>> GOOD EVENING, EVERYONE. I WOULD LIKE TO WELCOME YOU TO OUR WORKSHOP THIS EVENING.
[1. BOARD WORKSHOP - 4:30 PM]
[00:00:05]
IT IS MAY 9TH, 2022.WE'VE GOT AGENDA WITH THREE DIFFERENT GUESTS THIS EVENING.
BUT I WANT TO PREFACE THAT WITH THERE'S BEEN SOME ADJUSTMENTS SINCE MARCH OF 2020.
WE'VE BEEN VERY FLEXIBLE BECAUSE THINGS CHANGED.
THAT HAPPENED TO US AGAIN THIS EVENING AND TODAY ACTUALLY.
REBECCA IS GOING TO BE PRESENTING THE ELEMENTARY SIDE OF THE SPECIAL SERVICES UPDATE.
THE SECONDARY SIDE WILL NOT BE PRESENTED TONIGHT DUE TO SOME ABSENCES AND THEN WE'LL HAVE A COUPLE OF OTHER PRESENTERS AFTER THIS.
I'M GOING TO TURN IT OVER TO REBECCA
[2. SPECIAL SERVICES UPDATE]
AND SHE'S GOING TO GIVE US AN UPDATE ON SPECIAL SERVICES.I BELIEVE SHE WAS WITH US IN OCTOBER. IS THAT RIGHT?
>> SHE'LL BE UPDATING US ON SOME OF THE PRESENTATION IN OCTOBER.
YES, POOR ALAN IS SUPER SICK AND LET'S SEE, GAIL IS PULLING UP MY PRESENTATION.
I DON'T KNOW IF YOU REMEMBER WHEN WE MET IN OCTOBER, WE HAD SOME THINGS THAT WE WANTED TO DO THIS YEAR, SO I HAVE SOME UPDATES ON THAT, WHICH IS REALLY GREAT.
THEN WE'RE GOING TO SLIDE RIGHT THROUGH SOME PICTURES THAT ARE SUPER CUTE, BUT THEY BELONG TO LIBERTY, AND SO I WILL LET THEM COME BACK AND TALK TO YOU ABOUT THE INCLUSION WORK THAT THEY'RE DOING OVER THERE.
YOU CAN SEE HERE I ADDED IN JUST A LITTLE.
I DON'T KNOW IF YOU GUYS KNOW, BUT A COUPLE OF YEARS AGO, OUR SPECIAL ED TEAM CAME UP WITH A MISSION.
IT'S THERE TO UNIFY EFFORTS TO ENSURE ALL STUDENTS, FAMILIES, AND COLLEAGUES ARE SEEN IN SERBS.
IT'S SOMETHING THAT I HOLD NEAR AND DEAR AND I TRIED TO MAKE SURE THAT PEOPLE KNOW THAT THAT'S OUR MISSION WHENEVER WE HAVE A CHANCE.
TITLE AND LAP, THERE IS NOT A WHOLE HECK OF A LOT TO REPORT OUT HERE.
AT THIS POINT IN THE SCHOOL YEAR, WE CONTINUE TO SERVE STUDENTS USING THE ORTON-GILLINGHAM READING.
OUR READING SPECIALISTS ARE SUPPORTING KIDS IN TIER 2, TIER 3 TYPES OF INTERVENTION, SO SMALL GROUP INDIVIDUAL.
ORTON GILLINGHAM IS WHAT'S CALLED A SYSTEMATIC AND STRUCTURED DIRECT INSTRUCTION PROGRAM FOR TEACHING READING.
SEVERAL OF OUR PARENTS ALSO GOT TRAINED IN THAT.
IT'S JUST TAKEN OFF LIKE A WILDFIRE AND THEY'RE REPORTING SEEING A TON OF PROGRESS IN KIDS, WHICH IS AWESOME.
FOR TITLE SPECIFICALLY, PARENT INVOLVEMENT IS REQUIREMENT THAT WE ARE MEETING THOSE STATE REQUIREMENTS, AND WOODBURN IS OUR ONLY TITLE 1 SCHOOL AT THE TIME.
THEY'VE GOT A POLICY THAT THEY HAVE POSTED ON THEIR WEBSITE AND YOU HAVE LINKS TO THE PRESENTATION AND ALL OF THOSE LINK TO SOMETHING TO A PRESENTATION.
THE POLICY IS POSTED ON THEIR SITE.
THEY DID A FALL PRESENTATION AND A SPRING PRESENTATION INVITING PARENTS AND FAMILIES IN TO HEAR ABOUT LEARNING OPPORTUNITIES FOR THEIR STUDENTS.
THEY RECENTLY JUST DID A SPRING SHOWCASE, I BELIEVE IT'S ON MAY 3RD, INVITING FAMILIES AND AGAIN, TO BE ABLE TO SEE THE WORK THAT THEIR KIDS ARE DOING.
THEN THEY HAVE A KINDERGARTEN INFORMATION THAT'S COMING.
I WANT TO SAY IT'S THE 16TH OR 17TH OF MAY.
ONE OF THE THINGS THAT WE WILL NEED TO BE DOING IS DISTRICT-WIDE PARENT INPUT ON OUR TITLE PLAN.
WE ARE IN A BIT OF A TRANSITION YEAR.
ALAN HAS OVERSEEN THIS FOR A LONG TIME.
BUT MOST OF THE WORK IS DONE IN ELEMENTARY, WHICH IS WHERE MY FEET ARE, THE DAILY.
WE'VE BEEN DOING THIS TOGETHER.
BUT HE SHARED WITH ME THAT THE DISTRICT-WIDE PARENT INPUT PLAN IS SOMETHING THAT HASN'T BEEN LOOKED AT, AND SO WE WILL NEED TO INVITE FAMILIES TO COME IN AND GIVE US INPUT ON WHAT THEY WOULD LIKE TO SEE, HOW WE WENT IN TO SERVE USING OUR TITLE FUNDS.
THAT'LL BE SOMETHING WE'LL HAVE TO LOOK AT THE POLICY, THE BOARD POLICY ALONG WITH THAT, SO YOU'LL BE INVOLVED MORE WHEN THAT COMES ALONG.
ANYTHING ABOUT TITLE AND LAP THAT YOU WANT TO KNOW ABOUT?
>> CAN I JUMP IN REAL QUICK WITH [NOISE] TITLE FOR THOSE FOLKS THAT ARE WATCHING ONLINE? AGAIN, THIS IS JUST A REMINDER THAT TITLE SCHOOLS ARE IDENTIFIED BASED ON THEIR FREE AND REDUCED LUNCH PERCENTAGES.
IN THE PAST, I KNOW THIS IS YOUR FALL FOR ME, I THINK WE HAD LACAMAS LAKE AND [NOISE] WOODBURN.
I KNOW HELEN BOWER HAS BEEN TITLE AT SOME POINTS IN THE PAST AS WELL, SO IT JUST FLUCTUATES BASED ON THAT, AND HOW MANY DOLLARS WE RECEIVE AS A DISTRICT ALSO DETERMINES SOME THINGS AS WELL.
>> THANK YOU. YES, I TAKE ADVANTAGE.
SOMETIMES I THINK PEOPLE KNOW THAT.
SPECIAL EDUCATION, CURRENT AND FUTURE PLANS.
WHEN WE TALKED IN OCTOBER, I WAS REALLY EXCITED TO SHARE ABOUT PARENT INVOLVEMENT PLAN THAT WE HAD WANTED TO DO.
I HAVE SOME UPDATES ON THAT WHICH HAS BEEN REALLY GREAT.
SEVERAL OUR GOALS ARE TO IMPROVE STUDENT OUTCOMES AND THEN POST-SCHOOL OUTCOMES SPECIFICALLY,
[00:05:02]
ALTHOUGH I'LL LEAVE THAT ONE FOR ALAN.WE'RE LOOKING TO DEVELOP A PARENT ADVISORY NETWORK AND WE HAVE DONE SOME WORK IN THAT AREA IN JANUARY, IT'S JUST THIS PAST WINTER AND SPRING.
AGAIN, WE WANTED TO FOCUS ON PROFESSIONAL LEARNING AND THEN INCLUSIONARY PRACTICES.
YOU CAN SEE THERE CO-TEACHING WAS OF FOCUS.
THAT'S PRIMARILY AT THE SECONDARY LEVEL.
UNIVERSAL DESIGN FOR LEARNING IS SOMETHING THAT IS K OR PRE K12 PLUS.
IT'S THE ABILITY TO ALLOW KIDS TO ACCESS CORE CONTENT STANDARDS.
THEN MULTI-TIERED SYSTEMS OF SUPPORT.
YOU CAN SEE THAT WE'RE LOOKING FOR THE ABILITY TO MAKE DATA-BASED DECISIONS AND THE SCHEDULES OF STUDENTS, WHICH IS MORE OF A SECONDARY THING, ALTHOUGH IN SOME SITUATIONS ELEMENTARY GET INTO THAT AS WELL.
THEN ACADEMICS AND SOCIAL EMOTIONAL BEHAVIOR.
IT'S NOT TIED TO JUST RTI, IT'S USUALLY TIED TO JUST ACADEMICS OR PBIS JUST A BEHAVIOR BUT MULTI-TIERED IS ACROSS THE WHOLE BOARD.
IN JANUARY, WE SENT OUT TO ANY CHILD OR ANY PARENT OF A CHILD WHO WAS IDENTIFIED AS BEING SERVED BY AN IEP OR 504.
WE SENT THE SURVEY OUT VIRTUALLY FOR FAMILIES TO BE ABLE TO PARTICIPATE AND WE HAD 198 RESPONSES, WHICH I THOUGHT WAS PRETTY FANTASTIC.
WE JUST ASKED THEM BASIC INFORMATION.
WE WALKED THROUGH THE PROCESS OF BEING IDENTIFIED FOR EITHER A 504 OR SPECIAL EDUCATION, AND THEN THE COMPONENTS SPECIFICALLY OF AN IEP, WHICH ALSO SOMETIMES TRANSLATE OVER TO THE 504 DEPENDING ON THE PART.
THEN THE HOLD, AND THEN THEY WERE ALLOWED TO JUST GIVE US FEEDBACK.
THEY WERE ALLOWED TO JUST GIVE US OPEN-ENDED FEEDBACK AS WELL.
CAN WE CLICK ON THE DATA LINK RIGHT THERE? ARE WE ABLE TO DO THAT? SORRY, CAN I DO THAT WITH THIS THING? I DON'T THINK SO.
THIS WILL TELL YOU JUST THE BASIC INFORMATION AND I CAN SEND THIS TOO IN A DIFFERENT WAY AS WELL.
ONE OF THE THINGS THAT YOU AREN'T GOING TO SEE ON HERE BECAUSE IT'S ON A PDF IS WHEN YOU GET INTO OTHER SCHOOLS GIVING INPUT, THEY WON'T HAVE AS MUCH.
YOU WON'T SEE ALL OF THE SCHOOLS LISTED BECAUSE IT ONLY CAPTURES SEVEN OR SOMETHING LIKE THAT ON THE FRONT.
YOU CAN SEE HERE, OUT OF 198 PEOPLE WHO TOOK THE SURVEY, 39 PERCENT WERE IN PRESCHOOL ELEMENTARY, AND 61 PERCENT WERE IN MIDDLE AND HIGH.
THEN THEY TOLD US HOW THEY WERE SERVED, SO MOSTLY IEPS WITH SOME 504S IN THERE WHICH IS REALLY GREAT.
AS YOU MOVE ALONG, SO HERE'S WHERE IT GETS A LITTLE BIT MORE TRICKY. NOT THIS ONE, SORRY.
SOME OF THE QUESTIONS YOU CAN SEE WHEN CONCERNS WERE PRESENTED, EITHER BY ME OR OFFICIAL FOR ALL I FELT THAT THE ACTION WAS TAKEN TO RESPOND.
WE WANT OUR ANSWERS TO BE YELLOW AND GREEN, WHICH YOU CAN SEE WE HAVE A LOT OF IN THAT PARTICULAR WAY.
THEY EITHER AGREED OR STRONGLY AGREED THAT WHEN THERE WERE CONCERNS, ACTION WAS TAKEN TO ADDRESS THOSE CONCERNS.
THEN THE ONE RIGHT BELOW THAT IS THROUGHOUT THE PROCESS, I FELT INCLUDED IN MY CHILD'S SCHOOL TEAM.
YELLOW AND GREEN AGAIN, ARE THE ANSWERS THAT WE WANT TO SEE.
THOSE ARE GOOD, FAVORABLE ANSWERS.
WE STILL HAVE THINGS WE NEED TO ADDRESS CLEARLY, BUT OVERALL LOOKS LIKE THE PEOPLE FEEL PRETTY SUPPORTED.
THEN THE NEXT ONE, THE INFORMATION ABOUT THE EVALUATION PROCESS WAS SHARED IN A CLEAR AND THOROUGH MANNER.
AGAIN, LARGELY YELLOW AND GREEN, AND THEY FELT THAT THE EVALUATION WAS COMPREHENSIVE.
ALMOST 75 PERCENT. MAYBE EVEN A LITTLE MORE.
INCLUDING INFORMATION ABOUT WHAT THE CHILD DOES WELL, WHICH IS REALLY IMPORTANT FOR ME.
UNFORTUNATELY, IEP IS A DEFICIT BASED MODELS, SO MAKING SURE THAT WE'RE HIGHLIGHTING WHAT'S WORKING FOR KIDS AND WHAT THEIR STRENGTHS ARE SO WE CAN PLAY TO THOSE ADVANTAGES AND USE THEM, IT'S IMPORTANT.
AGAIN, LOTS OF YELLOW AND GREEN AND I FEEL THAT THE EVALUATION INCLUDED WHAT MY CHILD'S NEEDS WERE, AND SO IT WAS REFLECTIVE OF WHAT THEY FELT, WHICH IS GOOD.
THAT'S A SECOND ONE. THANK YOU, GAIL.
NOW THIS NEXT ONE HERE IS, I FEEL THE EVALUATION WAS EXPLAINED TO ME IN A WAY THAT I UNDERSTAND.
THAT'S REALLY IMPORTANT BECAUSE WE HAVE SO MANY DIFFERENT ACRONYMS AND LINGOS AND DIFFERENT STANDARDIZED TEST SCORES AND THINGS THAT MAKE UP WHETHER A CHILD IS QUALIFIED OR NOT.
HAVING FAMILIES REALLY FEEL LIKE THEY UNDERSTAND THE INFORMATION IS IMPORTANT.
IT LOOKS LIKE ON THE MOST PART THEY ARE.
THEN THEY FEEL THAT THE 504 OR IEP ACCURATELY REFLECTED THE NEEDS OF MY CHILD, WHICH IS GREAT FOR THE MOST PART.
THIS NEXT ONE HERE IS THE ACCOMMODATIONS OR SERVICES ARE IMPLEMENTED APPROPRIATELY.
[00:10:01]
THE MOST OVERWHELMING RESPONSES, YES, THEY FELT SO.ONE OF THE AREAS THAT WAS AN AREA OF GROWTH BASED AFTER THE RESULTS RIGHT THERE IS THAT THE PARENTS FEEL THAT THEY ARE INFORMED OF THEIR CHILD'S PROGRESS CONSISTENTLY.
THERE WERE TWO AREAS THAT WERE IDENTIFIED AND AGAIN, STILL QUITE A SIGNIFICANT AMOUNT FELT, THEY GOT THE INFORMATION BUT THAT WAS ONE OF THE LOWEST OF THE QUESTIONS THAT WE WERE ASKED.
I THINK THERE'S JUST A COUPLE MORE [INAUDIBLE].
THE NEXT ONE IS WHEN I HAVE A QUESTION, MY 504 IEP CASE MANAGER RESPONSIVE, YOU CAN SEE LOTS OF YELLOW AND GREEN, WHICH IS FANTASTIC.
THE BOTTOM ONE THERE IS I FEEL I KNOW HOW TO ADVOCATE FOR MY CHILD APPROPRIATELY.
STRONG ANSWERS THERE, WHICH IS FANTASTIC.
I THINK THIS MIGHT BE THE END.
I FEEL THE TRANSITION FROM LEVEL TO LEVEL LIKE PRESCHOOL ELEMENTARY, ELEMENTARY TO MIDDLE, MIDDLE TO THE HIGH WAS ORGANIZED IN A WAY THAT SET MY CHILD UP FOR SUCCESS.
THAT WAS OUR LOWEST SCORED QUESTION RIGHT THERE.
THEN YOU CAN SEE MY CHILD ATTENDED AND IT'S A VARIETY.
THERE'S A NICE REPRESENTATIVE SAMPLE THERE.
IF YOU WANT TO GO BACK TO THE PRESENTATION, THAT WOULD BE GREAT.
THE TWO MAIN AREAS THAT WE TOOK FROM THIS IS TO WORK ON OUR PROGRESS MONITORING. LET'S SEE.
OUR PROGRESS MONITORING, AND THEN OUR MATRICULATION, OUR KIDS WHO ARE TRANSITIONING.
WE'VE ALREADY STARTED MAKING CHANGES IN THE PRESCHOOL TRANSITION.
WE'VE ADDED PARENT INVOLVEMENT IN THOSE MEETINGS, ESPECIALLY FOR THE KIDS WHO ARE GOING TO DISTRICT PROGRAMS IN ORDER TO CLOSE THE GAP.
WE DID THE PARENT SURVEY AND THEN THE NEXT THING WE DID BASED OFF OF THAT DATA, IS WE OPENED UP A PARENT ENGAGEMENT COMMUNITY LISTENING POST, WE HELD TWO.
WE DIDN'T HAVE A TON OF PEOPLE ATTEND. IT WAS IN MARCH.
IT WAS RIGHT AFTER THE MASK MANDATE CHANGED, ALL KINDS OF THINGS WERE MOVING ALL OVER THE PLACE.
I WAS HOPING THAT WE WOULD HAVE MORE OF A VOICE, MORE REPRESENTATIVES IN THE ROOM.
IN ORDER TO COMBAT THAT, WE SHARED OUT A VIRTUAL OPTION AS WELL.
AFTER WE MET WITH THOSE FAMILIES, IT WAS RIGHT BEFORE SPRING BREAK, WE LAUNCHED ANOTHER GOOGLE FORM.
IT WAS OPEN-ENDED BASED OFF OF PROGRESS MONITORING AND MATRICULATION BASED ON THOSE TWO AREAS ALONE.
WE'VE GOTTEN THAT INFORMATION.
WE HAVEN'T YET MANEUVERED THROUGH IT.
AS YOU KNOW, ATTENDANCE FOR KIDS AND STAFF ISN'T REALLY TOUGH AND SO ALAN AND I, OUR OFFICE HAS BEEN IN THE BUILDINGS A LOT, SO WE ACTUALLY DON'T SEE EACH OTHER VERY MANY TIMES THROUGHOUT THE WEEK.
WE HAVEN'T BEEN ABLE TO SIT DOWN BUT WE DO HAVE A MEETING TOMORROW IF HE'S FEELING, WE ARE SUPPOSED TO HAVE IT TODAY, BUT HE'S HOME.
[LAUGHTER] HOPEFULLY IF HE'S FEELING BETTER, WE'LL HAVE A MEETING TOMORROW.
WE CAN START CIPHERING THROUGH THAT BECAUSE THE NEXT STEPS THEN ARE TO DEVELOP SOME PROTOCOLS AND PROCEDURES THAT WE WANT TO INCLUDE AND SHARE IT OUT WITH OUR LARGER COMMUNITY AND SAY, "HEY, THIS IS THE INFORMATION THAT WE GOT, THIS IS WHAT'S IMPORTANT TO US, THIS IS WHAT WE'RE THINKING, HERE'S OUR PLAN." THEN GIVE THEM AN OPTION TO SHARE WITH US WHETHER IT HAPPENED, WHETHER IT DIDN'T, WHETHER WHAT THEY THINK ABOUT THAT PLAN ALONG WITH OBVIOUSLY OUR SPECIAL SERVICES STAFF, WHICH WE'VE STARTED DOING IN SOME AREAS.
THEN AT THE END OF THIS, IF WE CAN GET TO IT THIS YEAR, IS SEEKING INPUT FOR A PARENT ADVISORY NETWORK.
WHEN WE MET FOR THE LISTENING POST, THOSE FAMILIES WERE VERY EXCITED ABOUT THIS OPPORTUNITY.
IN A PREVIOUS LIFE OF MINE, WE HAD A VERY ACTIVE PARENT ADVISORY NETWORK WHERE WE WOULD HAVE TRAININGS THREE TIMES A YEAR, TWO TO THREE TO FOUR, WE BRING IN SPEAKERS.
WE TALK ABOUT LIFE POST-GRADUATION, WE TALK ABOUT THE WHOLE PROCESS FOR AN IEP, WE TALK ABOUT THINGS, EXECUTIVE FUNCTION IS A HUGE PIECE OF BOTH OF THOSE LIFTING POSTS.
THE THEMES WERE ON EXECUTIVE FUNCTION ON WHAT CAN WE DO, HOW CAN WE HELP EDUCATORS, THAT WHOLE THING.
MY GOAL WOULD BE HAVING A GROUP OF FAMILIES TO BE ABLE TO HELP GIVE US INPUT ON WHAT'S IMPORTANT AND MEANINGFUL FOR THEM AS FAMILIES IN OUR COMMUNITY, AND ALSO TO BE ABLE TO POTENTIALLY SERVE AS A MENTOR FOR MAYBE A NEWLY IDENTIFIED FAMILY, A CHILD WHO'S NEWLY IDENTIFIED TO HELP THEM WALK THROUGH SOME OF THOSE PIECES.
IT CAN BE DIFFICULT, SOMETIMES HAVING ANOTHER PARENT NEXT TO YOU IS JUST ALL THAT MORE REASSURING THAN A DISTRICT ADMINISTRATOR OR A PSYCHOLOGIST OR SOMETHING LIKE THAT.
THAT WOULD BE THE NEXT STEP TO.
I FOCUS ON PROFESSIONAL LEARNING FOR SPECIAL EDUCATION STAFF.
HERE ARE JUST SOME OF THE TOPICS THAT WE HAVE APPROACHED THIS YEAR AND WE'LL BE CONTINUING ON NEXT YEAR.
PRECISION TEACHING IS BASED OUT OF THE WORLD OF ABA.
[00:15:04]
ITS REALLY STRONG DATABASE DECISION-MAKING AND USING VERY SPECIFIC DIRECT INSTRUCTION TECHNIQUES SO THAT WE ARE MAKING SURE THAT OUR KIDS ARE MAKING GROWTH AND WE KNOW THAT THEY ARE AND WHAT TO DO IF THEY'RE NOT.THAT'S COMING. GREG HANLEY, PRACTICAL FUNCTIONAL ANALYSIS AND SKILLS-BASED TREATMENT IS A BEHAVIOR SPECIALIST WHO WORKS OFF THE EAST COAST AND HE HAS WHAT'S CALLED THE NEW ABA; TODAY'S ABA.
IT'S ALL ABOUT TREATING KIDS WITH DIGNITY, RESPECT, AND RAPPORT, AND GONE IS THE OLD BEHAVIOR MODIFICATION; DO THIS THEN, DO THIS THEN, AND IT'S MORE OF TEACHING FROM A PLACE OF JOY AND GIVING KIDS THE VOICE TO REALLY TELL US WHAT IT IS THAT THEY WANT AND WHAT THEY NEED IN ORDER TO FEEL COMFORTABLE IN OUR ENVIRONMENT AND THEN WE SPRINKLE THE LEARNING IN.
THEN EVENTUALLY THAT SHAPES TO WHERE THEY'RE ABLE TO BE IN DOING LEARNING.
WE'RE ACTUALLY DOING THIS PROCESS IN SOME ISOLATED CASES AT DOROTHY FOX AND LACKAMAS RIGHT NOW.
THEIR SCHOOL PSYCHOLOGISTS AND OUR BEHAVIOR SPECIALIST ARE WORKING WITH KIDS AND SKILLS-BASED TREATMENT.
WE ARE WORKING WITH THE HANLEY COMPANY IT'S CALLED FTF, FOR THE FUTURE IS WHAT IT'S CALLED, IN ORDER TO HELP US SHAPE OUR ELEMENTARY SOCIAL-EMOTIONAL LEARNING PROGRAM AT LACKAMAS OR SPECIAL EDUCATION PROGRAM.
WE'RE REALLY EXCITED ABOUT THAT. UKERU IS A NEWER TERM.
IT'S OUR DE-ESCALATION CRISIS RESPONSE, CRISIS PREVENTION PROGRAM.
WE ALSO HAVE CPI, CRISIS PREVENTION INSTITUTE WHERE IF WE HAVE A STUDENT WHO IS IN DANGER OF HURTING THEMSELVES OR OTHERS, WE NEED TO HELP MANAGE THE SITUATION.
UKERU IS SIMILAR TO HANLEY, AND THAT IT APPROACHES EVERY STUDENT FROM THAT TRAUMA LENS.
ACTUALLY, HANLEY CALLS HIS PROGRAM TRAUMA ASSUMED.
WE'RE NOT WORKING FOR A TRAUMA-INFORMED, WERE NOT SOCIAL WORKERS.
WE AREN'T IDENTIFYING WHAT THE TRAUMA IS.
WE'RE JUST ASSUMING THAT IT'S THERE, ESPECIALLY AFTER THE PAST COUPLE OF YEARS THAT WE'VE HAD.
IT'S ALL ABOUT COMFORT VERSUS CONTROL.
THOSE GO NICELY HAND IN HAND AND WE'RE WORKING TO GET THAT OUT MORE THROUGH THE DISTRICT.
SEVERAL OF THE SCHOOLS HAVE INVITED OUR TRAINERS IN TO DO SOME BASIC PRELIMINARY TRAININGS WITH THEM.
MOST OF OUR SPECIALIZED PROGRAMS, WE HAVE KIDS WHO MIGHT EXHIBIT THOSE BEHAVIORS, ARE TRAINED IN THAT AS WELL.
OUR ELEMENTARY ICP; INTEGRATED COMMUNICATIONS PROGRAM AT HELEN BALLARD.
WE'RE GOING TO BE WORKING TO TRAIN THEM ON WHAT'S CALLED THE VERBAL BEHAVIORAL AND MILESTONES PROGRAM PLANNING.
WHAT THAT DOES IS IT SETS KIDS UP ON THIS VERY NICE SMALL TASK ANALYSIS OF THESE LARGER SKILLS AND IT GOES ALL THE WAY THROUGH MIDDLE AND HIGH SCHOOL AND IT LENDS ITSELF REALLY NICELY TO THE CURRICULUM THAT THE SECONDARY GROUP HAS DECIDED THAT THEY WANT TO USE.
ESSENTIALS FOR LIVING IS THE CURRICULUM THAT THE SECONDARY PROGRAM WANTS TO USE.
LEAP AND THE PYRAMID MODEL ARE IN THE PRESCHOOL.
WE'VE BEEN DOING LEAP FOR ABOUT THREE YEARS.
IT GOT A ROCKY START BECAUSE OF CONTRACTS STUFF AT THE STATE LEVEL, BUT IT'S BEEN TWO-AND-A-HALF YEARS GOING IN OUR PRESCHOOL.
PYRAMID MODEL IS SOMETHING THAT THEY'RE WORKING ON LEARNING MORE ABOUT NOW, AND HOPING TO IMPLEMENT SHORTLY IN THE FUTURE.
THEN TEACCH WE HAVE THIS IN OUR ELEMENTARY ACADEMIC PROGRAM AT DOROTHY FOX AND WE'LL BE AT GRASS VALLEY NEXT YEAR.
I COULDN'T TELL YOU WHAT IT STANDS FOR, BUT IT'S ALL ABOUT SYSTEMS IN THE CLASSROOM, ALLOWING KIDS TO BE INDEPENDENT.
REALLY STRUCTURED WORKSTATIONS.
THEIR WORK IS ON THE LEFT, THEY DO THEIR WORK, THEY PUT THE ALL DONE ON THE RIGHT AND THEY HAVE A CHECKLIST THAT THEY FOLLOW ON A TRANSITIONS REALLY NICELY INTO A GENERAL ED ROOM BECAUSE YOU CAN JUST USE A CHECKLIST AS OPPOSED TO ICONS OR VISUALS THAT THEY MIGHT NEED TO START OFF LEARNING THE SYSTEM.
ONE OF OUR BIGGEST FOCUSES THOUGH, IS MAKING SURE EVERYTHING IS EVIDENCE-BASED BECAUSE THEN WE KNOW IT WORKS.
RESEARCH SAYS IF IT'S EVIDENCE-BASED, WE KNOW THE INTERVENTION WORKS, SO IT'S A MATTER OF DOING IT WITH FIDELITY.
THAT'S A REALLY BIG PRIORITY FOR US AS WE'RE LOOKING TO TRAIN ON NEW METHODS.
I'M JUST GOING TO KEEP GOING BECAUSE THIS IS ALAN'S, BUT LOOK HOW CUTE.
I KNOW THIS IS WAY MORE EXCITING.
THAT'S WHERE ALL THE JOY HAPPENS.
YOU CAN SEE A LOT OF THE INCLUSION WORK THAT'S HAPPENING AT LIBERTY.
BUT I'LL KEEP GOING BECAUSE YOU'LL GET TO SEE IT AGAIN, I'M SURE.
THE MTSS, THIS ONE IS A LITTLE BIT OF A STRUGGLE.
ALAN AND I CONTINUE TO ADVOCATE FOR A SYSTEMIC STRUCTURE SUPPORTING STUDENTS IN THE PRE-K 12 PLUS SYSTEM.
THERE ARE JUST SO MANY THINGS THAT THE KIDS ARE HAVING TO DO AND THE TEACHERS ARE HAVING TO DO TO REALLY GET THIS HONED IN HAS BEEN A BIT OF A CHALLENGE.
>> YOU WANT TO BREAK DOWN THAT ACRONYM?
>> YEAH, MULTI-TIERED SYSTEMS OF SUPPORT.
THIS IS WHERE WE WERE TALKING ABOUT EARLIER IN THE ACADEMIC WORLD, IT SOUNDS LIKE RTI RESPONSE TO INTERVENTION USUALLY HITS AT THOSE ACADEMIC INTERVENTIONS OR
[00:20:01]
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IS THE PBIS, THE BEHAVIOR PART.MTSS IS THE UMBRELLA THAT ENCAPSULATES ALL OF IT.
WE DO HAVE POCKETS OF EXCELLENCE OUT THERE THAT ARE WORKING REALLY HARD AND SEEING AMAZING GROWTH WITH KIDS GETTING IT SYSTEMIC THROUGH THE DISTRICT ISN'T WHICH WE'RE NOT THERE YET.
WE'RE MAKING INROADS IN SOME PLACES, FOR INSTANCE, READING IN ELEMENTARY SCHOOL.
WE HAVE OUR THREE SCHOOLS THAT HAVE OUR EQUITY COACHES.
THOSE STAFFS IN THE KEY THREE SYSTEMS HAVE GOTTEN A LOT OF TRAINING IN TIER 1, FOUNDATIONAL CORE READING INSTRUCTION.
THEN KINDERGARTEN TEACHERS ARE THE OTHER THREE SCHOOLS.
WE'RE CONTINUING THAT, AND THAT'S GOING TO KEEP WORKING SO THAT WE'RE EDUCATING ALL OF OUR ELEMENTARY EDUCATORS ON THE SCIENCE OF READING AND HOW TO TEACH READING, BUT IT TAKES A WHILE.
THAT'S IT. WE HAVEN'T REALLY SPENT A LOT OF ATTENTION ON MATH IN THE ELEMENTARY LEVEL AND THEN BEHAVIOR.
ACTUALLY, ALL OF OUR SCHOOLS USE PBIS IN SWISS, BUT THE FIDELITY TO WHICH THEY'RE USING IT TO MAKE THEIR DECISIONS AND ALL OF THAT, I DON'T KNOW YET.
I JUST BECAME CERTIFIED TO BE THE SWISS FACILITATOR FOR THE DISTRICT IN MARCH.
IT'S SOMETHING THAT'S NEWER TO ME.
I'LL BE EXPLORING THAT MORE WITH OUR SCHOOLS AS WE GO THROUGH.
I MADE IT. [LAUGHTER] WHAT QUESTIONS MIGHT I ANSWER FOR YOU?
>> I HAD A QUESTION THAT YOUR PIE CHARTS?
>> THERE WAS A LOT OF FOCUS ON THE POSITIVE ONES, BUT SOME OF THE REDS AND BLUES, THE NEGATIVES WERE UPWARDS OF 25 PERCENT, AND SO HOW DOES THOSE CHUNKS INFORM WHAT YOU'RE DOING MOVING FORWARD?
>> YEAH, THAT'S A GREAT QUESTION. YOU'RE RIGHT.
WE'RE FOCUSING ON THOSE TWO PRIMARY AREAS THAT HAD THE UTMOST OVERALL, LESS POSITIVE, I GUESS I SHOULD SAY RESPONSES.
WHAT WE FOUND THROUGH THE FAMILIES WHEN WE MET WITH THEM IS IT'S REALLY THE COMMUNICATION.
IT'S REALLY ABOUT HOW WE'RE COMMUNICATING, WHEN WE'RE COMMUNICATING, WHAT WE'RE COMMUNICATING.
IT'S UNFORTUNATELY, LIKE I SAID EARLIER, SPECIAL ED IS THAT DEFICIT BASED MODEL.
WE'RE CONSTANTLY REPORTING ON WHAT YOUR CHILD IS NOT ABLE TO DO.
IT SEEMS TO BE A LITTLE BIT MORE OF A TREND AND THIS MAY OR MAY NOT SURPRISE YOU THAT IN THE EARLIER YEARS THEY TEND TO HAVE MORE COMMUNICATION AND THEY FEEL BETTER ABOUT THE COMMUNICATION, AND THEN AS THE KIDS GET OLDER AND THEY HAVE SIX OR SEVEN TEACHERS THAT TENDS TO WEIGH IN JUST A LITTLE BIT.
WORKING WITH OUR STAFF AND ANOTHER BIG PIECE WAS ON EXECUTIVE FUNCTION.
IF MORE PEOPLE WOULD KNOW MORE ABOUT THAT, THEN THEY FEEL LIKE THEIR KIDS AND OTHERS WHO MAYBE AREN'T SPEAKING UP AS LOUDLY OR OTHER PARENTS WOULD BE ABLE TO DO BETTER IN SCHOOL.
ALAN AND I HAVE TALKED, IT'S ON THE STICKY ON MY COMPUTER BECAUSE IT'S LIKE A SUMMER PROJECT.
OCTOBER IS DISABILITY AWARENESS MONTH AND SO TRYING TO FIGURE OUT A WAY TO GET A THEME FOR THAT MONTH WHERE WE CAN POTENTIALLY GO VISIT DIFFERENT STAFF MEETINGS OR DO SOME DIFFERENT PRESENTATIONS WITH DIFFERENT STAFFS ON EXECUTIVE FUNCTIONING AND HOW CAN WE WEAVE MOVE MORE OF THIS THROUGH.
I ALSO FEEL LIKE THE FAMILIES, THEY DON'T KNOW THAT ALL THESE THINGS ARE HAPPENING IN THE BACKGROUND, AND SO WHILE THEY ARE LIKE THERE'S NO COMMUNICATION, I'M LIKE, OH NO, ACTUALLY WE DID DO THAT.
MAKING SURE THAT WE ARE TRANSPARENT ABOUT THE KINDS OF COMMUNICATIONS, ESPECIALLY THE MATRICULATION PART TOO, AND MAKING SURE THAT THE FAMILIES KNOW WHAT'S INVOLVED IN THAT.
THEY HAVE NO IDEA WHEN THEIR CHILD WENT FROM FIFTH GRADE TO SIXTH GRADE, IF THEY WERE IN RESOURCE THAT WE PULL THOSE STAFFS TOGETHER, THE SENDING AND THE RECEIVING TEAM TO HAVE A CONVERSATION ABOUT YOUR CHILD.
THEY DIDN'T KNOW, AND SO MAKING SURE THAT THEY KNOW THAT WE HAVE THESE STRUCTURES IN PLACE IS IMPORTANT TOO.
>> WHAT I THINK, REBECCA, TO THAT POINT, THAT PIE CHART THAT YOU SHOWED AROUND TRANSITION FROM FIFTH TO SIXTH, EIGHTH TO NINTH, PRESCHOOL, THE K POTENTIALLY, THAT PIE CHART I THINK WOULD LOOK VERY SIMILAR ACROSS OUR SYSTEM.
BECAUSE WE'VE TALKED ABOUT THAT.
THAT WHAT ARE WE DOING TO MAKE SURE OUR FIFTH GRADERS MOVE IN INTO SIX WHEREVER THEY GO, WHICHEVER MIDDLE SCHOOL THEY GO TO OR EIGHTH TO NINTH, WHICHEVER HIGH-SCHOOL THEY GO TO.
WHAT IS THAT TRANSITION PROCESS FOR STAFF OF RECEIVING STUDENTS AND THEN SENDING STUDENTS? I THINK THAT PIE CHART WOULD PROBABLY MIRROR US AS A SYSTEM TO THE T THAT WE'VE GOT WORK TO DO.
[00:25:06]
>> OKAY. WELL, YOU KNOW HOW TO GET A HOLD OF ME IF YOU NEED ANYTHING.
DO I HAVE ANOTHER ONE HERE? NO, IT'S DONE.
>> THANKS REBECCA. YOU GUYS GOOD WITHOUT A BREAK? [LAUGHTER].
SHOULD WE GET DIANA IN FIRST AND THEN? I THOUGHT IT WAS DAN.
DAN YOU'RE THE CLOSER. SURE, LET'S DO DIANA. THANK YOU.
>> I GET TO SIT IN A COUCHY CHAIR TONIGHT.
WELL, GIL IS GOING TO OPEN MY POWERPOINT.
MAKE SURE I KNOW HOW TO WORK THIS.
[4. PRESCHOOL UPDATE]
THIS PRESENTATION TOGETHER THAT IT'S BEEN A FEW YEARS SINCE I'VE TALKED ABOUT EARLY LEARNING WITH YOU ALL.I'M EXCITED TO SHARE SOME OF THE NEW THINGS GOING ON WITH OUR LITTLES.
I WANTED TO START OFF WITH JUST THE REMINDER THAT THE FIRST FIVE YEARS HAVE SO MUCH TO DO WITH HOW THE NEXT 80 TURNOUT, AND THAT IT IS A CRITICAL PERIOD OF LEARNING FOR OUR STUDENTS.
EVEN IF THEY'RE NOT IN OUR BUILDINGS, IT'S STILL THE TIME THAT THE BRAIN GROWS THE MOST FOR THEM, AND THE AMOUNT OF LEARNING, AND IF JENNIFER MCMILLAN WAS HERE, SHE'D SAY, ALL THOSE SYNOPSIS OR SYNAPSES, WHATEVER THEY ARE, ARE JUST REALLY THEY'RE PERCOLATING HARD.
IT'S REALLY IMPORTANT THAT WE PROVIDE A GOOD FOUNDATION.
WHEN WE TALK ABOUT LITTLES AND TO ALL STUDENTS, WE REALLY WANT TO LOOK AT THAT WHOLE CHILD AND THE IMPORTANCE OF ALL AREAS OF LEARNING.
THAT LANGUAGE DEVELOPMENT IS SO CRITICAL FOR OUR LITTLE ONES, INCREASING THEIR ABILITY TO BUILD VOCABULARY, BUILD CONVERSATIONAL SKILLS.
THAT ALL SUPPORTS THEIR LITERACY, WHICH AS WE'RE MOVING INTO COGNITIVE DEVELOPMENT TO BUILDING CONCEPTS AND MAKING SURE THAT OUR PRACTICES AND OUR EARLY LEARNING PROGRAMS ARE DEVELOPMENTALLY APPROPRIATE FOR STUDENTS, SO THAT THEY'RE HITTING THOSE MILESTONES AS THEY MOVE ON.
THEN AS WE ALL KNOW AND HAVE ALL EXPERIENCED THAT SOCIAL EMOTIONAL DEVELOPMENT IS SO CRITICAL.
BUILDING THOSE RELATIONSHIPS WITH THE PEOPLE THAT ARE IN THEIR LIVES AND HAVING THOSE CARING ADULTS AND PEERS THAT HELP THEM AS THEY EXPLORE THEIR BEHAVIORS AND BEING ABLE TO LEARN HOW TO MANAGE AND DEVELOP THOSE EXECUTIVE FUNCTION SKILLS.
IT'S ALL REALLY CRITICAL AND THAT BUILDS THOSE FOUNDATIONAL SKILLS.
I WANTED TO COME BACK TO WHAT WE HAD COME TO AS OUR GUIDING BELIEFS AROUND EARLY LEARNING.
THESE WERE CREATED BY THE FULL-DAY KINDERGARTEN GROUP, AND WE'VE FINESSE THEM A LITTLE BIT.
BUT I ALWAYS LIKE TO COME BACK TO THESE BECAUSE I THINK THEY REALLY ARE OUR CORE BELIEFS ABOUT HOW WE PROVIDE THE BEST IN INSTRUCTION FOR YOUNG LEARNERS WHO ARE UNIQUE AND WHO HAVE SPECIAL NEEDS.
IN THE SENSE THAT THEIR EDUCATION NEEDS TO COME TO THEM IN A MAYBE A DIFFERENT WAY THAN IS WHAT TRADITIONALLY IS THOUGHT OF, AND THAT'S THROUGH PLAY.
IT IS THEIR WORK, IT IS THE MOST IMPORTANT PART OF THEIR WORK.
WE'RE JUST STILL COMMITTED TO THAT AND WE REALLY WANT TO BUILD THOSE FAMILY RELATIONSHIPS AS WELL AND HOW IMPORTANT THOSE ARE IN SUPPORTING OUR LITTLES.
I KNOW YOU GUYS ARE WITH ME ON THIS, WHICH I APPRECIATE.
THAT'S ONE OF OUR MORE FASHIONABLY ATTIRED YOUNG LADIES.
SHE COULDN'T DECIDE IF SHE WAS CLEOPATRA, OR LITTLE RED RIDING HOOD.
SHE HAD SEVERAL NAMES FOR HERSELF.
BUT I'M GOING TO TALK ABOUT THE PROGRAMS THAT WE CURRENTLY HAVE IN OUR DISTRICT THROUGH CAMAS COMMUNITY PRESCHOOL, INTEGRATED PRESCHOOL, PAPERMAKER, AND EOCF OR HEAD START.
SINCE THE LAST TIME I WAS HERE, WE HAVE REALLY EXPANDED OUR PROGRAMS AND OFFERINGS FOR YOUNG LEARNERS.
WE HAVE TODDLER TIME, SO WE GET KIDS AS YOUNG AS 18 MONTHS AND WE PROVIDE A HALF DAY OF INSTRUCTION FOR THEM.
WHEN I SAY INSTRUCTION, IT'S A LOT OF PLATO AND PLAYING.
THEY HAVE AN OPPORTUNITY TO INTERACT WITH ADULTS AND OTHER YOUNG LEARNERS.
THIS YEAR WE HAD 21 CHILDREN WHO PARTICIPATED IN THE TODDLER TIME.
NEXT YEAR WE HAVE 23 SCHEDULED TO COME IN.
THAT'S BEEN A GROWTH THAT WE STARTED WITH ABOUT EIGHT KIDS AND THAT JUST KEEPS GROWING AND IT'S DEFINITELY A NEED IN OUR COMMUNITY AND PARENTS ARE EXCITED.
[00:30:03]
NOW THOSE CHILDREN DON'T NECESSARILY TEND EVERY DAY, ALL DAY.BUT BECAUSE WE ALLOW IT TO BE MORE OF A DROP-IN SYSTEM BECAUSE THEY'RE LITTLE.
BUT WE HAVE PARENTS THAT DO COME FIVE DAYS A WEEK FOR THAT TIME.
THEN WE EXPANDED INTO A TWO AND A HALF YEAR OLD PROGRAM.
THAT IS, THEY GO TWO MORNINGS A WEEK.
WE HAVE BEEN PRETTY CONSISTENT ON THAT.
THAT HAS BEEN A VERY POPULAR ADDITION TO OUR OFFERINGS.
TWENTY CHILDREN IN THIS YEAR AND 20 CHILDREN NEXT YEAR, WE ARE COMPLETELY FULL AND BOOKED UP WITH A WAITING LIST.
WELL, NO, THERE'S 10 IN EACH SET.
THERE'S 10 ON MONDAY, THURSDAY, AND THERE'S 10 ON TUESDAY, FRIDAY.
>> WITH THE TODDLER TIME, DO YOU TAKE ALL COMERS OR DO YOU CAP THAT PROGRAM AS WELL OR.
>> BECAUSE THE STUDENTS ARE NOT THERE AS CONSISTENTLY LIKE THE 2 1/2 YEAR OLD.
THEY HAVE DESIGNATED DAYS THAT THEY ATTEND.
THE TODDLER TIME CAN BE MORE OF A DROP-IN, AND WE TYPICALLY WILL HAVE UPWARDS OF 10-12 KIDS IN THAT PROGRAM AND WE HAVE THREE ADULTS IN THAT ROOM.
BECAUSE AS YOU CAN IMAGINE WITH TODDLER TIMES, THERE'S ALL KINDS OF HANDS-ON WORK WITH TOILETING AND FEEDING AND SOME WHO JUST HUGGING BECAUSE THAT'S JUST WHAT THEY NEED.
THEN WE WATCH THEM GROW, SO WE HAVE EXPANDED OUR THREE-YEAR-OLD PROGRAM, AND THE LAST TIME I SHARED WITH YOU, WE ONLY HAD TWO SESSIONS, A ONE MORNING AND ONE AFTERNOON.
WE HAVE TWO, THREE-YEAR-OLD TEACHERS.
WE HAD 49 CHILDREN, WE DID NOTICE A SLIGHT DECREASE IN THE NUMBER OF STUDENTS THAT SIGNED UP AS A THREE-YEAR-OLD THIS YEAR, AND I THINK A LOT OF THAT HAD TO DO WITH SOME OF THE UNCERTAINTY THAT WE FACED IN SEPTEMBER.
IT HAS INCREASINGLY GROWN THROUGH THE COURSE OF THE YEAR WE'RE AT 49 THREE-YEAR-OLDS, AND NEXT YEAR WE'RE SLATED TO HAVE 56, SO WE'RE VERY FULL.
OUR FOUR-YEAR-OLD PROGRAM, AGAIN WE HAVE TWO TEACHERS THAT TEACH THAT AND EACH TEACH A MORNING AND AN AFTERNOON.
WE HAD 58 CHILDREN THIS YEAR AND 62 NEXT YEAR.
WE'VE INCREASED THAT A LITTLE BIT, THE CLASSROOMS, BECAUSE THERE WAS SUCH A DEMAND THAT INSTEAD OF A CAP OF 50, WE'VE GONE UP TO CAP 15 KIDS IN A CLASSROOM.
WE'VE GONE UP TO 16 KIDS IN A CLASSROOM.
THEN ONE OF THE MOST POPULAR OFFERINGS IS OUR CHILDCARE, AND THAT CHILDCARE IS FULL.
RIGHT NOW WE HAVE 44 CHILDREN.
MARY'S GOING TO ADD SOME ADDITIONAL STAFF AND WE'RE GOING TO GO UP TO 65 STUDENTS.
NOW AGAIN, THEY AREN'T NECESSARILY ALL THERE FROM 7:00-5:30.
SOME ARE DROPPED OFF BEFORE SCHOOL, SOME GO TO PRESCHOOL IN THE MORNING AND THEN THEY GO TO THE AFTERCARE AND THE AFTERNOON AND THEN GET PICKED UP.
IT'S VERY POPULAR WITH MANY OF OUR STAFF MEMBERS WHO HAVE YOUNG CHILDREN WHO UTILIZE THE SERVICES, BUT THEY OPEN AT 7:00AM.
YOU-ALL HAVE HAD THE OPPORTUNITY TO SEE IT.
IT'S A GREAT PROGRAM AND THE KIDS ARE REALLY ACTIVE IN THERE.
THIS IS JUST WHAT'S GOOD. WE STILL HAVE CHILDCARE HERE AT ZACH?
>> IS THIS JUST AT THE HEIGHTS?
>> THIS IS JUST AT THE HEIGHTS LEARNING CENTER AND THIS IS JUST FOR PRESCHOOL STUDENTS.
> THE EXTENDED CARE THAT IS THROUGH COMMUNITY EDUCATION AS WELL THAT IS FROM K TO, I THINK SIXTH GRADE, THAT IS AT JD OR JWR AND THEN NEXT YEAR MARY IS GOING TO COME BACK TO THE ZAK BUILDING AND HAVE A BEFORE AND AFTER-SCHOOL FOR K2 HERE OR MAYBE JUST K1 HERE AND TWO THROUGH FIVE AT JWR
>> ALL WE'RE TALKING ABOUT TODAY THEN IS WHAT'S GOING ON UP AT THE HEIGHTS[OVERLAPPING].
>> THESE ARE OUR LITTLES. THIS IS ALL THAT'S HAPPENING AT THE HEIGHTS AND AT PAPERMAKER.
>> DO YOU HAVE A SENSE OF THE PENT-UP DEMAND THAT ISN'T BEING MET WITH THESE NUMBERS?
>> IS THERE ANYTHING WE SHOULD BE AS A DISTRICT CONSIDERING REGARDING [OVERLAPPING].
>> WHAT I DO KNOW AND I ACTUALLY GOT THE STATISTICS ON THIS TODAY IS THAT WE HAVE A WAITING LIST OF ABOUT 55 FAMILIES CURRENTLY WHO ARE SEEKING EITHER A PRESCHOOL PLACEMENT OR A CHILDCARE PLACEMENT.
CHILDCARE IS REALLY FULL AND ONE IS SPACE, AND TWO IS STAFFING, AND SO THOSE ARE THE TWO ISSUES THAT WE ARE STRUGGLING WITH HOW DO WE PROVIDE THAT?
[00:35:05]
THERE'S ABSOLUTELY A DEMAND.IF WE OPENED ANOTHER FOUR-YEAR-OLD PROGRAM, IT WOULD BE FULL.
THERE'S NO QUESTION WE COULD OPEN ANOTHER CLASSROOM.
BUT IT'S WHO'S GOING TEACH IT, WHO'S GOING TO ASSIST IN IT? AND WHERE ARE WE GOING TO PUT IT.
NOT COMPLETELY, BUT YOU REMEMBER IT TRACY, YOU REMEMBER IT WELL, THE PODS, WE HAVE AN INTEGRATED PRE-SCHOOL WHICH HAS MOTOR SERVICES AND SLP SERVICES, AND THEN WE HAVE THE 200, WHICH IS WHERE THE COMMUNITY PRESCHOOLS ARE LOCATED, AND THEN WE HAVE THE 300 WHO OUR TRANSITION PROGRAM IS.
COULD WE KICK THEM OUT OF A COUPLE OF ROOMS? POSSIBLY. BUT THEY'RE DOING SUCH A GREAT JOB TOO THAT WE DON'T WANT TO IMPOSE ON THEM.
IT'S LOOKING AT SPACE AND HOW DO WE PROVIDE IT FOR THEM.
BUT AS YOU CAN SEE, WE HAVE A LOT OF KIDS THAT ARE BEING SERVED BY EARLY LEARNING SERVICES.
>> WHAT I THINK TOO, WITH THAT DIANA, IT GOES BACK TO THAT STAFFING PIECE IF WE THINK ABOUT NAME IT, WHETHER IT'S PUBLIC EDUCATION, BUSINESS, STAFFING RIGHT NOW IS A TOUGH THING, AND SO I'M NOT AS CONCERNED ABOUT SPACE AS I AM STAFFING.
WE CAN MAKE IT WORK. WE'LL FIGURE IT OUT AS FAR AS SPACE, WE GET CREATIVE. [OVERLAPPING]
>> I WOULD AGREE. LIKE YOU SAID, WE WOULD FIND ROOM FOR IT, BUT IT'S WHO IS GOING TO TEACH THAT AND WHO'S GOING TO DO, AND IT'S REALLY CHALLENGING.
>> WHEN YOU SAY AND I DON'T KNOW WHO TO DIRECT THIS TO.
[LAUGHTER] WHEN YOU SAY IT'S A STAFFING ISSUE, IS IT AN ISSUE OF FUNDING OR IS IT AN ISSUE OF WE CAN'T ATTRACT PEOPLE OR PEOPLE AREN'T [INAUDIBLE].
>> THIS ACTUALLY CAME UP AT CAC MEETING COUPLE MONTHS AGO.
THE WAGES ARE EXTREMELY COMPETITIVE IF NOT LEADING IN THIS COUNTY.
IT'S FINDING STAFF THAT WANT TO DO THIS, THAT ARE NOT CURRENTLY IN OUR CURRENT EXISTING STAFFING, SO THAT'S THE BIGGER PROBLEM.
AND AGAIN, I THINK THAT'S WHY I GO, IT'S NOT JUST A PUBLIC EDUCATION THING RIGHT NOW THAT IF YOU TALK TO BUSINESS OWNERS OR CORPORATIONS, THEY'RE HAVING THE SAME STRUGGLES THAT WE ARE.
THEN, WE ALSO HAVE INTEGRATED AND PAPERMAKER PRESCHOOL, AND THESE ARE OUR DEVELOPMENTAL PRESCHOOLS.
THESE ARE THE PRESCHOOLS THAT SERVE STUDENTS ON IEPS IN ADDITION TO COMMUNITY PEERS.
I'M BEING TOLD TO TALK INTO THE MIC.
THESE ARE THE PROGRAMS THAT ARE STAFFED BY CERTIFICATED TEACHERS, AND THEY HAVE ADDITIONAL PARA-EDUCATORS IN THERE.
ONE OF THE THINGS WE'RE WORKING REALLY HARD TO DO IS WE ARE MOVING TO A 50/50 RATIO.
SO THERE'S A 50 PERCENT OF THE STUDENTS ARE SERVED ON IEPS AND 50 PERCENT ARE COMMUNITY TUITION PAYING PEERS.
THAT GETS A LITTLE CHALLENGING SOMETIMES WITH STAFFING AND WITH CASE LOADS FOR SPECIAL ED TEACHERS, AND HONESTLY THE NUMBER OF STUDENTS COMING INTO OUR PROGRAMS. WE HAVE 21 COMMUNITY PEERS AT INTEGRATED PRESCHOOL AND 19 AT PAPERMAKER.
WE HAVE IN 28 STUDENTS SERVED BY IEPS AND 17 STUDENTS SERVED BY IEPS AT PAPERMAKER, SO A LOT OF KIDS, THAT'S THIS YEAR.
NEXT YEAR, WE HAVE CURRENTLY 17 COMMUNITY PEERS REGISTERED FOR INTEGRATED PRESCHOOL, AND WE HAVE RETURNING 13 STUDENTS SERVED BY IEPS.
BUT THAT CAN BE A LITTLE BIT MISLEADING BECAUSE WE HAVE ROLLING ENROLLMENT IN PRESCHOOL, SO AS CHILDREN TURN THREE AND AS WE DO CHILD FINDS, WHICH I'LL SHARE SOME OF THAT INFORMATION WITH YOU AS WELL, OUR ENROLLMENT CONTINUES TO GROW.
WE STARTED ACTUALLY LOWER THAN THIS THIS FALL, AND WHERE WE ARE NOW WE'RE HIGH, WE'RE FULL.
[LAUGHTER] OUR STUDENTS POPULATION KEEPS COMING IN.
>> WHAT'S THE COMPARISON BETWEEN INTEGRATED AND PAPERMAKER PRESCHOOL DAYS AND TIMES AND COMPARED TO OTHER PRESCHOOLS THAT YOU'RE [OVERLAPPING]?
>> IT'S ALL THE SAME [OVERLAPPING].
>> THE ONLY THING IS OUR TIMES ARE JUST SLIGHTLY STAGGERED AS FAR AS START AND END TIMES, BUT THE AMOUNT OF TIME IS THE SAME.
IT'S 2.5 HOURS FOR EVERY PROGRAM, EXCEPT FOR THE 2S WHICH IS TWO HOURS A DAY, AND WE STAGGER IT BECAUSE IF ANYBODY HAS DRIVEN OUT BY CAMAS HIGH SCHOOL, [LAUGHTER] IT'S A CHALLENGE, AND SO WITH ONE HOUSED AT THE HIGH SCHOOL AND ONE VERY CLOSE BY,
[00:40:04]
WE HAVE TO STAGGER IN ORDER TO GET BUSES AND THE AMOUNT OF FAMILIES COMING THROUGH.WE HAVE A LOT OF FAMILIES AND THERE'S NO TRANSPORTATION PROVIDED FOR THE COMMUNITY AT PRESCHOOL, THERE IS TRANSPORTATION FOR BOTH INTEGRATED AND PAPERMAKER IF THEY'RE SERVED ON IEPS, AND SO WE HAVE TO BE ABLE TO GET BUSES IN AS WELL.
THAT'S JUST A LITTLE BIT OF A LOGISTICAL JIGSAW THAT WE PUT TOGETHER.
EVERYTHING IS A LITTLE BIT OFF AS FIRST TIME.
>> REAL QUICK, CAN YOU TALK A LITTLE BIT ABOUT THE PARTNERSHIP WITH THE PAPERMAKER PRESCHOOL WITH JILL FULLER? I THINK THAT'S A HUGE WIN-WIN.
>> ABSOLUTELY. INTEGRATED PRESCHOOL REALLY SERVES STUDENTS, IT'S MULTI-AGENT STUDENTS 3-5, AND SO WE HAVE A VARIETY OF NEEDS AND I CALL IT THE GREAT MELTING POT.
IT'S WHERE ALL STUDENTS COME THAT ARE LITTLE THAT NEED SUPPORT.
WE HAVE STUDENTS THAT HAVE LANGUAGE DELAYS.
WE HAVE STUDENTS THAT ARE ON THE AUTISM SPECTRUM.
WE HAVE STUDENTS THAT WILL BE GOING INTO A RESOURCE ROOM SETTING, OR WE HAVE STUDENTS WHO ARE GOING TO GET SLP SERVICES AS THEY TRANSITION INTO KINDERGARTEN.
WE ALSO HAVE STUDENTS THAT ARE GOING TO TRANSITION INTO DISTRICT PROGRAMS LIKE THE ICP PROGRAM OR THE IAP PROGRAM.
AT PAPERMAKER PRESCHOOL, THOSE CHILDREN THAT ARE SERVED THERE ARE MORE OF A PRE-K AND THEY'RE 4-5 YEARS OLD.
THEY TEND TO NOT HAVE AS SIGNIFICANT OR IMPACTFUL NEEDS JUST BECAUSE IT'S A BIGGER SETTING AND THERE'S MORE KIDS IN THERE.
BUT THERE DEFINITELY ARE STUDENTS THAT ARE GOING INTO DISTRICT PROGRAMS THAT ARE AT PAPERMAKER AS WELL.
AS DOUG WAS MENTIONING, PAPERMAKER IS UNIQUE IN THAT IT IS ALSO A JOINT PROGRAM WITH CTE.
IT IS A LAB CLASSROOM FOR THE CHILD DEVELOPMENT CLASSES AT CANVAS, WHICH THE CAMAS HIGH SCHOOL WHICH ARE THEIR MOST POPULAR CTE CLASS.
JILL FULLER AND KRISTIN HAM, WHO WAS THE TEACHER FOR THE PRESCHOOL WORK VERY CLOSELY TOGETHER.
THEY HAVE A GREAT SYSTEM OF INCORPORATING THE HIGH SCHOOL STUDENTS INTO THE CLASSROOM.
THEY DO TWO DAYS OF WHAT THEY CALL STATION DAYS, AND THEY UTILIZE BOTH CLASSROOMS AND SO THE KIDS ARE ABLE TO TRAVEL BACK AND FORTH.
THE HIGH-SCHOOL STUDENTS RUN THE STATIONS.
THEN THEY HAVE INTERNS AS WELL WHO ARE THERE ON A MORE DAILY BASIS THAT HELPS SUPPORT THE PROGRAM TOO.
IT'S A GREAT COLLABORATION AND RELATIONSHIP.
>> AS WE TALK ABOUT STAFFING NEEDS, HERE'S AN OPPORTUNITY TO GROW OUR OWN AS THEY SAY.
AGAIN, I THINK IT'S SOMETHING WE CONTINUE TO MAKE SURE WE'RE DOING EVERYTHING WE CAN IF OUR STUDENTS HIGH SCHOOL, MIDDLE SCHOOL, IT'S NOT A MIDDLE SCHOOL, BUT THOSE STUDENTS THAT KNOW THEY WANT TO BECOME INVOLVED WITH EDUCATION IN ANY FORM, HERE'S A GREAT OPPORTUNITY.
>> OFTEN STUDENTS, THEY GET INTO THIS PROGRAM BECAUSE IT'S LIKE I SAID VERY POPULAR AND THEN THEY'LL STAY FOR THREE YEARS.
THEY START AS IN THE CHILD DEVELOPMENT CLASS.
THEN THEY GO ON TO BECOME AN INTERN AND THEN THEIR THIRD YEAR THEY GO OUT INTO THE ELEMENTARY SCHOOLS AND DO A PRACTICUM BASICALLY TO HELP SUPPORT CLASSROOMS AS WELL, AND JILL RUNS THAT COMPONENT OF THE PROGRAM.
IT'S GREAT. WE GET LOTS OF KIDS.
>> I SEEM TO REMEMBER TOO, MAYBE THIS IS IN A DIFFERENT PRESENTATION LIKE WITH DEREK.
BUT IF THEY TAKE A CERTAIN SEQUENCE OF THE CLASSES, THEY LEAVE WITH A CERTIFICATION AS WELL.
>> THEY DO. THEY GET STAR CERTIFICATION WHICH IS SOMETHING THROUGH THE ESD 112 SO THEN THEY HAVE THAT AS THEY COULD GO BECOME A PARA IN A CLASSROOM.
THAT IS A REALLY AWESOME OPPORTUNITY FOR OUR HIGH SCHOOL STUDENTS TO LEAVE WITH ADDITIONAL CERTIFICATION AS THEY GRADUATE WHICH IS GREAT.
>> I ALSO WANT TO SAY, THE HEDGEHOG IS GREAT, BUT THAT PAPERMAKER PRESCHOOL LOGO CRACKS ME UP.
>> IT'S OUR LITTLE MEAN MACHINE.
>> A LITTLE MEAN MACHINE, YES.
I JUST WISH I HAD ONE THAT WAS WHITE BECAUSE IT'S PRETTY CUTE.
DOUG HIGLEY HELPED TO CREATE THAT AND CRAFT THAT.
THEN ALSO HERE ON OUR ZAC CAMPUS, WE HAVE OUR EOCF HEAD START ECEAP PROGRAMS. HONESTLY, WE DO A LOT OF COLLABORATION WITH THEM AS FAR AS THEY GIVE US REFERRALS FOR STUDENTS THAT THEY HAVE COMING THROUGH THEIR DOORS THAT MAY BE NEED ADDITIONAL SUPPORT AND WE DO THE EVALUATIONS FOR THEM.
[00:45:01]
THEN JUST SOME COLLABORATION WITH OUR TEACHERS AS WELL, AND THEY CURRENTLY ARE AT 36 STUDENTS IN THEIR PROGRAMS. THAT'S A TOTAL OF 269 CHILDREN WHO PARTICIPATED IN EARLY LEARNING OPPORTUNITIES THIS YEAR.AS YOU CAN SEE, WE'RE GOING TO CONTINUE TO GROW NEXT YEAR.
THAT'S QUITE A FEW LITTLE ONES.
ONE OF THE OTHER PIECES THAT IS IMPORTANT TO OUR PROGRAMS IS RR CHILD FIND SCREENINGS.
WE DO THOSE AT THE HEIGHTS LEARNING CENTER.
WE DO THEM ONCE A MONTH AND WE ARE REQUIRED BY OSPI TO CONDUCT CHILD FIND SCREENINGS TO DETERMINE IF THERE ARE STUDENTS WHO ARE IN NEED OF ADDITIONAL SERVICES, ESPECIALLY DESIGNED INSTRUCTION.
THIS YEAR WE SCREENED 49, 3-5 YEAR OLDS.
OUT OF THOSE 49, 35 WERE REFERRED FOR FURTHER TESTING AND OUT OF THOSE 35, 31 QUALIFIED TO RECEIVE SPECIAL EDUCATION SERVICES? YES.
>> JUST A QUESTION. BECAUSE I DON'T KNOW.
HOW DID YOU FIND THOSE 49 TO BE THE SCREENED? DO THEY COME TO YOU OR YOU [OVERLAPPING]
>> THEY COME TO US. WE GET REFERRALS FROM PEDIATRICIANS, WE GET REFERRALS FROM A HEAD-START E CAP, WE GET REFERRALS FROM EARLY LEARNING SERVICES.
OTHER PRESCHOOLS WILL SAY, HEY, WE ALSO ADVERTISE.
WE ADVERTISE ON THE POST RECORD, WE PUT IT OUT ON FACEBOOK THAT WE HAVE THESE CHILD FIND SCREENINGS AND THEN THAT'S ALL DONE THROUGH THE SPECIAL EDUCATION OFFICE AND THEY GET AN APPOINTMENT TIME.
IT'S ALL FREE TO THE FAMILIES.
THEN DEPENDING UPON HOW THE SCREENING GOES, WE MAKE A DETERMINATION IF FURTHER EVALUATION IS NEEDED.
>> SUCH AN AMAZING SERVICE TO OUR COMMUNITY.
WHAT THINGS ARE THEY SCREENING FOR IF A FAMILY IS CURIOUS?
>> I WOULD SAY THAT A GOOD PORTION OF OUR SCREENING REQUESTS ARE SPEECH REFERRALS.
PARENTS ARE CONCERNED ABOUT THEIR CHILD'S LANGUAGE DEVELOPMENT.
THAT'S SOMETHING THAT THEY RECOGNIZE EVEN TO AN UNTRAINED IF THEIR CHILD IS NOT TALKING BY THE TIME THEY'RE THREE YEARS OLD OR THEY'RE HARD TO UNDERSTAND.
WE GET A LOT OF SPEECH REFERRALS.
I WOULD SAY OUT OF THOSE 31 STUDENTS THAT QUALIFIED, A LOT OF THEM HAVE SOME COMPONENT OF SPEECH AND LANGUAGE SERVICES THAT ARE GOING TO BE PROVIDED TO THEM.
WHEN THEY COME IN THAT'S ONE PIECE OF OUR SCREENING.
WE ALSO SCREEN IN COGNITIVE, WE SCREEN IN ADAPTIVE GROSS MOTOR, FINE MOTOR AND THEN A SOCIALIZATION AND SOME OF THAT IS PARENT REPORT.
BUT WE ALSO HAVE OUR OT WHO DOES THE MOTOR COMPONENT, OUR SLP WHO DOES THE SPEECH AND LANGUAGE, OUR TEACHERS DO THE COGNITIVE, AND THEN OUR SCHOOL PSYCHOLOGIST DOES THE INTAKE AND THEN THE REFERRAL TO SPECIAL EDUCATION.
IT'S COMPREHENSIVE, BUT IT IS A SCREENING.
IT GIVES US A WINDOW INTO THEIR DEVELOPMENT.
IT DOESN'T GIVE US THE FULL PICTURE OF THEIR DEVELOPMENT.
>> WHEN DOES IT OCCUR AGAIN? THIS IS OBVIOUSLY DONE ZERO PLUS MONEY, 1-2.
>> THE SCREENINGS. DO WE REPEAT THIS INVITATION?
>> WE DO SCREENINGS EVERY MONTH.
>> YES. WELL, EXCEPT FOR IN THE SUMMER WHEN I DON'T HAVE TEACHERS HERE.
>> BUT IN SEPTEMBER WE DID TWO SCREENINGS BECAUSE REFERRALS HAD COME IN FROM FAMILIES OVER THE SUMMER.
WE DO ONE RIGHT WHEN WE COME IN TO THE SCHOOL YEAR THEN WE DO ONE THE LAST WEDNESDAY OF EVERY MONTH.
WE DO ONE AND WE DO THEM THROUGH MAY.
WE JUST HAVE ONE LAST WEEK OR TWO WEEKS AGO, I GUESS THE LAST WEEKEND OF APRIL.
WE DON'T DO ONE IN MAY BECAUSE WE HAVE 10 STUDENTS COME THROUGH THAT SCREENING AND OUT OF THOSE 10, SIX WERE REFERRED FOR SPECIAL SERVICES.
THEN THAT IMPACTS OUR STAFF ON HOW QUICKLY THEY CAN COMPLETE THOSE EVALUATIONS IN ORDER TO BE WITHIN TIMELINE AND GUIDELINES AND SO WE CUT IT OFF AT MAY.
WE DON'T DO ANYMORE AFTER MAY JUST BECAUSE WE'VE DONE THEM IN MAY AND THEN IT'S A LITTLE CRAZY IN JUNE [LAUGHTER] TRYING TO GET THOSE KIDS IN.
>> WHAT WERE THE AGES AGAIN, THAT THEY [OVERLAPPING]
>> NO, BUT I'M GOING TO ACTUALLY TALK ABOUT OUR BABIES, OUR 3-5 OR 0-3.
THOSE TYPICALLY GO TO WE CAN'T CONTRACT WITH THE ESD AND INNOVATIVE SERVICES AND THEY COMPLETE THE INITIAL REFERRALS AND EVALUATIONS FOR OUR YOUNGEST LEARNERS.
[00:50:02]
THEN THEY REFER THEM BACK TO US.THAT'S CONSIDERED PART B IN THE WAX.
PART C IS WHAT WE DO AS A DISTRICT WHEN THEY TURN THREE.
THOSE REFERRALS THAT COME TO US FROM THE BIRTH TO THREE BEFORE THEIR THIRD BIRTHDAY, WE NEED TO MAKE A DETERMINATION OF WHETHER OR NOT THEY CONTINUE TO BE ELIGIBLE FOR SERVICES.
THE CRITERIA FOR THAT SERVICE CHANGES SLIGHTLY FROM BIRTH TO THREE TO 3-5 SERVICING PLAN.
LIKE I SAID, OUR ENROLLMENT IS FLUID BECAUSE WE HAVE KIDS TURNING THREE ALL YEAR.
THIS IS ONE OF THE BIGGEST SUMMERS WE'VE EVER HAD.
I JUST FOUND OUT I WAS GOING TO SAY 12 BECAUSE WE HAVE 12 STUDENTS.
BUT THE 13TH JUST CAME IN TODAY.
WE HAVE 13 STUDENTS THAT WE NEED TO COMPLETE THEIR EVALUATIONS AND MAKE DETERMINATIONS ON THEM BEFORE SCHOOL STARTS BECAUSE THEY'RE TURNING THREE DURING THE SUMMER.
THAT'S ONE OF THE REASONS WHY WE DON'T DO A SCREENING AS WELL BECAUSE WE HAVE ALL THESE KIDS COMING IN AND THEY NEED TO HAVE IEPS WRITTEN IF THEY QUALIFY AND ELIGIBILITY MEETINGS.
JUST THE NUMBER OF MEETINGS AND SUCH.
THAT'S WHY WE HOLD THOSE SCREENINGS.
WE ACTUALLY DID INCREASE OUR STAFFING THIS YEAR.
ONE OF OUR TEACHERS WAS A 0.5 AND WE MOVED HER TO A FULL-TIME POSITION IN JANUARY BECAUSE WE HAD SO MANY BIRTHS TO THREE STUDENTS THAT CAME IN.
ALSO WE'VE HAD TO INCREASE OUR STAFFING FOR PARA-EDUCATORS.
THAT AS DOUG HAS SAID, IS A REAL CHALLENGE TRYING TO FIND STAFF WHO ARE WILLING TO WORK WITH YOUNG CHILDREN.
SOME PEOPLE GET SCARED BY LITTLE KIDS, I DON'T KNOW WHY.
BUT THEY MUCH RATHER GO DO PLAYGROUND DUTY THAN HAVE TO BE IN A CLASSROOM WHERE THEY COULD POTENTIALLY BE CHANGING DIAPERS.
WE HAVE A LOT OF BEHAVIOR ISSUES WITH SOME OF OUR YOUNG ONES.
BUT NOW WE'RE GOING TO GO INTO KINDERGARTEN BECAUSE WE TRANSITION ALL THOSE LITTLE KIDS THAT WE GET INTO OUR EARLY LEARNING AND THEY END UP IN OUR KINDERGARTEN CLASSROOMS. THIS IS WHAT KINDERGARTEN LOOKS LIKE THIS YEAR.
IN THE CAMAS SCHOOL DISTRICT, WE'RE AT 411 STUDENTS ENROLLED, WHICH IS A LITTLE BIT OF AN INCREASE FROM LAST YEAR.
NOT QUITE WHERE WE WERE PRE-PANDEMIC BUT GETTING CLOSER.
YOU CAN SEE THE LEVEL OF CLASSROOMS AND STUDENTS IN EACH OF OUR ELEMENTARY SCHOOLS AND IN OUR CAMAS CONNECT ACADEMY.
AGAIN, WE HAVE A LOT OF STUDENTS THAT ARE YOUNG LEARNERS IN OUR DISTRICT.
I WANTED TO JUST TOUCH AGAIN ON WAKIDS AND JUST REFRESH YOU AROUND THE WAKIDS MANDATE.
THIS IS A MANDATE THAT CAME DOWN THROUGH OSPI.
IN ORDER TO RECEIVE FUNDING FOR FULL-DAY KINDERGARTEN, WE MUST PARTICIPATE IN THIS AND IT'S A THREE-PRONGED APPROACH.
ONE OF THE COMPONENTS IS THE EARLY LEARNING COLLABORATION.
THAT'S WHERE AS REBECCA TOUCHED ON, WE DO TRANSITION MEETINGS WITH ALL OF OUR STUDENTS THAT ARE SERVED IN OUR INTEGRATED AND PAPER-MAKER THAT ARE GOING TO REQUIRE ADDITIONAL SERVICING IN THE ELEMENTARY SCHOOLS.
WE DO COLLABORATION MEETINGS AND TRANSITION MEETINGS IN JUNE.
JUST SENT OUT ALL THOSE NOTICES TODAY.
THE OTHER COMPONENT IS THE FAMILY CONNECTION AND AGAIN, IT'S THAT BUILDING, THAT BRIDGE BETWEEN HOME AND SCHOOL.
THE KINDERGARTEN TEACHERS HAVE THREE DAYS IN THE FALL IN SEPTEMBER THAT THEY WILL NOT HAVE STUDENTS COMING, BUT THEY HAVE THE WAKIDS PARENT CONNECTION MEETINGS.
THEY HAVE LITERALLY A CONFERENCE WITH THE FAMILIES BEFORE THEY'VE EVEN REALLY STARTED SCHOOL.
THE WHOLE CHILD ASSESSMENT IS OBSERVATIONAL ASSESSMENT THAT KINDERGARTEN TEACHERS COMPLETE ON EVERY CHILD THAT CAN ENTER KINDERGARTEN AND THEY TYPICALLY HAVE 10.
THE LAST TWO YEARS, THEY'VE GIVEN US 12 WEEKS TO COMPLETE THAT BECAUSE OF THE PANDEMIC AND THE CHANGES IN HOW KIDS WERE COMING TO SCHOOL.
REALLY, THIS IS ALL ABOUT CONVERSATION.
IT'S ABOUT HAVING GOOD CONVERSATION WITH ALL OF THE PEOPLE WHO ARE BUILDING RELATIONSHIPS WITH CHILDREN.
[00:55:01]
IT'S WITH THE FAMILIES, IT'S WITH THE PEOPLE WHO HAVE THEM BEFORE THEY CAME TO KINDERGARTEN AND IT'S WITH THE CHILD ABOUT WHAT THEY KNOW AND WHAT THEY SHOW THAT THEY KNOW.THESE ARE THE DOMAINS IN WHICH CHILDREN ARE ASSESSED AND THEIR SKILLS ARE MEASURED.
IT'S IMPORTANT TO REMEMBER THAT THIS IS MEASURING WHAT HAS HAPPENED FOR THESE CHILDREN PRIOR TO THEIR COMING TO THE CAMAS SCHOOL DISTRICT, PRIOR TO THEIR ENROLLING IN A KINDERGARTEN PROGRAM.
YOU CAN SEE THAT OUR SCORES ARE STRONG.
WE ARE ABOVE THE STATE AVERAGE, WHICH IS TYPICALLY BEEN AROUND 50 PERCENT.
SOMETIMES IT'S BEEN DOWN IN THE 40S AS THE STATE AVERAGE.
WHAT THIS IS, I'VE DIVIDED THIS OUT BY DOMAINS.
THAT 50 PERCENT, I THINK IT WAS 51 THIS YEAR, IT'S STUDENTS WHO ARE READY OR AS DEEMED BY THIS MEASURE IN ALL SIX DOMAINS.
SOMEONE MAY BE READY IN COGNITIVE, BUT THEY'RE NOT READY IN SOCIAL, SO THEY WOULD NOT BE PART OF THAT MEASUREMENT.
IN THE CAMAS SCHOOL DISTRICT WE ARE AT, AND I'VE GOT MY DATA HERE.
WE ARE AT 73 PERCENT OF STUDENTS THAT CAME IN THIS YEAR READY FOR THIS YEAR.
WE WERE HIGHER IN SOME OTHER YEARS.
OUR FIRST YEAR WAS DEFINITELY OUR HIGHEST.
I THINK THAT WAS JUST AS TEACHERS WERE CALIBRATING.
BUT YOU CAN SEE THAT SOME OF THE SCORES CERTAINLY DROPPED DOWN.
THAT REALLY REFLECTS THE DIFFICULTY IN AN OBSERVATIONAL ASSESSMENT WHEN YOU DON'T HAVE KIDS IN YOUR CLASSROOM.
[LAUGHTER] ACTUALLY, OSPI FOR THE YEAR 2021, DID NOT EVEN REPORT THE RESULTS.
I DIDN'T WANT TO TELL KINDERGARTEN TEACHERS THIS.
[LAUGHTER] THEY JUST SAID, "WE'RE NOT GOING TO LOOK AT THEM," EVEN THOUGH THE TEACHERS HAD COMPLETED THE ASSESSMENTS.
THAT WAS BECAUSE THERE WERE SO MANY AREAS THAT SHOWED NON-OBSERVABLE INFORMATION.
THEY JUST DIDN'T FEEL IT WAS VALID MEASUREMENT OF STUDENTS.
BUT YOU CAN SEE THAT THIS YEAR, OUR STUDENTS HAVE COME IN A LITTLE BIT LOWER THAN WE WOULD EXPECT THEM TO COME INTO OUR SCHOOLS IN CAMAS, AND I'M HOPEFUL THAT THAT WILL CONTINUE TO GROW FOR THEM.
THAT'S THE GREEN AND THEY'RE A LITTLE BIT LOWER THAN WHAT WE WOULD TYPICALLY EXPECT.
THEN I WANTED TO LOOK AT IT WITH AN EQUITY LENS.
WE'RE AT 73 PERCENT FOR ALL STUDENTS.
THIS WAS IN 19-20, THIS IS THE LAST YEAR THAT THEY HAVE IT ON OSPI.
THEY HAVEN'T PUT THE DATA IN FOR THIS YEAR.
YOU CAN SEE OUR GIRLS DO A LITTLE BIT BETTER THAN THE BOYS IN ALL SIX AREAS.
WHEN WE LOOK AT THE AREA OF RACE AND ETHNICITY, WE CAN SEE THAT OUR HISPANIC POPULATION IS A LITTLE BIT LOWER, NOT COMING IN QUITE AS READY.
THAT JUST GOES ALONG WITH OTHER DATA THAT WE HAVE IN OUR DISTRICT THAT SHOWS THAT WE HAVE SOME UNDERSERVED POPULATIONS.
WE NEED TO DO A BETTER JOB ABOUT HOW WE'RE PREPARING THOSE STUDENTS.
THESE ARE STUDENT PROGRAM AND CHARACTERISTICS.
STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS OR ARE NEW TERM MULTI-LANGUAGE LEARNERS, DEFINITELY COME IN NOT QUITE AS READY IN ALL SIX AREAS, AND THEN OUR LOW-INCOME, AND OUR STUDENTS WITH DISABILITIES.
WE HAVE SOME WORK TO DO WITH THESE MARGINALIZED GROUPS.
WE WANT TO MAKE SURE THAT WE'RE PROVIDING OPPORTUNITIES FOR THEM IN THE EARLY LEARNING WORLD, SO THAT THEY ARE INCREASING THEIR SKILLS BEFORE THEY HIT KINDERGARTEN.
ONE OF THE WAYS THAT WE'RE ALSO ADDRESSING THOSE NEEDS THAT WE'RE SEEING IS A HEAVY EMPHASIS ON THE SCIENCE OF READING.
OUR K-2 TEACHERS HAVE BEEN ENGAGED IN THE LETTERS TRAINING KINDERGARTEN ACROSS THE DISTRICT.
FIRST AND SECOND, AND OUR THREE TARGETED SCHOOLS OF WOOD BURN, LACAMAS, AND HELEN BALLARD.
THE OTHER SCHOOLS WILL BE GETTING THIS TRAINING NEXT YEAR.
THEN WE ALSO HAVE THE AMPLIFY MCLASS LITERACY SCREENING WHICH IS GIVING US A BETTER VIEW OF HOW STUDENTS ARE COMING IN AND WHERE THEIR AREAS OF NEED ARE AS FAR AS LITERACY SKILLS IN THE AREA OF DYSLEXIA.
THEN BECAUSE WE KNOW, ESPECIALLY WITH OUR YOUNGEST LEARNERS,
[01:00:02]
THAT THE LAST TWO YEARS HAVE BEEN ROUGH.CEF GRANTED US, RIGHT AS [LAUGHTER] THE PANDEMIC WAS TAKEN OFF, THEY GRANTED US AN AWARD THAT ALLOWED US TO EXAMINE SOCIAL-EMOTIONAL GROWTH, SO WELLNESS AT EVERY AGENT STAGE AND I THINK LISA HAS PRESENTED ON THAT AS WELL.
SLUMBERKINS IS A TOOL THAT WAS BROUGHT IN AND THESE ARE SUPPLEMENTAL MATERIALS THAT ALL OF OUR PRESCHOOL, KINDERGARTEN, AND FIRST-GRADE TEACHERS HAVE, SOME IN ONE WAY OR ANOTHER.
SLUMBERKINS IS CREATURES FULL OF FEELINGS AND THEY ARE HIGHLY ENGAGING AND THE KIDS ABSOLUTELY LOVE THEM AND THEY RESPOND TO THE STORIES AND THE AFFIRMATIONS THAT THE CREATURES SHARE WITH THEM.
EACH ONE HAS A DIFFERENT FEELING OR CHARACTERISTIC.
THE SLUMBERKINS CURRICULUM IS UNIQUE BECAUSE IT REALLY BRINGS HOME THE HOME-SCHOOL CONNECTION.
IT'S SUPPORTING PARENTS AND IT'S SUPPORTING CHILDREN AND THEIR EMOTIONAL WELLNESS AT HOME.
IT DOES HAVE A TRAUMA-INFORMED LENS.
IT WAS DEVELOPED BY TWO SPECIAL EDUCATION TEACHER ACTUALLY WHO CAME FROM CAMAS, AND A FAMILY AND SCHOOL COUNSELOR.
THEY JUST REALLY BELIEVE THAT EVERYBODY HAS FEELINGS AND IT'S OKAY TO WELCOME AND ACKNOWLEDGE FEELINGS AND THAT NOTHING IS GOOD OR BAD, BUT IT JUST IS.
THROUGH THESE CREATURES, THE KIDS JUST HAVE MADE GREAT CONNECTIONS.
YOU CAN GO INTO CLASSROOMS AND SEE COMFORT CORNERS WITH THE SLUMBERKINS, THE MOUNTAINS OF FEELINGS.
HERE'S A COUPLE OF REFLECTIONS FROM OUR KINDERGARTEN AND FIRST-GRADE TEACHERS.
A COUPLE OF THEM ABOUT HOW THE SLUMBERKINS HAVE BEEN USED IN THEIR CLASSROOM.
LAST YEAR, WITH OUR KINDERGARTEN STUDENTS BEING FIRST REMOTE, THEN HYBRID, THEN IN.
EACH KINDERGARTNER GOT A PLUSH HEART, AN OTTER'S CONNECTION IS EVEN WHEN WE'RE APART, WE'RE CONNECTED AT THE HEART.
THE TEACHERS HANDED THOSE OUT AND THEN THE KIDS WOULD BRING THEM BACK TO SCHOOL WITH THEM OR SHOW THEM ON THEIR ZOOM CALL.
I LOVE MRS. DAMASSA'S, THEY WOULD FILL IT UP WITH LOVE SO THAT THEY COULD TAKE THEIR HEART WITH THEM HOME AND KNOW THAT MRS. DAMASSA WAS STILL WITH THEM.
THEN MRS. SCHRAM JUST TALKING ABOUT THE IMPORTANCE OF STUDENTS RECOGNIZING AND REGULATING THEIR FEELINGS BECAUSE THAT REALLY IS A CRITICAL COMPONENT OF BEING ABLE TO LEARN.
WHERE ARE WE GOING WITH EARLY LEARNING? WE HAVE BIG PLANS.
OBVIOUSLY, WE'VE TALKED A LITTLE BIT ABOUT THE GROWTH AND NEED.
WE HAVE EXTENSIVE WAITING LISTS FOR BOTH PRESCHOOL PROGRAMS AND CHILDCARE.
WE ARE KNOWN [LAUGHTER] IN CAMAS AS A CHILDCARE DESERT.
[LAUGHTER] WE HAVE ONE STATE-LICENSED DAYCARE IN OUR DISTRICT BOUNDARIES, JUST ONE.
WHICH IS A HUGE PROBLEM FOR FAMILIES WHO GET AID FROM THE STATE.
THERE ARE NO SERVICES IN CAMAS TO PROVIDE FOR THEM.
OUR LICENSED FACILITY, WE HAVE ONE, THERE ARE SEVERAL IN WASHOUGAL, BUT BECAUSE OF TRANSPORTATION, THOSE STUDENTS THAT ARE IN THE WASHOUGAL SCHOOL DISTRICT.
IT CREATES A PROBLEM. IT REALLY DOES.
IF I WIN THE LOTTERY, THAT'S WHAT I'M BUILDING.
I'M BUILDING A GREAT BIG DAYCARE CENTER.
THEN WE ALSO ARE PART IN EARLY LEARNING OF THE INCLUSIONARY PRACTICES.
REBECCA TOUCHED ON OUR LEAP PROGRAM AND MAKING SURE THAT STUDENTS WHO ARE DEVELOPMENTALLY DELAYED HAVE OPPORTUNITIES TO BE AMONGST THEIR GEN ED PEERS.
THIS IS REALLY MUCH GREATER PLANNING THAN JUST DOING RECESS TOGETHER.
THIS IS REALLY GOING TO REQUIRE OUR COMMUNITY ED, ARE INTEGRATED TO WORK TOGETHER TO FIGURE OUT HOW WE CAN SUPPORT STUDENTS IN ALL PROGRAMS. THAT'S GOING TO REQUIRE SOME BLENDED FUNDING.
WE ARE BEING CHARGED BY THE STATE OF WASHINGTON TO REFLECT MORE LRES.
[01:05:04]
THAT NEEDS TO BE A FIRST CONSIDERATION, IT'S NOT CONSIDERED.LRE STANDS FOR LEAST RESTRICTIVE ENVIRONMENT.
IF A STUDENT CAN BE SERVED IN A GEN ED SETTING, THEN WE NEED TO BE LOOKING AT, HOW DO WE SERVE THAT CHILD IN THAT GEN ED SETTING? WE DID ONE AS A PILOT THIS YEAR IN MARY'S PROGRAM AND SO WE WANT TO CONTINUE THAT.
THAT'S GOING TO TAKE SOME PLANNING AND WE'RE GOING TO BE DOING THAT WORK THROUGHOUT THE SUMMER AND INTO THE FALL SO THAT WE'RE READY FOR THAT FOR THE FOLLOWING YEAR.
>> CAN YOU BREAK THAT DOWN A LITTLE BIT MORE? THE BLENDED FUNDING THAT WE'RE BEING CHARGED BY THE STATE OF WASHINGTON TO [INAUDIBLE] THE LRE.
>> THE BLENDED FUNDING IS, HOW DO WE BLEND OUR FUNDING? HOW DO WE CREATE OPPORTUNITIES FOR STUDENTS WHO ARE SERVED ON IEPS TO BE PART OF A PROGRAM THAT THEY DON'T NEED TO PAY A TUITION FOR? BECAUSE THERE'S NO TUITION PAID FOR OUR STUDENTS SERVED ON IEPS AND INTEGRATED OR PAPERMAKER.
AS I SAID EARLIER, WE ARE TRYING TO INCREASE THAT RATIO.
A GEN ED SETTING IS CONSIDERED 50 PERCENT.
A 50 PERCENT OF THE STUDENTS ARE NEUROTYPICAL.
YOUR LITTLE KID OFF THE STREET, THE PARENTS ARE SENDING THEM TO PRESCHOOL THEN THAT IS A GEN ED SETTING, THEN WE MEET THE LETTER OF THAT LRE.
UNFORTUNATELY BECAUSE OF STAFFING, WE DON'T ALWAYS HAVE THAT.
SOMETIMES OUR SPECIAL NEEDS STUDENTS START TO, BECAUSE OF GROWTH, OUTWEIGH THE NUMBER OF STUDENTS THAT ARE, THEN THAT RATIO GETS OFF BALANCE.
JUST REALLY TRYING TO MAKE SURE THAT WE ARE LOOKING AT HOW BEST WE CAN SERVE STUDENTS AND GIVE THEM THE BEST OPPORTUNITY FOR GROWTH.
THE THING IS TOO, THESE ARE THE KIDS THAT THEY'RE GOING TO GO TO SCHOOL WITH.
WE NEED TO BE LOOKING AT HOW CAN WE DO THAT BETTER.
ONE OF THE WAYS THAT WE CAN DO THAT BETTER IS LOOKING AT TRANSITIONAL KINDERGARTEN.
I'VE TOLD OSPI IN NO UNCERTAIN TERMS THEY NEED TO CHANGE THE NAME BECAUSE IT'S CALLED TRANSITIONAL KINDERGARTEN, ITK, BUT IT'S NOT KINDERGARTEN, IT'S PRESCHOOL.
IT'S A PRESCHOOL PROGRAM, BUT IT'S FUNDED LIKE A KINDERGARTEN PROGRAM.
I'M CURRENTLY IN THE PROCESS OF WRITING A GRANT FOR THAT.
IT'S A COMPETITIVE GRANT, I HOPE WE'RE GOING TO GET IT, TO LOOK AT PUTTING TK PROGRAM IN OUR DISTRICT, AND WE WOULD BE PULLING DISTRICT-WIDE LOOKING AT WHAT STUDENTS.
THE STUDENTS THAT WOULD BE ELIGIBLE FOR THAT PROGRAM WOULD BE STUDENTS WHO ARE NOT ELIGIBLE FOR KINDERGARTEN AND WHO ARE NOT CURRENTLY IN A PRESCHOOL PROGRAM.
WHEN YOU'RE THINKING ABOUT SOME OF OUR STUDENTS THAT ARE MAYBE HISPANIC OR THAT ARE LOW-INCOME, THAT CAN'T AFFORD A TUITION SPOT, THOSE ARE THE STUDENTS WE REALLY WANT TO TARGET.
WE WANT TO TARGET THOSE KIDS WHO DON'T HAVE ACCESS.
BECAUSE MAYBE, THEY'RE ON A WAITING LIST FOR HEAD START OR THEY'RE ON ONE OF OUR WAITING LISTS.
THOSE ARE THE KIDS THAT WE'RE GOING TO TARGET, NOT SOMEBODY WHO'S MOM HAS THEM, THEY WERE THE FIRST IN THE LOTTERY AND THEY GOT THE FIRST SPOT IN PRESCHOOL.
THAT'S NOT WHO WE'RE LOOKING FOR.
THAT'S GOING TO TAKE A LOT OF PLANNING AND DESIGN OF THE PROGRAM.
THAT WOULD BE THAT PYRAMID MODEL THAT REBECCA ALSO REFERENCED.
THE PYRAMID MODEL IS A METHODOLOGY OF PRESCHOOL SERVICES AND MY PRESCHOOL TEACHERS HAVE DONE SOME WORK ON THAT ALREADY.
WE'VE DONE SOME BOOK STUDY, AND WE'VE DONE SOME TRAINING, WERE GOING TO BE WORKING ON SOME MODULES AS WELL SO THAT THEY ARE MORE VERSED IN THAT AND THEN CAN HELP FACILITATE THE DEVELOPMENT OF THIS AS WELL.
>> THANK YOU. FINGERS CROSSED.
>> WHAT'S THE TIME FRAME OF THAT OF ENTERING, FINDING OUT AND SAY JUST SO YOU HAD A PLANNING. [OVERLAPPING]
>> IT JUST OPENED, AND HOPEFULLY WE WILL KNOW BEFORE THE END OF THE SCHOOL YEAR SO THEN THE PLANNING WOULD START IN JUNE.
THEN MY GOAL WOULD BE THAT WE WOULD PLAN THROUGH THE FALL TO OPEN THIS IN JANUARY.
WE WOULD DO A HALF-DAY OR A HALF-YEAR PROGRAM FOR THESE STUDENTS, AND THEN THEY WOULD TRANSITION INTO A KINDERGARTEN PLACEMENT THE FOLLOWING YEAR.
IT IS A SIX-HOUR DAY IN THE TK.
THERE'S SIX PILLARS OF STRUCTURE FOR THE PROGRAM.
LIKE I SAID, YOU GET BASIC ED FUNDING FOR STUDENTS.
[01:10:04]
THEY ARE COUNTED AS A KINDERGARTEN STUDENT ON, HOWEVER, THE MATHEMATICIANS DO THAT, I DON'T KNOW.BUT THEN THIS GRANT WOULD ALLOW US TO PURCHASE MATERIALS.
IT WOULD ALLOW US TO DO PROFESSIONAL LEARNING.
IT COULD POTENTIALLY PAY FOR PARAS BECAUSE THAT'S ONE OF THE PILLARS IS THAT THIS PROGRAM NEEDS A PARA FOR THE RATIO FOR STUDENTS, WHICH IS JUST ALSO GOOD PRACTICE WHEN YOU'RE TALKING ABOUT FOUR-YEAR-OLDS.
THERE'S A LOT OF COMPONENTS TO THE GRANT.
IT'S ALSO HAVING A LEADERSHIP TEAM THAT IS LOOKING AT THIS PLAN AND PROGRAM AND HOW BEST TO SUPPORT IT IN THE DISTRICT.
WE HAVE A LOT OF COMMUNITY MEMBERS.
I HAVE A PARENT ON THE TEAM, MYSELF, DOUG.
YOU CAN'T IMPACT EXISTING PRESCHOOL PROGRAMS EITHER.
YOU CAN'T GO TO HEAD START AND SAY, HEY, COME TO US.
THEY'RE ALREADY INVOLVED IN THAT.
WE WANT TO MAKE SURE THAT A SIX-HOUR DAY IS VERY ATTRACTIVE TO A LOT OF FAMILIES WHO HAVE STUDENTS.
THIS IS NOT A PROGRAM THAT THEY GO INTO THIS AND THEN THEY JUMP TO FIRST GRADE.
THAT'S WHERE THE KINDERGARTEN, IT'S A PRESCHOOL PROGRAM AND THEY WILL GO TO KINDERGARTEN THE FOLLOWING YEAR.
LOTS OF WORK TO BE DONE IN EARLY LEARNING.
WE DIDN'T REALIZE WE WERE MAKING MEMORIES, WE JUST KNEW WE WERE HAVING FUN.
THEY WERE HAVING A GREAT TIME.
LEVIE AND BERNARDO. THANK YOU.
DO YOU HAVE ANY QUESTIONS I MAY ANSWER FOR YOU? YOU ARE WELCOME. THANK YOU.
>> GAIL, WE NEED PICTURES IT SOUNDS.
HOW MANY MINUTES FOR BREAK ARE YOU THINKING?
>> FIVE. LET'S COME BACK AT 5:53.
THAT GIVES US THAT IN A BREAK.
5:53 WE WILL RETURN. WELCOME BACK.
IT'S 5:53 AND WE HAVE CAMAS CONNECT ACADEMY
[5. CAMAS CONNECT ACADEMY UPDATE]
AND DAN HOOD IS GOING TO SHARE WITH SOME UPDATES.I KNOW THERE'S SOME EXCITING NEWS ABOUT MULTI-DISTRICT THAT WE HAVE TALKED ABOUT ALREADY, BUT I THINK IT'S AN OPPORTUNITY TO REALLY WANT TO HIGHLIGHT THAT IS AND DAN I WANT TO COMMEND YOU FOR THAT WORK.
>> THAT WAS NOT AN EASY THING TO DO, AND I KNOW THAT.
>> I WAS COUNTING, THAT WAS A LOT OF WORK.
>> WELL, THANKS FOR INVITING ME IN TO SHARE ABOUT CCA.
THERE'S LOTS GOING ON WITH CCA, AND SO HOPEFULLY I'LL STICK TO MY ALLOTTED 20 MINUTES THIS EVENING AND BE ABLE TO ANSWER ANY QUESTIONS YOU ALL HAVE.
I THINK I DO THIS, THAT. THERE WE GO.
THESE ARE THE FOUR THINGS I THOUGHT WOULD BE RELEVANT TO SHARE.
WE'RE JUST NOW GETTING OUR END OF THE YEAR PERFORMANCE DATA, AND SO I GUESS THE NEXT TIME THAT WE GATHER, WE CAN REFLECT ON THAT.
WE JUST FINISHED OUR END OF THE YEAR ASSESSMENT WITH IN-CLASS AND JUST FROM GLANCING AT IT, IT LOOKED PRETTY GOOD.
WE HAD A PRETTY SOLID YEAR EVEN THOUGH WE HAD LOTS OF CHANGES.
I WANTED TO TALK ABOUT THE OWL AND I'VE REALLY BEEN EMBRACING THIS OWL IDENTITY.
I HAVE SOME COOL THINGS TO SHARE ABOUT THAT.
WE HAVE SOME CELEBRATIONS AND THEN WE'LL TALK ABOUT ENROLLMENT.
THAT'S ALWAYS SOMETHING TO TALK ABOUT AND THEN WHAT WE PLAN FOR NEXT YEAR.
WE HAD AN AMAZING FOURTH GRADER, ANELA, WHO CAME UP WITH AN ACRONYM.
I THOUGHT THAT WE HAVE OUR MASCOT, WE HAVE OUR LOGO, BUT WHAT DOES IT REALLY MEAN TO BE AN OWL? WE HAD A LITTLE CONTEST AND SHE SUBMITTED THIS AND I LOVED IT AND I THOUGHT IT WAS VERY FITTING FOR THE TIMES AND WHERE WE'RE AT; OPTIMISTIC, WISE, AND LOYAL.
THEN I TOOK THREE MONTHS IN EACH MONTHLY ASSEMBLIES.
WE ACTUALLY HAVE MONTHLY ASSEMBLIES IN CCA.
PRETTY MUCH EVERYTHING WE DO IS K THROUGH 12.
I TAUGHT ON EACH ONE OF THESE.
I DID A LITTLE DEFINITION, I TOLD A LITTLE STORY.
THEN EACH MONTH WE ALSO HAVE SEL FOCUS.
WE'VE BEEN USING THE HARMONY CURRICULUM AND SO WE HAVE A STUDENT OF THE MONTH THAT WE GIVE OUT.
I GUESS THE WHOLE THING I'M TRYING TO SAY IS THAT WE'RE NOT JUST TRYING TO BUILD A SCHOOL,
[01:15:01]
WE'RE BUILDING A CULTURE AND TRYING TO MAKE IT MORE THAN JUST COMPUTERS, BECAUSE THAT'S WHAT'S GOING TO BE MEANINGFUL FOR STUDENTS.ANYWAYS, THIS WAS PRETTY FUN TO EMBRACE THIS AND ESPECIALLY THE OPTIMISTIC.
BECAUSE CLEARLY IT'S PRETTY EASY TO BE PESSIMISTIC IN THIS WORLD.
THIS WAS OUR LITTLE THING. WE ACTUALLY GOT THESE OWLS FOR ALL THE LITTLE STUDENTS BECAUSE WOULD BURN HAS WOLVES AND SO WE MUST HAVE OWLS.
WE GOT LITTLE OWLS FOR THE KIDS.
THEN I DIDN'T EVEN REALIZE THERE WAS A PRINCIPAL DAY, I DON'T HAVE BEEN ADMINISTRATOR FOR 13 YEARS AND THEN NOW THERE IS A PRINCIPLES DAY.
IT WAS REALLY NICE THAT THEY DID AN OWL THEME.
THEY ALL GOT ME THESE LITTLE OWL THINGS AND THEY FIGURED THAT I KEEP EVERYTHING.
NOW I HAVE ALL THESE LITTLE OWL TRINKETS.
THIS WAS OUR SPECIAL ED TEACHER.
HER GRANDMOTHER HAND PAINTED THIS AT SOME POINT AND SHE'S HAD IT FOREVER.
FOR WHATEVER REASON SHE DECIDED TO GIVE IT TO ME.
AGAIN, I THINK THAT JUST SHOWS THAT WHAT WE'RE BUILDING IS A COMMUNITY, IT'S NOT JUST A COMPUTER OR JUST A SCHOOL.
THAT'S HOW I TRY TO DO THINGS AND HOW WE'RE TRYING TO SET UP CCA.
THINGS THAT WE'RE CELEBRATING.
THE BIG ONE IS THE MULTI-DISTRICT.
I JUST HAD A MEETING WITH OSPI, I ALWAYS LIKE TO SAY OSPI, OSPI ON FRIDAY AND THEY SAID THAT THERE WERE 13 SCHOOLS OR DISTRICTS THAT APPLIED FOR THE MULTI-DISTRICT AND ONLY THREE OF THEM GOT APPROVED ON THEIR FIRST TIME AND WE WERE ONE OF THOSE.
IT'S NOT AN EASY TASK AND I'VE DONE A LOT OF THINGS, BUT THAT WAS PROBABLY ONE OF THE MORE DIFFICULT.
THAT'S SOMETHING WE'RE DEFINITELY CELEBRATING, BECAUSE THAT DOES GIVE US A LOT OF OPTIONS FOR WHAT CCA LOOKS LIKE IN THE FUTURE.
THAT WAS A BIG, BIG STEP FOR THIS YEAR.
I HAD THREE THINGS I WANTED TO FINISH THIS YEAR BESIDES RUNNING THE SCHOOL [LAUGHTER].
MULTI-DISTRICT WAS ONE OF THEM, ACCREDITATION WAS ANOTHER ONE.
ACTUALLY, I THINK THAT'S MAY 17TH.
I GO UP TO THE TUMWATER ESD AND DO A FINAL PRESENTATION TO THE ESD UP THERE.
THAT'S WHEN WE GET OUR FINAL ACCREDITATION, BUT THEY'VE ALREADY RECOMMENDED US FOR FULL ACCREDITATION.
THAT'S A HUGE STEP BECAUSE THAT MEANS OUR HIGH SCHOOL CREDITS CAN GO TO OTHER ACCREDITED INSTITUTIONS.
THAT WAS ONE OF THE BIG THREE AND THE ONE I WAS REALLY PUTTING OFF BECAUSE THEY'RE MORE FANTASTIC TO WORK WITH THAN ANYBODY IS THE NCAA AND I'VE HAD TROUBLE GETTING ONLINE SCHOOLS APPROVED IN THE PAST.
BUT I DID GET EVERYTHING SUBMITTED AND I'M JUST WAITING TO SEE WHAT THEY HAVE TO SAY ABOUT IT.
I FIGURED SINCE THESE FIRST TWO WENT THROUGH WITH NO PROBLEM THAT THE NCAA WILL SURELY FIND SOMETHING I NEED TO FIX.
THOSE WERE THE BIG THREE FOUNDATIONAL THINGS THAT I THINK ARE GREAT AND I'M GLAD WE'RE ABLE TO GET THROUGH THAT THIS YEAR.
WE'RE ALMOST DONE WITH THE FIRST YEAR.
AT THIS POINT IN THE YEAR, I'M TAKING IT A DAY AT A TIME, BECAUSE WE'RE PUTTING TOGETHER FIRST GRADUATION, SUMMER SCHOOLS STARTING.
I'M ALSO IN-CHARGE OF THE SUMMER SCHOOL, AND SO THE QUESTIONS ARE COMING IN ON THAT.
BUT I FEEL LIKE WE BUILT A REALLY STRONG FOUNDATION THIS YEAR AND WE HAVE, I THINK, SOME SOLID ELEMENTS IN PLACES WE LOOK TO NEXT YEAR, AND I THINK WHAT WE'RE DOING NOW IS FINDING OUR PLACE.
WHAT IS OUR PLACE IN THE REGION? HOW DO PEOPLE KNOW THAT WE'RE HERE? I DID TWO THINGS AT THE END OF THE YEAR.
I WAS LIKE, "OKAY, I KNOW MY MONOTONE VOICE ON A VIRTUAL ASSEMBLY IS SUPER FUN FOR ALL OF OUR KIDS," BUT I WAS LIKE, "LET'S BRING IT IN REPTILE MAN." I WORKED WITH OUR PTO, WHICH WE'VE STARTED A PTO IN ASP.
WE DECIDED WE WOULD DO VIRTUAL ASSEMBLY FIRST TO BREAK THE ICE.
THEN WE'RE GOING TO THE ZOO, JUNE 2ND.
THAT WAS MY WAY OF SAYING THIS ISN'T JUST GOING TO BE DONE IN VIRTUAL ASSEMBLIES FOREVER.
WE'RE GOING TO HAVE SOME FUN, WE'RE GOING TO DO SOME THINGS.
I WASN'T SURE HOW REPTILE MAN WAS GOING TO GO BECAUSE MY KIDS HAVE SEEN HIM AT [INAUDIBLE] PARK, AND OF COURSE, WHEN YOU GET TO HOLD THE SNAKE, IT'S BETTER THAN SEEING A SNAKE VIRTUAL. BUT IT WAS AMAZING.
YOU HAD ALL THESE BOXES, BEHIND AND THESE GRAY BOXES, AND HE DIDN'T KNOW WHAT WAS IN THE BOX AND HE WOULD PULL IT OUT AND HE TALKED ABOUT IT.
HE WAS SO RELAXED AND HE STARTS WITH A TURTLE AND HE WAS LIKE, "OKAY, THAT'S FINE." BUT THEN HE HOLDS UP HIS FINGER AND HE'S MISSING A FINGER BECAUSE THE TURTLE SNAPPED IT OFF.
HE STARTS WITH A TURTLE AND HE ENDS WITH AN ANACONDA AND A KING COBRA.
VERY ENGAGING FOR THE KIDS, AND I THINK WE HAD ABOUT 80 KIDS ON THAT VIRTUAL ASSEMBLY.
TRYING TO AGAIN DO SOME THINGS THAT ARE OUTSIDE OF THE BOX, FUN FOR THE STUDENTS, ENGAGING,
[01:20:02]
AND THAT'S WHAT THE ZOO WOULD BE TOO BECAUSE THE ZOO IS FUN.I WAS TELLING STAFF TODAY IT'S PRETTY MUCH FUN FROM 0-95 BECAUSE AT SOME POINT IT'S HARDER TO NAVIGATE THE MILES OF ZOO WALKING.
[LAUGHTER] WE'RE CELEBRATING LOTS.
JUST A REMINDER [NOISE], IN MY MIND, THIS IS WHERE WE'RE HOPING TO SERVE.
I THINK I'VE TALKED ABOUT THIS BEFORE, BUT I GO CASTLE ROCK TO WHITE SALMON IS HOW I EXPLAIN IT.
IT'S AN EASY WAY TO UNDERSTAND, AND THE LOGISTICS OF THIS OBVIOUSLY CAMAS IS AT THE BOTTOM OF THAT AREA.
WHEN IT COMES TO THINGS LIKE STATE TESTING, SO WE DO HAVE STUDENTS THAT ARE OUT OF DISTRICT AND ALREADY THEY'RE SAYING THEY'RE IN STEVENSON AND THEY'RE LIKE, "WELL, TRANSPORTATION IS AN ISSUE." I'M LIKE, "OKAY, I'LL GO OUT TO NORTH BONNEVILLE AND SIT IN THE LIBRARY AND TEST." BUT THAT'S WHAT IT BECOMES WHEN YOU START RUNNING A STATEWIDE PROGRAM.
THE LOGISTICS OF DOING IT, OF COURSE, IT'S POSSIBLE, BUT I THINK WE CAN BUILD A STRONG COMMUNITY.
I ALSO THINK THERE'S ENOUGH KIDS IN THIS AREA THAT WE CAN BUILD A REALLY ROBUST PROGRAM WITHOUT STRETCHING OURSELVES TOO THIN BY GOING TOO FAR.
WITH THAT MULTI-DISTRICT APPROVAL, A LOT OF QUESTIONS WILL START COMING IN FROM SEATTLE, OR OLYMPIA OR JUST DIFFERENT PLACES.
AND SO I THINK I'M GOING TO DO MY BEST TO STICK TO THIS.
BUT YEAH, SO IS THERE ANY QUESTIONS ABOUT THAT PART BECAUSE I FIGURED YOU MIGHT HAVE QUESTIONS ABOUT THAT? YEAH.
>> HOLD ON. OKAY, JUST ONE QUESTION.
WHEN YOU'VE GOT THAT APPROVAL ON THE MULTI-DISTRICT, IS THAT GOOD FOREVER OR DO YOU HAVE TO GO UP? IT SEEM LIKE IT WAS A LOT OF WORK FOR YOU TO GET THAT, SO DO YOU HAVE TO REQUALIFY, OR IS THERE THINGS THAT KEEP YOU ABLE TO DO THAT OR NOT?
AT THAT POINT THEN YOU'RE JUST REFRESHING OR UPDATING.
BETWEEN NOW AND THEN IT'S JUST SUBMITTING THE STATE REPORTS AND THE ACCOUNTABILITY COMPONENTS AND MAKING SURE THAT YOU'RE STAYING IN COMPLIANCE.
BUT IT DOES GIVE US THE ABILITY TO DO THE WHOLE STATE.
THIS IS AN INTERNAL THING OF WHAT WE SAY WHY WE WANT TO WORK WITH THE KIDS.
DO YOU HAVE A NUMBER IN MIND, A GOAL OF HOW MANY STUDENTS YOU WANT TO GET THERE OUTSIDE OF THE CAMAS DISTRICT?
>> HAVING GROWN AN ONLINE SCHOOL FROM 300-3,000, 25 PERCENT IS A MAGIC NUMBER OF GROWTH.
THAT'S MY GOAL FOR NEXT YEAR IS 300.
BUT WHAT I THINK MY ANALOGY FOR THIS YEAR IS I FEEL I HAD A LOT OF PUZZLE PIECES AND I THOUGHT I WOULD JUST COME OVER HERE AND ASSEMBLE THIS PUZZLE THAT WOULD BE COMPLETE.
BUT WHAT I REALIZED IS WHAT I HAD WAS THE OUTSIDE PUZZLE PIECES, WHICH GIVE YOU THE FRAME, OR YOU CAN START TO SEE THE PICTURE.
BUT WITH AN ONLINE SCHOOL OR BUILDING ANY SCHOOL, YOU CAN'T JUST BRING ALL THE PIECES TOGETHER.
IT'S ABOUT LISTENING TO THE COMMUNITY.
WHAT DOES THIS COMMUNITY WANT? WHAT ARE THINGS THAT HAVE WORKED ELSEWHERE? WHAT WORKS IN WASHINGTON VERSUS ANOTHER STATE? THAT'S HOW I FEEL ABOUT THE SHARES, THAT WE'VE BEEN ABLE TO PUT THIS PUZZLE TOGETHER, BUT IT WASN'T, I DON'T KNOW, DIDN'T ALWAYS GO AS I EXPECTED.
BUT ANYWAYS, I FORGET WHY I WAS SAYING THAT [LAUGHTER].
I RAMBLE AND TELL STORIES [NOISE].
>> CAN YOU SPEAK REAL QUICKLY TO MEDIA AND PLATFORMS, AND HOW IS IT GETTING OUT THAT STUDENTS FROM THAT PARTICULAR AREA CAN ACCESS CAMAS CONNECT ACADEMY? CAN YOU TALK ABOUT MARKETING?
>> THE MAIN PIECE THAT I'VE EXPERIENCED IN THE PAST THAT'S BEEN SUCCESSFUL.
I TRIED LOTS OF THINGS AS WE'RE GROWING OUR SCHOOL AT OREGON, BUT THE MOST SUCCESSFUL WAS FACEBOOK.
WHAT WE DID WAS WE CREATED A OPEN HOUSE EVENT ON OUR FACEBOOK AND THEN PROMOTED IT, WHICH ANY FACEBOOK YOU CAN.
YES, SO WHAT I DID WAS I WENT IN AND I CUSTOMIZED THE DEMOGRAPHICS, SAY BASICALLY ANYONE AND THEN CERTAIN KEYWORDS.
I THINK IT'S BEEN OUT THERE FOR NOT TOO LONG, BUT THERE'S BEEN 7,000 IMPRESSIONS OR PEOPLE WHO'VE SEEN IT 7,000 TIMES.
THERE'S 23 PEOPLE COMING TO OUR OPEN HOUSE THAT WEREN'T COMING BEFORE BECAUSE WE ALREADY HAD AN OPEN HOUSE IN DISTRICT AND HAD PEOPLE COME TO THAT.
I ALSO CREATED A TWITTER, NOT A TWITTER ACCOUNT.
WHAT'S THE OTHER ONE? INSTAGRAM. I DON'T DO SOCIAL MEDIA IN MY OWN LIFE.
I JUST KNOW THE VALUE WHEN IT COMES TO MARKETING A SCHOOL.
WE HAVE AN INSTAGRAM AND SO TRYING TO HAVE A SOCIAL MEDIA PRESENCE THERE.
[01:25:02]
THEN WE WORKED WITH THE ESD TO MAKE A VIDEO ABOUT WHAT IS CCA.THAT'S SOMETHING ALL THE SCHOOLS HAVE, BUT THANK YOU DOREEN FOR HELPING SET THAT UP.
WE DID ALL THE FILMING. WE'VE GOT THREE HOURS OF FOOTAGE FROM TEACHERS AND STUDENTS, AND THAT WILL BE A REALLY NICE PIECE TO HELP EXPLAIN WHAT CCA IS.
WE HAVE ALL THOSE THINGS IN PLACE.
THOSE ARE SOME OF THE THINGS THAT WE'RE DOING RIGHT NOW.
THEN WE DID JUST FINALIZE GETTING SOME T-SHIRTS WITH OUR LOGO ON IT.
THAT'S ANOTHER PART OF BUILDING THE COMMUNITY.
WHEN YOU START WEARING THAT AND HAVING THOSE SPIRIT DAYS AND THEN YOU'RE AT THE GROCERY STORE WEARING YOUR CCA THING.
BECAUSE WHEN I PULL UP TO DEVS AND THEY SEE MY CAMAS SWEATER, THEY'RE LIKE, ''OH, ARE YOU A TEACHER?'' THEN THEY QUESTIONS.
GETTING THE GEAR OUT THERE IS A NICE SIMPLE THREE-PRONG APPROACH TO MARKETING TO BEGIN WITH.
THAT'S WHAT I HAVE IN THE WORKS.
>> QUESTION. WHAT ARE THE LIMITATIONS OR LOGISTICS TO GO ACROSS STATE LINES?
>> THAT'S AN IMPORTANT CLARIFICATION.
I HAD A MOMENT WHEN I WAS CHECKING THE ADS STATS, I WAS LIKE, "OH NO, IT WENT INTO OREGON." BUT THEN I WAS THINKING IF YOU HAVE A FRIEND THAT LIVES IN WASHINGTON THAT WERE PRETTY CLEAR ABOUT THAT, THEN THAT WAS SOMETHING I WAS PRETTY CLEAR ABOUT IN OREGON IS BECAUSE IT'S BASED IN STATE FUNDING, WE CAN'T SERVE ANY STUDENT THAT'S IN OREGON OR IDAHO.
IF A STUDENT HAS A SHORT-TERM TRIP, OR AS LONG AS THEY HAVE A PERMANENT ADDRESS IN CAMAS, THEN WE'RE ABLE TO SERVE THEM ONCE.
THAT'S REALLY BEEN MY DEFINITION.
IF THEY DON'T OR THEY'RE MOVING OR SOMETHING, THEN WE HAVE TO SAY NO THANKS. OKAY.
GOOD QUESTIONS. THIS IS OUR MONTH-TO-MONTH ENROLLMENT TREND.
WE STARTED OFF SMALL, AND THEN I THINK AS WE GOT CLOSER TO SCHOOL AND COVID WAS STILL A FACTOR, THEN WE INCREASED OUR ENROLLMENT QUITE A BIT, AND THE YELLOW LINE IS THE ELEMENTARY LINE.
LAST TIME I WAS HERE, WE HAD JUST HAD THE DROP-DOWN BECAUSE THE VACCINE CAME AVAILABLE, AND PRETTY MUCH EVERYONE MUST GET THROUGH BEING FULLY VACCINATED AND GET BACK IN ELEMENTARY SCHOOLS.
THAT LINE, I WOULD SAY WE'VE BEEN JUST TREADING WATER THERE, BUT IF YOU NOTICE THE SECONDARY LINE HAS CONTINUED TO GO UP.
THAT'S A TREND, AND LAST TIME I WAS HERE I THINK WE TALKED ABOUT THAT A LITTLE BIT.
I THINK DEFINITELY NOW REFLECTING IN THIS COMMUNITY.
THERE'S A LOT OF STUDENTS IN SECONDARY AND WE HAVE ALL KINDS OF DIFFERENT STUDENTS THAT ARE COMING TO US.
I THINK THE BIG THING THAT THEY'RE ATTRACTED TO IS THE FLEXIBILITY, AND THIS IS VERY TYPICAL FOR AN ONLINE SCHOOL.
A LOT OF THE STUDENTS THAT WERE STRUGGLING IN OTHER SETTINGS ARE FINDING THEIR WAY TO US.
WE STILL HAVE STUDENTS THAT ARE STRUGGLING TO REGULARLY ATTEND FACE-TO-FACE DUE TO COVID, AND SO WE STILL HAVE A BIT OF A COVID INFLUENCE TO OUR ENROLLMENT, BUT ALSO JUST ANXIETY ABOUT BEING IN A BIG HIGH SCHOOL.
I DON'T KNOW, NOT NECESSARILY ATTENDING.
SOMETIMES WE HAVE STUDENTS THAT HAVEN'T BEEN ATTENDING FOR A LONG TIME, AND WE WERE ABLE TO GET THEM IN.
I HAVE HIGH STANDARDS FOR US AND OUR STAFF AND SO OF COURSE I WANT THEM TO COMPLETE SIX CREDITS, BUT SOMETIMES WE HAVE TO REMIND OURSELVES JUST BECAUSE OF WHAT THEY ARE GOING THROUGH IN THEIR LIFE, THEY WERE NOT GOING TO COMPLETE MAYBE ANY AT ANOTHER HIGH SCHOOL AND THEN WE'RE IN A PLACE WHERE THEY MIGHT BE COMPLETING A CREDIT AND A HALF OR TWO OR SOMETHING.
SECONDARY, THERE'S DEFINITELY A BIG NEED FOR AN ONLINE SCHOOL AND ANOTHER OPTION AND KIDS ARE FINDING US.
THERE'S DEFINITELY BEEN A LOT OF GROWTH.
>> ARE STUDENTS ABLE TO MIX AND MATCH THEIR HIGH SCHOOL CAREER, LIKE DO SOME CCA AND SUMMIT DISCOVERY OR SOMETHING LIKE THAT OR IT'S AN ALL OR NOTHING?
>> PRETTY MUCH. I SAY PRETTY MUCH BECAUSE I THINK THAT GETS TRICKY ESPECIALLY WITH SAY CHS IS A CLOSED CAMPUS, DISCOVERY HAS THEIR PROJECT-BASED FOCUS, AND SO IT'S REALLY HARD TO MIX AND MATCH THOSE ENVIRONMENTS, AND THEN HAYES IS THE SMALL LEARNING COMMUNITY.
BECAUSE EACH ONE HAS A LITTLE NICHE, IT'S HARD TO SAY, OH YEAH, LET'S GO TO CHS IN THE MIDDLE OF THE DAY AND SHOW UP AND TAKE A CLASS.
WE HAVEN'T REALLY BEEN ABLE TO DO THE SHARED ENROLLMENTS VERY MUCH.
IT'S A VERY UNIQUE SPECIAL ONE-OFF.
THE THING THAT WE HAVE IN WRITING IS IF WE DON'T OFFER THE CLASS AND CHS DOES THEN THEY CAN TAKE IT.
THOSE ARE THE REGULAR SITUATIONS, AND THEN WE HAVE A FEW STUDENTS WHERE THERE MAY BE SOMETHING THAT PREVENTS THEM FROM ATTENDING THE LAST PERIODS OF THE DAY BECAUSE OF AN ATHLETIC COMPETITION PIECE.
[01:30:06]
BUT FOR THE MOST PART, IT'S EITHER YOU'RE ALL IN CCA OR ALL IN CHS OR DISCOVERY, OR ANY OF THE OTHER SCHOOLS. GOOD QUESTION.>> CAN YOUR KIDS DO CASCADIA TECH OR RUNNING START?
>> YES. THAT'S ACTUALLY BEEN A BIG INCREASE IN OUR ENROLLMENT.
I THINK A LOT OF STUDENTS FEELS LIKE IT MAKES MORE SENSE FOR THEM TO GO DO RUNNING START AND IF THEY JUST HAD ALGEBRA AT CHS, IT MAKES MORE SENSE TO JUST GO HOME AND DO THAT WITH US.
THAT'S A BIT BIG INCREASE FOR US.
I THINK WE HAVE ABOUT 15 RUNNING START KIDS SOMEWHERE IN THAT.
THEN CASCADIA IS ANOTHER ONE TOO BECAUSE THE SCHEDULE GETS ALL WONKY GOING BACK AND FORTH BETWEEN CASCADIA AND SO IT'S SO EASY TO JUST LOG IN TO YOUR CLASSES AND WE PROVIDE A LOT OF SUPPORT FOR THOSE CLASSES, SO THAT'S BEEN ANOTHER AREA OF GROWTH FOR US.
YEAH. BUT YEAH, BLENDING WITH THE OTHER SCHOOLS HASN'T LOGISTICALLY WORKED OUT.
[NOISE] FROM THAT GRAPH, WE HAVE SOME CONTINUED TRENDS FROM LAST TIME.
BUT WHAT I'VE BEEN NOTICING THAT'S INTERESTING AS I THINK HOW COVID HAS IMPACTED ONLINE SCHOOLING.
BEFORE COVID, IF YOU HAD ASKED ME IF ONLINE SCHOOLING WAS FOR EVERYBODY, I WOULD SAY NO.
IN MY EXPERIENCE IT WAS ABOUT MAYBE 5 PERCENT OF THE KIDS SAY, YES, I WANT A FULLY ONLINE EXPERIENCE.
I HAD NEVER THOUGHT IT WAS GOING TO BE SOMETHING THAT WAS GOING TO REPLACE SCHOOLS ALTOGETHER.
BUT THEN YOU HAD 95 PERCENT OF KIDS THAT PROBABLY WOULD'VE NEVER TAKEN AN ONLINE CLASS UNLESS A PANDEMIC FORCED THEM TO.
THEN UNFORTUNATELY, WE KNOW THAT A LOT OF THOSE STUDENTS EXPERIENCED SCHOOLING AND SCHOOL SYSTEMS THAT WEREN'T NECESSARILY READY OR PREPARED FOR AN ONLINE EXPERIENCE, SO THEN YOU HAD 95 PERCENT OF STUDENTS MAYBE NOT HAVE A POSITIVE EXPERIENCE ONLINE.
IF MAYBE AT SOME POINT, MAYBE THEY WOULD HAVE TRIED AN ONLINE PROGRAM BECAUSE SOMETHING CHANGED IN THEIR LIFE.
I THINK THEY'RE MORE HESITANT AT THIS POINT BECAUSE THERE'S THIS LITTLE BIT OF DISDAIN OUT THERE FOR WHAT ONLINE SCHOOLING IS.
I THINK WHEN YOU LOOK AT WHAT CHS WAS DOING OR CCA WAS DOING IN THE FALL VERSUS THE SPRING WENT INTO WEEKS, YOU HAD TO CHANGE YOUR WHOLE PLATFORM AND PUT IT ONLINE.
I THINK THAT THAT HAS HAD AN IMPACT ON THOSE 95 PERCENT OF KIDS THAT WOULD PROBABLY NEVER SIGN UP FOR AN ONLINE SCHOOL NOW HAD A BAD EXPERIENCE, NOW THEY'RE DEFINITELY NOT.
I THINK THAT WILL HAVE AN INTERESTING IMPACT ON ONLINE EDUCATION MOVING FORWARD.
THAT'S BEEN ONE OF MY OBSERVATIONS.
SOMETIMES I USED TO BE ABLE TO TALK ABOUT WHAT I DO IN THE COMMUNITY OR THIS AND THAT.
BUT NOW I'M HEARING THESE LIKE, OH, ONLINE SCHOOL LIKE THAT'S BAD, WHICH IS INTERESTING BECAUSE I'VE BEEN IN THE FIELD FOR A LONG TIME.
I THINK THAT THAT'S AN OBSERVATION I WOULD SHARE, IS THAT STUDENTS WHO WOULDN'T HAVE DONE IT WERE FORCED TO DO IT AND DIDN'T HAVE THE BEST EXPERIENCE.
I THINK ON DOWN THE ROAD WHEN IT COMES TO A COLLEGE CLASS, IF THEY HAVE THE CHOICE TO GO HYBRID OR IN-PERSON, THEY'LL PROBABLY GO IN PERSON.
THAT'S AN INTERESTING OBSERVATION I'VE NOTICED.
LIKE I SAID, MY GOAL IS TO GET TO ABOUT 300 STUDENTS.
WHAT WE'RE LOOKING AT IS PROBABLY LOSING SOME STUDENTS OVER THE SUMMER TO TRADITIONAL SCHOOLS.
IN THE FIRST COUPLE OF YEARS OF THE SCHOOL, YOU DO HAVE A LOT OF TURNOVERS BECAUSE PEOPLE ARE TRYING IT OUT, FIGURING OUT DOES THIS WORK FOR ME? HOW DOES IT FIT THAT THING? I'M GOING TO HAVE TO GROW OVER THE SUMMER JUST TO MAINTAIN BEFORE I ACTUALLY GROW.
GETTING TO 300 WOULD PROBABLY BE A NET GROWTH OF AROUND 150 STUDENTS BECAUSE I'LL LOSE SOME KIDS AND THEN HAVE TO GROW IT AGAIN.
I'M PRETTY USED TO THAT CYCLE.
BUT THERE IS A LOT OF TURNOVERS AND A LOT OF FLEXIBILITY.
EVERY TIME I HAVE TRIED TO CLOSE ENROLLMENT THERE'S ALWAYS A STORY.
I'M PRETTY GENEROUS AS A PERSON AND SO IF A KID COMES WITH A STORY, WE'RE GOING TO FIGURE IT OUT.
GENERALLY SPEAKING, IF WE CAN MEET THEIR NEEDS WE'RE GOING TO AND SO WE ARE STILL ENROLLING STUDENTS RIGHT NOW.
THE OTHER THING THAT I THINK IS IMPORTANT AS A BOARD THAT YOU KNOW IS THE VALUE OF THE SOCIALIZATION PIECE.
AS WE LOOK AT NEXT YEAR, SOME OF THE THINGS THAT WE'RE DEFINITELY GOING TO BE DOING IS INCREASING THOSE SUPPLEMENTAL ACTIVITIES.
I WAS REALLY TRYING TO SET THE STAGE FOR THE TEACHERS THAT'S GOING TO BE AN EXPECTATION IS THAT EVERY TEACHER RUNS AT LEAST ONE EVENT.
THE GOAL IS TO HAVE AT LEAST ONE EVERY MONTH.
[01:35:02]
ONE FUN ENGAGING ACTIVITY WITH A PTO AND AN ASB THAT WILL HELP BRING IN SOME FUNDS AND SOME SUPPORT AND SCHOLARSHIPS SO THAT IT'S NOT A PROBLEM FOR STUDENTS THAT SAY WANT TO GO TO THE ZOO.BUT WHEN YOU SET IT UP THROUGH A SCHOOL, IT'S EIGHT DOLLARS AS OPPOSED TO THE 19 IF YOU JUST SHOW UP AT THE ZOO.
THEN WE SCHOLARSHIP ANYBODY THAT NEEDS A SCHOLARSHIP FOR THESE ACTIVITIES.
THAT'S HOW THE PTO AND THE ASB WILL HELP.
BUT IF YOU THINK ABOUT THAT, THE WHOLE POINT IS, I'M NOT TRYING TO MAKE A BRICK AND MORTAR SCHOOL.
I'M TRYING TO MAKE A REALLY QUALITY ONLINE SCHOOL.
THE WAY I FEEL THAT'S DONE BEST IS THE GREAT CLASSES AND GREAT TEACHERS, AWESOME CURRICULUM THAT'S NUMBER ONE, BUT SUPPLEMENTED WITH GREAT ACTIVITIES, THAT'S HOW YOU GET SOME OF THE SOCIALIZING IN THERE.
SOME OF THE ENGAGEMENT AND JUST GETTING THE KIDS OUTSIDE AND DOING THINGS ON THAT LIST.
WE HAVE THINGS THAT I'VE DONE IN THE PAST.
PUMPKIN PATCH IN THE FALL, WHICH MOST STUDENTS HAVE DONE THAT.
BUT THAT'S ACTUALLY SOMETHING WE USED TO DO K THROUGH 12 SO YOU'D ACTUALLY GET HIGH SCHOOL KIDS OUT TO THE PUMPKIN PATCH.
SNOWSHOEING, THAT'S ANOTHER ONE THAT I'VE DONE BEFORE.
I'VE DONE ALL KINDS OF THINGS WITH AN ONLINE SCHOOL, YOU WOULDN'T NECESSARILY HAVE THE TIME TO DO.
THEN WHEN IT COMES TO THE CURRICULUM, JUST AS I WAS TALKING TO OUR MATH TEACHER, THE ALGEBRA 2 THAT OUR STUDENTS ARE DOING ACTUALLY COVERS MORE CONTENT AND MORE DEPTH THAN WHAT'S HAPPENING AT CAMAS HIGH SCHOOL.
WHAT'S HAPPENING IN THESE CLASSES IS DEFINITELY RIGOROUS.
BUT BECAUSE OF THE FLEXIBILITY, YOU HAVE THAT ABILITY TO MAYBE GO UP AND DO A COUPLE OF FIELD TRIPS MORE THAN YOU NORMALLY WOULD.
I THINK THAT ADDS A BIT OF ICING TO THE CAKE.
LAST THING I WOULD SAY IS, I THINK JUST CONTINUING TO DEFINE WHO WE ARE.
IT'S JUST LIKE WHEN I WAS OPERATING IN THE PORTLAND AREA, THERE'S TONS OF OPTIONS IN THIS AREA, SO WHAT'S CCA GOING TO BE, WHAT'S OUR REPUTATION GOING TO BE? I THINK WHEN YOU GET OUR STUDENTS AND PARENTS IN ON ACCREDITATION OR THIS VIDEO THAT WE JUST MADE, THEY'RE REALLY HAPPY WITH WHO WE ARE, OUR TEACHERS.
WHEN I HEAR ABOUT OUR TEACHERS, THEY'RE GIVEN US REALLY GOOD FEEDBACK.
I FEEL GOOD ABOUT WHAT WE'VE ESTABLISHED THIS YEAR AND THEN IT'S GOING TO BE, OKAY, WHAT'S CCA GOING TO BE FOR THIS AREA?
>> I HAVE A COUPLE OF QUESTIONS. THE ACTIVITIES AND FIELD TRIPS, THOSE ARE FOR EVERYBODY IN THE GIANT REGION?
>> YEAH. I USED TO HAVE PEOPLE DRIVE FROM BEN TO GO TO OMSI BECAUSE IT'S SUCH A UNIQUE EXPERIENCE.
THE ZOO IS THE ONLY ONE, I GUESS, UNLESS YOU GO TO SEATTLE, NOBODY WANTS TO DRIVE TO SEATTLE.
>> THAT MULTI-DISTRICT ENROLLMENT THAT'S CURRENT RIGHT NOW OR FOR NEXT YEAR?
>> NEXT YEAR. WE CAN TAKE UP TO 10 PERCENT IN OUR FIRST YEAR, SO IF WE HAVE 211 IS OUR FTE RIGHT NOW, SO WE COULD HAVE 21 KIDS RIGHT NOW.
WE'VE MAINTAINED ABOUT 15 STUDENTS OUT OF DISTRICT THIS YEAR.
>> I THINK CONVERSATIONS THAT DAN AND I HAVE HAD REALLY AROUND ELEMENTARY.
HE'S MADE COMMENTS AND THE DATA SUPPORTS IT THAT CAMAS SCHOOL DISTRICT, THAT DISTRICT OF RIGHT WHERE WE'RE IN CAN REALLY SUPPORT MIDDLE AND HIGH FOR THE MOST PART, IF YOU LOOK AT THE DATA.
IT'S GOING TO BE ELEMENTARY WITH THIS MULTI-DISTRICT THAT'S GOING TO BE REALLY IMPORTANT THAT WE CONTINUE TO GROW OUR ELEMENTARY THROUGH THIS MULTI-DISTRICT.
I THINK IT WOULD BE HARD TO CONTINUE TO TREAD WATER AT THE ELEMENTARY LEVEL WITH 30, 40 KIDS.
YOU CAN, BUT THERE'S SOME CONSTRAINTS THAT COME WITH THAT, SUCH AS, DOES THE TEACHER HAVE K1 AND TWO, THE OTHER TEACHER HAS THREE, FOUR, FIVE.
FOR THOSE OF US THAT HAVE BEEN AROUND FOR AWHILE WITH MULTI-AGE CLASSROOMS. AGAIN, I THINK THERE'S SUCH AN OPPORTUNITY AND THERE'S OTHER PROGRAMS AND DAN IS BEING HUMBLE RIGHT NOW.
THERE ARE OTHER PROGRAMS, BUT I THINK WE ABSOLUTELY HAVE THE RIGHT PERSON AND THE RIGHT SEAT THAT'S GOING TO GROW THIS PROGRAM COMPLETELY.
>> WE HAD THE OPPORTUNITY TO EXPLAIN THE PROGRAM TO GRANDPARENTS WHO ARE EDUCATORS.
I THINK THE MISNOMER THAT MAYBE
[01:40:02]
PEOPLE YOU'VE TALKED TO THAT HAVE A BAD TASTE IN THEIR MOUTH PICTURE WHAT ONLINE WAS FOR COVID VERSUS WHAT THIS IS AND IT TOOK A COUPLE OF TIMES AND SAYING IT IN DIFFERENT WAYS OF LIKE, NO, THIS IS ITS OWN EDUCATIONAL CURRICULUM.THE DIFFERENCE AND BEING REALLY CLEAR WITH THAT AND THE OFFER OF THE FLEXIBILITY FOR A STUDENT OR A FAMILY ARE DEFINITE PROS AND JUST BUT EXPLAINING THAT STRUCTURE, IT WAS LIKE AN AHA, FASCINATING.
WHAT AN AMAZING OPPORTUNITY FOR FAMILIES.
>> YEAH. I TRIED TO BE CAUTIOUS THERE BECAUSE I KNOW THE WORK THAT EVERYONE WAS GOING THROUGH DURING COVID, BUT I ALSO KNOW THE STUDENT EXPERIENCE JUST FROM LISTENING.
I TRY NOT TO BE TOO DETRIMENTAL DURING THOSE TALKS, BUT I KNOW THAT MAKING SURE THAT FAMILIES UNDERSTAND THAT THE URGENUITY THAT WE'RE GETTING IS BEEN AROUND FOR A LONG TIME.
IT'S VERY GOOD, VERY SOLID PROGRAM.
[6. LOGISTICS]
>> I THINK CONTEXTS FOR THIS GAIL IS THAT THE BOARD TALKED ABOUT AUGUST BEING TOO LATE.
WE NEED TO HAVE IT SOONER, CORRECT? [NOISE]
[01:45:56]
>> THAT CLOSES OUR WORKSHOP FOR MAY 9TH.
IT IS 6:27. THANKS, EVERYBODY.
* This transcript was compiled from uncorrected Closed Captioning.