[00:00:03]
OK LIKE TO CALL THIS DECEMBER 12, 2022 MEETING OF THE BATTLE GROUND SCHOOL BOARD SPECIAL WORK SESSION ON SCHOOL IMPROVEMENT[1. Call to Order]
PLANS TO ORDER AND I HAVE PERMISSION TO GO STRAIGHT TO SHELLY WHITTEN AND DAVID KENNEDY.[2. Work Session]
BOARD, GLAD THAT YOU COULD BE HERE TONIGHT TO HEAR FROM OUR WONDERFUL PRIMARY AND MIDDLE SCHOOL ADMIN AS WELL AS I'M GOING TO TURN IT OVER IN A MINUTE TO DAVID KENNEDY.THEY HAVE BEEN WORKING VERY DILIGENTLY WITH OUR STAFF FOR A NUMBER OF MONTHS NOW, AS WELL AS HAVING THE SUPPORT OF BOTH MICROSOFT AND GOOGLE ACCOUNT IN CREATING THE DOCUMENTS EXCITED FOR THEM TO BE ABLE TO SHARE.
REALLY PARTICULARLY EXCITED FOR DAYBREAK TO BE SHARING THIS YEAR AS THEIR NEAR AND DEAR TO MY HEART.
WE ARE GOING TO START WITH DAVID TALKING A LITTLE BIT ABOUT THE PROCESS AND SOME IMPORTANT INFORMATION THAT I THINK YOU WILL LEAD TO, POSSIBLE QUESTIONS FOR YOU AROUND HOW WE USE DATA, WHAT DATA WE HAVE, THOSE TYPES OF THINGS.
AS YOU KNOW, THE LAST FEW YEARS ARE ARE THE INFORMATION THAT WE HAVE USED TO CREATE OUR SCHOOL IMPROVEMENT PLANS HAS CHANGED BECAUSE OF THE COVID LANDSCAPE AND SOME CHANGES THE STATE HAS MADE.
SO I'LL TURN IT OVER TO DAVID TO INTRODUCE AND SHARE A LITTLE BIT MORE ABOUT THE PROCESS.
OKAY. THANK YOU FOR YOUR TIME THIS AFTERNOON.
ONE IS TO MAKE SURE THAT ALL TEACHERS AND ADMINISTRATORS HAVE VALID CERTIFICATES.
THE SECOND IS AN ANNUAL SCHOOL BUILDING APPROVAL.
AND THOSE SCHOOL IMPROVEMENT PLANS REALLY COVER TWO AREAS THEIR INTERESTED IN STUDENT ACHIEVEMENT OF STATE LEARNING GOALS AND ESSENTIAL ACADEMIC STANDARDS, BUT ALSO ON NON ACADEMIC STUDENT GROWTH.
SO THINGS THAT WOULD BE SURROUNDING A SAFE AND SUPPORTIVE SCHOOL ENVIRONMENT.
YOU SHOULD HAVE RECEIVED A CIP NOTEBOOK THAT HAS ALL 18 SCHOOLS, CIP PLANS, AND EACH PLAN REPRESENTS A SIGNIFICANT INVESTMENT OF TIME AND A COLLABORATIVE EFFORT BETWEEN BUILDING ADMINISTRATORS, BUILDING STAFF, PARENTS AROUND IDENTIFYING PLANS THAT ARE MEANINGFUL AND GUIDING THE IMPROVEMENT EFFORTS AT THE SCHOOLS.
ONE THING THAT I WANT TO POINT OUT IS THIS DOCUMENT THAT YOU SHOULD HAVE RECEIVED HERE AND THAT CAN JUST GO IN THE FRONT POCKET OF YOUR NOTEBOOK FOR FUTURE REFERENCE.
THE OSP JUST RELEASED SOME OF THIS INFORMATION AT THE BEGINNING OF DECEMBER, SO THIS HAS UPDATED ATTENDANCE RATES, WHICH ARE VERY FASCINATING TO SEE BECAUSE YOU CAN SEE THE FULL IMPACT OF COVID QUARANTINING AND ISOLATION ON THOSE ATTENDANCE RATES FOR THE 2122 SCHOOL YEAR. ALSO ON THIS IS NINTH GRADE ON TRACK AND GRADUATION FOUR YEAR RATES, GRADUATION FIVE YEAR RATES.
THIS DOCUMENT WILL RECTIFY THAT AND MAKE THEM MORE CURRENT.
SO JUST CROSS REFERENCE THOSE PLANS.
SO AS I STATED EARLIER TODAY, WE HAVE TWO SCHOOLS THAT WILL BE SHARING THEIR PLANS WITH YOU.
EACH SCHOOL WILL HAVE 25 MINUTES TO SHARE THEIR PLANS WITH YOU.
[00:05:01]
AND THEN THERE WILL BE EACH SCHOOL WILL HAVE A TEN MINUTE QUESTION AND ANSWER SESSION FOLLOWING THAT.WE'LL TAKE A SHORT BREAK AT 4:45 TO 4:50 AND THEN DO THE SAME THING WITH DAYBREAK MIDDLE.
THE ONLY THING I WOULD ADD, JUST ONE SMALL PIECE IS WE HAVE OTHER ADMINISTRATORS.
THAT'S ALSO MIKE AND LUKE CAN LEAN INTO THOSE QUESTIONS AS WELL.
IF YOU HAVE QUESTIONS THAT ARE MORE GENERAL IN NATURE.
SO WE'RE READY TO BEGIN OUR SCHOOL IMPROVEMENT PLAN PRESENTATIONS.
THANK YOU, DAVID. LIKE HE SAID, I AM KRISTINA SMITH, THE PRINCIPAL OF DAYBREAK PRIMARY.
AND THIS IS JOE MANNING, OUR ASSISTANT PRINCIPAL.
IN YOUR FOLDERS, WE DO HAVE SOME SHOW AND TELL FOR YOU.
ALL RIGHT. THANK YOU FOR BEING HERE AND FOR ALLOWING US TO SHARE ABOUT DAYBREAK PRIMARY.
MY BACKGROUND PRIOR TO COMING TO DAYBREAK PRIMARY WAS IN CATHOLIC EDUCATION.
AND ONE OF THE THINGS THAT I REALLY ENJOYED ABOUT THIS FIRST YEAR IN BEING AN ADMINISTRATOR AT DAYBREAK, PRIMARY WAS THE OPPORTUNITY TO GET CONNECTED WITH THE SCHOOL'S CLIMATE AND CULTURE AS THE KIND OF CENTERPIECE OF THE WORK THAT KRISHNA AND I BEGAN.
AND WE WANTED TO UNDERSTAND WHERE WE WERE.
AND SO THERE WERE A NUMBER OF ACTIVITIES AND MEETINGS THAT WE DEVOTED TOWARDS GETTING AT THE ROOT OF THE SCHOOL'S CLIMATE AND CULTURE AS IT STOOD. KNOWING THAT WE WOULD THEN CONTINUE TO SUPPORT THAT SCHOOL DAYBREAK PRIMARY AS IT DEVELOPS.
SO ONE OF THE THINGS THAT WE DID WAS WE MADE SURE THAT WE TRIED TO, I GUESS, HONOR THE UNIQUE GIFTS OF EACH PERSON WHO WAS THERE, STARTING WITH UNDERSTANDING WHO ARE THE STAFF AND WHAT BROUGHT THEM FIRST TO EDUCATION AND THEN WHAT BROUGHT THEM TO DAYBREAK PRIMARY. AND SO AS WE KIND OF DUG DEEP, WE FOUND SOME KEY THEMES AND CONCEPTS THAT KIND OF TIED THE RATIONALE BEHIND WHY PEOPLE GET INVOLVED IN EDUCATION, SPECIFICALLY AT OUR SCHOOL.
AND SO WE WE ASKED SOME PROBING QUESTIONS THAT GOT AT THE ROOT OF THEIR WHY.
AND ONE OF THE THINGS ONE OF THE ACTIVITIES THAT WE DID WAS WE CHALLENGED TEACHERS AFTER THEY SHARED THE REASON WHY THEY CAME TO EDUCATION, HOW THEY CAME TO DAYBREAK PRIMARY, AND WHO WAS THAT PERSON WHO GOT THEM TO DAYBREAK PRIMARY.
AND SO WE GAVE THANKS FOR THOSE OPPORTUNITIES.
BUT WE ALSO THEN TALKED ABOUT OUR STORIES.
WHAT IS THE STORY OF DAYBREAK PRIMARY THEN? THOSE ARE OUR INDIVIDUAL STORIES, BUT WHAT IS THE DAYBREAK PRIMARY STORY? SO WE CHALLENGED OUR STAFF TO COME UP WITH A SIX WORD MEMOIR.
SO THAT PIECE OF PAPER, THAT SECOND PAGE RIGHT BEHIND THE WRITING, OUR STORY.
THIS IS A WORD, ART, THAT CAPTURES THE WORDS THAT WERE USED TO WRITE THAT SIX WORD MEMOIR.
SO WE HAD TEAMS BREAK INTO SMALL GROUPS, AND THIS IS WHAT THEY CAME UP WITH.
SO IT WAS A REALLY GOOD LEARNING OPPORTUNITY FOR KRISHNA AND I, BUT IT ALSO WAS A REALLY GOOD RECONNECTION FOR OUR STAFF TO SEE WHAT THEY WERE ABOUT AND WHAT THEY WANT TO BE ABOUT.
AND YOU'LL SEE WORDS LIKE BELIEVE AND LEARNING, TOGETHER, STUDENTS, CARING, JOY, LAUGHTER.
[00:10:05]
AND THAT'S SOMETHING WE HAVE COME TO SEE.WE HAVE A DEDICATED STAFF AN EXPERIENCED STAFF, AND IT'S A STAFF THAT'S COMMITTED TO GROWTH.
AND SO IN THE BEGINNING OF OUR SCHOOL IMPROVEMENT PLAN, YOU'LL SEE A REFERENCE TO GROWTH MINDSET.
AND LIKE I SAID, FIRST, WE UNDERSTAND THAT ALL OF OUR TEACHERS INDIVIDUALLY ARE COMMITTED TO GROWTH, BUT WE ALSO WORK ON TEAMS. AND SO PART OF OUR CLIMATE AND CULTURE WORK TO MAKE SURE THAT WE ARE PREPARED AND READY TO SUPPORT STUDENTS IS TO SUPPORT OUR INDIVIDUAL TEACHERS AND STAFF MEMBERS IN BEING A TEAM.
AND THAT HAS KIND OF BEEN THE ROOT OF THE WORK THAT WE HAVE BEEN CONTINUING TO DO AND HAS SET THE STAGE FOR THINGS LIKE OUR PLC TEAM MEETINGS AS WELL AS OUR LEADERSHIP TEAM MEETINGS TO CONTINUE TO SUPPORT STUDENTS.
NOW, ONE THING THAT WE HAVE FOCUSED ON, AND I THINK THAT IT'S RESONATED WITH OUR STAFF IN TERMS OF DEVELOPING THE CLIMATE AND CULTURE OF OUR SCHOOL IS A FOCUS ON TWO DIFFERENT WAYS YOU CAN DEVELOP IDENTITY, AND WE'RE HOPING IT'S SPILLING OVER INTO THE WORK OUR STUDENTS DO AS WELL, AND THAT IS COMPARATIVE IDENTITY AND CONTRIBUTIVE IDENTITY.
AND I THINK THAT WHEN WE WORK AS INDIVIDUALS, WE FOCUS MOSTLY ON COMPARATIVE WHO HOW AM I IN COMPARISON TO OTHERS? AND THEN THE CONTRIBUTIVE IDENTITY, WHICH IS REALLY THE IDENTITY THAT MAKES CHANGES AND HELPS TO SPUR GROWTH, IS IS TO FOCUS ON WHAT AM I DOING TO SUPPORT OTHERS, WHAT AM I DOING FOR OTHERS? AND SO WE TALKED ABOUT THAT.
AS YOU KNOW, AS A TEAM, WE DON'T WORK AS INDIVIDUALS WE WORK TOGETHER.
AND SO WHAT ARE WE? DOING TOGETHER, NOT IN COMPARISON TO EACH OTHER, BUT WHAT ARE WE DOING TO SUPPORT OTHERS? AND WHEN WE PUT OUR ENERGY AND OUR EFFORTS TOGETHER, THAT WE CAN BETTER SERVE OUR STUDENTS AND OUR FAMILIES AND BRING ABOUT THE GROWTH THAT WE ARE TRYING TO INSPIRE.
SO I HAVE FOUND IN THIS LAST YEAR AND A HALF, AND I KNOW CHRISTINA HAS.
THAT OUR CULTURE AND CLIMATE IS ONE OF SUPPORT.
WHEN DAYBREAK WAS FORMED, TEACHERS CAME FROM OTHER SCHOOLS.
YOU KNOW, DAYBREAK PRIMARY IS STILL RELATIVELY IN ITS INFANCY.
AND SO WE CONTINUE TO BUILD TRUST AND BUILD OUR INTERCONNECTEDNESS AS A TEAM.
SO WE DID A LOT OF WORK WITH OUR STAFF LAST YEAR IN HELPING TO RECONNECT TO THAT ORIGINAL MISSION AND VISION. AND THEN THIS YEAR, IN OUR CLIMATE AND CULTURE, OUR FOCUS IS TO ENGAGE AND INVOLVE FAMILIES.
AND SO WE HAVE CONTINUED OUR EFFORTS NOW WITH OUTREACH TO FAMILIES, INVITING THEM BACK INTO A POST-COVID LANDSCAPE, TRYING TO START BACK UP VOLUNTEER OPPORTUNITIES.
WE ARE WORKING TO ESTABLISH A PTO.
WE'RE WORKING WITH A SMALL GROUP THAT WILL EVENTUALLY FORM WHAT IS THE BEGINNING OF A DAYBREAK PRIMARY PTO, IMPROVING SCHOOL COMMUNICATION OUTREACH TO PARENTS AS WELL.
SO IT'S BEEN A PLEASANT JOURNEY OVER THE LAST YEAR AND A HALF TO SEE WHAT THE CLIMATE AND CULTURE HAS BEEN AND TO SEE THAT COMMITMENT THAT OUR VERY DEDICATED STAFF HAS TO CONTINUING THE GREAT WORK THAT'S ALREADY BEEN HAPPENING.
SO THE PUSH WAS REALLY HOW DO WE SOLIDIFY AND BRING THAT FAMILY FEELING BACK TO THE BUILDING AND THEN HOW DO WE TRANSFER THAT FAMILY FEELING IN TO OUR STUDENTS AND TO OUR ACADEMIC WORK? LAST YEAR WAS ALL ABOUT THAT CULTURE AND BUILDING THAT TRUST SO THAT THIS YEAR WE COULD START PUSHING A LITTLE BIT MORE ON THE ACADEMIC PIECES.
WE ALSO BROUGHT YOU SOME MORE TEACHER VOICE.
SO IF YOU COULD JUST TAKE A MOMENT TO READ THROUGH THOSE LITTLE SNAPSHOTS.
[00:16:23]
SO WHAT YOU HAVE IN FRONT OF YOU ARE STATEMENTS FROM OUR STAFF, AND THIS WAS DONE LAST JUNE AS KIND OF A SOLIDIFY WHAT THEIR THINKING WAS IN TERMS OF PLC WORK, PROFESSIONAL LEARNING COMMUNITY WORK.LIKE I SAID, WE PUSHED REALLY HARD ON THE CULTURE PIECE TO SOLIDIFY THAT TRUST SO THAT THEY COULD TRUST US TO MOVE THEM FORWARD IN TERMS OF PROFESSIONAL DEVELOPMENT AND PROFESSIONAL LEARNING COMMUNITIES.
AT THE END OF LAST YEAR, WE WERE ABLE TO GET ALL OF OUR TEAMS TO EXPAND THEIR USE OF DATA CYCLES IN TERMS OF TRYING TO BE VERY INTENTIONAL WITH THEIR INSTRUCTIONAL PRACTICE SO THAT WE COULD IDENTIFY STUDENT NEED AND THEREFORE INFLUENCE STUDENT GROWTH.
AFTER THAT ONE INITIAL DATA CYCLE THAT WE WERE VERY INTENTIONAL WITH.
WE STARTED OUR SCHOOL YEAR THIS YEAR WITH THESE STATEMENTS.
SO IT'S THEIR VOICE AND THEY RECOGNIZE WHAT SUCCESSES THEY HAD FROM LAST YEAR.
I HAVE TO THANK YOU SO MUCH BECAUSE THE WAIVER DAYS THAT WE PUT IN PLACE THIS YEAR, STARTING IN AUGUST AND THEN THE LAST ONE WE HAD IN NOVEMBER AND THEN WE ALSO HAVE ONE IN FEBRUARY, HAS PLAYED A SIGNIFICANT ROLE IN EXPANDING THE PROFESSIONAL LEARNING COMMUNITY WORK FOR US IN TERMS OF OUR TEACHER CLARITY PLAYBOOK WORK, WHERE WE'RE IDENTIFYING, TAKING THE ESSENTIAL STANDARDS THAT THE DISTRICT HAS IDENTIFIED FOR US, REALLY HONING IN ON THOSE SPECIFIC STANDARDS THAT WE WANT TO TEACH SO THAT KIDS ARE PREPARED FOR THE NEXT LEVEL.
TAKING THAT INFORMATION AND GUIDING STAFF THROUGH THAT PROCESS ON THAT VERY FIRST WAIVER DAY.
EXTENDING IT INTO THE DATA CYCLE WORK SO THAT TEACHERS ARE NOW LOOKING AT SPECIFIC DATA SETS TO IDENTIFY SPECIFIC STUDENT NEEDS, TARGETING THOSE NEEDS, AND THEN COMPARING THE DATA THROUGH THEIR GRADE LEVELS.
IF WE WERE TO DO THIS AGAIN, THESE STATEMENTS WOULD BE EVEN MORE POWERFUL BECAUSE WE'VE NOW GONE THROUGH TWO WAIVER DAYS, ONE AND A HALF DATA CYCLES, AND SOME OF OUR TEAMS ARE ACTUALLY ON THEIR THIRD DATA CYCLE AND OUR TEACHERS ARE RESISTANT AT FIRST TO LOOKING AT DATA TO INFORM THEIR PRACTICE, HAVE NOW EMBRACED IT AND ARE ASKING FOR IT.
WE HAD EVERYBODY ON BOARD AND THEN WE GAVE BACK OR A WEDNESDAY PLC TIME TO THE STAFF.
SO WE ACTUALLY DELAYED OUR FIRST DATA CYCLE LAST YEAR UNTIL ABOUT MARCH, APRIL.
SO THAT WAS A FAST TIME BETWEEN MARCH AND JUNE.
THE FACT THAT THEY'RE NOW ASKING FOR IT IS PHENOMENAL.
INSTRUCTIONAL COACHING AND OUR BUILDINGS HAVE BEEN INVALUABLE.
IT'S BEEN AMAZING HOW MUCH GROWTH WE'VE SEEN EVEN COMING OFF OF COVID.
WE'RE ALSO ABLE TO TAKE THOSE WAIVER DAYS, THE DATA CYCLES, THE TEACHER CLARITY PLAYBOOK WORK AND WEAVE IT INTO IDENTIFYING SPECIFIC NEEDS WHERE STUDENTS MAY NEED ADDITIONAL SUPPORTS OUTSIDE OF THE GENERAL ED CLASSROOM.
[00:20:02]
AND THAT HAS ACTUALLY BEEN A GAME CHANGER FOR DAY BREAK BECAUSE IT'S ALLOWED US TO REALLY HONE IN ON WHAT OUR STUDENTS NEED ACADEMICALLY AND WE'RE SUPER EXCITED TO SEE WHAT HAPPENS WITH STATE TESTING IN THE SPRING BECAUSE I'M VERY CONFIDENT THAT IF WE CONTINUE TO MOVE IN THIS DIRECTION WITH THE WAIVER DAYS AND THE TEACHER CLARITY AND THE DATA CYCLES, WE'RE GOING TO SEE GAINS OVER THE LONG HAUL.AND JUST ONE THING I WOULD ADD AROUND THE PROFESSIONAL LEARNING COMMUNITY TEAMS IS THAT THE PRIMARY AIM IS TO IMPROVE STUDENT GROWTH, YOU KNOW, TO TO ALLOW STUDENT LEARNING TO PROSPER.
AND, YOU KNOW, IN SOME OF THOSE COMMENTS THAT YOU READ, I MEAN, THAT IS THE REALITY.
YOU WALK AROUND OR WEDNESDAY STAFF MEETING AND YOU'RE BOUND TO FIND A TEACHER SAYING LIKE, OH, I NEVER KNEW WHY WE DID THIS OR THIS ALL MAKES SENSE NOW WE'RE CAPTURING THOSE COMMENTS AS WE GO FROM PLC MEETING TO PLC MEETING.
AND IT'S A SIGN OF THAT TEACHER GROWTH THAT AS TEACHERS GROW MORE CONFIDENT THROUGH THEIR CONVERSATIONS AND DIALOG WITH EACH OTHER THAT ARE PART OF THESE MEETINGS, THAT THE IMPROVEMENT IN THE ACTUAL INSTRUCTION IS HAPPENING, WHICH WE HOPE TIES TO OUR MATH AND OUR READING GOALS.
THOSE INCREASE IN PERCENTAGE POINTS OF STUDENTS PASSING OUR SMARTER BALANCED ASSESSMENTS.
THE ADDITION OF WHAT WE LABELED THE DRAGON'S DEN THIS YEAR, WHICH IS OUR SOCIAL EMOTIONAL LEARNING, SOCIAL EMOTIONAL LEARNING CENTER CALLED THE DRAGON'S DEN, IS WE'RE REALLY TRYING TO HONE IN ON, LAST YEAR WE FOCUSED ON BUILDING RELATIONSHIPS WITH STAFF.
TOWARDS THE END OF THE YEAR, WE STARTED TRICKLING THAT INTO THE STUDENTS AND HOW DO WE MODEL FOR STAFF, HOW TO BUILD THOSE SOLID RELATIONSHIPS WITH STUDENTS, WHICH WE KNOW IF WE BUILD THOSE RELATIONSHIPS, WE CAN INCREASE ATTENDANCE, DECREASE DISCIPLINE AND INCREASE LEARNING.
SO PART OF WHAT OUR PLAN WAS AND SOME OF THIS HAS ALREADY BEEN AT DAYBREAK, BUT WE KIND OF REVITALIZED IT AND IT WAS A GOOD OPPORTUNITY TO DO SO CONSIDERING YOU HAD A NEW ADMIN TEAM AND WE WERE COMING OFF OF COVID BECAUSE SO IT WAS A TIME TO KIND OF REFRESH.
SO ON THIS FIRST GRAPHIC, AND I'M GOING TO START IN THE UPPER RIGHT HAND CORNER, YOU HAVE THE EXCELLENT ATTENDANCE AND THESE ARE POST CARDS AND WE DIDN'T WANT TO GO WITH PERFECT ATTENDANCE BECAUSE STUDENTS DON'T HAVE CONTROL OVER ATTENDANCE A LOT OF THE TIMES.
SO WE WANTED TO HONOR EXCELLENT ATTENDANCE.
IT JUST MEANS IN A MONTH YOU'VE BEEN HERE 90% OF THE TIME.
SO THAT POST CARD IS PAIRED WITH A PENCIL WHICH IS GIVEN OUT BY THE TEACHERS.
AND NOW WE WEAR IT ON OUR LANYARDS.
IT'S ON OUR EMAIL TAGLINE, IT'S ON OUR POSTERS IN OUR HALLWAYS.
AND IT'S SOMETHING THAT WE'VE ACTUALLY REALLY EMBRACED ACROSS THE BUILDING.
THIS DREAM BELIEVE, PREPARE BECAUSE IT REPRESENTS US, THOSE POSTCARDS.
OUR GOAL IS EVERY SINGLE CHILD RECEIVES AT LEAST ONE OF THOSE.
BUT THESE ARE AVAILABLE NOT ONLY FOR TEACHERS TO SEND TO STAFF, BUT FOR STAFF TO SEND TO STAFF.
DOWN BELOW THAT IS THIS VERY COLORFUL PICTURE.
AND THOSE ARE THE DRAGON SCALES.
DRAGON SCALES ARE TOKEN OF THANK YOU AND APPRECIATION FROM US TO OUR STUDENTS.
THEY EARN CELEBRATION SCHOOL WIDE.
AND I WILL SAY THAT THIS YEAR, COMPARED TO LAST YEAR, WE HAVE HAD A SCHOOL WIDE CELEBRATION EVERY SINGLE MONTH SO FAR, AND WE ARE WELL ON OUR WAY TO HAVING ONE IN JANUARY. THE KIDS HAVE REALLY EMBRACED IT AND THE STUDENTS SAY SORRY, AND THE STUDENTS ARE RIGHT ON BOARD WITH US.
WE'LL TALK A LITTLE BIT MORE ABOUT THAT IN A MOMENT.
OVER ON THE LEFT HAND SIDE, THIS IS MR. ROBERT, ONE OF OUR CUSTODIANS.
[00:25:04]
EVERY SINGLE MONTH, TEACHERS CAN HONOR STUDENTS WITH THE GOLDEN AWARD, AND THAT IS TEACHER SELECTS STUDENTS.BUT WE ALSO HAVE THESE FUN LITTLE GOLDEN ARMS AND MR. ROBERT IN THIS PICTURE IS ACTUALLY HOLDING THE CLEANEST ROOM AWARD NOW BECAUSE OF COVID WE HAD TO KIND OF CHANGE THE FORMAT OF WHAT THIS LOOKED LIKE.
AND PRIOR TO JOE AND I BEING AT DAYBREAK, IT WAS A ASSEMBLY WHERE EVERYBODY GOT TOGETHER.
WE HAD TO SHIFT EVERYTHING TO VIDEOS.
ONE THING THAT WE'VE RECOGNIZED IS THAT IT'S NOW A SURPRISE.
AND WHEN THESE VIDEOS ARE SHOWN, YOU CAN WALK AROUND THE HALLWAYS AND ALL OF A SUDDEN YOU CAN HEAR YOU'RE FROM ONE ROOM AND YOU KNOW, WELL, THEY MUST HAVE WON OR THE TEACHER WON BECAUSE THERE ARE FOUR STAFF AWARDS THAT GO FROM STAFF TO STAFF TRYING TO BUILD THAT CULTURE INTO THERE.
IT'S FUN. AND NOBODY HAS SAID LET'S DO IT IN PERSON YET.
I THINK THEY LIKE THE ELEMENT OF SURPRISE.
THE NEXT PAGE OF WRITING OUR STORY, YOU'RE GOING TO SEE A BUNCH OF STUDENTS BECAUSE WE HAVE A LOT.
JOE, DO YOU WANT TO TALK ABOUT ANY OF THESE OR DO YOU WANT ME TO GO? OKAY, SO I TALKED ABOUT THE DRAGON SKILLS.
PART OF BUILDING THE CULTURE IS REINFORCING POSITIVE BEHAVIORS, AND WHEN WE DO THAT, WE CAN ACTUALLY DECREASE, WE CAN INCREASE CONNECTIONS TO OUR SCHOOL AND WE CAN DECREASE THE NEED FOR DISCIPLINE IN THESE PHOTOS.
IF I START IN THE UPPER RIGHT HAND CORNER, ONE OF THE MOST CELEBRATED PBIS, THE POSITIVE BEHAVIOR INTERVENTION SUPPORT CELEBRATIONS WHERE THEY EARN WITH THEIR DRAGON SCALE IS A PHOTO BOOTH.
AND AS HARD AS THIS SOUNDS, IT IS THE MOST EXHILARATING REWARD THAT JOE AND I GET TO DO.
THIS ONE WAS ACTUALLY IN THE RAIN, AND THE KIDS WERE PHENOMENAL.
EVERY SINGLE STUDENT PARTICIPATED AND THEY WANTED TO PARTICIPATE MORE THAN ONCE.
WE HAD A BEA RETIRE LAST YEAR.
MS.. TERRY THE KIDS CREATED A GIFT FOR HER THAT IS OUT OF A OLD POLLY STOP BECAUSE THAT'S THE POLLY STOP SITS ON THE GROUND, THEY LINE UP BEHIND IT. THEY PRESENTED THAT TO HER AND IT WAS ABSOLUTELY PHENOMENAL.
IT'S PART OF HAVING THE KIDS HAVE VOICE IN HAVING A FAMILY AT DAYBREAK PRIMARY.
THIS IS ONE WHERE THE PAL PROGRAM CAME OUT AND BROUGHT SQUAD CARS FOR OUR STUDENTS TO TOUR.
THEY GAVE EACH STUDENT A BOOK.
THEN WE'VE HAD OTHER CELEBRATIONS WE BROUGHT BACK OR DIDN'T BRING BACK.
WE INTRODUCED THE OCTOBER AND OCTOBER.
THE STUDENTS WERE SUPER EXCITED ABOUT THAT AND COLLECTED OVER 1000 PAIRS OF SOCKS.
AND THEN I'LL LET JOE TALK ABOUT THESE BOTTOM CENTER PICTURE.
AND SO IT WAS ABOUT A WEEK AND A HALF AGO THAT THIS GROUP OF STUDENTS PICTURED THERE IN THE CENTER BOTTOM CAME TO ME AND SAID, CAN I HANG THESE? CAN WE HANG THESE SIGNS UP? AND THERE WAS ALREADY SCOTCH TAPE ON THEM.
SO I THINK THEY KNEW WHAT MY ANSWER WAS GOING TO BE.
SO I SAID, SURE, BUT WHAT ARE THEY? AND THEY TOLD ME, WELL, WE'RE GOING TO HAVE A CONCERT.
AND I SAID, SO, SO LET'S MAKE IT HAPPEN.
THEY RAN AROUND AND THERE WAS ONE SIGN LEFT AND THEY SAID, WHERE DO I PUT IT? I SAID, PUT IT ON MY OFFICE DOOR AND I'LL BE SURE TO TELL EVERYONE ABOUT IT.
AND I DID. I TOLD EVERYONE I COULD ABOUT IT.
[00:30:02]
AND THEY KEPT PRACTICING AND IT ENDED UP SO BEAUTIFUL.BUT WE ENCOURAGE THEM TO PERSIST AND I DON'T THINK ANYONE REALLY DID DROP OUT.
BUT IT WAS REALLY ONE OF THOSE SYMBOLS, I THINK, OF WHAT OUR STAFF CULTURALLY HAS BEEN TRYING TO DO IS THAT WE TAKE RISKS AND WE COME UP WITH WHAT SEEMS TO BE A VERY SIMPLE IDEA, BUT IT'S VERY INNOVATIVE AND THAT THIS IS A COMPLETELY STUDENT LED THIRD GRADE CONCERT AT THE BACK DOORS OF THE SCHOOL DECEMBER 9TH, 1:40 P.M.
BE THERE. AND SO IT WAS REALLY EXCITING TO HONOR THEIR WORK AND TO CELEBRATE THEM ON FRIDAY.
AND IT'S LIKE I SAID, I THINK A SYMBOL OF THE CULTURE THAT OUR STAFF IS CONTRIBUTING TO.
AND I GUESS I WANT TO SAY ONE OTHER THING ABOUT THIS.
AND YOU LOOK AT THESE PICTURES HERE, WHEN WE THINK ABOUT OUR STUDENTS SOCIAL AND EMOTIONAL DEVELOPMENT AND THE CONNECTION THEY HAVE TO THE THING LIKE THE THINGS LIKE THE SOCIAL EMOTIONAL LEARNING ROOM, WHICH WE CALL OUR DRAGON'S DEN, IS IT ALMOST ALL THESE PICTURES? I MEAN, I COULD ARGUE EVERY SINGLE ONE OF THESE PICTURES IS ABOUT RELATIONSHIP WITH OTHERS.
AND THAT'S THAT'S, I THINK, INCREDIBLY IMPORTANT.
AND THINKING ABOUT HOW OUR STUDENTS ARE GROWING IS THEY'RE GROWING IN RELATIONSHIP WITH OTHERS AND THEY ARE FINDING A SENSE OF BELONGING AT DAYBREAK PRIMARY IS THAT EVERYBODY BELONGS, AND THAT'S WHAT WE WANT TO CONTINUE TO SUPPORT.
OUR DRAGON'S DEN HAS BEEN A PHENOMENAL ADDITION TO OUR SCHOOL.
OF THE STUDENTS WHEN THE TEACHER THE TEACHER REALLY WANTS TO MEET THOSE SOCIAL EMOTIONAL NEEDS BUT MAY NOT HAVE THE TIME AT THAT MOMENT TO DO SO AND THE TEACHER CAN RECOGNIZE, SORRY, THE TEACHER CAN RECOGNIZE THAT THERE'S A NEED AND THERE'S A PLACE FOR THAT STUDENT TO CONNECT.
AND WE'RE USING OUR DRAGON'S DEN TO HELP STUDENTS IDENTIFY WHAT THEIR FEELINGS ARE.
NAME THOSE FEELINGS, PROCESS THOSE FEELINGS.
IT ALSO ALLOWS TEACHERS TO IDENTIFY BECAUSE WE'RE WORKING WITH THEM, TO IDENTIFY WHAT IS HAPPENING PRIOR TO BIG EMOTIONS IS WHAT WE CALL IT, WHAT'S HAPPENING PRIOR TO BIG EMOTIONS AND HOW CAN WE IDENTIFY THAT POINT BEFORE IT BECOMES THAT BIG EMOTION? HOW CAN WE IDENTIFY THOSE LITTLE THINGS THAT WE SEE THE NON VERBALS OR THE VERBALS AND HAVE THAT STUDENT GO TO THE DRAGON'S DEN TO PROCESS THAT EMOTION BEFORE IT BECOMES BIG? THAT'S IT. WE'RE DOING SOME GOOD WORK AND WE'RE GOING TO CONTINUE TO DO GOOD WORK.
DO YOU HAVE ANY QUESTIONS FOR US? QUESTIONS OR COMMENTS ABOUT 11 MINUTES OR FOR YOURS TO ASK AWAY? GREAT, BOARD.
AND BRAVO FOR ALL THE CONNECTIONS AND RELATIONSHIPS THAT YOU'RE BUILDING.
AND I KNOW THAT THAT HAS A POSITIVE IMPACT AND AND AS WELL.
THANK YOU FOR THE WORK THAT GOES INTO THIS BECAUSE I KNOW THIS DOESN'T HAPPEN OVERNIGHT AND THERE'S A LOT THAT THAT IT TAKES TO GET THIS AND GET ALL THE DATA AND GET IT PUT TOGETHER. I GUESS ONE OF THE QUESTIONS I WOULD HAVE, SINCE YOU'RE TELLING YOUR STORY IS WHAT IS YOUR BIGGEST STORY, YOUR BIGGEST CELEBRATION IN TERMS OF STUDENT ACHIEVEMENT? BECAUSE I KNOW THAT AS WELL HAS BEEN A CHALLENGE.
AND AS I STUDIED YOUR I KNOW THE PICTURE OF YOUR SCORES DOESN'T TELL THE WHOLE STORY.
I REALIZE THAT BECAUSE OF COVID AND EVERYTHING ELSE, IT'S HARD TO EVEN SEE A TREND.
BUT WHAT WOULD YOU SAY IS YOUR BIGGEST CELEBRATION OR YOUR BIGGEST STORY IN TERMS OF STUDENT ACHIEVEMENT? AND COULD YOU TALK A LITTLE BIT ABOUT DID YOU KNOW WHAT YOUR PERCENTAGE OF HIGH GROWTH WAS? FOR INSTANCE, FOR ANY ONE OF YOUR GRADE LEVELS? YOU'RE GOING TO ASK ME TO PULL OUT A NUMBER, AREN'T, YOU KNOW, NOT A SPECIFIC NUMBER, BUT YOU HAVE A SENSE I'M SURE.
WE DO. I WOULD SAY THERE'S TWO DIFFERENT THINGS THAT WE CAN POINT TO.
ONE, THE INTENTIONALITY OF LOOKING AT THE DATA IS BEEN A TREMENDOUS AHA FOR OUR TEACHERS.
[00:35:05]
AND WE'VE ALWAYS, SINCE I'VE BEEN TEACHING, WE'VE ALWAYS WANTED TO FOCUS IN ON THE NECESSITIES SO THAT YOU CAN FOCUS IN INSTEAD OF DOING A WHOLE BUNCH SHALLOW, YOU DO A FEW DEEPER LOOKING AT THE DATA.AND SO THEY KNOW WHEN THEY MAKE GROWTH AND YOU CAN TELL THAT THEY'RE PROUD OF THEMSELVES.
AND THEN THEY HAVE PRIDE THAT THEY'VE ALSO WE'VE SEEN A LOT OF SUCCESS IN LEXIA.
STUDENTS DIDN'T AT FIRST DIDN'T QUITE KNOW WHAT THAT WAS OR WHAT IT MEANT FOR THEM.
AND AS THE YEAR PROGRESSED LAST YEAR WHEN AS TEACHERS, WE BECAME MORE SAVVY AND WHAT IT MEANT AS IN TERMS OF THEIR GROWTH, WE STARTED SHARING THAT INFORMATION WITH THE STUDENTS.
AND THEY'RE ABLE TO TALK ABOUT THAT AND THAT'S WONDERFUL.
ONE SPECIFIC AREA, IF WE'RE LOOKING AT TESTING, SMARTER BALANCED IN FOURTH GRADE, IF YOU TAKE A LOOK, I KNOW YOU HAVE I THINK YOU HAVE THIS IN FRONT OF YOU. BUT IN COMPARISON TO THE DISTRICT AVERAGE, OUR FOURTH GRADE STUDENTS PERFORMED 59% PAST.
AND THAT WASN'T ALWAYS THE CASE.
AT DAYBREAK, WHEN DAVID WAS SITTING DOWN WITH US TO GO THROUGH OUR SCHOOL IMPROVEMENT PLAN, HE, YOU KNOW, MENTIONED THAT, YOU KNOW, AND WE DON'T NECESSARILY HAVE THAT LONG TERM HISTORICAL KNOWLEDGE BECAUSE OF BEING BRAND NEW.
BUT WE DO WE ARE ABLE TO RECOGNIZE IN THE DATA THAT SPECIFICALLY IS ONE OF THOSE SUCCESS POINTS AND THAT OUR TEACHERS HAVE COMMITTED TO HELPING PREPARE STUDENTS NOT JUST ACADEMICALLY FOR IMPROVING THEIR READING, BUT WE'VE ALSO HAD SIGNIFICANT EFFORTS IN THE SCHOOL WITH THE HELP OF OUR INSTRUCTIONAL COACH WITH PREPARING STUDENTS FOR ACTUAL TESTING.
AND THAT IS GOING THROUGH AND UNDERSTANDING, YOU KNOW, HOW THE TEST IS FORMATTED, GIVING STUDENTS PLENTY OF PRACTICE, HAVING THEM SEE WHAT IT LOOKS LIKE TO TYPE ON A COMPUTER. I MEAN, STUDENTS ARE NEEDING TO ACCESS AND USE A CHROMEBOOK TO PROPERLY TYPE AND CAPITALIZE AND PUNCTUATE AND REALIZING THAT MAY HAVE BEEN PART OF THE REASON WHY SCORES AT ONE TIME WERE LOWER.
BUT SEEING THAT THAT COULD BE WHAT WAS CAUSING THE GAPS.
AND SO HAVING AN INSTRUCTIONAL COACH THAT WORKED WITH OUR TEACHERS OVER TIME TO GRADUALLY ADDRESS BOTH WHAT MAY HAVE BEEN A LEARNING GAP BUT ALSO A TECHNOLOGY GAP TOO.
TO TO HELP TO SHOW STUDENT PROGRESS.
THANK YOU. I WANTED TO ASK A QUESTION ABOUT THE DRAGON'S DEN AND WHAT IMPACT THAT HAS HAD ACADEMICALLY FOR THE STUDENTS.
DO YOU PAY OR WHAT? OH, YEAH. WE ACTUALLY TALKED ABOUT THIS TODAY.
HOW COULD WE QUANTIFY THAT IMPACT THAT IT HAS HAD? WE REALLY CAN'T.
BUT WHAT WE'VE NOTICED IS THAT WE HAVE MORE, YOU CAN YOU CAN ATTRIBUTE IT TO MORE FOCUSED LEARNING ATTENTION WHEN THEY'RE IN THE CLASSROOM.
AND WHEN WE SAY MOMENT, IT'S LITERALLY A MOMENT BECAUSE EVERYTHING IN THE DRAGON'S DEN IS TIMED.
SO YOU GO TO THE DRAGON'S DEN, YOU MIGHT HAVE A THREE MINUTE BREAK OR A TWO MINUTE BREAK, DEPENDING ON WHAT KIND OF EMOTIONS THAT SHE'S WORKING WITH YOU ON. THE IDEA IS THAT IF WE CAN REGULATE, REGULATE YOU FASTER, WE CAN GET YOU BACK INTO THE CLASSROOM WHERE YOU CAN THEN FOCUS ON THE LEARNING SO THAT TWO, 3 MINUTES OUT AND YOU'RE IDENTIFYING AND PROCESSING WHAT EMOTIONS YOU'RE FEELING GETS YOU BACK INTO THE CLASSROOM SO THAT YOU CAN FOCUS IN ON WHAT'S HAPPENING IN THERE AND LEARN.
SO WE CAN'T QUANTIFY IT, BUT WE KNOW IT'S WE KNOW IT'S MAKING A HUGE IMPACT.
THE OTHER THING THAT WE'VE NOTICED IS WE DO TRACK THE VISITATION TO THE DRAGON'S DEN.
AND SO EVERY WEEK I LOOK AT THE DATA TO SEE WHO'S BEEN VISITING, HOW MANY TIMES, HOW OFTEN, AND OVER THE COURSE FROM SEPTEMBER TO NOW, IT'S A DIFFERENT GROUP OF STUDENTS UTILIZING IT, WHICH I CAN ONLY ASSUME WHEN YOU GO AND CHECK IN WITH THE STUDENTS.
THEY DON'T NEED THAT RESOURCE AT THIS MOMENT, BUT THEY KNOW IT'S THERE.
SO IT WAS A CLUSTER OF STUDENTS.
[00:40:09]
SO WE KNOW IT'S MAKING AN IMPACT BECAUSE THEY'RE NOT UTILIZING IT.IN REGARD TO THE GRAPHIC YOU DID WITH THE WORDS.
THIS IS ALL STAFF, RIGHT? ARE YOU GOING TO DO THIS SAME THING? BECAUSE YOU'D MENTIONED FOCUSING ON THE PARENTS NEXT.
IS THIS SOMETHING THAT YOU INTEND TO DO WITH THE PARENTS AS WELL, OR DO YOU HAVE SOMETHING ELSE IN MIND? IT WASN'T SOMETHING WE INTENDED TO DO, BUT IT WAS SOMETHING THAT WITH YOUR QUESTION, BUT ALSO A CONVERSATION THAT WE WERE HAVING WITHIN THE LAST COUPLE OF WEEKS AROUND HOW DO WE SOLICIT SOME OF THOSE THINGS THAT PARENTS, BUT ALSO STUDENTS? YOU KNOW, WHAT WOULD STUDENTS AND PARENTS SAY ABOUT THEIR SCHOOL AND WOULD IT REFLECT SOME OF THE SAME THINGS THAT OUR STAFF HAS SEEN? SO WE SHARED THOSE SIX WORD MEMOIRS WITH PARENTS LAST YEAR.
SO, YOU KNOW, IN THE SPRING, I THINK THAT'S SOMETHING THAT I WOULD, I WOULD REALLY LIKE TO SEE.
YEAH, I WOULD TOTALLY ENCOURAGE IT.
IT'S GREAT THAT WE'RE DOING ALL THIS AND WE HAVE A GREAT WORKPLACE.
AND THIS IS A MORE GENERAL QUESTION.
I DON'T WANT TO, BUT IF YOU HAVE QUESTIONS, YOU GO AHEAD, BECAUSE I COULD.
STUDENTS ANYTHING? STUDENTS I JUST REALLY LOVE THE FACT THAT STUDENTS ARE WILLING TO PARTICIPATE AND PUT THEMSELVES OUT THERE, ESPECIALLY WITH THE CAROLINE YOU'RE PUTTING YOURSELF OUT THERE IN A VERY VULNERABLE STATE.
AND IT'S HONESTLY REALLY AMAZING AND I REALLY APPRECIATE IT.
GO AHEAD. SO, I MEAN, THIS IS THE FIRST TIME I'VE HAD IT.
AND I THINK THIS IS DIRECTED MORE TOWARDS DAVID.
THAT'S THE FIRST TIME I'VE HAD A CHANCE TO SEE THIS DATA.
THE ATTENDANCE DATA, I'M JUST.
IS THERE A WAY YOU CAN TALK ME OFF THE LEDGE? I WENT INDIVIDUALLY.
YEAH. AND I'M HOPING THAT MAYBE WE'RE SEEING A DIFFERENT TREND THIS YEAR.
NO, I THINK THE DATA WAS VERY TELLING.
AND CERTAINLY WHEN I LOOKED AT IT THE FIRST TIME AS WELL, I HAD TO DO A DOUBLE TAKE.
THE THE ONLY THING THAT PROVIDES A LITTLE BIT OF PERSPECTIVE ON THOSE NUMBERS HAS TO DO WITH THE FACT THAT WHEN YOU DIG INTO HOW IT'S DEFINED, YOU KNOW THAT THERE'S REGULAR ATTENDANCE IS DEFINED BY OSDI AS A STUDENT ATTENDING AND NOT MISSING MORE THAN TWO DAYS PER MONTH EXCUSED OR EXCUSED AND THAT ANYTHING MORE THAN A HALF DAY.
AND IF YOU THINK ABOUT SOME OF THE THE ISOLATION QUARANTINING DYNAMICS THAT WE HAD IN PLACE FOR COVID, SOMETIMES STUDENTS WERE OUTING WERE FROM 5 TO 10 DAYS.
SO AS FAR AS THE NUMBERS THIS YEAR, I HAVEN'T HAD A CHANCE TO LOOK TO SEE WHERE WE'RE AT, BUT IT WILL BE INTERESTING TO SEE MY EXPECTATION IS THAT WE WOULD SEE THE NUMBERS GO BACK TOWARDS THAT LEVEL THAT THEY WERE AT PRE-COVID.
BUT EVERYTHING COVID IS JUST IT'S HARD TO I KNOW IT'S HARD TO GAUGE.
AND I JUST AM HOPING THAT WE HAVEN'T NOT INTENTIONALLY, BUT SCHOOLS IN GENERAL, BECAUSE OF COVID, HAVEN'T GIVEN PEOPLE THE IMPRESSION THAT, WELL, IT DOESN'T MATTER IF I MISS SCHOOL. LOOK, I MISSED TWO YEARS.
YEAH, I THINK THERE IS SOME CONCERN AROUND AROUND THAT OUR TRENDS THAT WE ARE SEEING FROM THIS ARE NOT VERY DIFFERENT FROM WHAT WE'RE SEEING ACROSS THE ENTIRE STATE.
RIGHT. AND SEEING ACROSS THE NATION.
SO TO DAVID'S POINT, BUT IT IS FRUSTRATING WHEN BUT WHEN YOU CONSIDER WHAT WE WERE SAYING TO KIDS IN TERMS OF BEING A CLOSE CONTACT OR IF THEY WERE DIAGNOSED WITH COVID, COMBINED WITH THE VARIOUS OUTBREAKS THAT WE SAW, DEPENDING ON THE VARIANTS, YOU KNOW, THE OMICRON VARIANT FIRST AND THEN MOVING FORWARD FROM THERE, I MEAN, THERE WERE TIMES THERE WERE PERIODS OF TIME, IF YOU REMEMBER BACK IN DECEMBER, JANUARY, FEBRUARY, WHERE WE WERE OPERATING ALMOST AT A 70% ATTENDANCE RATE.
[00:45:04]
AND I THINK THAT THESE NUMBERS ARE REFLECTIVE OF THAT.THAT, TO ME IS REMARKABLE AND SOMETHING TO CELEBRATE.
GRANTED, WE'VE GOT TO DO SOME WORK ON BRINGING KIDS BACK TO SCHOOL.
SO THAT'S KIND OF A LITTLE TEASER FOR THE NEXT PRESENTATION.
BUT I DO WANT TO BE COGNIZANT OF OUR TIME SO THAT WE CAN STAY ON SCHEDULE.
AND YOU CAN.. JUST ONE QUICK QUESTION ON THAT DATA CLARIFICATION.
THIS IS ATTENDANCE OF ENROLLED STUDENTS ONLY.
SO AND TO YOUR POINT, TED, IT'S STUDENTS WHO HAVE BEEN ENROLLED FOR 90 DAYS OR MORE.
SO THE STATE HAS A VERY SPECIFIC FORMULA THAT THEY USE AND IT'S ANYTHING MORE THAN A HALF DAY EXCUSED UNEXCUSED OF STUDENTS WHO HAVE BEEN IN ATTENDANCE 90 DAYS OR HAVE BEEN ENROLLED IN THE SCHOOL 90 DAYS OR MORE.
THE NUMBERS, JUST ENROLLMENT NUMBERS THAT CHANGED BECAUSE OF COVID, CORRECT? WELL, GOOD POINT.
AND 90% IS ESSENTIALLY 162 DAYS.
SO CHANGING THE DEFINITION PER MONTH VERSUS OVER THE COURSE OF THE YEAR CHANGES THE DATA LOOK COMPLETELY BECAUSE YOU COULD HAVE HAD A STUDENT WHO MISSED TEN DAYS DUE TO COVID AND STILL BEEN WITHIN THAT 90% VERY EASILY.
I WOULD LOVE TO SEE WHAT THE STATE NUMBERS ARE.
SO JUST SO YOU KNOW, THESE WERE NUMBERS THAT WERE JUST RELEASED IN THE TABLEAU.
SO WE ONLY RIGHT NOW HAVE THE ABILITY TO SEE OUR OWN NUMBERS.
THEY'RE ASKING DISTRICTS TO LOOK AT THE NUMBERS AND GET BACK TO THEM.
SO I WAS ON THE REPORT CARD TODAY AND I DIDN'T SEE ANY OF THAT.
NO, NO. YEAH, IT'S ALL BEHIND US.
THIS IS ALL BEHIND THE SCENES STUFF THAT YOU HAVE RIGHT NOW.
LET'S LET'S RECONVENE AT 4:52, 4:53 AND WE'LL HEAR FROM DAYBREAK MIDDLE SCHOOL.
GREAT. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.