>> ARE YOU GUYS READY? PLAN AND STUFF OVER HERE.
[1. WORKSHOP - 4:30 PM]
[00:00:05]
WELCOME TO OUR APRIL 14TH WORKSHOP.WE'RE JUST READY TO GET STARTED. I'M GOING TO TURN IT OVER TO YOU GUYS FOR,
[2. CULTURE]
YOU'RE DOING THE MTSS WORK GROUP UPDATE, WELCOME.THANKS FOR BEING HERE. YOU'LL HAVE TO TURN YOUR OTHER.
>> GREETINGS, IS THIS WORKING?
>> THIS IS YOURS AND THIS IS MINE
>> OWEN FLAIR, DIRECTOR OF SPECIAL PROGRAMS.
>> REBECCA. AM I CLOSE ENOUGH?
>> WE'RE HERE TO GIVE YOU AN UPDATE ON THE MTSS INITIATIVE, WHICH IS A PART OF THE STRATEGIC.
BASICALLY, WE SEE OURSELVES AS AN UMBRELLA FOR ALL THE INITIATIVES THAT THE DISTRICT IS MOVING FORWARD ON AND CREATING A GOOD REPUTATION FOR OUR STUDENTS.
WE'VE BEEN WORKING WITH A WORKGROUP SINCE THE BEGINNING OF THE SCHOOL YEAR, REBECCA AND MYSELF TOOK OVER FROM SHERI, WHO WAS THE LEAD FOR THE LAST COUPLE OF YEARS.
IT TOOK US A LITTLE WHILE TO GET OUR FEET UNDERNEATH US AND TO HONOR THE WORK THAT HAD BEEN OCCURRING PRIOR TO US TAKING OVER.
I FELT LIKE WE DID A GOOD JOB OF THAT.
WE MESHED THEM INTO OUR WORK GROUPS SO THEY'VE BEEN PARTICIPATING.
BASICALLY, OUR ANNUAL PROGRESS MONITORING MEASURES AND TARGETS FOR THIS YEAR WAS ONE TO ESTABLISH A CLEAR VISION STATEMENT, WHICH WE HAVE DONE.
WE'RE REALLY LOOKING AT THOSE FOUR BULLETS UNDER THE ANNUAL PROGRESS MONITORING FIRST, WE WANTED TO CLEAR VISION.
SECONDLY, WE'RE HOPING OR WE PLAN ON HAVING VERY CLEAR SCHEDULES BUILT INTO EACH OF OUR SCHOOLS SO THAT THEY CAN DEMONSTRATE AND TO POINT AT WHEN WE'RE GOING TO BE PROVIDING TIERED INTERVENTION.
NOT ONLY FOR STUDENTS THAT ARE IDENTIFIED FOR THE NEED FOR ADDITIONAL SUPPORTS TO MEET GRADE LEVEL STANDARDS, BUT ALSO FOR STUDENTS THAT WE WANT TO MAKE SURE WE'RE PROVIDING ACCELERATED OPPORTUNITIES BASED ON WHAT THEIR LEARNING NEEDS ARE.
THE THIRD THING THAT ANNUAL PROGRESS MEASURE IS TO HAVE A DATA BASED DECISION MAKING TEAMS ESTABLISHED USING A BALANCED ASSESSMENT SYSTEM WITHIN EACH OF OUR SCHOOLS.
DO YOU WANT TO GO INTO WHAT THAT IS, REBECCA?
>> YES. IT WAS VERY QUIET EARLIER.
DATABASE DECISION-MAKING TEAMS USING A BALANCE ASSESSMENT SYSTEM.
A BALANCE ASSESSMENT SYSTEM IS A CONCEPT THAT INCORPORATES PROGRESS MONITORING, SCREENING, BENCHMARKING, FORMATIVE ASSESSMENTS, FORMAL STANDARDIZED ASSESSMENTS.
IT JUST TALKS ABOUT ALL OF THE DIFFERENT TYPES OF ASSESSMENTS THAT ARE AVAILABLE.
LIKE WE HAVE AT OUR ELEMENTARY READING, HOW WE HAVE OUR DIBS OR AMPLIFY WORKING.
THOSE ARE PROGRESS MONITORING IS AVAILABLE.
BENCHMARKING IS AVAILABLE, SCREENING IS AVAILABLE.
IT JUST CAPTURES THE WHOLE PART TO USE THE DATA TO MAKE DECISIONS.
>> THE FOURTH ONE IS PROFESSIONAL LEARNING FOR THE MTSS STRUCTURE, ENSURING THAT WE HAVE EVIDENCE-BASED PRACTICES THAT ARE GOING TO BE BUILT INTO THE TIERED SYSTEM AND THAT OUR INSTRUCTION IS GUIDED BY ASSESSMENT.
BASICALLY, MAKING SURE THAT THE PEOPLE THAT ARE WORKING WITHIN OUR MTSS GROUPS AND THE SYSTEM AS A WHOLE UNDERSTANDS WHAT WE'RE DOING, WHY WE'RE DOING IT, AND HOW WE IDENTIFY STUDENTS BASED ON THE RANK ORDERING, USING THE ASSESSMENT.
>> ALONG WITH A FEW OTHER THINGS LISTED ON THERE.
LIKE EVIDENCE BASED PRACTICES, A DEEP UNDERSTANDING OF THE STANDARDS WHICH ARE CHANGING SUPPOSEDLY THIS NEXT YEAR.
>> VERY GOOD. IS THERE ANY QUESTIONS ABOUT THAT? OUR ACHIEVEMENTS TO DATE WE HAVE DEVELOPED OUR MISSION STATEMENT.
WHERE EXACTLY IS THAT, REBECCA?
SHORT TERM OBJECTIVES HAVE BEEN IDENTIFIED THROUGH OUR WORK GROUPS AND MAJOR MILESTONES HAVE BEEN IDENTIFIED AND WORK GROUPS ORGANIZED.
OUR MAJOR WORK GROUPS, I GUESS I CAN JUMP DOWN TO THAT.
OUR MAJOR WORK GROUPS ARE THE DEVELOPMENT OF THE HANDBOOK.
REBECCA HAS BEEN DOING A LOT OF WORK ON THAT ON HER OWN.
ANOTHER WORK GROUP IS LOOKING AT SCHEDULES, LOOKING AT WHAT SCHEDULES THAT WE ALREADY HAVE CREATED, MAINLY OPERATING WITHIN OUR ELEMENTARY, BUT WE DO HAVE SOME SCHEDULES THAT HAVE BEEN DEVELOPED IN SECONDARY.
THE SCHEDULES ARE LOOKING AT HOW WE'RE SERVING STUDENTS SO THAT WHEN YOU HAVE A TIERED SYSTEM OF SUPPORT,
[00:05:05]
AND YOU IDENTIFY STUDENTS IN READING WE HAVE A PRETTY GOOD COMPREHENSIVE READING SYSTEM BUILD IN PLAY THAT WE'VE BEEN USING THROUGH OUR LAB IN TITLE 1.THOSE TEACHERS THAT ARE WORKING WITH THE BUILDING PRINCIPAL AND THE GENERAL ED TEACHERS THEY IDENTIFY AT WHAT TIME AM I GOING TO COME GET YOUR KINDERGARTEN STUDENTS, AT WHAT TIME I DO FIRST GRADE.
THAT'S BEEN IN PLACE FOR A WHILE.
WHAT WE'RE LOOKING AT, THOUGH ARE WHERE ARE THE SCHEDULES FOR THE STUDENTS THAT MAY BE STRUGGLING IN A DIFFERENT AREA, SAY MATH OR SCL.
WHAT HAPPENS AT THE SECONDARY LEVEL WHEN WE IDENTIFY SOMEBODY STRUGGLING IN MATH, HOW ARE WE PROVIDING THAT? IT'S HAVING A SYSTEM IN PLACE, BUT IN ORDER TO PROVIDE THE SERVICES, WE HAVE TO HAVE AN IDENTIFIED TIME THAT WE'RE ACTUALLY GOING TO BE DOING THAT.
ANOTHER MILESTONE WAS THE PLC STRUCTURES SO WE HAVE A WORK GROUP LOOKING AT THAT.
WE'RE LOOKING AT HOW THEY'RE CURRENTLY FUNCTIONING, WHERE THEY'RE FUNCTIONING IN A WAY THAT IS MORE ALIGNED TO IDENTIFYING STUDENTS WHO AREN'T MAKING PROGRESS.
THE WHOLE PLC MODEL BY THE FLOORS WAS, WHAT DO WE WANT KIDS TO KNOW? HOW DO WE KNOW THEY KNOW IT? WHAT DO WE DO IF THEY DON'T KNOW IT, AND WHAT DO WE DO IF THEY ALREADY KNOW IT? THAT'S REALLY WHAT A PLC IS.
IT'S LIKE THEY'VE MORPHED INTO DIFFERENT THINGS BASED ON WHAT SCHOOL I'M AT, WHAT GRADE LEVEL I'M AT.
TRYING TO LOOK BACK AT THESE PLC STRUCTURES AND WITHIN THE COLLECTIVE BARGAINING, THE TEACHERS HAVE A LOT OF THEM.
IT'S UP TO THEM TO DEFINE THEIR TIME DURING PLC SO WE CAN'T REALLY FULLY DIRECT IT.
BUT WHAT WE CAN DO IS TO CONTINUE HAVING THE EXPECTATION THAT WITHIN THOSE STRUCTURES THAT THOSE THINGS ARE HAPPENING SO THAT WE KNOW WHICH STUDENTS THAT ARE GOING TO NEED ADDITIONAL INSTRUCTION AND JUST USING IT IN GENERAL.
LASTLY, THEN IS THE PROFESSIONAL LEARNING FOR STAFF AND DEVELOPING A SCHEDULE FOR WHAT THAT'S GOING TO LOOK LIKE MOVING FORWARD, BEGINNING IN AUGUST, HOW MUCH TIME IS THAT GOING TO BE ALLOTTED FOR THAT? HOW ARE WE GOING TO HAVE CONTINUING PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR? THIS THING NEEDS TO BE GOING ON MOVING FORWARD AND NOT A ONE AND DONE IN THE FALL.
DO YOU WANT TO GO THROUGH THE CHALLENGES?
>> SURE. THE CHALLENGES THAT WE'VE IDENTIFIED ARE CONTINUING TO KEEP THIS WORK AT THE FRONT LINE, GIVEN ALL THE OTHER MOVING PIECES, ESPECIALLY RIGHT NOW.
THE SOLUTION IS JUST TO CONTINUE DEVOTE TIME AS INDIVIDUALS AND A COLLECTIVE GROUP.
WHAT THAT LOOKS LIKE FOR ME IS MAKING SURE I HAVE TIME ON MY CALENDAR TO PREPARE FOR THE UPCOMING GROUP MEETINGS, TIME TO FOLLOW UP, MAKING SURE THAT THOSE CONVERSATIONS CONTINUE TO HAPPEN.
ALSO UNDERSTANDING WHEN PEOPLE CAN'T COME, AND THEN BECAUSE OF THINGS THAT ARE GOING ON AND HOW ARE WE GOING TO MAKE SURE THAT THEY'RE BROUGHT UP TO SPEED SO THAT THE WORK CONTINUES AND DOESN'T STALL OUT? NOT KNOWING WHAT OUR RESOURCES ARE GOING TO BE NEXT YEAR.
I HAVE TOUCHED ON THIS A COUPLE OF TIMES, BUT MAKING SURE THAT WE ARE HAVING CONVERSATIONS ABOUT BUILDING WITH WHAT WE KNOW, NOT MODELING IT NECESSARILY AFTER ANOTHER DISTRICT THAT HAS RESOURCES THAT WE DON'T HAVE NOR WILL EVER HAVE THAT LOOKS LIKE THAT EXACTLY.
WHAT DO WE HAVE WITHIN? HOW CAN WE WORK SMARTER, NOT HARDER IN ORDER TO MEET THE NEEDS OF OUR KIDS? THEN IN THE FUTURE, IF WE'RE LUCKY AND WE GET SOME ADDITIONAL RESOURCES AND THAT JUST ADDS TO IT.
REALLY FOCUSING ON WORKING WITH THE PROFESSIONAL LEARNING STRATEGIC PLAN WORK GROUP IN ORDER TO COORDINATE.
I KNOW THEY'VE GOT A HUGE TASK OF TRYING TO PULL ALL OF THESE INITIATIVES TOGETHER WITH THE LIMITED TIME THAT WE HAVE IN FRONT OF STAFF.
HOW CAN WE TAKE ADVANTAGE OF THE TIME AND THEN COLLAPSING SOME OF OUR WORK TOGETHER? HOW CAN WE CONNECT WITH A STANDARDS BASED LEARNING WORK GROUP OR PROFILE OF A GRAD WORK GROUP SINCE ALL OF THIS INTERPLAYS TOGETHER.
>> YOU'VE PROBABLY NOTICED THAT WE'RE HONING IN ON MY STRENGTH WITH IS RANDOM NOT SEQUENTIAL.
THOSE FOUR ITEMS THAT I HAD DISCUSSED, WE DO HAVE A TIMELINE, WHICH IS OCCURRING BETWEEN THE END OF THIS SCHOOL YEAR AND THE BEGINNING OF NEXT SCHOOL YEAR.
IF YOU TURN THE PAGE, THAT THE NEXT PAGE IS THE NEXT STEPS THAT WE'RE GOING TO BE WORKING ON.
I'M MOVING FORWARD FROM THE BEGINNING OF THE 25, 26 SCHOOL YEAR AND BEYOND, WHICH IS REALLY IDENTIFYING ALL THESE STRUCTURES WITHIN THE MTSS SYSTEM.
>> ONE OF THE PIECES THAT WE DIDN'T TOUCH ON TODAY WAS THE IMPLEMENTATION, YOU LOOK AT THE INITIATIVE GOAL,
[00:10:02]
IMPLEMENTATION OF A COMPREHENSIVE MULTI TIERED SYSTEM OF SUPPORTS WITH FIDELITY BY 27/28, THAT SCHOOL YEAR IS INTENTIONAL BECAUSE THE YEAR AFTER THAT, THE SPECIAL EDUCATION LAW FOR IDENTIFYING STUDENTS WITH SPECIFIC LEARNING DISABILITY CHANGES.NO LONGER WILL WE BE ABLE TO USE THE DISCREPANCY MODEL, WHICH IS ONE OF THE OPTIONS NOW AND THAT'S NOT GOOD OR BAD.
IT JUST IS ONE OF THE MODELS THAT WE HAVE THAT GOES AWAY AND INSTEAD IS REPLACED WITH A RESPONSE TO INTERVENTION.
THEREFORE, WE HAVE THE ABILITY TO LABEL A STUDENT AS DISABLED BASED OFF OF THE INTERVENTION THAT THEY HAVE OR HAVE NOT BEEN RECEIVING.
IT'S REALLY IMPORTANT FOR US TO HAVE A SYSTEM THAT'S BEING IMPLEMENTED WITH FIDELITY BEFORE WE START USING IT TO DEVELOP ELIGIBILITY FOR SPECIAL EDUCATION.
28, 29. THE GOAL IS TO HAVE THIS GOING BY 27, 28, SO WE CAN CONTINUE TO WORK OUT ANY VARIABLES OR NEEDS THAT WE HAVE WITHIN THAT PROCESS, PROBABLY PILOTED IN A COUPLE OF DIFFERENT PLACES TO SEE HOW IT GOES THAT WAY WE CAN ROLL IT OUT MORE FULLY AFTER THAT.
>> THE STATE'S GOING TO REQUIRE THAT THE DISCREPANCY MODEL AT THAT POINT.
IT'S REALLY IMPORTANT THAT WE DO HAVE THESE SYSTEMS PUT INTO PLAY BECAUSE AS REBECCA SAID, WE DON'T WANT TO BE IN A POSITION WHERE WE'RE DIAGNOSING OR WE'RE LABELING A STUDENT WITH A DISABILITY WHEN WE HAVEN'T DONE WHAT WE NEED TO DO IN ORDER TO MEET THAT INDIVIDUAL'S NEEDS.
THE SYSTEM NEEDS TO RESPONDED AT INDIVIDUAL LEVEL.
RIGHT NOW AGAIN, HIGHLIGHTING OUR READING PROGRAM.
I THINK WE'VE BEEN HONING IN ON THAT.
LISA HAS DONE A LOT OF WORK WITH THE LETTERS, BUT THERE'S STILL THOSE SYSTEMS THAT ARE IN PLAY.
MOVING THE TIERED INSTRUCTION INTO THE CORE CLASSROOM WITH USING THE INFORMATION THAT THE TEACHERS ARE COLLECTING TO IDENTIFY WHAT AREA THE STUDENTS STRUGGLING IN AND THEN PROVIDING THAT WITHIN A GENERAL LED SETTING IS GOING TO CONTINUE TO BE AN IMPORTANT PART OF ANY SYSTEM THAT WE DEVELOP, ESPECIALLY CONSIDERING THAT THE DISTRICT'S ABILITY TO HIRE ADDITIONAL PERSONNEL USING THE LEARNING ASSISTANCE PROGRAM MONEY AS WELL AS THE TITLE 1 MONEY, IT'S NOT GOING TO BE THERE TO FILL IN ALL THE GAPS THAT ARE GOING TO NEED TO BE FILLED IN.
OBVIOUSLY, WE'RE GOING TO HAVE TO COME UP WITH OTHER WAYS OF DELIVERING INSTRUCTION, AND THAT'S WHAT WE'RE LOOKING AT THAT SCHEDULE, AND WHAT IS THAT EXACTLY GOING TO LOOK LIKE? WE DON'T HAVE A BLUEPRINT FOR THIS BECAUSE REBECCA WAS MENTIONING IN WORKING WITH OUR TEAMS, WE HEAR A LOT ABOUT, HEY, CAN WE GO LOOK AT BATTLEGROUND? HEY, CAN WE GO LOOK AT EVERGREEN? WELL, THOSE DISTRICTS, THEIR RESOURCES ARE CREATING A SYSTEM THAT WE CAN'T REPLICATE.
I THINK WE HAD AARON PARMAN, AND WHEN HE WAS IN EVERGREEN, HE MENTIONED HE HAD A COUPLE OF READING SPECIALISTS, A MATH SPECIALIST, AND A BEHAVIORAL SPECIALIST, ALL FUNDED OUT OF TITLE 1 AND LAB.
RIGHT NOW CAMAS' ABILITY TO EVEN PUT TITLE AND LAB INTO PLAY IS ONLY AT AN ELEMENTARY LEVEL.
THIS ISN'T GOING TO BE A SYSTEM BUILT ON HIRING A BUNCH OF MORE PEOPLE TO PROVIDE THESE INTERVENTIONS.
IT'S IMPORTANT FOR US AS A SYSTEM TO REALIZE THAT AND TO BE AWARE THAT WE'RE GOING TO HAVE TO USE WHAT RESOURCES WE HAVE IN A WAY THAT'S GOING TO CREATE THE MULTI TIER SYSTEM.
>> ARE THERE ANY DISTRICTS IN THE STATE THAT ARE SIMILAR TO US? IT'S GREAT TO LOOK AT ONES THAT ARE NEARBY, BUT THAT'S NOT WHAT WE NEED.
ARE THERE DISTRICTS THAT ARE SIMILARLY SITUATED THAT WE COULD HAVE CONVERSATIONS WITH?
LOOKING AT THE OTHER HIGH SES DISTRICTS AND HOW ARE THEY DELIVERING THIS.
>> IT'S DUPLICATION OF EFFORT, IF THEY'RE CREATING SOMETHING, AND THEY'RE SIMILAR TO US, CAN YOU EXTEND SOME OF YOUR RESOURCES BY MAYBE MEETING WITH THEM VIRTUALLY AND STARTING TO SAY, WELL, WHERE ARE THE GAPS THAT YOU HAVE, WHERE GAPS WE HAVE? YOU'VE GOT TIME TO ON HERE SOME LEAD TIME.
CAN WE FIND DISTRICTS TO PARTNER WITH THAT ARE SIMILARLY SITUATED.
WHAT DO YOU THINK OF THAT? SHE TOLD ME THAT QUESTION.
>> PARTICIPANT AT THE STATE AND THE LOCAL, BUT ALSO THE STATE.
WHAT IS THE WORK GROUP AND MTSS.
I GUESS I NEED TO SIT DOWN AND THINK ABOUT WHO THOSE DISTRICTS ARE AND MAKE THE INTENTIONAL REACH OUTS.
>> I'M JUST THINKING THEY HAVE THE SAME PROBLEM.
>> YOU'RE EXACTLY RIGHT. THAT'S A GOOD POINT.
>> I AM SURPRISED WE HAVEN'T THOUGHT OF THAT OURSELVES.
I REMEMBER WHEN WE WERE DOING THIS WORK, MAYBE THIS WAS LAST YEAR OR YEAR BEFORE.
THE SCHOOLS WERE ALL DOING WAS IT THE TFI, THE FIDELITY INVENTORY.
ARE ALL THE SCHOOLS FINISHED WITH THAT THEN? NO? OKAY.
[00:15:09]
>> THAT FALLS INTO THE CHALLENGE OF KEEPING THIS WORK AT THE FORE FRONT.
>> AMIDST ALL THE OTHER PLATES THAT ARE BEING BALANCED THERE.
>> IS THERE AN MTSS TEAM AT EACH SCHOOL LIKE AN INTERVENTION TEAM?
>> THAT'S ANOTHER PIECE THAT ISN'T LISTED UNDER PLC STRUCTURES, BUT IS PART OF THE TEAMING PROCESS.
MY HOPE IS TO MEET WITH ALL THE ADMINISTRATORS TO TALK ABOUT WHAT DO THEY CURRENTLY HAVE AS FAR AS WHO'S ON THEIR LEADERSHIP TEAM? WHAT DOES THAT REPRESENT AND HOW DO THEY HAVE IT STRUCTURED AND GO THROUGH AN EXPERIENCE WHERE THEY CAN MAYBE DROP SOMETHING.
BECAUSE I DON'T WANT TO ADD TO, BUT SOME OF THE WORK GROUPS WE MAY NOT ''NEED'' WITH THE OTHER THINGS THAT WE HAVE OR THEY CAN TACKLE THE SAME THING.
EVERY BUILDING HAS A TEAM, THEY EITHER HAVE THEIR BIDDING TEAM.
WE HAVE AT LEAST ONE, I KNOW I'VE SPENT A LOT OF TIME AT CAMAS AND THEIR LEADERSHIP TEAM AND HOW THEY HAVE THEIR PLC STRUCTURES AND EVERYTHING IS A REALLY SOLID EXAMPLE THAT OTHERS COULD BUILD FROM.
BUT WE HAD A MEETING TO DISCUSS IT LAST MONTH.
BUT THE CONVERSATION WENT SIDEWAYS WITH SOME OTHER THINGS THAT THEY REALLY NEEDED TO TALK ABOUT, AND THAT'S JUST THE FLEXIBILITY OF MAKING SURE WE'RE MEETING THE NEEDS OF THE ADMINISTRATORS WHEN THEY NEED IT.
WE JUST PAUSED ON THAT PART. IT'S COMING.
>> I WOULD SAY EVERY PRINCIPAL WOULD SAY THEY HAVE SOME TEAM EVERYONE HAS A TEAM IN PLAY.
IT'S LIKE HOW ADVANCED ARE THEY IN THE PRACTICE OF WHAT THEY'RE DOING AND WHAT THEY'RE USING FOR DATA AND MAKING DATABASE DECISIONS.
THEN ONCE WE IDENTIFY THAT, THEN WHAT ARE WE DOING? IF YOU'RE AT A HIGH SCHOOL LEVEL AND YOU'RE IDENTIFYING A LOT OF STUDENTS THAT ARE STRUGGLING ALGEBRA 1, LET'S SAY.
WHAT IS THAT INTERVENTION EXACTLY, AND WHEN IS THAT OCCURRING WOULD BE STUFF THAT THOSE TEAMS NEED TO DEFINE.
>> I WOULD SAY THEY'RE PRETTY STRONG IN INDIVIDUAL SITUATIONS.
STUDENTS COME UP THAT ARE OF CONCERN, THEY HAVE TEAMS THAT ARE BUILT TO ADDRESS THOSE, BUT HOW THEY LOOK AT IT ON THE MACRO LEVEL AND REACH OUT TO GET IN FRONT OF SOME THINGS.
I'M NOT CONFIDENT THAT THEY'RE USING IT THAT WAY OR AT LEAST NOT ALL AT THE SAME LEVEL.
ULTIMATELY, YOU WANT A SYSTEM THAT'S READY FOR EVERY KID AS OPPOSED TO REACTING TO AN INDIVIDUAL STUDENT WHO SHOWS UP.
SHE'S LIKE, YES, WE'RE OUT OF HERE TO THE SUNSHINE.
NEXT STEP, WE HAVE OUR PROFILE OF
[3. LEARNING]
A GRAD WORK GROUP.>> DEENA, I GET THE PRIVILEGE OF TALKING A LITTLE BIT ABOUT OUR PROFILE OF A GRAD WORK GROUP, WHICH FOR ME PERSONALLY IS VERY EXCITING WORK.
I THINK I'VE SHARED IT BEFORE, BUT I WAS INVOLVED AT THE STATE LEVEL A LITTLE BIT WITH PROFILE OF A GRAD PERSONALLY, I'M PRETTY PASSIONATE ABOUT IT.
THE FIRST THING I WANT TO DO IS JUST TALK A LITTLE BIT ABOUT THE PROFILE OF A GRAD AND JUST A REMINDER OF THE FIVE KEY AREAS IN OUR STRATEGIC PLAN.
ANYTIME I MENTION STRATEGIC PLAN, I FEEL LIKE I HAVE TO REFERENCE LISA BECAUSE SHE WAS THE BIG ENGINE BEHIND GETTING THE STRATEGIC PLAN DONE AND INCLUSION OF THE PROFILE OF A GRAD.
BUT WE HAVE THE FIVE KEY AREAS LIKE EFFECTIVE COMMUNICATOR, ENGAGED COMMUNITY MEMBER, WELLNESS NAVIGATOR, SELF EMPOWERED LEARNER, CRITICAL THINKER.
THESE ARE REALLY THE TARGETS OF WHAT THE EDUCATION SYSTEM IS THE GOAL, THE ORIENTED GOAL OF WHAT ARE WE PREPARING OUR STUDENTS FOR? ESPECIALLY AS WE CONTINUE TO ENTER INTO THE 21ST CENTURY, I SHOULD SAY.
IT'S REALLY IMPORTANT, I THINK TO KEEP THAT GOAL IN MIND.
PART OF THE OVERALL PREMISE OF OUR WORK GROUP IS WE TALKED ABOUT HOW DO WE MAKE THIS REAL? EVERY DISTRICT HAS A STRATEGIC PLAN AND YOU HAVE THESE BENCHMARKS YOU'RE SHOOTING FOR, MISSION VISION.
BUT THE PROFILE OF THE GRAD IS THIS NORTH STAR ALMOST OF OUR SYSTEM.
REALLY PART OF OUR GOAL IN OUR WORK GROUP WAS, HOW DO WE MAKE IT ACTIONABLE? HOW DO WE ACTUALLY IMPACT TEACHING AND LEARNING ON AN EVERYDAY BASIS IN EVERY CLASSROOM IN OUR DISTRICT? WE MET WITH STAFF ALSO OUR PRINCIPALS, AND WE'LL CONTINUE TO MEET WITH OTHER GROUPS AS WELL.
BUT WE ASKED THEM THAT QUESTION.
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HOW DO WE MAKE THIS REAL? HOW DO YOU MAKE IT USABLE EVERY DAY? WE HAD REALLY FIVE KEY AREAS THAT WE HAD WHITEBOARD OR WHITE PIECE OF PAPER ALL AROUND THE ROOM, AND WE ASKED PEOPLE TO GIVE US IDEAS.WHAT DO YOU THINK IN THESE BROAD AREAS? THE FIRST BROAD AREA WAS STRENGTHENING CURRICULUM AND INSTRUCTIONAL ALIGNMENT.
HOW DO WE USE THE PROFILE OF A GRAD FOR THAT? THE SECOND IS SOCIAL EMOTIONAL LEARNING AND COMMUNITY ENGAGEMENT.
THE THIRD IS VISIBILITY AND COMMUNICATION OF THE PROFILE OF A GRADUATE.
THE FOURTH IS DEFINING AND MEASURING STUDENT SUCCESS.
THE FIFTH IS STAFF ACCOUNTABILITY AND PROFESSIONAL REFLECTION.
HOW DO WE MAKE THE STRATEGIC PLAN PART OF ALL OF THOSE THINGS? I'M SORRY. I SHOULD HAVE DONE THIS FIRST.
WE HAD THOSE FIVE BROAD THEMES WRITTEN ON CHART BACK AROUND THE ROOM, AND WE ASKED BOTH GROUPS AT DIFFERENT TIMES.
WE MET WITH TEACHERS AND THEN PRINCIPALS AT DIFFERENT TIME.
>> AND CITIZENS ADVISORY COMMITTEE.
>> CITIZENS ADVISORY COMMITTEE. THANK YOU.
INCLUDING STUDENTS IN CITIZENS ADVISORY COMMITTEE.
THE FIVE BROAD THINGS, WE ASKED FOR THEIR IDEAS, AND WHAT CAME OUT OF IT WAS REALLY MAGICAL.
WHEN YOU GET A LOT OF MINDS ON THE SAME PROBLEM, YOU COME UP WITH SOLUTIONS THAT INDIVIDUALLY EITHER OF US WOULD HAVE NEVER THOUGHT OF, AND THEY WERE GREAT.
THEN WHAT WE ASKED THEM TO DO IS ONCE THEY GENERATED THESE IDEAS, WE ASKED THEM TO GO BACK AND STAR THE ONES THAT THEY FELT WERE MORE VALUABLE OR REALLY SPOKE TO THEM.
WE DID THAT WITH ALL THREE OF THE GROUPS.
I'LL START WITH THE STRENGTHENING CURRICULUM AND INSTRUCTIONAL ALIGNMENT.
A FEW OF THE BULLET POINTS IN THE SHEET WE HANDED OUT.
REVISITING STANDARDS, THE ALIGN WITH THE PROFILE OF A GRADUATE, IDENTIFY INTENTIONAL CURRICULUM RESOURCES, ALIGNED WITH THE PROFILE OF A GRADUATE, INCORPORATE PROFILE OF A GRADUATE PRINCIPLES INTO GRADING PRACTICES.
THAT ONE IT'S BOLD ON THE SHEET BECAUSE WE THOUGHT THAT WAS FASCINATING AND WE ASKED FOR CLARIFICATION.
PART OF THAT CLARIFICATION WAS, CAN THAT BE PART OF THE REPORT CARD SYSTEM? INSTEAD OF HAVING THE COMMENT OF, I HAVE A 10TH GRADER AND AN 8TH GRADER, SO I GET THE COMMENTS OR YOUR CHILD WORKS REALLY HARD IN CLASS.
CAN WE ALIGN THOSE COMMENTS TO THE PROFILE OF GRAD SO YOU KNOW ARE THEY SHOWING SELF EMPOWERED LEARNER TRAITS WITHIN THIS CLASS? MAYBE THAT'S A COMMENT ON THE REPORTER.
THAT CAME OUT I THINK FROM THE TEACHER GROUP, IF I'M NOT MISTAKEN.
THEN CONTINUING ON, PROFESSIONAL LEARNING OPPORTUNITIES FOR STAFF FOCUSED ON THE PROFILE OF A GRADUATE.
TEACHERS RECEIVE FEEDBACK FROM STUDENTS AND PARENTS AT THE START OF THE YEAR THEN UTILIZING RESOURCES VERY INTENTIONALLY, LIKE TEACHER LIBRARIANS, SCL PRACTICES, AND ELEMENTARY SPECIALISTS WITHIN THE PROFILE OF GRAD.
IN THE STRENGTHENING CURRICULUM AND INSTRUCTIONAL ALIGNMENT, THOSE ARE SOME OF THE IDEAS WE HAD.
I MAYBE SHOULD HAVE PREFACED THIS BY SAYING THAT OUR GOAL MOVING FORWARD FOR 25/26 SCHOOL YEAR IS THOSE SMALL STEPS OF CHANGE, NOT ALL OF THESE ALL AT ONCE, BUT FOCUSING ON A COUPLE LIKE THE BOLD PRINCIPLES TO IMPLEMENT INTO THE 25/26 SCHOOL YEAR. STEP 2.
THAT'S SOMETHING OF COURSE THAT WE'VE BEEN WORKING ON FOR YEARS HERE IN OUR DISTRICT.
YOU'LL SEE THAT THE THREE BOLDED AREAS ARE AROUND BUILDING STUDENT SKILLS AND RESPECTFUL CONFRONTATION, CONFLICT RESOLUTION, AND CULTURE SENSITIVE COMMUNICATION.
I THINK WE KNOW THAT THAT'S SOMETHING THAT WE ARE CURRENTLY WORKING REALLY HARD WITH OUR STUDENTS AND WE'LL CONTINUE TO DO SO.
MODELING SCL PRACTICES AMONG STAFF, TRAINING FOR UNDER UTILIZED GROUPS.
THIS IS ALWAYS A CHALLENGE FOR US, GETTING TO OUR PAIR EDUCATORS OR SPECIALISTS OR TRANSPORTATION STAFF.
WHEN WE'RE TALKING ABOUT SOCIAL EMOTIONAL LEARNING, THAT ISN'T NORMALLY SOMETHING THAT COMES TO MIND QUICKLY FOR OUR DRIVERS AND THAT SORT OF THING, EVEN THOUGH THEY ARE THE FIRST PEOPLE THAT OUR STUDENTS SEE IN THE MORNING AND THE LAST ONE IN THE AFTERNOON.
THAT'S ALWAYS BEEN A TRAINING CHALLENGE.
COMMUNITY RESPONSIBILITY INITIATIVES.
IT SAYS SAD AND DARE, THAT WAS LITERALLY WHAT THEY WROTE.
BUT WHEN WE THINK ABOUT ENGAGING OUR COMMUNITY IN THIS WORK, WE COULD HAVE THINGS LIKE STUDENT LED SERVICE PRACTICES, AND SCL AMBASSADOR PROGRAM THAT MAYBE REACHES OUT TO THOSE GROUPS, A COMMUNITY PARTNERSHIP SHOWCASE, AND MAYBE A COMMUNITY CONVERSATION SERIES.
[00:25:03]
SERVICE ORIENTED OPPORTUNITIES WITH FOOD BANKS AND IT SAYS BLANKET MAKING, THOSE KINDS OF OPPORTUNITIES WITH OUR RETIREMENT COMMUNITIES, LIKE THE ONE UP BY DOROTHY FOX.WE DO A LOT OF WORK WITH THEM AND BRINGING OUR STUDENTS OUT TO THEM SO THAT THEY CAN SEE THE WORK THAT WE'RE DOING AND HOW OUR STUDENTS ARE PERFORMING AND NOT JUST WITH UKELES, BUT WITH SOCIAL EMOTIONAL LEARNING.
>> AND JUGGLING AND TUMBLING. THEN PROMOTING WELLNESS THROUGH SCL AND CIVIC INSTRUCTION, ESPECIALLY IN MIDDLE SCHOOL. NUMBER 3.
>> NUMBER 3 IS THE BIG CATEGORY WAS VISIBILITY AND A COMMUNICATION OF A PROFILE OF GRADUATE.
THIS IS AN AREA THAT REALLY HAD A LOT OF GREAT IDEAS.
IT'LL BE I THINK CHALLENGING TO PULL DOWN NEXT YEAR.
WHAT ARE THE KEY CONCEPTS AND FOCUS POINTS FOR THE COMMUNICATION THE VISIBILITY OF THE PROFILE OF GRAD? FOR EXAMPLE, IN THE BOARDROOM RIGHT NOW, WE DON'T HAVE A COPY OF THE PROFILE OF A GRAD, THAT'D BE AN AREA FOR NEXT YEAR, MAKING SURE THAT IN THE BOARDROOM AND CLASSROOMS AND LEARNING SPACES THROUGHOUT THE DISTRICT THAT WE HAVE THE VISIBILITY OF THE PROFILE OF A GRAD.
A FEW OF THE THINGS HIGHLIGHT GOALS CONSISTENTLY IN FAMILY COMMUNICATIONS.
THE FAMILIES IN OUR COMMUNITY ARE MORE AWARE OF HERE IS, AS I SAID EARLIER, THE NORTH STAR OF THE LEARNING OUTCOMES FOR ALL KIDS WITHIN OUR DISTRICT.
DIVERSIFIED RECOGNITION, STUDENT SUCCESS STORIES BEYOND ACADEMICS. I LOVE THAT ONE.
WE FOCUS A LOT ON ACADEMICS WE SHOULD WE'RE A SCHOOL, BUT MAKING BLANKETS FOR PEOPLE WHO NEED THEM, MAKING FOOD BASKETS FOR THOSE IN NEED.
THOSE ARE STORIES THAT REALLY WE NEED TO CONTINUE TO SHARE BECAUSE IN OUR PROFILE OF GRAD, THOSE ARE THE TYPE OF PEOPLE THAT WE WANT TO BE PRODUCING WITHIN THE K 12 SYSTEM.
MULTIMEDIA VIDEOS SHOWCASING THE PROFILE OF A GRAD WAS AN IDEA, LIKE WHAT THAT MIGHT LOOK LIKE.
THERE'S A NEW VIDEO CLASS THAT I KNOW AT DISCOVERY THAT ROB'S RUNNING, THAT COULD BE AWESOME TO DO THAT A THING.
GREAT TOOLS AND CHECKLISTS THAT ARE VISIBLE TO STUDENTS AND FAMILIES LIKE WITHIN THE STUDENT PLANNER OR IN THE GOOGLE CLASSROOM ACTIVITIES.
COLOR CODED RECOGNITION OR NEWS THAT'S ALIGNED WITH THE PROFILE OF GRAD.
IN THE AREAS ON THE STRATEGIC PLAN, THEY'RE ACTUALLY COLOR CODED.
WELLNESS NAVIGATOR FOR EXAMPLE, IS GREEN.
MAYBE IN THE COMMENTS THAT YOU GET BACK FROM A TEACHER, THERE WOULD BE A GREEN COMMENT.
THAT WAS AN IDEA FROM A STAFF MEMBER.
A PLATFORM FOR STUDENTS TO SHARE ACTIVITIES THAT LINKED TO THE PROFILE OF GRAD.
WHAT'S PRETTY COOL IS OUR NEW HIGH SCHOOL AND BEYOND PLATFORM CALLED SCHOOLINKS, HAS THAT EMBEDDED.
STUDENTS THEN CAN SHARE OUTSIDE ACTIVITIES, THINGS THEY'RE DOING FOR COMMUNITY SERVICE, AND THOSE ACTIVITIES.
STUDENT AND TEACHER FEEDBACK FORMS TO HIGHLIGHT AND RECOGNIZE ROLE MODELS AS ANOTHER ONE OF THE EXAMPLES.
THEN I MENTIONED THIS ALREADY, BUT ADDING PROFILE OF GRAD COMMENTS ON STUDENT REPORT CARDS WOULD BE ANOTHER WAY.
WE'RE SURE THERE'S MORE OF THESE, BUT THESE ARE THE THINGS THAT ARE GENERATED SO FAR BY OUR WORK WITH THE COMMITTEE.
>> UNDER DEFINING AND MEASURING STUDENT SUCCESS.
CLEARLY, THE STRATEGIC PLAN LINKS SOME SPECIFIC MEASURES LIKE ON TIME GRADUATION RATE, ATTENDANCE, NINTH GRADE ON TRACK.
THOSE ARE REALLY SOME STRONG INDICATORS OF SUCCESS FOR OUR STUDENTS.
BUT WE ALSO WANT TO BROADEN THE DEFINITION OF WHAT A SUCCESSFUL STUDENT IS BEYOND ACADEMIC ACHIEVEMENT, AND BE ABLE TO, AS DEREK MENTIONED, CONTINUALLY PROGRESS THROUGH THE PROFILE OF A GRAD BY RECOGNIZING THAT ONGOING DEVELOPMENT, SELF EVALUATION AND TEACHER ASSESSMENTS, INTEGRATING PROFILE OF GRAD ATTRIBUTES.
POSITIVE RECOGNITION WITHIN CLASSES ALIGNED WITH PROFILE OF A GRAD, AND A SENIOR PROJECT ALIGNED WITH PROFILE OF A GRAD, WHICH WE THOUGHT WAS REALLY EXCITING BECAUSE EVERY YEAR DURING THIS TIME OF YEAR, WE GET A LOT OF E MAILS.
I KNOW YOU GUYS DO FROM SENIORS SAYING THAT THEY DON'T THINK IT'S NECESSARILY A WORTHWHILE PROJECT, BUT I THINK THAT IF WE COULD ALIGN IT TO THE PROFILE OF A GRAD, THAT WOULD REALLY MAKE THAT VISIBLE.
>> THEN THE LAST LARGE CATEGORY, STAFF ACCOUNTABILITY AND PROFESSIONAL REFLECTION.
REMEMBER, THESE ARE JUST GENERATED IDEAS, AND THERE'D BE A LOT OF WORK TO DO TO IMPLEMENT THEM.
STAFF TRANSPARENCY ON UTILIZING THE PROFILE OF A GRAD PERSONALLY AND PROFESSIONALLY, IDENTIFY CLEAR CONNECTIONS BETWEEN TEACHING PRACTICES AND THE PROFILE OF A GRAD.
TEACHERS RECOGNIZE AND REFLECT ON PERSONAL BIASES AND BLIND SPOTS.
THEN INCORPORATE PROFILE OF GRAD AND STAFF PERFORMANCE REVIEWS.
NOW, THAT'S ONE THAT'S INTERESTING, BECAUSE IT HAD BE BARGAINED, BUT THAT COULD BE SOMETHING THAT REALLY CAN HIGHLIGHT.
THIS IS A GOAL THAT WE'RE AIMING FOR, AND WE'RE ALL VERY AWARE OF THAT.
[00:30:01]
SPECIFIC DIFFERENTIATED SUPPORT STRUCTURES FOR DIVERSE STUDENT GROUPS.GUEST SPEAKERS EXEMPLIFYING THE PROFILE OF GRAD DIVERSITY AND SUCCESSES AND PROMOTE INTERDISCIPLINARY COLLABORATION, CREATIVITY, FLEXIBILITY, AND STUDENT DRIVEN INQUIRY.
THEN THE LAST ITEM ON THE LIST HERE WAS INCREASED DIRECT INSTRUCTION IN MEDIA AND INFORMATION LITERACY, WHICH IS, AS WE KNOW VERY WELL NEEDED AT THIS JUNCTURE.
>> THESE ARE THE IDEAS THAT WE GENERATED.
I THINK THE QUESTION TO ASK WILL BE WHAT ARE THE NEXT STEPS? ONE OF THE BIGGEST NEXT STEPS IS WE WILL MEET AGAIN WITH STAFF, WITH PRINCIPALS, TEACHERS, AND WE DON'T HAVE A CAC ON THE BOOKS RIGHT NOW, BUT WE COULD POSSIBLY ADD THAT.
BUT WHAT WE WANT TO DO IS PRIORITIZE WHAT ARE THE STEPS THAT WE NEED TO TAKE IN ORDER FOR IMPLEMENTATION AND WHICH IMPLEMENTATION COMPONENTS CAN WE DO EFFECTIVELY STARTING IN NEXT YEAR.
I WOULD SAY ALSO ANOTHER BIG COMPONENT OF THIS IS, HOW DO WE CONTINUE TO MAKE THE PROFILE OF A GRAD A FOCAL POINT FOR OUR STRATEGIC PLAN? BECAUSE IT'S THE THROUGH LINE FOR ALL OF THE OTHER WORK GROUPS.
WHEN WE HAVE OUR MTSS, WHICH YOU JUST HEARD, THE GOAL WOULD BE, LET'S CREATE AN MPS SYSTEM THAT PRODUCES AND ALIGNS OUTCOMES OF STUDENTS IN THE PROFILE OF A GRAD.
>> YEAH. WE TALKED A LITTLE BIT ABOUT TRAINING WITH PRINCIPALS IN THE FALL, ACTUALLY IN AUGUST BEFORE SCHOOL STARTS SO THAT THEY UNDERSTAND WHAT THOSE 1, 2, 3 DELIVER RULES WILL BE FOR NEXT YEAR AND HOW THEY ARE GOING TO TALK WITH THEIR STAFF ABOUT IT, SO THAT THE STAFF HAVE THE SAME MESSAGING AND THE SAME EXPECTATIONS DISTRICT WIDE.
>> I THINK WE HAVE A PRETTY GOOD MODEL RIGHT NOW TOO.
THOSE WHO'VE BEEN THROUGH HAYES. THEY HAVE THESE EIGHT.
THEY CAME FROM THE MATH WORLD PRINCIPLES, BUT WHEN YOU GO OBSERVE A TEACHER TEACHING, THEY WILL LITERALLY SAY TO THE STUDENTS, HEY, WE'RE GOING TO DO THIS LESSON, WHICH OF THOSE THINGS DO YOU WANT TO FOCUS ON RIGHT NOW? IT'S A GREAT FRAME FOR KIDS TO SAY, I'M REALLY GOING TO FOCUS ON MY RESILIENCY IN MATHEMATICS TODAY.
I WANT TO JUST KEEP WORKING TOWARDS GETTING THIS CONCEPT DOWN.
I THINK THAT'S PRETTY COOL AND A GREAT MODEL OF HOW WE COULD AND SHOULD IMPLEMENT THE PROFILE OF GRAD IN EVERY CLASSROOM.
>> DEFINITELY SOMETHING VISUAL IN EVERY CLASSROOM AND THAT IT'S THE SAME, WHETHER YOU'RE IN A KINDERGARTEN CLASSROOM OR YOU'RE IN SENIOR ENGLISH.
>> IT WOULD BE GREAT TO ALSO ALIGN OUR HIGH SCHOOL AND BEYOND PLAN WITH THESE COMPONENTS.
I DON'T KNOW IF WE'RE ALL GOING TO A COMMON PLATFORM, BUT THAT WOULD BE VERY COOL TO BE ABLE TO ALIGN IT LIKE THE MODULES THAT THEY'RE DOING COLOR CODED AND ALL THAT.
I DON'T KNOW HOW PRACTICAL THAT IS, BUT THAT WOULD BE REALLY GREAT.
>> I THINK IT IS VERY PRACTICAL.
WE WORK WITH THE SOFTWARE COMPANY TO DO THAT.
>> WE ARE GOING TO A STATE WIDE HIGH SCHOOL AND BEYOND PLATFORM CALLED SCHOOLINKS.
WE'RE ADOPTING IT. WE'RE IN THE MIDDLE OF A TRANSITION THIS YEAR.
WE DIDN'T FULLY IMPLEMENT IT, BUT IT WILL BE FULLY IMPLEMENTED BY '25-'26, AND THE STATE IS PAYING FOR THAT FOR EVERY DISTRICT.
>> SORRY. IN MY DISTRICT, WE JUST MOVED TO SCHOOLINKS THIS YEAR AND I GET IT CONFUSED WITH CLASSLINKS AND SCHOOLINKS, AND IT IS REALLY AWESOME.
>> YOUR DISTRICT IS THE ABSOLUTE MODEL OF IT.
THERE'S JEALOUSY OVER HERE FROM THE DISTRICT.
>> WELL, IT'S ONE THING TO HAVE IT, BUT IT'S THE OTHER THING TO MAKE IT REAL AND VALUABLE FOR STUDENTS.
THAT'S THE CHALLENGE, OBVIOUSLY.
>> YOUR DISTRICT IS THE IMPLEMENTATION MODEL FOR OSBI.
>> WE LEARNED ABOUT IT TWO WEEKS BEFORE FORECASTING TO FORECAST WITH.
>> THERE'S ALWAYS A BACK STORY.
>> THE LEARNING CURVE IS STEEP.
>> IT SEEMS LIKE A REALLY COOL PRODUCT.
>> WE'LL TRADE OFF ABOUT THAT.
NO. FIRST, YOU'D THINK I'D KNOW WITH SO MANY KIDS.
HOW ARE THE STUDENTS? THE STUDENTS ARE CONSIDERED STAKEHOLDERS.
HOW ARE THEY UNDERSTANDING THIS ACROSS THEIR AGES? THE WORDS ON HERE ARE GREAT FOR YOU AND I, BUT I'M WONDERING, NOT ALL HIGH SCHOOLERS WILL GET IT, A THIRD GRADER IS NOT GOING TO GET THIS.
HOW ARE WE EDUCATING THE STUDENTS AS STAKEHOLDERS ON THIS?
>> THAT'S THE GOAL OF THE WORK GROUP.
[OVERLAPPING] RIGHT NOW I CAN JUST CLEARLY SAY THEY'RE NOT.
>> BECAUSE THE STRATEGIC PLAN WAS APPROVED, IMPLEMENTED LAST SUMMER.
THEN WE HAVE THESE WORK GROUPS FOR EACH OF THE SECTIONS, AND THE PROFILE OF A GRAD, THAT'S OUR GOAL IS TO MAKE IMPLEMENTATION,
[00:35:03]
WE'RE GOING TO HAVE STUDENTS KNOW THIS, IT'LL BE POSTED. THEY'LL UNDERSTAND.WAS IT DOROTHY FOX WHEN THEY HAD THE WAX MUSEUM THING THAT WERE THERE.
YOU WATCHED THE SECOND GRADER, SO YOU'RE LIKE, I CAN TELL YOU WHERE YOU CHECK OFF THE BOX AT SECOND GRADE THAT YOU DID THIS.
NOT THAT YOU WON'T NEED IT AGAIN WHEN YOU'RE IN SIX BECAUSE YOU MIGHT DEVELOP SOME NERVOUSNESS ABOUT SPEAKING BECAUSE THOSE KIDS, SOME OF THEM HAD NO SHAME, DID THEY? GRADE. I LIKE THE IDEA OF PUTTING IN THE PLANNER, BUT THEY'RE NOT GOING TO GET IT IF IT'S IN THEIR PLANNER.
IT'S JUST NOT THE THING. THAT WAS MY FIRST ONE.
DO YOU WANT TO ASK OR YOU WANT ME TO GO ON BECAUSE I HAD A SECOND ONE? THE SECOND ONE IS I THINK CRITICAL.
IT GOES BACK TO HAYES APPROACH TO THE PROJECT, THEY CALL IT THEIR CAPSTONE, AND HOW THEY INTEGRATE, WHAT I WOULD HAVE DONE WHERE STUDENTS ARE MEANT TO ANALYZE THEIR GROWTH OVER THEIR CAREER.
I COULD SEE THAT FITTING MUCH BETTER FOR PROFILE OF A GRADUATE THAT WE ASK OUR SENIORS TO DO A SENIOR PROJECT, BUT THAT'S NOT YOUR ENDING.
YOUR ENDING IS, YOU'VE GOT TO COME UP AND TELL US LIKE, HOW DO YOU IDENTIFY YOURSELF AS A PROFILE OF A GRADUATE? IT'S GOING TO BE VERY DIFFERENT.
IT COULD BE FOR SOMEONE THAT'S HEAVY ON ART.
IT COULD BE MATH PLAYED A BIG PART, BUT I'M GOING TO TALK ABOUT HOW MY ART PROGRAMS CHANGED MY CAREER TO THOSE THAT WERE IN BAND.
I'M WONDERING MAYBE ON THAT ONE, CAN WE CHANGE THAT NARRATIVE ABOUT THE SENIOR PROJECT TO BE MORE LIKE WHAT HAYES DOES, WHICH IS A SENIOR CAPSTONE, WHICH IS TELL US YOUR PROFILE.
IT'S ONE OF THOSE DOCTORS WHOSE BOOKS WHEN YOU GOT THE BIRTHDAY BOOK, TELL ME EVERYTHING ABOUT YOURSELF AS YOU GREW WITHIN THIS FOR THE LAST MANY YEARS.
I DON'T KNOW IF IT'S A QUESTION OR A COMMENT.
>> WELL, I WANT THIS TO WORK HERE.
I CAN'T AGREE MORE. I THINK THERE ARE PIECES.
THIS IS REALLY LIKE EDUCATION, WHICH IS NEVER COMPLETE.
THAT'S BEEN THE MOST FRUSTRATING THING GOING FROM A CORPORATE INDUSTRY JOB WHERE LIKE I DID THAT JOB.
I'M DONE. THAT'S NEVER TRUE IN EDUCATION.
I THINK THE PROFILE OF GRADS THE SAME WAY WHERE STUDENTS HAVE THIS IS THE NORTH STAR AND YOU'RE NEVER GOING TO GET THERE.
BECAUSE YOU'RE ALWAYS MAKING IT A LITTLE BETTER.
YOU'RE ITERATING YOURSELF TO BE BETTER AT A CERTAIN AREA PERHAPS, BUT I LOVE WHAT YOU JUST SAID IN THAT IT'S A REFLECTION PIECE, LIKE WHERE AM I AT AND AM I ORIENTING TOWARD THAT.
>> WHEN YOU THINK ABOUT THE PROJECT, YOU'RE NOT GOING TO GET YOUR FIRST JOB OUT OF OUR SYSTEM BY TELLING SOME EMPLOYER ABOUT YOUR SENIOR PROJECT.
YOU'RE GOING TO TELL THEM ABOUT YOUR SELF ANALYSIS OF HOW YOU'VE GROWN AND WHERE YOUR STRENGTHS ARE AND WHERE YOUR WEAKNESSES ARE.
I LIKE THAT MODEL BECAUSE I THINK IT LENDS ITSELF, DOESN'T MATTER IF YOU'RE GETTING INTO UNIVERSITY OR GRADUATE SCHOOL OR A TRADE.
THE PROJECT DOESN'T MEAN NEARLY AS MUCH AS A REFLECTION ON YOURSELF.
>> MATTHEW, YOU JUST GAVE ME AN AHA BECAUSE WE ARE CHANGING THE WAY THAT WE ARE DOING OUR SENIOR EXIT INTERVIEWS THIS YEAR. IT'S DUE TO BUDGET.
PARTLY IT'S DUE TO A CRUNCH TIMELINE THIS YEAR, BUT WE'RE GOING TO USE A SAMPLE GROUP, WHICH IS ENDING UP TO BE THIRD PERIOD HISTORY.
WE WILL GO AND INTERVIEW EVERYONE WHO HAS HISTORY IN THIRD PERIOD, AND EVERYONE ELSE WILL TAKE A SURVEY.
TODAY, I WAS JUST TALKING WITH JOHN ABOUT CHANGING THE QUESTIONS UP BECAUSE I'M NOT SURE THAT WE'RE GETTING GOOD INFORMATION FROM THE QUESTIONS THAT WE'VE BEEN USING FOR A LONG TIME, AND MAYBE WE ALIGN THEM TO THE PROFILE OF A GRAD, AND THERE COULD BE SOME SELF REFLECTION IN THOSE QUESTIONS AND ALSO A LITTLE BIT OF A NARRATIVE FOR EACH OF THOSE.
THANK YOU FOR BRINGING THAT UP.
>> THAT IS A GREAT PIECE OF WHERE ARE THE STUDENTS VOICES IN THAT.
IF WE CAN HEAR FROM OUR SENIORS, EVEN THOUGH THEY DIDN'T GO THROUGH THE SYSTEM WITH THIS IN PLACE ALL THOSE YEARS, BUT AT LEAST IF WE SAMPLE THEM IN THESE AREAS AND WHERE DO THEY FEEL LIKE THEY'RE STRONG, AND IF THEY'RE LIKE, I DON'T KNOW WHAT I'VE DONE AT ALL IN THIS AREA, THEN THAT WILL INFORM US.
>> IT WILL DEFINITELY BE GOOD BASELINE.
>> YOU'RE GIVING ME A MAJOR OFFER. BECAUSE THE SCHOOLINK'S PLATFORM, WE CAN ADD AN ANNUAL POLL FOR STUDENTS SO THEY COMPLETE AND WE CAN BUILD IT AROUND [OVERLAPPING].
>> YOU'RE CURRENTLY AT AS A SELF EMPOWERED LEARNER AND HERE THERE'S QUESTIONS AND RANK YOURSELF.
>> YEAH. THEN THEY CAN DO IT EVERY YEAR.
YOU HAVE ONE MORE QUESTION THOUGH. THAT WAS ONLY TWO.
>> HAS THREE QUESTIONS. [LAUGHTER]
>> I DID. I NUMBERED THEM, SO I GET THEM IN ORDER.
THE INTERESTING ONE, INCORPORATING THE PRINCIPLES INTO GRADING PRACTICES.
[00:40:01]
I KNOW I HEARD BEFORE WE SPOKE, IT'S LIKE, YOU PUT IT ON THE REPORT CARD AND TEACHER CAN COMMENT.BUT HOW DO WE INCORPORATE THESE PRINCIPLES INTO SAY STANDARDS BASED GRADING AS WE LOOK.
I KNOW WE TALKED MANY TIMES ABOUT REASSESSMENTS, AND YOU LOOK AT REASSESSMENT POLICIES IF A STUDENT DOESN'T DO WELL THE FIRST TIME, BUT THEY'RE SELF EMPOWERED LEARNER AND THEY SUCCEED THE SECOND TIME, THEY ACTUALLY GET AN AVERAGE OF THE GRADE, THEY DON'T GET THE NEW GRADE.
I'M JUST WONDERING ARE WE GOING TO GRADE IT INTO GRADING PRACTICES OR JUST INTO THE SUMMATION LIKE WE ALL DID WHEN WE WERE IN ELEMENTARY SCHOOL AND YOUR TEACHER LIKE, MATTHEW WAS FUN IN CLASS OR WHATEVER.
I STILL HAVE MY CARBON COPY ONES, IF ANYONE WANTS TO SEE MY ELEMENTARY GRADING.
BUT I'M JUST WONDERING, ARE WE SUGGESTING AN ADD ON? ARE WE THINKING, WE LOOK AT THIS AND WE SAY, ARE WE PRACTICING WHAT WE PREACH WHEN IT COMES TO STANDARDS BASED GRADING FOR MIDDLE IN PRIMARY.
I'M JUST WONDERING, IS IT JUST THAT YOU'RE THINKING?
>> WELL, I LEAN ON A LITTLE BIT OF THE CTE WORLD.
WHEN YOU HAVE CT COURSE, YOU HAVE A FRAMEWORK, THERE'S 21ST CENTURY SKILLS, WHICH ARE ALL THE SKILLS ALIGNED IN THE PROFILE OF GRAD, AND THOSE ARE REQUIRED IN CTE TO BE ASSESSED AND GRADED.
THAT'S MAYBE NOT ALWAYS TRUE IN EVERY CLASS, BUT THAT'S THE VISION.
>> WE WORK THROUGH THE COMMITTEE PROCESS TO SEE WHAT ARE SOME AREAS WHERE WE CAN INCLUDE SPECIFIC GRADING PRACTICES.
>> IT COULD BE A COMPONENT OF THE GRADE, NOT JUST A NOTATION.
>> I DON'T KNOW, I'VE THOUGHT THIS FOR A LONG TIME.
I'M SORRY FOR THE SMALL TANGENT.
BUT WE HAVE ACADEMIC LEARNING, WHICH IS VITAL, IMPORTANT SCHOOL SYSTEM.
BUT THE SCHOOL SYSTEM HAS A DUAL RESPONSIBILITY IN PREPARING THE CITIZENSHIP COMPONENT LIKE SHOWING UP TO WORK REGULARLY.
COMMUNICATING WITH OTHERS, ALL THE THINGS THAT ARE IN THE PROFILE OF GRAD.
IT SHOULD BE PART OF THE GRADE.
SOME SCHOOLS AND SYSTEMS, AND I'VE READ A LOT ON THIS, BUT THEY HAVE SEPARATE GRADES.
SOME OF THEM SAY, HEY, HERE'S YOUR, FOR LACK OF A BETTER TERM, YOUR CITIZENSHIP GRADE AND HERE'S YOUR ACADEMIC CONTENT GRADE.
AS WE TALKED MORE ABOUT STANDARDS BASED GRADING, WHAT'S THE RIGHT PROCESS TO USE? THAT'S A BIG CORE.
>> HOW YOU MEASURE IT? I'LL COMMENT.
I'LL GO BACK TO THE WAX MUSEUM BECAUSE THAT WAS TERRIBLY FUN. THAT WAS THE GREATEST.
>> ONE OF THE BEST COMMUNICATORS THAT I SAW FOR THOSE STUDENTS WAS THE ONE WHO COULD NOT SPEAK IN FRONT OF OTHER PEOPLE.
DID YOU SEE HIS? HE HAD HIS CHROMEBOOK? HE HAD RECORDED HIMSELF BECAUSE HE CLEARLY EXPRESSED A CHALLENGE TO PRESENT IN FRONT OF OTHERS.
BUT HE RECORDED HIMSELF. IT WAS ON HIS CHROMEBOOK.
HE WAS DRESSED UP AND STOOD THERE, FELT VERY UNCOMFORTABLE WHEN I EVEN THANKED HIM, BUT DID A FANTASTIC JOB COMMUNICATING THROUGH THE CHROMEBOOK.
YOU PROBABLY DID IT A ONE TAKE.
BUT IT WAS LIKE, THAT WAS FANTASTIC.
I'M SURE HIS TEACHERS WERE LIKE, FANTASTIC JOB.
WE'RE GOING TO GRADE YOU REALLY HIGHLY.
YOU GOT TO STAND UP, YOU GOT TO PRESENT TO PEOPLE.
THEY ACCOMMODATE IT, FOUND A WAY TO DO IT, BUT IT WAS ALSO JUST REALLY REWARDING.
I COULD SEE THOSE STUDENTS IF WE HAD A SIMPLIFIED VERSION OF THIS FOR SECOND GRADERS WHERE THEY'D SAY, THIS IS WHY WE'RE MAKING YOU DO THIS, BUT LET'S FIND THE WAY THAT FITS YOU.
I CAN SEE THAT BEING VERY POWERFUL TO ENCOURAGING THEM AS THEY GO ON YEAR AFTER YEAR.
>> THAT'S A BIG CHALLENGE, LIKE YOU SAID WITH STANDARDS BASED LEARNING.
YOU CAN RETEST, YOU CAN TURN THINGS IN LATE, AND THEN THERE'S THAT TENSION OF, THEN HOW ARE WE TEACHING STUDENTS, THAT YOU DO HAVE TO SHOW UP AND YOU DO HAVE TO DO THINGS ON TIME? MAYBE WE WANT TO MAKE SURE THAT YOU LEARN THE STANDARD, BUT AT SOME POINT, WHERE DO WE MEASURE THEIR ABILITY TO DO THESE THINGS.
I LOVE THAT AS ANOTHER COMPONENT OF OUR EVALUATION OF STUDENTS.
I DON'T KNOW WHAT THAT LOOKS LIKE.
>> WE'VE TALKED A LOT ABOUT HAVING A CITIZENSHIP RUBRIC AS THAT SECOND COMPONENT.
TO MATTHEW'S POINT, I THINK A LOT OF THE ELEMENTARY REPORT CARDS HAVE A LOT OF THIS LANGUAGE EMBEDDED IN THE NARRATIVE, JUST NOT THOSE SPECIFIC WORDS.
YES. I BET YOU IF WE ALIGN THOSE REPORT CARDS AND LOOK THROUGH THEM, THERE'S A LOT OF THIS LANGUAGE HIDDEN IN THERE THAT WE JUST HAVE TO MAKE MORE INTENTIONAL WITH OUR TEACHERS.
>> I REALLY LIKE THE IDEA WE'RE TALKING OF, OBVIOUSLY THE VISIBILITY OF THIS THROUGHOUT THE DISTRICT AND AT THE DIFFERENT LEVELS.
BUT LIKE YOU'RE SAYING, I WONDER IF THERE'S A WAY TO MAKE IT, TAILOR IT FOR THE DIFFERENT GRADE LEVELS.
I DON'T KNOW IF MAYBE THAT'S SOMETHING.
I'M EVEN THINKING LIKE SAC DOES A LOT OF THAT WORK, LIKE THEY DO THE WINDOWS AND MIRRORS PROJECT.
MAYBE THAT'S SOMETHING THEY COULD BE WORKING ON TOO IS HOW DO YOU NOT TEACH THESE TO YOUNGER GRADES, BUT HOW DO YOU COUCH IT IN A MORE ACCESSIBLE LEVEL FOR EACH OF THEM.
[00:45:04]
I ABSOLUTELY LOVE THE IDEA OF APPLYING THIS TO THE CULMINATING PROJECT TOO.I FEEL LIKE, FOR ME, THAT'S THE MOST USEFUL THING THAT WE CAN DO RIGHT AWAY TO MAKE THAT PROCESS FEEL MORE RELEVANT.
>> I KEEP THINKING OF SOME DIGITAL TRIVIAL PURSUIT WHERE YOU EARN THE PIE AS YOU'RE GOING THROUGH YOUR 12 YEARS IN SCHOOL, LIKE, THIS IS A LITTLE GREEN SLICE FOR HERE.
>> BY THE TIME YOU'RE DONE, YOU HAVE A FULL PIE.
YOU HAVE A LITTLE PIE WITH ALL THE COLORS AND YOU WIN.
>> I WAS REALLY IMPRESSED AT HAYES.
IT'S SO MUCH MORE ABOUT THE JOURNEY THAN THE PROJECTING MATTHEWS POINT.
I WAS CURIOUS TO THOSE OF YOU WHO HAVE JUDGED AT THE CAMPUS HIGH SCHOOL.
IS IT SIMILAR? CAUSE I HAVEN'T HAD A CHANCE TO DO THAT YET. IS IT SIMILAR?
>> HIGH SCHOOL SENIOR PROJECTS VS [OVERLAPPING].
>> IS IT FOCUSED ON THE JOURNEY OR MORE OF THE OUTCOME?
>> I THINK THEY'RE JUST REALLY DIFFERENT.
>> I DON'T KNOW THAT IT'S THE OUTCOME AT CAMAS HIGH SCHOOL.
IT'S LIKE THEY DID THEIR PROJECT, AND THEY DON'T HAVE THESE ARE THE REASONS I LIKE THE SENIOR PROJECT IS I WANT TO SEE SOME OF THESE.
I WANT TO KNOW THAT YOU'RE AN EFFECTIVE COMMUNICATOR AND THAT YOU'RE ENGAGED IN THE COMMUNITY, AND WE DON'T ALWAYS GET THAT OUT OF THE CAMAS HIGH SCHOOL.
>> YOU'RE LOOKING FOR THAT WHEN YOU [OVERLAPPING].
>> THAT'S WHAT I WOULD LIKE BECAUSE YES.
I THINK INCORPORATING THESE THINGS INTO THEIR SENIOR PROJECT, BECAUSE I THINK HAYES AND A ROUNDABOUT WAY DOES THAT.
>> WE CANNOT DO THAT WITHOUT HOURS.
>> EVEN WHAT THEY DO IN THEIR PROJECTS, THEY CAN SAY KNOWING WHAT IT MEANS TO BE AN EFFECTIVE COMMUNICATOR.
HERE ARE THE COMMUNICATION COMPONENTS AND ENGAGE THE COMMUNITY IN THIS WAY, OR MAYBE I'M FOCUSING JUST ON THIS WELLNESS NAVIGATOR PART FOR MY SENIOR PROJECT AND THIS IS THE REALM THAT IT'S IN AND THEN MAYBE A REFLECTION PIECE OF AS A GRADUATE.
LIKE YOU'RE SAYING, EITHER IT'S PART OF THE SAME TYPE OF THING THAT'S BUILT INTO SCHOOLINKS OR IT'S SORT OF THAT.
THIS WAS MY CULMINATING PROJECT.
LET ME DO A SELF REFLECTION ON WHERE I AM GRADUATING IN REFERENCE.
>> I DO THINK SOME OF THE SENIOR PROJECTS THAT CAMAS HIGH SCHOOL HIT ON THESE.
THEY JUST KNOW SOMEONE MAY HAVE BEEN VOLUNTEERING AT MEALS ON WHEELS.
THERE WE GO, ENGAGE BUT THEY JUST DON'T MAKE THE TIE TOGETHER.
>> BUT SOMEBODY ELSE TAUGHT THEMSELVES HOW TO PLAY THE GUITAR.
>> CORRECT. THEY JUST DON'T HAVE THIS TO MAKE IT LINKED TOGETHER, BUT NEXT YEAR.
>> THOSE ARE GREAT. EVERY HIGH SCHOOL, THEY HAVE PROJECT IMPACT, WHICH IS THE SENIOR PROJECT, AND WE COULD EASILY TAKE THE GRADING RUBRIC AND BUILD IT OFF OF.
>> I THINK YOU'RE RIGHT THOUGH. THIS IS THE PROFILE OF A GRADUATE.
IT IS THAT THROUGH LINE THROUGH THE ENTIRE STRATEGIC PLAN. IT'S A POWERFUL TOOL.
>> THAT'S WHY CORRECT ME IF I'M WRONG, IT WAS A LITTLE CHALLENGING FOR THIS WORK GROUP TO START RIGHT OFF THE BAT BECAUSE THEY ARE WAITING TO SEE WHAT WAS COMING OUT OF THE OTHER WORK GROUPS.
>> I DO THINK GETTING THIS EVERYWHERE, THIS SHOULD BE IN OUR BOARD ROOM.
>> SEE IT DOWNTOWN. IT'S WHAT WE DO.
>> IT NEEDS TO BE LIKE EVERYWHERE.
>> YOU COULD TAKE IT FURTHER, AND TALK TO TECHNOLOGY, PUT IT ON EVERYONE'S DESKTOP BACKGROUND.
THAT'S WHAT OUR COMPANY DID. THEY PUT OUR POLICY UP ON EVERYONE'S LAPTOP.
>> YOU DON'T MISS IT, BUT YOU GUYS HAVE A FUN WORK GROUP.
>> WE DO AND I'LL JUST SAY LIKE I'M THANKFUL THAT DOREEN'S JOINING IT AS WELL.
THE WORK WE'RE DOING IS ALIGNED TO THE STATE VERY STRONGLY.
I WAS INVITED TO A LEGISLATIVE WORK GROUP ON CHANGING K-12 EDUCATION.
THIS WAS ONE OF THE KEY DISCUSSION POINTS WAS THE PROFILE OF A GRAD AND HOW THE WHOLE SYSTEM NEEDS TO ORIENT.
THE WHOLE K-12 STATE SYSTEM NEEDS TO ORIENT TOWARD A PROFILE OF GRAD THAT THE STATE HAS DEVELOPED.
>> THANK YOU FOR THAT CONVERSATION. THAT'S GREAT. GOOD IDEA.
>> ANY OTHER COMMENTS OR QUESTIONS? THANK YOU GUYS. DEREK DOREEN.
[4. SYTEMS/PATHWAYS]
WE HAVE SOME LOGISTICS.I THINK GAIL ARE YOU GOING TO COME UP HERE?
[00:50:11]
>> I JUST WANT TO GO DOWN THE LIST OF WHAT I PUT IN BOARD.
THE FIRST THING IS THE CHECK IN WITH EVERYONE TO SEE IF ANYONE COULD OTHER THAN MATTHEW CAN ATTEND THE ADVISORY COMMITTEE.
>> WHAT THE PANEL IS AT A CERTAIN IS JUST IN THE MORNING.
I'M GOING TO TRY REALLY HARD TO GO TO IT, BUT I CAN'T COMMIT UNTIL I KNOW HOW WEDNESDAY GOES BECAUSE [OVERLAPPING].
THAT'S WHAT SHAUNA SENT ME TO HOLD.
>> 10:35-11:20 IS THE PANEL DISCUSSION TIME.
>> SHAUNA SAID SHE'D BE SENDING SOME INFORMATION ABOUT THAT S.
>> I'M A SOLID MAYBE, BUT I CAN LET YOU KNOW BY PROBABLY ABOUT ONE O'CLOCK ON WEDNESDAY IF I CAN DO IT ON THURSDAY.
>> I'M A SOLID NO BECAUSE I'VE BEEN MEETING TILL 10:30.
>> [INAUDIBLE] JUST WANT US FOR THAT PERIOD OF TIME.
>> YEAH, IF THAT TIME WORKS FOR YOU, THAT WOULD BE WONDERFUL. THANK YOU.
THE NEXT THING WE HAVE ON OUR LIST IS THE FIRST FRIDAY FOR MAY 2.
LET'S SEE IF WE HAVE ENOUGH INTEREST TO DO THAT?
>> I HAVE A MUSICAL THAT NIGHT I AM UNAVAILABLE.
>> I AM AVAILABLE FOR THAT ONE.
>> YEAH. WHAT DID YOU TELL US THE THEME THAT WAS?
>> I HAVE TO FIND MUSHROOM STICKERS.
LOOK, STICKERS ARE THE STICKERS AND STICKERS ARE CRAZY.
>> YOU HAVE ANY STICKERS LEFT?
>> WE HAVE LOTS OF PENCILS. I BOUGHT ANOTHER 200 PACK OF PENCILS.
BUT THE STICKERS WERE, BY FAR THE MOST POPULAR.
ADULTS AND STUDENTS AND YOUNG CHILDREN.
>> THEN STRATEGIC PLANS AND THEN BUDGET WE PUSHED A FEW OF THE STRATEGIC PLANS AT THE LAST ONE.
>> I THINK I SOLD THE FIRST ONE. I DON'T KNOW.
COREY COULD HAVE SOLD THE FIRST ONE. WHO KNOWS?
>> I'M GOING TO WRANGLE YOU ALL IN.
>> MOVE US ON. HOW ABOUT THE BOARD SITE VISITS FOR THE 29TH?
>> IF I LOOK AT THE BOARD CALENDAR, YOU'RE ALL A YES.
I'M A YES ON THE 29TH. I CAN DO THOSE.
>> WE'LL GO AHEAD AND RUN WITH THOSE, AND THOSE ARE THREE ELEMENTARY SCHOOLS THIS TIME.
GETTING THROUGH THESE AWFULLY GRADUATIONS THE 12TH THROUGH THE 14TH.
>> BELIEVE IT OR NOT THIS IS THE FIRST A LONG TIME.
CAMAS AND HOCKINSON AND DO NOT LINE UP THIS YEAR.
I JUST HAD TO DOUBLE CHECK THAT.
I'M IN FOR ALL THE GRADUATIONS.
>> YEAH, THAT'S WHAT WE DO TOO.
>> [INAUDIBLE] EVERYBODY SAY YES. TRACEY YOU'RE HERE.
>> WHOLE BAND. I WILL LET THE SCHOOLS KNOW.
SO TRACEY AND I HAVE BEEN TALKING ABOUT THE PLANNING SESSION, BUT I'D LIKE TO TALK ABOUT WHEN YOU MIGHT WANT THE SUMMER PLANNING SESSION.
>> I THINK THAT WAS JUST BECAUSE WE USUALLY DO IT IN AUGUST.
I THOUGHT WE WERE DOING IN JULY.
>> AUGUST GETS HARD BECAUSE I KNOW LAST YEAR, I'M TAKING KIDS TO COLLEGE.
THEN WE JUST THOUGHT, WELL, DO WE NEED IT BEFORE SCHOOL STARTS OR I'M JUST THROWING IT OUT THERE.
IT JUST DEPENDS ON WHAT WE'RE TRYING TO GET OUT OF THE PLANNING SESSION, AND IF HAVING IT IN SEPTEMBER OR OCTOBER MIGHT BE EASIER ON SCHEDULES AND MIGHT STILL WORK FOR US.
I WASN'T SURE WHAT YOU GUYS THOUGHT. NO THOUGHTS?
>> WE'VE GONE BACK AND FORTH ON IT.
I THINK THE IDEA OF MAKING SURE IT WAS IN THE SUMMER WAS THAT IF THERE'S ANYTHING THAT WE NEED TO ADDRESS BEFORE THE START OF THE SCHOOL YEAR.
[00:55:02]
>> BUT I THINK ALSO IN THE SUMMER, IT WAS EASIER FOR THE DISTRICT STAFF TO FOCUS ON A FULL DAY OR HOWEVER MANY.
WE CAN STILL TRY TO DO IT. I JUST KNOW JULY IS HARD.
DID IN AUGUST, WE COULD JUST MAKE SURE THAT [OVERLAPPING].
>> IT'D HAVE TO BE THE FIRST PART OF AUGUST.
BUT JUST NEVER KNOWING WHEN KIDS GO TO COLLEGE.
>> I LIKE THE FIRST COUPLE OF WEEKS IN AUGUST.
>> THE LATEST IN AUGUST THAT WE COULD DO BEFORE EVERYBODY STUFF STARTS.
>> I WOULD SAY FOR ME FOR ME, IT WOULD NEED TO BE SOMETIME BETWEEN THE FIRST AND THE 15TH.
>> SAME AND I WOULD VOTE FOR THE END OF THE FIRST HALF.
>> DO WE HAVE A SCHOOL BOARD MEETING ON THE 11TH OR IS THAT JUST MY CALENDAR?
>> CONNIE'S LIKE REALLY PUSH IN TO THE END OF THE WEEK.
SHE'S LIKE, IT DOESN'T MATTER TO ME, BUT YES, IF WE WANTED TO DO LATER IN THAT WEEK.
>> CAN YOU MAYBE JUST SEND OUT SOME HOLDS? LET'S FOCUS ON THE FIRST OR THE 15TH SOMEWHERE IN THERE.
>> WHEN YOU KNOW WHEN YOUR KIDS ARE GOING TO BE GOING TO SCHOOL.
>> I KNOW YOU WON'T GO TO SCHOOL TILL THE 20S.
LIKE IT'S LIKE HOW LONG YOU TAKE.
>> OUR FIRST DAY OF SCHOOL THIS YEAR IS 25TH, AUGUST 25TH?
>> CAMAS FIRST DAY IS AUGUST 25.
THAT WEEK BEFORE IS GOING TO BE A LOT OF STAFF DEVELOPMENT AND STUFF.
SO WE DON'T WANT TO MESS WITH ANY OF THAT.
I WOULD BE FINE TOO IF WE WANT TO DO A SATURDAY INSTEAD OF A WEEKDAY.
>> SOMEONE'S BIRTHDAY, IT'S RIGHT ON MY CALENDAR.
>> [OVERLAPPING] COULDN'T THINK OF LESS EXCITING WAY TO CELEBRATE.
>> MOLLY AND JOHN'S BIRTHDAYS ON, WE CAN'T DO THAT DAY.
>> I WOULD REFER THE SAKE OF STAFF.
>> WE COULD DO A WEEKEND. I'LL SEND OUT SOME OPTIONS AND HAVE YOU GUYS MARK YOUR AVAILABILITY.
>> THEN TRACEY, DO YOU WANT TO TALK ABOUT?
>> YES. WE'RE CALLING OUR PLANNING SESSION STILL ON SATURDAY, MAY 10, AND WE'RE DOING IT AT THE UL BUILDING JUST SO THAT WE ARE JUST OUT OF HERE.
I DID SEND OUT AN EMAIL AND I DON'T KNOW IF EVERYONE'S ADDED TO IT, GAIL IS TRYING TO COME UP WITH AN AGENDA FOR US.
IT'S BASICALLY MOSTLY GOING TO BE DISCUSSION AMONGST US, OF HOW WE FUNCTION, WHAT WE WANT.
THERE'S GOING TO BE NO STAFF REPORTING, JOHN WILL BE THERE, I BELIEVE.
>> DEPENDING ON THE DATE. [LAUGHTER]
>> GAIL, I THINK YOU SAID YOU WERE GOING TO BE THERE FOR JUST A NOTE TAKING.
I HAVEN'T SEEN WHAT YOU HAVE ON THE AGENDA YET, BUT I'M GUESSING IT'S NOT GOING TO TAKE US ALL DAY.
I'M GUESSING LIKE 8:00- 11:00 OR NOON, AND WE BRING OUR OWN COFFEE AND A SNACK AND BUT I HAVEN'T LOOKED AT THE GOOGLE DOC YET OF WHAT WAS ON THERE, BUT I DON'T THINK IT'S ANYTHING THAT'S GOING TO TAKE US ALL DAY.
IT'S THE MOTHER'S DAY PLANT SALE THAT DAY.
I'M JUST THROWING IT OUT THERE.
IT'S ALSO THE BOOSTERS AUCTION THAT EVENING.
IT'S A REALLY BUSY DAY, KEEPING IT.
>> WELL, IF IT'S JUST US AND WE DON'T HAVE PRESENTATIONS THAT WE'RE GETTING AND STUFF, I THINK WE CAN KEEP IT TO.
IT'S MORE JUST LIKE THE TOPICS THAT WE PUT ON THERE, RESPONDING TO EMAILS AND WHAT WE WANT HOUSEKEEPING THINGS.
>> IT WOULD ALSO BE GOOD TO DO A PREVIEW.
WHAT DO WE WANT TO DO FOR OUR SUMMER?.
>> IT WOULD BE ALSO A GOOD TIME TO IDENTIFY THOSE THINGS THAT WE WANT FOR OUR SUMMER PLANNING SESSION.
>> ANY WORKSHOP IDEAS THAT WE'RE STILL LOOKING FOR IN THE SCHOOL YEAR IN THE FUTURE. YOU'RE RIGHT.
>> IT'S A PLANNING SESSION PLANNING.
WE'LL JUST BE AT YOU BRING A SNACK.
>> 8:00 DO YOU GUYS WANT STARTED 8:00?
>> WE DO A LITTLE BIT LATER SO I HAVE TIME FOR SETUP.
JUST KIDDING GAIL. [LAUGHTER].
>> NOT THAT ANY OF US WANT TO BE ANYWHERE AT 7:00 AM.
[01:00:01]
ON THE SATURDAY MORNING, EXCEPT FOR MAYBE MATTHEW. YOU PROBABLY HAVE BEEN [OVERLAPPING].>> IT'S PROBABLY GOING TO BE A LOVELY DAY.
>> WE CAN GO TO THE PLANT SALE AT 8:00.
ACTUALLY, IT PROBABLY DOESN'T OPEN UNTIL 9:00.
I'LL WORK WITH YOU GAIL TO FINISH THE AGENDA ITEMS, AND AGAIN, IT'LL JUST BE A DISCUSSION AND THAT'S IT. IS THERE ANYTHING ELSE?
>> I WOULD JUST SAY JUST FOR THAT THE DISCUSSION ITEMS, IF YOU COULD PUT IT IN THE WEEKLY UPDATE THIS WEEK JUST SO THAT IT'S RIGHT THERE.
I'LL TRY AND REMEMBER TO PUT A COUPLE IN.
>> BUT I DID PUT ONE IN GOOGLE DOC.
WE DIDN'T TALK ABOUT IT THEN, BUT IF PEOPLE HAVE IDEAS.
IF WE DO WANT TO GIVE ANY PRESENTATIONS OF THE WASA MEETING THAT BY THE END OF MAY.
>> YOU DO THAT. I DID SUGGEST ONE TO SHAUNA AND KATIE ABOUT THE STUDENT ADVISORY ABOUT HOW LAST YEAR WAS MY FIRST TIME, BUT AGAIN, NOT A LOT HAVE STUDENT ADVISORY, SOME HAVE THEIR STUDENTS SIT ON THE BOARD OR WHATEVER, BUT I THINK THE STUDENT ADVISORY WITH A LITTLE BIT ABOUT THE CAC IS A REALLY GOOD OPPORTUNITY.
>> THAT'S A GOOD ONE TO TALK ABOUT TOO SO.
WE'LL JUST GO DOWN THE LIST AND TALK ABOUT THE UNTIL WE'RE DONE TALKING ABOUT THEM. IF THERE'S NOTHING ELSE.
>> [INAUDIBLE] QUOTED IN THERE.
>> YEAH, WE'D LIKE THIS IN THE PIPE.
>> WE'RE GOING TO RECREATE A TRIVIAL PURSUIT GAME WITH LEARNING OBJECTIVES.
[5. EXECUTIVE SESSION - RCW 42.30.110 (g) - Personnel - Approximately 60 minutes]
THAT ADJOURNS OUR WORKSHOP OR WE WILL NOW GO INTO EXECUTIVE SESSION FOR APPROXIMATELY 60 MINUTES TO DISCUSS PERSONNEL.>> IT IS 6:36. WE HAVE RETURNED.
WE'VE FINISHED OUR EXECUTIVE SESSION.
NO DECISION WAS MADE. THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.