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IT'S 4:30. WE'RE GOING TO GET STARTED,
[1. WORKSHOP - 4:30 PM]
YOU GUYS SO YOU COULD TALK DURING THE BREAK.WELCOME TO OUR JANUARY 13TH BOARD OF WORKSHOP.
THANK YOU FOR BEING HERE. I'M GOING TO TURN IT OVER TO JOHN TO GET US STARTED.
HAPPY MONDAY. HOPE EVERYONE'S HAVING A GREAT NEW YEAR SO FAR.
WE'RE REALLY EXCITED TO HAVE A LOT OF THE TEAM MEMBERS HERE TODAY AS WE CONTINUE OUR WORK AROUND STRATEGIC PLAN.
AS WE'VE BEEN SAYING SINCE ITS INCEPTION IS, THIS IS A LIVING DOCUMENT.
WE DON'T WANT TO JUST PUT UP ON A SHELF SOMEWHERE.
IT'S SOMETHING THAT WE EAT, SLEEP, AND BREATHE EVERY DAY.
IT'S PART OF EVERYTHING WE DO, AND A LOT OF THE DECISIONS, IF NOT ALL THE DECISIONS WE MAKE.
[2. CULTURE]
WHO'S GOING TO INTRO THE WORK, AND WE HAVE TWO WORK GROUPS WHO ARE GOING TO BE REPRESENTED TODAY.PLEASE ENJOY, HAVE QUESTIONS, AND WE'LL HAVE A GOOD DISCUSSION AROUND IT. LISA.
>> EXCELLENT. THANK YOU, [INAUDIBLE].
FORTUNATELY, THAT'S THE ONLY SCARY PART OF OUR PRESENTATION TONIGHT.
WE'RE REALLY GLAD TO BE HERE WITH YOU.
WASN'T IT? THAT WAS IT. THAT'S ALL WE HAVE.
WE ARE, AS JOHN SAID, IN THE MIDST OF IMPLEMENTATION OF A STRATEGIC PLAN THAT WILL TAKE US INTO THE FUTURE AND ONE OF THE WAYS THAT HAPPENS, THAT IT STAYS ALIVE IS THAT WE THINK ABOUT HOW WE REPORT AND HOW WE SHARE INFORMATION ABOUT IT.
WE'RE EXCITED TONIGHT IN PART BECAUSE EACH STEP OF THE WAY, WHAT WE'VE TRIED TO DO WITH THIS STRATEGIC PLAN IS COME UP WITH THE STRUCTURES AND PROCESSES THAT SIMPLY SUSTAIN ITS PROGRESS OVER TIME.
ONE OF THOSE IS, WHAT DOES A PROGRESS REPORT TO THE BOARD LOOK LIKE? TONIGHT IS THE FIRST NIGHT THAT WE WILL USE THE REPORTING TEMPLATE.
THE INTENTION BEHIND THE REPORTING TEMPLATE WAS THAT THERE IS CONSISTENCY.
EACH TIME THERE'S A REPORT ON ONE OF THE INITIATIVES FROM THE STRATEGIC PLAN, YOU CAN EXPECT THE SAME INFORMATION.
IT WAS ALSO FOR TRANSPARENCY AS THESE WILL BE POSTED AS IS TO THE STRATEGIC PLAN WEBSITE.
ONE OF THE QUESTIONS YOU MAY HAVE IS, WHAT'S THE DIFFERENCE BETWEEN THIS PROGRESS REPORT AND THE UPDATES THAT ARE BEING POSTED? THE UPDATES THAT EACH WORK GROUP IS POSTING IS BASICALLY A SUMMARY OF THE WORK GROUP MEETING.
WHAT WAS DISCUSSED, ANY DECISIONS THAT WERE MADE, WHAT'S HAPPENING NEXT.
THESE PROGRESS REPORTS REALLY ARE A WAY TO LOOK AT THE MILESTONES FOR EACH OF THE INITIATIVES IN TERMS OF THE BIG PICTURE OF WHAT DOES IT MEAN, FOR EXAMPLE, IN TERMS OF SAFETY.
WHAT DOES THAT MEAN AS A LONG TERM PLAN? WHAT ARE THE MILESTONES AND HOW ARE WE MAKING SURE THAT WE'RE MAKING PROGRESS TOWARDS THOSE MILESTONES? IT'S MORE OF A BIG PICTURE REPORT.
THAT ALSO GIVES US THE TIME TO SAY THAT AN INITIATIVE IS BIGGER THAN THE WORK GROUP THAT'S HELPING INFORM THE INITIATIVE.
I'LL GIVE YOU TWO EXAMPLES OF THAT.
IN TERMS OF THE MULTI TIERED SYSTEM OF SUPPORTS INITIATIVE, YOU ALL KNOW THAT THE ELEMENTARY LITERACY WORK HAS BEEN ONGOING, WHICH IS AIMED AT CORE INSTRUCTION AND LITERACY.
THAT WORK IS PART OF MTSS, BUT IT HAS NOT BEEN PART OF WHAT THAT WORK GROUP IS LEARNING AND INFORMING.
IN THE SAME WAY WITH STANDARDS BASED LEARNING.
ONE OF THE THINGS THAT IS PART OF THE ACTION PLAN IS THE CONNECTION OF OUR LEADS HERE AND ALL OF TEACHING AND LEARNING TO THE ONGOING WORK AT OSPI TO UPDATE THE STANDARDS SO THAT WE MAKE SURE THAT WHATEVER WE DO IS RUNNING PARALLEL AND SUPPORTIVE AND ALIGNED WITH WHAT THE STATE IS ALSO DOING.
AN ACTION PLAN IS BIGGER THAN THE WORK GROUP AND THEN THE WORK GROUP INFORMS WHAT IS HAPPENING WITHIN THAT ACTION PLAN.
EVERY TEAM RIGHT NOW IS WORKING ON THE ACTION PLAN.
THOSE ARE IN DEVELOPMENT IN PART BECAUSE THEY
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NEED TO BE COORDINATED IN COLLABORATION WITH THE WORK GROUPS, AND OUR WORK GROUPS HAVE JUST STARTED MEETING MOST OF THEM IN SEPTEMBER, OCTOBER, STANDARDS BASED LEARNING WITH A LITTLE BIT AHEAD OF THAT.THERE'S ALWAYS THAT TENSION BETWEEN WORKING ON THE ACTION PLAN TOGETHER, SO NOT GETTING TOO FAR AHEAD OF THE WORK GROUP, BUT ALSO MAKING SURE THAT THERE IS AN ACTION PLAN THAT'S GUIDING WHAT WORK IS COMING NEXT.
ACTION PLAN AND THEN PROGRESS REPORT.
WHAT WE'RE DOING WITH THE PROGRESS REPORT, AND YOU'LL SEE THE ELEMENTS IN WHAT IS COMING OUT TO YOU TODAY IS MAKING SURE THAT THERE ARE KEY PARTS OF THE ACTION PLAN THAT ARE NOTED IN THE PROGRESS REPORT.
YOU'RE GOING TO SEE THE MILESTONES LISTED IN BOTH THE ACTION PLAN AND THE PROGRESS REPORTS, ALONG WITH THE STATUS.
WHAT YOU DON'T SEE IN THE PROGRESS REPORT IS ALL OF THE TINY STEPS THAT ARE PART OF EACH MILESTONE.
IT KEEPS IT CLEARER ABOUT WHAT'S THE BIG WORK? WHERE IS IT GOING FORWARD? WHERE ARE WE NOW AND WHAT'S HAPPENED.
THE OTHER THING YOU'LL NOTICE IN THE PROGRESS REPORT IS THAT IT'S A TIME FOR US TO SUMMARIZE FOR YOU WHAT THE ACHIEVEMENTS TO DATE HAVE BEEN AND WHAT ARE THE CHALLENGES AND DILEMMAS THAT WE'RE ENCOUNTERING AND HOW ARE WE GOING AT THOSE AS WE GO.
THAT IS THE STRUCTURE FOR IT BECAUSE THIS IS OUR FIRST NIGHT TO ROLL OUT THESE PROGRESS REPORTS.
ONE OF THE THINGS THAT WE WANT TO KNOW FROM YOU AFTERWARDS IS WHAT WAS MISSING AND NOT FROM A PARTICULAR GROUP, BUT IN THE REPORT ITSELF, WHAT NEEDS TO BE THERE.
OTHER PIECE THAT I FORGOT AND THEN I'LL BE DONE IS EVERY GROUP'S WORKING ON THE PROGRESS MONITORING METRICS RIGHT NOW.
YOU CAN EXPECT, AND YOU HAVE ASKED US FOR, HOW CAN WE SHARE DATA.
DATA SOMETIMES IS PROGRESS, LIKE HAVE WE DONE THE THING, OR HOW MANY PEOPLE WERE PART OF DOING THE THING? THERE ARE SOME OTHERS THAT ARE CONNECTED TO STUDENT LEARNING OR COLLECTING INFORMATION ON PROFESSIONAL LEARNING AND HOW WELL IT'S WORKING AND WHAT EFFECT IT'S HAVING.
TONIGHT, YOU HAVE A CHANCE TO HEAR FROM TWO OF THE WORK GROUPS; SAFETY AND THEN FOLLOWED BY STANDARDS BASED LEARNING.
WE ALSO ARE USING THIS FORMAT AS OPPOSED TO SLIDE SO THAT IT'S LESS OF A PRESENTATION AND MUCH MORE OF A CONVERSATION AND DISCUSSION.
WE'LL WANT YOUR FEEDBACK ON THAT AS WELL.
WITH THAT, I WILL TURN IT OVER TO DOUG AND SHERMAN WITH THE PROGRESS REPORT ON SAFETY.
>> OFFICIALLY. YOU SHOULD HAVE IN FRONT OF YOU THE SAFETY PROGRESS REPORT AND HOPEFULLY YOU'VE HAD A SECOND.
I CAN SEE SOME OF YOU LOOKING THROUGH IT.
LET ME JUST GO THROUGH THE FRONT PAGE FOR YOU AND THEN HIGHLIGHT A FEW THINGS, AND THEN SHERMAN, WE'LL TALK TO SOME OF THE PIECES IN THE DOCUMENT AS WELL.
AS YOU CAN SEE, OUR GOAL IS REALLY TALKING ABOUT SAFETY DISTRICT WIDE AND EVALUATING THAT AND MAKING SURE THAT WE HAVE SAFETY PROTOCOLS IN PLACE AND THEN WE REVIEW THOSE.
IT'S NOT JUST SOMETHING WE PUT INTO PLACE AND SAY, WE'RE DONE NOW.
FOR THOSE OF US THAT ARE IN BUILDINGS AND HAVE BEEN IN BUILDINGS OR IN SCHOOL DISTRICTS, YOU KNOW THAT THAT'S NOT THE BEST WAY TO OPERATE AND THAT WE ALWAYS HAVE OPPORTUNITIES TO GET BETTER.
THE OTHER PIECE THAT I WANTED TO POINT OUT IS OUR WORK GROUP MEMBERS.
RIGHT NOW, WE HAVE REPRESENTATION FROM CENTRAL OFFICE AND THEN ALL THREE LEVELS; ELEMENTARY, MIDDLE, AND HIGH.
THEN I ALSO WANT TO SPECIFICALLY POINT OUT KEVIN HERMAN.
OFFICER HERMAN IS ON THERE, AND SO THAT'S BEEN A GREAT ADDITION TO PARTNER WITH CPD ON THIS, AND WE'LL CONTINUE TO PARTNER WITH CPD ON OUR SAFETY INITIATIVE AND OUR SAFETY WORK.
HE BRINGS OBVIOUSLY A MUCH DIFFERENT LENS.
IF WE CAN PARTNER WITH OUR LOCAL LAW ENFORCEMENT, WHAT A GREAT OPPORTUNITY BECAUSE HE'LL PROVIDE THINGS, WE'LL PROVIDE THINGS, AND THEN WE TALK ABOUT AND TALK THROUGH THOSE THINGS AND FIGURE OUT WHAT'S THE BEST PATH FORWARD FOR YOU.
IF YOU LOOK AT THE MIDDLE OF SECTION, THERE'S FOUR BULLETS, ANNUAL PROGRESS, MONITORING, MEASURES AND TARGETS.
I WANT TO POINT OUT THE STAFF AND STUDENT PARTICIPATION IN OUR STANDARD RESPONSE PROTOCOL ROLLOUT THIS YEAR, THE SRP.
THAT'S NOT AN EASY TASK, AND I KNOW WE SPOKE TO IT LAST TIME.
BUT ANYTIME YOU IMPLEMENT SOMETHING NEW, IT HAS ITS UPS AND ITS DOWNS.
FOR THE MOST PART, I THINK IT'S BEEN A PRETTY SMOOTH TRANSITION.
I THINK, AGAIN, I SPOKE TO THIS LAST TIME.
IT REALLY HELPS AT OUR ENTIRE COUNTY.
WHETHER YOU'RE IN EVERGREEN SCHOOL DISTRICT, VANCOUVER, HOCKINSON, CAMAS.
WE'RE ALL DOING THE SAME STANDARD RESPONSE, SO THAT HELPS.
THEN ALSO STAFF THAT PARTICIPATE IN THEIR OWN BUILDING SAFETY COMMITTEES IS REALLY A GREAT THING THAT'S HAPPENING AND IT HAS HAPPENED.
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IT'S NOT SOMETHING WE'VE JUST STARTED.BUT WHAT'S AWESOME ABOUT THAT FOR SHERMAN AND MYSELF AS THE CO-LEADERS IN THIS COMMITTEE IS THEY PROVIDE FEEDBACK.
HE'LL BE ABLE TO TALK ABOUT SOME OF THE ADJUSTMENTS WE'VE MADE FROM IMPLEMENTING THIS FALL BASED ON RECOMMENDATIONS AND REQUESTS FROM OUR BUILDINGS.
THEN ONE OF THE PIECES THAT WE'RE LOOKING AT, OBVIOUSLY, IS, HOW DO WE COLLECT OUR DATA? LISA SPOKE ABOUT DATA EARLIER.
HOW DO WE KNOW THAT WE'RE USING CRISISGO THE RIGHT WAY AND THAT ALL BUILDINGS ARE IMPLEMENTING THEIR DRILLS THROUGH CRISISGO? THAT'S SOMETHING NEW FOR US AS A SYSTEM.
THAT'S ANOTHER PIECE THAT WE'RE GOING TO BE PROGRESS MONITORING THROUGHOUT THE YEAR.
THEN A BIG ONE ON HERE IS REFINING OUR EMERGENCY PLANS FOR EACH BUILDING. THEY'RE CONSISTENT.
I KNOW I'VE SHARED WITH THE BOARD IN THE PAST.
THEY ARE THESE HUGE BINDERS THAT HAVE WAY TOO MUCH INFORMATION IN THEM, AND SO I'M REALLY REFINING THOSE AND MAKING THOSE MUCH MORE USEFUL FOR OUR BUILDINGS WHEN THERE'S A TIME OF CRISIS.
WE KNOW THAT IT NEEDS TO BE SOMETHING QUICK SO THAT PEOPLE DON'T HAVE TO LOOK THROUGH SOMETHING AND SAY, WAIT, I GUESS THIS IS ON PAGE 47, HOLD ON.
THAT'S GOING TO BE A BIG ASK AND WE'RE GOING TO DO IT RIGHT, AND THAT'S TAKING A LITTLE BIT OF TIME, BUT THAT'S ON OUR RADAR OBVIOUSLY FOR THIS YEAR.
ONE OF THE THINGS THAT THE PROGRESS SUMMARY AT THE BOTTOM OF PAGE 1 ACHIEVEMENT TODAY, WE DID PUT OUT THE ROLL OUT OF THIS AS ONE OF OUR ACHIEVEMENTS, OBVIOUSLY.
WE FEEL LIKE THAT'S A PRETTY BIG ACCOMPLISHMENT FOR ANY SCHOOL DISTRICT REGARDLESS OF SIZE, WHEN YOU MAKE A CHANGE LIKE THAT.
THEN I'M GOING TO TURN IT OVER TO SHERMAN TO TALK ABOUT THE OTHER COMPONENTS OF THAT.
BEFORE WE USED TO HAVE TO DO TWO SYSTEMS. YOU HAD TO GO INTO CRISISGO, SET IT OFF TO MAKE IT GO AND MAKE THE ALERTS GO OUT, AND THEN YOU HAD TO PUT IN A CODE TO DO THE SYSTEM.
IT JUST MADE IT REALLY CLUNKY TO HAVE TO DO MULTIPLE THINGS.
ONE OF OUR KEY PIECES AFTER HEARING THAT WAS HARD FOR BUILDINGS WAS INTEGRATING IT TOGETHER SO WE'RE ABLE TO TAKE CRISISGO.
IF YOU SET OFF THE ALERTS, IT GOES AND IT SENDS IT TO THE CLOCKS ALSO IN THE BUILDING.
PEOPLE GET ALERTS ON THEIR CELL PHONES, ON THE COMPUTER, AND ON THE CLOCKS.
IT ALSO ALERTS THE DISTRICT OFFICE THAT SOMETHING'S GOING ON IN THAT BUILDING.
WE UPGRADED OUR CAMERAS THIS YEAR AND OUR CAMERA SOFTWARE.
WE HAD TIMES WHERE AN EVENT WOULD HAPPEN, AND YOU WOULD SEE SOMEONE SAY COME TO THE DOOR AND JUST GET A LITTLE CLIP.
THIS SOFTWARE CAN GO BACK IN TIME AND IT CAN DO FIVE SECONDS BEFORE THE EVENT, AND THEN TIME AFTER THE EVENT, SO YOU GET THE WHOLE EVENT WHEN SOMETHING GOES ON, WHICH MAKES IT A LOT BETTER DURING AN INCIDENT.
WE INSTALLED HALO SENSORS, VAPE SENSORS IN THE SECONDARY REST ROOMS. THAT WAS FUNDED BY A STATEWIDE LAWSUIT THAT WE WERE PART OF.
IT WAS ABOUT $87,000 WE GOT FROM THAT LAWSUIT.
THAT HELPED US WITH CAMERAS AND WITH THE SMOKING SENSORS IN THE REST ROOMS. THAT WAS A NICE THING TO GET INSTALLED.
SOME OF THE CHALLENGES AND SOLUTIONS THAT WE HAD.
WE HAD AN EVENT WHERE A POLICE OFFICER HAD CALLED THE SCHOOL, ASKED US TO PUT THE BUILDINGS INTO SECURE.
ONE OF THE THINGS YOU DO DURING SECURE IS YOU SECURE THE DOORS OF THE BUILDING, AND THEN KIDS STAY IN THE CLASSROOM AND THEN THEY GO ON BUSINESS LIKE USUAL.
ONE OF THE THINGS THAT PEOPLE QUESTIONED IS, HOW DO YOU LOCK THE DOORS? THEY THOUGHT, I'LL JUST GO TO THE DOOR AND LOCK THE DOORS.
WHEN KIDS COME AND GO OR THEY'RE IN PORTABLES, WHERE THEY GO BETWEEN BUILDINGS, THOSE DOORS AUTOMATICALLY UNLOCK.
ONE OF THE THINGS WE LEARNED DURING THAT IS THAT THE BUILDING NEEDS TO GO INTO WHAT WE CALL A SNOW DAY.
WHAT THAT DOES IS IT SECURES THE BUILDING SO THE EVENTS DON'T HAPPEN DURING THE DAY.
BUT YOUR BADGES STILL WORK, AND YOU CAN STILL GO ON THROUGH THE DAY,
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BUT IT SECURES THE BUILDING.I HAD TO GO AROUND AND MEET WITH THE DIFFERENT BUILDINGS TO EXPLAIN AND MAKE SURE THEY KNEW HOW TO PUT THE BUILDING IN AND OUT OF A SNOW DAY.
I WENT TO TWO BUILDINGS AND THEY WERE TRYING OUR ROSTERING.
WE HAVE A ROSTERING FOR STUDENTS.
ONE OF THE WAYS THEY USED TO ROSTER IS LIKE SAY, A KID IS MISSING, THEY WOULD CALL IT IN ON THE RADIO.
WHEN A STUDENT IS MISSING FROM A ROOM TO MAKE SURE WE CAN ACCOUNT FOR ALL KIDS.
CRISISGO HAS A ROSTERING PIECE IN IT.
THEY CAN LOOK UP STUDENTS BY CLASSROOM.
THEY CAN LOOK UP STUDENTS BY GRADE OR BY NAME.
IF A TEACHER PULLS UP THEIR STUDENTS, THEY CAN MARK ALL THE STUDENTS THAT ARE THERE, PUT NOTES ON THE FEW THAT MIGHT HAVE WENT TO THE RESTROOM OR WENT TO A SPECIALIST, AND THEN THOSE OTHER PEOPLE CAN ACCOUNT FOR THE STUDENTS, BUT IT'S DONE DIGITALLY.
BY DOING THAT, THEY CAN LOOK AND SEE WHAT STUDENTS ARE MISSING IN A VERY QUICK MANNER.
WE TESTED THAT IN THOSE TWO BUILDINGS.
IT'S HARD WHEN YOU GO FROM ONE SYSTEM TO ANOTHER SYSTEM.
IT JUST TAKES PRACTICE BECAUSE THEY'RE REALLY USED TO DOING IT THE WAY THEY'VE ALWAYS DONE THAT.
THEN IN A GRADE SCHOOL, THEY'RE USED TO SEEING THE SAME KIDS ALL DAY AND THEN SECONDARY SCHOOLS, THE KIDS COME AND GO.
IT'S JUST THE OWNERSHIP THEY GET OF THEIR STUDENTS.
IT HAD SOME CHALLENGES, BUT IT'S MORE OF JUST DOING IT AND GOING THROUGH ANSWERING QUESTIONS.
I JUST MADE SURE I WENT ON SITE AND ANSWERED ANY QUESTIONS I COULD DO.
>> IT INTEGRATES WITH CUMULATIVE TO GET THE UP TO DATE ROSTERS? HOW DOES IT AUTOMATICALLY [OVERLAPPING]
>> YOU HAVE TO MAKE SURE YOU HAVE THE RIGHT ROSTER IN THE PLASTIC SLEEVE IN THE CLASSROOMS OR WHATEVER BACK IN THE DAY.
>> IT'S VERY QUICK. IF THEY HAVE THEIR STUDENTS, THEY CAN CLICK ONE BUTTON, MARK EVERYONE THERE AND THEN JUST UNMARK THE THREE KIDS THAT ARE ABSENT.
>> DID EVERYONE GET A CHANCE TO TRY THAT OUT OR DID YOU ONLY TRY IT OUT IN CERTAIN BUILDINGS?
>> I ONLY DID TWO BUILDINGS RIGHT NOW.
GRASS VALLEY AND DOROTHY FOX WERE THE TWO BUILDINGS THAT WE TRIED IT OUT IN.
IN GRASS VALLEY, EVERYONE CAME TOGETHER AND DID IT TOGETHER IN THE LIBRARY.
AT DOROTHY FOX, THEY LET THE PEOPLE STAY IN THE CLASSROOM, SO IT WOULD FEEL LIKE AN EVENT, AND THEN WE DID IT LIVE.
IT WAS NEAT BECAUSE THEN YOU DON'T SEE EVERYONE AND YOU CAN SEE HOW THE SYSTEM WORKS.
>> YOU'LL TRY IT IN SECONDARIES AS WELL.
>> WE'LL GO ACROSS THE WHOLE THING, AND THOSE ARE THE TWO THAT I'VE TRIED SO FAR.
BECAUSE NOT EVERYONE'S REALLY CONFIDENT WITH NEW SYSTEMS AND THINGS LIKE THAT, IN TECHNOLOGY, WE SET UP CLOCKS.
WE HAVE TWO CLOCKS IN THE TECHNOLOGY OFFICE AND WE SET UP TWO FAKE BUILDINGS.
I CAN HAVE AN ADMINISTRATOR OR A SECRETARY OR SOMEONE COME TO OUR OFFICE, PUT THEM IN THAT GROUP, AND THEN WE CAN GO THROUGH THE EVENT, JUST LIKE WE WOULD LOCK DOWN A BUILDING, JUST LIKE WE WOULD DO A SECURE HOLD AND LET THEM BE ABLE TO DO IT WITHOUT WORRYING ABOUT SENDING ALERTS TO THEIR BUILDING AND ALL THE PEOPLE.
WE DID A FEW OF THOSE AND IT REALLY GOES A LONG WAYS TO TAKE THE NERVES DOWN WHEN YOU CAN DO IT AND GO, CAN WE TRY THE NEXT ONE? THEY CAN DO IT A FEW TIMES, AND THEN THEY SEE IT'S REALLY SIMPLE TO DO, SO THAT'S BEEN REALLY NICE AND A NICE WAY TO GET PEOPLE USED TO THE CRISISGO.
>> I KNOW I'VE DOWNLOADED THE APP, BUT I'M JUST LOOKING, I DON'T KNOW WHAT MY PASSWORD, LOGIN, OR WHATEVER.
IF THERE WERE TO BE AN EVENT IN CAMAS, WHAT VISIBILITY WOULD THERE BE FOR, I WOULDN'T WANT TO CALL AND BUG PEOPLE WHO ARE IN THE THROWS OF STUFF, BUT TO LOOK AT WHAT'S GOING ON WHERE WE CAN I DON'T KNOW.
FROM A BOARD PERSPECTIVE, IT REALLY IS FOR THE PEOPLE ON THE GROUND AND IN THE BUILDING AND THEN THE DISTRICT NOT TO LIKE WHAT'S GOING ON.
>> IN THAT SCENARIO, JOHN OR WHOEVER'S RUNNING POINT HERE WOULD BE INFORMED TYPICALLY ON SOMETHING THAT'S BIG.
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INCIDENT COMMAND IS GIVING INFORMATION AT CERTAIN TIMES, AND THEN JOHN WOULD BE UPDATING YOU AS A BOARD.>> DURING THAT EVENT, THE SRO ALSO GETS NOTIFIED.
WHEN ONE OF THOSE HAPPEN, THE SRO GETS A NOTIFICATION.
WE GET A NOTIFICATION DOWN HERE.
IT'S JUST A REALLY EASY WAY TO GET ALERTED ACROSS THE BOARD.
>> I THINK THAT AND AGAIN, SHERMAN ALLUDED TO IT, JUST SWITCHING TO A DIFFERENT PLATFORM IS SOMETHING THAT'S GOING TO TAKE TIME, BUT IT'S ALSO AN EXPECTATION THAT THIS IS A NON-NEGOTIABLE.
THAT THIS IS WHAT WE'RE USING AS A SYSTEM.
WE'LL CONTINUE TO WORK WITH BUILDINGS AND I KNOW TRACY, YOU ASKED ABOUT THAT.
WE'LL ABSOLUTELY CONTINUE TO WORK WITH BUILDINGS.
WHY FOX AND GRASS VALLEY HAVE ALREADY HAD SHERMAN AND TEAM IS BECAUSE THEY ASKED FOR HIM TO COME OUT.
ON THE PAGE THAT HE WAS SPEAKING TO, IT JUST LISTS OUR TIMELINE AND MILESTONES.
IT'S THINGS THAT WE'VE ALREADY DISCUSSED, BUT IT JUST PUTS IT IN A NICE LITTLE BOX AN AREA OF WHAT'S ONGOING AND WHAT'S COMPLETE.
AGAIN, I THINK THIS IS SOMETHING THAT'S ALWAYS GOING TO BE IN PROGRESS.
YOU'VE NEVER ARRIVED WHEN IT COMES TO SAFETY, AND WE'LL CONTINUE TO MONITOR.
ON THE LAST PAGE, IT'S REALLY AROUND NEXT STEPS.
TRACY TO YOUR POINT, WE'RE GOING TO CONTINUE THESE ONE-ON-ONE TRAININGS WHERE WE'RE GOING TO BUILDINGS AND HAVING THOSE CONVERSATIONS WITH STAFF OR OFFICE STAFF AND ADMINISTRATION.
DEVELOPING A TOOL TO MONITOR, SPECIFICALLY AROUND CRISISGO, HOW THAT'S BEING IMPLEMENTED, WHAT DRILL IS HAPPENING AT THE BUILDING.
THERE'S BEEN SOME REQUESTS AROUND, HEY, ARE WE GOING TO GET UNIFIED ENOUGH AS A SYSTEM TO WHERE IN SEPTEMBER, IT'S A LOCKDOWN DRILL FOR ALL SCHOOLS TO PRACTICE? THEN IN OCTOBER, IT'S A SECURE AND THEN THAT TYPE OF PIECE.
I'VE SEEN IT DONE THAT WAY, I'VE SEEN IT DONE THE OPPOSITE WAY AS WELL.
THEN THE ROSTERING PIECE DOES TAKE A WHILE TO ACTUALLY WORK THROUGH A STAFF WITH THAT.
WHAT'S HAPPENED IN BOTH THESE SCHOOLS THAT SHERMAN REFERENCED IS IT WAS THEIR STAFF MEETING TIME IS WHEN WE DID THAT IN THE MORNING BECAUSE IT TOOK A GOOD 30 MINUTES TO WALK OUR STAFF THROUGH AND GET THEM TO EXPERIENCE IT, AND THEN HAVE A Q&A AFTERWARDS, OBVIOUSLY.
THEN CONTINUE OUR DISTRICT IN SCHOOL SAFETY MEETINGS.
AGAIN, WE GET A LOT OF FEEDBACK FROM OUR BUILDING SAFETY TEAMS. THAT'S A GREAT RESOURCE THAT THEY'RE LIVING IT DAY BY DAY.
THEY'RE GIVING US FEEDBACK CONSTANTLY, AND SHERMAN'S TEAM AND SHERMAN HAVE JUST BEEN PIVOTING VERY QUICKLY AND MAKING ADJUSTMENTS.
I APPRECIATE THE WORK THAT HE AND HIS TEAM HAVE DONE.
ONE OF THE THINGS THAT'S NOT ON HERE FOR THE NEXT STEP, BUT I THINK IT WOULD BE A REALLY GOOD OPPORTUNITY IS HAVING A COUPLE BOARD MEMBERS AT A TIME, GO OVER WITH SHERMAN AND MYSELF OVER TO THE TECHNOLOGY DEPARTMENT, AND JUST PRACTICE ON CRISISGO.
I THINK IT'LL SHOW YOU EXACTLY SOME OF THE THINGS THAT WE'RE TALKING ABOUT.
HOPEFULLY, IT HELPS YOUR SKILL SET IF YOU WERE EVER ASKED ABOUT CRISISGO FROM COMMUNITY MEMBERS OR THIS OR THAT THAT YOU'VE EXPERIENCED SOME OF IT.
THAT'S DEFINITELY SOMETHING THAT WE WOULD LIKE TO OFFER.
>> I THINK THAT WOULD BE GREAT TO BE ABLE TO DO THAT.
I KNOW WHEN WE WERE IN CAMAS HIGH SCHOOL, THEY WENT INTO A SECURE OR SOMETHING JUST RANDOMLY WHEN WE WERE ON A SITE VISIT THERE ONE DAY.
WE HAVE EXPERIENCED SOME OF THAT, BUT I THINK IT'D BE GREAT TO DO THAT AT THE TECHNOLOGY DEPARTMENT WITH YOU GUYS.
JUST ONE QUESTION FOR ME IS, HOW OFTEN DO YOU GUYS MEET AS A GROUP, OR WHEN ARE YOU MEETING AGAIN, OR HOW MANY TIMES OR WHATEVER?
>> GOOD QUESTION. WE'VE MET TWICE.
YOU'LL SEE THAT'S COME UP IN OUR STRATEGIC PLAN WORK GROUP, OUR CO-LEADS.
ALL THE WORK GROUPS ARE A LITTLE BIT DIFFERENT.
THE NEXT GROUP THAT YOU'RE GOING TO HEAR FROM TONIGHT, I THINK THEY'RE GOING ON THEIR SIXTH OR SEVENTH MEETING.
WE'LL OBVIOUSLY MEET MORE TIMES THIS YEAR, FOR SURE.
I THINK I HAVE IN OUR MIND PROBABLY ABOUT FOUR TIMES THIS YEAR, IF WE NEED MORE, THEN WE NEED MORE.
I WAS INTERESTED IN SOME OF THE EMERGENCY PLANS THAT YOU'VE BEEN CREATING OR UPDATING, I SHOULD SAY.
HOW CONSISTENT ARE THOSE ACROSS BUILDINGS THEN? ARE THERE VARIATIONS WITHIN BUILDINGS AT ALL OR IS IT PRETTY MUCH THIS IS THE DISTRICT WAY TO DO IT?
>> GOOD QUESTION. THEY'RE VERY STANDARD IN THE FACT THAT IT'S ALL DERIVED FROM THE COUNTY WITH THE SAFETY WORKSHOPS THAT HAVE BEEN HAPPENING EVERY AUGUST FOR,
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I DON'T KNOW, 10 YEARS NOW OR WHATEVER.THE ACTUAL DOCUMENT IS VERY STANDARD, BUT FIRST THING, IF YOU LOOK AT SOME OF THEM, THEY HAVEN'T BEEN UPDATED FOR A WHILE.
FOR EXAMPLE, I LOOKED AT THE ZAC ONE, AND WE HAVE STAFF MEMBERS ON THERE THAT HAVE BEEN RETIRED FOR FIVE YEARS, THAT ARE SUPPOSED TO BE LEADS ON CERTAIN THINGS, WHETHER IT'S REUNIFICATION OR THOSE TYPES OF COMPONENTS.
THAT'S THE PIECE THAT WE WANT TO TAKE CARE OF IMMEDIATELY AND THEN REFINING IT IS GOING TO BE A DIFFERENT MATTER BECAUSE LIKE I SAID, IT'S A DOCUMENT THAT IS OLDER.
THERE ARE NEW TERMS OR ARE NEW THINGS.
IN FACT, THE SRP WILL NEED TO BE IN THERE BECAUSE THAT WASN'T IN THERE.
AS FAR AS YOUR QUESTION AROUND CONSISTENCY, THE ACTUAL DOCUMENT IN NOTEBOOK, YES, CONSISTENT.
THEN I DON'T KNOW WHY I'M HUNG UP ON THESE EMERGENCY PLAN BINDERS.
BUT WHEN YOU SAY THAT THEY'RE BIG, WAS THERE A LOT OF WAYS TO DO DIFFERENT THINGS? I'M TRYING TO SAY, WE HAD THREE DIFFERENT WAYS FOR LOCKING DOWN A BUILDING OR THERE WAS GOING INTO THE OLD TERMS OF THIS WAS A MODIFIED LOCKDOWN, THIS WAS THAT KIND OF THING.
>> YEAH, I WOULD SAY, HONESTLY, COREY, IT WAS JUST A TON OF DIFFERENT SCENARIOS AND WHO'S GOING TO BE ON THIS TEAM, AND SO WE'RE GOING TO CONSOLIDATE AND SAY, YOU DON'T NEED THAT TEAM BECAUSE THIS TEAM CAN TAKE CARE OF THAT.
AGAIN, I THINK WITH ANYTHING, I THINK IT GOT SO BROAD IN THE FACT THAT IF THERE'S AN EMERGENCY AT A SCHOOL, YOU'RE GOING TO HAVE 100 STAFF MEMBERS HELPING OUT AND SO YOU HAVE 20 DIFFERENT TEAMS OF FIVE.
I THINK THAT'S THE COMPONENT THAT WE'RE LOOKING AT IS MAKING IT AND STREAMLINING IT TO REALLY WHAT IS REALITY AT A BUILDING.
FOR THOSE OF US THAT HAVE EXPERIENCED CERTAIN THINGS AT BUILDINGS, YOU CAN HAVE THE BEST PLANS, WHICH YOU WANT. DON'T GET ME WRONG.
YOU WANT THOSE PLANS, AND THERE'S GOING TO BE SOME THINGS THAT HAPPEN THAT ARE NOT IN THE NOTEBOOK.
I HAVE ONE OTHER QUESTION, SORRY, THEN I'LL PASS IT ON.
SOMEBODY ELSE CAN HAVE A GO AT IT.
I REMEMBER A FEW YEARS AGO WE DID SOMETHING THAT I THINK WE REFERRED TO AS THE SECRET SHOPPER PROGRAM, WHERE WE HAD PEOPLE GO AROUND AND TEST OUT SOME OF THESE PROCEDURES EVEN IF IT WAS SOMETHING AS SIMPLE AS GOING AROUND AND SEEING IF THERE'S AN EXTERIOR DOOR PROPPED OPEN OR SOMETHING LIKE THAT.
>> WE DON'T HAVE A SECRET SHOPPER, WHAT I DO THINK THAT WE HAVE IS MUCH MORE AWARENESS AND VIGILANCE FROM STAFF.
NOW, AROUND PROP DOORS, AROUND SOMEBODY IN A BUILDING WITHOUT A BADGE AND SO THAT'S THE RESPONSIBILITY OF OUR STAFF.
I DO THINK WE'RE IN A DIFFERENT PLACE, COREY MEANING, I THINK PEOPLE ARE MORE AWARE AND MORE ABLE TO DISRUPT IT AND SAY, WE CAN'T BE PROPPING DOORS, WE CAN'T BE DOING THIS.
BUT WE DON'T HAVE A SECRET SHOPPER, BUT I THINK SHERMAN'S TEAM AND I THINK OUR TEAM DEFINITELY DO NOT HESITATE TO SAY, I NOTICE THIS AT YOUR BUILDING. LET'S TALK ABOUT THAT.
>> I WAS JUST THINKING IN MY OWN EXPERIENCE, SOMETIMES CERTAIN THINGS CAN BECOME THE CULTURE OF THE BUILDING, LIKE, WE JUST LET THAT GO OR THIS DOOR BY THE LOCKER ROOM IS ALWAYS PROPPED OPEN BECAUSE PEOPLE ARE GOING OUT TO THE FIELD AND COMING BACK OR SOMETHING LIKE THAT.
I'M JUST JUST CURIOUS ABOUT THAT CONSISTENCY.
I ALSO REALLY APPRECIATE THE FACT THAT ALL OF OUR BUILDINGS LOCK DOWN IN THE SAME WAY OR THERE'S THE SAME TECHNOLOGY IN EVERY BUILDING, THE SAME CLOCKS IN THE BUILDING.
I THINK THAT'S GREAT JUST TO KNOW THAT WHETHER YOUR KID IS AT ONE OF THE ELEMENTARY SCHOOLS OR AT DISCOVERY HIGH SCHOOL, ONE OF OUR NEWER BUILDINGS, THEY ALL HAVE THE SAME THING AND WE'RE REALLY GOING FOR CONSISTENCY.
CONSISTENCY HAS ALWAYS BEEN MY BIG THING, SO I REALLY APPRECIATE THE WORK THAT'S GONE INTO THAT.
>> IT EVEN COMES DOWN TO THE BUTTONS ARE THE SAME.
WE TRY TO MAKE EVERYTHING THE SAME.
IF SOMEONE WORKS OR GOES FROM BUILDING TO BUILDING, IT'S CONSISTENT ACROSS THE BOARD IN EVERY WAY.
>> AND ESPECIALLY BECAUSE SO MANY OF OUR BUILDINGS WERE BUILT IN DIFFERENT TIMES WHEN CERTAIN THINGS WERE, YOU GO FROM SOMETHING LIKE A CALIFORNIA-STYLE CAMPUS HERE TO WHATEVER.
I REALLY APPRECIATE THAT WE'VE PUT THE RESOURCES IN AND THE THOUGHT INTO REALLY MAKING SURE THAT WE HAVE THIS STANDARD OF SAFETY ACROSS THE DISTRICT.
I REALLY APPRECIATE THE WORK GOING INTO THAT.
>> GOOD. YEAH, I HAVE A COUPLE.
THE ONE-TOUCH ALERTING FROM CELL PHONES, CAN YOU TRACK WHAT PERCENTAGE OF STAFF ARE MOBILE-ABLE?
[00:30:01]
IF THEY SEE SOMEONE OUT OF THE PLAYGROUND OR THEY'RE WALKING THROUGH THE HALLWAY AND I'M JUST WONDERING WHAT PERCENTAGE HAVE THE ABILITY THROUGH THEIR MOBILE PHONE AND THE APP TO INITIATE THIS?>> WE'VE OFFERED IT TO EVERYONE.
PEOPLE HAVE TAKEN THAT OPTION, AND USUALLY, WHEN WE GO THROUGH AN EVENT, I GET MORE.
>> THEY'RE SITTING THERE AND GOING, OKAY, AND YOU GET MORE, PEOPLE USE IT.
THEN HAVING THAT ABILITY THAT ANYONE CAN PUT THE BUILDING INTO A SECURE OR LOCKDOWN IF THEY SEE SOMETHING OUTSIDE, IT'S NOT JUST THE OFFICE.
>> BECAUSE THAT'S ONE OF THE HARDEST THING IS WHEN ONE GOES INTO SECURE OR SOMETHING LIKE THAT, YOU WANT TO KNOW WHY, AND SO ONE OF THE HARDEST THINGS IS IF YOU DON'T HAVE A SYSTEM LIKE THAT, BECAUSE YOU DON'T KNOW WHY.
>> YEAH. IT LEADS ME TO PART B OF THAT.
SOME OF OUR SCHOOLS HAVE REALLY BAD CELL ACCESS.
SOMETIMES WE HAVE DIFFICULTY GETTING ON THE WIFI NETWORK.
I GUESS WHAT ARE OUR LONGER-TERM PLANS? I KNOW THAT WOULD BE AN INVESTMENT.
IF YOU'RE ONE OF THE STAFF, YOU'RE WALKING THROUGH HALL, YOU HAVE MOBILE ACCESS, AND I KNOW, AGAIN, MIDDLE OF CHS, NOT GREAT, PARTS OF SKYRIDGE, NOT GREAT.
EVEN DISCOVERY OUTSIDE, YOU CAN'T GET WIFI, AND YOU CAN'T GET CELL SIGNAL.
HALF THE TIME I CAN'T GET. I KNOW EXACTLY WHERE THE DEAD SPOTS ARE.
IF I WERE WALKING OUTSIDE AND I DIDN'T HAVE SIGNAL, WHAT GOES IT HAVE THE APP FOR ME TO LOCK IT DOWN? I'M JUST WONDERING WHAT OUR PLANS ARE FOR IMPROVING THE INFRASTRUCTURE.
MAKE CERTAIN IF EVERYONE HAS IT ON THEIR PHONE, AND THEY'RE ON CAMPUS, THEY HAVE.
>> WE OPENED UP THE WIFI FOR THAT PURPOSE.
WE OPENED THE GUESTS, SO THEY DON'T EVEN HAVE TO SAY, OKAY, TO JOIN THE GUEST.
MOST OF THE STAFF CAN LOOK TO THE GUEST NETWORK AND IT AUTOMATICALLY HOOKS UP EVERY DAY WHEN THEY GO IN.
WE HAVE FULL COVERAGE ACROSS DOLLAR BUILDINGS WITH WIFI.
IF THEY HOOK THEIR CELL PHONE TO THE SYSTEM, THEY'RE ABLE TO DO CRISISGO ANYWHERE. WE HAVE COVERAGE.
OUR WIFI REACHES OUTSIDE TO A POINT.
BUT THE CELL COVERAGE I THINK AS THE TOWN GETS BIGGER, WE'LL GET MORE, BUT IT'S HARD.
I KNOW A LOT OF PLACES DON'T WANT CELL COVERAGE AROUND SCHOOLS.
>> YEAH, AND I'M NOT JUST THINKING LIKE A LOCKDOWN IF THERE'S AN ACTIVE SHOOTER, BUT IN A TRUE CRISIS, WE HAVE A WILDFIRE LIKE CALIFORNIA.
IT GOES OUT, AND SO THEN WE'RE RELYING ON MOBILE, AND WE MAY NOT HAVE MOBILE ACCESS.
IN SOME BUILDINGS, I THINK WE MAY, BUT I DIDN'T KNOW IF THAT'S SOMETHING WE WOULD CONSIDER JUST TO-
>> WE HAVE REPEATERS IN ONE OF OUR BUILDINGS.
CAMAS HIGH HAS A VERIZON REPEATER THERE.
EACH OF THE BUILDINGS HAVE RADIOS THAT GO FROM A REPEATER OF A LARGE MOUNTAIN.
YOU CAN ALSO HOOK UP THAT WAY, AND IF THERE WAS AN EVENT THAT HAPPENS, WE BOUGHT SPECIAL RADIOS FOR OUR BUSES, ABOUT 100 RADIOS THAT IN AN EVENT, WE COULD HAND OUT.
THEY'RE MOBILE, SO WE COULD BRING THEM TO AN EVENT, HAND THEM OUT, AND HAVE 100 RADIOS WITHIN A FEW MINUTES.
>> SECOND THING WAS, AND I THINK YOU MENTIONED ACCOUNTING, WHEN WE WERE AT CHS, THAT THE ANNOUNCEMENTS ARE ALSO MULTILINGUAL.
>> IT WAS SOMETHING WE CONSIDERED JUST AGAIN FOR THE POPULATION.
I DIDN'T KNOW. CONNIE BROUGHT IT UP. I STUFFED IT AWAY THERE.
THEN MAYBE THE LAST PART IS REALLY THE BEST PRACTICES FOR THE LOCKDOWNS ON THE INSIDE OF THE DOORS.
I KNOW WHEN WE WERE AT [INAUDIBLE] AND WE TALKED TO HERNION WE WERE TALKING ABOUT WHAT ARE THE BEST PRACTICES FOR CLASSROOM DOORS THAT HAVE GLASS? THE LOCKDOWN PROCEDURE ON THE INSIDE AND WHAT WE HAVE, NOT JUST THE OUTSIDE DOORS, IS IT CONSISTENT THAT ALL OF OUR CLASSROOM DOORS HAVE THE SAME ABILITY TO LOCK ON THE INSIDE? I DIDN'T KNOW WHAT OUR POLICIES WERE AND PRACTICES FOR THAT TYPE OF SITUATION AND WHAT WE DO.
>> MOST OF OUR BUILDINGS, WE WENT THROUGH AND INSTALLED BLINDS ANYWHERE THERE WEREN'T BLINDS FOR THE INSIDE.
WE ALSO HAVE A THING, YOU CAN SEE IT ON THE DOOR HERE.
>> THEY LEAVE THE DOORS LOCKED AND ALL THEY HAVE TO DO IS SLIDE THAT OVER, CLOSE THE DOOR, AND THE DOORS ARE LOCKED.
AS LONG AS THEY JUST LEAVE THE DOORS LOCKED, THEN THEY JUST CLICK THAT THING OVER, CLOSE THEM, AND YOU CAN LOCK A DOOR WITHOUT GOING IN THE HALL OR HAVING A MESS WITH THE LOCKS.
SOME OF THE KIDS AT CAMAS HIGH MADE US LOCK BLOCKS.
[00:35:04]
OUT OF THE ENGINEERING GROUP, THEY HELPED US COME UP WITH LOCK BLOCKS FOR THE BUILDING, SO THAT WAS REALLY NICE.>> [LAUGHTER] JUST WHEN YOU WERE SAYING, I THINK IT'S GREAT THAT EVERYONE HAS ACCESS AND YOU SAID 80% HAVE IT, BUT THEN MORE PEOPLE WANT IT.
BUT IN MY HEAD, I WAS JUST THINKING, LIKE, TOO MANY COOKS IN THE KITCHEN CONCEPT.
WHAT IF THAT HAPPENS AND HOW DO YOU MANAGE THAT?
>> GREAT QUESTION. INCIDENT COMMAND IS A SYSTEM THAT'S BEEN IMPLEMENTED FOR YEARS BY FIRE DEPARTMENT AND CPD AND LAW ENFORCEMENT AND SO THAT'S EXACTLY RIGHT.
YOU HAVE TO HAVE SOMEBODY ON SITE THAT'S RUNNING THE POINT, AND THEN YOU HAVE TO HAVE SOMEBODY AT CENTRAL OFFICE THAT'S RUNNING THE POINT.
THEY'RE BOTH CALLED INCIDENT COMMANDERS.
ONE IS AT THE BUILDING AND ONE IS AT CENTRAL OFFICE.
HOW IT WORKS IS THE PERSON AT THE BUILDING IS ACTUALLY COMMUNICATING AND I'M THE PERSON UP HERE.
IF I'M HERE, IT'S ME, THEN THEY'RE TELLING ME WHAT THEY NEED.
I'M NOT BUGGING THEM, I'M NOT CALLING THEM BECAUSE YOU'RE RIGHT DURING AN EVENT THE LAST THING THEY NEED TO BE DOING IS HEARING FROM 14 DIFFERENT PEOPLE CALLING AND SAYING, HEY, WE WANT TO HELP YOU.
PEOPLE'S HEARTS ARE IN THE RIGHT PLACES, BUT YOU'VE GOT TO HAVE A SYSTEM IN PLACE.
THEY WILL DIRECT EVERYTHING TO THE INCIDENT COMMANDER UP HERE OF ALL THE THINGS THAT THEY'RE NEEDING.
FOR EXAMPLE, LET'S SAY THEY SAY, WE NEED FIVE BUSES.
WE GOT TO TAKE THESE KIDS NOW AND TRANSPORT THEM.
THEN I'LL CALL TRANSPORTATION, I NEED FIVE BUSES OVER TO CHS, GO.
THEN THEY'LL SAY, DOUG, NOW, WE NEED THIS.
THERE'S ABSOLUTELY THIS CHAIN OF COMMAND WHEN IT COMES TO THIS WHERE IT'S VERY SUCCINCT AND REALISTICALLY, THIS IS A SYSTEM THAT HAS WORKED FOR MULTIPLE YEARS, AND ONE OF THE REASONS THEY PUT IT INTO PLACE, THIS WAS YEARS AGO, ONE OF OUR SAFETY CONFERENCES, THEY ACTUALLY PLAYED THE FIRE DEPARTMENT AND POLICE DEPARTMENT IN COLORADO WHEN THERE WAS A SHOOTING AT THE MOVIE THEATER.
YOU COULD NOT HEAR BECAUSE POLICE WERE TALKING OVER POLICE AND EVERYBODY WAS TALKING OVER THE RADIOS AND YOU COULDN'T EVEN HEAR WHAT WAS GOING ON AND NOBODY KNEW WHICH WAY TO GO OR WHAT TO DO.
THEY REALLY FORMED THIS SYSTEM TO SAY, YOU'VE GOT TO HAVE SOME THINGS IN PLACE TO WHERE THERE'S THIS CHAIN OF COMMAND OF WHO KNOWS, WHO'S REQUESTING, WHERE DOES IT GO TO? THAT'S THE SYSTEM IN PLACE.
>> THAT'S GOOD. THE OTHER QUESTION WAS, MAYBE I'M JUST NOT LOOKING AT PARENT SQUARE OR SOMETHING, BUT ARE THESE THINGS BEING COMMUNICATED TO THE PARENTS? THIS IS WHAT WE'RE DOING? THIS IS THE SYSTEM WE HAVE? BECAUSE IT'S A GREAT SYSTEM.
IF MY KID DOESN'T TELL ME, IS THERE ANY WAY THAT I WOULD KNOW OR MAYBE I'M JUST IGNORING PARENTS SQUARE, SORRY. [LAUGHTER]
>> WE'VE ASKED ESPECIALLY IF IT'S A REAL EVENT, ABSOLUTELY.
>> JUST LIKE THIS PLAN, THIS APP, AND ALL THE STUFF THAT WE HAVE FOR PROTECTION.
I'M SORRY, I DIDN'T MEAN TO CUT YOU OFF.
>> I KNOW AT DIFFERENT BUILDINGS A LOT OF TIMES IF THEY DO A DRILL, THEY TELL THE PARENTS TODAY WE'RE GOING TO SECURE AND EXPLAIN WHAT THEY'RE DOING AND HOW IT GOES.
WHAT I'VE SEEN IS THAT'S HOW THEY'VE BEEN COMMUNICATING DURING SUCH AN EVENT.
>> DO WE HAVE ANY OTHER QUESTIONS? THANK YOU, DOUG AND SHERMAN.
>> UP NEXT, WE HAVE OUR SPL WORK GROUP UPDATE.
[3. LEARNING]
WHENEVER YOU'RE READY FOR THE HOT SEAT.>> TEST. ARE WE GOOD? HI. WE HAVE OUR UPDATE FOR THE STANDARDS-BASED LEARNING INITIATIVE.
[00:40:03]
AGAIN, THAT INITIATIVE AS A REMINDER INCLUDES THE WORK GROUP THAT SHARI AND I LEAD.THEN A LOT OF WORK THAT IS ONGOING IN OUR DISTRICT BETWEEN OUR COMPREHENSIVE MIDDLE SCHOOLS THAT HAVE BEEN PARTICIPATING IN STANDARDS-BASED LEARNING AND REPORTING FOR SEVERAL YEARS, OUR PROJECT-BASED CAMPUS.
IS IN THE SAME BOAT, AND THEN JUST PURSUING THIS WORK AS AN ENTIRE SYSTEM.
OUR ACTION PLAN HAS A LOT OF STUFF IN IT THAT'S EITHER HISTORICAL FROM THE THINGS THAT HAVE HAPPENED BEFORE, AND THEN US TAKING INVENTORY OF THEM NOW AND THEN MOVING FORWARD, WHAT IS THE WORK THAT WE CAN PURSUE WITH OUR WORK GROUP.
YOU WILL SEE OUR WORK GROUP HAS 27 MEMBERS PLUS SHARI AND I, THAT TOTALS 29, AND OUR ATTENDANCE IS 20-25 TYPICALLY DEPENDING ON HOW MANY PEOPLE ARE AVAILABLE.
WHEN YOU LOOK AT OUR INITIATIVE GOAL, IT'S CONNECTED TO THE STRATEGIC PLAN.
THIS IS WHAT PLAN HAS OUTLINED FOR US.
I FEEL LIKE THIS IS CUTTING IN AND OUT A LOT.
NOW I NEED TO GET CLOSER. HOW IS THIS? YOU CAN SEE THAT AND WE START EACH OF OUR WORK GROUP MEETINGS WITH THAT AS JUST A REMINDER OF WHAT WE'RE PURSUING.
FOR OUR STUDENT OUTCOME MEASURES, THERE ARE MEASURES IN OUR STRATEGIC PLAN THAT ARE CONNECTED TO DATA POINTS LIKE ASSESSMENT, BELONGING, HOPE, THAT STUFF.
AS WE INITIATE THIS INITIATIVE SYSTEM-WIDE, THAT DATA IS NOT GOING TO BE IMPACTED WITHIN A FEW WEEKS.
THAT'S MORE LONGER TERM, BUT THINGS WE CAN START TO REVIEW AT THE END OF THE SCHOOL YEAR.
THE OUTCOME MEASURES THAT ARE HERE ARE IMPACTS YOU MAY SEE ON STUDENTS NOW AND GOING FORWARD.
YOU'LL SEE THAT EVENTUALLY THERE WILL BE ASSESSMENT DATA AND STUDENT GROWTH DATA THAT'S IMPACTED BY THIS INITIATIVE, CONSISTENCY, AND LEARNING EXPECTATIONS.
STUDENTS HAVE TRANSPARENT AND CLEAR EXPECTATIONS ACROSS THEIR SCHOOLS, GRADE LEVELS, CLASSROOMS, IMPROVED REASSESSMENT OPPORTUNITIES.
THIS IS SOME OF THE WORK THAT WE ARE DOING AND HAVE BEEN WORKING ON THAT WE'LL GET TO HERE IN JUST A BIT, INCLUDING NOT ONLY THE REASSESSMENT BUT ALSO OUR GRADING PERIOD ADJUSTMENTS.
THEN SOME OF THE INDIRECT MEASURES THAT INFLUENCE STUDENTS ARE FEEDBACK MECHANISMS. WE'VE EXPLORED SEVERAL WAYS TO ENGAGE STUDENTS, BUT ALSO FAMILIES, STAFF, LEADERS IN ORDER TO GET FEEDBACK AND THEN PURSUE ONGOING FEEDBACK, AND THAT INCLUDES SURVEY AND FOCUS GROUP FEEDBACK.
THOSE ARE ALSO MEASURES THAT WE CAN USE TO CHECK WHERE WE'RE AT AND WHERE WE'RE GOING.
IF YOU TURN THE PAGE, WE'LL SHARE ABOUT THE ANNUAL PROGRESS MONITORING MEASURES AND TARGETS.
>> AS KATIE HAD SHARED, BECAUSE WE'RE IN THE PROGRESS OF THIS, WE'RE NOT NECESSARILY GOING TO SEE REALLY EXPLICIT DIRECT STUDENT INCREASE MEASURES, ESPECIALLY IN OUR HISTORICALLY MARGINALIZED GROUPS YET, BECAUSE WE HAVE A LOT OF FOUNDATIONAL WORK TO DO.
IN THAT FOUNDATIONAL WORK, WITH THE STANDARDS-BASED LEARNING GROUP IS DOING RIGHT NOW.
RIGHT NOW, ONE OF THE WAYS THAT WE MEASURE OUR PROGRESS AS A GROUP AND THE WORK THAT WE'RE DOING IS A REVIEW AND AUDIT OF THE IMPLEMENTATION PROCESS AND PROGRESS, OUTLINED IN OUR GUIDING BOOK, WHICH IS LEADING STANDARDS-BASED LEARNING, WHICH IS EVIDENCE-BASED, AND YOU'LL NOTICE THAT A LOT OF THE WORK HAS BEEN DONE BY BAUER AND HER TEAM, WHICH HAS HISTORICALLY BEEN EVIDENCE-BASED AS WELL.
THAT IS OUR SBL GUIDING BOOK THAT WE'RE USING AS FAR, WE'RE USING THE WORD IMPLEMENTATION, BUT IT IS IMPORTANT TO KNOW THAT TEACHERS HAVE BEEN DOING THIS FOR YEARS, THEY'RE USING STANDARDS AND PRACTICES WITHIN STANDARDS-BASED LEARNING ALREADY, WHAT WE DON'T HAVE NECESSARILY IS CONSISTENCY ACROSS THE DISTRICT.
EVEN THOUGH WE'RE USING THE WORD IMPLEMENTATION, PLEASE KNOW THAT THAT DOESN'T MEAN THAT IT ISN'T BEING DONE.
IT JUST MEANS WE'RE REALLY TRYING TO REFINE OUR PRACTICES SO THAT WE HAVE DISTRICT-WIDE PROCESSES THROUGH THIS.
IN THAT, CREATING OUR GOALS FOR NOT ONLY OUR DISTRICT LEVEL GOALS BUT OUR TEAM IN AND OF ITSELF AND IN THAT ACTION PLAN.
CREATING A SCOPE AND SEQUENCE FOR THE STRATEGIC OR THE STANDARDS-BASED LEARNING TEAM AND OUR DISTRICT TEAM, AND THEN HOW WE WOULD MONITOR PROGRESS.
RIGHT NOW, THIS IS THROUGH REFLECTION, FEEDBACK, AND COMPLETION OF ACTION ITEMS ON OUR PLAN.
[00:45:01]
OUR STRATEGIC PLAN DISTRICT WORK GROUP.ONE OF THE THINGS THAT'S REALLY EXCITING IS THAT IN THE PROCESS OF OUR NEW STRATEGIC PLAN, JOHN AND HIRST, AND LISA HAVE REALLY WORKED HARD TO HAVE US HAVE CO-LEAD TEAMING STRUCTURES WHERE WE REPORT BACK REALLY FREQUENTLY WHAT WE'RE DOING IN EACH OF OUR TEAMS. THIS NOT ONLY HOLDS ACCOUNTABILITY MEASURES FOR US, IT ALSO LETS US KNOW WE'RE GOING IN THE RIGHT DIRECTION OR WE NEED TO CHANGE GEARS.
HAVING THAT IN PLACE IS JUST ANOTHER LAYER OF ENSURING THAT WE MEET THE GOALS WITHIN OUR STRATEGIC PLAN.
IT PROVIDES FREQUENT FEEDBACK, PROGRESS, AND INFORMATION NOT ONLY TO OUR STRATEGIC PAN COLY GROUPS BUT ALSO IN THE COMMUNITY CENTER, WE'RE GETTING FEEDBACK IN THAT WAY.
THEN RESPONSIVE FEEDBACK, AS MANY OF YOU KNOW, WE'VE GOTTEN A LOT OF FEEDBACK AND A LOT OF DIFFERENT WAYS ABOUT WHAT PEOPLE'S THOUGHTS, FEELINGS, AND JUST THE WAY THINGS ARE GOING RIGHT NOW.
ONE OF THE THINGS THAT KATIE AND I'VE TRIED TO DO IS JUST BE RESPONSIVE AS THOSE NEEDS AND CHALLENGES HAVE COME UP.
ALTHOUGH THAT MIGHT NOT SOUND LIKE ANNUAL PROGRESS, WHEN WE START TO LOOK AT THE WAY THOSE CONVERSATIONS ARE SHIFTING, THE WAY THAT QUESTIONS ARE JUST BEING ASKED.
THOSE ARE MEASURES FOR US TO KNOW THAT WE'RE MAKING AN IMPACT ON EDUCATING OUR DISTRICT AS A WHOLE.
WE'RE STARTING TO GET SOME QUESTIONS ABOUT, I'M STARTING TO UNDERSTAND NOW, WHAT DOES THIS MEAN FOR X Y Z? AS WE START TO SEE THE SHIFT IN WHAT FOLKS ARE TALKING ABOUT AND HOW THEY'RE ASKING QUESTIONS AND HOW THEY'RE REACHING OUT, ALLOWS US TO SEE THE MOVEMENT THAT WE'RE MAKING FORWARD IN SOME OF THE ATTENTIONS AND CHALLENGES AND QUESTIONS THAT CAME UP EARLIER.
THEN LONG-TERM MEASURES LIKE KATIE SPOKE TO, THOSE ARE OUR BENCHMARK MEASURES THAT ARE IN OUR DISTRICT-LEVEL DATA.
ONE OF THE BIGGEST REASONS FOR REALLY FOCUSING ON STANDARDS-BASED LEARNING IS BECAUSE WE KNOW THAT THIS HAS AN EQUITY FOCUS.
YOU LOOK AT OUR DATA AND WE HAVE A LARGE PERCENTAGE OF OUR STUDENTS THAT ARE EXCELLING, THEY'RE DOING GREAT.
THEY'RE GRADUATING ON TIME, AND WE HAVE POCKETS OF STUDENTS WHO HAVE HISTORICALLY BEEN MARGINALIZED AND THAT GAP CONTINUES TO GROW.
THAT TELLS US THAT WE NEED TO LOOK INTERNALLY AS TO WHAT WE'RE DOING, HOW WE'RE DOING IT AND MAKE ADJUSTMENTS.
I THINK FILLING OUT THIS PROGRESS SUMMARY.
THIS WEEK HAS ACTUALLY BEEN A GREAT OPPORTUNITY TO REFLECT BECAUSE THERE ARE DAYS WHERE IT FEELS LIKE WE'VE TAKEN A COUPLE STEPS BACKWARDS, AND THIS WAS AN AWESOME WAY FOR US TO RECOGNIZE THE GROWTH AND SHIFTS THAT HAVE BEEN MADE, SOME OF THEM IN TANGIBLE DELIVERABLE FORM, AND MANY OF THEM IN JUST THE WAYS WE SHOW UP FOR OTHER PEOPLE AND THE WAYS THAT WE SHOW UP FOR OUR STUDENTS AND IN DIFFERENT SPACES.
I WAS TALKING WITH JOY GARNER, WHO'S OUR INSTRUCTIONAL EQUITY COACH TODAY.
SHE SAID, "DO YOU NEED ANYTHING FOR TONIGHT?" I SAID, "NOT REALLY, I THINK WE'RE READY, WE GOT IT ALL HANDLED." THEN SHE EMAILED ME A QUOTE THAT SHE HAD FROM A COLLEAGUE FROM SEPTEMBER.
SHE SUPPORTS OUR MIDDLE SCHOOL TEACHERS AT LIBERTY AND SKY RIDGE, AND THEY REACH OUT FOR SUPPORT.
SHE'S GOT MANY SKILLS AND STRENGTHS.
SHE SHARED THIS QUOTE FROM A TEACHER THAT SAID, THANKS FOR STICKING WITH ME AND MY DISLIKE OF STANDARDS-BASED REPORTING THE LAST THREE YEARS.
I NOW UNDERSTAND WHAT IT CAN DO FOR KIDS AND PARENTS, AND IT HELPS ME SCORE THEIR WORK, SO I REALLY KNOW WHAT THEY KNOW AND DON'T KNOW.
THOSE LITTLE TINY MOMENTS OF A TEACHER THAT HAS BEEN IMPACTED THAT HAS GROWN, THAT THEIR PRACTICE HAS CHANGED BECAUSE OF THIS WORK.
SOME DAYS IT DOESN'T FEEL LIKE HUGE ACHIEVEMENTS, BUT EVEN THOSE TYPES OF COMMENTS AND SUPPORT MAKE A DIFFERENCE.
IF YOU THEN LOOK AT OUR ACHIEVEMENTS TO DATE, THESE ARE SOME OF THE THINGS THAT YOU CAN POINT TO AS HINGES, I GUESS, OVER TIME.
THE VERY FIRST ONE BEING INCLUSION IN THE STRATEGIC PLAN.
THAT'S NOT THE PROGRESS OF THIS GROUP, BUT IS THE PROGRESS OF THE PEOPLE IN OUR DISTRICT WHO HAVE BEEN PURSUING STANDARDS-BASED LEARNING, FOLLOWING EVIDENCE-BASED PRACTICES, SEEKING CONSISTENCY AND ALIGNMENT, AND HERE WE ARE.
IT'S SOMETHING THAT WE'RE PURSUING AS A SYSTEM, WHICH I'M REALLY GRATEFUL FOR.
RESPONDING TO GRADING PRACTICES.
THIS WORK GROUP MET LAST SUMMER AND HAD A COUPLE OF DISCUSSIONS ABOUT SHIFTING FROM A DECADE AVERAGE, WHICH IS A COMMON GRADE CALCULATION FORM IN STANDARD-BASED LEARNING TO A STRAIGHT AVERAGE OF ALL STANDARDS IN A CLASSROOM OR IN A GRADE BOOK.
THAT WAS ONE OF THE THINGS, ONE OF THE CHANGES THAT WE ARE TRYING, AND YOU'LL SEE THAT ONE OF OUR NEXT STEPS, I DON'T KNOW ACTUALLY IF IT'S IN HERE IS CHECKING BACK IN WITH
[00:50:05]
STAFF AT OUR JANUARY AND THEN FEBRUARY MEETINGS AROUND HOW IS THAT GOING? HOW DID THAT IMPACT YOUR UNDERSTANDING OF THE GRADE BOOK? WAS IT ACCURATELY REFLECTING WHAT STUDENTS KNOW AND CAN DO? BECAUSE THAT WAS A DECISION WE MADE FOR THIS SCHOOL YEAR TO REVIEW WHAT THAT LOOKS LIKE FOR THEM.WE ALSO REVISE THE TERM GRADING PERIODS AT MIDDLE SCHOOLS, ESTABLISHING WHEN A COURSE ENDS AT THE SEMESTER, THOSE GRADES ARE FINAL, AND THEN THEY START OVER FOR A SECOND SEMESTER JUST LIKE A HIGH SCHOOL COURSE DOES.
IT USED TO BE BECAUSE STANDARDS ARE YEAR-LONG LEARNING STANDARDS.
MIDDLE SCHOOL GRADE BOOKS WERE OPEN ALL YEAR.
A STUDENT MIGHT REASSESS SOMETHING WITHOUT ANY POLICIES IN PLACE, THEY MIGHT REASSESS SOMETHING IN APRIL THAT WAS DONE IN DECEMBER, FOR EXAMPLE.
THAT WAS SOMETHING THAT BY ENDING THE GRADING PERIOD, THAT LEARNING IS DONE AND WE'RE MOVING FORWARD.
IT ALSO PROVIDES SOME ACCOUNTABILITY FOR STAFF AND STUDENTS AS WELL.
THOSE WERE A COUPLE OF THE DECISIONS THAT WERE MADE LAST SUMMER, BUT THAT IMPACTED THEIR PRACTICES RIGHT AWAY.
THERE'S A FOUR-POINT SCALE FOR MIDDLE SCHOOL THAT'S NOW CONSISTENT ACROSS ALL OF OUR MIDDLE SCHOOLS AND OUR ELEMENTARY SCHOOLS.
ELEMENTARY USED TO JUST HAVE THE 4,3,2,1.
THEY'VE INTEGRATED A 2.5 AND A 3.5, JUST LIKE THE MIDDLE SCHOOLS HAVE.
AND SO ELEMENTARY LEADERS ACTUALLY HAVE DONE A GREAT JOB OF SUPPORTING THEIR STAFF AND DEVELOPING WHAT DOES THAT LOOK LIKE FOR OUR SCHOOLS, FOR OUR PLCS, AND COMING TOGETHER AND DEVELOPING SCHOOL-LEVEL EXPLANATIONS FOR WHAT THE NEW FOUR-POINT SCALE LOOKS LIKE.
ALL ELEMENTARIES AND MIDDLE SCHOOLS ARE USING THE SAME MARKERS NOW, WHICH IS A START FOR ALIGNMENT.
AT THE MIDDLE SCHOOL LEVEL, WE'VE DRAFTED THE GUIDELINES AND REASSESSMENTS AND CLARIFIED CRITERIA FOR ACHIEVING LEVEL 4 SCORES.
THAT'S REALLY THE WORK OF JOY GARNER.
SHE DID A LOT OF OUTREACH WITH STAFF AND TEACHERS, WITH MANDY BUSBY AND CLINT WILLIAMS TO GET WHAT DOES THIS CURRENTLY LOOK LIKE.
WHAT CAN IT LOOK LIKE? WHAT SHOULD IT LOOK LIKE? ASKING FOR TEACHER FEEDBACK.
THEN WE CONDUCTED FOCUS GROUPS WITH STUDENTS AND FAMILIES.
WE MET WITH FAMILIES AT BOTH COMPREHENSIVE MIDDLE SCHOOLS, AND SHE MET WITH STUDENT GROUPS TO GET THEIR FEEDBACK ON THOSE NEW PRACTICES.
WE'RE AT AN OPPORTUNITY NOW, THOSE WERE ADOPTED IN THE FALL.
BY THE END OF THE SCHOOL YEAR, WE WOULD HAVE A BETTER UNDERSTANDING OF HOW THOSE WERE IMPLEMENTED AND WHAT THAT IMPACT WAS ON STUDENT LEARNING.
>> YOU'LL SEE IT SAYS ALIGNED ASSESSMENT PRACTICES.
THAT ESSENTIALLY IS PART OF OUR PROFESSIONAL LEARNING THAT WE'VE HOSTED AND THAT MARK GARNER FACILITATED IN OCTOBER.
IF YOU LOOK AT THE WORKSHOP FOR TEACHERS, HE HOSTED IT WAS AROUND STUDENT GROWTH AND THE NEW EXPECTATIONS THERE, WHICH RIGHT INTO THE MARZANO INSTRUCTIONAL FRAMEWORK AND INCLUDES STANDARDS AND SCALES.
THAT'S PART OF BEING A TEACHER.
LOOKING AT THAT AND REALIZING THAT WE ARE REALLY DEVELOPED IN SOME AREAS AND NOT IN OTHERS, AND HE PROVIDED OPPORTUNITIES FOR HOW TO USE AI TO SUPPORT, HAVING SCALES FOR EVERY STANDARD IN YOUR CLASSROOM, HOW TO COMMUNICATE THAT WITH STUDENTS.
THERE WERE A LOT OF PEOPLE THAT ENGAGED IN THAT AND SOME WORK THEN THAT WE WERE ABLE TO SHARE OUT AT ONE OF OUR WORK GROUP MEETINGS FROM A SKY RIDGE TEACHER.
THAT WAS GREAT TO SEE THE RESULT OF THAT ON SOME OF OUR TEACHERS AS WELL.
AS A GROUP AND PART OF OUR GUIDANCE.
WE HAD TO HAVE A COMMON VOCABULARY FOR STANDARDS BASED LEARNING.
WE STARTED WITH A GLOSSARY THAT'S IN THIS BOOK AND THEN AS A TEAM, WE REVIEWED IT AND REVISED IT.
WHAT DOES THAT MEAN IN CAMAS? WHAT DOES THAT LOOK LIKE? WE STILL HAVE QUESTIONS IN SOME PLACES.
THAT'S A GLOSSARY THAT IDEALLY WILL BE USED IN OUR OTHER WORK GROUPS AROUND, LEARNING CURRICULUM AND PROFESSIONAL LEARNING.
THAT'S PART OF WHAT OUR WORK GROUP HAS ACCOMPLISHED.
WE ARE CURRENTLY REVISING, NOT REVISING, IDENTIFYING WHAT THE MIDDLE SCHOOL REPORT CARD LOOKS LIKE COMING OUT A CUMULATIVE? THIS IS THE FIRST ONE.
IT'S AT THE END OF THE SEMESTER, AND WHAT THE REPORT WILL LOOK LIKE FOR FAMILIES, HOW ARE GRADES GOING TO BE COMMUNICATED? ALL STANDARDS THERE, EVEN ONES THAT HAVEN'T BEEN ASSESSED? DO WE ALL UNDERSTAND HOW GRADES ARE BEING CALCULATED BY STANDARD AND BY SUBJECT? THEN, OF COURSE, WHAT QUESTIONS DO WE HAVE? WE'VE MET TO GO OVER THAT ALREADY, WHICH INCLUDED TRIA AND I AND JOY GARNER, MEGAN SADLER, AND CHRISTI OUR CUMULATIVE SPECIALIST HERE.
[00:55:05]
OUR NEXT STEPS FOR THAT, WHICH I THINK ARE IN HERE AS WELL ARE TO BRING THAT TO OUR GROUP TO GET STAFF FEEDBACK AS WELL ABOUT HOW GRADES ARE COMMUNICATED HOME.THEN ALSO PART OF THIS GROUP, HAVING 27 PEOPLE ON BOARD, HAS MEANT THAT WE HAVE TO BE REALLY CLEAR ABOUT THE ROLE OF THE GUIDING TEAM.
THE STANDARDS BASED LEARNING GUIDING TEAM IS NOT A DECISION MAKING BODY.
NONE OF OUR WORK GROUP OR INITIATIVE WORK GROUPS ARE DECIDING BODIES.
BUT THEY DEFINITELY GIVE INPUT.
THEIR VOICES MATTER IMMENSELY AND HELP US TO AS A SYSTEM, MAKE DECISIONS.
PART OF THAT IS BECAUSE WE CAN'T MAKE DECISIONS IN ISOLATION OF OUR OTHER WORK GROUPS THAT ARE HAPPENING.
WE HAVE TO SHARE RESOURCES, WE CAN STREAMLINE IN SOME AREAS.
SOMETIMES DECISIONS HAVE A LARGER IMPACT THAN JUST THE GROUP THAT YOU'RE SERVING.
THAT HAS BEEN WHAT DOES IT MEAN TO BE ON THE GUIDING TEAM? THAT'S BEEN REALLY HELPFUL FOR US TO FIGURE OUT WHAT IT IS THAT WE CAN BRING FORWARD FOR THE TEAM AND WHAT THEIR ROLE IS.
IT ALSO TALKS ABOUT THE DISPOSITIONS, THE LEARNING THAT'S REQUIRED TO BE ON A GUIDING TEAM LIKE THIS.
IDEALLY, YOU HAVE EXPERTS IN THE ROOM.
BUT WE ALSO WELCOME ANY VOICE WHO WANTS TO BE PART OF OUR GROUP.
WE DO HAVE A GREAT MIX OF PEOPLE ON OUR TEAM FROM ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS AND ADMINISTRATORS.
THERE'S A BROAD SCOPE THERE TOO.
WE'RE WORKING TOGETHER. THAT'S AN ACHIEVEMENT.
[LAUGHTER] YOU WANT TO SHARE ABOUT, ARE THERE QUESTIONS FIRST ABOUT THE THINGS THAT I'VE SHARED SO FAR, OR JUST THAT LAUNDRY LIST OF ACHIEVEMENTS.
IF ANYTHING'S PRESSING, THOUGH FEEL FREE TO JUMP IN.
>> SHARING SOME OF THE CHALLENGES AND SOLUTIONS, AND I THINK IT'S JUST A GOOD REMINDER THAT LOOKING AT CHALLENGES, AND TENSIONS THAT COME UP WITH ANYTHING THAT WE DO WHEN WE'RE LOOKING AT CHANGE INITIATIVES OR REFINEMENT, LOOKING AT THEM AS OPPORTUNITIES.
BECAUSE SOME OF THE THINGS THAT THOSE DO IS HIGHLIGHT THE CHALLENGES THAT COME UP, IT HIGHLIGHTS WHERE SOME OF OUR GAPS IN OUR NEEDS ARE AND THEN WE CAN ADDRESS THOSE.
WE KNOW THOSE EARLIER, WE CAN TEND TO THOSE BECAUSE IF WE DON'T TEND TO THEM EARLY, THEN WE SEE THAT THINGS GO SOUTH A LITTLE BIT LATER DOWN THE ROAD AND THEN IT'S HARD TO MAKE SHIFTS THAT WE NEED TO MAKE.
KNOWING THESE THINGS COMING INTO THIS HAS BEEN REALLY HELPFUL.
THESE ARE THE THINGS THAT WE NEED TO DO IN ORDER TO MAKE SURE THAT WE ARE PROVIDING THE BEST EDUCATION TO OUR STUDENTS THAT WE CAN.
LOOKING AT THE CHALLENGES AND SOLUTIONS IN A POSITIVE AND OPPORTUNISTIC WAY, I SAY THAT.
NUMBER 1, INCONSISTENCY ACROSS SCHOOLS AND GRADE LEVELS.
IT HAS BEEN VERY CLEAR AND SHARED WITH US NOT ONLY BY THE PEOPLE ON OUR SBL TEAM, BUT ALSO IN THE SURVEY AND THE FEEDBACK THAT WE'VE GOTTEN FROM FAMILIES LAST SPRING, AND THEN JUST THAT ANECDOTAL FEEDBACK THAT WE GET IN THE CONVERSATIONS THAT WE HAVE.
THAT'S A LACK OF ALIGNMENT AND GRADING PRACTICES, PROFICIENCY SCALES, AND LEARNING EXPECTATIONS ACROSS OUR SCHOOLS, OUR GRADE LEVELS, AND CLASSROOMS. THAT CHALLENGE THEN CAN BE AS WE'RE MOVING FORWARD WITH THIS WORK IS COLLECTING AND STANDARDIZING SCALES AND GRADING PRACTICES TO ENSURE CONSISTENCY.
I CAN'T REMEMBER THE PERSON, BUT IT WAS FROM OUR PLC TRAINING THAT I WAS IN YEARS AGO.
THEY HAD SAID, IF YOU JUST TAKE ONE SET OF STANDARDS FOR SOCIAL STUDIES, FOR EXAMPLE, IT WOULD TAKE SEVEN YEARS TO ADDRESS EVERY SINGLE STANDARD THAT IS IN THERE.
WE HAVE TO CHOOSE WHICH ONES ARE THERE.
THOSE CAN BE REALLY TIME CONSUMING.
THEN PEOPLE HAVE LOTS OF FEELINGS AND THOUGHTS ABOUT WHAT SHOULD BE TAUGHT AND WHAT DOESN'T NEED TO BE TAUGHT.
TRANSPARENCY AND COMMUNICATION.
DIFFICULTY ENSURING THAT STUDENTS, FAMILY AND STAFF UNDERSTAND THE CHANGES IN GRADING PRACTICES AND STANDARDS.
THIS HAS CERTAINLY BEEN ONE THAT CONTINUES TO RISE UP AND COME OUT.
PART OF THAT IS BECAUSE WE ALL HAVE A DIFFERENT UNDERSTANDING OF WHAT IT MEANS TO BE STANDARDS BASED.
WHAT ARE ALL OF THE COMPONENTS TO THAT? THAT'S WHY WE'RE TRYING TO REALLY STAY GROUNDED IN ONE DOCUMENT, HAVE COMMON VOCABULARY AND LANGUAGE THAT WE'RE USING AROUND IT.
BECAUSE THE MORE CONSISTENT WE ARE AS A SYSTEM, THE MORE CLEAR AND CONCISE THAT'S GOING TO BE FOR OUR FAMILIES AND OUR STUDENTS.
WHENEVER THERE IS CHANGE AND TRADITIONAL GRADING AND REPORTING HAS BEEN AROUND FOR OVER 100 YEARS.
IT'S ONE OF THE THINGS THAT HAS NOT CHANGED A WHOLE LOT IN OUR EDUCATIONAL SYSTEM,
[01:00:01]
AS YOU CAN IMAGINE, THERE HAS BEEN SOME RESISTANCE IN SOME WAYS.FAMILIES HAVING VARYING LEVELS OF UNDERSTANDING AND SUPPORT FOR THE SHIFT TO STANDARDS BASED.
ESPECIALLY AROUND THE GRADING ASPECT.
WE HAVE A PERCEPTION OF WHAT IT MEANS TO BE AN A STUDENT.
WE HAVE A PERCEPTION OF WHAT WE THINK COLLEGES NEED FOR ACCEPTANCE.
WE HAVE OUR OWN EXPERIENCES IN SCHOOL, GOOD, BAD, AND SO THAT ALL SHAPES WHAT OUR BELIEFS ARE AROUND THIS.
ONE OF OUR CHALLENGES GATHERING MEANINGFUL FEEDBACK, AND I WOULD ALSO SAY FEEDBACK THAT IS NOT INTEGRITY, ISN'T THE WORD THAT I'M LOOKING FOR.
BUT IF WE JUST THROW A SURVEY OUT WITHOUT REALLY LOOKING AT THE VALIDITY OF THE SURVEY AND THE SURVEY QUESTIONS, THE RESPONSES THAT WE GET BACK CAN HAVE BIAS IN THEM.
THEY CAN HAVE CONFIRMATION BIAS AS THEY'RE WRITTEN DEPENDING ON WHO'S WRITING THEM.
JUST BEING REALLY INTENTIONAL ABOUT WHEN WE'RE GETTING FEEDBACK, HOW WE'RE DOING, MAKING SURE THAT WE HAVE VALID WAYS TO GET THAT FEEDBACK SO THAT WE KNOW THAT WE'RE GETTING THE CLEANEST DATA POSSIBLE.
ANOTHER CHALLENGE IS JUST THE SHIFT FROM TRADITIONAL ASSESSMENT AND GRADING METHODS TO STANDARDS BASED PRACTICES.
THIS CAN BRING RELUCTANCE FROM EDUCATOR, STUDENTS AND FAMILIES THAT ARE ACCUSTOMED TO A TRADITIONAL SYSTEM.
GRADING PERIODS AND DEADLINES, TENSIONS BETWEEN STANDARDS BASED LEARNING PRINCIPLES, SO THAT IDEA OF ONGOING ASSESSMENT ALONG WITH THE NEED FOR FIRM GRADING DEADLINES TO SUPPORT STUDENT ACCOUNTABILITY.
ONE OF THEM AS AN EXAMPLE OF MISCONCEPTION AROUND STANDARDS BASED IS THAT STUDENTS CAN REASSESS, AND REASSESS AND REASSESS.
IN FACT, WHEN YOU LOOK AT THE RESEARCH AROUND EVIDENCE BASE, THEY'RE SAYING, NO, IN FACT, YOU NEED TO HAVE DEADLINES.
THOSE ARE SKILLS THAT STUDENTS NEED TO BE TAUGHT, AND WE ALSO KNOW THAT STUDENTS DON'T COME TO US ALREADY KNOWING THIS INFORMATION.
WHAT ARE THOSE OPPORTUNITIES FOR THEM TO LEARN THE MATERIAL AND TRY AGAIN? THAT BALANCE BETWEEN IT'S NOT ALL OR NOTHING.
THOSE ARE SOME OF THE CHALLENGES IN TRYING TO BALANCE THAT NEED FOR FLEXIBILITY IN LEARNING WHILE ALSO HAVING CLEAR TIMELINES FOR REPORTING.
RESOURCE AND TIME CONSTRAINTS.
THE REALITY AS WE ARE MOVING INTO SOME PRETTY SIGNIFICANT BUDGET CONSTRAINTS.
THIS TYPE OF INITIATIVE, AS BIG AS IT IS, REQUIRES PROFESSIONAL DEVELOPMENT.
IT REQUIRES TIME AND RESOURCES.
THAT'S SOMETHING THAT WE REALLY HAVE TO NAVIGATE AS WE MOVE INTO THESE NEXT FEW YEARS.
WE KNOW THAT THIS IS IMPORTANT FOR STUDENTS TO BE THE STRONGEST LEARNERS THAT THEY CAN BE.
HOW DO WE CONTINUE TO PRIORITIZE THIS? HOW DO WE CONTINUE TO PROVIDE PROFESSIONAL DEVELOPMENT, TIME FOR TEAM COLLABORATION, DATA ANALYSIS, AND MORE THAT ARE ALL GOING TO TAKE TIME AND RESOURCES.
MANAGING THOSE COSTS AND ENSURING THAT ALL STAKEHOLDERS HAVE SUFFICIENT OPPORTUNITIES TO ENGAGE IN THIS LEARNING AND IN THIS CHANGE ARE THINGS THAT WE HAVE TO KEEP AT THE CENTER OF WHAT WE'RE DOING.
THE LAST TWO, TECHNOLOGICAL LIMITATIONS.
UNDERSTANDING Q IS NEW TO US, UNDERSTANDING WHAT IT CAN AND CAN'T DO.
THAT'S BEEN A LARGE PART OF, ESPECIALLY THE WORK THAT MEG AND JOY, OUR BUILDING PRINCIPALS AND KATIE HAVE BEEN WORKING ON IS HOW IS Q WORKING AND NOT WORKING IN THE REPORTING SYSTEM.
THERE'S BEEN A LOT OF STRENGTHS THAT HAVE COME UP FROM THAT, BUT AS WE CONTINUE TO LEARN WHAT YOU CAN DO, WE DON'T WANT TO KEEP SHIFTING ON TEACHERS LIKE, WELL, NOW DO THIS BECAUSE THAT DOESN'T ALWAYS GO OVER VERY WELL.
THEN ALIGNMENT OF EXPECTATIONS.
THERE'S DISCREPANCIES IN HOW DIFFERENT SCHOOLS OR STAFF INTERPRET AND IMPLEMENT STANDARDS BASED LEARNING PRACTICES.
FOLLOWING AN MTSS CASCADING SUPPORT MODEL.
IDEALLY AT THE DISTRICT, WE NEED TO GET IT DIAL IN SO THAT WE CAN THEN SUPPORT OUR BUILDING ADMINISTRATORS.
THEN OUR BUILDING ADMINISTRATORS ARE EQUIPPED TO BE ABLE TO THEN SUPPORT THEIR STAFF AND THEN THEIR STAFF ARE ABLE TO SUPPORT THEIR STUDENTS.
WE'RE FOLLOWING THAT SAME CASCADING MODEL.
RIGHT NOW, IT'S JUST SHAKING OUT WHO'S DOING WHAT? WHERE ARE THE GAPS, WHERE ARE THE STRENGTHS AND HOW CAN WE CONTINUE TO GROW? WE'LL DO THAT THROUGH ESTABLISHING CLEAR DISTRICT WIDE EXPECTATIONS AND PROVIDING PROFESSIONAL LEARNING TO ENSURE THAT WE'RE UNIFORM IN THIS PROCESS MOVING FORWARD.
I THINK JUST TO CAP OFF WHAT SHERI SHARED.
A LOT OF WHAT OUR CHALLENGES COME DOWN TO ARE THE NEED FOR DISTRICT LEVEL GUIDANCE.
THAT CONSISTENT EXPECTATION, WHETHER IT'S HOW WE USE CUMULATIVE OR
[01:05:02]
WHAT REASSESSMENT LOOKS LIKE OR HOW WE LEVERAGE OUR PLCS, THAT STUFF.CAN'T REALLY DO THAT UNTIL WE'VE UNCOVERED EVERYTHING.
IF WE MAKE DECISIONS OR SET OUT GUIDANCE AND IT'S MISGUIDED BECAUSE WE HAVEN'T LEARNED EVERYTHING THAT WE NEED TO KNOW AND TURNED OVER EVERY ROCK, THEN THAT'S NOT GOING TO BE EFFECTIVE EITHER.
THAT'S PART OF WHAT WE'RE TRYING TO DO THROUGH THIS IS REALLY, WHAT ARE THE ROCKS THAT HAVE ALREADY BEEN TURNED OVER AND THE WORMS ARE GOING EVERYWHERE, AND HOW DO WE CLEAN THAT UP AND KEEP THE WORMS ALL HEALTHY AND CONTINUE TO MOVE FORWARD AS AN ENTIRE SYSTEM.
ANYWAY, WE HAVE THE TIMELINE AND MILESTONES.
SOME OF THEM ARE LISTED THERE.
I THINK ONE OF OUR BIGGEST THINGS THAT WE'RE PURSUING IS JUST REALLY THAT WHERE ARE WE RIGHT NOW? WHAT ARE THE STANDARDS WE'RE USING, WHAT SCALES ARE WE USING TO ASSESS THOSE STANDARDS? WHERE DO THOSE EXIST, WHERE DO THEY NOT EXIST? OUR HIGH SCHOOL LEVEL, ALL OF OUR HIGH SCHOOL COURSES HAVE STANDARDS.
SOME TEACHERS ARE COMMUNICATING THOSE MORE CLEARLY TO THEIR STAFF AND STUDENTS THAN OTHERS.
HOW DO WE MAKE THAT CONSISTENT? IT'S CLEAR FOR OUR STUDENTS AND FAMILIES.
THAT'S OUR BIG STUFF THAT WE'VE STARTED TALKING ABOUT AND LOOKING FOR WAYS TO PURSUE THAT.
YOU CAN SEE SOME OF THE THINGS THAT HAVE HAPPENED IS WE ESTABLISHED THE GUIDING TEAM, OUR GUIDING TEAM IS COMMITTED.
THESE MEETINGS ARE 4:00-6:00 PM.
ON WEEKNIGHTS, AND THAT'S NOT ALWAYS EASY TO MAKE.
THE FACT THAT PEOPLE KEEP SHOWING UP IS AWESOME.
THEY'RE COMMITTED TO THE WORK, AND IT'S GREAT TO HAVE A TEAM AND THAT THEY WANT TO CONTINUE SERVING ON THIS TEAM.
THIS BIG PICTURE WHERE WE ARE.
ALL OF THESE MILESTONES ALREADY SHOWED EXISTED HERE IN THE ACHIEVEMENTS.
IF YOU LOOK AT THE NEXT STEPS, THE LAST PAGE, THESE ARE THE SMATTERING OF THINGS THAT WE'RE WORKING TOWARDS, INCLUDING ONGOING PROFESSIONAL LEARNING.
WHAT ARE OUR OPPORTUNITIES TO PROVIDE SUPPORT, WHETHER IT'S AT A SCHOOL OR OUTSIDE OF A SCHOOL, DURING A SEPARATE PROFESSIONAL LEARNING OPPORTUNITY WITH OUR PRINCIPALS, OUR LEADERS.
YOU'LL SEE THAT THE SECOND ONE THERE IS OUR SCOPE FOR THE REST OF THIS SCHOOL YEAR.
WE HAVE SPLIT OUT STANDARDS BASED LEARNING INCLUDES CURRICULUM INSTRUCTION, FEEDBACK AND ASSESSMENTS AND REPORTING PRACTICES.
WE HAVE MAPPED OUT FOR THE NEXT REST OF THE SCHOOL YEAR, A FOCUS ON EACH OF THOSE AREAS FOR EACH MONTH.
WHAT WE'RE LOOKING FOR AND WHAT WE'RE PURSUING ARE THE VALUES AND BELIEFS THAT WE HOLD AS A GUIDING TEAM AROUND CURRICULUM AND INSTRUCTION, FOR EXAMPLE, WHICH IS WHAT WE'LL WORK ON IN FEBRUARY.
ANY PROFESSIONAL LEARNING THAT WE IDENTIFY IS NEEDED.
FAMILY AND COMMUNITY ENGAGEMENT, WHAT THAT COULD LOOK LIKE.
WHAT UPDATES MIGHT BE NECESSARY TO OUR DISTRICT WEB PAGE.
WE'VE AGREED THAT IT'S IMPORTANT TO COMMUNICATE THIS DISTRICT WIDE.
WE WOULD LIKE TO HAVE A SPOT ON THE DISTRICT WEB PAGE, INCLUDING A FREQUENTLY ASKED QUESTIONS.
HAVING OUR WORK GROUP HELP US DETERMINE WHAT THAT LOOKS LIKE, WHAT THE QUESTIONS ARE, THAT THEY'RE HEARING, THAT WE'RE HEARING, AND HOW WE CAN RESPOND TO THOSE IN A PUBLIC WAY.
THEN FINALLY, PLANNING FOR WHAT'S NEXT.
IN JUNE, WHAT WILL IT LOOK LIKE? BY THEN WE SHOULD KNOW WHAT THE BUDGET SITUATION IS AND WHAT TYPES OF IN SERVICE DAYS CAN BE OFFERED IN THE FALL, WHO CAN HELP FACILITATE THAT FOR THAT IN SERVICE? HOW DO WE PURSUE THIS WORK WITH LIMITED RESOURCES, THE STRUCTURES WE ALREADY HAVE IN PLACE, THE RESOURCES THAT WE CAN COUNT ON FOR AUGUST OF 2025.
AS A SYSTEM, WHAT'S GREAT ABOUT THIS AND IN THE STRATEGIC PLAN IS THAT THIS ISN'T PART OF THIS INITIATIVE NECESSARILY, BUT THIS INITIATIVE IS CONNECTED TO MANY THINGS IS IN OUR LEADERSHIP LAB, WHICH IS WHERE WE SUPPORT OUR PRINCIPALS.
WE'RE WORKING THROUGH THE SCHOOL LEADER PARADIGM.
THIS MONTH, OUR FOCUS IS OUR LEARNING LEADERS.
HOW ARE OUR PRINCIPALS SUPPORTING THE ADULTS IN THEIR SCHOOLS? LOOKING FOR HOW WE CAN IMPACT ADULT LEARNING ALL THE TIME, AND THEN ESPECIALLY WITH STUDENT LEARNING.
HOW IS THAT SUPPORT OF ADULT LEARNING ALSO SUPPORTING OUR STUDENT OUTCOMES? WHICH IS CONNECTED TO ALL OF THIS ALSO.
IT'S GREAT TO START TO SEE SOME OF THAT OVERLAP IN THE THROUGH LINE OF STANDARDS BASED LEARNING, INSTRUCTION, OR PRINCIPLES, AND HOW THEY'RE IMPACTING THE ADULTS IN THEIR SYSTEM.
LISA MENTIONED THIS THAT WE'RE AWAITING THE WASHINGTON STATE LEARNING STANDARDS TO BE REVISED.
[01:10:02]
WE ANTICIPATED SEEING A DRAFT OF THOSE IN DECEMBER 2024 AND DID NOT SEE THEM, AND WE HAVE NOT GOTTEN AN UPDATE ABOUT WHEN WE MIGHT SEE THOSE.THAT'S A HARD PLACE TO BE IN WHEN YOU'RE TRYING TO MAKE DECISIONS AND PURSUE THIS AS A SYSTEM AND MAYBE DON'T HAVE ALL THE SAME INFORMATION YET.
THOSE WOULDN'T BE IMPLEMENTED UNTIL 26/27.
WE STILL HAVE A LITTLE BIT OF TIME FOR AND IT'S IMPORTANT THAT WE START TO GET A LOOK AT THOSE AND SEE WHERE WE'RE GOING AS A DISTRICT AND AS A STATE.
>> WE'RE ALSO LOOKING FOR DIGITAL STORAGE OF OUR STANDARDS AND SKILLS. HOW CAN THAT LOOK? TEACHERS, FAMILIES, ANYBODY LOOKING TO JOIN CAMAS SCHOOL DISTRICT, CAN SEE WHAT'S HAPPENING AT EACH GRADE LEVEL, IN EACH CONTENT AREA, WHAT PRIORITY STANDARDS WE PURSUE.
WHEN I WAS A TEACHER AT CAMAS HIGH SCHOOL, WE HAD A WEBSITE WITH OUR ELA STANDARDS AND TEXTS AND THINGS THAT WERE CONNECTED, AND WHICH GRADE LEVEL.
BUT THAT DOESN'T EXIST, HASN'T BEEN UPDATED, ALL OF THAT FOR A REALLY LONG TIME.
ONE OF THOSE THINGS THAT IT'S THERE AND IT'S NOT TRUE REALLY ANYMORE OR TOTALLY.
FINALLY, LOOKING FOR WAYS TO SUPPORT STAFF, WE NOTICE THAT OUR WORK GROUP MEETS THE MOST FREQUENTLY, WHICH IS ONCE A MONTH, AND THAT THOSE TWO HOURS GO BY QUICKLY.
ONCE YOU GET STARTED AND REALLY INTO SOMETHING, IT'S TIME TO GO THING.
AS WE LOOK AT THE DIFFERENT CHUNKS IN THE NEXT FEW MONTHS, WHICH OF THOSE MIGHT NEED AN ADDITIONAL HALF DAY WORKSHOP, AND ARE THERE A HANDFUL OF PEOPLE THAT WOULD LIKE TO JOIN THAT OR MORE FROM OUR WORK GROUP TO REALLY DIG IN DEEPER ON SOME OF THOSE AREAS.
THEN FINALLY, OUR LAST THING AS WE PROPOSE THIS PLAN TO OUR GROUP NEXT WEEK, LOOKING FOR 2025 AND BEYOND, AND I MENTIONED THAT ALREADY AS ONE OF OUR LOOK FORS.
SHARI AND I JUST WROTE THE SAME NOTE HERE.
AT THE BOTTOM, WHILE YOU WERE TALKING, I WROTE IT AND YOU WROTE IT HERE.
ONE OF OUR NEXT STEPS THAT JUST CAME UP ACTUALLY IS AROUND THE STRUCTURES THAT WE ALREADY HAVE IN PLACE AND HOW WE CAN REALLY MAXIMIZE WHAT'S ALREADY HAPPENING IN OUR SCHOOLS.
ALL SCHOOLS HAVE MTSS TEAMING STRUCTURES.
STARTING TO LEVERAGE, WHAT IS THE ACADEMIC MTSS TEAM LOOK LIKE AT EACH SCHOOL, AND HOW CAN WE SUPPORT OR IMPLEMENT WORK THAT THEY CAN THEN DO IN THEIR BUILDINGS? SOME OF THIS IS BUILDING LEVEL WORK.
THEY'RE ALL WORKING AT DIFFERENT LEVELS IN DIFFERENT PACES.
REALLY IDENTIFYING WAYS THAT WE CAN USE THAT CASCADING STRUCTURE FROM OUR WORK GROUP AND THEN ALL THE WAY DOWN TO THE SCHOOL LEVEL.
DO YOU HAVE ANYTHING TO ADD ABOUT THAT? [LAUGHTER]
>> THE ONE THING THAT I WOULD ADD TO THAT TOO IS WHEN WE TALK ABOUT THAT BEING IN THE MULTI-TIERED SYSTEM OF SUPPORT.
ONE OF THE THINGS THAT HELPS US SEE WHERE WE ARE AT WITHIN MTSS STRUCTURES AND A BUILDING ARE THE MTSS SELF-ASSESSMENT OR THE TIERED FIDELITY INVENTORY, WHICH ARE EVIDENCE-BASED.
WHAT THAT DOES IS THAT TELLS US, IF WE'RE JUST LOOKING AT THE ACADEMIC PIECE, THE ACADEMIC PIECE SAYS, HEY, THESE ARE THE COMPONENTS OF A STRONG MTSS ACADEMIC TEAM AND WHAT A SCHOOL SHOULD BE DOING TO ENSURE THE MOST SUCCESS AROUND ACADEMICS.
FOR EXAMPLE, IT TALKS ABOUT EQUITY-BASED PRACTICES.
HOW DO YOU USE YOUR DATA TO TELL YOU WHAT'S WORKING, WHO'S BEING SERVED AND WHO'S NOT? IT ALSO TALKS ABOUT UTILIZING TEACHING STRATEGIES AROUND UNIVERSAL DESIGN FOR LEARNING. WHAT DOES THAT LOOK LIKE? WHAT DOES YOUR PROFESSIONAL DEVELOPMENT LOOK LIKE WITHIN YOUR BUILDING? IN THAT ACADEMIC TEAM, THE WORK AROUND STANDARDS-BASED AND WHAT THEY'RE DOING AND HOW THEY'RE TEACHING AND THE STRATEGIES AND STRUCTURES THAT THEY'RE USING, ALL ALIGN WITH THE WORK THAT WE'VE BEEN DOING WITH MTSS.
THOSE ARE THE THINGS THAT HELP US ALSO MONITOR PROGRESS OVER TIME, AND WHERE ARE OUR GAPS INDIVIDUALLY AS A BUILDING, AND WHAT DO WE NEED TO DO IN ORDER TO MOVE FORWARD, WHICH THEN AGAIN, CONNECTS TO THE LEARNING LEADER IDEA AROUND THE SCHOOL LEADER PARADIGM.
WE HAVE ALL THESE CONNECTIONS AND ALL THESE LAYERS TO HELP SUPPORT THE WORK THAT WE'RE DOING WITH STANDARDS-BASED LEARNING.
>> THANK YOU, KATIE AND SHARI.
I'LL OPEN UP TO THE BOARD FOR QUESTIONS.
>> YOU'RE LOOKING OVER HERE, SO I'LL START.
HOW ABOUT THIS? I'LL TAKE ONE AND THEN I'LL PASS IT OFF.
YOU'RE KIND OF SPEAKING TO THIS TOWARDS THE END RIGHT THERE, BUT MAYBE YOU CAN CLARIFY FOR ME A LITTLE BIT,
[01:15:03]
AND I DON'T MEAN FOR THIS TO SOUND FLIPPANT, YOU'RE TALKING ABOUT REVIEWING THE TEAM EXPECTATIONS, SO WHAT IS YOUR STRUCTURE FOR THE TEAM? I MEAN, IS IT THAT YOU'RE BRINGING SOMETHING TO LET THEM POKE HOLES IN IT OR ARE THEY BRINGING THEIR EXPERIENCES FROM THEIR BUILDING? THEN IF SOME OF A DECISION IS MADE, I GUESS THEY'RE NOT BEING MADE IN THAT GROUP, SO WHO IS MAKING THE DECISION AND HOW IS THAT GETTING COMMUNICATED BACK TO A BUILDING?WE IDENTIFIED PRETTY EARLY ON THAT OUR WORK GROUP HAS A REAL BROAD SCOPE OF UNDERSTANDING OF STANDARDS BASED LEARNING.
WHILE WE HAVE PEOPLE WHO ARE EXCELLENT, STRONG PROFESSIONALS, THEIR CONTEXT MIGHT BE THEIR CLASSROOM OR THEIR PLC, AND SO WE REALIZED EARLY ON THAT BROAD SCOPE LEARNING NEEDED TO HAPPEN AS A WHOLE.
THE STRUCTURE OF OUR MEETINGS ARE REALLY THAT WE TRY TO PROVIDE SOME LEARNING EACH TIME.
THEN THERE ARE TIMES WHERE WE BRING THINGS TO THE GROUP.
WHAT DO YOU THINK BASED ON THIS, READING THAT WE DID, THIS LEARNING THAT WE DID, THE CONVERSATION THAT WE'RE HAVING? WHAT INPUT DO YOU HAVE ON THIS THING OR WHICH DIRECTION DO YOU THINK WE SHOULD GO? THEN OFTENTIMES BECAUSE THIS IS SYSTEM LEVEL WORK, IT MIGHT BE SHARI AND I, IT MIGHT BE US WITH OUR CO-LEADS, OUR STRATEGIC PLAN CO-LEADS, CHECKING IN WITH OTHER LEADERS HERE.
WE DON'T MAKE ANY DECISIONS OR PURSUE ANYTHING WITHOUT OUR PRINCIPAL SUPPORT.
TYPICALLY, THEY HAVE A GREATER IMPACT ON A SCHOOL COMMUNITY ANYWAY, AND SO OFTENTIMES, IT'S MORE OF A CONVERSATION AND HOW WOULD WE LIKE TO MOVE THIS FORWARD? THERE ARE THINGS THAT HAVE BEEN STEERED IN A DIRECTION FROM OUR WORK GROUP AND THEN ARE PASSED DOWN TO OUR PRINCIPALS, AND THEN THEY PURSUE IT IN THEIR BUILDINGS.
I WOULD LIKE TO SEE THAT MORE STREAMLINED, AND I THINK AS WE GO FORWARD WITH A CLEARER VISION, CLEARER PATHWAY, THAT THAT WILL BE MORE STRUCTURED.
BUT THAT'S PART OF THE GOING WITH THE RIVER TOO AND PEOPLE BEING IN DIFFERENT PLACES.
>> I GUESS, I'M INTERESTED IN WHEN THE WORK OR THE CONVERSATIONS, HOW IT EVENTUALLY FILTERS DOWN TO THE BUILDING LEVEL SO THAT THERE IS BUY INTO IT.
I'M JUST THINKING AS A TEACHER, IF I'M IN A MEETING AND I'M HEARING ABOUT SOME NEW INITIATIVE AND IT'S BASICALLY BEING SOLD FROM THE BUILDING LEADER OR WHOEVER IS LIKE, WELL, THE DISTRICT JUST SAYS WE HAVE TO DO THIS.
NOTHING KILLS MY MOTIVATION MORE THAN LIKE, OH, THIS IS A BOX TO CHECK OR MY BUILDING LEADER DOESN'T REALLY BELIEVE IN THIS, BUT SOMEBODY HIGHER UP THE CHAIN THAN HIM IS BEING TOLD THAT, YOU GOT TO DO THIS BASICALLY.
I GUESS, I'M JUST INTERESTED IN HOW WE'RE EMPOWERING PEOPLE TO BE PART OF THE PROCESS.
I DON'T KNOW IF THAT'S RIGHT WAY OF PUTTING IT, BUT YOU SEE.
MAYBE YOU CAN TELL ME WHAT I'M THINKING.
>> THANK YOU. I THINK THAT IS THE INTENT OF THIS WORK GROUP.
THE INTENT OF THE WORK GROUP IS ONE TO GET INFORMATION FROM THE BUILDING.
THAT'S WHY WE HAVE 27 FOLKS ON THERE REPRESENTING DIFFERENT BUILDINGS, DIFFERENT CONTENT LEVELS, AND SO GETTING THAT INFORMATION TO COME TO US.
NOW THAT DOESN'T REPRESENT EVERY SINGLE CLASSROOM, EVERY SINGLE CONTENT AREA, BUT THAT'S WHERE WE START.
GETTING THAT INFORMATION FROM FOLKS THAT ARE THERE, IT HAS HELPED US SAY, IS THIS TRULY A DISTRICT-WIDE ISSUE OR CHALLENGE THAT IS UP? IS THIS YOU THE TEACHER THAT'S BRINGING THAT TO US? IS THIS SOMETHING THAT YOU NEED TO CONNECT WITH YOUR BUILDING, BECAUSE IT'S A BUILDING-LEVEL QUESTION THAT YOU HAVE? IT HELPS US TO NAVIGATE THAT.
I GUESS, PART OF WHAT WE HAVE TO HAVE HAPPEN IS, WE NEED FOR THIS TEAM TO HAVE A COMMON UNDERSTANDING.
WE'RE USING THE SAME LANGUAGE.
WE HAVE THE SAME FOUNDATIONAL BECAUSE UNTIL WE HAVE CLARITY AROUND THAT AS A TEAM, PUSHING THIS WORK OUT TO PRINCIPALS, PUSHING THIS WORK OUT TO OUR CLASSROOMS, WE'RE GOING TO COME UP WITH MORE BARRIERS AND MORE CHALLENGES, BECAUSE WE'RE NOT CLEAR AS A TEAM.
TO BE FULLY TRANSPARENT, SOME FOLKS ON OUR TEAM ARE LIKE, WE'RE NOT MOVING FAST ENOUGH, WE'RE NOT MAKING DECISIONS.
BUT WE'VE ALSO SEEN WHAT CAN HAPPEN IF WE MOVE TOO FAST AND MAKING DECISIONS.
WE ARE WORKING REALLY HARD TO JUST BE CLEAR ABOUT WHAT OUR EXPECTATIONS ARE AS A TEAM? WHAT IS THE LANGUAGE THAT WE'RE USING? DO WE HAVE A SHARED BELIEF SYSTEM AND VISION FOR WHERE WE'RE GOING?
[01:20:02]
THAT IS TAKING A BIT.IT IS GOING A LITTLE BIT SLOWER.
AS FAR AS WHEN WE PUSH THROUGH THIS, IDEALLY, THE WAY THAT WE SEE THIS HAPPENING IS THIS TEAM IS A GUIDING TEAM, SO THEY ARE GOING TO PROVIDE RECOMMENDATIONS.
WE HAVE ADMINISTRATORS ON THIS TEAM.
IT'S NOT JUST GOING TO BE SAYING, HEY, ALL ELEMENTARY PRINCIPALS, THIS IS WHAT YOU NEED TO START DOING. THIS IS YOUR PLAN.
THIS IS WHAT YOU'RE GOING TO DO. WE'VE GOT THOSE VOICES AT THE TABLE AS WELL.
IDEALLY, WE WOULD GIVE THIS DECISIONS THAT WE WANT TO HAVE HAPPEN.
THAT WOULD THEN GO TO OUR CO-LEAD GROUP, SAY, HEY, AS THE STANDARDS-BASED TEAM, THESE ARE THE RECOMMENDATIONS THAT ARE COMING FORWARD.
DO WE THINK WE CAN PUSH THIS THROUGH? THEN THAT NEXT STEP WOULD THEN BE TO ADVISING OUR BUILDING PRINCIPLES, AND THEN OUR BUILDING PRINCIPLES, HOPEFULLY WITH THEIR MTSS ACADEMIC TEAMS, ARE THEN PUTTING THAT INFORMATION OUT THERE, ALL OUTLINED IN AN ACTION PLAN AND WHAT STEPS ARE COMING AND WHERE THEY'RE GOING.
WE HAVE A LOT OF FOUNDATIONAL WORK TO DO, AND THAT HAS BEEN VERY FRUSTRATING FOR SOME FOLKS ON OUR TEAM.
WE'RE READY TO GO, WE'RE READY TO GO.
OTHER FOLKS ARE LIKE, WE'RE MOVING TOO FAST. WE'RE MOVING TOO FAST.
WE'RE JUST BALANCING SOME OF THOSE TENSIONS AND CHALLENGES RIGHT NOW, WHICH, LIKE I SAID EARLIER, ARE THE OPPORTUNITIES FOR US TO LEARN RIGHT NOW.
THERE'S A SENSE OF URGENCY BECAUSE WE'RE WORKING WITH KIDS RIGHT NOW IN FRONT OF US.
BUT AGAIN, IF WE DON'T GET CLARITY AROUND SOME OF THESE THINGS, THEN WE'RE GOING TO HAVE A FAILED INITIATIVE, AND THAT'S JUST GOING TO BRING HARM TO HOW WE'RE TEACHING AND LEARNING.
>> I THINK TOO WHEN YOU THINK ABOUT WHEN WE STARTED MTSS, THERE'S A WHOLE YEAR OF WORKING WITH THE DISTRICT TEAM, STAKEHOLDERS, UNDERSTANDING, AND THEN SHARI AND I PRESENTED IT AT OUR ALL STAFF.
WE'LL COME BACK IN AUGUST, WHICH THAT WOULD BE THE HOPE FOR THIS AS WELL SO THAT EVERYONE'S HEARING THE SAME MESSAGE AT THE SAME TIME.
HOPEFULLY, FEELING INSPIRED BY THAT TOO.
THAT WAS A BRAND NEW VOCABULARY FOR A LOT OF PEOPLE AND UNCERTAINTY FOR A LOT OF PEOPLE.
NOW TWO YEARS LATER, WE'RE IN A PLACE WHERE MTSS IS NOT A FOUR LETTER WORD.
PEOPLE HAVE AN UNDERSTANDING AT THE BUILDING LEVEL, THEY KNOW HOW TO TALK ABOUT IT AT LEAST, AND THERE ARE STARTS OF IT EVERYWHERE AND IT'S GROWING ALL THE TIME.
THINKING ABOUT IT THAT WAY, REALLY EQUIPPING THE PEOPLE THAT THEN WHEN IT BECOMES MORE WIDESPREAD AS FAR AS NOT JUST OUR MIDDLE SCHOOLS, BUT SYSTEM WIDE, THAT WE ALREADY HAVE PEOPLE WHO HAVE SERVED ON THIS WORK GROUP THAT DO HAVE SOME KNOWLEDGE AND ANSWERS AND UNDERSTANDING BECAUSE THEY'VE BEEN ENGAGING FOR SO LONG.
THAT'S REALLY HARD TO SAY WHEN YOU HAVE KIDS IN FRONT OF YOU AND YOU FEEL LIKE SOMETHING'S ON FIRE, AND THE FIRE IS NOT BEING PUT OUT OR SOMETHING.
>> NO QUESTION, I HAVE TO TALK SO MUCH.
THAT LEADS RIGHT INTO MINE, WHICH IS RESISTANCE TO CHANGE.
I GUESS, MY VIEW IS THAT IF ALL THE EDUCATORS, ALL OUR STAFF ARE LIKE, WE'RE FULLY ON BOARD WITH THIS.
IT'S THE OTHER SIDE OF THE RESISTANCE CHANGE.
I WOULDN'T SAY THE STUDENTS AS MUCH.
I THINK THE STUDENTS ARE PROBABLY MORE WITH STUDENTS, FAMILIES, CAREGIVERS, AND COMMUNITY.
HOW DO WE GET PAST CHALLENGE THREE YOU HAD ON HERE? I DON'T KNOW HOW MANY OF US READ GRADING FOR EQUITY.
I'VE READ IT ALMOST TO THE END NOW, TOOK A LOT OF NOTES.
BUT I GUESS MY QUESTION FOR YOU IS, WHAT CAN THE BOARD DO TO HELP SUPPORT THE WHAT OF WE NEED THIS? THIS IS IN OUR STRATEGY.
WHAT CAN WE DO TO HELP THE RESISTANCE TO CHANGE AMONGST? FAMILIES, STUDENTS, THE COMMUNITY.
I HAVE A SECOND PART QUESTION MORE ON STUDENTS ABOUT IT.
BECAUSE I'M STRUGGLING WITH IT WHEN I HEAR FROM MEMBERS OF THE COMMUNITY THAT ARE VERY RESISTANT TO THIS CHANGE, AND IT'S JUST CLASSIC CHANGE MANAGEMENT.
THAT'S YOUR FIRST THING. THERE'S AN AWARENESS THAT WE NEED TO CHANGE, AND THEN THEY HAVE TO FORM THE DESIRE TO CHANGE.
WE'RE RIGHT THERE. I GUESS, THAT'S MY QUESTION IS, WHERE DO WE GET THAT? BECAUSE EVEN IF WE GET ALL THE EDUCATORS ABOARD, YOU HAVE TO GET THE OTHER PARTY TO FIND THIS.
>> I THINK ONE OF THE FIRST THINGS, AND I'VE BEEN REALLY APPRECIATIVE OF THE FACT LIKE YOU ALL ARE READING THE BOOK AND YOU'RE ASKING THE QUESTIONS.
SIMILAR TO WHERE OUR STAFF ARE AT, I GUESS, THE MORE CLARITY THAT YOU HAVE AN UNDERSTANDING AND WHAT WE'RE DOING, SO BECOMING MORE KNOWLEDGEABLE AROUND WHAT STANDARDS-BASED IS AND WHAT IT ISN'T, I THINK WE'LL GIVE YOU THE CAPACITY TO BE ABLE TO SPEAK MORE TO IT AS FOLKS COME TO US.
I THINK THE OTHER PIECE TO THAT TOO IS TO CONTINUE TO ASK US QUESTIONS.
CONTINUE TO SAY, HEY, SHARI, KATIE, I HEARD THIS FROM A COMMUNITY MEMBER.
CAN YOU HELP WALK ME THROUGH THIS?
[01:25:01]
BECAUSE WHEN WE HAVE THOSE SMALLER POCKETS AND POINTS IN TIME WHEN AN ISSUE BUBBLES UP AND THEN WE CAN ADDRESS IT AND WE CAN TALK ABOUT IT, ONE, WE MIGHT NOT BE AWARE OF IT.THEN TWO, ALMOST ALL OF THE TIME, IT'S JUST BEEN A CLARITY OR AN EXAMPLE THAT WE CAN PROVIDE.
THE MORE THAT WE KNOW ABOUT THAT, MORE WE CAN WALK THROUGH THAT.
I THINK AS A BOARD CONTINUING TO LEARN AROUND THIS, CONTINUING TO GIVE US FEEDBACK AND BRING THOSE QUESTIONS TO US, I THINK ARE INCREDIBLY HELPFUL.
THEN I KNOW WE HAVE STARTED TO SHARE SOME RESOURCES AS WELL.
SHARING THOSE RESOURCES WITH COMMUNITY MEMBERS, ONE THAT COMES UP A LOT IS, WELL, IF YOU DO THIS STANDARDS-BASED THING, THAT MY KIDS NOT GOING TO COLLEGE.
WE PROVIDED SOME CONTEXT AROUND ACTUALLY WHAT DOES COLLEGE ADMISSIONS LOOK LIKE AND MEAN, AND OUR FAMILIES REALLY AWARE? HELPING US EDUCATE IN THAT SENSE, AND THEN REALLY, AGAIN, JUST GETTING FOLKS TO COME AND TALK TO US SO THAT WE CAN UNCOVER SOME OF THE THINGS THAT ARE HAPPENING.
>> CAN I JUST ASK SOMETHING TO TAG ONTO YOUR QUESTION A LITTLE BIT? I DON'T THINK IT'S THE CHANGE THAT THE COMMUNITY STRUGGLES WITH.
I THINK, WHAT I HEAR, IS THE REPORTING, NOT ACTUALLY WHAT WE'RE DOING.
IT'S NOT ALL THE WORK THAT YOU GUYS ARE DOING, IT'S THE REPORTING BACK THAT WAS HAPPENING.
AT WHAT POINT DO WE SAY, WE'LL GIVE YOU THE REPORTING THAT THE FAMILIES WANT.
I GUESS, I'M JUST NOT SURE BECAUSE THAT'S THE STRUGGLE I HEAR FROM THE COMMUNITY IS UNDERSTANDING THE GRADE.
IF THEY JUST WANT TO UNDERSTAND A, B, C, D, AT WHAT POINT DO WE DO THAT AT THE MIDDLE SCHOOL LEVEL, ESPECIALLY? BECAUSE I KNOW THERE'S A LOT OF CONCERN ABOUT THE HIGH SCHOOL MOVING TO NUMBER GRADES.
AT WHAT POINT DO WE SAY, WELL, WE'RE JUST GOING TO ONLY REPORT A, B, C, D OR NOT? BECAUSE I THINK THAT'S THE STRUGGLE I HEAR IN THE COMMUNITY IS THE REPORTING OF IT, AND SO NOT ALL OF THIS WORK THAT WE'RE DOING.
>> THEY'RE NOT MUTUALLY EXCLUSIVE.
STANDARDS-BASED LEARNING DOESN'T MEAN WE DON'T HAVE A THROUGH F GRADING ANYMORE.
BECAUSE I KNOW WE BOTH HAVE SCHOOLS THAT ARE STANDARDS BASED AND THEIR HIGH SCHOOLS AND WE REPORT A THROUGH F GRADES.
THAT NOBODY WOULD KNOW ON THEIR TRANSCRIPT, THAT THE WAY WE'RE DOING OUR GRADING IS DIFFERENT BECAUSE IT LOOKS THE SAME.
I THINK A LOT OF PEOPLE, EXACTLY IT, DON'T DO IT.
HOW WILL THE COLLEGES KNOW HOW RIGHT MY BABY ANGEL IS, BECAUSE IT'S GOT A THREE ON IT OR A FOUR OR WHATEVER.
I KNOW EVEN AS A HIGH SCHOOL COUNSELOR ON THE COMMON APP, IT ASKS, DOES YOUR SCHOOL REPORT GRADES? SO YOU KNOW THEY'RE GETTING STUFF FROM ALL DIFFERENT TYPES OF SYSTEMS, BUT I THINK IT'S THE REPORTING.
>> I HEAR THAT AND I KNOW THAT A LOT OF IT PROBABLY JUST HAS TO DO WITH COMMUNICATION.
BEING CLEAR ABOUT WHAT IT MEANS, BECAUSE IF WE'RE STILL LEARNING AND ASSESSING IN THE SAME WAY, BUT INSTEAD OF A 4.
>> IT'S A CHECK PLUS MINUS OR A SMILEY FACE AND A CHEESE BURGER OR A, B, C, D, WHATEVER.
BEING ABLE TO COMMUNICATE WHAT THAT THING MEANS.
CHANGING THE SYMBOL MIGHT BE A QUICK FIX, BUT DOES THAT REALLY COMMUNICATE WHAT A KID KNOWS AND CAN DO? I DON'T KNOW. THAT'S A DECISION THAT WE'VE HESITATED TO PURSUE BECAUSE WE REVEALED, THERE IS SO MUCH MORE TO LEARN AND KNOW ABOUT WHAT EVEN OUR TEACHERS KNOW, AND STAFF AND OUR STUDENTS THAT IF WE MAKE A DECISION LIKE, LET'S JUST GO A THROUGH F OR A, B, C, D OR WHATEVER, WHAT THE LONG TERM IMPLICATIONS OF A RASH DECISION LIKE THAT MIGHT BE.
THAT'S ONE OF THOSE THINGS THAT I DON'T THINK IT'S OFF THE TABLE.
I THINK WHAT MIDDLE SCHOOLS AT LEAST ARE SAYING THEY DON'T WANT TO DO IS GO TO PERCENTAGES AS A WHOLE, WHICH IS BACK TO GETTING CREDIT FOR TURNING SOMETHING IN OR WHATEVER, WHICH DOESN'T SHOW WHAT THEY KNOW AND CAN DO.
BUT I APPRECIATE HEARING THAT THE INDICATOR, THE MARKER OR WHATEVER MIGHT NEED MORE CLARITY OR MIGHT NEED TO BE COMMUNICATED TO FAMILIES IN A DIFFERENT WAY.
WHEN WE TALK ABOUT AT THE HIGH SCHOOL LEVEL, MOVING FROM A TRADITIONAL GRADING SYSTEM WITH A PERCENT AND A, B, C, D, E, F SCALE TO SOMETHING ELSE, THAT WOULD BE A DECISION THAT WOULD HAVE TO BE MADE BY OUR WORK GROUP, AND REALLY THE GUIDANCE IS THAT YOU DON'T PURSUE THAT TYPE OF DECISION UNTIL YOU HAVE YOUR STANDARDS AND YOUR SKILLS AND YOUR INSTRUCTIONAL PRACTICES,
[01:30:01]
AND YOUR ASSESSMENTS ARE ALIGNED, AND THINGS ARE THERE ALREADY IN PLACE, AND THEN YOU DETERMINED, WHAT'S THE BEST WAY FOR US TO INDICATE LEARNING? HOW CAN WE INDICATE A KID'S PROGRESS? FOR SOME SYSTEMS, THEY DO PURSUE LETTERS OR NUMBERS, AND SOME PURSUE COMMENTS AND NARRATIVE GRADES, AND SOME PURSUE A, B, C, D, E, F. THAT'S DOWN THE ROAD, WHICH IS AN ALIGNMENT WITH WHAT'S HAPPENING IN THE CLASSROOM.THAT THOSE FIRST PIECES ARE REALLY WHAT YOU HAVE TO KNOW BEFORE YOU CAN GET TO THAT OTHER DECISION, IF THAT MAKES SENSE.
>> WHAT WE'RE HEARING AND MAYBE WHAT WE'RE TALKING ABOUT IS WE CAN ALIGN THOSE ALL TO LETTER GRADES.
THEY GOT TO BE ALIGNED TO SOMETHING.
THERE'S A FOUR, THERE'S AN A, THERE'S A PLUS.
THERE'S A LOT OF MOMENTUM AND A BIG GIANT SHIP OF EVERYBODY WHO'S LEARNED IN THAT WAY, NOT THAT WE CAN NEVER CHANGE, BUT THERE'S A PRETTY COMMON UNDERSTANDING OF THAT GRADE.
WE DON'T KNOW WHAT'S THE DIFFERENCE BETWEEN AN A AND A B AS FAR AS A STUDENT'S WORK, BUT IT SEEMS LIKE WE CAN DO THE WORK AND DIFFERENTIATE THAT STUFF USING THE GRADING SYSTEM THAT WE HAVE.
THEN AS WE GO, DECIDE, IS THERE A BETTER WAY, A DIFFERENT WAY ONCE WE HAVE ALL THAT? BUT EXACTLY, THE ANGST IS, WELL, THEN THE COLLEGES WON'T KNOW.
WE DON'T WANT TO TAKE A CHANCE THAT THIS IS SOME RISKY OUTLANDISH THING AND NOBODY'S GOING TO KNOW WHAT OUR KIDS HAVE ACHIEVED.
I THINK WE CAN ALIGN THE WORK THAT WE'RE DOING.
IT'S A 1, 2, 3, 4 OR D, C, B, A, AND SO WE CAN FAMILIARIZE OURSELVES WITH THOSE CATEGORIES WITH WHAT EVERYBODY'S FAMILIAR WITH TO START WITH.
THEN, LIKE YOU SAID, WE DON'T WANT TO GO CHANGE IT RIGHT NOW.
BUT THERE'S A LOT OF WORK THAT NEEDS TO GO INTO BEING ABLE TO DECIPHER AND BE CONSISTENT WITH WHAT DOES AN A LOOK LIKE IN THIS STANDARD, IN THIS CLASS.
THERE'S A LOT OF WORK TO THAT, BUT I JUST THINK THAT THE IT DOESN'T HAVE TO MOVE AWAY FROM THAT GRADING SYSTEM.
I THINK IF WE CAN START THERE AND SAY THAT, I THINK THAT A LOT OF PEOPLE WILL BE LIKE, NOW I CAN LISTEN AND REALLY DIVE INTO WHAT STANDARDS-BASED GRADING IS BECAUSE WE CAN LIKE, LET'S PUT THAT FEAR ON THE BACK SHELF BECAUSE WE'RE NOT GOING TO BE REPORTING BUTTERFLIES AND CHEESE BURGERS AND STUFF TO COLLEGES.
>> WE DO HAVE DISCOVERY HIGH SCHOOL WHICH IS USING A FOUR POINT SCALE.
STUDENTS ARE ASSESSED 4, 3, 2, 01, AND THAT TRANSLATES TO A LETTER GRADE.
>> EXACTLY. SAME AT OUR SCHOOL.
>> IT'S ALREADY HAPPENING AT OUR PBL SCHOOL, AND I'D SAY THEY HAVE DONE A LOT OF WORK TO REFINE WHAT THOSE EXPECTATIONS ARE IN THAT PROGRAM.
>> ABSOLUTELY. I THINK TO JUST ANSWER THE QUESTION IS THAT DESPITE THE FEELINGS THAT ARE OUT THERE, THERE HAS NEVER BEEN A DECISION MADE TO CHANGE THE CURRENT PRACTICES.
A LOT OF TIMES WHEN FOLKS DON'T HAVE ALL THE INFORMATION, WE FILL IN THE BLANKS AND THAT'S JUST HUMAN NATURE, BUT RIGHT NOW THAT'S NOT WHERE WE'RE AT.
REGARDLESS OF WHETHER IT'S THE MIDDLE SCHOOLS OR THE HIGH SCHOOLS, PBL, HAYES, WE'RE NOT LOOKING TO CHANGE THE WAY THAT WE ARE REPORTING GRADES RIGHT NOW.
I THINK THAT'S JUST REALLY IMPORTANT FOR FOLKS TO HEAR.
NOW, WHAT THAT ALSO MEANS IS THAT WE KNOW THAT THERE WERE SOME CHALLENGES AND SOME ISSUES.
WHEN WE THINK ABOUT THE CYCLICAL PROCESS OF ANYTHING THAT WE DO, WHICH IS PLAN-DO-STUDY-ACT, A PROCESS THAT WE FOLLOW IN EDUCATION, RIGHT NOW, WE'RE IN THE STUDY PART WITH HOW GRADES ARE REPORTED AT THE MIDDLE SCHOOL LEVEL, OUR COMPREHENSIVE MIDDLE SCHOOLS.
WE'RE STUDYING WHAT IS WORKING, WHAT ARE THE CHALLENGES? A LOT OF THIS STUFF HAS SURFACED UP.
WE'VE BEEN ABLE TO RESPOND OR ACT ON WHAT SOME OF THOSE THINGS ARE, AND SO GETTING CLARITY AROUND WHAT DOES A FOUR MEAN? ALL OF THAT WORK.
THOSE ARE JUST EXAMPLES OF HOW WE'RE USING THAT PROCESS TO BE ABLE TO SEE WHERE WE'RE AT.
THERE ARE NO INTENTIONS THAT WE'RE CHANGING GRADING PRACTICES IN THE NEAR FUTURE.
SOME PEOPLE ARE REALLY FRUSTRATED BECAUSE THEY'RE LIKE, WELL, WE WANT TO HEAR THAT WE'RE NEVER GOING TO CHANGE.
WELL, THAT WOULD BE IRRESPONSIBLE FOR US TO SAY THAT BECAUSE WE DON'T KNOW WHAT'S COMING DOWN THE PIKE.
WE DON'T KNOW WHAT STATE MANDATES WILL COME OUT.
WE DON'T KNOW ANY OF THOSE THINGS.
AS MUCH AS FOLKS WANT THAT BLACK AND WHITE, WE'RE NEVER GOING TO CHANGE OUR GRADING PRACTICES,
[01:35:02]
THAT WOULD BE REALLY BAD FOR US TO DO, AND WE HAVE TO SHIFT AND CHANGE BECAUSE WE'RE IN EDUCATION SYSTEM, AND THAT'S JUST PART OF WHAT WE DO.BUT THERE ARE NO INTENTIONS OF CURRENTLY CHANGING HOW WE ARE REPORTING GRADES.
WE'RE IN THE STUDY PART WITH MIDDLE SCHOOLS AND TRYING TO RESPOND TO WHAT SOME OF THE THINGS HAVE COME UP, AND WE'VE BEEN RESPONSIVE TO THAT, AND SO WE'LL CONTINUE TO MOVE FORWARD IN THAT WAY.
BUT THAT'S DOWN THE ROAD AND MAY NOT EVEN CHANGE.
TO KATIE'S POINT, HAYES AND DISCOVERY, THEY DO A LOT OF STANDARDS-BASED, AND IT'S REPORTED IN A TRADITIONAL MANNER ON THE REPORT CARD. WANT TO ADD ANYTHING?
>> I HAD ONE MORE. WE'RE NOT GOING LONG.
FOCUS BACK ON THE STUDENTS BECAUSE AGAIN, THE WHOLE GREAT ISSUE, SOME STUDENTS CARE, BUT A LOT OF FAMILIES CARE.
AS WE MOVE STUDENTS INTO THIS MODEL IN MIDDLE SCHOOL, HOW DO WE EDUCATE THE STUDENTS ABOUT WHAT REASSESSMENTS ARE? BECAUSE I CAN TELL YOU FROM MY EXPERIENCE, THEY LIKE THE IDEA AND THEN THEY GET EXTREMELY STRESSED OUT ABOUT IT.
IT'S LIKE IT'S YOUR SECOND CHANCE AND YOU BETTER MAKE A COUNT.
HOW ARE WE BALANCING THAT WITH THE STUDENTS TO UNDERSTAND WHAT THIS MEANS FOR THEM? IT'S NOT, YOU CAN BOMB YOUR FIRST TIME.
NO. IT'S, OKAY, WHERE WAS THE GAP AND LET'S FIX THAT AND THEN LET'S GIVE YOU ANOTHER CHANCE.
>> THOSE ARE SOME OF THOSE CLASSROOM PRACTICES THAT TEACHERS WILL OFFER, BEFORE YOU CAN REASSESS, YOU NEED TO ATTEND A WIN PERIOD WITH US OR SOMETHING, AND ANSWER QUESTIONS OR WE'RE GOING TO GO OVER YOUR ASSESSMENT AND YOU'RE GOING TO REDO THE ONES THAT YOU MISSED OR WHERE YOU HAVE QUESTIONS.
THAT'S REALLY MORE OF A CLASSROOM-BASED FIX, I GUESS.
AS A SCHOOL DISTRICT, WE COULD REQUIRE THAT EVERY TEACHER DOES SOMETHING BEFORE THE KID REASSESSES, AND THAT SEEMS LIKE A REALLY MINUTE THING TO TRY TO MANAGE.
I DON'T THINK THAT'S SOMETHING TO PURSUE, BUT THE INTENTION IS NOT THAT A STUDENT CAN TRY AND THEN FAIL AND THEN JUST KEEP TRYING UNTIL THEY GET IT WITHOUT HAVING TO DO ANY LEARNING ALONG THE WAY.
THE WHOLE POINT IS I DIDN'T KNOW IT AND NOW I DO KNOW IT AND WE SHOULD NEVER PUNISH A KID FOR LEARNING MORE THAN THEY KNEW BEFORE.
BUT THOSE ARE REALLY CLASSROOM-BASED MODELS.
THEN SOME OF THE REASSESSMENT, STUFF THAT HAPPENED IN THE FALL, THE PRACTICES THAT OUR TWO COMPREHENSIVE MIDDLE SCHOOLS PUT IN PLACE, REALLY DID SET UP SOME OF THOSE GUIDELINES ABOUT WHEN STUDENTS WOULD REASSESS, WHEN TEACHERS CAN OFFER THAT, WHAT THAT PROCESS LOOKS LIKE.
THAT'S WHAT THEY'RE WORKING THROUGH RIGHT NOW TO SEE HOW THAT'S BEEN WORKING, AND THEN WE WILL ALSO GET FEEDBACK ON BECAUSE THAT WAS A DECISION AND BOTH OF THESE SCHOOLS SHOULD BE FOLLOWING THESE PRACTICES WITH THEIR STUDENTS.
>> I GUESS THAT'S MY POINT BECAUSE SOME OF THEM MAY TRANSITION INTO A SCHOOL THAT DOESN'T HAVE, SAY CHS.
WE'VE HEARD PARENTS SAY, WELL, NOW THEY'RE GOING TO LEARN THIS NEW GRADING SYSTEM OR THE OLD GRADING SYSTEM, WHICH IS TRADITIONAL, THAT IS.
I THINK IF IT'S CONSISTENT, THAT'S GOOD.
BUT I'VE SEEN IT AND I SEE IT ON YOUR OBJECTIVE CHALLENGE NUMBER 2, AND I JUST HIGHLIGHTED THAT ONE BECAUSE I THINK THAT'S PROBABLY THE MORE CHALLENGING ONE FOR STUDENTS TO GET.
>> THAT'S PART OF THAT AS A BELIEF SYSTEM, ESPECIALLY AS STUDENTS GET OLDER.
BUT YOU LOOK AT SYSTEMS LIKE VANCOUVER SCHOOL DISTRICT HAS REASSESSMENT POLICIES.
THEY HAVE A WHOLE GRADING POLICY AND THEIR SCHOOL BOARD ADOPTED.
THAT'S PRETTY THOROUGH. IT'S A GREAT MODEL OF WHAT IT CAN LOOK LIKE FOR PRACTICES THAT SUPPORT STUDENTS.
AGAIN, I DON'T ANTICIPATE ANY TEACHER WOULD TRY TO PUNISH A STUDENT FOR LEARNING MORE AND WANTING TO TRY AGAIN.
BUT I DO THINK SOME OF THOSE GUIDELINES, THOSE BOUNDARIES THAT WE TALKED ABOUT EARLIER THIS SCHOOL YEAR WITH MIDDLE SCHOOL, THEY GET TWO CHANCES OR THEY GET TO THE END OF THE UNIT AND THEN REASSESSMENT IS NOT POSSIBLE ANYMORE BECAUSE WE'VE MOVED ON.
THAT LEARNING HAS HAPPENED IN THE WHOLE CLASS IS PURSUING THIS NEXT THING.
MAYBE THEY'LL HAVE ANOTHER ASSESSMENT WHERE THAT STANDARD APPEARS THAT THEY CAN HAVE THAT, REASSESS THAT STANDARD IN THE GRADE BOOK OR SOMETHING.
THERE ARE WAYS BECAUSE I THINK ONE OF THE FRUSTRATIONS TOO WAS, WELL, THEN THEY'LL JUST KEEP DOING IT AND DOING IT OR THERE'S NO DEADLINE TO FINISH, OR TURN IT IN, OR BE DONE OR WHATEVER.
THOSE ARE POLICIES THAT TEACHERS CAN SET AND HAVE FOR THEIR CLASSROOM.
>> I JUST HAVE A QUICK QUESTION.
THIS IS PROBABLY IN HERE, I'M JUST NOT SEEING IT.
THE WORK GROUP MEMBERS, WHEN YOU-ALL DO MEET, IS THERE AN OPPORTUNITY OR SOMETHING BUILT IN FOR THOSE WORK GROUP MEMBERS TO GO BACK TO THEIR BUILDINGS TO COMMUNICATE WHAT THEY'VE DONE HERE?
[01:40:04]
MY THINKING IS THAT THEY'RE IN THIS WORK GROUP, BUT IF EVERYBODY THAT'S PART OF IT ISN'T INFORMED ON WHAT'S HAPPENING, THEN THEY'RE JUST GOING TO WAIT TILL THEY'VE BEEN TOLD THIS IS HOW IT'S GOING TO BE DONE.I'M NOT SAYING IT'S LIKE A BUY IN, BUT JUST KEEPING PEOPLE INFORMED.
>> ONE EXAMPLE OF PURSUING THAT MODEL BECAUSE THAT'S IDEAL IS REALLY WHAT'S HAPPENING HERE? NOW, LET'S GO HERE FROM OUR COLLEAGUES BACK IN OUR SCHOOLS OR OUR STUDENTS IN OUR CLASSROOMS. THOSE COUPLE OF THINGS THAT I JUST TALKED ABOUT, LIKE REASSESSMENT PRACTICES, ONE OF OUR NEXT GOALS AS A WORK GROUP IS TO FIGURE OUT HOW DO WE SEEK THAT FEEDBACK FROM ALL MIDDLE SCHOOL TEACHERS? NOT JUST MAYBE THE THREE OR FOUR THAT WE'RE ABLE TO ATTEND OUR MEETING, BUT HOW ARE THEY GOING TO COLLECT THAT FEEDBACK? IS THAT PIECE OF OUR WORK GROUP GOING TO HAVE A SEPARATE MEETING WHERE THEY SIT DOWN AND CREATE A SURVEY, AND IDENTIFY A TIMELINE FOR GETTING THAT BACK, SENDING MESSAGES OUT TO THE STAFF, COLLECTING FEEDBACK, AND THEN BRINGING IT BACK AND THEN SHARING IT WITH OUR WHOLE GROUP.
SOMETHING LIKE THAT WILL TAKE PLACE.
THAT'S THE INTENT OF I THINK THE WORK GROUP IN SEEKING MORE INFORMATION, GETTING A PULSE ON WHAT'S HAPPENING IN OUR SCHOOLS.
BUT WE HAVEN'T HAD A TON OF OPPORTUNITIES TO DO THAT.
PART OF IT HAS BEEN, IT'S NOT A NEXT STEP ON HERE, BUT IT'S ONE OF OUR NEXT STEPS IN OUR BOOK, IS GATHERING OUR BELIEFS ABOUT GRADING PRACTICES, AND FIRST DOING THAT AS A WORK GROUP AND THEN DETERMINE WHAT DOES THAT LOOK LIKE AS A WORK GROUP? HOW WILL YOU COLLECT THE BELIEFS OF GRADING PRACTICES FROM YOUR SCHOOL OR YOUR STAFF THAT YOU WORK WITH? HAVING OUR WORK GROUP DETERMINE WHAT THAT LOOKS LIKE.
>> IF WE HAVE OTHER QUESTIONS, WE KNOW HOW TO REACH OUT TO YOU, AND WE KNOW HOW TO SEND PEOPLE YOUR WAY, SO WE WILL DO THAT FOR SURE.
LISA, DID YOU HAVE ANY CLOSING COMMENTS YOU WANTED TO GIVE US?
>> THANK YOU. JUST AS WE REFLECT ON WHERE WE STARTED, WHICH WILL BRING US BACK UP AGAIN TO THAT VIEW OF WHAT IS A PROGRESS REPORT? WHAT WE'D LIKE TO KNOW FROM YOU IS THINKING ABOUT THESE TWO, WE HAD SAFETY AND THEN STANDARDS-BASED LEARNING, THE FORMAT IN FRONT OF YOU AND ALSO THE LENGTH AND QUALITY OF THE DISCUSSION YOU WERE ABLE TO HAVE, IS THERE ANY THAT'S MISSING FROM THESE PROGRESS REPORTS THAT YOU WOULD LIKE TO SEE, OR ANYTHING CHANGED AS WE GO FORWARD SO THAT WE CAN MAKE SURE THAT AGAIN, YOU CAN EXPECT THE SAME CONSISTENCY EACH TIME THAT WE COME TO YOU WITH A PROGRESS REPORT?
>> THIS IS JUST QUICK AND PROBABLY BECAUSE OF MY OLD EYES.
I WISH IT SAID WHAT THE TITLE WAS, BIGGER.
I WISH I COULD JUST LOOK AT THIS AND SAY, SAFETY.
I JUST WISH THE TITLE OF THE WORK GROUP WAS MORE PROMINENT BECAUSE EVERYTHING IS THE SAME SIZE.
>> EASILY GRAB THEM BECAUSE I'M ASSUMING I'M GOING TO HAVE ONE OF THESE FOR EVERY WORK GROUP, AND IT'D BE EASIER FOR ME TO SEE WHICH THEY WERE IF THAT STOOD OUT MORE.
>> ABSOLUTELY. WE CAN DO THAT.
>> I HAD MENTIONED IN THE TWO BY ONE THAT THE PLAN-DO-STUDY-ACT, I LOVE THAT, AND IT WOULD BE NICE TO HERE'S THE PLAN PART.
WE USED TO HAVE THESE TABLES THAT, HERE'S THE PLAN, HERE'S WHAT YOU DID, HERE'S THE REFLECTION ON THAT, AND HERE'S WHAT YOU LEARNED THAT YOU WILL FEED FORWARD.
IT'S IN HERE, BUT MY BRAIN IS TRYING TO PUT IT IN SAME SHAPE BOXES OR IN A GRID OR SOMETHING LIKE THAT.
EVEN IF YOU JUST PUT THE WORDS, THIS IS THE PLAN PART, THIS IS THE CHECK PART, THEN WE STUDIED IT, AND THEN THIS IS WHAT WE LEARNED AND ARE MOVING FORWARD AND HAVE STILL TO COME.
IF YOU JUST WROTE IT IN SHARPIE ON MINE, I'D BE HAPPY.
>> I THINK WE CAN PROBABLY DO A LITTLE BETTER THAN THAT.
>> TO HELP THE WHOLE PURPOSE OF THESE IS TO STANDARDIZE THEM.
THAT WOULD HELP ME EVEN BETTER BE ABLE TO, HERE'S THE PLANS, WHERE ARE WE? THIS IS WHAT WE'RE DOING, THIS IS WHAT COMES NEXT, THAT YOU HAVE THOSE IN THERE.
>> THANK YOU. WE CAN DO THAT. WE'LL FIGURE OUT HOW.
[01:45:03]
>> NO, I LIKE THE FORMAT, CONSISTENT.
YOU CAN ALWAYS WANT A DIFFERENT FORMAT AS LONG AS EVERYTHING STICKS THE SAME, IT'S EASY TO GET TO IT.
THANK YOU VERY MUCH FOR THE TEAMS THAT PUT THAT TOGETHER.
>> I WILL SAY ONE OF THE THINGS THAT I NOTICED BECAUSE I WAS WATCHING FOR, WHAT WE HOPED FOR, WHICH WAS THAT SOMETIMES WHEN THERE'S SLIDES, THERE'S SUCH A FOCUS ON WHAT'S HAPPENING UP THERE AND MAKING SENSE OF IT THAT THE AMOUNT OF QUESTIONS AND CONVERSATION WAS GREAT.
I THINK THAT'S WHAT WE WANT BECAUSE WE KNOW THAT YOU ARE ALSO HELPING TO ENSURE THAT THE WORK OF THE STRATEGIC PLAN WHICH YOU'VE APPROVED AND MOVED FORWARD IS SOMETHING THAT WE ARE DOING THE RIGHT WORK AND SUPPORTED ALONG THE WAY.
THANK YOU SO MUCH FOR YOUR TIME TONIGHT, TOO.
>> NOW I HAVE ONE MORE, GO BACK.
I GUESS I WOULD HAVE LIKED TO SEE THIS IN BOARD DOCS BEFORE I GOT HERE TONIGHT.
THAT WOULD BE HELPFUL TO ME BECAUSE I WOULD HAVE LOOKED IT OVER AHEAD OF TIME.
I KNOW IT'S NOT ALWAYS POSSIBLE, BUT IT'S HELPFUL TO HAVE THAT STUFF BEFORE WE GET HERE SO THAT WE'RE NOT TRYING TO READ AND LISTEN AT THE SAME TIME AND WE'VE ALREADY UNDERSTOOD PART OF IT.
>> I THINK THAT WHAT THEY'RE SAYING IS THEY WOULD HAVE LIKED THAT AS WELL.
>> MY HOPE WOULD BE THAT WE WOULD GO TO THE SAME FORMAT AS WE DO FOR BOARD MEETINGS, WHICH IS THE WEDNESDAY BEFORE IS OUR DEADLINE FOR DOING THAT.
THANK YOU FOR THE GRACE THIS TIME BECAUSE WE'VE BEEN CREATING REVISING DOCUMENTS TO GET TO TONIGHT, BUT THAT IS ABSOLUTELY REASONABLE TO DO, AND EXPECT.
>> WHAT I'D ALSO LOVE IS WHEN WE'RE DOING THESE, TO HAVE A COPY OF THE STRATEGIC PLAN.
WE COULD PUT OUR NAMES ON THEM.
I WAS DIGGING THROUGH HERE, BUT I PUT IT IN MY BOARD BAG THAT I DIDN'T BRING TONIGHT.
WE HAVE THE BINDER AND I HAVE IT ALL THAT STUFF IS ALL IN ANOTHER BAG.
BUT BECAUSE I'M JUST LIKE, IT'S AN EASY THING.
>> WE CAN ALSO BRING COPIES WITH US.
>> THANK YOU GUYS FOR BEING HERE.
>> WE HAVE A FIVE-MINUTE POWER BREAK. IS THAT OKAY, PLEASE?
>> WE'LL GIVE YOU A FIVE-MINUTE BREAK.
>> YOU CAN GO AHEAD AND GET STARTED.
[4. SYTEMS/PATHWAYS]
HAVE GAYLE HERE TO HELP US GO THROUGH SOME POLICY REVIEWS.HOPEFULLY, YOU GUYS HAVE HAD A CHANCE TO REVIEW WHAT SHE SENT US.
I DON'T KNOW IF YOU WANT TO TO WALK THROUGH IT, OR YOU WANT ME TO WALK US THROUGH OR?
>> THE FIRST SET OF POLICIES THAT I SENT YOU WERE LABELED APRIL, DECEMBER 2024, THOSE FELL OFF MY RADAR AND DIDN'T COME BACK UP FOR A SECOND READING AND ADOPTION.
WE'VE ANSWERED ALL THE QUESTIONS, SO I'D LIKE TO JUST BRING THOSE TO YOUR ATTENTION THAT THOSE WILL BE ON THE JANUARY 27TH AGENDA.
>> YES. I DON'T KNOW IF ANYONE HAD QUESTIONS ON THOSE ONES, MATTHEW.
THE ONE THAT SHE SENT THAT WAS APRIL DECEMBER.
SOME OF THOSE ONES WE DID THE FIRST READING, WHICH IT MIGHT HAVE BEEN BEFORE YOU WERE HERE.
>> I DIDN'T KNOW IF I WOULD BE HERE. I SENT TRACY A COUPLE OF THINGS.
ONE, IT'S ON 5,005 ON EMPLOYMENT AND VOLUNTEERS.
I GUESS IS JUST MY MAYBE A NAIVE QUESTION, BUT I LOOK THROUGH ALL OUR POLICIES.
I DON'T SEE ANYWHERE THAT SPELLS OUT WHAT IS A VOLUNTEER AND WHEN YOU'RE QUALIFIED AS A VOLUNTEER.
IF YOU GO TO SCHOOL FIELD TRIP, DO WE SCREEN EVERYONE AND SAY YOU HAVE TO BE A VOLUNTEER? IF YOU HELP PUT AWAY UNIFORMS ACQUIRED AT CHS, DO YOU HAVE TO BE A VOLUNTEER AND CLEARED? I KNOW WHAT AN EMPLOYEE IS.
BUT UNLESS I'M WRONG, I JUST DON'T SEE SOMETHING THAT SAYS, THIS IS EXACTLY WHO IS CONSIDERED A VOLUNTEER AND WHO IS NOT CONSIDERED A VOLUNTEER.
I COULDN'T SEE IT IN POLICY ANYWHERE, AND I DIDN'T KNOW IF THAT POLICY FITS IT, BUT JOHN.
>> WHEN DO YOU HAVE TO DO THE BACKGROUND?
>> REALLY, WHAT CONSTITUTES THAT LEVEL WHERE YOU'RE JUST ATTENDING A PTO EVENT VERSUS YOU'RE NOW CONSIDERED A VOLUNTEER?
>> GOT IT. FROM MY UNDERSTANDING IS IT'S REALLY BASED ON WHEN THE PERSON APPLIES AT THE SCHOOL LEVEL.
I DON'T KNOW IF YOU HAVE AN ANSWER TO THAT, BUT THEY HAVE SEPARATE BADGES AS WELL.
THERE'S A DISTINCTION THERE, AND THERE'S DIFFERENT QUALIFICATIONS.
I JUST DON'T BELIEVE WE HAVE IT OUTLINED IN POLICY RIGHT NOW.
>> ALL VOLUNTEERS WITH ACCESS TO CHILDREN WILL UNDERGO A NAME AND BIRTH DATE BACKGROUND CHECK WITH A WASHINGTON STATE PATROL.
THAT WOULD MEAN ANYBODY IF YOU'RE DOING THE CHOIR ROBES IN THE BACK ROOM.
[01:50:07]
>> I THINK HE'S ASKING HOW WE KEEP TRACK OF THAT.
>> BECAUSE I KNOW YOU USED TO BE ABLE IN ELEMENTARY SCHOOL, THEY WERE REALLY MORE STRICT ON IT, YOU HAVE TO FILL OUT AND THEN EVERY TWO YEARS, YOU HAD TO DO IT.
>> I GUESS IF YOU HAVE A POLICY IF I POINT TO SOMEBODY AND SAY IF I GO ON A FIELD TRIP, DO I KNOW EVERYONE HAS PASSED THE BACKGROUND CHECK AND IS A VOLUNTEER OR IS IT JUST WHAT WE HAVE SIGNED UP AND SOMETIMES WE CHECK AND SOMETIMES WE DON'T.
I KNOW FOR ROBOTICS EVERY YEAR, IT GETS CHECKED BY OUR STAFF MEMBER, AND WE GO OVER THE LIST, MAKE SURE EVERY PARENT IF THEY'RE GOING TO PARTICIPATE HAS PASSED.
>> WE'LL BRING IT TO PRINCIPALS COUNSEL AND JUST SEE IF THERE'S CONSISTENCY ACROSS THE BOARD. IS THAT FAIR?
>> I THINK SO. IT WAS JUST MY BIG ONE.
>> THEN YOU'LL HAVE AN ANSWER BACK BEFORE THE BOARD MEETING IN JANUARY.
>> WE HAVE A PRINCIPAL'S COUNSEL SOON.
>> I'VE PULLED THAT ONE AND PUT IT IN OUR FIRST READING SO THAT WE'LL HAVE TIME TO REVIEW THAT.
>> WAS THERE ANY OTHER QUESTIONS ON THE APRIL TO DECEMBER ONES? OTHERWISE, THOSE WILL COME TO US FOR ADOPTION SECOND READING AT THE NEXT BOARD MEETING.
>> THEN THE NEXT ONE IS THE JANUARY 2025.
THERE IS QUITE A FEW FOR YOU, WHICH I'M HAPPY TO REPORT.
ANY QUESTIONS ON ANY OF THESE THAT CAME TO YOU?
>> HIGH SCHOOL GRADUATION REQUIREMENTS IS ON BOTH OF THEM.
I KNOW THAT'S WHAT YOU SAID I WAS READING.
>> I THINK THAT SHE MISSED SENDING THAT TO US BECAUSE I THINK WE TALKED ABOUT THAT ONE IN APRIL.
DO YOU GUYS WANT TO GO THROUGH IT ONE AT A TIME OR DO YOU WANT TO JUST TELL ME?
>> NO, BECAUSE THERE'S ALL OF THEM ON THERE.
>> THE ONLY ONE THAT I DIDN'T HAVE A QUESTION.
I WAS ON 2022, ELECTRONIC RESOURCES AND INTERNET SAFETY.
WE INCLUDED A LINE, TALK ABOUT APPROPRIATE USE OF ARTIFICIAL INTELLIGENCE.
THEN WE DON'T REALLY DISCUSS ANYWHERE ELSE IS THAT APPROPRIATE USE.
MAYBE IT GENERALLY FALLS UNDER THE REST OF THE POLICY, BUT I DON'T KNOW, ARE WE GOING TO HAVE A SEPARATE POLICY ON AUS?
>> AI POLICIES AND PROCEDURES ARE STILL IN THE DEVELOPMENT STAGE BETWEEN US, WASDA, THE WHOLE ENTIRE STATE.
>> TO BE HONEST, I WAS ACTUALLY SURPRISED THAT THIS CAME OUT SO QUICKLY.
WE HAVE A TASK FORCE OF SUPERINTENDENTS THAT IS STILL WORKING ON IT.
THIS IS REALLY AN EARLY-STAGE POLICY THAT'S GOING TO BE A LOT MORE INVOLVED.
>> I JUST SAW THAT WE UPDATED THAT SENTENCE IN THERE, I ASSUME AT SOME POINT WHEN WE HAVE A POLICY ON THAT WE'LL HAVE REFERENCE.
>> I THINK IT WAS JUST A RECOMMENDATION RIGHT NOW FROM WASDA.
>> WHERE'S THE SENTENCE THERE?
>> IT'S IN THE FIRST PARAGRAPH OF 2022.
>> WHAT DOES THAT MEAN EXACTLY?
>> I THINK IT'S GOOD TO INCLUDE IF YOU'RE GOING TO ADD A POLICY LATER AND YOU REFER TO IT AND JUST POINT TO IT.
>> I THINK THE REASON I BROUGHT THAT UP TOO IS BECAUSE IT'S THE USE FOR BOTH STUDENTS AND STAFF.
WELL, WHERE DO WE FIND IT USEFUL? WHAT CAN WE USE IT FOR? THAT WAS THE ONLY THING ON THAT ONE THAT I SAW.
>> WE'RE JUST ASKING QUESTIONS ABOUT ANY OF THEM?
>> WHAT ABOUT THE PERSONAL LEAVE, 5,400?
>> IT SAYS, UPON RECOMMENDATION BY THE SUPERINTENDENT, ABOUT REGULAR EMPLOYEES ELIGIBLE FOR LEAVE WILL BE GRANTED LEAVE PURSUANT TO THE FOLLOWING CONDITIONS UNLESS THE COLLECTIVE BARGAINING AGREEMENT PROVIDES OTHERWISE.
THAT'S NOT OUR CURRENT PRACTICE.
UNLESS I'M MISSING SOMETHING IF THIS IS A SPECIFIC BECAUSE PEOPLE WANTING PERSONAL LEAVE, WE HAVE THE RECOMMENDED AND THE NOT RECOMMENDED, AND FOR HOW LONG, IS THIS A DIFFERENT SUBSET OF THAT? BECAUSE THIS SAYS, AS LONG AS THEY MEET THIS, THEY GET IT.
>> BUT I UNDERSTAND THAT. YOU'RE RIGHT, BECAUSE YOU CAN ASK FOR LEAVE AND BE FOR SIX MONTHS OR WHATEVER AND YOU CAN BE DENIED.
THIS IS SAYING YOU WILL BE GRANTED.
>> UNLESS IT'S BARGAINED DIFFERENTLY IN A CBA.
TYPICALLY A CBA WILL TAKE PRECEDENCE OVER BOARD POLICY.
[01:55:05]
>> BUT IS OUR BOARD POLICIES THAT YOU APPLY FOR AND YOU GET IT? THIS IS A SAYS LEAVE AT FULL PAY UNLESS STATED OTHERWISE.
I HAVE THIS GREAT OPPORTUNITY FOR SIX MONTHS TO GO TRAVEL THE WORLD AND I WOULD LIKE A LEAVE AND IT'S WITH PAY AND WILL BE GRANTED.
>> CURRENTLY, OUR HR DEPARTMENT WILL MONITOR THAT AND GRANT OR NOT GRANT.
>> BUT THAT'S NOT WHAT THIS POLICY SAYS.
>> IT SOUNDS LIKE IT'S GUARANTEEING IT.
>> TRUCK CLIENTS SPEAK TO IT, WHAT IT USED TO BE, AS LONG AS PERMISSIBLE LEAVE EXISTS, YOU'RE LIKE, WELL.
>> THEY WILL BE GRANTED PURSUANT TO THE FOLLOWING.
IF THEY FALL INTO ONE OF THOSE CATEGORIES.
IT'S SPEAKING IN THE AFFIRMATIVE, BUT ARE YOU RECOMMENDING THAT IT SAYS WILL OR WILL NOT?
>> WELL, AND THEN D TALKS ABOUT, THAT YOU CAN GRANT LEAVES WHO MIGHT NOT OTHERWISE BE COVERED.
MAYBE THIS IS TALKING ABOUT A MEDICAL LEAVE OR A FAMILY LEAVE THAT IS COVERED IN SOME OTHER WAY.
>> DOWN BELOW IN C, IT DOES TALK ABOUT TYPE OF LEAVE, SABBATICAL SICK LEAVE, AND THEN WAY DOWN BELOW UNPAID LEAVES.
>> THAT UNPAID LEAVE ONE, IN MY MIND THAT'S WHAT WE'VE BEEN DEALING WITH.
THEN I THINK WE SHOULD BE MORE CLEAR UP ABOVE ABOUT WHAT ARE THESE PERSONAL LEAVES THAT IF YOU APPLY FOR THEM, YOU GET THEM AT FULL PAY.
>> MAYBE AMY JUST LOOKED IT OVER AGAIN JUST TO START, READ A NON-STRIKE OUT VERSION TO SEE IF IT MAKES SENSE BECAUSE YOU SEE THE OTHER WORDS, SOMETIMES YOUR EYE GOES.
>> ANY OTHER POLICIES WITH THE QUESTIONS?
>> I THOUGHT I HAD A QUESTION ON THE PE 1.
LET ME READ THROUGH AND DROP MY MEMORY. WHAT ONE WAS THAT? THE 6701, BUT I'M JUST GOING BY MEMORY.
I DIDN'T TAKE NOTES. I THOUGHT I HAD A QUESTION, BUT I CAN'T REMEMBER WHAT IT IS.
>> ANY OTHER? AGAIN, THESE WILL JUST COME TO THE BOARD FOR THE FIRST READING.
THERE IS TIME AFTER YOU ANSWER SOME OF THOSE QUESTIONS TO HAVE MORE DISCUSSION ON THEM AT THE BOARD MEETING ITSELF.
>> I WILL TRY TO GET THE INFORMATION TO BOTH OF THOSE TO ALL OF YOU BEFORE THE FIRST READING.
THANK YOU, GAYLE. IF WE'RE DONE WITH POLICY REVIEW, THEN I BELIEVE WE'RE MOVING ON TO SOME LOGISTICS.
>> THE LOGISTICS THAT I HAVE IS A BIG ASK TO SEE IF ANY OF YOU ARE INTERESTED IN GOING WITH OUR LEGISLATIVE ADVOCACY COMMITTEE TO OLYMPIA ON THURSDAY THE 23RD.
LEAVING 7:45 AM. COMING BACK, DEPENDING ON FINAL MEETING WITH ADRIAN CORTEZ.
IF THAT HAPPENS, IT'LL BE LATER, BUT IF IT DOESN'T, RIGHT NOW, COMING BACK AROUND TWO.
>> I WENT IN AND CHANGED MY AVAILABILITY TO KNOW ON THAT BECAUSE I THOUGHT I WAS A YES, BUT I'M GONE THE WHOLE NEXT WEEK, SO I CAN'T BE GONE THAT WHOLE TUESDAY, THURSDAY AS WELL.
>> ANYBODY ELSE POTENTIALLY AVAILABLE? THANK YOU. JUST CHECKING.
WHEN YOU GET THE WEEKLY UPDATE, THERE WILL BE A NEW LEADERSHIP ACADEMY LAUNCHES IN FEBRUARY FROM WASDA UNDER ACTION ITEMS. YOU MIGHT WANT TO LOOK AT THAT.
>> THERE'S A LEADERSHIP ACADEMY HERE LOCALLY.
>> IS THERE ANYTHING ELSE ON BOARD LOGISTICS?
>> JUST REAL QUICK FOR LOGISTICS.
ONE THING SINCE WE DON'T HAVE A LOT OF AVAILABILITY HERE FOR THE LAC DAY ON THE HILL?
[02:00:05]
IS THERE AN INTEREST LIKE WE DID LAST YEAR WITH HAVING THE BOARD GO UP? BECAUSE WASDA ISN'T ORGANIZING AN OFFICIAL DAY ON THE HILL THIS YEAR? IS THERE INTEREST IN US GOING UP? THE SESSION STARTED TODAY.IF THIS DATE ISN'T GOING TO WORK, AND GAYLE, I FEEL LIKE WE TALKED ABOUT ANOTHER MID-SESSION ONE.
>> WE TALKED ABOUT THE FIVE OF US GOING UP ON A DAY.
>> WELL, THOSE WERE JUST ONES THAT THE LAC HAD TALKED ABOUT DOING.
I WAS JUST TRYING NOT TO MAKE GAYLE HAVE TO GET A BUNCH OF DIFFERENT MEETINGS.
I GUESS IF WE WANT TO MAKE SURE THAT THERE'S BOARD REPRESENTATION AT SOME POINT ON THESE ADVOCACY THINGS, WE NEED TO NAIL A DATE DOWN.
>> WELL, I WOULD SAY THAT IF WE CAN COME UP AS A BOARD WHEN SOME OR MOST OF US CAN GO, THEN MAYBE WE DO THAT AS A STARTING POINT AND THEN INVITE SOME PARENTS TO COME WITH US IF WE WANTED OR WHOEVER.
>> JUST FYI, I'LL BE GOING TO THE ONE ON THE 23RD AS WELL, SO I CAN REPRESENT THE BOARD.
WE'RE PLANNING ON BRINGING OUR LEGISLATIVE PRIORITIES UP WITH US.
I THINK WE HAVE THREE PARENTS.
>> YOU'RE GOING ON THE 23RD WITH THAT?
>> WE HAVE BOB DEVLIN ATTENDING AS WELL.
>> WHAT WAS THE OTHER DATE OF MARCH?
>> FEBRUARY 17TH, I THINK WAS BROUGHT UP.
>> I DON'T SEE THAT ON OUR AVAILABILITY CALENDAR.
>> SAY ON THE HILL WITH LAC MEMBERS, JANUARY 23RD.
>> I HAD ASSUMED THAT IF THAT WAS THE DATE THAT THE LAC MEMBERS WANTED TO GO, I SHOULD MAKE MYSELF AVAILABLE.
>> YOU ARE GOING ON THE 23RD? WHERE YOU ARE ON THE 23RD?
>> THAT'S WHAT I HAD INDICATED ON THERE.
>> I WILL WORK ON SOME OPTIONS MAYBE A TUESDAY AND THROW SOME DATES OUT AND SEE WHAT WORKS FOR ALL OF YOU.
>> ANYTHING ELSE ON BOARD LOGISTICS? THANK YOU, GAYLE.
WITH THAT, WE WILL END OUR WORKSHOP.
BUT WE ARE GOING INTO A CLOSED SESSION.
IS THAT AT SEVEN O'CLOCK OR IS IT ANY TIME?
>> ANYTIME AVAILABLE. [INAUDIBLE]
>> WE ARE GOING INTO A CLOSED HEARING FOR A QUASI-JUDICIAL MATTER PURSUANT TO RCW 4230.140.
I WILL COME BACK OUT AND CLOSE THIS MEETING WHEN WE'RE DONE WITH THAT ONE. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.