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[1. School Board Workshop - 4:30 PM]
LOOK AT THAT. WE'RE ALREADY OFF.WELL, IT'S 4:31 ON JUNE 12TH, WE'RE GOING TO GO AHEAD AND GET THIS WORKSHOP STARTED.
IT LOOKS LIKE WE'RE STILL WAITING ON TRACEY TO GET HERE, BUT SHE'S GOING TO BE COMING IN HOT.
[LAUGHTER] JOHN, I'LL TURN IT OVER TO YOU TO GET US GOING.
>> I THINK IT'S QUERY AND GOOD AFTERNOON, EVERYONE.
WE HAVE A PRETTY FULL AGENDA THIS AFTERNOON FOR THE BOARD.
STARTING OFF WITH CONTINUOUS GROWTH BOARD WORKSHOP, AND THEN SLIDING RIGHT INTO OUR BUDGET WORKSHOP.
I KNOW THE PRINCIPLES ARE HERE AND SOME OF THE ADMIN TEAM.
I'LL PASS IT OFF TO LISA, OR DID YOU WANT ME TO PASS IT OFF TO MARYLAND?
>> THAT CONCLUDES MY PRESENTATION.
[A. Continuous Growth]
AS WE ALWAYS DO, THIS IS OUR SPRING CONTINUOUS GROWTH BOARD WORKSHOP.YOU CAN ALWAYS TELL WHEN LISA PUTS TOGETHER SLIDES BECAUSE IT ALWAYS HAVE ORGANIC THINGS THAT ARE FLOURISHING.
THIS IS JUST A REMINDER THAT WE START IN THE BEGINNING, WE START SMALL, WE BUILD UPON THOSE SUCCESSES AND THEN WE SELL IT AT THE END OF THE SCHOOL YEAR.
WHAT IS A BUZZ IN MY HAND? THAT'S A LITTLE ALARMING. CONTINUOUS GROWTH, MOST OF THE USUAL, YOU'LL SEE THIS IS REVIEW.
WE'VE TALKED ABOUT THIS BEFORE, BUT WE WANT TO MAKE SURE THAT OUR STUDENTS MEET INSPIRATIONAL OUTCOMES.
IN SO DOING, WE ALWAYS TRY TO KEEP THE FOCUS ON STUDENT LEARNING.
WE CONTINUE TO REFINE THE WAY WE LEARN AND WORK TOGETHER.
WE USE AN INQUIRY CYCLE WHICH THERE'S A SLIDE TO REMIND YOU OF WHAT THAT IS IN PROGRESS MONITORING TO MAKE IMPORTANT ADJUSTMENTS.
THEN WE ENGAGE AN ONGOING PROFESSIONAL LEARNING AND COLLABORATION.
ONE OF THE THINGS THAT WE LIKE TO DISTINGUISH IS BETWEEN ASPIRATIONAL OUTCOMES AND INSPIRATIONAL OUTCOMES.
IN ORDER TO FOCUS ON DATA AND THE INQUIRY CYCLE, THAT'S REALLY IMPORTANT THAT WE DO THAT.
JUST TAKE A MOMENT AND LOOK AT OUR GRADUATES.
ON WEDNESDAY NIGHT WE HAD CCA GRADUATION, THURSDAY NIGHT, DISCOVERY HIGH-SCHOOL GRADUATION, FRIDAY NIGHT, CAMERAS, HIGH SCHOOL GRADUATION.
THEN SATURDAY IS FREEDOM RENEGATES.
GET ON THE RIGHT HAND SIDE IS JUST I'M SO SORRY TO SEE HIM GO.
I MEAN, I'M HAPPY HE GRADUATED.
DON'T GET ME WRONG. HE'S A GREAT KID.
SOME BELIEF STATEMENTS HERE FOR YOU.
WE BELIEVE OUR SYSTEM CAN SEE EACH STUDENT AND IDENTIFY THEIR UNIQUE STRENGTHS AND NEEDS.
WE BELIEVE THAT OUR STAFF CAN RESPOND THEN TO EACH STUDENT'S UNIQUE NEED.
WE BELIEVE THAT WHEN WE HOLD OURSELVES ACCOUNTABLE FOR EQUITABLE AND INSPIRATIONAL LEARNING OUTCOMES, THIS WILL BE THE RESULT.
OUR STUDENTS WILL GRADUATE PREPARED FOR LIFE'S CHALLENGES AND OPPORTUNITIES.
LIFELONG LEARNERS WHO ARE INDEPENDENT AND MOTIVATED, AND PASSIONATE, ETHICAL, AND CONTRIBUTING MEMBERS OF SOCIETY.
THESE SHOULD SOUND FAMILIAR TO YOU.
THESE ARE NOT NEW BELIEFS, THESE ARE BELIEFS WE'VE HELD FOR QUITE SOME TIME.
WE'RE CARRYING FORWARD STATEMENTS THAT WERE CONNECTED TO OUR STRATEGIC PLAN.
IF YOU REMEMBER, THERE USED TO BE A SLIDE WITH A BLUE ARROW ON IT.
REMEMBER THAT SLIDE, THAT'S THE SAME AS THESE WORKS HERE.
WE HAD ENGAGED MANY STAKEHOLDERS IN EXAMINING OUR BELIEF SYSTEMS FOR THIS WORK.
YOU'RE ALSO FAMILIAR WITH THE CYCLE OF INQUIRY.
THIS IS THE PLAN DO STUDY ACT.
IDEA THAT HOPEFULLY OCCURS MANY TIMES THROUGHOUT THE SCHOOL YEAR. USING DATA.
DOING THE THING, PLANNING THE THING, SETTING THE THING, AND THEN ACTING AND THEN EVALUATING THE RESULTS AT THE TOP AND CONTINUING AROUND THAT CYCLE.
THE PURPOSES THAT UNWAVERING URGENCY TO HELP ALL CHILDREN LEARN.
HOPE, THE BELIEF THAT YOUR FUTURE WILL BE BETTER THAN TODAY AND YOU HAVE THE POWER TO MAKE IT SO.
WE SPENT QUITE A BIT OF TIME THIS YEAR, PARTICULARLY AT THE BEGINNING OF THE YEAR.
IN FACT, I WANTED TO DIRECT YOUR ATTENTION TO OUR TAPESTRY OF HOPE OR ADMINISTRATIVE RETREAT AT THE BEGINNING OF THE SCHOOL YEAR WHILE ADVANCE ACTUALLY, ADMINISTRATIVE ADVANCE.
WE EXAMINED HOPE IT ALL AS A SCIENTIFIC CONCEPT.
OUR ADMINISTRATORS AND ZACH STAFF WROTE THEIR HOPES FOR THE SCHOOL YEAR ON A PIECE OF FABRIC, OR MANY PIECES OF FABRIC THAT WE JUST INTERTWINE THERE THAT MIGHT NEED TO COME DOWN BECAUSE THE SCHOOL YEAR IS ALMOST OVER.
BUT I HOPE NOT, BECAUSE HOPE LIVES.
SIMPLY HOPING IS NOT ACCOMPLISHING THAT.
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WE TALK A LOT ABOUT GOAL-SETTING.OUR POPTOA, THIS IS HOW THESE CONNECT.
WE IDENTIFY A PROBLEM OF PRACTICE WHICH LEADS TO SETTING A GOAL.
GOAL SETTING IS THE CORNERSTONE.
THEN THAT INCLUDES IDENTIFYING SOMETHING THAT YOU WANT OR VALUE.
OUR THEORIES OF ACTION CREATES THE BASIS FOR THOSE PATHWAYS, WHICH IS IDENTIFY ROOTS TOWARD GOALS AND FIND NEW ROUTES AROUND OBSTACLES IF NECESSARY.
IT'S A PATHWAY. THEN THIS LAST ONE IS AGENCY.
YOU'RE HOPEFULLY HAVE A GOAL OF A PATHWAY AND HAVE AGENCY OR THE WILLPOWER TO SUSTAIN MOTIVATION TO MOVE ALONG THESE PATHWAYS.
THIS IS SOMETHING THAT WE, WORK ON EVERY DAY.
SOMETIMES MOTIVATION CAN BE CHALLENGING TO FIND AND WE WERE BUSY AND THINGS HAPPEN AND THEN MAYBE ONE OF OUR KIDS WON'T BE AS SUCCESSFUL AS WE THOUGHT THEY WOULD.
PARTICULARLY LEAVING AFTER GRADUATION IS WATCHING HOW OUR PRINCIPALS FOUND MANY PATHWAYS AND MANY CONDUITS FOR WILLPOWER TO HELP THOSE KIDS CROSS THAT STAGE.
TODAY, WHAT THE PRINCIPALS WILL SHARE WITH YOU IS THEIR POPTOA WORK, PRINCIPLE OF PRACTICE, THEORY OF ACTION.
THEY'VE IDENTIFIED SOME GLOWS FROM THIS YEAR, SOME GROWS FROM THIS YEAR, AND THEN HOW DO THE GLOWS AND GROWS PROVIDE THE FOUNDATION FOR EACH YEAR'S PLAN.
THEY'RE PREPARED TO SHARE THAT WITH YOU. THESE ARE YOUR TEAMS. WE'VE DISCUSSED THIS YEAR ABOUT HAVING A FEEDER PATTERNS BECAUSE WE'RE CURIOUS.
HOW DOES THE BALLER, LACAMAS LAKE, LIBERTY, ALONG WITH WOODBURN.
BUT IN ORDER TO DIVIDE, WE'RE CURIOUS ABOUT HOW THE BALLER, LACAMAS, POPTOA, IN-FRONT OF LIBERTY OF POPTOA AND THAT.
WE KNOW THAT THERE'S CONVERSATION THAT OCCURS AND THAT'S WHY WE STRUCTURED IT THIS WAY.
ERICA AND TRACEY, YOU'LL BE WORKING WITH BALLER, LACAMAS LAKE, LIBERTY AND PBL CAMPUS ADMINISTRATORS.
COREY AND BAMINI YOU'LL BE WITH GRASS VALLEY, WOODBURN, SKYRIDGE AND HAYES FREEDOM.
CONNIE AND JOHN WITH FOX, PRUNE HILL, CCA AND CHEMIS HIGH-SCHOOL.
WE'RE ASKING YOU TO REFLECT AS YOU'RE LISTENING, WHAT DO YOU NOTICE AND WHAT DO YOU WONDER? MY ADVICE IS TO TAKE SOME NOTES ALONG THE WAY, BECAUSE IF YOU'RE LIKE ME, YOU'LL BE AT THE END AND THOUGHT, YEAH, THAT WAS GREAT.
THEN WE'LL HAVE A SHORT DISCUSSION AFTERWARD.
I'M GOOD. WHAT QUESTIONS MAY I ANSWER? ANY? WELL, I DON'T THINK AS COOPER PRESENT HAS EVER SAID THAT TO ME, TELL ME WHERE TO GO.
TWO GROUPINGS HERE. [INAUDIBLE] IS YOUR IDEA THAT ONE OTHER GROUPINGS WOULD BE HERE?
>> THANK YOU. HOPEFULLY YOU HAD SOME GREAT MOMENTS WITH OUR WONDERFUL ADMINISTRATORS AND I'VE GOT TO HEAR QUITE A BIT THAT WAS HAPPENING IN ALL OF OUR BUILDINGS.
I THINK THE INTENTIONALITY OF HAVING A TRUE K12 SYSTEM FOR YOU TO SPEND SOME TIME WITH THAT I THINK IS A GREAT THING.
I KNOW THAT THERE'S A LOT OF NOTICINGS AND WANDERING.
WE'RE GOING TO START WITH THE NOTICINGS THAT YOU HAD AS A BOARD.
OUR PRINCIPLES ARE STILL HERE SO IF THERE'S SOME REAL TECHNICAL QUESTIONS THEY CAN JUMP INTO.
JEN SCOTT, OBVIOUSLY IS OUR EXPERT, SHE'S WITH US STILL.
SOME NOTICINGS THAT YOU-ALL TOOK AWAY FROM TIME WITH OUR PRINCIPLES AROUND THERE POP TO US.
>> I'LL JUMP IN. WE WERE TALKING ABOUT THIS DEBRIEFING IN OUR GROUP, BUT I NOTICED THAT THROUGHOUT THIS YEAR WHEN WE'VE BEEN GOING TO OUR SITE VISITS, THAT I'VE BEEN SEEN ALL OF THIS IN ACTION.
IT'S REALLY EXCITING TO BE ABLE TO GO.
I THINK ABOUT THE SCIENCE OF READING AT THE ELEMENTARY LEVEL, WHICH I THINK IS JUST MIND-BLOWINGLY COOL.
EVERY ELEMENTARY SCHOOL THAT I'VE GONE TO THIS YEAR, WE'VE SEEN THAT, WE'VE SEEN LESSONS ON IT.
OR AT THE VERY LEAST WHEN WE'VE WALKED INTO A ROOM, THEY MIGHT NOT HAVE BEEN DOING READING AT THAT TIME, BUT YOU SAW THE WORD WALL AND THAT STUFF.
IT'S VERY COOL TO SEE THE CONSISTENCY ACROSS ALL OF THE BUILDINGS AND THAT EVERYBODY IS MOVING THE SAME DIRECTION.
I CAN SEE THAT WITH OTHER THINGS, AT HAYS WE'RE TALKING ABOUT, THE EIGHT CRITICAL THINKING PRACTICES.
I'VE SEEN THAT WHEN WE'VE GONE AND VISITED THAT BUILDING TOO, WITH THE ICONS THAT ARE UP THERE.
THE MAGNETS ARE TYING THINGS BACK TO THESE CRITICAL THINKING SKILLS.
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I JUST LOVE THAT THESE THINGS THAT WE'RE WORKING ON IN THESE POP TOURS ARE REALLY EMBEDDED INTO THE EVERYDAY PRACTICE.I THINK ALSO HEARING THAT THE DATA IS BACKING THIS UP, HEARING ABOUT READING SCORES, I THINK CLAIRE SAID THAT 47% OF IMPROVEMENT AT THE K2 LEVEL, AT WOODBURN.
AMY WAS EVEN SAYING THAT JUST STUDENTS AT HAYS AND THEIR PERCEPTION OF MATH IN THE PANORAMA SURVEY HAS INCREASED SINCE THEY'VE BEEN WORKING ON THESE MATH PRACTICES AND THESE CRITICAL THINKING SKILLS.
SO THE FACT THAT NOT ONLY IS EVERYBODY DOING THE SAME THING, BUT IT'S BEING SHOWN, WE WERE SEEING RESULTS. I THINK THAT'S REALLY COOL.
>> CAN I PIGGYBACK ON THE RESULTS PART? BECAUSE I THINK THAT THAT'S SOMETHING THAT I NOTICED IS THAT THIS IS AN APPLES-TO-APPLES, THAT A 4% INCREASE IN A MIDDLE SCHOOL BELONGING IS HUGE IN A 40% INCREASE IN ELA, IN ELEMENTARY.
IT'S JUST NOT APPLES TO APPLES.
ANY SORT OF GROWTH, INCREMENTAL GROWTH IS A WIN.
LISTENING TO EACH ONE OF THESE AND JUST HEARING FROM ALL OF YOU IN OUR INNER CIRCLE, I HOPE THAT WHEN YOU SHARE THE 4% AND THEN YOU SHARE THE 77%, YOU FEEL THAT WIN.
BECAUSE THAT'S WHAT I NOTICE OF THAT'S A BIG THING THERE, AND THAT'S THE BIG THING THERE.
>> I WAS IN YOUR GROUP TOO, SO I WOULD JUST ECHO THAT.
WHETHER IT'S 40% OR 4%, ANY INCREMENTAL GROWTH IS IMPORTANT.
I LOVE HEARING ALL THOSE WINS.
I ALSO LIKED WHAT COREY SAID ABOUT WE SAW THIS IN ACTION.
I LOVE THAT ABOUT THIS YEAR IN OUR SITE VISITS IS THAT IT DIDN'T MATTER WHAT SCHOOL WE WENT TO, WE KNEW WHAT WE WERE LOOKING FOR AND WE SAW THOSE THINGS HAPPENING IN ALL OF OUR SITE VISITS.
I REALLY ENJOYED THAT CONNECTION TO OUR SITE VISITS THIS YEAR.
I THOUGHT IT WAS MORE PROMINENT THAN IT HAS BEEN IN YEARS PAST, I THINK.
I ENJOYED THAT PART OF OUR SITE VISITS FOR SURE.
>> FROM MY GROUP, I THINK WHAT IS REALLY NICE TO SEE, AND LIKE YOU SAID AS WELL, COREY IS TO SEE WHAT'S BEING PREACHED, BUT PRACTICES.
IT'S NOT JUST SOME MEETING THAT PEOPLE ATTEND OR PROPOSALS I GET WRITTEN, BUT IT'S ACTUALLY IS IN ACTION AND THAT'S REALLY NICE TO SEE.
WHAT I DID LOVE ALSO IS HOW A UNIFIED IT FEELS AND IT SEEMS WITHIN GRAMMAR SCHOOL, THE THINGS THAT THEY'RE DOING IS EVERYONE IS DOING IT THE SAME WAY.
AS WAS POINTED OUT, IF ONE KID WAS TO GO FROM ONE PLACE TO ANOTHER, IT WOULDN'T BE RE-LEARNING SOMETHING OR WONDERING WHY I MISSED IT, WHY I WASN'T TAUGHT THAT.
BUT RATHER IT'S ONE UNIFIED PROGRAM THAT'S BEING DONE, WHICH IS REALLY NICE TO SEE.
>> I'LL POP IN. THE THING I NOTICED IS THE EXCITEMENT AMONGST ALL OUR ADMINISTRATORS, AT LEAST THE ONES THAT I MET WITH ABOUT ALL THIS, ABOUT THAT WE'RE MAKING, THAT WE'RE GROWING AND WE HAVE PROCESSES AND WE'RE ALIGNED AND WE'RE SEEING THE RESULTS, RIGHT? IT'S WORKING, AND THAT'S EXCITING AND MOTIVATING.
BECAUSE I SAID GOD, THAT'S A HEAVY LIFT FOR TEACHERS.
BUT WHEN YOU SEE HOW IT'S WORKING, IT GETS A LITTLE BIT LIGHTER. IT SOUNDS LIKE.
I TOOK TONS AND TONS OF NOTES, BUT THE EXCITEMENT AND JUST THE PURPOSEFUL AND VERY INTELLIGENT APPROACH, I THINK WITH THE LETTERS AND THE TEN LESSONS CYCLE AND THE CONTINUAL REASSESSMENT AND FINDING THE TOOLS, THE INTERIM TOOLS THAT WE DIDN'T KNOW WE HAD TO USE WITHOUT ANYTHING WE CAN DO TO HELP THAT WORK BECAUSE IT SOUNDS LIKE WE SEE IT'S WORKING AND IT'S SYSTEM-WIDE.
>> NOTICED IN OR I ONLY GET ONE NOTICE [LAUGHTER].
CALLBACK. IS JUST THAT IN ALL OF THE DATA THAT WAS SHARED, I JUST FEEL OPPORTUNITY.
WHAT I NOTICED IS THAT WHEN THE DATA IS BEING SHARED IN A WAY THAT WE KNOW WE'RE COMING BACK TO
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THIS NEXT YEAR AND WE WONDER WHAT WE CAN DO WITH THAT.WE WONDER WHAT, AND WE KNOW THAT WE DIDN'T START FROM A PLACE BEFORE.
NOW WE HAVE THIS EXITING NUMBER AND WE WONDER WHAT OUR ENTRY NUMBER WILL BE NEXT YEAR.
I JUST THINK WE ARE SWIMMING AND OPPORTUNITY TO DIGRESS THROUGH ALL OF THESE.
WE COULD MAKE SOME ASSUMPTIONS OR SOME THOUGHTS OR TARGETS OF WHAT WE THINK ENTERING NUMBERS COULD BE NEXT YEAR AND INCREASE THAT HOPE OF WHERE WE JUMPED TO BY THE END OF THE YEAR.
I JUST SEE EXCITEMENT FOR THAT OPPORTUNITY BECAUSE WE'RE GOING TO CONTINUE THIS YEAR AFTER YEAR, WHICH IS JUST SMART AND SOOTHING, I WOULD THINK TO CLASSROOM TEACHERS TO KNOW I'VE LEARNED, I'VE IMPLEMENTED AND BOY, I'M GOING TO JUST GROW ON TOP OF THAT FOR NEXT YEAR.
>> I NEED TO GO BACK. [LAUGHTER] I WOULD ECHO THAT.
THE WORK THAT WE'RE DOING, WHETHER IT IS IN ELEMENTARY SCHOOL OR MIDDLE SCHOOL OR AT CCA OR HIGH SCHOOL, AND WHEREVER YOU ARE AS A STUDENT, IT SOUNDS LIKE WE ARE SO INTENTIONAL ON SEEING AND SERVING EVERY STUDENT, WHICH OF COURSE IS WHAT WE DO.
IT'S ALL OVER THE ROOM. NOW I CAN'T FIND IT.
[LAUGHTER] BUT THAT'S WHERE OUR FOCUS, WE WANT TO BE ABLE TO SEE AND SERVE EACH STUDENT.
IT SOUNDS LIKE THE WORK THAT WE'RE DOING IS EVERY DAY GETTING US CLOSER AND CLOSER AND BETTER AND BETTER AT IT, AND THAT'S WHAT WE'RE ALL ABOUT.
I KNOW THAT YOU HAVE SOME WONDERINGS, I WOULD ASSUME WITH ALL OF THAT INFORMATION.
AGAIN, THERE'S A LOT PACKED INTO A 20-MINUTE OR 30 MINUTE TIME-FRAME, I GUESS IS WHAT, WONDERINGS?
>> YOU WANT TO GO AHEAD? YOU GO AHEAD.
>> I'LL JUST GO. I JUST WONDER WHAT WE CAN DO TO SUPPORT THIS WORK.
CONTINUE TO SUPPORT IT AND WHAT YOU NEED AT EACH BUILDING FOR THIS.
>> I DON'T WANT TO SPEAK FOR EVERYONE IN THE AUDIENCE, BUT ITS RESOURCES.
IT'S ALIGNING OUR RESOURCES, OUR FINANCIAL TIME, EVERYTHING TO BE ON THE SAME PAGE IS ONE OF THE BIGGEST FULL BOARD PERSPECTIVE.
>> WHEN YOU SAY RESOURCES, YOU MEAN TIME AND MONEY? ANYTHING ELSE IN A RESOURCE?
>> I'M JUST GOING TO THROW A WONDERING OUT THERE.
SOMETHING THAT I HEARD IN OUR GROUP, WAS REGARDING BELONGING IN THAT PANORAMA SURVEY.
IT STUCK WITH ME A LITTLE BIT BECAUSE I'D TAKE A QUIZ THIS WEEK.
I'M WELL, IT'S REALLY NONE OF THOSE.
PICKING ONE OR THE OTHER REALLY PUT ME IN THIS BOX OR THIS BOX.
WE WANT OUR KIDS TO FEEL A SENSE OF BELONGING.
WE WANT THEM TO FEEL CONNECTED TO A TEACHER OR A STAFF MEMBER.
BECAUSE THAT'S GOING TO MAKE THEM GROW AND HAVE BETTER CHANCES OF SUCCESS.
MY WONDERING JUST REALLY, IS THAT THE RIGHT SURVEY OR IS THAT ARE WE ASKING THE RIGHT QUESTIONS IN THAT? I DON'T KNOW WHAT THE QUESTIONS ARE.
I HAVEN'T SEEN HIM A LONG TIME. BUT JUST A CURIOSITY OF, IS THAT THE RIGHT WAY TO BE ASKING THAT? OR I KNOW WE THROW SO MANY SURVEYS OUT THERE TO PARENTS AND FAMILIES.
JUST MAKING SURE THAT WE'RE INTENTIONAL WITH THE ONES THAT WERE DOING.
THAT THEY ARE GIVING US THE INFORMATION THAT WE WANT.
>> I THINK ALONG WITH THE TYPE OF SURVEY WAS, AT WHAT TIME OF YEAR ARE WE GIVING IT? BECAUSE GARY BROUGHT UP THAT, THAT COULD HAVE AFFECTED THE DATA.
AT CERTAIN POINTS OF THE YEAR OUR KIDS JUST DONE AND WHATNOT.
MAY BE I'M REALLY DIGGING INTO THAT PART OF THE PROCESS AS WELL.
>> BECAUSE I ALSO WROTE DOWN SOMETHING ELSE GARY SAID ABOUT, HOW DO WE KNOW WHAT THEY KNOW VERSUS WHAT THEY SHOW US THAT THEY KNOW? BECAUSE SOMETIMES THEY KNOW A LOT OF STUFF.
BUT THEY'RE NOT GOING TO TEST WELL OR THEY'RE NOT GOING TO SHOW US.
HOW DO WE GET INTO THAT AND TO REALLY KNOW WHAT THEY KNOW? AGAIN.
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>> I THINK ANOTHER WONDERING WAS, I'M HEARING FROM MY GROUP, A PRETTY GOOD ALIGNMENT WITHIN ELEMENTARY.
I'M WONDERING IF MIDDLES ARE ABLE TO FIND AS SUCH SYNERGY AS ELEMENTARY.
WHAT DO THEY NEED TO FIND MORE OF THAT ALIGNMENT WITHIN ONE ANOTHER? OR MAY BE I DO NOT HAVE THE RIGHT PERCEPTION.
THERE WAS ONE PARTICULAR SCORE FOR SIXTH GRADERS AT LIBERTY, THAT I WONDERED.
IT SAID THAT, THIS WAS A GREAT DATA POINT.
THAT YOU ARE 100 OUT OF 146 SIXTH GRADERS INCREASED OUR AI READY SCORES.
I AUTOMATICALLY WONDER, WHAT'S THE DATA LOOK LIKE FOR THOSE 46 SIXTH GRADERS.
WHAT'S THE PLAN FOR THEM, THIS SUMMER, BEFORE THEY COME BACK TO AS SEVENTH GRADERS? ANOTHER WONDERING.
>> ERICA, TO GO BACK TO, YOUR WONDERING ABOUT THE SECONDARY LEVEL WEEK.
WE DISCUSS THAT A LITTLE BIT IN OUR GROUP AND TALKED ABOUT HOW I CAN'T REMEMBER WHO MENTIONED IT.
BUT A LOT OF SECONDARY HAS SEEN THE WAY THAT THERE'S BEEN A LOT OF COMMON ALIGNMENT AT THE ELEMENTARY LEVEL.
WHILE AT THE SECONDARY LEVEL, THINGS START TO LOOK A LITTLE BIT DIFFERENT.
BUT NOT ALL OF OUR BUILDINGS ARE DOING ALL OF THE EXACT SAME THINGS.
BUT THE CORE BELIEFS ARE STILL THERE.
THE THINGS LIKE EQUITABLE GRADING PRACTICES, PLCS.
I'M FORGETTING A COUPLE OF THE OTHER ONES THAT WE WERE TALKING ABOUT.
EVEN THOUGH THESE BUILDINGS ARE OPERATING IN WAYS THAT ARE OFFERING DIFFERENT STRUCTURES OF LEARNING AND THOSE TYPES OF THINGS.
IT CAN ALL COME BACK TO REALLY WHAT OUR CORE BELIEFS ARE.
OUR CORE BELIEFS THAT, EVERY STUDENT CAN SUCCEED.
WE HAVE ALL OF THE STUDENTS IN MIND.
IT LOOKS A LITTLE BIT DIFFERENT.
BUT I LIKE HEARING THAT SECONDARY TEACHERS SEE IT AND THEY WANT TO FIGURE OUT.
I'M SORRY TO JUST PUT WORDS IN THE SECONDARY TEACHERS MOUTH.
YOU CAN TELL ME TO SHUT UP ANYTIME.
BUT I LIKE HEARING THAT, HOW CAN WE MAKE THIS WORK FOR HOW WE DO IT? YEAH.
>> THANK YOU FOR SHARING YOUR NOTICE THINGS IN WONDERINGS.
AGAIN, THANK YOU TO THE ADMINISTRATORS IN THE ROOM FOR, TAKING THE TIME WITH OUR BOARD MEMBERS.
THAT'S REALLY I'M GOING TO TURN OVER.
>> IT WAS EXCITING TO HEAR YOUR NOTICED AND WONDERS.
BECAUSE LAST YEAR, AT THE END OF THE YEAR, THE GROWS THAT WE HAD FOR ELEMENTARY BECAME THIS YEAR'S GROWTH.
BEING ABLE TO HAVE YOU HERE THAT IN YOUR GROUPS.
KNOW THAT OUR GROWS THAT WE'RE ENDING THIS YEAR ARE GOING TO HELP, AND ALREADY HAVE HELPED US THE PLAN FOR THE WORK THAT NEEDS TO HAPPEN NEXT YEAR.
THAT WE CAN CELEBRATE THOSE AS GROWS NEXT YEAR.
THAT CONTINUAL PIECE IMPORTANT.
THEN THAT LEADS INTO OUR FOCUS ON ELEMENTARY.
BECAUSE YOU'VE HEARD THAT THE PROBLEM OF PRACTICE AND THEORY OF ACTION IS CONSISTENT ACROSS OUR ELEMENTARIES.
WE'RE ABLE TO SHOW YOU SOME DATA NEXT THAT CONNECTS TO THE PROBLEM IN THEORY.
PROBLEM, GIVEN THE IMPORTANCE OF PROFICIENT AND JOYFUL READING.
WE REALLY WANT TO MAKE SURE THAT WE HOLD ONTO JOYFUL READING.
OUR READING DATA AND EQUITY GAPS AND THE IMPACT OF THE PANDEMIC.
WE'VE IDENTIFIED A PROBLEM OF PRACTICE FOCUSED ON READING, BEGINNING WITH THE EARLY GRADE.
OUR THEORY IS IF WE IMPLEMENT EVIDENCE-BASED STRATEGIES TO SUPPORT WORD RECOGNITION, AND LANGUAGE COMPREHENSION IN EVERY CLASSROOM.
THEN WE WILL SUPPORT ALL STUDENTS IN BECOMING INDEPENDENT LEARNERS, AND CONFIDENT AND JOYFUL READERS.
OUR GOAL IS THAT BY YEAR FIVE, 95 PERCENT OF OUR STUDENTS REACH PROFICIENCY IN READING BY THE END OF GRADE 3.
WE BEGAN OUR PROFESSIONAL LEARNING.
ALL KINDERGARTEN TEACHERS ACROSS OUR SCHOOLS WERE PART STARTED LAST YEAR WITHIN THE FIRST AND SECOND GRADE IN THREE OF OUR BUILDINGS.
WE'RE ALIGNING AND REFINING AND WE'RE STARTING THOSE STRATEGIC INTERVENTIONS.
[00:25:01]
WHAT'S HELPED THAT TO HAPPEN WHEN WE ASKED ABOUT RESOURCES IS, OUR EQUITY COACHES IN THREE OF OUR SCHOOLS AND OUR READING SPECIALISTS.BECAUSE TO BRIDGE LEARNING TO PRACTICE, YOU NEED TO BE ABLE TO HAVE THOSE SUPPORTS FOR TEACHERS.
THEN THE OTHER PIECE IS THE PROFESSIONAL LEARNING.
SITTING ON THE DYSLEXIA ADVISORY COUNCIL MEETING TODAY, TO WRAP UP THIS YEAR.
WHAT IS HELPING THAT WORK MOVE FORWARD IN CANVAS, IS THE PROFESSIONAL LEARNING OF LETTERS THAT'S GROUNDED IN THE SCIENCE OF READING.
CONTINUING THAT IN OUR PLAN IS REALLY IMPORTANT, TO BE ABLE TO SEE THE DATA YOU'RE GOING TO SEE NEXT.
M CLASS, IS THE PLATFORM THAT'S CAPTURING THE DATA THROUGH THE DIBL PROBES.
THE DIBL PROBES, ARE THOSE EARLY LITERACY PROBES THAT ARE, MAY BE ASSOCIATED WITH RISKS IN READING THAT CAN LEAD TO DYSLEXIA.
BUT AGAIN, WE WE'RE NOT DIAGNOSING DYSLEXIA THROUGH THIS.
THE THREE SCREENING WINDOWS, BOI IS BEGINNING OF YOUR, MOI IS MIDDLE OF YOUR, AND THEN END-OF-YEAR IS EOI.
AS A DISTRICT, YOU CAN SEE OUR DATA FOR EACH OF THOSE THREE PERIODS.
LOTS OF GLOWS IN LOOKING AT THE END OF YOUR DATA AS A DISTRICT.
SEEING THAT WE HAD LESS STUDENTS THAT ARE SCORING WELL BELOW, AND MORE MOVING INTO BENCHMARK AND ABOVE BENCHMARK AS THE DISTRICT.
TO GO BACK, WE FOCUSED ON K2 BECAUSE THAT IS WHERE WE'VE STARTED THE PROFESSIONAL LEARNING.
THAT'S THE DATA THAT YOU'RE SEEING.
WE HAVE DATA FOR ALL OF OUR GRADE LEVELS BUT NOT K1, AND 2.
THEN WHEN YOU BREAK IT DOWN BY GRADE LEVEL IN THE DISTRICT, YOU CAN SEE THOSE SAME GRAPHS.
THE FACT THAT IF YOU GET TO END-OF-YEAR IN KINDERGARTEN, YOU CAN SEE THE GAINS THAT HAVE BEEN MADE.
AGAIN, OUR KINDERGARTEN COHORT HAS HAD TWO YEARS OF LEARNING.
THEN YOU GO DOWN TO 1 GRADE, AND 2 GRADE.
WHEN WE LOOK AT 2 GRADE, WE DO SEE THAT THERE IS AN OPPORTUNITY FOR THAT CONTINUED LEARNING.
KNOWING THAT NEXT YEAR WE'LL HAVE GRADES 1, AND 2 TEACHERS THAT WILL HAVE COMPLETED TWO YEARS OF PROFESSIONAL LEARNING.
THEN ANOTHER REPORT THAT WE CAN SHOW IS THIS COMPARISON REPORT.
COMPARISON REPORT, THIS DATA IS SHOWING DATA FOR GRADES K ONE AND TWO, AT TWO POINTS IN TIME SO WE'RE COMPARING THE DATA FROM THE BEGINNING OF THE YEAR SCREENING WINDOW, TO THE END OF THE YEAR SCREENING WINDOW.
ONE THOUSAND THREE HUNDRED AND TWENTY SEVEN STUDENTS HAD SCREENING DATA FOR BEGINNING OF YEAR AND END-OF-YEAR.
THEN, IF WE FOCUS ON THE WELL BELOW, WHAT WE'RE SEEING IS THAT AT THE BEGINNING OF THE YEAR, 298 STUDENTS SCORED WELL BELOW.
NOW AT THE END OF THE YEAR, 49% ARE STILL WELL BELOW.
HOWEVER, 23% HAS MOVED TO BELOW, 25 TO AT, AND 3% ABOVE BENCHMARK IN THAT, COMPARING THOSE TWO MEASURES THAT TIME.
THEN YOU CAN SEE BELOW BENCHMARK.
AGAIN, 211 STUDENTS YOU CAN SEE THE PERCENTAGE THERE HAS BEEN A SLIP.
THERE HAS ALSO BEEN A HUGE GROWTH FROM STUDENTS MOVING BELOW BENCHMARK TO AT BENCHMARK.
>> WHAT DO WE THINK ATTRIBUTES TO THOSE? I HATE TO CALL THE SLIP BECAUSE I WONDER IF IT IS AGAIN, WE WERE TALKING ABOUT TIME OF DAY OR I DON'T THINK THAT THAT WOULD REFLECT IN THIS TYPE OF SCORE.
BUT WHAT DO WE THINK THAT THAT POSSIBLY COULD BE?
>> I, AND LISA, YOU CAN JUMP IN TOO.
I DID A SECOND PIECE OF DATA DIVING AND I BELIEVE THAT SOME OF THAT MAY BE THAT STUDENTS ARE CATCHING LEARNING IN TIER ONE TO THE POINT THOUGH WHERE THEY MIGHT NEED A SECOND DOSE OF SMALL GROUP INSTRUCTION TO HELP THEM EITHER DEEPEN THAT PRACTICE OF WHAT THEY'RE LEARNING.
WELL, THAT IS ONE REASON I BELIEVE THAT THAT WOULD HAPPEN.
BUT AGAIN, I THINK IT TAKES ANOTHER LOOK AT THE DATA, IN PARTICULAR FOR EACH OF THE PROBES THAT THE STUDENTS ARE GIVEN.
>> I THINK THE OTHER THING THAT'S HAPPENING WITH SOME STUDENTS IS THAT WITH EACH WINDOW THE BENCHMARK STANDARD INCREASES.
IF I'M A STUDENT WHO'S ON THE EDGE AND THEN THE STANDARD INCREASES,
[00:30:05]
IT COULD BE THAT I'M STILL CLOSE BUT I'VE JUST SLIPPED BELOW THE STANDARD THAT'S BEEN ESTABLISHED FOR THAT BENCHMARK WINDOW.THE OTHER THING IS THAT WE CAN'T KNOW, SO FOR EXAMPLE, WHEN YOU LOOK AT THE WELL BELOW BENCHMARK, AND YOU SEE THAT 49% OF STUDENTS WHO STARTED THE YEAR IN WELL BELOW ARE STILL THERE, WE CAN'T SAY THEY DIDN'T GROW.
WE CAN ONLY SAY THEY DIDN'T GROW ENOUGH TO MOVE INTO THE NEXT CATEGORY.
>> BECAUSE WHEN YOU LOOK AT THE DATA YOU CAN SEE THAT GROWTH IN THE WELL BELOW, IT'S JUST NOT ENOUGH TO GET THEM TO BELOW BENCHMARK.
THEN THIS ONE BREAKS IT DOWN BY GRADE LEVEL, SO SAME AS THE BIG PICTURE BUT NOW YOU HAVE KINDERGARTEN, FIRST, AND SECOND GRADE.
WHEN YOU LOOK AT THAT WE WONDER ABOUT SECOND GRADE ENDING THE YEAR AND THEN KNOWING WHERE IS IT, THAT'S THE NEXT STEP OF WHERE IS THE STRUGGLE IN TERMS OF EACH OF THE PROBES AND THEN HOW DO WE GO INTO THE NEXT SCHOOL YEAR KNOWING THAT THOSE ARE KIDS THAT NEEDS AN ADDITIONAL LAYER OF SUPPORT.
IF WE LOOK AT THIS THROUGH AN EQUITY LENS, OUR BELIEF IS THAT EVERY STUDENT HAS THE RIGHT TO LEARN, TO READ.
EVERY CHILD REGARDLESS OF INCOME LEVELS, ZIP CODE, OR THE EDUCATION LEVEL OF THEIR PARENTS, HAS THE RIGHT TO LEARN TO READ.
LEARNING TO READ AND WRITE IS IMPERATIVE FOR ACADEMIC SUCCESS, AND STUDENTS WHO COMPLETE K-12 EDUCATION WITH LOW-LEVEL LITERACY SKILLS CAN BE SOCIALLY AND EMOTIONALLY DISADVANTAGED COMPARED TO THEIR PEERS.
SOME OF OUR LARGEST OPPORTUNITY AND ACCESS GAPS ARE WITH STUDENTS SERVED IN THE FREE AND REDUCED LUNCH PROGRAM, MULTILINGUAL STUDENTS, AND STUDENTS ON IEPS.
WE KNOW THAT AND WE HAVE SOME DATA TO SHOW THAT WHAT WE'RE DOING IS WORKING.
ON THIS SLIDE, THIS IS A BIG PICTURE OF SOME SMALLER PICTURES THAN YOUR SLIDES, BUT THERE'S THREE LINES THAT WE WANT YOU TO NOTICE.
THE FINAL TARGET LINE THAT SAYS 86%, THIS IS THE PERCENTAGE OF STUDENTS IN FIFTH GRADE WHO WERE NOT SERVED THROUGH FREE AND REDUCED LUNCH PROGRAM, AND WHO MET OR EXCEEDED THE GRADE LEVEL IN READING IN SPRING OF 2021, WHICH WAS THE FIRST YEAR OF IMPLEMENTATION OF OUR DIBELS PROBES.
THAT'S THE BLACK DOTTED LINE AT THE TOP.
THE SECOND MOST IMPORTANT LINE IS THE TARGET LINE, WHICH IS THE GREEN LINE.
IF WE LOOK AT THE STUDENTS DATA FROM FALL OF KINDERGARTEN AND WE FOLLOW THAT TARGET LINE, WE WANT TO GET THEM TO 86%.
THE RED IS THOSE ACTUAL STUDENT PERFORMANCE SCORE.
WE WANT THOSE RED BOXES, THE MAIN PIECE TO NOTICE IS WE WANT THE RED BOXES TO BE EITHER ON THAT GREEN TARGET LINE OR ABOVE, AND THEY ARE.
WHEN WE LOOK NOW AT THIS, THESE ARE STUDENTS SERVED THROUGH FREE AND REDUCED LUNCH PROGRAM; KINDERGARTEN, FIRST, AND SECOND GRADE.
AGAIN, NOTICE THE GREEN TARGET LINE AND THEN THE RED SQUARES WITH THE PERCENTAGE IS WHAT WE WANT TO SEE.
WE WANT TO SEE IT MOVING AND NOT DROPPING BELOW THE TARGET LINE, BUT AT OR ABOVE.
FOR EACH GRADE LEVEL, THAT'S HAPPENING.
ANY QUESTION? THE OTHER PIECE OF OUR EQUITY LENS IS OUR STUDENTS SERVED THROUGH INDIVIDUALIZED EDUCATION PLANS.
AGAIN, I BELIEVE THAT EVERY STUDENT HAS THE RIGHT TO LEARN TO READ.
AGAIN, WHEN YOU LOOK AT THE TARGET LINE, MOVING TOWARD THAT 86%, THAT FINAL TARGET, YOU CAN SEE THAT IT'S WORKING.
WHAT WE'RE DOING IS WORKING FOR ALL STUDENTS.
AGAIN, WHEN YOU LOOK AT THE SECOND GRADE 57%, PERFORMANCE SCORE IS ABOVE THE TARGET LINE.
>> STAN, THE THEORY THAT WITH EVERY YEAR THAT YOU HAVE WITH THE STUDENTS, YOUR LINE OF THEIR PERFORMANCE WILL BE THAT MUCH HIGHER THAN THE GREEN TARGETED LINE.
MY CURIOSITY WITH KINDERGARTNERS, THIS THIRD YEAR STILL ON A GREAT PROJECTORY.
[00:35:01]
HOW DOES THAT CONTINUE TO MAKE THOSE SMALL LITTLE INCREMENTAL JUMPS AND STAY ON THAT GREEN LINE WHEN THEY'RE NEW TO YOU?>> WELL, I THINK PART OF IT TOO IN WHAT WE'VE COME TO UNDERSTAND WHEN WE LOOK AT KINDERGARTEN DATA, IS THAT OUR STUDENTS MANY COME TO SCHOOL WITHOUT PRESCHOOL EXPERIENCE.
WHEN THEY'RE SCORED AT THOSE SCREENING WINDOWS, ESPECIALLY AT THE BEGINNING OF THE YEAR, WE HAVE TO ANTICIPATE THAT THEY'RE GOING TO BE WELL BELOW.
BUT WHEN WE LOOK AT THE DATA FROM INSTRUCTION IN TIER 1 THAT'S GROUNDED IN THE SCIENCE OF READING AND THOSE PRACTICES, WE WANT TO SEE THAT CONTINUOUS.
SEE THEM GAIN THE SKILLS IN TIER 1 FOR INSTRUCTION THAT HELPS THEM MOVE ALONG AND THEN THEY'RE NOT FALLING BEHIND.
THE GOAL IS THAT WE'RE PREVENTING READING STRUGGLE AS THE STANDARDS AND AS THE SKILLS INCREASE THAT THEY'RE ABLE TO TAKE THAT LEARNING AND CONTINUE TO MOVE.
BUT AGAIN, IT'S THE TIER 1 INSTRUCTION.
>> [NOISE] THAT BE A RESOURCE OR EARLY LEARNING.
DID I COME IN AT THE RIGHT TIME, LISA?
>> ABSOLUTELY [OVERLAPPING] WE DIDN'T PAY HER. JUST FOR THE RECORD.
ABSOLUTELY, SOMETIMES WHEN WE'VE GATHERED LIKE [INAUDIBLE] AT THE BEGINNING OF THE YEAR AND SET GOALS BASED ON THAT, THERE'S THAT THOUGHT, BUT WE TAKE THEM AS THEY ARE, AS THEY COME IN.
YES, BUT THAT POINT, WHETHER IT'S THE FALL AND DRIBBLES OR THE FALL AND [INAUDIBLE] KIDS ALSO LETS US CONTINUE TO SEE HOW ACCESS TO PRESCHOOL AND EARLY LEARNING PROGRAMS IS HELPING STUDENTS BE READY FOR KINDERGARTEN AND THE LEARNING THAT HAPPENS THERE.
VERY CRITICAL. WE ARE WORKING WITH OUR PRESCHOOLS HERE ON HAGGERTY, CONNECTED TO AGAIN, THE SCIENCE OF READING AND STRUCTURED LITERACY.
STUDENTS IN OUR PROGRAMS ARE GETTING ACCESS TO THE SAME LEARNING THAT ELEMENTARY FOLKS ARE GETTING TOO.
NOW, I'M GOING TO BRING IT HOME.
I'M GOING TO RETURN US TO HOPE FOR A SECOND.
WE'VE USED THESE QUOTES BEFORE THAT 'HOPE IS A SOCIAL GIFT" AND THAT "CONNECTEDNESS WITH EACH OTHER IS THE SINGLE BEST PREDICTOR OF HOPE." WHEN YOU GO BACK TO THAT SCIENCE-BASED DEFINITION AGAIN OF GOAL, PATHWAY, AGENCY, AND WILL.
YOU SEE AT THE ELEMENTARY LEVEL IN PARTICULAR, WHAT WE'VE BEEN ABLE TO DO WHEN WE ACCESS AND LEVERAGE THAT CONNECTEDNESS WITHIN BUILDINGS, BUT ALSO ACROSS BUILDINGS AND THE NETWORKS THAT IT FORMS. THIS WAS AN EXPERIMENT AND IN CAMAS, WE'VE MOVED FROM A DISTRICT WHERE INITIALLY EVERY SCHOOL HAD A DIFFERENT POPTOWA TO ONE WHERE WE'VE BEEN LEANING INTO ELEMENTARY, HAVING THE SAME POPTOWA.
IN THE WAY WE DO AS SCIENTISTS, WONDERING WHAT WILL HAPPEN, HAVING SOME HYPOTHESES, BUT WONDERING WHAT WILL HAPPEN.
YOU'LL SEE SOME OF THE EARLY DATA FOR THAT, AND THAT'S WHY WE SHOWED YOU THAT DATA TONIGHT TO ALSO BE ABLE TO EXPLAIN HOW IT IS THAT WE'LL ALL BE MOVING TO A COMMON THEORY OF ACTION ACROSS K12 WITHIN EACH OF OUR SCHOOLS.
IT WILL LOOK A LITTLE DIFFERENT AT SECONDARY BUT IT'S STILL THAT SAME IDEA THAT IF WE CAN LEARN TOGETHER, WE CAN TRULY CHANGE OUTCOMES FOR OUR STUDENTS.
WHEN WE GET TO RESOURCES, BECAUSE AS YOU KNOW, RESOURCES ARE ALWAYS LIMITED, THAT ONE OF THE CHALLENGES HAS BEEN THAT WHEN SCHOOLS ARE ALL ON DIFFERENT, POPTOWAS, WHAT HAPPENS IS THAT THE RESOURCES GET SO FRAGMENTED ACROSS THOSE THAT IT'S VERY HARD TO SUSTAIN AND SUPPORT OUR LEADERS DOING THE EXCELLENT WORK THAT THEY'RE DOING WITH OUR EXCELLENT STAFF AND BUILDINGS.
SOME OF THIS IS ABOUT HOW DO WE BETTER ALIGN SO THAT OUR RESOURCES ALSO ARE FOCUSED IN A WAY THAT EVERY STAFF MEMBER FEELS THE IMPACT OF THE LEARNING AND THE RESOURCES THAT COME FROM THAT ALIGNMENT.
MOVING FORWARD, WE HAVE A COMMON THEORY OF ACTION.
IT IS IF WE IMPLEMENT A DISTRICT-WIDE FRAMEWORK OF A MULTI-TIERED SYSTEM OF SUPPORT THAT IS FOUNDED ON EVIDENCE-BASED PRACTICES SUCH AS UNIVERSAL DESIGN FOR LEARNING AND CULTURALLY RELEVANT PRACTICES, THEN ALL STUDENTS WILL HAVE INCLUSIVE AND EQUITABLE ACCESS AND GROWTH OUTCOMES.
NOW WHAT I NEED TO TELL YOU IS THAT'S REALLY THICK.
I'M GOING TO READ YOU SOMETHING IN A SECOND.
THAT'S A LOT OF WORDS, WE HAVE TO UNPACK THAT AND FIND WAYS TO BE ABLE TO
[00:40:01]
EXPRESS THAT TO ALL OF OUR STAKEHOLDERS IN CAMAS.THIS IS ALSO WHAT ELEMENTARY IS ALREADY DOING.
YOU SAW THE SPECIFIC PROBLEM OF PRACTICE.
WHAT WE'RE DOING IS BUILDING A STRONG TIER 1 SYSTEM AT ELEMENTARY THAT SUPPORTS EVERY STUDENT COMING THROUGH OUR ELEMENTARY CLASSROOMS AND LEARNING TO READ.
THAT'S WHAT THAT CAN LOOK LIKE AT AN ELEMENTARY LEVEL.
AT A SECONDARY LEVEL, REMEMBERING THAT A MULTI-TIERED SYSTEM IS ACROSS THREE AREAS, ACADEMIC, SOCIAL, AND EMOTIONAL, AND ALSO BEHAVIOR.
THIS IS VERY WIDE AND THERE IS GREAT DEPTH THAT WE NEED TO DO.
AGAIN, IT WILL LOOK A LITTLE DIFFERENT, BUT FOCUSING ON THIS ALLOWS US TO BUILD THAT COMMON VOCABULARY AND STRATEGIES ACROSS WHAT IS UNIVERSAL DESIGN FOR LEARNING? WHAT DOES IT MEAN TO BE CULTURALLY RELEVANT? WHAT'S THE DIFFERENCE BETWEEN A SYSTEM AND ACTIONS THAT WE'RE TAKING IN SCHOOLS? WE DO THE, WHAT'S THE WHAT? THERE ARE SOME DEFINITIONS UP HERE OF WHAT A MULTI-TIERED SYSTEM OF SUPPORT IS.
THEY COME FROM TWO DIFFERENT SOURCES, BUT THE ONE I WANT TO READ TO YOU IS FROM THE BOOK IN SUPPORT OF STUDENTS, A LEADER'S GUIDE TO EQUITABLE MTSS, WHICH IS WRITTEN BY KATIE NOVAK AND KRISTIN RODRIGUEZ.
KATIE NOVAK IS ONE OF THE EXPERTS WE'VE CITED OFTEN WHO HAS BROUGHT US MUCH LEARNING IN UNIVERSAL DESIGN FOR LEARNING AND MTSS, AND HERE'S WHAT SHE SAYS.
WE CAN'T EVEN COUNT HOW MANY TIMES WE HAVE SAID THAT IN THE LAST YEAR OFTEN IN RESPONSE TO, WE ARE ALREADY DOING MTSS, BUT MTSS IS NOT SOMETHING TO DO, RATHER, IT IS A SYSTEM YOU BUILD TO ENSURE THAT ALL LEARNERS HAVE EQUITABLE ACCESS TO TIER 1 INSTRUCTION THAT MEETS THEIR NEEDS WHILE ALSO GETTING ADDITIONAL SUPPORT WHEN NECESSARY.
THAT'S A MUCH SIMPLER DEFINITION THAN MANY THAT WE FIND.
IT'S THE SYSTEM THAT ENSURES THAT ALL LEARNERS HAVE EQUITABLE ACCESS TO TIER 1 INSTRUCTION THAT MEETS THEIR NEEDS WHILE ALSO GETTING ADDITIONAL SUPPORT WHEN NECESSARY.
THERE ARE MANY GRAPHICS BECAUSE I THINK THEY'RE STILL GRAPPLING WITH WHAT'S THE BEST GRAPHIC THAT SHOWS US EXACTLY WHAT MTSS IS.
WE TALK ABOUT TIERS, TIER 1, TIER 2, AND TIER 3.
WHERE TIER 1 IS UNIVERSAL SUPPORTS AND THAT'S WHAT'S PROVIDED TO EVERY STUDENT.
THAT'S WHEN WE TALK ABOUT WHAT HAPPENS IN CLASSROOMS, THAT EVERY STUDENT HAS ACCESS TO GRADE LEVEL STANDARDS AND THE SUPPORTS NEEDED TO HELP THEM TO LEARN.
TIER 2 IS TARGETED SUPPORTS AND IT'S SUPPLEMENTARY THAT'S PROVIDED TO SOME STUDENTS, AND THEN TIER 3, INTENSIVE SUPPORTS, WHICH IS PROVIDED TO A FEW STUDENTS.
NOW, THE THING TO RECOGNIZE HERE IS OFTEN WHEN WE TALK ABOUT MTSS, WE AUTOMATICALLY THINK OF STUDENTS WHO NEED ADDITIONAL SUPPORTS BECAUSE THEY ARE STILL STRUGGLING WITH SOMETHING, BUT MTSS SYSTEMS ALSO APPLY TO OUR STUDENTS WHO ARE HIGHLY CAPABLE, WHO MAY NEED TIER 2 BECAUSE ALL OF THEIR NEEDS ARE NOT MET IN TIER 1, IN TERMS OF THE EXTENSIONS OR THE DEPTH OF APPLICATION THAT THEY NEED.
IT REALLY IS MEANT TO APPLY TO EVERY STUDENT WITHIN OUR SCHOOL SYSTEM.
A STUDENT IS NOT A TIER 2 KID, A STUDENT IS NOT A TIER 3 KID, A STUDENT IS A LEARNER WHO IS GETTING ACCESS TO THE SUPPORTS THEY NEED THROUGH THE DIFFERENT TIERS OF THE SYSTEM THAT WE PROVIDE.
WHAT DOES IT MEAN HERE IN CAMAS? EVERY SCHOOL WILL ENGAGE A TEAM IN COMPLETING A TIERED FIDELITY INVENTORY.
WE ARE ALSO LEARNING NEW VOCABULARY WITH THIS.
TIERED FIDELITY INVENTORY FOR TIER 1.
WE'VE TALKED ABOUT WHAT TIER 1 IS.
WHAT I HAVE HERE THAT I'M GOING TO PASS TO YOU IS, WE LOVE WHEN WE ALREADY MEET A GOAL FOR THE NEXT YEAR, WE SHOULD MENTION THAT, OUR ELEMENTARY WE'RE GOING TO COMPLETE BY 6/15/2023, AND IN FACT, THAT HAS HAPPENED, SECONDARY BY THE END OF OCTOBER NEXT YEAR.
THAT'S A FACILITATED PROCESS WITH A SCHOOL TEAM.
I'M SURE LEE HAS BEEN LEADING US THROUGH THOSE.
BUT ESSENTIALLY, WHAT IT IS IS A WAY TO LOOK AT THE COMPONENTS OF WHAT A MULTI-TIERED SYSTEM MUST HAVE IN ORDER TO DELIVER THE RESULTS THAT WE'RE PROMISING TO OUR STUDENTS.
WHAT IT LETS US DO IS TO SEE WHERE ARE WE ON EACH OF THESE COMPONENTS AND THEN TO CREATE THE ACTION PLANS FOR EACH SCHOOL THAT ARE BASED ON WHAT THEY FIND FROM THEIR OWN TIERED FIDELITY INVENTORY.
NOW THE ONE I HAVE HERE FOR YOU TO SEE IS
[00:45:01]
THE TIERED FIDELITY INVENTORY FOR ELEMENTARY READING.THAT IS SOMETHING THAT SCHOOLS ARE GOING TO CHOOSE IS WHAT AREAS ARE THEY FOCUSING ON AND THEN WHICH OF THESE WILL THEY COMPLETE WITH THEIR TEAM IN ORDER TO CREATE THAT PLAN? EVERY SCHOOL IS GOING TO BE USING THE SAME ACTION PLAN TEMPLATE SO THAT WE CAN AGAIN BE LEVERAGING THE PART OF HOPE THAT IS ABOUT CONNECTION IN OUR LEARNING.
THIS IS THE LAST SLIDE BECAUSE WHY WOULDN'T IT BE RIGHT.
EVERY YEAR, YOU KNOW, WE HAVE A GRAPHIC FOR YOU THAT ILLUSTRATES WHAT IS IT THAT WE ARE TRYING TO DO.
IN THIS PARTICULAR CASE, WE ARE ALL TRYING TO BE IN THE SAME BOAT, ROWING IN THE SAME DIRECTION SO THAT WHAT WE CAN PROVIDE TO OUR STUDENTS IS THE GREATEST POSSIBLE ACCESS TO OUR AMAZING EDUCATORS AND LEADERS AND THE RESOURCES THAT EACH STUDENT NEEDS TO THRIVE.
THAT INCLUDES CONTINUOUS GROWTH FOR JUNE 2023 [APPLAUSE] [LAUGHTER].
>>THANK YOU. THANKS EVERYBODY FOR GIVING US PART OF YOUR AFTERNOON, EVENING.
WE LOOK FORWARD TO THESE EACH YEAR.
LOOK FORWARD TO SEEING YOU IN THE FALL AND SEEING WHAT'S COMING UP NEXT. THANKS AGAIN.
YOU'RE ALL DISMISSED, I GUESS.
[LAUGHTER] UNLESS YOU WANT TO HANG AROUND FOR THE NEXT PARTS.
>> WE'LL TAKE A SECOND HERE AND THEN WE'LL GET JASON UP HERE FOR OUR NEXT PART.
>> WELL, THANK YOU. NEXT UP WE HAVE JASON FROM BUSINESS SERVICES WHO WILL GO THROUGH
[B. Budget Discussion]
OUR BUDGET WORKSHOP WITH US AND HOPEFULLY HAVE SOME GOOD DISCUSSION AROUND WHERE WE'RE HEADED.SO JASON, THANK YOU FOR PUTTING THIS TOGETHER FOR US.
>> MY POP TOE FOR THIS EVENING IS TO GET A SUSTAINABLE BUDGET FOR US HERE WHICH WILL BE A LITTLE ELUSIVE OVER THE NEXT FEW YEARS BUT WE'LL GET IT.
THIS YEAR I WANTED TO TALK ABOUT THE PROCESS THAT WE WENT THROUGH BECAUSE WE VESTED IN A GREAT DEAL OF STAKEHOLDER OUTREACH THIS YEAR MORE THAN WHAT WE TYPICALLY DO.
IF YOU RECALL, WE REALLY START THINGS OFF WITH OUR SUPERINTENDENT'S BUDGET COMMITTEE AND THAT STARTS REALLY IN OCTOBER.
THE SIGNIFICANCE OF OCTOBER IS IT THAT'S WHEN WE REALLY KNOW OUR ENROLLMENT FOR THAT GIVEN YEAR AND WHETHER OR NOT WE NEED TO PIVOT OUR BUDGET.
IN THIS PARTICULAR OCTOBER ENROLLMENT WE WERE RIGHT ON WITH FORECASTS AND SO THERE WASN'T A NEED TO PIVOT.
WE TOOK THE NEXT FEW MONTHS TO SEE HOW THIS CURRENT FISCAL YEAR WOULD RUN OUT.
THEN ONCE WE GOT INTO THE LEGISLATIVE SESSION OF JANUARY, FEBRUARY, MARCH, THEN WE STARTED TO HAVE MONTHLY MEETINGS AGAIN.
ULTIMATELY, WE CONCLUDED IN APRIL, WHICH WAS RIGHT AT THE VERY END OF WHAT HAPPENED TO BE A LONG LEGISLATIVE SESSION THIS YEAR.
A LOT OF OUTREACH AND THE DRIVING FORCE BEHIND THAT IS THAT LAST YEAR,
[00:50:01]
WE HAD REALLY IDENTIFIED THAT THINGS WERE GOING TO START TO CHANGE.WE HAD EXPERIENCED ENROLLMENT LOSS AND NOW THAT ONETIME FUNDING THAT WE HAD BEEN RELYING UPON FOR THE PAST COUPLE OF YEARS WERE STARTING TO RUN DRY.
WE'RE GOING TO HAVE TO ADJUST.
WE KNEW THAT THE SCHOOL BOARD MADE A MADE A COMMITMENT OF UNBALANCE FIRST, AND THEN WE KNEW THAT THAT WOULD BRING US ALONG FOR A FEW YEARS AS WE SPEND IT OVER A FEW YEARS, BUT THAT INEVITABLY WE WERE GOING TO HAVE TO DO BUDGET REDUCTIONS.
THAT WAS A REAL DRIVING FORCE, WAS HAVING TO DO, IF YOU WILL, THE MOST DIFFICULT AND CHALLENGING THING TO DO AND BUDGETS, WHICH IS REDUCTIONS.
WE DID A BUDGET WORKSHOP ACTUALLY IN MARCH.
IT WAS A BOARD WORKSHOP BACK THEN.
THE TOWN HALL BUDGET 101 WE DID MEETINGS WITH LABOR GROUPS, DIFFERENT SCHOOLS BY DEPARTMENT, ISSUED A THOUGHT EXCHANGE, AND ALL OF THAT LEAD UP TO ULTIMATELY A REDUCTION IN FORCE RESOLUTION ON MARCH 27TH BOARD MEETING.
THEN THAT WAS TO GIVE US A RUNWAY TO MAKE SURE THAT WE MET OUR STAFF NOTICE DEADLINES OF MIDDLE OF MAY AND 1ST OF JUNE, AND SO WE WERE ABLE TO EXECUTE THAT PLAN THAT WE HAD REALLY STARTED LAST YEAR.
MEANWHILE, I'M THROUGH THIS PROCESS.
THERE'S A SECOND PHASE WHERE THEY OVERLAP AND IT WAS DURING THE LEGISLATIVE SESSION.
THAT'S WHEN WE'RE REALLY TRYING TO KEEP AN EYE ON, OKAY, IS THERE A PROMISE FOR ADDITIONAL REVENUES FOR THE DISTRICT OR NOT? IF SO, WHAT CAN WE DO TO MAYBE MITIGATE SOME OF THE POTENTIAL BUDGET REDUCTIONS? WE'RE CONSTANTLY CHECKING THE PULSE THERE.
ULTIMATELY, AND I'LL EXPLAIN WHY IT WAS NOT A SUCCESSFUL LEGISLATIVE SESSION FOR CANVAS SCHOOL DISTRICT, IF YOU WILL.
WE DID NOT FARE VERY WELL, BUT WE HAD EXPECTED THAT.
THEN AFTER THE SESSION CONCLUDES IN APRIL 23RD, THERE IS THIS TIME-LAPSE WHERE IT TAKES A WHILE FOR OSPI TO IMPLEMENT ALL OF THESE CHANGES WITH THE LEGISLATURE PASSES IN A GIVEN YEAR AND FEED IT INTO THEIR MODELS.
WE JUST GOT THOSE THE END OF MAY AND HAD BEEN BUSY WORKING THROUGH THAT.
TODAY WE'RE HERE IN A BUDGET WORKSHOP IT'S A DEMARCATION OF WHERE WE FEEL LIKE WE'VE GOT PRETTY GOOD PRELIMINARY NUMBERS USING OSPI MODELS.
WE HAVE A GOOD HANDLE ON WHAT OUR REVENUES ARE.
WE STILL HAVE SOME DECISIONS AROUND THE EXPENDITURE SIDE OF THE HOUSE, BUT REVENUES ARE PRETTY MUCH LOCKED IN AT THIS POINT.
THE ONLY THING THAT'S GOING TO INFLUENCE THEM IS GOING TO BE ENROLLMENT IN THE FALL.
WE HOPE THAT OUR FORECAST IS CLOSE OR MAYBE OUR FORECAST GETS WILDLY EXCEEDED, WHICH WOULD BE WONDERFUL THING.
THEN THE STATUTORY DEADLINES THAT WE MUST MEET AGAIN ON JULY 10TH, WE POST OUR PRELIMINARY BUDGET FOR YOUR WEBSITE.
THEN THE LAST MEETING IN AUGUST WILL BE THE BOARD RESOLUTION TO ADOPT THE FINAL BUDGET AT THAT TIME.
>> AGENDA, WHAT I WANT TO TALK ABOUT TONIGHT IS OBVIOUSLY ENROLLMENT.
ENROLLMENT IS KEY FOR EVERY SCHOOL DISTRICT.
IT IS A SINGLE BIGGEST FUNDING DRIVER.
I WANT TO TALK BRIEFLY ABOUT THAT.
I'LL TOUCH ON THE LEGISLATIVE SESSION.
FUND BALANCE, WHICH IS ALWAYS A HOT TOPIC, AND THEN LOOK AT THE PRELIMINARY BUDGET AND THAT FOUR-YEAR OUTLOOK, AND THEN WE'LL CLOSE UP, AND SO IF YOU HAVE QUESTIONS ALONG THE WAY, PLEASE FEEL FREE TO INTERRUPT ME.
SO ENROLLMENT FORECAST, BOTTOM LINE IS THAT I FEEL LIKE IT'S GOING TO TAKE A WHILE BEFORE WE GET BACK TO PRE-COVID LEVELS.
WE'VE USED THIS GRAPH A TREMENDOUS AMOUNT, BUT IT CANNOT BE EMPHASIZED ENOUGH THAT THIS IS PRE-COVID WERE HERE, AND IT'S GOING TO TAKE A FEW YEARS BEFORE WE GET BACK UP TO THAT PRE-COVID LEVEL.
NOW AGAIN, MAYBE THIS FALL, OUR EXPECTATIONS ARE EXCEEDED AND THAT WOULD BE A WONDERFUL DILEMMA.
WHEN YOU LOOK AT ENROLLMENT FACTORS.
NOW, THAT GRAPH THERE PREVIOUSLY WAS JUST BASIC ED AND A ALLELE.
KEEP IN MIND THE A ALLELE THAT,
[00:55:01]
THAT'S OUR ALTERNATIVE LEARNING EXPERIENCE.THAT'S OUR SEAS ARE ACADEMY, CCA, WHICH IS NEW.
IT'S NEW FOR US IN THIS ERA, AND IT'S, SO THAT'S WHY I PUT THAT IN THAT BASIC ED REALM.
BUT WE REPORT A TON OF DIFFERENT ENROLLMENT FACTORS.
IT'S NOT JUST BASIC ED AND ALE, IT'S SPECIAL ED.
WHERE YOU'RE IN TECHNICAL EDUCATION FREE AND REDUCED ELIGIBLE IS ANOTHER BIG FACTOR THAT WE REPORT AND HAS A HIGH IMPACT ON OUR FEDERAL REVENUE.
ONE OF THE THINGS THAT HAPPENED, AND WE TALKED ABOUT THIS ENROLLMENT DROPPED, AND ENROLLMENT IS BASICALLY THE LINE HERE.
THIS LEADS UP TO THE COVID YEARS AND THEN A DECLINE, AND THEN WE'RE ON THIS UPSLOPE, THE BAR GRAPH OR THE BARS ACROSS THAT SAME PERIOD OF TIME REPRESENT OUR STAFFING LEVEL.
NURSE STAFFING LEVEL REMAINED PRETTY CONSISTENT, AND WE WERE ABLE TO DO THAT BECAUSE WE GOT ONETIME FUNDING, COVID RELIEF OF ITS UP TO $12.2 MILLION.
THAT WAS A WELCOME RELIEF THAT ALLOWED US TO MAINTAIN A STAFFING LEVEL.
BUT AS THAT IS DRYING UP AND WE'RE STILL WAITING FOR THAT, THE ENROLLMENT TO RECOVER TO PRE-PANDEMIC LEVELS.
WE'VE HAD TO MAKE THIS ADJUSTMENT WITH BUDGET REDUCTION WAS INEVITABLE.
WE'RE NOT ALONE MANY DISTRICTS ACROSS THE ENTIRE NATION ARE IN THE EXACT SAME SPOT.
MORE IMPLICITLY, IN THE STATE OF WASHINGTON, NUMEROUS DISTRICTS ARE GOING THROUGH THIS VERY SAME THING.
YOU CAN'T REALLY READ THE HEADLINES OVER THE PAST FROM JANUARY THROUGH MAY WITHOUT SOME DISCUSSION AROUND SOME DIFFERENT SCHOOL DISTRICT AND MAKING ADJUSTMENTS.
WE'VE ALL EFFECTIVELY MADE OURS FOR THE NEXT YEAR.
NOW WE ALL OF US DISTRICTS HAVE TO PASS AND ADOPT THE FINAL BUDGET.
WE'RE ALL ON THAT SAME CYCLE IN THE STATE OF WASHINGTON LEGISLATIVE SESSION, AS I MENTIONED, IT WAS A LONG SESSION, 105 DAYS ENDED APRIL 23RD.
IMPORTANT PIECE HERE, AND THIS IS SETS THE STAGE.
WE'VE TALKED ABOUT THIS BEFORE, BUT I WANTED TO JUST AGAIN REVISIT.
THE END SCRIPT IS WE'RE ONLY GOING TO SEE ABOUT 3% MORE IN REVENUE INTO NEXT YEAR, AND THERE'S SOME REASONS WHY, AND FIRST AND FOREMOST, THE MAJOR POLICY DISCUSSIONS FOR THE LEGISLATURE.
EDUCATION DIDN'T EVEN MAKE THAT UPLIFTS.
THEY WERE FOCUSED IN SOME OTHER AREAS SUCH AS HOMELESSNESS, HOUSING, CLIMATE CHANGE, BEHAVIOR, HEALTH, AND ON AND SO ON.
WHEN THEY LOOKED AT THE VOTER OUTLOOK, EDUCATION WAS AT THE BOTTOM OF THE LIST, AND THIS IS IN ACCORDANCE TO IN LA POLE, WHICH IS DONE ON AN ANNUAL BASIS RIGHT BEFORE EVERY SESSION.
WE HAD THIS INFORMATION BEFORE THE SESSION EVEN START.
WE KNEW COLLECTIVELY THAT AS K12 INDUSTRY, THIS WAS NOT GOING TO BE OUR SESSION, AND SO THAT ALSO FORCED OUR HAND INTO DOING WHAT WE REALLY DIDN'T WANT TO DO, WHICH WE'RE BUDGET REDUCTIONS.
THERE JUST WAS NO HOPE OR WE WERE AT THAT POINT, WE NEEDED TO DO SOMETHING.
THERE'S A WHOLE HOST OF REASONS WHY.
BUT THE NET STATE REVENUE INCREASES ONLY 3%, AND IT NEEDS TO BE NOTED, AND I THINK I NOTED THIS ON THE PREVIOUS SLIDE.
THE INFLATION FACTOR THAT OUR REVENUE THAT'S APPLIED TO OUR REVENUE MODEL IS ACTUALLY 3.7%.
COLLECTIVELY JUST NET IN THE AGGREGATE.
WE DIDN'T EVEN MAKE IT TO OUR INFLATION THRESHOLD OF 3.7%.
WE'RE REALLY ONLY SEEING A NET 3% GAIN, AND WHAT HAPPENED WAS OTHER PARTS OF THE FUNDING MODEL WERE MODIFIED.
MOST NOTABLY, THE LEGISLATURE CHOSE TO REVISIT REGIONALIZATION.
REGIONALIZATION IS A FACTOR THAT'S APPLIED TO OUR FUNDING, AND THEY BASICALLY TAKING 3% OF OUR FUNDING AWAY, AND THERE'S A PART OF IT THAT IS A PHASE-IN.
BUT FOR THE MOST PART, THE LARGEST CHUNK IT WAS ALL AT ONCE.
IT WAS SLIGHTLY COUNTERBALANCED,
[01:00:01]
ARE MOSTLY COUNTERBALANCED THERE BY QUALIFYING FOR AN EXPERIENCED FACTOR.OR ONE OF OUR LABOR GROUPS, CIS, WHICH IS INSTRUCTIONAL STAFF OR TEACHER.
WE HAD SOME GAINS IN SPECIAL ED WITH SOME OF THESE REDUCTIONS.
THEN WE TALKED ABOUT THIS AT LENGTH THIS SPRING WHERE WE LOST LEVY EQUALIZATION DOLLARS THAT WE USED TO RELY UPON.
WE USED TO GET ABOUT, I THINK WHEN I FIRST STARTED HERE, IT WAS AROUND TWO MILLION AND IT HAD DWINDLED OVER TIME AS ASSESSED VALUES INCREASED.
WELL, AS WE ALL KNOW, ASSESSED VALUES ACCELERATED DRAMATICALLY THE PAST FEW YEARS, AND THAT BROADER LEA TO ZERO.
THE STATE WILL NO LONGER BE FUNDING US FUNDINGS.
YOU TAKE ALL THESE FACTORS, THE PLUSES AND MINUSES.
THIS IS WHAT MAKES THE 12TH FUNDING SO COMPLICATED EVERY YEAR I ALWAYS YOU HEAR ME CAUTION LIKE FOLKS WANT TO AN ESTIMATE AS EARLY AS POSSIBLE AND I'M ALWAYS LIKE, REALLY NEED TO BE PATIENT AND WAIT FOR THOSE OSPF REVENUE MODELS BECAUSE THAT'S WHEN WE REALLY KNOW.
I HAD MY ESTIMATES WERE ACTUALLY CLOSER TO IPD, AND SO I HAD OVERSHOT INITIALLY REALLY, I WAS A LITTLE MORE OPTIMISTIC THAN WHAT ACTUALLY CAME OUT.
WE HAVE TO PIVOT OBVIOUSLY WITH OUR WITH OUR USE OF FUND BALANCE AS WELL AS HOW WE'RE GOING TO BUDGET EXPENDITURES.
WE HAVE EVOLVED OVER TIME AROUND HOW MUCH FUND BALANCE WE WERE GOING TO USE.
I THINK INITIALLY LAST YEAR WE WERE TALKING CLOSER TO EIGHT MILLION, AND THEN OVER THAT SPRING PERIOD OF TIME, WE GOT SOME MORE ONETIME REVENUES THAT CAME IN FROM THE STATE AND WE'RE VERY THANKFUL TO THE SCHOOL BOARD WOULD OPENED UP AND SAID LET'S MAYBE GO TO 8.5 MILLION, AND BASICALLY WHAT THAT BRINGS US TO IS A TARGET 8% FUND BALANCE IN THE END.
IT'S JUST A MATTER AT WHAT PACE DO WE WANT TO INFUSE THIS ONETIME FUND BALANCE FUNDING INTO OUR OPERATIONS.
AS I MENTIONED, USING 8.5 MILLION BRINGS US FROM RIGHT ABOUT HERE ON DOWN TO 8%.
WHICH WHEN YOU GO BACK TO THIS STARTS IN WHAT, 2011-2012, WE WERE AT 15.2% FUND BALANCE BACK THEN.
THIS WAS PRETTY MCCLEARY THEN WE HAD MCCLEARY YEARS COVID YEARS AND THEN RIGHT BACK DOWN.
THIS SPIKE WAS ACCENTUATED BY THE ONETIME REVENUES THAT I MENTIONED.
THAT LASTS STABILIZATION KICKED US OVER THE 12 MILLION MARK.
THE REASON THAT THAT KICKED US OVER THE STATE FUNDS PORTION, WHICH IS 8.5 MILLION.
THE STATE WOULD ALLOCATE THAT AFTER EACH SESSION, MEANING SESSION ENDS IN SPRING, AND IN THAT CURRENT FISCAL YEAR THEY WOULD GIVE A STABILIZATION, BUT HE'S WELL, WE'RE WRITING THE BUDGET NOW FOR NEXT YEAR.
WE'RE JUST NOT NIMBLE AND DYNAMIC LIKE THAT, TO JUST SUDDENLY TAKE MONEY THAT COMES AT THE END OF OUR FISCAL YEAR AND DEPLOY IT.
WHICH MAKES SENSE. BECAUSE IT'S SUMMER VACATION, AND WE'RE IN THE BUSINESS OF EDUCATING KIDS AND THE KIDS HAVE GONE HOME.
THAT MEANS THAT IT ROLLS OVER INTO THE NEXT YEAR.
THERE'S BEEN A LOT OF DISCUSSION AROUND FUND BALANCE AND WHAT IT SHOULD BE AND IT'S TOO HIGH, TOO LOW.
THESE WERE ALL FACTORS THAT ARE JUST PLAYING SIMPLE OUT OF OUR CONTROL.
WE USE THEM TO BENEFIT KIDS IN THAT FOLLOWING YEAR.
BUT I'M AMAZED AT OUR FUND BALANCE ACTUALLY ISN'T EVEN HIGHER.
I'VE LOOKED AT FUND BALANCE FOR SIMILAR SIZED DISTRICTS IN THE STATE OF WASHINGTON, EXCUSE ME, AND THEY ARE RIGHT AROUND 12%.
I LOOKED AT THOSE DISTRICTS, THOSE WITH RE-INTRODUCE POPULATIONS THAT WERE CLOSER TO R. WE'RE AROUND 20, LESS THAN 30%, AND THEIR FUND BALANCE WAS RIGHT AT ABOUT 15.5%.
[01:05:03]
WE'RE RIGHT IN THAT REALM, IF YOU WILL, OF OUR PEERS, IF YOU WILL.THERE'S NOTHING REALLY UNUSUAL, IF YOU WILL.
IT WAS PANDEMIC ERA AND FUNDING WAS COMING IN FROM DIFFERENT ANGLES AND DIFFERENT TIMES.
WHY HAVE OUR EXPENDITURES OUTPACED REVENUE? THEY GO BACK TO THAT ONE LINE GRAPH VERSUS THE BAR GRAPH THAT SHOWS WHILE ENROLLMENT DROPPED, OUR STAFFING REMAINED RELATIVELY CONSISTENT AND ACTUALLY INCREASED SLIGHTLY.
WE WERE ALSO SEEING THE EFFECTS OF DECLINING BIRTH RATES BEFORE THE PANDEMIC.
WE HAD BEEN CLICKING ALONG AT ABOUT 2.5% A YEAR, OUR ENROLLMENT GROWTH DROPPED TO ABOUT 1.5 ROUGHLY.
THEN COVID HIT AND OBVIOUSLY IT REDUCED FURTHER.
ALSO DURING THAT TIME WE'VE HAD SALARY AND BENEFIT ESCALATION, RELATION AND OTHER FACTORS.
ALL OF THIS LEADS TO, WE NEEDED TO DO BUDGET REDUCTIONS.
WE JUST SIMPLY DID NOT HAVE ENOUGH MONEY TO PAY FOR OUR CURRENT STAFFING.
I WANT TO TOUCH ON THE SUPERINTENDENT'S BUDGET COMMITTEE BECAUSE THROUGH THIS, THEY MET MONTH TO MONTH.
USUALLY WE WOULD HAVE TWO BOARD MEMBERS ROTATING THROUGH.
I APPRECIATE YOU TAKING THE TIME AND THOSE EVENINGS.
I'M ALWAYS AMAZED THAT WE CAN ACTUALLY HOST THE BUDGET COMMITTEE MEETING AND FILL MOST OF THIS ROOM.
FOLKS WERE DEFINITELY ENGAGED.
AT THE CONCLUSION, BASICALLY, WE PUT IT UPON THE BUDGET COMMITTEE TO MAKE WHAT WE CALL CONSIDERATIONS FOR THE SUPERINTENDENT AND FOR THE SCHOOL BOARD.
LAST YEAR THE FOCUS WAS REALLY ON THOSE THREE LEVERS.
WE TALKED ABOUT THE COST CONTAINMENT, BUDGET REDUCTIONS AND USE OF FUND BALANCE, EXCUSE ME.
WE IMPLEMENTED MANY OF THOSE VERY SAME CONSIDERATIONS WITH SOME SLIGHT VARIATION.
THIS WAS THE TOP FIVE COMMITTEE CONSIDERATION.
FIRST AND FOREMOST, RECOGNIZING SOME OF OUR FUNDING ISSUES.
LET'S TRY TO HAVE A WELL-PLANNED ADVOCACY EFFORT.
SEE IF WE CAN ADVOCATE FOR A LITTLE BRIGHTER FUTURE FINANCIALLY.
THE SECOND THING IS BE MINDFUL THAT WE HAVE A LEVY TO PASS IN FEBRUARY 2024.
I THINK THE COMMITTEE WAS LOOKING AT, LET'S MAKE SURE THAT WHAT WE'RE DOING WILL RESONATE POSITIVELY WITH OUR COMMUNITY BECAUSE WE RELY HEAVILY UPON OUR COMMUNITY FOR SUPPORT.
THIRD IS CONTAINED COSTS BY NEGOTIATING LABOR CONTRACTS, IT CAN STAY THE COURSE.
THAT BASICALLY MEANS IS WE KNOW THAT WE HAVE A CERTAIN AMOUNT OF REVENUES IN THE FUTURE.
IT'S PRETTY MUCH LAID OUT FOR US NOW AFTER THIS SESSION.
TRY TO STAY WITHIN THOSE RESOURCE LIMITS.
FOURTH IS ESTABLISH A PROGRAM OF EVALUATION METRICS FOR FUTURE ANALYSIS, BASICALLY TRYING TO FIND KEY PERFORMANCE INDICATORS, HOW ARE WE DOING? IT'S NOT ALWAYS FINANCIAL.
OFTEN WE TALK ABOUT STUDENT TEST SCORES OR ACHIEVEMENT ATTENDANCE, ALL THOSE TYPES OF THINGS.
THERE'S TONS OF DATA AND METRICS.
WHAT ARE WE DOING PERHAPS TO SUPPORT AND TELL OUR STORY.
THEN FIFTH IS CLEAR AND CONSISTENT AND TRANSPARENT COMMUNICATION.
THERE'S A LOT OF DISCUSSION AROUND HOW CAN THE DISTRICT IMPROVE SOME COMMUNICATION TO A STAKEHOLDER.
THOSE ARE THE TOP FIVE THINGS.
THERE WAS, I DON'T KNOW, I WANT TO SAY 12 OVERALL.
DEFINITELY THE MOST ENERGY AROUND THE TOP THREE.
WE WENT THROUGH A PROCESS TO WEIGHT EACH OF THESE.
[01:10:01]
IT WAS A REALLY SOLICIT INDIVIDUAL AS WELL AS HOLISTIC COMMITTEE FEEDBACK.DEFINITELY TOP THREE HAD THE MOST ENERGY. I'M GOING TO PAUSE THERE.
JUST BEEN BATTLING LONG QUESTION.
LOOKING AT THE PRELIMINARY BUDGET, AND THE GOAL AGAIN IS, WE NEED TO LOOK TO ACHIEVE THAT SUSTAINABLE BALANCED BUDGET IN THREE YEARS, THAT'S IF YOU WILL.
LITERALLY, THAT IS THE CHALLENGE THAT WE'VE TRIED OR OBJECTIVE THAT WE'VE TRIED TO SHOOT FOR.
IN THE PRELIMINARY MODEL, THIS IS HOW THINGS WOULD SHAKE OUT.
WE'D HAVE FAIRLY MODEST EXPENDITURE GROWTH OVER THIS FOUR-YEAR PERIOD, WHICH ALIGNED WITH FAIRLY MODEST REVENUE GROWTH REALLY.
THE KEY IS, AND WE TALKED ABOUT THIS, THAT IS A DESIRE TO BRING OUR FUND BALANCE DOWN.
THIS BRINGS OUR FUND BALANCE DOWN TO 8%.
THEN REALLY DOESN'T PLAN TO REPLENISH THAT OVER THE NEXT FEW YEARS.
BUT IT LOOKS AT SPENDING FUND BALANCE IN THESE THREE YEARS.
IS THIS THING [INAUDIBLE] OVER THESE THREE YEARS WOULD BE $8.5 MILLION IN FUNDING.
THEN BASICALLY, WE NEED TO BALANCE THE BUDGET.
>> JUST LOOKING AT THE EXPENDITURE GROWTH OF 25-26, HOW CAN THAT EVEN BE 0.2%? THAT'S A SMALL AMOUNT.
>> YEAH. BASICALLY THAT PUTS US IN A POSITION WHERE IT IDENTIFIES WE EITHER NEED MORE REVENUES OR WE COULD BE INTO A BUDGET REDUCTION CYCLE AGAIN.
>> JASON, WITH THE EXPENDITURE GROWTH, DOES THAT OR DOES THAT NOT FACTOR IN INFLATION, IPD THAT SO WHERE IT DOESN'T FACTOR THAT IN OR DOES?
>> IT DOES. YES. IT LOOKS LIKE IT DOESN'T BECAUSE HE LOOKED AT ALL HOW CAN THAT BE 2.1%? WE DID BUDGET REDUCTIONS.
YOU START TO SEE THE IMPACT THAT BUDGET REDUCTIONS CAN HAVE IN HELPING TO ASSIST AND BALANCE THE BUDGET.
KEEP IN MIND STILL A HEALTHY USE OF FUND BALANCE AT 2.7M.
>> BECAUSE I THINK ONE OF YOUR PREVIOUS SLIDES, YOU HAD SAID THAT THEY'RE PROJECTING IPD TO BE 3.9% NEXT YEAR.
REMEMBER HOW WE'RE LOSING REGIONALIZATION.
BUT ALSO IF IPD IS EXPECTED TO BE 3.9, THAT ALSO MEANS THAT EVERYTHING IS 3.9% MORE EXPENSIVE, SO IS THAT OUR EXPENDITURE GROWTH, IS THAT REALISTIC WITH IPD BEING IN THAT WAY? MAKING SENSE.
YOU HAVE SOME VARIABILITY CERTAINLY 3.5, 3.9 IS PRETTY CLOSE.
KEEP IN MIND YOU MIGHT HAVE SALARY IS GOING UP AT A CERTAIN PERCENTAGE, BUT THAT DOESN'T MEAN THAT OUR UTILITIES ARE OR YOU MAY SEE CONTRACTS THAT EXPIRE IN THE FUTURE THAT MAY NOT BE RENEWED.
WE TRIED TO FACTOR IN AS MANY OF THOSE THINGS POSSIBLE AND JUST KNOW THERE'S SOME THINGS ARE ALWAYS IN FLUX AND MOVING AT LEAST AT THIS POINT IN TIME.
THIS IS THE TRAJECTORY THAT I WOULD SEE US HEADING, BUT IS STILL VERY MUCH SUBJECT TO CHANGE
[01:15:02]
BECAUSE WE ALSO RECOGNIZE AS AN ORGANIZATION WE HAVE FOUR OPEN CONTRACTS AND NEGOTIATE.THAT'S GOING TO SET 90% OF OUR COSTS.
WE CAN'T PREDICT THE OUTCOME OF THOSE, NOT AT THIS JUNCTURE.
IN LOOKING BACK AT THE THREE LEVERS, I'M GOING TO BRING US BACK TO THAT BECAUSE TALKED ABOUT THE USE OF FUND BALANCE EIGHT-AND-A-HALF MILLION.
WHERE DOES THAT BRING US? THAT BRINGS US TO THAT 8% LEVEL.
I TALKED ABOUT COST CONTAINMENT.
MAKE SURE THAT IN THE FUTURE YOU CAN HAVE OUR EXPENDITURES CONTINUING TO OUTPACE OUR REVENUE END OF THE DAY LIKE IT'S JUST NOT SUSTAINABLE.
GOTTEN AWAY WITH THE ONE-TIME FUNDING AND THE USE OF FUND BALANCE, BUT THAT GOES AWAY.
WE DON'T WANT TO GO THERE, AGAIN IF AT ALL POSSIBLE, SO WE NEED TO BE MINDFUL OF WHAT DOES THAT COST ESCALATION IN THE FUTURE AND BECAUSE THAT'LL HELP.
THAT WILL REALLY DETERMINE ARE WE GOING TO BE SIGNING UP FOR MORE BUDGET CUTS IN THE FUTURE AND IT'S JUST AN UNPLEASANT PROCESS.
LITERALLY IS THE WORST THING THAT WE CAN POSSIBLY DO IN MANAGING A BUDGET, SO WE DON'T TAKE IT LIGHTLY.
THAT'S THE PART. I WANT TO JUST PAUSE IT AND JUST SEE IS THEIR QUESTIONS OR DIRECTION FROM THE BOARD.
WE HAVE ANOTHER MEETING COMING UP IN JUNE, THE LAST MEETING IN JUNE AND WILL PRESENT A PRELIMINARY BUDGET AND WE'VE GOT THIS OPEN PERIOD.
>> JASON, WHEN WE ENGAGED IN THESE BUDGET REDUCTION TALKS THROUGHOUT THE LAST COUPLE OF MONTHS, THAT 6-7 MILLION DOLLARS RANGE WAS WHAT WE WERE TARGETING THERE, SO BASICALLY OUR ASSUMPTIONS WERE CORRECT THEN.
>> YEAH, WE MADE SOME UNDERLYING ASSUMPTIONS AROUND WHAT THE STATE'S FUNDING WAS GOING TO BE IN THE FUTURE.
WE KNEW THERE WAS GOING TO BE SOME IMPACTS TO REGIONALIZATION THAT WAS SET WHEN MCCLEARY WAS INITIALLY PASSED AND WE HAD HOPED THAT FOR THE MOST PART THAT IF WE LOST REGIONALIZATION IF WE COULD QUALIFY FOR THE EXPERIENCED FACTOR THAT WOULD HELP MITIGATE THAT.
THAT EFFECTIVELY PLAYED OUT, BUT IT WAS A LITTLE MORE COSTLY THAN WHAT I HAD ANTICIPATED TO BE HONEST.
BUT THANKFULLY, WE GOT HELPING THE SPECIAL ED ARENAS AND THAT REALLY HELPED MATTERS.
UNFORTUNATELY, I WISH THE STORY WAS DIFFERENT FOR NEXT YEAR.
WE'VE APPROACHED IT, SO FAR WE'VE RUN TWO INDEPENDENT REVENUE MODELS JUST TO VERIFY TOTALLY SEPARATE FROM ONE ANOTHER AND WE DO USUALLY THREE, SOMETIMES FOUR ON THE EXPENDITURE SIDE.
I'M JUST TRYING TO TEST OUR CONCLUSION.
WHERE WE ARE IT'S A HEALTHY DYNAMIC WITHIN MY DEPARTMENT TO CONTINUE TO CHALLENGE ONE ANOTHER AND IT'S HOW WE STAY SHARP AND TRY TO GIVE YOU THE BEST INFORMATION WE CAN.
I WISH IT WERE A DIFFERENT STORY.
>> WELL, SINCE THE FUND BALANCE IS ALWAYS SUCH A HOT TOPIC, SOMETHING I THINK THAT'LL BE HELPFUL I KNOW WE TALK ABOUT ALL THE TIME IS THERE'S A RESTRICTED PART IN THAT FUND BALANCE AND THE REST IS BASICALLY UNRESTRICTED.
BUT WE'VE ALSO TALKED ABOUT WELL WE NEEDED A CERTAIN AMOUNT IN THERE BECAUSE IF WE HAVE TO MAKE PAYROLL, WE NEED THIS MUCH AND WE DON'T HAVE ANY BOND MONEY LEFT, SO WE NEED A CERTAIN AMOUNT OF MONEY IN THERE IN CASE A BOILER GOES BAD OR SOMETHING ELSE HAPPENS, SO WHAT IS ALL THAT EARMARKED FOR AND I KNOW WE CAN'T REALLY EARMARK IT FOREVER, BUT WE NEED SOME OF THAT AND I THINK THAT MIGHT BE HELPFUL FOR PEOPLE TO KNOW THAT THERE'S THIS MUCH MONEY IN THERE BUT THIS IS HOW MUCH A BOILER COSTS AND THIS IS HOW MUCH THIS WOULD COST IF WE NEEDED THAT TO JUSTIFY THE AMOUNT THAT WHY WE'RE KEEPING IT AT 8%.
>> LAST YEAR OUR RESTRICTED AMOUNT WAS AROUND 800,000 AND THEN YOU LOOK
[01:20:02]
AT THIS MARCH REWORK YEAR-TO-DATE IN THE WHOLE $5 MILLION.YOU CAN SAY, WELL RIGHT ABOUT THERE.
YOU'RE ALREADY AT SIX MILLION AND THEN YOU HAVE TO HAVE SOME BUFFER JUST FOR VARIABILITY IN EXPENDITURES OR REVENUE ON EACH SIDE OF THE HOUSE.
PRETTY QUICKLY THE SIX BECOMES 8-10 MILLION AND 8% IS RIGHT AROUND THAT 10 MILLION MARK AND THAT'S HOW WE GOT TO THAT 8% ULTIMATELY AND AGAIN IT'S JUST THE RISK OF FURTHER THAT GOES DOWN THE HIGHER OUR RISK GOES.
IN TIMES LOOKING OUT AHEAD WHEN WE BRING OUR FUND BALANCE DOWN TO 8% LIKE WE'RE PLANNING THAT'S GOING TO BE A POINT IN TIME, I GOT TO CHECK TIME WHERE WE'RE GOING TO HAVE TO LOOK AND GO HOW PREDICTABLE IS THAT FUTURE AHEAD OF US.
IF IT IS PRETTY PREDICTABLE, WE'VE GOT GOOD TOOLS, WE'VE GOT GOOD STAFF.
MAYBE WE CAN ASSUME A LITTLE BIT MORE RISK BECAUSE WE KNOW WHAT THAT FUTURE HOLDS.
THAT'LL BE AN IMPORTANT DISCUSSION TO HAVE AT THAT POINT IN TIME.
IF WE EVER WANT TO GO BELOW 8%, REALLY GOING TO HAVE TO THINK ABOUT IT.
RIGHT NOW, IT JUST FEELS LIKE SOME OF THE SAND IS STILL MOVING ON US.
I THINK WE'RE ON THE RIGHT PATH WITH ENROLLMENT, CLEARLY, WE WOULD LIKE IT TO REBOUND SOONER, BUT THIS IS SOME PRETTY MASSIVE CHANGES WITH OUR FUNDING FORMULA JUST THIS PAST YEAR AGAIN AND SO I WOULD LIKE IT TO SETTLE A LITTLE BIT FOR US BECAUSE WITHOUT FUND BALANCE WE COULDN'T HAVE TAKEN THAT HIT THAT WE'RE ABOUT TO TAKE ON THIS NEXT YEAR.
QUESTIONS? THAT'S REALLY ALL I HAVE.
26TH BOARD MEETING WE'LL PRESENT THE PRELIMINARY F-195.
AGAIN, THAT'S THE OFFICIAL REPORT TERM FOR THE BUDGET BASICALLY AND THEN FINAL BUDGET ADOPTION AUGUST 28TH.
>> THANK YOU, JASON. ANYTHING ELSE? WELL, I THINK WE HAVE ONE OTHER ITEM ON THE AGENDA BEFORE WE
[C. Board Logistics]
ADJOURN OR RECESS TO OUR EXECUTIVE SESSION AND THAT'S JUST REAL QUICK.GAIL HAD SOME LOGISTICS SHE WANTED TO GO OVER REAL QUICK.
>> I'M MISSING BECAUSE WE'RE ONLY DOING BOARD BRIEFINGS ON TUESDAY.
[BACKGROUND] BECAUSE WE'RE ONLY DOING IT ON TUESDAY.
[BACKGROUND] YEAH, I'M FLYING ON TUESDAY, BUT I'LL BE BACK IN THE AFTERNOON.
>> I'M HAPPY TO HOP IN AS WELL.
>> YEAH, YOU WANT US TO CIRCLE BACK ON THAT? LOOKS GOOD.
>> NOW THAT WE'RE GETTING INTO SUMMER, IT'S QUIET AND DOWN A LITTLE BIT, SO HAVE A LITTLE BIT OF PREDICTABILITY HERE.
WELL, IF THERE ISN'T ANYTHING ELSE, I'M GOING TO GO AHEAD AND REASSESS OUR WORKSHOP.
[2. RECESS OF WORKSHOP]
WE'RE GOING TO GO INTO EXECUTIVE SESSION FOR ABOUT 20 MINUTES TO DISCUSS[01:25:01]
PROPERTY IN ABOUT ANOTHER 40 MINUTES IN A CLOSED MEETING TO TALK ABOUT NEGOTIATION.NO ACTION WILL BE TAKEN, SO I'LL BE BACK AT 7:30 TO EITHER ADJOURN US OR EXTEND US HOPEFULLY ADJOURN US. WE ARE IN RECESS.
* This transcript was compiled from uncorrected Closed Captioning.