[00:00:02]
GOOD AFTERNOON. WE WILL START OUR SPECIAL WORK SESSION FOR OUR FIRST SCHOOL IMPROVEMENT PLAN.
[1. Call to Order]
[2. Work Session]
TURN IT OVER TO SHELLY WHITTEN AND DAVID KENNEDY.GOOD AFTERNOON. GOOD AFTERNOON, SCHOOL BOARD.
THAT'S ONE TO MAKE SURE YOUR TEACHERS HAVE APPROPRIATE CERTIFICATION, WHICH IS ALWAYS IMPORTANT, BUT NUMBER TWO IS ANNUAL APPROVAL OF SCHOOL IMPROVEMENT PLANS FOR SCHOOLS. SO THAT IS WHY WE ARE HERE.
NOW WITH THAT SAID, THERE'S ALWAYS ROOM FOR IMPROVEMENT, AND THIS YEAR, IN THE SPIRIT OF REACHING EACH AND EVERY STUDENT, YOU WILL NOTICE ONE CHANGE FROM LAST YEAR'S CIP TEMPLATE TO THIS YEAR, WHICH IS UNDER THE STUDENT SUCCESS AND SCHOOL QUALITY SECTION.
UNDERNEATH DEMOGRAPHICS, THERE IS AN ADDITIONAL LINE ITEM FOR WHAT IS CALLED WIDA, WHICH I KNOW.
THE LAST TIME WE TALKED THERE WAS SOME QUESTION AS TO WHAT THAT STANDS FOR.
PLEASED TO TELL YOU THAT IT STANDS FOR WORLD CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT.
IT IS OUR ENGLISH LANGUAGE PROFICIENCY ASSESSMENT.
THE OTHER AREA THAT YOU WILL NOTICE THAT IS A CHANGE THIS YEAR IS FOR ANY SCHOOL THAT WAS IDENTIFIED UNDER THE WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK, WHICH WE DISCUSSED THE LAST TIME WE WERE TOGETHER.
IF THEY WERE IDENTIFIED AS TIER ONE, TIER TWO OR TIER THREE AND NOT FOUNDATIONAL, YOU WILL SEE A PRIORITY GOAL IN THEIR SCHOOL IMPROVEMENT PLAN THAT ADDRESSES THE SPECIFIC SUBGROUP THAT THEY WERE IDENTIFIED FOR.
SCHOOL IMPROVEMENT PLAN PROCESS IN THIS DISTRICT.
THE NOTEBOOK YOU'VE RECEIVED HAS 19 SCHOOLS.
SO WE HAVE PLEASANT VALLEY PRIMARY SCHOOL, WHICH WILL LEAD IT OFF TODAY.
YEAH, THERE THEY ARE, SUPPORT GROUP.
SO THEY HAVE COME TO SHARE WITH YOU AND WHAT WE'VE ASKED THE SCHOOLS.
YOU CAN READ THROUGH THESE PLANS.
WE'RE NOT GOING TO WASTE YOUR TIME GOING LINE BY LINE ON THESE.
WHAT IS THE STRENGTH AREAS THAT ARE UNIQUE TO THEIR SCHOOL, AND I'VE ASKED THEM TO PROVIDE SOME ADDITIONAL CONTEXT BEYOND WHAT'S WRITTEN IN THE CIP DOCUMENT, TO HELP YOU READ BETWEEN THE LINES.
BECAUSE THESE SCHOOLS, THE CIP DOCUMENT'S GREAT, BUT IT DOESN'T TELL THE WHOLE STORY.
IT TELLS PART OF A VERY IMPORTANT PART OF THE STORY, BUT NOT THE WHOLE STORY, AND SO TODAY, THOSE TWO SCHOOLS ARE GOING TO SHARE THE WHOLE STORY WITH YOU, AND WE HOPE YOU FIND THAT TO BE OF GREAT VALUE.
EACH SCHOOL WILL HAVE 25 MINUTES.
I WILL KEEP THE TIMER RIGHT HERE SO THAT WE STAY ON TRACK.
PLEASANT VALLEY WILL RUN FROM 4:10 TO 4:35.
WE MIGHT EVEN BE A LITTLE AHEAD OF SCHEDULE, AND THEN THERE WILL BE TIME FOR QUESTIONS AND ANSWERS.
WE WILL CONCLUDE THE EVENING BY 530.
SO WITH THAT, WE WILL START WITH PLEASANT VALLEY PRIMARY FIRST AND CRAIG PEARSON, TAKE IT AWAY.
GOOD EVENING. HOW ARE YOU ALL? GOOD. GOOD. THANK YOU.
GREAT. THANK YOU FOR BEING HERE.
SO I'M GOING TO BE PRESENTING OUR CIP.
I'M NOT ELIMINATING KIRSTEN FROM THIS BECAUSE I DON'T LIKE HER.
SHE'S NEW TO US. SHE'S BEEN IN MY BUILDING FOR A WEEK AS OF TODAY, SO I DIDN'T THINK IT WAS FAIR TO JUST THROW ALL OF THIS AT HER, [CHUCKLING] BUT WITH THAT BEING SAID, SHE WILL DEFINITELY BE AN INTEGRAL PART IN IMPLEMENTING A LOT OF THIS AND MY THIRD AP SINCE LAST APRIL.
[00:05:06]
SO IF SHE MAKES IT TO JUNE, I'M GOING TO FEEL A LOT BETTER ABOUT MYSELF AT THAT POINT.SO WE'RE GOING TO, CAN YOU GUYS HEAR ME? OKAY. YEAH, WE'RE GOING TO GO THROUGH AND JUST HIT ON EACH OF THE GOALS.
I'M GOING TO SPEND THE BULK OF MY TIME IN GOAL NUMBER TWO, THE HIGH QUALITY INSTRUCTION, JUST BECAUSE THAT'S WHERE THE LARGE CHUNK OF THE WORK THAT I'VE LED OUR BUILDING THROUGH IS LIVING. SO GOAL NUMBER ONE SAFE AND CARING ENVIRONMENT.
WE DEFINITELY TOOK A DIP IN OUR TIER ONE AND TIER TWO SCORES OVER THE LAST COUPLE OF YEARS, AND THAT'S BEEN SOME INTENTIONAL WORK THAT MARY SCHAUER, MY PREVIOUS AP THAT STARTED WITH ME THIS YEAR REALLY LEANED IN BETWEEN AUGUST AND NOW.
SO SHE'S LAID THE FOUNDATION FOR A LOT OF THIS THAT KIRSTEN AND I WILL BOTH CONTINUE LEADING, ALONG WITH MANY OF OUR STAFF MEMBERS THAT LEAD OUR TIER ONE AND TIER TWO WORK ACROSS THE BUILDING.
SO A COUPLE OF THINGS THAT JUST KIND OF STAND OUT TO ME AT THE TIER ONE LEVEL THAT WE'RE GOING TO WORK ON IMPLEMENTING THIS YEAR IS BOTH OF THIS IS DRIVEN THE TIER ONE AND TIER TWO IS DRIVEN BY OUR TFI, OUR TIERED FIDELITY INVENTORY THAT WE DO.
EVERY BUILDING DOES ACROSS THE DISTRICT FOR THE IMPLEMENTATION OF OUR TIERED SYSTEMS AND PROGRAMS. SO THE TIER ONE LEVEL, JUST A COUPLE OF THINGS TO HIGHLIGHT.
WE PROVIDED TRAINING FOR ALL OF OUR STAFF MANAGING PROBLEM BEHAVIORS.
SO THINKING ABOUT IS IT STAFF MANAGED OFFICE MANAGED.
COME TO SOME AGREEMENTS THAT WE CAN USE AND LEAN INTO THROUGHOUT THE YEAR.
THERE ARE BIGGER AND MORE BEHAVIORS.
SO WE REALLY TRIED TO IDENTIFY HOW DO WE BEST MANAGE THOSE AND WHAT'S THE PROPER LOCATION.
A LOT OF TIMES TEACHERS CAN LOSE POWER AND AUTHORITY OVER THEIR STUDENTS.
ANOTHER THING WE DID WAS PROVIDE PD ON OUR FOUR CORE PRACTICES.
SO WE PROVIDED A PD AT OUR STARTUP DAYS AND IN OUR EARLY STAFF MEETINGS ON WHAT THOSE PROCESSES LOOK LIKE AND WHAT THE EXPECTATIONS ARE FOR STAFF ACROSS THE BUILDING TO SUPPORT STUDENTS, AND THEN THIRDLY, OPPORTUNITIES TO SHARE DATA WITH STAFF.
SO WE'RE COMMITTING A MINIMUM OF FOUR TIMES PER YEAR FOR THAT.
WE HAVE A VARIETY OF INTERVENTIONS, BUT IT WASN'T OVERLY SYSTEMIZED I GUESS.
FORMALIZED ENTRANCE AND EXIT CRITERIA AND HOW WE'RE GOING TO FADE STUDENTS OUT OF TIER TWO INTERVENTIONS AS WE CELEBRATE THOSE OPPORTUNITIES WHEN STUDENTS ARE IMPROVING AND DO NOT NEED THAT ANYMORE, AND THEN LASTLY, WORK TO BUILD FIDELITY CHECKS FOR THESE TIERED INTERVENTIONS SO THAT WE KNOW WHAT WE'RE IMPLEMENTING IS DONE WITH FIDELITY AND IS DONE TO MEET THE NEEDS OF STUDENTS.
SO THOSE ARE JUST AGAIN, A COUPLE OF THINGS TO HIGHLIGHT WITHIN OUR GOAL.
NUMBER ONE THAT WE ARE DOING THIS YEAR.
SO DIVING INTO GOAL NUMBER TWO THE HIGH QUALITY OF INSTRUCTION, THIS IS WHERE I'M GOING TO SPEND THE BULK OF MY TIME TONIGHT IS THIS WORK HAS BEEN DATED BACK, I WOULD SAY ABOUT THREE YEARS OR FOUR YEARS WITHIN MY BUILDING.
I CAME TO BATTLE GROUND FROM A SCHOOL THAT DID PLC WORK DOWN IN OREGON AND LOVED IT, AND WHEN I BECAME AN ADMINISTRATOR AT PVP, WE WERE REALLY GREAT AT COLLABORATING AS A TEAM DURING OUR TARGETED TIMES.
I WOULDN'T SAY THAT WE WERE GREAT AT DOING PLC WORK.
I WOULDN'T SAY WE WERE DOING DATA DRIVEN WORK.
SO I FELT THAT OUR BUILDING WAS READY TO DIVE INTO THIS, AND I WANTED THAT, AND WHAT I QUICKLY LEARNED WAS THERE WAS A LOT OF RESISTANCE AND HESITATION TO IT, AND IT WAS ONE OF THOSE EXAMPLES OF WHERE I FELT WE WERE READY, AND WHAT WE WERE READY FOR WAS NOT MATCHING WHAT OUR STAFF FELT THEY WERE READY FOR.
SO I LEARNED QUICKLY TO KIND OF SCALE IT BACK, AND I WORKED CLOSELY WITH OUR INSTRUCTIONAL COACH AND ASSISTANT PRINCIPAL AT THE TIME AS TO WE WANT TO BE HERE, BUT WHEN DO WE WANT TO BE THERE AND WHAT IS REALISTIC.
SO THAT LOOKED YOU KNOW, A LOT OF THAT WAS INTENTIONAL.
[00:10:06]
TEACHERS, THROUGH EVALUATIONS AND OBSERVATIONS.SO ONE THING WE DID WAS WE SHIFTED AWAY FROM MORE NUTS AND BOLTS DURING OUR GRADE LEVEL CHAIR MEETINGS, OUR BUILDING LEADERSHIP MEETINGS, AND FOCUSED MORE ON PROFESSIONAL DEVELOPMENT AROUND PLC WORK.
A SMALL THING I DID WAS I NOTICED THAT IN THOSE MEETINGS, I WOULD PUT THE AGENDA TOGETHER AND I WOULD PRIORITIZE WHAT I FELT WE NEEDED TO DO, AND I LEARNED QUICKLY THAT MY PRIORITIES DID NOT ALWAYS ALIGN WITH THE STAFF'S PRIORITIES IN THOSE MEETINGS.
SO I MADE A SHIFT TO WHERE I PUT THE AGENDA AND PROVIDED IT TO OUR LEADERSHIP TEAM A COUPLE OF DAYS IN ADVANCE OF THE MEETING, AND THEN I HAD THEM GO IN AND THEY PRIORITIZED THROUGH A CODING SYSTEM AS TO WHAT THEY FELT WAS THE BIGGEST NEEDS AND WHAT THAT DID.
SO THIS ALLOWED US TO PRIORITIZE WHAT ARE THE NEEDS OF THE TEAM VERSUS THE NEEDS OF ME, AND WE MADE SURE TO HIT THOSE ITEMS IN THE MEETING IN THE ORDER THAT THEY WERE MOST IMPORTANT. WE ALSO WORKED TO DEFINE WHAT PLC WORK IS AND NAVIGATE HOW WE GET BETTER AT THAT.
SO IN YEAR ONE THIS WAS IN 2019 AND 2020 WE DID A VARIETY OF THINGS.
WE ADDED ONE ON ONES WITH OUR LEADERSHIP TEAM.
SO WE MET WITH EACH GRADE LEVEL CHAIR, MYSELF, MY AP AND OUR INSTRUCTIONAL COACH WITH EACH OF THEM INDIVIDUALLY AND SAID, HEY, HOW CAN WE SUPPORT YOU AND YOUR TEAM TO MOVE THIS WORK FORWARD? SO WE HAD THOSE ONE ON ONES THREE TIMES A YEAR, AND THAT WAS HUGELY BENEFICIAL RIGHT OUT OF THE GATE.
WE ALSO REALLY FOCUSED OUR LEADERSHIP MEETINGS THROUGHOUT THE WHOLE YEAR ON THE FOUR QUESTIONS OF PLC WORK, AND TO BETTER UNDERSTAND THOSE AND IDENTIFY HOW WE CAN BETTER IMPLEMENT THOSE.
KNOWING IT'S NOT GOING TO BE PERFECT, BUT OUR GOAL IS TO JUST MOVE THE WORK FORWARD.
SO WE TALKED ABOUT DATA DRIVEN WORK.
WE TALKED ABOUT WHAT THAT LOOKS LIKE, AND WE DID A LOT ON WHAT I CALL CELEBRATIONS AND STUCKS.
WHAT ARE WE CELEBRATING IN THE PLC WORK THAT WE'RE DOING AND WHERE ARE WE STUCK AND HOW CAN WE LEARN FROM ONE ANOTHER THROUGH THESE MEETINGS TO MOVE THAT WORK FORWARD ACROSS ALL OF OUR TEAMS? AND THEN LASTLY, THAT FIRST YEAR WE REALLY STARTED TALKING ABOUT AND GETTING COMFORTABLE WITH DATA.
I LEARNED QUICKLY THAT OUR TEAMS WERE NOT COMFORTABLE WITH DATA.
SO THAT TOOK A LOT OF INTENTIONAL WORK AND REALLY SLOW MOVING, BUT WE MADE PROGRESS IN YEAR ONE, GOING INTO YEAR TWO, TAKING THOSE THOSE KEY THINGS. SO WE CONTINUED THE GLC ONE ON ONES WITH EACH OF OUR BUILDING LEADS, BUT WE ADDED ANOTHER LAYER TO THAT.
WE ALSO THEN MET WITH EACH OF THEIR WHOLE TEAM IN A ONE ON ONE.
SO WE WOULD NOT WE WOULD MEET WITH THE LEADER OF THE TEAM, AND THEN WE WOULD SEPARATELY MEET WITH THE ENTIRE TEAM, AND WE DID THAT FOR ALL OF OUR TEAMS, AND WHAT WE FOUND WAS THE CONTEXT OF THOSE TWO MEETINGS WAS SOMETIMES VERY DIFFERENT.
SO WE WERE ABLE TO BETTER ALIGN THAT, AND THEN REALLY WHAT THAT DID IS THAT HELPED US TO MAXIMIZE OUR STAFF MEETINGS TO WHERE WE STARTED SEEING TRENDS ACROSS OUR BUILDING AND ACROSS ALL THE TEAMS, AND WE BUILT OUR STAFF MEETINGS AROUND THOSE TRENDS SO THAT OUR STAFF MEETINGS WERE HITTING THE NEEDS OF THE GREATER COMMUNITY OF OUR BUILDING AND OUR STAFF. AGAIN, WHEREAS BEFORE THAT WE WOULD THINK WE KNEW WHAT THE NEEDS WERE AND WHAT WE WOULD PRESENT IN A STAFF MEETING MIGHT ONLY BE APPLICABLE TO ONE TEAM.
THIS WAS A BETTER WAY TO NAVIGATE THAT.
WE CONTINUED MOVING THE WORK FORWARD AROUND WHAT PLCS AND THAT FOUNDATIONAL UNDERSTANDING IS.
THAT INCLUDED THE TEACHER CLARITY PLAYBOOK.
WHAT WE BUILT WAS, I THINK, A STARTING POINT TO KIND OF WHAT DAVID HAS DONE A LOT, WHICH IS BUILDING THE SEVEN STEP PROCESS AS WELL AS SOME OF THE GRAPHICS FOR OUR PLC WORK AND WAIVER DAYS THAT SHOW KIND OF THE CYCLICAL NATURE OF THE PLC WORK.
WE ESTABLISHED AND BUILT SOME OF THOSE EARLY ON FOR OUR BUILDING.
THAT REALLY HELPED MY VISUAL LEARNERS OF STAFF BETTER UNDERSTAND WHAT THAT LOOKS LIKE AND BE ABLE TO IMPLEMENT THAT, AND THEN LASTLY, WITHIN YEAR TWO IS WE STARTED GETTING MORE COMFORTABLE SHARING DATA.
[00:15:01]
I SAID, I GET THAT, BUT WE CANNOT BE READY FOR THAT EVERY YEAR AT SOME POINT.SO WHAT WE DID WAS EVERY TIME WE HAD A MONTHLY MEETING, EVERY MEETING, A DIFFERENT LEADER OF THEIR TEAM WOULD PRESENT THEIR DATA TO THE TO THE TEAM.
SO WE WERE JUST PRESENTING WITHIN OUR GROUP OF ABOUT TEN PEOPLE.
SO KIND OF A SAFER SPACE, A SMALLER SPACE, A PRIVATE SPACE, AND WE REALLY LEARNED THAT EVERYBODY WAS IN DIFFERENT PLACES AND EVERYBODY'S DATA LOOKED LOOK VERY DIFFERENT? BUT THEY STARTED JUST GETTING COMFORTABLE TALKING ABOUT IT AND SHARING, AND THAT REALLY TOOK OFF WHEN A COUPLE TEAMS SHARED, AND THEN THAT SPURRED DEEPER CONVERSATIONS AND OTHER LEADERS SAYING, OOH, I LIKE THAT SPREADSHEET.
CAN YOU SHARE WITH US SO WE CAN USE THAT? OOH, I LIKE WHAT YOU DID THERE AND WE STARTED HAVING COLLABORATIVE CONVERSATIONS BECAUSE OF THE DATA THEY WERE SHARING, AND THAT KIND OF HELPED US OPEN OUR EYES TO THIS ISN'T SO SCARY, AND IT'S NOT SO BAD AS WE GOT INTO YEAR THREE.
WE CONTINUED THE PLC ONE ON ONES.
WE CONTINUED THE GRADE LEVEL CHAIR SPECIFIC ONE ON ONES.
BECAUSE THERE WAS HUGE VALUE THERE.
WE ADDED TO THAT A SELF-REFLECTION TOOL THAT WE BUILT.
WE TOOK THE SEVEN STEP PLC PROCESS AND WE BROKE IT DOWN, AND WE CREATED A RUBRIC FOR EACH STEP ALONG THE WAY, AND WE SHARED THAT WITH OUR GRADE LEVEL CHAIR TEAMS AND BUILT THAT INTO THOSE MEETINGS.
THOSE ONE ON ONE MEETINGS IS WHERE IS YOUR TEAM FALL AND WHAT IS THE NEXT STEP TO MOVE THAT WORK FORWARD AND WE ASKED THEM TO THINK ABOUT NOT JUST TRYING TO MOVE ALL THE WORK FORWARD, BUT WHAT IS THE 1 OR 2 HIGHEST LEVERAGE PRACTICES THAT ARE ON THIS PAPER, THIS RUBRIC? AND WHAT CAN WE COMMIT TO MOVING FORWARD? SO IT WASN'T OVERWHELMING TRYING TO DO ALL THE THINGS.
LET'S PICK ONE THING TO GET BETTER AT.
SO THAT FOCUSED OUR ONE ON ONE MEETINGS THAT YEAR AND WAS A REALLY BIG STEP FOR US IN LABELING THE WORK AND IDENTIFYING WHAT THAT LOOKS LIKE TO DO IT BETTER. WE ALSO STARTED SHARING OUR DATA BEYOND JUST OUR LEADERSHIP TEAM.
WE AT THE END OF THE WAIVER DAYS, THAT FIRST YEAR, WE GAVE EACH GRADE LEVEL CHAIR A SLIDE, AND AT THE SECOND WAIVER DAY, WE HAD TO PRESENT YOUR TEAM'S DATA, YOUR CELEBRATIONS AND YOUR STUCKS FROM THE FIRST WINDOW, AND IT WAS REALLY COOL TO SEE.
THEY WERE SUPER NERVOUS. THEY DIDN'T WANT TO DO IT.
WE POWERED THROUGH AND WHAT WAS SUPPOSED TO BE ABOUT A 15 TO 20 MINUTE PRESENTATION TOOK ABOUT AN HOUR BECAUSE THE FOLLOW UP CONVERSATIONS, QUESTIONS AND COMMENTS AMONG THE AUDIENCE MEMBERS AFTER EACH TEAM WENT WAS REALLY FUN AND REALLY SPECIAL.
A LOT OF TEAMS GOT GREAT IDEAS FROM THAT.
TRYING TO THINK IF I MISSED ANYTHING THERE.
I THINK THE BIGGEST TAKEAWAY WAS AROUND THE CELEBRATION OF OF TALKING ABOUT DATA AND THE IDENTIFICATION OF THE REFLECTION RUBRIC AND HOW OUR TEAMS ARE MOVING FORWARD IN THEIR WORK VERSUS JUST KIND OF GUESSING ON WHAT THEY NEED TO MOVE FORWARD WITH, BUT ACTUALLY HAVING THAT WITHIN THAT RUBRIC ON PAPER OF WHAT THE NEXT STEPS LOOK LIKE AND WHAT THEY ACTUALLY NEED TO DO TO MOVE FORWARD IN THAT WORK AND RECENTLY WE HAVE MORE OF A DISTRICT WIDE RUBRIC.
SO FOR A SELF-REFLECTION TOOL THAT WE'RE ALL USING AT THIS POINT.
SO THAT'S JUST KIND OF AN OVERVIEW OF KIND OF THE THREE YEAR PROCESS WE WENT THROUGH TO GET TO WHERE WE ARE, AND BY NO MEANS AM I SAYING THERE AREN'T OTHER BUILDINGS THAT DID GREAT PLC WORK AND THAT THERE AREN'T AMAZING OTHER TEAMS, BUT EVEN THIS YEAR, WITHIN OUR GRADE LEVEL CHAIR, WE HAVE A COUPLE STAFF MEMBERS WHO ARE PART OF DISTRICT WIDE TEAMS. OUR TK TEACHER IS PART OF A DISTRICT WIDE TEAM AND SOME OF OUR SPECIAL EDUCATION TEACHERS AND ML TEACHERS, AND THE FEEDBACK THEY'VE BROUGHT WAS, THANK YOU, CRAIG, FOR MOVING THIS WORK FORWARD A COUPLE OF YEARS AGO, BECAUSE WE ARE ACTUALLY ABLE TO LEAD SOME OF THE TEAMS THAT WE'RE ON BECAUSE THEY'RE NOT TO THE POINT THAT WE WERE. SO THAT WAS HUMBLING TO HEAR A LITTLE BIT AND FUN FOR OUR TEACHERS TO BE THANKFUL ABOUT THE PROCESS WHEN BEFORE THEY WERE A LITTLE MAYBE FRUSTRATED BY THE PUSH, BUT THEY SEE THE VALUE IN IT.
WHICH IS GOAL NUMBER THREE, THE COLLABORATION THAT CULTIVATES TRUST.
[00:20:07]
HE PUSHED BACK ALSO BECAUSE EVERYTHING IS SUPPOSED TO BE ALIGNED AND I SAID, THAT'S GREAT, BUT WE'RE DOING SOMETHING A LITTLE DIFFERENT AT PVP AND THERE'S VALUE.SO HEAR ME OUT, AND THEN HE COMPROMISED BY LETTING US HAVE TWO GOALS.
THE SECOND GOAL. BY 2025, 80% OF OUR STAFF WILL REPORT POSITIVE INDICATORS BASED ON THE CEE SURVEY.
THAT'S JUST A CONTINUATION FROM LAST YEAR.
A LOT OF OUR GRADE LEVEL CHAIR MEETINGS FOCUSED ON THAT.
WE COULD TAKE SOME OF OUR GRADE LEVEL CHAIR TEAM MEMBERS PRESENTED TO OUR STAFF STRATEGIES TO BUILD A BETTER CULTURE WITHIN PVP SPECIFICALLY AROUND IDENTIFYING CONFLICT AT THE ROOT OF IT, AND ALSO DIFFERENTIATING, IDENTIFYING AND NAVIGATING CONFLICT, WHICH IS VERY DIFFERENT THAN ACTUALLY SOLVING CONFLICT, AND THAT'S WHERE WE GOT STUCK A LITTLE BIT.
SO LAST YEAR WE DID A LOT OF WORK THERE.
WE'RE GOING TO CONTINUE THAT BUT OUR FOCUS THIS YEAR, THE REASON WE ADDED THAT FIRST GOAL, FOCUSING ON FAMILIES, REPORTING POSITIVE INDICATORS IS A LOT OF OUR PLC WORK AND OUR WAIVER DAY AND OUR PLC WINDOWS WORK IS ENGAGING OUR FAMILIES MORE IN THAT WORK, SHARING THE ESSENTIAL STANDARD THAT TEAMS ARE WORKING ON WITH THEM, IDENTIFYING WAYS THAT THEY CAN ENGAGE WITH THEIR STUDENTS AT HOME THAT'S DIRECTLY CONNECTED TO THAT ESSENTIAL STANDARD AND WHAT THAT LOOKS LIKE, AND THEN ALSO, WHAT ARE THEIR STUDENTS DOING THROUGHOUT THEIR SCHOOL DAY, AND HOW CAN PARENTS BE MORE IN TUNE TO THOSE THINGS AND THEN THE REASON WE FOCUSED THAT WITHIN OUR CIP IS THIS YEAR, PARENTS WILL BE TAKING THAT SURVEY WHEREAS THEY TOOK IT THREE YEARS AGO.
THIS THE SURVEY DATA THIS SPRING TO GIVE US A CORRELATION WITH HAVE WE MADE GROWTH THERE? SO WE REALLY WANTED TO FOCUS ON THAT BECAUSE THAT PROVIDED THAT SURVEY IS PROVIDED TO THE FAMILIES THIS SPRING AND THAT WILL GIVE US THAT FOLLOW UP POST DATA, SO TO SPEAK, AND WE JUST MET LAST WEEK WITH OUR LEADERSHIP TEAM ON THAT, AND WE IDENTIFIED SEVERAL COMMITMENTS DURING WAIVER PLC WINDOW TWO THAT TEAMS ARE MOVING FORWARD WITH.
THEY'RE GOING TO PROVIDE AT LEAST ONE, IF NOT TWO PROGRESS MONITOR DATA POINTS FOR FAMILIES THAT WILL GO HOME DIRECTLY CONNECTED TO THEIR ESSENTIAL STANDARD AND THEY'RE GOING TO WORK WITH FAMILIES ON HOW TO BETTER ENGAGE IN THAT WORK, TO BRIDGE THAT GAP BETWEEN WHAT WE'RE DOING AT SCHOOL AND WHAT WE ARE HOPING PARENTS ARE INFORMED OF, AND WHAT WE ARE HOPING PARENTS CAN DO WITH THEIR KIDS AT HOME.
WE REALLY WANT TO GET PARENTS IN THE BUILDING.
WE HAVE A LOT OF GREAT IDEAS, AND ONE THING WE'RE LOOKING AT IS CONSIDER ADJUSTING OUR OPEN HOUSE NIGHT FROM MORE OF A TRADITIONAL PARENTS JUST KIND OF SHOW UP AND WALK THROUGH THE CLASSROOMS AND SEE MAYBE A PROJECT THAT'S ON THE DESK TO BEING A LOT MORE INTENTIONAL, BECAUSE THAT OPEN HOUSE CAN FALL RIGHT AFTER OUR NEXT WAIVER DAY.
SO WANTING TO DO SOMETHING AROUND MORE OF A FORMALIZED PRESENTATION FOR EACH GRADE LEVEL TO WHERE THEY ARE PRESENTING, HEY, WE ARE GOING TO START THIS FOCUSED WORK ON THIS ESSENTIAL STANDARD FOR THE NEXT 6 TO 8 WEEKS.
HERE'S WHAT WE ARE COMMITTING TO DOING.
HERE ARE WAYS THAT YOU CAN ENGAGE.
YOU CAN COME IN AND SEE WHAT THIS LEARNING ACTUALLY LOOKS LIKE IN THE CLASSROOM WITH YOUR CHILD.
WE MIGHT DO A SEPARATE NIGHT FOR EACH GRADE LEVEL.
SO THEN PARENTS THAT HAVE SPLIT KIDS ACROSS GRADE LEVELS DON'T HAVE TO PICK OR CHOOSE.
SO THAT'S STILL A WORK IN PROGRESS, BUT WE'RE REALLY WORKING ON BETTER ENGAGING OUR FAMILIES WITH THE HOPES THAT THE SURVEY WILL REFLECT SOME OF THAT WORK.
BOARD, WE HAVE ABOUT 20 MINUTES FOR QUESTIONS.
SO IF THERE ARE ANY QUESTIONS THAT YOU HAVE FOR CRAIG OR KIRSTEN REGARDING ANY OF THE THREE GOAL AREAS OR ANY OF THE ITEMS ANY OF THE ITEMS THAT ARE BEFORE YOU ON THE SCHOOL IMPROVEMENT PLANS, THIS WOULD BE THE TIME TO ASK AWAY.
[00:25:01]
I GOT ONE SECOND.GO AHEAD. OKAY. THANKS, CRAIG, I APPRECIATE THAT.
YOU COMMENTED ON NOTING THAT THERE WAS SOME FEAR, TREPIDATION ASSOCIATED WITH SHARING DATA DURING THE PLC WORK, AND I APPRECIATE YOUR ACKNOWLEDGMENT OF THE CONCERN THERE AND THE SUCCESS, YOU KNOW, IN POINTING THAT OUT.
AFTER THE FACT AND NOTING ALL THAT, I'M CURIOUS.
DID YOU FIND THAT YOU HAD TO HAVE ANY ADDITIONAL INTERACTION AND REINFORCEMENT AND FOR THEM TO OPEN UP AND SHARE THAT DATA, OR WAS THAT SOMETHING THAT JUST KIND OF MATURATED OR EVOLVED IN THE PROCESS OF THE PLC WORK, THE TEAMS AND SUCH? YEAH, WE HAD TO.
TO THE POINT TO WHERE THERE WERE SOME INDIVIDUAL TEACHERS I HAD TO REALLY WORK CLOSELY WITH THROUGH THE OBSERVATION PROCESS, THE EVALUATION CYCLE, WITH THEIR STUDENT GROWTH GOALS. SOME TEACHERS HAVE HAD DATA USED IN THOSE SETTINGS VERY NEGATIVELY.
SO THAT WAS A LAYER OF IT, AND THEN WITHIN OUR LEADERSHIP TEAM REALLY OUTLINING WHY AND HOW WE'RE GOING TO USE THIS DATA, AND REALLY START WITH IT JUST BEING AN INTERNAL THING.
JUST KIND OF DATA COULD BE GREAT.
IT COULD BE TERRIBLE. IT COULD BE WHAT YOU THINK I WANT IT TO BE.
LET'S JUST THROW IT ON THE TABLE AND TALK ABOUT IT, AND AS WE DID THAT, MORE AND MORE, IT WAS LESS, HONESTLY LESS ABOUT THE DATA AND MORE AROUND WHAT IS YOUR TEAM DOING BECAUSE OF IT.
RIGHT, AND TEAMS SLOWLY STARTED GETTING MORE COMFORTABLE AS THE LEADERS GOT MORE COMFORTABLE.
THEY I ASKED THEM TO INTENTIONALLY LIKE KIND OF START SPREADING THAT ACROSS THEIR TEAM BECAUSE IF IT COMES FROM WITHIN, IT'S ACCEPTED A LOT MORE THAN IF IT COMES FROM ME DICTATING WHAT TEAMS NEED TO DO.
I APPRECIATE THAT THESE PROGRAMS IS DATA IN, DATA OUT.
SO IF THEY'RE NOT WILLING TO SHARE, WE'RE NOT GOING TO GET ANYTHING FRUITFUL OUT OF IT, AND, DAVID, I DON'T KNOW, THERE MIGHT BE SOME VALUE IN HERE TO HAVE THIS DOCUMENT AS LIKE A LESSONS LEARNED AND WHAT APPROACHES THEY TOOK IN ORDER TO SOLVE THAT CHALLENGE, AND THEN BE ABLE TO SHARE THAT WITH OTHER SCHOOLS THAT MAY BE FACED WITH THE SAME THING AND KIND OF AT A DEADLOCK.
YEAH, ABSOLUTELY. WE IDENTIFIED TO SHARE AT ONE OF OUR K-12 INSTRUCTIONAL MEETINGS WITH ALL OF THE PRINCIPALS, THE WORK THAT HE WAS DOING WITH HIS BUILDING LEADERSHIP TEAM, IN PARTICULAR, BECAUSE IT WAS UNIQUE AND WE FELT THAT THERE WAS AN OPPORTUNITY TO REALLY INCREASE THE LEARNING ACROSS THE ORGANIZATION WITH IDENTIFYING PROMISING PRACTICES AND HAVING THAT SPREAD THROUGHOUT MULTIPLE SCHOOLS.
SO THE LEARNING THAT THE ADULTS WERE DOING IN THAT MOMENT.
WE'RE TALKING ABOUT THE ENTIRE BUILDING THAT IS YOUR PROFESSIONAL LEARNING COMMUNITY.
YEAH. ANY OTHER QUESTIONS? SO DESCRIBE FOR ME WHAT WHAT IS A TIER ONE RESPONSE DAY LOOK LIKE NOW IN YOUR BUILDING.
IN REGARDS TO LIKE THE SAFE AND CARING ENVIRONMENT GOAL NUMBER ONE.
OR ARE YOU TALKING ABOUT FOR PLC WORK? YEAH. YEAH, EXACTLY.
IT LOOKS DIFFERENT ACROSS GRADE LEVELS.
THAT'S SOMETHING THAT WE ARE STILL WORKING ON, BUT WE'VE HAD TO KIND OF GO BACKWARDS.
WE'VE HAD INTERVENTION BLOCKS BUILT INTO OUR PRIMARY SCHOOL SCHEDULE, AND WHAT WE THIS YEAR WERE MAKING THE SHIFT TO THE RESPONSE DAY VERSUS BEFORE, WE WOULD REFER TO THAT AS AN INTERVENTION.
NOW WE'RE ASKING TEAMS TO LOOK AT OKAY, BASED ON THAT DATA, WHAT IS THE TEAM GOING TO COMMIT TO DOING FOR ALL OF THE STUDENTS AS A RESULT OF THAT INFORMATION AND THAT STILL IN SOME CAPACITY MIGHT HAPPEN DURING THE INTERVENTION BLOCK, AS WE'RE STILL NAVIGATING WHAT THAT LOOKS LIKE.
WE DO HAVE MORE AND MORE TEAMS THAT ARE REALLY LOOKING AT DOING THAT DURING THEIR CORE INSTRUCTION, WHEN THEY HAVE ACCESS TO ALL KIDS, AND THAT'S KIND OF OUR NEXT PHASE IS HOW DO WE GET BETTER AT THAT AND TRANSITION MORE INTO A TRADITIONAL TIER TWO INTERVENTION? THAT'S KIND OF THAT NEXT STEP FOR US.
YEAH. THANK YOU. BECAUSE I KNOW IT'S A TRICKY TO MAKE THAT HAPPEN.
[00:30:04]
IT IS, AND THE BIGGEST THING WITH OUR STAFF IS WE'VE TALKED A LOT ABOUT EVEN TO DO TIER TWO INTERVENTION WORK.THE KIDS THAT NEED IT ARE THE KIDS THAT ARE PULLED OUT OF THEIR CLASSROOMS. SO A.) HOW DO WE LEAN ON THE STAFF THAT THEY'RE GOING TO TRY TO MAXIMIZE THAT, BUT ALSO, HOW DO WE MAYBE CHANGE WHAT IT'S TRADITIONALLY LOOKED LIKE? AND THAT'S GOING TO COME WITH GROWING PAINS AND TRYING SOMETHING LIKE, WELL, THAT DIDN'T WORK, BUT THAT DID.
TO ME, THE TAKEAWAY AND I SHARED THIS WITH DAVID AND MIKE LAST SPRING IS FOR THE FIRST TIME, HOLISTICALLY, THOSE QUESTIONS WERE COMING TO ME COMPLETELY FLIPPED ON WHAT THEY NORMALLY HAVE BEEN OVER THE YEARS.
THEY'VE BEEN WHERE DO I SEND MY KIDS SO THEY CAN GO GET WHAT THEY NEED? AND NOW I HAVE TEACHERS COMING TO ME SAYING, HOW CAN I NOT SEND MY KIDS AWAY SO I CAN SERVE THEM? AND MY ANSWER IS, I'M NOT SURE WE NEED TO FIGURE THAT OUT, BUT I LOVE THAT.
JUST ADD THAT I REALLY APPRECIATE THAT YOU'RE MAKING FAMILIES A FOCUS.
ALONG THOSE LINES ON THE SCHOOL COMMUNITY COLLABORATION GOAL, THE GOAL OF THE STAFF, THE ONE THAT WE HAD LAST YEAR, WE HAD AN, IT SAID LAST YEAR, IT SAID CURRENTLY IN THE GOAL 70% AND THE GOAL WAS 75, AND THEN NOW OUR GOAL IS 80. IT WAS CURRENTLY 70 LAST YEAR.
WHAT DID WE GET TO BY THE END OF LAST YEAR? WELL WHAT WE WHAT DID WE START WITH THAT WE GOT A GOAL OF 80.
I DO I, I DON'T KNOW IF I HAVE THAT RIGHT HERE.
SO OUR GOAL THIS YEAR IS 80, BUT I DON'T KNOW WHERE WE'RE STARTING FROM.
WE WERE IF I REMEMBER RIGHT IT WAS PROBABLY IN THE MID 70S.
YEAH LIKE 75 OR SOMETHING PROBABLY.
SOME OF THE I THINK IT WAS FOUR SEPARATE SPECIFIC QUESTIONS WITHIN THAT SURVEY THAT WE FOCUSED ON.
I THINK THREE OF THEM, WE MADE MORE SIGNIFICANT PROGRESS.
ONE WAS A LITTLE BIT GIVE YOU THOSE NUMBERS TERRY.
SO THEY IN 2000 WE'LL GO TWO YEARS BACK.
SO 22-23 PLEASANT VALLEY PRIMARY WAS 70% LAST YEAR ON THE CEE SURVEY GIVEN IN FEBRUARY 23-24.
SO THEY SAW A 3% INCREASE, AND THE GOAL IS 7% THIS YEAR.
SO THE GOAL YEAH THEY SET A 7% INCREASE.
YOU THINK THAT'S REALISTIC? I THINK IT'S REALISTIC.
YEAH. I THINK THROUGH SOME OF THE WORK THAT WE DID LAST YEAR TO GAIN THAT 3%, CONTINUING THAT, AND I THINK SOME OF THE WORK WE'RE DOING HONESTLY, JUST IN MY OPINION, THAT'S NOT EVEN DIRECTLY INTENTIONAL FOR THAT GOAL, BUT JUST IN CULTURE, CLIMATE BEING SUPPORTIVE AND RESPONSIVE ON THE STUDENT NEEDS, I KNOW, WHEN YOU GUYS TOURED, THAT WAS A CONVERSATION OF STAFF STRUGGLES HOW TO SUPPORT ALL STUDENTS.
I THINK JUST BEING RESPONSIVE TO THOSE THINGS IS SOMETHING THAT WE NATURALLY NAVIGATE, BECAUSE STAFF CAN HAVE VARYING OPINIONS ON THOSE THINGS, BUT WE ARE COMING TOGETHER TO HAVE THOSE CONVERSATIONS, AND TO ME, THAT'S A DIRECT WAY WE'RE NAVIGATING CONFLICT WITHIN OUR BUILDING AND ACROSS ADULTS.
JULIA, DO YOU HAVE ANY QUESTIONS? I DO HAVE ONE QUESTION.
OKAY. SO YOU KNOW, I'M FROM RIVER HOMELINK WHICH RIVER HOMELINK'S WHOLE THING IS PARENT COLLABORATION, AND SO I AM REALLY CURIOUS TO KNOW, LIKE SINCE A BIG GOAL IS INCREASING YOUR FAMILY LIKE ENGAGEMENT, I WANT TO KNOW, LIKE, WHAT IS IT LIKE NOW? I'M ASSUMING THERE'S KIND OF A LACK, BECAUSE THAT'S KIND OF WHAT IT'S LIKE DISTRICT WIDE WITH ALL OF OUR SCHOOLS, BUT I WANT TO KNOW WHAT SPECIFICALLY LIKE FOR PLEASANT VALLEY.
I WOULD SAY I WOULD SAY IN REALITY IT DEPENDS ON THE CONTEXT, RIGHT.
IT'S REALLY JUST KIND OF HIT OR MISS.
I THINK THERE ARE SOME TEACHERS THAT WANT MORE OF IT, WHEREAS OTHER TEACHERS ARE LIKE, WE'RE GOOD.
LET ME DO MY THING AND SEND THE KID BACK TO YOU, BUT I THINK OUR GOAL IS NOT NECESSARILY THE PHYSICAL ENGAGEMENT OF PARENTS WITHIN OUR BUILDING, ALTHOUGH THAT WOULD BE GREAT.
[00:35:08]
THE GAPS THAT THEIR KIDS HAVE IN THE LEARNING, AND ARE WE COMMUNICATING THAT AND PROVIDING THE OPPORTUNITIES FOR PARENTS TO ENGAGE, OR ARE WE ACTUALLY CREATING BARRIERS INTENTIONALLY OR UNINTENTIONALLY? SO AN EXAMPLE THAT MADE ME REALLY THINK OF THIS IS MY WIFE WENT TO MY SON'S FIRST GRADE CLASS LAST YEAR.WE LIVE IN CAMAS, AND SHE CAME HOME TELLING ME SHE'S LIKE, IT WAS SO COOL.
KIND OF WEIRD AS THEY'RE SOUNDING OUT THE WORDS AND THE KIDS WERE ALL DOING IT AND THEY KNEW WHAT TO DO, AND I WAS JUST NODDING, LIKE, AS IF SHE WAS TELLING ME SOMETHING I DIDN'T KNOW.
SHE WASN'T USING HER LIKE, LET'S MEMORIZE THESE SIGHT WORDS THAT WE LEARNED.
SHE WAS ACTUALLY REPLICATING THAT, AND I'M LIKE, IF WE COULD GET OUR PARENTS TO UNDERSTAND NOT JUST WHAT WE'RE TEACHING, BUT HOW WE'RE TEACHING IT, THAT WOULD DRASTICALLY CHANGE, BECAUSE THEN PARENTS AREN'T GOING TO TRY TO TEACH IT THEIR WAY, WHICH COULD REALLY CONFUSE KIDS.
WE'RE GOING TO BE IN PARTNERS IN THAT.
THE STUDENT WOULD BE SITTING NEXT TO THEIR PARENT, WATCHING THEIR PARENT DO THE WORK ON THE WHITEBOARD, WATCHING THE PARENT TAP OUT THE SOUNDS, WATCHING THE PARENT ENGAGE AS THE LEARNER, AND THEN WHAT HAPPENS IS THEN WHEN THE HOMEWORK GOES HOME, PARENTS KNOW WHAT TO DO AT HOME.
I HAVE MORE, BUT SOMEBODY ELSE SURELY HAS GOT SOMETHING.
YOU'RE VERY SENSITIVE AND VERY UNDERSTANDING TO BRING THEM TOGETHER, AND JUST THE CHALLENGING OF GETTING MORE COLLABORATION WITHIN YOUR BUILDING. I JUST REALLY APPLAUD YOU FOR THAT.
I WAS A TEACHER FOR MANY YEARS, AND CHANGE DOESN'T ALWAYS COME EASY, SO I REALLY APPLAUD YOU TO BE THE LEADER, THE BAND LEADER, TO ENCOURAGE EVERYONE TO KEEP MOVING FORWARD TOWARD THAT.
BECAUSE FOR THE LONG RUN, IT'S GOING TO BENEFIT YOUR BUILDING.
IT'S GOING TO BENEFIT THE CHILDREN AND THE PARENTS.
I ALSO LOVE THAT THE PARENTS ARE BEING ENCOURAGED BECAUSE I HAVE CHILDREN WITH CHILDREN IN SCHOOL, AND THAT IS A FRUSTRATION THAT THEY EXPRESS THAT THEY DON'T REALLY UNDERSTAND WHAT IS BEING TAUGHT IN THE CLASSROOM, AND I JUST LOVE THAT YOU HAVE AN OPEN DOOR AND THAT YOU WOULD LOVE TO SEE THEM BE IN THE CLASSROOM SO THAT THEY CAN HELP THEIR KIDS.
WE'VE GOT ABOUT 6 OR 7 MINUTES LEFT.
I DON'T WANT TO MONOPOLIZE IT.
ALL RIGHT. WHEN I CAME TO YOUR OFFICE AND SAT IN YOUR ROOM AND TALKED WITH YOU ON OUR TOUR, THAT MEETING WAS REALLY ONE OF THE HIGHLIGHTS FOR ME. I REALLY WAS IMPRESSED WITH YOUR YOU'D BE SOMEBODY ANYBODY WOULD WANT TO HAVE AS A PRINCIPAL IN THEIR SCHOOLS. SO THANK YOU FOR YOUR WORK.
OKAY. THANK YOU. WOULD IT BE INCORRECT? SO I'M LOOKING AT ALL THE GOALS.
I'M LISTENING TO YOU TALK, AND IT SEEMS LIKE ALL OF THE GOALS ARE ARE WRAPPED IN THIS STATEMENT, AND I'M WONDERING IF YOU WOULD AGREE THAT IT'S REALLY ABOUT THE GOALS ARE HEAVILY VESTED IN SUCCESSFULLY IMPLEMENTING THE PROFESSIONAL LEARNING COMMUNITY GOALS.
YOUR GOALS ARE HEAVILY INVESTED IN IMPLEMENTING PROFESSIONAL LEARNING COMMUNITIES.
OKAY. YOU MENTIONED YOU HAVE THREE YEARS GOALS THAT YOU WORKED BACK FROM FOR LIKE MATH.
I DON'T KNOW IF YOU DID THAT FOR LANGUAGE ARTS, BUT YOUR GOAL IS 60% THIS YEAR.
SO WHAT WAS THE THREE YEAR GOAL.
SO WHEN WE HAD THE THREE YEAR GOAL THAT WAS NOT NECESSARILY A NUMBER GOAL FOR THE CIP.
THAT WAS A MORE OF A SYSTEM AND IMPLEMENTATION OF PLC WORK.
ALL RIGHT. FAIR ENOUGH. SO OUR GOAL LAST YEAR WAS 60% AND WE MOVED FROM 46 TO 48.
SO THE GOAL IS FROM 45 TO 60, AND I LISTENED VERY CAREFULLY TO THIS IDEA OF SHARING SUCCESSES WITH OTHERS TO INCREASE THEIR SUCCESS, AND I STRONGLY BELIEVE IN THAT, AND THAT'S WHAT PROFESSIONAL LEARNING COMMUNITIES ARE ALL ABOUT.
[00:40:02]
SO AS WE'RE LEARNING TO IMPLEMENT PROFESSIONAL LEARNING COMMUNITIES, ONE OF THE REALLY BIG, VALUABLE THINGS IS TO SET REALISTIC AND ACHIEVABLE GOALS.SO DO YOU THINK THAT THE 60% IN MATH IS AN ACHIEVABLE GOAL FROM 48? I THINK SO WHEN WE'RE LOOKING AT DATA WITHIN OUR BUILDING, WE HAVE TERMINOLOGY THAT WE USE, AND ONE OF THE, ONE OF THE VOCABULARY TERMINOLOGY IS CALLED A STRETCH GOAL, AND THAT'S SOMETHING THAT WE SPECIFICALLY TALKED ABOUT HERE TO WHERE DO I THINK IT'S REALISTIC? I THINK IT'D BE ON THE HIGH END OF REALISTIC, BUT WE ALSO OUR LEADERSHIP TEAM WHEN TALKING ABOUT THE ACTUAL NUMBER WE ARE GOING TO PUT DOWN, WE THREW OUT EVERYTHING FROM MUCH CLOSER TO THE REALITY TO 100%, AND WE DISCUSSED THAT IN DEPTH A LOT, AND I KNOW THERE'S VARYING OPINIONS ON THAT, BUT WE DIDN'T WANT TO GO WITH 100% BECAUSE WE DIDN'T FEEL LIKE THAT WAS REALISTIC FOR WHERE WE ARE RIGHT NOW.
IS THAT WHAT WE WANT? 100%, BUT THAT'S INTERESTING THAT YOU'D SAY THAT.
WE WANTED IT TO BE SOMETHING THAT WE COULD.
BECAUSE THE FLIP SIDE ALSO IS IF WE SET A GOAL AND WE ARE DRASTICALLY FAR AWAY FROM IT, EVEN IF WE MADE GREAT GROWTH, THAT'S STILL DEFLATING, RIGHT? SO THERE'S A MENTALITY TO IT ALSO FOR OUR STAFF THAT WANTED TO BE ABLE TO SET SOMETHING THAT WAS ON THE HIGH END, SOMETHING WE FELT COULD BE ACHIEVED IF THE STARS ARE ALIGNED BUT WAS SOMETHING THAT WOULD GIVE US FORWARD MOMENTUM AS WELL.
SO DID YOU HAVE ANY QUESTIONS? IT'S OKAY TO SAY NO. I JUST DIDN'T WANT YOU TO GET PASSED.
KIND OF ABOUT, LIKE, KIND OF HOW YOU'RE GOING TO TAKE THE FAMILY ENGAGEMENT.
BECAUSE OUR DISTRICT IS SO DIVERSE AND OUR MULTILINGUAL NUMBERS ARE COUNTING.
DO YOU THINK SO LIKE, THIS QUESTION KIND OF HAS TWO PARTS.
IS THE FIRST PART WOULD BE THOSE BEHAVIORAL ISSUES.
DO YOU THINK THERE IS A PERCENTAGE OF THAT? DO THE PERCENTAGE OF STUDENTS WHO DEAL WITH THOSE BEHAVIORAL ISSUES, ARE THEY A PART OF THAT MULTILINGUAL COMMUNITY IS MY FIRST QUESTION.
SOME OF THEM, YES, AND HOW DO YOU THINK YOU'LL GO ABOUT THAT, REACHING OUT TO THAT, THOSE CERTAIN FAMILY MEMBERS? BECAUSE THAT IS A WHOLE 'NOTHER ISSUE WHERE THEY DEAL WITH LIKE MISCOMMUNICATION WITH THE SCHOOL.
OR ALSO ENGLISH ISN'T THEIR FIRST LANGUAGE.
NO, I THINK THAT'S A GREAT QUESTION.
SO I THINK SEVERAL PARTS TO THAT.
ONE IS SOMETHING I HAVEN'T TALKED.
WE HAVE TWO MULTILINGUAL TEACHERS NOW.
WE JUST GOT A SECOND ONE BECAUSE OUR NUMBERS ARE GOING CRAZY.
SO I HAVEN'T TALKED TO THEM YET ABOUT IT, BUT I KNOW THAT OUR LAP PROGRAM HAS A SHADOW DAY WHERE FAMILIES COME IN AND GO THROUGH THE LEARNING EXPERIENCE WITH THEIR KIDS, AND I WOULD LOVE FOR OUR ML PROGRAM TO DO SOMETHING SIMILAR TO THAT, TO GET THOSE FAMILIES IN AND ENGAGE IN WHAT THAT SERVICE LOOKS LIKE.
MY TWO MULTILINGUAL TEACHERS ARE REALLY GOOD AND STRONG AT CONNECTING WITH FAMILIES.
SO I WOULD SAY YOUR QUESTION AROUND OUR MULTILINGUAL STUDENTS THAT HAVE BIGGER BEHAVIOR NEEDS, WE ARE IN REGULAR COMMUNICATION WITH THOSE FAMILIES, MEETINGS, CHECK INS GETTING THEM TO SCHOOL, GETTING THEM FOOD, A VARIETY OF THINGS TO MEET THOSE NEEDS BECAUSE WE DON'T WANT THOSE NEEDS TO BE A RESULT OR A REASON FOR THE BEHAVIORS, AND THAT HELPS US NARROW DOWN IF WE KNOW THE KIDS ARE BEING FED, GETTING SLEEP AND SHOWING UP TO SCHOOL, WE CAN RULE THAT OUT AND WE CAN BETTER ADDRESS THE ROOT OF THE BEHAVIOR TO GET THEM MORE SUCCESSFUL IN SCHOOL.
THAT IS OUR BELL. GREAT QUESTION.
BOARD, THANK YOU SO MUCH FOR YOUR TIME.
CRAIG AND KIRSTEN SHOULD BE APPLAUDED FOR THE WORK THEY ARE DOING.
WE'LL TAKE A FIVE MINUTE BREAK.
OKAY. IN THE INTEREST OF TIME, WE ARE GOING TO TRANSITION TO PLEASANT VALLEY MIDDLE SCHOOL.
I THINK IT'S IMPORTANT JUST TO CONTEXT--I FEEL LIKE I'M A STAND UP COMEDIAN RIGHT NOW.
[CHUCKLING] IT'S GOOD MATERIAL. MIDDLE SCHOOL.
SO FOR CONTEXT, AUSTIN BROTHERS IS IN YEAR TWO AT PLEASANT VALLEY.
[00:45:04]
MIDDLE, AND THIS IS THE FIRST YEAR WORKING WITH AARON THOMPSON.SO FOR A DIFFERENT CONFIGURATION OF THE ADMIN TEAM HERE AT PLEASANT VALLEY, BUT THEY'RE DOING SOME AMAZING THINGS AND VERY EXCITED FOR THEM TO SHARE WITH YOU THEIR JOURNEY.
SO, AUSTIN, I'LL SET THE TIMER AND AWAY WE GO IN SIX MINUTES.
IS THAT RIGHT? [CHUCKLING] 26 MINUTES FOR YOU, PAL.
ALL RIGHT. SO I'M GOING TO BE SHARING THE MICROPHONE A BUNCH TODAY.
BECAUSE THE THING I'VE LEARNED THIS LAST COUPLE OF YEARS OF WORKING WITH LOTS OF PEOPLE IS IF YOU BRING A TEAM WITH YOU, LITERALLY, IT DOES HELP, AND SO WE'VE GOT LOTS OF OUR AMAZING FOLKS BACK HERE TO SUPPORT US AS WELL.
SO I'M GONNA HAVE, LIKE I SAID, LOTS OF PEOPLE HELPING ME WITH THIS TODAY IN CASE I GET TOO NERVOUS.
WE STARTED THIS PROCESS, LIKE DAVID SAID, JUST LAST, I GUESS.
WAS THAT LAST SEPTEMBER? YEAH. WOW. LAST AUGUST.
SO THIS HAS BEEN A LONG, FAST JOURNEY ALL AT ONCE, BUT WE SHOWED UP TO A SCHOOL WHERE I BECAME THE THIRD TEAM TOGETHER IN BASICALLY A YEAR, AND SO WHEN YOU COME INTO A SCHOOL WHERE THE SITUATION IS, YOU'VE GOT ALL THESE AMAZING PEOPLE THAT JUST WANT TO DO ALL THIS GREAT WORK TOGETHER, AND IT'S JUST NOT QUITE WORKING.
SO IF YOU SEE ALL THE JERSEYS TOGETHER, THIS IS PART OF OUR MISSION HERE TODAY, AND WE'RE GOING TO KIND OF EXPLAIN THE BACKSTORY OF WHY WE HAVE ALL THIS ON, AND SO IT'S MORE OF A NARRATIVE OF HOW WE GOT TO THIS SCHOOL IMPROVEMENT PLAN TOGETHER, AND HOW WE'RE GOING TO USE THIS CONCEPT TO MAKE THIS ALL WORK FOR THE BEST PART.
SO A COUPLE OF THINGS THAT WE ALWAYS TALK ABOUT AT OUR SCHOOL IS WE WANT TO KNOW ALL OF OUR KIDS.
OUR MISSION IS TO KNOW THEM BY NAME, STRENGTH AND NEED.
WE OFTENTIMES FOCUS ALL OF OUR OUTREACH ON THIS AND SERIOUSLY IS IF YOU HAVE THOSE STUDENTS IN YOUR CLASS, DO YOU KNOW THOSE KIDS? DO YOU KNOW WHAT THOSE KIDS ARE GREAT AT AND DO YOU ALSO KNOW IF THAT STUDENT IS DEFICIENT IN A PART OF SOMETHING? SOMETIMES THAT'S SOCIAL EMOTIONAL LEARNING, SOMETIMES THAT'S MATH, SOMETIMES THAT'S ELA, AND SOMETIMES THAT'S JUST MAYBE SOMETIMES THEY JUST NEED A HUG.
OUR VISION THAT WE'RE GOING TO TALK ABOUT IN A SECOND.
IS TOGETHER EMPOWERING AND ACHIEVEMENT? THIS WAS SOMETHING THAT WE VOTED ON AS A TEAM AT THE VERY START OF THE YEAR.
WE'VE GOT SOME HANDOUTS WE'RE GOING TO GIVE OUT HERE IN A SECOND.
DAVID GAVE US SOME LATITUDE IN WHAT WE WANTED TO DO TODAY.
WE REALLY WANTED TO TALK ABOUT THE THIRD GOAL FIRST.
WE BELIEVE IT'S THE FOUNDATION FOR EVERYTHING THAT WE DO.
SO THE SCHOOL COMMUNITY AND COLLABORATION ARE THE THINGS THAT WE ARE GOING TO FOCUS ON PROBABLY THE MOST TODAY, AND WE'RE GOING TO DIVE INTO HOW THOSE THINGS HELP US WITH THE SECOND AND ALSO THE FIRST GOAL.
WE'VE GOT A COUPLE HANDOUTS THAT WE WOULD LIKE TO GIVE.
OKAY, SO YOU ALL HAVE A PACKET IN FRONT OF YOU, AND WE'RE NOT TRYING TO BAFFLE YOU WITH TONS AND TONS OF THINGS, BUT WE DO THINK IT PROVIDES A BIT OF CONTEXT FOR WHAT WE WANT TO DO TODAY AND ALSO GIVE YOU SOME GUIDEPOSTS.
SO THE BIG THING WE START AT THE VERY, VERY PART OF THE YEAR WHERE WE WERE SAYING, WHAT IS THE THING THAT WE NEED? WE GOT SOME FEEDBACK AT THE END OF LAST YEAR, MY FIRST YEAR, AND AS A FIRST YEAR PRINCIPAL, SOMETIMES YOU GET THE FEELING THAT MAYBE YOU DID THINGS TOO MUCH OR TOO LITTLE, BUT WHAT WE FOUND OUT FROM OUR FANTASTIC TEAM BACK HERE WAS THAT THEY WANTED MORE.
THEY WANTED MORE TIME TOGETHER.
THEY WANTED MORE OPPORTUNITIES, AND THEY ALSO WANTED MORE TEAMWORK TOGETHER.
SO ONE BIG THING WE DID IS DID SOME REBRANDING.
THAT WAS DEFINITELY NOT MYSELF THAT DID THAT.
THIS IS FABULOUS MISS THOMPSON THAT DID A LOT OF THIS.
IT'S NOT MY FORTE, BUT SOMETIMES WHEN YOU WORK WITH A GREAT GROUP OF PEOPLE, YOU NEED TO ALLOW THEM TO DO SOME OF THESE THINGS BUT THE FIRST BIG THING WE WANT TO TALK ABOUT IS THE SCHOOL COMMUNITY COLLABORATION TEAM THREE.
THIS WAS NOT A CONCEPT THAT I DESIGNED OR THOUGHT UP, BUT IT MADE KIND OF SENSE.
THEY SAID, WE WANT MORE TEAM BUILDING, MORE TEAM BONDING, AND SO WE CAME UP WITH A CONCEPT OF CREWS.
DO YOU WANT TO GRAB THAT ONE? I'M GOING TO PASS THIS OFF.
THIS IS OUR COUNSELOR, MRS. FRIESEN. SHE IS THE BEST PART OF OUR ADMIN TEAM.
SO WE DECIDED THAT WE WERE GOING TO DO CREWS THIS YEAR, AND WHAT? THAT HAS A TWO PART GOAL.
ONE PART GOAL IS IT TAKES EVERY TEACHER WHO HAS AN ADVISORY CLASS AND IT PAIRS THEM UP IN GROUPS, AND SO YOU SEE ONE EIGHTH GRADE TEACHER, ONE SEVENTH GRADE TEACHER, AND ALL THE WAY DOWN THROUGH FIFTH GRADE, A SPECIALIST AND A SPED TEACHER, AND THEN THEY ARE A GROUP TOGETHER FOR THE YEAR.
[00:50:01]
DON'T SEE, BUT THEN ALSO WE ADDED THE LAYER THAT HAS BEEN REALLY FUN OF HAVING THE KIDS ALL COME TOGETHER, AND SO ALL THOSE PEOPLE'S ADVISORIES COME TOGETHER AND WE RUN ASSEMBLIES FOR THEM.THE FIRST ONE WE DID WAS A PRETTY SERIOUS ASSEMBLY AROUND HARASSMENT, INTIMIDATION AND BULLYING AND JUST MAKING SURE THAT OUR KIDS UNDERSTOOD WHAT THAT WAS BUT THE NEXT ONE WE HAVE IS MORE FUN COMING UP AND JUST HELPING KIDS ACROSS MULTIPLE GRADE LEVELS BUILD CONNECTION, AND SO IT'S NOT JUST THIS LITTLE POCKET OF SIXTH GRADERS THAT THEY HAVE CONNECTIONS ACROSS THE BUILDING.
SO IF THEY SEE AN OLDER KID, THEY'RE NOT SCARED OR WORRIED.
THEY ALL KNOW EACH OTHER, AND SO WE'RE WORKING ON THAT YEAR LONG PROCESS OF FIGURING OUT WHAT THAT CREW LOOKS LIKE FOR US, AND THEN HOPEFULLY GROWING THAT AS WE MOVE FORWARD. DO YOU HAVE ANYTHING TO ADD? SEVERAL YEARS AGO, I THINK DAVID LED THIS WORK.
WE WATCHED A VIDEO THAT WAS ABOUT THE DIFFERENCE BETWEEN A GROUP AND A TEAM, AND PART OF THAT WAS A CLIP FROM THE BOYS IN THE BOAT, AND IT WAS ABOUT THE CREW AND HOW EVERY SINGLE MEMBER OF THAT CREW HAS TO OPERATE TOGETHER IN UNISON FOR IT TO WORK, AND THAT WAS A REALLY STRONG METAPHOR THAT RESONATED, AND SO WHEN WE TALKED ABOUT WHEN AUSTIN AND I AND GERALYN TALKED ABOUT WHAT TEAM LOOKED LIKE, THAT'S HOW WE CAME TO THE CREW IS BECAUSE CREW IS A REALLY INTENSELY CAN BE A PERSONAL JOURNEY, BUT ALSO YOU HAVE TO WORK WITH OTHER PEOPLE AND BE INTERDEPENDENT AND NOT JUST WORKING TOGETHER FOR IT TO WORK TOGETHER, AND SO THAT'S WHY WE DECIDED TO CHOOSE THAT PARTICULAR SPORT TO BE OUR CREW.
WE'RE GOING TO PLAY MAGIC MICROPHONE GAME TODAY, AND SO IF YOU HAVEN'T ACTUALLY SEEN THAT MOVIE, IT'S ONE THAT MISS THOMPSON ACTUALLY TOLD ME TO WATCH AT THE BEGINNING OF THE YEAR, AND OFTEN WHEN PEOPLE TELL ME TO WATCH A MOVIE, I JUST DON'T WATCH THAT MOVIE, BUT IF YOU'VE NOT SEEN IT, IT REALLY IS A POWERFUL EFFECT, BECAUSE IT KIND OF PUTS THAT WHOLE NOTION OF TEAMWORK TOGETHER, AND THAT WAS SOMETHING THAT PLEASANT VALLEY REALLY NEEDED WHEN WE CAME LAST YEAR WAS A, I DON'T KNOW, A BALANCE OF FOUNDATION TO WORK WITH, AND SO WE'VE BEEN TRYING TO BUILD UP THAT CONCEPT SINCE THEN, AND IT'S BEEN A VERY, I THINK, POWERFUL THING LAST YEAR.
A LOT OF TIME IT WAS JUST IF THEY'D GET TOGETHER, EVEN WHEN WE SET.
NOW THEY ALL SIT BY EIGHTH GRADE GROUP, SEVENTH GRADE GROUP, SIXTH GRADE GROUP, WHICH IS FANTASTIC, BUT FOLKS THAT WERE NEW TO THE BUILDING WERE FINDING THAT THEY WOULD ONLY KNOW A FEW PEOPLE, AND WITH THE CREW CONCEPT, THEY'RE STARTING TO KNOW PEOPLE ALL THE WAY ACROSS AND THROUGH THE BUILDING, AND SO WE'RE TRYING TO TACKLE SOME OF LIKE OUR ML THINGS IN OUR SPECIAL EDUCATION ITEMS. IT'S ALREADY INTERTWINED TO WHAT WE DO.
IT REALLY TIED IN WITH THE PLC CONCEPT IN THE WORK, AND SO NOW WE HAVE PEOPLE THAT ARE WORKING TOGETHER THROUGHOUT THE BUILDING, AND SO THERE'S NEVER LIKE WITH STUDENTS IT'S IS NOT NECESSARILY A PROBLEM BETWEEN AN EIGHTH GRADER AND AN EIGHTH GRADER.
SOMETIMES IT'S A SIXTH AND EIGHTH GRADER, AND SO NOW YOU HAVE LOTS OF PEOPLE TO HELP SUPPORT THAT.
IN LOOKING AT OUR COMMUNITY GOAL THIS YEAR, WE SAID THAT 80% OF OUR STAFF WOULD HOPEFULLY GET TO THAT POINT OF SAYING THAT THEY WERE EITHER AVERAGE PERCENTAGE OF OFTEN TRUE OR ALWAYS TRUE, AND WE'VE HAD A BIG JUMP THE FIRST YEAR, AND WE THINK IT'S REALLY REALISTIC THAT WE CAN GET THAT TO THE 4%.
HOPEFULLY, YOU KNOW, WE'LL GET TO MAYBE 90% EVENTUALLY, BUT SOMETIMES CONFLICT IS GOOD.
I WORK WITH MY MENTOR AND HE SAYS THAT TENSION IS ALWAYS AN OPPORTUNITY, AND SO WHEN YOU HAVE THOSE PROBLEMS, IF YOU WORK TOGETHER AS A TEAM, YOU CAN OVERCOME THOSE A LOT EASIER, AND SO THAT'S KIND OF WHEN WE WORK WITH OUR GLC, THAT'S WHAT WE'RE ALWAYS FOCUSING ON.
OTHER BIG THINGS I THINK WE'VE HANDED OUT.
THERE'S A COMMUNITY ONE PAGER THAT'S IN YOUR HANDOUTS.
SO THIS KIND OF GIVES CONTEXT TO THAT AS WELL.
SO WE HAVE JUST THE SPECIFIC NAMES OF OUR CREWS TOGETHER, AND THEN ALSO THE MEETING DATES BECAUSE WE'RE TRYING TO ACTUALLY GET THEM TO WORK CONSTANTLY THROUGHOUT THE YEAR, BUT THIS LEADS US TO ANOTHER THING THAT OUR TEAMS HAD ASKED US FOR WAS SOME VERY CLEAR AND OPEN COMMUNICATION.
SO WHEN WE HAVE MEETINGS, WE HAND OUT NOTES.
WHEN WE'RE HAVING CONVERSATIONS, WE'RE MAKING SURE WE BRING LOTS OF PEOPLE TO THE TABLE.
IT'S NOT JUST THE THREE OF US SITTING IN ISOLATION WHEN WE HAVE A CONVERSATION.
WE WANT PEOPLE TO WORK WITH US BECAUSE IF YOU'RE NOT LEADING FROM THE MIDDLE, YOU TEND TO LEAD FROM BEHIND BECAUSE PEOPLE WON'T WANT TO WORK WITH YOU, AND SO THAT'S ONE OF OUR GOALS, IS TO GET PEOPLE INTEGRATED AND HOPEFULLY WE'LL HIT THAT GOAL TOGETHER, BUT THIS IS JUST ONE EXAMPLE OF SOMETHING WE'VE DONE THIS YEAR, AS WE CALL IT, OUR ONE PAGER CONCEPT. WE DO THIS ALSO AT THE DISTRICT LEVEL, BUT WE HAVE A SPECIFIC PBM HUB TO ALSO GET COMMUNICATION OUT.
AGAIN, THE SMARTEST PERSON IN THE ROOM IS OFTEN IN THE ROOM, AND MISS THOMPSON HELPED PUT THIS THING TOGETHER FOR US, BUT THIS TRIES TO PUT EVERY SINGLE BIT OF INFORMATION THAT A TEACHER WOULD EVER NEED RIGHT INTO ONE SINGULAR FORMAT.
SO IT'S GREAT IF YOU HAVE A NEW PERSON START THROUGHOUT THE MIDDLE OF THE YEAR.
YOU CAN HAND THIS INFORMATION OFF TO THEM AND IT'S COLLATED IN ONE SPOT.
AGAIN, WE'RE TRYING TO GIVE THAT CONSISTENT INFORMATION TO ALL OF OUR PEOPLE AT ONE TIME.
THANK YOU. THE OTHER ONE THING WE DID, ARE WE GOING TO DO THE PBIS ONE NOW? WE'RE GOING TO WAIT TILL THE END? OKAY.
[00:55:01]
I'M GOING TO HAND THIS OFF AND LET YOU ACTUALLY MAYBE ONE OF YOU TALK ABOUT OUR LITTLE CIRCLE THING.MISS THOMPSON, DO YOU WANT TO TALK ABOUT OUR COLLAGE HERE TO KIND OF GO WITH OUR GOAL THREE? YEAH. SO THE WAY THAT THE COLLAGE IS SET UP IS IF YOU START AT THE TOP LEFT, WE HAVE SEVERAL CULTURAL THINGS THAT WE DO IN OUR BUILDING TO HELP AND BUILD COMMUNITY AND TO MAKE PEOPLE FEEL PART OF A LARGER TEAM, AND ALSO TO BE SINCERELY RECOGNIZED FOR THE WORK THAT THEY DO, AND SO AT THE TOP LEFT, WE HAVE WHAT WE CALL FEED THE FIRE, WHICH IS EVERY MONTH, ONCE A MONTH WE GO AROUND AND WE MAKE SURE AND TAKE CARE OF PEOPLE, AND IT'S THEMED AND WE GIVE THEM TREATS AND WE TELL THEM, THANK YOU, AND WE JUST MAKE SURE THAT THEY FEEL SEEN AND HEARD.
WE HAVE A BEAUTIFUL PICTURE OF MR. RUSH, WHO POSTED FOR THE ENTIRE STAFF WHEN HIS JERSEY CAME IN, WHICH I THOUGHT WAS WONDERFUL.
THEN WE HAVE ALL SCHOOLS, I THINK RUN MOSTLY ON FOOD, BUT OUR SCHOOL SPECIFICALLY IS VERY LOUD AND VERY EXCITED ABOUT THE DIFFERENT KINDS OF FOOD AND FOOD OPPORTUNITIES THAT WE HAVE.
SO THAT IS A TIME WHEN WE ACTUALLY WE HAVE MONTHLY BUFFETS THAT ARE ALSO RECOGNITIONS.
THEY LIKE TACOS, AND THEY LIKED EATING, AND THEY LIKED APPETIZERS.
SO OUR INTERNAL, OUR INTERNAL MOTTO IS A TACO EATING ARMY.
IF YOU GO ONE MORE PICTURE OVER, THAT WAS A HALLOWEEN, AND SO WE FELT LIKE WE NEEDED TO SHOW UP AS A TEAM AND EVERYBODY DRESSED UP AND THE KIDS LOVED IT, AND IT WAS VERY EMPOWERING, AND ALSO IT WAS REALLY SOMETHING THAT ALLOWED US TO TAKE THE WORK SERIOUSLY, BUT NOT NECESSARILY OURSELVES, WHICH IS REALLY IMPORTANT WHEN YOU'RE ESPECIALLY WHEN YOU'RE WORKING WITH MIDDLE SCHOOLERS WHO ARE REALLY INSECURE.
SOMETIMES IT'S NEAT TO SEE THE ADULTS AROUND YOU NOT BEING SO, YOU KNOW, SUPER SERIOUS ALL THE TIME AND ABLE TO ACTUALLY BE RELAXED AND BE KIND OF, YOU KNOW, FUN. WE HAVE A SHOUT OUT BOARD AND THE SHOUT OUT BOARD CHANGES FREQUENTLY, BUT IT'S A WAY FOR PEOPLE TO RECOGNIZE EACH OTHER PUBLICLY RIGHT IN OUR MAIN OFFICE, AND SO THAT EVERYONE, AGAIN, CAN HAVE THE OPPORTUNITY TO RECOGNIZE EACH OTHER FOR THE THINGS THAT THEY'RE DOING EVERY DAY THAT SOMETIMES GO UNSUNG, AND WHAT I LOVE ABOUT THIS SHOUT OUT BOARD IS IT HAS GROWN OVER TIME.
SO ONE OF OUR STAFF MEMBERS REALIZED THAT NOT EVERYONE WAS GETTING A SHOUT OUT.
SO THIS BOARD HAS BEEN ADJUSTED.
THE NEXT PICTURE IS OF OUR PBIS STORE THAT WE HAVE TWICE MONTHLY, THAT IS ACTUALLY GOTTEN SO POPULAR THAT NOW WE HAVE KIDS THAT LITERALLY WANT TO WORK IN THE STORE, AND ADULTS, INCLUDING A FABULOUS PARENT THAT WE HAVE HERE TONIGHT WHO COMES TO VOLUNTEER DURING OUR STORE TO SEE SOMETHING THAT IS JUST IT'S ONE OF THOSE HEARTWARMING THINGS BECAUSE KIDS ARE SO EXCITED TO COME TO THE STORE TO SHOW YOU HOW MANY TICKETS THEY'VE EARNED TO SEE WHAT'S AVAILABLE.
ON THE BOTTOM, WE HAVE DRESS UP DAYS.
A LOT OF THEM, IT'S IMPORTANT.
IT MAKES YOU FEEL LIKE YOU'RE PART OF SOMETHING LARGER THAN YOURSELF, AND WHEN WE COME TOGETHER AS A COMMUNITY FOR SOMETHING AS IMPORTANT AS BREAST CANCER, WE WANTED TO MAKE SURE THAT WE, YOU KNOW, MEMORIALIZED IT AND TOOK A PICTURE, BUT WE HAVE WEAR PINK ON WEDNESDAYS BECAUSE WE HAVE A LOT OF PEOPLE IN OUR COMMUNITY WHO ARE BEING TOUCHED WITH THIS TERRIBLE DISEASE, AND IT'S SOMETHING THAT WE CARE ABOUT, AND SO WE COME TOGETHER, BUT THE IDEA IS THAT ALL OF THOSE THINGS ARE TOGETHERNESS.
THE PICTURE UNDER THE WORD EMPOWERING IS WHERE WE TOOK A STUDENT WHO WAS HAVING A REALLY DIFFICULT DAY, AND WE HELPED HER TO ACTUALLY LEAD A LESSON, ONE OF OUR CHARACTER STRONG LESSONS IN OUR CLASSES, SO THAT SHE WAS ABLE TO ACTUALLY BE EMPOWERED TO WORK THROUGH THE WORK THE DIFFICULTY THAT SHE WAS GOING THROUGH AND GIVING BACK TO OTHER STUDENTS AND BEING ABLE TO TEACH A LESSON, AN ADVISORY LESSON AND WE ALSO HAVE OUR BAND, AND SO WATCHING THEM ACHIEVE AND SUCCEED IS ALSO JUST A REALLY EXCITING THING TO SEE, AND SO WE DEFINITELY DON'T WANT TO SPEND THE ENTIRE TIME ON THE FOUNDATION OF THE SCHOOL COMMUNITY COLLABORATION GOAL, BUT THERE IS A COUPLE MORE THINGS WE WANT TO TALK ABOUT, SPECIFICALLY AND PART OF OUR IDEAS OF HOW TO GET TO THIS POINT OF 80%.
ONE OF THE THINGS IS THAT OUR STAFF SHARES NEW IDEAS AND STRATEGIES WITH ONE ANOTHER.
[01:00:05]
A BIG GOAL THAT WE WANTED AT THE END OF LAST YEAR WAS THEY SAID THEY WANTED THE OPPORTUNITY TO SEE EACH OTHER TEACH.THAT IS NOT NECESSARILY AN EASY THING WHEN EVERYBODY'S TEACHING AT THE SAME TIME.
SO ANY TEACHER IN OUR BUILDING THAT WOULD LIKE TO SEE A COLLEAGUE TEACH THIS YEAR THAT WE'RE ACTUALLY HAVING SOMEBODY COME WATCH THEIR CLASS, AND THEN THEY CAN GO ACTUALLY SEE THEIR COLLEAGUE TEACH, BECAUSE WITH OUR CURRICULUM ESSENTIALLY TEACHING THE SAME THING, SCOPE AND SEQUENCE AT THE SAME TIME, BUT THE ART AND SCIENCE OF TEACHING A LITTLE BIT DIFFERENT. SO YOU MAY BE TEACHING THE EXACT SAME LESSON, BUT WATCHING YOUR COLLEAGUE TEACH THAT THING WITH JUST A LITTLE BIT OF NUANCE DIFFERENCE MAKES A HUGE IMPACT ON HOW YOU'RE REACHING STUDENTS. SO THAT WAS SOMETHING THAT OUR GLC TEAM HAD ASKED FOR BACK IN JUNE, AND SO THAT'S SOMETHING WE JUST IMPLEMENTED OVER THE SECOND WAIVER DAY, AND SO WHEN WE ASKED THE TEACHERS, ARE YOU ACTUALLY GOING TO DO THIS BECAUSE WE'VE TAKEN SURVEYS AND JUST KIND OF A DIP STICK WITH THEM.
WE'VE HAD SOME TEACHERS REACH OUT.
THEY WANT TO ACTUALLY GO TO SEE SOME COLLEAGUES AT OTHER SCHOOLS DO THIS, AND THEY'VE BEEN FINDING WAYS TO HELP BECAUSE WE'RE ONLY TRYING TO COVER ONE HOUR AT A TIME, BUT THEY'RE USING THEIR LUNCH TIME AND PREP TIME TO GO DO SOME OF THAT STUFF.
THAT'S KIND OF THE FOUNDATION THERE, BUT WE'RE WE DON'T WANT TO RUN OUT OF TIME.
WE GOT NINE MINUTES LEFT. SO KIND OF GOING TO THE SECOND MAIN GOAL HERE OF HIGH QUALITY INSTRUCTION.
WE'VE SAID A COUPLE PRETTY, I THINK, REALISTIC GOALS FOR OURSELVES THIS YEAR, BUT IF YOU COULD KIND OF LOOK AT OUR DATA, THEY'VE KIND OF BEEN GOING DOWN THE LAST FEW YEARS AND WE'D LIKE TO STOP THAT.
THAT'S A TREND THAT WE WOULD LIKE TO STOP, AND I THINK OUR TEACHERS ARE VERY MUCH BEHIND THIS.
AGAIN, THE MACHINE AND THE MECHANISM FOR THIS IS OUR PLC PROCESS.
WHEN WE ORIGINALLY GOT HERE LAST YEAR THIS WAS ONE AREA THAT I THINK WE NEEDED TO IMPROVE.
I THINK ANY OF OUR TEACHERS AND BACK WOULD AGREE WITH THAT SOME OF OUR TEAMS ARE DOING GREAT WORK WITH THIS.
SOME OF OUR TEAMS WERE NEEDING SOME SUPPORT WITH THIS, BUT THEY ALSO NEEDED THE I DON'T KNOW WHAT DOES IT SAY THE LATITUDE TO GROW I THINK TOGETHER AND ALSO I THINK SOME PERMISSION TO DO SOME THINGS, AND SO WE JUST KIND OF OPENED UP THE FLOOR WHEN WE MET FOR THE FIRST TIME AND SAID, HOW IS THIS WORKING AND WHERE DO WE NEED TO GO? OUR TEAMS ARE EXTREMELY HONEST WITH US THAT WE NEED TO DO SOME WORK, AND SO WE SET DOWN SOME NORMS AND FOUNDATIONAL THINGS OF HOW WE WANTED TO SEE THIS WORK AND WE HAVE BEEN INCREMENTALLY SINCE THE START OF LAST YEAR, GETTING BETTER AT THIS PROCESS.
SOME OF OUR TEAMS ARE FANTASTIC AND THEY DO IT CONSISTENTLY.
THEY'RE LOOKING AT NORMS, THEY'RE LOOKING AT DATA, ALL THOSE THINGS.
OTHERS ARE IMPROVING, BUT I THINK MY HEART ALMOST EXPLODED THIS YEAR AT ONE POINT WHEN I WENT AROUND TO ALL THE PLCS INSIDE, AND EVERY SINGLE PERSON WAS TALKING ABOUT DATA IN A POSITIVE WAY, SIMILAR TO WHAT MR. PEARSON WAS TALKING ABOUT.
DATA IS VERY PERSONAL, AND ANYTIME YOU'RE TALKING ABOUT YOUR STUDENTS, I THINK WE HAVE BIG HEARTS AS TEACHERS AND THAT WE WANT TO SEE EVERY SINGLE STUDENT DO WELL, AND IF A TEACHER IS MAYBE DOING A LITTLE BIT BETTER THAN YOU ARE IN MAYBE A CERTAIN AREA LIKE MATH, THE HOPE IS THAT YOU'RE SAYING, HOW DID YOU GET TO THAT RESULT? WHAT DID YOU DO DIFFERENTLY TO GET TO THAT RESULT? BUT BEFORE. I THINK WE WERE PERSONALIZING THAT, SAYING, I'M DOING EVERYTHING RIGHT.
MY STUDENTS AREN'T QUITE GETTING THERE.
NOW WE'RE SAYING, HEY, YOU HAD A DIFFERENT RESULT.
WHAT DO WE NEED TO DO TO IMPROVE? AND SO I THINK WE'VE CHANGED THAT.
WE DID A NORM RESET AT THE START OF THIS YEAR AND SAY, HEY, HERE'S SOME DATA NORMS AS WELL.
SO HOW DO YOU RUN YOUR MEETINGS BUT ALSO WHEN YOU'RE TALKING ABOUT DATA, WHAT ELSE DO YOU NEED TO DO TO CALIBRATE BUT ALSO HOW DO YOU NEED TO DO THAT SO IT'S NOT SO PERSONALIZED, AND MAKE SURE THAT WE'RE FOCUSING ON GETTING BETTER AS A SYSTEM? SO WE THINK THAT'S ONE OF OUR BIG POINTS THIS YEAR OF HOW TO GET OUR TEAMS, YOU KNOW, FUNCTIONALLY DOING THE PROPER THINGS.
WE TALKED ABOUT DOING THE FIRST THREE PROCESSES OF THE PLC, WHICH IS WHAT DO YOU EXPECT STUDENTS TO LEARN? HOW DO WE KNOW WHEN THEY HAVE LEARNED IT, AND HOW WILL YOU RESPOND WHEN THEY DON'T LEARN SOMETHING? I THINK OUR DISTRICT, I COULD SAY FAIRLY, DAVID, HOPEFULLY NOT TOO MUCH IS WANTING TO IMPROVE OVERALL IS HOW DO WE DO TIER TWO INTERVENTIONS AT THE SCHOOL LEVEL? THERE IS NO SILVER BULLET FOR THAT.
THERE'S NO MAGIC WAND TO DO THAT.
SO WE HAVE MARY SCHAUER WORKING WITH US AND A NUMBER OF FOLKS THAT ARE HELPING SUPPORT THIS PROCESS.
EVERY STUDENT IS A LITTLE BIT DIFFERENT, BUT HOW DO WE TAKE THE TIME THAT WE GET WITH THEM, WHICH IS WE GET FOUR DAYS A WEEK TO REALLY WORK WITH THE KIDS AND DRILL DOWN ON HOW DO WE SUPPORT YOU BEST? AND SO I THINK EVERY MIDDLE SCHOOL IS DOING SIMILAR THINGS, BUT THAT NUANCE BETWEEN THEM, THEY'VE SEEN SOME DIFFERENT RESULTS.
I THINK THAT'S A FAIR STATEMENT.
OKAY. ANYTHING ELSE BIG FOR GOAL TWO? I KNOW WE WANT TO TALK ABOUT OUR THE ML PROCESS WITH THAT.
[01:05:01]
USING DATA PROTOCOLS TO THAT WERE CONSISTENT IN EITHER LIKE A DEEPENING OR SUSTAINING FOR TALKING ABOUT DATA DURING THEIR PLC, AND FROM THAT TO BE THE REPORT THAT THEY DID WITH THE WORK AND THINK ABOUT WHAT THEY WERE TALKING TO US ABOUT IN JUNE.I FEEL LIKE THAT'S A BIG GROWTH FOR THEM BECAUSE THEY WERE SAYING WE DON'T FEEL COMFORTABLE TALKING ABOUT DATA, AND THEY WERE REPORTING FOR THEMSELVES THAT THEY ARE WORKING AND DEEPENING OR SUSTAINING THAT PROCESS, AND I THOUGHT THAT WAS REALLY POWERFUL.
SPECIFICALLY, I THINK THE PLEASANT VALLEY CAMPUS IS EXPLODING IN NUMBERS.
SO OUR SCHOOL HAS ESSENTIALLY THE SAME AMOUNT OF RESOURCES WITH A LITTLE BIT OF INCREASE WITH SOME SPECIAL EDUCATION ML BUT HOW DO WE TAKE ALL THESE NEW STUDENTS THAT WE'RE GETTING AND MAKE SURE THAT THEY'RE NOT ONLY INTEGRATED WELL INTO PLEASANT VALLEY MIDDLE SCHOOL, BUT HOW DO WE ALSO SEE THEM PERFORM? SO A CHALLENGE THAT WE HAVE BEEN DUBBED BY THE STATE OF WASHINGTON THIS YEAR IS HOW DO WE DO BETTER? WE HAVE AN AMAZING NEW TEACHER AND JANET CROWLEY, WHO I WORKED WITH AT CHIEF MIDDLE SCHOOL BEFORE.
SO WE KNOW WE HAVE SOMEBODY THERE AS AN ALLY.
OUR FIRST CYCLE WITH OUR PLC WAS TO GET TO KNOW THE STUDENTS AND GET TO KNOW EACH OTHER.
THE SECOND CYCLE WAS HOW DO WE DO OUR GROWTH GOALS TOGETHER AS A TEAM, AND THE BIG THING THAT WE'VE CHANGED THIS YEAR WITH THE CREWS, KIND OF THE TYING LATTICE THROUGH ALL THIS WORK IS NOW IT'S NOT JUST LIKE A FIFTH GRADE TEAM OR A SIXTH GRADE TEAM.
THEY'RE GETTING TO SEE WHAT THE TEACHERS ARE DOING IN THEIR GENERAL EDUCATION, BUT ALSO FINDING BETTER WAYS TO SUPPORT THE ML STUDENTS AND THE SPECIAL EDUCATION STUDENTS IN THE CLASSROOMS. I THINK THAT'S PROBABLY BEEN A CHALLENGE AT LOTS OF DIFFERENT SCHOOLS, BUT WE JUST WANT TO MAKE SURE THAT EVERY SINGLE STUDENT HAS THE BEST OPPORTUNITY TO LEARN IN THEIR SCHOOL, AND LIKE WE SAID, EVERY STUDENT IS A DIFFERENT LEARNER AND IF YOU'RE COMING FROM A DIFFERENT COUNTRY AND YOUR FIRST DAY IS AT PLEASANT VALLEY MIDDLE SCHOOL, HOW DO WE MAKE SURE THAT WE'RE GREETING THESE KIDS IN A PROPER WAY? WE DON'T ALL SPEAK RUSSIAN OR SPANISH, BUT WE CAN ALWAYS MAKE SURE THAT WE'RE WELCOMING STUDENTS, THAT THEY FEEL SAFE, THAT THEY FEEL COMFORTABLE IN THEIR SCHOOLS AND THAT THEY SEE HAPPY FACES, AND THEN THE LEARNING WILL START AS WE KEEP WORKING THROUGH THAT PROCESS.
WE'VE ONLY GOT THREE MINUTES AND 15 SECONDS LEFT, SO I DON'T WANT TO LEAVE OUT THE FIRST ONE, WHICH I THINK IS PROBABLY ACTUALLY A LOT MORE OF OUR HARD WORK TOGETHER, IS THE SOCIAL EMOTIONAL LEARNING.
IT'S NOT THAT IT'S LESS IMPORTANT THAN ANYTHING.
IT'S SOMETHING I THINK THAT WE HAVE DONE REALLY WELL.
I HAVE A COUPLE PEOPLE SPEAK ABOUT THIS ONE.
IT REALLY DOES GIVE A CONSISTENT GAUGE OF HOW IS YOUR SCHOOL DOING IN ESSENTIALLY ALL THESE ASPECTS? WE HAD A 20% GAIN FROM LAST YEAR IN OUR TIER ONE, WHICH WAS OUR REAL FOCUS, AND THAT WAS WE NEED TO MAKE SURE THAT EVERY STUDENT IS HEARING THE SAME MESSAGE ABOUT HOW WE RUN OUR PBIS SYSTEM, AND LIKE ON OUR PHOTO OF THE STORE, OUR KIDS HAVE FULLY BOUGHT INTO OUR PBIS SYSTEM OF IF THEY'RE BEING SAFE, RESPECTFUL AND RESPONSIBLE THEY'RE REWARDED WITH PATRIOT BUCKS.
I ACTUALLY SAW A $50 HEDGEHOG GO THE OTHER DAY.
WE CAN ONLY DO THIS PROCESS BECAUSE OUR PTA IS AMAZING AND THEY ACTUALLY ALLOCATE FUNDS FOR US TO DO THAT, AND BATTLE GROUND EDUCATIONAL FUND ALSO GIVES US MONEY ANNUALLY TO SUPPORT THIS WORK.
I WAS PROBABLY THE BIGGEST HESITANT PERSON WHEN I SAW THIS.
IT WAS AN INSTITUTION THAT WAS THERE.
I DIDN'T THINK IT WAS GOING TO WORK IN THE WAY IT DID, BUT AFTER SEEING THE FIRST STORE AND THOSE KIDS, LITERALLY, I'M GOING TO BE SAFE SO I CAN GET A DOLLAR SO I COULD GO BUY CANDY. I WAS LIKE, OKAY, THIS IS A BEAUTIFUL SYSTEM.
THE ONE THING WE CHANGED LAST YEAR, THEY'RE ONLY DOING IT ONCE A MONTH.
BECAUSE OF THAT. THERE IS NOT WAITING TO GET A REWARD, BUT THEY GET REWARDED BECAUSE THEY'RE DOING SOMETHING POSITIVE AND THEN THEY CAN GO GET SOMETIMES IT'S CANDY, SOMETIMES IT'S TRINKETS. THEY LOVE THE THERE'S MYRIAD DIFFERENT THINGS IN THERE BUT EVERY WEEK WE GET THEIR FEEDBACK.
EVERY TWO WEEKS AND SAY, WHAT WOULD YOU LIKE? AND THEY WRITE ON THE BOARD ESSENTIALLY SAY THEY WANT X, Y OR Z.
IT'S BEEN ALL KINDS OF CRAZY STUFF, BUT WE GET THEIR FEEDBACK AND THEN TWO WEEKS LATER, WE TRY TO HAVE EVERY ONE OF THOSE ITEMS AT THE STORE, AND WE JUST WANT THE KIDS TO FEEL LIKE THEY'RE HEARD AS WELL.
ANYBODY ELSE FOR A BIG JUMP IN? FOR OUR LAST TWO MINUTES FOR PBIS, BECAUSE AGAIN, IT'S PROBABLY MY HEART WORK AS WELL.
AS ERIN AND I BOTH POINT OUT, I FEEL LIKE I BELONG AT PLEASANT VALLEY.
WE HAD 72%, WE GAVE A FALL CLIMATE SURVEY, AND WE HAD 72% OF OUR STUDENTS.
NOTE THAT THEY RATED THIS OFTEN OR ALWAYS TRUE, AND THAT, I FEEL LIKE REALLY TIES INTO EVERYTHING WE'RE WORKING ON FROM PBIS, JUST REALLY GETTING THOSE THINGS THAT OUR TEACHERS HAD AND HAD AND JUST SYSTEMATIZING THEM LAST YEAR BECAUSE ALL OF THE THINGS WERE THERE.
[01:10:06]
SUCCESSFULLY INVITED ABOUT 17 KIDS TO PARTICIPATE IN A LUNCHTIME STUDENT ADVISORY GROUP WITH MR. BROTHERS, AND SO THEY WILL BE ABLE TO GET CONSISTENT FEEDBACK FROM ACROSS ALL SOCIAL GROUPS AND ALL KINDS OF OTHER NORMS. WE SELECTED SOME STUDENTS AND THEIR PARENTS TO PARTICIPATE, SO HE'LL BE GETTING SOME REALLY GREAT FEEDBACK.WE WILL STARTING THURSDAY AND THEY GET LUNCH WITH THE PRINCIPAL, WHICH IS KIND OF COOL.
WE'LL SEE. IT'S A WORK IN PROGRESS.
AT THIS POINT WE HAVE TIME FOR ABOUT TEN MINUTES OF QUESTIONS FOR THE PLEASANT VALLEY MIDDLE CAMPUS.
SO WE'LL TURN IT OVER TO THE SCHOOL BOARD.
ANY QUESTIONS THAT YOU MIGHT HAVE FOR THIS TEAM? I'LL BREAK THE ICE. COMMENT AND A QUESTION.
THE NAME, STRENGTH AND NEED AND THE PHRASE THAT YOU USED AT THE BEGINNING, THAT'S I'M GLAD TO HEAR THAT BECAUSE IT IS, MORE AND MORE STUDIES ARE SHOWING THAT THE MORE KNOWN A STUDENT IS, THE MORE INVOLVED THEY BECOME.
THE MORE YOU KNOW, JUST THEY BUY INTO EVERYTHING AT THAT POINT.
SO YOU'RE ACKNOWLEDGING THAT, AND THEN TO CARRY THAT ON TO THE STAFF AS WELL.
SO I'M TOTALLY EXCITED TO SEE THAT.
[CHUCKLING] ROBLOX AND FORTNITE? YEAH.
YEAH. SO THE QUESTION I HAVE, THOUGH, TO GET REAL, THE QUESTION I WAS LOOKING AT THE RESULTS AND IF I UNDERSTAND THIS CORRECTLY, YOUR GRADUATION RATE FOR EIGHTH GRADE IS UP 16% BUT WE HAVE A DROP IN ELA AND MATH FOR ALL FOUR GRADES.
SO JUST THE NUMBERS THERE WOULD TELL ME THE EIGHTH GRADE IS REALLY NOT.
OR IS IT ONE SPECIFIC GRADE OR TWO? LIKE WHERE IS THAT? WHERE'S THAT IMPACT ACTUALLY HAPPENING? THE IMPACT WITH THE OVERALL LIKE EIGHTH GRADE PASSAGE RATE? WELL, NO, BECAUSE THE EIGHTH GRADE PASSAGE RATE IS SO HIGH OF AN INCREASE THAT WHEN YOU HAVE A DECREASE IN THOSE TWO CATEGORIES FOR ALL FOUR, STATISTICALLY THE EIGHTH GRADE IS BRINGING THAT UP, BUT THAT MEANS SOMETHING ELSE IS BRINGING IT SIGNIFICANTLY DOWN FOR IT TO ACTUALLY RESULT IN A NET NEGATIVE, AND IT'S VERY INTERESTING.
LIKE WE'VE BEEN TALKING ABOUT THIS PROCESS, ABOUT HOW ARE WE GOING TO GET OUR OVERALL GRADES UP ESSENTIALLY EVERY SINGLE YEAR, LIKE 100, RIGHT AT 100 TO 120 KIDS PER EACH GRADE. SO EACH ONE OF THOSE STUDENTS ESSENTIALLY REPRESENTS 1%, AND SO HOW ARE WE GOING TO TAKE THOSE BUBBLE STUDENTS AND GET THEM TO A DAVID SCOTT.
HE'S GOT ALL THESE SPECIAL NUMBERS.
WELL, AND I THINK IT'S JUST IMPORTANT TO NOTE THAT EIGHTH GRADE PASSAGE COURSE, PASSAGE RATE IS A DIFFERENT METRIC THAN THE SMARTER BALANCED ASSESSMENT, AND WHAT WE ACTUALLY SEE WITH PLEASANT VALLEY MIDDLE IS A PRETTY EVEN DISTRIBUTION BETWEEN THE GRADE LEVELS, AND IN FACT, SIXTH AND SEVENTH GRADE ARE ACTUALLY THE STRONGEST PERFORMERS ON THE SMARTER BALANCE IN THE LAST YEAR NOT BY MUCH, BUT, YOU KNOW, 5 TO 10%, FIFTH AND EIGHTH, JUST SLIGHTLY BEHIND.
SO THERE'S NO CORRELATION BETWEEN THOSE TWO METRICS.
IT CAN BE BUT IT ISN'T A DIRECT CORRELATION ALWAYS.
YEAH. NOT CAUSATION, NOT A CAUSATION.
YEAH, BUT IT'S AN INTERESTING POINT.
YEAH. THANK YOU. ALONG THOSE SAME LINES, I'LL JUST SAY BRIEFLY I WASN'T GOING TO SAY ANYTHING ABOUT IT BECAUSE WE DON'T HAVE MUCH TIME, BUT THANK YOU FOR DRAWING OUR ATTENTION TO THE NUMBERS DURING YOUR PRESENTATION.
I KNOW, FOR YOU. YOU KNOW, AND I APPRECIATE YOU SAYING ABOUT HOW YOU'RE TALKING ABOUT HOW TO GET THE GRADES UP, BUT, DAVID, I JUST WONDER IF MAYBE YOU WOULD MAYBE WE COULD TALK ANOTHER TIME ABOUT THE FACT THAT PEOPLE WANT TO SEE GROWTH, AND IF WE COULD BRING SOME I-READY NUMBERS TO THE DATA THEN WE WOULD AVOID THIS IDEA THAT THESE AREN'T THE SAME GROUPS THAT WE'RE TALKING ABOUT MOVING FROM YEAR TO YEAR AND ALL OF THIS AND WHERE THE KIDS STARTED AND HOW COME THEY'RE NOT AT GRADE LEVEL? SHOWING GROWTH WOULD BE A POWERFUL THING FOR THE COMMUNITY AND THE IREADY NUMBERS SHOW THAT, BUT WE NEVER TALK ABOUT THEM.
I MEAN, THAT'S MORE THAN JUST A TEST, ONE TEST IN TIME.
THAT'S PERSISTENCE AND CONSISTENCY, AND IT'S GETTING KIDS TO COMPLETE WHAT THEY'VE STARTED.
ALSO, YOUR ATTENDANCE RATE SEEMS TO BE TRENDING UP.
[01:15:02]
THAT'S GOOD. COMING BACK FROM COVID I KNOW ALL THE SCHOOLS WERE REALLY TROUBLED BY THEIR ATTENDANCE RATES AND YOUR ATTENDANCE RATES, SO THEY MUST REALLY LIKE YOUR STORE OR SOMETHING. NO, THEY REALLY LIKE OUR STAFF.YEAH, AND SO, IS YOUR ML PERCENTAGE STILL ABOUT THE SAME? ABOUT 15%.
OR HAS IT. I THINK IT'S BEEN GOING UP AND THAT'S WHY THAT'S WHY LIKE EVEN THE PLEASANT VALLEY CAMPUS, WE'RE UP TWO FULL TEACHERS IF YOU CONSIDER BOTH US LIKE NOW CRAIG HAS TWO AND WE HAVE ONE FULL TIME.
IT'S DEFINITELY A DIFFERENT DEMOGRAPHIC SHIFT, AND IT'S ONE THAT AS WE I THINK AS PLEASANT VALLEY CHANGES IN THE NEXT FEW YEARS, THAT'S SOMETHING WE'RE GOING TO HAVE TO ADDRESS MORE AND MORE AND MORE AND AGAIN, WE DON'T HAVE NECESSARILY A PERFECT SOLUTION FOR IT UNLESS EVERYBODY WANTS TO VOTE AND BUILD US ANOTHER BUILDING, AND WE CAN JUST HAVE, LIKE AN ML PROGRAM AT PLEASANT VALLEY. WELL, I MEAN, AND YOU AND THE REST OF THE STATE DEALING WITH THE SAME.
YEAH, JUST THROWING IT OUT THERE, BUT YOU KNOW, AND I GUESS ONE OF THE THINGS TOO, THAT IMPACTS IT A GREAT DEAL IS HOW MANY OF THOSE ARE NEWCOMERS? YES, AND I DON'T KNOW IF YOU HAVE A SIGNIFICANT NUMBER OF NEWCOMERS OR IF I WOULD SAY, ESPECIALLY WHEN THEY GET TO MIDDLE SCHOOL, BECAUSE IF THEY'VE BEEN WITH US FOR A WHILE, IT CERTAINLY IS A DIFFERENT STORY THAN IF THEY'RE COMING INTO MIDDLE SCHOOL AS A NEWCOMER AND THE WHOLE FAMILIES.
THE DISPLACEMENT IN UKRAINE IS SPECIFICALLY WE'VE GOT A LOT OF KIDS FROM THAT, AND THEY SPEAK BROKEN ENGLISH AT BEST, AND SO IT'S BEEN A CHALLENGE, BUT THEY'RE REALLY EXCITED TO BE AT OUR SCHOOL, WHICH IS AWESOME, AND JUST TO ADD TO THAT, MARY, TWO YEARS AGO, THEY HAD 32 MULTILINGUAL STUDENTS.
THEY HAVE 60. SO IT'S NEARLY DOUBLED IN TWO YEARS.
SO AND IT IS A CHALLENGE WE UNDERSTAND A HUGE CHALLENGE.
I MEAN, EVEN SPEAKING THE LANGUAGE, LET ALONE BEING ABLE TO SPEAK IN ACADEMIC LANGUAGE? YES. YOU KNOW, SO JUST SURVIVING AT SCHOOL IS ONE THING.
BEING ABLE TO HAVE THE ACADEMIC LANGUAGE TO REALLY EXCEL AS HARD IS DIFFICULT.
IT'S BEEN A CHALLENGE, BUT WE'VE GOT A GREAT TEACHER AND IT REALLY HELPS, AND YOUR STAFF, I KNOW ALL OF YOUR STAFF IS IMPACTED, AND SO PLEASE KNOW THAT WE UNDERSTAND THAT, AND THANK YOU VERY MUCH FOR THE WORK THAT YOU'RE DOING.
I REALLY APPRECIATE THE LEARNING WATCH FOR TEACHERS AND WOULD REALLY ENCOURAGE, IF THERE'S WAYS FOR THEM TO HAVE THAT OPPORTUNITY IN WHATEVER YOU NEED TO DO, WHATEVER WAND YOU NEED TO WAVE, I WOULD ENCOURAGE YOU TO MAYBE MAKE THAT MORE ACCESSIBLE.
I AGREE AND SERIOUSLY, SEEING OTHER TEACHERS TEACH.
WE HAD A FIFTH GRADE ACADEMY EVEN ON THURSDAY, AND HAVING OUR TEACHERS ACTUALLY SEE EACH OTHER.
WE EVEN HAVE A HIGH SCHOOL TEACHER COME DOWN TO WATCH OUR FIFTH GRADE BECAUSE SHE'S A HIGH SCHOOL MATH TEACHER, AND SHE WANTED TO SEE WHAT THEY WERE DOING IN FIFTH GRADE TO SEE WHAT SHE COULD DO BETTER AT THE HIGH SCHOOL LEVEL.
SO THEY'RE HEARING ABOUT IT FROM OTHER BUILDINGS AS WELL.
OKAY. I DO HAVE A QUESTION, BUT I WASN'T GOING TO ASK IT FOR THE SAKE OF TIME, BUT I CAN.
SO WE TALKED A LOT. LIKE, ONE THING THAT REALLY KIND OF STUCK OUT TO ME WAS HOW MUCH YOU GUYS REALLY WORK ON RELATIONSHIP, NOT ONLY WITH YOUR STAFF, BUT WITH YOUR STUDENTS, AND LIKE, YOUR SCHOOL, I WOULD ARGUE IN THE DISTRICT IS THE MOST LIKE A COMMUNITY MAYBE BESIDES RIVER HOMELINK, JUST BECAUSE IT'S SO SMALL, AND SO BECAUSE OF THAT--SHAMELESS PLUG, AM I RIGHT? [CHUCKLING] THE KIND OF ONE THING THAT I WAS LIKE, WONDERING WAS BECAUSE YOU GUYS KIND OF SEE EVERY STUDENT, WE WERE TALKING AT THE TOUR ABOUT HOW BEFORE BREAK, YOU WERE TRYING TO GIVE EVERY STUDENT A HUG AND, LIKE, YOU'RE TRYING TO SEE EVERY STUDENT.
WHAT DO YOUR GUYS' LIKE MENTAL HEALTH AND, LIKE, BEHAVIORAL STATISTICS KIND OF LOOK LIKE, WHICH IS GOING TO KIND OF ASK, BUT I WANTED TO HEAR ABOUT SPECIFICALLY MENTAL HEALTH BECAUSE I FEEL LIKE YOU GUYS PUT A LOT OF ENERGY INTO THAT, PROBABLY MORE THAN OTHER SCHOOLS.
SO I WANT TO SEE HOW THAT KIND OF COMPARES.
YEAH. SO WE HAVE A REALLY HIGH RATE OF KIDS THAT WILL COME DOWN AND TALK TO US ABOUT THEIR MENTAL HEALTH NEEDS, AND THIS YEAR, AFTER TEACHING SIGNS OF SUICIDE, I HAD A LOT OF KIDS THAT CAME DOWN AND TALKED TO ME ABOUT A VARIETY OF THINGS, NOT JUST SUICIDE, BUT OTHER MENTAL HEALTH CONCERNS THEY HAD AND REALLY PARTNERING WITH THEM AND CARE SOLACE TO WITH THEIR FAMILIES TO TRY AND SUPPORT THEM AND JUST TALKING ABOUT EVEN IF IT'S NOT A BIG THING WHERE THEY FEEL LIKE THEY NEED A THERAPIST, BUT JUST TALKING ABOUT WHO ARE YOU AS A HUMAN AND WHAT TYPE OF LEARNER ARE YOU AND ARE YOU AN INTROVERT? LIKE IN MIDDLE SCHOOL, THAT CONCEPT IS KIND OF CRAZY, AND IT'S LIKE, YOU'RE NOT ABNORMAL, YOU'RE JUST AN INTROVERT, AND IT'S OKAY THAT YOUR REST OF YOUR PEERS ARE EXTROVERTS, BUT JUST HAVING THOSE CONVERSATIONS WITH THEM, BUT THEY DO TEND TO SHARE A LOT, WHICH MEANS THAT SOMETIMES WE HAVE TO WALK THROUGH HARD THINGS WITH OUR KIDS.
[01:20:03]
LIKE WE HAVE WALKED THROUGH A CHUNK OF HARD THINGS THIS YEAR WITH OUR KIDS, AND WE WILL CONTINUE TO DO SO, BUT THE ONE THING THAT I DO KNOW IS THAT I WHEN I HAVE CONVERSATIONS WITH KIDS, I SAY, CAN I SHARE THIS WITH YOUR TEACHERS? WHAT CAN I SHARE? WHAT DOES THAT SOUND LIKE? AND WE TALK ABOUT THAT, AND EVERY TIME THEY'RE LIKE, YES, YOU MAY SHARE THAT WITH MY TEACHER.THEY FEEL TRUST IN TELLING ME, BUT THEN ALSO ME BEING ABLE TO AGREE WITH THEM ON WHAT WE'RE GOING TO SAY AND THEN TELLING THEIR TEACHER TEAM SO THEY KNOW WHEN IT COMES TO THEIR ACADEMICS, HOW THEY'RE BEING AFFECTED.
WELL, AND BECAUSE WE HAVE THE NAME, STRENGTH AND NEED AND WE HAVE RELATIONSHIPS, WE CAN DO SOME MORE CREATIVE THINGS AND SOLUTIONS IN TERMS OF FINDING THINGS THAT WILL WORK FOR KIDS. SO, FOR EXAMPLE, THE STUDENT WHO WE HAD TEACH A LESSON OR FOR A STUDENT WHO WE DECIDED, WELL, SHE NEEDS A BREAK FROM THIS CLASS AND SO WILL ANOTHER TEACHER IN A DIFFERENT GRADE LEVEL TAKE HER ON FOR A FEW HOURS A WEEK SO WE CAN NEGOTIATE THOSE THINGS, AND EVERY TEACHER IS WILLING TO WORK WITH US BECAUSE THEY KNOW THAT EVERY SINGLE STUDENT IS INDIVIDUAL, AND EITHER THEY'RE GOING TO HAVE A RELATIONSHIP WITH THAT STUDENT, OR THEY ALREADY HAVE A RELATIONSHIP WITH THAT STUDENT, AND SO IT IS A VERY MUCH A COLLABORATIVE TEAM APPROACH IN SUPPORTING EVERY SINGLE STUDENT.
I KNOW WE'RE ABOUT OUT OF TIME, BUT ONE OF OUR LAST THINGS THAT WE DO FOR BEHAVIOR AND THOSE THINGS IS WE ALWAYS TRY TO IDENTIFY 1 TO 2 ADULTS IN THE BUILDING BECAUSE THE THING YOU DON'T EVER WANT TO DO WHEN YOU'RE DEALING WITH A STUDENT THAT IS IN, I DON'T KNOW, EITHER POTENTIAL CRISIS OR IS NEEDING SOMEBODY THAT WHEN THEY'RE STUCK, WHO DO THEY GO SEE? AND SO WE LITERALLY SAY, WHO'S YOUR NUMBER ONE PERSON? IF YOU HAVE A PROBLEM, WHO ARE YOU GOING TO GO TALK TO? WHO'S YOUR NUMBER TWO PERSON IN CASE THAT PERSON IS OUT OF THE BUILDING? SO EVERY TIME THEY LEAVE US, ONE OF US, THEY HAVE AN EXTRA PERSON.
IT MAY NOT BE US, BUT THEY HAVE SOMEBODY THAT THEY CAN GO TALK TO.
VERY GOOD. I'M GOING TO THROW IN SOMETHING REAL QUICK.
WELL, TERRY, IT'S INTERESTING YOU POINT THAT OUT.
THAT WAS GOING TO BE MY CLOSING COMMENT TO KIND OF SEGUE INTO THAT, BECAUSE I THINK HAVING BEEN A BUILDING PRINCIPAL MYSELF OVER THE YEARS, THIS THIRD GOAL IS HARD WORK, AND IT'S DIFFICULT TO DO, AND WE DON'T SEE THOSE KIND OF TURNAROUNDS VERY OFTEN.
RIGHT. SO SO I JUST WANT TO ACKNOWLEDGE THE HARD WORK THAT THIS TEAM HAS DONE TO MOVE A BUILDING FROM 30% TO 76% IS ALMOST UNHEARD OF AND IS REALLY POWERFUL.
THEY TAKE IT AGAIN WITH THE CEE SURVEY, AND THEY TAKE IT AGAIN AT THE END OF THE YEAR.
THEY DON'T WAIT FOR ONE TIME OF THE YEAR TO FIND OUT.
THEY'RE PROACTIVELY SEARCHING OUT AND FINDING THE INFORMATION THAT THEY NEED SO THAT THEY CAN RESPOND IN WAYS THAT ARE GOING TO YIELD BETTER RESULTS FOR THE BUILDING AND ULTIMATELY FOR THE KIDS. SO I JUST THINK IT'S A PHENOMENAL EXAMPLE OF STRONG LEADERSHIP AND YET ANOTHER EXAMPLE OF THE HIGH QUALITY PEOPLE WE HAVE IN OUR PRINCIPAL POSITIONS AND ASSISTANT PRINCIPAL POSITIONS IN THIS DISTRICT.
WE'RE VERY APPRECIATIVE OF THEIR EFFORTS AND APPRECIATIVE OF YOUR TIME.
WE WILL ADJOURN ONE MINUTE EARLY.
I JUST NEED ONE I JUST NEED ONE MINUTE.
SORRY, JACKIE. BEFORE WE BEFORE WE ADJOURN.
YES. GERALYN HAS SOMETHING SHE WANTED TO SAY.
OKAY, SO THIS WAS DEFINITELY A STAFF EFFORT, AND I GOT ASKED TO GIVE THESE TO AUSTIN AND AARON TODAY AS JUST A TOKEN OF APPRECIATION FROM OUR STAFF, AND SO ONCE ERIN'S DONE.
IT WOULDN'T BE HAPPENING IF HE DIDN'T DESERVE IT.
[01:25:17]
SO CAN WE GET A QUICK PICTURE? THANK YOU.THANK YOU FOR SHARING THAT WITH US.
NOW WE CAN ADJOURN BY 5:31.
* This transcript was compiled from uncorrected Closed Captioning.