEDIATELY BE ABLE TO START THEM IN HIS SOPHOMORE CLASSES.
NOW THIS IS A STUDENT WHO'S HAD, BY HIS OWN ADMISSION, ZERO SUCCESS UP TO THIS POINT.
OK, WELL, CLEARLY WASN'T ACADEMICS THAT WERE IN THIS YOUNG MAN'S WAY.
HE IS AN OUTLIER EXAMPLE, BUT THOSE ARE THE TYPES OF STUDENTS THAT SUMMIT VIEW REALLY APPEALS TO. SO A SNAPSHOT OF OUR OF OUR DEMOGRAPHIC, OUR AVERAGE STUDENT IS A FIRST SEMESTER SENIOR. OUR STUDENTS ENROLL AS SUMMIT VIEW, WHEN WE GET THEM, THEY'RE TYPICALLY SIX CREDITS BEHIND WHERE THEY SHOULD BE OR A FULL YEAR.
THEY'RE WITH US ONLY AN AVERAGE OF 16 MONTHS BEFORE THEY EITHER GRADUATE OR RETURN TO A TRADITIONAL SCHOOL OR ENROLL IN ANOTHER PROGRAM.
AND WHEN I SAY UNTIL THEY GRADUATE, WE GRADUATE STUDENTS EVERY DAY.
WE'VE HAD FIVE GRADUATES ALREADY THIS YEAR.
WHEN THEY'RE DONE, THEY'RE DONE.
WE DON'T WAIT UNTIL JUNE TO CELEBRATE IT.
WE HAVE A RATHER RAUCOUS, LOUD, DISRUPTIVE CELEBRATION, BUT IT'S A LOT OF FUN WHEN THEY DO GRADUATE. OUR PROGRAM IS WE'RE SITTING AT ABOUT TWO HUNDRED AND SIXTY STUDENTS THIS AFTERNOON. SEVENTEEN OF THOSE ARE FRESHMEN AND ONE HUNDRED AND FORTY OF THOSE ARE SENIORS. SO WE WE TEND TO GET STUDENTS LATE.
AND WHEN I SAY SENIORS, THAT'S ANYBODY WHO IS A SENIOR OR BETTER.
SO WE HAVE A NUMBER OF 19, 20 AND 21 YEAR OLDS AS WELL.
I MENTIONED THAT TO SAY THAT THE FOUR YEAR GRADUATION RATE, ALTHOUGH VERY IMPORTANT, IS REALLY NOT THE BEST METRIC FOR SUMMIT VIEW TO DRIVE OUR SCHOOL IMPROVEMENT EFFORTS BECAUSE WE WE DON'T HAVE STUDENTS FOR FOUR YEARS.
WE HAVE THEM FOR A SHORT AMOUNT OF TIME.
WHAT WE USE TO DRIVE OUR SCHOOL IMPROVEMENT EFFORTS.
ONE OF THE METRICS WE USE IS THE TIME TO EARN SIX CREDITS.
SIX CREDITS IS WHAT THEY SHOULD EARN DURING DURING A NINE MONTH SCHOOL YEAR.
SO HOW LONG IS IT TAKING STUDENTS TO EARN THOSE SIX CREDITS? AND THAT'S WHAT WE USE TO DRIVE OUR WORK PRIMARILY.
SO THE INSTRUCTIONAL PROGRAM AT SUMMIT VIEW STUDENTS ONLY ATTEND TWICE A WEEK, THEY AND THEY AND THEY'RE NOT THERE FOR SIX HOURS.
THERE ARE THERE ARE THERE'S A MORNING AND AN AFTERNOON SESSION EACH DAY OF THE WEEK, STUDENTS COME TO TWO SESSIONS, ONE EARLY IN THE WEEK AND ONE LATE IN THE WEEK.
THEY'LL SEE EVERY TEACHER IN THAT FIRST SESSION.
[01:00:02]
THEY HAVE FOUR TEACHERS. THEY TAKE FOUR CLASSES AT ONCE.THEY'LL SEE EVERY TEACHER IN THAT FIRST SESSION AND THEY WILL RETURN FOR THAT SECOND SESSION LATER IN THE WEEK AND ONLY SEE THOSE TEACHERS WHERE THEY REALLY NEED HELP.
SO IF THEY HAVE A MATH TEACHER, AN ENGLISH TEACHER, A PE TEACHER AND AN ART TEACHER, THEY MAY NOT NEED TO SEE THEIR PE TEACHER TWICE A WEEK.
BUT THE MATH TEACHER, FOR SURE, THEY WILL.
SO WE CAN TAILOR THE AMOUNT OF TIME THEY'RE SPENDING TO FOCUS WHERE THEY WHERE THEY NEED THE THE ADDITIONAL HELP.
EACH STUDENT GETS A WRITTEN STUDENT LEARNING PLAN.
EDUCATION LOVES ACRONYMS. AND SO THIS IS OUR WSLP AND WE WORK WITH THE STUDENT, THE TEACHER AND THE COUNSELOR TO TO FLESH OUT A GRADUATION PLAN FROM THE DAY THEY ENROLL WITH US UNTIL THE DAY THEY GRADUATE, EVERY CLASS THEY'RE GOING TO TAKE IN THE ORDER IN WHICH THEY'RE GOING TO TAKE THEM.
AND WE DO THAT BECAUSE WE FOLLOW A MASTERY BASED MODEL, MEANING TEACHERS HAVE IDENTIFIED THE ESSENTIAL STANDARDS THAT THEY NEED FOR EACH CLASS THAT THEY'RE TEACHING AND WHAT A STUDENT HAS TO DO TO SHOW PROFICIENCY OR MASTERY ON THAT PARTICULAR ESSENTIAL STANDARD.
STUDENTS MEET ONE ON ONE WITH STUDENTS.
THERE MAY BE TWO STUDENTS IN THEIR OFFICE, BUT THE INSTRUCTION IS HAPPENING ON AN INDIVIDUAL BASIS.
SO INSTEAD OF OUR TEACHERS HAVING SIX PERIODS OF ALGEBRA ONE, MY ALGEBRA TEACHER ACTUALLY HAS EIGHT DIFFERENT CLASSES THAT SHE'S PREPPING FOR IN ANY ONE DAY BECAUSE SHE HAS STUDENTS WHO ARE IN MULTIPLE PLACES IN EACH OF THOSE EIGHT DIFFERENT MATH CLASSES, SO THEY'RE MEETING ONE ON ONE.
WE BUILD THEM TO TAKE 12 WEEKS TO FINISH.
SOME CLASSES MAY NOT NEED 12 WEEKS.
NOBODY NEEDS LONGER THAN 12 WEEKS.
IF THE STUDENTS ARE COMPLETING THE WORK WITH FIDELITY AND WE SAY ABOUT 12 WEEKS BECAUSE THE REALITY OF THE STUDENTS AT SUMMIT VIEW IS, THEY MAY NOT HAVE 12 INTERRUPTED WEEKS TO BE ABLE TO DO EVERYTHING THAT THEY NEED TO DO, PARTICULARLY NOW THAT COVID HAS HIT.
WE'VE GOT STUDENTS WHO ARE WITH US FOR SIX WEEKS AND THEN GONE FOR TWO WEEKS, SO WE CAN BE FLEXIBLE AROUND THAT.
WHEN THEY COMPLETE THE ESSENTIAL STANDARDS IN THAT CLASS.
THEY ARE DONE REGARDLESS OF CALENDAR DATE.
SO WE TAKE THAT WSLP, WE SLIDE THAT ONE CLASS, THAT THEY'RE DONE WITH US AND WE PUT THEM IN THE NEXT CLASS IN THEIR SEQUENCE.
SO THEY ARE CONTINUALLY ROLLING THROUGH CLASSES.
THEY'RE MOVING AT THEIR OWN PACE WITHIN REASON.
NOW THEY WE DO HAVE A MINIMUM EXPECTATION OF THEM WORKING THROUGH CLASSES AT A REASONABLE PACE. AND THERE'S INTERVENTIONS THAT I'LL TALK ABOUT IN A MINUTE WHEN THAT'S NOT HAPPENING. TEACHERS WILL COMPLETE A PROGRESS REPORT FOR EACH STUDENT, WHETHER THEY ARE COMPLETING THE WORK AT A PACE THAT WILL ALLOW THEM TO GET THOSE CREDITS IN ABOUT 12 WEEKS. IF THEY'RE NOT, THEN THEY'RE MARKED AS UNSATISFACTORY, AND THAT MOVES US INTO OUR PLAN FOR IMPROVEMENT, WHICH IS THE FOCUS OF THE SCHOOL IMPROVEMENT PLAN.
UNSATISFACTORY PROGRESS IN ANY MORE THAN ONE CLASS RESULTS IN AN UNSATISFACTORY PROGRESS REPORT AND THEN TRIGGERS WHAT WE CALL A PLAN FOR IMPROVEMENT IN THE IN THE REVISED CODE OF WASHINGTON. IT'S ACTUALLY WE HAVE AN INTERVENTION PLAN.
THEY'RE EXACTLY THE SAME THING.
WE INHERITED THE TERM PLAN FOR IMPROVEMENT.
ON THAT INSTRUCTIONAL NOTE, I DID WANT TO MENTION WHEN THE STUDENT, WHEN THE TEACHERS MEET WITH THEIR STUDENTS ONE ON ONE AND I HAD TO WATCH IT HAPPEN SEVERAL TIMES TO REALIZE WHAT IT IS THAT THESE INSTRUCTORS WERE DOING.
THE STUDENTS WILL COME AND BRING THE WORK THAT THEY'VE COMPLETED FROM THE PREVIOUS MEETING AND THE TEACHERS WILL FORMALLY ASSESS THE WORK IN THE MOMENT AND ADJUST THEIR INSTRUCTION AND INTERVENTION BEFORE THEY GIVE THEM THE NEXT UNIT OF STUDY.
AND SO THE STUDENT WILL COME IN TURN, THE WORK IN AND THE TEACHER WILL HAVE THE ESSENTIAL STANDARDS AND THE LEARNING TARGETS ALL PLANNED OUT FOR THAT UNIT SO THEY CAN ASSESS WHERE THAT STUDENT IS IN THE MOMENT AND TAILOR THEIR INSTRUCTION IN THE MOMENT.
SO INSTEAD OF DOING THAT FOR A WHOLE CLASS, IT'S HAPPENING ONE TO ONE.
SO THE ONE THING WE REALIZED AT THE END OF LAST YEAR WAS THAT THE PLAN FOR IMPROVEMENT OF THE INTERVENTION PLANS WERE NOT HAVING THE IMPACT THAT WE FELT THAT THEY REALLY COULD AND THE IMPACT THAT THEY REALLY SHOULD.
SO WE SET OUT LAST SPRING TO REVAMP HOW WE WERE USING THESE INTERVENTION PLANS BECAUSE THEY WERE NOT BEING USED AS EFFECTIVELY AS THEY COULD BE.
SO WE DID A BUNCH OF WORK AROUND WHAT DO WE NEED TO FIX? OK. AND WE LEFT THAT PROCESS OPEN, AND AS YOU CAN IMAGINE, WE ENDED UP WITH, I THINK, 60 OR 70 THINGS THAT TEACHERS WERE CONCERNED ABOUT WITH PLANS FOR IMPROVEMENT THROUGH THE COURSE OF LAST SPRING.
[01:05:01]
WE NARROWED IT DOWN TO JUST A FEW CORE IDEAS OR WHAT PLANS FOR IMPROVEMENT SHOULD DO.AND WE CONVENED A SMALL GROUP OF TEACHER LEADERS AND WE USE SOME OF OUR FEDERAL SCHOOL IMPROVEMENT GRANT MONEY TO GO ATTEND A CONFERENCE IN SEPTEMBER AROUND HOW WE COULD USE THE PLC TIME TO CHANGE HOW WE WERE RUNNING OUR PLANS FOR IMPROVEMENT.
AND THE REASON WE CHOSE OUR PLC TIME WAS MOST OF THE TEACHERS AT SUMMIT VIEW ARE SINGLETONS, THEY'RE THE ONLY ONES THAT TEACH WHAT THEY TEACH.
SO GETTING TOGETHER WITH ANOTHER TEACHER THAT THERE'S TWO OF OUR MATH TEACHERS TEACH THE SAME SUBJECT AND OUR SPECIALIST TEACHERS CAN GO, VISIT AND MEET WITH PLCS IN OTHER BUILDINGS. BUT MOST EVERYBODY ELSE IS THEY'RE MONITORING THEIR OWN CURRICULUM, THEIR OWN ASSESSMENTS, THEIR OWN INSTRUCTIONS.
SO WHAT IS SHARED IS STUDENTS.
AND THE FOCUS OF OUR PLCS CAME AROUND STUDENTS AND STUDENT PERFORMANCE AND STUDENT NEEDS.
SO WE HAD TO LAY THE GROUNDWORK FOR A TEAM APPROACH TO THE CHALLENGES FACING SUMMIT VIEW AND WE WE DID A SHORT BOOK STUDY OVER THE SUMMER.
A COUPLE OF OUR TEACHERS DID MYSELF AROUND SOME OF THE LEADERSHIP WORK AROUND BRENE BROWN AND SOME OF HER WORK AROUND VALUES.
AND WE REALIZED THAT A COMMON SET OF SHARED VALUES HAS TO COME BEFORE A COMMON SET OF SHARED PRACTICES.
AND SO WE SPENT TIME IN AUGUST GOING OVER OUR SHARED VALUES AS INSTRUCTORS AND AS PROFESSIONALS. AND WE.
WE'VE SETTLED ON INTEGRITY AND MAKING A DIFFERENCE AS AS THE CORE VALUES FOR SUMMIT VIEW AND THE COMMON VALUES IS THE FIRST WAS THE FIRST STEP, SO.
THE THE WORK AROUND INTEGRITY, IT'S REALLY CENTERED ON THE IDEA SUMMIT VIEW IS BASED ON RELATIONSHIPS ON ONE TO ONE RELATIONSHIPS.
ALL OF OUR SOCIAL EMOTIONAL LEARNING IS CENTERED ON THE ONE TO ONE RELATIONSHIPS.
AND THAT'S NOT JUST TEACHERS, THAT'S EVERY ADULT IN THE BUILDING.
THAT'S OUR GRADUATION COACH THAT WE RECENTLY HIRED.
THAT'S OUR EVERYBODY, EVERY ADULT THAT'S IN OUR BUILDING.
KIDS, AS AN EVIDENCE OF THAT, WE HAVE WE HAVE STUDENTS WHO MAY NOT HAVE BEEN SUCCESSFUL WITH US AND LEAVE AND THEY STILL COME BACK AND SEE US WHERE THE STUDENTS SHOW UP TODAY, WHO LEFT IN GRAND FASHION, I WOULD SAY LAST SPRING AND CAME BACK TODAY TO APOLOGIZE AND JUST SAY, HI AND HEY, I'M DOING OK AND I GOT MY GED AND I FINISHED UP.
SO THOSE RELATIONSHIPS ARE KEY.
THAT'S WHERE WE BUILD OUR SOCIAL EMOTIONAL SKILLS.
THE PLAN FOR IMPROVEMENT, HOWEVER, THAT THAT DOCUMENT, THAT PLAN WITH THE STUDENTS, THAT IS THE THE BULK OF HOW WE MOVE STUDENTS FROM MAYBE NOT FINDING SUCCESS TO FINDING SUCCESS. SO THE TEACHERS, THEY'RE LEADING THE CREATION OF A TIERED INTERVENTION SYSTEM OF COMMON PRACTICES TAILORED TO THE NEEDS OF THAT STUDENT WHO IS ON THE PLAN FOR IMPROVEMENT. STUDENTS NEED MORE THAN JUST EXPECTATIONS ON A PLAN THEY NEED SUPPORTS, SO THE TEACHERS HAVE COME UP WITH A THREE TIERED INTERVENTION PLAN THAT FOLLOWS MOST THREE TIERED INTERVENTION PLANS THAT WE'VE KIND OF HEARD ABOUT IN EDUCATION.
SO ON A PLAN, YOU CAN BE ON A PLAN FOR IMPROVEMENT IN AN ALTERNATIVE SCHOOL IN THE STATE OF WASHINGTON FOR THREE MONTHS BEFORE YOU HAVE TO MAKE A SUBSTANTIAL CHANGE TO THE PROGRAM. THAT'S A EUPHEMISM FOR FINDING A PROGRAM THAT WORKS BETTER FOR YOU.
OK, SO THAT THE TIERS THAT WE HAVE TIER ONE IS MONTH ONE AND THIS IS FULLY IMPLEMENTED AS OF AS OF THIS WEEK.
WE SPENT SOME TIME IN THE FALL DEVELOPING WHAT WOULD OUR TIER ONE INTERVENTIONS BE? THAT'S EVERY KID, EVERY ADULT, EVERY DAY.
WHAT ARE WE SAYING TO THESE STUDENTS? HOW ARE WE INTERVENING WITH THESE STUDENTS WHO ARE ON THEIR FIRST PLAN FOR IMPROVEMENT AND OUR TEACHERS CAME UP WITH WITH QUESTIONS AND SENTENCE STEMS THAT WE EVERY ADULT IS GOING TO USE WITH EVERY STUDENT THAT COMES IN ON THEIR FIRST PLAN FOR IMPROVEMENT ON THEIR PFI ONE. SO WHEN THEY SIT DOWN WITH AND INITIALLY THE THOUGHT WAS WHICH WHICH TEACHER IS GOING TO HAVE THIS CONVERSATION? AND THE PUSHBACK WAS WELL WE ALL ARE.
EVERY ADULT IS THERE NEEDS TO BE A COMMON A COMMON MESSAGE IS A COMMON MESSAGE.
AND SO WE HAVE OUR SECRETARIES, OUR REGISTRAR, OUR ATTENDANCE SECRETARY, OUR GRADUATION COACH ALL HAVING THE SAME CONVERSATIONS WITH KIDS.
AND YOU CAN TELL WHEN THEY LEAVE FOR THE DAY.
I MEAN, YOU KNOW, THAT'S WHAT WE WANT.
THEY WANT THEM TO KIND OF HAVE THAT SATURATION.
RIGHT NOW, WE'RE IN THE MIDDLE OF PLANNING OUT TIER TWO.
OK, THAT'S SECOND MONTH WHEN THEY COME BACK AND THEY HAVE NOT BEEN SUCCESSFUL.
THIS IS SPECIFIC, SPECIFIC STUDENTS INTERVENING WITH SPECIFIC STUDENTS IN SPECIFIC AREAS,
[01:10:06]
SPECIFIC ADULTS INTERVENING WITH SPECIFIC STUDENTS IN SPECIFIC AREAS.AND SO THIS IS WHERE THEY WILL BE.
THE GROUP OF TEACHERS WILL GET TOGETHER AND SAY, HEY, BOBBY JONES IS ON PLAN TWO WHO'S GOT A RELATIONSHIP WITH THEM OR I DO OK WHEN HE COMES IN.
THESE ARE THE THINGS THAT HE NEEDS TO BE FOCUSING ON WHEN THEY COME IN.
WHAT WHAT'S GOING ON IN HIS LIFE THAT MIGHT BE CAUSING THIS? WHY ARE WE ON PLAN TWO? BECAUSE WE ALREADY HAD PLAN ONE.
OK, THAT WORK IS CURRENTLY ONGOING.
IT'S CURRENTLY STALLED. WE HAVE A KEY STAFF MEMBER OUT WITH COVID HIMSELF AND THEN A PARENT, SO HE'S BEEN GONE FOR A WHILE.
SO WE'RE GETTING THAT UP AND ROLLING BY THE END OF THIS YEAR, TIER THREE, AND THAT'S GOING TO BE THAT THIRD MONTH AND THAT'S GOING TO BE MUCH MORE DIRECTIVE TOWARD THE STUDENT, BOTH WHAT THEY NEED TO DO AND WHAT WE NEED TO DO TO GET THE SUPPORTS FOR THAT STUDENT. THAT'S WHEN WE START INVOLVING OUR GRADUATION COACH COUNSELORS, PARENTS, MAYBE LYDIA SANDERS OFFICE AND THE FAMILY RESOURCE CENTER, FINDING OUT THE SPECIFIC THINGS THAT THAT STUDENT NEEDS. SOME THINGS THAT WE'VE DONE THIS YEAR TO SUPPORT THAT WORK.
WE HAVE SOME GRANT FUNDS, SO SUMMIT VIEW DID NOT HAVE A GRADUATION COACH.
UP UNTIL THIS YEAR, WE WERE ABLE TO USE SOME GRANT MONEY TO HIRE ONE.
SHE'S PHENOMENAL, TOTALLY OVERQUALIFIED FOR THE WORK SHE'S DOING BUT THE WORK SHE'S DOING IS FANTASTIC. WE'RE ASSIGNING STUDENTS DIRECTLY TO HER WHO NEED ADDITIONAL SUPPORTS ACADEMICALLY, SOCIALLY, EMOTIONALLY.
WE'RE ALSO USING A CHUNK OF GRADUATION FUNDS TO EXTEND OUR SCHOOL YEAR OUT TO JUNE 30TH BECAUSE OF THE NATURE OF OUR PROGRAM, THE WAY THAT STUDENTS ARE ROLLING THROUGH CLASSES, THEY MIGHT NOT BE DONE ON GRADUATION DAY.
AND SO WE'RE EXTENDING OUR SCHOOL YEAR OUT TO JUNE 30TH TO ALLOW THOSE STUDENTS TO COME IN AND FINISH THOSE CREDITS.
I THINK I THINK THE KEY IS SUMMIT VIEW IS THESE ARE STUDENTS WHO WERE FINDING A WAY FOR THEM TO BE SUCCESSFUL WHEN THEY DIDN'T FIT SOMEWHERE ELSE THEY NEEDED.
AND SUMMIT VIEW TRULY IS THE ALTERNATIVE, BOTH INSTRUCTIONALLY BECAUSE WE'RE NOT TIME BOUND. STUDENTS CAN CAN WORK WITH THEIR WITH THE LIFE THAT THEY'RE CURRENTLY LIVING AND STILL FIND SUCCESS, AS SUMMIT VIEW.
WHAT QUESTIONS DO YOU HAVE? I HAVE A QUESTION. I JUST JUST CURIOSITY, DO YOU FOCUS ON ARE YOU JUST FOCUSED ON THE GRADUATION OR IS THERE SOME FOCUS ON HIGHER EDUCATION FOR SOME OF THESE STUDENTS AND MOVING THEM IN THAT DIRECTION? IT DEPENDS ON THE STUDENT.
SO SOME OF OUR STUDENTS, WE HAVE A NUMBER OF STUDENTS ENROLLED IN RUNNING START.
IT WORKS REALLY WELL WITH OUR SCHEDULE THAT THEY CAN ATTEND AT CLARK AND COME TO US.
SO THE STUDENTS WHO ARE CHOOSING TO GO ON TO UNIVERSITY, WE FOCUS THEM IN THAT DIRECTION.
A NUMBER OF OUR STUDENTS ARE ALREADY WORKING THE JOB THAT THEY WOULD LIKE TO WORK.
AND SO WE FACILITATE THEM BEING ABLE TO ADVANCE THAT CAREER AND GET THEIR DIPLOMA.
A LOT OF STUDENTS, YOUNG PEOPLE, THEY DON'T KNOW WHAT THEY WANT TO DO.
THEY JUST WANT TO GET THAT DIPLOMA BECAUSE THEY KNOW THEY'RE SUPPOSED TO.
I WOULD SAY THERE'S THIS MANY REASONS FOR STUDENTS TO WANT TO GET THAT DIPLOMA AS THERE ARE STUDENTS. IT REALLY DEPENDS ON WHAT THAT STUDENT NEEDS, AND WE'RE ABLE TO TAILOR TO WHAT THAT STUDENT REALLY NEEDS.
WE DO HAVE A COLLEGE AND CAREER CENTER WHERE OUR THE THE OUR HIGH SCHOOL AND BEYOND PLAN TEACHER, SHE DIRECTS THEM WHEREVER, WHEREVER IT IS THEY WOULD LIKE TO GO.
THANK YOU. I WANT TO SAY THANKS FOR WHAT YOU GUYS ARE DOING OVER THERE.
I THINK IT'S IMPRESSIVE SIMPLY, BUT WHAT YOU GUYS ARE DOING IS SAVING KIDS THAT WOULD BE POTENTIAL DROPOUTS AND GIVING THEM AN OPPORTUNITY FOR A FUTURE.
I CAN'T SAY ENOUGH ABOUT WHAT YOU GUYS ARE DOING.
I'M CURIOUS OF HOW COVID HAS IMPACTED YOUR GUYS PROCESS.
BEING THAT IT IS SUCH A ONE ON ONE RELATIONSHIP, IT MUST BE TOUGH TO FIND A SUB AND IMPLEMENT THAT. IS THAT SOMETHING YOU JUST RESCHEDULE OR HOW DOES THAT WORK? YEAH. SO WHEN OUR WHEN EVERYBODY GOT SENT HOME IN 2019, THE TEACHERS AT SUMMIT VIEW BEFORE I GOT THERE, THEY IMMEDIATELY STARTED DIGITIZING THEIR CURRICULUM.
THEY KIND OF ANTICIPATED THIS IS NOT GOING TO BE A SIX WEEK THING.
AND SO ALL OF LAST YEAR, IT WAS ALL HAPPENING 100 PERCENT DIGITAL.
SO ALL OF THAT WORK IN THAT CURRICULUM, THAT STILL EXISTS.
SO WHEN WE HAVE A STUDENT WHO'S OUT FOR, LET'S SAY, THEY GET SICK ON A THURSDAY AND THEY THEY CAN COME BACK ON THE FOLLOWING THURSDAY, THEY REALLY HAVEN'T.
THEY'VE MISSED TIME, BUT THEY CAN COME IN ON THAT FRIDAY, RIGHT? SO WE HAVEN'T HAD TO HAVE STUDENTS OUT FOR AN EXTENDED PERIOD OF TIME.
[01:15:05]
WE ONLY TAKE ATTENDANCE ONCE A WEEK.OUR SECRETARIES WILL LOOK THROUGH THE TEACHERS GRADE BOOKS ON FRIDAY AFTERNOONS.
WHAT DID THIS DO? THEY HAVE TO HAVE A MEANINGFUL EDUCATIONAL CONVERSATION WITH THE TEACHER FOR IT TO COUNT.
THEY CAN'T JUST COME IN THE BUILDING, RIGHT? WE HAVE STUDENTS WHO WALK IN SCAN IN CENTRAL LIBRARY, I WAS THERE.
[INAUDIBLE] RIGHT, BUT THEY HAVE TO HAVE A CONVERSATION WITH A TEACHER SO THAT THE SECRETARIES THEN LOOK THROUGH THE GRADE BOOKS AND GIVE STUDENTS POSITIVE ATTENDANCE FOR THE ENTIRE WEEK.
SO IF A STUDENT IS GONE, SAY THEY'RE SUPPOSED TO COME THURSDAY, THEY MISS THAT THURSDAY. THEY'VE MISSED A WEEK, BUT THEY COME THE FOLLOWING THURSDAY.
THEY'VE ONLY MISSED [INAUDIBLE].
SO THAT HASN'T BEEN THAT BIG OF AN ISSUE FOR US TO MAKE UP.
IF THEY'RE GONE FOR AN EXTENDED PERIOD OF TIME.
THAT'S WHERE THAT DIGITAL CURRICULUM COMES IN.
WE CAN EMAIL IT TO THEM ON A SHORT.
IF WE DO HAVE, WE HAVE TO HAVE AN ATTENDANCE AGREEMENT BECAUSE WE'RE NOT AN ONLINE SCHOOL. SO IF WE DO A SHORT TERM LIKE THAT, THEY CAN EMAIL THE WORK BACK AND FORTH.
WE ALSO HAVE A RUBBERMAID BOX OUTSIDE AND WE CAN PUT THE WORK THERE.
KIDS PICK IT UP, TEACHER PICKS UP THE PHONE AND HAS A CONVERSATION WITH THE KID THAT WAY.
THERE'S A NUMBER OF WAYS TO DO IT.
WE ALSO HAVE BECAUSE OUR TEACHERS ARE SO ARE SO PREPARED BECAUSE THEY HAVE, THEY HAVE TO BE. I MEAN, OUR MY FAMILY CONSUMER SCIENCE TEACHER, I THINK, HAS 12 CLASSES TO PREP FOR.
WHAT SHE'S GOING TO DO TOMORROW WITH ANY KID IS READY TO GO SO SHE CAN SAY IF SHE'S OUT, SHE CAN SAY, HEY, KEVIN, I'M GOING TO BE GONE.
HERE'S HOW HE DID LAST TIME, CAN YOU GET THAT FOR HIM? SO WE CAN WE CAN COVER FOR EACH OTHER A LOT.
A LOT. IT'S SIMPLER THAN COVERING FOR ANOTHER CLASS OF 30 STUDENTS, RIGHT? BECAUSE WE'RE NOT DEALING WITH 30 [INAUDIBLE], ONE TWO MAYBE 15 THE ENTIRE DAY.
SO, OK, SO IT HASN'T BEEN THAT LARGE OF AN IMPACT FOR SUMMIT VIEW.
THAT'S GOOD. AGAIN, I ECHO WHAT TED SAID, THANK YOU FOR THE WORK YOU'RE DOING AND FOR SERVING THESE UNIQUE STUDENTS IN A UNIQUE WAY WHO REALLY APPRECIATE THAT.
AND I KNOW THAT THEY APPRECIATE IT AND THEIR FAMILIES APPRECIATE IT.
MY QUESTION FIRST QUESTION IS HOW DO YOU KNOW IF A STUDENT IS A GOOD FIT FOR YOU? DO YOU HAVE SOME KIND OF PROCESS BECAUSE YOU OFTEN ARE NOT THE FIRST SCHOOL THAT THEY ATTEND. AND AS YOU MENTIONED, YOU DON'T HAVE MANY FRESHMEN, BUT YOU DO GET UPPERCLASSMEN WHO ARE DEFICIT OF CREDITS.
SO BOTH WHEN THE STUDENTS COME IN, WE DO A FILE REVIEW AND FIND OUT POTENTIALLY WHY IS THE STUDENT LOOKING AT SUMMIT VIEW? WE LOOK AT THEIR ACADEMICS, WE LOOK AT THEIR DISCIPLINE, WE LOOK AT THEIR THEIR HISTORY.
AND THEN I HAVE FOR A LOT OF THE STUDENTS, I HAVE A ONE ON ONE CONVERSATION WITH THEM AND THEIR PARENTS. WHY ARE YOU LOOKING AT SUMMIT VIEW? SOME OF THEM SAY THEY'RE LIKE, HONESTLY, I GOT NO NOWHERE ELSE LEFT.
NOBODY ELSE WOULD TAKE ME. OK.
SOME STUDENTS SAY I'M LOOKING TO GRADUATE MORE QUICKLY.
WE HAVE WE GRADUATE JUNIORS ALL THE TIME.
IT'S NOT EASY, BUT THEY CAN DO IT.
SOME STUDENTS ARE SAYING, I JUST CAN'T HANDLE THE TRADITIONAL HIGH SCHOOL ANYMORE.
THE LONG AND SHORT OF IT IS MOST STUDENTS WE CAN ACCOMMODATE.
WE CAN ACCOMMODATE JUST ABOUT ANYTHING THAT A STUDENT NEEDS TO BE ABLE TO GRADUATE FROM HIGH SCHOOL IF IF THEY END UP LEAVING US, IT'S NORMALLY ON THEIR OWN ACCORD.
THEY'VE DECIDED, NO, I'D RATHER DEPEND FOSTER OR I NEED MORE STRUCTURE.
I'VE GOT TO GO BACK TO BATTLE GROUND AND PRAIRIE OR WHEREVER THEY MAY NEED.
I NEED A BELL TO TELL ME WHERE TO GO.
AND SO THEY KIND OF THEY REALIZE THAT IT'S EITHER A GOOD FIT OR IT'S NOT.
THERE ARE SOME STATE REGULATIONS AROUND IF A STUDENT IS NOT PERFORMING WHAT I WHAT MY RESPONSIBILITY IS AT THAT POINT, THEN I HAVE TO SEND THEM BACK.
AND THAT DOESN'T HAPPEN VERY OFTEN, BUT IT DOES HAPPEN.
I WOULDN'T. I WOULD SAY THAT THERE'S NOT MANY STUDENTS WHO WOULD, I'D SAY, WOULD NOT BE A GOOD FIT AT SUMMIT VIEW OR A SCHOOL LIKE SUMMIT VIEW, JUST BECAUSE OF THE NATURE OF OUR PROGRAM. AND THEN YOU MENTIONED SOME EXAMPLES OF SENTENCE STEMS YOU WERE USED WITH WITH STUDENTS AND I'M THINKING, GEE, MAYBE THAT LIST WOULD BE A GOOD LIST FOR PARENTS OR FAMILIES TO HAVE.
GIVE ME AN EXAMPLE OF WHAT YOU'RE TALKING ABOUT? SURE. SO GOSH, I SHOULD HAVE BROUGHT THAT DOCUMENT WITH ME.
SO ONE OF THEM WAS WHICH TEACHERS ARE YOU SEEING MOST OFTEN? AND THEN THEY GIVE YOU THAT. WHICH TEACHERS ARE YOU AVOIDING? OH, OK. AND SO THAT LEADS INTO, OK, WHY ARE YOU AVOIDING? WHY ARE YOU AVOIDING YOUR ALGEBRA TEACHER? THAT'S A PRETTY COMMON. WHY ARE YOU AVOIDING YOUR MATH TEACHER? WELL, IT'S HARD. OK, WHAT CAN WE PUT IT NOW THAT STARTS THE CONVERSATION? WHAT STRUCTURES CAN WE PUT IN PLACE? WHAT SUPPORTS CAN WE PUT IN PLACE? HOW CAN WE HELP YOU SO THAT THIS ISN'T YOUR STICKING POINT? AND WE ALL KNOW THAT MATH IS THE STICKING POINT.
THAT'S THE THAT'S THE GATEKEEPER IN HIGH SCHOOL.
[01:20:01]
SO WHAT CAN WE DO TO HELP THIS NEW STUDENT HAVE THAT NOT BE YOUR STICKING POINT? AND SO THOSE ARE THOSE ARE IMPORTANT THE TEACHERS ARE HAVING THEY TYPICALLY NEED A COUNSELOR WOULD HAVE BUT EVERY ADULT THAT SOMEBODY WAS EXPECTED TO HAVE THOSE CONVERSATIONS. IT STRIKES ME THAT THAT KIND OF A CONVERSATION IS A LOT MORE LIKELY TO HAVE SOME SUCCESS THAN WHY AREN'T YOU DOING YOUR HOMEWORK, WHICH IS WHAT WE OFTEN SAY, YOU KNOW, BUT YOU'RE THE WAY YOU KNOW THERE IS A GOOD WAY TO HAVE THAT CONVERSATION WITH THE STUDENT. THE OTHER QUESTION IS, I'M REALLY CURIOUS WHAT THE CONFERENCE WAS THAT YOU WENT TO AND AND YOU TALKED ABOUT SUCH GOOD OUTCOMES.SURE. THERE'S TWO THERE'S TWO SCHOOLS OF PLCS, AT LEAST TWO THAT I'M AWARE OF.
ONE IS THE RICHARD [INAUDIBLE] MODEL THAT WE'RE FAMILIAR WITH.
AND THEN SOME OF THE PEOPLE THAT WORKED WITH HIM SPUN OFF WITH CORWIN PRESS AND THEY STARTED WHAT'S CALLED A PLC PLUS MODEL.
ONE IS VERY ASSESSMENT BASED AND THE OTHER IS MORE TEACHER BEHAVIOR BASED.
AND SO WE ATTENDED THE CONFERENCE THAT CORWIN PRESS PUT ON AROUND THE TEACHER BEHAVIOR BASED MODEL OF PLCS.
AND NOT JUST WHAT RESULTS ARE YOU SEEING IN THE CLASSROOMS, BUT WHAT ACTIONS AND BEHAVIORS DO YOU HAVE THAT IS IMPACTING THE RESULTS AND BEHAVIORS IN YOUR CLASSROOMS? OKAY. AND SO THAT'S THEY WOULD SAY THE PLUS IS YOU.
SO THAT'S THE CONFERENCE WE WENT AND ATTENDED, AND SOME OF IT WAS REALLY RELEVANT TO WHAT WE WERE DOING, BUT WE WERE THE ONLY ALE SCHOOL THERE.
SO IT REALLY WASN'T DESIGNED FOR ALES.
BUT THE LESSONS THAT WE GOT AND THE CONVERSATIONS THAT WE HAD SAID, OK, WE CAN, WE CAN TRANSLATE THIS. AND I JUST HAPPENED TO LUCK OUT AND TAKE THE RIGHT FIVE TEACHERS WITH ME.
BUT THEY'RE THEY'RE LEADING THE WORK.
I MEAN, I WOULD LIKE, I MEAN, THOSE MEETINGS, BUT I DON'T REALLY HAVE TO BE BECAUSE THEY'VE GOT A PRETTY GOOD IDEA OF WHERE THIS NEEDS TO GO.
AND THAT I WOULD SAY THE CONFERENCE WAS KEY, IT WAS KEY.
SOMETIMES IT'S JUST THAT LITTLE LITTLE BIT OF INFORMATION THAT HELPS YOU PIVOT THE WAY YOU'RE THINKING. AND IT SOUNDS LIKE THAT'S WHAT'S HAPPENED.
SO THANK YOU THAT THAT'S ENCOURAGING.
EVERYBODY ELSE GET THEIR QUESTIONS IN.
[LAUGHTER] I DON'T THINK THEY'RE HARD. YEAH, BUT I CAUGHT EARLY YOU WERE REALLY TALKING ABOUT AND I HEARD PRAIRIE SAY HAVING CONVERSATIONS WITH YOU.
WHAT? WHAT GROUP OF STUDENTS, I MEAN, OUT OF THE WHOLE ARE COMING FROM PRAIRIE AND BATTLE GROUND? IT SOUNDS LIKE YOU'RE REALLY PART OF THE SYSTEM AND YOUR IN ORDER TO KNOW THAT SUCCESS OR IMPROVEMENT OF YOUR PROGRAM, IT HAS TO BE KIND OF IN CONJUNCTION WITH THOSE TWO AS WELL. RIGHT.
SO THIS THE STUDENTS THAT ARE AND WE'RE STARTING TO SEE THIS NOW IS THIS SEMESTER IS ROLLED OVER. SO THESE ARE THE STUDENTS THAT WE'RE GETTING FROM COMPREHENSIVE HIGH SCHOOLS. AND IT'S NOT JUST BATTLE GROUND AND PRAIRIE.
WE GET A NUMBER OF STUDENTS FROM [INAUDIBLE], RIDGEFIELD [INAUDIBLE].
IS IT MOSTLY BATTLE GROUND, THOUGH? IT'S MOSTLY BATTLE GROUND. OK, YEAH.
YEAH. BUT WE I WOULD SAY THAT THERE'S NOT THERE'S NOT A LOT OF COMPARABLE IN THE COUNTY THAT WOULD BE A MIRRORLESS [INAUDIBLE] IS DOING.
RIGHT. THESE ARE STUDENTS WHO ARE SOPHOMORES, JUNIORS, MAYBE SENIORS, AND THEY'RE REALIZING SIX CREDITS DIVIDED BY THE AMOUNT OF TIME I HAVE LEFT IS JUST NOT GOING TO HAPPEN. OK.
AND SO THEY HAVE STRUGGLED FOR WHATEVER REASON.
AND THEY'RE LOOKING, THEY'RE LOOKING FOR AN ALTERNATIVE.
THEY'RE LOOKING FOR A WAY TO STILL FINISH AND NOT HAVE TO CONTINUE TO GO TO A PLACE WHERE THEY HAVEN'T FOUND THE SUCCESS THAT THEY'RE REALLY LOOKING FOR FOR A MULTITUDE OF REASONS, EITHER. THAT'S THE SOCIAL ASPECT IS HUGE.
TO BE HONEST, THERE, WE DON'T HAVE PASSING PERIODS.
SO I MEAN, YOU HEARD PRAIRIE TALK ABOUT THE VAPING ISSUES IN THE BATHROOMS AND THE ISSUES IN PASSING, BUT WE DON'T HAVE ANY OF THAT.
SO THOSE KINDS OF THINGS AREN'T HAPPENING.
WHAT I TELL STUDENTS AND PARENTS WHEN THEY COME TO SUMMIT VIEW, WHAT IT'S GOING TO LOOK LIKE. IF YOU LOOK AT A FIFTY FIVE MINUTE CLASS PERIOD, THE FIRST TEN MINUTES IS PROCEDURAL. TAKE YOUR SEATS.
HERE'S WHAT WE'RE DOING TODAY.
AND THEN AT THE END, YOU'VE GOT THAT DEALING WITH SOME DISCIPLINE, ASSIGNING HOMEWORK, PACKING UP. DON'T LEAVE THE ROOM YET.
THERE'S THAT 30 MINUTES OF REALLY HARDCORE INSTRUCTION.
OK. AND SO THE KIDS WHO ARE LOOKING FOR A PLACE WHERE THEY CAN FOCUS ON JUST THE INSTRUCTION WITH NONE OF THE DISTRACTION, THAT'S WHO IS LOOKING AT SUMMIT VIEW AND SOME DON'T KNOW THAT THEY JUST KNOW THAT WHERE THEY ARE ISN'T WORKING AND THEY NEED SOMETHING DIFFERENT. BUT THE MAJORITY ARE FROM BATTLE GROUND AND PRAIRIE.
YEAH, ABOUT EIGHTY FIVE PERCENT.
IF THEY IF THEY DON'T FINISH WITH YOU, YOU WERE TALKING ABOUT, THEY GO BACK TO THE HIGH SCHOOL THEY CAME FROM.
[01:25:01]
WHATEVER DO YOU DO, YOU HAVE ANY WAY TO TRACK THAT? OR ARE THEY KIND OF OUT OF YOUR REACH? WHEN THEY WHEN THEY ENROLL, THEY HAVE TO LET US KNOW WHERE THEY'RE GOING.AND SO MOST OF OUR STUDENTS ARE GOING TO ANOTHER ALTERNATIVE PROGRAM.
GOTCHA. A FEW RETURN TO BATTLE GROUND OR PRAIRIE.
WE ALSO HAVE SOME STUDENTS THAT MAY UNENROLLED FROM SUMMIT VIEW AND THEN ENROLL IN SUMMIT VIEW OPEN DOORS. AND THAT'S OUR THAT'S OUR GED PROGRAM.
YEAH. SO IF THEY'RE IF THEY'RE 19 YEARS OLD, 20 YEARS OLD AND THEY HAVE 12 CREDITS LEFT TO GET THE MATH DOESN'T WORK FOR THEM TO FINISH BEFORE THEY'RE 21.
AND SO THEN THEY'LL ENROLL IN OPEN DOORS.
SO THEY'RE UNENROLLING FROM SUMMIT VIEW, BUT THEY'RE REENROLLING IN THE GED PROGRAM THAT WE HAVE. GREAT.
OK. THANK YOU SO MUCH. I APPRECIATE IT.
THANK YOU. THANK YOU. KEVIN, THANK YOU.
WELL, AS YOU CAN SEE, LOTS OF WORK GOING INTO THE SCHOOL IMPROVEMENT PLANS, WE WILL HAVE OUR SCHOOL IMPROVEMENT PLANS ON THE CONSENT AGENDA AT OUR NEXT BOARD MEETING FOR YOUR APPROVAL AND CONSIDERATION.
AND SO DO YOU HAVE ANY QUESTIONS AND WANTED TO ASK THOSE YOU COULD DO THAT NOW OR CERTAINLY COULD DO THAT WHEN WE GET TO THAT NEXT AT OUR NEXT MEETING AS WELL.
I HOPE THAT THIS THE PROCESS IS CONTINUING TO WORK.
IF THIS PROCESS HAS BEEN A THUMBS UP OR BETTER THAN IT HAS BEEN IN THE PAST, WE CERTAINLY WOULD LOVE THE FEEDBACK TO MAKE SURE THAT IT'S MEETING BOTH YOUR NEEDS AND THE NEEDS OF STAFF. SO ANY ORIGINAL OR ANY THOUGHTS AT THE MOMENT THAT YOU WANT TO SHARE? YEAH, PERSONALLY, YOU KNOW, HAVING SEEN THE RAPID FIRE, EIGHT SCHOOLS AT A TIME OR WHATEVER, OR BEING ABLE TO FOCUS ON TWO AND THREE AT A TIME IS SO MUCH MORE HELPFUL, YOU GET MEANINGFUL CONVERSATIONS.
SO I LIKE THAT PART OF THE STRUCTURE.
I WOULD I WOULD HOPE THAT THE OTHER SCHOOLS THAT AREN'T, YOU KNOW, DIRECTLY PRESENTING TO US REALIZE THAT WE'RE ALSO INTERESTED IN IN THEIR INFORMATION AND THEIR DATA AS WELL.
AND WE DO LOOK AT IT AND LOOK AT THAT AND THAT HOPEFULLY THEY WOULD KNOW THAT THEY WANT TO HAVE A CONVERSATION WITH US.
WELL, WE CAN MAKE SURE THAT WE REITERATE THAT I'M SURE THAT THEY ARE AWARE OF YOUR SUPPORT FOR SURE.
AND IF THERE ARE ANY SPECIFIC QUESTIONS, WE CAN CERTAINLY HELP FACILITATE THOSE AS WELL.
I THINK MORE OF A GENERAL QUESTION.
BUT FIRST, I JUST WANT TO SAY NO, I THINK THIS SYSTEM WORKS VERY WELL AND IT WAS VERY CLEAR AND GIVES US TIME TO REALLY STUDY THE PLANS, WHICH HELPS US TO GET A PICTURE.
BUT IT WOULDN'T BE THE SAME IF WE DIDN'T HAVE PEOPLE COMING AND REALLY EXPLAIN TO US WHAT IT LOOKS LIKE IN THE SCHOOL.
THIS IS WHAT IT SOUNDS LIKE. THIS IS WHAT IT FEELS LIKE FOR STUDENTS.
SO I APPRECIATE THAT PART TOO.
I KNOW DOING EVERY SINGLE SCHOOL AND HAVE THEM COME FOR JUST TEN MINUTES WOULDN'T HAVE THE SAME EFFECT. SO THANK YOU.
I THINK THIS IS A GREAT WAY TO DO IT.
THE ONE QUESTION, AS I WAS GOING THROUGH THE DATA, JUST ONE QUESTION THAT KIND OF KEPT COMING UP TO ME WAS, AND THIS HAS TO DO WITH PRIMARY SCHOOL.
THAT FIRST GRADE DATA IS FRIGHTENING.
AND BECAUSE OF COVID, I KNOW AND I KNOW EVERYBODY KNOWS IT.
BUT I JUST WOULD LOVE TO HAVE SOMEBODY COME AND TALK A LITTLE BIT ABOUT WHAT WE'RE DOING FOR OUR KINDERGARTNERS AND FIRST GRADERS BECAUSE I FEEL LIKE RIGHT NOW I DON'T HAVE SOMEBODY THAT AGE AND I'M I'M REALLY CURIOUS HOW WE ARE PICKING UP THE PIECES THERE.
ABSOLUTELY. WE CAN ABSOLUTELY GIVE YOU A REPORT ON WHAT IT IS THAT WE'RE DOING, AND CERTAINLY WE'RE GOING TO HAVE A LITTLE BIT OF A CONVERSATION, AS WELL AS AT THE REGULAR BOARD MEETING AROUND TRANSITIONAL KINDERGARTEN.
OK. ONE OF THE CONCERNS, OF COURSE, THAT YOU NOTICE, I'M SURE IN THE DATA IS JUST LIKE LETTER SOUNDS, FOR INSTANCE, AND SOME OF THOSE KIND OF SHOCKING PIECES.
AS WE KNOW WHEN WE WERE IN REMOTE THAT THAT FORMAT FOR OUR YOUNGEST LEARNERS JUST FLAT OUT DID NOT WORK.
AND SO THAT, OF COURSE, HAS BEEN WEIGHING HEAVY ON US WITH ALL THE COVID NUMBERS GOING UP AND ALL OF THOSE THINGS AND CERTAINLY PLAYING INTO ALL THE WORK WE'RE DOING TO TRY AND MAKE SURE WE CAN STAY IN SCHOOL.
BUT YOU'RE RIGHT, WE'VE GOT TO DO SOMETHING ABOUT THAT BECAUSE THAT'S GOING TO BE A PROBLEM THAT'S GOING TO CARRY OVER TO FOR OUR KIDS FOR A LONG PERIOD OF TIME.
AND THERE ARE LOTS OF THINGS THAT ARE HAPPENING IN THE CLASSROOMS AND CERTAINLY IN OUR INTERVENTION PROGRAMS. WE ARE LOOKING AT SOME STRUCTURAL CHANGES AS WELL AROUND INTERVENTIONS AS WE MOVE FORWARD INTO A MODEL THAT IS TAKES OUR COHERENT SCHOOLS AND PUTS THOSE TWO THINGS TOGETHER INTO A PYRAMID LIKE WHAT WE'VE BEEN TALKING ABOUT WITH WITH OUR SEL PROGRAMS. BUT A TIER ONE TIER TWO TIER THREE INTERVENTION SYSTEM FOR MTSS APPROACHES.
SO A RESPONSE TO INTERVENTION.
[01:30:02]
AND SO WE'RE WORKING THROUGH A LOT OF THOSE STRUCTURES, BUT THOSE ARE GOING TO BE CRITICAL TO CATCHING UP AND GETTING SOME OF THOSE THINGS IN PLACE.WELL, AND I WAS REALLY I WAS JUST STRUCK BY WHAT GREAT PROGRESS YOU HAD MADE BEFORE COVID AND WHAT HAPPENED WHEN COVID HIT.
AND I THINK, IF ANY, YOU KNOW, PARENT OR TEACHER LOOKS AT THAT, THAT DATA FOR FIRST GRADERS, IT'S IT IS CONCERNING ABOUT HOW THAT'S GOING TO BE A LONG TERM EFFECT FOR THEM.
SO. YEAH, THANKS FOR POINTING THAT OUT MARY.
I THINK THAT'S IT. AGAIN, THANK YOU, BOARD, APPRECIATE IT.
WE'LL ADJOURN THIS SPECIAL MEETING AND THEN WE WILL RE START WITH THE TRADITIONAL SIX O'CLOCK REGULAR MEETING.
* This transcript was compiled from uncorrected Closed Captioning.