[00:00:04]
ALL RIGHT. GOOD AFTERNOON, EVERYBODY.
[1. School Board Workshop - 4:30 PM]
IT IS 4:30.WE ARE READY FOR OUR AUGUST 8TH WORKSHOP.
ANZALONE, I'LL GO AHEAD AND TURN IT OVER TO YOU.
THANK YOU, COREY. GOOD AFTERNOON, EVERYONE.
IT WAS SO GOOD TO SEE EVERYONE TOGETHER.
IT'S SO NICE IN A SYSTEM OF THIS SIZE TO BE ABLE TO HAVE ALL OF OUR PRINCIPALS IN ONE PLACE AT ONE TIME, BUT ALSO SO MANY OF OUR INSTRUCTIONAL COACHES AND SUPPORT WHO ARE THERE. SO REALLY, REALLY GOOD WORK.
CAN'T WAIT TO SHARE MORE WITH YOU ABOUT THAT WORK.
GREAT LEADERSHIP BY THREE PEOPLE THAT ARE UP HERE TODAY IN ORGANIZING THOSE DAYS.
BUT JUST AS IMPORTANTLY, SOME OF THE WORK AROUND THE [INAUDIBLE] THAT WE WEREN'T ABLE TO REALLY GET TO IN OUR BOARD PLANNING SESSION, BUT WE WERE EXCITED TO BRING TONIGHT, ESPECIALLY FROM OUR ELEMENTARY LEVEL.
BUT TONIGHT WE HAVE JEN SCOTT, WE HAVE LISA [INAUDIBLE] AND DOUG HOOD AS WELL AS SOME AMAZING PRINCIPALS WHO ARE HERE TO SHARE SOME OF THE WORK THEY'RE DOING AROUND THE TOAS AND THE THE MISSION GOING FORWARD WITH THAT WORK.
SO WITH THAT SAID, I'LL PASS IT OVER TO MS. LISA. THANK YOU.
ARE WE DOING TAPESTRY? I HOPE FIRST.
SO FOR THOSE THAT ARE WATCHING THAT ARE SAYING, WHAT THE HECK IS A POPTOA? THAT'S WHAT THAT IS.
IT'S A PROBLEM OF PRACTICE AND A THEORY OF ACTION IN OUR BUILDINGS.
EVERY PRINCIPAL BROUGHT IT UP, AND HONESTLY, I COULD PROBABLY SAY WITHIN THE FIRST 5 MINUTES AND TALKED ABOUT HOW GREAT IT IS AS A COLLABORATIVE GROUP IN CAMAS TO BE ALIGNED AND STREAMLINED.
DOESN'T MATTER WHICH ELEMENTARY SCHOOL YOU GO TO.
THE SAME GOAL AROUND LITERACY AND READING AND EARLY LEARNING IS THE SAME.
AND SO I WANTED TO SHARE THAT WITH THE BOARD BECAUSE THAT DOESN'T ALWAYS HAPPEN.
YOU HAVE VERY IF WE THINK ABOUT ALL OUR ELEMENTARIES AND I'M GOING TO ADD ANOTHER ONE SEVENTH AS FAR AS CCN AND THEY'LL BE ON THE SLIDE TONIGHT WHEN YOU HAVE SEVEN BUILDINGS WITH SEVEN VERY DIFFERENT LEADERS AND LEADERSHIP STYLES, THAT DOESN'T ALWAYS HAPPEN WHERE THEY'RE TALKING ABOUT THE SAME THING AND HOW GREAT IT IS TO BE ALIGNED AND WORKING IN THE SAME DIRECTION.
SO I WANT TO SHARE THAT WITH THE BOARD BEFORE WE WENT TOO FAR WITHIN THIS PRESENTATION TONIGHT.
THANK YOU. SO WE WANTED TO START WITH.
A REMINDER ABOUT CONTINUOUS GROWTH AND WE HAVE CALLED THESE WORKSHOPS BEFORE CONTINUOUS GROWTH WORKSHOPS, RIGHT? SO ONE OF THE THINGS THAT IS ABSOLUTELY FUNDAMENTAL TO EDUCATION IS THE IDEA THAT WE CONTINUE TO LEARN IN ORDER TO DO BETTER BY EACH OF OUR STUDENTS.
AND REALLY THAT'S WHAT'S BEHIND CONTINUOUS GROWTH.
SO NORMALLY IN A YEAR WE WOULD COME TO YOU IN THE FALL AND IN THE SPRING THE FALL WOULD BE MORE THAT KICK OFF OF WHAT IS THE PROBLEM OF PRACTICE IN THEORY OF ACTION FOR THIS YEAR AND THEN IN THE SPRING IT WOULD BE AND WHAT HAPPENED AS A RESULT OF THE WORK THAT WE DID, AS YOU KNOW, IN THE SPRING DAYS, GOT A LITTLE BIT CROWDED AND YOU DIDN'T HEAR ABOUT THAT.
AND SO WHEN WE SAY CONTINUOUS GROWTH ON THIS SLIDE, IT TRANSLATES IT INTO WHAT DO WE REALLY MEAN WHEN WE SAY IT? IT MEANS THAT WE CONTINUE TO REFINE THE WAY WE LEARN AND WORK TOGETHER, THAT WE USE PROGRESS MONITORING TO MAKE IMPORTANT ADJUSTMENTS ALONG THE WAY.
SO WE'RE ALWAYS LOOKING AT DATA AND DATA BEING NUMBERS AND EXPERIENCES AND STORIES TO BE ABLE TO HELP MAKE THOSE ADJUSTMENTS THAT THAT HELP US TO HAVE EVEN GREATER IMPACT. AND THEN ALSO TO CONNECT PROFESSIONAL LEARNING TO TO STUDENT LEARNING.
[00:05:07]
IN THE END, WHAT IT'S REALLY ABOUT IS ENSURING THAT EACH STUDENT MEETS THE INSPIRATIONAL OUTCOMES THAT WE PROCLAIM FOR ALL STUDENTS.SO THIS IS ONE OF THOSE TO REMIND US ABOUT HOW OUR BELIEFS REALLY INFLUENCE THE WORK WE THINK WE CAN DO AND THE OUTCOMES THAT WE CAN ACHIEVE WITH AND FOR OUR STUDENTS.
IT ALSO POINTS OUT THAT IT'S AN INTEGRATION OF SCHOOL GOALS WITH TEAM GOALS, WITH DISTRICT GOALS, AND ALSO STUDENT GROWTH GOALS THAT ARE PART OF ALL OF OUR EVALUATION RUBRICS.
SO TYING TOGETHER ALL THE PARTS OF OUR SYSTEM IN ORDER TO HELP EACH OTHER ON THIS, THIS, THIS, THIS ROAD AND WORK TO HELP ALL OF OUR STUDENTS GRADUATED, GRADUATING, PREPARED FOR LIFE'S CHALLENGES AND OPPORTUNITIES.
WE HAVE TO IDENTIFY WHERE IS THAT PROBLEM OF PRACTICE.
THAT WAS GREAT TO BE ABLE TO SET GOALS.
AND THEN ALSO AS WE ENGAGE IN THE PROFESSIONAL LEARNING TO BE ABLE TO THEN EVALUATE WHAT DO WE SEE AS A RESULT OF THE ACTIONS THAT WE'RE TAKING, MAKE THOSE ADJUSTMENTS AND THEN START ALL OVER AGAIN.
SO IN PAST YEARS, AS YOU'VE HEARD FROM EACH OF OUR SCHOOLS, YOU'LL REMEMBER THAT IN MANY CASES ONE YEAR'S POP TOA MIGHT NOT HAVE CONNECTED TO THE NEXT YEAR'S POP TOA. IN SOME CASES IT DID.
AND SO WORK BEGAN THE YEAR BEFORE LAST.
AND SO THE THE THAT RESULTED IN CONVERSATIONS AT AN ELEMENTARY LEVEL WITH ALL OF OUR LEADERS THAT LED US TO A PLACE WHERE WE HAD A COMMON PROBLEM OF PRACTICE AND THEORY OF ACTION.
AND SO THAT'S THE WORK THAT WE'RE ENGAGED IN NOW, IS HOW DO WE DO THIS TOGETHER? THE PIECE THAT WE'RE ENTERING IN THIS YEAR, TOO, IS THAT, AS DR.
AND WE'VE TALKED ABOUT HOW HOPE CAN BE A FUZZY THING.
LIKE, GREAT THAT YOU HOPE, BUT WHAT ARE YOU DOING RIGHT? AND SO THERE IS RESEARCH THAT'S CONNECTED WITH HOPE AND HOW IMPORTANT HOPE IS IN TERMS OF ACHIEVEMENT.
SO THE SCIENCE AND POWER OF HOPE DEFINES HOPE AS THE THE BELIEF THAT THE FUTURE WILL BE BETTER THAN THE PRESENT AND THAT WE HAVE THE POWER TO MAKE IT SO.
SO THAT'S THE CORNERSTONE OF HOPE.
IN OTHER WORDS, THERE HAS TO BE A WAY OR WAYS TO THAT GOAL.
AND THEN THE THIRD IS AGENCY OR WILLPOWER, THE ABILITY TO KEEP US MOVING ALONG THESE PATHWAYS.
SO WHEN WE WE LEANED INTO THIS LAST WEEK, WATCHED A VIDEO OF A PROFESSOR OUT OF THE UNIVERSITY OF OKLAHOMA AND REALLY THOUGHT ABOUT WHAT THESE THREE PIECES AS THEY RELATE TO THE OUR PROBLEM OF PRACTICE AND THEORY OF ACTION THAT IT'S REALLY CENTERED IN HELPING EVERY STUDENT LEARN TO AND LOVE TO READ WRITE LIKE THAT'S OUR GOAL.
AND THE TOA BECOMES OUR PATHWAY, OUR ACTION PLAN TO GET THERE.
AND THEN THE WORK WE DO TOGETHER REALLY MARSHALS THAT AGENCY AND WILL TO BE ABLE TO LEARN ALONG THE WAY, MAKE CHANGES AND ENSURE THAT IN THE END EVERY STUDENT CAN LEARN TO READ.
OKAY. AND WITH THAT, I WILL HAND IT OVER TO JEN SCOTT.
SO OUR PROBLEM OF PRACTICE THEORY OF ACTION.
[00:10:02]
KNOW OF THE IMPACT OF THE PANDEMIC, WE'VE IDENTIFIED A PROBLEM OF PRACTICE FOCUSED ON READING BEGINNING IN THE EARLY GRADES.SO HOLD ON TO THAT AND LANGUAGE COMPREHENSION AND THAT PIECE.
THEN WE WILL SUPPORT ALL STUDENTS IN BECOMING INDEPENDENT LEARNERS AND CONFIDENT AND JOYFUL READERS.
AND YOU CAN SEE AT THE BOTTOM THAT'S OUR TRAJECTORY, STARTING WITH YEAR ONE, TAKING AIM, GATHERING DATA, PURCHASING MATERIALS AND BEGIN PROFESSIONAL LEARNING.
AND THEN FROM THAT, WE MOVE INTO YEAR TO ALIGN AND REFINE, START STRATEGIC INTERVENTIONS AND THEN MOVING UP TO YEAR FIVE, WHICH AGAIN IS 90 TO 95% PROFICIENCY.
AND THEN ANOTHER KEY PIECE IS WHAT DO WE MEAN BY THE SCIENCE OF READING? SO WE SAW THE SCIENCE OF HOPE AND NOW WE SEE THE SCIENCE OF READING.
ALSO ANOTHER ACRONYM, ACRONYM ESSER.
AND THE SCIENCE OF READING IS A BODY OF RESEARCH THAT INCORPORATES INSIGHTS AND RESEARCH FROM DISCIPLINES THAT INCLUDE DEVELOPMENTAL PSYCHOLOGY, EDUCATIONAL PSYCHOLOGY, COGNITIVE SCIENCE AND COGNITIVE NEUROSCIENCE.
SO REALLY TAPPING INTO THE BRAIN AND HOW THE BRAIN LEARNS TO READ, HOW IT LEARNS, SOUNDS, LETTERS, AND THEN MAKES THAT CONNECTION TO.
TO DEVELOP THE READING BRAIN SO OUR BRAINS JUST AREN'T DEVELOPED TO TAKE ON READING AND ALL.
SO REALLY GROUNDING IN THAT RESEARCH.
AND ALONG WITH THAT COMES METHODS THAT BEST HELP CHILDREN LEARN TO READ FROM THE EARLIEST STEPS IN SPOKEN LANGUAGE BEFORE WE EVEN SEE LETTERS AND THEN SOUNDS AND BEING ABLE TO SUCCESSFULLY DECODE UNFAMILIAR WORDS.
AND WE NEED THOSE RESEARCH BASED METHODS.
SCIENCE OF READING ALSO INCLUDES EXPLICIT, SYSTEMATIC AND SEQUENTIAL INSTRUCTION IN PHONICS.
AND FOR US, IT'S DEVELOPING THAT UNDERSTANDING OF WHAT EACH OF THOSE WORDS MEAN WHEN APPLYING THEM TO LITERACY AND THEN RECOGNIZING THAT SYSTEMATIC CODE EMPHASIS INSTRUCTION IS AN IMPORTANT PART OF A LARGER PROGRAM FOR READING INSTRUCTION.
SO YOU'RE GOING TO SEE THIS READING ROPE.
SO EACH OF THOSE STRANDS CONNECT TOGETHER THROUGH EXPLICIT, SYSTEMATIC, SEQUENTIAL INSTRUCTION TO EITHER BECOME INCREASINGLY AUTOMATIC OR AND INCREASINGLY STRATEGIC TO THEN BECOME A SKILLED READER.
SO IT'D BE IF I GAVE EACH OF US IF EACH OF US HAD A STRAND.
THOSE STRANDS ARE COMING TOGETHER AND WEAVING AND STARTING WITH THE WORD RECOGNITION.
SO THAT PHONOLOGICAL AWARENESS, THAT AUDITORY, THE HEARING OF SOUNDS, MANIPULATING OF SOUNDS TO THEN BEING ABLE TO MATCH THAT TO THE GRAPHENE, THE LETTER THAT MAKES THAT SOUND TO THEN LEARNING WORDS BY SIGHT RECOGNITION.
SO WE TALK ABOUT EVEN IN OUR EARLIEST GRADES, WE'RE DOING WORD RECOGNITION AND ALL THOSE STRANDS, BUT WE'RE ALSO SUPPORTING LANGUAGE COMPREHENSION AT A DIFFERENT LEVEL THAN WHAT IT WOULD LOOK LIKE IN OUR INTERMEDIATE GRADES WHEN THE GOAL COMING BACK TO IT THAT THEY'VE LEARNED TO READ AND NOW READING TO LEARN.
SO THIS IS AN IMPORTANT READING, ROPE AND IMAGE AND THEN THE UNDERSTANDING AROUND WHAT THAT MEANS.
SO THE ACTIONS TO ACHIEVE OUR GOAL AND YOU CAN SEE EACH BOX GETS A LITTLE BIGGER BUT DATA SO STARTING WITH OUR AMPLIFY M CLASS SCREENING AND DOING THAT THREE TIMES A YEAR THOSE BENCHMARK WINDOWS AND THEN IN BETWEEN THAT THE PROGRESS MONITORING AND THE DATA THAT WE ANALYZE FROM THAT.
[00:15:01]
SO REALLY PUTTING IN PLACE SOME PROTOCOLS THAT HELP US MAKE DATA DRIVEN INSTRUCTIONAL DECISIONS TO SUPPORT NOT ONLY STUDENTS THAT ARE AT RISK, BUT THOSE STUDENTS THAT ARE AT AN ABOVE GRADE LEVEL.AND AT THE DISTRICT LEVEL, OUR PRINCIPAL PLACES ARE EQUITY COACHES THAT ARE SUPPORTING THAT IN THE BUILDINGS AND THEN ACROSS BUILDINGS ARE READING INTERVENTION TEAMS, RESOURCE, L, L, PLCS.
ALL OF THOSE ARE SUPPORTING KIDS.
AND SO HOW AND WHAT DOES THAT PROFESSIONAL LEARNING LOOK LIKE? AND THEN THE REALLY HEAVY, HEAVY EMPHASIS ON THE CORE INSTRUCTION.
AND AGAIN, COMING BACK TO THAT DATA, WHAT DOES THE DATA MEAN? HOW DO WE USE IT? THE LETTERS THAT ACRONYM, LANGUAGE ESSENTIALS FOR TEACHERS OF READING AND SPELLING BEGINNING WITH PRIMARY AND EXCITED TO ADD PRE K TEACHERS TO THAT LEARNING THIS YEAR AND THEN STRONG PLACES THAT REALLY FOCUS ON CLOUD OF LEARNING AND COACHING.
AND THEN CONNECTING THAT WITH INTERVENTION AND SUPPORT.
SO NOT JUST IN THE SCHOOL YEAR BUT DURING THE SUMMER.
SO JUST HAVING FINISHED OUR SOARING INTO SUMMER, WHICH WAS IN-PERSON LEARNING FOR STUDENTS INCOMING FIRST, SECOND AND THIRD GRADE STUDENTS, AND THAT SMALL GROUP INTENSIVE FOCUS ON THE FOUNDATIONAL SKILLS, BUT ALSO THAT LOVE OF READING AND MAKING SURE THAT BOTH ARE PRESENT.
AND THEN TWO OF OUR ONLINE PROGRAMS THAT SUPPORT LITERACY ARE ALEXIA AND IMAGINE LEARNING AND MAKING THOSE OPPORTUNITIES AVAILABLE FOR KIDS OVER SUMMER AND THEN BRINGING THAT INTO SCHOOL, OUR SCHOOL YEAR INTERVENTION.
ORTON GILLINGHAM IS THE MULTISENSORY PROFESSIONAL LEARNING THAT ARE MANY OF OUR RESOURCE AND READING SPECIALISTS FOR THEIR INTERVENTION GROUPS HAVE TAKEN PART IN.
AND THEN WHAT'S EXCITING TOO IS THAT TEACHERS HEAR OF THAT AND THEN THEY WANT TO INVEST IN THAT TRAINING THEMSELVES SO THAT WE CONTINUE TO DEEPEN THAT COMMON LANGUAGE AND THEN OTHER RESOURCES TO SUPPORT COMPREHENSION.
AND THE ADDITIONAL COMPONENTS OF THEIR READING GROUP ARE PART OF OUR CORE CURRICULUM AND RESOURCES.
OOP. NO. WE WANT TO SPEND A LITTLE MORE TIME ON ASSESSMENT BECAUSE THIS IS A LARGE WHILE IT WAS THE SMALLEST BLOCK, IT HAS SOME OF THE MOST IMPACT ON HOW WE KNOW WHAT WE NEED TO FOCUS ON AND THE WAYS THAT WE KNOW THAT WHAT WE DO MAKE A DIFFERENCE.
SO AS A REMINDER, IN SPRING OF 2021, WE SELECTED AMPLIFY CLASS, WHICH IS USES THE DEPLOY ASSESSMENT AND IT'S ONE OF THE TOOLS THAT OCI RECOMMENDED BASED ON AGAIN THE, THE REQUIREMENTS OF MEETING THE LEGISLATION AROUND DYSLEXIA.
THIS, THIS LAST SCHOOL YEAR WAS THE FIRST YEAR WE HAD THIS IN PLACE.
IT INCLUDES BENCHMARK ASSESSMENTS.
SO THOSE ARE THE THREE THAT WE DO.
MIDDLE BEGINNING OF YOUR MIDDLE OF YEAR AND END OF YEAR.
AND I'VE PUT THOSE ACRONYMS THERE BECAUSE THAT'S HOW THEY SHOW UP ON REPORTS.
AND SO WE'LL HAVE SOMEONE SAY, BOY, MOY, YOI.
AND IT'S NOT ANY OF THOSE, BUT BEGINNING OF YOUR MIDDLE OF YEAR AND END OF YEAR.
IT ALSO HAS PROGRESS MONITORING ASSESSMENT.
SO WHEN WE KNOW THAT STUDENTS NEED GROWTH IN ORDER TO BE ABLE TO REACH THOSE READING GOALS, THERE ARE ALSO ASSESSMENTS THAT HELP US TO MONITOR THAT GROWTH ALONG THE WAY AND TO KNOW THAT WHAT WE'RE DOING IS MAKING A DIFFERENCE OR TO BE ABLE TO MAKE A SHIFT IN WHAT WE'RE DOING.
SO TEACHERS CAN SEE IF A STUDENT OR STUDENT GROUP IS LOW IN A PARTICULAR DIMENSION OF READING, WHAT TYPES OF ACTIVITIES CAN BE USED TO REINFORCE AND HELP STUDENTS LEARN AND PRACTICE THAT THAT DIMENSION OF READING? SO AGAIN, YOU SEE, WE ADMINISTER IT IN THE FALL, MIDDLE OF WINTER AND SPRING AND 20, 21, 22 SCHOOL YEAR IS THE BASELINE FOR US.
SO WHEN YOU SEE THESE NEXT REPORTS, THEY ARE NOT EXHAUSTIVE.
THESE ARE DESIGNED TO SHOW YOU EXAMPLES OF WHAT THE DATA CAN BRING US IN TERMS OF UNDERSTANDING AND TO KNOW THAT IN ALL OF THESE WE CAN DIG FURTHER AND WIDER.
BUT THEY PROVIDE AGAIN SOME GOOD EXAMPLES OF HOW WE'RE LOOKING AT THIS DATA.
[00:20:03]
SO THE FIRST REPORT THAT YOU SEE THERE IS A COMPOSITE REPORT FOR GRADES K THROUGH FIVE.WE CAN ALSO, AS PRINCIPALS HAVE DONE, GET A REPORT FOR JUST THEIR SCHOOL.
WE CAN ALSO SEE A REPORT BY GRADE LEVEL INSTEAD OF COMBINING ALL THE GRADE LEVELS.
SO AGAIN, SO MANY WAYS THAT WE CAN SLICE THIS TO MAKE SENSE OF IT.
WHAT YOU SEE AT THE TOP, THE TOP BAR IS THE BEGINNING OF YEAR.
THE MIDDLE BAR IS MIDDLE OF YEAR, THE BOTTOM BAR IS END OF YEAR.
AND SO WHEN YOU SEE THE PATTERN, WHAT YOU WANT TO BE ABLE TO SEE FROM BEGINNING OF YEAR TO END OF YEAR IS LESS RED AND YELLOW AND MORE GREEN AND BLUE MAKE SENSE, WHICH IS IN FACT WHAT YOU SEE THERE.
AND SO WHAT YOU WILL NOTICE IS THAT BY THE END OF THE YEAR, 12% OF STUDENTS HAD MOVED FROM WELL BELOW OR BELOW INTO AT OR ABOVE ON THE NEXT ONE.
AND I'M GOING TO FLIP BACK AND FORTH HERE FOR A SECOND.
SO WHEN YOU KNOW THIS WAY, WHEN YOU SEE THIS REPORT AND THEN YOU SEE THIS ONE AND LOOK AT THE COLORS PARTICULARLY. WHAT DO YOU NOTICE ABOUT THE COLORS THAT YOU SEE? OKAY. I'LL GO BACK ONE MORE TIME.
FIRST ONE. DOESN'T THIS SEEM LIKE AN EYE EXAM? IS ONE BETTER OR TWO? ONE OR TWO.
OKAY, SO THERE'S YOU SEE INSTANTLY THAT THERE'S MORE RED.
SO AGAIN, WHEN WE'VE TALKED ABOUT EQUITY AND WHAT THAT MEANS AND HOW THE SCIENCE OF READING IS INTENDED TO HELP ALL STUDENTS LEARN TO READ, AND IT ESPECIALLY CAN HELP THOSE STUDENTS WHO STRUGGLE.
SO YOU WILL NOTICE THAT WHEN WE LOOK AT THIS GROUP OF STUDENTS WHO ARE SERVED THROUGH THE FREE AND REDUCED LUNCH PROGRAM THAT MORE OF THEM ARE IN ARE BEING ASSESSED AS WELL BELOW OR BELOW GRADE LEVEL IN TERMS OF READING.
ANOTHER EXAMPLE IS FOR STUDENTS WITH DISABILITIES.
SOMETIMES WE REFER TO THIS GROUP AS STUDENTS ON IEPS OR SERVED THROUGH IEPS.
AND WHAT DO YOU NOTICE ABOUT THIS ONE COMPARED TO THE LAST OK EVEN MORE READ, RIGHT? SO THIS HELPS US BECAUSE WE CAN SEE WHERE WE HAVE STUDENTS WHO ARE LEARNING ON A TRAJECTORY THAT WILL EITHER HAVE THEM GET TO OR BE AT GRADE LEVEL, GRADE LEVEL READING BY THE END OF THIRD GRADE.
BUT WE ALSO HAVE STUDENTS WHO WILL NEED ADDITIONAL SUPPORTS AND ADDITIONAL ATTENTION IN TERMS OF HOW WE'RE TEACHING THAT SCIENCE OF READING SO THAT THEY TOO HAVE ACCESS TO THOSE SAME OUTCOMES.
OKAY. NOW, THIS ONE IS REALLY JUST AND I HOPE YOU HAD FUN WITH THIS WHEN YOU WERE LOOKING AT IT LIKE, WHOA, WHAT'S THAT? IT DOESN'T IT LOOK INTERESTING? ALL RIGHT. SO I'M GOING TO HELP YOU MAKE SENSE OF THIS RIGHT NOW.
SO WHAT YOU CAN SEE HERE IS THAT FIRST AT THE AT THE TOP, YOU SEE THE RED.
THE RED BAR SAYS WELL BELOW BENCHMARK.
SO LET'S JUST LOOK AT THAT COLUMN OF DATA FOR A MOMENT.
SO THAT TOP BAR THERE MEANS THEY STARTED THE YEAR AT THAT POINT.
SO WELL BELOW BENCHMARK BY THE END OF THE YEAR.
IT SHOWS YOU HOW THOSE STUDENTS MOVED.
SO ALL WE'RE IN THE CATEGORY CALLED WELL BELOW, WHICH IS NOTED BY RED AT THE BEGINNING OF THE YEAR IN THAT COLUMN, BY THE END OF THE YEAR, YOU SEE THAT 23% WERE NOW IN BELOW AND 16 WERE AT AND THREE WERE ABOVE.
OKAY. SO THE GOAL IS TO MOVE AS MANY STUDENTS AGAIN FROM BELOW OR WELL BELOW TO AT OR ABOVE.
AND THE IMPORTANT THING TO KNOW IS THAT WHILE THE BENCHMARK IS IS ADMINISTERED THREE TIMES A YEAR, IT IS A DIFFERENT ASSESSMENT EACH TIME BECAUSE IT'S SHOWING BASICALLY THE GROWTH THAT STUDENTS NEED TO STAY ON GRADE LEVEL.
[00:25:05]
SO THE MIDDLE OF THE YEAR WILL WILL BE MORE CHALLENGING THAN THE BEGINNING OF THE YEAR.THE END OF THE YEAR WILL BE MORE CHALLENGING THAN THE THAN THE MIDDLE OF THE YEAR.
MAKE SENSE. SO, AGAIN, WHAT WE CAN SEE IS GREAT NEWS, WHICH IS THAT 23 I ACTUALLY ADDED THESE UP BEFORE SO THAT WE WOULDN'T HAVE TO DO THIS, BUT EVIDENTLY I DIDN'T WRITE IT ON HERE.
BUT 23 PLUS 16 PLUS 3% OF STUDENTS MOVED FROM WELL BELOW TO BELOW.
NOW, IF A STUDENT IS WELL BELOW IN TERMS OF READING ACHIEVEMENT, GENERALLY IT WILL TAKE MORE THAN ONE YEAR FOR THEM TO REACH THE TRAJECTORY OF NOW BEING ON PATH TO BE ON GRADE LEVEL.
THIS AGAIN IS JUST AN EXAMPLE OF A REPORT THAT WE'RE USING TO MAKE SURE NOT JUST THAT THE OVERALL NUMBERS THAT WE SAW IN THE LAST REPORTS, WE'RE MOVING IN THE DIRECTIONS THAT WE'D LIKE TO SEE, BUT THAT EACH STUDENT'S ACHIEVEMENT IS REPRESENTED IN THESE GRAPHS BECAUSE IT MATTERS THAT EACH STUDENT IS EITHER ON A TRAJECTORY TO BE AT GRADE LEVEL OR IS STAYING OR GROWING BEYOND THAT LEVEL.
AND THIS IS THE THE REPORT THAT LETS US SEE THAT.
SO NOW WHAT WE SEE IS THE SAME REPORT FOR STUDENTS ON THE FREE AND REDUCED LUNCH PROGRAM.
SO YOU YOU SEE ANOTHER BAR ADDED HERE AND THE BOTTOM BAR IS THE VERY THE VERY LOWEST ROW IS ALL STUDENTS IN CAMAS SCHOOL DISTRICT K-5.
THE MIDDLE IS STUDENTS WHO ARE SERVED THROUGH THE FREE AND REDUCED LUNCH PROGRAM.
SO ONCE AGAIN, WE CAN START TO LOOK AT THE GROWTH OF STUDENTS IN PARTICULAR GROUPS TO MAKE SURE THAT WE'RE FINE TUNING BOTH OUR UNDERSTANDING OF WHO HAS WHO HAS ACCESS TO THE LEARNING THAT'S HELPING THEM TO BE ON GRADE LEVEL.
AND ALSO, IS IT MAKING A DIFFERENCE? AND WHAT YOU CAN SEE IS THAT IN MANY CASES, THESE ARE PRETTY CLOSE, RIGHT? NOT YET COMPLETELY.
BUT WE SHOULD SEE VERY SIMILAR RESULTS IF WHAT WE'RE DOING IS ACTUALLY WORKING FOR EVERY STUDENT.
AND THEN THIS IS STUDENTS WITH DISABILITIES, WHERE, AGAIN, WE SEE MORE OF A DISPARITY BETWEEN OUR ALL STUDENT GROUP AND OUR STUDENTS WHO ARE SERVED THROUGH INDIVIDUAL INDIVIDUALIZED EDUCATION PLANS.
SO AGAIN, THESE ARE THE DATA PIECES THAT WE'RE LOOKING AT.
WE CAN ACTUALLY CLICK ON ANY PART OF THIS BAR TO BE ABLE TO GENERATE A LIST OF STUDENTS.
AND THEN THAT HELPS US TO SEE WHERE ARE THEY? HOW CAN WE BETTER SUPPORT THEM? BECAUSE WE KNOW THEM BY NAME, WE KNOW THEM BY STRENGTH, AND WE KNOW THEM BY NEED.
LISA, IF I CAN JUST CHIME IN FOR A SECOND.
IT'S NOT JUST SKILL, IT'S NOT JUST BEHAVIORS.
IT'S THAT THIRD TIER OF MTS, WHICH IS THE DIRECT CORRELATION TO OUR ACADEMIC NEEDS.
AND HERE YOU SEE 31% OF OUR FRL KIDS STILL IN THAT RED AREA AND THE 53% STUDENTS ON AN IEP.
SO AGAIN, THAT'S WHERE IT'S SO IMPORTANT THAT WE HAVE THAT POINT OF CONTACT WITH MTS IN HIRING SHERRI AND THAT WORK AND NOW HAVING THAT OPPORTUNITY ACCESS AND INCLUSION COORDINATOR AND ALWAYS CONNECTING.
SO THAT TO LISA'S POINT, WE CAN REALLY WRAP OUR ARMS AROUND THE STUDENTS IN THESE CATEGORIES AND LIFT THEM TO TO GET TO WHERE THEY NEED TO BE IN THAT BLUE AREA. SO I JUST WANTED TO POINT THAT OUT.
SO WE HAVE AN OPPORTUNITY THIS EVENING TO SPEND SOME TIME WITH OUR EXPERTS FROM OUR BUILDINGS.
AND THANK YOU TO THE PRINCIPALS FOR COMING TODAY.
AND REALLY, WHAT'S SO I THINK INSPIRING IS THE DATA, THE NUMBERS.
AND, LISA, YOU ALLUDED TO KNOWING OUR STUDENTS.
AND REALLY, IT'S AROUND, YOU KNOW, WHAT ARE SOME GLOVES FROM LAST YEAR? AND WHEN WE TALK ABOUT CLOTHES, WHAT ARE SOME THINGS THAT WORK SPECIFICALLY AROUND THIS? WHAT DID YOU SEE IN YOUR BUILDING FROM MAYBE A STUDENT STANDPOINT OR A TEACHER STANDPOINT OR A PRINCIPAL LEADERSHIP STANDPOINT?
[00:30:05]
AND WHERE ARE THE AREAS THAT WE STILL NEED TO WORK? WE KNOW THAT, RIGHT? THERE'S STILL AREAS THAT WE NEED TO CONTINUE TO GROW IN.AS DR. ANDERSON TALKED ABOUT, IF OUR FRL GAP IS 31% OR 57% FOR STUDENTS THAT ARE SERVED ON IEPS, WE HAVEN'T ARRIVED BY ANY MEANS.
WE STILL HAVE PLENTY OF THINGS TO DO AND PLENTY OF WORK TO DO.
SO, YOU KNOW, THOSE ARE THE QUESTIONS THAT ARE GOING TO DRIVE THE CONVERSATION TONIGHT.
AND REALLY, TO LISA'S POINT, WE'RE NOT CHANGING THINGS UP FOR THIS YEAR.
AND THEN YET WE STILL NEED TO DO SOMETHING DIFFERENT FOR CERTAIN THINGS.
AND SO YOU'LL HAVE THAT OPPORTUNITY TODAY AND I BELIEVE THAT MIGHT BE THE NEXT SLIDE.
AND I KNOW OUR PRINCIPALS, THEY SAW THIS ON THURSDAY OR NOW.
YES, THEY DID SEE THIS ON THURSDAY.
NOT EVERYBODY'S GOING TO BE IN THIS ROOM.
WE'RE NOT GOING TO BE UP HERE.
SO FOR THOSE THAT ARE WATCHING, WE'RE GOING TO ACTUALLY SPREAD OUT A LITTLE BIT.
AND I APOLOGIZE THAT THAT'S PROBABLY NOT GOING TO BE THE GREATEST FOR YOU TO SEE.
BUT WE'RE GOING TO COME BACK AS AN ENTIRE GROUP AND DEBRIEF.
BUT IT'S GOING TO BE LACMA'S, SLATE, GRASS VALLEY AND K WITH JEN AND ERIKA.
YOU WILL BE THE BOARD MEMBER WITH THEM AND THEN HELEN BALLARD HILL AND MYSELF AND DOUG QUINN AND DR.
ANZALONE AND THEN WOODBURN, DOROTHY FOX, LISA AND THEN TRACEY AND COREY.
YOU MIGHT ASK YOURSELF, WHY ARE THESE BUILDINGS TEAMED UP THE WAY THAT THEY ARE? AND IT'S VERY INTENTIONAL.
THESE ARE THE COMBINATIONS OF BUILDINGS THAT HAVE BEEN DEEMED PARTNER SCHOOLS.
AND WHAT WE DID IS FOR OUR EQUITY INSTRUCTIONAL COACHES OR INSTRUCTIONAL EQUITY COACHES EXCUSE ME, THREE OF THOSE BUILDINGS UP THERE HAVE THAT AND THERE ARE THREE BUILDINGS THAT HAVE TEACHER LEADERS.
AND SO THAT'S THE INTENTIONALITY THERE AS WELL.
ANY QUESTIONS AROUND THE FORMAT, I GUESS, OF THE GROUPS? I'M THINKING PROBABLY THE HELEN BALLARD, PRUNE HILL, MYSELF, DOUG QUINN AND DR.
WE MIGHT BE THE LOUDEST GROUP, SO WE MIGHT HEAD INTO D AND THEN IF THE OTHER GROUPS WANT TO JUST KIND OF MAKE A LITTLE SPACE OUT HERE WITH THE CHAIRS, I WOULD WORK TO I HAVE JUST ONE COMMENT AS WELL.
SO IN THE LAST IN THE LAST SLIDE YOU'LL NOTICE THAT K IS IN PARENTHESES CAMAS CONNECT ACADEMY.
C K IS DUE TO START THIS YEAR WITH OUR OUR COHORTS THAT ARE STARTING THIS YEAR.
SO THAT'S WHY THEY ARE PART OF THE LACK OF MS. GRASS VALLEY CONNECTION.
THEY'RE NOT HERE TONIGHT AND THEY WILL BE STARTING WITH US ON THIS POP TOE THIS YEAR.
YOU KNOW, WHAT DID YOU NOTICE? WHAT DID YOU HEAR TALKING TO OUR EXPERTS FROM THE BUILDING? WHAT DO YOU STILL WONDER? THERE'S A LOT OF INFORMATION RIGHT WHEN WE THINK ABOUT THIS.
AND SO JUST BE THINKING ABOUT THAT.
IT COMES TO LIFE REALLY WHEN YOU TALK TO THEM.
IT'S REALLY ABOUT THAT PERSONAL TOUCH.
YEAH, I WOULD SAY. HELEN BALLARD, PRUNE HILL.
GREAT. WE ARE GOING TO GO RIGHT.
[01:08:54]
THANK YOU FOR.[01:08:55]
IS IT WORKING? THANK YOU FOR COMING BACK.[01:09:00]
YOU COULD TELL THE PASSION BEHIND THE CONVERSATIONS.[01:09:02]
I WAS LUCKY ENOUGH TO FLOAT AROUND TO THE DIFFERENT GROUPS AND BE A PART OF A GROUP AS WELL.[01:09:06]
BUT THIS IS OUR OPPORTUNITY HERE FROM THE BOARD.[01:09:10]
YOUR DEBRIEF OR JUST KIND OF SOME THOUGHTS AROUND WHAT WHAT WHAT YOU NOTICED AND MAYBE SOME WONDERINGS OR FOLLOW UP QUESTIONS OR ANYTHING FOR FOR THE[01:09:19]
GROUP UP HERE. AND WE'VE GOT SOME PRINCIPLES HANGING OUT.I DID RELEASE SOME, BUT THIS JUST THIS JUST THIS IS JUST EXAMPLE.
I MEAN, A PERFECT EXAMPLE OF WHO THEY ARE.
I MEAN, THEY'RE SO PASSIONATE ABOUT THEIR WORK.
AND HAVING THEM TOGETHER TO TO BE ABLE TO COLLABORATE THAT THE STAFFS ARE ACTUALLY GETTING TOGETHER A COUPLE OF TIMES OF YEAR AND JUST BEING ABLE TO HAVE THOSE DIFFERENT KINDS OF THOSE DIFFERENT KINDS OF PLACES AND DIFFERENT KINDS OF WAYS TO, TO GO OVER COMMON DATA AND COLLABORATE.
[01:10:03]
I THINK I THINK THAT'S FANTASTIC.I MEAN, THERE'S SO IT'S SO EASY TO GET TO.
AND ONE OF THE LEAST TALKED ABOUT WAS THE WAY WE USED TO DO ASSESSMENTS BEFORE.
IT WAS EFFICIENT, BUT IT WASN'T EFFECTIVE.
AND NOW THE THAT IS SO, SO EASILY AND BRYAN TALKED ABOUT HOW IT MADE US PREP TIME FASTER.
YOU CAN JUST GO RIGHT IN THERE AND DIG RIGHT DOWN TO EVEN THE THINGS THAT YOU NEED.
AND WHO NEEDS THAT EXTRA HELP.
SO I LOVE THAT WE HAVE SO MUCH DATA AND THAT'S EASY, EASILY ACCESSIBLE TO EVERYBODY WHO NEEDS IT.
RIGHT. SO. KIND OF TO THAT POINT OF DATA.
THE ASPECT OF IT THAT WAS SO INTERESTING TO ME WAS HOW MUCH MORE SCIENTIFIC THE APPROACH SEEMS TO BE AND HOW IT'S WORKING ON A FULL UNDERSTANDING OR AS FULL AS YOU CAN GET IN 2022 OF THE HUMAN BRAIN AND ITS METHODS OF LEARNING.
AND YOU CAN SEE THE DIFFERENCE.
I'M FEELING LIKE NOW I GOT CHEATED SOME 50, SOME YEARS AGO, MAYBE MORE THAN THAT.
YEAH. BUT ALSO TAPPING INTO THE ENTHUSIASM AND THE COLLABORATION BETWEEN THE TWO BUILDINGS THAT AND IT'S IT'S ENCOURAGING.
IT IS SO POSITIVE THAT IF THE LEADERSHIP IN THE BUILDING HAS SUCH ENTHUSIASM FOR THE CONCEPTS AND THE APPLICATIONS AND THE RESULTS THAT WE'RE SEEING, IT BODES WELL WHEN WE CAN SPREAD THIS ACROSS THE ENTIRE DISTRICT ON A UNIFORM DAY.
IT'S PRETTY EXCITING. I THINK THE CHASM BETWEEN THE TWO SCHOOLS THAT WE ALL SAW, WHAT I WHAT WE TALKED ABOUT IS THE EXCITEMENT THAT BECAUSE EVERYBODY IS ON THE SAME PAGE FOR THESE GOALS, THE ENTHUSIASM AND EXCITEMENT FOR OUR PROFESSIONALS TO BE ABLE TO REACH OUT ACROSS SCHOOLS AND TO BE ABLE TO RECEIVE ADVICE OR SUGGESTIONS OR PROVIDE THAT EXPERIENCE THAT THEY'VE HAD.
AND TO CONTINUE GROWING THEM IN THEIR PROFESSIONAL LEADERSHIP IS SUPER EXCITING.
THAT'S ANOTHER THING I PICKED UP ON TOO, IS THAT THE PARTNER SCHOOLS THAT THEY CAN ASK, IT'S EASY FOR THEM TO ASK HELP FOR WHAT WAS THEIR LEARNING STRATEGY OR HOW DID YOU DO THIS OR WHEN YOU WERE IN THIS SITUATION.
THEY'RE ALL COMFORTABLE WORKING TOGETHER AND THEY HAVE THAT OPPORTUNITY.
THEY'RE DOING IT ALL. THE PARTNER SCHOOLS IN.
IT'S A GREAT. AND FEELING THE STRONG BELIEF THAT THE TECHNIQUE IS EFFECTIVE.
I MEAN, IF YOU IF ANY OF US BELIEVES THAT A PARTICULAR ACTION HAS HAS A PARTICULAR OUTCOME AND WE SEE IT AND WE BELIEVE IT, AND THE ENTHUSIASM, THE INTENTIONALITY BEHIND ITS USE, THOSE TOOLS BECOMES VERY DIRECT.
I THINK TO HAVE CHEMISTS BE ALL IN THE SAME PAGE AS WELL AS WE TALKED ABOUT HAVING KIDS GO TO DIFFERENT SCHOOLS, COULD YOU CONTINUE GROWING? RIGHT. AND THEY THEY THE EXPECTATIONS AND THE DATA AROUND THEM CAN STILL BE INTERPRETED BY THIS NEXT SCHOOL, THE NEXT LEVEL OF TEACHER.
I JUST I SEE SO MUCH GOODNESS AND A SAME GOAL AND OVER A PERIOD OF TIME.
COMING UP ON A COUPLE OF GROWS THAT GOT TOUCHED ON WAS STRENGTHENING STAYING FOCUSED TIER ONE STRONG CORE INSTRUCTION AND THEN ALSO THE SMALL GROUP STUDIES THAT WE'VE BEEN UTILIZING WITHIN THE PROGRAMS. THAT THOSE TWO PLACES HAVE A POTENTIAL TO EVEN HELP US BE MORE EFFECTIVE.
AND I'M ESPECIALLY INTERESTED IN FINDING THAT SWEET SPOT FOR THE BEGINNING OF THE YEAR, ESPECIALLY AT THE YOUNGER GRADES, WHEN YOU'RE STILL TRYING TO FIGURE OUT THE CLASSROOM ROUTINE LIKE IS LATE SEPTEMBER OR WHENEVER THE WINDOW IS, IS THAT REALLY ARE WE GETTING A ARE WE GETTING AN ACCURATE AN ACCURATE PICTURE OF THE KIDS AT THAT TIME? AND ON TOP OF THAT, IF THE TEACHERS ARE DOING THIS INDIVIDUALLY WITH ONE KID, WHAT DO YOU DO WITH THE OTHER 22 KIDS IN THE CLASS? AND, YOU KNOW, SO IS THERE A BETTER TIME THAN OTHERS TO DO IT? AND HOW DO YOU GET CREATIVE ABOUT JUST EVEN THE SIMPLE SUPERVISION OF WORKING WITH ONE KID WHILE THE OTHER 22 ARE THROWING CLAY AT EACH OTHER OR WHATEVER? SO. I'LL TRY.
[01:15:03]
I'LL CHIME IN A LITTLE BIT AND I APPRECIATE THAT FEEDBACK AS WELL.AND FIRST OF ALL, IT'S AN HONOR FOR A SUPERINTENDENT, I THINK, TO BE INCLUDED IN THIS WORK.
SO I APPRECIATE THE INVITE AND AND BEING A PART OF THAT TO BE AT THAT INSTRUCTIONAL LEVEL I THINK IS CRITICAL, ESPECIALLY AS WE LOOK TO INCREASE PROGRAMS AND AND ADVOCATE FOR FOR OUR SCHOOLS.
SO KUDOS AND I SAW THAT WORK AT EVERY AD COUNCIL I'VE BEEN AT.
BUT WHEN YOU SEE IT WITH JUST A COUPLE PRINCIPALS AT A TIME, YOU CAN REALLY FEEL THAT THAT PASSION.
AND EACH OF YOU MENTIONED THAT.
I THINK THE OTHER THING I NEVER HEARD FROM OUR PRINCIPALS WAS THEY ARE THEM, MEANING THAT THIS IS NOT THE WORK OF THE TEACHERS, THIS IS NOT THE WORK OF JUST THE STAFF. THIS IS OUR WORK.
I MEAN, I NEVER HEARD THAT ONE TIME.
THEY'RE VERY, VERY EMBEDDED IN WHAT'S GOING ON FROM THAT LEVEL.
SO IT'S VERY REFRESHING FOR ME TO HEAR THAT.
AND DOUG, I DON'T KNOW SURE IF YOU PICKED UP ON THAT AS WELL, BUT THE FACT THAT LETTERS REALLY HITS TO OUR THIRD GRADE K THROUGH THREE AND UNFORTUNATELY, WE HAVE MANY FOURTH AND FIFTH GRADERS WHO HAVE SOME SERIOUS GAPS, PRIMARILY BECAUSE THEY DIDN'T HAVE THAT SAME LEVEL OF INSTRUCTION LAST TWO YEARS.
AND SO OUR PRINCIPALS ARE SAYING THAT, YOU KNOW, HOW ARE WE GOING TO MAKE SURE THAT OUR FOURTH AND FIFTH GRADE INSTRUCTORS ARE ALSO GETTING SOME OF THIS SCIENTIFIC BACKGROUND? AND I THINK THAT'S SOMETHING THAT WE NEED TO TACKLE AS A DISTRICT.
SO THANK YOU TO THOSE PRINCIPALS FOR BRINGING THAT POINT OUT.
AND THE LAST THING I THOUGHT OF IS, YOU KNOW, THIS IS REALLY THIS COULD BE A MODEL PROGRAM FOR A LOT OF OTHER DISTRICTS FROM THE WAY THAT THE AD COUNCIL IS SET UP IN PARTICULAR.
SO TALKING ABOUT THAT FROM AN OUTSIDE PERSPECTIVE, SINCE I'VE JUST COME NEW, I HOPE YOU REALIZE THAT THIS IS INCREDIBLE WORK AND YOU SHOULD BE VERY, VERY PROUD OF IT. I KNOW YOU ARE, BUT IT'S AWESOME TO WATCH IT.
SO THANK YOU TO OUR LEADER FOR FOR HELPING SET THAT EXAMPLE.
QUESTION. IS THERE A PLACE ONLINE THAT A BOARD MEMBER COULD LOOK AT LETTERS MORE SPECIFICALLY TO SEE IT AND HEAR IT AND EXPERIENCE IT A LITTLE BIT MORE? WITHOUT THE FULL ON FIGHTING, YOU KNOW.
SO ONE OF THE ONE OF THE THINGS THAT JEN HAS BEEN WORKING ON WITH OUR INSTRUCTIONAL EQUITY COACHES AND WE'RE GOING TO BE PULLING THESE FROM OTHER TEACHERS AS WELL, IS SOME VIDEOS THAT WILL SHOW WHAT THIS LOOKS LIKE.
AND SO ONCE WE'VE GOT THAT STARTED, WE CAN SHARE THOSE WITH YOU AND AND WE'LL ALSO SEND YOU WHERE THE LETTER'S WEBSITE IS BECAUSE THAT WILL GIVE YOU THERE'S LIKE THERE'S AN INFORMATION BROCHURE THAT YOU CAN SEE WHAT IT IS THAT LETTERS DOES.
BUT THEN BEING ABLE TO REALLY SEE WHAT IT LOOKS LIKE IN ACTION IS WHAT MAKES THE DIFFERENCE.
DID YOU WANT TO ADD TO THAT? I WAS JUST GOING TO SAY THAT YOU ARE WELCOME TO COME TO ANY OF THE THINKING THAT WE HAVE A COHORT ONE, A COHORT TWO. SO THAT'S WHAT WE'VE DONE.
AND WHAT DOES THAT LOOK LIKE FOR THEM IN TERMS OF THEIR DATES GETTING INTO UNITS THREE AND FOUR? THERE'S FOUR UNITS IN THE FIRST VOLUME AND THEN COHORT TWO IS OUR NEW NEW TEACHERS GRADE LEVELS THAT HAVE TEACHERS THAT ARE MAKING GRADE LEVEL CHANGES.
SO YOU CAN COME TO COHORT TWO LEARNINGS.
JULIE WE WERE EXTENDING THE INVITATION TO LITERACY NIGHTS, SO IF YOU'D LIKE TO COME TONIGHT FOR.
YOU CAN TARGET THOSE LESSONS FOR YOU TO COME IN AND SEE THAT TO CONNECT.
LET'S SEE WHAT. LIKE THERE'S ONE OTHER REASON.
LAST YEAR FOR FAMILIES, AND IT WAS INTERACTIVE.
[01:20:02]
SO WE HAD OUR FAMILIES DOING SOME OF THE LESSONS JUST TO GET A SENSE OF THE SCIENCE BEHIND IT AND WHY YOU WOULD HAVE A PRACTICE LIKE THAT.HMM. HOW WOULD A PERSON LIKE MYSELF, A STUDENT IN MY DISTRICT, LEARN ABOUT.
THAT WOULD BE. THANK YOU, ALL OF YOU, FOR SPENDING SUMMER WITH US TONIGHT.
SO I'LL PASS IT BACK OFF TO YOU, COREY.
ALL RIGHT. ARE WE WE GOING BACK? WE'RE GOING SO WE'RE GOING IN REVERSE.
SO WE'RE GOING BACK TO TAPESTRY OF HOPE.
AND IS THAT MARILYN? WONDERFUL. THE FLOOR IS YOURS.
SO LISA TALKED ABOUT THE THE SEEING AND SERVING EACH STUDENT THROUGH THE SCIENCE AND POWER OF HOPE.
AND SO THE CULMINATING ACTIVITY WE DID AT AD COUNCIL WAS WE'RE WEAVING A TAPESTRY OF HOPE.
SO WHAT YOU HAVE BEFORE YOU ARE THREE STRIPS, THERE'S PLENTY MORE.
I WOULD LIKE YOU TO DO AT LEAST TWO STATEMENTS.
AT LEAST TWO, BUT I GAVE YOU THREE.
WHAT? BASED ON WHAT YOU'VE HEARD TONIGHT, WHAT YOU KNOW, WHAT ARE YOU HOPEFUL ABOUT? YOU KNOW, WE KNOW THAT HOPE IS MEASURABLE.
THAT'S HOW HOPE IS REALIZED IN THE SCIENCE OF HOPE.
RIGHT. SO WHAT ARE YOU HOPING FOR NOW? THIS IS A NO LOW PRESSURE ACTIVITY.
NOBODY IS GOING TO BE ABLE TO READ WHAT YOU SAY.
YOU COULD REALLY WRITE LITERALLY ANYTHING ON THERE.
HEY, I'M HOPING BESIDES, MARILYN IS THE BEST THAT YOU WOULD WRITE SOMETHING RELATED TO HOPE.
YOU KNOW, WHAT ARE YOU HOPE FOR? WHAT DO YOU HOPE FOR? FOR OUR KIDS? AND JUST BE PART OF THAT ACTIVITY WITH US AND WE'LL MOUNT IT OVER ON THE WALL IN THE BOARDROOM.
WELL, THANK YOU FOR DOING THAT.
THANKS, MARILYN. AND SO AS YOU'RE THINKING ABOUT THAT, JUST A PREVIEW FOR OUR NEXT WORKSHOP.
WE WE DISCUSSED HAVING SAFETY AS AS KIND OF A THEME AND JUST GOING BACK TO AD COUNCIL FOR A MOMENT.
AND SO IN TALKING TO THE TEAM TODAY, WE'RE LOOKING FORWARD TO HEARING FROM YOU.
AND IF YOU CAN JUST BE THINKING ABOUT THAT FOR, I BELIEVE IT'S SEPTEMBER 12TH, SOME IDEAS THAT THAT YOU'RE CONCERNED ABOUT REGARDING SAFETY AND MAYBE NOT JUST PHYSICAL SAFETY OF THE BUILDINGS, BUT SOCIAL EMOTIONAL SAFETY AND AND WAYS THAT WE CAN REALLY WRAP OUR ARMS AROUND OUR KIDS TO MAKE THEM FEEL SAFE AND COMFORTABLE AT SCHOOL. AND SO WE'LL HAVE SOME THINGS PLANNED AS WELL.
BUT I JUST WANTED TO REMIND YOU THAT THAT'S KIND OF ON THE DOCKET.
I BELIEVE IT'S SEPTEMBER 12TH.
I'M LIKE, IT'S NOT REALLY THAT.
[01:26:05]
YEAH. I'M NOT SURE IF THERE WAS ANY HOUSEKEEPING OR ANYTHING.GAIL DOREEN ANYONE? OKAY. I THINK THAT WOULD BE THE LAST TOPIC ON OUR AGENDA.
GENERAL ASSEMBLY INFORMATION CAME OUT.
NO, NO, NO. IT'S SEPTEMBER 30TH AND OCTOBER 1ST.
OCTOBER 1ST. SO A FRIDAY AND SATURDAY FROM 10 TO 6.
BUT LET ME PULL IT ALL TOGETHER, BECAUSE THEY'LL BE HAVING SOME SORT OF OF MEETING.
THEY'RE GOING TO DWINDLE THINGS DOWN AND I'LL JUST BE IN TOUCH.
THEY JUST CAME OUT WITH THE HANDBOOK, 192 PAGES.
SO THE LINK WILL BE IN THE GOOGLE DOC FOR YOU.
ALL OF IT. AND WHAT WAS THE DATE? IT WAS THE FRIDAY, FRIDAY, SEPTEMBER 30TH AND SATURDAY, OCTOBER 1ST.
I'LL SEND OUT A CALENDAR HOLD.
HOW ABOUT THAT? YEAH, YEAH, YEAH.
I THINK WE COULD PROBABLY JUST DIVIDE AND CONQUER A LITTLE BIT HERE AND THERE.
I'LL DEFINITELY BE ABLE TO DO SATURDAY.
BUT THEY'RE PRETTY EXCITED TO BRING BACK DISTRICTS THAT MAYBE HAVEN'T PARTICIPATED BEFORE.
AND THEY CONTINUE TO SAY THIS IS WHERE THE MAGIC HAPPENS RIGHT HERE.
WE'RE PUTTING OUR PRIORITIES TOGETHER.
YEAH. SO WE BROUGHT THAT TOPIC UP TODAY AT CABINET AS WELL.
SO WE'RE REALLY EXCITED TO KIND OF SEE WHERE THE BOARD LEADS US, WHERE, WHERE THE STATE LEADS.
SO I THINK THAT'S GOING TO BE REALLY IMPORTANT.
ALL RIGHT. WELL, IF THERE ISN'T ANYTHING ELSE, THEN I THINK WE CAN GO AHEAD AND ADJOURN OUR WORKSHOP AT 559, AND WE'LL BE BACK IN A COUPLE OF WEEKS FOR OUR REGULAR MEETING.
SO WE'RE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.