ALRIGHT. GOOD AFTERNOON EVERYONE.
[1. Call to Order]
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WE WILL CALL THIS MEETING TO ORDER TO GO OVER OUR SCHOOL IMPROVEMENT PLANS FOR 23 AND 24.[A. School Improvement Plans for 2023-24 - Shelly Whitten and David Kennedy]
AND WE WILL TURN THE MEETING OVER TO SHELLY WHITTEN.DO ME A FAVOR AND INTRODUCE TERRY AND DEBBIE.
TERRY TATE, REPRESENTING DISTRICT FOUR AND DEBBIE IS REPRESENTING DISTRICT TWO.
THIS IS OUR FIRST OF TWO PRESENTATIONS TO THE BOARD.
WE HAVE JESSICA DRAKE AND ANDREA SPERRY, WHO IS OUR PRINCIPAL AND WITH THEM IS LESLIE MAIENSCHEIN, SHE'S AN ADMIN INTERN WITH US THIS YEAR.
SO WE'RE WELCOMING HER TO JOIN THIS PROCESS AS WELL.
AND THEN BEHIND THEM IS NICK KRAUSE AND LORI WALKER, WHO ARE FROM AMBOY MIDDLE SCHOOL.
SO THEY WILL PRESENT THIS YEAR.
DAVID HAS SOME THINGS TO SHARE ABOUT THE PROCESS, AND I'LL TURN IT OVER TO HIM TO GET US STARTED.
GREAT. THANK YOU, SCHOOL BOARD, FOR YOUR TIME THIS AFTERNOON.
SCHOOL IMPROVEMENT PLANS ARE SOMETHING WE DO EVERY YEAR.
IT'S ACTUALLY ONE OF TWO THINGS THAT ARE REQUIRED BY THE WASHINGTON ADMINISTRATIVE CODE FOR SCHOOL DISTRICTS TO BE, MEETING STATE BASIC EDUCATION ALLOCATION FUNDS.
SO ONE WOULD BE THAT OUR TEACHERS ARE CERTIFIED.
THESE LOOK A LOT DIFFERENT THAN WHAT WE'VE USED IN PREVIOUS YEARS, THROUGH A COLLABORATIVE EFFORT WITH LUKE LECOUNT, WE'VE CREATED A MORE STREAMLINED CIP DOCUMENT THAT MIRRORS OUR DISTRICT STRATEGIC PLAN.
ON THE RIGHT SIDE OF THE SCREEN IS THE FIRST PAGE OF THE SCHOOL IMPROVEMENT PLAN TEMPLATE.
AND ON THAT TEMPLATE THERE IS A DEMOGRAPHICS SECTION NEAR THE TOP OF THE PAGE.
AND UNDERNEATH THAT IS A SCHOOL QUALITY AND STUDENT SUCCESS DATA SECTION.
AND THAT'S A THREE YEAR TREND DATA.
SO FOR INSTANCE SAFE AND CARING ENVIRONMENT WHICH IS OUR GOAL ONE FOR OUR DISTRICT STRATEGIC PLAN IS FOUND AS GOAL ONE OF OUR SCHOOL IMPROVEMENT PLAN, IT IS THE, SOCIAL EMOTIONAL LEARNING GOAL UNDER SAFE AND CARING ENVIRONMENTS.
IF WE MOVE TO THE NEXT PAGE OF THE SCHOOL IMPROVEMENT PLAN TEMPLATE, YOU WILL NOTICE A SECTION THAT SAYS GOAL TWO, DISTRICT STRATEGIC PLAN, GOAL TWO HIGH QUALITY INSTRUCTION.
THERE IS A GOAL FOR BOTH MATHEMATICS AND ENGLISH LANGUAGE ARTS, AND THAT CORRELATES TO GOAL TWO OF THE DISTRICT'S STRATEGIC PLAN UNDER HIGH QUALITY INSTRUCTION. AND THE FINAL GOAL THAT WE HAVE ON OUR STRATEGIC PLAN IS COLLABORATION THAT CULTIVATES TRUST.
AND THAT IS A THIRD GOAL AREA ON THE SCHOOL IMPROVEMENT PLAN.
SO THIS IS A REALLY POSITIVE STEP FORWARD FOR OUR SYSTEM.
IF WE LOOK, I WANT TO SPEAK REAL QUICK TO THAT SCHOOL COMMUNITY COLLABORATION GOAL, THE THIRD GOAL AREA THERE AND BASICALLY YOU WILL SEE GOALS THAT LOOK VERY SIMILAR TO THIS. BY JUNE OF 2024, A CERTAIN PERCENTAGE OF STAFF WILL REPORT POSITIVE INDICATORS OF COLLABORATION AND COMMUNICATION WITH THE SCHOOL IS INDICATED ON THE SPRING CENTER FOR EDUCATIONAL EFFECTIVENESS SURVEY.
WE TAKE A SURVEY THROUGH CEE AND THIS SECTION IS REALLY A COMPOSITE AVERAGE OF FOUR QUESTIONS FROM THE COMMUNITY AND COLLABORATION SECTION OF THAT SURVEY.
THERE IS A WILLINGNESS TO ADDRESS CONFLICT IN THE SCHOOL.
SO. ALL OF THIS GOAL IS REALLY BASED ON A COMPOSITE OF FOUR RESPONSES FROM STAFF WITH REGARDS TO THE
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SCHOOL COMMUNITY AND COLLABORATION GOAL.AND FINALLY, THE OTHER THING I JUST WANTED TO ADDRESS BEFORE WE BEGIN, ONE THING THAT YOU WILL NOTE IN ALMOST ALL OF THE SCHOOL IMPROVEMENT PLANS OF WHICH YOU'VE RECEIVED ALL 19 SCHOOLS IN A NOTEBOOK, YOU WILL SEE A COMMON THREAD THAT EMERGES IN MANY OF, IF NOT ALL OF THOSE PLANS AND THAT'S THIS IDEA OF PREVENTION OR IN-UNIT SUPPORT.
BUT ONE SHIFT THAT WE'VE MADE AS A SYSTEM IS THOSE GREEN BOXES ON THE SCREEN.
SO YOU'LL NOTICE AT THE TOP LEFT OF THE SCREEN IT SAYS WAIVER DAY.
THAT'S WHERE ALL OF OUR PLCS BEGIN.
FOR EACH OF THE THREE WINDOWS THAT WE ENGAGE IN THROUGHOUT THE YEAR.
PLAYBOOK TEAMS WILL THEN TEACH A LEARNING PROGRESSION, GIVE A COMMON FORMATIVE ASSESSMENT.
SO CFA STANDS FOR COMMON FORMATIVE ASSESSMENT.
AND THAT IS A NEW IDEA FOR US COLLABORATIVELY WHICH THEN IS FOLLOWED UP BY THIS GREEN RESPONSE DAY.
SO THIS IS SOMETHING THAT WE'VE REALLY BEEN WORKING AT THIS FALL.
IT'S AN IDEA THAT I THINK MANY TEAMS ARE DABBLING IN AND GETTING BETTER AT, THAT WE DON'T WANT TO WAIT TILL THE END OF UNIT ASSESSMENT TO RESPOND TO STUDENTS IN NEED AND INTERVENE AFTER THE FACT.
SO JUST WANTED TO YOU'LL HEAR THAT TERMINOLOGY.
SO IN YOUR NOTEBOOK THERE SHOULD BE A SHEET THAT SAYS STUDENT QUALITY AND STUDENT SUCCESS MEASURES.
AND THAT DATA IS RELEASED IN EARLY DECEMBER.
SO IT HAS 22-23 ATTENDANCE RATES.
I BELIEVE IT SHOULD BE IN THE.
MARY. DID YOU HAVE IT? YOU DID. YES. YEAH. IT'S THE IT WAS ON OUR TABLE.
IT WAS ON THE TABLE. YEAH TO REPLACE THE I ASSUME TO REPLACE WHAT WAS IN THERE.
WELL IT'S AN AMENDMENT TO SO YEAH.
MAKES SENSE. SO TODAY WE HAVE TWO SCHOOLS THAT WILL BE PRESENTING, AS SHELLEY INDICATED, MAPLE GROVE PRIMARY AND AMBOY MIDDLE.
SO AT THIS POINT, I'M GOING TO TURN IT OVER TO ANDREA SPERRY, PRINCIPAL AT MAPLE GROVE.
I'M REALLY EXCITED ABOUT WHAT THEY HAVE TO SHARE WITH YOU.
YEP. THANK YOU, SCHOOL BOARD, FOR THE OPPORTUNITY TO COME AND SHARE WITH YOU A LITTLE BIT MORE ABOUT THE WORK THAT WE'RE DOING AT MAPLE GROVE PRIMARY, THIS IS MY FIFTH YEAR AS THE PRINCIPAL THERE AND, I CONTINUED TO JUST LEARN SO MUCH FROM THE STUDENTS AND STAFF THERE, AND IT'S JUST A REAL PRIVILEGE FOR ME TO BE ABLE TO SHARE WITH YOU TODAY AND TO BE ABLE TO LEAD THAT SCHOOL.
SO, I'M NOT GOING TO TALK TOO LONG ABOUT THE DEMOGRAPHICS.
YOU HAVE THOSE THERE IN FRONT OF YOU.
ONE OF THEM IS CALLED GREAT BY CHOICE.
AND IN THAT STORY, THERE'S A PORTION OF IT THAT I'LL JUST DESCRIBE VERY BRIEFLY, BECAUSE I THINK IT HELPS PAINT THE PICTURE OF HOW WE DO OUR WORK AT MAPLE GROVE PRIMARY. BUT HE TALKS ABOUT SOMETHING CALLED A 20 MILE MARCH.
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AND THE FIRST PERSON WHO BEGINS THE WALK, THERE'S A LOT OF VARIATION IN HOW MANY MILES THEY DO EVERY DAY.SOME DAYS WILL GO BY AND THEY'LL GO NOWHERE ALONG THE WALK.
OTHER DAYS THEY MIGHT FEEL GREAT AND DO 40 OR 50 MILES.
SO THEIR APPROACH IS THAT THEY ADJUST KIND OF BASED ON THE CONDITIONS.
AND THE SECOND PERSON WHO'S ON THIS WALK, SETS OUT AND TRUTHFULLY WALKS 20 MILES EVERY DAY, WHETHER IT'S COLD, WHETHER THEY FEEL LIKE IT, WHETHER THERE ARE BIG BARRIERS IN THE WAY ACROSS THE ROCKY MOUNTAINS.
. EVERY DAY THEY SET OUT AND THEY DO 20 MILES EACH, EACH DAY.
AND THE PERSON WHO GETS TO THE ATLANTIC OCEAN FIRST IS THAT PERSON WHO'S WALKED 20 MILES EVERY DAY.
AND WHAT I GAINED FROM THAT EXAMPLE IS SORT OF THE WAY THAT WE'VE LED MAPLE GROVE PRIMARY OVER THE LAST FOUR AND A HALF YEARS, CERTAINLY.
WE'VE HAD MANY CHALLENGES THAT WE'VE ALL HAD TO FACE, BUT OUR STAFF HAVE REMAINED STEADFAST, AND WE'VE CONTINUED ALONG IN THE SAME DIRECTION, OVER THE COURSE OF THAT TIME.
AND I THINK THROUGH THE PRESENTATION, YOU'LL SEE, SOME OF THE GREAT GAINS THAT WE'VE BEEN ABLE TO TO MAKE TOGETHER, BECAUSE THAT'S BEEN THE APPROACH ALL OF THIS TIME. SO WE'VE BEEN AT CAPE FOREST SCHOOL NOW, THIS IS THE FIFTH YEAR FOR THAT.
OUR ENROLLMENT STARTED OUT, AROUND 600 WHEN I FIRST CAME, HAD THE BIG DIP, AS EVERYONE ELSE DID, BUT THEN WE'VE BEEN COMING BACK PRETTY STEADILY, AND WE'RE RIGHT AROUND 530 STUDENTS NOW, WE ARE A TITLE ONE SCHOOL, WITH OVER 50% OF OUR STUDENTS, CONSIDERING CONSIDERED LOW INCOME, ANOTHER GREAT CHANGE IN SINCE MY TIME AT MAPLE GROVE HAS BEEN OUR BIG GROWTH IN OUR MULTILINGUAL POPULATION, WE'VE GOT ALMOST 21% OF OUR STUDENT POPULATION NOW.
OVER 144 STUDENTS ARE MULTILINGUAL.
AND IN THAT PROGRAM, SOME OF THE SPECIAL PROGRAMS THAT WE HAVE, ONE OF THEM, MISS [INAUDIBLE], TEACHES, IT'S A DEVELOPMENTAL PRESCHOOL, A SPECIAL EDUCATION PRESCHOOL THAT WE HAVE THERE. AND WE ALSO HAVE THE DISTRICT PROGRAM OF THE CENTER BASED INTENSIVE CLASSROOM, WHERE WE SERVE STUDENTS K THROUGH EIGHT WITH SOME OF OUR VERY MOST INTENSIVE STUDENTS WITH THE MOST INTENSIVE NEEDS ACROSS THE DISTRICT.
ONE OF THE KIND OF IN LINE WITH THAT 20 MILE MARCH THAT I STARTED WITH.
AND THOSE ARE THAT WE HAVE AN INTENTIONAL CLIMATE AND CULTURE AND THAT WE ALSO THE OTHER ONE IS THAT WE HAVE VERY HIGH EXPECTATIONS FOR STUDENT LEARNING, AND WE EXPECT EACH AND EVERY STUDENT TO LEARN AT HIGH LEVELS.
AND IF I LOOK AT MAYBE SOME OF THE BIGGEST INITIATIVES THAT WE'VE DONE WITHIN OUR BUILDING THAT ALIGN WITH OUR DISTRICT STRATEGIC PLAN, THE TWO THINGS THAT WE'VE REALLY CONTINUED TO FOCUS ON ARE OUR PLCS OVER THE LAST FIVE YEARS HAVE BEEN A SIGNIFICANT FOCUS FOR OUR STAFF THAT HAVE RESULTED IN SOME GREAT STUDENT GAINS, AND WE'VE JUST CONTINUED TO REFINE AND GET BETTER AT THOSE PROCESSES AT MAPLE GROVE PRIMARY AND THEN THE OTHER ONE IS THAT'S KIND OF SPECIAL FOR US IS THAT WE HAVE, EMBEDDED PROFESSIONAL LEARNING, JUST WITHIN OUR BUILDING, WE DEDICATE AND HAVE FOR THE LAST FOUR AND A HALF YEARS, ONE STAFF MEETING EVERY MONTH TO PROFESSIONAL LEARNING FOR OUR TEACHERS, WE CALL THOSE LEARNING CADRES AND I'LL TALK A LITTLE BIT MORE ABOUT THOSE, LATER ON IN THE PRESENTATION. SO THAT'S A BIT ABOUT US.
SO I'M GOING TO ASK HER TO CONTINUE FOR US.
HELLO, BOARD, THANK YOU FOR HAVING US.
I JUST, I ONLY GOT TO JOIN MAPLE GROVE LAST YEAR, SO THIS IS MY, FIRST BOARD PRESENTATION HERE, BUT I'M HAPPY TO BE HERE, AND I'M JUST FOREVER GRATEFUL THAT I GOT TO JOIN THE TEAM AT MAPLE GROVE.
VERY PROUD OF WHAT I GET TO BE A PART OF.
SO THE FIRST GOAL, AS DAVID ALLUDED TO, IS A SAFE AND CARING ENVIRONMENT.
THAT'S OUR KIND OF SOCIAL EMOTIONAL GOAL.
AND WE ARE HOPING TO HAVE 95% OF OUR TIER ONE PBIS SYSTEM BE IMPLEMENTED AS IS MEASURED BY THE TFI, SO A LOT OF ACRONYMS IN THERE. SO WHAT WE'RE HOPING WE DO A SURVEY EVERY YEAR.
IT'S CALLED A TIERED FIDELITY INVENTORY.
AND THAT IS SOMETHING THAT WE DO WITHIN OUR BUILDING.
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YEAR, WE HAVE A VERY STRONG TIER ONE PBIS SYSTEM.IN FACT, I THINK OUR SCORE LAST YEAR WAS 91.
SO THE STUDENTS KNOW WHAT IT MEANS TO BE A WILDCAT.
THEY KNOW THAT BEING A WILDCAT MEANS THAT WE'RE SAFE, WE'RE RESPECTFUL, WE'RE RESPONSIBLE.
YOU CAN ASK ANY STUDENT ON OUR CAMPUS, ALMOST.
AND THEY WILL TELL YOU THAT, WE WITHIN THAT SYSTEM, HAND OUR STUDENTS.
WE'RE THE WILDCATS. SO WE HAND THEM PAWS WHEN WE SEE THEM SHOWING THOSE POSITIVE BEHAVIORS SO THAT THE POSITIVE BEHAVIOR IS REINFORCED, WE DO EXPECTATION FAIRS, BOTH IN THE CLASSROOM AND KIND OF OUT AND ABOUT ON THE CAMPUS.
SO THAT LOOKS LIKE, WALKING OUT TO WHERE PARENT PICKUP IS AND TALKING THE STUDENTS THROUGH WHAT IT MEANS TO BE SAFE, RESPECTFUL, AND RESPONSIBLE AT PARENT PICKUP, WHAT IT MEANS TO BE SAFE, RESPECTFUL, RESPONSIBLE IN THE GYM, IN THE CLASSROOM, IN THE HALLWAYS AND THE RESTROOMS. YOU NAME THE LOCATION, WE COVER IT, AND WE DO THOSE A COUPLE TIMES A YEAR JUST TO MAKE SURE THAT EVERYBODY KNOWS THEIR EXPECTATIONS.
WE USE THE DATA THAT COMES THROUGH OUR, OUR SCHOOL AS A WAY TO TAKE A LOOK AT WHERE OUR STUDENTS NEED MORE SUPPORT, AND THEN WE TRY TO FLOOD THAT AREA WITH ADDITIONAL POSITIVE PRAISE. SO, FOR EXAMPLE, IF WE NOTICE THERE'S A PROBLEM ON THE PLAYGROUND, WE WORK REALLY HARD TO MAKE SURE THAT WE ARE GIVING ALL THE POSITIVE PRAISE FOR THE GOOD BEHAVIOR ON THE PLAYGROUND IN THE HOPES THAT WILL KIND OF RETEACH THOSE EXPECTATIONS.
THIS YEAR IN PARTICULAR, WE'VE ADDED RECOGNITION OF STUDENTS.
WE'RE ADDING THAT RECOGNITION TO OUR ASSEMBLIES.
SO THAT SURVEY IS SET TO GO OUT IN FEBRUARY.
ALL RIGHT. I'M GOING TO TALK A LITTLE BIT ABOUT OUR, KIND OF THE WE ALWAYS TRY TO LOOK BACK A LITTLE BIT IN ORDER TO LOOK FORWARD AND PLAN.
AND SO WE JUST THOUGHT IT WOULD BE IMPORTANT TO KIND OF TAKE A LOOK BACK AT WHERE OUR FOURTH GRADERS WERE, THESE TWO GRAPHS ARE SPECIFIC TO OUR FOURTH GRADERS AND THEIR PERFORMANCE OVER THE LAST FIVE YEARS AND WE, YOU KNOW, AS A STAFF, WE HAVE BEEN ABLE TO CELEBRATE THESE GREAT GAINS.
AND IT ALSO FOR US, AS WE WERE IN THE PROCESS OF DEVELOPING OUR CIP FOR THIS YEAR, IT HELPS TO GIVE SOME CONFIRMATION TO THE PATH THAT WE'VE BEEN ON. AND SO WE JUST WANTED TO SHARE THAT WITH YOU BRIEFLY AND TO CELEBRATE OUR STUDENTS AND OUR STAFF FOR THE VERY HARD WORK THAT HAS RESULTED IN THESE POSITIVE GAINS OVER THE LAST SEVERAL YEARS.
ALL RIGHT, SO UNDER GOAL TWO, THE HIGH QUALITY INSTRUCTION, WE HAVE SET A GOAL AS A STAFF OF 100% OF OUR THIRD AND FOURTH GRADE STUDENTS MEETING PROFICIENCY ON THE SBA.
AND BELIEVE ME WHEN I SAY I'VE HAD I THINK 100% HAS BEEN OUR GOAL, AT LEAST FOR THE LAST FOUR YEARS, I THINK MY FIRST YEAR AT MAPLE GROVE, WE SAID IT DIFFERENTLY, BUT OVER THE LAST FEW YEARS IT HAS BEEN AT 100%, AND THAT HASN'T BEEN WITHOUT CONVERSATION AND CONSIDERATION FOR WHY WE SET IT THAT WAY.
AND I JUST WANTED TO TALK BRIEFLY BECAUSE WE ALSO SET THAT GOAL FOR OUR STUDENTS IN ELA.
AND IT REALLY COMES DOWN TO OUR BELIEF IN EACH AND EVERY STUDENT THAT AS LEADERS OF THE BUILDING, WE FEEL IT'S OUR RESPONSIBILITY TO MODEL THAT BELIEF FOR OUR STAFF AND FOR OUR STUDENTS.
AND THIS IDEA OF 100% AS IT ALIGNS WITH EACH AND EVERY STUDENT IN BATTLE GROUND.
UM, IT REALLY, AS I CONSIDERED IT AND HAD SOME PUSHBACK AND CONVERSATION ABOUT, WELL, I MEAN, COME ON, IT'S VERY REALISTICALLY, LET'S MAYBE SET IT AT 60% OR LET'S SET IT AT 65%, RIGHT? FOR ME, THE 100% GOAL IS FOR THE KIDS, FOR EACH AND EVERY STUDENT.
AND WHAT I WHAT WE THINK ABOUT WHEN WE DO THAT IS IF A PARENT COMES IN TO MAPLE GROVE PRIMARY AND THEY ARE THINKING ABOUT REGISTERING THEIR STUDENT THERE, I DON'T EVER WANT TO PUT A CAP ON, UM, WHAT A STUDENT MIGHT BE
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ABLE TO BECOME.I DON'T KNOW IF THAT'S HELPFUL TO YOU, BUT I THINK IT KIND OF SPEAKS TO OUR STAFF AND OUR OVERALL GOALS THERE THAT IF A PARENT COMES IN, I WANT TO SIT DOWN WITH THEM AND SAY, IS YOUR CHILD INCLUDED IN THIS GOAL? ABSOLUTELY. EACH AND EVERY ONE IS INCLUDED HERE.
SO IN ORDER TO REACH THAT GOAL, REALLY, IN OUR MATH ACHIEVEMENT, OUR MAIN FOCUS IN MANY OF OUR TEAMS, IN THEIR GRADE LEVEL TEAMS, OUR PLC TEAMS, THEY ARE REALLY FOCUSING THAT WORK ON MATH THIS YEAR, IN PART BECAUSE OF OUR ELA ADOPTION AND JUST KIND OF WANTING TO TAKE THE PRESSURE OFF OF STAFF WORKING WITH A VERY ROBUST CURRICULUM.
THEY'RE VERY WELL STEEPED IN STANDARDS.
THEY HAVE A STRONG UNDERSTANDING OF THE BRIDGE'S CURRICULUM.
AND SO IT MADE MORE SENSE FOR OUR TEAMS THIS YEAR TO FOCUS A PLC WORK ON MATH.
SO THAT'S ONE OF THE WAYS, PARTICULARLY ON THE WAIVER DAY, THAT OUR TEAMS ARE REALLY INVESTIGATING WHAT THE STUDENTS KNOW AND ARE ABLE TO DO AND WHAT'S THEIR RESPONSE WHEN THEY DON'T.
I'M KIND OF JUMPING AROUND ON OUR LITTLE VISUAL HERE, BUT, ANOTHER WAY THAT OUR TEAMS AND OUR AND AS A WHOLE SCHOOL THAT WE LOOK AT, OUR STUDENTS GROWTH IS THROUGH THE I-READY DIAGNOSTIC AT PRIMARY SCHOOL.
THE KIDS TAKE IT IN FIRST THROUGH FOURTH GRADES, FALL, WINTER AND SPRING.
AND SO IT'S A GREAT TOOL THAT WE USE, AS I SAID, BOTH AS A WHOLE STAFF AND ALSO IN GRADE LEVEL TEAMS TO REALLY EXPLORE THE DIFFERENT STRANDS AND NEEDS OF STUDENTS.
AND SO THAT'S ONE OF THE WAYS THAT WE WORK TOWARD THIS GOAL AND GET A REALLY CLEAR PICTURE OF THE GROWTH OF OUR STUDENTS AND WHAT STILL NEEDED AND THEN THE PREVENTION PIECE IS, AS I SAID, WE HAVE DONE A LOT OF WORK OVER THE YEARS IN OUR PLCS.
AND REALLY AT THIS POINT, WE JUST THE WORK THERE IS REALLY FINE TUNING.
AND THE ADDITION THIS YEAR, AS IT WAS FOR OTHER SCHOOLS IN THE DISTRICT, WAS TO EXPLORE USING A PREVENTION DAY AND IN UNIT ASSESSMENT, WHERE WE'RE LOOKING AT STUDENTS AT TIER ONE AND WE'RE ASKING OURSELVES, YOU KNOW, WHO ELSE COULD WE KIND OF SCOOP UP WITH A LITTLE EXTRA TIME? AND SO OUR TEAMS ARE AFTER GIVING A COMMON FORMATIVE ASSESSMENT IN UNIT, THEY ARE ADDING THAT PREVENTION DAY TO THEIR SCHEDULE SO THAT THEY CAN BRING ALONG JUST A FEW MORE KIDS TO THAT STANDARD BY THE END OF THE UNIT.
SO THOSE ARE KIND OF THE THREE WAYS THAT WE ARE WORKING TO MONITOR AND MEASURE THE GROWTH OF OUR STUDENTS, PARTICULARLY IN MATH, WITH A HEAVY FOCUS ON THE PLC WORK IN MATH THIS YEAR, AND THEN UNDER HIGH QUALITY INSTRUCTION.
AGAIN, NO SURPRISE, WE'VE ALSO SET THIS GOAL AT 100% FOR THE SAME REASONS THAT I EXPLAINED TO YOU, ABOUT MATH AND OUR MEASURES ARE SOMEWHAT SIMILAR. WE AGAIN USE THE I-READY AS A STAFF AND PLCS TO EXPLORE THE GROWTH OF STUDENTS, AND GET DOWN TO THE STRANDS THAT THEY STILL NEED SUPPORT IN.
WE'RE SO GRATEFUL TO THE BOARD FOR HAVING APPROVED THE RIGOROUS WIT & WISDOM CURRICULUM, IT'S GOT A COUPLE OF OTHER COMPONENTS FOUNDATIONS AND GEODES THAT WERE ALSO UTILIZING AND OUR TEAMS ARE THROUGH OUR ELA IMPLEMENTATION TEAM. WE ARE REALLY WORKING HARD IN OUR SCHOOL TO SUPPORT TEACHERS IN HOW TO IMPLEMENT IT SO THAT THEY HAVE THAT TIME, THEY CAN EXPLORE THE CHALLENGES, THEY CAN LOOK AT HOW THEY ALIGN TO OUR MOST ESSENTIAL STANDARDS.
AND SO WE'RE ACCESSING THAT CURRICULUM AND REALLY SEEING A LOT OF GREAT PROGRESS FROM OUR STUDENTS ALREADY, EVEN IN THE SHORT TIME THAT THEY'VE BEEN EXPOSED TO THE NEW CURRICULUM AND THEN FINALLY, WITH OUR FOCUS ON ELA, SOMETHING THAT WE STARTED DOING, AND I ALLUDED TO THIS EARLIER, WAS DEDICATING STAFF MEETING TIME TO OUR PROFESSIONAL LEARNING FOR OUR CERTIFICATED STAFF.
YOU KNOW, WE HAVE A LOT OF YOUNG FAMILIES WHO ARE TEACHING IN OUR SCHOOL AND FOR DIFFERENT REASONS.
SOMETIMES PEOPLE AREN'T ABLE TO FULLY ACCESS PROFESSIONAL LEARNING OUTSIDE OF THEIR WORKDAY.
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AND IT'S OUR JOB TO BUILD THE CAPACITY OF EACH AND EVERY TEACHER IN OUR SCHOOL BECAUSE THEY HAVE THAT GREAT IMPACT ON LEARNING.AND SO LEARNING CADRES STARTED ABOUT THREE YEARS AGO, AND IF YOU KIND OF GO TO THE NEXT SLIDE, THERE'S A BIT OF A LOOK AT WHAT WE'VE BEEN ABLE TO OFFER TO OUR TEACHERS SO FAR.
OUR LEARNING CADRES, AS I SAID, THEY'RE HELD DURING STAFF MEETING TIME.
AND THEY'RE LED BY OUR TEACHERS MOST ALL OF THE TIME.
AND SO WE TAKE A LOOK AT DATA.
WE SEND SURVEYS TO OUR STAFF ABOUT WHAT THEIR PROFESSIONAL LEARNING NEEDS ARE.
WE KNOW AT TIMES WHAT THE NEEDS ARE.
AND SO WE'VE BEEN ABLE TO I'M REALLY WHEN I LOOK AT THIS LIST AND KIND OF LOOK AT THE HISTORY OF WHAT WE'VE BEEN ABLE TO OFFER FOR, MULTILINGUAL LEARNERS, FOR SOCIAL EMOTIONAL LEARNING, YOU KNOW, DEEP DIVES INTO THE SCIENCE OF READING AND PREPARATION FOR THE NEW CURRICULUM, I JUST I'M REALLY PROUD OF WHAT WE'VE BEEN ABLE TO OFFER TO OUR TEACHERS.
AND AS I SAID, THEY GET THEY GET CLOCK HOURS FOR THIS.
AND IT'S DURING THEIR WORKDAY BECAUSE WE JUST WE DIDN'T WANT TO TAKE A CHANCE THAT ANY OF OUR TEACHERS WERE MISSING OUT ON SOME PROFESSIONAL LEARNING THAT COULD GREATLY IMPACT STUDENT LEARNING, THIS YEAR, WE KNEW THAT, HAVING A NEW RIGOROUS CURRICULUM WAS GOING TO BE A BIG LIFT.
AND SO WE WANTED OUR FOCUS TO BE ON SUPPORTING TEACHERS IN ITS IMPLEMENTATION.
SO THAT'S WHY THIS YEAR, WE HAVE THAT SUPPORT THROUGH OUR LEARNING CADRES.
AND THEN BECAUSE WE HAVE A LOT OF SPECIAL SERVICES, TEACHERS, BECAUSE OF OUR PROGRAMS, WE WERE ABLE TO AND LESLIE WAS VERY INSTRUMENTAL IN DESIGNING THIS CADRE, BUT WE'RE ABLE TO OFFER SOME VERY SPECIFIC, PROFESSIONAL LEARNING TO THOSE TEACHERS WHO AREN'T USING THE WIT & WISDOM CURRICULUM.
AND THEN, FOR COLLABORATION THAT CULTIVATES TRUST.
THIS IS IN RELATION TO THE SURVEY THAT DAVID WAS SPEAKING ABOUT EARLIER.
WE WOULD LIKE TO HAVE 80% OF OUR STAFF REPORT POSITIVE INDICATORS.
THE OUR STEPS FOR THAT ARE HOPEFULLY SIMPLE ENOUGH TO HELP KIND OF ENCOURAGE THEM TO DO IT.
SO ONE OF THOSE EASY STEPS IS GIVE THEM TIME IN THE STAFF MEETING.
SO THAT THEY CAN TAKE IT THERE AND THERE'LL BE AN OPPORTUNITY FOR THAT.
SO WE'RE HOPING THAT DEDICATED TIME WILL BE HELPFUL.
WE'RE ALSO IN A WAY, TO KIND OF THAT'S SPECIFIC TO THE SURVEY IN A WAY TO INCREASE JUST GENERAL, COLLABORATION AND POSITIVITY WITHIN THE BUILDING, OUR LEADERSHIP TEAM REALLY DRIVES A LOT OF THE WORK THAT WE DO IN THE BUILDING.
OUR INTERVENTION TEAM IS COMING.
AND THEN WE'RE GOING TO CONTINUE TO BUILD THE CAPACITY OF LEADERSHIP TEAM, TO FACILITATE THE PLC WORK THAT THEY SUPPORT ON WEDNESDAYS, BY HELPING WORK WITH THEM DURING LEADERSHIP MEETINGS ABOUT INTENTIONAL CULTURE, REMINDING THEM ABOUT THE WILDCAT WAY AND WHAT WE DID EARLIER THIS YEAR.
THE LITTLE BOX ON THE LEFT IS ASKED OUR STAFF, WHAT DOES IT MEAN? LIKE WHAT? WHAT IS THE WILDCAT WAY? WHAT DOES IT MEAN TO BE A WILDCAT? WHAT DOES THAT MEAN FOR US AS THE ADULTS IN THE BUILDING? AND THIS IS WHAT THEY CAME UP WITH.
THAT'S WHAT WE ARE. EVERY DAY THAT WE'RE HERE, WE IMPLEMENTED SOME OTHER STUFF.
WE DO WALKTHROUGHS AND LEAVE STICKY NOTES ON THEIR COMPUTERS, ON THE STAFF'S COMPUTERS, AFTER WE'VE GONE INTO THEIR ROOMS TO TELL THEM WHAT WE LOVE THAT WE SAW, WE HAVE BRAG BOOKS WHERE PEOPLE GET TO WRITE ABOUT SOMEBODY THAT THEY APPRECIATE, THAT GOES TO THEM, GOES TO THE NEXT PERSON.
SO JUST REALLY TRYING TO KIND OF BUILD THAT ACKNOWLEDGMENT THAT WE SEE, THE HARD WORK THAT EVERYONE IS DOING AND THAT WE APPRECIATE IT AND THAT WE KNOW THAT IT'S SUPPORTING OUR STUDENTS. I THINK THAT'S ALL FROM US.
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AND WE'RE GIVING THEM ALL TO LESLIE THE INTERN.YEAH, WE HAVE TEN MINUTES FOR QUESTIONS.
THEY'RE ACTUALLY AHEAD OF SCHEDULE.
SO KUDOS TO YOU GUYS FOR 4:35 TO 4:45 WAS QUESTIONS.
ANY QUESTIONS FROM THE BOARD FOR MAPLE GROVE I GOT ONE.
COUPLE, FIRST OFF, MAPLE GROVE I THINK IS THE MOST RECENT BOARD TOUR I RECALL BEING ON BECAUSE I MISSED THE PRAIRIE ONE. AND, I JUST WANT TO SAY YOU GUYS DID A GREAT JOB ON THE TOUR AND CERTAINLY ENJOYED THAT.
IT WAS A LOVELY SCHOOL WHEN YOU GUYS ARE DOING A GOOD JOB OVER THERE.
SO THANK YOU, A COUPLE QUICK QUESTIONS, ON THE ACHIEVEMENT GOALS THAT YOU HAVE AT 100% ON THOSE, I CAN SEE THE PAST RESULTS FOR FOURTH GRADE ONLY, BUT YOU'RE MENTIONING HERE IN YOUR RESULTS, YOU'RE 100% GOALS FOR THIRD AND FOURTH.
DO WE HAVE ANY METRICS ON PAST RESULTS FOR THE COMBINATION OF THE TWO? YEAH. SO IF YOU LOOK AT THE STUDENT QUALITY AND SUCCESS DATA TABLE ON THE DOCUMENT, YOU'LL NOTICE THAT 2021 IS FOURTH GRADE ONLY DUE TO COVID.
OH, BUT 21-22 IS THE COMMON THAT'S A THIRD FOURTH GRADE COMBINED PERCENTAGE FOR BOTH ELA AND MATH.
THANK YOU FOR THAT CLARIFICATION, DO WE KNOW THE STATE AVERAGE FOR THOSE? LOOK IT UP REAL FAST FOR YOU.
THAT'S OKAY. IT GIVES ME SOMETHING TO ASK.
THE ONLY REASON I BRING THAT UP IS BECAUSE I WOULD LIKE TO KNOW WHAT THAT BENCHMARK IS.
TO WHAT? HOW? BECAUSE, YOU KNOW, I THINK WE'RE, WHAT, 58% AND 54% ON THOSE TWO MEASURABLES AND WITH 100% GOAL.
WE'VE ONLY HAD A 2% INCREASE OVER THE LAST YEAR.
SO I WANT TO UNDERSTAND HOW THAT CORRELATES TO SO WE REALISTIC NUMBERS.
YEAH. SO I CAN GIVE YOU NUMBERS FOR GRADES THREE.
SO THIS IS A COMPOSITE AVERAGE FOR GRADES THREE THROUGH EIGHT AND 10TH GRADE.
SO THEY DON'T SPLIT IT OUT BY THIRD FOURTH.
UNLESS I TRY DOING IT THIS WAY.
OKAY. SO THIRD GRADE, STATE OF WASHINGTON, ASSESSMENTS WAS 47.7% IN ELA AND 49% IN FOURTH GRADE FOR MATH, IT WAS 50% THIRD GRADE AND 48% SECOND GRADE.
SO THEY ARE ABOVE STATE AVERAGE.
WE'RE TALKING ON THE AVERAGE OF, I BELIEVE, 30% IN ELA AND SOMETHING LIKE 45% OR ALMOST 40% GROWTH IN MATH FOR FOURTH GRADE.
SO REALLY TO BE COMMENDED FOR THAT LEVEL OF IMPROVEMENT.
BUT YES, THEY ARE ONE OF THE THEY ARE ABOVE THE STATE AVERAGE.
RIGHT. SO THANK YOU FOR CLARIFYING THAT AND PROVIDING THAT INFORMATION.
THE NEXT QUESTION I HAD WAS I JUST WANTED TO CORRELATE THE 100% GOAL ON THE SMARTER BALANCE TEST 100% OBVIOUSLY IS A LOFTY GOAL, AND THEN WE HAVE 80% ON THE, POSITIVE INDICATORS FROM THE STAFF.
I JUST IN MY HEAD, I WOULD THINK THAT WOULD BE FLIPPED, YOU KNOW, LIKE WE SHOULD BE EXPECTING 100% FROM OUR PROFESSIONALS AND THEN MAYBE 80% ON THE TEST RESULTS.
ANYWAY, I JUST PUTTING THOSE TOGETHER AND JUST TRYING TO FIGURE THAT OUT.
I DON'T THINK WE'VE ASKED OURSELVES WE DID ASK OURSELVES THAT QUESTION TO IN DEVELOPMENT.
YEAH. SO I'LL PIGGYBACK ON THAT IF I MAY.
SO HAVING SUBSTITUTED OVER AT MAPLE GROVE, THERE ARE SCHOOLS THAT AS A SUBSTITUTE, YOU KIND OF LIKE TO GO TO.
AND THERE ARE OTHER PLACES THAT I HAVE TO ADMIT I HAVE KIND OF LIKE SHIED AWAY FROM GOING THERE.
OKAY. AND MAPLE GROVE IS A SCHOOL I LOVE TO GO TO SUBSTITUTE.
YOU KNOW, IT'S JUST IT'S AN AMAZINGLY FUN PLACE TO GO AND THE KIDS REAL GOOD ATTITUDE AND STUFF.
BUT I WAS THINKING ALONG THOSE SAME LINES AND I WAS THINKING ABOUT THE SMART GOAL.
[00:35:06]
SO WE'VE ALWAYS USED SMART GOALS, AND IT SOUNDS LIKE MAYBE WE'VE ABANDONED THAT, BUT I DON'T THINK WE HAVE.SO THE QUESTION IS, CAN YOU SPEAK TO HOW WE HAVE THIS 100% GOAL? AND YET HOW DOES THAT OVERLAP WITH THIS IDEA OF HAVING SMART GOALS? YEAH. YOU CAN.
I MEAN, THERE'S A ATTAINABILITY PORTION HERE THAT SEEMS LIKE IT'S LACKING KIND OF A THING, YOU KNOW? [INAUDIBLE] THE A IS ATTAINABLE.
AGAIN, I WOULD ASK, WHO'S IT NOT ATTAINABLE FOR? WHOSE CHILD AM I GOING TO KEEP APART FROM THAT GOAL? I'M A MOM. I'M A GRANDMA.
I CAN'T KEEP A CHILD FROM THE POSSIBILITY OF REACHING THAT GOAL.
OKAY. I'M GOING TO JUMP IN ON THAT ONE TOO BECAUSE I TOTALLY AGREE WITH YOUR PHILOSOPHY.
NO, OUR JOB IS FOR EVERY CHILD.
AND SO THANK YOU FOR THAT GOAL.
IT'S VERY CLEAR, DATA DRIVEN I LOVE IT.
AND MAPLE GROVE, CONGRATULATIONS ON YOUR GROWTH IN MATH.
AND THE TEACHERS HAVE WORKED HARD TO GET THERE.
AND THE KIDS HAVE WORKED HARD.
I KNOW YOU'RE STILL CONCERNED ABOUT ATTENDANCE.
YOU'VE HAD SOME IMPROVEMENT, BUT WHEN I VISITED LAST YEAR, I KNOW THAT WAS A FOCUS.
AND WHEN I LOOK AT 2021 WITH AN 83.9% AND I KNOW WE'RE MAKING SOME GAINS, BUT MAN, THIS IS TOUGH.
IT'S HARD FOR KIDS TO BE SUCCESSFUL WHEN THEY DON'T SHOW UP AT SCHOOL.
IS THERE ANY WAY WE CAN SUPPORT YOU IN THAT? DO YOU WANT TO SPEAK ON IT? I DON'T KNOW WHAT TO SAY.
I GUESS I WOULD SAY WE'VE JUST BEEN KIND OF SENDING HOME LETTERS AND REACHING OUT TO FAMILIES, IN THE LAST COUPLE OF WEEKS AND NOTICED A LARGE INCREASE IN THE LAST COUPLE OF WEEKS, AND WE HAVE BARRIERS TO COMMUNICATING WITH OUR FAMILIES, BECAUSE WE HAVE A LARGE PERCENTAGE OF STUDENTS THAT ARE NON-NATIVE ENGLISH SPEAKERS, AND THAT CREATES BARRIERS FOR THE TEACHER AND ALSO FOR THE OFFICE STAFF AND FOR ALL OF US WHO ARE TRYING TO CONTACT THEM.
AND THAT'S KIND OF BEEN MY TAKEAWAY MOST RECENTLY, IS WE NEED TO COACH UP THOSE FAMILIES AND HELP THEM UNDERSTAND HOW IMPORTANT IT IS FOR THEIR STUDENTS TO BE HERE IF THEY'RE NOT ILL, AND THAT'S HARD SOMETIMES.
COULD YOU, CLARIFY THE ATTENDANCE DATA? SO WHEN YOU HAVE A NUMBER LIKE, IN 21, 22, IT SAYS 63.4%.
WHAT DOES THAT MEAN? DOES THAT MEAN ON AN AVERAGE DAY 63.4% OF STUDENTS ARE THERE? OR IS THAT BASED ON THAT NUMBER THAT SAYS IF YOU MISS MORE THAN 18 SCHOOL DAYS, OR IS IT I THINK IT'S A MONTH, TWO DAYS A MONTH, RIGHT.
SO IT'S 18 SCHOOL DAYS OVER THE COURSE OF THE YEAR, THEN YOU'RE CONSIDERED CHRONIC ATTENDANCE.
SO THAT WOULD MEAN THAT 22 POINT, YOU KNOW, 26.6% OF THE STUDENTS ARE IN THAT CATEGORY.
WHAT IS THE ATTENDANCE DATA BASED ON.
DO YOU WANT ME TO SPEAK TO THAT? WELL, YEAH. WOULD YOU? YEAH. SO THE REGULAR ATTENDANCE OSPI HAS A VERY SPECIFIC FORMULA THAT THEY USE TO DETERMINE THEIR ATTENDANCE RATES, AND IT DOESN'T ALWAYS ALIGN WITH.
THEY USE A FORMULA IN WHICH IF ON AVERAGE A STUDENT HAS LESS THAN TWO ABSENCES PER MONTH, THEY ARE CONSIDERED TO HAVE REGULAR ATTENDANCE. THEY WOULD BE A STUDENT THAT WOULD BE INCLUDED IN THAT PERCENTAGE AS HAVING REGULAR ATTENDANCE.
NOW THAT CAN BE BOTH EXCUSED AND UNEXCUSED ABSENCES.
IN ADDITION, THAT'S AN ABSENCE OF MORE THAN A HALF DAY THAT'S INCLUDED.
AND THE OTHER KICKER, AND THIS IS WHAT REALLY THROWS US OFF IN TRYING TO MEASURE IT AGAINST OUR OWN DATA SYSTEMS, IS IT HAS TO BE A STUDENT WHO'S BEEN CONTINUOUSLY ENROLLED AT THAT SCHOOL FOR 90 DAYS OR MORE.
[00:40:06]
SO CAN I ASK YOU A QUESTION? HAS THAT, HAS THE WAY THAT THEY HAVE THAT THEY TRACK ATTENDANCE CHANGED HAS THE STATE'S DATA? I DO NOT, CHANGE SINCE 2021.IT'S NOT JUST HOW MANY KIDS SHOW UP EVERY DAY.
NO, BUT WE'RE MAKING A COMPARE.
YES. I, WE ARE NOT AWARE OF ANY CHANGE IN THE WAY THE STATE HAS FORMULATED THAT RATE.
YEAH, NOT MEETING IT BECAUSE EVEN THOUGH THEY'RE EXCUSED ABSENCES TO GO TO A BOARD TOUR, THEY'RE MISSING MORE THAN TWO DAYS, MOST LIKELY JUST BASED ON WHAT WE ASK THEM TO DO. AND OBVIOUSLY BOTH VERY CAPABLE, HIGH ACHIEVING INDIVIDUALS.
SO IN SOME WAYS I THINK THAT EXCUSED UNEXCUSED PIECE IS MUCKING IN THE DATA AND MAKING IT MORE DIFFICULT FOR US TO MAKE GOALS THAT ARE ACCURATE TO THE CONCERN.
BECAUSE TO ME, UNEXCUSED ABSENCES OR ABSENCES THAT ARE NOT FOR VALID REASONS ARE.
OUR BIGGEST CONCERN IS THAT WE HAVE STUDENTS THAT MAYBE AT AN OLDER AGE, MAY BE CHOOSING TO STAY HOME OR MAYBE OVERSLEEPING, OR MAYBE THERE MAY BE THINGS THAT WE CAN WORK WITH THE FAMILY AND PARTNER WITH ON WHERE IN THERE THERE'S SOME DATA THAT WE'RE NOT GOING TO DO ANYTHING ABOUT THAT'S JUST ACCEPTED. AND THE OTHER THING TO PROVIDE CONTEXT REAL QUICK, IN 2018-19, PRIOR TO COVID, THE STATE AVERAGE REGULAR ATTENDANCE DATA ACROSS THE STATE WAS 90%.
THINK ABOUT THAT FOR A SECOND, 90% OF THE STUDENTS IN THE STATE OF WASHINGTON WERE HAVING LESS THAN TWO EXCUSED OR UNEXCUSED ABSENCES PER MONTH SINCE COVID.
STATEWIDE, THAT NUMBER WAS DOWN TO 67%.
WELL, AND THANK YOU FOR THAT BECAUSE THAT'S REALLY MY POINT.
YEAH. MY POINT IS THAT STATEWIDE A CHANGE IN ATTITUDE.
STATEWIDE. KIND OF LOST IN HERE.
SHELLY KIND OF THREW LIKE A GRENADE ON MY POINT.
SORRY. WHAT MY POINT WAS GOING TO BE WAS THAT WHEN YOU LOOK AT THE FACT THAT ONLY 63.4% OF YOUR STUDENTS AREN'T MISSING MORE THAN TWO DAYS A MONTH, AND TO MARY'S EARLIER POINT THAT IT'S DIFFICULT TO LEARN IF YOU'RE NOT AT SCHOOL, THE FACT THAT YOU DO HAVE 58.2% SMARTER BALANCED IN MATH AND A 54.9% SMARTER BALANCED IN ELA IS OUTSTANDING.
AND CERTAINLY, CONGRATULATIONS ARE IN ORDER FOR YOUR STAFF.
BECAUSE THAT MEANS YOU'RE WORKING REALLY HARD.
AND I KNOW THAT THERE'S A PERCENTAGE OF STUDENTS, YOU KNOW, AS SHELLY POINTED OUT, WHO ARE HIGH ACHIEVERS THAT STILL MISS, BUT THE BULK OF THOSE THAT MISS ARE, YOU KNOW, STRUGGLING STUDENTS WHO FOR SOME REASON ARE NOT INCLINED TO PUSH THROUGH AND MAKE IT TO SCHOOL.
YOU KNOW, AND THE OTHER FASCINATING PIECE ABOUT MAPLE GROVE'S DATA THAT THEY DIDN'T CALL OUT.
BUT I WILL JUST TO SAY THEY HAVE THE SECOND HIGHEST NUMBER OF MULTI LINGUAL LEARNERS IN OUR DISTRICT FOR A PRIMARY SCHOOL WELL, AND THE HIGHEST NUMBER OF SPECIAL EDUCATION STUDENTS, CORRECT, HIGHEST NUMBER OF SPECIAL ED AND THE SECOND HIGHEST JUST BY 1% LOWER THAN GLENWOOD.
AND WE TYPICALLY THINK OF THE GLENWOOD LAUREN CAMPUS AS OUR BIGGEST MULTILINGUAL LEARNER, CAMPUS.
BUT MAPLE GROVE IS RIGHT AT THAT LEVEL, AND THE DATA IS STILL, REALLY IMPRESSIVE.
SO IT'S NEAT TO SEE THE WORK THEY'RE DOING THERE.
I WAS JUST WONDERING IF I'M SORRY.
IF YOU HAD ANY. JACKIE, DID YOU WANT TO JUMP IN WHEN YOU'RE DONE? I'M GOOD. I WAS JUST CURIOUS, TO MARY'S POINT THAT SHE MADE ABOUT THE BRIDGES CURRICULUM BEING.
BUT OBVIOUSLY YOU'VE WORKED THROUGH THAT.
COULD YOU OFFER SOME COMMENTS ON THE ELA CURRICULUM AND WHAT YOU'RE SEEING AND.
WE'RE DOING PAPER, ROCK, SCISSORS UNDER THE TABLE.
YEAH, WE'RE THRILLED WITH THE NEW CURRICULUM.
[00:45:06]
APPARENT EVEN IN THE SHORT AMOUNT OF TIME, YOU KNOW, WE HAVE SECOND GRADE CLASSROOMS HAVING SOCRATIC SEMINAR.IMAGINE YOU'VE HAD SOCRATIC SEMINAR AND YOU'RE AT HIGH SCHOOL LEVEL A LITTLE BIT.
SO IT'S JUST PROVIDING OPPORTUNITIES FOR OUR TEACHERS WHO HAVE JUST ALWAYS BEEN VERY HARD WORKING AND VERY STANDARDS FOCUSED TO REALLY EXPLORE SOMETHING THAT'S RIGOROUS.
THE CONSISTENCY IS SO ENCOURAGING.
YOU KNOW, I MIGHT VISIT A THIRD GRADE CLASSROOM AND GO FROM CLASS TO CLASS AND SEE NEARLY THE SAME LESSON WITH THE KIDS, AND I KNOW THAT CONSISTENCY IS JUST GOING TO LEAD TO GREATER GAINS FOR THE WHOLE DISTRICT.
BUT TRUTHFULLY, I THINK IT'S THE RIGOR AND THE DEEP EXPLORATION OF QUESTIONS AND INQUIRY THAT OUR STUDENTS ARE BEING ASKED TO DO THAT FOR ME IS THE MOST ENCOURAGING.
THANK YOU. I WANT TO BE COGNIZANT OF OUR TIME.
BUT, JULIA, DID YOU HAVE ANY QUESTIONS BEFORE WE MOVE ON? TO BE HONEST, YOU GUYS ASKED ALL OF MY QUESTIONS.
LIKE I WROTE DOWN QUESTIONS AND EVERYBODY ASKED THEM.
YEAH, SAME HERE. SO I GOT THEM ANSWERED.
I WILL JUST FINISH UP BY SAYING, THANK YOU FOR 100%.
THANK YOU FOR ACKNOWLEDGING EACH AND EVERY STUDENT.
I THINK EVERY SCHOOL SHOULD HAVE THAT GOAL.
IT'S A GOAL AND IT SHOULDN'T EVER BE LOOKED PAST.
WE WILL TAKE A THREE MINUTE BREAK AND RECONVENE AT 450, 4:50.
IS THAT OKAY, OR DO YOU WANT TO DO FIVE? OKAY, WE'LL DO A FIVE MINUTE BREAK.
OKAY, WELCOME. WE ARE READY TO TRANSITION TO AMBOY MIDDLE SCHOOL.
WE HAVE NICK KRAUSE AND LORI WALKER, NICK KRAUSE, PRINCIPAL LORI WALKER, ASSISTANT PRINCIPAL.
AND THEY'RE GOING TO SHARE THEIR JOURNEY WITH US AT AMBOY.
OH, IS THAT AN OWL OR A I DON'T KNOW WHAT THAT WAS.
I DON'T KNOW, IT WAS A LITTLE DIFFERENT, BUT YEAH, IT WAS GOOD.
AND THANK YOU, DENNY AND SHELLEY, FOR YOUR LEADERSHIP AND GUIDING US EVERY SINGLE YEAR.
YOU ARE ALWAYS CONSISTENT AND YOU'RE ALWAYS THERE.
YOU'RE VULNERABLE YOURSELF AND ALLOWING US TO BE VULNERABLE.
I ALSO WANT TO SAY THANK YOU TO THE SUPPORT STAFF.
PEOPLE LIKE SANDY U'REN, LISA AND JAMIE THAT ARE BEHIND THE SCENES THAT MAYBE NOT GET MENTIONED.
I'M HERE TO SAY THAT WE ARE 515 STRONG AT AMBOY.
WE'VE LOST A FEW STUDENTS AFTER COVID, BUT WE ARE SLOWLY BUT SURELY COMING BACK.
WE HAVE BEEN WORKING ON CULTURE AT AMBOY FOR OVER THE PAST FEW YEARS, AND IF WE DO NOT HAVE CULTURE IN PLACE, I DON'T KNOW HOW WE CAN DO ANYTHING AND TO GET THESE KIDS WHERE THEY NEED TO BE.
OUR KIDS HAVE BEEN REALLY RESILIENT, OVER THE LAST FEW YEARS, GOING THROUGH ALL THE COVID, IT'S ALWAYS THERE, COVID, I THINK WE'VE STOPPED TALKING ABOUT COVID AND WE JUST START FOCUSING ON MOVING FORWARD.
AND OUR KIDS HAVE BEEN RESILIENT AND THEY'RE SHOWING THAT EVERY SINGLE DAY, EACH DAY THEY COME IN WITH DIFFERENT STORIES AND OUR TEACHERS MEET THEM AT THE LEVEL THEY ARE AT EACH MOMENT.
I AM PROUD TO SAY THAT OUR STAFF IS A FAMILY.
WHEN YOU WALK INTO OUR COMMUNITY, OUR BUILDING, I WOULD LIKE TO THANK YOU.
YOU FEEL A SENSE OF FAMILY AND THAT IS RIGHT DOWN TO OUR LUNCH SERVERS, THE PEOPLE THAT ARE CLEANING OUR BUILDINGS, OUR STUDENTS IN OUR BUILDING, OUR TEACHERS AND OUR COMMUNITY MEMBERS.
I FEEL OUR COMMUNITY IS STRONG.
THEY ARE BEHIND US AND THEY'RE THERE WITH US IN EVERY STEP WE TAKE.
AND AT SOME POINT LATER IN THE PRESENTATION, I'M GOING TO TALK ABOUT THAT.
BUT BEFORE I DO, I WANTED TO PASS IT OVER TO MY PARTNER, LORI WALKER.
I HAD THE OPPORTUNITY TO HIRE HER, I BELIEVE, A FEW YEARS AGO.
WE'LL SAY THAT. AND WE WORKED TOGETHER AT LAUREN MIDDLE SCHOOL, AND WE MOVED MOUNTAINS AT LAUREN MIDDLE SCHOOL, AND ABOUT FOUR YEARS AGO, WE WERE SEPARATED. AND WE HAVE FOUND OUR WAY BACK TOGETHER.
AND LORI WALKER IS ONE OF THE MOST HARDEST WORKING ASSISTANT PRINCIPALS, IN THE DISTRICT.
SHE OPENS HER HEART EACH AND EVERY DAY FOR OUR STUDENTS, OUR STAFF, OUR COMMUNITY MEMBERS.
SHE WILL STOP IN A MOMENT AND JUST HELP, AND SHE WILL DRIVE OUT TO A HOUSE.
AND SHE JUST GIVES HER HEART EACH AND EVERY DAY.
[00:50:05]
EXCEL AND OUR TEACHERS TO DO THEIR WORK.THANKS, NICK. IT'S A HARD ACT TO FOLLOW.
YEAH, IT'S ALL RIGHT AND NOTICE WHO HAS THE GLASSES.
SO I'M EXCITED TO SHARE SOME CELEBRATIONS THAT WE HAVE THINKING ABOUT OUR TIERED FIDELITY INVENTORY, ON OUR TIER ONE IMPLEMENTATION WAS 98%.
AND OUR GOAL IS TO HIT 100%, THE EXCITING THING IS WE THINK WE'RE GOING TO HIT IT BECAUSE THE TWO PIECES THAT WE NEEDED TO ADD LAST YEAR WAS TO ADD PARENTS TO OUR TIER ONE TEAM AND THEN STUDENTS.
AND SO WE HAVE DONE THAT THIS YEAR.
SO WE'RE LOOKING FOR OUR NUMBER HITTING THAT GOAL.
AND THEN, YOU KNOW, YOU ALWAYS THINK ABOUT, WELL, WHAT ARE WE DOING DIFFERENTLY? OR HOW ARE WE DIFFERENT? ONE OF THE THINGS THAT, WE'RE EXCITED ABOUT IS THAT OUR ATTENDANCE AVERAGES 90% A DAY AND WE REALLY CELEBRATE THAT WITH OUR COMMUNITY IN NEWSLETTERS WE HAVE A BIG, HUGE SIGN THAT WE POST EVERY DAY.
SO WE'RE CONSTANTLY REVISING, CALLING FAMILIES AND DOING WHAT WE NEED TO DO TO HIT THAT GOAL.
IT'S VERY EXCITING. OUR STUDENTS HAVE WE'VE MOVED FROM LIKE IN AUGUST, WE HAD TEN STUDENTS GO IN SEPTEMBER, WE HAD 89 STUDENTS GO, IN OCTOBER, 193 STUDENTS.
AND IN NOVEMBER, SO FAR, 201 STUDENTS WHO WENT TO THE EAGLE'S NEST.
AND THEY EITHER GO ON THEIR OWN, SOMETIMES LUNCH AND RECESS.
THE KIDS ARE LIKE, I WANT TO GO TO THE EAGLE'S NEST NOW.
SOMETIMES OUR TEACHERS WILL SEND THEM.
SO IT'S BEEN A REAL SUCCESSFUL PLACE, AND WE'RE EXCITED THAT, MORE STUDENTS ARE GOING, WHETHER IT BE BY STUDENT CHOICE OR TEACHER CHOICE.
OUR PBIS REWARD SYSTEM IS A REAL, HAS BEEN A REAL POSITIVE PLACE.
RIGHT. SO THAT'S BEEN REALLY COOL.
SO A COUPLE OF THE WAYS THAT WE CELEBRATE WITH OUR TIER ONE, IS GIVING EAGLE BUCKS.
AND I WOULD SAY OUR CURRENCY IS GOOD.
IT'S GOING GOOD WHERE KIDS REALLY LIKE THOSE EAGLE BUCKS.
RIGHT. SO WHEN THEY'RE SHOWING BEING SAFE, RESPECTFUL AND RESPONSIBLE, THEY GET AN EAGLE BUCK.
I SHOULD HAVE BROUGHT SOME, BUT YOU CAN PRETEND, SO IN SEPTEMBER.
SO I'M GONNA KIND OF SHARE SOME OF THE NUMBERS.
ONE IS WITH THE EAGLE BUCKS STORE, AND, STUDENTS ARE ASB STUDENTS RUN IT ONCE A MONTH AND KIDS COME AND THEY CAN BUY THINGS.
AND SO IT'S ALL STUFF THEY LIKE.
SO THEY OF COURSE WANT TO BUY IT WITH THEIR BUCKS.
SO IT COULD BE ANYTHING FROM STICKERS TO BRACELETS TO FIDGETS TO, IT'S NOT TOP RAMEN.
WHAT IS IT CALLED? CUP OF NOODLE.
REAL FANCY BECAUSE WE HAVE HOT WATER FOR THEM.
IT'S VERY EXCITING SO JUST SOME THINGS LIKE THAT, AND THINGS RUN FROM $1 TO $4 BUCKS, RIGHT? SO IT'S REALLY COOL.
SO, IN OUR EAGLE BUCKS STORE, WE KNOW WHAT'S WORKING BECAUSE IN SEPTEMBER, WE HAD 1869 EAGLE BUCKS THAT WERE BOUGHT WITH OR SOLD. AND IN OCTOBER, ABOUT 1700.
WE DON'T HAVE TODAY, NOVEMBER'S COUNT YET UNTIL THURSDAY.
SO THAT WILL BE KIND OF OUR EAGLE BUCKS THAT WE DO THEN.
AND THE KIDS PUT THEIR NAMES ON THEIR EAGLE BUCKS AND PUT IT IN FOR DIFFERENT THINGS.
SO THEY MIGHT BE, GOING FOR A PLACEHOLDER.
MAYBE THEY WANT THEIR OWN NAME, PLACE TAG OR, SPORTS EQUIPMENT OR PUZZLES.
[00:55:01]
JUST KIND OF A RANDOM THINGS THAT WE PURCHASE THROUGH PTO FUNDRAISERS THAT WE USE THE MONEY TO GO TOWARD THOSE STORES.AND THESE, OF COURSE, ARE ITEMS THAT THE KIDS WANT.
SO WE'RE EXCITED THE NUMBERS ARE INCREASING.
A LOT OF EAGLE BUCKS HAVE BEEN SPENT ON THESE ITEMS. AND, YOU KNOW, KIDS ARE WANTING TO BE SAFE, RESPECTFUL AND RESPONSIBLE.
OUR ADVISORY PROGRAM, IS GOING REALLY WELL.
WE HAVE, KIND OF A SET SYSTEM WHERE GRADE LEVELS ROTATE.
SO TYPICALLY THERE'S, 3 TO 4, CHARACTER STRONG, LESSONS PER MONTH AND SOMETIMES WEDNESDAYS WE DON'T HAVE SCHOOL.
I IN FACT, I TALKED TO A FEW TEACHERS, AND THEY'RE REAL HAPPY WITH HOW THAT'S BEEN GOING.
IT'S TEACHER FRIENDLY CURRICULUM.
THEY'RE LEARNING SOME CHARACTER TRAITS.
AND WE'RE EXCITED TO START DOING SOME CHARACTER DARES WITH THE ENTIRE SCHOOL, COME JANUARY.
SO THAT'S PART OF OUR, FUN CULTURE WHERE THE KIDS ARE IN THEIR ADVISORY AND THEY'RE PLAYING THESE GAMES WITH PING PONG, TRYING TO GET THEM IN THE CUPS, AND THEY'RE PLAYING THEM CUP STACKING AND MINUTE TO WIN IT GAMES AND ALL SORTS OF THINGS WHICH ARE REAL, KIND OF TEAM BUILDING, COMMUNITY BUILDING GAMES.
AND THEN WE ALSO HAVE ASSEMBLIES ONCE A MONTH THAT'S RUN BY OUR ASB AND ADMIN.
WE GET EXCITED WITH THE KIDS AND ALL THE STAFF ARE THERE.
AND THEN WE ALSO HAVE, CAMPUS CLEANUP THAT WE DO, THAT'S ROTATED THROUGHOUT THROUGHOUT.
AND I'LL TELL YOU THE BEST THING ABOUT ALL THESE PROGRAMS THAT WE HAVE GOING IS THEY'RE GREAT SYSTEMS. OUR SYSTEMS ARE IN PLACE AT AMBOY.
VERY NICE. THANK YOU.LORI, BEFORE I GO ON TO THIS NEXT PART, I WANT TO ACKNOWLEDGE MAPLE GROVE.
YOU GUYS DID A WONDERFUL JOB, AND YOU'RE DOING GREAT WORK.
SO I DON'T THINK WE'LL DO THAT, BUT WE CAN'T GET ANY FURTHER AWAY.
IT'S A HIDDEN, SCHOOL UP IN THE WOODS.
I'M SURE THERE'S A LOT OF PEOPLE IN THE DISTRICT THAT MAYBE EVEN HAVEN'T BEEN UP TO AMBOY, AND OUR TEACHERS ARE WORKING REALLY HARD, AND I REALLY AM EXCITED TO TALK ABOUT THIS NEXT SECTION ABOUT HIGH QUALITY INSTRUCTION.
AND I THINK WE'RE MORE INTENTIONAL NOW.
AND I WANT TO SHARE SOME DATA POINTS THAT GO WITH OUR FIRST CYCLE, BECAUSE I THINK THAT'S IMPORTANT.
IN OUR FIRST CYCLE, 29 OUT OF 21, 29 OUT OF 29 STAFF PARTICIPATED, 13 OUT OF 13 TEAMS, 13 OUT OF 13 TEAMS CREATED A COMMON FORMATIVE ASSESSMENT.
13 OUT OF 13 TEAMS CREATED THAT.
THAT'S SOMETHING TO CELEBRATE.
THAT'S A CELEBRATION RIGHT THERE.
THAT'S WHAT I THINK OUR MARK NEEDS TO BE AND WHERE WE NEED TO GO AS A DISTRICT.
TEAM TWO. I'M NOT SURE IF THEY HAVE THIS DOCUMENT IN FRONT OF ME.
TEAM TWO IS A TEAM OF SIXTH GRADE TEACHERS, PROBABLY ONE OF OUR MOST HIGH FUNCTIONING PLC TEAMS ON OUR IN OUR SCHOOL AND MAYBE WITHIN THE DISTRICT. THEY ARE CONSTANTLY GETTING, HIGH SCORES IN THE DISTRICT FOR I-READY.
THEY HAVE BEEN PLC FOR MANY YEARS.
WHAT WE DID ON OUR SECOND CYCLE KICKOFF, WE DID A CELEBRATION WITH OUR STAFF.
THIS TEAM GOT IN FRONT OF EVERYBODY AND SAID WE SET A GOAL OF 20% KID IMPROVEMENT.
THEY STOOD IN FRONT OF THEIR COLLEAGUES AND SAID WE FAILED, BUT WE LEARNED SOMETHING.
AND THEY DID THAT AND I APPRECIATE THEM.
THEY STILL MADE 28 OUT OF 48 STUDENTS MET THAT 20% GROWTH.
SO THEY MAY NOT MET THEIR 20%, BUT ALL OF THEM GREW 10%.
[01:00:07]
THEY HAD A LOFTY GOAL.THEY'RE TALKING ABOUT THEIR PASSING OFF.
HE SAID, YEAH, I DID. HE WENT RIGHT BACK DOWN TO THE ROOM AND SAID, DON'T TRICK ME ON THIS ONE.
THE OTHER TEAM I WANT TO BRING UP IS A NEW PE TEAM.
WE HAVE A FIFTH GRADE TEACHER THAT JUST WENT INTO BECOME THE FEMALE PE TEACHER TO JOIN A VETERAN MALE TEACHER, AND WHAT THEY ARE NOW FOR EACH OTHER ARE MENTORS. HE IS MENTORING HER IN A PE PROGRAM.
SHE IS MENTORING HIM ON HOW TO LOOK AT DATA.
THE LAST ONE I WANT TO POINT OUT IS A SEVENTH THROUGH EIGHTH, SEVENTH AND EIGHTH GRADE ELA TEAM.
AND THIS COMPASSES THE COMMON LIT.
AND SO THEY CREATED A GOAL TOGETHER AND WORKING ACROSS GRADE LEVELS IN THEIR PRETEST DATA.
ON THE EIGHTH GRADE, ONE TEACHER WENT FROM 2 TO 2.6 INCREASE.
THE OTHER EIGHTH GRADE TEACHER WENT 1.5 TO 2 POINT INCREASE.
THE SEVENTH GRADE TEACHER WENT 1.7 TO A 3.2 INCREASE.
BUT THE ONE THING THAT THEY ARE DOING IS THEY'RE WORKING THROUGH THEIR STRUGGLES TOGETHER.
THE PROGRAM TOGETHER ACROSS GRADE LEVELS THAT'S VERTICAL.
IT'S NO MORE OF SITTING IN YOUR CLASSROOM AND GOING WONDERING, HOW AM I GOING TO REACH THESE STUDENTS? HOW CAN I REACH ACROSS THE TABLE AND MY PARTNER AND WORK TOGETHER? THE OTHER THING I WANT TO BRING UP, TOO IS, WHEN WE WERE CELEBRATING, THE ONE THING THAT CAME UP WAS WE FORGOT TO CELEBRATE WITH THE STUDENTS.
WHY ARE WE NOT HAVING THESE STUDENTS CELEBRATE WHEN THEY'RE MAKING THESE GAINS? THE TEACHERS ARE.
SO WE CHALLENGE OUR STAFF FOR THIS SECOND CYCLE IS FIGURE OUT HOW WE CAN BRING THE STUDENTS IN AND HAVE THEM CELEBRATE THESE GOALS THAT THEY ARE MEETING OR THESE TEACHERS ARE SETTING FORTH. SO WE'RE LOOKING FORWARD TO THAT CHALLENGE.
BUT I WANT TO POINT OUT TO THESE ARE THE REFLECTIONS FROM OUR STAFF.
AND I THINK THESE ARE PROBABLY MORE INTENTIONAL THAN ANYTHING.
FINE TUNING PREVENTIONS, RAISING THE BAR OPPORTUNITY TO SHARE RESULTS, LEARNING NEW PACING, BEING FLEXIBLE AND BEING VULNERABLE.
WE NEED TO UNDERSTAND THAT WE ARE NOT PERFECT.
WE CAN GROW AND WE CAN DO IT TOGETHER.
AND I THINK THE THING THAT LAURA AND I HAVE TALKED ABOUT IS REFLECTION LEADS TO GROWTH.
WE'RE TRYING TO CREATE A RISK FREE ENVIRONMENT FOR OUR TEACHERS AND MODEL THAT FOR THEM TO DO THAT IN THEIR CLASSROOM, IF WE CAN HAVE OUR TEACHERS SAYING THIS IS A RISK FREE ENVIRONMENT TO MAKE MISTAKES SO WE CAN LEARN, THAT IS AWESOME.
SO WE'RE TRYING TO DO THAT WITH OUR STAFF.
AND SO WE'RE VERY PROUD OF THIS PLC JOURNEY THAT WE ARE ON.
AND WE STRONGLY FEEL THAT IF THIS IS NOT MOVING THE NEEDLE RIGHT NOW, WE HOPE IT WILL EVENTUALLY, BECAUSE AFTER WE GO THROUGH THREE CYCLES, WE'RE ADDING TO THAT REPERTOIRE, AND THEN NEXT YEAR WE CAN GO TO THREE MORE.
AND IF ANYTHING, IT RUBS OFF INTO OUR OWN GRADE LEVEL PLC SAYING THAT, HEY, WE CAN DO THIS WORK ON A GLOBAL LEVEL, LET'S TAKE IT BACK TO OUR TEAM LEVELS AND SEE WHAT WE CAN DO IN OUR CLASSROOMS. MORE SO, WE ARE VERY STEADFAST WITH THIS PLC PROCESS, OUR LEADERSHIP TEAM, THAT'S ALL WE DO.
THAT'S ALL WE TALK ABOUT IS PLC.
WHERE ARE WE AT? WHAT DO WE NEED? WHAT'S OUR PROFESSIONAL DEVELOPMENT? WHAT'S THE NEXT STEP? AND THAT'S WHAT DRIVING OUR SCHOOL.
WE START FIGURING OUT WHERE OUR END GOAL IS AND WHAT ARE OUR ASSESSMENTS ALONG THE WAY.
AND THEN WHAT'S THE RESET RIGHT IN THE MIDDLE WHEN THAT COMMON FORMATIVE ASSESSMENT SAYS OUR DATA POINTS ARE NOT PUTTING US WHERE WE'RE AT, WHAT'S THE NEXT STEP? AND THAT'S THAT END UNIT PREVENTION SUPPORT THAT I'M REALLY EXCITED ABOUT.
AND I THINK OUR TEACHERS HAVE BEEN RESILIENT AND, REALLY JUST INVITING THIS INTO THEIR CRAFT.
[01:05:09]
OUR CONTENT IS THERE, THE ESSENTIAL STANDARDS.IT'S THE CRAFT THAT MAKES IT COME ALIVE IN OUR ROOMS. AND THEY'RE LEARNING FROM EACH OTHER, RELYING ON EACH OTHER.
AND THANK YOU FOR LISTENING TO US.
SO AT THIS POINT WE HAVE AN OPPORTUNITY FOR QUESTIONS.
WE HAVE ABOUT TEN MINUTES OR A LITTLE ACTUALLY A LITTLE OVER TEN MINUTES.
YOU WERE VERY SUCCESSFUL IN THAT APPROACH.
SO, 5:25 IS WHEN WE WOULD MOVE TO CLOSING STATEMENTS.
SO QUESTIONS FROM THE BOARD FOR AMBOY MIDDLE SCHOOL.
I'VE GOT A COMMENT, BUT I'M NOT GOING TO MONOPOLIZE IT.
SO. QUESTIONS? SAY YOU GO WHEN YOU GOT IT.
YEAH. OKAY, SO HERE'S THE DEAL.
SO, MISS SPERRY, MISS DRAKE, YOU GUYS ARE GREAT.
LIKE I SAID OVER AT MAPLE GROVE, I JUST LOVE GOING TO THE SCHOOL.
UNFORTUNATELY, NICK AND LORI HIRED ME.
OKAY. AND, I TELL YOU, I'M, LIKE, EMOTIONALLY CHARGED WITH WHAT YOU GUYS HAVE SHARED.
I THINK I TALKED WITH MR. DRAKE A COUPLE OF YEARS AGO.
I KNOW I TALKED WITH DENNY ABOUT PLCS.
I USED TO COME HERE AND GIVE A THINGS THAT ARE BOTHERING MR. TATE [INAUDIBLE] BUT NOBODY ASKED.
I DON'T KNOW IF YOU GUYS REMEMBER THAT, BUT MY FIRST ONE WAS ON PLCS, OKAY? AND I AM SO EXCITED.
SO I'M SO HAPPY TO HEAR WHAT YOU'RE DOING.
THIS IS EXCITING STUFF BECAUSE THIS IS AT THE HEART OF OUR SUCCESS IS MAKING THESE PLCS WORK.
AND I THANK YOU THAT YOU HIRED ME A FEW YEARS AGO.
I'M GOING TO PIGGYBACK ON THAT THEN, THANK YOU FOR TELLING THE STORIES OF YOUR TEAMS. IT'S REALLY NICE TO BE ABLE TO HEAR SOME SPECIFICS ABOUT DIFFERENT TEAMS AND THEIR, YOU KNOW, BOTH THEIR STRUGGLES AND THEIR VICTORIES, THANK YOU FOR TALKING ABOUT CELEBRATING WITH STUDENTS.
AND ACTUALLY, WHEN I VISITED OUT THERE IN ONE OF YOUR CLASSROOMS, I SAW EXACTLY THAT HAPPENING.
THEY WEREN'T THERE TO THEIR GOAL YET, BUT THEY WERE MAKING PROGRESS ALONG THE WAY, JUST LIKE THE TEACHERS, YOU KNOW, SEE THE PROGRESS TOO, IT'S OBVIOUS THAT EVERYBODY IN THE SCHOOL IS HAVING THE SAME CONVERSATION.
AND, YOU KNOW, THAT JUST MEANS SO MUCH.
SO I JUST AND ALSO, THANK YOU FOR SHARING YOUR AVERAGE DAILY ATTENDANCE.
THAT MAKES ME FEEL SO MUCH BETTER 90%.
YOU ALL DO, AND YOU'RE TRYING TO GET THEM.
BUT THAT HELPS TO UNDERSTAND AND TO PUT PERSPECTIVE ON IT IS TO KNOW THE AVERAGE DAILY ATTENDANCE.
WELL, FIRST OFF, CONGRATULATIONS ON YOUR GUYS EFFORTS OUT THERE.
THE COLLABORATION FROM YOUR TEAMS CLEARLY APPARENT THE GOALS THAT YOU'VE SET FOR YOURSELVES ON THE ACHIEVEMENTS FOR THE SMARTER BALANCED ASSESSMENT OF 49 AND 53%.
WAS THERE ANY LIKE WHAT WAS THE LOGIC BEHIND THAT GOAL? I THINK THE EASY LOGIC IS INCREASING EACH YEAR, AND I BELIEVE WE WENT ON A 5% INCREASE ON THAT ONE, THAT IS VERY HARD TO MOVE THAT NEEDLE. AND THAT'S WHERE WE FEEL LIKE A LOT OF THIS WORK IN THE POC WILL EVENTUALLY, LEAD ITSELF TO THAT.
EVEN IF WE LOOK AT OUR I-READY DATA COMPARED TO OUR SMARTER BALANCE, THERE'S A BIG DIFFERENCE THERE.
THAT'S SOMETHING WE NEED TO WORK TOWARDS.
AND WHERE WE'RE AT IS IN OUR CONVERSATION, IS IN OUR PLCS, IS OUR RIGOR MATCHING THAT SMARTER BALANCE? AND WE'VE HAD THAT CONVERSATION NOT ONLY IN THE SCHOOL, WE HAVE IT IN OUR GUIDING COALITION TALKS.
WHERE IS THAT RIGOR LEVEL AT? BUT I WILL SAY THIS TO START A PROCESS, YOU HAVE TO BUILD FROM THE MIDDLE, WHICH I BELIEVE IS OUR LEADERSHIP GUIDING US IN THAT.
[01:10:08]
RIGOR. BUT RIGHT NOW, I WANT THEM BUILDING THOSE ASSESSMENTS AND SEEING THAT CORRELATION.BUT THE SMARTER BALANCE, IT'S AN END OF THE GOAL AND WE NEED TO WORK ON THAT.
IT'S A TEST ON ANY GIVEN DAY ON A KID, AND I LOVE THE GOAL OF 100%.
I JUST WANTED TO ADD, I CAN LOOK AT THIS DATA.
I THINK OVER THE YEARS, WE'VE HEARD MARY ASK FOR VERY KEYED IN ON DATA BECAUSE IT'S WHAT DRIVES US.
I CAN LOOK AT THIS DATA AND GO, WOW, WE'RE NOT DOING VERY GOOD.
RIGHT? BUT THERE'S SO MUCH MORE TO IT.
THERE'S SO MUCH MORE BEYOND IT.
BECAUSE WITHOUT THAT EXTRA PIECE OF THE STORY, WE JUST WE HAVE, IT'S SO EASY TO LOOK AT AND THINK WE'RE JUST FAILING. RIGHT.
BUT WE'RE NOT. WE'RE GROWING SO MUCH AND WE'RE DOING BETTER EVERY DAY.
AND SOME DAYS WE MIGHT GO THREE STEPS BACK AND SOME DAYS WE MIGHT TAKE FIVE FORWARD.
AND IT'S, YOU JUST GOT TO CELEBRATE THE WINS.
SO THANK YOU FOR MAKING YOUR STAFF A PART OF IT.
THANK YOU FOR MAKING THE STUDENTS A PART OF IT.
IT'S HUGE. YEAH. NICK AND LORI, I WAS HOPING THAT YOU COULD TALK A LITTLE BIT.
COULD YOU TALK ABOUT YOUR OWN LEADERSHIP IN TERMS OF HOW YOU WORK TO OVERCOME THAT WITH STAFF? BECAUSE I DO FEEL LIKE, YOU KNOW, WHEN YOU SEE THE GAINS, IT SOFTENS THE RESISTANCE.
WHEN YOU OVERCOME THE RESISTANCE INCREASES THE GAINS.
IT'S KIND OF LIKE WHAT COMES FIRST, THE CHICKEN OR THE EGG KIND OF THING, BUT I'M FASCINATED HOW IN YOUR STORY, HOW YOU KNOW AND I KNOW YOU'RE BOTH OF YOU ARE VERY HUMBLE, BUT I THINK IT IS IMPORTANT HOW YOU OVERCAME THAT.
WOULD YOU MIND SHARING A LITTLE BIT? I DON'T KNOW IF I'M GOING TO ANSWER IT CORRECTLY, BUT I'LL JUST ANSWER HOW I FEEL.
THERE'S ONLY ONE. GO BACK TO TERRY'S COMMENT, PLEASE.
WHEN YOU PUT A TEACH, I'LL GIVE YOU A STORY.
IT WAS PROBABLY MAYBE, TOWARDS THE END OF FIRST CYCLE THIS YEAR, AND I, WE WANTED TO FIGURE OUT A WAY TO CELEBRATE THE GROWTH. AND SOME TEACHERS HAD THEIR STUFF DONE AND ALL PACKAGED AND READY TO GO.
SOME WERE STILL WORKING ON THAT.
SO I GRABBED A FEW KEY POINTS, AND I WENT TO THE MICROPHONE AND I GLORIFIED A TEAM.
I HAD TWO TEAMS DOWN IN MY OFFICE SAYING, WHERE'S OUR DATA POINTS? WHY ARE WE NOT SHARED? I SAID, I DON'T HAVE THEM YET.
OUR TEACHERS REALLY WANT TO HEAR THE SUCCESSES OUT.
AND SO WE'RE CONSTANTLY CELEBRATING THAT AND SHARING THAT.
I DO BELIEVE THAT OUR LEADERSHIP TEAM HAS STAYED TRUE TO THIS IS A GOOD PRACTICE, AND I'VE ASKED THEM, I SAID, IF YOU'RE GOING TO BE A PART OF THIS TEAM, YOU NEED TO DELIVER THAT MESSAGE OUT IN THE HALLS.
YOU CAN'T LEAVE THIS MEETING AND SAY, OH, THAT'S JUST WHAT WE DO OVER THERE.
BUT YOU ALSO NEED TO SAY, NO, THIS IS GOOD STUFF.
AND I THINK WE HAVE A LOT OF PEOPLE THAT ARE NOW STANDING UP BECAUSE WE'VE GIVEN THEM THAT VOICE.
SO THEY STAND UP IN FRONT OF A PEER AND SAY, YES, THIS IS GOOD PRACTICE.
NOW SEE THIS? WHY? LOOK AT THIS.
WHEN YOU PUT A DATA POINT IN FRONT OF A STAFF MEMBER, YOU CAN'T REFUTE THAT.
I CAN STAND HERE ALL DAY, JACKIE, AND TELL YOU HOW GREAT AMBOY IS.
BUT IF I DON'T HAVE ANY DATA TO BACK THAT UP, IT'S JUST MY WORDS.
AND YEAH, MAYBE MY WORDS ARE GREAT.
THEY'RE GOING TO LAND IN SOMETHING, BUT THE DATA POINT BACKS IT UP.
AND SO OUR TEACHERS ARE STARTING TO USE DATA.
[01:15:04]
MOMENT. AND I WILL POINT OUT ANOTHER SITUATION.WHEN WE WERE AT A CELEBRATION ON THAT SECOND CYCLE, ALL OF OUR TEAM STOOD UP.
HE DIDN'T HAVE ANYTHING TO REPORT.
I WAS EMBARRASSED FOR HIM, AND I THINK HE WAS EMBARRASSED FOR HIMSELF.
BUT AT THAT MOMENT WILL NEVER HAPPEN AGAIN.
SAY, WHY ARE YOU NOT DOING WHAT THEY'RE DOING? BECAUSE WE'RE HERE TO MOVE.
WE'RE HERE TO REACH EACH AND EVERY KID.
LIKE ANDREA SAID, THAT'S AWESOME.
AND IF WE'RE NOT WORKING TOGETHER, THAT'S NOT A FAMILY.
IT'S OKAY TO BE VULNERABLE IN A FAMILY.
IT'S OKAY TO MAKE MISTAKES IN A FAMILY.
IN A FAMILY, YOU PICK EACH OTHER UP.
AND I BELIEVE THAT'S OUR MANTRA AT AMBOY.
AND I'VE TRIED TO DELIVER THAT IN ANY SCHOOL I GO TO.
AND I THINK SOME OF OUR STAFF ARE STARTING TO REALIZE IT'S OKAY TO BE VULNERABLE.
AND IF WE MODEL THAT FOR THEM, THEY'RE GOING TO MODEL THAT IN THE CLASSROOM FOR THEIR KIDS.
SO I DON'T KNOW IF I ANSWERED YOUR QUESTION.
OUTSTANDING. LORI? YEAH. WE'RE REALLY A WE MENTALITY, RIGHT.
OH, MIGHT BE EASIER IF I WORK WITH THEM.
WELL, FIRST OF ALL, JUST I THINK ONE OF THE TAKEAWAYS FROM BOTH PRESENTATIONS TODAY IS WE ARE REALLY BLESSED IN THIS DISTRICT TO HAVE INSTRUCTIONAL LEADERS BUILDING PRINCIPALS OF HIGH TALENT, HIGH CHARACTER.
I WAS PROUD LISTENING TO MY COLLEAGUES SHARE WITH YOU THEIR WORK, THEIR JOURNEY, AND WE SHOULD BE PROUD AS A DISTRICT OF THOSE PEOPLE, BECAUSE THE PRINCIPAL ROLE IS THE LINCHPIN.
AND IT'S THE HARDEST JOB IN THE SYSTEM SHORT OF THE SUPERINTENDENT JOB.
YEAH, I THOUGHT I LOOKED OVER AND I WAS LIKE, AWKWARD.
SO BUT THE PRINCIPAL JOB IS IT IS A VERY DIFFICULT JOB TO DO.
AND WHAT NICK IS TALKING ABOUT HERE WITH CREATING A CULTURE THAT IS EASIER SAID THAN DONE AND IS REALLY A TESTAMENT TO THE ARTISTRY AND SKILL OF OF NICK AND LORI AND ANDREA.
SO I HOPE YOU'VE FOUND THIS TO BE VALUABLE.
WE WILL BE BACK IN JANUARY WITH, PRAIRIE HIGH SCHOOL WILL BE REPRESENTING THE HIGH SCHOOL, COMPREHENSIVE HIGH SCHOOLS AND RIVER HOMELINK WILL BE OUR ALTERNATIVE LEARNING SCHOOL. SIMILAR FORMAT, SAME TEMPLATE, CIP TEMPLATES.
SO, WE WILL SEE YOU IN A FEW WEEKS.
BUT THAT IS ALL WE HAVE FOR US.
AND WE'RE GOING TO END FIVE MINUTES EARLY.
* This transcript was compiled from uncorrected Closed Captioning.