[00:00:04]
[1. Call to Order]
WE'LL BE TAKING IT FROM HERE, MR. KENNEDY. SURE.YEAH, WE CAN DO THAT. THANK YOU. SCHOOL BOARD FOR YOUR TIME THIS AFTERNOON.
WE ARE ROUND TWO OF SCHOOL IMPROVEMENT PLANS.
TODAY WE WILL BE HAVING OUR HIGH SCHOOL AND ALA SCHOOLS PRESENTING TO YOU.
SO THIS IS SOMETHING THAT WE ARE REQUIRED TO DO, BUT WE ALSO KNOW IT TO BE BEST PRACTICE.
TODAY, OUR TWO SCHOOLS ARE BATTLE GROUND VIRTUAL ACADEMY WITH PRINCIPAL MATT STANFILL.
ASSISTANT PRINCIPAL IS BETHANY WILSON, JULIE MAIN, TREVOR PEARSON AND JAMAL MCKENZIE.
EACH SCHOOL SIMILAR TO DECEMBER, EACH SCHOOL WILL HAVE 25 MINUTES TO SHARE REALLY THEIR STORY.
THEIR UNIQUE STORY THAT MAY NOT BE CAPTURED JUST ON THE DOCUMENT ITSELF.
SCHEDULE IS AS FOLLOWS. WE'LL START AROUND 410.
WE'LL TAKE A BREAK AND THEN COME BACK AND START AND REPEAT THE SAME PROCESS AT 4:50.
AND THAT WILL TAKE US UP TO 5:30 WITH BATTLE GROUND HIGH SCHOOL.
I'M REALLY EXCITED ABOUT BOTH SCHOOLS THAT ARE PRESENTING THIS AFTERNOON.
AND I'M EXCITED AND PLEASED TO INTRODUCE MATT STANFILL, WHO I JUST HAVE TO HAVE TO SAY, IT'S RARE THAT YOU FIND SOMEONE WHO'S JUST SUCH A STAND UP INDIVIDUAL AND THEIR HEART IS IN THE RIGHT PLACE WITH THIS WORK.
SO TAKE IT AWAY, MATT, AND I'LL SET THE TIMER.
[A. School Improvement Plans (SIPs) for BGVA]
GREAT. THANK YOU VERY MUCH. DAVID SAID THAT, HE SAID 25 MINUTES TONIGHT.HE SAID 45 MINUTES EARLIER WHEN WE MET. SO I'M JUST JOKING.
TODAY, I'D LIKE TO DO MY BEST TO LET YOU LOOK UNDER THE HOOD OF BGVA.
THERE WILL BE NO SACRED COWS. ITEMS OF TOPICS ARE OFF LIMITS AT ALL.
THAT'S MY COMMITMENT TODAY TO YOU. I HOPE THAT WE CAN TALK ABOUT BGVA AND ALL THE RAH RAH STUFF, AND STILL TALK ABOUT THE CHALLENGES AND WARTS THAT STILL NEED TO BE ADDRESSED. YOU HAVE THE DATA IN FRONT OF YOU, AS DAVID SAID. BUT I WANTED TO SHARE WITH YOU KIND OF WHAT'S BEHIND THOSE NUMBERS.
AND I THINK IF YOU COULD, IF YOU DON'T MIND SHARING THAT OTHER DOCUMENT REAL QUICK.
AND I WANTED TO SHARE WITH YOU THIS NUMBER RIGHT HERE.
THIS IS I THINK I SENT THIS TO YOU ABOUT THREE WEEKS AGO.
THAT'S AWESOME. AND IF YOU WILL LOOK AT THE DOWN BELOW THAT, YOU CAN SEE THAT OUR GRADUATION, OUR GROWTH HAS BEEN 81%. WE'RE ACTUALLY WELL ABOVE THAT.
WE'RE LIKE 100%. I ALSO WANTED TO SHOW YOU WE HAVE IT RIGHT THERE.
IT SHOWS THAT WE HAVE 50 SENIORS THAT ARE GOING TO BE GRADUATING.
AS OF TODAY, LET'S SEE BATTLE GROUND VIRTUAL ACADEMY IS PLANNING ON GRADUATING 90 STUDENTS.
SO THAT'S AND ONE OF THE THINGS THAT I WANTED TO SHARE WITH YOU IS IT'S NOT JUST THE DATA THAT WAS UP THERE EARLIER, BUT IT'S REALLY ABOUT THE STUDENTS WE HAVE IN OUR PROGRAM.
AND THAT'S WHAT MAKES BGVA SO UNIQUE, I THINK.
I WANT TO JUST TAKE A FEW MINUTES BECAUSE BGVA SERVES A FULL SPECTRUM OF STUDENTS NEEDS.
STUDENTS OFTEN COME TO US BECAUSE OTHER EDUCATIONAL OPTIONS ARE NOT HAVE NOT WORKED IN THE PAST.
AND WE HAVE SOME VERY BROKEN STUDENTS THAT COME TO US.
WE HAVE STUDENTS. WE HAVE STUDENTS IN FACILITIES.
[00:05:08]
CLARK COUNTY JUVENILE CALLS US AND SAYS, WE HAVE STUDENTS WHO ARE IN JAIL.CAN YOU TAKE THEM ON? AND WE'RE LIKE, YEP, WE CAN DO THAT.
I ADMITTED A STUDENT LAST YEAR WHO HAD, AS A SOPHOMORE, 30 PAGES OF DISCIPLINE, 30 PAGES.
THAT WAS A RECORD. STUDENTS COME TO US, HAVE COURT ORDERS THAT CANNOT COME ON CAMPUS, AND YET THEY CAN STILL HAVE FULL EDUCATION WITH US AND GET THEIR EDUCATION. WE'VE HAD AGAIN, ANOTHER STUDENT THAT WE HAD TRIED TO COMMIT SUICIDE.
THIS STUDENT CAME BACK, WE FROZE THINGS FOR. THIS STUDENT CAME BACK TO US, HAD GREAT RECOVERY.
CAME IN EVERY FRIDAY MORNING AT 8:00 FOR A FEW MINUTES IN OUR LAB SAT DOWN.
I COULD FIST BUMP HIM AND VISIT WITH HIM, AND IT WAS SO COOL TO KNOW THAT THIS YOUNG MAN HAD ONCE BEEN IN A SUICIDE FACILITY AND NOW IS FINDING SUCCESS AT BGVA. PRETTY NEAT STUFF. I HAVE STUDENTS THAT I VISIT WITH THAT LITERALLY WILL NOT LEAVE THEIR BEDROOM.
MOM TAKES THE COMPUTER IN AND I ZOOM WITH THEM IN PERSON.
THEN THE COOL PART IS, IS THAT WE HAVE STUDENTS AT THE OPPOSITE END.
I HAVE STUDENTS TAKING AP CLASSES. I WE HAVE STUDENTS THAT ARE TAKING CLASSES.
WE HAVE STUDENTS RIGHT NOW LOOKING AT GRADUATING EARLY AND APPLYING FOR BOTH HARVARD AND YALE.
WE ARE A DIVISION ONE SCHOOL. WE'RE AN NCAA SCHOOL.
SO STUDENTS THAT TAKE CLASSES FROM BATTLE GROUND VIRTUAL ACADEMY, WHICH WE DID LAST YEAR, GOT APPROVAL LAST YEAR. THEY CAN GO ON AND BE FULL DIVISION ONE STUDENTS.
WE HAVE FAMILIES THAT ARE MOTORCYCLE RACERS. THEY RACE IN LAS VEGAS.
THEY RACE IN RENO, AND THEY'RE GONE ALL OVER THE PLACE.
SO THEY CAN HAVE THE FLEXIBILITY WITH THEIR FAMILY TO GO PURSUE THOSE PURSUITS.
WE HAVE RIGHT NOW WE HAVE TWO STUDENTS WHO ARE GYMNASTS, COMPETITIVE GYMNASTS.
THEY GO TO A BOX SCHOOL DURING THE REST HALF OF THE DAY, AND THE REST OF THE DAY THEY DO BGA CLASSES SO THAT THEY CAN SPEND THE WEEKENDS AND DOING ALL THE THINGS THEY DO WITH THEIR WITH THEIR FAMILIES DOING THOSE KINDS OF THINGS. WE HAVE A I HAD A STUDENT LAST YEAR WHO CAME TO US IN TERRIBLE STRESS, ANXIETY AND SAID, I CAN'T GO TO SCHOOL ANYMORE.
SHE CAME TO US. SHE WAS ON A 504 BECAUSE OF ANXIETY.
JUST HORRIBLE, HORRIBLE ANXIETY. I WAS WITH THE MOM.
WE ENDED UP TAKING THIS GIRL OFF OF THE ANXIETY.
504 BECAUSE WHILE MOM AND I WERE MEETING, THE DAUGHTER WAS IN ALASKA ABLE TO DO HER CLASSES.
HER COUSIN'S DAD HAD BEEN DEPLOYED IN THE MILITARY, AND THEY GOT TO SPEND TWO WEEKS TOGETHER HANGING OUT WITH THE GIRLS DAD WHO'D BEEN DEPLOYED. AND HERE SHE WAS BEING ABLE TO DO HER EDUCATION.
WE JUST HAD THIS WEEK. THIS WAS LAST WEEK WAS FINALS WEEK.
AND THAT'S NEW MONEY, BY THE WAY. SO WHICH I COULD BE GLAD TO TALK MORE ABOUT THAT TOO.
AND THERE'S SUCH A UNIQUE EXPERIENCE WITH US.
THESE KIDS COME FROM US AND WE ALMOST CONSIDER OURSELVES A TIER TWO SCHOOL.
AND I'M SURE YOU'RE FAMILIAR WITH THAT TERMINOLOGY, BECAUSE WHEN KIDS COME TO US, WE INDIVIDUALIZE.
WHAT DO YOU NEED? WHAT DO YOU WANT? AND THAT'S THE INTERVENTIONS.
BUT WE'RE DOING IT AS A SCHOOL, SO THEY COME TO US.
WHAT DO YOU NEED? WHAT DO YOU WANT? HOW CAN WE HELP YOU GET THERE? AND SO, YOU KNOW, IF YOU HAVE THE ELEVATOR PITCH, IT'S BGVA REMOVES THE ACADEMIC BARRIERS WHILE MAINTAINING ACADEMIC INTEGRITY TO HELP STUDENTS LEARN AND THRIVE. AND THAT'S WHAT WE DO.
SO I HAVE OTHER DATA. I HAVE OTHER INFORMATION.
I CAN GIVE YOU INFORMATION ABOUT OUR BACKGROUND.
IF I CAN. I'D LIKE TO TELL YOU A LITTLE BIT ABOUT WHERE WE'VE BEEN.
AND SOME OF YOU MAY ALREADY MAY BE FAMILIAR WITH THIS.
BATTLE GROUND VIRTUAL ACADEMY WAS UNDER THE UMBRELLA OF RIVER ONLINE AND ABOUT TEN YEARS.
AND LAST YEAR, THIS BODY DECIDED IT WAS A GOOD THING FOR US TO PART COMPANY THE TWO DIFFERENT SCHOOLS, AND HAS ALLOWED BOTH SCHOOLS TO THRIVE. WHEN WE STARTED LAST YEAR, WE HAD 195 KIDS AND NOW WE HAVE OVER 700 KIDS AND THE GROWTH STILL IS HUGE. STILL PLANNING ON GROWING BEYOND THAT.
[00:10:07]
ONE OF THE THINGS SO BGVA. WHAT MAKES BGVA UNIQUE IS THAT WE'RE A K-12 ONLINE SCHOOL, AND WE HAVE SPECIAL ED OPTIONS. NOW, THAT'S INCREDIBLY UNIQUE IN THE ONLINE WORLD.SETS US APART IMMEDIATELY. FIRST OF ALL, MOST ONLINE SCHOOLS DON'T DO K-12.
THEY'LL DO 312, MAYBE 412 OR ONLY HIGH SCHOOL.
WE USE FOUR DIFFERENT PLATFORMS FOR OUR KIDS TO WORK IN.
DEPENDING ON WHAT THEIR SKILL LEVELS ARE, WHAT THEY NEED. SOME IS MORE VIDEO BASED, MORE TEXT BASED.
WE DIDN'T GET IT LAST YEAR. WE MISSED IT BY ONE POINT.
WE SUBMITTED A 500 PAGE DOCUMENT, MISSED IT BY ONE POINT.
WE RESUBMITTED IT RECENTLY, AND WE'RE LOOKING AT JULY 31ST.
IT CLOSES AND WE SHOULD HAVE RESULTS HOPEFULLY BACK BY THE END OF FEBRUARY.
THE NEW MONEY. I JUST WANTED TO JUST SHARE THIS REAL WITH YOU REAL QUICK.
SINCE LAST YEAR, THE LAST YEAR AND THIS YEAR.
SO FAR TO DATE, SO FAR BATTLE GROUND VIRTUAL ACADEMY HAS BROUGHT INTO THE SCHOOL DISTRICT STUDENTS THAT WERE NOT IN OUR DISTRICT $2.5 MILLION. SO THAT'S RATHER SIGNIFICANT, I THINK.
IT. ONE OF THE THINGS THAT'S KIND OF WHERE WE'VE BEEN, ONE OF THE THINGS WE'VE BEEN LOOKING FORWARD TO, ONE OF THE THINGS TRAVIS, WHEN WE FIRST TALKED ABOUT THIS AND WE WERE TALKING ABOUT POTENTIALLY ME BEING AT BATTLE GROUND VIRTUAL, ONE OF THE THINGS THAT CAME UP AND SAID, MATT, LET'S LOOK AT BECOMING ONE OF THE LARGEST PUBLIC SCHOOLS IN THE STATE.
LET'S SET OUR GOALS FOR THAT. AND THAT'S A PRETTY HUGE DEAL.
SO WE DIDN'T GET OUR MULTIDISTRICT LICENSE LAST YEAR, AND IT'S PROBABLY A BLESSING IN DISGUISE BECAUSE WE STILL HAVE SYSTEMS WE STILL NEED TO PUT IN PLACE. WE'VE GONE THROUGH OUR ONBOARDING ORIENTATION PROCESS THAT WE CAN NOW PUSH ACROSS THE STATE OUR MULTIDISTRICT LICENSE.
WE HAVE ACCREDITATION THAT'S GOING TO BE HAPPENING THIS YEAR. WE'LL BE GETTING AUDITED THIS YEAR.
THIS IS PART OF THE WARTS. IS THAT SEPARATING FROM RIVER HOMELINK AND MOVING TO A STANDALONE SCHOOL.
THERE WERE THINGS, THE SYSTEMS IN PLACE THAT WERE NOT ADEQUATE.
AND WHEN WE GET OUR AUDIT THIS YEAR, IT'S GOING TO BE FOR LAST YEAR.
BUT IT WAS ALL DONE THROUGH GOOGLE SPREADSHEETS AND DIFFERENT THINGS LIKE THAT AND INCREDIBLE STAFF, ALL THAT KIND OF STUFF. WE HAVE A NEW SYSTEM NOW CALLED SCHOOL DATA, AND WE'VE DONE SOME AMAZING WORK WITH THAT.
AND THE AUDIT THE NEXT, THE NEXT TIME WE DO IT WILL BE FANTASTIC.
LET'S SEE. WE'RE LOOKING AT OUR ADVISORY MODEL.
ALL THE SCHOOLS HAVE SOME KIND OF ADVISORY PIECE.
WE'VE RUN GOTTEN PERMISSION TO RUN A PILOT, AND WE'RE LOOKING AT HOW WE CAN BE MORE EFFICIENT WITH THAT, POTENTIALLY SAVE SOME MONEY. LET'S SEE. ONE OF THE THINGS I WANTED TO SHARE WITH YOU, WITH YOU JUST REAL QUICK.
WAS THAT BATTLE GROUND VIRTUAL ACADEMY? ONE OF THE THINGS THAT I'VE BEEN DOING, I'VE BEEN ABLE TO BE PART OF A SUBCOMMITTEE THAT ACTUALLY MEETS WITH OSPI AND HAD A CHANCE TO MEET SOME OF THE PRINCIPALS AROUND THE STATE.
AND SPOKANE VIRTUAL LEARNING, THEIR ENROLLMENT IS 2300 STUDENTS.
THEY THEY'RE THE THEY'RE THE BEHEMOTH. THEY'RE AMAZING.
THEY HAVE 2000 SHARED STUDENTS. AND IT'S BECAUSE THE WAY THEIR SCHOOL DISTRICT CHOSE TO LET THEIR KIDS TAKE CLASSES, THEY'RE ALLOWED TO TAKE A FULL LOAD OF CLASSES AT A BOX SCHOOL, AND THEN EVERY SCHOOL IN THE DISTRICT IS ALLOWED TO TAKE ONE ONLINE CLASS IF THEY WANT TO.
SO THEY THEIR SCHOOL DISTRICTS ALLOWED THAT. SO THEIR NUMBERS ARE JUST HUGE, IT'S HUGE.
RICHLAND HIGH SCHOOL, THIS IS, NO THIS IS FULL TIME EQUIVALENT.
THIS IS FULL TIME AND PART TIME STUDENTS. RICHLAND HAS 470 KIDS.
PASCO HAS 470. VANCOUVER LEARNING HAS 420. OAK HARBOR HAS 323.
CENTRAL VALLEY HAS 300. EVERGREEN LEGACY HAS 240.
CAMAS HAS 230. KENT WASHINGTON HAS 170 AND SPOKANE VALLEY HAS 50.
[00:15:07]
AND THESE ARE PRINCIPALS I'VE BEEN IN TOUCH WITH AND HAVE MET WITH AND BATTLE GROUND HIGH SCHOOL FULL AND PART TIME WE'RE 710.AND MATT, I JUST WANT TO CLARIFY. BATTLE GROUND VIRTUAL ACADEMY.
YEAH. SO INSTEAD OF MY MOUNTAINEER BLOOD LET'S SEE THAT IS ESSENTIALLY KIND OF THAT IS BASICALLY WHAT I HAD TO PRESENT TO YOU FOR WHAT BGVA IS.
I HAVE ALL KINDS OF DATA AND INFORMATION STUFF.
I COULD TALK FOR A LONG, LONG TIME, BUT IS THERE ANYTHING QUESTIONS YOU MIGHT HAVE OR THINGS YOU'D HAVE FOR ME? HOW MUCH TIME HAVE WE GOT LEFT FOR OUR DISCUSSION HERE? WE ACTUALLY HAVE QUITE A BIT A HALF HOUR, 29 MINUTES.
YEAH. THIS IS THIS IS TERRY'S HEAVEN. THIS IS LIKE WE LOVE TO WASTE TIME TALKING ABOUT STUFF.
I DON'T HAVE A TIMER WITH ME, SO. JACKIE. GO AHEAD.
NO. GO AHEAD. START US OFF. I'M NOT SURE WHAT I'D LIKE TO ASK FIRST.
WE MET ONE TIME BEFORE. OKAY. AND WE TALKED. OH, YES.
I'M SORRY. PLEASE EXCUSE ME, EVERYONE. I'M JUST SO EXCITED TO GET TO HEAR ALL THIS.
THE NUMBERS 720. 710. FULL TIME. THAT'S FULL AND PART TIME.
OKAY. HOW MANY FULL TIME? FULL TIME, WE HAVE FULL TIME, 438 STUDENTS.
OKAY. SO WHAT SPOKANE HAD 300 AND SOMETHING, 400 AND SOMETHING.
YES. YEAH. 300. SO DOES ANYBODY HAVE MORE FULL TIME THAN US? THERE ARE SOME. THERE ARE SOME PRIVATE INSTITUTIONS THAT HAVE MORE THAN US, BUT FOR PUBLIC SCHOOLS I HAVEN'T RAN ACROSS ANYBODY YET THAT'S BIGGER THAN US.
OKAY. THE THING I'VE THOUGHT MOST ABOUT WHILE YOU WERE TALKING.
AND AT THE I LOOK AT THE REPORT AND I SEE WE WERE AT 29% IN MATH.
I'M A MATH TEACHER, RIGHT? YEAH. AND THE GOAL IS 50%.
YES. AND I REALIZE WE'RE WORKING WITH AN UNUSUAL GROUP OF KIDS HERE, BUT I'VE WORKED WITH A LOT OF UNUSUAL KIDS IN MATH, AND MANY OF THEM JUST NEVER THOUGHT THEY COULD EVER DO IT.
AND TURNED OUT THEY COULD. SO HAVE YOU YOU'VE BEEN PUTTING A LOT OF TIME I KNOW MR. DRAKE IS, LIKE, WON'T GIVE YOU ANY REST PROBABLY.
HAS YOUR TEAM OR YOURSELF, HAVE YOU BEEN ABLE TO GIVE MUCH THOUGHT? YOU THINK IT'S JUST AND THIS IS NOT A CRITICISM OR ANYTHING.
IT'S JUST I'M JUST ASKING, HAVE YOU GIVEN MUCH THOUGHT TO WHAT IT WILL TAKE TO GET YOU TO 50%? YES, AS A MATTER OF FACT, WE HAVE. YOU THEN SHARE THOSE.
WHAT DO YOU THINK IT'S GOING TO TAKE? YEAH. AND THAT ACTUALLY, MATT, I THINK THIS IS A GOOD SEGUE, TERRY TO REALLY ADDRESSING SOME OF THE ACTION PLANS THAT YOU IDENTIFIED IN THE IN THE MATH SECTION OF YOUR SCHOOL IMPROVEMENT PLAN.
SO WE'LL KIND OF DIRECT OUR ATTENTION. I'M SORRY.
SO WE WEREN'T DONE WITH OUR PRESENTATION. WELL, IT'S OKAY THAT WAS KIND OF THE INTRO, BUT I DO THINK WE'LL HAVE MATT SPEAK TO SOME OF THE SECTIONS IN THE SCHOOL IMPROVEMENT PLAN AS WELL. I THOUGHT WE WERE DONE.
NO, THE. EXCUSE ME MATT. NO IT'S OKAY. BUT THAT'S A GREAT TERRY.
IT'S ACTUALLY A GREAT QUESTION, AND I THINK IT LEADS PERFECTLY INTO THAT SECTION AROUND MATH ACHIEVEMENT UNDER GOAL TWO, SPECIFICALLY, WHEN WE START LOOKING AT PLANS OF ACTION AND SUPPORTING STUDENTS AT ALL THE TIERS.
SO, MATT, IF YOU WANT TO SPEAK BECAUSE IT'S A LITTLE DIFFERENT.
AND THE OTHER THING I'LL JUST ADD TO THIS TOO THE MATH GOAL BEING AT 50%.
I JUST WANT TO CLARIFY THAT ALTHOUGH THE NUMBERS ACTUALLY 21.7 THAT WERE AT LEVEL THREE AND FOUR, THE STATE HAS THIS YEAR CHANGED THE WAY WE THINK ABOUT SMARTER BALANCE? THEY'RE REALLY ENCOURAGING US TO NOT THINK ABOUT SMARTER BALANCE AS PASS FAIL.
THE STATE IS NOW REDEFINING THE ONLY NON PROFICIENT LEVEL ON SMARTER BALANCE IS NOW LEVEL ONE.
LEVEL TWO IS CONSIDERED FOUNDATIONAL GRADE LEVEL ACHIEVEMENT.
SO IF A STUDENT ACHIEVES A LEVEL TWO, THAT DOES NOT MEAN THAT THEY ARE NOT GRADE LEVEL PROFICIENT.
IT DOES MEAN THEY ARE NOT COLLEGE READY. THEY MAY HAVE TO TAKE SOME REMEDIAL CLASSES AT COLLEGE.
[00:20:05]
BUT WHEN LOOKING AT THOSE NUMBERS, BATTLE GROUND VIRTUAL ON MATH GOES FROM 21.7% ALL THE WAY UP TO 43.5%, A LOT CLOSER TO THAT 50% GOAL. AND SO THAT'S SOME WORK, THAT CALIBRATION THAT THE STATE HAS JUST HANDED DOWN TO US WITHIN THE LAST FEW MONTHS ABOUT REINTERPRETING, BECAUSE THEY'VE RECOGNIZED STATEWIDE SCHOOL DISTRICTS, HAVE REALLY LOOKED AT THIS ASSESSMENT AS A PASS FAIL ASSESSMENT, AND IT'S VERY MUCH NOT. SO I JUST WANTED TO CLARIFY THAT, THAT THE NUMBERS ACTUALLY LOOK QUITE A BIT DIFFERENT.THEIR ELA SCORES, CONSIDERING THAT METRIC WOULD BE 65% INSTEAD OF WHAT THEY SCORED AT 40%.
SO I JUST I PROVIDE A LITTLE BIT OF CLARITY. I THINK I WANT MATT TO SPEAK THOUGH MORE TOWARDS BECAUSE OF THEIR UNIQUE QUALITY, THE WAY THE PROGRAM IS SET UP, THEY'RE ABLE TO DO SOME SUPPORTING OF STUDENTS AT ALL THREE TIERS, AND WE CAN JUST START WITH MATH. FOR INSTANCE.
JUST FOR SURE. YOU DON'T HAVE TO COME BACK AND FIRST I JUST WANT TO APOLOGIZE.
I HAD MY CALENDAR WRONG AND I WAS PLANNING TO GET HERE EARLY, AND HERE I AM.
AND IT'S IT STARTED AT FOUR, NOT 4:30. ME TOO.
OH, OKAY. SORRY, I DON'T KNOW WHAT THE CONFUSION WAS, BUT ANYWAY, WHEN YOU TALKED ABOUT THIS IS CURIOUS TO ME WHEN YOU TALKED ABOUT SOME OF THE SCHOOL DISTRICTS THAT ARE ALLOWING STUDENTS TO TAKE A FULL LOAD AT ONE SCHOOL AND STILL TAKE A CLASS IN THEIR VIRTUAL ACADEMY.
OR HOW DOES THAT WORK? I DON'T KNOW EXACTLY HOW THAT WORKS.
AND I KNOW YOU CAN ANSWER THAT QUESTION. YEAH.
OH, GOOD. GOOD. ALES DO GET ADDITIONAL STAFFING THAN THE TRADITIONAL SCHOOL.
OKAY. ONE OF THE REASONS, FOR EXAMPLE, ANY ALE SCHOOL THAT OFFERS CTE, WE DON'T GET ADDITIONAL FUNDING FOR CTE BECAUSE THEY'RE ALREADY FUNDED ABOVE A TRADITIONAL SCHOOL. PERFECT. THAT'S THE ANSWER I NEEDED.
THANK YOU. I ALSO HAVE QUESTIONS. I THINK THE THEME HERE IS GROWTH, RIGHT? I MEAN, IT'S JUST PHENOMENAL TO GO FROM A LITTLE UNDER 200 TO OVER TO 710.
I THINK ABOUT SUCCESS FOR STUDENTS. THEY THINK ABOUT HAVING THE PROPER STAFF IN PLACE, RIGHT.
AND IF WE DON'T HAVE ENOUGH STAFFING, THAT'S LIKE A THAT'S GOT TO BE LIKE A REVOLVING DOOR FOR YOU.
LIKE, HOW FAST CAN I BRING THEM IN? RIGHT. AND SO I JUST WANT TO HEAR A LITTLE BIT ABOUT THAT.
HOW IS YOUR STAFFING NEEDS. AND BECAUSE THAT ALSO IS GOING TO SUPPORT STUDENTS AND HELP THEM ACHIEVE THEIR SUCCESS BY HAVING THAT INTERACTION AND ATTENTION THAT THEY NEED. SO HOW IS THAT WORKING FOR YOU? SURE. DO YOU WANT ME TO GO BACK TO THE ORIGINAL QUESTION AT ALL OR.
OKAY, OKAY. SO OUR STAFFING. SO WHAT'S REALLY INTERESTING IS THAT AGAIN, SPOKANE VIRTUAL IS KIND OF THE MODEL BECAUSE THEY'VE BEEN DOING THIS FOR 20 SOME YEARS, AND THEIR TEACHERS UNION CONTRACT REALLY HAS A DEFINED SPECIFIC STUFF FOR THEIR VIRTUAL ACADEMY. SO THERE IS SOME VERY UNIQUE THINGS ABOUT IT THAT ALLOWS FOR A CERTAIN AMOUNT OF STAFFING AND HOW THEY DO THAT.
I CAN TELL YOU THAT YOU KNOW, HERE IN OUR DISTRICT LUKE, MICHELLE, TRAVIS HAVE BEEN INTIMATELY INVOLVED IN THE TSUNAMI THAT'S BEEN THAT HAS COME AT BGVA, AND WE HAVEN'T DONE A CAMPAIGN.
WE HAVEN'T SAID WE'RE HERE. SO AS A SCHOOL DISTRICT, I MEAN, AND THAT'S NOT THROWING STONES.
I'M JUST SAYING WE HAVE PEOPLE FROM VANCOUVER COMING TO US.
WELL, AND YOU MENTIONED THAT WHEN WE WERE THERE AT OUR TOUR, THAT THERE WAS A STAFF THAT SAID WHEN PEOPLE FIND OUT, YEAH, THE FLOODGATES WILL OPEN. SO IT'S THAT WAS PART OF A SECONDARY QUESTION.
YEAH, YEAH. SO THE STAFFING IT'S NOT ADVERTISING.
YEAH. YEAH. AND THE STAFFING PORTION OF IT IS IT IS IT'S DIFFICULT.
IT'S NOT EASY. AND TRAVIS SITTING BEHIND ME AND MICHELLE AND LUKE HAVE, HAVE DONE YEOMAN'S WORK AND GIVING US ATTENTION I THINK REALLY ON THE CALL OF DUTY, BECAUSE WE'VE HAD SO MANY PEOPLE COMING INTO WE MEET REGULARLY.
I MEAN, WE MEET WEEKLY TO GO OVER THIS AND LOOK AT OUR NUMBERS AND HOW CAN WE? AND THEIR THING IS, HOW CAN WE, HOW CAN WE ASSIST? HOW CAN WE HELP? SO IT REALLY IS JUST WATCHING OUR NUMBERS CLIMB.
AND HOW DOES IT MATCH UP. AND IT'S NOT AS SIMPLE AS SAYING, OKAY, I'M GOING TO HIRE A MATH TEACHER, BECAUSE IF YOU HIRE A MATH TEACHER, I ALSO HAVE FIVE OTHER SUBJECTS THAT NEED TO BE TAUGHT. SO THERE'S A REAL UNIQUENESS IN IT.
ONE OF THE THINGS TRAVIS SAID TO ME SOME WEEKS AGO, HE SAID, MATT, GOING FORWARD WITH BGVA,
[00:25:03]
WHICH PROBABLY MAY LIMIT YOUR ENROLLMENTS, YOU'RE PROBABLY GOING TO BE YOUR FACILITY.YOUR FACILITIES, BECAUSE OF THE STAFFING IS GOING TO LIMIT US TO A CERTAIN EXTENT.
AND THAT SPARKED A THOUGHT THAT I'VE BEEN JUST MUSING OVER FOR SEVERAL MONTHS.
AND I KIND OF FELT LIKE I HAD AN HAD AN EPIPHANY OVER CHRISTMAS, AND I CAME BACK AND I THINK GOT SOME CLARITY LOOKING AT THE FACILITY, IDENTIFYING THOSE HIRING PRIORITIES AND WHERE WE NEED TO GO WITH THE CURRENT STAFFING WE HAVE, BECAUSE WE CAME INTO THIS WITH, HERE'S THE STAFF FROM RIVER HOMELINK.
AND THAT'S WONDERFUL PEOPLE, WONDERFUL PEOPLE.
IT'S JUST THIS IS WHAT THE NEED WAS. AND WE'VE JUST GROWN SO MUCH.
SO WHEN I GOT THERE, THERE WAS ONE TEACHER THAT HAD 19 PREPS.
19 PREPS. THAT MEANS DIFFERENT COURSES THEY WERE TEACHING.
AND SO LOOKING AT HOW WE'RE LINING THINGS UP AND MAKING IT WORK, BECOMING MORE EFFICIENT WITH THE KIDS THAT ARE COMING IN, BEING ABLE TO BRING THOSE KIDS IN AGAIN, TRAVIS AND THESE GUYS HAVE BEEN A GREAT HELP IN HELPING US FOCUS ON THAT AND REALIGNING WHERE OUR WHERE OUR STAFF CREDENTIALING IS AND THINGS LIKE THAT. SO THEY'VE TOGETHER. IT'S JUST BEEN A REALLY NEAT PORTION OF THIS.
BUT THE WISE HEADS, THE CALMER HEADS. LET'S SLOW DOWN A LITTLE BIT.
LET'S MAKE SURE WE'RE DOING THIS RIGHT AND WE NEED TO AND I THINK WE'RE I THINK WE'RE I THINK WE GOT KIND OF A SYSTEM NOW KIND OF FEELS LIKE WITH TRAVIS AND THE, THE AIR CREW. IF I CAN MENTION SOMETHING REAL QUICK BEFORE WE SHIFT TO TALKING ABOUT MATH AND THE SPECIFIC ASPECTS OF THE PLAN, I DO THINK IT'S IMPORTANT TO NOTE IT'S NOT AS SIMPLE AS IF WE GET 30 KIDS PICKING A NUMBER, 30 KIDS REQUESTING TO COME INTO BGVA FROM A DIFFERENT SCHOOL DISTRICT.
THAT'S ALL MONEY ADDED. AND THAT'S REALLY EASY TO SAY YES TO.
THE CHALLENGE WE HAVE WOULD BE IF THOSE 30 STUDENTS ARE COMING FROM PRAIRIE AND OR BATTLE GROUND, WE'VE ALREADY HIRED THOSE STAFF. AND SO WE HAVE TO BE VERY AWARE OF.
THAT'S WHAT MAKES A CHOICE SCHOOL SO DIFFERENT. IF STUDENTS SHOW UP AT MAPLE GROVE PRIMARY, THOSE KIDS ARE GOING TO MAPLE GROVE PRIMARY BECAUSE THEY LIVE IN BOUNDARY AND WE CAN'T SAY NO. BGVA BEING A CHOICE SCHOOL, WE HAVE TO MAKE SURE THAT WE PUT PARAMETERS IN PLACE SO THAT WE'RE NOT HIRING STAFF AT BUILDING AT BGVA.
AND SO WHAT MATT'S SPEAKING ABOUT THOSE VERY FREQUENT STAFFING MEETINGS.
THAT'S WHAT WE'RE LOOKING AT. WE'RE LOOKING TO SEE WHICH STUDENTS ARE ON THE INTEREST LIST, WHICH STAFF HAS CAPACITY AT BATTLE GROUND VIRTUAL AND ARE THERE, YOU KNOW, IS THERE A TEACHER SITTING AT BATTLE GROUND HIGH SCHOOL WITH AN OPEN PERIOD, OR COULD WE COLLAPSE A CLASS AT BATTLE GROUND HIGH SCHOOL TO HAVE THAT TEACHER TEACH PARTIALLY AT BGVA? SO THAT BRINGS UP THE QUESTION ARE THERE MANY STUDENTS WAITING FOR THAT ENTRY THEN? CURRENTLY, RIGHT NOW WE'RE DOING GOOD. THE STAFFING LEVEL THAT WE HAVE THAT THEY THEY PUT US AT GAVE US SOME CAPACITY RIGHT NOW.
SO WE DON'T HAVE WE HAVE STUDENTS STILL COMING IN.
WE HAVE DOING INTAKES THIS WEEK. AND AS WE'RE GOING FORWARD.
SO YES WE HAD I WAS THERE NINE INTAKES TODAY.
I MEAN SO THERE'S AS WELL AS TRANSITIONING TO THE SEMESTER.
SO YES, THERE ARE STILL PEOPLE JOINING US. BUT THE COOL PART IS AS AGAIN, WE'RE A SCHOOL OF CHOICE.
THEY DON'T HAVE TO COME TO US AND WE'RE TALKING ABOUT HAVING THEM ON A WAITLIST.
YOU KNOW, WHERE WE HAVE THE LUXURY OF BEING ABLE TO SAY, THIS IS WHAT WE HAVE RIGHT NOW.
YOUR SCHOOL IS VERY FASCINATING, SO IT'S REALLY EASY TO GET OFF TRACK.
IT IS. IT IS. I WANT TO GO BACK TO TERRY'S QUESTION ABOUT MATH SCORES, BUT AND MAYBE THIS MIGHT BE A BETTER QUESTION FOR THE UPCOMING PRESENTATION. AS TRAVIS ALLUDED TO, I'D LIKE TO HEAR MORE ABOUT THE ADVISORY MODEL, UPCOMING PILOT. AND THEN, JUST FOR MY OWN KNOWLEDGE, YOU WERE SHARING STORIES ABOUT STUDENTS AND YOU MENTIONED 30 PAGES OF DISCIPLINE. WHAT IS NORMAL? ONE. ZERO. NONE. YEAH.
I JUST MEAN THE AVERAGE STUDENT. WHAT'S AN AVERAGE NUMBER OF DISCIPLINE PAGES?
[00:30:02]
IT WOULD DEPEND, I THINK 80. I WOULD SAY 60 TO 70, 80%, I DON'T KNOW, WOULDN'T HAVE ZERO DISCIPLINE.YEAH. YEAH. RIGHT. I JUST THINK IT'S LIKE IT GIVES CONTEXT.
THAT'S THE ONLY REASON WHY I'M ASKING IS BECAUSE I JUST THINK IT'S 30.
SOUNDS LIKE A LOT. IT REALLY IS A LOT. SO JUST TO.
YES, IT'S A IT'S A ONE PERCENTER. 1% OF THE STUDENTS, FOR SURE.
AND SO, JACKIE, MAYBE LET'S PRESS PAUSE ON THAT QUESTION.
CAN YOU TALK TO THEM A LITTLE BIT ABOUT THE WHOLE SPREADSHEET SETUP THAT YOUR TIERED SUPPORT TEAM HAS PUT TOGETHER A TEAM AROUND TRACKING STUDENT PROGRESS AND WHETHER IT BE ELA O R MATH. IT'S PRETTY IMPRESSIVE HOW YOU GUYS ARE MONITORING THAT, RIGHT? SO ALL OF OUR TEACHERS. WE HAVE OUR TEACHERS HAVE AN ADVISORY MODEL VERY MUCH LIKE, YOU KNOW, CAM AND RIVER ONLINE HAS AND WHAT WE DO IS WE MEET WE MEET ONCE A MONTH WITH OUR MTSS OR OUR TIERED SUPPORTS AND WE HAVE WHAT'S OUR GREEN KIDS THAT ARE DOING FINE, DOING GOOD.
SO K-5 SIX EIGHT AND HIGH SCHOOL, THEY EACH MEET SEPARATELY.
AND THEN AS WE COME TOGETHER OR THEY, THEY HAVE A DOCUMENT THAT IT'S SHARED WITH EVERYBODY.
SO K-12 EVERYBODY CAN SEE IT, EVERYBODY CAN SEE THE WHOLE THING.
THEY MAY BE DOING GREAT WITH YOU, BUT EVERYBODY GETS TO SEE WHERE THOSE THINGS ARE.
SO OUR TIER ONE IS THE GREEN. THE KIDS THAT ARE IN GREEN.
WE CODED IT AS GREEN AND THEY'RE JUST THE ONES THAT ARE GOOD TO GO.
THEN WE HAVE ANOTHER LEVEL THAT WE GO TO AND IT'S WE CALL IT OUR YELLOW LEVEL.
WE KIND OF ALMOST TWO, TWO YELLOW LEVELS. AND ONE IS IT PUTS THEM ON PUT IT BRINGS THE COUNSELING, THE COUNSELORS IN THE COUNSELOR INTO THE SUPPORTS FOR THE STUDENT AND WHAT OTHER MODIFICATIONS THAT WE NEED TO MAKE FOR WHATEVER IS GOING ON WITH THEM.
AND SO THAT MTSS OR THAT SUPPORT GROUP, WHEN THEY MEET, THEY COLLECTIVELY TOGETHER SAY WHAT'S GOING ON? WHERE DO WE NEED SHOULD THIS STUDENT BE HERE? WHAT ARE YOU DOING WITH THE STUDENT? SO THEY'RE VERY INTERACTIVE AT ALL THREE DIFFERENT GRADE BANDS TO GO THROUGH THAT.
AND THEN IT GETS TO THE RED AND RED LANDS ON ME, AND SO I END UP MEETING WITH FAMILIES.
AND THAT'S REALLY WHAT IT COMES DOWN TO. WHAT'S REALLY NEAT ABOUT, I THINK BEING A SCHOOL CHOICE AND WHERE WE'RE AT IS WE GET TO BE THE RAH RAH, WE GET TO SAY WHAT'S BEST FOR YOU. IS THIS REALLY THE BEST FIT? I'VE HAD MANY CONVERSATIONS WITH FAMILIES. I SAY THIS JUST ISN'T A GOOD FIT.
IT'S NOT WORKING. SO THE DOOR IS NOT CLOSED FOREVER.
BUT FOR WHATEVER THE REASON, A SIXTH GRADER WOULD JUST NOT BE FUNCTIONING WELL RIGHT NOW IN THIS.
BUT AFTER MATURITY AND A LITTLE BIT LATER, COME BACK AND SEE US WHEN THEY'RE FRESHMEN OR COME BACK WHEN THEY'RE EIGHTH GRADERS, OR THERE'S A LOT OF REASONS. SO THAT MTSS THEME ALLOWS US TO MONITOR THOSE KIDS ALL THE WAY ALONG, AND IT'S VERY VETTED BY THE STUDENT, THE STAFF AT EACH LEVEL, IT GOES THROUGH THE GREEN, THE YELLOW, AND THEN WHEN IT LANDS WITH ME AND I WORK VERY CLOSELY WITH THE TEACHERS AND THE COUNSELORS ON WHAT'S NEXT, WHAT SPECIFICALLY CAN YOU GIVE SOME GIVE SOME CONTEXT TO THE BOARD AS FAR AS WHAT WOULD A STUDENT WHO LANDS IN THE YELLOW HOW WOULD THAT LOOK LIKE? ARE THEY MISSING ASSIGNMENTS? IS IT FROM THEIR ONLINE PLATFORM ASSESSMENT RESULTS? A COMBINATION OF BOTH. YOU MENTIONED ATTENDANCE.
WHAT DOES THAT LOOK LIKE? SO A STUDENT THAT ENDS UP HAS HAS GOTTEN SOME KIND OF UNSATISFACTORY WORK.
THEY GOT MARKED AS UNSATISFACTORY OF SOME KIND.
I WANT YOU TO PAUSE THESE TWO CLASSES. AND WE'RE GOING TO FOCUS ON THESE FOUR CLASSES FOR THIS WEEK.
AND SO THAT'S HOW WE'LL MONITOR AND MOVE THESE KIDS TO HELP THEM FIND SUCCESS.
[00:35:04]
EVERY DAY. THAT JUST IS THAT TSUNAMI OF OVERWHELMINGNESS TO THEM.SO THAT'S ONE PIECE THAT WE CAN DO. CAN YOU CAN YOU ALSO ADDRESS REAL QUICK YOU MENTIONED UNDER GOAL GOAL ONE, THIS IDEA OF TEACHERS. I THINK ONE OF THE CHALLENGES FOR YOUR PROGRAM IS THIS IDEA OF TEACHERS AND THE RELATIONSHIP DEVELOPING RELATIONSHIP WITH STUDENTS, BECAUSE A LOT OF THE WORK IS IN AN ONLINE PLATFORM.
WE HAVE OUR EACH TEACHER HAS AN ADVISOR THAT WORKS WITH A GROUP OF UP TO 30 KIDS.
AND THAT'S FINE AND GOOD, BUT THAT'S, TO ME, NOT ENOUGH.
IF I'M, IF YOU'RE TEACHING MATH AND YOU HAVE 150 KIDS AS AN ADMINISTRATOR, I EXPECT THAT YOU KNOW WHAT THOSE KIDS ARE DOING AND THAT YOU BE IN YOUR GRADEBOOK AND THAT SOMETIMES THAT MAY NOT NECESSARILY BE THE CASE.
AND THAT'S THE ONE THING THAT WE'RE WORKING ON RIGHT NOW. AND THAT'S WHAT I MENTIONED EARLIER. THIS SCHOOL DATA IS THE ADVISOR WORKS WITH THOSE KIDS VERY CLOSELY AND MARKS THEM SATISFACTORY. UNSATISFACTORY. AND WHAT I AM LEANING INTO RIGHT NOW IS I WANT TEACHERS TO LEAN INTO THEIR COURSEWORK SO THAT WHEN THEY PUT THAT TOGETHER, THE SLP AT THE END OF THE MONTH, THE SATISFACTORY WORK THAT I KNOW AS ADMINISTRATOR THAT YOU'VE MADE CONTACT WITH YOUR KIDS AND HAD THAT CONTACT.
CAN YOU DEFINE WSLP, PLEASE? SORRY. IT'S YOUR WRITTEN STUDENT CLUBS, WEEKLY STUDENT LEARNING.
YOU'VE GOT KIDS, SO THE ADVISOR CAN'T DO IT ALL.
AND SO THAT'S ONE OF MY GOALS, IS TO MAKE SURE THAT THE TEACHERS ARE.
SO IT'S ALL IN ONE PLACE. NOW BEFORE IT WASN'T.
AND NOW THE TEACHERS CAN SEE THAT. AND I KNOW THAT THAT KID'S BEEN TOUCHED, THAT STUDENTS HAVE BEEN TOUCHED FIVE DIFFERENT TIMES BY AN ADULT, NOT JUST THE ADVISOR. SO THAT'S THAT RELATIONSHIP PIECE THAT I THINK IS REALLY IMPORTANT.
THAT'S YOU TRY TO KIND OF REPLICATE THAT. I MEAN, HOW DO YOU REPLICATE THAT SIX PERIOD DAY THAT YOU CAN'T DO THAT ONLINE? KIDS DON'T THEY'RE NOT REQUIRED. THEY'RE NEVER THEY'RE NOT REQUIRED. PARENTS AREN'T REQUIRED TO COME IN. STUDENTS AREN'T REQUIRED TO COME IN. THEY COULD NEVER PUT A FOOT IN OUR BUILDING AND STILL GRADUATE FROM US. SO HOW DO YOU THAT'S THE RUB.
HOW DO WE DO THAT? HOW IN THE WORLD DO WE DO THAT AND MAKE THE CONNECTIONS? AND IT'S NOT EASY. IT'S HARD, IT'S HARD. EVERYTHING FROM PHONE CALLS TO EMAILS TO ZOOM MEETINGS.
WE DON'T TURN KIDS AWAY, BUT IT'S NOT OUR STANDARD.
WE DON'T HAVE CLASSROOMS OF 30 KIDS. JACKIE, DOES THAT ANSWER YOUR ADVISORY QUESTION THAT YOU HAD EARLIER? POSSIBLY. OKAY. WE HAVE ABOUT FIVE MINUTES LEFT FOR ANY OTHER QUESTIONS THAT YOU MIGHT HAVE REGARDING BATTLE GROUND VIRTUAL ACADEMY AND THEIR SCHOOL IMPROVEMENT PLAN. SO ANY OTHER. I DID HAVE A QUESTION.
OKAY. AS I WAS REVIEWING THE DATA JUST TAKE LOOKING AT THE DISTRICT STRATEGY AND COMPARING THAT TO THE PLAN.
AND I GUESS THIS IS MY FIRST MY, YOU KNOW, MY ONLY SECOND YEAR.
SO I'M STILL LEARNING ABOUT THESE THINGS MYSELF.
SO IT'S A LITTLE EDUCATION EDUCATIONAL OPPORTUNITY FOR ME ALSO.
JUST WONDERING, BECAUSE, YOU KNOW, WE DO THESE EVERY YEAR FROM WHAT I'M UNDERSTANDING.
SO HOW IS THIS DIFFERENT? THE IMPLEMENTATION DIFFERENT THAN IT HAS BEEN? I GUESS THAT'S ONE OF THE ONE THINGS THAT I THINK COMMUNITY MEMBERS WONDER WHENEVER WE SEE THESE THINGS.
THEY'RE FABULOUS. YOU GUYS PUT SO MUCH WORK AND ENERGY IN THEM, WHICH I COMMEND YOU ALSO.
I LOVE YOUR ATTENDANCE. YOU KNOW, IT'S AMAZING.
YOUR GRADUATION IS AMAZING. YOU KNOW, THE NINTH GRADE ON TRACK.
YOU KNOW, I'D LIKE TO SEE IT IN THE 80S OR 90S, WHICH PROBABLY EVERYONE ELSE WOULD TOO.
BUT SO THAT THIS IS MORE MAYBE AN OPPORTUNITY FOR A LITTLE EDUCATION ON MY PART.
SO I CAN UNDERSTAND, BECAUSE THESE ARE DONE EVERY YEAR.
AND LOOKING AT THAT DISTRICT'S STRATEGY, HOW IS IT DIFFERENT? HOW IS IT BEING IMPLEMENTED TO MATCH OUR STRATEGY? WELL, I THINK WHAT MAKES IT MAKES IT DIFFERENT IS, IS THAT OUR KIDS DON'T HAVE TO COME TO THEY DON'T HAVE TO COME TO SCHOOL.
[00:40:02]
EVERYTHING WE DO IS COMPLETELY REMOTE AND NON-TOUCH.AND SO HOW DO WE BUILD THOSE RELATIONSHIPS AND HOW DO WE ENGAGE THEM IN WHAT WE'RE DOING? BATTLE GROUND VIRTUAL ACADEMY USES FOUR DIFFERENT PLATFORMS. MOST OF THE SCHOOLS THAT WE WORK THAT YOU SEE THAT WE'VE TALKED ABOUT EARLIER USUALLY CHOOSE ONE.
WE HAVE FOUR DIFFERENT PLATFORMS THAT WE USE TO REACH THAT STUDENT THAT NEED.
SO THE DELIVERY OF THE INFORMATION IS AGAIN GEARED SPECIFICALLY FOR THAT STUDENT.
WE HAVE OTHER PLATFORMS THAT ARE TEXT BASED FOR KIDS THAT REALLY THRIVE IN THAT ENVIRONMENT.
BECAUSE SOME FOLKS, THE TEXTS DON'T WORK, THE VIDEOS DON'T WORK AT ALL. IT'S JUST THEY CAN'T FOLLOW THINGS. AND THEN WE HAVE THE SPECTRUM BETWEEN ALL OF THAT. SO WE REALLY TRY TO ACCOMMODATE WHATEVER YOUR LEARNING STYLE IS IN AN ONLINE SETTING THAT YOU'RE NOT REQUIRED TO COME INTO TO, TO BE SUCCESSFUL. AND THAT'S THE DELIVERY PIECE.
AND THAT'S I THINK WE MENTIONED EARLIER THAT THE FUN PART ABOUT THIS SCHOOL IS THAT HERE'S WHERE MOST EDUCATION IS, AND BGVA CAN WORK ALL OVER THE PLACE.
AND THAT'S WHAT MAKES IT SO FUN. AND THE DELIVERY AND THE TEACHERS, THEY ADJUST THE COURSES, THEY CAN SLOW THINGS DOWN. THEY CAN SPEED THINGS UP.
I KNOW THAT TEACHERS DO THAT IN THE REGULAR CLASSROOMS TOO.
BUT AGAIN, WE HAVE FOUR DIFFERENT LEVELS WHERE WE DIFFERENT PLATFORMS. WE CAN REACH OUT TO KIDS FOR THEM TO ENGAGE IN.
I THINK THAT THIS IS A TOUGH ONE FOR I THINK YOUR QUESTION HAS A LOT OF LEGITIMACY TO IT.
SO THAT'S THE OTHER THING I WAS WONDERING HERE TOO.
SO I GUESS I DON'T THINK I REALIZED THAT. SO THEY'LL HAVE A LOT OF THE DATA TO COMPARE TO.
I WILL SAY THAT IN TERMS OF YOUR QUESTION ABOUT THE DISTRICT'S STRATEGY OR STRATEGIC PLAN, ALL OF THESE INITIATIVES ARE ALIGNED WITH OUR STRATEGIC PLAN.
I THINK IF YOU WERE TO ASK, AND I HOPE YOU WILL ASK THE SAME QUESTION TO THE BATTLE GROUND TEAM, THAT THEY WOULD BE ABLE TO TELL YOU THAT FROM YEAR TO YEAR, THEY'RE LOOKING AT THEIR STRATEGIES, ASSESSING THE EFFECTIVENESS OF THEIR STRATEGIES, AND YET THEY'RE SEEING RESULTS AND THEN LOOKING AT ADAPTING OR CHANGING THOSE STRATEGIES IN WAYS THAT WOULD MAKE THEM BE MORE EFFECTIVE.
I THINK, THOUGH, AND MARY MIGHT BE ABLE TO COMMENT ON THIS FROM THE BIGGER PORTION OF HOW STRATEGIC PLANS ARE LOOKED LIKE STATEWIDE IS THAT FOR THE MOST PART STRATEGIC PLANS ARE WELL, HERE'S OUR STRATEGIC PLAN FOR THIS YEAR.
GOOD. WE'RE DONE WITH THAT. NOW NEXT YEAR, HERE'S OUR STRATEGIC PLAN FOR NEXT YEAR.
GOOD. WE'RE DONE WITH THAT. WE HAVE PURPOSELY TRIED TO GET BEYOND THAT.
SO WE HAVE PURPOSELY TRIED TO FOCUS ON THE ABILITY THAT OUR STRATEGIC PLANS ARE LIVING DOCUMENTS, AND WE ARE ACCOUNTABLE TO THEM FROM LAST YEAR TO THE FOLLOWING YEAR TO THE NEXT YEAR.
AND THAT THE MODIFICATIONS, CHANGES EDITS, WHATEVER YOU WANT TO CALL IT IS, HAS PURPOSE AND HAS MEANING, AND THAT IT'S MOVING US CLOSER TO THE GOALS ON OUR DISTRICT STRATEGIC PLAN.
RIGHT. AND DAVID, YOU MIGHT. YEAH, I THINK ACTUALLY WE'LL HAVE AN OPPORTUNITY TO ADDRESS THIS.
I'LL BE SHARING WITH YOU ON THE 10TH THE BOARD MEETING, OUR NEXT BOARD MEETING, AN OPPORTUNITY TO TALK ABOUT SOME OF THE INITIATIVES THAT ARE REALLY THE MAIN DRIVERS OF OF OUR WORK AROUND HIGH QUALITY INSTRUCTION IN GOAL TWO.
SO IF YOU DON'T MEET THE GOAL, YOU'RE ON TO THE NEXT. WELL, THAT DIDN'T WORK. LET'S TRY THIS. AND AND I THINK WHAT WE'VE FOUND IS THAT THAT THAT DOES NOT YIELD GREAT RESULTS. WHAT YIELDS BETTER RESULTS IS STICKING WITH ONE THING THAT WE KNOW CAN WORK.
SO GREAT QUESTION. AND THE OTHER THING I'D SAY, DEBBIE, IS IF YOU EVER WANTED TO JUST SET UP A TIME WITH ME, IF YOU HAVE QUESTIONS AROUND THE SCHOOL IMPROVEMENT PLAN PROCESS, AND YOU HAVE A LOT OF QUESTIONS THAT WEREN'T ANSWERED THROUGH TONIGHT, BY ALL MEANS SHOOT ME AN EMAIL. WE CAN SET UP A TIME TO CHAT ABOUT THAT.
YOU CAN REALLY SEE WHY HE PICKED DISTRICT STRATEGIES TWO AND THREE.
COMMUNICATES CONSISTENTLY WITH BY A VARIETY THROUGH A VARIETY OF METHODS TO REACH ALL STAKEHOLDERS.
[00:45:04]
AS HE WAS TALKING EARLIER. REACHING OUT TO FAMILIES SOMETIMES TAKES A VARIETY OF DIFFERENT MODELS BASED ON THEIR NEED, AND SO FOR THEIR TEAM, FIGURING OUT WHAT THOSE MODELS OF COMMUNICATION, WHETHER THEY BE ZOOM OR PHONE CALLS OR EMAILS OR JUST COME IN KIND OF A SITUATION, IS REALLY KEY FOR THEIR STAFF AND THEIR BUILDING.AND I THINK THAT'S THE TIE THAT WE REALLY WANT OUR BUILDINGS TO HAVE IS TO REALLY LOOK AT IN YOUR SCHOOL ENVIRONMENT, WHICH OF THESE DISTRICT STRATEGIES CAN YOU GRAB ONTO AND MAKE A PART OF YOUR PLAN SO THAT WE CAN BETTER SUPPORT YOU? BECAUSE WE CAN'T DO ALL OF THE INDIVIDUAL THINGS TO SUPPORT BUILDINGS THAT MIGHT BE AUTONOMOUS TO 19 DIFFERENT BUILDINGS, BUT IF THEY CAN GRAB ON TO SOME OF THE THINGS THAT WE HAVE ON OUR STRATEGIC PLAN AS THEIR GOAL, THEN IT GETS US CLOSER TO THE SUPPORT. AND HOW DO WE SUPPORT YOU IN THAT? SO THAT'S I JUST WANTED TO HIGHLIGHT GOING BACK TO WHAT DENISE SAID.
YES, I'VE SEEN LOTS OF STRATEGIC PLANS. AND THIS KIND OF GOES BACK TO YOUR QUESTION, DEBBIE.
AND VERY OFTEN THE DISTRICT STRATEGIC PLAN AND THE SCHOOL IMPROVEMENT PLANS, THEY LIVE IN TOTALLY DIFFERENT WORLDS MOST OF THE TIME, MOST DISTRICTS. THAT'S THE CASE BECAUSE THE IMPROVEMENT PLAN IS FOR MANY PLACES, IS JUST A BOX CHECKING EXERCISE TO SATISFY THE STATE REQUIREMENT. THIS IS THE FIRST TIME I'VE SEEN IT.
AND I THINK YOU'RE ABSOLUTELY RIGHT. YOU STICK WITH THE STRATEGIES THAT YOU KNOW, ARE BEST PRACTICES THAT YOU KNOW ARE GOING TO WORK AND YOU CONTINUE TO REFINE THEM, AND YOU CONTINUE TO TRY TO MINE THE DATA TO FIGURE OUT WHAT IT IS THAT YOUR STUDENTS NEED SO THAT YOU CAN MAKE THAT IMPROVEMENT.
SO NO, A GREAT JOB, AND I DON'T KNOW IF THAT ANSWERS YOUR QUESTION AT ALL.
NO. AND I MEAN, I'VE BEEN IN EDUCATION TOO. AND WE'VE ALWAYS CHASED THE NEW.
YEAH, EXACTLY. THE NEW LITTLE THING THAT'S OUT.
THE SHINY OBJECT. YEAH. AND SO NO, I APPRECIATE IT VERY MUCH.
AND KUDOS TO YOU WHAT YOU'RE DOING FOR OUR STUDENTS.
I KNOW THAT IT IS NOT EASY. I'M SURE THAT IT'S GOT AN ARRAY OF DIFFICULTIES THAT PROBABLY I CAN'T EVEN COMPREHEND, BUT JUST CONTINUE DOING THE GREAT WORK.
AND I APPRECIATE THE STUDENTS THAT YOU'RE SERVING, THAT YOU'RE DOING SUCH A GREAT JOB.
WELL, DENNY'S POINT IS, THIS IS OUR THAT'S OUR NORTH STAR, THESE STRATEGIC PLANS.
THAT'S OUR NORTH STAR. BUT DENNY SAID WE'RE A YEAR AND A HALF OLD, RIGHT? THIS WEEK WE JUST DID. FIRST WE DID FINALS BATTLE GROUND VIRTUAL ACADEMY DID FINALS FOR THE FIRST TIME.
SO WE'RE STILL DOING FIRST AND WE'RE GATHERING DATA.
AND SO FOR US, WHAT WE KEEP SAYING OUR BGVA IS GOOD.
SO WE'RE STILL EVALUATING THAT. I WANT TO I WANT TO THANK MATT FOR HIM SHARING.
WE'RE GOING TO TAKE A TWO MINUTE BREAK. I KNOW IT'S A QUICK ONE, BUT I WANT TO KEEP US ON TRACK.
AND I VALUE YOU HAVING TIME TO BE ABLE TO EAT BETWEEN THE SESSION AND THE BOARD MEETING.
THANK YOU VERY MUCH, YOU GUYS, FOR LETTING ME VISIT.
OH, FUN. WE'RE GOING TO HAVE BATTLE GROUND HIGH SCHOOL JOIN US FOR OUR FINAL CIP PRESENTATION
[B. School Improvement Plans (SIPs) for BGHS]
FOR THIS AFTERNOON. I WILL LET I WILL LET HEATHER ISHIMURA INTRODUCE HER TEAM TO YOU.I DID READ THE NAMES EARLIER, BUT I THINK SO THAT YOU CAN PUT NAMES WITH FACES.
SIMILAR. AND HEATHER SIMILAR TIME FRAME. I'LL SET THE TIMER.
LET'S TRY TO BE DONE SHARING BY 5:20. LEAVE US TEN MINUTES FOR QUESTION AND ANSWERS FROM THE BOARD.
OKAY, SO I THINK WE CAN DO THAT. CAN YOU HEAR ME? OKAY. CAN YOU MOVE THIS? I DON'T KNOW THAT YOUR MIC IS ON.
OH, THAT WOULD HELP. OKAY. THANK YOU. IS THAT BETTER? YES. OKAY. HI, EVERYONE. GOOD TO SEE YOU AGAIN.
MINE IS MR. MACKENZIE, WHO IS NOT HERE. SO AS YOU KNOW, I AM HEATHER ICHIMURA.
I AM THE PRINCIPAL. THIS IS MY FIRST YEAR AS HEAD PRINCIPAL HERE.
I TAUGHT AT BATTLE GROUND FOR A WHILE AND THEN LEFT AND CAME BACK AS AN ASSISTANT PRINCIPAL,
[00:50:02]
AND THEN LEFT FOR TWO WEEKS AND CAME BACK. SO THIS IS A NEW JOURNEY FOR ME.BUT I HAVE THE MOST INCREDIBLE TEAM THAT I WOULD LIKE YOU TO HEAR FROM AS WELL.
I'M BETHANY WILSON, I'M AN ASSISTANT PRINCIPAL.
THIS I JUST CELEBRATED MY ONE YEAR ANNIVERSARY AT BATTLE GROUND HIGH SCHOOL.
I SPENT 14 YEARS IN TEXAS IN EDUCATION AS A MIDDLE SCHOOL TEACHER, INSTRUCTIONAL COACH, AND ASSISTANT PRINCIPAL BEFORE LANDING HERE. SO SUPER GLAD TO BE HERE AND I'M LOVING MY TIME.
HI, I'M TREVOR PEARSON, ASSISTANT PRINCIPAL AND ATHLETIC DIRECTOR, A PROUD ALUM OF BATTLE GROUND HIGH SCHOOL, CLASS OF 02. I SPENT EIGHT YEARS IN THE EVERGREEN SCHOOL DISTRICT AS A TEACHER, AND THE LAST SEVEN YEARS AS AN ADMIN IN LONGVIEW AND EVERGREEN SCHOOLS, BUT I AM HAPPY TO BE HOME AT BATTLE GROUND.
HI, EVERYBODY. NICE TO SEE YOU AGAIN. I'M JULIE MAYNE, I'M AN ASSOCIATE PRINCIPAL AT BATTLE GROUND HIGH SCHOOL. I FINISHED UP MY TEACHING AT BATTLE GROUND HIGH SCHOOL FOR 22 YEARS. I WAS AN ENGLISH AND HISTORY TEACHER, AND THIS IS MY, I THINK, SIXTH YEAR IN ADMINISTRATION AND MY 17TH YEAR IN BATTLE GROUND SCHOOL DISTRICT.
I THINK I I'VE LEARNED THROUGH MY EXPERIENCE AND THERE'S NOWHERE ELSE I WANT TO BE.
I WANT TO BE HERE AND I'LL RETIRE FROM BATTLE GROUND PUBLIC SCHOOLS FOR SURE.
SO HE IS NOT HERE WITH US, BUT WE WOULD LIKE TO HONOR HIM AS WELL.
SO THAT'S ONE OF THE THINGS WE'RE GOING TO TALK ABOUT A LITTLE LATER. WE WRAP AROUND AN ENTIRE FAMILY AS THEY MOVE THROUGH THE HIGH SCHOOL, AND WE'LL COME BACK TO THAT IN A MOMENT. I THINK I WENT, CAN I GO, OH, THERE WE GO.
OKAY. WHEN WE MET FOR OUR SCHOOL BOARD TOUR, WE TALKED A LITTLE BIT ABOUT OUR COLLECTIVE WHY, AND I WANTED TO SHARE A LITTLE BIT MORE WITH YOU ABOUT THAT TODAY.
AND WE ASKED QUESTIONS OF WHAT THAT WOULD LOOK AND FEEL LIKE.
SO I JUST WANTED TO GIVE YOU A MOMENT TO LOOK AT THAT.
AND THAT'S GOING TO YOU'LL SEE THEMES AS WE PRESENT TODAY.
OKAY. WE ALSO JUST WANTED TO HONOR A COUPLE OF THINGS THAT HAPPENED IN OUR SCHOOL JUST THIS WEEK.
ON THE LEFT, THIS IS MIKE PACE. HE IS OUR DEPARTMENT LEAD FOR OUR COUNSELING GROUP.
AND IF YOU CAN READ HIS SHIRT, IT SAYS YOUR SCHEDULE IS CORRECT.
TODAY WAS THE FIRST DAY OF SEMESTER TWO. AND THEN WE HAD OUR STATE CHEER COMPETITION THAT WE HOSTED.
AND THIS IS OUR GROUP THAT COMPETED RIGHT BEFORE THEY WENT OUT.
SO WE JUST WANTED TO HONOR THESE GUYS REALLY QUICKLY.
SO WE ARE GOING TO FIRST TALK ABOUT THE IDEA OF LEADING WITH CURIOSITY.
AS WE MENTIONED IN THE BOARD TOUR, WE'RE GOING TO TALK ABOUT QUIETING THE NOISE, OUR COLLECTIVE AGREEMENTS TO STAFF, WHICH WE CALL COLLECTIVE COMMITMENTS. AND THEN LASTLY, HOW THAT ALL TIES TOGETHER TO WHAT YOU'VE SEEN IN OUR SCHOOL IMPROVEMENT PLAN, WHICH I KNOW IS IN FRONT OF YOU. SO ONE OF THE OF THE THINGS THAT I HAVE LEARNED THROUGH MY OWN MENTORSHIP IS TO BE VERY INTENTIONAL ON SURFACING TENSION, AND WE HAVE COME IN THIS YEAR AS A NEW TEAM TOGETHER, AND REALLY PROMOTED THE IDEA THAT WE WANT STAFF TO SHARE WITH US WHEN THINGS ARE WORKING AND EVEN MORE IMPORTANTLY, WHEN THEY AREN'T. SO WE ARE TRYING TO CREATE A CULTURE THAT PROMOTES THE SURFACING OF TENSION SO THAT WE CAN BE INTENTIONAL ON FOCUSING ON
[00:55:04]
TRUST. THESE THINGS ARE PILLARS FOR US TO BUILD SYSTEMS THAT WE CAN RESPOND TO ANY ISSUE THAT WE FACE.THAT'S A PHRASE I THINK I INTRODUCED TO YOU GUYS AT THE BOARD TOUR.
IN APRIL WHEN I WAS HIRED. WE SURVEYED STAFF AND JUST ASKED, WHAT ARE SOME THINGS THAT I NEED TO KNOW AS A NEW PRINCIPAL IN THE BUILDING THAT ARE GOING REALLY WELL AND WHAT IS NOT GOING REALLY WELL.
SO WE'LL TALK A LITTLE BIT TODAY, NOT IN DETAIL VERY MUCH ABOUT THESE FIRST THREE THINGS.
BUT STAFF SURFACED THAT TARDIES WERE AN ISSUE, AND WE HAD A SYSTEM IN PLACE THAT WAS ACTUALLY MAKING STUDENTS MORE LATE TO CLASS THAT WE NEEDED TO WORK THROUGH. AS YOU KNOW, CELL PHONES THAT WERE AN ISSUE, AND WE'VE TACKLED THAT.
AND THEN WE CALL SINGLE PERIOD ABSENCES. THAT'S WHEN KIDS ARE SKIPPING CLASSES. SO A SYSTEM THAT BOTH MADE US AWARE WHEN STUDENTS WERE SKIPPING CLASSES SO THAT WE CAN REINFORCE WITH CONSEQUENCE TO MAKE SURE THEY'RE THERE.
AND WE'LL SHARE A LITTLE BIT ABOUT THAT IN JUST A MOMENT.
I WOULD I'LL SHOW YOU SOME DATA IN A MOMENT THAT I BELIEVE SHARES THAT WE HAVE TACKLED THESE ISSUES, AND WE'RE REALLY MOVING INTO A DIRECTION WHERE WE CAN TALK ABOUT LEARNING. THAT'S REALLY EXCITING. SO THESE ARE THE TWO THEMES.
THESE ARE TWO THINGS THAT I PROMISED STAFF WHEN I MET THEM IN AUGUST.
THAT STARTUP IS THAT EVERYTHING WE DO WILL REVOLVE AROUND THESE TWO THINGS, THAT WE ARE GOING TO BUILD REASONABLE AND SUSTAINABLE SYSTEMS, AND THAT WE ARE GOING TO BE CLEAR AND CONSISTENT IN OUR COMMUNICATION.
TIGER TIME IS OUR INTERVENTION SYSTEM, WHICH WE HAVE, AS YOU KNOW, TUESDAYS AND THURSDAYS LIKE PRAIRIE, WHERE STAFF AND STUDENTS CAN CONNECT FOR MORE SUPPORT OR EXTENSION.
AND AT BATTLE GROUND, WE USE LANGUAGE THAT IS UNIQUE THAT I WANTED TO EXPOSE YOU TO.
SO WE HAVE FLEX AND FOCUS GROUPS OF STUDENTS.
THEY CAN CHOOSE A FLEX SPACE TO GO TO SOCIALIZE.
THEY GET TO USE THEIR CELL PHONE OR THEIR DEVICES.
THAT'S A PRIVILEGE THAT WE'D LIKE TO RECOGNIZE AND HONOR KIDS WHO ARE ON TRACK.
THEY CAN ALSO GO TO A CLASSROOM TO WORK WITH A TEACHER.
STUDENTS WHO ARE FOCUSED HAVE ONE D OR MULTIPLE D'S OR F'S, AND THEY HAVE LIMITATIONS.
SO THEY EITHER NEED TO STAY IN THEIR SECOND PERIOD CLASS DURING TIGER TIME, OR WHAT WE PREFER IS THAT THEY MOVE TO A REQUEST A TEACHER WHO IS INTENDING TO INTERVENE AROUND THAT GRADE. SO WE STARTED WITH A GRADE METRIC, AND YOU'LL SEE THAT THAT SYSTEM HAS EVOLVED.
SO WE PULL GRADES EVERY THREE WEEKS ON A MONDAY, AND STUDENTS ARE ASSIGNED THOSE STATUSES FOR THAT DURATION IT'S SIX TIGER TIMES IF YOU COUNT THE TUESDAYS AND THURSDAYS IN THAT BAND.
SO WE DO WANT TO USE PART OF AN INCENTIVE THAT IS GREAT FOR GRADE MOTIVATED KIDS TO BE ON TRACK.
SO I WANT TO SHARE A LITTLE BIT. I TOOK THE TEACHER'S NAME OUT OF HERE. THIS WAS FOR THE FIRST SIX WEEKS OF TIGER TIME, THIS TEACHER BY DATE, HOW MANY STUDENTS THAT THEY HAD RESERVED DURING THAT TIME.
AND WHAT WE WERE DOING THIS IS IN OCTOBER AT THE VERY END OF OCTOBER, WE WERE ASKING TEACHERS TO JUST REFLECT ON HOW THEY ARE USING THAT TIME AND IF THEY'RE SEEING THE SECOND THING WE ASKED, BECAUSE THIS WAS THEMATIC AS WE TALKED WITH OUR STAFF, IS HOW DO WE MOVE AWAY FROM USING THIS TIME JUST AS COMPLETION TIME FOR THEY WERE ABSENT AND THEY MISSED A TEST, OR THEY NEEDED TO COMPLETE A LAB TO REALLY LOOKING AT USING THIS TIME FOR INTERVENTION, WHICH MEANS THE STUDENT. WE WANT STUDENTS TO HAVE A RISK FREE OPPORTUNITY TO SAY THAT THEY DIDN'T UNDERSTAND MATERIAL TODAY, AND THEN GET THAT SUPPORT IN AS LIVE AS POSSIBLE FASHION.
[01:00:04]
THAT, FOR EXAMPLE, TEACHERS IN OUR ALGEBRA ONE TEAM ONE GROUP OF ONE TEACHER COULD PULL A GROUP OF KIDS WHO NEED A SPECIFIC RETEACH AROUND AN AREA WHERE ANOTHER IS EXTENDING. SO WE'RE TRYING TO CONNECT THESE LEARNING SYSTEMS TOGETHER.THE OTHER THING THAT CAME OUT OF THIS IS WHEN WE ASKED THIS QUESTION IN THE IN THE MIDDLE HERE.
HOW DO WE MOVE FROM MAKEUPS TO RETEACHING? OUR STAFF IS AMAZING.
AND I THINK THAT'S BASED ON THE CULTURE OF TRUST THAT WE'VE CREATED.
I DON'T KNOW HOW TO WORK WITH A SMALL GROUP OF STUDENTS.
THAT'S NOT SOMETHING I'VE EVER LEARNED AT THE HIGH SCHOOL LEVEL.
SO WE NEED SOME MORE SUPPORT THERE. AND THEY ALSO SAID WE NEED A SYSTEM IN ORDER TO NOT PENALIZE KIDS WHEN THEY AREN'T MAKING PROGRESS, BUT THAT THEY'RE ABLE TO TELL US IN A RISK FREE WAY THAT THEY NEED SUPPORT.
SO THE NEXT STEP THAT WE TOOK WAS TO CREATE THIS FOUR POINT FORMATIVE SCALE THAT IS IN EVERY CLASSROOM, AND WE CALL IT A SELF-ASSESSMENT RUBRIC. THIS IS REALLY COOL BECAUSE IT CAME OUT OF A PLC TEAM THAT PILOTED THIS WORK, AND THE LANGUAGE IN THE RUBRIC CAME FROM A GROUP OF STUDENTS THAT WAS USING THIS TOOL.
SO WHAT WE ARE ASKING, WHAT WE ASKED IN NOVEMBER IS FOR EVERY TEACHER TO POST THIS SOMEHOW.
IF THAT'S ELECTRONICALLY ON THE WALL, IT DOESN'T MATTER. AND THEN USE IT WITH KIDS.
SO WE'RE TRYING TO CREATE AN OPPORTUNITY FOR STUDENTS TO SAY, I DON'T GET IT.
AND THAT RESULTS IN A PULL FOR TIGER TIME VERSUS HERE'S AN F AND THE GRADE IS FINAL.
I WANTED TO SHARE SOME DATA WITH YOU. THIS THESE NUMBERS REFLECT THE COUNTS FOR TIGER TIME TO DATE.
600 OF THOSE 12,000 STUDENTS DID NOT SHOW UP.
SO WE'LL TALK ABOUT WE HAVE A SYSTEM WHERE WE CATCH THEM WHEN THEY DON'T GO WHERE THEY'RE SUPPOSED TO. WE DO HAVE CONSEQUENCES THAT WE ISSUE, BUT THAT'S A PRETTY CRAZY NUMBER TO ME. WHEN WE TELL KIDS TO SHOW UP, THEY WANT HELP.
THEY'RE GOING, AND WE'RE REALLY PROUD OF THAT.
OF THOSE 12,636 KIDS, IF WE LOOK LEFT, 3835 OF THEM WERE FLEXED.
AND 8401 OF THOSE STUDENTS WERE FOCUSED. SO THEY'RE INTENDING TO GO TO GET SOME EXTRA HELP.
AND THEN WE ALSO RUN CLUBS DURING THAT TIME ONCE EVERY THREE WEEKS.
SO THAT NUMBER IS THERE AS WELL. SO THIS IS SOMETHING WE CELEBRATED AT THE END OF OCTOBER.
REALLY AMAZING WORK ON THE ON THE PART OF OUR TEACHERS.
AND I JUST WANTED TO MENTION, HEATHER, THAT WITHIN THE, THE, THE, THE SELF-ASSESSMENT SCALE, THAT FOUR POINT RUBRIC THAT THEY'RE USING, YOU'LL SEE THAT EMBEDDED IN THEIR HIGH QUALITY INSTRUCTION.
A PLAN OF ACTION IN BOTH ELA AND MATH. THAT WAS A THROUGH LINE THAT HEATHER REALLY FOCUSED IN ON.
IN ADDITION TO EMPHASIZING THE USE OF TIGER TIME AS A STRATEGY FOR THEIR ACTION PLAN UNDER GOAL TWO.
SO IT'S A GREAT SEGUE, DAVID. WE LIKE I MENTIONED, LET ME GO BACK FOR A MOMENT.
BEFORE I SHARE THAT, I WANTED TO ADDRESS THIS IS GOAL THREE IN OUR SCHOOL IMPROVEMENT PLAN, WHICH IS AROUND CULTIVATING TRUST, COLLABORATION THAT CULTIVATES TRUST.
AND ONE OF THE THINGS THAT WE WANTED TO DO, AND IT'S IN THE PLAN, IS THAT WE WERE GOING TO TAKE FORMATIVE MEASURES OF OUR STAFF ALONG THE WAY TO SEE HOW THEY ARE FEELING AROUND THESE FOUR QUESTIONS.
SO I BELIEVE LAST YEAR IT WASN'T THERE. I THINK WE WERE AT 65% PERCENT AVERAGE IN GOAL THREE.
THESE FOUR QUESTIONS AVERAGED IN NOVEMBER 8TH.
WE'RE AT 81.8% STRONGLY AGREE OR AGREE. SO WE FEEL LIKE WE'RE MOVING IN THE RIGHT DIRECTION.
WE ASK THIS QUESTION AGAIN ON WEDNESDAY DURING OUR WAIVER DAY.
THAT'S OUR NEXT MEASURE. WE BUMPED THAT DATE BACK.
[01:05:01]
WE TALK A LOT ABOUT BEING INTENTIONAL WITH OUR PROCESSES.IS OUR STAFF READY FOR US TO PUSH A LITTLE HARDER OR TO MOVE IN A DIFFERENT DIRECTION? THIS TELLS US THAT WE ARE READY. SO WHAT WE DID THIS IS THE DREAM HIGH SCHOOL ACTIVITY THAT WE TALKED ABOUT.
SO I'M SO I'M GOING TO MOVE THROUGH THIS SINCE YOU'VE SEEN IT. BUT JUST A REFRESHER, WHAT WE ASKED IS, IS ANYTHING ON THIS BOARD MISSING ANYTHING THAT WE WOULD MOVE REMOVE? EXCUSE ME. AND THEN WE HAD OUR STAFF MOVE INTO GROUPS IN THE HOW CATEGORY, WHICH ARE RELATIONSHIPS, INSTRUCTION, ASSESSMENT, ETC. AND OUR STAFF PUT THIS LIST TOGETHER, WHICH I KNOW YOU CAN'T READ.
IT'S VERY SMALL. BUT WE ASKED AND I MENTIONED THIS ON OUR BOARD TOUR.
WHAT ARE WE DOING WITH INTENTION IN EACH ONE OF THESE AREAS AND WHAT ARE OUR NEXT STEPS? OUR GOAL RIGHT NOW, AS I'VE MENTIONED A COUPLE OF TIMES, IS OUR, THE NOISE IS QUIETED.
WE'VE GOT OUR SYSTEMS IN PLACE FOR DISCIPLINE. WE ARE NOT GETTING DISTRACTED WITH ALL OF THE THINGS IN THE WAY OF LEARNING, AND WE ARE INTENTIONALLY GUIDING OUR STAFF TO FOCUS IN AROUND INSTRUCTION.
WE SPENT SOME TIME IN ASSESSMENT ALREADY. WE'VE TALKED A LOT ABOUT TIGER TIME IN TERMS OF ACADEMIC INTERVENTION, BUT WE'RE READY TO TALK ABOUT LEARNING AND WHAT WE ARE HOPING THAT OUR STAFF DOES ON WEDNESDAY AT THIS NEXT WAIVER DAY, IS PART OF OUR PLC PROCESS, IS TO REALLY KIND OF HONE IN ON WHAT CAN WE CONTROL IN A CLASSROOM? OUR STUDENTS ENGAGED COGNITIVELY IN THE LEARNING IN FRONT OF THEM.
AND HOW CAN WE ENSURE THAT WE KNOW STUDENTS ARE WITH US? WE'RE LOOKING AT TIME REALLY QUICKLY. SO I WANT TO TIE THIS ALL BACK TO THE PLAN, BECAUSE I KNOW I STARTED VERY GLOBAL.
WE ARE RESULTS ORIENTED. WE KNOW THAT NO MATTER WHAT WE DO, IF WE'RE NOT SEEING IMPROVEMENTS IN STUDENT LEARNING OUTCOMES AND WHAT WE'RE DOING ISN'T WORKING. SO WHAT WE HAVE TALKED A LOT ABOUT AND YOU CAN SEE THIS IN GOAL ONE.
SO I'M JUST REFERENCING OUR SCHOOL IMPROVEMENT PLAN HERE ON THE SOCIAL EMOTIONAL LEARNING.
WE IN THAT GOAL IT TALKS A LOT ABOUT TIERED SUPPORTS AROUND BEHAVIOR.
AND WE FEEL LIKE WE'VE GOT THAT FOR THE MOST PART UNDER CONTROL.
SO WE'RE QUIETING THAT NOISE AND FOCUSING ON CREDITS AND GRADUATION.
BOTH OUR TEAMS I MENTIONED TO YOU IN THE YOU IN THE BEGINNING YOU SAW WE HAD ALPHABET BANDS FOR FAMILY SUPPORT TEAMS. WE INTENTIONALLY WRAP AROUND STUDENTS WHO ARE FAILING CLASSES OR MISBEHAVING OR CREDIT DEFICIENT TO TALK ABOUT THEIR NEEDS.
SO OUR EMPHASIS HAS MOVED AWAY FROM BEHAVIOR AND MORE TOWARDS CREDIT AND GRADUATION.
I'M SURE BETHANY WILL SPEAK IN JUST A MOMENT ABOUT FRESHMAN SUCCESS, BUT THAT'S ANOTHER EMPHASIS THAT IS IN OUR SCHOOL IMPROVEMENT PLAN, WHERE WE ARE WORKING TO PUT TEAMS OF TEACHERS TOGETHER THAT HAVE COMMON FRESHMEN, BECAUSE WE KNOW THAT YEAR IS SO CRITICAL FOR THEIR GRADUATION SUCCESS.
AND THAT THOSE ARE THE ITEMS THAT ARE LISTED IN THAT FIRST GOAL IN GOAL TWO.
WHAT WE'VE TRIED TO BE REALLY INTENTIONAL ABOUT IS REAL TIME RESPONSE.
SO WE TALKED ALREADY ABOUT TIGER TIME AND OUR USE OF THAT INTERVENTION TIME.
WE HAVE SOME REALLY INCREDIBLE I WISH WE HAD HOURS TO TELL YOU ALL THE AMAZING THINGS HAPPENING AT BATTLE GROUND, BUT WE HAVE SOME REALLY, REALLY COOL OUTCOMES IN OUR PLC TEAMS. I WANT TO SHARE ONE OF THOSE WITH YOU. RIGHT NOW WE HAVE A SCIENCE TEAM THAT IS EARTH AND SPACE SCIENCE, AND THERE ARE TWO MEMBERS FROM BATTLE GROUND AND TWO MEMBERS FROM PRAIRIE THAT ARE WORKING COLLABORATIVELY DURING PLC TIME. THEY ZOOM EVERY WEEK, AND WE ALSO SEE A CONNECTION IN THAT PLC TRADITIONALLY THAT IS A CLASS THAT FRESHMEN STRUGGLE IN AND THE F RATE IS HIGH IN THAT CLASS.
SO I WE'VE BEEN WORKING REALLY HARD TO GET AROUND SURFACING TENSIONS.
SO SPEND SOME TIME ENCOURAGING HER. AND SHE WENT BACK TO HER TEAM AND PROPOSED A NEW ASSESSMENT STRATEGY THAT'S VERY STANDARDS BASED IN THE SENSE THAT THE ASSESSMENT MATCHES THE UNITS AND THE DAYS OF INSTRUCTION.
AND SHE COULD BE VERY INTENTIONAL WITH HOW SHE RESPONDS TO STUDENTS DURING TIGER TIME.
AND CAME BACK ON FRIDAY. LAST WEEK, SHE EMAILED ME, THE TEAM WENT OVER TO PRAIRIE DURING THE HALF DAY AND HAS KIND OF CHANGED THE WAY THEY'RE GOING TO ASSESS, WHICH IS REALLY GOING TO GIVE THAT TEAM BETTER DATA ON OUTCOMES FOR STUDENTS.
SO WE'RE SUPER EXCITED ABOUT THAT. WE IN OUR SCHOOL IMPROVEMENT PLAN, YOU'LL SEE IN GOAL TWO AROUND HIGH QUALITY INSTRUCTION THAT WE'VE BEEN REALLY INTENTIONAL WITH OUR ENGLISH TEAM ON VERTICAL ALIGNMENT. SO THAT TEAM IS FOCUSING NINE THROUGH 12 IN ALL AREAS AROUND WRITING.
SO THEY'VE CREATED WRITING RUBRICS AND ARE TRYING TO MAKE SURE THAT THEY'RE USING COMMON LANGUAGE AS KIDS PROGRESS IN THEIR SEQUENCES WHICH JUST REMOVES ANOTHER BARRIER AND ALLOWS US TO INTERVENE MORE APPROPRIATELY. AND THEN I WANT TO TALK A LITTLE BIT ON GOAL TWO IN BOTH MATH AND ENGLISH.
[01:10:08]
WHAT WE ARE TRYING TO WHAT WE'VE TRIED WITH OUR TEAMS AND WAS VERY WELL RECEIVED, IS TO KIND OF CLOSE THE GAP BETWEEN SMARTER BALANCE AND CLASSROOM INSTRUCTION. RIGHT NOW IT FEELS AND I WOULD SAY STUDENTS AND STAFF WILL TELL YOU THIS, THAT IT FEELS LIKE A ONE OFF. I HAVE INSTRUCTION ALL THE WAY THROUGH THE YEAR, AND THEN I GO SOMEWHERE ELSE TO TAKE THIS TEST.AND THOSE RESULTS AREN'T REALLY CONNECTED TO THE CLASSROOM.
AND SO OUR TEACHERS FEEL THAT TOO. AND WE'VE CHANGED NOT ONLY OUR STRUCTURE OF ASSESSMENT, WHERE OUR KIDS ARE GOING TO TEST WITH THEIR MATH AND ELA TEACHER, WHICH HELPS LEVERAGE THAT RELATIONSHIP TO PERFORM.
BUT ALSO THEY'RE USING WHAT'S CALLED IT, SAYS FIAB.
THAT'S DESCRIBED IN THE SCHOOL IMPROVEMENT PLAN, BUT IT'S FORMATIVE INTERIM ASSESSMENT BLOCKS WHERE TEACHERS CAN GRAB BANKS OF QUESTIONS TO EXPOSE KIDS TO CONTENT AND RIGOR THAT IS SIMILAR ON THE SMARTER BALANCED TEST.
AND THAT'S GOING TO BE THE FOCUS WHEN WE TALK ABOUT INSTRUCTION ON WEDNESDAY IS HOW DO WE KNOW STUDENTS ARE COGNITIVELY ENGAGED, AND WHAT ARE WE DOING WITH INTENTION TO MAKE SURE THEY'RE WITH US AND WE'RE GOING TO WE THINK THAT WE HAVE THE CREDIBILITY TO CASH IN WITH OUR STAFF.
SO WE WANT TO LEVERAGE THE RELATIONSHIPS THAT WE HAVE AND THAT TEACHERS HAVE WITH KIDS TO MOVE AGAIN INTO LEARNING SO THAT WE CAN CREATE CONDITIONS FOR HIGH QUALITY INSTRUCTION AND RESULTS. I THINK THAT'S ALL WE HAVE FOR YOU.
HAVE THE PLAN IN FRONT OF YOU. WE JUST WANTED TO GIVE YOU CONTEXT SO YOU COULD SEE HOW THAT PLAN WAS BUILT AND WHAT WE'RE DOING AT THE GROUND LEVEL TO MAKE MOVES IN THAT DIRECTION. OKAY ON TIME. YEAH. SO AT THIS POINT, AT THIS POINT WE HAVE ABOUT TEN MINUTES, A LITTLE MORE THAN TEN MINUTES, ACTUALLY, FOR ANY QUESTIONS THAT YOU MIGHT HAVE FOR THE BATTLE GROUND TEAM ON ANY OF THE THREE GOAL AREAS OR ANYTHING THAT YOU'VE HEARD IN THE INITIAL PRESENTATION. OKAY. I'LL GO. I WANTED TO GO BACK TO THE FIRST SLIDE IF WE COULD. SO THAT OPTION.
IT'S PROBABLY NOT NECESSARY, BUT IT'S OKAY. IT WAS JUST A REALLY COOL STATEMENT.
I'M GOING TO GO BACK TO THE MISSION STATEMENT.
SORRY. NO, I JUST THINK IT'S. IT'S IMPORTANT.
I JUST WANT TO POINT IT OUT. ONE EACH AND EVERY.
I LOVE IT, THANK YOU. BUT I DON'T THINK I'VE EVER SEEN A SCHOOL HONOR OUR MILITARY STUDENTS GOING INTO THE MILITARY, SO THANK YOU FOR THAT. I'M A MILITARY MOM, SO I APPRECIATE THAT VERY MUCH.
BUT I WANTED TO MY QUESTION NOT ABOUT THIS, BUT I JUST WANT TO POINT THAT OUT.
YOU TALKED ABOUT TIGER TIME AND HOW KIDS ARE BEING REQUESTED, AND YOU'VE GOT SOME NO SHOWS.
WHAT IF YOU REQUESTED FOR MULTIPLE CLASSROOMS? HOW DOES THAT WORK? IS THAT SOME OF YOUR NO SHOW DATA, OR IS THAT.
THAT'S A GREAT QUESTION. HOW DO YOU IF I WANT YOU AND JULIA WANTS A STUDENT AND MARY WANTS A STUDENT, THE SAME STUDENT. HOW DOES THAT PLAY OUT? YEAH, WE IT'S A FIRST COME FIRST SERVE.
AND THEN IT'S KIND OF COLLEGIAL PROFESSIONALITY OR PROFESSIONALISM.
EXCUSE ME FROM THAT POINT FORWARD. SO WE DON'T WANT A STUDENT TO STUDENT TO BE STOLEN BY THE SAME TEACHER FOR ALL OF THE TIGER TIMES, BECAUSE THEN THEY CAN'T GET HELP IN OTHER CLASSES.
SO WE HAVE A TWO. IT'S A STANDING RULE OF TWO CHECKOUTS AND THEN GIVE SOMEONE ELSE A CHANCE.
IT'S TEACHER DEPENDENT. THANK YOU. YOU'RE WELCOME.
CAN I ADD ON TO THAT? I JUST HAVE A THIS MIGHT BE LIKE A LITTLE HYPER SPECIFIC, BUT WHAT IF LIKE, LET'S SAY MY ENGLISH TEACHER REQUESTED ME FIRST BECAUSE I HAVE A D MINUS IN THAT CLASS, BUT THEN I HAVE 10% IN MY ALGEBRA CLASS.
BUT I HAVE TO GO TO THIS CLASS. I HAVE A D IN, BUT I'M STILL TECHNICALLY PASSING DO WOULD THAT CLASS IN ANY WAY EVER TAKE PRIORITY IN? WOULD I BE ABLE TO GO TO THAT CLASS? HOW DOES THAT WORK? YEAH, WE AT THIS POINT, THERE ISN'T A WAY IN OUR SYSTEM TO PRIORITIZE THE DIFFERENCES IN THE D'S OR THE F'S OR THE PERCENTAGES, BUT OUR STUDENTS HAVE ADEQUATE I CAN'T SAY THAT WORD.
[01:15:03]
THEY CAN ADVOCATE FOR THEMSELVES TO ASK TO BE CHECKED OUT.THERE'S 100 DIFFERENT WAYS THAT HAPPENS. THERE'S A WHITEBOARD BY THE DOOR AND A LOT OF CLASSROOMS WHERE STUDENTS WRITE THEIR NAME DOWN AND THE TEACHER SNAGS THEM THAT WAY. OFTEN THE STUDENT WOULD COMMUNICATE THAT, OR THE TEACHER WITH THE STUDENT WHO HAS A 10% MAY CALL AND ASK THE OTHER TEACHER IF THEY COULD OVERRIDE THEM AND CHANGE THE CHECKOUT.
THIS SYSTEM, WE THERE'S OTHER LAYERS TO THIS SYSTEM.
WE HAVE STUDENTS WITH 5 OR 6 F'S. AND TO BE HONEST, THIS IS NOT THE RIGHT SYSTEM.
SO THAT'S THE NEXT LAYER OF WHAT DO WE DO WITH STUDENTS WHO ARE FAILING MULTIPLE CLASSES, AND HOW DO WE INTERVENE IN WAYS THAT ARE MORE PURPOSEFUL? WE HAVE OUR COUNSELORS WORKING ON THAT TO GRAB GROUPS OF STUDENTS WHO OBVIOUSLY THAT IS INFORMATION THAT IS FLAGGING US OR SOMETHING ELSE GOING ON WITH THIS STUDENT THAT WE NEED TO WORK THROUGH BEFORE THEY'RE READY TO LEARN.
SO THERE'S A COUPLE DIFFERENT WAYS FOR US TO DO THAT.
THAT'S RIGHT. I HAD A COUPLE OF THINGS. QUESTIONS AND COMMENTS, I GUESS. CONGRATS ON THE ATTENDANCE AND THE GRADUATION DATA INCREASING.
I THINK THAT'S FABULOUS. COMMUNITY REALLY WANTS TO SEE THOSE THINGS.
THE CAUSE FOR THE TEST SCORES DROPPING. THAT'S ONE THING CONCERNING ME.
AND DISCIPLINE INCREASING. ALSO THE DECREASE FOR THE NINTH GRADERS BEING ON TRACK.
YEAH, JUST WONDERING ABOUT THOSE THINGS. AND I THINK COMMUNITY WOULD LIKE TO KNOW MORE ABOUT THAT, TOO, AND JUST HAVE THAT ADDRESS SO THEY UNDERSTAND.
YEAH, I THINK THAT'S A VERY VALID QUESTION. AND WHEN WE REVIEWED THAT DATA AS A TEAM, WE SAW THE SAME THINGS AND WANTED TO MAKE SURE THAT WE PUT ACTIONABLES IN PLACE TO ADDRESS ALL THREE OF THOSE THINGS. DO YOU WANT TO TALK A LITTLE BIT ABOUT FRESHMAN SUCCESS, BETHANY? SURE. MOVE THIS OVER FOR YOU. MAYBE THERE'S THIS.
OH, MIKE. SO WE'VE PARTNERED WITH A NEW GRANT CALLED THE CENTER FOR HIGH SCHOOL SUCCESS.
THAT'S WHERE HEATHER AND I ACTUALLY JUST SCOOTED IN FROM.
WE JUST STARTED A BRAND NEW CLASS TODAY, AND THAT'S CALLED FRESHMAN SUCCESS.
AND IT WILL TARGET. IT'S TARGETING 21 STUDENTS WHO HAVE ARE REACHING 70% OR HIGHER ATTENDANCE.
BUT ARE FAILING 1 OR 2 CORE CLASSES. SO WE KNOW THAT THEY ARE COMING TO SCHOOL.
BUT THEN THERE'S A BARRIER ONCE THEY'RE AT SCHOOL. AND WE WANT TO REALLY RALLY AROUND THEM TO HELP BUILD SOME SYSTEMS AND SUPPORTS TO HELP THEM LEARN HOW TO SCHOOL BETTER, IF YOU WILL. THERE IS A TARGETED LIST BIGGER THAN THOSE 21.
THESE 21 ARE WHO FIT INTO THIS CLASS. AND SO WE ALSO ARE TEAMING TEACHERS NOW TO AND WE'LL BE DOING A PROTOCOL CALLED KID TALK, WHERE WE'RE TRYING TO FIGURE OUT WHAT IS AN ISSUE THAT THIS KIDDO IS HAVING AND HOW CAN WE BUILD AN INTERVENTION THAT WILL HELP SUPPORT THEM IN THE LONG RUN.
SO WE ARE DIGGING INTO NINTH GRADE SUCCESS DATA, SUPER, SUPER HARDCORE.
AND THEN THAT WILL WILL BUILD AND SPREAD TO BEING TO HELP.
WE KNOW THAT FRESHMAN SUCCESS IS SUPER IMPORTANT IN TERMS OF ON TRACK GRADUATION.
WE KNOW THAT TEACHERS HAVE A LOT OF CONTROL. WE WANT THE KIDS TO BE AT SCHOOL.
AND THEN WHAT CAN WE DO AS TEACHERS TO HELP SUPPORT THEM WHILE THEY'RE THERE? SO TODAY WAS DAY ONE OF THAT CLASS. I WAS IN THERE. IT'S A GREAT, ROWDY GROUP.
SO I'M REALLY EXCITED ABOUT THE EFFORTS THAT ARE GOING TO COME THERE NEXT YEAR.
OUR MASTER SCHEDULE WILL ALSO I, I BUILD THE MASTER SCHEDULE.
AND THEN THOSE KIDS ARE GOING TO BE KIND OF IN SECRET FAMILIES, IF YOU WILL. THEY WON'T MOVE FROM CLASS PERIOD TO CLASS PERIOD TOGETHER, BUT THEY WILL BE SHARING THE SAME CORE TEACHERS TO RALLY AROUND THEM TO SERVE AS ANOTHER LAYER OF KIND OF HIDDEN SUPPORT THAT THE KIDS DON'T NECESSARILY KNOW THAT THEY'RE IN THIS FAMILY, BUT THEY ARE, AND IT'S GOOD AND POWERFUL.
YEAH. SO WE'RE FOCUSED ON NINTH GRADE REGARDLESS.
AND SO BUT THESE DO I NEED THE MIC. WE'RE FOCUSED ON NINTH GRADE IN GENERAL IS WHAT THIS IS ALWAYS GOING TO FOCUS ON THE TEAMING AROUND NINTH GRADE BECAUSE. NINTH GRADE SUCCESS THEN BUILDS TO 10TH GRADE 11TH 12TH RIGHT.
[01:20:01]
SO WE JUST REALLY WANT TO WE'RE TRYING TO SET A REALLY STRONG FOUNDATION FOR THEM AS THEY THEN CONTINUE ON.THROUGHOUT THE GOAL IS GOING TO BE THAT SOME OF THE PRACTICES THAT WE ARE CREATING AT THE NINTH GRADE EXPERIENCE THEN BUILD AND SPREAD THROUGH THE OTHER GRADE LEVELS AND DEPARTMENTS, AND THAT THEY WILL OUTGROW BASICALLY THE NEED FOR THAT.
AND I'M LOOKING AT THE ON TRACK AND I KNOW THAT'S ONE WE ALWAYS WANT TO WORK ON.
IS THE NINTH GRADE ON TRACK. SO THAT YOU TALKED ABOUT 21 STUDENTS.
WHAT ABOUT THE REST OF THIS? YES. SO THE REST OF THEM ARE STILL GOING TO BE A PART OF OUR DATA PROTOCOL, AND THEY'RE STILL GOING TO BE KID TALK PROTOCOL THAT CAN STILL SURFACE THOSE CONCERNS.
AND THOSE STUDENTS IT MIGHT LOOK LIKE, THOUGH, THAT SOME OF THOSE KIDS, LIKE HEATHER WAS JUST MENTIONING, MIGHT BE FEELING 4 OR 5 CLASSES, AND THEN WE'RE GOING TO BE LOOKING AT A BIGGER INTERVENTION FOR THEM.
SO THIS PROTOCOL IS LOOKING AT FAILING 1 TO 2 CORE SUBJECTS, AND WE'RE REALLY TRYING TO HELP TEACHERS TO TAKE THE MOMENT TO SAY WHAT THINGS COULD I BE ADJUSTING IN MY CLASSROOM? IN NOVEMBER, RIGHT AFTER THANKSGIVING, WE RAN A REPORT THAT WE HAD 107 STUDENTS WHO WERE FAILING ONE CLASS AT THE TIME. AND SO I SENT EMAILS TO THOSE TEACHERS AND SAID, WHAT? LET'S. THESE ARE YOUR FOCUS, KIDDOS. THEY'RE FAILING ONLY YOUR CLASS.
SO THAT'S A REFLECTION OF SOMETHING THAT'S MAYBE OFF IN YOUR CLASSROOM.
CAN I ADD TO THAT. YEAH, WE'RE BUILDING RIGHT NOW AS WELL AS A BRAND NEW GRANT.
SO WE'RE LOOKING AT JUST THE 21 KIDS IN THAT CLASS.
BUT THIS SEMESTER WE'VE TEAMED KIDS WITH THREE CORE TEACHERS LIKE BETHANY MENTIONED ENGLISH, SCIENCE AND ELA. NEXT YEAR, I HOPE IT'S ALL MASTER SCHEDULE DRIVEN ON HOW WE CAN MAKE THIS WORK IS THAT WE'LL HAVE AT LEAST THREE TEAMS OF TEACHERS THAT ARE WRAPPING AROUND GROUPS OF KIDS, SO WE'LL EXPAND.
WE'RE JUST LEARNING RIGHT NOW AS WE GO. AND DEBBIE, I DID WANT TO ADDRESS YOU HAD ASKED ABOUT SMARTER BALANCED PASS RATES ON THE SCHOOL IMPROVEMENT PLAN, AND I WANTED TO MAKE SURE I ANSWERED YOUR QUESTION THERE, TOO, JUST TO KIND OF EXPAND ON WHAT I SHARED HERE.
WE SEE A VERY BIG DISCONNECT IN INSTRUCTION AND SMARTER BALANCE.
SO INSTRUCTION HAPPENS OVER HERE AND SMARTER BALANCE HAPPENS OVER HERE.
AND WE'RE WORKING REALLY HARD TO TRY AND CLOSE THAT GAP, TO MAKE SURE THAT KIDS HAVE EXPOSURE TO THE RIGOR OF THE SMARTER BALANCED TEST THAT TEACHERS ARE USING RELEASED ITEMS TO SHARE ALONG THE WAY, AND TO TALK ABOUT WHEN I TEACH THIS UNIT, AFTER I TEACH HOW TO SOLVE SYSTEMS OF EQUATIONS.
HEY GUYS, ALONG THE WAY, THIS IS HOW IT LOOKS ON YOUR STATE TEST. THERE'S JUST A REALLY BIG GAP.
STUDENTS OFTEN WILL REPORT THAT THEY DIDN'T KNOW HOW TO USE THE RIGHT TOOLS ON THE TEST, OR THEY'VE NEVER SEEN THE QUESTION, THE TYPES OF QUESTIONS THAT ARE OFFERED. SO WE'RE TRYING TO MAKE SURE THAT WE'RE INTENTIONAL IN THAT AREA.
WE HAD TEAM MEETINGS FOR ALL OF OUR NINTH AND 10TH GRADE ELA TEACHERS AND ALL OF OUR NINTH AND 10TH GRADE MATH TEACHERS ALREADY THIS YEAR TO TRAIN THEM ON HOW THEY CAN EMBED THESE ITEMS IN THEIR INSTRUCTION. SO THAT'S ONE WAY THAT WE BELIEVE THAT WE CAN CLOSE THAT GAP, AND THAT THAT IS ONE OF THEIR MEASURABLE OUTCOMES IN BOTH ELA AND MATH AND THEIR SCHOOL IMPROVEMENT PLAN. 100% OF THOSE STUDENTS WILL HAVE EXPOSURE TO THOSE INTERIM ASSESSMENTS.
THANKS, DAVID. DEBBIE. IF I COULD ALSO JUST JUMP IN REALLY QUICK.
THE GOOD NEWS IS BATTLE GROUND IS RIGHT ON AVERAGE WITH THE STATE FOR MATH.
JUST SPEAKING OF MATH SPECIFICALLY, THE BAD NEWS IS THE STATE AVERAGE IS 29.9.
AND I WANT TO MAKE I JUST WANT TO CLARIFY, HEATHER WAS JUST TALKING ABOUT DIFFERENT INTENTIONAL STRATEGIES TO MAKE CONNECTIONS BETWEEN THE SMARTER BALANCE AND WHAT'S HAPPENING IN THE MATH CLASSROOMS. THE EASY NARRATIVE IS THAT 70% OF OUR STUDENTS DON'T KNOW HOW TO DO MATH.
THE REALITY IS, SINCE 1819 AND NOW THE. THE STATE AVERAGE HAS DROPPED APPROXIMATELY 26%, BATTLE GROUND HAS DROPPED APPROXIMATELY 26%. AND THE VERY CLEAR REASON IS THEN IT WAS DIRECTLY LINKED TO GRADUATION.
YOU DID NOT GRADUATE HIGH SCHOOL. IF YOU DIDN'T, IF YOU DIDN'T PASS THE SMARTER BALANCE.
NOW THERE ARE MULTIPLE PATHWAYS TO GRADUATE HIGH SCHOOL WITHOUT PASSING THE SMARTER BALANCE.
SO PART OF IT IS TO COMMUNICATE TO STUDENTS BEGINNING IN MIDDLE SCHOOL AND TO THE HIGH SCHOOL STUDENTS AND THEIR PARENTS, AND TO STAFF MEMBERS, THAT THERE IS STILL LEGITIMATE LEGITIMACY AND REASONS TO PASS THE SMARTER BALANCE, BECAUSE IT IS ONE PATHWAY TO GRADUATE HIGH SCHOOL.
AND THEN, OF COURSE, THOSE SCORES ARE COMMUNICATED AND IT LOOKS AS THOUGH SOMETHING'S GOING POORLY.
BUT THAT'S JUST THE REALITY OF WHAT WE'RE TRYING TO TRYING TO WORK WITH. SO THE STRATEGIES HEATHER AND THE TEAM ARE TALKING ABOUT. THE IDEA IS TO IMPROVE THOSE SMARTER BALANCE SCORES BY MAKING THE CONNECTIONS TO THE CLASSES THAT THEY ARE MOTIVATED TO PASS.
WELL AND I THINK THERE'S ACTUALLY ARE THERE 12 PATHS OR 10 OR 12 PATHWAYS NOW.
[01:25:02]
SO YEAH. BUT THE OTHER THING, AND I'M ON THE STATE SITE.AND THE OTHER THING TO NOTE, DEBBIE, IS THAT THE FOUNDATIONAL GRADE LEVEL KNOWLEDGE BATTLE GROUND HIGH SCHOOL IS 54.6, RIGHT. AND THEIR ELA FOUNDATIONAL KNOWLEDGE IS 89%.
SO YEAH. OR SORRY, 84.9%. SO AGAIN, IT'S THAT DEFINITION THAT THE STATE IS NOW RE CLARIFYING WITH SCHOOL DISTRICTS ACROSS THE STATE THAT REALLY WHEN WE'RE TALKING LEVEL TWO, IT'S NOT A PASS FAIL.
AROUND LEVEL THREE AND FOUR HAS PASSED LEVELS ONE AND TWO IS FAIL.
AND THAT'S NOT ACCURATE. THAT'S NOT ACCURATE.
SO WE'RE STARTING TO SEE SOME RECALIBRATION OF SCORES.
IT'S VERY INSPIRING. I'M OVER HERE. I'M JUST VERY PROUD OF THE WORK YOU GUYS ARE DOING.
WE ARE GOING TO ADJOURN OUR SESSION, OR THAT'S ALL WE HAVE.
I DON'T OFFICIALLY ADJOURN THE SESSION, SO I'LL PASS THAT BACK TO KELLIE OR DENNY.
BUT THANK YOU SO MUCH FOR YOUR TIME THIS EVENING.
CERTAINLY TO THE BOARD. IF YOU HAVE ANY OTHER QUESTIONS OR ANYTHING THAT YOU WANT TO ASK, WE CAN CERTAINLY GATHER THOSE AND GET YOU CONNECTED WITH ANY OF THE BUILDINGS, BECAUSE OBVIOUSLY WE WILL BE REVIEWING THE ENTIRETY AND APPROVING THE ENTIRETY OF THE SCHOOL IMPROVEMENT PLANS FOR OUR BUILDINGS.
SO CERTAINLY YOU'VE HEARD FROM FOUR SCHOOLS NOW, BUT WE WILL BE BRINGING ALL OF THOSE SCHOOL IMPROVEMENT PLANS TO YOU NEXT TIME. 10TH. 10TH. THE 10TH. YEAH. 10TH. YEAH.
I WAS CURIOUS, SO THERE WAS A COUPLE OF REFERENCES TO OUR PLC DAY COMING UP ON WEDNESDAY.
WHAT? AND THEN THERE WOULD BE A REPORT BACK TO THE BOARD.
YEAH, WE'LL COVER THAT. SO FEBRUARY 10TH WE'LL COVER WILL ALSO BE FEBRUARY 10TH.
PERFECT. OKAY. THANK YOU, GUYS. THANK YOU. THANK YOU.
WE WILL HAVE OUR REGULAR MEETING AT 6 P.M.. THERE'S DINNER BACK THERE.
* This transcript was compiled from uncorrected Closed Captioning.