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* This transcript was compiled from uncorrected Closed Captioning.
WELL, WELCOME EVERYBODY. WE'RE
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GOING[1. Call to Order]
TO CALL THIS SPECIAL MEETING, OUR BOARD RETREAT TO ORDER AT 5 P.M. AND I'M GOING TO WELCOME OUR SUPERINTENDENT[2. Board Retreat, part 1]
MS. WHITTEN TO BEGIN. THANK YOU BOARD. I'M GLAD WE'RE ALL HERE TOGETHER AND WE FOUND A DATE.SO WE WANTED TO MAKE SURE THAT THIS EVENING THAT WE WORKED THROUGH SOME OF THE GOALS AND THINGS THAT WE'VE TALKED ABOUT IN OUR STRATEGIC PLANNING, OUR ALIGNMENT WITH BOARD GOALS, SUPERINTENDENT GOALS, AND DISTRICT-WIDE SIP PLANS OVER THE COURSE OF THIS EVENING. AND SO WE HAVE A NUMBER OF THINGS WE WILL LOOP BACK TO, BUT WE'RE GOING TO START OFF THIS EVENING WITH THE BOARD ASSESSMENT AND HOPEFULLY YOU ALL HAVE THAT WITH YOU AND YOU'VE HAD THEM A MOMENT OR TWO TO JUST KIND OF LOOK THROUGH THE SELF-ASSESSMENT.
WE'RE GOING TO START THIS EVENING BY DOING THAT AND THEN THROUGHOUT THE EVENING WE ARE GOING TO HAVE LYNNELL AND DAVID AND MIKE AND DARREN AND ALLISON ARE HERE TO ALSO SHARE WITH YOU CERTAIN THINGS THAT WE HAVE ADJUSTED OVER THE COURSE OF THE SUMMER TO LOOK A LITTLE BIT DIFFERENT.
SO IN YOUR PACKET, BEFORE WE GET GOING TOO FAR, YOU WILL SEE YOUR SELF-ASSESSMENT, YOU'LL SEE THE AGENDA FOR THIS EVENING. WE'VE LAID IT OUT IN TIMELINES MAINLY FOR US TO TRY AND SELF-GOVERN OURSELVES AND KEEP OURSELVES ON TRACK. SO YOU CAN SEE THE FIRST PART IT TALKS ABOUT THE BOARD SELF-ASSESSMENT AND THEN WE TALK A LITTLE BIT ABOUT GOVERNANCE AND WE HAVE SOME SLIDES TO GO OVER TO JUST TALK ABOUT GOVERNANCE. WE'VE TALKED ABOUT IT ON AND OFF THROUGHOUT THE COURSE OF THIS LAST YEAR TOGETHER AS A TEAM. I KNOW THAT DEBBIE'S BROUGHT FORWARD SOME A BOOK FOR ALL OF US TO LOOK AT AND WE'VE TALKED ABOUT BOARD GOVERNANCE, BUT THIS IS AN OPPORTUNITY FOR US TO REALLY ALIGN OURSELVES TOGETHER SO THAT WE'RE ALL POINTING IN THE SAME DIRECTION. THAT'S REALLY THE GOAL IS TO MAKE SURE THAT WE'RE WORKING AS A TEAM, THE BOARD AS A TEAM, AND THE SUPERINTENDENT ALONGSIDE SUPPORTING THE FIVE OF YOU TOGETHER AS A BOARD.
AND SO IN THAT WE ALSO BELIEVE STRONGLY AND HAVE FOR QUITE SOME TIME HERE IN BATTLE GROUND THAT THERE'S AN IMPORTANCE BETWEEN DISTRICTS THAT ARE SUCCESSFUL FROM THE BOARD POSITION, THE SUPERINTENDENT LEVEL POSITION, TO BUILDINGS AND WHEN THERE'S ALIGNMENT IN WHAT WE'RE ALL DOING WE CAN HAVE BETTER OUTCOMES FOR OUR STUDENTS. I KNOW THAT TOBY'S PROBABLY GOING TO OFFER US A NUMBER OF INSIGHTS AROUND STUDENTS THIS EVENING AS WELL BECAUSE WE'RE KEEPING STUDENTS AT THE FOCAL POINT OF THIS DISCUSSION AND MAKING SURE THAT OUR WORK IS REALLY ALIGNED WITH THE OUTCOMES THAT THEY ALL DESERVE. SO THAT REALLY IS OUR PURPOSE THIS EVENING AND AS WE GO THROUGH YOU'LL SEE WE'RE GOING TO START WITH A SELF ASSESSMENT, WE'RE GOING TO HAVE THE GOVERNANCE, WE WILL MOVE TO DINNERTIME. WE HAVE A LITTLE CELEBRATION DURING DINNERTIME AND THEN WE REALLY WANT TO TALK ABOUT OUR STRATEGIC PLAN. WE WANT TO GIVE YOU SOME BASELINE DATA, WE WANT TO TALK ABOUT WHEN WE MIGHT BE REPORTING OUT TO YOU, WE WANT TO GET YOUR INPUT ON WHEN WE MIGHT REPORT OUT INFORMATION TO YOU, AND WE WANT TO MAKE SURE THAT YOU THE GOALS THAT YOU SET FOR YOURSELF ARE IN AN ALIGNMENT WITH THOSE GOALS AND THAT WE CAN ALL KEEP POINTING IN THE SAME DIRECTION. WE WILL AFTER WE LAY THE PLAN OF THE STRATEGIC PLAN, THE SIPS, AND THAT BASELINE DATA WE'LL TAKE A LITTLE BREAK THEN WE'LL COME BACK AND WE REALLY WILL SPEND THE VERY END OF THE MEETING CALENDARING EVENTS JUST TO MAKE SURE THAT WE HAVE THOSE ACCOUNTABILITY CHECKPOINTS FOR US TO KEEP OURSELVES REALLY ACCOUNTABLE TO THE GOALS THAT WE SET. SO ANY ANY THOUGHTS OR QUESTIONS ABOUT THE AGENDA BEFORE WE DIVE INTO THE SELF ASSESSMENT INFORMATION? SOUND OKAY? OKAY. SO I DON'T KNOW HOW IF THERE ARE BIG TAKEAWAYS AT THIS POINT OR IF THERE'S EVEN A DISCUSSION ABOUT HOW THIS DOCUMENT HAS BEEN USED IN THE PAST OR ANY QUESTIONS ABOUT THAT? I WOULDN'T BE OPPOSED TO HEAR HOW IT'S BEEN USED IN THE PAST. DEBBIE OR TERRY, DO YOU WANT TO JUMP IN OR DO YOU WANT ME TO GIVE MY SYNOPSIS? THE OKAY CORRECT ME IF I'M WRONG OKAY ALL RIGHT BUT THE THING THAT STANDS OUT MOST TO ME
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ABOUT IT IS THAT THE KIND OF THE CONCEPT WAS TO LOOK AT ALL OF THESE FRAMEWORK ELEMENTS AND LOOK AT THINGS THAT MAYBE COULD BE IDENTIFIED AS I THINK WE'LL WORK ON NUMBER 16 YOU KNOW AND TRY TO IMPROVE ON 16 OVER THE COURSE OF THIS YEAR AND MAYBE PICK THREE TO FIVE SEEMS TO ME IT WAS THREE OF THESE AS KIND OF OUR GOALS FOR THIS YEAR NEXT YEAR KIND OF THING IS THAT FAIRLY GENERAL YEAH BECAUSE THAT TO ME SEEMS LIKE WHAT WE THE GIST OF THE WHOLE DEAL THAT'S WHAT WE'VE DONE IN THE PAST YEAH YEAH YEAH AND I HAVE TO SAY THAT I WASN'T IMPRESSED IN THE TWO YEARS THAT WE DID THIS OKAY AND AND AND AND I I FOUND AS I WENT THROUGH THIS ASSESSMENT THAT AS I SELF-ASSESSED YOU KNOW I ANSWERED THE QUESTIONS THERE WERE THINGS THAT I CAME ACROSS THAT I DIDN'T QUITE REMEMBER THE QUESTION THAT WAY OKAY AND I THOUGHT HOW INTERESTING IT WAS THAT I FELT VERY UNCOMFORTABLE WITH MY ABILITY TO ANSWER IT YOU KNOW KIND OF THING LIKE I'LL FIND ONE I'LL FIND ONE IN HERE TO GIVE YOU AS AN EXAMPLE OKAY BUT IT'S LIKE IT SEEMED TO ME LIKE GEE WHIZ YOU KNOW WHAT MAYBE WE NEED TO FOCUS AS OUR GOAL ON GETTING SPEED ON THE ELEMENTS THAT INTEGRATE INTO THAT RATHER THAN JUST IMPROVING IT YOU KNOW THAT MAYBE OUR GOAL SHOULD BE A LITTLE BIT MORE DRIVEN ALONG SOME KIND OF THEME OF ACTUALLY DEMONSTRATING SOME KIND OF IMPROVEMENT YOU KNOW SO I'LL GET I'LL GET ONE OR TWO AND COME BACK TO YOU ON IT IN YOUR PACKET YOU ALSO SAW THE SMART GOALS YES THOSE SMART GOALS CAME DIRECTLY OFF OF THIS LAST YEAR AND TO TERRY'S POINT THAT HAS BEEN OUR PRACTICE ESSENTIALLY IS TO IDENTIFY PIECES IN QUESTIONS THAT ARE THINGS THAT SCORED LOWER ON THE ASSESSMENT IF I WERE TO ENCOURAGE YOU AS A BOARD IN ANY DIRECTION WHAT I WOULD ENCOURAGE YOU TO DO IS THINK MORE BROADLY ABOUT THE SELF-ASSESSMENT AND TO ASK YOURSELF WHAT AREAS OF GOVERNANCE SHOULD I BE DOING AS A TEAM WHAT SHOULD I BE DOING AS A TEAM TO HELP POINT THE DISTRICT IN A VERY SPECIFIC DIRECTION THAT WILL LEAD TO POSITIVE STUDENT OUTCOMES BECAUSE THESE ARE ABOUT THE ACTIONS OF ADULTS NOT NECESSARILY THE OUTCOMES FOR STUDENTS IF I LOOK AT THESE GOALS AND THAT SAYS COMMUNICATE PROACTIVELY TO DISSEMINATE INFORMATION THAT ADDRESSES ISSUES THROUGHOUT THE SYSTEM AND COMMUNITY THERE'S THERE'S AN ELEMENT THERE ABOUT MAKING SURE THAT THERE'S TRANSPARENCY RIGHT THAT'S A REALLY KIND OF A TRANSPARENCY GOAL AND I THINK TRANSPARENCY IS IMPORTANT FOR STUDENT OUTCOMES BUT YOU DON'T SEE ANYTHING ABOUT STUDENT OUTCOMES THIS IS ALL ABOUT DISSEMINATING INFORMATION TO ADDRESS ISSUES SO IT'S REACTIVE INSTEAD OF PROACTIVE EVEN THOUGH IT STARTS OUT WITH COMMUNICATE PROACTIVELY IT'S AFTER SOMETHING HAS HAPPENED THE WAY THAT IT'S WRITTEN I WOULD I THINK WE WOULD SERVE OUR COMMUNITY MORE STRONGLY BY FINDING GOALS THAT WE'RE ALL WORKING ON TOGETHER THAT WILL HELP SUPPORT POSITIVE STUDENT OUTCOMES AND I THINK THE WORK THAT THE DIRECTION THAT WE WERE POINTED IN IN THE SPRING AND CHRIS YOU AND LORRI YOU MET WITH DAVID AND LYNNELL AND YOU TALKED SPECIFICALLY ABOUT STUDENT OUTCOMES AND SOME OF THOSE PIECES AND WE'RE GOING TO TALK FURTHER ABOUT THOSE THIS EVENING THOSE ARE STUDENT OUTCOMES THAT WE ALL WANT AND THE QUESTION THAT I WOULD PUT TO SOMETHING LIKE THAT IS WHAT COULD YOU DO AS A BOARD THAT WOULD HELP SUPPORT THOSE GOALS SO WHILE WE HAVE THIS THIS SELF ASSESSMENT THAT I THINK IN SOME PLACES CAN BE VERY HELPFUL TO A BOARD TO HELP FIGURE OUT HOW THEY'RE GOVERNING AND THEY'RE DOING THOSE THINGS ULTIMATELY I THINK WE'RE TRYING TO FIND ALIGNMENT THROUGHOUT THE SYSTEM THAT WE'RE ALL WORKING TOWARDS THE SAME OBJECTIVES MY HOPE IS THAT WE WOULD BE HAVING COMPLETE ALIGNMENT AND SO THE BOARD AS A WHOLE I WOULD RATHER YOU BE ASKING YOURSELF THE QUESTION AS[00:10:02]
A AS A BOARD WHAT COULD WE ALL BE DOING TO HELP SUPPORT THEM THE STUDENT ACHIEVEMENT GOALS OR THE STUDENT SUCCESS GOALS THAT HAVE BEEN SET DISTRICT-WIDE WHAT ARE THE ROLE WHAT IS THE ROLE OF THE BOARD IN THAT HOW DO YOU HELP SUPPORT THAT WHEN I LOOKED AT THIS I SAW I WAS PERSONALLY LOOKING FOR THE DON'T KNOWS WHICH IS IT'S COLOR-CODED FOR THOSE WHO DON'T KNOW AND THEY'RE ALL THIS ALL IN BLACK AND I WAS LOOKING TO SEE THE NUMBER OF BLACK ANSWERS THE ANSWERS THAT CAME AS BLACK THAT WE DON'T KNOW AND SO IT LOOKS AS THOUGH THERE'S A LOT OF QUESTIONS THAT THAT THAT WE DON'T KNOW WASN'T ALL OF US BUT THERE WAS AT LEAST ONE IN PRETTY MUCH EVERY QUESTION WELL THERE WAS LOOKS LIKE THERE'S THREE THAT DON'T HAVE THAT BUT THE MAJORITY OF THEM IN STANDARD THREE HAD A LOT OF DON'T KNOWS AND SO I I FELT LIKE YOU KNOW WE REALLY SHOULD SPEND TIME I DON'T KNOW NOT NECESSARILY TONIGHT BUT EVEN AT ANOTHER TIME OR EVEN INDIVIDUALLY TO EXPLORE MAYBE 35 THROUGH 51 AND EXPLORE THOSE QUESTIONS BECAUSE IT'S LIKE TO WHAT EXTENT DOES THE BOARD AND THEN IT HAS A QUESTION AND IT WOULD SEEM TO ME THAT THOSE THAT WE SHOULDN'T HAVE ANY I DON'T THINK WE SHOULD HAVE ANY DON'T KNOW I THINK IF WE HAVE SOME DON'T KNOWS THEN WE NEED TO FILL WE NEED TO MAKE SURE THAT WE ALL KNOW AND THAT WE COULD AT LEAST ANSWER SOMETHING OTHER THAN DON'T KNOW THAT CONCERNED ME THAT THAT WERE UNINFORMED OR AN UNINFORMED BOARD IN SOME IN THESE QUESTIONS SO THAT WAS AN AREA THAT I FOUND THAT I FELT IMPORTANT ABOUT THAT WE SHOULD ADDRESS AND LOOK AT WHETHER WE DO IT LIKE I SAID TONIGHT WE TAKE A FEW QUESTIONS OR MAYBE AT EACH BOARD MEETING WE TAKE A FEW OF THESE QUESTIONS AND BREAK THEM DOWN SO THAT THEY CAN BE ADDRESSED IF THERE'S THINGS THAT WE NEED TO ACTIVELY BE DOING LIKE FOR EXAMPLE QUESTION NUMBER 37 AND 36 IT SAYS YOU KNOW DO WE HAVE POLICIES FOR EVALUATING STAFF BASED ON STUDENT SUCCESS AND THERE'S SOME THERE'S LIKE DON'T KNOW SO MAYBE WE NEED TO BE LOOKING AT OUR POLICIES FOR EVALUATING STAFF WELL COULD I POINT OUT ON THAT ONE YOU JUST SAID WHAT IF YOU LOOK AT THE DATA I DON'T KNOW IF WE CAN SEE IT UP HERE BUT IF YOU LOOK AT 23 FOUR PEOPLE AGREED ALWAYS AND IF YOU LOOK AT 26 NOBODY AGREED ALWAYS 24 WE'RE LOOKING AT QUESTION 36 WELL HISTORICALLY THERE'S BEEN A LOT OF DON'T KNOW WELL YEAH BUT BUT THE POINT I THINK THAT IS MORE EVEN BEARING ON IT IS THAT FOUR PEOPLE IN 23 HALF OF THE VOTES POINTS SAID YES WE ALWAYS DO AND NOW WE'VE GOTTEN TO THE PLACE WHERE NO ONE SAYS ALWAYS SO THERE'S SOMETHING THERE THAT SEEMS LIKE THAT'S A TO ME RATHER SIGNIFICANT I DON'T HAVE IT PULLED UP BUT I CAN TELL YOU THAT WE COULD PROBABLY PULL OUT A POLICY OF THE FIVE THOUSANDS FOR EVERY SINGLE ONE OF THESE AND REVIEW THOSE SO CERTAINLY IF THAT'S SOMETHING THAT YOU WANT BUT AGAIN I WOULD ASK WHAT ARE WE AFTER FOR THE OUTCOMES FOR STUDENTS BECAUSE WE CAN I CAN PULL OUT A POLICY ON EVALUATING STAFF WE HAVE I CAN'T REMEMBER THE POLICY IT'S IN THE 5000 SERIES I DON'T HAVE THE NUMBER OFF THE TOP OF MY HEAD BUT WE CERTAINLY HAVE THAT POLICY AND WE COULD PULL THAT OUT AND REVIEW IT WE DEFINITELY HAVE A POLICY ABOUT HIRING AND RETENTION WE HAVE A POLICY FOR PRACTICES FOR STAFF DEVELOPMENT SO WE HAVE THOSE THINGS IF THAT'S SOMETHING THAT THE BOARD WOULD LIKE TO LOOK AT WE COULD CERTAINLY PULL THOSE OUT AND GET SOME OF THOSE DON'T KNOWS AGAIN I WHEN I THINK ABOUT THE SELF-ASSESSMENT I DON'T THINK ABOUT IT I THINK THAT WHEN WE GET TOO FAR IN THE MINUTIA THEN AGAIN WE'RE MOVING AWAY FROM BOARD GOVERNANCE INTO[00:15:02]
OPERATIONAL PRACTICES AND AND AS A BOARD WHAT CAN YOU DO AS A BOARD TO HELP MOVE STUDENT SUCCESS FORWARD ESPECIALLY IN THOSE AREAS THAT WE'VE WE'VE IDENTIFIED WE REALLY WANT TO WORK ON A FEW THINGS ON THE STRATEGIC PLAN THIS YEAR KNOWING FULL WELL THAT WE DON'T HAVE THE RESOURCES OR THE TIME WITH REDUCED STAFF TO DO ALL THE THINGS THAT WE WOULD LIKE TO DO AND SO I THINK BECAUSE WE HAVE LIMITED TIME AND RESOURCES WE'RE GOING TO HAVE TO BE VERY STRATEGIC ABOUT THE WAY IN WHICH WE SPEND OUR TIME AND I GUESS TO CLARIFY FOR ME I WASN'T NECESSARILY THINKING THAT WE SHOULD LIKE DO IT AS A GROUP BUT MAYBE EVEN JUST INDIVIDUALLY YOU KNOW IF WE DON'T KNOW THAT WE HAVE POLICIES THAT ENSURE HIRING AND RETENTION OF HOW TO QUALIFY YEAH WE NEED TO DIG INTO THOSE POLICIES AND READ THEM AND KNOW YEAH THAT'S REALLY ALL AND THAT'S REALLY ALL SO WHAT SO ONE OF THE THINGS THAT I THINK WE COULD DO IS WE I COULD IDENTIFY WHICH POLICIES ARE A PART OF ALL OF THAT AND I COULD SEND THAT YOU'LL YOU'LL ALL KNOW WHETHER YOU WERE A DON'T KNOW OR NOT AND I COULD GIVE YOU A LIST AND YOU WOULD KNOW WHICH ONES YOU WOULD NEED TO REVIEW IN ORDER TO KNOW DOES THAT SOUND LIKE A GOOD OKAY YOU THINK IT'S IMPORTANT THAT WE DO KNOW OUR POLICIES AND AND HAVE UNDERSTANDING OF THEM IN ORDER TO BE ABLE TO SUPPORT STUDENT SUCCESS YEAH BECAUSE IF WE DON'T KNOW OUR POLICIES THEN WE'RE LIKE TRYING TO REINVENT THE WHEEL FOR SOMETHING THAT'S ALREADY THERE YEAH SO THAT WAS THAT WAS WHAT I WAS TRYING TO OKAY I THINK I PROBABLY WENT IN AROUND ABOUT I'M SORRY I DIDN'T UNDERSTAND NO IT'S NO WORRIES SO SO I'LL I'LL MAKE SURE FOR THOSE DO YOU FEEL LIKE THAT'S MAINLY IN STANDARD THREE IT SEEMED LIKE THAT'S WHERE THE MAJORITY OF THE DON'T KNOW OKAY I CAN LOOK THROUGH AND SEE IF THERE ARE OTHER PLACES WELL THREE IS AROUND MAINLY POLICIES FOR IF YOU LOOK AT IT BEING THE ACCOUNTABILITY PIECE I THINK THAT'S PART OF THE STRUCTURE WE'VE TALKED ABOUT AS A BOARD IN CREATING THOSE TIMES WHERE WE BRING INFORMATION BACK TO YOU THAT'S ALIGNED VERY CLOSELY WITH OUR GOALS SO THAT YOU HAVE ASKED FOR THAT IN A VARIETY OF WAYS BUT CALENDARING IT AND ACTUALLY MAKING IT PART OF THE BOARD MEETING PLAN APPEARS TO BE WHAT WE NEED TO DO FOR THE NEXT STEP WELL IF YOU LOOK AT 56 THIS IS SOMETHING THAT WE'VE ACTUALLY TALKED QUITE A BIT ABOUT MM-HMM YEP SO HAVE WRITTEN GOALS FOR THE SUPERINTENDENT TO FOCUS ON SPECIFIC OUTCOMES FOR STUDENT LEARNING AND THAT LOOK THAT STANDS OUT IMMEDIATELY AS ONE THAT SEEMS LIKE COULD USE SOME WORK AND I WILL SAY TOO ON 53 THE MAJORITY OF OUR TIME IS GOING TO BE SPENT ON 53 TODAY TO TALK ABOUT THAT THROUGH LINE OF HOW DOES THE STRATEGIC PLAN COME ALIVE FROM BOARDROOM TO CLASSROOM WHAT IS THAT THROUGH LINE AND THEN CONNECTING IT THEN TO QUESTION 56 OF THEN HOW DOES IT LOOK FOR THE BOARD TO HAVE SUPERINTENDENT GOALS AND WHAT IS THAT THROUGH LINE YEAH AND AGAIN JUST GOING FROM BOARDROOM TO CLASSROOM AND THE IMPACT THE MORE ONLINE WE CAN DO THE BETTER FOR KIDS BECAUSE THIS I WILL TELL YOU THIS IS THE FIRST TIME I'M NOT BRINGING GOALS TO YOU I DON'T HAVE GOALS TO SHARE WITH YOU TONIGHT BECAUSE AGAIN WE'RE TRYING TO ALIGN YOUR WHAT YOU WANT TO SEE HAPPEN AT YOUR LEVEL THEN I NEED TO SET MINE AND WE KNOW THAT THE SIP WE'VE MADE ADJUSTMENTS TO THE SIP PLAN BASED ON THE CONVERSATIONS LAST SPRING BUT AGAIN WE'RE BRINGING THEM TO YOU BECAUSE YOU SET THE YOU SET THE COURSE AND WE WE IMPLEMENT THE COURSE YOU YOU GOVERN AND SAY YOU'RE ON TRACK OR NO YOU GOT OFF IN THE WRONG DIRECTION THEIR BOARD BRINGS YOU KNOW BRINGS THE EXPECTATION THE SUPERINTENDENT GOALS TO THE SUPERINTENDENT THEN THEY DISCUSS THAT WORK IT OUT MAKE IT A REALITY AND THAT[00:20:01]
WAY THEN YES IF THAT'S HAPPENING I'M I KIND OF THINK LIKE THAT THE BOAT AND WE'RE STARING THE BOAT AND THEN YOU KNOW YOU AND YOUR STAFF ARE ARE THE CREW WE'RE ROWING. WE'RE ROWING. IT'S LIKE YOU SAW ONE OF OUR SLIDES.NOT NECESSARILY THE ROWING, BUT I WOULD HOPE IT WOULD BE A MOTOR.
I KNOW RIGHT NOW WE'RE ROWING.
IF WE DO A LEVY WE CAN AFFORD A MOTOR.
BUT I MEAN THAT'S AND THAT'S WHAT I I'VE TALKED TO OTHER BOARD MEMBERS AND THAT'S WHAT THEY DO IS THEY DESIGN TOGETHER GOALS THAT THAT FOCUS ON THE STUDENT LEARNING AND THEN THAT WAY EVERYONE'S ON THE SAME PAGE WE'RE ALL GOING THE SAME DIRECTION YOU DON'T HAVE A BOARD MEMBER THAT YOU KNOW LEANING OUT THIS SIDE OF THE BOAT YOU KNOW SAYING HEY WE NEED TO GO THIS DIRECTION YOU KNOW AND THEN ANOTHER ONE LEANING OUT THE OTHER SIDE AND IT ENDS UP CAUSING CHAOS SO I LIKE THE IDEA OF WHAT YOU SAID I THINK THAT'S WHAT WE'VE YEAH WE NEED THAT JUST NOW AS YOU SAID THAT NOW AMAZING READ MY MIND YEAH I THINK THAT'S THAT'S WHAT I'VE ALWAYS DREAMED OF YEAH I ALWAYS GET ALWAYS BEING I HAVE NOT TO WORK ON TIME THAT'S WHAT I ALWAYS DO.
I THINK THE MOST ENCOURAGING THING THAT I THAT HAS HAPPENED OVER THE PAST YEAR FOR EVALUATING REALLY IS TRYING TO PLACE DATA WITH OUR DECISION-MAKING I FEEL LIKE AS WE'VE COME ON THE THREE OF US GETTING OUR FEET SET A LITTLE BIT NOT HAVING THE DATA AND IT CORRELATING WITH SPECIFIC GOALS HAS BEEN OUR OUR MOST DIFFICULT THING TO DEAL WITH AS WE'RE STARTING TO SET NEW COURSE I'M ENCOURAGED THAT WE'LL DO THAT THROUGH I'D LOVE TO SEE SCHOOL IMPROVEMENT PLANS BE SPECIFIC THAT WAY WE'RE JUST NOT RUBBER STAMPING SOMETHING AND WE'RE ALL AND EVERYBODY IS IN THE SAME EVERYBODY'S WORKING TOWARDS THE SAME GOAL YEAH GET EVERYONE ROWING IN THE SAME DIRECTION THAT WE'RE ALL GOING IN THE SAME SO I'M ENCOURAGED BY THE WORK THAT WE'VE BEEN DONE BUT I THINK THAT SOME OF THE I DON'T KNOWS OR SOME OF THE THE REDS HEAVEN FORBID SOME OF THOSE THAT AREN'T GREEN OUR REFLECTION OF US NOT HAVING THAT INFORMATION TO MOVE FORWARD AND SO I REALLY EVEN THOUGH I THINK THIS IS GOOD OVERALL AND I THINK IT'S PRETTY GOOD REFLECTION OF WHAT WE'VE DONE I THINK IT WILL IMPROVE NEXT YEAR BECAUSE OF THE FOOTSTEPS WE'VE ALREADY PLANTED TO GO ON THE RIGHT DIRECTION I ACTUALLY WAS VERY VERY PLEASED WHEN I SAW YOUR SELF-ASSESSMENT BECAUSE I THINK THAT IF YOU HAD TAKEN THIS IN MARCH OR IN JANUARY OR SOMEWHERE ELSE THERE'D BE A LOT IT WOULD LOOK A LOT DIFFERENT AND I FEEL LIKE PARTICULARLY FOR THE THREE OF YOU IT'S HARD FOR ME TO BELIEVE THAT YOU'VE ONLY BEEN IN YOUR ROLES FOR SEVEN EIGHT EIGHT MONTHS EIGHT NINE SINCE DECEMBER SO NINE MONTHS I MEAN TO ME THAT MEANS YOU KNOW A LOT YOU'VE LEARNED A LOT THERE'S A LOT STILL TO LEARN AND I THINK THAT'S WHAT IS POWERFUL ABOUT BOARD MEMBERS STAYING ON FOR AND HAVING LONGEVITY BECAUSE THERE'S ALWAYS MORE TO LEARN IT'S VERY COMPLEX BUT I FEEL LIKE AS A TEAM THE COHESION THAT IS BEGINNING TO REALLY FORM AFTER THIS AMOUNT OF TIME IS REALLY SOMETHING THAT'S CHANGED DRAMATICALLY OVER THAT COURSE OF TIME AND THAT'S A GOOD THING YOU KNOW THAT'S A REALLY GOOD THING SO IT'S ALWAYS HARD WHEN YOU LOSE A MAJORITY OF YOUR BOARD IT'S LIKE STARTING OVER AND SO I WAS REALLY PLEASED TO SEE THAT THERE'S THERE'S NOT A LOT WHERE THERE'S AT LEAST THREE MEMBERS SAYING I DON'T KNOW OR NEVER WHICH TO ME IS A GOOD SIGN AS WELL. I WOULD I WOULD POINT OUT IN STANDARDS ONE AND TWO THERE'S JUST IT JUST SEEMS A LOT LESS CONCERNS EXCEPT FOR IN 31 BUT I THINK IF YOU LOOK AT 31 IT SAYS TO WHAT EXTENT DOES OUR BOARD TOGETHER WITH THE SUPERINTENDENT AGREE THAT HIGH EXPECTATIONS FOR ALL STUDENTS IS THE HIGHEST PRIORITY AND WE ANSWERED FAIRLY WELL BUT
[00:25:01]
BUT IF THERE'S ANY THING IN THAT QUESTION I THINK THAT MIGHT BE CAUSING SOME PROBLEM IS WELL IT'S CERTAINLY A HIGH PRIORITY WE TALK ABOUT IT ALL THE TIME BUT I'M NOT CERTAIN THAT I CAN ACTUALLY SAY IT IS THE HIGHEST PRIORITY BECAUSE I DON'T KNOW NECESSARILY THAT I KNOW EVERYTHING SO THAT MAY BE THE PROBLEM WITH THAT QUESTION YOU JUST DON'T KNOW AND THAT'S THE ONLY QUESTION IN ALL OF STANDARD ONE AND STANDARD TWO THAT REALLY MIGHT YOU KNOW POINT TO SOMETHING WHERE MAYBE WE SHOULD BE ADDRESSING IT BUT IN AGAIN IN THREE AND FOUR I THINK ON FOUR I WOULD POINT OUT IN 62 SO NUMBER 62 ON FOUR AGAIN I THINK WE HAVE A RATHER COMPARATIVELY POOR SHOWING LIKE IF YOU LOOK IN 24 IT WAS ALL GREEN EXCEPT FOR ONE BLUE OKAY AND THEN 25 AND 26 WE WE BASICALLY DROPPED DOWN SO REGULARLY EVALUATE AND ADJUST RESOURCES AND STRATEGIES FOR CLOSING ACHIEVEMENT GAPS TO MAXIMIZE THEIR EFFECTIVENESS THAT'S KIND OF WHAT YOU WERE POINTING TO I THINK WITH DATA AND THAT KIND OF THING AND I WOULD SAY THAT IF WE WERE GOING TO BE SETTING ANY GOALS THAT SOMETHING LIKE THAT WOULD BE RIGHT IN LINE WITH WHAT WE'VE BEEN TALKING ABOUT SO I THINK BOTH OF THOSE QUESTIONS TERRY BRING UP A GOOD POINT IS THAT WE HAVE SPENT A LOT OF TIME TALKING ABOUT BUDGETS RIGHT AND UNFORTUNATELY THAT THAT IDEA OF CLOSING THE ACHIEVEMENT GAP IT TAKES RESOURCES AND VERY SIMILARLY THE QUESTION 31 THAT YOU WERE TALKING ABOUT TOGETHER THE SUPERINTENDENT AGREE THAT HIGH EXPECTATIONS IS THE HIGHEST PRIORITY WE TALK ABOUT STUDENT ACHIEVEMENT BEING REALLY REALLY HIGH EXPECTATIONS FOR STUDENTS BEING REALLY REALLY IMPORTANT BUT AGAIN WE'VE SPENT A LOT OF OUR TIME TALKING ABOUT BUDGETS AND SO UNFORTUNATELY IT'S BEEN A DISTRACT I MEAN THAT NOT HAVING RESOURCES IS A BIG DISTRACTOR TO THE OUTCOMES THAT WE ARE WANTING THAT'S GOOD INSIDE THAT'S PART OF THE REASON I KNOW ON BOTH OF THESE THE WAY I ANSWERED ON BOTH THESE WAS BECAUSE OF SO MUCH OF OUR TIME HAS BEEN JUST WRAPPED UP IN BUDGETS AND NOT GETTING TO THE IMPORTANT WORK OF THIS IS WHY WE'RE HERE EXACTLY SO YEAH ANYTHING ELSE ON THIS BOARD ADDISON TOBY ANYTHING WELCOME TO ADDISON YES NO YOU KIND OF JUST HIT MY MARK WHEN I LIKE FIRST LOOKED AT IT LIKE NORMALLY WHEN I GET NUMBERS I JUST LOOK AT THE OVERVIEW RATHER THAN GETTING ON LIKE NITPICKY BUT JUST LOOKING AT IT YOU GOT YOUR GUYS THE STANDARD THREE AND FOUR WE'RE PROBABLY LIKE THERE'S THE MOST GRAY AREA SO ONE GOOD THING I GUESS IS THEY BOTH ARE LIKE KIND OF RELATED IN THE FACT THAT THEY BOTH DEAL DIRECTLY WITH STUDENTS SO I SAY LIKE YOU JUST HAVE TO LIKE I GUESS WITH THE BUDGET AND EVERYTHING IT'S SUPER DISTRACTING BUT YEAH I THINK WE KIND OF JUST GOT A LOCKDOWN MORE ON LIKE GEARING ALL OF OUR ATTENTION TOWARDS STUDENTS RATHER THAN LIKE I GUESS THE BUDGET IS FOR THE STUDENTS BUT I FEEL LIKE IT'S SUPER EASY TO GET LIKE DISTRACTED IN THE ACTUALLY LIKE THE LITTLE INTRICATE PARTS OF LIKE WHERE THE MONEY IS GONNA GO AND YOU KIND OF JUST OVERLOOK THE ENTIRE STUDENT EXPERIENCE ITSELF AND I GUESS LIKE THIS KIND OF IS BACKING THAT UP LIKE YOU DON'T REALLY KNOW WHAT YOU'RE DOING THE BUDGET FOR AND EASY TO GET LOST SO I THINK WE KIND OF JUST I DON'T KNOW MAYBE THERE'S A POLICY OR SOMETHING FOR IT BUT JUST LIKE GET BACK ON THE ROAD OF LIKE FOCUSING ON ON STUDENTS I WOULD ADD THE STUDENT VOICE THAT WE'VE HAD HAS BEEN OUR ONE GUIDING ONE CONSTANT FOCUS ON WHAT THE STUDENTS NEED AND FEEL HOW WE CAN BEST SUPPORT THEM APPRECIATED IT OVER THE AND I THINK THAT THE STRATEGIC PLAN HAS THAT TUNED A LITTLE BETTER LIKE A FINE INSTRUMENT AS YOU TUNE IT AND GET IT PLAYING THE MUSIC THAT YOU WANT IT TO PLAY I THINK WE WILL SEE A CHANGE WHEN WE START SEEING YOU KNOW THE DATA THAT'S UP THERE AND WE START BEING ABLE TO TRACK AND ACTUALLY SEE THE PROGRESS AND BE ABLE ABLE TO SEE IT AND SHARE IT I THINK THAT WILL HELP AT LEAST IT WILL HELP ME A LOT BECAUSE IT'S VERY IT'S A VISUAL[00:30:03]
AND YOU CAN ACTUALLY YOU KNOW TRACK IT ALONG I THINK NOW IT'S VERY VAGUE AND IT'S JUST IT'S A GREAT HIGH IN THE SKY BUT I THINK ONCE YOU CAN YOU CAN PUT NUMBERS TO IT I THINK THAT'S GONNA ALSO HELP OUR COMMUNITY TO ACTUALLY SEE THE CHANGES THAT ARE HAPPENING IN THE I MEAN BEING IN THE SCHOOL YOU ALREADY SEE GREAT THINGS BUT BECAUSE SO MANY OF OUR FOLKS ARE NOT IN THE SCHOOL EVEN WEEKLY OR MONTHLY I THINK THAT THEY'RE YOU KNOW THEY DON'T SEE THE GOOD THINGS THAT ARE HAPPENING SO I APPRECIATED HOW THE STRATEGIC PLAN IS GOING TO BE THE GUIDING YOU KNOW BE THE CONDUCTOR TO OUR SYMPHONY AND ACTUALLY GET IT YOU KNOW GET ALL THE INSTRUMENTS TUNED AND GET IT ACTUALLY PLAYING THE MUSIC THAT WE NEEDED TO PLAY THAT'S HOW I LIKE TO THINK OF IT SO I'M HOPING I'M HOPING THAT THAT'S A CHANGE OF PLAN WILL WILL HELP US MAKE IT BETTER FOR THE STUDENTS ANYTHING ELSE BEFORE WE PIVOT BECAUSE WE WILL LOOP SOME OF THIS DISCUSSION BACK IN A LITTLE BIT FURTHER AS WE TALK MORE ONE OF THE THINGS THAT I COULD SAY IF YOU WERE GOING TO PUT ANY NOTES ON YOUR SELF-ASSESSMENT JUST THE QUESTION HOW HOW DO WE USE THIS INFORMATION AS A BOARD TO TALK ABOUT WHAT GOALS WE WOULD ENDEAVOR TOGETHER IN ORDER TO GET MOVEMENT ON THE OUTCOMES THAT WE'RE TALKING ABOUT THIS EVENING SO THE READING PIECES WE'VE TALKED ABOUT THE ATTENDANCE PIECES WE'VE TALKED ABOUT AND THE NINTH GRADE ON TRACK THAT WE'VE TALKED ABOUT SO WE WE WENT AHEAD AND PUT IN SOME SOME DEFINITIONS FOR YOU YOU MAY BE HAVE SEEN THESE BEFORE BUT WHAT IS GOVERNANCE SO IT IS THE ACT OF GOVERNING OR OVERSEEING THE CONTROL AND DIRECTION OF SOMETHING AND THAT'S A WEBSTER'S DICTIONARY DEFINITION THE BOTTOM IS A DEFINITION THAT COMES FROM OUR CO-BOARD COHERENCE WORK OR POOR WHAT'S IT CALLED THE GOVERNANCE CORE THE GOVERNANCE CORE CAN REMEMBER THE TITLE OF FULL AND BOOK SUDDENLY AND IT SAYS A BASIC FUNCTION OF THE ORGANIZATION IS AN INTEGRAL PART OF THE SYSTEM SETTING THE DIRECTION OF THE DISTRICT ASSURING THE ACHIEVEMENT OF STRATEGIC GOALS AND THE SHARED PURPOSE HOLDING THE DISTRICT ACCOUNTABLE AND PROVIDING LEADERSHIP TO THE COMMUNITY SO YOU CAN SEE IN THAT DEFINITION A LOT OF THREADS THAT WE SAW IN THE SELF-ASSESSMENT WE TALKED A LITTLE BIT ABOUT SHARED PURPOSE WE TALKED ABOUT DISTRICT ACCOUNTABILITY ALL OF THOSE PIECES ARE FOUND IN THE SELF ASSESSMENT BUT WHEN YOU THINK ABOUT IT BROADLY THE IDEA OF GOVERNANCE AND THE BOARD'S ROLE IN GOVERNANCE IS REALLY THAT AS WE TALKED ABOUT EARLIER THE THE STEERING THE SHIP THE STEERING IT IN THE DIRECTION AND THEN SETTING MYSELF LEADER DISTRICT LEADERSHIP THE BUILDING PRINCIPLES THE STAFF IN THAT SAME DIRECTION AND HAVING US WORK REALLY HARD TO MAKE SURE THAT EVERYTHING IS IN ALIGNMENT WITH THOSE GOALS ALL THE WORK THAT WE'RE DOING SO WHAT DO WE NEED WHAT WHAT DO WE NEED FOR THAT TO HAPPEN AND ESSENTIALLY WE WANTED TO MAKE SURE THAT YOU REALLY COULD HEAR US SAYING THAT WE NEED TO DO THIS TOGETHER BUT WHAT WE REALLY NEED IS WHAT DEBBIE DESCRIBED EARLIER IS THE THE BOARD WORKING IN A UNIFIED WAY LEADING US AS A DISTRICT TELLING US WHAT DIRECTION THAT WE'RE GOING IN AND STAYING IN LINE WITH THAT TOGETHER SO THAT WE DON'T HAVE INDIVIDUALS WORKING SEPARATELY ON THEIR OWN PRIORITIES BECAUSE WHEN WE'RE FRAGMENTED WHEN WE AS THE DISTRICT OFFICE ARE FRAGMENTED WE CAN'T PROVIDE THOSE OUTCOMES THAT YOU WANT FOR OUR STUDENTS OR THAT WE WANT FOR OUR STUDENTS AND SO THE IDEA BEHIND THE GOVERNANCE WORK IS REALLY JUST TO MAKE SURE THAT WE'RE BEING UNIFIED TOGETHER AND THE BALCONY AND[00:35:06]
THE DANCE FLOOR OUR TEAM I TOLD THEM THAT WE DON'T ALL LOVE THAT PICTURE FROM THE PAST YOU PROBABLY REMEMBER THE PICTURE FROM THE PAST SITTING UP ABOVE THE BALCONY AND DOWN ON SO HERE'S HERE'S THE REBRANDING OF THAT HOPEFULLY YOU LIKE IT SO IT SHOWS FIVE DIRECTORS FIVE INDIVIDUALS SITTING THERE WITH A DIRECTION LOOKING AT STUDENT OUTCOMES AND A SYSTEM WIDE VIEW AND REALLY PUSHING THAT STRATEGIC DIRECTION DOWN TO THE DANCE FLOOR AND ALL OF US WORKING IN TEACHING AND LEARNING AND STUDENT SUPPORT AND OUR OPERATIONAL SERVICES OPERATIONS AND SERVICES REALLY WORKING TO SUPPORT THOSE THOSE OUTCOMES AND THAT DIRECTION THAT YOU SET FOR US AND THEN US COMING BACK AND AGAIN THE ARROW POINTS RIGHT BACK UP BECAUSE WE NEED TO BE REPORTING THAT TO YOU SO THAT YOU HAVE THAT INFORMATION IN FRONT OF YOU AND YOU KNOW THAT WE'RE HONORING THE THE OUTCOMES THAT YOU'VE ASKED US TO WORK TOWARDS SO IF WE GO TO STANDARD FOUR WHICH WE WERE JUST REFLECTING ON IT HOLDING THAT HOLDING THE DISTRICT ACCOUNTABLE FOR STUDENT LEARNING SO REALLY WHAT THIS GRAPHIC IS SHOWING IS HOW DOES THAT COME TO LIFE WHAT DOES THAT LOOK LIKE SO REALLY THE TWO ADDITIONS TO THIS GRAPHIC IS THOSE ARROWS SO AS A BOARD YOU'RE SETTING DIRECTION TONIGHT WE'RE TALKING ABOUT GOALS WE'RE GOING TO TALK ABOUT WHAT DOES THAT LOOK LIKE TO BRING OUTCOME DATA THAT IS REFLECTIVE OF BOARD VISION STRATEGIC PLAN AND HOW DOES THAT COME TO LIFE IN SCHOOL IMPROVEMENT PLANS AND WHAT DOES THAT OUTCOME DATA LOOK LIKE SO REALLY IT'S A CYCLE IT'S THE CYCLE OF LEARNING WITH THAT STRATEGIC VISION LEADERSHIP IS IN THE SYSTEM SO IT JUST CORRELATES VERY WELL THANK YOU SO AS WE GET READY TO TAKE A DINNER BREAK THIS IS JUST ONE MORE QUOTE WE'LL CENTER OURSELVES ON THIS QUOTE BUT IF THERE'S NOT A CLEAR SHARED PURPOSE FOR ALL OF US IF THERE'S NOT A SPECIFIC MEANS OF IMPLEMENTING AND THAT WE'RE GOING TO TALK ABOUT THE MEANS OF IMPLEMENTING SOME OF IT INTO PRACTICE AND IF THERE'S NOT MEASURABLE OUTCOMES THAT MARK PROGRESS AND ATTAINMENT THEN IT DOESN'T REALLY EXIST IN REALITY AND I THINK THAT'S BEEN OUR GOAL FOR MANY YEARS IN THIS DISTRICT WHEN WE BEGAN LOOKING AT COHERENCE AND WE STARTED SETTING SOME SOME GOALS FOR OURSELVES WE IT'S TAKEN US TIME TO MAKE SURE THAT THERE'S ALIGNMENT BUT I FEEL LIKE OUR TIMING IS JUST PERFECT FOR THAT ALIGNMENT FROM THE BOARDROOM TO THE CLASSROOM AT THIS POINT AND SO REALLY I FEEL LIKE TONIGHT IS A PIVOTAL MOMENT FOR ALL OF US WHERE WE STAY FOCUSED ON REALLY MAKING SURE THAT WE'VE GOT SHARED PURPOSE THAT WE CAN REALLY MAKE SOME POSITIVE DIRECTIONS AS WE MOVE FORWARD EVEN IN A YEAR WHERE WHERE WE DON'T HAVE AS MANY RESOURCES AS WE MIGHT WISH WE DID. SO THAT IS YOU RECALL WE HAVE SEVERAL DIFFERENT BOOKS THAT WE USE AND THE GOVERNANCE CORE IS REALLY THE ONE THAT'S FOCUSED ON THE BOARD AND DAVID I SHOULD LET YOU TALK ABOUT THIS AND THIS IS YOUR SO REALLY WHEN WE TALKED ABOUT THAT QUOTE AND YOU JUST SAW THE QUOTE THE COLORS CORRESPOND IF THERE'S SO THE QUOTES OFF TO THE SIDE IF THERE'S NOT A CLEAR SHARED PURPOSE THAT REALLY IS OUR VISION OUR MISSION AND OUR GOALS SO THOSE CREATE THAT SHARED PURPOSE EACH AND EVERY STUDENT ACADEMIC SOCIALLY AND AND EMOTIONALLY TO ENSURE THEIR SUCCESS IN LIFE THAT THAT PIECE IS VERY CLEAR AND AND THE WORK THAT WAS DONE TO CREATE THAT SHARED PURPOSE I THINK THE MORE THAT WE CAN STAY FOCUSED ON THAT THE BETTER OFF WE ARE AND THEN YOU TALK ABOUT WHAT IF THERE ARE NOT A SPECIFIC MEANS OF IMPLEMENTING IT INTO PRACTICE WELL WE HAVE THE THREE AREAS SAFE AND CARING ENVIRONMENT HIGH QUALITY INSTRUCTION AND COLLABORATION[00:40:01]
THAT CULTIVATES TRUST AND WE HAVE SPECIFIC INDICATORS UNDERNEATH THOSE AS STRATEGIES THEN THEN IF THERE'S NOT A MEANS TO IMPLEMENT IT AND THOSE ARE THE THINGS THAT WE COMMITTED TO IMPLEMENTING AND THEN IF THERE ARE NOT MEASURABLE OUTCOMES MARKED BY PROGRESS AND ATTAINMENT WHAT WE BELIEVE IS IS THE PIECE THAT'S KIND OF MISSING HERE AND YOU'VE SURFACED THAT IN YOUR DISCUSSIONS WITH US IS THAT COMING BACK TO WHAT MATTERS IS PUTTING THAT DATA IN FRONT OF YOU ON A REGULAR BASIS AND MAKING SURE THAT IF IF WE DON'T HAVE ALL OF THE THINGS THAT WE NEED IN ORDER TO MAKE SURE THAT WE'RE ATTAINING THOSE THINGS WE'RE STRUGGLING WITH RESOURCES WE'RE STRUGGLING WITH THE ENVIRONMENT IN THE CLASSROOM THOSE ARE THINGS THAT AGAIN I WOULD POINT TO THE BOARD AND MYSELF TO SAY HOW DO WE SUPPORT AT THE CLASSROOM LEVEL HOW DO WE SUPPORT THOSE THINGS AT THE CLASSROOM LEVEL SO THAT THEY CAN GIVE US THE OUTCOMES THAT WE WE WANT OUR STUDENTS TO HAVE SO THAT YEAH THE ONLY THING I WOULD ADD TO IS THIS IS WHERE WE STARTED AND AFTER DINNER IS IS GOING TO BE REALLY SPECIFIC ON HOW DO WE GET THERE AND SO REALLY THIS IS JUST LAYING THE GROUNDWORK OF THESE OBJECTIVES NOW WE'VE ACTUALLY REFINED THEM TO BE THREE AND VERY SPECIFIC VERY MEASURABLE AND DATA FOCUSED AND SO WHEN WE COME BACK THAT'S REALLY GOING TO BE THE BULK OF OUR WORK AND THAT AND HOPING TO ENGAGE IN A GOOD CONVERSATION AROUND THE DATA AND GOAL SETTING FROM THERE WHY DON'T WHY DON'T WE SAY LET'S COME BACK AT FIVE MINUTES AFTER IT'S NOT QUITE 545 IT'S NOT HERE OH TRAFFIC MIGHT BE YEAH YEAH YEAH I WANTED TO TALK ABOUT THE MISSION ARE WE GOING TO BE TWEAKING THAT OR IS THAT GOING TO BE SAYING THE WAY THAT IT IS GOOD WHAT THE ONE PIECE THAT I THINK IS MISSING IN THE MISSION IS IS THE PART THAT TALKS ABOUT THEM BEING PREPARED BEING BECAUSE THAT WAS SOMETHING I HEARD SO MANY COMMUNITY MEMBERS I'VE HEARD SAY THAT THEY WANT THEIR STUDENTS TO BE PREPARED FOR LIFE AND I KNOW IT SAYS ACADEMICALLY SOCIALLY AND EMOTIONALLY TO ENSURE THEIR SUCCESS IN LIFE BUT SO MANY OF THE COMMUNITY MEMBERS HAVE STATED THAT THEY WOULD LIKE TO SEE STUDENTS PREPARED FOR LIFE READY FOR ADULTHOOD INSTEAD OF JUST THIS GENERAL YOU KNOW MORE OF A GENERAL THOUGHT AND I MEAN MAYBE IF THAT'S EMBEDDED IN IT BUT THAT'S NOT WHAT THEY I GUESS THAT'S HOW THEY WORK BUT I THINK WE BRING A REALLY GOOD POINT BECAUSE WHAT IS NOT GETTING REVISED ARE THOSE CORE PARTS OF OUR PLAN WHAT IS BEING ADDED TO IT IS SPECIFIC MEASURABLE GOALS ABOUT WHAT DOES THAT LOOK LIKE AND SO WHEN WE GET TO NINTH GRADE SUCCESS THAT THAT CONVERSATION IS EXACTLY THE CONVERSATION WE WANT TO HAVE AROUND WE ARE GOING TO FOCUS ON NINTH GRADE ON TRACK WE'RE GOING TO BE BRINGING THAT DATA TO THE BOARD ON A REGULAR BASIS WITHIN THAT CONVERSATION WE WANT TO SURFACE HOW ARE WE PREPARING OUR STUDENTS WHAT PROGRAMS WHAT WHAT CORE CLASSES ARE ARE BEING TAUGHT TO BE ABLE TO PREPARE SO WHAT YOU'RE SAYING THAT IS IT'S A PERFECT EXAMPLE OF YOU'RE HEARING THIS FROM THE COMMUNITY AND WE CAN SURFACE IT THROUGH ONE OF OUR GOAL AREAS IN TERMS OF HOW ARE WE GETTING OUR STUDENTS PREPARED AND THEN THROUGH THAT PROCESS TOO IS WE CAN REVISIT KIND OF OPENINGS YOU PLAN BECAUSE THIS DOES EXPIRE IN 2027 AT THE END LIKE A WHOLE NEW ENGAGEMENT CYCLE AROUND THAT WORK THE GOAL WOULD BE THAT THE WORK THAT WE'RE DOING NOW WILL SURFACE THE CHANGES THAT WILL HAPPEN TO THE STRATEGIC PLAN WE WOULD WANT TO HAVE A NEW STRATEGIC PLAN OR AN UPDATED TWEAKED I WOULD NOT RECOMMEND STARTING OVER BUT A TWEAKED STRATEGIC PLAN WOULD NEEDS TO START IN 2028 NO LATER THAN SO THAT ESSENTIALLY IS JUST OVER A YEAR JUST OVER A YEAR AWAY SO WE ARE STILL WORKING ON THOSE OBJECTIVES DOWN BELOW AND THIS YEAR FOCUSING ON THOSE THREE ARE THINGS THAT WE KNOW THAT WE CAN FOCUS ON I THINK WE ALSO NEED TO WE KNOW THAT THERE IS DATA THAT WE[00:45:01]
ARE UNABLE TO GET IN A IN A CONCRETE WAY AT NORMAL INTERVALS AND WE NEED TO GET THAT FIGURED OUT BEFORE WE EMBARK ON A NEW STRATEGIC PLAN SO THAT'S PART OF THAT THAT WORK AND AND FRANKLY IT'S PART OF OUR BUDGET STRUGGLES BECAUSE SOME OF THOSE IS THE DATA IS NOT AVAILABLE BECAUSE WE NO LONGER HAVE THE THE THE MEASUREMENT TOOL IN ORDER TO TAKE THE DATA SO WE NEED TO GET THAT HONED IN ONCE WE HAVE SOME FINANCES THAT WILL ALLOW US TO DO THAT OR WE NEED TO FIND A DIFFERENT WAY AND EVEN TWEAKING THAT STRATEGIC PLAN THERE'S A LOT MORE THAN JUST US ABSOLUTELY AROUND HERE THERE'S A LOT OF DIFFERENT PARTIES THAT HAVE THEIR FINGERS IN IT THAT CONTRIBUTE TO THE TO THE OVERALL LOOK OF IT YES ABSOLUTELY PARTNERSHIPS IN THE SCHOOLS YES EVERYBODY HAS ADDS TO IT YEP WE'LL NEED TO DO SOME SURVEYING ON THE LARGER TO THE LARGER COMMUNITY WE'LL NEED TO MAKE SURE WE INCLUDE SOME OF THOSE GROUPS THAT WERE INVOLVED STAFF GROUPS CITIZENS ADVISORY COMMITTEE THE OBVIOUSLY YEAH IT'S A PROCESS YEAH YEAH I WOULD SUGGEST THAT[3. Dinner Break]
WE GO UNTIL 10 AFTER OKAY SO WE'LL ADJOURN THE MEETING FOR A BRIEF PERIOD AND RE-CONVENE AT 10 AFTER 6 SOUNDS GOOD ALL RIGHT THANK YOU WELCOME BACK WE'LL CALL THE MEETING BACK[4. Board Retreat, part 2]
TO ORDER AT 6:15 AND TURN IT BACK OVER A STRATEGIC PLAN AND BASELINE TO SUPERINTENDENT WHITTEN AND I'M GOING TO TURN IT OVER TO LYNNELL OKAY YOU KNOW IT'S SO FUNNY AS I WAS ABSOLUTELY GOING TO INTRODUCE THE TEAM OVER HERE TOO BECAUSE IT IS A TEAM APPROACH JUST TO KIND OF REGROUND OURSELVES WE LEFT OFF WITH THIS QUOTE THAT I'LL JUST KIND OF REREAD ONE MORE TIME IF THERE'S NOT A CLEAR SHARED PURPOSE THEN THERE'S NOT IF THERE'S NOT A SPECIFIC MEET MEANS FOR IMPLEMENTING IT IN PRACTICE IF THERE IS NOT MEASURABLE OUTCOMES THAT MARK PROGRESS AND ATTAINMENT THEN IT DOESN'T EXIST IN REALITY SO THOSE HIGHLIGHTED WORDS ARE REALLY WORKING WHERE WE WILL SPEND THE BULK OF OUR TIME AND AGAIN WITH OUR DISTRICT OFFICE TEAM OVER HERE I JUST WANT TO DO SOME INTRODUCTIONS JUST FOR THE GROUP WHERE WE HAVE DIRECTORS OF OVER THAT OVERSEE ALL THE SCHOOLS MIKE MICHAUD DAVID KENNEDY WE HAVE OUR NEW STUDENT SERVICES DIRECTOR DARREN FOX AND THEN WE HAVE OUR DIRECTOR OF ALL OF TEACHING AND LEARNING ALLISON TUCHARDT WHO IS ACTUALLY HOLDING FOUR JOBS THAT USED TO BE FOUR JOBS AND NOW SHE'S ONE AND THEN AMANDA BACK THERE AS WELL AND SO WE'RE GOING TO KIND OF BE TALKING ABOUT THIS IN CHUNKS AND DATA DIVES AND MY HOPE IS THAT IT CAN BE A LOT MORE INTERACTIVE AND HAVE SOME FACILITATE SOME DIALOGUE SO JUST TO KIND OF PUT ALL OF YOUR WORK IN A SYNTHESIZED WAY SO WE STARTED WITH SOME STRATEGIC PLAN JUST THE NEED AND THE COMMUNICATION FROM THE BOARD ABOUT SOME MEASUREMENT OPPORTUNITIES WITHIN THE STRATEGIC PLAN AND THEN A COUPLE OF YOU MET WITH DIRECTOR DAVID KENNEDY OVER THERE TO REALLY TALK ABOUT WHAT DOES THAT LOOK LIKE WHAT'S ALREADY IN THE STRATEGIC PLAN HOW DO WE HONE THAT IN AND REALLY WHAT THAT COMES DOWN TO IS IS THREE INTEGRAL GOAL AREAS WE NEED OUR STUDENTS TO SHOW UP WE WANT OUR STUDENTS TO BE READING BY THIRD GRADE AND WE WANT OUR STUDENTS TO BE ON TRACK IN TERMS OF NINTH GRADE ALL OF SCHOOL RESEARCH CAN TELL US THESE ARE VERY KEY IDEAS THIS IS THIS IS SYNTHESIZING MONTHS OF YOUR WORK INTO ONE SLIDE AND ONE CLEAR MESSAGE OF WE WANT REGULAR ATTENDANCE WE WANT OUR KIDS TO BE READING BY THIRD GRADE AND WE WANT OUR STUDENTS ON TRACK BY AND IN NINTH GRADE ALL OF THOSE THINGS ARE VERY MUCH ROOTED IN RESEARCH DRIVEN RESEARCH DATA-BASED DECISION-MAKING AROUND WHAT IS SUCCESSFUL SCHOOLS AND WHAT DOES THAT LOOK LIKE ALL OF THIS WAS IS IN OUR STRATEGIC PLAN BUT WE'RE GOING TO EXTRAPOLATE THESE THREE CORE IDEAS TONIGHT AND REALLY TALK ABOUT WHERE'S OUR BASELINE DATA WHERE ARE WE AT RIGHT NOW AND WHERE DO WE WANT TO GO AND WHAT DOES COMMUNICATING PROGRESS LOOK LIKE FROM OUR TEAM TO THE BOARD AND THEN SO WHAT WHAT HAPPENS NEXT IS AGAIN WE'RE JUST TAKING THOSE THREE CORE IDEAS[00:50:02]
EXTRAPOLATING IT AND PUTTING SOME MEASUREMENT AND SOME SMART GOALS IN IT SO WHEN WE TALK ABOUT SHOWING UP TO LEARN THERE'S SOME NUANCES WITH ATTENDANCE AND SO WE'RE GONNA DIVE INTO THAT BUT WE'RE HOPING THAT BY THE END OF JUNE WE CAN GET 70% OF OUR STUDENTS TO ATTEND SCHOOL 90% OF THE TIME THAT'S GONNA BE ATTAINED BY A CERTAIN AMOUNT OF THINGS THAT WE'RE GONNA DO THAT WE'LL GET INTO IN JUST A SECOND THE THIRD GRADE READING WE REALLY WANT TO OUR GOAL IS TO HAVE AT LEAST 80% OF OUR STUDENTS READING BY JUNE 2030 AND THEN AGAIN WITH 9TH GRADE ON TRACK MEANING PASSING COURSES 80% BY JUNE 2030 AND THIS IS ALL BASED ON OUR CURRENT DATA WHERE WE'RE AT WHERE WE WANT TO GO AND WHAT DOES THAT LOOK LIKE WHAT DOES COMMUNICATION LOOK LIKE AND CELEBRATIONS OKAY SO FOR ATTENDANCE WE ARE REALLY FORTUNATE IN HIRING OUR NEW DIRECTOR OF STUDENT SERVICES OVER HERE AS WELL TO REALLY TALK ABOUT WHAT DOES REGULAR ATTENDANCE MEAN WHAT IS OUR BASELINE DATA AND SO IN YOUR PACKET THIS THIS PORTION IS MEANT TO BE INTERACTIVE BUT WE'RE GONNA CHUNK IT IN THREE SECTIONS SO IF YOU GO TO YOUR PACKET THAT LOOKS LIKE THIS IN YOUR BINDER IT HAS OUR FRONT MESSAGE AND THEN IT'S REALLY JUST KIND OF BROKEN OUT BY EACH GOAL AREA SO IF YOU TURN TO PAGE 2 IT HAS OUR OBJECTIVES BY JUNE 2027 AT LEAST 70% OF OUR STUDENTS WILL HAVE ATTENDED 90% OR MORE AND THEN THERE'S SOME DISCLAIMERS SO WHAT WE WANT TO DO IS WE WANT TO TALK ABOUT THE GOAL WE WANT TO TALK ABOUT OUR BASELINE DATA WHAT PROGRESS MONITORING LOOKS LIKE AND HOW DOES THAT LOOK LIKE WHEN WE TALK ABOUT WHOSE ROLE IS IT TO DO WHAT AND THAT'S THE NEXT PAGE SO EACH OF THESE THREE GOAL AREAS THAT WILL BE CHUNKED LIKE THIS SO WHAT WE WANT TO DO RIGHT NOW IS HAVE KIND OF A DIALOGUE ABOUT THE GOAL AREA AND LOOKING AT OUR ATTENDANCE RATES OVER THE PAST THREE YEARS WHAT YOU'RE GONNA SEE OVER ON THE SLIDE AND WITHIN YOUR WITHIN YOUR PACKET THERE IS A CLEAR DIFFERENTIAL AROUND HOW OSPI MEASURES ATTENDANCE AND THE MEASUREMENTS WE'RE GONNA USE OSPI WHEN I SAY LAGGING AND LEADING INDICATORS ARE WE ON THE SAME PAGE OF WHAT THOSE WHAT WHAT I MEAN WHEN I SAY LAGGING AND OSPI GIVES US DATA AFTER THE FACT DOESN'T IT DOESN'T HELP US IN REAL TIME BE ABLE TO PUT IN INTERVENTIONS OR DO ANY KIND OF STRATEGIES THE DATA THAT WE'RE GONNA USE IS IS A LEADING MEASURE IN TERMS OF WE'LL BE ABLE TO USE REAL-TIME DATA TO LOOK AT HOW OUR KIDS ARE PROGRESSING IN ATTENDANCE ANYTHING EITHER OF YOU WANT TO ADD TO THAT OKAY AND SO THE DIFFERENTIAL IS THAT OSPI AND I PUT THAT WE PUT THAT LITTLE DISCLAIMER ON THE TOP OF PAGE TWO IS OSPI DEFINES THIS AS AVERAGING FEWER THAN TWO ABSENCES A MONTH INCLUDING BOTH UNEXCUSED AND EXCUSED OF MORE THAN HALF OF A SCHOOL DAY AND ON TOP OF THAT THEY ARE ONLY MEASURING ATTENDANCE FOR STUDENTS THAT HAVE BEEN ENROLLED IN THE SAME SCHOOL FOR AT LEAST 90 DAYS THERE'S A LOT OF TRANSFERS THAT HAPPEN IN OUR SCHOOLS WE HAVE 19 SCHOOLS SO THAT SO THE DATA WE USE IS REAL TIME OF STUDENTS THAT ARE ENROLLED IN THE CURRENT SCHOOL SO OUR DATA DASHBOARDS WILL DIFFER BECAUSE OF OUR DATA MANAGEMENT SYSTEM DOESN'T ACCOUNT FOR THAT 90-DAY RULE THERE QUESTIONS ON THAT BUT WE WILL USE ONE DAY ESSENTIALLY A STUDENT IS MEETING IT IF THEY ONLY MISS ONE DAY SO THAT WILL STAY THE SAME WHEN THEY SAY AVERAGING FEWER THAN TWO ABSENCES PER MONTH SO IT AVERAGES OUT TO FEWER THAN TWO PER YOU COULD HAVE TWO IN ONE MONTH BUT YOU WOULDN'T HAVE ZERO IN ANOTHER AND THAT AVERAGE IS FEWER THAN TWO RIGHT SO IT'S NOT NECESSARILY MONTH BY MONTH SO DON'T THINK OF IT AS ONE PER MONTH THINK OF IT AS OVER THE COURSE OF THE YEAR FOR EVERY EVERY MONTH THAT WE'RE IN SCHOOL IT IS FEWER THAN TWO IS THE AVERAGE SO WE'LL BE ABLE TO LOOK AT IT A FEW MONTHS IN BUT THAT AVERAGE COULD UP OR DOWN FOR STUDENTS BASED ON WHAT HAPPENS THROUGH THE COURSE OF THE REST OF THE YEAR AND THEN FOR IDEAS OF CHECKPOINTS SO NOW I'M IN THE LAST CHUNK ON PAGE TWO WHERE IT SAYS PROGRESS MONITORING AGAIN THESE ARE IDEAS THAT WE WANTED TO REALLY FLUSH OUT AND KIND OF DISCUSS AS A BOARD OUR IDEAS WAS TO HAVE A PROGRESS REPORT COME TO THE BOARD AT AN OCTOBER[00:55:02]
MEETING TO TALK ABOUT HOW ARE WE DOING THIS YEAR WHAT DOES THE DATA LOOK LIKE YOU HAVE THE DATA FROM LAST SCHOOL YEAR AND THEN AGAIN DECEMBER IS JUST A GREAT MONTH TO DO A CHECK-IN THERE'S A LOT OF ABSENTEEISM IN DECEMBER SO IT'S A GOOD IT'S JUST ANOTHER WAY TO SHED LIGHT ON THE IMPORTANCE OF ATTENDING REGULARLY AND THEN AGAIN WITH THE CHECKPOINT THREE IN FEBRUARY KIND OF THAT WINTER SPRING AND WE CAN DO ANOTHER ONE AT THE END OF THE YEAR TOO SO THESE ARE IDEAS FOR PROGRESS MONITORING AND THEN THE REAL KIND OF THE BULK OF THE CONVERSATION IS ON PAGE THREE LET'S TALK ABOUT WHAT DOES THAT LOOK LIKE AND IF YOU THINK ABOUT THE THE GRAPHIC OF GOVERNANCE WHAT DOES IT LOOK LIKE TO STEER THE SHIP IN TERMS OF PROMOTING ATTENDANCE AND THEN WHAT DOES IT LOOK LIKE ON OUR END TO BE IN THE BOAT IMPLEMENTING AND WHAT DOES IT LOOK LIKE WHAT IS THAT THROUGH LINE SO THAT THROUGH LINE IS WHAT WE'RE GOING TO DISCUSS NOW AND TALK ABOUT HOW OUR STAFF HOW WE IN THE BOAT ROWING WHAT WHAT WILL THAT LOOK LIKE WHAT ARE SOME OF OUR STRATEGIES AND MAYBE THAT COULD HELP KIND OF SPARK THE CONVERSATION OF WHAT MIGHT THAT LOOK LIKE FOR THE SUPERINTENDENT WHAT MIGHT THAT LOOK LIKE FOR THE BOARD SO I'M GOING TO PASS IT OVER TO DARREN WHO WILL TALK ABOUT OUR ACTION STEPS AS A STAFF WHAT THAT WOULD LOOK LIKE SURE SO YOU SHOULD LOOK AT THESE ACTION STEPS AS A DRAFT AGAIN TO HAVE A CONVERSATION HERE WE WANTED TO HAVE A STARTING POINT FOR IT SO THIS IS JUST WHAT WE PUT DOWN I'LL JUMP TO THE BOTTOM PART FIRST THE BIGGER BOX SO REALLY WHAT WE'RE GONNA WORK ON AT DISTRICT OFFICE AND THEN THROUGH THE BUILDINGS IS WHAT THOSE TWO ACTION STEPS SO WE WANT TO STRENGTHEN OUR TIER ONE PRACTICES AND BY DOING THAT WILL IMPLEMENT CONSISTENT PROACTIVE MESSAGING ABOUT ATTENDANCE TO BUILD AWARENESS BECAUSE THE STATE IS LOOKING AT BOTH EXCUSED AND UNEXCUSED WE FIND A LOT OF FAMILIES THINK JUST ABOUT UNEXCUSED ABSENCES BUT WE WANT TO MAKE IT CLEAR THAT FEWER THAN TWO EXCUSED OR UNEXCUSED IS WHAT WE'RE LOOKING AT SO WE WANT TO MESSAGE THAT OUT ACTION STEP TWO ENSURE CONSISTENT ATTENDANCE COMMUNICATION AND COMPLIANCE WE WANT TO ENSURE CONSISTENT IMPLEMENTATION OF REQUIRED ATTENDANCE PROCEDURES ACROSS ALL SCHOOLS INCLUDING TIMELY NOTIFICATIONS ATTENDANCE LETTERS DOCUMENTATION AND FOLLOW-UP WHEN STUDENTS DON'T MEET THE THRESHOLDS PART OF THAT IS WORKING WITH BUILDING LEADERSHIP TEAMS TO TRACK DATA AND MAKE SURE THAT THEY'RE LOOKING AT THAT REVIEWING AT THAT REVIEWING IT REGULARLY AND AT THEIR INPUTTING DATA CORRECTLY SO THAT WE CAN GET THAT FROM THEM TO ENSURE THAT COMPLIANCE SO I GUESS WE CAN PAUSE THERE IF THERE'S ANY FEEDBACK OR INPUT ABOUT THAT PART OF IT THAT IS GOING TO BE BUILDING DRIVEN YES I KNOW WITH THE REDUCTION IN ADMINISTRATION SOME ADMINISTRATORS WERE TRACKING AND DOING PHONE CALLS AND I KNOW IT ISN'T OUR ROLE TO FIGURE OUT HOW TO SOLVE THAT WHAT'S THE PLAN HOW ARE WE GOING TO IMPROVE THAT WITH THE WITH FEWER ADMINISTRATORS QUITE FRANKLY THAT'S A GREAT QUESTION I THINK IT'S PART OF THAT IS THE LABOR-INTENSIVE PART OF COMMUNICATING HOME THERE'S ALSO MEETING WITH STUDENTS HAVING CONVERSATIONS WITH THEM ABOUT REMOVING BARRIERS THOSE SORTS OF THINGS WE HAVE A PRETTY GOOD PLAN FOR THAT PART OF IT IT'S THE WHAT WE'RE ALSO TRYING TO ADDRESS THINKING TIER ONE VERSUS SOME OF THOSE STUDENTS ARE MORE TIER THREE SO WE'RE FOCUSED MORE ON WHAT WE CAN DO FOR LARGE GROUPS OF STUDENTS AND A LOT OF THAT IS MAKING SURE THAT THE THE INFORMATION THAT WE'RE GETTING FROM EACH BUILDING IS CONSISTENT BECAUSE THEN WE CAN ANALYZE BUILDINGS THAT ARE BEING MORE OR LESS SUCCESSFUL AND TAKE THOSE BEST PRACTICES WHATEVER THEY'RE DOING WITH THE STUFF THEY HAVE AND SHARE THAT AROUND THE DISTRICT AND GO OUT SO I KNOW THAT DOESN'T DIRECTLY SAY WHICH PRINCIPALS ARE GOING TO BE MAKING PHONE CALLS AND HOW OFTEN WE WHEN WE'RE LOOKING AT THIS KIND OF TIERED SYSTEM FROM OUR LEVEL WE ALSO NEED TO BUILD IN SOME FLEXIBILITY FOR THE BUILDINGS TO TAKE THE DIRECTIVES THAT WE'RE GIVING THEM AND IMPLEMENT THAT GIVEN YOU KNOW THE STAFFING AND THE CAPACITY THAT THEY HAVE THERE TO EACH SCHOOL IS GOING TO BE INDIVIDUALIZED OF COURSE IT'S A HUGE CHALLENGE I WISH EVERY SCHOOL LUCK ONE OF THE THINGS THAT HAS ALREADY STARTED IN THE IMPLEMENTATION IS THAT MIKE AND DAVID PREPARE MONDAY MEMOS WHICH GO OUT TO ALL BUILDINGS THEY USED TO JUST GO TO BUILDING ADMINISTRATORS BUT THEY ALSO NOW GO TO THE SECRETARIES IN THE[01:00:02]
IN THE OFFICES AND ONE OF THE THINGS THAT IS BEING PUT IN THERE IS MESSAGING THAT CAN BE USED IN ALL OF THE THE NEWSLETTERS FOR EVERY SINGLE BUILDING ACROSS THE DISTRICT AND SO AS WE START TO BUILD A SYSTEM WIDE APPROACH IT'S APPROACHES LIKE THAT THAT ARE INTENDED FOR ALL STUDENTS THAT HELP US TO MAKE SURE THAT AT LEAST 80% OF OUR STUDENTS ARE RECEIVING THAT MESSAGE THEIR PARENTS ARE RECEIVING THE MESSAGE OF HOW IMPORTANT ATTENDANCE IS AT HOME AND IT'S NOT LEFT UP TO EACH INDIVIDUAL BUILDING TO DETERMINE THAT AND SO BY THEM PUTTING THAT THROUGH LINE AND MAKING SURE THAT THE MESSAGE CAN BE CONSISTENTLY USED THEY CAN CHOOSE TO TWEAK IT OR THEY CAN JUST USE IT AS IT IS AND AND HAVE THAT MESSAGE AND AND PLOP IT INTO THEIR NEWSLETTER AND PUT THAT OUT THERE WILL WILL CONTINUE TO GROW ON THINGS ONE OF THE THINGS THAT AMANDA AND HER TEAM JENNA IS WORKING ON IS PUTTING TOGETHER SANDWICH BOARDS THAT WE CAN HAVE OUTSIDE OF EACH BUILDING SO THAT BUILDINGS CAN CELEBRATE THEIR ATTENDANCE RATES BECAUSE WHAT YOU ATTEND TO WHAT YOU PAY ATTENTION TO IT MATTERS AND WHEN PEOPLE START TO SEE THOSE THINGS THEY UNDERSTAND THAT IMPORTANCE IS BEING PUT ON IT SO SO IT'S EXAMPLES LIKE THAT AND AND AS WE TALK ABOUT YOU KNOW WHAT ARE THE ROLES THAT I MIGHT HAVE AND YOU MAY HAVE AS A BOARD I THINK THAT'S THE OTHER THING WHAT IS IT THAT WE CAN DO THAT WILL SUPPORT THIS GOAL AND PROVIDE THAT THROUGH LINE ALL THE WAY THROUGH WOULD BE WHAT I WOULD HOPE WILL WILL DO SOME OF TONIGHT I THINK PART OF THAT TOO IT GOES INTO THE SUPERINTENDENT SYSTEM BUILDING LENS WHAT WE'VE BEEN REALLY CLEAR AND STREAMLINED ABOUT OUR REQUESTS FROM OUR ADMINISTRATORS WITH THEIR REDUCTION OF STAFF IS WE'VE GONE FROM 11 OBJECTIVES OVER AT THE STRATEGIC PLAN TO BE CRYSTAL CLEAR ABOUT THREE OF THEM AND THAT'S SOMETHING THAT IS DOABLE IT'S IT AND IT'S SOMETHING THAT WE AS A DISTRICT OFFICE TEAM CAN SUPPORT THE BUILDING IN AMANDA'S PRE-BUILT MESSAGES TO GO OUT SO THAT NIGHT YOU DON'T HAVE 19 BUILDINGS TRYING TO FORM THEIR OWN MESSAGE AROUND THE RESEARCH AND STATISTICS AROUND ATTENDANCE SO ALL OF THE REQUESTS AND THE THE LABOR-INTENSIVE TASKS THEY'VE BEEN STREAMLINED AND ALIGNED TO THESE THREE GOAL AREAS SO THAT AGAIN WE CAN ALL KIND OF ROW IN THAT SAME DIRECTION AND WORK WORK SMARTER NOT HARDER LIKE THOSE TYPES OF THING IN IN A REDUCTION PHASE BECAUSE THESE ARE STILL THE THROUGH LINE GOAL SO THE THE NEXT PART THAT I WANT TO ENGAGE CONVERSATION OF IF I MAY ASK OH YEAH SO SO IF I'M HEARING YOU CORRECTLY YOU MAY HAVE ALREADY PARTIALLY ANSWERED THAT I JUST WANT TO SEE IF WE GOT THE WHOLE ANSWER AND THAT IS THAT IT SOUNDS LIKE BECAUSE WE HAVE BEEN CONCERNED ABOUT ATTENDANCE PRIOR TO THIS SO IT SOUNDS LIKE WHAT YOU'RE SAYING IS THERE'S GOING TO BE MORE OF A ORGANIZED EFFORT TO SEE THAT WE'RE ALL DOING IT SIMILARLY IN GETTING THE MESSAGE OUT TO EVERYONE MORE CONSISTENTLY RIGHT SO OKAY SO THAT MAY BE THE TOTAL ANSWER MAY NOT BE HERE'S MY QUESTION SEE BECAUSE IF I UNDERSTAND CORRECTLY OUR GOAL IS 70% AND WE'VE BEEN 62 63 AND 65 SO 70 IS GOING TO BE FIVE POINTS OF GROWTH AND THAT'S A BIG JUMP COMPARED TO THE OTHER YEARS SO ARE WE DOING ANYTHING ELSE TO ACCOMPLISH THAT JUMP OR ARE YOU THINKING THAT THOSE PROVISIONS THAT YOU JUST REFLECTED ON ARE THE CORE OF WHAT WE'RE GOING TO DO DIFFERENTLY TO HELP THAT HAPPEN THEY ARE THE CORE BUT AGAIN THESE ARE ALL DRAFT DRAFT GOALS AND REALLY THE GOAL OF TONIGHT IS TO TRY TO HAVE SOME SOLIDIFICATION AROUND THEM IF WE WANT TO ENGAGE IN A CONVERSATION AROUND PERCENTAGES IF THAT'S BENEFICIAL FOR OUR STUDENTS AND PART OF THE ACCOUNTABILITY WAS I'M SUPPOSED TO KNOW HOW TO SET A GOAL AND DEMONSTRATE THAT I CAN ACHIEVE A GOAL AND IF I'M ALWAYS SETTING THESE GOALS THAT I CAN'T ACHIEVE THEN THERE'S SOME ISSUES HERE WITH MY ABILITY TO SET GOALS SO SO I'M JUST CONCERNED THAT OR I'M NOT CONCERNED I'M JUST EXCITED TO SEE THAT THE GOAL IS 70 IF WE REALLY BELIEVE THAT WE CAN ACHIEVE THAT I THINK I THINK WE HAVE A BETTER CHANCE OF ACHIEVING 70 THAN 75 80 ANY TIME THAT YOU START AN INITIATIVE AND YOU BUILD IN SOME CONSISTENCY ACROSS THE SYSTEM YOU TEND TO SEE A BIGGER JUMP THAN WHEN YOU'RE CLOSER TO THE GOAL NUMBER AND WE'RE A WAYS AWAY I MEAN NONE OF US THINK 65 IS YEAH FIVE POINTS OF GROWTH YEAH YEAH IT'S YEARLY LIKE ONE POINT YEAH AND IT WILL BE DIFFICULT FOR US AGAIN THIS WILL BE DIFFICULT EVEN THOUGH WE'RE GOING TO LOOK AT IT IN OCTOBER AND DECEMBER AND FEBRUARY EVEN THOUGH WE TALK ABOUT THOSE CHECKPOINTS THAT'S DIFFICULT BECAUSE WE WON'T KNOW[01:05:01]
UNTIL THE YEAR'S OVER WHETHER WE HAD AN AVERAGE OF TWO OR LESS RIGHT WE WILL HAVE TO RELY ON THAT INFORMATION TO SAY IS IT LOOKING LIKE WE'RE ON TARGET BUT WE ALSO KNOW THAT DIFFERENT TIMES OF THE YEAR PRESENT DIFFERENT PROBLEMS AND FRANKLY MOST OF THE PROBLEMS RESOLVE THEMSELVES BY FEBRUARY WE GET THROUGH HUNTING SEASON AND WE GET THROUGH MOST OF THE FLU SEASON SO I MEAN THOSE REALLY ARE THE PROBABLY THE WORST TIMES FOR US IN TERMS OF ATTENDANCE BUT I DO EXPECT THAT WE COULD SEE SOME IMPROVEMENTS LATER IN THE YEAR THAT WE DON'T HAVE CHECKPOINTS ON BECAUSE OF THE FACT THAT THESE TEND TO BE WE TEND TO HAVE MORE ATTENDANCE ISSUES IN THE FIRST PART OF THE YEAR THAN THE END OF THE YEAR HAVE WE I'M SORRY THE GOALS AGAIN HAVE WE CONSIDERED THE FACT THAT OCTOBER IS GOING TO BE OUR FIRST CHECKPOINT OKAY SO IF WE ENDED AT 65 PERCENT LAST YEAR THAT THAT'S LAST YEAR'S NUMBER RIGHT CORRECT SO SO ANYBODY GIVEN ANY THOUGHT TO WHAT THEY MIGHT HOPE THESE CHECKPOINTS MIGHT ARRIVE AT TO GET TO OUR FIVE POINT GOAL I WOULD I WOULD HOPE WE'D SEE AN INCREMENTAL IMPROVEMENT RIGHT OUT OF THE IN OCTOBER BUT WHAT I DON'T KNOW I WOULD HOPE THAT WE WOULD BE 67 66 I WOULD HOPE THAT WE WOULD SEE THAT BECAUSE I THINK IF WE'RE GOING TO MEET IT WE'RE GONNA HAVE TO SEE SOME IMMEDIATE RESPONSE TO THE MESSAGING THAT WE'RE DOING THE IMPORTANCE THAT WE'RE PLACING ON IT WE NEED TO SEE SOME SORT OF A POSITIVE RESPONSE AND SO YOU SEE THE MESSAGING AS BEING VERY SIGNIFICANT VERY OKAY THANK YOU MY NEXT POINT WAS TO THE MESSAGING THIS FRIDAY WE HAVE THE OPPORTUNITY WE'RE GONNA BE IN FRONT OF A WHOLE STADIUM FULL OF PARENTS AND FAMILIES THIS STUFF MEANS NOTHING IF WE CAN'T GET THE MESSAGE OUT BUT THAT MIGHT BE A GOOD OPPORTUNITY TO SAY HEY AS A DISTRICT THESE ARE THESE ARE THE THREE THINGS WE WANT TO FOCUS ON THIS YEAR AMANDA'S PROBABLY SMARTER THAN ME AND GETTING MESSAGING OUT BUT I SHOULDN'T SAY THAT I KNOW AMANDA'S SMART BUT IT MIGHT BE A MISSED OPPORTUNITY IF WE DON'T PUSH THIS OUT EARLY SO THAT WE MIGHT SEE THAT IMPROVEMENT SO I THINK PART OF THE THE ACTION STEPS WE HAVE ON HERE WAS A WAY TO DIFFERENTIATE OUR ROLES RIGHT SO THE TWO AND I APPRECIATE YOUR QUESTIONS WE'RE TRYING TO FOCUS WITH THE BUILDINGS ON TIER ONE BECAUSE IF WE FOCUS ON TIER THREE WHICH WOULD BE THE MORE INTENSIVE CALLING ALL THE FAMILIES EVERYTHING I I DON'T KNOW THAT THAT WOULD BE THE BEST RETURN ON OUR TIME AND ENERGY FOCUSING ON TIER ONE MEANING A SYSTEM THAT'S GONNA WORK FOR THE MAJORITY OF FAMILIES TO HELP CHANGE MESSAGING HELP YOU THAT SO FOR US TO SAY WE'RE GONNA LEAD THE WORK IN THE BUILDINGS THAT'S MORE WHAT THAT BOTTOM BOX IS ABOUT AND HAPPY TO HAPPY TO ADJUST THAT AND HAPPY TO WORK BACK AND ADJUST YOU KNOW THE GOAL IF THAT'S WHERE YOU'RE WANTING BUT I THINK WE'RE LEADING INTO THE OTHER TWO OF WHAT WHAT WOULD BE YOUR ROLE AT THE TOP AS THE DIRECTORS TO KIND OF LEAD THAT WORK BECAUSE YOU KNOW YOU'RE NOT GONNA BE IN THE BUILDINGS LIKE WE'RE GONNA BE IN THE BUILDINGS WORKING WITH BUILDING ADMIN SO WHAT HOW DO WE DIFFERENTIATE WHAT YOU'RE GONNA BE ABLE TO DO WITH YOUR PLATFORM AND WE AGAIN PUT A DRAFT DOWN ON HERE WHERE YOU CAN ADVOCATE ENGAGE AND CELEBRATE DON'T KNOW IF THAT'S WHERE YOUR HEADS ARE AT OR IF THAT IS SOMETHING THAT SOUNDS GOOD AND THEN IN THE MIDDLE IS FOR A SUPERINTENDENT AS WELL SO WE COULD REFLECT ON THOSE TWO IF YOU WANT WELL ATTENDANCE NEEDS TO BE DISCUSSED FREQUENTLY AND I AGREE WITH MARSHALL IT NEEDS TO BE THE FOREFRONT OF EVERY CONVERSATION AT THE BOARD WE SHOULD BRING IT UP AT SOME POINT IN SOME WAY DOESN'T HAVE TO BE THE SAME WAY EVERY TIME I REMEMBER BEING IN SCHOOL AND I REMEMBER BEING EMPHASIZED FOR US TO BE IN SCHOOL AND KIDS ACTUALLY GOT AWARDS LIKE MY BROTHER ACTUALLY NEVER MISSED A DAY IN HIGH SCHOOL SO HE ACTUALLY GOT AN AWARD AT THE SENIOR BREAKFAST FOR FOUR YEARS OF PERFECT ATTENDANCE SO SOMETHING LIKE I MEAN I DON'T KNOW IF WE WANT TO GO TO THAT EXTREME BUT EVEN IF IF IT'S EMPHASIZED THE IMPORTANCE OF IT I THINK THAT I THINK THAT AND PROBABLY THE STUDENTS WOULD KNOW BETTER BUT IT WAS MOTIVATING AT LEAST TO ME SO I CAN'T SPEAK FOR THE KIDS TODAY AND A COUPLE OF THOUGHTS THE QUESTIONS THAT CAME UP WHEN I WAS LISTENING AND AGAIN MAYBE OUR STUDENT VOICE CAN ADDRESS THESE WHY WHAT IS THE WHY THAT MAKES STUDENTS WANT TO BE AT SCHOOL I THINK IF WE CAN SOMEHOW GET INTO THAT AND UNDERSTAND IT I THINK THAT WOULD HELP AND THEN ALSO WHY DOESN'T WANT WHY DON'T STUDENTS WANT TO BE AT SCHOOL WHAT IS PREVENTING THEM I MEAN ILLNESS OF COURSE IS SOMETHING[01:10:02]
THAT WE ALL DEAL WITH THIS STUDENTS THAT I'VE SPOKEN TO THERE'S OTHERWISE THAT THEY DON'T WANT TO BE THERE AND I THINK THOSE THINGS REALLY NEED TO BE REALLY HEAVILY FOCUSED ON AT THE BUILDING LEVEL SO THAT THE STUDENTS ARE FEELING LIKE THEY DON'T WANT TO BE THERE AND THE WHY THAT THAT I THINK IS REALLY IMPORTANT A COUPLE OTHER THOUGHTS THAT I THOUGHT ABOUT WAS LIKE A BOARD MONTHLY AWARD TO THE SCHOOL THAT HAS SHOWN GREAT ATTENDANCE I MEAN I WOULD BE I WOULD I WOULD BE ALL GOOD FOR THAT I THINK I'D BE REALLY FUN AND COOL MAYBE I WOULD GIVE IT TO THE PRINCIPAL OR MAYBE EVEN A TEACHER OR SOMEONE AND I THINK TOO IF STAFF REALLY EMBRACED THIS AND MADE IT IMPORTANT I MEAN I REMEMBER MY TEACHERS JUST BEING SUPER INFLUENTIAL IN MY LIFE ESPECIALLY IN THE PRIMARY AGES WELL EVEN IN IN UPPER GRADES BUT WHEN MY TEACHER WOULD SAY SOMETHING THAT SHE THOUGHT WAS IMPORTANT IT REALLY IT RESONATED WITH ME AND IT REALLY INFLUENCED ME TO AT LEAST THINK ABOUT IT SO THOSE ARE A COUPLE THOUGHTS I HAD AND THEN JUST TWO QUESTIONS THE TRUANCY PROCESS STEPS WHAT THAT WHAT THAT LOOK LIKE AND THEN INCENTIVES PROBABLY THE TRUANCY PROCESS IS PROBABLY MORE OUR TIER THREE KIDS MORE THAN LIKELY SO MAYBE THAT ISN'T EVEN SOMETHING WE WANT TO DELVE INTO BUT AND THEN INCENTIVES BECAUSE I THOUGHT THERE I THOUGHT THAT LIKE WHEN I WAS ON COMMITTEE THERE WAS A LOT OF MONEY BEING SPENT ON INCENTIVES SO I DON'T KNOW MAYBE THAT'S JUST BEHAVIOR BEHAVIORAL INCENTIVE BUT YOU KNOW MAYBE WE NEED TO HAVE DIFFERENT KINDS OF INCENTIVES I MEAN I KNOW LIKE I WAS AT TUKES AND THE PRINCIPAL SAID THAT HE WAS GONNA GET PIEDĀHE GOT PIED IN THE FACE 12 TIMES THAT YEAR THE KIDS ARE JUST I MEAN THEY WERE ALL SCREAMING IN THE GYM SO I'M JUST WONDERING IF THINGS LIKE THAT MIGHT BE AN INCENTIVE I WAS THINKING ABOUT THAT ATTENDANCE AWARD YEAH THOSE THAT HAD GOOD ATTENDANCE WHATEVER THE CRITERIA WAS THEY GOT TO WEAR THE RIBBON AND THEN LUNCH WITH THE PRINCIPAL MAYBE YOU KNOW THOSE WHO HAVE GOOD ATTENDANCE LUNCH WITH THE I MEAN I DON'T KNOW LUNCH WITH THEIR TEACHER I DON'T KNOW I'M JUST TRYING TO REALLY BE CREATIVE AND I THINK THERE'S A LOT OF CREATIVE THINGS THAT WE COULD DO AND I THINK AS A BOARD WE COULD I MAKE TROPHIES OKAY AND SO WE COULD WE COULD MAKE A TROPHY THAT IS BIG AND HAS THE AWARD AND IT'S GONNA HAVE EIGHT DIFFERENT OR NINE DIFFERENT PLAQUES ON IT THAT SAYS WHO GOT IT IN SEPTEMBER WHO GOT IT IN OCTOBER WHO GOT IT IN NOVEMBER YOU KNOW KIND OF A THING AND THEY COULD YOU KNOW AND THEN WE COULD GO AND AWARD IT YOU KNOW TO THE PRINCIPAL AND THE TEAM YOU KNOW AND SO LIKE I'LL WORK ON PUTTING SOMETHING TOGETHER AND SEE IF WE WOULD LIKE TO USE IT I LOVE THAT BECAUSE THAT'S THERE'S A LOT OF SCHOOLS NICE FIVE OF US THAT'S A LOT OF PIES I WOULD PAY TO HAVE THAT THEN I LOVE I'LL BUY THE PIE FOR HER THERE YOU GO USUALLY YOU COULD DO LIKE WHIPPED CREAM BUT I BECOME PIE SO HARD WHAT I LOVE ABOUT THAT THOUGH IS YOU'RE TALKING ABOUT CREATING A SYSTEM TO WHAT I'M HEARING IS WE'RE GONNA BRING SOME DATA AROUND PERFORMANCE AROUND SCHOOLS AND THEN YOU AS A BOARD WILL LOOK AT THAT DATA AND REALLY CELEBRATE SCHOOLS BECAUSE I THINK IN TODAY'S NARRATIVE PUBLIC SCHOOLS AREN'T ARE THERE'S A LOT OF KNOTS BUT THE THING THAT WE HAVE TO ACTIVELY COMBAT IS THE THINGS THAT WE ARE DOING REALLY WELL AND RIGHT AND LIKE MAPLE GROVE'S ATTENDANCE CELEBRATION WE JUST HAPPEN TO BE THERE DURING A BOARD TOUR BUT WE SAW GREAT THINGS SO BRINGING THAT RECOGNIZING IT IN A TROPHY FORM THAT IS EXACTLY THE PURPOSE OF THIS CONVERSATION OF THE BUILDINGS THE TEAMS WILL BE DOING ALL OF THESE THINGS WE CAN HAVE A WHOLE BOARD MEETING ON THE TRUANCY PROJECT THAT'S A WHOLE OTHER SEPARATE ISSUE BUT WHAT YOU'RE SAYING IS WE WANT TO REVIEW THE DATA AND HIGHLIGHT THE TOP PERFORMING[01:15:02]
SCHOOLS AND WE WANT TO ASK THEM WHY HOW AND GO OUT THERE FOR A VERY POSITIVE PURPOSE THAT'S HUGE THAT'S A MAJOR ACCOMPLISHMENT IN FOCUSING THAT THROUGH LINE OF WHAT DOES IT LOOK LIKE HERE TO WHAT DOES IT LOOK LIKE IN A SECOND GRADE CLASSROOM TO INCREASE IN ATTENDANCE I WANT TO HEAR FROM STUDENTS BUT THE TWO QUESTIONS I WOULD LOVE I WOULD LOVE TO HEAR YOUR YOU GUYS'S OPINIONS ON THE WHY OF WHAT MAKES STUDENTS WANT TO BE AT SCHOOL AND WHY DON'T STUDENTS WANT TO BE AT SCHOOL WHY WHAT WOULD BE THE WHY FOR THAT I THINK ONE OF LIKE WAIT CAN YOU GUYS HEAR ME YEAH I THINK THAT ONE OF THE BIG REASONS KIDS DON'T WANT TO GO LIKE TALKING TO STUDENTS WHEN I WAS FIRST SELECTED TO INTERVIEW I WAS TRYING TO FIGURE OUT LIKE WHAT I WANTED TO TALK ABOUT AND ADDRESS AND THE BIGGEST THING WAS STUDENTS DIDN'T FEEL ENGAGED IF THEY WEREN'T PART OF EXTRACURRICULARS OR LIKE I TALKED TO A LOT OF ATHLETES WHO ARE LIKE WELL IF I DON'T HAVE TO BE AT SCHOOL THAT DAY LIKE BECAUSE I DON'T HAVE A GAME OR WHATEVER THEY DIDN'T WANT TO COME BECAUSE THEY FELT LIKE THEIR CLASSES WERE VERY REPETITIVE THERE WASN'T A LOT OF CHANGE IN HOW TEACHERS HOW TEACHERS TRIED TO I DON'T KNOW GET ACROSS THEIR TOPICS AND I THINK I TALKED ABOUT THIS IN MY INTERVIEW BUT I THINK THAT IT'S REALLY IMPORTANT THAT WE EDUCATE TEACHERS ON HOW TO BETTER SUPPORT THEIR STUDENTS IN ORDER TO GET THOSE TOPICS ACROSS SO THAT STUDENTS ARE MORE ENGAGED WHEN THEY'RE COMING EVEN IF THEY'RE NOT PART OF EXTRACURRICULARS IF THAT MAKES SENSE YEAH OKAY I'LL ADDRESS THE OTHER ONE WHAT MAKES STUDENTS WANT TO COME WELL I THINK SCHOOL ITSELF FOR KIDS LIKE WHEN LIKE OBVIOUSLY WHEN YOU LOOK AT IT'S LIKE THEY'RE SUPPOSED THEY'RE THERE TO LEARN LIKE FROM A LITTLE FEEBLE KID MIND YOU KNOW YOU'RE KIND OF THERE TO SOCIALIZE RIGHT IN EVERY CLASS YOU'RE LIKE LOOKING FOR THAT BREAK IN THE CLASS TO WHERE YOU CAN TALK TO YOUR FRIENDS RIGHT AND SCHOOL THERE ARE FUN CLASSES BUT THEY'RE VERY RARE AND THE FUN CLASSES IT DEPENDS ON THE MATERIAL IT DEPENDS ON THE TEACHER WHY KIDS COME TO SCHOOL LIKE WHAT MAKES IT FUN FOR THEM TO COME TO SCHOOL IS JUST LIKE IF THERE ARE NO EXTRACURRICULARS BECAUSE THAT'S A BIG PART BUT LIKE LEAVING THAT ASIDE BECAUSE WE DON'T HAVE A LOT OF THAT RIGHT NOW IT IS JUST THE CLASS AND IT IS JUST THE TEACHER LIKE TWO TEACHERS TEACHING THE SAME SUBJECT CAN MAKE IT VERY DIFFERENT LIKE HISTORY BIG EXAMPLE HERE YOU CAN EITHER LIKE READ FROM THE TEXTBOOK OR YOU CAN PLAY A GAME WHERE LIKE EVERYONE LIKE A MERCANTILISM GAME OR SOMETHING OR LIKE WHERE EVERYONE'S INVOLVED YOU KNOW AND IT JUST MAKES THE CLASS MORE FUN LIKE IT'S I THINK THE TEACHERS ARE WHY KIDS WILL COME IT DOESN'T MATTER IF IT'S LIKE SENTIMENTAL OR EMOTIONAL OR IT REALLY IS JUST THE CLASS BEING FUN IT'S I THINK IF YOU WANT KIDS TO COME TO SCHOOL YOU HAVE TO GET TEACHERS THAT WILL MAKE THEM WILLING TO COME RIGHT BECAUSE AT THE END OF THE DAY I'VE SAID THIS MANY MANY TIMES BUT KIDS LIKE WE WANT TO DO FUN THINGS AND LEARNING LIKE AT ITS FACE VALUE IS NOT A FUN IT'S NOT FUN TO SIT THERE AND HAVE TO READ FROM A TEXTBOOK OR GET LECTURED FOR LIKE 50 MINUTES SIX TIMES BY SIX DIFFERENT TEACHERS RIGHT SO IT IS JUST LIKE IT'S IT REALLY IS JUST THE TEACHER THE MATERIAL WE'RE LEARNING AND HOW WE'RE LIKE LEARNING THAT AND HOW WE'RE DEVOURING IT AND TO ADD ON WHY KIDS DON'T COME TO SCHOOL LIKE IF IF YOU HAVE NOTHING TO COME TO SCHOOL FOR LIKE SAY YOU HAVE LIKE A SIXTH CLASS PERIOD DAY AND YOU'RE LIKE YOU TEXT YOUR FRIEND OR YOUR TEACHER SAID LIKE IT'S JUST A REGULAR WORK DAY THERE'S NO TESTS OR ANYTHING WHAT IS MAKING YOU COME INTO SCHOOL WHEN YOU KNOW YOU CAN JUST DO ALL THE WORK ONLINE AND JUST GO HAVE FUN WITH YOUR LIKE GO DO SOMETHING ELSE LIKE THERE'S NOTHING MAKING YOU GO TO SCHOOL LIKE I'VE SKIPPED SCHOOL BEFORE OKAY ONCE OR TWICE JUST JUST LIKE EXCUSE OR UNEXCUSED TO GO ON VACATION BUT LIKE EVEN JUST LIKE SOMETHING LESSER THAN THAT BECAUSE IT'S JUST LIKE THERE'S JUST NOTHING'S DRAWING ME THERE LIKE I KNOW OH I CAN JUST FINISH THAT ASSIGNMENT REAL QUICK I'M JUST GONNA GET LECTURE I'VE HAD THOUGHT OF OH I'M GONNA GO IN IT'S TEACHERS JUST GONNA TALK FOR 30 MINUTES I'M GONNA DO A QUICK LIKE 10 MINUTE ASSIGNMENT AND IT'S WRAPPED UP SO I THINK WHAT YOU GUYS DON'T SEE A LOT IT LIKE WHEN YOU'RE TOURING THE SCHOOLS THE TEACHERS ARE A LOT MORE IMMERSED BUT WHAT YOU DON'T SEE IS THE PART WHERE YEAH WE ARE JUST ON OUR CHROMEBOOKS FOR LIKE 50 MINUTES OF THE CLASS DOING AN ASSIGNMENT OR WE ARE JUST LIKE READING OUT[01:20:01]
OF THE TEXTBOOK FOR 50 MINUTES AND YEAH I GET THAT'S HOW YOU LEARN BUT NOT AFFECT NOT EFFICIENTLY RIGHT YOU LEARN WHEN YOU'RE INTERESTED THAT'S WHY CAREERS PEOPLE LIKE WHEN YOU'RE ADULTS YOU GO INTO CAREERS THAT YOU ENJOY AND LOVE BECAUSE HOW ARE YOU GONNA COMMIT TO SOMETHING FOR SIX HOURS IN A DAY IF YOU DON'T LIKE IT SO THE KIDS AREN'T GOING TO COMMIT UNLESS THEY ACTUALLY LIKE WHAT THEY'RE LEARNING AND MAYBE THIS YEAR YOU COULD THINK ABOUT THIS AS A REALLY IMPORTANT GOAL THAT WE HAVE AND HOW YOU MIGHT BRING SOME DATA TO US OR YOU MIGHT ACTUALLY I THINK THIS WOULD JUST YEAH I THINK WE COULD DEFINITELY DO THAT IF WE JUST TALK TO THE TEACHERS AND SEE WHERE IT GOES YEAH PIGGYBACKING OFF OF THE AWARD I THINK WE SHOULD WE AS A BOARD SHOULD SEND OUT A MESSAGE AND CELEBRATE THAT AWARD WITH THE WHOLE COMMUNITY LET THEM KNOW THAT HEY MAPLE GROVE THIS WEEK OR THIS MONTH WON THE AWARD LET THEM KNOW THAT IT'S BEING WATCHED AND IT MIGHT VERY WELL BE THE DIFFERENT AWARD TYPE WOULD BE FOR THE ELEMENTARY IN THE MIDDLE OF THE SCENE YOU KNOW MAYBE YOU KNOW SO YEAH NO MAYBE THERE COULD BE SOME GENUINE COMPETITION CREATED BETWEEN THE HIGH SCHOOLS PRAIRIE WILL WIN I'M JUST TELLING WELL I THINK SOME SOME GENUINE COMPETITION MIGHT ACTUALLY ACCOMPLISH I DO BUT I WAS ASKED WHICH ONE WOULD WIN OKAY OH MY GOODNESS WE GOT TO GIVE THAT SOME THOUGHT WHAT WE COULD DO FOR THE HIGH SCHOOLS TO GIVE THEM SOME INCENTIVE AND WELL WE HAVE TWO HIGH SCHOOL PEOPLE HERE THEY MIGHT BE ABLE TO HELP US WITH SOME TYPE OF THING YEAH I KNOW YOU GO TO ALTERNATIVE THOUGH EXCUSE ME YOU GO TO ALTERNATIVE SO I'M JUST CURIOUS ABOUT ALTERNATIVE THE ALTERNATIVE STUDENTS HAVE A DIFFERENT A DIFFERENT WAY OF THINKING RIGHT BECAUSE YOU'RE YOU'RE ARE YOU TALKING ABOUT YOU'RE THE WAY YOUR PEOPLE CAN THINK OR ARE WE TALKING ABOUT PEOPLE IN HIGH SCHOOL OR PEOPLE AT RIVER OKAY I THINK I DON'T KNOW I THINK I HAVE A LIKE A LIKE A NOT A FIRM GRASP BUT A GENERAL IDEA OF HOW KIDS THINK JUST IN GENERAL BECAUSE LIKE IT DOESN'T MATTER WHAT SCHOOL I MEAN OBVIOUSLY THE ENVIRONMENT OF THE SCHOOLS MATTERS BUT KIDS LIKE JUST JUST LIKE IN THEIR FOUNDATION WE ALL JUST WANT TO HAVE LIKE YOUR WHOLE GOAL IS TO JUST HAVE FUN YEAH I GUESS I MIGHT BE SPEAKING MORE FROM AN ALTERNATIVE SCHOOL STANDPOINT BUT LIKE EVEN WHEN I WAS LIKE YOUNGER EVEN LIKE MIDDLE SCHOOL FOURTH GRADE WHEN I WENT TO PLEASANT VALLEY LIKE MY PUBLIC SCHOOL EXPERIENCE IT'S IT IS JUST FUN LIKE THOSE WERE THOSE YEARS WERE FUN EXCEPT WHEN I WAS SITTING IN CLASS LIKE THAT WAS THE ONLY NOT PART FUN PART BUT LIKE I THINK I DON'T THINK MY VIEWS ARE LIMITED TO JUST AN ALTERNATIVE SCHOOL BECAUSE I I DON'T KNOW YOU HAVE ANY COMMENTS ON THIS LIKE YOU'RE A PUBLIC I THINK MY ONLY THOUGHTS WOULD BE I LIKE THE IDEA OF DOING LIKE THE MORE BROAD LIKE FULL SCHOOL COMPETITION TYPE THING BUT I DON'T KNOW IF THAT'S GONNA GET IT MIGHT GET LIKE ADMINISTRATORS EXCITED ABOUT LIKE GETTING THEIR STUDENTS EXCITED ABOUT GOING TO SCHOOL BUT I DON'T THINK IT'S GONNA ACTUALLY MOTIVATE STUDENTS AND I THINK IF YOU WANT TO GET STUDENTS TO GET INVOLVED IN SOMETHING LIKE THAT I THINK IT WOULD HAVE TO BE MORE OF LIKE A CERTAIN CLASS WINS OR A CERTAIN GRADE WINS OR EVEN A CERTAIN STUDENT WINS RATHER THAN LIKE THE ENTIRE SCHOOL BECAUSE HONESTLY THERE'S LIKE NO ONE TO RUB IT INTO IF THEY'RE NOT EVEN GONNA SEE THE STUDENTS THEY'RE COMPETING WITH OR WHATEVER YOU KNOW AND I THINK THE BIGGEST INCENTIVES BECAUSE YOU WERE TALKING ABOUT INCENTIVES RIGHT LIKE FOR IT'S LIKE THREE THINGS IT'S MONEY CONSUMPTION AND GLORY OKAY GLORY THAT'S THAT'S BRAGGING RIGHT CONSUMPTION IS JUST ANYTHING FOOD LIKE A PIZZA PARTY BUT LIKE THAT'S BASICALLY BUT LIKE EVEN JUST THE ATTENDANCE THING LIKE JUST GIVING LIKE A $25 GIFT CARD TO LIKE STARBUCKS TO ANY KID WHO JUST HAS PERFECT ATTENDANCE IN A MONTH OR LIKE A YEAR I GUESS IT'LL BE MORE LITTLE MORE REALISTIC BUT JUST HAVING LIKE A MONEY GOAL BECAUSE LIKE THESE HIGH SCHOOL KIDS AREN'T GONNA BE MOTIVATED LIKE OH IT'S SOME LIKE LITTLE COMPETITION LIKE THEY'RE IN HIGH SCHOOL THEY KNOW THE VALUE OF THE DOLLAR THEY'RE GONNA WANT MONEY LIKE THAT'S A REALLY BIG MOTIVATOR SO I THINK IF YOU WANT AN INCENTIVE IT'S YOU'RE GONNA HAVE TO PUT A LITTLE MONEY INTO IT ALSO YEAH LUNCH WITH THE PRINCIPAL I DON'T THINK THAT ONE'S GONNA HIT IT'LL WORK AT PRIMARY I APPRECIATE YOU SAYING THAT TOBY ABOUT MOTIVATION AND ENGAGEMENT BECAUSE I DO THINK THAT YOU KNOW ONE OF THE THINGS THAT HAS CHANGED THE WAY IN WHICH ALL OF US HAVE TO THINK ABOUT MOTIVATION IS THE STATISTICS ON BEEN DOING A LITTLE BIT OF DIGGING INTO WHY TEST SCORES HAVE BEEN GOING DOWN STEADILY SINCE 2013 AND THE THERE'S JUST ONE VERY CLEAR CORRELATION AND[01:25:02]
THAT'S WITH THE ADVENT OF SOCIAL MEDIA THAT IS ALIGNED DIRECTLY WITH ADJUSTING TO A PERSON THAT IS ON ON IT IT MEANS THAT OUR KIDS HAVE BECOME A LITTLE BIT ENDORPHIN CRAZY IN TERMS OF IT RESPONDING WITH EXACTLY WHAT THEY WANT AND SO EDUCATION IN THE CLASSROOM HAS BECOME EVEN MORE MORE OF A STRUGGLE FOR OUR STAFF BECAUSE OUR STUDENTS ARE LOOKING FOR THAT ENDORPHIN HIT THAT HAS BEEN CREATED WITH SOME OF THOSE SOCIAL MEDIA PLATFORMS AND AND NOW IT BECOMES A LITTLE MORE DIFFICULT TO PROVIDE THAT AT A CLASSROOM LEVEL SO I DO APPRECIATE WHAT TOBY WAS SAYING ABOUT THE WHOLE IDEA OF ENGAGEMENT BECAUSE IF IF WE LOSE THEM BECAUSE WE'RE USING THE SAME STRATEGIES THAT WE'VE ALWAYS USED THEY PROBABLY AREN'T WORKING ANYMORE AND WE COULD GO BACK AND FORTH ABOUT WHETHER THAT SHOULD JUST CHANGE AND WE SHOULD GO BACK TO THE WAYS OF I WISH WE COULD TURN BACK THE CLOCK ON A LOT OF THINGS BUT I DON'T THINK THIS IS ONE OF THOSE THAT WILL BE ABLE TO TURN THE CLOCK BACK ON SO YOU'RE GONNA HAVE TO FIGURE OUT HOW TO PRESENT INFORMATION IN A WAY THAT IS GOING TO HOLD THEIR ATTENTION SPAN A LITTLE BIT LONGER THAN THAN IT USED TO IN THE PAST OR THE WAY IN WHICH IT USED TO IN THE PAST UNFORTUNATELY IF WE WERE TO STEP BACK ONE MORE LEVEL TOO AND I THINK ABOUT WHAT WOULD IT LOOK LIKE TO ADVOCATE AT LIKE THE STATE OR LOCAL LEVEL AND ATTENDANCE LAWS FLUCTUATE ESPECIALLY IN OUR STATE AROUND REQUIREMENTS AND THEY HAVE PROGRESSIVELY GOTTEN LACKS ABOUT WHAT SCHOOLS CAN HOLD STUDENTS ACCOUNTABLE FOR SO ADVOCACY LOOKS LIKE BRINGING BACK SOME OF THOSE THINGS THAT HELPED US AS AN AS A SCHOOL SYSTEM HAVE SOME ACCOUNTABILITY WITH SOME ATTENDANCE AND SO I THINK ABOUT WE'VE TALKED ABOUT HOW MIGHT WE CELEBRATE AND ENGAGE IN THOSE CONVERSATIONS THAT YOU ALL ARE HAVING IN YOUR COMMUNITY EVENTS BUT THEN I ALSO THINK ABOUT THE ADVOCATE THE ADVOCACY THAT TAKES PLACE AND AND WHEN LEGISLATORS PUT DOWN MORE MORE THINGS TO FOLLOW AND THEN THEY PULL BACK ON THE ACCOUNTABILITY MEASURES THAT USED TO EXIST IT'S AT A DETRIMENT REALLY AND I UNDERSTAND THE INTENT IS TO REALLY HONOR THE STUDENTS SENSE OF BELONGING RIGHT THAT'S WHAT WE'RE TALKING ABOUT WE CAN DO THAT AND HOLD STUDENTS ACCOUNTABLE FOR ACTIONS LIKE THAT IS OUR PURPOSE OF OF BEING A ESTABLISHMENT THAT PREPARES STUDENTS THAT MEANS WE ARE DOING EVERYTHING PROACTIVELY AND HOLDING STUDENTS ACCOUNTABLE BECAUSE WHEN THEY GRADUATE THAT IS THE REAL WORLD THEY YOU DON'T HAVE AN EXTENSIVE AMOUNT OF EXCUSES OF NOT SHOWING UP TO WORK YOU HAVE A COUPLE AND THAT'S ABOUT IT SO IT IS AT A DETRIMENT THAT WE DON'T HAVE THOSE TOOLS TO BE ABLE TO PREPARE STUDENTS BECAUSE THAT IS NOT HOW IT WORKS IN WHEN YOU GET A JOB LIKE YOU BOTH OF YOU WORK LIKE IT DOESN'T WORK LIKE THAT IT'S NOT THERE'S NOT 18 REASONS YOU CAN BE ABSENT AND THAT'S REALLY HOW IT IS IN PUBLIC SCHOOLS RIGHT NOW AND I UNDERSTAND THERE'S A WHY BEHIND EVERYTHING AND I'M NOT SAYING THAT WE DON'T HONOR THOSE INDIVIDUAL SITUATIONS BUT TO HAVE THOSE LAYERS PEELED BACK IT'S REALLY HARD I REALIZE WE'RE PROBABLY SAYING TOO MUCH BUT I WANT TO PIGGYBACK ON THAT AND SAY THIS KUDOS FOR NOT FOLLOWING THE OSPI MEASUREMENTS THAT'S JUST ANOTHER PIECE OF WASTED TIME OKAY AND AND TO THAT POINT THEN YOU SEE WE NEED SOME KIND OF REAL THOUGHTFUL TOOL TO REALLY ASSESS OUR SUCCESS BECAUSE WE DO HAVE A LOT OF KIDS WHO WORK WHO ARE DOING THINGS YOU KNOW THAT ARE MORE THAN YOU KNOW COMMENDABLE AND THEY'RE NOT GONNA THEY'RE GONNA MISS SCHOOL FOR IT AND YOU KNOW I GOT KIDS BABYSITTING AND WE GOT KIDS DOING ALL KINDS OF STUFF YOU SAY SO SO THE TOOL TO MEASURE THIS WHOLE THING IS REALLY AN IMPORTANT THING YOU KNOW I COMMEND YOUR DESIRE TO BE CREATIVE CAN I JUST A COUPLE OF COMMENTS REALLY QUICKLY I HEARD TWO THINGS FROM OUR STUDENTS THAT ARE ON THE BOARD IS SENSE OF BELONGING WE COULD CREATE A GREATER SENSE OF BELONGING IN OUR SCHOOLS FOR OUR KIDS WHETHER THAT'S THROUGH AFTER-SCHOOL ACTIVITIES OR WHETHER THAT'S THROUGH ATHLETICS OR WHATEVER MEANS POSSIBLE THAT SEEMED TO BE A THEME AND THEN ENGAGEMENT IN THE CLASSROOM SEEMED TO BE THE OTHER WHETHER THAT'S THROUGH LET'S SAY A CTE CLASS THAT BRINGS THEIR INTEREST YOU KNOW TO SCHOOL THEN I THINK ABOUT TWO OTHER THINGS I THINK ABOUT ATTENDANCE BEING VERY DIFFERENT IN THE PRIMARY[01:30:01]
SCHOOLS WHERE IT'S THE RESPONSIBILITY OF THE PARENT TO GET THE CHILD TO SCHOOL OR GET ON THE BUS AND THE HIGH SCHOOL STUDENT THAT CAN TAKE THEMSELVES OR DECIDE WHETHER THEY'RE GONNA GET UP ON THEIR OWN OR NOT AND THE STRATEGIES FOR ENGAGING IN THE DIFFERENT LEVELS ACROSS OUR SYSTEM OR SOMETHING I THINK THAT WE NEED TO BE PAYING SPECIAL CLOSE ATTENTION TO AND I LOVE WHAT DARREN'S PUT TOGETHER AROUND THE FIRST TWO ACTION STEPS BECAUSE WITHOUT CONSISTENCY IT'S HARD FOR US TO REALLY KNOW WHERE THE HIGHLIGHTS EXIST IT MAY THAT YOU HAVE GREAT ATTENDANCE BECAUSE OF THE DEMOGRAPHICS THAT YOU SERVE AND BY BUILDING SOME CONSISTENCY ACROSS ALL OF OUR SCHOOLS WITH EXPECTATIONS WE'LL BE ABLE TO BETTER SEE WHEN WE HAVE STAFFING IN ORDER TO GET TO THE TIER 2 AND TIER 3 LEVEL WHERE THOSE RESOURCES NEED TO GO BASED ON SOME CLEAR EXPECTATIONS AND SOME CONSISTENT DATA THAT'S BEEN COMMUNICATED FROM THESE ACTION STEPS SO I'M REALLY ENCOURAGED BY SOME OF THE CONVERSATIONS THAT WERE HEARD TODAY BUT THERE WAS A COUPLE OF THINGS I FELT LIKE IT WAS A IMPORTANT FOR US TO MAYBE CLOSE WITH OR CONTINUE TO THINK ABOUT I WOULD I WOULD ECHO DEBBIE I'VE MY EXPERIENCES AT HIGH SCHOOLS AFTER INTERACTING WITH THOUSANDS OF HIGH SCHOOL KIDS OVER THE YEARS I CAN SAY WHAT TOBY SAID ABOUT ENGAGEMENT A HUNDRED PERCENT TRACKS AT ANY IN-PERSON HIGH SCHOOL ALE THAT'S WHAT I HEAR FROM STUDENTS AS WELL AS ENGAGEMENT IS WHAT BRINGS THEM TO SCHOOL WITH THEIR TEACHERS AND THEIR PEERS SO AND I APPRECIATE YOU GUYS SHARING THAT IT WAS VERY AUTHENTIC SO TO KIND OF BRING US BACK I WOULD SAY I'VE BEEN REFLECTING TERRY ON THE NUMBER 70 AND WHERE WE IS THAT THE RIGHT NUMBER I THINK PART OF THIS PROCESS IS FOR US TO SAY YES OR NO WE WANT THAT TO BE THE NUMBER AS A TEACHER I HAD A HARD TIME WITH A NUMBER LESS THAN 70 ON AN ASSIGNMENT NOW IF WE DON'T THINK WE CAN ACHIEVE THAT IS THAT GOOD TO SET IT THERE I DON'T KNOW THAT WOULD BE THE CONVERSATION BUT I THINK THAT'S DEFINITELY ALL OF YOUR REALM IS TO HELP GUIDE US TOWARDS WHERE WE END UP WITH THAT WE WANTED TO SHARE NUMBERS THAT YOU COULD SEE BOTH FROM OSPI AND OUR INTERNAL FOR WHERE WE COME UP WITH THAT BUT I THINK THAT'S SOMETHING WE SHOULD MAYBE MAYBE GET A MORE CLARITY ON TONIGHT AND THEN TO CIRCLE BACK TO THE DOCUMENT YOU GUYS HAVE WITH OUR DRAFT GOALS ARE WE ARE WE HAPPY WITH THOSE DO WE WANT TO CHANGE EDIT SUBTRACT THAT WOULD BE WHERE WHERE MY THINKING IS ON THAT SO WE WANT TO TACKLE SORRY MY TEACHER HAT IS ON DO MAYBE WANT TO DISCUSS THE THE NUMBER OF THE GOAL IS THAT ARE WE GOOD WITH THAT 70 OR DO WE THINK THAT'S SETTING THE BAR IN THE WRONG SPOT IF HE PUTS HIS TEACHER HAT ON I'LL RAISE MY HAND I THINK 70 IS A GOOD GOAL JUST IT'S A STRETCH GOAL FROM WHERE WE'VE BEEN WE'RE GAINING 2% A YEAR OVER THE LAST THREE YEARS I THINK WITH SOME EFFORT 70 IS OBTAINABLE I'D RATHER HAVE SOMETHING ATTAINABLE THAN SHOOTING 75 JUST SEEMS LIKE A SHOT IN THE DARK I NOT THAT WE WOULDN'T APPRECIATE 75 BUT WE WANT OUR EFFORTS TO BE REWARDED AND SEE PROGRESS I THINK IT'S PRETTY PRETTY EXCITING IF WE ATTEND IT YOU KNOW IF WE GOT IT WHEN WHEN WILL THE OSPI DATA FOR I THINK 70 IS GONNA BE GREAT SO WE'RE LOOKING AT THE OSPI DATA THEY'RE LOSING GROUND WHILE WE'RE GAINING IT AND SO IF WE CAN SAY HEY WE'RE ABOVE STATE AVERAGE WHICH LOOKS LIKE THAT MIGHT BE THE CASE IF THEIR TRENDLINE CONTINUES THAT WOULD BE GREAT SO THE ONLY VARIANCE THAT YOU SEE AND IT IS A QUESTION MARK IS THE 90 DAY CONTINUOUSLY ENROLLED STUDENT SO SO FOR OUR STUDENTS THAT ARE CONTINUOUSLY ENROLLED FOR 90 DAYS OR MORE WE DROPPED 6% AND WE HAD FOUR SCHOOLS THAT DROPPED NEAR DOUBLE DIGITS WHICH IS INTERESTING BUT THEN WHEN YOU LOOK AT THE DATA THAT ENCOMPASSES ALL STUDENTS WE'RE ACTUALLY GOING UP SO THERE'S SOME WONKINESS TO THE DATA THAT'S A LITTLE BIT CONCERNING I'M ALWAYS LOOKING AT THOSE NUMBERS AS YOU KNOW DAVID AND THINKING BAD THINGS OKAY SO I LOOKED AT THAT NUMBER AND WITH THIS AGAIN 70 I'M THINKING WELL MAYBE AND I DIDN'T ASK YOU I DIDN'T ASK A QUESTION BUT NOW IT'S BEEN ASKED SO I'M GOING TO PUT MY TWO BITS IN IS THAT DO YOU DO YOU FEEL THAT THERE'S SOME VALID DATA INTO THAT DROP AND DO YOU FEEL LIKE WE HAVE IS THIS THING ABOUT THE TIER THREE REALLY[01:35:02]
AT THE HEART OF OUR ASSESSMENT OF HOW AND WHY IT DROPPED AND AND HOW WE'RE GOING TO MAYBE DEAL WITH THAT YOU KNOW KIND OF THING IS THERE SOME TREND THAT WE'RE NOT AWARE OF YOU SEE AND BECAUSE THAT'S A BIG NUMBER YEAH I YOU KNOW IT'S IT'S HARD TO I DON'T KNOW IF THIS MIC IS ON IT IS IT'S HARD TERRY IT'S HARD TO KNOW HONESTLY WHEN WE LOOK AT THESE NUMBERS I WILL ECHO WHAT DARREN SAYS I THINK WHEN I WAS A PRINCIPAL NEARLY A DECADE AGO THERE WAS MORE TEETH IN THE ATTENDANCE RULES AND LAWS SO AS A PRINCIPAL YOU THERE WAS A TRUANCY COURT THERE WAS A BIT MORE TEETH TO TO SOME OF THE MEASURES THAT NOW ARE NOT QUITE AS STRONG AND SO THAT MAY BE A FACTOR I KNOW THAT OUR DATA OUR DISTRICT DATA THOSE ARE ACCURATE NUMBERS AS THEY'RE GOING UP THERE BUT WHY THERE'S A DISCREPANCY WITH THEIR STATE NUMBERS REALLY THE ONLY THING TO THE ONLY THING THAT WOULD CONTRIBUTE TO THAT IS IS THAT 90-DAY CONTINUOUSLY ENROLLED PROVISION THAT'S THE DIFFERENCE BETWEEN THOSE TWO LINES SO I JUST WANTED YOU TO KNOW THAT THOSE ARE BOTH BATTLE GROUND NUMBERS RIGHT LOOKED THROUGH A DIFFERENT LENS RIGHT SO WITH THE WITH THAT DIFFERENCE OF TEETH FROM TEN YEARS AGO RIGHT BECAUSE THAT'S PART OF THE ADVOCATE FOR LOCAL AND STATE YES WOULD YOU GUYS BE ABLE TO PUT TOGETHER A LIST OF THE THINGS THAT USED TO WORK FOR YOU THAT WE CAN START ADVOCATING AT THE STATE FOR YES BECAUSE I DON'T KNOW WHAT THEY WERE TEN YEARS AGO AND I THINK THAT WOULD GIVE US US A PLACE WHERE WE CAN DO OUR END AND WE HAVE THOSE CONVERSATIONS YES I WOULD SAY THAT'S A PART OF IT AND WE'VE ALSO HAD A BIG CULTURAL SHIFT TEN YEARS AGO SO PICK A DATE THINGS HAVE CHANGED SO WE HAVE TO BE INNOVATIVE AS WELL AS LOOK TO THE PAST FOR THINGS THAT WORK SO YEAH AND I WOULD JUST ECHO YOU KNOW THINGS THAT WE CAN I'M JUST LOOKING AT THINGS THAT WE CAN DO YEAH WELL WHERE YOU MIGHT RUN INTO TROUBLE AND THIS IS A QUESTION I COULD CERTAINLY TALK TO OUR ATTORNEY ABOUT BUT MOST OF OUR POLICIES ARE BASED ON AN RCW SO WE'D PROBABLY HAVE TO DIG INTO THE CURRENT RCWS FOR ATTENDANCE AND SEE IF WE COULD CREATE SOMETHING THAT HAD MEAT IF WE HAVE ANY CHOICE IN CHANGING THE WAY IN WHICH WE GO ABOUT IMPLEMENTING THE ATTENDANCE POSSIBLY SOMETIMES YOU GET MORE RESTRICTIVE AS YOU GET LOCAL YOU CAN'T GET BROADER BUT IF IF THERE'S AN ABILITY FOR US TO DO THAT THAT'S SOMETHING THAT THE ONLY WE CAN WRAP IT UP IN A POLICY WOULD GREAT THE ONLY THING ABOUT THAT IS IMPLEMENTATION WOULD FALL ON US WHEREAS BEFORE WE THERE WAS A THE ESD THE REGIONAL NETWORK THEY HAD A TRUANCY PROJECT TEAM OF PEOPLE AND SPECIALISTS THAT COULD WRAP AROUND SUPPORTS FOR STUDENTS IF WE WERE TO DO THAT IT WOULD THE ONUS WOULD FALL BACK TO US AND WE JUST DON'T HAVE THOSE AND THEY HAVE CUT ALL OF THEIR RESOURCES AS WELL SO THE TRUANCY PROJECT IS NO LONGER BECAUSE THERE'S NO STAFFING THERE'S NO RESOURCES AND THERE'S A BACKLOG OF MAYBE YOU CAN GET HELP IN A YEAR YOU COULD BE ON THE WAITING LIST FOR A YEAR OF WRAPAROUND SUPPORT SO THAT'S THE ONLY HARD PART OF THAT ONE I THINK DEBBIE IF WE WERE TO DO THAT I THINK WHERE WE'D HAVE TO LIVE AS INCENTIVES ANYWAY BECAUSE WE'RE RESTRICTED ON LIKE PUNITIVE MEASURES FROM THE RCW IF WE WANTED TO DO THAT THERE WERE LIMITED TO WHAT WE COULD DO SO THERE'S NO MORE TRUANCY BECAUSE THOSE I WAS ON THE SAME THING BACK TO HIGH SCHOOL LIKE YOU MISSED YOU MISSED TWO DAYS WELL THERE USED TO BE A POLICY IN THIS DISTRICT THAT ANY STUDENT IN HIGH SCHOOL WHO MISSED MORE THAN 15 DAYS IN A SEMESTER COULDN'T GET CREDIT FOR THE COURSES THAT THEY TOOK AT 15 DAYS YOU JUST COULDN'T DIDN'T MATTER WHAT YOUR GRADE WAS YOU COULD NOT GET CREDIT IF YOU MISSED MORE THAN 15 DAYS AND SO WHILE I'M NOT NECESSARILY ADVOCATING FOR THAT THAT SHOWS YOU THAT HOW THINGS HAVE SHIFTED IN EXPECTATIONS ALL THOSE THINGS BUT YOU TALKED TO A BUSINESS OWNER JUST A COUPLE WEEKS AGO HAD A CONVERSATION WITH JOHNĀJOHN GERARD FROM QUAIL HOMES AND HE SAID AS A CTE PARTNER FOR US ONE OF THE QUESTIONS HE ASKED BEFORE HE'LL PLACE A STUDENT IN AN APPRENTICESHIP PROGRAM AFTER HIGH SCHOOL IS WHAT IS THEIR ATTENDANCE AND IF THEIR ATTENDANCE WASN'T NEARLY PERFECT HE WON'T RECOMMEND THE STUDENT DOESN'T MATTER HOW WELL THEY'VE DONE IN THEIR CTE PATHWAY HE WILL NOT RECOMMEND THEM BECAUSE IT'S BIT HIM IN THE BEHIND BECAUSE OF ATTENDANCE SO ATTENDANCE ARE I DON'T KNOW THAT OUR FAMILIES OUR STUDENTS UNDERSTAND HOW IMPORTANT ATTENDANCE IS[01:40:01]
TO WELL AFTER HIGH SCHOOL AND SO I DO MAYBE IT'S POLLYANNA OF ME BUT I DO THINK THAT PART OF THIS IS THE COMMUNICATION THAT GOES AROUND NOT JUST ABOUT SCHOOL BUT WHAT HAPPENS TO THOSE TO THOSE PRACTICES THAT A STUDENT PUTS IN PLACE WHILE THEY'RE AT SCHOOL THAT CARRY OVER INTO THEIR ADULT ADULT LIFE AND IF YOU COULD TIE THAT TO DEBBIE'S POINT EARLIER ABOUT THE PREPAREDNESS BECAUSE THAT'S PRECISELY WHAT YOU'RE TALKING ABOUT WHEN WE DEFINE PREPAREDNESS FOR STUDENTS IT'S ALSO THAT THEY SHOW UP AND CONSISTENTLY SHOW UP TO WORK AND THAT WE ARE MODELING THAT AS THEY ARE STUDENTS AND TRANSITIONING INTO THE WORKFORCE SO THERE'S A BUSINESS PERSON IN OUR COMMUNITY THAT'S SAYING THE SAME VERY SAME THING SO I DO THINK IT'S A CONCERN THAT NEEDS TO BE ADDRESSED THAT I THINK AT THIS LEVEL AND I THINK TO JUST I WAS EVEN THINKING I WENT TO THE KINDERGARTEN ROUNDUP JUST TO BRING THIS UP AND IT WAS REALLY INTERESTING TO ME IN CONVERSATIONS WITH A LOT OF THE PARENTS BECAUSE I TALKED TO A LOT OF THEM ABOUT ATTENDANCE AND AND TALKED TO THEM AND THIS IS A KINDERGARTEN AND I'M LIKE YOU KNOW IF WE GET IT IN THEIR MIND AT THAT STAGE THAT THEIR CHILD NEEDS TO BE HERE BECAUSE I TOLD SEVERAL OF THEM I'M LIKE YEAH IT'S REAL IMPORTANT THAT THEY BE HERE BECAUSE THEY BUILD CONCEPTS ON TOP OF CONCEPTS AND THEY HAVE EXPERIENCES AND THEY'RE LIKE YEAH AND THERE WAS A COUPLE THAT IT WAS THEIR FIRST FIRST CHILD AND I THOUGHT IF WE CAN GET THESE GET THIS INTO THEIR MINDS AND REALLY GET THEM BUYING IN YEAH IT WOULD BE A WOULD BE A GOOD THING. I HAVE LOTS OF THOUGHTS AS YOU'VE BEEN TALKING BUT THE ONE THAT I WAS JUST THINKING ABOUT HAD TO DO WITH STANDARDS-BASED GRADING AND I KNOW THAT WE DON'T DO THAT AT THE HIGH SCHOOL LEVEL BUT WHEN I THINK ABOUT IT FROM THE PRIMARY PERSPECTIVE STANDARDS-BASED GRADING BREAKS OUT HOW WELL A STUDENT UNDERSTANDS THE CONCEPT AND IT CAN PERFORM THE STANDARDS FROM THEIR HABITS OF PARTICIPATING IN SCHOOL AND I THINK ATTENDANCE IS ONE OF THOSE THINGS AND I WAS THINKING ABOUT THE CTE CONVERSATION AND WHETHER HOW THEY PLACE KIDS INTO THAT LIKE I WE HAVE HAD IN TIBET WAS THAT INTO THAT AND WHEN WE THINK ABOUT HOW MUCH A STUDENT IS PARTICIPATING IT MAKES A BIG DIFFERENCE BUT I THINK WHEN WE PUT THOSE WE DRAW THOSE OUT SEPARATELY FOR PARENTS IT MAKES A BIG DIFFERENCE AND CAN BE USED FOR THINGS IN THE FUTURE SO IT IS I THINK IT'S SOMETHING TO THINK ABOUT IT'S STANDARDS-BASED GRADING IS NOT SOMETHING YOU CAN DO OVERNIGHT IT'S A WHOLE PROCESS BUT I DO THINK THAT PEOPLE AS THEY'RE APPLYING FOR COLLEGES OR JOBS WHEN THE EMPLOYER OR A COLLEGE IS LOOKING AT HOW MUCH A STUDENT HAS BEEN IN SCHOOL AS OPPOSED TO JUST WHAT THEIR GRADE IS IT DOES MAKE A DIFFERENCE.INSTEAD OF A CERTIFICATE CAN WE WRITE A LETTER THAT CERTIFIES THEIR ATTENDANCE RATE SOMETHING THAT THEY WOULD BE ABLE TO GIVE TO AN EMPLOYER IT'S THE SAME INFORMATION DIFFERENT ORIENTATION ON A PAGE YEAH RIGHT BECAUSE IT THAT'S SOMETHING THAT LIKE YOUR BUSINESS OWNER NOW HE HAS A LETTER FROM THE SCHOOL SAYING THIS IS WHAT THEIR ATTENDANCE RATE IS. SO IF I COULD WE HAVE TWO MORE GOAL AREAS I'M GONNA ATTEMPT TO SUMMARIZE WHAT I HEARD THOUGH FROM THE BOARD LEVEL ADVOCATING LOOKS LIKE YOU WANT A LIST FROM US ABOUT WHAT WHAT WOULD ADVOCACY LOOK LIKE WHAT WERE THE ACCOUNTABILITY MEASURES MAYBE TEN YEARS AGO SO WE CAN WORK ON THAT. I ALSO HEARD ENGAGEMENT LOOKS LIKE IN JUST ENGAGING CONVERSATIONS WHEN YOU'RE OUT AND ABOUT IN THE COMMUNITY KINDERGARTEN ANY SCHOOL EVENT ABOUT THE IMPORTANCE OF ATTENDANCE THAT'S HUGE AND THEN AGAIN IT YOU'LL BE ABLE TO HAVE DATA AT YOUR HANDS LIKE OH DID YOU KNOW ONLY 65% OF OUR KIDS ATTENDED REGULARLY AND JUST RAISING AWARENESS IN THAT SENSE AND THEN FOR CELEBRATING I HEARD CERTIFICATES OF ATTENDANCE I HEARD RECOGNIZING SCHOOLS THAT DO AN OUTSTANDING JOB AND YOU AS A BOARD COMMUNICATING THAT AND THEN OUR ACTION STEPS WERE YOU GUYS COMFORTABLE WITH OUR ACTION STEPS DO YOU FEEL CLEAR ABOUT WHAT THOSE LOOK LIKE AND THEN DO YOU FEEL CLEAR ABOUT THE PROGRESS MONITORING DATES AS OF NOW SO EXPECT ON THOSE THINGS SO ONE OF OUR LAST ACTIVITIES WILL BE LOOKING AT CALENDARS TO REALLY MAP ALL OF THESE OUT AND YOU'RE HAVING CLEAR EXPECTATIONS OF TO STANDARD FOUR WHAT DOES IT LOOK LIKE TO HOLD THE SCHOOL DISTRICT ACCOUNTABLE FOR STUDENT ACHIEVEMENT THAT'S WHAT THAT'S GOING TO LOOK LIKE SO I'M GOING TO PUT LIKE AN OVERALL PIN DOES THAT CAPTURE OUR CONVERSATION ACCURATELY?
[01:45:01]
I WOULD ACTUALLY RECOMMEND PROBABLY DOING AN END OF YEAR ONE ON TOP.CAN I ADD ONE MORE THING YES AND TO THE DISCUSSION I KNOW THAT WE NEED TO WRAP UP AND MOVE ON BECAUSE WE STILL HAVE A LOT TO TALK ABOUT BUT I KNOW THAT THERE HAVE BEEN DISTRICTS THAT HAVE DONE EXIT SURVEYS FOR STUDENTS AND I THINK IT'S SOMETHING THAT TAKES MANPOWER SO THAT THAT'S SOMETHING THAT CAN BE DIFFICULT BUT I THINK WITH TECHNOLOGY THERE ARE WAYS THAT WE COULD DO EXIT SURVEYS WITH OUR STUDENTS WHICH HONORS THE IDEA OF STUDENT ENGAGEMENT AND MIGHT CAPTURE MORE IDEAS OF THINGS THAT WE COULD BE DOING IN OUR CLASSROOMS TO BE MORE ENGAGING FOR STUDENTS.
THE LAST PIECE I DIDN'T MENTION THAT THAT I THOUGHT WAS IMPORTANT IS HAVING STUDENTS RECOGNIZED HERE IN BOARD MEETINGS.
STUDENTS OR SCHOOLS? I HEARD SCHOOLS BEFORE WHERE WE'RE LOOKING AT TROPHIES AND AWARDS. I THINK THAT GIVES BRAGGING RIGHTS TO THE SCHOOLS BUT YOU KNOW I WOULD ADVOCATE THAT WE HAVE A STUDENT OR TWO REPRESENTED.
AND I WOULD SAY DEPENDING ON THE AGE I THINK IT HAS A DIFFERENT FEEL WHETHER IT'S HERE OR IN THE BUILDING.
PRIMARY STUDENTS IT'S A BIG DEAL TO BE HERE. HIGH SCHOOL STUDENTS I THINK IT WOULD BE A BIGGER DEAL TO BE RECOGNIZED AMONG THEIR PEERS. WHAT DO YOU GUYS THINK? YEAH FEEL FREE SAY NO YOU'RE WRONG. TOBY SHE'S LOOKING AT YOU. NO THAT'S ACTUALLY A TRICKY ONE. IT DEPENDS ON THE PERSON I KNOW A LITTLE BIT.
HIGH SCHOOL IS LIKE A SOCIAL YOU KNOW IT'S IT'S MORE SOCIAL THAN ANYTHING SO LIKE WOULD YOU WANT TO BE RECOGNIZED BY THE BOARD IT'S LIKE MIGHT BE IT MIGHT BE A KILLER YOUR REPUTATION YOU KNOW.
YOU'RE LIKE A SUPER POPULAR PERSON IT'S LIKE OH THE SCHOOL BOARD THEY THINK YOU'RE COOL EVERYONE'S LIKE DUDE THAT'S LOOKING SO CRINGE.
DON'T HOLD BACK YOUR THOUGHTS.
I DON'T KNOW BUT THE IDEA OF A CERTIFICATE THAT SAYS I ONLY MISSED FOUR DAYS IN MY HIGH SCHOOL CAREER.
NO THAT WAS ALSO IT'S LIKE OKAY IT'S LIKE GETTING LIKE COACH'S AWARD OR SOMETHING WHEN YOU PLAY A SPORT. THAT'S A BIG DEAL.
I MEAN I GOT THAT AWARD OKAY BUT IT'S JUST LIKE OH THAT'S SICK LIKE YOUR COACH LIKES YOU THAT SAYS NOTHING OKAY IT'S LIKE YOU KNOW I DON'T KNOW. IT KIND OF GOES BACK TO WHAT YOU'RE THINKING ABOUT LIKE THE INCENTIVES LIKE A FIVE DOLLAR DUTCH BROS CARD. YEAH THAT MIGHT BE WORTH MORE THAN SOMETHING LIKE THAT I THINK THEY WOULD FIND THEIR KIDS BUT NOT OLDER KIDS. YEAH YEAH IT WOULD DEFINITELY WORK FOR THE PRIMARY LIKE SO UP TO WHAT AGE WOULD YOU SAY PROBABLY LIKE UP EIGHTH GRADE MIGHT BE EVEN MORE SOCIAL THAN HIGH SCHOOL LIKE SEVEN TO EIGHT LIKE EIGHTH GRADE RIGHT AT THAT MARK IS LIKE ESPECIALLY WHEN KIDS START LIKE UM I'D SAY UP TO SIXTH GRADE YEAH I THINK THEY WOULD REALLY LIKE IT LIKE WHEN I TALKED TO THE PRIMARY KIDS AND LIKE THE LOWER MIDDLE SCHOOL KID THEY WERE SUPER EXCITED ABOUT JUST THE BOARD AS AN IDEA IN GENERAL SO I THINK IT'D BE REALLY GOOD FOR THEM.
I ALSO WANT TO TOUCH ON THAT BECAUSE ADDISON HAD SAID THIS BEFORE TOO UM THERE'S ALSO A LEVEL THAT'S NOT REFLECTED ON THIS DOCUMENT WHERE EACH BUILDING WILL BE DOING THEIR OWN SO THERE WOULD BE NOTHING TO STOP THE HIGH SCHOOL ONE HIGH SCHOOL FROM HAVING THEIR OWN INCENTIVE STRUCTURE AND CAM HAVING A DIFFERENT THING AND THE MIDDLE SCHOOLS THAT WOULD ALSO BE ENCOURAGED WE'RE TRYING TO LOOK AT WHAT OUR ROLES WOULD BE IN THIS ROOM AND WE WOULDN'T NECESSARILY WANT TO DRILL DOWN TO THAT LEVEL AT EACH INDIVIDUAL BUILDING SO THEY KNOW THAT BUT THE BUILDINGS THAT ARE DOING WELL YOU'RE GOING TO SHARE NOTES RIGHT YEAH I I WAS JUST GOING TO SAY I FEEL LIKE THAT'S PART OF MY ROLE IS TO FIND THE BRIGHT SPOTS AND TO SHARE THEM ACROSS THE SYSTEM SO THAT PEOPLE CAN STEAL FROM EACH OTHER THE BEST IDEAS.
HEY YOU SHOULD HAVE SEEN THOSE CANDY GARDENERS I'LL TELL YOU ABOUT THAT CUBBY BEAR WAS OVER THERE OH MY WORD I HAVE THESE KIDS WERE WILD FOR THIS CUBBY IT WAS SO CUTE THEY WERE SO EXCITED ABOUT THAT CUBBY DAYBREAK THEY LOVE THEIR DEADLY DRAGON DOGS SO MY KIDS WERE THE SAME WAY THEY LOVED CUBBY BUT ANYWAY JUST SAYING OKAY SO BEFORE WE MOVE TO THE NEXT WE'RE GOING TO LOOK INTO SOME THIRD GRADE READING DATA IS THE BOARD OKAY TO KEEP GOING DO WE NEED A FIVE
[01:50:01]
MINUTE BREAK OKAY SO WHAT WHAT WE'RE GOING TO DO IS I'M GOING TO PASS IT OVER IN JUST A SECOND BUT THERE'S LOTS OF DATA AVAILABLE BUT SIMPLE CLEAR IS KIND OF WHAT WE ARE AIMING FOR TONIGHT SO IF YOU GO TO PAGE FOUR IN YOUR PACKET YOU'RE GOING TO SEE KIND OF THE SAME STRUCTURE AGAIN AND YOU'RE GOING TO SEE THE SAME CHECKPOINT IDEAS AND AGAIN ONE THING TO POINT OUT IS THE STRUCTURE OF THE GRADING PROCESS OF HOW WE'RE MEASURING SO I'LL PASS THAT OVER TO THE TEAM HERE AND LET US DIVE INTO THIRD GRADE READING YEAH SO THIS ALIGNS UNDER THE STRATEGIC PLAN FOR HIGH QUALITY INSTRUCTION AND THANK YOU FOR BRINGING THIS THIRD GRADE READING GOAL BACK UP TO OUR ATTENTION IT'S SOMETHING THAT OUR PRIMARY SCHOOLS HAVE BEEN TALKING ABOUT FOR A VERY LONG TIME AND ONE OF THOSE IMPORTANT BENCHMARKS IN A CHILD'S EDUCATION REALLY SO IF YOU READ OBJECTIVE TWO WE'RE REALLY TALKING ABOUT 80 PERCENT PROFICIENCY AND WHEN WE'RE TALKING PROFICIENCY HERE WE'RE TALKING ABOUT THE FOUNDATIONAL SCORES THE ADJUSTMENTS AND DAVID WILL GET INTO THAT LATER IN THE PRESENTATION I BELIEVE BUT WE'RE LOOKING FOR 80 BY 2030 AND SO NOTE THE END OF THAT GOAL OR THE ACHIEVEMENT OF THAT GOAL IS LATER THAN IT WILL BE FOR ATTENDANCE RIGHT AND SO FOR US TO MOVE FROM RIGHT NOW 68.9 TO THAT 80 WE HAVE A LITTLE BIT MORE TIME THAN WE DO FOR THE ATTENDANCE SO I JUST WANTED TO BRING THAT TO EVERYBODY'S ATTENTION AND THIS GOAL WILL BE REALLY MEASURED ON OUR STATE ASSESSMENT YOU KNOW REGARDLESS OF WHAT YOU HOW YOU FEEL ABOUT THAT ASSESSMENT IT IS OUTWARD FACING AND AN IMPORTANT PART OF WHAT OUR COMMUNITY BELIEVES TO BE A MEASURE OF WHETHER OUR KIDS CAN CAN READ OR NOT I'M SORRY MIKE I DIDN'T TRACK THAT ALL THAT DATA THAT YOU JUST PRESENTED COULD YOU SAY IT ONE MORE TIME YES SO BASICALLY I WAS SAYING THAT THE OBJECTIVE TWO THE END OF THAT GOAL OR THAT GOAL WOULD BE ACHIEVED BY 2030 AT 80 PERCENT THE ATTENDANCE GOAL WAS I BELIEVE AN ANNUAL GOAL WE HAVE THREE YEARS IF MY MATH IS CORRECT TO ACHIEVE THIS 80 PERCENT SO I WAS JUST WANTING TO DIFFERENTIATE THAT FOR THE GROUP THAT WE HAVE THREE YEARS THIS YEAR'S INCOMING KINDERGARTNERS WOULD BE OUR BENCHMARK GREAT I REALLY LIKE THAT SHOULDN'T IT BE BROKEN DOWN YEAR BY YEAR SO WE COULD SEE PROGRESS AND STAY ABSOLUTELY BECAUSE I MEAN THAT'S I FEEL SORRY FOR ALL THE KIDS THE KIDS THAT ARE GOING TO BE IN THE CROSSFIRE YEAR I'D RATHER SEE US LOOKING AT A YEAR AND AND SAYING YOU KNOW LET'S GO UP A COUPLE OF POINTS AT LEAST YEARLY I THINK THAT WOULD ACTUALLY SHOW THE COMMUNITY PROGRESS THIS IS KIND OF LIKE THE WAY THE STRATEGIC PLAN READS RIGHT NOW TO ME SO I'M JUST SAYING GIVING A REACTION AND IF IT'S THE WILL OF THE GROUP THAT WE WANT TO SET AN ANNUAL GOAL OR KEEP BOTH GOALS SIMULTANEOUSLY TO REACH 80 WE'RE LOOKING AT ABOUT A THREE PERCENT INCREASE ANNUALLY AND SO IF WE WANTED TO DO SOMETHING IN THAT BALLPARK CERTAINLY THAT WOULD BE SOMETHING THAT WE WOULD ENTERTAIN IF THAT'S THE WILL OF THE GROUP CERTAINLY WE WILL BE MEASURING THIS ANNUALLY WHETHER WE MEET THE GOAL THREE YEARS FROM NOW BECAUSE I THINK THAT THIS IS ONE OF THOSE THINGS THAT'S GOING TO TAKE A LOT OF TIME AND EFFORT TO MOVE THE SHIP IN THE RIGHT DIRECTION SO TO SPEAK AND WHEN WE GET TO THE ACTIONS THAT STAFF AND THAT THAT WILL BE TAKING I THINK YOU'LL PROBABLY BETTER UNDERSTAND WHY THAT GOAL IS THREE YEARS OUT BUT IF WE WANTED TO TALK ANNUAL CERTAINLY LET'S DO THAT TOO SO AND AS YOU SAID YOU HAVE THE DATA YOU KNOW YOU'RE LOOKING AT THE DATA ANNUALLY EVEN MORE OFTEN THAN THAT OKAY OUR JOB IS TO MAKE CERTAIN THAT WE'RE HEADED IN THE RIGHT DIRECTION AND SO THREE YEARS DOESN'T ALLOW US TO SAY OOPS LOOKS LIKE WE WEREN'T HEADED IN THE RIGHT DIRECTION YEAH OKAY SEE SO OUR THAT'S OUR JOB OUR JOB IS TO MAKE SURE WE'RE HEADED IN THE RIGHT DIRECTION SO MY RESPONSE TO THIS IS KIND OF SIMILAR WHY I THE GREAT THE THREE-YEAR GOAL IS GREAT 80 PERCENT OKAY SO NOW I WANT TO SEE WHERE WE'RE AT TODAY AND HOW WE'RE MOVING TOWARDS THAT GOAL AS YOU'RE LOOKING AT IT EVERY MONTH AND EVERY QUARTER AND EVERY YEAR THAT YOU'RE LOOKING AT IT I WOULD LIKE TO BE I THINK LOOKING AT IT ALSO I THINK WHAT HE'S SAYING THOUGH IS THAT THE THE GOAL EVEN THOUGH IT'S GOING TO TAKE THREE YEARS TO HIT THAT BIG POINT WE CAN HERE WE HAVE A CHECKPOINT ONE IN OCTOBER ANOTHER ONE IN JANUARY FEBRUARY EXACTLY SO YOU'RE GOING TO GET MICRO UPDATES ALONG THE WAY BUT GO AHEAD AND SET A HIGH REACHING GOAL THAT'S FURTHER OUT BUT WE DO SET ANNUAL GOALS AND ACTUALLY THE SIPS WOULD SUPPORT THIS SO YOU REALLY WOULDN'T HAVE TO SO I WAS WRONG RIGHT NO AND THAT'S PRECISELY THAT ALIGNMENT FROM BOARDROOM TO CLASSROOM STRATEGIC PLAN THREE YEARS OUT[01:55:01]
SCHOOL IMPROVEMENT PLANS AND THE CHECKPOINTS THROUGH I-READY IS WHERE ALL OF THIS ALIGNMENT IS STARTING TO TAKE MAKE SENSE THIS IS LIKE A SUPERSET YEAH I LIKE THAT YEAH SO YEAH THIS IS ACTUALLY THAT'S GOOD THIS IS PERFECT SO WHAT ONE THING I WOULD ADD TO THE PROGRESS MONITORING WOULD BE ANNUAL SCHOOL IMPROVEMENT GOALS TO THIS DOCUMENT OR ANNUAL SMARTER BALANCE RESULTS I THINK THAT MIGHT SATISFY THE NEED TO TO HAVE BOTH AS CHECKPOINTS WHY ARE YOU NOT SUGGESTING I-READY WELL I-READY IS ON THERE IF YOU LOOK UNDER PROGRESS MONITORING ON THE THE DOCUMENT YOU HAVE IN FRONT OF YOU SO THOSE CHECKPOINTS IN OCTOBER FEBRUARY AND JUNE WILL BE THE I-READY AND THEN YOU'LL ALSO WHEN THE SMARTER BALANCE IS AVAILABLE YOU'LL GET THAT INFORMATION AS WELL SO WITH THE I-READY THERE WAS SOME LIMITATION WHERE IT WASN'T IS IT FULLY FUNDED FOR THIRD GRADE YEAH FOR THIRD GRADE ALL RIGHT THEN THAT'S GREAT AND THE I-READY THOUGH AND SMARTER BALANCE ARE THEY ALIGNED WITH EACH OTHER BECAUSE I-READY IS MORE THAT'S WHY WE DON'T LOOK AT THE SMARTER BALANCE VERY MUCH YEAH EXCEPT THAT OUR GOAL IS BASED ON I-READY IS MORE READING FOCUSED AND THEN THE SMARTER BALANCED HAS BOTH THE READING AND THE WRITING YEAH OKAY IT'LL GIVE US A GOOD IT'LL GIVE US A GOOD INDICATION VERSUS AGAIN IT'S A IT'S A LEADING INDICATOR WE HAVE ACCESS TO WHETHER WHEREAS THE SMARTER BALANCED IS A LAGGING SO THESE WERE PUT OUT SO YOU'LL GET AN UPDATE AFTER OUR FIRST DIAGNOSTIC WINDOW OPENS HERE WITH NEXT WEEK SO WE CAN PRESENT THOSE INITIAL RESULTS AND THEN SAME THING AFTER THE JANUARY CHECK-IN AND THEN THE JUNE WE ALSO HAVE THE YEARLY REQUIREMENT IN OCTOBER THAT ALLISON AND HER TEAM OF ONE BUT IT WILL BE ALLISON PRESENTING ALL OF THE DATA THAT SHE'S REQUIRED TO PRESENT TOO SO WE'LL BE ABLE TO HAVE WE'LL BE ABLE TO LOOK AT THE DATA AGAIN FROM THAT LENS SO THESE WERE MAPPED AFTER I-READY THAT'S JUST GREAT CAN I UNDERSTAND MORE ABOUT THIS WHERE IT SAYS FOUNDATIONAL GRADE LEVEL KNOWLEDGE AND SKILLS AND THEN IT SAYS COLLEGE LEVEL LEARNING WITHOUT NEEDING REMEDIAL COULD I BECAUSE THERE'S A BIG DIFFERENCE YES YEAH COULD I UNDERSTAND THAT BETTER DAVID EXPLAINS THIS REALLY WELL WE'RE ACTUALLY GOING TO GET TO THIS IN ABOUT FIVE MINUTES OKAY I'M RUNNING AHEAD IF NO IT'S TOTALLY FINE IF IF AND AND THERE'S SOME COORDINATING SLIDES WITH IT THAT I THINK DEBBIE WILL MAKE IT A LITTLE BIT CLEARER SO SHORT VERSION EVERYTHING THAT WE'VE USED UP TO THIS POINT COLLEGE READY IS ANY STUDENT THAT SCORES A LEVEL THREE OR FOUR ON SMARTER BALANCED AND THAT IS HOW WE'VE DEFINED PROFICIENCY ON OUR SCHOOL IMPROVEMENT PLANS LEADING UP TO THIS YEAR AND THE TWO THREE FOUR IS THE SAME TWO TWO TWO THREE FOUR IS ALSO SMARTER BALANCED BUT IT'S A NEW LENS THAT THE STATE HAS INTRODUCED AND I'LL TALK ABOUT WHY BECAUSE THERE MAY BE A FAIR AMOUNT OF SKEPTICISM AS TO WHY THE STATE WOULD INTRODUCE THIS BUT YES IT IS NOW DEFINING PROFICIENCY AT A FOUNDATIONAL GRADE LEVEL SO THERE'S THE KICKER PROFICIENCY AT A FOUNDATIONAL GRADE LEVEL IS LEVELS TWO THREE FOUR PROFICIENCY AT COLLEGE READY LEVEL IS LEVEL THREE FOUR AND THAT DISTINCTION IS AN IMPORTANT DISTINCTION BECAUSE AS YOU CAN SEE IN OUR DATA THE DIFFERENCE BETWEEN 68.9 AND 43.8 IT'S A PRETTY BIG DIFFERENCE OR GAP RIGHT BUT WE'LL TALK MORE ABOUT THAT HERE IN JUST A COUPLE SLIDES AS TO WHY THE STATE WENT THIS DIRECTION AND TO REALLY DIG INTO HOW WE'RE PROPOSING THAT WE WOULD LIKE TO SHIFT OUR SCHOOL IMPROVEMENT PLANS BASED ON CONVERSATIONS THAT I'VE HAD WITH MEMBERS OF THE BOARD TO REFLECT THIS NEW METRIC BECAUSE WE FEEL IT MAY BE A MORE ACCURATE METRIC FOR US TO BE PUTTING OUR EMPHASIS ON IT'S GOING TO BE A CHALLENGE AS FAR AS MESSAGING GOES A LOT OF THE COMMUNITY A HANDFUL I SHOULDN'T SAY A LOT HANDFUL WHO ARE REALLY INTO THE STATS THEY LOOK AT EXPANDING FROM TWO AND THREE TO EXPANDING FROM TWO AND THREE TO TWO THREE AND FOUR THERE YOU GO THREE AND FOUR TWO THREE FOUR A LOT OF THEM ARE SAYING IT'S JUST THE STATE TRYING TO WATER DOWN THE STANDARD LIKE WELL THAT'S NOT REALLY THAT'S NOT REALLY AND AND I WANT TO WE'LL[02:00:02]
HAVE A SLIDE THAT ADDRESSES THAT THAT I THINK WILL EQUIP YOU FOR THAT PRECISE CONVERSATION THAT CHRIS IS PROPOSING BECAUSE THERE WILL BE SOME SKEPTICISM BUT I THINK HAVING A LEVEL OF UNDERSTANDING IS ALWAYS THE ANTIDOTE FOR SKEPTICISM IF YOU HAVE THE INFORMATION AND YOU CAN SHARE THAT INFORMATION WITH YOUR CONSTITUENTS I THINK IT WILL REALLY HELP PROVIDE SOME CLARITY AROUND WHY IF YOU COULD TURN THE PAGE TO PAGE FIVE WHERE IT SAYS ACTION STEPS FOR IMPLEMENTATION SO WE'RE GOING WE'RE CHUNKING THAT AND I'LL LET MIKE OR ALISON TALK ABOUT WHAT OUR ACTION STEPS WILL BE AND THEN WE'LL HAVE THAT SAME CONVERSATION WHAT DOES THAT LOOK LIKE FOR YOU YEAH I THINK THAT THE ACTION STEPS AND CERTAINLY ALISON HAS ALL OF THE THE DETAILED INFORMATION BUT WE'RE TALKING ABOUT TWO THINGS PLCS AND SO YOU'LL HAVE ACCESS TO THAT DATA THROUGH THE PLC HUB THAT I KNOW DAVID HAD INTRODUCED YOU TO BEFORE AND SO THINK CLASSROOM LEVEL NOW WE HAVE PLC SPECIFIC DATA WE HAVE SCHOOL IMPROVEMENT DATA NOW WE HAVE THIS THREE-YEAR GOAL THAT WE'RE REPORTING ON CLASSROOM TO BOARDROOM KIND OF IDEA RIGHT SO PLC IS IS ACTION STEP TWO AND ACTION STEP ONE IS THIS CONCEPT OF A GUARANTEED AND VIABLE CURRICULUM AND I JUST WANT TO KIND OF GIVE YOU A QUICK DEFINITION OF WHAT THAT IS GUARANTEED MEANING EVERY STUDENT IS TAUGHT THE SAME ESSENTIALS ACROSS ALL OF OUR FIRST GRADE CLASSROOMS OR ALL OF OUR KINDERGARTEN CLASSROOMS AND WE DO THAT WITH HIGH QUALITY INSTRUCTIONAL MATERIALS WE AVOID THE TEACHER PAID TEACHERS OR THE INDIVIDUAL PET PROJECTS THAT MAY BE HAPPENING AND TAKING UP TIME AWAY FROM THOSE ESSENTIALS SO THAT WE CAN GET THROUGH AN ENTIRE FOUR MODULE YEAR OR FOUR UNITS WITHIN THE YEAR KIND OF A THING AND THE LAST THING THE VIABLE PART IS A CURRICULUM THAT'S REALISTIC THAT OUR EDUCATORS HAVE THE TIME AND THE PROFESSIONAL DEVELOPMENT TO BE ABLE TO EXECUTE ON THAT GUARANTEED AND VIABLE CURRICULUM RIGHT SO IT'S TWO THINGS IT'S HAVING THE MATERIALS IT'S ENSURING THAT THERE'S CONSISTENCY FROM CLASSROOM TO CLASSROOM AND THAT WE DON'T WIN THE TEACHER LOTTERY BECAUSE WE HAVE ONE THAT FOLLOWS IT AND ONE THAT DOESN'T AND WE HAVE PLCS THAT ARE USING DATA IDEALLY FROM THE ASSESSMENTS THAT THE CURRICULUM PROVIDES RIGHT AND THEN ADJUSTING ACCORDINGLY SO THOSE ARE THE TWO ACTION STEPS THE STAFF WILL BE TAKING IS WE SPEND A TON OF MONEY ON CURRICULUM AND THE SCHOOLS THAT ARE USING THAT WITH FIDELITY WE'RE SEEING GREAT RESULTS YOU'VE PROBABLY SEEN SOME OF THOSE SCHOOLS OUT IN SOME OF YOUR BOARD TOURS WHERE YOU WALK THROUGH AND YOU SEE THE SAME LESSONS BEING TAUGHT ACROSS THE GRADE LEVEL IT'S ACTUALLY REALLY FUN AND EXCITING TO SEE AND ALLISON'S GOING TO TALK ABOUT A COUPLE OF WAYS IN WHICH WE'RE GOING TO MAKE SURE THAT THOSE TWO THINGS BECOME A REALITY AND THEN WE'LL HAND OVER BACK TO YOU TO HAVE SOME CONVERSATIONS ABOUT WHAT IS THE RESPONSIBILITY OF THE BOARD TO ENSURE THAT THOSE TYPES OF THINGS CAN HAPPEN SO IN LOOKING AT WHAT WE HAVE IN THE CLASSROOM WE HAVE THE ADOPTED CURRICULUM AND THROUGH THE PLC PROCESS THEY'RE WORKING ON SETTING GOALS AND MAKING SURE THAT THEY'RE LOOKING AT THE MATERIALS FROM THE BEGINNING OF THE YEAR ALL THE WAY TO THE END SO MODULES ONE THROUGH FOUR AND THEN USING A PROCESS OF BACKWARDS PLANNING SO THAT THEY ARE ABLE TO IDENTIFY THE ESSENTIAL STANDARDS THAT ARE PART OF THE PROCESS THAT WE USE FOR OUR PLCS AND THEN BACKWARDS PLANNING THAT LOOKING AT EACH OF THE MODULES AND EACH COMPONENT THERE ARE DIFFERENT ARCS THAT ARE WITHIN THE READING MODULES SO THEY'RE LOOKING AT THE DIFFERENT ARCS AND WITHIN THE ARC THE ASSESSMENTS THAT ARE SET IN THAT SO THAT THEY ARE THEN ABLE TO COMPLETE EACH OF THOSE SECTIONS AND I DON'T WANT TO FORGET THE IDEA ABOUT ENGAGEMENT BECAUSE I'M THINKING ABOUT WHAT TOBY WAS SAYING WITH JUST SITTING IN CLASS AND JUST FOLLOWING THIS IT REALLY IS THE TEACHER'S RESPONSIBILITY TO MAKE SURE THAT THE STUDENTS ARE ENGAGING WITH IT THERE ARE REALLY FUN TOPICS THAT THE STUDENTS ARE LEARNING ABOUT AS THEY GO THROUGH THIS IT REALLY IS NOT INTENDED TO BE A SIT AND GET KIND OF A THING IT IS INTENDED TO BE SOMETHING WHERE STUDENTS ARE ACTUALLY ENGAGED IN THINKING ABOUT AND AND ENJOYING THE PROCESS AS THEY GO THROUGH IT IS THERE ANYTHING YOU WANT TO ADD TO THAT MIKE NO AND HOPEFULLY WE'VE PAINTED A CLEAR ENOUGH PICTURE OF WHAT THIS LOOKS LIKE FROM AN ASSESSMENT AND A REPORTING FROM THE CLASSROOM YOU KNOW TO THE BOARDROOM HERE BUT I THINK ONE OF THE THINGS THAT IT OBVIOUSLY LISTS THERE[02:05:02]
WHAT THE SUPERINTENDENT IS GOING TO DO SOME OF THE IDEAS THAT WE BROUGHT FORTH ABOUT HOW THE BOARD CAN SUPPORT US WITH THIS WORK IS OBVIOUSLY LIKE ADVOCACY AT THE LOCAL AND STATE LEVEL AROUND MAKING SURE THAT EVEN BEYOND OUR K-3 CLASSROOMS THAT WE HAVE HIGH QUALITY INSTRUCTIONAL MATERIALS IN EVERY SINGLE CLASSROOM IN BATTLE GROUND PUBLIC SCHOOLS SO THE ACTIONS HERE THAT WILL HELP US TO GET TO THAT THIRD GRADE READING GOAL ARE REALLY ACTIONS THAT CAN HELP US K-12 RIGHT AND WHERE WE DON'T HAVE HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE NEED TO BE ADVOCATING FOR THOSE TYPES OF THINGS TO MAKE SURE OUR EDUCATORS ARE EQUIPPED WITH THE RESOURCES THAT THEY NEED TO DO THAT WELL I THINK NUMBER TWO ENGAGE COMMUNITY ENGAGEMENTS AND PARTNERSHIPS I KNOW SOME OF YOU ARE FAMILIAR WITH THINGS LIKE READ NORTHWEST YOU KNOW THAT ARE A GREAT ACCELERATOR YOU KNOW IF WE HAVE KIDS THAT ARE READING AT HOME OR WE HAVE MENTORS IN OUR SCHOOLS THAT CAN HELP PROMOTE THE IMPORTANCE OF READING I THINK THE ENGAGEMENT THROUGH THINGS LIKE THAT ARE A REAL IMPORTANT PART OF WHAT I WOULD RECOMMEND TO THE BOARD AND LASTLY WHEN WE BRING THE PLC HUB RESULTS TO YOUR ATTENTION THEN WE CELEBRATE IT OR WHEN WE'RE OUT HAVING BOARD TOURS WE'RE MAKING NOTE AND ASKING QUESTIONS OF OUR PRINCIPALS DOES A GUARANTEE AND VIABLE CURRICULUM EXIST AT THIS SCHOOL WHY OR WHY NOT AND WHAT ARE SOME OF THE BARRIERS TO ENTRY RIGHT I THINK THAT'S WHERE I SEE THE ADVOCACY OF THE BOARD SHOWING UP BUT I'M CURIOUS WHERE YOU ALL SEE YOU KNOW YOUR ROLE IN SUPPORTING THE SCHOOL CAN I ASK A CLARIFYING QUESTION I KNOW THAT DOING BOARD TOURS LAST YEAR WE WERE ABLE TO SEE PLC WORK DIFFERENTLY FROM SCHOOL TO SCHOOL AND I AT TOWARDS THE END OF THE YEAR THERE WAS AN EFFORT TO UNIFY NOT UNIFIED BUT MAKE IT ACROSS THE BOARD ACROSS THE DISTRICT LOOK SIMILAR ARE THOSE EFFORTS STILL IN PLAY ARE YOU TALKING ABOUT THE DATA DASHBOARD MARSHALL YEAH YEAH PLC HUB YEAH THANK YOU I DIDN'T KNOW WHAT TO CALL IT BUT YEAH THAT THAT'S WHAT I'M LOOKING FOR I'M PICKING UP WHAT YOU'RE PUTTING DOWN SO THAT THAT IS THE INTENTION TO HAVE CONSISTENT DATA ENTRY AT EVERY ALL 19 SCHOOLS WITH A SIMILAR TOOL BECAUSE IT'S NOT THAT THE RESULTS ORIENTATION IS NEW WE'RE WE'RE A YEAR THREE INTO AN EMPHASIS ON RESULTS ORIENTATION BUT SCHOOLS HAVE USED VARIOUS FORMS TO CAPTURE THAT LEARNING AND THOSE FORMS HAVE LIMITATIONS AND WHEN SOMETHING EVOLVES THAT CAN BENEFIT OUR SYSTEM WE WE CHASE THE BEST IDEAS I DON'T CARE WHERE THEY COME FROM THIS PARTICULAR IDEA CAME FROM LAURIN MIDDLE SCHOOL AND CASSANDRA SMITH SO MANDY THOMPSON AND CASSANDRA CREATED THIS INSTRUMENT CALLED THE PLC DATA HUB AND WHAT IT ALLOWS US TO DO IS SEE TRENDS ACROSS ALL PLC TEAMS NOT JUST WITHIN PLC TEAMS BUT ACROSS ALL PLC TEAMS ACROSS AN ENTIRE BUILDING AND NOW ACROSS AN ENTIRE DISTRICT SO THAT'S THE DATA WE'LL BE ABLE TO BRING TO YOU AT THE END OF EACH PLC WINDOW IS TO SAY HERE'S THE GROWTH SO AGAIN ALWAYS TWO LENSES TO LOOK AT DATA THROUGH AN ACHIEVEMENT LENS WHICH MUCH OF THE DATA WE'RE TALKING ABOUT HERE IS IS BASED ON ACHIEVEMENT AND THEN THERE'S A GROWTH LENS AND THAT PLC DATA HUB IS ABOUT THE GROWTH THAT STUDENTS MAKE PRE-ASSESSMENT TO POST-ASSESSMENT IN THE INSTRUCTION WHEN TEACHER TEAMS COLLABORATIVELY COME TOGETHER TO TARGET AND AND SUPPORT STUDENTS WITHIN THEIR CARE SO SO THAT THAT IS COMING DOWN THE PIPELINE AND THE BEAUTY ONE OF THE BEAUTIES OF THAT THAT I THAT I SAW THAT WAIVER DAY WE ATTENDED IS THAT IT WILL BE USABLE WITHIN THE PLC TO HIGHLIGHT OH THERE'S MY INTENSIVE STUDENTS WHAT DO I NEED TO DO WHAT DO WE AS A GRADE LEVEL OR TEAM NEED TO DO TO RAISE THOSE AND SO THEY IT'S THEY'RE A SMALL GROUP CREATOR IT'S JUST BOOM THERE'S SOME ELEMENTS TO THAT TOOL THAT AUTOMATES AND CASSANDRA JUST NEEDS TO BE YOU TALK ABOUT GIVING AN AWARD OR CERTIFICATE SHE WOULD BE A GREAT CANDIDATE BECAUSE SHE'S ALSO FIGURED OUT SCRIPT ON HOW TO TEACHERS NO LONGER NEED TO IN THE OLD VERSION THEY HAD TO TYPE IN ALL THE STUDENT NAMES AND THE DEMOGRAPHIC DATA SHE'S FIGURED OUT HOW TO GET YOU TO AUTOMATICALLY UPLOAD THAT INFORMATION NOW INTO THE SPREADSHEET AND AS LORRI WAS SAYING IT ALSO WILL AUTOMATICALLY GROUP STUDENTS AT THE END OF EACH ASSESSMENT SO THERE'S A LOT OF POT AGAIN IT'S THE NEXT STEP[02:10:02]
OF OF EVOLVING THE SYSTEM IN OUR RESULTS ORIENTATION JOURNEY SO AS WE'RE DOING BOARD TOURS AND WE'RE ASKING DIFFERENT QUESTIONS SPECIFICALLY AROUND THIS MIC UM AND YOU'RE BRINGING US GOOD EXAMPLES OPPORTUNITIES FOR US TO CELEBRATE WHAT DOES THAT CELEBRATION LOOK LIKE WHAT WOULD BE THE MOST REWARDING FOR EITHER THAT SCHOOL THAT TEACHER THAT COLLABORATIVE TEAM WHAT DOES THAT LOOK LIKE IN YOUR MIND YEAH I HAVE MY COACH IN MY EAR BUT I THINK THAT THE FIRST THING THAT CAME TO MIND IS IS COURAGE TO TAKE A RISK TO TRY SOMETHING NEW UM I THINK IT'D BE GREAT TO RECOGNIZE THE PEOPLE THAT USING THE HUB WAS THE NEXT STEP IN THEIR PROGRESSION UM BECAUSE THAT PROBABLY FOR SOME SCHOOLS OR SOME INDIVIDUALS THAT WAS A BIG STEP AND SO HOW DO WE RECOGNIZE THE PEOPLE THAT THAT WAS THE NEXT STEP IN THEIR LEARNING PROCESS AND I THINK THAT UM YOU KNOW DAVID SAID IT WELL WHEN HE SAID YOU KNOW WE ALSO NEED TO BE RECOGNIZING THE BEST RESULTS AND LEARNING FROM THOSE PEOPLE TOO SO I THINK IT'S MULTIFACETED IS LET'S CELEBRATE THE PEOPLE THAT ARE THEY'RE PUTTING FORTH THE EFFORT TO GET BETTER OUTCOMES FOR KIDS BUT THEN ALSO THOSE PEOPLE THAT ARE GETTING IMPROVED OUTCOMES FOR KIDS AND LEARN FROM THEM SO I THINK IT'S IT'S MULTIFACETED UM YEAH AS NAMES COME FORWARD NOBODY WANTS TO BE IN FRONT OF THE BOARD I LEARNED THAT FROM HIM TONIGHT AS NAMES COME FORWARD I'M GOOD I CAN LEARN EVEN AN EMAIL FROM THE BOARD OR SOMETHING JUST SOMETHING HANDWRITTEN CARD PERFECT YOU KNOW WE COULD AND THAT'S WHERE THE PARTNERSHIP COMES IN WE CAN BRING YOU THE NAMES THANK YOU WHAT WE SEE THE OUTLIERS IN THE DATA RIGHT YOU WRITE THE CARD AND AGAIN WE'VE BEEN STUDYING WITH OUR ADMIN TEAM THE POWER OF RECOGNIZING OTHERS AND IT ISN'T FROM EMPLOYEE OF THE MONTH PROGRAM IT'S THAT DAILY WEEKLY CONSISTENT TYPE OF IN THIS CASE QUARTERLY TYPES OF REACHING OUT TO TEAMS THAT ARE ACHIEVING GREAT RESULTS THAT WILL MAKE A DIFFERENCE IT DOESN'T TAKE MUCH AND SOMETIMES IT'S JUST THE CARD THAT I GUARANTEE YOU SEND A CARD TWO YEARS DOWN THE LINE YOU'RE IN THAT CLASSROOM VISITING WHERE WILL YOU FIND THAT CARD RIGHT NEXT TO THE PICTURES OF FAMILIES THAT'S WHERE YOU'LL FIND THAT CARD I GUESS IF I'M THINKING ABOUT THIS TOO I THINK ABOUT THE POSTERS THAT ARE ON THE OUTSIDE OF THE SCHOOL WHEN THE STATE HAS AN AWARD OH I LOVE IT AND IF THERE'S A WAY THAT WE COULD RECOGNIZE OUR SCHOOLS FOR MEETING THEIR READING GOAL THAT THEY COULD POST ON THE OUTSIDE OF THEIR SCHOOL OR SOMETHING THAT'S LIKE WE MET IT THIS YEAR AND THIS YEAR AND THIS YEAR AND THIS YEAR THAT THAT WOULD BE KIND OF A COOL WAY TO RECOGNIZE PEOPLE AS WELL NOT EVEN LIKE THE ATTENDANCE YEAH WE JUST HAVE LIKE A GENERAL ATTENDANCE BANNER THAT COULD JUST GO FROM SCHOOL TO SCHOOL JUST LIKE ONE THAT JUST SAYS YOU KNOW THIS SCHOOL HAS AN OUTSTANDING ATTENDANCE OR SOMETHING LIKE THAT I'M THINKING LIKE A PENDANT LIKE WHEN YOU RUN LOVE IT YOU GO TO DISTRICTS HE HAS LIKE YEARS THAT YOU'VE HAD IT THAT WOULD BE GREAT SO UM AND THIS MIGHT BE UNDER THE SIT MIKE SO UM ACTION STEP ONE AND TWO IS THERE A THIRD OR IS IT UNDER THE SIT TO HAVE ENGAGE WITH PARENTS TO READ WITH KIDS BECAUSE WHEN I MAY HAVE NOT BEEN THE NICEST WAY TO SAY IT TO THESE UH THESE PARENTS WHO WERE COMPLAINING ABOUT THESE GOALS UM ABOUT GETTING WATERED DOWN TO TWO THREE AND FOUR UM AND I ASKED THEM YOU KNOW HEY ARE THE PARENTS THE PRIMARY A STUDENT'S PRIMARY TEACHER AND THEY SAID YES AND I SAID THEN WHY ARE YOU ABDICATING THAT RESPONSIBILITY TO THE SCHOOL WHY AREN'T YOU DOING WHAT YOU'RE SUPPOSED TO BE DOING AT HOME AND READING WITH THESE KIDS UM AND I SAID SO DON'T DON'T PUT THE WHOLE BLAME ON THE SCHOOL THERE'S A LOT OF A LOT OF TOPICS THAT ARE COVERED THERE'S A LOT OF OTHER THINGS THE SCHOOLS ARE DOING WHERE IS THIS HAPPENING AT THE SCHOOL OR AT HOME AND SO FAMILY AND PARENT ENGAGEMENT IN READING AT HOME IS REALLY WHAT SETS THAT CORE FOUNDATION IS THAT GOING TO BE CAPTURED IN THIS MORE OF A SIP OR IS THAT SOMETHING THAT WE CAN WHEN WE'RE TALKING ABOUT THE COMMUNITY ENGAGEMENT PARTNERSHIPS AT THE BOARD LEVEL IS THAT ALSO HAPPENING AT THE TEACHER AND STAFF LEVEL IT'S PROBABLY SOMETHING THAT WE UH NEED TO PAY MORE ATTENTION TO I DON'T KNOW ARE YOU FAMILIAR WITH THE WORD GAP YEAH UM AND IT REALLY TALKS ABOUT THE 30 MILLION WORD GAP BETWEEN FAMILIES THAT HAVE[02:15:02]
ENGAGED FAMILIES WHO ARE WEALTH VERSUS THOSE THAT DON'T UM 30 MILLION WORDS THAT'S A SIGNIFICANT NUMBER JUST BECAUSE OF THE EXPOSURE THAT KIDS GET AT HOME TREAT ME LIKE I DON'T KNOW WHAT THE 30 MILLION WORD GAP IS SYNOPSIS OF THE WORD GAP YEAH BECAUSE HE SAID YES I SAID FIRST TIME I'VE HEARD IT SO THE SHORT VERSION IS IS THAT THAT THAT GAP EXISTS UM BECAUSE OF THE LACK OF EXPOSURE TO READING IN THE HOME YOU KNOW FAMILIES FROM MORE AFFLUENT THAT HAVE MORE ACCESS TO BOOKS TEND TO READ BEFORE KIDS GO TO BED AND SOME OF THOSE MORE MORE MARGINALIZED UNDERSERVED POPULATIONS MAYBE DON'T UM AND THE RESEARCH SHOWS THAT THERE'S A 30 MILLION WORD GAP AND WHEN YOU THINK ABOUT READING AND VOCABULARY AND UNDERSTANDING WHAT YOU'RE READING YOU NEED ACCESS TO ALL SORTS OF DIFFERENT TYPES OF TEXTS AND OPPORTUNITIES AND AND YOU'RE RIGHT YOU KNOW I I WISH THAT WE COULD ENGAGE DIFFERENTLY IN A WAY THAT WE HAVE PARTNERS AND ONE OF THE THINGS THAT I SAW UM AT THE ALPENA SCHOOL DISTRICT OTHER WAY THAT WAY EAST MICHIGAN UM THAT I REALLY APPRECIATED WAS GAMIFYING READING A LITTLE BIT AND SO THE KIDS WOULD START OFF AT GRADE LEVEL A IN THEIR READING ABILITY AND THROUGHOUT THE YEAR YOU KNOW THEY WOULD COME HOME IN TWO WEEKS I'M NOW I'M ALLOWED TO CHECK OUT THESE B LEVEL BOOKS IN C LEVEL YOU KNOW AND IT WAS ALWAYS A RACE IN THE CLASS TO SEE WHO COULD GET FINISH THE ALPHABET AND HIT THAT Z LEVEL BY THEN THE THIRD GRADE UM AND I THINK THEY DID A REALLY GOOD JOB UH AT ELLA WHITE ELEMENTARY DOING THAT UM IS THAT SOMETHING THAT HOW ARE WE DOING THAT WITHIN THE SCHOOLS TO GAMIFY IT A LITTLE BIT SIMILAR TO WHAT TOBY WAS SAYING TO MAKE IT FUN AND EXCITING AND ENRICHING THAT WAY I'M GONNA PAUSE THIS REALLY QUICK ONLY BECAUSE IN THE INTEREST OF TIME BECAUSE THIS IS IMPORTANT YEAH AND I DON'T WANT TO LOSE SIGHT ONLY BECAUSE WE'RE GETTING INTO THE IMPLEMENTATION PIECE AND IF WE ARE I'M NOT DERAILING THE QUESTION BECAUSE IT'S VALID IT WILL BE SHOWN UP ON SCHOOL IMPROVEMENT PLANS BUT I ALSO WANT TO GIVE TIME TO ALL OF OUR GOALS AND THEN YOU GUYS KIND OF GIVE US DIRECTION OF WHAT DO YOU WANT TO SEE BECAUSE WHAT I'M HEARING IS THAT THAT AGAIN THE ADVOCACY LOOKS LIKE UNDERSTANDING WHAT THE DATA IS KIND OF HAVING THOSE CONVERSATIONS LIKE WHAT YOU SAID CHRIS AROUND FAMILIES WE DO HAVE STUDENTS REACHING HIGH LEVELS LIKE THIS IS OUR CURRENT DATA SO WHEN YOU HEAR MISINFORMATION YOU'RE CORRECTING WITH CORRECT INFORMATION WE KIND OF HAVE A PLAN OF WHAT IMPLEMENTATION LOOKS LIKE HERE FOR US AND WHAT DATA WILL BE WE WILL BRING FORWARD AND THEN AGAIN I LOVE THE CONVERSATION AROUND RECOGNIZING GREATNESS AND PLCS I LOVED OUR WAIVER DAY BOARD TOUR IF THAT'S SOMETHING WE WANT TO CONTINUE I'D SO LOVE TO CONTINUE DOING THAT I FELT IT WAS SO VALUABLE AND JUST YOUR SUPPORT WITH WAIVER DAYS ORIGINALLY WE HAD INTRODUCED THEM AS TEMPORARY BUT THEY'VE BECOME SO PIVOTAL TO OUR PLC PROCESS AND THEY'RE YIELDING GREAT RESULTS AND THAT'S DUE TO YOUR SUPPORT SO I THANK YOU FOR THAT AND LOVE TO CONTINUE THAT WORK AND JUST IN THE INTEREST OF TIME TO BE ABLE TO GIVE ALL OF OUR GOAL AREAS KIND OF IT'S IT'S TIME I'M GOING TO MOVE US TO NINTH GRADE SUCCESS AND KIND OF DEFINE THAT FOR YOU SO THIS IS STUDENTS IN NINTH GRADE IF THEY ARE PASSING THEIR COURSES BY THE END THEIR GRADUATION THEIR CHANCES OF GRADUATION INCREASES EXPONENTIALLY SO THIS IS A VERY IMPORTANT GOAL WHEN WE THINK ABOUT THOSE MAJOR PILLARS OF A STUDENT'S EDUCATIONAL CAREER FROM PRE-K TO 12 THE STEPS WE'VE TALKED ABOUT ARE THE MOST PIVOTAL STEPS AND IT DOESN'T MEAN WE'RE NOT PUTTING EMPHASIS ON MIDDLE SCHOOL OR KINDERGARTEN ALL OF THOSE THINGS PLAY AN INTRICATE ROLE ON GETTING TO NINTH GRADE SUCCESS AS WELL AND SO WE HAVE AGAIN SOME LAGGING MEASURES IN THIS SO WE GET THEM AFTER THE FACT SO WE DON'T HAVE SPECIFIC DATA YET FOR WHAT OUR RATE WAS I CAN TELL YOU AT BOTH HIGH SCHOOLS THEY WERE ABOUT 63 AND 65 PERCENT I JUST HAVE THE HIGH SCHOOL PRELIMINARY DATA SO THAT'S JUST KIND OF AN IDEA OF WHERE WE'RE AT BUT AGAIN IT'S WE THE SAME PROCESS EXISTS KIND OF LIKE THE THIRD GRADE WE HAVE THIS THREE YEAR BIG GOAL BUT YOU WILL GET UPDATED YEARLY WITHIN THOSE PROCESSES AND SO WE HAVE BASELINE DATA THAT WILL PRESENT WHEN WE GET IT DO YOU KNOW WHEN WE'RE GOING TO OCTOBER RIGHT OCTOBER BASELINE DATA FOR NINTH GRADE I KNOW IT'S DECEMBER OH IT'S DECEMBER OKAY ALL THE SCHOOL QUALITY AND STUDENT SUCCESS DATA COMES IN DECEMBER OKAY NINTH GRADE ON TRACK LITTLE CREDIT GRADUATION WILL BE OKAY BUT THE THE ONE THING THAT I DO WANT[02:20:02]
TO HIGHLIGHT IS WE DO HAVE THE CENTER FOR HIGH SCHOOL SUCCESS PARTNERSHIP AND GRANT RIGHT NOW WHERE WE HAVE TEAMS THAT BOTH COMPREHENSIVE HIGH SCHOOLS TRACKING THIS DATA THAT WILL BE ABLE TO BRING FORCE TO THE BOARD AT THESE CHECKPOINT TIMES CENTER FOR WHAT PARDON CENTER FOR FOR HIGH SCHOOL CENTER FOR HIGH SCHOOL SUCCESS STUDENT SUCCESS CHSS SO IT'S A STATE GRANT FROM IT'S A STATE GRANT INITIATIVE THAT WE UH THAT DAVID APPLIED FOR AND GOT FOR OUR SCHOOL DISTRICT AND IT GIVES A LITTLE CHUNK OF MONEY TO BE ABLE TO PAY FOR TEAMS TO MEET AND GROUPS TO TALK ABOUT KIND OF A TIER PROCESS HOW ARE ALL OF OUR NINTH GRADE STUDENTS DOING WHAT ARE THE STUDENTS THAT ARE NOT ON TRACK WHAT ARE SOME INTERVENTIONS WHO'S GOING TO MEET WITH THOSE PEOPLE SO THAT'S KIND OF THEIR DATA PROTOCOL THERE AND AGAIN UM IF WE GO TO ON PAGE NUMBER SEVEN IF WE GO TO WHAT THE ACTION STEPS ARE IS THIS IS WHAT THE BUILDINGS ARE GOING TO DO AND THEY'RE ALREADY DOING THAT WHAT WHAT OUR GOAL IS GOING TO BE IS BRINGING THAT HIGHLIGHTING THAT TO THE BOARD AND REAL TIME DATA AND TALKING ABOUT WHAT THE TEAMS ARE DOING BECAUSE IT'S USUALLY THE ADMINISTRATORS THE COUNSELORS AND THERE'S SOME TEACHER REPRESENTATIVES ON BOTH TEAMS FOR BOTH COMPREHENSIVE HIGH SCHOOLS SO AGAIN THE WHAT ADVOCACY LOOKS LIKE IS THE CONTINUATION OF THIS GRANT IT HELPS US BE ABLE TO PAY FOR UM ALL OF THESE TEAMS MEET OUTSIDE OF THE SCHOOL DAY UM ONE OF THE GRANTS THEY RAN A MATH TUTOR THEY NOTICED THAT THEIR NINTH GRADE STUDENTS WERE REALLY STRUGGLING WITH THAT JUMP FROM EIGHTH GRADE MATH TO NINTH GRADE ALGEBRA OR PRE-ALGEBRA THEY WERE NOTICING A SIGNIFICANT GAP IN MATH SKILLS AND SO THEY USED THEIR GRANT MONEY TO BE ABLE TO PAY FOR A TUTOR TO BE ABLE TO INDIVIDUALLY MEET LIKE THE MOST AT NEED NINTH GRADE STUDENTS AND TRACKING THEIR PROGRESS ALONG THE WAY ARE THERE QUESTIONS ABOUT THAT GOAL PLEASE OKAY I HAVE SOME THOUGHTS ON THIS BECAUSE I'M ACTUALLY PART OF THE TEAM THAT'S RIGHT I KNEW THAT I'M LIKE A STUDENT REP FOR IT UM AND I'VE NOTICED LIKE A LOT OF WHAT WE FOCUS ON IS MORE IT'S LESS OF HOW DO WE GET STUDENTS ENGAGED WITHIN THE CLASS AND IT'S A LOT MORE LIKE HOW CAN WE MAKE THEM FEEL UM LIKE THEY BELONG AT PRAIRIE FIRST UM AND I THINK IT WOULD BE REALLY HELPFUL IF WE GOT MORE SUPPORT FROM THE BOARD POSSIBLY LIKE IF A COUPLE OF YOU GUYS WERE TO COME TO THOSE MEETINGS I THINK THAT WOULD BE REALLY HELPFUL UM JUST SO YOU GUYS CAN KIND OF SEE LIKE WHAT GOES ON IN THEM UM AND I THINK IT WOULD BE REALLY HELPFUL TO KIND OF LIKE GET YOUR GUYS'S FEEDBACK IN THOSE SETTINGS HOW OFTEN DO YOU GUYS MEET AT OH LAST YEAR LAST YEAR WE WERE MEETING LIKE ONCE A MONTH OR SO YEAH I I THINK IT'S UM DRAKE THAT'S GONNA RUN IT AT PRAIRIE AND AND AT BATTLE GROUND I THINK IT'S MAIN SO THAT WOULD BE GOOD I GUESS FOR ME THE THING THAT I WORRY ABOUT FOR THESE NINTH GRADERS IS IF THEY COME IN I MEAN I GUESS CATCHING IT SOON ENOUGH IS THE THING THAT I GET CONCERNED ABOUT BY UM AND I DON'T KNOW WHAT THAT PROCESS IS OR ANYTHING BUT I I JUST GET CONCERNED THAT IF IT'S IF WE WAIT TOO LONG AND THEY'VE THEY'VE THEY'VE LOST TIME AND CREDITS THEN IT BECOMES A CRISIS AND I AND I MEAN I'M I ALSO WONDER I'M I'M I'M SOMEBODY PROBABLY ALREADY SAYS THIS TO THEM BUT I'M I'M WONDERING AT THE ORIENTATION IF IF THEY'RE REALLY IF IT'S REALLY IMPRESSED UPON THEM THE IMPORTANCE OF ATTENDANCE AND THE IMPORTANCE OF PASSING ALL OF THEIR COURSES I'M ASSUMING THAT'S DONE I'D LIKE TO ASSUME IT'S DONE BUT I'M WONDERING IF IT'S DONE AND IF AND AND HOW IT'S DONE IF THEY REALLY ARE HEARING UM THEY'RE REALLY HEARING THE SERIOUSNESS OF THE POTENTIAL DANGER THAT THEY WOULD PUT THEMSELVES IN BECAUSE LIKE ONCE YOU ONCE YOU START LOSING I MEAN I EXPERIENCED THIS IN MY OWN FAMILY ONCE YOU START LOSING CREDITS IT'S LIKE THIS WHOLE CATCH-UP THING IT BECOMES SO OVERWHELMING IT PUTS YOU IN SUCH A HIGH ANXIETY ATMOSPHERE WHERE IT'S LIKE YOU'RE RUNNING AS FAST AND FOR SOME STUDENTS THEY'RE RUNNING AS FAST AND AS HARD AS THEY CAN BUT YOU KNOW MAYBE THEY LOST A PARENT OR MAYBE[02:25:02]
THERE'S DRUG ADDICTION OR OTHER THINGS IN THE HOME OR THINGS OR POVERTY THAT'S MAKING EVEN MORE DIFFICULT THAN JUST FOR THE AVERAGE STUDENT WHO ISN'T EXPERIENCING THOSE THINGS SO I'M JUST CURIOUS IF WE COULD DO A BETTER JOB IF WE'RE DOING ENOUGH ENOUGH AND IF WE COULD DO A BETTER JOB WITH THAT AND HOW THE BOARD COULD HELP WITH THAT BECAUSE I DON'T KNOW THE ANSWER TO THAT THAT'S A GREAT POINT AND IT ALSO MAKES ME THINK SOMETHING THAT YOU'VE BROUGHT UP TERRY A FEW TIMES BECAUSE YOU WERE AN EIGHTH GRADE TEACHER THERE'S SO MUCH IMPORTANCE THAT WE COULD BE KIND OF STRATEGICALLY ALIGNING WHAT WE'RE MESSAGING OUT HOW HOW DO WE PARTNER WITH MIDDLE SCHOOLS AND THAT TRANSITION FROM EIGHTH TO NINTH AND THEN THE TRANSITION TO LIKE OUR FOURTH GRADE THAT'S THE LAST OF OUR PRIMARY SCHOOL TO FIFTH GRADE AND AGAIN I JUST WANT TO HIGHLIGHT IT BECAUSE IT'S A CASUALTY IN OUR SITUATION WE LOST FUNDING THAT WAS FUNDED THROUGH A SPECIFIC GRANT MONIES AND LEVY FUNDED SO WE'VE LOST THAT ABILITY TO REALLY FACILITATE DISTRICT ORGANIZED TRANSITION MEETINGS WHERE WE WOULD BUST ALL THE EIGHTH GRADERS OVER TO THEIR COOPERATING SCHOOLS SO I THINK THERE'S OPPORTUNITIES TO SOLIDIFY AND STREAMLINE HOW WE DO THAT AND HOW DO WE PARTNER OUR EIGHTH GRADE TEACHERS TO PREPARE THEM FOR NINTH GRADE BECAUSE THAT IS SUCH A HUGE AND INTEGRAL AND IMPORTANT TRANSITION AND THINKING HOW DO WE SET UP FOR SUCCESS I THINK WE'VE GOTTEN SOME STREAMLINED PROCESSES AND HOW WE TRANSITION STUDENTS WITH LIKE SPECIFIC PLANS AND ALL OF THAT BUT THAT CAN BE DONE FOR ALL KIDS RIGHT TIER ONE KIND OF TIER ONE 30 SECONDS OF COMMENT AND THAT IS AS AN EIGHTH GRADE TEACHER I HAD TWO VERY BIG MOMENTS WHAT YOU GENTLEMEN CAN BE WORKING ON FOR US OKAY ONE OF THEM WAS WHEN I WAS TOLD THAT WE'RE GOING TO HAVE A DAY WHERE WE'RE GOING TO HAVE THE EIGHTH GRADERS GO AND PICK THEIR CLASSES FOR NINTH GRADE IT WAS CHAOS I KNEW NOTHING ABOUT IT NOR DID THE KIDS AND SO IT WAS ALWAYS SO I WAS DOING THIS FOR FIVE YEARS OKAY IT WAS EVERY YEAR A CHALLENGE TO TAKE THESE KIDS OVER AND GET THIS DONE BECAUSE EVEN THOUGH I HAD DONE IT FOR FIVE YEARS IT WAS ALWAYS DONE DIFFERENTLY AND THE WAY THAT IT GOT DONE WAS WAS NOT REAL WELL DONE OKAY AND SO THE KIDS COULD HAVE HAD A LOT MORE PREP AND WE COULD HAVE HAD A LOT MORE SUCCESSFUL OKAY IF WE HAD INTEGRATED THAT A LITTLE BIT BETTER BECAUSE IT'S A BIG DEAL TO THE KIDS OKAY AND THEN THE SECOND THING IS THAT WE WENT TO A CAC MEETING WHERE WE HAD ESD COME AND DO SOME DEMONSTRATION OR INFORMATION ABOUT WORK PROGRAMS CAREERS OKAY CAREERS AND THAT INFORMATION HAD NEVER BEEN SHARED WITH ME IN THE EIGHTH GRADE LEVEL SO YOU SEE IF I HAD HAD THAT KIND OF CAREER INFORMATION AT THE EIGHTH GRADE LEVEL USING IT IN MY MATH AND IN MY PREPARATIONS FOR THESE KIDS MOVING TO NINTH GRADE WHICH THEY WERE ALL PANICKED ABOUT AND BOUGHT THE IDEA FROM ME THAT I COULD HELP PREPARE THEM TO BE SUCCESSFUL IF THEY WOULD WORK FOR ME WITH ME AND WE DEMONSTRATED IN THE I-READY SO IF I HAD HAD THAT INFORMATION THAT WOULD HAVE BEEN LIKE MIND-BLOWING BECAUSE THOSE KIDS WOULD HAVE EATEN IT UP SO THERE'S THINGS THAT WE CAN DO TO IMPROVE THIS TRANSITION IN EIGHTH GRADE MOVING TO NINTH GRADE IT'LL HELP US TO BE MUCH MORE SUCCESSFUL AND LIKE I WENT TO THE EIGHTH GRADE CELEBRATION OF LAUREN AND IT'S A BIG DEAL IT'S A HUGE DEAL AND I THINK IT IT NEEDS TO BE AS A BOARD WE NEED TO CELEBRATE THAT LIKE GO TO THOSE EVENTS AND SHOW OUR SUPPORT FOR THESE YOUNG PEOPLE WHO ARE MAKING THAT NEXT BIG STEP IN YOU KNOW TOWARD THEIR ADULTHOOD SO THEY WERE BLOWN AWAY THAT A BOARD MEMBER EVEN SHOWED UP LIKE WE'VE NEVER HAD ANYBODY HERE THAT YOU KNOW I'M LIKE WELL THAT DOESN'T MATTER BUT I THINK I THINK I'M GOING TO LET OUR NEW BOARD KNOW THAT YOU KNOW IT'S IMPORTANT AND THAT WE'RE IT'S IT'S SOMETHING THEY NEED TO SEE PARENTS NEED TO SEE US THERE KNOWING THAT WE'RE SUPPORTING THEM THEIR KIDS INTO THAT NEXT STEP TOO AS MUCH AS GRADUATION I MEAN GRADUATION IS VERY IMPORTANT BUT I THINK THAT EIGHTH GRADE THING TOO AND MAYBE I DON'T KNOW WOULD IT BE IMPORTANT FOR THE YOUNGER YEARS OR NOT I DON'T KNOW THE FIFTH GRADERS GOING TO SIX I DON'T KNOW ISN'T GRADUATION SEASON BUSY ENOUGH IT IS I KNOW I'M TRYING TO MAKE MORE I'M TRYING TO GIVE THE BOARD MORE TO DO IS WHAT I'M TRYING TO DO BUT NO IT WAS IT WAS REALLY IT WAS REALLY REWARDING TO ME I FELT I FELT REALLY GOOD ABOUT IT AND I WAS GLAD I WAS THERE BECAUSE YOU KNOW THEY THEY REALLY DID APPRECIATE IT SO YEAH I WAS REALLY IMPRESSED WITH THE THE CREDIT MAKEUP THE CREDIT RECOVERY CREDIT RECOVERY HEARING THROUGH THE STUDY[02:30:01]
STRATEGIES AND SOME OF THESE DIFFERENT THINGS SOME OF THAT FEELS ALMOST KIND OF A LAGGING EFFORT LIKE THEY'VE ALREADY NOW THEY'RE TRYING TO CATCH UP IS THERE A WAY TO DELIVER THAT INFORMATION EITHER AT THE TAIL END OF EIGHTH GRADE AND THE BEGINNING OF NINTH GRADE IS A CONDENSED PRIMER TO HELP THEM STAY ON TRACK WE ACTUALLY SEND A LETTER HOME TO SEVENTH GRADERS LETTING THEM KNOW THAT WASHINGTON STATE HISTORY IS THEIR FIRST HIGH SCHOOL REQUIREMENT THAT THEY GET TO MEET BUT WE DON'T HAVE A LETTER FOR EIGHTH GRADE SO I MEAN IT MIGHT BE AN INTERESTING THING TO SEND IS SOMETHING AT THE END OF EIGHTH GRADE OR THE BEGINNING OF NINTH GRADE THAT JUST KIND OF REITERATES THIS IS REALLY IMPORTANT YOU ONLY HAVE SO MUCH TIME TO GET WE HAVE A 24 CREDIT REQUIREMENT YOU HAVE 24 CREDITS IN YOUR DAY REALLY OVER THE COURSE OF YOUR FOUR YEARS MAYBE BUT YOU'RE SAYING CHRIS THE ADAPTIVE SKILLS LIKE STUDY SKILLS LESSON LIKE UNDERSTANDING HOW TO WRITE IN YOUR PLANNER LIKE THOSE THINGS MIGHT BE A QUESTION TOBY OR ADISON IN NINTH GRADE DID YOU HAVE ANY KIND OF PREP COURSE LIKE HOW TO LIKE HOW TO STUDY FOR HOW TO PLAN OUT A WEEK YEAH SEE WHAT WHAT I FIND INTERESTING ABOUT THAT TOO IS YOU'RE EXPECTED TO KNOW HOW TO DO THAT AND MAP OUT LIKE IF YOU DECIDE TO GO TO COLLEGE AND YOUR CLASSES ONCE A WEEK FOR THREE HOURS AND THEN MAPPING OUT WHAT DOES THAT LOOK LIKE TO GET READY THAT'S KIND OF A MISSING LIKE TO YOUR POINT LIKE A LAGGING SKILL IT MAKES ME THINK ABOUT OUR ADVISORY TIMES YES MIDDLE SCHOOL YEAH I WOULD HATE HOWEVER TO DO A ONE-SIZE-FITS-ALL FOR THIS THIS GOES BACK TO WHAT MIKE WAS SAYING ABOUT THE WORDS THAT THAT KIDS HAVE IF YOU COULD IDENTIFY OUR STUDENTS THAT ARE AT RISK AND WE COULD PUT TOGETHER A SUMMER SCHOOL A THREE FOUR WEEK PREPARATION AT THE END OF EIGHTH GRADE TO PREPARE STUDENTS FOR THE NINTH GRADE TRANSITION THAT'S EXACTLY WHAT I'M ASKING FOR YEAH THAT TO ME AND AND YOU'RE IDENTIFYING THOSE STUDENTS THAT THAT ARE AT RISK TO ATTEND TO THAT I THINK YOU'D HAVE A SMALLER GROUP AND WE COULD PROBABLY DO A I THINK THAT'D BE GREAT THAT'S A GREAT IT MAKES ME WONDER IF THERE'D BE A WAY TO DO LIKE A BUT A BETWEEN EIGHTH GRADE AND NINTH GRADE SUMMER STUDY SKILLS FOR COLLECTIVE CREDIT THAT THEY COULD MAYBE GET TO KIND OF KICK START THEIR HIGH SCHOOL YES YEAH OKAY SO WOULD THEY PUT A THIRD ACTION STEP THERE TO PROVIDE SUPPORT TO STUDENTS ON TRANSITION YEAH THAT'S A GREAT YES WE'LL ADD THAT I WOULD I THINK THAT'S EXCELLENT I THINK YOU GUYS I THINK I THINK YOU GUYS ARE ON THE RIGHT TRACK FOR SURE I THINK WE CAN DO SOMETHING WITH THAT YOU DID A PERFECT SEGUE I WAS REALLY HOPING YOU WOULD BE LIKE THESE ARE GREAT THESE GOAL AREAS WE'RE ON TRACK WE HAVE A CLEAR PLAN DO YOU FEEL CLEAR ABOUT OUR OUR ACTION STEPS WERE OUR ACTION STEPS CLEAR THIS EVENING DO YOU FEEL YEAH IF I MAY JUST SAY MY UNDERSTANDING IS THAT WHAT WE'RE SAYING IS DATA PROVES THAT IF WE CAN GET TO A POINT WHERE THE NINTH GRADERS ARE SUCCESSFUL A CERTAIN THEN THEY'RE GOING TO GRADUATE THAT'S THE WHOLE POINT WE USE THIS DATA POINT OF NINTH GRADE TO DETERMINE WHETHER OR NOT WE'RE GOING TO GET A GOOD GRADUATION RATE SO I THINK YOU'RE ON THE RIGHT TRACK TOTALLY AND TO MICROMANAGE IT AND TO FIGURE OUT WHAT THE I DON'T KNOW WHAT TO GIVE YOU OKAY BUT WE'RE ON THE RIGHT TRACK HERE THIS IS A AND I THINK THIS TRANSITION FROM EIGHT TO NINE WOULD REALLY HELP ACTUALLY SO IT'S I THINK THIS IS A VERY MEASURABLE AND VALID DATA POINT AND AND THE RESEARCH WOULD BEAR OUT THAT PROBABLY YOUR MOST PREDICTIVE LEADING MEASURE FOR GRADUATION IS NINTH GRADE PASSAGE SO SO MY ONLY PROBLEM WITH IT IS SEEING PROGRESS TOWARDS THE GOAL SO THAT WE CAN SAY WE'RE HEADED IN THE RIGHT DIRECTION BECAUSE ALL OF THESE ASSESSMENTS THAT ARE DONE AT THE END WHEN IT'S ALL OVER TELL US WE WEREN'T GOING IN THE RIGHT YOU KNOW YOU SEE THAT'S IF YOU GET A GOOD ASSESSMENT WE WERE GOING IN THE RIGHT DIRECTION AND BUT IF WE GET A BAD ASSESSMENT WE WERE GOING IN THE WRONG DIRECTION AND WE WE'VE MISSED OUR OPPORTUNITY TO GET THE SHIFT CHANGE IN A DIFFERENT DIRECTION BUT THE IDEA IS IF YEAH BECAUSE IT'S SUCH A STRONG INDICATOR OF GRADUATION AT NINTH GRADE WE HAVE TIME TO PIVOT BEFORE THEY HIT THAT GRADUATION I CAN LIVE WITH THAT AND ON TOP OF THAT WOULD THE PLC BE THE THE ONE THAT WOULD HELP WITH THAT NO ACTUALLY THE SEMESTER GRADES UH SEMESTER THE END OF SEMESTER ONE WOULD BE OUR BIG BENCHMARK YEAH WHERE WE CAN SEE AND THAT'S ACTUALLY WHEN WE'VE WORKED WITH THE CENTER FOR[02:35:01]
HIGH SCHOOL SUCCESS THAT'S THEIR BIGGEST EMPHASIS POINT IS WHERE THE KIDS AT AT THE END OF SEMESTER ONE BECAUSE THAT'S WHEN YOU INTERVENE YOU DON'T EVEN WANT TO WAIT TO THE END OF THE FRESHMAN YEAR THAT'S TOO LATE RIGHT RIGHT SO IT'S WHAT MEASURES THEN DO YOU TAKE AND HOW DO YOU PIVOT AT THE END OF SEMESTER ONE TO SUPPORT THEM SO SEMESTER TWO LOOKS DIFFERENT THAT'S EXCELLENT I THINK IT'S GOT GREAT HOPE SO THE LAST LITTLE SEGMENT OF OUR PORTION IS IS KIND OF TYING IT A BEAUTIFUL BOWL AROUND IT AND MAKING THE THROUGH LINE VERY CLEAR FOR FOR EVERYONE UM AND WE'RE SHORT ON TIME SO UM JUST THE THROUGH LINE ON THE VISUAL WE'RE WE'RE GOING TO MAKE SCHOOL IMPROVEMENT PLANS ADJUST REALLY AND IT STARTED THE GENESIS OF THE CONVERSATION STARTED BACK LAST SPRING UH LORRI AND CHRIS WHEN WE STARTED HAVING THAT CONVERSATION THE WHEELS GOT TURNING AND SO WE WOULD LIKE THE SCHOOL IMPROVEMENT PLANS TO BE IN ALIGNMENT WITH THE THE DISTRICT STRATEGIC PLAN SO IF WE GO TO THE NEXT SLIDE THIS WAS OUR OLD GOAL ONE FOR SAFE AND CARING ENVIRONMENT FOR THE DISTRICT STRATEGIC PLAN ALIGNMENT WITH SCHOOL IMPROVEMENT PLANS AND YOU CAN SEE THAT ONE OF THE PROVISIONS ON THIS GOAL WAS THIS IDEA OF THE TIERED FIDELITY INVENTORY AND THIS WAS MEASURING PBS PBIS IMPLEMENTATION AT THE BUILDINGS AT BOTH THE TIER ONE AND TIER TWO LEVEL ONE OF THE EFFECTS OF THE LEVY FAILURE OR THE DOUBLE LEVY OR IN THIS EFFECTS OF THE LEVY FAILURE OR THE DOUBLE LEVY OR IN THIS CASE TRIPLE LEVY FAILURE IS WE DO NOT HAVE THE RESOURCES TO SUPPORT THAT WORK AROUND TIERED FIDELITY INVENTORY ALTHOUGH PBIS IS STILL CONTINUING THE MEASUREMENT OF IMPLEMENTATION AROUND THAT WORK TOOK A LOT OF RESOURCES TO DO BOTH IN PEOPLE AND IN ASSESSMENTS AND WE DON'T HAVE THOSE THOSE AT OUR DISPOSAL NOW SO OUR AVERAGE WE'RE ADVOCATING THAT THE GOAL FOR THE SCHOOL IMPROVEMENT PLAN GOAL ONE SHIFTS AND IT WILL LOOK LIKE THIS IT WILL BE IN ALIGNMENT WITH OUR NEW DISTRICT STRATEGIC PLAN EMPHASIS OF ATTENDANCE SO OUR SCHOOL IMPROVEMENT PLAN WILL SUPPORT THE WORK OF THE DISTRICT STRATEGIC PLAN IN GOING AFTER THIS IDEA OF IMPROVING ATTENDANCE AND REDUCING CHRONIC ABSENTEEISM AND HAVING THE SCHOOLS WORK TOWARDS SETTING THEIR OWN PERSONAL SCHOOL LEVEL DATA POINT THAT THEY WANT TO IMPROVE BY AND HAVING STUDENTS ATTEND AND AGAIN YOU'LL SEE THE NOTE UNDERNEATH UNDER THE ATTENDANCE DEFINITIONS EVERYTHING WE TALKED ABOUT TONIGHT THE THE KICKERS WE ARE USING YOU'LL SEE IN THE GOAL IT SAYS BY JUNE OF 2027 X PERCENT OF STUDENTS WILL HAVE ATTENDED 90 PERCENT OR MORE OF THE SCHOOL DAYS OF THE 26-27 SCHOOL YEAR AND HERE'S THE IMPORTANT PIECE AS MEASURED BY BGPS ATTENDANCE DATA NOT OSPI OKAY SO THAT'S THAT'S CHANGE NUMBER ONE ON THE SCHOOL IMPROVEMENT PLAN THE NEXT SLIDE SHOWS HOW WE ARE SHIFTING AND WHY WE ARE SHIFTING ON HIGH QUALITY INSTRUCTION SO WHEN YOU GET THOSE PARENT PHONE CALLS THAT ARE UPSET ONE OF THE THINGS THAT IS IMPORTANT TO SHARE IS THAT THE SMARTER BALANCED CONSORTIUM INVOLVES 14 STATES THEY ARE LISTED IN THE BAR GRAPHS THAT YOU SEE HERE THE VERY BEST ELA SCORES OF ANY OF THE STATES IN THE CONSORTIUM ON SMARTER BALANCED IN 23 24 WAS ROUGHLY ABOUT 54 PERCENT FOR ELA WASHINGTON STATE YOU COULD SEE WAS SECOND OF THE 14 STATES AT AROUND 52 53 PERCENT SO WE'RE NOT FAILING WE'RE ACTUALLY IN COMPARISON TO OUR PEERS EXCEEDING YES OKAY SO WHAT DOES THIS TELL YOU WHEN YOU STEP BACK FROM THESE TWO GRAPHS MATH IS NOT NO DIFFERENT WE'RE FOURTH OUT OF 14 WHAT IT TELLS YOU IS THIS SMARTER BALANCED IS AN INCREDIBLY CHALLENGING ASSESSMENT ONE COULD ARGUE THAT IT'S AN ASSESSMENT THAT IF WE WERE IN THE CLASSROOM AS A TEACHER YOU WOULD MAKE ADJUSTMENTS BECAUSE IF ONLY 50 PERCENT OF YOUR CLASS IS BEING SUCCESSFUL IT'S NOT THAT THE STANDARD IS TOO HIGH IT'S THAT THE ASSESSMENT IS TOO HARD AND YOU MAY NEED TO RECALIBRATE AND THAT IS PRECISELY WHY THE STATE OF WASHINGTON HAS COME FORWARD WITH THIS NEW FOUNDATIONAL LEVEL OF PROFICIENCY THAT INCLUDES LEVELS TWO THREE AND FOUR NOW INSTEAD OF JUST LEVEL THREE FOUR IT'S IN RESULT OF WHAT WE'RE SEEING NOT JUST A ONE YEAR OF TIME IT'S OVER YEARS AND YEARS OF TIME WITH SMARTER BALANCED THAT THE[02:40:02]
ASSESSMENT ITSELF THE VERY BEST STATES IN THE CONSORTIUM ARE ONLY AT 50 PERCENT THAT THAT IS PROBLEMATIC AND THAT I BELIEVE TRULY IN MY HEART OF HEARTS THAT IS NOT A MEASURE THAT ALL OF OUR STATES ARE FAILING AT EDUCATION NOW IT IS MORE A MEASURE THAT THE THE ASSESSMENT ITSELF IS INCREDIBLY CHALLENGING I THINK IT'S ALSO AN ACKNOWLEDGEMENT THAT NOT ALL OF OUR STUDENTS ARE HEADED TO COLLEGE PERFECT AND AND I THINK THAT WAS PART OF OUR CONVERSATION CHRIS I WAS AND LORRI WHEN WE WHEN WE MET WAS THAT WE FELT THIS ALSO IN A AREA THAT IS VERY TRADES HEAVY COLLEGE ISN'T ALWAYS THE GOAL AND WE WANT OUR KIDS BEING BACK TO YOUR POINT DEBBIE PREPARED PREPARED FOR WHATEVER OPPORTUNITY WHETHER THAT'S COLLEGE OR WHETHER THAT'S TRADES THEY NEED TO HAVE FOUNDATIONAL GRADE LEVEL SKILLS TO BE SUCCESSFUL IN THOSE ARENAS AND THAT IS WHY WE FEEL THIS IS A MORE APPROPRIATE MEASURE FOR SCHOOL IMPROVEMENT PLANS SO IF YOU DO THIS NEXT SLIDE I THINK WE WENT WENT AHEAD ONE SO LAST YEAR THIS WAS THE HIGH QUALITY INSTRUCTION FOR ELA AND YOU WILL NOTICE THAT THE GOAL SAYS WE'LL MEET PROFICIENCY THAT PROFICIENCY WAS LEVEL THREE AND FOUR WE ARE SHIFTING THE LANGUAGE TO LOOK LIKE THIS IT WILL NOW BE THE PERCENT OF STUDENTS MEETING FOUNDATIONAL LEVELS TWO THREE AND FOUR AND WE EXPLICITLY STATE THAT IN THE GOAL ON THE ELA SMARTER BALANCED AND THAT WILL SUPPORT US IN THAT READING BY THIRD GRADE 80 GOAL SO ALIGNMENT SYNERGY BETWEEN THE EFFORTS OF THE BOARD AND YOUR DISTRICT STRATEGIC PLAN AND THE SCHOOL IMPROVEMENT PLANS BEING LOCKSTEP WITH THOSE ADJUSTMENTS SO THOSE ARE THE BIG SHIFTS THAT THE OTHER GOAL WE GO TO THE NEXT SLIDE IS THE NINTH GRADE SUCCESS AND YOU CAN SEE HERE THERE IS A CURRENT INDICATOR ON OUR SCHOOL IMPROVEMENT PLAN FOR NINTH GRADE SUCCESS IT'S FOUND IN THE JUST UNDERNEATH THE DEMOGRAPHIC SECTION ON THE FIRST PAGE OF YOUR SCHOOL IMPROVEMENT PLAN AND THIS IS DATA THAT'S THAT DOES COME FROM THE SCHOOL QUALITY AND STUDENT SUCCESS METRICS THAT ARE RELEASED IN DECEMBER SO IT OF THE THREE GOALS THAT WE HAVE THIS IS PROBABLY THE ONE AREA THAT WE COULD HAVE SOME CONVERSATION ABOUT WHETHER WE NEED TO MAKE FURTHER ADJUSTMENTS I DON'T BELIEVE THOSE ADJUSTMENTS WOULD HAPPEN THIS YEAR ONE OKAY WE CAN COMMIT TO THE TWO THAT I'VE JUST SHOWN YOU SCHOOLS HAVE ALREADY RECEIVED THEIR TEMPLATES AND ARE WORKING ON THOSE UPDATED TEMPLATES SO THAT IS NOT IT SO ALL THE SCHOOLS ARE WORKING ON AN ATTENDANCE GOAL AND ARE WORKING ON THIS FOUNDATIONAL LEVEL IF AS A BOARD YOU DECIDE YOU WANT TO INCLUDE A COMPONENT FOR NINTH GRADE SUCCESS THAT IS MORE COMPREHENSIVE IN THE SCHOOL IMPROVEMENT PLAN FOR HIGH SCHOOLS ONLY THAT IS CERTAINLY SOMETHING THAT WE COULD LOOK INTO BUT IT IS NOT SOMETHING WE COULD DO FOR THIS ROUND THAT IS DUE IN A LITTLE UNDER SEVEN WEEKS YEAH SO THOSE ARE THE UPDATES I JUST MAKE ONE COMMENT CAN YOU GO BACK ONE SLIDE I THINK IT'S ONE SLIDE SO YOU SEE THAT UM THERE'S A STRATEGY FOR EACH GOAL THE THE ACTIONS THAT WE JUST TALKED ABOUT THAT THE STAFF WILL BE TAKING AND THE TEACHING AND LEARNING OR HUMAN RESOURCES WILL BE TAKING SHOULD SHOW UP IN THE STRATEGIC PLAN RIGHT THERE OR THE SCHOOL PLANS RIGHT THERE THINGS LIKE PLC THINGS LIKE COMMUNICATION AROUND ATTENDANCE THINGS LIKE A GUARANTEED VIABLE CURRICULUM SHOULD BE THE STRATEGIES THAT OUR SCHOOLS ARE LISTING TO ACHIEVE THOSE GOALS IT MAY HAVE ADDITIONAL STRATEGIES BASED ON THE NEEDS OF THE KIDS OR WHERE THEY'RE AT IN THAT PROGRESS THAT'S WHY MARSHALL I THINK THAT I ANSWERED THE QUESTION AROUND HOW DO WE ACKNOWLEDGE OR CELEBRATE IT'S THROUGH THE MEANING OF THOSE ACTION STEPS APART HOPEFULLY THAT HELPS MAKE SOME CONNECTIONS BETWEEN THE TWO THAT'S IT ANY QUESTIONS I THINK COMMENTS I'LL PUT THIS LITTLE VISUAL AND TIE A BOW AROUND IT FEEL FREE TO TAKE OVER I THINK YEAH THIS IS JUST A GRAPHIC OF WHAT WE DID AND WHAT WE TALKED ABOUT TODAY AND JUST TO REITERATE STUDENTS ARE WHY WE ALL SIT IN THIS ROOM LIKE THEY ARE OUR SENSE OF PURPOSE THEY ARE OUR VISION AND MISSION AND EVERYTHING WE'VE TALKED ABOUT TODAY REALLY EMPHASIZES WHAT WHAT IS THE STUDENT EXPERIENCE AND LEARNING WE EXPECT AT BATTLE GROUND PUBLIC SCHOOLS SO WE'VE REALLY TALKED ABOUT WHAT ARE YOUR ACTIONS WHAT ARE OUR ACTIONS AND THEN HOW HOW THERE'S A THROUGH LINE FOR ALL OF THOSE IN INTERESTS OF EACH AND EVERY STUDENT AND SO I THANK YOU FOR ENGAGING IN THE CONVERSATION AND HOPING THAT THERE'S A CLEAR DELINEATION OF THOSE THINGS AND AGAIN JUST JUST BECAUSE WE LOVE GRAPHICS AND WE'RE ALL IN EDUCATION TOO IS REALLY THE THROUGH LINE THAT OUR GOAL WAS WHEN WE STARTED THIS SESSION IS HOW DOES THE STRATEGIC PLAN[02:45:02]
COME ALIVE IN EACH AND EVERY CLASSROOM WHAT DOES IT LOOK LIKE FROM THE BOARDROOM TO THE CLASSROOM AND HOW INTRICATE WE ALL WORK TOGETHER TO KIND OF STEER THE SHIP ROW THE BOAT ALL OF THE OTHER ANALOGIES YOU WANT TO USE BUT JUST AGAIN JUST WE DO THIS FOR THE SUCCESS OF OUR STUDENTS AND WHAT WE WANT HERE AT BATTLE GROUND PUBLIC SCHOOLS SO WE'RE OUT OF TIME IN MY OPINION WE NEED MORE TIME OKAY BECAUSE FOR A FEW REASONS OKAY BUT BUT ONE OF THE REASONS IS I'D LIKE TO GO BACK TO OBJECTIVE TWO ON THE STRATEGIC PLAN AND I REALIZE WE DON'T HAVE A LOT OF TIME SO I WON'T HAVE THE TIME TO ASK MY QUESTIONS AND MAKE MY COMMENTS AND SAY WHATEVER WHAT I'M LOOKING FOR IS THE LAST THREE FRAMES THAT HAD SOMETHING TO DO WITH OUR GOALS OBJECTIVE ONE OBJECTIVE TWO OBJECTIVE THREE I DON'T REMEMBER WHAT THEY SAID BUT THE STRATEGIC PLAN THERE WE GO THERE WE GO THERE WE GO OKAY SO THE SECOND PART THE UH IS THIS IT THAT'S GOAL NUMBER ONE GOAL NUMBER TWO OKAY HERE WE GO SO THIS IS WHAT IS THIS AGAIN HIGH QUALITY INSTRUCTION OKAY I'M LOOKING AT AT THIS HERE AND IT SAYS HIGH QUALITY INSTRUCTION OBJECTIVE TWO READ BY THIRD GRADE OKAY I'M SORRY NOW THAT SLIDE JUST DISAPPEARED IT'S THIS ONE YOU'RE TALKING THIS ONE WELL NO NO I'M TALKING ABOUT THE SLIDE THAT SAYS WHAT YOU'RE PROPOSING OUR GOAL IS GOING TO BE WHAT PAGE YOU MEAN THE ONE YOU WERE JUST LOOKING AT OKAY GO AHEAD GO AHEAD WHATEVER OKAY OKAY AND AND WE'VE HAD LONG DISCUSSIONS ABOUT HOW OUR STUDENTS NEED TO BE READING BY THIRD GRADE SO THAT'S THE THING REALLY I HEARD YOU GUYS COME BACK WITH AND SAY THAT'S WHAT WE'RE GOING TO FOCUS ON AND I DON'T SEE A FOCUS HERE ON READING BY THIRD GRADE YEAH AND IT'S REALLY CRITICALLY IMPORTANT THAT OUR STUDENTS CAN READ BY THIRD GRADE AND DAVID BEFORE I FINISH LET ME JUST SAY THIS OKAY BECAUSE AGAIN THIS IS A BIG DEAL AND WE NEED TO BE PUTTING SOME TIME INTO THIS JOB OKAY AND I FEEL LIKE WE'VE KIND OF JUST GRAZED OVER THIS I LIKE THE FIRST GOAL OKAY GREAT ATTENDANCE I LIKE THE THIRD GOAL GREAT FOCUS ON YOUR STUDENTS OKAY NINTH GRADE BUT MOST IMPORTANTLY MY KIDS GET TO EIGHTH GRADE AND THEY CAN'T READ THEY CAN'T DO MATH SO OUR KIDS NEED TO READ BY THIRD GRADE AND IF THEY DON'T ALL THE ALARMS NEED TO GO OFF AND SO THAT'S WHAT WE WERE SAYING AND NOW I DON'T SEE IT IN HERE YEAH SO THE SCREENSHOT THAT YOU SEE ON ON THIS SCREEN RIGHT HERE ACTUALLY SAYS PERCENTAGE OF 10TH GRADE STUDENTS AND ALL OF THE PRIMARY SCHOOL SCHOOL IMPROVEMENT PLANS WILL REFLECT THIRD GRADE YEAH THIS WAS JUST THIS WAS JUST A HIGH SCHOOL EXAMPLE YEAH SO SO THERE IS ALIGNMENT YES ABSOLUTELY I UNDERSTAND THAT BUT AGAIN OUR TALK WAS WE WANT TO MAKE CERTAIN THE KIDS READ BY THIRD GRADE AND WE WANT TO HOLD EVERYBODY ACCOUNTABLE INCLUDING US IF THEY DON'T AND WE'RE NOT GOING TO HOLD OURSELVES ACCOUNTABLE BY COMPARING OURSELVES TO THE FAILURES OF EVERYBODY ELSE OUR KIDS NEED TO LEARN TO READ BY THIRD GRADE AND WE NEED TO FIGURE OUT NOW WE'VE IMPLEMENTED A NEW CURRICULUM AND I'M EXCITED ABOUT THE PATH THAT WE'RE ON AND THERE'S NO REASON WHY WE CAN'T START LOOKING AT THE DATA THIS MONTH TO SEE WHERE THEY'RE AT WHERE THE SECOND GRADERS WERE AT LAST YEAR WHERE THEY'RE AT NOW WHEN THEY TEST IT YOU SEE THERE'S LOTS OF DATA THAT WE HAVE FOR THIRD GRADE READING AND BEING AT GRADE LEVEL OKAY AND SO I JUST HOPE THAT WE DON'T LOSE VISION OF THAT AND I WOULD LIKE TO TAKE MORE TIME TO ACTUALLY TALK ABOUT THAT BECAUSE THIS IS A BIG DEAL THANK YOU THE FIRST CHECKPOINT TERRY IN THAT PROCESS IS IN OCTOBER TO LOOK AT THIS FALLS I-READY DATA TO SEE HOW CLOSE WE ARE TO THAT GOAL PAGE FOUR SO I UNDERSTAND OKAY A MONTH FROM NOW WE'LL HAVE TO WANT TO LOSE TRACK OF THAT BECAUSE I WANT TO MAKE CERTAIN THAT WE'RE FOCUSED ON THIS VERY ONE VERY IMPORTANT DATA POINT THAT WE HAVE ALL THE DATA WE NEED TERRY I WOULD ALSO LIKE TO UM BRING UP A POINT THAT CHRIS HAD MADE I THINK ONE OF THE THINGS THAT YOU CAN DO AS A BOARD IN ADVOCATING BECAUSE ONE OF IN THE BOX ON PAGE FIVE OF YOUR PACKET WHERE IT TALKS ABOUT ADVOCACY LOCAL AND STATE IS THINKING ABOUT BIRTH TO KINDER AND I GUESS THIS KIND OF IS GOING TO FEED DEBBIE'S HEART FROM HER EARLY CHILDHOOD EXPERIENCE BUT REALLY EVERY TIME YOU HAVE THE OPPORTUNITY TO TALK WITH PARENTS ABOUT HOW IMPORTANT IT IS TO ENGAGE THEIR CHILDREN IT DOESN'T START AT KINDERGARTEN WHEN THEY ARRIVE IT HAS TO START EARLY AND WE THINK ABOUT WHAT WE SEE IN GROCERY STORES AND RESTAURANTS AND THE AMOUNT OF SCREEN TIMES THAT KIDS HAVE AND THE LACK[02:50:01]
OF ENGAGEMENT WITH WITH THE ABILITY TO TALK AND THAT 30 MILLION WORD GAP LIKE ALL OF THAT PLAYS A PART AND I FEEL LIKE WE NEED TO DO SOME SORT OF PUBLIC SERVICE ANNOUNCEMENT THAT TALKS ABOUT HOW IMPORTANT IT IS TO ENGAGE YOUR CHILDREN AT HOME AND THEY PARENTS ARE THEIR OWN BEST FIRST TEACHERS AND JUST ENCOURAGING THAT I THINK IS A REALLY BIG THING FOR US TO DO AS A DISTRICT THAT'S REALLY TRUE IT'S REALLY IMPORTANT BUT WHAT RINGS IN MY EARS IS WHAT THE ONE OF THE LEADERS OF READ NORTHWEST SAID A GUY IN INDONESIA WHO CAME AND SPOKE HERE IN VANCOUVER AND HE TALKED ABOUT HOW YOU GIVE ME A STUDENT FOR 50 DAYS AND I WILL TEACH THEM TO READ SO YES CHILDREN DO BETTER IF THEIR PARENTS ARE READING TO THEM WHEN THEY'RE ONE TWO THREE YEARS OLD YES THAT'S WHAT THAT STUDY IS ALL ABOUT BUT BUT WE CAN TEACH OUR KIDS TO READ THERE IS NO REASON WHY WE CAN'T EXCEPT THAT WE JUST DON'T APPLY ALL THE RESOURCES THAT WE HAVE SO WE CAN TEACH OUR KIDS TO READ AND IT'S KILLING US IF THEY GO ON FROM THIRD GRADE AND THEY CAN'T GRADE AND THEY CAN'T FOR EXAMPLE EVERYBODY EVERYTHING STOPS IF A KID CAN'T READ AT THIRD GRADE AND WE JUST MAKE THAT THE FOCUS OF THEIR ADMIN THIS KID NEEDS TO LEARN TO READ THAT'S THAT'S ALL I'M SAYING I'M CONCERNED AND I DON'T WANT TO JUST KIND OF KEEP GLOSSING OVER IT I SHARE YOUR PASSION THANK YOU YEAH AND IT REALLY IS IMPORTANT AND I THINK IT IS EASY TO FOCUS ON OTHER THINGS THAT AS AN EARLY CHILDHOOD EDUCATOR WE WANTED OUR FOUR AND FIVE-YEAR-OLDS TO BE ABLE TO READ SO THAT WHEN THEY GOT TO KINDERGARTEN THEY WERE READY OR ADVOCATE FOR TK FUNDING YEAH EXACTLY YEAH YEAH WE COULD DO THAT TOO YEAH BUT I MEAN MAYBE EVEN LIKE IN THE NEWSLETTERS AND STUFF YOU KNOW THERE COULD BE LIKE A LITTLE BLURB OR SOMETHING ABOUT YOU KNOW A STUDY ABOUT THE BENEFITS OF EVEN AN UNBORN CHILD BEING READ TO YOU OR JUST ANYTHING I MEAN JUST LITTLE JUST LITTLE THINGS LIKE THAT THAT SOMEBODY MIGHT READ AND GO QUICK OH GEEZ MAYBE I SHOULD READ TO MY TODDLER AND THEN AND THEN THEY'LL DO IT SO YEAH I THINK WE CAN BE WE'RE EDUCATORS NOT JUST IN THE CLASSROOM BUT I THINK WE'RE ALSO EDUCATORS TO THE PUBLIC IN ALL WAYS SO I AGREE WITH HIM IT WAS MENTIONED THAT ALLISON YOU HAVE A PLAN FOR HELPING TO GUARANTEE THE GUARANTEED AND VIABLE CURRICULUM CURRICULUM YEAH YEAH SO WE HAVE THE FIRST STEP IS PURCHASING THE MATERIALS WHICH WE HAVE DONE RIGHT WE HAVE MATERIALS THERE THERE'S A NEW LAW THAT IS GOING TO TAKE EFFECT NEXT SEPTEMBER THAT SAYS THAT WE ARE REQUIRED TO TEACH OUR STRUCTURED LITERACY IN THE WAY THAT IT WAS DESIGNED AND OUR STRUCTURED LITERACY IS A FOUR MODULE PROGRAM AND CURRENTLY WE ARE ONLY GETTING THROUGH THREE MODULES YOU THINK ABOUT IF YOU'RE ONLY GETTING THROUGH 75 OF THE CURRICULUM YOU'RE LEAVING SOME REALLY LARGE GAPS FOR STUDENTS AND SO OUR PLAN IS WORKING WITH OUR OUR PLCS TO GET THROUGH ALL FOUR MODULES AND SO THERE'S THIS BACKWARDS DESIGN ALLOWS US TO BE ABLE TO DO THAT GOOD I AM TOTALLY CONVINCED THAT PLCS CAN SOLVE THESE PROBLEMS AND APPRECIATE YOUR WORK WITH THEM AND HOW YOU'RE TEACHING THEM AND LEADING THEM TO DO THIS BECAUSE IF YOU'LL GET THE EDUCATORS ENGAGED AND HELP THEM TO UNDERSTAND THE PROBLEM THEY WILL IDENTIFY THE PROBLEM AND THEY WILL COME UP WITH SOLUTIONS AND KUDOS FOR THE WORK THAT'S BEEN DONE ON THE PLC PIECE BECAUSE IT REALLY TAKES BOTH OF THOSE PARTS TO MAKE IT THAT'S RIGHT THAT'S RIGHT IT'S A BIG DEAL YOU GUYS ARE DOING A WONDERFUL JOB ALONG THOSE LINES WE HAVE GOT TO GET THESE KIDS TO READ THAT'S ALL FROM US BOARD MY GUT IS THAT WE PROBABLY COULD GIVE YOU BASED ON THE FEEDBACK THAT YOU HAVE GIVEN ALONG THE WAY A LITTLE MORE SPECIFICITY TO SOME OF THIS AND THEN HAVING SOME TIME TO REFLECT YOURSELVES ON THE PARTS THAT YOU CAN DO I KNOW I NEED TO DO SOME REFLECTIONS ON THE PARTS THAT I CAN DO AND THEN THE PARTS THAT WILL REMAIN IN THE SIPS AND THE BUILDINGS WILL MAKE INDIVIDUAL DECISIONS AS WAS MENTIONED MULTIPLE TIMES THIS EVENING I THINK THAT STRUCTURE IS AN IMPORTANT PIECE AND I I WANT TO THANK THE TEAM BECAUSE I THINK THAT THE WAY THAT THEY PUT THIS TOGETHER WHERE YOU CAN SEE BOARD OF DIRECTORS THE GOVERNANCE LENS MY MY ROLE IS THE SYSTEM CREATING A SYSTEM FOR THE ENVIRONMENT AND THEN THE STAFF FOR TAKING ACTION STEPS THAT MEET THE NEEDS OF TIER ONE OBVIOUSLY WE WANT TO GET TO TIER TWO AND TIER THREE AS WELL BUT I THINK THAT THE THAT REALLY IS THE START OF CREATING THE THROUGH LINE THAT WE NEED[02:55:01]
IN ORDER TO START SEEING RESULTS AND BE ABLE TO PROVIDE THOSE RESULTS TO OUR COMMUNITY AND ENGAGE THEM IN THE IMPORTANT WORK IN THESE THREE AREAS SO I WOULD LIKE TO BRING THAT BACK TO YOU IN ABOUT A MONTH AND HAVE ALL OF THAT TO YOU WE'LL ALSO HAVE TO BE AT THAT SAME TIME GOING OVER THE DATA THAT ALLISON GOES OVER EACH YEAR PLUS THE PIECES IN HERE SO EITHER THE FIRST SO THAT TO ME LEAVES THE FIRST MEETING IN OCTOBER TO DO LOOP BACK ON ALL OF THESE PIECES AND THEN THE SECOND MEETING OF THE MONTH TO SHARE THOSE IF THAT SOUNDS APPROPRIATE TO YOU BECAUSE WE ARE SO SHORT ON TIME I'M LOOKING AT THE CALENDAR OF EVENTS AND THOSE PIECES THAT ARE ON THERE I KNOW THAT SOME OF THESE THINGS WE PROBABLY COULD DISCUSS IN THE BOARD MEETING ON MONDAY UNLESS THERE WERE ANY PIECES SPECIFICALLY THAT YOU'D LIKE TO TALK ABOUT NOW MONDAY SOUNDS GREAT IS THERE ANY DO WE NEED TO ORGANIZE THE TOUR SOONER THAN THAT OR BECAUSE I KNOW THAT'S A BIG PLANNING PIECE TYPICALLY WE DON'T START TOURS UNTIL THE SEC UNTIL EITHER AFTER THE LAST MEETING IN SEPTEMBER SO USUALLY THEY'RE THERE IN OCTOBER SO I THINK IF WE HAD THAT DISCUSSION MONDAY IT WOULD PROBABLY BE FINE BUT YEAH WE NEED TO DO THAT AND FRANKLY WE NEED TO TALK ABOUT WSSDA AND MAKE A FINAL DECISION WE REALLY NEED TO MAKE THAT BY MONDAY AS WELL BECAUSE IF WE ARE NOT GOING IF WE ARE NOT GOING TO ATTEND WE NEED TO CANCEL WE CAN'T GET ALL OF OUR MONEY BACK BUT WE CAN GET THE LARGEST PORTION OF THAT BACK SO WE NEED TO MAKE A DECISION DOES ANYBODY FEEL LIKE WE NEED TO GO TO WSSDA OKAY ONE OKAY SO WE'LL TALK ABOUT IT ON MONDAY NIGHT THEN BUT BUT OKAY OKAY YEAH WE CAN TALK ABOUT IT THEN ALL RIGHT WE MIGHT NEED TO HEAR WHAT YOU'VE GOT TO SAY WELL YEAH IT COULD BE JUST BE MY ALL RIGHT WE'LL WE'LL PUT THE REST OF THESE ON THE AGENDA I WANT TO SAY THANK YOU VERY MUCH THIS WAS GREAT OKAY AND WE ARE HEADED IN A REALLY GOOD DIRECTION I'M SO EXCITED THIS IS REALLY GOOD STUFF THANK YOU YEAH THANK YOU AND THANK YOU STUDENT REPS YEAH OH YEAH YEAH YEAH VERY GOOD JOB I'M EXCITED ABOUT WHAT YOU GUYS ARE DOING SO GOOD HEAD IN A GOOD DIRECTION CAC IS THIS WEEK OH IT'S FIRST ONE THIS WEEK RIGHT IT IS THURSDAY I WILL NOT IT'S ON THURSDAY AND ESSENTIALLY WE HAVE UM VISITORS COMING FROM BGS UH LION UH MAYBE THEY'RE MAYBE NOT YEAH OH SHE SHE FIGURED IT OUT OH GOOD OKAY SO YEAH BGEF, LIONS WE HAVE OUR SENIOR CENTER GROUP WE HAVE FCRC AND READ NORTHWEST AND THEY'RE BASICALLY JUST COMING TO TALK ABOUT THE PARTNERSHIPS THAT THEY HAVE WITH OUR SCHOOLS SHARE THEIR MISSION AND TRY AND SPREAD THE WORD ABOUT ABOUT THOSE THINGS THEN NEXT MONTH WE'LL BE LEVY RELATED SO A COUPLE THINGS THANK YOU SO MUCH THANK YOU SO YOU GUYS DID ALL THE WORK THANK YOU VERY VERY MUCH THANK YOU CARLA YEAH HAPPY BIRTHDAY OH OH WE'RE GONNA I GET TO DO IT WE'RE GONNA CONSIDER OUR MEETING OF THE BATTLE GROUND SCHOOL BOARD AND OUR OUR ANNUAL RETREAT ADJOURNED AT 8:27.* This transcript was compiled from uncorrected Closed Captioning.