[1. School Board Workshop - 4:30 PM]
[00:00:03]
ALL RIGHT. GOOD AFTERNOON OR EVENING OR WHATEVER IT IS, EVERYBODY.
IT'S 4:30 AND WELCOME TO OUR NOVEMBER 14TH BOARD WORKSHOP.
I WILL TURN THINGS OVER TO DR.
ANZALONE FOR ANY OPENING REMARKS.
GOOD AFTERNOON. GOOD TO SEE EVERYBODY.
THANKS FOR BEING HERE TONIGHT.
WE HAVE A PRETTY PACKED AGENDA HERE.
SO I THINK WE SHOULD JUST GO RIGHT INTO IT, IF THAT'S OKAY WITH THE BOARD.
ALL RIGHT [INAUDIBLE]. SO WE'RE PLEASED TO BE WITH YOU HERE TONIGHT TO BE ABLE TO TALK ABOUT OUR MULTILINGUAL PROGRAM AND SHARE WITH YOU SOME CHANGES THAT HAVE BEEN MADE AND ARE COMING.
I'D LIKE TO FIRST INTRODUCE MY COLLEAGUES, KIMBERLY DANIELS AND ALSO MARCY CONNETT.
WE'VE AS THE PROGRAM HAS CHANGED, WE'VE NEEDED TO BE VERY CLEAR ABOUT THAT.
AND MARCY CONNETT SERVES AS A MULTILINGUAL PROGRAM INSTRUCTOR AS WELL.
AND SO TONIGHT, WE'RE HERE FOR A COUPLE OF DIFFERENT REASONS.
ALSO, THERE ARE CHANGES TO THE PROGRAM THIS YEAR THAT HAVE BEEN COMING ON THE TAIL OF SOME WORK THE STATE IS DOING AND THE OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
AND THEN ALSO IT GIVES US ANOTHER CHANCE TO REALLY DIG INTO WHAT DO WE MEAN WHEN WE SAY EQUITY AND WHAT DO WE MEAN WHEN WE SAY EQUITY LENS? AND SO AS WE TALK ABOUT OUR MULTILINGUAL LEARNERS, THE FIRST THING IS THAT YOU MAY NOTICE THAT IN PAST YEARS WE'VE TALKED OFTEN ABOUT OUR ELL PROGRAM, ENGLISH LANGUAGE LEARNER PROGRAM.
THE STATE HAS CHANGED ITS LANGUAGE TO MULTILINGUAL LEARNER PROGRAM.
AND IT'S INTENTIONAL BECAUSE WHEN WE SAY MULTILINGUAL LEARNER, THAT COMES FROM AN ASSET FRAME.
WHEN WE SAY ENGLISH LANGUAGE LEARNER, THAT COMES FROM A DEFICIT FRAME.
AND SO IT REALLY RAISES UP THE TREMENDOUS ASSETS THAT OUR STUDENTS HAVE WHEN THEY COME TO US WITH ONE LANGUAGE AND ARE LEARNING ANOTHER ALONGSIDE THAT.
AND SO BEFORE WE BEGIN, IN TERMS OF THINKING ABOUT WHAT DOES EQUITY MEAN WHEN WE TALK ABOUT MULTILINGUAL LEARNERS, I'M GOING TO REFERENCE A SECTION OF AN ARTICLE THAT CAME OUT IN THE JOURNAL, THE PROFESSIONAL JOURNAL, THE ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT, WHICH IS ASCD, TO THOSE OF US WHO USE ACRONYMS A LOT, AND IT CAME OUT IN MARCH, ON MARCH 1ST, 2021.
AND THE TITLE OF THE ARTICLE IS WHAT DOES EQUITY REALLY MEAN FOR MULTILINGUAL LEARNERS? SO THIS WILL SET OUR STAGE FOR THE PRESENTATION THAT YOU'LL HEAR NEXT.
INSTEAD, LANGUAGE MUST BE VIEWED AS SOMETHING THAT IS DEVELOPED IN THE PROCESS OF LEARNING.
WHEN STUDENTS ARE SUPPORTED AND HAVE ACCESS TO THE RICHEST CURRICULUM OUR SCHOOLS HAVE TO OFFER.
MULTILINGUAL LEARNERS CAN NO LONGER BE THE FEW STUDENTS IN THE BACK OF THE ROOM WHOSE IDEAS WILL TAP INTO LATER WHEN THEY'RE ABLE TO SHARE THEM WITH US IN ENGLISH. THEIR PARTICIPATION IN CLASS DISCUSSIONS AND CRITICAL THINKING PROCESSES IS AN INCREASINGLY IMPORTANT ELEMENT OF OUR SHARED FUTURE.
WE WILL NEED STUDENTS WITH THE CULTURAL, LINGUISTIC AND INTELLECTUAL FLEXIBILITY TO BE ABLE TO CROSS BORDERS, BRIDGE COMMUNITIES, AND HELP SOLVE THE GLOBAL CRISES WE FACE, WHETHER CLIMATE CHANGE, ETHNIC CONFLICTS, OR PERHAPS THE NEXT PANDEMIC.
HOW THEN, CAN WE CREATE OPPORTUNITIES FOR STUDENTS TO USE ALL THE TOOLS IN THEIR TOOLBOX, INCLUDING HOME LANGUAGES, TO ENGAGE MEANINGFULLY WITH CONTENT AND EACH OTHER? FIRST, WE HAVE TO REMOVE THE BARRIERS WE IMPOSE, EVEN UNINTENTIONALLY, ON LEARNING.
AND I'M GOING TO STOP THERE BECAUSE A LOT OF THE CHANGES THE STATE IS MAKING AND THAT WE ARE MAKING, AS WELL AS REALLY ADDRESSING THOSE BARRIERS AND HOW WE CAN PROVIDE THE CONDITIONS FOR THE BEST LEARNING THAT ALL OF OUR LEARNERS CAN EXPERIENCE IN OUR CLASSROOMS. AND CONNIE I LOOK AT YOU BECAUSE I KNOW WHEN YOU HEAR THE WORD BARRIERS, YOU THINK, UDL.
RIGHT UNIVERSAL DESIGN FOR LEARNING, WHICH WE'VE TALKED ABOUT ALSO.
[00:05:08]
SO BEFORE WE BEGIN, AS I PROMISED, ONE, WHAT WE'D LIKE TO HEAR FROM YOU IS A QUESTION YOU MIGHT HAVE ABOUT OUR PROGRAM THAT WILL BOTH HELP US SEE WHAT WE'VE ALREADY PLANNED TO ANSWER, BUT ALSO WHAT WE MIGHT FOLLOW UP ON.AND WE'LL HAVE TIME AT THE END OF THE PRESENTATION AS WELL FOR SOME QUESTIONS AND ANSWERS.
BUT WHAT ARE SOME THINGS YOU'RE THINKING ABOUT WHEN YOU THINK ABOUT THE MULTILINGUAL PROGRAM AND WHAT YOU MIGHT WANT TO KNOW? IF I WERE STANDING IN A ROOM WATCHING THIS EXERCISE IN PRACTICE, I WOULD BE VERY INTERESTED IN UNDERSTANDING WHAT I WOULD BE LOOKING AT IF I HAVE A MULTI LANGUAGE LEARNER AND THAT STUDENT DOESN'T UNDERSTAND OR SPEAK ENGLISH, THAT'S PROBABLY THE MOST EXTREME I ASSUME THAT THERE'S SOME COMPREHENSION OF.
LET ME FOR A MOMENT JUST ASSUME I WANT TO KNOW HOW YOU DO THAT.
WHAT THAT LOOKS LIKE THOSE MOMENTS IN TIME AND HOW YOU MIGHT FACILITATE THAT PROGRESS TOWARDS YOU KNOW, A MORE ROBUST UNDERSTANDING? GREAT.
THANK YOU. JUST THE MECHANICS.
I'M DEFINITELY INTERESTED FROM THE TEACHER PERSPECTIVE OF THINGS WHAT KIND OF PROFESSIONAL DEVELOPMENT WILL BE OFFERING GENERAL CLASSROOM TEACHERS? WHAT TYPES OF RESOURCES WE HAVE TO TO ROLL OUT TO THEM TO HELP FACILITATE IT IN THE GENERAL ED CLASSROOM.
WHEN YOU TALKED ABOUT THE UDL LENS, I'M REALLY INTERESTED IN THAT BECAUSE IN ALL OF OUR TRAININGS THEY TALK ABOUT, YOU KNOW, A STUDENT CAN LISTEN TO A BOOK IN THEIR NATIVE LANGUAGE OR CAN, YOU KNOW, SO NOT AND YOU SAID THAT WE'RE NOT GOING TO WAIT TILL THE STUDENTS HAVE THE LANGUAGE SKILLS TO ASSESS THEIR LEARNING AND WHAT THEY KNOW.
HOW ARE WE PLANNING TO OR ARE WE INTEGRATING THE USE OF STUDENTS NATIVE LANGUAGES INTO OUR CURRICULUM? AND SORT OF LIKE, IS THE GOAL FOR THEM TO BE FLUENT IN ENGLISH OR IS OUR GOAL TO MAKE SURE THEY'RE LEARNING WHAT WE NEED TO TEACH THEM, WHETHER IT'S IN ENGLISH OR THEIR NATIVE LANGUAGE? I THINK MINE PIGGYBACKS A LITTLE ON YOURS IS WELL FIRST OF ALL LIKE WHAT'S THE POPULATION? HOW MANY STUDENTS ARE THERE IN THIS PROGRAM THAT WE HAVE? AND THEN HOW DO YOU KNOW WHAT SUCCESS TO YOU RIGHT LIKE SHE'S TALKING ABOUT GOALS LIKE DO YOU HAVE GOALS THAT ARE LIKE THAT WAS SO SUCCESSFUL THAT SECOND GRADER SUCCESSFULLY YOU KNOW STAYED IN THE CLASSROOM AND MOVED ON.
AND LIKE, HOW DO YOU MEASURE THAT, I GUESS IS WHAT I WANT TO KNOW? AND LET ME PIGGYBACK ON YOUR PIGGYBACK JUST REALLY QUICK.
[LAUGHTER] THOSE GOALS ARE THEY ARE, YEAH ARE THEY ACADEMIC AND OR LANGUAGE ACQUISITION BASED? I FEEL THAT WHEN WE HEAR FROM YOU EACH YEAR, WE REMEMBER AND WE'RE ABLE TO SEE THE WIDE VARIETY OF STUDENTS THAT WE SERVE.
I THINK ABOUT THE FAMILIES AS WELL OF HOW DO WE SERVE THEM IN OUR COMMUNITY AS A HOLISTIC UNIT OF OUR COMMUNITY, NOT JUST THE STUDENT IN OUR SCHOOLS.
AND THE LENGTH OF TIME THAT THESE STUDENTS SPEND IN A MULTILINGUAL AS A MULTILINGUAL LEARNER WHEN THEY AIR QUOTES GRADUATE OR THEY ARE, THEY HAVE PROGRESSED.
WHAT OTHER CONTINUAL SUPPORTS ARE THERE FOR THE FAMILY AS WELL AS THE STUDENT? THANK YOU. AND I'LL TURN IT OVER TO KIMBERLY AND KNOW ALSO THAT THE WORK AND THE EFFORT OF OUR CLASSROOM TEACHERS AND OUR AMAZING MULTILINGUAL LEARNER TEAM IS REALLY WORKING HARD TO SUPPORT ALL THE NEEDS THAT WE HAVE.
AND JUST THE HEART OF WHAT THEY EACH BRING TO THESE STUDENTS IS A THING TO SEE.
ONE OTHER THING THAT JUST POPPED IN MY HEAD REAL QUICK.
IT'S NOT A PIGGYBACK EITHER, BUT FROM A BOARD, ESPECIALLY FROM A, YOU KNOW, MONITORING LIKE OUR FISCAL DUTY TO MONITOR THAT KIND OF STUFF. HOW MUCH OF THIS IS IS FUNDED, WHAT KIND OF FTE DO WE HAVE? HOW MUCH OF IT IS FUNDED BY THE STATE OR BY FEDERAL GRANTS AS OPPOSED TO WHAT WE'RE FUNDING OUT OF THE LEVY? I WANTED TO THANK YOU.
THOSE QUESTIONS REALLY HELPED MY NERVES BECAUSE I WAS LIKE, YES, OKAY, MY PRESENTATION IS CORRECT.
[00:10:06]
SO I REALLY APPRECIATE YOU ASKING THOSE FANTASTIC QUESTIONS ABOUT OUR PROGRAM, ABOUT THIS PROGRAM.AND I'M NOT GOING TO APOLOGIZE FOR READING ON HERE.
I LOVE LANGUAGE MYSELF, BUT I LIKE TO CHAT AND I OVER PLAN.
SO I WANT TO BE SUCCINCT AND TO GET INFORMATION I CAN IN A TIMELY AMOUNT.
FIRST. SO OUR UMBRELLA OBJECTIVE IS ON THE LEFT AND OUR THREAD TO GET US TO THE END OF THE PRESENTATION THAT I'M GOING TO GIVE TODAY IS ON THE RIGHT.
SO OUR OVERALL OBJECTIVE IN MEETING THE CIVIL RIGHTS REQUIREMENTS FOR OUR MULTILINGUAL STUDENT BY TAKING THE APPROPRIATE ACTION TO OVERCOME LANGUAGE BARRIERS THAT IMPEDE EQUAL PARTICIPATION IN OUR STUDENTS AND OUR INSTRUCTIONAL PROGRAM.
THAT'S OUR OVERALL OBJECTIVE AND SOMETHING THAT KIND OF FACILITATES ALL OF THE PROFESSIONAL DEVELOPMENT THAT WE'VE BEEN DOING THIS YEAR AND THE CONVERSATIONS THAT WE'RE HAVING WITH TEACHERS ABOUT THE [INAUDIBLE] THAT THESE STUDENTS HAVE TO ACCESSIBLE [INAUDIBLE].
SO THAT INFORMATION ON THE RIGHT IS EXACTLY WHAT OUR THREAD IS GOING TO BE, IS TO ENSURE THAT MULTILINGUAL STUDENTS HAVE THAT EQUITABLE ACCESS TO THEIR CORE CONTENT IN THEIR CLASSES.
AND IT'S A CRITICAL CHARGE FOR OUR EDUCATORS AT THIS TIME.
IT'S A DIFFERENT WAY OF LOOKING AT THINGS.
WHOSE RESPONSIBILITY IS AND WHO SHOULDERS THAT RESPONSIBILITY AND WHAT DOES THAT LOOK LIKE IN OUR EDUCATION SYSTEM? SO AND ALSO IN ALIGNMENT WITH OUR OUR SECONDARY [INAUDIBLE].
THE MULTILINGUAL PROGRAM IS SUPPORTING THE COLLABORATIVE WORK TO CREATE MOVE TO CREATE THE CONDITIONS THAT SUPPORT TEACHERS IN DESIGNING EFFECTIVE INSTRUCTION WITH SUPPORTS, CREATING INCLUSIVE CLASSROOMS WHERE EACH STUDENT BELONGS AND THRIVES.
SO WE'RE GOING TO TALK TODAY ABOUT WHO WE SERVE AND HOW WE SERVE.
OH, THANK YOU. IT HAS BECOME CLEAR THAT OUR DEMOGRAPHICS IN OUR ML STUDENT POPULATION IS CHANGING AND GROWING SUBSTANTIALLY. SO TAKING A LOOK AT WHO WE SERVE GIVES AN INSIGHT TO SEEING AND SERVING THE UNIQUE POPULATION.
SO THIS SLIDE HIGHLIGHTS THE RISE IN MULTILINGUAL STUDENTS SERVED OVERALL SINCE 2021.
SO YOU CAN SEE IN NOVEMBER OF THE END OF 2022, WE SERVED 188 STUDENTS.
AND THE MONITORS WHO HAVE EXITED OUR PROGRAM VIA OUR ASSESSMENT AND WHO WE CONTINUE TO MONITOR FOR TWO YEARS AFTER THEY HAVE PASSED THAT ASSESSMENT.
AND RIGHT NOW WHERE WE STAND, IT'S INCREASED TO 245 WE ARE SERVING AT THIS TIME.
AND WE'RE MONITORING 109 STUDENTS.
CORRECT. AND OF THOSE 200 AND IN WITHIN THAT 245, THEY WERE SPEAKING 35 DIFFERENT LANGUAGES.
RUSSIAN, UKRAINIAN, WHICH IS 19%.
CHINESE IS NOW 15% OF THOSE STUDENTS SERVED.
KOREAN IS 7% AND VIETNAMESE IS 6%.
THOSE ARE THE TOP FIVE LANGUAGES THAT WE'RE SERVING IN OUR CLASSROOMS TODAY.
[INAUDIBLE] THE NUMBER FROM NOVEMBER OF 21, 22 TO NOVEMBER THE NEXT YEAR.
THE CURRENT YEAR SEEMS LIKE A REALLY BIG JUMP.
I'M CURIOUS. AND I BELIEVE YOU PROBABLY DON'T HAVE THIS INFORMATION NOW, HOW DOES THAT RELATE TO OUR OVERALL INCREASE IN POPULATION? THIS SEEMS LIKE A REALLY BIG JUMP OF INCREASE.
I WONDER HOW IT RELATES TO OUR OVERALL INCREASE IN POPULATION.
WE CAN GET THAT NUMBER FOR YOU SPECIFICALLY.
SO WE KNOW THAT IN THE PANDEMIC WITH OUR DECREASE IN ENROLLMENT.
SO THAT WOULD BE A QUESTION YOU MIGHT HAVE IS WHAT HAPPENED BEFORE THE PANDEMIC.
[00:15:08]
JUMP BETWEEN LAST YEAR AND THIS YEAR.JUST LOOKING AT OUR NUMBERS BY BUILDING.
AT THIS TIME WE HAVE SEVEN MULTILINGUAL SPECIALISTS IN 13 BUILDINGS.
SO IN THE SCHOOLS THAT HAVE HIGHER NUMBERS, DO YOU FIND A CONCENTRATION OF LANGUAGES IN THOSE? LIKE ARE PEOPLE MOVING INTO OUR COMMUNITY, INTO, YOU KNOW, NEAR PEOPLE THAT THEY KNOW THAT SPEAK THE SAME LANGUAGE OR ARE ALL THE LANGUAGES SPREAD OUT KIND OF RANDOMLY THROUGH THE SCHOOLS? FROM MY EXPERIENCE, WE'VE EXPERIENCED A HIGHER NUMBER OF UKRAINIAN STUDENTS IN THE UPPER GRADES.
OKAY. SO KIND OF JUST SPEAKING TO THE NUMBERS A LITTLE BIT, ESPECIALLY AS TO THAT RISE AND WHAT THAT LOOKS LIKE.
SO IN 2021, WE SCREENED 101ST GRADE THROUGH 12TH GRADE STUDENTS.
KINDERGARTEN IS NOT IN THIS NUMBER RIGHT NOW.
JUST TO PREFACE THAT 27 OR 27% OF FIRST THROUGH 12TH GRADE STUDENTS SCORED AT A LEVEL ONE AND A LEVEL TWO WHICH IS THAT FIRST STEP IN THEIR LANGUAGE PROFICIENCY.
AND JUST COMPARING THAT TO 2022 2023, WE'VE SCREENED 68 STUDENTS SO FAR IN FIRST GRADE THROUGH 12TH GRADE, WHICH IS 29 OR 42% OF THOSE FIRST GRADE THROUGH 12TH GRADERS HAVE SCORED A LEVEL ONE AND A LEVEL TWO.
HOW DO YOU CHOOSE WHO GETS SCREENED? SO WE SEND OUT A FORM CALLED THE HOME LANGUAGE SURVEY.
PARENTS ARE REQUIRED TO FILL THAT OUT.
THERE'S QUESTIONS ON THERE PERTAINING TO THE LANGUAGE SPOKEN AT HOME.
THE LANGUAGE FIRST USED BY THAT STUDENT.
WHETHER HOW LONG, WHICH LANGUAGE THEY FIRST SPOKE IN, WHICH LANGUAGE THEY USE MOST AT HOME? IF THEY'RE NEW TO THE COUNTRY? AND IT'S NOT.
IT'S CALLED THE HOME LANGUAGE SURVEY.
SO THEN WITH GETTING WHAT WAS IT, 68 THAT YOU SCREENED, DOES THAT JUST MEAN YOU DIDN'T HAVE AS BIG OF A LIKE A RESPONSE BACK FROM THE HOME SURVEY OR? I'M JUST LOOKING AT, YOU KNOW, YOU DID 121 22 AND THERE WAS 27 THAT ENDED UP SCORING A LITTLE MORE OR TWO AND THEN IT WAS 68 THE NEXT YEAR, BUT THE PERCENTAGE WAS HIGHER.
SO I'M JUST CURIOUS ABOUT THAT 68 IF THAT WAS BECAUSE.
THE 68 IS LOWER BECAUSE IT'S ONLY OCTOBER.
OH OKAY AND WE SCREENED THROUGHOUT THE YEAR AS.FAMILIES COME TO 100 WAS OVER THE SCHOOL YEAR OVER THE SCHOOL.
GOT IT. OKAY, THAT MAKES SENSE.
OKAY. THE OTHER THING THAT MAY BE A CHANGE IN THERE, TOO, IS THAT WHEN SCHOOLS WERE IN THE PART OF 2020, WHEN WE WERE NOT IN SCHOOL, WE ALSO WERE NOT SCREENING.
SO THE STATE HAD DONE A TEMPORARY ALLOWANCE FOR US NOT TO SCREEN DURING THAT TIME, WHICH MEANT THAT IN THE FALL WE HAD TO CATCH UP ON A LOT OF THE SCREENINGS FROM THE PREVIOUS SPRING AS WELL.
JUST KIND OF THIS IS ME JUST THINKING OUT LOUD, I GUESS.
BUT COULD IT BE THAT DID WE GET SINCE IT'S WHAT, NOVEMBER AND WE'VE ALREADY SCREENED 68.
YOU KNOW THAT'S WELL ON TRACK TO EXCEED THE PREVIOUS YEAR.
DID WE JUST LIKE GET MORE AT THE BEGINNING OF THE YEAR? I MEAN, IS THERE A, I DON'T KNOW THE RIGHT WAY? IS THERE A TIME OF YEAR WHERE WE TEND TO GET MORE FOLKS ENTERING THE DISTRICT? THROUGH MY EXPERIENCE, I WOULD SAY THAT THERE IS THE BEGINNING OF THE YEAR, OF COURSE, AND THEN AT THAT HALF MARK, WE GET A LOT OF STUDENTS COMING IN AT CHRISTMAS AFTER CHRISTMAS BREAK IN JANUARY OR [INAUDIBLE] COULD BREAK OUT AND THEN YOU HAVE SOME COMING IN.
[00:20:02]
WE SAW A LOT OF OUR STUDENTS COMING IN MAY OF LAST YEAR.SO ON THE RIGHT, THIS IS THE NUMBER OF KINDERGARTEN THROUGH 12TH GRADE NEWCOMERS WHO SERVED.
SO THAT'S WHY I THOUGHT THESE WERE IMPORTANT.
SO IN 2009, WE HAD 15 WHO WE CONSIDERED NEWCOMERS NEW TO THE COUNTRY, NEW TO THE LANGUAGE AND THE CULTURE, 13 IN 2021, 18 IN 21, 22 AND 41 IN 22, 23.
OUR TOP FOUR LANGUAGES SPOKEN BY NEWCOMERS ARE THERE AT THE BOTTOM.
SO UKRAINIAN BEING THE TOP 34%, SPANISH 17%, KOREAN 8.2 AND CHINESE 8.2%.
I HAVE A QUICK QUESTION. SO IS THAT TYPICAL OR IS THE UKRAINIAN NUMBER HIGHER BECAUSE OF LIKE THE WAR OR IS THAT OR IS IT TYPICALLY THE UKRAINIANS THE TOP ANYWAYS? NO, I WOULD SAY IT'S HIGHER BECAUSE OF THE WAR CIRCUMSTANCE.
SO WHAT'S THE USUAL TOP? SPANISH. OKAY.
SORRY IF YOU ALREADY SAID THAT.
DOESN'T IT LIKE FLUCTUATE A LITTLE BIT EVERY YEAR.
LIKE THEY KIND OF PLAY AROUND, RIGHT, WITH YOUR TOP FIVE.
BUT THEYTEND TO PLAY AROUND MORE WITH THE THREE FOUR FIVE THAN THE ONE TWO.
THE ONE TWOS USUALLY HAVE FOR A WHILE HAVE BEEN SPANISH AND RUSSIAN.
AND THERE IS A DIFFERENCE BETWEEN RUSSIAN AND UKRAINIAN RIGHT? OKAY. SO I DID HIGHLIGHT THAT.
SO. IN OUR EXPERIENCE, UKRAINE AND FROM TALKING SPEAKING WITH UKRAINIAN FAMILIES IN OUR COMMUNITY, UKRAINIANS ARE TAUGHT RUSSIAN AS THEIR BUSINESS LANGUAGE AND UKRAINIAN IS THEIR HERITAGE LANGUAGE THAT THEY KEEP IN THE HOMES AND ARE SPEAKING AT HOMES AND WHO WE SERVE? YEAH, IT REALLY IS.
ALL RIGHT. SO IN DEVELOPING AN MLL SERVICES MODEL, OUR FOCUS IS ON COLLABORATION.
SO WE HAVE I BROKE IT UP IN TWO AREAS THAT I'LL SHARE WITH YOU TONIGHT.
THE FIRST. DEVELOPING AND FOSTERING STUDENTS SOCIAL EMOTIONAL LEARNING.
AND THAT'S THROUGH CREATING AND MAINTAINING STRONG RELATIONSHIPS WITH STUDENTS AND FAMILIES.
SO WE'LL TOUCH ON HOW WE'RE WITH THE ACTION STEPS THAT WE'RE DOING IN THAT MODEL.
SO WE'LL TALK ABOUT THE ACTION STEPS.
AND YOU'LL SEE THAT AS I GO THROUGH.
THE AMAZING TALENT OF OUR MULTILINGUAL TEAM IS UNDENIABLE.
I CANNOT SPEAK ENOUGH ABOUT THE DEDICATION AND COMMITMENT TO OUR FAMILIES THIS GROUP PROVIDES FROM DIRECT SERVICES TO OUR STUDENTS BY EMBRACING A PUSH IN MODELS OF SUPPORT AND MODELING FOR TEACHERS THE NEEDS OF THE INDIVIDUAL STUDENTS IS PARAMOUNT TO THE SUCCESS OF THIS PROGRAM, TWO SUPPORTING THE FAMILY WITH ACCESS TO OUR BUILDINGS, TO THE TECHNOLOGY AND LESSONS NEEDED FOR AFTER SCHOOL WORK AND PROGRAMS IS A TESTAMENT TO STUDENT ADVOCACY.
I'M GOING TO GO TO THE NEXT SLIDE REALLY QUICK.
IT'S REALLY SMALL, BUT THIS IS ONE OF SEVERAL LETTERS I GET FROM TEACHERS JUST CELEBRATING THE TEAM AND THEIR WORK WITH STUDENTS AND PROVIDING THE SUPPORTS FOR TEACHERS.
ONE OF OUR MODELS IS, YOU MIGHT HAVE HEARD, IS A PUSH IN MODEL AS OPPOSED TO PULLING STUDENTS OUT AND JUST TO BE WITH TEACHERS AND COLLABORATE WITH COLLABORATING WITH THEM IN THE CLASSROOM.
IT'S JUST FANTASTIC WORK THAT WE'RE DOING THAT WE SHOULD CONTINUE IN THAT MODEL.
[00:25:01]
SO THAT'S A LITTLE TESTAMENT TO OUR MULTI-LINGUAL STAFF WHO DO THE GROUNDWORK.SO WE ARE IN COLLABORATION WITH FRC AND BRENDA SCHELLENBERG, MULTILINGUAL SPECIALIST SHARON [INAUDIBLE] AND JANET WEINBERG ARE PUTTING TOGETHER A UKRAINIAN COMMUNITY EVENT THAT ORIGINATED WHEN ONE OF OUR VOLUNTEER PARENTS CAME TO SHARON AT A MEET UP AT CHS.
AND SHARON'S RESPONSE WAS TO DEMAND THAT WE TAKE ADVANTAGE OF THAT OPPORTUNITY.
SO AT THIS TIME, WE'RE GOING TO HAVE A GATHERING IN EARLY DECEMBER THAT INCLUDES STAKEHOLDERS AND COMMUNITY MEMBERS FROM AROUND CAMAS BUSINESS OWNERS IN REACHING OUT TO SURROUNDING DISTRICTS FOR AND COMMUNITY CENTERS FOR SUPPORT.
SO THAT EVENT, I THINK IT'S DECEMBER 4TH.
I'M SORRY, DECEMBER 8TH AT THE JACK, WILL & ROB CENTER.
THEY'LL HAVE THEIR HAVING FOOD BECAUSE TO THE UKRAINIAN COMMUNITY, HAVING FOOD IS VERY IMPORTANT.
AND SO THEY'LL BE SHARING FOOD.
AND THEN A COUPLE OF VOLUNTEERS FROM COMMUNITY CHURCHES ARE ALSO GOING TO SUPPORT WITH RESOURCES FOR THESE FAMILIES. IN ADDITION TO MAINTAINING STRONG RELATIONSHIPS WITH STUDENTS AND FAMILIES, WE KNOW THAT CREATING AND MAINTAINING STRONG RELATIONSHIPS IS AN IMPORTANT PART OF OUR SYSTEMS CULTURE.
THIS IS NOT ALWAYS THE CASE WITH OUR FAMILIES FROM ACROSS THE GLOBE.
PARTNERING WITH EACH OTHER TO LEARN ABOUT THE DIFFERENT PERSPECTIVES OF AN EDUCATION SYSTEM SUPPORTS THE REMOVAL OF MOTIVATION BARRIERS, WHICH ENHANCES ACADEMIC ACHIEVEMENT. SO IN RECOGNIZING THE POWER OF COLLABORATING WITH OUR COMMUNITY, THE PLAN THIS YEAR IS TO CREATE A PARENT ADVOCACY COMMITTEE.
I'VE BEEN COLLABORATING WITH HIGH CAP TOSA, JACKIE [INAUDIBLE] AS OUR NEEDS ARE ALIGNED FOR THE WORK IN THE CLASSROOM, BASICALLY DIFFERENTIATING THE NEEDS FOR STUDENTS BASED ON THE STRENGTHS THAT THEY BRING.
OUR HIGH CAP COMMUNITY IS DIVERSE AND THEY FIERCELY ADVOCATE FOR THEIR STUDENTS ACADEMIC ACHIEVEMENT, AND I BELIEVE THAT TOGETHER WE CAN WORK TOWARDS RAISING THE VOICES OF OUR MULTILINGUAL FAMILIES.
IN REGARDS TO OUR SUMMER SCHOOL, MULTILINGUAL STAFF WORK HARD TO CONTINUE THE LEARNING YEAR ROUND.
THE IMAGINE LEARNING APPLICATION, WHICH IS PART OF THE EDGENUITY SERVICE WE USE THROUGH OUR CAMPUS CONNECTS, HAS ALLOWED THE EDUCATORS TO CONTINUE TO MONITOR ACADEMIC ADVANCES FOR STUDENTS BY PROVIDING OPPORTUNITIES FOR THEM TO PRACTICE THEIR LANGUAGE SKILLS ON A WEEKLY BASIS.
ANOTHER ACTION IS OUR WORK IN THE SECONDARY SCHOOLS, MIDDLE SCHOOLS AN THE HIGH SCHOOL.
NEW GUIDANCE FROM OSPI HAS INVIGORATED OUR WORK TO SUPPORT THE SYSTEMS THAT FOSTER EDUCATIONAL OUTCOMES, FOR EXAMPLE, AT THE SECONDARY LEVEL, AS WELL AS COLLABORATING WITH ADMINISTRATION AND TEACHERS THROUGH THE PLC WORK.
A COUPLE OF THE THINGS THAT WE'RE TRYING TO INCREASE THE MEMBERSHIP OF IS STUDENTS TAKING THE WASHINGTON STATE SEAL OF LITERACY AND THE WORLD LANGUAGE COMPETENCY CREDITS.
DO WE PAY FOR THOSE? WE RUN THAT PROGRAM THROUGH COMMUNITY ED SO THAT ANY STUDENT WHO NEEDS A SCHOLARSHIP FOR THAT, WE DO.
WE HAVE MANY STUDENTS WHO ARE ALSO TAKING A LANGUAGE OTHER THAN ENGLISH AND TESTING FOR THAT.
[00:30:01]
THOSE CREDITS THROUGH THIS AVENUE, IT OPENS UP THEIR SCHEDULE FOR OTHER CHOICES, BUT ALSO OTHER LANGUAGES.WE HAVE HAD A NUMBER OF MULTILINGUAL STUDENTS WHO ARE ALSO TAKING ANOTHER LANGUAGE AND ALSO JUST THAT, YOU KNOW, THAT LITTLE BIT OF PRESSURE RELEASE AS THEY'RE CONTINUING TO LEARN ENGLISH.
OKAY. AND SO WE'RE GOING TO MOVE ON TO OUR NEXT.
SO THE STATE HAS JOINED A CONSORTIUM CALLED WIDA.
WIDA IS THE WORLD CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT.
WIDA PROVIDES THE RELIABLE SCREENING PROGRAM FOR OUR STUDENTS.
AND THAT IS THE WAY THAT WE ASSESS ON WHETHER THEY STAY IN THE PROGRAM OR EXIT SERVICES.
THIS YEAR WE ARE FOCUSED ON SUPPORTING STUDENTS WITHIN THEIR LANGUAGE PROFICIENCY.
SO THESE ARE THE FOUR OVERARCHING IDEAS THAT WIDA STANDS FOR EQUITY AND OPPORTUNITY OF ACCESS.
WITHIN THE MULTILINGUAL STAFF WE'VE WORKED ON THIS WHERE OUR HEART RESIDES AND HOW WE WANT TO FOCUS ON WORKING WITH OUR STUDENTS BECAUSE IT'S IMPORTANT THAT THE WORK THAT WE'RE ALREADY DOING FOCUSES ON ONE OR ALL OF THE ASPECTS ON SUPPORTING MULTILINGUAL LEARNERS.
PERSONALLY, I'M A COLLABORATOR AND THAT'S WHERE MY HEART LIES.
AND THEN WITH MY EXPERIENCE OR IN OUR EXPERIENCE IN THE CLASSROOMS, THAT FUNCTIONAL APPROACH TO LANGUAGE DEVELOPMENT, WHICH IS CONCENTRATING ON THE PLANNING OF LESSONS THAT SUPPORT ACCESS TO CORE CONTENT.
SO WHAT DOES LANGUAGE LOOK LIKE IN SCIENCE? WHAT DOES LANGUAGE LOOK LIKE IN MATH AND IN SOCIAL STUDIES? SO SUPPORTING CURRICULUM THAT WE HAVE TAKEN ON IN RESPONSE TO THE RISING NUMBERS IN OUR SECONDARY BUILDINGS. WE'VE INTEGRATED TWO PROGRAMS. ONE FOCUSES ON OUR NEWCOMERS.
THE FIRST PROGRAM IS CALLED GET READY.
IT'S A COMPREHENSIVE STANDARDS BASED PROGRAM EXPLICITLY DEVELOPED TO ADVANCE LANGUAGE ACQUISITION.
IT ALSO PROVIDES A FUNCTIONAL APPROACH WHERE IT WITH LANGUAGE ACQUISITION AND ACADEMIC LANGUAGE, MOVES THEM FORWARD IN THEIR ACADEMIC LANGUAGE OF MATH, SOCIAL STUDIES AND SCIENCE. THE SECOND PROGRAM WE'RE USING IS CALLED MY PATH, WHICH IS A NEW PROGRAM FOR IMAGINE LEARNING.
IT PROVIDES STUDENTS WITH AGE APPROPRIATE ONLINE LITERACY INSTRUCTION SO SOME STUDENTS THAT ARE BEING MONITORED CAN QUALIFY TO USE THIS PROGRAM AS AN INTERVENTION SPACE, WHICH MANY DO.
IT ALSO PROVIDES A TIME TO COLLABORATE WITH TEACHERS ON STRENGTHENING THEIR CORE INSTRUCTION, WHILE ALSO GIVING AN INTERVENTION DATA ON HOW STUDENTS ARE GROWING TO MEET THE STANDARDS.
THE LEGISLATURE HAS PASSED A NEW HOUSE BILL WHICH HAS DEFINED SPECIFIC STRATEGIES MEANT TO IMPROVE MEANINGFUL, EQUITABLE ACCESS FOR PUBLIC SCHOOL STUDENTS AND THEIR FAMILY MEMBERS WHO HAVE LANGUAGE ACCESS BARRIERS.
BASICALLY, THEY WERE FINDING THAT TRANSLATION AND INTERPRETATION SERVICES WERE NOT QUALITY, AND THEY WANTED TO MAKE SURE THAT ALL OF OUR MULTILINGUAL FAMILIES HAD ACCESS TO THOSE SERVICES AND THAT THEY WERE OF QUALITY AND ACCESSIBLE.
SO THEY'VE ASKED US TO IN 2022, 23, TO ADOPT A LANGUAGE ACCESS POLICY AND PROCEDURE, WHICH WE HAVE FORMED A GROUP TO COMMITTEE THAT HAVE GONE AHEAD AND STARTED THAT PROCEDURE PROCESS.
[00:35:05]
PART OF THAT IS GOING TO BE COLLECTING AND SUBMITTING LANGUAGE DATA SO THAT WE CAN BE SURE WE HAVE THE COMMUNITY MEMBERS RESPONSE TO WHAT THEIR ACCESS ACTUALLY LOOKS LIKE AND HOW THEY FEEL ABOUT IT.BY 2023, 2024 WERE TO IMPLEMENT A FULL LANGUAGE ACCESS PROGRAM WHICH WILL SUPPORT IDENTIFYING OUR COMMUNITIES NEEDS, ASSESS HOW WE'RE DOING IN RESPONDING TO OUR COMMUNITY, AND HOW WE'RE ENGAGING STAFF IN RESPONDING TO OR REACHING OUT TO OUR COMMUNITY MEMBERS AND WHAT THAT LOOKS LIKE AND IF WE NEED TO DO MORE FOR THAT.
AND LASTLY, WE'RE MOVING ON TO PROFESSIONAL LEARNING.
SO WE HAD A KICK OFF IN AUGUST.
READY, SET, LAUNCH, WHICH I WAS ABLE TO PUT TOGETHER A SUPPORTING MULTILINGUAL LEARNERS AND CONTENT CLASSROOMS BASED ON THE INFORMATION I HAD LEARNED ON FROM OUR WIDA WORK FRAMEWORK.
THAT WENT REALLY WELL AND WAS WELL ATTENDED.
I ALSO GOT TO PARTNER WITH JACKIE CROWLEY.
WE WENT TO TEXAS TO A GIFTED AND EQUITY CONFERENCE.
WE CAME BACK AND SHARED THAT INFORMATION WITH OUR TEACHERS IN HOW TO SUPPORT STUDENTS THROUGH THAT ASSET BASED LENS AND IDENTIFYING STUDENTS WHO MIGHT BE HIGHLY CAPABLE IN OUR MULTILINGUAL COMMUNITY.
ON OCTOBER 14TH, DUE TO THE RESPONSE IN THE NUMBERS OF OUR NEWCOMERS THAT WE WERE HAVING, WE ARE OUR MULTILINGUAL TEAM PUT TOGETHER A NEWCOMER.
WE HAD A NEWCOMER WORKSHOP AND WE PUT TOGETHER A POWERPOINT TO SUPPORT TEACHERS ON LANGUAGE ACQUISITION IN THE STAGES THEREOF SO THAT TEACHERS COULD IDENTIFY WHERE THEIR STUDENTS LIED ON THAT LANGUAGE ACQUISITION ROAD AND COULD PROPERLY OR YEAH, PROPERLY SET GOALS FOR STUDENTS OR JUST SHOW GROWTH.
THAT WAS ALSO HIGHLY ATTENDED.
WE HAD TWO SESSIONS FOR SUPPORTING MULTILINGUAL NEWCOMERS IN THE CONTENT CLASSROOM.
SO MORE TO COME IN TERMS OF TAKING THAT FUNCTIONAL APPROACH TO LANGUAGE ACQUISITION.
I'M HOPING TO TAKE A GROUP OF TEACHERS AND MULTILINGUAL STAFF TO BE TRAINED IN SHELTERED INSTRUCTION OBSERVATION PROTOCOL, WHICH IS A MULTILINGUAL TRAINING ON HOW TO PLAN FOR INSTRUCTION OF MULTILINGUAL LEARNERS IN THE CONTENT CLASSROOM.
AND THEN OUR MULTILINGUAL TEAM IS CONTINUING OUR PROFESSIONAL LEARNING FOR MULTI OR THE WIDA FRAMEWORK AS WE DO A SLIGHT SHIFT TO BE SLIGHTLY MORE TEACHER FACED IN OUR COLLABORATION.
WE'RE STILL WORKING WITH STUDENTS ONE ON ONE AND WE'RE STILL FOCUSED ON BEING STUDENT FACED.
BUT TO SUPPORT THE TEACHERS IN THAT CONTENT AREA BECAUSE WE KNOW TEACHERS, THEY'RE THE ONES WORKING WITH STUDENTS AND WE KNOW THAT STUDENTS DO BEST WHEN THEY'RE IN THEIR CONTENT CLASSES WITH THEIR PEERS IN ORDER TO ENCOURAGE THEIR SOCIAL LANGUAGE.
IT'S A LITTLE BLURRY AND A LITTLE SMALL, BUT HAS ALSO PROVIDED A PLETHORA OF PROFESSIONAL DEVELOPMENT FOR TEACHERS AND MULTILINGUAL STAFF TO SUPPORT STUDENTS IN THE CONTENT CLASSROOM.
AND SO ONE OF THE THINGS THAT WE'RE TRYING TO DO TO BE TEACHER FACED IS TO MAKE SURE TEACHERS ARE AWARE OF ALL THE OFFERINGS THAT THIS CONSORTIUM HAS OFFERED, ESPECIALLY WHEN IT'S SPECIFIC TO MATH SCIENCE.
I THINK THIS IS THE MOST I'VE EVER SEEN ACCESSIBLE FOR TEACHERS TO BE ABLE TO TAKE AND BE SPECIFIC TO WHAT THEY'RE SEEING HAPPENING IN THEIR CLASSROOM AT THE TIME.
SO THEN IS THIS LIKE WEBINAR TYPE STUFF WHERE THEY LOG IN AND DO IT OR DO THEY GO SOMEWHERE FOR A CLASS OR? IT'S BOTH.
[00:40:03]
YEAH, SO IT'S BOTH.BUT AT THIS POINT THEN IT'S THE TEACHERS HAVE THIS MENU OF OPTIONS AND THEY CAN GO OUT AND COMPLETE.
IS THERE ANY PLAN? IS THERE LIKE CERTAIN ESSENTIAL ONES THAT WE FEEL LIKE ALL STAFF SHOULD GET AND THAT'LL BE PART OF A LIKE A COLLABORATION TIME OR LIKE A WEDNESDAY RELEASE OR SOMETHING LIKE THAT? BECAUSE THESE COURSES ARE NEW, THAT THOSE ARE EXACTLY THE QUESTIONS THAT WE'RE EXPLORING RIGHT NOW IS WHAT OF THESE TRAININGS REALLY HELP US AND WHICH ONES WOULD BE FOR ALL VERSUS WHICH ONES ARE FOR LIKE SPECIFIC CONTENT AREA TEACHERS? SO A LITTLE OF BOTH RIGHT NOW, BUT GETTING TOWARDS THAT, LIKE WHAT IS NECESSARY, IT'S CURIOUS THAT FOR HIGH CAP THERE IS A LAW THAT SAYS THAT IF I AM A TEACHER OF HIGHLY CAPABLE STUDENTS, I MUST ENGAGE IN ANNUAL TRAINING.
THERE IS NOT AT THIS MOMENT A SIMILAR LAW IN REGARD TO MULTILINGUAL LEARNERS, AND WE'RE WORKING TOWARDS THAT BECOMING OUR PRACTICE BECAUSE THAT'S WHAT'S BEST FOR OUR STAFF AND OUR STUDENTS.
EXACTLY. YEAH. NO, I THINK THAT'S GREAT.
I LIKE THAT THIS MENU IS HERE.
I'M KIND OF LOOKING AT A COUPLE OF THESE TO DIG INTO.
I THINK IT'S GREAT BECAUSE A LOT OF TEACHERS WHO ARE INTERESTED IN IT WILL GO TO THAT.
I HOPE WE GET TO A POINT WHERE WE CAN PICK OUT THE ONES THAT ARE LIKE OUR FOUNDATIONAL ONES AND REALLY TRY AND GET A LOT MORE STAFF ON IT JUST SO THAT WE'RE NOT PUTTING MORE THINGS ON PEOPLE'S PLATES.
WE HAVE SEEN A GREATER ATTENDANCE OR INTEREST IN TEACHERS WANTING TO GO TO THE [INAUDIBLE] ESPECIALLY WITH OUR NEWCOMERS, WHEN YOU HAVE A STUDENT THAT WALKS INTO YOUR CLASSROOM. AND TO ANSWER YOUR EARLIER QUESTION, THAT HAS NO LANGUAGE, ABSOLUTELY ZERO.
I CAN TELL YOU, JUST AS A TEACHER MYSELF, THIS IS THE FIRST THIS IS MY 15TH YEAR TEACHING.
YEAH. SO THAT'S THE STORY THIS YEAR, THAT'S I GUESS THAT'S WHERE I WAS KIND OF PRYING.
MAYBE IT'S BECAUSE PERSONAL EXPERIENCE.
COMPLETELY ALIGNED WITH WHAT WE'RE SEEING IN EVERYDAY.
OF COURSE, WE HAVE CURRICULUM SUPPORT, OF COURSE WAS HUGE TEACHER SUPPORT AND SYSTEM SUPPORT.
WHOSE JOB IS IT? WHAT ARE THE PATHWAYS TO GRADUATION? WHAT ARE THE EQUITABLE GRADING PRACTICES? AND OF COURSE LANGUAGE ACCESS IN PARENT PARTNERSHIPS IS SO IMPORTANT.
RECENT IMMIGRANTS CAN COME WITH SOCIOECONOMIC NEEDS, SUCH AS TRANSITIONAL HOUSING, LIMITED FORMAL EDUCATION IN THEIR NATIVE COUNTRIES, AND POSSIBLE TRAUMA STEMMED FROM THE NEED TO LEAVE THEIR HOME.
AND SO WITH THAT, THAT'S THE PROGRAM UPDATE FOR THIS YEAR.
AND WE WANT TO MAKE SURE THAT WE HAVE TIME ALSO TO ANSWER YOUR SPECIFIC QUESTIONS.
I THINK MANY OF THEM WERE ANSWERED DURING THE PRESENTATION.
AND I'M JUST THINKING BACK TO A COUPLE THAT ARE STILL HANGING OUT THERE.
SO ONE THAT I KNOW OF AND MARCY I WILL LEAN ON YOU ON THIS.
SO I THINK, DOUG, IT WAS YOUR QUESTION ABOUT WHAT DOES IT LOOK LIKE IN A CLASSROOM, GIVEN THAT WHAT WE DON'T WANT TO DO IS TO PULL STUDENTS OUT UNTIL THEY KNOW ENGLISH, THE BEST PLACE FOR THEM TO BE FOR THAT SOCIAL LANGUAGE DEVELOPMENT IS IN CLASS.
WHAT DOES THAT LOOK LIKE? CLARIFY. I AM ASSUMING THAT THE STUDENTS WILL GO TO THE ROOM THAT IS THEIR NEXT CLASS.
I'M THINKING SECONDARY PRIMARY.
AND THEY WILL WALK IN WITH THEIR STUDENTS BODY AND THEY WILL HAVE THIS BARRIER.
THIS WILL BE FACING THEM THE MOMENT THEY SIT IN THEIR CHAIR.
CORRECT. AS THEY START THEIR DAY IN THIS CLASS.
IS THIS HOW IT GOES DOWN OR WHEN YOU SAY THERE A PUSH IN, IS THE CLASS IS THE ARE THERE STUDENTS IN THE ROOM THAT THEN HAS A NEW STUDENT COME IN AND TAKES A CHAIR?
[00:45:02]
SO THE STUDENT COMING INTO ELEMENTARY WOULD HAVE A BUDDY LIKE ANY NEW STUDENT WOULD IN OUR CLASSROOM.AND BEFORE THAT STUDENT COMES THE MULTILINGUAL LEARNER TEAM.
ONE OF US, WHOEVER IS AT THAT BUILDING, WOULD REALLY JUST TALK WITH THE TEACHER AND FIND OUT AS MUCH AS WE CAN ABOUT THE LANGUAGE THAT THE STUDENT IS COMING FROM. YOU KNOW, SOME OF US SOMETIMES IT'S A NEW COUNTRY THAT NEITHER OF US ARE VERY AWARE OF.
AND SO WE'RE GOOGLING IT AND WE'RE FINDING OUT EVERYTHING WE CAN.
AND THEN USUALLY I'M THE ONE WHO OR THAT PERSON AT THAT BUILDING WOULD BE THE ONE WHO WOULD GREET THAT STUDENT OFF THE BUS OR GREET THE PARENT AND KIND OF WALK THROUGH THE DAY WITH THEM AND JUST SHOW THEM EVERYTHING WITH THE BUDDY.
OF COURSE. AND USUALLY THERE'S 10 BUDDIES.
THAT'S WHAT HAPPENS BECAUSE OUR STUDENTS ARE AMAZING AT OUR SCHOOLS.
BUT WE JUST WALK THROUGH THE DAY AND WE OFTEN TELL THE PARENTS AND THE STUDENT THAT THE FIRST SIX WEEKS, IF THEY CAN JUST BE AWARE OF THEIR SURROUNDINGS, STAND UP WHEN THEIR CLASSMATES STAND UP, SIT DOWN WHEN THEIR CLASSMATES SIT DOWN AND JUST RELAX AND ABSORB ALL THEY CAN. AND OF COURSE, THE TEACHERS ARE AWARE THAT THE FIRST LONG TIME THEY MIGHT NOT SPEAK AT ALL.
IF POSSIBLE, THOUGH, THAT WOULD.
ABSOLUTELY. BUT WE ALSO DON'T WANT TO RELY ON THAT STUDENT.
THAT STUDENT HAS THEIR OWN LEARNING THAT THEY NEED TO DO AND FOCUS ON.
SO IT WOULD DEPEND IF THAT IS AVAILABLE IN THAT CLASSROOM.
BUT IT DOESN'T MATTER THE KIDS ARE GREAT.
THEY JUST LOVE EACH OTHER AND THEY HELP EACH OTHER.
AND THEY AS FAR AS THE TEACHING AND THE CONTENT, THE TEACHER IS PROVIDING LOTS OF PICTURES, JUST ALL OF THAT AWESOMENESS THAT THE TEACHERS DO, TRYING TO MAKE SURE THAT THAT LEARNING IS STICKING IN SOME WAY EVEN WITHOUT THE LANGUAGE, THE PICTURES ARE SHOWING PICTURES ARE AWESOME.
AND OF COURSE, WE TRY TO PROVIDE SOME SORT OF TRANSLATION FOR ANY LIKE AN IPAD OR A COMPUTER FOR ANY EMERGENCIES OR ANYTHING THAT THE STUDENT WOULD BE CONFUSED ABOUT IN THAT WEEK.
HAVE ACCESS TO LIKE A TRANSLATION PROGRAM THE SOFTWARE ONLINE APP.
THAT THE TEACHERS. NOT THE STUDENTS? YEAH I MEAN WE WE TRY NOT TO PUT THAT BURDEN ON THE STUDENT TO HAVE TO FIGURE OUT TECHNOLOGY, ESPECIALLY IF THEY'RE COMING FROM A PLACE WHERE TECHNOLOGY IS NOT AVAILABLE.
SO WE TRY TO MAKE THAT THE TEACHER OR AND THAT'S REALLY A BIG PART OF OUR WORK IS MAKING SURE THAT THEY'RE FEELING COMFORTABLE IN THEIR SURROUNDINGS AT THE BEGINNING. I MEAN, WE'RE TALKING ABOUT THE FIRST FEW DAYS THAT THEY WALK IN.
AND THEN SLOWLY WE [INAUDIBLE] AND WE CRY BECAUSE THEY ARE ON THEIR OWN AND THEY'RE DOING GREAT.
SO. [INAUDIBLE] THAT DOES HELP.
I MEAN, I'M TRYING TO UNDERSTAND THAT THE MECHANICS OF WHERE THE STUDENT MOVES AND LEARNS.
BECAUSE TO SIT IN A FOREIGN CULTURE WITH FOREIGN PRACTICES AND LANGUAGES, A LOT OF IT IS PROBABLY PASSING THEM WITHOUT AN UNDERSTANDING. I'M ASSUMING, WE'RE REALLY INTENTIONAL.
TRANSLATION DEVICES SEEM SOLID.
SO THOSE THREE TECHNIQUES ARE CURRENTLY THOSE ARE THE THINGS I'M TRYING TO JUST UNDERSTAND WHAT'S PERMISSIBLE, HOW DO WE DO IT? WHAT ARE THE MECHANICS OF? BECAUSE WITHIN SIX MONTHS THEY WILL HAVE RUDIMENTARY OR BETTER LANGUAGE, I WOULD HOPE.
I HAVE A REALLY SHORT, FUNNY STORY.
THE FATHER SAID, LET'S PRETEND LIKE YOU GUYS PRETEND BECAUSE HE WAS GOING TO WORK TOO SO, LET'S PRETEND LIKE WE'RE ALIENS AND ALL WE HAVE TO DO IS WATCH AND DO WHAT THEY DO. [LAUGHTER] AND I THOUGHT, THAT'S EXACTLY WHAT WHAT WE DO.
YEAH. SO SECONDARY LOOKS VERY DIFFERENT IN THAT MOST OF OUR EXPERIENCE HAS BEEN WITH NEWCOMERS HAS BEEN IN THE ELEMENTARY SCHOOL SYSTEM OR IN KINDERGARTEN.
[00:50:02]
AND SO IT'S LOOKED THE SAME FOR SECONDARY STUDENTS.OH, THAT'S OKAY. I'M GLAD YOU'RE HERE.
I'M GLAD I'M NOT THE ONLY ONE THAT HAPPENS TO.
WE HAVE A VERY DIVERSE COMMUNITY.
AND EVEN FOR OUR UKRAINIAN STUDENTS THAT SPEAK RUSSIAN, WE HAVE FOUND A LOT OF BUDDIES THAT SPEAK THAT SPEAK THE LANGUAGE FLUENTLY, THAT SOME HAD COME HERE, YOU KNOW, WHEN THEY WERE IN SECOND GRADE.
AND NOW ARE IN MIDDLE SCHOOL, AN HIGH SCHOOL, THAT SPEAK FLUENT LANGUAGE.
LEARNING THAT SOCIAL LANGUAGE IS SO IMPORTANT.
SO FOCUSING ON GIVING PLENTY OF OPPORTUNITIES FOR STUDENTS TO SPEAK HAS BEEN A CHALLENGE FOR OUR SECONDARY CLASSROOMS. THIS IS DIFFERENT.
YOU CAN IMAGINE IT LOOKS LIKE A STUDENT JUST SITTING THERE AND THEY'RE BORED ON DAY ONE.
IN FACT, THEY WILL GO HOME EXHAUSTED.
SO WE'RE TEACHING. THAT'S WHY IT'S SO IMPORTANT TO SHARE WITH TEACHERS THOSE STAGES OF LANGUAGE ACQUISITION SO THAT THEY CAN UNDERSTAND THAT IT TAKES 5 TO 7 YEARS FOR A STUDENT TO BECOME FLUENT.
BUT THERE'S GROWTH AMONG IT AND WHERE STUDENTS CAN WHAT STUDENTS CAN ACCOMPLISH WITH THEIR STRENGTHS, WE FIND THAT THAT LISTENING SKILL LIKE SHOOTS UP RIGHT AWAY AND THEREFORE THEN YOU SEE THE TRACKING.
THEN THEY KNOW WHAT THE TEACHER IS DOING, THEY KNOW WHAT THE STUDENT EXPECTS.
CULTURALLY, THAT'S ALSO DIFFERENT.
WE'RE FINDING WITH OUR UKRAINIAN STUDENTS THEY DO NOT DO SCHOOL LIKE WE DO.
TEACHERS DON'T SMILE LIKE OUR TEACHER SMILE.
TEACHERS AREN'T AS NICE, LIKE OUR TEACHERS ARE SWEET AND NICE.
SO THE MORE WE CAN BE TEACHER FACING AND SUPPORTING THEIR UNDERSTANDING OF LANGUAGE ACQUISITION AND THE STRATEGIES TO SUPPORT THEIR EFFORTS WITHIN THE CONTENT, THAT'S WHY I BELIEVE WIDA IS SO INTEGRAL IN HELPING US WITH THAT, BECAUSE IT'S SHOWING US HOW WE CAN SHOW TEACHERS WHERE LANGUAGE HAPPENS IN THE CLASSROOM AND HOW THEY CAN SUPPORT THAT STUDENT TOWARDS THE STANDARDS THAT THEY NEED TO DO.
NOW THEY'RE THINKING AS SOON AS THE STUDENT COMES IN THAT OKAY THEY'LL HAVE TO GET THEM HERE.
SO A LOT OF TIMES WITH A NEWCOMER, IT'S NECESSARY TO PULL THEM OUT OF CLASS.
AND IT'S THE RIGHT THING TO DO.
AS WE'RE LEARNING SOME SOCIAL STRUCTURES, A LOT OF TIMES, YOU KNOW, IN A 45 MINUTE PERIOD, YOU'RE SPEAKING AT, YOU KNOW, YOU'RE GIVING THE LESSON AND THE STUDENTS ARE WORKING AND THEY JUST NEED TO KNOW HOW TO SAY HELLO, HOW ARE YOU? AND WHO MY TEACHER IS AND WHAT IS HISTORY? RIGHT? SO THAT'S NECESSARY.
AND THEN WE ALSO WANT TO WANT TO SERVE STUDENTS BY HOW THEY'RE GROWING.
SO A STUDENT IS STRUGGLING IN THEIR GROWTH.
AND WE CAN SEE THAT BASED ON THE ACCESS TESTING.
SO AND THEN AS YOU GET UP THROUGH HIGH SCHOOL, YOU KNOW, THERE'S DIFFERENT CHALLENGES AS WELL.
ARE WE PROVIDING ANY OF THAT INSTRUCTION IN THEIR NATIVE, LIKE TRANSLATING THINGS INTO THEIR NATIVE LANGUAGE SO THAT THEY CAN UNDERSTAND THE CONCEPTS AND WHAT THE GOAL OF THE LESSONS ARE? I'M THINKING YES. AND WE DO. WE DO.
WE DO. WE USE GOOGLE TRANSLATE TO TRANSLATE TEXT TO SUPPORT THE HONOR OF THEIR HERITAGE LANGUAGE.
WE ALSO ALLOW STUDENTS TO USE THEIR HERITAGE LANGUAGE TO RESPOND TO TEXTS, ESPECIALLY AS THEY'RE NEWCOMERS AND THEIR FIRST YEAR TEACHERS ARE STILL ASKING ME, BUT HOW DO I GRADE THAT? WELL, WE DON'T ALWAYS HAVE TO GRADE EVERY SINGLE THING THAT THE TEACHER SAYS WERE HONORING THEIR LANGUAGE.
AND WE'VE CONTINUED TO BUILD MORE OF A NOVEL COLLECTION, PARTICULARLY AT SECONDARY, SO THAT, YOU KNOW, BECAUSE IT'S AGAIN, THAT PART WHERE YOU THINK ABOUT A STUDENT MAY NOT BE ABLE TO READ IT IN ENGLISH, BUT THEY CAN ENGAGE WITH THE CONTENT AT HIGH LEVELS IF THEY CAN ACCESS THE CONTENT.
[00:55:09]
SO IT'S ABOUT THAT WHILE FINDING THAT BALANCE SO THAT WE REALLY ARE HELPING THEM IN THEIR LANGUAGE ACQUISITION.DO WE HAVE ANY SCHOLARSHIP OR ASSISTANCE OR SUPPORT THAT COMES TO THEM THAT GIVES THEM A LAPTOP OR A DEVICE? I KNOW WE'RE ONE TO WORLD, SO.
PARTICULARLY THEY HAVE A CHROMEBOOK, RIGHT.
WELL, WE'RE LOOKING AT AND I'M TRYING TO REMEMBER BECAUSE SHARON HAD THAT LITTLE ONE.
SMALLER DEVICES THAT CAN HELP WITH THAT, LIKE TEACHERS WILL OFTEN USE THEIR PHONES BECAUSE THE PHONE IS MUCH LESS OF A LIKE IF I GO HELLO CAN YOU? RIGHT. SO TECHNOLOGY IS ONE OF THE AREAS THAT OUR TEAM HAS IDENTIFIED FOR THIS YEAR.
WE STILL HAVE SOME BUMPS OVER HOW WE SUPPORT OUR MULTILINGUAL LEARNERS THROUGH TECHNOLOGY.
WELL, SO THAT'S A GOAL THAT WE HAVE.
ENVISIONING LIKE THE ROSETTA STONE.
SOME OF THESE OTHER LANGUAGE LEARNING PROGRAMS THAT ARE JUST OUT THERE ON THE MARKET.
SO WE HAVE IMAGINE LEARNING AT ELEMENTARY AND SO WE HAVE IMAGINE LEARNING CLUBS AT EACH OF OUR SCHOOLS THAT RUNS EITHER BEFORE OR AFTER SCHOOL.
IT'S ANOTHER WAY FOR US TO INVITE OUR PARENTS INTO THE SCHOOLS AND FORM THOSE RELATIONSHIPS.
THAT'S REALLY WHAT WE'VE SEEN WITH THAT PROGRAM.
AND THEN AS KIMBERLY WAS MENTIONING, WE JUST GOT A NEW PROGRAM TO TRY IT SECONDARY.
THAT IS THAT APPROACH ABOUT LANGUAGE LEARNING FOR A SECONDARY LEVEL STUDENT.
RIGHT. AND SO THE HOW THAT LOOKS ACCORDING TO THE DEVELOPMENTAL LEVEL OF THE CHILD IS IMPORTANT.
QUESTION HOW ARE WE KEEPING UP WITH THE INFLUX OF STUDENTS THAT WE HAVE? IS OUR STAFFING GROWING AT THE SAME RATE? IT'S A GREAT QUESTION.
SO WE HAVE TWO BUDGET SOURCES THAT DIRECTLY PAY FOR OUR MULTILINGUAL SERVICES.
THEY ARE THE TRANSITIONAL BILINGUAL INSTRUCTIONAL PROGRAM FUNDS, AFFECTIONATELY KNOWN AS TBIP, AND THOSE ARE APPORTIONMENT DOLLARS THAT ARE BASED ON ENROLLMENT.
AND THEN THERE'S ANOTHER GRANT, FEDERAL GRANT THAT WE APPLY FOR EACH YEAR CALLED TITLE THREE.
OUR APPORTIONMENT, BECAUSE OF NUMBERS FELL $100,000 FOR TBIP THIS YEAR.
SO I HAD JUST TALKED TO MATT TODAY.
THEY REFIGURE APPORTIONMENTS FOR JANUARY.
SO WE'RE HOPING THAT WE WILL SEE ADDITIONAL FUNDS BECAUSE WE ARE STRETCHED VERY, VERY THIN RIGHT NOW AND ESPECIALLY AS WE TAKE ON ALSO MORE OF THE COLLABORATIVE WORK WITH TEACHERS.
SO RIGHT NOW WE HAVE ABOUT IT'S 4.99, SO I'M GOING TO SAY 5.
5.0 FTE THAT ARE OUR MULTILINGUAL INSTRUCTORS THAT ARE IN OUR SCHOOLS.
AND THEN IN ADDITION, KIMBERLY IS 1.0 WITH 0.5 FUNDED OUT OF TRANSITIONAL, BILINGUAL AND 0.5 THAT IS GEN ED. AND SO THERE'S A 0.5 THAT'S NOT COVERED UNDER PROGRAM FUNDS.
AND WE ARE RIGHT NOW IN THE PROCESS OF TRYING TO HIRE ANOTHER PERSON TO HELP START TO ADDRESS SOME OF THE AREAS THAT WE HAVE WHERE WE HAVE MORE STUDENTS AND MORE NEEDS.
SO WITH THAT, THERE'S ALSO THE JUGGLING OF SUMMER PROGRAMS IN SUPPORT.
[01:00:01]
SO RIGHT NOW THIS YEAR, WE'RE IN A PLACE WHERE THERE WILL BE LESS TO SUPPORT SUMMER BECAUSE WE'RE REALLY LEVERAGING IT DURING THE SCHOOL YEAR GIVEN THE NEEDS THAT WE HAVE.BUT DO WE FUND ANYTHING OUT OF LEVY THEN? OR IS IT JUST WHATEVER WE GET FROM THE STATE THAT'S WHAT WE? WE USE, WHATEVER WE GET FROM THE STATE.
AND THE FEDERAL GRANT. THE FEDERAL GRANT.
SO IT'S TRANSITIONAL BILINGUAL INSTRUCTIONAL PROGRAM.
THAT WILL ACTUALLY BE ON OUR NEXT BOARD MEETING TOO, AS AN UPDATED POLICY, RIGHT, GAIL? YES. RIGHT.
IS THERE ANY ACTION IN THE LEGISLATION TO PUSH ON THE PROTOTYPICAL SCHOOL MODEL AS FAR AS OUR BILINGUAL LEARNERS, I KNOW THAT THERE'S LOTS OF OTHER AREAS THAT THAT'S BEING PUSHED ON, BUT DO YOU KNOW IF THIS IS INCLUDED? I KNOW THAT THERE CONTINUES TO BE ADVOCACY FOR THAT.
WE ARE VERY EXCITED ABOUT THE LANGUAGE ACCESS PLAN AND PROGRAM THAT WE NEED.
THERE ALSO IS NO FUNDING THAT COMES WITH THAT.
AND SO IT'S AGAIN, THAT STRUGGLE OF DOING THE RIGHT THING AND HAVING ENOUGH RESOURCES TO DO IT WELL.
AND THIS IS IMPORTANT AS WE INTERFACE WITH OUR LEGISLATORS AND SHARE WITH OUR COMMUNITY TO DO THE SAME, TO KNOW WHAT TO ADVOCATE FOR, BECAUSE THIS HASN'T BEEN ON MY RADAR. SO IT'S VALUABLE INFORMATION.
AND SO IN TERMS I KNOW YOU HAVE MANY OTHER THINGS ON YOUR AGENDA, BUT WE'RE SO GLAD FOR YOUR TIME BECAUSE THIS YOU KNOW, I THINK OFTEN HOW LUCKY WE ARE WHEN YOU'RE IN OUR SCHOOLS AND YOU SEE OUR STUDENTS AND HEAR THE LANGUAGES THAT THEY SPEAK AND THE WAYS IN WHICH THEY'RE EMBRACED.
THERE IS NOTHING WE CAN SAY MORE THAN WE ARE LUCKY FOR THAT, AND THAT WE WILL CONTINUE TO TRY TO MEET AND BETTER MEET THE NEEDS THAT STUDENTS HAVE. BUT THE RICHNESS OF OUR CULTURE BECAUSE OF THAT IS JUST SO INCREDIBLE.
AND I KNOW YOUR CONTINUING ADVOCACY FOR THAT PROGRAM AND OUR LEARNERS.
SO OUR NEXT STEP RELATED TO THE BOARD WILL BE THAT THE PROGRAM ITSELF WILL BE IN THE CONSENT AGENDA FOR NEXT MEETING SO THAT YOU CAN APPROVE THE PLAN FOR NEXT YEAR.
FOR THIS YEAR EXCUSE ME THIS YEAR.
WE'RE WORKING ON NEXT YEAR ALREADY, BUT NOT QUITE YET.
AND ALWAYS YOU KNOW, I KNOW AS YOU'RE SETTING UP SCHOOL VISITS AND THINGS, IF THERE IS AN INTEREST IN SEEING SOME OF WHAT IS WHAT THE SERVICE IS AND WHAT OUR MULTILINGUAL LEARNERS ARE BRINGING TO CLASSROOMS, LET US KNOW THAT SO THAT WE CAN.
I THINK THAT'S AN AWESOME IDEA.
WHAT DOES IT LOOK LIKE IN ELEMENTARY SCHOOL? WHAT DOES IT LOOK LIKE IN A HIGH SCHOOL SETTING? AND TO REALLY BE ABLE TO KIND OF SEE THAT IN ACTION? I WOULD LOVE THAT.
IN LAUNCHING OR CONTINUING, I SHOULD SAY, APPROPRIATELY, THIS PROGRAM.
WHAT'S THE DIFFERENTIAL? HOW WOULD WE AS A BOARD MEMBER RECOGNIZE THE INVESTMENT WE'RE MAKING? IF SOMEBODY WAS TO ASK. SO YOU HAVE A PROGRAM AND IT SERVES 250ISH STUDENTS RIGHT NOW.
HOW MUCH DO WE INVEST IN THAT? OH, SO TOTAL LIKE, TOTAL INVESTMENT.
[LAUGHTER] JASON, I KNOW WILL KNOW THIS.
YES. YES. IT'S ONE OF THE THINGS.
BUT IN COMMITTING TO THE PROGRAM, WHICH MAKES BEAUTIFUL SENSE GIVEN THE SITUATION, I MEAN, AS YOU'RE DESCRIBING STUDENTS FROM UKRAINE AND I THINK ABOUT WHAT'S GOING ON IN THEIR OWN HOME COUNTRY, IT'S LIKE THE LEAST THE DISTRICT CAN DO IS TO STEP UP AND ADDRESS SOME OF THE ISSUES THAT THIS
[01:05:06]
POPULATION OF STUDENTS FAMILIES ARE FACING.I'M GLAD TO HEAR THAT IT'S NOT ONLY STUDENT FOCUSED, BUT FAMILY.
AND THEY'LL GET IT THROUGH THEIR CHILDREN MAYBE IN SOME WAYS.
SO, YEAH, JUST AS A ROUND ESTIMATE DOWN THE ROAD, I DON'T HAVE GREAT CONCERN FOR IT.
WE'RE GOING TO DO IT REGARDLESS.
I MEAN, NOT LIKE PIE IN THE SKY AND, YOU KNOW, RAINBOWS AND UNICORNS WORLD, BUT REALISTICALLY, WHAT DO WE NEED TO SERVE THE POPULATION THAT WE HAVE AND WHERE ARE WE AT IN RELATION TO THAT? WILL DO. THANK YOU.
SO JUST THOUGHT WE'D SIT DOWN REAL QUICK AND KIND OF WORK OUT SOME OF THE NUTS AND BOLTS FOR IT, BUT THEN ALSO MAYBE PICK A COUPLE OF THE SESSIONS THAT WE'RE INTERESTED IN GOING TO. FIRST OF ALL, PROBABLY ONE OF THE MOST IMPORTANT THINGS HOW ARE WE GETTING TO THE AIRPORT? IS THAT ON OUR OWN OR ARE WE GOING TO ARRANGE SOME CARPOOLING? OKAY. OKAY.
CORRECT. SO THURSDAY IS A SET DAY.
YEAH. SO REALLY WHAT WE'RE KIND OF LOOKING AT ARE JUST SOME OF THE BREAKOUT SESSIONS THAT WE HAVE STARTING.
IT LOOKS LIKE THE FIRST ONE STARTS ON FRIDAY AT I JUST MISSED IT AT 1:00.
THERE'S A KEYNOTE AND GENERAL SESSION AT THE BEGINNING WHICH WILL I'M ASSUMING WE'LL ALL GO TO.
AND THEN AFTER 1:00, JUST SOME OF THOSE IN THERE.
I MARKED A FEW I'M INTERESTED IN, BUT.
RIGHT, HERE, AND THEN IT ADDS IT RIGHT TO MY PHONE WHEN I DO THAT, SO IT WAS EASIER TO SEE.
YEAH. YOU HAD TO DOWNLOAD THE NEW APP.
ON FRIDAY. SO LET'S SEE, FRIDAY, THERE'S A GENERAL SESSION AT 8:30.
SEVEN STEPS TO CREATING DIVERSE, EQUITABLE AND INCLUSIVE SYSTEMS. THE BOARD AND SUPERINTENDENT AN OFTEN MISUNDERSTOOD PARTNERSHIP.
NO OFFENSE. MAYBE WE CAN YOU AND I CAN BUDDY UP FOR THAT ONE.
AND STRATEGIC PLAN DEVELOPMENT.
I LOOKED AN I GOT THAT ONE TO THE STRATEGIC PLAN DEVELOPMENT AND THEN I ALSO DID THE ONE AFTER THAT.
I THINK IT WAS PUT ON BY NORTHSHORE SCHOOL.
AND MAYBE THAT WAS YOU TRACEY I CAN'T REMEMBER DURING OUR BRIEFING.
[01:10:14]
YOU SPLIT UP AND SOMETIMES YOU GO TO ONE FOR 10 MINUTES AND IT WASN'T WHAT YOU THOUGHT IT WAS, AND YOU HOP INTO A DIFFERENT ONE.[INAUDIBLE] GO WITH AT LEAST ONE OTHER PERSON.
AND THEN YOU CAN BECAUSE YOU HEAR DIFFERENT THINGS.
SO THEN, YEAH, I THINK THE STRATEGIC PLAN ONE IS AN IMPORTANT ONE TO GO TO.
SO YOU'RE GOING TO GO TO THAT ONE AND MAYBE TRACEY.
AND I'M INTERESTED IN THAT ONE AS WELL FOR SURE.
YEAH, THAT'S WHAT I WAS MISSING, TOO.
I ALSO MAKE MY CHOICES BASED ON WHO'S PRESENTING THE INFORMATION.
I TRY TO STAY AWAY FROM THE PRODUCT SALES ONES, OFTEN.
ALTHOUGH THERE WAS ONE THAT WAS A THOUGHT EXCHANGE WHEN I SAW IT.
DID YOU SEE THAT ONE? OH, I DIDN'T.
I THINK IT WAS. I THOUGHT OF DOREEN WHEN I SAW IT ON THERE.
I DON'T REMEMBER WHERE IT WAS.
THOSE ARE THE SAME TWO THAT I HAD.
I WAS GOING TO. I'VE GOT TWO ON THERE.
WHICH ONE IS THAT? THAT'S 3.5.
BUT THEN I WAS ALSO INTERESTED IN 3.9 WIAA AS A PARTNER IN EDUCATION IN LIGHT OF SOME OF THE THINGS THAT HAVE HAPPENED AS OF LATE, I THOUGHT THAT'D BE AN IMPORTANT ONE TO GO TO.
OH, I CAN GO TO THE MODIFIED CALENDAR ONE.
ESPECIALLY SINCE WE'RE KIND OF LEADING THAT WORK WITH CAC.
GREAT. WE ALSO TALKED ABOUT NOT GOING TO VENDOR ONES, BUT THERE'S THE 3.6, THE ONES THAT HAS TO DO WITH CTE, WHICH I THOUGHT I JUST WENT TO THE CTE MEETING THAT DEREK HAD. SO I CHECKED THAT ONE, BUT I'M NOT QUITE SURE IF I'LL DO THAT ONE OR NOT IT'LL DEPEND ON WHAT'S GOING ON THERE, BUT I'M INTERESTED IN THAT AS WELL.
SO SHOULD WE? WE CAN SHARE OUR CALENDARS WITH EACH OTHER WITHIN THE APP RIGHT WHERE WE'RE GOING OR WE CAN SEE, LIKE DO WE WANT TO? OH YOU CAN THEIR FACE. YOU CAN SEE WHO IS ATTENDING EACH SESSION.
USUALLY WE JUST KIND OF ON THE FLY LIKE, WHERE ARE YOU GOING NEXT? I'M GOING TO GO HERE. THAT SOUNDS GOOD.
I'LL DO THAT. DO WE WANT TO BE ANY MORE ORGANIZED THAN THAT, OR SHOULD WE JUST WING IT? I THINK IT'S OKAY. WE CAN NOT REALLY WING IT WHEN WE GET THERE.
RIGHT. SO I CHECKED ALL THE ONES WE TALKED ABOUT.
SO THEN I FEEL LIKE WHEN WE GET THERE IN THE MORNING, I PULL UP MY AGENDA.
IT'S GOING TO SAY, THESE ARE THE THREE WE TALKED ABOUT.
SO MAYBE I'LL JUMP DOWN TO THE OTHER ONE.
SORRY. SO WHAT ABOUT 2.8 STUDENT PERSPECTIVE ON STUDENT VOICE? AND I KNOW IT'S BY NATIONAL STUDENT BOARD MEMBER ASSOCIATION.
WE DON'T HAVE STUDENT BOARD MEMBERS.
WHICH I'M SORRY? 2.8. I CLOSED THE.
[01:15:02]
GROUP TO BECAUSE I KNOW THEY'RE OUT THERE ACTIVELY, BUT THEY'RE NOT AS ENGAGED WITH US AS PERHAPS A STUDENT SCHOOL BOARD MEMBER MIGHT BE. AND SO HOW TO STRENGTHEN THAT LINK UP? I DON'T KNOW. AND YOU SAID THAT WAS 2.8.2.8. I'M NOT SURE BASED ON WHAT ELSE IS GOING ON THEN WHETHER WILL.
OKAY, I'LL GO TO THAT ONE OR WHATEVER, BUT.
SATURDAY. SATURDAY MARKED DOWN BREAKFAST.
THE OTHER BALANCE CALENDAR ONE 4.2.
SO IT'S TWICE. I DON'T KNOW IF IT'S THE SAME ONE.
I DON'T KNOW THIS. I DON'T THINK IT WAS THE SAME ONE, BUT IT'S.
THIS ONE IS CALLED 4.2 HOW STUDENT CENTERED BALANCED CALENDARS COULD WORK FOR YOUR DISTRICT.
SO THERE COULD BE TWO SESSIONS.
IT LOOKS BY. YEAH, IT'S DEFINITELY BY SOMEBODY ELSE.
I CHECKED THAT ONE BECAUSE I SAW THE PRESENTERS.
OOH. OUTDOOR, TRADITIONAL KINDERGARTEN.
NORWEGIAN OR [INAUDIBLE] KIDS WOULD LIKE GO OUT IN THE WINTERTIME AND THEY WERE LIKE IN THIS HUT OUT IN THE FOREST AND THEY WERE WHITTLING AND PLAYING.
YEAH. OH 4.4 WAS ONE I MARKED DOWN INCORPORATING THE 3E'S OF STUDENT VOICE IN STRATEGIC PLANNING THROUGH LISTENING TOURS.
ARE WE STILL ON? THIS WAS THAT'S GOING TO BE THE SAME AS. BUT WE JUST WE JUST HEARD BRIEFLY ABOUT THIS IS PROBABLY THE ONE WE HEARD ABOUT AT OUR REGIONAL MEETING LAST YEAR.
RIGHT? YEAH. OH, YEAH, YEAH, YEAH.
THAT'S A GREAT ONE. OKAY. SO I'M MARKING THAT ONE DOWN BECAUSE WE BOTH WE GOT A LITTLE TASTE OF THAT AT OUR SPRING RIGHT. AND SHE SENT US THE QUESTIONS REMEMBER ABOUT.
THAT WAS THE THOUGHT EXCHANGE ONE AGAIN.
YEAH. 5.8. THAT'S THE ONE YEAH. I DIDN'T KNOW IF THERE WAS AN EARLIER ONE.
IT SEEMED LIKE EVERYTHING IN THE MORNING IS.
WHAT TIME DO WE LEAVE? NOT UNTIL WE'RE HERE THROUGH THE END THROUGH THE LAST.
WE CAN HIT THIS SESSION? YEAH.
WE CAN DO THE LAST BREAKOUT SESSION AND THEN GO, I THINK BECAUSE GAIL, WHAT TIME'S OUR FLIGHT? IS IT LIKE 5 SOMETHING OR SIX SOMETHING? EIGHT? IT'S EIGHT. OKAY.
SO, YEAH, WE HAVE PLENTY OF TIME, SO.
DO WE REALLY HAVE A RIVALRY? BUT WE COULD DO TEAM BUILDING.
YEAH, I HAVE THAT MARKED AS WELL.
SO I DON'T KNOW IF THAT'S JUST GOING TO BE A HERE'S WHAT THOUGHT EXCHANGE DOES AND HOW IT CAN IMPACT YOUR COMMUNITY CONVERSATION.
WHICH ONE IS THAT? I'M GOING TO CHECK IT JUST SO I KNOW.
HOW ARE YOU CHECKING IT IN HERE? BECAUSE I'M LOGGED INTO THERE. OH, GOTCHA.
OH, RIGHT THERE. AND THEN IT WOULD SEND IT RIGHT TO THERE.
THE ONLY ONE THAT REALLY JUMPED OUT TO ME THERE WAS 6.1, THE MTSS ONE.
YEAH, THAT'S WHAT I MARKED AS WELL.
AND THEN THAT'S IT. AND THAT'S THE END.
YEAH. SO IT'S DONE AT 4:15, AND THEN WE HEAD TO THE AIRPORT.
[01:20:07]
THAT'S HELPFUL. I THINK THURSDAY NIGHT.OKAY. WE HAVE A THURSDAY NIGHT FOR DINNER.
YOU KNOW, MAYBE ORDER PIZZA AND INVITE OUR NEIGHBORING SCHOOL BOARDS.
YEAH, YEAH. [INAUDIBLE] PIZZA.
ARE THERE ANY OTHER SCHEDULING THINGS ON HERE? AND THEN WE WILL.
NO, I'M JUST THINKING WE CAN JUMP AHEAD ON THOSE THINGS AND THEN WE CAN CLOSE OUT HERE.
SO JUST KIND OF GO OVER WHAT'S COMING UP HERE.
SO THIS WEEK, YOU KNOW WHAT YOU'RE DOING THIS WEEK.
OBVIOUSLY NEXT WEEK THERE AREN'T ANY BOARD EVENTS OR ACTIVITIES.
AND CONNIE AND TRACEY, DO EITHER OF YOU HAVE AN ISSUE TO BE ABLE TO BE THERE? OKAY. THE FOLLOWING WEEK WE HAVE MONDAY, DECEMBER 5TH, CAC MEETING.
SO IF I COULD GET THAT PLUGGED IN SOON, I CAN GET THOSE SCHEDULED.
AND THAT TAKES YOU ALL THE WAY THROUGH DECEMBER.
IF YOU DON'T HAVE ANY OTHER QUESTIONS OR COMMENTS, I WANTED TO LET YOU KNOW THAT SOMEONE HAD ASKED FOR THE SCHOOL PARENT LEADERSHIP, GENERAL MEETING SCHEDULES, THE PTA, PTO'S PAZ, AND SO FORTH.
I'VE WHAT I HAVE SO FAR, I'VE LINKED IN THE BOARD ON THE BOARD WEBSITE UNDER RESOURCES.
SO IF YOU WANT TO KEEP CHECKING THOSE, I'LL ADD THEM AS SOON AS I GET THEM.
THE LEADERS DID ASK TO GET A HEADS UP IF YOU'RE GOING.
HEY, GAIL. WHEN I CLICK THE PROGRESS MONITORING ON OUR WEBSITE, IT TAKES ME TO A DOCUMENT FOR 21-22.
22-23 RESOURCES FOR OUR MAIN PAGE.
I'M SORRY ABOUT THAT. I WILL GET THAT UPDATED RIGHT AWAY.
AND YOU'VE GOT MY STUFF IN THERE.
ALL RIGHT. WELL, IF THE YES, THAT'S.
[01:25:03]
SO UNLESS YOU HAVE ANYTHING ELSE.WHAT TIME SHOULD WE GET TO THE AIRPORTS? ISN'T IT 8:30? HOLD ON JUST A SECOND.
YOU DEPART AT 8:35 A.M., SO GET THERE LIKE SEVEN ISH? YOU WILL HAVE PLENTY OF TIME. YOU CAN GET COFFEE.
WELL, THEN IN THAT CASE, WE GOT EVERYTHING ON THE AGENDA ACCOMPLISHED.
I'LL GO AHEAD AND ADJOURN OUR WORKSHOP AT 5:56.
WE'RE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.