[00:00:02]
BUT THAT DOESN'T MEAN WE CAN'T START. OKAY. WELCOME, EVERYONE, TO OUR AUGUST 11TH WORKSHOP.
[1. WORKSHOP - 4:30 PM]
COREY'S ON HIS WAY HERE, BUT THE REST OF US ARE READY TO GET GOING.[2. LEARNING]
SO WITH THAT, I'M GOING TO TURN IT OVER JUST RIGHT TO LISA, RIGHT? SURE. OKAY. I'M GOING TO TURN RIGHT OVER TO LISA TO GET US GOING.THANK YOU, AND WELCOME. OKAY, SO AS WE BEGIN.
OKAY. SO WHEN YOU REMEMBER THE NOVEL THE WONDERFUL WIZARD OF OZ, WHAT YEAR WAS THAT WRITTEN? OH WOW. OKAY. FILMS MADE IN THE 1930S. YES.
DO YOU REMEMBER THE YELLOW BRICK ROAD? WHERE DID IT LEAD FROM, AND T? YEAH. OKAY. AND THE LAST QUESTION, WHICH DOESN'T REALLY RELATE TO ANYTHING BUT IT'S KIND OF FUN, IS IN THE MOVIE, DOROTHY'S SHOES WERE, WHAT COLOR? IN THE BOOK, THEY WERE NOT RED. THEY WERE. BLUE? TWO RIGHT NOW, OKAY? OKAY. OKAY. SO YOU SEE THE PICTURE OF THE YELLOW BRICK ROAD THERE? AND PART OF WHY I STARTED THAT WAY IS THAT WHEN WE'RE REALLY GROUNDING IN THAT STRATEGIC PLAN AND HOW IT'S MOVING US FORWARD IN OUR WORK TO SUPPORT ALL STUDENTS, AND THAT YELLOW BRICK ROAD IDEA OF, IT WAS STARTING IN A PLACE AND GOING TO A PLACE, AND BY ITS NATURE, THE COLOR OF IT REALLY HELPED TO SEE WHERE THE ROAD WAS.
AND SO WHEN YOU THINK OF OUR STRATEGIC PLAN, IT IS INTENDED TO BE IN THAT VEIN, WHICH IS ASPIRATIONAL, A JOURNEY AND CLEAR ABOUT WHAT'S THE DIRECTION THAT WE'RE GOING SO THAT WE CAN ALL STAY ON THAT SAME PATH.
NO. OH. OH, THERE WE GO. SO IT TURNS OUT THAT IT'S ACTUALLY UP.
JUST THE WAY YOU WANTED IT TO BE. THAT'S OKAY. SO WITH THAT OUR OUTCOMES FOR TONIGHT FOR THE BOARD ARE REALLY THESE TWO, THAT WE CONTINUE TO ENGAGE WITH THE PROFILE OF A GRADUATE, AND ALSO THAT WE THINK IN TERMS OF THE CONTEXT OF THE STRATEGIC PLAN.
BUT WHAT DOES IT MEAN FOR OUR WORK THIS YEAR, RIGHT? AND SOME PARTICULAR PARTS THAT WE'LL PAY ATTENTION TO ARE.
THE LEADERSHIP LAB WE JUST HAD ON AUGUST 5TH, 6TH AND 7TH WHERE ALL OF OUR SCHOOL AND DISTRICT LEADERS COME TOGETHER TO DO OUR LEARNING AND SETTING THE STAGE FOR THE YEAR. AND THEN ALSO THAT CONTINUOUS GROWTH CYCLE THAT EVERY LEVEL IS BEING USED TO SET A GOAL WITHIN THE CONTEXT OF THE STRATEGIC PLAN AND THEN OPERATIONALIZE.
WHAT DOES THAT LOOK LIKE AT EACH OF OUR BUILDINGS AND IN EACH OF OUR TEAMS? OKAY. AND SO WITH THAT. WE KNOW THAT THE STRATEGIC PLAN IS GROUNDED IN THREE LARGE GOAL AREAS. AND THEY ARE HIGH QUALITY INSTRUCTION, A CULTURE OF SAFETY AND BELONGING AND RESPONSIVE PATHWAYS.
SO EVERYTHING THAT WE SEE TONIGHT IS GOING TO CONNECT TO THESE GOAL AREAS.
WHAT I WROTE ON MY NOTES FOR THIS SLIDE IS ACRONYMS, BECAUSE THIS IS ACTUALLY A SLIDE THAT WAS USED IN LEADERSHIP LAB, WHICH IS WHY IT STILL HAS THE ACRONYMS. AND THEY'RE VERY FAMILIAR TO THE PEOPLE THERE.
[00:05:03]
THIS WAS A SLIDE THAT WE SHARED WITH OUR LEADERS IN JUNE OF THIS YEAR SO THAT THERE WAS THAT UPCOMING HERE'S WHAT THE FOCUS WILL BE FOR NEXT YEAR. AND THEN AGAIN IN OUR LEADERSHIP LAB LAST WEEK.SO IT WAS TALKING ABOUT HOW DO WE REALLY IN THIS CONTEXT BOTH BUDGETARY HUMAN, ALL OF THOSE THINGS REALLY FOCUS ON WHERE CAN WE ADVANCE OUR WORK TO CHANGE OUTCOMES FOR STUDENTS.
AND SO WE HAVE THREE GUIDING PRIORITIES FOR THIS YEAR.
THE FIRST IS STRENGTHENING TIERED SYSTEMS. MULTI-TIERED SYSTEM OF SUPPORTS IS OUR FIRST ACRONYM.
AND HOW WE'RE DOING THAT IS THROUGH TEAMING STRUCTURES AND A FOCUS REALLY ON TIER ONE AND THEN TIER TWO IN THE CLASSROOM AS WELL, AS WE START LOOKING INTO INTERVENTIONS. YOU ALSO SEE THE PLACE WHERE EVIDENCE BASED PRACTICES ARE NOTED, INCLUDING STANDARDS BASED LEARNING. OUR SECOND ONE OF THE CHALLENGES ALSO ALWAYS WITH A STRATEGIC PLAN IS HOW DO PEOPLE KNOW WHAT IT IS, WHAT IS RESONANT ABOUT IT? HOW DOES IT COME TO LIFE FOR EVERYONE IN OUR SYSTEM AND OUR COMMUNITY? AND THAT PIECE WE'RE REALLY CENTERING ON IS THAT PROFILE OF A GRADUATE.
THEN THE THIRD PIECE IS ENSURING COMPLIANCE THROUGH CAPACITY BUILDING.
SO WE KNOW THAT OUR DATA SHOWS US THAT THERE ARE GROUPS OF STUDENTS FOR WHOM WE STILL NEED TO FOCUS OUR ATTENTION ON WHAT THE CHALLENGES ARE THAT WE'RE NOT BEING ABLE TO WORK THROUGH TO MAKE OUTCOMES BETTER, AND ALSO HOW WE CAN LEARN TO DO THAT TOGETHER.
SO SOME OF THE FOCUS THAT'S IMPLIED HERE ARE STUDENTS WITH 504 PLANS, STUDENTS ON INDIVIDUALIZED EDUCATION PLANS OR IEPS, AND OUR MULTILINGUAL LEARNERS MLL. IN ADDITION, WE KNOW THAT WE NEED TO DO SOME WORK ON HARASSMENT, INTIMIDATION, AND BULLYING FOR CONSISTENT PRACTICES, BUT ALSO BECAUSE THEY CENTER SO MUCH ON OUR COMMITMENT TO PROVIDE BELONGING FOR EVERY SINGLE STUDENT. SO THOSE ARE THE THREE AREAS THAT WILL BE EMPHASIZED IN EVERYTHING THAT WE DO AS A DISTRICT INTO OUR SCHOOL PRACTICES. AND THEN YOU NOTE ON THE RIGHT HAND SIDE, THOSE THEMES THAT RUN THROUGH ALL OF THIS CENTERING EQUITY AND BELONGING AND EMPOWERING ALL TO BE LEADERS OF ADULT LEARNING. SO WE KNOW THAT WE HAVE FEWER PEOPLE.
AND SO WHAT DOES IT MEAN FOR HOW WE WORK AND HOW WE ALL SHARE THE RESPONSIBILITY FOR ADULT LEARNING, SO THAT WE CAN SUPPORT EACH OTHER AS WE ENGAGE IN THIS WORK? AND LISA, JUST REALLY QUICK. SO I HOPE THIS WAS REFRESHING FOR OUR BUILDING LEADERS AND EVENTUALLY OUR STAFF WHEN I GO OUT AND DO OUR FALL PRESENTATIONS TO SEE THAT THIS IS NOT NEW. AND WITH US, TO LISA'S POINT, BEING SO LEAN AT BOTH CENTRAL OFFICE AND AT OUR BUILDINGS, I HOPE THAT THAT RESONATES THAT THAT WAS ONE OF OUR POINTS WE MADE WITH OUR PRINCIPAL SPECIFICALLY IS, THIS SHOULD NOT BE NEW. THIS IS JUST BUILDING AND NOT ADDING MORE TO YOUR PLATE.
IT'S HOW CAN WE SUPPORT THE WORK THAT WE'VE BEEN WORKING ON AND DIGGING AS DEEP AS WE CAN.
SO YOU SHOULDN'T BE TOO SURPRISED ABOUT ANYTHING YOU SEE HERE.
BUT WHERE WE'RE TAKING THAT WORK, I THINK WILL BE REALLY EXCITING FOR THIS YEAR AND BEYOND, SO. SO WHEN WE MET WITH OUR LEADERS, THESE ARE THE OUTCOMES THAT WE PROVIDED FOR THEM.
AND WE'RE DOING IT IN THIS FRAME OF OUR RATIONAL OUTCOMES.
SO I'M GOING TO PAUSE THERE FOR A SECOND SO YOU CAN READ WHAT CENTERED OUR WORK WITH OUR LEADERS THIS WEEK OR LAST WEEK, AND IF YOU CAN FIND SOMETHING THAT, LIKE YOU MAKE A CONNECTION WITH, SOMETHING YOU'RE GLAD TO SEE THERE, OR KNOW THAT THAT WILL HELP US TO MOVE FORWARD.
QUICK QUESTION. SO WILL WE HAVE SORT OF MEASURES ON WHAT THRIVE MEANS? LIKE, IS IT. OKAY.
YES. SO WHAT'S ONE CONNECTION OR SOMETHING THAT YOU'RE GLAD TO SEE IN THOSE OUTCOMES THAT FOCUS OUR WORK WITH LEADERS? IF YOU WANT ME TO PICK ONE OF THESE STATEMENTS THAT'S UP THERE,
[00:10:05]
IS THAT. WHATEVER. YES. THE ONE, THE VERY FIRST ONE, WE'RE PREPARED TO LEAD OUR STAFF IN UNDERSTANDING THE PROFILE OF A GRADUATE, BECAUSE IT'S ABOUT OUR STUDENTS HERE, RIGHT? AND I THINK THE MORE WE GET THAT, LIKE, I WANT TO SEE THAT THING EVERYWHERE, RIGHT? BECAUSE I WANT OUR COMMUNITY MEMBERS TO SEE THAT.AND I WANT OUR STUDENTS TO KNOW WHAT IT IS AND OUR STAFF TO KNOW WHAT IT IS.
SO THAT PART GETS ME EXCITED BECAUSE SOMETIMES YOU GET THE STRATEGIC PLAN.
SO THAT I'M EXCITED ABOUT. ANYONE ELSE? I KEPT DOING THIS.
DOING THAT BECAUSE IT'S THE CIRCLE. THAT'S THE GRAPHIC.
WE WANT EVERYONE TO BE ABLE TO DO THAT SAME THING.
YEAH, I WOULD CONCUR. IT WAS. I KEEP THINKING BACK TO THE SENIOR PROJECTS OR THE CAPSTONES OR THE DISCOVERY PROJECTS, LIKE I WANT THAT, YOU KNOW, THOSE COMPONENTS TO BE A PART OF IT, JUST LIKE HAYES DOES WITH THEIR VALUES.
AND IT'S A COMPONENT. AND YOU HEARD IT FROM SOME OF THE STUDENTS.
IT REALLY SHOULD, YOU KNOW, IT SHOULD FOCUS ON THAT BECAUSE IF THEY CAN CHECK OFF ALL THOSE BOXES, IT'S LIKE, WELL, THEN THAT'S WHAT WE'RE LOOKING FOR. YEAH.
I ALSO WOULD ADD ON TO THAT, I MEAN, THAT'S MY NUMBER ONE TOO, BUT A CLOSE SECOND IS THE CONTINUE IN OUR WORK WITH OUR [INAUDIBLE] AND OUR [INAUDIBLE] AS WE GET. WHEN IS THE CUTOFF FOR THE [INAUDIBLE] IS THE BASIS FOR IDENTIFYING STUDENTS WITH [INAUDIBLE].
IN ANOTHER YEAR. YEAH. SO THAT'S REALLY IMPORTANT TO GET OUR SYSTEMS. 2026.
OKAY. SO EITHER WAY. YEAH. TIME TO DO THIS RIGHT TO SUPPORT STUDENTS.
RIGHT. AS OPPOSED TO SEEING IT AS A COMPLIANCE.
RIGHT. RIGHT. EXACTLY. THANK YOU. OH, AND I SHOULD SAY FOR THOSE WHO MAY BE WATCHING [INAUDIBLE] PROBLEM OF PRACTICE AND THEORY OF ACTION. WE CAN FIT SO MUCH MORE ON A SLIDE.
OKAY, SO WHEN WE SPENT TIME WITH LEADERS AS WE WERE PLANNING FOR THIS LAST SPRING, IT WAS HOW DO WE MAKE THIS COME ALIVE? RIGHT? AS YOU SAID, NO ONE IS GOING TO KNOW EVERYTHING THAT'S IN HERE BECAUSE CERTAIN PARTS WILL APPLY MORE TO SOME THAN OTHERS.
BUT WHEN WE UNDERSTAND THAT THE WHOLE STRATEGIC PLAN IS REALLY WORKING TOWARDS THESE PROFILE OF A GRAD DOMAINS AND ATTRIBUTES. THEN IT GIVES US SOMETHING TO UNITE AROUND.
AND SO THE WORK AROUND THE PROFILE OF A GRADUATE IS HOW DO WE MAKE SURE THAT EVERYONE HAS REPEATED EXPOSURES TO IT IN A WAY THAT IT'S MEANINGFUL? AND SO YOU'RE GOING TO DO ONE OF THE ACTIVITIES THAT WE DID WITH OUR LEADERS LAST WEEK.
AND WHAT WE'RE GOING TO DO IS, YOU'RE GOING TO PARTNER UP AND THEN EACH SET OF PARTNERS IS GOING TO BE GIVEN AN ENVELOPE THAT HAS STRIPS OF PAPER IN IT. THEY'RE THE FIVE DOMAINS OF THE PROFILE OF A GRADUATE AS WELL AS EACH OF THE ATTRIBUTES.
SO WHEN YOU THINK ABOUT WHAT'S WHAT, THE DOMAINS ARE THE LARGER.
DON'T BE LOOKING. THE DOMAINS ARE THE LARGER TITLES, THE ATTRIBUTES ARE THE BULLETED STATEMENTS UNDER EACH THAT REALLY DESCRIBE WHAT IS THAT DOMAIN, OKAY? SO BUT YOU GIVE ME A GOOD OPPORTUNITY TO SAY WITHOUT TOOLS OR RESOURCES, OKAY? AND THEN I'LL GIVE YOU SOME TIME TO DO THAT. AND THEN WHEN I CALL TIME I WILL.
YOU EACH HAVE BUT I WILL ALSO GIVE YOU A COPY OF THE PROFILE OF A GRAD SO THAT YOU CAN SELF-CORRECT.
SO IT LETS US CONSTRUCT MEANING, WHICH IS WHAT YOU'LL BE DOING NEXT.
SO WHAT CAN I EXPLAIN TO YOU ABOUT THE DIRECTIONS BEFORE WE START? GOOD? OKAY.
HEY, YOU CANNOT BE COACHING ONE TEAM WITHOUT COACHING ANOTHER.
[00:18:58]
NO. AND REORGANIZE YOUR CHOICES.[00:21:21]
YOU NOTICE THE ENGAGEMENT OF YOUR BRAIN IN THIS DIFFERENTLY THAN IF I READ THEM TO YOU FROM THE SCREEN, RIGHT? THE OTHER THING IS, BOTH GROUPS LIKE YOU MADE SOME SHIFTS, RIGHT? IN PART BECAUSE SOME OF THESE ATTRIBUTES ARE SO KEY EVEN ACROSS DOMAINS, RIGHT? AND SO THAT'S ACTUALLY A GOOD THING BECAUSE IT MEANS THAT THERE'S GOING TO BE REINFORCEMENT WITH HOW WE DO THIS WORK WITH STUDENTS.SO THEY MAY BE WORKING ON A PARTICULAR ATTRIBUTE.
BUT YOU CAN SEE THE CONNECTION TO MULTIPLE DOMAINS, OKAY? SO ONE OF THE THINGS THAT WILL HAPPEN WITH WELL, NO, LET ME GO FORWARD FIRST BECAUSE I WANT TO SHOW YOU A FEW THINGS BEFORE WE GET TO THAT. ONE OF THE, MAYBE CHALLENGES, OF A PROFILE OF A GRADUATE, WHICH IS COMMON LANGUAGE FOR HOW TO DESCRIBE THAT TOOL, IS THAT WHEN PEOPLE HEAR IT, THEY OFTEN THINK IT'S ABOUT HIGH SCHOOL, RIGHT? AND SO WE'VE DONE SOME WITH THE BOARD BEFORE ABOUT.
THIS IS RELEVANT AT EVERY PRE-K THROUGH 12 AND OUR TRANSITION PROGRAM THAT GOES BEYOND GRADE 12.
BUT IT'S ALSO RELEVANT FOR ADULTS. SO THAT'S THE FIRST POINT OF HOW DO WE HELP EVERYONE UNDERSTAND WHAT THESE ARE THAT IT'S NOT JUST A 12TH GRADE HERE YOU ARE, BUT HOW THEY ARE DEVELOPED, PRACTICED, AND USED THROUGHOUT A STUDENT'S CAREER.
SO ONE OF THE THINGS WE DID WITH LEADERS, WE WON'T DO THAT HERE.
WE DID SOMETHING SIMILAR WITH YOU WAS ABOUT MAKING A PERSONAL CONNECTION.
SO WHEN YOU LOOK AT THE ATTRIBUTES AGAIN, THOSE ARE THE BULLETED STATEMENTS ABOUT WHAT ARE TWO THAT HAVE IMPACTED YOUR SUCCESS AND OR PATHWAY, RIGHT? LIKE YOU CAN FIND THOSE AND GO AHEAD AND LOOK AT IT NOW AND JUST POINT TO ONE THAT'S LIKE THAT ONE, RIGHT? LIKE THAT ONE HAS HELPED ME ALONG THE WAY BECAUSE I HAD THAT CAPACITY.
SO I'LL PAUSE FOR A MINUTE JUST SO YOU CAN DO THAT.
JUST POINT TO ONE OF THE ATTRIBUTES THAT'S FOR YOU.
THAT'S GOOD. THAT'S LOVELY. AND YOU CAN POINT TO A LOT.
I WILL HAVE QUESTIONS LATER BECAUSE I DO WONDER HOW WE TAKE THESE WORDS AND GET IT SO THAT A SECOND GRADER SAYS, I UNDERSTAND WHAT THAT MEANS, RIGHT? I CAN POINT TO THAT. OR IT'S A SUBSET, RIGHT? I'M WITH YOU. OKAY. AND THEN WE ASKED FOR ONE ATTRIBUTE THAT YOU'RE STILL GROWING, BECAUSE I KNOW I CAN LOOK AT THAT AND FIND ATTRIBUTES WHERE IT'S LIKE, I HAVE SOME SKILL THERE, BUT THERE'S STILL THINGS THAT I'M WORKING ON.
SO THAT IDEA THAT THESE ARE REALLY SKILLS AND CAPACITIES THAT ARE USEFUL THROUGHOUT LIFE AND THAT THESE ARE THINGS THAT OUR COMMUNITY HAS IDENTIFIED AS ASSETS THEY WANT OUR STUDENTS TO HAVE. SO RECOGNIZING THAT THEY'RE THAT RELEVANT AND USEFUL, THEN WHAT DO WE DO NEXT? SO DEREK HAD A GREAT ACTIVITY THAT HE USED IN LEADERSHIP LABS.
SO I'M GOING TO ASK YOU TO DO THE SAME, WHICH IS RIGHT NOW TO CLOSE YOUR EYES.
YOU KNOW THOSE TRUST EXERCISES, DON'T YOU? AND WITH YOUR FINGER, POINT NORTH RIGHT NOW.
POINT. GO. OKAY. OPEN YOUR EYES. KEEP YOUR FINGERS.
OKAY. OPEN YOUR EYES. ALL RIGHT. SO YEAH. SO YOU CAN PUT YOUR FINGERS DOWN NOW.
OKAY. SO THE POINT IS NORTH IS THAT WAY. OKAY.
THE POINT IS THAT, THE PROFILE REALLY IS OUR NORTH, RIGHT?
[00:25:07]
IT REALLY IS THE DIRECTION THAT WE'RE MOVING.AND SO IN AN EXERCISE LIKE THAT, WHAT YOU KNOW IS THAT THAT'S SYMBOLIC, BUT IT MATTERS THAT WE CAN ALL POINT NORTH ON THIS ONE, RIGHT? AND WE CAN'T POINT NORTH IF WE DON'T KNOW WHAT NORTH IS.
NOW, IN THE DIRECTIONS TO FACILITATORS THAT WE'RE CREATING RIGHT NOW, IT'S LIKE YOU, SHOULD PROBABLY KNOW WHERE NORTH IS BEFORE YOU ASK PEOPLE WHAT THAT IS, BECAUSE WHEN DEREK DID THIS, WHEN I WAS IN THE ROOM, I LIVE NOT TOO FAR AWAY.
I HAD TO PUT MYSELF ON MY FRONT STAIRWAY WHEN I KNOW WHICH WAY NORTH IS, AND THEN TRANSPOSE MYSELF HERE SO THAT I COULD FIGURE OUT WHICH WAY WAS NORTH, RIGHT? IT SHOULDN'T BE THAT HARD, THOUGH. AND SO HOW DO WE REALLY MAKE IT SO THAT EVERYONE KNOWS HOW TO POINT NORTH? AND MORE THAN THAT, WHAT WE'RE DOING TO YOUR POINT, MATTHEW, ALONG THE WAY TO MAKE SURE THAT WE GET THERE.
OKAY? SO KNOWING THAT, WE CAN'T DO EVERYTHING AT ONCE, RIGHT? SO WHAT WE DID WAS MAKE A DECISION ABOUT WHICH DOMAINS WILL WE FOCUS ON THIS YEAR SO WE CAN REALLY LEARN MORE DEEPLY ABOUT THEM AND START TO LOOK AT IMPLEMENTATION SO THAT THAT BECOMES EFFECTIVE AND SUCCESSFUL.
AND THEN WE CAN ADD DOMAINS ON AS WE GO. NOW, SOMEONE IN OUR GROUP SAID WHY THESE? WHY THESE TWO DOMAINS? OKAY, SO THIS IS THE MOMENT OF TRUTH.
SO IT WOULD BE REMISS OF US NOT TO HAVE THAT BE ONE OF THE ONES THAT WE WERE REALLY CENTERING IN.
THEN OUR GROUP OF LEADER FACILITATORS WHO WAS PLANNING THIS WORKSHOP, WE ALL CHOSE WHICH ONE WE THOUGHT SHOULD BE THE OTHER ONE FOR THIS YEAR. AND THERE WERE CLUMPS, RIGHT? THIS, THAT, THIS, THAT. AND THE REALITY IS, WHAT MAKES IT HARD IS THAT THEY'RE ALL SO IMPORTANT.
SO WHAT WE DECIDED TO DO WAS GO IN ORDER. THEY'RE THE FIRST TWO ON THE PAGE.
MAKES IT A LOT EASIER, RIGHT? BUT WHAT YOU'LL SEE IS WHEN WE GET TO SELF EMPOWERED LEARNER, THIS CONNECTS SO WELL TO, AS WE'RE TALKING ABOUT A MULTI-TIERED SYSTEM OF SUPPORTS AND WHAT WE WANT AT THAT TIER ONE, THAT UNIVERSAL SUPPORT WHAT EVERY STUDENT GETS.
SO IT MAKES SENSE. BUT ALSO AT SOME POINT YOU JUST HAVE TO DECIDE, RIGHT? WHICH ONES YOU'RE GOING TO GOING TO WORK ON. SO THEN WE HAD OUR LEADERS WORK ON THEIR OWN FIRST TO THINK ABOUT THEIR BUILDING OR THEIR TEAM, RIGHT? BECAUSE SOME PEOPLE, DISTRICT LEADERS HAVE A TEAM, BUT NOT NECESSARILY A BUILDING.
BUT WE ALL SHOULD BE ABLE TO SEE THE RELEVANCE INTO OUR OWN WORK.
SO WHEN YOU REFLECT ON THE TWO DOMAINS OF FOCUS WELLNESS NAVIGATOR, SELF EMPOWERED LEARNER.
WHAT ARE TWO OF THE SYSTEMIC STRENGTHS IN YOUR SETTING? SO WHERE YOU SEE EVIDENCE OF THOSE ATTRIBUTES AND THEN FURTHER WHAT LEADERSHIP MOVES ARE YOU MAKING SO THAT THOSE STRENGTHS ARE THERE. AND THEN TO IDENTIFY ALSO WHAT'S A SYSTEMIC MEANING.
WE SET IT THAT WAY. WE KNOW THERE ARE AREAS OF GROWTH, BUT IT WAS REALLY MORE AROUND WE COULD GROW IN ALL THESE, BUT THERE MAY BE ONE THAT'S ALIGNED WITH SOMETHING YOU'VE BEEN THINKING OR SEEING IN YOUR STUDENTS THAT IT WOULD BE REALLY HELPFUL TO LEAN INTO THAT ONE.
SO. OKAY. SHAUNA, THERE'S A MESSAGE ON THE SCREEN.
EACH PERSON DID THAT, AND THEN WE HAD PEOPLE ORGANIZED IN WHAT? YEAH. YEAH. THAT'S OKAY. ORGANIZED IN VERTICAL GROUPS SO THAT AN ELEMENTARY PERSON WAS WITH A MIDDLE SCHOOL AND A HIGH SCHOOL PERSON.
AND OUR PRESCHOOL PEOPLE WERE SPRINKLED THROUGHOUT, AND THEN OUR TEAMS WERE IN THERE SO THAT WE START TO BUILD THAT IDEA OF WHAT'S ALREADY HAPPENING THAT IS SUPPORTING THESE ATTRIBUTES THROUGH OUR PRE-K THROUGH 12TH SYSTEM, OKAY? SO THEN THE NEXT STEP BECAME THIS. OR NOT.
OKAY. THEN LET ME LOG IN SO THAT I HAVE THEM TOO.
[00:30:05]
ONE THING I'LL ADD IS, THIS IS ONE ACTIVITY I LED.AND AS I KIND OF WENT AROUND THE ROOM, IT WAS NEAT TO SEE.
TRYING TO SEE WHAT THEY THOUGHT WAS SOMETHING REALLY STRONG IN THEIR BUILDING OR AN AREA OF GROWTH, AND THEN COMING BACK TO THEIR TEAM WITH THEIR PRINCIPAL, AND PEOPLE HAVING DIFFERENT VIEWPOINTS OR SIMILAR VIEWPOINTS.
IT WAS REALLY INTERESTING. SO WE'RE KIND OF WORKING ON THAT THIS YEAR, IS TO MIX UP THOSE GROUPS A LITTLE BIT MORE AND HAVE PEOPLE WORKING KIND OF ACROSS GRADE LEVEL, ACROSS SCHOOL AS MUCH AS WE CAN. ALSO BECAUSE MORE PEOPLE ARE SOLO THIS YEAR TOO, SO THEY HAVE SMALLER TEAMS, SO. THAT'S SOMETHING THAT OUR LEADERS HAVE REQUESTED TOO.
THEY REALLY WANT TO BE ABLE TO LEARN FROM EACH OTHER.
SO WE ARE NOW ON SLIDE 11. SO THEN WE NARROWED EVEN FURTHER TO THE SELF EMPOWERED LEARNER DOMAIN.
AND WE THEN BROKE PEOPLE INTO, WELL, WE NEVER BREAK PEOPLE.
AND THEN WE HAD DISTRICT AND OTHER TEAM MEMBERS WORKING ON ADULT CONTACTS.
LIKE, HOW DO WE SUPPORT THESE IN ADULT CONTACTS? SO THEN THEY TOOK.
THEY CREATED A CHART THAT LOOKED LIKE THIS. SO WE SET SOME MARKERS, AND OUR MARKERS WERE BY THE END OF PRESCHOOL, BY THE END OF GRADE TWO, BY THE END OF GRADE FIVE, BY THE END OF GRADE EIGHT.
YOU'RE STEALING MY THUNDER, MAN. BY THE END OF GRADE 12.
AND THEN FOR OUR ADULTS. FIRST, WHEN YOU THINK OF SELF EMPOWERED LEARNER AND THOSE ATTRIBUTES, WHAT DOES IT LOOK LIKE AND SOUND LIKE AT THAT LEVEL? AND THEN WHAT ARE THE OPPORTUNITIES TO FOSTER THAT? SO WORKING INTO IMPLEMENTATION OF THIS IS HOW A PRESCHOOLER WOULD TALK ABOUT IT, HOW WE WOULD TALK WITH THEM ABOUT IT.
HERE'S WHERE WE CAN DEVELOP THAT CAPACITY SO THAT WE CAN BUILD SOME COMMON IDEAS, PRACTICES, EXPECTATIONS ACROSS GRADE LEVELS. YES. AND AS DOCTOR ANZALONE JUST SAID, WE LEFT THE POSTERS AROUND THE ROOM AND THEY START AT PRE-K.
I THINK WE STARTED WITH OVER HERE. YEAH, PRE-K IS OVER HERE.
AND THEN TO SECOND GRADE AND THEN TO FIFTH GRADE AND SO ON.
SO WE LEFT THOSE THERE. SO YOU ALSO HAVE A CHANCE TO LOOK AND SEE WHAT PEOPLE CAME UP WITH, OKAY? THIS WORK WORKS SO MUCH BETTER IF WE'RE ENGAGING EVERYBODY'S THINKING AND IDEAS IN THIS.
AND SO PART OF THE WELCOME BACK TO SCHOOL NEXT WEEK IS THE DAY THAT'S FOCUSED ON OUR EQUITY MODULE.
AND THE FIRST PART OF THAT MODULE IS GOING TO FOCUS ON THE PROFILE OF A GRADUATE, BECAUSE IT IS THAT TOOL THAT WE'RE HOLDING AS ESSENTIAL FOR ALL OF OUR STUDENTS. SO OUR JOB, OUR TASK, OUR INSPIRATION IS TO FIND WAYS THAT WE CAN FOSTER THAT IN ALL STUDENTS.
SO OUR BUILDING TEAMS WILL BE LEADING THEIR STAFF THROUGH THE ACTIVITIES I'VE JUST WALKED YOU THROUGH IN SIMILAR FASHION. WHEN THEY GET TO THIS POINT, THEN THEY'LL BE LOOKING AT SPECIFIC GRADE LEVELS, RIGHT? AND THAT'S HOW WE WILL START TO BUILD, MATTHEW, TO YOUR COMMENT EARLIER ABOUT THAT TRUE DEVELOPMENTAL SEQUENCE THAT ENSURES THAT WE'RE NOT EXPECTING THAT THIS HAPPENS MAGICALLY, BUT THAT WE HAVE A PLAN FOR WHAT IT WILL LOOK LIKE TO SUPPORT ALL OF OUR STUDENTS.
DEREK ALSO MENTIONED THAT YOU'VE ALREADY WORKED WITH [INAUDIBLE], RIGHT? ON THE COMMUNICATED TO. YEAH. TO, IS IT AT THE DOMAIN LEVEL OR THE ATTRIBUTE LEVEL? AT THE ATTRIBUTE LEVEL CAN BE COMMUNICATED TO FAMILIES AS WELL.
BUT IT IS THAT CENTERING POINT FOR ALL OF US.
[00:35:10]
LEADERS ARE GOING TO BE DOING TO ADVANCE THIS WORK FORWARD.OKAY, SO IN TERMS OF MTSS, JUST A REMINDER THAT WHEN WE CREATED THE STRATEGIC PLAN BASED ON COMMUNITY INPUT, WE ORGANIZED THE WORK INTO THREE AREAS. THE FIRST WAS STUDENT FACING PRACTICES.
OKAY. SO WHAT YOU SEE ON THE SCREEN THERE IS FOCUSING IN THOSE GOAL AREAS OF A CULTURE OF SAFETY AND BELONGING AND HIGH QUALITY INSTRUCTION, WHICH IS WHERE MTSS FINDS ITS ROOTS AND PURPOSE.
OKAY, SO THE STUDENT FACING PRACTICES YOU SEE THERE, NONE OF THOSE ARE OUTSIDE OF THE FRAME OF A MULTI-TIERED SYSTEM OF SUPPORTS. THEY'RE ALL NECESSARY IN ORDER FOR US TO PROVIDE GOOD TIER ONE PRACTICES IN SOCIAL EMOTIONAL LEARNING, BEHAVIOR AND ACADEMICS. AND THEN ALSO TO UNDERSTAND WHAT INTERVENTIONS WE MIGHT NEED FOR STUDENTS WHO NEED MORE SUPPORT.
OKAY, SO STUDENT FACING PRACTICES ARE THEN IN THE STRATEGIC PLAN SUPPORTED BY IDENTIFIED LEADERSHIP PRACTICES, WHICH ARE THEN BUILT ON A FOUNDATION OF ORGANIZATIONAL PRACTICES.
SO EVERYTHING IS LIKE THE RUSSIAN DOLLS, RIGHT? THEY NEST WITHIN EACH OTHER SO THAT THEY STRENGTHEN.
SO WHAT WE DON'T HAVE OUR PEOPLE, DIFFERENT GROUPS OF PEOPLE DOING DIFFERENT WORK.
SO THIS IS THE REMINDER. REBECCA HAS SHARED THIS WITH YOU BEFORE.
IT TAKES A LOT. THERE ARE SUCH IMPORTANT BELIEF STRUCTURES THAT UNDERGIRD THIS WORK, AS WELL AS WHERE ARE WE AND WHAT DO WE NEED TO DO NEXT? SO THIS MISSION AND THE WHAT THE DELIVERABLES ESSENTIALLY COME OUT OF THE DISTRICT.
MTSS TEAMS WORK, OKAY? THE MISSION IS THE EXACT SAME LANGUAGE AS OUR STRATEGIC PLAN, WITH A DIFFERENCE OF ONE WORD. THIS GROUP CHANGED DEEPER LEARNING TO MEANINGFUL LEARNING, AND YOU SEE IT UNDERLINED ON THE SCREEN.
SO KNOWING AGAIN MTSS IS HUGE LIKE TIER ONE INSTRUCTION WITH ALL OF THE INTERVENTIONS KIDS NEED WITH THE DATA SYSTEMS BEHIND IT, WITH ALL THE BELIEFS. RIGHT. SO WHAT ARE WE SPENDING TIME ON THIS HERE? THESE TWO THINGS, A BUILDING MTSS TEAM AND SCHEDULED INTERVENTION TIME.
OKAY. THOSE ARE BOTH STRUCTURES, RIGHT? WE HAVE A TEAM.
WHAT'S IMPORTANT, THEN, IS WHAT HAPPENS IN THOSE TEAMS, RIGHT? LIKE, WHAT ARE THEY DOING THAT ADVANCES THE WORK OF A MULTI-TIERED SYSTEM? THAT'S OUR WORK WITH LEADERS AS WELL AS SCHEDULED INTERVENTION TIME.
WHAT HAPPENS IN THAT TIME? HOW DO WE KNOW THAT IT'S WORKING? WHEN DO WE MAKE CHANGES? AND SO ON. THAT IS THEN CONNECTED TO ANOTHER DOCUMENT THAT YOU'RE FAMILIAR WITH, AND WE'LL SEE AGAIN, WHICH IS EACH SCHOOL'S PROBLEM OF PRACTICE AND THEORY OF ACTION.
SO WE'RE USING A THEORY OF ACTION DOCUMENT THAT WAS DEVELOPED BY UW.
YEAH. AND OR THE. NO, IT'S THE CENTER FOR EDUCATIONAL LEADERSHIP WHICH IS CONNECTED TO UW.
SO THIS GRAPHIC HERE IS JUST FROM THAT. AND THAT'S LIKE THIS IS SOMETHING YOU'VE SEEN BEFORE.
BUT ESSENTIALLY WHAT IT ASKS OUR LEADERS TO DO IS TO DESCRIBE WHAT'S CURRENTLY GOING ON WITH OUR STUDENTS LEARNING, RIGHT? LIKE IN OTHER WORDS, WE'RE IN THE PROBLEM IDENTIFICATION.
WHERE'S THAT CHALLENGE? HOW ARE TEACHERS AND OTHER ADULTS INSTRUCTIONS AND PRACTICES CONTRIBUTING TO THAT? NO INTENTIONALITY, BUT WHAT WE'RE DOING WORKS IN SOME CASES AND DOESN'T WORK IN OTHERS.
AND THEN THE THIRD PART IS AS A LEADER, A PRINCIPAL OR A DISTRICT LEADER, WHAT ARE MY ACTIONS THAT ARE CONTRIBUTING TO THIS? BECAUSE NOW I'M GOING TO NEED TO BE ABLE TO CHANGE WHAT I'M DOING SO THAT I CAN STRENGTHEN TEACHER AND STAFF PRACTICE SO THAT TEACHERS AND STAFF HAVE WHAT THEY NEED TO SERVE OUR STUDENTS AND CHANGE AN OUTCOME.
THAT'S HOW THE THEORY OF ACTION STORY IS DERIVED.
THE PROFILE OF A GRADUATE FITS INTO THIS MTSS STRUCTURE, BECAUSE WHEN YOU LOOK AT LIKE A SELF EMPOWERED LEARNER OR A WELLNESS NAVIGATOR, ALREADY YOU'VE HEARD IN DIFFERENT PRESENTATIONS WHAT OUR SCHOOLS ARE DOING TO BOTH UNDERSTAND WHERE STUDENTS ARE AT, ESPECIALLY WELLNESS NAVIGATOR. BUT THEN WHAT ARE WE DOING IN RESPONSE TO THAT?
[00:40:01]
SO THAT FINDS ITS WAY INTO OUR PROFILE OF A GRADUATE.I MEAN, OUR THEORY OF ACTION AS WELL. WHAT'S CHANGED THIS YEAR? AND THAT'S WHAT I WANT TO FOCUS ON FROM A BOARD REQUEST AS WELL, IS, YOU KNOW, THAT QUESTION OF WHAT ARE WE DOING? AND IS IT WORKING? HOW DO WE KNOW WHAT'S WORKING? AND SO IN THE THEORY OF ACTION, THIS STATEMENT WAS THERE BEFORE.
IF I DO THIS, THEN TEACHERS AND STAFF WILL BE ABLE TO DO THIS WHICH WILL HELP ALL STUDENTS.
THIS YEAR WE'VE ADDED THE PIECE ABOUT IDENTIFYING A BENCHMARK OUTCOME FROM PAGE 16.
BUT PAGE 16 ARE OUR BENCHMARK OUTCOMES, RIGHT? AND SO ALL THE WORK WE DO SHOULD BE INTENDED TO CHANGE SOMETHING THAT'S ON THIS PAGE, RIGHT? LIKE THOSE ARE OUR TARGETS TO BE ABLE TO IMPROVE.
AND SO THAT IDENTIFICATION OF THIS IS THE BENCHMARK MEASURE.
AND THEN ALSO WHAT ARE THE PROGRESS MONITORING MEASURES THAT WE'RE USING INTO A LONG WAY INTO A PROGRESS MONITORING PLAN AS WELL. AND THAT WILL BRING THE DATA ALIVE INTO THIS.
SO THEN WE THOUGHT ABOUT LIKE WITH THE PROFILE OF A GRAD AND HOW THAT'S WORKING INTO THE THE THE EQUITY DAY NEXT WEEK FOR ALL STAFF. HOW DO WE SUPPORT THIS BETTER AS WE GO? AND SO WE HAVE THREE PRINCIPAL SUPERVISORS THIS YEAR.
THEY ARE JOHN AND DEREK AND DOUG. AND SO WHAT WE KNOW IS, THIS WORK IS NEVER FAR FROM LEADER´S MINDS, AND IT'S OFTEN HARD TO GET TO WHEN SO MUCH IS GOING ON.
AND SO PART OF THE COMMITMENT IS THAT AS OUR SCHOOL SUPERVISORS ARE MEETING MONTHLY WITH OUR PRINCIPALS, THAT THIS BECOMES ONE OF THE TOPICS THEY'RE TALKING ABOUT.
BUT IT'S NOT A, YOU BETTER HAVE IT DONE BEFORE I GET THERE.
IT'S LIKE, LET'S TALK ABOUT THIS WHILE I'M HERE.
LET'S ADD TO IT, BASED ON THAT CONVERSATION, AND WHAT CHALLENGES OR BARRIERS ARE YOU EXPERIENCING.
AT THAT POINT, DOUG AND DEREK AND JOHN CAN BRING THAT BACK TO OUR TEAM, WHERE WE CAN BETTER ALIGN OUR RESOURCES WITH THAT, RIGHT? LIKE, WHO'S THE PERSON WHO HAS THIS EXPERTISE? LET'S CONNECT THEM OUT THERE SO THAT THEY CAN SUPPORT THAT.
HERE'S A SCHOOL THAT HAS, YOU KNOW, A RESOURCE THAT ANOTHER SCHOOL COULD USE.
OF ACTION, WHICH WILL BE PART OF THE CONTINUOUS GROWTH WORKSHOPS WITH BOARD MEMBERS.
SO PIECE NUMBER ONE, PROFILE OF A GRADUATE. PIECE NUMBER TWO, MULTI-TIERED SYSTEM OF SUPPORT ENACTED THROUGH THE THEORY OF ACTION AND DISTRICT SUPPORTS. AND THEN PIECE NUMBER THREE, ALWAYS A FOCUS ON BELONGING, RIGHT? SO ONE OF THE THINGS WE WANT TO MAKE SURE THAT WHEN SOMETHING IS SO IMPORTANT THAT WE DON'T LEAVE IT THE FOLLOWING YEAR FOR SOMETHING NEW.
SO THE CIRCLE OF BELONGING, THE WHEEL OF BELONGING, WE STARTED USING 2 OR 3 YEARS AGO, RIGHT? AND WE WANT TO KEEP BRINGING IT BACK BECAUSE WE'RE STILL NEEDING IT.
WHAT YOU WILL BE GLAD TO KNOW IS THAT WE HAVE FIGURED OUT WHAT TO DO WITH THE AND THEN WE'RE GOING TO START LIKE THE PICTURE, JUST A PHOTO FRAMED GALLERY OF WORK WE'VE DONE ALONG THE WAY.
SO I KNOW THAT THAT'S SOMETHING THAT'S COMING.
THOSE ARE IN SPECIFIC CONTENT AREAS, RIGHT? AND I THINK ALL OF THEM ARE HIGH SCHOOL LEVEL.
AND THEN WE HAVE CLASSIFIED STAFF MEMBERS THAT YOU'VE SEEN THE ANNOUNCEMENTS GOING OUT FOR HIRING.
WE WILL BE DOING THAT ACTIVITY WITH THEM. SO AGAIN, IT CENTERS BACK TO HERE'S WHAT WE DO AND WHY.
THE PIECE THAT I WANT TO CALL TO YOUR ATTENTION, IF I KEEP USING THE ARROW IN THE RIGHT DIRECTION, IS WE'VE DONE PART OF THE DATA THAT WE'VE GIVEN TO YOU.
AND WHEN YOU TALK ABOUT STUDENTS THRIVING, ONE OF OUR DATA SOURCES IS PANORAMA.
[00:45:03]
IT'S NOT THE ONLY ONE, RIGHT? LIKE OUR SENIOR EXIT SURVEYS AND INTERVIEWS HELP US KNOW ABOUT THRIVING LIKE THAT.SO THIS YEAR IT WENT THROUGH A. OVER THE SUMMER WE WENT THROUGH A REVIEW OF WHAT HAVE WE BEEN SURVEYING KIDS ON, HOW DO WE RESPOND TO THE DATA AND THE FEEDBACK WE'VE GOTTEN FROM SCHOOLS, AND WHAT CHANGES WILL WE MAKE.
SO PANORAMA IS ORGANIZED BY TOPICS. SO SENSE OF BELONGING IS A TOPIC THAT COMES WITH A SET OF QUESTIONS THAT'S ALREADY PREDETERMINED IN PANORAMA. SO WE ARE KEEPING FROM THE PAST YEARS SURVEYS SENSE OF BELONGING, SUPPORTIVE RELATIONSHIPS AND SOCIAL AWARENESS, WHICH ARE WELL USED BY SCHOOLS.
SOME OF THE FEEDBACK WE GOT FROM SCHOOLS IS THE SURVEY WAS STILL TOO LONG AND THERE WERE SOME PROBLEMATIC INTERPRETATIONS OF SOME OF THE STATEMENTS, PARTICULARLY IN THE AREA THAT WAS GROWTH MINDSET.
LIKE A QUESTION LIKE, I CAN WORK HARDER THAN I AM RIGHT NOW, SOMETHING LIKE THAT, WHICH IS LIKE, WELL, I MIGHT, MAYBE NOT, BUT IT DOESN'T MEAN I DON'T HAVE A GROWTH MINDSET.
SO WE REMOVED THREE TOPICS AND THEN WE ADDED ONE NEW ONE, WHICH IS LEARNING STRATEGIES, BECAUSE LEARNING STRATEGIES CONNECTS TO THE SELF EMPOWERED LEARNER. RIGHT? SO WE START TO PUT A DATA PIECE IN PLACE THAT MAKES SENSE FOR THAT.
OKAY. SO WITH OUR LEADERS WE, IN EACH OF THOSE TOPIC AREAS, ASKED THEM TO THINK ABOUT WHAT THEY'RE ALREADY DOING, WHAT'S BEEN MOST IMPACTFUL? HOW DO THEY KNOW, AND WHAT ARE OTHER WAYS THAT THEY KNOW? SO AGAIN, HONING IN ON THAT. IS IT OUR FEELING OR DO WE HAVE OTHER DATA THAT SUPPORTS THAT WE'RE MAKING GROWTH OR SUPPORTING OUR STUDENTS IN THESE AREAS? SO THAT'S A CHANGE THAT WILL BE FOR PANORAMA THAT EXTENDS ACROSS AGAIN THAT PROFILE OF A GRADUATE INTO MTSS, INTO THE BELONGING, CREATING THAT CULTURE AND OUR SOCIAL EMOTIONAL LEARNING AS WELL.
AND ULTIMATELY. WHAT? NOPE. GO FORWARD, NOT BACKWARDS.
THESE ARE THE QUESTIONS THAT WE WANT TO KEEP FOREFRONT AS WE GO THROUGH ALL OF THIS TOGETHER.
WHAT ARE WE DOING? WHY ARE WE DOING THOSE THINGS AND IS IT MAKING A DIFFERENCE, AND FOR WHO? AND THAT WE'RE THEN LOOKING AT THE ANSWERS TO THOSE QUESTIONS TO DETERMINE WHAT WE KEEP DOING, WHAT WE NEED TO START DOING, AND WHAT WE MIGHT NEED TO STOP DOING.
AND ULTIMATELY, IT IS ABOUT THIS, WHICH IS WE WANT EVERYONE TO BE INSPIRED TO MAKE A DIFFERENCE EVERY DAY SO THAT OUR STUDENTS, WHO WE GET TO SERVE EVERY DAY, FEEL THAT INSPIRATION COMING TOWARDS THEM AND AROUND THEM AND LEAVE US SO MUCH MORE CONFIDENT OF WHO THEY ARE AND HOW THEY CAN CREATE THEIR PATHWAY INTO THE WORLD.
AND THAT, IN A NUTSHELL, IS OUR WORK THIS YEAR.
WHAT QUESTIONS MAY I ANSWER? I HAVE A QUESTION.
I'M NOT SURE IF THIS IS THE RIGHT FORM FOR IT, BUT WHEN THE PAGE 16 ARE ALL OF OUR BENCHMARK MEASURES, WE HAVE OUR BASELINE DATA. WILL DO. DO YOU KNOW WHEN WE'LL SEE OUR 24-25 DATA? SO WE'RE WORKING ON THAT RIGHT NOW TO CREATE A.
AND 23-24, BUT THEN FROM THIS LAST SCHOOL YEAR THIS IS OUR BENCHMARK.
AND YOUR QUESTION IS BASICALLY HOW DO WE CONTINUE TO UPDATE THIS AS WE HAVE NEW INFORMATION? SO I HAVE TWO ANSWERS TO THAT. ONE IS THAT WE'RE CREATING THAT DOCUMENT RIGHT NOW.
AND SOME OF IT, WE MIGHT NEED TO DECIDE IN THE DASHBOARD.
WE WILL GIVE YOU THE BEST WE HAVE FOR THE DATA WE HAVE HERE.
WE KNOW WHEN A STATE APPLIES DIFFERENT RULES.
I'LL GIVE YOU AN EXAMPLE OF [INAUDIBLE]. SO WE FINISH SMARTER BALANCED ASSESSMENTS.
AND WE CAN SEE FOR ANY SCHOOL A ROUGH WE CAN SEE A PERCENTAGE OF STUDENTS WHO ACHIEVED A 4 OR 3, A 2 AND A 1, BUT IT DOESN'T YET TAKE INTO ACCOUNT STUDENTS WHO DIDN'T TEST AND HOW THAT FIGURES INTO THE ALGORITHM, OR STUDENTS WHO TOOK THE ALTERNATIVE ASSESSMENT.
[00:50:05]
AND THIS DASHBOARD, WHERE ARE WE GOING TO FIND THAT? SO IT'S THROUGH SCHOOL [INAUDIBLE] SOLUTIONS AND IT'S HOMEROOM IS THE NAME OF THE APPLICATION.SO RIGHT NOW WE HAVE AN ENTRY TO IT FROM THE STAFF CORNER.
SO AND THEN YOU'LL USE YOUR CREDENTIALS TO BE ABLE TO SEE AND ENTER INTO SPECIFIC DASHBOARDS THAT WILL BE MORE RELEVANT AT YOUR PURVIEW. JUST LIKE A HIGH SCHOOL PRINCIPAL´S DASHBOARD WOULD BE DIFFERENT FROM AN ELEMENTARY PRINCIPAL´S DASHBOARD.
AND I THINK AS WE MOVE FORWARD DOING THAT, IT JUST CRYSTALLIZES IT, RIGHT? AND THEN, YOU KNOW, FIVE YEARS FROM NOW IT'S GOING TO BE JUST EMBEDDED AND IT'S NOT GOING TO FEEL LIKE, OH, WHAT'S THE THING THIS YEAR THAT WE NEED TO ADD TO OUR POINT? IT'S JUST WHAT WE'RE DOING. HOW DO WE KNOW? HOW DO WE MAKE SURE OUR OUR KIDS LEAVE US WITH THESE SKILLS AND TRAITS? EXACTLY. GOOD JOB. EXACTLY.
THE KNOW THAT I GET. I'M SO LUCKY BECAUSE I GET TO SIT HERE AND TELL YOU WHAT WE'VE BEEN UP TO.
BUT OUR TEAM OF DISTRICT SCHOOL LEADERS AND OUR STAFF IS AMAZING.
BUT WE ALWAYS MAKE SURE THERE'S LAUGHTER TOO.
ANY OTHER QUESTIONS OR COMMENTS FOR LISA? THANK YOU.
THANK YOU SO MUCH. YEAH. AND YOU PROBABLY WANT ALL THESE BACK.
OH, PLEASE. BECAUSE WE ARE IN THE PROCESS OF MAKING LOTS OF SETS OF THESE FOR NEXT WEEK.
SHE WOULD MIX THEM ALL UP. WELL, YOU HAVE TO SHAKE THEM UP.
YEAH. WE DON'T WANT TO PUT THE ANSWERS IN THERE.
VERY SMART. SHAUNA. YEAH. THANK YOU.
[3. SYTEMS/PATHWAYS]
AND HOPEFULLY YOU GUYS HAVE ALL CLICKED ON THE LINK TO SEE THE DRAFT AGENDA THAT GAIL HAS PUT TOGETHER.AND I THINK AFTER WE'VE DISCUSSED IT, THERE'S NOT GOING TO BE ANY PRESENTATIONS. THERE'S NOT GOING TO BE ANYBODY THERE. BUT, I MEAN, PEOPLE COULD BE THERE, BUT IT'S GOING TO BE JOHN AND GAIL, AND I THINK SHAUNA MIGHT BE THERE.
PART OF IT JUST SO WE CAN DISCUSS THESE THINGS.
RIGHT. IT'S MORE LIKE A DISCUSSION ON WHAT WE WANT TO LEARN, WHAT WE WANT TO KNOW ABOUT.
SO THAT'S KIND OF WHAT THE DAY LOOKS LIKE. AND THEN THERE IS A SEPARATE.
I KNOW WE WANT TO IN THE AFTERNOON BECAUSE I KNOW BAMINI, I THINK YOU'RE COMING OUT IN THE AFTERNOON, RIGHT? SO WE'RE GOING TO TAKE REALLY GOOD NOTES ON THE FIRST MORNING PART, AND THEN WE HAVE LUNCH, AND THEN WE DO OUR SUPERINTENDENT GOAL SETTING, GO OVER OUR BOARD SELF ASSESSMENT.
SO WE'RE GOING TO HAVE LIKE CALENDARS AROUND THE ROOM AND WE'RE GOING TO SAY WE WANT TO TALK ABOUT WE WANT REPORTS ON THIS IN THIS MONTH, AND WE WANT THIS ON THIS MONTH. AND WE'LL KIND OF JUST SPREAD THEM OUT SO WE CAN KIND OF SEE THROUGH THE. AND SOME OF THEM ARE SPECIFIC LIKE WE'RE GOING TO DO, YOU KNOW SOMETIMES WE HAVE UPDATES FROM LIKE LISA AT CERTAIN TIMES OF THE YEAR. SO THAT MAY BE OCTOBER.
PLANNING IS DOING THAT. AND THEN JUST OUR REGULAR LOGISTICAL STUFF AND JUST DISCUSSIONS ON OUR WEEKLY UPDATES, OUR SITE VISITS. WE TALK LOTS OF TALK ABOUT SITE VISITS, WHAT WE WANT OUT OF OUR SITE VISITS, WE WANT TO VISIT EVERY SCHOOL, HOW LONG DO WE WANT TO SPEND THERE. JUST KIND OF SOME OF THOSE THINGS. AND THEN THAT CAN HELP GAIL AND SHAUNA WITH PLANNING OUR SCHEDULE FOR THE UPCOMING YEAR. WE'RE ALSO GOING TO DO A QUICK BOARD PHOTO.
DON'T HAVE TO DRESS FANCY IN ANY WAY, JUST A LITTLE OUTSIDE SNAPSHOT OF SOMETHING.
AND IF CONNIE WEARS A PROM DRESS AND WE ALL WANT T-SHIRTS, THEN IT IS WHAT IT IS.
[00:55:01]
KIND OF A CASUAL PHOTO. SO IF YOU GUYS WANT TO WEAR THE GRAY SHIRTS, WE CAN WEAR THE GRAY SHIRTS. IF WE WANT TO WEAR WHATEVER WE WANT TO WEAR.THROW IN YOUR GRAY SHIRT IF YOU DON'T WANT TO WEAR IT. HOW ABOUT THAT? ARE YOU GUYS GOOD WITH THAT? SO I DON'T KNOW IF YOU GUYS HAVE ANY OTHER COMMENTS ON THE AGENDA, IF YOU WANT TO SEE ANYTHING ELSE ON THERE.
NO, I LOVE THIS AGENDA. I THINK IT LOOKS IT LOOKS GREAT.
THERE'S DEFINITELY A LOT OF STUFF THERE. AND WE'LL HAVE TO KEEP US ON TASK.
WE NEED A TIMER. YES. I MEAN, SOME OF THESE CONVERSATIONS COULD TAKE LONGER THAN OTHERS, BUT THEN SOME OF IT, LIKE ON THE LIST, SAYS SENIOR INTERVIEW DATA.
LIKE, IF WE TALK ABOUT IT TOO LONG, WE'RE LIKE, WELL, WE'RE PUTTING THAT ON A WORKSHOP, RIGHT? WE'RE NOT GOING TO DISCUSS AND SOLVE ANYTHING AT OUR WORKSHOP. WE'RE GOING TO SAY, OBVIOUSLY, THIS IS A REALLY IMPORTANT TOPIC TO US. WHERE SHOULD WE FIT THAT INTO OUR WORKSHOP AGENDA, RIGHT? SO IT'S NOT LIKE, YOU KNOW, AND IT'S LIKE ENCOURAGING INCREASING STUDENT VOICE AT MEETINGS, RIGHT? WE CAN HAVE A QUICK DISCUSSION ABOUT THAT, BUT THEN AND DO SOME THINGS.
I THINK SOME OF THESE TOPICS ARE JUST ALL THINGS WE WANT TO KNOW ABOUT, AND HOW DO WE PUT THOSE ON OUR SCHEDULE FOR THE YEAR THAT WE CAN UNDERSTAND THEM OR GET THE INFORMATION THAT WE WANT? SO. AND SOME OF THEM MAY BE EASY AND SOME OF THEM MAY TAKE US LONGER. CAPITAL FACILITIES UPDATES, RIGHT? LIKE, HOW OFTEN, DO SOME OF THOSE, I THINK COULD JUST BE CONVERSATION THAT WE HAVE AND PUT IN WORKSHOP. AND THEN THE AFTERNOON OF COURSE WILL BE REVIEWING OUR SELF-ASSESSMENT.
AND DOES THAT GIVE YOU ENOUGH TIME TO GET THERE AT 1:00? OKAY. OKAY. WE MOVED LUNCH SLIGHTLY EARLIER BECAUSE I DIDN'T WANT TO START THE AFTERNOON STUFF WITHOUT YOU.
SO I JUST WANTED TO MAKE SURE THAT WE HAD THAT IN THERE FOR YOU.
CAN I ASK YOU, ARE THERE THINGS THAT, LIKE. IS EVERYTHING.
ARE YOU GOING TO BE HERE FOR EVERYTHING THAT IS MOST IMPORTANT FOR YOU TO COVER? YEAH.
YEAH. AND MAYBE WE COULD DO A QUICK REVIEW OF THIS WHEN YOU GET THERE.
YES. I THINK THAT'S A GREAT IDEA. AND THEN BECAUSE OBVIOUSLY, I WANT YOU TO BE HELPING US PICK, LIKE WHAT? LIKE OUR WORKSHOP AGENDA ITEMS AND STUFF LIKE THAT. I THINK THAT'S REALLY IMPORTANT FOR US ALL TO HAVE. AND YES, WE CAN GIVE AN UPDATE ON SOME OF THOSE THINGS.
YES. YEAH, GAIL HAS BEEN DOING A LOT OF WORK ON IT.
SO SHE WILL PUBLISH IT INTO BOARD DOCS. I THINK SHE JUST WANTED TO MAKE SURE THAT YOU GUYS WERE OKAY WITH WHAT THE DAY LOOKED LIKE, AND I THINK WE'RE NOT STARTING TILL 9, 8:45 OR 9.
START IT. UL. WELL, IT SAYS 8:45. WELCOME AND REVIEW OF AGENDA.
IT SAYS 9 A.M. AND WE'RE AT UL. I DON'T KNOW IF IT SAYS THAT ON THEIR LEADBETTER CAMPUS.
YES. 8:45 IT SAYS SO. GRAB A COFFEE IF YOU WANT.
I THINK SHE'LL ALSO HAVE SOME EXTRA FOR THE PEOPLE WHO LIKE TO HAVE COFFEE ALL DAY.
I DIDN'T EVEN SMILE AT THAT ONE. OH, SORRY. AS LONG AS IT'S A NICE DAY.
JUST ONE LITTLE THING MAYBE TO ADD ON MIGHT ACTUALLY FALL UNDER CAPITAL FACILITIES UPDATE.
I KNOW THAT MATTHEW AND I HAVE BEEN TALKING WITH JOHN AND SOME OTHERS KIND OF GOING, GETTING THE ARTS ADVISORY COMMITTEE GOING, AND GARVER HAS COME UP A COUPLE OF TIMES, SO MAYBE, JUST ADDING GARVER TO THE THE LIST OF KIND OF THE CAPITAL FACILITIES UPDATE.
YES. AND CAN WE'LL TELL GAIL TO ADD GARVER ON THE.
YEP. IT'LL PROBABLY BE IN THERE. AND GAIL IS BRINGING A BUNCH OF DOCUMENTS.
I SAID I'D RATHER HAVE TOO MUCH DOCUMENTS THAN NOT ENOUGH. AND SO SOME OF THE THINGS.
WE GET A LOT OF DOCUMENTS, LIKE JUST STUFF THAT SHERMAN'S PUT TOGETHER AND PROJECTS WE WANT TO DO, AND SHE'S BRINGING ALL OF THAT BECAUSE I THINK PART OF IT IS CAN YOU BE BETTER ABOUT SHARING WHAT'S HAPPENING AT CAPITAL FACILITIES TO THE REST OF YOU AND YOU GUYS, WHOEVER'S ON CAC OR THE ARTS ADVISORY OR LAC LIKE LET THE.
SO THEY'LL PROBABLY BE MORE DOCUMENTS THAN WE NEED. BUT THAT WAY WE HAVE ALL THAT KIND OF STUFF AND THAT WE'RE DOING A GOOD JOB UPDATING YOU ON WHAT WE'RE DOING IN OUR COMMITTEES, AND THE SAME. GREAT. IT'S GOING TO BE A GOOD DAY.
[01:00:04]
I'M LOOKING FORWARD TO IT. YEAH. AND WE EVEN HAVE RECESS SCHEDULED IN THERE.SO WHATEVER THAT TURNS OUT TO BE, IT SAYS LUNCH AND RECESS.
SO A WALK, CORNHOLE TOURNAMENT? I DON'T KNOW, I'M NOT SURE.
LOVE IT. OKAY. ALL RIGHT, SO GAIL CAN PUBLISH THAT OR FINISH UP WHAT SHE NEEDS TO DO ON THAT.
AND THAT WILL BE MONDAY AT 8:45, A WEEK FROM TODAY.
THEN THE LAST THING ON OUR AGENDA FOR TONIGHT IS THE AUGUST AND SEPTEMBER.
SORRY. FIRST FRIDAY, SEPTEMBER 1ST. SEPTEMBER 5TH.
I'M SORRY. WHETHER WE WANT TO DO THAT, WHETHER WE'LL BE AROUND FOR THAT.
AND THAT I GUESS WE CAN DISCUSS ON MONDAY. BUT DOES SHE WANT TO KNOW RIGHT NOW? I CAN COMMIT TO SEPTEMBER 5TH. OKAY. I'M NOT QUITE SURE YET, BUT IS THAT.
THAT'S AFTER. THAT'S. IS THAT THE LABOR DAY FRIDAY? IT'S THE. YES, FRIDAY AFTER LABOR DAY. FRIDAY AFTER LABOR DAY.
AND THEN SHE JUST HAS THE BOARD WORKSHOP ON THERE SEPTEMBER 8TH.
IS THAT JUST ON THE 20TH? ISN'T IT USUALLY A TWO DAY 19TH? I THINK IT'S ONLY THE ONE. IT'S ONLY 21 DAY. MANY ITEMS ON THE.
OKAY. YES, THAT'LL BE. SO I DON'T THINK ANY OF THESE ARE PRESSING.
I THINK THAT IF WE MEET ON AT OUR PLANNING SESSION ON MONDAY, WE CAN CONFIRM, BUT I DON'T SEE.
YEAH. SO I THINK THAT'S JUST WHAT WAS ON THERE.
SO. OKAY. DUDE, IS THERE ANYTHING IN TERMS OF LIKE THE STAFF WELCOME BACKS, DON'T WE USUALLY HAVE BOARD PRESENCE AT SOME OF THOSE THINGS? YEAH. SO JUST KIND OF IN LIGHT OF THE BUILDINGS BEING LIGHTER THIS YEAR AND JUST RESPECTING THEIR TIME, WE'RE PLANNING JUST A VIDEO, LIKE A WELCOME VIDEO THAT I'LL BE PUTTING OUT AND THE PRINCIPALS WILL SHOW THAT AS PART OF THEIR WELCOME TO THEIR STAFFS.
AND THEN THEY'RE GOING RIGHT INTO THEIR MODULES THAT LISA WAS TALKING ABOUT.
SO NOT THIS YEAR. WE ALSO DIDN'T KNOW HOW EVERYTHING WAS GOING TO TURN OUT WITH THE CONTRACT, WHICH, BY THE WAY, STRONG SUPPORT TODAY, IT VOTED, GOT PASSED.
SO WE JUST FELT KEEP EVERYBODY OF THEIR BUILDINGS AND GO THAT WAY.
OKAY. OKAY. GOOD. OKAY. IS THERE ANYTHING ELSE FOR THE GO TO ORDER BEFORE WE CLOSE THE MEETING? OKAY. REAL QUICK. I WILL SAY ON THAT, THOUGH, YOU'RE ALL WELCOME TO POP IN IF YOU CAN.
ON THE FIRST DAY, I'M SURE THE 20TH. SO NOW THAT WE KNOW IT'S WEDNESDAY.
SO I KNOW CABINET AND I WILL BE OUT AND ABOUT.
SO YOU KNOW AS WELL I KNOW YOU PROBABLY CAN'T.
AND YOU'LL SEND US THE WELCOME VIDEO TO SEE ALSO SO WE CAN I'D LIKE TO SEE THAT AND THAT'S.
YEAH. OKAY. ANYONE ELSE? ALL RIGHT. WE'RE ADJOURNED AT 5:34.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.