[00:00:05]
WELL, GOOD EVENING EVERYONE. THIS IS A CALL TO ORDER FOR THE SIP PRESENTATIONS, THE SPECIAL
[1. Call to Order]
AGENDA MEETING. AND WE JUST GO FOR IT AND YOU CAN PASS IT OVER TO ME.[2. SIP Presentations]
YES, YES. THANK YOU. GO RIGHT AHEAD. OKAY. GOOD EVENING.BOARD. AM I ON? TONIGHT WE HAVE 2 SCHOOLS PRESENTING THEIR SCHOOL IMPROVEMENT PLANS, AND I'M GOING TO WE'RE GOING TO DO ALSO A DATA OVERVIEW WITH OUR EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT MR. KENNEDY. I'LL PASS IT OVER. GOOD AFTERNOON. THANK YOU FOR YOUR TIME TODAY.
AS YOU KNOW, ANNUAL REVIEW. I DON'T THINK I'M ON ANNUAL REVIEW.
SO EVERY YEAR, WE FIND OURSELVES IN DECEMBER AND JANUARY TAKING A LOOK AT SCHOOL IMPROVEMENT PLANS.
TYPICALLY, THE APPROVAL HAPPENS IN FEBRUARY. AS WAS HIGHLIGHTED IN DECEMBER, ONE OF THE UNIQUE PIECES ABOUT OUR SCHOOL IMPROVEMENT PLAN PROCESS IS THE DIRECT ALIGNMENT TO OUR DISTRICT STRATEGIC PLAN.
SO YOU WILL SEE GOALS IN BOTH SAFE AND CARING ENVIRONMENT.
GOAL ONE THERE ARE GOALS IN HIGH QUALITY INSTRUCTION.
GOAL 2 AND COLLABORATION THAT CULTIVATES TRUST IN GOAL 3.
SO THOSE ARE A 1 TO 1 CORRESPONDENCE BETWEEN OUR PLANS AND OUR DISTRICT STRATEGIC PLAN.
TODAY WE HAVE2SCHOOLS THAT WILL BE SHARING THEIR SCHOOL IMPROVEMENT PLANS WITH YOU MORE IN DEPTH.
THE 1ST WILL BE SUMMIT VIEW HIGH SCHOOL WITH PRINCIPAL KEVIN POLLINA.
AND OUR 2ND SCHOOL IS PRAIRIE HIGH SCHOOL WITH PRINCIPAL STEPHANIE WATTS.
ASSISTANT PRINCIPALS SHARB GORD, DARREN FOX, ATHLETIC DIRECTOR EVERETT CLOT, AND DEAN ERIC SUKSDORF. EACH SCHOOL WILL HAVE 25 MINUTES TO DISCUSS THEIR SCHOOL IMPROVEMENT PLANS WITH YOU.
AND THEN THERE WILL BE A 10 MINUTE QUESTION AND ANSWER SESSION AFTER THE 25 MINUTES.
SO THE SCHEDULE WILL LAY OUT ROUGHLY 4:10 TO 4:35.
SOME OF YOU WILL PRESENT FROM 4:35 TO 4:45. THERE WILL BE TIME FOR QUESTIONS AND ANSWERS.
WE'LL TAKE A BREAK AND THEN WE WILL REPEAT THIS SAME PROCESS WITH PRAIRIE.
WE SHOULD BE DONE BY 5:30. BEFORE WE START OUR PRESENTATIONS, I JUST WANT TO CALL YOUR ATTENTION TO A SUPPLEMENTARY SUPPLEMENTARY DOCUMENT CALLED SCHOOL QUALITY AND STUDENT SUCCESS UPDATES.
SO THIS INFORMATION THAT YOU'LL FIND ON THIS DOCUMENT IS RELEASED BY THE STATE EVERY JANUARY.
SO WHEN WE TYPICALLY SUBMIT SCHOOL IMPROVEMENT PLANS IN NOVEMBER, WE DON'T HAVE UPDATED METRICS FOR THE YEAR BEFORE FOR THE FOLLOWING CATEGORIES ATTENDANCE RATES, 9TH GRADE ON TRACK, DUAL CREDIT AND GRADUATION.
SOME SOME HIGHLIGHTS HERE THAT I JUST WANT TO DRAW YOUR ATTENTION TO.
IF YOU LOOK OVERALL ON THE 1ST PAGE WHERE THERE ARE ATTENDANCE RATES WITH ALL OF OUR SCHOOLS, CUMULATIVELY WE SAW ABOUT A 6% DROP IN OUR ATTENDANCE RATES, SOME SCHOOLS MORE THAN OTHERS.
BUT YOU WILL NOTICE IT'S PRETTY RARE TO SEE ANY SCHOOL WITH A POSITIVE ATTENDANCE RATE INCREASE.
OUR AVERAGE CURRENTLY WHERE IT SITS IS PRETTY MUCH ON PAR WITH THE STATE AVERAGE.
AND WE REALLY FEEL THAT THAT ALSO TIES BACK TO GOAL 1.
THE OTHER THING I WANT TO DRAW YOUR ATTENTION TO IS NINTH GRADE ON TRACK? THERE'S SOME EFFORTS THAT I WANT TO CALL OUT THAT I THINK ARE APPLAUDABLE.
SO THE NUMBER OF STUDENTS WHO WERE PASSING ALL OF THEIR CLASSES AS FRESHMEN, WE KNOW THAT'S A SIGNIFICANT INDICATOR FOR GRADUATION TO HAVE A HIGH PASSAGE RATE IN YOUR FRESHMAN YEAR. RIVER HOMELINK.
AND SOME OF YOU ALSO SHOWED IMPROVEMENT IN THIS AREA.
THIS POSITIVE TREND IS PARTIALLY DUE TO 9TH GRADE SUCCESS TEAMS AT BOTH COMPREHENSIVE HIGH SCHOOLS, WHICH HAVE IMPLEMENTED A NUMBER OF PROACTIVE STRATEGIES TO HELP 9TH GRADE STUDENTS MAINTAIN PASSING GRADES.
[00:05:01]
SO WE WILL HAVE MORE TIME FOR THIS IN THE Q&A.I'M REALLY EXCITED FOR YOU TO HEAR ABOUT THE GREAT WORK THAT BOTH SOME OF YOU AND PRAIRIE ARE DOING.
AND WE WILL START WITH SOME OF YOU, HIGH SCHOOL AND KEVIN. PAULINA.
YOU CAN DO EITHER OR. YEAH. GOOD AFTERNOON BOARD.
THANK YOU SO MUCH. WE'D LOVE TO SAY I'M EXCITED TO BE HERE, BUT I AM HERE.
WE'RE ABOUT CONNECTING WITH EACH AND EVERY STUDENT. AND OUR UNOFFICIAL MOTTO IS EVERY ADULT, EVERY STUDENT, EVERY DAY. OKAY. AND THAT MEANS THERE'S NO WRONG DOOR.
THERE'S. THEY CAN GET THEIR HELP. THEY CAN GET THEIR CONNECTION FROM JUST ABOUT ANY ADULT.
OUR 1ST GOAL ON OUR SCHOOL IMPROVEMENT PLAN. SCHOOL IMPROVEMENT PLAN.
SO WE HAVE TO LOOK AT THE RESULTS OF WHAT WOULD IT LOOK LIKE IF A STUDENT FELT SAFE, FELT CARED FOR IN OUR SCHOOL? SO WHAT WE LOOKED AT, WHAT WE IDENTIFIED FOR OUR SCHOOL IMPROVEMENT PLAN, WAS THE PERCENTAGE OF STUDENTS WHO WERE EARNING SATISFACTORY PROGRESS REPORTS, MONTHLY PROGRESS REVIEWS AT THE END OF EVERY MONTH. IF YOU REMEMBER FROM OUR LAST THE LAST TIME THE BOARD VISITED, STUDENTS GET A MONTHLY PROGRESS REVIEW AT THE END OF EVERY MONTH THAT DETERMINES WHETHER OR NOT THEY ARE MAKING SATISFACTORY OR UNSATISFACTORY PROGRESS, AND THAT'S ON THEIR INDIVIDUAL GOALS. WELL, IF STUDENTS ARE SHOWING UP TO SCHOOL REGULARLY, IF THEY'RE FEELING ENGAGED, IF THEY'RE CONNECTING WITH THEIR TEACHERS, THEY'RE CONNECTING WITH THE ADULTS, WE'RE GOING TO SEE THOSE NUMBERS INCREASE. THE STUDENTS THAT SOME OF YOU SERVES ARE STUDENTS THAT DO NOT TYPICALLY FIND SUCCESS IN A TRADITIONAL SCHOOL.
THEY FIND THAT THE TRADITIONAL SCHOOL MOVES SOMETIMES TOO SLOWLY.
WE GRADUATE JUNIORS ALL THE TIME. IT'S A MASTERY BASED PROGRAM.
WE SERVE STUDENTS WHO DON'T LEARN ON A TRADITIONAL 18 WEEK TIMELINE.
MOST SCHOOLS ARE SET UP BY THE SEMESTER SYSTEM.
IF YOU NEEDED 20 WEEKS, YOU'RE TAKING THE FINAL AFTER 18 WEEKS ANYWAY.
WE'RE SEEING THAT RIGHT NOW. BATTLE GROUND. VIRTUAL ACADEMY.
THOSE PRINCIPAL, THEIR 2 STUDENTS ARE TAKING THEIR FINALS, AND SOME OF THEM COULD HAVE USED A COUPLE OF WEEKS. I WOULD SAY WE SERVE STUDENTS WHO ARE TRADITIONALLY OR WHO ARE SIGNIFICANTLY BEHIND ON CREDITS, A STUDENT.
AND SO THOSE STUDENTS WHO MAY HAVE BEEN STRUGGLING FOR A COUPLE OF YEARS TO MAKE UP THOSE CREDITS, LOOK AT SOME OF YOU AS WELL. I CAN THERE'S ANOTHER OPTION HERE FOR ME.
SOME OF THEM ARE RAISING CHILDREN OF THEIR OWN.
THAT MAKES A TRADITIONAL SCHOOL DIFFICULT TO IMPOSSIBLE.
AND THEY NEED SOMETHING. ANY STUDENT THAT NEEDS SOMETHING DIFFERENT THAN A TRADITIONAL 6.5 HOUR, 5 DAY A WEEK SCHOOL. AND I'VE SAID IT BEFORE, SOME OF YOU REALLY IS THE MOST FLEXIBLE LEARNING PROGRAM THAT I'VE COME ACROSS.
CERTAINLY IN SOUTHWEST WASHINGTON, WE CAN ACCOMMODATE JUST ABOUT ANY NEED. SO IN ORDER TO DO THAT, OUR STAFF HAS TO HAVE A MINDSET OF SERVING EVERY SINGLE KID WITHOUT SOME OF YOU.
THE STUDENTS THAT WE SERVE WOULD EITHER NOT BE SERVED OR WOULD SEEK THEIR EDUCATION SERVICES IN POTENTIALLY A LOWER QUALITY PROGRAM OUTSIDE OF BATTLE GROUND PUBLIC SCHOOL. AND THERE ARE A LOT OF DIFFERENT ALTERNATIVE PROGRAMS OUT THERE. SOME OF THEM ARE VERY HIGH QUALITY, AND SOME OF THEM, I WOULD SAY, ARE OF DUBIOUS QUALITY. SO IF WE CAN SERVE THOSE KIDS HERE, I THINK THAT'S WHAT'S BEST.
THEY DEVELOPED THOSE RELATIONSHIPS WITH REALLY WITH ANY ADULT.
AND WE DON'T WE DON'T HAVE A FORMALIZED PROCESS.
AND THEN WE'LL SAY, YOU KNOW, SECRETARY MIGHT SAY, YEP, I KNOW THAT KID. I'LL TOUCH BASE WITH THEM.
OR ATTENDANCE CLERK MIGHT SAY THAT. SO AS I GO THROUGH OUR SCHOOL IMPROVEMENT PLAN GOALS I THINK ONE OF THE I DO WANT TO REITERATE HOW THE WRITTEN STUDENT LEARNING PLANS WORK AS THAT RELATES TO OUR SCHOOL IMPROVEMENT PLAN GOALS. 1 OF THE 1 OF THE STATISTICS THAT WE LOVE TO TALK ABOUT IS OUR 9TH GRADE ON TRACK RATE, AND IT'S 100% AND IT'S BEEN 100%. AND THAT'S FANTASTIC.
[00:10:04]
THEY'RE REDOING IT UNTIL THEY PASS. OKAY. SO IT'S WE'RE NOT DEALING WITH EXACTLY THE SAME CONDITIONS THAT TRADITIONAL HIGH SCHOOLS ARE DEALING WITH WHEN WE DEAL WITH FRESHMEN. OKAY. AND I SAY THAT WOULD GO AS FAR AS DISCIPLINE AS WELL.I'VE BEEN PRINCIPAL THERE FOR 5 YEARS AND I'VE HAD 4 DISCIPLINARY CONVERSATIONS IN TOTAL.
SO WE'RE NOT DEALING WITH THE SAME TYPES OF DISENGAGEMENT BEHAVIORS THAT THEY'RE SEEING AT THE TRADITIONAL HIGH SCHOOL. SO THE WRITTEN STUDENT LEARNING PLAN IT IS IT IS DEVELOPED BECAUSE WE'RE PULLING THE STUDENT OUT OF THE COMPULSORY SYSTEM.
THE COMPULSORY SYSTEM IS SET UP IN A VERY FORMULAIC WAY, 18 WEEKS, 2 SEMESTERS, 5 DAYS A WEEK, AND EVERY STUDENT FOLLOWS THAT SYSTEM. AND IF WE'RE GOING TO PULL A STUDENT OUT, WE HAVE TO DEVELOP A PLAN THAT IS GOING TO WORK FOR THAT STUDENT THAT IS DIFFERENT THAN THE COMPULSORY SYSTEM, AND WE HAVE TO ASSESS IT EVERY SINGLE MONTH TO MAKE SURE THAT STUDENT IS MAKING MINIMUM PROGRESS.
SO AS I AS WE LOOK AT THE SCHOOL IMPROVEMENT PLAN NUMBERS ON SOME OF THE THE METRICS THAT WE'VE IDENTIFIED, WE AREN'T NECESSARILY LOOKING AT A COHORT OF STUDENTS.
WE'RE LOOKING AT INDIVIDUAL STUDENTS. AND THEN THAT GIVES US THE COHORT NUMBER.
SO WE'RE NOT SAYING ALL FRESHMEN ARE DOING X, Y, Z.
JOHNNY AND BILLY AND SUSIE AND EVERY INDIVIDUAL STUDENT, BECAUSE THOSE STUDENTS MAY HAVE DIFFERENT GOALS ON THEIR WRITTEN STUDENT LEARNING PLAN THAT ARE DIFFERENT THAN THEIR CURRICULAR PROGRESSION MAY BE IN A TRADITIONAL SCHOOL.
OKAY. SO 1 OF THE I THINK THE, THE MARKERS, I GUESS, OF SOME OF YOU, WE ARE CURRENTLY WHAT'S AND WE'RE AN OSSSI SCHOOL PLAN 3 PLUS SCHOOL AND IMPROVEMENT.
OSSSI IS THE OFFICE OF STUDENT SCHOOL AND SYSTEMS IMPROVEMENT.
WHAT THAT MEANS IS WE'RE A SCHOOL THAT WAS IDENTIFIED AS NEEDING SOME HELP. AND THE REASON THAT SOME OF YOU IS IDENTIFIED AND HAS BEEN IDENTIFIED EVERY YEAR I'VE BEEN THERE IS BECAUSE OF OUR GRADUATE. OUR GRAD RATE GENERALLY HOVERS JUST BELOW 50%.
AND SO WE GET THEM AS JUNIORS. SOME OF THOSE STUDENTS ARE A YEAR OR MORE BEHIND AND MAKING UP MORE THAN A YEAR OF CREDITS IN A YEAR AND A HALF IS QUITE DIFFICULT NEXT TO IMPOSSIBLE. SO WE MAY HAVE THOSE STUDENTS PASS THEIR SENIOR YEAR.
AND SO WE'RE IDENTIFIED FOR LOW GRAD RATE BECAUSE THE STUDENTS ARE NOT GRADUATING ON TIME.
WHAT DOES COME WITH AN OSSSI IDENTIFICATION, AT LEAST IN THE PAST SEVERAL YEARS, HAS BEEN ADDITIONAL FUNDING TO HELP COME UP WITH CREATIVE WAYS TO HELP THOSE STUDENTS.
WHAT? WHAT CAN YOU DO DIFFERENT THAT YOU CAN'T PAY FOR? IN THE PAST SEVERAL YEARS, SOME OF YOU HAS USED THAT MONEY TO PAY FOR WHAT WE CALL OUR GRAD COACH.
STUDENTS ARE FREE TO GO MEET WITH WITH THE GRAD COACH, OR THE GRAD COACH WILL GO FIND THEM.
THE GRAD COACH IS SOMETHING THAT WE CAN USE AS AN INTERVENTION.
IF A STUDENT HAS AN UNSATISFACTORY PROGRESS REPORT, WE CAN SAY, YOU WILL NOW GO WORK ON MATH WITH THIS PERSON TO GIVE THEM THE EXTRA HELP THAT THEY NEED. THIS YEAR, HOWEVER. OH, WE'VE ALSO WE ALSO USE THAT MONEY TO PAY FOR IN THE PAST AN EXTENDED SCHOOL DAY. SO SOME OF YOU RAN A NIGHT SCHOOL FROM 3:30 TO 6:30 TO HELP GATHER THOSE, GRAB THOSE STUDENTS THAT WERE WORKING. THEY COULD COME IN AFTER WORK.
WE'VE USED IT TO PAY FOR WHAT WE CALL OUR INTENSIVE SUMMER SCHOOL.
WE JUST WE JUST KEEP WORKING UNTIL THE LAST DAY OF JUNE.
AS LONG AS THE MONEY HOLDS OUT, WE WILL CONTINUE OPERATING EVEN AFTER GRADUATION.
EVEN THE LAST DAY OF SCHOOL THIS YEAR, THE GRAD COACH WAS PICKED UP BY LAP FUNDS.
THANK YOU. LANELL. AND SO THAT GRANT MONEY WAS FREED UP.
AND SO WE NOW ARE USING IT. WE LOOKED AT THE DATA ON OUR NIGHT SCHOOL, AND WHAT WE SAW WAS EVERY YEAR WE SAW FEWER AND FEWER STUDENTS UTILIZING THE NIGHT SCHOOL. AND WE SUSPECT THE REASON FOR THAT IS THERE WERE OTHER VIABLE OPTIONS FOR THOSE STUDENTS.
THEY DIDN'T NECESSARILY HAVE TO COME INTO THE BUILDING FROM 330 TO 630.
[00:15:03]
WE HAVE TWO 30 MINUTE INTERVENTION PERIODS. AT THE END OF WE HAVE A MORNING SESSION AND AN AFTERNOON SESSION.AND SO WHAT WHAT WILL HAPPEN DURING THAT INTERVENTION TIME IS INSTEAD OF 50 TO 60 STUDENTS MEETING WITH TEACHERS AROUND THE BUILDING, WE'LL HAVE A DOZEN THAT WILL BE THERE. AND SO THEY CAN GET THAT INTENSIVE, INTENTIONAL, ONE ON ONE HELP WITH THE SPECIFIC TEACHER THEY NEED TO MEET WITH.
WE'VE ALSO USED WE'RE PLANNING ALSO ON USING THE THAT FUNDING TO AGAIN PAY FOR OUR EXTENDED SUMMER SCHOOL, AND THAT EXTENDED SUMMER SCHOOL IS UNEQUIVOCALLY EFFECTIVE.
LAST LAST YEAR WE SAW, I WANT TO SAY, 75 ADDITIONAL COURSES COMPLETED AND 11 ADDITIONAL GRADUATES, STUDENTS WHO, YOU KNOW, CAME TO GRADUATION. OR MAYBE THEY DIDN'T, THEY FINISHED UP THEIR COURSEWORK AND WE WERE ABLE TO GRADUATE THEM BEFORE JULY 1ST.
SO AS FAR AS OUR THIS THE SOCIAL EMOTIONAL LEARNING GOAL AND I WANT TO DO THEY DO YOU HAVE THE SIP IN FRONT OF YOU? OH YEAH. OKAY. WE TALK ABOUT LET ME FIND MY IN.
THE STUDENTS GETTING SATISFACTORY PROGRESS REPORTS. AND WHAT WE SEE THIS YEAR IS WE ARE HOVERING RIGHT AROUND 70 TO 75% OF STUDENTS EACH MONTH ARE EARNING A SATISFACTORY PROGRESS REPORT. JANUARY, THAT NUMBER DROPPED TO 65%, WHICH WAS A LITTLE CONCERNING.
AND THEN I LOOKED AND WE HAVE A NUMBER OF STUDENTS WHO START AT SOME OF YOU IN JANUARY BECAUSE THEY'RE THERE, THEY'RE SEEING THE END OF THE SEMESTER COMING AT THEIR TRADITIONAL SCHOOL, AND THEY REALIZE WHAT'S ABOUT TO HAPPEN. AND SO THEY ENROLL WITH US. AND SO THAT 1ST PROGRESS REPORT CAN BE A LITTLE BIT OF A CHALLENGE FOR THEM COMING INTO THE NEW SYSTEM.
THE OTHER THING THAT WE SEE IS WE HAVE OUR OWN STUDENTS WHO ARE LOOKING AT WHERE THEY ARE IN THEIR COURSES, AND THE SEMESTER IS COMING TO AN END AND WE TELL THEM, IF YOU WANT TO TRANSFER BACK, GO AHEAD, JUST DO IT AT THE SEMESTER CHANGE. AND SO THEY'RE LOOKING AT THEIR OWN PERFORMANCE THAT SOME OF YOU GOING I DON'T KNOW ABOUT THIS.
THE NEXT GOAL, THE NEXT AREA THAT WE WANTED TO FOCUS ON WAS THE NUMBER OF STUDENTS.
SOME OF THESE NUMBERS ARE TRADITIONALLY LOW. THERE'S A COUPLE OF REASONS FOR THAT.
MANY OF OUR STUDENTS ARE USING THE CTE PATHWAY.
THEY ARE UTILIZING THE PERFORMANCE BASED PATHWAY AT BATTLE GROUND VIRTUAL ACADEMY.
THEY ARE USING THE ACT PATHWAY. THE ASVAB PATHWAY IS VERY POPULAR FOR OUR STUDENTS.
SO THEY HAVE THEIR PATHWAY MET. AND THEN WE SIT THEM DOWN TO TAKE THE TEST.
AND THEY'RE NOT INCREDIBLY MOTIVATED TO WORK SUPER HARD TO DO WELL ON THAT TEST.
THAT THAT'S THAT'S PART OF WHAT'S GOING ON. SO WHAT WE LOOKED AT WAS IF WE'RE GOING TO FIND A MID TERM METRIC THAT'S MOVING STUDENTS TOWARDS PROFICIENCY ON SMARTER BALANCED, WE LOOK AT THE NUMBER OF STUDENTS WHO ARE COMPLETING THEIR COURSES WITHIN THE 12 WEEK TIMELINE AND OUR 12 WEEK TIMELINE.
WE ESTABLISH THAT BECAUSE WE ONLY DO FOUR COURSES AT ONCE.
OKAY, THE 36 WEEKS IN THE SCHOOL YEAR. SO 12 WEEKS, 12 WEEKS, 12 WEEKS.
SO WE LOOK AT THE NUMBER OF STUDENTS WHO ARE DOING THAT TO KIND OF GIVE US AN IDEA OF, ARE WE DOING THE RIGHT THINGS? ARE THE INTERVENTIONS WORKING? CURRENTLY, 64% OF OUR STUDENTS ARE EARNING SATISFACTORY PROGRESS REPORT IN ENGLISH AND 61% IN MATH.
THAT IS LOWER THAN OUR GOAL, OUR GOALS. OUR GOAL EVENTUALLY IS 90%.
WE HAVE AN ENGLISH A NEWER. SHE'S NOT A NEW ENGLISH TEACHER.
SHE'S BEEN TEACHING A LONG TIME, BUT SHE'S NEW TO SUMMIT VIEW.
AND THEN MATH. MATH IS RIGOROUS, MATH IS DIFFICULT.
AND SO GETTING STUDENTS TO COMPLETE ALGEBRA IN 12 WEEKS IS A REAL CHALLENGE.
AND SO MOST, MOST OF OUR STUDENTS COMPLETE THEIR 3 YEARS OF MATH IN FOUR YEARS INSTEAD OF JUST 3.
OKAY. SO GOING FORWARD WE'RE GOING TO LOOK AT THOSE NUMBERS AGAIN IN FEBRUARY WHEN I RAN THE NUMBERS TO SEE HOW MANY STUDENTS WERE COMPLETING EACH MONTH. THE PROGRAM WE USE IS A IS A IT'S A BRANCH OF HOMEROOM.
[00:20:04]
OKAY. AND I CAN LOOK AT POINT TO POINT, BUT ONLY TO THE CURRENT POINT.SO I CAN LOOK SEPTEMBER TO JANUARY. I CAN'T LOOK I, I CAN'T LOOK DECEMBER TO JANUARY.
OKAY. SO THAT IS OVER THE COURSE OF THE YEAR, MY INITIAL PLAN WAS, WAS TO LOOK EVERY MONTH.
I'M NOT ACTUALLY ABLE TO DO THAT UNLESS I DO IT WITHIN THE MONTH.
SO I CAN LOOK AT FEBRUARY RIGHT BY JUST SUBTRACTING.
WE KNOW THAT FAMILIES ARE LOOKING FOR SCHOOL CHOICE.
I THINK IT'S REALLY IMPORTANT THAT THE THAT WE PROVIDE THAT CHOICE AS BEST WE CAN.
LIKE I SAID BEFORE, SOME OF YOU IS THE MOST FLEXIBLE LEARNING OPTION IN CLARK COUNTY RIGHT NOW.
I DON'T KNOW OF ANOTHER PROGRAM THAT CAN SERVE THE BREADTH OF STUDENTS THAT WE CAN, FROM THE STUDENTS WHO ARE 21 YEARS OLD WITH A CHILD OF THEIR OWN AND BEHIND IN CREDITS, AND THAT 16 YEAR OLD WHO'S DONE AND READY TO GRADUATE WITH THEIR DIPLOMA.
THAT'S THE ONLY PART WE REALLY DO IS THE STRICT ACADEMICS.
THE IRONY OF SOME OF YOU IS EVEN THOUGH WE'RE ONLY DOING THE STRICT ACADEMICS, THE RELATIONSHIPS ARE OUR STUDENTS ARE BUILDING WITH OUR TEACHERS BECAUSE OF THAT, ONE ON ONE AND MASTERY BASED ENVIRONMENT ARE ARE VERY STRONG BECAUSE THE TEACHER KNOWS NOT JUST THAT STUDENT IN THEIR STORY, BUT THEIR SPECIFIC LEARNING STRUGGLES AND THEIR SPECIFIC STRENGTHS.
AND SO I THINK THAT THAT'S WHAT YOUNG PEOPLE ARE REALLY YEARNING FOR.
QUESTIONS? I MAY NOT LOOK IT, BUT Y'ALL, I'M PRETTY DANG NERVOUS.
DAVID, HOW MUCH TIME DO WE HAVE? SO BY OUR SCHEDULE, WE HAVE TILL 4:45.
THANK YOU. WE CAN ALWAYS BREAK EARLY IF THERE ISN'T ENOUGH QUESTIONS TO FILL THAT.
SURE. THANKS. YEAH. QUESTIONS? YOUR. YOU TALKED ABOUT CHANGING.
USING YOUR EXTRA FUNDS. YOU WERE DOING NIGHT SCHOOL BEFORE.
IS IT GONE AWAY COMPLETELY? IT HAS. OKAY. YEAH.
WE KNEW THAT THERE WAS A THERE WAS A NEED THERE, BUT IT BECAME VERY DIFFICULT TO JUSTIFY HAVING AN ENTIRE STAFF OF 12 TEACHERS AND 5 SUPPORT STAFF FOR A VERY SMALL NUMBER OF STUDENTS WHO, WHEN I SPOKE TO THEM, SAID, WELL, YEAH, I CAN COME IN EARLIER. I'M JUST CHOOSING TO COME IN NOW.
SO IF WE CAN SERVE THOSE SAME STUDENTS AND USE THAT MONEY ANOTHER WAY BY SIMPLY SHIFTING THEIR SCHEDULE, THAT MADE MORE SENSE TO US. OKAY. AND YOU MENTIONED SATISFACTORY PROGRESS REPORTS IN YOUR ENVIRONMENT.
YEAH IT IS. SO WHAT HAPPENS IS AND IT ALL WORKS.
SO WE'RE NOT ALLOWED TO COUNT A STUDENT UNLESS THEY HAVE A SATISFACTORY PROGRESS REPORT, OR WE HAVE AN INTERVENTION PLAN IN PLACE TO MITIGATE THE UNSATISFACTORY PROGRESS REPORT.
OKAY. SO AND WHEN WE DO THOSE IS ALL BASED ON COUNT DAY AT THE END OF THE MONTH.
OKAY. SO WE JUST GO BACK FROM WHEN COUNT IS AND WE DO THEM ALL THE WEDNESDAY BEFORE.
SO EVERY TEACHER LOOKS AT THEIR ROSTER AND ON THE SYLLABUS FOR EACH COURSE WE HAVE, WE HAVE TO DO TWO THINGS TO MAKE IT WORK. ALL 12. WE SAY THE COURSE IS DOABLE IN 12 WEEKS, SO EVERY WEEK WITHIN THOSE 12 WEEKS HAS TO BE LINED OUT.
UNDERNEATH THAT THERE'S MINIMUM MONTHLY PROGRESS.
WHAT DOES A STUDENT HAVE TO HAVE COMPLETE OR HAVE MASTERED AT A BARE MINIMUM FOR EACH COURSE? SO THE TEACHERS HAVE TO GO INTO THEIR GRADE BOOKS AND MAKE A DETERMINATION FOR EACH STUDENT SATISFACTORY OR UNSATISFACTORY.
AND THEN THE ADVISOR WHO IS ANOTHER TEACHER LOOKS AT ALL OF THEM.
OUR GENERAL RULE OF THUMB IS AT LEAST THREE OUT OF 4 CLASSES.
[00:25:01]
WORKING. WE CAN CONTINUE DOING IT AS WRITTEN.IF NOT, THEN WE PUT THAT INTERVENTION PLAN IN PLACE.
OKAY. SO NOW NEXT MONTH YOU HAVE TO DO X, Y AND Z.
SHE'LL SAY, YOU NEED TO SEE ME 1ST IN THE SESSION BECAUSE STUDENTS WILL WAIT TO GO SEE THE MATH TEACHER AND OOPS, I RAN OUT OF TIME BECAUSE MATH IS DIFFICULT, RIGHT? AND SO WE'LL SAY YOU SEE HER FIRST. AND THOSE THOSE INTERVENTIONS SHOW UP.
SO WE IN THE HOMEROOM SYSTEM WE USE WHEN A STUDENT CHECKS IN TO SEE A TEACHER, THEY OPEN UP.
THEY CAN OPEN THAT STUDENT'S WSOP ON THE COMPUTER AND THE INTERVENTIONS ARE LISTED.
OKAY. SO THEY MIGHT GO SEE THE ART TEACHER. AND MISS VINEYARD WILL SAY, HEY, HAVE YOU SEEN MISS SWAN YET? BECAUSE YOU'RE SUPPOSED TO SEE HER FIRST. NO.
NOT ANOTHER QUESTION RIGHT NOW. BUT I WILL SAY WHEN WE DID THE BOARD TOUR I WAS IMPRESSED WITH THE IDEA THAT YOU CAN TAKE IN WHOEVER NEEDS IT, MAKE A PLAN AND GET THEM FROM POINT A TO POINT GRADUATION.
AND THE CARING THAT THE TEACHERS HAD, THE 1 ON 1, EVERY TIME WE PASSED AN OFFICE, YOU COULD SEE THAT THE STUDENT WAS ENGAGED WITH THE TEACHER AND VICE VERSA. IT WAS REALLY IMPRESSIVE.
I APPRECIATED THE THE OPPORTUNITY TO SEE THAT.
THANK YOU. YEAH, THERE WERE AND I CAN'T GIVE SPECIFICS.
I KNOW EACH OF THOSE STUDENTS, THERE WERE STUDENTS THERE WHO WERE CONSTANTLY IN TROUBLE AT THEIR PREVIOUS SCHOOL BECAUSE OF BEHAVIOR, DISCIPLINE, UNABLE TO LEARN. THEY JUST THEY COULDN'T PARTICIPATE IN THAT STRUCTURE.
AND SO WE'RE ABLE TO GET THEM SUCCESSFUL BY PULLING THEM OUT AND DOING SOMETHING DIFFERENT.
AND I ALWAYS, I ALWAYS HAVE TO CHUCKLE BECAUSE WE'LL GET THESE DISCIPLINE RECORDS THAT ARE, YOU KNOW, SIGNIFICANT, RIGHT? AND I LOOK THROUGH IT AND IT'S ALWAYS THE THREE D'S.
LIKE STOP. YOU'RE NOT READY TO LEARN. COME BACK WHEN YOU ARE.
AND IT JUST DISAPPEARS. IT JUST EVAPORATES. IT'S REALLY COOL TO SEE.
YOU'RE SPEAKING TO MY KIND OF KIDS. MY WIFE AND I RAN A GROUP HOME FOR TEENAGERS THAT HAD LOTS OF STRUGGLES AND LOVED THE ENVIRONMENT, AND I COULD SEE HOW THAT WOULD BE SUCCESSFUL FOR THOSE STUDENTS. YEAH, YEAH.
I WAS ALSO VERY IMPRESSED WITH WHAT I SAW. YOU'RE DEALING WITH 384 STUDENTS, WHICH, I MEAN, THAT CHANGES DAILY, OF COURSE. AND THEY GRADUATE WHEN THEY'RE DONE.
WHENEVER THEY FINISH, THEY GET TO GRADUATE THAT MONTH.
JUST THE THE HAVING THE NOT GOOD ENOUGH GRADING.
IT'S THEY HAVE TO MASTER THE CLASS IN ORDER TO MOVE ON.
WHAT A NOVEL IDEA. I WISH WE COULD DO THAT IN EVERY PROGRAM, BUT OF COURSE WE CAN'T.
AND YEAH, THE ONE ON ONE SUPPORT. THE ABILITY OF THE TEACHERS.
I CAN'T FATHOM BEING ABLE TO TEACH ALGEBRA ONE, ALGEBRA TWO, OR BASIC MATH ALL IN THE SAME HOUR, WITH THE SAME WITH ALL THOSE KIDS IN THE ROOM.
AND GOING FROM ALGEBRA ONE OVER HERE WITH THIS KID AND BASIC MATH WITH THIS KID, AND AND HAVING TO KNOW THOSE PROGRAMS SO WELL, TO BE ABLE TO MEET THE INDIVIDUAL NEEDS OF THOSE STUDENTS IN THE MOMENT WAS PHENOMENAL.
SO THERE I WAS JUST VERY IMPRESSED WITH THE WHOLE THE GRAD RATE.
WHEN YOU LOOK AT IT, 40 TO 45%, YOU'RE LIKE, YIKES.
BUT WHEN YOU KNOW THAT IT'S THEY GET JUNIORS WHO CAN'T MAKE UP THOSE CREDITS IN 2 YEARS, SO THEY'RE NOT GOING TO GRADUATE ON TIME, BUT THE OPPORTUNITY IS THERE TO GRADUATE.
SO I WAS JUST VERY IMPRESSED WITH THE WHOLE SCHOOL AND THE PROUD THAT WE CAN OFFER THIS KIND OF PROGRAM FOR KIDS THAT NEED IT. THANK YOU. KEVIN, I WAS WONDERING.
I KNOW IT USED TO BE A NUMBER THAT WAS SIGNIFICANT.
I DON'T KNOW IF IT STILL IS OUT OF DISTRICT STUDENTS.
HOW MANY? I MEAN, APPROXIMATELY HOW MANY STUDENTS HAD A DISTRICT? IT'S 30%. ABOUT 30%. IT'S ABOUT 30%. SO WE'RE NOT ONLY SAVING OUR KIDS WITHIN THE SYSTEM THAT NEED ANOTHER PLAN, WE'RE SAVING OTHER KIDS. YEAH, AND THAT WAS 30% ABOUT DECEMBER.
WE JUST ENROLLED 15 STUDENTS TODAY, 15 MORE SO THAT THAT 384 NUMBER IS GOING UP.
AND WE GOT NEW APPLICATIONS FOR NINE MORE STUDENTS TODAY.
AND A LOT OF THEM ARE COMING FROM NEIGHBORING DISTRICTS.
[00:30:02]
A LOT OF THE PROGRAMS ARE FULL AND A LOT OF THEM, THEY'RE LOOKING FOR SOMETHING DIFFERENT.I JUST I WAS READING YOUR PLAN OF ACTION FOR THE MATH SIP GOAL.
ABOUT THE PLC. DID THEY MEET ON WEDNESDAYS LIKE THE OTHER SCHOOLS DO? YEAH THEY DO. OKAY. AND HOW IS THAT GOING? SINCE THEY'RE ALL.
I MEAN, THESE TEACHERS JUST THEY HAVE TO BE WIZARDS BECAUSE THEY'RE JUST THEY CAN DO SO MANY THINGS AND JUST SO, SO VERSATILE. AND I'M JUST WONDERING HOW, HOW DOES THAT WORK WITH, WITH JUST HAVING TO LIKE WHAT LAURIE SAID, YOU KNOW, SO MANY HATS AND AND JUST MOVING WITH KIDS AT DIFFERENT LEVELS AND DIFFERENT TIMES AND SPACES.
AND IT'S BECAUSE EXACTLY OF THAT YOU HAVE TO BE AN ABSOLUTE MASTER OF YOUR CURRICULUM.
AND JUST LIKE LAURIE WAS SAYING, BECAUSE YOU MAY GET A STUDENT SITTING DOWN IN THIS STUDENT IS IN ALGEBRA 1, CHAPTER 5, AND THIS STUDENT'S IN ALGEBRA TWO, SECOND SEMESTER, CHAPTER 12.
AND YOU'RE TEACHING THEM CONCURRENTLY. RIGHT.
SO THEY DON'T HAVE A LESSON READY TO GO. THE KID COMES IN AND SAY, WHAT ARE WE WORKING ON TODAY? BECAUSE WE HAD TO FLIP THE CLASSROOM TO MAKE IT WORK. SO THE PLC FOR THE MATH TEACHERS AND SPECIFICALLY THAT IS ON WEDNESDAY MORNINGS, IT'S IMPORTANT TO UNDERSTAND WHAT THE PROCESS OF A PLC LOOKS LIKE FROM A GLOBAL SCALE.
THE OTHERS ARE TAUGHT BY A DIFFERENT TEACHER. THEY'RE NOT SHARING KIDS, SO THEY'RE NOT SAYING, THIS IS HOW THIS STUDENT DID ON THIS THING. WHAT THEY DO IS THEY LOOK, OVERALL, HOW ARE STUDENTS DOING AT SOME OF YOU ON CHAPTER FIVE? OKAY. THEN THEY'RE LOOKING AT HOW THEY'RE TEACHING IT, HOW THEY'RE ASSESSING IT AND MAKING ADJUSTMENTS TO THE CURRICULUM.
SO WE'RE PRETTY INTENTIONAL ABOUT HOW WE DO THAT.
AND SO WE ARE YES, WE'RE ADJUSTING FOR STUDENTS IN THE MOMENT, BUT WE'RE ALSO ADJUSTING FOR THE NEXT BATCH OF STUDENTS WERE GETTING IN IF WE NEED TO MAKE CHANGES. THAT'S ONE OF THE THINGS THAT WE SAW WITH OUR ENGLISH CLASSES.
AND THEN WE DID A DEEP DIVE INTO THE RIGOR AND REALIZED WE WERE NOT WHERE WE NEEDED TO BE.
OKAY, SO WE WE, THE ENGLISH TEACHERS GOT TOGETHER AND SAID, WE NEED TO LOOK AT THESE COURSES AND HOW DO WE INCREASE THE RIGOR, MAKE IT HIGH SCHOOL RELEVANT AND STILL DOABLE FOR STUDENTS WHO ARE DISCOURAGED LEARNERS.
AND THE MATH THE MATH TEAM IS JUST TO. I WAS GOING TO ASK, HOW DO YOU HOW DO YOU DO A PLC WHEN THERE'S SO FEW TEACHERS? IT'S YEAH. SO YEAH, AGAIN, THAT WOULD LOOK DIFFERENT THAN IT DOES, BUT THEY DO IT.
AND HOW IS THIS STUDENT DOING ON THIS CURRICULUM? HOW IS THIS STUDENT DOING ON THIS STANDARD? WOW.
I HAVE I HAVE 9 STUDENTS WHO ARE HAVING TO RETAKE THIS TEST.
THEN SHE'S GOING BACK AND LOOKING AT COULD THERE BE A REASON FOR THAT? SHE'S LOOKING AT THE CURRICULUM, IN HER DELIVERY, IN HER INSTRUCTION, AND THEY'RE DOING THAT BUILDING WIDE. SO THEY'RE REALLY GETTING INDIVIDUALIZED, INDIVIDUALIZED EDUCATION, WHICH IS PRETTY REMARKABLE REALLY.
OKAY. SO IN THE GOALS. OKAY. AND KEVIN, THIS.
KEVIN. DAVID, THIS MAY INVOLVE YOU TOO. YOU GUYS TOGETHER SOMEHOW MAY HAVE I. I I SEE GOALS THAT I HEARD YOU TALK ABOUT A LOT OF THINGS THAT I COULDN'T QUITE TRACK IN THESE GOALS.
OKAY MAYBE I SHOULD START, BECAUSE THERE'S PLENTY OF TIME.
I CAN'T I SIT HERE, YOU KNOW, I, I DON'T CARRY THE GOOD FACE.
LOOK, YOU KNOW, KIND OF A THING. I'M A SERIOUS ABOUT THIS STUFF BECAUSE THIS IS.
THIS IS SERIOUS STUFF. AND I CAN'T TELL YOU HOW PROUD I AM OF YOU GUYS.
SO WE WERE ABLE TO MEET WITH YOU AND TALK LIKE NOBODY ELSE CAN, YOU KNOW? AND UNLESS THEY ASKED TO COME AND TALK WITH YOU.
BECAUSE I BET YOU YOU WOULD ANYBODY WHO WANTED TO, YOU'D TALK WITH THEM. BECAUSE THIS PLAN, THIS PROGRAM IS LIKE, AMAZING, OKAY. AND IT DOESN'T GET ANY KUDOS ON PAPER AND IN REPORTS.
[00:35:01]
AND I'M CONCERNED THAT IT EVEN LIKE SOMEHOW NEGATIVELY IMPACTS, YOU KNOW, OUR OVERALL NUMBERS BECAUSE THIS STUFF IS SO HARD TO QUANTITATE INTO THE SCHOOL THING. YOU KNOW, KIND OF LIKE GRADUATION RATES.OKAY, IF I'M NOT MISTAKEN, THE GRADUATION RATES KIND OF LIKE CHIP US A LITTLE BIT BECAUSE, YOU KNOW, THEY'RE NOT THEY JUST DON'T ADD UP CORRECTLY, YOU KNOW, FOR WHAT WE'RE DOING.
OKAY. SO MY QUESTIONS ARE CENTERED IN THIS SIP OKAY.
OKAY, I SEE HERE I'M GOING TO. SO HERE'S WHAT I SEE.
THIS IS OKAY MEASURABLE. SO WE GOT A PLAN OF ACTION.
AND WE GOT MEASURABLE OUTCOMES FOR MATH I ALWAYS LOOK AT MATH BECAUSE I UNDERSTAND THAT MORE OKAY.
RIGHT RIGHT RIGHT. SO THE PLAN OF ACTION HAS TO DO WITH THE PLC AND SOME GOALS AND STUFF OKAY.
AND THIS WILL BE MONITORED BY USING MONTHLY PROGRESS.
AND I DON'T DOUBT THAT YOU'RE DOING THAT. AND THAT'S GOOD DATA.
BUT I DON'T SEE A REPORT OF HOW WE'RE DOING OR HOW WE DID SAY, ALL I SEE IS THIS ONE NUMBER HERE WITH THESE FIVE, 2.2%, WHATEVER IT IS, YOU KNOW, KIND OF A THING, YOU KNOW.
AND SO SOMEHOW IN OUR SCHOOL IMPROVEMENT PLAN, I WOULD LIKE TO SEE THE GOALS THAT YOU SET, WHICH I THINK ARE THE RIGHT GOALS, THE KIND OF GOALS YOU GUYS ARE SETTING.
AND I WOULD LIKE TO SEE HOW YOU DID ON THOSE GOALS, YOU KNOW, BECAUSE I THINK IF WE SAW HOW YOU WERE DOING ON THOSE GOALS, EVERYBODY WOULD WOULD UNDERSTAND THE VALUE OF WHAT WE'RE DOING HERE.
WE'RE GETTING SOMETHING DONE, YOU KNOW, BUT IT JUST DOESN'T SHOW UP IN THIS REPORT.
AM I AM I WRONG, DAVID? AM I AM I JUST NOT LOOKING IN THE RIGHT SPOT ON THIS REPORT? WELL, IF I IF I COULD PARAPHRASE IT, IT REALLY SOUNDS LIKE YOU'RE LOOKING FOR ADDITIONAL METRICS TO SHARE THE WHOLE STORY AND THAT THE CURRENT THE CURRENT METRICS THAT ARE ON THERE, SPECIFICALLY, SMARTER BALANCE IS ONLY ONE METRIC OF MANY.
IT'S NOT REALLY MUCH VALUE IN MY OPINION, BECAUSE OF WHAT KEVIN'S SAYING.
HE CLEARLY SAID, WELL, HERE'S WHAT WE'RE DOING AND HERE'S HOW WE'RE MEASURING IT LIKE THAT.
MEASURABLE OUTCOMES. IT'S PRETTY CLEAR, YOU KNOW, YOU'RE LOOKING AT IT MONTHLY, YOU KNOW, AND YOU'RE SEEING HOW YOU'RE DOING. YOU KNOW. AND I BELIEVE KEVIN WAS REFERENCING KEVIN. YOU CAN CLARIFY, BUT WAS REFERENCING THE PERCENTAGES ON SOME OF THOSE MONTHLY PROGRESS REPORTS AND THAT THAT'S KIND OF THE ONGOING PROGRESS MONITORING THAT THEY'RE BUILDING IS DOING TO ENSURE THAT THEY'RE MOVING TOWARDS PROFICIENCY ON SMARTER BALANCE.
YES. BUT IT'S NOT DOCUMENTED IN THE PLAN PER SE.
AS FAR AS THE RESULTS PER MONTH SPECIFICALLY SAID, WHAT WE'RE LOOKING AT IS HOW MANY PEOPLE ARE FINISHING THESE CLASSES, BECAUSE IF THEY'RE FINISHING A MATH CLASS, THEY'VE DEMONSTRATED THAT THEY KNOW THE STUFF, AND IF THEY KNOW THE STUFF, THEN THEY'RE HEADED IN THE RIGHT DIRECTION AS FAR AS THE SMARTER BALANCE GOES, YOU KNOW? SO THEY'RE NOT LOOKING AT A NUMBER LIKE A GRADE LEVEL PROFICIENCY.
THEY'RE LOOKING AT COMPLETING STUFF. AND HOW MANY PEOPLE ARE COMPLETING STUFF.
AND THAT'S GOOD DATA IN MY OPINION. I THINK, YOU KNOW, AS A MATH TEACHER.
AND SO AND SO IT'S FRUSTRATING TO ME TO NOT SEE WHAT THE SCHOOL IS REALLY ACCOMPLISHING IN GOOD STUFF IN THIS REPORT. I THINK ONE OF THE STRUGGLES, I'M GLAD YOU ACTUALLY BROUGHT THIS UP, BECAUSE IT'S ONE OF THE THINGS I'VE BEEN THINKING ABOUT, PARTICULARLY AFTER A TRAINING I JUST CAME FROM.
AND THIS IDEA OF LEADING AND LAGGING DATA AND SIPS ARE THE PROCESS THAT WE GO THROUGH, IS REQUIRED BY THE STATE AND IT'S REQUIRED TO USE SBAC, BUT IT'S LAGGING DATA. IT'S AFTER THE FACT.
IT DOESN'T NECESSARILY INFORM WHAT IT IS THAT OUR TEACHERS ARE DOING ON A DAILY BASIS.
AND I THINK IN THIS CASE, THE THE PLANS THE TEAMS ARE REVIEWING EACH MONTH.
AND THE COURSES THAT STUDENTS ARE. ARE COMPLETING IS REALLY THE LEADING DATA.
THAT'S THE DATA THAT IS. TO YOUR POINT, TERRY, I THINK DEAD ON THAT.
AND THERE'S GOT TO BE A WAY TO BRING ALL OF THOSE TOGETHER IN ONE PLACE.
[00:40:03]
WELL, MAYBE WE JUST NEED A DIFFERENT WAY TO DO THAT.BUT FOR THE SIP PLAN, WE CAN PUT THE INFORMATION THAT THEY WANT THERE, AND THEN WE CAN PUT MORE.
WE DON'T HAVE TO JUST PUT ONLY WHAT THEY REQUIRE.
I DON'T KNOW ALL THE REQUIREMENTS. SO AGAIN, I WAS TALKING WITH A SCHOOL DISTRICT YESTERDAY ABOUT SOMETHING THAT THEY WERE DOING WHERE THEY'RE, THEY'RE BUILDING ON THEIR WEBSITE. I THINK WE GOT FIVE MINUTES THOUGH.
THEY WERE BUILDING ON THEIR WEBSITE, YOU KNOW, THE DATA THAT THE COMMUNITY WANTS TO SEE THAT DEMONSTRATES GROWTH RATHER THAN LOOKING AT THIS, THESE, YOU KNOW, THESE NUMBERS. THAT'S ALL WE GOT TO LOOK AT.
AND I AND I'M HAVING BEEN A TEACHER. I KNOW THE FRUSTRATIONS WITH THE NUMBERS SAY SO.
SO THAT'S KIND OF WHAT I WANTED TO ADDRESS. AND I WANTED TO MAKE SURE I WAS READING CORRECTLY.
YOU GAVE SOME NUMBERS AT THE VERY BEGINNING, IF YOU REMEMBER THE DATA THAT YOU GAVE AT THE VERY BEGINNING, COULD YOU SAY THAT DATA AGAIN FOR ME? BECAUSE I WANTED TO STOP YOU AND ASK ABOUT THAT.
AND I KNOW I'M NOT GOING TO INTERRUPT, AND NOW I HAVE NO CLUE WHAT IT WAS, SO.
YEAH. SO ON AVERAGE, ON AVERAGE, 68% OF OUR STUDENTS ARE MEETING THEIR THEIR ELA STANDARDS BEING MARKED SATISFACTORY IN THEIR ENGLISH AND LANGUAGE ARTS COURSES EVERY SINGLE MONTH, ON AVERAGE. AND 61% OF OUR STUDENTS IN MATH ARE BEING MARKED SATISFACTORY IN THEIR MATH COURSES.
AND DO YOU HAVE A GOAL FOR THOSE NUMBERS? I WOULD LIKE 90%.
OKAY, SO I WOULD I WOULD SWEAT OVER MY NUMBERS AND FIGURE OUT WHAT MY GOALS ARE.
OKAY. DO YOU APPROACH IT IN THAT WAY ALSO OR DO YOU LIKE JUST SAY, WELL I WISH WE COULD GET TO 90.
WELL, WHAT I DO KNOW IS BY THE END OF THE YEAR, THAT NUMBER WILL INCREASE 70 TO 75 TO 80%.
THAT'S AWESOME. OKAY. AT THE MIDPOINT IN THE YEAR, IT'S DIFFICULT.
WE GET STUDENTS ALL YEAR LONG. IT TAKES THEM A LITTLE BIT TO GET TO GET USED TO THIS SYSTEM.
IF THEY ARE, FOR EXAMPLE, IF THEY'RE A SOPHOMORE AND THEY JOIN US NOW FOR TEN AND A HALF YEARS, BELLS HAVE TOLD THEM WHERE TO GO AND WHEN TO BE THERE. WE DON'T HAVE BELLS.
WE DON'T HAVE CLASS PERIODS. I DON'T HAVE A LATE WORK POLICY.
I DON'T HAVE A TEST RETAKE POLICY. YOU FAIL THE TEST, YOU RETAKE IT.
SO THE FIRST COUPLE OF MONTHS, WE SEE STUDENTS REALLY STRUGGLE AND THEN THEY START TO TAKE OFF.
SO DECEMBER, JANUARY, FEBRUARY NUMBERS I'M ALWAYS A LITTLE DEPRESSED WHEN I SEE THEM.
AND THEN MARCH, APRIL, MAY, JUNE, THEY GET MUCH, MUCH BETTER.
AND HERE'S WHAT I'M SUGGESTING. WHAT I WOULD LOVE TO SEE IS YOU.
SO IT SOUNDS LIKE YOU HAVE A GOAL. YOU KIND OF KNOW WHERE THIS SHOULD END UP.
AND I WOULD LOVE TO KNOW WHEN IT'S ALL SAID AND DONE WHEN WE'RE SITTING AROUND HERE IN AUGUST.
SEPTEMBER. HOW DID YOU DO WITH REGARD TO THAT GOAL YOURSELF? YOU KNOW, HOW DID YOU FEEL? DID YOU HIT IT? IF NOT, WHY NOT? WHAT ARE YOU THINKING? YOU KNOW, WHERE WE AT? OR DID YOU LIKE, OVERACHIEVE? YOU KNOW, WE'RE JUST WE'RE JUST SO EXCITED ABOUT WHAT WE'RE DOING.
SO THAT KIND OF STUFF. THAT'S ALL I'M SAYING. BECAUSE.
AND POTENTIALLY VERY DOABLE, ESPECIALLY FOR SCHOOLS WHO DON'T FIT THE MOLD.
SOME OF YOU DEFINITELY DOESN'T FIT THE MOLD. AND I COULD EASILY SEE US PUTTING SOME TYPE OF SECONDARY GOAL, ESPECIALLY UNDER THE HIGH QUALITY INSTRUCTION WHERE THE METRICS ARE ALWAYS TIED TO SMARTER BALANCE. THAT WOULD CAPTURE SOME OF THE GROWTH THAT HAPPENS ON.
BALANCE IS KIND OF UP HERE, AND THE DAILY CLASSWORK IS DOWN HERE.
AND TRANSLATING OUR EFFORTS HERE DON'T ALWAYS SHOW UP ON SMARTER BALANCE AND SPECIFIC TO SUMMIT.
VIEW YOUR REQUEST IS, I THINK, DOABLE AND SOMETHING WE COULD CERTAINLY TAKE A LOOK AT, KIND OF DIFFERENTIATING THE SIP PLAN TEMPLATE FOR THE SCHOOLS SPECIFICALLY. SOME OF YOU I DON'T SEE A PROBLEM WITH US.
YEAH. FOR SURE. I JUST WANT TO BE MINDFUL. WE HAVE 1 MINUTE LEFT FOR SOME OF YOU.
IT'S ONLY JANUARY, SO THAT'S PHENOMENAL BECAUSE AGAIN, THEY GRADUATE WHEN THEY ARE FINISHED.
WE'RE SO PROUD OF IT. YEAH. WELL AND YOU'RE AND YOU AND YOU'RE OFFERING HOPE AND THAT'S I THINK SOMETHING THAT WE REALLY, I THINK A LOT OF KIDS ARE MISSING IN THEIR LIFE.
YEAH. THEY'VE LOST THEIR DREAMER. THEY'VE THEY DON'T KNOW HOW TO HAVE HOPE ANYMORE.
BECAUSE OF THE HARD KNOCKS OF LIFE. AND SO, YOU KNOW, I.
[00:45:02]
I JUST LOVE WHAT YOU GUYS DO. I THINK WE NEED TO DO MORE OF IT.AND WE NEED TO SUPPORT AS MANY KIDS AS WE CAN OUT THERE TO GET THEM ACROSS THE FINISH LINE.
AND, I MEAN, I THINK YOU GUYS ARE DOING AN AMAZING JOB.
I THINK I THINK YOUR TEACHERS, I MEAN, THEY ALL NEED TROPHIES.
THEY REALLY DO BECAUSE I CAN'T EVEN IMAGINE HOW THEY ARE SUCCESSFUL IN DOING THAT.
BUT WHAT A TALENTED GROUP OF FOLKS THAT WORK, THAT WORK IN THAT FIELD.
SO IT'S IMPRESSIVE TO WATCH. I THANK YOU SO MUCH FOR THE LEADERSHIP TOO, THAT YOU'RE DOING BECAUSE OBVIOUSLY, YOU KNOW, YOU'VE GOT GREAT PEOPLE BEHIND YOU, BUT YOU'RE YOU'RE LEADING THE WAY.
SO THANK YOU FOR ALL THE HARD WORK THAT YOU'RE DOING TOO.
OUR NEXT SCHOOL IS PRAIRIE HIGH SCHOOL. I KNOW THEY'VE GOT SOME GREAT THINGS TO SHARE WITH YOU AS WELL, SO SEE YOU IN A COUPLE MINUTES. [APPLAUSE] THAT WAS A GOOD WORD.
GET STARTED WITH OUR NEXT SCHOOL. AND THIS SCHOOL WILL HAVE A COORDINATING POWERPOINT TO FOLLOW ALONG WITH TO PROVIDE YOU SOME ADDITIONAL VISUALS.
[00:50:01]
WE'RE REALLY EXCITED TO HAVE PRAIRIE HIGH SCHOOL. THEIR ENTIRE TEAM IS GOING TO BE SPEAKING WITH YOU THIS AFTERNOON.WE HAVE STEPHANIE WATTS, PRINCIPAL OVER HERE, CHARB GOURDE, ASSISTANT PRINCIPAL EVERETT KLODT, MISSPOKE EARLIER, CALLED A KLODT. IT'S KKLODT.
SO I APOLOGIZE TO HIM. HE SAID DON'T LET IT EVER HAPPEN AGAIN.
SO I SAID IT WON'T. GOOD FOR YOU. AND THEN DARREN.
DARREN FOX. AND SO THE 4 OF THEM ARE GOING TO BE SHARING SOME OF THE EXCITING WORK THEY'RE DOING AS A SCHOOL AND HAVE PUT TOGETHER A NICE LITTLE PRESENTATION FOR YOU, SAME FORMAT, 25 MINUTES FOR THEM TO PRESENT WITH A 10 MINUTE Q&A AT THE END.
WE SHOULD BE DONE BY 5:30. FINGERS CROSSED. AT THIS POINT, I'LL TURN IT OVER TO STEPH.
JUST SOMETHING I KIND OF WANTED TO POINT OUT.
SO IF YOU PUT THAT INTO PERSPECTIVE OF SOME OF THE THINGS THAT WE'VE BEEN TRYING TO DO IT KIND OF MAKES WE FEEL LIKE WE'VE BEEN DOING THIS FOR YEARS TOGETHER. SO I GUESS THAT KIND OF SPEAKS TO OUR COHESION.
AND ANYTIME YOU HAVE A TRANSITION WITH A NEW ADMIN TEAM, IT CAN BE SORT OF STICKY OR TRICKY.
AS YOU NAVIGATE SOME OF THE THINGS THAT YOU'RE TRYING TO DO IN A BUILDING.
AND WHEN WE CAME IN IN AUGUST AS A TEAM, WE MET WITH OUR LEADERSHIP STAFF OF TEACHERS TO TRY TO FIGURE OUT WHAT WAS THE BEST WAY TO MOVE FORWARD AND CREATE A MEANINGFUL GOAL FOR OUR BUILDING AND WHAT WE WANTED TO DO FOR PRAIRIE AND THE COMMUNITY.
AND SO THIS IS KIND OF WHAT WE WANT TO WE WANT TO TALK ABOUT AS WE GO THROUGH THIS PROCESS.
NOT ONLY HAVE WE HAD A CHANGE IN OUR ADMIN TEAM, BUT WE'VE ALSO HAD TO CHANGE.
WE'VE HAD A LOT OF DEMOGRAPHIC CHANGES THROUGHOUT PRAIRIE.
AND I'VE STARTED AT PRAIRIE IN 2012 AS AN ASSISTANT PRINCIPAL.
BUT THE RECORDS THAT YOU CAN SEE ON OSPI GO BACK TO 2018 SCHOOL YEAR.
AND SO YOU CAN SEE FROM THAT PIECE, YOU CAN SEE OUR DEMOGRAPHICS HAVE CHANGED QUITE SIGNIFICANTLY, ESPECIALLY IN OUR MULTILINGUAL LEARNERS. THAT IS ALMOST WELL TRIPLED SINCE 2017 AND OUR LOW INCOME HAS DOUBLED. BUT THE PIECE THAT I'M MOST PROUD OF IS THE FACT THAT OUR GRADUATION RATES CONTINUE TO AVERAGE AROUND 86% OVER THOSE YEARS. AND SO AND THAT REALLY SPEAKS TO THE CULTURE THAT WE'VE CREATED AT PRAIRIE AND THAT I CONTRIBUTE TO OUR STAFF.
SO AS ADMINISTRATION MAY CHANGE OVER THE YEARS, THE STAFF HAS BEEN FAIRLY CONSISTENT.
AND WHEN WE CAME IN. SO THAT KIND OF GOING BACK NOW TO WHEN THIS ADMIN TEAM CAME TO BE, OUR STAFF REALLY WANTED TO REGAIN THE CULTURE AND CLIMATE THAT WE HAD HAD IN PREVIOUS YEARS BECAUSE OF THE COMMUNITY AT THE SCHOOL IS SO IMPORTANT, AND NOT ONLY WITHIN THOSE WALLS, BUT EXTENDING OUT TO OUR TO THE COMMUNITY AROUND US.
AND THEY WERE SO OVERWHELMED. AND IT'S BEEN A WHILE.
THEY WERE VERY ADAMANT THAT IT WAS VERY FRUSTRATING TO KEEP HAVING NEW THINGS.
AND SO WHAT WE DID IS WE WE SIMPLIFIED EVERYTHING AND KEPT IT DOWN TO 5 VERY CLEAR GOALS THAT WE COULD WORK WITH YOU, WITH THE DISTRICT AND WITH OUR TEACHERS SO THAT WE COULD STREAMLINE EVERYTHING SO THAT WHEN WE'RE DOING THIS WORK FOR OUR STUDENTS, IT DIDN'T FEEL LIKE ONE MORE THING BECAUSE AS YOU KNOW, WHEN YOU'RE WHEN YOUR PLATE IS OVERFLOWING, YOU DON'T DO ANYTHING WELL. AND OUR TEACHERS REALLY WANTED TO MAKE SURE THEY WERE DOING RIGHT BY THEIR, BY OUR STUDENTS. SO GOING ON TO THE THE SCHOOL FOCUS THIS YEAR OBVIOUSLY WE WANTED TO MAKE SURE THAT IN FRONT OF US, FOR EVERY SINGLE STAFF MEETING, EVERY SINGLE LEADERSHIP TEAM MEETING.
ADMIN MEETING THAT WE PUT FORTH THESE THINGS AS OUR FOCUS.
SO WE ARE TALKING ABOUT PBIS AND OUR TIER 1 AND TIER 2 INTERVENTIONS.
WE ARE TALKING ABOUT PLCS AND HOW WE CAN SUPPORT THE WORK AROUND PLCS.
WE DID AN EMPHASIS IN OUR WAIVER DAYS ON BUILDING SMART GOALS.
[00:55:04]
WE ALSO HAD A FOCUS ON WHICH YOU GOT TO SEE WHEN YOU CAME TO VISIT WITH US OUR ALGEBRA ONE PLCS AND HOW WE'RE IMPLEMENTING INTERVENTIONS FOR THOSE KIDS. OUR ELA, OUR ENGLISH 9TH GRADE PLC IS WORKING ON INTERIM ASSESSMENTS.THEY'RE GOING TO START ROLLING THOSE OUT IN FEBRUARY.
NOW THAT WE'VE REACHED THE SECOND SEMESTER, AS WE APPROACH THE SMARTER BALANCE ASSESSMENT.
AND THEN AS FAR AS STAFF, WE TRY TO HIGHLIGHT A STAFF MEMBER AT EVERY STAFF MEETING AND PRACTICES THAT THEY ARE DOING WELL THAT REPLICATE THE THE EVALUATION SYSTEM. SO WHEN WE GO INTO A CLASSROOM AND WE'RE DOING OBSERVATIONS OR WALKTHROUGHS AND WE SEE SOME SOMETHING THAT OTHER TEACHERS CAN BENEFIT FROM, WE PUT THEM IN FRONT OF THE STAFF TO HIGHLIGHT THAT WORK AND SO THAT THEY CAN TEACH EACH OTHER.
DARREN IS GOING TO SPEAK A LITTLE BIT ABOUT WHAT'S HAPPENING WITH OUR PBIS PROGRAM.
THANK YOU. SO WE'VE HAD SOME GOALS IN OUR SIP AROUND TIER 1 AND TIER 2.
SO I'M GOING TO SPEAK A LITTLE BIT TO WHAT WE'RE DOING, WHAT WE'VE BEEN FOCUSING ON THIS YEAR.
OUR TIER ONE TEAM, WE HAD SOME FEEDBACK THAT WE HAD STUDENTS, STAFF AND PARENTS ATTENDING, BUT THEY WEREN'T ALWAYS ATTENDING WITH AS OFTEN AS WE WANTED.
SO WE'VE BEEN FOCUSING A LOT ON THAT AND THAT'S BEEN PROVED.
SO OUR GOAL WAS WAS MORE THAN 80%. WE'VE DONE THAT.
WE'VE FOCUSED A LOT ON ANALYZING BEHAVIOR DATA EACH MONTH TO SEE WHAT TYPE OF STUDENT BEHAVIOR STANDS OUT FROM A TIER 1 PERSPECTIVE, AND THEN LOOK AT INTERVENTIONS AND POSITIVE SUPPORTS WE CAN PUT INTO PLACE TO DEAL WITH THAT.
THOSE HAVE BEEN THE BIG ONES OVER THE PAST 2 YEARS.
TIER 2 HAS FOCUSED MORE ON GOOD WAYS TO MEASURE WHICH STUDENTS NEED TIER 2 SUPPORTS, AND THEN TRACKING THAT AND ATTEMPTING THOSE SUPPORTS WITH MORE THAN 5% OF THE STUDENTS.
WE'VE BEEN WORKING THROUGH THAT PROCESS PRETTY WELL THIS YEAR AS WELL.
AND THEN OUR SOCIAL EMOTIONAL LEARNING GOAL WE GOT SOME FEEDBACK LAST YEAR THAT WE THAT SOME OF OUR STAFF WERE CONFUSED OR MAYBE UNCLEAR ON OUR PROCESS FOR HOW WE MADE DECISIONS ABOUT THINGS WE WERE GOING TO DO AS A, AS A BUILDING. AND WE'VE CLARIFIED THAT A BIT THIS YEAR, ALTHOUGH WITH 6 WEEKS AS AN ADMIN TEAM, YOU KNOW, THERE'S BEEN SOME THINGS WE'VE HAD TO WORK ON, BUT THAT'S BEEN A BIG GOAL OF OURS IS TO BE COHESIVE AND COHERENT IN THE THINGS WE'RE ASKING STAFF TO DO, AND THAT THEY KNOW THE PROCESS FOR BEING A PART OF THOSE DECISIONS, AND THEN HOW THEY BRING THEIR CONCERNS TO US AS WELL.
SO ONE OF THE THINGS WE WANT TO POINT OUT WITH THE PLC PIECE AT HIGH SCHOOL IT'S VERY DIFFERENT.
YOU GET YOU HAVE YOUR CORE. WE KIND OF TALKED A LITTLE BIT ABOUT THIS WHEN YOU CAME TO VISIT.
SO WE HAVE 13 PLCS THAT MAKE UP A LOT OF OUR CORE TYPE CLASSES.
SO ENGLISH, MATH, SCIENCE AND SOCIAL STUDIES.
AND THEN WE HAVE 19 PLCS THAT MAKE UP OUR ELECTIVE TYPE CLASSES.
SO THAT'S CTE, PE, ML AND THEN OUR ARTS ARE PERFORMING OR VISUAL ARTS.
SO WE DO A SURVEY EVERY FALL. AND SO WE'VE SEEN A LOT OF PROGRESS.
I FEEL LIKE WE'RE ABLE TO DEEPEN NOT ONLY THEIR LEARNING ABOUT PLCS AND UNDERSTANDING AROUND THAT, BUT NOW THEY'RE READY TO MOVE ON TOWARDS MORE OF A TIER 1 OR TIER 2 INTERVENTION FOR STUDENTS IN THE CLASSROOM.
WHICH IS VERY CHALLENGING BECAUSE FOR SOME OF OUR FOLKS THEY DIDN'T QUITE HAVE THE CURRICULUM MAPPING DOWN, OR THEY HAVE HAD NEW TEACHERS THAT HAVE COME IN OVER TIME.
SO THEY'VE HAD TO KIND OF TRAIN THAT PROCESS WITH THEM AS WELL.
YEAH. AND BEFORE I DO I JUST WANT TO GO BACK TO JUST 1 NOTION THAT I'M THE ELDER STATESMAN ON THE
[01:00:04]
TEAM BECAUSE I'M THE ONLY PERSON ON OUR TEAM WHO'S IN THE SAME ROLE AS I WAS LAST YEAR.THIS IS A GREAT GROUP OF PEOPLE. AND I FEEL VERY FORTUNATE TO BE WORKING WITH THEM.
AND COLLECTIVELY, YOU KNOW, WE ALL CARE ABOUT EACH OTHER AND WE CARE ABOUT OUR KIDS IMMENSELY.
BUT WITHOUT STEPHANIE'S LEADERSHIP, IT IT WOULDN'T WORK AS WELL AS IT DOES.
I MEAN, SHE SHE'S A FANTASTIC PRINCIPAL AND I'VE WORKED WITH A LOT OF PRINCIPALS.
SO I FEEL VERY FORTUNATE TO BE ABLE TO WORK WITH HER.
NOT ONLY AS A LEADER, BUT JUST AS A PEER AND A FRIEND.
WHAT'S UP HERE IS IS JUST A COMPARISON. IN 2 POINTS IN TIME.
IN OUR MATH IN ALGEBRA, THIS IS THESE ARE SNAPSHOTS OF THIS EXACT POINT IN TIME IN 2024-25, OUR PASSING RATE IN ALGEBRA AT THIS POINT, NOT IN NOT AT THE SEMESTER, BUT AT THIS ACTUAL POINT PRIOR TO THE SEMESTER, OUR PASSING RATE WAS 76%, AND RIGHT NOW IT'S AT 82.6.
BUT WE DON'T KNOW WHAT IT'S GOING TO BE AFTER WE GET OUR GRADES.
OUR OVERALL THIS IS NINTH GRADE ON TRACK IN ALL GRADES OR IN ALL CLASSES.
I MEAN IT HAS GONE UP SUBSTANTIALLY OVER THE LAST FEW YEARS.
SO BEFORE WORKING WITH US, WE WORK WITH THE CENTER FOR HIGH SCHOOL SUCCESS.
THIS YEAR. OUR GOAL IS 80%. AND RIGHT NOW, PRIOR TO FINALS WE'RE AT ABOUT 68%.
SO WE'RE VERY CURIOUS TO SEE WHAT THOSE FINAL NUMBERS END UP BEING FOR FIRST SEMESTER.
OUR COACH FOR THE CENTER FOR HIGH SCHOOL SUCCESS IS A WOMAN NAMED ANNE HAVERCAMP.
AND SHE IS A SHE'S A GREAT COACH. SHE'S FUN TO WORK WITH.
SHE WORKS WITH US AND BATTLE GROUND HIGH SCHOOL. I NEED TO DO A QUICK SHOUT OUT TO OUR TEACHER LEAD.
HIS NAME IS A MAN NAMED SETH MUCK. HE IS A HE'S A FANTASTIC TEACHER.
HE TAUGHT ENGLISH FOR US LAST YEAR. THIS YEAR, WE GOT TO KEEP HIM IN CULINARY.
WE LOST HIM OUT OF THE ENGLISH DEPARTMENT DUE TO REDUCTIONS IN FORCE, BUT HE HE'S HE'S HE WE GOT TO KEEP HIM, AND HE'S A GREAT TEACHER, AND HE'S A GREAT LEADER, AND HE'S DOING FANTASTIC WORK. A COUPLE OF THE SPECIFIC THINGS THAT WE'RE DOING IS ONE THING IS WE, WE CALL IT OUR MONDAY MOTIVATORS.
WE HAVE ALL OF OUR FRESHMAN ENGLISH TEACHERS DOING IT LAST YEAR, ONLY OUR TEAM MEMBERS ON THE FRESHMAN SUCCESS TEAM, WE CALL IT FALCON FORCE NINE BECAUSE WE'RE A BUNCH OF NERDS.
AND BUT ONLY OUR WE PILOTED IT WITH THE PEOPLE ON THE TEAM.
AND SO EVERY MONDAY THEY DO IT'S WE CALL IT MONDAY MOTIVATOR.
AND KIDS ARE SETTING GOALS FOR THE WEEK. THEY'RE LISTING OUT THEIR CLASSES AND AND THEIR TOP TWO ASSIGNMENTS THEY NEED TO DO IN EACH OF THOSE CLASSES FOR THE WEEK TO JUST PLAN THEIR WEEK. AND THIS YEAR, ALL OF OUR FRESHMEN TEACHERS, FRESHMAN ENGLISH TEACHERS COMMITTED TO DOING THAT WORK BECAUSE ALL KIDS HAVE TO TAKE ENGLISH. SO IT HITS ON ALL OF OUR FRESHMEN. AND THEY'RE THEY'RE FINDING SUCCESS WITH THAT ANECDOTALLY RIGHT NOW.
AND SO WE'RE GOING TO SEE HOW THAT BEARS OUT IN THE ACTUAL NUMBERS.
WE ARE ALSO STARTING WE'RE CALLING IT OUR OUR TIER 3 GROUP.
SO THESE ARE OUR TIER 3 KIDS ARE OUR KIDS WHO ARE REALLY STRUGGLING ACADEMICALLY.
THEY'RE FAILING FOR MORE CLASSES. THEY'RE THEY'RE ATTENDANCE IS REALLY A STRUGGLE.
AND SO STARTING SECOND SEMESTER, STARTING NEXT WEEK, WE'RE GOING TO BE MEETING WITH THEM TWICE A MONTH IN GROUPS OF 10 KIDS TO 2 TEACHERS WHO ARE ON OUR TEAM. AND THEY ARE GOING TO BE GOING THROUGH LESSONS AROUND EXECUTIVE FUNCTIONING SKILLS, FOUNDATIONAL ORGANIZATIONAL SKILLS WITH LESSONS THAT SETH IS CREATING THAT ARE PREPACKAGED LESSONS THAT THEY'RE GOING TO MEET WITH KIDS DURING OUR FALCON SUPPORT TIME.
ANOTHER THING WE WERE ABLE TO DO THIS YEAR WAS WE WERE ABLE TO PURCHASE AN ACCORDION FOLDER FOR EACH OF OUR FRESHMEN WITH THE GRANT MONEY THAT WE HAVE THROUGH THE CENTER FOR HIGH SCHOOL SUCCESS. AND ANECDOTALLY, TEACHERS ARE REPORTING BACK TO US THAT THEY'RE FINDING A LOT OF SUCCESS WITH THAT.
[01:05:03]
AND I WAS LIKE, OH MY GOSH, LOOK AT THIS. AND HE HAD THE FOLDER AND ALL OF HIS STUFF JUST SPILLED OUT ON THE FLOOR.SO WE TALKED ABOUT ORGANIZATION. BECAUSE A LOT OF THE KIDS ARE JUST MISSING SOME OF THOSE SKILLS.
AND, AND SO WE FIRMLY BELIEVE IF WE CAN DO 2 THINGS, AND 1 IS CREATE A DEEP SENSE OF BELONGING, WHICH WE ARE STARTING WITH OUR FUTURE FALCON NIGHT ON MARCH 10TH, WHICH IS WHEN ALL OF OUR INCOMING EIGHTH GRADERS ARE GOING TO COME AND THEY'LL BE INVITED TO COME AND LEARN ABOUT ALL OF OUR SPORTS AND OUR CLUBS AND OUR ACTIVITIES. MARCH 10TH AND 12TH ARE OUR EIGHTH GRADE TOURS, WHERE OUR INCOMING 8TH GRADERS, FRESHMEN, ARE GOING TO COME AND TOUR THE SCHOOL AND MEET OUR MENTORS AND MEET ALL OF OUR STAFF AND A LOT OF STUDENTS.
WE ARE ALSO HOPING TO WE'RE SEEKING DONATIONS RIGHT NOW.
ANOTHER THING THAT WE WERE ABLE TO DO JUST RECENTLY, AT THE END OF THIS SEMESTER, WAS WE HAD A TEACHER THAT WE WERE ABLE STEPHANIE WAS SOMEHOW ABLE TO FIGURE OUT HOW TO GIVE HER A PERIOD, THAT SHE WAS ABLE TO REACH OUT TO ALL OF OUR KIDS WITH SINGLE F'S OR FRESHMEN, AND SHE WAS ABLE TO MAKE PERSONAL CONTACT WITH EACH OF THOSE KIDS AND THEIR TEACHERS TO FIGURE OUT WHAT THEY NEEDED TO DO TO BRING THEIR GRADES UP, OR IF THEY WEREN'T GOING TO, THEY HAD NO CHANCE TO PASS, WHERE COULD THEY FOCUS THEIR ENERGY AND TO REACH OUT TO THEIR PARENTS? AND THEN SHE HAD THIS SPREADSHEET. WE WERE ABLE TO LOOK AND SEE, OKAY, LOOK AT ALL OF THESE KIDS. NOW THAT WE THINK ARE GOING TO HAVE A CHANCE TO PASS BECAUSE SHE WAS ABLE TO MAKE THAT PERSONAL CONNECTION WITH THEM.
SO. SO KIND OF HIT ON THE SENSE OF BELONGING.
AND, AND I REALLY WANT TO EMPHASIZE LIKE THE ATHLETICS AND ACTIVITIES AS THE ATHLETIC DIRECTOR, I THINK A GOAL OF MINE IS ALWAYS TO GET KIDS TO LOVE THEIR SCHOOL.
I THINK THAT'S SOMETHING. I MEAN, I DON'T ALWAYS LIKE ADMITTING THIS, BUT, LIKE, HIGH SCHOOL WAS SOME OF THE BEST YEARS OF MY LIFE, AND I TRY TO HAVE THAT AND INSTILL THAT INTO THE KIDS THAT COME THROUGH OUR DOORS EVERY DAY IN WAYS IN WHICH WE'VE DONE THAT, OF COURSE, IS SPORTS. SO I INCLUDED THE NUMBER OF STUDENTS THAT PARTICIPATED IN THE FALL AND IN THE WINTER.
IN ADDITION TO SPORTS, WE ALSO HAVE CLUBS AND ACTIVITIES.
AND THAT'S JUST THAT'S NOT 3 OR 4 CLUBS. WE HAVE 32 CLUBS THAT ARE OFFERED.
SO THERE IS A VARIETY OF, YOU KNOW, FINDING WAYS IN WHICH KIDS CAN FIND THEIR NICHE IN SCHOOL.
WHEN IT COMES TO SCHOOL CULTURE WHAT'S TALKED A LOT ABOUT CELEBRATING SUCCESSES.
AND I THINK THAT'S SOMETHING THAT WE'RE VERY FORTUNATE TO DO AT PRAIRIE SOMETHING THAT WE'VE DONE IS ATHLETES OF THE WEEK AS YOU SEE WITH WITH TOMMY VICK, WHO'S 1 OF OUR, OUR TOP WRESTLERS ON THE LEFT.
WE DO 3 ATHLETES OF THE WEEK, AND I REALLY TRY TO MAKE SURE I HIGHLIGHT EVERY SPORT.
AND SO THAT'S WHY WE DO 3 A WEEK AND WE AGAIN HAVE SOME SHOUT OUTS SPECIFICALLY ON INSTAGRAM.
THAT'S WHAT KIDS DO. SO WE MAKE SURE THAT THEY'RE SPOTLIGHTED THERE.
SOMETHING THAT I, THAT I STARTED THIS YEAR THAT'S BEEN A LOT OF FUN IS THE IS THE WEEKLY NEWSLETTER.
THAT'S SOMETHING THAT'S POSTED OUT TO OUR COMMUNITY TO OUR STAFF.
THAT NOT ONLY DOES IT CELEBRATE OR TALK ABOUT, YOU KNOW, WHAT EVENTS ARE COMING UP, COMING UP, BUT IT ALSO TALKS ABOUT WHAT HAPPENED THAT WEEK PRIOR, YOU KNOW, WINS AND LOSSES AND SUCCESSES.
I HAVE NOTICED, LIKE A RISE IN ATTENDANCE. LIKE, AGAIN, A BIG PART OF LOVING SCHOOL IS ALSO, YOU KNOW, GOING TO SUPPORT YOUR PEERS. WE'VE SEEN A RISE IN ATTENDANCE AT SPORTING EVENTS, A CULTURE THAT SEEMS TO BE FLOURISHING AND CONTINUING TO GROW.
AS A KID THAT GREW UP IN BRUSH PRAIRIE, I GOT TO SEE PRAIRIE AT WHAT FELT LIKE ITS PEAK OF HASH, LIKE HASHTAG PACK THE PLACE IN 2001. SO I DO HAVE A LOT OF THE ROOTS OF UNDERSTANDING, LIKE WHAT THAT WAS LIKE BACK THEN.
AND THAT'S SOMETHING THAT I'M REALLY TRYING TO TO BRING BACK IS TO GET MORE AND MORE KIDS AT GAMES.
SO WE ARE SEEING CULTURE GROW. WE HAVE THEMES AT EVENTS, WE HAVE GAME INCENTIVES.
LATELY WE'VE WE'VE BEEN DOING HALF COURT LIKE, LIKE HALF TIME SHOWS, WHICH HAVE BEEN REALLY FUN.
A KID MADE AN 84 FOOT PUTT, WHICH IS PRETTY IMPRESSIVE.
AND YOU KNOW, WE'VE HAD AGAIN, WEEKLY NEWSLETTER.
[01:10:06]
WE HAVE COMMUNITIES THAT ARE THAT ARE COMING IN AND SUPPORTING OUR PROGRAMS. WE PARTNER WITH FSM SPORT, LIKE SPORTS MEDIA.IN 2024 AND 25, WE HAD, YOU KNOW, WE WE CREATED $6,000 OF REVENUE BASED ON ADVERTISEMENTS IN OUR GYM, IN OUR MEDIA GUIDES. AND THIS YEAR WE'RE CLOSING ON LIKE $15,000 AND WE'RE ONLY HALFWAY THROUGH THE YEAR.
SO AGAIN, THIS ISN'T JUST PARTNERSHIPS WITH WITH BIG BUSINESSES.
THE PICTURE ON THE RIGHT, LIKE THE FREE RED LEAF GIFT CARD THAT WE GIVE THOSE OUT TO, THE STUDENTS THAT EARN ATHLETES OF THE WEEK, OR THE STUDENTS THAT EARN ATHLETES OF THE MONTH. AGAIN JUST MORE INCENTIVE. BUT IT'S ALSO BEEN FUN.
ONE OF MY FIRST EVENTS AS AN ATHLETIC DIRECTOR ON THE BOTTOM LEFT WAS WE HAD A CORNHOLE TOURNAMENT WHERE LES SCHWAB, THE 1 THAT WAS JUST BUILT RIGHT DOWN THE STREET GAVE $500 TO A PROGRAM.
WHOEVER WON THE CORNHOLE TOURNAMENT AND THE FOOTBALL TEAM WON, OF COURSE.
SO THAT WAS THAT WAS A LOT OF FUN. AND ONE OF THE FIRST EVENTS THAT WE DID.
SO IF I WERE TO KIND OF WRAP UP AND PUT A BIG BOW ON PRAIRIE HIGH SCHOOL.
WHAT I WOULD SAY IS IT'S REALLY FUN TO WORK IN A COMMUNITY PRAIRIE.
AND THERE'S SOMETHING SPECIAL ABOUT THE HALLS OF PRAIRIE HIGH SCHOOL.
WHEN YOU WALK THROUGH AND KIDS OPEN DOORS FOR YOU AND GREET YOU AND WANT TO COME AND SAY HI.
SO THAT'S PRAIRIE. SO QUESTIONS. LET'S TRY TO DO OUR QUESTIONS FIRST.
AND THEN IF WE HAVE THE ACCOLADES MAYBE WE COULD SHARE THOSE FOR THE LAST.
SO EVERYBODY GETS TO ASK THEIR QUESTIONS. QUESTIONS? WHAT? ONE QUESTION I DIDN'T ASK LAST WEEK WHEN WE WERE THERE THIS WEEK OR WHEN? I GUESS IT WAS LAST WEEK. I DON'T KNOW. THESE ARE MUDDLED.
WAS HOW CAN WE, AS A BOARD SUPPORT YOUR YOU AND YOUR BUILDING? YOU PROBABLY DON'T HAVE AN ANSWER RIGHT NOW, BUT JUST SOMETHING TO THINK ABOUT. BECAUSE WE I THINK ALL WANT TO SUPPORT YOU AND THE GREAT WORK THAT YOU'RE DOING. YEAH, I, I SAY JUST BY ASKING US QUESTIONS.
RIGHT? LIKE IT'S EASY. WE GET WE GET STUCK IN OUR WORK, RIGHT? WE ALL HAVE A JOB TO DO, AND WE'RE ALL THERE TO DO THE THINGS.
AND I THINK SOMETIMES PEOPLE MAYBE MAKE AN ASSUMPTION OF WHAT'S HAPPENING.
SO I WOULD ALWAYS ENTERTAIN AND BE ABLE TO ASK OR ANSWER A QUESTION.
BUT, I MEAN, WE'RE ALWAYS OPEN TO SUGGESTIONS AND WE WANT TO COLLABORATE.
THAT'S THAT'S THE ONLY WAY THIS WORK GETS DONE FOR THESE KIDS IS IF WE'RE WORKING TOGETHER.
HOW WHAT'S YOUR NUMBER LOOK LIKE OF YOUR TIER 3 STUDENTS? YOU'RE DOING THEM IN GROUPS OF TEN. YOU DON'T HAVE TO BE SPECIFIC, BUT YOU PROBABLY HAVE AN IDEA.
HOW DO WE TRACK THROUGHOUT THE COURSE OF A SEMESTER, THE KIDS WHO ARE ON TIER 3 MIGHT FALL OFF, AND THEN HE GETS BACK ON AND AND THAT'S I DON'T HAVE A NUMBER IN MY HEAD THAT I CAN JUST PULL.
OKAY. THAT I'M TRYING TO EITHER CALL HOME ON, MEET WITH, PROVIDE OPPORTUNITIES.
SINCE YOU AND I MET, I WORKED WITH ONE OF OUR STAFF WHO WORKS WITH OUR STUDENTS IN CREDIT RECOVERY, AND SHE AND I SAT DOWN AND WE IDENTIFIED 10 STUDENTS THAT I NEED TO CALL.
[01:15:04]
I JUST WITH THE AMOUNT OF IT'S STILL ON MY LIKE I HAVE TO GET THAT DONE AND WE'RE IN SECOND SEMESTER RIGHT.SO MY GOAL IS TO GET SENIORS GRADUATED AND MEET WITH KIDS WHO ARE ON THE CUSP.
AND SO IT'S BETWEEN HER AND I THAT THAT WAS JUST 10 THAT WE IDENTIFIED.
OF THOSE 50, WE HAVE TO HAVE A PLAN FOR ANYBODY ELSE WHO FAILS.
THAT'S NOT ON TRACK ANYMORE FOR FIRST SEMESTER.
SO THAT I DON'T KNOW IF THAT SPEAKS TO THAT. OKAY.
AND THE OTHER I DON'T REMEMBER HIS LAST NAME.
BEN. KOPELKE. YEAH. KOPELKE. OKAY. HE'S VOLUNTEERED FOR 4 OR 5 YEARS NOW.
YEAH, HE'S BEEN THERE A LONG. HE'S BEEN THERE. I'VE KNOWN BEN FOREVER. YEAH.
AND I GUESS THIS IS MORE OF A STATEMENT THAN A QUESTION, BUT EVERY SCHOOL COULD USE A LOT MORE BEN'S TO COME IN AND SUPPORT, ESPECIALLY IN DIFFICULT FINANCIAL. I CAN ONLY IMAGINE IF WE HAD 4 BEN'S AT LUNCH.
WHAT THAT WOULD LOOK LIKE. YEAH, IT WAS IMPRESSIVE THAT HE'S BEEN THERE THAT LONG.
AND YEAH, AND YOU COULD SEE THE CARING THAT HE HAD FOR THE KIDS.
YES. AND AND THE STAFF, LIKE HE CARES ABOUT EVERYBODY.
YEAH. SO YOU WANT FOUR MORE? YES. OKAY. QUESTIONS? DEBBIE. I WAS JUST CURIOUS ABOUT THE DISCIPLINE.
EXCLUSION. EXPULSION? ARE YOU. BECAUSE, I MEAN, OBVIOUSLY, WE'RE SEEING AN UPTICK.
I MEAN, NOT A HUGE ONE, BUT A SMALL ONE. CAN YOU PUT YOUR FINGER ON THE.
WHY? I'M GOING TO LET DARREN ANSWER THAT AS THE FORMER DEAN.
YEAH. WE WHEN I THINK ABOUT THE EXCLUSIONS, I THINK OF KIND OF 3 PATHS.
THEY'RE VIOLENT. AND THEN WE ALSO HAVE A GROUP THAT WE'RE, WE'RE WORKING ON TRYING TO FIND BETTER WAYS TO INCENTIVIZE THEM TO GO TO CLASS ON TIME AND STAY OFF THEIR CELL PHONES. SO THERE'S KIND OF THOSE THREE DIFFERENT CATEGORIES. I THINK THIS YEAR, THE EXCLUSIONS FROM TEACHERS MAY HAVE GONE UP A LITTLE BIT AS THEY'RE TRYING TO LEVERAGE THAT INSTEAD OF LUNCH DETENTIONS TO MANAGE STUDENT BEHAVIOR.
THE KIND OF, QUOTE, BIG BEHAVIORS KIND OF EBB AND FLOW.
SO SOME SOME WEEKS WE HAVE A LOT OF MAJOR DISCIPLINE GOING ON AND OTHER WEEKS WE DON'T.
AND THE OTHER MONTHS IT WASN'T AS MUCH. SO THAT KIND OF DEPENDS.
AND THEN THE CELL PHONES AND TARDIES AND SKIPPING, THAT'S A CONSTANT THAT'S A CONSTANT STRUGGLE.
SO IT WOULD BE A COMBO OF THOSE 3 I WOULD NEED TO GET.
I MEAN, WE'VE HAD TROUBLE WITH DATA FROM SWISS, BUT I WOULD NEED TO SEE MORE SPECIFIC OF WHERE THEY WERE COMING FROM TO BETTER ANSWER. BUT IT'S THOSE THREE KIND OF PATHS. AND FOR OUR FRESHMAN TIER 3, WE HAVE 27 KIDS AS OF FRIDAY, RIGHT. THREE GROUPS. OKAY. THANK YOU. TRUSTEE.
I HAD A QUESTION CONCERNING THE ON TRACK. YOU'RE AT 69.7% ON TRACK.
NINTH GRADERS TO GRADUATE. YOUR GRADUATION RATE STAYS PRETTY CONSISTENT.
8887. RIGHT. JUST A LITTLE BIT BELOW 90%. CLEARLY THERE'S WORK GOING ON TO GO FROM 70% TO 88.
WHERE WHAT WORK IS WHAT DOES THAT INTERVENTION LOOK LIKE.
AND WELL, I CAN TELL YOU WHAT IT LOOKED LIKE BEFORE WE USED TO HAVE GRAD COACHES.
SO WHAT KEVIN KIND OF TALKED ABOUT GRAD COACHES, AND WE HAD THEM AT EVERY GRADE LEVEL.
THE OTHER THING, I MEAN, ONE THING THAT WE DO AT THE END OF A SEMESTER WITH KIDS WHO ARE IN THE 50 TO 59 RANGE IF THEY GOT AN F AND IT WAS IF THEIR PERCENTAGE WAS IN 50 TO 59%, WE DO WHAT'S CALLED UNIT RECOVERY IN A CORE CLASS.
SO WE DO THAT IN ENGLISH, MATH, SCIENCE AND SOCIAL STUDIES.
THEY HAVE THREE WEEKS TO DO TO MAKE UP A UNIT.
SO WE MIGHT SEE THAT DATA NOW. SO WHEN YOU SEE THAT MOMENT IN TIME IT'S BEFORE FINALS HAVE HAPPENED.
[01:20:02]
SO WE DON'T THAT THAT'S KIND OF MISLEADING BECAUSE A LOT OF KIDS ARE ON THE CUSP AT THIS POINT.SO I WOULD SAY BETWEEN UNIT RECOVERY, CREDIT RECOVERY, WE HAVE A BIG WE HAVE A TEACHER ON SITE FOR CREDIT RECOVERY AND A AND A BIG PUSH TO HELP KIDS GET THOSE CREDITS. AND I WOULD SAY, ROSEMARY, IF YOU DON'T KNOW HER, SHE'S SOMEBODY WHO'S BEEN IN OUR DISTRICT FOR A VERY LONG TIME, WHO USED TO BE A GRAD COACH, WHO IS NOW WORKING IN OUR CREDIT RECOVERY ROOM.
THIS IS A LADY WHO WILL GO TO THE ENDS OF THE EARTH TO MAKE SURE GRADUATE.
THEY GRADUATE. AND I MEAN. I MEAN, WE'VE SHE'S WORKED WITH KIDS UP UNTIL MIDNIGHT THE NIGHT BEFORE.
THEY WALK JUST TO GET THEM THROUGH. SO THIS IS WITHOUT WITHOUT A ROSEMARY? I DON'T THINK THAT WOULD BE OUR NUMBER, TO BE HONEST WITH YOU. THAT'S GREAT.
THANK YOU. OKAY. SO, TOBY, I THINK I THINK WITH ITZEL BEING HERE, YOU KNOW, WE KNOW HOW WELL PRAIRIE HIGH SCHOOL'S DOING. YOU KNOW, AND WE'RE REAL PROUD OF IT, YOU KNOW? AND I CAN'T TELL YOU HOW MUCH I ENJOYED THE MEETING THAT WE HAD.
I DO HAVE A COUPLE OF QUESTIONS. SO AM I CORRECT IN KIND OF THIS FEELING THAT I GET OR AM I GETTING THE WRONG FEELING THAT THERE'S A LOT OF WORK GOING INTO LOOKING AT WHERE WE'RE HEADED AND KIND OF WORKING WITH THE THE FRESHMEN SOPHOMORES TO MOVE THEM IN A MUCH STRONGER DIRECTION.
IN THE BEGINNINGS. RATHER THAN FOCUSING ON TRYING TO SOLVE THE PROBLEMS AT THE ENDS KIND OF THING, BECAUSE I HEAR A LOT OF TALK THAT KIND OF TALKS ABOUT WHAT WE'RE DOING WITH THE FRESHMEN, WHAT WE'RE DOING WITH ALGEBRA, WHAT WE'RE DOING WITH LANGUAGE ARTS. AND I'M NOT HEARING MUCH ABOUT THE OTHER CLASSES.
WELL ALL THE STUDIES THAT ARE OUT THERE WILL TELL YOU THAT IF STUDENTS ARE NOT SUCCESSFUL THEIR FRESHMAN YEAR AND THEY'RE NOT ON TRACK, THEN THEY HAVE A HIGHER DROPOUT RATE. THEY HAVE A HIGHER RISK OF NOT GRADUATING OR RECEIVING A DIPLOMA OF ANY KIND.
SO, OF COURSE, NATURALLY WE WANT TO PUT OUR FOCUS ON FRESHMEN.
WE AND I DID A TOUR OVER AT A HIGH SCHOOL IN OREGON.
MCDANIEL HIGH SCHOOL ABOUT A MONTH AGO. AND WHERE THEY.
AND SO WHEN YOU THINK ABOUT IF WE DON'T PUT OUR FOCUS ON THE FRESHMEN AND HELP THEM BE SUCCESSFUL, THEN THEY ARE MORE AT RISK AT NOT BEING AND NOT GRADUATING.
THEY DON'T WANT TO LEAVE PRAIRIE. THEY LOVE IT.
AND LET'S HELP YOU FIND SOMETHING TO BE SUCCESSFUL.
AND THAT'S A TESTAMENT TO THE STAFF AND TO THE KIDS, RIGHT? LIKE THE KIDS CREATE THAT COMMUNITY. AND EVEN THOUGH THE DEMOGRAPHICS HAVE CHANGED OVER TIME, THAT COMMUNITY, THE STUDENTS MAKE THAT COMMUNITY WHAT THEY WANT IT TO BE.
AND THEY WANT KIDS TO BE SUCCESSFUL. SO I IT KIND OF COMES FULL CIRCLE.
AGAIN, WE WON'T BE ABLE TO HELP FIX THAT LATER.
WE WON'T HAVE THE ABILITY. SO MY LAST QUESTION WOULD BE WITH REGARD TO THE THE THE PLAN.
YEAH. YOU KNOW, THE SCHOOL IMPROVEMENT PLAN, THE NUMBERS WHERE WE'RE AT.
WE HAVE A LOT OF CONVERSATIONS ABOUT HOW THE NUMBERS PAN OUT AND WHY THEY REFLECT THE WAY THEY DO.
[01:25:08]
THESE THESE NUMBERS ARE HARD NUMBERS TO. BE EXCITED ABOUT.SO. SO I WOULD LOVE TO HEAR DAVID OR WHOEVER SOMEONE SPEAK TO.
HOW YOU'RE SEEING WHERE WE'RE GOING. AND CAN WE EVER GET THESE NUMBERS TO BE REFLECTIVE OF WHAT WE'D LIKE TO MORE SEE? YEAH. ARE YOU REFERRING TO, LIKE, THE I'M. OH, WELL, OKAY.
I'M REFERENCING I'M REFERENCING 24, 25. WE HAD 54.5% ELA, DOWN FROM 68.4.
THAT'S NOT A GOOD NUMBER. YEAH. OKAY. WELL, AND I'M REFERENCING MATH 24 TO 25 26.8%.
THAT'S A QUARTER, YOU KNOW. SO AND THIS IS 10TH GRADE, IF I'M NOT MISTAKEN.
SO WE'VE BEEN MORE INTENTIONAL ABOUT WHAT WE'RE DOING IN, IN NOT ONLY DISCUSSING SMARTER BALANCE.
RIGHT. LIKE, SO IT'S A TEST THAT IT'S HARD TO ENCOURAGE A 10TH GRADER WHERE THE THE GRADE OR THE TEST DOES NOT MATTER IF THEY DON'T NEED IT TO GRADUATE. SO TRYING TO GET A TEENAGER LIKE US TO HAVE THEM BE EXCITED ABOUT A TEST THAT THEY DON'T NECESSARILY NEED IS VERY CHALLENGING.
SO WE'RE BEING A LITTLE BIT MORE INTENTIONAL THIS YEAR.
WE WE WORKED WITH OUR LEADERSHIP TEAM AT THE BEGINNING OF THE SCHOOL YEAR TO TALK ABOUT HOW WE CAN PUT AN EMPHASIS ON THE SMARTER BALANCE AND MAKE IT SOMETHING TO LOOK FORWARD TO. SO OUR ENGLISH TEACHERS ARE GOING TO BE MORE INTENTIONAL ABOUT DOING SOME INTERIM ASSESSMENTS, BASICALLY TEACHING TO THE TEST. RIGHT? THERE WAS THIS MISNOMER A LONG TIME AGO THAT YOU DON'T WANT TO TEACH TO THE TEST, BUT ULTIMATELY WE DO WANT OUR STUDENTS TO KNOW WHAT THEY'RE GOING TO BE TESTED ON.
AND SO WE CAME BACK AND SAID HOW CAN WE HELP OUR STUDENTS BE MORE SUCCESSFUL.
WE TALKED A LITTLE BIT ABOUT HELPING STUDENTS UNDERSTAND NUMBERS LIKE YOU KNOW, EQUATIONS IN ALGEBRA AND INTERVENTIONS THAT WE NEED TO DO TO MAKE SURE THEY UNDERSTAND THE MATH BEFORE WE JUST PUSH THEM AHEAD.
BUT WHEN WE WHEN WE PUT THEM THROUGH THE MATH CYCLE AND WE, THEY DON'T HAVE A TRUE UNDERSTANDING AND THEN THEY ARE TAKING A TEST THAT DOESN'T NECESSARILY MEAN SOMETHING TO THEM. IT'S VERY CHALLENGING TO GET THEM TO WANT TO PASS.
THANK YOU. YEAH. THANK YOU. AND I ALSO JUST WANT TO ADD A PIECE TO THAT TERRY AS WELL.
SO WHAT WE SEE THERE WITH THE ELA SCORES BEING AT 54%, THAT IS SAYING THAT THOSE ARE STUDENTS WHO SCORED AT A LEVEL 3 OR 4, SHOWING THAT THEY HAVE GRADE LEVEL KNOWLEDGE AND CAN TAKE COLLEGE LEVEL READY COURSEWORK WITHOUT REMEDIAL HELP.
PRAIRIES NUMBERS WHEN WE CONSIDER THOSE NUMBERS.
YOUR NUMBERS ARE NOW 71% FOR ELLA, 70 SORRY, 73.4% FOR ELA AND 46% FOR MATH. SCIENCE IS 68.3. IT'S A VERY DIFFERENT CONTEXT.
THE OTHER THING I WANT TO EMPHASIZE, THERE WAS A PRESENTATION WE GAVE A FEW MONTHS AGO THAT SHOWED ALL OF THE STATES THAT ARE A PART OF THE SMARTER BALANCED CONSORTIUM. WASHINGTON STATE RANKS NEAR THE TOP.
I THINK WE'RE 2ND IN MATHEMATICS AND FOURTH IN ELA OUT OF 14 STATES OR SWITCHED.
OKAY. MY APOLOGIES, BUT WE ARE NEAR THE TOP. WHEN WHEN CONSIDERING ALL THE STATES.
SO IT IT REALLY BUGS ME. IT'S IT BUMS ME OUT.
MIGHT BE THE BETTER WORD THAT AT TIMES WE ATTACH MEANING TO THESE NUMBERS THAT, QUITE HONESTLY, IS NOT ACCURATE OR FAIR. ESPECIALLY WHEN YOU CONSIDER THAT ALL OF THE STATES ARE STRUGGLING BECAUSE THE TEST IS REALLY HARD.
AND WHEN WE CONSIDER LEVELS 2, 3, AND 4, PRAIRIE'S NUMBERS LOOK MUCH DIFFERENT.
[01:30:05]
73.4%. THAT'S NEARLY 3 QUARTERS OF THE STUDENTS ARE SHOWING FOUNDATIONAL KNOWLEDGE GRADE LEVEL KNOWLEDGE.SO I JUST WANT TO ADD THAT AS A PIECE TO THIS PUZZLE AS WE LOOK AT IT.
AND WE MAY IN FACT START TO SHIFT WHEN WE LOOK AT OUR SCHOOL IMPROVEMENT PLANS.
RIGHT NOW, THEY ARE ON THE OLD PARADIGM OF LEVEL 3 AND 4.
BUT AS THE STATE, YOU KNOW, JUST LAST YEAR CAME, STARTED REDEFINING HOW WE LOOK AT THESE ASSESSMENTS BECAUSE WE'RE LOOKING AT ALL THE STATES ARE GETTING TOGETHER ON. HEY, YOU KNOW WHAT THESE THIS THESE ARE NOT ACCURATE NUMBERS FOR US.
ESPECIALLY CONSIDERING NOT ALL OF OUR KIDS ARE GOING TO COLLEGE.
AND WE'RE RECOGNIZING FOR THE 1ST TIME THAT WE SHOULDN'T BE PUSHING ALL OF OUR KIDS TO COLLEGE.
THANK YOU STEPHANIE. THANK YOU DAVID. I HOPE THAT WAS HELPFUL TO EVERYBODY.
YEAH. AND WE'RE T2 MINUTES OVER. SO MY APOLOGIES, BUT THANK YOU.
THANK YOU TO PRAIRIE HIGH SCHOOL. THANK YOU. YEP.
THANK YOU, PRAIRIE, FOR ALL YOUR DOING AS A TEAM.
SO THANK YOU SO MUCH. [APPLAUSE] THANK YOU FOR THE MEETING THAT WE HAD WITH YOU. WONDERFUL.
SO, ARE WE ADJOURNING THEN AND WILL BE RECONVENING FOR OUR NEXT MEETING AT 6:00.
SO THIS MEETING, MY SCREEN JUST WENT DEAD IS ADJOURNED AT 5:32.
THANK YOU. THANK YOU VERY MUCH. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.