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PERMITTING. ALL RIGHT. GOOD AFTERNOON.

[00:00:02]

WE'RE GOING TO CALL THIS OCTOBER 23RD, 2023 SPECIAL BOARD WORK SESSION TO ORDER.

[1. Call to Order]

[2. Work Session]

I'D LIKE TO TURN IT OVER TO SHELLY WHITTEN.

SO THIS AFTERNOON WE HAVE ABOUT AN HOUR IN THIS WORK SESSION TO REVIEW SOME DATA FOR YOU.

WE WILL ALSO WANT TO TALK ABOUT HOW THAT DATA, HOW WE USE THAT DATA, AND HOW IT FITS INTO THE LARGER SYSTEM OF ASSESSMENT, CURRICULUM INSTRUCTION.

AND THEN WE WANT TO ALSO GIVE YOU AN UPDATE THIS AFTERNOON ABOUT THE CURRICULUM THAT IS BEING ADOPTED THIS YEAR.

WE HAVE TWO PRETTY SIGNIFICANT INDIVIDUAL PIECES.

I WON'T SPOIL IT FOR DAVE, ALLISON, LACEY OR DAVID, BUT I'LL GO AHEAD AND TURN IT OVER FIRST TO DAVID.

I JUST WANTED TO SAY REAL QUICK, JUST ONE QUICK COMMENT.

I THINK THAT THIS PRESENTATION IS VERY TIMELY, GIVEN IF YOU SAW IN THE COLOMBIAN THIS WEEKEND, THERE WAS AN ARTICLE ABOUT SOME OF THE STRUGGLES THAT VANCOUVER AND EVERGREEN SCHOOL DISTRICT ARE GOING THROUGH REGARDING STATE TESTING, BUT IT FEATURED BATTLE GROUND PROMINENTLY IN THERE AS A AS A COMPARISON OF OUR SCORES TO THEIR SCORES.

SO THIS WILL JUST GIVE YOU A DEEPER DIVE INTO.

AND THE LINK IS IN THIS PRESENTATION IN YOUR BACKGROUND.

OKAY. ALL RIGHT.

OH YOU DID TAKE THE LINK OUT OKAY.

NEVER MIND. WE WERE DOING SOME LAST MINUTE.

WE'LL SEND YOU THE LINK. WE'LL SEND IT TO YOU.

WELL GOOD AFTERNOON BOARD I'M DAVE CRESAP, DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT.

TO MY IMMEDIATE LEFT IS ALLISON TUCHARDT, ALSO DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT.

TO MY FAR LEFT IS LACEY MARSOLEK.

SHE IS OUR DISTRICT ASSESSMENT COORDINATOR.

AND THEN TO MY RIGHT IS DAVID KENNEDY, EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT.

AND AS SHELLEY MENTIONED, THIS IS A WORK SESSION, A LOT OF STUFF ON DATA.

MYSELF AND ALLISON AND LACEY WILL KIND OF DO AN OVERVIEW OF THAT.

WE DON'T WANT TO JUST PRESENT THE DATA IN A VACUUM.

WE WANT TO TALK A LITTLE BIT ABOUT, OKAY, WHAT DO WE LEARN FROM IT? HOW MIGHT WE RESPOND OR WHAT ARE WE DOING TO RESPOND? DAVID WILL SORT OF TAKE THE LEAD ON THAT.

THE CURRICULUM UPDATE PIECE, I MEAN, WE'VE LISTED IT THERE AS A THIRD PIECE BECAUSE IT IS SIGNIFICANT FOR YOU GUYS IN TERMS OF OF TASKS TO DO IN THE SPRING. SO WE WANTED TO HIGHLIGHT THAT.

BUT YOU CAN ALSO IT'S ACTUALLY PART OF THE RESPONSE TO IMPROVEMENT.

SO YOU CAN KIND OF THE THIRD BULLET THERE IS ACTUALLY PART OF THE SECOND AS WELL.

SO SORRY. WITH THAT.

WE'LL GO AHEAD AND GET STARTED.

AND ALLISON IS GOING TO LEAD US OKAY.

SO THE FIRST SLIDE THAT YOU SEE HERE IS OUR ASSESSMENT CYCLE.

AND THAT GREEN LINE THERE UNDERNEATH THAT IS A HYPERLINK TO THIS ACTUAL DOCUMENT THAT JUST GIVES YOU AN OVERVIEW OF WHAT IT IS THAT WE DO THROUGHOUT THE COURSE OF THE YEAR WITH ASSESSMENT. AND SO I WOULD LIKE TO INTRODUCE LACEY MARSOLEK.

THIS IS HER SECOND YEAR WITH THE SCHOOL DISTRICT.

SHE IS THE ADMIN ASSISTANT TO THE DEPARTMENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT.

AND SHE LEADS OUR BUILDING ADMINISTRATORS IN GIVING THE STATE ASSESSMENTS.

AND SO, IT IS A YEAR LONG EFFORT, AND WE'RE GOING TO LET HER WALK YOU THROUGH WHAT THAT LOOKS LIKE.

YEAR AT A GLANCE.

YES. THANK YOU.

SO THIS IS THE CALENDAR FOR THIS YEAR'S ASSESSMENT CYCLE.

AND YOU CAN SEE SOMETHING IS HAPPENING EACH AND EVERY MONTH.

CURRENTLY KINDERGARTNERS ARE GOING THROUGH WAKIDS ASSESSMENT, IREADY ASSESSMENTS JUST FINISHED A FEW WEEKS AGO, SO, WE'VE GOT FALL DATA ON THAT FOR YOU GUYS TO LOOK AT.

WE'VE JUST FINISHED UP THE FIRST ROUND OF COLLEGE TESTING WITH PSATS AND WORLD LANGUAGE TESTING.

IN THE WINTER, [INAUDIBLE] AND [INAUDIBLE] BEGIN, AND THE DISTRICT BEGINS PREPPING FOR THE SBA.

AND THEN IN THE SPRING, THE SECOND ROUND OF COLLEGE TESTING BEGINS, INCLUDING AP TESTING AND THEN CONCLUDING THE YEAR IS SBA ALL OVER AGAIN.

AND THERE'S A LOT MORE IN THAT ASSESSMENT CYCLE.

BUT THERE'S A LOT OF DATA JUST TO LOOK AT RIGHT THERE.

SO. OKAY.

SO THE NEXT SLIDE WE HAVE FOR YOU IS OUR COHORT DATA.

AND THIS MIGHT BE A NEW DOCUMENT FOR SOME OF YOU.

SO I WANTED TO WALK YOU THROUGH WHAT THIS LOOKS LIKE.

AGAIN THE GREEN LINE AT THE TOP THERE IT IS A HYPERLINK SO THAT YOU CAN JUMP INTO THIS.

IF YOU HAVE SEEN IT BEFORE.

WE ARE NOT GOING TO DIG INTO THIS TO GREAT EXTENT, BUT WANTED TO JUST WALK YOU THROUGH KIND OF AN OVERVIEW OF WHAT IS HERE.

SO WE CALL THIS COHORT DATA.

YOU CAN SEE THAT THERE ARE DIFFERENT COLUMNS.

THERE'S THE STATE COLUMN ON THE LEFT HAND SIDE.

AND THEN THERE'S THE SECTION THAT SAYS DISTRICT.

AND YOU CAN SEE IN THERE THAT THERE IS BATTLE GROUND, EVERGREEN AND VANCOUVER.

SO WE HAVE BEEN KEEPING TRACK OF OUR SMARTER BALANCED TEST SCORES FROM THE BEGINNING OF SMARTER BALANCED, WHICH STARTED BACK IN 2015.

AND YOU CAN SEE THAT THERE ARE COLORS THAT GO DIAGONALLY ACROSS THE SCREEN.

[00:05:02]

THOSE ARE COHORTS OF STUDENTS.

SO A STUDENT THAT IS IN THAT RED COLOR IN THE TOP LEFT CORNER OF THE ELA SECTION, WHICH IS THE ROWS THAT GO ACROSS ACROSS THE TOP, YOU CAN FOLLOW THEM DOWN AND SEE WHAT HAPPENED ALL THE WAY FROM THIRD GRADE, ALL THE WAY UP THROUGH GRADUATION.

AND SO THERE ARE SOME THINGS THAT YOU SHOULD KNOW, LIKE THERE ARE DASHES IN THERE.

AND WHERE THE DASH IS, IS WHEN WE DID NOT HAVE ANY STATE TESTING DUE TO THE PANDEMIC, WE HAVE THE COLORS.

SO WE JUST TALKED ABOUT THE COLORS.

AND THEN THERE'S ALSO THE NUMBER INSIDE OF EACH BOX.

AND THE NUMBER IS THE PERCENTAGE OF STUDENTS WHO PASSED THE ASSESSMENT IN EACH OF THOSE CONTENT AREAS AND GRADE LEVELS.

SO WE ALWAYS COMPARE OURSELVES LOCALLY TO EVERGREEN AND VANCOUVER, JUST TO SEE HOW WE KIND OF FELL OUT IN COMPARISON TO THEM.

THEY ARE THE TWO LARGEST DISTRICTS IN OUR AREA, AND THEN THERE ARE A LOT OF SMALLER DISTRICTS, AND WE'RE KIND OF SOMEWHERE IN THE MIDDLE, BUT WE ARE MORE ON THE LARGER SIDE THAN THE SMALLER SIDE. SO THOSE ARE THE TWO THAT WE USUALLY COMPARE OURSELVES TO.

THERE IS A 5 TO 10% DROP IN SCORES FROM PRIOR TO THE PANDEMIC, SO WE JUST WANTED TO DRAW OUR ATTENTION TO THAT.

THAT IS NOT JUST A BATTLE GROUND THING.

THAT IS A STATEWIDE THING.

SO WE WANTED TO JUST LET YOU KNOW THAT THAT WAS SOMETHING THE TEST DURING THE PANDEMIC WAS SHORTENED, AND THEY DID NOT GO BACK TO THE LONGER TEST AFTER THE PANDEMIC.

SO THE SCORES ARE STILL COMPARABLE IN THAT WE'RE LOOKING AT OURSELVES COMPARED TO THE STATE COMPARED TO OTHER DISTRICTS. BUT THE TESTS THEMSELVES ARE SLIGHTLY DIFFERENT, AND WE HAVEN'T REALLY DUG IN TO SEE IF THE SCORES ARE DIFFERENT BASED ON THE REDUCED TEST.

BUT IT IS A LITTLE BIT SHORTER TEST FOR ASSUMPTION BE THAT THAT EACH ITEM IS WEIGHED MORE HEAVILY.

OR DO WE KNOW THAT WE COULD DIG INTO THE TEST BLUEPRINTS? BUT I DON'T THINK WE'VE DONE THAT SO FAR.

SO I THINK I DON'T THINK THEY'VE CHANGED THE RELATIVE WEIGHTS OF THE DOMAIN AREAS OR ANYTHING LIKE THAT.

THEY'VE JUST LITERALLY SHORTENED IT.

BUT OBVIOUSLY IF YOU HAD IF YOU HAVE, IF YOU TAKE A TEST AND YOU NEED TO GET 70% PASSING AND THE TEST ONLY HAS TEN QUESTIONS, YOU CAN ONLY MISS THREE.

IF THE TEST HAS 100 QUESTIONS, YOU CAN MISS 30.

YEAH. ALTHOUGH IT MIGHT NOT BE QUITE THAT SIMPLE BECAUSE IT'S AN ADAPTIVE TEST, SO IT'S MOVING AROUND.

DIFFERENT QUESTIONS HAVE DIFFERENT POINT VALUES.

THE PERFORMANCE TASK IS WEIGHTED DIFFERENTLY THAN IT'S GOOD THAT WE HAVE A TEST THAT EVALUATES US, AND WE HAVE A DIFFICULT TIME UNDERSTANDING IT.

YES. A COUPLE OTHER THINGS WE WANTED TO DRAW YOUR ATTENTION TO.

WE HAVE HAD A LOT OF NEWCOMERS, MULTILINGUAL STUDENTS THAT HAVE COME FROM OTHER PLACES.

NEWCOMERS IN ENGLISH LANGUAGE ARTS DO NOT TAKE THE ENGLISH LANGUAGE ARTS EXAM FOR THE FIRST 12 MONTHS THAT THEY ARE IN PUBLIC EDUCATION, SO THEY WOULD NOT NECESSARILY BE REFLECTED IN HERE.

WE MIGHT HAVE STUDENTS WHO DID PARTICIPATE IN THE TEST, BUT THEY DON'T HAVE TO IN THE ELA.

THEY DO HAVE TO PARTICIPATE IN MATH AND SCIENCE, EVEN IF THEY ARE NEWCOMERS.

AND SO THOSE TEST SCORES REFLECT THAT.

AND THEN ONE OF THE THINGS THAT WE HAVE TO REPORT TO YOU AS PART OF OUR REPORTING IS THE NUMBER OF TEST INCIDENTS THAT WE HAVE.

SO WE GAVE OVER 10,000 STUDENT TESTS LAST YEAR IN ENGLISH LANGUAGE ARTS, MATH AND SCIENCE.

WE HAD 141 TEST INCIDENTS.

MOST OF THOSE WERE MINOR, BUT WE DID HAVE 11 TEST INVALIDATIONS.

AND MOST OF OUR TEST INCIDENTS STILL HAVE TO DO WITH STUDENTS HAVING CELL PHONES IN THE TESTING SPACE.

AND SO THAT IS SOMETHING THAT WE ARE ALWAYS TRYING TO REMIND STUDENTS THAT THEY CANNOT HAVE THEIR CELL PHONES IN THE TESTING SPACE.

IT WILL AUTOMATICALLY INVALIDATE THEIR ASSESSMENT.

SO THIS NEXT SLIDE IS ACTUALLY NEW FOR US.

SO IF YOU THINK ABOUT JUST ANY MEASUREMENT OR DATA ABOUT YOURSELF, IF ALL YOU HAVE IS YOUR OWN NUMBERS, YOU REALLY DON'T KNOW HOW YOU HOW YOU COMPARE.

YOU NEED SOMETHING TO TO SORT OF TO COMPARE IT.

SO THE COHORT DATA THAT ALLISON JUST LOOKED AT, WE'VE THAT'S SORT OF A HIT.

WE'VE DONE THAT SINCE THE BEGINNING OF SMARTER BALANCE.

IT HELPS US COMPARE FROM YEAR TO YEAR.

IT HELPS US COMPARE WITH EVERGREEN IN VANCOUVER.

SO THIS YEAR WE'VE EXPANDED THAT A LITTLE BIT.

AND SO ON THE LEFT WE HAVE SOMETHING THAT WE'RE CALLING COMPARABLE DISTRICTS.

ALL WE DID LACEY JUST TOOK WE HAVE THIS.

THERE'S A GIGANTIC SPREADSHEET OF EVERY DISTRICT IN THE STATE.

AND AND YOU KNOW, WITH ALL THESE COLUMNS OF DATA.

AND WHAT SHE DID WAS JUST START LIKE, OKAY, LET'S JUST LET'S RANK BY STUDENT POPULATION.

[00:10:03]

AND SO WE WENT AND FOUND BATTLE GROUND AND THEN WE TOOK THE, THE TEN DISTRICTS, LIKE JUST NEXT TO US ABOVE AND TEN DISTRICTS JUST NEXT TO US BELOW.

AND SO NOW WE HAVE BATTLE GROUND IN THE MIDDLE OF 20 DISTRICTS THAT ARE SIMILAR TO US IN SIZE.

SO THEN AND THEN WE TOOK THAT GROUP AND WE SAID, OKAY, LET'S LOOK AT FAMILY INCOME.

AND, AND SO WE KIND OF DID THAT BAND AROUND FAMILY INCOME.

AND THEN AND THEN WE DID A SIMILAR THING WITH ENGLISH LANGUAGE LEARNERS AND THEN FINALLY WITH STUDENTS WITH DISABILITIES.

SO SO WE CAME UP WITH THE DISTRICTS THAT ARE LISTED HERE.

SO RICHLAND, CENTRAL KITSAP, CENTRAL VALLEY, SUMNER, BELLINGHAM, MARYSVILLE AND BATTLE GROUND THAT ARE ALL WE'LL SAY NEAR BATTLE GROUND WITH RESPECT TO THOSE FOUR CATEGORIES.

AND SO IT GIVES US ANOTHER WAY.

SO, YOU KNOW, BECAUSE EVERGREEN IN VANCOUVER, YOU KNOW, THEY'RE NEAR US IN IN LOCATION.

BUT THERE ARE QUITE A BIT BIGGER.

THE SOCIOECONOMICS ARE A LITTLE BIT DIFFERENT.

AND SO ON THE LEFT THERE IS SO BATTLE GROUND NUMBERS ARE IN RED, THE RED LINE AND SO AND WHAT THIS IS, IS AND THIS IS JUST HIGH SCHOOL DATA AND THIS IS THIS FIRST SLIDE IS FOR ELA.

SO AND YOU CAN SEE I'LL USE THE FANCY THIS DIP HERE.

AND IT'S A LITTLE BIT MISLEADING BECAUSE I MEAN THIS SHOWS THERE WAS NO TEST THAT YEAR.

AND IT'S PLOTTED AS A ZERO WHICH IS NOT REALLY ACCURATE.

IT'S MORE LIKE THERE'S JUST A VACUUM THERE RATHER THAN A DIP.

BUT BUT YOU CAN SEE THAT, YOU KNOW, FOLLOWING THE PANDEMIC COMPARED TO PRIOR THAN THE PANDEMIC, LIKE ALLISON SAID, THERE'S THIS ROUGHLY TEN POINT DROP THAT WE HAVEN'T RECOVERED FROM YET.

BUT, YOU KNOW, OF THOSE COMPARABLE DISTRICTS STATEWIDE, YOU CAN SEE BATTLE GROUND SORT OF IN THE, YOU KNOW, WE'RE FIFTH, I THINK OUT OF SIX IN MOST AREAS THERE, BUT WE'RE KIND OF IN A TIGHTER BAND WITH THE TOP FIVE.

AND BUT YOU KNOW, YOU KNOW, IT'S COMPARABLE.

ONE THING THAT IS KIND OF INTERESTING THAT WE'VE BEEN LOOKING AT, IF YOU LOOK AT TO THE RIGHT, LET'S SEE RIGHT IN HERE.

SO THIS IS COMING OUT OF THE PANDEMIC.

SO YOU SEE THAT LIKE WE ACTUALLY INCREASED FIRST YEAR.

AND THEN LIKE THERE'S THIS DIP LIKE THE SECOND YEAR OUT OF THE PANDEMIC.

IT'S LIKE WHY ARE THEY GOING DOWN.

WE DON'T REALLY WE JUST NOTICED THAT WE DON'T REALLY HAVE A SPECIFIC ANSWER YET.

ONE THING THAT WILL ALLUDE TO THIS, MAYBE A LITTLE BIT LATER IS THAT THERE ARE AND THIS IS JUST HIGH SCHOOL DATA.

THERE ARE MANY PATHWAYS NOW THAT STUDENTS CAN TAKE TO FULFILL THEIR REQUIREMENT FOR GRADUATION.

THAT USED TO BE BASED JUST ON ASSESSMENT.

SO AND YOU'LL SEE THAT STUDENTS ARE TAKING ADVANTAGE OF THOSE PATHWAYS.

AND IN DOING SO THERE'S PROBABLY LESS SENSE OF URGENCY OR IMPORTANCE.

I DON'T KNOW, THAT'S JUST A HYPOTHESIS AS TO WHY THAT COULD BE GOING DOWN, BECAUSE WE DON'T REALLY HAVE A GOOD ANSWER FOR THAT YET.

ON THE RIGHT IS JUST ALL THE SCHOOLS LIKE IN CLARK COUNTY.

SO SO THIS THROWS INTO THE MIX, YOU KNOW, WASHOUGAL AND LA CENTER AND, AND YOU KNOW, HAWKINSON AND SO ON.

AND SO THIS IS EVERYBODY CLOSE TO US GEOGRAPHICALLY.

AND NOTICE THAT DATA IS JUST MUCH MORE VARIED.

AND I DON'T KNOW EXACTLY WHAT I THINK THE SMALLER SCHOOL DISTRICTS HAVE MORE VARIABILITY THAT, YOU KNOW, THEY BOUNCE AROUND A LITTLE BIT MORE.

SO BUT AGAIN, BATTLE GROUND KIND OF IN THE MIDDLE OF THE PACK A LITTLE BIT.

AS FAR AS JUST A GENERAL IDEA, THIS NEXT SLIDE IS THE SAME OR THAT SAME IS THE SAME.

IT LOOKS DIFFERENT ON THE BIG SCREEN THAN IT DOES.

SAME THING WITH MATH AND AGAIN WITH THE COMPARABLE DISTRICT STATEWIDE AND THEN ALSO WITH OUR LOCAL DISTRICT.

THEN, YOU KNOW, IF THERE'S ANY TAKEAWAYS.

IS IT? BATTLE GROUND TENDS TO BE WE'RE KIND OF IN THE MIDDLE IN A LOT OF THESE MEASURES.

OKAY. SO WE WANT TO MOVE FROM THE STATE LEVEL ASSESSMENTS TO OUR DISTRICT LEVEL ASSESSMENTS.

SO WE HAVE THE READY READING DATA HERE IN FRONT OF YOU.

THIS IS DATA THAT IS NATIONALLY NORMED.

SO IF YOU LOOK AT THE LEFT HAND COLUMN THAT IS THE NATIONAL DATA.

THE CENTER COLUMN IS THE WASHINGTON STATE DATA.

AND THE RIGHT HAND COLUMN IS THE BATTLE GROUND SCHOOL DISTRICT DATA.

THIS IS SHOWING GRADES ONE THROUGH EIGHT.

THE THE NATIONAL AND STATE LEVEL DATA HAVE KINDERGARTEN THROUGH GRADE EIGHT.

BUT WE USE A DIFFERENT ASSESSMENT IN KINDERGARTEN.

SO OURS DOES NOT REFLECT KINDERGARTEN STUDENTS.

THIS DATA IS WHERE YOU CAN GET YOUR RESULTS MORE QUICKLY.

[00:15:06]

AND IT'S VERY SPECIFIC TO EACH GRADE LEVEL.

AND THE DATA IS USED DIFFERENTLY.

SO IN KINDERGARTEN THROUGH FOURTH GRADE, IT IS USED FOR HELPING IDENTIFY STUDENTS WHO ARE PART OF TITLE ONE AND LAP PROGRAMS IN THE MIDDLE SCHOOL.

IT HELPS US TO IDENTIFY STUDENTS WHO NEED TO BE PART OF INTERVENTION PROGRAMS AND USING THE MY PATH.

I DON'T KNOW IF YOU REMEMBER, BUT YOU HAD APPROVED THE PURCHASE OF MY PATH THROUGH THE PANDEMIC AND IT IS AN AI READY PRODUCT, BUT IT IS DIRECTLY RELATED TO THE RESULTS THAT YOU SEE ON THE SCREEN AND HELPS IDENTIFY WHERE A STUDENT NEEDS ADDITIONAL SUPPORT.

AND THEN THERE'S ALSO THE CONCEPT OF GOAL SETTING AND HELPING STUDENTS IDENTIFY AREAS THAT THEY HAVE WEAKNESSES IN AND WHERE THEY CAN GROW OVER THE COURSE OF THE SCHOOL YEAR.

UM, LET'S SEE.

SO IN YOU CAN SEE HERE, IF YOU LOOK AT OUR DATA IN THE PREVIOUS YEARS, WE HAVE BEEN PRETTY ON PAR OR HAVE DONE BETTER THAN THE NATIONAL NORMS. THIS YEAR IS A LITTLE BIT DIFFERENT.

YOU CAN SEE THAT THAT RED BAND HAS GROWN SO THAT WE HAVE MORE KIDS IN THE RED BAND THAN THE NATIONAL NORM.

IT'S RELATIVELY THE SAME AS WASHINGTON STATE IN GENERAL, BUT A LITTLE BIT MORE THAN THE NATIONAL.

SO LIKE DAVE MENTIONED EARLIER, WE DON'T HAVE ANY REASONS FOR THAT YET.

THAT'S SOMETHING THAT WE NEED TO TAKE A LOOK AT.

BUT JUST AN OBSERVATION.

SO THAT'S OUR READING DATA.

AND THEN WE HAVE A SLIDE FOR THE MATH DATA THAT IS THE SAME KIND OF INFORMATION IS THE NATIONAL NORM.

IS THAT THE MOST CURRENT DATA WE CAN GET.

AND IS THAT THE TYPICAL GAP? YES. THAT IS THE MOST CURRENT DATA THAT WE CAN GET.

AND THAT IS PRETTY TYPICAL.

YES. YEAH. ALL OF THIS IS BASED ON FALL 2023 ADMINISTRATION OF THE IREADY ASSESSMENT.

OKAY. WELL I WAS JUST THINKING IT SAYS 18 TO 19 ON THE NATIONAL.

SO I WAS JUST CURIOUS IF THERE'S USUALLY THAT BIG OF A GAP BETWEEN, UH, COMING OUT WITH NEW DATA.

SO THEY ARE WORKING ON PUTTING THE NEW NORMING TOGETHER.

SO THEY USE THE SAME NORMING DATA FOR MULTIPLE YEARS.

SO THAT IS THE MOST CURRENT NORMING NATIONAL NORM INFORMATION THAT WE HAVE.

THANK YOU. THANK YOU FOR FOR ASKING CLARIFICATION.

IS THAT NATIONAL I READY OR IS THAT NEED NATIONAL I READY.

YES. SO WHEN THEY COME OUT WITH A NEW NORMING, THAT ACTUALLY MIGHT LOOK DIFFERENT, PROBABLY SINCE THAT WAS PRE PANDEMIC.

OKAY. OKAY.

SO. SO THIS NEXT SLIDE IS ANOTHER IREADY SLIDE.

AND ON THIS IT COMPARES JUST AND THIS IS A THREE YEAR TREND.

AND THIS IS IS FOR READING.

AND IF YOU NOTE I MEAN IT'S JUST VERY FLAT I MEAN THERE'S ALMOST NO DIFFERENCE IN IN THREE YEARS IN IRATY SCORES.

SO AND AGAIN THE THE WAY I ALREADY WORKS, I THINK ALISON MENTIONED, YOU KNOW THE THE GREEN BANDS ARE AT GRADE LEVEL OR ABOVE.

THE YELLOW BANDS ARE ONE GRADE LEVEL BELOW.

ALTHOUGH YOU KNOW, FOR FALL DATA YOU ACTUALLY START OUT, YOU WOULD EXPECT A NUMBER OF STUDENTS TO BE ONE GRADE LEVEL BELOW AT THE BEGINNING OF THE YEAR.

A LOT OF THOSE YELLOW, YOU KNOW, IN THE YELLOW BAND WILL MOVE INTO THE GREEN BAND BY THE END OF THE YEAR.

BUT AGAIN, VERY, VERY STABLE IF YOU WANT TO OR FLAT AND THEN WITH MATH THIS THE SAME THING.

SO WE HAVE REALLY NOT WE'RE NOT SEEING MUCH CHANGE IN THE LAST THREE YEARS WITH IREADY SCORES.

SO. ALL RIGHT. SO NOW WE'RE GOING TO TRANSITION JUST A BIT.

SO SO WE'VE KIND OF WE TALKED ABOUT STATE ASSESSMENTS SMARTER BALANCE KIND OF THIS HIGH LEVEL ONCE A YEAR SUMMATIVE KIND OF DATA.

THEN WE TALKED ABOUT I-READY DATA WHICH IS A DISTRICT ASSESSMENT GIVEN THREE TIMES A YEAR.

IT'S IT'S A FASTER RESPONSE TO THE DATA USED MORE TO MAKE ADJUSTMENTS AND INTERVENTIONS WITH OUR STUDENTS.

BUT WE THOUGHT IT WAS, YOU KNOW, BUT THOSE ARE SO THOSE ARE MEASURES OF STUDENT ACHIEVEMENT RELATIVE TO TAKING TESTS IN READING AND MATH.

WE THINK IT'S ALSO IMPORTANT TO LOOK AT HOW WELL ARE OUR STUDENTS RELATIVE TO GRADUATING.

AND THIS IS MORE OF THE KIND OF THE IT'S NOT THE WHETHER STUDENTS GRADUATE OR MEET THEIR COURSE REQUIREMENTS.

IT'S MORE AROUND HOW DO THEY MEET THEIR THEIR ASSESSMENT REQUIREMENTS, WHICH AND AND IT DOESN'T HAVE TO BE A SPECIFIC ASSESSMENT.

THERE'S MULTIPLE WAYS THAT WE THAT ARE CALLED PATHWAYS.

AND AND SO WE THOUGHT IT'S WORTH COMMENTING ON THAT.

AND AND HAVING THAT PART OF THIS.

[00:20:02]

LACEY'S GOING TO TALK JUST A LITTLE BIT ABOUT KIND OF THE, THE PARTS OF THE, OF THE OF THE CIRCLE GRAPHS HERE.

OKAY. SO THIS DATA SHOWS HOW STUDENTS MET THEIR GRAD PATHWAY AND HOW MANY WAYS THEY MET IT.

THERE ARE CURRENTLY SEVEN WAYS TO MEET THE GRADUATION REQUIREMENTS OF THE STATE.

OF THE 932 STUDENTS IN THE CLASS OF 2023, 293 USED THE SBA, 558 USED THE CTE PATHWAY. THESE TWO GROUPS HAD SIGNIFICANT OVERLAP OF 180 STUDENTS, MEANING MEETING BOTH THE SBA AND CTE REQUIREMENTS. AND THAT'S SHOWN.

SO YOU CAN SEE THAT ALMOST HALF OF THE STUDENTS IN THAT GRADUATING CLASS ACTUALLY MET THE CTE PATHWAY.

AND THEN 180 OF THEM ALSO MET SMARTER BALANCED.

SO THAT RED PART, THERE IS ACTUALLY AN OVERLAP WHERE THE STUDENTS THEY DID THEY HAD A CTE PATHWAY AND THEY ALSO DID SMARTER BALANCE.

AND THE OTHER PIE CHART SHOWS HOW MANY OF OUR HOW MANY WAYS OUR STUDENTS MET THEM.

SO ROUGHLY HALF OF THE CLASS MET IT ONE WAY, WHILE A THIRD OF THE STUDENTS MET IT MULTIPLE WAYS, WITH ONLY 19% OF STUDENTS NOT MEETING A PATHWAY AT ALL.

SO I THOUGHT IT WAS INTERESTING ON HOW MANY MULTIPLE WAYS IT WAS MET.

SO THIS IS A PRETTY BIG CHANGE FROM JUST A FEW YEARS AGO.

AND IF YOU GO BACK TO THAT SLIDE WHERE WE TALKED ABOUT HIGH SCHOOL, SMARTER, BALANCED, NOT QUITE THE SENSE OF URGENCY THAT IT DID A FEW YEARS AGO BECAUSE THERE'S THE MULTIPLE PATHWAYS TO ACCOMPLISH THAT REQUIREMENT.

WE ALSO THOUGHT IT WOULD BE GOOD FOR YOU TO SEE WHAT IS HAPPENING WITH THE COLLEGE BOARD.

SO WE HAVE A NUMBER OF STUDENTS WHO HAVE PARTICIPATED IN SAT, PSAT, AND AP, AND YOU CAN SEE THAT THE DARK BLUE LINES ARE THE SAT, THE NUMBER OF STUDENTS PARTICIPATING IN SAT.

AND THIS IS MULTIPLE YEARS.

SO I THINK IT GOES BACK TO 2019.

AND YOU CAN SEE THAT THE DARK BLUE BAND IS DECLINING.

AND THE BAND NEXT TO THAT IS SO THE GREEN.

THOSE ARE THE PSAT SCORES.

THOSE ARE ALSO DECLINING.

AND THAT IS BECAUSE COLLEGES HAVE QUIT USING THOSE FOR ENTRANCE INTO COLLEGE.

SO THERE ARE FAR LESS STUDENTS TAKING THOSE TESTS AS PREVIOUS YEARS.

SO THEN YOU CAN SEE THAT THAT LIGHTER BLUE BAND, IT WAS ON THE DECLINE.

AND THEN THERE WAS A HUGE SPIKE.

AND THAT IS BECAUSE THE STATE PUT INTO PLACE THAT STUDENTS WOULD AUTOMATICALLY BE PLACED INTO THE NEXT HIGHEST LEVEL COURSE BASED ON THEIR SMARTER BALANCED TEST SCORE.

SO IF THEY GOT A SCORE OF A THREE OR A FOUR ON SMARTER BALANCE, THEN THEY'RE ASSIGNED TO AN HONORS CLASS OR AN AP CLASS WHEN THEY'RE IN HIGH SCHOOL.

AND SO YOU CAN SEE THAT THERE IS A HUGE SPIKE IN THE NUMBER OF STUDENTS WHO ARE PARTICIPATING IN AP AND TAKING AP EXAMS. SO ENROLLMENT OF AP IS UP, BUT AN SAT PARTICIPATION IS DOWN.

BUT OF THE STUDENTS THAT ARE TAKING THE SATS, YOU COMPARE OUR SCORES AGAINST THE STATE SCORES.

AND OUR DISTRICT COMES IN HIGHER IN THE COMPARABLE OF STATE AND US SCHOOLS.

AND AS THE PROCTOR OF THE SATS, I CAN SAY THAT I HAVEN'T I DON'T THINK I'VE SEEN ANY STUDENTS THAT HAVEN'T PASSED THE SATS THAT HAVE PARTICIPATED.

AND THEN THE NEXT ONE.

THAT'S THE NEXT SLIDE.

AND SO THIS REPRESENTS THE SCORES OF OUR STUDENTS THAT TAKE OR PARTICIPATE IN THE PSAT NMSQT, WHICH IS THE ASSESSMENT THAT WE ADMINISTER.

WE DON'T ADMINISTER THE PSAT TEN.

AND I'LL JUST TRANSLATE REAL QUICK NMSQT IS THE NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST.

SO THESE SCORES REPRESENT 10TH GRADERS.

BUT REALLY TO GET THE SCHOLARSHIP YOU HAVE TO BE AN 11TH GRADER.

AND SO THAT'S WHAT OUR 11TH GRADE STUDENTS ARE TAKING THIS TEST.

AND OUR 10TH GRADERS ARE TYPICALLY TAKING IT IN PREPARATION FOR THE SATS THE FOLLOWING YEAR OR LATER IN THAT SCHOOL YEAR.

SO WE MET WITH THE COLLEGE BOARD JUST A COUPLE OF WEEKS AGO, AND THEY WANTED TO LET US KNOW ABOUT SOMETHING CALLED BIG FUTURE SCHOLARSHIPS.

AND WE THOUGHT THAT THIS WAS KIND OF EXCITING INFORMATION.

WE WANTED TO SHARE THAT OUT, AND WE WILL BE SHARING IT WITH THE COMMUNICATIONS DEPARTMENT TO GET THE WORD OUT AS WELL.

BUT BIG FUTURE SCHOLARSHIP IS THE STUDENTS GO TO THERE'S AN APP THAT YOU CAN DOWNLOAD AND STUDENTS GET INTO THE APP.

THEY TAKE A CAREER QUIZ, AND THEN THEY ARE ELIGIBLE FOR SCHOLARSHIPS.

JUST BY PARTICIPATING IN THE INFORMATION ONLINE.

THEY DON'T HAVE TO HAVE ANY CERTAIN SCORE ON ANY CERTAIN TEST, BUT THEY HAND OUT TO $40,000 SCHOLARSHIPS EACH MONTH AND HUNDREDS OF $500 SCHOLARSHIPS EACH MONTH.

[00:25:02]

AND STUDENTS CAN GO IN EVERY MONTH AND REAPPLY FOR THINGS.

AND EVERY TIME THEIR NAME GOES IN, IT GIVES THEM ANOTHER OPPORTUNITY FOR ONE OF THESE.

SO, SO FAR IN BATTLE GROUND, WE HAVE 121 STUDENTS WHO HAVE SIGNED UP FOR THIS.

THERE HAVE NOT BEEN ANY SCHOLARSHIP WINNERS FROM OUR CLASS OF 2023 YET, SO NO DOLLARS HAVE BEEN AWARDED.

BUT WE ARE HOPING TO GET LOTS OF PARTICIPATION AND HOPE THAT SOME OF OUR STUDENTS WILL BE ABLE TO TAKE ADVANTAGE OF THE SCHOLARSHIPS THAT ARE AVAILABLE.

WE ALSO WANTED TO RECOGNIZE THE STUDENTS WHO PARTICIPATED IN AP COURSES.

AP COURSES ARE THERE HEAVY DUTY? YOU KNOW, THERE'S A THERE'S A LOT OF WORK THAT GOES INTO THEM.

AND WE WOULD LIKE TO RECOGNIZE THAT OF OUR STUDENTS WHO HAVE PARTICIPATED WE HAVE 38 STUDENTS WHO ARE CONSIDERED AP SCHOLARS, AND WE HAVE 18 THAT HAVE HONORS AND 18 THAT ARE WITH DISTINCTION, AND THESE ARE NATIONAL RECOGNITION.

WE DO NOT HAVE THE NAMES OF THOSE STUDENTS, AND WE WOULD NEED TO GET PERMISSION FROM THEM IF WE COULD HONOR THEM INDIVIDUALLY.

BUT WE WANTED TO AT LEAST DRAW YOUR ATTENTION TO THE FACT THAT WE HAVE HAD QUITE A FEW STUDENTS WHO HAVE MET THEIR QUALIFICATION.

SO AT THIS POINT, WE'VE COVERED MOST OF THE DATA PART OF THE PRESENTATION.

PRESENTATION. SO JUST TO KIND OF RECAP, I MEAN, WE TALKED ABOUT STATE ASSESSMENT SCORES, A SMARTER BALANCED ASSESSMENT IN READING AND MATH.

WE TALKED ABOUT THE IREADY ASSESSMENT, WHICH IS A DISTRICT LEVEL ASSESSMENT IN IN ACTUALLY.

SO SMARTER BALANCE IS ENGLISH LANGUAGE ARTS AND MATH, WHICH IS A SLIGHT DISTINCTION DISTINCTION BECAUSE IT INCLUDES WRITING AS WELL AS AS READING.

AND THEN IREADY IS PURELY READING AND MATH AT THE DIAGNOSTIC LEVEL.

AND THEN WE ADDED SOME, YOU KNOW, THE GRADUATION PATHWAYS FOR HIGH SCHOOL GRADUATION AND THEN ALSO THE THINGS RELATED TO THE COLLEGE BOARD, THE ADVANCED PLACEMENT AND THE SAT AND THINGS LIKE THAT.

SO THERE'S A LOT THERE.

I MEAN, BEFORE WE GET INTO THE RESPONSE PART, I MEAN, DO YOU GUYS HAVE ANY QUESTIONS OR COMMENTS? I MEAN JUST KIND OF IN TERMS OF LOOKING AT THE DATA.

AND WE REALIZE THAT THIS IS COMING AT PRETTY COLD AND STUFF, BUT ANY COMMENTS OR QUESTIONS AT THIS POINT OR? ALLISON ANTICIPATED MY QUESTION APPARENTLY, I WAS LOOKING AT THE ARE WE CALLING IT MULTILINGUAL NOW? THE MULTILINGUAL, PARTICULARLY AT LAUREN, WHICH IS TRENDING UP THERE.

AND I HAD A QUESTION ABOUT WHY THE PERCENTAGE OF KIDS THAT WERE RANKED MULTILINGUAL IN THE SCIENCE TEST WAS DIFFERENT THAN THE ENGLISH TEST.

SO YOU ANSWERED THAT THEY'RE EXEMPT FROM THE ENGLISH TEST, AND STILL THEY DO HAVE TO TAKE SCIENCE IN MATH.

BUT CERTAINLY THERE ARE SOME TRENDS THERE, AND NOT JUST IN BATTLE GROUND BUT STATEWIDE AND THAT WITH THAT.

AND I DON'T KNOW, DAVE, YOU WERE TALKING ABOUT THE DIP IN THERE.

I DID QUICKLY GLANCE BACK AT THE COHORT DATA AND SEE THAT THAT 2022 CLASS WAS CONSISTENTLY HIGHER IN THEIR SCORES ALL THE WAY LONG THAN 23 CLASS.

AND YOU KNOW YOUR REFERENCE TO A PARTICULAR SCHOOL, YOU KNOW, THIS PRESENTATION IS PRETTY MUCH AT THE DISTRICT LEVEL.

SO YOU'VE GOT AGGREGATED DATA.

YOU KNOW, YOU CAN YOU CAN KIND OF NARROW DOWN INTO THE SCHOOL LEVEL TO THE GRADE, YOU KNOW, THE GRADE LEVEL AS WELL.

AND WE HAVEN'T YOU KNOW, WE HAVEN'T PUT THAT LEVEL OF DATA IN HERE.

BUT I WAS CURIOUS.

SORA AND JULIA, ONE OF THE THINGS THAT WE'VE BROUGHT UP THAT HAS BEEN MENTIONED A COUPLE OF TIMES IS THE DIFFICULTY IN HAVING STUDENTS, ESPECIALLY OUR OLDER STUDENTS, TAKE THE TEST SERIOUSLY BECAUSE OF A NUMBER OF DIFFERENT REASONS.

I WAS JUST I WAS JUST CURIOUS IF YOU COULD COMMENT ON WHAT'S BEEN YOUR EXPERIENCE WITH WITH YOURSELF, HOW YOU VIEW THE TEST, HOW YOU SEE YOUR FRIENDS, HOW YOU SEE YOUR CLASSMATES VIEW IT? JUST CURIOUS.

I THINK THAT UNTIL HAVING EXPERIENCE WITH THE SCHOOL BOARD, I REALLY DIDN'T KNOW, LIKE WHAT THIS TEST DID AT ALL.

LIKE, I THINK A LOT OF STUDENTS KIND OF JUST SEE IT AS, YOU KNOW, EITHER A MORNING TO SLEEP IN OR A MORNING TO KIND OF DREAD BECAUSE IT'S JUST LIKE THREE HOURS OF JUST TESTING.

YOU DON'T KNOW WHAT THIS INFORMATION IS REALLY DOING.

SO I WOULD SAY THAT, LIKE PERSONALLY, ME TOO, I DON'T REALLY DO AS MUCH AS I CAN ON THIS TEST BECAUSE I, I DON'T KNOW, LIKE I SAID..

YOU PROBABLY MET SEVERAL PATHWAYS IN TERMS OF GRADUATION.

I MEAN, I GUESS SO, BUT YEAH, IT'S NOT REALLY SOMETHING THAT'S REALLY HIGHLIGHTED BEFORE THE TEST EITHER.

[00:30:06]

LIKE WE'RE KIND OF NOTIFIED LIKE THE WEEK BEFORE AND WE'RE LIKE, OH, IT'S EITHER A LATE START NEXT WEEK OR YOU'RE TAKING THE TEST.

AND LIKE A LOT OF STUDENTS, THEY JUST KIND OF LIKE HEAR THAT, BUT THEY DON'T REALLY HEAR IT.

YOU KNOW WHAT I MEAN? BECAUSE THERE'S NOT A LOT OF EDUCATION REGARDING WHAT THE INFORMATION IS USED FOR.

SO I THINK THAT COULD BE HELPFUL AS WELL.

JUST LIKE KNOWING THAT LIKE THIS IS BASICALLY HOW OUR DISTRICT IS EVALUATED BASED ON THESE SCORES.

THAT'S GOOD INSIGHT. YEAH.

WHAT DO YOU THINK, JULIA? YEAH, I FEEL LIKE OH, WAIT.

HOLD ON. HELLO? OKAY. I FEEL LIKE A LOT OF PEOPLE JUST DON'T LIKE.

YEAH, I FEEL LIKE A LOT OF PEOPLE DON'T REALLY FIND A LOT OF VALUE IN IT.

BECAUSE ESPECIALLY IF YOU'VE ALREADY MET ANOTHER GRADUATION REQUIREMENT, LIKE, YOU DON'T WANT TO TAKE IT.

ESPECIALLY THE MATH ONE. LIKE I WAS LOOKING AT LIKE THE NEW DATA POINTS, HOW LIKE IT ALMOST GOT LIKE CUT IN HALF COMING BACK FROM COVID.

AND I FEEL LIKE PART OF THAT IS LIKE, OKAY, WELL DURING COVID IT WAS HARDER TO LEARN MATH ANYWAY.

AND ALSO LIKE AGAIN, LIKE THE INCREASED LIKE THERE ARE A LOT OF OPPORTUNITIES.

I KNOW, LIKE BASICALLY EVERYBODY AT MY SCHOOL TOOK THE ASVAB.

AND SO IT GOT TO A POINT WHERE IT'S LIKE, OKAY, I DON'T EVEN NEED TO TAKE THE ENGLISH TO THE MATH ONE.

SO LIKE WHEN I TAKE IT I'M GOING TO BE DONE IN ONE SESSION, I'M NOT GOING TO PUT A TON OF WORK INTO IT, WHICH COULD ALSO BE THE REASON THE SCORES, I THINK PERSONALLY, LIKE, I HONESTLY DIDN'T KNOW IF I WAS GOING TO MEET ANY OTHER GRADUATION REQUIREMENT, WHICH NOW I KNOW THAT I WAS FINE.

SO LIKE I WAS LIKE, HA HA HA.

AND I LIKE, I LIKE I WAS LIKE TAKING IT SO SERIOUSLY.

BUT I KNOW A LOT OF STUDENTS WHO DON'T AND WHO ARE LIKE, WELL, IF I DON'T PASS ONE OF THEM, I'LL BE OKAY BECAUSE THERE ARE SO MANY DIFFERENT WAYS TO MEET THINGS.

THAT'S GOOD INSIGHT. THANK YOU FOR SHARING A LOT OF THAT AFTER IT THAT WAY.

YEAH, THAT IF IT DOESN'T HAVE PERSONAL VALUE, YOU KNOW, AFTER THE TEST, WHICH IT USED TO FEEL LIKE IT HAD PERSONAL VALUE BECAUSE EVERYONE WAS REQUIRED TO TAKE IT AND THAT WAS YOUR PATHWAY.

LIKE YOU HEAR A LOT OF STUDENTS AFTER THE TEST BEING LIKE, OH, WAIT, LIKE, WAS THAT IMPORTANT? BECAUSE IT'S KIND OF LIKE AN AFTERTHOUGHT AS WELL.

YEAH. IT'S LIKE, WAIT, LIKE, DID I ACTUALLY NEED THAT? LIKE, IS THAT A REQUIREMENT TO GRADUATE? AND IT'S LIKE AN AFTERTHOUGHT.

SO THEN AFTER LIKE WHEN THEY REALIZE, OH, I MIGHT HAVE ACTUALLY FAILED THAT, IT'S LIKE, MAYBE I SHOULD GO BACK AND REALIZE, LIKE WHAT I SHOULD DO IN THE FUTURE TO FIX IT.

BUT SINCE THERE'S NO, LIKE, REAL PRE-WARNING ON WHAT YOU NEED TO DO, ESPECIALLY KIDS IN MY GRADE, BECAUSE THE TESTING KIND OF STARTED WHEN WE WERE IN OUR OLDER GRADES, WE NEVER REALLY HAD THE INTRODUCTORY LIKE, YOU KNOW, YOU GROW UP WITH THE TEST.

I DON'T KNOW. I THINK THERE JUST COULD BE A LITTLE BIT MORE OF LIKE IT'S GOOD INSIGHT, ESPECIALLY THIS IDEA THAT MAYBE WE NEED TO DO A LITTLE MORE IN TERMS OF PREPARING STUDENTS FOR THE TESTS, EXPLAINING THE TEST, THE VALUE OF THE TEST, THE IMPORTANCE OF THE TEST.

I THINK THAT COULD BE HELPFUL.

YEAH. YEAH. THANK YOU.

I MEAN, ALICE AND I HAVE BEEN INVOLVED WITH ASSESSMENTS IN 2013 RIGHT AROUND WHEN SMARTER BALANCE STARTED.

AND, YOU KNOW, IT'S THE IT STARTED OUT VERY POLITICIZED.

IF YOU RECALL THE COMMON CORE WAS IT WAS A POLITICAL THING AS WELL AS JUST A STANDARDS THING.

AND SO WE HAD LOTS OF STUDENTS, ESPECIALLY AT THE HIGHER GRADE LEVELS, OPTING OUT, REFUSING TO TAKE THE TEST.

I MEAN, ON, YOU KNOW, AND AND IT'S ALWAYS BEEN A CHALLENGE FOR US ON THESE KINDS OF TESTS WHERE IT DOES NOT IMPACT THEIR GRADE OR, YOU KNOW, AND THINGS WHERE FOR STUDENTS TO BUY IN TO ACTUALLY DO THEIR BEST.

IT'S, I THINK, EASIER FOR YOUNGER KIDS IN THE LOWER GRADES.

HEY, WE'RE JUST GOING TO DO THIS.

IT'S TIME TO DO YOUR BEST WITH IT.

AS STUDENTS GET OLDER AND OLDER, IF THERE'S NOTHING SPECIFIC FOR THAT, YOU KNOW, LIKE IT DOESN'T MEAN SOMETHING TO THEM SPECIFICALLY.

IT'S MORE OF A CHALLENGE.

SO I THINK IT'S ALSO IMPORTANT TO NOTE THAT OUR STATE FUNDING IS TIED TO 95% PARTICIPATION, BUT THAT DOESN'T IMPACT A STUDENT NECESSARILY WHO'S SITTING THERE SAYING, DO I NEED THIS FOR GRADUATION? AND SO I DO THINK, LIKE DENNY SAID, I THINK THAT WE MIGHT NEED TO KIND OF WORK ON THE COMMUNICATION, ON WHY THIS IS IMPORTANT.

WE FEEL THAT IF YOU CAN JUST TAKE THIS AND PASS IT AND BE DONE WITH IT THE FIRST TIME AND NOT HAVE TO WORRY ABOUT, YOU KNOW, ALL THESE OTHER POSSIBLE WAYS, THAT'S THE BEST AND EASIEST WAY. WE GET OUR 95% PARTICIPATION AND STUDENTS MEET THEIR GRADUATION REQUIREMENT AND CAN MARK THAT OFF.

BUT WELL, IT IS THIS BALANCE THOUGH TOO, FOR US, BECAUSE I'VE HEARD FROM SEVERAL PARENTS THAT SAY, YOU KNOW, IF YOU START TALKING ABOUT IT EARLIER, IF YOU MAKE A BIG DEAL ABOUT IT, THE TEST ANXIETY INCREASES AND THEN IT BECOMES A DETERRENT TO MY KID DOESN'T WANT TO GO TO SCHOOL, DOESN'T WANT TO PARTICIPATE IN IT, IS OVERLY NERVOUS OR ANXIOUS ABOUT IT. SO THERE'S THIS, YOU KNOW, WE'RE WE'RE JUMPING BETWEEN, YOU KNOW, TO TO TOUGH SPOTS.

AND I THINK THOSE ARE FACTORS THAT WE JUST HAVE TO KEEP IN MIND AS WE INTERPRET IT.

SO ALL RIGHT WELL LET'S TRANSITION NOW TO MORE ABOUT RESPONSE TO THINGS.

SO WE'VE GOT KIND OF A THREE PRONGED OR THREE LEGGED RESPONSE HERE AROUND CURRICULUM PROFESSIONAL DEVELOPMENT

[00:35:02]

AND PROFESSIONAL LEARNING COMMUNITIES.

AND I'M GOING TO ACTUALLY TURN IT OVER NOW TO DAVID KENNEDY, OUR EXECUTIVE DIRECTOR FOR SCHOOL IMPROVEMENT.

AND HE'S GOING TO KIND OF CHANNEL SOME OF THESE IDEAS ABOUT OUR RESPONSE.

GOOD AFTERNOON BOARD.

YEAH. SO WE HAVE BEEN ON A JOURNEY THE LAST FEW YEARS.

YOU WILL NOTICE THAT WHAT IS UP HERE IS NOT ANYTHING PARTICULARLY NEW.

BUT WHAT I WILL SAY ABOUT EACH OF THESE LEGS OF THE STOOL IS THAT WE'RE GETTING BETTER AND MORE PRECISE ABOUT THESE ITEMS. YOU'LL NOTICE THAT AT THE TOP OF THE STORE, THE SEAT OF THE STOOL IS THIS IDEA OF TEACHER CLARITY.

AND IF YOU WERE TO ASK WHAT'S WHAT'S THE OVERARCHING THING THAT OUR DISTRICT HAS REALLY BEEN WORKING ON THE LAST FEW YEARS? IT'S REALLY BEEN ABOUT CLEAR INSTRUCTION FOR KIDS AND GETTING CLASSROOMS TO BE OPERATING AT A LEVEL WHERE STUDENTS AREN'T HAVING TO GUESS WHAT'S BEING TAUGHT, THAT THEY HAVE A VERY CLEAR PICTURE OF WHAT THE GOAL IS AND HOW TO GET THERE.

AND SO THAT'S BEEN THROUGH OUR CURRICULUM LENS.

ONE OF THE THINGS THAT'S BEEN VERY IMPORTANT IN ANY OF THE CURRICULUM ADOPTIONS THAT HAVE BEEN SELECTED IS KEEPING THAT IN MIND.

THE OTHER PIECE IS AROUND ANY PROFESSIONAL DEVELOPMENT THAT WE'RE DOING.

IT HAS THAT CONSISTENT THEME.

AND THEN OUR PLC WORK THAT'S A FOUNDATIONAL ELEMENT TO ALL OF OUR PLC WORK.

SO WE'RE GOING TO START WITH CURRICULUM AND TALK A LITTLE BIT ABOUT THE RESPONSE TO THE DATA.

AND ALLISON, SINCE SHE HAS BEEN LEADING A LOT OF THIS WORK, WE'LL COMMENT ON A FEW SPECIFICS WITHIN THE LEG OF OF CURRICULUM AND HOW THAT'S BEEN SUPPORTING STUDENT IMPROVEMENT.

OKAY, SO FIRST OF ALL, IT'S ALIGNMENT TO STANDARDS.

WE HAVE NEW CURRICULUM AND EVERYTHING THAT WE HAVE PURCHASED IS ALIGNED TO THE STANDARDS.

AND SO THAT IS AN IMPORTANT PIECE FOR MAKING SURE THAT WHEN YOU'RE DOING YOUR TEST, YOU KNOW THAT YOUR TEST IS ACTUALLY DIRECTLY RELATED TO THE STANDARDS.

AND THE STANDARDS ARE DIRECTLY RELATED TO THE CURRICULUM.

SO IT ALL WORKS TOGETHER.

THEN WE WANTED TO TALK A LITTLE BIT ABOUT EFFECTIVE INSTRUCTION.

SO WE'VE BEEN WORKING ON THE SCIENCE OF READING.

AND WE DID SOME PROFESSIONAL DEVELOPMENT AROUND LETTERS, WHICH IS LANGUAGE.

OH NO I HAD IT WRITTEN DOWN LIKE WHAT IS THIS STANDS FOR? I FORGOT IT'S WRITTEN DOWN SOMEWHERE.

I'LL COME BACK TO THAT. BUT THE SCIENCE OF READING AND THAT OUR CURRICULUM IS BASED ON THE PHILOSOPHY THAT THE SCIENCE IS SHOWING US, HOW WE TEACH STUDENTS HOW TO READ AND THEN MATH DISCOURSE.

DAVE, DID YOU WANT TO? WELL, YEAH.

SO I THINK IT'S WORTH NOTING THAT FOR A LOT, IF YOU LOOK AT OUR HISTORICAL DATA FOR A NUMBER OF THOSE YEARS, OUR CURRICULUM WAS NOT ALIGNED TO THE STANDARDS.

SO GETTING NEW CURRICULUM THAT IS ALIGNED TO THE STANDARDS WAS HUGE.

NOT ONLY WAS THERE ALIGNMENT TO STANDARDS, BUT THE CURRICULA PROMOTED CERTAIN INSTRUCTIONAL PRACTICES THAT ARE BEST PRACTICES.

SO LIKE ALLISON MENTIONED, THE SCIENCE OF READING AND MATH, THE PROGRAMS THAT WE ADOPTED IN 2018, I MEAN, THERE WAS THERE WAS VERY MUCH A CONSTRUCTIVIST APPROACH, A LOT MORE MATH DISCOURSE, PROBLEM SOLVING THINGS.

AND SO THE ALIGNMENT TO STANDARDS AND THE THE EFFECTIVE PRACTICES WE THINK REALLY MATTER.

OKAY. SO WE WROTE DOWN JUST A LIST OF THE THINGS THAT WE HAVE UNDER CURRENT IMPLEMENTATION.

SO K-8 ENGLISH LANGUAGE ARTS.

SO THAT WAS ONE THAT WE ADOPTED LAST YEAR K-8 MATH WAS IN 2000 1819.

BUT IT'S STILL CONSIDERED A CURRENT IMPLEMENTATION.

THEN WE HAVE OUR K-8 SOCIAL EMOTIONAL LEARNING THAT WE ADDED.

AND THEN WE HAVE FIFTH GRADE, SIXTH GRADE, EIGHTH GRADE SOCIAL STUDIES.

THAT WAS AN ADDITION LAST YEAR AS WELL.

SO THINKING ABOUT THOSE, I WANTED TO THROW IN SOME PICTURES JUST BECAUSE I'M REALLY PROUD OF OUR TEACHERS.

THEY HAVE HAD A REALLY HEAVY LIFT THIS YEAR WITH ALL OF THE NEW CURRICULUM AND THE IMPLEMENTATIONS THAT THEY ARE DOING, BUT I WANTED TO SHOW YOU JUST A FEW LITTLE PICTURES OF WHAT'S HAPPENING IN CLASSROOMS. SO THIS IS A SECOND GRADE CLASSROOM AND THEY ARE USING THE FUNDATIONS CURRICULUM.

YOU CAN SEE THAT SHE HAS THE LITTLE PUPPET IN HER HAND THERE.

SHE'S GOT THE CARDS. THERE'S POSTERS LIKE THE TEACHERS ARE ALWAYS CALLING ME GOING, WHERE DO I GET MORE WALL SPACE? THERE ARE SO MANY POSTERS THAT THEY NEED TO BE PUTTING UP FOR STUDENTS AS VISUALS THAT ARE GREAT REMINDERS.

GO AHEAD AND GO ON TO THE NEXT ONE.

SO THAT THE FIRST SLIDE WAS SHOWING THE TEACHER DOING INSTRUCTION.

BUT I ALSO WANTED TO HIGHLIGHT THAT OUR STUDENTS ARE DOING THE WORK, SO THEY'RE CALLED UP TO THE BOARD AND THEY'RE THE KIDS ARE PARTICIPATING.

THEY'RE LEADING THEIR CLASSMATES IN SOME OF THE WORK AS WELL.

SO THIS ONE HAS TO DO WITH THE WIT AND WISDOM.

SO THE FIRST ONE WAS THE PHONICS PROGRAM.

THIS ONE IS MORE OF THE COMPREHENSION, ALTHOUGH THOSE TWO CAN'T REALLY BE SEPARATE OF EACH OTHER.

BUT THIS SIDE OF THINGS FOCUSES MORE ON THE COMPREHENSION.

[00:40:01]

AND THERE WAS A SOCRATIC SEMINAR.

SO THIS IS A STUDENT LED DISCUSSION ABOUT A BOOK THAT THEY HAVE READ.

AND IN THIS CASE THERE WERE SOME POEMS AND SOME ARTWORK AS WELL.

AND SO I WAS ABLE TO OBSERVE STUDENTS LEADING A CONVERSATION.

THESE ARE THIRD GRADERS.

AND THIS IS NOT TO SAY THAT IT RAN PERFECTLY SMOOTHLY.

OF COURSE, THERE WERE SOME HICCUPS.

AND AS STUDENTS ARE LEARNING, THEY ARE, YOU KNOW, THERE'S THERE'S A PRETTY BIG LEARNING CURVE WITH HOW THAT WORKS.

BUT THEY WERE DOING IT AND IT WAS REALLY COOL.

THIS ONE, ONE OF THE THINGS THAT WAS PART OF OUR BUDGET WAS SUPPLIES, LIKE STICKY NOTES.

HERE'S AN EXAMPLE OF WHY STICKY NOTES ARE IMPORTANT TO THIS PROGRAM.

SO THE STUDENTS ARE DOING THEIR NOTICE AND WONDERS AND PUTTING ALL THAT TOGETHER.

THEN WE HAVE A PICTURE OF VOCABULARY.

VOCABULARY IS A HUGE FOCUS IN THE PROGRAM AND IN OUR I-READY SCORES.

THE VOCABULARY HAS ALWAYS BEEN SOMETHING THAT WE HAVE BEEN REALLY LOW IN.

WE FEEL THAT THIS PROGRAM WILL PROBABLY HELP WITH THAT.

THEY GET VERY SPECIFIC.

SO THIS ONE IS TALKING ABOUT THE TERM GREAT HEARTED.

THEY ACTUALLY GO THROUGH THIS WHAT'S CALLED THE FRAYER MODEL.

AND THE STUDENTS DEFINE THE WORD.

THEY TALK ABOUT THE CHARACTERISTICS, THEY GIVE EXAMPLES AND NON-EXAMPLES.

AND SO THEY ARE ABLE TO MAKE REALLY GREAT CONNECTIONS TO WHAT IT IS THAT THEY'RE LEARNING.

SO THIS NEXT SLIDE AS WE MENTIONED IS KIND OF JUST WHAT WE'RE CURRENTLY WORKING ON.

SO WE HAVE A SCIENCE ADOPTION.

HERE'S A PICTURE OF SOME OF THE PEOPLE ON THE SCIENCE ADOPTION COMMITTEE.

WE'VE LISTED ALL THE SCIENCE COURSES THAT WE'RE GOING TO BE LOOKING AT CURRICULA, I'M SURE DIRECTOR WATRIN IS SUPER EXCITED TO BE REVIEWING ALL THESE PROGRAMS THAT WE BRING TO YOU GUYS LATER THIS YEAR.

BUT ANYWAY, YEAH, A LITTLE BIT OF A PRELUDE.

THERE'S A LOT OF STUFF COMING FOR REVIEW.

WE'RE ALSO DOING HIGH SCHOOL SOCIAL STUDIES SAME WAY, MANY, MANY COURSES THERE.

SO THE ADOPTIONS THAT WE'VE DONE JUST IN THE LAST COUPLE OF YEARS HAVE BEEN BIG ADOPTIONS, BUT THEY'VE BEEN KIND OF ONE THING, YOU KNOW, LIKE K-8, YOU KNOW, ELA, THERE'S THIS A LOT OF COURSES ON THIS.

SO WE KNOW YOU'RE VERY FAMILIAR WITH THE TIMELINE AND THE PROCESS OF CURRICULUM ADOPTIONS, BUT WE JUST WANTED TO PUT A COUPLE OF THINGS IN YELLOW.

SO WE ARE CURRENTLY IN THE PROCESS OF DOING VENDOR PRESENTATIONS.

THEY'RE SETTING UP NEXT DOOR FOR THAT.

THAT'S GOING TO HAPPEN TOMORROW WITH OUR SCIENCE AND LATER THIS WEEK WITH SOCIAL STUDIES.

WE'LL MOVE INTO THE PILOT PHASE IN JANUARY AND THEN THE YELLOW.

THIS IS JUST KIND OF A LITTLE NOTE FOR YOU.

THE BOARD, PUBLIC BOARD AND PUBLIC REVIEW STARTS IN MARCH.

WE'LL HAVE OUR FIRST READING IN APRIL AND OUR SECOND READING IN MAY.

AND EVERY SINGLE ONE OF THOSE COURSES THAT WAS ON THOSE LAST TWO SLIDES HAS ITS OWN TEXTBOOK.

SO THERE WILL BE A LOT OF REVIEW FOR YOU.

SO WE'RE JUST GIVING YOU A HEADS UP TO BE READY TO DO LOTS OF READING COME MARCH, APRIL, MAY.

SO THAT WAS A LOT ON CURRICULUM.

I WANTED TO SHIFT TO PROFESSIONAL DEVELOPMENT AS ANOTHER RESPONSE TO IMPROVEMENT.

AND YOU'LL NOTICE UP HERE, WHAT'S INTERESTING ABOUT OUR PROFESSIONAL DEVELOPMENT IS IT'S INTRICATELY LINKED TO THE CURRICULUM.

SO WE'RE REALLY ABOUT CREATING CRITICAL CONSUMERS OF THE CURRICULUM AND PROVIDING OPPORTUNITIES FOR TEACHERS TO BECOME VERY WELL VERSED IN THE MATERIALS AND HOW TO IMPLEMENT THE MATERIALS WELL.

SO YOU'LL NOTICE A NUMBER OF THE ITEMS HERE LISTED, FOR INSTANCE, THE K FOUR LETTERS TRAINING, THAT WAS A REAL FOUNDATIONAL PIECE TO HELPING TEACHERS UNDERSTAND THE BASIC PRINCIPLES OF THE WIT AND WISDOM AND FOUNDATIONS OR FUNDATIONS, SORRY, I ALWAYS SAY THAT WRONG FUNDATIONS CURRICULUM OUR ACADEMIES.

SO WE HAVE AK5 ACADEMY.

THIS IS A JOB EMBEDDED PROFESSIONAL DEVELOPMENT MODEL THAT REALLY WORKS.

WE STARTED WITH AN ACADEMY AND MIKE HELPED ME OUT.

IT WAS K STARTED WITH JUST KINDERGARTEN AND IT'S GROWN TO NOW HAVING AN ACADEMY EMBEDDED ON EVERY GRADE LEVEL, KINDERGARTEN THROUGH FIFTH GRADE FOR ELA.

AND THIS YEAR IS THE FIRST TIME WE'VE ACTUALLY ESTABLISHED SIXTH THROUGH EIGHTH GRADE MATH ACADEMIES.

AND THAT PROCESS IS REALLY PRETTY OUTSTANDING BECAUSE WE HAVE STUDIO TEACHERS WHO ARE WORKING WITH THE CONSULTANT ON THE IMPLEMENTATION OF SOME OF THESE IDEAS.

AND OTHER TEACHERS FROM AROUND THE DISTRICT COME IN TO LEARN IN A MODEL CLASSROOM AND TAKE THAT BACK TO THEIR BUILDINGS.

OFTENTIMES, THEY WILL BE HAVING THEIR INSTRUCTIONAL COACH SITTING ALONGSIDE THEM SO THAT AS THEY GO BACK TO THE BUILDING, SOME OF THAT LEARNING HAS AN OPPORTUNITY TO GERMINATE AND STICK. SO WE'RE REALLY PLEASED WITH THAT MODEL.

IN ADDITION, WE'VE PROVIDED FUNDING FOR EVERY TEACHER IN THE DISTRICT TO HAVE UP TO NINE HOURS OF NEW CURRICULUM MODULE STUDY, AND THAT GOES RIGHT BACK TO THE SEAT OF THE STOOL. AND I KNOW THE STOOL IS A LITTLE BIT OF A GOOFY ANALOGY, BUT THE IDEA HERE IS THAT ALL OF THIS WORK IS ABOUT HELPING TEACHERS GET CLEARER

[00:45:08]

AND INTENTIONAL ABOUT WHAT THEY'RE INSTRUCTING ON.

AND SO THAT'S THE INTEGRATION PIECE.

WE DIDN'T WANT CURRICULUM BEING OVER HERE AND PD BEING DOING SOMETHING DIFFERENT.

THE KEY IS THAT THAT IT IS REALLY NOT A SILOED APPROACH, BUT VERY MUCH INTEGRATED.

THE OTHER THING YOU WILL SEE, OF COURSE, IS THE INSTRUCTIONAL COACHING.

THAT'S A HUGE LEVERAGE POINT FOR US.

THAT MODEL REALLY HAS BEEN DEVELOPED OVER THE LAST FIVE YEARS AND PROVIDES AN OPPORTUNITY FOR TEACHERS TO TAKE THEIR LEARNING TO ANOTHER LEVEL WHEN LOOKING TO IMPLEMENT SOME OF THESE CONCEPTS.

FINALLY, THE OTHER PIECE OF PD THAT'S REALLY A LINK TO THE PLC WORK IS THAT WE PROVIDE A PRETTY EXTENSIVE TEAM LEAD TRAINING EVERY YEAR.

THIS YEAR IN AUGUST, WE PROVIDED TWO FULL DAYS FOR APPROXIMATELY 250 OF OUR CERTIFICATED STAFF, WHICH IS ABOUT A QUARTER OF OUR STAFF THAT CAME TO THIS TRAINING THAT REALLY STARTED TO LOOK AT OUR TIERED SUPPORT SYSTEMS AND SEEING WHERE PLCS FIT WITHIN, HOW WE INTERVENE WITH STUDENTS WHEN THEY STRUGGLE. AND I'LL SPEAK TO THAT A LITTLE BIT MORE IN THE PLC PORTION OF THIS PRESENTATION.

ANY QUESTIONS? WE'VE TALKED A LOT ABOUT CURRICULUM.

WE'VE TALKED ABOUT SOME ABOUT PD.

BEFORE I GO ON TO THE FINAL PIECE AROUND PLCS.

IS THERE ANY QUESTIONS OR COMMENTS WITH REGARDS TO OUR APPROACH TO BEING RESPONSIVE TO THE DATA.

YOU KNOW, I MEAN, I'M IMPRESSED, VERY IMPRESSED AND I LIKE THE WAY YOU'RE TYING IT ALL TOGETHER, THE THE ASSESSMENT WITH THE RESPONSE.

I SEE, YOU KNOW, YOUR ACADEMY APPROACH.

I THINK THAT'S PERFECT, ESPECIALLY WITH THE AMOUNT OF NEW CURRICULUM THAT YOU'RE EXPECTING TEACHERS TO TAKE ON, AND ALSO A CHALLENGE AS YOU MOVE FORWARD WITH THE CURRICULUM BECAUSE YOU HAVE SO MANY DIFFERENT PIECES OF CURRICULUM YOU'RE GOING TO BE ADOPTING.

I'M LOOKING AT HIGH SCHOOL AND HOW THAT APPROACH MIGHT WORK FOR HIGH SCHOOL.

SO IT'S NOT REALLY A QUESTION, JUST A COMMENT.

I KNOW YOU KNOW THE CHALLENGES AHEAD, BUT I'M REALLY GLAD TO HEAR THAT YOUR PD AND AND EVERYTHING FITS TOGETHER.

AND I HAVE TO SAY, WHEN I GO OUT TO A BUILDING, I CAN SEE IT.

SO I'M EXCITED ABOUT IT.

THANKS FOR POINTING THAT OUT, MARY.

MARK, YOU'VE BEEN AROUND LONG ENOUGH WHERE YOU KNOW, YOU KNOW THAT WE OFTEN TIMES START OUR YEAR BY REVIEWING THE DATA AND NEVER BEFORE.

WE JUST USUALLY PRESENT THE DATA AND THEN GO, YEAH, WE'RE TRYING TO FIGURE IT OUT.

AND I HOPE WHAT YOU CAN RECOGNIZE AND MARY CERTAINLY PICKED UP ON, IS THIS IDEA THAT THERE IS A A DELIBERATE APPROACH NOW IN ORDER TO, YOU KNOW, WE WE BELIEVE THAT WITH OUR PD, WITH OUR CURRICULUM AND WITH OUR PLCS, THAT'S WHAT'S GOING TO CHANGE THE DATA AROUND IN OUR TESTING.

I DON'T THINK ANYBODY'S FOUND A DIFFERENT FORMULA THAT WORKS BETTER.

AND I THINK, YOU KNOW, THIS, THIS IS THE WAY TO GO.

AND I REALLY APPRECIATE SEEING WHERE WE FIT WITH OTHER DISTRICTS THAT ARE SIMILAR TO US.

THAT'S HELPFUL TO ME, YOU KNOW, TO SEE THAT DATA.

I MEAN, IT DOESN'T ANSWER ALL THE QUESTIONS, BUT IT CERTAINLY TELLS GIVES US AN IDEA OF WHERE WE STAND.

AND ANOTHER PIECE KIND OF SEPARATE FROM THAT.

WHEN THE STATE DECIDED THAT STUDENTS SHOULD BE MOVED TO THE NEXT LEVEL BASED ON THEIR SCORES.

I MEAN, SOME OF US SCRATCHED OUR HEAD A LITTLE BIT AND SAID, HOW IS THAT GOING TO WORK? I MEAN, THAT SEEMS LIKE IT SHOULD BE MORE OF A CHOICE.

BUT OBVIOUSLY THE DATA SHOWS THAT THOSE STUDENTS ARE BEING SUCCESSFUL.

IF THEY'RE BEING MOVED TO AP CLASSES, AND WE HAVE THAT BIG A SPIKE IN AP CLASSES.

I MEAN, I DON'T KNOW HOW ELSE YOU COULD LOOK AT IT.

SO I APPRECIATE THAT INSIGHT.

SO WE JUST THREW A PICTURE IN HERE TOO.

THAT CAME FROM ACADEMY.

YOU CAN SEE ALL THE TEACHERS SITTING IN THE BACK OF THE ROOM.

SO THE WAY ACADEMY WORKS IS THAT WE HAVE A MODEL TEACHER.

THE TEACHER GETS TOGETHER WITH OTHER TEACHERS FROM THE SAME GRADE LEVEL.

THEY TALK ABOUT WHAT THEY'RE GOING TO SEE IN A LESSON.

THEY GO OBSERVE THE LESSON.

THEY COME BACK AND DEBRIEF THE LESSON, AND THEN THEY GO BACK AND SHARE THAT WITH THEIR TEAMMATES AND SEE IF THEY CAN REPLICATE IT OR TRY SOMETHING OUT THEMSELVES.

AND SO THIS WAS JUST A VISUAL THAT WE HAD OF A RECENT ACADEMY WITH A GROUP OF TEACHERS WATCHING FROM THE BACK OF THE ROOM.

SO THE FINAL LEG OF THE STOOL IS PERHAPS ONE OF THE MOST IMPORTANT, NOT THE IMPORTANT.

I DON'T WANT TO SAY THAT WITH THE CURRICULUM DIRECTORS HERE, BUT THE PROFESSIONAL LEARNING COMMUNITIES PIECE IS REALLY AN ESSENTIAL PART OF OUR WORK, SOMETHING THAT'S NOT NEW. SO ONE OF THE THINGS THAT I WANT TO JUST POINT OUT, WHETHER WE'RE TALKING PLCS, CURRICULUM OR PD, THOSE ARE ALL THINGS THAT WE HAVE ENGAGED IN FOR A NUMBER OF YEARS AS A DISTRICT.

BUT WHAT IS DIFFERENT IS THE LEVEL OF INTEGRATION AND INTENTIONALITY ON OUR PART IN MAKING SURE THAT WE'RE LINKING THESE DIFFERENT ENTITIES TOGETHER

[00:50:04]

TO WORK TOGETHER IN A SYNERGISTIC WAY.

YOU WILL NOTICE THAT UNDER PLCS, THERE'S BEEN A REAL EMPHASIS ON ESSENTIAL STANDARDS.

WE STILL HAVE WORK TO DO IN THAT AREA.

WE WILL BE LOOKING ANNUALLY AT MAKING REVISIONS TO ESSENTIAL STANDARDS AS NECESSARY TO MAKE SURE THEY'RE ALIGNED WITH STATE STATE STANDARDS AND STATE ASSESSMENTS, BUT ALSO TO OUR CURRICULUM.

SO WE DID SOME WORK IN AUGUST WITH OUR NEW CURRICULUM AND FOUND OUT THAT SOME OF OUR ELA STANDARDS DON'T NECESSARILY FIT THE EMPHASIS.

THAT IS IN WHITTEN WISDOM, THAT THERE ARE OTHER STANDARDS IN WHITTEN WISDOM THAT ARE MORE EMPHASIZED.

AND SO THAT'S AN OPPORTUNITY FOR US TO COME BACK AND CONTINUALLY GET MORE PRECISE ABOUT THE WORK.

THE OTHER PIECE AROUND PLCS THAT WE'RE REALLY STARTING TO GET BETTER AT IS COMMON FORMATIVE ASSESSMENTS.

SO THAT IS A LAYER OF ASSESSMENT THAT IS NOT AS HIGH LEVEL AS THE SMARTER BALANCED ASSESSMENT.

AS FAR AS THAT ONE, ONE MOMENT IN TIME POST MORTEM TEST.

BUT IT'S SOMETHING THAT WE CAN BE RESPONSIVE TO AND I'LL SPEAK TO THAT IN A SECOND.

WHY THAT'S SO IMPORTANT? THE OTHER THING I JUST WANT TO SAY, AND IF YOU HAVEN'T HAD THE CHANCE TO BE MORE THAN WILLING TO SHARE WITH YOU, IS THIS SUMMER WE DEVELOPED A PLC PLAYBOOK.

IT WAS VERY MUCH A COLLABORATIVE EFFORT BETWEEN DISTRICT LEVEL ADMINISTRATORS AND OUR BUILDING ADMINISTRATORS, AND WE REALLY FEEL VERY PROUD OF THIS WORK BECAUSE IT REPRESENTS A NEW PHASE OF PRECISION FOR THE WORK AROUND PLCS.

YOU HAVE BEEN SO GENEROUS TO US IN HELPING ACCOMPLISH THIS WORK THROUGH GRANTING US THE LATE STARTS AND GRANTING THE WAIVER DAYS. WE'RE REALLY EXCITED ABOUT HOW WE'RE USING THAT WORK.

ONE OF THE THINGS I WANTED TO SHARE WITH YOU, JUST IN CLOSING, IS, IS A BIG GOAL AREA FOR US AS A SYSTEM.

SO YOU'LL SEE ON THE BOARD HERE THIS WORD PREVENTION TIER ONE RESPONSE.

AND IF YOU GO TO THE NEXT SLIDE DAVE.

SO WHAT YOU SEE HERE IS REALLY THE PLC PROCESS AS IT PLAYS OUT IN TEAMS. ALL IN ALL 18 OF OUR SCHOOLS ARE 19 IF YOU COUNT BBVA.

AND WHAT YOU'LL NOTICE IS THAT WE'VE IDENTIFIED ON A WAIVER DAY THAT TEAMS WILL IDENTIFY A CENTRAL STANDARD AND UNPACK THAT WITH THE TEACHER CLARITY PROCESS.

AND AFTER THAT WAIVER DAY IS OVER, THEY'LL WORK AT TEACHING THE LEARNING PROGRESSION FOR THIS PARTICULAR STANDARD.

AND MAYBE THERE'S THREE PROGRESSIONS.

THE NUMBERS AREN'T NECESSARILY IMPORTANT, BUT THE PROCESS IS.

AND THEN YOU'LL SEE GIVE COMMON FORMATIVE ASSESSMENT.

NOW WHAT'S REALLY IMPORTANT IS ON THE PLC WEDNESDAYS THE LATE START WEDNESDAYS TEAMS ARE REVIEWING THAT COMMON FORMATIVE ASSESSMENT DATA AND PLANNING IN UNIT SUPPORT AND EXTENSION.

AND THAT'S A NEW PIECE FOR US.

SOME TEAMS HAVE HAVE DONE THIS PRACTICE, BUT I WOULD SAY CONSISTENTLY ACROSS OUR SYSTEM THAT HAS NOT BEEN COMMON PRACTICE.

AND SO YOU'LL NOTICE IN THE GREEN THAT TEAMS ARE NOW DOING A RESPONSE DAY.

AND YOU MAY SAY, WELL, WHAT DOES THAT LOOK LIKE? WELL, PRIOR TO EVER BEGINNING A UNIT, ONE OF THE THINGS THAT WE'VE REALLY EMPHASIZED WITH TEAMS THIS YEAR IS THAT THEY PLAN INTO THEIR UNIT OF INSTRUCTION A DAY TO RESPOND. AND THE POINT IS THAT BEFORE THEY GET TO THE END OF UNIT ASSESSMENT AND FIGURE OUT THAT A NUMBER OF STUDENTS ARE FAR BEHIND, THEY HAVE AN OPPORTUNITY NOT ONCE, MAYBE EVEN TWICE OR THREE TIMES, IF THEY PUT THESE RESPONSE DAYS IN TO CATCH STUDENTS UP IN THE MOMENT BEFORE THEY FALL TOO FAR BEHIND ON THAT PARTICULAR ESSENTIAL STANDARD.

THE IDEA WITH THIS IS BY THE END, WHEN YOU GET TO THE END OF UNIT ASSESSMENT, YOU ARE HAVING LESS STUDENTS WHO NEED TIER TWO SUPPORT.

SO THIS PREVENTION PIECE IS A REAL KEY PIECE FOR OUR SYSTEM THAT WE'RE REALLY WORKING AT.

IT HAS BEEN WE'RE STARTING TO SEE SOME SOME CELEBRATION, CELEBRATION MOMENTS OF TEAMS WHO ARE IMPLEMENTING THIS AND SEEING THE POWER OF IT.

AND AGAIN, THAT'S THE WORK.

WE CAN SPEAK TO THE POWER OF PLCS ALL WE WANT, BUT UNTIL TEAMS EXPERIENCE SUCCESS, IT WON'T.

THEY WON'T HAVE THE OWNERSHIP IN THE PROCESS.

SO I'M REALLY HAPPY TO REPORT THAT WE'RE STARTING TO HAVE SOME TEAMS WHO ARE DIPPING THEIR TOES INTO THIS PREVENTION WORLD AND FINDING OUT THAT, HEY, THIS THIS REALLY WORKS.

AND THE DATA WE'RE GETTING AT THE END OF THE UNIT LOOKS VERY DIFFERENT BASED ON THOSE RESPONSES.

SO JUST WANTED TO HIGHLIGHT THAT AS A PIECE.

WE'RE CONTINUALLY WORKING AT REFINING OUR SYSTEMS, BUT WE FEEL LIKE.

WE'RE REALLY MAKING SOME PROGRESS.

SO ALL OF THAT IS IS WHAT WE HAVE TO SHARE.

ANY QUESTIONS? I WOULD COMPLIMENT YOU ON YOUR TIMING AS WELL.

YEAH. RIGHT HERE IN FRONT OF YOU.

I LOVE THE SPECIFICITY OF THAT, TALKING ABOUT THE PLCS, BECAUSE IT'S SOMETHING REALLY HARD FOR PEOPLE TO WRAP THEIR HEAD AROUND WHAT HAPPENS AT THOSE MEETINGS.

AND THIS GIVES SOME REAL GOOD DATA AND INFORMATION ABOUT THEM.

YEAH, I HAVE ONE QUESTION.

AND THIS IS JUST LOOKING BACK AT THE GRADUATION PATHWAYS.

[00:55:03]

19% OF OUR STUDENTS DIDN'T MEET A PATHWAY.

DOES THAT MEAN DIDN'T MEET A PATHWAY IN THEIR GRADUATION YEAR OR DIDN'T MEET A PATHWAY BECAUSE I KNOW THEY HAVE EXTRA TIME.

IT WOULD BE THAT THEY DIDN'T MEET IT THAT YEAR.

OKAY, IT DIDN'T, BUT I WOULD LIKE TO POINT OUT THAT IT IS A HIGHER RATE THAN OUR PREVIOUS GRADUATION RATES OVERALL.

THE NEWEST DATA ON THAT ONLY GOES TO 22, BUT OUR GRADUATION PATHWAYS ARE BEING MET HIGHER THAN OUR GRADUATION RATE.

SO IT'S NOT JUST IT'S NOT HOLDING THEM BACK, WHICH IS GOOD.

OKAY. WELL GOOD.

I WAS GOING TO JUST GIVE A WORD OF ENCOURAGEMENT.

I REALLY THINK OVER THE LAST THREE SUPERINTENDENTS, YOU GUYS ARE BUILT ON EACH OTHER AND TAKING WHAT THE PREVIOUS SUPERINTENDENT HAS.

AND I THINK ONE OF IT IS A REAL AIR OF PROFESSIONALISM, KIND OF THIS EMBRACING THE IDEA THAT WE'RE A TEAM AND.

AND I'M GOING TO WORK ON THIS TOGETHER.

AND ANECDOTALLY I'LL JUST SAY THANK YOU.

I THINK YOU PROBABLY SUPPORTED THE TEACHERS THAT WENT UP TO THE WASHINGTON SCIENCE TEACHERS ASSOCIATION, WHERE I WAS AT THIS SATURDAY.

AND YOU ALREADY SAW THE DISTRICT SCORE TEST COMPARISONS.

IT'S NOTABLE THAT THERE'S MORE PERCENTAGE OF SCIENCE TEACHERS IN BATTLE GROUND THAT ARE PART OF THEIR PROFESSIONAL ORGANIZATION THAN ALL THE SURROUNDING DISTRICTS.

SO THERE WAS FIVE OF US UP THERE THIS WEEKEND.

THERE WAS EXACTLY ONE PERSON FROM EVERGREEN AND ZERO PEOPLE FROM VANCOUVER.

AND I THINK IT SHOWS, RIGHT? I THINK OUR TEACHERS BEING WILLING TO PUT IT INTO THAT KIND OF WORK BECAUSE IT MAKES A DIFFERENCE.

THANKS, MARK. THAT'S GREAT.

THANK YOU TEAM, YOU DID A WONDERFUL JOB.

THANK YOU, LACEY, FOR BEING HERE AND FOR PUTTING ALL THE DATA TOGETHER BECAUSE I KNOW YOU AND FOR PUTTING UP WITH THEM.

YEAH, RIGHT. THERE'S THAT.

BEST TWO BOSSES A GIRL COULD HAVE.

THAT'S IT. THANK YOU.

THANK YOU. NOTHING ELSE.

ALL RIGHT THEN. THIS MEETING WILL ADJOURN AT 5:27.

THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.