[00:00:03]
GOOD EVENING OR AFTERNOON, EVERYONE.WE WILL GET THIS SPECIAL MEETING STARTED FOR MONDAY, JANUARY 22ND.
[A. School Improvement Plans for 2023-24 - Shelly Whitten and David Kennedy]
WITH OUR PRESENTATION OF OUR SCHOOL IMPROVEMENT PLANS.BOARD. THIS IS OUR SECOND INSTALLMENT OF OUR SCHOOL IMPROVEMENT PLANS.
AS YOU KNOW, YOU'VE ALREADY HEARD FROM OUR MIDDLE SCHOOLS AND OUR PRIMARY SCHOOLS.
AND TONIGHT, WE WILL BE HEARING FROM PRAIRIE HIGH SCHOOL AND RIVER HOMELINK.
AND IN THAT WE ALSO HAVE SOME OF OUR ADMINISTRATORS FROM THOSE LEVELS AS WELL HERE.
A FEW WEEKS AGO, WE STARTED WITH PRIMARY AND MIDDLE SCHOOLS, AS SHELLEY SHARED WITH YOU.
AND THEY WILL PRESENT FIRST, AND SIMILAR TO THE LAST TIME THAT WE MET, THEY WILL PRESENT FOR 25 MINUTES AND THERE WILL BE TEN MINUTES FOR QUESTION AND ANSWER FOR YOU TO ASK QUESTIONS OF THEM.
THAT SHOULD TAKE US UP TO 445, AT WHICH POINT WE'LL HAVE A SHORT BREAK, AND AFTER THE BREAK WE WILL HAVE RIVER HOMELINK, ONE OF OUR ALTERNATIVE SCHOOLS THAT WILL PRESENT THEIR SCHOOL IMPROVEMENT PLAN, SAME FORMAT, 25 MINUTES FOR THEM TO PRESENT, TEN MINUTES FOR QUESTION AND ANSWER.
WE'LL HAVE A SHORT, TIME FOR COMMENTS AT THE END.
SO TODAY THE TWO SCHOOLS, THE STAFF THAT WILL BE REPRESENTING THE TWO SCHOOLS, PRAIRIE HIGH SCHOOL, WE HAVE PRINCIPAL SUSANNA WARR, ASSISTANT PRINCIPALS AARON THOMPSON, KELLIE TORRES, STEPHANIE WATTS WHO CANNOT BE WITH US THIS EVENING.
SHE IS BEING AN ATHLETIC DIRECTOR AND HAS GAMES AT KELSO, THIS EVENING.
AND ALSO, DARREN FOX, YOU KNOW, STUDENTS.
SO, BEHIND THEM WE HAVE RIVER HOMELINK WITH PRINCIPAL MATT KESSLER, ASSISTANT PRINCIPAL SUSAN SMITH.
SO, THEY WILL ALL BE SHARING ON THE THREE BIG AREAS THAT OUR DISTRICT STRATEGIC PLAN IS LOOKING TO DELIVER ON, WHICH IS SAFE AND CARING ENVIRONMENTS, HIGH QUALITY INSTRUCTION AND COLLABORATION THAT CULTIVATES TRUST.
SO, WITHOUT FURTHER ADO, WE ARE READY FOR PRAIRIE HIGH SCHOOL, AND I'LL TURN IT OVER TO SUSANNA.
THANK YOU VERY MUCH, DAVID, THANK YOU SO MUCH FOR HAVING US HERE TONIGHT.
WE'RE VERY MUCH EXCITED TO SHARE SOME OF THE STORIES OF THE REALLY INCREDIBLE WORK HAPPENING AT PRAIRIE HIGH SCHOOL, TO PAINT THE PICTURE OF OUR SCHOOL IMPROVEMENT PROCESS, WHICH IS ALWAYS ONGOING WORK.
AND I DO ALSO WANT TO, GIVE YOU A THANK YOU.
SO, THERE ARE PIECES YOU'LL BE ABLE TO LOOK AT AND READ AND GO BACK TO AT YOUR OWN LEISURE.
YOU DON'T HAVE TO LOOK AT JUST EXACTLY WHAT I AM TALKING ABOUT AT THAT MOMENT, BUT I WANT YOU TO BE ABLE TO DIG INTO IT AND DIGEST AS YOU WANT, BECAUSE THERE IS GOING TO BE SOME DATA ON HERE AS WELL.
THAT IS WHAT WE'VE BEEN FOCUSING ON.
AND THAT IS REALLY GOING TO BE SEEN THROUGH, TWO BIG PIECES HERE WITH OUR HIGH SCHOOL CHANGES TO OUR HIGH SCHOOL ASB, WE USED TO ONLY HAVE ONE CLASS OF ASB WHERE LEADERSHIP HAPPENS.
WE'VE INCREASED IT. AND IN THAT WE HAVE UPPERCLASSMEN IN ONE SECTION MENTORING AND HELPING SUPPORT THE UNDERCLASSMEN WHO ARE NOT QUITE SURE WHAT ASB MEANS, WHAT STUDENT LEADERSHIP MIGHT BE LIKE.
AND THEY GET AN OPPORTUNITY TO LEARN FROM THEIR PEERS AND IT GROWS.
SO, THERE WAS MORE THAN ONE STAFF MEMBER WHO WAS TRYING TO DO AN INCREDIBLE AMOUNT OF WORK IN ALL THE THINGS THAT ASB DOES IN THE SCHOOL, WHICH IS DANCES AND ASSEMBLIES AND WEEKLONG OF CELEBRATIONS, ALL THE THINGS THAT HELP BUILD THAT SOCIAL CULTURE OF PRAIRIE.
[00:05:01]
TO THAT MENTORING, AND OUR UNDERCLASSMEN ARE STEPPING UP AND TAKING ON BIGGER LEADERSHIP POSITIONS, MORE SO THAN WE'VE EVER SEEN BEFORE.SO WE'RE VERY EXCITED ABOUT HOW THAT IS STARTING TO ALLOW FOR INCLUSIVITY AND STUDENT INPUT, AND A CHANCE FOR OUR STUDENTS TO REALLY DRIVE THE DIRECTION OF THAT STUDENT CULTURE AT THE BUILDING WITH OUR ATHLETICS.
THERE'S SOME DATA FROM FALL ATHLETICS THERE FOR YOU.
REALLY WHAT THAT TELLS YOU, THOUGH, THAT THE MOST IMPORTANT PIECE OF THAT IS THAT WE HAVE A LOT OF PARTICIPATION WITH ATHLETICS, AND STUDIES SHOW THAT WHEN A STUDENT IS INVOLVED IN ATHLETICS, THEIR ACADEMICS IMPROVE.
IT IS A BUILT-IN INTERVENTION THAT WE DON'T HAVE TO MANAGE.
THOSE COACHES ARE THERE TO HELP SUPPORT.
THEY'RE HELPING COMMUNICATE WITH FAMILIES.
IT CREATES AN ENVIRONMENT WHERE STUDENTS DON'T GO UNSEEN, AND THEY HAVE A SENSE OF BELONGING AGAIN.
I DO WANT TO PUT A LITTLE PLUG, BY THE WAY, OURFHS AUCTION IS COMING UP ON APRIL 27TH.
WE HOPE TO SEE ALL OF YOU THERE.
SO, APRIL 27TH PUT THAT ON YOUR CALENDARS.
INVITES WILL BE COMING OUT SOON, I BELIEVE.
SO OTHER THINGS THAT WE HAVE GOING ON FOR PLACES FOR STUDENTS TO GROW AND TO BELONG.
OUR ARTS PROGRAM IS REALLY COMING BACK TO LIFE AFTER COVID.
A PLACE TO HAVE VISUAL ARTS, CERAMICS REPRESENTED.
OUR PERFORMING ARTS IS GROWING LIKE YOU COULDN'T BELIEVE.
TICKETS ARE SELLING OUT AT OUR SHOWS NOW.
THEY LOVE THE SENSE OF BELONGING THEY GET IN THE DRAMA PROGRAM AS WELL.
SO, IT'S BECOMING A HUGE PLACE FOR OUR STUDENTS TO FIND BELONGING.
THE MORE OUR STUDENTS ARE FEELING HEARD, AND THEY FEEL LIKE THEY BELONG.
SO, WE ARE REALLY SUPPORTING AND WORKING TOWARDS FOSTERING THAT ENVIRONMENT WHERE STUDENTS, STAFF, FAMILIES FEEL SUPPORTED, VALUED, HEARD, WHICH IS A BIG PIECE OF THE STRATEGY FOR THIS GOAL FOR THE DISTRICT.
AND I JUST WANT TO SAY AT THIS POINT, A HUGE THANK YOU TO THE SCHOOL BOARD.
WE COULD NOT DO ANY OF THIS WORK WITHOUT YOUR SUPPORT.
SO AGAIN, THANK YOU SO VERY MUCH FOR THAT.
I'M GOING TO START TELLING THE STORY FOR YOU ABOUT HIGH-QUALITY INSTRUCTION.
FOR US RIGHT NOW, WHERE THE VISION HAS BEEN, WHERE THE WORK HAS BEEN, HAS BEEN ON OUR PLCS.
OUR PROFESSIONAL LEARNING COMMUNITIES AT PRAIRIE HIGH SCHOOL, AND WE HAVE 35 OR SO PLCS INDIVIDUALS.
I'M GOING TO TELL THE STORY OF OUR LANGUAGE ARTS NINTH GRADE PLC.
IT'S ONE THAT I KNOW REALLY WELL, WHICH IS WHY I'M GOING TO TELL THEIR STORY.
AND THEY HAVE HAD SOME INCREDIBLE RETURNS ON THEIR COLLABORATION WITH STUDENT GROWTH.
SO, THE FIRST THING YOU'LL SEE THERE IS THEIR UNIT PLAN FOR THEIR FIRST UNIT.
WHEN I STARTED SITTING IN AND LISTENING TO THEIR PLC WORK AND LISTENING TO THEM TALK ABOUT THE STANDARD THEY HAD SELECTED, HOW THEY WANTED TO APPROACH IT, WHICH INSTRUCTIONAL STRATEGIES HAVE WORKED FOR THEM BEFORE, WHICH ONES MAYBE? OH, I HADN'T TRIED THAT BEFORE. MAYBE I'LL TRY THAT INSTEAD.
THEY STARTED MAPPING OUT THEIR ENTIRE UNIT, AND WHAT YOU'LL SEE HERE IS THEIR UNIT MAP, INCLUDING THEIR COMMON CORE STANDARD THAT THEY CHOSE, WHICH IS ALIGNED TO A BATTLE GROUND A CENTRAL STANDARD. WHAT THE CONCEPTS ARE, THE SKILLS, THE LEARNING PROGRESSION, LEARNING INTENTIONS, SUCCESS CRITERIA, AND THEN ALL THE POSSIBLE TEXTS THEY MIGHT USE.
AND AS THEY WERE WORKING, YOU CAN SEE THE PROGRESSION OF HOW THEY MAPPED OUT TEACHING THIS INSTRUCTION SO THAT STUDENTS WOULD HAVE THE MOST SUCCESSFUL TIME IN THE CLASS, WOULD SEE THE BEST POSSIBLE EDUCATIONAL EXPERIENCE.
[00:10:02]
THAT WAS A BIG PIECE OF THIS YEAR'S PUSH WITH THE PLCS IS TO NOT JUST SIMPLY HAVE A STANDARD AND TALK ABOUT IT, BUT TO GATHER DATA FROM FORMATIVE ASSESSMENTS AND TO BE ABLE TO THEN HAVE PLANNED OUT A DAY SET ASIDE TO AFTER THEY LOOK AT THE RESULTS, DECIDE WHAT THEY'RE GOING TO DO TO RESPOND AND RESPOND.SO, IF A STUDENT WEREN'T LEARNING THE CONCEPT OR SKILL THAT WAS BEING TAUGHT, THEY FIGURED OUT HOW ARE WE GOING TO RETEACH OR ADDRESS? IF A STUDENT WAS LEARNING, HOW CAN THEY EXTEND THE ACTIVITY FOR THEM? AND THEY BUILT THAT INTO EACH OF THE STORIES, EACH OF THE MAJOR CHUNKS OF LEARNING AS THEY WERE PROGRESSING THROUGHOUT THE UNIT.
WHERE ARE YOU GOING TO SEE IS SOME DATA.
SO THERE ARE FOUR TEACHERS WHO ARE PART OF THE NINTH GRADE ELA PLC.
SO, THEY WEREN'T SPECIFICALLY WORKING WITH THE OTHER NINTH GRADE TEACHERS AT THIS TIME.
NOT SAYING THAT THEIR OTHER WORK ISN'T VALUABLE, BUT IT DID.
I WAS JUST CURIOUS ABOUT WHAT WAS THEIR DATA LOOKING LIKE AS I WAS PREPARING FOR THIS PRESENTATION.
WHAT IT SHOWS YOU IS ALL THE CURRENT GRADE DATA AS OF LAST MONDAY FOR STUDENTS IN A NINTH-GRADE CLASS TAUGHT BY A TEACHER WHO'S IN THAT PLC, WHO'S COLLABORATING WITHTHE OTHER NINTH GRADE TEACHERS.
OKAY. IF YOU GO TO CHART NUMBER FOUR ON PAGE SEVEN.
THEIR F DATA WAS 15.65% HIGHER.
WHEN I SAW THAT, WHEN I STARTED TO NOTICE THAT I JUST GOT SO CURIOUS.
WHAT STORIES ARE STARTING TO TELL US ABOUT THE SUCCESS OF TEACHERS COLLABORATING TOGETHER AND COLLABORATING NOT JUST TO GET TOGETHER, BUT FOLLOWING THE PLCS SEVEN STEP PROCESS IN ORDER TO SEE STUDENTS SUCCEED.
AND SO, THE FIFTH CHART THERE DOES SHOW A DIRECT COMPARISON FOR EACH GRADE FROM A, B, C, D, F FOR STUDENTS WHO WHOSE TEACHERS BELONG TO THE NINTH-GRADE PLC AND STUDENTS WHOSE TEACHERS DID NOT FOR THAT CYCLE WHO WERE IN A DIFFERENT PLC.
NOW INSIDE THE GROUP OF STUDENTS WHOSE TEACHERS DO HAVE OR ARE PART OF THE NINTH-GRADE PLC.
PARDON ME, WE HAVE A MIX OF HONORS AND CO-TAUGHT.
WHAT I ALSO FOUND VERY INTERESTING AND IF YOU LOOK AT CHART NUMBER TWO, THAT SHOWS THE GRADES FOR STUDENTS WHO ARE CO-TAUGHT, WHOSE TEACHERS ARE NINTH-GRADE PLC MEMBERS, THEIR F RATE WAS 10.5 FOR THE HONORS, 10.6 ALMOST IDENTICAL.
AGAIN, IT'S REALLY PAINTING A STORY HERE.
IT'S STARTING TO PUT TOGETHER THIS THIS PICTURE OF HOW POWERFUL PLC COLLABORATION CAN BE.
THAT'S WHAT I WAS SEEING JUST LOOKING AT DATA.
IF YOU GO BACK TO PAGE FIVE YOU WILL SEE IN THEIR OWN WORDS, WHAT THE PLC MEMBERS HAD TO SAY ABOUT WHY THEY FOUND THIS WORK SO VALUABLE. SO I ASKED HIM SOME QUESTIONS AND I ACTUALLY PRESENTED THIS INFORMATION TO OUR THE REST OF THE DISTRICT AND BUILDING LEADERSHIP BACK AT A K 12 MEETING EARLIER THIS YEAR, AND I WENT AND TALKED TO SOME OF THE PLC MEMBERS TODAY, AND I WAS LIKE, HEY, BY THE WAY, I JUST WANT TO LET YOU KNOW, I WAS GOING TO TELL YOU THIS LAST WEEK, BUT I'M GOING TO BE TALKING ABOUT YOUR PLC.
HAS YOUR OPINION CHANGED ABOUT PLC WORK SINCE I FIRST ASKED YOU BACK IN OCTOBER? NOPE. IT'S STILL AMAZING.
IT STILL ALLOWS US TO BE INTENTIONAL, TO REMOVE ALL THE KIND OF EXCESS WORK THAT BEFORE WE THOUGHT WAS IMPORTANT, BUT REALLY HAS BECOME BUSY WORK FOR US, AND FOCUS ON THE WORK THAT TRULY IS GIVING STUDENTS AN OPPORTUNITY TO SHOW US WHAT THEY HAVE LEARNED AND FOR US TO DIAGNOSE WHAT THEY NEED TO LEARN.
STILL, IT REALLY TO ME WAS THE BEST PART OF DIGGING INTO HOW THE PLC WORK IS GOING FOR AT LEAST ONE PLC THAT I KNEW REALLY WELL BECAUSE THEY WERE ONE OF THE.
I EVALUATE ALL THE TEACHERS ON THAT TEAM.
I SPENT A LOT OF TIME WITH THEM, AND THEY ARE JUST SEEING SO MUCH INCREDIBLE VALUE, BOTH IN THEIR JOY IN WHAT THEY ARE DOING WITH THEIR STUDENTS AND WITH EACH OTHER AS A AS COLLABORATIVE MEMBERS OF A TEAM.
AND IN THE SUCCESS IN SEEING STUDENT STUDENTS BE SUCCESSFUL.
[00:15:03]
THEY'RE LEARNING. THEY ARE. THEY ARE ABLE TO MOVE ON TO THE NEXT LAYER OF CONCEPTS MUCH MORE PREPARED THAN BEFORE.IT'S TAKING LESS EFFORT TO HAVE TO DIG DEEPER WITH THE STUDENTS.
THE TEACHERS ARE REALLY FINDING IT TO BE TRULY AMAZING.
AND SO BECAUSE I'M I FOUND THIS SO INTERESTING WHEN I WAS LOOKING INTO JUST THIS LITTLE, TINY PIECE, THIS LITTLE SNIPPET OF ONE PLC WHEN FINALS ARE WRAPPED UP AT THE END OF NEXT WEEK AND WE START GETTING FINAL GRADES BACK, I REALLY AM LOOKING FORWARD TO TRYING TO DO THIS DATA WORK FOR ALL.
IS THE STUDENT SUCCESS RATE SHOWING SIMILAR RESULTS? SO, I'M REALLY EXCITED TO SEE IF THAT IS WHAT WE'RE STARTING TO SEE.
WE HAVE A LOT OF STAFF WHO ARE BUYING IN WHO REALLY ENJOY THIS WORK.
THEY ARE FINDING SO MUCH VALUE.
THIS IS THE STORY RIGHT HERE OF ONE SUCH GROUP OF INDIVIDUALS.
WE HAVE OTHERS WHO ARE STILL FINDING THEIR FOOTING.
BUT IF WE'RE GOING TO BE ABLE TO HELP OUR ENTIRE TEACHING STAFF FULLY UNDERSTAND AND JUMP ON BOARD.
SHOWING THEM RESULTS LIKE THIS FROM IN-HOUSE, FROM THEIR PEERS, RIGHT THERE IN A TABLE NEXT TO THEM, OR THE HALLWAY DOWN THE HALL OR DOWN THE BREEZEWAY IS GOING TO HAVE A HUGE IMPACT. AND THAT IS REALLY ABOUT PROVIDING ONGOING, TARGETED PROFESSIONAL LEARNING AND SUPPORTING OUR STAFF TO MEET THE DIVERSE NEEDS OF THEIR STUDENTS SO THAT THEY CAN BE SUCCESSFUL. AND THIS IS ALL WHAT THE PLC WORK IS ABOUT.
SO, THIS IS FULLY BUILDING INTO AND SUPPORTING HIGH QUALITY INSTRUCTION.
AND IT'S JUST, IT'S IN THE CLASSROOM LEVEL OF COURSE.
SO, THE THIRD GOAL, THE THIRD PIECE I'M GOING TO TALK ABOUT IS COLLABORATION THAT CULTIVATES TRUST.
SO, ON PAGE EIGHT, ONE OF THE THINGS THAT WE'RE TRYING TO WORK ON IS IMPROVE OUR ENTIRE STAFF AND ALL OF OUR STAKEHOLDERS FEELING LIKE THEY HAVE A VOICE IN WHAT HAPPENS AT PRAIRIE. WE CANNOT WORK IN ISOLATION.
MAKING SURE PEOPLE ARE ABLE TO TELL US WHETHER THEY ARE A TEACHER, A PARAEDUCATOR, A PARENT, A CUSTODIAL MEMBER, WHOEVER THEY ARE, STUDENTS, STAFF, ADMIN, PARENTS, COMMUNITY MEMBERS CAN TELL US THEIR THOUGHTS AND INSIGHTS.
WE HAVE A GREAT EXAMPLE OF HOW WE DID THAT AT PRAIRIE.
ONE OF MY FIRST YEARS THERE, WHICH WOULD HAVE BEEN A YEAR AND A HALF, TWO YEARS AGO.
SO IN THE VERY, VERY TAIL END OF MY FIRST YEAR, WE HAD A REALLY DEEP CONVERSATION WITH OUR STAFF ABOUT THE BIGGEST PROBLEMS THEY WERE SEEING, AND THEY JUST DESPERATELY WANTED HELP. AND THIS CAME FROM TALKING AND BUBBLING UP, AND IT BECAME APPARENT WE NEEDED TO PULL TOGETHER A MEETING.
SO, I INVITED FOLKS IN AND WE SAT DOWN AND WE TALKED, AND WE WERE ABLE TO START IDENTIFYING.
THEY'RE FRUSTRATED WITH TARDIES, AND THEY'RE FRUSTRATED WITH CELL PHONES.
WE HAVE STUDENT REPRESENTATIVES, AND WE HAVE PARENT REPRESENTATIVES.
WHICH ONE SHOULD WE TACKLE FIRST? WHAT DO YOU GUYS THINK WE LANDED ON TARDIES BEING ON TIME.
SO, WE CREATED THIS ON TIME POLICY, WHICH YOU SEE THERE.
WE TOOK SURVEYS AND GOT FEEDBACK FROM ALL OF OUR CONSTITUENT GROUPS, AND THEN WORKED TOGETHER TO ALIGN WHAT THE EXPECTATIONS SHOULD LOOK LIKE TO OUR PRAIRIE PRIDE SCHOOLWIDE EXPECTATIONS.
IF YOU CAN DO THIS PIECE, MAKING SURE THAT KIDS FOLLOW THE PROCESS OF HAVING A SLIP FROM THE TARDY KIOSK IF THEY ARE LATE, OR PASS FROM ANOTHER TEACHER OR STAFF MEMBER BEFORE LETTING THEM IN THE DOOR, WE'LL HOLD THEM ACCOUNTABLE WITH THE DISCIPLINE SIDE OF THINGS, WE'LL MANAGE AND TRACK THAT.
[00:20:02]
BETWEEN THE PRIOR YEAR WHEN TEACHERS SAID WE ARE WE CANNOT STAND THIS ANYMORE.KIDS NEED TO BE GETTING TO CLASS ON TIME TO THE NEXT YEAR.
BLUE IS THE YEAR WE IMPLEMENTED THE THE POLICY.
WE SAW A GIGANTIC DROP 13,000 FEWER TARDIES OVER THE COURSE OF THE YEAR.
BECAUSE TEACHERS HAD VOICE, THEY SHARED WHAT THEY WANTED AND BECAUSE WE LISTENED AND IMPLEMENTED THEIR IDEAS, WE SAW FIDELITY WITH IMPLEMENTATION. SO, THIS IS THE SORT OF STORY.
THIS IS PAINTING THE PICTURE OF HOW WE ARE PROVIDING OPPORTUNITIES TO OUR STAFF, TO OUR FAMILIES, AND TO OUR STUDENTS TO TELL US WHAT THEY ARE THINKING ABOUT EVERYTHING FROM WHAT IS GOING WELL TO WHAT COULD BE IMPROVED.
AND THEN WE DON'T JUST TAKE THAT INFORMATION AND SIT WITH IT.
WE'RE TRYING TO BE ACTIONABLE.
WE ARE TAKING IT TO THE DECISION-MAKING BODIES IN OUR BUILDING THAT ARE, AGAIN, MADE UP OF PEOPLE WHO REPRESENT THOSE DIFFERENT CONSTITUENT GROUPS TO MAKE THESE DECISIONS SO THAT EVERYONE HAS BUY IN AND WE ARE SOLVING THE PROBLEMS THAT ARE OUT THERE.
WE HAVE TO MAKE SURE WE'RE TRANSPARENT IN OUR DECISION MAKING.
AND WITH THAT, THOSE ARE THE STORIES I WANTED TO SHARE WITH ALL OF YOU.
SO, WE HAVE A LITTLE EXTRA TIME FOR QUESTIONS AND ANSWERS, IF YOU WOULD LIKE THAT.
SO, ANY QUESTIONS OR COMMENTS FROM THE SCHOOL BOARD REGARDING PRAIRIE HIGH SCHOOL'S SCHOOL IMPROVEMENT PLAN? WELL, I JUST WANT TO SAY I LOVE THE WAY AT THE END, YOU REALLY TALKED ABOUT HOW YOU HAVE GIVEN EVERYONE A VOICE.
SO, YOU STARTED OUT WITH, YOU KNOW, BUILDING THAT COMMUNITY WHERE EVERYONE FEELS HEARD AND YOU ENDED UP TELLING US HOW EVEN IN THE DAY TO DAY, YOU HAVE GIVEN EVERYONE THAT VOICE.
AND WITH THAT TRANSPARENCY, I THINK YOU'VE BUILT A COMMUNITY THAT YOU KNOW CAN WORK TOGETHER.
BUT I ALSO JUST WANTED TO, SAY I AM SO IMPRESSED WITH THE DATA THAT YOU COLLECTED FROM YOUR PLCS, BECAUSE THIS IS THE WORK, YOU KNOW, THAT WE'VE REALLY PUT, A LOT OF EFFORT BEHIND.
AND I IT'S SO NICE TO SEE THIS, THIS DATA COME FORWARD, AND I, I JUST ENCOURAGE YOU TO.
YES. DO THAT FOR THE REST OF THE PLC GROUPS.
I REALLY CAN SEE HOW THIS IF I'M A TEACHER, I'M LOOKING AT YOUR, YOU KNOW, YOUR CIP PLAN AND.
IF I LOOK AT THIS DATA AND I KNOW THIS IS MY WORK, DAY-TO-DAY.
THIS WOULD BE SO ENCOURAGING FOR ME TO CONTINUE THAT PROCESS.
SO PLEASE, YES, CONTINUE TO DO THAT.
AND THANK YOU SO MUCH FOR YOUR PRESENTATION.
OH YEAH. YOU'RE WELCOME. AND THANK YOU FOR THAT.
I'M JUST, I WAS JUST SO CURIOUS ABOUT WHAT WAS GOING TO HAPPEN WHEN I STARTED DIGGING INTO THIS.
IT'S JUST IT'S SO FASCINATING.
I'M LIKE, OH MY GOSH, I CAN'T WAIT UNTIL THE SEMESTER ENDS AND I CAN SEE ALL THE DATA.
YEAH. AND I KNOW THE CHALLENGES IN HIGH SCHOOL OF HAVING EVERYBODY IN THE PLC THEY NEED TO BE IN.
YEAH, I GET THAT. SO, THANK YOU.
UNDER THE ACHIEVEMENT GOALS, YOU KNOW, BY JUNE, THE END OF YEAR, 80%, 62%, ETC., WHERE CAN I FIND THE CURRENT WHERE YOU'RE AT RIGHT NOW FOR AND FOR THE CIP WORK? YEAH, EXACTLY.
WHICH, PARTICULAR GOAL ARE YOU THINKING OF? WELL, FOR ANY OF THEM, I GUESS I'M JUST TRYING TO GET DIRECTED TO WHERE I SHOULD LOOK BECAUSE, FOR EXAMPLE, IT SAYS ON, SAFE AND CARING ENVIRONMENTS, BY JUNE 24TH, 80% OF TIER ONE AND TIER TWO PBIS SYSTEM WILL BE IMPLEMENTED.
I JUST WANT TO SEE WHERE WE ARE NOW.
SO, I KNOW HOW MUCH YOU HAVE TO GO.
SORRY I THOUGHT I WAS TRYING TO.
SUSANNA. IT'S RIGHT HERE. LIKE WHAT.
SO THAT'S A GREAT POINT TO BRING UP.
SO SORRY. THAT SHOULD BE ON OUR CIP IN THERE.
WELL, IT MIGHT BE I DIDN'T SEE IT THERE FROM LAST YEAR.
AND I WAS ASKED. I WAS THINKING THE SAME QUESTION.
[00:25:01]
JUST WHERE WERE WE AT THE BEGINNING? NOT WHERE WE ARE NOW.YEAH. NOW I'M WONDERING IF I CAN SEE REALLY FAST FROM THE YEAR BEFORE WITH THE TFI.
SO, WHAT I HAVE HERE, THE 2020, 2021 WAS AT 33% FOR IMPLEMENTATION. THAT'S FROM THAT CIP.
I'M GONNA LOOK FOR THIS YEAR'S.
THAT WILL TELL. I'M TRYING TO GO BACK HISTORICALLY FOR YOU.
OH, THANK YOU. LOOK HOW A PARTNERSHIP IN THIS PLACE.
SO OVERALL FOR TIER ONE IMPLEMENTATION, WE STARTED OFF AT 77% IN 2018, 2019.
PRE-COVID, IT DIPPED A LITTLE AT 7,773%.
AND IT WENT TO 33% DURING 2020 2021.
SORRY, 1920 AND THE 2020 2021 BIG DIP AFTER COVID? UNDERSTANDABLY SO, RIGHT? REMOTE LEARNING IS VERY MUCH A CHALLENGE.
WE GOT BACK UP TO 70, 67% AND THEN LAST YEAR WE WERE AT 73.
OUR GOAL IS TO TRY AND GET BACK TO, IF NOT HIGHER THAN WE WERE IN 18-19.
AND IS THAT JUST FOR SAFE AND CARING OR IS THAT JUST FOR SAFETY? THAT'S JUST CORRECT. YEAH, JUST THE TFI THAT'S SPECIFICALLY THE TIER ONE IMPLEMENTATION.
YEAH. SO, YOU CAN SEE THAT THEIR GOAL IS 80.
SO, 7%? 7%. THAT'S WHAT I WANTED TO KNOW WITH THAT.
AND THE SMARTER BALANCE THE GOAL FOR THEIR HIGH-QUALITY INSTRUCTION.
YOU CAN SEE THOSE SCORES UNDERNEATH THE.
YEAH. SO, ELA LAST YEAR WAS 63.5 YOU SEE.
I APPRECIATE YOU. I'LL JUST ASK A GENERAL QUESTION.
SO, ANY OF THE ADMINISTRATORS CAN ANSWER.
BUT WHY DO YOU GUYS FEEL LIKE MATH IS SO LOW? I MEAN, IT'S NOT JUST PRAIRIE.
I THINK THAT HAS A LOT TO DO WITH IT.
THE OTHER CHALLENGE THAT IS SOMEONE WHO DID THIS, ORGANIZED THE STATE TESTING.
SO, IT JUST BECOMES KIND OF SOMETHING THEY'RE REQUIRED TO DO.
WE ALSO HAVE A LOT OF STUDENTS WHO, ARE NOT NATIVE ENGLISH SPEAKERS THAT LITERALLY THEY HAVE NO IDEA WHAT'S BEING ASKED OF THEM ON THE COMPUTER BECAUSE WE CAN'T HAVE SOMEBODY SIT NEXT TO THEM AND TRANSLATE.
IT WASN'T THE SAME KIND OF IMPACT.
AND SO, I WILL MY GUESS IS THAT THIS WE'RE GOING TO SEE THIS FOR A WHILE.
AND I DON'T KNOW, AARON, YOU WORK DIRECTLY WITH MATH.
I'M NOT I'M NOT SURE THAT EVEN WHERE THEY'RE AT NOW IS AT THE SAME PLACE AS THEY WERE BEFORE COVID.
AS FAR AS EXPECTATIONS, BECAUSE THERE ARE SO MANY.
SO ONE OF THE THINGS THAT WE'RE GOING TO DO, AND THIS IS A COLLABORATION BETWEEN MYSELF AND THE DEPARTMENT CHAIR AND IN COLLABORATION WITH DAVID, BECAUSE HE GOT WIND OF IT AND THEN HE DISCUSSED IT WITH HER, IS WE'RE GOING TO TRY AND DO SOME VERTICAL ALIGNMENT BETWEEN THE HIGH SCHOOLS AND THE MIDDLE SCHOOLS TO TRY AND ELIMINATE SOME OF THOSE BARRIERS TO UNDERSTANDING WHAT KIDS ARE GETTING IN MIDDLE SCHOOL AND HOW THEY'RE COMING TO HIGH SCHOOL READY, AND TO BREAK DOWN SOME OF THOSE MISCONCEPTIONS, BECAUSE OFTENTIMES YOU GET THOSE EDUCATORS IN THE SAME ROOM AND THEY'RE LIKE, BUT YOU, BUT YOU, BUT YOU.
AND THEN THEY WILL HAVE A MEETING WITH DAVID THAT'S MORE DISTRICT WIDE, WHERE THEY TALK ABOUT THE NITTY GRITTY OF WHAT SHOULD STUDENTS IN THE EIGHTH GRADE BE ABLE TO KNOW AND DO IN TERMS OF MATHEMATICS, TO BE PREPARED FOR WHAT STUDENTS SHOULD BE ABLE TO KNOW AND DO IN THE NINTH GRADE? SO, WE'RE REALLY EXCITED ABOUT THAT, BECAUSE THAT'S WORK THAT WE'VE BEEN WANTING TO DO FOR YEARS.
BUT THESE WAIVER DAYS, THANK YOU SO MUCH FOR THOSE.
WAIVER DAYS HAVE ALLOWED US THE FLEXIBILITY TO BE ABLE TO DO SOME OF THE WORK THAT WE CAN'T NECESSARILY DEFINE ON A SPREADSHEET, BECAUSE IF UNLESS TEACHERS TRUST EACH OTHER, THEY'RE NOT GOING TO BE HONEST ABOUT WHAT IT IS THAT KIDS ARE LEARNING AND DOING.
WE'RE ALSO EVALUATING, WELL, I THINK WE'RE IN A PILOT NEXT YEAR.
[00:30:02]
TWO CLASSES OF MATH SUPPORT.SO, FOR LIKE, IDENTIFYING, TARGETED STUDENTS AND OUTGOING INTO ALGEBRA ONE, BECAUSE ALGEBRA ONE IS REQUIRED FOR EVERY NINTH-GRADE STUDENT AND GIVING THEM A MATH SUPPORT CLASS. RIGHT AFTER.
SO, IT'S A BLOCK PERIOD WITH THE SAME TEACHER IN THE HOPES THAT THAT WILL HELP.
ALSO FILL IN THE GAPS WITH SOME OF THAT SPIRAL LEARNING AND MATH AND BUILD THAT CONFIDENCE.
YEAH, AND CONFIDENCE IS HUGE IN MATHEMATICS LEARNING.
HUGE. AARON, IF I COULD MAKE A SUGGESTION.
I SPOKE WITH DAVE ABOUT FIVE YEARS AGO, PRE-COVID.
AS AN EIGHTH-GRADE MATH TEACHER, I WAS WONDERING IF, SINCE THE KIDS COME TO ME, USUALLY AT THE SIXTH-GRADE LEVEL, IF HE HAD OR ANYONE WAS DOING ANY KIND OF A STUDY AS TO WHERE, WE BEGIN TO LOSE THEM, AND THE SUPPOSITION IS IN MY MIND THAT THE KINDERGARTNERS ARE AT GRADE LEVEL.
I MEAN, I WOULD EXPECT THAT THEY PRETTY MUCH START AT GRADE LEVEL.
BUT WE'RE TALKING IN, IN STATISTICAL NORMS. AND SO, THERE ARE ALWAYS EXCEPTIONS.
SO, IF SO, THERE'S GOT TO BE A KINDERGARTEN NORM.
WHATEVER IT IS I'D LIKE TO KNOW WHAT IT IS.
AND THEN I'D LIKE TO, YOU KNOW, COULD WE SOMEHOW TRACK IT A LITTLE BIT AND SEE IF THERE'S A POINT AT WHICH IT BEGINS TO DEVIATE? YOU KNOW, WHEN DO THEY BEGIN TO LOSE GROUND AS THEIR--IS THERE ANYTHING THAT WE CAN IDENTIFY IN THAT? DOES IT HAPPEN IN THIRD GRADE? SECOND GRADE? DOES IT START AT THE BEGINNING IN KINDERGARTEN? BECAUSE WE DON'T KNOW.
YOU KNOW, AND THERE DOESN'T SEEM TO BE ANYBODY LOOKING FOR THAT INFORMATION.
WE ARE WORKING WITH CHRIS LINDBLAD ON WHAT WE'RE TALKING.
WE'RE TRYING TO SPIRAL THE STUDENT'S EDUCATION BECAUSE WHAT THE MATH TEACHERS AT THE HIGH SCHOOL ARE RECOGNIZING, AND THAT WE'RE WORKING WITH THE HIGH SCHOOL TEACHERS AND THE MIDDLE SCHOOL WITH CHRIS IS ON HOW TO BACKFILL THOSE BASIC SKILLS.
NUMBER SENSE IS A REAL CONCERN AREA.
SO A LOT OF STUDENTS ARE NOT SUBITIZING WHEN THEY'RE YOUNG, WHICH IS HOW YOU SEE NUMBERS IN YOUR BRAIN, AND HOW YOU ACTUALLY LIKE, LOOK AROUND THE ROOM AND LIKE I SEE RECTANGLES AND HOW MANY RECTANGLES ARE UP THERE, LIKE SUBITIZING IS A REALLY IMPORTANT SKILL.
AND SO IF STUDENTS ARE MISSING THAT BECAUSE, SAY, THEY HAD COVID EXPERIENCE AND THEY WEREN'T IN SCHOOL AT THAT TIME, OR IT WAS BEING SUPPLANTED, MAYBE BECAUSE OF SOME SPECIAL EDUCATION SERVICES, OR MAYBE THEY HAD ABSENTEEISM OR INCONSISTENT ATTENDANCE.
ANY OF THOSE THINGS, IF THEY MISS SOME OF THOSE, THE CURRICULUM CONTINUES TO GO ON.
AND SO THEIR NUMBER SENSE IS DISRUPTED.
AGAIN, TRYING TO BUILD THAT CONFIDENCE WITH COMPETENCE.
I KNOW IT'S ONE SKILL, BUT IT'S A FOUNDATIONAL ONE.
IF YOU DON'T HAVE A SENSE THAT THREE TIMES FOUR IS NOT 51 AND YOU ACCIDENTALLY KEY IT IN ON YOUR CALCULATOR AND YOU DON'T HAVE A GENERAL SENSE OF THAT, IT MAKES IT HARD FOR YOU TO UNDERSTAND VARIABLES, AND IT MAKES IT HARD FOR YOU TO UNDERSTAND ANYTHING THAT'S CONCEPTUAL.
IF THE PROBLEM IS THE ARITHMETIC.
SO THAT IS SOMETHING THAT WE ARE LOOKING INTO.
BUT YES, I AGREE WITH YOU. WHERE DO THEY LOSE IT? AND I THINK A LOT OF THE RESEARCH THAT WE'VE LOOKED AT IN THE LAST MULTIPLE, MULTIPLE YEARS, PRE-COVID, SO IT MIGHT NOT BE NECESSARILY QUITE AS TRUE RIGHT AROUND FOURTH GRADE IS WHEN SCHOOL STARTS TO GET HARD FOR KIDS.
DO THEY DO SMARTER BALANCED TESTS IN FIRST GRADE AND SECOND GRADE? NO, NO. SECOND, THIRD, SECOND OR THIRD? THIRD IS WHEN THEY START THIRD THROUGH EIGHTH.
WE HAVE A KINDERGARTEN READINESS ASSESSMENT THAT WE DO WALK KIDS.
YOU KNOW, SO WE GET AN IDEA OF WHERE THEY COME IN WITH.
BUT I DO THINK, YOU KNOW, I MEAN, WE HAVE KINDERGARTNERS THAT ENTER THAT, YOU KNOW, DON'T KNOW HOW TO COUNT TO TEN WHO DON'T, YOU KNOW, FROM A FROM A NUMBER SENSE STANDPOINT, YOU KNOW, WHEN IT COMES TO MATH AND WHEN IT COMES TO READING THE SAME, THE SAME THING IS TRUE.
SO, YOU KNOW, THERE CERTAINLY ARE DEFICITS AND WE'RE REMEDIATING THOSE DEFICITS FROM THE GET-GO.
I'VE HAD SOME LONG CONVERSATIONS WITH MR. DRAKE AND MR. KRAUSS ABOUT THESE KINDS OF THINGS, AND THE THOUGHT JUST NOW OCCURS TO ME.
I MEAN, LET'S FACE IT, IF IN THIRD GRADE, WHEN THEY TAKE THE TEST THE FIRST TIME AND THERE ARE TWO GRADES BELOW GRADE LEVEL, MAYBE THE TEST ISN'T WORTH ANYTHING BECAUSE IF YOU CONTINUE EVERY YEAR, TWO GRADES BELOW GRADE LEVEL, YOU'RE NEVER GOING TO CATCH UP AND YOU'RE NEVER GOING TO BE TOLD YOU WERE SUCCESSFUL BECAUSE YOU'RE GOING FROM GRADE TO GRADE.
I MEAN, I GREW I WAS AT THIS GRADE, I WAS AT THIRD GRADE.
NOW, I'M AT FOURTH GRADE NOW, I'M AT FIFTH.
BUT GUESS WHAT? EVERY YEAR I'M TOLD I'M TWO YEARS BEHIND.
RIGHT. MR. DRAKE, I THINK I THINK TWO THINGS CAN BE TRUE AT THE SAME TIME.
WE NEED TO PLACE VALUE IN THE TEST BECAUSE THAT TEST IS AN INDICATOR OF STUDENT LEARNING.
[00:35:04]
I THINK THE CHALLENGE, AND I DON'T HAVE THE EXACT NUMBERS OFF THE TOP OF MY HEAD, BECAUSE IT'S BEEN A FEW MONTHS SINCE I LOOKED AT IT.BUT AT A CERTAIN POINT, I BELIEVE UP UNTIL 2016 OR 2017, THAT TEST WAS DIRECTLY CONNECTED TO GRADUATION SINCE THEY DETACHED THE TEST AND GRADUATION.
AND I'M NOT SAYING THAT'S A GOOD OR A BAD THING.
THAT'S A PHILOSOPHICAL DEBATE, THAT THIS ISN'T THE SETTING.
AND I'M NOT GOING TO PUT OUR TWO WONDERFUL STUDENT REPS ON THE SPOT HERE.
THEY ARE NOT TRYING BECAUSE THEY DON'T HAVE TO.
AND SO THAT THEN BECOMES AN INDICATOR THAT WE ARE JUDGED ON, YOU KNOW, WITH OUR SUCCESS OR FAILURE.
SO I JUST WANT TO PUT A PLUG IN THE PRAIRIE TEAM.
I KNOW WE HAVE A FEW BATTLE GROUND ADMIN HERE.
THEIR MATH DEPARTMENTS ARE WORKING EXTREMELY HARD.
THE ADMIN TEAM IS DOING AN AMAZING JOB OF SUPPORTING THEM.
AND THEY'RE ALSO WORKING REALLY HARD WITH THE MIDDLE SCHOOL TEACHERS.
THIS ISN'T SOMETHING THAT THE HIGH SCHOOLS ALONE CAN FIX.
YEAH. I'M VERY PROUD OF WHAT PRAIRIE IS DOING.
AND IN BATTLE GROUND, I'M VERY PROUD TO BE A PART OF WHAT WE'RE DOING.
NOW, THERE'RE SO MANY VARIABLES.
YEAH. I MEAN, THE PUBLIC GENERALLY JUST WOULD LOOK AT THIS REPORT, THEY WOULD SAY, WHAT THE HECK ARE THOSE GUYS DOING DOWN THERE? WHAT ARE THEY SPENDING OUR MONEY ON? I AIN'T VOTING FOR THIS LEVY.
THIS IS A THIS IS A NATIONAL ISSUE.
YEAH, YEAH. TO FIND BETTER DATA THAN THIS NATIONWIDE.
I MEAN, YOU CAN FIND POCKETS WHERE SOMETHING OTHER THAN THIS IS HAPPENING.
BUT THIS IS A THIS IS A NATIONAL TREND.
WE'RE IN THE TRENCHES HERE IN BATTLE GROUND.
I THINK I'M HERE FOR FOUR YEARS.
I WOULD REALLY LOVE TO HAVE THE LAST DATA POINT BEFORE COVID TO SEE WHERE WE WERE BEFORE WE STARTED THIS, AND NOW WE'RE TALKING, WELL, IT'S ABOUT COVID. I WOULD LIKE TO KNOW WHERE WE WERE AND IF SOMEBODY COULD PUT THAT SOMEWHERE WHERE I CAN, I'LL, YOU KNOW, I'LL GET A TATTOO.
YOU KNOW, TERRY, TO THAT POINT.
WELL, I'M TALKING ABOUT LIKE I'M LOOKING AT THESE NUMBERS HERE, 20, 2121.
WELL, 20 2020 WAS THE FIRST COVID DATA SAY SO THE YEAR BEFORE.
THIS WOULD BE RATHER INTERESTING TO ME BECAUSE YOU NEED THE 2019.
RIGHT. TEST DATA? I KNOW I CAN FIND IT SOMEWHERE AND I'LL WORK ON IT, BUT IT WOULD BE NICE TO HAVE IT OVER THE NEXT FOUR YEARS BECAUSE I'M GOING TO FORGET WHAT IT IS AND TO MATCH.
I CAME FROM OREGON AND OUR MATH SCORES WERE EXACTLY THE SAME, AND IT IS TIED TO GRADUATION THERE.
SO, LIKE YOU SAID, IT IS A NATIONAL PROBLEM, AND WE SEE THE SAME THINGS.
WE'RE NOT. I KNOW WE ONLY HAVE A COUPLE OF MINUTES LEFT BEFORE WE BREAK, BUT I'M VERY IMPRESSED WITH THE WORK THAT YOU DID, DARREN.
THE WORK THAT YOU DID AROUND THE TARDIES.
WOULD YOU MIND? I KNOW, I KNOW, WE HAD THE BOARD TOUR AND, BUT I KNOW THAT SEVERAL OF THE BOARD MEMBERS, WELL, DEBBIE AND TERRY WERE OUR NEW, SO THEY DIDN'T GET TO HEAR THAT TED, ONE WAS UNABLE TO ATTEND.
BUT WOULD YOU MIND TALKING ABOUT THAT WORK THAT YOU'RE DOING WITH CELL PHONES? BECAUSE WE HEAR A LOT ABOUT CELL PHONES AND SO DO WE.
SURE. THANKS. AND I THANK YOU FOR THE SHOUT OUT, BUT IT WAS A TEAM EFFORT FOR ALL OF THAT FOR SURE.
AND THE THING THAT THEY IDENTIFIED WAS CELL PHONES IN THE CLASSROOM.
AND SO WE WORKED WITH THE TIER ONE TEAM, US AS ADMIN AND THE REST OF THE STUDENT REPRESENTATIVES, PARENTS AND TEACHERS THAT ARE ON THAT GROUP TO TRY AND DEVELOP A STRATEGY.
SO WE SENT A POLL OUT TO PARENTS, TO STUDENTS, TO STAFF TO TRY AND SAY WHAT KINDS OF CONSEQUENCES, WHAT KINDS OF EXPECTATIONS DOES EVERYBODY HAVE TO KIND OF BUILD BUY IN? AND THEN WE DEVELOPED A PLAN WHICH SEEMED PRETTY GOOD AS FAR AS WE COULD GET ONE.
[00:40:06]
AND I THINK WE'VE SEEN SOME GROWTH.THE CHALLENGE WE'RE HAVING NOW IS MAINTAINING THAT STAMINA.
AND I THINK IT WAS EASIER WITH THE TARDIES BECAUSE IT'S EASIER TO GET THAT THEY'RE SCANNING AND STUDENTS ARE SCANNING INTO A KIOSK, AND THAT'S CREATING A DATA POINT FOR EVERY STUDENT. EVERY TIME THAT WE CAN TRACK WITH CELL PHONES IS A LITTLE BIT HARDER, BECAUSE IN THE CLASSROOM, EVERYTHING IS RELATIONAL.
IT'S HARDER FOR US TO GENERATE THAT DATA.
AND SO, WE'RE ENCOUNTERING A LITTLE BIT LESS SUCCESS OR A LITTLE BIT MORE RESISTANCE TO THAT.
SO, I THINK UNIVERSALLY WE HAVE BETTER EXPECTATIONS THIS YEAR.
THEY HAVE A TRAFFIC LIGHT, YOU KNOW, THAT, SAYS GREEN.
YOU'RE ON YOUR PHONE FOR WHATEVER REASON, RED.
SO, THERE'S SOME COMMUNICATION WITH THE ADULT AND THE STUDENTS ABOUT THE EXPECTATIONS FOR THAT.
BUT I THINK WE'RE STUTTERING A LITTLE BIT BECAUSE IT'S HARDER TO GENERATE THAT DATA TO THEN GO TO THE STAFF AND SAY, LOOK AT THIS COOL GRAPH OF WHERE WE ARE VERSUS WHERE WE WERE. WE'RE WORKING ON WAYS TO REEVALUATE HOW TO GET THAT BUY IN BACK.
SO THAT'S KIND OF THE WORK OF THE TIER ONE TEAM RIGHT NOW.
SO, WE'LL CERTAINLY COMMENDABLE, FOR ALL OF YOU THAT YOU, YOU KNOW, IT'S EASY TO JUST PUT OUR HEADS IN THE SAND AND SAY, WELL, THAT'S JUST THE WAY IT IS. YOU KNOW, SORRY, CAN'T DO ANYTHING ABOUT THAT.
BUT YOU'VE TAKEN ON SOME, YOU KNOW, SOME STUFF THAT IS FUNDAMENTAL.
I MEAN, THESE ARE THINGS THAT YOU HEAR TAKING PLACE AT EVERY SCHOOL ACROSS AMERICA, AND YOU GUYS ARE TRYING TO FIND A WAY TO DO IT AND TO DO IT WITH SOME VOICE FROM YOUR STAKEHOLDERS AND RAISE EXPECTATIONS.
AND, YOU KNOW, EVERYTHING IS A PROCESS, AND NOTHING GETS TURNED AROUND LIKE THAT.
SO STILL, AGAIN, I COMMEND YOU FOR YOUR EFFORTS.
WELL, THANKS. I THINK WE HAVE 2 OR 3 MINUTES, DON'T WE? FOR ANOTHER QUESTION.
HAVE ONE. I'VE GOT SIX QUESTIONS SO I'M NOT GOING TO GET THEM IN, SO THAT'S FINE.
ANYBODY ELSE? I'D LIKE TO ASK ABOUT THE PLCS.
THEN IF YOU COULD JUST SPEAK TO THIS SOMEHOW.
I'M TRYING TO WRAP MY MIND AROUND THE FACT THAT SOME OF THIS STAFF ARE NOT INVOLVED IN PLCS.
MAYBE SO I MISUNDERSTAND MAYBE.
OKAY. I THINK IN TERMS OF FOUR CORE CURRICULUMS MATH, SCIENCE, LANGUAGE ARTS AND HISTORY.
OKAY, I'M LOOKING AT THE NUMBERS ON PAGE EIGHT.
AND I SEE 142 STUDENTS THAT ARE INVOLVED IN PLCS AND 173 THAT ARE NOT.
SO, THIS IS SOLELY FOR OUR NINTH-GRADE STUDENTS IN THE LANGUAGE ARTS, NINTH GRADE CLASSES.
THEY'RE NOT INVOLVED IN THE NINTH GRADE PLC.
THE OTHER TEACHERS ARE, I THINK ALL OF THEM ARE IN THE SOPHOMORE PLC ONE AND ONE OF THOSE MEMBERS RECENTLY, I JUST MET WITH HIM, AND HE SAID HE'S TRANSITIONING TO THE NINTH GRADE PLC FOR THIRD CYCLE COMING UP.
SO, MY QUESTION IS IF YOU CAN GIVE ME A LITTLE BIT MORE FLESH ON THIS IDEA THAT SOME ARE NOT PLC TEACHERS AND SOME ARE, YOU KNOW, BECAUSE IN MY MIND, PLC IS CRITICALLY IMPORTANT.
SO, I, THIS IS JUST A TINY LITTLE MICROCOSM I WAS LOOKING AT.
EVERY SINGLE TEACHER IS EXPECTED AND IS IN A PLC THIS NINTH-GRADE LANGUAGE ARTS PLC CONSISTING OF THESE FOUR TEACHERS AT THIS TIME IS WHAT I WAS PULLING DATA OUT FOR, BECAUSE I WAS VERY CURIOUS TO SEE HOW IT WAS GOING.
AND AS I WAS DIGGING INTO THEIR DATA SPECIFICALLY, I THOUGHT, I WONDER HOW THE KIDS TAKING NINTH GRADE LANGUAGE ARTS FROM ONE OF THEIR TEACHERS WHO ARE IN A DIFFERENT PLC, NOT THE NINTH GRADE LANGUAGE ARTS PLC ARE DOING.
AND THAT'S WHERE I STARTED DIGGING.
I WAS JUST CURIOUS AND TRACKING DOWN THAT QUESTION.
SO, TERRY, IT'S CONCEIVABLE, FOR INSTANCE, THAT AN ENGLISH TEACHER MIGHT BE TEACHING THREE PERIODS OF SOPHOMORE ENGLISH, TWO PERIODS OF NINTH GRADE ENGLISH.
SO NOW IT COMES TIME FOR THAT TEACHER TO CHOOSE THEIR PLC THAT TEACHERS GOT NINTH GRADE AND THEY'VE GOT 10TH GRADE. SO, THEY CHOOSE 10TH GRADE, AND THEY GO TO 10TH GRADE.
THAT MEANS THAT FOR THEIR NINTH-GRADE CLASSES THAT THEY ARE STILL TEACHING.
THEY'RE NOT INVOLVED IN A PLC BECAUSE THEY'RE DOING THE WORK IN THEIR 10TH GRADE CLASS.
INTERESTING. SO THAT'S THE REASONING.
[00:45:06]
RIGHT. MAYBE I KEYED ON A PHRASE THEN THAT YOU USE THAT I SHOULD NOT HAVE BECAUSE YOU TALKED ABOUT TEACHERS WITHOUT BUY IN.THESE TEACHERS DON'T HAVE BUY IN, AND THESE TEACHERS DO HAVE BUY IN.
AND THAT COULD BE FOR ANYTHING NOT EVEN RELATED TO YOUR PROFESSION, SOMETHING IN YOUR PERSONAL LIFE.
RIGHT. SO, WE HAVE BEEN WORKING TOWARDS FOR SEVERAL YEARS BUILDING AND GROWING THE PLC WORK.
AND THEY HAVE LOTS OF OPINIONS THEMSELVES.
THE OTHER CHALLENGE WITH THAT TOO, AND THAT MAKES BUYING HARDER.
NOT SAYING THAT IT'S IMPOSSIBLE, BUT IT IS.
ONE OF THOSE CHALLENGES IS IF THERE IS SINGLETON IN THE BUILDING AND THEY'RE THE ONLY TEACHER WHO TEACHES THAT CONTENT AND NO ONE ELSE DOES THAT AND THEY DON'T HAVE ANYTHING ELSE CROSS OVER.
WE DO OFFER FLEXIBILITY AND AS MUCH SUPPORT AS POSSIBLE TO FIND THEM.
THOSE COLLABORATIVE PARTNERSHIPS.
SO, IT'S A PROCESS LIKE DENNY SAID.
AND I PLAN TO I'M VERY EXCITED.
YES. AND ON THAT NOTE, I THINK WE WILL TAKE A FOUR-MINUTE BREAK AND WE WILL BE BACK HERE AT TEN TILL FOUR RIVER HOME LINKS PRESENTATION OF THEIR SCHOOL IMPROVEMENT PLAN.
THANK YOU VERY MUCH. THANK YOU, PRAIRIE.
THANK YOU, PRAIRIE. THANK YOU, THANK YOU, THANK YOU VERY MUCH.
WE'RE GOING TO GO AHEAD AND GET STARTED.
I THINK IT IS I THINK REPRESENTING OUR ALTERNATIVE SCHOOLS THIS YEAR WILL BE RIVER HOMELINK.
AND MATT AND I WERE JUST TALKING.
IT IS A VERY UNIQUE AND POWERFUL PROGRAM.
SO, I'LL TURN IT OVER TO MATT KESSLER, PRINCIPAL AND ASSISTANT PRINCIPAL SUSAN SMITH.
KIDDING. AND ALSO, NERVOUS BECAUSE NOT BECAUSE OF THE SCHOOL BOARD.
WE RESPECT YOU TREMENDOUSLY, BUT WE HAVE A EVERY OTHER WEEK MEETING WITH JULIA.
AND IF WE GET ANYTHING WRONG, WE'RE GOING TO HEAR ABOUT IT.
SO, WE'RE TRYING TO STAY ON POINT.
WE LOVE HER MEETING THIS WEDNESDAY.
WE DO. YEAH. SO, SHE'S PUTTING YOU ON NOTICE TAKING NOTES.
WE ARE SO PROUD OF HER AND WHAT SHE'S DOING WITH THE SCHOOL BOARD.
IF WE CAN, WE MEET WITH FAMILIES.
WE HAVE A NEW FAMILY ORIENTATION.
BECAUSE THE RUMOR OUT THERE IS THAT RIVER HOMELINK IS RAINBOWS AND SUNSHINE ALL THE TIME.
WHAT YOU HAVE TO DO THAT'S DIFFERENT THAN BEING INVOLVED IN A COMPREHENSIVE SCHOOL.
AND WHEN I HOLD THOSE MEETINGS, I HAVE THREE POINTS THAT I LIKE TO MAKE.
ONE IS I TELL OUR ORIGIN STORY WHAT IS THIS PLACE AND WHY DOES IT EXIST? HOW DID IT GET STARTED? AND THEN WE TALK ABOUT OUR PROGRAMS. WHAT DO WE OFFER, HOW DO WE OFFER THEM? AND THEN WE TALK ABOUT ALTERNATIVE LEARNING.
WHAT I WANT TO SHARE WITH YOU IS JUST THE BEGINNING, OUR ORIGIN STORY.
AND I KNOW, LIKE WE SAID, I THINK NOT ALL OF YOU HAVE HEARD OUR ORIGIN STORY.
NO, I'LL DO IT QUICKLY AS I CAN.
30 YEARS AGO, AND WE ARE CELEBRATING OUR 30TH ANNIVERSARY.
WE HAVE ALUMNI COMING PAST, EMPLOYEES COMING.
WE JUST WANT TO SHARE AND BE TOGETHER.
SO, IF YOU HAVE A CHANCE TO COME OVER, THAT'S NEXT WEEK.
WE'D LOVE TO HAVE YOU. BUT 30 YEARS AGO, THERE WERE A COUPLE OF, MIDDLE SCHOOL TEACHERS AND ONE DISTRICT ADMINISTRATOR THAT, IN CONTEXT OF THEIR COMMUNITY THEY WENT TO CHURCH WITH.
[00:50:01]
THIS IS FULL ON TRADITIONAL HOMESCHOOLING, SEPARATE FROM THE SCHOOL SYSTEM.AND IN, IN CONTEXT, IN RELATIONSHIP WITH THEM.
THEY UNDERSTOOD LIKE THESE FAMILIES WERE SAYING, WE LOVE HOMESCHOOLING.
WE'RE NOT REALLY SURE WHAT TO DO WITH SCIENCE, ESPECIALLY AS OUR KIDS GET OLDER.
EVERY TIME I TRY TO DO A SCIENCE EXPERIMENT, IT RUINS THE KITCHEN TABLE.
THE OTHER THING THAT THEY WERE EXPRESSING WAS 30 YEARS AGO, TECHNOLOGY WAS STILL RATHER EXPENSIVE.
BUT THEY WERE SAYING, WE REALLY WANT OUR KIDS TO BE ABLE TO INTERACT WITH TECHNOLOGY.
AND WHAT THEY WERE DOING IS THEY WERE BRINGING HOMESCHOOL FAMILIES IN.
TAKING A FRACTION OF THEIR FTE WILL TAKE POINT TWO OF YOUR FTE, AND WE'LL OFFER YOU A SCIENCE CLASS.
WE'LL TAKE POINT TWO OF YOUR FTE, AND WE'LL OFFER YOU A TECHNOLOGY CLASS.
WE'LL TEACH YOUR KIDS HOW TO USE COMPUTERS AND HOW COMPUTERS WORK.
AND FROM THAT POINT, THAT WAS, I THINK, 50 OR SO FAMILIES.
IT'S JUST GROWN AND GROWN AND GROWN YEAR OVER YEAR, YEAR OVER YEAR.
AND WE ARE SO GRATEFUL ALL THE TIME.
WE ARE, HUMBLE BRAG HERE, THE LARGEST SCHOOL OF ITS TYPE IN THE STATE.
SO, WHAT WE'RE FINDING NOW, IS THAT IN THE PAST, IT WAS MORE OF A, HEY, THESE FAMILIES ARE ALREADY ENGAGED IN HOMESCHOOL. LET'S SUPPORT THEM.
AND THEN OVER PROBABLY THE LAST TEN YEARS, WE'VE STARTED TO SEE A SHIFT.
AND WHAT WE'RE SEEING TODAY IS THAT WE ARE WE'RE SEEING HOMESCHOOL FAMILIES STILL COME TO US.
WE JUST DID AN INTAKE ON A KID TODAY.
WE'RE HOMESCHOOLING, BUT WE WANT THE SUPPORT THAT YOUR SCHOOL OFFERS.
WE WANT SOME MORE ACCOUNTABILITY.
WE WANT TO MAKE SURE OUR KID IS MEETING STANDARDS.
SO, WE'LL TAKE THOSE FAMILIES IN THAT WHAT I.
THEY ALREADY HAVE A BENT TOWARDS HOMESCHOOLING.
THEY KNOW WHAT IT'S LIKE TO HAVE A LEARNING, A LEARNING ROUTINE AT HOME.
AND WE'VE HEARD THAT HOME SCHOOLING IS KIND OF COOL NOW, SO WE WANT TO BE A PART OF THAT.
AND SO WE'RE ACTUALLY SEEING BOTH OF THOSE COMMUNITIES COME TOGETHER UNDER ONE ROOF.
AND STARTING TO ENGAGE IN THIS PART TIME LEARNING AT HOME, PART TIME LEARNING AT SCHOOL.
AND SO I WON'T BORE YOU WITH ALL THE OTHER THINGS, BUT THAT'S A LITTLE BIT OF WHO WE ARE.
WE DO OFFER AS YOU AS I HOPE YOU KNOW, PROGRAMS THAT FAMILIES WILL COME IN ONCE A WEEK FOR ONE HOUR TO MEET WITH THE LIAISON TO TALK ABOUT HERE'S WHAT YOUR KIDDO IS DOING.
THEY GO HOME AND THEY DO HOMESCHOOL ALL WEEK LONG.
THEY LEARN AT THE KITCHEN TABLE ALL WEEK LONG.
THEY COME BACK AT THE END OF THE NEXT WEEK, OR THEY COME BACK A WEEK LATER.
OUR LIAISONS WILL DO AN ASSESSMENT.
HOW IS KIDDO DOING? OUR LIAISONS ALSO ASSESS PARENTS.
HOW ARE YOU DOING? THIS CAN BE CHALLENGING, RIGHT? THE BEAUTIFUL THING ABOUT OUR LIAISONS IS THAT MANY OF THEM HOMESCHOOLED ALL OF THEIR CHILDREN IN ONE SHAPE OR FORM OR ANOTHER, EITHER COMING THROUGH RIVER OR DOING IT IN TRADITIONAL FASHION.
AND SO SOMETIMES THEY HAVE TO TELL PARENTS IT'S GOING TO BE OKAY.
ALSO, YOUR KIDS ARE GOING TO BE FINE.
THEY ASSESS THE KIDDO; THEY SEND THEM HOME WITH ANOTHER WEEK'S WORTH OF WORK.
I LIKE TO SAY THAT WE WERE DOING HYBRID WAY BEFORE IT WAS COOL, RIGHT? A LONG TIME BEFORE IT WAS COOL.
SO, WE RUN THOSE HYBRID CLASSES AND THEN WE ARE A K-12.
IT'D BE VERY SIMPLE FOR US TO BE VERY EASY FOR US TO GO.
WE HAVE A BUNCH OF SINGLETONS.
WE'RE KIND OF JUST GOING TO PLAY ALONG WITH PLCS.
AND WE'RE REALLY, REALLY EXCITED ABOUT IT.
SO, WITH THAT, I'M GOING TO HAND IT OVER TO SUSAN.
OKAY, WHO'S GOING TO SHARE WITH YOU A LITTLE BIT ABOUT HIGH QUALITY INSTRUCTION? OKAY. SO, PRIOR TO THE DISTRICT'S FOCUS ON PLC WORK, WE HAD ALREADY STARTED A SHIFT WITHIN OUR BUILDING, ON REALLY STREAMLINING OUR PLCS.
BECAUSE WE'RE A K-12, WE HAVE A LOT OF SINGLETONS.
THERE'RE NO ENGLISH DEPARTMENTS, THERE'S NO SEVENTH-GRADE MATH, THERE'S, NONE OF THAT EXISTS.
AND SO, OUR TEAMS HAD FOUND, A LOT OF COMFORT IN MEETING TOGETHER AS A PROGRAM, LIKE A LIT LINK
[00:55:06]
PROGRAM. BUT A LOT OF PLANNING WAS HAPPENING, NOT JUST PLC WORK.SO, WE REALLY, WITH THE HELP OF OUR LEADERSHIP TEAM, STARTED THE PROCESS OF DIGGING INTO WHAT DOES A PLC ACTUALLY LOOK LIKE? WHAT DOES A PROFESSIONAL LEARNING COMMUNITY ACTUALLY DO? WHAT DOES DATA LOOK LIKE, AND HOW DO YOU ASSESS IT WHEN ONE OF YOU MIGHT BE TEACHING SCIENCE AND ONE OF YOU IS TEACHING WRITING AND ANOTHER PERSON IS TEACHING MATH, HOW DO WE FIND A DATA POINT THAT WE CAN ASSESS? AND THE TEACHERS, LIKE I SAID, PRIOR TO THE DISTRICT SUPPORT IN PLC HAD FOUND SOME KEYWAYS THROUGH SOCIAL EMOTIONAL LEARNING. CHARACTER STRONG.
THEY FOUND SOME WAYS THAT THEY COULD FIND A COMMON LANGUAGE AND REALLY TRIED TO DIG INTO THAT.
SO, THEY WERE THEY WERE POISED AND READY TO GO.
AND THEN, WHEN THE DISTRICT STARTED REALLY SUPPORTING PLC, IT JUST PUSHED OUR TEAMS OVER, OVER THE CLIFF IN A GOOD WAY.
SO, MATT AND I HAVE A PHILOSOPHY THAT, TEACHERS ARE BUSY.
IT'S SILLY TO ADD ANOTHER THING TO THEM TO DO, JUST TO ADD ANOTHER THING TO DO.
SO LET'S STREAMLINE WHAT THEY'RE DOING IN THEIR JOB.
THE DISTRICT GIVES US WHAT THEIR VISION, WHAT THEY WANT US TO ACCOMPLISH.
IT'S LIKE A BOAT WHERE EVERYBODY'S ROWING THE OARS.
DENNY AND KELLIE CAN BE UP HERE, AND YOU GUYS CAN ALL BE UP ROWING THE OARS THIS WAY, BUT IF EVERYBODY'S KIND OF GOING SIDEWAYS, YOU'RE GOING TO GET NOWHERE FAST AND PROBABLY SPINNING SOME CIRCLES.
SO, WE'VE TRIED TO TAKE WHAT, THAT THE VISION OF THE DISTRICT AND THEN AS A BUILDING, OUR GOALS NEED TO BE FOCUSED AROUND WHAT YOUR GOALS ARE. BUT THEN LET'S SIMPLY.
SO, IT'S JUST REALLY ONE STRAIGHT STREAMLINE APPROACH.
AND WHEN WE FIRST APPROACHED IT TO OUR TEACHERS, THEY'RE LIKE, WAIT, ISN'T THIS CHEATING? YEAH. WHY DO THE WHY DO EXTRA WORK TO YOURSELF? LET'S REALLY DIG IN TO WHAT YOUR KIDS ARE DOING.
SO, WE HELP THEM IDENTIFY THE FOCUS.
AND THEN OVER THE PAST TWO YEARS, OUR LEADERSHIP TEAM WHO, REALLY BECAME EMPOWERED AT OUR TRAINING IN THE FALL, THEY STARTED ASSESSING WHAT OUR BUILDING NEEDED.
KIDS DON'T LIKE READING ANYMORE.
WHY IS THAT? HOW DO WE SUPPORT THAT? AND OUR MATH TEACHERS ARE SAYING WE'RE TRYING TO TEACH KIDS HOW TO DO EQUATIONS.
HOW DO WE SUPPORT THAT? SO, AT THE BEGINNING OF THE YEAR, WHEN OUR TEACHER TEAM CAME TOGETHER, THEY SAID, LET'S JUST DO THIS, LET'S GO BIG OR GO HOME.
AND THEY LITERALLY SPLIT OUR, THEY PRESENTED THE IDEA TO US TO SPLIT THE, THE BUILDING INTO TWO MAIN PLCS, AN ELA PLC AND A MATH PLC.
AND WE WERE LIKE, WELL, THIS LOOKS LIKE I DON'T EVEN KNOW.
BUT THEN THEY DUG INTO IT AND THEY ALLOWED THE TEACHERS TO PICK.
AND NOW WE HAVE PLCS THAT HAVE CONTENT FROM LIKE THE MIDDLE SCHOOL PLC.
THEY'VE GOT, SOCIAL STUDIES, THEY'VE GOT SCIENCE, THEY'VE GOT ELA, THEY'VE GOT ART, THEY'VE GOT ALL THESE DIFFERENT CONTENTS IN THEIR PLC, BUT YET THEY STILL PICK A WRITING OR A READING STANDARD AND THEN THEY ALL EMBRACE IT.
YOU CAN GO INTO ONE OF OUR ART ROOMS AND YOU'LL SEE THEIR FOCUS WORDS FOR THE WEEK IN OUR ELA CLASSES, IN OUR PROGRAMS. YOU'LL SEE THEM IN ART.
AND THE ART TEACHERS ARE ALSO EMBRACING IT.
THEY WE GAVE THEM THE DISTRICT GOALS.
THIS IS WHAT WE AS A BUILDING WOULD LIKE TO ACCOMPLISH.
CAN WE ACCOMPLISH IT? SHOULD WE ADJUST THE GOAL? AND THEN WHAT CAN WE DO AS A BUILDING TO ACCOMPLISH THE GOAL? SO, OUR CIP TO US IS A LITTLE DIFFERENT.
IT'S A LIVING DOCUMENT IN THE SENSE THAT OUR TEACHERS DID IT WITH US.
IT'S NOT A COMPLIANCE THING THAT WE OFTEN FEEL LIKE WE HAVE TO DO.
IT IS THIS IS WHAT OUR TEACHERS FEEL LIKE THEY CAN DO.
WE HAVE ON OUR NEXT WAIVER DAY, WHICH IS THE 7TH OF FEBRUARY, WILL BE OUR OUR CIP CHECK IN.
[01:00:03]
SO, PART OF WHAT WE'LL BE DOING THE LATTER PART OF THAT DAY IS WE'LL GO BACK INTO THIS DOCUMENT AND ASK THE TEACHERS WITH THEIR PLCS TO LOOK AT THE PROGRESS THAT WE'VE MADE.LET'S GO IN. LET'S PULL THE DATA.
IS IT WORKING? WHAT CHANGES DO WE NEED TO MAKE? SO WE KIND OF WANTED TO SPEAK TO THOSE TWO PIECES ABOUT THE CIP.
I DON'T KNOW IF THAT HELPS. SO THE OTHER POINT THAT WE WANT TO THOUGH, SO WE CAN DIVE INTO SORT OF THE SPECIFICS AROUND ELA AND MATH, BUT WE WANT YOU TO KNOW THAT OUR TEAMS ARE FOCUSED, PARTICULARLY IN MATH.
AND, MR. TATE, I THOUGHT YOUR QUESTIONS WERE GREAT.
AND MAYBE IN THE QUESTION AND ANSWER TIME, WE CAN TALK ABOUT WHAT WE'RE DOING, K12 AND MATH.
BUT WE DO WANT TO TOUCH ON OUR STRATEGIC GOAL, NUMBER ONE, SAFE AND CARING ENVIRONMENT.
WE ONE OF THE THINGS THAT MAKES RIVER HOMELINK UNIQUE IS THAT WE ARE A PARENT PARTNERSHIP.
SOMETIMES PEOPLE WILL SAY, WELL, AREN'T THERE OTHER PARENT PARTNERSHIPS IN THE COUNTY? WHAT DIFFERENTIATES US FROM THE OTHER PARENT PARTNERSHIPS AND ALTERNATIVE SCHOOLS IN OUR COUNTY THAT RUN SIMILAR PROGRAMS IS THAT WE'RE A FAMILY FRIENDLY ENVIRONMENT.
I JOKE THAT WE HAVE STROLLER PARKING IN THE HALLWAY, AND THEN I TRIP ON A STROLLER.
WHEN I WALK DOWN THE HALLWAY, WE INVITE ENTIRE FAMILY UNITS TO COME EXPERIENCE SCHOOL TOGETHER.
YOU SAW THAT THE OTHER NIGHT AT THE BOARD MEETING THAT THE MITCHELL FAMILY CAME.
AND THEIR PARENTS TALKED ABOUT BEING ON CAMPUS AND BEING INVOLVED IN CLASSROOMS. EACH ONE OF OUR PROGRAMS REQUIRES PARENTS TO BE ON CAMPUS FOR A VARIOUS AMOUNT OF TIME.
AND WHAT THAT DOES IS IT CHANGES EVERYTHING.
OUR PARENTS AREN'T THERE POLICING CHILDREN'S BEHAVIORS.
BUT IF I ASK YOU THE QUESTION, DO KIDS BEHAVE DIFFERENTLY WHEN THERE ARE MORE ADULTS AROUND? THE ANSWER IS YES.
SO YOU'LL NOTICE ON OUR ON OUR CIP DATA, WE WRITE VERY FEW REFERRALS.
SO SOME OF OUR CHALLENGES ARE OUR KIDS FEEL VERY SAFE ON CAMPUS.
OUR PARENTS AND FAMILIES FEEL VERY SAFE ON CAMPUS.
AGAIN. IT WAS TIMELY TO HAVE THAT WHOLE FAMILY SPEAK TO YOU THE OTHER NIGHT.
WHAT OUR CHALLENGE IS, IS HOW DO WE, HOW DO WE FIND SOME RELEVANT DATA POINTS AROUND DOING THE PBIS WORK? SUSAN AND I BOTH COME FROM COMPREHENSIVE ENVIRONMENTS, AND WE BELIEVE VERY MUCH IN THE PBIS WORK.
AND SO WE'RE CONSTANTLY WORKING ON THAT.
HOMELINK STANDS FOR RESPECT, RESPONSIBILITY, HONESTY AND LEAD WITH COMPASSION.
AND SO, THAT'S KIND OF HARD SOMETIMES TO TO MANAGE, ESPECIALLY WHEN YOU HAVE K12.
AND BECAUSE SUSAN LIKES TO NAME THINGS, IT'S OUR PBIS TEAM, BUT WE CALL IT THE CULTURE CLUB.
AND YOU MIGHT SEE THAT VERNACULAR IN HERE.
AND WE ARE WORKING ON AND WE'VE DECIDED TO HAVE NOW WHAT'S CALLED THE RIVER WAY.
AND THAT'S HOW WE'RE GOING TO INTERACT WITH STUDENTS TO TALK ABOUT, HEY, WHAT'S THE RIVER WAY? AND WE'RE HOPING THAT THEN WE CAN TEACH THEM SOME STRATEGIES, LIKE RESPECT, RESPONSIBILITY AND LEADING WITH COMPASSION.
SO THAT'S KIND OF THE WORK THAT WE'RE DOING THERE.
OH THAT ONE. OKAY, SO THE OTHER ONE THAT WE THOUGHT WE WOULD, TOUCH ON.
AND THEN I'M SURE QUESTIONS WILL COME UP ABOUT ELA AND MATH.
THE KEY DATA, IT SEEMED COUNTERINTUITIVE FOR US TO TRY TO, DAVID WAS AWESOME AND GAVE BASED ON OUR KEY DATA IDEAS WHERE WE COULD IMPROVE.
BUT IT SEEMED COUNTERINTUITIVE FOR US TO COME UP WITH A WAY TO IMPROVE ON WHAT THE STAFF SAID.
SO WE THOUGHT, LET'S SEE HOW THE STAFF WANTS US TO IMPROVE.
LIKE THIS IS AN AREA WHERE YOU FELT LIKE WE COULD IMPROVE.
HOW CAN WE IMPROVE? WHAT WOULD THAT LOOK LIKE FOR YOU? SO WE BROKE IT DOWN INTO CHUNKS, AND DURING A STAFF MEETING, WE LET THEM GO INTO SMALL GROUPS AND THEN SHARE WITH US WHAT THEY FELT LIKE WERE WAYS WE COULD DO TO IMPROVE AND HELP THEM TO FEEL LIKE, THE THE KEY FOCUSES WERE STAFF WILL REPORT POSITIVE INDICATORS OF COLLABORATION AND COMMUNICATION.
WHAT WOULD THAT LOOK LIKE FOR YOU? SO THE IDEA THAT WAS DEVELOPED AND THAT WE'VE BEEN ABLE TO DO THIS YEAR, AND I'M EXCITED TO SEE HOW THE KEY DATA LOOKS NOW IS WE HAVE OUR LEADERSHIP
[01:05:08]
TEAM MEETING THAT IS, HELD EVERY THIRD WEDNESDAY.AND SOMETIMES MORE OFTEN, BUT WE ALSO HAVE SUB LIKE, SO WE HAVE A K-8 LEADERSHIP TEAM, AND THEN WE HAVE TWO LEADS THAT OVERSEE K-8.
ONE DOES K-5 AND ONE DOES SIX THROUGH EIGHT.
AND THEN WE HAVE TWO LEADS FOR THE HIGH SCHOOL DEPARTMENT.
SO THEN WE MEET WITH THEM INDIVIDUALLY LATER IN THE DAY ON WEDNESDAYS AND KIND OF PARSE OUT WHAT THEY'RE HEARING FROM THE STAFF, WHAT CONCERNS THE STAFF HAVE, WHAT AREAS WE NEED TO SUPPORT, WHAT CELEBRATIONS WE HAVE.
AND SO WE'RE ABLE TO HEAR FROM THE PEOPLE THAT THE STAFF FULLY TRUST WHAT WE NEED TO DO.
AND THEN THAT'S WORKED SO FAR REALLY WELL.
SO WE'RE HOPING TO SEE SOME GROWTH IN THAT AREA AS WELL.
SOME OF THE BOARD MIGHT NOT KNOW WHAT KEY DATA IS.
YOU GUYS WANT TO SPEAK TO THAT OR DO YOU WANT ME TO.
IF YOU I'LL BE I'LL BE REALLY QUICK.
CENTER OF EDUCATIONAL EFFECTIVENESS I THINK IS THE TERM IT'S AN ANNUAL SURVEY THAT WE GIVE TO STAFF EVERY YEAR, AND PARENTS EVERY OTHER YEAR, I BELIEVE.
AND IT GIVES US A WHOLE VARIETY OF DIFFERENT INDICATORS FOR HOW SCHOOL CULTURE EFFECTIVENESS IS MEASURED AND OFTEN INFORMS US OF THINGS THAT WE MAY NOT BE ABLE TO TO PUT OUR FINGER ON, BUT GIVES US MORE INFORMATION TO RESPOND TO AS AS A STAFF.
SO YOU GET 20S SOME MORE TIME.
THANK YOU. SO, I WANT TO TELL YOU A COUPLE OF REALLY HIGHLIGHTS FROM OUR I'LL TELL YOU ONE STORY AND I GET GOING ON STORIES AND YOU CAN'T STOP ME, BUT I'LL TRY TO REFRAIN.
WE HAD AN INCREDIBLE PLC RESISTOR, AND, I DON'T KNOW, WE TOOK SOME RISKS TWO YEARS AGO TO REORGANIZE PLCS AROUND CONTENT, AND THEN WE TOOK A BIGGER RISK THIS YEAR TO SAY JUST ELA AND MATH.
SO IMAGINE YOU'RE A HIGH SCHOOL TEACHER THAT TEACHES KIND OF A SPECIALIZED DEPARTMENT.
HOW ARE YOU GOING TO INTERACT WITH THIS PLC? SO WE HAD A TEACHER THAT, WAS HISTORICALLY A RESISTOR TO THE PLC WORK, AND HER TEAM HAD ACTUALLY COME AND SAID, HEY, WE'RE REALLY CONCERNED WHAT THIS YEAR IS GOING TO LOOK LIKE.
THAT TEACHER DOVE INTO THE WORK WITH THE PLC, AND THAT TEACHER WILL STOP YOU IN THE HALLWAY AND GO.
YOU WILL NOT BELIEVE WHAT I'M DOING IN MY PLC WITH THIS READING ACTIVITY THAT I LEARNED FROM.
AND SO THAT'S REALLY THE HEART OF THE PLC WORK, IS WHEN WE PUT TEACHERS TOGETHER IN A ROOM AND WE SAY OUR KIDS NEED TO MEET THIS STANDARD, WHAT ARE WE DOING TO HELP KIDS MEET THIS STANDARD? AND THEN THE STRENGTH IS IN THE ROOM, THE BRILLIANCE IS IN THE ROOM.
AND THEN ONE TEACHER WILL MENTION, HEY, I'M DOING THIS ACTIVITY.
AND ANOTHER TEACHER GOES, WAIT A MINUTE, I CAN TRANSPOSE THAT ACTIVITY INTO MINE.
COLLECT THE DATA, COME BACK AND TALK ABOUT IT.
EVERY PLC TEAM THAT WE HAVE ON CAMPUS IS DOING THAT WORK.
THEY'RE FOCUSED ON DATA. THEY'LL BRING IT BACK.
WE, IT ALWAYS CATCHES US BY SURPRISE.
BUT WE WE WE CALENDAR IN A MID-YEAR CIP DATA CHECK.
AND SO WE WERE JUST TALKING WHEN THE PRAIRIE TEAM WAS LIKE, WE HAVE TO DO THAT.
IT'S FEBRUARY. SO WE'RE EXCITED.
IN THE NEXT WEEK OR SO OR FEBRUARY 7TH, WE'RE GOING TO DO THAT.
WE'RE EXCITED TO SEE WHAT TEAMS ARE UP TO OTHER.
SO THEN THE LAST THE THING THAT I'LL FINISH ON TO IS THAT WE.
ARE SITTING ON A PRETTY EXTENSIVE WAIT LIST OF FAMILIES THAT WANT TO ENGAGE IN THE.
IN THE TYPE OF SCHOOL THAT WE DO HERE AT RIVER HOMELINK.
MANY OF THEM, PROBABLY OVER HALF OF THEM ARE FROM OUT OF DISTRICT.
THEY WANT TO COME FROM ALL CORNERS OF THE COUNTY AND EXPERIENCE RIVER HOMELINK.
THAT'S ABOUT 45, 50 STUDENTS FROM OUT OF DISTRICT THAT WANT TO COME.
THERE'S USUALLY ABOUT 100 FAMILIES THAT WE WOULD LIKE TO ENROLL, BUT WE JUST CANNOT.
WE HAVEN'T BEEN ABLE TO CLEAR OUR WAITLIST.
WE'RE HEADING IN THE FORECASTING SEASON.
I THINK THAT WE'RE GOING TO FORECAST OUR CURRENT GROUP OF STUDENTS AND BE DONE.
I THINK WE'LL JUST BE LIKE, THAT'S WHAT WE CAN SERVE, WHO WE CAN SERVE.
AND SO OUR INVITATION TO THE COUNTY AND TO THE REST OF OUR OUR DISTRICT IS VERY LIMITED.
BECAUSE WE SIMPLY DON'T HAVE THE SPACE OR THE TEACHERS TO PROVIDE MORE OPTIONS, FOR THESE FAMILIES.
AND SO WE ARE EXCITED ABOUT THE WORK THAT WE'RE DOING.
[01:10:03]
WE JUST PHYSICALLY CAN'T. AND I DON'T WANT TO DIVE INTO THE LIMITATIONS OF THE MAPLE GROVE CAMPUS.FAMILIES ARE WANTING TO ENGAGE IN THIS STYLE OF LEARNING.
THAT'S COOL. QUESTIONS OR COMMENTS FOR MATT AND SUSAN.
JUST FOR CLARITY, ON THE FIRST ONE, YOU SAID YOU HAVE TWO MAIN PLCS, THE MATH AND ELA.
IF I UNDERSTAND THIS CORRECTLY, THE K THROUGH FOUR, FIVE, EIGHT AND NINE THROUGH 12 ARE THOSE JUST SUBGROUPS OF THE MATH? YEAH, YOU DON'T HAVE THEM ALL IN ONE.
EXACTLY. THEY AT TIMES WILL GET TOGETHER TO ENSURE THAT THEY'RE DOING KIND OF THE SAME WORK.
BUT YEAH WE HAVE THAT VERTICALLY ALIGNED.
AND THEN THEY BUILT WHAT DO WE HAVE LIKE SIX TEAMS I THINK TOTAL.
SO YOU MENTIONED PARENT PARTNERSHIPS.
HOW DOES THAT PROCESS WORK WITH THE PLC GROUPS.
IF YOU HAVE A WORK PRODUCT WITH YOUR PLC AND A STANDARD THAT YOU'RE GOING TO MEET OR A NEW PROCESS, AND YOU ALSO HAVE THE PARENT PARTNERSHIPS, ARE THEY ROLLED INTO THAT OR DOES THAT JUST HAPPEN ORGANICALLY IN THE CLASS? WHAT'S THAT LOOK LIKE? IT'S A GREAT QUESTION. THANKS.
WE WERE VERY STANDARDS BASED RIVER HOMELINK.
AND SO WE WILL TARGET A STANDARD.
AND SO HAVING HAVING OUR TEAMS, TARGET AND UNPACK STANDARDS WAS A PRETTY EASY WIN FOR US BECAUSE IT'S KIND OF THE WORK THAT WE HAVE TO DO, BECAUSE IF I'M TEACHING IN THE CLASSROOM AND YOU'RE TEACHING AT HOME, IT CAN'T REALLY BE CURRICULAR.
THIS KIDDO NEEDS TO BE ABLE TO IDENTIFY THE VERB AND THE NOUN OUT OF THE SENTENCE.
HERE'S WHAT I'M DOING IN THE CLASSROOM.
HERE'S SOME OTHER WAYS THAT YOU CAN DO THAT AT HOME.
SO WE TEND TO BE STANDARDS BASED.
AND THEN IT IS A LITTLE MORE ORGANIC BECAUSE, BECAUSE OUR TEAMS ARE SAYING, HERE'S THE STANDARD.
WE HAVE SOME READING INITIATIVES THAT WE'RE DOING BUILDING WIDE.
WE HAVE SOME MATH FACT FLUENCY INITIATIVES THAT WE'RE DOING BUILDING WIDE.
SO IT'S HAPPENING IN THE CLASSROOM.
AND THEN IT'S ALSO HAPPENING BUILDING WIDE.
QUESTIONS. HOW MANY FAMILIES DO YOU HAVE ENROLLED? WE SERVE A LITTLE OVER A THOUSAND STUDENTS.
BUT ACTUALLY BOTH OF OUR ENROLLMENTS HAVE GONE UP, WHICH IS A HUGE WIN.
AND SO, YEAH, HOW MANY FAMILIES WOULD YOU SAY THAT IS? HOW MANY FAMILIES? IT'S HARD TO SAY. YEAH, IT'S HARD TO SAY.
YEAH. NEVER STUDIED IN IT? NO. COMMONLY MOST FAMILIES HAVE AT LEAST TWO STUDENTS.
SOME SAY. HAVE I BASE IT? WE BASE IT OFF OF OUR ENROLLMENT.
WE HAVE 12,000 STUDENTS IN THE DISTRICT.
OKAY, THERE YOU GO. SO IT'S APPROXIMATELY 60, PROBABLY 60% OF YOUR ENROLLMENT.
SO I WOULD SAY THEY'RE AT A THOUSAND.
THEY'RE LOOKING AT 600 700 FAMILIES.
SO THAT'S PROBABLY TRUE AND A SUBTLE NUANCE TO WE STILL CONTINUE LIKE WE DID 30 YEARS AGO.
WE STILL HAVE FAMILIES THAT JUST COME FOR ONE CLASS.
THEY'RE OTHERWISE HOMESCHOOLING AND THEY'RE JUST COMING FOR FAMILY GARDENING.
OR WE HAVE HIGH SCHOOL STUDENTS THAT ARE ARE BUILDING THEIR OWN TRANSCRIPT.
THEY'RE GOING TO DO THEIR OWN DIPLOMA, BUT THEY WANTED TO COME IN AND TAKE A MATH CLASS.
RIGHT. SO WE STILL WHEN YOU LOOK AT OUR OUR DATA, IT'S KIND OF LIKE WHAT IS HAPPENING HERE.
SO OUR DATA IS NEVER REALLY AS CLEAN AS WE WOULD LIKE IT TO BE.
I THINK THEY ARE FOR SURE LIKE TO TALK TO YOU ABOUT THAT, BY THE WAY.
SO, SO WHAT YOU'RE SAYING IS YOUR STUDENT ENROLLMENT IS A HEAD COUNT.
OKAY. AND I LOVE YOUR ORIGIN STORY.
I LOVE JUST THE IDEA OF AN ORIGIN STORY BECAUSE I DIDN'T KNOW IT.
AND SO IT'S THANK YOU FOR THAT BECAUSE I, I WONDERED HOW YOU BEGAN, HOW YOU GREW.
AND YOU'RE THE LARGEST SCHOOL LIKE THAT IN THE STATE, WHICH IS PRETTY AMAZING.
THERE ARE A NUMBER OF PARENT PARTNERSHIPS, BUT BUT THIS IS A BIG ONE.
YEAH. AND I'VE SEEN THEM IN OTHER PLACES.
AND THIS ONE SEEMS LIKE IT'S REALLY ROBUST COMPARED TO SOME OF THE OTHERS.
VERY INTERESTING HOW YOU'RE DOING YOUR PLC WORK.
AND AND I JUST HAVE TO COMMEND YOU THAT THE VOCABULARY PIECE, BECAUSE THAT'S SUCH A FOUNDATIONAL PIECE, THE ACADEMIC VOCABULARY, IF STUDENTS CAN ACCESS THAT, THEY REALLY CAN ACCESS THE LEARNING THEY NEED TO.
[01:15:01]
MY QUESTIONS, I DO, BUT I DON'T HAVE TO ASK IT IF SOMEONE ELSE WANTS TO TAKE THE TIME.HOW MUCH TIME HAVE WE GOT? YEAH, YOU HAVE FIVE MINUTES AND 53 SECONDS.
YOU MENTIONED THAT THERE'S A BIG WAITLIST.
WHAT KIND OF ANNUAL GROWTH WOULD YOU PROJECT THAT YOU WOULD NEED IN ORDER TO, YOU KNOW, MAINTAIN OR KEEP UP WITH THE TREND? ARE WE TALKING 1 OR 2 TEACHERS? TEN TEACHERS? ARE WE TALKING ANOTHER 1200FT² OF BUILDING? DO YOU HAVE ANY CONCEPTUAL IDEA WHAT THAT LOOKS LIKE? HAVE A PLAN.
WE ACTUALLY DO. WE HAVE A PLAN.
OKAY. AND WE THINK THAT WE COULD, FOUR CLASSROOMS AND THREE TEACHERS WOULD PROBABLY CLEAR OUR, WAIT LIST, BUT THAT DOESN'T THAT JUST THAT JUST GETS US BACK TO ZERO, IF YOU WILL.
YEAH, BUT DOES IT PROJECT US ANY GROWTH AND HAVE YOU DONE.
AND I'M JUST ASKING BECAUSE YOU SAYS YOU'VE GOT A PLAN.
HAVE YOU PROJECTED WHAT THE, COSTS ASSOCIATED WITH THAT WOULD BE? AND IF THE, THE INCOME OR REVENUE GENERATED FROM THE FTE SIDE WOULD OFFSET THE COST OF BRINGING IN OR GROWING TO THAT LEVEL WITH STAFF AND FACILITY.
SO WE HAVE, OUR TEACHERS TEACH HYBRID CLASSES.
SO HER AND HER SINGLE FTE IS SERVING 48 STUDENTS.
SO THAT THAT IS A, THAT'S A DIFFERENT RATIO THAN YOU SEE IN ANY COMPREHENSIVE ENVIRONMENT.
NOW, WE CERTAINLY WILL SPEND THAT FTE BY HAVING ANCILLARY SUPPORTS AND OTHER, TEACHERS TO TEACH, YOU KNOW, STANDALONE MATH CLASSES OR SCIENCE CLASSES.
BUT I THINK THAT WE'RE PRETTY EFFICIENT IN TERMS OF THE WAY THAT WE BOTH COLLECT AND USE FTE.
OKAY. I THINK THE QUESTION THAT I HAVE IS HOW MANY OF THOSE STUDENTS ON THE WAIT LIST ARE IN OUR OTHER SCHOOLS? RIGHT NOW.
I LOOKED RIGHT BEFORE SNOWPOCALYPSE OR ICE POCALYPSE, BUT, OF THE 70.
78 I BELIEVE IT WAS STUDENTS THAT WERE REQUESTING TO COME IN.
40 OF THEM WERE FROM OUT OF DISTRICT.
OKAY. AND WE, OF THE THOUSAND STUDENTS, ABOUT 400 OF THEM ARE CURRENTLY CURRENT ENROLLED STUDENTS.
ABOUT 400 OF THEM ARE FROM OUT OF DISTRICT.
THAT HAVE BEEN GRANDFATHERED IN OR THAT WE'VE ACCEPTED IN.
ONE OF THE THINGS I WILL SAY TO RIVER DURING COVID DID AN AMAZING JOB HELPING US.
BECAUSE WE HAD A LOT OF STUDENTS WANT TO SHIFT TO RIVER DURING THAT TIME AND STAFFED AS WELL STAFF BECAUSE TO MATT AND SUSAN'S POINT, THEY DID HYBRID BEFORE HYBRID WAS POPULAR.
AND I THINK ONE OF THE THINGS THAT THEY'VE DONE A GOOD JOB AND WORKED WITH OUR HR TEAM ON IS TRYING TO PROJECT WHAT, BASED ON THEIR FORECASTING, ARE THERE SHORTFALLS IN OTHER PLACES? HAS ENROLLMENT DROPPED IN OTHER PLACES WHERE WE CAN BORROW TEACHERS FROM OTHER PLACES IN ORDER TO FILL THESE NEEDS? AND SO WE'VE BEEN CREATIVE WITH THEM, WORKED CLOSELY WITH THEM TO MAKE SOME OF THOSE CHANGES SO THAT WHEN STUDENTS DO SHIFT FROM ONE SETTING TO ANOTHER, WE CAN JUST BE NIMBLE RATHER THAN JUST ASSUME THAT IT MEANS ADDITIONAL STAFFING.
SO, WE'VE BEEN PRETTY GOOD, I WOULD SAY, IN DOING THAT.
SO I'M GOING TO SETTLE FOR THIS ONE QUESTION.
AND OUT OF THAT 100, HOW MANY OF THEM ARE NOT FROM OUR DISTRICT? WELL, SHE GAVE YOU THE REAL NUMBERS.
[01:20:02]
AND SHE SAID, WE'RE JUST GOING TO MOVE YOU OVER TO NEXT YEAR.RIGHT. AND SO THERE ARE THERE ARE SEED WAIT LISTS FOR NEXT YEAR.
AND SO LIKE I MENTIONED, WE'RE GOING TO GET THROUGH FORECASTING.
I DON'T HAVE A WHOLE LOT. I JUST THINK WE'RE GOING TO BE WHAT WE'RE GOING TO BE.
YOU KNOW WE'LL GRADUATE 75 OR SO 100 SENIORS.
AND THEN THE QUESTION MARK IS HOW MANY KINDERS WILL WE BRING IN? BECAUSE WE'RE ON BOTH ENDS OF THAT.
AND OUR KINDER LISTS ARE ALREADY FILLING UP.
THE CAMPUS ITSELF IS LIMITED IN THE NUMBER OF PEOPLE, AND THAT'S REALLY THE ISSUE.
YEAH. TO, TO WE'VE BEEN INFORMED BY THE CITY OF BATTLE GROUND THAT IF WE WERE TO EXPAND, FOR INSTANCE, IF WE WERE TO PUT A TEN PLEX ON THE CAMPUS, THAT THAT WOULD KEY IN OUR NEED TO BUILD A ROAD.
YEAH. WHICH IS, YOU KNOW, IT'S A THAT'S A THREE, 4 OR $5 MILLION PRICE TAG.
WE HAVE WE HAVE BECAUSE OF THE UNIQUENESS OF THE PROGRAM, ONE OF THE THINGS THAT YOU'LL ALWAYS FIND IS THAT THE PARKING LOT AT RIVER HOMELINK IS ALWAYS FULL.
WE WORKED WITH THE CITY TO SEE WHAT WOULD HAPPEN IF WE COULD ADD A PARKING LOT BEHIND THE SCHOOL IN THAT LARGE PLAYGROUND AREA, BUT THERE'S A WHOLE BUNCH OF ISSUES WITH THAT.
SO IT'S A WETLAND AND AND SO THERE'S A WHOLE BUNCH OF ENVIRONMENTAL IMPACTS.
YEAH. WE WE KNOW THAT WE'RE ALL KIND OF STUCK, BUT WE JUST WANT YOU TO KNOW THAT THERE'S A THERE'S A HUGE WE WE HAVE, YOU KNOW, I THINK ON THE HORIZON WITH THE PURCHASE OF, YOU KNOW, WE WE SOLD THE, THE PROPERTY THAT WE HAD THE MINT FIELD PROPERTY TO CHURCH ON THE ROCK.
AND WE HAVE AN AGREEMENT WITH CHURCH ON THE ROCK THAT WHENEVER THAT'S BUILT AND THEY DECIDE TO MOVE OUT AND THEY ARE SELLING THAT PIECE OF LAND WHICH IS RIGHT NEXT TO RIVER HOMELINK, THAT WE WILL HAVE FIRST RIGHT TO THAT.
AND IF THAT WERE TO HAPPEN, IT OPENS UP A WHOLE BUNCH OF OPTIONS.
I MEAN, POTENTIALLY THREE, 400 MORE STUDENTS ON THAT CAMPUS.
BUT AT THE SAME TIME, WE ALSO KNOW THAT IF YOU DRIVE IN A PERIMETER WITH A HALF MILE IN EACH DIRECTION OF THAT CAMPUS, THERE'S A WHOLE BUNCH OF SUBDIVISIONS AND HOUSING AND EVERYTHING GOING INTO PLACE.
AND ON THAT NOTE, I WANT TO BE COGNIZANT OF THE TIME THIS EVENING.
THIS WILL CONCLUDE OUR CIP PRESENTATIONS, AND I JUST WANT TO MAKE A SPECIAL NOTE.
AND IF EVERY SCHOOL HAD THE OPPORTUNITY TO HAVE A CAPTIVE AUDIENCE AND SHARE THE WORK THAT THEY'RE DOING, I THINK YOU'D BE EQUALLY IMPRESSED WITH WITH THE WORK THAT'S OCCURRING IN OUR SCHOOLS, WE HAVE SOME FANTASTIC LEADERS WHO SPEAK FROM THE HEART.
THIS WORK IS A VOCATION FOR THEM.
THEY'RE PUTTING THEIR HEART INTO THIS WORK FOR THE KIDS AND THE COMMUNITY.
SO WITH THAT, WE WILL ADJOURN AND I'LL PASS IT BACK OVER TO SHELLEY AND DENNY.
THANK YOU, BOARD, FOR GIVING US THE TIME FOR THIS TONIGHT.
SO, I HOPE YOU'LL CONSIDER ANY QUESTIONS THAT YOU MIGHT HAVE.
OVERALL, FEEL FREE TO ASK OR, EMAIL ME OR DAVID OR THE BUILDINGS DIRECTLY.
IF YOU HAVE ANYTHING PRIOR TO THAT THAT YOU WANT CLARIFICATION ON.
THAT'S IT. I THINK BEFORE I ADJOURN, I JUST WANT TO SAY THANK YOU FOR BRINGING THIS TO US.
[01:25:04]
YEAH. IT IS REALLY HARD TO JUST SEE THE DATA SOMETIMES.IT'S SO IMPORTANT, BUT REALLY HARD TO SEE WHERE IT'S AT.
I'VE SAID IT BEFORE AND I'LL SAY IT AGAIN.
SO, WHILE EACH HAS THEIR PLACE.
SO THANK YOU FOR COMING TONIGHT.
THANK YOU FOR SHARING YOUR TIME WITH US.
IT HELPS US LEARN AND KNOW WHAT YOU'RE GOING THROUGH AND ALL THE HARD WORK YOU'RE DOING.
AND IF THERE'S NOTHING ELSE FROM THE BOARD, I WILL ADJOURN THIS MEETING AT 529.
529. BOARD.
* This transcript was compiled from uncorrected Closed Captioning.