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>> [BACKGROUND] WELCOME TO OUR SCHOOL BOARD WORKSHOP ON THIS MONDAY.
[1. School Board Workshop - 4:30 PM]
[A. Special Services Programs Update]
FOR THOSE OF YOU JOINING US AT HOME, WE'RE GOING TO HAVE AN UPDATE FROM THE SPECIAL SERVICES PROGRAM.ALLAN FLECK, SO THAT EVERYBODY CAN HEAR YOU.
I'M THE DIRECTOR OF SPECIAL PROGRAMS FOR CAMAS SCHOOL DISTRICT, OBVIOUSLY.
I'M JUST GOING TO GIVE AN OVERVIEW ABOUT WHERE WE'RE AT, WHERE HE HOPE TO BE GOING AND GIVE YOU SOME DATA ABOUT FUNDING AND STUDENT PLACEMENTS.
THERE WE GO. THE FIRST THING I WANT TO TALK ABOUT, WHICH HAS BEEN IN THE NEWS A LOT AND HAVE BEEN RUMBLING AROUND CABINET, WE ARE ANTICIPATING AN INCREASE IN FUNDING BASED ON THE LEGISLATION THAT'S PUSHED THROUGH.
WE THINK WE HAVE A GOOD HANDLE ON THAT FUNDING, BUT WE HAVEN'T GOTTEN THE NUMBERS OUT OF OSPI YET.
THAT NUMBER THAT WE'RE LOOKING AT IS APPROXIMATELY 800,000 OR MORE IN INCREASED FUNDING SPECIFIC TO SPECIAL EDUCATION.
THAT'S THE ONLY MECHANISM THAT'S GOING TO BENEFIT CAMAS.
THE OTHER THING THAT THE LEGISLATURE LOOKED AT WAS INCREASING THE CAP.
IF YOU'RE SERVING MORE THAN 13.5 PERCENT OF YOUR STUDENTS IN THE DISTRICT ON IEPS, THAT'S WHERE THE SPECIAL ED FUNDING STOPPED.
THEY DID INCREASE THAT TO 15 PERCENT, BUT CAMAS IS JUST APPROACHING 12 PERCENT RIGHT NOW, WHICH WE DON'T RUN OUT AND TRY TO IDENTIFY 80 MORE KIDS SO THAT WE CAN GET MORE MONEY.
>> CAN I ASK YOU A QUICK QUESTION?
>> JUST TO MAKE SURE, THE 800,000 WE'RE ANTICIPATING IS IN THE NEXT SCHOOL YEAR?
>> JUST WANT TO MAKE SURE WE'RE CLEAR ON THAT.
>> WHAT THE OSPI HAS DONE OVER THE LAST FEW YEARS, THIS ISN'T BRAND NEW, BUT I DID WANT TO BRING PEOPLE UP TO SPEED ON THE MULTIPLIER.
BASICALLY, SPECIAL EDUCATION IS FUNDED BY THE STATE AT A PERCENTAGE OF WHAT A BASIC EDUCATION STUDENT DRIVES.
FOR INSTANCE, IT'LL BE 1.17, SO YOU'LL GET YOUR BASIC ADDED 8,000 AND YOU TIMES THAT TIMES 1.117 OR SOMETHING.
THAT GIVES YOU YOUR SPECIAL EDUCATION FUNDING.
THAT MULTIPLIER IS INCREASING SLIGHTLY AND THAT'S REALLY WHAT'S DRIVING THE ADDITIONAL FUNDING.
JUST SO YOU UNDERSTAND AS WELL, STUDENTS THAT ARE SERVED IN A GENERAL ED SETTING, WE'VE RECEIVED MORE FUNDING FOR THOSE STUDENTS AND THOSE IN MORE RESTRICTIVE SETTINGS.
THE PURPOSE OF THAT WAS THE OSPI SPECIAL ED DIRECTOR CAME INTO THE STATE AND MADE IT A PRIORITY FOR HER TO INCREASE ACCESS FOR ALL STUDENTS ON IEPS UNDER THE GENERAL ED.
WASHINGTON HAD BEEN RANKED IN THE BOTTOM 10 OF ALL STATES.
WE'RE MAKING A LOT OF GAINS IN THAT AREA, BOTH IN CAMAS AND ACROSS THE STATE.
WITH ADDITIONAL FUNDING, WE HAVE ADDITIONAL NEEDS.
THAT'S JUST TAKEN A LOOK AT HOW MANY TEACHERS WE HAD FOR OUR DIFFERENT PROGRAMS SINCE 1920 TO PRESENT.
WE'VE ADDED SOME RESOURCE HELP.
BUT MAINLY OUR INCREASES IN TEACHING STAFF ARE DRIVEN BY HOW MANY STUDENTS THAT WE'RE GETTING INTO THE DISTRICT WITH MORE SIGNIFICANT NEEDS.
OUR CASE LOADS FOR THOSE TEACHERS IS LOW AS THEY SHOULD BE.
BUT WHEN WE HAVE STUDENTS COMING INTO THE DISTRICT OR STUDENTS EXITING PRESCHOOL AND COMING INTO ELEMENTARY SCHOOLS, THEN THOSE NUMBERS ARE INCREASING THE CASE LOADS AT THOSE SCHOOLS, WHICH NECESSITATES US ADDING STAFFING.
ALL THOSE THREE PROGRAMS TO THE RIGHT OF RESOURCE, THEY ALSO REQUIRE A LOT OF PEER EDUCATION ASSISTANCE.
AS WE ADD TEACHERS INTO THAT, WE'RE ALSO ADDING AT A MINIMUM TWO, OFTEN MORE THAN THAT BASED ON STUDENT NEEDS.
JUST TO LET YOU KNOW, WE'VE HAD A STATIC ENROLLMENT FROM THE LAST FIVE YEARS AS FAR AS SPECIAL EDUCATION GOES.
WE HAD ABOUT 850 FIVE OR SIX YEARS AGO.
WE ACTUALLY GOT BELOW 700 AND NOW WE'RE TRENDING BACK UP.
WE'RE ABOUT WHERE WE WERE FIVE OR SIX YEARS AGO.
BUT WHAT WE'RE GETTING AGAIN IS THE STUDENTS THAT REQUIRE PLACEMENT IN OUR DISTRICT PROGRAMS. OVER THE LAST FEW YEARS, WE'VE ADDED ANOTHER INTEGRATED ACADEMIC PROGRAM THAT SUPPORTS STUDENTS WITH MODERATE DISABILITIES, ANOTHER INTEGRATED COMMUNICATION PROGRAM THAT SERVES
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STUDENTS WITH MORE SIGNIFICANT COGNITIVE AND ADAPTIVE NEEDS, AND WE ADDED ANOTHER INTEGRATED SOCIAL EMOTIONAL SUPPORT PROGRAM OVER AT HELEN BALLER THIS SCHOOL YEAR.THE OTHER THING THAT WE'VE HAD TO DO, AND SOME OF THESE ARE COMING UP NEXT YEAR, FIRST WE OBTAINED A BCBA WHO SUPPORTS OUR HIGH-NEEDS TEACHERS FOR THE MOST PART.
THEIR EXPERTISE IS COMING IN AND APPLYING ABA STRATEGIES TO IMPROVE STUDENTS' ABILITY TO ACCESS EDUCATIONAL PROGRAMMING.
OUR SPEECH LANGUAGE PATHOLOGIST, WE HAVE A CASELOAD SETTING OUR COLLECTIVE BARGAINING AGREEMENT.
WE'VE BEEN OVER THAT CASELOAD FOR MOST OF THE SCHOOL YEAR BECAUSE THE DISTRICT CAN OBTAIN ANOTHER SPEECH LANGUAGE PATHOLOGIST.
WE'VE ACTUALLY BROUGHT IN SOME CONTRACTORS THIS YEAR FOR BOTH SCHOOL PSYCH AND SPEECH LANGUAGE PATHOLOGY, AND NEITHER OF THOSE CONTRACTS WORKED OUT.
WE JUST DIDN'T FEEL LIKE THE PERSON THAT WE HAD BROUGHT ON WAS GOING TO BE WORKING BEST FOR CAMAS.
WE LET BOTH OF THEM GO, WHICH BASICALLY PUT HEAVIER WORKLOADS ON OUR SCHOOL PSYCHS AND SPEECH LANGUAGE PATHOLOGISTS.
OF COURSE, THE ASSISTANT DIRECTOR HAS ALSO BEEN DOING A LOT OF SCHOOL PSYCHOLOGY PRIMARILY AT DOROTHY FOX THIS YEAR.
THE OTHER THING I WANTED TO TALK ABOUT AGAIN, SO THE DISTRICT IS FUNDED AT A HIGHER MULTIPLIER FOR STUDENTS SERVED IN A GENERAL ED PROGRAM.
THAT IS DEFINED AS STUDENTS WHO SPEND 80-100 PERCENT OF THEIR SCHOOL DAY IN A GENERAL ED SETTING.
IN '17-'18, WE WERE HOVERING A LITTLE BIT 62 PERCENT OR SO, AND CURRENTLY WE'RE AT ABOUT 75 PERCENT.
WE ARE INCREASING ACCESS AND IT'S NOT JUST BECAUSE WE GET THE MULTIPLIER.
THE REASON THAT THE STATE'S MOVING THAT DIRECTION IS BECAUSE OF EDUCATIONAL OUTCOMES FOR STUDENTS ON IEPS.
IT'S PRETTY CLEAR THAT STUDENTS THAT ARE ACCESSING GENERAL ED CURRICULUM HAVE HIGHER GRADUATION GRADES, THEY HAVE BETTER LEARNING OPPORTUNITIES, THEY ARE AROUND PEERS THEY CAN MODEL, APPROPRIATE EDUCATIONAL BEHAVIOR IN THE CLASSROOM.
THAT'S MAINLY DRIVEN BY US GOING AWAY FROM HAVING STUDENTS PLACED IN RESOURCE ROOM FOR ENGLISH AND MATH, WHICH WAS VERY COMMON SIX OR SEVEN YEARS AGO IN CAMAS.
IF YOU WERE ON AN IEP AND MATH, YOU WERE USUALLY IN MATH 1, MATH 2, MATH 3.
WE ALSO HAD REPLACEMENT CORE CLASSROOMS FOR ELA.
WE CURRENTLY AT CHS AT HAYES AT ALL THE HIGH SCHOOLS.
WE DO NOT OFFER AN ELA PROGRAM FOR STUDENTS ON IEPS IN A SEPARATE SETTING.
THEY'RE ALL IN THE CORE PROGRAM WITH THE EXCEPTION OF STUDENTS WITH SIGNIFICANT NEEDS.
MIDDLE SCHOOLS ARE DOING THE SAME THING.
WE'RE GETTING GOOD INCREASES ACROSS THE DISTRICT FOR KIDS ACCESSING PROGRAMMING IN THE GENERAL ED ENVIRONMENT.
ONE AREA THAT WE CONTINUE TO NEED TO WORK ON IS INCREASING ACCESS FOR OUR PRESCHOOL STUDENTS TO BE IN A GENERAL SETTING.
OSPI DEFINES THAT AS A PRESCHOOL THAT A GENERAL OR A TYPICAL PRESCHOOL STUDENT WOULD BE IN.
REALLY, THAT IS A PRESCHOOL THAT'S FUNDED BY THE SCHOOL DISTRICT.
THE DISTRICT CAN FUND STUDENTS ON IEPS AND PAY FOR THEM TO GO TO A SEPARATE PRESCHOOL PROGRAM OPERATED WITHIN THE COMMUNITY OR THEY'RE SERVED AT HOME.
THOSE ARE THE THREE TYPICAL PRESCHOOL PROGRAMS. WE DO HAVE PAPER MAKER UP AT CHS.
WE CAN ACCESS UP TO 18-20 STUDENTS THAT ARE SERVED ON IEPS UP THERE.
BUT THE BULK OF THE REST OF THEM ARE SERVED ON THE HLC AND THOSE STUDENTS AREN'T IN A REGULAR PROGRAM.
THAT'S SOMETHING THAT WE NEED TO WORK AT.
THAT IS AN AREA THAT THE OSPI LOOKS AT.
THEY WANT US TO KEEP CONTINUING TO HAVE STUDENTS ACCESS REGULAR PROGRAMMING.
RIGHT NOW IT LOOKS LIKE WE ONLY ARE AT ABOUT 40 PERCENT, SLIGHTLY BELOW THAT THIS YEAR, OF STUDENTS PRESCHOOL AGE ACCESSING PRESCHOOL PROGRAM THAT IS TYPICAL OF THEIR PEERS.
THE THINGS THAT WE'VE BEEN WORKING ON IS REALLY TRYING TO IMPROVE OUR EDUCATIONAL OUTCOMES FOR STUDENTS ON IEPS.
THE FOCUS HAD BEEN ON S BACK, BUT THAT WENT AWAY.
WE HAVEN'T REALLY GOTTEN THE DATA PULLED OUT FOR STUDENTS ON IEPS.
BUT THERE IS A TRAJECTORY OF STUDENTS ON IEPS MAKING LESS STUDENTS MEETING S BACK AS THEY GET OLDER AND AGING THROUGH THE SYSTEM.
IT'S A PATTERN ACROSS THE STATE, BUT IT'S NOT A PATTERN THAT I'M COMFORTABLE WITH NOR IS ANYONE IN OUR PROGRAM.
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RIGHT NOW HOW WE MEASURE THAT IS GRADUATION RATES.STUDENTS ON IEPS GRADUATED ABOUT 25-27% POINTS LOWER THAN STUDENTS NOT ON IEPS.
THAT'S AN AREA OF GROWTH THAT WE NEED TO WORK ON.
IMPROVE SCHOOL OUTCOMES IS TIED TO STUDENTS SERVED THROUGH OUR TRANSITION SERVICES, AND THROUGH US SURVEYING STUDENTS AFTER THEY EXIT OUR DISTRICT, AND WE DO FOLLOW UP 18 MONTHS LATER TO FIND OUT IF THE POST-SECONDARY GOALS THAT WERE INDICATED ON THEIR IEPS WERE IN FACT COME TO FRUITION.
WE'RE LOOKING AT STUDENTS THAT SAY THEY'RE GOING TO BE IN COLLEGE, ARE THEY IN COLLEGE? STUDENTS THAT SAY THEY'RE GOING TO BE WORKING, ARE THEY WORKING? THAT'S ANOTHER AREA THAT WE LOOK AT.
THEN WE ALSO WANT TO INCREASE OUR COMMUNITY INVOLVEMENT.
HAVING A PRESENCE OUT IN THE COMMUNITY, PEOPLE KNOW WHAT WE'RE DOING.
SOME OF THE THINGS THAT WE'RE DOING RIGHT NOW TO REACH ALL THOSE GOALS IS INCREASING OUR STUDENTS ACCESS TO CORE.
WE CONTINUE TO MAKE GAINS IN THAT AREA, AND THE OTHER THING IS THAT WE WERE PUTTING STUDENTS IN GENERAL EDUCATION CLASSROOMS, BUT WE CAN DO A BETTER JOB OF MAKING SURE THAT ONCE THEY GET INTO THE CLASSROOM, THAT TEACHERS FEEL COMFORTABLE ABOUT WORKING WITH STUDENTS ON IEPS.
AS FAR AS TEACHERS COMFORT LEVEL, THEY'RE USED TO A CERTAIN BANDWIDTH OF STUDENTS COME INTO THEIR CLASS.
ELA FOR EXAMPLE WHEN WE WENT AWAY FROM HAVING STUDENTS SERVED OUTSIDE OF THE GENERAL ED SETTING, WE DID INCREASE CO-TEACHING OPPORTUNITIES, BUT THERE'S STILL WORK TO BE DONE AS FAR AS MAKING MODIFICATIONS AND NOT EXPECTING EVERY STUDENT TO MEET THE SAME EDUCATIONAL STANDARD, AND THAT'S ACROSS ALL PROGRAMS OR ALL CLASSES AT THE HIGH SCHOOL LEVEL.
UNIVERSAL DESIGN FOR LEARNING IS A PART OF MAKING SURE THAT THOSE TEACHERS UNDERSTAND AND CAN PROVIDE CURRICULUM, AND AS THEY'RE PLANNING TO DO INSTRUCTION FOR ALL THEIR STUDENTS IN THE CLASSROOM, THAT THEY'RE KEEPING THOSE STUDENTS IN MIND, AND UNDERSTANDING THAT SOME STUDENTS NEED SOMETHING DIFFERENT.
WE CONTINUE THE NEED TO INCREASE OUR PROFESSIONAL LEARNING OPPORTUNITIES FOR GENERAL ED STAFF.
WE'VE DONE SOME ROLLOUT OF UNIVERSAL DESIGN.
BUT IF WE PULL TEACHERS, IT'S VERY COMMON FOR GENERAL ED TEACHERS WHO SAY THEY FEEL UNPREPARED TO WORK WITH STUDENTS.
IT'S HARD TO PROVIDE ALL THAT PROFESSIONAL DEVELOPMENT BECAUSE, A, WHEN CAN WE DO IT? B, WHEN CAN WE DO IT IN THE SCHOOL YEAR? WE TRIED TO DO IT BEFORE SCHOOL STARTS.
WE DON'T GET A LOT OF BUY-IN THEN.
WE'VE HAD GOOD LUCK DOING OUR CO-TEACHING TRAINING.
BUT AS FAR AS IDENTIFYING STUDENTS OR TEACHERS THROUGH OUR SYSTEM TO COME IN FOR A TRAINING, AND THAT WOULD BE A VERY EXPENSIVE ENDEAVOR.
WE LOOK TOWARDS WHAT'S HAPPENING DURING EARLY RELEASES BECAUSE IT'S ALSO HARD FOR US TO GET ADEQUATE SUBSTITUTES TO PULL TEACHERS OUT AND DO TRAINING DURING THE SCHOOL DAY.
I'M VERY HAPPY TO BRING SHARI GOMEZ ON BOARD FOR OUR MULTI-TIERED SYSTEMS OF SUPPORT.
BASICALLY, IN A NUTSHELL, WHAT THAT MEANS IS WE'RE IDENTIFYING STUDENTS THAT ARE AT ACADEMIC RISK, AND WE HAVE SYSTEMS IN PLACE.
WE DON'T REACT TO A STUDENT WHO'S STRUGGLING, WE HAVE SYSTEMS THAT ARE READY AND PREPARED TO SERVE THOSE STUDENTS.
A LOT OF STUDENTS, THEY GET SUPPORT AND READING.
WE DON'T HAVE A LOT OF SUPPLEMENTAL PROGRAM MONEY COMING INTO OUR DISTRICT AS FAR AS LEARNING SUPPORT, WHICH IS TITLE I AND LEARNING ASSISTANCE PROGRAM, BECAUSE BOTH OF THOSE PROGRAMS ARE GENERATING FUNDS BASED ON THE PERCENTAGE OF STUDENTS WHO QUALIFY FOR FREE AND REDUCED LUNCH.
ONE EXAMPLE IS IF I LOOK AT A COMPARABLE DISTRICT LIKE WENATCHEE WHO HAS PRETTY SIMILAR ENROLLMENT, THEY'RE LOW-INCOME POPULATION IS THREE TIMES OURS AND THEY GET 16 TIMES MORE FUNDING.
WE HAVE APPROXIMATELY A MILLION DOLLARS TO TRY TO TARGET STUDENTS THAT ARE STRUGGLING IN K-12, AND WE CURRENTLY ARE REACHING K3, K4 AND READING ONLY.
WENATCHEE GETS 16 MILLION TO DO THAT.
I THINK THAT'S ONE OF THE CRUCIAL REASONS WE REALLY NEED TO DEVELOP A COMPREHENSIVE MULTI-TIER SYSTEM.
BECAUSE WE HAVE TO FIGURE OUT HOW TO DO THAT INTERNALLY.
THERE'S NOT GOING TO BE ADDITIONAL STAFFING OR FUNDS THAT WE'RE ANTICIPATING THEY'RE GOING TO HELP US DO THAT.
WE CONTINUE TO LOOK AT OUR SCHEDULING AND HOW THEY REFLECT THE URGENCY OF IDENTIFYING STUDENTS THAT NEED THAT EXTRA SUPPORT.
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IT'S HARDER TO GET THE COMPREHENSIVE HIGH SCHOOL LEVEL.STUDENTS GO TO SIX PERIODS A DAY.
WHEN DO WE DO THAT? IT'S NOT BUILT INTO THE SCHEDULE.
THERE IS SOME TIME AT THE END OF THE DAY THAT WE DO THAT, BUT IT'S NOT CONSISTENT.
IT'S TARGETED AT STUDENTS THAT ARE NEEDING SUPPORT IN A CERTAIN CLASS MORE SO THAN IT IS DEVELOPING SKILLS THAT ARE GOING TO ALLOW THEM TO BENEFIT FROM ALL THEIR CLASSES.
THE OTHER THING THAT MULTI-TIER SYSTEM, IT'S NOT JUST FOCUSED ON ACADEMICS.
IT'S FOCUSES ON THE WHOLE CHILD AND ENSURING THAT WE HAVE SYSTEMS FROM FROM REGULAR ED PROGRAMMING THAT HAPPENS IN THE CLASSROOM THROUGHOUT THE YEAR ABOUT SOCIAL, EMOTIONAL ISSUES TO STUDENTS THAT NEED MORE HELP, AND SO HOW ARE WE DOING THAT? AS FAR AS OUR OUTREACH RIGHT NOW, WE'VE BEEN WORKING PRETTY WELL WITH OUR PARENTS OR SPECIAL ED PARENT-TEACHER ORGANIZATION THAT WAS FORMED THIS YEAR.
WE HAVE A COUPLE OF PARENTS WHO ARE REALLY PRESSING FOR THAT.
THEY'VE DONE A NICE JOB OF GETTING PARENTS TO COME INTO THOSE MEETINGS.
REBECCA AND I HAVE ATTENDED, REBECCA VON DUERING, THE ASSISTANT DIRECTOR.
WE'VE BEEN ATTENDING SOME OF THOSE MEETINGS.
IN FACT, I THINK ON WEDNESDAY THIS WEEK WE ARE DOING A TRAINING ON WHAT'S AN IEP? HOW IS IT? HOW DOES IT WORK? WHAT DO I DO IF I DON T THINK IT'S WORKING? THAT'S WHERE WE'RE AT FOR OUR CURRENT AND FUTURE PLANS.
DO YOU GUYS HAVE ANY QUESTIONS FOR ME?
>> I HAVE A QUESTION. WHEN YOU WERE SAYING THAT THE FUNDING FOR THE MTSS IS DRIVEN BY FREE REDUCED LUNCH STATUS?
>> I'M NOT GOING TO TIE THAT DIRECTLY TO MTSS, BUT MOST DISTRICTS USE A BIG CHUNK OF THAT MONEY TO DO IT.
ACADEMICALLY, IF YOU'RE HAVING A THIRD GRADER STRUGGLING IN MATH, IF YOUR ELEMENTARY SCHOOL IS ABLE TO HIRE A MATH INTERVENTIONIST USING THE SUPPLEMENTAL MONEY, THEN RIGHT.
>> THAT'S INCLUDED IN THE MTSS SYSTEM.
IT'S JUST THAT WE'RE NOT GOING TO SEE THOSE ADDITIONAL FUNDS.
HOW ARE WE GOING TO DO THAT? THAT'S WHAT I MEANT.
LET ME KNOW IF YOU HAVE ANY QUESTIONS.
[B. Legislative Update]
I THINK JASON IS GOING TO UPDATE US ON THE LATEST LEGISLATIVE UPDATE.YOU DID GET THE MEMO LAST WEEK?
>> THE COLLEGE IN HIGH SCHOOL IS GOING TO BE NOW FREE.
>> YEAH. I DON'T KNOW IF YOU'RE GOING TO UPDATE US ON THAT AT ALL.
WHEN WE DO COLLEGE AND HIGH SCHOOL DO OUR KIDS HAVE TO PAY A TUITION WHICH IS MUCH CHEAPER THAN THEY NORMALLY WOULD.
>> IT WAS ONE OF CHRIS REYKDAL'S BUDGET PRIORITIES THIS SESSION.
I WILL SAY THAT IT WASN'T ONE OF THE AREAS I WAS GOING TO BRIEF YOU ON.
>> WHERE DID THAT COME ACROSS? WE BRIEFED OURSELVES.
>> I SAW IT. WHAT'S THE THING THAT ERIKA SENDS OUT, THE PAPER EVERY FRIDAY SHE SENDS OUT IN CAMAS HIGH SCHOOL.
I HEARD WHAT IS CALLED, THE NEWS, THE CAMAS HIGH SCHOOL NEWS.
NO THERE'S SOMETHING THAT SHE SENDS IN AN EMAIL.
ANYWAYS, IT WAS IN THERE TO ME. THAT'S WHERE I SAW IT.
>> ME NEITHER, NOT TO GET THAT.
>> I'LL REMEMBER WHAT IT'S CALLED.
IT'S LIKE A RECAP OF STUFF GOING ON AND IT COMES FROM THE CAMAS HIGH SCHOOL PRINCIPAL.
>> THANK YOU. I COULDN'T THINK OF, THE INSIDE SCOOP.
>> THE INSIDE SCOOP. IT WAS IN THE INSIDE SCOOP WHERE I SAW IT, BUT THEN I THINK THAT'S WHERE ERIKA PROBABLY SAW IT AND THEN SHE SENT. DID YOU SEE IT IN THERE?
>> THANKS. SORRY JASON, TAKE IT AWAY.
>> NO, THAT'S QUITE ALL RIGHT.
FOR THE SESSION, THERE ARE A TON OF DIFFERENT BILLS SO I'M JUST SELECTING WHAT I'M TERMING THE TOP 6 ITEMS ACROSS THE STATE, AND NOT ALL OF THESE THINGS WILL IMPACT US.
LET'S SEE IF THIS THING WORKS.
A LOT OF ATTENTION WAS SPENT ON SPECIAL ED AND AS ALAN ELOQUENTLY ALREADY MENTIONED THAT WE ALREADY WERE GOING TO RECEIVE ADDITIONAL FUNDING.
WE'VE BEEN KICKING AROUND DIFFERENT ESTIMATES THERE,
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RIGHT IN THAT $800,000 REALM.ALSO, KEEP IN MIND IT IS ENROLLMENT DRIVEN TOO.
THAT WOULD BE EFFECTIVE NEXT YEAR.
THE INFLATIONARY FACTOR, THIS IS IPD BASICALLY THE TERM THAT WE USE, THE 3.7 THIS YEAR THEY DETERMINE THAT.
PUPIL TRANSPORTATION THAT AFFECTS MOST DISTRICTS SO THESE FIRST THREE AFFECT PRETTY MUCH EVERY DISTRICT.
THEY'RE REALLY ONLY GOING TO ADDRESS THE TRANSPORTATION OF SPECIAL NEEDS STUDENTS AND WE HAD ALREADY SUBMITTED A PRELIMINARY ESTIMATE TO THE STATE OF WASHINGTON, OSPI AND I THINK THAT'S PROBABLY AROUND 80 GRAND FOR IT'S NOT A GREAT DEAL.
THE LAST THREE REGIONALIZATION AND EXPERIENCED FACTOR, WE'VE TALKED ABOUT THAT.
ANOTHER TERM IS LEVY EQUALIZATION DOLLARS, THAT WILL AFFECT US.
THEN THEIR SCHOOL MEAL EXPANSION, THAT DOESN'T AFFECT US.
THOSE ARE THE SIX PRIMARY INVESTMENTS THAT THE STATE MADE INTO THE '23, '25 BIENNIAL BUDGET.
K-12 LET ME REMIND YOU. LET'S SEE HERE.
ON THE SPECIAL EDUCATION THERE'S A NUMBER OF DIFFERENT REQUIREMENTS.
THEY'RE WANTING WITHIN THIS LEGISLATION THEY WORKED IN SOME OVERSIGHT REQUIREMENTS AROUND JLARC OR STATE AUDITOR PERFORMANCE AUDIT.
JLARC IS THE JOINT LEGISLATIVE AUDIT REVIEW COMMITTEE I THINK.
BASICALLY THE LEGISLATURE'S AUDIT ARM IF YOU WILL, THAT AGENCY REPORTS DIRECTLY TO THEM.
THEY WANT TO SEE A PERFORMANCE AUDIT OF SPECIAL ED ACROSS THE STATE.
THEY WANT TO DO SOME OTHER REVIEWS.
ALONG WITH SOME OF THE FUNDING CHANGES THEY ALSO WANT TO CREATE FEEDBACK LOOPS I THINK IN REGARDING SPECIAL ED AS A WHOLE.
SOME OF THIS HISTORICALLY WE'VE DONE OVER THE YEARS.
WE'VE GONE THROUGH THIS AS A K-12 SYSTEM PAST PERFORMANCE AUDITS EXPECTED TO LEAD TO SOME OF THE SAME CONCLUSIONS THAT YES, IT'S STILL NOT FULLY FUNDED.
THEY'VE MADE SOME PROGRESS THIS SESSION.
I DON'T WANT TO UNDERSTATE THE 371 MILLION, THAT'S A HEFTY INVESTMENT BUT YOU MIGHT RECALL SOME OF THE ACTUAL FUNDING GAP IS CLOSER TO A BILLION ACROSS THE STATE.
>> A BILLION OVER THE BIENNIUM SO ABOUT 450 MILLION A YEAR.
KEEP IN MIND THESE NUMBERS ARE OVER THAT TWO-YEAR OPERATING BUDGET PERIOD BECAUSE THAT'S HOW THE STATE OF WASHINGTON HAS TO PASS THEIR BUDGETS.
IN THE OFF YEARS THEY DO WHAT'S CALLED A SUPPLEMENTAL BUDGET AND THEY'LL BE DOING THAT NEXT YEAR WHICH IS BASICALLY JUST AN ADJUSTMENT.
ON THE REGIONALIZATION AND EXPERIENCED FACTOR, THIS WE GAINED A LITTLE, WE LOST A LITTLE.
[LAUGHTER] OVER THE COURSE OF A COUPLE OF YEARS I THINK IT'S GOING TO SHAKE OUT TO A WASH.
IT'S INTERESTING WHEN YOU LOOK AT THIS ACROSS THE STATE THERE WERE 20 DISTRICTS THAT RECEIVED AN INCREASE IN REGIONALIZATION, WE WERE NOT ONE.
WE WERE ONE OF THE 28 DISTRICTS THAT RECEIVED A DECREASE IN REGIONALIZATION.
FORTUNATELY, THERE'S A TWO-YEAR STEPPED DOWN TO THAT SO WE'RE GOING TO LOSE 3% WHICH MEANS WE WILL LOSE 1.5 IN '23, '24 AND THEN 1.5% AGAIN THE FOLLOWING YEAR.
TWENTY TWO DISTRICTS DID RECEIVE AND EXPERIENCE MIXED FACTOR, WHO HAD NOT HAD ONE PREVIOUSLY.
WE ARE ONE OF THOSE DISTRICTS.
INTERESTINGLY THOUGH 31 DISTRICTS ACROSS THE STATE LOST THIS FOUR PERCENT EXPERIENCE FACTOR.
WHEN YOU LOOK AT THIS IT WAS AN ADJUSTMENT.
I THINK WE'RE A REFLECTION OF THE OVERALL OUTCOME FOR THE STATE, KIND OF NEUTRAL.
THEY GAVE A LITTLE, THEY TOOK SOME BACK.
I THINK THE IMPACTS WILL BE FELT OVER TIME AND WE'LL LEARN MORE ABOUT THIS, BUT LIKE I SAID THAT ALL THE PRELIMINARY ESTIMATES I THINK WILL COME OUT.
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THEY'RE IN THE WASH OVER A COUPLE OF YEARS.THIS WAS INTERESTING BECAUSE LAST SESSION THE LEGISLATURE SAID UNEQUIVOCALLY YOU'RE NOT GOING TO GET ANY MORE STABILIZATION FUNDS, PERIOD AND STOP.
WELL, THEY DECIDED TO GIVE US LEA MONIES AND THAT WILL BE COMING THIS CURRENT FISCAL YEAR.
TO RECALL LEA WAS ONE OF THOSE FUNDING SOURCES LIKE LEVY EQUALIZATION DOLLARS AND BASICALLY WITH THE RAPID INCREASE IN ASSESSED VALUES MANY DISTRICTS ACROSS THE STATE TOTALLY LOST THEIR LEVY EQUALIZATION MONEY.
NOW THIS IS A STATE, THIS IS BASICALLY THE STATE FUNDS A CERTAIN AMOUNT AND IT'S SOMETHING THAT WE BUDGET WE RELY UPON.
TYPICALLY WE GET, WHEN I FIRST CAME HERE WE WERE GETTING CLOSE TO 2 MILLION.
IT WHITTLED DOWN TO ABOUT 1.5 MILLION AND IT JUST WENT AWAY AND JUST LIKE THAT WITH ASSESSED VALUE GROWTH.
IT WAS NICE THAT THE LEGISLATURE SAW THIS AS A PRETTY NEGATIVE IMPACT TO DISTRICTS THAT NO ONE COULD REALLY FORESEE COMING.
I KNOW IN THIS REGION ALONE I THINK WE LOST ABOUT $10 MILLION IN LEA FUNDING SO WE LOST A GOOD CHUNK OF THAT.
NOW THEY'RE NOT GOING TO MAKE US WHOLE BUT THEY'RE GOING TO HELP, WE'RE GOING TO GET ABOUT 558,000.
WE EXPECT, WILL PROBABLY GET THAT I GUESS THIS SUMMER I WOULD EXPECT, AT THE END OF OUR FISCAL YEAR WHICH WE'VE TALKED ABOUT BEFORE MAKES IT DIFFICULT TO PLAN, BUT WE'RE GLAD THAT WE GOT IT.
I DON'T WANT TO COMPLAIN. TRANSPORTATION. I MENTIONED THAT EARLIER.
IT'S ABOUT $89,000, I THINK I SAID 80,000 EARLIER.
THIS IS JUST SPECIFIC TO SOME OF THE FUNDS THAT THEY ARE PROVIDING TO OFFSET SOME OF THE COSTS ASSOCIATED WITH TRANSPORTING SPECIAL NEEDS STUDENTS.
THOSE ARE THE MAIN COMPONENTS THAT I EXPECT WILL IMPACT OUR FINANCIALS.
STILL, SOME OF THESE FIGURES ARE AND WILL REMAIN ESTIMATES.
IT'S NOT UNTIL WE GET CERTAIN MODELS FROM OSPI CAN WE REALLY HONE IN ON THIS.
JUST LATE LAST WEEK I WAS ATTENDING A CONFERENCE IN WHICH OSPI WAS TALKING TO FINANCE FOLKS LIKE MYSELF FROM ALL ACROSS THE STATE AND THEY'RE EXPECTING MID TO LATE MARCH BEFORE SOME OF THESE TOOLS COME OUT.
WE HAVE A LITTLE BIT OF TIME THAT WE'RE GOING TO HAVE TO WAIT BEFORE WE'LL GET ABSOLUTE CERTAIN FINAL NUMBERS.
ON THE REVENUE SIDE OF THE HOUSE THAT MODEL IS CALLED OR OFTEN REFERRED TO AS THE F203.
BASICALLY THAT'S REVENUE MODEL WE INPUT SEVERAL DIFFERENT FACTORS AND IT HELPS US TO ESTIMATE THE STATE REVENUES.
THE F195 IS THE MODULE BASICALLY FOR THE OVERALL BUDGET.
NOW, THERE IS NOT A MODULE FOR EXPENDITURES, WE'RE EXPECTED TO DO THAT AT THE LOCAL LEVEL SO EACH DISTRICT HAS THEIR OWN MODULE THERE.
JUST KEEP IN MIND THESE TOOLS THEY'RE COMING.
THEY'RE VERY BUSY AT OSPI AND THIS TIMING IS NOT UNUSUAL AT ALL.
IT'S VERY ON PAR WITH PREVIOUS YEARS ESPECIALLY THOSE WITH LONG SESSIONS.
EVEN WITH SHORT SESSIONS RARELY DO WE GET IT MUCH EARLIER THAN MID-MAY.
ANY QUESTIONS? I HOPE THAT WAS SHORT.
IT'S 5:01. I'M RIGHT ON TIME. AWESOME.
>> ACTUALLY SPEAKING IN THE MICROPHONE.
THE UNANTICIPATED 558,000 IN THE LEA.
WHERE DOES THAT FIT INTO OUR OUR BUDGET PICTURE? WHAT DOES THAT DO FOR US?
>> WE'LL UPDATE IT INTO OUR FORECAST.
NEXT FORECAST IT WILL PROVIDE AT THE NEXT BOARD MEETING ACTUALLY.
WE'LL IMPLEMENT IT THERE AND IT BECOMES ADDITIONAL REVENUES AVAILABLE FOR EXPENDITURES.
IF SOMETHING WERE TO CHANGE IT WOULD JUST BE AN INCREASE TO FUND BALANCE.
OR WE CAN HAVE EXPENDITURES WILL
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FLUCTUATE BETWEEN NOW AND THE END OF THE YEAR AND IT COULD HELP OFFSET SOME OF THAT.IT'S STILL VERY EARLY, BUT WE HAVE A PRETTY GOOD IDEA OF WHAT DIRECTION WE'RE HEADED.
WE'RE GOING TO UPDATE THIS AS WELL AS SOME OTHER FACTORS WILL HAVE MORE CERTAINTY AROUND SAFETY NET FUNDING.
ONCE YOU HAVE ANOTHER MONTH UNDER YOUR BELT, YOU START TO REALLY SETTLE IN ON THE COST OF YOUR STAFFING.
WE'RE ALWAYS HIRING, PARTICULARLY ON THE SPECIAL ED SIDE, EVEN UP THROUGH UP TO CURRENT.
BECAUSE YOU JUST HAVE STUDENTS THAT MOVE INTO THE DISTRICT AND NOT ONLY DO YOU HAVE TO, WE WANT TO SERVE THEM APPROPRIATELY.
THAT OFTEN MEANS THAT WE NEED TO HIRE FOLKS.
THAT HAPPEN SUCH A NORMAL COURSE OF THINGS.
OUR EXPENDITURES WILL START TO GET MORE PREDICTABLE.
WE GET CLOSER TO THE END OF THE SCHOOL YEAR, AND THEN WE GO THROUGH A BUDGET YEAR CLOSE OUT INTO AUGUST.
>> I'M JUST WONDERING IF WE'D BEEN SPENDING A LOT OF TIME AND ATTENTION AND MAKING SOME TOUGH CHOICES WITH OUR BUDGET.
I DON'T KNOW IF THIS WILL ALLOW US TO MAYBE LOOK AT ARE THERE ANY CUTS WE CAN AVOID MAKING.
>> BECAUSE WE HAD ALSO TALKED ABOUT POTENTIALLY BEING ABLE TO USE MORE FUND BALANCE.
THAT PICTURE MIGHT BECOME MORE CLEAR.
>> IS THAT A DISCUSSION IN THE FUTURE?
>> I THINK SO. THAT'S WHAT I'M GUESSING.
>> GREAT QUESTION. WE HAVE A STAFFING MEETING EVERY MONDAY BEFORE A CABINET WHERE CABINET MEMBERS AND I GO THROUGH SOME OF OUR PRIORITIES AND WHAT WE'RE CALLING EITHER ADD BACKS OR EVEN INITIATIVES THAT WE WANT TO START IN THE FALL AND BEYOND.
THAT CONVERSATION HAS ALREADY BEGUN.
I THINK WHAT WILL BE INTERESTING IS TO SEE WHERE WE CAN GO, WHAT WE MIGHT BE ABLE TO ADD BACK, BUT I JUST WANT TO BE CAUTIOUS THAT WE DON'T MOVE TOO QUICKLY AND UTILIZE SOME OF THIS FUNDING BEFORE WE KNOW REALLY WHAT'S COMING.
WE'RE ALREADY HAVING THOSE CONVERSATIONS.
I THINK THE BUDGET WORKSHOP THAT WE'RE PLANNING IN JUNE WILL BE REALLY IMPORTANT FOR THAT.
AGAIN, I DON'T THINK THAT WE'RE IN A HUGE RUSH, BUT THE OTHER THING IS IF WE ARE GOING TO HAVE ADD BACKS, I WANT TO BE CAREFUL THAT WE DON'T LOSE CERTAIN PEOPLE BECAUSE PEOPLE ARE ALREADY STARTING TO LOOK AND SIGN.
IT'S NOT THE POT OF GOLD THAT WE'RE HOPING ON, BUT IT'S DEFINITELY OPTIMISTIC.
>> ANY OTHER QUESTIONS FOR JASON? THANK YOU, SIR.
[C. Strategic Plan Update]
THE STRATEGIC PLAN UPDATE.I IMAGINE THAT'S GOING TO BE WITH A FAVORITE STRATEGIC PLANNER, LISA GRESA AND SHERRI.
>> WHILE LISA AND SHERRI ARE COMING UP, I ALSO THINK THAT SOME OF WHAT YOU'LL HEAR TONIGHT AND AS WE CONTINUE TO MOVE FORWARD WITH THEIR STRATEGIC PLAN, THAT WILL ALSO INFORM US ON WHERE WE SHOULD LOOK AT, EITHER ADD BACKS OF POSITIONS OR NEW POSITIONS.
BUT TO JASON'S POINT, SO MUCH OF OUR NEEDS ARE IN SPECIAL EDUCATION, WHICH IS, I THINK WHAT THE LEGISLATORS SAW.
AGAIN, I THINK SOME OF WHAT WE HEAR TONIGHT WILL HELP INFORM US AS WE MOVE FORWARD.
LISA AND SHERRI, THANK YOU SO MUCH.
>> GOOD EVENING. NOT YET EVENING.
EXCELLENT. WE'LL JUST GET A LITTLE ORGANIZED HERE BECAUSE WE HAVE SO MANY THINGS.
WE ARE SO GLAD TO BE WITH YOU TONIGHT TO DO A STRATEGIC PLAN UPDATE FOR YOU.
I KNOW YOU'RE REALLY EXCITED TO HEAR WHERE WE ARE AND WHAT COMES NEXT.
WITH THAT, I AND SHERRI WILL LET YOU KNOW THE JOURNEY THAT WE'VE BEEN ON AND WHAT WE'RE LEARNING AND ALSO PROVIDE SOME TIME FOR YOU TO ASK QUESTIONS AND GIVE US SOME FEEDBACK TOO.
WITH THAT, NOTICE THAT THE BOARD SAYS REFRESH AND REFOCUS BECAUSE PART OF WHAT WE'LL DO TONIGHT IS TO REMIND OURSELVES AND OUR PUBLIC THAT WE ARE NOT STARTING FROM SCRATCH THAT WE HAD ALREADY SOME THINGS IN PLACE THAT WE ARE NOW BUILDING ON.
I WANT TO START HERE BECAUSE THIS IS SOMETHING
[00:35:03]
THAT WE'VE BEEN DIGGING INTO AND LEARNING THROUGHOUT OUR COMMUNITY.IT IS ABOUT THE SCIENCE OF HOPE.
WE HAVE BEEN LEARNING FROM DR. CHAN HELLMAN, WHO WORKS AT THE UNIVERSITY OF OKLAHOMA AND THE CENTER FOR HOPE.
HE HAS STUDIED HOPE AS A SCIENCE-BASED CONSTRUCT.
WHAT THEY'RE FINDING IS THAT WHEN WE UNDERSTAND WHAT HOPE IS AND WE BUILD ON THAT FOUNDATION, WE WILL SEE SUCCESS, RESULTS AND WELL-BEING.
WE'LL SPEND A COUPLE OF MINUTES JUST TALKING ABOUT WHAT DOES THAT MEAN? FIRST THERE'S A DEFINITION WHICH SAYS THAT HOPE IS THE BELIEF THAT YOUR FUTURE WILL BE BETTER THAN TODAY AND YOU HAVE THE POWER TO MAKE IT SO.
WHEN WE THINK ABOUT THE STRATEGIC PLAN, AT ITS HEART, A STRATEGIC PLAN IS THE EXAMPLE THAT WE BELIEVE THE FUTURE CAN BE BETTER AND WE'RE PLANNING FOR THAT.
THE ACTION PLANS DIG INTO HOW WE HAVE THE POWER TO MAKE IT SO.
ONE OF THE THINGS THAT HOPE ALSO INVOLVES IS, ACCORDING TO DR. HELLMAN, IS THAT IT IS MEASURABLE.
IT CAN BE LEARNED, IT CAN BE TAUGHT.
IT HELPS WITH HEALING AND THRIVING, AND IT'S A WAY OF THINKING AND IT IS ACTION.
ONE OF THE THINGS HE'S VERY CLEAR ABOUT IS THAT HOPE IS NOT A FEELING.
HOPE IS REALLY THAT MEASURABLE CONSTRUCT THAT ALLOWS US TO NAVIGATE THE WORLD WITH AGENCY, PURPOSE, AND ACHIEVE GOALS.
THE OTHER PART THAT HE DISTINGUISHES FROM HOPE IS WISH.
HE TALKS ABOUT HOW OFTEN WHEN WE USE THE WORD HOPE, WE'RE REALLY REFERRING TO A WISH.
A WISH MIGHT SOUND SOMETHING LIKE, I WISH, I HOPE.
I HOPE YOU HAVE A GOOD DAY IS REALLY A WISH AND I'LL TELL YOU WHY THAT'S SO IN JUST A MINUTE.
I HOPE I WIN THE LOTTERY IS REALLY A WISH.
AGAIN, WE'LL LOOK AT THE CRITERIA THAT MAKES A HOPE DIFFERENT FROM A WISH, AND THEN TALK ABOUT WHY THIS CONSTRUCT PROVIDES A FOUNDATION ON WHICH WE BUILD THE STRATEGIC PLAN.
ACCORDING TO DR. HELLMAN AND THE RESEARCH, GOAL SETTING IS THE CORNERSTONE OF HOPE.
PATHWAYS ARE THE ABILITY TO IDENTIFY ROUTES TOWARDS GOALS AND FIND NEW ROUTES AROUND BARRIERS WHEN IT'S NECESSARY.
AGENCY OR WILLPOWER IS THE ABILITY TO KEEP GOING ALONG THE PATHWAYS.
THESE THREE PARTS ARE WHAT CONSTITUTE HOPE.
WHEN WE TRANSLATE THOSE, WHAT IT MEANS IS WE IDENTIFY SOMETHING THAT WE WANT OR VALUE.
A STRATEGIC PLAN, IDENTIFY SOMETHING THAT AS A COMMUNITY WE SAY WE WANT OR VALUE.
THE PATHWAYS ARE THE WAYS THAT WE ANTICIPATE BEING ABLE TO ACHIEVE THAT GOAL.
AS PART OF THAT PROCESS, WE'RE ALREADY ANTICIPATING WHAT BARRIERS WILL BE THERE SO THAT WHEN WE HIT THOSE BARRIERS, WE KNOW ALSO HOW TO NAVIGATE AROUND THEM AND THROUGH THEM.
THEN FINALLY FINDING THE INNER FORCE TO MAKE THE GOALS A REALITY.
WHEN WE TALK ABOUT WISHES, WHAT SETS THOSE APART IS THAT WISHES OFTEN DON'T HAVE A PATHWAY OR AGENCY.
WHEN I SAY, I HOPE YOU HAVE A GOOD DAY, I DON'T HAVE THE ABILITY TO INFLUENCE OR MAKE THAT HAPPEN FOR YOU.
WHEN I SAY, I HOPE I WIN THE LOTTERY, MY ONLY PATHWAY MIGHT BE BUYING A LOTTERY TICKET, BUT I ACTUALLY HAVE NO AGENCY TO MAKE THAT HAPPEN OR NOT.
HE'D SPEND SOME TIME IN THAT BECAUSE IT'S VERY IMPORTANT THAT WHEN WE'RE THINKING ABOUT HOPE AND WE'RE THINKING IN THIS CONTEXT HOW STRATEGIC PLANNING CONNECTS TO IT.
WE'VE GOT TO HAVE THESE THREE PARTS IN PLACE IN ORDER TO HELP OURSELVES AND OUR SYSTEM SUPPORT WHAT WE WANT FOR KIDS AND HOW WE KNOW HOW TO NAVIGATE WHEN THINGS GET TOUGH.
A QUOTE HE HAS OFTEN SAID ALSO IS, "HOPE IS A SOCIAL GIFT." WHAT THAT MEANS IS HOPE DOESN'T HAPPEN IN ISOLATION WITHIN OURSELVES, CONNECTEDNESS WITH EACH OTHER IS THE SINGLE BEST PREDICTOR OF HOPE.
AGAIN, WHEN YOU THINK ABOUT A STRATEGIC PLAN, THE REASON THAT WE REACH OUT TO STAKEHOLDERS IS BECAUSE WE CAN CREATE THAT CONNECTEDNESS AS WE EACH TALK ABOUT WHAT WE HOPE FOR AND WHAT WE WISH TO SEE HAPPEN FOR OUR STUDENTS AND OUR COMMUNITY.
CONNECTING IS PART OF WHAT WE DO.
ANYBODY RECOGNIZE THIS? MY PHILOSOPHY ABOUT DOVE CHOCOLATES IS THAT I LOVED THE MESSAGES AND I AM OF THE BELIEF THAT YOU SHOULD ALSO NOT STOP EATING
[00:40:02]
THE CHOCOLATES UNTIL YOU GET TO THE MESSAGE THAT YOU NEED FOR THAT TIME OR DAY.IT'S A RISKY PROPOSITION, BUT IT'S A PATHWAY TO GETTING THAT RIGHT MESSAGE FOR YOURSELF.
I ALSO HAVE VISUAL AIDS FOR YOU TODAY.
JASON IS LIKE, WHAT DO YOU HAVE HERE? THANK YOU.
BECAUSE WE SHOULD ALL HAVE ONE AND I'M GOING TO LEAVE THIS OPEN IN CASE THE MESSAGE YOU GET ISN'T THE ONE YOU NEED FOR TODAY.
WHAT WAS IRONIC WAS WE WERE ACTUALLY TALKING ABOUT THE STRATEGIC PLAN AND MULTI-TIERED SYSTEMS OF SUPPORT WHEN I OPENED THE CHOCOLATE AND CAME ON THIS MESSAGE.
IT CONNECTED IN A NUMBER OF WAYS.
ONE WAS THAT THERE WHEN IT SAYS, DON'T STOP UNTIL YOU'RE PROUD, I WOULD SAY YOU NEVER STOP BECAUSE WHEREVER WE ARE THAT WE ARE PROUD OF IS A PLACE THAT WE CAN BUILD ON TO BECOME EVEN BETTER.
BUT IT ALSO SERVED AS A GREAT REMINDER [INAUDIBLE] GOT A GOOD ONE I CAN TELL.
>> I MEANT TO SAY YOU DO THOSE THINGS AFTER THE BOARD MEETING TONIGHT AS OPPOSED TO DURING. BUT NONETHELESS.
THE OTHER PART IS THAT WE'VE TALKED ABOUT WHEN WE WORK WITH STUDENTS AND WE WORK WITH STAFF AND WE WORK WITH EACH OTHER, THAT WE ALWAYS START FROM THAT ASSET MINDSET, WHICH IS, WHAT ARE WE DOING WELL, WHAT DO WE ALREADY HAVE IN PLACE THAT WE ARE DOING WELL? AS WE GO THROUGH THE FEEDBACK TONIGHT, THE PLACE THAT WE'RE REALLY GOING TO SPEND THE TIME ON IS WHAT DID STAKE HOLDERS THINK WE SHOULD START TO DO, AND WHY? NOT FORGETTING THAT WE'RE BUILDING ON A FOUNDATION OF SOME WONDERFUL THING.
ONE OF THE OTHER QUESTIONS THAT WE HAD ASKED WAS, WHAT ARE WE DOING THAT WE NEED TO KEEP DOING? THAT WE DON'T FORGET THAT PART OF STARTING FROM WHAT'S GREAT ALREADY, ON THE SCREEN ARE SOME OF THE THINGS THAT ACROSS STAKEHOLDER GROUPS WERE MENTIONED MORE THAN ONCE.
THAT WE HAVE A FOCUS ON LITERACY AND THAT THAT ALSO CONNECTS TO A MULTI-TIERED SYSTEM OF SUPPORTS OUR RESPONSIVENESS, LEVY USE AND CAPITAL PURCHASES, PROFESSIONAL LEARNING, BUILDING RELATIONSHIPS, FANTASTIC STAFF, EXTRACURRICULARS.
>> WHOLE CHILD FOCUS. THANK YOU.
I'M LIKE FOCUS AND FOCUS IS ALWAYS GOOD REGARDLESS OF WHAT IT'S ON.
BUT IN THIS CASE IT'S WHOLE CHILD FOCUS.
INCLUSION MODEL AND PARTNERSHIPS.
YOU'LL EVEN NOTICE THAT TONIGHT WITH WHERE ALAN STARTED, SOME OF THESE THINGS ARE THINGS THAT HE MENTIONED ARE IN PLACE.
THAT WE ARE STARTING ON A FOUNDATION, AND NOW THE TESTAMENT OF WHAT WE DO IS REALLY BASED ON WHERE CAN WE GO FROM WHERE WE'VE BEEN.
OUR OBJECTIVES TONIGHT ARE TO SHARE THE TIMELINE PROCESSES AND KEY THEMES IN THE STRATEGIC PLANNING WORK TO DATE, TO SHARE OUR NEXT STEPS AND TO HAVE TIME TO TALK ABOUT IT.
AS YOU THINK ABOUT THE STRATEGIC PLAN AND ABOUT TO SEE SOME OF WHAT'S BEEN SHARED.
WHAT'S SOMETHING THAT YOU WISHED FOR OR HOPE FOR IN THE STRATEGIC PLAN THAT WE DEVELOPED TOGETHER?
>> CLARITY. WHICH I THINK YOU'VE MENTIONED TOO, BUT MEASURABLE.
I LIKE THINGS THAT IF THEY'RE GOING TO MAKE THESE GOALS, HOW DO YOU KNOW? I ALWAYS WANT TO KNOW WHAT THE OUTCOME IS.
HOW WOULD WE MEASURE THAT? TO ME, THE MEASURABLE PIECE IS IMPORTANT.
>> I WOULD AGREE WITH THAT TOO. I THINK WE NEED MEASURABLE GOALS.
IT'S INTERESTING WHEN I WAS GOING THROUGH SOME OF THIS BEFORE, I'VE DONE A LOT OF STRATEGIC PLANS WITH OTHER GROUPS AND THEY ALWAYS TELL ME HOPE IS NOT A STRATEGY.
I HEAR THAT ALL THE TIME AND I'M LIKE, BUT THEN YOU GUYS ARE LIKE HOPE.
THAT'S IN MY BRAIN IS HOPE IS NOT A STRATEGY.
I'M ALWAYS IN THESE, THAT'S WHAT THEY TELL ME A LOT.
BUT YOUR EXPLANATION OF IT WAS VERY CLEAR AND IT'S LIKE YOU HAVE MEASURABLE GOALS AND YOU KNOW HOW YOU'RE GOING TO GET THERE.
BECAUSE YOU CAN'T JUST SAY, I HOPE WE HAVE 100 PERCENT GRADUATION RATE.
YOU HAVE TO SAY THIS IS WHAT WE'RE GOING TO DO TO GET TO THAT 100 PERCENT.
>> BECAUSE OTHERWISE IT'S A WISH.
IF YOU DON'T HAVE A PATHWAY, THEN IT'S JUST A WISH.
I'VE GOT A GREAT VIDEO OF DR. HELLMAN.
I CAN PASS IT ON TO YOU TOO, BECAUSE HE USES STORIES TO EXPLAIN REALLY WHY THIS MATTERS WHEN WE'RE IN AN EDUCATION ENVIRONMENT, PARTICULARLY.
GREAT. I THINK YOU'LL SEE THOSE IDEAS REPRESENTED IN HERE.
AS ALWAYS, DON'T HESITATE TO ASK A QUESTION AS YOU SEE A SLIDE.
THIS IS FIRST THE REMINDERS, WE LOOK AT THE TIMELINE.
[00:45:01]
STRATEGIC PLANS ARE NOT NEW.THE LAST STRATEGIC PLANNING CYCLE, STARTED IN 2015/16, TO REACH ADOPTION FOR A PLAN THAT WAS DUE TO SUNSET IN 2020.
THAT'S TYPICAL FOR SCHOOL DISTRICTS IN WORKING IN FIVE YEAR INCREMENTS.
ONE OF THE CHANGES THAT I'LL NOTE UPFRONT IS THAT WE'RE HOPING TO CREATE A STRATEGIC PLAN THAT CAN BE EVALUATED, ASSESSED, REFRESHED EVERY YEAR, AS OPPOSED TO NECESSARILY NEEDING TO DO BIG RESTARTS OF IT BECAUSE THERE'S A LOT OF ENERGY AND RESOURCES THAT GO INTO THAT.
IF WE'RE SCANNING CONSTANTLY FOR WHAT'S HAPPENING OUT IN THE WORLD, WHAT DO WE NEED TO DO HERE? WE SHOULD BE ABLE TO JUST MOVE THAT STRATEGIC PLAN ALONG.
IN 2019-20, WE BEGAN THE PROCESS FOR THE 2025 STRATEGIC PLAN.
THAT'S WHEN WE JUST DO THE ELLIPSIS AND PAUSE TO RECOGNIZE THAT THE COVID PANDEMIC WAS DURING THOSE YEARS.
ALSO THAT WE HAD A CHANGE IN SUPERINTENDENCY.
I WROTE IT THAT WAY BECAUSE WE HAD AN INTERIM SUPERINTENDENT AND THEN DR. ANZELONE CAME.
WITH ALL OF THAT, THERE WERE CHANGES AND PART OF THE BOARD'S DECISION ABOUT ALSO DELAYING ON THE STRATEGIC PLAN WAS THAT KNOWING THAT WE HAVE NEW LEADERSHIP, WANTING TO MAKE SURE THAT DR. ANZELONE WOULD BE PART OF THAT PROCESS TOO.
HERE WE ARE. IN NOVEMBER OF 2022, WE REINITIATED THE STRATEGIC PLANNING PROCESS.
THERE IS ACTUALLY VERY ROBUST PRESENCE ON OUR WEBSITE OF WORK THAT WAS DONE IN 2019/20, TO GET READY FOR THE 2025 PLAN.
THIS IS FROM THE WEBSITE AND THIS IS WHAT IT SAID.
WE HAD THREE STEPS TO REVIEW THE MISSION, VISION, VALUES, BELIEFS AND GOALS.
WHAT YOU SEE THERE IN THE DRAFT MISSION AND THE DRAFT VISION WERE CREATED BY THE COMMUNITY ADVISORY COUNCIL AT THAT TIME.
THEN THE SECOND PART WAS ABOUT PRIORITIZING STUDENT EXPERIENCES BECAUSE WE KNOW THAT WHILE THERE ARE ALL BUSINESS ASPECTS OF HOW FOR EXAMPLE WE BALANCE THE BUDGET, HOW WE HIRE STAFF, ALL OF THOSE ULTIMATELY COME BACK TO THE STUDENT EXPERIENCE..
PRIORITIZING STUDENT EXPERIENCE AND THEN PRIORITIZING STUDENT OUTCOMES ALSO.
DOMINI AND TRACY, TO YOUR POINT ABOUT WHAT'S IT GOING TO LOOK LIKE WHEN WE GET THERE? WHO USED TO SAY PAINT DONE? PAINT THE PICTURE OF WHAT DONE LOOKS LIKE BECAUSE THEN WE WILL BE ABLE TO SEE HOW WE GET THERE.
THANK YOU. PAINT DONE, THANK YOU.
IN THE STRATEGIC PLAN, THERE WERE THREE AREAS OF STUDENT OUTCOMES THAT WERE NOTED.
SOCIAL EMOTIONAL, ENGAGEMENT AND ACADEMICS.
THESE RODE BACK TO WHAT WE'VE LEARNED ABOUT SOCIAL EMOTIONAL LEARNING, ALSO UNIVERSAL DESIGN FOR LEARNING, CULTURAL RESPONSIVENESS AND MULTI-TIERED SYSTEM.
WE WERE ALREADY CONNECTING THOSE DOTS IN THE 2019/20 SCHOOL YEAR.
FURTHER, BASED ON FEEDBACK THAT WAS GATHERED IN THAT PROCESS, THERE WERE FOUR AREAS THAT WERE IDENTIFIED AS GOAL AREAS.
WE WILL SEE AND SERVE EACH STUDENT THROUGH RELATIONSHIPS, LEARNING, SUPPORT AND EQUITY.
WHAT I HAVE FOR YOU, AND THIS IS SO THAT YOU'VE GOT A COPY OF THIS.
WE'RE GOING TO MAKE IT IN A LESS COLOR INTENSIVE WAY.
BUT IN THE MEANTIME, YOU HAVE THE BROCHURE THAT WAS DEVELOPED AT THAT TIME THAT INCLUDES THE PIECES THAT YOU'VE JUST SEEN FROM THESE TWO SLIDES, JUST FOR YOUR REFERENCE.
WHEN WE WENT OUT TO START GATHERING FEEDBACK, WE KNOW THIS EXISTS.
WE DIDN'T WANT TO SHOW THIS AND SAY, WHAT DO YOU THINK NOW? WHAT WE WANTED TO DO WAS TO ASK SOME KEY QUESTIONS THAT WOULD HELP US SEE WHAT HAD CHANGED AND THEN BE ABLE TO BRING IT BACK TO THIS PLAN AND SEE WHERE DOES IT ALIGN? WHERE HAS OUR THINKING CHANGED? WHAT DO WE NEED TO DO DIFFERENTLY THAN WE THOUGHT AT THE TIME? IN NOVEMBER, WE LAUNCHED WITH A THOUGHT EXCHANGE, AND YOU SEE THAT THERE WERE 335 RESPONDENTS, 297 THOUGHTS, AND NEARLY 10,000 STARS.
WHAT WE ASKED WAS, WHAT DO YOU VALUE MOST ABOUT OUR DISTRICT AND WHAT CAN WE DO TO BETTER PREPARE OUR STUDENTS FOR THE CHALLENGES AND OPPORTUNITIES OF THE FUTURE?
[00:50:03]
IN JANUARY, DOREEN CAME TO THE BOARD MEETING TO SHARE THE RESULTS OF THAT THOUGHT EXCHANGE, SO WE WON'T SPEND A LOT OF TIME ON IT OTHER THAN, AGAIN, IS WHERE WEAVING THE STORY TOGETHER WITH THE PARTS TO REMIND YOU THAT THAT HAPPENED AT THAT TIME.THE IDEA THEMES THAT CAME OUT OF THAT FIRST THOUGHT EXCHANGE WAS STUDENTS' SUCCESS, COMMUNITY ENGAGEMENT, EFFECTIVE RESOURCE MANAGEMENT, AND EMPLOYEE EXCELLENCE.
WHAT WE DID WAS THEN MAP THOSE BACK TO THE FOUR AREAS THAT WERE ON THE STRATEGIC PLAN DRAFT.
FOR EXAMPLE, STUDENTS' SUCCESS CONNECTS TO THE GOAL AREAS OF LEARNING AND EQUITY.
COMMUNITY ENGAGEMENT CONNECTS TO RELATIONSHIPS, EFFECTIVE RESOURCE MANAGEMENT TO SUPPORT, AND EMPLOYEE EXCELLENCE TO SUPPORT AND RELATIONSHIPS.
WE START TO SEE THE MAPPING EMERGE FROM THE IDEAS THAT WE'RE COLLECTING.
THEN OUR SECOND STEP WAS TO BEGIN FOCUS GROUPS.
YOU SEE A LIST HERE OF THE FOCUS GROUPS THAT WE HAVE ASSEMBLED ALONG WITH THE DATES WHEN THOSE GROUPS WERE ASSEMBLED, AND WE HAVE OF THE ONES THAT ARE HERE, WE'VE GOT ONE MORE TO GO, WHICH IS OUR MULTILINGUAL LEARNER PARENT ADVISORY, WHICH IS NEW.
IT JUST STARTED THIS YEAR AS A WAY OF MAKING SURE THAT WE ARE GATHERING THE VOICES OF THOSE WHO ARE OFTEN ALSO ON THE MARGINS OF OUR SERVICE AND PROGRAMS. THAT'S THE REASON THAT YOU SEE TWO GROUPS THERE RELATED TO SPECIAL EDUCATION WITH STAFF AND PARENTS BOTH REPRESENTED.
YOU ALSO SEE THAT WE HAVE LEVERAGED OUR DISTRICT COMMITTEES.
WE HAVE THE STUDENT ADVISORY, WE ALSO DID THE CITIZENS ADVISORY, SO I'LL ADD THAT IN THERE.
OUR DISTRICT LEADERS AND PRINCIPALS, OUR CITY SCHOOLS COMMITTEE, SO REALLY TRYING TO GET A VERY BROAD SCOPE OF STAKEHOLDER VOICE INTO WHAT IS IT THAT WE NEED TO FOCUS ON GOING FORWARD.
THE PROTOCOL WAS THE SAME FOR ALL GROUPS.
WE ASKED, PLEASE CONSIDER FOR EACH OF THE FOUR AREAS, WHAT ARE WE ALREADY DOING THAT WE SHOULD KEEP DOING BECAUSE, AGAIN, WHICH DON'T WANT TO DO IS THROW OUT WHAT'S ALREADY GOOD AND WORKING IN THE EXPENSE OF MOVING FORWARD BUT TO KNOW HOW THOSE TWO CONNECT.
THEN WHAT SHOULD WE CONSIDER DOING AND WHY.
THE PROCESSES WERE VERY COLLABORATIVE AND CONVERSATION FOCUSED.
WE HAD PEOPLE IN MOST GROUPS THAT WERE LARGE ENOUGH MOVING AROUND THE ROOM SO THAT THEY WERE HAVING CONVERSATIONS WITH SMALL GROUPS ALONG THE WAY, VISITING POSTERS.
IN SOME CASES, THEY WERE THE FIRST TO ADD TO THAT POSTER BUT THEN AS THEY ROTATED TO EACH ONE, THEY HAD A CHANCE TO SEE WHAT THE GROUP BEFORE THEM SAID AND ADD TO THAT, HAVE THAT CONVERSATION THERE, AND SO ON.
THEN AT THE END OF THAT PROCESS, WE GAVE OUT STICKY DOTS SO THAT PEOPLE COULD HIGHLIGHT THE IDEAS THAT ARE MOST IMPORTANT TO CONSIDER BECAUSE WHAT WE KNOW AND YOU WILL SEE IS THAT THERE ARE MORE IDEAS THAN WE CAN DO WELL.
PART OF THE WORK OF OUR TEAMS IS TO REALLY LOOK AT IT AND SAY, WHERE DO WE START NEXT? WHERE CAN WE MOVE FORWARD KNOWING THAT THERE WILL ALWAYS BE MORE TO DO AND MORE PRIORITIES TO ADD? THIS IS AN EXAMPLE OF ONE OF THE POSTERS FROM ONE OF THE FOCUS GROUPS.
WHAT YOU SEE ON THE LEFT-HAND SIDE IS WHAT ARE WE ALREADY DOING TO KEEP DOING, AND THEN ON THE RIGHT-HAND SIDE, CONSIDER DOING.
YOU SEE ALL THE VARIETIES OF HANDWRITING THERE.
WE DIDN'T HAVE TO HAVE SOME TRANSLATION AS WE WENT.
ALSO, THE STICKY DOTS THAT REPRESENT THE HEATMAP AS EACH PERSON GOT TO GO AROUND, THEY MIGHT BE THEN VOTING FOR AN IDEA THAT WASN'T ORIGINALLY THEIRS, BUT NOW IS THE ONE THAT HAS THE MOST RESONANCE.
OUR ADDITIONAL ACTIVITIES THAT WE'RE ENGAGED AND BEYOND THE FOCUS GROUPS WE CONDUCTED A SCHOOL CHOICE SURVEY OF MIDDLE AND HIGH-SCHOOL STUDENTS THE SURVEY OPENED ON JANUARY 16TH THAT WAS PART OF A DOCTORAL STUDENTS RESEARCH STUDY, AND TODAY WE HAD THE OPPORTUNITY TO HEAR FROM HIM EXPLAINING SOME OF WHAT HE FOUND, AND SO THIS SURVEY GOES INTO WHY DO STUDENTS AND FAMILIES CHOOSE THE SCHOOLS THEY DO AND IN THIS CASE, HIGH-SCHOOLS? WHY DO STUDENTS CHOOSE TO LEAVE A HIGH SCHOOL? THAT WILL BECOME PART OF THIS DATASET SO THAT WE MAKE SURE THAT IT'S GUIDING US TOWARDS THE THINGS THAT WILL MATTER TO STUDENTS.
WE ALSO DID A SWOT ANALYSIS, WHICH IS JUST FUN TO SAY, AND THAT'S LOOKING AT STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND THREATS.
WE DID THAT WITH THE SUPERINTENDENT'S CABINET ON MARCH 20TH.
WHAT THAT DOES IS STRENGTHS AND WEAKNESSES ARE INTERNAL.
WHEN WE LOOK INSIDE OUR ORGANIZATION, WHAT ARE STRENGTHS WE CAN LEVERAGE?
[00:55:01]
WHAT ARE WEAKNESSES THAT WE HAVE THAT WE NEED TO BE AWARE OF AS WE GO FORWARD? THEN WE LOOK AT OPPORTUNITIES AND THREATS WHICH ARE EXTERNAL TO OUR SYSTEM.WHAT OPPORTUNITIES EXIST OUTSIDE OF OUR ORGANIZATION THAT WE CAN CONNECT TO, AND WHAT ARE THE THREATS OUTSIDE OF OUR ORGANIZATION? I'LL GIVE YOU AN EXAMPLE OF ONE OF EACH OF THOSE THAT CAME UP JUST SO YOU HAVE A SENSE OF IT.
TWO OF OUR INTERNAL STRENGTHS WERE CHOICE SCHOOLS AND EXTRACURRICULAR ACTIVITIES, AND YOU'RE GOING TO SEE THAT IDEA ALSO AFFIRMED BY MUCH OF THE FOCUS GROUP FEEDBACK THAT WE COLLECTED.
THEN FOR THE INTERNAL WEAKNESSES, WE HAD PEOPLE ARE SPREAD THIN SERVING MULTIPLE ROLES.
SO THAT'S REALLY IMPORTANT TO CALL OUT.
IT MIGHT SEEM LIKE, WELL, OF COURSE, THAT'S THE WAY THAT IT IS BUT WE HAVE SOME INFLUENCE OVER THAT, ESPECIALLY WHEN IT COMES TO WHAT DO WE CHOOSE TO TAKE ON THAT WILL MAKE THE MOST DIFFERENCE WITHOUT SPREADING PEOPLE THINNER.
WHERE CAN WE MAKE CONNECTIONS IN THE ROLES THAT PEOPLE HAVE SO THAT THERE ARE TEAMS THAT ARE STRONGER WORKING TOGETHER AND SO ON? IN TERMS OF THE EXTERNAL OPPORTUNITIES, WE HAD PARTNERSHIPS BECAUSE THERE ARE ALWAYS MORE OPPORTUNITIES FOR PARTNERSHIPS, AND THEN ALSO RECRUITMENT THAT THIS COMES UP IN OUR FOCUS GROUP FEEDBACK TO ABOUT THE LACK OF DIVERSITY IN OUR STAFF SO THAT EACH OF OUR STUDENTS GETS TO SEE PEOPLE WHO LOOK LIKE THEM, HAVE EXPERIENCES LIKE THEM THAT THEY CAN CONNECT WITH AS WELL.
IN TERMS OF EXTERNAL THREATS, ANYBODY HAVE AN IDEA?
>> FUNDING, AND THEN ALONG WITH THAT CAME UNFUNDED MANDATES AS WELL.
WHEN YOU LOOK AT SOME OF THE CHANGES THAT ARE ENCODED IN LAW, THERE ARE FEW THAT WE WOULD ARGUE WITH ARE THE RIGHT THINGS TO DO, BUT THEY DON'T ALWAYS COME WITH FUNDING TO DO THEM OR DO THEM WELL.
THOSE ARE SOME OF THE THINGS THAT WE NEED TO BE AWARE OF AS WE GO.
NOW WE'RE GOING TO START LOOKING AT SOME OF THE DATA.
GOING BACK TO THE THOUGHT EXCHANGE, THIS SCREEN RAISES THE MOST HIGHLY VOTED-ON IDEAS.
AGAIN, I WON'T SPEND TIME ON THESE BECAUSE THIS WAS A JANUARY MEETING AS WELL.
A REMINDER AND DOREEN WENT THROUGH THIS AS WELL THAT ONE OF THE THINGS THAT THOUGHT EXCHANGE DOES FOR US IS THAT IT LOOKS FOR PLACES WHERE THERE IS JUST NOT AGREEMENT BUT DISAGREEMENT LIKE SOMEBODY WANTS THIS AND THEN SOMEBODY WANTS THE OPPOSITE.
THIS IS JUST A PLACEHOLDER TO REMIND US THAT THAT IS GOING TO BE THE CASE.
WE WILL NOT END UP IN A PLACE WHERE EVERYBODY WANTS ALL OF THE THINGS THAT WE DO.
BUT WE HAVE TO NAVIGATE THAT WELL, AND PART OF THAT INCLUDES LISTENING TO ALL VOICES TO UNDERSTAND WHAT DOES THAT REALLY MEAN SO THAT WE DO THE BEST WE CAN IN SERVING OUR FULL COMMUNITY.
BUT THE MIDDLE COLUMN IS THE ONE THAT I REALLY APPRECIATE, AND IT'S WHAT GUIDES US IN STRATEGIC PLANNING, WHICH IS WHAT IS IN COMMON ACROSS THE DIVERSITY OF OPINION.
WHAT DO WE AGREE ON? WHEN YOU LOOK AT WHAT DO WE AGREE ON WHICH IS VERY HARD TO READ FROM HERE REAL-WORLD APPLICATIONS WHERE ONE THING THAT WE AGREE ON, TRADES, AND EXPERIENCES IN THE TRADES, AND CARING STAFF AND RELATIONSHIPS.
YOU'RE GOING TO SEE THAT COME UP IN SOME OF THE FOCUS GROUP FEEDBACK AS WELL.
YOU SAW THAT IN EACH GROUP WE HAD VALUE VOTING.
WHAT WE'VE DONE IS TO TAKE ALL THE IDEAS ACROSS ALL OF THE GROUPS AND LOOK FOR WHICH OF THE IDEAS WERE MENTIONED MORE THAN ONCE ACROSS A GROUP AND/OR HAD A HIGHER NUMBER OF DOTS THAT WERE CONNECTED TO IT.
IN OTHER WORDS, THIS IS OUR HEATMAP OF WHAT WAS MOST IMPORTANT WITHIN THE FOCUS GROUP FEEDBACK, IT WILL FOLLOW THOSE SAME FOUR CATEGORIES, SO STUDENTS' SUCCESS AND SO ON.
I WON'T READ ALL THESE TO YOU.
WHAT I'D LIKE TO DO IS GIVE YOU A CHANCE TO READ THEM AND THEN EITHER COMMENT OR ASK QUESTIONS AS WE GO.
I'LL PAUSE FOR A MINUTE TO GIVE YOU TIME TO READ THOSE.
[01:00:06]
YES, ABSOLUTELY.>> JUST TO TELL YOU PROBABLY YOU GUYS ALREADY KNOW, BUT THE ONE THAT JUMPS OUT AT ME IS INCREASED ACCESS TO TRADES, CAREER TECHNICAL EDUCATION.
YOU GUYS HEARD I WAS AT THE CASCADIA TECH OPTION, BUT I ALSO KNOW THAT CASCADIA TECH IS FULL, AND THERE'S A WAITLIST TO GET IN THERE.
THOSE ARE OPPORTUNITIES THAT WE NEED TO FIGURE OUT HOW WE CAN GET OUR KIDS TO THAT WHEN THEY CAN'T GET INTO IT ELSEWHERE.
THAT'S ALWAYS A BIG ONE FOR ME.
>> AS A SCHOOL COUNSELOR, BY THE DAY, THE FOCUS ON SOCIAL, EMOTIONAL LEARNING, AND MENTAL HEALTH IS JUST HUGE.
>> [INAUDIBLE] AND ALSO IT'S DIFFICULT TO SEE SOME OF THESE IN THE LANDSCAPE THAT WE'RE IN RIGHT NOW, WITH SOME OF THE BUDGET CUTS THAT WE'VE HAD TO MAKE THAT ARE IN OPPOSITION TO SOME OF THESE THINGS THAT WE WANT AND THUS THE VALUE OF A STRATEGIC PLAN WHERE WE CAN DECIDE WHERE TO PUT OUR RESOURCES IN THE FUTURE.
>> ABSOLUTELY. GUIDE OUR RESOURCE DECISIONS.
UDL IS UNIVERSAL DESIGN FOR LEARNING, IEP, INDIVIDUALIZED EDUCATION PLAN.
>> SORRY. THIS LAST ONE JUST POPPED IN.
AGAIN, INCREASED OPPORTUNITIES FOR CONNECTION BETWEEN STAFF AND FAMILIES IS BECAUSE I JUST HAD SOCCER GAMES AND SOMEONE COMMENTED ON HOW THAT THEY WISH THERE WAS MORE OPPORTUNITIES FOR STAFF, TEACHERS AND FAMILIES TO COMMUNICATE, ESPECIALLY AT THE MIDDLE SCHOOL LEVEL.
IT FEELS LIKE TO THEM THEY WERE SAYING THAT WHEN YOU'RE IN ELEMENTARY, THERE'S A LOT MORE OPPORTUNITIES FOR PARENTS TO PARTICIPATE AND IT'S QUITE WELCOMED.
ONCE MIDDLE SCHOOL HIT, IT SEEMS LIKE THERE'S JUST A HUGE DISCONNECT BETWEEN THE PARENT, THE ADULTS, AND THEN COME HIGH SCHOOL, OF COURSE, NOBODY [LAUGHTER] YOUR KIDS DON'T WANT YOU REALLY INVOLVED IN THAT POINT BUT IT WAS MORE FOCUSED ON THE MIDDLE SCHOOL.
I THINK IT WAS AT U15, SO MEANING SIXTH, SEVENTH, AND EIGHTH-GRADE SOCCER EVENT SO THAT WAS A COMMENT THAT WAS MADE WHICH I HADN'T THOUGHT ABOUT.
>> I THINK THEY'RE ALL IMPORTANT.
AGAIN, IT'S HARD TO JUST PICK ONE.
I THINK THAT'S A GOOD ONE TOO, BECAUSE I DO FEEL LIKE PARENTS, SEEMS LIKE THEY'RE NOT CONNECTED AS WELL ONCE THEY GET INTO MIDDLE AND HIGH SCHOOL FOR SURE.
ALSO, THE BOUNCE CALENDAR IS ONE THAT WE ALWAYS ARE TALKING ABOUT, SO I THINK THAT ONE IS IMPORTANT.
I'M JUST GOING TO NAME ALL OF THEM, BUT I'LL PICK ONE MORE.
THE TIME FOR SPECIAL ED TEACHERS AND WE'RE TO HEAR A LOT ABOUT SPECIAL ED TONIGHT, AND I KNOW THAT'S IMPORTANT.
I THINK THAT COLLABORATION TIME FOR SPECIAL ED TEACHERS IS ALSO A GOOD ONE TOO.
SORRY, I TOOK THEM ALL, CONNIE.
[LAUGHTER] INCREASED DIVERSITY OF STAFF AND RECRUITMENT, I WAS AT ONE OF OUR COMMUNITY EQUITY FORUMS A COUPLE OF YEARS AGO AND I SAID, WELL, IT'S HARD, WE JUST HAVE PEOPLE WHO APPLY AND SOMEBODY CALLED ME ON IT AND SAID BALONEY, WE NEED TO GO OUT AND FIND THE PEOPLE TO FILL THOSE JOBS.
IT FELT REALLY SILLY BECAUSE OF COURSE, WE DO.
WE NEED TO ACTIVELY GO OUT AND RECRUIT STAFF SO THAT OUR KIDS HAVE WINDOWS AND MIRRORS.
>> THANK YOU. NEXT AREA IS COMMUNITY ENGAGEMENT.
[01:05:01]
>> CAN YOU EXPLAIN TO ME FLIP THE MODEL?
>> AGAIN, SOMETIMES WE DON'T HAVE ALL OF THE INFORMATION SO THAT ONE WILL BE ONE MORE TO EXPLORE, BUT IT WAS ABOUT SOMETIMES WE'RE HAVING PEOPLE COME IN, BUT WHERE ARE THE OPPORTUNITIES FOR CAMAS TO SHOW UP IN OTHER PLACES? EVEN TAKING CSD TO THE COMMUNITY MIGHT LOOK LIKE WE DO AND WE DO SOME OF THIS ALREADY, LIKE THE HOLIDAY CELEBRATION IN DOWNTOWN CAMAS WHERE WE HAVE MANY OF OUR CHOIRS.
BUT THERE ARE MANY MORE OPPORTUNITIES WHERE OUR STUDENTS AND PROGRAMS CAN BE OUT WITHIN OUR COMMUNITY, HELPING, BEING SEEN, SHOWING WHAT THEY'RE DOING, AND SO ON.
>> I'LL JUST DO A QUICK EXPLANATION OF THAT LEGISLATIVE 101, WHICH CAME PARTLY FROM ONE OF OUR COMMUNITY LISTENING POSTS.
BECAUSE WE KEPT SAYING, HELP US TO CALL YOUR LEGISLATOR, AND THEY'RE LIKE, AND SAY WHAT, AND WHERE DO I GET THE INFORMATION? JUST REALLY HELPING EDUCATE OUR COMMUNITY SO THAT WE CAN BE A LOUDER VOICE TO OUR LEGISLATORS.
>> THE FIRST ONE, EXPANDING THE COMMUNITY-BASED MENTORING.
I THINK WITH THAT SENIOR PROJECT OR WHAT THEY DO IN THEIR HIGH-SCHOOL YEAR, IT WOULD BE REALLY NICE TO HAVE MORE CONNECTION WITHIN THE COMMUNITY.
IT DOES COME DOWN TO WHO DO YOU KNOW? CAN YOU CONNECT MY KID FROM A NEW KNOW? THAT'S A GOOD WAY TO GO, BUT IT WOULD BE ALSO NICE IF AT A SCHOOL LEVEL, AT THE HIGH SCHOOL OR WHATEVER, THEY HAD A LIST OF CONNECTIONS SO THAT KIDS ON LEFT TO NECESSARILY GO SEARCHING AFTER THEM, BUT AT LEAST THEY GET SOME RESOURCE TO WORK OFF OF.
>> THAT'S GREAT AND THAT ALSO CONNECTS TO OUR BELIEF SYSTEM AROUND EQUITY BECAUSE WE KNOW THAT SOME STUDENTS AND FAMILIES HAVE MORE ACCESS THAN OTHER FAMILIES DO.
HOW DO WE MAKE SURE THAT EVERY STUDENT HAS ACCESS TO THE THINGS THEY WANT TO LEARN ABOUT WITHIN THE COMMUNITY? THE LAST ONE, EFFECTIVE RESOURCE MANAGEMENT.
>> THE THIRD ONE WAS EVALUATE THE NUMBER OF PURPOSE OF COMMUNICATION PLATFORMS AND STREAMLINE.
I ALWAYS FIND SOMETIMES WE HAVE SO MUCH AND YET NOBODY LOOKS AT ANYTHING.
THEN MAYBE THERE WE DON'T HAVE ENOUGH.
I DON'T KNOW, THAT'S LIKE WHOEVER DOES THAT COMMUNICATION PIECES HARD TO FIND THAT BALANCE.
SOMETIMES I'LL GET MULTIPLE THINGS AND YOU'RE LIKE, WHAT AM I SUPPOSED TO READ, BUT IT'S ALL SAYING THE SAME THING.
I THINK AT SOME POINT PEOPLE JUST GIVE UP.
MAYBE THAT'S, ESPECIALLY IN A WORLD WITH WHAT WE HAVE TODAY WITH INTERNET EVERYWHERE ELSE, AND YET SOMETIMES IT FEELS LIKE WE DON'T COMMUNICATE ENOUGH.
>> THAT MIGHT COME DOWN TO WHAT DOES COMMUNICATION MEAN? WE MIGHT EACH HAVE A DIFFERENT DEFINITION ABOUT THEM.
I DO WANT TO MENTION THAT ONE OF THE ASSETS THAT WAS MENTIONED IS PARENTS SQUARE THAT MULTIPLE TIMES ABOUT HOW THAT HAS HELPED WITH THE INFORMATION GOING TO PARENTS.
>> I'M GOING TO WAIT, AND FOR THE KEY PERFORMANCE INDICATORS, [NOISE] WE TALKED ABOUT, HOW DO WE KNOW WE'RE DOING THE RIGHT THING? HOW DO WE KNOW WE'RE INVESTING IN THE RIGHT PLACE? HOW DO WE KNOW THE EFFICACY OF ANY GIVEN PROGRAM IF WE CAN'T MEASURE SUCCESS.
I KNOW ANY GOAL CAN BE MEASURED.
SOMETIMES IT'S REALLY HARD TO FIGURE OUT THOSE MEASURES, BUT ANY GOAL THAT WE CHOOSE, WE CAN FIGURE OUT A WAY TO MEASURE IT.
WE CAN'T JUST PICK THE EASY ONES TO MEASURE.
>> THOSE WERE THE FOUR AREAS ACROSS THE FOCUS GROUPS.
WHAT YOU NOTICED IS THAT, THERE AREN'T CLEAN DIVISIONS IN THESE.
ANYTHING THAT'S IN OUR STUDENT'S SUCCESS HAS AN EFFECTIVE RESOURCE MANAGEMENT IMPLICATION.
IT'S NOT AS IMPORTANT THAT THEY'RE CLEANLY DEFINED IS THAT THOSE IDEAS ARE REPRESENTED HERE.
[01:10:03]
ALSO THAT I THINK YOU SAW SOME OF THE THINGS THAT YOU MENTIONED EARLIER ABOUT WHAT IS IT THAT YOU ALSO WANT OUT OF A STRATEGIC PLAN.YOU'RE NOT ALONE IN WISHING FOR THAT.
WE'RE TURNING THAT WISH INTO A HOPE. THANK YOU.
[LAUGHTER] THEN I THINK IT WAS MARCH, WE HAD THE STUDENT LEADERSHIP CONFERENCE.
WE SEPARATED THAT FEEDBACK FROM THE ADULT FEEDBACK SO THAT WE COULD CLEARLY SEE WHERE THERE'S OVERLAP AND WHERE THERE ARE DIFFERENT IDEAS.
WITH THE STUDENT LEADERSHIP GROUP ON THAT DAY, WE ASKED THREE QUESTIONS AND GOT FEEDBACK IN THOSE AREAS.
THE FIRST ONE WAS WHAT IS WORKING IN TERMS OF THE STUDENT EXPERIENCE IN CAMAS NOW? YOU SEE THAT WHAT STUDENTS ARE VALUING ARE THE PROGRAMS AND OPTIONS.
THEY'RE CALLING OUT DIFFERENT LEARNING STYLES, NEEDS, PREFERENCES, INTERESTS AND SO ON.
THERE WAS A GREAT APPRECIATION FOR THE VARIETY OF CLUBS AND SPORTS.
EVEN WHILE THERE WAS A CALL FOR MORE CLUBS AND SPORTS, AND ALSO SOME OF THE EVENTS THAT ARE HAPPENING THAT MAKE THEM FEEL PART OF THE COMMUNITY.
WHEN THEY WERE TALKING ABOUT COMMUNITY, SOMETIMES IT WAS SCHOOL COMMUNITY, SOMETIMES IT WAS ACROSS SCHOOL COMMUNITY AND SOMETIMES IT WAS A GREATER IDEA OF COMMUNITY.
OUR SECOND QUESTION WAS IN TERMS OF PREPARING STUDENTS FOR THE FUTURE.
POST HIGH SCHOOL, WHAT IS WORKING IN NOW.
THERE WERE MULTIPLE MENTIONS OF THE FOCUS ON SKILLS THAT STUDENTS ARE GAINING.
THE SOFT SKILL THAT WE SAY, I DON'T KNOW WHY WE CALL THEM SOFT BECAUSE THEY'RE NOT, THEY'RE HARD [LAUGHTER] BUT THE SKILLS THAT WE KNOW ARE NEEDED REGARDLESS OF WHAT PATH A STUDENT TAKES AFTER HIGH SCHOOL.
LEARNING ABOUT PATHWAYS BEYOND HIGH SCHOOL.
WE HAVE HEARD ABOUT THIS BEFORE AND THERE IS A LIKE, EVEN IN WORDING THIS.
IT DOESN'T SAY LEARNING ABOUT PATHWAYS OTHER THAN COLLEGE BECAUSE IT PERMEATES OUR CULTURE HERE.
EVEN WHEN WE TALK ABOUT PATHWAYS, OFTEN WHEN WE FIND OURSELVES SAYING, WELL, A DIFFERENT PATHWAY OR ANOTHER PATHWAY WHICH STILL PUTS THE REFERENCE TO THIS PATHWAY WITH THE OTHERS BEING DIFFERENT.
WE HEAR THAT IN STUDENTS VOICES ABOUT HOW DO WE START TO REALLY VALUE THE IDEA OF PATHWAYS THAT INCLUDE BUT GO BEYOND COLLEGE, SO THAT EVERY STUDENT FEELS LIKE WHAT THEY'RE DOING IS AS GOOD AS ANY OTHER STUDENT BECAUSE IT'S WHAT THEY WANT VERSUS A WAY THAT THEY'RE BEING COMPARED.
THEN ALSO HIGH SCHOOL AND BEYOND PLANS.
THEY MENTIONED THAT AS ONE OF THE TOOLS IN HELPING THEM SCHOOL TOURS AND CAREER PLANNING.
THEN THE LAST QUESTION WE ASKED WAS, WHAT SHOULD BE CONSIDERED TO IMPROVE THE STUDENT EXPERIENCE.
A FOCUS ON INCLUSION AND BELONGING, ADDRESSING DISCRIMINATION AND BULLYING, MENTAL HEALTH SUPPORT, MORE INFORMATION ABOUT DIFFERENT SCHOOLS AND CHOICES, MORE CROSS SCHOOL EVENTS AND CONNECTIONS AND MORE HIGHER LEVEL CLASSES AT MIDDLE SCHOOL.
THOSE ARE SOME OF THE THINGS THAT OUR STUDENTS ARE TELLING US.
I THINK WHAT YOU'LL SEE IS THAT THERE IS GREAT OVERLAP ALSO WITH THE RESPONSES OF THE ADULTS.
THIS HELPS US FILTER MORE PRECISELY FOR THE EXPERIENCES THAT ARE BEING VALUED BY OUR STUDENTS.
THIS CAN HELP US PUT THE GUARDRAILS ALSO ON OUR STRATEGIC PLAN, SO THAT WE MAKE SURE THAT ANYTHING WE CHOOSE TO DO, WE'RE LOOKING AGAINST THIS FILTER.
DOES IT INCREASE INCLUSION AND BELONGING? IS THERE A PLAN FOR ADDRESSING DISCRIMINATION AND BULLYING? I'LL PAUSE THERE BECAUSE THAT'S THE LAST SLIDE IN OUR STUDENT FEEDBACK.
>> ACTUALLY DO HAVE A PASSION.
>> I WAS FIRST THINKING, I'M SURPRISED THAT WE DIDN'T SEE ANYTHING ABOUT.
I HEAR A LOT ABOUT THE ADULTING SKILLS THAT KIDS AREN'T LEARNING HOW TO DO THEIR TAXES, HOW TO RENT AN APARTMENT, BUY A CAR, THOSE KINDS OF SKILLS.
BUT THEN THIS WAS HOW CAN WE IMPROVE THE STUDENT EXPERIENCE? BUT ON THE LAST SLIDE, I WAS ALSO SHOCKED THAT THEY FELT VALUE IN HIGH SCHOOL AND BEYOND PLAN, WHICH IS VERY DIFFICULT TO GET, TO FEEL LIKE OTHER THAN A HOOP TO JUMP THROUGH THAT KUDOS TO THE FACT THAT OUR STUDENTS ARE VALUING THAT.
BUT WHERE WOULD FIT IN? DID WE ASK THE QUESTION TO GET TO THAT SOMEWHERE THAT'S COMING? THE VOICE OF STUDENTS SAYING, HERE'S WHAT WE NEED MORE OF.
I THINK WHAT YOU'LL FIND IS SOME OF WHAT STUDENTS
[01:15:01]
NEED WE'RE HEARING ABOUT AFTER STUDENTS LEAVE OUR SYSTEM.>> IT'S ALSO THAT PART ABOUT THE FINANCIAL PREPAREDNESS.
IT'S THE WE DON'T KNOW WHAT WE KNOW TILL WE NEED IT.
SOME OF THOSE THINGS WE ALREADY KNOW AND NEED TO BE ABLE TO HELP PROVIDE BECAUSE WE HAVE ENOUGH FEEDBACK THAT SAYS, OH, I NEEDED TO KNOW HOW TO CHOOSE A HEALTH PLAN.
I NEEDED TO KNOW HOW TO [OVERLAPPING] PURCHASE A CAR.
I NEEDED TO KNOW ABOUT CREDIT.
>> HOW DO I ESTABLISH CREDIT? BESIDES HAVING MY MOM AND DAD, LET ME USE THEIR CREDIT CARD WITH MY NAME ON IT.
THAT'S A GOOD QUESTION AND WE HAVE MORE THAT WE WILL ASK AND DO ASK IN THE SENIOR EXIT SURVEYS.
THAT WAS ONE OF THE THINGS THAT WE GOT OFTEN FROM THAT SERIES OF QUESTIONS.
WHAT DO YOU WISH THAT WE WOULD DO OR SPEND MORE TIME ON?
>> SLIDE, AGAIN.I THINK I CAN. [LAUGHTER]
>> [OVERLAPPING] YEAH, WHEN I SAW THAT FOCUS ON SKILLS BECAUSE THOSE ARE SOFT SKILLS.
COLLABORATING, COMMUNICATION, AND PRESENTING, TO ME THAT'S THE SENIOR PROJECT PART OF IT.
I KNOW THERE'S ALWAYS THIS TALK ON DO WE KEEP IT OR NOT? IT'S A HOOP TO JUMP THROUGH.
BUT I SEE PART OF THAT AS THAT'S WHERE YOU GET SOME OF THAT.
THAT'S WHERE YOU GET THE PRESENTING TO A COMMUNITY AND WHERE YOU COULD GET THE INTERNSHIPS AND YOU GET THE BUSINESSES IN TO SEE THE STUDENTS AND WHAT THEY'RE DOING.
THAT'S JUST SOMETHING THAT I THOUGHT OF WHEN I SAW THAT ONE.
ONE THING FOR US TO BE CONSCIOUS OF IN THIS IS THAT THIS WAS A STUDENT LEADERSHIP COUNCIL.
STUDENT LEADERSHIP CONFERENCE, WHICH MEANS THERE ARE STUDENTS WHO ARE AVIDLY ENGAGED IN LEADERSHIP AND THERE ARE STUDENTS WHO DON'T YET SEE THEMSELVES AS LEADERS.
PART OF WHAT WE NEED TO BE CURIOUS ABOUT IS WOULD WE GET THE SAME RESPONSES FROM STUDENTS WHO DON'T FEEL LIKE THEIR LEADERS OR INVOLVED IN THE SAME EXPERIENCES.
YOU THINK ABOUT THE STUDENT ADVISORY COUNCIL AND PART OF THE WORK IS PLANNING AND ALSO THEY COME AND PRESENT TO YOU, SO THEY'RE GETTING PRACTICE IN THIS.
HOW DO WE THINK ABOUT IF THAT'S SOMETHING THAT'S VALUED BY OUR STUDENTS AND LEADERSHIP, HOW DO WE MAKE SURE THAT WE'RE AGAIN, PROVIDING THOSE REALLY AUTHENTIC OPPORTUNITIES FOR ALL STUDENTS?
>> I WOULD ADD TO AROUND THE PRESENTING, COLLABORATING, AND COMMUNICATING.
THE OTHER ASPECT TO THAT IS WE KNOW THAT THOSE ARE 21ST CENTURY SKILLS AND A LOT OF OUR HIGH SCHOOL STANDARDS, AND I WOULD HAZARD A GUESS AROUND MIDDLE SCHOOL STANDARDS THOUGH I'M NOT AS EMBEDDED IN THOSE THAT A LOT OF OUR HIGH SCHOOL STANDARDS ACTUALLY HAVE.
PRESENTING COLLABORATION, COMMUNICATION, WORKING IN GROUPS AND TEAMS AS PART OF THE STANDARDS.
WHICH INCLUDES SOCIAL STUDIES, ENGLISH, AND THEN OF COURSE CTE, WHICH IS THEIR PRIMARY FOCUS AROUND THAT.
TO YOUR POINT ABOUT PATHWAYS AND PROVIDING OPPORTUNITIES WITHIN THOSE CTE COURSES WITH CERTIFICATIONS AND ARTICULATION FOR COLLEGE CREDIT, WE'RE ALSO GOING TO SEE THOSE IN THE STANDARDS.
PART OF THE WORK IS HELPING OUR PLCS OR PROFESSIONAL LEARNING COMMUNITIES BE ABLE TO IDENTIFY THOSE AND HOW ARE THEY DOING THAT THROUGHOUT HIGH SCHOOL SO THAT THEY'RE GETTING MORE AND MORE PRACTICE IN THOSE SKILLS.
>> WHEN WE LOOK AT THE FEEDBACK THAT WE HAVE SO FAR, IT REAFFIRMS THAT OUR PRIMARY DRIVER IS STILL TO SEE AND SERVE EACH STUDENT.
IT ALSO CONNECTS WELL WITH SOME OF THE WORK THAT WAS DONE HERE.
I'LL GET TO NEXT STEPS IN A MINUTE, BUT THAT'S PART OF OUR NEXT WORK IS NOW TO SEE WHAT DOES IT CHANGE ABOUT WHAT'S IN HERE SO THAT WE CAN GET DOWN TO THE LEVEL THAT YOU'RE ASKING FOR ABOUT CLARITY ABOUT WHEN YOU SAY THIS, WHAT DOES IT MEAN? WHAT DOES IT LOOK LIKE FROM DAY TO DAY? WHAT'S BEING DONE? WHAT DOES IT LOOK LIKE WHEN IT'S DONE? ALSO HOW ARE WE GOING TO MEASURE IT SO THAT YOU CAN EXPECT THAT WE WILL COME WITH DATA ALONG THE WAY TO SHOW YOU WHAT'S WORKING, WHAT'S NOT WORKING, ADJUSTMENTS THAT WE'RE MAKING AS WE GO.
WHAT WE WANTED TO DO NEXT IS TO GIVE YOU AN IDEA.
WHEN WE'VE TALKED, THERE WAS THE ONE SLIDE THAT HAD ALL THE ACRONYMS IN IT, MTSS, ULD, CRP, CULTURALLY RESPONSIVE PRACTICES AND SO ON THAT ARE ALTOGETHER BECAUSE ULTIMATELY, THEY ARE ALL CONNECTED TO EQUITY AND ALL CONNECTED TO THE PRACTICES THAT WE ENGAGE IN OUR CLASSROOMS THAT CONNECT EVERY STUDENT TO EACH OTHER, TO THE ADULTS AND TO THEIR LEARNING.
WE WANTED TO GIVE YOU AN IDEA OF HOW THIS IS BEING CONCEPTUALIZED FOR THE WORK ON MULTI-TIERED SYSTEM OF SUPPORTS TO MOVE FORWARD INTO THE STRATEGIC PLAN SO THAT YOU ALSO CAN SEE FOR OTHER GOALS THAT WILL BE IN THE PLAN,
[01:20:01]
WHAT THINGS THAT YOU CAN EXPECT AS THIS ROLLS INTO CREATING SOME FINAL PRODUCTS FOR YOUR REVIEW.WITH THAT, I WILL TURN IT OVER TO SHERRI.
>> THANK YOU. BEFORE WE MOVE TO THE NEXT SLIDE, I JUST WANT TO GIVE A LITTLE BIT OF A PREFACE BECAUSE WE ARE GOING TO LOOK AT SOME DATA FOR JUST A SECOND.
THERE ARE A LOT OF THINGS WITHIN OUR DISTRICT TO CELEBRATE.
THE FACT THAT WE HAVE A TREND OF OVER 90% GRADUATION.
THAT IS A HUGE AND INCREDIBLE LIFT BY OUR HIGH SCHOOLS TO BE ABLE TO GET TO THAT ABOVE 90% GRADUATION RATE.
I ALSO WANT TO HIGHLIGHT THAT AS I WAS DISAGGREGATING SOME OF OUR DATA, I WAS LOOKING AT OUR STUDENTS OF DIFFERENT RACES AND THEY ARE REALLY TRENDING.
NOW SOME WE HAVE TOO SMALL OF A POPULATION FOR US TO HAVE A DATA POINT TO IT.
BUT FOR SOME OF OUR STUDENTS THAT IDENTIFY AS A DIFFERENT RACE, THEY ARE ON PAR.
IT'S NOT THAT BIG OF A DISPARITY THAT WE SEE AND MAYBE SOME NEIGHBORING DISTRICTS.
THOSE ARE HUGE THINGS FOR US TO CELEBRATE AS A DISTRICT.
WE ALSO HAVE TO LOOK AT WHERE OUR OPPORTUNITIES TO GROW.
TO THE NEXT SLIDE, I WAS ABLE TO USE OUR OSPI REPORT CARD TO JUST LOOK AT OUR ON-TIME GRADUATION.
NOW, MIND YOU, THIS IS ONE DATA POINT, BUT THIS REALLY ALLOWS YOU TO SEE THREE OF OUR HISTORICALLY MARGINALIZED POPULATIONS OF STUDENTS AND WHERE THEIR GRADUATION RATE, SO THEY WOULD BE IN THE GREEN WHERE THEIR GRADUATION ON-TIME GRADUATION RATE COMPARES TO OUR STUDENTS THAT ARE NOT IN THOSE HISTORICALLY MARGINALIZED GROUPS.
WE CAN SEE THAT THERE IS A FAIRLY BIG DISPARITY FOR OUR STUDENTS WITH DISABILITIES AND GRADUATING ON TIME.
OUR MULTILINGUAL STUDENTS SIMILAR ACTUALLY LOWER THAN OUR STUDENTS WITH DISABILITIES FOR ON-TIME GRADUATION.
THEN OUR STUDENTS WHO WOULD BE CONSIDERED LOW-INCOME, THEY HAVE A LITTLE BIT HIGHER, SO THAT GAP IS CLOSING A LITTLE BIT.
THAT IS A PLUS AND WE HAVE A LOT OF WORK THAT WE STILL NEED TO DO IN ORDER TO DO THAT.
WHEN WE TALK ABOUT HOPE, WE CAN'T JUST WISH THAT THESE THINGS ARE GOING TO HAPPEN.
HOW ARE WE GOING TO DO THIS AND HOW ARE WE GOING TO DO THIS ACROSS ALL OF OUR SCHOOLS? BECAUSE ON-TIME GRADUATION RATES DON'T START AT THE HIGH SCHOOL LEVEL, THEY START ALL THE WAY DOWN TO OUR SMART START AND HOW WE ARE SUPPORTING OUR STUDENTS, HOW WE'RE SUPPORTING OUR STAFF WITHIN THE SYSTEM.
THEN ALSO USING OUR DATA TO MAKE DATABASE DECISION-MAKING, WHICH IS ONE OF THE FIVE COMPONENTS OF A MULTI-TIERED SYSTEM OF SUPPORT.
I WANTED TO SHARE WITH YOU BECAUSE THIS IS AN EXAMPLE OF SOME OF THE DATA THAT WE WOULD LOOK AT IN ORDER TO IDENTIFY WHAT THOSE GOALS ARE AND THEN IDENTIFY WHAT OUR PATHWAYS ARE IN ORDER TO ACHIEVE THAT GOAL.
THAT JUST GIVES US A LITTLE BIT OF AN INDICATOR ON THAT.
THE NEXT SLIDE, HOW DO WE DO THAT? WITH THIS, WE HAVE TO START TO TAKE AN MTSS PARADIGM SHIFT.
WITHIN MY ROLE, I GET THE OPPORTUNITY TO WORK WITH SCHOOLS AND AT THE DISTRICT LEVEL TO BE ABLE TO DEVELOP WHAT SOME OF THOSE SYSTEMS WILL LOOK LIKE.
RIGHT NOW, WE HAVE INTERVENTIONS FOR A FEW STUDENTS, SO WE WAIT FOR THE NEED TO GET SO BIG IN MANY CASES THAT WE THEN START TO INTERVENE.
WHEN WE MAKE THIS SHIFT, WE'RE LOOKING MORE AT PREVENTION AND INSTRUCTION FOR ALL STUDENTS.
WHAT ARE OUR PRACTICES LOOK LIKE? OUR INSTRUCTIONAL PRACTICES, OUR TEACHING AND LEARNING PRACTICES.
WHAT ARE THE SCREENERS AND THE THINGS THAT WE'RE USING TO IDENTIFY CONCERNS, CHALLENGES, AND BARRIERS EARLIER THAN BEFORE THEY GET TO MIDDLE SCHOOL OR BEFORE THEY GET TO HIGH SCHOOL? IN THE MEDICAL WORLD, THE SOONER WE ADDRESS A NEED OR A CONCERN, THE SOONER WE'RE GOING TO BE ABLE TO ADDRESS IT AND IT DOESN'T BECOME THAT GAP OR THAT DISPARITY THAT WE SEE.
IDENTIFYING WHICH STUDENTS NEED HELP.
WE COULD HAVE A CLASS OF 30 KIDS AND HAVE TWO STUDENTS WHO NEED INTENSIVE READING LITERACY.
ARE WE GOING TO DO INTENSIVE READING LITERACY FOR OUR INTERVENTIONS FOR ALL OF THE STUDENTS OR ARE WE GOING TO FIND A PATHWAY FOR THOSE TWO STUDENTS WHO REALLY HAVE A SIGNIFICANT NEED? REALLY BEING ABLE TO WORK WITH OUR BUILDING LEADERS, AND OUR TEACHING STAFF TO BE ABLE TO HAVE A PROCESS FOR IDENTIFYING WHICH STUDENTS NEED HELP.
BUT THEN FOCUSING ON WHAT DOES THAT STUDENT NEED? IT'S NOT A ONE-SIZE-FITS-ALL.
WHEN WE MAKE THAT PARADIGM SHIFT, WE'RE GOING FROM THE LOCUS OF CONTROL ISN'T SO MUCH ON THE STUDENT DRIVING THE NEED, BUT THE TEACHER IS IDENTIFYING WHAT HELP EACH STUDENT NEEDS.
[01:25:02]
THE LAST ONE, USING THE PROGRAMS AND PEOPLE THAT ARE AVAILABLE.THIS IS WHERE WE'RE SITTING RIGHT NOW.
WE DO HAVE RESOURCES IN OUR BUILDINGS, SOME BUILDINGS HAVE LAP TIDAL SUPPORT, SOME BUILDINGS HAVE DEANS THAT CAN SUPPORT.
SOME BUILDINGS HAVE COACHES THAT CAN SUPPORT.
WE'RE PRETTY GOOD ABOUT HIRING PARAEDUCATORS AS WE NEED THOSE FOR STUDENTS RECEIVING SERVICES.
IT'S REALLY AGAIN, BASED ON THE INDIVIDUAL STUDENT.
HOW DO WE MAKE THIS MTSS PARADIGM SHIFT TO INTENTIONAL DESIGN AND REDESIGN OF SERVICES AND SUPPORTS MATCHED TO THE NEEDS OF THE STUDENTS? WE'RE REALLY TRYING TO TAKE OUR SCHOOL SYSTEM FROM WHERE IT'S CURRENTLY AT AND MAKE THAT SHIFT WITH A MULTI-TIERED SYSTEM OF SUPPORT.
IT'S REALLY INTERESTING TO ME AND I'M GOING TO GIVE YOU ALL A MINUTE HERE AFTER I'M DONE SPEAKING ABOUT THIS, TO TRY TO MAKE SOME OF THOSE CONNECTIONS.
THERE ARE FIVE COMPONENTS TO A MULTI-TIERED SYSTEM OF SUPPORT, DATABASE, DECISION-MAKING, FAMILY AND COMMUNITY ENGAGEMENT, TEAM-DRIVEN, SHARED LEADERSHIP, EVIDENCE-BASED PRACTICES, AND CONTINUUM OF SUPPORTS.
THOSE ARE THE FIVE COMPONENTS THAT MAKE UP A MULTI-TIERED SYSTEM OF SUPPORT.
NOW WITHIN THAT, YOU CAN SEE THAT THAT VERY TOP PART OF THIS SLIDE SAYS EQUITABLE ACCESS FOR EACH LEARNER.
IT IS REALLY IMPORTANT TO KNOW THAT MULTI-TIERED SUPPORT MTSS IS NOT THE TOP TIER, EQUITY IS THE TOP TIER.
HOW DO WE ADDRESS EQUITABLE NEEDS THROUGH A MTSS SYSTEM OR FRAMEWORK? WHAT YOU CAN SEE HERE IS A LITTLE BIT OF A FLOWCHART.
WE KNOW THAT THE COMPONENTS OF MTSS ARE AROUND SOCIAL, EMOTIONAL LEARNING, ACADEMICS, AND BEHAVIOR SUPPORT.
UNDERNEATH EACH OF THOSE AREAS ARE ALL OF THE THINGS THAT WE HAVE ALREADY EITHER STARTED, WE TALK ABOUT, WE HAVE PROFESSIONAL DEVELOPMENT ABOUT OR WE'RE GETTING READY TO MOVE FORWARD WITH THEM.
THE FACT THAT WE ALREADY HAVE SO MANY OF THESE ALREADY IN PLACE REALLY JUST SHOWS THE READINESS OF OUR DISTRICT TO MOVE FORWARD IN THE NEXT STEP OF DEVELOPING THESE SUPPORTS.
YOU'LL ALSO NOTICE THAT THERE WERE SOME THROUGHOUT LISA'S PRESENTATION THAT THERE WERE A LOT OF CONNECTIONS WHEN WE TALK ABOUT THE FAMILY AND COMMUNITY ENGAGEMENT.
THAT IS A HUGE COMPONENT THAT A LOT OF DISTRICTS REALLY STRUGGLE WITH. WE'RE NOT ALONE.
YOU COULD SEE THROUGH LISA'S PRESENTATION, ALL THOSE DIFFERENT WAYS THAT THAT WAS THREADED THROUGH.
THINK OF IT ALMOST LIKE A MESSY BEDROOM.
WE'VE GOT ALL THE THINGS WE NEED IN THE BEDROOM.
NOW WE JUST HAVE TO SYSTEMATIZE IT SO THAT IT BETTER MATCHES WHAT OUR STUDENTS NEED.
THE LAST PART OF THAT IS AROUND FIDELITY MEASURES.
WE ARE REALLY GOOD AT PULLING DATA.
WE'RE REALLY GOOD AT IDENTIFYING WHERE OUR NEEDS ARE, WE'RE EVEN REALLY GOOD AT GETTING STARTED ON THOSE.
WHAT HAPPENS AND WHERE WE CAN SOMETIMES LOSE TRACTION IN THIS IS THAT WE DON'T KNOW WHAT TO DO WITH THE DATA OR WE HAVE SO MUCH DATA THAT IT'S HARD TO IDENTIFY A GOAL.
WE HAVE TO HAVE FIDELITY MEASURES THEY'RE OUR PATHWAY, IT IS OUR PATHWAY ON, ARE WE ON THE RIGHT TRACK? WHAT ARE THE THINGS THAT WE NEED TO FOCUS ON? WE CANNOT FOCUS ON EVERY SINGLE NEED THAT WE HAVE. IT'S TOO BIG.
HOW DO WE, AND THIS IS THROUGH THE SHARED LEADERSHIP, HOW DO WE DETERMINE WHAT WE'RE GOING TO FOCUS ON AND HOW ARE WE GOING TO MEASURE IT? HOW WILL WE KNOW THAT WE'RE BEING SUCCESSFUL AT IT AND THEN WHAT DO WE DO? BECAUSE A LOT OF TIMES IN EDUCATION, IF SOMETHING ISN'T WORKING, WE'RE LIKE, OKAY WE'LL TRY THE NEXT THING.
WE HAVE TO REALLY START ASSESSING WHY ISN'T IT WORKING.
ARE THERE REFINEMENTS THAT WE CAN MAKE BEFORE WE START MOVING TO THE NEXT PIECE? SOME OF THE WAYS THAT WE'LL USE FIDELITY MEASURES IN AN MTSS FRAMEWORK ARE AROUND OUR DISTRICT CAPACITY ASSESSMENT, WHICH I HAD SHARED SOME OF THOSE RESULTS AT A JANUARY BOARD MEETING, I BELIEVE.
WE'RE USING TIERED FIDELITY INVENTORIES.
IT'S AN UNEXPECTED WIN THIS YEAR.
I CAN'T BELIEVE HOW FAR WE'VE ACTUALLY COME.
BUT BY THE END OF THIS YEAR, WE WILL HAVE ALL OF OUR ELEMENTARY SCHOOLS THAT WILL HAVE PARTICIPATED IN THE READING TIERED FIDELITY INVENTORY.
THAT REALLY LOOKS AT OUR LITERACY PROCESS.
LISA I DON'T KNOW IF YOU WANT TO SPEAK A LITTLE BIT TO THAT BECAUSE I'M GOING TO SHOW INITIATIVE STARTED.
>> THE LITERACY WORK THAT WE'VE BEEN DOING IS REALLY FOUNDED IN A MULTI-TIERED SYSTEM APPROACH.
MULTI-TIERED SYSTEM APPROACH WOULD SAY, FIRST, EVERY STUDENT GETS ACCESS TO THE BEST CORE INSTRUCTION.
[01:30:03]
WE'VE LEARNED IN RESEARCH WHAT THE BEST CORE INSTRUCTION MEANS IN TERMS OF READING INSTRUCTION.A LOT OF THE REPORTS THAT YOU'VE GOTTEN FROM OUR ELEMENTARY SCHOOLS ARE WHAT'S HAPPENING THERE.
THE READING-TIERED FIDELITY INVENTORY GOES THROUGH ALL THE PARTS OF A READING SYSTEM THAT CONTRIBUTE TO MAKING SURE THAT STUDENTS ARE READING BECAUSE OF WHAT WE'RE INTENTIONALLY DOING.
EVERY SCHOOL ASSEMBLED A TEAM THAT INCLUDES THE PRINCIPAL AND PRIMARY INTERMEDIATE TEACHER, A READING SPECIALIST, AND SO ON.
THEY'RE DOING THIS AS A GROUP TO BE ABLE TO GO THROUGH THE INVENTORY.
SHARIA IS FACILITATING THOSE TO SCORE THEMSELVES ON THIS INVENTORY, WHICH GIVES US THAT BASELINE AND THEN THEY'RE USING THE INVENTORY TO IDENTIFY WHICH OF THE AREAS OR STEPS WILL BE IN THEIR ACTION PLAN NEXT YEAR.
WE HOPE TO BRING YOU MORE INFORMATION ABOUT THAT IN THE CONTINUOUS GROWTH WORKSHOP THAT WE'LL DO IN JUNE.
BUT THAT'S HOW IT'S THEN LINKING IT UP BECAUSE THE OTHER THING IS WE SHOULDN'T NEED TO GUESS WHAT WE NEED TO DO.
LIKE THE MAPS HAVE ALREADY BEEN CREATED.
IT'S A MATTER OF AT OUR SCHOOL, WHICH OF THESE COMPONENTS DO WE MOST NEED TO FOCUS ON NOW BECAUSE WE THINK IT WILL KEEP US GOING IN THAT DIRECTION AND THEN HOW DOES OUR ACTION PLAN REFLECT THAT.
>> THANK YOU. THAT IS REALLY EXCITING.
WE'RE PULLING QUITE A BIT OF INFORMATION.
WE HAVE ALSO STREAMLINED WHAT THE PLAN OR THE ACTION PLAN LOOKS LIKE FOR OUR ELEMENTARY PRINCIPALS SO THAT THEY CAN CONTINUE TO DO THE WORK IN THEIR BUILDING.
THAT'S A HUGE LIFT. I DIDN'T ANTICIPATE THAT HAPPENING UNTIL NEXT YEAR.
AT LEAST SPRING OF NEXT YEAR AND SO TO HAVE THAT DONE ALREADY WITHIN THIS FIRST YEAR IS HUGE AND AGAIN, SPEAKS TO THE READINESS OF OUR BUILDING LEADERS AND THEIR WILLINGNESS TO DO THIS WORK.
A LOT OF THE CREDIT REALLY GOES TO LISA AND JEN IN THE SUPPORT THAT THEY HAVE PROVIDED TO BUILDINGS. ABSOLUTELY.
>> THE ONLY THING I WANTED TO MENTION IS WE WOULD LOVE YOU TO SEE THE READING TIERED FIDELITY INVENTORY AT SOME POINT.
BUT WHAT'S SO GREAT ABOUT IT IS THAT IT ACTUALLY CROSSES OVER THOSE AREAS BECAUSE WE CAN'T ACTUALLY HELP A STUDENT READ IF WE'RE NOT ATTENDING TO SOCIAL-EMOTIONAL LEARNING.
WE CAN'T ATTEND OR HELP A STUDENT READ IF WE HAVEN'T REALLY DUG INTO WHAT ARE THE CULTURALLY RESPONSIVE PRACTICES GIVEN THE STUDENTS IN OUR CLASSROOMS AND SO ON.
IT'S REALLY A HOLISTIC LOOK AT THE ENVIRONMENT AND PRACTICES WE CREATE TO SUPPORT READING, INSTRUCTION, AND GROWTH.
>> THANK YOU. ONE OF THE NEXT STEPS IS GOING TO BE MEETING WITH OUR SECONDARY LEADERS AND IDENTIFYING WHERE THEIR LAUNCH POINT IS.
LIBERTY MIDDLE-SCHOOL HAS ALREADY PARTICIPATED IN THE POSITIVE BEHAVIOR INTERVENTIONS SUPPORT OR PBIS, TIERED FIDELITY.
THIS ACTUALLY BEFORE SCHOOL EVEN STARTED, THEY WERE LIKE,HEY LET'S TAKE IT ON, LET'S SEE WHERE WE'RE AT.
I ANTICIPATE THAT SECONDARY SCHOOLS WILL MOST LIKELY FOCUS ON A PBIS TIERED FIDELITY INVENTORY.
THAT'S OUR NEXT STEP AS FAR AS SEEING WHERE OUR SECONDARY FOLKS WOULD LIKE TO GO WITH THAT.
THERE IS A SECONDARY TFI FOR READING, SO MIDDLE SCHOOLS MAY BE INTERESTED IN THAT.
I DON'T KNOW YET BECAUSE WE HAVEN'T MET ABOUT IT, BUT THAT IS SOMETHING THAT IS COMING DOWN THE PIPELINE AS WELL.
ELEMENTARY SCHOOLS WILL ALSO DO PBIS.
THE THING WITH THE PBIS TEARED FIDELITY INVENTORY IS NORTHWEST PBIS HAS DONE A REALLY GOOD JOB AT TAKING AN EQUITABLE FOCUS TOWARDS THE TIERED FIDELITY INVENTORY.
IN THE LAST FEW YEARS, THEY HAVE ACTUALLY RESTRUCTURED WITH THE TFI LOOKS LIKE.
THAT REALLY GIVES US SOME INDICATORS TO MAKE SURE THAT WE ARE KEEPING EQUITY AT THE CENTER OF THE WORK THAT WE'RE MOVING FORWARD.
ONE OF THE THINGS THAT WE DO NEED TO DO AROUND PBIS IS UNPACK AND DECONSTRUCT WHAT SOME OF THE MYTHS ARE AROUND PBIS.
BECAUSE IF YOU SAY PBIS TO A HIGH-SCHOOL PERSON, THEY WILL SAY THAT IS ELEMENTARY.
REALLY IT'S ABOUT THE SYSTEMS WITHIN THE SCHOOL.
HOW ARE WE DEVELOPING SCHOOL-WIDE NORMS AND EXPECTATIONS? HOW ARE WE SHOWING UP AS A COMMUNITY WITHIN OUR SCHOOL SETTING? HOW ARE WE INTERACTING WITH EACH OTHER? WITH DIGNITY? NOT RESPECT, DIGNITY, IS SOMETHING THAT LISA AND I CURRENTLY LEARNED OR RECENTLY LEARNED.
BUT ALSO TALKS ABOUT HOW DO WE DISAGGREGATE THE DATA AND WHAT ARE WE DOING WITH THE INFORMATION? WHEN WE LOOK AT OUR DISCIPLINE DATA? ARE WE IDENTIFYING WHERE THERE ARE GAPS OR
[01:35:02]
DISPARITIES FOR STUDENTS IN HISTORICALLY MARGINALIZED GROUPS, PBIS AND THE PBIS CFI GOES WELL BEYOND WHAT THE PERCEPTION MIGHT BE IS PBIS IS A TOKEN REWARD SYSTEM.IT'S AN ASPECT, IT'S A WAY TO HELP BUILD A POSITIVE CULTURE, BUT IT'S ONLY A PIECE OF IT AND IT'S OFTEN A MISCONCEPTION WHEN TALKING ABOUT PBIS.
THOSE ARE OUR NEXT STEPS AROUND THAT.
THEN WE ALSO HAVE INVENTORY TIERED FIDELITY INVENTORIES FOR DISTRICT CAPACITY ASSESSMENT, AS WELL AS AN MTSS INVENTORY.
ONCE OUR DISTRICT IMPLEMENTATION TEAM DETERMINES WHICH ONE WILL USE, WE WILL START TO USE THAT AS WE MOVE FORWARD IN IMPLEMENTATION.
THEN OF COURSE, OUR STRATEGIC PLAN IS ALSO GOING TO HELP DRIVE WHERE WE FOCUS AND LEAN INTO OUR GOALS.
THE BEAUTY OF THIS IS THAT THOSE TWO THINGS WORK HAND IN HAND.
WE CAN'T HAVE ONE WITHOUT THE OTHER.
WHAT WE'RE REALLY STARTING TO SEE IS WE'RE PUTTING ALL OF THE PIECES THAT WE HAVE LAYING ALL OVER THE DISTRICT, WE'RE STARTING TO CONNECT THEM ALL AND MTSS IS REALLY GOING TO BE THE GLUE THAT DOES THAT.
>> JUST ONE THING. IF YOU CAN JUST GO BACK FOR A SECOND.
I LOVE THAT YOU CONNECTED ECUADOR GRADING PRACTICES TO THIS TOO, BECAUSE I KNOW AS A BOARD, WE'VE HEARD SOME PUSHBACK, SOME FRUSTRATION AROUND EQUITABLE GRADING.
I KNOW THERE'S SOME FRUSTRATION OUT THERE.
PART OF THAT IS BECAUSE WE'RE STILL AT DIFFERENT POINTS AT OUR DIFFERENT SCHOOLS.
I JUST WANT TO REMIND EVERYONE LISTENING OUT THERE THAT IT'S IMPORTANT FOR US TO STAY THE COURSE ON THIS BECAUSE THERE'S SO MUCH RESEARCH BEHIND PROVIDING STUDENTS THOSE EQUITABLE OPPORTUNITIES.
I THINK WE'LL START TO SEE TO SHERRI AND LISA'S POINT, AS WE ALIGN, EQUITABLE GRADING IS JUST ONE ASPECT.
WORKING WITH OUR SCHOOLS ON REASSESSMENT GUIDELINES AND BRINGING IN SOME GUARDRAILS.
BECAUSE AS BEING HAVING EXPERIENCE IN ROLLING THIS OUT, IT'S A SLOW PROCESS AND WE CAN'T NECESSARILY THROW THE BABY OUT WITH THE BATHWATER, SO TO SPEAK.
JUST AS CONSTITUENTS AND THE PUBLIC AND STAKEHOLDERS REACH OUT TO YOU ABOUT THAT, I THINK IT'S IMPORTANT THAT WE STAND FIRM ON THIS AND STAND TOGETHER BECAUSE JUST LIKE SHERRI IS SAYING, THIS IS ONE PIECE OF THE BIGGER PUZZLE OF CREATING SOME SYSTEMS ACROSS ALL OF OUR PROGRAMS FROM PRE-K TO 12TH GRAD.
THAT'S JUST STOOD OUT TO ME SURE.
REGIS BECAUSE WE'VE BEEN HEARING THAT AS AS A BOARD AND THE SUPERINTENDENT THIS YEAR FROM OUR STAKEHOLDERS.
THERE'S PROBABLY MANY OF THOSE THAT ARE STILL IN THAT PRACTICE MODE THAT WE'RE GOING TO GEAR TOWARDS THE SYSTEM.
THANK YOU FOR PUTTING THAT UP THERE.
>> ABSOLUTELY. EQUITABLE GRADING PRACTICES IS ANOTHER AREA, MUCH LIKE PBIS, WHERE THERE'S A LOT OF BELIEFS, FEELINGS, AND MISCONCEPTIONS AROUND IT AS WELL.
IN FACT, IN THE LAST FEW YEARS WHEN AS A PRINCIPLE, WHEN I WAS FOCUSING ON THAT, I KNOW THAT A LOT OF MY MISCONCEPTIONS WERE UNCOVERED AS WE WERE DOING THE WORK.
THERE'S A LOT OF BEHIND THE SCENES AND THAT'S ONE THAT WE CAN THAT IS ESPECIALLY ONE THAT WE CAN NOT MOVE TOO FAST ON BECAUSE OF THE HARM, THE IMPACT OF WHAT CAN HAPPEN FOR OUR STUDENTS AND OUR SYSTEM.
WE DO WANT TO MAKE SURE THAT AS WE'RE DOING THAT ALIGNMENT, THAT WE'RE VERY CLEAR ABOUT WHAT THAT LOOKS LIKE.
HONESTLY, ONE OF THE HARDEST PARTS ABOUT EQUITABLE GRADING PRACTICES IS JUST THE USERS GET THE TECHNICAL PART.
HOW DO WE DO THIS IN SKYWARD? THAT'S A BAD WALK. ABSOLUTELY. I KEEP PRESSING THE WRONG ONE HERE.
THIS IS SOMETHING THAT I ALSO SHARED IN JANUARY.
YOU CAN SEE THAT WE HAVE MOVED FROM THE EXPLORATION AND INSTALLATION STAGE OVER TO THE INSTALLATION AND INITIAL IMPLEMENTATION.
AGAIN, THAT SPEAKS TO THE READINESS OF OUR DISTRICT STAFF HAVE BEEN AMAZING AS FAR AS, HEY, CAN YOU COME HELP ME WITH THIS? CAN YOU PROBLEM-SOLVE? I SPEND QUITE A BIT OF MY TIME ACTUALLY JUST IN BUILDINGS.
HELPING TO SUPPORT INDIVIDUALLY.
OF COURSE, EVENTUALLY WON'T GET THE SYSTEM BEING ABLE TO RESPOND TO THAT.
BUT THE FACT THAT PEOPLE HAVE BEEN SO OPEN AND WILLING TO ACCEPT, HELP AND SUPPORT IF I CAN PROVIDE IT OR JUST BE ABLE TO BRAINSTORM IS AMAZING.
I CAN'T SPEAK ENOUGH ABOUT THE SYSTEM THAT WE'RE IN.
YOU'LL SEE IN 22, 23, WE'RE GOING TO PICK UP THE PACE A LITTLE BIT AND REALLY START TO SEE SOME OF THESE ACTIONS START TO COME TO FRUITION.
LIKE I SAID, LISA HAS BROUGHT A PLAN ON A PAGE AND WE'LL SHOW YOU AN EXAMPLE OF THAT.
[01:40:05]
BUT REALLY STREAMLINING WHAT OUR ACTION PLANS LOOK LIKE ACROSS DIFFERENT BUILDINGS WITHIN OUR SCHOOL IS REALLY GOING TO HELP US IN THIS PROCESS AND MAKE SURE THAT WE'RE IDENTIFYING NEEDS BASED ON WHERE THE BUILDINGS ARE AT, AND NOT JUST A ONE-SIZE-FITS-ALL FROM A DISTRICT AS WELL.>> ONE OF THE THINGS THAT WE WANT TO DO UNRELATED TO WHAT YOU'VE ASKED FOR IN TERMS OF CLARITY, BUT ALSO HOW DO THE PLANS FIT TOGETHER? WHAT'S THE EVIDENCE OF THE WORK THAT'S HAPPENING? BESIDES ANECDOTAL, WHICH ANECDOTAL EVIDENCE IS REALLY IMPORTANT, IT'S JUST NOT SUFFICIENT.
THE FIRST THING TO RECOGNIZE AND WHAT SRI JUST EXPLAINED IS THAT THIS IS COMPLEX WORK.
IT'S NOT HOW TO MAKE A PEANUT BUTTER AND JELLY SANDWICH.
SOME OF IT IS UNCOVERING THAT COMPLEXITY AND MAKING IT INTO THAT PLAN THAT HAS CLARITY ABOUT.
HERE'S WHAT WE'RE FOCUSING ON RIGHT NOW.
THIS TEMPLATE THAT YOU SEE HERE IS GOING TO BE USED AT ALL LEVELS OF THE STRATEGIC PLANS, SO FROM A SCHOOL BUILDING WORKING ON THEIR PLAN THAT CONNECTS TO MTSS FOR THIS YEAR TO THE DISTRICT TEAM USING THIS TO THE POINTING BACK UP TO THE WHOLE STRATEGIC PLANS SO THAT THESE PLANS WILL NEST IN EACH OTHER, BUT WILL ALSO MAKE IT EASIER TO REPORT TO THE BOARD AND OTHERS AS WELL TO DO UPDATES ABOUT THE WORK THAT'S BEING DONE FOR EACH OF THESE, SO THAT AGAIN, WE'VE GOT SOME PRODUCTS THAT WILL HELP US SHARE WITH YOU WHAT'S HAPPENING AND WHAT DIFFERENCE IT'S MAKING.
WITH THAT, WE'RE AT THE END OF OUR STRATEGIC PLAN UPDATE.
BUT I WANT TO MAKE SURE THAT YOU HAVE TIME FOR COMMENTS AND QUESTIONS AS WELL BEFORE WE MOVE ON.
>> I WOULD JUST SAY A QUICK THANK YOU FOR PULLING ALL THIS VERY COMPLEX DIFFERENT SYSTEMS AND STRATEGIES AND EVERYTHING TOGETHER TO MAKE IT MAKE SENSE.
I LOVE THIS. WE'VE ALL TALKED MANY TIMES ABOUT IN THE STRATEGIC PLAN HAVING TO BE ABLE TO RATTLE IT OFF.
IF IT COMES DOWN TO RELATIONSHIPS, LEARNING, SUPPORT, AND EQUITY, SOMETHING LIKE THAT, THEN WE KNOW WHAT'S IN THERE AND WE CAN MEASURE THEM.
I THINK THIS IS REALLY GREAT STEP.
I APPRECIATE THE COMPLEXITY AND TIME COMMITMENT OF ALL THIS WORK THEY'VE DONE.
>> JUST TO ADD CONNIE TO BOMIE'S EARLIER POINT, IMAGINE THIS WITH THE MEASURABLE GOALS AND THE OBJECTIVES AND THE ACTION PLAN TO GET THERE, SO WE'RE REALLY EXCITED ABOUT WHAT THAT TANGIBLE PIECE WILL LOOK LIKE, SO THANK YOU FOR NOTICING THAT.
>> I APPRECIATE THE UPDATE. I KNOW IT'S SOMETHING WE'VE BEEN TALKING ABOUT FOR SUCH A LONG TIME, AND WE KNOW YOU GUYS ARE DOING ALL THIS WORK, BUT TO SEE THIS ALL HAS BEEN GREAT AND I APPRECIATE ALL THE OUTREACH AND THE DIFFERENT GROUPS THAT YOU GUYS HAVE BEEN REACHING OUT TO IT BECAUSE IT'S REALLY IMPORTANT THAT WE ARE ENGAGING OUR COMMUNITY AND OUR STAFF, AND OUR STUDENTS AND YOU GUYS ARE OBVIOUSLY DOING THAT, SO I APPRECIATE THAT.
>> TRACY, I THINK IT'LL FEEL REALLY SATISFYING TO STAKEHOLDERS ONCE THEY SEE THIS IN ACTION AND SAY, HEY, I WAS A PART OF THAT, SO AGREED.
>> THANK YOU FOR DOING ALL THIS.
I THINK I HAVE SEEN THIS SOMEWHERE.
DID IT COME TO THE HEALTH HOMES?
>> THIS IS JUST VERY, I WON'T SAY SIMPLIFIED, BUT IT IS FOR SOMEONE IN THE PUBLIC TO SEE, BUT TO UNDERSTAND THAT WORK THAT'S GOING INTO JUST THESE POINTS IS INCREDIBLE.
WHEN YOU WERE TALKING, I FELT LIKE I WAS LOST IN A SPIDERWEB.
JUST HOW INTRICATE AND HOW MUCH WORK THAT GOES INTO CREATING THAT BEAUTIFUL WEB, [LAUGHTER] THAT'S HOW IT FELT LIKE, I WAS LIKE, OH MY GOSH, MY HEAD IS SPINNING, BUT YOU'RE DOING AMAZING. THANK YOU.
>> I ACTUALLY HAVE ONE MORE SLIDE NOW THAT I RECALL.
BUT BEFORE I DO THAT, I ALSO WANT TO RECOGNIZE, I APPRECIATE YOUR APPRECIATION AND THERE ARE MANY PEOPLE WHO ARE HELPING WITH THESE EFFORTS, SO I DO NOT WANT TO OMIT MENTIONING THAT.
WE'VE GOT A LOT OF PEOPLE CONNECTED TO THIS AND GALE AND DOREEN HAVE BEEN ON THE CORE TEAM TO HELP WITH THE PLANNING AND GALE HAS TRANSCRIBED 1,000 PAGES OF LARGE POST-ITS INTO A FORM THAT WE COULD LOOK AT.
DOREEN HAS HELPED ON THE COMMUNICATION END AS WELL.
ALAN AND REBECCA LED ONE OF THE FOCUS GROUPS.
SO WE'VE REALLY BEEN TRYING TO SPREAD OUT THAT LEADERSHIP BECAUSE THE MORE PEOPLE WHO ARE ALSO INVOLVED IN THE FACILITATION,
[01:45:04]
THE MORE CLEAR WE'RE ALL GOING TO BE WHEN WE GET TO THE POINT THAT WE KNOW WHAT WE'RE DOING AND WHY AND HOW.I FORGOT NEXT STEPS, AND THAT WOULD BE JUST A BAD THING TO FORGET.
OUR NEXT STEPS, WE'RE GOING TO COMPLETE FOCUS GROUPS.
WE'RE GOING TO MAKE SENSE OF THE SCHOOL CHOICE SURVEY DATA SO WE MAKE SURE THAT DATA IS INCLUDED IN THE DATASET AS WELL.
THEN WE'LL CREATE OUR NEXT COMMUNITY SURVEYS, SO WE WANT ANOTHER CHANCE FOR EVERYONE TO BE ABLE TO OFFER THEIR FEEDBACK AND INPUT.
WE DON'T KNOW YET WHAT SHAPE THAT WILL TAKE BECAUSE THE FIRST PART WAS ASSEMBLING THE DATA INTO THIS.
BUT THAT PART IS DESIGNED TO HELP US PRIORITIZE BECAUSE EVEN IN THE THINGS YOU SAW AGAIN, WE NEED TO GET MORE CLEAR ON ALL THINGS ARE GOOD, BUT ALL THINGS CANNOT BE DONE SIMULTANEOUSLY, SO WHICH THINGS WILL LEAD US ON THE BEST POSSIBLE PATH TO SERVE OUR STUDENTS? THEN WE WILL ASSEMBLE A TEAM TO REVIEW AND REFINE THE MISSION VISION.
IT WAS IN DRAFT FORM, SO WE STILL HAVE SOME WORK TO DO TO LOOK AT THAT AND SEE WHAT NEEDS TO CHANGE ABOUT THAT.
IDENTIFYING A THEORY OF ACTION AND KEY STUDENT-CENTERED PROGRESS MONITORING AND OUTCOME MEASURES, WHICH I KNOW YOU'RE VERY INTERESTED IN SEEING.
HOW IS IT THAT WE'RE GOING TO GET TO THAT STAGE OF REACHING THE OUTCOMES AND HOW WILL WE KNOW? THIS IS THE PART WHERE I ALWAYS TALK ABOUT LEADING AND LAGGING INDICATORS.
LIKE GRADUATION RATE IS A LAGGING INDICATOR.
WE CAN LOOK AT IT, BUT THERE'S NOTHING MORE WE CAN DO ABOUT IT.
OUR LEADING INDICATORS ARE OF THE WORK THAT WE'RE DOING, WHAT'S HAPPENING AND WHAT'S CHANGING BECAUSE WE THINK THOSE THINGS ARE WHAT WILL INFLUENCE THAT LAGGING INDICATOR.
A LEADING INDICATOR CAN BE ABOUT THE TRAINING THAT WE PROVIDE AND THAT EVERY STAFF MEMBER HAS ACCESS TO AND THAT THERE ARE OPPORTUNITIES FOR PRACTICE.
A LEADING INDICATOR MIGHT BE THE NUMBER OF STUDENTS WHO ARE EXPERIENCING THE STRUCTURED LITERACY PROTOCOLS IN THEIR CLASSROOMS ON A DAILY BASIS.
THOSE THINGS ARE THE THINGS THAT WE NEED TO BE MINDFUL OF THAT BUILD THAT LADDER TOWARDS THAT OUTCOME.
THEN WE WILL BE DESIGNATING TEAM LEADERS AND TEAMS FOR THE GOAL AREAS SO THAT THE TEAM WORK CAN BEGIN.
WE WANT THE TEAMS TO ALSO BE CROSS STAKEHOLDERS SO THAT THERE IS THAT ONGOING ATTENTION TO THE VOICES AND PERSPECTIVES THAT ARE INFORMING THE PLAN AS WE GO FORWARD, AND WE'RE WORKING TOWARDS ADOPTION IN OCTOBER OF 2023.
WITH THAT, FOR REAL AND SURE, I'M DONE OTHER THAN TO SAY, I SHOULD SAY, HOPE AGAIN, WE WILL HAVE A GOAL, WE WILL HAVE PATHWAYS, AND WE DO HAVE IN OUR SYSTEM SO MANY PEOPLE WHO ARE FILLED WITH AGENCY AND WILLPOWER TO MAKE THINGS HAPPEN IN THE SERVICE OF STUDENTS.
>> THAT'S ALL WE HAD FOR YOU TONIGHT.
WE DO HAVE AN EXECUTIVE SESSION THOUGH, YOU CAN STICK AROUND A LITTLE BIT.
>> WE WILL GO AHEAD AND REASSESS THE WORKSHOP,
[2. RECESS OF WORKSHOP]
GO TO EXECUTIVE SESSION, AND THEN COME BACK AND CONCLUDE THE BOARD WORKSHOP.[3. EXECUTIVE SESSION - Property (RCW 42.30.110 (c)) - Approximately 30 minutes]
WE THINK IT'S GOING TO BE 30 MINUTES, SO WHAT TIME IS IT? 6:20, SO 6:50.CAN WE JUST SAY SEVEN O'CLOCK? THANK YOU. WE'RE GOING TO GO AHEAD AND CLOSE OUT OUR WORKSHOP FOR THIS MONDAY, MAY 8TH. THANKS FOR JOINING US.
* This transcript was compiled from uncorrected Closed Captioning.