[1. School Board Workshop - 4:30 PM]
[00:00:02]
WE ARE HAVING JUST A LITTLE BIT OF TECHNICAL DIFFICULTY PULLING SOME THINGS UP.
GIVE US JUST A COUPLE MORE MINUTES AND WE'LL GET GOING HERE IN JUST A SECOND.
I THINK THAT WE HAVE ENOUGH TO GET GOING HERE AT LEAST.
JUST WANTED TO POINT OUT ERIKA COX IS RUNNING LATE.
SHE SHOULD BE HERE MOMENTARILY.
ASSISTANT SUPERINTENDENT LISA GRESETH IS SITTING IN FOR US.
WE HAVE A OUR FIRST ITEM UP ON THE AGENDA
[A. Title IX Update - Stephen Baranowski]
IS A TITLE IX UPDATE FROM STEPHEN BARANOWSKI, OUR ATHLETIC DIRECTOR.>> THERE WE GO. COOL. THANKS FOR HAVING ME.
JUST WANT TO COME IN AND GIVE AN UPDATE.
WE'RE ALWAYS TRYING TO PAY ATTENTION TO HOW ENGAGED OUR STUDENTS ARE AND HOW ENGAGED ALL OF OUR STUDENTS ARE.
I WANT TO GIVE YOU ALL AN UPDATE OF WHAT THAT PROCESS LOOKS LIKE FOR TITLE IX WHERE WE'RE SITTING RIGHT NOW AS A HIGH SCHOOL LEVEL GROUP, AND WE'LL DO MORE WORK ON THE MIDDLE SCHOOL SIDE AS WELL BUT SPECIFICALLY JUST GOING TO TALK TO HIGH SCHOOL HERE TODAY.
JUST BECAUSE I THINK IT'S GOOD TO BE FAMILIAR WITH WHAT WE'RE TALKING ABOUT IS THERE'S REALLY ONE BIG PIECE OF TITLE IX WHERE YOU WANT TO TRY TO ENSURE COMPLIANCE WHEN IT COMES TO NUMBERS.
YOU WANT TO BE ABLE TO SHOW COMPLIANCE WITH ONE OF THREE THINGS.
THEY CALL IT A THREE-PRONG TEST.
THE FIRST PIECE IS A SUBSTANTIAL PROPORTIONALITY, AND THAT'S REALLY GOING TO GET INTO THE NUMBERS AND THE BALANCING OF NUMBERS BETWEEN YOUR STUDENTS AND I'LL GO INTO THAT MORE IN A SECOND.
IF YOU DON'T MEET THAT, THEN YOU MOVE DOWN TO THE SECOND PRONG, AND THEN THEREFORE BACK TO THE THIRD PRONG IF YOU WOULDN'T MEET THE SECOND ONE EITHER.
WE'RE GOING TO TALK THROUGH EACH ONE OF THOSE STEPS AND WHERE WE SIT RIGHT NOW, SPECIFICALLY WITH 1 AND 2, WE HAVEN'T MADE IT TO 3, DON'T WANT TO MAKE IT TO 3.
I THINK WE'RE IN REALLY GOOD SHAPE ACTUALLY.
[LAUGHTER] WHEN WE TALK ABOUT SUBSTANTIAL PROPORTIONALITY, IT REALLY TALKS ABOUT THAT DO YOU HAVE THE SAME NUMBER OF PARTICIPANTS IN YOUR ATHLETIC OFFERINGS AS YOU HAVE AS A PERCENTAGE IN YOUR BUILDING? FOR EXAMPLE, IF YOU HAVE 55% OF YOUR BUILDING IDENTIFIES AS MALE, YOU'RE GOING TO WANT 55% OF MALE PARTICIPATION.
YOU WANT THOSE NUMBERS TO ALIGN.
WHEN WE COUNT OUR NUMBERS, YOU DO GET TO COUNT KIDS TWICE IF THEY PARTICIPATE IN MORE THAN ONE SPORT.
IF THEY'RE PARTICIPATING IN THE FALL, THEY COUNT ONCE.
IF THEY PARTICIPATE AGAIN IN THE WINTER, THEY COUNT AGAIN.
YOU GET TO COUNT THEM EACH TIME THEY PARTICIPATE AS A PARTICIPANT FOR TITLE IX PURPOSES.
THAT'S THE STANDARD FOR WHICH WE WOULD MEASURE THESE.
A LOT OF THIS IS INFORMATION PULLED STRAIGHT FROM THE FEDERAL GOVERNMENT AS WELL AS FROM THE STATE HAS BEEN HELPFUL IN JUST TRYING TO COMPILE ALL THIS.
I GOT A LINK AT THE END IF YOU WANT TO LOOK INTO IT YOURSELF.
IF WE LOOK AT IT OUR LAST SCHOOL YEAR, THAT WAS A FULL SCHOOL YEAR, AT THE HIGH SCHOOL LEVEL, WE HAD 52% MALE POPULATION.
WE HAD 54% OF OUR SPORTS POPULATION WAS MALE.
THEY PARTICIPATED, SO WE HAD A 2.48% DIFFERENTIAL IN THAT REALM.
THAT GOES BOTH WAYS, BECAUSE MATHEMATICALLY, IF YOU HAVE ONE ABOVE ONE AREA, IT'S GOING TO BE THE EQUAL AMOUNT BELOW AND THE OTHER.
THE KEY PART WHEN WE LOOK AT PROPORTIONALITY, AND SO THERE'S NOTHING THAT SAYS THIS IN THE FEDERAL LANGUAGE, BUT IF YOU LOOK AT WHEN GROUPS HAVE BEEN INVESTIGATED FOR THINGS LIKE THIS, WHAT THEY REALLY LOOK FOR IS 5%; ARE YOU WITHIN THAT 5%? WHEN YOU LOOK AT US AT 2.48%, WE DO FEEL LIKE WE ARE IN A GOOD PART OF THAT MARGIN.
BUT IF YOU LOOK BACK AT IT, IT'S NOT PERFECT.
WE'RE NOT AT THIS PLACE WHERE WE HAVE EXACT PARTICIPATION THAT LINES UP WITH OUR POPULATIONS AND SO WE DO HAVE WORK TO DO, BUT WE'RE WITHIN THE MARGIN THAT WOULD BE FOUND ACCEPTABLE BY THE FEDERAL GOVERNMENT WHEN THEY WOULD LOOK INTO SORT OF THINGS. YEAH.
>> ON THE COUNTING, HOW DOES THE COUNTING HAPPEN? LIKE IS IT THE COACHES OR LIKE WHAT IF A STUDENT ONLY PLAYS HALF A SEASON? ARE THEY ONLY GO TO ONE PRACTICE AND HOW DOES THAT WORK?
>> WHAT WE DO IS WE TAKE ACCOUNT.
THERE'S THE NUMBER OF KIDS THAT GO OUT, AND THEN WE HAVE CUTS THAT HAPPEN.
WE START OUR COUNT AFTER THAT, AND THEN WE PULL OUR ACTUAL ACCOUNTS AT THE FIRST DAY OF PARTICIPATION.
IF THEY PARTICIPATED IN THAT FIRST GAME, WE'RE GOING TO COUNT THEM FOR OUR NUMBERS FOR THAT SEASON.
WELL, IT'S A COLLABORATIVE EFFORT BECAUSE WE'RE NOT GOING OUT THERE AND COUNTING, BUT WE ASK THE COACHES WHO'S BEEN IN ATTENDANCE AND THEY GET US THAT INFORMATION.
WE'RE TRACKING IT FROM THAT FIRST DAY OF PARTICIPATION.
THERE ARE STUDENTS WHO QUIT AFTER THAT AND BEFORE THAT, AND WE HAVE NOT DONE A GREAT JOB OF TRACKING THE NUMBERS ON THAT AND DOCUMENTING.
WE'RE MOVING TO A NEW SYSTEM NEXT YEAR WHERE THAT WOULD ACTUALLY BE TRACKED AND THE DATES OF WITHDRAWAL FOR EACH SPORT WOULD BE MARKED.
IF YOU'VE REGISTERED YOUR KIDS, YOU WOULD KNOW WHAT FAMILY ID LOOKS LIKE.
WE'RE GOING TO BE MOVING TO FINAL FORMS, WHICH IS A NEW SYSTEM THAT HAS A LOT MORE COMMUNICATION BETWEEN FAMILY,
[00:05:01]
HOME AND SCHOOL, AND COACHES.EVEN IF A KID GOT INJURED NEXT YEAR, THAT'LL BE DOCUMENTED IN FINAL FORMS. THE TRAINER COULD TELL PARENTS, HEY, HERE'S WHAT'S GOING ON, HERE'S HOW WE'RE TREATING YOU.
THERE'S SOME COOL STUFF HAPPENING WITH THAT, BUT THERE'S A COLOR NEXT TO EVERY KID'S NAME.
IT'S EITHER GREEN OR RED. RED MEANS THEY'RE INELIGIBLE, GREEN MEANS THEY'RE ELIGIBLE.
THAT COULD BE FOR INJURIES, THAT COULD BE BECAUSE THEY HAVEN'T TURNED PAPERWORK IN, THAT COULD BECAUSE OF GRADES, BUT IT GIVES US COMMUNICATION OF KNOWING WHERE A KID'S AT AND WHAT THEY NEED TO DO IN ORDER TO BE CLEARED FOR A SPORT AND THINGS LIKE THAT.
>> THAT HELPED ANSWER THE COUNTING QUESTION.
>> YOU SAID YOU DO THE COUNTS.
SORRY. YOU DO. I'M APOLOGIZING FOR THAT.
[LAUGHTER] YOU SAID YOU DO THE COUNTS AFTER TRYOUTS IF THERE ARE CUTS OR ANYTHING LIKE THAT.
I'M JUST WONDERING, WOULD IT BE A POSSIBILITY TO IMPROVE THAT DIFFERENTIAL TO DO MORE NO CUT SPORTS FOR A FEMALE SPORT OR SOMETHING LIKE THAT?
>> YEAH, WE TRY TO DO AS MANY NO CUTS SPECIFICALLY ON FEMALE SIDE AS POSSIBLE.
WE'RE SIDE BECAUSE THERE MAY BE THE OPPORTUNITY THAT WE'LL HAVE A THIRD FASTPITCH SOFTBALL TEAM AND IF WE DO THAT WE'RE READY TO RUN THAT TEAM.
WE HAVEN'T HAD THE NUMBERS TO DO THAT.
>> IS THERE COMPETITION OUT THERE? THEN THERE ARE OTHER SCHOOLS THAT HAVE THREE [OVERLAPPING].
WE WENT TO A FOURTH GIRLS SOCCER TEAM THIS YEAR.
LAST YEAR ACTUALLY WAS THE FIRST YEAR WE DID THAT.
WHAT THAT MEANT WAS WE WENT AND TRIED TO PIECE TOGETHER A SCHEDULE WITH ALL THESE ORGAN SCHOOLS THAT HAD A THIRD TEAM THAT WAS WILLING TO PLAY OUR FOURTH TEAM AND MAKE IT WORK.
IT'S A CHALLENGE TO FIND A COMPETITION.
WE HAVE NOT HAD A THIRD BOYS SOCCER TEAM IN A LONG TIME, PARTIALLY BECAUSE OF THE NUMBERS THAT YOU SEE, BUT ALSO PARTIALLY BECAUSE THERE'S NOBODY TO PLAY.
OREGON RUNS THEIR SOCCER DURING A DIFFERENT SEASON, SO THEY RUN IT IN THE FALL.
THE BOYS HERE ARE IN THE SPRING, AND THEN OUR COUNTY IN THE WASHINGTON SIDE, NOBODY HAS A THIRD SOCCER TEAM.
I THINK MAYBE RIDGEFIELD HAS TRIED OR HAWKINSON HAS TRIED, BUT NOBODY IN THE THREE OR FOUR.
WE WOULD HAVE NOBODY TO COMPETE AGAINST FOR THE MOST PART.
IT'S JUST A CHALLENGE WE'RE DRIVING UP TO TACOMA TO PARTICIPATE AND THAT'S ONE OF THE CHALLENGES, BUT THEN ALSO WANTED TO MAKE SURE OUR NUMBERS ARE IN A GOOD PLACE.
>> I'LL TRY TO MAKE SENSE OF THESE NUMBERS.
IF YOU LOOK AT OUR NUMBERS CURRENTLY WHERE WE SIT RIGHT NOW, IN THE FALL, WE HAD 266 AND 277 PARTICIPANTS.
IF YOU GO THROUGH THERE, THE VERY BOTTOM NUMBERS, THE 400 AND THE 281, THAT'S WHERE WE WERE LAST YEAR.
THE 431 OF THE 322 IS WHERE WE'RE AT RIGHT NOW.
WE ACTUALLY HAD GROWTH OF 41 FEMALE PARTICIPANTS AND 31 MALE PARTICIPANTS THIS FALL WINTER COMBO, WHICH WAS PRETTY GOOD FOR US TO SEE MORE GIRLS THAN BOYS PARTICIPATING, BUT GROWTH IN BOTH AREAS KIND OF AWESOME.
THEN SPRING, THE REASON THOSE NUMBERS ARE SO OFFSET IS IN THE SPRING WE REALLY HAVE A GIRL'S HEAVY SPORT.
OUR TENNIS TEAM HAD 81 GIRLS ON IT LAST YEAR.
IT'S A HUGE NUMBER BY COMPARED TO ANY OTHER SCHOOL IN OUR AREA AND THAT'S ONE OF THOSE PLACES WHERE WE HAVE NO CUT SPORT, THAT'S REALLY FLOURISHED IS OUR TENNIS TEAM.
THAT KIND OFFSETS SOME OF THOSE NUMBERS.
TRACK IS A PRETTY SPLIT SPORT.
THEN WE HAVE BASEBALL, SOFTBALL, AND THEN BOYS SOCCER IN THE SPRING AS WELL.
I THINK WE ARE LOOKING FORWARD TO THE SPRING.
GIRLS GOLF ALSO HAPPENS IN THE SPRING.
THAT'S A SPORT WHERE WE DO CAP RIGHT NOW BECAUSE WE DON'T HAVE ENOUGH TEE TIMES AT CAMAS MEADOWS AND ORCHARD HILLS IS GIVING US LIMITED ACCESS, WHICH IS FINE BECAUSE THEY HAVE WASHOUGAL THERE AS WELL BUT COURSE ACCESS IS A PROBLEM FOR SCHOOLS AROUND THE STATE WITH GOLF.
A LOT OF SCHOOLS ARE CAPPING IT AT EIGHT KIDS AND WE'VE BEEN ABLE TO KEEP IT ABOVE 20 BY RUNNING, HEY, YOU'RE GOING TO COME TUESDAYS AND THURSDAYS AND YOU'RE GOING TO COME ON MONDAYS AND WEDNESDAYS AND FRIDAYS, AND YOU'RE GOING TO COME AT 6:00 AND YOU'RE GOING TO USE THE DRIVING RANGE, AND THEY'VE GOTTEN CREATIVE WITH THAT SORT OF THING.
BUT IT'S A CHALLENGE TO GET ON THE COURSES, ESPECIALLY WHEN GREEN MEADOWS CLOSED FOR US, WAS A BIG DEAL.
THAT'S WHERE WE'RE SITTING RIGHT NOW AS THE YEAR SITS, AND WE'RE OPTIMISTIC THAT WE'RE GOING TO CLOSE THAT GAP A LITTLE BIT.
IF WE WERE BEYOND THAT 5% IF WE WERE LOOKING AT GOING TO PRONG TWO, WHAT THAT WOULD LOOK LIKE IS REALLY OKAY, DO AN ASSESSMENT OF WHAT PROGRAMS YOU OFFER AND WHAT COULD YOU ADD.
IT SAYS, IN YOUR RECENT PAST HISTORY, TYPICALLY DEFINED IN THE LAST 3-5 YEARS, WHAT HAVE YOU DONE RECENTLY TO TRY TO ADD OFFERINGS TO CLOSE THE GAP? WHEN WE LOOK AT THAT FOR OURSELVES, THAT'S WHEN WE TALK ABOUT, OKAY, SO WE'VE ADDED THAT FOURTH GIRLS SOCCER TEAM.
IN OUR RECENT HISTORY, WE'VE DONE THAT.
WE ARE TRYING TO ADD A THIRD FASTPITCH SOFTBALL TEAM IN THE SPRING AND THE NUMBERS ARE STARTING TO REFLECT THAT THAT'S A REAL POSSIBILITY.
WE'VE GOT ABOUT 30 COUPLE GIRLS SHOWING UP FOR FASTPITCH WORKOUTS THIS WINTER.
THAT TELLS US WE'RE GETTING THERE. GIRLS GOLF.
WE WENT TO NO CUTS LAST YEAR TO TRY TO GET THAT NUMBER AS HIGH AS POSSIBLE.
WE'RE WORRIED WE'RE GOING TO HAVE TO CUT THIS YEAR, BUT WE ADDED AN ASSISTANT COACH LAST YEAR TO MAKE THAT POSSIBLE.
[00:10:01]
WHAT WE HAD IS ONE COACH ON THE RANGE, ONE COACH ON THE COURSE, AND THEN SWITCHING PLACES AND GETTING THAT ASSISTANT COACHING STIPEND WAS BIG FOR US.>> YOU'RE WORRIED ABOUT CUTS BECAUSE OF JUST ACCESS ON THE COURSE.
>> YEAH. IF WE KEEP GROWING BEYOND WHAT WE DID LAST YEAR, WE ARE GOING TO CUT THIS YEAR.
THAT'S THE CONVERSATION FOSTER AND I JUST HAD THE OTHER DAY.
IT'S LIKE WE CAN'T GO BEYOND WHAT WE DID LAST YEAR.
>> CHEER DOES NOT COUNT AS A TITLE IX SPORT.
IT'S AN ACTIVITY, IT'S NOT A SPORT. THERE'S PATHWAYS TO WHERE THEY CAN BECOME A SPORT, BUT FROM WHAT I'VE NOT HEARD OF SOMEBODY IN THE STATE OF WASHINGTON THAT I'VE TALKED TO THAT'S ACTUALLY COUNTED THOSE WITHIN THEIR NUMBERS.
THERE'S CHALLENGES BECAUSE YOU HAVE TO STAY WITHIN THE DEFINED SPORTS SEASONS.
DANCE AND CHEER DON'T TYPICALLY DO THAT, AND THEN YOU HAVE TO COMPETE, OUR CHEER TEAM DOESN'T COMPETE, THEY ARE AT A NUMBER OF OUR EVENTS.
THEY DO A HECK OF A JOB AND WE LOVE WHAT THEY BRING TO THE TABLE, BUT THEY DON'T GO TO THE COMPETITIONS.
THERE ARE SCHOOLS THAT GO TO THE COMPETITIONS THAT ALSO DON'T COUNT THEIR NUMBERS FOR TITLE NINE, AND SO THOSE ARE TRADITIONALLY SPORTS ACTIVITIES THAT ARE NOT COUNTED.
I'LL SAY THE EXPANSION OF GIRLS WRESTLING IS ALSO, OUR GIRLS WRESTLING TEAM HAS GONE ABOVE 20.
IF YOU LOOK AROUND THE STATE, I THINK THEY SAID THEY HAD 1,000 MORE GIRLS PARTICIPATING STATEWIDE IN WRESTLING THIS YEAR COMPARED TO LAST YEAR, AND SO THAT IS JUST A GROWING SPORT.
WE'VE GOT A NEW COACHING STAFF THAT'S DONE A GREAT JOB, HONESTLY IN FOSTERING THAT GROWTH AND THEY'VE HAD A LOT OF SUCCESS TOO.
THEY WON A LEAGUE TITLE THIS YEAR FOR THE FIRST TIME AND SO THEY'RE ENJOYING THAT. THE GIRLS WON A LEAGUE TITLE.
THE BOYS AND GIRLS BOTH WON LEAGUE TITLES AND THEN THE BOYS ACTUALLY WENT UP AND WON REGIONALS, WE THINK FOR THE FIRST TIME IN SCHOOL HISTORY ON SATURDAY.
THAT'S WHERE WE'RE SITTING RIGHT NOW.
WHEN WE LOOK AT PRONG TWO, I THINK WE ARE TAKING STEPS LIKE THERE'S ACTIVE STEPS BEING TAKEN TO TRY TO INCREASE GRILL OPPORTUNITIES TO TRY TO CLOSE THE GAP ON THE NUMBERS THAT WE'RE SEEING AND SO IF WE WEREN'T MEETING PRONG 1, I WOULD SAY IN PRONG 2 WE ARE MAKING THAT EFFORT THAT THEY REQUIRE IN PRONG 2.
THEN THE LAST PRONG IS WHEN YOU BASICALLY HAVE TO DO A FULL ASSESSMENT OF YOUR PROGRAM, YOU'VE GOT TO START MAKING MAJOR CHANGES TO YOUR PROGRAM. I DON'T THINK WE'RE THERE YET.
I DON'T THINK THERE'S ANY REASON TO WORRY ABOUT GETTING THERE BECAUSE I THINK WE'RE DOING THINGS EFFECTIVELY IN PRONGS 1 AND 2 AND SO THAT'S THAT THREE PRONG TEST THAT THEY HAVE US REVIEW.
OUR NEXT STEPS WITH THIS IS WE'RE GOING TO BE DOING A TITLE IX SURVEY.
WHAT IT DOES EVERY THREE YEARS YOU'RE SUPPOSED TO OFFER THESE SURVEYS TO SAY, WHAT ARE YOU INTERESTED IN, WHAT DO YOU WANT TO BE DOING? WHAT SORT OF THINGS ARE OUT THERE THAT YOU'RE SEEING THAT YOU WOULD LIKE TO PARTICIPATE IN, AND THEN YOU GIVE A LIST OF OPTIONS FOR KIDS TO CHOOSE FROM, AND THEN THERE'S ANOTHER BOX WHERE THEY COULD WRITE THEIR OWN IN AS WELL TO JUST GET A PULSE FOR YOUR STUDENT POPULATION OF WHAT THEY WANT TO SEE.
I DON'T KNOW THE LAST TIME THIS HAS BEEN DONE.
I THINK COVID THROUGH WRENCH IN IT.
BECAUSE I KNOW IT WASN'T DONE LAST YEAR, WE'RE GOING TO DO IT THIS YEAR AND GET THAT ROLL IN AND THEN SEE WHERE THAT TAKES US.
THERE'S THREE NEW SPORTS ON THE BALLOT FOR WIA RIGHT NOW.
I DON'T KNOW IF THIS ONE WILL EVER PASS, BUT OUR VIDEO GAME AS A E-SPORTS, THE REASON THAT ONE PROBABLY WILL NEVER PASS IS BECAUSE THEY DO A LOT OF THINGS RIGHT NOW THAT ARE BEYOND DEFINED SEASONS AND ARE EXPANSIVE TO WHAT THEY'D BE ABLE TO DO IF THEY WERE A WIA SPORT SO A LOT OF THE E-SPORTS COMMUNITY DOESN'T WANT TO BE ADDED AS A WIA SPORT AND SO IT'S NOT EVEN NECESSARILY ABOUT, THERE'S ANY AGENDA AGAINST IT.
I THINK THE GROUPS THAT ARE OPERATING RIGHT NOW DO A PRETTY GOOD JOB OF IT.
THEN THE OTHER TWO ARE GIRLS BADMINTON, WHICH I HAVEN'T HEARD A LOT OF MOMENTUM ON, BUT GIRLS FLAG FOOTBALL IS THE THIRD ONE THAT WE ARE HEARING A TON OF MOMENTUM ON.
THAT'S PARTIALLY BECAUSE THE SEAHAWKS ARE BEHIND IT, THEY'RE DOING A LOT OF FUNDING AND THE SEATTLE AREA HAS TAKEN OFF, AND THE PARTICIPATION LEVELS ARE HUGE IN THE SEATTLE AREA, ONLY A COUPLE OF YEARS IN, AND SO I WOULD NOT BE SURPRISED TO SEE THAT ONE PASS.
RIGHT NOW, WE OFFER, FOR EVERY SPORT THAT WIA OFFERS, WE OFFER THOSE SPORTS HERE IN [INAUDIBLE].
WE HAVE STUCK TO WIA SPORTS AND WE CAN TALK ABOUT THAT TOO BUT THE IDEA OF HAVING AN ORGANIZED EFFORT AND A SYSTEM BEHIND SOMETHING AND A STATE CHAMPIONSHIP PROCESS FOR TEAMS IS SOMETHING WIA OFFERS AND THAT IDEA OF WHAT YOU NEED TO DO TO BE ELIGIBLE, AND THE STANDARDS BY WHICH WE TRAIN AND KEEP OUR COACHES TRAINED, I THINK IS A PIECE OF WIA, AS WELL AND SO WE'VE ALWAYS STUCK TO SPORTS.
WE DON'T HAVE TO, THERE ARE SCHOOLS THAT OFFER OTHER SPORTS.
YOU GO UP TO CURTIS HIGH SCHOOL, THEY'VE GOT WATER POLO, THEY'VE GOT A WHOLE BUNCH OF THINGS AND SO THERE ARE OPPORTUNITIES TO GO BEYOND THAT.
BUT IT'LL BE INTERESTING TO SEE WHAT THE SURVEY SAYS.
LIVE FOOTBALL WILL BE ONE OF THE SPORTS LISTED ON THERE AS WELL MANY OTHERS AND SO IT'LL BE INTERESTING TO SEE THAT.
>> QUESTION FOR YOU, THE WEIGHT OF THE SURVEY, DOES IT TAKE INTO ACCOUNT STUDENTS THAT COMMIT AT
[00:15:03]
THOSE SIGNING CEREMONIES INTO A SPORT THAT MAYBE ISN'T OFFERED THROUGH [INAUDIBLE] HIGH SCHOOL.DOES THAT CARRY MORE WEIGHT THAT WE ACTUALLY HAVE STUDENTS THAT ARE ACTUALLY PARTICIPATING AND MOVING ON AT THE SECONDARY LEVEL?
>> THAT WOULD BE AN INTERESTING QUESTION TO ADD ON THERE.
THERE'S A VERY GENERAL FORM THAT THE STATE HAS THAT YOU CAN UTILIZE, AND IT SAYS BIO MEANS ADAPT HOW YOU WANT.
AND SO ADDING SOMETHING ART, IS THIS SOMETHING YOU'RE PURSUING AT THE NEXT LEVEL, IT COULD BE A REALLY INTERESTING QUESTION TO SEE LIKE WHAT ARE THE PATHWAYS FOR YOU WITH THIS? IF THAT'S THE CASE, WE NEED A ROWING CLUB, LACMIS LAKE, AND LET'S GET GOING BECAUSE WE HAD THREE KIDS THAT JUST SIGNED THEIR SIGNING CEREMONY THAT WE'RE ALL GOING INTO ROWING, SO THAT WAS PRETTY COOL.
THAT'S BEEN INTERESTING TO JUST TO GO ON TO TANGA WITH ROWING FOR A SECOND THERE WE'VE HAD VANCOUVER LAKE ROWING CLUB HELPED US GET A GRANT IN OUR BUILDING, AND SO WE HAD 20 ERGS, WHICH ARE ROWING MACHINES, BROUGHT INTO OUR FITNESS ROOM AND THEY BROUGHT THEM IN, LET US DO A ROWING UNIT.
IT WAS ALSO A THING FOR THEM TO BE ABLE TO JUST PUT ROWING IN FRONT OF KIDS, AND THEN WE HAD THREE KIDS FROM THAT COMMUNITY THAT ARE GOING TO THE NEXT LEVEL TO ROW AND IT'S THINGS LIKE THAT.
THAT WAS A PRETTY COOL PARTNERSHIP FOR THEM TO OFFER THAT UP.
THEY'RE GOING TO BRING THEM IN AGAIN, THAT WAS FIRST SEMESTER, SECOND SEMESTER, WE'LL ALSO GET THE OPPORTUNITY TO ROTATE THROUGH AND DO THAT.
IT'S REALLY COOL BECAUSE THEY ROW ON ERGS THE ON THE PROJECTOR SCREEN THEY CAN SEE THEIR DISTANCE WHERE THEY'RE GOING.
THEY'RE COMPETING AGAINST THEIR CLASSMATES THAT ARE ON THE DIFFERENT ERGS, AND SO IT'S A PRETTY COOL DYNAMIC, SO IT'S A FUN DEAL.
>> I'D LOVE TO SHARE THAT WITH OUR COMMUNITY IN SOME GOODNESS.
THAT'S A VERY COOL GRANT AND PARTNERSHIP WITH OPPORTUNITIES.
>> I'LL CREDIT VAL [INAUDIBLE].
HER DAUGHTER WAS ROWING LAST YEAR, IS AT THE UNIVERSITY OF ALABAMA NOW ROWING, AND SO SHE WAS VERY INVOLVED IN THAT.
SHE'S ALSO A FITNESS TEACHER AT CHS AND SHE'S THE ONE WHO WAS THE HEAVY ORCHESTRATOR OF THAT, AND ACTUALLY ONE OF OUR SUBSTITUTE TEACHERS, CONNOR BULLS, IS THE HEAD OF THE VANCOUVER LAKE ROWING CLUB AND SO ONE OF OUR SUBS WHO'S BEEN INVOLVED IN OUR SCHOOLS FOR YEARS IS NOW A U DUB ROWING COACH AS WELL.
HE COMMUTES UP AND BACK BUT HE SUBS HERE, HE RUNS THE ROWING CLUB AND NOW IS IN OUR SCHOOLS WITH THIS AS WELL, SO IT'S A PRETTY COOL DEAL.
OTHER THINGS WE TALKED ABOUT, JUST WANTED TO MAKE SURE THAT WE ARE IN A GOOD PLACE WITH THIS.
JASON MCKEITHER AND I WERE TALKING THE OTHER DAY ABOUT WHAT A POTENTIAL THIRD PARTY REVIEW WOULD LOOK LIKE, AND THERE'S SOME ORGANIZATIONS, AND SO I REACHED OUT TO WIA TO TALK ABOUT A COUPLE PEOPLE THAT WOULD BE GOOD TO COME IN AND JUST DO A REVIEW AND MAKE SURE THAT ARE THERE ANY GAPS? IS THERE ANYTHING WE'RE NOT SEEING? I THINK IT'S GREAT WHEN YOU GET A DIFFERENT SET OF EYES ON THAT PEOPLE WHO'VE DONE THIS FROM TIME TO TIME, AND SO WE ARE.
LB WAS ONE OF THE NAMES AND THERE WAS ANOTHER NAME OF SOMEBODY WHO'S RECENTLY BEEN DOING AROUND THE STATE AS WELL TO JUST SUPPORT SCHOOLS AND MAKING SURE THAT THEY'RE IN COMPLIANCE, AND ALSO GIVE THEM FEEDBACK ON HOW THEY CAN WORK TO CLOSE THE GAP AND SO THAT'S SOMETHING WE'RE LOOKING INTO RIGHT NOW.
AT THE END OF THE YEAR, I'M ALSO REALLY INTERESTED TO SEE AFTER THAT SPRING SEASON WITH ALL OF OUR NUMBERS, WHERE ARE WE AT? ARE WE MAKING STEADY IMPROVEMENT FROM LAST YEAR OR NOT? THEN WHAT ELSE WE CAN DO, I HOPE, AND MAYBE I COME BACK HERE AFTER WE'VE DONE THE THIRD PARTY REVIEW AND WE HAVE THE END OF YEAR NUMBERS AND TALK ABOUT HERE'S WHERE WE'RE AT AND HERE'S WHERE WE'RE GOING.
ALSO, I NEGLECTED THE MIDDLE SCHOOL LEVEL AND I SHOULDN'T HAVE BECAUSE THAT WOULD BE A PIECE OF THIS TOO THAT I THINK WOULD BE GOOD TO TALK ABOUT.
>> ANY OTHER QUESTIONS FOR STEPHEN? NO? THANK YOU FOR THAT REPORT.
I APPRECIATE IT. GREAT INFORMATION.
THANK YOU. WE'RE GOING OLD FASHIONED AND WE'RE GETTING THE PAPER AGENDAS BACK.
>> I WAS JUST GOING TO SAY, STEPHEN, WHILE YOU'RE STILL IN THE ROOM, L HAD PARENTS OF 2019 GRADUATES WHO WENT ON OUT OF NOWHERE AND WENT TO GO ROW AT D1 SCHOOLS.
IT'S JUST INTERESTING TO HEAR THE PARTNERSHIP AND TO HEAR THE CONNECTIONS THAT WE HAVE WITHIN THE COMMUNITY.
NOT JUST THAT IN PARTICULAR, BUT THAT LEADS TO, IT'S ALWAYS SO GOOD TO KNOW WHAT'S HAPPENING, AND PEOPLE ARE CURIOUS AND THESE PARENTS WERE LIKE, HOW CAN WE HELP THE SCHOOL AND THEIR KIDS HAVE GRADUATED.
SO PEOPLE WANT TO STAY INVOLVED AND KNOW HOW THEY CAN HELP FUTURE STUDENTS, SO IT'S ONE OF THOSE THINGS LIKE LACK OF AWARENESS [OVERLAPPING]
>> IF WE GET THE MOTOR BOATS OUT THERE, WHICH MAY BE A CONTROVERSIAL TOPIC, BUT THAT WOULD BE A GREAT ROWING LINK.
>> WELL AND JUST DURING CERTAIN TIMES OF THE YEAR, NOT ALL, SO THANK YOU.
>> THANKS STEPHEN. OUR NEXT ITEM ON THE AGENDA IS
[B. MTSS Update - Sheree Gomez-Clark]
OUR MTSS UPDATE AND LISA WANT TO GO AHEAD AND GIVE US AN INTRO ON THIS?>> I WOULD LOVE TO. AS WE HAVE TALKED ABOUT THE STRATEGIC PLAN GETTING CLOSER AND CLOSER TO PUBLISHING, ONE OF THE AREAS IN THE STRATEGIC PLAN IS EQUITABLE ACCESS FOR ALL STUDENTS,
[00:20:03]
AND ONE OF THE MAJOR GOALS WITHIN THAT AREA IS A MULTI TIERED SYSTEM OF SUPPORTS FOR ALL OF OUR STUDENTS.SO WE HAVE THE OPPORTUNITY TONIGHT TO HEAR FROM SHERI WHO IS LEADING THOSE EFFORTS AND IT IS TRULY A COMPREHENSIVE SYSTEM WHICH REQUIRES COMPREHENSIVE PLANNING, THINKING AND SUPPORTING, AND SO TONIGHT, I KNOW SHERI HAS AN UPDATE FOR YOU AND WE'RE REALLY EXCITED ABOUT THE WORK THAT'S GOING ON NOW. SHERI.
>> RIGHT THANK YOU. THERE WE GO. DOES THAT WORK.
>> I'M REALLY SHY AROUND A MICROPHONE.
FOR OUR FRIENDS AT HOME, IS THAT BETTER? [LAUGHTER] THANK YOU FOR BEING HERE TONIGHT AND FOR GIVING ME THE OPPORTUNITY TO BE ABLE TO GIVE YOU AN UPDATE ON MTSS, MULTI-TIERED SYSTEM OF SUPPORTS.
IT'S DEFINITELY BEEN SOMETHING THAT'S BEEN A HUGE PART OF MY EDUCATIONAL CAREER AND JOURNEY.
TO BE ABLE TO SHARE IT HERE AND BE A PART OF THIS WORK IN CAMAS IS TRULY AN HONOR.
I AM REALLY EXCITED BECAUSE OUR DISTRICT IMPLEMENTATION TEAM WAS ABLE TO DEVELOP OUR VISION AND MISSION, ALONG WITH GUIDING PRINCIPLES FOR THE WORK THAT WE'RE GOING TO BE DOING AS WE SERVE HERE IN CAMAS AND GET OUR IMPLEMENTATION TEAM GOING.
FOR OUR DISTRICT IMPLEMENTATION TEAM, OUR VISION IS LEARNERS GET THE ACADEMIC, SOCIAL-EMOTIONAL AND BEHAVIORAL SUPPORT THEY NEED WHEN THEY NEED IT TO PROMOTE DEEPER LEARNING FOR ALL.
THAT IS FOR EACH OF OUR STUDENTS, EVERY SINGLE STUDENT THAT WE SERVE IN OUR DISTRICT.
OUR MISSION, WE HOLD OURSELVES ACCOUNTABLE WITHIN A PROACTIVE SYSTEM THAT PRIORITIZES PROVIDING CONDITIONS WHERE WE ALL LEARN AND GROW IN A SAFE AND INCLUSIVE ENVIRONMENT.
ONE PART THAT'S REALLY IMPORTANT TO NOTE ON THIS IS AS OUR DISTRICT TEAM WAS DEVELOPING OUR VISION AND MISSION, ONE OF THE THINGS THAT WAS REALLY IMPORTANT TO THEM WAS THAT WE ACKNOWLEDGED THE PART IN WHICH WE, THE ADULTS WITHIN THE SYSTEM, ALSO HOLD EACH OTHER ACCOUNTABLE TO DOING THIS WORK.
OFTEN WE CAN HAVE A DEFICIT MIND ALMOST ABOUT MAYBE WHERE A STUDENT IS COMING FROM OR IF THEY HAVE A DISABILITY.
WE SEE A LOT OF THINGS AS BARRIERS, BUT REALLY, HOW DO WE HOLD OURSELVES ACCOUNTABLE TO MAKING SURE THAT WE AREN'T ONE OF THE BARRIERS AND THAT WE ARE REMOVING THOSE BARRIERS FOR STUDENTS, AND SUPPORTING AND EDUCATING THEM IN THE WAY THAT THEY NEED, WHEN THEY NEED IT.
THEN WE WENT THROUGH A LOT OF ITERATIONS OF OUR VISION AND MISSION AND WE WERE ABLE TO PULL OUT, WE'VE GOT OUR VISION, WE'VE GOT OUR MISSION, BUT WHAT ARE THE THINGS THAT ARE GOING TO GUIDE THE WORK? THE FIRST ONE WAS, WE WILL USE A MULTI-TIERED SYSTEM OF SUPPORTS FRAMEWORK THAT CONTINUALLY INFORMS OUR DECISION-MAKING THROUGHOUT THE DISTRICT.
MTSS IS NOT SOMETHING THAT WE DO AND THEN WE'RE DONE.
THIS IS SOMETHING THAT WE SHOULD THINK OF IN A CYCLICAL MINDSET THAT WE'RE ALWAYS LOOKING AT, WHAT ARE WE DOING, IS IT WORKING, IS IT NOT WORKING? REFINEMENT AND ALWAYS CHECKING OURSELVES.
WE'RE ALWAYS WORKING IN THIS CYCLE OF REFINEMENT AND GETTING BETTER AND BETTER AS WE GO.
WE ENSURE THAT DECISIONS FROM THE PROGRAM TO THE STUDENT LEVEL ARE MADE COLLABORATIVELY AND ALIGNED WITH EVIDENCE BASED PRACTICES.
THERE ARE SO MUCH INFORMATION OUT THERE THAT IS AVAILABLE TO US AS EDUCATORS AS A WHOLE.
BUT A LOT OF IT IS ALSO REALLY CREATIVE AND AWESOME THINGS.
BUT WE DON'T KNOW THE TRIED INTRUDE PRACTICE BEHIND IT.
WE WANT TO MAKE SURE THAT WE ARE USING EVIDENCE BASED PRACTICES IN HOW WE SERVE STUDENTS SO THAT WE CAN ENSURE POSITIVE STUDENT OUTCOMES.
OUR THIRD ONE IS, OUR RELENTLESS COMMITMENT TO EQUITY EMPOWERS EACH LEARNER TO ACHIEVE AND PREPARES THEM TO EMBRACE THE CHALLENGES AND OPPORTUNITIES OF THE FUTURE.
THEN OUR LAST ONE IS, WE PRIORITIZE HIGH QUALITY AND UNIVERSALLY-DESIGNED INSTRUCTION THAT MATTERS TO EACH LEARNER, REFLECTS THEIR IDENTITY, AND IS RESPONSIVE TO OUR DATA ANALYSIS CYCLES.
MY ASK OF YOU TONIGHT IS TO LOOK AT THOSE FOUR GUIDING PRINCIPLES AND IF YOU CAN SEE WHICH ONE STANDS OUT THE MOST FOR YOU, I'M GOING TO ASK YOU TO SHARE AND THEN TELL US WHY.
WHICH OF THE FOUR GUIDING PRINCIPLES STANDS OUT TO YOU AND WHY.
WHOEVER WOULD LIKE TO START AND GET US STARTED AND THEN YOU CHOOSE THE DIRECTION.
[00:25:04]
>> I'LL START, WITH THE FOURTH ONE AND JUST PART OF IT THAT I LIKED WAS THE UNIVERSAL DESIGN INSTRUCTION AND ALSO THAT IT PRIORITIZING WHAT MATTERS TO EACH LEARNER.
THAT'S WHAT STOOD OUT TO ME OF THOSE FOUR.
>> EXCELLENT. WOULD YOU LIKE TO GO LEFT OR RIGHT? [LAUGHTER]
>> I THINK FOR ME THE SECOND ONE ABOUT THE DECISIONS FROM PROGRAM TO STUDENT LEVEL ARE MADE COLLABORATIVE AND ALIGN WITH EVIDENCE-BASED PRACTICES.
I JUST LIKE THE IDEA OF CONTINUALLY REFLECTING ON WHAT IS BEST PRACTICE BECAUSE THAT EVOLVES A LOT OVER TIME.
>> I THINK THAT YOU ALL DECIDED ON THE FIRST BULLET OF THE FRAMEWORK CONTINUALLY IN FORMING ON THE SAME PRINCIPLES OF CONTINUING TO LOOK AT IT AND REFINE IT AND EDIT IT.
I ALWAYS LOVED THAT IDEA OF ONCE YOU PUT A BULLET DOWN, IT'S NOT STAGNANT.
YOU ARE CONTINUALLY EVOLVING IT AND LOOKING AT IT.
THESE ARE JUST YOUR GUIDING PRINCIPLES TO MAKE SURE.
I LOVE THAT SPIRIT IS ALIVE IN THAT FIRST ONE, BUT IT OBVIOUSLY IS IN ALL OF THEM AS WELL.
>> I'D LIKE TO PICK THEM ALL HOWEVER, I'LL GO WITH ENSURING THAT DECISIONS FROM THE PROGRAM TO STUDENT LEVEL ARE MADE COLLABORATIVELY IN ALIGN WITH EVIDENCE-BASED PRACTICES.
I THINK FOR ME, JUST BASED ON EXPERIENCE, I DO LOVE EVIDENCE-BASED BACKING FOR A LOT OF OUR DECISIONS.
IT GIVES ME SOMETHING TO STAND ON AND BE SUPPORTED BY AND THEN COLLABORATION, JUST NOT ONE PERSON DOING THE WORK.
>> I'M GOING TO GO WITH NUMBER FOUR.
PARTLY BECAUSE THE UNIVERSALLY DESIGNED INSTRUCTION THAT WE'RE DOING IS EVIDENCE-BASED PRACTICE.
I LIKE THE RESPONSIVENESS TO THE ANALYSIS CYCLES, INSTRUCTION THAT MATTERS TO EACH LEARNER AND OF COURSE, I CHEATED AHEAD ON THE SLIDES.
WHEN WE'RE LOOKING AT NOT JUST THOSE THAT NEED EXTRA HELP TO COME UP TO THE STANDARDS, BUT THOSE THAT ARE ALREADY THERE AND HOW DO WE EXTEND THAT LEARNING.
OBVIOUSLY, UDL IS DOING THAT UNDER A SYSTEM OF MULTI TIERED SYSTEMS OF SUPPORT.
I FELT LIKE NUMBER 4 PACKED IT ALL IN.
>> THANK YOU. SO THAT THEN LEADS US TO SOME OF THE QUESTIONS THAT HAVE COME UP IS ESPECIALLY WHEN WE TALK ABOUT EVIDENCE BASED LIKE, WELL, WHERE DID MTSS COME FROM? WHAT IS THE HISTORY BEHIND MTSS? WHY ARE WE DOING THIS? THIS GAVE ME A REALLY GOOD OPPORTUNITY TO DIG BACK INTO WHERE MTSS STARTED, WHERE WE'RE AT NOW.
JUST LIKE WHAT WE HAD JUST TALKED ABOUT, IT HAS EVOLVED AS WELL.
THE MORE WE LEARN, THE MORE WE KNOW, THE MORE EVIDENCE WE HAVE, THE MORE IT SHIFTS AND WE GET BETTER AND WE REFINE THE WORK THAT WE'RE DOING.
IN THIS SLIDE, I WILL BE REFERRING, THE GRAPHICS ARE FROM POWER SCHOOLS, BUT THEN ALSO THE OFFICE OF SPECIAL EDUCATION FROM THE US DEPARTMENT OF EDUCATION.
THERE'S A LINK IN THERE SO YOU CAN READ THE ARTICLE.
THIS IS WHERE WE STARTED WITH MTSS.
ACTUALLY, IT TAKES US BACK A LITTLE BIT FURTHER.
HILL WALKER WAS A SPECIAL EDUCATION PROFESSOR AT THE UNIVERSITY OF OREGON.
YOU MIGHT BE FAMILIAR WITH THE UNIVERSITY OF OREGON FOR A COUPLE REASONS, GO DUCKS.
BUT ALSO THAT WERE POSITIVE BEHAVIOR INTERVENTION SUPPORT SYSTEMS AND SUPPORTS WAS ORIGINATED FROM, AND A LOT OF THE RESEARCH IS THERE.
THE U OF O IS REALLY ONE OF OUR NATIONALLY LEADING COLLEGES THAT IS EMBEDDED IN THE RESEARCH AROUND INTERVENTIONS AND SUPPORTS FOR STUDENTS.
HILL WALKER WAS ASKED TO COME IN AND WORK WITH THE DISTRICT THAT NEEDED SOME HELP WITH INTERVENTIONS AND SUPPORTS.
HE STARTED DOING A LITTLE BIT OF RESEARCH AND HE ACTUALLY HAD FOUND THAT THE MEDICAL FIELD WAS USING A TERTIARY OR A TIER 3 SUPPORT IN HOW THEY WERE PROACTIVELY WORKING WITHIN THEIR SYSTEM AND HE WAS LIKE,
[00:30:02]
THIS MAKES SENSE IF WE'RE DOING THIS ON THE MEDICAL SIDE WHERE WE START WITH CARE FOR ALL AND THEN MOVE PATIENTS INTO A TIER 2 OR TIER 3, WHY WOULDN'T WE DO THIS AT THE EDUCATION LEVEL? WHY WOULDN'T WE TAKE A MORE PROACTIVE APPROACH VERSUS A REACTIVE APPROACH TO HOW WE ARE INTERVENING FOR STUDENTS? THAT'S REALLY WHERE THE WORK GOT STARTED.THAT WAS BACK IN 1995, I BELIEVE.
PRIOR TO THAT WE STARTED TO WORK AND IT'S BEEN AROUND A WHILE, PBIS, POSITIVE BEHAVIOR INTERVENTION SUPPORTS AND SYSTEMS. IT STARTED AS SUPPORTS.
I THINK AT SYSTEMS NOW WAS REALLY AROUND THAT BEHAVIOR SIDE.
THIS IS WHERE WE STARTED TO SEE THE TIER 1 AND TIER 3, OUR TRIANGLE PYRAMID, UNIVERSAL TARGETED INTERVENTIONS AND THEN INDIVIDUAL OR INTENSIVE INTERVENTIONS.
WE STARTED TO SEE THAT MODEL, BUT WE ALSO KNEW THAT STUDENTS DIDN'T JUST SIT IN THAT MODEL.
STUDENTS DON'T GO FROM ONE TO TWO TO THREE AND THREE TO TWO TO ONE.
BUT THEY MIGHT NEED BEHAVIOR SUPPORTS, BUT DON'T NEED ACADEMIC SUPPORT.
THEIR ACADEMIC SUPPORTS WOULD STAY IN TIER 1.
WE'RE LEARNING THAT THIS MODEL, THIS VERY FLAT MODEL, DIDN'T REALLY EXPRESS WHAT MTSS IS.
NOW WE'RE STARTING TO MOVE TO WHAT ELSE DOES IT ENCOMPASS? TIER 1 IS REALLY FOR ALL OF OUR STUDENTS.
BUT LIKE CONNIE WAS SAYING, WE ALSO HAVE STUDENTS WHO ARE ALREADY AT STANDARD, MAYBE ACADEMICALLY, OR THEY'RE ALREADY MEETING THEIR SEL STANDARDS OR THEY ARE SO, HOW ARE WE ALSO USING AN MTSS FRAMEWORK FOR EXTENSION AND ENRICHMENT AS WELL? WE'RE IN A BEAUTIFUL PLACE HERE IN CAMAS BECAUSE WE ARE DEVELOPING OUR DISTRICT HANDBOOK.
WE GET TO GO IN RIGHT AWAY LOOKING AT THAT GRAPHIC ON THE RIGHT AND STARTING OUR GRAPHIC THERE.
WHEN I THINK ABOUT THINGS LIKE WHERE WE'RE AT RIGHT NOW WITH TIER 1 IS UNIVERSAL DESIGN FOR LEARNING.
WE'VE BEEN DOING WORK AROUND THAT.
INCLUSIONARY PRACTICES, RESTORATIVE PRACTICES, THOSE ARE ALL TIER 1.
BUT THEN EACH ENDS OF THOSE DIAMONDS ARE ALSO ENCOMPASSED IN THOSE INITIATIVES THAT WE HAVE THAT WE'RE DOING AND WORKING WITH STUDENTS.
THIS ALSO SHOWS US WHERE SOME OF THOSE THINGS HAPPEN.
WHAT DOES THAT MEAN FOR CLASSROOM TEACHERS? WHAT DOES THAT MEAN FOR SUPPORT SERVICES? WHAT DOES IT MEAN FOR OUR PARENT EDUCATORS? THIS REALLY PROVIDES US AN OPPORTUNITY TO COMMUNICATE WITH OUR FAMILIES AND BE ABLE TO SAY THIS IS HOW WE CAN ADDRESS THAT SPECIFIC NEED.
WHETHER THAT'S AROUND A STUDENT WHO MIGHT NOT BE THERE YET OR A STUDENT THAT IS THERE AND NEEDS TO ACCELERATE.
THE OTHER PART OF MTSS, WE HAVE THE PBIS PART.
BUT SOME OF YOU MIGHT ALSO BE FAMILIAR WITH RESPONSE TO INTERVENTION THAT WAS MORE THE ACADEMIC SIDE OF THIS THREE TIERED PRONG.
HOW ARE WE ADDRESSING ACADEMIC NEEDS WITH OUR STUDENTS WHO MIGHT HAVE SOME DEFICITS OR THEY'RE NOT MEETING THE STANDARD? REALLY WHAT MTSS DID IS IT MARRIED THE TWO.
IT SAID, WE HAVE TO LOOK AT THIS.
WE CAN'T JUST HAVE ONE SYSTEM FOR PBIS, ONE SYSTEM FOR RTI, AND THEN ALL OF THESE OTHER THINGS.
MTSS REALLY ENCOMPASSES BOTH OF THOSE.
THEN ALSO HAS BROUGHT IN SOCIAL EMOTIONAL LEARNING BECAUSE WE UNDERSTAND THAT SEL IS GOOD FOR ALL STUDENTS AND STAFF, NOT JUST STUDENTS WHO MIGHT BE STRUGGLING MEETING THOSE BENCHMARKS.
THAT BRINGS US UP TO TODAY AND WHERE WE'RE AT.
ONE OF THE THINGS THAT WAS ASKED OF ME IS MTSS FOR CAMAS, IS IT JUST FOR WASHINGTON STATE? MTSS IS NATIONALLY RECOGNIZED.
MANY STATES HAVE MANDATED AN MTSS SYSTEM.
OSPI HAS TOLD US THAT BY 2028, SCHOOL DISTRICTS NEED TO HAVE AN MTSS FRAMEWORK IN PLACE TO REPLACE WHAT WE CALL THE DISCREPANCY MODEL.
THE DISCREPANCY MODEL IS A PART OF SPECIAL EDUCATION IN WHICH WE IDENTIFY STUDENTS WHO MIGHT HAVE SPECIFIC LEARNING DISABILITIES.
REALLY THE DISCREPANCY MODEL GOES BACK AND LOOKS AT STUDENTS WHEN THEY'RE MORE IN THAT CRISIS SPOT.
LIKE MAYBE THEY'VE GOTTEN A FEW YEARS THROUGH SCHOOL AND NOW WE'RE LIKE, OH NO, THERE'S A LOT OF GAPS, THERE ARE A LOT OF DEFICITS.
WE NEED TO GO BACK NOW AND WE NEED TO DO REMEDIATION TO TRY TO CATCH THEM UP, OR WE NEED TO SEE IF THEY QUALIFY FOR SPECIAL EDUCATION SERVICES.
THROUGH EVIDENCE AND THROUGH RESEARCH, WE ARE ACKNOWLEDGING THAT WE NEED TO BE PROACTIVE.
[00:35:03]
WE NEED TO CATCH THOSE THINGS EARLY.THE WAY THAT WE DO THAT IS THROUGH MTSS BECAUSE WE'LL USE THOSE EARLY DIAGNOSTICS.
WE'LL USE THOSE EARLY SCREENERS TO BE ABLE TO SAY, SOMETHING'S GOING ON HERE.
THEN WE WILL USE THAT PROCESS AND THAT MODEL TO IDENTIFY WHETHER STUDENTS NEED TO RECEIVE SERVICES OR HAVE FURTHER TESTING FOR SPECIFIC LEARNING DISABILITIES.
THAT WAS A LOT OF INFORMATION ON ONE SLIDE WITH TWO GRAPHICS.
ARE THERE QUESTIONS THAT I CAN ANSWER AS FAR AS [OVERLAPPING]?
>> CAN YOU WALK US THROUGH A SCENARIO AND GIVE US EXAMPLES OF WHAT THESE DIFFERENT TIER 1, TIER 2, TIER 3 INTERVENTIONS WOULD BE? WE'RE TALKING A LOT UP HERE, ESPECIALLY FOR ANYBODY WHO'S NEW TO THIS, SOME CONCRETE EXAMPLES OF WHAT THESE WOULD BE, EITHER AN ACADEMIC OR A SOCIAL EMOTIONAL KIND OF THING.
>> ABSOLUTELY. IN MY NEXT SLIDE, I HAVE A COUPLE OF THOSE, JUST EXPERIENCES THAT WE'VE HAD HERE IN CAMAS THAT CAN PROBABLY PROVIDE SOME ANSWERS AROUND THAT.
THEN I'LL MAKE SURE THAT I CONNECT THAT TO WHETHER THAT'S A TIER 1, TIER 2 OR TIER 3 INTERVENTION.
>> GREAT. HEY, THANKS. AWESOME SEGUE.
WHAT DOES THIS MEAN FOR US RIGHT NOW? A CURRENT IMPACT TO OUR LEARNERS.
THE FIRST ONE IS WE ARE CONTINUING OUR WORK WITH INCLUSIONARY PRACTICES AND UNIVERSAL DESIGN FOR LEARNING.
THIS IS VERY BROAD IN THE COACHING PART, TEACHING OUR TEACHERS, COACHING OUR TEACHERS ON WHAT THAT MEANS FOR UNIVERSAL DESIGN FOR LEARNING.
AN EXAMPLE OF TIER 1, WHEN WE LOOK AT GIVING A STUDENT A DIFFERENT METHOD OR MODE FOR HOW THEY ASSESS.
WE MIGHT HAVE A STUDENT AT A TIER 1 LEVEL.
MAYBE THEY'RE NOT THE STRONGEST WRITER YET.
BUT THEY UNDERSTAND THE CONTENT IF WE'RE NOT ASSESSING THEIR WRITING.
BUT THEY'RE EXPECTED TO TURN IN MAYBE A PARAGRAPH TO RESPOND TO A SOCIAL STUDIES QUESTION.
FOR EXAMPLE, KNOWING THAT THEY'RE NOT A STRONG WRITER, MIGHT GET IN THEIR WAY OF BEING ABLE TO REALLY ASSESS WHERE THEY'RE AT.
IN SOCIAL STUDIES, THAT TEACHER, WHEN THEY'RE DESIGNING THAT LEARNING FOR THAT STUDENT, ONE OF THE CHOICES COULD BE YOU CAN WRITE IT, YOU CAN DO A STORY LINE, OR YOU CAN DO A CHECK IN WITH THE TEACHER AND GIVE A VERBAL PROMPT.
OR MAYBE IT'S WITH A PARTNER OR A PODCAST.
THAT SEEMS TO BE A BIG ONE RIGHT NOW.
NOT NECESSARILY AN INTERVENTION, BUT AN OPPORTUNITY SO THAT A STUDENT COULD SHARE AND BE ASSESSED ON THEIR KNOWLEDGE AROUND THAT SOCIAL STUDIES STANDARD, RATHER THAN THEM STRUGGLING THROUGH THE WRITING.
NOW IF IT IS A WRITING STANDARD THAT'S BEING ASSESSED, AND WE KNOW THAT THIS STUDENT STRUGGLES WITH WRITING, ONE OF THE TIER 1 INTERVENTIONS OR SUPPORTS THAT WE COULD PUT IN PLACE FOR THIS STUDENT IS TO GIVE THEM A GRAPHIC ORGANIZER THAT WOULD OUTLINE YOU NEED YOUR TOPIC SENTENCE.
HERE ARE SOME SENTENCE STEMS OR SOME SENTENCE STARTERS THAT YOU CAN USE FOR THE MIDDLE PART OF YOUR ESSAY AND THEN YOUR CLOSING.
DEPENDING ON THE GRADE LEVEL, OBVIOUSLY, THAT WOULD LOOK DIFFERENT.
THOSE ARE JUST SOME TIER 1 SUPPORTS THAT WOULD COME IN THROUGH UNIVERSAL DESIGN FOR LEARNING.
A TIER 3, IF WE'RE MOVING TO TIER 2 OR TIER 3, AND WE HAVE A WRITER WHO IS A STRUGGLING WRITER, MAYBE THEY'RE A GRADER 2 BELOW IN THAT STANDARD.
THEIR GRAPHIC ORGANIZER MIGHT HAVE MORE PROMPTS IN IT, OR THEY MIGHT WORK INDIVIDUALLY OR IN A SMALL GROUP, OR SOMEBODY IS ACTUALLY SCRIBING FOR THEM.
THAT WOULD BE A TIER 2 SUPPORT THAT COULD HAPPEN IN THE CLASSROOM FOR THAT STUDENT.
ONE OF THE THINGS THAT HAS REALLY COME UP IS THE WAY THAT US AS THE ADULTS IN THE SYSTEM SHOW UP FOR OUR LEARNERS AROUND OUR BEHAVIORS AND BELIEFS.
DO WE TRULY BELIEVE THAT EACH STUDENT CAN LEARN? DO WE TRULY BELIEVE THAT EACH STUDENT CAN MEET A STANDARD AND EXCEL? WHAT DOES THAT LOOK LIKE IN OUR PRACTICE? WHAT DOES THAT LOOK LIKE IN OUR CONVERSATIONS? ARE WE HAVING CONVERSATIONS THAT ARE VERY DEFICIT MINDED? WELL, THE STUDENT NEVER ATTENDS CLASS, SO HOW CAN I TEACH THEM THE STANDARD? OR ARE WE SAYING THINGS LIKE WHILE THE STUDENT REALLY HASN'T BEEN HERE FOR A LONG TIME, I NEED TO REACH OUT TO THE FAMILY AND CONNECT WITH THEM AND THEN WE'LL FIGURE OUT X, Y, Z.
A HUGE PART OF OUR MTSS IMPLEMENTATION IS AROUND THAT CULTURE PIECE AND HOW WE ARE APPROACHING
[00:40:02]
SOME OF THESE CHALLENGES THAT MIGHT COME UP FOR OUR STUDENTS WHO AREN'T MAKING THE BENCHMARK YET, OR FOR EVEN OUR STUDENTS WHO AREN'T MAYBE BEING CHALLENGED ENOUGH IN CLASS.A LOT OF THAT HAS HAPPENED IN SOME OF THE MEETINGS THAT I'M SITTING IN ONE ON ONE, WHETHER IT'S WITH OUR COUNSELORS AND COACHING THEM THROUGH THAT, OR MAYBE WITH A CARE TEAM OR AN MTSS TEAM AT ONE OF OUR BUILDINGS TO HELP THEM HAVE THE LANGUAGE AND NAVIGATE, HOW DO WE HAVE THIS CONVERSATION WITH A STAFF MEMBER WITH A FAMILY OR WITH A STUDENT? WE ARE STARTING TO SEE IN OUR SYSTEM AN EARLIER IDENTIFICATION FOR STUDENTS NEEDING SUPPORTS.
I'LL TALK ABOUT THIS AT THE SECONDARY.
ONE OF THE EXAMPLES IS THIS MORNING I WAS AT LIBERTY MIDDLE SCHOOL AND THEY HAVE JUST ADOPTED WHAT THEY'RE CALLING THEIR CARE TEAM.
RIGHT NOW THEY'RE NOT NECESSARILY TALKING ABOUT STUDENTS, BUT THEY'RE DEVELOPING A SYSTEM IN WHICH TEACHERS HAVE ACCESS TO A FORM.
WHEN THEY START TO SEE THINGS THAT ARE MAYBE BUBBLING UP FOR A KIDDO OR A GROUP OF KIDDOS, THEY CAN USE THIS FORM TO INFORM THE COUNSELOR AND THE ADMIN THAT OVERSEE THEM TO SAY, HEY, WE'RE STARTING TO SEE THESE THINGS UP, I COULD USE A LITTLE BIT OF HELP.
WHAT ARE SOME INTERVENTIONS OR I'VE TRIED THESE THINGS AND THEY'RE NOT WORKING YET.
THIS IS NOT THE INTENT TO SEND THE STUDENT SOMEWHERE ELSE TO GET THAT HELP, IT'S A WAY FOR THE COUNSELORS AND THE ADMIN TO KNOW, OUR TEACHER NEEDS SUPPORT IN ORDER TO SUPPORT THE STUDENT.
THAT'S REALLY GOING TO START THAT EARLY IDENTIFICATION SO THAT WE'RE NOT THEN GETTING INTO THOSE DISPARITIES OR THOSE GAPS.
WE'RE GETTING TO THEM A LITTLE BIT EARLIER, WHEN IT'S A COLD AND URGENT CARE NEED.
ANOTHER EXAMPLE AT THE HIGH SCHOOL LEVEL IS LAST YEAR I WAS ABLE TO MEET, THERE WAS A 504 REQUEST FROM A FAMILY.
A STUDENT WAS STRUGGLING, SHE'D ACADEMICALLY BEEN PRETTY ON, BUT THINGS WERE GETTING HARD AND SHE WAS A FRESHMAN AND THERE'S TRANSITION. ALL THE THINGS.
IN THAT MEETING WE WERE ABLE TO TALK ABOUT, IS THIS A 504 ACCOMMODATION? DOES THIS STUDENT NEED THESE ALL OF THE TIME OR DOES THE STUDENT JUST NEED SOME INTERVENTION AND SUPPORTS? DURING THAT TIME, WE WERE ABLE TO MEET WITH THE STUDENT AND THE PARENT AND WE CAME UP WITH THREE SUPPORTS THAT THAT STUDENT NEEDED.
WE SAID, WE'RE GOING TO LOOK AT THESE INTERVENTIONS AND THESE SUPPORTS THAT THE STUDENT NEEDS, TEACHERS WERE ALL ON BOARD.
WE CHECKED IN IT FOUR WEEKS, THE STUDENT WAS LIKE, I'M SOLID, THIS IS GOING WHERE I NEED IT TO GO AND WAS EVEN ABLE TO EASE OFF OF SOME OF THE SUPPORTS.
IF WE CAN EASE OFF OF SOME OF THOSE SUPPORTS, THAT'S MORE OF AN INTERVENTION THAT THE STUDENT NEEDS AND NOT NECESSARILY THAT 504 AS AN ACCOMMODATION.
OF COURSE, WE DIDN'T MAKE THAT DETERMINATION BEFOREHAND, WE JUST WANTED TO SEE IF THIS WAS HELPFUL TO THE STUDENT.
SHE ENDED HER FRESHMAN YEAR GRADE, IS DOING AWESOME PLAYING SPORTS, AND IS DOING REALLY WELL.
THAT WAS AN EARLIER IDENTIFICATION OF A STUDENT IN A WAY THAT WE COULD SUPPORT THEM.
>> WHAT WOULD THE BENEFIT BE TO EITHER THE SCHOOL DISTRICT OR TO THE STUDENT, BECAUSE THEY COULD BE DIFFERENT, OF HAVING INTERVENTIONS AND SUPPORTS IN PLACE OF A 504 PLAN?
>> IT'S THINKING ABOUT IS IT SOMETHING YOU'RE ALWAYS GOING TO NEED? A LOT OF TIMES, FOR EXAMPLE, LIKE WHEN I BROKE MY FOOT, I DIDN'T HAVE TO WEAR MY CAST ALWAYS.
I DIDN'T HAVE TO WEAR MY CRUTCHES ALL THE TIME.
I JUST NEEDED TO DO THAT UNTIL I GOT BETTER AT MY FOOT HEALED.
NOW, IF I HAD LONG TERM DAMAGE AND IT JUST NEVER REALLY HEALED FULLY AND IT BECAME A DISABILITY FOR ME, IT WAS A PART OF MY DISABILITY THAT JUST WASN'T GOING TO GO AWAY, I MIGHT ALWAYS NEED THE CRUTCHES OR A DEVICE TO HELP ME WALK.
IT'S THE SAME THING WITH OUR ACADEMICS AND OUR BEHAVIOR.
WILL THE INTERVENTION TEACH THEM ENOUGH TO BE ABLE TO GO OFF ON THEIR OWN AND DO IT? OR IS THERE A DISABILITY THAT'S ALWAYS GOING TO BE A LITTLE BIT OF THAT BARRIER AND STOP THEIR ACCESS TO BE ABLE TO LEARN A CERTAIN SKILL, SPECIFIC SKILLS, WHETHER IT'S BEHAVIOR OR ACADEMICS? IF THAT'S THE CASE, THEN THAT NEEDS TO BE AN ACCOMMODATION, BECAUSE THAT ACCOMMODATION WILL PERMANENTLY REMOVE THAT BARRIER.
WHEREAS THIS STUDENT DID HAVE A DISABILITY, ADHD, BUT IT DIDN'T IMPACT HER.
SHE WAS ABLE TO LEARN THE EXECUTIVE FUNCTIONING SKILLS SHE NEEDED TO BE SUCCESSFUL IN CLASS.
AFTER FOUR OR SIX WEEKS, HAD SHE NOT SHOWN PROGRESS OR THAT PROGRESS WAS VERY MINIMAL, WE MOST LIKELY WOULD HAVE SAID, THIS IS PROBABLY AN ACCOMMODATION YOU NEED TO HAVE IN YOUR 504.
WE'RE GOING TO PUT THAT IN A 504 PLAN.
WHO EVALUATES THOSE 504 PLANS TO UNDERSTAND IF
[00:45:03]
THAT'S TRULY A LONG TERM THING VERSUS ACCOMMODATION?THE COUNSELORS ARE OUR CASE MANAGERS FOR 504S.
BUT CASE MANAGERS, MUCH LIKE OUR IEPS, WE WANT THERE TO BE A TEAM APPROACH TO THIS.
BECAUSE, FOR EXAMPLE, THAT STUDENT WAS DOING REALLY WELL IN SOME OF OUR CLASSES, BUT STRUGGLING IN OTHER CLASSES.
WE WERE ABLE TO SAY, SHE'S DOING WELL HERE, WHAT ARE SOME OF THE THINGS THAT ARE WORKING? WE WERE ABLE TO TAKE SOME OF THOSE SKILLS AND PUT THEM IN THE OTHER CLASSES, AND THE TEACHERS WERE ABLE TO USE THOSE AS A SUPPORT FOR THE STUDENT.
IT REALLY SHOULD BE A TEAM APPROACH.
TYPICALLY, THAT DECISION IS A TEAM DECISION.
SOMETIMES WE DON'T ALWAYS SEE EYE TO EYE.
I DON'T WANT TO MAKE A BLANKET STATEMENT BECAUSE IT'S NOT BLACK AND WHITE, IT'S NOT LIKE IF THIS, THEN THAT.
BUT IT SHOULD BE A TEAM DECISION.
IF THERE IS NOT A CONSENSUS AMONG THE TEAM OF WHETHER OR NOT TO MOVE FORWARD WITH A 504 OR NOT, MY TYPICAL SUGGESTION IS WE'RE GOING TO ERROR ON THE SIDE OF CAUTION BECAUSE THE STUDENT DOES HAVE A DISABILITY AND WE DON'T KNOW THAT THAT ISN'T THE REASON FOR THAT STUDENT HAVING ACCESS, SO THEN WE WOULD LIKELY MOVE TO A 504.
>> A CLARIFICATION ON THE FIRST QUESTION THEN.
IS THERE A BENEFIT OR A PRO TO HAVING A 504 PLAN FOR THE DISTRICT OR THE STUDENT VERSUS THE STRUCTURE SUPPORT? IS IT MORE LABOR INTENSIVE OR MAYBE NOT ALWAYS APPLICABLE? IS IT COST EFFECTIVE? ARE THERE THINGS LIKE THAT THAT ARE LOOKED AT?
YES, THERE'S A BENEFIT TO BOTH FOR STUDENTS.
IT'S A LITTLE BIT OF COMPARING APPLES TO ORANGES THOUGH.
IN MY OPINION, WE SHOULDN'T NECESSARILY LOOK AT COST AND WHETHER THAT BENEFITS A STUDENT OR NOT.
IF THE STUDENT NEEDS THE 504, WE NEED TO PROVIDE THE 504.
THAT SHOULDN'T COME INTO OUR DECISION MAKING.
WHERE THAT MOST LIKELY WOULD COME INTO DECISION MAKING IS IF THERE'S A SPECIFIC DEVICE THEY NEED THAT MIGHT HAVE A COST TO IT.
BUT THAT ALSO WOULDN'T DICTATE WHETHER OR NOT A STUDENT GETS A 504.
WHAT WE DO KNOW IS STUDENTS ON 504S AND IEPS WITHIN OUR DISTRICT, WE DO KNOW THAT THEY DON'T HAVE THE SAME ACADEMIC OUTCOME, ACHIEVEMENTS AS THEIR PEERS WHO ARE NOT SERVED ON 504S AND IEPS.
THERE'S SOME NATIONAL AND DISTRICT TRENDS THAT SHOW US THAT WE'VE GOT WORK TO DO AROUND THAT.
THERE IS SOME DATA AROUND THAT WHENEVER A STUDENT IS NOT BEING SERVED IN THEIR GENERAL EDUCATION CLASSROOM, THEY'RE LESS LIKELY TO BE ON THE SAME PAR WITH THEIR PEERS WHO ARE.
BUT AGAIN, THAT SHOULDN'T NECESSARILY BE THE DETERMINING FACTOR OF THAT.
THE BENEFIT OF A STUDENT BEING A 504 IS THE FACT THAT IT IS A LEGAL DOCUMENTATION.
THERE IS ACCOUNTABILITY MEASURES IF A STUDENT OR A STAFF MEMBER IS NOT MEETING THOSE ACCOMMODATIONS.
WHEREAS WE DON'T HAVE NECESSARY LEGAL DOCUMENTATION WHEN IT'S AN INTERVENTION OR A SUPPORT TO BE ABLE TO SAY, YOU HAVE TO DO THIS BECAUSE THIS IS LEGAL.
BUT HOPEFULLY OUR PRINCIPALS AND OUR BUILDING LEADERS ARE ABLE TO SAY, WE NEED TO DO THIS BECAUSE THIS IS RIGHT FOR THE STUDENTS, AND ACCOUNTABILITY IS WRAPPED UP IN THAT.
IT'S HARD TO SAY WHETHER ONE IS BETTER [LAUGHTER] THAN THE OTHER.
DID THAT HELP A LITTLE BIT? EXCELLENT. ELEMENTARY FOCUS ON LITERACY.
THIS IS JUST AN EXAMPLE OF SOME OF THE WORK THAT WE HAVE BEEN DOING AT THE ELEMENTARY LEVEL.
ONE OF THE THINGS THAT I HAD DONE IN THIS IS, I HAD ASKED JEN SCOTT, AND I WANT TO FIND HER QUOTE REAL QUICK.
MAYBE LISA YOU CAN SPEAK TO THIS TOO.
WHAT BENEFIT ARE WE SEEING FROM THE ELEMENTARY AND THE WORK THAT WE'RE DOING AROUND LITERACY? BECAUSE THAT HAS BEEN A HUGE COMPONENT FOR OUR ELEMENTARY FOLKS.
DO YOU WANT TO ADD ANYTHING IN THE GROWTH OR THE OUTCOMES THAT YOU'VE SEEN FOR STUDENTS? AND THEN I'M GOING TO SHARE FROM JEN SCOTT.
OUR DATA INCLUDES BOTH QUALITATIVE AND QUANTITATIVE SOURCES.
QUANTITATIVELY, WE'RE LOOKING AT DIBELS AND SCREENING.
WE JUST HAD A CHANCE, WE'RE DIGGING INTO IT EVEN MORE TO LOOK AT THE DATA.
BUT WHAT WE'RE LOOKING TO SEE IS THAT THERE ARE FEWER STUDENTS WHO ARE BELOW, OR WELL BELOW GRADE LEVEL WITH EACH GRADE LEVEL FROM K THROUGH THREE, SPECIFICALLY RIGHT NOW, BECAUSE THAT'S WHERE OUR EMPHASIS HAS BEEN.
[00:50:02]
AND WE'RE SEEING THOSE PATTERNS.UNDERLYING THAT WE'RE ALSO LOOKING AT PARTICULAR GROUPS OF STUDENTS.
THOSE ALWAYS INCLUDE OUR STUDENTS ON FREE AND REDUCED LUNCH.
AND OUR STUDENTS WHO ARE SERVED THROUGH IEP'S BECAUSE THOSE ARE TWO GROUPS OF STUDENTS THAT WE SEE WITHOUT THE ACCESS AND OPPORTUNITY AS MANY OF OUR OTHER GROUPS OF STUDENTS.
WE'RE ALSO EXAMINING THAT TO SEE.
ANECDOTALLY, SOME OF WHAT WE HEAR FROM TEACHERS IS THE BENEFIT OF A MULTI YEAR FOCUS ON A PARTICULAR INSTRUCTIONAL STRATEGY SET, AND THE CONSISTENCY OF PRACTICES.
BECAUSE WHAT WE'RE HEARING IS SECOND GRADE TEACHERS SAY, OH MY GOSH, THESE KIDS ARE COMING IN WITH THE VOCABULARY OF LEARNING TO READ, THE STRATEGIES FOR HOW TO RECOGNIZE WORDS AND BE ABLE TO DECODE THEM.
WE'RE SEEING THAT EACH GRADE LEVEL CAN BUILD ON MORE SEQUENTIALLY TO THAT.
I THINK THE OTHER THING THAT WE'RE SEEING IS THAT WHEN WE TALK ABOUT TIER 1, 2 AND 3 IT'S BEEN COMMON IN THE PAST TO THINK THAT TIER ONE IS WHAT HAPPENS IN THE CLASSROOM, AND TIER TWO IS WHAT HAPPENS SOMEWHERE ELSE.
ONE OF THE CHANGES IN PRACTICE THAT WE DEFINITELY SEE IS SMALL GROUP INSTRUCTION WITHIN OUR CLASSROOMS THAT IS PROVIDING TIER TWO IN THE CLASSROOM RIGHT THERE.
SO THE TEACHER WHO KNOWS THIS GROUP OF STUDENTS IS STRUGGLING, PARTICULARLY AROUND THIS PHONOLOGICAL AWARENESS CHALLENGE OR SOME OTHER, IS ABLE TO PROVIDE INTERVENTION DIRECTLY IN THE CLASSROOM.
SO THOSE ARE THREE SOURCES OF INFORMATION THAT WE'RE LOOKING AT.
>> EXCELLENT. THANK YOU, LISA.
AND THIS IS WHAT JEN SCOTT HAD TO SAY ABOUT THE WORK THAT SHE HAS SEEN.
DIRECT IMPACT ON STUDENTS FROM TEACHERS, DEEPENING THEIR KNOWLEDGE OF THE SCIENCE OF READING AND STRUCTURED LITERACY IS THEIR CONFIDENCE, STUDENTS CONFIDENCE.
CONFIDENCE IN THEMSELVES AS A READER AND WRITER.
CONFIDENCE IN APPLYING THE SKILL AND SKILLS THEY ARE LEARNING BECAUSE OF THE TEACHER'S EXPLICIT TEACHING.
BECAUSE INSTRUCTION IS ALSO SYSTEMATIC, STUDENTS KNOW WHAT IS EXPECTED AND THE ROUTINES THAT HELP THEM TO BE SUCCESSFUL IN DECODING WORDS, IN READING AND WRITING WORDS.
STUDENTS HAVE LEARNED MULTISENSORY TECHNIQUES THAT ENABLE THEM TO HAVE MORE THAN ONE WAY TO LEARN AND PRACTICE A CONCEPT.
THIS CONCEPT HAS HELPED THEM TO SEE AND FEEL THE JOY OF READING.
WE ARE SEEING THE OUTCOMES BOTH IN OUR DATA BUT THEN ALSO IN THIS ANECDOTAL FORMAT AS WELL THAT THEY'RE FEELING STRONGER, MORE CONFIDENT AND ENJOYING READING.
AND RESEARCH SHOWS US THAT THE STRONGER THE READER IS, THE BETTER THEIR OUTCOMES ARE GOING TO BE IN ALL OF THEIR OTHER ACADEMIC AREAS.
I HAD SHARED A LITTLE BIT ABOUT THE CARE TEAM ALREADY AND SO IN THAT EARLY IDENTIFICATION AND THAT'S JUST SOME GREAT WORK THAT LIBERTY IS GETTING STARTED WITH.
THIS IS JUST A REVIEW OF THE PURPOSE OF OUR MTSS IMPLEMENTATION TEAM.
REALLY, THIS IS THE TEAM THAT IS GOING TO SUPPORT OUR BUILDING LEADER TEAMS, THAT WILL THEN SUPPORT OUR TEACHER LEADER TEAMS, AND THEN WE'LL HAVE POSITIVE IMPACTS ON OUR STUDENT OUTCOMES.
THIS IS WHAT WE REFER TO AS A CASCADING MODEL.
THE STRONGER OUR DISTRICT TEAM IS, THE STRONGER WE WILL AS WE CASCADE INTO THOSE OTHER AREAS.
AND YOU'LL SEE ALL COMPONENTS OF MTSS AND ESPECIALLY AROUND THE FAMILIES AND COMMUNITY PARTNERS AND HOW THAT WILL BE INCORPORATED IN OUR DISTRICT IMPLEMENTATION TEAM.
AS A TEAM, WHAT HAVE WE DONE SO FAR? WE HAVE FORMED OUR TEAM.
WE'VE DEVELOPED OUR DISTRICT IMPLEMENTATION TEAM.
WE HAVE MOST OF THE KEY STAKEHOLDERS THERE.
I SHARED WITH YOU EARLIER, WE DEVELOPED OUR VISION, MISSION AND GUIDING PRINCIPLES THAT WE'RE REALLY EXCITED ABOUT.
OVER THE LAST YEAR AND A HALF, WE'VE COMPLETED OUR NEEDS ASSESSMENT ALONG WITH OUR DISTRICT CAPACITY ASSESSMENT.
AGAIN, THAT IS REALLY JUST LETTING US KNOW, WAS OUR DISTRICT READY FOR IMPLEMENTATION? IF NOT, WHAT DO WE NEED TO DO TO GET THERE? AND IF SO, WHAT CAN WE START TO MOVE ON? WE HAVE SET SOME GOALS BASED ON THAT INFORMATION AND WE ARE ON TRACK FOR MEETING THOSE GOALS, WHICH HAS BEEN GREAT.
WE HAVE COMPLETED OUR NEEDS ASSESSMENT WITHIN OUR DISTRICT IMPLEMENTATION TEAM.
SOME OF THE NEXT THINGS THAT WE ARE GOING TO DO IS WE WILL MOVE THAT INTO OUR ACTION PLAN WHICH WILL ALSO INCLUDE THE DISTRICT CAPACITY ASSESSMENT INFORMATION.
THEN WE ARE DOING WHAT WE CALL COMMUNITIES OF PRACTICE.
[00:55:03]
I'M NOT GOING TO SPEND A LOT OF TIME ON THAT TONIGHT.BUT WE'LL HAVE TEAM MEMBERS IN THESE DIFFERENT COMMUNITIES OF PRACTICE WHO ARE GOING TO HELP WITH DEVELOPING OUR HANDBOOK FOR DISTRICT AND BUILDING, PROFESSIONAL DEVELOPMENT.
SO FOLKS WHO ARE INTERESTED IN EACH ONE OF THOSE AREAS WE'LL HAVE SMALLER TEAMS WHO CAN HELP DO THE WORK AND THEN WE'LL FEED THAT WORK OUT.
THAT'S JUST GOING TO BE THE SUPPORTING MODEL THAT IS USED WITHIN AN MTSS FRAMEWORK.
SO WE ARE EXCITED ABOUT MOVING IN THAT WAY, AND I KNOW WE'RE SHORT ON TIME SO I'M TRYING TO GO THROUGH THIS.
WE ARE WORKING ON THOSE TIERED SYSTEMS. BECAUSE WE ARE STILL IN THE IMPLEMENTATION SIDE OF THIS, WE DON'T HAVE A LOT OF THINGS THAT ARE OUT IN BUILDINGS YET.
WE KNOW THAT THERE ARE STUDENTS THAT NEED HELP RIGHT NOW.
THEY'RE AT THAT TIER TWO OR EVEN THAT TIER THREE.
SO WE CAN'T STOP SERVING KIDS WHILE WE GET TO FULL IMPLEMENTATION.
WE'RE TRYING TO MARRY THE TWO.
SO SOME OF THAT WORK IS AROUND THOSE TIERED SYSTEMS AND HOW ARE WE SUPPORTING BUILDINGS WITH THOSE CURRENT CHALLENGES AND CURRENT NEEDS THAT THEY HAVE, WHILE ALSO MAKING SURE THAT WE HAVE THE INFRASTRUCTURE HERE AT DISTRICT TO BE ABLE TO SUPPORT THAT LONG TERM.
COMMUNITY OF PRACTICES AND THEN IMPLEMENTATION OF THOSE BUILDING SYSTEMS. SO THAT'S THE WORK THAT WE'RE MOVING INTO THIS SPRING.
>> CAN I ASK SOME CLARIFYING QUESTIONS?
>> THERE WERE TWO ASSESSMENTS THAT WERE DONE, THE DISTRICT CAPACITY ASSESSMENT AND THE SELF ASSESSMENT.
>> THE DISTRICT CAPACITY ASSESSMENT REALLY LOOKS AT MORE TECHNICAL THINGS IN THE SENSE OF, DO WE HAVE THE FINANCIAL RESOURCES TO SUPPORT WHETHER IT'S A POSITION OR POSITIONS IN THE COACHING? DO WE HAVE THE SYSTEMS THAT WE NEED? DO WE HAVE ACCESS TO SCREENERS? WHAT ARE OUR CURRENT INITIATIVES THAT WE'RE DOING? IT'S VERY BROAD ALMOST IN THE DIFFERENT CATEGORIES THAT IT LOOKS AT.
WHAT CHANGE MODELS FOR EXAMPLE, ARE WE USING AT THE LEADERSHIP SIDE? ARE WE IN A PLACE WHERE WE CAN ACTUALLY HOLD DISTRICT LEVEL MEETINGS? BECAUSE IF WE'RE ANSWERING NO TO SOME OF THOSE QUESTIONS, THEN WE'RE NOT READY TO START AND WE'RE GOING TO HAVE A FALSE START.
>> THE TEAM THAT YOU HAVE, THE TEAM FORMATION, DID THEY DO THE DISTRICT CAPACITY ASSESSMENT AND THE MTSS?
>> THAT'S A GREAT QUESTION. MANY OF THEM DID.
MANY OF THE PEOPLE THAT ARE ON OUR MTSS IMPLEMENTATION TEAM WERE A PART OF THE DISTRICT CAPACITY ASSESSMENT.
WE ADDED MORE FOLKS TO THE MTSS TEAM BECAUSE WE NEEDED TO HAVE DIFFERENT VOICES AT THE TABLE.
BUT YES, MANY OF THEM WERE A PART OF THE DCA AND HELPED US SET UP THOSE GOALS.
AND THEN THE MTSS SELF ASSESSMENT IS REALLY AROUND MTSS SPECIFIC.
THE DCA CAN BE USED FOR ANY INITIATIVE THAT WE'RE DOING.
SO WE'RE LOOKING AT STANDARDS BASED LEARNING RIGHT NOW.
WE USE THE DISTRICT CAPACITY ASSESSMENT TO SAY, HEY, WHERE ARE WE AT WITH THIS? THAT'S NOT SPECIFIC.
IT'S SPECIFIC TO WHATEVER INITIATIVE WE'RE LOOKING TO IMPLEMENT.
THE MTSS SELF ASSESSMENT IS SPECIFIC TO MTSS ITSELF, AND SO IT LOOKS AT THE SYSTEMS AROUND EACH OF THOSE TIERED APPROACHES.
WHAT ARE WE USING AS TIERED SYSTEMS? HOW ARE WE COACHING OUR STAFF AROUND MTSS AND INSTRUCTION EVEN SOME HIRING PRACTICES LIKE HOW ARE WE MAKING SURE THINGS ARE EQUITABLE.
THERE'S A HUGE PIECE COMPONENT ON EQUITY.
SO THAT ALSO IS LIKE CASCADING, YOU DO YOUR DCA FIRST AND THEN YOU DO YOUR INITIATIVE SPECIFIC ASSESSMENT IF THAT HELPS.
>> THE OTHER ASSESSMENT, THE SELF ASSESSMENT, CHECK IN WHERE WE'RE AT, YOU CALL IT DCA.
AND THEN THE NEXT ASSESSMENT, IT SOUNDS LIKE THEY'RE BOTH IN THE SAME PLACE.
THEY BOTH NEED TO BE MOVED INTO AN ACTION PLAN.
>> THE DCA IS IN AN ACTION PLAN.
WHAT THAT MEANS IS WE NEED TO CHECK ON THE GOALS THAT WE DEVELOPED.
ARE WE MEETING THOSE GOALS? THIS WAS A SLIDE FROM OUR MTSS TEAM MEETING.
WE HAVE LOOKED AT THOSE GOALS AND WE'RE PRETTY MUCH WHERE WE'RE AT.
AND YOU'LL SEE THAT ON THE NEXT SLIDE OF WHERE WE SAID WE WOULD GO.
THEN THE MTSS SELF ASSESSMENT, WE'VE COMPLETED THAT, BUT THAT HAS NOT BEEN PUT INTO THE ACTION PLAN YET.
>> DO WE HAVE A LIST OF WHO'S ON THE TEAM?
>> I DO. YEAH, I CAN SHARE THAT WITH YOU ALL.
[01:00:04]
THIS GIVES YOU JUST A LITTLE BIT OF A TIMELINE.EACH OF THE CATEGORIES ON THE LEFT, THESE WERE PULLED FROM THE DISTRICT CAPACITY ASSESSMENT.
YOU'LL SEE ON SYSTEMS AND STRUCTURES SPECIFICALLY THAT THAT WAS A DC PART OF OUR DISTRICT CAPACITY ASSESSMENT GOAL AND ALSO THE FIVE COMPONENTS OF MTSS.
YOU CAN SEE WHERE SOME OF THOSE ALIGNMENTS ARE.
WE STARTED WITH OUR TEAM FORMATION, ONE OF OUR GOALS IN THE FALL, THEN COMPLETING OUR NEEDS ASSESSMENT, THAT WOULD BE THE MTSS.
WE WANTED TO HAVE THAT DONE BY WINTER.
OUR TIERED SYSTEM SO ACADEMIC, SEL, BEHAVIOR, AND DEVELOPING THOSE COMMUNITY OF PRACTICES.
WE WANTED TO START AT THE END OF FALL AND BEGINNING OF WINTER, WE'RE RIGHT ON TRACK FOR THAT.
THEN JUST CONTINUING TO BUILD OUR SYSTEMS AND STRUCTURES AND THEN IMPLEMENTING AT THE BUILDING LEVEL.
THAT'S WHERE WE'RE SITTING AS A TEAM RIGHT NOW AND WE'RE CONTINUING TO MOVE FORWARD AND PRETTY ON TRACK WITH THE GOALS THAT WE SET FOR OURSELVES.
MTSS IS SO HARD TO DO IT IN LIKE 15 MINUTES AND TALK ABOUT IT SO I APPRECIATE THE OPPORTUNITIES TO JUST BUILD.
ARE THERE OTHER QUESTIONS THAT YOU HAVE THAT I CAN ANSWER OR NEEDS THAT YOU HAVE THAT I CAN SEND YOU? I CAN SEND TO THE TEAM.
>> YEAH. I THINK I'D BE INTERESTED IN SEEING SOME OF THOSE, MAYBE GETTING A FEW BULLETS ON WHAT YOU LEARNED FROM THOSE ASSESSMENTS.
ARE THERE BIG RED FLAGS OF WHAT WE'RE MISSING FOR THE DISTRICT CAPACITY ASSESSMENT? ARE THERE THINGS THAT STOOD OUT LIKE, OH, GREAT, NO, WE'VE GOT A MAJORITY GOING THIS, YES, WE'RE READY.
OR WHAT WERE THE BIG MARKERS, BIG TAKEAWAYS?
>> LISA, IF YOU WANT TO JUMP IN TOO, YOU CAN.
I DON'T KNOW THAT THERE ARE NECESSARILY RED FLAGS BECAUSE IT'S JUST MEANT TO INFORM WHERE WE'RE AT.
CERTAINLY ONE OF THE THINGS BECAUSE A HUGE PART OF ANY INITIATIVE IS A COACHING PIECE.
WHEN WE DID THE DCA LAST YEAR AND TALKING ABOUT THE COACHING LIKE WE HAVE A REALLY STRONG MODEL FOR COACHING AND WHAT THAT LOOKS LIKE, BUT ALSO KNOWING THAT THAT WOULD LOOK DIFFERENT THIS YEAR.
IT'S NOT NECESSARILY THAT IT'S A RED FLAG.
IT'S LIKE, WE KNOW WE NEED TO ADDRESS THIS.
WHAT RESOURCES DO WE HAVE THAT WILL BE IN PLACE THAT WE COULD USE TO MEET THIS NEED? IT REALLY JUST IS TO HELP US LOOK AT THINGS DIFFERENTLY.
THAT WAS JUST AN EXAMPLE OF SOMETHING THAT CAME OUT.
HIRING PRACTICES IS ONE LIKE WHAT PROCESSES AND SYSTEMS DO WE HAVE TO MAKE SURE THAT WE HAVE EQUITABLE PRACTICES IN PLACE AND WE'RE HIRING FOLKS THAT KNOW HOW TO MAYBE DESIGN THESE LESSONS ALREADY IF THEY'RE A TEACHER? OR ARE WE HIRING FROM A POOL OF STRONG CANDIDATES THAT ARE, IF THERE'S TEACHERS OF COLOR OR DIFFERENT BACKGROUNDS OR MULTILINGUAL, WHAT ARE WE DOING TO ENSURE THAT WE'RE FOLLOWING THOSE HIRING PRACTICES? BECAUSE THAT IS A PART OF MTSS.
ANOTHER THING THAT SHOWED UP FOR US IN THERE WAS A BIG ONE WAS WE ALL HAVE VERY DIFFERENT IDEAS ABOUT WHAT MTSS MEANS.
THERE'S A LOT OF MYTHS AND MISCONCEPTIONS AROUND MTSS.
THAT'S SOMETHING THAT ROSE UP JUST IN THAT BECAUSE WE WERE LIKE, WAIT, WHAT DOES THAT MEAN? I DON'T UNDERSTAND THAT TERMINOLOGY.
WAIT, ARE WE DOING THAT? THOSE WERE THE THINGS THAT CAME UP.
AGAIN, I DON'T NECESSARILY SEE THOSE AS RED FLAGS BECAUSE THAT JUST PINPOINTS, THAT'S WHERE WE NEED TO WORK.
WE NEED TO HAVE SOME COMMON LANGUAGE, WE NEED TO FOCUS IN ON THAT AREA.
>> I AGREE THAT THE ASSESSMENTS ARE REALLY SO WE KNOW WHERE WE ARE SO WE KNOW WHAT TO DO NEXT.
ONE OF THE THINGS THAT WE FIND WITH THINGS LIKE THIS, AND THIS IS WHY WE'RE WORKING DOUBLE TIME TO MAKE SURE THAT THE STRATEGIC PLAN ALIGNS WITH US TOO, BECAUSE OTHERWISE WHAT HAPPENS AND THAT'S WHAT THE DCA HELPS US WITH AS WELL.
THE DISTRICT CAPACITY ASSESSMENT IS THE ALIGNMENT OF THESE SO THAT WHAT DOESN'T HAPPEN IS WE HAVE ALL THESE SATELLITE PROJECTS THAT DON'T HAVE A CONNECTION FROM WITHIN EVERY LAYER OF THE SYSTEM.
ONE OF THE BIG THINGS WE ALWAYS TALK ABOUT IS A CHAMPION AT THE CABINET LEVEL SO IS THERE SOMEONE WHO'S CONNECTED AT THE CABINET LEVEL ON ANYTHING MAJOR THAT WE'RE DOING? BECAUSE YOU HAVE TO HAVE THAT FLOW TO CABINET, TO THE BOARD.
REALLY JUST LOOKING AT WHAT ARE OUR NEXT KEY MOVES IN ORDER TO BE ABLE
[01:05:02]
TO CREATE THE FOUNDATION ON WHICH ALL THE OTHER WORK WILL HAPPEN MORE QUICKLY.BECAUSE WE'VE ATTENDED TO THE CONDITIONS AND THE FOUNDATIONS.
AT MY SCHOOL, WE DID THAT AN ASSESSMENT AT THE BUILDING LEVEL OF WHERE WE'RE AT.
MAYBE IT'S LIKE STUDENTS KNOW WHAT THE BEHAVIOR EXPECTATIONS ARE IN CLASS AND YOU SCORE YOURSELF.
IS IT POSTED AND HAVE YOU SPECIFICALLY TALKED TO IT? MAYBE WE'RE LIKE, OH YEAH, WELL, WE ALL KNOW WHAT THAT IS AND WE HAVE IT HANGING UP THERE, BUT WE'VE NEVER TALKED ABOUT IT.
IT GOT VERY SPECIFIC IN DIFFERENT SETTING EXPECTATIONS, TEACHING THE EXPECTATIONS, AND THEN REINFORCING OR WHAT DO YOU DO WITH IT.
THAT REALLY HELPED US MAP OUT WHERE WE'RE AT AND THEN WHAT WE NEED TO DO NEXT.
I THINK THAT'S HARD TO CONCEPTUALIZE, BUT YOU GUYS ARE LOOKING AT THAT FROM THE DISTRICT PERSPECTIVE.
>> YOU MAY RECALL FROM EVEN JUST THIS PAST FALL WHEN ELEMENTARY SCHOOLS WERE IN TALKING ABOUT THE RTFI BECAUSE WE NEED ANOTHER ACRONYM BUT THE READING TIERED FIDELITY INVENTORY.
THESE ARE TOOLS THAT ARE HELPING AT EACH LEVEL AND THEY CONNECT WITH EACH OTHER SO AT THE SCHOOL LEVEL, EVERY ELEMENTARY WENT THROUGH THAT PROCESS TO LOOK AT BASICALLY THESE TOOLS DESCRIBE WHAT THE SYSTEM WOULD LOOK LIKE THAT WE'RE TRYING TO BUILD.
THEN WE'RE ABLE TO SEE HOW CLOSE OR FAR ARE WE FROM EACH OF THOSE ELEMENTS.
AT A SCHOOL LEVEL, IS THE PROFESSIONAL LEARNING PLAN ALIGNED WITH THE LEARNING OF STRUCTURED LITERACY? ARE TEACHERS PARTICIPATING IN THAT, THOSE SORTS OF THINGS.
AT EVERY LEVEL WE'VE GOT ONE OF THESE INVENTORIES THAT'S POINTING TO, AT THIS LEVEL, HERE'S WHAT NEEDS TO BE DONE SO THAT WE FULLY REALIZE THIS SYSTEM.
>> THAT'S A HUGE PART OF THE DISTRICT CAPACITY ASSESSMENT IS WHAT ARE WE CALL THEM, THOSE FIDELITY MEASURES, LIKE HOW DO WE KNOW WHERE WE'RE GOING? IT SOUNDS LIKE, CONNIE, WHAT THAT MIGHT HAVE BEEN WAS POSSIBLY THE PBIS, TFI, THAT TIERED FIDELITY INVENTORY.
THAT'S LIKE THE BEHAVIOR SIDE OF IT AND THE SEL SIDE OF IT THAT COMES IN.
THAT'S ONE OF THE INDICATORS THAT WE LOOK AT.
DO WE HAVE A WAY TO MEASURE TO FIDELITY WHETHER OR NOT WE'RE IMPLEMENTING AND THOSE ARE AGAIN EVIDENCE BASED, AND WE MAKE SURE THAT WE ARE GOING WHERE WE NEED TO GO AND IDENTIFYING LIKE, WE'RE DOING OKAY IN THIS AREA, BUT THIS AREA WE'RE GOING TO FOCUS IN BECAUSE YOU CAN'T DO ALL COMPONENTS OF IT ALL AT ONE TIME.
THAT WAS OVERWHELMING TO THE SYSTEM AND TO PEOPLE LIKE WE'D GET REAL EVEN MORE TIRED, [LAUGHTER] MORE QUICK.
THAT'S A GREAT QUESTION. THANK YOU.
>> GIVE ANY OTHER QUESTIONS FOR SHERI? THANK YOU SO MUCH.
>> THANK YOU SO MUCH. I APPRECIATE THE TIME.
[C. Policies for Discussion]
WE HAVE A SLEW OF POLICIES HERE THAT WE'RE GOING TO GO THROUGH.GAIL IS VERY EXCITED FOR THAT.
IT LOOKS LIKE OUR TECHNOLOGY IS WORKING NOW.
>> WERE YOU SPINNING? I WAS SPINNING FOREVER.
>> DO YOU NEED ME TO SHARE THE POLICY DOCUMENT WITH YOU OR WERE YOU ABLE TO OPEN IT?
>> NO. I WAS SPINNING FOR SO LONG, AND YOU SAID TECHNICAL DIFFICULTIES.
I WONDERED IF I WAS THE ONLY ONE WITH BOARD DOCKS WAS THE ONLY THING THAT I WAS SPINNING ON.
>> DOES ANYBODY NEED A PAPER COPY?
>> WE'RE OKAY. ARE YOU READY, COREY?
>> YEAH. SO FIRST POLICY WE HAVE HERE IS 2030, WHICH IS THE SERVICE ANIMALS IN SCHOOLS.
AND HAVE WE ALL HAD A CHANCE TO LOOK THESE OVER THEN? IS THERE ANYTHING ANYBODY HAD QUESTIONS ABOUT, OR ANY CONCERNS ABOUT THIS ONE?
>> NO QUESTIONS FOR ME ON THIS ONE.
>> YEAH, IT LOOKS LIKE WE'RE GOOD TO GO ON THAT ONE.
SIMPLE ENOUGH. 2040, FACILITY DOGS.
>> MY QUESTION WAS IN-HOUSE UPDATES REQUESTED BY, WHAT DID THAT MEAN EXACTLY?
>> THAT MEANS WE DIDN'T RECEIVE UPDATES FROM WSSDA.
WE DIDN'T RECEIVE LEGAL UPDATES FROM WSSDA, BUT ALAN FLECK HAD REQUESTED TO GO BACK THROUGH THOSE
[01:10:02]
AND RE-WORD THEM SO THAT THEY FIT OUR DISTRICT BETTER.THE YELLOW HIGHLIGHTED IS THE NEW.
>> DO YOU HAVE ANY IDEA HOW MANY OTHER DISTRICTS HAVE FACILITY DOG POLICIES?
>> I DO NOT, BUT IT'S EASY TO FIND OUT.
>> WELL, IS THIS A UNIQUE THING FOR US? BECAUSE, I'VE DEFINITELY SEEN THEM AROUND OUR DISTRICT.
I CAN'T BRING MY DOG TO SCHOOL, I WISH I COULD.
HER BROTHER IS IN SCHOOL EVERY DAY.
>> REALLY? WHAT SCHOOL? [OVERLAPPING] WHAT DISTRICT? HERE?
>> THEY HAVE REALLY HEALTHY BENEFITS FOR KIDS.
I WAS JUST CURIOUS BECAUSE I KNOW THAT THAT'S BEEN A PRACTICE IN CAMAS FOR QUITE A WHILE AND I JUST DIDN'T KNOW HOW COMMON THAT IS OUTSIDE OF OUR DISTRICT.
YOU DON'T SPEND A MINUTE LOOKING INTO THAT.
[OVERLAPPING] EVERGREEN DOESN'T HAVE THOSE? I'D HAVE TO CHECK AND SEE IF THEY HAVE THAT POLICY.
I KNOW THAT IT NEEDS TO BE A SERVICE DOG OR [OVERLAPPING].
A TRAINED EMOTIONAL SUPPORT ANIMAL IF STAFF IS GOING TO BRING IN.
>> A CAT LOBBYIST, SCOTT TOO, EVERGREEN SCHOOL DISTRICT.
>> THESE ARE WSSDA POLICIES. [OVERLAPPING]
>> SO MAYBE THEY JUST CHOOSE NOT?
>> MAYBE I'LL HAVE TO LOOK INTO IT.
>> I LOVE POLICY, THAT'S MY JAM.
>> I HAVE NO QUESTIONS ON THE FACILITY DOGS POLICY.
>> I FEEL LIKE WITH THIS GROUP, IF WE JUST KEPT ON THE DOG POLICIES, WE WOULDN'T GET OFF THESE ONES.
[LAUGHTER] SO WE'LL MOVE ON TO 3117.
SO THIS IS STUDENTS IN OR RELEASED FROM AN INSTITUTIONAL EDUCATION FACILITY.
>> I DIDN'T HAVE ANY QUESTIONS?
>> I DIDN'T EITHER. PRETTY STRAIGHTFORWARD CHANGES.
>> I FEEL LIKE ONE OF THE COMMENTS ON THE RIGHT HAND SIDE WAS NOT MEANT FOR US.
>> WELL, AND JUST AS WE SAY, SO THIS IS AN ENTIRELY NEW POLICY THEN, CORRECT?
>> AND THEN ANY OF THE PURPLE MARKS ARE SUGGESTED IN-HOUSE CHANGES TO MAKE THEM FIT OUR DISTRICT BETTER.
I THINK THE ONLY THING I HAD MENTIONED ON THIS ONE IS THAT OWEN ERIC IS IN THERE MAKING A CHANGE RIGHT NOW, IS THAT SCHOOL DISTRICT NEEDS TO BE CAPITALIZED IN THAT FIRST PARAGRAPH.
>> PERFECT. IT'S A FORMATTING, AND I CAN DO THAT.
SO OTHER THAN THAT, IT'S GOOD TO GO?
>> I HAVE A QUESTION ON THIS ONE.
SORRY. DID YOU DID YOU HAVE A QUESTION?
>> NO, I'VE BEEN WAITING FOR THIS, AND I THINK THIS IS A GREAT ONE. THOSE ARE GREAT CHANGED.
>> MY QUESTION WAS A STUDENT IS ABSENT IF THEY ARE NOT PHYSICALLY PRESENT ON SCHOOL GROUNDS AND NOT PARTICIPATING IN ANY OF THESE THINGS, BUT WHAT ABOUT KIDS WHO ARE AT SCHOOL BUT JUST NOT IN CLASS, LIKE, CUTTING CLASS OR THEY'RE OUT ON THE FOOTBALL FIELD?
A STUDENT IS ABSENT FROM IN-PERSON INSTRUCTION WHEN THEY ARE, ONE, NOT PHYSICALLY PRESENT ON SCHOOL GROUNDS.
AND I THOUGHT WE DEAL WITH KIDS ALL THE TIME WHO ARE NOT IN CLASS.
THEY'RE ON OUR SCHOOL GROUNDS, BUT THEY ARE MARKED ABSENT FROM CLASS BECAUSE THEY'RE SKIPPING CLASS.
SO THIS SEEMS TO SAY THAT A STUDENT, IF THEY ARE ON SCHOOL GROUNDS.
>> THEY'RE NOT PARTICIPATING AT AN IMPROVED LOCATION.
>> RIGHT, BUT IT SAYS NOT ON SCHOOL GROUNDS AND THEY'RE DOING THIS STUFF.
WHAT ABOUT IF THEY ARE ON SCHOOL GROUNDS AND THEY'RE NOT PARTICIPATING? [OVERLAPPING]
>> SCHOOL GROUNDS IS AN APPROVED LOCATION.
>> I'D BE LIKE, WELL, I WAS HERE.
>> SO I'M NOT AND, IT'S JUST ONE OF THE OTHER ONES.
>> SO WE'LL FOLLOW UP ON THAT ONE.
>> I'LL CHECK WSSDA'S MODEL POLICY.
[OVERLAPPING] WHETHER THEY'RE ON SCHOOL GROUNDS OR NOT.
AND I DIDN'T KNOW IF THAT WAS JUST BECAUSE WE'RE TALKING ABOUT IN-PERSON LEARNING, BUT I WANT TO ALSO ADDRESS KIDS WHO ARE ON SCHOOL GROUNDS BUT NOT GOING TO CLASS.
[01:15:02]
>> YOU HAD A COMMENT ON THIS ONE.
DID YOU GET IT RESOLVED? WHERE IS SUBSECTION?
>> THAT WAS ME TOO. [OVERLAPPING]
>> I JUST NOTICED THAT ON THERE. I WAS CURIOUS ABOUT UNDER UNEXCUSED ABSENCES, BETWEEN THE STUDENTS SECOND AND SEVENTH UNEXCUSED ABSENCE, THE DISTRICT MUST TAKE THE FOLLOWING DATA INFORM STEPS: A, MIDDLE AND HIGH SCHOOL STUDENTS WILL BE ADMINISTERED THE WASHINGTON ASSESSMENT OF THE RISK AND NEEDS OF STUDENTS FOR OTHER ASSESSMENTS.
IS THAT A NEW REQUIREMENT? I DON'T EVEN KNOW WHAT THAT IS.
>> I KNOW. I'VE NEVER HEARD THAT.
AS WE WENT THROUGH THESE POLICIES, ONE OF THE THINGS WE HAVE IS THE NEXT ACTION RELATED TO THEM.
SO THIS TOOL ALREADY EXISTS AND IT'S THAT WE NEED TO BRING IT INTO OUR PRACTICES.
WE CAN ACTUALLY GET A LINK TO IT FROM THE OSPI WEBSITE AND IT IS CONNECTED TO A SPECIFIC LAW THAT SAYS WE WILL USE THAT TOOL.
>> SO THAT WILL INFORM THE PROCEDURE THAT GOES ALONG WITH THIS?
>> THAT WAS NEW TO ME, SO I WASN'T SURE WHAT THAT WAS.
>> ME TOO. AND I JUST SAT IN AN HOUR LONG MEETING TALKING ABOUT ATTENDANCE TODAY, AND NONE OF US KNEW ABOUT THAT.
>> THE WINDOW BETWEEN THEIR SECOND AND THEIR SEVENTH, THAT'S A HUGE GAP.
>> A WEEK, IF I'M NOT MISTAKEN.
>> ANY OTHER QUESTIONS OR COMMENTS ON THIS ONE? SO I THINK WE JUST NEED THE FOLLOW UP ON CONNIE'S EDIT OR A QUESTION ON THE FIRST SECTION.
>> I'LL EMAIL THAT TO YOU, CONNIE.
>> IF YOU'RE COMFORTABLE WITH THIS BEFORE THE 26TH, I'LL PUT IT INTO FIRST READING.
>> JUST AS LONG AS WE'RE ACCOUNTING FOR THOSE KIDS.
>> YEAH, THAT'S A GOOD POINT. ANYTHING ELSE ON 3122?
>> SO 3207, THE PROHIBITION OF HARASSMENT, INTIMIDATION, AND BULLYING.
THE ONLY THING THAT I HAD MENTIONED ON THIS ONE IS THAT THAT LAST SENTENCE IN THE FIRST SECTION RIGHT BEFORE BEHAVIORS AND EXPRESSION SAYS, THIS POLICY AND ACCOMPANYING PROCEDURE DO NOT GOVERN HARASSMENT, INTIMIDATION, OR BULLYING OF AN EMPLOYEE, VOLUNTEER, PARENT, LEGAL GUARDIAN, OR COMMUNITY MEMBER.
AND I'D ASKED, I'M JUST THINKING FOR SOMEBODY LOOKING AT THESE POLICIES, LOOKING FOR SOMETHING LIKE THAT, WHERE SHOULD THEY LOOK THEN? SO IS THERE AN ACCOMPANYING?
>> THERE IS NOT A SPECIFIC POLICY OR PROCEDURE THAT'S TITLED THE SAME.
WE DO HAVE NOTIFICATION OF THREATS OF VIOLENCE OR HARM AND WE ALSO HAVE SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED.
AND THAT'S ALL WE HAVE A THIS TIME. [OVERLAPPING] WE ALSO HAVE COMPLAINTS AGAINST [OVERLAPPING].
>> COMPLAINTS AGAINST STAFF. [OVERLAPPING]
>> THEN I DON'T KNOW IF IT WOULD BE ADVANTAGEOUS TO US TO ADD SOMETHING LIKE REFER TO THESE POLICIES, I DON'T KNOW HOW TO WORD THIS EXACTLY, BUT JUST FOR ISSUES THAT DEAL WITH BASICALLY ANYONE OTHER THAN STUDENTS.
>> JUST BECAUSE I WAS ASSUMING THAT THIS WAS COMING FROM THERE WAS CONFUSION IN HOW THE POLICY WAS BEING APPLIED, SO I THINK THE MORE CLEAR WE CAN BE ON THAT.
>> ANY OTHER QUESTIONS ON 3207?
>> SORRY, I'M JUST READING ONE MORE TIME THE LAST EDIT ON THE LAST PAGE, THE RED SENTENCE THAT STRICKEN.
SO 3225, SCHOOL BASED THREAT ASSESSMENT.
>> IT LOOKS LIKE WE JUST DON'T SAY EXPULSION ANYMORE. WE SAY REMOVAL.
[01:20:10]
>> ANY OTHER QUESTIONS OR CONCERNS ABOUT THIS ONE?
>> GOOD TO GO? SO THAT MOVES US DOWN TO 4060, DISTRIBUTION OF INFORMATION.
>> WE ARE GOOD THERE. 60, 20 SYSTEM OF FUNDS AND ACCOUNTS.
IF I'M UNDERSTANDING THIS ONE CORRECTLY, THIS IS JUST ALLOWING US TO SET FUNDS SPECIFICALLY ASIDE.
>> IS IT EARMARKING MONEY IN OUR FUND BALANCE FOR SPECIFICS?
>> LIKE WHAT WE WOULD CALL RESTRICTED.
SOMETHING LIKE WE WOULD ASK HOW MUCH IS RESTRICTED.
I THINK THIS SOUNDS LIKE IT DOES THAT.
>> THIS JUST SORT OF SAYS WHAT IT CAN BE USED FOR DOES THAT LIMIT US? BECAUSE IT SAYS EXTERIOR PAINTING, REPLACEMENT OF ROOFS, WALLS OF THAT STUFF, PLAY FIELDS, ATHLETIC.
>> IT MUST INCLUDE ONE OF THE FOLLOWING.
>> I'M TRYING TO THINK, WHAT IF WE'RE EARMARKING MONEY FOR A CURRICULUM ADOPTION? IS THERE A DIFFERENT FUND THAT WE PUT IT INTO EARMARK? IS THIS JUST SPECIFYING A PROCESS THAT WE ALREADY BEST PRACTICE. DO WE KNOW?
>> I'M GOING TO GO BACK AND I'M GOING TO PULL UP THE POLICY AND LEGAL NEWS.
>> I DIDN'T READ THROUGH THAT FOR THIS ONE.
>> BECAUSE TO ME THIS SECTION IS TELLING US IT'S JUST FOR PREVENTATIVE MAINTENANCE.
THAT'S WHY IT GAVE THOSE EXAMPLES.
>> SO MAYBE WE COULD EARMARK OTHER FUNDS IN OUR GENERAL FUND WITHOUT MOVING THEM TO A SUB FUND.
DO YOU GET WHAT I'M ASKING? BECAUSE I KNOW IN THE PAST WE HAVE EARMARKED MONEY FOR CURRICULUM, WHICH IS A DIFFERENT CATEGORY FROM THIS.
IT IS PART OF OUR FUND BALANCE.
WE KNOW, HEY, WE'VE GOT THIS CURRICULUM ADOPTION COMING UP, OR WE'RE OPENING A NEW BUILDING AND WE'RE GOING TO ALLOCATE SOME OF THAT GENERAL FUND BALANCE TO THAT.
DOES THIS SAY THAT EVERYTHING THAT YOU'RE EARMARKING HAS TO BE ONLY FOR THESE? IF WE'RE GOING TO USE THESE SUB FUNDS, THEY CAN ONLY BE USED FOR THIS.
I WANT TO MAKE SURE WE'RE NOT TAKING AWAY OUR ABILITY TO EARMARK FOR OTHER THAN THESE THINGS.
>> I THINK THAT THAT'S A GREAT QUESTION FOR JASON AND TERESSA, EVEN THOUGH THEY APPROVED THIS ONE.
I THINK I SHOULD TAKE THAT STEP BACK TO THEM.
>> YEAH. AND SO PROBABLY IT IS.
MY COMPUTER SPINNING, I CAN'T BRING UP THE POLICY AND LEGAL NEWS FOR THAT ONE.
>> WE'LL HOLD ON THAT ONE FOR NOW.
>> CLARIFICATION. BECAUSE AGAIN, MAYBE THERE'S A POLICY THAT DEALS WITH OTHER TYPES OF SUB FUND.
>> JUST THE FACT THAT THIS IS SPECIFICALLY SPELLED OUT UNDER GENERAL FUND AND THERE'S NO OTHER. I SEE WHAT YOU'RE SAYING.
>> I JUST DIDN'T WANT TO SAY LIKE, OH, WE'RE GOING TO PUT THIS ASIDE FOR CURRICULUM AND BE TOLD, OH, YOU CAN'T, BECAUSE IN THIS POLICY YOU ADOPTED YEAH, I THINK IT'S IN THE NON SUBSTANTIVE POLICY CHANGES SECTION.
>> IT'S NOT ONE OF THE BIG POLICY CATEGORIES.
[01:25:02]
>> OH, YOU MEAN IN THE POLICY AND LEGAL NEWS?
>> WHAT IS THE NUMBER OF THIS ONE?
>> I'M SORRY, COULD YOU TELL ME AGAIN WHAT PAGE IT'S ON?
>> I DIDN'T FIND IT ON PAGE 17. ON PAGE.
>> REVISE THIS MODEL POLICY BASED ON SENATE BILL 5043 SCHOOL DISTRICT DEPRECIATION SUB FUNDS.
LEGISLATION REQUIRES SCHOOL DISTRICTS TO HAVE FEWER THAN 2000 STUDENTS TO ESTABLISH A DEPRECIATION SUB FUND WITHIN THEIR GENERAL FUND TO RESERVE FUNDS FOR FUTURE FACILITIES AND EQUIPMENT NEEDS.
LEGISLATION ALLOWS FOR UP TO 2% OF A SO WE'RE NOT IN THAT.
I'M WONDERING WHY WE HAVE THAT POLICY [OVERLAPPING].
>> I'M GOING TO HAVE TO CIRCLE BACK WITH JASON BECAUSE THAT SOLD.
>> THAT DOESN'T APPLY TO US THEN.
>> MAYBE HE WAS DOING IT BECAUSE HE WANTED TO MAKE A SUB FUND TO PUT THAT MONEY IN.
>> YEAH. BUT WE NEED TO MAKE SURE THAT THAT'S LEGAL.
BECAUSE IT SAYS HERE THAT THIS LAW ONLY APPLIES TO SCHOOL DISTRICTS THAT HAVE FEWER THAN 2000 STUDENTS.
>> BECAUSE IT SAYS AT THE BOTTOM HERE, THIS MODEL POLICY REVISIONS REFLECT THESE PROVISIONS ARE OFFERED IN BRACKETS TO INDICATE THAT SCHOOL DISTRICTS WITH MORE THAN 2000.
>> SO WE'RE NOT REQUIRED TO ADOPT IT.
>> MAYBE JUST HEARING JASON'S REASONING FOR [OVERLAPPING].
>> WAS FUN SUCH GREAT WORK GOING ON HERE.
>> CONVERSATION, JUST A LITTLE EXPLANATION ON THAT AND THEN I THINK WE'RE GOOD. ANYTHING ELSE? ON 60, 20, WE SAW SOME LANGUAGE IN THERE FOR ZERO EV BUSES POTENTIALLY.
62, 13 REIMBURSEMENT OF TRAVEL EXPENSES.
>> CAN SOMEBODY INTERPRET THIS ONE FOR ME BECAUSE I DO NOT UNDERSTAND.
>> THIS IS BASICALLY GOING TO A PER DIEM FOR MEALS? CORRECT. INSTEAD OF SUBMITTING INDIVIDUAL ITEMIZED RECEIPTS.
>> $25 FOR WHATEVER PER MEALS.
>> IT BASED ON, THE SET RATE FOR THE DIFFERENT COUNTIES.
>> IT JUST IT'S SO CONFUSING TO READ, I DID NOT UNDERSTAND IT.
>> YEAH. I MEAN, COULD YOU, SAYING TRAVEL, TRYING TO INCLUDE AUTOMOBILES, BUT IT SAYS MEALS IN LIEU OF ACTUAL EXPENSES FOR LODGING.
THAT'S WHY JUST THAT DOESN'T SAY TO ME THAT MEALS ARE GOING PER DIEM.
>> WE SHOULD JUST SAY THAT SPECIFICALLY.
>> CURRENTLY MEALS IS INCLUDED IN YOUR MILEAGE OR UBER.
>> NO, IT'S NOT. THAT'S WHAT WE'RE CHANGING.
>> FOR PURPOSES OF THIS POLICY.
TRAVEL EXPENSES INCLUDE AMOUNTS PAID FOR THE USE OF IN LIEU OF OTHER LODGING.
>> WELL, WE'RE TAKING MEALS OUT THERE.
>> IN LIEU OF ACTUAL EXPENSES.
>> MAY BE REIMBURSED IN ACCORDANCE WITH THE APPROVAL REIMBURSEMENT PROCEDURES OF THE DISTRICT.
WHAT POLICY IS THAT? RIGHT. I WOULD WANT TO CLICK ON THAT MAYBE THEN THAT WOULD CLEAR UP WHAT THIS IS SUPPOSED TO SAY. WHAT THIS MEANS.
IT'S LIKE I'M SWIMMING THROUGH MUD, YOU KNOW WHAT I MEAN? IF I WERE TO TRY AND DO MY OWN WORK AND KNOW IF I'M GOING TO GET REIMBURSED IT, WE'RE MAKING IT HARD.
>> GET MORE CLEAR AND WORK ON THAT.
>> THAT'S ALL I HAVE. WE'RE IN AGREEMENT ON THE SPIRIT OF THE POLICY.
IT'S JUST THE CLARITY OF IT IS TOUGH.
[01:30:06]
>> THAT MOVES US TO 65, 50 CAPITALIZATION THRESHOLD FOR LEASES AND SUBSCRIPTION BASED INFORMATION TECHNOLOGY ARRANGEMENTS.
>> SO IT'S FOR STUFF THAT'S NOT CANCELLABLE FOR GREATER THAN A YEAR TO START WITH.
THAT'S WHAT THE LEASES WE'RE TALKING ABOUT.
>> LITTLE PAYMENTS THAT EQUAL OR EXCEED 50,000.
>> DO YOU WANT ME TO PULL UP THE POLICY AND LEGAL NEWS REFERENCE?
HE REVIEWED THAT ONE I TAKE IT. YEAH.
>> I'M READING REAL QUICK HERE.
>> DO YOU WANT ME TO READ THE POLICY AND LEGAL NEWS REASONING? I GOT IT RIGHT HERE. DO YOU GUYS WANT TO NOTICE THIS?
>> WASDA HAS DEVELOPED THIS MODEL POLICY TO ADDRESS RECENT STATEMENTS OF THE GOVERNMENTAL ACCOUNTING STANDARDS BOARD, GASB, REGARDING LEASE AND SUBSCRIPTION BASED INFORMATION TECHNOLOGY ARRANGEMENTS.
THE GASB STATEMENTS REFERENCE A CAPITALIZATION THRESHOLD SET BY THE DISTRICT, PROMPTING THE NEED FOR A BOARD POLICY SETTING SUCH A THRESHOLD.
SO THAT'S WHAT WE'RE DOING HERE.
PLEASE NOTE THE SCHOOL DISTRICTS WHO DO NOT HAVE LEASE SUBSCRIPTION BASED TECHNOLOGY DO NOT NEED TO ADOPT THIS POLICY.
>> I'M ASSUMING YES. SO WE DO NEED.
SO IT WANTS US TO SET THE THRESHOLD WHICH I SAW IN THERE.
>> TECHNOLOGY ARRANGEMENTS ONLY. OKAY.
>> WHICH IS WHY THAT $50,000 IS PROBABLY WAS IN THERE.
>> 6605, STUDENT SAFETY WALKING, BIKING AND RIDING BUSES.
SO THE SAFETY ADVISORY COMMITTEE IS JUST NOT REQUIRED BY LAW ANYMORE.
IS THAT MY UNDERSTANDING ON THIS?
>> PRETTY MUCH THAT WAS THE INTENT THAT WE JUST DON'T NEED THE SAFETY ADVISORY COMMITTEE ANYMORE.
>> ALL GOOD? ALL RIGHT. AND THE LAST ONE.
ACCEPTANCE OF COMPLETED PROJECT 6959.
SO THIS WHOLE POLICY IS A NEW POLICY?
>> MY ONLY COMMENT WAS THAT AFTER WE GIVE FINAL ACCEPTANCE, THEN THERE'S STILL 60 DAYS BEFORE WE PAY THE CONTRACTOR.
I JUST THINK THAT'S A LONG TIME, BUT IT'S PROBABLY THE LEGAL REQUIREMENT, BUT THAT'S A LONG TIME.
>> YEAH, SO WASDA REVISED THIS MODEL POLICY TO BETTER ALIGN WITH THE STATUTES PERTAINING TO PUBLIC WORKS CONTRACTS THAT RECEIVE STATE FUNDING.
THEY DEVELOPED A NEW ACCOMPANYING MODEL PROCEDURE TO SUPPORT.
I'M GOOD WITH IT AS LONG AS THAT'S THE LEGAL REQUIREMENT, 60 DAYS.
BECAUSE IT SAYS WE'RE WAITING THE WHOLE TIME.
SOMETIMES WHEN WE ACCEPT SOMETHING AS A BOARD,
[01:35:03]
THEN THEY'RE SAYING THEY'RE GOING TO WAIT 60 MORE DAYS AFTER THAT.>> THAT MIGHT BE THE LEGAL, WHAT IT'S SAYING OR WHAT'S REQUIRED BY WASHINGTON STATE.
BUT I'M JUST AS A CONTRACTOR MYSELF, SOMETIMES IT'S LIKE THAT'S A LONG TIME AND I WASN'T SURE.
>> IF IT'S NOT A REQUIREMENT BY LAW, WOULD YOU LIKE TO SEE THIS CHANGED?
>> WELL, I GUESS I JUST WOULD SAY WITHIN 60 DAYS, I GUESS.
>> IT SAYS NO EARLIER THAN 60 DAYS.
>> I KNOW. I JUST WANT TO MAKE SURE THAT THAT IS THE LEGAL.
WE'RE NOT GOING TO DO IT UNTIL AFTER SO THEN WE SIT ON IT FOR 60 DAYS AFTER THE BOARD SAID YES.
AND I THINK PART OF IS I READ THAT WE'RE WAITING FOR MAKE SURE ALL THE LIENS HAVE CLEARED AND SO I UNDERSTAND PART OF THAT.
I'M ALWAYS LOOKING AT, IT'S A BARRIER SOMETIMES FOR PEOPLE DOING PUBLIC WORKS WHEN YOU HAVE TO WAIT THAT LONG TO GET PAID AFTERWARDS.
>> IT SAYS WASDA HAS REVISED THIS MODEL POLICY TO BETTER ALIGN WITH THE STATUTES PERTAINING TO PUBLIC WORKS CONTRACTS.
I MEAN, IF IT'S THE LAW THEN LET'S DO IT.
IF IT'S NOT THE LAW AND WE HAVE SOME FLEXIBILITY IN THAT, YOU'D LIKE TO SEE.
>> IT MIGHT VERY WELL BE THAT DON'T DO GIANT, I MEAN BIG PUBLIC WORKS LIKE THIS, SO SOMETIMES IT'S A LITTLE BIT DIFFERENT.
>> I'LL CERTAINLY CHECK INTO IT AND GET BACK TO ALL OF YOU.
>> YOU'RE GOOD WITH UPHOLDING IT.
I THINK THAT PUTS US TO THE END OF THE SLATE OF POLICIES. GREAT.
>> THANK YOU FOR GOING THROUGH THOSE.
WE HAVE ONE MORE ITEM ON THE AGENDA TONIGHT, AND THAT'S JUST,
[D. Logistics]
GAIL IS GOING TO WALK US THROUGH SOME LOGISTICS FOR THE NEXT MONTH, SO SOME CALENDAR THINGS.>> SO ERIKA, I DID RECEIVE YOUR E-MAIL THAT YOU'RE NOT ABLE TO DO THE 8:00 A.M. ON THE 20TH, WHICH IS FINE.
BECAUSE YOU'RE ALSO DOWN ON THE 21ST.
>> SO IT WOULD JUST BE VOMITING UNLESS SOMEBODY ELSE WANTS TO FILL THAT SPOT BECAUSE IT'S EASIER FOR THEM.
>> I CAN NEVER DO MORNINGS. I DON'T KNOW WHY.
IF I PUT YES, I WAS NOT IN MY RIGHT MIND.
>> WE CAN DO A DIFFERENT DAY OR SOME TIME ELSE.
>> NO, BECAUSE WE CAN ONLY DO TWO AT A TIME.
SO THE OTHER TWO TIMES ARE SET WITH THE OTHER FOUR BOARD MEMBERS.
>> SO YOU'LL JUST HAVE A ONE ON ONE INSTEAD OF A TWO ON ONE.
>> YEAH. A LOT OF ATTENTION BOOMING, SOMETHING YOU LOVE.
>> I'M GOING TO MOVE ON TO THE BOARD SITE VISITS.
THAT'S A BIG ONE. I NEED TO KNOW IF WE'RE GOING TO HAVE ATTENDANCE.
>> I WILL BE IN ATTENDANCE FOR ALL THREE. YES.
I MIGHT MAKE THE 2:00 BECAUSE I HAVE A BOARD BRIEFING AT 4:00 BUT I WON'T MAKE THE FIRST TWO.
>> AND I WASN'T COMMITTING YET BECAUSE IT'S HARD FOR ME TO COMMIT.
>> YOU HAVE COMMITMENT ISSUES?
>> SOMETIMES I ACCEPT THEM FROM YOU SO THAT THEY GET ON MY CALENDAR, BUT THEN SOMETIMES AS IT GETS CLOSER, THAT DOESN'T.
>> OR YOU SHOULD JUST PUT MAYBE.
>> NO, YOU CAN DO THAT JUST ONCE YOU GET CLOSER IF YOUR SCHEDULE CHANGES JUST E-MAIL ME.
>> I'LL TELL YOU. BUT I USUALLY ACCEPT THEM SO THEY'RE ON THERE AND THEN SOMETIMES SOMETHING COMES UP.
>> AND THAT'S WHY WE'RE DOING THIS AS WELL.
>> IT'S JUST COREY AND I, WE CAN POSTPONE.
>> BAMINI, ARE YOU MAKING THE SITE VISITS?
>> YEAH, I KNOW I WON'T DO THE FIRST ONE.
>> CAN YOU PULL YOUR MIC FOR ME PLEASE?
>> I THINK I WILL NOT ATTEND THE FIRST ONE AT 11:30 BUT I WILL DO THE 12:45 AND THE 2:00.
>> THERE'S JUST THIS WASDA NEW DIRECT TO NETWORK ZOOM THING AND I MISSED JANUARY.
SO I WAS GOING TO DO THAT ONE THAT IT'S AT 12:00.
THAT'S WHY I HAVE TO MISS THE FIRST ONE.
>> SO I SEE YOUR FIRST VISIT AND I WILL DO THAT ONE.
I WOULD LIKE TO COMMIT TO THE SECOND ONE AS WELL FOR RIGHT NOW.
BUT I'M IFFY ON THAT AND IT SOUNDS LIKE IT'S OKAY IF I'M IFFY ON THAT.
IS THAT RIGHT? OKAY. I WILL COMMIT TO THE FIRST ONE.
I CAN'T COMMENT TO THE FINAL ONE.
>> I'LL TAKE YOUR 2:00 O'CLOCK.
>> IT SOUNDS LIKE WE'LL AT LEAST HAVE THREE MEMBERS AT EACH OF THESE.
>> I THINK THAT'S TOTALLY FINE.
>> OKAY. AND THEN SOUPS BUDGET COMMITTEE.
[01:40:02]
I'VE TAKEN EVERYBODY OFF THAT FEBRUARY 21 COMMITTEE MEETING EXCEPT FOR COREY AND BAMINI FOR THE SIGN UPS.IS THAT STILL GOOD FOR BOTH OF YOU?
>> MOVING ON TO THE NEXT WEEK.
WE HAVE CITY SCHOOLS AT 4:00 P.M, MONDAY THE 26TH WITH TRACY AND CONNIE.
>> AND THEN COREY YOU'RE GOING TO MEET INDIVIDUALLY.
>> YEAH. AND THIS IS JUST A REAL QUICK PRE-MEETING FOR JOHN'S EVALUATION THAT WE'LL DO AN EXEC OR HIS MID YEAR CHECK IN THAT WE'LL DO AN EXEC ON THAT MEETING.
>> THAT'S THE NEXT BOARD MEETING, SO THE 26TH.
>> SO COREY WILL RECEIVE IT FROM JOHN ONE ON ONE BEFORE THE BOARD MEETING AND THEN TAKE IT TO EXECUTIVE SESSION FOR ALL OF YOU TO REVIEW.
>> THEN THE FOLLOWING MONDAY, WE HAVE A SAC MEETING AT 4:00, AND TRACY AND CONNIE, YOU WERE LISTED AS ATTENDING THAT ONE? OKAY
>> MY ONLY THING ON THAT IS ALMOST IF I'M GOING TO DO ONE, YOU MIGHT AS WELL DO BOTH.
>> YES, BUT IT'S A LONG NIGHT. [OVERLAPPING]
>> [OVERLAPPING] COREY AND I DID THAT LAST MONDAY.
>> [OVERLAPPING] ERIKA AND I JUST DID THAT LAST WEEK.
>> WE WERE HERE FOR FOUR HOURS.
>> AND CONNIE IS SCHEDULED TO DO BOTH.
SO YOU'RE SAYING, CONNIE, MAYBE YOU'D ONLY DO ONE OF THEM?
>> I WOULD LOVE TO DO JUST ONE.
>> WE'RE HAVING SOMEONE AT SAC EVERY TIME.
>> [OVERLAPPING] DAMIAN IS NOT HERE.
>> CAN WE DISCUSS THIS REALLY QUICK?
>> WE REALLY WEREN'T INVOLVED.
AND THEY'RE PREPPING FOR THE BIG EQUITY END OF YEAR WORKSHOP.
I DON'T KNOW THAT WE REALLY NEED TO JUST [OVERLAPPING].
>> THAT IS SOMETHING THAT YOU REQUESTED EARLY ON.
>> OR MAYBE THERE'S [OVERLAPPING] SPECIFIC MEETINGS THAT WOULD BE BENEFICIAL.
>> I DON'T THINK IT'S NECESSARY TO GO TO THIS ONE.
>> I REALLY DON'T. UNLESS YOU FIND OUT FROM SHAWNA OR KATIE THAT THEY REALLY WANT US THERE, I DON'T THINK IT'S NECESSARY FOR US TO GO TO THAT, BUT WE DID HAVE A CONVERSATION AT THE END OF THAT SAC MEETING WITH KATIE AND SHAWNA ABOUT OTHER WAYS FOR US TO BE INVOLVED.
I THINK WHAT WE ACTUALLY NEED TO DO IS I WOULD LIKE TO HAVE A WORKSHOP SESSION AROUND SAC SOME TIME SOON WITH US AND KATIE AND SHAWNA AND MAYBE REPRESENTATIVES.
BECAUSE WE WERE TALKING ABOUT, THEY EXPRESSED A LITTLE BIT OF INTEREST IN MAYBE GOING NOT TOWARDS A BOARD REP POSITION LIKE WE'VE SEEN IN OTHER DISTRICTS, BUT JUST HOW WE CAN MORE INVOLVE THEM IN BOARD MEETINGS AND GET MORE AUTHENTIC REPORTS BACK. YOU KNOW WHAT I'M TRYING TO SAY?
>> I DON'T KNOW THAT THEY'RE READY YET [OVERLAPPING] TO SEND THE WORKSHOP FOR THAT BECAUSE THEY AGREED WITH US.
YES, THEY'VE BEEN BRAINSTORMING.
THEY WANT TO TALK WITH THE KIDS, BUT THEY'RE SO FOCUSED ON THAT WORKSHOP RIGHT NOW.
>> SO MAYBE IF WE CAN CHECK IN WITH THEM ABOUT THAT, AND I KNOW THAT RIGHT NOW THEIR BANDWIDTH IS REALLY FOCUSED ON THAT LEADERSHIP CONFERENCE IN MARCH.
SO MAYBE AFTER THAT, WE COULD SEE IF WE COULD THROW THEM ON A WORKSHOP SOMEWHERE.
BECAUSE WE EVEN TALKED ABOUT LOOKING AT MODEL POLICY FROM OTHER DISTRICTS.
BECAUSE I KNOW THE CONSENSUS OF THE BOARD HAS BEEN WE WANT OUR STUDENT ADVISORY COMMITTEE TO BE INFORMING THE BOARD, BUT NOT IN THE TOKEN STUDENT REP WAY WHERE WE'RE JUST GETTING REPORTS ON HERE'S WHAT'S GOING ON AT THIS ONE BUILDING, WE HAD A DANCE, AND WE HAVE A FUNDRAISER COMING UP, THAT KIND OF THING.
I THINK THAT WE WOULD LIKE TO DO A WORKSHOP AT SOME POINT, SO I THINK JUST TALKING WITH THEM ABOUT WHEN WOULD BE AN APPROPRIATE TIME TO DO THAT, AND THEN WE CAN MAYBE GET TOGETHER, OR I CAN GET TOGETHER WITH THEM AND HASH OUT AN AGENDA FOR WHAT TO DO WITH THAT.
AM I CAPTURING THIS CORRECTLY?
>> THEY ARE ON A WORKSHOP, I BELIEVE IN MARCH, POSSIBLY APRIL.
KATIE AND I HAVE ALREADY TALKED ABOUT IT [OVERLAPPING], AND I THINK IT WOULD BE REALLY GOOD TO LINK YOU TWO UP.
>> MAYBE JUST FOLLOW UP WITH THEM TOO, AND JUST SEE IF THEY ARE ON MARCH, WHAT THEY WANT TO DISCUSS IN MARCH.
BECAUSE I FEEL LIKE RIGHT NOW THEY ARE VERY FOCUSED ON THEIR LEADERSHIP CONFERENCE.
AND IF THEY'RE NOT READY FOR MARCH, THEN LET'S PUNT AND GO TO A DIFFERENT ONE.
>> YOU'RE GOING TO CHECK TO SEE IF THEY EVEN WANT US AT THAT MONDAY.
[01:45:02]
>> I WOULDN'T GO, BUT YEAH, JUST DO A COURTESY, BUT I'D LOVE TO RELINQUISH MY CAC.
>> WELL, WHAT WE DID TALK ABOUT IS A ROTATION.
>> SHE JUST DID IT IN FEBRUARY.
ERIKA AND I WERE JUST AT THE LAST ONE IN FEBRUARY.
SO THAT'S WHY YOU'RE SEEING IF ANYBODY WANTED TO GO IN MARCH.
>> WITH BAMINI. BAMINI IS GOING. CONNIE WILL GO.
>> CONNIE AND BAMINI FOR MARCH 4TH.
>> AGAIN, IT ALWAYS SEEMS TO WORK TOO IF ONE OF US NEEDS TO GIVE IT UP.
WE'RE PRETTY GOOD ABOUT SAYING, HEY, I CAN'T MAKE IT AND THEN WE FILL IT IN. SO THAT HELPED.
>> I JUST WANT TO ASK THEN IF THE WAY I HAVE SET UP YOUR AVAILABILITY CHECKS ALL IN ONE DOCUMENT, IS THAT HELPFUL?
>> WHERE WE PUT THE X IF WE CAN GO OR NOT? BUT I NEVER KNOW HOW TO GET TO IT UNLESS YOU PUT IT.
>> I FILL IT IN, BUT THEN WE NEED TO REVISIT IT.
>> WE'LL JUST RECONNECT AND WORK ON IT, WHICH IS WHY WE'RE DOING THIS. [OVERLAPPING]
>> YOU'RE FREE TO DO WHAT YOU WANT, BUT I JUST USUALLY CHECK IT DURING THE WEEKLY UPDATE BECAUSE YOU SEND IT OUT IN THE WEEKLY UPDATE.
SO I JUMP IN AND JUST MAKE SURE, YES, EVERYTHING THAT I FILLED IN STILL CORRECT.
>> I DON'T. I GO TO THE WEEKLY UPDATE THAT YOU SEND, AND I GO TO MY CALENDAR AND MAKE SURE IT'S IN MY CALENDAR, AND IF IT'S NOT, I PUT IT IN MY CALENDAR OR FORWARD IT TO MYSELF.
SO I DON'T GO BACK TO THE DOC IS WHAT I'M SAYING.
[OVERLAPPING] I GO BACK TO MY CALENDAR.
>> KEEP THAT DOCUMENT UPDATED THEN.
>> THAT'S WHAT I'M WORKING FOR.
>> BECAUSE IF WE HAD A CALENDAR, A MONTHLY CALENDAR, THEN WE HAVE STUFF.
>> [LAUGHTER] I'M SORRY CONNIE.
>> I KNOW. JUST THINKING OUTSIDE THE BOX.
WHAT IF THERE WAS ONE SPOT THAT HAD WHAT WE HAD TO DO ON ANY GIVEN DAY LIKE A CALENDAR.
>> I SEE WHAT YOU'RE SAYING. I SUBSCRIBE TO THE OREGON STATE BEAVER BASEBALL TEAM CALENDAR, SO ALL OF THOSE ARE PUT IN THERE.
YOU'RE SAYING IF YOU COULD SUBSCRIBE TO EVERYTHING SCHOOL BOARD, ALL OF THOSE THINGS ARE PUT IN THERE.
>> WELL, IT'S LITERALLY AN ELECTRONIC MONTHLY CALENDAR.
>> THIS IS SOMETHING WE TALKED ABOUT AT THE PLANNING MEETING IN JULY.
>> I'M AIMING FOR MORE VISUAL, SO THAT MIGHT BE JUST AN INDIVIDUAL NEED FOR ME.
>> I DON'T KNOW. WHAT DOES ANYBODY ELSE THINK.
>> I DON'T MIND TAKING IT AND GOING.
BECAUSE IF IT'S NOT HERE, IT'S NOT HAPPENING.
>> I ALSO DON'T. SOMETIMES A PAPER IS EASY FOR ME TOO, BECAUSE THEN I'M LIKE, OH. [OVERLAPPING]
>> I'M GOING TO PUT SOMETHING AT THE TOP OF THAT AVAILABILITY DOCUMENT THAT LOOKS LIKE A CALENDAR IF POSSIBLE.
>> I'M THERE FOR YOU, CONNIE. I'M THERE FOR YOU.
>> THEN I GO AND CHECK WHAT I CAN DO OR WHATEVER, AND THEN I RELY ON YOUR CALENDAR INVITES FOR IT TO GET ON MY CALENDAR.
>> RIGHT NOW I'M DOING CSD AND WORK, CSD AND WORK, AND CSD AT WORK FOR ALL THREE.
>> IT DOESN'T ALWAYS HAPPEN WORK WITH CALENDAR.
I'VE BEEN HAVING TO FORWARD THEM.
>> I JUST HAD ONE THAT DIDN'T [OVERLAPPING]
>> I HAVE A TWO BY ONE THAT DIDN'T SHOW UP ON MY WORK ALSO, AND I WONDERED IF SHAWNA DID IT INSTEAD OF YOU. DID SHE SEND IT?
>> I HAD TO GO INTO OUTLOOK AND FORWARD IT TO MYSELF AT WORK.
>> BUT I JUST FIGURED IT'S A NEW THING BECAUSE WE JUST STARTED SENDING THEM TO MY WORK THAT MAYBE ONE GOT MISSED BECAUSE IT WAS ALREADY ON THE CALENDAR, I DON'T KNOW.
IT COULD BE IT WAS ALREADY ON THE CALENDAR, THEN SHE DIDN'T ADD MY WORKING HOURS, SO THAT MIGHT HAVE BEEN WHY THAT HAPPENED.
>> I JUST HOPE PEOPLE ARE LISTENING IN AND ARE JUST FASCINATED WITH YOUR LOCAL REPRESENTATIVES DOING BUSINESS IN REAL TIME.
>> HOW WE COORDINATE OUR SCHEDULE.
>> I'D LIKE YOU TO GO BACK AND GO, [OVERLAPPING] I HOPE PEOPLE ARE LISTENING IN.
>> WE'RE DOING THE REAL WORK, PEOPLE.
>> THIS IS HOW THE SAUSAGE IS MADE.
>> [OVERLAPPING] THIS IS THE REAL WORK.
>> VOLUNTEERISM, OUR CALENDARS ARE FILLED.
>> I THINK THAT THAT IS ALL WE'VE GOT FOR TODAY.
IT IS 6:20 P.M. AND WE ARE ADJOURNED.
>> I LIKE TO WISH YOU A HAPPY PRE-BIRTHDAY.
>> HAPPY BIRTHDAY. COREY, CAN YOU STAY WHERE YOU ARE.
>> I THINK PEOPLE CAN STILL HEAR ME.
>> KHLOE.
* This transcript was compiled from uncorrected Closed Captioning.