Mar 11, 2024 School Board Workshop

[00:00:03]

>> GOOD AFTERNOON EVERYONE AND WELCOME TO OUR MARCH 1TH,1 BOARD WORKSHOP.

[1. School Board Workshop - 4:30 PM]

FIRST ITEM ON OUR AGENDA IS

[A. MultiLingual Learner Program Update and World Language Proficiency Testing Results]

DR. ANSELONE, DO YOU HAVE ANY INTRODUCTION FOR THIS OR TURN IT OVER?

>> NOT A LOT ON THIS ONE.

IT'S DEFINITELY EXCITING DAY.

HELLO. GOOD AFTERNOON EVERYONE.

WE HAVE SOME GREAT PRESENTATIONS FOR YOU AND HOPEFULLY SOME REALLY ROBUST DISCUSSION AROUND THESE ITEMS. WITH THAT SAID, YES, YOU SAID IT PERFECTLY.

COREY, I'LL PASS IT OFF TO. MISS GRASSFITH FIRST.

>> I WILL INTRODUCE KIMBERLY DANIELS WHO COORDINATES OUR MULTILINGUAL LEARNER PROGRAM AND HAS TRULY AMAZING LEADERSHIP AS THE STATE IS BOTH UNDERGOING SOME CHANGES WITH WHAT IS NEEDED FOR MULTILINGUAL LEARNER SUPPORT, AND ALSO AS WE'RE LOOKING AT THE CHANGING NUMBERS AND NEEDS OF OUR MULTILINGUAL LEARNERS HERE IN CAMPS.

WE'RE JUST REALLY EXCITED TO BE WITH YOU TODAY AND TO BE ABLE TO SHARE THIS WONDERFUL PROGRAM AND THE STUDENTS WE SERVE.

>> I'M REALLY EXCITED TO SHARE EVERYTHING THAT I DID.

IT'S A LONG PRESENTATION, SO I'M GOING TO STICK TO MY SCRIPT BECAUSE MY STUDENTS REMEMBER ME.

I HAVE TO TIE MYSELF IN THE CLASSROOM.

I'M GOING TO STICK TO IT, BUT I'M EXCITED TO BE HERE.

THIS PRESENTATION FOLLOWS OSPI'S MULTILINGUAL STATEWIDE STRATEGIC PLAN.

IT'S A THEME THAT HIGHLIGHTS FOR US FOUR CORE PRINCIPLES FOR SUPPORTING MULTILINGUAL LEARNERS.

ONE OF CHEMIST SCHOOL DISTRICT'S GREATEST ASSETS IS THE RICH DIVERSITY OF OUR STUDENTS AND FAMILIES.

A FOCUS IN OUR SUPPORT IS TO ENCOURAGE OUR MULTILINGUAL STUDENTS TO DEVELOP THEIR HOME LANGUAGE SKILLS WHILE DEVELOPING STRONG ENGLISH PROFICIENCY AND ACADEMIC SKILLS.

THE CHEMIST MULTILINGUAL PROGRAM IS CREATING A SYSTEM THAT PROMOTES AN ASSET-BASED APPROACH WITH KEY ACTIONS AND GOALS THAT CAPITALIZE ON THE KNOWLEDGE AND SKILLS OF MULTILINGUAL LEARNERS AND THEIR FAMILIES.

THE PLAN LAYS OUT CRITICAL STEPS THAT INCLUDES THE NEEDS-BASED APPROACH THAT CHEMIST SCHOOL DISTRICT IS DEVELOPING THROUGH THE MTSS STRUCTURE, THE MULTI-TIERED SYSTEMS OF SUPPORT WHILE ALSO INCREASING SUPPORT AND PROFESSIONAL DEVELOPMENT FOR EDUCATORS TO STRENGTHEN INSTRUCTIONAL PRACTICE IN SERVING MULTILINGUAL STUDENTS.

MOST IMPORTANTLY, IT EMPHASIZES THE IMPORTANCE OF COLLABORATING WITH FAMILIES AND COMMUNITIES AS PARTNERS IN THEIR WORK.

IN REFERENCE TO THIS QUOTE BY SHOOK MARIAN, THIS PRESENTATION IS BASED ON THE BELIEF THAT LANGUAGE IS NOT JUST A SKILL, BUT A POWERFUL DOORWAY TO NUMEROUS OPPORTUNITIES AS STUDENTS GRADUATE AND MOVE FORWARD WITH THEIR COLLEGE AND CAREER PATHS.

IT IS OUR WORK TO ADVOCATE FOR THE VOICES OF A GROWING POPULATION WHERE BECAUSE IN THE PAST THEY HAD BEEN FEW AMONG MANY.

THE CHALLENGES AND PATHS HAVE NOT ALWAYS BEEN ACCESSIBLE.

LOOK AT THE SKILL.

THESE NUMBERS REPRESENT OUR COUNT AS OF OCTOBER 277.

>> YEAH.

>> POLITICAL STRIFE.

>> [OVERLAPPING] THE STRIKE.

>> POLITICAL STRIFE.

>> NO. OH, THAT'S WHY COMPLETE.

YEAH. THAT'S A BIG.

>> [OVERLAPPING] IN UKRAINE AND IN TAIWAN IS WHERE WE'RE SEEING STUDENTS COMING FROM.

ABSOLUTELY. OH, IN CENTRAL MEXICO.

EACH YEAR SHOWS A SHIFT IN THE LANGUAGES SPOKEN IN CAMAS AS FAMILIES TRANSITION TO COMMUNITIES THAT BEST MEET THEIR NEEDS.

AND AS OUR NUMBERS CONTINUE TO GROW, SO DOES THE NUMBER OF LANGUAGES SPOKEN.

THIS YEAR, WE HAVE SEEN OUR NUMBERS SHIFT FROM JUST A FEW TOP LANGUAGES TO A WIDER SPREAD WITH THEIR NUMBERS ACROSS SEVERAL LANGUAGES.

THIS PICTURE JUST WARMS MY HEART AS YOU ARE LOOKING AT EIGHT OUT OF 10 OF THE DEDICATED AND HIGHLY TALENTED MULTILINGUAL SPECIALISTS WHO SERVE STUDENTS AT EACH AND EVERY SCHOOL HERE IN CAMAS.

PRESENTED HERE ARE THE MOST RECENT NUMBERS FOR MARCH, AN IMPORTANT COUNT, AS THIS MAKES UP THE TOTAL NUMBER OF STUDENTS THAT WILL TAKE THE WIDA ACCESS TEST.

THIS TEST, WHICH GIVES US THE MOST INFORMATION IN REGARDS TO STUDENTS LANGUAGE PROFICIENCY TAKES UP THE ENTIRE TESTING WINDOW TWO MONTHS, AS STUDENTS FROM KINDERGARTEN THROUGH 12TH GRADE ARE ASSESSED ON THE FOUR DOMAINS OF LANGUAGE, LISTENING, SPEAKING, READING, AND WRITING.

EACH DOMAIN CAN TAKE 15-45 MINUTES PER STUDENT,

[00:05:02]

THIS TEAM IS AMAZING, AND I'M LUCKY TO WORK ALONGSIDE THEM.

JUMPING INTO PRESENTING OUR FIRST CORE PRINCIPLE OF STRENGTHENING INSTRUCTIONAL PRACTICES FOR MULTILINGUAL STUDENTS.

THE FIRST GOAL IS TO PROVIDE FOR AND SUPPORT HIGH QUALITY INSTRUCTIONAL PRACTICES FOR MULTILINGUAL LEARNERS.

THAT BRINGS INTO FOCUS THE PRACTICES AND ROUTINES THAT ARE PROVIDED WITHIN CORE INSTRUCTION TO WHICH ALL STUDENTS HAVE A RIGHT TO BE SUPPORTED IN.

THE SECOND GOAL IS AN EMBEDDED COMPONENT IN ENSURING ALL STUDENTS ARE SUPPORTED IN CORE.

BECAUSE IN ORDER TO DO THAT, INCLUSIONARY LEARNING SPACE FOR ALL, INCLUDING MULTILINGUAL LEARNERS IS ESSENTIAL.

LASTLY, THE THIRD GOAL IS THE LONG GAME, INCREASING THE GRADUATION RATES OF STUDENTS WHO ARE SIMULTANEOUSLY LEARNING THEIR SECOND LANGUAGE WHILE ATTENDING CLASSES IN ENGLISH.

FOR EACH CORE PRINCIPLE, WE WOULD LIKE TO TOUCH ON THE SPECIFIC ACTION STEPS THE MULTILINGUAL PROGRAM IS TAKING IN ORDER TO MEET SUCH HIGH EXPECTATIONS.

THE CORE PRINCIPLE OF STRENGTHENING EXISTING INSTRUCTIONAL PRACTICES INVOLVES SYSTEM STRUCTURE CHANGES THAT ALLOW FOR INCREASING THE CAPACITY OF TEACHERS WHO ALREADY WORK HARD TO PROVIDE HIGH QUALITY INSTRUCTION WITHIN THEIR CONTENT SPECIALTIES.

THEREFORE, THE ACTIONS LISTED HERE INCLUDE SHIFTS IN PRACTICES TO ALLOW FOR THE GREATER NEED THAT COMES WITH A GROWING DIVERSE POPULATION WITH UNIQUE LEARNING NEEDS.

MANY OF THESE ACTIONS LISTED ARE LAYERED WITHIN THE MULTI-TIERED SYSTEMS OF SUPPORT STRUCTURE, WHICH I'M GOING TO GO INTO A LITTLE DETAIL IN THE FOLLOWING SLIDES.

BUT IN ORDER TO DO THIS, WE MUST FIRST PROVIDE FOR CAPACITY AND TIME TO INCREASE COLLABORATION AND CO-PLANNING EFFORTS BETWEEN TEACHERS AND SPECIALISTS WHICH IN TURN PROVIDES FOR AN INCREASE IN STUDENTS ACCESS TO ENGLISH LANGUAGE DEVELOPMENT AND ACCESSIBLE CONTENT INSTRUCTION.

THIS COLLABORATION WORK CONTINUES WITH WORKING IN SECONDARY SCHOOLS WHERE STUDENTS ACCESS TO SUPPORT CAN BE DIFFERENTIATED ON STUDENT NEEDS, THE CONTENT, AND SPECIFIC ACCESS TO ENGLISH LANGUAGE DEVELOPMENT WHILE STILL EARNING HIGH SCHOOL CREDITS.

AS PROMISED, WE'D LIKE TO LOOK A LITTLE DEEPER INTO THE MTSS STRUCTURE AS IT APPLIES TO THE MULTILINGUAL PROGRAM, WHICH HIGHLIGHTS MOVING FORWARD FROM ENSURING STUDENTS HAVE EQUITABLE ACCESS TO CORE INSTRUCTION, TO ENSURING THAT EVERY STUDENT GETS WHAT THEY NEED WHEN THEY NEED IT.

HERE IS THE GRAPHIC OF HOW MTSS WORKS TO SHOW THE IDEA OF LAYERING INTERVENTIONS AND SUPPORTS.

AS YOU CAN SEE HERE, SUPPORTS FOR OUR MULTILINGUAL STUDENTS IS A TIER 1 SUPPORT.

ALL STUDENTS IN THE PATH OF ACQUIRING A SECOND LANGUAGE HAS THE RIGHT TO SUPPORT FOR THEIR ACCESS AND LEARNING CORE INSTRUCTION.

TIER 2 SUPPORTS ARE LAYERED IN ADDITION TO CORE INSTRUCTION FOR STUDENTS WHO ARE STRUGGLING TO SHOW GROWTH WITH THE STRATEGIES AND SUPPORTS IDENTIFIED IN CORE.

THIS NUMBER SHOULD HOVER AT APPROXIMATELY 20% OF STUDENTS.

WHEN THAT PERCENTAGE IS ABOVE THAT NORM, THIS IS AN INDICATION OF A SYSTEM CHALLENGE TO OVERCOME.

WHEN THE RED WE HAVE TIER 3.

TIER 3 SUPPORTS PROVIDE AN ADDITIONAL MORE INTENSIVE LAYER OF SUPPORT FOR OUR MOST VULNERABLE STUDENTS.

AGAIN, THIS NUMBER SHOULD HOVER AT NO MORE THAN 5% OF THE TOTAL MULTILINGUAL POPULATION.

>> ARE WE DOING QUESTIONS DURING OR DO YOU WANT THEM AFTERWARDS? I DIDN'T GET MY INSTRUCTIONS.

>> WE CAN JUDGE, IF YOU HAVE A QUESTION.

I DON'T MIND JUMPING IN.

>> I'M WRITING THEM DOWN, BUT I THOUGHT I'D PAUSE ON THIS ONE AND THEN I CAN GO BACKWARDS.

I HEARD WHEN YOU SAY THAT RECEIVING TIER 2 SHOULD HOVER AROUND THE 20% BUT THEN I SEE WE'RE AT 29%.

THEN WHAT DOES THAT MEAN?

>> THAT LOOKS AT THE SYSTEM.

>> WHAT DOES THAT MEAN TO OUR SYSTEM?

>> WHAT IT MEANS TO OUR SYSTEM IS WE NEED TO LOOK AT CORE AND HOW CAN WE SUPPORT CORE INSTRUCTION TO PROVIDE FOR THE SUPPORT FOR STUDENTS.

WHAT PROFESSIONAL DEVELOPMENT? WHAT COLLABORATION CAN BE GIVEN TO TEACHERS WHO ARE TEACHING CORE AND SPECIFIC CONTENT SO THAT THEY CAN MEET A LOT OF THE NEEDS OF STUDENTS WHILE ALSO COLLABORATING WITH ML STAFF TO SUPPORT FOR ANY SUPPORTS THAT MIGHT HAPPEN OUTSIDE OF CORE INSTRUCTION SO THAT IT CAN BE LAYERED.

WE STILL NEED A STRONG CORE WHERE STUDENTS ARE SUPPORTED, AND THEN A SECOND LAYER OF SUPPORT THAT SUPPORTS THAT.

>> ARE WE DOING THOSE THINGS?

>> WE ARE.

>> OH, OKAY.

>> YEAH, AND WE'LL SEE.

>> YOU'RE HOPING TO GET THAT NUMBER DOWN THEN AND SO EVERYBODY SHIFTS TO THE LEFT.

[00:10:01]

>> HOPING TO KEEP THAT NUMBER AT 20%.

>> GOT YOU.

>> THANK YOU. UNDERSTOOD.

>> THANK YOU.

>> RECEIVING TIER 1.

BEFORE WE TAKE A LOOK AT THE COMPONENTS FOR EACH LEVEL OF SUPPORT, I WOULD LIKE TO BRING YOUR ATTENTION TO ONE OF OUR FANTASTIC MULTILINGUAL LEARNERS WHO HAS WON A LOCAL ACHIEVEMENT FOR COMPLETING HER UNIT AND IMAGINE LEARNING ONE OF THE LANGUAGE APPLICATIONS WE USE FOR OUR ELEMENTARY STUDENTS.

IMAGINE LEARNING IS A TIER 1 SUPPORT FOR MULTILINGUAL STUDENTS.

WHAT YOU WILL SEE LISTED HERE ARE FIVE ESSENTIAL COMPONENTS TO CORE INSTRUCTION THAT THE MULTILINGUAL PROGRAM IS COMMITTED TO SUPPORTING AS WE WORK WITHIN THE MTSS STRUCTURE.

THESE INCLUDE ENSURING THAT SCAFFOLDING IS PROVIDED FOR INDIVIDUAL LEARNING NEEDS THAT A CULTURAL RESPONSE TO TEACHING IS TAKING PLACE IN ORDER TO SUPPORT BACKGROUND KNOWLEDGE AND CONTENTIONS TO CONTENT.

THAT PRACTICE IN THE FOUR DOMAINS OF LANGUAGE ARE ROUTINELY USED, ESPECIALLY FOR OUR NEW LANGUAGE LEARNERS WHO ARE ENTITLED TO EXPOSURE TO GRADE LEVEL CONTENT, YET ARE NEEDING TO ACQUIRE THEIR RECEPTIVE SKILLS FIRST.

THIS LEADS US DIRECTLY TO AN OVERALL UNDERSTANDING OF HOW RESEARCH TELLS US THAT PROVIDING FOR AN ACQUISITION OF LANGUAGE WORKS ALONGSIDE LEARNING ONE. SO TIER 2 SUPPORTS.

BEFORE I DIVE INTO TIER 2 SUPPORTS, LET'S TAKE A MOMENT AND ACKNOWLEDGE THIS GROUP OF SKY RIDGE STUDENTS.

NOT NECESSARILY COINCIDING WITH TIER 2 SUPPORTS.

THESE STUDENTS GOT TO SPEND SOME TIME WITH OUR RESOURCE OFFICER ASKING QUESTIONS ABOUT HIS JOB AND RESPONSIBILITIES AT THE SCHOOL.

TAKING A LOOK AT AN ADDITIONAL LAYER OF SUPPORT, THE TIER 2 ESSENTIAL COMPONENTS ARE STRATEGIC, YET STILL MAINTAIN THE VALIDITY OF LANGUAGE ACQUISITION.

HERE WE SUPPORT THE ORAL LANGUAGE AND VOCABULARY THAT NEEDS EXPLICIT TEACHING AND PRACTICE.

EMBEDDED WITHIN THOSE LANGUAGE SUPPORTS APPROPRIATE AND RESEARCH BASED INTERVENTION PRACTICES SUCH AS FLEXIBLE GROUPING, PROGRESS MONITORING, AND EXPLICIT INSTRUCTION ARE INTEGRAL COMPONENTS.

MY PERSONAL PRIDE AND JOY.

THIS IS MY FIFTH PERIOD CLASS AT LIBERTY MIDDLE SCHOOL, WHERE I PROVIDE TIER 2 AND TIER 3 ENGLISH LANGUAGE DEVELOPMENT.

HERE WE CAN TAKE A PEEK AT THE MAIN TIER 3 COMPONENTS OF SUPPORT, WHERE COLLABORATION AND INTERVENTION DECISIONS ARE EVALUATED AND DOCUMENTED TO SUPPORT POSSIBLE FURTHER INTERVENTION IN ORDER TO MOVE STUDENTS FORWARD IN THEIR LANGUAGE AND LITERACY ACHIEVEMENTS.

THIS IS WHERE I CAN SHARE HOW WE WILL KNOW IF OUR STUDENTS' EFFORTS HAVE THE INTENDED EFFECTS.

HERE IS THE DATA FROM SPRING, 2023, SMARTER BALANCE ASSESSMENT RESULTS.

WE WOULD LIKE TO SEE THE GAP BETWEEN OUR MULTILINGUAL LEARNERS AND THEIR ENGLISH SPEAKING PEERS HAVE DECREASED.

AND THEN BELOW, OF COURSE, WE WANT TO SEE AN INCREASE IN SCORES FOR ELA, MATH, AND SCIENCE.

>> OUR STUDENTS TAKE THE EXAMS IN ENGLISH, CORRECT?

>> CORRECT.

>> SO THESE ARE A COMBINATION OF THEIR LANGUAGE SKILLS AND THEIR CONTENT SKILLS, RIGHT?

>> CORRECT. THEY'RE NOT SPECIFICALLY LANGUAGE TESTS. THEY'RE LITERACY TEST.

>> RIGHT. BUT INSTEAD OF GIVING THEM TO THESE STUDENTS IN THEIR OWN LANGUAGE WHERE WE WOULD GET A BETTER ASSESSMENT OF WHERE THEY ARE ACADEMICALLY, THEY ALSO HAVE THE HURDLE OF THEY'RE TAKING IT IN THEIR SECOND LANGUAGE.

>> YES. INCREASINGLY, SMARTER BALANCED ASSESSMENTS AND THE SCIENCE ASSESSMENT ARE SUPPORTED BY WORLD LANGUAGE RESOURCES.

TEST DIRECTIONS COME IN OTHER LANGUAGES, MANY OTHER LANGUAGES.

THERE'S MUCH MORE ONLINE SUPPORT, SPECIFICALLY FOR SPANISH.

SO THE TEST WHERE IT IS PRIMARILY ENGLISH IS ELA.

BUT FOR MATH AND FOR SCIENCE, THERE IS MUCH MORE SUPPORT ACROSS LANGUAGES FOR EXACTLY THE REASON THAT YO ARE.

WITH ENGLISH, ELA, WE'RE REALLY TRYING TO ASSESS [OVERLAPPING]

>> THEIR ENGLISH SKILLS.

>> EXACTLY. BUT FOR MATH AND SCIENCE, WE'RE NOT TRYING TO ASSESS THEIR LANGUAGE SKILLS, WE'RE TRYING TO ASSESS MATH AND SCIENCE.

SO INCREASINGLY, THERE ARE THOSE RESOURCES AND SUPPORTS FOR STUDENTS THAT ARE EITHER EMBEDDED IN THE TEST OR ALLOWED AS SUPPORTS AS HANDOUTS, DOCUMENTS, THINGS LIKE THAT.

[00:15:03]

>> WE WILL CONTINUE TO LOOK AT THE PERCENTAGE OF STUDENTS WHO GAINED ENGLISH LANGUAGE PROFICIENCY.

WE HAVE HERE OUR FIRST WIDA GROWTH DATA.

SINCE 2021, '22 WAS OUR FIRST DATA YEAR.

FOR 2021, '22, THIS DATA ACCOUNTS FOR ALL 215 STUDENTS THAT TOOK THE WIDA TEST.

THEN FOR THE '22, '23 YEAR, THIS DATA ACCOUNTS FOR ONLY THE 161 STUDENTS OUT OF 255 STUDENTS BEING SERVED IN CAMPUS BECAUSE THIS SCORE WOULD NOT INCLUDE NEWCOMERS OR KINDERGARTENERS.

SO WE'RE TRULY SEEING THE GROWTH, TWO DATA POINTS.

AS YOU CAN SEE, WE ARE CELEBRATING THE SUCCESS OF OUR MULTILINGUAL LEARNERS AS WE COMPARE OUR GROWTH TO THE STATEWIDE NUMBERS.

AS WE LOOK AT OUR DATA FOR THE PERCENTAGE OF STUDENTS WHO SUCCESSFULLY TRANSITIONED OUT OF ML SERVICES, WE DEFINITELY TRANSITIONED LESS STUDENTS THIS LAST YEAR.

THIS DATA SPEAKS LOUDLY TO THE RAPID INCREASE OF NEWCOMERS WE EXPERIENCED AT THE END OF 2022 AND BEGINNING OF 2023.

IN FACT, BECAUSE WE SAW THIS INCREASE OF OVER 50 NEWCOMER STUDENTS IN THE LAST THREE YEARS AND AN INCREASE OF OVER 20% IN OUR NEWCOMER POPULATION, WE WERE ONE OF THE DISTRICTS WHO QUALIFIED FOR ADDITIONAL FUNDS UNDER THE TITLE III GRANT FOR THE 2023, 2024 YEAR.

THEN WE GET TO WATCH THAT RISE.

ANOTHER DATA POINT TO TAKE INTO CONSIDERATION AS WE STRENGTHEN INSTRUCTIONAL PRACTICES ACROSS THE DISTRICT IS OUR GRADUATION RATES OF MULTILINGUAL LEARNERS.

WE HAVE MORE DATA POINTS HERE, AS THIS IS NOT CONNECTED TO THE NEW WIDA ASSESSMENTS.

WE ACKNOWLEDGE THE CHALLENGE OF MAINTAINING OUR GRADUATION RATES WITH THE RAPID GROWTH OF OUR NEWCOMER STUDENTS AND CONCLUDE THAT THE EXPEDIENCY OF OUR EFFORTS IS OF UTMOST IMPORTANCE.

MOVING ON TO OUR SECOND CORE PRINCIPLE, WHICH ANSWERS THE QUESTION ABOUT THE SUPPORT MULTILINGUAL SERVICES PROVIDES TO EDUCATORS IN ORDER TO STRENGTHEN CORE INSTRUCTION.

OUR GOALS INCLUDE A SPOTLIGHT ON PROFESSIONAL LEARNING, INCLUSIVE SERVICE MODELS, AND COLLABORATION REGARDING THE KNOWLEDGE AND SKILLS TO SUPPORT THE UNIQUE NEEDS OF MULTILINGUAL LEARNERS.

WE ARE MOVING FORWARD WITH ENHANCED GLAD, GUIDED LANGUAGE ACQUISITION AND DESIGN, WORKSHOPS FOR TEACHERS KINDERGARTEN THROUGH 12.

THANK YOU. WE STARTED LAST YEAR WITH PROVIDING ONE COHORT OF TEACHERS WITH OVER 40 HOURS OF ASYNCHRONOUS INSTRUCTION WITH GLAD TRAINERS AND WE'LL CONTINUE TO OFFER ANOTHER COHORT NEXT YEAR.

WE ARE IN THE MIDST OF PREPARING SECONDARY IN INSTRUCTORS WITH SIOP, WHICH IS SHELTERED INSTRUCTION OBSERVATIONAL PROTOCOL TRAINING.

AS THIS YEAR, WE HAVE SENT TWO INSTRUCTORS TO TRAIN THE TRAINER WORKSHOPS AND HAVE PLANS TO COLLABORATE AND DEVELOP ADDITIONAL WORKSHOPS TO EXPAND THE REACH.

OF COURSE, THE EFFORTS TO INCREASE COLLABORATION OPPORTUNITIES BETWEEN ML SPECIALISTS AND TEACHERS IS ONGOING, AS WELL AS TO EXPAND EXPERIENCES FOR ALL SUPPORT EDUCATORS WHO ARE INVOLVED WITH TARGET INTERVENTIONS TO DEVELOP A DEEPER UNDERSTANDING OF LANGUAGE ACQUISITION.

CORE PRINCIPLE 3 IS HERE IN THE MIDDLE OF THIS PRESENTATION BECAUSE IT IS TRULY THE HEART OF MULTILINGUAL ADVOCACY.

AS YOU READ THESE GOALS, IT BECOMES CLEAR THAT WHAT MIGHT SEEM EVIDENT TO SOME IS NOT ALWAYS FELT OR DEMONSTRATED BY ALL.

THESE THREE GOALS ARE ENSHRINED IN A BELIEF SYSTEM THAT SPEAK TO THE STRENGTHS, ASSETS, AND FUNDS OF KNOWLEDGE THAT MULTILINGUAL LEARNERS FROM AROUND THE WORLD BRING TO US IN OUR CLASSROOMS. BEFORE WE LET THE ACTION STEPS FOR PROMOTING ASSET BASED MINDSETS, LET'S GIVE A SHOUT OUT TO MULTILINGUAL LEARNERS AT WOODBURN ELEMENTARY.

ANDREA VILLANUEVA AND ANAMICA PETNIC ARE SUPPORTING STUDENTS DURING WIDA TESTING.

THE ACTIONS TO PROMOTE AN ASSET BASED MINDSETS INCLUDE INTENTIONAL PRACTICES TO COMMUNICATE THE IMPORTANCE OF USING ALL LANGUAGES.

WE CAN HAVE PROFOUND EFFECTS OF MOTIVATION AND ENCOURAGEMENT WHEN WE ARE

[00:20:04]

IN ADDITION, WHEN STUDENTS ARE HEARD AND HAVE CHOICE IN THEIR LEARNING FOR THE UNIQUE NEEDS ASSOCIATED WITH LEARNING A SECOND OR THIRD LANGUAGE, IT PROMOTES ACCEPTANCE AND HONOR OF HERITAGE, LANGUAGES, AND CULTURES.

THIS IS A PHOTO OF A CAMPUS HIGH SCHOOL STUDENT, ARNESH PATNEG, AND A FRIEND WHO RECENTLY PARTICIPATED IN A CULTURAL BENEFIT WITH A GROUP OF QUITE A FEW DANCERS ALSO FROM CAMPUS HIGH SCHOOL.

I WANTED TO HIGHLIGHT THIS QUOTE FROM MARIAN SHOOK, SO APPROPRIATE FOR THIS PART, THE SECTION OF THE PRESENTATION.

I WON'T, BUT I PROBABLY COULD SPEAK FOR THE ENTIRE MULTILINGUAL TEAM THAT WHAT WE WANT TO SCREAM FROM THE ROOFTOPS IS THE BENEFITS OF BILITERACY.

JUST TO NAME A FEW AS ACKNOWLEDGED IN THEIR RESEARCH, ENHANCED PROBLEM SOLVING, MENTAL FLEXIBILITY, POSITIVE IMPACTS ON SOCIAL-EMOTIONAL DEVELOPMENT, AND EVEN CLINICAL SUGGESTIONS OF DELAYING THE ONSET OF ALZHEIMER'S.

THE MULTILINGUAL TEAM CONTINUES TO WORK TOWARD A CONSISTENT MESSAGE TO OUR FAMILIES AND COMMUNITY MEMBERS.

FIRST, LET US CELEBRATE BILITERACY.

MY FAVORITE PART OF THIS QUOTE BY THE SAME AUTHOR IS FOSTERING A LOVE FOR LANGUAGES AND A CURIOSITY FOR THE DIVERSE WORLD AROUND US.

HERE IS THE CULTURAL CELEBRATION I MENTIONED.

IT IS HERE IN THE PRESENTATION TO REPRESENT JUST THAT, A CELEBRATION OF HERITAGE, LANGUAGE, AND CULTURE.

WE HAVE INCLUDED THE ACTION STEPS OF PROMOTING WORLD LANGUAGE TESTING AND CELEBRATING THE EARNING OF THE SEAL OF BILITERACY AND CORE PRINCIPLE 3 IN THIS PRESENTATION BECAUSE THIS IS PART OF THE PATH KINDERGARTEN THROUGH SENIOR YEAR, WHICH INCLUDES ALL STUDENTS WHO CHOOSE TO LEARN A SECOND LANGUAGE FOR WHATEVER REASON.

THIS YEAR WE HAD 49 STUDENTS TESTING IN 15 DIFFERENT LANGUAGES.

DO YOU KNOW WHAT THAT SOUNDS LIKE IN ONE CLASSROOM? IT IS AMAZING.

A HUNDRED AND SIXTY TOTAL HIGH SCHOOL CREDITS WERE AWARDED TO 47 STUDENTS.

>> WHO PAYS FOR THOSE TESTS? DO THE STUDENTS PAY AND WHAT'S THE AVERAGE PRICE?

>> I DON'T REMEMBER WHAT WE CHARGE THIS YEAR BECAUSE WE ASSESS IT EVERY YEAR BUT IT'S ALSO AVAILABLE FOR SCHOLARSHIPS, AND BECAUSE OUR MULTILINGUAL LEARNER STAFF IS NOW CONNECTED WITH THIS ASSESSMENT, THEY'RE REACHING OUT TO FAMILIES TO MAKE SURE THAT THE FAMILIES HAVE WHAT THEY NEED IN ORDER THAT EVERY STUDENT WHO WANTS TO CAN PARTICIPATE, AND I'LL RETURN TO YOU WITH A COST.

>> THE SEAL OF BILITERACY IS RELATIVELY NEW AND IS GROWING IN POPULARITY HERE IN WASHINGTON.

DATA FROM 2019 SHOWS THAT WASHINGTON MIGHT NOT BE ONE OF THE TOP STATES WITH THE MOST STUDENTS EARNING THE SEAL IN THAT YEAR WAS ABOUT 3,000.

THIS IS IN 2018, 2019, IT HAS BEEN INCREASING EVER SINCE.

HOWEVER, WASHINGTON WAS AWARDED THE SEAL IN THE MOST LANGUAGES COVERING 69 LANGUAGES IN TOTAL.

THE PURPOSES FOR INSTITUTING A SEAL OF BILITERACY AND THE PATHWAYS TO BILITERACY AWARDS ARE NUMEROUS, JUST TO NAME A FEW.

TO ENCOURAGE STUDENTS TO STUDY LANGUAGES, TO CERTIFY ATTAINMENT OF BILITERACY SKILLS, RECOGNIZING THE VALUE OF LANGUAGE DIVERSITY IN THEIR COMMUNITY.

TO PROVIDE EMPLOYERS WITH A METHOD OF IDENTIFYING PEOPLE WITH LANGUAGE AND BILITERACY SKILLS.

IT PROVIDES UNIVERSITIES WITH A METHOD TO RECOGNIZE AND GIVE CREDIT TO APPLICANTS FOR ATTAINMENT OF HIGH-LEVEL SKILLS IN MULTIPLE LANGUAGES, AND IT PREPARES STUDENTS WITH 21ST-CENTURY SKILLS THAT WILL BENEFIT THEM IN LABOR MARKET, IN A GLOBAL SOCIETY.

TO EARN THE SEAL OF BILITERACY, STUDENTS MUST DEMONSTRATE PROFICIENCY IN ENGLISH AND

[00:25:01]

OUR FOURTH AND FINAL PRINCIPLE WILL LEAD THE WORK TOWARDS INCREASING THE NUMBERS OF STUDENTS WHO EARN THE SEAL OF BILITERACY IN CAMAS.

WE CAREFULLY ROUND OFF OUR PRESENTATION WITH CORE PRINCIPLE NUMBER 4, TO WHICH INFORMS US IN HOW WE CAN PROVIDE FOR AN ASSET-BASED MINDSET AT ALL LEVELS.

HERE WE FOCUS ON THE FAMILY UNIT.

OUR GOALS INCLUDE ENGAGING WITH FAMILIES, ELEVATING COMMUNITY VOICES, AND COLLABORATING WITH THE ORGANIZATIONS THAT SPECIALIZE IN PROVIDING FAMILIES WITH THE SUPPORT THAT THEY NEED.

OUR ACTION STEPS BEGIN WITH HIGHLIGHTING THE WORK WITH OUR HIGH-CAP MULTILINGUAL PARENT ADVOCACY COMMITTEE.

WE ARE GROWING OUR SIX-PERSON COMMITTEE TO 12 THIS YEAR AND HAVE VOICES FROM SIX OF OUR TOP 10 LANGUAGES SPOKEN OTHER THAN THE ENGLISH HERE AT CAMAS.

WHILE WE CONTINUE TO DEVELOP OUR SPECIFIC GOALS AND AGENDA FOR THIS GROUP, THE INFORMATION SHARED AND FEEDBACK GIVEN THUS FAR HAS BEEN A TERRIFIC BENEFIT FOR US ALL.

THIS YEAR WE HAVE BEEN SO LUCKY TO PROVIDE STUDENTS AND FAMILY GUIDANCE AND SUPPORT FROM OUR BILINGUAL FAMILY ADVOCATES, AURORA CANALES AND OLESYA IVANITSKAYA PROVIDE SUPPORT TO OUR SPANISH, RUSSIAN, AND UKRAINIAN-SPEAKING POPULATION.

THEY ARE A TREMENDOUS SUPPORT TO ALL, INCLUDING TEACHERS AND SYSTEM SUPPORTS, PROVIDING TRANSLATION, INTERPRETATION, AND CULTURAL AWARENESS WHEN NEEDED.

THE CREATION OF THESE POSITIONS AT CAMAS HAS ALSO BEEN AN INTEGRAL ASPECT TO PARTNERSHIPS THROUGHOUT THE COMMUNITY AS YOU CAN SEE HERE.

PARTNERING WITH FAMILIES AS WE BEGIN TO IDENTIFY AND DOCUMENT CLEAR PATHWAYS TO GRADUATION AND BEYOND IS A CULMINATING EFFORT FOR THE ENTIRE MULTILINGUAL PROGRAM HERE IN CAMAS. ANY QUESTIONS?

>> ANY QUESTIONS FROM GROUP HERE?

>> THANK YOU. I LOVE THIS PRESENTATION EVERY YEAR AND I WAS JUST THINKING IT'S YOUR FIRST PRESENTATION TO HEAR FROM THIS GROUP AND IT ALWAYS EXCITES ME TO HEAR ABOUT THE SERVICES THAT WE ARE PROVIDING THESE STUDENTS AND TO ALWAYS SEE A LITTLE BIT OF THE FLUCTUATION OF THE LANGUAGES SPOKEN AND THE PERCENTAGES.

THAT'S ALWAYS AN INTERESTING THING I THINK AS WELL. LET'S SEE.

I WILL GO BACK TO SLIDE, I'M LOOKING FOR IT, THERE IT IS, SLIDE 5, AND MY QUESTION FOR SLIDE 5 WAS, EXITED VERSUS MONITORED DEFINITIONS, PLEASE.

>> SURE. STUDENTS WHO QUALIFY TO EXIT THE PROGRAM WHICH IS A PARTICULAR SCORE ON THE READER TESTING, AND FOR THE FUTURE IT'S GOING TO BE A COMBINATION OF A READER TEST SCORE AND SMARTER BALANCE ACHIEVEMENT, THE EXIT SERVICES AND FOR THE NEXT TWO YEARS FOLLOWING THEIR EXIT, WE MONITOR STUDENTS CLOSELY TO ENSURE THAT THEY STILL RECEIVE SUPPORT, COLLABORATION WITH ML SPECIALISTS AND TEACHERS, JUST IN CASE THEY FALL BEHIND OR JUST NEED SOME EXTRA INTERVENTION, SHORT TERM INTERVENTIONS.

>> HOW ARE THOSE MONITORS CAPTURED? DO THEY TAKE TESTS OR THE EDUCATORS THAT HAVE THOSE STUDENTS ARE INFORMED IF THERE ARE LEVELS, IF THEY FALL BEHIND, OR IF THERE'S ANY CONCERNS, LIKE HERE'S THEIR TEAM OF SUPPORT OVER HERE TO CONTACT US?

>> YEAH. EACH QUARTER THROUGH THE ML, SPECIALIST TEACHERS ARE GIVEN A FORM TO ANSWER QUESTIONS ABOUT STUDENTS ACHIEVEMENT OR ASKED ABOUT ANY CHALLENGES THAT THEY HAVE IN ANY CORE CONTENT CLASSES.

WE LOOK AT ABSENCE RATES, AND WE ASK TO SEE WHAT KIND OF SUPPORTS THEY'RE CURRENTLY GETTING AND IF THEIR SCAFFOLDING IS STARTING TO WANE OR IF THEY'RE FEELING THAT THIS STUDENT IS NEEDING MORE SCAFFOLDS.

EVERY QUARTER WE COLLABORATE WITH TEACHERS AND ASK THEM HOW THEIR EXITED STUDENTS ARE DOING, AND THEN I COLLECT THAT INFORMATION.

>> AWESOME. THIS QUESTION ISN'T TO A SPECIFIC SIDE,

[00:30:01]

>> I TEACH SIX PERIOD AS WELL.

>> [LAUGHTER] MY CURIOSITY WAS, DO WE ALLOCATE STAFF IN TERMS OF SCHOOLS OR IN TERMS OF LEVEL OF SUPPORT NEEDS?

>> THAT'S A GREAT QUESTION.

THAT IS A SHIFT WHEN WE ARE WORKING WITH INDIVIDUAL NEEDS OF STUDENTS AND LOOKING AT THE TIERED STRUCTURE THAT WE ARE LOOKING TOWARDS AND HOW WE'RE STAFFING ML SPECIALISTS.

NOT ONLY DO WE WANT TO ENSURE THAT THEY HAVE CAPACITY TO WORK WITH TEACHERS TO ENSURE CORE INSTRUCTION IS SUPPORTED, BUT THAT THEY HAVE TIME TO WORK WITH TIER 2 AND TIER 3 STUDENTS AT THE LEVEL OF INTERVENTION THAT THEY NEED.

YES, THAT'S EXACTLY WHAT THEY DO IN COLLABORATION WITH THE CORE INSTRUCTOR TO SEE WHAT THAT SUPPORT LOOKS LIKE.

MANY TIMES, TIER 2 OR TIER 3 SUPPORT CAN INVOLVE STUDENTS WHO ARE NEWCOMERS AND HAVE MAYBE TRAUMA OR SOCIAL-EMOTIONAL NEEDS THAT SOMETIMES COME WITH OUR POPULATION.

>> I'M GIVING PAUSE BECAUSE I HAVE MORE QUESTIONS. SLIDE 15. MY CURIOSITY IS, HOW, WE'RE ALMOST THERE.

IT WAS GRADUATION RATES. THERE IT IS.

MY EARS TINGLE A LITTLE BIT WHEN I SEE GRADUATION RATES.

THEN I HEARD YOUR URGENCY OF THE IMPORTANCE OF IDENTIFYING SUPPORT IS, I HEARD THAT, I GET IT.

SO WHAT EFFORTS ARE UNDERWAY FOR GRADUATING MORE SENIORS? HOW MANY SENIORS DO WE CURRENTLY HAVE THIS YEAR? JUST OUT OF CURIOSITY.

>> FORTY. NO, NOT 40 SENIORS.

I DON'T KNOW HOW MANY. I DON'T HAVE THAT NUMBER FOR YOU RIGHT NOW.

COLLABORATING WITH ADMINISTRATION IN THE SECONDARY SCHOOLS HAS BEGUN.

THE NUMBERS AT THE HIGH SCHOOL HAVE INCREASED GREATLY IN JUST THIS LAST TWO YEARS, SO HIGH SCHOOL, WE'VE SEEN THE MOST NUMBERS.

IN THE HIGH SCHOOLS, OUR MULTILINGUAL LEARNERS LOOK DIFFERENT ALSO.

HISTORICALLY, THE MULTILINGUAL LEARNERS THAT WE'VE HAD IN THE HIGH SCHOOLS ARE STUDENTS THAT HAVE BEEN IN OUR SYSTEM FOR A WHILE AND ARE USED TO OUR LEARNING TOWARDS GRADUATES, SO WE KNOW WHAT THEY LOOK LIKE, WHAT KIND OF SUPPORTS THEY NEED.

BUT NOW WE'RE INCREASINGLY GETTING NEWCOMERS AND STUDENTS WITH SOCIAL-EMOTIONAL NEEDS RIGHT AT THE HIGH SCHOOL, WHETHER OR NOT IT COULD BE NINTH GRADE OR EVEN NEWCOMERS AT 12TH GRADE.

BECAUSE THE NUMBERS ARE KNOCKING AT THAT SYSTEM STRUCTURE, WE DIDN'T HAVE IN PLACE HOW TO SUPPORT STUDENTS, AND WE'RE WORKING WITH THE PRINCIPAL AT CHS IN PROVIDING PROFESSIONAL DEVELOPMENT FOR STAFF AND UNDERSTANDING LANGUAGE ACQUISITION, AND THEN PROVIDING OPPORTUNITIES FOR STAFF TO LEARN HOW TO PLAN STRATEGIES AND PROCEDURES WITHIN THEIR UNITS.

THAT'S WHAT THE SIOP TRAINING WILL ADDRESS, IS TO TEACH TEACHERS HOW TO PLAN ROUTINES AND STRUCTURES THAT FOCUS ON MULTILINGUAL LEARNERS, BUT ALSO LIKE UDL DOES, PROVIDE SUPPORT FOR ALL STUDENTS.

>> YES, PLEASE.

>> ONE OF THE OTHER THINGS THAT WE'RE LEARNING IS THAT SCHOOL SYSTEMS IN OTHER COUNTRIES ARE NOT THE SAME AS OURS.

IS IT UKRAINE? WHERE STUDENTS TYPICALLY ONLY GO THROUGH 10TH GRADE,

[00:35:01]

SO SOME OF IT IS WHAT WE'RE LEARNING ABOUT HOW TO SUPPORT STUDENTS WHO HAVE COME FROM DIFFERENT EXPECTATIONS AROUND SCHOOL, AND WHO, AS KIMBERLY SAID, NOT EVERY STUDENT COMES WITH TRAUMA, MANY OF OUR NEWCOMERS DO BECAUSE OF THE POLITICAL TURMOIL THAT SHE WAS REFERENCING.

HOW DO WE WRAP AROUND STUDENTS AND FAMILIES? THIS IS ALSO WHERE AURORA AND ALESIA COME IN.

THEY'VE MADE TREMENDOUS CONNECTIONS WITH OUR FAMILIES TO SUPPORT WHY IT IS THIS WAY, BECAUSE IN MANY CASES, WHAT WE MAY NEED IS A FIFTH YEAR FOR A STUDENT, BUT WE HAVE STUDENTS WHO ARE SAYING, BUT I'M DONE.

THOSE ARE SOME OF THE CURRENT CHALLENGES AND LOOKING AT HOW WE INCREASE THE CONNECTIONS AROUND STUDENTS.

I KNOW KIMBERLY HAS BEEN WORKING REALLY HARD TO FIND SOME DISTRICTS THAT HAVE EXPERIENCED THIS FOR LONGER THAN WE HAVE, AND HOW WE CREATE POLICIES THAT SUPPORT TRANSCRIBING.

FROM UKRAINE, WE DON'T ALWAYS GET TRANSCRIPT, THESE KIDS ARE COMING, AND SO HOW DO WE VALIDATE AND HONOR WHAT THEY'VE ALREADY COME WITH IN A WAY THAT HELPS US SUPPORT THEIR GRADUATION WHEN THEY'RE READY?

>> THAT WAS MY QUESTION BECAUSE I HAVE A FEW STUDENTS OF MINE WHO HAVE COME FROM UKRAINE AND WE WERE LUCKY ENOUGH TO GET TRANSCRIPTS.

THEY'VE TAKEN EVERYTHING ALREADY.

IT IS AMAZING HOW MUCH THEY HAVE ALREADY TAKEN, YET THE CREDIT THAT WE ARE AWARDING THEM ISN'T NECESSARILY RECOGNIZING THAT OR HONORING THAT.

IT'S HARD TO ASSESS IF WE'RE GIVING THEM 0.3 CREDITS FOR A SEMESTER INSTEAD OF 0.5 OR SOMETHING, AND THEY COME OUT AND YOU'RE A SOPHOMORE AND REALLY THEY'RE AT THE AGE OF OUR JUNIORS AND REALLY READY TO TAKE ADVANCED COURSES.

I DON'T KNOW EXACTLY THE PROCESS.

IS IT A DISTRICT BY DISTRICT DECISION OF HOW MUCH CREDIT TO AWARD AND HOW DOES THAT PROCESS?

>> IT IS A DISTRICT BY DISTRICT DECISION, AND THE MORE INFORMATION WE CAN GET, THAT'S ONE OF THE REASONS WHY I'M HOPING TO PROVIDE A SYSTEMATIC PROCEDURE.

WE CAN INTERVIEW PARENTS, WE CAN HAVE PARENTS SIGN OFF AND NOTARIZE TO THE STATEMENT OF EXACTLY WHAT CREDITS THEY FEEL THEIR CHILDREN HAVE BEEN EXPOSED TO.

WE CAN ALSO LEARN, AS LISA SAID, THROUGH ALESIA AND OUR INTERPRETER, TO HAVE A DEEPER UNDERSTANDING TO WHAT THE EXPERIENCE WAS THAT THEY HAVE THERE, AND TO GIVE HER AN OPPORTUNITY TO LOOK AT HOW THAT TRANSFER IS OVER.

I BELIEVE THAT WITH A GOOD DOCUMENTATION AND PROTOCOL, WE'LL BE ABLE TO MAKE FURTHER STRIDES TO RECREATE SOME OF THOSE DOCUMENTS THAT DON'T EXIST.

>> THAT'S GREAT.

>> THE PROFESSIONAL DEVELOPMENT WE PROVIDE TO STAFF, IS IT ALL VOLUNTARY? IS THERE SOME THAT'S MANDATORY? THEN WHAT'S AN EXAMPLE OF THAT? LET ME PICTURE A SCENARIO THAT A HIGH SCHOOL EDUCATOR HAS 30 STUDENTS FIVE PERIODS A DAY, AND THEY GET THAT ONE PROFESSIONAL DEVELOPMENT.

WHAT WOULD ENTICE THEM TO VOLUNTARILY TAKE A PD IN THIS REALM VERSUS SOMETHING THAT WOULD BEHOOVE THEIR TRACK, SAY IF THEY'RE A MATH TEACHER PER SE? IS SOMETHING I'M JUST VISUALIZING AND WONDERING, HOW IS THAT VOLUNTARY VERSUS REQUIRED?

>> OUR NUMBERS ARE HAVING TEACHERS WANT AS MUCH PD AS THEY CAN, WHICH IS GREAT.

FOR EXAMPLE, WHEN THE WORD GOT OUT THAT I WAS ABLE TO PROVIDE AT LEAST THREE BUILDINGS THIS YEAR WITH GLAD TRAINING, THEN THEY WERE ABLE TO TRAIN.

I THINK THEY HAD AN EARLY RELEASE AND DID A TRAINING AND I HAD LIKE FIVE CALLS THE NEXT DAY.

HEY, I WANT IN ON THAT.

SO I WAS ABLE TO OPEN UP ANOTHER TRAINING FOR NEXT YEAR.

SO WORD OF MOUTH GETS BY.

OUR NUMBERS HELP. BUT ALSO, AT THE HIGH SCHOOL, THERE IS AN AMOUNT, A NEED AT THE ADMINISTRATION LEVEL FOR EVERYBODY TO BE TRAINED, AT LEAST IN LANGUAGE ACQUISITION, AND WHAT WE CALL THE WIDA FRAMEWORK, WHICH IS THAT ASSET-BASED UNDERSTANDING OF CORE INSTRUCTION AND HOW THAT NEEDS TO BE SUPPORTED BY ML STAFF.

[00:40:05]

>> THEN THAT MAKES ME CURIOUS, DO WE EVER RECORD PD? IS THERE SOME INTRANET THAT STAFF HAVE ACCESS TO THAT THEY CAN GO BACK AND SAY THEY TOOK ONE PD DURING THAT SESSION, BUT THEY WOULD HAVE LOVED TO HAVE TAKEN THAT? COULD THEY JUST GO FOR EXTRA CREDIT AND FUNZIES TO BE ABLE TO GO AND WATCH ANY OF THEIR PD THAT THEY WOULD LIKE? LIKE A LINKEDLN LEARNING, LIKE A COURSERA, THERE'S THINGS THAT I DO FOR MY JOB THAT I DON'T GET CREDIT FOR BUT IT MAKES ME A BETTER EMPLOYEE, BETTER WORKER, AND I'M CURIOUS IF THERE'S THAT OPPORTUNITY FOR OUR EDUCATORS.

>> THERE ARE SOME THINGS THAT WE CURRENTLY RECORD.

THAT'S NOT A CONSISTENT PRACTICE ACROSS EVERYTHING, BUT WE FOUND, I DON'T KNOW IF YOU ALL HAD THIS EXPERIENCE, BUT DURING COVID, WE WERE SO VERY BUSY AND THERE WERE SO MANY WEBINARS THAT WERE OFFERED THAT WERE SUCH GREAT THINGS, AND I'D BE LIKE, OKAY, I CAN GET THE RECORDING AND I'LL WATCH IT LATER, AND LATER NEVER HAPPENED.

WHAT WE'VE REALLY LEARNED IS THAT THE BEST PROFESSIONAL LEARNING WE CAN DO IS WHERE WE HAVE PEOPLE TOGETHER FOR AT LEAST SOME OF THE TIME COLLABORATING.

LIKE IN LETTERS, WHAT WE'VE DONE ARE THE SMALL SNIPPETS OF WATCH THIS IN ACTION.

THAT SEEMS TO BE A BETTER BALANCE OF, NOW WHEN YOU WOULD LIKE TO FOLLOW UP, YOU CAN GO SEE THIS EXAMPLE OF A TEACHER DOING THIS, NOT THE WHOLE COURSE RECORDED.

WE'RE TRYING TO FIND VARIOUS SWEET SPOT.

AS YOU KNOW, THERE IS SO MUCH PROFESSIONAL LEARNING AND SO MANY NEEDS FOR PROFESSIONAL LEARNING AND ONLY SO MUCH TIME, AND SO WE ARE CONSTANTLY LOOKING AT LIKE, WHAT'S THE GREATEST NEED, AND HOW DO WE MAKE SURE THAT IF THAT'S ONE OF THE GREATEST NEEDS THAT IT ISN'T VOLUNTARY? THERE IS A POINT AT WHICH THERE IS A CERTAIN AMOUNT OF KNOWLEDGE AND SKILL THAT EACH TEACHER WILL NEED WITH SOME PRIORITY THINGS, AND SO HOW DO WE THEN PRIORITIZE THE TIME WE DO HAVE TO MAKE SURE THAT THAT'S WHAT'S BEING ADDRESSED IN THAT TIME?

>> THEN I JUST WANT TO END MY QUESTION PERIOD THAT THERE IS NO DISPUTE FROM ME.

I'M SURE I'LL GET SOME YESES TO THE BENEFITS OF BILITERACY.

YOU DON'T NEED TO SELL THAT.

I COME TO THIS SESSION WITH HOW DO WE SUPPORT YOUR STAFF WHO ARE SUPPORTING THOSE STUDENTS? THAT'S THE MINDSET.

YAY FOR THEM, AND HOPEFULLY THEY ALWAYS KEEP IT AND STRENGTHEN BOTH, AND WHILE THEY'RE HERE, MAY THEY HAVE AN AMAZING EXPERIENCE AND GRADUATE WHATEVER THAT LOOKS LIKE.

>> THE SEAL OF BILITERACY CAN'T BE AWARDED UNTIL GRADUATION BECAUSE WE NEED ALL THE CREDITS FULFILLED FOR ELA IN HIGH SCHOOL, WE NEED THE GRADUATION PATHWAY FOR ELA, AND THEN WE NEED THE ASSESSMENT RESULT.

BUT ONE OF THE THINGS WE'VE TALKED ABOUT IS IN THE WAYS THAT WE HIGHLIGHT STUDENTS.

IF THERE WAS A WAY AT THE POINT THAT WE KNEW THAT STUDENTS WERE GOING TO ACHIEVE THE SEAL OF BILITERACY THAT THAT CAN BE A GROUP THAT WE BRING FOR CELEBRATION AT BOARD MEETINGS AS A WAY OF ALSO HIGHLIGHTING AND RAISING UP THIS AMAZING GROUP OF STUDENTS THAT WE HAVE.

>> THEY'RE ACKNOWLEDGED AT GRADUATION TOO, RIGHT? BUT THAT'S ONLY GOING TO BE SEEN BY THE SENIOR GRADUATING FAMILIES AND THAT KIND OF STUFF.

ANY OTHER QUESTIONS, COMMENTS? THAT WAS GREAT. YOU'RE RIGHT.

IT'S ALWAYS A GOOD ONE EACH YEAR.

YES. THANK YOU. REALLY APPRECIATE IT.

WE ARE GOING TO MOVE INTO ANOTHER ONE THAT'S BEEN A WHILE IN THE MAKING,

[B. Review of Strategic Plan]

HERE WE GO. LISA, THAT'S YOU STILL? YOU'RE IN THE HOT SEAT STILL?

>> YES, IT IS, AND I AM SO GLAD TO BE HERE. I DON'T KNOW.

JOHN, DID YOU HAVE SOME OPENING COMMENTS ON THE STRATEGIC PLAN WHILE I GET SET UP HERE?

[00:45:01]

>> YEAH. THANKS, COREY. THANKS, LISA.

THIS IS DEFINITELY EXCITING.

FIRST OF ALL, I JUST WANT TO COMMENT ON KIM'S PRESENTATION.

A COUPLE OF OTHER ANECDOTAL THINGS THAT COME TO MIND THAT AREN'T NECESSARILY IN THE DATA, THE WORK THAT OUR FAMILY RESOURCE CENTER DOES TO REALLY ALIGN WITH THE WELCOMING AND BELONGING PHILOSOPHY THAT WE HAVE HERE IN CAMAS.

THEY DO A TREMENDOUS JOB IN MAKING SURE THAT THERE'S VALUE AND INTEGRITY IN ALL OF THAT.

ALSO GOING ALONG WITH THE EQUITY WORK THAT WE'RE DOING AND MAKING SURE THAT STUDENTS FEEL BELONGED, I THINK SOME OF THESE RESULTS IN THE GROWTH IS REALLY ALIGNED WITH WHAT WE'RE DOING IN SEEING THOSE NUMBERS.

LASTLY, JUST THE POSITIVITY THAT KIM AND HER TEAM BRING, THEY'RE JUST SO EXCITED TO DO THIS WORK, AND EVERY TIME, IN EITHER THEIR OFFICE OR ALONGSIDE THEM AT A SCHOOL, YOU CAN JUST SEE THAT COME OUT.

I JUST WANTED TO SHARE THAT.

I SHOULD HAVE SAID THAT WHILE KIM WAS STILL HERE, BUT I WANTED TO MAKE SURE YOU GUYS GOT ALL YOUR QUESTIONS ANSWERED FIRST.

WITH THIS WORK, AS COREY MENTIONED, THIS IS A LONG TIME IN THE MAKING.

IT'S REALLY WELL BEFORE I CAME HERE.

I JUST WANTED TO MAKE SURE THAT WE REMEMBER THAT BACK IN PROBABLY AT LEAST 2018, 2019, THERE WAS A REALLY GOOD FOUNDATION OF WORK GETTING MOVING ON THE STRATEGIC PLAN.

SO MUCH OF THAT WORK WAS PAUSED WITH THE PANDEMIC, JUST LIKE SO MANY OTHER THINGS WERE.

BUT WE DIDN'T LET THAT GO.

I THINK THAT IT REALLY BECAME THE GROUNDWORK FOR WHAT'S HAPPENED OVER THIS LAST, I WOULD SAY A YEAR AND A HALF OR SO.

WE COULDN'T HAVE ASKED A BETTER LEADER TO REALLY TAKE ON THIS TASK TO BRING TOGETHER TRULY A COMMUNITY.

SINCE I'VE BEEN HERE, WE'VE DONE A LOT OF COLLABORATIVE WORK.

I THINK THAT'S ONE OF THE FOUNDATIONS OF CAMAS.

BUT IN ALL OF MY YEARS, I DON'T THINK I'VE EVER SEEN A GROUP THIS LARGE, THIS ORGANIZED COME TOGETHER AND REALLY HAVE A SEAT AT THE TABLE, WHETHER IT WERE STUDENTS, TEACHERS, FAMILIES, STAFF MEMBERS, I CAN GO ON AND ON.

WHAT YOU'RE GOING TO SEE TODAY IS, I WOULDN'T EVEN SAY THE CULMINATION, BUT IT'S THE NEXT STEP IN SOME AMAZING WORK THAT'S GOING TO HAPPEN, AND IN MY OPINION, GOING TO BE THE ROADMAP FOR OUR SUCCESS FORWARD.

I'M EXCITED TO DIVE IN TODAY, BUT I THINK I'M EVEN MORE EXCITED ABOUT THE NEXT STEPS AND HOW IT'S GOING TO ALIGN TO THE WORK THAT YOU ALL DO AS A BOARD, THAT I DO AS A SUPERINTENDENT, AND ALL OF OUR FAMILIES HAVE SOME INPUT AND ALIGNMENT TO THIS WORK.

WITH THAT SAID, I'LL PASS IT OFF TO LISA AND JUST SAY THANK YOU, LISA, FOR YOUR LEADERSHIP, BUT ALSO THE COUNTLESS PEOPLE THAT HAVE BEEN A PART OF PUTTING THIS TOGETHER, AND IT'S JUST REALLY THE BEGINNING.

SO PLEASE, PLEASE INDULGE IN THIS AND I HOPE YOU'RE AS EXCITED AS I AM. LISA.

>> TRULY, I ECHO THE EXCITEMENT OF BEING HERE TONIGHT.

THIS IS CERTAINLY, YES, THE CULMINATION OF MANY YEARS, MANY VOICES, MANY IDEAS.

IT'S SO GREAT TO GET TO THE POINT THAT IT TAKES SHAPE AS SOMETHING THAT CAN THEN LEAD US FORWARD.

TODAY WE HAVE TIME BUILT IN SO THAT AS WE LOOK AT SOME OF THE PIECES THAT ARE PART OF TONIGHT'S PRESENTATION, THAT THERE REALLY IS THAT OPPORTUNITY TO TALK, TO HEAR WHAT'S IN THERE THAT YOU'RE FINDING RESONANT, AND TO SEE WHAT SOME OF OUR NEXT STEPS WILL BE.

LIKE JOHN, I JUST WANT A SHOUT-OUT TO ALL OF THE VOICES THAT ARE PART OF THIS.

IT'S AMAZING, AND I WISH THAT EVERYONE WAS HERE TO BE ABLE TO TALK TO YOU AND ABOUT IT.

BUT I THINK WE WOULD BE HERE LONGER THAN ANY OF US PROBABLY HAVE.

WITH THAT, I DO WANT TO ACKNOWLEDGE MY COLLEAGUES WHO ARE IN THE AUDIENCE TODAY WHO WILL ALSO BE ABLE TO HELP ANSWER QUESTIONS AS THEY COME UP.

SHERRI AND KATIE, DOUG, DEREK, AND DOREEN, AND ALSO PLEASE ASK YOUR QUESTIONS AS YOU HAVE THEM.

WE WILL GO AT THE PACE THAT MAKES SENSE, GIVEN WHAT YOU FEEL LIKE YOU NEED TO KNOW OUT OF THIS IN ORDER TO HAVE CONFIDENCE MOVING FORWARD.

WE START ON THE SCREEN THAT SAYS SEE, VALUE, SERVE.

THIS IS REALLY WHAT WILL SERVE AS BOTH THE TITLE FOR OUR PLAN, BUT ALSO OUR CALL TO ACTION.

ONE OF THE QUESTIONS THAT WAS ASKED IN THE FEEDBACK THAT WE ASKED FOR WAS ABOUT THE MOTTO TO SEE AND SERVE EACH STUDENT, AND WHETHER WE SHOULD CONTINUE FORWARD WITH THAT, WHETHER WE SHOULD CONSIDER SOMETHING NEW OR SOMETHING IN BETWEEN.

WHERE IT LANDED WAS SOMETHING IN BETWEEN, THERE WERE FAR MORE VOICES THAT REPRESENTED THAT

[00:50:03]

WHEN WE HAD THE CITIZENS ADVISORY PRINCIPALS, THE EMPLOYEE ADVISORY, I KNOW I'M FORGETTING A COUPLE GROUPS, BUT SO MANY THAT LOOKED AT THIS, STUDENTS WERE ONE OF THOSE.

KATIE SITTLE LED THAT SESSION.

STUDENTS WERE VERY PASSIONATE ABOUT SHARING THEIR VIEWS ON THE MISSION, THE VISION, AND ALSO THE MOTTO.

STUDENTS STILL WERE MORE IN FAVOR OF KEEPING WITH THE MOTTO, AND THEY ALSO OFFERED, AND THIS WAS THE OTHER PART IS EVEN WHEN SOMEONE THOUGHT SOMETHING DIFFERENT, THERE WASN'T MUCH, I DON'T KNOW, WHAT SHOULD WE WRITE THAT, BUT THIS STUDENT TOOK TIME TO TELL US WHAT THEY THOUGHT WOULD BE A GOOD WAY TO LEAD US FORWARD.

THEY TOOK THE INITIALS OF CAMAS AND THEN CREATED A STATEMENT FOR EACH OF THE LETTERS TO TELL US WHAT IT IS THAT WE SHOULD BE DOING IN CAMAS.

CREATE THE PROPER ENVIRONMENT, ACKNOWLEDGE NEED FOR GROWTH, MAKE THE CHANGES, ADDRESS ADDITIONAL LEARNING, AND SUCCESS IN ALL ASPECTS.

ISN'T IT GOOD? YEP, THAT'S WHY YOU GOT TO KEEP THOSE THINGS HERE TOO.

STUDENT VOICE IS IMPORTANT ENOUGH TO US THAT IT ACTUALLY APPEARS IN OUR VALUES AND OUR GUIDING PRINCIPLES.

THIS IS ONE WAY OF MAKING SURE THAT WE ARE CONNECTING WITH OUR STUDENTS WHENEVER THERE'S SOMETHING SO IMPORTANT THAT WE'RE DOING THAT WILL CONCERN THEIR FUTURE.

A STRATEGIC PLAN IS A LOT OF THINGS.

MOST OF ALL, IT IS SOMETHING THAT HELPS US SEE OUR DIRECTION FORWARD AND MEASURE OUR DIRECTION FORWARD, MAKE ADJUSTMENTS WHEN WE NEED TO.

WHEN WE TALK ABOUT A PUBLISHED PRODUCT, IT HAS LOTS OF PIECES TO IT.

SO WHAT YOU SEE LISTED HERE ARE THE PIECES THAT WILL BE IN PLACE FOR OUR STRATEGIC PLAN AS WELL.

THE SUPERINTENDENT'S MESSAGE THAT PROVIDES THE INVITATION AND THE CONTEXT.

THE WHO WE ARE SPEAKS TO WHO OUR STUDENTS ARE, THE PROGRAMS WE PROVIDE, AND OUR STAFF AND HOW WE SERVE.

MISSION, VISION, AND VALUES, THE CSD PROFILE OF A GRAD.

I'M SKIPPING OVER THOSE RIGHT NOW.

STRATEGIC PLAN OVERVIEW, THEORY OF ACTION, AND AT A GLANCE, AND MEASURES.

THAT'S THE SECTION THAT WE'RE GOING TO SPEND TIME ON TODAY BECAUSE THAT REALLY IS THE FOCUS OF WHAT THE STRATEGIC PLAN LOOKS AT AND CALLS FOR.

THEN BEYOND THAT, WE HAVE OPERATIONAL INFRASTRUCTURE.

WHEN YOU ARE LOOKING AT THE BUSINESS OF A SCHOOL DISTRICT, IT IS TO SERVE OUR STUDENTS AND FAMILIES WELL.

THAT IS OUR BUSINESS.

IT'S ALSO TRUE THAT WE HAVE DEPARTMENTS THAT NEED TO BE ABLE TO SERVE THAT OBJECTIVE AS WELL.

RATHER THAN THAT BEING A DISCRETE GOAL WITHIN THE STRATEGIC PLAN, IT SURROUNDS AND SUPPORTS THE STRATEGIC PLAN.

EACH DEPARTMENT WILL HAVE GOALS OR PRIORITIES THAT ARE CONNECTED TO HOW THEY SUPPORT THIS PLAN GOING FORWARD SO THAT EVERY STAFF MEMBER IN OUR DISTRICT CAN CONNECT TO HOW IT IS THAT THEY ALSO MATTER AND INFLUENCE THE OUTCOMES FOR OUR STUDENTS.

THEN THE GLOSSARY, BECAUSE WE KNOW HOW IMPORTANT GLOSSARIES ARE WHEN WE TALK ABOUT THINGS LIKE MULTI-TIERED SYSTEM OF SUPPORTS AND EVEN WHAT DOES BELONGING MEAN.

WE WILL HAVE A GLOSSARY WITH THOSE WORDS SO THAT WE CAN ALWAYS CALIBRATE TO WHAT DID WE MEAN WHEN WE SAID THAT.

FIRST, OUR STRATEGIC PLAN STARTS WITH A COMMITMENT.

ONE OF THE THINGS WE KNOW MAKES A DIFFERENCE, AND WE HAVE USED THIS IN OUR LANGUAGE, AND WE MAKE SURE THAT IT ALIGNS IS WE ALWAYS SPEAK ABOUT EACH STUDENT.

IF WE ADD UP EACH STUDENT AND EACH STUDENT, IT'S ALL STUDENTS, BUT IT MAKES A DIFFERENCE IN OUR BRAINS AND OUR HEARTS WHEN WE SAY EACH STUDENT.

OUR COMMITMENT THAT RISES ABOVE THE ENTIRE STRATEGIC PLAN IS TO SEE VALUE AND SERVE EACH STUDENT.

HELPING THEM TO LEARN AND GROW EACH DAY, AND PREPARING THEM FOR A FUTURE OF ENDLESS POSSIBILITIES.

[00:55:04]

THIS IS BOTH OUR COMMITMENT, REPRESENTING OUR PROMISE TO OUR STUDENTS, THE FAMILIES WE SERVE, OUR COLLEAGUES AND OUR COMMUNITY, AND IT'S ALSO TRUE THAT EVERY MEMBER OF OUR SCHOOL DISTRICT COMMUNITY CONTRIBUTES TO THIS COMMITMENT.

MISSION, AND VISION.

WHO DID I FORGET WHEN I WAS SAYING THAT WE GATHERED FEEDBACK.

YES, I DID, BUT NOW I REMEMBER [LAUGHTER] VERY WELL. NOW I REMEMBER.

ONE OF THE THINGS WE REVIEWED HERE AS THE OTHER GROUPS DID AS WELL, WERE THE MISSION AND VISION AND THEY HAVE UNDERGONE REVISION BASED ON THE FEEDBACK THAT WE RECEIVED.

SO JUST BECAUSE I KNOW THERE ARE SOME PEOPLE LISTENING, NOT WATCHING, I'M GOING TO READ THESE, BUT ALSO SO YOU HAVE A CHANCE TO HEAR THE LANGUAGE THAT'S IN THEM.

WHAT I'D LIKE YOU TO DO IS JUST TO THINK ABOUT AS YOU LISTEN TO THIS OR READ THIS, WHAT'S ONE THING IN THERE THAT YOU ARE REALLY CONNECTED TO AND HAPPY TO SEE? WE CREATE AN INCLUSIVE ENVIRONMENT WHERE EACH STUDENT EXPERIENCES BELONGING.

HIGH QUALITY INSTRUCTION THAT AFFIRMS THEM IN DEEPER LEARNING.

EACH STUDENT'S VOICE, STRENGTHS, AND NEEDS GUIDE US TO DEVELOP PROGRAMS AND PATHWAYS THAT SUPPORT CONTINUOUS GROWTH AND ADVANCE EQUITABLE OPPORTUNITIES AND OUTCOMES.

OUR VISION IS THAT OUR STUDENTS LOVE TO DISCOVER, LEARN, AND GROW IN THE CAMAS SCHOOL DISTRICT.

EACH STUDENT EXPLORES THEIR INTERESTS, TAKES ON CHALLENGES, AND THRIVES AS A MEMBER OF OUR COMMUNITY, THEY ENGAGE WITH CURIOSITY AND CONFIDENCE AND ARE READY FOR EACH STEP OF THEIR FUTURE.

I WANT TO PAUSE HERE FOR JUST A SECOND AND HEAR FROM EACH OF YOU WHAT IN THERE DO YOU CONNECT WITH.

>> I THINK, FOR ME, EACH STUDENT EXPERIENCING BELONGING, I THINK THAT'S IMPORTANT TO ME BECAUSE I DO FEEL LIKE THERE HAS BEEN, I THINK ABOUT OVER THE YEARS, IF I'VE HEARD A CRITICISM OR A WEAK POINT IN SOME OF OUR SYSTEMS, IT'S THAT IF I'M NOT THIS TYPE OF STUDENT OR I DON'T COME FROM THIS BACKGROUND, IT'S VERY EASY FOR ME TO FALL THROUGH THE CRACKS.

I THINK JUST STARTING OUT RIGHT AWAY WITH SAYING THAT EACH STUDENT EXPERIENCES BELONGING IS CRUCIAL THERE.

>> THANK YOU.

>> I AGREE WITH THAT AND THAT WAS MY SECOND CHOICE, BUT ONLY BECAUSE I VISUALIZE THAT BELONGING AS WE'VE TALKED ABOUT HUNGER AND TRAUMA, IF THEY DON'T BELONG, THEY'RE NOT OPEN TO RECEIVING THE SUPPORT AND EDUCATION THAT WE CAN PROVIDE, SO I AM GLAD TO SEE THAT.

AS A SCHOOL BOARD MEMBER THOUGH, I REALLY HONED IN ON THEIR GUIDANCE TO DEVELOP PROGRAMS. I DO HOPE THAT WE CAN DEVELOP THOSE PROGRAM THAT ADDRESSES THOSE.

>> I THINK THEY'RE ALL GOOD.

I NOW HAVE TO PICK SOMETHING DIFFERENT.

BUT THE ONE THAT I LANDED ON WAS THRIVES AS A MEMBER OF OUR COMMUNITY BECAUSE ALL OF THESE STUDENTS, WE WANT THEM TO BE ACTIVE AND ENGAGE IN OUR COMMUNITY AFTER GRADUATION AND WHY THEY'RE HERE, SO IN ORDER TO THRIVE AS A COMMUNITY, WE NEED OUR STUDENTS TO BE ACTIVE IN OUR COMMUNITY AND IN ANY COMMUNITY THAT THEY LAND IN, ONCE THEY GRADUATE AND MOVE ON.

>> I LIKE ALL OF IT, BUT ALSO THAT EACH STUDENT'S VOICE, STRENGTHS, AND NEEDS GUIDE US TO DEVELOP PROGRAMS AND PATHWAYS THAT SUPPORT CONTINUOUS GROWTH.

WE'RE A PUBLIC SCHOOL SYSTEM.

OUR DOORS ARE OPEN AND EVERYBODY WHO WALKS IN DRIVES WHAT WE NEED TO DO.

WE DON'T ESTABLISH THAT.

IT'S OUR STUDENTS AND THEIR NEEDS AND STRENGTHS THAT GUIDE EVERYTHING WE DO.

I'D LIKE TO SEE THAT IN THERE BECAUSE THERE'S VARIOUS OPINIONS IN THE COMMUNITY OF WHAT YOU OFFER AND WHAT YOU TEACH AND WHAT YOU DO.

WE ARE A PUBLIC SCHOOL SYSTEM WHO SERVES EACH AND EVERY STUDENT WHO WALKS THROUGH OUR DOOR.

[01:00:01]

PROVIDE THAT GROWTH.

>> THIS IS GREAT. THE WORD THAT STICKS OUT, OF COURSE, THE INCLUSIVE IS GREAT.

THE NEED IS WHAT I WANTED TO COMMENT ON AS WELL.

I THINK IT'S REALLY HARD TO MEET, THE NEED IS GOING TO VARY SO MUCH.

US ALWAYS TRYING TO MEET THAT IS GOING TO BE DIFFICULT, BUT THAT'S THE ONE I WOULD PREFER TO AIM FOR.

I NOW NOTICE NONE OF US MENTIONED THE VISION PIECE OF IT, BUT THE CURIOSITY IN THAT STATEMENT AT THE BOTTOM, ENGAGE WITH CURIOSITY.

I LIKE THAT BECAUSE I FEEL LIKE SOMETIMES IN PUBLIC EDUCATION, WE DON'T ALLOW FOR A LOT OF CURIOSITY TO HAPPEN.

IF THAT IS SOMETHING THAT WE'RE GOING TO FOCUS ON, I'M HAPPY TO SEE THAT AS WELL.

>> THANK YOU. THAT WAS NOT ONLY A WAY FOR ME TO HEAR HOW IT IS YOU'RE CONNECTING WITH THESE, BUT ALSO YOUR STATEMENTS.

YOU SHOULD SEE A CONNECTION AS WE GO FORWARD INTO THE REST OF THE PIECES OF THE STRATEGIC PLAN FOR, HOW DO THOSE THINGS THEN SHOW UP IN OUR GUIDING PRINCIPLES? HOW DO THEY SHOW UP IN THE PLAN LANGUAGE OF WHAT IT IS THAT WE INTEND TO DO SO THAT THIS IS COHESIVE ALL THE WAY THROUGH ABOUT WHO WE SAY WE ARE AND THEREFORE WHAT WE DO? OUR VALUES AND GUIDING PRINCIPLES, THESE ALSO HAVE BEEN REVISED AND IN SOME WAYS RE-ORDERED.

STUDENT VOICE NOW FINDS ITS WAY RIGHT AT THE TOP, WHICH IS THE APPROPRIATE PLACE FOR IT.

OUR VALUES HIGHLIGHT FOR US WHAT IS MOST IMPORTANT.

THE GUIDING PRINCIPLES REALLY TELL US WHAT DOES THAT LOOK LIKE IN ACTION.

WELL, ON THE SCREEN, YOU SEE THE VALUE ARTICULATED.

THE LINK IN THE SLIDE AND ALSO YOUR FIRST HANDOUT SHOW YOU THE FULL DESCRIPTION THAT INCLUDES THAT GUIDING PRINCIPLE.

I WANT TO PAUSE HERE SO YOU HAVE A CHANCE TO LOOK AT THAT AND BE ABLE TO OFFER COMMENT OR FEEDBACK.

OTHER THAN THAT, ONLY IN SOME LOOSE LOGIC.

BECAUSE YOU COULD PLAY WITH THAT UP DOWN BUTTON A REALLY LONG TIME, LIKE NO, THAT SHOULDN'T, THAT SHOULD.

ULTIMATELY, WE WANT TO MAKE SURE THAT WE REMEMBER THAT WE'RE REALLY TRYING OUR BEST TO HONOR STUDENT VOICE.

THEN THE OTHER PIECES ARE EQUALLY IMPORTANT TO WHO WE ARE.

I'M JUST CHECKING IN.

ARE YOU READY TO MOVE FORWARD? ANY COMMENTS OR FEEDBACK ON THOSE? LET US GO FORTH.

[01:05:05]

THIS PROFILE NAMES THE KNOWLEDGE, SKILLS, AND ATTRIBUTES THAT WE WANT EACH OF OUR STUDENTS TO HAVE AS THEY GRADUATE FROM OUR SYSTEM.

BUT IT'S INTENDED TO DO FAR MORE THAN THAT.

THE THREE BULLETS THAT YOU SEE ON THIS SLIDE, THE WEB PAGE THEY'RE FROM, IS REFERENCED AT THE BOTTOM, REALLY POINT TO WHY A PROFILE OF A GRADUATE IS IMPORTANT.

THE FIRST IS THAT IT SERVES AS A VISUAL REPRESENTATION THAT DEFINES LEARNING EXPERIENCES IN OUR SCHOOL.

THAT LEADS RIGHT TO THE NEXT ONE, WHICH IS COMMITMENT TO CREATING EXPERIENCES THAT ENSURE EVERY STUDENT CAN SUCCEED IN FULFILLING THE PROFILE'S VISION FOR LEARNING.

BAMINI, YOU HAD MENTIONED CURIOSITY, I BELIEVE, RIGHT? IF CURIOSITY IS SOMETHING THAT WE'RE WANTING TO ENSURE THAT ALL OF OUR STUDENTS EXPERIENCE AS AN ATTRIBUTE IN HOW THEY PERCEIVE THE WORLD, THEN WE NEED TO CREATE EXPERIENCES THAT FOSTER THAT CURIOSITY.

THIS PROFILE OF A GRAD IS NOT JUST, HERE'S WHAT WE PRODUCE.

WE DO NOT PRODUCE GRADUATES.

WE GROW HUMANS INTO THE BEST VERSIONS OF THEMSELVES WHO HAVE EVERY POSSIBLE FUTURE PATHWAY.

IT'S ALSO, IN THE THIRD BULLET, AN INTEGRAL PART OF THE WAY PEOPLE PERCEIVE, TALK ABOUT, AND EXPERIENCE OUR SCHOOLS.

IT GIVES US LANGUAGE FOR WHAT WE WANT TO BE ABLE TO SEE AND PROVIDE FOR OUR STUDENTS.

WHEN WE GET TO OUR PROFILE OF A GRAD, IT TURNS OUT THAT IF I CLICK MY LAPTOP, IT DOESN'T DO ANYTHING THAT I [INAUDIBLE] THIS ONE.

BUT WE'RE GETTING THERE. AGAIN, THIS IS LINKED AT THE BOTTOM, BUT THIS IS YOUR SECOND HANDOUT THAT YOU HAVE TONIGHT.

THESE ARE THE SKILLS, KNOWLEDGE, OR ATTRIBUTES, THE TITLES OF THEM; WELLNESS NAVIGATOR, SELF EMPOWERED LEARNER, CRITICAL THINKER, EFFECTIVE COMMUNICATOR, ENGAGED COMMUNITY MEMBER.

NOW, YOU MAY RECALL THAT IN THE FALL, WE LOOKED AT THE STATE BOARD OF EDUCATION'S PROFILE OF A GRADUATE.

WE HAD THAT WORK TO LEAN ON, AS WELL AS THE INPUT FROM THE DRAFT VERSION OF OUR STRATEGIC PLAN, AND SOME INPUTS IN THE NEW FEEDBACK THAT WE'VE RECEIVED IN THE PAST YEAR AND A HALF.

THESE ARE THE ONES THAT RISE TO THE TOP THAT INCORPORATE THE WORK OF THE STATE BOARD OF ED, BUT GIVE US FIVE SKILLS AND ATTRIBUTES THAT WE CAN REALLY FOCUS ON AS A SYSTEM.

AGAIN, YOU SEE THAT WHAT THAT MEANS, HOW THOSE ARE DESCRIBED ON THE DOCUMENT THAT YOU HAVE IN FRONT OF YOU.

I WANT TO MENTION TWO THINGS ABOUT THIS.

COREY, YOU MENTIONED BELONGING AND MANY OF YOU NODDED AT THAT.

THAT'S IN OUR MISSION.

YOU SEE HERE THAT THE FIRST BULLET IS WELLNESS NAVIGATOR.

THAT WE ARE PRIORITIZING THAT EXPERIENCE FOR STUDENTS.

AGAIN, YOU SHOULD SEE HOW THESE PIECES CONNECT TO REINFORCE THOSE SAME KEY IDEAS AND VALUES ALL THE WAY THROUGH OUR STRATEGIC PLAN.

THE SECOND IS I HAD A CHANCE TO MEET WITH PRINCIPLES ON ARE WE GETTING IT RIGHT? ONCE WE'VE SYNTHESIZED THIS, IS THIS THE RIGHT? ONE PRINCIPLE SAID TO ME, IT WOULD BE VERY DIFFICULT TO ARGUE THAT THESE AREN'T THE RIGHT THINGS.

BUT SHE SAID SOMETIMES IT SEEMS LIKE WE EXPECT THAT STUDENTS GET THESE BY OSMOSIS LIKE, OKAY, THAT'S ALL GREAT, BUT HOW DOES THAT HAPPEN AND HOW DOES IT HAPPEN INTENTIONALLY AND STRATEGICALLY? I WANT YOU TO JUST HOLD THAT THOUGHT BECAUSE WE'RE GOING TO MAKE THAT CONNECTION A LITTLE FURTHER DOWN IN THIS PRESENTATION AND THE STRATEGIC PLAN DOCUMENTS.

FOR THE MOMENT THOUGH, AGAIN, I'LL PAUSE SO THAT THERE'S TIME TO REVIEW AND COMMENT ON THE PROFILE OF A GRADUATE.

>> I HAVE A QUESTION AND MAYBE SOMEBODY CAN DRAW ME TO THIS.

ONE THING, [NOISE] FROM WORKING, ESPECIALLY WITH HIGH SCHOOL STUDENTS, ONE THING I'M ALWAYS LOOKING FOR IS PERSISTENCE AND THAT GROWTH MINDSET AND NOT GIVING UP ESPECIALLY WHEN YOU CAN'T GET THE ANSWER RIGHT AWAY WHEN SOMETHING DOESN'T COME.

[01:10:04]

I'M THINKING OUT LOUD RIGHT NOW.

PURPOSEFUL AND MOTIVATED.

>> A CRITICAL THINKER CHALLENGES THEMSELVES.

>> IT'S ACTUALLY EMBEDDED IN A NUMBER OF THESE BECAUSE IF YOU LOOK AT WELLNESS NAVIGATOR, SETS PERSONAL GOALS, IDENTIFIES AND PURSUES PATHWAYS TO ACHIEVE THEIR GOALS, AND CELEBRATES GROWTH.

WE HAVEN'T MENTIONED HOPE SPECIFICALLY IN THIS DOCUMENT, AS WE'VE TALKED ABOUT HOPE BEING A GOAL, A PATHWAY, AND THE WILL, AND AGENCY TO ACHIEVE THAT GOAL.

ALSO THAT ACKNOWLEDGMENT THAT BARRIERS HAPPEN AND THAT WHEN WE REACH BARRIERS WE LOOK FOR WAYS TO WORK OUR WAY THROUGH THOSE BARRIERS.

YOU ALREADY MENTIONED. IT'S ABSOLUTELY AND SELF EMPOWERED LEARNER AS WELL FROM THE TAKING OWNERSHIP OF LEARNING AND REFLECTING ON AND GROWING FROM EXPERIENCES.

AND IT'S ALSO UNDER THE CRITICAL THINKER.

THERE ARE SOME OF THOSE ATTRIBUTES THAT FIND THEIR WAY ACROSS MULTIPLE OF THESE LABELS.

>>THANK YOU.

>> LUCY, I THINK YOU HAD MENTIONED WHEN WE WERE LOOKING AT MISSION AND VISION ABOUT BEING A MEMBER OF A COMMUNITY.

THAT WAS ONE THAT ROSE FROM THE EARLIEST INPUT TO THE MORE RECENT INPUT AS WELL.

HOW IMPORTANT IT IS TO LEARN HOW TO BE A COMMUNITY MEMBER.

YOU'LL EVEN SEE THAT THERE ARE MORE DESCRIPTORS UNDER THAT THAN THERE ARE UNDER ANY OF THE REST OF THEM.

BUT THERE IS DEFINITELY OVERLAP ACROSS THESE CATEGORIES AND HOW THEY WOULD THEN BE CONNECTED TO EXPERIENCES THAT STUDENTS HAVE.

>> I JUST APPRECIATE ALL THE WORK ON THIS BECAUSE JUST THE BULLET POINTS ON THE SCREEN AND THEN HAVING THIS DOCUMENT TO KNOW WHAT REALLY DOES THAT MEAN.

IT'S EASY TO GO FIND BECAUSE WE COULD JUST SAY, ENGAGED COMMUNITY MEMBER.

WELL, NO, THEN YOU HEAR THESE ARE WHAT WE'RE TALKING ABOUT WHEN WE'RE TALKING ABOUT ENGAGED.

YOUR DOCUMENTS ARE WONDERFUL.

IT'S VERY HELPFUL. LOTS OF WORK.

>> THE ONLY REASON WE DIDN'T PUT THEM ON THE SCREEN WAS BECAUSE THE SCREEN IS NOT BIG ENOUGH.

DO WE FEEL READY TO KEEP GOING? HERE WE GO.

WHEN YOU LAST SAW THE STRATEGIC PLAN UPDATE, WE HAD TWO GOAL AREAS, EQUITABLE ACCESS FOR EACH LEARNER, AND RESPONSIVE PATHWAY.

WHAT YOU SEE HERE IS EXACTLY WHAT YOU HAVE SEEN IN THE PAST.

AS WE STARTED TO WORK MORE TOWARDS THE SPECIFICITY OF THE PLAN, IT BECAME VERY OBVIOUS THAT WE NEEDED TO LOOK AT THAT VERY LARGE AREA CALLED EQUITABLE ACCESS FOR EACH LEARNER AND BE ABLE TO SEPARATE IT INTO TWO AREAS FOR MULTIPLE PURPOSES.

THIS SHOWS YOU THE UPDATED GOAL AREAS AND THAT EQUITABLE ACCESS FOR EACH LEARNER IS NOW CONNECTED TO TWO SEPARATE GOAL AREAS.

THE FIRST IS EACH INDIVIDUAL IN OUR COMMUNITY CAN ENGAGE IN LEARNING AND GROWING WHEN THEY EXPERIENCE PHYSICAL AND EMOTIONAL SAFETY.

WE CREATE THE CONDITIONS FOR DIGNITY AND BELONGING FOR ALL.

THE SECOND, EACH STUDENT LEARNS AT HIGH LEVELS WHEN INSTRUCTION MEETS THEIR NEEDS, WE USE INSTRUCTIONAL MATERIALS, TEACHING PRACTICES, AND LEARNING ENVIRONMENTS THAT LEAD TO LEARNER SUCCESS FOR EACH AND EVERY STUDENT.

THEN FINALLY, RESPONSIVE PATHWAYS.

EACH OF OUR STUDENTS HAS UNIQUE EXPERIENCES, TALENTS, AND STRENGTHS.

GUIDED BY STUDENT VOICE, WE CREATE PATHWAYS AND OPPORTUNITIES THAT ENGAGE EACH STUDENT AND EXPAND THEIR HOPES FOR THE FUTURE.

WE TITLED NOW THESE TWO THAT REALLY FALL UNDER THAT EQUITABLE ACCESS FOR EACH LEARNER, A CULTURE OF SAFETY AND BELONGING AND HIGH-QUALITY INSTRUCTION.

THIS ALSO LET US AGAIN HIGHLIGHT THAT SAFETY AND BELONGING IS SUCH AN IMPORTANT CONDITION THAT WE ATTEND TO AS WE SUPPORT HIGH-QUALITY INSTRUCTION.

QUESTIONS ABOUT THAT CHANGE. FORWARD WE GO.

OH MY GOODNESS, WE CANNOT POSSIBLY READ THAT.

YES, I KNOW. I JUST WANTED TO SAY THAT.

[01:15:04]

WELL, ACTUALLY I THINK WE NOW CALL THEM ONE PAPERS.

BUT NONETHELESS.

TO BE ABLE TO REALLY HOLD THE WHOLE OF THE STRATEGIC PLAN IN A PLACE WHERE WE CAN MAKE SENSE OF IT.

BECAUSE ONE OF THE THINGS AS YOU LOOK AT DIFFERENT STRATEGIC PLANS IS THEY CAN BE LIKE 50 PAGES LONG.

WELL, BY THE TIME YOU'RE INTO PAGE 12, YOU'RE ALREADY LOSING THE COHERENCE OF THE WHOLE PLAN.

WE WANTED A DOCUMENT THAT WOULD REALLY HIGHLIGHT WHAT IS THIS REALLY ABOUT AND HOW DO DIFFERENT LAYERS OF OUR SYSTEM CONNECT TO THIS PLAN SO THAT WE WILL BE MORE SUCCESSFUL IN THE IMPLEMENTATION OF IT.

AT THE VERY TOP OF THE DOCUMENT, IT HAS OUR THEORY OF ACTION.

WHAT YOU'LL NOTICE IS THAT AS THE THEORY OF ACTION PROCEEDS, IT NAMES THOSE THREE GOAL AREAS.

IF WE DO THOSE THINGS, CREATE A CULTURE OF SAFETY AND BELONGING, PROVIDE HIGH-QUALITY INSTRUCTION, AND BUILD PATHWAYS THAT RESPOND TO THE CHANGING NEEDS AND INTERESTS OF OUR STUDENTS, FAMILIES, AND COMMUNITY.

WE WILL HELP EACH STUDENT LEARN AND GROW AND PREPARE THEM FOR A FUTURE OF ENDLESS POSSIBILITIES.

IN THAT THEORY OF AN ACTION, YOU SEE A CONNECTION BACK TO OUR COMMITMENT.

IF WE DO THESE THINGS, WE CAN UPHOLD OUR PROMISE TO OUR STUDENTS, OUR FAMILIES, OUR COMMUNITY.

NOW, IF YOU'LL REFER TO THE NOW COLORED SHEET WHICH KATIE HELPED WITH, BECAUSE KATIE'S VISUALS ALWAYS HELP US MAKE SENSE OF THINGS.

I WOULD LIKE TO EXPLAIN FIRST HOW THIS IS SET UP AND THEN AGAIN, GIVE YOU SOME TIME TO LOOK INTO IT.

THE FIRST ROW THAT YOU SEE SO THAT WE CAN MAKE SURE WE'RE ALL ON THE SAME PAGE ARE THE BLUE BOXES THAT HIGHLIGHT OUR GOAL AREAS.

THE NEXT LEVEL WHICH SAYS CLASSROOM PRACTICES ARE REALLY THOSE STUDENT-FACING STRATEGIES AND PRACTICES THAT AS WE GO THROUGH THE STRATEGIC PLAN AND THE ACTIONS OF IT TO SUPPORT IT, EVERY STUDENT WILL EXPERIENCE IN THE CLASSROOMS AND THE SCHOOL SPACES THAT THEY'RE IN.

THEN THE PURPLISH LEVEL SAYS LEADERSHIP PRACTICES.

THOSE ARE THE LEADERSHIP PRACTICES THAT ARE NEEDED TO SUPPORT THE CLASSROOM AND SCHOOL PRACTICES.

IF THOSE ARE IN PLACE, THEN WE CAN BETTER SUPPORT WHAT'S HAPPENING IN EACH OF OUR CLASSROOMS AND EACH OF OUR SCHOOL SPACES.

THEN THE YELLOW AREA FOCUSES ON ORGANIZATIONAL PRACTICES.

WHAT PRACTICES OR STRATEGIES DO WE NEED TO ENGAGE IN, IN ORDER TO SUPPORT OUR LEADERS AND THOSE CLASSROOM AND SCHOOL PRACTICES? ESSENTIALLY, IT BUILDS ON A FOUNDATION IN ORDER TO BE ABLE TO DELIVER ON OUR PROMISE, WHAT STUDENTS EXPERIENCE IN OUR CLASSROOMS AND SCHOOLS.

WE NEED TO UNDERSTAND WHAT LEADERSHIP PRACTICES AND WHAT ORGANIZATIONAL PRACTICES WILL BE THOSE SUPPORTS.

THERE'S A NOTE AT THE BOTTOM THAT TALKS ABOUT WHY WHEN WE GET TO THE LEADERSHIP PRACTICES AND ORGANIZATIONAL PRACTICES, WE HAVE COLLAPSED THE TWO GOAL AREAS OF A CULTURE OF SAFETY AND BELONGING AND HIGH-QUALITY INSTRUCTION.

IT'S BECAUSE MANY OF THE ACTIONS AT THOSE LEVELS ACTUALLY IMPACT BOTH OF THOSE AREAS, SO IT WAS EASIER TO GROUP THEM IN THAT SUPPORT STRUCTURE.

>> QUESTION.

>> YES.

>> CLASSROOM PRACTICES, I BELIEVE YOU USED THE TERMINOLOGY STUDENT FACING, DID I HEAR THAT CORRECTLY? CAN YOU ELABORATE A LITTLE BIT MORE ON WHAT YOU MEAN BY THAT?

>> ONE OF THE CONVERSATIONS WE'VE HAD AND HAVEN'T GOTTEN TO A POINT OF HOW TO DESCRIBE THIS FURTHER, IS THAT IT STARTED OUT AS TEACHING PRACTICES.

BUT THERE ARE SO MANY OTHER ADULTS IN OUR SCHOOLS WHO HAVE INFLUENCE AND IMPACT ON OUR STUDENTS.

WHEN I SAY STUDENT FACING, I MEAN ALL OF THE ADULTS WHO INTERACT WITH OUR STUDENTS.

EVERY ADULT WILL FIND A CONNECTION HERE,

[01:20:03]

MANY OF THE THINGS WILL APPLY MORE TO WHAT A CLASSROOM TEACHER OR SPECIALIST, OR SUPPORT PERSON IS DOING.

BUT WHEN YOU LOOK AT, FOR EXAMPLE, OPPORTUNITIES FOR STUDENTS TO PRACTICE AND USE SOCIAL AND EMOTIONAL LEARNING STRATEGIES THROUGHOUT THE DAY, HELLO.

THAT HAPPENS AT BUS STOPS ON BUSES, IT HAPPENS ON PLAYGROUNDS, IT HAPPENS IN OUR EXTRACURRICULARS SO THAT THERE'S A CONNECTION WITH ALL OF OUR ADULTS TO HOW TO SUPPORT WHAT IT IS THAT WILL CREATE THE CONDITIONS IN WHICH EVERY STUDENT WILL BE SEEN, VALUED, AND SERVED.

>> IF PER SE I AM IN THE DEPARTMENT OF TRANSPORTATION HERE AT CAMAS SCHOOL DISTRICT.

I WERE TO LOOK AT THIS AND TRY TO FIND WHERE MY PLACE IS.

SHOULD I BE ABLE TO SEE MY PLACE IN ALL THREE OF THESE? OR WHAT IS THE GOAL FOR THE ADULTS WHO RECEIVE THIS AND WANT TO KNOW THEIR RESPONSIBILITIES, THEIR IMPACT?

>> FIRST I WOULD SAY THAT THIS DOES NOT STAND ALONE, HERE YOU GO, HERE WE ARE.

THIS OUR NEXT STEP IS ABOUT HOW ARE WE COMMUNICATING AND SHARING THIS AND WHERE ARE WE PROVIDING THE OPPORTUNITIES FOR EVERY STAFF MEMBER TO CONNECT TO THIS PLAN? THIS MORNING IN CABINET, WE TALKED ABOUT THE OPERATIONAL INFRASTRUCTURE PRIORITIES AND GOALS THAT WE'LL BE SETTING.

THAT WILL BE DONE IN TEAMS. THIS BECOMES PART OF WHAT IS LOOKED AT AS WE GET TO THOSE OPERATIONAL AND INFRASTRUCTURE GOALS AS WELL.

NO. OH, GO AHEAD.

>> NO, I WAS GOING TO SAY I GET THAT.

I SEE WHAT YOU'RE SAYING THOUGH, ERICA.

IF THIS REALLY IS THE AT A GLANCE, THIS IS LIKE OUR ELEVATOR PITCH, FOR LACK OF A BETTER TERM.

ANY STAFF MEMBER SHOULD BE ABLE TO PICK THIS UP AND SAY, OH, THAT'S WHERE I FIT IN.

I THINK IT'S THAT CLASSROOM PRACTICES TERM THAT'S THROWING ME IF ALL OF OUR STUDENT FACING FOLKS ARE SUPPOSED TO BE CAPTURED IN THAT ONE ROW THERE.

I GUESS THAT'S WHAT'S THROWING ME.

AM I SYNTHESIZING THAT RIGHT?

>> YOU CAN GIVE THIS IN THE ACCOMPANIMENT TO ME WHO WORKS IN THE TRANSPORTATION DEPARTMENT.

BUT MY EYES ARE JUST GLANCING TO TRY AND FIND MY ROLE AND MY RESPONSIBILITY.

WHEN YOU SAID STUDENT FACING, I'M LIKE, OH, THAT MAKES SENSE.

NOW I SEE IF I WERE TO BE THE PERSON THAT I'M PRETENDING.

>> I AGREE WITH THAT TOO BECAUSE WHEN YOU USE THE TRANSPORTATION ANALOGY, IT'S LIKE THOSE PEOPLE, THEY SEE THE KIDS ON THE BUS, SO IT'S NOT THE CLASSROOM, SO THEY MIGHT NOT.

I THINK YOU'RE RIGHT. IT IS JUST THAT WORD.

OR A COUNSELOR, YOU DON'T SEE THEM IN A CLASSROOM THAT'S WHY I WROTE STUDENT FACING AFTER YOU SAID IT BECAUSE IT MADE MORE SENSE TO ME.

>> WE CAN MAKE THAT CHANGE. AGAIN, WE WERE GRAPPLING WITH THAT SAME IDEA ABOUT HOW DO WE DO THIS? BECAUSE WE REALLY BELIEVE EVERY ADULT CONNECTS TO THIS.

ALSO, WE WANT TO VALUE EVERY ADULT SO THAT THEY ALSO SEE THEIR PLACE IN THIS.

YES. THANK YOU FOR THAT.

>> RATIONAL FOUNDATION SURROUNDS THE WHOLE THING.

THAT'S A PIECE THAT GOES WITH THIS.

>> I WANT TO WALK YOU THROUGH ONE EXAMPLE JUST SO THAT THERE'S MORE SPECIFICITY TO HOW THIS WORKS.

IF YOU LOOK IN THE COLUMN CALLED RESPONSIVE PATHWAYS, FIRST LET'S START IN THE GREEN SECTION, STUDENT FACING PRACTICES.

THE FIRST ITEM THAT SAYS, ALL STAFF MEMBERS PROVIDE EXPLICIT PRACTICE AND ONGOING OPPORTUNITIES FOR STUDENTS TO MASTER THE SKILLS AND CAPACITIES IDENTIFIED IN CSD'S PROFILE OF A GRADUATE.

THEN, IF YOU GO TO THE PURPLE LEADERSHIP PRACTICES AND TURN THE PAGE SO THAT YOU'RE ON THE BACK SIDE, THE VERY LAST ONE SAYS, LEADERS AT ALL LEVELS SUPPORT, HIGHLIGHT AND CELEBRATE THE SKILLS AND CAPACITIES IDENTIFIED IN CSD'S PROFILE OF A GRADUATE.

THEN IF WE MOVE TO THE ORGANIZATIONAL PRACTICES, AND THIS IS THE SECOND ITEM, FACILITATE THE DEVELOPMENT OF A PRE K-12 LEARNING PROGRESSIONS TO SUPPORT THE SKILLS AND CAPACITIES IDENTIFIED IN CSD'S PROFILE OF A GRADUATE.

THE INTENTION AGAIN, IS THINGS JUST DON'T HAPPEN BY MAGIC AND THEY NEED TO BE SUPPORTED.

[01:25:05]

THAT'S THE OTHER SIGNIFICANT PART ABOUT THAT PROFILE OF A GRADUATE, IS THOSE AREN'T THINGS THAT SUDDENLY ON GRADUATION, YOU HAVE A GOOD JOB, YOU'RE NOW CURIOUS.

IT'S MORE ABOUT WHAT DOES CURIOSITY MEAN FOR A KINDERGARTNER? WHAT DOES IT MEAN FOR A FIRST GRADER AND A SECOND GRADER? ALL ALONG THE WAY, STUDENTS ARE USING LEARNING AND PRACTICING THESE AND BECOMING MORE SKILLED IN THOSE AREAS.

THAT'S HOW THIS ENTIRE DOCUMENT IS STRUCTURED SO THAT IF THERE'S SOMETHING IN A CLASSROOM OR STUDENT FACING PRACTICE, THERE IS A CORRESPONDING LEADERSHIP PRACTICE AND THERE IS THEN THE WORK AT THE ORGANIZATIONAL LEVEL TO ENSURE THAT THAT EXPLICIT INTENTION IS IN PLACE.

ANOTHER OF THE ITEMS THAT WAS MENTIONED THAT WAS MISSING IN THE ORIGINAL FIRST DRAFTS EVEN OF THE VALUE MISSION, VISION AND VALUES WAS AN EXPLICIT REFERENCE TO SAFETY.

NOW YOU SEE SAFETY IN A NUMBER OF DIFFERENT PLACES CALLED OUT IN THE GOAL AREA, BUT ALSO IT HAS A SOLID PLACE IN THIS SCHEMATIC AS WELL, SO THAT THERE'S THAT ATTENTION TO REGULARLY REVIEWING AND ADAPTING AND PRACTICING OUR SAFETY PROTOCOLS SO THAT WE ARE AGAIN ENSURING THAT OUR PLACES ARE AS SAFE AS WE CAN POSSIBLY MAKE THEM.

I KNOW YOU HAD A CHANCE TO REVIEW THESE AS THEY WERE LINKED, BUT IS THIS ARE WE GOOD TO MOVE TO THE NEXT?

>> OKAY, LET'S DO IT.

>> WE KNOW THAT THE STRATEGIC PLAN, INCLUDING THIS DOCUMENT THAT WE'VE JUST REVIEWED, REALLY PROVIDES THE FOCUS AND DRIVES THE ALIGNMENT OF THESE NEXT PIECES, WHICH WILL BE THE STRATEGIC PLAN INITIATIVE, WORK TEAM ACTION PLANS, OUR DEPARTMENT ACTION PLANS, OUR SCHOOL ACTION PLANS, WHICH WE REFER TO AS POPTOAS, WHICH ARE PROBLEMS OF PRACTICE AND THEORIES OF ACTION.

THEN OUR LEADER AND EDUCATOR GROWTH GOAL PLAN.

WHEN THAT NESTING AND ALIGNMENT OCCURS, THAT IS THE MOST POWERFUL SYSTEM THAT WE CAN BUILD.

IT'S WHEN WE BUILD THAT THAT WE REACH OUR ASPIRATIONAL OUTCOME TO SEE VALUE AND SERVE EACH STUDENT.

WHEN I WAS THINKING ABOUT THIS, ONE OF THE ANALOGIES THAT I CAME UP WITH IS IT'S MUCH LIKE WHEN YOU ENTER INTO GOOGLE MAPS, A PLACE THAT YOU WANT TO GO AND YOU SEE THE BOLD LINE THAT SHOWS YOU THE PATH THERE.

THIS DOCUMENT HERE REPRESENTS THE BOLD LINE.

OUR ACTION PLANS ARE THE DIRECTIONS AND I DON'T KNOW ABOUT YOU, BUT ON GOOGLE MAPS, IT DOESN'T DO ME ANY GOOD TO SEE THAT BOLD LINE IF I DON'T HAVE SOMETHING SAYING, TURN RIGHT AT THE NEXT LIGHT, LOOK FOR EXIT 35, A, BY THE WAY.

IT'S ON THE LEFT HAND SIDE OF THE HIGHWAY.

THE ACTION PLANS ARE REALLY WHERE THAT SPECIFICITY WILL HAPPEN, THAT ARE THE SPECIFIC STEPS THAT WE'LL TAKE TO ENSURE THAT WE ARE MOVING IN THE DIRECTION THAT THIS STRATEGIC PLAN SHOWS US.

NO, THAT'S THIS ONE MEASURES.

THIS BOARD HAS HAD VERY MUCH INTEREST IN MEASURES.

I'M SO GLAD ABOUT THAT BECAUSE MEASURES AND DATA ARE SOMETHING THAT I REALLY HIGHLIGHT.

THINK OF AS VALUABLE AND KNOW THAT WE NEED IN ORDER TO BE ABLE TO KNOW IF WE'RE ON COURSE OR NOT ON COURSE, OUR MEASURES WILL INCLUDE TWO TYPES OF MEASURES.

ONE ARE BENCHMARK MEASURES, AND THOSE ARE KEY PERFORMANCE INDICATORS, OFTEN RESEARCH BASED, WHICH I'LL TALK ABOUT IN JUST A SECOND.

IF YOU HAD A CHANCE TO REVIEW THE MEASURES DOCUMENT,

[01:30:04]

WHY? WELL, THEY'RE IDENTIFIED AT A STATE LEVEL, BUT ALSO THEY'VE DONE THE SAME WORK THAT WE'VE DONE TO IDENTIFY THAT THOSE MEASURES ARE THE ONES THAT HELP US TO KNOW IF WE ARE SUPPORTING STUDENTS THROUGH EVERY STEP OF THEIR EDUCATION IN ORDER TO BE ABLE TO PROVIDE THEM WITH THE BEST OPPORTUNITIES AND ACCESS FOR SUCCESS.

THEN OUR PROGRESS MONITORING MEASURES ARE ALONG THE WAY INDICATORS.

THINGS WE CAN DO MORE FREQUENTLY, MORE AS DIPSTICKS THAT LET US KNOW IF ARE WE ON TRACK TO REACH THOSE BENCHMARKS? DO WE NEED TO MAKE ADJUSTMENTS TO ACTION PLANS AND SO ON? THE NEXT HANDOUT THAT YOU HAVE IS THAT DOCUMENT.

I WANT TO POINT OUT JUST A FEW THINGS ABOUT THIS DOCUMENT TOO.

YOU HAVE SEEN BOTH IN THE VALUES AND OUR MISSION AND VISION ABOUT HOW ONE OF OUR VALUES IS EQUITY.

THIS IS ANOTHER TERM THAT OFTEN NEEDS DEFINITION BECAUSE WE COME TO IT WITH VERY DIFFERENT UNDERSTANDINGS OF WHAT DOES EQUITY MEAN.

I WANT TO TALK ABOUT EQUITY IN THE WAY THAT WE'RE USING MEASURES.

ONE OF OUR COMMITMENTS IS THAT WE LOOK NOT ONLY AT THE OVERALL MEASURE INDICATOR, BUT ALSO HOW DIFFERENT GROUPS OF OUR STUDENTS ARE SHOWING THAT THEY HAVE THE ACCESS AND THE OPPORTUNITIES THAT WE INTEND FOR EACH STUDENT TO HAVE.

THERE ARE TWO PARTS OF THE MEASURES.

ONE IS UNDER THE FIRST SECTION CALLED STRATEGIC PLAN MEASURES THAT SAYS WE ARE COMMITTED TO REVIEWING AND REPORTING ALL STUDENT OUTCOME MEASURES THROUGH A DEMOGRAPHIC AND PROGRAM SERVICE LENS.

THIS ENSURES TRANSPARENCY AS WE IDENTIFY OUR STRENGTHS AND RESPOND TO AND CHANGE HISTORIC AND CURRENT DISPARITIES IN OUR SERVICE TO STUDENTS.

WE SEE OUR SYSTEM WITH MORE CLARITY AND WE TAKE INTENTIONAL ACTION TOWARD INCREASING OPPORTUNITY AND ACCESS FOR ALL STUDENTS.

AGAIN, ALL THROUGH THE STRATEGIC PLAN, YOU SHOULD SEE THAT COMMITMENT TO EQUITY, PRESENT AND GUIDING THE STEPS THAT WE TAKE.

IN THE SECTION TITLED BENCHMARK MEASURES, THE SECOND PARAGRAPH.

IN REVIEWING THE BENCHMARK MEASURES BELOW, THROUGH A DEMOGRAPHIC AND PROGRAM SERVICE LENS, IT IS CLEAR THAT THERE ARE SIGNIFICANT OPPORTUNITY AND ACCESS GAPS FOR OUR STUDENTS RECEIVING SERVICES THROUGH AN IEP, OUR MULTILINGUAL LEARNERS, THOSE EXPERIENCING POVERTY, AND SOME STUDENTS OF COLOR.

OUR STRATEGIC PLAN IS AIMED SQUARELY AT INCREASING ACCESS AND OPPORTUNITY FOR EACH STUDENT SO THAT THESE DISPARITIES NO LONGER EXIST.

DEMOGRAPHIC AND PROGRAM DATA WILL BE REPORTED TO THE BOARD AND UPDATED ON THE DISTRICTS STRATEGIC PLAN WEB PAGE.

WE DON'T HAVE THAT YET, BUT WE WILL, YOU KNOW IT.

THEN IN THE BENCHMARK SECTION, YOU SEE THE DESCRIPTION OF THE WASHINGTON STATE IMPROVEMENT FRAMEWORK ALONG WITH OUR BASELINE, WHICH WILL BE FOR THE MOST CURRENT DATA WE HAVE, WHICH I THINK IN EVERY CASE IS FOR THE LAST SCHOOL YEAR, SO THE 2022, 23 SCHOOL YEAR.

WHAT YOU WILL EXPECT TO SEE AS WE BUILD OUT THE STRATEGIC PLAN IS WHAT ARE OUR TARGETS? LIKE, WHAT ARE WE DIRECTLY SEEKING TO IMPACT? BY HOW MUCH? THEN HOW ARE OUR ACTION PLANS CONNECTED WITH THOSE TARGETS? NOW ONE THING THAT WE NOTE AS WE LOOK AT THOSE BENCHMARK MEASURES IS THAT THEY ARE PRIMARILY ACADEMIC OR BEHAVIOR RELATED, AND SO SO THE PIECE WE'RE MISSING, THAT IS ONE OF OUR GOAL AREAS, IS ABOUT BELONGING AND SAFETY.

ONE OF THE THINGS THAT WE'LL BE EXPLORING AS WE GO FORWARD IS WHAT IS OUR BENCHMARK MEASURE FOR THAT? WE HAVE PANORAMA.

WE HAVE SOME OTHER THINGS BUT WHICH ONE SERVES AS OUR BENCHMARK MEASURE BECAUSE WE WANT TO MAKE SURE THAT SET OF MEASURES INCLUDE SOMETHING THAT, AGAIN, REINFORCES OUR HIGHLIGHTING OF PROVIDING BELONGING AND SAFETY FOR EACH STUDENT.

PROGRESS MONITORING MEASURES, AGAIN, ARE ON THE WAY.

CHECKPOINTS. WHAT YOU SEE ON YOUR DOCUMENT IS THE THREE GOAL AREAS WITH EXAMPLES OF PROGRESS MONITORING MEASURES THAT WOULD BE PART OF THE ACTION PLANS THAT ARE CONNECTED WITH A STRATEGIC INITIATIVE.

AGAIN, I'LL PAUSE THERE.

IF WE HAVE QUESTIONS, COMMENTS, OR CLARIFICATIONS.

[01:35:03]

>> THE STATEMENT THAT WE JUST REVIEWED ON PAGE 1, WE ARE COMMITTED TO REVIEWING AND REPORTING ALL STUDENT OUTCOME MEASURES THROUGH A DEMOGRAPHIC AND PROGRAM SERVICE LENS.

THAT MEANS THAT WE ARE GOING TO REPORT OUT ON THOSE DIFFERENT GROUPS FOR THE EVALUATION THAT WE'RE LOOKING AT IS THAT CORRECT?

>> YES.

>> OKAY.

>> AGAIN, WE'RE ALSO BALANCING THE DOCUMENT WE'RE CREATING.

IF WE PUT EVERY DEMOGRAPHIC AND PROGRAM SERVICE DATA HERE, WE WILL HAVE 100 PAGE DOCUMENT.

WHAT WE WANT TO DO IS TO BE ABLE TO HIGHLIGHT THOSE THINGS INTO OUR ACTION PLANS AND INTO THE REPORTS THAT WE GIVE TO THE BOARD AND ONTO THE WEBSITE WHERE WE HAVE A LITTLE MORE ABILITY TO CLICK THROUGH TO BE ABLE TO SEE THE SPECIFIC THINGS THAT WE'RE FOCUSING ON.

THE BENCHMARK MEASURES YOU SEE THERE ARE AVAILABLE ON OSPI'S SCHOOL REPORT CARD SITE AND THEIR SITE ALREADY SHOWS ALL OF THE DEMOGRAPHIC AND PROGRAM SERVICE DATA PIECES.

WE HAVE MANY WAYS TO BE ABLE TO POINT OURSELVES AND OTHERS TO THOSE.

WHAT WE WANT TO DO IS TO REALLY HIGHLIGHT WHAT INTENTIONAL ACTIONS ARE WE TAKING TO BE ABLE TO INFLUENCE THOSE MEASURES.

ONCE WE'RE READY TO MOVE ON, I'M GOING TO PROVIDE YOU A VERY SPECIFIC EXAMPLE OF THAT. READY TO MOVE? LET'S MOVE. NOPE, THIS HERE? THE MEASURE WE'RE GOING TO LOOK AT, WHICH IS REFERENCED ON OUR BENCHMARK DOCUMENT, IS WHAT PERCENT OF HIGH SCHOOL STUDENTS COMPLETED A DUAL CREDIT COURSE? THIS ONE DOESN'T ALWAYS SHOW UP AS AN EXPECTED METRIC, SO IT'S REALLY IMPORTANT TO UNDERSTAND WHY THIS ONE MATTERS.

THE TWO TEXT BOXES YOU SEE ON THIS SLIDE ARE BOTH FROM OSPI.

AGAIN, THIS IS THE CONNECTION THAT OSPI HAS ALREADY DETERMINED AS A RESEARCH-BASED METRIC.

FIRST, DUAL CREDIT COURSES ARE THOSE COURSES THAT ALLOW STUDENTS TO EARN CREDIT FOR THEIR HIGH SCHOOL DIPLOMA AND COLLEGE AT THE SAME TIME.

THEN IT LISTS THE WAYS THAT CAN BE DONE.

IT CAN BE DONE THROUGH RUNNING START, CTE DUAL CREDIT, COLLEGE IN HIGH SCHOOL, ADVANCED PLACEMENT, INTERNATIONAL BACCALAUREATE, AND CAMBRIDGE INTERNATIONAL.

OF THOSE THAT ARE LISTED THERE AS POSSIBILITIES, WE HAVE ALL EXCEPT TWO, WHICH ARE INTERNATIONAL BACCALAUREATE AND CAMBRIDGE.

THOSE AREN'T PROGRAMS THAT WE CURRENTLY HAVE, BUT WE HAVE ALL OF THE OTHER WAYS THAT STUDENTS CAN EARN DUAL CREDIT.

THEN IN THE, WHY DOES IT MATTER? YOU SEE THE RESEARCH CONNECTION TO WHY THAT METRIC MIGHT BE ONE WE WANT TO BE ABLE TO INFLUENCE AND TO MONITOR.

IT'S CONNECTED TO HIGHER HIGH SCHOOL GRADUATION RATES AND GRADES, TO COLLEGE ENROLLMENT AND DEGREE COMPLETION, AND IMPROVE STUDENT SELF-CONFIDENCE RELATED TO SUCCEEDING IN COLLEGE.

WE'RE GOING TO LOOK AT THIS EXAMPLE HERE.

THIS IS CAMAS'S DATA, RELATED TO WHAT PERCENT OF HIGH SCHOOL STUDENTS COMPLETED A DUAL CREDIT COURSE? WHEN WE WERE TALKING ABOUT EQUITY AND WHAT IT LOOKS LIKE TO LOOK AT DATA THROUGH A DEMOGRAPHIC OR PROGRAM SERVICE LENS, THIS IS AN EXAMPLE OF THAT.

I THINK THAT YOU SAW THAT THIS IS SOMETHING THAT WE'RE EMBEDDING CULTURALLY, AS IN KIM'S PRESENTATION, YOU SAW SOME OF THE SAME DISPLAYS FOR WAYS THAT WE'RE LOOKING AT GROUPS TO UNDERSTAND WHERE THE DISPARITIES EXIST, AND ALSO WHAT PROGRESS WE'RE MAKING.

THIS IS THE LOW INCOME AND NON LOW INCOME GROUPS OF STUDENTS.

WHAT THIS SHOWS YOU IS THAT IN 2022-'23, 68% OF STUDENTS WHO ARE NON LOW INCOME COMPLETED A DUAL CREDIT COURSE, AND 49% OF LOW INCOME STUDENTS COMPLETED A DUAL CREDIT COURSE.

YOU SEE A GAP OR A DISPARITY.

NOW, IN THIS CASE, ABSOLUTELY ABOUT ACCESS AND OPPORTUNITY.

VERY QUICKLY, THAT GAP MEASURES WHAT PERCENT?

[01:40:09]

I KNOW, ISN'T THAT FUN TO DO? WHO SWEAT? WHO STARTED SWEATING WHEN I SAID THAT? [LAUGHTER] LOOK, YOU AND SOME PEOPLE IN OUR AUDIENCE, WHEN WE LOOK AT THAT, OUR INITIAL TAKE ON THAT CAN BE, OH.

WHAT I WANT YOU TO SEE, IS THAT AS WE LOOK AT THIS, WE NEED TO UNDERSTAND A TREND OVER TIME BECAUSE THERE ARE GREAT CELEBRATIONS IN THIS DATA DISPLAY THAT YOU SEE RIGHT HERE.

WHEN WE GO BACK TO 2014-'15, YOU SEE THE RELATED PERCENTAGE POINTS.

IT'S GONE FROM 52%-68% FOR NON LOW INCOME AND 30%-49% FOR LOW INCOME.

THERE HAS BEEN GREAT GROWTH IN THE ACCESS AND OPPORTUNITY OUR STUDENTS HAVE FOR DUAL CREDIT COURSES.

WE STILL HAVE DISPARITY.

THE GREATEST YEAR WAS IN 2016-'17, WHEN THERE WAS A 31% POINT DIFFERENCE.

WHAT YOU SEE IF YOU GO FORWARD FROM THAT POINT, IS THAT THE GAP STARTS TO NARROW WHILE THE GROUPS START TO RISE.

WHEN WE TALK ABOUT EQUITY, THAT'S WHAT WE'RE TALKING ABOUT, WE'RE RAISING UP ALL STUDENTS AND AT THE SAME TIME, ELIMINATING THOSE DISPARITIES AND GAPS.

NOW THIS DOESN'T HAPPEN, AGAIN, BY MAGIC.

IT HAPPENS BECAUSE PEOPLE TAKE INTENTIONAL AND EXPLICIT STEPS TO AFFECT THIS.

I WANT TO GIVE YOU TWO WAYS, TWO THINGS THAT HAVE BEEN DONE IN OUR SCHOOLS THAT HAVE ABSOLUTELY IMPACTED BOTH THE RISE IN ALL AND THE RISE IN OUR ACCESS AND OPPORTUNITY FOR LOW INCOME STUDENTS IN THIS AREA.

HAYES HIGH SCHOOL, A FEW YEARS AGO BEGAN A, DEREK, I FORGOT MY WORD.

NO, NOT THAT ONE. THE OTHER ONE, ARTICULATION.

I'M STUCK IN ACCREDITATION RIGHT NOW AND IT'S NOT THAT.

THEY WORKED TO HAVE AN ARTICULATED AGREEMENT TO BE ABLE TO PROVIDE ENGLISH 101 AT HAYES HIGH SCHOOL.

THAT IS NOW THEIR SENIOR HIGH SCHOOL CLASS.

EVERY SENIOR TAKES A COLLEGE IN THE HIGH SCHOOL COURSE.

EVERY COMPLETES A DUAL CREDIT COURSE.

HAYES' FREE AND REDUCED LUNCH RATE IS THE SECOND HIGHEST IN OUR DISTRICT.

IT'S AT 39% IN OCTOBER.

THEY'VE TRAIL ONLY CCA WHICH IS AT 39.5.

[LAUGHTER] I KNOW, LOOK, THIS IS HOW WE GET.

WHEN YOU THINK ABOUT THAT, AND YOU ALREADY KNOW NOW THAT MANY STUDENTS PROPORTIONALLY ARE LOW INCOME STUDENTS, AND NOW THEY HAVE ACCESS.

THAT'S ABSOLUTELY CONTRIBUTING TO WHAT YOU SEE AS THE DIRECTION OF THAT LINE THERE.

I TALKED TO AMY ABOUT WHY DID THEY PUT THAT IN PLACE? BECAUSE THE WHY MATTERS, AND SHE SAID IN ADDITION TO DUAL CREDIT, SO INCREASING THAT, A COLLEGE IN THE HIGH SCHOOL COURSE ALSO QUALIFIES AS ONE OF OUR ELA GRADUATION PATHWAYS.

IT ENSURES THAT EVERY STUDENT HAS A PATHWAY TO MEET THE ELA GRADUATION REQUIREMENTS.

IT ALSO GIVES THEM CREDIT FOR THEIR SENIOR ENGLISH CLASS, AT THE SAME TIME THEY CAN EARN COLLEGE CREDIT FOR ENGLISH 101.

SHE SAID, THE OTHER REASON WAS THAT WE WANTED OUR STUDENTS TO BE CONFIDENT THAT THEY ABSOLUTELY COULD, IF THEY CHOSE COLLEGE OR A POST SECONDARY EDUCATION PROGRAM AS ONE OF THEIR PATHWAYS, THAT THEY WERE ABSOLUTELY READY FOR THAT.

SHE SAID, AND THAT'S PART OF THE FEEDBACK THEY HEAR, IS THEY'VE HAD SOME STUDENTS COME BACK AND SAY, I WAS SO SCARED ABOUT COLLEGE BECAUSE EVERYBODY WAS LIKE, OH MY GOSH, AND THAT MAKES YOU THINK ABOUT WHAT WE DO AS ADULTS WHEN WE'RE TALKING WITH KIDS.

IT'S GOING TO BE SO HARD.

THEY CAME BACK SAYING, I FELT SO READY.

I UNDERSTOOD WHAT A COLLEGE CLASS LOOKS AND FEELS LIKE.

SO THAT INTENTIONALITY MET MULTIPLE GREAT THINGS FOR KIDS,

[01:45:07]

IN ADDITION, CAMAS HIGH SCHOOL HAS INTENTIONALLY WORKED TO OFFER MORE COLLEGE IN THE HIGH SCHOOL COURSES WITH A BROAD RANGE OF APPEAL.

BECAUSE OFTEN WE SEE COURSES LIKE AP, THAT ARE PHYSICS, CHEMISTRY, ALL OF THAT, AND THAT'S NOT THE PATHWAY THAT ALL OF OUR STUDENTS CHOOSE.

THEY HAVE, IN RECENT YEARS, ADDED.

LET'S SEE HERE, THEY HAVE DRUG AND ALCOHOL ADDICTION COURSE THAT'S THROUGH CWU, ADDICTION IN THE BRAIN.

IT'S ADDICTION IN THE BRAIN.

THEY HAVE AN ENVIRONMENTAL SCIENCE COLLEGE IN THE HIGH SCHOOL COURSE AS WELL.

CTE, WORKING WITH DEREK, HAVE ADDED SOME CLASSES THAT HAVE HIGH APPEAL TO A WIDE RANGE OF STUDENTS.

IT'S ALSO ABOUT MAKING SURE, WHICH GOES BACK AGAIN TO OUR VISION AND MISSION, THAT WE UNDERSTAND WHAT OUR STUDENTS INTERESTS ARE SO THAT THE COURSES WE ARE OFFERING, WHICH DO THESE THINGS, ALSO INTEREST OUR KIDS IN BEING PART OF THOSE.

WHEN AGAIN, GOING BACK TO THE MEASURES AND THE GOALS, THIS IS WHAT WE HOPE TO BUILD THROUGH THAT STRATEGIC PLAN.

IS THAT WE'RE INTENTIONALLY AND EXPLICITLY AND IN A WELL SUPPORTED WAY, TAKING ACTION TOWARDS THE THINGS THAT WILL MOST PROVIDE EVERY ONE OF OUR STUDENTS WITH THOSE ACCESS AND OPPORTUNITIES.

I'LL PAUSE THERE FOR A SECOND.

I DON'T FEEL PASSIONATELY ABOUT THIS, DO I? NO. [LAUGHTER] THESE ARE THE CORE PIECES OF OUR STRATEGIC PLAN THAT WE'VE GONE THROUGH.

THE VIDEO THAT YOU SEE LINKED HERE, AND I'M NOT GOING TO PLAY IT HERE, BUT I PUT THE LINK TO THE VIDEO THERE BECAUSE IT'S A VERY IMPACTFUL ONE TO WATCH.

THIS WAS ORIGINALLY WRITTEN AS A SERMON, AND THE INTENT OF THIS DOCTOR WAS TO BE ABLE TO TALK ABOUT A PRACTICE IN ANOTHER COUNTRY AND WHAT IT MIGHT MEAN FOR US TO UNDERSTAND THAT AND EMBRACE IT OURSELVES.

THIS PRACTICE IS WITH THE MAASAI IN AFRICA AND IT'S A TRADITIONAL GREETING THAT IS STILL IN PLACE TODAY.

RATHER THAN SAYING, HI, HOW ARE YOU, I WOULD SAY, AND HOW ARE THE CHILDREN? THE RESPONSE TO THAT IS ALL THE CHILDREN ARE WELL, AND THE INTENT OF THAT GREETING IS TO REALLY ENSURE THAT FIRST AND FOREMOST, OUR CHILDREN ARE ALWAYS WHAT WE ARE LOOKING TOWARDS TO BE ABLE TO KNOW THAT WE ARE WELL, THAT WE ARE CONTRIBUTING IN THE RIGHT WAYS, THAT WE ARE SUPPORTING OUR YOUTH IN GROWING TO BE THAT NEXT GENERATION.

WHEN I THINK ABOUT OUR STRATEGIC PLAN, I THINK THIS CAPTURES IT VERY WELL.

BECAUSE EVERYWHERE THROUGH THE STRATEGIC PLAN IS THE ABILITY TO ASK THAT QUESTION, AND HOW ARE THE CHILDREN? IT'S NOT ONLY ABOUT, ARE THEY PASSING THEIR TESTS, IT'S ABOUT DO THEY FEEL LIKE THEY BELONG? DO THEY HAVE A COMMUNITY THAT THEY CONTRIBUTE TO? ALSO, DOES THAT HELP THEM TO LEARN SO THAT WE ARE MAKING SURE THAT THEY HAVE ALL THOSE ENDLESS POSSIBILITIES? OUR RESPONSE THAT WE WANT TO ALWAYS BE ABLE TO REACH FOR IS ALL THE ALL THE CHILDREN ARE WELL.

I'M GOING TO END WITH THIS OUR COMMITMENT JUST TO CIRCLE BACK TO THAT BIG PICTURE.

WE WILL SEE VALUE AND SERVE EACH STUDENT, HELPING THEM TO LEARN AND GROW EACH DAY, AND PREPARING THEM FOR A FUTURE OF ENDLESS POSSIBILITIES.

WITH THAT, WE WILL ENTERTAIN QUESTIONS AND ANSWER AS MANY AS WE POSSIBLY CAN.

[LAUGHTER] [APPLAUSE] WELL, WE HOPE YOU THINK SO, YES.

>> I DO THINK WHAT I GET REALLY EXCITED ABOUT IS JUST, AND THIS IS NOT A UNIQUE STATEMENT AT ALL.

[01:50:02]

IT MAPS BACK TO PURPOSE AND GOALS AND SEEING AND HAVING IT BE TANGIBLE AND WORDS TO IT.

IDENTIFIES WHAT TO STRIVE FOR, AND THAT'S WHAT I GET EXCITED ABOUT.

AS A BOARD MEMBER, I GET REALLY EXCITED ABOUT UTILIZING THIS AS A NORTH STAR AS WELL AS A MAP TO DIG DEEPER, TO APPROVE, TO ARE WE DOING ENOUGH HERE? WHAT DO WE NEED TO PUT IN PLACE BECAUSE OF A, B, OR C?

>> I TOTALLY AGREE.

BECAUSE THIS IS GOING TO BE, WE CAN MAKE DECISIONS AS A BOARD ROOTED IN THIS.

I MEAN, ALL THE WAY DOWN TO I KNOW THAT WE'RE GOING TO, ONCE THIS IS APPROVED, REVAMP OUR BOARD AGENDA SO THAT EVERYTHING THAT WE DO IN OUR BOARD AGENDA IS TIED BACK TO ONE OF THESE TENANTS.

I'M EXCITED ABOUT THAT.

>> I ALSO LOVE THE CLARITY OF THE NESTING.

HOW MY JOB AS WHATEVER I DO IN THE DISTRICT, THEN THAT BUBBLES UP TO MAYBE YOUR SCHOOL IMPROVEMENT PLAN AND THEN THAT BUBBLES UP TO HERE, SO YOU CAN SEE THE DIFFERENT LEVELS OF IT.

THIS OBVIOUSLY IS THE HIGH LEVEL, BUT THERE'S THE ABILITY TO DRILL DOWN IN ANY ONE OF THESE TO SEE WHAT EXACTLY ARE WE DOING TO MEET THIS.

IT'S EXCITING BECAUSE AS A BOARD, OUR JOB IS TO POINT OUT WHERE WE'RE GOING AND THEN THE ADMINISTRATION FIGURES OUT HOW WE'RE GOING TO GET THERE.

THIS TELLS WHERE WE'RE GOING AND HOW WE'RE GOING TO MEASURE IT AND THEN ALL THE LAYERS DOWN OF HOW ARE WE GOING TO GET THERE.

I THINK IT'LL BE THIS IS THE FIRST TIME IN 18 YEARS WE'VE HAD SOMETHING THIS CLEAR AND THIS DETAILED AND SPECIFIC.

I THINK IT'S BEEN AN EVOLUTION OF LEARNING, BUT THIS IS AMAZING.

YOU'VE CREATED OUR NORTH STAR.

WE'VE HAD IT, PIECES OF IT BUT IT'S ALL COME TOGETHER.

WHICH, AND THANK YOU, I KNOW IT WASN'T JUST A SOLO. IT WAS [OVERLAPPING].

>> WE'RE SAYING TO THE CAMAS COMMUNITY, YOU'VE CREATED A NORTH STAR TOGETHER.

>> YEAH.

>> WELL, I APPRECIATE HOW THERE ARE BENCHMARKS TO THIS, BUT I LIKE HOW THERE'S NO EXPIRATION DATE OF THE STRATEGIC PLAN THAT WE'RE ALWAYS GROWING, WE'RE ALWAYS DEVELOPING.

SOME THINGS MAY CHANGE ALONG THE WAY, BUT THE CORE OF WHAT WE BELIEVE IS RIGHT HERE.

>> THIS HAS JUST BEEN SUPER HELPFUL GOING THROUGH ALL THESE DOCUMENTS AND THEY ALL TIE TOGETHER.

THEY ALL HAVE THE SAME LANGUAGE, THEY ALL HAVE THE SAME VALUES.

THEY ALL HAVE THE SAME PRINCIPLES.

JUST MORE DEPTH CERTAIN, OR MORE DEPTH THAN OTHERS.

I DO LOVE WHAT YOU SAID.

I KNOW WE'VE ALWAYS TALKED ABOUT CHANGING OUR BOARD AGENDA SO THAT IT ALSO TIES TO THIS BECAUSE I LOVE JUST THE CONNECTION OF ALL THESE THINGS.

IT REALLY PUT IT ALL TOGETHER FOR ME TONIGHT BECAUSE THERE'S BEEN ALL THESE PIECES.

BUT TO SEE IT ALL LIKE THIS AND TO SEE HOW IT'S ALL INTERTWINED TOGETHER HAS BEEN VERY HELPFUL AND I CAN'T WAIT TO SEE WHERE IT KEEPS GOING.

>> I DO LOVE ALL THE ANALOGIES.

IT MAKES THINGS SO MUCH EASIER TO COMPREHEND FOR ME, AT LEAST.

THE GOOGLE MAP, ALL OF THAT, AND JUST HOW THIS WORK HAS TO BE SO HARD, SO INTENSE AND YET YOU PRESENTED IT IN A WAY THAT IT SEEMED SIMPLER TO COMPREHEND.

I APPRECIATED THAT, AND ALSO, KNOWING THAT THIS IS THE WORK THAT YOU'RE WORKING TOWARDS, SOMETHING THAT I CAN BELIEVE IN AND OWN MAKES IT THAT MUCH EASIER TO SUPPORT.

THIS IS GREAT. I GUESS MY QUESTION WAS, THIS IS A GREAT PLAN AND IT'S THE FUTURE, AT THIS POINT CURRENTLY ARE WE CLOSE TO THIS OR ARE WE TOO FAR FROM IT? WHERE ARE WE TODAY?

>> THAT'S A GREAT QUESTION.

BECAUSE I THINK IN ONE OF THE THINGS I PASSED OVER QUICKLY IN MY MOVING ALL OF THE THINGS WAS THE QUESTION ABOUT, WHERE HAVE YOU ALREADY HEARD OR SEEN THE PIECES THAT WE'RE ALREADY ATTENDING TO? WHAT I WOULD SAY IS THAT FOR MOST OF THE THINGS ON HERE, THERE'S ALREADY SOMETHING THAT'S IN PLACE.

SOMETHING IN PLACE DOESN'T MEAN IT'S DONE,

[01:55:02]

WE'VE GOT SOME BEGINNINGS.

WE HAVE BETTER BEGINNINGS WITH SOME THINGS THAN OTHER THINGS.

THERE IS THE PROFILE OF A GRAD IS A NEW LENS. BUT WE ALSO KNOW, AND WE'LL BE WORKING WITH OUR SCHOOL LEADERS TOMORROW, ON WHAT ARE SOME OF THOSE CONNECTIONS THEY ALREADY MAKE TO THE THINGS THEY PROVIDE AT EACH OF THEIR BUILDINGS THAT HELP US WITH THIS.

GREAT QUESTION AND I WOULD SAY ANYWHERE FROM NOT AT ALL TO MORE THAN A LITTLE.

THAT'S WHAT OUR REPORTING TO YOU WILL GET MORE SPECIFIC ABOUT, HERE'S WHERE WE ARE.

MTSS YOU'VE HEARD SHERIE SO YOU HAVE A SENSE OF WHAT'S ALREADY BEGUN WITH THAT, AND WHERE WE ARE WITH THAT.

EVENTUALLY, AS WE GO THROUGH THIS, YOU SHOULD HAVE A SENSE OF WHERE ARE WE WITH EACH OF THESE PIECES THAT ARE CONTRIBUTING TO THIS WHOLE OF WHAT WE HOPE TO OFFER FOR OUR STUDENTS.

>> IF I CAN JUST CHIME IN ON A COUPLE OF THINGS.

>> I THINK YOU CAN SEE WHY I'VE BEEN EXCITED FOR THIS BECAUSE FOR ME, A ROAD MAP IS VERY IMPORTANT.

I THINK NOW THAT WE ARE HAVING THAT IN PLACE, IT JUST GIVES US SO MUCH DIRECTION.

JUST TO GO BACK TO WHAT CONNIE SAID, THIS AT A GLANCE IS VERY INTENTIONAL IN THE WAY IT'S CREATED BECAUSE YOU SAID THE WORD SUPPORT.

THIS COULD HAVE EASILY BEEN MORE OF A TOP DOWN AT A GLANCE SO YOU SAY, HERE'S HOW THE ORGANIZATION DOES THINGS, THIS IS HOW THE LEADERS DO THINGS, AND THEN WHAT HAPPENS AT THE SCHOOL SITE.

ACTUALLY REVERSED. THE NUTS AND BOLTS AND THE HARD WORK, IT'S HAPPENING AS CLOSE TO THE STUDENTS AS POSSIBLE.

THEN THAT GREEN SECTION, I LOVE HOW YOU DID THAT, KATIE.

THE PURPLE SECTION, THE LEADERSHIP, THAT'S HOW THAT GROUP SUPPORTS WHAT IS HAPPENING.

THEN ONE MORE LAYER IS THAT HOW WE AS A BOARD SUPERINTENDENT, OUR CABINET, AND ALL OF US AT CENTRAL OFFICE SUPPORT.

I'M HOPING THAT OUR COMMUNITY WILL SEE THAT AS WELL THAT THIS IS NOT A TOP-DOWN ORGANIZATION, THIS IS REALLY AN INSIDE-OUT ORGANIZATION AND THAT ALL OF US, INCLUDING OUR OPERATIONAL TEAM, HAVE AN OBLIGATION AND A ROLE TO SUPPORT THE WORK THAT'S IN THE GREEN.

I DON'T BELIEVE THAT EVERY DISTRICT ACROSS THE COUNTRY ALWAYS VALUES THAT AND SO I HOPE THAT THAT WILL COME OUT.

THEN TO BOMNY'S POINT, THE CLARITY PIECE, THAT'S THE PART THAT'S REALLY EXCITING BECAUSE AS LISA SAID, ALL OF THIS TERMINOLOGY AT SOME POINT OR ANOTHER, I'M SURE YOU'VE HEARD IT, IF YOU HAVEN'T, YOU WILL, BUT THIS IS STARTING TO THIS DOCUMENT AND THEN ULTIMATELY THE ULTIMATE STRATEGIC PLAN.

WHAT THAT'S GOING TO DO IS FIND A PLACE AND A BUCKET FOR ALL OF THESE THINGS TO BE AND THEN MAKES SENSE.

YOU'RE NOT SEEING SHERIE WORKING IN ISOLATION AND KATIE WORKING AND DEREK, IT'S ALL COMING TOGETHER AND WORKING REALLY COHESIVELY.

THAT'S WHAT IS MOST EXCITING TO ME ABOUT THIS WORK, AND IT'S JUST BEEN A PLEASURE TO BE A PART OF THAT AND GUIDE ALONG THE WAY WHERE I CAN, BUT THIS IS AN AMAZING TEAM EFFORT FROM TOP TO BOTTOM.

I'LL ALSO JUST ADD TWO OTHER THINGS.

ONE IS THE NEXT EXCITING PART WILL BE THAT PACKAGE.

WHAT IS GOING TO GO OUT TO THE COMMUNITY? WHAT DO WE WANT EVERY STAKEHOLDER, WHAT WE WANT EVERY COMMUNITY MEMBER, EVERY CHILD TO HOLD IN THEIR HANDS TO BE A PART OF.

I KNOW THAT LISA HAS A SLIDE ON THIS.

DOREEN AND OTHERS ARE REALLY WORKING TO PACKAGE THIS IN A WAY THAT IT CAN BE HANDHELD IN YOUR POCKET, IN YOUR CAR, WHEREVER YOU ARE, ON THE DESKS AT THE SCHOOLS, AT THE POST OFFICE, WE EVEN HAVE BIGGER PLANS FOR THAT.

THAT'S GOING TO BE REALLY EXCITING.

OUR COMMUNITY, WHEN YOU'RE AT THE POST OFFICE OR YOU'RE AT A SUPERMARKET AND SOMEBODY ASKS YOU, SO WHAT IS CAMAS SCHOOL DISTRICT ALL ABOUT? WHAT ARE YOUR GOALS? YOU CAN RATTLE OFF THESE THREE GOALS AND SAY, BY THE WAY, TAKE THIS DOCUMENT HOME WITH YOU, BECAUSE THIS WILL TELL YOU MORE OR ABOUT AND THAT'S SO EXCITING TO ME.

THEN I WANT TO GO REALLY QUICKLY WHAT COREY SAID ABOUT THE BOARD AGENDA.

I THINK THAT'S GOING TO BE THE REAL BOW ON THE PACKAGE IS MAKING SURE THAT EVERYTHING THAT WE DO AS A BOARD WHEN A PRESENTATION IS BEING MADE, WHEN THERE'S AN OFFER OF NEW CURRICULUM, WHEN THERE'S A NEW IDEA OR CONCEPT, DOES IT ALIGN TO ONE OF THESE GOALS? IF IT DOES, WONDERFUL, AND WE CAN DIG INTO THAT.

IF IT DOESN'T, THEN I THINK WE HAVE AN OBLIGATION TO ASK, WELL, WHY IS THIS BEING PRESENTED AND IS THIS RIGHT FOR KIDS BECAUSE IT

[02:00:05]

>> I FORGOT THAT I HAD ONE MORE SLIDE.

NEXT STEPS. OF COURSE.

JOHN ALREADY SPOKE TO SOME OF THOSE.

WE HAVE A BONUS FOR YOU TONIGHT, WHICH IS DOREEN HAS WORKED ON OUR ONE PAGER THAT IS THE GOALS.

ACTUALLY, LET ME GIVE THESE TO YOU.

[INAUDIBLE] THIS ONE THAT WE SKIPPED OVER? THAT'S PART.

[OVERLAPPING] I WANTED YOU TO HAVE IT DIFFERENT.

THIS WOULD BE ONE OF THOSE THAT, AND AGAIN IS LOOKING AT OTHER DISTRICTS AND WHAT THEY WERE PROVIDING.

THERE'S DIFFERENT VIEWS.

HERE'S THE QUICK STORY.

THEN ONE DISTRICT HAD AN EIGHT PAGE AND A 30 PAGE-LIKE THAT SORT OF THING.

BUT IT'S DEPENDING ON THE AMOUNT OF INFORMATION SOMEONE'S LOOKING FOR THAT THEY CAN FIND WHAT THEY NEED.

THIS DOCUMENT, AND AGAIN, CREDIT TO DOREEN IS A WAY TO HIGHLIGHT THE BIG IDEAS OF OUR STRATEGIC PLAN.

IT DOESN'T INCLUDE A LOT OF DETAIL, BUT IT IS THAT BIG PICTURE THAT WE CAN SHARE.

AGAIN, YOU KNOW WE WILL HAVE LEANED ON WHAT WE'VE LEARNED FROM OTHER DISTRICTS IN THEIR STRATEGIC PLANS.

THIS ONE ON THE REVERSE SIDE HAS OUR ASK BECAUSE REALLY OUR STRATEGIC PLAN IS AN INVITATION TO ALL OF OUR COMMUNITY MEMBERS TO FIND WAYS THAT THEY CAN LEARN ABOUT, CONNECT, HELP US MOVE THIS PLAN FORWARD.

MY LAST COMMENTS AGAIN, ARE JUST A THANK YOU TO OUR COMMUNITY, A THANK YOU TO COLLEAGUES WHO HAVE SPENT MANY HOURS IN REVISIONS, DRAFTS, AND WORD FINDING.

ALSO TO EACH OF YOU, YOU HAVE ASKED TO HAVE A STRATEGIC PLAN THAT IS MORE SPECIFIC, AND IT IS THAT HIGH EXPECTATION THAT WE ARE REACHING FOR AS WE PRESENT THESE DOCUMENTS TO YOU TONIGHT FOR YOUR REVIEW.

>> THANK YOU, LISA.

>> IT'S JUST AMAZING.

>> ANY OTHER QUESTIONS OR COMMENTS?

>> I LOVE THEM.

>> THANK YOU. THE ONE PAGE IS GREAT.

>> IF I WERE MY NEIGHBOR AND I GOT THIS IN THE MAIL, I WOULD READ IT FROM TOP TO BOTTOM AND SO THINKING THAT THE FINALITY HERE, THE TADA IS A GRADUATE.

WHAT I'M LOOKING FOR IN BETWEEN THERE IS GETTING THERE, AND I'M NOT SEEING THE WORD GRADUATE ANYWHERE UP ABOVE THERE.

>> AT THE TOP.

>> IF THAT'S HOW WE'RE SUPPOSED TO READ IT.

THAT'S WHERE MY EYES WENT WAS, CAMAS SCHOOL DISTRICT, I GET THERE'S COMMITMENT, HERE'S THEIR GOALS, AND THEN OBVIOUSLY IT'S OH, A GRADUATE AND THAT'S THE PROFILE OF THE GRADUATE.

BUT I'M NOT SEEING ANY HAND HOLDING FOR ME TO GO, THIS IS WHY IT'S OUR COMMITMENT AND THESE ARE OUR GOALS TO GET THAT STUDENT, THAT LEARNER TO BE A GRADUATE.

>> NICE TRY.

>> MAYBE.

>> WE APPRECIATE THAT FEEDBACK AND AGAIN, KNOWING THESE ARE DRAFTS, WE WILL WORK ON THAT TO MAKE THAT CONNECTION MORE CLEAR.

>> I THINK I GET EXACTLY WHAT YOU'RE SAYING.

ON THE SAME HAND, WHEN I GOT THIS PIECE OF PAPER AND I SAW FULL GRADUATES, I WAS LIKE, OH, GRADUATION, [LAUGHTER] AND THAT WAS WHERE I STOPPED.

BUT I SEE WHAT YOU'RE SAYING TOO.

>> THIS SHOULD BE A GOAL TO GET ONE OF THESE PICTURES EVERY YEAR. SO COOL.

>> IN THE COMMITMENT, PREPARING THEM TO GRADUATE WITH A FUTURE OF ENDLESS BLOSSOM OR SOMETHING JUST PRETTY CLEAR.

GRADUATION IS THE GOAL, AND THEY GRADUATE ABLE TO DO ANYTHING THEY WANT TO DO.

[OVERLAPPING]

>> I MEAN, THAT ISN'T OUR COMMITMENT.

I MEAN, THIS IS OUR COMMITMENT.

I'M JUST SAYING IF YOU'RE SHARING THIS WITH PEOPLE WHO

[02:05:02]

>> WE NEED A LITTLE MORE GLUE.

A LITTLE MORE GLUE.

>> YEAH.

>> GREAT. THANK YOU VERY MUCH.

AND THANK YOU FOR YOUR TIME TONIGHT.

>> THANK YOU. THANKS EVERYBODY HERE AS WELL, YEAH.

[APPLAUSE] I GUESS, WE'LL TAKE JUST A QUICK LITTLE BREAK HERE UNTIL WE GET THAT PULLED UP.

[BACKGROUND]

[C. Policies for Review & Discussion]

FIRST ONE, 2162, WE'RE REMOVING THAT BECAUSE THAT'S JUST A PROCEDURE, SO THAT DOESN'T REQUIRE BOARD APPROVAL.

WE'LL GO DOWN TO 2255, ALTERNATIVE LEARNING EXPERIENCE COURSES.

ANY QUESTIONS OR COMMENTS ON THAT ONE?

>> YOU HAVE ACCESS TO THE SCHEDULE? YOU CAN SEE AS WE GO ALONG THAT ALL OF THE DIFFERENT VETTING THAT HAPPENS.

>> I HAD NO QUESTIONS ABOUT THIS ONE.

>> ALSO I DON'T.

>> GOOD TO GO?

>> ANYBODY GOOD ON? SO 2255 LOOKS LIKE WE'RE GOOD ON.

2415, SO THIS IS AN ENTIRELY NEW POLICY, PERFORMANCE-BASED PATHWAY FOR HIGH SCHOOL GRADUATION.

>> THIS PERFORMANCE-BASED PATHWAY, IS THIS A NEW PATHWAY TO THAT STATE GRADUATION? THE NINE DIFFERENT WAYS THAT THEY HAVE TO HAVE A GRAD PATHWAY?

>> YEAH.

>> I'M SORRY. I'VE LOST HEARING MY LEFT EAR [INAUDIBLE].

>> THIS PERFORMANCE-BASED PATHWAY FOR HIGH SCHOOL GRADUATION, WHICH IS NEW, IS THIS PART OF, I'M THINKING OF THE DOCUMENT THAT WE HAVE FROM THE STATE OF ALL THE DIFFERENT GRAD PATHWAYS? IS THIS IN ADDITION TO THAT, TO MEET THAT STATE GRAD PATHWAY?

>> YES.

>> THIS IS LIKE THAT THEY CAN MEET IT THROUGH YET ANOTHER OPTION?

>> YEAH, IN OUR CASE SPECIFICALLY, I'M VERY THANKFUL FOR THIS, BUT THE SENIOR PROJECT ALIGNS PRETTY WELL WITH THIS FOR THE MAJORITY OF OUR STUDENTS.

>> PERFECT.

>> SO WE NEED TO ADAPT IT TO SOME DEGREE.

BUT WE NEED TO ADAPT TO SOME DEGREE.

BUT IT DEFINITELY [OVERLAPPING] THE MAJORITY OF THE REQUIREMENTS IN THIS ARE ALIGNED WITH SENIOR PROJECT.

>> ALL THE PLANETS JUST ALIGNED FOR ME IN SENIOR PROJECT.

>> IN SENIOR PROJECT, YEAH.

>> THANK YOU.

>> AND I THOUGHT ABOUT THAT SENIOR PROJECT WHEN I WAS READING, BECAUSE IN THE POLICY AND LEGAL, THE NEWS THING THAT CAME OUT IN HERE, IT TALKS ABOUT THAT.

AND I THOUGHT, SENIOR PROJECT COULD HELP WITH THIS RIGHT HERE.

>> I THINK WE ARE ONE OF THE FEW DISTRICTS IN THE STATE WHO HAVE KEPT OUR SENIOR PROJECT.

>> YEAH. AND NOW WE KNOW WHY.

>> YEAH, I THINK IT'S GREAT.

>> IT'S GREAT.

>> FOR THOSE OF YOU NOT LIVING IN THIS WORLD ON A DAILY BASIS, HIGH SCHOOLS ARE HAVING AN INCREDIBLY HARD TIME THIS YEAR, ENSURING THAT EVERY GRADUATE HAS A GRAD PATHWAY AND THERE ARE GOING TO BE MULTIPLE STUDENTS WHO DON'T GRADUATE AS A RESULT, UNLESS A WAIVER COMES DOWN. DID IT COME DOWN?

>> I THINK THEY BELIEVE IT'S EITHER COMING DOWN OR HAS, REALLY SOON.

>> WHICH IS REALLY DIFFICULT, YOU HAVE TO TAKE THE EQUIVALENT OF TWO CREDITS IN A PATHWAY OR DO ALL THESE OTHER THINGS.

IT CAN BE VERY DIFFICULT.

BUT IF WE HAVE SOMETHING, AGAIN, EQUITY IN ACCESS AND SERVING AND SEEING ALL OF OUR STUDENTS.

IF WE HAVE THAT BUILT INTO OUR PATHWAY, BOOM.

THE SCHOOL I WORK AT HAS THAT BUILT IN ALREADY.

WE'RE SO LUCKY BECAUSE I TELL YOU, TRACKING IF YOU HAVE 500 GRADUATES AND MAKING SURE THEY ALL ALIGN SOMEWHERE.

IF YOU DO A SENIOR PROJECT, YOU'VE MET THIS REQUIREMENT.

I DON'T KNOW IF THEY WANT TO CHANGE THE TIMING OF THE PRESENTATION SO THAT WE KNOW FOR SURE.

[02:10:03]

>> YEAH, THAT'S THE SCARY PART OF IT.

WE WILL ADJUSTMENT. HOW AND WHEN WE DO THIS PROJECT?

>> YEAH, VERY COOL.

>> THAT'S GREAT. I'VE ACTUALLY BEEN GETTING A LOT OF COMMUNICATION LATELY ABOUT THE SENIOR PROJECT, SPECIFICALLY FROM SENIORS.

SO IT'S GREAT TO KNOW THAT THAT IS YET ANOTHER WAY TO THAT GRADUATION PATHWAY. GREAT.

>> AWESOME.

>> ANY OTHER QUESTIONS ON THIS ONE?

>> YOU'RE GOOD.

>> SO WE'RE GOOD ON THAT. THANKS, DEREK.

THAT BRINGS US DOWN TO 3116, STUDENTS IN FOSTER CARE.

PRIMARILY THAT PARAGRAPH TOP OF PAGE TWO.

I'M FINE WITH THIS ONE.

>> SO MAYBE IT IT HASN'T BEEN SPECIFIC TO KIDS IN FOSTER CARE.

I KNOW STUDENTS IN TRANSITION HAVE THE RIGHT TO GO TO THE SCHOOL THAT THEY'VE BEEN GOING TO NO MATTER WHERE THEY END UP.

THIS MAYBE IS JUST SPECIFICALLY INCLUDING FOSTER CARE STUDENTS IN THAT.

>> YES, THAT'S CORRECT. ADDING IN THAT GROUP.

>> OKAY.

>> GOOD.

>> ALL GOOD? ALL RIGHT. NEXT ONE, 3241, STUDENT DISCIPLINE.

NO, IT'S JUST A COUPLE OF ADDING RCWS IN AND I'M GOOD WITH THIS ONE.

5254, THIS IS A NEW ONE.

STAFF EXPRESSION.

>> I'M GOOD WITH THIS ONE. THE POLICY AND LEGAL NEWS WAS HELPFUL ON THIS ONE AGAIN, TOO.

>> I FEEL LIKE THIS ONE IS GOING TO TAKE SOME [OVERLAPPING] OR TRAINING.

>> THIS ONE IS REALLY A RESULT OF A NATIONAL TREND.

WE'RE SEEING THIS IN A LOT OF DIFFERENT STATES, ESPECIALLY COMING OUT OF THE PANDEMIC, AND THEN WORK STOPPAGES AND THINGS LIKE THAT WHERE PEOPLE ARE TAKING TO THAT FORUM.

IT'S TRICKY BECAUSE YOU DON'T WANT TO EVER PUT A BARRIER ON SOMEONE'S FIRST AMENDMENT, BUT THIS ALSO PROVIDES SOME PROTECTIONS FOR THE EMPLOYEES AS WELL AND SOME GUIDANCE ON THOSE.

I CAN SEE WHAT YOU'RE SAYING, COREY.

>> I'M INTERESTED IN SEEING THE PROCEDURE BEHIND IT TOO.

>> YOU WANT TO HOLD THIS ONE THEN?

>> OR SEND US THE PROCEDURE TO REVIEW BUT JUST SO WE CAN READ IT, I GUESS BEFORE SECOND READING.

>> DO WE BRING THEM TOGETHER, APPROVE THEM TOGETHER? YOU'RE RIGHT.

>> [INAUDIBLE]

>> YEAH. LET'S DO THAT.

>> I'LL JUST MAKE SURE YOU GET THAT IN THE MORNING.

>> KEEP IN MIND, THIS ONE IS DISCRETIONARY, SO WE CAN HAVE SOME DEBATE ON IT AND NOT PUSH IT THROUGH.

>> I THINK BACK ONCE UPON A TIME, TEACHERS WERE EXPECTED TO BE, AND WERE VERY MINDFUL OF HOW THEY INTERACT IN THE COMMUNITY.

IF YOU LIVE IN THIS COMMUNITY AND YOU'RE INTERACTING, YOU'RE THINKING ABOUT, HOW YOU BEHAVE IN THE GROCERY STORE AND BLUE LEAGUE PARK AND ALL THIS STUFF BECAUSE YOU ARE A TEACHER, OR YOU'RE REPRESENTING THE SCHOOL DISTRICT.

I FEEL LIKE THIS IS JUST AN EXTENSION OF THAT TO, LIKE YOU SAID, THIS NEW REALM THAT WE STILL CAN BE REPRESENTING THE DISTRICT IN. I'M GOOD.

>> AGREE.

>> ANY OTHER QUESTIONS? 5410 HOLIDAYS.

[02:15:07]

>> EXACTLY TOO.

>> 6020.

>> NO. I'M SORRY. THE NEXT ONE.

BUT THIS IS ONE THAT YOU DID HAVE QUESTIONS ON IN THE LAST WORKSHOP.

>> YEAH. I THINK WE HAD QUESTIONS WORKSHOP QUESTIONS ABOUT, BASICALLY WAS THE FINANCE DEPARTMENT ONBOARD WITH THIS.

IS THAT WHY SOME OF THIS LANGUAGE HAS BEEN STRICKEN THEN?

>> YES. I DID REACH OUT TO JASON.

JASON REVIEWED AND SAID HE AGREED THAT IT WAS TOO RESTRICTIVE, WHICH WAS TRACEY, THAT WAS YOUR CONCERN.

>> BOTTOM OF PAGE 1 GOING ON TO TOP PAGE 2 THAT'LL BE STRICKEN.

>> I WAS ADDING ON THE NEXT PAGE.

>> ANY OTHER QUESTIONS ON THIS ONE?

>> WE'RE GOOD.

>> WE'RE GOOD THERE. 6213 REIMBURSEMENT OF TRAVEL EXPENSES.

>> THIS IS THE ONE THAT YOU WERE CONCERNED THAT IT WAS DIFFICULT TO UNDERSTAND SO WE REWORKED THE WORDING.

>> YES. GOOD. ANY QUESTIONS? GOOD TO GO?

>> I THINK WE'RE GOOD THERE. YES. THANK YOU.

6959 ACCEPTANCE OF COMPLETED PROJECTS.

THIS WHOLE THING IS NEW. I WAS GOOD WITH THIS.

>> YEAH.

>> THANK YOU. LAST AGENDA ITEM,

[D. Logistics for the Month of March]

>> MY BIGGEST QUESTION OF COURSE WILL BE THE 19TH, THE BOARD SITE VISITS TO LACAMAS LAKE, WOODBURN, AND CAMAS HIGH SCHOOL, COREY, YOU'RE ALL?

>> YEAH. I'M GOOD FOR ALL OF THEM.

>> I'M GOOD FOR ALL OF THEM TOO.

>> I AM STILL WAITING FOR THE GARDNER RFI WELCOME PACKET TO DETERMINE MY LIFE FOR THE NEXT THREE WEEKS SO I'M ON HOLD.

DID I JUST SPEAK A DIFFERENT LANGUAGE? [LAUGHTER]

>> I'M WITH YOU. ALL GOOD?

>> I THINK SO.

>> PUT ME THERE NOW.

>> ON HOLD?

>> NO, I JUST PUT MAYBE, I'LL BE ABLE TO TELL YOU THOUGH.

BUT DON'T WE ALSO THAT WEEK, IS THAT WEDNESDAY THE 20TH THAT WE ALL GOT INVITED TO, I'M LOOKING FOR THE PRUNE HILL LUNCH, OR IS THAT THIS WEEK?

>> THE FINE DINING?

>> WELL IT'S THE 13TH?

>> IS IT THIS WEEK?

>> YEAH.

>> I'M UNABLE TO GO.

>> THIS WEDNESDAY.

>> YEAH.

>> I'M NOT ABLE TO GO TO THAT EITHER.

>> WE HAVE THREE CONFIRMED FOR SITE VISITS SO WE'RE GOOD.

>> THE 13TH.

>> OF THIS MONTH?

>> YEAH, WEDNESDAY.

THE PRUNE HILL FANCY LUNCH.

I PUT A MAYBE BECAUSE I JUST HAVEN'T GOTTEN IT YET.

I KNOW THAT SHE WANTED RSVPS IMMEDIATELY THOUGH, BUT I DIDN'T GIVE IT TO HER. I SAID MAYBE.

>> JUST EMAIL ME.

>> OKAY.

>> WEDNESDAY THE 20TH SOUPS BUDGET COMMITTEE MEETING.

ERIKA AND COREY, YOU'RE BOTH SCHEDULED TO GO TO THAT ONE.

>> KEEP IN MIND THAT ONE'S GOING TO BE TENTATIVE.

JASON AND I ARE MEETING WITH THE CO-CHAIRS THIS THURSDAY.

WE'RE AT ONE OF THOSE TIMES WHERE WE'RE A BIT AT OF A STANDSTILL AS WE'RE JUST GOING THROUGH OUR BUDGET PLAN AND SO WE'LL DETERMINE WITH MIKE AND MINDY, WHETHER OR NOT WE EVEN NEED A BUDGET COMMITTEE UNTIL MAYBE END OF APRIL-ISH.

I'LL LET YOU KNOW BY THE 15TH.

>> I WOULD IMAGINE IF THERE'S ANY SINCE THE LEGISLATIVE SESSION JUST ENDED TOO, THERE MIGHT BE SOME RECAPS BUDGET WISE FOR THAT BUT MAYBE NOT TILL APRIL.

>> COULD BE.

>> GAIL, ONE THING REALLY QUICK.

I HAD EMAILED YOU ABOUT THIS, BUT MARCH 18, THAT LEGISLATIVE ADVISORY, I HAD A CONFLICT COME UP AND I AM NOT ABLE TO ATTEND THAT.

IF THERE'S SOMEBODY ELSE THAT WANTS TO GO.

[02:20:02]

>> [INAUDIBLE]

>> I WAS JUST MAKING SURE.

>> THE OTHER ONE THAT I REALLY WANT TO CONFIRM WITH YOU IS THE WASDA DISTRICT AREA 6 REGIONAL MEETING BATTLE GROUND HIGH SCHOOL ON THE 21ST.

>> I'M IN.

>> I WILL MEET ALL OF YOU THERE, BUT I WILL BE THERE.

>> SORRY. THE 18TH, THE LEGISLATIVE ADVOCACY COMMITTEE SO IS THAT BAMINI AND MYSELF THEN?

>> YES.

>> BAMINI. [LAUGHTER]

>> THAT ONE'S GOING TO BE LIKE COREY SAID, A RECAP OF REALLY WHERE THE LEGISLATIVE SESSION ENDED.

ANYTHING THAT PEOPLE WANT TO DISCUSS REALLY PRIMARILY WHAT'S GOING TO AFFECT US IN NEAR FUTURE.

WE THOUGHT IT WOULD BE IMPORTANT.

THIS WILL LIKELY BE THE LAST ONE OF THE SCHOOL YEAR.

>> THEN WE JUMPED TO WHAT WAS IT? THE WASDA DISTRICT AREA 6 AND IT'S IN BATTLE GROUND ON THE 21ST?

>> YEAH. 6:30, START TIME.

>> 6:30. I THOUGHT IT WAS 6:00.

>> YOU'RE GOOD, ERIKA?

>> I THINK. LET ME PUT ACCEPT.

>> I WILL REGISTER EVERYONE FOR THAT TOMORROW MORNING.

>> COOL.

>> ANOTHER THING THAT I HAD ON HERE THAT I THINK WE SHOULD ACTUALLY WAIT FOR IS RESTRUCTURING OUR COFFEE TALKS AND TALK ABOUT THAT AT THE NEXT WORKSHOP.

WE'LL HAVE A LITTLE BIT MORE TIME, I THINK.

>> THAT'D BE GOOD. I APPRECIATE.

>> APPRECIATED.

>> READ THE COMMENTS.

>> READING THE COMMENTS. THOSE WERE REALLY GREAT.

>> OUR NEXT COFFEE TALKS AREN'T SLATED UNTIL MAY.

>> I'D HAVE TO GO BACK AND LOOK AT THAT.

>> WE HAVE TIME.

GREAT.

ANYTHING ELSE FOR YOU, GAIL? WELL THEN, GOOD PRODUCTIVE WORKSHOP.

NOT QUITE DONE YET. WE DO NEED TO RECESS INTO EXECUTIVE SESSION.

[2. EXECUTIVE SESSION - Property - RCW 42.30.110 (d) - Approximately 60 minutes]

NO ACTION WILL BE TAKEN, SO WE'RE GOING TO BE DISCUSSING PROPERTY AND WE ARE IN RECESS.

IT IS 7:56, OUR EXECUTIVE SESSION IS OVER AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.