[00:00:05]
I'VE GOT 5:00.[1. Call to Order]
WE'RE GOING TO START THIS SPECIAL WORK SESSION FOR MONDAY, SEPTEMBER 26TH.THANK YOU FOR THOSE WHO ARE HERE AND THOSE WHO ARE LISTENING.
AND WE WILL BEGIN AND WE'LL TURN IT OVER TO MR.
[2. Work Session]
WATERS. THANK YOU.THANK YOU, BOARD, FOR BEING HERE FOR THIS WORK SESSION.
ONE OF THE AREAS THAT WE ARE REQUIRED TO COVER IS TO GIVE YOU AN OVERVIEW OF OUR STATE TESTING.
AND SO THAT'S WHAT WE'RE GOING TO DO TODAY.
AND WITH THAT, I'M GOING TO TURN IT OVER TO OUR DEPUTY SUPERINTENDENT, SHELLY WHITTEN.
SO WE ARE GOING TO START OFF TODAY WITH OUR DATA AND WE ARE GOING TO LOOK AT ELA, MATH AND SCIENCE AND SPEND SOME TIME LOOKING AT THOSE PIECES.
SO WE HAVE SOME LEARNING INTENTIONS TODAY.
AS I SAID, WE ARE GOING TO START OUT WITH ELA, WITH MATH AND WITH SCIENCE.
IT'S IMPORTANT TO UNDERSTAND THAT WE HAVEN'T REALLY HAD A NORMAL TESTING CYCLE SINCE 2019.
WE HAD NO TEST IN THE LAST WELL, OUR FIRST TEST BACK WAS FALL OF LAST YEAR, AND IT WAS A SHORTENED TEST FOLLOWED BY ANOTHER SHORTENED TEST IN THE SPRING.
SO THE LAST TWO TESTS WE'VE TAKEN WERE IN THE 21-22 SCHOOL YEAR AND THEY WERE BOTH SHORTENED TEST AFTER ESSENTIALLY A TWO YEAR HIATUS FROM TESTING.
SO WE ARE LOOKING AT THIS DATA AND TRYING TO FIND TRENDS AND TREND INFORMATION, BUT YOU REALLY CAN'T DRAW CONCLUSIONS FROM PRE-COVID TO POST COVID.
SO THIS IS REALLY OUR STARTING OFF PLACE AND WE'LL BE TAKING A LOOK AT THE PROGRAMS THAT WE'VE PUT IN PLACE PRIOR TO COVID, CONTINUING OUR WORK AROUND SOME OF THE INITIATIVES THAT WE HAVE IN THE DISTRICT.
SO THE OTHER THING THAT WE'LL BE DOING BESIDES THE DEEPENING OF THE PAST THREE YEARS AND THOSE CONSIDERATIONS WILL ALSO BE RESPONDING TO THE WHAT DO WE DO NOW? WE DEFINITELY HAVE INFORMATION.
WE'VE BEEN ABLE TO LOOK AT IT AGAINST NEIGHBORING DISTRICTS AND PROVIDED SOME INFORMATION THERE.
BUT IT'S IT WILL BE DIFFICULT FOR US TO USE THAT INFORMATION TO DRIVE A LOT OF OUR DECISION MAKING UNTIL WE GET MORE DATA TO PRESENT TO YOU.
I'M GOING TO GO AHEAD AND TURN THIS OVER TO DAVE AND ALLISON TO GET INTO THAT DEEPER DIVE INTO THE INFORMATION WE DO HAVE AND GIVE YOU SOME DATA TO LOOK AT AND SPEND SOME TIME WITH.
JUST SO YOU KNOW, YOU DON'T HAVE TO LOOK AT THAT.
SO WE'D HAVE TO BLOW IT UP QUITE A BIT.
YOU'LL SEE THAT, YOU KNOW, THERE'S THE ELA, THERE'S A SMART BALANCE AND SCIENCE IS COLOR CODED.
DOWN THE SIDE IN THE LEFT COLUMN, IF YOU WILL, THAT LEFT SECTION IS STATE DATA, BECAUSE THAT'S SORT OF A BENCHMARK TO SEE HOW WE DID COMPARED TO THE STATE AND THEN TO THE RIGHT IS DISTRICT DATA.
AND THEN WE'VE ALSO INCLUDED THE TWO OTHER LARGER DISTRICTS IN THE COUNTY, EVERGREEN AND VANCOUVER.
SO THAT'S JUST KIND OF AN OVERVIEW.
SO WE HAVE THIRD GRADE, FOURTH GRADE ALL THE WAY UP THROUGH HIGH SCHOOL.
SO THIS IS WHAT THIRD GRADE DATA LOOK LIKE IN 2015, IN 2016 AND 2017.
SO YOU CAN GO ACROSS AND JUST SEE A SINGLE GRADE LEVEL.
YOU CAN ALSO LOOK AT THIS DATA BY COHORT AND THAT'S BY COLOR.
[00:05:02]
SO IF YOU'LL NOTICE IN THE TOP LEFT CORNER, THERE'S KIND OF THE REDDISH PINK THIRD GRADE.AND IF YOU FOLLOW IT DIAGONALLY DOWN TO THE RIGHT, THAT'S A COHORT OF STUDENTS.
SO YOU CAN SEE WHAT HAS HAPPENED WITH THAT GRADE LEVEL.
THOSE THIRD GRADERS WHEN THEY WENT TO FOURTH GRADE TO FIFTH GRADE TO SIXTH GRADE.
SO OUR THIRD GRADERS STARTED AT A 52% PASSAGE RATE IN ELA.
AND THEN IN 2022, AS 10TH GRADERS, WHEN THEY TOOK THE TEST, THEY HAD A 62% PASS RATE.
AND YOU CAN SEE THAT WE'VE DONE THAT COHORT FOR EVERY GRADE LEVEL GOING DOWN DIAGONALLY.
AND THEN THE SECOND SECTION DOWN IS THE SAME THING FOR MATH.
AND THEN WE HAVE FOR SCIENCE, YOU'LL NOTICE THAT IN SCIENCE THERE ARE A LOT MORE HOLES AND THAT'S BECAUSE THEY ONLY TAKE THE TEST IN FIFTH GRADE, IN EIGHTH GRADE, AND THEN IN 11TH GRADE. SO THE OTHER THING IS YOU'LL NOTICE THAT THERE ARE SOME DASHES IN THIS TABLE AND THE DASHES ARE SHOWING WHEN WE DID NOT HAVE ANY TEST DUE TO COVID. SO ANY PLACE YOU SEE A LITTLE DASHED LINE, THAT'S WHERE TESTING WAS CANCELED AT THE STATE LEVEL BECAUSE OF COVID.
SO THE 2021 COLUMN HAS THE DATA IN 2021, BUT YOU'LL NOTICE THAT LIKE THE 48 IN THE NINTH GRADE, THOSE ARE NINTH GRADERS THAT TOOK THE TEST.
BUT IT'S REALLY FOR THE EIGHTH GRADE YEAR BECAUSE THEY DIDN'T HAVE THE TEST IN THE EIGHTH GRADE.
SO 2019, THAT WAS THE LAST TIME THAT THE TEST WAS TAKEN AS SCHEDULED.
IT WAS SORT OF MADE UP, IF YOU WILL, IN THE FALL WHERE LIKE ALLISON SAID, A SEVENTH GRADER WOULD HAVE TAKEN THE SIXTH GRADE TEST, BUT IN THE FALL OF THEIR SEVENTH GRADE YEAR, AND EVEN WHEN THEY MADE UP THOSE TESTS IN THE FALL, AT WHAT CAPACITY WERE THEY MAKING THOSE UP? I MEAN, WE'RE RETESTING THE SAME NUMBER OF, WE'RE RETESTING EVERYBODY, OR WERE WE TESTING A SMALLER NUMBER OF STUDENTS? NO, WE TESTED EVERYBODY.
WE TESTED EVERY EVERYBODY. BUT THE TEST WAS MUCH SHORTER.
AND THEN THE COMPUTER ADAPTIVE TEST, WHICH IS KIND OF A MULTIPLE CHOICE TYPE PART, WAS SHORTER.
YOU CAN SEE, THOUGH, THAT THE STATE OPTED TO NOT HAVE THIRD GRADERS TEST.
SO THERE IS A THERE'S STILL A LITTLE DASH MARK WHERE THIRD GRADE WOULD HAVE BEEN IN 2021 BECAUSE THEY DIDN'T THEY JUST STILL DIDN'T TAKE THE TEST.
SO WHAT WE WOULD LIKE TO DO NEXT, LET'S TALK A LITTLE BIT ABOUT LIKE WHAT DO WE USE THIS DATA FOR? AND THEN IN GENERAL, IT'S SORT OF A LARGE HIGH 30,000 FOOT LEVEL OF SYSTEMS KIND OF INFORMATION.
IT'S HOW IS THE DISTRICT DOING OR, YOU KNOW, HOW DOES THIS HELP INFORM DISTRICT INITIATIVES LIKE NEW CURRICULUM OR PLACES TO EMPHASIZE INSTRUCTION? HOW DO WE COMPARE WITH OTHER DISTRICTS AROUND US OR HOW DO WE COMPARE TO THE STATE AS A DISTRICT? NOW WE DO GET SCHOOL DATA AND WE GET STUDENT DATA.
SO THOSE THINGS, WE DON'T TOTALLY IGNORE THOSE, BUT WE DO NOT USE THIS DATA FOR TEACHER EVALUATION.
THEIR DIPLOMA FOR THE ASSESSMENT PIECE.
BUT IT'S IT'S PRETTY HIGH LEVEL DATA.
AND STUDENTS SHOULD HAVE COVERED MOST OF THOSE.
LIKE I SAY, IT'S AT A FAIRLY LARGE, LIKE HIGH LEVEL VIEW OF THINGS.
WE DID FIND THAT WHEN WE GAVE THE TEST IN THE FALL OF LAST YEAR THAT WE WERE A LITTLE RUSTY WITH TEST ADMINISTRATION, BOTH FROM THE TEACHER SIDE AS WELL AS FROM THE STUDENTS TAKING THE TESTS.
[00:10:06]
SO WE DID FIND THAT WE HAD A HIGHER THAN NORMAL PERCENTAGE OF STUDENTS WHO HAD THEIR CELL PHONES AVAILABLE TO THEM DURING THE TEST OR HAD ELECTRONIC DEVICES.SO THE STATE HAS OVER THE YEARS BECOME MORE AND MORE VIGILANT AS TO WHAT WE ARE ALLOWED TO PROVIDE DURING A STANDARDIZED TEST AND WHAT WE ARE NOT ALLOWED TO PROVIDE.
AND CELL PHONES AND SMARTWATCHES AND EARPODS ARE NOT ALLOWED.
AND SO IF A STUDENT HAS THOSE IN A TESTING SPACE, IT AUTOMATICALLY INVALIDATES A TEST.
YEAH. SO THAT'S A GREAT QUESTION.
SO STUDENTS GET A SCORE OF ONE, TWO, THREE OR FOUR.
ONES AND TWOS ARE NOT NOT MET.
SO WHAT WE WANTED TO DO NEXT IS JUST ALLOW YOU GUYS SOME A CHANCE TO SORT OF KIND OF EXAMINE MAYBE WHATEVER YOU NOTICE, WHAT YOU MIGHT BE WONDERING ABOUT A LITTLE BIT INTERACTIVE, KNOW WE'RE NOT TRYING TO PUT YOU ON THE SPOT BUT JUST YOU KNOW.
WHAT COMES LIKE. IF YOU LOOK AT THE DATA, IS THERE ANYTHING THAT THAT STANDS OUT TO YOU? WE'RE FOCUSING MAINLY ON THE FIRST PAGE, WHICH IS KIND OF THIS DISTRICT LEVEL VIEW.
AND THEN WE GIVE THEM THIS ASSESSMENT.
HOW ARE YOU DOING ON READING? HOW ARE YOU DOING ON MATHEMATICS? WE DON'T GIVE SCIENCE UP. AND IF YOU LOOK AT THE NUMBERS, YOU'LL SEE THAT IN THE THIRD GRADE, MOST OF THE KIDS LIKE ARE MOST OF THE DISTRICTS ARE THE YOU KNOW, THEY'RE AROUND 50 TO 60% OF THE STUDENTS MEET STANDARD.
FROM THAT TIME UNTIL HIGH SCHOOL, YOU'LL SEE ELA KIND OF TRENDS UPWARD UNTIL, YOU KNOW, ROUGHLY AT HIGH SCHOOL YOU HAVE ABOUT TWO THIRDS OF THE STUDENTS MEETING STANDARDS IN ENGLISH LANGUAGE ARTS.
MATH TRENDS DOWNWARD UNTIL YOU HAVE ABOUT ONE THIRD.
AND THAT IS A STATEWIDE TREND.
THAT'S ALSO SORT OF A YOU CAN SEE THAT IN IN THE REMOTE LEARNING.
I MEAN, THE REMOTE LEARNING MATH SCORES DIPPED LIKE MORE THAN ELA.
ANY COMMENTS THAT YOU GUYS LIKE TO MAKE OR ANY THINGS THAT, YOU KNOW, STAND OUT TO YOU.
IF YOU'RE JUST ASKING MORE GENERAL OBSERVATIONS, IT'S PRETTY APPARENT WITH COVID DID.
YES, IT'S CLEAR THAT STUDENTS NOT BEING IN SCHOOL HAD AN IMPACT.
WHICH, AGAIN, NOT ANYTHING WE DIDN'T ALREADY KNOW.
IT'S JUST CERTAINLY YEAH, IT'S INTERESTING.
THEN THEY THEY DIPPED DOWN ON THE NEXT ONE.
AND THEN BY THE TIME IT HIT THE SECOND TEST, THEY WERE BACK UP.
SO THERE WAS A SORT OF YOU CAN KIND OF SEE A LITTLE BIT OF RECOVERY.
YEAH. TOWARD THE ON THE SECOND TEST THAT WAS NOT THERE IN THE FIRST TEST.
AND WE'RE HOPING THAT WE'LL GET THAT RECOVERY PATTERN WILL CONTINUE.
I ALSO NOTED THAT IT'S ONLY IN ABOUT FOUR GRADE LEVELS WHERE WE DID NOT MEET THE STATE AVERAGE, BUT WE STILL EXCEEDED EVERGREEN IN VANCOUVER, WHICH I THINK IS GOOD.
OUTSIDE OF THAT, IT SEEMS LIKE THE SCHOOL DISTRICT EXCEEDS THEM.
SO YEAH. AND WE HAVE, WE PUT TOGETHER, I DON'T THINK WE PUT IT IN YOUR PACKET, BUT WE DO HAVE SOME INFORMATION ABOUT HOCKINSON, CAMAS, LA CENTER, WASHOUGAL AND RIDGEFIELD AND KIND OF WHERE WE FALL IN COMPARED TO THOSE DISTRICTS.
WE ARE ABOVE SOME, WE ARE BELOW OTHERS AND WE'RE KIND OF RIGHT ON PAR WITH OTHERS.
[00:15:08]
WE HAVE A VERY DIFFERENT DEMOGRAPHIC AND WE HAVE FAR FEWER STUDENTS.YEAH, I MEAN, THAT WAS IT WAS KIND OF INTERESTING.
ONE OF THE AHA'S WAS, YOU KNOW, BATTLE GROUND'S PRETTY UNIQUE.
WE'RE NOT REALLY BIG, WE'RE NOT REALLY SMALL.
WE'RE A VERY LARGE DISTRICT GEOGRAPHICALLY.
WE HAVE A FIFTH GRADE IN THE MIDDLE SCHOOL THAT'S THAT'S UNIQUE, YOU KNOW, SO AND ESPECIALLY WITH RESPECT TO OUR NEIGHBORING DISTRICT, WE THERE'S A LOT OF UNIQUENESS ABOUT BATTLE GROUND.
AND SO A QUESTION MIGHT BE, IS THERE IS THERE A DISTRICT STATEWIDE THAT MIGHT BE SIMILAR TO US IN A LIKE A SISTER DISTRICT OF SORTS OR SOMETHING THAT, HEY, THEY DO FIFTH GRADE IN THE MIDDLE SCHOOLS AND THEY'RE ABOUT, YOU KNOW, THEY'RE IN THAT 10000 TO 11000 NUMBER OF STUDENTS AND THEIR SOCIAL AND ECONOMICS ARE SIMILAR.
AND SO THAT WOULD BE, I THINK, A THING TO TO LOOK INTO TO FIND A COMPARABLE DISTRICT.
YOU MIGHT EXPLAINING THAT A LITTLE BIT MORE BECAUSE I REMEMBER ACTUALLY LIKE TAKING THESE TESTS.
I THINK I FELL IN THAT LIKE ONE COLUMN THAT STARTED AT THE THIRD GRADE AND WENT ALL THE WAY DOWN.
SO THAT WAS KIND OF INTERESTING TO SEE.
SO HOW DID THAT WORK? SO WHEN YOU LOOK AT THE THE THAT THIRD GRADE COLUMN, THE RED COLUMN, THAT GOES ALL THE WAY ACROSS.
SO IN 2022, SO LAST SPRING, YOU WOULD HAVE TAKEN THE 10TH GRADE ENGLISH LANGUAGE ARTS AND MATH ASSESSMENTS AND THEN THAT WOULD BE YOUR YOUR STANDARD 10TH GRADE TEST, THE ONE THAT EVERYBODY ALWAYS TAKES IN THE 10TH GRADE.
BUT YOU ALSO TOOK THE YOU TOOK THE TEST IN.
YOU KNOW, WE PROBABLY EXPLAINED THAT BACKWARDS.
YOU WOULD HAVE IN 20 IN THE FALL OF 21-22.
SO ALSO LAST YEAR, YOU WOULD HAVE TAKEN THE NINTH GRADE TEST, THE EIGHTH GRADE TEST.
THE EIGHTH GRADE TEST IN THE NINTH GRADE.
OKAY. SO DOES THAT AFFECT THE DATA AT ALL BECAUSE IT'S OLDER STUDENTS TAKING THOSE YOUNGER TESTS? YEAH. IN FACT, THE STATE HAS BEEN VERY CLEAR THAT IT'S VERY DIFFICULT TO COMPARE DIRECTLY BECAUSE THERE'S BECAUSE IT'S A SHORTER TEST, FIRST OF ALL.
SECONDLY IS THAT THE TEST IS TAKEN THREE MONTHS LATER WITH A SUMMER BREAK IN BETWEEN.
SO YOU'RE A LITTLE OLDER, BUT YOU'VE ALSO HAD THIS DOWNTIME.
SO IT'S REALLY DIFFICULT TO COMPARE THE THE FALL 20 LAST YEAR.
SO FALL 2021 WITH GOING BACK TO 2019.
THAT'S THAT'S A YOU HAVE TO BE VERY CAREFUL ABOUT TRYING TO COMPARE THOSE NUMBERS SO.
I WAS JUST CURIOUS IF ENROLLMENT IMPACTS THIS.
YEAH, I THINK THAT'S A FAIR QUESTION.
I MEAN, IF YOU LOOK AT THE STUDENTS THAT WE'VE LOST WITH REMOTE LEARNING OR WHATEVER, ARE THOSE STUDENTS SORT OF JUST TYPICAL, AN AVERAGE WHERE, YOU KNOW, WHERE THEY'VE LEFT THEN AND YOU KNOW, THEY'RE LEAVING.
HAS THAT IMPACTED SCORES IN A POSITIVE WAY, A NEGATIVE WAY OR NEUTRAL? YOU KNOW, I DON'T KNOW. WE HAVEN'T REALLY DONE IT LIKE SORT OF AN EXIT SURVEY OF WHERE THAT WHERE THAT MIGHT HAVE IMPACTED.
BUT IT'S A REALLY GOOD QUESTION.
I MEAN, WHAT ARE YOUR THOUGHTS? I MEAN, THE PEOPLE THAT THAT ARE NO LONGER PART OF THE DISTRICT, WOULD THEY HAVE SCORED HIGHER SCORES? WOULD THEY HAVE HELPED OUR SCORES, HURT OUR SCORES? WELL, IT SEEMS LIKE IT WOULD BE A COMBINATION OF BOTH.
BUT I GUESS WHERE I WAS GOING WAS THAT WAS YOU ANSWERED IT, BUT LIKE THIRD GRADE STARTED OUT WITH 100 KIDS. RIGHT.
AND IT'S AVERAGE FOR THAT COHORT BY 10TH GRADE TO HAVE 60.
RIGHT. BUT WITH THE LAST COUPLE OF YEARS NOW THEY'RE AT 40.
YOU KNOW, IT'S THOSE EXTRA THAT EXTRA ENROLLMENT IS HAS THAT IMPACTED BECAUSE THAT'S STATEWIDE.
RIGHT. LIKE WE'VE HEARD ENROLLMENTS BEEN IMPACTED STATEWIDE.
SO HAS THAT ALSO IMPACTED THIS? AND IT WAS JUST AND YOU ANSWERED IT.
IT'S STILL A PERCENTAGE OF OUR STUDENTS THAT HAVE PATHS AT THOSE GRADE LEVELS.
[00:20:02]
IT WOULD BE FASCINATING, THOUGH, TO FIND ALL OF THE STUDENTS WHO HAVE BEEN IN BATTLE GROUND AND HAVE STAYED IN BATTLE GROUND AND LOOK ACROSS TO SEE WHAT HAPPENED WITH A TRUE COHORT OF STUDENTS THAT HAS BEEN HERE THE WHOLE TIME.YEAH, AND THAT'S ALISON'S POINT.
THAT'S A GOOD POINT, TOO, IS THAT THE NUMBER OF STUDENTS THAT MOVE IN, WE MAY HAVE STUDENTS THAT MOVE INTO US THAT COME IN AND AND ARE PERFORMING AT A HIGH LEVEL THAT WE HAD NOTHING TO DO WITH.
AND I THINK IT'S WORTH NOTING WHEN YOU THINK ABOUT WHEN YOU LOOK AT INDIVIDUAL SCHOOLS TO CONSIDER THAT BECAUSE WE HAVE A HIGH MOBILITY RATE AT GLENWOOD-LAURIN CAMPUS, MANY OF THE FAMILIES ARE IN APARTMENTS AND THEY DON'T NECESSARILY STAY FOR NINE YEARS.
THROUGHOUT THAT, THEY OFTEN MOVE IN AND OUT.
AND SO SOME OF OUR SCHOOLS, THERE'S A HIGHER MOBILITY GOING ON.
SO TAKE A CLASSROOM THAT'S GOT 25 STUDENTS IN IT.
AND LIKE DENNY SAID, YOU GET A NEW STUDENT AND THAT STUDENT IS JUST KNOCKS IT OUT OF THE PARK.
BUT AS A TEACHER, YOU REALLY DON'T HAVE ANYTHING TO DO IT.
THEY JUST CAME A WEEK BEFORE THE TEST AND YOU GOT ANOTHER ONE.
SO THAT ONE OUT OF 20, THAT'S A 4% SWING WITH JUST THAT ONE STUDENT.
AND IF THAT STUDENT IS IS NOT AT STANDARD COMES IN AND THE TEACHER DIDN'T HAVE ANYTHING TO DO WITH KIND OF CONTRIBUTING TO THE BEING BEHIND THAT'S A 4% DOWNWARD SWING SO YOU CAN GET THESE SWINGS ON AN INDIVIDUAL CLASSROOM JUST BECAUSE ONE STUDENT MOVES IN TOWARD THE AT THE END SO.
OKAY. WELL, I MEAN, SO WE ENCOURAGE YOU TO CONTINUE LOOKING AT THIS DATA.
I MEAN, WE NEED TO DO MORE AROUND DATA.
AND SO I THINK THAT THIS IS A FIRST LOOK COMING BACK TO NORMAL, SO TO SPEAK.
EVEN YET, IT'S MORE DEMOGRAPHICS.
BUT NOW WE'RE KIND OF WANT TO SHIFT AND SORT OF ASK THE QUESTION, OKAY, SO NOW WHAT DO WE DO NOW? AND IF WE'RE GOING TO KIND OF EXTEND THAT AND WE'LL I THINK MR. LECOUNT IS GOING TO BE.
SO NOW WHAT WHAT DO WE DO WITH THIS INFORMATION? OBVIOUSLY, WE INTEND TO STAY THE COURSE WITH OUR COHERENCE GOALS.
WE HAVE A LOT OF OF OPPORTUNITY TO CONTINUE TO WORK IN THOSE SPECIFIC AREAS.
AND I ACTUALLY ON THAT POINT OVER HERE, BECAUSE YOU MIGHT BE ABLE TO SEE IT BETTER.
BUT AS YOU LOOK AT MANY OF THE THINGS THAT WE'RE WORKING ON, FOR INSTANCE, ONE OF THE THINGS THAT I THINK WE'VE COME BACK TO AND IT'S IMPORTANT TO CONSIDER IS WE LOOK AT THE MATH SCORES AND WE GO, OH MY GOSH, WELL, WHEN 2019 HIT, WE HAD JUST ADOPTED A NEW CURRICULUM.
SO AS WE HAVE A GOAL OF GUARANTEED AND VIABLE CURRICULUM, AND THEN YOU HIT A PANDEMIC AND YOU'RE NOT ABLE TO STAY THE COURSE WITH A CURRICULUM THAT, YOU KNOW, WITH HAVING A STRONG CURRICULUM, YOU CAN MAKE DIFFERENCES.
WE'VE BEEN SET ON OUR HEELS A LITTLE BIT, BUT DAVE AND HIS TEAM TO THEIR TO THEIR CREDIT, RECOGNIZE THAT AND PUT IN PLACE IN JUNE SOME ADDITIONAL PROFESSIONAL DEVELOPMENT AROUND THE NEW CURRICULUM.
WHILE NEW, IT'S NOT NEW ANYMORE, BUT NEW TO BEING USED FULLY AS IT WAS INTENDED.
SO WE WILL CONTINUE TO LOOK AT ALL OF OUR COHERENCE GOALS AND WE HAVE LOTS OF THINGS GOING ON.
OF COURSE, BESIDES OUR CURRICULUM ADOPTIONS, IT'S IMPORTANT TO REMEMBER THAT WE'VE GOT THREE OF THEM GOING ON THIS YEAR, OUR ELA, OUR SEL AND OUR SOCIAL STUDIES AT THE MIDDLE SCHOOL LEVEL.
SO WE'VE GOT A LOT GOING ON IN TERMS OF CONTINUING ON THE COURSE OF OUR HIGH QUALITY INSTRUCTION.
SO THE ESSENTIAL STANDARDS WORK WITH OUR TEACHER CLARITY PLAYBOOK.
A LOT OF THAT WORK IS CONTINUING THROUGH OUR PLC PROCESS.
AND AS A BOARD, YOU'VE COMMITTED TO THOSE WAIVER DAYS THAT IS ALLOWING US TO BE VERY SYSTEMIC AND LOOK AT THAT WORK IN A WAY THAT WE HAVEN'T BEEN ABLE TO LOOK AT IT.
[00:25:04]
AS WE TALKED ABOUT WHEN WE TALKED ABOUT PUTTING IN PLACE THE WAIVER DAYS, WE WERE REALLY ONLY GETTING TO THE FIRST TWO QUESTIONS IN THE PLC PROCESS.AND AND THAT'S REALLY THE WORK THAT WE HAVE TO DIVE INTO, NOT NOT NECESSARILY SBA DATA, BUT I READY DATA, CLASSROOM BASED ASSESSMENTS THAT OUR TEACHERS ARE WORKING ON DEVELOPING TOGETHER FROM THE ESSENTIAL STANDARDS.
THAT INFORMATION IS THEN DRIVING INSTRUCTION.
AND SO WE HAVE OTHER THINGS, OF COURSE, THAT ARE GOING ON LIKE ITK THIS YEAR.
I KNOW THAT IF YOU HAVEN'T SEEN IT, YOU'LL BE ABLE TO SEE WHEN YOU DO BOARD TOURS THE FOUR YEAR OLDS THAT ARE NOW IN OUR CLASSROOMS, WHICH IS ABSOLUTELY WONDERFUL TO SEE.
AND IF WE HAD SPACE, WE'D ADD MORE ITK CLASSROOMS. RIGHT NOW THERE IS A BAND THERE.
SO CERTAINLY SOMETHING THAT WE'RE LOOKING AT AS A SYSTEM, WHETHER WE CAN DO THAT IN THE FUTURE.
THE OTHER THING IS THERE HAVE BEEN CONTINUED WORK WITH OUR TEAM ON THE SCIENCE OF READING, MAKING A LOT OF CONNECTIONS BETWEEN THE CURRICULUM, ADOPTION AND INSTRUCTION, AND MAKING CONNECTIONS BETWEEN THOSE TWO THINGS SO THAT WE'RE REALLY WORKING ON STRATEGIES TO BE VERY STRATEGIC ABOUT OUR TEACHING OF READING.
SO THAT WORK WE HAVE, WE HAVE OUR ACADEMY'S WORK GOING ON IN OUR PRIMARY SCHOOLS AS WELL, WHERE TEACHERS CAN COME IN AND WATCH AND IN A MODEL CLASSROOM. SO THERE'S JUST A NUMBER OF THINGS THAT WE'RE GETTING RESET ON AND RESTARTED ON AND WE'RE EXCITED ABOUT THOSE THINGS.
BUT OBVIOUSLY WE'LL HAVE TO SEE WHAT HOW THAT BEARS OUT.
WHAT I WILL SAY ABOUT THIS DATA IS I BELIEVE THAT THE LARGER DATA.
WHAT IT TELLS US IS OUR PROGRAMS AND OUR CURRICULUM IS WORKING FOR US.
AND HONESTLY, YOU YOU AREN'T DRILLING DOWN TO THE INDIVIDUAL CLASSROOM LEVEL BECAUSE IT'S NOT PROVIDING YOU THE KIND OF INFORMATION THAT YOU CAN USE TO ADJUST INSTRUCTION.
I MEAN, THERE'S NO OTHER WAY TO PUT IT.
IT'S AFTER STUDENT LEARNING HAS HAPPENED ALL YEAR LONG.
AND THEN WHAT? SO WE NEED TO BE REALLY DRILLING DOWN ON THE CLASSROOM BASED ASSESSMENT INFORMATION SO THAT WE CAN ADJUST INSTRUCTION AS IT'S HAPPENING AND THEN ALSO HAVE THE SKILLS NECESSARY FOR OUR TEACHERS TO BE ABLE TO PIVOT WHEN THEY SEE STUDENTS NOT PICKING UP THE INSTRUCTION THE FIRST TIME OR THE SECOND TIME AROUND. SO LOTS OF GOOD THINGS HAPPENING AND WE'LL BE ABLE TO TELL A LITTLE BIT MORE IN THE SPRING AND AS THE YEAR GOES ON TO SEE THE ASSESSMENTS THAT ARE BEING DEVELOPED AND CHANGED AND MONITORED.
SO IF YOU RECALL IN OUR AUGUST WORK SESSION, I BELIEVE IT WAS, WE HAD A CONVERSATION WITH THE BOARD AROUND WHAT THE PARAMETERS OF THE WAIVER DAY WAS GOING TO LOOK LIKE.
THAT WAS A SIGNIFICANT INVESTMENT BY THE COMMUNITY AND YOURSELF.
SO IT'S BEEN A SIGNIFICANT FOCUS AT THE EARLY STAGES OF THE SCHOOL YEAR.
SO THESE WERE THE THE KIND OF THE ONE PAGE DOCUMENT THAT YOU SEE ON THE SCREEN WAS CUSTOMIZED FOR EACH OF THE PRIMARY, MIDDLE AND HIGH SCHOOL LEVELS TO KIND OF FIT THEIR UNIQUE NEEDS AT ALL THREE LEVELS.
WE WANTED TO REALLY PROVIDE MINIMUM EXPECTATIONS FOR TEACHERS OF WHAT IT WAS GOING TO LOOK LIKE TO WORK AND COLLABORATE AND TEACHER TEAMS NOT ONLY ON THE WAIVER DAYS BUT EARLY OR LATE START WEDNESDAYS.
WE WANTED TO PROVIDE CLEAR AND SIMPLE PARAMETERS TO THESE TEAMS. WE RECOGNIZE THAT TEACHERS WORKING TOGETHER DOESN'T ALWAYS COME NATURAL FOR EVERYBODY ACROSS THE SYSTEM.
SO BEING BROAD ENOUGH TO WHERE WE ALLOW SOME PROFESSIONAL AUTONOMY, BUT CLEAR ENOUGH TO WHERE WE COULD HONE IN ON SPECIFIC OUTCOMES OF WHAT WE WANTED TO ACCOMPLISH AND THEN REALLY EMPHASIZE THE PURPOSE, THE PROCESS AND THE PRODUCT THROUGH THIS PLATFORM OF THE PLC WORK.
[00:30:04]
YOU'LL IF YOU REMEMBER THIS SEVEN STEPS, WE'RE KIND OF THE THE GUIDE FOR THE WORK CONNECTED TO ESSENTIAL STANDARDS AND COMMON ASSESSMENTS THAT TAKE PLACE AT THE CLASSROOM LEVEL.AND THEN DIFFERENT STEPS WITHIN THAT PROCESS TO COLLECT AND ANALYZE DATA, MAKE ADJUSTMENTS TO INSTRUCTION, AND PROVIDE TIMELY AND ADEQUATE FEEDBACK FOR STUDENTS. SO THE FEEDBACK ON THIS PROCESS, WE WEREN'T QUITE SURE HOW IT WAS GOING TO ROLL OUT.
WE KNEW THERE WERE GOING TO BE QUESTIONS ALONG THE WAY.
SO WE WANTED TO HAVE SYSTEMS SET IN PLACE WHERE WE WERE GETTING FEEDBACK.
WE REGULARLY TALK WITH PRINCIPALS, HAVE OPPORTUNITY TO HEAR FROM TEACHERS, BUT FOR THE FIRST THREE OR FOUR WEEKS OF SCHOOL, IT HAS BEEN GENERALLY POSITIVE OF AROUND MAKING THIS SHIFT TO COLLABORATION.
SOME TEACHERS ARE WORKING ACROSS THE DISTRICT WITH TEACHERS FROM DIFFERENT BUILDINGS, WHICH IS UNIQUE AND IT WASN'T OVERLY COMMON IN THE PAST AND REALLY TRYING TO HONE IN ON THE TYPES OF TEAMS THEY'RE WORKING WITH, WHETHER THAT WAS THE GRADE LEVEL SPECIFIC OR CONTENT SPECIFIC.
CREATING COMMON LESSONS AND UNITS IS NOT EASY, ESPECIALLY IF YOU'RE A TEACHER THAT'S IN THE PAST OPERATED IN ISOLATION, BEING ASKED TO THINK DIFFERENTLY ABOUT COLLABORATING, DESIGNING LESSONS, ASSESSMENTS.
SOMETIMES THAT CAN BE CHALLENGING.
SO BEING COMFORTABLE AND TRANSPARENT WITH DATA AROUND ASSESSMENTS AND DIFFERENT CLASSROOM BASED AND AND TEAM BUILT ASSESSMENTS, AND THEN WE PUT A LOT OF EMPHASIS ON WHAT WE WERE USING THE TERM GUIDING COALITIONS, BUT ESSENTIALLY BUILDING BASE LEADERSHIP TEAMS TO HELP IN MAKING SOME OF THESE DECISIONS.
WE REALLY ARE AWARE AND TRYING TO AVOID ANY THINKING AROUND THE DISTRICT IS MAKING US DO THIS OR THIS IS THE DISTRICT'S IDEA, REALLY PARTNERING WITH THE PRINCIPALS AND THE TEACHER TEAMS TO HAVE CONVERSATIONS AT THE BUILDING LEVEL IF ADJUSTMENTS NEED TO BE MADE.
WHAT DOES THAT LOOK LIKE? HOW DOES THAT IMPACT YOUR TEAM AT YOUR GRADE LEVEL, YOUR CONTENT AREA, AND TRYING TO BUILD TRUST ACROSS THE SYSTEM AND EMPOWER OTHER LEADERS IN OUR ORGANIZATION TO CONTRIBUTE SOME OF TO CONTRIBUTE TO THAT DECISION MAKING PROCESS.
IT HAS EXPOSED A LITTLE BIT OF THE VARIANCE OF TEACHER CLARITY IMPLEMENTATION ACROSS THE SYSTEM.
AND SO THERE'S THE NEED FOR THE ENTIRE DISTRICT TO MOVE IN A DIRECTION WHERE THERE'S SOME COMMON EXPECTATIONS AROUND WHAT IT LOOKS LIKE TO CREATE AND DELIVER LESSONS. AND THEN ALSO THE DIFFERENT TYPES OF COLLABORATION THAT HAVE TAKEN PLACE, WHETHER IT'S IN PRE DUTY DAYS OR ON LATE START'S REALLY TRYING TO SHIFT THE FOCUS OF OUR LATE START WEDNESDAYS TO BE STUDENT LEARNING FOCUSED.
WE RECOGNIZE TEACHERS AND TEAMS HAVE OTHER NEEDS THAT COME UP, STUDENT SPECIFIC AND DIFFERENT LOGISTICAL ITEMS, BUT REALLY TRYING TO KEEP THAT TIME SACRED ON WEDNESDAYS TO FOCUS IN ON COMMON ASSESSMENTS, DATA, ANALYZATION.
SO WE HAVE A TON OF DIFFERENT TYPES OF TEACHER TEAMS MADE UP ACROSS THE DISTRICT.
SO IS OUR SPECIAL ED TEACHERS COLLABORATING APPROPRIATELY WITH THE RIGHT GRADE LEVEL OR THE CONTENT TEAMS. ARE SPECIALISTS WORKING TOGETHER IN AN APPROPRIATE WAY IN TERMS OF FOCUSING ON THE SAME CONTENT? SO THOSE ARE QUESTIONS THAT HAVE COME UP FROM FROM TEACHERS AND PRINCIPALS.
ANOTHER ONE IS DO THEY DO THE CERTIFICATED EMPLOYEES FIT WITHIN THE PLC FRAMEWORK? IT'S REALLY STRUCTURED AROUND THE SEVEN STEPS, BUT WE HAVE NURSES AND COUNSELORS AND PSYCHOLOGISTS.
SO ARE WE TRYING TO FORCE PEOPLE DOWN A PATH THAT IT DOESN'T REALLY BELONG WHERE THEY REALLY BELONG? SO TRYING TO BE OPEN MINDED ABOUT THAT AND FLEXIBLE AND MAKING SOME ADJUSTMENTS TO ENSURE THAT EVERYBODY IN OUR SYSTEM IS CONTRIBUTING IN A MEANINGFUL WAY TO THIS WORK OF BETTERING STUDENT LEARNING. AND THEN REALLY DOES THE WORK FALL WITHIN THE SEVEN STEPS, RIGHT? SO THE NUTS AND BOLTS THINGS THAT COME UP AND ARE SO IMPORTANT TO EVERY TEACHER ACROSS OUR DISTRICT IS ARE THERE ALTERNATIVE WAYS TO THINK ABOUT ADDRESSING SOME OF
[00:35:06]
THOSE OUTSIDE OF THE PLC? A LOT OF TIME. SO THOSE ARE JUST KIND OF THE EARLY TENSION POINTS.SO JUST TRYING TO KEEP THAT AT THE FOREFRONT PROBLEM, SOLVE TOGETHER AND THEN CONTINUE TO GENERALLY PUSH THE SYSTEM TO THINKING DIFFERENTLY AROUND COLLABORATION AND LESSON DESIGN AND ASSESSMENT CREATION.
SO I DON'T KNOW IF ANYTHING ELSE TO ADD TO THAT, BUT ONE OF THE THINGS I WOULD SAY I'M PARTICULARLY PROUD OF AFTER SEEING WE HAD A K 12 MEETING WITH ALL OF OUR BUILDING ADMINISTRATORS LAST WEEK AND WE BROKE INTO GROUPS AND TALKED ABOUT THE PROBLEMS THAT THEY WERE, PROBLEMS OF PRACTICE THAT THEY WERE HAVING WITH THE IMPLEMENTATION OF PLCS.
AND DENNY, I THINK YOU WERE IN HIGH SCHOOL, BUT ONE OF THE THINGS WE NOTICED THAT ALL OF OUR PRINCIPALS WERE ALREADY IDENTIFYING STICKING POINTS AND LUKE ALLUDED TO THIS, HE SAID, YOU KNOW, THAT ONE BUILDING MIGHT NOT BE AS FAR ON TEACHER CLARITY, BUT WHEN TO BUILDING SEVENTH GRADE SOCIAL STUDIES? LET'S JUST SAY TEACHERS ARE COLLABORATING.
SO A LOT OF PROBLEM SOLVING IS HAPPENING AMONG THOSE PRINCIPAL LEADERS TO TRY AND FIND WAYS TO BUILD A BRIDGE FOR OUR TEACHERS THAT ARE COLLABORATING ACROSS THE SYSTEM WHO MAY NOT BE IN THE SAME PLACE BECAUSE THEY'VE HAD SOME AUTONOMY IN THEIR BUILDINGS PREVIOUSLY THAT DIDN'T ALLOW FOR THAT CROSS DISTRICT WORK.
SO PROBLEM SOLVING LIKE THAT, PROBLEM SOLVING.
OUR COUNSELORS HAVE BEEN WORKING.
THEY HAVE ESSENTIAL STANDARDS IN SOCIAL EMOTIONAL LEARNING THAT THEY HAVE NOT BEEN ABLE TO BREAK DOWN INTO LEARNING PROGRESSIONS, NOR HAVE THEY BEEN INVOLVED WITH THE TEACHER CLARITY WORK. SO SOME OPPORTUNITIES THAT ARE PRESENTING THEMSELVES THAT HAVE NEVER BEEN IN FRONT OF US BEFORE AND I'M REALLY EXCITED BECAUSE OUR ADMINISTRATORS ARE SEEING THOSE THOSE CONNECTIONS AND ARE MAKING THOSE CONNECTIONS AND BRINGING THEM TO US AS A TEAM TO HELP THEM PROBLEM SOLVE.
SO GOOD WORK THAT'S HAPPENING IN THIS AREA AND IT'S PRETTY EXCITING.
I DO THINK I WANTED TO SAY JUST A COUPLE OF THINGS.
I DO THINK THAT THAT AND I HOPE YOU FEEL THE SAME WAY THAT WE ARE ON THE RIGHT TRACK WITH THE INITIATIVES THAT WE HAVE TAKEN. I THINK SHELLY POINTED OUT THIS IDEA OF OUR PROFESSIONAL LEARNING COMMUNITIES AND THE WORK THAT THEY ARE DOING THAT IS TARGETED WORK THAT IS, I BELIEVE, IS GOING TO HELP US BECOME BETTER INSTRUCTORS, HELP US HELP OUR KIDS LEARN MORE EFFECTIVELY.
SO I DO THINK THAT THOSE ARE CRITICAL.
THE INSTRUCTIONAL COACHING THAT WE HAVE IS GOING TO BE ABLE TO DO THE SAME THING, A HANDS ON WORKING WITH INDIVIDUAL TEACHERS TO STRENGTHEN THEIR SKILLS AS INSTRUCTORS.
AND THEN WE HAVE, AS SHELLY INDICATED, THE CYCLE OF GUARANTEED AND VIABLE CURRICULUM.
AND THEN WE HAVE OUR BATTLE GROUND PROFESSIONAL DEVELOPMENT SYSTEM.
WE HAVE WE HAVE NEVER HAD THAT SYSTEM THAT WAS SO TARGETED FOR INSTRUCTION IN OUR SYSTEM BEFORE.
NOW, I KNOW THAT IF YOU LOOK BACK AND AS SHELLY POINTED OUT AND I JUST REITERATE THIS, IF YOU LOOK BACK, REALLY OUR COHERENCE MODEL STARTED FOUR YEARS AGO, BUT WE ALL KNOW WHAT HAPPENED IN THE MEANTIME.
I DO THINK IT'S A GREAT EXAMPLE IS THE SIGNIFICANCE OF CURRICULUM IN THIS.
IT IS HARD FOR US TO EXPECT THAT WE'RE GOING TO SEE SCORES, FOR INSTANCE, ON THE SBAC, WHICH IS BASED OFF OF THE ESSENTIAL STANDARDS WHEN OUR CURRICULUM IS NOT ALIGNED TO THOSE ESSENTIAL STANDARDS.
AND A PARTICULAR INSTANCE OF THAT IS OUR ELA CURRICULUM.
IT IS NOT ALIGNED TO THE ESSENTIAL STANDARDS.
LAST TIME WE HAD AN ELA ADOPTION, I THINK WAS NOW 12 YEARS AGO.
[00:40:02]
WE'RE GOING TO SEE SOME MARKED IMPROVEMENT IN OUR SCORES.AND AND WE ARE COMMITTED TO FOCUSING IN THAT DIRECTION AND DOING THAT.
OKAY. SO YOU HAVE ALSO HEARD SEVERAL TIMES THE MENTION OF GUARANTEED INVIOLABLE CURRICULUM.
AND THEN OUR MINORS WOULD BE OTHER CONTENT AREAS.
SO WE HAVE OUR AP COURSES AND OTHER SCIENCES THAT WOULDN'T NECESSARILY FALL INTO A MAJOR ADOPTION LIKE PSYCHOLOGY IS ONE THAT WE HAVE TO WORK ON ADOPTING THIS YEAR.
AND SO THAT IS THE YEAR THAT WE ARE CURRENTLY IN SHOWING WHAT IT IS THAT WE'RE WORKING ON.
SO SCIENCE IS SOMETHING THAT WE NEED TO WORK ON MIDDLE, MIDDLE SCHOOL THROUGH HIGH SCHOOL.
AND SO WE HAVE SOME MATH AND SOME SOCIAL STUDIES AT THE HIGH SCHOOL LEVEL THAT IS GOING TO EXPIRE.
THOSE ARE AP TEXTS THAT WE NEED TO WORK ON UPDATING OR ARE THEY NEED UPDATING? AND THEN THE PSYCHOLOGY CLASS THAT WE HAVE IN THERE AND THEN NOT EVERYTHING IS SUPER EASY TO IDENTIFY.
SOME OF OUR CURRICULA IS SO OLD THAT IT IS.
IT IS PRIOR TO BOARD ADOPTION RECORD, I GUESS.
SO WE ARE GOING BACK AND TRYING TO FIGURE OUT WHEN THE LAST ADOPTION WAS FOR SOME OF OUR MINORS.
SO AS IT BECOMES AVAILABLE, WE UPDATE THE CHART.
AND ALYSON, IS IT IS IT SAFE TO SAY THAT WE ARE ON AN EIGHT YEAR CURRICULUM ADOPTION CYCLE? THAT'S THE WAY THIS TABLE IS WRITTEN.
NOT EVERY SINGLE CURRICULUM FALLS EASILY INTO AN EIGHT YEAR ADOPTION.
SOME PUBLISHERS DO SIX YEAR ADOPTIONS RATHER THAN EIGHT YEAR ADOPTIONS.
OR IT DEPENDS ON HOW MUCH MONEY IS AVAILABLE.
AND THEN WE ARE JUST TRYING TO PICK UP WHERE IT LEFT OFF OR A PANDEMIC.
WE'VE KIND OF STRUGGLED THIS TO DO WHAT WE'RE SUPPOSED TO DO.
AND HENCE, 22 YEARS AGO, IT'S, YOU KNOW, SOME ADOPTIONS.
SO THE CYCLICAL NATURE OF IT, IT KIND OF LOOKS MORE LIKE A STAIR STEP.
THE TWO WHITE YEARS THERE ARE THE PANDEMIC YEARS.
SO THAT'S HOW YOU GET SORT OF THE INTERRUPTIONS.
BUT THIS IS SORT OF NEW THINKING FOR US.
IT'S SOMETHING THAT WE'VE INTENDED TO DO AND IT'S VERY MUCH IN DRAFT FORM.
CERTAINLY THIS YEAR WE'RE FOCUSED ON THE ELA, SOCIAL, EMOTIONAL AND MIDDLE SCHOOL SOCIAL STUDIES, AND THEN WE'D LIKE TO HEAD INTO SCIENCE FOR NEXT YEAR. SO YEAH, IT'S IMPORTANT WORK.
AND AGAIN, IT'S THAT SORT OF HIGH LEVEL RESPONSE TO THE DATA THAT WE'RE LOOKING AT.
QUESTIONS. DO YOU HAVE ANY QUESTIONS FOR US? ONE OF THE THINGS IS YOU'RE PONDERING THAT I WILL SAY IS CURRICULUM IS REALLY, REALLY EXPENSIVE.
AND AND THAT'S WHAT WE ARE FINDING IN THIS AGE IS REALLY CHALLENGING.
[00:45:06]
WE HAD SET ASIDE WE DID A MATH ADOPTION, AS DAVE INDICATED FOUR YEARS AGO, THAT MATH ADOPTION FOR K-8, MATH ADOPTION COSTS US APPROXIMATELY 1.2, 1.2, $1.2 MILLION.WE SET ASIDE $3.5 MILLION THIS YEAR THINKING THAT THAT WOULD BE PLENTY OF MONEY TO DO THE THREE ADOPTIONS THAT WE HAVE TO DO, PLUS HAVE SOME LEFT OVER TO SAVE FOR ADOPTIONS GOING IN.
WE HAVE $3.5 MILLION MORE MONEY THAN WE'VE EVER HAD FOR ADOPTIONS.
AND WHAT WE ARE FINDING IS JUST IN OUR PRELIMINARY INVESTIGATIONS OF DOING AN ELA ADOPTION THAT THE PRICE RANGE FOR JUST A SINGLE ELA ADOPTION IS RANGING BETWEEN 2.5 MILLION AND 5.5 MILLION, WHICH FOR THE 5.5 MILLION, IT'S ALREADY THEY'RE OUT THE DOOR. THEY'RE BEING ELIMINATED BECAUSE THERE'S NO WAY THAT WE CAN DO THAT.
I DO HAVE SERIOUS CONCERNS AS WE MOVE FORWARD AS A DISTRICT AND I'M TALKING TO MY COLLEAGUES.
I KNOW ALISON IS TALKING TO HER CURRICULUM DIRECTOR COLLEAGUES ACROSS THE STATE, AND EVERYBODY IS FINDING THIS TO BE EXTREMELY CHALLENGING, IF NOT IF NOT JUST IMPOSSIBLE TO DO BECAUSE OF THAT.
ONE OF THE THINGS THAT I THINK COULD HELP US IF THE LEGISLATURE OR THE OR EVEN OSPI HAD AN INKLING TO IS AS A STATE DEVELOPING A LIST OF ADOPTED CURRICULUMS AT THE STATE LEVEL THAT A DISTRICT COULD THEN PICK FROM THAT MET ALL OF THE REQUIREMENTS THAT WE HAVE. AND THEN WE WOULD HAVE A LAUNDRY LIST OF SIX OR EIGHT OR TEN FOR A CONTENT AREA TO PICK FROM.
BUT I CAN'T REMEMBER WHAT WAS THE NUMBER OF PEOPLE THAT RESPONDED TO OUR REQUEST FOR QUOTES? WE HAD LIKE 18 TO 21 DIFFERENT COMPANIES THAT RESPONDED FOR OUR QUOTES, AND THAT'S A LOT TO FILTER THROUGH FOR US TO MAKE DECISIONS.
AND THAT'S HAPPENING AT EVERY SCHOOL DISTRICT ACROSS THE STATE.
SO THAT IS A SYSTEM IS NOT A GOOD WAY FOR PEOPLE TO BE SPENDING THEIR TIME.
AND MANY STATES DO HAVE STATEWIDE ADOPTIONS.
FLORIDA IS ONE, TEXAS IS ANOTHER.
THEY JUST DO STATEWIDE ADOPTIONS.
SO FOR INSTANCE, IN MATH, THERE WERE THERE ARE MAYBE FIVE OR SIX AND THOSE WERE THE FIVE OR SIX RECOMMENDED WHEN THEY FIRST STARTED LOOKING AT THEM BASED ON THE STANDARDS, THE COMMON CORE STANDARDS.
YEAH. I DON'T KNOW IF I'M NOT AWARE OF ANY SPECIFIC LISTS LIKE THAT.
AND SO THE STATE PROCESSES RECOMMEND THAT WE USE THINGS LIKE ED REPORTS TO GET MEASURES OF HOW WELL THEY ALIGN THE STUFF. YEAH, I DON'T THINK WE ACTUALLY HAVE A LIST PER SE THAT YOU HAVE TO PICK FROM THIS LIST.
NO, I THINK YOU'RE RIGHT, DAVE.
I THINK THAT THAT WAS WORK THAT I WAS ON THE COMMITTEE.
WAY BACK. BUT THEN WHEN ED REPORTS CAME ALONG IT WAS AND THE STATE NO LONGER COULD THEY JUST WERE NOT ABLE TO CONTINUE ALL OF THOSE THAT COMMITTEE WORK. THEY BASICALLY PASSED IT ON TO THE DISTRICT.
YEAH. I WHEN I TELL OTHER SUPERINTENDENTS THAT WE'RE DOING THREE MAJOR ADOPTIONS THIS YEAR, THEY LOOK AT ME LIKE I WANT TO BE RESPECTFUL OF TIME AND WE HAVE ANOTHER MEETING IN ABOUT 10 MINUTES.
SO IF WE COULD IF ANYBODY HAS ANY FURTHER QUESTIONS.
I JUST WANT TO THANK YOU FOR THE CLARITY OF THIS AND AND TYING IT TOGETHER WITH THE WORK WE'RE CURRENTLY DOING, BECAUSE I THINK THAT'S THE PIECE FOR BOARD MEMBERS FOR US THAT SOMETIMES HARD TO SEE.
IT'S LIKE, OKAY, BRING US THE DATA, BUT THEN WHAT ARE WE DOING OVER HERE? SO REALLY APPRECIATE THE WORK THAT YOU DID TO HELP US MAKE THOSE CONNECTIONS AND CONNECT THE DOTS.
AND WE'LL ADJOURN THIS MEETING AT 5:49.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.