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I'd like to call to order this regular

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I'd like to call to order this regular
 

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I'd like to call to order this regular
meeting of the Boulder Valley School

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meeting of the Boulder Valley School
 

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meeting of the Boulder Valley School
District for Tuesday, December 16th,

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District for Tuesday, December 16th,
 

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District for Tuesday, December 16th,
2025. Board members may attend and

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2025. Board members may attend and
 

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2025. Board members may attend and
participate in meetings remotely in

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participate in meetings remotely in
 

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participate in meetings remotely in
accordance with board policy BME and

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accordance with board policy BME and
 

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accordance with board policy BME and
state law. Laura, can you please call

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state law. Laura, can you please call
 

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state law. Laura, can you please call
the role?

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the role?
 

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the role?
Booker

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Booker
 

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Booker
>> here.

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>> here.
 

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>> here.
>> Chavez

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>> Chavez
 

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>> Chavez
>> here.

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>> here.
 

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>> here.
>> Medler

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>> Medler
 

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>> Medler
>> here.

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>> here.
 

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>> here.
>> Quinn Linua.

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>> Quinn Linua.
 

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>> Quinn Linua.
>> Rajpaul here.

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>> Rajpaul here.
 

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>> Rajpaul here.
>> Tamuadi

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>> Tamuadi
 

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>> Tamuadi
>> here. Anger

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>> here. Anger
 

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>> here. Anger
>> here.

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>> here.
 

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>> here.
>> Thank you.

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>> Thank you.
 

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>> Thank you.
>> Like everyone to turn their attention to

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>> Like everyone to turn their attention to
 

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>> Like everyone to turn their attention to
the screen for a land acknowledgement

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the screen for a land acknowledgement
 

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the screen for a land acknowledgement
this morning.

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The Boulder Valley School District

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The Boulder Valley School District
 

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The Boulder Valley School District
resides and operates on land that is the

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resides and operates on land that is the
 

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resides and operates on land that is the
ancestral homeland and unjustly and

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ancestral homeland and unjustly and
 

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ancestral homeland and unjustly and
illegally taken territory of the Ute,

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illegally taken territory of the Ute,
 

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illegally taken territory of the Ute,
Pueblin, Arapjo, Cheyenne, Apache,

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Pueblin, Arapjo, Cheyenne, Apache,
 

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Pueblin, Arapjo, Cheyenne, Apache,
Navajo, and 48 other tribal nations

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Navajo, and 48 other tribal nations
 

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Navajo, and 48 other tribal nations
historically tied to this land who have

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historically tied to this land who have
 

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historically tied to this land who have
called this land home since time and

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called this land home since time and
 

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called this land home since time and
memorial.

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We acknowledge the atrocities committed

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We acknowledge the atrocities committed
 

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We acknowledge the atrocities committed
here, including the painful history of

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here, including the painful history of
 

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here, including the painful history of
genocide, forced assimilation, and

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genocide, forced assimilation, and
 

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genocide, forced assimilation, and
efforts to alienate the indigenous

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efforts to alienate the indigenous
 

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efforts to alienate the indigenous
inhabitants from their homeland.

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inhabitants from their homeland.
 

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inhabitants from their homeland.
Supported by the policies of the United

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Supported by the policies of the United
 

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Supported by the policies of the United
States government,

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BBSD is aware of the many indigenous

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BBSD is aware of the many indigenous
 

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BBSD is aware of the many indigenous
peoples, past and present, and their

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peoples, past and present, and their
 

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peoples, past and present, and their
dignified nations and cultures, who care

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dignified nations and cultures, who care
 

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dignified nations and cultures, who care
for this land with strength and

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for this land with strength and
 

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for this land with strength and
resilience.

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resilience.
 

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resilience.
BBSD recognizes the histories of the

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BBSD recognizes the histories of the
 

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BBSD recognizes the histories of the
land in Colorado and the survival of

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land in Colorado and the survival of
 

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land in Colorado and the survival of
many nations that carried their oral

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many nations that carried their oral
 

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many nations that carried their oral
traditions into the present.

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traditions into the present.
 

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traditions into the present.
It is BBSD's responsibility to educate

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It is BBSD's responsibility to educate
 

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It is BBSD's responsibility to educate
ourselves, our community, and our

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ourselves, our community, and our
 

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ourselves, our community, and our
students so that we can embrace the

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students so that we can embrace the
 

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students so that we can embrace the
wisdom and knowledge of indigenous

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wisdom and knowledge of indigenous
 

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wisdom and knowledge of indigenous
peoples

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peoples
 

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peoples
and actively stand together to address

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and actively stand together to address
 

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and actively stand together to address
injustices.

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In offering this land acknowledgement,

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In offering this land acknowledgement,
 

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In offering this land acknowledgement,
we affirm and honor the history, wisdom,

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we affirm and honor the history, wisdom,
 

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we affirm and honor the history, wisdom,
oral traditions, and resilience of

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oral traditions, and resilience of
 

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oral traditions, and resilience of
indigenous people, and recognize the

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indigenous people, and recognize the
 

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indigenous people, and recognize the
responsibility to care for and

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responsibility to care for and
 

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responsibility to care for and
appreciate this land together.

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I'd like to remind everybody that the

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I'd like to remind everybody that the
 

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I'd like to remind everybody that the
mission of the Boulder Valley School

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mission of the Boulder Valley School
 

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mission of the Boulder Valley School
District is to create challenging,

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District is to create challenging,
 

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District is to create challenging,
meaningful, and engaging learning

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meaningful, and engaging learning
 

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meaningful, and engaging learning
opportunities so that all children

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opportunities so that all children
 

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opportunities so that all children
thrive and are prepared for successful,

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thrive and are prepared for successful,
 

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thrive and are prepared for successful,
civically engaged lives. Thank you

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civically engaged lives. Thank you
 

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civically engaged lives. Thank you
everyone. Good morning. Happy to have

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everyone. Good morning. Happy to have
 

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everyone. Good morning. Happy to have
you join us here today. It feels like a

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you join us here today. It feels like a
 

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you join us here today. It feels like a
full house for a Tuesday morning. Um

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full house for a Tuesday morning. Um
 

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full house for a Tuesday morning. Um
we're glad to have you observe and

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we're glad to have you observe and
 

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we're glad to have you observe and
participate in our meetings. At this

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participate in our meetings. At this
 

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participate in our meetings. At this
time, is there a motion to approve this

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time, is there a motion to approve this
 

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time, is there a motion to approve this
morning's agenda? Moved by Jorge,

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morning's agenda? Moved by Jorge,
 

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morning's agenda? Moved by Jorge,
seconded by Alex. Laura, can you please

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seconded by Alex. Laura, can you please
 

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seconded by Alex. Laura, can you please
call the vote?

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call the vote?
 

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call the vote?
After

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>> Chavez,

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>> Chavez,
 

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>> Chavez,
>> yes. Medler,

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>> yes. Medler,
 

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>> yes. Medler,
>> yes.

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>> yes.
 

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>> yes.
>> Raj Paul,

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>> Raj Paul,
 

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>> Raj Paul,
>> yes.

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>> yes.
 

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>> yes.
>> Tamuading,

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>> Tamuading,
 

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>> Tamuading,
>> yes. Anger,

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>> yes. Anger,
 

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>> yes. Anger,
>> yes.

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>> yes.
 

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>> yes.
>> Motion passes.

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>> Motion passes.
 

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>> Motion passes.
This morning, we will be taking an

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This morning, we will be taking an
 

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This morning, we will be taking an
in-depth look at BBSD's strategic plan.

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in-depth look at BBSD's strategic plan.
 

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in-depth look at BBSD's strategic plan.
And I will turn it over to Dr. Anderson

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And I will turn it over to Dr. Anderson
 

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And I will turn it over to Dr. Anderson
for introductions.

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for introductions.
 

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for introductions.
>> Thank you, board president Raj Paul.

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>> Thank you, board president Raj Paul.
 

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>> Thank you, board president Raj Paul.
Board members, great to see everyone

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Board members, great to see everyone
 

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Board members, great to see everyone
here this morning. Uh board members,

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here this morning. Uh board members,
 

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here this morning. Uh board members,
this is our second in-depth update of

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this is our second in-depth update of
 

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this is our second in-depth update of
the BVSD all together for all students

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the BVSD all together for all students
 

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the BVSD all together for all students
strategic plan. Uh we had an update for

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strategic plan. Uh we had an update for
 

195
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strategic plan. Uh we had an update for
you all in September. Uh we've our team

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you all in September. Uh we've our team
 

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you all in September. Uh we've our team
has put together I think a very thorough

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has put together I think a very thorough
 

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has put together I think a very thorough
update uh today uh to touch on some of

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update uh today uh to touch on some of
 

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update uh today uh to touch on some of
the things that we didn't get a chance

202
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the things that we didn't get a chance
 

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the things that we didn't get a chance
to touch on in December. Um and so with

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to touch on in December. Um and so with
 

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to touch on in December. Um and so with
that that I will turn it over to Dr. Da

206
00:07:14,309 --> 00:07:14,319
that that I will turn it over to Dr. Da
 

207
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that that I will turn it over to Dr. Da
Cruz, our deputy superintendent to

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Cruz, our deputy superintendent to
 

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Cruz, our deputy superintendent to
introduce our team and get the

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introduce our team and get the
 

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introduce our team and get the
presentation started.

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presentation started.
 

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presentation started.
Good morning, President Raj Paul, board

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Good morning, President Raj Paul, board
 

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00:07:22,960 --> 00:07:25,110
Good morning, President Raj Paul, board
members, and also welcome to our new

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00:07:25,110 --> 00:07:25,120
members, and also welcome to our new
 

217
00:07:25,120 --> 00:07:27,589
members, and also welcome to our new
school board members to your first deep

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00:07:27,589 --> 00:07:27,599
school board members to your first deep
 

219
00:07:27,599 --> 00:07:30,469
school board members to your first deep
dive work session. We're so happy to

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dive work session. We're so happy to
 

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dive work session. We're so happy to
have you with us. Uh we typically do

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have you with us. Uh we typically do
 

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have you with us. Uh we typically do
bring a team to these conversations and

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bring a team to these conversations and
 

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bring a team to these conversations and
that's true today. So at the table with

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that's true today. So at the table with
 

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that's true today. So at the table with
me are Dr. Nativity Miller, our chief

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me are Dr. Nativity Miller, our chief
 

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me are Dr. Nativity Miller, our chief
academic officer, Dr. Dr. Emma Herszog,

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00:07:41,990 --> 00:07:42,000
academic officer, Dr. Dr. Emma Herszog,
 

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academic officer, Dr. Dr. Emma Herszog,
our executive director of academics.

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our executive director of academics.
 

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our executive director of academics.
Shannon,

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Shannon,
 

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Shannon,
uh, sorry, you're not in the same order

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00:07:49,110 --> 00:07:49,120
uh, sorry, you're not in the same order
 

237
00:07:49,120 --> 00:07:50,870
uh, sorry, you're not in the same order
as what I'm looking at. Shannon Gamble,

238
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as what I'm looking at. Shannon Gamble,
 

239
00:07:50,880 --> 00:07:53,830
as what I'm looking at. Shannon Gamble,
our director of MTSS. Across from me, we

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our director of MTSS. Across from me, we
 

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our director of MTSS. Across from me, we
have Senna Nau, director of student

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have Senna Nau, director of student
 

243
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have Senna Nau, director of student
support services who oversees

244
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support services who oversees
 

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00:07:57,520 --> 00:07:58,950
support services who oversees
discipline, behavior restorative

246
00:07:58,950 --> 00:07:58,960
discipline, behavior restorative
 

247
00:07:58,960 --> 00:08:00,629
discipline, behavior restorative
practices, and bully prevention, and

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00:08:00,629 --> 00:08:00,639
practices, and bully prevention, and
 

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00:08:00,639 --> 00:08:02,790
practices, and bully prevention, and
Tammy Lawrence, a director of student

250
00:08:02,790 --> 00:08:02,800
Tammy Lawrence, a director of student
 

251
00:08:02,800 --> 00:08:04,469
Tammy Lawrence, a director of student
support services who oversees

252
00:08:04,469 --> 00:08:04,479
support services who oversees
 

253
00:08:04,479 --> 00:08:06,390
support services who oversees
counselors, mental health advocates,

254
00:08:06,390 --> 00:08:06,400
counselors, mental health advocates,
 

255
00:08:06,400 --> 00:08:07,749
counselors, mental health advocates,
mental health supports, and trauma

256
00:08:07,749 --> 00:08:07,759
mental health supports, and trauma
 

257
00:08:07,759 --> 00:08:10,629
mental health supports, and trauma
response. Not at the table but also in

258
00:08:10,629 --> 00:08:10,639
response. Not at the table but also in
 

259
00:08:10,639 --> 00:08:11,990
response. Not at the table but also in
the room. We have our executive

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00:08:11,990 --> 00:08:12,000
the room. We have our executive
 

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00:08:12,000 --> 00:08:14,469
the room. We have our executive
directors of schools and our strategic

262
00:08:14,469 --> 00:08:14,479
directors of schools and our strategic
 

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00:08:14,479 --> 00:08:18,070
directors of schools and our strategic
plan support team members. All of whom

264
00:08:18,070 --> 00:08:18,080
plan support team members. All of whom
 

265
00:08:18,080 --> 00:08:21,749
plan support team members. All of whom
are perfectly queued up wave there. All

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00:08:21,749 --> 00:08:21,759
are perfectly queued up wave there. All
 

267
00:08:21,759 --> 00:08:23,110
are perfectly queued up wave there. All
of whom are invested in this

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00:08:23,110 --> 00:08:23,120
of whom are invested in this
 

269
00:08:23,120 --> 00:08:24,790
of whom are invested in this
conversation and of course are deeply

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00:08:24,790 --> 00:08:24,800
conversation and of course are deeply
 

271
00:08:24,800 --> 00:08:26,550
conversation and of course are deeply
involved in actualizing the strategic

272
00:08:26,550 --> 00:08:26,560
involved in actualizing the strategic
 

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involved in actualizing the strategic
plan in schools.

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00:08:30,550 --> 00:08:30,560

 

275
00:08:30,560 --> 00:08:33,269

We do have a substantive agenda today

276
00:08:33,269 --> 00:08:33,279
We do have a substantive agenda today
 

277
00:08:33,279 --> 00:08:34,949
We do have a substantive agenda today
focusing on the efforts and priorities

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00:08:34,949 --> 00:08:34,959
focusing on the efforts and priorities
 

279
00:08:34,959 --> 00:08:37,829
focusing on the efforts and priorities
within the all together for all students

280
00:08:37,829 --> 00:08:37,839
within the all together for all students
 

281
00:08:37,839 --> 00:08:39,990
within the all together for all students
strategic objectives that you see here

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00:08:39,990 --> 00:08:40,000
strategic objectives that you see here
 

283
00:08:40,000 --> 00:08:41,829
strategic objectives that you see here
of no limits in which we'll provide

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00:08:41,829 --> 00:08:41,839
of no limits in which we'll provide
 

285
00:08:41,839 --> 00:08:43,670
of no limits in which we'll provide
detail about depth of knowledge and

286
00:08:43,670 --> 00:08:43,680
detail about depth of knowledge and
 

287
00:08:43,680 --> 00:08:46,470
detail about depth of knowledge and
cognitive lift next best steps in which

288
00:08:46,470 --> 00:08:46,480
cognitive lift next best steps in which
 

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00:08:46,480 --> 00:08:50,630
cognitive lift next best steps in which
we'll report on MTSS implementation data

290
00:08:50,630 --> 00:08:50,640
we'll report on MTSS implementation data
 

291
00:08:50,640 --> 00:08:52,230
we'll report on MTSS implementation data
and valued and included which will

292
00:08:52,230 --> 00:08:52,240
and valued and included which will
 

293
00:08:52,240 --> 00:08:53,509
and valued and included which will
highlight discipline data and

294
00:08:53,509 --> 00:08:53,519
highlight discipline data and
 

295
00:08:53,519 --> 00:08:56,710
highlight discipline data and
opportunities for the development of our

296
00:08:56,710 --> 00:08:56,720
opportunities for the development of our
 

297
00:08:56,720 --> 00:08:59,030
opportunities for the development of our
next two-year UIP.

298
00:08:59,030 --> 00:08:59,040
next two-year UIP.
 

299
00:08:59,040 --> 00:09:00,790
next two-year UIP.
As always, we're going to pause

300
00:09:00,790 --> 00:09:00,800
As always, we're going to pause
 

301
00:09:00,800 --> 00:09:02,630
As always, we're going to pause
throughout the presentation for

302
00:09:02,630 --> 00:09:02,640
throughout the presentation for
 

303
00:09:02,640 --> 00:09:04,710
throughout the presentation for
questions. Um, we are going to be

304
00:09:04,710 --> 00:09:04,720
questions. Um, we are going to be
 

305
00:09:04,720 --> 00:09:07,030
questions. Um, we are going to be
bringing you a progress update in the

306
00:09:07,030 --> 00:09:07,040
bringing you a progress update in the
 

307
00:09:07,040 --> 00:09:09,110
bringing you a progress update in the
spring again on our efforts in the

308
00:09:09,110 --> 00:09:09,120
spring again on our efforts in the
 

309
00:09:09,120 --> 00:09:12,230
spring again on our efforts in the
define the destination postsecondary

310
00:09:12,230 --> 00:09:12,240
define the destination postsecondary
 

311
00:09:12,240 --> 00:09:14,150
define the destination postsecondary
success objective. So, that's not part

312
00:09:14,150 --> 00:09:14,160
success objective. So, that's not part
 

313
00:09:14,160 --> 00:09:17,110
success objective. So, that's not part
of today's discussion. Today's deep dive

314
00:09:17,110 --> 00:09:17,120
of today's discussion. Today's deep dive
 

315
00:09:17,120 --> 00:09:18,630
of today's discussion. Today's deep dive
is into the work of these three

316
00:09:18,630 --> 00:09:18,640
is into the work of these three
 

317
00:09:18,640 --> 00:09:20,470
is into the work of these three
objectives and will convey the

318
00:09:20,470 --> 00:09:20,480
objectives and will convey the
 

319
00:09:20,480 --> 00:09:22,550
objectives and will convey the
monitoring and shaping of leading

320
00:09:22,550 --> 00:09:22,560
monitoring and shaping of leading
 

321
00:09:22,560 --> 00:09:25,509
monitoring and shaping of leading
indicators in the form of live data,

322
00:09:25,509 --> 00:09:25,519
indicators in the form of live data,
 

323
00:09:25,519 --> 00:09:27,670
indicators in the form of live data,
adult actions, and short cycle

324
00:09:27,670 --> 00:09:27,680
adult actions, and short cycle
 

325
00:09:27,680 --> 00:09:30,070
adult actions, and short cycle
improvement planning and of course the

326
00:09:30,070 --> 00:09:30,080
improvement planning and of course the
 

327
00:09:30,080 --> 00:09:31,670
improvement planning and of course the
lagging indicators in some areas where

328
00:09:31,670 --> 00:09:31,680
lagging indicators in some areas where
 

329
00:09:31,680 --> 00:09:34,870
lagging indicators in some areas where
we're discussing more periodic data. In

330
00:09:34,870 --> 00:09:34,880
we're discussing more periodic data. In
 

331
00:09:34,880 --> 00:09:37,430
we're discussing more periodic data. In
last Friday's board update news and

332
00:09:37,430 --> 00:09:37,440
last Friday's board update news and
 

333
00:09:37,440 --> 00:09:39,350
last Friday's board update news and
notes, you received three documents to

334
00:09:39,350 --> 00:09:39,360
notes, you received three documents to
 

335
00:09:39,360 --> 00:09:41,269
notes, you received three documents to
refresh the memory of continuing board

336
00:09:41,269 --> 00:09:41,279
refresh the memory of continuing board
 

337
00:09:41,279 --> 00:09:43,509
refresh the memory of continuing board
members and to build understanding for

338
00:09:43,509 --> 00:09:43,519
members and to build understanding for
 

339
00:09:43,519 --> 00:09:46,470
members and to build understanding for
new board members. Those were the MTSS

340
00:09:46,470 --> 00:09:46,480
new board members. Those were the MTSS
 

341
00:09:46,480 --> 00:09:48,470
new board members. Those were the MTSS
implementation summary, the BBSD

342
00:09:48,470 --> 00:09:48,480
implementation summary, the BBSD
 

343
00:09:48,480 --> 00:09:50,870
implementation summary, the BBSD
discipline framework, the data reporting

344
00:09:50,870 --> 00:09:50,880
discipline framework, the data reporting
 

345
00:09:50,880 --> 00:09:53,590
discipline framework, the data reporting
cycle, and today you've received a hard

346
00:09:53,590 --> 00:09:53,600
cycle, and today you've received a hard
 

347
00:09:53,600 --> 00:09:56,070
cycle, and today you've received a hard
copy of a depth of knowledge document

348
00:09:56,070 --> 00:09:56,080
copy of a depth of knowledge document
 

349
00:09:56,080 --> 00:10:00,630
copy of a depth of knowledge document
that will be referred to as well.

350
00:10:00,630 --> 00:10:00,640

 

351
00:10:00,640 --> 00:10:03,110

As Dr. Anderson said, we bring the board

352
00:10:03,110 --> 00:10:03,120
As Dr. Anderson said, we bring the board
 

353
00:10:03,120 --> 00:10:07,190
As Dr. Anderson said, we bring the board
updates in um a pace and cadence, and

354
00:10:07,190 --> 00:10:07,200
updates in um a pace and cadence, and
 

355
00:10:07,200 --> 00:10:09,190
updates in um a pace and cadence, and
you see that pace and cadence here. And

356
00:10:09,190 --> 00:10:09,200
you see that pace and cadence here. And
 

357
00:10:09,200 --> 00:10:10,870
you see that pace and cadence here. And
we bring these updates and review the

358
00:10:10,870 --> 00:10:10,880
we bring these updates and review the
 

359
00:10:10,880 --> 00:10:12,710
we bring these updates and review the
data that's available at the time. And

360
00:10:12,710 --> 00:10:12,720
data that's available at the time. And
 

361
00:10:12,720 --> 00:10:14,470
data that's available at the time. And
that was detailed in the data reporting

362
00:10:14,470 --> 00:10:14,480
that was detailed in the data reporting
 

363
00:10:14,480 --> 00:10:15,990
that was detailed in the data reporting
cycle that you received in news and

364
00:10:15,990 --> 00:10:16,000
cycle that you received in news and
 

365
00:10:16,000 --> 00:10:19,590
cycle that you received in news and
notes. Uh we were all here with you um

366
00:10:19,590 --> 00:10:19,600
notes. Uh we were all here with you um
 

367
00:10:19,600 --> 00:10:21,430
notes. Uh we were all here with you um
in this cycle last year that you see

368
00:10:21,430 --> 00:10:21,440
in this cycle last year that you see
 

369
00:10:21,440 --> 00:10:24,710
in this cycle last year that you see
here and in September we came to provide

370
00:10:24,710 --> 00:10:24,720
here and in September we came to provide
 

371
00:10:24,720 --> 00:10:27,590
here and in September we came to provide
a data and strategic plan focus update

372
00:10:27,590 --> 00:10:27,600
a data and strategic plan focus update
 

373
00:10:27,600 --> 00:10:29,430
a data and strategic plan focus update
and today we're here with the December

374
00:10:29,430 --> 00:10:29,440
and today we're here with the December
 

375
00:10:29,440 --> 00:10:31,990
and today we're here with the December
16th progress check. So we'll be back

376
00:10:31,990 --> 00:10:32,000
16th progress check. So we'll be back
 

377
00:10:32,000 --> 00:10:34,230
16th progress check. So we'll be back
again in spring and summer. I also want

378
00:10:34,230 --> 00:10:34,240
again in spring and summer. I also want
 

379
00:10:34,240 --> 00:10:36,550
again in spring and summer. I also want
to let you know that we've updated some

380
00:10:36,550 --> 00:10:36,560
to let you know that we've updated some
 

381
00:10:36,560 --> 00:10:38,230
to let you know that we've updated some
of the data points because they they

382
00:10:38,230 --> 00:10:38,240
of the data points because they they
 

383
00:10:38,240 --> 00:10:40,790
of the data points because they they
updated in Vizlab. We wanted to have

384
00:10:40,790 --> 00:10:40,800
updated in Vizlab. We wanted to have
 

385
00:10:40,800 --> 00:10:44,069
updated in Vizlab. We wanted to have
current um visualizations for you and

386
00:10:44,069 --> 00:10:44,079
current um visualizations for you and
 

387
00:10:44,079 --> 00:10:46,150
current um visualizations for you and
numbers and so today you may see some

388
00:10:46,150 --> 00:10:46,160
numbers and so today you may see some
 

389
00:10:46,160 --> 00:10:47,430
numbers and so today you may see some
slightly different numbers and we will

390
00:10:47,430 --> 00:10:47,440
slightly different numbers and we will
 

391
00:10:47,440 --> 00:10:49,590
slightly different numbers and we will
update those in board docs after today's

392
00:10:49,590 --> 00:10:49,600
update those in board docs after today's
 

393
00:10:49,600 --> 00:10:52,230
update those in board docs after today's
presentation wraps. So we're going to

394
00:10:52,230 --> 00:10:52,240
presentation wraps. So we're going to
 

395
00:10:52,240 --> 00:10:55,750
presentation wraps. So we're going to
start with a brief overview of our all

396
00:10:55,750 --> 00:10:55,760
start with a brief overview of our all
 

397
00:10:55,760 --> 00:10:58,069
start with a brief overview of our all
together for all student strategic plan

398
00:10:58,069 --> 00:10:58,079
together for all student strategic plan
 

399
00:10:58,079 --> 00:11:00,630
together for all student strategic plan
which comprises four strategic

400
00:11:00,630 --> 00:11:00,640
which comprises four strategic
 

401
00:11:00,640 --> 00:11:02,630
which comprises four strategic
objectives that focus our work which you

402
00:11:02,630 --> 00:11:02,640
objectives that focus our work which you
 

403
00:11:02,640 --> 00:11:05,110
objectives that focus our work which you
see here and that I also named um in the

404
00:11:05,110 --> 00:11:05,120
see here and that I also named um in the
 

405
00:11:05,120 --> 00:11:11,190
see here and that I also named um in the
agenda slide.

406
00:11:11,190 --> 00:11:11,200

 

407
00:11:11,200 --> 00:11:13,750

We have defined success markers that

408
00:11:13,750 --> 00:11:13,760
We have defined success markers that
 

409
00:11:13,760 --> 00:11:15,269
We have defined success markers that
we're aiming for within the five-year

410
00:11:15,269 --> 00:11:15,279
we're aiming for within the five-year
 

411
00:11:15,279 --> 00:11:18,870
we're aiming for within the five-year
cycle of the strategic plan. So by 2029,

412
00:11:18,870 --> 00:11:18,880
cycle of the strategic plan. So by 2029,
 

413
00:11:18,880 --> 00:11:21,030
cycle of the strategic plan. So by 2029,
what we believe success looks like for

414
00:11:21,030 --> 00:11:21,040
what we believe success looks like for
 

415
00:11:21,040 --> 00:11:23,269
what we believe success looks like for
us is achieve um increased achievement

416
00:11:23,269 --> 00:11:23,279
us is achieve um increased achievement
 

417
00:11:23,279 --> 00:11:25,990
us is achieve um increased achievement
and growth scores overall and for

418
00:11:25,990 --> 00:11:26,000
and growth scores overall and for
 

419
00:11:26,000 --> 00:11:28,550
and growth scores overall and for
historically marginalized groups.

420
00:11:28,550 --> 00:11:28,560
historically marginalized groups.
 

421
00:11:28,560 --> 00:11:30,470
historically marginalized groups.
Appropriate growth of students receiving

422
00:11:30,470 --> 00:11:30,480
Appropriate growth of students receiving
 

423
00:11:30,480 --> 00:11:32,710
Appropriate growth of students receiving
academic interventions.

424
00:11:32,710 --> 00:11:32,720
academic interventions.
 

425
00:11:32,720 --> 00:11:35,509
academic interventions.
Proportional rate of students identified

426
00:11:35,509 --> 00:11:35,519
Proportional rate of students identified
 

427
00:11:35,519 --> 00:11:37,829
Proportional rate of students identified
for special education and gifted and

428
00:11:37,829 --> 00:11:37,839
for special education and gifted and
 

429
00:11:37,839 --> 00:11:40,630
for special education and gifted and
talented. An increase in the percentage

430
00:11:40,630 --> 00:11:40,640
talented. An increase in the percentage
 

431
00:11:40,640 --> 00:11:42,310
talented. An increase in the percentage
of students who graduate and obtain at

432
00:11:42,310 --> 00:11:42,320
of students who graduate and obtain at
 

433
00:11:42,320 --> 00:11:45,509
of students who graduate and obtain at
least one grad plus recognition.

434
00:11:45,509 --> 00:11:45,519
least one grad plus recognition.
 

435
00:11:45,519 --> 00:11:47,590
least one grad plus recognition.
Increased fidelity to the BBSD

436
00:11:47,590 --> 00:11:47,600
Increased fidelity to the BBSD
 

437
00:11:47,600 --> 00:11:49,670
Increased fidelity to the BBSD
discipline framework. And a decrease in

438
00:11:49,670 --> 00:11:49,680
discipline framework. And a decrease in
 

439
00:11:49,680 --> 00:11:52,389
discipline framework. And a decrease in
out of school suspensions while reducing

440
00:11:52,389 --> 00:11:52,399
out of school suspensions while reducing
 

441
00:11:52,399 --> 00:11:54,949
out of school suspensions while reducing
disproportionality.

442
00:11:54,949 --> 00:11:54,959
disproportionality.
 

443
00:11:54,959 --> 00:11:57,350
disproportionality.
So we're going to begin by diving into

444
00:11:57,350 --> 00:11:57,360
So we're going to begin by diving into
 

445
00:11:57,360 --> 00:11:59,509
So we're going to begin by diving into
our first strategic objective and this

446
00:11:59,509 --> 00:11:59,519
our first strategic objective and this
 

447
00:11:59,519 --> 00:12:02,230
our first strategic objective and this
objective is no limits and it sets the

448
00:12:02,230 --> 00:12:02,240
objective is no limits and it sets the
 

449
00:12:02,240 --> 00:12:05,190
objective is no limits and it sets the
expectation that all students experience

450
00:12:05,190 --> 00:12:05,200
expectation that all students experience
 

451
00:12:05,200 --> 00:12:07,990
expectation that all students experience
grade level standards uh standardsbased

452
00:12:07,990 --> 00:12:08,000
grade level standards uh standardsbased
 

453
00:12:08,000 --> 00:12:10,629
grade level standards uh standardsbased
instruction. We know that this requires

454
00:12:10,629 --> 00:12:10,639
instruction. We know that this requires
 

455
00:12:10,639 --> 00:12:13,350
instruction. We know that this requires
a multifaceted approach and that's

456
00:12:13,350 --> 00:12:13,360
a multifaceted approach and that's
 

457
00:12:13,360 --> 00:12:15,430
a multifaceted approach and that's
indicated by those leading measures that

458
00:12:15,430 --> 00:12:15,440
indicated by those leading measures that
 

459
00:12:15,440 --> 00:12:17,670
indicated by those leading measures that
we name in our UIP and that you see here

460
00:12:17,670 --> 00:12:17,680
we name in our UIP and that you see here
 

461
00:12:17,680 --> 00:12:20,470
we name in our UIP and that you see here
in the implementation measures. All of

462
00:12:20,470 --> 00:12:20,480
in the implementation measures. All of
 

463
00:12:20,480 --> 00:12:23,190
in the implementation measures. All of
these measures require an understanding

464
00:12:23,190 --> 00:12:23,200
these measures require an understanding
 

465
00:12:23,200 --> 00:12:25,590
these measures require an understanding
of the depth and rigor of the standards

466
00:12:25,590 --> 00:12:25,600
of the depth and rigor of the standards
 

467
00:12:25,600 --> 00:12:28,069
of the depth and rigor of the standards
and the cognitive lift needed for

468
00:12:28,069 --> 00:12:28,079
and the cognitive lift needed for
 

469
00:12:28,079 --> 00:12:31,509
and the cognitive lift needed for
students to engage in deep learning.

470
00:12:31,509 --> 00:12:31,519
students to engage in deep learning.
 

471
00:12:31,519 --> 00:12:33,110
students to engage in deep learning.
Nativity and Emma are going to talk

472
00:12:33,110 --> 00:12:33,120
Nativity and Emma are going to talk
 

473
00:12:33,120 --> 00:12:35,110
Nativity and Emma are going to talk
about depth of learning, professional

474
00:12:35,110 --> 00:12:35,120
about depth of learning, professional
 

475
00:12:35,120 --> 00:12:36,389
about depth of learning, professional
learning or depth of knowledge,

476
00:12:36,389 --> 00:12:36,399
learning or depth of knowledge,
 

477
00:12:36,399 --> 00:12:38,470
learning or depth of knowledge,
professional learning, uh where we've

478
00:12:38,470 --> 00:12:38,480
professional learning, uh where we've
 

479
00:12:38,480 --> 00:12:40,550
professional learning, uh where we've
been, where we're going, and they'll

480
00:12:40,550 --> 00:12:40,560
been, where we're going, and they'll
 

481
00:12:40,560 --> 00:12:42,870
been, where we're going, and they'll
connect this to extensions and

482
00:12:42,870 --> 00:12:42,880
connect this to extensions and
 

483
00:12:42,880 --> 00:12:45,190
connect this to extensions and
differentiation and how these are part

484
00:12:45,190 --> 00:12:45,200
differentiation and how these are part
 

485
00:12:45,200 --> 00:12:48,389
differentiation and how these are part
of a larger MTSS system that we'll also

486
00:12:48,389 --> 00:12:48,399
of a larger MTSS system that we'll also
 

487
00:12:48,399 --> 00:12:51,269
of a larger MTSS system that we'll also
discuss today as we move to um talking

488
00:12:51,269 --> 00:12:51,279
discuss today as we move to um talking
 

489
00:12:51,279 --> 00:12:52,629
discuss today as we move to um talking
about tiered supports. And with that,

490
00:12:52,629 --> 00:12:52,639
about tiered supports. And with that,
 

491
00:12:52,639 --> 00:12:54,949
about tiered supports. And with that,
I'll pass it over to Nativity and Emma.

492
00:12:54,949 --> 00:12:54,959
I'll pass it over to Nativity and Emma.
 

493
00:12:54,959 --> 00:12:57,030
I'll pass it over to Nativity and Emma.
Good morning.

494
00:12:57,030 --> 00:12:57,040
Good morning.
 

495
00:12:57,040 --> 00:13:02,550
Good morning.
All right.

496
00:13:02,550 --> 00:13:02,560

 

497
00:13:02,560 --> 00:13:05,110

Go. Um, as you know, depth of knowledge

498
00:13:05,110 --> 00:13:05,120
Go. Um, as you know, depth of knowledge
 

499
00:13:05,120 --> 00:13:07,509
Go. Um, as you know, depth of knowledge
is in our strategic plan and depth of

500
00:13:07,509 --> 00:13:07,519
is in our strategic plan and depth of
 

501
00:13:07,519 --> 00:13:09,670
is in our strategic plan and depth of
knowledge is a framework that is used to

502
00:13:09,670 --> 00:13:09,680
knowledge is a framework that is used to
 

503
00:13:09,680 --> 00:13:12,470
knowledge is a framework that is used to
analyze cognitive demand for students.

504
00:13:12,470 --> 00:13:12,480
analyze cognitive demand for students.
 

505
00:13:12,480 --> 00:13:14,389
analyze cognitive demand for students.
And as an academics team, we're

506
00:13:14,389 --> 00:13:14,399
And as an academics team, we're
 

507
00:13:14,399 --> 00:13:16,069
And as an academics team, we're
responsible for leading professional

508
00:13:16,069 --> 00:13:16,079
responsible for leading professional
 

509
00:13:16,079 --> 00:13:18,870
responsible for leading professional
learning for our leaders during PK-12

510
00:13:18,870 --> 00:13:18,880
learning for our leaders during PK-12
 

511
00:13:18,880 --> 00:13:21,269
learning for our leaders during PK-12
sessions. Our goal as an academics team

512
00:13:21,269 --> 00:13:21,279
sessions. Our goal as an academics team
 

513
00:13:21,279 --> 00:13:22,790
sessions. Our goal as an academics team
is to provide leaders with the learning

514
00:13:22,790 --> 00:13:22,800
is to provide leaders with the learning
 

515
00:13:22,800 --> 00:13:24,870
is to provide leaders with the learning
and resources that they need for

516
00:13:24,870 --> 00:13:24,880
and resources that they need for
 

517
00:13:24,880 --> 00:13:26,629
and resources that they need for
implementation. and we work in

518
00:13:26,629 --> 00:13:26,639
implementation. and we work in
 

519
00:13:26,639 --> 00:13:28,069
implementation. and we work in
collaboration with our executive

520
00:13:28,069 --> 00:13:28,079
collaboration with our executive
 

521
00:13:28,079 --> 00:13:31,190
collaboration with our executive
directors of schools for implementation.

522
00:13:31,190 --> 00:13:31,200
directors of schools for implementation.
 

523
00:13:31,200 --> 00:13:33,030
directors of schools for implementation.
As you can see on the slide, this year

524
00:13:33,030 --> 00:13:33,040
As you can see on the slide, this year
 

525
00:13:33,040 --> 00:13:35,829
As you can see on the slide, this year
we are facilitating a four-part arc of

526
00:13:35,829 --> 00:13:35,839
we are facilitating a four-part arc of
 

527
00:13:35,839 --> 00:13:38,230
we are facilitating a four-part arc of
learning that is focused is focused on

528
00:13:38,230 --> 00:13:38,240
learning that is focused is focused on
 

529
00:13:38,240 --> 00:13:39,829
learning that is focused is focused on
leader learning around depth of

530
00:13:39,829 --> 00:13:39,839
leader learning around depth of
 

531
00:13:39,839 --> 00:13:42,150
leader learning around depth of
knowledge and cognitive lift in

532
00:13:42,150 --> 00:13:42,160
knowledge and cognitive lift in
 

533
00:13:42,160 --> 00:13:44,150
knowledge and cognitive lift in
connection as Dr. Mr. De Cruz said with

534
00:13:44,150 --> 00:13:44,160
connection as Dr. Mr. De Cruz said with
 

535
00:13:44,160 --> 00:13:46,389
connection as Dr. Mr. De Cruz said with
grade level standards as well as our

536
00:13:46,389 --> 00:13:46,399
grade level standards as well as our
 

537
00:13:46,399 --> 00:13:48,710
grade level standards as well as our
BVSD adopted curriculum which was a

538
00:13:48,710 --> 00:13:48,720
BVSD adopted curriculum which was a
 

539
00:13:48,720 --> 00:13:50,710
BVSD adopted curriculum which was a
request from our principles at the end

540
00:13:50,710 --> 00:13:50,720
request from our principles at the end
 

541
00:13:50,720 --> 00:13:52,949
request from our principles at the end
of last school year was to connect this

542
00:13:52,949 --> 00:13:52,959
of last school year was to connect this
 

543
00:13:52,959 --> 00:13:54,550
of last school year was to connect this
work to the curricular resources that

544
00:13:54,550 --> 00:13:54,560
work to the curricular resources that
 

545
00:13:54,560 --> 00:13:57,910
work to the curricular resources that
they already have um through um and

546
00:13:57,910 --> 00:13:57,920
they already have um through um and
 

547
00:13:57,920 --> 00:13:58,949
they already have um through um and
helping them think through their

548
00:13:58,949 --> 00:13:58,959
helping them think through their
 

549
00:13:58,959 --> 00:14:00,949
helping them think through their
instructional observations which again

550
00:14:00,949 --> 00:14:00,959
instructional observations which again
 

551
00:14:00,959 --> 00:14:03,030
instructional observations which again
is where we work in collaboration with

552
00:14:03,030 --> 00:14:03,040
is where we work in collaboration with
 

553
00:14:03,040 --> 00:14:05,110
is where we work in collaboration with
our executive directors of schools and

554
00:14:05,110 --> 00:14:05,120
our executive directors of schools and
 

555
00:14:05,120 --> 00:14:07,430
our executive directors of schools and
they take the baton so to speak for um

556
00:14:07,430 --> 00:14:07,440
they take the baton so to speak for um
 

557
00:14:07,440 --> 00:14:09,030
they take the baton so to speak for um
implementation.

558
00:14:09,030 --> 00:14:09,040
implementation.
 

559
00:14:09,040 --> 00:14:11,110
implementation.
each professional learning we provide,

560
00:14:11,110 --> 00:14:11,120
each professional learning we provide,
 

561
00:14:11,120 --> 00:14:13,030
each professional learning we provide,
we try to include resources for our

562
00:14:13,030 --> 00:14:13,040
we try to include resources for our
 

563
00:14:13,040 --> 00:14:14,629
we try to include resources for our
school leaders that they can use in

564
00:14:14,629 --> 00:14:14,639
school leaders that they can use in
 

565
00:14:14,639 --> 00:14:16,150
school leaders that they can use in
their buildings to help guide their

566
00:14:16,150 --> 00:14:16,160
their buildings to help guide their
 

567
00:14:16,160 --> 00:14:19,990
their buildings to help guide their
work. And um there and so now I'm going

568
00:14:19,990 --> 00:14:20,000
work. And um there and so now I'm going
 

569
00:14:20,000 --> 00:14:21,910
work. And um there and so now I'm going
to pass it to Dr. Herszog and she's

570
00:14:21,910 --> 00:14:21,920
to pass it to Dr. Herszog and she's
 

571
00:14:21,920 --> 00:14:25,030
to pass it to Dr. Herszog and she's
going to talk about um the the expansion

572
00:14:25,030 --> 00:14:25,040
going to talk about um the the expansion
 

573
00:14:25,040 --> 00:14:27,350
going to talk about um the the expansion
of that work into gifted and talented

574
00:14:27,350 --> 00:14:27,360
of that work into gifted and talented
 

575
00:14:27,360 --> 00:14:32,150
of that work into gifted and talented
and acceleration and differentiation.

576
00:14:32,150 --> 00:14:32,160
and acceleration and differentiation.
 

577
00:14:32,160 --> 00:14:35,670
and acceleration and differentiation.
So board members, uh, just a little bit

578
00:14:35,670 --> 00:14:35,680
So board members, uh, just a little bit
 

579
00:14:35,680 --> 00:14:38,389
So board members, uh, just a little bit
of background on what Web's depth of

580
00:14:38,389 --> 00:14:38,399
of background on what Web's depth of
 

581
00:14:38,399 --> 00:14:40,790
of background on what Web's depth of
knowledge and cognitive lift are. And

582
00:14:40,790 --> 00:14:40,800
knowledge and cognitive lift are. And
 

583
00:14:40,800 --> 00:14:43,110
knowledge and cognitive lift are. And
for folks who may be watching this who

584
00:14:43,110 --> 00:14:43,120
for folks who may be watching this who
 

585
00:14:43,120 --> 00:14:45,670
for folks who may be watching this who
aren't educators, web's depth of

586
00:14:45,670 --> 00:14:45,680
aren't educators, web's depth of
 

587
00:14:45,680 --> 00:14:48,949
aren't educators, web's depth of
knowledge is a way to really think about

588
00:14:48,949 --> 00:14:48,959
knowledge is a way to really think about
 

589
00:14:48,959 --> 00:14:51,670
knowledge is a way to really think about
um the level of thinking that is

590
00:14:51,670 --> 00:14:51,680
um the level of thinking that is
 

591
00:14:51,680 --> 00:14:54,949
um the level of thinking that is
happening at any point in time with the

592
00:14:54,949 --> 00:14:54,959
happening at any point in time with the
 

593
00:14:54,959 --> 00:14:57,509
happening at any point in time with the
idea that you know the further you

594
00:14:57,509 --> 00:14:57,519
idea that you know the further you
 

595
00:14:57,519 --> 00:15:01,430
idea that you know the further you
advance in school, uh topics change and

596
00:15:01,430 --> 00:15:01,440
advance in school, uh topics change and
 

597
00:15:01,440 --> 00:15:04,389
advance in school, uh topics change and
get harder, but we want our our students

598
00:15:04,389 --> 00:15:04,399
get harder, but we want our our students
 

599
00:15:04,399 --> 00:15:07,189
get harder, but we want our our students
to be able to think deeper within those

600
00:15:07,189 --> 00:15:07,199
to be able to think deeper within those
 

601
00:15:07,199 --> 00:15:10,389
to be able to think deeper within those
concepts. So, as opposed to be to recall

602
00:15:10,389 --> 00:15:10,399
concepts. So, as opposed to be to recall
 

603
00:15:10,399 --> 00:15:15,590
concepts. So, as opposed to be to recall
or taking a vocabulary quiz or um a um

604
00:15:15,590 --> 00:15:15,600
or taking a vocabulary quiz or um a um
 

605
00:15:15,600 --> 00:15:17,350
or taking a vocabulary quiz or um a um
you know, multiple choice or a matching

606
00:15:17,350 --> 00:15:17,360
you know, multiple choice or a matching
 

607
00:15:17,360 --> 00:15:19,590
you know, multiple choice or a matching
type of an activity, you want to be able

608
00:15:19,590 --> 00:15:19,600
type of an activity, you want to be able
 

609
00:15:19,600 --> 00:15:21,829
type of an activity, you want to be able
to evolve kids so they can analyze,

610
00:15:21,829 --> 00:15:21,839
to evolve kids so they can analyze,
 

611
00:15:21,839 --> 00:15:25,030
to evolve kids so they can analyze,
synthesize, evaluate, create

612
00:15:25,030 --> 00:15:25,040
synthesize, evaluate, create
 

613
00:15:25,040 --> 00:15:27,430
synthesize, evaluate, create
with what it is that we've taught them.

614
00:15:27,430 --> 00:15:27,440
with what it is that we've taught them.
 

615
00:15:27,440 --> 00:15:29,750
with what it is that we've taught them.
So, that is the basis of web's depth of

616
00:15:29,750 --> 00:15:29,760
So, that is the basis of web's depth of
 

617
00:15:29,760 --> 00:15:32,389
So, that is the basis of web's depth of
knowledge. Um, and cognitive lift is,

618
00:15:32,389 --> 00:15:32,399
knowledge. Um, and cognitive lift is,
 

619
00:15:32,399 --> 00:15:34,150
knowledge. Um, and cognitive lift is,
you know,

620
00:15:34,150 --> 00:15:34,160
you know,
 

621
00:15:34,160 --> 00:15:36,870
you know,
it's it's funny and we've been in a lot

622
00:15:36,870 --> 00:15:36,880
it's it's funny and we've been in a lot
 

623
00:15:36,880 --> 00:15:39,990
it's it's funny and we've been in a lot
of classrooms and um uh and certainly

624
00:15:39,990 --> 00:15:40,000
of classrooms and um uh and certainly
 

625
00:15:40,000 --> 00:15:43,590
of classrooms and um uh and certainly
our team has and I think we're doing it

626
00:15:43,590 --> 00:15:43,600
our team has and I think we're doing it
 

627
00:15:43,600 --> 00:15:45,110
our team has and I think we're doing it
right when our kids are working harder

628
00:15:45,110 --> 00:15:45,120
right when our kids are working harder
 

629
00:15:45,120 --> 00:15:47,110
right when our kids are working harder
than our teachers,

630
00:15:47,110 --> 00:15:47,120
than our teachers,
 

631
00:15:47,120 --> 00:15:48,870
than our teachers,
>> right? And so as we think about what

632
00:15:48,870 --> 00:15:48,880
>> right? And so as we think about what
 

633
00:15:48,880 --> 00:15:51,509
>> right? And so as we think about what
cognitive lift is, you know, we're

634
00:15:51,509 --> 00:15:51,519
cognitive lift is, you know, we're
 

635
00:15:51,519 --> 00:15:54,470
cognitive lift is, you know, we're
asking our teachers, our leaders to to

636
00:15:54,470 --> 00:15:54,480
asking our teachers, our leaders to to
 

637
00:15:54,480 --> 00:15:55,829
asking our teachers, our leaders to to
really create conditions in our

638
00:15:55,829 --> 00:15:55,839
really create conditions in our
 

639
00:15:55,839 --> 00:15:57,509
really create conditions in our
classrooms

640
00:15:57,509 --> 00:15:57,519
classrooms
 

641
00:15:57,519 --> 00:15:59,590
classrooms
where where that, you know, the kids are

642
00:15:59,590 --> 00:15:59,600
where where that, you know, the kids are
 

643
00:15:59,600 --> 00:16:02,069
where where that, you know, the kids are
doing, you know, a lot of thinking, not

644
00:16:02,069 --> 00:16:02,079
doing, you know, a lot of thinking, not
 

645
00:16:02,079 --> 00:16:04,949
doing, you know, a lot of thinking, not
a lot of paying attention, notetaking,

646
00:16:04,949 --> 00:16:04,959
a lot of paying attention, notetaking,
 

647
00:16:04,959 --> 00:16:06,550
a lot of paying attention, notetaking,
right? and really evolving our

648
00:16:06,550 --> 00:16:06,560
right? and really evolving our
 

649
00:16:06,560 --> 00:16:09,829
right? and really evolving our
instructional practices and methods from

650
00:16:09,829 --> 00:16:09,839
instructional practices and methods from
 

651
00:16:09,839 --> 00:16:12,550
instructional practices and methods from
one where we're just um transferring

652
00:16:12,550 --> 00:16:12,560
one where we're just um transferring
 

653
00:16:12,560 --> 00:16:15,990
one where we're just um transferring
knowledge to where kids are taking what

654
00:16:15,990 --> 00:16:16,000
knowledge to where kids are taking what
 

655
00:16:16,000 --> 00:16:19,030
knowledge to where kids are taking what
they're learning and applying it in ways

656
00:16:19,030 --> 00:16:19,040
they're learning and applying it in ways
 

657
00:16:19,040 --> 00:16:21,430
they're learning and applying it in ways
that allow them to think and learn. So,

658
00:16:21,430 --> 00:16:21,440
that allow them to think and learn. So,
 

659
00:16:21,440 --> 00:16:23,189
that allow them to think and learn. So,
I wanted to I hope you weren't going to

660
00:16:23,189 --> 00:16:23,199
I wanted to I hope you weren't going to
 

661
00:16:23,199 --> 00:16:25,509
I wanted to I hope you weren't going to
say that on the next slide, Emma. Maybe

662
00:16:25,509 --> 00:16:25,519
say that on the next slide, Emma. Maybe
 

663
00:16:25,519 --> 00:16:28,230
say that on the next slide, Emma. Maybe
you were. No, you never know. So, if I

664
00:16:28,230 --> 00:16:28,240
you were. No, you never know. So, if I
 

665
00:16:28,240 --> 00:16:30,310
you were. No, you never know. So, if I
did, you know, I'm I'm I'm stealing your

666
00:16:30,310 --> 00:16:30,320
did, you know, I'm I'm I'm stealing your
 

667
00:16:30,320 --> 00:16:32,710
did, you know, I'm I'm I'm stealing your
cognitive lift. I apologize that. Uh but

668
00:16:32,710 --> 00:16:32,720
cognitive lift. I apologize that. Uh but
 

669
00:16:32,720 --> 00:16:34,389
cognitive lift. I apologize that. Uh but
at any event, I just think that I'll

670
00:16:34,389 --> 00:16:34,399
at any event, I just think that I'll
 

671
00:16:34,399 --> 00:16:36,870
at any event, I just think that I'll
I'll interject to make sure that you

672
00:16:36,870 --> 00:16:36,880
I'll interject to make sure that you
 

673
00:16:36,880 --> 00:16:39,189
I'll interject to make sure that you
know any terms that I feel like our

674
00:16:39,189 --> 00:16:39,199
know any terms that I feel like our
 

675
00:16:39,199 --> 00:16:40,470
know any terms that I feel like our
general public might want a little bit

676
00:16:40,470 --> 00:16:40,480
general public might want a little bit
 

677
00:16:40,480 --> 00:16:42,069
general public might want a little bit
of depth on, I'll just try to interpret

678
00:16:42,069 --> 00:16:42,079
of depth on, I'll just try to interpret
 

679
00:16:42,079 --> 00:16:42,710
of depth on, I'll just try to interpret
that a little bit.

680
00:16:42,710 --> 00:16:42,720
that a little bit.
 

681
00:16:42,720 --> 00:16:45,030
that a little bit.
>> One thing I would add too is that um

682
00:16:45,030 --> 00:16:45,040
>> One thing I would add too is that um
 

683
00:16:45,040 --> 00:16:46,550
>> One thing I would add too is that um
what we've really tried to emphasize

684
00:16:46,550 --> 00:16:46,560
what we've really tried to emphasize
 

685
00:16:46,560 --> 00:16:48,389
what we've really tried to emphasize
with our leaders is that if you look at

686
00:16:48,389 --> 00:16:48,399
with our leaders is that if you look at
 

687
00:16:48,399 --> 00:16:51,350
with our leaders is that if you look at
the resource that you have, it has um

688
00:16:51,350 --> 00:16:51,360
the resource that you have, it has um
 

689
00:16:51,360 --> 00:16:53,910
the resource that you have, it has um
depth of knowledge as from levels one to

690
00:16:53,910 --> 00:16:53,920
depth of knowledge as from levels one to
 

691
00:16:53,920 --> 00:16:56,230
depth of knowledge as from levels one to
level four. What we are saying is we are

692
00:16:56,230 --> 00:16:56,240
level four. What we are saying is we are
 

693
00:16:56,240 --> 00:16:58,629
level four. What we are saying is we are
not expecting kids to always be in a

694
00:16:58,629 --> 00:16:58,639
not expecting kids to always be in a
 

695
00:16:58,639 --> 00:17:01,350
not expecting kids to always be in a
level four, but we are hoping that kids

696
00:17:01,350 --> 00:17:01,360
level four, but we are hoping that kids
 

697
00:17:01,360 --> 00:17:03,670
level four, but we are hoping that kids
experience a one through four throughout

698
00:17:03,670 --> 00:17:03,680
experience a one through four throughout
 

699
00:17:03,680 --> 00:17:07,669
experience a one through four throughout
their school day on a consistent basis.

700
00:17:07,669 --> 00:17:07,679
their school day on a consistent basis.
 

701
00:17:07,679 --> 00:17:09,270
their school day on a consistent basis.
And I just want to jump in, particularly

702
00:17:09,270 --> 00:17:09,280
And I just want to jump in, particularly
 

703
00:17:09,280 --> 00:17:11,029
And I just want to jump in, particularly
the last school visits we went to, I'm

704
00:17:11,029 --> 00:17:11,039
the last school visits we went to, I'm
 

705
00:17:11,039 --> 00:17:13,110
the last school visits we went to, I'm
thinking like Shelley Ro's math class in

706
00:17:13,110 --> 00:17:13,120
thinking like Shelley Ro's math class in
 

707
00:17:13,120 --> 00:17:14,710
thinking like Shelley Ro's math class in
particular came to mind. She was really

708
00:17:14,710 --> 00:17:14,720
particular came to mind. She was really
 

709
00:17:14,720 --> 00:17:16,150
particular came to mind. She was really
using a lot of that and asking the

710
00:17:16,150 --> 00:17:16,160
using a lot of that and asking the
 

711
00:17:16,160 --> 00:17:18,390
using a lot of that and asking the
learners why um and really kind of

712
00:17:18,390 --> 00:17:18,400
learners why um and really kind of
 

713
00:17:18,400 --> 00:17:19,990
learners why um and really kind of
elevating that conversation about their

714
00:17:19,990 --> 00:17:20,000
elevating that conversation about their
 

715
00:17:20,000 --> 00:17:21,590
elevating that conversation about their
thinking. So it is just for the new

716
00:17:21,590 --> 00:17:21,600
thinking. So it is just for the new
 

717
00:17:21,600 --> 00:17:22,949
thinking. So it is just for the new
board members who haven't been able to

718
00:17:22,949 --> 00:17:22,959
board members who haven't been able to
 

719
00:17:22,959 --> 00:17:25,270
board members who haven't been able to
be in our schools. We are seeing that on

720
00:17:25,270 --> 00:17:25,280
be in our schools. We are seeing that on
 

721
00:17:25,280 --> 00:17:30,150
be in our schools. We are seeing that on
site visits which is really exciting.

722
00:17:30,150 --> 00:17:30,160

 

723
00:17:30,160 --> 00:17:31,750

Board President Raj Paul, you queued me

724
00:17:31,750 --> 00:17:31,760
Board President Raj Paul, you queued me
 

725
00:17:31,760 --> 00:17:34,150
Board President Raj Paul, you queued me
up perfectly. Um so as our principles

726
00:17:34,150 --> 00:17:34,160
up perfectly. Um so as our principles
 

727
00:17:34,160 --> 00:17:35,430
up perfectly. Um so as our principles
and assistant principles have been

728
00:17:35,430 --> 00:17:35,440
and assistant principles have been
 

729
00:17:35,440 --> 00:17:36,950
and assistant principles have been
learning about web's depth of knowledge.

730
00:17:36,950 --> 00:17:36,960
learning about web's depth of knowledge.
 

731
00:17:36,960 --> 00:17:38,310
learning about web's depth of knowledge.
They've begun incorporating that

732
00:17:38,310 --> 00:17:38,320
They've begun incorporating that
 

733
00:17:38,320 --> 00:17:40,070
They've begun incorporating that
learning into their school leadership

734
00:17:40,070 --> 00:17:40,080
learning into their school leadership
 

735
00:17:40,080 --> 00:17:41,270
learning into their school leadership
and we're seeing some beginning

736
00:17:41,270 --> 00:17:41,280
and we're seeing some beginning
 

737
00:17:41,280 --> 00:17:43,750
and we're seeing some beginning
application in schools as a result. Um,

738
00:17:43,750 --> 00:17:43,760
application in schools as a result. Um,
 

739
00:17:43,760 --> 00:17:45,270
application in schools as a result. Um,
we're seeing principles leading their

740
00:17:45,270 --> 00:17:45,280
we're seeing principles leading their
 

741
00:17:45,280 --> 00:17:47,110
we're seeing principles leading their
staff, either as a whole school or

742
00:17:47,110 --> 00:17:47,120
staff, either as a whole school or
 

743
00:17:47,120 --> 00:17:49,029
staff, either as a whole school or
starting with a leadership team through

744
00:17:49,029 --> 00:17:49,039
starting with a leadership team through
 

745
00:17:49,039 --> 00:17:50,549
starting with a leadership team through
initial shared learning about web's

746
00:17:50,549 --> 00:17:50,559
initial shared learning about web's
 

747
00:17:50,559 --> 00:17:52,470
initial shared learning about web's
depth of knowledge and how to use it as

748
00:17:52,470 --> 00:17:52,480
depth of knowledge and how to use it as
 

749
00:17:52,480 --> 00:17:54,630
depth of knowledge and how to use it as
a lens when planning for instruction.

750
00:17:54,630 --> 00:17:54,640
a lens when planning for instruction.
 

751
00:17:54,640 --> 00:17:55,990
a lens when planning for instruction.
We've heard from many schools how

752
00:17:55,990 --> 00:17:56,000
We've heard from many schools how
 

753
00:17:56,000 --> 00:17:58,310
We've heard from many schools how
helpful using resources from our PK-12

754
00:17:58,310 --> 00:17:58,320
helpful using resources from our PK-12
 

755
00:17:58,320 --> 00:17:59,830
helpful using resources from our PK-12
arc of learning has been for their

756
00:17:59,830 --> 00:17:59,840
arc of learning has been for their
 

757
00:17:59,840 --> 00:18:01,270
arc of learning has been for their
leadership.

758
00:18:01,270 --> 00:18:01,280
leadership.
 

759
00:18:01,280 --> 00:18:02,870
leadership.
Principles have also shared that when

760
00:18:02,870 --> 00:18:02,880
Principles have also shared that when
 

761
00:18:02,880 --> 00:18:04,549
Principles have also shared that when
they visit classrooms, either on their

762
00:18:04,549 --> 00:18:04,559
they visit classrooms, either on their
 

763
00:18:04,559 --> 00:18:06,310
they visit classrooms, either on their
own with a member of the SPST team,

764
00:18:06,310 --> 00:18:06,320
own with a member of the SPST team,
 

765
00:18:06,320 --> 00:18:07,830
own with a member of the SPST team,
their network executive directors or

766
00:18:07,830 --> 00:18:07,840
their network executive directors or
 

767
00:18:07,840 --> 00:18:09,590
their network executive directors or
directors of teaching and learning,

768
00:18:09,590 --> 00:18:09,600
directors of teaching and learning,
 

769
00:18:09,600 --> 00:18:11,029
directors of teaching and learning,
they're thinking about trends they're

770
00:18:11,029 --> 00:18:11,039
they're thinking about trends they're
 

771
00:18:11,039 --> 00:18:12,950
they're thinking about trends they're
noticing across classrooms in what

772
00:18:12,950 --> 00:18:12,960
noticing across classrooms in what
 

773
00:18:12,960 --> 00:18:14,950
noticing across classrooms in what
students are doing, what the task is,

774
00:18:14,950 --> 00:18:14,960
students are doing, what the task is,
 

775
00:18:14,960 --> 00:18:16,789
students are doing, what the task is,
and what the related level of cognitive

776
00:18:16,789 --> 00:18:16,799
and what the related level of cognitive
 

777
00:18:16,799 --> 00:18:19,590
and what the related level of cognitive
lift is in alignment with that standard.

778
00:18:19,590 --> 00:18:19,600
lift is in alignment with that standard.
 

779
00:18:19,600 --> 00:18:20,789
lift is in alignment with that standard.
From there, they're discussing

780
00:18:20,789 --> 00:18:20,799
From there, they're discussing
 

781
00:18:20,799 --> 00:18:22,549
From there, they're discussing
implications for their next steps in

782
00:18:22,549 --> 00:18:22,559
implications for their next steps in
 

783
00:18:22,559 --> 00:18:25,350
implications for their next steps in
alignment with their 90-day plans. Some

784
00:18:25,350 --> 00:18:25,360
alignment with their 90-day plans. Some
 

785
00:18:25,360 --> 00:18:26,870
alignment with their 90-day plans. Some
schools are also beginning to connect

786
00:18:26,870 --> 00:18:26,880
schools are also beginning to connect
 

787
00:18:26,880 --> 00:18:28,870
schools are also beginning to connect
thinking about cognitive lift with their

788
00:18:28,870 --> 00:18:28,880
thinking about cognitive lift with their
 

789
00:18:28,880 --> 00:18:31,029
thinking about cognitive lift with their
data-driven instruction cycles. From

790
00:18:31,029 --> 00:18:31,039
data-driven instruction cycles. From
 

791
00:18:31,039 --> 00:18:32,710
data-driven instruction cycles. From
unpacking a standard and thinking about

792
00:18:32,710 --> 00:18:32,720
unpacking a standard and thinking about
 

793
00:18:32,720 --> 00:18:34,950
unpacking a standard and thinking about
the culminating task to revisiting how

794
00:18:34,950 --> 00:18:34,960
the culminating task to revisiting how
 

795
00:18:34,960 --> 00:18:36,390
the culminating task to revisiting how
students did and planning for a

796
00:18:36,390 --> 00:18:36,400
students did and planning for a
 

797
00:18:36,400 --> 00:18:38,950
students did and planning for a
next-step retach. Some schools are also

798
00:18:38,950 --> 00:18:38,960
next-step retach. Some schools are also
 

799
00:18:38,960 --> 00:18:40,630
next-step retach. Some schools are also
beginning to embed feedback related to

800
00:18:40,630 --> 00:18:40,640
beginning to embed feedback related to
 

801
00:18:40,640 --> 00:18:42,230
beginning to embed feedback related to
web's depth of knowledge in formal and

802
00:18:42,230 --> 00:18:42,240
web's depth of knowledge in formal and
 

803
00:18:42,240 --> 00:18:45,190
web's depth of knowledge in formal and
informal observation debriefs. It's been

804
00:18:45,190 --> 00:18:45,200
informal observation debriefs. It's been
 

805
00:18:45,200 --> 00:18:46,710
informal observation debriefs. It's been
important to start with shared learning

806
00:18:46,710 --> 00:18:46,720
important to start with shared learning
 

807
00:18:46,720 --> 00:18:48,470
important to start with shared learning
and understanding first. And it's been

808
00:18:48,470 --> 00:18:48,480
and understanding first. And it's been
 

809
00:18:48,480 --> 00:18:50,310
and understanding first. And it's been
exciting to see how school leaders are

810
00:18:50,310 --> 00:18:50,320
exciting to see how school leaders are
 

811
00:18:50,320 --> 00:18:51,590
exciting to see how school leaders are
applying their learning in their

812
00:18:51,590 --> 00:18:51,600
applying their learning in their
 

813
00:18:51,600 --> 00:18:57,190
applying their learning in their
individual school contexts.

814
00:18:57,190 --> 00:18:57,200

 

815
00:18:57,200 --> 00:19:00,950

Just one point of clarification. Uh Emma

816
00:19:00,950 --> 00:19:00,960
Just one point of clarification. Uh Emma
 

817
00:19:00,960 --> 00:19:03,110
Just one point of clarification. Uh Emma
um mentioned something that's really

818
00:19:03,110 --> 00:19:03,120
um mentioned something that's really
 

819
00:19:03,120 --> 00:19:04,789
um mentioned something that's really
really important for our work which is

820
00:19:04,789 --> 00:19:04,799
really important for our work which is
 

821
00:19:04,799 --> 00:19:08,070
really important for our work which is
this idea of unpacking standards. Would

822
00:19:08,070 --> 00:19:08,080
this idea of unpacking standards. Would
 

823
00:19:08,080 --> 00:19:09,590
this idea of unpacking standards. Would
it be helpful if we explained what that

824
00:19:09,590 --> 00:19:09,600
it be helpful if we explained what that
 

825
00:19:09,600 --> 00:19:13,750
it be helpful if we explained what that
meant?

826
00:19:13,750 --> 00:19:13,760

 

827
00:19:13,760 --> 00:19:16,230

So, oh, do you want to open up that one?

828
00:19:16,230 --> 00:19:16,240
So, oh, do you want to open up that one?
 

829
00:19:16,240 --> 00:19:17,909
So, oh, do you want to open up that one?
>> Um, so when I think about unpacking a

830
00:19:17,909 --> 00:19:17,919
>> Um, so when I think about unpacking a
 

831
00:19:17,919 --> 00:19:19,270
>> Um, so when I think about unpacking a
standard, I feel like that is one of the

832
00:19:19,270 --> 00:19:19,280
standard, I feel like that is one of the
 

833
00:19:19,280 --> 00:19:22,070
standard, I feel like that is one of the
major buzzwords in education in 2025 and

834
00:19:22,070 --> 00:19:22,080
major buzzwords in education in 2025 and
 

835
00:19:22,080 --> 00:19:24,150
major buzzwords in education in 2025 and
everybody says it and actually doing it

836
00:19:24,150 --> 00:19:24,160
everybody says it and actually doing it
 

837
00:19:24,160 --> 00:19:25,669
everybody says it and actually doing it
is pretty critical, right? Because we

838
00:19:25,669 --> 00:19:25,679
is pretty critical, right? Because we
 

839
00:19:25,679 --> 00:19:26,870
is pretty critical, right? Because we
all know the standards and we look at

840
00:19:26,870 --> 00:19:26,880
all know the standards and we look at
 

841
00:19:26,880 --> 00:19:28,789
all know the standards and we look at
the standards and we see the standards.

842
00:19:28,789 --> 00:19:28,799
the standards and we see the standards.
 

843
00:19:28,799 --> 00:19:29,270
the standards and we see the standards.
But

844
00:19:29,270 --> 00:19:29,280
But
 

845
00:19:29,280 --> 00:19:31,190
But
>> and the standards are what the state

846
00:19:31,190 --> 00:19:31,200
>> and the standards are what the state
 

847
00:19:31,200 --> 00:19:33,350
>> and the standards are what the state
defines within each content area what

848
00:19:33,350 --> 00:19:33,360
defines within each content area what
 

849
00:19:33,360 --> 00:19:35,350
defines within each content area what
kids should know and be able to do,

850
00:19:35,350 --> 00:19:35,360
kids should know and be able to do,
 

851
00:19:35,360 --> 00:19:37,669
kids should know and be able to do,
>> right? Thank you. Um, but when you take

852
00:19:37,669 --> 00:19:37,679
>> right? Thank you. Um, but when you take
 

853
00:19:37,679 --> 00:19:39,590
>> right? Thank you. Um, but when you take
one standard, any grade level, could

854
00:19:39,590 --> 00:19:39,600
one standard, any grade level, could
 

855
00:19:39,600 --> 00:19:42,070
one standard, any grade level, could
even be first or second grade, low lower

856
00:19:42,070 --> 00:19:42,080
even be first or second grade, low lower
 

857
00:19:42,080 --> 00:19:43,990
even be first or second grade, low lower
grades as well, and you really think

858
00:19:43,990 --> 00:19:44,000
grades as well, and you really think
 

859
00:19:44,000 --> 00:19:46,230
grades as well, and you really think
deeply about what do the verbs say?

860
00:19:46,230 --> 00:19:46,240
deeply about what do the verbs say?
 

861
00:19:46,240 --> 00:19:48,070
deeply about what do the verbs say?
What's required that students know and

862
00:19:48,070 --> 00:19:48,080
What's required that students know and
 

863
00:19:48,080 --> 00:19:49,750
What's required that students know and
are able to do as a result of that

864
00:19:49,750 --> 00:19:49,760
are able to do as a result of that
 

865
00:19:49,760 --> 00:19:51,669
are able to do as a result of that
standard? What does it mean for how I'm

866
00:19:51,669 --> 00:19:51,679
standard? What does it mean for how I'm
 

867
00:19:51,679 --> 00:19:53,430
standard? What does it mean for how I'm
teaching the standard? And then to Dr.

868
00:19:53,430 --> 00:19:53,440
teaching the standard? And then to Dr.
 

869
00:19:53,440 --> 00:19:54,950
teaching the standard? And then to Dr.
Anderson's point, what does it mean for

870
00:19:54,950 --> 00:19:54,960
Anderson's point, what does it mean for
 

871
00:19:54,960 --> 00:19:57,029
Anderson's point, what does it mean for
how I'm planning my questions and tasks

872
00:19:57,029 --> 00:19:57,039
how I'm planning my questions and tasks
 

873
00:19:57,039 --> 00:19:58,789
how I'm planning my questions and tasks
to make sure students are doing the work

874
00:19:58,789 --> 00:19:58,799
to make sure students are doing the work
 

875
00:19:58,799 --> 00:20:01,350
to make sure students are doing the work
of the lesson? um it's pretty easy to

876
00:20:01,350 --> 00:20:01,360
of the lesson? um it's pretty easy to
 

877
00:20:01,360 --> 00:20:02,789
of the lesson? um it's pretty easy to
check a box and say we're teaching to

878
00:20:02,789 --> 00:20:02,799
check a box and say we're teaching to
 

879
00:20:02,799 --> 00:20:04,230
check a box and say we're teaching to
what the state says and it's a lot

880
00:20:04,230 --> 00:20:04,240
what the state says and it's a lot
 

881
00:20:04,240 --> 00:20:06,390
what the state says and it's a lot
harder to deeply internalize what it

882
00:20:06,390 --> 00:20:06,400
harder to deeply internalize what it
 

883
00:20:06,400 --> 00:20:08,470
harder to deeply internalize what it
means to show mastery on each and every

884
00:20:08,470 --> 00:20:08,480
means to show mastery on each and every
 

885
00:20:08,480 --> 00:20:10,549
means to show mastery on each and every
standard in a way where the students are

886
00:20:10,549 --> 00:20:10,559
standard in a way where the students are
 

887
00:20:10,559 --> 00:20:12,390
standard in a way where the students are
doing the thinking. So when we talk

888
00:20:12,390 --> 00:20:12,400
doing the thinking. So when we talk
 

889
00:20:12,400 --> 00:20:14,150
doing the thinking. So when we talk
about data driven instruction and

890
00:20:14,150 --> 00:20:14,160
about data driven instruction and
 

891
00:20:14,160 --> 00:20:17,830
about data driven instruction and
unpacking a standard often typically um

892
00:20:17,830 --> 00:20:17,840
unpacking a standard often typically um
 

893
00:20:17,840 --> 00:20:19,669
unpacking a standard often typically um
those cycles will start with looking at

894
00:20:19,669 --> 00:20:19,679
those cycles will start with looking at
 

895
00:20:19,679 --> 00:20:22,150
those cycles will start with looking at
an upcoming standard or standards deeply

896
00:20:22,150 --> 00:20:22,160
an upcoming standard or standards deeply
 

897
00:20:22,160 --> 00:20:23,990
an upcoming standard or standards deeply
internalizing what it means to teach

898
00:20:23,990 --> 00:20:24,000
internalizing what it means to teach
 

899
00:20:24,000 --> 00:20:25,750
internalizing what it means to teach
that and then planning accordingly for

900
00:20:25,750 --> 00:20:25,760
that and then planning accordingly for
 

901
00:20:25,760 --> 00:20:27,270
that and then planning accordingly for
where you're going with your tasks and

902
00:20:27,270 --> 00:20:27,280
where you're going with your tasks and
 

903
00:20:27,280 --> 00:20:29,990
where you're going with your tasks and
questions. And this becomes critical

904
00:20:29,990 --> 00:20:30,000
questions. And this becomes critical
 

905
00:20:30,000 --> 00:20:33,590
questions. And this becomes critical
because if you look at the standards um

906
00:20:33,590 --> 00:20:33,600
because if you look at the standards um
 

907
00:20:33,600 --> 00:20:36,630
because if you look at the standards um
vertically right from grade to grade to

908
00:20:36,630 --> 00:20:36,640
vertically right from grade to grade to
 

909
00:20:36,640 --> 00:20:39,350
vertically right from grade to grade to
grade there's nuance. You may be

910
00:20:39,350 --> 00:20:39,360
grade there's nuance. You may be
 

911
00:20:39,360 --> 00:20:41,750
grade there's nuance. You may be
teaching the same thing but getting you

912
00:20:41,750 --> 00:20:41,760
teaching the same thing but getting you
 

913
00:20:41,760 --> 00:20:43,350
teaching the same thing but getting you
know deeper within the the level of

914
00:20:43,350 --> 00:20:43,360
know deeper within the the level of
 

915
00:20:43,360 --> 00:20:45,590
know deeper within the the level of
thinking which you're asking kids to do.

916
00:20:45,590 --> 00:20:45,600
thinking which you're asking kids to do.
 

917
00:20:45,600 --> 00:20:47,750
thinking which you're asking kids to do.
But if you only stay in like that those

918
00:20:47,750 --> 00:20:47,760
But if you only stay in like that those
 

919
00:20:47,760 --> 00:20:49,669
But if you only stay in like that those
early stages of web's depth of knowledge

920
00:20:49,669 --> 00:20:49,679
early stages of web's depth of knowledge
 

921
00:20:49,679 --> 00:20:52,470
early stages of web's depth of knowledge
and don't get kids to think what happens

922
00:20:52,470 --> 00:20:52,480
and don't get kids to think what happens
 

923
00:20:52,480 --> 00:20:54,230
and don't get kids to think what happens
to students

924
00:20:54,230 --> 00:20:54,240
to students
 

925
00:20:54,240 --> 00:20:58,310
to students
what do they say? I learned this before,

926
00:20:58,310 --> 00:20:58,320
what do they say? I learned this before,
 

927
00:20:58,320 --> 00:20:59,750
what do they say? I learned this before,
right? They're not you're not

928
00:20:59,750 --> 00:20:59,760
right? They're not you're not
 

929
00:20:59,760 --> 00:21:01,350
right? They're not you're not
challenging kids and then the kids are

930
00:21:01,350 --> 00:21:01,360
challenging kids and then the kids are
 

931
00:21:01,360 --> 00:21:02,710
challenging kids and then the kids are
getting bored and then you're getting

932
00:21:02,710 --> 00:21:02,720
getting bored and then you're getting
 

933
00:21:02,720 --> 00:21:04,789
getting bored and then you're getting
all kinds of other issues. And so

934
00:21:04,789 --> 00:21:04,799
all kinds of other issues. And so
 

935
00:21:04,799 --> 00:21:06,870
all kinds of other issues. And so
whether we're talking about our students

936
00:21:06,870 --> 00:21:06,880
whether we're talking about our students
 

937
00:21:06,880 --> 00:21:09,190
whether we're talking about our students
on grade level, above grade level, or

938
00:21:09,190 --> 00:21:09,200
on grade level, above grade level, or
 

939
00:21:09,200 --> 00:21:11,750
on grade level, above grade level, or
working to get to grade level, making

940
00:21:11,750 --> 00:21:11,760
working to get to grade level, making
 

941
00:21:11,760 --> 00:21:14,149
working to get to grade level, making
sure everybody get gets access to the

942
00:21:14,149 --> 00:21:14,159
sure everybody get gets access to the
 

943
00:21:14,159 --> 00:21:17,190
sure everybody get gets access to the
depth of the standard, meaning that they

944
00:21:17,190 --> 00:21:17,200
depth of the standard, meaning that they
 

945
00:21:17,200 --> 00:21:19,270
depth of the standard, meaning that they
they're challenged with what it is we're

946
00:21:19,270 --> 00:21:19,280
they're challenged with what it is we're
 

947
00:21:19,280 --> 00:21:22,470
they're challenged with what it is we're
teaching uh is critical and uh and and

948
00:21:22,470 --> 00:21:22,480
teaching uh is critical and uh and and
 

949
00:21:22,480 --> 00:21:24,789
teaching uh is critical and uh and and
certainly really really important to the

950
00:21:24,789 --> 00:21:24,799
certainly really really important to the
 

951
00:21:24,799 --> 00:21:27,270
certainly really really important to the
ways that we're trying to make sure um

952
00:21:27,270 --> 00:21:27,280
ways that we're trying to make sure um
 

953
00:21:27,280 --> 00:21:28,870
ways that we're trying to make sure um
that we're teaching our kids so they're

954
00:21:28,870 --> 00:21:28,880
that we're teaching our kids so they're
 

955
00:21:28,880 --> 00:21:30,549
that we're teaching our kids so they're
engaged and everybody's learning and

956
00:21:30,549 --> 00:21:30,559
engaged and everybody's learning and
 

957
00:21:30,559 --> 00:21:32,710
engaged and everybody's learning and
growing.

958
00:21:32,710 --> 00:21:32,720
growing.
 

959
00:21:32,720 --> 00:21:34,310
growing.
And I think the only piece that we would

960
00:21:34,310 --> 00:21:34,320
And I think the only piece that we would
 

961
00:21:34,320 --> 00:21:36,070
And I think the only piece that we would
add to that before Emma goes on,

962
00:21:36,070 --> 00:21:36,080
add to that before Emma goes on,
 

963
00:21:36,080 --> 00:21:38,070
add to that before Emma goes on,
>> one question before we move on. Uh for

964
00:21:38,070 --> 00:21:38,080
>> one question before we move on. Uh for
 

965
00:21:38,080 --> 00:21:40,470
>> one question before we move on. Uh for
the teachers and the training, um what

966
00:21:40,470 --> 00:21:40,480
the teachers and the training, um what
 

967
00:21:40,480 --> 00:21:44,070
the teachers and the training, um what
is the frequency and do they have a like

968
00:21:44,070 --> 00:21:44,080
is the frequency and do they have a like
 

969
00:21:44,080 --> 00:21:45,990
is the frequency and do they have a like
a long-term plan and goal and what does

970
00:21:45,990 --> 00:21:46,000
a long-term plan and goal and what does
 

971
00:21:46,000 --> 00:21:46,789
a long-term plan and goal and what does
that look like?

972
00:21:46,789 --> 00:21:46,799
that look like?
 

973
00:21:46,799 --> 00:21:47,830
that look like?
>> I'm glad you said that. That's something

974
00:21:47,830 --> 00:21:47,840
>> I'm glad you said that. That's something
 

975
00:21:47,840 --> 00:21:51,350
>> I'm glad you said that. That's something
I was going to comment on. So, um, I

976
00:21:51,350 --> 00:21:51,360
I was going to comment on. So, um, I
 

977
00:21:51,360 --> 00:21:52,549
I was going to comment on. So, um, I
think one of the things when we talk

978
00:21:52,549 --> 00:21:52,559
think one of the things when we talk
 

979
00:21:52,559 --> 00:21:54,070
think one of the things when we talk
about the DDI and unpacking the

980
00:21:54,070 --> 00:21:54,080
about the DDI and unpacking the
 

981
00:21:54,080 --> 00:21:56,149
about the DDI and unpacking the
standards, we are super grateful for our

982
00:21:56,149 --> 00:21:56,159
standards, we are super grateful for our
 

983
00:21:56,159 --> 00:21:58,870
standards, we are super grateful for our
SPST data coaches as well as our DDI

984
00:21:58,870 --> 00:21:58,880
SPST data coaches as well as our DDI
 

985
00:21:58,880 --> 00:22:00,630
SPST data coaches as well as our DDI
coaches for the district because what

986
00:22:00,630 --> 00:22:00,640
coaches for the district because what
 

987
00:22:00,640 --> 00:22:03,350
coaches for the district because what
they do, they cover over half of the

988
00:22:03,350 --> 00:22:03,360
they do, they cover over half of the
 

989
00:22:03,360 --> 00:22:05,270
they do, they cover over half of the
schools that we have in our district.

990
00:22:05,270 --> 00:22:05,280
schools that we have in our district.
 

991
00:22:05,280 --> 00:22:07,590
schools that we have in our district.
And their job as coaches is to teach the

992
00:22:07,590 --> 00:22:07,600
And their job as coaches is to teach the
 

993
00:22:07,600 --> 00:22:10,630
And their job as coaches is to teach the
teachers on site with real data, real

994
00:22:10,630 --> 00:22:10,640
teachers on site with real data, real
 

995
00:22:10,640 --> 00:22:13,430
teachers on site with real data, real
assessments, real standards in in with

996
00:22:13,430 --> 00:22:13,440
assessments, real standards in in with
 

997
00:22:13,440 --> 00:22:15,350
assessments, real standards in in with
those with the curriculum that they're

998
00:22:15,350 --> 00:22:15,360
those with the curriculum that they're
 

999
00:22:15,360 --> 00:22:18,070
those with the curriculum that they're
teaching. And so they provide what I

1000
00:22:18,070 --> 00:22:18,080
teaching. And so they provide what I
 

1001
00:22:18,080 --> 00:22:19,909
teaching. And so they provide what I
would say embedded coaching on a

1002
00:22:19,909 --> 00:22:19,919
would say embedded coaching on a
 

1003
00:22:19,919 --> 00:22:21,750
would say embedded coaching on a
consistent basis because they each have

1004
00:22:21,750 --> 00:22:21,760
consistent basis because they each have
 

1005
00:22:21,760 --> 00:22:23,750
consistent basis because they each have
a case load of five schools and they are

1006
00:22:23,750 --> 00:22:23,760
a case load of five schools and they are
 

1007
00:22:23,760 --> 00:22:26,230
a case load of five schools and they are
there on a weekly basis assisting

1008
00:22:26,230 --> 00:22:26,240
there on a weekly basis assisting
 

1009
00:22:26,240 --> 00:22:28,710
there on a weekly basis assisting
teachers in understanding the process

1010
00:22:28,710 --> 00:22:28,720
teachers in understanding the process
 

1011
00:22:28,720 --> 00:22:31,270
teachers in understanding the process
and utilizing the data that they need in

1012
00:22:31,270 --> 00:22:31,280
and utilizing the data that they need in
 

1013
00:22:31,280 --> 00:22:32,950
and utilizing the data that they need in
their schools and the and the curriculum

1014
00:22:32,950 --> 00:22:32,960
their schools and the and the curriculum
 

1015
00:22:32,960 --> 00:22:35,510
their schools and the and the curriculum
that they're teaching. So they I would

1016
00:22:35,510 --> 00:22:35,520
that they're teaching. So they I would
 

1017
00:22:35,520 --> 00:22:37,190
that they're teaching. So they I would
say that they provide the embedded

1018
00:22:37,190 --> 00:22:37,200
say that they provide the embedded
 

1019
00:22:37,200 --> 00:22:39,190
say that they provide the embedded
coaching consistently and then what

1020
00:22:39,190 --> 00:22:39,200
coaching consistently and then what
 

1021
00:22:39,200 --> 00:22:41,430
coaching consistently and then what
we're doing is working with the leaders

1022
00:22:41,430 --> 00:22:41,440
we're doing is working with the leaders
 

1023
00:22:41,440 --> 00:22:43,510
we're doing is working with the leaders
um at these sessions so that then they

1024
00:22:43,510 --> 00:22:43,520
um at these sessions so that then they
 

1025
00:22:43,520 --> 00:22:44,950
um at these sessions so that then they
can lead some of that work at their

1026
00:22:44,950 --> 00:22:44,960
can lead some of that work at their
 

1027
00:22:44,960 --> 00:22:46,230
can lead some of that work at their
buildings.

1028
00:22:46,230 --> 00:22:46,240
buildings.
 

1029
00:22:46,240 --> 00:22:48,149
buildings.
>> Can you repeat what DDI stands for?

1030
00:22:48,149 --> 00:22:48,159
>> Can you repeat what DDI stands for?
 

1031
00:22:48,159 --> 00:22:50,630
>> Can you repeat what DDI stands for?
>> Yes. Data driven instruction. Yes.

1032
00:22:50,630 --> 00:22:50,640
>> Yes. Data driven instruction. Yes.
 

1033
00:22:50,640 --> 00:22:53,270
>> Yes. Data driven instruction. Yes.
>> And then strategic plan support team

1034
00:22:53,270 --> 00:22:53,280
>> And then strategic plan support team
 

1035
00:22:53,280 --> 00:22:54,230
>> And then strategic plan support team
SPS.

1036
00:22:54,230 --> 00:22:54,240
SPS.
 

1037
00:22:54,240 --> 00:22:55,909
SPS.
>> SPS. Alex,

1038
00:22:55,909 --> 00:22:55,919
>> SPS. Alex,
 

1039
00:22:55,919 --> 00:22:58,710
>> SPS. Alex,
>> thank you. we get so in these activities

1040
00:22:58,710 --> 00:22:58,720
>> thank you. we get so in these activities
 

1041
00:22:58,720 --> 00:23:00,630
>> thank you. we get so in these activities
>> and I don't want to take us down uh too

1042
00:23:00,630 --> 00:23:00,640
>> and I don't want to take us down uh too
 

1043
00:23:00,640 --> 00:23:02,230
>> and I don't want to take us down uh too
far because there's so much to cover but

1044
00:23:02,230 --> 00:23:02,240
far because there's so much to cover but
 

1045
00:23:02,240 --> 00:23:04,149
far because there's so much to cover but
I am curious uh our professional

1046
00:23:04,149 --> 00:23:04,159
I am curious uh our professional
 

1047
00:23:04,159 --> 00:23:05,669
I am curious uh our professional
learning or professional learning

1048
00:23:05,669 --> 00:23:05,679
learning or professional learning
 

1049
00:23:05,679 --> 00:23:06,870
learning or professional learning
opportunities are with the school

1050
00:23:06,870 --> 00:23:06,880
opportunities are with the school
 

1051
00:23:06,880 --> 00:23:08,789
opportunities are with the school
leaders and then the coaches are helping

1052
00:23:08,789 --> 00:23:08,799
leaders and then the coaches are helping
 

1053
00:23:08,799 --> 00:23:12,470
leaders and then the coaches are helping
the people in the classroom do this um

1054
00:23:12,470 --> 00:23:12,480
the people in the classroom do this um
 

1055
00:23:12,480 --> 00:23:17,029
the people in the classroom do this um
we where and how do we get data that's

1056
00:23:17,029 --> 00:23:17,039
we where and how do we get data that's
 

1057
00:23:17,039 --> 00:23:19,830
we where and how do we get data that's
not anecdotal about the teacher buyin

1058
00:23:19,830 --> 00:23:19,840
not anecdotal about the teacher buyin
 

1059
00:23:19,840 --> 00:23:21,750
not anecdotal about the teacher buyin
and implementation that could be like

1060
00:23:21,750 --> 00:23:21,760
and implementation that could be like
 

1061
00:23:21,760 --> 00:23:23,590
and implementation that could be like
shared with other colleagues or that

1062
00:23:23,590 --> 00:23:23,600
shared with other colleagues or that
 

1063
00:23:23,600 --> 00:23:25,270
shared with other colleagues or that
could be shared with a board. So we

1064
00:23:25,270 --> 00:23:25,280
could be shared with a board. So we
 

1065
00:23:25,280 --> 00:23:26,789
could be shared with a board. So we
could say, hey, the teachers

1066
00:23:26,789 --> 00:23:26,799
could say, hey, the teachers
 

1067
00:23:26,799 --> 00:23:28,710
could say, hey, the teachers
satisfaction with their PD in the school

1068
00:23:28,710 --> 00:23:28,720
satisfaction with their PD in the school
 

1069
00:23:28,720 --> 00:23:31,750
satisfaction with their PD in the school
has gone from 80% to 90% or something or

1070
00:23:31,750 --> 00:23:31,760
has gone from 80% to 90% or something or
 

1071
00:23:31,760 --> 00:23:33,110
has gone from 80% to 90% or something or
because we have a history of

1072
00:23:33,110 --> 00:23:33,120
because we have a history of
 

1073
00:23:33,120 --> 00:23:35,270
because we have a history of
district-run PD where the teachers don't

1074
00:23:35,270 --> 00:23:35,280
district-run PD where the teachers don't
 

1075
00:23:35,280 --> 00:23:37,510
district-run PD where the teachers don't
even show up. So I'm really curious if

1076
00:23:37,510 --> 00:23:37,520
even show up. So I'm really curious if
 

1077
00:23:37,520 --> 00:23:39,270
even show up. So I'm really curious if
there are metrics for that that we could

1078
00:23:39,270 --> 00:23:39,280
there are metrics for that that we could
 

1079
00:23:39,280 --> 00:23:41,430
there are metrics for that that we could
see as a board.

1080
00:23:41,430 --> 00:23:41,440
see as a board.
 

1081
00:23:41,440 --> 00:23:43,510
see as a board.
So we're talking about two two different

1082
00:23:43,510 --> 00:23:43,520
So we're talking about two two different
 

1083
00:23:43,520 --> 00:23:46,070
So we're talking about two two different
things, right? You're talking about um

1084
00:23:46,070 --> 00:23:46,080
things, right? You're talking about um
 

1085
00:23:46,080 --> 00:23:48,070
things, right? You're talking about um
professional learning sessions that may

1086
00:23:48,070 --> 00:23:48,080
professional learning sessions that may
 

1087
00:23:48,080 --> 00:23:49,990
professional learning sessions that may
happen on on dedicated professional

1088
00:23:49,990 --> 00:23:50,000
happen on on dedicated professional
 

1089
00:23:50,000 --> 00:23:52,710
happen on on dedicated professional
learning days and times. Um, and then

1090
00:23:52,710 --> 00:23:52,720
learning days and times. Um, and then
 

1091
00:23:52,720 --> 00:23:55,029
learning days and times. Um, and then
you're talking about this this idea of

1092
00:23:55,029 --> 00:23:55,039
you're talking about this this idea of
 

1093
00:23:55,039 --> 00:23:57,190
you're talking about this this idea of
job embedded professional development,

1094
00:23:57,190 --> 00:23:57,200
job embedded professional development,
 

1095
00:23:57,200 --> 00:23:59,190
job embedded professional development,
which is really the application of what

1096
00:23:59,190 --> 00:23:59,200
which is really the application of what
 

1097
00:23:59,200 --> 00:24:01,909
which is really the application of what
you've learned, um, over time, the

1098
00:24:01,909 --> 00:24:01,919
you've learned, um, over time, the
 

1099
00:24:01,919 --> 00:24:03,669
you've learned, um, over time, the
refining, the deepening, and the

1100
00:24:03,669 --> 00:24:03,679
refining, the deepening, and the
 

1101
00:24:03,679 --> 00:24:06,470
refining, the deepening, and the
understanding. And so, um, I'd have to

1102
00:24:06,470 --> 00:24:06,480
understanding. And so, um, I'd have to
 

1103
00:24:06,480 --> 00:24:08,549
understanding. And so, um, I'd have to
check with our team in terms of I we do

1104
00:24:08,549 --> 00:24:08,559
check with our team in terms of I we do
 

1105
00:24:08,559 --> 00:24:11,350
check with our team in terms of I we do
collect we I I know that we collect

1106
00:24:11,350 --> 00:24:11,360
collect we I I know that we collect
 

1107
00:24:11,360 --> 00:24:14,149
collect we I I know that we collect
information on, um, the sessions that

1108
00:24:14,149 --> 00:24:14,159
information on, um, the sessions that
 

1109
00:24:14,159 --> 00:24:17,750
information on, um, the sessions that
we're that we're providing in terms of

1110
00:24:17,750 --> 00:24:17,760
we're that we're providing in terms of
 

1111
00:24:17,760 --> 00:24:20,070
we're that we're providing in terms of
um, quality and and suggestions. I don't

1112
00:24:20,070 --> 00:24:20,080
um, quality and and suggestions. I don't
 

1113
00:24:20,080 --> 00:24:22,470
um, quality and and suggestions. I don't
know that we've done anything around the

1114
00:24:22,470 --> 00:24:22,480
know that we've done anything around the
 

1115
00:24:22,480 --> 00:24:23,909
know that we've done anything around the
effectiveness of some of the job

1116
00:24:23,909 --> 00:24:23,919
effectiveness of some of the job
 

1117
00:24:23,919 --> 00:24:26,070
effectiveness of some of the job
embedded things that we're doing. But

1118
00:24:26,070 --> 00:24:26,080
embedded things that we're doing. But
 

1119
00:24:26,080 --> 00:24:27,750
embedded things that we're doing. But
then there's also professional learning

1120
00:24:27,750 --> 00:24:27,760
then there's also professional learning
 

1121
00:24:27,760 --> 00:24:29,750
then there's also professional learning
that happens at the school sites that's

1122
00:24:29,750 --> 00:24:29,760
that happens at the school sites that's
 

1123
00:24:29,760 --> 00:24:33,190
that happens at the school sites that's
schooldirected. Um so you know there's

1124
00:24:33,190 --> 00:24:33,200
schooldirected. Um so you know there's
 

1125
00:24:33,200 --> 00:24:35,029
schooldirected. Um so you know there's
like three kind of aspects of how we're

1126
00:24:35,029 --> 00:24:35,039
like three kind of aspects of how we're
 

1127
00:24:35,039 --> 00:24:37,350
like three kind of aspects of how we're
asking our our educators to learn and

1128
00:24:37,350 --> 00:24:37,360
asking our our educators to learn and
 

1129
00:24:37,360 --> 00:24:39,269
asking our our educators to learn and
grow and and learn how to implement some

1130
00:24:39,269 --> 00:24:39,279
grow and and learn how to implement some
 

1131
00:24:39,279 --> 00:24:41,269
grow and and learn how to implement some
of these new and different strategies.

1132
00:24:41,269 --> 00:24:41,279
of these new and different strategies.
 

1133
00:24:41,279 --> 00:24:43,510
of these new and different strategies.
Uh and it's a combination of kind of if

1134
00:24:43,510 --> 00:24:43,520
Uh and it's a combination of kind of if
 

1135
00:24:43,520 --> 00:24:45,510
Uh and it's a combination of kind of if
you were to triangulate all that data in

1136
00:24:45,510 --> 00:24:45,520
you were to triangulate all that data in
 

1137
00:24:45,520 --> 00:24:48,070
you were to triangulate all that data in
the middle uh the end result. And so let

1138
00:24:48,070 --> 00:24:48,080
the middle uh the end result. And so let
 

1139
00:24:48,080 --> 00:24:49,590
the middle uh the end result. And so let
our team think about what that could

1140
00:24:49,590 --> 00:24:49,600
our team think about what that could
 

1141
00:24:49,600 --> 00:24:53,430
our team think about what that could
look like. Uh I I don't think it's like

1142
00:24:53,430 --> 00:24:53,440
look like. Uh I I don't think it's like
 

1143
00:24:53,440 --> 00:24:54,870
look like. Uh I I don't think it's like
I don't think it's straight line. We'd

1144
00:24:54,870 --> 00:24:54,880
I don't think it's straight line. We'd
 

1145
00:24:54,880 --> 00:24:56,549
I don't think it's straight line. We'd
have to think about it.

1146
00:24:56,549 --> 00:24:56,559
have to think about it.
 

1147
00:24:56,559 --> 00:24:58,549
have to think about it.
>> What I could tell you is that for our

1148
00:24:58,549 --> 00:24:58,559
>> What I could tell you is that for our
 

1149
00:24:58,559 --> 00:25:01,110
>> What I could tell you is that for our
professional learning, we have over the

1150
00:25:01,110 --> 00:25:01,120
professional learning, we have over the
 

1151
00:25:01,120 --> 00:25:03,669
professional learning, we have over the
course of the last year or so, we have

1152
00:25:03,669 --> 00:25:03,679
course of the last year or so, we have
 

1153
00:25:03,679 --> 00:25:06,549
course of the last year or so, we have
started planning that in January for

1154
00:25:06,549 --> 00:25:06,559
started planning that in January for
 

1155
00:25:06,559 --> 00:25:09,669
started planning that in January for
both kickoff and all year long for late

1156
00:25:09,669 --> 00:25:09,679
both kickoff and all year long for late
 

1157
00:25:09,679 --> 00:25:11,350
both kickoff and all year long for late
start. And so one of the things that

1158
00:25:11,350 --> 00:25:11,360
start. And so one of the things that
 

1159
00:25:11,360 --> 00:25:13,029
start. And so one of the things that
we're doing is asking our teams like

1160
00:25:13,029 --> 00:25:13,039
we're doing is asking our teams like
 

1161
00:25:13,039 --> 00:25:15,190
we're doing is asking our teams like
what are the things that teachers need?

1162
00:25:15,190 --> 00:25:15,200
what are the things that teachers need?
 

1163
00:25:15,200 --> 00:25:17,190
what are the things that teachers need?
We're not just doing things that we feel

1164
00:25:17,190 --> 00:25:17,200
We're not just doing things that we feel
 

1165
00:25:17,200 --> 00:25:19,110
We're not just doing things that we feel
like doing. Um, we're looking at

1166
00:25:19,110 --> 00:25:19,120
like doing. Um, we're looking at
 

1167
00:25:19,120 --> 00:25:21,350
like doing. Um, we're looking at
curriculum adoptions, assessments, and

1168
00:25:21,350 --> 00:25:21,360
curriculum adoptions, assessments, and
 

1169
00:25:21,360 --> 00:25:23,350
curriculum adoptions, assessments, and
then these skills and strategies that

1170
00:25:23,350 --> 00:25:23,360
then these skills and strategies that
 

1171
00:25:23,360 --> 00:25:25,669
then these skills and strategies that
they need for datadriven instruction or

1172
00:25:25,669 --> 00:25:25,679
they need for datadriven instruction or
 

1173
00:25:25,679 --> 00:25:27,590
they need for datadriven instruction or
other things and strategically mapping

1174
00:25:27,590 --> 00:25:27,600
other things and strategically mapping
 

1175
00:25:27,600 --> 00:25:29,269
other things and strategically mapping
that professional learning throughout

1176
00:25:29,269 --> 00:25:29,279
that professional learning throughout
 

1177
00:25:29,279 --> 00:25:32,149
that professional learning throughout
the year.

1178
00:25:32,149 --> 00:25:32,159
the year.
 

1179
00:25:32,159 --> 00:25:33,909
the year.
>> Uh, thank you. That that's helpful. I

1180
00:25:33,909 --> 00:25:33,919
>> Uh, thank you. That that's helpful. I
 

1181
00:25:33,919 --> 00:25:36,390
>> Uh, thank you. That that's helpful. I
appreciate the multi-, you know, tiers

1182
00:25:36,390 --> 00:25:36,400
appreciate the multi-, you know, tiers
 

1183
00:25:36,400 --> 00:25:37,830
appreciate the multi-, you know, tiers
of strategies about how this is all

1184
00:25:37,830 --> 00:25:37,840
of strategies about how this is all
 

1185
00:25:37,840 --> 00:25:39,990
of strategies about how this is all
working and the metrics not matching up.

1186
00:25:39,990 --> 00:25:40,000
working and the metrics not matching up.
 

1187
00:25:40,000 --> 00:25:42,149
working and the metrics not matching up.
I was thinking um like one data source

1188
00:25:42,149 --> 00:25:42,159
I was thinking um like one data source
 

1189
00:25:42,159 --> 00:25:43,350
I was thinking um like one data source
that might be useful would be the

1190
00:25:43,350 --> 00:25:43,360
that might be useful would be the
 

1191
00:25:43,360 --> 00:25:44,549
that might be useful would be the
Colorado teaching and learning

1192
00:25:44,549 --> 00:25:44,559
Colorado teaching and learning
 

1193
00:25:44,559 --> 00:25:47,110
Colorado teaching and learning
conditions survey. Right? So in in

1194
00:25:47,110 --> 00:25:47,120
conditions survey. Right? So in in
 

1195
00:25:47,120 --> 00:25:48,789
conditions survey. Right? So in in
general you end up having school level

1196
00:25:48,789 --> 00:25:48,799
general you end up having school level
 

1197
00:25:48,799 --> 00:25:50,789
general you end up having school level
data on how people feel about whether

1198
00:25:50,789 --> 00:25:50,799
data on how people feel about whether
 

1199
00:25:50,799 --> 00:25:52,870
data on how people feel about whether
they're being supported in their work as

1200
00:25:52,870 --> 00:25:52,880
they're being supported in their work as
 

1201
00:25:52,880 --> 00:25:55,269
they're being supported in their work as
teachers. So I would encourage us to

1202
00:25:55,269 --> 00:25:55,279
teachers. So I would encourage us to
 

1203
00:25:55,279 --> 00:25:56,870
teachers. So I would encourage us to
think about that as a potential thing to

1204
00:25:56,870 --> 00:25:56,880
think about that as a potential thing to
 

1205
00:25:56,880 --> 00:25:59,110
think about that as a potential thing to
to bring back to the board. And I'd also

1206
00:25:59,110 --> 00:25:59,120
to bring back to the board. And I'd also
 

1207
00:25:59,120 --> 00:26:00,789
to bring back to the board. And I'd also
suggest the reason to start setting it

1208
00:26:00,789 --> 00:26:00,799
suggest the reason to start setting it
 

1209
00:26:00,799 --> 00:26:02,470
suggest the reason to start setting it
up as sort of a public part of this

1210
00:26:02,470 --> 00:26:02,480
up as sort of a public part of this
 

1211
00:26:02,480 --> 00:26:04,710
up as sort of a public part of this
process is that we have intentionally

1212
00:26:04,710 --> 00:26:04,720
process is that we have intentionally
 

1213
00:26:04,720 --> 00:26:07,190
process is that we have intentionally
picked the high priority schools and as

1214
00:26:07,190 --> 00:26:07,200
picked the high priority schools and as
 

1215
00:26:07,200 --> 00:26:09,029
picked the high priority schools and as
we see the benefits of this, we will

1216
00:26:09,029 --> 00:26:09,039
we see the benefits of this, we will
 

1217
00:26:09,039 --> 00:26:10,549
we see the benefits of this, we will
likely be spreading it, you know,

1218
00:26:10,549 --> 00:26:10,559
likely be spreading it, you know,
 

1219
00:26:10,559 --> 00:26:12,310
likely be spreading it, you know,
farther and farther in the district and

1220
00:26:12,310 --> 00:26:12,320
farther and farther in the district and
 

1221
00:26:12,320 --> 00:26:13,669
farther and farther in the district and
will be going to places that may not

1222
00:26:13,669 --> 00:26:13,679
will be going to places that may not
 

1223
00:26:13,679 --> 00:26:15,750
will be going to places that may not
have that internal sense of urgency

1224
00:26:15,750 --> 00:26:15,760
have that internal sense of urgency
 

1225
00:26:15,760 --> 00:26:17,830
have that internal sense of urgency
about all this. And if we can show them

1226
00:26:17,830 --> 00:26:17,840
about all this. And if we can show them
 

1227
00:26:17,840 --> 00:26:19,750
about all this. And if we can show them
that the teachers like this and it makes

1228
00:26:19,750 --> 00:26:19,760
that the teachers like this and it makes
 

1229
00:26:19,760 --> 00:26:21,350
that the teachers like this and it makes
their job easier and they feel more

1230
00:26:21,350 --> 00:26:21,360
their job easier and they feel more
 

1231
00:26:21,360 --> 00:26:23,350
their job easier and they feel more
effective in some credible ways, that

1232
00:26:23,350 --> 00:26:23,360
effective in some credible ways, that
 

1233
00:26:23,360 --> 00:26:26,149
effective in some credible ways, that
will help us with later uh dissemination

1234
00:26:26,149 --> 00:26:26,159
will help us with later uh dissemination
 

1235
00:26:26,159 --> 00:26:27,590
will help us with later uh dissemination
and diffusion. That's why I'm interested

1236
00:26:27,590 --> 00:26:27,600
and diffusion. That's why I'm interested
 

1237
00:26:27,600 --> 00:26:30,310
and diffusion. That's why I'm interested
in it,

1238
00:26:30,310 --> 00:26:30,320
in it,
 

1239
00:26:30,320 --> 00:26:32,630
in it,
>> Deian. And then we'll pick up with the

1240
00:26:32,630 --> 00:26:32,640
>> Deian. And then we'll pick up with the
 

1241
00:26:32,640 --> 00:26:33,269
>> Deian. And then we'll pick up with the
slides.

1242
00:26:33,269 --> 00:26:33,279
slides.
 

1243
00:26:33,279 --> 00:26:36,149
slides.
>> As a as a former teacher, I'm imagining

1244
00:26:36,149 --> 00:26:36,159
>> As a as a former teacher, I'm imagining
 

1245
00:26:36,159 --> 00:26:39,590
>> As a as a former teacher, I'm imagining
that some of these coaching sessions

1246
00:26:39,590 --> 00:26:39,600
that some of these coaching sessions
 

1247
00:26:39,600 --> 00:26:43,510
that some of these coaching sessions
probably feel a lot like um

1248
00:26:43,510 --> 00:26:43,520
probably feel a lot like um
 

1249
00:26:43,520 --> 00:26:46,230
probably feel a lot like um
uh team planning sessions and not

1250
00:26:46,230 --> 00:26:46,240
uh team planning sessions and not
 

1251
00:26:46,240 --> 00:26:48,950
uh team planning sessions and not
necessarily like they are instructional,

1252
00:26:48,950 --> 00:26:48,960
necessarily like they are instructional,
 

1253
00:26:48,960 --> 00:26:50,470
necessarily like they are instructional,
someone standing up and telling the

1254
00:26:50,470 --> 00:26:50,480
someone standing up and telling the
 

1255
00:26:50,480 --> 00:26:52,070
someone standing up and telling the
teachers what to do. It's like they're

1256
00:26:52,070 --> 00:26:52,080
teachers what to do. It's like they're
 

1257
00:26:52,080 --> 00:26:53,990
teachers what to do. It's like they're
planning together for what's going to

1258
00:26:53,990 --> 00:26:54,000
planning together for what's going to
 

1259
00:26:54,000 --> 00:26:56,549
planning together for what's going to
come next. And I can't imagine that that

1260
00:26:56,549 --> 00:26:56,559
come next. And I can't imagine that that
 

1261
00:26:56,559 --> 00:26:58,710
come next. And I can't imagine that that
wouldn't be useful to anybody to have an

1262
00:26:58,710 --> 00:26:58,720
wouldn't be useful to anybody to have an
 

1263
00:26:58,720 --> 00:27:02,870
wouldn't be useful to anybody to have an
extra team member.

1264
00:27:02,870 --> 00:27:02,880

 

1265
00:27:02,880 --> 00:27:05,510

>> Dr. Anderson had mentioned that um Web's

1266
00:27:05,510 --> 00:27:05,520
>> Dr. Anderson had mentioned that um Web's
 

1267
00:27:05,520 --> 00:27:06,870
>> Dr. Anderson had mentioned that um Web's
depth of knowledge can be very helpful

1268
00:27:06,870 --> 00:27:06,880
depth of knowledge can be very helpful
 

1269
00:27:06,880 --> 00:27:08,549
depth of knowledge can be very helpful
when we're thinking about extensions.

1270
00:27:08,549 --> 00:27:08,559
when we're thinking about extensions.
 

1271
00:27:08,559 --> 00:27:10,870
when we're thinking about extensions.
So, as we sort of close out talking more

1272
00:27:10,870 --> 00:27:10,880
So, as we sort of close out talking more
 

1273
00:27:10,880 --> 00:27:12,390
So, as we sort of close out talking more
in depth about Web's depth of knowledge

1274
00:27:12,390 --> 00:27:12,400
in depth about Web's depth of knowledge
 

1275
00:27:12,400 --> 00:27:14,789
in depth about Web's depth of knowledge
and move into talking about MTSS,

1276
00:27:14,789 --> 00:27:14,799
and move into talking about MTSS,
 

1277
00:27:14,799 --> 00:27:17,190
and move into talking about MTSS,
multi-tered systems of support as the

1278
00:27:17,190 --> 00:27:17,200
multi-tered systems of support as the
 

1279
00:27:17,200 --> 00:27:19,029
multi-tered systems of support as the
next portion of our update, we wanted to

1280
00:27:19,029 --> 00:27:19,039
next portion of our update, we wanted to
 

1281
00:27:19,039 --> 00:27:20,870
next portion of our update, we wanted to
spend just a little time also talking

1282
00:27:20,870 --> 00:27:20,880
spend just a little time also talking
 

1283
00:27:20,880 --> 00:27:23,110
spend just a little time also talking
about our gifted identified students

1284
00:27:23,110 --> 00:27:23,120
about our gifted identified students
 

1285
00:27:23,120 --> 00:27:24,870
about our gifted identified students
specifically in the context of both of

1286
00:27:24,870 --> 00:27:24,880
specifically in the context of both of
 

1287
00:27:24,880 --> 00:27:27,750
specifically in the context of both of
those things. We know from research that

1288
00:27:27,750 --> 00:27:27,760
those things. We know from research that
 

1289
00:27:27,760 --> 00:27:29,590
those things. We know from research that
while being gifted is one label, it

1290
00:27:29,590 --> 00:27:29,600
while being gifted is one label, it
 

1291
00:27:29,600 --> 00:27:31,510
while being gifted is one label, it
spans a variety of different profiles,

1292
00:27:31,510 --> 00:27:31,520
spans a variety of different profiles,
 

1293
00:27:31,520 --> 00:27:33,830
spans a variety of different profiles,
traits, and behaviors. There are six

1294
00:27:33,830 --> 00:27:33,840
traits, and behaviors. There are six
 

1295
00:27:33,840 --> 00:27:35,830
traits, and behaviors. There are six
profiles of the gifted learner as shown

1296
00:27:35,830 --> 00:27:35,840
profiles of the gifted learner as shown
 

1297
00:27:35,840 --> 00:27:38,230
profiles of the gifted learner as shown
on this slide. And each profile includes

1298
00:27:38,230 --> 00:27:38,240
on this slide. And each profile includes
 

1299
00:27:38,240 --> 00:27:40,149
on this slide. And each profile includes
different ways giftedness can present in

1300
00:27:40,149 --> 00:27:40,159
different ways giftedness can present in
 

1301
00:27:40,159 --> 00:27:42,630
different ways giftedness can present in
a student. These profiles are something

1302
00:27:42,630 --> 00:27:42,640
a student. These profiles are something
 

1303
00:27:42,640 --> 00:27:43,990
a student. These profiles are something
that we're keeping in mind as an

1304
00:27:43,990 --> 00:27:44,000
that we're keeping in mind as an
 

1305
00:27:44,000 --> 00:27:46,149
that we're keeping in mind as an
academics team, whether it's a content

1306
00:27:46,149 --> 00:27:46,159
academics team, whether it's a content
 

1307
00:27:46,159 --> 00:27:48,310
academics team, whether it's a content
team, our gifted team, or our MTSS team

1308
00:27:48,310 --> 00:27:48,320
team, our gifted team, or our MTSS team
 

1309
00:27:48,320 --> 00:27:50,390
team, our gifted team, or our MTSS team
under Shannon's leadership, and helping

1310
00:27:50,390 --> 00:27:50,400
under Shannon's leadership, and helping
 

1311
00:27:50,400 --> 00:27:51,990
under Shannon's leadership, and helping
schools to effectively support all

1312
00:27:51,990 --> 00:27:52,000
schools to effectively support all
 

1313
00:27:52,000 --> 00:27:54,470
schools to effectively support all
profile types in the classroom. For

1314
00:27:54,470 --> 00:27:54,480
profile types in the classroom. For
 

1315
00:27:54,480 --> 00:27:56,789
profile types in the classroom. For
example, the successful profile is one

1316
00:27:56,789 --> 00:27:56,799
example, the successful profile is one
 

1317
00:27:56,799 --> 00:27:58,549
example, the successful profile is one
that's often associated with gifted

1318
00:27:58,549 --> 00:27:58,559
that's often associated with gifted
 

1319
00:27:58,559 --> 00:28:00,549
that's often associated with gifted
students. Students who do well in

1320
00:28:00,549 --> 00:28:00,559
students. Students who do well in
 

1321
00:28:00,559 --> 00:28:02,470
students. Students who do well in
school, rarely get in trouble, can be

1322
00:28:02,470 --> 00:28:02,480
school, rarely get in trouble, can be
 

1323
00:28:02,480 --> 00:28:04,389
school, rarely get in trouble, can be
for perfectionists, and often seek

1324
00:28:04,389 --> 00:28:04,399
for perfectionists, and often seek
 

1325
00:28:04,399 --> 00:28:06,950
for perfectionists, and often seek
approval from adults. However, gifted

1326
00:28:06,950 --> 00:28:06,960
approval from adults. However, gifted
 

1327
00:28:06,960 --> 00:28:08,710
approval from adults. However, gifted
students can also include profiles like

1328
00:28:08,710 --> 00:28:08,720
students can also include profiles like
 

1329
00:28:08,720 --> 00:28:11,269
students can also include profiles like
the at risk gifted learner. At risk

1330
00:28:11,269 --> 00:28:11,279
the at risk gifted learner. At risk
 

1331
00:28:11,279 --> 00:28:13,110
the at risk gifted learner. At risk
gifted learners are more likely to act

1332
00:28:13,110 --> 00:28:13,120
gifted learners are more likely to act
 

1333
00:28:13,120 --> 00:28:15,269
gifted learners are more likely to act
out, present as angry or depressed, and

1334
00:28:15,269 --> 00:28:15,279
out, present as angry or depressed, and
 

1335
00:28:15,279 --> 00:28:17,909
out, present as angry or depressed, and
have poor attendance. On the next slide,

1336
00:28:17,909 --> 00:28:17,919
have poor attendance. On the next slide,
 

1337
00:28:17,919 --> 00:28:19,350
have poor attendance. On the next slide,
Dr. Miller is going to talk more about

1338
00:28:19,350 --> 00:28:19,360
Dr. Miller is going to talk more about
 

1339
00:28:19,360 --> 00:28:21,190
Dr. Miller is going to talk more about
how our gifted students are doing and

1340
00:28:21,190 --> 00:28:21,200
how our gifted students are doing and
 

1341
00:28:21,200 --> 00:28:22,630
how our gifted students are doing and
how we're leveraging Web's depth of

1342
00:28:22,630 --> 00:28:22,640
how we're leveraging Web's depth of
 

1343
00:28:22,640 --> 00:28:23,750
how we're leveraging Web's depth of
knowledge to meet their needs with

1344
00:28:23,750 --> 00:28:23,760
knowledge to meet their needs with
 

1345
00:28:23,760 --> 00:28:25,909
knowledge to meet their needs with
meaningful extensions. But we wanted to

1346
00:28:25,909 --> 00:28:25,919
meaningful extensions. But we wanted to
 

1347
00:28:25,919 --> 00:28:28,070
meaningful extensions. But we wanted to
include these six profiles to also note

1348
00:28:28,070 --> 00:28:28,080
include these six profiles to also note
 

1349
00:28:28,080 --> 00:28:29,909
include these six profiles to also note
that we're always keeping in mind that

1350
00:28:29,909 --> 00:28:29,919
that we're always keeping in mind that
 

1351
00:28:29,919 --> 00:28:31,990
that we're always keeping in mind that
one label of gifted spans a variety of

1352
00:28:31,990 --> 00:28:32,000
one label of gifted spans a variety of
 

1353
00:28:32,000 --> 00:28:41,510
one label of gifted spans a variety of
student presentations and needs.

1354
00:28:41,510 --> 00:28:41,520

 

1355
00:28:41,520 --> 00:28:43,190

When we think about programming for

1356
00:28:43,190 --> 00:28:43,200
When we think about programming for
 

1357
00:28:43,200 --> 00:28:45,190
When we think about programming for
gifted learners, um, one important

1358
00:28:45,190 --> 00:28:45,200
gifted learners, um, one important
 

1359
00:28:45,200 --> 00:28:47,190
gifted learners, um, one important
option is acceleration, which many

1360
00:28:47,190 --> 00:28:47,200
option is acceleration, which many
 

1361
00:28:47,200 --> 00:28:49,350
option is acceleration, which many
people talk about. But another important

1362
00:28:49,350 --> 00:28:49,360
people talk about. But another important
 

1363
00:28:49,360 --> 00:28:51,909
people talk about. But another important
consideration is um regardless of the

1364
00:28:51,909 --> 00:28:51,919
consideration is um regardless of the
 

1365
00:28:51,919 --> 00:28:54,230
consideration is um regardless of the
course a student is in is how

1366
00:28:54,230 --> 00:28:54,240
course a student is in is how
 

1367
00:28:54,240 --> 00:28:56,710
course a student is in is how
differentiation and extension are

1368
00:28:56,710 --> 00:28:56,720
differentiation and extension are
 

1369
00:28:56,720 --> 00:28:58,870
differentiation and extension are
embedded intentionally on a daily and

1370
00:28:58,870 --> 00:28:58,880
embedded intentionally on a daily and
 

1371
00:28:58,880 --> 00:29:01,669
embedded intentionally on a daily and
weekly basis to support student learning

1372
00:29:01,669 --> 00:29:01,679
weekly basis to support student learning
 

1373
00:29:01,679 --> 00:29:03,669
weekly basis to support student learning
instead of just another worksheet or

1374
00:29:03,669 --> 00:29:03,679
instead of just another worksheet or
 

1375
00:29:03,679 --> 00:29:05,269
instead of just another worksheet or
more additional work. We define

1376
00:29:05,269 --> 00:29:05,279
more additional work. We define
 

1377
00:29:05,279 --> 00:29:07,590
more additional work. We define
differentiation and extension in

1378
00:29:07,590 --> 00:29:07,600
differentiation and extension in
 

1379
00:29:07,600 --> 00:29:09,990
differentiation and extension in
alignment with the center for MTSS.

1380
00:29:09,990 --> 00:29:10,000
alignment with the center for MTSS.
 

1381
00:29:10,000 --> 00:29:12,470
alignment with the center for MTSS.
Differentiating differentiation meaning

1382
00:29:12,470 --> 00:29:12,480
Differentiating differentiation meaning
 

1383
00:29:12,480 --> 00:29:16,070
Differentiating differentiation meaning
tailoring content, process, product or

1384
00:29:16,070 --> 00:29:16,080
tailoring content, process, product or
 

1385
00:29:16,080 --> 00:29:18,549
tailoring content, process, product or
environment to meet student needs and

1386
00:29:18,549 --> 00:29:18,559
environment to meet student needs and
 

1387
00:29:18,559 --> 00:29:20,710
environment to meet student needs and
extension meaning targeted learning

1388
00:29:20,710 --> 00:29:20,720
extension meaning targeted learning
 

1389
00:29:20,720 --> 00:29:22,710
extension meaning targeted learning
activities that deepen students

1390
00:29:22,710 --> 00:29:22,720
activities that deepen students
 

1391
00:29:22,720 --> 00:29:24,549
activities that deepen students
understanding of the core curriculum

1392
00:29:24,549 --> 00:29:24,559
understanding of the core curriculum
 

1393
00:29:24,559 --> 00:29:27,190
understanding of the core curriculum
content. They involve more complex or

1394
00:29:27,190 --> 00:29:27,200
content. They involve more complex or
 

1395
00:29:27,200 --> 00:29:29,510
content. They involve more complex or
challenging versions of the same skill

1396
00:29:29,510 --> 00:29:29,520
challenging versions of the same skill
 

1397
00:29:29,520 --> 00:29:32,870
challenging versions of the same skill
or cont concept requiring higher order

1398
00:29:32,870 --> 00:29:32,880
or cont concept requiring higher order
 

1399
00:29:32,880 --> 00:29:34,870
or cont concept requiring higher order
higher order thinking as we talked about

1400
00:29:34,870 --> 00:29:34,880
higher order thinking as we talked about
 

1401
00:29:34,880 --> 00:29:37,269
higher order thinking as we talked about
such as analyzing, evaluating, creating

1402
00:29:37,269 --> 00:29:37,279
such as analyzing, evaluating, creating
 

1403
00:29:37,279 --> 00:29:39,669
such as analyzing, evaluating, creating
and problem solving.

1404
00:29:39,669 --> 00:29:39,679
and problem solving.
 

1405
00:29:39,679 --> 00:29:41,669
and problem solving.
Differentiating differentiation and

1406
00:29:41,669 --> 00:29:41,679
Differentiating differentiation and
 

1407
00:29:41,679 --> 00:29:44,389
Differentiating differentiation and
extension for us is helping us aid in

1408
00:29:44,389 --> 00:29:44,399
extension for us is helping us aid in
 

1409
00:29:44,399 --> 00:29:45,990
extension for us is helping us aid in
meeting the needs of all learners

1410
00:29:45,990 --> 00:29:46,000
meeting the needs of all learners
 

1411
00:29:46,000 --> 00:29:48,149
meeting the needs of all learners
including our advanced, advanced, gifted

1412
00:29:48,149 --> 00:29:48,159
including our advanced, advanced, gifted
 

1413
00:29:48,159 --> 00:29:50,710
including our advanced, advanced, gifted
or high achievers. making lessons more

1414
00:29:50,710 --> 00:29:50,720
or high achievers. making lessons more
 

1415
00:29:50,720 --> 00:29:53,350
or high achievers. making lessons more
relevant, engaging, hands-on and

1416
00:29:53,350 --> 00:29:53,360
relevant, engaging, hands-on and
 

1417
00:29:53,360 --> 00:29:55,110
relevant, engaging, hands-on and
applicable for all learners, and

1418
00:29:55,110 --> 00:29:55,120
applicable for all learners, and
 

1419
00:29:55,120 --> 00:29:57,430
applicable for all learners, and
increasing the depth of discussion and

1420
00:29:57,430 --> 00:29:57,440
increasing the depth of discussion and
 

1421
00:29:57,440 --> 00:29:59,669
increasing the depth of discussion and
thinking related to the standard. As we

1422
00:29:59,669 --> 00:29:59,679
thinking related to the standard. As we
 

1423
00:29:59,679 --> 00:30:01,669
thinking related to the standard. As we
mentioned with DK,

1424
00:30:01,669 --> 00:30:01,679
mentioned with DK,
 

1425
00:30:01,679 --> 00:30:04,070
mentioned with DK,
as Dr. Da Cruz and Dr. Alzine shared

1426
00:30:04,070 --> 00:30:04,080
as Dr. Da Cruz and Dr. Alzine shared
 

1427
00:30:04,080 --> 00:30:05,909
as Dr. Da Cruz and Dr. Alzine shared
with you in the September work session,

1428
00:30:05,909 --> 00:30:05,919
with you in the September work session,
 

1429
00:30:05,919 --> 00:30:08,310
with you in the September work session,
our CES overall we are seeing strong

1430
00:30:08,310 --> 00:30:08,320
our CES overall we are seeing strong
 

1431
00:30:08,320 --> 00:30:10,710
our CES overall we are seeing strong
growth from our gifted students. We

1432
00:30:10,710 --> 00:30:10,720
growth from our gifted students. We
 

1433
00:30:10,720 --> 00:30:12,870
growth from our gifted students. We
attribute that attribute that in part to

1434
00:30:12,870 --> 00:30:12,880
attribute that attribute that in part to
 

1435
00:30:12,880 --> 00:30:14,710
attribute that attribute that in part to
the work and learning we have done with

1436
00:30:14,710 --> 00:30:14,720
the work and learning we have done with
 

1437
00:30:14,720 --> 00:30:16,870
the work and learning we have done with
webs of depth of knowledge as well of

1438
00:30:16,870 --> 00:30:16,880
webs of depth of knowledge as well of
 

1439
00:30:16,880 --> 00:30:19,350
webs of depth of knowledge as well of
the curricular adoptions. Thank you.

1440
00:30:19,350 --> 00:30:19,360
the curricular adoptions. Thank you.
 

1441
00:30:19,360 --> 00:30:21,750
the curricular adoptions. Thank you.
Over the last several years, we are

1442
00:30:21,750 --> 00:30:21,760
Over the last several years, we are
 

1443
00:30:21,760 --> 00:30:23,190
Over the last several years, we are
ensuring that our lessons have

1444
00:30:23,190 --> 00:30:23,200
ensuring that our lessons have
 

1445
00:30:23,200 --> 00:30:25,510
ensuring that our lessons have
intentional cognitive lift for students

1446
00:30:25,510 --> 00:30:25,520
intentional cognitive lift for students
 

1447
00:30:25,520 --> 00:30:27,750
intentional cognitive lift for students
through our depth of knowledge and what

1448
00:30:27,750 --> 00:30:27,760
through our depth of knowledge and what
 

1449
00:30:27,760 --> 00:30:29,430
through our depth of knowledge and what
we believe that that will help build our

1450
00:30:29,430 --> 00:30:29,440
we believe that that will help build our
 

1451
00:30:29,440 --> 00:30:31,830
we believe that that will help build our
capacity um to continue to embed

1452
00:30:31,830 --> 00:30:31,840
capacity um to continue to embed
 

1453
00:30:31,840 --> 00:30:34,070
capacity um to continue to embed
meaningful differentiation and extension

1454
00:30:34,070 --> 00:30:34,080
meaningful differentiation and extension
 

1455
00:30:34,080 --> 00:30:37,029
meaningful differentiation and extension
in daily instruction.

1456
00:30:37,029 --> 00:30:37,039
in daily instruction.
 

1457
00:30:37,039 --> 00:30:38,789
in daily instruction.
Additionally, having high quality

1458
00:30:38,789 --> 00:30:38,799
Additionally, having high quality
 

1459
00:30:38,799 --> 00:30:40,950
Additionally, having high quality
curricular resources helps us ensure

1460
00:30:40,950 --> 00:30:40,960
curricular resources helps us ensure
 

1461
00:30:40,960 --> 00:30:43,269
curricular resources helps us ensure
that differentiation and extension align

1462
00:30:43,269 --> 00:30:43,279
that differentiation and extension align
 

1463
00:30:43,279 --> 00:30:46,389
that differentiation and extension align
with grade level content and standards.

1464
00:30:46,389 --> 00:30:46,399
with grade level content and standards.
 

1465
00:30:46,399 --> 00:30:48,149
with grade level content and standards.
They both differentiate and extension

1466
00:30:48,149 --> 00:30:48,159
They both differentiate and extension
 

1467
00:30:48,159 --> 00:30:49,830
They both differentiate and extension
are critical for our learners who've

1468
00:30:49,830 --> 00:30:49,840
are critical for our learners who've
 

1469
00:30:49,840 --> 00:30:52,230
are critical for our learners who've
been identified in a gifted identified

1470
00:30:52,230 --> 00:30:52,240
been identified in a gifted identified
 

1471
00:30:52,240 --> 00:30:54,950
been identified in a gifted identified
area. But they also matter for all

1472
00:30:54,950 --> 00:30:54,960
area. But they also matter for all
 

1473
00:30:54,960 --> 00:30:57,750
area. But they also matter for all
students who show mastery in one topic

1474
00:30:57,750 --> 00:30:57,760
students who show mastery in one topic
 

1475
00:30:57,760 --> 00:31:00,950
students who show mastery in one topic
and one unit but maybe not another and

1476
00:31:00,950 --> 00:31:00,960
and one unit but maybe not another and
 

1477
00:31:00,960 --> 00:31:03,430
and one unit but maybe not another and
may need an embedded extension for one

1478
00:31:03,430 --> 00:31:03,440
may need an embedded extension for one
 

1479
00:31:03,440 --> 00:31:05,909
may need an embedded extension for one
unit or another. Focusing on depth of

1480
00:31:05,909 --> 00:31:05,919
unit or another. Focusing on depth of
 

1481
00:31:05,919 --> 00:31:07,350
unit or another. Focusing on depth of
knowledge allows us to build our

1482
00:31:07,350 --> 00:31:07,360
knowledge allows us to build our
 

1483
00:31:07,360 --> 00:31:09,190
knowledge allows us to build our
capacity and understanding for how to

1484
00:31:09,190 --> 00:31:09,200
capacity and understanding for how to
 

1485
00:31:09,200 --> 00:31:11,510
capacity and understanding for how to
design instruction for each and every

1486
00:31:11,510 --> 00:31:11,520
design instruction for each and every
 

1487
00:31:11,520 --> 00:31:14,310
design instruction for each and every
student we serve. After questions,

1488
00:31:14,310 --> 00:31:14,320
student we serve. After questions,
 

1489
00:31:14,320 --> 00:31:16,630
student we serve. After questions,
director of MTSS Shannon Gamble will be

1490
00:31:16,630 --> 00:31:16,640
director of MTSS Shannon Gamble will be
 

1491
00:31:16,640 --> 00:31:18,470
director of MTSS Shannon Gamble will be
sharing with you the work of our MTSS

1492
00:31:18,470 --> 00:31:18,480
sharing with you the work of our MTSS
 

1493
00:31:18,480 --> 00:31:20,710
sharing with you the work of our MTSS
implementation and learning as we

1494
00:31:20,710 --> 00:31:20,720
implementation and learning as we
 

1495
00:31:20,720 --> 00:31:23,350
implementation and learning as we
believe MTSS provides the framework to

1496
00:31:23,350 --> 00:31:23,360
believe MTSS provides the framework to
 

1497
00:31:23,360 --> 00:31:28,149
believe MTSS provides the framework to
serve all of our students.

1498
00:31:28,149 --> 00:31:28,159

 

1499
00:31:28,159 --> 00:31:30,549

>> Question waiting for that slide to turn

1500
00:31:30,549 --> 00:31:30,559
>> Question waiting for that slide to turn
 

1501
00:31:30,559 --> 00:31:32,149
>> Question waiting for that slide to turn
over. Board members, any questions on

1502
00:31:32,149 --> 00:31:32,159
over. Board members, any questions on
 

1503
00:31:32,159 --> 00:31:34,870
over. Board members, any questions on
this first um of the strategic plan?

1504
00:31:34,870 --> 00:31:34,880
this first um of the strategic plan?
 

1505
00:31:34,880 --> 00:31:36,310
this first um of the strategic plan?
Yes.

1506
00:31:36,310 --> 00:31:36,320
Yes.
 

1507
00:31:36,320 --> 00:31:37,669
Yes.
>> Um thanks very much for the

1508
00:31:37,669 --> 00:31:37,679
>> Um thanks very much for the
 

1509
00:31:37,679 --> 00:31:39,269
>> Um thanks very much for the
presentation. I have Can you go back a

1510
00:31:39,269 --> 00:31:39,279
presentation. I have Can you go back a
 

1511
00:31:39,279 --> 00:31:41,269
presentation. I have Can you go back a
slide? I just had a question on the

1512
00:31:41,269 --> 00:31:41,279
slide? I just had a question on the
 

1513
00:31:41,279 --> 00:31:43,909
slide? I just had a question on the
gifted and talented piece. Um, you know,

1514
00:31:43,909 --> 00:31:43,919
gifted and talented piece. Um, you know,
 

1515
00:31:43,919 --> 00:31:45,110
gifted and talented piece. Um, you know,
this is one of the things we hear about

1516
00:31:45,110 --> 00:31:45,120
this is one of the things we hear about
 

1517
00:31:45,120 --> 00:31:47,590
this is one of the things we hear about
a lot from parents is not feeling like

1518
00:31:47,590 --> 00:31:47,600
a lot from parents is not feeling like
 

1519
00:31:47,600 --> 00:31:49,029
a lot from parents is not feeling like
kids are being challenged sufficiently.

1520
00:31:49,029 --> 00:31:49,039
kids are being challenged sufficiently.
 

1521
00:31:49,039 --> 00:31:50,310
kids are being challenged sufficiently.
And so I was wondering if you could give

1522
00:31:50,310 --> 00:31:50,320
And so I was wondering if you could give
 

1523
00:31:50,320 --> 00:31:52,710
And so I was wondering if you could give
us some examples of kind of what this I

1524
00:31:52,710 --> 00:31:52,720
us some examples of kind of what this I
 

1525
00:31:52,720 --> 00:31:54,230
us some examples of kind of what this I
mean I I think we understand the

1526
00:31:54,230 --> 00:31:54,240
mean I I think we understand the
 

1527
00:31:54,240 --> 00:31:56,710
mean I I think we understand the
concepts, but what does it look like in

1528
00:31:56,710 --> 00:31:56,720
concepts, but what does it look like in
 

1529
00:31:56,720 --> 00:31:58,310
concepts, but what does it look like in
a classroom in reality? Like what does

1530
00:31:58,310 --> 00:31:58,320
a classroom in reality? Like what does
 

1531
00:31:58,320 --> 00:32:00,710
a classroom in reality? Like what does
this look like for kids who are not just

1532
00:32:00,710 --> 00:32:00,720
this look like for kids who are not just
 

1533
00:32:00,720 --> 00:32:02,870
this look like for kids who are not just
getting an extra worksheet?

1534
00:32:02,870 --> 00:32:02,880
getting an extra worksheet?
 

1535
00:32:02,880 --> 00:32:04,549
getting an extra worksheet?
So I think in connection to what we

1536
00:32:04,549 --> 00:32:04,559
So I think in connection to what we
 

1537
00:32:04,559 --> 00:32:05,830
So I think in connection to what we
talked about with depth of knowledge and

1538
00:32:05,830 --> 00:32:05,840
talked about with depth of knowledge and
 

1539
00:32:05,840 --> 00:32:07,909
talked about with depth of knowledge and
cognitive lift, our hope is that if

1540
00:32:07,909 --> 00:32:07,919
cognitive lift, our hope is that if
 

1541
00:32:07,919 --> 00:32:09,669
cognitive lift, our hope is that if
they're at gifted identified in a

1542
00:32:09,669 --> 00:32:09,679
they're at gifted identified in a
 

1543
00:32:09,679 --> 00:32:12,470
they're at gifted identified in a
certain content area that teachers would

1544
00:32:12,470 --> 00:32:12,480
certain content area that teachers would
 

1545
00:32:12,480 --> 00:32:14,470
certain content area that teachers would
teachers and leaders would be able to

1546
00:32:14,470 --> 00:32:14,480
teachers and leaders would be able to
 

1547
00:32:14,480 --> 00:32:16,870
teachers and leaders would be able to
know that and if student has mastered

1548
00:32:16,870 --> 00:32:16,880
know that and if student has mastered
 

1549
00:32:16,880 --> 00:32:20,630
know that and if student has mastered
say um a social studies standard and or

1550
00:32:20,630 --> 00:32:20,640
say um a social studies standard and or
 

1551
00:32:20,640 --> 00:32:23,269
say um a social studies standard and or
needs wants to raise their cognitive

1552
00:32:23,269 --> 00:32:23,279
needs wants to raise their cognitive
 

1553
00:32:23,279 --> 00:32:26,549
needs wants to raise their cognitive
lift, they would a an activity might

1554
00:32:26,549 --> 00:32:26,559
lift, they would a an activity might
 

1555
00:32:26,559 --> 00:32:28,470
lift, they would a an activity might
look different for a student who is just

1556
00:32:28,470 --> 00:32:28,480
look different for a student who is just
 

1557
00:32:28,480 --> 00:32:30,789
look different for a student who is just
learning it for this first time and then

1558
00:32:30,789 --> 00:32:30,799
learning it for this first time and then
 

1559
00:32:30,799 --> 00:32:33,590
learning it for this first time and then
somebody who is um you know wanting to

1560
00:32:33,590 --> 00:32:33,600
somebody who is um you know wanting to
 

1561
00:32:33,600 --> 00:32:35,190
somebody who is um you know wanting to
extend their learning. So if you look at

1562
00:32:35,190 --> 00:32:35,200
extend their learning. So if you look at
 

1563
00:32:35,200 --> 00:32:38,549
extend their learning. So if you look at
this this might help. So let's just say

1564
00:32:38,549 --> 00:32:38,559
this this might help. So let's just say
 

1565
00:32:38,559 --> 00:32:41,590
this this might help. So let's just say
like a level four they might things that

1566
00:32:41,590 --> 00:32:41,600
like a level four they might things that
 

1567
00:32:41,600 --> 00:32:44,310
like a level four they might things that
we we say to connect are to relate or

1568
00:32:44,310 --> 00:32:44,320
we we say to connect are to relate or
 

1569
00:32:44,320 --> 00:32:46,549
we we say to connect are to relate or
make connections. So they may do some

1570
00:32:46,549 --> 00:32:46,559
make connections. So they may do some
 

1571
00:32:46,559 --> 00:32:48,470
make connections. So they may do some
sort of debate or something with another

1572
00:32:48,470 --> 00:32:48,480
sort of debate or something with another
 

1573
00:32:48,480 --> 00:32:50,470
sort of debate or something with another
group of students around a concept or

1574
00:32:50,470 --> 00:32:50,480
group of students around a concept or
 

1575
00:32:50,480 --> 00:32:52,950
group of students around a concept or
argue a side of a story in social

1576
00:32:52,950 --> 00:32:52,960
argue a side of a story in social
 

1577
00:32:52,960 --> 00:32:55,029
argue a side of a story in social
studies. Whereas if you're learning it

1578
00:32:55,029 --> 00:32:55,039
studies. Whereas if you're learning it
 

1579
00:32:55,039 --> 00:32:57,190
studies. Whereas if you're learning it
for the first time, you might simply

1580
00:32:57,190 --> 00:32:57,200
for the first time, you might simply
 

1581
00:32:57,200 --> 00:32:59,350
for the first time, you might simply
being identifying or recalling

1582
00:32:59,350 --> 00:32:59,360
being identifying or recalling
 

1583
00:32:59,360 --> 00:33:02,070
being identifying or recalling
information as you're learning it. So

1584
00:33:02,070 --> 00:33:02,080
information as you're learning it. So
 

1585
00:33:02,080 --> 00:33:04,149
information as you're learning it. So
you can you can what we've been teaching

1586
00:33:04,149 --> 00:33:04,159
you can you can what we've been teaching
 

1587
00:33:04,159 --> 00:33:06,870
you can you can what we've been teaching
leaders is how to span the depth of all

1588
00:33:06,870 --> 00:33:06,880
leaders is how to span the depth of all
 

1589
00:33:06,880 --> 00:33:09,190
leaders is how to span the depth of all
through it with the one single standard

1590
00:33:09,190 --> 00:33:09,200
through it with the one single standard
 

1591
00:33:09,200 --> 00:33:10,710
through it with the one single standard
so that they can see what it looks like

1592
00:33:10,710 --> 00:33:10,720
so that they can see what it looks like
 

1593
00:33:10,720 --> 00:33:12,789
so that they can see what it looks like
for a student.

1594
00:33:12,789 --> 00:33:12,799
for a student.
 

1595
00:33:12,799 --> 00:33:15,830
for a student.
>> The other Oh, go ahead.

1596
00:33:15,830 --> 00:33:15,840
>> The other Oh, go ahead.
 

1597
00:33:15,840 --> 00:33:18,789
>> The other Oh, go ahead.
I I would say that as importantly um if

1598
00:33:18,789 --> 00:33:18,799
I I would say that as importantly um if
 

1599
00:33:18,799 --> 00:33:21,669
I I would say that as importantly um if
you're a parent um and uh and you're

1600
00:33:21,669 --> 00:33:21,679
you're a parent um and uh and you're
 

1601
00:33:21,679 --> 00:33:24,149
you're a parent um and uh and you're
seeing that your your student is doing

1602
00:33:24,149 --> 00:33:24,159
seeing that your your student is doing
 

1603
00:33:24,159 --> 00:33:26,870
seeing that your your student is doing
the same thing always as everybody else,

1604
00:33:26,870 --> 00:33:26,880
the same thing always as everybody else,
 

1605
00:33:26,880 --> 00:33:28,470
the same thing always as everybody else,
then we're probably not doing what we

1606
00:33:28,470 --> 00:33:28,480
then we're probably not doing what we
 

1607
00:33:28,480 --> 00:33:31,430
then we're probably not doing what we
need to do. Does that make sense? So,

1608
00:33:31,430 --> 00:33:31,440
need to do. Does that make sense? So,
 

1609
00:33:31,440 --> 00:33:33,669
need to do. Does that make sense? So,
and this is critical board members for

1610
00:33:33,669 --> 00:33:33,679
and this is critical board members for
 

1611
00:33:33,679 --> 00:33:35,509
and this is critical board members for
our strategy and for our health as a

1612
00:33:35,509 --> 00:33:35,519
our strategy and for our health as a
 

1613
00:33:35,519 --> 00:33:37,990
our strategy and for our health as a
district that we that we learn how to

1614
00:33:37,990 --> 00:33:38,000
district that we that we learn how to
 

1615
00:33:38,000 --> 00:33:40,549
district that we that we learn how to
leverage our depth of knowledge and that

1616
00:33:40,549 --> 00:33:40,559
leverage our depth of knowledge and that
 

1617
00:33:40,559 --> 00:33:44,070
leverage our depth of knowledge and that
we um are able to differentiate not just

1618
00:33:44,070 --> 00:33:44,080
we um are able to differentiate not just
 

1619
00:33:44,080 --> 00:33:46,230
we um are able to differentiate not just
down but up

1620
00:33:46,230 --> 00:33:46,240
down but up
 

1621
00:33:46,240 --> 00:33:49,269
down but up
uh because otherwise what will happen is

1622
00:33:49,269 --> 00:33:49,279
uh because otherwise what will happen is
 

1623
00:33:49,279 --> 00:33:51,269
uh because otherwise what will happen is
you will have I think and this is some

1624
00:33:51,269 --> 00:33:51,279
you will have I think and this is some
 

1625
00:33:51,279 --> 00:33:52,950
you will have I think and this is some
of the what Jason I think you're

1626
00:33:52,950 --> 00:33:52,960
of the what Jason I think you're
 

1627
00:33:52,960 --> 00:33:54,470
of the what Jason I think you're
referring to is that parents will want

1628
00:33:54,470 --> 00:33:54,480
referring to is that parents will want
 

1629
00:33:54,480 --> 00:33:58,549
referring to is that parents will want
to go to schools of all gifted kids

1630
00:33:58,549 --> 00:33:58,559
to go to schools of all gifted kids
 

1631
00:33:58,559 --> 00:34:00,549
to go to schools of all gifted kids
right which then if we can't serve them

1632
00:34:00,549 --> 00:34:00,559
right which then if we can't serve them
 

1633
00:34:00,559 --> 00:34:02,710
right which then if we can't serve them
in their neighborhood schools or in all

1634
00:34:02,710 --> 00:34:02,720
in their neighborhood schools or in all
 

1635
00:34:02,720 --> 00:34:04,389
in their neighborhood schools or in all
schools to make sure if you're a gifted

1636
00:34:04,389 --> 00:34:04,399
schools to make sure if you're a gifted
 

1637
00:34:04,399 --> 00:34:05,669
schools to make sure if you're a gifted
learner, you know, your needs are being

1638
00:34:05,669 --> 00:34:05,679
learner, you know, your needs are being
 

1639
00:34:05,679 --> 00:34:07,750
learner, you know, your needs are being
met. I think that that's that's the

1640
00:34:07,750 --> 00:34:07,760
met. I think that that's that's the
 

1641
00:34:07,760 --> 00:34:11,270
met. I think that that's that's the
risk. And um but I would say that if

1642
00:34:11,270 --> 00:34:11,280
risk. And um but I would say that if
 

1643
00:34:11,280 --> 00:34:12,790
risk. And um but I would say that if
you're a parent, right, or if you're

1644
00:34:12,790 --> 00:34:12,800
you're a parent, right, or if you're
 

1645
00:34:12,800 --> 00:34:14,550
you're a parent, right, or if you're
wondering, is my my gifted kid getting

1646
00:34:14,550 --> 00:34:14,560
wondering, is my my gifted kid getting
 

1647
00:34:14,560 --> 00:34:16,149
wondering, is my my gifted kid getting
what they need? In some places, and

1648
00:34:16,149 --> 00:34:16,159
what they need? In some places, and
 

1649
00:34:16,159 --> 00:34:18,470
what they need? In some places, and
we've had this discussion, the gifted

1650
00:34:18,470 --> 00:34:18,480
we've had this discussion, the gifted
 

1651
00:34:18,480 --> 00:34:20,389
we've had this discussion, the gifted
kids get the pull out, right? Like when

1652
00:34:20,389 --> 00:34:20,399
kids get the pull out, right? Like when
 

1653
00:34:20,399 --> 00:34:21,990
kids get the pull out, right? Like when
I was in Fulton County in Atlanta, one

1654
00:34:21,990 --> 00:34:22,000
I was in Fulton County in Atlanta, one
 

1655
00:34:22,000 --> 00:34:23,190
I was in Fulton County in Atlanta, one
day a week you went with the gifted

1656
00:34:23,190 --> 00:34:23,200
day a week you went with the gifted
 

1657
00:34:23,200 --> 00:34:24,950
day a week you went with the gifted
teacher. Now, what you did may or may

1658
00:34:24,950 --> 00:34:24,960
teacher. Now, what you did may or may
 

1659
00:34:24,960 --> 00:34:26,470
teacher. Now, what you did may or may
not have been been strengthening what

1660
00:34:26,470 --> 00:34:26,480
not have been been strengthening what
 

1661
00:34:26,480 --> 00:34:27,829
not have been been strengthening what
was happening in the classrooms. it was

1662
00:34:27,829 --> 00:34:27,839
was happening in the classrooms. it was
 

1663
00:34:27,839 --> 00:34:29,270
was happening in the classrooms. it was
like a whole different special thing

1664
00:34:29,270 --> 00:34:29,280
like a whole different special thing
 

1665
00:34:29,280 --> 00:34:30,950
like a whole different special thing
where you were maybe challenged

1666
00:34:30,950 --> 00:34:30,960
where you were maybe challenged
 

1667
00:34:30,960 --> 00:34:33,030
where you were maybe challenged
cognitively but not maybe through in the

1668
00:34:33,030 --> 00:34:33,040
cognitively but not maybe through in the
 

1669
00:34:33,040 --> 00:34:34,550
cognitively but not maybe through in the
context of the standards and in your

1670
00:34:34,550 --> 00:34:34,560
context of the standards and in your
 

1671
00:34:34,560 --> 00:34:37,430
context of the standards and in your
peers. Um and so we don't have that type

1672
00:34:37,430 --> 00:34:37,440
peers. Um and so we don't have that type
 

1673
00:34:37,440 --> 00:34:39,750
peers. Um and so we don't have that type
of a pull out model with the state

1674
00:34:39,750 --> 00:34:39,760
of a pull out model with the state
 

1675
00:34:39,760 --> 00:34:42,149
of a pull out model with the state
doesn't resource us in that way but if

1676
00:34:42,149 --> 00:34:42,159
doesn't resource us in that way but if
 

1677
00:34:42,159 --> 00:34:44,069
doesn't resource us in that way but if
you're moving here from another state

1678
00:34:44,069 --> 00:34:44,079
you're moving here from another state
 

1679
00:34:44,079 --> 00:34:47,109
you're moving here from another state
that is the traditional national model

1680
00:34:47,109 --> 00:34:47,119
that is the traditional national model
 

1681
00:34:47,119 --> 00:34:49,589
that is the traditional national model
especially in elementary school. So um

1682
00:34:49,589 --> 00:34:49,599
especially in elementary school. So um
 

1683
00:34:49,599 --> 00:34:51,270
especially in elementary school. So um
it could be that folks are used to

1684
00:34:51,270 --> 00:34:51,280
it could be that folks are used to
 

1685
00:34:51,280 --> 00:34:52,470
it could be that folks are used to
something else and they're not seeing

1686
00:34:52,470 --> 00:34:52,480
something else and they're not seeing
 

1687
00:34:52,480 --> 00:34:54,310
something else and they're not seeing
that so they don't know what's

1688
00:34:54,310 --> 00:34:54,320
that so they don't know what's
 

1689
00:34:54,320 --> 00:34:56,310
that so they don't know what's
happening. So for a parent and if a

1690
00:34:56,310 --> 00:34:56,320
happening. So for a parent and if a
 

1691
00:34:56,320 --> 00:34:57,510
happening. So for a parent and if a
parent were to come to me and say,

1692
00:34:57,510 --> 00:34:57,520
parent were to come to me and say,
 

1693
00:34:57,520 --> 00:34:59,670
parent were to come to me and say,
"Gosh, my, you know, my gifted kid isn't

1694
00:34:59,670 --> 00:34:59,680
"Gosh, my, you know, my gifted kid isn't
 

1695
00:34:59,680 --> 00:35:01,270
"Gosh, my, you know, my gifted kid isn't
being challenged," I'd say, "Well, you

1696
00:35:01,270 --> 00:35:01,280
being challenged," I'd say, "Well, you
 

1697
00:35:01,280 --> 00:35:02,470
being challenged," I'd say, "Well, you
know, what are they good at?" You know,

1698
00:35:02,470 --> 00:35:02,480
know, what are they good at?" You know,
 

1699
00:35:02,480 --> 00:35:04,790
know, what are they good at?" You know,
are they ever are they ever doing things

1700
00:35:04,790 --> 00:35:04,800
are they ever are they ever doing things
 

1701
00:35:04,800 --> 00:35:06,630
are they ever are they ever doing things
that are directed intentionally by the

1702
00:35:06,630 --> 00:35:06,640
that are directed intentionally by the
 

1703
00:35:06,640 --> 00:35:08,710
that are directed intentionally by the
teacher that um challenge their

1704
00:35:08,710 --> 00:35:08,720
teacher that um challenge their
 

1705
00:35:08,720 --> 00:35:11,670
teacher that um challenge their
thinking? Um the other telltale sign is

1706
00:35:11,670 --> 00:35:11,680
thinking? Um the other telltale sign is
 

1707
00:35:11,680 --> 00:35:13,349
thinking? Um the other telltale sign is
do you get finished with your work

1708
00:35:13,349 --> 00:35:13,359
do you get finished with your work
 

1709
00:35:13,359 --> 00:35:15,430
do you get finished with your work
early, you can do do what you want, some

1710
00:35:15,430 --> 00:35:15,440
early, you can do do what you want, some
 

1711
00:35:15,440 --> 00:35:17,270
early, you can do do what you want, some
independent project that may not be

1712
00:35:17,270 --> 00:35:17,280
independent project that may not be
 

1713
00:35:17,280 --> 00:35:18,790
independent project that may not be
directed to get you to deepen your

1714
00:35:18,790 --> 00:35:18,800
directed to get you to deepen your
 

1715
00:35:18,800 --> 00:35:20,230
directed to get you to deepen your
thinking. I would say that would be a

1716
00:35:20,230 --> 00:35:20,240
thinking. I would say that would be a
 

1717
00:35:20,240 --> 00:35:23,190
thinking. I would say that would be a
red flag, too. But not easy. You know,

1718
00:35:23,190 --> 00:35:23,200
red flag, too. But not easy. You know,
 

1719
00:35:23,200 --> 00:35:24,790
red flag, too. But not easy. You know,
differentiating is hard. And I think

1720
00:35:24,790 --> 00:35:24,800
differentiating is hard. And I think
 

1721
00:35:24,800 --> 00:35:25,910
differentiating is hard. And I think
that, you know, because of our

1722
00:35:25,910 --> 00:35:25,920
that, you know, because of our
 

1723
00:35:25,920 --> 00:35:27,589
that, you know, because of our
intentionality with our high quality

1724
00:35:27,589 --> 00:35:27,599
intentionality with our high quality
 

1725
00:35:27,599 --> 00:35:29,270
intentionality with our high quality
instructional materials, our

1726
00:35:29,270 --> 00:35:29,280
instructional materials, our
 

1727
00:35:29,280 --> 00:35:32,069
instructional materials, our
standardsbased instruction, our MTMSS

1728
00:35:32,069 --> 00:35:32,079
standardsbased instruction, our MTMSS
 

1729
00:35:32,079 --> 00:35:34,870
standardsbased instruction, our MTMSS
process, and now our focus on depth of

1730
00:35:34,870 --> 00:35:34,880
process, and now our focus on depth of
 

1731
00:35:34,880 --> 00:35:37,750
process, and now our focus on depth of
knowledge, over the past seven years, we

1732
00:35:37,750 --> 00:35:37,760
knowledge, over the past seven years, we
 

1733
00:35:37,760 --> 00:35:39,510
knowledge, over the past seven years, we
have created the conditions to be where

1734
00:35:39,510 --> 00:35:39,520
have created the conditions to be where
 

1735
00:35:39,520 --> 00:35:42,230
have created the conditions to be where
we're at today for teachers to have the

1736
00:35:42,230 --> 00:35:42,240
we're at today for teachers to have the
 

1737
00:35:42,240 --> 00:35:44,310
we're at today for teachers to have the
the the support and systems that they

1738
00:35:44,310 --> 00:35:44,320
the the support and systems that they
 

1739
00:35:44,320 --> 00:35:46,470
the the support and systems that they
need to be able to do this. Well,

1740
00:35:46,470 --> 00:35:46,480
need to be able to do this. Well,
 

1741
00:35:46,480 --> 00:35:49,910
need to be able to do this. Well,
>> I'm going to piggyback on that and then

1742
00:35:49,910 --> 00:35:49,920
>> I'm going to piggyback on that and then
 

1743
00:35:49,920 --> 00:35:53,910
>> I'm going to piggyback on that and then
I saw Alex and Anna

1744
00:35:53,910 --> 00:35:53,920
I saw Alex and Anna
 

1745
00:35:53,920 --> 00:35:56,230
I saw Alex and Anna
Um, I think it would be exceedingly

1746
00:35:56,230 --> 00:35:56,240
Um, I think it would be exceedingly
 

1747
00:35:56,240 --> 00:35:58,069
Um, I think it would be exceedingly
helpful. I think a lot of parents, so

1748
00:35:58,069 --> 00:35:58,079
helpful. I think a lot of parents, so
 

1749
00:35:58,079 --> 00:36:01,190
helpful. I think a lot of parents, so
parents of gifted learners automatically

1750
00:36:01,190 --> 00:36:01,200
parents of gifted learners automatically
 

1751
00:36:01,200 --> 00:36:03,190
parents of gifted learners automatically
jump to acceleration and I think there's

1752
00:36:03,190 --> 00:36:03,200
jump to acceleration and I think there's
 

1753
00:36:03,200 --> 00:36:04,790
jump to acceleration and I think there's
an underappreciation or a lack of

1754
00:36:04,790 --> 00:36:04,800
an underappreciation or a lack of
 

1755
00:36:04,800 --> 00:36:06,390
an underappreciation or a lack of
understanding around extension and

1756
00:36:06,390 --> 00:36:06,400
understanding around extension and
 

1757
00:36:06,400 --> 00:36:08,550
understanding around extension and
enrichment, which is really for I think

1758
00:36:08,550 --> 00:36:08,560
enrichment, which is really for I think
 

1759
00:36:08,560 --> 00:36:12,150
enrichment, which is really for I think
for a lot of kids can be the best path

1760
00:36:12,150 --> 00:36:12,160
for a lot of kids can be the best path
 

1761
00:36:12,160 --> 00:36:15,270
for a lot of kids can be the best path
forward, not just leapfrogging ahead.

1762
00:36:15,270 --> 00:36:15,280
forward, not just leapfrogging ahead.
 

1763
00:36:15,280 --> 00:36:18,630
forward, not just leapfrogging ahead.
And I was I'm just putting a plug in um

1764
00:36:18,630 --> 00:36:18,640
And I was I'm just putting a plug in um
 

1765
00:36:18,640 --> 00:36:20,790
And I was I'm just putting a plug in um
the communication to our parents around

1766
00:36:20,790 --> 00:36:20,800
the communication to our parents around
 

1767
00:36:20,800 --> 00:36:21,829
the communication to our parents around
the good work we're doing around

1768
00:36:21,829 --> 00:36:21,839
the good work we're doing around
 

1769
00:36:21,839 --> 00:36:23,270
the good work we're doing around
extension enrichment and what that looks

1770
00:36:23,270 --> 00:36:23,280
extension enrichment and what that looks
 

1771
00:36:23,280 --> 00:36:25,510
extension enrichment and what that looks
like so they know and dispelling some of

1772
00:36:25,510 --> 00:36:25,520
like so they know and dispelling some of
 

1773
00:36:25,520 --> 00:36:27,270
like so they know and dispelling some of
the myths around the only way to be

1774
00:36:27,270 --> 00:36:27,280
the myths around the only way to be
 

1775
00:36:27,280 --> 00:36:29,910
the myths around the only way to be
challenges to accelerate would be

1776
00:36:29,910 --> 00:36:29,920
challenges to accelerate would be
 

1777
00:36:29,920 --> 00:36:31,349
challenges to accelerate would be
exceedingly helpful whether it comes

1778
00:36:31,349 --> 00:36:31,359
exceedingly helpful whether it comes
 

1779
00:36:31,359 --> 00:36:33,510
exceedingly helpful whether it comes
from probably like the district level or

1780
00:36:33,510 --> 00:36:33,520
from probably like the district level or
 

1781
00:36:33,520 --> 00:36:35,349
from probably like the district level or
sitebased but I think we need to educate

1782
00:36:35,349 --> 00:36:35,359
sitebased but I think we need to educate
 

1783
00:36:35,359 --> 00:36:37,109
sitebased but I think we need to educate
our parents that this is a really these

1784
00:36:37,109 --> 00:36:37,119
our parents that this is a really these
 

1785
00:36:37,119 --> 00:36:39,190
our parents that this is a really these
are two really powerful ways that we can

1786
00:36:39,190 --> 00:36:39,200
are two really powerful ways that we can
 

1787
00:36:39,200 --> 00:36:41,190
are two really powerful ways that we can
meet our gifted learners that aren't

1788
00:36:41,190 --> 00:36:41,200
meet our gifted learners that aren't
 

1789
00:36:41,200 --> 00:36:44,550
meet our gifted learners that aren't
necessarily you know jumping ahead or in

1790
00:36:44,550 --> 00:36:44,560
necessarily you know jumping ahead or in
 

1791
00:36:44,560 --> 00:36:45,910
necessarily you know jumping ahead or in
ways that may not be developmentally

1792
00:36:45,910 --> 00:36:45,920
ways that may not be developmentally
 

1793
00:36:45,920 --> 00:36:47,430
ways that may not be developmentally
appropriate or academically appropriate

1794
00:36:47,430 --> 00:36:47,440
appropriate or academically appropriate
 

1795
00:36:47,440 --> 00:36:49,030
appropriate or academically appropriate
so we're not leaving gaps in

1796
00:36:49,030 --> 00:36:49,040
so we're not leaving gaps in
 

1797
00:36:49,040 --> 00:36:51,270
so we're not leaving gaps in
understanding and knowledge. I think

1798
00:36:51,270 --> 00:36:51,280
understanding and knowledge. I think
 

1799
00:36:51,280 --> 00:36:53,670
understanding and knowledge. I think
parents don't really understand those

1800
00:36:53,670 --> 00:36:53,680
parents don't really understand those
 

1801
00:36:53,680 --> 00:36:56,069
parents don't really understand those
parts of gifted education and

1802
00:36:56,069 --> 00:36:56,079
parts of gifted education and
 

1803
00:36:56,079 --> 00:36:57,670
parts of gifted education and
>> and I think that's where we're really

1804
00:36:57,670 --> 00:36:57,680
>> and I think that's where we're really
 

1805
00:36:57,680 --> 00:36:59,910
>> and I think that's where we're really
trying to lean in with the MTSS work,

1806
00:36:59,910 --> 00:36:59,920
trying to lean in with the MTSS work,
 

1807
00:36:59,920 --> 00:37:01,990
trying to lean in with the MTSS work,
right? That it's not if they're not

1808
00:37:01,990 --> 00:37:02,000
right? That it's not if they're not
 

1809
00:37:02,000 --> 00:37:04,630
right? That it's not if they're not
making it's for every student. And so

1810
00:37:04,630 --> 00:37:04,640
making it's for every student. And so
 

1811
00:37:04,640 --> 00:37:06,390
making it's for every student. And so
what our hope is is that if schools are

1812
00:37:06,390 --> 00:37:06,400
what our hope is is that if schools are
 

1813
00:37:06,400 --> 00:37:08,069
what our hope is is that if schools are
implementing the framework, they're

1814
00:37:08,069 --> 00:37:08,079
implementing the framework, they're
 

1815
00:37:08,079 --> 00:37:09,829
implementing the framework, they're
sitting at the table, a team, a

1816
00:37:09,829 --> 00:37:09,839
sitting at the table, a team, a
 

1817
00:37:09,839 --> 00:37:11,589
sitting at the table, a team, a
leadership team having the conversation

1818
00:37:11,589 --> 00:37:11,599
leadership team having the conversation
 

1819
00:37:11,599 --> 00:37:13,910
leadership team having the conversation
around what does an extension look like

1820
00:37:13,910 --> 00:37:13,920
around what does an extension look like
 

1821
00:37:13,920 --> 00:37:17,349
around what does an extension look like
or can it look like for X, Y, and Z

1822
00:37:17,349 --> 00:37:17,359
or can it look like for X, Y, and Z
 

1823
00:37:17,359 --> 00:37:19,990
or can it look like for X, Y, and Z
student. And so that is the work that we

1824
00:37:19,990 --> 00:37:20,000
student. And so that is the work that we
 

1825
00:37:20,000 --> 00:37:22,310
student. And so that is the work that we
were working towards. Um, but that's our

1826
00:37:22,310 --> 00:37:22,320
were working towards. Um, but that's our
 

1827
00:37:22,320 --> 00:37:24,230
were working towards. Um, but that's our
best hope is that they would that we're

1828
00:37:24,230 --> 00:37:24,240
best hope is that they would that we're
 

1829
00:37:24,240 --> 00:37:27,190
best hope is that they would that we're
start to use the MTSS framework to serve

1830
00:37:27,190 --> 00:37:27,200
start to use the MTSS framework to serve
 

1831
00:37:27,200 --> 00:37:29,190
start to use the MTSS framework to serve
all kids both academically and

1832
00:37:29,190 --> 00:37:29,200
all kids both academically and
 

1833
00:37:29,200 --> 00:37:31,510
all kids both academically and
behaviorally.

1834
00:37:31,510 --> 00:37:31,520
behaviorally.
 

1835
00:37:31,520 --> 00:37:35,270
behaviorally.
>> Thanks for Alex. Anna, back to Jason.

1836
00:37:35,270 --> 00:37:35,280
>> Thanks for Alex. Anna, back to Jason.
 

1837
00:37:35,280 --> 00:37:37,829
>> Thanks for Alex. Anna, back to Jason.
>> Um, well, Nicole, you were said a few of

1838
00:37:37,829 --> 00:37:37,839
>> Um, well, Nicole, you were said a few of
 

1839
00:37:37,839 --> 00:37:39,990
>> Um, well, Nicole, you were said a few of
things I wanted to say, so nice job. I

1840
00:37:39,990 --> 00:37:40,000
things I wanted to say, so nice job. I
 

1841
00:37:40,000 --> 00:37:42,390
things I wanted to say, so nice job. I
agree. Um, I guess one of the things

1842
00:37:42,390 --> 00:37:42,400
agree. Um, I guess one of the things
 

1843
00:37:42,400 --> 00:37:43,990
agree. Um, I guess one of the things
I've been thinking about after a couple

1844
00:37:43,990 --> 00:37:44,000
I've been thinking about after a couple
 

1845
00:37:44,000 --> 00:37:46,630
I've been thinking about after a couple
years of hearing from frustrated parents

1846
00:37:46,630 --> 00:37:46,640
years of hearing from frustrated parents
 

1847
00:37:46,640 --> 00:37:49,270
years of hearing from frustrated parents
of gifted and talented students is at

1848
00:37:49,270 --> 00:37:49,280
of gifted and talented students is at
 

1849
00:37:49,280 --> 00:37:51,430
of gifted and talented students is at
that communication level. And I do think

1850
00:37:51,430 --> 00:37:51,440
that communication level. And I do think
 

1851
00:37:51,440 --> 00:37:53,349
that communication level. And I do think
people are expecting pro pull out

1852
00:37:53,349 --> 00:37:53,359
people are expecting pro pull out
 

1853
00:37:53,359 --> 00:37:56,230
people are expecting pro pull out
program and that's not what we do. And

1854
00:37:56,230 --> 00:37:56,240
program and that's not what we do. And
 

1855
00:37:56,240 --> 00:37:58,069
program and that's not what we do. And
that the kids have different challenges

1856
00:37:58,069 --> 00:37:58,079
that the kids have different challenges
 

1857
00:37:58,079 --> 00:38:00,310
that the kids have different challenges
and we need to talk about these things.

1858
00:38:00,310 --> 00:38:00,320
and we need to talk about these things.
 

1859
00:38:00,320 --> 00:38:02,230
and we need to talk about these things.
But we're introducing a whole bunch of

1860
00:38:02,230 --> 00:38:02,240
But we're introducing a whole bunch of
 

1861
00:38:02,240 --> 00:38:04,870
But we're introducing a whole bunch of
um jargony words. So extension,

1862
00:38:04,870 --> 00:38:04,880
um jargony words. So extension,
 

1863
00:38:04,880 --> 00:38:06,950
um jargony words. So extension,
enrichment, acceleration, integration

1864
00:38:06,950 --> 00:38:06,960
enrichment, acceleration, integration
 

1865
00:38:06,960 --> 00:38:10,390
enrichment, acceleration, integration
into curriculum um are all harder to

1866
00:38:10,390 --> 00:38:10,400
into curriculum um are all harder to
 

1867
00:38:10,400 --> 00:38:11,750
into curriculum um are all harder to
visualize than I don't mean to be

1868
00:38:11,750 --> 00:38:11,760
visualize than I don't mean to be
 

1869
00:38:11,760 --> 00:38:13,349
visualize than I don't mean to be
patronizing, but there it's much more

1870
00:38:13,349 --> 00:38:13,359
patronizing, but there it's much more
 

1871
00:38:13,359 --> 00:38:16,069
patronizing, but there it's much more
nuanced than what's the pullout program.

1872
00:38:16,069 --> 00:38:16,079
nuanced than what's the pullout program.
 

1873
00:38:16,079 --> 00:38:18,310
nuanced than what's the pullout program.
>> And um so I I do think communications

1874
00:38:18,310 --> 00:38:18,320
>> And um so I I do think communications
 

1875
00:38:18,320 --> 00:38:20,550
>> And um so I I do think communications
about this is really good. And it's not

1876
00:38:20,550 --> 00:38:20,560
about this is really good. And it's not
 

1877
00:38:20,560 --> 00:38:21,750
about this is really good. And it's not
going to be from the board or the

1878
00:38:21,750 --> 00:38:21,760
going to be from the board or the
 

1879
00:38:21,760 --> 00:38:23,430
going to be from the board or the
superintendent. It's going to be from

1880
00:38:23,430 --> 00:38:23,440
superintendent. It's going to be from
 

1881
00:38:23,440 --> 00:38:25,589
superintendent. It's going to be from
teachers to the parents and it's going

1882
00:38:25,589 --> 00:38:25,599
teachers to the parents and it's going
 

1883
00:38:25,599 --> 00:38:27,190
teachers to the parents and it's going
to be from teachers to the kids. So the

1884
00:38:27,190 --> 00:38:27,200
to be from teachers to the kids. So the
 

1885
00:38:27,200 --> 00:38:29,990
to be from teachers to the kids. So the
kids talk to the parents. Um, so I might

1886
00:38:29,990 --> 00:38:30,000
kids talk to the parents. Um, so I might
 

1887
00:38:30,000 --> 00:38:31,510
kids talk to the parents. Um, so I might
think about what the words are. So when

1888
00:38:31,510 --> 00:38:31,520
think about what the words are. So when
 

1889
00:38:31,520 --> 00:38:33,990
think about what the words are. So when
mom asked their son, "How'd it go in

1890
00:38:33,990 --> 00:38:34,000
mom asked their son, "How'd it go in
 

1891
00:38:34,000 --> 00:38:35,829
mom asked their son, "How'd it go in
school today?" They can say, "I did this

1892
00:38:35,829 --> 00:38:35,839
school today?" They can say, "I did this
 

1893
00:38:35,839 --> 00:38:37,190
school today?" They can say, "I did this
really cool thing." And they might use

1894
00:38:37,190 --> 00:38:37,200
really cool thing." And they might use
 

1895
00:38:37,200 --> 00:38:38,790
really cool thing." And they might use
the word extension, but they might say,

1896
00:38:38,790 --> 00:38:38,800
the word extension, but they might say,
 

1897
00:38:38,800 --> 00:38:40,870
the word extension, but they might say,
"I got to do this other thing nobody

1898
00:38:40,870 --> 00:38:40,880
"I got to do this other thing nobody
 

1899
00:38:40,880 --> 00:38:43,670
"I got to do this other thing nobody
else did." Um, so that the parents and

1900
00:38:43,670 --> 00:38:43,680
else did." Um, so that the parents and
 

1901
00:38:43,680 --> 00:38:45,910
else did." Um, so that the parents and
the kid are feeling it too with normal

1902
00:38:45,910 --> 00:38:45,920
the kid are feeling it too with normal
 

1903
00:38:45,920 --> 00:38:48,710
the kid are feeling it too with normal
words. Um, and then the other thing I I

1904
00:38:48,710 --> 00:38:48,720
words. Um, and then the other thing I I
 

1905
00:38:48,720 --> 00:38:51,109
words. Um, and then the other thing I I
really I've harped on this before, but I

1906
00:38:51,109 --> 00:38:51,119
really I've harped on this before, but I
 

1907
00:38:51,119 --> 00:38:53,510
really I've harped on this before, but I
really want to know I do believe that we

1908
00:38:53,510 --> 00:38:53,520
really want to know I do believe that we
 

1909
00:38:53,520 --> 00:38:55,270
really want to know I do believe that we
have different senses of urgencies for

1910
00:38:55,270 --> 00:38:55,280
have different senses of urgencies for
 

1911
00:38:55,280 --> 00:38:56,390
have different senses of urgencies for
different populations and different

1912
00:38:56,390 --> 00:38:56,400
different populations and different
 

1913
00:38:56,400 --> 00:38:59,109
different populations and different
schools. And so we are focused on our

1914
00:38:59,109 --> 00:38:59,119
schools. And so we are focused on our
 

1915
00:38:59,119 --> 00:39:02,870
schools. And so we are focused on our
high uh priority schools and we have

1916
00:39:02,870 --> 00:39:02,880
high uh priority schools and we have
 

1917
00:39:02,880 --> 00:39:05,030
high uh priority schools and we have
gifted and talent students everywhere.

1918
00:39:05,030 --> 00:39:05,040
gifted and talent students everywhere.
 

1919
00:39:05,040 --> 00:39:09,190
gifted and talent students everywhere.
So um I think uh the lack of the sense

1920
00:39:09,190 --> 00:39:09,200
So um I think uh the lack of the sense
 

1921
00:39:09,200 --> 00:39:11,510
So um I think uh the lack of the sense
of programming is one of the things that

1922
00:39:11,510 --> 00:39:11,520
of programming is one of the things that
 

1923
00:39:11,520 --> 00:39:13,510
of programming is one of the things that
contributes to open enrollment choice

1924
00:39:13,510 --> 00:39:13,520
contributes to open enrollment choice
 

1925
00:39:13,520 --> 00:39:15,829
contributes to open enrollment choice
white flight and actually exit from the

1926
00:39:15,829 --> 00:39:15,839
white flight and actually exit from the
 

1927
00:39:15,839 --> 00:39:18,310
white flight and actually exit from the
district. So, I do think we need to like

1928
00:39:18,310 --> 00:39:18,320
district. So, I do think we need to like
 

1929
00:39:18,320 --> 00:39:19,910
district. So, I do think we need to like
talk about it not just in our high

1930
00:39:19,910 --> 00:39:19,920
talk about it not just in our high
 

1931
00:39:19,920 --> 00:39:22,230
talk about it not just in our high
priority focused improvement schools,

1932
00:39:22,230 --> 00:39:22,240
priority focused improvement schools,
 

1933
00:39:22,240 --> 00:39:24,310
priority focused improvement schools,
but in the others and then as a district

1934
00:39:24,310 --> 00:39:24,320
but in the others and then as a district
 

1935
00:39:24,320 --> 00:39:26,870
but in the others and then as a district
help our teachers and leaders think and

1936
00:39:26,870 --> 00:39:26,880
help our teachers and leaders think and
 

1937
00:39:26,880 --> 00:39:28,790
help our teachers and leaders think and
talk about it to parents because I

1938
00:39:28,790 --> 00:39:28,800
talk about it to parents because I
 

1939
00:39:28,800 --> 00:39:30,630
talk about it to parents because I
really do think gifted and talented is a

1940
00:39:30,630 --> 00:39:30,640
really do think gifted and talented is a
 

1941
00:39:30,640 --> 00:39:33,109
really do think gifted and talented is a
$200 program. We're probably spending

1942
00:39:33,109 --> 00:39:33,119
$200 program. We're probably spending
 

1943
00:39:33,119 --> 00:39:35,190
$200 program. We're probably spending
$40 million figuring out how to

1944
00:39:35,190 --> 00:39:35,200
$40 million figuring out how to
 

1945
00:39:35,200 --> 00:39:37,829
$40 million figuring out how to
implement our strategic plan, right? So,

1946
00:39:37,829 --> 00:39:37,839
implement our strategic plan, right? So,
 

1947
00:39:37,839 --> 00:39:39,910
implement our strategic plan, right? So,
like the scale of what we're investing

1948
00:39:39,910 --> 00:39:39,920
like the scale of what we're investing
 

1949
00:39:39,920 --> 00:39:42,310
like the scale of what we're investing
in this stuff is so much greater than

1950
00:39:42,310 --> 00:39:42,320
in this stuff is so much greater than
 

1951
00:39:42,320 --> 00:39:44,390
in this stuff is so much greater than
the gifted and talented program. And I

1952
00:39:44,390 --> 00:39:44,400
the gifted and talented program. And I
 

1953
00:39:44,400 --> 00:39:45,670
the gifted and talented program. And I
don't think parents can appreciate that

1954
00:39:45,670 --> 00:39:45,680
don't think parents can appreciate that
 

1955
00:39:45,680 --> 00:39:49,510
don't think parents can appreciate that
the way we talk about it.

1956
00:39:49,510 --> 00:39:49,520

 

1957
00:39:49,520 --> 00:39:50,950

>> And if my question is going to get

1958
00:39:50,950 --> 00:39:50,960
>> And if my question is going to get
 

1959
00:39:50,960 --> 00:39:52,310
>> And if my question is going to get
answered in the next section, that's

1960
00:39:52,310 --> 00:39:52,320
answered in the next section, that's
 

1961
00:39:52,320 --> 00:39:55,030
answered in the next section, that's
totally fine. Um, similarly to what

1962
00:39:55,030 --> 00:39:55,040
totally fine. Um, similarly to what
 

1963
00:39:55,040 --> 00:39:57,030
totally fine. Um, similarly to what
Jason was asking in the differentiation

1964
00:39:57,030 --> 00:39:57,040
Jason was asking in the differentiation
 

1965
00:39:57,040 --> 00:40:00,310
Jason was asking in the differentiation
and extension, um, what and how do the

1966
00:40:00,310 --> 00:40:00,320
and extension, um, what and how do the
 

1967
00:40:00,320 --> 00:40:02,390
and extension, um, what and how do the
coaches teach the teachers on how they

1968
00:40:02,390 --> 00:40:02,400
coaches teach the teachers on how they
 

1969
00:40:02,400 --> 00:40:05,670
coaches teach the teachers on how they
implement that during the day and if you

1970
00:40:05,670 --> 00:40:05,680
implement that during the day and if you
 

1971
00:40:05,680 --> 00:40:08,390
implement that during the day and if you
also have a real life example of how it

1972
00:40:08,390 --> 00:40:08,400
also have a real life example of how it
 

1973
00:40:08,400 --> 00:40:10,790
also have a real life example of how it
plays out for a student um, during the

1974
00:40:10,790 --> 00:40:10,800
plays out for a student um, during the
 

1975
00:40:10,800 --> 00:40:15,349
plays out for a student um, during the
day.

1976
00:40:15,349 --> 00:40:15,359

 

1977
00:40:15,359 --> 00:40:17,829

So when I mentioned our coaches, both

1978
00:40:17,829 --> 00:40:17,839
So when I mentioned our coaches, both
 

1979
00:40:17,839 --> 00:40:20,790
So when I mentioned our coaches, both
our SPST and our DDI district coaches,

1980
00:40:20,790 --> 00:40:20,800
our SPST and our DDI district coaches,
 

1981
00:40:20,800 --> 00:40:23,430
our SPST and our DDI district coaches,
um I think it can play out in lots of

1982
00:40:23,430 --> 00:40:23,440
um I think it can play out in lots of
 

1983
00:40:23,440 --> 00:40:25,430
um I think it can play out in lots of
different ways depending on the school.

1984
00:40:25,430 --> 00:40:25,440
different ways depending on the school.
 

1985
00:40:25,440 --> 00:40:28,870
different ways depending on the school.
So often our teach we what we tell them

1986
00:40:28,870 --> 00:40:28,880
So often our teach we what we tell them
 

1987
00:40:28,880 --> 00:40:30,470
So often our teach we what we tell them
is that we're meeting the principles

1988
00:40:30,470 --> 00:40:30,480
is that we're meeting the principles
 

1989
00:40:30,480 --> 00:40:32,550
is that we're meeting the principles
where they are and wherever their

1990
00:40:32,550 --> 00:40:32,560
where they are and wherever their
 

1991
00:40:32,560 --> 00:40:36,230
where they are and wherever their
inpoint is. So often you will find um I

1992
00:40:36,230 --> 00:40:36,240
inpoint is. So often you will find um I
 

1993
00:40:36,240 --> 00:40:38,630
inpoint is. So often you will find um I
would say for my DDI leads, their day

1994
00:40:38,630 --> 00:40:38,640
would say for my DDI leads, their day
 

1995
00:40:38,640 --> 00:40:40,870
would say for my DDI leads, their day
looks very different every day. In some

1996
00:40:40,870 --> 00:40:40,880
looks very different every day. In some
 

1997
00:40:40,880 --> 00:40:42,550
looks very different every day. In some
schools, they're working with a group of

1998
00:40:42,550 --> 00:40:42,560
schools, they're working with a group of
 

1999
00:40:42,560 --> 00:40:44,550
schools, they're working with a group of
teachers in a small setting like you

2000
00:40:44,550 --> 00:40:44,560
teachers in a small setting like you
 

2001
00:40:44,560 --> 00:40:47,030
teachers in a small setting like you
mentioned where they're talking about

2002
00:40:47,030 --> 00:40:47,040
mentioned where they're talking about
 

2003
00:40:47,040 --> 00:40:49,349
mentioned where they're talking about
the standards, but they're also um they

2004
00:40:49,349 --> 00:40:49,359
the standards, but they're also um they
 

2005
00:40:49,359 --> 00:40:50,950
the standards, but they're also um they
could also be modeling in the classroom

2006
00:40:50,950 --> 00:40:50,960
could also be modeling in the classroom
 

2007
00:40:50,960 --> 00:40:52,950
could also be modeling in the classroom
for the teacher and giving feedback.

2008
00:40:52,950 --> 00:40:52,960
for the teacher and giving feedback.
 

2009
00:40:52,960 --> 00:40:55,349
for the teacher and giving feedback.
They could also be coaching a principal

2010
00:40:55,349 --> 00:40:55,359
They could also be coaching a principal
 

2011
00:40:55,359 --> 00:40:57,349
They could also be coaching a principal
who wants to actually do the work with

2012
00:40:57,349 --> 00:40:57,359
who wants to actually do the work with
 

2013
00:40:57,359 --> 00:41:00,069
who wants to actually do the work with
the teachers. And so often sometimes our

2014
00:41:00,069 --> 00:41:00,079
the teachers. And so often sometimes our
 

2015
00:41:00,079 --> 00:41:01,990
the teachers. And so often sometimes our
teachers are just coaching the principal

2016
00:41:01,990 --> 00:41:02,000
teachers are just coaching the principal
 

2017
00:41:02,000 --> 00:41:04,309
teachers are just coaching the principal
to coach their teachers. And so I think

2018
00:41:04,309 --> 00:41:04,319
to coach their teachers. And so I think
 

2019
00:41:04,319 --> 00:41:07,109
to coach their teachers. And so I think
it looks a lot of ways um based on our

2020
00:41:07,109 --> 00:41:07,119
it looks a lot of ways um based on our
 

2021
00:41:07,119 --> 00:41:08,710
it looks a lot of ways um based on our
five different coaches that we have at

2022
00:41:08,710 --> 00:41:08,720
five different coaches that we have at
 

2023
00:41:08,720 --> 00:41:11,670
five different coaches that we have at
the district level. Um we also work um

2024
00:41:11,670 --> 00:41:11,680
the district level. Um we also work um
 

2025
00:41:11,680 --> 00:41:14,150
the district level. Um we also work um
Em and I lead the coaching cohort. We

2026
00:41:14,150 --> 00:41:14,160
Em and I lead the coaching cohort. We
 

2027
00:41:14,160 --> 00:41:16,390
Em and I lead the coaching cohort. We
have schools that have coaches um

2028
00:41:16,390 --> 00:41:16,400
have schools that have coaches um
 

2029
00:41:16,400 --> 00:41:18,390
have schools that have coaches um
building instructional coaches and I

2030
00:41:18,390 --> 00:41:18,400
building instructional coaches and I
 

2031
00:41:18,400 --> 00:41:20,630
building instructional coaches and I
would say the same the same would fall

2032
00:41:20,630 --> 00:41:20,640
would say the same the same would fall
 

2033
00:41:20,640 --> 00:41:23,270
would say the same the same would fall
that they have a variety of where they

2034
00:41:23,270 --> 00:41:23,280
that they have a variety of where they
 

2035
00:41:23,280 --> 00:41:25,589
that they have a variety of where they
depending on what the principal needs um

2036
00:41:25,589 --> 00:41:25,599
depending on what the principal needs um
 

2037
00:41:25,599 --> 00:41:27,670
depending on what the principal needs um
lean into either the leadership team and

2038
00:41:27,670 --> 00:41:27,680
lean into either the leadership team and
 

2039
00:41:27,680 --> 00:41:28,870
lean into either the leadership team and
they're working with that team or

2040
00:41:28,870 --> 00:41:28,880
they're working with that team or
 

2041
00:41:28,880 --> 00:41:30,230
they're working with that team or
they're working with different grade

2042
00:41:30,230 --> 00:41:30,240
they're working with different grade
 

2043
00:41:30,240 --> 00:41:32,630
they're working with different grade
levels or content teams. So it's it

2044
00:41:32,630 --> 00:41:32,640
levels or content teams. So it's it
 

2045
00:41:32,640 --> 00:41:34,390
levels or content teams. So it's it
works in a lot of different ways but

2046
00:41:34,390 --> 00:41:34,400
works in a lot of different ways but
 

2047
00:41:34,400 --> 00:41:36,230
works in a lot of different ways but
they are their whole sole role is

2048
00:41:36,230 --> 00:41:36,240
they are their whole sole role is
 

2049
00:41:36,240 --> 00:41:38,550
they are their whole sole role is
teaching and learning with the teachers

2050
00:41:38,550 --> 00:41:38,560
teaching and learning with the teachers
 

2051
00:41:38,560 --> 00:41:41,109
teaching and learning with the teachers
and you and practicing these skills and

2052
00:41:41,109 --> 00:41:41,119
and you and practicing these skills and
 

2053
00:41:41,119 --> 00:41:43,670
and you and practicing these skills and
getting feedback in a timely manner.

2054
00:41:43,670 --> 00:41:43,680
getting feedback in a timely manner.
 

2055
00:41:43,680 --> 00:41:45,349
getting feedback in a timely manner.
>> I think one thing I would just add what

2056
00:41:45,349 --> 00:41:45,359
>> I think one thing I would just add what
 

2057
00:41:45,359 --> 00:41:47,349
>> I think one thing I would just add what
what Dr. Anderson said about the pullout

2058
00:41:47,349 --> 00:41:47,359
what Dr. Anderson said about the pullout
 

2059
00:41:47,359 --> 00:41:49,510
what Dr. Anderson said about the pullout
model really resonated with me. And so I

2060
00:41:49,510 --> 00:41:49,520
model really resonated with me. And so I
 

2061
00:41:49,520 --> 00:41:50,710
model really resonated with me. And so I
think something that we have started

2062
00:41:50,710 --> 00:41:50,720
think something that we have started
 

2063
00:41:50,720 --> 00:41:52,950
think something that we have started
doing as an academics team is making

2064
00:41:52,950 --> 00:41:52,960
doing as an academics team is making
 

2065
00:41:52,960 --> 00:41:54,870
doing as an academics team is making
sure our non-content but supportive

2066
00:41:54,870 --> 00:41:54,880
sure our non-content but supportive
 

2067
00:41:54,880 --> 00:41:56,630
sure our non-content but supportive
teams like the gifted team are really

2068
00:41:56,630 --> 00:41:56,640
teams like the gifted team are really
 

2069
00:41:56,640 --> 00:41:58,309
teams like the gifted team are really
deepening their understanding of our

2070
00:41:58,309 --> 00:41:58,319
deepening their understanding of our
 

2071
00:41:58,319 --> 00:42:00,390
deepening their understanding of our
curricular resources because I think

2072
00:42:00,390 --> 00:42:00,400
curricular resources because I think
 

2073
00:42:00,400 --> 00:42:02,069
curricular resources because I think
historically in gifted it was like okay

2074
00:42:02,069 --> 00:42:02,079
historically in gifted it was like okay
 

2075
00:42:02,079 --> 00:42:03,510
historically in gifted it was like okay
you do your stuff in your classroom over

2076
00:42:03,510 --> 00:42:03,520
you do your stuff in your classroom over
 

2077
00:42:03,520 --> 00:42:05,030
you do your stuff in your classroom over
here and now go over here and play this

2078
00:42:05,030 --> 00:42:05,040
here and now go over here and play this
 

2079
00:42:05,040 --> 00:42:07,190
here and now go over here and play this
game or do this thing or do this project

2080
00:42:07,190 --> 00:42:07,200
game or do this thing or do this project
 

2081
00:42:07,200 --> 00:42:09,190
game or do this thing or do this project
that may or may not relate to the math

2082
00:42:09,190 --> 00:42:09,200
that may or may not relate to the math
 

2083
00:42:09,200 --> 00:42:11,030
that may or may not relate to the math
lesson you just had or the ELA lesson

2084
00:42:11,030 --> 00:42:11,040
lesson you just had or the ELA lesson
 

2085
00:42:11,040 --> 00:42:12,630
lesson you just had or the ELA lesson
you just had. And so part of our work

2086
00:42:12,630 --> 00:42:12,640
you just had. And so part of our work
 

2087
00:42:12,640 --> 00:42:14,870
you just had. And so part of our work
now is when we talk about extension, you

2088
00:42:14,870 --> 00:42:14,880
now is when we talk about extension, you
 

2089
00:42:14,880 --> 00:42:16,390
now is when we talk about extension, you
just learned about this particular math

2090
00:42:16,390 --> 00:42:16,400
just learned about this particular math
 

2091
00:42:16,400 --> 00:42:18,069
just learned about this particular math
thing, you got done with it, rather than

2092
00:42:18,069 --> 00:42:18,079
thing, you got done with it, rather than
 

2093
00:42:18,079 --> 00:42:19,990
thing, you got done with it, rather than
five more pages of worksheets at the

2094
00:42:19,990 --> 00:42:20,000
five more pages of worksheets at the
 

2095
00:42:20,000 --> 00:42:22,710
five more pages of worksheets at the
same level, what's an applied problem

2096
00:42:22,710 --> 00:42:22,720
same level, what's an applied problem
 

2097
00:42:22,720 --> 00:42:24,390
same level, what's an applied problem
you could take on with a couple other

2098
00:42:24,390 --> 00:42:24,400
you could take on with a couple other
 

2099
00:42:24,400 --> 00:42:25,910
you could take on with a couple other
students in your class who are ready

2100
00:42:25,910 --> 00:42:25,920
students in your class who are ready
 

2101
00:42:25,920 --> 00:42:28,069
students in your class who are ready
that relates to that standard, but to

2102
00:42:28,069 --> 00:42:28,079
that relates to that standard, but to
 

2103
00:42:28,079 --> 00:42:29,829
that relates to that standard, but to
Dr. Anderson's point is maybe bumping it

2104
00:42:29,829 --> 00:42:29,839
Dr. Anderson's point is maybe bumping it
 

2105
00:42:29,839 --> 00:42:31,430
Dr. Anderson's point is maybe bumping it
up a level in preparation for the next

2106
00:42:31,430 --> 00:42:31,440
up a level in preparation for the next
 

2107
00:42:31,440 --> 00:42:33,349
up a level in preparation for the next
grade or the following grade. So it's

2108
00:42:33,349 --> 00:42:33,359
grade or the following grade. So it's
 

2109
00:42:33,359 --> 00:42:35,030
grade or the following grade. So it's
definitely a work in progress, but when

2110
00:42:35,030 --> 00:42:35,040
definitely a work in progress, but when
 

2111
00:42:35,040 --> 00:42:36,550
definitely a work in progress, but when
you act ask like what might that look

2112
00:42:36,550 --> 00:42:36,560
you act ask like what might that look
 

2113
00:42:36,560 --> 00:42:38,390
you act ask like what might that look
like over time to me that's sort of we

2114
00:42:38,390 --> 00:42:38,400
like over time to me that's sort of we
 

2115
00:42:38,400 --> 00:42:40,069
like over time to me that's sort of we
need we're building our capacity as a

2116
00:42:40,069 --> 00:42:40,079
need we're building our capacity as a
 

2117
00:42:40,079 --> 00:42:41,829
need we're building our capacity as a
team because everyone needs to deeply

2118
00:42:41,829 --> 00:42:41,839
team because everyone needs to deeply
 

2119
00:42:41,839 --> 00:42:44,390
team because everyone needs to deeply
understand content standards in order to

2120
00:42:44,390 --> 00:42:44,400
understand content standards in order to
 

2121
00:42:44,400 --> 00:42:46,950
understand content standards in order to
then then get to that place and back to

2122
00:42:46,950 --> 00:42:46,960
then then get to that place and back to
 

2123
00:42:46,960 --> 00:42:48,550
then then get to that place and back to
the multi-tered systems of support

2124
00:42:48,550 --> 00:42:48,560
the multi-tered systems of support
 

2125
00:42:48,560 --> 00:42:50,870
the multi-tered systems of support
connect connection

2126
00:42:50,870 --> 00:42:50,880
connect connection
 

2127
00:42:50,880 --> 00:42:52,390
connect connection
Shannon will talk more about it but as

2128
00:42:52,390 --> 00:42:52,400
Shannon will talk more about it but as
 

2129
00:42:52,400 --> 00:42:54,470
Shannon will talk more about it but as
schools are operating within that frame

2130
00:42:54,470 --> 00:42:54,480
schools are operating within that frame
 

2131
00:42:54,480 --> 00:42:56,470
schools are operating within that frame
as we're planning for our learners who

2132
00:42:56,470 --> 00:42:56,480
as we're planning for our learners who
 

2133
00:42:56,480 --> 00:42:58,630
as we're planning for our learners who
may need additional support to access

2134
00:42:58,630 --> 00:42:58,640
may need additional support to access
 

2135
00:42:58,640 --> 00:43:00,150
may need additional support to access
we're also planning for our students who

2136
00:43:00,150 --> 00:43:00,160
we're also planning for our students who
 

2137
00:43:00,160 --> 00:43:02,150
we're also planning for our students who
have already accessed and mastered. So

2138
00:43:02,150 --> 00:43:02,160
have already accessed and mastered. So
 

2139
00:43:02,160 --> 00:43:04,150
have already accessed and mastered. So
to Ox's point, it really is like a both

2140
00:43:04,150 --> 00:43:04,160
to Ox's point, it really is like a both
 

2141
00:43:04,160 --> 00:43:06,069
to Ox's point, it really is like a both
and and that structure allows us to do

2142
00:43:06,069 --> 00:43:06,079
and and that structure allows us to do
 

2143
00:43:06,079 --> 00:43:09,349
and and that structure allows us to do
it at the same time.

2144
00:43:09,349 --> 00:43:09,359
it at the same time.
 

2145
00:43:09,359 --> 00:43:10,870
it at the same time.
>> Thank you.

2146
00:43:10,870 --> 00:43:10,880
>> Thank you.
 

2147
00:43:10,880 --> 00:43:13,510
>> Thank you.
>> Um I just comment on the education piece

2148
00:43:13,510 --> 00:43:13,520
>> Um I just comment on the education piece
 

2149
00:43:13,520 --> 00:43:15,349
>> Um I just comment on the education piece
and I think Nicole and Alex cover that.

2150
00:43:15,349 --> 00:43:15,359
and I think Nicole and Alex cover that.
 

2151
00:43:15,359 --> 00:43:16,790
and I think Nicole and Alex cover that.
I I do think you know it's not

2152
00:43:16,790 --> 00:43:16,800
I I do think you know it's not
 

2153
00:43:16,800 --> 00:43:18,230
I I do think you know it's not
necessarily your job. I think your job

2154
00:43:18,230 --> 00:43:18,240
necessarily your job. I think your job
 

2155
00:43:18,240 --> 00:43:20,309
necessarily your job. I think your job
is to implement and you're doing that.

2156
00:43:20,309 --> 00:43:20,319
is to implement and you're doing that.
 

2157
00:43:20,319 --> 00:43:22,470
is to implement and you're doing that.
Um but I think there is I think as as

2158
00:43:22,470 --> 00:43:22,480
Um but I think there is I think as as
 

2159
00:43:22,480 --> 00:43:23,910
Um but I think there is I think as as
both Alex and Nicole said, there's a

2160
00:43:23,910 --> 00:43:23,920
both Alex and Nicole said, there's a
 

2161
00:43:23,920 --> 00:43:25,829
both Alex and Nicole said, there's a
real kind of perception that we are not

2162
00:43:25,829 --> 00:43:25,839
real kind of perception that we are not
 

2163
00:43:25,839 --> 00:43:28,150
real kind of perception that we are not
serving our highest, you know, our

2164
00:43:28,150 --> 00:43:28,160
serving our highest, you know, our
 

2165
00:43:28,160 --> 00:43:29,589
serving our highest, you know, our
gifted and talented students, our

2166
00:43:29,589 --> 00:43:29,599
gifted and talented students, our
 

2167
00:43:29,599 --> 00:43:31,510
gifted and talented students, our
highest achieving kids. And I do think

2168
00:43:31,510 --> 00:43:31,520
highest achieving kids. And I do think
 

2169
00:43:31,520 --> 00:43:33,670
highest achieving kids. And I do think
it contributes a lot to people leaving

2170
00:43:33,670 --> 00:43:33,680
it contributes a lot to people leaving
 

2171
00:43:33,680 --> 00:43:35,510
it contributes a lot to people leaving
the district. And so I think, you know,

2172
00:43:35,510 --> 00:43:35,520
the district. And so I think, you know,
 

2173
00:43:35,520 --> 00:43:37,030
the district. And so I think, you know,
I don't know that it's a email to

2174
00:43:37,030 --> 00:43:37,040
I don't know that it's a email to
 

2175
00:43:37,040 --> 00:43:38,870
I don't know that it's a email to
parents or, you know, communication from

2176
00:43:38,870 --> 00:43:38,880
parents or, you know, communication from
 

2177
00:43:38,880 --> 00:43:39,910
parents or, you know, communication from
the board. I don't think that's

2178
00:43:39,910 --> 00:43:39,920
the board. I don't think that's
 

2179
00:43:39,920 --> 00:43:41,109
the board. I don't think that's
effective. It's going to it should be

2180
00:43:41,109 --> 00:43:41,119
effective. It's going to it should be
 

2181
00:43:41,119 --> 00:43:43,109
effective. It's going to it should be
something where we, you know, we embed

2182
00:43:43,109 --> 00:43:43,119
something where we, you know, we embed
 

2183
00:43:43,119 --> 00:43:44,870
something where we, you know, we embed
this in back to school nights. We embed

2184
00:43:44,870 --> 00:43:44,880
this in back to school nights. We embed
 

2185
00:43:44,880 --> 00:43:47,109
this in back to school nights. We embed
this in, you know, as as teachers

2186
00:43:47,109 --> 00:43:47,119
this in, you know, as as teachers
 

2187
00:43:47,119 --> 00:43:48,470
this in, you know, as as teachers
communicate with their parents for the

2188
00:43:48,470 --> 00:43:48,480
communicate with their parents for the
 

2189
00:43:48,480 --> 00:43:50,790
communicate with their parents for the
first time about here, you know, not not

2190
00:43:50,790 --> 00:43:50,800
first time about here, you know, not not
 

2191
00:43:50,800 --> 00:43:52,870
first time about here, you know, not not
just addressing all families, like this

2192
00:43:52,870 --> 00:43:52,880
just addressing all families, like this
 

2193
00:43:52,880 --> 00:43:54,950
just addressing all families, like this
is what we do to kind of extend the

2194
00:43:54,950 --> 00:43:54,960
is what we do to kind of extend the
 

2195
00:43:54,960 --> 00:43:57,109
is what we do to kind of extend the
learning for your kid and this is what

2196
00:43:57,109 --> 00:43:57,119
learning for your kid and this is what
 

2197
00:43:57,119 --> 00:43:59,190
learning for your kid and this is what
it would look like. And I think um you

2198
00:43:59,190 --> 00:43:59,200
it would look like. And I think um you
 

2199
00:43:59,200 --> 00:44:00,710
it would look like. And I think um you
know this this stuff is really helpful

2200
00:44:00,710 --> 00:44:00,720
know this this stuff is really helpful
 

2201
00:44:00,720 --> 00:44:03,270
know this this stuff is really helpful
for us who kind of were you know more in

2202
00:44:03,270 --> 00:44:03,280
for us who kind of were you know more in
 

2203
00:44:03,280 --> 00:44:05,190
for us who kind of were you know more in
the weeds on this but I think talking

2204
00:44:05,190 --> 00:44:05,200
the weeds on this but I think talking
 

2205
00:44:05,200 --> 00:44:06,390
the weeds on this but I think talking
about depth of knowledge in some of

2206
00:44:06,390 --> 00:44:06,400
about depth of knowledge in some of
 

2207
00:44:06,400 --> 00:44:08,230
about depth of knowledge in some of
these terms really doesn't resonate with

2208
00:44:08,230 --> 00:44:08,240
these terms really doesn't resonate with
 

2209
00:44:08,240 --> 00:44:09,910
these terms really doesn't resonate with
people and I think talking nativity as

2210
00:44:09,910 --> 00:44:09,920
people and I think talking nativity as
 

2211
00:44:09,920 --> 00:44:11,190
people and I think talking nativity as
you said about you know maybe it's a

2212
00:44:11,190 --> 00:44:11,200
you said about you know maybe it's a
 

2213
00:44:11,200 --> 00:44:13,109
you said about you know maybe it's a
debate or maybe it's a you know really

2214
00:44:13,109 --> 00:44:13,119
debate or maybe it's a you know really
 

2215
00:44:13,119 --> 00:44:14,710
debate or maybe it's a you know really
giving people an understanding of what

2216
00:44:14,710 --> 00:44:14,720
giving people an understanding of what
 

2217
00:44:14,720 --> 00:44:16,550
giving people an understanding of what
this looks like. So because I think you

2218
00:44:16,550 --> 00:44:16,560
this looks like. So because I think you
 

2219
00:44:16,560 --> 00:44:17,829
this looks like. So because I think you
know whether it's people's own

2220
00:44:17,829 --> 00:44:17,839
know whether it's people's own
 

2221
00:44:17,839 --> 00:44:19,510
know whether it's people's own
experience or just this idea that if

2222
00:44:19,510 --> 00:44:19,520
experience or just this idea that if
 

2223
00:44:19,520 --> 00:44:21,670
experience or just this idea that if
your kid is gifted and talented that

2224
00:44:21,670 --> 00:44:21,680
your kid is gifted and talented that
 

2225
00:44:21,680 --> 00:44:24,230
your kid is gifted and talented that
they get this special you know bus to a

2226
00:44:24,230 --> 00:44:24,240
they get this special you know bus to a
 

2227
00:44:24,240 --> 00:44:25,750
they get this special you know bus to a
middle school to take math or they get

2228
00:44:25,750 --> 00:44:25,760
middle school to take math or they get
 

2229
00:44:25,760 --> 00:44:27,670
middle school to take math or they get
pulled out. And I think we need to help

2230
00:44:27,670 --> 00:44:27,680
pulled out. And I think we need to help
 

2231
00:44:27,680 --> 00:44:29,190
pulled out. And I think we need to help
educate folks that that is not the

2232
00:44:29,190 --> 00:44:29,200
educate folks that that is not the
 

2233
00:44:29,200 --> 00:44:31,349
educate folks that that is not the
model. Um, and this is the model and

2234
00:44:31,349 --> 00:44:31,359
model. Um, and this is the model and
 

2235
00:44:31,359 --> 00:44:32,550
model. Um, and this is the model and
this is what it looks like and this is

2236
00:44:32,550 --> 00:44:32,560
this is what it looks like and this is
 

2237
00:44:32,560 --> 00:44:33,990
this is what it looks like and this is
why it's more effective. And so, you

2238
00:44:33,990 --> 00:44:34,000
why it's more effective. And so, you
 

2239
00:44:34,000 --> 00:44:35,190
why it's more effective. And so, you
know, not necessarily your job. I think

2240
00:44:35,190 --> 00:44:35,200
know, not necessarily your job. I think
 

2241
00:44:35,200 --> 00:44:37,270
know, not necessarily your job. I think
it's all of our jobs. But, um, you know,

2242
00:44:37,270 --> 00:44:37,280
it's all of our jobs. But, um, you know,
 

2243
00:44:37,280 --> 00:44:38,630
it's all of our jobs. But, um, you know,
one important piece of that I think is,

2244
00:44:38,630 --> 00:44:38,640
one important piece of that I think is,
 

2245
00:44:38,640 --> 00:44:39,670
one important piece of that I think is,
you know, the very first time we

2246
00:44:39,670 --> 00:44:39,680
you know, the very first time we
 

2247
00:44:39,680 --> 00:44:40,870
you know, the very first time we
communicate with parents, which is back

2248
00:44:40,870 --> 00:44:40,880
communicate with parents, which is back
 

2249
00:44:40,880 --> 00:44:42,069
communicate with parents, which is back
to school night, people need to

2250
00:44:42,069 --> 00:44:42,079
to school night, people need to
 

2251
00:44:42,079 --> 00:44:43,829
to school night, people need to
understand that this is what it looks

2252
00:44:43,829 --> 00:44:43,839
understand that this is what it looks
 

2253
00:44:43,839 --> 00:44:45,670
understand that this is what it looks
like for your kid and this is the way

2254
00:44:45,670 --> 00:44:45,680
like for your kid and this is the way
 

2255
00:44:45,680 --> 00:44:49,030
like for your kid and this is the way
they'll be challenged in this classroom.

2256
00:44:49,030 --> 00:44:49,040
they'll be challenged in this classroom.
 

2257
00:44:49,040 --> 00:44:51,270
they'll be challenged in this classroom.
>> So, this is exactly how it's supposed to

2258
00:44:51,270 --> 00:44:51,280
>> So, this is exactly how it's supposed to
 

2259
00:44:51,280 --> 00:44:54,309
>> So, this is exactly how it's supposed to
work for our new board members, right?

2260
00:44:54,309 --> 00:44:54,319
work for our new board members, right?
 

2261
00:44:54,319 --> 00:44:56,150
work for our new board members, right?
You have board members hearing from

2262
00:44:56,150 --> 00:44:56,160
You have board members hearing from
 

2263
00:44:56,160 --> 00:44:57,750
You have board members hearing from
constituents trying to know and

2264
00:44:57,750 --> 00:44:57,760
constituents trying to know and
 

2265
00:44:57,760 --> 00:44:58,950
constituents trying to know and
understand what we're doing. You have

2266
00:44:58,950 --> 00:44:58,960
understand what we're doing. You have
 

2267
00:44:58,960 --> 00:45:01,510
understand what we're doing. You have
experts on the team doing the right work

2268
00:45:01,510 --> 00:45:01,520
experts on the team doing the right work
 

2269
00:45:01,520 --> 00:45:03,430
experts on the team doing the right work
and then how do we marry what we're

2270
00:45:03,430 --> 00:45:03,440
and then how do we marry what we're
 

2271
00:45:03,440 --> 00:45:06,069
and then how do we marry what we're
doing with the experience of folks

2272
00:45:06,069 --> 00:45:06,079
doing with the experience of folks
 

2273
00:45:06,079 --> 00:45:08,230
doing with the experience of folks
within our community and explain it in a

2274
00:45:08,230 --> 00:45:08,240
within our community and explain it in a
 

2275
00:45:08,240 --> 00:45:11,670
within our community and explain it in a
way um that connects the dots. So just a

2276
00:45:11,670 --> 00:45:11,680
way um that connects the dots. So just a
 

2277
00:45:11,680 --> 00:45:13,430
way um that connects the dots. So just a
just an observation as superintendent

2278
00:45:13,430 --> 00:45:13,440
just an observation as superintendent
 

2279
00:45:13,440 --> 00:45:15,270
just an observation as superintendent
there. And I think one thing we'll add,

2280
00:45:15,270 --> 00:45:15,280
there. And I think one thing we'll add,
 

2281
00:45:15,280 --> 00:45:16,630
there. And I think one thing we'll add,
we didn't I don't I think I failed to

2282
00:45:16,630 --> 00:45:16,640
we didn't I don't I think I failed to
 

2283
00:45:16,640 --> 00:45:18,470
we didn't I don't I think I failed to
mention this when I talked about our um

2284
00:45:18,470 --> 00:45:18,480
mention this when I talked about our um
 

2285
00:45:18,480 --> 00:45:20,470
mention this when I talked about our um
arc of learning with leaders, but that's

2286
00:45:20,470 --> 00:45:20,480
arc of learning with leaders, but that's
 

2287
00:45:20,480 --> 00:45:21,750
arc of learning with leaders, but that's
one of the things we've been talking

2288
00:45:21,750 --> 00:45:21,760
one of the things we've been talking
 

2289
00:45:21,760 --> 00:45:23,510
one of the things we've been talking
about with our executive directors of

2290
00:45:23,510 --> 00:45:23,520
about with our executive directors of
 

2291
00:45:23,520 --> 00:45:25,990
about with our executive directors of
schools is what does it look like? So,

2292
00:45:25,990 --> 00:45:26,000
schools is what does it look like? So,
 

2293
00:45:26,000 --> 00:45:27,670
schools is what does it look like? So,
we've learned all the things. We've

2294
00:45:27,670 --> 00:45:27,680
we've learned all the things. We've
 

2295
00:45:27,680 --> 00:45:29,990
we've learned all the things. We've
learned what the big words mean and how

2296
00:45:29,990 --> 00:45:30,000
learned what the big words mean and how
 

2297
00:45:30,000 --> 00:45:32,069
learned what the big words mean and how
it looks with standards and curriculum,

2298
00:45:32,069 --> 00:45:32,079
it looks with standards and curriculum,
 

2299
00:45:32,079 --> 00:45:34,150
it looks with standards and curriculum,
but what does it mean for me as a leader

2300
00:45:34,150 --> 00:45:34,160
but what does it mean for me as a leader
 

2301
00:45:34,160 --> 00:45:36,069
but what does it mean for me as a leader
as I lead in my building and what can

2302
00:45:36,069 --> 00:45:36,079
as I lead in my building and what can
 

2303
00:45:36,079 --> 00:45:38,150
as I lead in my building and what can
that look like? So, um I we have a

2304
00:45:38,150 --> 00:45:38,160
that look like? So, um I we have a
 

2305
00:45:38,160 --> 00:45:41,109
that look like? So, um I we have a
session coming up in February, actually

2306
00:45:41,109 --> 00:45:41,119
session coming up in February, actually
 

2307
00:45:41,119 --> 00:45:42,550
session coming up in February, actually
January, I'm not sure, one of those

2308
00:45:42,550 --> 00:45:42,560
January, I'm not sure, one of those
 

2309
00:45:42,560 --> 00:45:44,710
January, I'm not sure, one of those
months. But anyway, we that's one of the

2310
00:45:44,710 --> 00:45:44,720
months. But anyway, we that's one of the
 

2311
00:45:44,720 --> 00:45:47,349
months. But anyway, we that's one of the
things we can add is thinking about um

2312
00:45:47,349 --> 00:45:47,359
things we can add is thinking about um
 

2313
00:45:47,359 --> 00:45:49,670
things we can add is thinking about um
the application piece in the in the

2314
00:45:49,670 --> 00:45:49,680
the application piece in the in the
 

2315
00:45:49,680 --> 00:45:51,349
the application piece in the in the
school, but also the communication

2316
00:45:51,349 --> 00:45:51,359
school, but also the communication
 

2317
00:45:51,359 --> 00:45:52,710
school, but also the communication
piece, which is something I don't think

2318
00:45:52,710 --> 00:45:52,720
piece, which is something I don't think
 

2319
00:45:52,720 --> 00:45:54,470
piece, which is something I don't think
we've touched on.

2320
00:45:54,470 --> 00:45:54,480
we've touched on.
 

2321
00:45:54,480 --> 00:45:56,550
we've touched on.
>> Jorge, then Alex, and then we're going

2322
00:45:56,550 --> 00:45:56,560
>> Jorge, then Alex, and then we're going
 

2323
00:45:56,560 --> 00:46:00,069
>> Jorge, then Alex, and then we're going
to move on to next best step.

2324
00:46:00,069 --> 00:46:00,079
to move on to next best step.
 

2325
00:46:00,079 --> 00:46:01,670
to move on to next best step.
>> Thank you for the thanks for this

2326
00:46:01,670 --> 00:46:01,680
>> Thank you for the thanks for this
 

2327
00:46:01,680 --> 00:46:03,910
>> Thank you for the thanks for this
discussion. It's been great kind of

2328
00:46:03,910 --> 00:46:03,920
discussion. It's been great kind of
 

2329
00:46:03,920 --> 00:46:05,430
discussion. It's been great kind of
getting a better sense of this and I

2330
00:46:05,430 --> 00:46:05,440
getting a better sense of this and I
 

2331
00:46:05,440 --> 00:46:06,870
getting a better sense of this and I
feel like we're the the sandwich school

2332
00:46:06,870 --> 00:46:06,880
feel like we're the the sandwich school
 

2333
00:46:06,880 --> 00:46:08,390
feel like we're the the sandwich school
district, right? the gifted and talented

2334
00:46:08,390 --> 00:46:08,400
district, right? the gifted and talented
 

2335
00:46:08,400 --> 00:46:09,750
district, right? the gifted and talented
or kids in the middle and the kids that

2336
00:46:09,750 --> 00:46:09,760
or kids in the middle and the kids that
 

2337
00:46:09,760 --> 00:46:10,710
or kids in the middle and the kids that
we're trying to bring up from the

2338
00:46:10,710 --> 00:46:10,720
we're trying to bring up from the
 

2339
00:46:10,720 --> 00:46:13,109
we're trying to bring up from the
bottom. And so I appreciate um that you

2340
00:46:13,109 --> 00:46:13,119
bottom. And so I appreciate um that you
 

2341
00:46:13,119 --> 00:46:15,270
bottom. And so I appreciate um that you
highlight at risk kids who are also

2342
00:46:15,270 --> 00:46:15,280
highlight at risk kids who are also
 

2343
00:46:15,280 --> 00:46:17,750
highlight at risk kids who are also
gifted learners underground or under

2344
00:46:17,750 --> 00:46:17,760
gifted learners underground or under
 

2345
00:46:17,760 --> 00:46:19,109
gifted learners underground or under
group kids as a part of that twice

2346
00:46:19,109 --> 00:46:19,119
group kids as a part of that twice
 

2347
00:46:19,119 --> 00:46:21,190
group kids as a part of that twice
exceptional. And so I'm curious kind of

2348
00:46:21,190 --> 00:46:21,200
exceptional. And so I'm curious kind of
 

2349
00:46:21,200 --> 00:46:22,630
exceptional. And so I'm curious kind of
what the district is doing to kind of

2350
00:46:22,630 --> 00:46:22,640
what the district is doing to kind of
 

2351
00:46:22,640 --> 00:46:24,470
what the district is doing to kind of
help us identify those kids who are seen

2352
00:46:24,470 --> 00:46:24,480
help us identify those kids who are seen
 

2353
00:46:24,480 --> 00:46:26,390
help us identify those kids who are seen
as at risk but actually need more

2354
00:46:26,390 --> 00:46:26,400
as at risk but actually need more
 

2355
00:46:26,400 --> 00:46:28,150
as at risk but actually need more
challenging stuff. Right. especially

2356
00:46:28,150 --> 00:46:28,160
challenging stuff. Right. especially
 

2357
00:46:28,160 --> 00:46:29,589
challenging stuff. Right. especially
because we're making great progress

2358
00:46:29,589 --> 00:46:29,599
because we're making great progress
 

2359
00:46:29,599 --> 00:46:30,870
because we're making great progress
overall as a district, but our

2360
00:46:30,870 --> 00:46:30,880
overall as a district, but our
 

2361
00:46:30,880 --> 00:46:32,710
overall as a district, but our
disproportionality or our disparities

2362
00:46:32,710 --> 00:46:32,720
disproportionality or our disparities
 

2363
00:46:32,720 --> 00:46:35,430
disproportionality or our disparities
are still there and that's really it's

2364
00:46:35,430 --> 00:46:35,440
are still there and that's really it's
 

2365
00:46:35,440 --> 00:46:37,750
are still there and that's really it's
it's it's hard to move that needle on

2366
00:46:37,750 --> 00:46:37,760
it's it's hard to move that needle on
 

2367
00:46:37,760 --> 00:46:39,829
it's it's hard to move that needle on
that. So, I'm curious about kind of what

2368
00:46:39,829 --> 00:46:39,839
that. So, I'm curious about kind of what
 

2369
00:46:39,839 --> 00:46:41,990
that. So, I'm curious about kind of what
this differentiation might look like um

2370
00:46:41,990 --> 00:46:42,000
this differentiation might look like um
 

2371
00:46:42,000 --> 00:46:43,990
this differentiation might look like um
for those kids who are at risk in those

2372
00:46:43,990 --> 00:46:44,000
for those kids who are at risk in those
 

2373
00:46:44,000 --> 00:46:46,390
for those kids who are at risk in those
under groups, underrepresented groups um

2374
00:46:46,390 --> 00:46:46,400
under groups, underrepresented groups um
 

2375
00:46:46,400 --> 00:46:48,710
under groups, underrepresented groups um
and kind of how we can kind of what what

2376
00:46:48,710 --> 00:46:48,720
and kind of how we can kind of what what
 

2377
00:46:48,720 --> 00:46:51,510
and kind of how we can kind of what what
this kind of what that looks like. Yeah.

2378
00:46:51,510 --> 00:46:51,520
this kind of what that looks like. Yeah.
 

2379
00:46:51,520 --> 00:46:53,910
this kind of what that looks like. Yeah.
I mean I think going back to what Emma

2380
00:46:53,910 --> 00:46:53,920
I mean I think going back to what Emma
 

2381
00:46:53,920 --> 00:46:56,230
I mean I think going back to what Emma
said I think our first take was

2382
00:46:56,230 --> 00:46:56,240
said I think our first take was
 

2383
00:46:56,240 --> 00:46:57,990
said I think our first take was
understanding the standard. So that

2384
00:46:57,990 --> 00:46:58,000
understanding the standard. So that
 

2385
00:46:58,000 --> 00:47:00,950
understanding the standard. So that
unpacking the standard right so we what

2386
00:47:00,950 --> 00:47:00,960
unpacking the standard right so we what
 

2387
00:47:00,960 --> 00:47:02,950
unpacking the standard right so we what
I think we're at a place where we're

2388
00:47:02,950 --> 00:47:02,960
I think we're at a place where we're
 

2389
00:47:02,960 --> 00:47:04,950
I think we're at a place where we're
where we have done the work to under to

2390
00:47:04,950 --> 00:47:04,960
where we have done the work to under to
 

2391
00:47:04,960 --> 00:47:06,870
where we have done the work to under to
unpack a standard and understand what

2392
00:47:06,870 --> 00:47:06,880
unpack a standard and understand what
 

2393
00:47:06,880 --> 00:47:09,030
unpack a standard and understand what
students are know and able to do where

2394
00:47:09,030 --> 00:47:09,040
students are know and able to do where
 

2395
00:47:09,040 --> 00:47:11,109
students are know and able to do where
we are now Phil is really understanding

2396
00:47:11,109 --> 00:47:11,119
we are now Phil is really understanding
 

2397
00:47:11,119 --> 00:47:13,829
we are now Phil is really understanding
individual student need which is hard

2398
00:47:13,829 --> 00:47:13,839
individual student need which is hard
 

2399
00:47:13,839 --> 00:47:15,910
individual student need which is hard
right so what if they're below grade

2400
00:47:15,910 --> 00:47:15,920
right so what if they're below grade
 

2401
00:47:15,920 --> 00:47:18,309
right so what if they're below grade
level what are what is their need is it

2402
00:47:18,309 --> 00:47:18,319
level what are what is their need is it
 

2403
00:47:18,319 --> 00:47:20,790
level what are what is their need is it
just the standard or is it actually a

2404
00:47:20,790 --> 00:47:20,800
just the standard or is it actually a
 

2405
00:47:20,800 --> 00:47:23,190
just the standard or is it actually a
skill gap that's preventing them from ac

2406
00:47:23,190 --> 00:47:23,200
skill gap that's preventing them from ac
 

2407
00:47:23,200 --> 00:47:25,430
skill gap that's preventing them from ac
accessing the standard and then if

2408
00:47:25,430 --> 00:47:25,440
accessing the standard and then if
 

2409
00:47:25,440 --> 00:47:27,430
accessing the standard and then if
they're identified gifted

2410
00:47:27,430 --> 00:47:27,440
they're identified gifted
 

2411
00:47:27,440 --> 00:47:29,109
they're identified gifted
many of our gifted identified students

2412
00:47:29,109 --> 00:47:29,119
many of our gifted identified students
 

2413
00:47:29,119 --> 00:47:31,670
many of our gifted identified students
are not identified in the content in

2414
00:47:31,670 --> 00:47:31,680
are not identified in the content in
 

2415
00:47:31,680 --> 00:47:33,750
are not identified in the content in
math and language arts. It might be

2416
00:47:33,750 --> 00:47:33,760
math and language arts. It might be
 

2417
00:47:33,760 --> 00:47:37,030
math and language arts. It might be
talent um or something else. And so that

2418
00:47:37,030 --> 00:47:37,040
talent um or something else. And so that
 

2419
00:47:37,040 --> 00:47:39,670
talent um or something else. And so that
is that is where we're leaning in to

2420
00:47:39,670 --> 00:47:39,680
is that is where we're leaning in to
 

2421
00:47:39,680 --> 00:47:41,829
is that is where we're leaning in to
help teachers understand where are the

2422
00:47:41,829 --> 00:47:41,839
help teachers understand where are the
 

2423
00:47:41,839 --> 00:47:44,309
help teachers understand where are the
gifted identified areas so that you and

2424
00:47:44,309 --> 00:47:44,319
gifted identified areas so that you and
 

2425
00:47:44,319 --> 00:47:45,750
gifted identified areas so that you and
what's challenging about it as Dr.

2426
00:47:45,750 --> 00:47:45,760
what's challenging about it as Dr.
 

2427
00:47:45,760 --> 00:47:48,230
what's challenging about it as Dr.
Anderson mentioned is you know in a

2428
00:47:48,230 --> 00:47:48,240
Anderson mentioned is you know in a
 

2429
00:47:48,240 --> 00:47:49,670
Anderson mentioned is you know in a
school that has a large student

2430
00:47:49,670 --> 00:47:49,680
school that has a large student
 

2431
00:47:49,680 --> 00:47:51,349
school that has a large student
population every student could be

2432
00:47:51,349 --> 00:47:51,359
population every student could be
 

2433
00:47:51,359 --> 00:47:53,829
population every student could be
identified differently. Some might be 2e

2434
00:47:53,829 --> 00:47:53,839
identified differently. Some might be 2e
 

2435
00:47:53,839 --> 00:47:55,990
identified differently. Some might be 2e
some might be content some might not be.

2436
00:47:55,990 --> 00:47:56,000
some might be content some might not be.
 

2437
00:47:56,000 --> 00:47:58,150
some might be content some might not be.
And so I think that's the challenge is

2438
00:47:58,150 --> 00:47:58,160
And so I think that's the challenge is
 

2439
00:47:58,160 --> 00:48:01,190
And so I think that's the challenge is
is utilizing this the resources that we

2440
00:48:01,190 --> 00:48:01,200
is utilizing this the resources that we
 

2441
00:48:01,200 --> 00:48:04,550
is utilizing this the resources that we
have their ALPS, IEPs, intervention

2442
00:48:04,550 --> 00:48:04,560
have their ALPS, IEPs, intervention
 

2443
00:48:04,560 --> 00:48:06,710
have their ALPS, IEPs, intervention
plans, all the things to understand

2444
00:48:06,710 --> 00:48:06,720
plans, all the things to understand
 

2445
00:48:06,720 --> 00:48:09,510
plans, all the things to understand
where students actually are so that we

2446
00:48:09,510 --> 00:48:09,520
where students actually are so that we
 

2447
00:48:09,520 --> 00:48:11,589
where students actually are so that we
can plan instruction better for all the

2448
00:48:11,589 --> 00:48:11,599
can plan instruction better for all the
 

2449
00:48:11,599 --> 00:48:13,670
can plan instruction better for all the
students that we serve. And I just I'm

2450
00:48:13,670 --> 00:48:13,680
students that we serve. And I just I'm
 

2451
00:48:13,680 --> 00:48:16,790
students that we serve. And I just I'm
I'm biased, but I think leaning into the

2452
00:48:16,790 --> 00:48:16,800
I'm biased, but I think leaning into the
 

2453
00:48:16,800 --> 00:48:19,670
I'm biased, but I think leaning into the
MTSS framework as an every day, every

2454
00:48:19,670 --> 00:48:19,680
MTSS framework as an every day, every
 

2455
00:48:19,680 --> 00:48:21,750
MTSS framework as an every day, every
week, every year process is how we do

2456
00:48:21,750 --> 00:48:21,760
week, every year process is how we do
 

2457
00:48:21,760 --> 00:48:23,990
week, every year process is how we do
business is really the way to know and

2458
00:48:23,990 --> 00:48:24,000
business is really the way to know and
 

2459
00:48:24,000 --> 00:48:26,230
business is really the way to know and
understand each and every student in our

2460
00:48:26,230 --> 00:48:26,240
understand each and every student in our
 

2461
00:48:26,240 --> 00:48:28,470
understand each and every student in our
system. And again, both academically and

2462
00:48:28,470 --> 00:48:28,480
system. And again, both academically and
 

2463
00:48:28,480 --> 00:48:30,309
system. And again, both academically and
behaviorally, which I know our team is

2464
00:48:30,309 --> 00:48:30,319
behaviorally, which I know our team is
 

2465
00:48:30,319 --> 00:48:31,510
behaviorally, which I know our team is
going to talk about later.

2466
00:48:31,510 --> 00:48:31,520
going to talk about later.
 

2467
00:48:31,520 --> 00:48:33,109
going to talk about later.
>> I would just add two very small things

2468
00:48:33,109 --> 00:48:33,119
>> I would just add two very small things
 

2469
00:48:33,119 --> 00:48:34,150
>> I would just add two very small things
because I fully agree with everything

2470
00:48:34,150 --> 00:48:34,160
because I fully agree with everything
 

2471
00:48:34,160 --> 00:48:36,390
because I fully agree with everything
Nativity said. One is we're constantly

2472
00:48:36,390 --> 00:48:36,400
Nativity said. One is we're constantly
 

2473
00:48:36,400 --> 00:48:38,230
Nativity said. One is we're constantly
working on expanding who has access to

2474
00:48:38,230 --> 00:48:38,240
working on expanding who has access to
 

2475
00:48:38,240 --> 00:48:40,710
working on expanding who has access to
our gifted screeners. So, for example,

2476
00:48:40,710 --> 00:48:40,720
our gifted screeners. So, for example,
 

2477
00:48:40,720 --> 00:48:42,069
our gifted screeners. So, for example,
just in talking with the gifted team

2478
00:48:42,069 --> 00:48:42,079
just in talking with the gifted team
 

2479
00:48:42,079 --> 00:48:44,069
just in talking with the gifted team
last week, like several examples where

2480
00:48:44,069 --> 00:48:44,079
last week, like several examples where
 

2481
00:48:44,079 --> 00:48:45,990
last week, like several examples where
we have students in subsparate full-time

2482
00:48:45,990 --> 00:48:46,000
we have students in subsparate full-time
 

2483
00:48:46,000 --> 00:48:47,270
we have students in subsparate full-time
programming and they're still getting

2484
00:48:47,270 --> 00:48:47,280
programming and they're still getting
 

2485
00:48:47,280 --> 00:48:49,430
programming and they're still getting
access to a gifted screener. And then I

2486
00:48:49,430 --> 00:48:49,440
access to a gifted screener. And then I
 

2487
00:48:49,440 --> 00:48:50,630
access to a gifted screener. And then I
would also say just ongoing

2488
00:48:50,630 --> 00:48:50,640
would also say just ongoing
 

2489
00:48:50,640 --> 00:48:52,150
would also say just ongoing
collaboration with our friends across

2490
00:48:52,150 --> 00:48:52,160
collaboration with our friends across
 

2491
00:48:52,160 --> 00:48:53,990
collaboration with our friends across
the table of really like when we have

2492
00:48:53,990 --> 00:48:54,000
the table of really like when we have
 

2493
00:48:54,000 --> 00:48:55,990
the table of really like when we have
students who are presenting at risk and

2494
00:48:55,990 --> 00:48:56,000
students who are presenting at risk and
 

2495
00:48:56,000 --> 00:48:57,190
students who are presenting at risk and
twice exceptional is so

2496
00:48:57,190 --> 00:48:57,200
twice exceptional is so
 

2497
00:48:57,200 --> 00:48:58,790
twice exceptional is so
multi-dimensional in itself, right?

2498
00:48:58,790 --> 00:48:58,800
multi-dimensional in itself, right?
 

2499
00:48:58,800 --> 00:49:00,309
multi-dimensional in itself, right?
because you can be any type of two

2500
00:49:00,309 --> 00:49:00,319
because you can be any type of two
 

2501
00:49:00,319 --> 00:49:02,390
because you can be any type of two
things as Nativity said taken together

2502
00:49:02,390 --> 00:49:02,400
things as Nativity said taken together
 

2503
00:49:02,400 --> 00:49:03,990
things as Nativity said taken together
and just really working to get to like

2504
00:49:03,990 --> 00:49:04,000
and just really working to get to like
 

2505
00:49:04,000 --> 00:49:06,309
and just really working to get to like
what is the root underlying cause of the

2506
00:49:06,309 --> 00:49:06,319
what is the root underlying cause of the
 

2507
00:49:06,319 --> 00:49:08,390
what is the root underlying cause of the
behavior and trying to support the

2508
00:49:08,390 --> 00:49:08,400
behavior and trying to support the
 

2509
00:49:08,400 --> 00:49:10,309
behavior and trying to support the
student with that as opposed to how the

2510
00:49:10,309 --> 00:49:10,319
student with that as opposed to how the
 

2511
00:49:10,319 --> 00:49:15,589
student with that as opposed to how the
symptoms might be presenting.

2512
00:49:15,589 --> 00:49:15,599

 

2513
00:49:15,599 --> 00:49:18,630

>> Um uh don't feel like we need to have a

2514
00:49:18,630 --> 00:49:18,640
>> Um uh don't feel like we need to have a
 

2515
00:49:18,640 --> 00:49:19,829
>> Um uh don't feel like we need to have a
discussion about each of these three

2516
00:49:19,829 --> 00:49:19,839
discussion about each of these three
 

2517
00:49:19,839 --> 00:49:21,430
discussion about each of these three
questions but I I do have three I wanted

2518
00:49:21,430 --> 00:49:21,440
questions but I I do have three I wanted
 

2519
00:49:21,440 --> 00:49:23,430
questions but I I do have three I wanted
to raise.

2520
00:49:23,430 --> 00:49:23,440
to raise.
 

2521
00:49:23,440 --> 00:49:25,190
to raise.
>> Yeah.

2522
00:49:25,190 --> 00:49:25,200
>> Yeah.
 

2523
00:49:25,200 --> 00:49:29,190
>> Yeah.
So um uh and again I'm thinking about

2524
00:49:29,190 --> 00:49:29,200
So um uh and again I'm thinking about
 

2525
00:49:29,200 --> 00:49:31,750
So um uh and again I'm thinking about
this from both a teacher and a parents

2526
00:49:31,750 --> 00:49:31,760
this from both a teacher and a parents
 

2527
00:49:31,760 --> 00:49:34,710
this from both a teacher and a parents
perspective. When we deepen and unpack

2528
00:49:34,710 --> 00:49:34,720
perspective. When we deepen and unpack
 

2529
00:49:34,720 --> 00:49:38,549
perspective. When we deepen and unpack
the the standards and when we uh deepen

2530
00:49:38,549 --> 00:49:38,559
the the standards and when we uh deepen
 

2531
00:49:38,559 --> 00:49:40,309
the the standards and when we uh deepen
the knowledge of the kids working on the

2532
00:49:40,309 --> 00:49:40,319
the knowledge of the kids working on the
 

2533
00:49:40,319 --> 00:49:42,150
the knowledge of the kids working on the
standards I I note that our standards

2534
00:49:42,150 --> 00:49:42,160
standards I I note that our standards
 

2535
00:49:42,160 --> 00:49:45,990
standards I I note that our standards
are pretty heavy in ELA and math. So,

2536
00:49:45,990 --> 00:49:46,000
are pretty heavy in ELA and math. So,
 

2537
00:49:46,000 --> 00:49:47,670
are pretty heavy in ELA and math. So,
does this take more time out of the day

2538
00:49:47,670 --> 00:49:47,680
does this take more time out of the day
 

2539
00:49:47,680 --> 00:49:49,190
does this take more time out of the day
so that the things that aren't in the

2540
00:49:49,190 --> 00:49:49,200
so that the things that aren't in the
 

2541
00:49:49,200 --> 00:49:50,790
so that the things that aren't in the
standards or not in the assessments

2542
00:49:50,790 --> 00:49:50,800
standards or not in the assessments
 

2543
00:49:50,800 --> 00:49:53,430
standards or not in the assessments
aren't aren't still there? Or are the

2544
00:49:53,430 --> 00:49:53,440
aren't aren't still there? Or are the
 

2545
00:49:53,440 --> 00:49:55,750
aren't aren't still there? Or are the
teachers using their ELA time more

2546
00:49:55,750 --> 00:49:55,760
teachers using their ELA time more
 

2547
00:49:55,760 --> 00:49:57,670
teachers using their ELA time more
deeply and their math time more deeply

2548
00:49:57,670 --> 00:49:57,680
deeply and their math time more deeply
 

2549
00:49:57,680 --> 00:50:01,109
deeply and their math time more deeply
with this? Or are we eroding the circle

2550
00:50:01,109 --> 00:50:01,119
with this? Or are we eroding the circle
 

2551
00:50:01,119 --> 00:50:02,870
with this? Or are we eroding the circle
time with music or, you know, whatever

2552
00:50:02,870 --> 00:50:02,880
time with music or, you know, whatever
 

2553
00:50:02,880 --> 00:50:04,549
time with music or, you know, whatever
the other things are that are not about

2554
00:50:04,549 --> 00:50:04,559
the other things are that are not about
 

2555
00:50:04,559 --> 00:50:06,870
the other things are that are not about
this? That's that's number one. Another

2556
00:50:06,870 --> 00:50:06,880
this? That's that's number one. Another
 

2557
00:50:06,880 --> 00:50:08,630
this? That's that's number one. Another
question for us in the long run when

2558
00:50:08,630 --> 00:50:08,640
question for us in the long run when
 

2559
00:50:08,640 --> 00:50:10,549
question for us in the long run when
we're working on this in the schools and

2560
00:50:10,549 --> 00:50:10,559
we're working on this in the schools and
 

2561
00:50:10,559 --> 00:50:11,750
we're working on this in the schools and
this I would like to hear a little bit

2562
00:50:11,750 --> 00:50:11,760
this I would like to hear a little bit
 

2563
00:50:11,760 --> 00:50:13,910
this I would like to hear a little bit
on but maybe more later but for the sake

2564
00:50:13,910 --> 00:50:13,920
on but maybe more later but for the sake
 

2565
00:50:13,920 --> 00:50:16,790
on but maybe more later but for the sake
of our community is all this work easier

2566
00:50:16,790 --> 00:50:16,800
of our community is all this work easier
 

2567
00:50:16,800 --> 00:50:19,510
of our community is all this work easier
with a school with 1.5 classrooms per

2568
00:50:19,510 --> 00:50:19,520
with a school with 1.5 classrooms per
 

2569
00:50:19,520 --> 00:50:21,750
with a school with 1.5 classrooms per
grade or with three point three

2570
00:50:21,750 --> 00:50:21,760
grade or with three point three
 

2571
00:50:21,760 --> 00:50:24,069
grade or with three point three
classrooms per grade um is there

2572
00:50:24,069 --> 00:50:24,079
classrooms per grade um is there
 

2573
00:50:24,079 --> 00:50:26,230
classrooms per grade um is there
advantage to more colleagues in your

2574
00:50:26,230 --> 00:50:26,240
advantage to more colleagues in your
 

2575
00:50:26,240 --> 00:50:29,030
advantage to more colleagues in your
school to do these groups well or is

2576
00:50:29,030 --> 00:50:29,040
school to do these groups well or is
 

2577
00:50:29,040 --> 00:50:31,589
school to do these groups well or is
small n of teachers make this easier to

2578
00:50:31,589 --> 00:50:31,599
small n of teachers make this easier to
 

2579
00:50:31,599 --> 00:50:35,589
small n of teachers make this easier to
do and then as we get into it uh you

2580
00:50:35,589 --> 00:50:35,599
do and then as we get into it uh you
 

2581
00:50:35,599 --> 00:50:37,430
do and then as we get into it uh you
know How hard is this for a teacher to

2582
00:50:37,430 --> 00:50:37,440
know How hard is this for a teacher to
 

2583
00:50:37,440 --> 00:50:40,549
know How hard is this for a teacher to
learn to do? Is it five years of support

2584
00:50:40,549 --> 00:50:40,559
learn to do? Is it five years of support
 

2585
00:50:40,559 --> 00:50:42,549
learn to do? Is it five years of support
when a new teacher becomes a master of

2586
00:50:42,549 --> 00:50:42,559
when a new teacher becomes a master of
 

2587
00:50:42,559 --> 00:50:44,309
when a new teacher becomes a master of
this? Does a master teacher who's

2588
00:50:44,309 --> 00:50:44,319
this? Does a master teacher who's
 

2589
00:50:44,319 --> 00:50:46,790
this? Does a master teacher who's
already been here 20 years uh is already

2590
00:50:46,790 --> 00:50:46,800
already been here 20 years uh is already
 

2591
00:50:46,800 --> 00:50:47,829
already been here 20 years uh is already
doing a bunch of this and we're just

2592
00:50:47,829 --> 00:50:47,839
doing a bunch of this and we're just
 

2593
00:50:47,839 --> 00:50:49,430
doing a bunch of this and we're just
giving them a little coaching to tweak.

2594
00:50:49,430 --> 00:50:49,440
giving them a little coaching to tweak.
 

2595
00:50:49,440 --> 00:50:51,910
giving them a little coaching to tweak.
So, what is it as we think about our HR

2596
00:50:51,910 --> 00:50:51,920
So, what is it as we think about our HR
 

2597
00:50:51,920 --> 00:50:54,790
So, what is it as we think about our HR
and the great teachers we have? Like how

2598
00:50:54,790 --> 00:50:54,800
and the great teachers we have? Like how
 

2599
00:50:54,800 --> 00:50:56,470
and the great teachers we have? Like how
is it different for different teachers

2600
00:50:56,470 --> 00:50:56,480
is it different for different teachers
 

2601
00:50:56,480 --> 00:50:58,710
is it different for different teachers
to get up to speed on this? Is it more

2602
00:50:58,710 --> 00:50:58,720
to get up to speed on this? Is it more
 

2603
00:50:58,720 --> 00:51:00,069
to get up to speed on this? Is it more
helpful for a new teacher or more

2604
00:51:00,069 --> 00:51:00,079
helpful for a new teacher or more
 

2605
00:51:00,079 --> 00:51:01,430
helpful for a new teacher or more
threatening to a senior teacher? And

2606
00:51:01,430 --> 00:51:01,440
threatening to a senior teacher? And
 

2607
00:51:01,440 --> 00:51:03,349
threatening to a senior teacher? And
how's that work? So, answer any of those

2608
00:51:03,349 --> 00:51:03,359
how's that work? So, answer any of those
 

2609
00:51:03,359 --> 00:51:05,670
how's that work? So, answer any of those
you want to.

2610
00:51:05,670 --> 00:51:05,680
you want to.
 

2611
00:51:05,680 --> 00:51:07,270
you want to.
Great teachers are the answer to all

2612
00:51:07,270 --> 00:51:07,280
Great teachers are the answer to all
 

2613
00:51:07,280 --> 00:51:10,390
Great teachers are the answer to all
problems first and foremost. Let's never

2614
00:51:10,390 --> 00:51:10,400
problems first and foremost. Let's never
 

2615
00:51:10,400 --> 00:51:13,990
problems first and foremost. Let's never
ever ever forget that. Uh I would say

2616
00:51:13,990 --> 00:51:14,000
ever ever forget that. Uh I would say
 

2617
00:51:14,000 --> 00:51:16,390
ever ever forget that. Uh I would say
that there are advantages significant

2618
00:51:16,390 --> 00:51:16,400
that there are advantages significant
 

2619
00:51:16,400 --> 00:51:18,390
that there are advantages significant
advantages to a three- round school in

2620
00:51:18,390 --> 00:51:18,400
advantages to a three- round school in
 

2621
00:51:18,400 --> 00:51:20,230
advantages to a three- round school in
meeting different and differentiating

2622
00:51:20,230 --> 00:51:20,240
meeting different and differentiating
 

2623
00:51:20,240 --> 00:51:21,430
meeting different and differentiating
meeting different needs of different

2624
00:51:21,430 --> 00:51:21,440
meeting different needs of different
 

2625
00:51:21,440 --> 00:51:23,750
meeting different needs of different
groups because you have more people and

2626
00:51:23,750 --> 00:51:23,760
groups because you have more people and
 

2627
00:51:23,760 --> 00:51:26,069
groups because you have more people and
you can organize kids in different ways

2628
00:51:26,069 --> 00:51:26,079
you can organize kids in different ways
 

2629
00:51:26,079 --> 00:51:27,910
you can organize kids in different ways
to do different things that you just

2630
00:51:27,910 --> 00:51:27,920
to do different things that you just
 

2631
00:51:27,920 --> 00:51:31,589
to do different things that you just
can't if you have one one and a half. Um

2632
00:51:31,589 --> 00:51:31,599
can't if you have one one and a half. Um
 

2633
00:51:31,599 --> 00:51:34,390
can't if you have one one and a half. Um
uh and it's hard.

2634
00:51:34,390 --> 00:51:34,400
uh and it's hard.
 

2635
00:51:34,400 --> 00:51:36,790
uh and it's hard.
It's hard. You know, differentiation is

2636
00:51:36,790 --> 00:51:36,800
It's hard. You know, differentiation is
 

2637
00:51:36,800 --> 00:51:39,349
It's hard. You know, differentiation is
is is something that we talk about, but

2638
00:51:39,349 --> 00:51:39,359
is is something that we talk about, but
 

2639
00:51:39,359 --> 00:51:42,230
is is something that we talk about, but
it's really teaching a group of kids not

2640
00:51:42,230 --> 00:51:42,240
it's really teaching a group of kids not
 

2641
00:51:42,240 --> 00:51:44,150
it's really teaching a group of kids not
one thing, but maybe three, four, five

2642
00:51:44,150 --> 00:51:44,160
one thing, but maybe three, four, five
 

2643
00:51:44,160 --> 00:51:46,710
one thing, but maybe three, four, five
different things at the same time while,

2644
00:51:46,710 --> 00:51:46,720
different things at the same time while,
 

2645
00:51:46,720 --> 00:51:48,309
different things at the same time while,
you know, while managing the classroom

2646
00:51:48,309 --> 00:51:48,319
you know, while managing the classroom
 

2647
00:51:48,319 --> 00:51:50,790
you know, while managing the classroom
and putting on band-aids and doing all

2648
00:51:50,790 --> 00:51:50,800
and putting on band-aids and doing all
 

2649
00:51:50,800 --> 00:51:52,790
and putting on band-aids and doing all
the other things that our educators do.

2650
00:51:52,790 --> 00:51:52,800
the other things that our educators do.
 

2651
00:51:52,800 --> 00:51:55,589
the other things that our educators do.
So, uh I love the question, Alex. It's

2652
00:51:55,589 --> 00:51:55,599
So, uh I love the question, Alex. It's
 

2653
00:51:55,599 --> 00:51:57,910
So, uh I love the question, Alex. It's
the right question. Um it's hard. Uh

2654
00:51:57,910 --> 00:51:57,920
the right question. Um it's hard. Uh
 

2655
00:51:57,920 --> 00:51:59,990
the right question. Um it's hard. Uh
great teachers are the answer. uh

2656
00:51:59,990 --> 00:52:00,000
great teachers are the answer. uh
 

2657
00:52:00,000 --> 00:52:03,670
great teachers are the answer. uh
schools with more rounds create systems

2658
00:52:03,670 --> 00:52:03,680
schools with more rounds create systems
 

2659
00:52:03,680 --> 00:52:05,109
schools with more rounds create systems
and structures that give you more

2660
00:52:05,109 --> 00:52:05,119
and structures that give you more
 

2661
00:52:05,119 --> 00:52:07,270
and structures that give you more
resources to meet individually needs of

2662
00:52:07,270 --> 00:52:07,280
resources to meet individually needs of
 

2663
00:52:07,280 --> 00:52:10,069
resources to meet individually needs of
kids that uh um but I would say that

2664
00:52:10,069 --> 00:52:10,079
kids that uh um but I would say that
 

2665
00:52:10,079 --> 00:52:11,510
kids that uh um but I would say that
there's teachers in this school district

2666
00:52:11,510 --> 00:52:11,520
there's teachers in this school district
 

2667
00:52:11,520 --> 00:52:13,109
there's teachers in this school district
that meet the needs of every single kid

2668
00:52:13,109 --> 00:52:13,119
that meet the needs of every single kid
 

2669
00:52:13,119 --> 00:52:14,870
that meet the needs of every single kid
in their classroom every single day

2670
00:52:14,870 --> 00:52:14,880
in their classroom every single day
 

2671
00:52:14,880 --> 00:52:16,470
in their classroom every single day
regardless of what's happening within

2672
00:52:16,470 --> 00:52:16,480
regardless of what's happening within
 

2673
00:52:16,480 --> 00:52:18,630
regardless of what's happening within
the greater school of systems. I think

2674
00:52:18,630 --> 00:52:18,640
the greater school of systems. I think
 

2675
00:52:18,640 --> 00:52:21,190
the greater school of systems. I think
that that's right. So, um, you know, I

2676
00:52:21,190 --> 00:52:21,200
that that's right. So, um, you know, I
 

2677
00:52:21,200 --> 00:52:23,270
that that's right. So, um, you know, I
will I'm I'm just really proud of the

2678
00:52:23,270 --> 00:52:23,280
will I'm I'm just really proud of the
 

2679
00:52:23,280 --> 00:52:26,150
will I'm I'm just really proud of the
progress we've made because,

2680
00:52:26,150 --> 00:52:26,160
progress we've made because,
 

2681
00:52:26,160 --> 00:52:28,230
progress we've made because,
uh, we're being super thoughtful on how

2682
00:52:28,230 --> 00:52:28,240
uh, we're being super thoughtful on how
 

2683
00:52:28,240 --> 00:52:30,150
uh, we're being super thoughtful on how
we really want to do this and do this

2684
00:52:30,150 --> 00:52:30,160
we really want to do this and do this
 

2685
00:52:30,160 --> 00:52:32,309
we really want to do this and do this
well and we've got the systems that we

2686
00:52:32,309 --> 00:52:32,319
well and we've got the systems that we
 

2687
00:52:32,319 --> 00:52:34,549
well and we've got the systems that we
can build upon and support and plug into

2688
00:52:34,549 --> 00:52:34,559
can build upon and support and plug into
 

2689
00:52:34,559 --> 00:52:37,829
can build upon and support and plug into
that let us do that. So, um, I think I

2690
00:52:37,829 --> 00:52:37,839
that let us do that. So, um, I think I
 

2691
00:52:37,839 --> 00:52:39,990
that let us do that. So, um, I think I
answered your questions. I I do have an

2692
00:52:39,990 --> 00:52:40,000
answered your questions. I I do have an
 

2693
00:52:40,000 --> 00:52:41,430
answered your questions. I I do have an
idea though, board members, because I

2694
00:52:41,430 --> 00:52:41,440
idea though, board members, because I
 

2695
00:52:41,440 --> 00:52:42,790
idea though, board members, because I
know we need to move on at our next

2696
00:52:42,790 --> 00:52:42,800
know we need to move on at our next
 

2697
00:52:42,800 --> 00:52:44,230
know we need to move on at our next
school visit. Would it be helpful to

2698
00:52:44,230 --> 00:52:44,240
school visit. Would it be helpful to
 

2699
00:52:44,240 --> 00:52:45,670
school visit. Would it be helpful to
look at some gifted and talented

2700
00:52:45,670 --> 00:52:45,680
look at some gifted and talented
 

2701
00:52:45,680 --> 00:52:47,670
look at some gifted and talented
differentiation and strategies? Yes. as

2702
00:52:47,670 --> 00:52:47,680
differentiation and strategies? Yes. as
 

2703
00:52:47,680 --> 00:52:49,990
differentiation and strategies? Yes. as
a place to look where it's working well

2704
00:52:49,990 --> 00:52:50,000
a place to look where it's working well
 

2705
00:52:50,000 --> 00:52:52,230
a place to look where it's working well
and maybe where we're still in progress.

2706
00:52:52,230 --> 00:52:52,240
and maybe where we're still in progress.
 

2707
00:52:52,240 --> 00:52:59,910
and maybe where we're still in progress.
Does that sound like a good idea?

2708
00:52:59,910 --> 00:52:59,920

 

2709
00:52:59,920 --> 00:53:01,829

>> I see the team taking a note as we're

2710
00:53:01,829 --> 00:53:01,839
>> I see the team taking a note as we're
 

2711
00:53:01,839 --> 00:53:03,109
>> I see the team taking a note as we're
planning our next school visit. So,

2712
00:53:03,109 --> 00:53:03,119
planning our next school visit. So,
 

2713
00:53:03,119 --> 00:53:05,190
planning our next school visit. So,
that's good.

2714
00:53:05,190 --> 00:53:05,200
that's good.
 

2715
00:53:05,200 --> 00:53:06,870
that's good.
>> Thank you board members for the really

2716
00:53:06,870 --> 00:53:06,880
>> Thank you board members for the really
 

2717
00:53:06,880 --> 00:53:09,829
>> Thank you board members for the really
thoughtful conversation uh suggestions

2718
00:53:09,829 --> 00:53:09,839
thoughtful conversation uh suggestions
 

2719
00:53:09,839 --> 00:53:13,829
thoughtful conversation uh suggestions
and considerations. as nativity said um

2720
00:53:13,829 --> 00:53:13,839
and considerations. as nativity said um
 

2721
00:53:13,839 --> 00:53:15,510
and considerations. as nativity said um
with depth of knowledge and cognitive

2722
00:53:15,510 --> 00:53:15,520
with depth of knowledge and cognitive
 

2723
00:53:15,520 --> 00:53:18,069
with depth of knowledge and cognitive
lift we are really looking at practical

2724
00:53:18,069 --> 00:53:18,079
lift we are really looking at practical
 

2725
00:53:18,079 --> 00:53:20,150
lift we are really looking at practical
application next now that there's been

2726
00:53:20,150 --> 00:53:20,160
application next now that there's been
 

2727
00:53:20,160 --> 00:53:22,630
application next now that there's been
some extensive knowledge base that's

2728
00:53:22,630 --> 00:53:22,640
some extensive knowledge base that's
 

2729
00:53:22,640 --> 00:53:24,870
some extensive knowledge base that's
been built and part of that practical

2730
00:53:24,870 --> 00:53:24,880
been built and part of that practical
 

2731
00:53:24,880 --> 00:53:28,069
been built and part of that practical
application um can should be and will be

2732
00:53:28,069 --> 00:53:28,079
application um can should be and will be
 

2733
00:53:28,079 --> 00:53:30,549
application um can should be and will be
the communication that you refer to and

2734
00:53:30,549 --> 00:53:30,559
the communication that you refer to and
 

2735
00:53:30,559 --> 00:53:31,910
the communication that you refer to and
working with our leaders on those

2736
00:53:31,910 --> 00:53:31,920
working with our leaders on those
 

2737
00:53:31,920 --> 00:53:35,670
working with our leaders on those
talking points and how to embed this um

2738
00:53:35,670 --> 00:53:35,680
talking points and how to embed this um
 

2739
00:53:35,680 --> 00:53:37,589
talking points and how to embed this um
the communication around extensions

2740
00:53:37,589 --> 00:53:37,599
the communication around extensions
 

2741
00:53:37,599 --> 00:53:40,790
the communication around extensions
differentiation and real

2742
00:53:40,790 --> 00:53:40,800
differentiation and real
 

2743
00:53:40,800 --> 00:53:43,670
differentiation and real
um person, if you will, conversation

2744
00:53:43,670 --> 00:53:43,680
um person, if you will, conversation
 

2745
00:53:43,680 --> 00:53:45,829
um person, if you will, conversation
around what depth of knowledge looks

2746
00:53:45,829 --> 00:53:45,839
around what depth of knowledge looks
 

2747
00:53:45,839 --> 00:53:47,829
around what depth of knowledge looks
like and sounds like in classroom. So,

2748
00:53:47,829 --> 00:53:47,839
like and sounds like in classroom. So,
 

2749
00:53:47,839 --> 00:53:49,750
like and sounds like in classroom. So,
thank you for those.

2750
00:53:49,750 --> 00:53:49,760
thank you for those.
 

2751
00:53:49,760 --> 00:53:51,750
thank you for those.
Moving now to the next strategic

2752
00:53:51,750 --> 00:53:51,760
Moving now to the next strategic
 

2753
00:53:51,760 --> 00:53:55,750
Moving now to the next strategic
objective, next best step as defined by

2754
00:53:55,750 --> 00:53:55,760
objective, next best step as defined by
 

2755
00:53:55,760 --> 00:53:57,670
objective, next best step as defined by
implementing and tracking tiered

2756
00:53:57,670 --> 00:53:57,680
implementing and tracking tiered
 

2757
00:53:57,680 --> 00:54:00,309
implementing and tracking tiered
supports and instructional strategies.

2758
00:54:00,309 --> 00:54:00,319
supports and instructional strategies.
 

2759
00:54:00,319 --> 00:54:03,430
supports and instructional strategies.
This is really referring to multi-tiered

2760
00:54:03,430 --> 00:54:03,440
This is really referring to multi-tiered
 

2761
00:54:03,440 --> 00:54:06,870
This is really referring to multi-tiered
systems of support and using data to

2762
00:54:06,870 --> 00:54:06,880
systems of support and using data to
 

2763
00:54:06,880 --> 00:54:09,750
systems of support and using data to
drive instructional decisions. So to be

2764
00:54:09,750 --> 00:54:09,760
drive instructional decisions. So to be
 

2765
00:54:09,760 --> 00:54:12,549
drive instructional decisions. So to be
clear, when we talk about multi-tered

2766
00:54:12,549 --> 00:54:12,559
clear, when we talk about multi-tered
 

2767
00:54:12,559 --> 00:54:14,549
clear, when we talk about multi-tered
systems of support or MTSS, we're

2768
00:54:14,549 --> 00:54:14,559
systems of support or MTSS, we're
 

2769
00:54:14,559 --> 00:54:17,430
systems of support or MTSS, we're
talking about tiered supports for

2770
00:54:17,430 --> 00:54:17,440
talking about tiered supports for
 

2771
00:54:17,440 --> 00:54:19,670
talking about tiered supports for
students and the structures that need to

2772
00:54:19,670 --> 00:54:19,680
students and the structures that need to
 

2773
00:54:19,680 --> 00:54:21,829
students and the structures that need to
be in place to do this. And this is

2774
00:54:21,829 --> 00:54:21,839
be in place to do this. And this is
 

2775
00:54:21,839 --> 00:54:24,309
be in place to do this. And this is
where we focused our efforts toward

2776
00:54:24,309 --> 00:54:24,319
where we focused our efforts toward
 

2777
00:54:24,319 --> 00:54:27,109
where we focused our efforts toward
changing the conditions in schools in

2778
00:54:27,109 --> 00:54:27,119
changing the conditions in schools in
 

2779
00:54:27,119 --> 00:54:29,670
changing the conditions in schools in
order that we can provide those tiered

2780
00:54:29,670 --> 00:54:29,680
order that we can provide those tiered
 

2781
00:54:29,680 --> 00:54:32,230
order that we can provide those tiered
supports. And because the effectiveness

2782
00:54:32,230 --> 00:54:32,240
supports. And because the effectiveness
 

2783
00:54:32,240 --> 00:54:36,309
supports. And because the effectiveness
of MTSS relies on consistent, high

2784
00:54:36,309 --> 00:54:36,319
of MTSS relies on consistent, high
 

2785
00:54:36,319 --> 00:54:39,349
of MTSS relies on consistent, high
quality tier one universal instruction,

2786
00:54:39,349 --> 00:54:39,359
quality tier one universal instruction,
 

2787
00:54:39,359 --> 00:54:41,910
quality tier one universal instruction,
that's been a priority of ours. We've

2788
00:54:41,910 --> 00:54:41,920
that's been a priority of ours. We've
 

2789
00:54:41,920 --> 00:54:43,990
that's been a priority of ours. We've
taken many deliberate actions and made

2790
00:54:43,990 --> 00:54:44,000
taken many deliberate actions and made
 

2791
00:54:44,000 --> 00:54:46,230
taken many deliberate actions and made
many deliberate investments to support

2792
00:54:46,230 --> 00:54:46,240
many deliberate investments to support
 

2793
00:54:46,240 --> 00:54:49,829
many deliberate investments to support
this in schools such as initiating and

2794
00:54:49,829 --> 00:54:49,839
this in schools such as initiating and
 

2795
00:54:49,839 --> 00:54:51,990
this in schools such as initiating and
sustaining a standardsbased focus and

2796
00:54:51,990 --> 00:54:52,000
sustaining a standardsbased focus and
 

2797
00:54:52,000 --> 00:54:54,950
sustaining a standardsbased focus and
datadriven instruction practices

2798
00:54:54,950 --> 00:54:54,960
datadriven instruction practices
 

2799
00:54:54,960 --> 00:54:57,030
datadriven instruction practices
investing in high quality standardsbased

2800
00:54:57,030 --> 00:54:57,040
investing in high quality standardsbased
 

2801
00:54:57,040 --> 00:54:59,190
investing in high quality standardsbased
curricular materials as well as

2802
00:54:59,190 --> 00:54:59,200
curricular materials as well as
 

2803
00:54:59,200 --> 00:55:01,430
curricular materials as well as
consistent assessments such as the new

2804
00:55:01,430 --> 00:55:01,440
consistent assessments such as the new
 

2805
00:55:01,440 --> 00:55:04,390
consistent assessments such as the new
MClass literacy assessment and progress

2806
00:55:04,390 --> 00:55:04,400
MClass literacy assessment and progress
 

2807
00:55:04,400 --> 00:55:06,470
MClass literacy assessment and progress
monitoring tools.

2808
00:55:06,470 --> 00:55:06,480
monitoring tools.
 

2809
00:55:06,480 --> 00:55:08,470
monitoring tools.
the resources that we've placed in the

2810
00:55:08,470 --> 00:55:08,480
the resources that we've placed in the
 

2811
00:55:08,480 --> 00:55:10,470
the resources that we've placed in the
BBSD instructional playbook so that

2812
00:55:10,470 --> 00:55:10,480
BBSD instructional playbook so that
 

2813
00:55:10,480 --> 00:55:13,270
BBSD instructional playbook so that
every educator can access what they need

2814
00:55:13,270 --> 00:55:13,280
every educator can access what they need
 

2815
00:55:13,280 --> 00:55:15,430
every educator can access what they need
when they need it and short cycle

2816
00:55:15,430 --> 00:55:15,440
when they need it and short cycle
 

2817
00:55:15,440 --> 00:55:17,109
when they need it and short cycle
improvement and planning across schools

2818
00:55:17,109 --> 00:55:17,119
improvement and planning across schools
 

2819
00:55:17,119 --> 00:55:20,470
improvement and planning across schools
with 90-day plans. Our strategic plan

2820
00:55:20,470 --> 00:55:20,480
with 90-day plans. Our strategic plan
 

2821
00:55:20,480 --> 00:55:23,190
with 90-day plans. Our strategic plan
support teams or SPST teams are

2822
00:55:23,190 --> 00:55:23,200
support teams or SPST teams are
 

2823
00:55:23,200 --> 00:55:25,430
support teams or SPST teams are
providing intentional focus along the

2824
00:55:25,430 --> 00:55:25,440
providing intentional focus along the
 

2825
00:55:25,440 --> 00:55:27,430
providing intentional focus along the
lines of a double dose, if you will, of

2826
00:55:27,430 --> 00:55:27,440
lines of a double dose, if you will, of
 

2827
00:55:27,440 --> 00:55:30,790
lines of a double dose, if you will, of
support to schools to deepen MTSS,

2828
00:55:30,790 --> 00:55:30,800
support to schools to deepen MTSS,
 

2829
00:55:30,800 --> 00:55:32,710
support to schools to deepen MTSS,
datadriven practices and use of 90-day

2830
00:55:32,710 --> 00:55:32,720
datadriven practices and use of 90-day
 

2831
00:55:32,720 --> 00:55:35,030
datadriven practices and use of 90-day
plans. And something that we're doing

2832
00:55:35,030 --> 00:55:35,040
plans. And something that we're doing
 

2833
00:55:35,040 --> 00:55:37,990
plans. And something that we're doing
that we've never done before in BBSD is

2834
00:55:37,990 --> 00:55:38,000
that we've never done before in BBSD is
 

2835
00:55:38,000 --> 00:55:41,190
that we've never done before in BBSD is
that we're aligning our MTSS

2836
00:55:41,190 --> 00:55:41,200
that we're aligning our MTSS
 

2837
00:55:41,200 --> 00:55:43,910
that we're aligning our MTSS
uh foundation to a national MTSS

2838
00:55:43,910 --> 00:55:43,920
uh foundation to a national MTSS
 

2839
00:55:43,920 --> 00:55:46,710
uh foundation to a national MTSS
standard as Shannon's going to describe.

2840
00:55:46,710 --> 00:55:46,720
standard as Shannon's going to describe.
 

2841
00:55:46,720 --> 00:55:48,630
standard as Shannon's going to describe.
Although the indicators you see on the

2842
00:55:48,630 --> 00:55:48,640
Although the indicators you see on the
 

2843
00:55:48,640 --> 00:55:50,630
Although the indicators you see on the
slide name the implementation of MTSS

2844
00:55:50,630 --> 00:55:50,640
slide name the implementation of MTSS
 

2845
00:55:50,640 --> 00:55:52,789
slide name the implementation of MTSS
apply to academics as well as datadriven

2846
00:55:52,789 --> 00:55:52,799
apply to academics as well as datadriven
 

2847
00:55:52,799 --> 00:55:55,349
apply to academics as well as datadriven
instruction, what we know is that we

2848
00:55:55,349 --> 00:55:55,359
instruction, what we know is that we
 

2849
00:55:55,359 --> 00:55:58,069
instruction, what we know is that we
have to understand our implementation

2850
00:55:58,069 --> 00:55:58,079
have to understand our implementation
 

2851
00:55:58,079 --> 00:56:01,190
have to understand our implementation
landscape. So Shannon will share a

2852
00:56:01,190 --> 00:56:01,200
landscape. So Shannon will share a
 

2853
00:56:01,200 --> 00:56:03,190
landscape. So Shannon will share a
balcony view looking at the ecosystem

2854
00:56:03,190 --> 00:56:03,200
balcony view looking at the ecosystem
 

2855
00:56:03,200 --> 00:56:06,069
balcony view looking at the ecosystem
within each school and our system as a

2856
00:56:06,069 --> 00:56:06,079
within each school and our system as a
 

2857
00:56:06,079 --> 00:56:09,510
within each school and our system as a
whole.

2858
00:56:09,510 --> 00:56:09,520

 

2859
00:56:09,520 --> 00:56:11,910

>> Thank you, Dr. Dela Cruz. Um I was

2860
00:56:11,910 --> 00:56:11,920
>> Thank you, Dr. Dela Cruz. Um I was
 

2861
00:56:11,920 --> 00:56:13,670
>> Thank you, Dr. Dela Cruz. Um I was
thinking that you could consider this

2862
00:56:13,670 --> 00:56:13,680
thinking that you could consider this
 

2863
00:56:13,680 --> 00:56:16,230
thinking that you could consider this
little segment of um today's meeting a

2864
00:56:16,230 --> 00:56:16,240
little segment of um today's meeting a
 

2865
00:56:16,240 --> 00:56:17,990
little segment of um today's meeting a
little bit of a pallet cleanser between

2866
00:56:17,990 --> 00:56:18,000
little bit of a pallet cleanser between
 

2867
00:56:18,000 --> 00:56:20,150
little bit of a pallet cleanser between
the deep learning around some of the

2868
00:56:20,150 --> 00:56:20,160
the deep learning around some of the
 

2869
00:56:20,160 --> 00:56:21,670
the deep learning around some of the
academics and then moving into the

2870
00:56:21,670 --> 00:56:21,680
academics and then moving into the
 

2871
00:56:21,680 --> 00:56:23,510
academics and then moving into the
non-academic pieces that Senate and

2872
00:56:23,510 --> 00:56:23,520
non-academic pieces that Senate and
 

2873
00:56:23,520 --> 00:56:25,670
non-academic pieces that Senate and
Tammy will share next. So we're going to

2874
00:56:25,670 --> 00:56:25,680
Tammy will share next. So we're going to
 

2875
00:56:25,680 --> 00:56:28,470
Tammy will share next. So we're going to
kind of um as Dr. Dela Cruz said come up

2876
00:56:28,470 --> 00:56:28,480
kind of um as Dr. Dela Cruz said come up
 

2877
00:56:28,480 --> 00:56:30,630
kind of um as Dr. Dela Cruz said come up
to that balcony level and we're thinking

2878
00:56:30,630 --> 00:56:30,640
to that balcony level and we're thinking
 

2879
00:56:30,640 --> 00:56:33,349
to that balcony level and we're thinking
about imple implementation of a system

2880
00:56:33,349 --> 00:56:33,359
about imple implementation of a system
 

2881
00:56:33,359 --> 00:56:35,190
about imple implementation of a system
around MTSS.

2882
00:56:35,190 --> 00:56:35,200
around MTSS.
 

2883
00:56:35,200 --> 00:56:38,069
around MTSS.
So we're going to look at how our

2884
00:56:38,069 --> 00:56:38,079
So we're going to look at how our
 

2885
00:56:38,079 --> 00:56:41,030
So we're going to look at how our
fidelity of implementation of MTSS looks

2886
00:56:41,030 --> 00:56:41,040
fidelity of implementation of MTSS looks
 

2887
00:56:41,040 --> 00:56:43,910
fidelity of implementation of MTSS looks
across the district. So um looking at

2888
00:56:43,910 --> 00:56:43,920
across the district. So um looking at
 

2889
00:56:43,920 --> 00:56:45,670
across the district. So um looking at
the systems and structures that need to

2890
00:56:45,670 --> 00:56:45,680
the systems and structures that need to
 

2891
00:56:45,680 --> 00:56:47,750
the systems and structures that need to
be installed and maintained for us to be

2892
00:56:47,750 --> 00:56:47,760
be installed and maintained for us to be
 

2893
00:56:47,760 --> 00:56:50,470
be installed and maintained for us to be
able to be at full implementation.

2894
00:56:50,470 --> 00:56:50,480
able to be at full implementation.
 

2895
00:56:50,480 --> 00:56:52,150
able to be at full implementation.
I'm going to walk you through the phases

2896
00:56:52,150 --> 00:56:52,160
I'm going to walk you through the phases
 

2897
00:56:52,160 --> 00:56:55,270
I'm going to walk you through the phases
of implementation, some bright spots,

2898
00:56:55,270 --> 00:56:55,280
of implementation, some bright spots,
 

2899
00:56:55,280 --> 00:56:58,069
of implementation, some bright spots,
areas for growth, evidence of progress,

2900
00:56:58,069 --> 00:56:58,079
areas for growth, evidence of progress,
 

2901
00:56:58,079 --> 00:56:59,589
areas for growth, evidence of progress,
and close out with some final

2902
00:56:59,589 --> 00:56:59,599
and close out with some final
 

2903
00:56:59,599 --> 00:57:02,069
and close out with some final
reflections.

2904
00:57:02,069 --> 00:57:02,079
reflections.
 

2905
00:57:02,079 --> 00:57:04,230
reflections.
So, we'll start here with kind of a a

2906
00:57:04,230 --> 00:57:04,240
So, we'll start here with kind of a a
 

2907
00:57:04,240 --> 00:57:06,870
So, we'll start here with kind of a a
big picture view. Where are we in terms

2908
00:57:06,870 --> 00:57:06,880
big picture view. Where are we in terms
 

2909
00:57:06,880 --> 00:57:08,789
big picture view. Where are we in terms
of implementation of a multi-tered

2910
00:57:08,789 --> 00:57:08,799
of implementation of a multi-tered
 

2911
00:57:08,799 --> 00:57:11,750
of implementation of a multi-tered
system as a whole? Um, this visual here

2912
00:57:11,750 --> 00:57:11,760
system as a whole? Um, this visual here
 

2913
00:57:11,760 --> 00:57:13,910
system as a whole? Um, this visual here
is from the center on multi-tered system

2914
00:57:13,910 --> 00:57:13,920
is from the center on multi-tered system
 

2915
00:57:13,920 --> 00:57:17,349
is from the center on multi-tered system
of supports and it's an example, as Dr.

2916
00:57:17,349 --> 00:57:17,359
of supports and it's an example, as Dr.
 

2917
00:57:17,359 --> 00:57:19,190
of supports and it's an example, as Dr.
de Cruz said of how we're aligning to

2918
00:57:19,190 --> 00:57:19,200
de Cruz said of how we're aligning to
 

2919
00:57:19,200 --> 00:57:21,510
de Cruz said of how we're aligning to
some national standards for MTSS

2920
00:57:21,510 --> 00:57:21,520
some national standards for MTSS
 

2921
00:57:21,520 --> 00:57:23,829
some national standards for MTSS
implementation. Over the years, we've

2922
00:57:23,829 --> 00:57:23,839
implementation. Over the years, we've
 

2923
00:57:23,839 --> 00:57:26,789
implementation. Over the years, we've
moved from planning and installation in

2924
00:57:26,789 --> 00:57:26,799
moved from planning and installation in
 

2925
00:57:26,799 --> 00:57:29,190
moved from planning and installation in
the early years um and into

2926
00:57:29,190 --> 00:57:29,200
the early years um and into
 

2927
00:57:29,200 --> 00:57:31,270
the early years um and into
implementation in school level

2928
00:57:31,270 --> 00:57:31,280
implementation in school level
 

2929
00:57:31,280 --> 00:57:33,750
implementation in school level
monitoring and improvements.

2930
00:57:33,750 --> 00:57:33,760
monitoring and improvements.
 

2931
00:57:33,760 --> 00:57:36,309
monitoring and improvements.
Over several years, we've continued this

2932
00:57:36,309 --> 00:57:36,319
Over several years, we've continued this
 

2933
00:57:36,319 --> 00:57:38,470
Over several years, we've continued this
work without really having a

2934
00:57:38,470 --> 00:57:38,480
work without really having a
 

2935
00:57:38,480 --> 00:57:40,950
work without really having a
standardized way to monitor where we are

2936
00:57:40,950 --> 00:57:40,960
standardized way to monitor where we are
 

2937
00:57:40,960 --> 00:57:42,470
standardized way to monitor where we are
and to ask whether all the work that

2938
00:57:42,470 --> 00:57:42,480
and to ask whether all the work that
 

2939
00:57:42,480 --> 00:57:44,470
and to ask whether all the work that
we're doing is really sticking when it

2940
00:57:44,470 --> 00:57:44,480
we're doing is really sticking when it
 

2941
00:57:44,480 --> 00:57:46,230
we're doing is really sticking when it
comes to how it's implemented in

2942
00:57:46,230 --> 00:57:46,240
comes to how it's implemented in
 

2943
00:57:46,240 --> 00:57:48,549
comes to how it's implemented in
schools. And we know that monitoring is

2944
00:57:48,549 --> 00:57:48,559
schools. And we know that monitoring is
 

2945
00:57:48,559 --> 00:57:50,950
schools. And we know that monitoring is
a critical component to get us to

2946
00:57:50,950 --> 00:57:50,960
a critical component to get us to
 

2947
00:57:50,960 --> 00:57:55,270
a critical component to get us to
sustainability.

2948
00:57:55,270 --> 00:57:55,280

 

2949
00:57:55,280 --> 00:57:58,789

MTSS is not static. It's an incredibly

2950
00:57:58,789 --> 00:57:58,799
MTSS is not static. It's an incredibly
 

2951
00:57:58,799 --> 00:58:01,030
MTSS is not static. It's an incredibly
dynamic system. And we know that we

2952
00:58:01,030 --> 00:58:01,040
dynamic system. And we know that we
 

2953
00:58:01,040 --> 00:58:03,670
dynamic system. And we know that we
can't build it, put things in place, and

2954
00:58:03,670 --> 00:58:03,680
can't build it, put things in place, and
 

2955
00:58:03,680 --> 00:58:06,069
can't build it, put things in place, and
say, "Check, we did it. We did MTSS. We

2956
00:58:06,069 --> 00:58:06,079
say, "Check, we did it. We did MTSS. We
 

2957
00:58:06,079 --> 00:58:08,870
say, "Check, we did it. We did MTSS. We
have it in place." As the Center on MTSS

2958
00:58:08,870 --> 00:58:08,880
have it in place." As the Center on MTSS
 

2959
00:58:08,880 --> 00:58:10,710
have it in place." As the Center on MTSS
explains it, effective MTSS

2960
00:58:10,710 --> 00:58:10,720
explains it, effective MTSS
 

2961
00:58:10,720 --> 00:58:13,190
explains it, effective MTSS
implementation requires teams to

2962
00:58:13,190 --> 00:58:13,200
implementation requires teams to
 

2963
00:58:13,200 --> 00:58:15,510
implementation requires teams to
regularly engage in continuous

2964
00:58:15,510 --> 00:58:15,520
regularly engage in continuous
 

2965
00:58:15,520 --> 00:58:18,069
regularly engage in continuous
improvement activities to improve the

2966
00:58:18,069 --> 00:58:18,079
improvement activities to improve the
 

2967
00:58:18,079 --> 00:58:20,549
improvement activities to improve the
efficacy and efficiency of MTSS

2968
00:58:20,549 --> 00:58:20,559
efficacy and efficiency of MTSS
 

2969
00:58:20,559 --> 00:58:23,430
efficacy and efficiency of MTSS
implementation, but also to address the

2970
00:58:23,430 --> 00:58:23,440
implementation, but also to address the
 

2971
00:58:23,440 --> 00:58:26,069
implementation, but also to address the
evolving needs of staff, students, and

2972
00:58:26,069 --> 00:58:26,079
evolving needs of staff, students, and
 

2973
00:58:26,079 --> 00:58:28,549
evolving needs of staff, students, and
state, and federal demands.

2974
00:58:28,549 --> 00:58:28,559
state, and federal demands.
 

2975
00:58:28,559 --> 00:58:30,470
state, and federal demands.
MTSS teams continue to build

2976
00:58:30,470 --> 00:58:30,480
MTSS teams continue to build
 

2977
00:58:30,480 --> 00:58:32,549
MTSS teams continue to build
infrastructure and align existing

2978
00:58:32,549 --> 00:58:32,559
infrastructure and align existing
 

2979
00:58:32,559 --> 00:58:35,750
infrastructure and align existing
systems to ensure staff can sustain full

2980
00:58:35,750 --> 00:58:35,760
systems to ensure staff can sustain full
 

2981
00:58:35,760 --> 00:58:38,950
systems to ensure staff can sustain full
MTSS implementation even when faced with

2982
00:58:38,950 --> 00:58:38,960
MTSS implementation even when faced with
 

2983
00:58:38,960 --> 00:58:41,589
MTSS implementation even when faced with
staff turnover and changing priorities.

2984
00:58:41,589 --> 00:58:41,599
staff turnover and changing priorities.
 

2985
00:58:41,599 --> 00:58:43,589
staff turnover and changing priorities.
So this is the real challenge when it

2986
00:58:43,589 --> 00:58:43,599
So this is the real challenge when it
 

2987
00:58:43,599 --> 00:58:45,349
So this is the real challenge when it
comes to implementing and sustaining

2988
00:58:45,349 --> 00:58:45,359
comes to implementing and sustaining
 

2989
00:58:45,359 --> 00:58:48,230
comes to implementing and sustaining
MTSS. So now more than ever we need to

2990
00:58:48,230 --> 00:58:48,240
MTSS. So now more than ever we need to
 

2991
00:58:48,240 --> 00:58:49,589
MTSS. So now more than ever we need to
make sure that we're really closely

2992
00:58:49,589 --> 00:58:49,599
make sure that we're really closely
 

2993
00:58:49,599 --> 00:58:52,150
make sure that we're really closely
monitoring and adjusting our efforts so

2994
00:58:52,150 --> 00:58:52,160
monitoring and adjusting our efforts so
 

2995
00:58:52,160 --> 00:58:55,430
monitoring and adjusting our efforts so
that we can maintain a strong system.

2996
00:58:55,430 --> 00:58:55,440
that we can maintain a strong system.
 

2997
00:58:55,440 --> 00:58:58,230
that we can maintain a strong system.
One other addition that's a challenge

2998
00:58:58,230 --> 00:58:58,240
One other addition that's a challenge
 

2999
00:58:58,240 --> 00:59:01,589
One other addition that's a challenge
that that Shannon hasn't stated. Uh, you

3000
00:59:01,589 --> 00:59:01,599
that that Shannon hasn't stated. Uh, you
 

3001
00:59:01,599 --> 00:59:03,349
that that Shannon hasn't stated. Uh, you
know, we hire a lot of experienced

3002
00:59:03,349 --> 00:59:03,359
know, we hire a lot of experienced
 

3003
00:59:03,359 --> 00:59:06,470
know, we hire a lot of experienced
teachers and everywhere you go, they

3004
00:59:06,470 --> 00:59:06,480
teachers and everywhere you go, they
 

3005
00:59:06,480 --> 00:59:09,030
teachers and everywhere you go, they
talk about this differently. So, we

3006
00:59:09,030 --> 00:59:09,040
talk about this differently. So, we
 

3007
00:59:09,040 --> 00:59:11,190
talk about this differently. So, we
could be talking about MTSS and if you

3008
00:59:11,190 --> 00:59:11,200
could be talking about MTSS and if you
 

3009
00:59:11,200 --> 00:59:13,750
could be talking about MTSS and if you
came from Adams 12 or Adams 14 or Jeffco

3010
00:59:13,750 --> 00:59:13,760
came from Adams 12 or Adams 14 or Jeffco
 

3011
00:59:13,760 --> 00:59:16,950
came from Adams 12 or Adams 14 or Jeffco
or Westminster or St. rain or pter

3012
00:59:16,950 --> 00:59:16,960
or Westminster or St. rain or pter
 

3013
00:59:16,960 --> 00:59:20,309
or Westminster or St. rain or pter
they'll they they might not have the

3014
00:59:20,309 --> 00:59:20,319
they'll they they might not have the
 

3015
00:59:20,319 --> 00:59:22,710
they'll they they might not have the
same understanding

3016
00:59:22,710 --> 00:59:22,720
same understanding
 

3017
00:59:22,720 --> 00:59:24,390
same understanding
different definitions but if I were to

3018
00:59:24,390 --> 00:59:24,400
different definitions but if I were to
 

3019
00:59:24,400 --> 00:59:25,990
different definitions but if I were to
ask an experienced teacher do you need

3020
00:59:25,990 --> 00:59:26,000
ask an experienced teacher do you need
 

3021
00:59:26,000 --> 00:59:28,470
ask an experienced teacher do you need
training on MTSS they would say what no

3022
00:59:28,470 --> 00:59:28,480
training on MTSS they would say what no
 

3023
00:59:28,480 --> 00:59:31,030
training on MTSS they would say what no
I've been trained on MTSS but it's

3024
00:59:31,030 --> 00:59:31,040
I've been trained on MTSS but it's
 

3025
00:59:31,040 --> 00:59:33,190
I've been trained on MTSS but it's
different this is a problem right

3026
00:59:33,190 --> 00:59:33,200
different this is a problem right
 

3027
00:59:33,200 --> 00:59:33,990
different this is a problem right
>> absolutely

3028
00:59:33,990 --> 00:59:34,000
>> absolutely
 

3029
00:59:34,000 --> 00:59:36,470
>> absolutely
>> so it's just it's it's it's just one of

3030
00:59:36,470 --> 00:59:36,480
>> so it's just it's it's it's just one of
 

3031
00:59:36,480 --> 00:59:39,670
>> so it's just it's it's it's just one of
the challenges that that by creating

3032
00:59:39,670 --> 00:59:39,680
the challenges that that by creating
 

3033
00:59:39,680 --> 00:59:43,270
the challenges that that by creating
these strong clear systems on how we do

3034
00:59:43,270 --> 00:59:43,280
these strong clear systems on how we do
 

3035
00:59:43,280 --> 00:59:47,190
these strong clear systems on how we do
business in BVSD Um it it's one of it's

3036
00:59:47,190 --> 00:59:47,200
business in BVSD Um it it's one of it's
 

3037
00:59:47,200 --> 00:59:49,510
business in BVSD Um it it's one of it's
the only way to overcome this challenge

3038
00:59:49,510 --> 00:59:49,520
the only way to overcome this challenge
 

3039
00:59:49,520 --> 00:59:53,349
the only way to overcome this challenge
because implementing IMP MTSS isn't like

3040
00:59:53,349 --> 00:59:53,359
because implementing IMP MTSS isn't like
 

3041
00:59:53,359 --> 00:59:55,030
because implementing IMP MTSS isn't like
um

3042
00:59:55,030 --> 00:59:55,040
um
 

3043
00:59:55,040 --> 00:59:56,470
um
something that that is the same

3044
00:59:56,470 --> 00:59:56,480
something that that is the same
 

3045
00:59:56,480 --> 00:59:58,309
something that that is the same
everywhere else. It's nuanced and

3046
00:59:58,309 --> 00:59:58,319
everywhere else. It's nuanced and
 

3047
00:59:58,319 --> 01:00:01,670
everywhere else. It's nuanced and
different and not maybe as connected to

3048
01:00:01,670 --> 01:00:01,680
different and not maybe as connected to
 

3049
01:00:01,680 --> 01:00:02,870
different and not maybe as connected to
everything else as we're really

3050
01:00:02,870 --> 01:00:02,880
everything else as we're really
 

3051
01:00:02,880 --> 01:00:04,870
everything else as we're really
attempting to build. Hopefully I was

3052
01:00:04,870 --> 01:00:04,880
attempting to build. Hopefully I was
 

3053
01:00:04,880 --> 01:00:05,430
attempting to build. Hopefully I was
okay to say.

3054
01:00:05,430 --> 01:00:05,440
okay to say.
 

3055
01:00:05,440 --> 01:00:07,829
okay to say.
>> Yeah, absolutely. Thanks. Um, I think

3056
01:00:07,829 --> 01:00:07,839
>> Yeah, absolutely. Thanks. Um, I think
 

3057
01:00:07,839 --> 01:00:09,910
>> Yeah, absolutely. Thanks. Um, I think
the other thing that's really great when

3058
01:00:09,910 --> 01:00:09,920
the other thing that's really great when
 

3059
01:00:09,920 --> 01:00:11,750
the other thing that's really great when
we think about this in terms of a

3060
01:00:11,750 --> 01:00:11,760
we think about this in terms of a
 

3061
01:00:11,760 --> 01:00:14,390
we think about this in terms of a
continuous improvement cycle is that

3062
01:00:14,390 --> 01:00:14,400
continuous improvement cycle is that
 

3063
01:00:14,400 --> 01:00:16,470
continuous improvement cycle is that
that type of work is becoming more and

3064
01:00:16,470 --> 01:00:16,480
that type of work is becoming more and
 

3065
01:00:16,480 --> 01:00:19,030
that type of work is becoming more and
more the fiber of the organization as we

3066
01:00:19,030 --> 01:00:19,040
more the fiber of the organization as we
 

3067
01:00:19,040 --> 01:00:21,510
more the fiber of the organization as we
scale out the use of 90-day plans across

3068
01:00:21,510 --> 01:00:21,520
scale out the use of 90-day plans across
 

3069
01:00:21,520 --> 01:00:24,309
scale out the use of 90-day plans across
our schools using data to set short-term

3070
01:00:24,309 --> 01:00:24,319
our schools using data to set short-term
 

3071
01:00:24,319 --> 01:00:27,589
our schools using data to set short-term
goals, monitor actions um, and outcomes.

3072
01:00:27,589 --> 01:00:27,599
goals, monitor actions um, and outcomes.
 

3073
01:00:27,599 --> 01:00:30,470
goals, monitor actions um, and outcomes.
That is all mirroring exactly what full

3074
01:00:30,470 --> 01:00:30,480
That is all mirroring exactly what full
 

3075
01:00:30,480 --> 01:00:32,870
That is all mirroring exactly what full
implementation of MTSS looks like. So

3076
01:00:32,870 --> 01:00:32,880
implementation of MTSS looks like. So
 

3077
01:00:32,880 --> 01:00:34,390
implementation of MTSS looks like. So
the short cycle planning that schools

3078
01:00:34,390 --> 01:00:34,400
the short cycle planning that schools
 

3079
01:00:34,400 --> 01:00:38,069
the short cycle planning that schools
are doing with 90-day plans is MTSS at a

3080
01:00:38,069 --> 01:00:38,079
are doing with 90-day plans is MTSS at a
 

3081
01:00:38,079 --> 01:00:41,109
are doing with 90-day plans is MTSS at a
system level.

3082
01:00:41,109 --> 01:00:41,119
system level.
 

3083
01:00:41,119 --> 01:00:43,589
system level.
So last spring, our MTSS department

3084
01:00:43,589 --> 01:00:43,599
So last spring, our MTSS department
 

3085
01:00:43,599 --> 01:00:46,069
So last spring, our MTSS department
collected implementation data across our

3086
01:00:46,069 --> 01:00:46,079
collected implementation data across our
 

3087
01:00:46,079 --> 01:00:48,870
collected implementation data across our
schools. In these conversations, we had

3088
01:00:48,870 --> 01:00:48,880
schools. In these conversations, we had
 

3089
01:00:48,880 --> 01:00:52,069
schools. In these conversations, we had
um consistent facilitators from our

3090
01:00:52,069 --> 01:00:52,079
um consistent facilitators from our
 

3091
01:00:52,079 --> 01:00:54,950
um consistent facilitators from our
department to increase our um

3092
01:00:54,950 --> 01:00:54,960
department to increase our um
 

3093
01:00:54,960 --> 01:00:56,710
department to increase our um
consistency of scoring and make sure we

3094
01:00:56,710 --> 01:00:56,720
consistency of scoring and make sure we
 

3095
01:00:56,720 --> 01:00:59,430
consistency of scoring and make sure we
had some inner raider reliability. We

3096
01:00:59,430 --> 01:00:59,440
had some inner raider reliability. We
 

3097
01:00:59,440 --> 01:01:01,910
had some inner raider reliability. We
use the tool called um we've called it

3098
01:01:01,910 --> 01:01:01,920
use the tool called um we've called it
 

3099
01:01:01,920 --> 01:01:04,390
use the tool called um we've called it
the BBSD MTSS rubric which we've

3100
01:01:04,390 --> 01:01:04,400
the BBSD MTSS rubric which we've
 

3101
01:01:04,400 --> 01:01:07,589
the BBSD MTSS rubric which we've
standardized um and adapted from the

3102
01:01:07,589 --> 01:01:07,599
standardized um and adapted from the
 

3103
01:01:07,599 --> 01:01:09,990
standardized um and adapted from the
National Center on MTSS's fidelity of

3104
01:01:09,990 --> 01:01:10,000
National Center on MTSS's fidelity of
 

3105
01:01:10,000 --> 01:01:12,950
National Center on MTSS's fidelity of
implementation rubric. Um we took their

3106
01:01:12,950 --> 01:01:12,960
implementation rubric. Um we took their
 

3107
01:01:12,960 --> 01:01:16,150
implementation rubric. Um we took their
tool and we made it match with CDE's

3108
01:01:16,150 --> 01:01:16,160
tool and we made it match with CDE's
 

3109
01:01:16,160 --> 01:01:19,670
tool and we made it match with CDE's
COMTSS um language and kind of the way

3110
01:01:19,670 --> 01:01:19,680
COMTSS um language and kind of the way
 

3111
01:01:19,680 --> 01:01:20,950
COMTSS um language and kind of the way
that they organized some of their

3112
01:01:20,950 --> 01:01:20,960
that they organized some of their
 

3113
01:01:20,960 --> 01:01:24,230
that they organized some of their
components of MTSS. So along with using

3114
01:01:24,230 --> 01:01:24,240
components of MTSS. So along with using
 

3115
01:01:24,240 --> 01:01:26,710
components of MTSS. So along with using
the rubric to gather quantitative data,

3116
01:01:26,710 --> 01:01:26,720
the rubric to gather quantitative data,
 

3117
01:01:26,720 --> 01:01:29,510
the rubric to gather quantitative data,
we also gathered really rich, wonderful

3118
01:01:29,510 --> 01:01:29,520
we also gathered really rich, wonderful
 

3119
01:01:29,520 --> 01:01:30,950
we also gathered really rich, wonderful
qualitative data from these

3120
01:01:30,950 --> 01:01:30,960
qualitative data from these
 

3121
01:01:30,960 --> 01:01:33,270
qualitative data from these
conversations and we were able to

3122
01:01:33,270 --> 01:01:33,280
conversations and we were able to
 

3123
01:01:33,280 --> 01:01:35,270
conversations and we were able to
synthesize all of this and integrate it

3124
01:01:35,270 --> 01:01:35,280
synthesize all of this and integrate it
 

3125
01:01:35,280 --> 01:01:37,589
synthesize all of this and integrate it
into a broader analysis.

3126
01:01:37,589 --> 01:01:37,599
into a broader analysis.
 

3127
01:01:37,599 --> 01:01:38,950
into a broader analysis.
The purpose of having these

3128
01:01:38,950 --> 01:01:38,960
The purpose of having these
 

3129
01:01:38,960 --> 01:01:40,950
The purpose of having these
conversations was really to understand

3130
01:01:40,950 --> 01:01:40,960
conversations was really to understand
 

3131
01:01:40,960 --> 01:01:43,510
conversations was really to understand
as a district where our bright spots are

3132
01:01:43,510 --> 01:01:43,520
as a district where our bright spots are
 

3133
01:01:43,520 --> 01:01:45,430
as a district where our bright spots are
and where we need to focus on making

3134
01:01:45,430 --> 01:01:45,440
and where we need to focus on making
 

3135
01:01:45,440 --> 01:01:48,309
and where we need to focus on making
some improvements. um was not to rate or

3136
01:01:48,309 --> 01:01:48,319
some improvements. um was not to rate or
 

3137
01:01:48,319 --> 01:01:53,190
some improvements. um was not to rate or
rank individual schools.

3138
01:01:53,190 --> 01:01:53,200

 

3139
01:01:53,200 --> 01:01:56,150

So, we'll start by looking at some of

3140
01:01:56,150 --> 01:01:56,160
So, we'll start by looking at some of
 

3141
01:01:56,160 --> 01:01:58,069
So, we'll start by looking at some of
the big bright spots that jumped out

3142
01:01:58,069 --> 01:01:58,079
the big bright spots that jumped out
 

3143
01:01:58,079 --> 01:02:00,230
the big bright spots that jumped out
from these conversations. This is where

3144
01:02:00,230 --> 01:02:00,240
from these conversations. This is where
 

3145
01:02:00,240 --> 01:02:02,950
from these conversations. This is where
we saw the highest concentration of

3146
01:02:02,950 --> 01:02:02,960
we saw the highest concentration of
 

3147
01:02:02,960 --> 01:02:06,470
we saw the highest concentration of
schools scoring with either a four or a

3148
01:02:06,470 --> 01:02:06,480
schools scoring with either a four or a
 

3149
01:02:06,480 --> 01:02:09,829
schools scoring with either a four or a
five on the rubric. So a score of a four

3150
01:02:09,829 --> 01:02:09,839
five on the rubric. So a score of a four
 

3151
01:02:09,839 --> 01:02:13,190
five on the rubric. So a score of a four
indicates implementation of of an item

3152
01:02:13,190 --> 01:02:13,200
indicates implementation of of an item
 

3153
01:02:13,200 --> 01:02:15,589
indicates implementation of of an item
and a five indicates that it's not only

3154
01:02:15,589 --> 01:02:15,599
and a five indicates that it's not only
 

3155
01:02:15,599 --> 01:02:18,230
and a five indicates that it's not only
imple being implemented but it is

3156
01:02:18,230 --> 01:02:18,240
imple being implemented but it is
 

3157
01:02:18,240 --> 01:02:20,069
imple being implemented but it is
thoroughly and consistently

3158
01:02:20,069 --> 01:02:20,079
thoroughly and consistently
 

3159
01:02:20,079 --> 01:02:23,190
thoroughly and consistently
operationalized across all staff clearly

3160
01:02:23,190 --> 01:02:23,200
operationalized across all staff clearly
 

3161
01:02:23,200 --> 01:02:25,589
operationalized across all staff clearly
documented clearly communicated. So I

3162
01:02:25,589 --> 01:02:25,599
documented clearly communicated. So I
 

3163
01:02:25,599 --> 01:02:27,030
documented clearly communicated. So I
think it's important to think about that

3164
01:02:27,030 --> 01:02:27,040
think it's important to think about that
 

3165
01:02:27,040 --> 01:02:28,950
think it's important to think about that
difference of moving from a four which

3166
01:02:28,950 --> 01:02:28,960
difference of moving from a four which
 

3167
01:02:28,960 --> 01:02:31,670
difference of moving from a four which
means strong good things in place a five

3168
01:02:31,670 --> 01:02:31,680
means strong good things in place a five
 

3169
01:02:31,680 --> 01:02:34,470
means strong good things in place a five
is where um I could walk away and it

3170
01:02:34,470 --> 01:02:34,480
is where um I could walk away and it
 

3171
01:02:34,480 --> 01:02:36,549
is where um I could walk away and it
would continue to happen because it's

3172
01:02:36,549 --> 01:02:36,559
would continue to happen because it's
 

3173
01:02:36,559 --> 01:02:38,470
would continue to happen because it's
it's a process that is so clearly

3174
01:02:38,470 --> 01:02:38,480
it's a process that is so clearly
 

3175
01:02:38,480 --> 01:02:39,670
it's a process that is so clearly
communicated.

3176
01:02:39,670 --> 01:02:39,680
communicated.
 

3177
01:02:39,680 --> 01:02:41,990
communicated.
>> So reflecting on our some of our school

3178
01:02:41,990 --> 01:02:42,000
>> So reflecting on our some of our school
 

3179
01:02:42,000 --> 01:02:43,589
>> So reflecting on our some of our school
visits and I don't have the numbers so

3180
01:02:43,589 --> 01:02:43,599
visits and I don't have the numbers so
 

3181
01:02:43,599 --> 01:02:44,870
visits and I don't have the numbers so
I'm going to say some things but I think

3182
01:02:44,870 --> 01:02:44,880
I'm going to say some things but I think
 

3183
01:02:44,880 --> 01:02:47,829
I'm going to say some things but I think
I'm right but I could be wrong. Uh, Cole

3184
01:02:47,829 --> 01:02:47,839
I'm right but I could be wrong. Uh, Cole
 

3185
01:02:47,839 --> 01:02:49,349
I'm right but I could be wrong. Uh, Cole
Elementary

3186
01:02:49,349 --> 01:02:49,359
Elementary
 

3187
01:02:49,359 --> 01:02:52,230
Elementary
five, four or five.

3188
01:02:52,230 --> 01:02:52,240
five, four or five.
 

3189
01:02:52,240 --> 01:02:53,829
five, four or five.
>> Well, there were a variety of scores

3190
01:02:53,829 --> 01:02:53,839
>> Well, there were a variety of scores
 

3191
01:02:53,839 --> 01:02:55,829
>> Well, there were a variety of scores
across the rubric, so there's not like a

3192
01:02:55,829 --> 01:02:55,839
across the rubric, so there's not like a
 

3193
01:02:55,839 --> 01:02:57,270
across the rubric, so there's not like a
one single score for each school.

3194
01:02:57,270 --> 01:02:57,280
one single score for each school.
 

3195
01:02:57,280 --> 01:02:58,549
one single score for each school.
>> I'm just thinking to the meeting that we

3196
01:02:58,549 --> 01:02:58,559
>> I'm just thinking to the meeting that we
 

3197
01:02:58,559 --> 01:02:59,910
>> I'm just thinking to the meeting that we
had at Cole Elementary board members,

3198
01:02:59,910 --> 01:02:59,920
had at Cole Elementary board members,
 

3199
01:02:59,920 --> 01:03:01,589
had at Cole Elementary board members,
she'll remember that and how intentional

3200
01:03:01,589 --> 01:03:01,599
she'll remember that and how intentional
 

3201
01:03:01,599 --> 01:03:03,670
she'll remember that and how intentional
and system with the data driven

3202
01:03:03,670 --> 01:03:03,680
and system with the data driven
 

3203
01:03:03,680 --> 01:03:06,470
and system with the data driven
instruction piece. Um,

3204
01:03:06,470 --> 01:03:06,480
instruction piece. Um,
 

3205
01:03:06,480 --> 01:03:07,829
instruction piece. Um,
make a note. This might be something

3206
01:03:07,829 --> 01:03:07,839
make a note. This might be something
 

3207
01:03:07,839 --> 01:03:09,109
make a note. This might be something
else that we want to look at in our

3208
01:03:09,109 --> 01:03:09,119
else that we want to look at in our
 

3209
01:03:09,119 --> 01:03:11,109
else that we want to look at in our
school visits,

3210
01:03:11,109 --> 01:03:11,119
school visits,
 

3211
01:03:11,119 --> 01:03:13,109
school visits,
some fours and fives. All right. Sorry,

3212
01:03:13,109 --> 01:03:13,119
some fours and fives. All right. Sorry,
 

3213
01:03:13,119 --> 01:03:14,789
some fours and fives. All right. Sorry,
Shannon. I totally messed that up. But

3214
01:03:14,789 --> 01:03:14,799
Shannon. I totally messed that up. But
 

3215
01:03:14,799 --> 01:03:16,390
Shannon. I totally messed that up. But
back to you,

3216
01:03:16,390 --> 01:03:16,400
back to you,
 

3217
01:03:16,400 --> 01:03:19,190
back to you,
Can I ask it's related?

3218
01:03:19,190 --> 01:03:19,200
Can I ask it's related?
 

3219
01:03:19,200 --> 01:03:21,670
Can I ask it's related?
>> Um,

3220
01:03:21,670 --> 01:03:21,680
>> Um,
 

3221
01:03:21,680 --> 01:03:24,309
>> Um,
how does this look different at a

3222
01:03:24,309 --> 01:03:24,319
how does this look different at a
 

3223
01:03:24,319 --> 01:03:26,309
how does this look different at a
primary school versus a secondary

3224
01:03:26,309 --> 01:03:26,319
primary school versus a secondary
 

3225
01:03:26,319 --> 01:03:28,069
primary school versus a secondary
school? And just so I can frame as

3226
01:03:28,069 --> 01:03:28,079
school? And just so I can frame as
 

3227
01:03:28,079 --> 01:03:29,430
school? And just so I can frame as
you're going through bright spots, areas

3228
01:03:29,430 --> 01:03:29,440
you're going through bright spots, areas
 

3229
01:03:29,440 --> 01:03:31,750
you're going through bright spots, areas
of growth and takeaways, like how does

3230
01:03:31,750 --> 01:03:31,760
of growth and takeaways, like how does
 

3231
01:03:31,760 --> 01:03:34,870
of growth and takeaways, like how does
it look different? And h are you are you

3232
01:03:34,870 --> 01:03:34,880
it look different? And h are you are you
 

3233
01:03:34,880 --> 01:03:37,430
it look different? And h are you are you
assessing it differently or looking for

3234
01:03:37,430 --> 01:03:37,440
assessing it differently or looking for
 

3235
01:03:37,440 --> 01:03:40,549
assessing it differently or looking for
different things at a primary versus

3236
01:03:40,549 --> 01:03:40,559
different things at a primary versus
 

3237
01:03:40,559 --> 01:03:43,109
different things at a primary versus
high school, for example?

3238
01:03:43,109 --> 01:03:43,119
high school, for example?
 

3239
01:03:43,119 --> 01:03:45,190
high school, for example?
So the

3240
01:03:45,190 --> 01:03:45,200
So the
 

3241
01:03:45,200 --> 01:03:47,430
So the
the assessment piece, the rubric is

3242
01:03:47,430 --> 01:03:47,440
the assessment piece, the rubric is
 

3243
01:03:47,440 --> 01:03:50,069
the assessment piece, the rubric is
universal, could could apply to any to

3244
01:03:50,069 --> 01:03:50,079
universal, could could apply to any to
 

3245
01:03:50,079 --> 01:03:53,109
universal, could could apply to any to
any type of setting. Um what's different

3246
01:03:53,109 --> 01:03:53,119
any type of setting. Um what's different
 

3247
01:03:53,119 --> 01:03:55,510
any type of setting. Um what's different
is is the ways in which things become

3248
01:03:55,510 --> 01:03:55,520
is is the ways in which things become
 

3249
01:03:55,520 --> 01:04:00,470
is is the ways in which things become
operationalized. So um

3250
01:04:00,470 --> 01:04:00,480
operationalized. So um
 

3251
01:04:00,480 --> 01:04:01,750
operationalized. So um
I'm trying to think of an example of

3252
01:04:01,750 --> 01:04:01,760
I'm trying to think of an example of
 

3253
01:04:01,760 --> 01:04:04,309
I'm trying to think of an example of
some specifics. All schools have um an

3254
01:04:04,309 --> 01:04:04,319
some specifics. All schools have um an
 

3255
01:04:04,319 --> 01:04:07,750
some specifics. All schools have um an
expectation to provide standardsbased

3256
01:04:07,750 --> 01:04:07,760
expectation to provide standardsbased
 

3257
01:04:07,760 --> 01:04:09,670
expectation to provide standardsbased
evidence-based tier one instructional

3258
01:04:09,670 --> 01:04:09,680
evidence-based tier one instructional
 

3259
01:04:09,680 --> 01:04:11,109
evidence-based tier one instructional
practices. what that's going to look

3260
01:04:11,109 --> 01:04:11,119
practices. what that's going to look
 

3261
01:04:11,119 --> 01:04:12,710
practices. what that's going to look
like in a biology classroom in high

3262
01:04:12,710 --> 01:04:12,720
like in a biology classroom in high
 

3263
01:04:12,720 --> 01:04:13,670
like in a biology classroom in high
school is going to look very different

3264
01:04:13,670 --> 01:04:13,680
school is going to look very different
 

3265
01:04:13,680 --> 01:04:15,270
school is going to look very different
than a first grade, you know, reading

3266
01:04:15,270 --> 01:04:15,280
than a first grade, you know, reading
 

3267
01:04:15,280 --> 01:04:18,470
than a first grade, you know, reading
lesson, but still having those standards

3268
01:04:18,470 --> 01:04:18,480
lesson, but still having those standards
 

3269
01:04:18,480 --> 01:04:20,309
lesson, but still having those standards
aligned evidence-based practices in

3270
01:04:20,309 --> 01:04:20,319
aligned evidence-based practices in
 

3271
01:04:20,319 --> 01:04:23,109
aligned evidence-based practices in
place for for tier one. Um, when we look

3272
01:04:23,109 --> 01:04:23,119
place for for tier one. Um, when we look
 

3273
01:04:23,119 --> 01:04:25,990
place for for tier one. Um, when we look
at things like meeting structures um

3274
01:04:25,990 --> 01:04:26,000
at things like meeting structures um
 

3275
01:04:26,000 --> 01:04:28,230
at things like meeting structures um
data conversations looks very very

3276
01:04:28,230 --> 01:04:28,240
data conversations looks very very
 

3277
01:04:28,240 --> 01:04:30,789
data conversations looks very very
different. Our high schools for example

3278
01:04:30,789 --> 01:04:30,799
different. Our high schools for example
 

3279
01:04:30,799 --> 01:04:33,910
different. Our high schools for example
are um you know would be meeting weekly

3280
01:04:33,910 --> 01:04:33,920
are um you know would be meeting weekly
 

3281
01:04:33,920 --> 01:04:36,069
are um you know would be meeting weekly
pulling some really high level data

3282
01:04:36,069 --> 01:04:36,079
pulling some really high level data
 

3283
01:04:36,079 --> 01:04:37,910
pulling some really high level data
drilling down from thousands of students

3284
01:04:37,910 --> 01:04:37,920
drilling down from thousands of students
 

3285
01:04:37,920 --> 01:04:39,589
drilling down from thousands of students
to the students who need support

3286
01:04:39,589 --> 01:04:39,599
to the students who need support
 

3287
01:04:39,599 --> 01:04:42,549
to the students who need support
immediately tomorrow or today coming

3288
01:04:42,549 --> 01:04:42,559
immediately tomorrow or today coming
 

3289
01:04:42,559 --> 01:04:44,470
immediately tomorrow or today coming
back next week. So there's this kind of

3290
01:04:44,470 --> 01:04:44,480
back next week. So there's this kind of
 

3291
01:04:44,480 --> 01:04:47,109
back next week. So there's this kind of
fast um turnaround of getting supports

3292
01:04:47,109 --> 01:04:47,119
fast um turnaround of getting supports
 

3293
01:04:47,119 --> 01:04:49,270
fast um turnaround of getting supports
out to students immediately at a large

3294
01:04:49,270 --> 01:04:49,280
out to students immediately at a large
 

3295
01:04:49,280 --> 01:04:52,630
out to students immediately at a large
scale at a high school where um if you

3296
01:04:52,630 --> 01:04:52,640
scale at a high school where um if you
 

3297
01:04:52,640 --> 01:04:54,390
scale at a high school where um if you
think about an elementary school, it

3298
01:04:54,390 --> 01:04:54,400
think about an elementary school, it
 

3299
01:04:54,400 --> 01:04:57,190
think about an elementary school, it
might be more about looking at some of

3300
01:04:57,190 --> 01:04:57,200
might be more about looking at some of
 

3301
01:04:57,200 --> 01:05:00,069
might be more about looking at some of
the um

3302
01:05:00,069 --> 01:05:00,079
the um
 

3303
01:05:00,079 --> 01:05:01,510
the um
academic needs of students that are

3304
01:05:01,510 --> 01:05:01,520
academic needs of students that are
 

3305
01:05:01,520 --> 01:05:02,950
academic needs of students that are
coming up through formative assessment

3306
01:05:02,950 --> 01:05:02,960
coming up through formative assessment
 

3307
01:05:02,960 --> 01:05:06,069
coming up through formative assessment
in those conversations as well as

3308
01:05:06,069 --> 01:05:06,079
in those conversations as well as
 

3309
01:05:06,079 --> 01:05:07,430
in those conversations as well as
thinking of the whole child and some of

3310
01:05:07,430 --> 01:05:07,440
thinking of the whole child and some of
 

3311
01:05:07,440 --> 01:05:08,950
thinking of the whole child and some of
the social emotional piece of what this

3312
01:05:08,950 --> 01:05:08,960
the social emotional piece of what this
 

3313
01:05:08,960 --> 01:05:10,789
the social emotional piece of what this
teacher is able to know and understand

3314
01:05:10,789 --> 01:05:10,799
teacher is able to know and understand
 

3315
01:05:10,799 --> 01:05:13,190
teacher is able to know and understand
of being with that student all day. So I

3316
01:05:13,190 --> 01:05:13,200
of being with that student all day. So I
 

3317
01:05:13,200 --> 01:05:14,710
of being with that student all day. So I
think when it comes to how this is

3318
01:05:14,710 --> 01:05:14,720
think when it comes to how this is
 

3319
01:05:14,720 --> 01:05:16,549
think when it comes to how this is
operationalized, it looks very different

3320
01:05:16,549 --> 01:05:16,559
operationalized, it looks very different
 

3321
01:05:16,559 --> 01:05:18,950
operationalized, it looks very different
at different levels, but the key

3322
01:05:18,950 --> 01:05:18,960
at different levels, but the key
 

3323
01:05:18,960 --> 01:05:21,510
at different levels, but the key
principles of an MTSS framework and the

3324
01:05:21,510 --> 01:05:21,520
principles of an MTSS framework and the
 

3325
01:05:21,520 --> 01:05:23,589
principles of an MTSS framework and the
practices that need to be in place, the

3326
01:05:23,589 --> 01:05:23,599
practices that need to be in place, the
 

3327
01:05:23,599 --> 01:05:24,870
practices that need to be in place, the
systems that need to be built are

3328
01:05:24,870 --> 01:05:24,880
systems that need to be built are
 

3329
01:05:24,880 --> 01:05:28,470
systems that need to be built are
universal. I I'd also say that at a high

3330
01:05:28,470 --> 01:05:28,480
universal. I I'd also say that at a high
 

3331
01:05:28,480 --> 01:05:32,150
universal. I I'd also say that at a high
school you have um like as as we think

3332
01:05:32,150 --> 01:05:32,160
school you have um like as as we think
 

3333
01:05:32,160 --> 01:05:34,630
school you have um like as as we think
about the other aspect of of MTSS like

3334
01:05:34,630 --> 01:05:34,640
about the other aspect of of MTSS like
 

3335
01:05:34,640 --> 01:05:37,910
about the other aspect of of MTSS like
we have advanced you know IB AP like so

3336
01:05:37,910 --> 01:05:37,920
we have advanced you know IB AP like so
 

3337
01:05:37,920 --> 01:05:39,670
we have advanced you know IB AP like so
some of the differentiation happens as

3338
01:05:39,670 --> 01:05:39,680
some of the differentiation happens as
 

3339
01:05:39,680 --> 01:05:42,789
some of the differentiation happens as
this the as we schedule the students in

3340
01:05:42,789 --> 01:05:42,799
this the as we schedule the students in
 

3341
01:05:42,799 --> 01:05:45,430
this the as we schedule the students in
terms of what it is that they need um as

3342
01:05:45,430 --> 01:05:45,440
terms of what it is that they need um as
 

3343
01:05:45,440 --> 01:05:48,390
terms of what it is that they need um as
opposed to being in um an elementary

3344
01:05:48,390 --> 01:05:48,400
opposed to being in um an elementary
 

3345
01:05:48,400 --> 01:05:50,710
opposed to being in um an elementary
school which is everybody's kind of in

3346
01:05:50,710 --> 01:05:50,720
school which is everybody's kind of in
 

3347
01:05:50,720 --> 01:05:52,870
school which is everybody's kind of in
just in a round and then in middle

3348
01:05:52,870 --> 01:05:52,880
just in a round and then in middle
 

3349
01:05:52,880 --> 01:05:54,309
just in a round and then in middle
school depending upon where you are in

3350
01:05:54,309 --> 01:05:54,319
school depending upon where you are in
 

3351
01:05:54,319 --> 01:05:55,829
school depending upon where you are in
middle school some of them have some of

3352
01:05:55,829 --> 01:05:55,839
middle school some of them have some of
 

3353
01:05:55,839 --> 01:05:58,069
middle school some of them have some of
that and some of them don't. So, I think

3354
01:05:58,069 --> 01:05:58,079
that and some of them don't. So, I think
 

3355
01:05:58,079 --> 01:05:59,829
that and some of them don't. So, I think
the structure of how kids get, you know,

3356
01:05:59,829 --> 01:05:59,839
the structure of how kids get, you know,
 

3357
01:05:59,839 --> 01:06:02,470
the structure of how kids get, you know,
their schedule also impacts how those

3358
01:06:02,470 --> 01:06:02,480
their schedule also impacts how those
 

3359
01:06:02,480 --> 01:06:04,230
their schedule also impacts how those
things could be different.

3360
01:06:04,230 --> 01:06:04,240
things could be different.
 

3361
01:06:04,240 --> 01:06:06,470
things could be different.
>> Yeah. And I think, you know, as a

3362
01:06:06,470 --> 01:06:06,480
>> Yeah. And I think, you know, as a
 

3363
01:06:06,480 --> 01:06:07,990
>> Yeah. And I think, you know, as a
district, we've been really intentional

3364
01:06:07,990 --> 01:06:08,000
district, we've been really intentional
 

3365
01:06:08,000 --> 01:06:10,150
district, we've been really intentional
on starting to focus, we focus our

3366
01:06:10,150 --> 01:06:10,160
on starting to focus, we focus our
 

3367
01:06:10,160 --> 01:06:11,670
on starting to focus, we focus our
energy first on elementary schools,

3368
01:06:11,670 --> 01:06:11,680
energy first on elementary schools,
 

3369
01:06:11,680 --> 01:06:14,230
energy first on elementary schools,
moving to middle schools. We're not

3370
01:06:14,230 --> 01:06:14,240
moving to middle schools. We're not
 

3371
01:06:14,240 --> 01:06:17,029
moving to middle schools. We're not
entirely, you know, in the weeds at our

3372
01:06:17,029 --> 01:06:17,039
entirely, you know, in the weeds at our
 

3373
01:06:17,039 --> 01:06:19,029
entirely, you know, in the weeds at our
high schools. And I just think of like

3374
01:06:19,029 --> 01:06:19,039
high schools. And I just think of like
 

3375
01:06:19,039 --> 01:06:21,029
high schools. And I just think of like
use of standardsbased assessments. Are

3376
01:06:21,029 --> 01:06:21,039
use of standardsbased assessments. Are
 

3377
01:06:21,039 --> 01:06:22,309
use of standardsbased assessments. Are
they consistent horizontally and

3378
01:06:22,309 --> 01:06:22,319
they consistent horizontally and
 

3379
01:06:22,319 --> 01:06:24,549
they consistent horizontally and
vertically even within a building or,

3380
01:06:24,549 --> 01:06:24,559
vertically even within a building or,
 

3381
01:06:24,559 --> 01:06:27,029
vertically even within a building or,
you know, just how how these scores

3382
01:06:27,029 --> 01:06:27,039
you know, just how how these scores
 

3383
01:06:27,039 --> 01:06:29,029
you know, just how how these scores
might shake out differently based on

3384
01:06:29,029 --> 01:06:29,039
might shake out differently based on
 

3385
01:06:29,039 --> 01:06:30,710
might shake out differently based on
where we are with our level of

3386
01:06:30,710 --> 01:06:30,720
where we are with our level of
 

3387
01:06:30,720 --> 01:06:32,150
where we are with our level of
intentionality around supporting

3388
01:06:32,150 --> 01:06:32,160
intentionality around supporting
 

3389
01:06:32,160 --> 01:06:33,990
intentionality around supporting
different schools at their levels. Um

3390
01:06:33,990 --> 01:06:34,000
different schools at their levels. Um
 

3391
01:06:34,000 --> 01:06:36,630
different schools at their levels. Um
just brings up a lot of questions I'll

3392
01:06:36,630 --> 01:06:36,640
just brings up a lot of questions I'll
 

3393
01:06:36,640 --> 01:06:38,950
just brings up a lot of questions I'll
keep to myself right now. Alex,

3394
01:06:38,950 --> 01:06:38,960
keep to myself right now. Alex,
 

3395
01:06:38,960 --> 01:06:40,710
keep to myself right now. Alex,
>> uh yeah, I just wanted to have one of

3396
01:06:40,710 --> 01:06:40,720
>> uh yeah, I just wanted to have one of
 

3397
01:06:40,720 --> 01:06:42,150
>> uh yeah, I just wanted to have one of
the questions in my head, not dispute of

3398
01:06:42,150 --> 01:06:42,160
the questions in my head, not dispute of
 

3399
01:06:42,160 --> 01:06:44,470
the questions in my head, not dispute of
myself on this one. Um, and the high

3400
01:06:44,470 --> 01:06:44,480
myself on this one. Um, and the high
 

3401
01:06:44,480 --> 01:06:45,670
myself on this one. Um, and the high
school question is great, Nicole,

3402
01:06:45,670 --> 01:06:45,680
school question is great, Nicole,
 

3403
01:06:45,680 --> 01:06:47,750
school question is great, Nicole,
because I I totally agree and and I

3404
01:06:47,750 --> 01:06:47,760
because I I totally agree and and I
 

3405
01:06:47,760 --> 01:06:49,190
because I I totally agree and and I
understand the prioritization that we

3406
01:06:49,190 --> 01:06:49,200
understand the prioritization that we
 

3407
01:06:49,200 --> 01:06:51,270
understand the prioritization that we
have and sort of the fall back to the

3408
01:06:51,270 --> 01:06:51,280
have and sort of the fall back to the
 

3409
01:06:51,280 --> 01:06:53,510
have and sort of the fall back to the
scheduling sort of solution to this. But

3410
01:06:53,510 --> 01:06:53,520
scheduling sort of solution to this. But
 

3411
01:06:53,520 --> 01:06:56,470
scheduling sort of solution to this. But
one of my personal big priorities is

3412
01:06:56,470 --> 01:06:56,480
one of my personal big priorities is
 

3413
01:06:56,480 --> 01:06:57,990
one of my personal big priorities is
helping us really understand how we

3414
01:06:57,990 --> 01:06:58,000
helping us really understand how we
 

3415
01:06:58,000 --> 01:07:00,230
helping us really understand how we
fulfill the potential of all the kids.

3416
01:07:00,230 --> 01:07:00,240
fulfill the potential of all the kids.
 

3417
01:07:00,240 --> 01:07:01,990
fulfill the potential of all the kids.
And in our secondary systems, the kids

3418
01:07:01,990 --> 01:07:02,000
And in our secondary systems, the kids
 

3419
01:07:02,000 --> 01:07:04,230
And in our secondary systems, the kids
in the middle are often like doing okay

3420
01:07:04,230 --> 01:07:04,240
in the middle are often like doing okay
 

3421
01:07:04,240 --> 01:07:06,309
in the middle are often like doing okay
and not a fuss and not challenged. And

3422
01:07:06,309 --> 01:07:06,319
and not a fuss and not challenged. And
 

3423
01:07:06,319 --> 01:07:07,750
and not a fuss and not challenged. And
so we have all our grad plus stuff and

3424
01:07:07,750 --> 01:07:07,760
so we have all our grad plus stuff and
 

3425
01:07:07,760 --> 01:07:09,510
so we have all our grad plus stuff and
all sorts of things to challenge them.

3426
01:07:09,510 --> 01:07:09,520
all sorts of things to challenge them.
 

3427
01:07:09,520 --> 01:07:11,510
all sorts of things to challenge them.
But I do I would love to hear more

3428
01:07:11,510 --> 01:07:11,520
But I do I would love to hear more
 

3429
01:07:11,520 --> 01:07:13,190
But I do I would love to hear more
deeply at some point

3430
01:07:13,190 --> 01:07:13,200
deeply at some point
 

3431
01:07:13,200 --> 01:07:16,069
deeply at some point
what our secondary schools are doing so

3432
01:07:16,069 --> 01:07:16,079
what our secondary schools are doing so
 

3433
01:07:16,079 --> 01:07:19,270
what our secondary schools are doing so
that that kind of u multi-tered system

3434
01:07:19,270 --> 01:07:19,280
that that kind of u multi-tered system
 

3435
01:07:19,280 --> 01:07:23,109
that that kind of u multi-tered system
of support is not related to just the

3436
01:07:23,109 --> 01:07:23,119
of support is not related to just the
 

3437
01:07:23,119 --> 01:07:24,549
of support is not related to just the
scheduling. I'm not saying that's what

3438
01:07:24,549 --> 01:07:24,559
scheduling. I'm not saying that's what
 

3439
01:07:24,559 --> 01:07:28,630
scheduling. I'm not saying that's what
you said Dr. Anderson, but that the kids

3440
01:07:28,630 --> 01:07:28,640
you said Dr. Anderson, but that the kids
 

3441
01:07:28,640 --> 01:07:29,829
you said Dr. Anderson, but that the kids
the students because they're not kids

3442
01:07:29,829 --> 01:07:29,839
the students because they're not kids
 

3443
01:07:29,839 --> 01:07:31,029
the students because they're not kids
anymore by the time you get to high

3444
01:07:31,029 --> 01:07:31,039
anymore by the time you get to high
 

3445
01:07:31,039 --> 01:07:33,430
anymore by the time you get to high
school are really finding challenging

3446
01:07:33,430 --> 01:07:33,440
school are really finding challenging
 

3447
01:07:33,440 --> 01:07:35,829
school are really finding challenging
engaging stuff without being pressured

3448
01:07:35,829 --> 01:07:35,839
engaging stuff without being pressured
 

3449
01:07:35,839 --> 01:07:37,990
engaging stuff without being pressured
to be in an AP class or an IB class to

3450
01:07:37,990 --> 01:07:38,000
to be in an AP class or an IB class to
 

3451
01:07:38,000 --> 01:07:39,589
to be in an AP class or an IB class to
do it. And that's where I think

3452
01:07:39,589 --> 01:07:39,599
do it. And that's where I think
 

3453
01:07:39,599 --> 01:07:41,430
do it. And that's where I think
historically some of our most high

3454
01:07:41,430 --> 01:07:41,440
historically some of our most high
 

3455
01:07:41,440 --> 01:07:42,950
historically some of our most high
performing quote high performing schools

3456
01:07:42,950 --> 01:07:42,960
performing quote high performing schools
 

3457
01:07:42,960 --> 01:07:45,029
performing quote high performing schools
have dropped the ball the most is how do

3458
01:07:45,029 --> 01:07:45,039
have dropped the ball the most is how do
 

3459
01:07:45,039 --> 01:07:46,870
have dropped the ball the most is how do
you make sure the kid who's not an AP

3460
01:07:46,870 --> 01:07:46,880
you make sure the kid who's not an AP
 

3461
01:07:46,880 --> 01:07:49,829
you make sure the kid who's not an AP
and IB is having that kind of exposure

3462
01:07:49,829 --> 01:07:49,839
and IB is having that kind of exposure
 

3463
01:07:49,839 --> 01:07:52,870
and IB is having that kind of exposure
to deep knowledge and cognitive lift

3464
01:07:52,870 --> 01:07:52,880
to deep knowledge and cognitive lift
 

3465
01:07:52,880 --> 01:07:54,710
to deep knowledge and cognitive lift
that an elementary school is being

3466
01:07:54,710 --> 01:07:54,720
that an elementary school is being
 

3467
01:07:54,720 --> 01:07:56,069
that an elementary school is being
supported to do. I don't know how we

3468
01:07:56,069 --> 01:07:56,079
supported to do. I don't know how we
 

3469
01:07:56,079 --> 01:07:58,710
supported to do. I don't know how we
support a high school teacher in a nonAB

3470
01:07:58,710 --> 01:07:58,720
support a high school teacher in a nonAB
 

3471
01:07:58,720 --> 01:08:00,710
support a high school teacher in a nonAB
IB class to get that cognitive lift

3472
01:08:00,710 --> 01:08:00,720
IB class to get that cognitive lift
 

3473
01:08:00,720 --> 01:08:04,870
IB class to get that cognitive lift
going as much as possible.

3474
01:08:04,870 --> 01:08:04,880

 

3475
01:08:04,880 --> 01:08:07,990

Jorge.

3476
01:08:07,990 --> 01:08:08,000

 

3477
01:08:08,000 --> 01:08:09,829

>> Um, this kind of piggybacks off of these

3478
01:08:09,829 --> 01:08:09,839
>> Um, this kind of piggybacks off of these
 

3479
01:08:09,839 --> 01:08:11,750
>> Um, this kind of piggybacks off of these
questions a little bit. Um, in terms of

3480
01:08:11,750 --> 01:08:11,760
questions a little bit. Um, in terms of
 

3481
01:08:11,760 --> 01:08:13,910
questions a little bit. Um, in terms of
understanding what is presented here,

3482
01:08:13,910 --> 01:08:13,920
understanding what is presented here,
 

3483
01:08:13,920 --> 01:08:15,829
understanding what is presented here,
spring 2024 is when the rubric was

3484
01:08:15,829 --> 01:08:15,839
spring 2024 is when the rubric was
 

3485
01:08:15,839 --> 01:08:17,430
spring 2024 is when the rubric was
developed or when the data right now

3486
01:08:17,430 --> 01:08:17,440
developed or when the data right now
 

3487
01:08:17,440 --> 01:08:18,870
developed or when the data right now
we're talking about or so is that the

3488
01:08:18,870 --> 01:08:18,880
we're talking about or so is that the
 

3489
01:08:18,880 --> 01:08:20,709
we're talking about or so is that the
starting point from 2024. Do we have

3490
01:08:20,709 --> 01:08:20,719
starting point from 2024. Do we have
 

3491
01:08:20,719 --> 01:08:22,550
starting point from 2024. Do we have
more recent data? Have we seen in terms

3492
01:08:22,550 --> 01:08:22,560
more recent data? Have we seen in terms
 

3493
01:08:22,560 --> 01:08:23,749
more recent data? Have we seen in terms
of our implementation? What does that

3494
01:08:23,749 --> 01:08:23,759
of our implementation? What does that
 

3495
01:08:23,759 --> 01:08:25,749
of our implementation? What does that
look like and what is the progress been

3496
01:08:25,749 --> 01:08:25,759
look like and what is the progress been
 

3497
01:08:25,759 --> 01:08:27,990
look like and what is the progress been
like in terms of where we're at now?

3498
01:08:27,990 --> 01:08:28,000
like in terms of where we're at now?
 

3499
01:08:28,000 --> 01:08:29,990
like in terms of where we're at now?
>> So spring was when we collected the data

3500
01:08:29,990 --> 01:08:30,000
>> So spring was when we collected the data
 

3501
01:08:30,000 --> 01:08:31,269
>> So spring was when we collected the data
and had these conversations with

3502
01:08:31,269 --> 01:08:31,279
and had these conversations with
 

3503
01:08:31,279 --> 01:08:32,630
and had these conversations with
schools. So, these trends are coming

3504
01:08:32,630 --> 01:08:32,640
schools. So, these trends are coming
 

3505
01:08:32,640 --> 01:08:35,910
schools. So, these trends are coming
from that data from last spring. Um,

3506
01:08:35,910 --> 01:08:35,920
from that data from last spring. Um,
 

3507
01:08:35,920 --> 01:08:37,990
from that data from last spring. Um,
schools all have, while I'm kind of

3508
01:08:37,990 --> 01:08:38,000
schools all have, while I'm kind of
 

3509
01:08:38,000 --> 01:08:39,990
schools all have, while I'm kind of
sharing district trends and areas, each

3510
01:08:39,990 --> 01:08:40,000
sharing district trends and areas, each
 

3511
01:08:40,000 --> 01:08:42,309
sharing district trends and areas, each
school has their own reflections and

3512
01:08:42,309 --> 01:08:42,319
school has their own reflections and
 

3513
01:08:42,319 --> 01:08:44,390
school has their own reflections and
their own specific areas for growth and

3514
01:08:44,390 --> 01:08:44,400
their own specific areas for growth and
 

3515
01:08:44,400 --> 01:08:46,709
their own specific areas for growth and
bright spots, which then they've woven

3516
01:08:46,709 --> 01:08:46,719
bright spots, which then they've woven
 

3517
01:08:46,719 --> 01:08:50,630
bright spots, which then they've woven
into their 90-day plans. And so, um,

3518
01:08:50,630 --> 01:08:50,640
into their 90-day plans. And so, um,
 

3519
01:08:50,640 --> 01:08:53,189
into their 90-day plans. And so, um,
right now, where the data sits is within

3520
01:08:53,189 --> 01:08:53,199
right now, where the data sits is within
 

3521
01:08:53,199 --> 01:08:55,269
right now, where the data sits is within
those measurable outcomes in the 90-day

3522
01:08:55,269 --> 01:08:55,279
those measurable outcomes in the 90-day
 

3523
01:08:55,279 --> 01:08:57,749
those measurable outcomes in the 90-day
plans, depending on how schools decided

3524
01:08:57,749 --> 01:08:57,759
plans, depending on how schools decided
 

3525
01:08:57,759 --> 01:08:59,430
plans, depending on how schools decided
to focus their next steps in

3526
01:08:59,430 --> 01:08:59,440
to focus their next steps in
 

3527
01:08:59,440 --> 01:09:03,110
to focus their next steps in
improvements. um in there.

3528
01:09:03,110 --> 01:09:03,120
improvements. um in there.
 

3529
01:09:03,120 --> 01:09:05,829
improvements. um in there.
I we at some point it would be important

3530
01:09:05,829 --> 01:09:05,839
I we at some point it would be important
 

3531
01:09:05,839 --> 01:09:07,269
I we at some point it would be important
for us to come back and have these

3532
01:09:07,269 --> 01:09:07,279
for us to come back and have these
 

3533
01:09:07,279 --> 01:09:08,789
for us to come back and have these
broader conversations again to look at

3534
01:09:08,789 --> 01:09:08,799
broader conversations again to look at
 

3535
01:09:08,799 --> 01:09:15,269
broader conversations again to look at
trends over time.

3536
01:09:15,269 --> 01:09:15,279

 

3537
01:09:15,279 --> 01:09:17,669

Okay. So when we think about these

3538
01:09:17,669 --> 01:09:17,679
Okay. So when we think about these
 

3539
01:09:17,679 --> 01:09:19,430
Okay. So when we think about these
bright spots, so again these are the

3540
01:09:19,430 --> 01:09:19,440
bright spots, so again these are the
 

3541
01:09:19,440 --> 01:09:23,110
bright spots, so again these are the
these are the um areas where most we had

3542
01:09:23,110 --> 01:09:23,120
these are the um areas where most we had
 

3543
01:09:23,120 --> 01:09:26,470
these are the um areas where most we had
most schools score at a four or a five.

3544
01:09:26,470 --> 01:09:26,480
most schools score at a four or a five.
 

3545
01:09:26,480 --> 01:09:29,030
most schools score at a four or a five.
Um we

3546
01:09:29,030 --> 01:09:29,040
Um we
 

3547
01:09:29,040 --> 01:09:30,950
Um we
the first one here is around an

3548
01:09:30,950 --> 01:09:30,960
the first one here is around an
 

3549
01:09:30,960 --> 01:09:33,269
the first one here is around an
assessment calendar. So schools pretty

3550
01:09:33,269 --> 01:09:33,279
assessment calendar. So schools pretty
 

3551
01:09:33,279 --> 01:09:35,110
assessment calendar. So schools pretty
consistently following a defined

3552
01:09:35,110 --> 01:09:35,120
consistently following a defined
 

3553
01:09:35,120 --> 01:09:37,110
consistently following a defined
assessment calendar communicating those

3554
01:09:37,110 --> 01:09:37,120
assessment calendar communicating those
 

3555
01:09:37,120 --> 01:09:39,749
assessment calendar communicating those
schedules to both school as well as

3556
01:09:39,749 --> 01:09:39,759
schedules to both school as well as
 

3557
01:09:39,759 --> 01:09:43,189
schedules to both school as well as
families. Um using a body of evidence to

3558
01:09:43,189 --> 01:09:43,199
families. Um using a body of evidence to
 

3559
01:09:43,199 --> 01:09:45,110
families. Um using a body of evidence to
assess student needs. So this is really

3560
01:09:45,110 --> 01:09:45,120
assess student needs. So this is really
 

3561
01:09:45,120 --> 01:09:48,870
assess student needs. So this is really
about um using more than a single data

3562
01:09:48,870 --> 01:09:48,880
about um using more than a single data
 

3563
01:09:48,880 --> 01:09:51,030
about um using more than a single data
point to tell a story about a student

3564
01:09:51,030 --> 01:09:51,040
point to tell a story about a student
 

3565
01:09:51,040 --> 01:09:53,430
point to tell a story about a student
but bringing in a variety of data to

3566
01:09:53,430 --> 01:09:53,440
but bringing in a variety of data to
 

3567
01:09:53,440 --> 01:09:55,510
but bringing in a variety of data to
understand what the needs of a student

3568
01:09:55,510 --> 01:09:55,520
understand what the needs of a student
 

3569
01:09:55,520 --> 01:09:57,510
understand what the needs of a student
might be.

3570
01:09:57,510 --> 01:09:57,520
might be.
 

3571
01:09:57,520 --> 01:10:00,790
might be.
Um, we saw a bright spot with our um,

3572
01:10:00,790 --> 01:10:00,800
Um, we saw a bright spot with our um,
 

3573
01:10:00,800 --> 01:10:03,350
Um, we saw a bright spot with our um,
systems and expectations for multiple

3574
01:10:03,350 --> 01:10:03,360
systems and expectations for multiple
 

3575
01:10:03,360 --> 01:10:05,510
systems and expectations for multiple
means of two-way communication with

3576
01:10:05,510 --> 01:10:05,520
means of two-way communication with
 

3577
01:10:05,520 --> 01:10:07,590
means of two-way communication with
families and caregivers

3578
01:10:07,590 --> 01:10:07,600
families and caregivers
 

3579
01:10:07,600 --> 01:10:10,229
families and caregivers
um, that would be used consistently with

3580
01:10:10,229 --> 01:10:10,239
um, that would be used consistently with
 

3581
01:10:10,239 --> 01:10:13,510
um, that would be used consistently with
most or all staff.

3582
01:10:13,510 --> 01:10:13,520
most or all staff.
 

3583
01:10:13,520 --> 01:10:16,070
most or all staff.
Student support teams are in place in

3584
01:10:16,070 --> 01:10:16,080
Student support teams are in place in
 

3585
01:10:16,080 --> 01:10:18,229
Student support teams are in place in
schools to engage in problem solving for

3586
01:10:18,229 --> 01:10:18,239
schools to engage in problem solving for
 

3587
01:10:18,239 --> 01:10:20,790
schools to engage in problem solving for
individual students. So this is kind of

3588
01:10:20,790 --> 01:10:20,800
individual students. So this is kind of
 

3589
01:10:20,800 --> 01:10:22,229
individual students. So this is kind of
the thing when people first think of

3590
01:10:22,229 --> 01:10:22,239
the thing when people first think of
 

3591
01:10:22,239 --> 01:10:24,229
the thing when people first think of
MTSS, they often think of this team

3592
01:10:24,229 --> 01:10:24,239
MTSS, they often think of this team
 

3593
01:10:24,239 --> 01:10:26,950
MTSS, they often think of this team
which is where you have a a group who

3594
01:10:26,950 --> 01:10:26,960
which is where you have a a group who
 

3595
01:10:26,960 --> 01:10:29,030
which is where you have a a group who
comes together around a particular

3596
01:10:29,030 --> 01:10:29,040
comes together around a particular
 

3597
01:10:29,040 --> 01:10:31,350
comes together around a particular
student and does some problem solving to

3598
01:10:31,350 --> 01:10:31,360
student and does some problem solving to
 

3599
01:10:31,360 --> 01:10:32,790
student and does some problem solving to
get some supports in place for that

3600
01:10:32,790 --> 01:10:32,800
get some supports in place for that
 

3601
01:10:32,800 --> 01:10:35,350
get some supports in place for that
student. Um these teams are not only in

3602
01:10:35,350 --> 01:10:35,360
student. Um these teams are not only in
 

3603
01:10:35,360 --> 01:10:38,550
student. Um these teams are not only in
place but um there's time set aside to

3604
01:10:38,550 --> 01:10:38,560
place but um there's time set aside to
 

3605
01:10:38,560 --> 01:10:40,470
place but um there's time set aside to
meet regularly and schools feel like

3606
01:10:40,470 --> 01:10:40,480
meet regularly and schools feel like
 

3607
01:10:40,480 --> 01:10:42,149
meet regularly and schools feel like
they have strong structures and

3608
01:10:42,149 --> 01:10:42,159
they have strong structures and
 

3609
01:10:42,159 --> 01:10:46,229
they have strong structures and
processes um with these teams. And the

3610
01:10:46,229 --> 01:10:46,239
processes um with these teams. And the
 

3611
01:10:46,239 --> 01:10:47,910
processes um with these teams. And the
last bright spot here is around our

3612
01:10:47,910 --> 01:10:47,920
last bright spot here is around our
 

3613
01:10:47,920 --> 01:10:49,990
last bright spot here is around our
standardsbased assessments. So schools

3614
01:10:49,990 --> 01:10:50,000
standardsbased assessments. So schools
 

3615
01:10:50,000 --> 01:10:52,070
standardsbased assessments. So schools
are using formative interman summitative

3616
01:10:52,070 --> 01:10:52,080
are using formative interman summitative
 

3617
01:10:52,080 --> 01:10:54,470
are using formative interman summitative
standardsbased assessments to monitor

3618
01:10:54,470 --> 01:10:54,480
standardsbased assessments to monitor
 

3619
01:10:54,480 --> 01:10:55,750
standardsbased assessments to monitor
students mastery of grade level

3620
01:10:55,750 --> 01:10:55,760
students mastery of grade level
 

3621
01:10:55,760 --> 01:11:02,950
students mastery of grade level
standards across content areas.

3622
01:11:02,950 --> 01:11:02,960

 

3623
01:11:02,960 --> 01:11:05,510

For our areas of growth,

3624
01:11:05,510 --> 01:11:05,520
For our areas of growth,
 

3625
01:11:05,520 --> 01:11:07,270
For our areas of growth,
we noticed that there was a need to

3626
01:11:07,270 --> 01:11:07,280
we noticed that there was a need to
 

3627
01:11:07,280 --> 01:11:08,870
we noticed that there was a need to
address these items that you see here on

3628
01:11:08,870 --> 01:11:08,880
address these items that you see here on
 

3629
01:11:08,880 --> 01:11:10,870
address these items that you see here on
this slide. um they're all closely

3630
01:11:10,870 --> 01:11:10,880
this slide. um they're all closely
 

3631
01:11:10,880 --> 01:11:13,430
this slide. um they're all closely
related and they all fall under the

3632
01:11:13,430 --> 01:11:13,440
related and they all fall under the
 

3633
01:11:13,440 --> 01:11:15,590
related and they all fall under the
response to intervention kind of piece

3634
01:11:15,590 --> 01:11:15,600
response to intervention kind of piece
 

3635
01:11:15,600 --> 01:11:19,270
response to intervention kind of piece
of MTSS. So progress monitoring tools,

3636
01:11:19,270 --> 01:11:19,280
of MTSS. So progress monitoring tools,
 

3637
01:11:19,280 --> 01:11:21,669
of MTSS. So progress monitoring tools,
diagnostic assessment tools, and then

3638
01:11:21,669 --> 01:11:21,679
diagnostic assessment tools, and then
 

3639
01:11:21,679 --> 01:11:24,550
diagnostic assessment tools, and then
thirdly is the ways in which these data

3640
01:11:24,550 --> 01:11:24,560
thirdly is the ways in which these data
 

3641
01:11:24,560 --> 01:11:26,870
thirdly is the ways in which these data
are used to measure a student's response

3642
01:11:26,870 --> 01:11:26,880
are used to measure a student's response
 

3643
01:11:26,880 --> 01:11:29,590
are used to measure a student's response
to intervention. So there are three ways

3644
01:11:29,590 --> 01:11:29,600
to intervention. So there are three ways
 

3645
01:11:29,600 --> 01:11:31,750
to intervention. So there are three ways
we're we're addressing these needs in

3646
01:11:31,750 --> 01:11:31,760
we're we're addressing these needs in
 

3647
01:11:31,760 --> 01:11:34,229
we're we're addressing these needs in
our system. First, by filling some of

3648
01:11:34,229 --> 01:11:34,239
our system. First, by filling some of
 

3649
01:11:34,239 --> 01:11:36,709
our system. First, by filling some of
the gaps that we have in our assessment

3650
01:11:36,709 --> 01:11:36,719
the gaps that we have in our assessment
 

3651
01:11:36,719 --> 01:11:39,030
the gaps that we have in our assessment
inventory. Secondly, increasing

3652
01:11:39,030 --> 01:11:39,040
inventory. Secondly, increasing
 

3653
01:11:39,040 --> 01:11:41,430
inventory. Secondly, increasing
awareness of what we already have. So,

3654
01:11:41,430 --> 01:11:41,440
awareness of what we already have. So,
 

3655
01:11:41,440 --> 01:11:43,350
awareness of what we already have. So,
we noticed that um in these

3656
01:11:43,350 --> 01:11:43,360
we noticed that um in these
 

3657
01:11:43,360 --> 01:11:44,630
we noticed that um in these
conversations, we would say, "Well, have

3658
01:11:44,630 --> 01:11:44,640
conversations, we would say, "Well, have
 

3659
01:11:44,640 --> 01:11:46,390
conversations, we would say, "Well, have
you have you have you using this?" And

3660
01:11:46,390 --> 01:11:46,400
you have you have you using this?" And
 

3661
01:11:46,400 --> 01:11:48,390
you have you have you using this?" And
said, "I didn't know we had that." So,

3662
01:11:48,390 --> 01:11:48,400
said, "I didn't know we had that." So,
 

3663
01:11:48,400 --> 01:11:49,910
said, "I didn't know we had that." So,
really just making sure that our schools

3664
01:11:49,910 --> 01:11:49,920
really just making sure that our schools
 

3665
01:11:49,920 --> 01:11:51,990
really just making sure that our schools
are aware of what resources they do have

3666
01:11:51,990 --> 01:11:52,000
are aware of what resources they do have
 

3667
01:11:52,000 --> 01:11:54,790
are aware of what resources they do have
available. And then third, providing um

3668
01:11:54,790 --> 01:11:54,800
available. And then third, providing um
 

3669
01:11:54,800 --> 01:11:56,149
available. And then third, providing um
professional learning, training, and

3670
01:11:56,149 --> 01:11:56,159
professional learning, training, and
 

3671
01:11:56,159 --> 01:11:59,110
professional learning, training, and
coaches so that the tools are being used

3672
01:11:59,110 --> 01:11:59,120
coaches so that the tools are being used
 

3673
01:11:59,120 --> 01:12:01,510
coaches so that the tools are being used
correctly and as intended.

3674
01:12:01,510 --> 01:12:01,520
correctly and as intended.
 

3675
01:12:01,520 --> 01:12:04,390
correctly and as intended.
Um, we're excited to have our assessment

3676
01:12:04,390 --> 01:12:04,400
Um, we're excited to have our assessment
 

3677
01:12:04,400 --> 01:12:07,430
Um, we're excited to have our assessment
resources like MClass, EXL, and MAP to

3678
01:12:07,430 --> 01:12:07,440
resources like MClass, EXL, and MAP to
 

3679
01:12:07,440 --> 01:12:09,110
resources like MClass, EXL, and MAP to
address some of these needs more

3680
01:12:09,110 --> 01:12:09,120
address some of these needs more
 

3681
01:12:09,120 --> 01:12:11,189
address some of these needs more
consistently across the system and

3682
01:12:11,189 --> 01:12:11,199
consistently across the system and
 

3683
01:12:11,199 --> 01:12:12,630
consistently across the system and
pairing those with some intentional

3684
01:12:12,630 --> 01:12:12,640
pairing those with some intentional
 

3685
01:12:12,640 --> 01:12:14,470
pairing those with some intentional
professional development and coaching.

3686
01:12:14,470 --> 01:12:14,480
professional development and coaching.
 

3687
01:12:14,480 --> 01:12:16,229
professional development and coaching.
So, we do expect to see these

3688
01:12:16,229 --> 01:12:16,239
So, we do expect to see these
 

3689
01:12:16,239 --> 01:12:18,790
So, we do expect to see these
implementation metrics change um, as we

3690
01:12:18,790 --> 01:12:18,800
implementation metrics change um, as we
 

3691
01:12:18,800 --> 01:12:20,950
implementation metrics change um, as we
continue to grow as an organization and

3692
01:12:20,950 --> 01:12:20,960
continue to grow as an organization and
 

3693
01:12:20,960 --> 01:12:22,709
continue to grow as an organization and
we understand that this will take time

3694
01:12:22,709 --> 01:12:22,719
we understand that this will take time
 

3695
01:12:22,719 --> 01:12:24,709
we understand that this will take time
to learn and use these new tools and to

3696
01:12:24,709 --> 01:12:24,719
to learn and use these new tools and to
 

3697
01:12:24,719 --> 01:12:31,030
to learn and use these new tools and to
integrate them into practice.

3698
01:12:31,030 --> 01:12:31,040

 

3699
01:12:31,040 --> 01:12:33,350

Okay, there are some areas where we

3700
01:12:33,350 --> 01:12:33,360
Okay, there are some areas where we
 

3701
01:12:33,360 --> 01:12:36,310
Okay, there are some areas where we
noted um some evidence in progress that

3702
01:12:36,310 --> 01:12:36,320
noted um some evidence in progress that
 

3703
01:12:36,320 --> 01:12:39,030
noted um some evidence in progress that
maybe wasn't reflected necessarily as a

3704
01:12:39,030 --> 01:12:39,040
maybe wasn't reflected necessarily as a
 

3705
01:12:39,040 --> 01:12:41,350
maybe wasn't reflected necessarily as a
quantitative data strength, but it came

3706
01:12:41,350 --> 01:12:41,360
quantitative data strength, but it came
 

3707
01:12:41,360 --> 01:12:43,110
quantitative data strength, but it came
through really strongly in our in our

3708
01:12:43,110 --> 01:12:43,120
through really strongly in our in our
 

3709
01:12:43,120 --> 01:12:45,590
through really strongly in our in our
conversations with schools. Um, one that

3710
01:12:45,590 --> 01:12:45,600
conversations with schools. Um, one that
 

3711
01:12:45,600 --> 01:12:47,510
conversations with schools. Um, one that
was celebrated by schools was regarding

3712
01:12:47,510 --> 01:12:47,520
was celebrated by schools was regarding
 

3713
01:12:47,520 --> 01:12:49,110
was celebrated by schools was regarding
the implementation of datadriven

3714
01:12:49,110 --> 01:12:49,120
the implementation of datadriven
 

3715
01:12:49,120 --> 01:12:52,950
the implementation of datadriven
instruction or DDI as our district-wide

3716
01:12:52,950 --> 01:12:52,960
instruction or DDI as our district-wide
 

3717
01:12:52,960 --> 01:12:54,950
instruction or DDI as our district-wide
approach to planning and monitoring our

3718
01:12:54,950 --> 01:12:54,960
approach to planning and monitoring our
 

3719
01:12:54,960 --> 01:12:56,950
approach to planning and monitoring our
core instruction.

3720
01:12:56,950 --> 01:12:56,960
core instruction.
 

3721
01:12:56,960 --> 01:13:01,189
core instruction.
So we attribute this growth um to first

3722
01:13:01,189 --> 01:13:01,199
So we attribute this growth um to first
 

3723
01:13:01,199 --> 01:13:03,110
So we attribute this growth um to first
of all having some clearly stated

3724
01:13:03,110 --> 01:13:03,120
of all having some clearly stated
 

3725
01:13:03,120 --> 01:13:04,950
of all having some clearly stated
expectations for what full

3726
01:13:04,950 --> 01:13:04,960
expectations for what full
 

3727
01:13:04,960 --> 01:13:07,990
expectations for what full
implementation of DDI looks like.

3728
01:13:07,990 --> 01:13:08,000
implementation of DDI looks like.
 

3729
01:13:08,000 --> 01:13:09,830
implementation of DDI looks like.
Having an increased availability of

3730
01:13:09,830 --> 01:13:09,840
Having an increased availability of
 

3731
01:13:09,840 --> 01:13:12,550
Having an increased availability of
standardsbased assessments paired with

3732
01:13:12,550 --> 01:13:12,560
standardsbased assessments paired with
 

3733
01:13:12,560 --> 01:13:15,030
standardsbased assessments paired with
clear expectations that are for using

3734
01:13:15,030 --> 01:13:15,040
clear expectations that are for using
 

3735
01:13:15,040 --> 01:13:16,550
clear expectations that are for using
those that are outlined in our

3736
01:13:16,550 --> 01:13:16,560
those that are outlined in our
 

3737
01:13:16,560 --> 01:13:18,950
those that are outlined in our
instructional expectations.

3738
01:13:18,950 --> 01:13:18,960
instructional expectations.
 

3739
01:13:18,960 --> 01:13:21,430
instructional expectations.
Um an investment as Dr. Miller talked

3740
01:13:21,430 --> 01:13:21,440
Um an investment as Dr. Miller talked
 

3741
01:13:21,440 --> 01:13:24,550
Um an investment as Dr. Miller talked
about with our both our DDI district

3742
01:13:24,550 --> 01:13:24,560
about with our both our DDI district
 

3743
01:13:24,560 --> 01:13:26,630
about with our both our DDI district
coaches as well as our strategic plan

3744
01:13:26,630 --> 01:13:26,640
coaches as well as our strategic plan
 

3745
01:13:26,640 --> 01:13:30,470
coaches as well as our strategic plan
support teams um and the data

3746
01:13:30,470 --> 01:13:30,480
support teams um and the data
 

3747
01:13:30,480 --> 01:13:32,470
support teams um and the data
instructional coaching cohort to build

3748
01:13:32,470 --> 01:13:32,480
instructional coaching cohort to build
 

3749
01:13:32,480 --> 01:13:41,669
instructional coaching cohort to build
capacity across schools.

3750
01:13:41,669 --> 01:13:41,679

 

3751
01:13:41,679 --> 01:13:45,430

The other area that um that we're seeing

3752
01:13:45,430 --> 01:13:45,440
The other area that um that we're seeing
 

3753
01:13:45,440 --> 01:13:46,870
The other area that um that we're seeing
some evidence of progress with

3754
01:13:46,870 --> 01:13:46,880
some evidence of progress with
 

3755
01:13:46,880 --> 01:13:49,990
some evidence of progress with
implementation is in that the strongest

3756
01:13:49,990 --> 01:13:50,000
implementation is in that the strongest
 

3757
01:13:50,000 --> 01:13:52,310
implementation is in that the strongest
most consistent areas of MTSS

3758
01:13:52,310 --> 01:13:52,320
most consistent areas of MTSS
 

3759
01:13:52,320 --> 01:13:55,590
most consistent areas of MTSS
implementation align directly to those

3760
01:13:55,590 --> 01:13:55,600
implementation align directly to those
 

3761
01:13:55,600 --> 01:13:58,070
implementation align directly to those
in which BBSD has provided some clear

3762
01:13:58,070 --> 01:13:58,080
in which BBSD has provided some clear
 

3763
01:13:58,080 --> 01:14:00,550
in which BBSD has provided some clear
guidance and resources. So our school

3764
01:14:00,550 --> 01:14:00,560
guidance and resources. So our school
 

3765
01:14:00,560 --> 01:14:03,030
guidance and resources. So our school
teams reported

3766
01:14:03,030 --> 01:14:03,040
teams reported
 

3767
01:14:03,040 --> 01:14:04,229
teams reported
sorry I'm just going to click through

3768
01:14:04,229 --> 01:14:04,239
sorry I'm just going to click through
 

3769
01:14:04,239 --> 01:14:05,830
sorry I'm just going to click through
all of these so they're just up now I

3770
01:14:05,830 --> 01:14:05,840
all of these so they're just up now I
 

3771
01:14:05,840 --> 01:14:07,750
all of these so they're just up now I
have to click and talk. Um, our school

3772
01:14:07,750 --> 01:14:07,760
have to click and talk. Um, our school
 

3773
01:14:07,760 --> 01:14:09,510
have to click and talk. Um, our school
teams reported strong implementation of

3774
01:14:09,510 --> 01:14:09,520
teams reported strong implementation of
 

3775
01:14:09,520 --> 01:14:11,510
teams reported strong implementation of
academic evidence-based resources and

3776
01:14:11,510 --> 01:14:11,520
academic evidence-based resources and
 

3777
01:14:11,520 --> 01:14:13,669
academic evidence-based resources and
practices connected to leadership

3778
01:14:13,669 --> 01:14:13,679
practices connected to leadership
 

3779
01:14:13,679 --> 01:14:16,630
practices connected to leadership
development, our adopted materials, and

3780
01:14:16,630 --> 01:14:16,640
development, our adopted materials, and
 

3781
01:14:16,640 --> 01:14:18,070
development, our adopted materials, and
guidance provided by the district,

3782
01:14:18,070 --> 01:14:18,080
guidance provided by the district,
 

3783
01:14:18,080 --> 01:14:20,470
guidance provided by the district,
including a BBSD instructional model,

3784
01:14:20,470 --> 01:14:20,480
including a BBSD instructional model,
 

3785
01:14:20,480 --> 01:14:22,149
including a BBSD instructional model,
the MTSS guide, and the instructional

3786
01:14:22,149 --> 01:14:22,159
the MTSS guide, and the instructional
 

3787
01:14:22,159 --> 01:14:23,750
the MTSS guide, and the instructional
playbook.

3788
01:14:23,750 --> 01:14:23,760
playbook.
 

3789
01:14:23,760 --> 01:14:25,590
playbook.
When we were having these conversations

3790
01:14:25,590 --> 01:14:25,600
When we were having these conversations
 

3791
01:14:25,600 --> 01:14:28,070
When we were having these conversations
in schools, it was not uncommon to hear

3792
01:14:28,070 --> 01:14:28,080
in schools, it was not uncommon to hear
 

3793
01:14:28,080 --> 01:14:30,310
in schools, it was not uncommon to hear
things like um, "Wow, this conversation

3794
01:14:30,310 --> 01:14:30,320
things like um, "Wow, this conversation
 

3795
01:14:30,320 --> 01:14:31,669
things like um, "Wow, this conversation
would have been really different if you

3796
01:14:31,669 --> 01:14:31,679
would have been really different if you
 

3797
01:14:31,679 --> 01:14:33,270
would have been really different if you
had come if you had come here five years

3798
01:14:33,270 --> 01:14:33,280
had come if you had come here five years
 

3799
01:14:33,280 --> 01:14:35,030
had come if you had come here five years
ago and asked us these same questions."

3800
01:14:35,030 --> 01:14:35,040
ago and asked us these same questions."
 

3801
01:14:35,040 --> 01:14:39,110
ago and asked us these same questions."
or um okay, we're not there yet, but we

3802
01:14:39,110 --> 01:14:39,120
or um okay, we're not there yet, but we
 

3803
01:14:39,120 --> 01:14:40,790
or um okay, we're not there yet, but we
are so much further along than we were

3804
01:14:40,790 --> 01:14:40,800
are so much further along than we were
 

3805
01:14:40,800 --> 01:14:42,790
are so much further along than we were
even just last year. So, there was

3806
01:14:42,790 --> 01:14:42,800
even just last year. So, there was
 

3807
01:14:42,800 --> 01:14:46,070
even just last year. So, there was
definitely a sense of pride and growth

3808
01:14:46,070 --> 01:14:46,080
definitely a sense of pride and growth
 

3809
01:14:46,080 --> 01:14:49,510
definitely a sense of pride and growth
and um continuous improvement in all of

3810
01:14:49,510 --> 01:14:49,520
and um continuous improvement in all of
 

3811
01:14:49,520 --> 01:14:51,430
and um continuous improvement in all of
these conversations. And we believe that

3812
01:14:51,430 --> 01:14:51,440
these conversations. And we believe that
 

3813
01:14:51,440 --> 01:14:53,030
these conversations. And we believe that
this is in large part because of the

3814
01:14:53,030 --> 01:14:53,040
this is in large part because of the
 

3815
01:14:53,040 --> 01:14:54,550
this is in large part because of the
strategic investments that have been

3816
01:14:54,550 --> 01:14:54,560
strategic investments that have been
 

3817
01:14:54,560 --> 01:14:56,870
strategic investments that have been
made to increase coherence and equip

3818
01:14:56,870 --> 01:14:56,880
made to increase coherence and equip
 

3819
01:14:56,880 --> 01:14:58,709
made to increase coherence and equip
schools with the resources that they

3820
01:14:58,709 --> 01:14:58,719
schools with the resources that they
 

3821
01:14:58,719 --> 01:15:00,870
schools with the resources that they
need to implement best practices within

3822
01:15:00,870 --> 01:15:00,880
need to implement best practices within
 

3823
01:15:00,880 --> 01:15:03,510
need to implement best practices within
MTSS. Starting with strengthening our

3824
01:15:03,510 --> 01:15:03,520
MTSS. Starting with strengthening our
 

3825
01:15:03,520 --> 01:15:05,270
MTSS. Starting with strengthening our
tier one

3826
01:15:05,270 --> 01:15:05,280
tier one
 

3827
01:15:05,280 --> 01:15:07,830
tier one
Um so we have as you can see here on the

3828
01:15:07,830 --> 01:15:07,840
Um so we have as you can see here on the
 

3829
01:15:07,840 --> 01:15:10,070
Um so we have as you can see here on the
slide protocols to guide databased

3830
01:15:10,070 --> 01:15:10,080
slide protocols to guide databased
 

3831
01:15:10,080 --> 01:15:12,470
slide protocols to guide databased
problem solving and decision-making. We

3832
01:15:12,470 --> 01:15:12,480
problem solving and decision-making. We
 

3833
01:15:12,480 --> 01:15:15,189
problem solving and decision-making. We
have an aligned assessment calendar. Um

3834
01:15:15,189 --> 01:15:15,199
have an aligned assessment calendar. Um
 

3835
01:15:15,199 --> 01:15:17,669
have an aligned assessment calendar. Um
we have standardsbased assessments being

3836
01:15:17,669 --> 01:15:17,679
we have standardsbased assessments being
 

3837
01:15:17,679 --> 01:15:19,750
we have standardsbased assessments being
used to drive instruction. Investments

3838
01:15:19,750 --> 01:15:19,760
used to drive instruction. Investments
 

3839
01:15:19,760 --> 01:15:21,750
used to drive instruction. Investments
in high quality standardsbased

3840
01:15:21,750 --> 01:15:21,760
in high quality standardsbased
 

3841
01:15:21,760 --> 01:15:24,229
in high quality standardsbased
instructional resources for tier one and

3842
01:15:24,229 --> 01:15:24,239
instructional resources for tier one and
 

3843
01:15:24,239 --> 01:15:26,870
instructional resources for tier one and
evidence-based intervention resources

3844
01:15:26,870 --> 01:15:26,880
evidence-based intervention resources
 

3845
01:15:26,880 --> 01:15:29,030
evidence-based intervention resources
and consistent use of the assessment

3846
01:15:29,030 --> 01:15:29,040
and consistent use of the assessment
 

3847
01:15:29,040 --> 01:15:31,669
and consistent use of the assessment
tools that we that we have provided. um

3848
01:15:31,669 --> 01:15:31,679
tools that we that we have provided. um
 

3849
01:15:31,679 --> 01:15:35,110
tools that we that we have provided. um
as I mentioned McLass, NWA, common lit

3850
01:15:35,110 --> 01:15:35,120
as I mentioned McLass, NWA, common lit
 

3851
01:15:35,120 --> 01:15:37,510
as I mentioned McLass, NWA, common lit
and so on.

3852
01:15:37,510 --> 01:15:37,520
and so on.
 

3853
01:15:37,520 --> 01:15:39,189
and so on.
>> I've been hearing a lot about this

3854
01:15:39,189 --> 01:15:39,199
>> I've been hearing a lot about this
 

3855
01:15:39,199 --> 01:15:40,310
>> I've been hearing a lot about this
instructional infrastructure

3856
01:15:40,310 --> 01:15:40,320
instructional infrastructure
 

3857
01:15:40,320 --> 01:15:42,709
instructional infrastructure
particularly our um our standardized

3858
01:15:42,709 --> 01:15:42,719
particularly our um our standardized
 

3859
01:15:42,719 --> 01:15:45,430
particularly our um our standardized
assessments just as a look for. I've

3860
01:15:45,430 --> 01:15:45,440
assessments just as a look for. I've
 

3861
01:15:45,440 --> 01:15:48,950
assessments just as a look for. I've
also heard that there's inconsistency in

3862
01:15:48,950 --> 01:15:48,960
also heard that there's inconsistency in
 

3863
01:15:48,960 --> 01:15:52,310
also heard that there's inconsistency in
how

3864
01:15:52,310 --> 01:15:52,320

 

3865
01:15:52,320 --> 01:15:54,149

like some some teachers are putting

3866
01:15:54,149 --> 01:15:54,159
like some some teachers are putting
 

3867
01:15:54,159 --> 01:15:55,990
like some some teachers are putting
these as gradebook items and assigning

3868
01:15:55,990 --> 01:15:56,000
these as gradebook items and assigning
 

3869
01:15:56,000 --> 01:15:58,709
these as gradebook items and assigning
point value and some teachers are not.

3870
01:15:58,709 --> 01:15:58,719
point value and some teachers are not.
 

3871
01:15:58,719 --> 01:16:00,149
point value and some teachers are not.
And what does that mean when you have an

3872
01:16:00,149 --> 01:16:00,159
And what does that mean when you have an
 

3873
01:16:00,159 --> 01:16:02,709
And what does that mean when you have an
exam that's a beginning of the year,

3874
01:16:02,709 --> 01:16:02,719
exam that's a beginning of the year,
 

3875
01:16:02,719 --> 01:16:04,709
exam that's a beginning of the year,
middle of the year? So there's some

3876
01:16:04,709 --> 01:16:04,719
middle of the year? So there's some
 

3877
01:16:04,719 --> 01:16:07,669
middle of the year? So there's some
inconsistency in how that is tracked and

3878
01:16:07,669 --> 01:16:07,679
inconsistency in how that is tracked and
 

3879
01:16:07,679 --> 01:16:09,590
inconsistency in how that is tracked and
then how those reports are also shared

3880
01:16:09,590 --> 01:16:09,600
then how those reports are also shared
 

3881
01:16:09,600 --> 01:16:11,430
then how those reports are also shared
with parents and the explaining

3882
01:16:11,430 --> 01:16:11,440
with parents and the explaining
 

3883
01:16:11,440 --> 01:16:13,189
with parents and the explaining
particularly of like a beginning of the

3884
01:16:13,189 --> 01:16:13,199
particularly of like a beginning of the
 

3885
01:16:13,199 --> 01:16:14,709
particularly of like a beginning of the
year standardized assessment where a

3886
01:16:14,709 --> 01:16:14,719
year standardized assessment where a
 

3887
01:16:14,719 --> 01:16:18,390
year standardized assessment where a
student is not expected to get an A but

3888
01:16:18,390 --> 01:16:18,400
student is not expected to get an A but
 

3889
01:16:18,400 --> 01:16:20,630
student is not expected to get an A but
a grade might show up in a grade book.

3890
01:16:20,630 --> 01:16:20,640
a grade might show up in a grade book.
 

3891
01:16:20,640 --> 01:16:24,390
a grade might show up in a grade book.
That's so there's some inconsistency in

3892
01:16:24,390 --> 01:16:24,400
That's so there's some inconsistency in
 

3893
01:16:24,400 --> 01:16:26,630
That's so there's some inconsistency in
that aspect of these standardized

3894
01:16:26,630 --> 01:16:26,640
that aspect of these standardized
 

3895
01:16:26,640 --> 01:16:30,070
that aspect of these standardized
assessments. We don't want to do that.

3896
01:16:30,070 --> 01:16:30,080
assessments. We don't want to do that.
 

3897
01:16:30,080 --> 01:16:31,430
assessments. We don't want to do that.
We don't want to do that. So, if we're

3898
01:16:31,430 --> 01:16:31,440
We don't want to do that. So, if we're
 

3899
01:16:31,440 --> 01:16:32,790
We don't want to do that. So, if we're
hearing that, we need to correct that,

3900
01:16:32,790 --> 01:16:32,800
hearing that, we need to correct that,
 

3901
01:16:32,800 --> 01:16:35,030
hearing that, we need to correct that,
of course. And ju just to clarify for

3902
01:16:35,030 --> 01:16:35,040
of course. And ju just to clarify for
 

3903
01:16:35,040 --> 01:16:38,149
of course. And ju just to clarify for
the team what tier one instruction means

3904
01:16:38,149 --> 01:16:38,159
the team what tier one instruction means
 

3905
01:16:38,159 --> 01:16:41,110
the team what tier one instruction means
and how many tiers there are uh in an

3906
01:16:41,110 --> 01:16:41,120
and how many tiers there are uh in an
 

3907
01:16:41,120 --> 01:16:44,070
and how many tiers there are uh in an
MTS model. Um I'm a little gunshy here

3908
01:16:44,070 --> 01:16:44,080
MTS model. Um I'm a little gunshy here
 

3909
01:16:44,080 --> 01:16:46,630
MTS model. Um I'm a little gunshy here
because I messed up last time, but t

3910
01:16:46,630 --> 01:16:46,640
because I messed up last time, but t
 

3911
01:16:46,640 --> 01:16:49,270
because I messed up last time, but t
tier one uh is whole group, whole class

3912
01:16:49,270 --> 01:16:49,280
tier one uh is whole group, whole class
 

3913
01:16:49,280 --> 01:16:53,430
tier one uh is whole group, whole class
instruction. Tier two is if I didn't get

3914
01:16:53,430 --> 01:16:53,440
instruction. Tier two is if I didn't get
 

3915
01:16:53,440 --> 01:16:54,630
instruction. Tier two is if I didn't get
what was taught in whole group

3916
01:16:54,630 --> 01:16:54,640
what was taught in whole group
 

3917
01:16:54,640 --> 01:16:56,790
what was taught in whole group
instruction, it's not too bad, so sad,

3918
01:16:56,790 --> 01:16:56,800
instruction, it's not too bad, so sad,
 

3919
01:16:56,800 --> 01:16:59,830
instruction, it's not too bad, so sad,
we're moving on, get a tutor. It's let's

3920
01:16:59,830 --> 01:16:59,840
we're moving on, get a tutor. It's let's
 

3921
01:16:59,840 --> 01:17:01,910
we're moving on, get a tutor. It's let's
circle back and and figure out what we

3922
01:17:01,910 --> 01:17:01,920
circle back and and figure out what we
 

3923
01:17:01,920 --> 01:17:03,590
circle back and and figure out what we
need to do to group you in a small group

3924
01:17:03,590 --> 01:17:03,600
need to do to group you in a small group
 

3925
01:17:03,600 --> 01:17:05,830
need to do to group you in a small group
or give you some independent support.

3926
01:17:05,830 --> 01:17:05,840
or give you some independent support.
 

3927
01:17:05,840 --> 01:17:07,669
or give you some independent support.
Um, and then tier three is when those

3928
01:17:07,669 --> 01:17:07,679
Um, and then tier three is when those
 

3929
01:17:07,679 --> 01:17:10,870
Um, and then tier three is when those
tier 2 strategies continue to not work,

3930
01:17:10,870 --> 01:17:10,880
tier 2 strategies continue to not work,
 

3931
01:17:10,880 --> 01:17:13,110
tier 2 strategies continue to not work,
we look look to add more intensive

3932
01:17:13,110 --> 01:17:13,120
we look look to add more intensive
 

3933
01:17:13,120 --> 01:17:15,590
we look look to add more intensive
interventions. Sometimes that ends up in

3934
01:17:15,590 --> 01:17:15,600
interventions. Sometimes that ends up in
 

3935
01:17:15,600 --> 01:17:18,229
interventions. Sometimes that ends up in
IEP, sometimes 504s, sometimes other

3936
01:17:18,229 --> 01:17:18,239
IEP, sometimes 504s, sometimes other
 

3937
01:17:18,239 --> 01:17:21,669
IEP, sometimes 504s, sometimes other
like real intensive services. Uh with

3938
01:17:21,669 --> 01:17:21,679
like real intensive services. Uh with
 

3939
01:17:21,679 --> 01:17:24,630
like real intensive services. Uh with
the idea that tiers aren't necessar like

3940
01:17:24,630 --> 01:17:24,640
the idea that tiers aren't necessar like
 

3941
01:17:24,640 --> 01:17:26,070
the idea that tiers aren't necessar like
if you're in tier two or tier three, the

3942
01:17:26,070 --> 01:17:26,080
if you're in tier two or tier three, the
 

3943
01:17:26,080 --> 01:17:27,510
if you're in tier two or tier three, the
idea is to try to get you back to tier

3944
01:17:27,510 --> 01:17:27,520
idea is to try to get you back to tier
 

3945
01:17:27,520 --> 01:17:30,310
idea is to try to get you back to tier
one.

3946
01:17:30,310 --> 01:17:30,320
one.
 

3947
01:17:30,320 --> 01:17:31,510
one.
>> Got that right?

3948
01:17:31,510 --> 01:17:31,520
>> Got that right?
 

3949
01:17:31,520 --> 01:17:33,510
>> Got that right?
>> And and just to add that it's that

3950
01:17:33,510 --> 01:17:33,520
>> And and just to add that it's that
 

3951
01:17:33,520 --> 01:17:35,910
>> And and just to add that it's that
example was academic, but it it applies

3952
01:17:35,910 --> 01:17:35,920
example was academic, but it it applies
 

3953
01:17:35,920 --> 01:17:39,350
example was academic, but it it applies
to non-academic areas as well. Deian and

3954
01:17:39,350 --> 01:17:39,360
to non-academic areas as well. Deian and
 

3955
01:17:39,360 --> 01:17:40,709
to non-academic areas as well. Deian and
then Alex.

3956
01:17:40,709 --> 01:17:40,719
then Alex.
 

3957
01:17:40,719 --> 01:17:44,790
then Alex.
>> I'm interested um in sometime getting to

3958
01:17:44,790 --> 01:17:44,800
>> I'm interested um in sometime getting to
 

3959
01:17:44,800 --> 01:17:47,990
>> I'm interested um in sometime getting to
see the aligned assessment calendars and

3960
01:17:47,990 --> 01:17:48,000
see the aligned assessment calendars and
 

3961
01:17:48,000 --> 01:17:51,030
see the aligned assessment calendars and
what that looks like. Um I think that

3962
01:17:51,030 --> 01:17:51,040
what that looks like. Um I think that
 

3963
01:17:51,040 --> 01:17:54,630
what that looks like. Um I think that
one of the variables that we are bad at

3964
01:17:54,630 --> 01:17:54,640
one of the variables that we are bad at
 

3965
01:17:54,640 --> 01:17:57,030
one of the variables that we are bad at
taking care of is the fact that it might

3966
01:17:57,030 --> 01:17:57,040
taking care of is the fact that it might
 

3967
01:17:57,040 --> 01:18:01,590
taking care of is the fact that it might
not be um the standards or the um depth

3968
01:18:01,590 --> 01:18:01,600
not be um the standards or the um depth
 

3969
01:18:01,600 --> 01:18:03,910
not be um the standards or the um depth
of knowledge that a kid can't get, but

3970
01:18:03,910 --> 01:18:03,920
of knowledge that a kid can't get, but
 

3971
01:18:03,920 --> 01:18:07,110
of knowledge that a kid can't get, but
they don't have enough time. And so I

3972
01:18:07,110 --> 01:18:07,120
they don't have enough time. And so I
 

3973
01:18:07,120 --> 01:18:10,070
they don't have enough time. And so I
would like to see how uh schools are

3974
01:18:10,070 --> 01:18:10,080
would like to see how uh schools are
 

3975
01:18:10,080 --> 01:18:12,550
would like to see how uh schools are
adjusting for students that all they

3976
01:18:12,550 --> 01:18:12,560
adjusting for students that all they
 

3977
01:18:12,560 --> 01:18:18,229
adjusting for students that all they
really need is more time to get there.

3978
01:18:18,229 --> 01:18:18,239

 

3979
01:18:18,239 --> 01:18:21,110

Uh not that you got it wrong. Um but I

3980
01:18:21,110 --> 01:18:21,120
Uh not that you got it wrong. Um but I
 

3981
01:18:21,120 --> 01:18:22,950
Uh not that you got it wrong. Um but I
do think um in following up on the

3982
01:18:22,950 --> 01:18:22,960
do think um in following up on the
 

3983
01:18:22,960 --> 01:18:24,070
do think um in following up on the
discussions we've had with our

3984
01:18:24,070 --> 01:18:24,080
discussions we've had with our
 

3985
01:18:24,080 --> 01:18:27,430
discussions we've had with our
neurodeiverse community um in particular

3986
01:18:27,430 --> 01:18:27,440
neurodeiverse community um in particular
 

3987
01:18:27,440 --> 01:18:29,750
neurodeiverse community um in particular
uh tier 2 is not a place to stay out of

3988
01:18:29,750 --> 01:18:29,760
uh tier 2 is not a place to stay out of
 

3989
01:18:29,760 --> 01:18:32,070
uh tier 2 is not a place to stay out of
as long as possible. It's not always a

3990
01:18:32,070 --> 01:18:32,080
as long as possible. It's not always a
 

3991
01:18:32,080 --> 01:18:35,350
as long as possible. It's not always a
path to IEP or 504 plan and it's not

3992
01:18:35,350 --> 01:18:35,360
path to IEP or 504 plan and it's not
 

3993
01:18:35,360 --> 01:18:36,709
path to IEP or 504 plan and it's not
always an intervention to get back to

3994
01:18:36,709 --> 01:18:36,719
always an intervention to get back to
 

3995
01:18:36,719 --> 01:18:38,709
always an intervention to get back to
tier one. There are kids who need that

3996
01:18:38,709 --> 01:18:38,719
tier one. There are kids who need that
 

3997
01:18:38,719 --> 01:18:41,430
tier one. There are kids who need that
support all the time and that becomes

3998
01:18:41,430 --> 01:18:41,440
support all the time and that becomes
 

3999
01:18:41,440 --> 01:18:43,189
support all the time and that becomes
something you know about the student and

4000
01:18:43,189 --> 01:18:43,199
something you know about the student and
 

4001
01:18:43,199 --> 01:18:45,189
something you know about the student and
incorporate into how you serve them all

4002
01:18:45,189 --> 01:18:45,199
incorporate into how you serve them all
 

4003
01:18:45,199 --> 01:18:46,790
incorporate into how you serve them all
the time. I got some more questions but

4004
01:18:46,790 --> 01:18:46,800
the time. I got some more questions but
 

4005
01:18:46,800 --> 01:18:53,030
the time. I got some more questions but
I'll wait till the question slide.

4006
01:18:53,030 --> 01:18:53,040

 

4007
01:18:53,040 --> 01:18:56,790

>> Okay. So, um there was one more button

4008
01:18:56,790 --> 01:18:56,800
>> Okay. So, um there was one more button
 

4009
01:18:56,800 --> 01:18:59,910
>> Okay. So, um there was one more button
to click there. assessment tools. On

4010
01:18:59,910 --> 01:18:59,920
to click there. assessment tools. On
 

4011
01:18:59,920 --> 01:19:01,910
to click there. assessment tools. On
this last slide, there's several pieces

4012
01:19:01,910 --> 01:19:01,920
this last slide, there's several pieces
 

4013
01:19:01,920 --> 01:19:03,270
this last slide, there's several pieces
here, so I'm going to talk through each

4014
01:19:03,270 --> 01:19:03,280
here, so I'm going to talk through each
 

4015
01:19:03,280 --> 01:19:05,590
here, so I'm going to talk through each
one. Um these are just some reflections

4016
01:19:05,590 --> 01:19:05,600
one. Um these are just some reflections
 

4017
01:19:05,600 --> 01:19:09,030
one. Um these are just some reflections
that um our team had as we kind of

4018
01:19:09,030 --> 01:19:09,040
that um our team had as we kind of
 

4019
01:19:09,040 --> 01:19:11,510
that um our team had as we kind of
looked broadly at the trends and all of

4020
01:19:11,510 --> 01:19:11,520
looked broadly at the trends and all of
 

4021
01:19:11,520 --> 01:19:14,310
looked broadly at the trends and all of
the data. Um the first is really about

4022
01:19:14,310 --> 01:19:14,320
the data. Um the first is really about
 

4023
01:19:14,320 --> 01:19:15,750
the data. Um the first is really about
the mindset regarding the purpose of

4024
01:19:15,750 --> 01:19:15,760
the mindset regarding the purpose of
 

4025
01:19:15,760 --> 01:19:18,470
the mindset regarding the purpose of
MTSS as we were we were just discussing.

4026
01:19:18,470 --> 01:19:18,480
MTSS as we were we were just discussing.
 

4027
01:19:18,480 --> 01:19:20,550
MTSS as we were we were just discussing.
So, as we all know, there's so many

4028
01:19:20,550 --> 01:19:20,560
So, as we all know, there's so many
 

4029
01:19:20,560 --> 01:19:23,189
So, as we all know, there's so many
misconceptions about what MTSS is and

4030
01:19:23,189 --> 01:19:23,199
misconceptions about what MTSS is and
 

4031
01:19:23,199 --> 01:19:27,510
misconceptions about what MTSS is and
what it isn't. Um, and many schools

4032
01:19:27,510 --> 01:19:27,520
what it isn't. Um, and many schools
 

4033
01:19:27,520 --> 01:19:29,750
what it isn't. Um, and many schools
really wanted to share noticing that

4034
01:19:29,750 --> 01:19:29,760
really wanted to share noticing that
 

4035
01:19:29,760 --> 01:19:32,390
really wanted to share noticing that
there's an increased understanding among

4036
01:19:32,390 --> 01:19:32,400
there's an increased understanding among
 

4037
01:19:32,400 --> 01:19:35,669
there's an increased understanding among
their staff that MTSS isn't a single

4038
01:19:35,669 --> 01:19:35,679
their staff that MTSS isn't a single
 

4039
01:19:35,679 --> 01:19:38,149
their staff that MTSS isn't a single
process. It's not that team that meets

4040
01:19:38,149 --> 01:19:38,159
process. It's not that team that meets
 

4041
01:19:38,159 --> 01:19:40,950
process. It's not that team that meets
about that kid, but really that it's um

4042
01:19:40,950 --> 01:19:40,960
about that kid, but really that it's um
 

4043
01:19:40,960 --> 01:19:42,790
about that kid, but really that it's um
and not a pre-referral process to

4044
01:19:42,790 --> 01:19:42,800
and not a pre-referral process to
 

4045
01:19:42,800 --> 01:19:45,430
and not a pre-referral process to
special education, but that it's a

4046
01:19:45,430 --> 01:19:45,440
special education, but that it's a
 

4047
01:19:45,440 --> 01:19:47,430
special education, but that it's a
preventative schoolwide framework that

4048
01:19:47,430 --> 01:19:47,440
preventative schoolwide framework that
 

4049
01:19:47,440 --> 01:19:50,550
preventative schoolwide framework that
encompasses academic and non-academic

4050
01:19:50,550 --> 01:19:50,560
encompasses academic and non-academic
 

4051
01:19:50,560 --> 01:19:53,590
encompasses academic and non-academic
areas for all students. Um, as we

4052
01:19:53,590 --> 01:19:53,600
areas for all students. Um, as we
 

4053
01:19:53,600 --> 01:19:55,350
areas for all students. Um, as we
discussed earlier, it's not just for

4054
01:19:55,350 --> 01:19:55,360
discussed earlier, it's not just for
 

4055
01:19:55,360 --> 01:19:57,270
discussed earlier, it's not just for
students who are struggling, but it's

4056
01:19:57,270 --> 01:19:57,280
students who are struggling, but it's
 

4057
01:19:57,280 --> 01:19:59,110
students who are struggling, but it's
really for all students, including our

4058
01:19:59,110 --> 01:19:59,120
really for all students, including our
 

4059
01:19:59,120 --> 01:20:00,790
really for all students, including our
advanced and gifted learners, whose

4060
01:20:00,790 --> 01:20:00,800
advanced and gifted learners, whose
 

4061
01:20:00,800 --> 01:20:02,630
advanced and gifted learners, whose
needs can and should be met through an

4062
01:20:02,630 --> 01:20:02,640
needs can and should be met through an
 

4063
01:20:02,640 --> 01:20:07,270
needs can and should be met through an
MTSS framework.

4064
01:20:07,270 --> 01:20:07,280

 

4065
01:20:07,280 --> 01:20:08,630

The next is something I mentioned

4066
01:20:08,630 --> 01:20:08,640
The next is something I mentioned
 

4067
01:20:08,640 --> 01:20:10,709
The next is something I mentioned
earlier um, regarding our 90-day

4068
01:20:10,709 --> 01:20:10,719
earlier um, regarding our 90-day
 

4069
01:20:10,719 --> 01:20:12,790
earlier um, regarding our 90-day
planning. So, as schools are beginning

4070
01:20:12,790 --> 01:20:12,800
planning. So, as schools are beginning
 

4071
01:20:12,800 --> 01:20:14,709
planning. So, as schools are beginning
to make meaningful connections between

4072
01:20:14,709 --> 01:20:14,719
to make meaningful connections between
 

4073
01:20:14,719 --> 01:20:17,110
to make meaningful connections between
the continuous improvement model of MTSS

4074
01:20:17,110 --> 01:20:17,120
the continuous improvement model of MTSS
 

4075
01:20:17,120 --> 01:20:19,590
the continuous improvement model of MTSS
and the short cycle improvements of a

4076
01:20:19,590 --> 01:20:19,600
and the short cycle improvements of a
 

4077
01:20:19,600 --> 01:20:23,270
and the short cycle improvements of a
90-day plan, um we saw really clearly

4078
01:20:23,270 --> 01:20:23,280
90-day plan, um we saw really clearly
 

4079
01:20:23,280 --> 01:20:25,030
90-day plan, um we saw really clearly
with our schools when we had these

4080
01:20:25,030 --> 01:20:25,040
with our schools when we had these
 

4081
01:20:25,040 --> 01:20:26,709
with our schools when we had these
conversations last spring, our schools

4082
01:20:26,709 --> 01:20:26,719
conversations last spring, our schools
 

4083
01:20:26,719 --> 01:20:28,870
conversations last spring, our schools
who had already been engaging in the

4084
01:20:28,870 --> 01:20:28,880
who had already been engaging in the
 

4085
01:20:28,880 --> 01:20:31,110
who had already been engaging in the
90-day planning work, whether it was as

4086
01:20:31,110 --> 01:20:31,120
90-day planning work, whether it was as
 

4087
01:20:31,120 --> 01:20:33,590
90-day planning work, whether it was as
part of a UVA cohort or with alongside

4088
01:20:33,590 --> 01:20:33,600
part of a UVA cohort or with alongside
 

4089
01:20:33,600 --> 01:20:36,310
part of a UVA cohort or with alongside
the strategic plan support team, when

4090
01:20:36,310 --> 01:20:36,320
the strategic plan support team, when
 

4091
01:20:36,320 --> 01:20:39,910
the strategic plan support team, when
when the MTSS goals were already baked

4092
01:20:39,910 --> 01:20:39,920
when the MTSS goals were already baked
 

4093
01:20:39,920 --> 01:20:42,790
when the MTSS goals were already baked
into the 90-day day plan implementation

4094
01:20:42,790 --> 01:20:42,800
into the 90-day day plan implementation
 

4095
01:20:42,800 --> 01:20:44,550
into the 90-day day plan implementation
of this framework felt much more

4096
01:20:44,550 --> 01:20:44,560
of this framework felt much more
 

4097
01:20:44,560 --> 01:20:46,310
of this framework felt much more
authentic, much more tied to the

4098
01:20:46,310 --> 01:20:46,320
authentic, much more tied to the
 

4099
01:20:46,320 --> 01:20:48,390
authentic, much more tied to the
day-to-day work that the leaders were

4100
01:20:48,390 --> 01:20:48,400
day-to-day work that the leaders were
 

4101
01:20:48,400 --> 01:20:52,950
day-to-day work that the leaders were
were guiding. Um, and our principles,

4102
01:20:52,950 --> 01:20:52,960
were guiding. Um, and our principles,
 

4103
01:20:52,960 --> 01:20:55,830
were guiding. Um, and our principles,
this maybe is me being a little um, just

4104
01:20:55,830 --> 01:20:55,840
this maybe is me being a little um, just
 

4105
01:20:55,840 --> 01:20:57,830
this maybe is me being a little um, just
giving my opinion, but there seemed to

4106
01:20:57,830 --> 01:20:57,840
giving my opinion, but there seemed to
 

4107
01:20:57,840 --> 01:21:01,189
giving my opinion, but there seemed to
be some more autonomy and ownership in

4108
01:21:01,189 --> 01:21:01,199
be some more autonomy and ownership in
 

4109
01:21:01,199 --> 01:21:03,910
be some more autonomy and ownership in
terms of how the work was being led at

4110
01:21:03,910 --> 01:21:03,920
terms of how the work was being led at
 

4111
01:21:03,920 --> 01:21:06,709
terms of how the work was being led at
the school when it was built into the

4112
01:21:06,709 --> 01:21:06,719
the school when it was built into the
 

4113
01:21:06,719 --> 01:21:10,229
the school when it was built into the
work of the 90-day plan. Um and and also

4114
01:21:10,229 --> 01:21:10,239
work of the 90-day plan. Um and and also
 

4115
01:21:10,239 --> 01:21:12,630
work of the 90-day plan. Um and and also
I would would add that in those examples

4116
01:21:12,630 --> 01:21:12,640
I would would add that in those examples
 

4117
01:21:12,640 --> 01:21:16,390
I would would add that in those examples
the leaders were able to really um

4118
01:21:16,390 --> 01:21:16,400
the leaders were able to really um
 

4119
01:21:16,400 --> 01:21:19,270
the leaders were able to really um
articulate really clearly how they've

4120
01:21:19,270 --> 01:21:19,280
articulate really clearly how they've
 

4121
01:21:19,280 --> 01:21:21,030
articulate really clearly how they've
determined what actions need to happen

4122
01:21:21,030 --> 01:21:21,040
determined what actions need to happen
 

4123
01:21:21,040 --> 01:21:23,510
determined what actions need to happen
next, how they're monitoring um the

4124
01:21:23,510 --> 01:21:23,520
next, how they're monitoring um the
 

4125
01:21:23,520 --> 01:21:26,709
next, how they're monitoring um the
impact and most importantly how these

4126
01:21:26,709 --> 01:21:26,719
impact and most importantly how these
 

4127
01:21:26,719 --> 01:21:28,390
impact and most importantly how these
moves are meeting the needs of their

4128
01:21:28,390 --> 01:21:28,400
moves are meeting the needs of their
 

4129
01:21:28,400 --> 01:21:31,430
moves are meeting the needs of their
school community.

4130
01:21:31,430 --> 01:21:31,440
school community.
 

4131
01:21:31,440 --> 01:21:33,270
school community.
The third reflection here is regarding

4132
01:21:33,270 --> 01:21:33,280
The third reflection here is regarding
 

4133
01:21:33,280 --> 01:21:35,750
The third reflection here is regarding
our schoolwide behavior systems. So,

4134
01:21:35,750 --> 01:21:35,760
our schoolwide behavior systems. So,
 

4135
01:21:35,760 --> 01:21:37,350
our schoolwide behavior systems. So,
when we had these conversations last

4136
01:21:37,350 --> 01:21:37,360
when we had these conversations last
 

4137
01:21:37,360 --> 01:21:39,270
when we had these conversations last
spring, the vast majority of schools

4138
01:21:39,270 --> 01:21:39,280
spring, the vast majority of schools
 

4139
01:21:39,280 --> 01:21:42,550
spring, the vast majority of schools
reported um confidence around having

4140
01:21:42,550 --> 01:21:42,560
reported um confidence around having
 

4141
01:21:42,560 --> 01:21:44,950
reported um confidence around having
processes in place to monitor their

4142
01:21:44,950 --> 01:21:44,960
processes in place to monitor their
 

4143
01:21:44,960 --> 01:21:47,830
processes in place to monitor their
schoolwide behavior systems um and

4144
01:21:47,830 --> 01:21:47,840
schoolwide behavior systems um and
 

4145
01:21:47,840 --> 01:21:49,669
schoolwide behavior systems um and
having consistent alignment of

4146
01:21:49,669 --> 01:21:49,679
having consistent alignment of
 

4147
01:21:49,679 --> 01:21:51,830
having consistent alignment of
schoolwide behavior expectations across

4148
01:21:51,830 --> 01:21:51,840
schoolwide behavior expectations across
 

4149
01:21:51,840 --> 01:21:53,350
schoolwide behavior expectations across
classrooms.

4150
01:21:53,350 --> 01:21:53,360
classrooms.
 

4151
01:21:53,360 --> 01:21:55,350
classrooms.
Yet, at the same time, we understand

4152
01:21:55,350 --> 01:21:55,360
Yet, at the same time, we understand
 

4153
01:21:55,360 --> 01:21:58,390
Yet, at the same time, we understand
that um the needs of students and staff

4154
01:21:58,390 --> 01:21:58,400
that um the needs of students and staff
 

4155
01:21:58,400 --> 01:22:00,870
that um the needs of students and staff
continue to evolve. And so, our support

4156
01:22:00,870 --> 01:22:00,880
continue to evolve. And so, our support
 

4157
01:22:00,880 --> 01:22:03,350
continue to evolve. And so, our support
in this area will continue to evolve as

4158
01:22:03,350 --> 01:22:03,360
in this area will continue to evolve as
 

4159
01:22:03,360 --> 01:22:04,950
in this area will continue to evolve as
well. So, we're not marking this one as

4160
01:22:04,950 --> 01:22:04,960
well. So, we're not marking this one as
 

4161
01:22:04,960 --> 01:22:07,590
well. So, we're not marking this one as
a a done. We've arrived. This is

4162
01:22:07,590 --> 01:22:07,600
a a done. We've arrived. This is
 

4163
01:22:07,600 --> 01:22:08,870
a a done. We've arrived. This is
something that we're paying really close

4164
01:22:08,870 --> 01:22:08,880
something that we're paying really close
 

4165
01:22:08,880 --> 01:22:11,270
something that we're paying really close
attention to. Um, and so you'll hear

4166
01:22:11,270 --> 01:22:11,280
attention to. Um, and so you'll hear
 

4167
01:22:11,280 --> 01:22:14,390
attention to. Um, and so you'll hear
from S Tammy and Sennon later about some

4168
01:22:14,390 --> 01:22:14,400
from S Tammy and Sennon later about some
 

4169
01:22:14,400 --> 01:22:16,310
from S Tammy and Sennon later about some
of the ways that um we're thinking

4170
01:22:16,310 --> 01:22:16,320
of the ways that um we're thinking
 

4171
01:22:16,320 --> 01:22:19,750
of the ways that um we're thinking
through additional supports um for

4172
01:22:19,750 --> 01:22:19,760
through additional supports um for
 

4173
01:22:19,760 --> 01:22:21,270
through additional supports um for
schools and how we're continuing to

4174
01:22:21,270 --> 01:22:21,280
schools and how we're continuing to
 

4175
01:22:21,280 --> 01:22:23,350
schools and how we're continuing to
listen and learn about current needs

4176
01:22:23,350 --> 01:22:23,360
listen and learn about current needs
 

4177
01:22:23,360 --> 01:22:27,350
listen and learn about current needs
that are happening.

4178
01:22:27,350 --> 01:22:27,360

 

4179
01:22:27,360 --> 01:22:30,229

The fourth um piece on this slide is

4180
01:22:30,229 --> 01:22:30,239
The fourth um piece on this slide is
 

4181
01:22:30,239 --> 01:22:31,910
The fourth um piece on this slide is
around resources. So, as I'm sure you

4182
01:22:31,910 --> 01:22:31,920
around resources. So, as I'm sure you
 

4183
01:22:31,920 --> 01:22:34,950
around resources. So, as I'm sure you
can imagine, any conversation about MTSS

4184
01:22:34,950 --> 01:22:34,960
can imagine, any conversation about MTSS
 

4185
01:22:34,960 --> 01:22:37,030
can imagine, any conversation about MTSS
or or any school improvements, the topic

4186
01:22:37,030 --> 01:22:37,040
or or any school improvements, the topic
 

4187
01:22:37,040 --> 01:22:39,030
or or any school improvements, the topic
of resources is going to come up every

4188
01:22:39,030 --> 01:22:39,040
of resources is going to come up every
 

4189
01:22:39,040 --> 01:22:41,030
of resources is going to come up every
time. So, our schools are looking for

4190
01:22:41,030 --> 01:22:41,040
time. So, our schools are looking for
 

4191
01:22:41,040 --> 01:22:43,270
time. So, our schools are looking for
ways to meet the needs of kids,

4192
01:22:43,270 --> 01:22:43,280
ways to meet the needs of kids,
 

4193
01:22:43,280 --> 01:22:45,510
ways to meet the needs of kids,
families, and staff, which are

4194
01:22:45,510 --> 01:22:45,520
families, and staff, which are
 

4195
01:22:45,520 --> 01:22:47,669
families, and staff, which are
constantly changing with less and less.

4196
01:22:47,669 --> 01:22:47,679
constantly changing with less and less.
 

4197
01:22:47,679 --> 01:22:50,070
constantly changing with less and less.
And they're asking, how can we sustain

4198
01:22:50,070 --> 01:22:50,080
And they're asking, how can we sustain
 

4199
01:22:50,080 --> 01:22:52,870
And they're asking, how can we sustain
our efforts with increasing demands and

4200
01:22:52,870 --> 01:22:52,880
our efforts with increasing demands and
 

4201
01:22:52,880 --> 01:22:55,189
our efforts with increasing demands and
decreasing resources?

4202
01:22:55,189 --> 01:22:55,199
decreasing resources?
 

4203
01:22:55,199 --> 01:22:56,470
decreasing resources?
We all know that this is the

4204
01:22:56,470 --> 01:22:56,480
We all know that this is the
 

4205
01:22:56,480 --> 01:22:58,229
We all know that this is the
million-dollar question that that you

4206
01:22:58,229 --> 01:22:58,239
million-dollar question that that you
 

4207
01:22:58,239 --> 01:22:59,990
million-dollar question that that you
all are coming together and ask all the

4208
01:22:59,990 --> 01:23:00,000
all are coming together and ask all the
 

4209
01:23:00,000 --> 01:23:02,070
all are coming together and ask all the
time. um and that we'll continue to

4210
01:23:02,070 --> 01:23:02,080
time. um and that we'll continue to
 

4211
01:23:02,080 --> 01:23:04,790
time. um and that we'll continue to
problem solve through together. And the

4212
01:23:04,790 --> 01:23:04,800
problem solve through together. And the
 

4213
01:23:04,800 --> 01:23:06,550
problem solve through together. And the
last the last reflection here is

4214
01:23:06,550 --> 01:23:06,560
last the last reflection here is
 

4215
01:23:06,560 --> 01:23:08,390
last the last reflection here is
something that I don't think prior to

4216
01:23:08,390 --> 01:23:08,400
something that I don't think prior to
 

4217
01:23:08,400 --> 01:23:10,629
something that I don't think prior to
this that we've really named as a key

4218
01:23:10,629 --> 01:23:10,639
this that we've really named as a key
 

4219
01:23:10,639 --> 01:23:13,910
this that we've really named as a key
factor in MTSS implementation.

4220
01:23:13,910 --> 01:23:13,920
factor in MTSS implementation.
 

4221
01:23:13,920 --> 01:23:15,590
factor in MTSS implementation.
The challenges for implementing

4222
01:23:15,590 --> 01:23:15,600
The challenges for implementing
 

4223
01:23:15,600 --> 01:23:18,470
The challenges for implementing
implementation are there are unique

4224
01:23:18,470 --> 01:23:18,480
implementation are there are unique
 

4225
01:23:18,480 --> 01:23:22,149
implementation are there are unique
challenges relative to a school's size.

4226
01:23:22,149 --> 01:23:22,159
challenges relative to a school's size.
 

4227
01:23:22,159 --> 01:23:24,709
challenges relative to a school's size.
So for example, a small school with one

4228
01:23:24,709 --> 01:23:24,719
So for example, a small school with one
 

4229
01:23:24,719 --> 01:23:27,350
So for example, a small school with one
administrator, part-time counselor, a

4230
01:23:27,350 --> 01:23:27,360
administrator, part-time counselor, a
 

4231
01:23:27,360 --> 01:23:29,750
administrator, part-time counselor, a
0.25 25 interventionist and itinerant

4232
01:23:29,750 --> 01:23:29,760
0.25 25 interventionist and itinerant
 

4233
01:23:29,760 --> 01:23:32,870
0.25 25 interventionist and itinerant
staff faces some unique dilemmas when it

4234
01:23:32,870 --> 01:23:32,880
staff faces some unique dilemmas when it
 

4235
01:23:32,880 --> 01:23:35,270
staff faces some unique dilemmas when it
comes to the logistics of planning for

4236
01:23:35,270 --> 01:23:35,280
comes to the logistics of planning for
 

4237
01:23:35,280 --> 01:23:38,709
comes to the logistics of planning for
MTSS. Scheduling meetings um

4238
01:23:38,709 --> 01:23:38,719
MTSS. Scheduling meetings um
 

4239
01:23:38,719 --> 01:23:40,629
MTSS. Scheduling meetings um
professional development with part-time

4240
01:23:40,629 --> 01:23:40,639
professional development with part-time
 

4241
01:23:40,639 --> 01:23:42,629
professional development with part-time
staff who attended that one was somebody

4242
01:23:42,629 --> 01:23:42,639
staff who attended that one was somebody
 

4243
01:23:42,639 --> 01:23:43,990
staff who attended that one was somebody
here on Thursday or were they at their

4244
01:23:43,990 --> 01:23:44,000
here on Thursday or were they at their
 

4245
01:23:44,000 --> 01:23:47,110
here on Thursday or were they at their
other school becomes an added layer of

4246
01:23:47,110 --> 01:23:47,120
other school becomes an added layer of
 

4247
01:23:47,120 --> 01:23:48,629
other school becomes an added layer of
complexity.

4248
01:23:48,629 --> 01:23:48,639
complexity.
 

4249
01:23:48,639 --> 01:23:51,030
complexity.
Um, we have schools, you know, running

4250
01:23:51,030 --> 01:23:51,040
Um, we have schools, you know, running
 

4251
01:23:51,040 --> 01:23:53,510
Um, we have schools, you know, running
multiple committees and leadership teams

4252
01:23:53,510 --> 01:23:53,520
multiple committees and leadership teams
 

4253
01:23:53,520 --> 01:23:55,510
multiple committees and leadership teams
with the same 20 people just putting on

4254
01:23:55,510 --> 01:23:55,520
with the same 20 people just putting on
 

4255
01:23:55,520 --> 01:23:56,790
with the same 20 people just putting on
different hats and running to different

4256
01:23:56,790 --> 01:23:56,800
different hats and running to different
 

4257
01:23:56,800 --> 01:23:59,270
different hats and running to different
committees to do the work. Um, and we

4258
01:23:59,270 --> 01:23:59,280
committees to do the work. Um, and we
 

4259
01:23:59,280 --> 01:24:00,790
committees to do the work. Um, and we
know that teaming is a core component of

4260
01:24:00,790 --> 01:24:00,800
know that teaming is a core component of
 

4261
01:24:00,800 --> 01:24:03,990
know that teaming is a core component of
MTSS. So, when you have a middle school

4262
01:24:03,990 --> 01:24:04,000
MTSS. So, when you have a middle school
 

4263
01:24:04,000 --> 01:24:06,149
MTSS. So, when you have a middle school
with one math teacher and one social

4264
01:24:06,149 --> 01:24:06,159
with one math teacher and one social
 

4265
01:24:06,159 --> 01:24:08,629
with one math teacher and one social
studies teacher or the first grade

4266
01:24:08,629 --> 01:24:08,639
studies teacher or the first grade
 

4267
01:24:08,639 --> 01:24:10,070
studies teacher or the first grade
teachers don't have the same planning

4268
01:24:10,070 --> 01:24:10,080
teachers don't have the same planning
 

4269
01:24:10,080 --> 01:24:11,189
teachers don't have the same planning
time because their kids don't have

4270
01:24:11,189 --> 01:24:11,199
time because their kids don't have
 

4271
01:24:11,199 --> 01:24:13,430
time because their kids don't have
specials at the same time, um, having

4272
01:24:13,430 --> 01:24:13,440
specials at the same time, um, having
 

4273
01:24:13,440 --> 01:24:16,229
specials at the same time, um, having
that collaboration becomes incredibly

4274
01:24:16,229 --> 01:24:16,239
that collaboration becomes incredibly
 

4275
01:24:16,239 --> 01:24:18,149
that collaboration becomes incredibly
complex.

4276
01:24:18,149 --> 01:24:18,159
complex.
 

4277
01:24:18,159 --> 01:24:20,229
complex.
On the other end of the spectrum, our

4278
01:24:20,229 --> 01:24:20,239
On the other end of the spectrum, our
 

4279
01:24:20,239 --> 01:24:21,830
On the other end of the spectrum, our
large comprehensive high schools, as we

4280
01:24:21,830 --> 01:24:21,840
large comprehensive high schools, as we
 

4281
01:24:21,840 --> 01:24:24,149
large comprehensive high schools, as we
kind of talked about earlier, also have

4282
01:24:24,149 --> 01:24:24,159
kind of talked about earlier, also have
 

4283
01:24:24,159 --> 01:24:26,070
kind of talked about earlier, also have
unique challenges, but very different

4284
01:24:26,070 --> 01:24:26,080
unique challenges, but very different
 

4285
01:24:26,080 --> 01:24:27,669
unique challenges, but very different
due to their volume of staff and

4286
01:24:27,669 --> 01:24:27,679
due to their volume of staff and
 

4287
01:24:27,679 --> 01:24:30,229
due to their volume of staff and
students. So, um, when you think of

4288
01:24:30,229 --> 01:24:30,239
students. So, um, when you think of
 

4289
01:24:30,239 --> 01:24:33,110
students. So, um, when you think of
needing to orchestrate the complex

4290
01:24:33,110 --> 01:24:33,120
needing to orchestrate the complex
 

4291
01:24:33,120 --> 01:24:34,950
needing to orchestrate the complex
meeting structures and communication

4292
01:24:34,950 --> 01:24:34,960
meeting structures and communication
 

4293
01:24:34,960 --> 01:24:36,470
meeting structures and communication
structures to make sure that there's a

4294
01:24:36,470 --> 01:24:36,480
structures to make sure that there's a
 

4295
01:24:36,480 --> 01:24:38,390
structures to make sure that there's a
seamless flow of information from the

4296
01:24:38,390 --> 01:24:38,400
seamless flow of information from the
 

4297
01:24:38,400 --> 01:24:40,790
seamless flow of information from the
top to the bottom, um, that we're

4298
01:24:40,790 --> 01:24:40,800
top to the bottom, um, that we're
 

4299
01:24:40,800 --> 01:24:44,390
top to the bottom, um, that we're
getting large a large staff of teachers

4300
01:24:44,390 --> 01:24:44,400
getting large a large staff of teachers
 

4301
01:24:44,400 --> 01:24:47,189
getting large a large staff of teachers
aligned around the same universal

4302
01:24:47,189 --> 01:24:47,199
aligned around the same universal
 

4303
01:24:47,199 --> 01:24:49,430
aligned around the same universal
instructional practices across

4304
01:24:49,430 --> 01:24:49,440
instructional practices across
 

4305
01:24:49,440 --> 01:24:51,830
instructional practices across
classrooms or responding swiftly to the

4306
01:24:51,830 --> 01:24:51,840
classrooms or responding swiftly to the
 

4307
01:24:51,840 --> 01:24:53,910
classrooms or responding swiftly to the
mental health needs of our students

4308
01:24:53,910 --> 01:24:53,920
mental health needs of our students
 

4309
01:24:53,920 --> 01:24:56,310
mental health needs of our students
while managing recordkeeping of over a

4310
01:24:56,310 --> 01:24:56,320
while managing recordkeeping of over a
 

4311
01:24:56,320 --> 01:24:58,709
while managing recordkeeping of over a
thousand students. that can feel really

4312
01:24:58,709 --> 01:24:58,719
thousand students. that can feel really
 

4313
01:24:58,719 --> 01:25:01,750
thousand students. that can feel really
daunting and difficult to tackle.

4314
01:25:01,750 --> 01:25:01,760
daunting and difficult to tackle.
 

4315
01:25:01,760 --> 01:25:04,310
daunting and difficult to tackle.
So these challenges

4316
01:25:04,310 --> 01:25:04,320
So these challenges
 

4317
01:25:04,320 --> 01:25:06,790
So these challenges
really reflect our current reality of

4318
01:25:06,790 --> 01:25:06,800
really reflect our current reality of
 

4319
01:25:06,800 --> 01:25:09,030
really reflect our current reality of
being in schools. So we know that

4320
01:25:09,030 --> 01:25:09,040
being in schools. So we know that
 

4321
01:25:09,040 --> 01:25:11,510
being in schools. So we know that
solutions we can't find solutions in a

4322
01:25:11,510 --> 01:25:11,520
solutions we can't find solutions in a
 

4323
01:25:11,520 --> 01:25:13,030
solutions we can't find solutions in a
in a research or a book somewhere

4324
01:25:13,030 --> 01:25:13,040
in a research or a book somewhere
 

4325
01:25:13,040 --> 01:25:15,669
in a research or a book somewhere
because this is a constantly evolving um

4326
01:25:15,669 --> 01:25:15,679
because this is a constantly evolving um
 

4327
01:25:15,679 --> 01:25:17,990
because this is a constantly evolving um
situation. And so I think our best move

4328
01:25:17,990 --> 01:25:18,000
situation. And so I think our best move
 

4329
01:25:18,000 --> 01:25:19,669
situation. And so I think our best move
here is to really make sure that we

4330
01:25:19,669 --> 01:25:19,679
here is to really make sure that we
 

4331
01:25:19,679 --> 01:25:21,430
here is to really make sure that we
continue to walk alongside our school

4332
01:25:21,430 --> 01:25:21,440
continue to walk alongside our school
 

4333
01:25:21,440 --> 01:25:23,030
continue to walk alongside our school
leaders and our teachers as they're

4334
01:25:23,030 --> 01:25:23,040
leaders and our teachers as they're
 

4335
01:25:23,040 --> 01:25:25,189
leaders and our teachers as they're
wrestling with these challenges,

4336
01:25:25,189 --> 01:25:25,199
wrestling with these challenges,
 

4337
01:25:25,199 --> 01:25:27,350
wrestling with these challenges,
listening to their needs, co-creating

4338
01:25:27,350 --> 01:25:27,360
listening to their needs, co-creating
 

4339
01:25:27,360 --> 01:25:29,510
listening to their needs, co-creating
solutions that are that feel feasible

4340
01:25:29,510 --> 01:25:29,520
solutions that are that feel feasible
 

4341
01:25:29,520 --> 01:25:32,709
solutions that are that feel feasible
and sustainable. Um and ultimately if we

4342
01:25:32,709 --> 01:25:32,719
and sustainable. Um and ultimately if we
 

4343
01:25:32,719 --> 01:25:35,430
and sustainable. Um and ultimately if we
really lean into the implementation

4344
01:25:35,430 --> 01:25:35,440
really lean into the implementation
 

4345
01:25:35,440 --> 01:25:37,030
really lean into the implementation
science and thinking about the

4346
01:25:37,030 --> 01:25:37,040
science and thinking about the
 

4347
01:25:37,040 --> 01:25:39,270
science and thinking about the
continuous improvement cycles as a way

4348
01:25:39,270 --> 01:25:39,280
continuous improvement cycles as a way
 

4349
01:25:39,280 --> 01:25:43,270
continuous improvement cycles as a way
of doing business um that will help us

4350
01:25:43,270 --> 01:25:43,280
of doing business um that will help us
 

4351
01:25:43,280 --> 01:25:45,590
of doing business um that will help us
continue to to shift and stay nimble as

4352
01:25:45,590 --> 01:25:45,600
continue to to shift and stay nimble as
 

4353
01:25:45,600 --> 01:25:47,110
continue to to shift and stay nimble as
the conditions in schools continue to

4354
01:25:47,110 --> 01:25:47,120
the conditions in schools continue to
 

4355
01:25:47,120 --> 01:25:49,110
the conditions in schools continue to
evolve.

4356
01:25:49,110 --> 01:25:49,120
evolve.
 

4357
01:25:49,120 --> 01:25:54,470
evolve.
So now I'll move to the questions slide.

4358
01:25:54,470 --> 01:25:54,480

 

4359
01:25:54,480 --> 01:25:56,470

>> Well, we know Alex had a question so we

4360
01:25:56,470 --> 01:25:56,480
>> Well, we know Alex had a question so we
 

4361
01:25:56,480 --> 01:25:57,669
>> Well, we know Alex had a question so we
can start there.

4362
01:25:57,669 --> 01:25:57,679
can start there.
 

4363
01:25:57,679 --> 01:26:00,229
can start there.
>> Okay. Um, first off, I just want to say

4364
01:26:00,229 --> 01:26:00,239
>> Okay. Um, first off, I just want to say
 

4365
01:26:00,239 --> 01:26:01,910
>> Okay. Um, first off, I just want to say
thank you so much for this uh

4366
01:26:01,910 --> 01:26:01,920
thank you so much for this uh
 

4367
01:26:01,920 --> 01:26:03,270
thank you so much for this uh
presentation and this chance to have

4368
01:26:03,270 --> 01:26:03,280
presentation and this chance to have
 

4369
01:26:03,280 --> 01:26:05,030
presentation and this chance to have
this conversation. I want to check in

4370
01:26:05,030 --> 01:26:05,040
this conversation. I want to check in
 

4371
01:26:05,040 --> 01:26:07,030
this conversation. I want to check in
later with uh everybody on the on the

4372
01:26:07,030 --> 01:26:07,040
later with uh everybody on the on the
 

4373
01:26:07,040 --> 01:26:08,629
later with uh everybody on the on the
board and see how they feel about this

4374
01:26:08,629 --> 01:26:08,639
board and see how they feel about this
 

4375
01:26:08,639 --> 01:26:10,390
board and see how they feel about this
level of inquiry because I'm super

4376
01:26:10,390 --> 01:26:10,400
level of inquiry because I'm super
 

4377
01:26:10,400 --> 01:26:12,709
level of inquiry because I'm super
excited, but I'm a data implementation

4378
01:26:12,709 --> 01:26:12,719
excited, but I'm a data implementation
 

4379
01:26:12,719 --> 01:26:15,910
excited, but I'm a data implementation
nerd and this is what I live for. Um I

4380
01:26:15,910 --> 01:26:15,920
nerd and this is what I live for. Um I
 

4381
01:26:15,920 --> 01:26:19,350
nerd and this is what I live for. Um I
guess the first question for me is as we

4382
01:26:19,350 --> 01:26:19,360
guess the first question for me is as we
 

4383
01:26:19,360 --> 01:26:22,149
guess the first question for me is as we
try to um look at this from a familyf

4384
01:26:22,149 --> 01:26:22,159
try to um look at this from a familyf
 

4385
01:26:22,159 --> 01:26:24,950
try to um look at this from a familyf
facing perspective. Uh I would encourage

4386
01:26:24,950 --> 01:26:24,960
facing perspective. Uh I would encourage
 

4387
01:26:24,960 --> 01:26:26,550
facing perspective. Uh I would encourage
us to work with Randy and his team and

4388
01:26:26,550 --> 01:26:26,560
us to work with Randy and his team and
 

4389
01:26:26,560 --> 01:26:28,070
us to work with Randy and his team and
really figure out the family facing

4390
01:26:28,070 --> 01:26:28,080
really figure out the family facing
 

4391
01:26:28,080 --> 01:26:30,709
really figure out the family facing
language we use about this because uh we

4392
01:26:30,709 --> 01:26:30,719
language we use about this because uh we
 

4393
01:26:30,719 --> 01:26:32,629
language we use about this because uh we
on the board get coached on what MTSS

4394
01:26:32,629 --> 01:26:32,639
on the board get coached on what MTSS
 

4395
01:26:32,639 --> 01:26:35,189
on the board get coached on what MTSS
and DDI is. And I just think there's a

4396
01:26:35,189 --> 01:26:35,199
and DDI is. And I just think there's a
 

4397
01:26:35,199 --> 01:26:37,030
and DDI is. And I just think there's a
lot of better language to explain this

4398
01:26:37,030 --> 01:26:37,040
lot of better language to explain this
 

4399
01:26:37,040 --> 01:26:40,470
lot of better language to explain this
to families. the it's it's also that the

4400
01:26:40,470 --> 01:26:40,480
to families. the it's it's also that the
 

4401
01:26:40,480 --> 01:26:43,910
to families. the it's it's also that the
the language around what we do MTSS and

4402
01:26:43,910 --> 01:26:43,920
the language around what we do MTSS and
 

4403
01:26:43,920 --> 01:26:46,470
the language around what we do MTSS and
DDI are kind of very teacher facing and

4404
01:26:46,470 --> 01:26:46,480
DDI are kind of very teacher facing and
 

4405
01:26:46,480 --> 01:26:48,310
DDI are kind of very teacher facing and
school leaderf facing. It's not what the

4406
01:26:48,310 --> 01:26:48,320
school leaderf facing. It's not what the
 

4407
01:26:48,320 --> 01:26:50,709
school leaderf facing. It's not what the
student experiences because of it. So

4408
01:26:50,709 --> 01:26:50,719
student experiences because of it. So
 

4409
01:26:50,719 --> 01:26:53,350
student experiences because of it. So
man, I think we want to get to well we

4410
01:26:53,350 --> 01:26:53,360
man, I think we want to get to well we
 

4411
01:26:53,360 --> 01:26:55,189
man, I think we want to get to well we
here at this school we really look at

4412
01:26:55,189 --> 01:26:55,199
here at this school we really look at
 

4413
01:26:55,199 --> 01:26:56,709
here at this school we really look at
how the students are doing and we make

4414
01:26:56,709 --> 01:26:56,719
how the students are doing and we make
 

4415
01:26:56,719 --> 01:26:58,310
how the students are doing and we make
adjustments in how we interact with them

4416
01:26:58,310 --> 01:26:58,320
adjustments in how we interact with them
 

4417
01:26:58,320 --> 01:27:00,870
adjustments in how we interact with them
in the classroom uh in order to better

4418
01:27:00,870 --> 01:27:00,880
in the classroom uh in order to better
 

4419
01:27:00,880 --> 01:27:02,790
in the classroom uh in order to better
you know always be changing to help them

4420
01:27:02,790 --> 01:27:02,800
you know always be changing to help them
 

4421
01:27:02,800 --> 01:27:05,110
you know always be changing to help them
learn the most like that's what MTSS and

4422
01:27:05,110 --> 01:27:05,120
learn the most like that's what MTSS and
 

4423
01:27:05,120 --> 01:27:08,070
learn the most like that's what MTSS and
DDI kind of are and from a family or kid

4424
01:27:08,070 --> 01:27:08,080
DDI kind of are and from a family or kid
 

4425
01:27:08,080 --> 01:27:10,149
DDI kind of are and from a family or kid
facing so I would like us to work on the

4426
01:27:10,149 --> 01:27:10,159
facing so I would like us to work on the
 

4427
01:27:10,159 --> 01:27:14,229
facing so I would like us to work on the
language. Um secondly uh I'm so excited

4428
01:27:14,229 --> 01:27:14,239
language. Um secondly uh I'm so excited
 

4429
01:27:14,239 --> 01:27:16,470
language. Um secondly uh I'm so excited
that we have an assessment system and an

4430
01:27:16,470 --> 01:27:16,480
that we have an assessment system and an
 

4431
01:27:16,480 --> 01:27:18,310
that we have an assessment system and an
assessment calendar. I I know this place

4432
01:27:18,310 --> 01:27:18,320
assessment calendar. I I know this place
 

4433
01:27:18,320 --> 01:27:21,030
assessment calendar. I I know this place
from a long time ago when uh we had 56

4434
01:27:21,030 --> 01:27:21,040
from a long time ago when uh we had 56
 

4435
01:27:21,040 --> 01:27:22,950
from a long time ago when uh we had 56
different schools with 4,000 teachers

4436
01:27:22,950 --> 01:27:22,960
different schools with 4,000 teachers
 

4437
01:27:22,960 --> 01:27:23,990
different schools with 4,000 teachers
and they were figuring out what

4438
01:27:23,990 --> 01:27:24,000
and they were figuring out what
 

4439
01:27:24,000 --> 01:27:25,590
and they were figuring out what
assessment they wanted and that meant

4440
01:27:25,590 --> 01:27:25,600
assessment they wanted and that meant
 

4441
01:27:25,600 --> 01:27:27,830
assessment they wanted and that meant
there was no support, no ability to do

4442
01:27:27,830 --> 01:27:27,840
there was no support, no ability to do
 

4443
01:27:27,840 --> 01:27:31,990
there was no support, no ability to do
this. Um I am I want to ask about two

4444
01:27:31,990 --> 01:27:32,000
this. Um I am I want to ask about two
 

4445
01:27:32,000 --> 01:27:34,149
this. Um I am I want to ask about two
things. One is

4446
01:27:34,149 --> 01:27:34,159
things. One is
 

4447
01:27:34,159 --> 01:27:35,830
things. One is
how

4448
01:27:35,830 --> 01:27:35,840
how
 

4449
01:27:35,840 --> 01:27:38,550
how
do we make the there's a an impulse in

4450
01:27:38,550 --> 01:27:38,560
do we make the there's a an impulse in
 

4451
01:27:38,560 --> 01:27:40,790
do we make the there's a an impulse in
America I hear it all the time as an

4452
01:27:40,790 --> 01:27:40,800
America I hear it all the time as an
 

4453
01:27:40,800 --> 01:27:43,030
America I hear it all the time as an
official of assessment's bad. It's why

4454
01:27:43,030 --> 01:27:43,040
official of assessment's bad. It's why
 

4455
01:27:43,040 --> 01:27:44,470
official of assessment's bad. It's why
kids lose their souls and that's why

4456
01:27:44,470 --> 01:27:44,480
kids lose their souls and that's why
 

4457
01:27:44,480 --> 01:27:45,669
kids lose their souls and that's why
they shouldn't be in school and you're

4458
01:27:45,669 --> 01:27:45,679
they shouldn't be in school and you're
 

4459
01:27:45,679 --> 01:27:47,030
they shouldn't be in school and you're
not doing anything. you're just testing

4460
01:27:47,030 --> 01:27:47,040
not doing anything. you're just testing
 

4461
01:27:47,040 --> 01:27:48,310
not doing anything. you're just testing
them all the time and there's way too

4462
01:27:48,310 --> 01:27:48,320
them all the time and there's way too
 

4463
01:27:48,320 --> 01:27:50,310
them all the time and there's way too
much testing, right? And so there's no

4464
01:27:50,310 --> 01:27:50,320
much testing, right? And so there's no
 

4465
01:27:50,320 --> 01:27:52,550
much testing, right? And so there's no
distinction between CAMASS which is used

4466
01:27:52,550 --> 01:27:52,560
distinction between CAMASS which is used
 

4467
01:27:52,560 --> 01:27:54,470
distinction between CAMASS which is used
to give us our summitive data and

4468
01:27:54,470 --> 01:27:54,480
to give us our summitive data and
 

4469
01:27:54,480 --> 01:27:55,910
to give us our summitive data and
compare to other students in schools

4470
01:27:55,910 --> 01:27:55,920
compare to other students in schools
 

4471
01:27:55,920 --> 01:27:57,990
compare to other students in schools
across the state at which we rock to

4472
01:27:57,990 --> 01:27:58,000
across the state at which we rock to
 

4473
01:27:58,000 --> 01:27:59,910
across the state at which we rock to
formative assessment that's used for all

4474
01:27:59,910 --> 01:27:59,920
formative assessment that's used for all
 

4475
01:27:59,920 --> 01:28:01,830
formative assessment that's used for all
this stuff to the assessment that's

4476
01:28:01,830 --> 01:28:01,840
this stuff to the assessment that's
 

4477
01:28:01,840 --> 01:28:04,070
this stuff to the assessment that's
linked to our curriculum that is part of

4478
01:28:04,070 --> 01:28:04,080
linked to our curriculum that is part of
 

4479
01:28:04,080 --> 01:28:06,310
linked to our curriculum that is part of
what teachers do every day to understand

4480
01:28:06,310 --> 01:28:06,320
what teachers do every day to understand
 

4481
01:28:06,320 --> 01:28:07,669
what teachers do every day to understand
if kids understood what they thought

4482
01:28:07,669 --> 01:28:07,679
if kids understood what they thought
 

4483
01:28:07,679 --> 01:28:10,790
if kids understood what they thought
they taught. Right? And so I think we

4484
01:28:10,790 --> 01:28:10,800
they taught. Right? And so I think we
 

4485
01:28:10,800 --> 01:28:13,189
they taught. Right? And so I think we
need to again have a familyfacing

4486
01:28:13,189 --> 01:28:13,199
need to again have a familyfacing
 

4487
01:28:13,199 --> 01:28:15,590
need to again have a familyfacing
version of this that builds the

4488
01:28:15,590 --> 01:28:15,600
version of this that builds the
 

4489
01:28:15,600 --> 01:28:19,110
version of this that builds the
constituency for smart modern teaching

4490
01:28:19,110 --> 01:28:19,120
constituency for smart modern teaching
 

4491
01:28:19,120 --> 01:28:21,430
constituency for smart modern teaching
which uses formative assessment in all

4492
01:28:21,430 --> 01:28:21,440
which uses formative assessment in all
 

4493
01:28:21,440 --> 01:28:23,669
which uses formative assessment in all
these complex ways. So we've made great

4494
01:28:23,669 --> 01:28:23,679
these complex ways. So we've made great
 

4495
01:28:23,679 --> 01:28:25,510
these complex ways. So we've made great
progress because we now have the system.

4496
01:28:25,510 --> 01:28:25,520
progress because we now have the system.
 

4497
01:28:25,520 --> 01:28:27,990
progress because we now have the system.
I still talk to families in the grocery

4498
01:28:27,990 --> 01:28:28,000
I still talk to families in the grocery
 

4499
01:28:28,000 --> 01:28:29,590
I still talk to families in the grocery
store who like how we my kid's being

4500
01:28:29,590 --> 01:28:29,600
store who like how we my kid's being
 

4501
01:28:29,600 --> 01:28:32,229
store who like how we my kid's being
tested too much and they don't or they

4502
01:28:32,229 --> 01:28:32,239
tested too much and they don't or they
 

4503
01:28:32,239 --> 01:28:34,550
tested too much and they don't or they
disagree or don't understand or don't

4504
01:28:34,550 --> 01:28:34,560
disagree or don't understand or don't
 

4505
01:28:34,560 --> 01:28:37,030
disagree or don't understand or don't
think that the role of assessment is so

4506
01:28:37,030 --> 01:28:37,040
think that the role of assessment is so
 

4507
01:28:37,040 --> 01:28:39,030
think that the role of assessment is so
key to making sure every kid is

4508
01:28:39,030 --> 01:28:39,040
key to making sure every kid is
 

4509
01:28:39,040 --> 01:28:41,030
key to making sure every kid is
differentiated with and that they get a

4510
01:28:41,030 --> 01:28:41,040
differentiated with and that they get a
 

4511
01:28:41,040 --> 01:28:43,510
differentiated with and that they get a
different experience. So again, it's a

4512
01:28:43,510 --> 01:28:43,520
different experience. So again, it's a
 

4513
01:28:43,520 --> 01:28:45,910
different experience. So again, it's a
um a sort of outward-looking thing about

4514
01:28:45,910 --> 01:28:45,920
um a sort of outward-looking thing about
 

4515
01:28:45,920 --> 01:28:47,830
um a sort of outward-looking thing about
how we communicate that which does go

4516
01:28:47,830 --> 01:28:47,840
how we communicate that which does go
 

4517
01:28:47,840 --> 01:28:49,590
how we communicate that which does go
down to how teachers communicate and how

4518
01:28:49,590 --> 01:28:49,600
down to how teachers communicate and how
 

4519
01:28:49,600 --> 01:28:51,510
down to how teachers communicate and how
leaders communicate as well as people

4520
01:28:51,510 --> 01:28:51,520
leaders communicate as well as people
 

4521
01:28:51,520 --> 01:28:54,790
leaders communicate as well as people
here. And then related to that, I'm so

4522
01:28:54,790 --> 01:28:54,800
here. And then related to that, I'm so
 

4523
01:28:54,800 --> 01:28:58,470
here. And then related to that, I'm so
curious how we as governing board people

4524
01:28:58,470 --> 01:28:58,480
curious how we as governing board people
 

4525
01:28:58,480 --> 01:29:01,830
curious how we as governing board people
and other people in the public, is there

4526
01:29:01,830 --> 01:29:01,840
and other people in the public, is there
 

4527
01:29:01,840 --> 01:29:04,470
and other people in the public, is there
a rollup of the data that comes from our

4528
01:29:04,470 --> 01:29:04,480
a rollup of the data that comes from our
 

4529
01:29:04,480 --> 01:29:06,870
a rollup of the data that comes from our
assessment systems that lets us have the

4530
01:29:06,870 --> 01:29:06,880
assessment systems that lets us have the
 

4531
01:29:06,880 --> 01:29:09,430
assessment systems that lets us have the
kind of inquiry that a sack would have

4532
01:29:09,430 --> 01:29:09,440
kind of inquiry that a sack would have
 

4533
01:29:09,440 --> 01:29:13,030
kind of inquiry that a sack would have
into their school? So when do we get who

4534
01:29:13,030 --> 01:29:13,040
into their school? So when do we get who
 

4535
01:29:13,040 --> 01:29:15,590
into their school? So when do we get who
all gets the data from this assessment

4536
01:29:15,590 --> 01:29:15,600
all gets the data from this assessment
 

4537
01:29:15,600 --> 01:29:19,830
all gets the data from this assessment
system? Is it avail

4538
01:29:19,830 --> 01:29:19,840
system? Is it avail
 

4539
01:29:19,840 --> 01:29:21,750
system? Is it avail
uh unified improvement planning process,

4540
01:29:21,750 --> 01:29:21,760
uh unified improvement planning process,
 

4541
01:29:21,760 --> 01:29:25,189
uh unified improvement planning process,
the 90-day process? Um it should be uh

4542
01:29:25,189 --> 01:29:25,199
the 90-day process? Um it should be uh
 

4543
01:29:25,199 --> 01:29:27,110
the 90-day process? Um it should be uh
perhaps considered by the SAC as they

4544
01:29:27,110 --> 01:29:27,120
perhaps considered by the SAC as they
 

4545
01:29:27,120 --> 01:29:30,790
perhaps considered by the SAC as they
think about approving a UIP and what how

4546
01:29:30,790 --> 01:29:30,800
think about approving a UIP and what how
 

4547
01:29:30,800 --> 01:29:32,709
think about approving a UIP and what how
does that roll up to us as schoolboard

4548
01:29:32,709 --> 01:29:32,719
does that roll up to us as schoolboard
 

4549
01:29:32,719 --> 01:29:35,350
does that roll up to us as schoolboard
members in a way that also demonstrates

4550
01:29:35,350 --> 01:29:35,360
members in a way that also demonstrates
 

4551
01:29:35,360 --> 01:29:38,149
members in a way that also demonstrates
the value of it so that we win the fight

4552
01:29:38,149 --> 01:29:38,159
the value of it so that we win the fight
 

4553
01:29:38,159 --> 01:29:40,629
the value of it so that we win the fight
to protect assessment systems. I'm

4554
01:29:40,629 --> 01:29:40,639
to protect assessment systems. I'm
 

4555
01:29:40,639 --> 01:29:43,350
to protect assessment systems. I'm
afraid we could lose that at a state,

4556
01:29:43,350 --> 01:29:43,360
afraid we could lose that at a state,
 

4557
01:29:43,360 --> 01:29:44,629
afraid we could lose that at a state,
especially with the current federal

4558
01:29:44,629 --> 01:29:44,639
especially with the current federal
 

4559
01:29:44,639 --> 01:29:45,910
especially with the current federal
changes and the ability of states to

4560
01:29:45,910 --> 01:29:45,920
changes and the ability of states to
 

4561
01:29:45,920 --> 01:29:47,830
changes and the ability of states to
just wave all federal requirements for

4562
01:29:47,830 --> 01:29:47,840
just wave all federal requirements for
 

4563
01:29:47,840 --> 01:29:49,750
just wave all federal requirements for
summitative assessment. We could also

4564
01:29:49,750 --> 01:29:49,760
summitative assessment. We could also
 

4565
01:29:49,760 --> 01:29:51,510
summitative assessment. We could also
have a ground swell of people continuing

4566
01:29:51,510 --> 01:29:51,520
have a ground swell of people continuing
 

4567
01:29:51,520 --> 01:29:53,750
have a ground swell of people continuing
to opt out and of people resisting the

4568
01:29:53,750 --> 01:29:53,760
to opt out and of people resisting the
 

4569
01:29:53,760 --> 01:29:55,910
to opt out and of people resisting the
use of formative assessment. So, I just

4570
01:29:55,910 --> 01:29:55,920
use of formative assessment. So, I just
 

4571
01:29:55,920 --> 01:30:00,390
use of formative assessment. So, I just
want us to demonstrate its utility and

4572
01:30:00,390 --> 01:30:00,400
want us to demonstrate its utility and
 

4573
01:30:00,400 --> 01:30:02,709
want us to demonstrate its utility and
also let people be familiar with it

4574
01:30:02,709 --> 01:30:02,719
also let people be familiar with it
 

4575
01:30:02,719 --> 01:30:05,110
also let people be familiar with it
again with family facing language. And I

4576
01:30:05,110 --> 01:30:05,120
again with family facing language. And I
 

4577
01:30:05,120 --> 01:30:06,550
again with family facing language. And I
guess Dr. Dr. Anderson, I'm curious what

4578
01:30:06,550 --> 01:30:06,560
guess Dr. Dr. Anderson, I'm curious what
 

4579
01:30:06,560 --> 01:30:09,750
guess Dr. Dr. Anderson, I'm curious what
your reactions are to that and to the

4580
01:30:09,750 --> 01:30:09,760
your reactions are to that and to the
 

4581
01:30:09,760 --> 01:30:12,310
your reactions are to that and to the
team about like, well, is it a bad thing

4582
01:30:12,310 --> 01:30:12,320
team about like, well, is it a bad thing
 

4583
01:30:12,320 --> 01:30:14,550
team about like, well, is it a bad thing
if parents ask what the data looks like?

4584
01:30:14,550 --> 01:30:14,560
if parents ask what the data looks like?
 

4585
01:30:14,560 --> 01:30:16,629
if parents ask what the data looks like?
Is it a good thing? Should the SAC have

4586
01:30:16,629 --> 01:30:16,639
Is it a good thing? Should the SAC have
 

4587
01:30:16,639 --> 01:30:18,149
Is it a good thing? Should the SAC have
access to this? What do you think about

4588
01:30:18,149 --> 01:30:18,159
access to this? What do you think about
 

4589
01:30:18,159 --> 01:30:21,030
access to this? What do you think about
the data transparency and insight and

4590
01:30:21,030 --> 01:30:21,040
the data transparency and insight and
 

4591
01:30:21,040 --> 01:30:24,310
the data transparency and insight and
how we deal with the public about it?

4592
01:30:24,310 --> 01:30:24,320
how we deal with the public about it?
 

4593
01:30:24,320 --> 01:30:27,270
how we deal with the public about it?
>> Well, first of all, I think uh

4594
01:30:27,270 --> 01:30:27,280
>> Well, first of all, I think uh
 

4595
01:30:27,280 --> 01:30:29,030
>> Well, first of all, I think uh
I think your assessment is spot on.

4596
01:30:29,030 --> 01:30:29,040
I think your assessment is spot on.
 

4597
01:30:29,040 --> 01:30:30,870
I think your assessment is spot on.
These are national issues and I think

4598
01:30:30,870 --> 01:30:30,880
These are national issues and I think
 

4599
01:30:30,880 --> 01:30:32,470
These are national issues and I think
that, you know, being able to take a

4600
01:30:32,470 --> 01:30:32,480
that, you know, being able to take a
 

4601
01:30:32,480 --> 01:30:33,910
that, you know, being able to take a
look at what's happening at the federal

4602
01:30:33,910 --> 01:30:33,920
look at what's happening at the federal
 

4603
01:30:33,920 --> 01:30:36,870
look at what's happening at the federal
level, right? like if you don't have if

4604
01:30:36,870 --> 01:30:36,880
level, right? like if you don't have if
 

4605
01:30:36,880 --> 01:30:39,030
level, right? like if you don't have if
you don't have the ability to assess you

4606
01:30:39,030 --> 01:30:39,040
you don't have the ability to assess you
 

4607
01:30:39,040 --> 01:30:41,189
you don't have the ability to assess you
know you know I'm not talking there's

4608
01:30:41,189 --> 01:30:41,199
know you know I'm not talking there's
 

4609
01:30:41,199 --> 01:30:42,629
know you know I'm not talking there's
high stakes testing and then there's

4610
01:30:42,629 --> 01:30:42,639
high stakes testing and then there's
 

4611
01:30:42,639 --> 01:30:45,510
high stakes testing and then there's
assessment right that drives instruction

4612
01:30:45,510 --> 01:30:45,520
assessment right that drives instruction
 

4613
01:30:45,520 --> 01:30:48,950
assessment right that drives instruction
and intervention right so so the

4614
01:30:48,950 --> 01:30:48,960
and intervention right so so the
 

4615
01:30:48,960 --> 01:30:51,030
and intervention right so so the
assessment to drive instruction and

4616
01:30:51,030 --> 01:30:51,040
assessment to drive instruction and
 

4617
01:30:51,040 --> 01:30:53,590
assessment to drive instruction and
intervention you know h happens through

4618
01:30:53,590 --> 01:30:53,600
intervention you know h happens through
 

4619
01:30:53,600 --> 01:30:55,270
intervention you know h happens through
the assessment framework which by the

4620
01:30:55,270 --> 01:30:55,280
the assessment framework which by the
 

4621
01:30:55,280 --> 01:30:57,350
the assessment framework which by the
way you are right when I got here eight

4622
01:30:57,350 --> 01:30:57,360
way you are right when I got here eight
 

4623
01:30:57,360 --> 01:31:01,350
way you are right when I got here eight
years ago it was uh you know we it the

4624
01:31:01,350 --> 01:31:01,360
years ago it was uh you know we it the
 

4625
01:31:01,360 --> 01:31:05,510
years ago it was uh you know we it the
assessments that we had uh weren't even

4626
01:31:05,510 --> 01:31:05,520
assessments that we had uh weren't even
 

4627
01:31:05,520 --> 01:31:08,310
assessments that we had uh weren't even
for yeah it was a mess now I'm really

4628
01:31:08,310 --> 01:31:08,320
for yeah it was a mess now I'm really
 

4629
01:31:08,320 --> 01:31:11,270
for yeah it was a mess now I'm really
really really proud of where we are um

4630
01:31:11,270 --> 01:31:11,280
really really proud of where we are um
 

4631
01:31:11,280 --> 01:31:13,350
really really proud of where we are um
but I and I and I do think this idea of

4632
01:31:13,350 --> 01:31:13,360
but I and I and I do think this idea of
 

4633
01:31:13,360 --> 01:31:16,149
but I and I and I do think this idea of
this family focus family facing and

4634
01:31:16,149 --> 01:31:16,159
this family focus family facing and
 

4635
01:31:16,159 --> 01:31:18,310
this family focus family facing and
focused language is the right thing

4636
01:31:18,310 --> 01:31:18,320
focused language is the right thing
 

4637
01:31:18,320 --> 01:31:20,229
focused language is the right thing
right even as we've talked about some of

4638
01:31:20,229 --> 01:31:20,239
right even as we've talked about some of
 

4639
01:31:20,239 --> 01:31:23,990
right even as we've talked about some of
the technical uh nuanced phrases in this

4640
01:31:23,990 --> 01:31:24,000
the technical uh nuanced phrases in this
 

4641
01:31:24,000 --> 01:31:25,430
the technical uh nuanced phrases in this
presentation and I've been like well

4642
01:31:25,430 --> 01:31:25,440
presentation and I've been like well
 

4643
01:31:25,440 --> 01:31:27,030
presentation and I've been like well
this is what that means right like we

4644
01:31:27,030 --> 01:31:27,040
this is what that means right like we
 

4645
01:31:27,040 --> 01:31:30,390
this is what that means right like we
probably need to have a lot of that um

4646
01:31:30,390 --> 01:31:30,400
probably need to have a lot of that um
 

4647
01:31:30,400 --> 01:31:32,950
probably need to have a lot of that um
uh but it is a critical piece in terms

4648
01:31:32,950 --> 01:31:32,960
uh but it is a critical piece in terms
 

4649
01:31:32,960 --> 01:31:35,430
uh but it is a critical piece in terms
of of access to the data, you know, to,

4650
01:31:35,430 --> 01:31:35,440
of of access to the data, you know, to,
 

4651
01:31:35,440 --> 01:31:38,790
of of access to the data, you know, to,
you know, there's we can certainly if we

4652
01:31:38,790 --> 01:31:38,800
you know, there's we can certainly if we
 

4653
01:31:38,800 --> 01:31:41,030
you know, there's we can certainly if we
get data um and it comes in some kind of

4654
01:31:41,030 --> 01:31:41,040
get data um and it comes in some kind of
 

4655
01:31:41,040 --> 01:31:43,830
get data um and it comes in some kind of
CSV file, then we could upload it into a

4656
01:31:43,830 --> 01:31:43,840
CSV file, then we could upload it into a
 

4657
01:31:43,840 --> 01:31:45,990
CSV file, then we could upload it into a
a visualization through Tableau and and

4658
01:31:45,990 --> 01:31:46,000
a visualization through Tableau and and
 

4659
01:31:46,000 --> 01:31:47,510
a visualization through Tableau and and
we could do that, I'm pretty sure. And

4660
01:31:47,510 --> 01:31:47,520
we could do that, I'm pretty sure. And
 

4661
01:31:47,520 --> 01:31:49,350
we could do that, I'm pretty sure. And
we do some of that. Some of that maybe

4662
01:31:49,350 --> 01:31:49,360
we do some of that. Some of that maybe
 

4663
01:31:49,360 --> 01:31:51,669
we do some of that. Some of that maybe
we haven't made it external facing. The

4664
01:31:51,669 --> 01:31:51,679
we haven't made it external facing. The
 

4665
01:31:51,679 --> 01:31:53,590
we haven't made it external facing. The
question that we would have to have is

4666
01:31:53,590 --> 01:31:53,600
question that we would have to have is
 

4667
01:31:53,600 --> 01:31:57,830
question that we would have to have is
when is what's too much? And if if you

4668
01:31:57,830 --> 01:31:57,840
when is what's too much? And if if you
 

4669
01:31:57,840 --> 01:32:00,070
when is what's too much? And if if you
sometimes, you know, folks hide in plain

4670
01:32:00,070 --> 01:32:00,080
sometimes, you know, folks hide in plain
 

4671
01:32:00,080 --> 01:32:02,629
sometimes, you know, folks hide in plain
sight. Oh, we're super transparent.

4672
01:32:02,629 --> 01:32:02,639
sight. Oh, we're super transparent.
 

4673
01:32:02,639 --> 01:32:04,229
sight. Oh, we're super transparent.
we're going to flood you with so much

4674
01:32:04,229 --> 01:32:04,239
we're going to flood you with so much
 

4675
01:32:04,239 --> 01:32:06,229
we're going to flood you with so much
information you can't go that you can't

4676
01:32:06,229 --> 01:32:06,239
information you can't go that you can't
 

4677
01:32:06,239 --> 01:32:08,070
information you can't go that you can't
understand this way from that way and

4678
01:32:08,070 --> 01:32:08,080
understand this way from that way and
 

4679
01:32:08,080 --> 01:32:10,070
understand this way from that way and
you don't know how how we're doing or

4680
01:32:10,070 --> 01:32:10,080
you don't know how how we're doing or
 

4681
01:32:10,080 --> 01:32:12,149
you don't know how how we're doing or
what's happening and then we say oh but

4682
01:32:12,149 --> 01:32:12,159
what's happening and then we say oh but
 

4683
01:32:12,159 --> 01:32:13,669
what's happening and then we say oh but
we're super transparent but we're not

4684
01:32:13,669 --> 01:32:13,679
we're super transparent but we're not
 

4685
01:32:13,679 --> 01:32:16,070
we're super transparent but we're not
clear right so I think that that's the

4686
01:32:16,070 --> 01:32:16,080
clear right so I think that that's the
 

4687
01:32:16,080 --> 01:32:18,790
clear right so I think that that's the
balance there certainly we work with our

4688
01:32:18,790 --> 01:32:18,800
balance there certainly we work with our
 

4689
01:32:18,800 --> 01:32:21,669
balance there certainly we work with our
school advisory committees which also

4690
01:32:21,669 --> 01:32:21,679
school advisory committees which also
 

4691
01:32:21,679 --> 01:32:23,669
school advisory committees which also
wasn't always a thing to get them the

4692
01:32:23,669 --> 01:32:23,679
wasn't always a thing to get them the
 

4693
01:32:23,679 --> 01:32:25,030
wasn't always a thing to get them the
data that they need to be able to

4694
01:32:25,030 --> 01:32:25,040
data that they need to be able to
 

4695
01:32:25,040 --> 01:32:27,030
data that they need to be able to
develop improvement plans that then also

4696
01:32:27,030 --> 01:32:27,040
develop improvement plans that then also
 

4697
01:32:27,040 --> 01:32:28,870
develop improvement plans that then also
align to our overarching district

4698
01:32:28,870 --> 01:32:28,880
align to our overarching district
 

4699
01:32:28,880 --> 01:32:31,590
align to our overarching district
strategy uh but in terms of the access

4700
01:32:31,590 --> 01:32:31,600
strategy uh but in terms of the access
 

4701
01:32:31,600 --> 01:32:33,430
strategy uh but in terms of the access
to the data in what people see. That

4702
01:32:33,430 --> 01:32:33,440
to the data in what people see. That
 

4703
01:32:33,440 --> 01:32:36,149
to the data in what people see. That
might be a good question for DAC to say

4704
01:32:36,149 --> 01:32:36,159
might be a good question for DAC to say
 

4705
01:32:36,159 --> 01:32:39,350
might be a good question for DAC to say
what's too much, what gets too confusing

4706
01:32:39,350 --> 01:32:39,360
what's too much, what gets too confusing
 

4707
01:32:39,360 --> 01:32:41,270
what's too much, what gets too confusing
and at what level do you need to

4708
01:32:41,270 --> 01:32:41,280
and at what level do you need to
 

4709
01:32:41,280 --> 01:32:42,950
and at what level do you need to
understand to be able to develop

4710
01:32:42,950 --> 01:32:42,960
understand to be able to develop
 

4711
01:32:42,960 --> 01:32:46,229
understand to be able to develop
improvement plans um alongside your

4712
01:32:46,229 --> 01:32:46,239
improvement plans um alongside your
 

4713
01:32:46,239 --> 01:32:49,750
improvement plans um alongside your
principal and school staff.

4714
01:32:49,750 --> 01:32:49,760
principal and school staff.
 

4715
01:32:49,760 --> 01:32:51,669
principal and school staff.
>> Piggybacking on that one, board policy

4716
01:32:51,669 --> 01:32:51,679
>> Piggybacking on that one, board policy
 

4717
01:32:51,679 --> 01:32:54,310
>> Piggybacking on that one, board policy
IKA says that the district shall

4718
01:32:54,310 --> 01:32:54,320
IKA says that the district shall
 

4719
01:32:54,320 --> 01:32:56,709
IKA says that the district shall
communicate to families district and

4720
01:32:56,709 --> 01:32:56,719
communicate to families district and
 

4721
01:32:56,719 --> 01:32:59,510
communicate to families district and
state assessment calendars. And so

4722
01:32:59,510 --> 01:32:59,520
state assessment calendars. And so
 

4723
01:32:59,520 --> 01:33:01,510
state assessment calendars. And so
that's just like that document is a

4724
01:33:01,510 --> 01:33:01,520
that's just like that document is a
 

4725
01:33:01,520 --> 01:33:03,430
that's just like that document is a
great place to just insert what do these

4726
01:33:03,430 --> 01:33:03,440
great place to just insert what do these
 

4727
01:33:03,440 --> 01:33:05,030
great place to just insert what do these
what is the what's the purpose of a

4728
01:33:05,030 --> 01:33:05,040
what is the what's the purpose of a
 

4729
01:33:05,040 --> 01:33:08,470
what is the what's the purpose of a
district versus a state versus a school

4730
01:33:08,470 --> 01:33:08,480
district versus a state versus a school
 

4731
01:33:08,480 --> 01:33:10,149
district versus a state versus a school
or your classroom specific assessment

4732
01:33:10,149 --> 01:33:10,159
or your classroom specific assessment
 

4733
01:33:10,159 --> 01:33:11,910
or your classroom specific assessment
since we have to do it anyway. We're I

4734
01:33:11,910 --> 01:33:11,920
since we have to do it anyway. We're I
 

4735
01:33:11,920 --> 01:33:13,189
since we have to do it anyway. We're I
mean it's just an opportunity to insert

4736
01:33:13,189 --> 01:33:13,199
mean it's just an opportunity to insert
 

4737
01:33:13,199 --> 01:33:15,110
mean it's just an opportunity to insert
some of that detail that Alex is coming

4738
01:33:15,110 --> 01:33:15,120
some of that detail that Alex is coming
 

4739
01:33:15,120 --> 01:33:15,990
some of that detail that Alex is coming
up with.

4740
01:33:15,990 --> 01:33:16,000
up with.
 

4741
01:33:16,000 --> 01:33:17,350
up with.
>> Did you know that off the top of your

4742
01:33:17,350 --> 01:33:17,360
>> Did you know that off the top of your
 

4743
01:33:17,360 --> 01:33:18,310
>> Did you know that off the top of your
head? Did you

4744
01:33:18,310 --> 01:33:18,320
head? Did you
 

4745
01:33:18,320 --> 01:33:20,390
head? Did you
>> We just reviewed that policy. Dr.

4746
01:33:20,390 --> 01:33:20,400
>> We just reviewed that policy. Dr.
 

4747
01:33:20,400 --> 01:33:23,430
>> We just reviewed that policy. Dr.
Anderson

4748
01:33:23,430 --> 01:33:23,440

 

4749
01:33:23,440 --> 01:33:30,709

policy Deian

4750
01:33:30,709 --> 01:33:30,719

 

4751
01:33:30,719 --> 01:33:34,790

I am um interested in in um helping

4752
01:33:34,790 --> 01:33:34,800
I am um interested in in um helping
 

4753
01:33:34,800 --> 01:33:36,709
I am um interested in in um helping
those teachers that are isolated, like

4754
01:33:36,709 --> 01:33:36,719
those teachers that are isolated, like
 

4755
01:33:36,719 --> 01:33:38,310
those teachers that are isolated, like
you mentioned, a middle school teacher,

4756
01:33:38,310 --> 01:33:38,320
you mentioned, a middle school teacher,
 

4757
01:33:38,320 --> 01:33:40,629
you mentioned, a middle school teacher,
that's the only one that teaches their

4758
01:33:40,629 --> 01:33:40,639
that's the only one that teaches their
 

4759
01:33:40,639 --> 01:33:43,510
that's the only one that teaches their
content in that school. Um have there

4760
01:33:43,510 --> 01:33:43,520
content in that school. Um have there
 

4761
01:33:43,520 --> 01:33:46,229
content in that school. Um have there
been any plans to put together um

4762
01:33:46,229 --> 01:33:46,239
been any plans to put together um
 

4763
01:33:46,239 --> 01:33:49,110
been any plans to put together um
something like an action research

4764
01:33:49,110 --> 01:33:49,120
something like an action research
 

4765
01:33:49,120 --> 01:33:52,229
something like an action research
conference where um teachers could share

4766
01:33:52,229 --> 01:33:52,239
conference where um teachers could share
 

4767
01:33:52,239 --> 01:33:54,310
conference where um teachers could share
what they've done, how it worked, and

4768
01:33:54,310 --> 01:33:54,320
what they've done, how it worked, and
 

4769
01:33:54,320 --> 01:33:56,629
what they've done, how it worked, and
what kind of assessments they're using.

4770
01:33:56,629 --> 01:33:56,639
what kind of assessments they're using.
 

4771
01:33:56,639 --> 01:33:59,030
what kind of assessments they're using.
so that it goes across the district and

4772
01:33:59,030 --> 01:33:59,040
so that it goes across the district and
 

4773
01:33:59,040 --> 01:34:02,149
so that it goes across the district and
it isn't isolated.

4774
01:34:02,149 --> 01:34:02,159
it isn't isolated.
 

4775
01:34:02,159 --> 01:34:04,629
it isn't isolated.
>> I I would say that we have and this came

4776
01:34:04,629 --> 01:34:04,639
>> I I would say that we have and this came
 

4777
01:34:04,639 --> 01:34:06,709
>> I I would say that we have and this came
out of our teacher roundts that we did

4778
01:34:06,709 --> 01:34:06,719
out of our teacher roundts that we did
 

4779
01:34:06,719 --> 01:34:10,950
out of our teacher roundts that we did
several years ago um uh for for folks

4780
01:34:10,950 --> 01:34:10,960
several years ago um uh for for folks
 

4781
01:34:10,960 --> 01:34:12,790
several years ago um uh for for folks
that that are the only person that

4782
01:34:12,790 --> 01:34:12,800
that that are the only person that
 

4783
01:34:12,800 --> 01:34:15,030
that that are the only person that
teaches their subject in their school.

4784
01:34:15,030 --> 01:34:15,040
teaches their subject in their school.
 

4785
01:34:15,040 --> 01:34:16,870
teaches their subject in their school.
We've done some we've tried to arrange

4786
01:34:16,870 --> 01:34:16,880
We've done some we've tried to arrange
 

4787
01:34:16,880 --> 01:34:18,310
We've done some we've tried to arrange
some of our professional development

4788
01:34:18,310 --> 01:34:18,320
some of our professional development
 

4789
01:34:18,320 --> 01:34:20,149
some of our professional development
days so they could have some co some

4790
01:34:20,149 --> 01:34:20,159
days so they could have some co some
 

4791
01:34:20,159 --> 01:34:22,229
days so they could have some co some
time together. I don't know that we've

4792
01:34:22,229 --> 01:34:22,239
time together. I don't know that we've
 

4793
01:34:22,239 --> 01:34:24,229
time together. I don't know that we've
developed anything in an action research

4794
01:34:24,229 --> 01:34:24,239
developed anything in an action research
 

4795
01:34:24,239 --> 01:34:26,709
developed anything in an action research
format. Uh but but is something we're

4796
01:34:26,709 --> 01:34:26,719
format. Uh but but is something we're
 

4797
01:34:26,719 --> 01:34:28,229
format. Uh but but is something we're
sensitive to. And I would say we

4798
01:34:28,229 --> 01:34:28,239
sensitive to. And I would say we
 

4799
01:34:28,239 --> 01:34:31,030
sensitive to. And I would say we
probably have done less with schools

4800
01:34:31,030 --> 01:34:31,040
probably have done less with schools
 

4801
01:34:31,040 --> 01:34:33,350
probably have done less with schools
that are so small that somebody who

4802
01:34:33,350 --> 01:34:33,360
that are so small that somebody who
 

4803
01:34:33,360 --> 01:34:36,870
that are so small that somebody who
teaches a subject that's widely taught

4804
01:34:36,870 --> 01:34:36,880
teaches a subject that's widely taught
 

4805
01:34:36,880 --> 01:34:38,390
teaches a subject that's widely taught
throughout the district, but because of

4806
01:34:38,390 --> 01:34:38,400
throughout the district, but because of
 

4807
01:34:38,400 --> 01:34:39,830
throughout the district, but because of
their small school, they're the only one

4808
01:34:39,830 --> 01:34:39,840
their small school, they're the only one
 

4809
01:34:39,840 --> 01:34:41,590
their small school, they're the only one
who teaches it. I don't know that we've

4810
01:34:41,590 --> 01:34:41,600
who teaches it. I don't know that we've
 

4811
01:34:41,600 --> 01:34:43,510
who teaches it. I don't know that we've
done as much there as we have with maybe

4812
01:34:43,510 --> 01:34:43,520
done as much there as we have with maybe
 

4813
01:34:43,520 --> 01:34:45,350
done as much there as we have with maybe
some of the other other subjects where

4814
01:34:45,350 --> 01:34:45,360
some of the other other subjects where
 

4815
01:34:45,360 --> 01:34:46,629
some of the other other subjects where
there's one teacher in the school that

4816
01:34:46,629 --> 01:34:46,639
there's one teacher in the school that
 

4817
01:34:46,639 --> 01:34:48,629
there's one teacher in the school that
does this and they have nobody to plan

4818
01:34:48,629 --> 01:34:48,639
does this and they have nobody to plan
 

4819
01:34:48,639 --> 01:34:50,629
does this and they have nobody to plan
and nobody to relate to and nobody to

4820
01:34:50,629 --> 01:34:50,639
and nobody to relate to and nobody to
 

4821
01:34:50,639 --> 01:34:55,110
and nobody to relate to and nobody to
kind of bounce ideas off of.

4822
01:34:55,110 --> 01:34:55,120

 

4823
01:34:55,120 --> 01:34:57,590

>> Um, additionally, our teams, uh,

4824
01:34:57,590 --> 01:34:57,600
>> Um, additionally, our teams, uh,
 

4825
01:34:57,600 --> 01:34:59,590
>> Um, additionally, our teams, uh,
Shannon's team as well as our DDI

4826
01:34:59,590 --> 01:34:59,600
Shannon's team as well as our DDI
 

4827
01:34:59,600 --> 01:35:02,390
Shannon's team as well as our DDI
coaches and leads, we often will coach a

4828
01:35:02,390 --> 01:35:02,400
coaches and leads, we often will coach a
 

4829
01:35:02,400 --> 01:35:04,709
coaches and leads, we often will coach a
teacher, um, if there's a request. So,

4830
01:35:04,709 --> 01:35:04,719
teacher, um, if there's a request. So,
 

4831
01:35:04,719 --> 01:35:07,110
teacher, um, if there's a request. So,
we have an internal system to provide

4832
01:35:07,110 --> 01:35:07,120
we have an internal system to provide
 

4833
01:35:07,120 --> 01:35:09,910
we have an internal system to provide
support. While we're small, we do lots

4834
01:35:09,910 --> 01:35:09,920
support. While we're small, we do lots
 

4835
01:35:09,920 --> 01:35:12,229
support. While we're small, we do lots
of work and we try to expand around 56

4836
01:35:12,229 --> 01:35:12,239
of work and we try to expand around 56
 

4837
01:35:12,239 --> 01:35:13,750
of work and we try to expand around 56
schools. So, if there's ever a request

4838
01:35:13,750 --> 01:35:13,760
schools. So, if there's ever a request
 

4839
01:35:13,760 --> 01:35:15,830
schools. So, if there's ever a request
for a single teacher or a grade level,

4840
01:35:15,830 --> 01:35:15,840
for a single teacher or a grade level,
 

4841
01:35:15,840 --> 01:35:17,510
for a single teacher or a grade level,
we will respond to that and send

4842
01:35:17,510 --> 01:35:17,520
we will respond to that and send
 

4843
01:35:17,520 --> 01:35:19,510
we will respond to that and send
somebody that's on my team to to help

4844
01:35:19,510 --> 01:35:19,520
somebody that's on my team to to help
 

4845
01:35:19,520 --> 01:35:21,990
somebody that's on my team to to help
coach.

4846
01:35:21,990 --> 01:35:22,000
coach.
 

4847
01:35:22,000 --> 01:35:24,870
coach.
>> I can um add two examples to that, too.

4848
01:35:24,870 --> 01:35:24,880
>> I can um add two examples to that, too.
 

4849
01:35:24,880 --> 01:35:26,870
>> I can um add two examples to that, too.
In one of our smaller middle schools,

4850
01:35:26,870 --> 01:35:26,880
In one of our smaller middle schools,
 

4851
01:35:26,880 --> 01:35:28,950
In one of our smaller middle schools,
it's it's not impossible, but they've

4852
01:35:28,950 --> 01:35:28,960
it's it's not impossible, but they've
 

4853
01:35:28,960 --> 01:35:31,590
it's it's not impossible, but they've
kind of paired within like maybe um you

4854
01:35:31,590 --> 01:35:31,600
kind of paired within like maybe um you
 

4855
01:35:31,600 --> 01:35:33,669
kind of paired within like maybe um you
know, math and sciences. you might not

4856
01:35:33,669 --> 01:35:33,679
know, math and sciences. you might not
 

4857
01:35:33,679 --> 01:35:36,629
know, math and sciences. you might not
be um you know teaching the same course,

4858
01:35:36,629 --> 01:35:36,639
be um you know teaching the same course,
 

4859
01:35:36,639 --> 01:35:38,790
be um you know teaching the same course,
but there are some some planning that

4860
01:35:38,790 --> 01:35:38,800
but there are some some planning that
 

4861
01:35:38,800 --> 01:35:41,430
but there are some some planning that
you can still do with a colleague. Um

4862
01:35:41,430 --> 01:35:41,440
you can still do with a colleague. Um
 

4863
01:35:41,440 --> 01:35:44,149
you can still do with a colleague. Um
and so it's not that it's impossible,

4864
01:35:44,149 --> 01:35:44,159
and so it's not that it's impossible,
 

4865
01:35:44,159 --> 01:35:46,629
and so it's not that it's impossible,
it's just an added layer of complexity

4866
01:35:46,629 --> 01:35:46,639
it's just an added layer of complexity
 

4867
01:35:46,639 --> 01:35:49,110
it's just an added layer of complexity
and planning for the leader. Um and then

4868
01:35:49,110 --> 01:35:49,120
and planning for the leader. Um and then
 

4869
01:35:49,120 --> 01:35:50,709
and planning for the leader. Um and then
one example of kind of what you

4870
01:35:50,709 --> 01:35:50,719
one example of kind of what you
 

4871
01:35:50,719 --> 01:35:54,149
one example of kind of what you
described that um is actually within our

4872
01:35:54,149 --> 01:35:54,159
described that um is actually within our
 

4873
01:35:54,159 --> 01:35:56,790
described that um is actually within our
elementary specials teachers that um

4874
01:35:56,790 --> 01:35:56,800
elementary specials teachers that um
 

4875
01:35:56,800 --> 01:35:59,750
elementary specials teachers that um
Aubrey Yay, our amazing coordinator has

4876
01:35:59,750 --> 01:35:59,760
Aubrey Yay, our amazing coordinator has
 

4877
01:35:59,760 --> 01:36:02,870
Aubrey Yay, our amazing coordinator has
has um you know put together structures

4878
01:36:02,870 --> 01:36:02,880
has um you know put together structures
 

4879
01:36:02,880 --> 01:36:05,910
has um you know put together structures
last year where an art teacher for one

4880
01:36:05,910 --> 01:36:05,920
last year where an art teacher for one
 

4881
01:36:05,920 --> 01:36:07,750
last year where an art teacher for one
school could partner with two other art

4882
01:36:07,750 --> 01:36:07,760
school could partner with two other art
 

4883
01:36:07,760 --> 01:36:09,350
school could partner with two other art
teachers and they could look at how they

4884
01:36:09,350 --> 01:36:09,360
teachers and they could look at how they
 

4885
01:36:09,360 --> 01:36:10,950
teachers and they could look at how they
were planning with the standards and

4886
01:36:10,950 --> 01:36:10,960
were planning with the standards and
 

4887
01:36:10,960 --> 01:36:13,510
were planning with the standards and
assessing. And so putting some some

4888
01:36:13,510 --> 01:36:13,520
assessing. And so putting some some
 

4889
01:36:13,520 --> 01:36:14,950
assessing. And so putting some some
thinking kind of innovatively and

4890
01:36:14,950 --> 01:36:14,960
thinking kind of innovatively and
 

4891
01:36:14,960 --> 01:36:16,390
thinking kind of innovatively and
creatively outside of the box to give

4892
01:36:16,390 --> 01:36:16,400
creatively outside of the box to give
 

4893
01:36:16,400 --> 01:36:20,149
creatively outside of the box to give
teachers those experiences.

4894
01:36:20,149 --> 01:36:20,159

 

4895
01:36:20,159 --> 01:36:22,550

>> One more question or perhaps a

4896
01:36:22,550 --> 01:36:22,560
>> One more question or perhaps a
 

4897
01:36:22,560 --> 01:36:25,030
>> One more question or perhaps a
clarification since I'm sort of new at

4898
01:36:25,030 --> 01:36:25,040
clarification since I'm sort of new at
 

4899
01:36:25,040 --> 01:36:27,189
clarification since I'm sort of new at
this. Uh when you say the word

4900
01:36:27,189 --> 01:36:27,199
this. Uh when you say the word
 

4901
01:36:27,199 --> 01:36:30,390
this. Uh when you say the word
assessment to me as a person who uh who

4902
01:36:30,390 --> 01:36:30,400
assessment to me as a person who uh who
 

4903
01:36:30,400 --> 01:36:32,470
assessment to me as a person who uh who
works with students all the time, I

4904
01:36:32,470 --> 01:36:32,480
works with students all the time, I
 

4905
01:36:32,480 --> 01:36:36,470
works with students all the time, I
don't think those are tests always. Is

4906
01:36:36,470 --> 01:36:36,480
don't think those are tests always. Is
 

4907
01:36:36,480 --> 01:36:38,629
don't think those are tests always. Is
that a tr is that truth? Is are you

4908
01:36:38,629 --> 01:36:38,639
that a tr is that truth? Is are you
 

4909
01:36:38,639 --> 01:36:41,110
that a tr is that truth? Is are you
actually talking about tests or are you

4910
01:36:41,110 --> 01:36:41,120
actually talking about tests or are you
 

4911
01:36:41,120 --> 01:36:43,990
actually talking about tests or are you
talking about projects that might meet

4912
01:36:43,990 --> 01:36:44,000
talking about projects that might meet
 

4913
01:36:44,000 --> 01:36:45,430
talking about projects that might meet
standards?

4914
01:36:45,430 --> 01:36:45,440
standards?
 

4915
01:36:45,440 --> 01:36:47,270
standards?
>> I think the way we would design define

4916
01:36:47,270 --> 01:36:47,280
>> I think the way we would design define
 

4917
01:36:47,280 --> 01:36:48,709
>> I think the way we would design define
assessment could be used broadly to

4918
01:36:48,709 --> 01:36:48,719
assessment could be used broadly to
 

4919
01:36:48,719 --> 01:36:50,629
assessment could be used broadly to
include a variety of project based

4920
01:36:50,629 --> 01:36:50,639
include a variety of project based
 

4921
01:36:50,639 --> 01:36:53,750
include a variety of project based
assessments, tests, more traditional um

4922
01:36:53,750 --> 01:36:53,760
assessments, tests, more traditional um
 

4923
01:36:53,760 --> 01:36:55,109
assessments, tests, more traditional um
yeah, I think it could describe a

4924
01:36:55,109 --> 01:36:55,119
yeah, I think it could describe a
 

4925
01:36:55,119 --> 01:36:57,510
yeah, I think it could describe a
variety of things.

4926
01:36:57,510 --> 01:36:57,520
variety of things.
 

4927
01:36:57,520 --> 01:36:59,350
variety of things.
>> But our assessment, district-wide

4928
01:36:59,350 --> 01:36:59,360
>> But our assessment, district-wide
 

4929
01:36:59,360 --> 01:37:02,550
>> But our assessment, district-wide
assessment framework is tests,

4930
01:37:02,550 --> 01:37:02,560
assessment framework is tests,
 

4931
01:37:02,560 --> 01:37:03,910
assessment framework is tests,
>> right? So we don't have districtwide

4932
01:37:03,910 --> 01:37:03,920
>> right? So we don't have districtwide
 

4933
01:37:03,920 --> 01:37:05,669
>> right? So we don't have districtwide
projectbased assessments. Those would be

4934
01:37:05,669 --> 01:37:05,679
projectbased assessments. Those would be
 

4935
01:37:05,679 --> 01:37:11,109
projectbased assessments. Those would be
more school-based, teacher based.

4936
01:37:11,109 --> 01:37:11,119

 

4937
01:37:11,119 --> 01:37:13,189

>> We are more than halfway through our

4938
01:37:13,189 --> 01:37:13,199
>> We are more than halfway through our
 

4939
01:37:13,199 --> 01:37:15,590
>> We are more than halfway through our
time today and we are less than halfway

4940
01:37:15,590 --> 01:37:15,600
time today and we are less than halfway
 

4941
01:37:15,600 --> 01:37:19,109
time today and we are less than halfway
through our content. So, I'm going to

4942
01:37:19,109 --> 01:37:19,119
through our content. So, I'm going to
 

4943
01:37:19,119 --> 01:37:22,070
through our content. So, I'm going to
ask if folks rather than taking a cover

4944
01:37:22,070 --> 01:37:22,080
ask if folks rather than taking a cover
 

4945
01:37:22,080 --> 01:37:24,470
ask if folks rather than taking a cover
break, folks can manage their own

4946
01:37:24,470 --> 01:37:24,480
break, folks can manage their own
 

4947
01:37:24,480 --> 01:37:26,870
break, folks can manage their own
comfort as needed.

4948
01:37:26,870 --> 01:37:26,880
comfort as needed.
 

4949
01:37:26,880 --> 01:37:28,790
comfort as needed.
And maybe we start the validating

4950
01:37:28,790 --> 01:37:28,800
And maybe we start the validating
 

4951
01:37:28,800 --> 01:37:30,790
And maybe we start the validating
included, get through all the discipline

4952
01:37:30,790 --> 01:37:30,800
included, get through all the discipline
 

4953
01:37:30,800 --> 01:37:32,790
included, get through all the discipline
data, pause for some questions, head

4954
01:37:32,790 --> 01:37:32,800
data, pause for some questions, head
 

4955
01:37:32,800 --> 01:37:34,950
data, pause for some questions, head
into bullying, pause. Um, but getting

4956
01:37:34,950 --> 01:37:34,960
into bullying, pause. Um, but getting
 

4957
01:37:34,960 --> 01:37:36,229
into bullying, pause. Um, but getting
through those chunks of slides just to

4958
01:37:36,229 --> 01:37:36,239
through those chunks of slides just to
 

4959
01:37:36,239 --> 01:37:37,669
through those chunks of slides just to
help us stay on track. Does that sound

4960
01:37:37,669 --> 01:37:37,679
help us stay on track. Does that sound
 

4961
01:37:37,679 --> 01:37:40,390
help us stay on track. Does that sound
like an okay tactic moving forward?

4962
01:37:40,390 --> 01:37:40,400
like an okay tactic moving forward?
 

4963
01:37:40,400 --> 01:37:42,470
like an okay tactic moving forward?
Perfect. Thank you.

4964
01:37:42,470 --> 01:37:42,480
Perfect. Thank you.
 

4965
01:37:42,480 --> 01:37:44,229
Perfect. Thank you.
>> You differentiated our meeting there.

4966
01:37:44,229 --> 01:37:44,239
>> You differentiated our meeting there.
 

4967
01:37:44,239 --> 01:37:45,189
>> You differentiated our meeting there.
That was excellent.

4968
01:37:45,189 --> 01:37:45,199
That was excellent.
 

4969
01:37:45,199 --> 01:37:47,350
That was excellent.
>> And I love the engagement. These are

4970
01:37:47,350 --> 01:37:47,360
>> And I love the engagement. These are
 

4971
01:37:47,360 --> 01:37:49,109
>> And I love the engagement. These are
exciting. It's exciting work. And I

4972
01:37:49,109 --> 01:37:49,119
exciting. It's exciting work. And I
 

4973
01:37:49,119 --> 01:37:50,310
exciting. It's exciting work. And I
think we're all very happy to see that

4974
01:37:50,310 --> 01:37:50,320
think we're all very happy to see that
 

4975
01:37:50,320 --> 01:37:52,390
think we're all very happy to see that
we're actually living um not just

4976
01:37:52,390 --> 01:37:52,400
we're actually living um not just
 

4977
01:37:52,400 --> 01:37:53,830
we're actually living um not just
talking about MTSS, but we're living the

4978
01:37:53,830 --> 01:37:53,840
talking about MTSS, but we're living the
 

4979
01:37:53,840 --> 01:37:55,590
talking about MTSS, but we're living the
work. And so I think that's why board

4980
01:37:55,590 --> 01:37:55,600
work. And so I think that's why board
 

4981
01:37:55,600 --> 01:37:57,830
work. And so I think that's why board
members have asked so many thoughtful

4982
01:37:57,830 --> 01:37:57,840
members have asked so many thoughtful
 

4983
01:37:57,840 --> 01:38:02,550
members have asked so many thoughtful
questions to this point.

4984
01:38:02,550 --> 01:38:02,560

 

4985
01:38:02,560 --> 01:38:04,629

All right, with that cue we are moving

4986
01:38:04,629 --> 01:38:04,639
All right, with that cue we are moving
 

4987
01:38:04,639 --> 01:38:07,830
All right, with that cue we are moving
to the strategic objective of valued and

4988
01:38:07,830 --> 01:38:07,840
to the strategic objective of valued and
 

4989
01:38:07,840 --> 01:38:10,629
to the strategic objective of valued and
included. And the work in this objective

4990
01:38:10,629 --> 01:38:10,639
included. And the work in this objective
 

4991
01:38:10,639 --> 01:38:12,629
included. And the work in this objective
is comprehensive as you can see in the

4992
01:38:12,629 --> 01:38:12,639
is comprehensive as you can see in the
 

4993
01:38:12,639 --> 01:38:15,189
is comprehensive as you can see in the
implementation indicators on the right.

4994
01:38:15,189 --> 01:38:15,199
implementation indicators on the right.
 

4995
01:38:15,199 --> 01:38:16,709
implementation indicators on the right.
And the aim here really is for all

4996
01:38:16,709 --> 01:38:16,719
And the aim here really is for all
 

4997
01:38:16,719 --> 01:38:19,590
And the aim here really is for all
students to feel and have experiences of

4998
01:38:19,590 --> 01:38:19,600
students to feel and have experiences of
 

4999
01:38:19,600 --> 01:38:21,189
students to feel and have experiences of
being valued and included in their

5000
01:38:21,189 --> 01:38:21,199
being valued and included in their
 

5001
01:38:21,199 --> 01:38:23,910
being valued and included in their
learning environments. for schools to

5002
01:38:23,910 --> 01:38:23,920
learning environments. for schools to
 

5003
01:38:23,920 --> 01:38:26,070
learning environments. for schools to
engage in restorative practices with

5004
01:38:26,070 --> 01:38:26,080
engage in restorative practices with
 

5005
01:38:26,080 --> 01:38:27,590
engage in restorative practices with
students when appropriate and to

5006
01:38:27,590 --> 01:38:27,600
students when appropriate and to
 

5007
01:38:27,600 --> 01:38:30,070
students when appropriate and to
consistently apply recommended

5008
01:38:30,070 --> 01:38:30,080
consistently apply recommended
 

5009
01:38:30,080 --> 01:38:32,709
consistently apply recommended
resolutions for specific disciplinary

5010
01:38:32,709 --> 01:38:32,719
resolutions for specific disciplinary
 

5011
01:38:32,719 --> 01:38:35,669
resolutions for specific disciplinary
events. The endeavors here span

5012
01:38:35,669 --> 01:38:35,679
events. The endeavors here span
 

5013
01:38:35,679 --> 01:38:37,669
events. The endeavors here span
discipline decisions, adherence to the

5014
01:38:37,669 --> 01:38:37,679
discipline decisions, adherence to the
 

5015
01:38:37,679 --> 01:38:41,030
discipline decisions, adherence to the
BBSD discipline framework, addressing

5016
01:38:41,030 --> 01:38:41,040
BBSD discipline framework, addressing
 

5017
01:38:41,040 --> 01:38:43,430
BBSD discipline framework, addressing
disproportionate discipline, as well as

5018
01:38:43,430 --> 01:38:43,440
disproportionate discipline, as well as
 

5019
01:38:43,440 --> 01:38:46,229
disproportionate discipline, as well as
responsive and preventative measures to

5020
01:38:46,229 --> 01:38:46,239
responsive and preventative measures to
 

5021
01:38:46,239 --> 01:38:49,350
responsive and preventative measures to
address bullying. Senn is going to guide

5022
01:38:49,350 --> 01:38:49,360
address bullying. Senn is going to guide
 

5023
01:38:49,360 --> 01:38:51,350
address bullying. Senn is going to guide
us through our current context,

5024
01:38:51,350 --> 01:38:51,360
us through our current context,
 

5025
01:38:51,360 --> 01:38:53,910
us through our current context,
responses, and next steps.

5026
01:38:53,910 --> 01:38:53,920
responses, and next steps.
 

5027
01:38:53,920 --> 01:38:56,149
responses, and next steps.
And um I know that we're going to pause

5028
01:38:56,149 --> 01:38:56,159
And um I know that we're going to pause
 

5029
01:38:56,159 --> 01:38:57,750
And um I know that we're going to pause
for a break in between, but just to

5030
01:38:57,750 --> 01:38:57,760
for a break in between, but just to
 

5031
01:38:57,760 --> 01:38:59,430
for a break in between, but just to
introduce this. Additionally, we

5032
01:38:59,430 --> 01:38:59,440
introduce this. Additionally, we
 

5033
01:38:59,440 --> 01:39:01,109
introduce this. Additionally, we
recently shared the be well action plan

5034
01:39:01,109 --> 01:39:01,119
recently shared the be well action plan
 

5035
01:39:01,119 --> 01:39:03,270
recently shared the be well action plan
with the board and the well-being of

5036
01:39:03,270 --> 01:39:03,280
with the board and the well-being of
 

5037
01:39:03,280 --> 01:39:05,430
with the board and the well-being of
students is inherent in this strategic

5038
01:39:05,430 --> 01:39:05,440
students is inherent in this strategic
 

5039
01:39:05,440 --> 01:39:07,830
students is inherent in this strategic
objective. So Tammy will also address

5040
01:39:07,830 --> 01:39:07,840
objective. So Tammy will also address
 

5041
01:39:07,840 --> 01:39:09,510
objective. So Tammy will also address
related data about the well-being of

5042
01:39:09,510 --> 01:39:09,520
related data about the well-being of
 

5043
01:39:09,520 --> 01:39:10,950
related data about the well-being of
students and how our system is

5044
01:39:10,950 --> 01:39:10,960
students and how our system is
 

5045
01:39:10,960 --> 01:39:14,470
students and how our system is
responding. But Sen will get us started.

5046
01:39:14,470 --> 01:39:14,480
responding. But Sen will get us started.
 

5047
01:39:14,480 --> 01:39:15,990
responding. But Sen will get us started.
>> Thanks Dr. V. Cruz. Good morning

5048
01:39:15,990 --> 01:39:16,000
>> Thanks Dr. V. Cruz. Good morning
 

5049
01:39:16,000 --> 01:39:18,070
>> Thanks Dr. V. Cruz. Good morning
everybody. It's it's an honor to get to

5050
01:39:18,070 --> 01:39:18,080
everybody. It's it's an honor to get to
 

5051
01:39:18,080 --> 01:39:19,910
everybody. It's it's an honor to get to
present to you today. I'm excited about

5052
01:39:19,910 --> 01:39:19,920
present to you today. I'm excited about
 

5053
01:39:19,920 --> 01:39:23,109
present to you today. I'm excited about
our work um and to share our our bright

5054
01:39:23,109 --> 01:39:23,119
our work um and to share our our bright
 

5055
01:39:23,119 --> 01:39:26,149
our work um and to share our our bright
spots and our challenges as well.

5056
01:39:26,149 --> 01:39:26,159
spots and our challenges as well.
 

5057
01:39:26,159 --> 01:39:29,910
spots and our challenges as well.
All right. So, the first section,

5058
01:39:29,910 --> 01:39:29,920
All right. So, the first section,
 

5059
01:39:29,920 --> 01:39:31,430
All right. So, the first section,
just to kind of give you an overview,

5060
01:39:31,430 --> 01:39:31,440
just to kind of give you an overview,
 

5061
01:39:31,440 --> 01:39:33,189
just to kind of give you an overview,
I'm going to provide um some year-to-

5062
01:39:33,189 --> 01:39:33,199
I'm going to provide um some year-to-
 

5063
01:39:33,199 --> 01:39:37,350
I'm going to provide um some year-to-
date updates around discipline,

5064
01:39:37,350 --> 01:39:37,360
date updates around discipline,
 

5065
01:39:37,360 --> 01:39:39,430
date updates around discipline,
including an how office discipline

5066
01:39:39,430 --> 01:39:39,440
including an how office discipline
 

5067
01:39:39,440 --> 01:39:41,430
including an how office discipline
referrals work, how decisions are made

5068
01:39:41,430 --> 01:39:41,440
referrals work, how decisions are made
 

5069
01:39:41,440 --> 01:39:43,750
referrals work, how decisions are made
during that process, our most common

5070
01:39:43,750 --> 01:39:43,760
during that process, our most common
 

5071
01:39:43,760 --> 01:39:45,750
during that process, our most common
types of office discipline referrals,

5072
01:39:45,750 --> 01:39:45,760
types of office discipline referrals,
 

5073
01:39:45,760 --> 01:39:47,990
types of office discipline referrals,
and our most common resolutions to those

5074
01:39:47,990 --> 01:39:48,000
and our most common resolutions to those
 

5075
01:39:48,000 --> 01:39:50,070
and our most common resolutions to those
office discipline referrals, our

5076
01:39:50,070 --> 01:39:50,080
office discipline referrals, our
 

5077
01:39:50,080 --> 01:39:52,709
office discipline referrals, our
year-to- date suspension rates, and a

5078
01:39:52,709 --> 01:39:52,719
year-to- date suspension rates, and a
 

5079
01:39:52,719 --> 01:39:54,310
year-to- date suspension rates, and a
comparison to some neighboring school

5080
01:39:54,310 --> 01:39:54,320
comparison to some neighboring school
 

5081
01:39:54,320 --> 01:39:57,270
comparison to some neighboring school
districts. our year-to- date discipline

5082
01:39:57,270 --> 01:39:57,280
districts. our year-to- date discipline
 

5083
01:39:57,280 --> 01:39:59,030
districts. our year-to- date discipline
proportionality,

5084
01:39:59,030 --> 01:39:59,040
proportionality,
 

5085
01:39:59,040 --> 01:40:01,189
proportionality,
our year-to- date adherence percentage

5086
01:40:01,189 --> 01:40:01,199
our year-to- date adherence percentage
 

5087
01:40:01,199 --> 01:40:03,270
our year-to- date adherence percentage
to the discipline framework and how that

5088
01:40:03,270 --> 01:40:03,280
to the discipline framework and how that
 

5089
01:40:03,280 --> 01:40:07,350
to the discipline framework and how that
tool is used and then following that um

5090
01:40:07,350 --> 01:40:07,360
tool is used and then following that um
 

5091
01:40:07,360 --> 01:40:09,270
tool is used and then following that um
we'll get to the kind of then what next

5092
01:40:09,270 --> 01:40:09,280
we'll get to the kind of then what next
 

5093
01:40:09,280 --> 01:40:11,189
we'll get to the kind of then what next
and what are we doing in response to all

5094
01:40:11,189 --> 01:40:11,199
and what are we doing in response to all
 

5095
01:40:11,199 --> 01:40:13,590
and what are we doing in response to all
of that data.

5096
01:40:13,590 --> 01:40:13,600
of that data.
 

5097
01:40:13,600 --> 01:40:15,189
of that data.
All right,

5098
01:40:15,189 --> 01:40:15,199
All right,
 

5099
01:40:15,199 --> 01:40:17,430
All right,
so this slide gives us a nice

5100
01:40:17,430 --> 01:40:17,440
so this slide gives us a nice
 

5101
01:40:17,440 --> 01:40:19,030
so this slide gives us a nice
foundation. It's helpful to set a

5102
01:40:19,030 --> 01:40:19,040
foundation. It's helpful to set a
 

5103
01:40:19,040 --> 01:40:21,270
foundation. It's helpful to set a
foundation of the general process of

5104
01:40:21,270 --> 01:40:21,280
foundation of the general process of
 

5105
01:40:21,280 --> 01:40:23,430
foundation of the general process of
what happens when there is an office

5106
01:40:23,430 --> 01:40:23,440
what happens when there is an office
 

5107
01:40:23,440 --> 01:40:28,149
what happens when there is an office
discipline referral. Oh, thank you.

5108
01:40:28,149 --> 01:40:28,159
discipline referral. Oh, thank you.
 

5109
01:40:28,159 --> 01:40:29,990
discipline referral. Oh, thank you.
I can't see those slides. I can just see

5110
01:40:29,990 --> 01:40:30,000
I can't see those slides. I can just see
 

5111
01:40:30,000 --> 01:40:32,950
I can't see those slides. I can just see
my slides. So, thank you. Um, the first

5112
01:40:32,950 --> 01:40:32,960
my slides. So, thank you. Um, the first
 

5113
01:40:32,960 --> 01:40:35,750
my slides. So, thank you. Um, the first
step always for the school and school

5114
01:40:35,750 --> 01:40:35,760
step always for the school and school
 

5115
01:40:35,760 --> 01:40:38,470
step always for the school and school
administration is to restore safety and

5116
01:40:38,470 --> 01:40:38,480
administration is to restore safety and
 

5117
01:40:38,480 --> 01:40:41,270
administration is to restore safety and
tend to injuries, physical or emotional,

5118
01:40:41,270 --> 01:40:41,280
tend to injuries, physical or emotional,
 

5119
01:40:41,280 --> 01:40:43,750
tend to injuries, physical or emotional,
however those may look on an individual

5120
01:40:43,750 --> 01:40:43,760
however those may look on an individual
 

5121
01:40:43,760 --> 01:40:45,590
however those may look on an individual
basis. And then depending on the

5122
01:40:45,590 --> 01:40:45,600
basis. And then depending on the
 

5123
01:40:45,600 --> 01:40:47,669
basis. And then depending on the
severity of the situation, parents or

5124
01:40:47,669 --> 01:40:47,679
severity of the situation, parents or
 

5125
01:40:47,679 --> 01:40:49,990
severity of the situation, parents or
caregivers may be contacted at that

5126
01:40:49,990 --> 01:40:50,000
caregivers may be contacted at that
 

5127
01:40:50,000 --> 01:40:53,030
caregivers may be contacted at that
point. Um or depending, you know, if

5128
01:40:53,030 --> 01:40:53,040
point. Um or depending, you know, if
 

5129
01:40:53,040 --> 01:40:55,350
point. Um or depending, you know, if
it's a less serious matter, then

5130
01:40:55,350 --> 01:40:55,360
it's a less serious matter, then
 

5131
01:40:55,360 --> 01:40:56,870
it's a less serious matter, then
students are given a chance to share

5132
01:40:56,870 --> 01:40:56,880
students are given a chance to share
 

5133
01:40:56,880 --> 01:40:59,030
students are given a chance to share
their experience, give their side of the

5134
01:40:59,030 --> 01:40:59,040
their experience, give their side of the
 

5135
01:40:59,040 --> 01:41:01,510
their experience, give their side of the
story. Additional information is then

5136
01:41:01,510 --> 01:41:01,520
story. Additional information is then
 

5137
01:41:01,520 --> 01:41:04,470
story. Additional information is then
gathered from any witnesses, staff,

5138
01:41:04,470 --> 01:41:04,480
gathered from any witnesses, staff,
 

5139
01:41:04,480 --> 01:41:06,470
gathered from any witnesses, staff,
surveillance, video footage as

5140
01:41:06,470 --> 01:41:06,480
surveillance, video footage as
 

5141
01:41:06,480 --> 01:41:08,709
surveillance, video footage as
appropriate and available.

5142
01:41:08,709 --> 01:41:08,719
appropriate and available.
 

5143
01:41:08,719 --> 01:41:11,270
appropriate and available.
Once all that information is gathered,

5144
01:41:11,270 --> 01:41:11,280
Once all that information is gathered,
 

5145
01:41:11,280 --> 01:41:12,709
Once all that information is gathered,
the administrator might seek

5146
01:41:12,709 --> 01:41:12,719
the administrator might seek
 

5147
01:41:12,719 --> 01:41:15,109
the administrator might seek
consultation from me, from their

5148
01:41:15,109 --> 01:41:15,119
consultation from me, from their
 

5149
01:41:15,119 --> 01:41:18,229
consultation from me, from their
executive director or a level colleague

5150
01:41:18,229 --> 01:41:18,239
executive director or a level colleague
 

5151
01:41:18,239 --> 01:41:21,350
executive director or a level colleague
at another school to be sure that their

5152
01:41:21,350 --> 01:41:21,360
at another school to be sure that their
 

5153
01:41:21,360 --> 01:41:24,709
at another school to be sure that their
investigation is thorough and equitable

5154
01:41:24,709 --> 01:41:24,719
investigation is thorough and equitable
 

5155
01:41:24,719 --> 01:41:28,550
investigation is thorough and equitable
and within in compliance with policy.

5156
01:41:28,550 --> 01:41:28,560
and within in compliance with policy.
 

5157
01:41:28,560 --> 01:41:31,109
and within in compliance with policy.
Then with the facts as or as close to

5158
01:41:31,109 --> 01:41:31,119
Then with the facts as or as close to
 

5159
01:41:31,119 --> 01:41:32,790
Then with the facts as or as close to
the facts as are possible to be

5160
01:41:32,790 --> 01:41:32,800
the facts as are possible to be
 

5161
01:41:32,800 --> 01:41:34,790
the facts as are possible to be
gathered, the administrator makes a

5162
01:41:34,790 --> 01:41:34,800
gathered, the administrator makes a
 

5163
01:41:34,800 --> 01:41:38,550
gathered, the administrator makes a
determination to the best course of

5164
01:41:38,550 --> 01:41:38,560
determination to the best course of
 

5165
01:41:38,560 --> 01:41:40,229
determination to the best course of
action to be sure that the incident

5166
01:41:40,229 --> 01:41:40,239
action to be sure that the incident
 

5167
01:41:40,239 --> 01:41:43,109
action to be sure that the incident
doesn't happen again, that the students

5168
01:41:43,109 --> 01:41:43,119
doesn't happen again, that the students
 

5169
01:41:43,119 --> 01:41:44,790
doesn't happen again, that the students
who made the mistake learn from it and

5170
01:41:44,790 --> 01:41:44,800
who made the mistake learn from it and
 

5171
01:41:44,800 --> 01:41:47,109
who made the mistake learn from it and
that harm is repaired. Support plans

5172
01:41:47,109 --> 01:41:47,119
that harm is repaired. Support plans
 

5173
01:41:47,119 --> 01:41:49,350
that harm is repaired. Support plans
might be written to provide longer term

5174
01:41:49,350 --> 01:41:49,360
might be written to provide longer term
 

5175
01:41:49,360 --> 01:41:51,910
might be written to provide longer term
care for the students involved. And then

5176
01:41:51,910 --> 01:41:51,920
care for the students involved. And then
 

5177
01:41:51,920 --> 01:41:53,910
care for the students involved. And then
further followup is provided to

5178
01:41:53,910 --> 01:41:53,920
further followup is provided to
 

5179
01:41:53,920 --> 01:41:57,270
further followup is provided to
caregivers and staff who are connected

5180
01:41:57,270 --> 01:41:57,280
caregivers and staff who are connected
 

5181
01:41:57,280 --> 01:41:59,030
caregivers and staff who are connected
with the students and who may need to

5182
01:41:59,030 --> 01:41:59,040
with the students and who may need to
 

5183
01:41:59,040 --> 01:42:01,910
with the students and who may need to
know um about how about what happened

5184
01:42:01,910 --> 01:42:01,920
know um about how about what happened
 

5185
01:42:01,920 --> 01:42:04,149
know um about how about what happened
and how to provide care for the students

5186
01:42:04,149 --> 01:42:04,159
and how to provide care for the students
 

5187
01:42:04,159 --> 01:42:07,189
and how to provide care for the students
moving forward.

5188
01:42:07,189 --> 01:42:07,199
moving forward.
 

5189
01:42:07,199 --> 01:42:10,070
moving forward.
Finally, documentation about the

5190
01:42:10,070 --> 01:42:10,080
Finally, documentation about the
 

5191
01:42:10,080 --> 01:42:11,990
Finally, documentation about the
communication with families and with

5192
01:42:11,990 --> 01:42:12,000
communication with families and with
 

5193
01:42:12,000 --> 01:42:14,470
communication with families and with
staff, documentation about the incident

5194
01:42:14,470 --> 01:42:14,480
staff, documentation about the incident
 

5195
01:42:14,480 --> 01:42:19,830
staff, documentation about the incident
and any support planning is completed.

5196
01:42:19,830 --> 01:42:19,840

 

5197
01:42:19,840 --> 01:42:22,470

All right. So then considerations

5198
01:42:22,470 --> 01:42:22,480
All right. So then considerations
 

5199
01:42:22,480 --> 01:42:25,030
All right. So then considerations
for the office discipline referral

5200
01:42:25,030 --> 01:42:25,040
for the office discipline referral
 

5201
01:42:25,040 --> 01:42:28,709
for the office discipline referral
process. It is expected that our school

5202
01:42:28,709 --> 01:42:28,719
process. It is expected that our school
 

5203
01:42:28,719 --> 01:42:31,189
process. It is expected that our school
administrators make objective decisions

5204
01:42:31,189 --> 01:42:31,199
administrators make objective decisions
 

5205
01:42:31,199 --> 01:42:33,750
administrators make objective decisions
regarding disciplinary situations while

5206
01:42:33,750 --> 01:42:33,760
regarding disciplinary situations while
 

5207
01:42:33,760 --> 01:42:36,310
regarding disciplinary situations while
they balance the distinct needs of the

5208
01:42:36,310 --> 01:42:36,320
they balance the distinct needs of the
 

5209
01:42:36,320 --> 01:42:40,070
they balance the distinct needs of the
students involved the impact of the

5210
01:42:40,070 --> 01:42:40,080
students involved the impact of the
 

5211
01:42:40,080 --> 01:42:42,870
students involved the impact of the
incident on other students or even the

5212
01:42:42,870 --> 01:42:42,880
incident on other students or even the
 

5213
01:42:42,880 --> 01:42:45,430
incident on other students or even the
greater school community. And again

5214
01:42:45,430 --> 01:42:45,440
greater school community. And again
 

5215
01:42:45,440 --> 01:42:47,350
greater school community. And again
safety is the number one factor that is

5216
01:42:47,350 --> 01:42:47,360
safety is the number one factor that is
 

5217
01:42:47,360 --> 01:42:49,270
safety is the number one factor that is
considered. So restoring it, putting

5218
01:42:49,270 --> 01:42:49,280
considered. So restoring it, putting
 

5219
01:42:49,280 --> 01:42:51,270
considered. So restoring it, putting
measures in place to create ensuredness

5220
01:42:51,270 --> 01:42:51,280
measures in place to create ensuredness
 

5221
01:42:51,280 --> 01:42:54,390
measures in place to create ensuredness
that behavior won't happen again. You'll

5222
01:42:54,390 --> 01:42:54,400
that behavior won't happen again. You'll
 

5223
01:42:54,400 --> 01:42:55,830
that behavior won't happen again. You'll
hear me say this a couple of different

5224
01:42:55,830 --> 01:42:55,840
hear me say this a couple of different
 

5225
01:42:55,840 --> 01:42:57,270
hear me say this a couple of different
times because it's certainly

5226
01:42:57,270 --> 01:42:57,280
times because it's certainly
 

5227
01:42:57,280 --> 01:42:59,750
times because it's certainly
appropriate, but the age, stage,

5228
01:42:59,750 --> 01:42:59,760
appropriate, but the age, stage,
 

5229
01:42:59,760 --> 01:43:01,990
appropriate, but the age, stage,
abilities, and aspects of the students

5230
01:43:01,990 --> 01:43:02,000
abilities, and aspects of the students
 

5231
01:43:02,000 --> 01:43:05,030
abilities, and aspects of the students
involved and how those factors may have

5232
01:43:05,030 --> 01:43:05,040
involved and how those factors may have
 

5233
01:43:05,040 --> 01:43:07,030
involved and how those factors may have
influenced what happened and has been

5234
01:43:07,030 --> 01:43:07,040
influenced what happened and has been
 

5235
01:43:07,040 --> 01:43:09,510
influenced what happened and has been
reported are always considered in the

5236
01:43:09,510 --> 01:43:09,520
reported are always considered in the
 

5237
01:43:09,520 --> 01:43:13,669
reported are always considered in the
outcome. Our school leaders, oops, our

5238
01:43:13,669 --> 01:43:13,679
outcome. Our school leaders, oops, our
 

5239
01:43:13,679 --> 01:43:15,350
outcome. Our school leaders, oops, our
school leaders are supported in making

5240
01:43:15,350 --> 01:43:15,360
school leaders are supported in making
 

5241
01:43:15,360 --> 01:43:17,990
school leaders are supported in making
equitable decisions with the guidance

5242
01:43:17,990 --> 01:43:18,000
equitable decisions with the guidance
 

5243
01:43:18,000 --> 01:43:19,750
equitable decisions with the guidance
documents that we have for them that

5244
01:43:19,750 --> 01:43:19,760
documents that we have for them that
 

5245
01:43:19,760 --> 01:43:22,950
documents that we have for them that
provide procedural support. So, uh, the

5246
01:43:22,950 --> 01:43:22,960
provide procedural support. So, uh, the
 

5247
01:43:22,960 --> 01:43:24,310
provide procedural support. So, uh, the
codes that they are to use when

5248
01:43:24,310 --> 01:43:24,320
codes that they are to use when
 

5249
01:43:24,320 --> 01:43:26,790
codes that they are to use when
documenting, an investigation checklist

5250
01:43:26,790 --> 01:43:26,800
documenting, an investigation checklist
 

5251
01:43:26,800 --> 01:43:28,390
documenting, an investigation checklist
to make sure that they're following all

5252
01:43:28,390 --> 01:43:28,400
to make sure that they're following all
 

5253
01:43:28,400 --> 01:43:30,390
to make sure that they're following all
the steps and and everything is tended

5254
01:43:30,390 --> 01:43:30,400
the steps and and everything is tended
 

5255
01:43:30,400 --> 01:43:32,870
the steps and and everything is tended
to, the discipline framework that you'll

5256
01:43:32,870 --> 01:43:32,880
to, the discipline framework that you'll
 

5257
01:43:32,880 --> 01:43:34,790
to, the discipline framework that you'll
hear more about in a minute, and again,

5258
01:43:34,790 --> 01:43:34,800
hear more about in a minute, and again,
 

5259
01:43:34,800 --> 01:43:36,470
hear more about in a minute, and again,
I'm available for consultation. And I

5260
01:43:36,470 --> 01:43:36,480
I'm available for consultation. And I
 

5261
01:43:36,480 --> 01:43:39,030
I'm available for consultation. And I
always tell them 24/7, even if you're

5262
01:43:39,030 --> 01:43:39,040
always tell them 24/7, even if you're
 

5263
01:43:39,040 --> 01:43:41,350
always tell them 24/7, even if you're
working on something after hours, if I

5264
01:43:41,350 --> 01:43:41,360
working on something after hours, if I
 

5265
01:43:41,360 --> 01:43:44,070
working on something after hours, if I
can answer, I absolutely will. We also

5266
01:43:44,070 --> 01:43:44,080
can answer, I absolutely will. We also
 

5267
01:43:44,080 --> 01:43:46,470
can answer, I absolutely will. We also
have um assistant principal advisory

5268
01:43:46,470 --> 01:43:46,480
have um assistant principal advisory
 

5269
01:43:46,480 --> 01:43:47,910
have um assistant principal advisory
groups at the middle and high school

5270
01:43:47,910 --> 01:43:47,920
groups at the middle and high school
 

5271
01:43:47,920 --> 01:43:51,430
groups at the middle and high school
levels to discuss the most common types

5272
01:43:51,430 --> 01:43:51,440
levels to discuss the most common types
 

5273
01:43:51,440 --> 01:43:53,189
levels to discuss the most common types
of office discipline referrals that are

5274
01:43:53,189 --> 01:43:53,199
of office discipline referrals that are
 

5275
01:43:53,199 --> 01:43:56,390
of office discipline referrals that are
happening so that we can have really in

5276
01:43:56,390 --> 01:43:56,400
happening so that we can have really in
 

5277
01:43:56,400 --> 01:43:58,390
happening so that we can have really in
real time conversations about how

5278
01:43:58,390 --> 01:43:58,400
real time conversations about how
 

5279
01:43:58,400 --> 01:44:00,709
real time conversations about how
everybody's approaching the response to

5280
01:44:00,709 --> 01:44:00,719
everybody's approaching the response to
 

5281
01:44:00,719 --> 01:44:03,830
everybody's approaching the response to
students so that if it happens at you

5282
01:44:03,830 --> 01:44:03,840
students so that if it happens at you
 

5283
01:44:03,840 --> 01:44:06,470
students so that if it happens at you
know east network northwest we're h

5284
01:44:06,470 --> 01:44:06,480
know east network northwest we're h
 

5285
01:44:06,480 --> 01:44:08,149
know east network northwest we're h
we're responding similarly and

5286
01:44:08,149 --> 01:44:08,159
we're responding similarly and
 

5287
01:44:08,159 --> 01:44:09,830
we're responding similarly and
equitably.

5288
01:44:09,830 --> 01:44:09,840
equitably.
 

5289
01:44:09,840 --> 01:44:12,070
equitably.
We also have ongoing professional

5290
01:44:12,070 --> 01:44:12,080
We also have ongoing professional
 

5291
01:44:12,080 --> 01:44:13,830
We also have ongoing professional
development for administrators to stay

5292
01:44:13,830 --> 01:44:13,840
development for administrators to stay
 

5293
01:44:13,840 --> 01:44:15,750
development for administrators to stay
current on best practices, any

5294
01:44:15,750 --> 01:44:15,760
current on best practices, any
 

5295
01:44:15,760 --> 01:44:18,629
current on best practices, any
procedural polishes that we're making as

5296
01:44:18,629 --> 01:44:18,639
procedural polishes that we're making as
 

5297
01:44:18,639 --> 01:44:21,109
procedural polishes that we're making as
a part of the valued and included work.

5298
01:44:21,109 --> 01:44:21,119
a part of the valued and included work.
 

5299
01:44:21,119 --> 01:44:22,950
a part of the valued and included work.
We've also continued to have

5300
01:44:22,950 --> 01:44:22,960
We've also continued to have
 

5301
01:44:22,960 --> 01:44:24,870
We've also continued to have
professional learning on implicit bias,

5302
01:44:24,870 --> 01:44:24,880
professional learning on implicit bias,
 

5303
01:44:24,880 --> 01:44:27,510
professional learning on implicit bias,
restorative practices, and we

5304
01:44:27,510 --> 01:44:27,520
restorative practices, and we
 

5305
01:44:27,520 --> 01:44:33,990
restorative practices, and we
consistently review our discipline data.

5306
01:44:33,990 --> 01:44:34,000

 

5307
01:44:34,000 --> 01:44:37,270

Now getting into some data. So this is a

5308
01:44:37,270 --> 01:44:37,280
Now getting into some data. So this is a
 

5309
01:44:37,280 --> 01:44:40,149
Now getting into some data. So this is a
year to day year-to-ate high-level look

5310
01:44:40,149 --> 01:44:40,159
year to day year-to-ate high-level look
 

5311
01:44:40,159 --> 01:44:42,950
year to day year-to-ate high-level look
at the top most five common types of

5312
01:44:42,950 --> 01:44:42,960
at the top most five common types of
 

5313
01:44:42,960 --> 01:44:45,910
at the top most five common types of
office discipline referrals and the five

5314
01:44:45,910 --> 01:44:45,920
office discipline referrals and the five
 

5315
01:44:45,920 --> 01:44:48,629
office discipline referrals and the five
top most common resolution types or the

5316
01:44:48,629 --> 01:44:48,639
top most common resolution types or the
 

5317
01:44:48,639 --> 01:44:51,270
top most common resolution types or the
outcomes of the office discipline

5318
01:44:51,270 --> 01:44:51,280
outcomes of the office discipline
 

5319
01:44:51,280 --> 01:44:53,430
outcomes of the office discipline
referrals. And you can see in the bar

5320
01:44:53,430 --> 01:44:53,440
referrals. And you can see in the bar
 

5321
01:44:53,440 --> 01:44:56,870
referrals. And you can see in the bar
graph that the most common type of event

5322
01:44:56,870 --> 01:44:56,880
graph that the most common type of event
 

5323
01:44:56,880 --> 01:45:01,270
graph that the most common type of event
is in some type of inappropriate contact

5324
01:45:01,270 --> 01:45:01,280
is in some type of inappropriate contact
 

5325
01:45:01,280 --> 01:45:03,830
is in some type of inappropriate contact
followed by detrimental behavior and

5326
01:45:03,830 --> 01:45:03,840
followed by detrimental behavior and
 

5327
01:45:03,840 --> 01:45:05,510
followed by detrimental behavior and
disruptive behavior as the top three

5328
01:45:05,510 --> 01:45:05,520
disruptive behavior as the top three
 

5329
01:45:05,520 --> 01:45:07,189
disruptive behavior as the top three
with conflict and then offensive

5330
01:45:07,189 --> 01:45:07,199
with conflict and then offensive
 

5331
01:45:07,199 --> 01:45:09,109
with conflict and then offensive
language or offensive gesture ragging

5332
01:45:09,109 --> 01:45:09,119
language or offensive gesture ragging
 

5333
01:45:09,119 --> 01:45:11,830
language or offensive gesture ragging
lagging behind those three. Our top five

5334
01:45:11,830 --> 01:45:11,840
lagging behind those three. Our top five
 

5335
01:45:11,840 --> 01:45:14,070
lagging behind those three. Our top five
resolution types where you see a very

5336
01:45:14,070 --> 01:45:14,080
resolution types where you see a very
 

5337
01:45:14,080 --> 01:45:15,830
resolution types where you see a very
remarkable and positive difference

5338
01:45:15,830 --> 01:45:15,840
remarkable and positive difference
 

5339
01:45:15,840 --> 01:45:18,790
remarkable and positive difference
between how often a restorative

5340
01:45:18,790 --> 01:45:18,800
between how often a restorative
 

5341
01:45:18,800 --> 01:45:20,629
between how often a restorative
intervention is used as a as a

5342
01:45:20,629 --> 01:45:20,639
intervention is used as a as a
 

5343
01:45:20,639 --> 01:45:23,270
intervention is used as a as a
resolution compared to the four listed

5344
01:45:23,270 --> 01:45:23,280
resolution compared to the four listed
 

5345
01:45:23,280 --> 01:45:25,510
resolution compared to the four listed
after that parent conferences, a lunch

5346
01:45:25,510 --> 01:45:25,520
after that parent conferences, a lunch
 

5347
01:45:25,520 --> 01:45:27,669
after that parent conferences, a lunch
detention, supporting a student, and a

5348
01:45:27,669 --> 01:45:27,679
detention, supporting a student, and a
 

5349
01:45:27,679 --> 01:45:29,109
detention, supporting a student, and a
diff a different type of loss of

5350
01:45:29,109 --> 01:45:29,119
diff a different type of loss of
 

5351
01:45:29,119 --> 01:45:30,709
diff a different type of loss of
privilege.

5352
01:45:30,709 --> 01:45:30,719
privilege.
 

5353
01:45:30,719 --> 01:45:32,950
privilege.
I want you to please note that nowhere

5354
01:45:32,950 --> 01:45:32,960
I want you to please note that nowhere
 

5355
01:45:32,960 --> 01:45:35,350
I want you to please note that nowhere
in this top five list is is any type of

5356
01:45:35,350 --> 01:45:35,360
in this top five list is is any type of
 

5357
01:45:35,360 --> 01:45:37,350
in this top five list is is any type of
exclusionary discipline. There are no

5358
01:45:37,350 --> 01:45:37,360
exclusionary discipline. There are no
 

5359
01:45:37,360 --> 01:45:38,870
exclusionary discipline. There are no
suspensions

5360
01:45:38,870 --> 01:45:38,880
suspensions
 

5361
01:45:38,880 --> 01:45:41,510
suspensions
indicating that our schools and our

5362
01:45:41,510 --> 01:45:41,520
indicating that our schools and our
 

5363
01:45:41,520 --> 01:45:43,510
indicating that our schools and our
leaders take

5364
01:45:43,510 --> 01:45:43,520
leaders take
 

5365
01:45:43,520 --> 01:45:45,109
leaders take
a lot of different other approaches that

5366
01:45:45,109 --> 01:45:45,119
a lot of different other approaches that
 

5367
01:45:45,119 --> 01:45:48,550
a lot of different other approaches that
are restorative to repair harm and

5368
01:45:48,550 --> 01:45:48,560
are restorative to repair harm and
 

5369
01:45:48,560 --> 01:45:50,550
are restorative to repair harm and
support students.

5370
01:45:50,550 --> 01:45:50,560
support students.
 

5371
01:45:50,560 --> 01:45:52,790
support students.
You might be curious about the codes,

5372
01:45:52,790 --> 01:45:52,800
You might be curious about the codes,
 

5373
01:45:52,800 --> 01:45:55,590
You might be curious about the codes,
the numbers and letters next to those

5374
01:45:55,590 --> 01:45:55,600
the numbers and letters next to those
 

5375
01:45:55,600 --> 01:45:58,470
the numbers and letters next to those
names. The codes that are numbers are

5376
01:45:58,470 --> 01:45:58,480
names. The codes that are numbers are
 

5377
01:45:58,480 --> 01:46:01,109
names. The codes that are numbers are
state codes that we get from the state.

5378
01:46:01,109 --> 01:46:01,119
state codes that we get from the state.
 

5379
01:46:01,119 --> 01:46:02,870
state codes that we get from the state.
The codes that have a letter B next to

5380
01:46:02,870 --> 01:46:02,880
The codes that have a letter B next to
 

5381
01:46:02,880 --> 01:46:06,550
The codes that have a letter B next to
them are distinct to us here in BBSD.

5382
01:46:06,550 --> 01:46:06,560
them are distinct to us here in BBSD.
 

5383
01:46:06,560 --> 01:46:08,390
them are distinct to us here in BBSD.
Every year we review the codes from the

5384
01:46:08,390 --> 01:46:08,400
Every year we review the codes from the
 

5385
01:46:08,400 --> 01:46:10,470
Every year we review the codes from the
state to make sure our coding is current

5386
01:46:10,470 --> 01:46:10,480
state to make sure our coding is current
 

5387
01:46:10,480 --> 01:46:13,030
state to make sure our coding is current
and accurate. And then the reason why we

5388
01:46:13,030 --> 01:46:13,040
and accurate. And then the reason why we
 

5389
01:46:13,040 --> 01:46:15,430
and accurate. And then the reason why we
have Bcodes is because we want to have a

5390
01:46:15,430 --> 01:46:15,440
have Bcodes is because we want to have a
 

5391
01:46:15,440 --> 01:46:17,830
have Bcodes is because we want to have a
greater depth of knowledge about what is

5392
01:46:17,830 --> 01:46:17,840
greater depth of knowledge about what is
 

5393
01:46:17,840 --> 01:46:19,510
greater depth of knowledge about what is
happening in our schools so that we can

5394
01:46:19,510 --> 01:46:19,520
happening in our schools so that we can
 

5395
01:46:19,520 --> 01:46:22,149
happening in our schools so that we can
respond appropriately and have just more

5396
01:46:22,149 --> 01:46:22,159
respond appropriately and have just more
 

5397
01:46:22,159 --> 01:46:24,950
respond appropriately and have just more
accurate data. Is there any more you'd

5398
01:46:24,950 --> 01:46:24,960
accurate data. Is there any more you'd
 

5399
01:46:24,960 --> 01:46:29,669
accurate data. Is there any more you'd
say on that?

5400
01:46:29,669 --> 01:46:29,679

 

5401
01:46:29,679 --> 01:46:32,790

Okay, this next slide gives us a

5402
01:46:32,790 --> 01:46:32,800
Okay, this next slide gives us a
 

5403
01:46:32,800 --> 01:46:34,629
Okay, this next slide gives us a
yeartodate

5404
01:46:34,629 --> 01:46:34,639
yeartodate
 

5405
01:46:34,639 --> 01:46:37,830
yeartodate
comparison of out of school suspensions

5406
01:46:37,830 --> 01:46:37,840
comparison of out of school suspensions
 

5407
01:46:37,840 --> 01:46:40,470
comparison of out of school suspensions
so far or at this point in the year. So

5408
01:46:40,470 --> 01:46:40,480
so far or at this point in the year. So
 

5409
01:46:40,480 --> 01:46:43,750
so far or at this point in the year. So
August through November

5410
01:46:43,750 --> 01:46:43,760
August through November
 

5411
01:46:43,760 --> 01:46:46,149
August through November
you can see at the top in 2023 at this

5412
01:46:46,149 --> 01:46:46,159
you can see at the top in 2023 at this
 

5413
01:46:46,159 --> 01:46:50,149
you can see at the top in 2023 at this
point in time we had 100 183 out of

5414
01:46:50,149 --> 01:46:50,159
point in time we had 100 183 out of
 

5415
01:46:50,159 --> 01:46:54,310
point in time we had 100 183 out of
school suspensions. Last year 166 and

5416
01:46:54,310 --> 01:46:54,320
school suspensions. Last year 166 and
 

5417
01:46:54,320 --> 01:46:55,990
school suspensions. Last year 166 and
this year we've had

5418
01:46:55,990 --> 01:46:56,000
this year we've had
 

5419
01:46:56,000 --> 01:46:59,750
this year we've had
60. So we're noting a downward trend.

5420
01:46:59,750 --> 01:46:59,760
60. So we're noting a downward trend.
 

5421
01:46:59,760 --> 01:47:02,310
60. So we're noting a downward trend.
We did in the analysis of this take into

5422
01:47:02,310 --> 01:47:02,320
We did in the analysis of this take into
 

5423
01:47:02,320 --> 01:47:04,870
We did in the analysis of this take into
account declining enrollment and maybe

5424
01:47:04,870 --> 01:47:04,880
account declining enrollment and maybe
 

5425
01:47:04,880 --> 01:47:07,109
account declining enrollment and maybe
that could be part of the reason that

5426
01:47:07,109 --> 01:47:07,119
that could be part of the reason that
 

5427
01:47:07,119 --> 01:47:10,870
that could be part of the reason that
we're seeing fewer suspensions. However,

5428
01:47:10,870 --> 01:47:10,880
we're seeing fewer suspensions. However,
 

5429
01:47:10,880 --> 01:47:13,430
we're seeing fewer suspensions. However,
when we calculated that the number of

5430
01:47:13,430 --> 01:47:13,440
when we calculated that the number of
 

5431
01:47:13,440 --> 01:47:15,910
when we calculated that the number of
students enrolled compared to number of

5432
01:47:15,910 --> 01:47:15,920
students enrolled compared to number of
 

5433
01:47:15,920 --> 01:47:18,790
students enrolled compared to number of
suspensions, we still note a downward

5434
01:47:18,790 --> 01:47:18,800
suspensions, we still note a downward
 

5435
01:47:18,800 --> 01:47:24,470
suspensions, we still note a downward
trend over the past three years.

5436
01:47:24,470 --> 01:47:24,480

 

5437
01:47:24,480 --> 01:47:28,629

This is my favorite slide.

5438
01:47:28,629 --> 01:47:28,639

 

5439
01:47:28,639 --> 01:47:31,270

Oh gosh, there's a suspense. Okay, so

5440
01:47:31,270 --> 01:47:31,280
Oh gosh, there's a suspense. Okay, so
 

5441
01:47:31,280 --> 01:47:33,830
Oh gosh, there's a suspense. Okay, so
for for greater context, because it's so

5442
01:47:33,830 --> 01:47:33,840
for for greater context, because it's so
 

5443
01:47:33,840 --> 01:47:35,270
for for greater context, because it's so
easy, you know, I've been in this

5444
01:47:35,270 --> 01:47:35,280
easy, you know, I've been in this
 

5445
01:47:35,280 --> 01:47:37,270
easy, you know, I've been in this
district almost 20 years. It's we don't

5446
01:47:37,270 --> 01:47:37,280
district almost 20 years. It's we don't
 

5447
01:47:37,280 --> 01:47:38,550
district almost 20 years. It's we don't
always get the opportunity to look

5448
01:47:38,550 --> 01:47:38,560
always get the opportunity to look
 

5449
01:47:38,560 --> 01:47:41,669
always get the opportunity to look
outside and and check in with our

5450
01:47:41,669 --> 01:47:41,679
outside and and check in with our
 

5451
01:47:41,679 --> 01:47:43,750
outside and and check in with our
neighbors. This slide provides us some

5452
01:47:43,750 --> 01:47:43,760
neighbors. This slide provides us some
 

5453
01:47:43,760 --> 01:47:45,270
neighbors. This slide provides us some
interesting information about the number

5454
01:47:45,270 --> 01:47:45,280
interesting information about the number
 

5455
01:47:45,280 --> 01:47:47,270
interesting information about the number
of suspensions that are applied for

5456
01:47:47,270 --> 01:47:47,280
of suspensions that are applied for
 

5457
01:47:47,280 --> 01:47:48,950
of suspensions that are applied for
misconduct in some neighboring school

5458
01:47:48,950 --> 01:47:48,960
misconduct in some neighboring school
 

5459
01:47:48,960 --> 01:47:52,390
misconduct in some neighboring school
districts compared to us here in BBSD.

5460
01:47:52,390 --> 01:47:52,400
districts compared to us here in BBSD.
 

5461
01:47:52,400 --> 01:47:54,470
districts compared to us here in BBSD.
These numbers are taken from the

5462
01:47:54,470 --> 01:47:54,480
These numbers are taken from the
 

5463
01:47:54,480 --> 01:47:56,310
These numbers are taken from the
Colorado Department of Education and

5464
01:47:56,310 --> 01:47:56,320
Colorado Department of Education and
 

5465
01:47:56,320 --> 01:47:58,229
Colorado Department of Education and
their raw suspension numbers for the

5466
01:47:58,229 --> 01:47:58,239
their raw suspension numbers for the
 

5467
01:47:58,239 --> 01:48:02,390
their raw suspension numbers for the
last school year 2425.

5468
01:48:02,390 --> 01:48:02,400

 

5469
01:48:02,400 --> 01:48:05,270

You will notice that BBSD's numbers of

5470
01:48:05,270 --> 01:48:05,280
You will notice that BBSD's numbers of
 

5471
01:48:05,280 --> 01:48:09,430
You will notice that BBSD's numbers of
suspensions are dramatically lower.

5472
01:48:09,430 --> 01:48:09,440
suspensions are dramatically lower.
 

5473
01:48:09,440 --> 01:48:11,030
suspensions are dramatically lower.
This speaks volumes to the work that we

5474
01:48:11,030 --> 01:48:11,040
This speaks volumes to the work that we
 

5475
01:48:11,040 --> 01:48:13,830
This speaks volumes to the work that we
do to keep our students in school

5476
01:48:13,830 --> 01:48:13,840
do to keep our students in school
 

5477
01:48:13,840 --> 01:48:16,629
do to keep our students in school
learning alongside their peers while we

5478
01:48:16,629 --> 01:48:16,639
learning alongside their peers while we
 

5479
01:48:16,639 --> 01:48:21,430
learning alongside their peers while we
help them shift behavior, repair harm,

5480
01:48:21,430 --> 01:48:21,440
help them shift behavior, repair harm,
 

5481
01:48:21,440 --> 01:48:23,990
help them shift behavior, repair harm,
and stay engaged. Another important

5482
01:48:23,990 --> 01:48:24,000
and stay engaged. Another important
 

5483
01:48:24,000 --> 01:48:25,910
and stay engaged. Another important
piece to note is that our neighboring

5484
01:48:25,910 --> 01:48:25,920
piece to note is that our neighboring
 

5485
01:48:25,920 --> 01:48:28,550
piece to note is that our neighboring
districts also suspend students

5486
01:48:28,550 --> 01:48:28,560
districts also suspend students
 

5487
01:48:28,560 --> 01:48:31,109
districts also suspend students
kindergarten, first and second grade,

5488
01:48:31,109 --> 01:48:31,119
kindergarten, first and second grade,
 

5489
01:48:31,119 --> 01:48:33,910
kindergarten, first and second grade,
and we don't. Again, just another point

5490
01:48:33,910 --> 01:48:33,920
and we don't. Again, just another point
 

5491
01:48:33,920 --> 01:48:35,590
and we don't. Again, just another point
of pride about how we support our

5492
01:48:35,590 --> 01:48:35,600
of pride about how we support our
 

5493
01:48:35,600 --> 01:48:37,750
of pride about how we support our
students and their engagement here in

5494
01:48:37,750 --> 01:48:37,760
students and their engagement here in
 

5495
01:48:37,760 --> 01:48:39,669
students and their engagement here in
BBSD.

5496
01:48:39,669 --> 01:48:39,679
BBSD.
 

5497
01:48:39,679 --> 01:48:41,830
BBSD.
I wish. Okay, now I'm done. See you.

5498
01:48:41,830 --> 01:48:41,840
I wish. Okay, now I'm done. See you.
 

5499
01:48:41,840 --> 01:48:43,910
I wish. Okay, now I'm done. See you.
Just kidding. All right, this one's

5500
01:48:43,910 --> 01:48:43,920
Just kidding. All right, this one's
 

5501
01:48:43,920 --> 01:48:45,669
Just kidding. All right, this one's
good, too.

5502
01:48:45,669 --> 01:48:45,679
good, too.
 

5503
01:48:45,679 --> 01:48:50,550
good, too.
The discipline framework.

5504
01:48:50,550 --> 01:48:50,560

 

5505
01:48:50,560 --> 01:48:52,310

This slide will show you a percentage of

5506
01:48:52,310 --> 01:48:52,320
This slide will show you a percentage of
 

5507
01:48:52,320 --> 01:48:54,070
This slide will show you a percentage of
adherence to our discipline framework

5508
01:48:54,070 --> 01:48:54,080
adherence to our discipline framework
 

5509
01:48:54,080 --> 01:48:56,310
adherence to our discipline framework
that we imple implemented last school

5510
01:48:56,310 --> 01:48:56,320
that we imple implemented last school
 

5511
01:48:56,320 --> 01:48:57,830
that we imple implemented last school
year as a part of our valued and

5512
01:48:57,830 --> 01:48:57,840
year as a part of our valued and
 

5513
01:48:57,840 --> 01:49:00,470
year as a part of our valued and
included work. And we continue to be

5514
01:49:00,470 --> 01:49:00,480
included work. And we continue to be
 

5515
01:49:00,480 --> 01:49:02,550
included work. And we continue to be
successful with this. What this tells us

5516
01:49:02,550 --> 01:49:02,560
successful with this. What this tells us
 

5517
01:49:02,560 --> 01:49:05,189
successful with this. What this tells us
is that so far this year, August through

5518
01:49:05,189 --> 01:49:05,199
is that so far this year, August through
 

5519
01:49:05,199 --> 01:49:09,350
is that so far this year, August through
November, out of the 1,613

5520
01:49:09,350 --> 01:49:09,360
November, out of the 1,613
 

5521
01:49:09,360 --> 01:49:11,669
November, out of the 1,613
office discipline referrals,

5522
01:49:11,669 --> 01:49:11,679
office discipline referrals,
 

5523
01:49:11,679 --> 01:49:13,350
office discipline referrals,
95.7%

5524
01:49:13,350 --> 01:49:13,360
95.7%
 

5525
01:49:13,360 --> 01:49:15,990
95.7%
of the time the resolutions to those

5526
01:49:15,990 --> 01:49:16,000
of the time the resolutions to those
 

5527
01:49:16,000 --> 01:49:18,390
of the time the resolutions to those
office discipline referrals fell within

5528
01:49:18,390 --> 01:49:18,400
office discipline referrals fell within
 

5529
01:49:18,400 --> 01:49:20,950
office discipline referrals fell within
the expected range of response that we

5530
01:49:20,950 --> 01:49:20,960
the expected range of response that we
 

5531
01:49:20,960 --> 01:49:23,669
the expected range of response that we
would deem to be appropriate.

5532
01:49:23,669 --> 01:49:23,679
would deem to be appropriate.
 

5533
01:49:23,679 --> 01:49:26,310
would deem to be appropriate.
Now the small number of incidents that

5534
01:49:26,310 --> 01:49:26,320
Now the small number of incidents that
 

5535
01:49:26,320 --> 01:49:28,390
Now the small number of incidents that
don't fall within that range are

5536
01:49:28,390 --> 01:49:28,400
don't fall within that range are
 

5537
01:49:28,400 --> 01:49:30,550
don't fall within that range are
situations that are really exceptional

5538
01:49:30,550 --> 01:49:30,560
situations that are really exceptional
 

5539
01:49:30,560 --> 01:49:34,310
situations that are really exceptional
or unique and have yeah just some unique

5540
01:49:34,310 --> 01:49:34,320
or unique and have yeah just some unique
 

5541
01:49:34,320 --> 01:49:37,350
or unique and have yeah just some unique
circumstances. So, it's reasonable that

5542
01:49:37,350 --> 01:49:37,360
circumstances. So, it's reasonable that
 

5543
01:49:37,360 --> 01:49:39,590
circumstances. So, it's reasonable that
there may be times that there's a larger

5544
01:49:39,590 --> 01:49:39,600
there may be times that there's a larger
 

5545
01:49:39,600 --> 01:49:43,030
there may be times that there's a larger
or lesser response again given the the

5546
01:49:43,030 --> 01:49:43,040
or lesser response again given the the
 

5547
01:49:43,040 --> 01:49:44,310
or lesser response again given the the
circumstances with the students

5548
01:49:44,310 --> 01:49:44,320
circumstances with the students
 

5549
01:49:44,320 --> 01:49:45,830
circumstances with the students
involved.

5550
01:49:45,830 --> 01:49:45,840
involved.
 

5551
01:49:45,840 --> 01:49:48,950
involved.
And in those circumstances, schools are

5552
01:49:48,950 --> 01:49:48,960
And in those circumstances, schools are
 

5553
01:49:48,960 --> 01:49:50,550
And in those circumstances, schools are
consulting with me or their executive

5554
01:49:50,550 --> 01:49:50,560
consulting with me or their executive
 

5555
01:49:50,560 --> 01:49:52,390
consulting with me or their executive
director and and not making those

5556
01:49:52,390 --> 01:49:52,400
director and and not making those
 

5557
01:49:52,400 --> 01:49:58,790
director and and not making those
decisions in isolation.

5558
01:49:58,790 --> 01:49:58,800

 

5559
01:49:58,800 --> 01:50:01,830

Five years ago,

5560
01:50:01,830 --> 01:50:01,840
Five years ago,
 

5561
01:50:01,840 --> 01:50:05,189
Five years ago,
uh, every school

5562
01:50:05,189 --> 01:50:05,199
uh, every school
 

5563
01:50:05,199 --> 01:50:08,229
uh, every school
had their own set of codes,

5564
01:50:08,229 --> 01:50:08,239
had their own set of codes,
 

5565
01:50:08,239 --> 01:50:10,470
had their own set of codes,
no common form,

5566
01:50:10,470 --> 01:50:10,480
no common form,
 

5567
01:50:10,480 --> 01:50:13,270
no common form,
no common discipline matrix, no

5568
01:50:13,270 --> 01:50:13,280
no common discipline matrix, no
 

5569
01:50:13,280 --> 01:50:15,030
no common discipline matrix, no
accountability for suspensions or

5570
01:50:15,030 --> 01:50:15,040
accountability for suspensions or
 

5571
01:50:15,040 --> 01:50:17,830
accountability for suspensions or
exclusionary dis discipline.

5572
01:50:17,830 --> 01:50:17,840
exclusionary dis discipline.
 

5573
01:50:17,840 --> 01:50:20,629
exclusionary dis discipline.
uh working with

5574
01:50:20,629 --> 01:50:20,639
uh working with
 

5575
01:50:20,639 --> 01:50:23,830
uh working with
equity council or Latino parent advisory

5576
01:50:23,830 --> 01:50:23,840
equity council or Latino parent advisory
 

5577
01:50:23,840 --> 01:50:26,629
equity council or Latino parent advisory
council, teachers, principles,

5578
01:50:26,629 --> 01:50:26,639
council, teachers, principles,
 

5579
01:50:26,639 --> 01:50:30,629
council, teachers, principles,
uh we have revolution like it completely

5580
01:50:30,629 --> 01:50:30,639
uh we have revolution like it completely
 

5581
01:50:30,639 --> 01:50:35,270
uh we have revolution like it completely
transformed how we look at um discipline

5582
01:50:35,270 --> 01:50:35,280
transformed how we look at um discipline
 

5583
01:50:35,280 --> 01:50:37,430
transformed how we look at um discipline
and how we support students. No, no

5584
01:50:37,430 --> 01:50:37,440
and how we support students. No, no
 

5585
01:50:37,440 --> 01:50:40,149
and how we support students. No, no
restorative p. I mean,

5586
01:50:40,149 --> 01:50:40,159
restorative p. I mean,
 

5587
01:50:40,159 --> 01:50:42,470
restorative p. I mean,
of all of the progress we've made, I

5588
01:50:42,470 --> 01:50:42,480
of all of the progress we've made, I
 

5589
01:50:42,480 --> 01:50:44,310
of all of the progress we've made, I
don't know that there is an area that

5590
01:50:44,310 --> 01:50:44,320
don't know that there is an area that
 

5591
01:50:44,320 --> 01:50:46,709
don't know that there is an area that
has been more transformed in how we

5592
01:50:46,709 --> 01:50:46,719
has been more transformed in how we
 

5593
01:50:46,719 --> 01:50:49,910
has been more transformed in how we
approach this. Uh, so I just wanted to

5594
01:50:49,910 --> 01:50:49,920
approach this. Uh, so I just wanted to
 

5595
01:50:49,920 --> 01:50:52,550
approach this. Uh, so I just wanted to
for those that are new on the board, uh,

5596
01:50:52,550 --> 01:50:52,560
for those that are new on the board, uh,
 

5597
01:50:52,560 --> 01:50:55,910
for those that are new on the board, uh,
this wasn't always the case. Uh, and

5598
01:50:55,910 --> 01:50:55,920
this wasn't always the case. Uh, and
 

5599
01:50:55,920 --> 01:51:00,149
this wasn't always the case. Uh, and
we've been super intentional. Um, and

5600
01:51:00,149 --> 01:51:00,159
we've been super intentional. Um, and
 

5601
01:51:00,159 --> 01:51:01,669
we've been super intentional. Um, and
you're going to see in a second, we

5602
01:51:01,669 --> 01:51:01,679
you're going to see in a second, we
 

5603
01:51:01,679 --> 01:51:04,390
you're going to see in a second, we
still have work to do. Uh even though I

5604
01:51:04,390 --> 01:51:04,400
still have work to do. Uh even though I
 

5605
01:51:04,400 --> 01:51:06,149
still have work to do. Uh even though I
think that you know in comparison to

5606
01:51:06,149 --> 01:51:06,159
think that you know in comparison to
 

5607
01:51:06,159 --> 01:51:07,910
think that you know in comparison to
other places that aren't even tackling

5608
01:51:07,910 --> 01:51:07,920
other places that aren't even tackling
 

5609
01:51:07,920 --> 01:51:10,550
other places that aren't even tackling
some of this really difficult work and

5610
01:51:10,550 --> 01:51:10,560
some of this really difficult work and
 

5611
01:51:10,560 --> 01:51:12,390
some of this really difficult work and
they just chalk it up as kind of doing

5612
01:51:12,390 --> 01:51:12,400
they just chalk it up as kind of doing
 

5613
01:51:12,400 --> 01:51:14,709
they just chalk it up as kind of doing
business suspending kids out of school.

5614
01:51:14,709 --> 01:51:14,719
business suspending kids out of school.
 

5615
01:51:14,719 --> 01:51:16,709
business suspending kids out of school.
Uh that's just how you have to do it to

5616
01:51:16,709 --> 01:51:16,719
Uh that's just how you have to do it to
 

5617
01:51:16,719 --> 01:51:19,830
Uh that's just how you have to do it to
to to to accomplish what you want to do.

5618
01:51:19,830 --> 01:51:19,840
to to to accomplish what you want to do.
 

5619
01:51:19,840 --> 01:51:21,510
to to to accomplish what you want to do.
I just am really proud of that. So I

5620
01:51:21,510 --> 01:51:21,520
I just am really proud of that. So I
 

5621
01:51:21,520 --> 01:51:24,950
I just am really proud of that. So I
just wanted to kind of interject that.

5622
01:51:24,950 --> 01:51:24,960
just wanted to kind of interject that.
 

5623
01:51:24,960 --> 01:51:26,629
just wanted to kind of interject that.
>> Board members, any questions on the

5624
01:51:26,629 --> 01:51:26,639
>> Board members, any questions on the
 

5625
01:51:26,639 --> 01:51:28,229
>> Board members, any questions on the
first eight slides of the valued and

5626
01:51:28,229 --> 01:51:28,239
first eight slides of the valued and
 

5627
01:51:28,239 --> 01:51:29,990
first eight slides of the valued and
included objective?

5628
01:51:29,990 --> 01:51:30,000
included objective?
 

5629
01:51:30,000 --> 01:51:33,830
included objective?
I do. I um

5630
01:51:33,830 --> 01:51:33,840
I do. I um
 

5631
01:51:33,840 --> 01:51:36,790
I do. I um
and some of the what um Dr. Anderson

5632
01:51:36,790 --> 01:51:36,800
and some of the what um Dr. Anderson
 

5633
01:51:36,800 --> 01:51:38,629
and some of the what um Dr. Anderson
just said um answered some of those

5634
01:51:38,629 --> 01:51:38,639
just said um answered some of those
 

5635
01:51:38,639 --> 01:51:40,070
just said um answered some of those
questions because I was wondering if

5636
01:51:40,070 --> 01:51:40,080
questions because I was wondering if
 

5637
01:51:40,080 --> 01:51:44,149
questions because I was wondering if
there is um is reporting standardized

5638
01:51:44,149 --> 01:51:44,159
there is um is reporting standardized
 

5639
01:51:44,159 --> 01:51:46,310
there is um is reporting standardized
and what is the process for a student to

5640
01:51:46,310 --> 01:51:46,320
and what is the process for a student to
 

5641
01:51:46,320 --> 01:51:48,790
and what is the process for a student to
report incidents and then who takes it

5642
01:51:48,790 --> 01:51:48,800
report incidents and then who takes it
 

5643
01:51:48,800 --> 01:51:52,070
report incidents and then who takes it
on? And then uh we just talked about

5644
01:51:52,070 --> 01:51:52,080
on? And then uh we just talked about
 

5645
01:51:52,080 --> 01:51:54,709
on? And then uh we just talked about
most of these being resolved within an

5646
01:51:54,709 --> 01:51:54,719
most of these being resolved within an
 

5647
01:51:54,719 --> 01:51:58,149
most of these being resolved within an
appropriate um time frame. So I'm also

5648
01:51:58,149 --> 01:51:58,159
appropriate um time frame. So I'm also
 

5649
01:51:58,159 --> 01:52:00,149
appropriate um time frame. So I'm also
wondering what is that time frame on

5650
01:52:00,149 --> 01:52:00,159
wondering what is that time frame on
 

5651
01:52:00,159 --> 01:52:01,669
wondering what is that time frame on
average?

5652
01:52:01,669 --> 01:52:01,679
average?
 

5653
01:52:01,679 --> 01:52:03,750
average?
>> So So this is all data that comes from

5654
01:52:03,750 --> 01:52:03,760
>> So So this is all data that comes from
 

5655
01:52:03,760 --> 01:52:06,470
>> So So this is all data that comes from
reporting to the state. Our data is

5656
01:52:06,470 --> 01:52:06,480
reporting to the state. Our data is
 

5657
01:52:06,480 --> 01:52:10,229
reporting to the state. Our data is
clean as a whistle. Uh we the data that

5658
01:52:10,229 --> 01:52:10,239
clean as a whistle. Uh we the data that
 

5659
01:52:10,239 --> 01:52:12,709
clean as a whistle. Uh we the data that
we report is incredibly accurate because

5660
01:52:12,709 --> 01:52:12,719
we report is incredibly accurate because
 

5661
01:52:12,719 --> 01:52:14,070
we report is incredibly accurate because
that was one of the things we were

5662
01:52:14,070 --> 01:52:14,080
that was one of the things we were
 

5663
01:52:14,080 --> 01:52:15,510
that was one of the things we were
worried about is because when you start

5664
01:52:15,510 --> 01:52:15,520
worried about is because when you start
 

5665
01:52:15,520 --> 01:52:17,910
worried about is because when you start
to dig into work like about this, what

5666
01:52:17,910 --> 01:52:17,920
to dig into work like about this, what
 

5667
01:52:17,920 --> 01:52:22,149
to dig into work like about this, what
happens is that uh you could incentivize

5668
01:52:22,149 --> 01:52:22,159
happens is that uh you could incentivize
 

5669
01:52:22,159 --> 01:52:24,070
happens is that uh you could incentivize
bad behaviors at schools where as

5670
01:52:24,070 --> 01:52:24,080
bad behaviors at schools where as
 

5671
01:52:24,080 --> 01:52:26,709
bad behaviors at schools where as
opposed to filling out the forms, they

5672
01:52:26,709 --> 01:52:26,719
opposed to filling out the forms, they
 

5673
01:52:26,719 --> 01:52:29,830
opposed to filling out the forms, they
just go off the books and tell kids to

5674
01:52:29,830 --> 01:52:29,840
just go off the books and tell kids to
 

5675
01:52:29,840 --> 01:52:31,669
just go off the books and tell kids to
go home for a couple days to cool off,

5676
01:52:31,669 --> 01:52:31,679
go home for a couple days to cool off,
 

5677
01:52:31,679 --> 01:52:34,629
go home for a couple days to cool off,
which is exclusionary discipline, right?

5678
01:52:34,629 --> 01:52:34,639
which is exclusionary discipline, right?
 

5679
01:52:34,639 --> 01:52:37,270
which is exclusionary discipline, right?
So, uh, I would say that the data that

5680
01:52:37,270 --> 01:52:37,280
So, uh, I would say that the data that
 

5681
01:52:37,280 --> 01:52:40,390
So, uh, I would say that the data that
that you see here is is data that we

5682
01:52:40,390 --> 01:52:40,400
that you see here is is data that we
 

5683
01:52:40,400 --> 01:52:42,390
that you see here is is data that we
report out to the state. I would say

5684
01:52:42,390 --> 01:52:42,400
report out to the state. I would say
 

5685
01:52:42,400 --> 01:52:44,310
report out to the state. I would say
that you're and I I can let Son talk to

5686
01:52:44,310 --> 01:52:44,320
that you're and I I can let Son talk to
 

5687
01:52:44,320 --> 01:52:47,830
that you're and I I can let Son talk to
this more, but, uh, these these, um,

5688
01:52:47,830 --> 01:52:47,840
this more, but, uh, these these, um,
 

5689
01:52:47,840 --> 01:52:50,550
this more, but, uh, these these, um,
resolution to a discipline referral is

5690
01:52:50,550 --> 01:52:50,560
resolution to a discipline referral is
 

5691
01:52:50,560 --> 01:52:52,310
resolution to a discipline referral is
pretty quick within the week that it

5692
01:52:52,310 --> 01:52:52,320
pretty quick within the week that it
 

5693
01:52:52,320 --> 01:52:54,310
pretty quick within the week that it
happens, if not, you know, sooner than

5694
01:52:54,310 --> 01:52:54,320
happens, if not, you know, sooner than
 

5695
01:52:54,320 --> 01:52:55,990
happens, if not, you know, sooner than
at that, a couple of days depending upon

5696
01:52:55,990 --> 01:52:56,000
at that, a couple of days depending upon
 

5697
01:52:56,000 --> 01:52:59,030
at that, a couple of days depending upon
what's happening. Um, and, uh, again, I

5698
01:52:59,030 --> 01:52:59,040
what's happening. Um, and, uh, again, I
 

5699
01:52:59,040 --> 01:53:00,950
what's happening. Um, and, uh, again, I
can't speak to those other districts in

5700
01:53:00,950 --> 01:53:00,960
can't speak to those other districts in
 

5701
01:53:00,960 --> 01:53:02,629
can't speak to those other districts in
terms of what's being reported, what's

5702
01:53:02,629 --> 01:53:02,639
terms of what's being reported, what's
 

5703
01:53:02,639 --> 01:53:05,430
terms of what's being reported, what's
not being reported. I can assure you

5704
01:53:05,430 --> 01:53:05,440
not being reported. I can assure you
 

5705
01:53:05,440 --> 01:53:08,470
not being reported. I can assure you
that it's accurate and that we're not

5706
01:53:08,470 --> 01:53:08,480
that it's accurate and that we're not
 

5707
01:53:08,480 --> 01:53:11,910
that it's accurate and that we're not
like miscoding things to do things we

5708
01:53:11,910 --> 01:53:11,920
like miscoding things to do things we
 

5709
01:53:11,920 --> 01:53:13,910
like miscoding things to do things we
shouldn't be doing. Right? That's the

5710
01:53:13,910 --> 01:53:13,920
shouldn't be doing. Right? That's the
 

5711
01:53:13,920 --> 01:53:17,270
shouldn't be doing. Right? That's the
adherence to the framework. So um if you

5712
01:53:17,270 --> 01:53:17,280
adherence to the framework. So um if you
 

5713
01:53:17,280 --> 01:53:20,149
adherence to the framework. So um if you
do something uh we're really clear on

5714
01:53:20,149 --> 01:53:20,159
do something uh we're really clear on
 

5715
01:53:20,159 --> 01:53:21,910
do something uh we're really clear on
our matrix on where it falls on the

5716
01:53:21,910 --> 01:53:21,920
our matrix on where it falls on the
 

5717
01:53:21,920 --> 01:53:24,709
our matrix on where it falls on the
matrix which then gives you a range of

5718
01:53:24,709 --> 01:53:24,719
matrix which then gives you a range of
 

5719
01:53:24,719 --> 01:53:27,510
matrix which then gives you a range of
supports and potential consequences uh

5720
01:53:27,510 --> 01:53:27,520
supports and potential consequences uh
 

5721
01:53:27,520 --> 01:53:29,109
supports and potential consequences uh
that you can choose from as an

5722
01:53:29,109 --> 01:53:29,119
that you can choose from as an
 

5723
01:53:29,119 --> 01:53:31,750
that you can choose from as an
administrator where without any

5724
01:53:31,750 --> 01:53:31,760
administrator where without any
 

5725
01:53:31,760 --> 01:53:35,510
administrator where without any
oversight or any um

5726
01:53:35,510 --> 01:53:35,520
oversight or any um
 

5727
01:53:35,520 --> 01:53:38,470
oversight or any um
um accountability uh in this what can

5728
01:53:38,470 --> 01:53:38,480
um accountability uh in this what can
 

5729
01:53:38,480 --> 01:53:41,589
um accountability uh in this what can
happen is you can have administrators go

5730
01:53:41,589 --> 01:53:41,599
happen is you can have administrators go
 

5731
01:53:41,599 --> 01:53:45,990
happen is you can have administrators go
rogue right uh and over penalty ize and

5732
01:53:45,990 --> 01:53:46,000
rogue right uh and over penalty ize and
 

5733
01:53:46,000 --> 01:53:49,669
rogue right uh and over penalty ize and
over discipline. Um

5734
01:53:49,669 --> 01:53:49,679
over discipline. Um
 

5735
01:53:49,679 --> 01:53:51,430
over discipline. Um
and and I've seen that everywhere that

5736
01:53:51,430 --> 01:53:51,440
and and I've seen that everywhere that
 

5737
01:53:51,440 --> 01:53:53,030
and and I've seen that everywhere that
I've been except for where I'm at and

5738
01:53:53,030 --> 01:53:53,040
I've been except for where I'm at and
 

5739
01:53:53,040 --> 01:53:55,990
I've been except for where I'm at and
where we are today right now. Uh so in

5740
01:53:55,990 --> 01:53:56,000
where we are today right now. Uh so in
 

5741
01:53:56,000 --> 01:53:59,510
where we are today right now. Uh so in
any event, uh very very comfortable with

5742
01:53:59,510 --> 01:53:59,520
any event, uh very very comfortable with
 

5743
01:53:59,520 --> 01:54:01,910
any event, uh very very comfortable with
uh re really more I'm proud of kind of

5744
01:54:01,910 --> 01:54:01,920
uh re really more I'm proud of kind of
 

5745
01:54:01,920 --> 01:54:04,070
uh re really more I'm proud of kind of
the work that we've done here. But I can

5746
01:54:04,070 --> 01:54:04,080
the work that we've done here. But I can
 

5747
01:54:04,080 --> 01:54:07,750
the work that we've done here. But I can
when when we say we have 493 or four um

5748
01:54:07,750 --> 01:54:07,760
when when we say we have 493 or four um
 

5749
01:54:07,760 --> 01:54:10,709
when when we say we have 493 or four um
suspensions that that's what we had

5750
01:54:10,709 --> 01:54:10,719
suspensions that that's what we had
 

5751
01:54:10,719 --> 01:54:14,470
suspensions that that's what we had
and very very clear and and really uh

5752
01:54:14,470 --> 01:54:14,480
and very very clear and and really uh
 

5753
01:54:14,480 --> 01:54:16,229
and very very clear and and really uh
confident of the data that we have.

5754
01:54:16,229 --> 01:54:16,239
confident of the data that we have.
 

5755
01:54:16,239 --> 01:54:18,950
confident of the data that we have.
>> And what might be helpful is for our two

5756
01:54:18,950 --> 01:54:18,960
>> And what might be helpful is for our two
 

5757
01:54:18,960 --> 01:54:21,589
>> And what might be helpful is for our two
new board members an on part of their

5758
01:54:21,589 --> 01:54:21,599
new board members an on part of their
 

5759
01:54:21,599 --> 01:54:24,149
new board members an on part of their
onboard onboarding is how what does this

5760
01:54:24,149 --> 01:54:24,159
onboard onboarding is how what does this
 

5761
01:54:24,159 --> 01:54:26,390
onboard onboarding is how what does this
process look like? What do vortex

5762
01:54:26,390 --> 01:54:26,400
process look like? What do vortex
 

5763
01:54:26,400 --> 01:54:28,310
process look like? What do vortex
meetings look like? What what is that

5764
01:54:28,310 --> 01:54:28,320
meetings look like? What what is that
 

5765
01:54:28,320 --> 01:54:30,229
meetings look like? What what is that
framework? and maybe a place where you

5766
01:54:30,229 --> 01:54:30,239
framework? and maybe a place where you
 

5767
01:54:30,239 --> 01:54:31,750
framework? and maybe a place where you
have more time to really dig through

5768
01:54:31,750 --> 01:54:31,760
have more time to really dig through
 

5769
01:54:31,760 --> 01:54:34,629
have more time to really dig through
process, not just the where we are at at

5770
01:54:34,629 --> 01:54:34,639
process, not just the where we are at at
 

5771
01:54:34,639 --> 01:54:36,390
process, not just the where we are at at
time if that sounds good to staff and

5772
01:54:36,390 --> 01:54:36,400
time if that sounds good to staff and
 

5773
01:54:36,400 --> 01:54:38,310
time if that sounds good to staff and
board members to hold off on some of

5774
01:54:38,310 --> 01:54:38,320
board members to hold off on some of
 

5775
01:54:38,320 --> 01:54:41,430
board members to hold off on some of
those very that it will take a lot of

5776
01:54:41,430 --> 01:54:41,440
those very that it will take a lot of
 

5777
01:54:41,440 --> 01:54:42,709
those very that it will take a lot of
time to get to those questions and I

5778
01:54:42,709 --> 01:54:42,719
time to get to those questions and I
 

5779
01:54:42,719 --> 01:54:43,910
time to get to those questions and I
think they're really important ones. But

5780
01:54:43,910 --> 01:54:43,920
think they're really important ones. But
 

5781
01:54:43,920 --> 01:54:45,430
think they're really important ones. But
I think there might that on boarding

5782
01:54:45,430 --> 01:54:45,440
I think there might that on boarding
 

5783
01:54:45,440 --> 01:54:47,030
I think there might that on boarding
might be a great opportunity to dig a

5784
01:54:47,030 --> 01:54:47,040
might be a great opportunity to dig a
 

5785
01:54:47,040 --> 01:54:49,350
might be a great opportunity to dig a
little bit deeper in the process.

5786
01:54:49,350 --> 01:54:49,360
little bit deeper in the process.
 

5787
01:54:49,360 --> 01:54:51,030
little bit deeper in the process.
>> Yeah, that sounds great and I will speak

5788
01:54:51,030 --> 01:54:51,040
>> Yeah, that sounds great and I will speak
 

5789
01:54:51,040 --> 01:54:53,189
>> Yeah, that sounds great and I will speak
to the reporting question here in just a

5790
01:54:53,189 --> 01:54:53,199
to the reporting question here in just a
 

5791
01:54:53,199 --> 01:54:54,550
to the reporting question here in just a
minute.

5792
01:54:54,550 --> 01:54:54,560
minute.
 

5793
01:54:54,560 --> 01:54:58,149
minute.
>> Jorge and then Alex.

5794
01:54:58,149 --> 01:54:58,159
>> Jorge and then Alex.
 

5795
01:54:58,159 --> 01:54:59,669
>> Jorge and then Alex.
Uh first I'd like to thank the uh

5796
01:54:59,669 --> 01:54:59,679
Uh first I'd like to thank the uh
 

5797
01:54:59,679 --> 01:55:01,669
Uh first I'd like to thank the uh
teachers, administrators and everybody

5798
01:55:01,669 --> 01:55:01,679
teachers, administrators and everybody
 

5799
01:55:01,679 --> 01:55:03,830
teachers, administrators and everybody
for for this trend. I mean it's I know

5800
01:55:03,830 --> 01:55:03,840
for for this trend. I mean it's I know
 

5801
01:55:03,840 --> 01:55:05,270
for for this trend. I mean it's I know
it's been a lot of work. It's been a

5802
01:55:05,270 --> 01:55:05,280
it's been a lot of work. It's been a
 

5803
01:55:05,280 --> 01:55:07,750
it's been a lot of work. It's been a
long slow process and it's it's amazing

5804
01:55:07,750 --> 01:55:07,760
long slow process and it's it's amazing
 

5805
01:55:07,760 --> 01:55:10,310
long slow process and it's it's amazing
um that we've made it this far. Um and

5806
01:55:10,310 --> 01:55:10,320
um that we've made it this far. Um and
 

5807
01:55:10,320 --> 01:55:12,070
um that we've made it this far. Um and
it's clearly not just um the discipline

5808
01:55:12,070 --> 01:55:12,080
it's clearly not just um the discipline
 

5809
01:55:12,080 --> 01:55:13,430
it's clearly not just um the discipline
part of it but it's what the work that

5810
01:55:13,430 --> 01:55:13,440
part of it but it's what the work that
 

5811
01:55:13,440 --> 01:55:15,510
part of it but it's what the work that
lies ahead of that's done beforehand.

5812
01:55:15,510 --> 01:55:15,520
lies ahead of that's done beforehand.
 

5813
01:55:15,520 --> 01:55:17,510
lies ahead of that's done beforehand.
Right. So I'd like if you can if you

5814
01:55:17,510 --> 01:55:17,520
Right. So I'd like if you can if you
 

5815
01:55:17,520 --> 01:55:19,430
Right. So I'd like if you can if you
could speak a little more about um what

5816
01:55:19,430 --> 01:55:19,440
could speak a little more about um what
 

5817
01:55:19,440 --> 01:55:21,030
could speak a little more about um what
proactive strategies have we used like

5818
01:55:21,030 --> 01:55:21,040
proactive strategies have we used like
 

5819
01:55:21,040 --> 01:55:22,310
proactive strategies have we used like
what's coming before this right to

5820
01:55:22,310 --> 01:55:22,320
what's coming before this right to
 

5821
01:55:22,320 --> 01:55:23,990
what's coming before this right to
address this because the behaviors can

5822
01:55:23,990 --> 01:55:24,000
address this because the behaviors can
 

5823
01:55:24,000 --> 01:55:25,270
address this because the behaviors can
arise still right but we're not just

5824
01:55:25,270 --> 01:55:25,280
arise still right but we're not just
 

5825
01:55:25,280 --> 01:55:26,229
arise still right but we're not just
responding in a negative way but what

5826
01:55:26,229 --> 01:55:26,239
responding in a negative way but what
 

5827
01:55:26,239 --> 01:55:27,669
responding in a negative way but what
are we doing in advance of this to

5828
01:55:27,669 --> 01:55:27,679
are we doing in advance of this to
 

5829
01:55:27,679 --> 01:55:29,350
are we doing in advance of this to
prevent this and and where do our school

5830
01:55:29,350 --> 01:55:29,360
prevent this and and where do our school
 

5831
01:55:29,360 --> 01:55:31,189
prevent this and and where do our school
safety advocates fit when all within all

5832
01:55:31,189 --> 01:55:31,199
safety advocates fit when all within all
 

5833
01:55:31,199 --> 01:55:34,229
safety advocates fit when all within all
this thanks

5834
01:55:34,229 --> 01:55:34,239
this thanks
 

5835
01:55:34,239 --> 01:55:36,790
this thanks
>> I'm going to get to the the preventative

5836
01:55:36,790 --> 01:55:36,800
>> I'm going to get to the the preventative
 

5837
01:55:36,800 --> 01:55:39,430
>> I'm going to get to the the preventative
and the before part in my next section

5838
01:55:39,430 --> 01:55:39,440
and the before part in my next section
 

5839
01:55:39,440 --> 01:55:42,470
and the before part in my next section
so if you don't mind pausing on that um

5840
01:55:42,470 --> 01:55:42,480
so if you don't mind pausing on that um
 

5841
01:55:42,480 --> 01:55:44,870
so if you don't mind pausing on that um
our school safety advocates

5842
01:55:44,870 --> 01:55:44,880
our school safety advocates
 

5843
01:55:44,880 --> 01:55:48,229
our school safety advocates
are there to help in almost any

5844
01:55:48,229 --> 01:55:48,239
are there to help in almost any
 

5845
01:55:48,239 --> 01:55:49,669
are there to help in almost any
capacity. So, if there's a really

5846
01:55:49,669 --> 01:55:49,679
capacity. So, if there's a really
 

5847
01:55:49,679 --> 01:55:51,910
capacity. So, if there's a really
in-depth investigation, they are

5848
01:55:51,910 --> 01:55:51,920
in-depth investigation, they are
 

5849
01:55:51,920 --> 01:55:54,229
in-depth investigation, they are
available to help with that. Um, if

5850
01:55:54,229 --> 01:55:54,239
available to help with that. Um, if
 

5851
01:55:54,239 --> 01:55:56,550
available to help with that. Um, if
there's a situation that, you know, has

5852
01:55:56,550 --> 01:55:56,560
there's a situation that, you know, has
 

5853
01:55:56,560 --> 01:55:58,790
there's a situation that, you know, has
major safety issues there. They lies

5854
01:55:58,790 --> 01:55:58,800
major safety issues there. They lies
 

5855
01:55:58,800 --> 01:56:02,070
major safety issues there. They lies
between um law enforcement as needed.

5856
01:56:02,070 --> 01:56:02,080
between um law enforcement as needed.
 

5857
01:56:02,080 --> 01:56:04,390
between um law enforcement as needed.
They can be a consultant with the school

5858
01:56:04,390 --> 01:56:04,400
They can be a consultant with the school
 

5859
01:56:04,400 --> 01:56:05,910
They can be a consultant with the school
administrators and another thought

5860
01:56:05,910 --> 01:56:05,920
administrators and another thought
 

5861
01:56:05,920 --> 01:56:07,910
administrators and another thought
partner. They can help meet with

5862
01:56:07,910 --> 01:56:07,920
partner. They can help meet with
 

5863
01:56:07,920 --> 01:56:10,310
partner. They can help meet with
families and explain procedural pieces

5864
01:56:10,310 --> 01:56:10,320
families and explain procedural pieces
 

5865
01:56:10,320 --> 01:56:13,270
families and explain procedural pieces
and outcomes. So, they really serve as a

5866
01:56:13,270 --> 01:56:13,280
and outcomes. So, they really serve as a
 

5867
01:56:13,280 --> 01:56:16,229
and outcomes. So, they really serve as a
um a sideby-side partner with schools.

5868
01:56:16,229 --> 01:56:16,239
um a sideby-side partner with schools.
 

5869
01:56:16,239 --> 01:56:18,229
um a sideby-side partner with schools.
And some administrators have a lot of

5870
01:56:18,229 --> 01:56:18,239
And some administrators have a lot of
 

5871
01:56:18,239 --> 01:56:20,870
And some administrators have a lot of
experience and confidence and

5872
01:56:20,870 --> 01:56:20,880
experience and confidence and
 

5873
01:56:20,880 --> 01:56:22,550
experience and confidence and
ask less of their school safety

5874
01:56:22,550 --> 01:56:22,560
ask less of their school safety
 

5875
01:56:22,560 --> 01:56:24,950
ask less of their school safety
advocates. Some of some of them like to

5876
01:56:24,950 --> 01:56:24,960
advocates. Some of some of them like to
 

5877
01:56:24,960 --> 01:56:26,709
advocates. Some of some of them like to
do everything with them. It kind of just

5878
01:56:26,709 --> 01:56:26,719
do everything with them. It kind of just
 

5879
01:56:26,719 --> 01:56:29,030
do everything with them. It kind of just
depends. And um it really is a beautiful

5880
01:56:29,030 --> 01:56:29,040
depends. And um it really is a beautiful
 

5881
01:56:29,040 --> 01:56:33,589
depends. And um it really is a beautiful
partnership.

5882
01:56:33,589 --> 01:56:33,599

 

5883
01:56:33,599 --> 01:56:35,910

Um, and this may be some of this we can

5884
01:56:35,910 --> 01:56:35,920
Um, and this may be some of this we can
 

5885
01:56:35,920 --> 01:56:37,910
Um, and this may be some of this we can
talk about during the Q&A on this larger

5886
01:56:37,910 --> 01:56:37,920
talk about during the Q&A on this larger
 

5887
01:56:37,920 --> 01:56:41,430
talk about during the Q&A on this larger
section, but um, uh, and I'm channeling

5888
01:56:41,430 --> 01:56:41,440
section, but um, uh, and I'm channeling
 

5889
01:56:41,440 --> 01:56:43,589
section, but um, uh, and I'm channeling
for the excellent input from Kitty

5890
01:56:43,589 --> 01:56:43,599
for the excellent input from Kitty
 

5891
01:56:43,599 --> 01:56:46,229
for the excellent input from Kitty
Sergeant on the board, uh, who, uh, has

5892
01:56:46,229 --> 01:56:46,239
Sergeant on the board, uh, who, uh, has
 

5893
01:56:46,239 --> 01:56:50,070
Sergeant on the board, uh, who, uh, has
historically been our, um, copy editor.

5894
01:56:50,070 --> 01:56:50,080
historically been our, um, copy editor.
 

5895
01:56:50,080 --> 01:56:51,910
historically been our, um, copy editor.
I'm sort of a graph copy editor

5896
01:56:51,910 --> 01:56:51,920
I'm sort of a graph copy editor
 

5897
01:56:51,920 --> 01:56:54,470
I'm sort of a graph copy editor
sometimes. And so when I look at slide

5898
01:56:54,470 --> 01:56:54,480
sometimes. And so when I look at slide
 

5899
01:56:54,480 --> 01:56:57,270
sometimes. And so when I look at slide
27, um it'd be really help to know what

5900
01:56:57,270 --> 01:56:57,280
27, um it'd be really help to know what
 

5901
01:56:57,280 --> 01:56:58,790
27, um it'd be really help to know what
those numbers are because all I can tell

5902
01:56:58,790 --> 01:56:58,800
those numbers are because all I can tell
 

5903
01:56:58,800 --> 01:57:01,510
those numbers are because all I can tell
is the proportionality, not the scale of

5904
01:57:01,510 --> 01:57:01,520
is the proportionality, not the scale of
 

5905
01:57:01,520 --> 01:57:02,310
is the proportionality, not the scale of
that,

5906
01:57:02,310 --> 01:57:02,320
that,
 

5907
01:57:02,320 --> 01:57:04,149
that,
>> which is important because when you look

5908
01:57:04,149 --> 01:57:04,159
>> which is important because when you look
 

5909
01:57:04,159 --> 01:57:07,750
>> which is important because when you look
down at the uh couple slides later and

5910
01:57:07,750 --> 01:57:07,760
down at the uh couple slides later and
 

5911
01:57:07,760 --> 01:57:10,470
down at the uh couple slides later and
you see a number like 160, I don't know

5912
01:57:10,470 --> 01:57:10,480
you see a number like 160, I don't know
 

5913
01:57:10,480 --> 01:57:12,390
you see a number like 160, I don't know
what proportion of all those other

5914
01:57:12,390 --> 01:57:12,400
what proportion of all those other
 

5915
01:57:12,400 --> 01:57:14,390
what proportion of all those other
disciplines 160 is.

5916
01:57:14,390 --> 01:57:14,400
disciplines 160 is.
 

5917
01:57:14,400 --> 01:57:16,550
disciplines 160 is.
>> And that gets to sort of the the meat of

5918
01:57:16,550 --> 01:57:16,560
>> And that gets to sort of the the meat of
 

5919
01:57:16,560 --> 01:57:19,030
>> And that gets to sort of the the meat of
my substantive question on this. I

5920
01:57:19,030 --> 01:57:19,040
my substantive question on this. I
 

5921
01:57:19,040 --> 01:57:21,030
my substantive question on this. I
really want to know the pre-strategic

5922
01:57:21,030 --> 01:57:21,040
really want to know the pre-strategic
 

5923
01:57:21,040 --> 01:57:23,910
really want to know the pre-strategic
plan baseline for these numbers because

5924
01:57:23,910 --> 01:57:23,920
plan baseline for these numbers because
 

5925
01:57:23,920 --> 01:57:26,550
plan baseline for these numbers because
in my estimation we made a huge change

5926
01:57:26,550 --> 01:57:26,560
in my estimation we made a huge change
 

5927
01:57:26,560 --> 01:57:28,870
in my estimation we made a huge change
when we changed the policy and we went

5928
01:57:28,870 --> 01:57:28,880
when we changed the policy and we went
 

5929
01:57:28,880 --> 01:57:30,310
when we changed the policy and we went
to being like the other districts with

5930
01:57:30,310 --> 01:57:30,320
to being like the other districts with
 

5931
01:57:30,320 --> 01:57:31,990
to being like the other districts with
numbers in the thousands to being a

5932
01:57:31,990 --> 01:57:32,000
numbers in the thousands to being a
 

5933
01:57:32,000 --> 01:57:34,709
numbers in the thousands to being a
place with less than 500 a year and now

5934
01:57:34,709 --> 01:57:34,719
place with less than 500 a year and now
 

5935
01:57:34,719 --> 01:57:37,189
place with less than 500 a year and now
we're comparing whether we get from 168

5936
01:57:37,189 --> 01:57:37,199
we're comparing whether we get from 168
 

5937
01:57:37,199 --> 01:57:40,870
we're comparing whether we get from 168
to 160 when 95% of the change from that

5938
01:57:40,870 --> 01:57:40,880
to 160 when 95% of the change from that
 

5939
01:57:40,880 --> 01:57:44,149
to 160 when 95% of the change from that
policy change is implemented. So for the

5940
01:57:44,149 --> 01:57:44,159
policy change is implemented. So for the
 

5941
01:57:44,159 --> 01:57:45,910
policy change is implemented. So for the
last two years and the next two years,

5942
01:57:45,910 --> 01:57:45,920
last two years and the next two years,
 

5943
01:57:45,920 --> 01:57:48,390
last two years and the next two years,
whatever, we're we're watching noise in

5944
01:57:48,390 --> 01:57:48,400
whatever, we're we're watching noise in
 

5945
01:57:48,400 --> 01:57:50,870
whatever, we're we're watching noise in
the system, not substantive data. By

5946
01:57:50,870 --> 01:57:50,880
the system, not substantive data. By
 

5947
01:57:50,880 --> 01:57:53,270
the system, not substantive data. By
that I mean whether or not our out of

5948
01:57:53,270 --> 01:57:53,280
that I mean whether or not our out of
 

5949
01:57:53,280 --> 01:57:56,709
that I mean whether or not our out of
school suspensions are 160 or 168. The

5950
01:57:56,709 --> 01:57:56,719
school suspensions are 160 or 168. The
 

5951
01:57:56,719 --> 01:57:59,510
school suspensions are 160 or 168. The
deal is we went from 2,00 to 500 and now

5952
01:57:59,510 --> 01:57:59,520
deal is we went from 2,00 to 500 and now
 

5953
01:57:59,520 --> 01:58:01,270
deal is we went from 2,00 to 500 and now
there's individual cases that are

5954
01:58:01,270 --> 01:58:01,280
there's individual cases that are
 

5955
01:58:01,280 --> 01:58:03,030
there's individual cases that are
driving specific things that don't

5956
01:58:03,030 --> 01:58:03,040
driving specific things that don't
 

5957
01:58:03,040 --> 01:58:04,310
driving specific things that don't
really have anything to do with our

5958
01:58:04,310 --> 01:58:04,320
really have anything to do with our
 

5959
01:58:04,320 --> 01:58:06,070
really have anything to do with our
policy or what we're overseeing, but

5960
01:58:06,070 --> 01:58:06,080
policy or what we're overseeing, but
 

5961
01:58:06,080 --> 01:58:08,070
policy or what we're overseeing, but
we're just congratulating ourselves

5962
01:58:08,070 --> 01:58:08,080
we're just congratulating ourselves
 

5963
01:58:08,080 --> 01:58:09,990
we're just congratulating ourselves
rather than moving on to the next

5964
01:58:09,990 --> 01:58:10,000
rather than moving on to the next
 

5965
01:58:10,000 --> 01:58:11,510
rather than moving on to the next
question. So I'd love to hear some

5966
01:58:11,510 --> 01:58:11,520
question. So I'd love to hear some
 

5967
01:58:11,520 --> 01:58:14,149
question. So I'd love to hear some
discussion of that. The next part for me

5968
01:58:14,149 --> 01:58:14,159
discussion of that. The next part for me
 

5969
01:58:14,159 --> 01:58:17,189
discussion of that. The next part for me
is part of as a schoolboard member um

5970
01:58:17,189 --> 01:58:17,199
is part of as a schoolboard member um
 

5971
01:58:17,199 --> 01:58:19,430
is part of as a schoolboard member um
one of the things you get are agrieved

5972
01:58:19,430 --> 01:58:19,440
one of the things you get are agrieved
 

5973
01:58:19,440 --> 01:58:22,390
one of the things you get are agrieved
parents uh who have been participating

5974
01:58:22,390 --> 01:58:22,400
parents uh who have been participating
 

5975
01:58:22,400 --> 01:58:25,270
parents uh who have been participating
in these processes and rarely are they

5976
01:58:25,270 --> 01:58:25,280
in these processes and rarely are they
 

5977
01:58:25,280 --> 01:58:27,350
in these processes and rarely are they
the parents of the kid who's subject to

5978
01:58:27,350 --> 01:58:27,360
the parents of the kid who's subject to
 

5979
01:58:27,360 --> 01:58:30,070
the parents of the kid who's subject to
the discipline. So, I even like to know

5980
01:58:30,070 --> 01:58:30,080
the discipline. So, I even like to know
 

5981
01:58:30,080 --> 01:58:31,750
the discipline. So, I even like to know
what proportion of our disciplinary

5982
01:58:31,750 --> 01:58:31,760
what proportion of our disciplinary
 

5983
01:58:31,760 --> 01:58:33,990
what proportion of our disciplinary
events involve another student and how

5984
01:58:33,990 --> 01:58:34,000
events involve another student and how
 

5985
01:58:34,000 --> 01:58:35,990
events involve another student and how
much of it is a student versus the

5986
01:58:35,990 --> 01:58:36,000
much of it is a student versus the
 

5987
01:58:36,000 --> 01:58:37,430
much of it is a student versus the
teacher or the school and there isn't

5988
01:58:37,430 --> 01:58:37,440
teacher or the school and there isn't
 

5989
01:58:37,440 --> 01:58:39,589
teacher or the school and there isn't
basically a a person who's the recipient

5990
01:58:39,589 --> 01:58:39,599
basically a a person who's the recipient
 

5991
01:58:39,599 --> 01:58:41,990
basically a a person who's the recipient
of the bad behavior because the stuff we

5992
01:58:41,990 --> 01:58:42,000
of the bad behavior because the stuff we
 

5993
01:58:42,000 --> 01:58:44,229
of the bad behavior because the stuff we
hear about a lot are the kids who are

5994
01:58:44,229 --> 01:58:44,239
hear about a lot are the kids who are
 

5995
01:58:44,239 --> 01:58:46,390
hear about a lot are the kids who are
the recipient of it and we've focused

5996
01:58:46,390 --> 01:58:46,400
the recipient of it and we've focused
 

5997
01:58:46,400 --> 01:58:48,229
the recipient of it and we've focused
our strategic plan and all our metrics

5998
01:58:48,229 --> 01:58:48,239
our strategic plan and all our metrics
 

5999
01:58:48,239 --> 01:58:51,589
our strategic plan and all our metrics
on the perpetrator. And I have no data

6000
01:58:51,589 --> 01:58:51,599
on the perpetrator. And I have no data
 

6001
01:58:51,599 --> 01:58:53,589
on the perpetrator. And I have no data
on the feelings of the kid who was

6002
01:58:53,589 --> 01:58:53,599
on the feelings of the kid who was
 

6003
01:58:53,599 --> 01:58:56,870
on the feelings of the kid who was
harassed and the kid who was bullied um

6004
01:58:56,870 --> 01:58:56,880
harassed and the kid who was bullied um
 

6005
01:58:56,880 --> 01:58:59,030
harassed and the kid who was bullied um
that I can interpret from this. And we

6006
01:58:59,030 --> 01:58:59,040
that I can interpret from this. And we
 

6007
01:58:59,040 --> 01:59:00,790
that I can interpret from this. And we
get a lot of grief. We have a lot of

6008
01:59:00,790 --> 01:59:00,800
get a lot of grief. We have a lot of
 

6009
01:59:00,800 --> 01:59:03,510
get a lot of grief. We have a lot of
people choosing to open enroll. We have

6010
01:59:03,510 --> 01:59:03,520
people choosing to open enroll. We have
 

6011
01:59:03,520 --> 01:59:05,510
people choosing to open enroll. We have
problems and disproportionality of the

6012
01:59:05,510 --> 01:59:05,520
problems and disproportionality of the
 

6013
01:59:05,520 --> 01:59:08,229
problems and disproportionality of the
enrollment by uh by people who are the

6014
01:59:08,229 --> 01:59:08,239
enrollment by uh by people who are the
 

6015
01:59:08,239 --> 01:59:10,950
enrollment by uh by people who are the
ones receiving it. Our LGBTQ community

6016
01:59:10,950 --> 01:59:10,960
ones receiving it. Our LGBTQ community
 

6017
01:59:10,960 --> 01:59:13,589
ones receiving it. Our LGBTQ community
is always talking about how badly their

6018
01:59:13,589 --> 01:59:13,599
is always talking about how badly their
 

6019
01:59:13,599 --> 01:59:15,270
is always talking about how badly their
kids are being treated. And then there's

6020
01:59:15,270 --> 01:59:15,280
kids are being treated. And then there's
 

6021
01:59:15,280 --> 01:59:17,030
kids are being treated. And then there's
a disciplinary thing and inevitably the

6022
01:59:17,030 --> 01:59:17,040
a disciplinary thing and inevitably the
 

6023
01:59:17,040 --> 01:59:18,310
a disciplinary thing and inevitably the
kid who's been bullied for three months

6024
01:59:18,310 --> 01:59:18,320
kid who's been bullied for three months
 

6025
01:59:18,320 --> 01:59:19,910
kid who's been bullied for three months
is the one who slaps the other kid and

6026
01:59:19,910 --> 01:59:19,920
is the one who slaps the other kid and
 

6027
01:59:19,920 --> 01:59:22,229
is the one who slaps the other kid and
is then the subject of the discipline.

6028
01:59:22,229 --> 01:59:22,239
is then the subject of the discipline.
 

6029
01:59:22,239 --> 01:59:24,870
is then the subject of the discipline.
So I'm I'm really curious if we can I

6030
01:59:24,870 --> 01:59:24,880
So I'm I'm really curious if we can I
 

6031
01:59:24,880 --> 01:59:26,390
So I'm I'm really curious if we can I
don't want to change the strategic plan

6032
01:59:26,390 --> 01:59:26,400
don't want to change the strategic plan
 

6033
01:59:26,400 --> 01:59:28,550
don't want to change the strategic plan
metric. Now I know that's not my place,

6034
01:59:28,550 --> 01:59:28,560
metric. Now I know that's not my place,
 

6035
01:59:28,560 --> 01:59:30,149
metric. Now I know that's not my place,
but I feel like the discussion we're

6036
01:59:30,149 --> 01:59:30,159
but I feel like the discussion we're
 

6037
01:59:30,159 --> 01:59:32,470
but I feel like the discussion we're
having about out of school suspension is

6038
01:59:32,470 --> 01:59:32,480
having about out of school suspension is
 

6039
01:59:32,480 --> 01:59:35,270
having about out of school suspension is
at this point not constructive to the

6040
01:59:35,270 --> 01:59:35,280
at this point not constructive to the
 

6041
01:59:35,280 --> 01:59:36,629
at this point not constructive to the
important work we need to do for the

6042
01:59:36,629 --> 01:59:36,639
important work we need to do for the
 

6043
01:59:36,639 --> 01:59:38,790
important work we need to do for the
next two years. And in fact, we could be

6044
01:59:38,790 --> 01:59:38,800
next two years. And in fact, we could be
 

6045
01:59:38,800 --> 01:59:40,790
next two years. And in fact, we could be
asking much better questions about

6046
01:59:40,790 --> 01:59:40,800
asking much better questions about
 

6047
01:59:40,800 --> 01:59:43,189
asking much better questions about
school climate and culture and the

6048
01:59:43,189 --> 01:59:43,199
school climate and culture and the
 

6049
01:59:43,199 --> 01:59:45,189
school climate and culture and the
experience of our students and the

6050
01:59:45,189 --> 01:59:45,199
experience of our students and the
 

6051
01:59:45,199 --> 01:59:46,550
experience of our students and the
question. So people know they can't

6052
01:59:46,550 --> 01:59:46,560
question. So people know they can't
 

6053
01:59:46,560 --> 01:59:48,229
question. So people know they can't
suspend the kid out of school. Great, we

6054
01:59:48,229 --> 01:59:48,239
suspend the kid out of school. Great, we
 

6055
01:59:48,239 --> 01:59:50,470
suspend the kid out of school. Great, we
won. That's why we're at 500 and

6056
01:59:50,470 --> 01:59:50,480
won. That's why we're at 500 and
 

6057
01:59:50,480 --> 01:59:52,629
won. That's why we're at 500 and
everybody else is at multiple thousands.

6058
01:59:52,629 --> 01:59:52,639
everybody else is at multiple thousands.
 

6059
01:59:52,639 --> 01:59:54,149
everybody else is at multiple thousands.
But so what are we doing next? And I

6060
01:59:54,149 --> 01:59:54,159
But so what are we doing next? And I
 

6061
01:59:54,159 --> 01:59:55,910
But so what are we doing next? And I
feel like our data is keeping us just in

6062
01:59:55,910 --> 01:59:55,920
feel like our data is keeping us just in
 

6063
01:59:55,920 --> 01:59:58,629
feel like our data is keeping us just in
that track because a board four years

6064
01:59:58,629 --> 01:59:58,639
that track because a board four years
 

6065
01:59:58,639 --> 02:00:00,390
that track because a board four years
ago picked that number which was great.

6066
02:00:00,390 --> 02:00:00,400
ago picked that number which was great.
 

6067
02:00:00,400 --> 02:00:01,990
ago picked that number which was great.
They did the right thing. But I don't

6068
02:00:01,990 --> 02:00:02,000
They did the right thing. But I don't
 

6069
02:00:02,000 --> 02:00:03,189
They did the right thing. But I don't
think we're measuring the right thing

6070
02:00:03,189 --> 02:00:03,199
think we're measuring the right thing
 

6071
02:00:03,199 --> 02:00:05,510
think we're measuring the right thing
anymore.

6072
02:00:05,510 --> 02:00:05,520
anymore.
 

6073
02:00:05,520 --> 02:00:08,629
anymore.
I I will say uh I think that there's a

6074
02:00:08,629 --> 02:00:08,639
I I will say uh I think that there's a
 

6075
02:00:08,639 --> 02:00:10,310
I I will say uh I think that there's a
validity in a lot of your points. You

6076
02:00:10,310 --> 02:00:10,320
validity in a lot of your points. You
 

6077
02:00:10,320 --> 02:00:12,470
validity in a lot of your points. You
know, the goal isn't to get to zero,

6078
02:00:12,470 --> 02:00:12,480
know, the goal isn't to get to zero,
 

6079
02:00:12,480 --> 02:00:14,390
know, the goal isn't to get to zero,
right? Like at a certain point there's

6080
02:00:14,390 --> 02:00:14,400
right? Like at a certain point there's
 

6081
02:00:14,400 --> 02:00:16,550
right? Like at a certain point there's
going to be incidents where we have to

6082
02:00:16,550 --> 02:00:16,560
going to be incidents where we have to
 

6083
02:00:16,560 --> 02:00:18,790
going to be incidents where we have to
suspend students,

6084
02:00:18,790 --> 02:00:18,800
suspend students,
 

6085
02:00:18,800 --> 02:00:20,310
suspend students,
right? There's going to be incidents

6086
02:00:20,310 --> 02:00:20,320
right? There's going to be incidents
 

6087
02:00:20,320 --> 02:00:22,390
right? There's going to be incidents
where we have to expel students whether

6088
02:00:22,390 --> 02:00:22,400
where we have to expel students whether
 

6089
02:00:22,400 --> 02:00:24,550
where we have to expel students whether
we'd like to or not. Like there that is

6090
02:00:24,550 --> 02:00:24,560
we'd like to or not. Like there that is
 

6091
02:00:24,560 --> 02:00:28,070
we'd like to or not. Like there that is
an appropriate consequence for some um

6092
02:00:28,070 --> 02:00:28,080
an appropriate consequence for some um
 

6093
02:00:28,080 --> 02:00:31,669
an appropriate consequence for some um
situations. I will say that uh some of

6094
02:00:31,669 --> 02:00:31,679
situations. I will say that uh some of
 

6095
02:00:31,679 --> 02:00:33,350
situations. I will say that uh some of
that information you're asking to

6096
02:00:33,350 --> 02:00:33,360
that information you're asking to
 

6097
02:00:33,360 --> 02:00:35,350
that information you're asking to
quantify like I understand the spirit of

6098
02:00:35,350 --> 02:00:35,360
quantify like I understand the spirit of
 

6099
02:00:35,360 --> 02:00:36,550
quantify like I understand the spirit of
what you're asking. I'm not sure that

6100
02:00:36,550 --> 02:00:36,560
what you're asking. I'm not sure that
 

6101
02:00:36,560 --> 02:00:38,070
what you're asking. I'm not sure that
that's how to get to it. We do have some

6102
02:00:38,070 --> 02:00:38,080
that's how to get to it. We do have some
 

6103
02:00:38,080 --> 02:00:39,990
that's how to get to it. We do have some
slides that that um that we're going to

6104
02:00:39,990 --> 02:00:40,000
slides that that um that we're going to
 

6105
02:00:40,000 --> 02:00:41,270
slides that that um that we're going to
go through that talk a little bit about

6106
02:00:41,270 --> 02:00:41,280
go through that talk a little bit about
 

6107
02:00:41,280 --> 02:00:42,870
go through that talk a little bit about
the bullying but and I think that we can

6108
02:00:42,870 --> 02:00:42,880
the bullying but and I think that we can
 

6109
02:00:42,880 --> 02:00:45,189
the bullying but and I think that we can
have a greater conversation as a as a

6110
02:00:45,189 --> 02:00:45,199
have a greater conversation as a as a
 

6111
02:00:45,199 --> 02:00:47,589
have a greater conversation as a as a
governance team after that happens. So,

6112
02:00:47,589 --> 02:00:47,599
governance team after that happens. So,
 

6113
02:00:47,599 --> 02:00:48,950
governance team after that happens. So,
um, but I do hear what you're saying

6114
02:00:48,950 --> 02:00:48,960
um, but I do hear what you're saying
 

6115
02:00:48,960 --> 02:00:51,910
um, but I do hear what you're saying
and, uh, yeah, no, it's, um, at a

6116
02:00:51,910 --> 02:00:51,920
and, uh, yeah, no, it's, um, at a
 

6117
02:00:51,920 --> 02:00:54,390
and, uh, yeah, no, it's, um, at a
certain point it's maintenance, right,

6118
02:00:54,390 --> 02:00:54,400
certain point it's maintenance, right,
 

6119
02:00:54,400 --> 02:00:57,430
certain point it's maintenance, right,
versus trying to even continue to, to

6120
02:00:57,430 --> 02:00:57,440
versus trying to even continue to, to
 

6121
02:00:57,440 --> 02:00:59,589
versus trying to even continue to, to
drop down to, are we at that point now?

6122
02:00:59,589 --> 02:00:59,599
drop down to, are we at that point now?
 

6123
02:00:59,599 --> 02:01:01,270
drop down to, are we at that point now?
I mean, at a certain point you get

6124
02:01:01,270 --> 02:01:01,280
I mean, at a certain point you get
 

6125
02:01:01,280 --> 02:01:02,950
I mean, at a certain point you get
there. Um, I think when you look at the

6126
02:01:02,950 --> 02:01:02,960
there. Um, I think when you look at the
 

6127
02:01:02,960 --> 02:01:04,550
there. Um, I think when you look at the
disproportionality, you'll see we have

6128
02:01:04,550 --> 02:01:04,560
disproportionality, you'll see we have
 

6129
02:01:04,560 --> 02:01:08,390
disproportionality, you'll see we have
more work to do.

6130
02:01:08,390 --> 02:01:08,400

 

6131
02:01:08,400 --> 02:01:09,589

>> All right. So, speaking of

6132
02:01:09,589 --> 02:01:09,599
>> All right. So, speaking of
 

6133
02:01:09,599 --> 02:01:12,229
>> All right. So, speaking of
disproportionality,

6134
02:01:12,229 --> 02:01:12,239
disproportionality,
 

6135
02:01:12,239 --> 02:01:15,109
disproportionality,
this slide shows a year-to-date and a

6136
02:01:15,109 --> 02:01:15,119
this slide shows a year-to-date and a
 

6137
02:01:15,119 --> 02:01:17,510
this slide shows a year-to-date and a
three-year comparison visual of our

6138
02:01:17,510 --> 02:01:17,520
three-year comparison visual of our
 

6139
02:01:17,520 --> 02:01:19,510
three-year comparison visual of our
discipline disproportionality for our

6140
02:01:19,510 --> 02:01:19,520
discipline disproportionality for our
 

6141
02:01:19,520 --> 02:01:21,669
discipline disproportionality for our
Hispanic and Latino students compared to

6142
02:01:21,669 --> 02:01:21,679
Hispanic and Latino students compared to
 

6143
02:01:21,679 --> 02:01:24,470
Hispanic and Latino students compared to
our white students. And obviously, this

6144
02:01:24,470 --> 02:01:24,480
our white students. And obviously, this
 

6145
02:01:24,480 --> 02:01:26,709
our white students. And obviously, this
continues to be a prominent area for our

6146
02:01:26,709 --> 02:01:26,719
continues to be a prominent area for our
 

6147
02:01:26,719 --> 02:01:29,430
continues to be a prominent area for our
growth in the realm of discipline. So

6148
02:01:29,430 --> 02:01:29,440
growth in the realm of discipline. So
 

6149
02:01:29,440 --> 02:01:32,629
growth in the realm of discipline. So
the orange bands with the key up in the

6150
02:01:32,629 --> 02:01:32,639
the orange bands with the key up in the
 

6151
02:01:32,639 --> 02:01:36,149
the orange bands with the key up in the
top right corner. You can see um the

6152
02:01:36,149 --> 02:01:36,159
top right corner. You can see um the
 

6153
02:01:36,159 --> 02:01:39,109
top right corner. You can see um the
numbers of incidents and you can see

6154
02:01:39,109 --> 02:01:39,119
numbers of incidents and you can see
 

6155
02:01:39,119 --> 02:01:42,629
numbers of incidents and you can see
that the the the different student

6156
02:01:42,629 --> 02:01:42,639
that the the the different student
 

6157
02:01:42,639 --> 02:01:44,790
that the the the different student
groups there on the left and the the

6158
02:01:44,790 --> 02:01:44,800
groups there on the left and the the
 

6159
02:01:44,800 --> 02:01:47,430
groups there on the left and the the
orange band means much less favorable.

6160
02:01:47,430 --> 02:01:47,440
orange band means much less favorable.
 

6161
02:01:47,440 --> 02:01:51,510
orange band means much less favorable.
The blue band is much more favorable.

6162
02:01:51,510 --> 02:01:51,520
The blue band is much more favorable.
 

6163
02:01:51,520 --> 02:01:53,510
The blue band is much more favorable.
So, we've made, as we were just talking

6164
02:01:53,510 --> 02:01:53,520
So, we've made, as we were just talking
 

6165
02:01:53,520 --> 02:01:56,149
So, we've made, as we were just talking
about, strides in reducing suspensions,

6166
02:01:56,149 --> 02:01:56,159
about, strides in reducing suspensions,
 

6167
02:01:56,159 --> 02:01:57,830
about, strides in reducing suspensions,
adherence to the discipline framework,

6168
02:01:57,830 --> 02:01:57,840
adherence to the discipline framework,
 

6169
02:01:57,840 --> 02:02:00,790
adherence to the discipline framework,
and and our focus is continuing to

6170
02:02:00,790 --> 02:02:00,800
and and our focus is continuing to
 

6171
02:02:00,800 --> 02:02:03,189
and and our focus is continuing to
narrow to determine the root cause of

6172
02:02:03,189 --> 02:02:03,199
narrow to determine the root cause of
 

6173
02:02:03,199 --> 02:02:06,470
narrow to determine the root cause of
this challenge that we and so many other

6174
02:02:06,470 --> 02:02:06,480
this challenge that we and so many other
 

6175
02:02:06,480 --> 02:02:08,550
this challenge that we and so many other
states and district across the nation

6176
02:02:08,550 --> 02:02:08,560
states and district across the nation
 

6177
02:02:08,560 --> 02:02:12,149
states and district across the nation
face. We are facing this headon and

6178
02:02:12,149 --> 02:02:12,159
face. We are facing this headon and
 

6179
02:02:12,159 --> 02:02:13,589
face. We are facing this headon and
continue to work collaboratively with

6180
02:02:13,589 --> 02:02:13,599
continue to work collaboratively with
 

6181
02:02:13,599 --> 02:02:16,070
continue to work collaboratively with
our schools to name and and tackle the

6182
02:02:16,070 --> 02:02:16,080
our schools to name and and tackle the
 

6183
02:02:16,080 --> 02:02:20,790
our schools to name and and tackle the
challenge.

6184
02:02:20,790 --> 02:02:20,800

 

6185
02:02:20,800 --> 02:02:24,390

bullying reporting or this this types of

6186
02:02:24,390 --> 02:02:24,400
bullying reporting or this this types of
 

6187
02:02:24,400 --> 02:02:27,910
bullying reporting or this this types of
concern. So most types of reporting is

6188
02:02:27,910 --> 02:02:27,920
concern. So most types of reporting is
 

6189
02:02:27,920 --> 02:02:29,750
concern. So most types of reporting is
done at the school level. A child

6190
02:02:29,750 --> 02:02:29,760
done at the school level. A child
 

6191
02:02:29,760 --> 02:02:32,629
done at the school level. A child
reports to a teacher, a parent calls the

6192
02:02:32,629 --> 02:02:32,639
reports to a teacher, a parent calls the
 

6193
02:02:32,639 --> 02:02:35,270
reports to a teacher, a parent calls the
teacher or an administrator. However, we

6194
02:02:35,270 --> 02:02:35,280
teacher or an administrator. However, we
 

6195
02:02:35,280 --> 02:02:36,950
teacher or an administrator. However, we
do have a link on our district and

6196
02:02:36,950 --> 02:02:36,960
do have a link on our district and
 

6197
02:02:36,960 --> 02:02:40,390
do have a link on our district and
school websites for as a dis district

6198
02:02:40,390 --> 02:02:40,400
school websites for as a dis district
 

6199
02:02:40,400 --> 02:02:43,830
school websites for as a dis district
reporting tool. This slide provides the

6200
02:02:43,830 --> 02:02:43,840
reporting tool. This slide provides the
 

6201
02:02:43,840 --> 02:02:46,070
reporting tool. This slide provides the
annual numbers of reports for the past

6202
02:02:46,070 --> 02:02:46,080
annual numbers of reports for the past
 

6203
02:02:46,080 --> 02:02:48,790
annual numbers of reports for the past
three years. And on the far right, the

6204
02:02:48,790 --> 02:02:48,800
three years. And on the far right, the
 

6205
02:02:48,800 --> 02:02:50,550
three years. And on the far right, the
little gold shield, our number of

6206
02:02:50,550 --> 02:02:50,560
little gold shield, our number of
 

6207
02:02:50,560 --> 02:02:52,550
little gold shield, our number of
reports made so far this year, actually

6208
02:02:52,550 --> 02:02:52,560
reports made so far this year, actually
 

6209
02:02:52,560 --> 02:02:57,270
reports made so far this year, actually
through yesterday, where we sit at 53

6210
02:02:57,270 --> 02:02:57,280
through yesterday, where we sit at 53
 

6211
02:02:57,280 --> 02:02:58,870
through yesterday, where we sit at 53
for essentially halfway through the

6212
02:02:58,870 --> 02:02:58,880
for essentially halfway through the
 

6213
02:02:58,880 --> 02:03:05,430
for essentially halfway through the
year.

6214
02:03:05,430 --> 02:03:05,440

 

6215
02:03:05,440 --> 02:03:07,910

Continuing with some bullying related

6216
02:03:07,910 --> 02:03:07,920
Continuing with some bullying related
 

6217
02:03:07,920 --> 02:03:11,430
Continuing with some bullying related
data, here is a look at trends over the

6218
02:03:11,430 --> 02:03:11,440
data, here is a look at trends over the
 

6219
02:03:11,440 --> 02:03:13,030
data, here is a look at trends over the
course of the school year in bullying

6220
02:03:13,030 --> 02:03:13,040
course of the school year in bullying
 

6221
02:03:13,040 --> 02:03:14,709
course of the school year in bullying
related incidents. You'll see that our

6222
02:03:14,709 --> 02:03:14,719
related incidents. You'll see that our
 

6223
02:03:14,719 --> 02:03:16,709
related incidents. You'll see that our
trend data is lower at this point in the

6224
02:03:16,709 --> 02:03:16,719
trend data is lower at this point in the
 

6225
02:03:16,719 --> 02:03:23,990
trend data is lower at this point in the
year than the past couple of years.

6226
02:03:23,990 --> 02:03:24,000

 

6227
02:03:24,000 --> 02:03:26,870

This slide gives us bullying incidents

6228
02:03:26,870 --> 02:03:26,880
This slide gives us bullying incidents
 

6229
02:03:26,880 --> 02:03:30,070
This slide gives us bullying incidents
by code.

6230
02:03:30,070 --> 02:03:30,080
by code.
 

6231
02:03:30,080 --> 02:03:34,310
by code.
So the top code,

6232
02:03:34,310 --> 02:03:34,320
So the top code,
 

6233
02:03:34,320 --> 02:03:37,109
So the top code,
well, let me back up. This slide has

6234
02:03:37,109 --> 02:03:37,119
well, let me back up. This slide has
 

6235
02:03:37,119 --> 02:03:39,109
well, let me back up. This slide has
this the same data as the previous slide

6236
02:03:39,109 --> 02:03:39,119
this the same data as the previous slide
 

6237
02:03:39,119 --> 02:03:43,189
this the same data as the previous slide
broken down by types of codes that we

6238
02:03:43,189 --> 02:03:43,199
broken down by types of codes that we
 

6239
02:03:43,199 --> 02:03:45,189
broken down by types of codes that we
use related to bullying related

6240
02:03:45,189 --> 02:03:45,199
use related to bullying related
 

6241
02:03:45,199 --> 02:03:47,350
use related to bullying related
incidents. And we can see the prevalence

6242
02:03:47,350 --> 02:03:47,360
incidents. And we can see the prevalence
 

6243
02:03:47,360 --> 02:03:49,430
incidents. And we can see the prevalence
of each type compared to the last two

6244
02:03:49,430 --> 02:03:49,440
of each type compared to the last two
 

6245
02:03:49,440 --> 02:03:53,030
of each type compared to the last two
years and to date this school year. You

6246
02:03:53,030 --> 02:03:53,040
years and to date this school year. You
 

6247
02:03:53,040 --> 02:03:54,950
years and to date this school year. You
will see that among the types of

6248
02:03:54,950 --> 02:03:54,960
will see that among the types of
 

6249
02:03:54,960 --> 02:03:57,589
will see that among the types of
allegations of bullying and harassment

6250
02:03:57,589 --> 02:03:57,599
allegations of bullying and harassment
 

6251
02:03:57,599 --> 02:04:00,229
allegations of bullying and harassment
based on a protected class, race is the

6252
02:04:00,229 --> 02:04:00,239
based on a protected class, race is the
 

6253
02:04:00,239 --> 02:04:02,950
based on a protected class, race is the
most common. So the the top code is

6254
02:04:02,950 --> 02:04:02,960
most common. So the the top code is
 

6255
02:04:02,960 --> 02:04:04,950
most common. So the the top code is
allegations of harassment or bullying

6256
02:04:04,950 --> 02:04:04,960
allegations of harassment or bullying
 

6257
02:04:04,960 --> 02:04:07,669
allegations of harassment or bullying
that are general in nature nature and

6258
02:04:07,669 --> 02:04:07,679
that are general in nature nature and
 

6259
02:04:07,679 --> 02:04:11,669
that are general in nature nature and
don't apply to any protected class and

6260
02:04:11,669 --> 02:04:11,679
don't apply to any protected class and
 

6261
02:04:11,679 --> 02:04:14,790
don't apply to any protected class and
then ranking below that. So you can see

6262
02:04:14,790 --> 02:04:14,800
then ranking below that. So you can see
 

6263
02:04:14,800 --> 02:04:17,270
then ranking below that. So you can see
that um

6264
02:04:17,270 --> 02:04:17,280
that um
 

6265
02:04:17,280 --> 02:04:19,350
that um
race is the most common in the protected

6266
02:04:19,350 --> 02:04:19,360
race is the most common in the protected
 

6267
02:04:19,360 --> 02:04:23,270
race is the most common in the protected
classes for the past couple of years.

6268
02:04:23,270 --> 02:04:23,280
classes for the past couple of years.
 

6269
02:04:23,280 --> 02:04:25,350
classes for the past couple of years.
Note that these office discipline and

6270
02:04:25,350 --> 02:04:25,360
Note that these office discipline and
 

6271
02:04:25,360 --> 02:04:29,510
Note that these office discipline and
referrals are um not disagregated in

6272
02:04:29,510 --> 02:04:29,520
referrals are um not disagregated in
 

6273
02:04:29,520 --> 02:04:31,589
referrals are um not disagregated in
terms of the incidents that have been

6274
02:04:31,589 --> 02:04:31,599
terms of the incidents that have been
 

6275
02:04:31,599 --> 02:04:34,390
terms of the incidents that have been
founded or unfounded. This is just all

6276
02:04:34,390 --> 02:04:34,400
founded or unfounded. This is just all
 

6277
02:04:34,400 --> 02:04:36,629
founded or unfounded. This is just all
of the allegations that have been

6278
02:04:36,629 --> 02:04:36,639
of the allegations that have been
 

6279
02:04:36,639 --> 02:04:42,070
of the allegations that have been
reported and investigated.

6280
02:04:42,070 --> 02:04:42,080

 

6281
02:04:42,080 --> 02:04:43,910

And to be clear, S and back to that

6282
02:04:43,910 --> 02:04:43,920
And to be clear, S and back to that
 

6283
02:04:43,920 --> 02:04:48,709
And to be clear, S and back to that
slide, the the data for 23 24 and 2425

6284
02:04:48,709 --> 02:04:48,719
slide, the the data for 23 24 and 2425
 

6285
02:04:48,719 --> 02:04:50,229
slide, the the data for 23 24 and 2425
is endofear data.

6286
02:04:50,229 --> 02:04:50,239
is endofear data.
 

6287
02:04:50,239 --> 02:04:50,709
is endofear data.
>> Correct.

6288
02:04:50,709 --> 02:04:50,719
>> Correct.
 

6289
02:04:50,719 --> 02:04:53,750
>> Correct.
>> And 2526 is like we're going to want to

6290
02:04:53,750 --> 02:04:53,760
>> And 2526 is like we're going to want to
 

6291
02:04:53,760 --> 02:04:55,589
>> And 2526 is like we're going to want to
clarify before we post these slides to

6292
02:04:55,589 --> 02:04:55,599
clarify before we post these slides to
 

6293
02:04:55,599 --> 02:04:59,350
clarify before we post these slides to
clarify that. And 2526 is is yearto

6294
02:04:59,350 --> 02:04:59,360
clarify that. And 2526 is is yearto
 

6295
02:04:59,360 --> 02:04:59,750
clarify that. And 2526 is is yearto
date.

6296
02:04:59,750 --> 02:04:59,760
date.
 

6297
02:04:59,760 --> 02:05:02,310
date.
>> Yes. Thank you.

6298
02:05:02,310 --> 02:05:02,320
>> Yes. Thank you.
 

6299
02:05:02,320 --> 02:05:04,149
>> Yes. Thank you.
>> Yeah. on that fact. I mean, if if we're

6300
02:05:04,149 --> 02:05:04,159
>> Yeah. on that fact. I mean, if if we're
 

6301
02:05:04,159 --> 02:05:06,310
>> Yeah. on that fact. I mean, if if we're
releasing these slides to the public, I

6302
02:05:06,310 --> 02:05:06,320
releasing these slides to the public, I
 

6303
02:05:06,320 --> 02:05:09,109
releasing these slides to the public, I
I think doing it that way without

6304
02:05:09,109 --> 02:05:09,119
I think doing it that way without
 

6305
02:05:09,119 --> 02:05:10,870
I think doing it that way without
comparing, if you're going to do a bar

6306
02:05:10,870 --> 02:05:10,880
comparing, if you're going to do a bar
 

6307
02:05:10,880 --> 02:05:13,270
comparing, if you're going to do a bar
graph or a figure, it should be the same

6308
02:05:13,270 --> 02:05:13,280
graph or a figure, it should be the same
 

6309
02:05:13,280 --> 02:05:14,870
graph or a figure, it should be the same
time period. Otherwise, you're just

6310
02:05:14,870 --> 02:05:14,880
time period. Otherwise, you're just
 

6311
02:05:14,880 --> 02:05:17,510
time period. Otherwise, you're just
misrepresenting for quick cognitive use

6312
02:05:17,510 --> 02:05:17,520
misrepresenting for quick cognitive use
 

6313
02:05:17,520 --> 02:05:19,430
misrepresenting for quick cognitive use
by the the people who receive that

6314
02:05:19,430 --> 02:05:19,440
by the the people who receive that
 

6315
02:05:19,440 --> 02:05:21,589
by the the people who receive that
graph. So, I I don't think that's an

6316
02:05:21,589 --> 02:05:21,599
graph. So, I I don't think that's an
 

6317
02:05:21,599 --> 02:05:23,589
graph. So, I I don't think that's an
appropriate way to share that data if

6318
02:05:23,589 --> 02:05:23,599
appropriate way to share that data if
 

6319
02:05:23,599 --> 02:05:24,790
appropriate way to share that data if
you're trying to get appropriate

6320
02:05:24,790 --> 02:05:24,800
you're trying to get appropriate
 

6321
02:05:24,800 --> 02:05:28,390
you're trying to get appropriate
conclusions from the audience. Um,

6322
02:05:28,390 --> 02:05:28,400
conclusions from the audience. Um,
 

6323
02:05:28,400 --> 02:05:30,470
conclusions from the audience. Um,
another point I would make, I can you go

6324
02:05:30,470 --> 02:05:30,480
another point I would make, I can you go
 

6325
02:05:30,480 --> 02:05:33,430
another point I would make, I can you go
to the slide of 34.

6326
02:05:33,430 --> 02:05:33,440
to the slide of 34.
 

6327
02:05:33,440 --> 02:05:35,910
to the slide of 34.
Um, I'd be really interested to know how

6328
02:05:35,910 --> 02:05:35,920
Um, I'd be really interested to know how
 

6329
02:05:35,920 --> 02:05:38,550
Um, I'd be really interested to know how
these break out by grade level. And I

6330
02:05:38,550 --> 02:05:38,560
these break out by grade level. And I
 

6331
02:05:38,560 --> 02:05:40,310
these break out by grade level. And I
ask you that because I think allegation

6332
02:05:40,310 --> 02:05:40,320
ask you that because I think allegation
 

6333
02:05:40,320 --> 02:05:42,790
ask you that because I think allegation
of sexual harassment is hard to code in

6334
02:05:42,790 --> 02:05:42,800
of sexual harassment is hard to code in
 

6335
02:05:42,800 --> 02:05:45,350
of sexual harassment is hard to code in
the lower grades when you've got uh

6336
02:05:45,350 --> 02:05:45,360
the lower grades when you've got uh
 

6337
02:05:45,360 --> 02:05:48,629
the lower grades when you've got uh
pretty ambiguous things going on. And uh

6338
02:05:48,629 --> 02:05:48,639
pretty ambiguous things going on. And uh
 

6339
02:05:48,639 --> 02:05:50,310
pretty ambiguous things going on. And uh
I think you might have a lot of uncoded

6340
02:05:50,310 --> 02:05:50,320
I think you might have a lot of uncoded
 

6341
02:05:50,320 --> 02:05:51,830
I think you might have a lot of uncoded
bisexual orientation when sexual

6342
02:05:51,830 --> 02:05:51,840
bisexual orientation when sexual
 

6343
02:05:51,840 --> 02:05:53,430
bisexual orientation when sexual
orientation is not really what's being

6344
02:05:53,430 --> 02:05:53,440
orientation is not really what's being
 

6345
02:05:53,440 --> 02:05:57,030
orientation is not really what's being
manifested um in a world of uh trans

6346
02:05:57,030 --> 02:05:57,040
manifested um in a world of uh trans
 

6347
02:05:57,040 --> 02:05:58,950
manifested um in a world of uh trans
kids and other things going on. So just

6348
02:05:58,950 --> 02:05:58,960
kids and other things going on. So just
 

6349
02:05:58,960 --> 02:06:01,109
kids and other things going on. So just
based on the anecdotal reports I get

6350
02:06:01,109 --> 02:06:01,119
based on the anecdotal reports I get
 

6351
02:06:01,119 --> 02:06:03,830
based on the anecdotal reports I get
from parents. I I think if we knew by

6352
02:06:03,830 --> 02:06:03,840
from parents. I I think if we knew by
 

6353
02:06:03,840 --> 02:06:06,229
from parents. I I think if we knew by
elementary grade, then we might see

6354
02:06:06,229 --> 02:06:06,239
elementary grade, then we might see
 

6355
02:06:06,239 --> 02:06:09,910
elementary grade, then we might see
more, you know, uncoded harassment that

6356
02:06:09,910 --> 02:06:09,920
more, you know, uncoded harassment that
 

6357
02:06:09,920 --> 02:06:12,070
more, you know, uncoded harassment that
is that if the kid were older and they

6358
02:06:12,070 --> 02:06:12,080
is that if the kid were older and they
 

6359
02:06:12,080 --> 02:06:13,910
is that if the kid were older and they
had the words to describe it might be

6360
02:06:13,910 --> 02:06:13,920
had the words to describe it might be
 

6361
02:06:13,920 --> 02:06:16,870
had the words to describe it might be
based on sexual orientation or uh gender

6362
02:06:16,870 --> 02:06:16,880
based on sexual orientation or uh gender
 

6363
02:06:16,880 --> 02:06:18,950
based on sexual orientation or uh gender
status if we use more than just sexual

6364
02:06:18,950 --> 02:06:18,960
status if we use more than just sexual
 

6365
02:06:18,960 --> 02:06:22,070
status if we use more than just sexual
orientation as a measure. Ju just to be

6366
02:06:22,070 --> 02:06:22,080
orientation as a measure. Ju just to be
 

6367
02:06:22,080 --> 02:06:24,229
orientation as a measure. Ju just to be
very very clear like we as we present

6368
02:06:24,229 --> 02:06:24,239
very very clear like we as we present
 

6369
02:06:24,239 --> 02:06:25,669
very very clear like we as we present
this slide, I do think that you make

6370
02:06:25,669 --> 02:06:25,679
this slide, I do think that you make
 

6371
02:06:25,679 --> 02:06:27,430
this slide, I do think that you make
some valid points, Alex. We're not

6372
02:06:27,430 --> 02:06:27,440
some valid points, Alex. We're not
 

6373
02:06:27,440 --> 02:06:29,910
some valid points, Alex. We're not
presenting this as some type of win that

6374
02:06:29,910 --> 02:06:29,920
presenting this as some type of win that
 

6375
02:06:29,920 --> 02:06:31,350
presenting this as some type of win that
we've done anything other than just

6376
02:06:31,350 --> 02:06:31,360
we've done anything other than just
 

6377
02:06:31,360 --> 02:06:33,109
we've done anything other than just
presenting what actually the the

6378
02:06:33,109 --> 02:06:33,119
presenting what actually the the
 

6379
02:06:33,119 --> 02:06:34,629
presenting what actually the the
information is today. We're not

6380
02:06:34,629 --> 02:06:34,639
information is today. We're not
 

6381
02:06:34,639 --> 02:06:36,629
information is today. We're not
presenting this as evidence of of

6382
02:06:36,629 --> 02:06:36,639
presenting this as evidence of of
 

6383
02:06:36,639 --> 02:06:38,629
presenting this as evidence of of
progress or or anything along those

6384
02:06:38,629 --> 02:06:38,639
progress or or anything along those
 

6385
02:06:38,639 --> 02:06:40,870
progress or or anything along those
lines. This is just where we are today.

6386
02:06:40,870 --> 02:06:40,880
lines. This is just where we are today.
 

6387
02:06:40,880 --> 02:06:43,189
lines. This is just where we are today.
Um and I just want to be really clear

6388
02:06:43,189 --> 02:06:43,199
Um and I just want to be really clear
 

6389
02:06:43,199 --> 02:06:45,030
Um and I just want to be really clear
with that. And to the extent that we

6390
02:06:45,030 --> 02:06:45,040
with that. And to the extent that we
 

6391
02:06:45,040 --> 02:06:46,709
with that. And to the extent that we
have anybody being bullied, right, like

6392
02:06:46,709 --> 02:06:46,719
have anybody being bullied, right, like
 

6393
02:06:46,719 --> 02:06:50,069
have anybody being bullied, right, like
we have work to do. uh and uh the the

6394
02:06:50,069 --> 02:06:50,079
we have work to do. uh and uh the the
 

6395
02:06:50,079 --> 02:06:52,470
we have work to do. uh and uh the the
impact on on on students, board members,

6396
02:06:52,470 --> 02:06:52,480
impact on on on students, board members,
 

6397
02:06:52,480 --> 02:06:54,069
impact on on on students, board members,
you hear from the same parents I hear

6398
02:06:54,069 --> 02:06:54,079
you hear from the same parents I hear
 

6399
02:06:54,079 --> 02:06:58,470
you hear from the same parents I hear
from um you know this this data is is me

6400
02:06:58,470 --> 02:06:58,480
from um you know this this data is is me
 

6401
02:06:58,480 --> 02:07:01,510
from um you know this this data is is me
is in the big scope you know maybe you

6402
02:07:01,510 --> 02:07:01,520
is in the big scope you know maybe you
 

6403
02:07:01,520 --> 02:07:02,790
is in the big scope you know maybe you
think oh gosh there's not that much

6404
02:07:02,790 --> 02:07:02,800
think oh gosh there's not that much
 

6405
02:07:02,800 --> 02:07:04,790
think oh gosh there's not that much
bullying on until your kids's bullied

6406
02:07:04,790 --> 02:07:04,800
bullying on until your kids's bullied
 

6407
02:07:04,800 --> 02:07:06,390
bullying on until your kids's bullied
and then then this becomes the most

6408
02:07:06,390 --> 02:07:06,400
and then then this becomes the most
 

6409
02:07:06,400 --> 02:07:07,750
and then then this becomes the most
important thing that the district needs

6410
02:07:07,750 --> 02:07:07,760
important thing that the district needs
 

6411
02:07:07,760 --> 02:07:11,990
important thing that the district needs
to needs to address and deal with.

6412
02:07:11,990 --> 02:07:12,000

 

6413
02:07:12,000 --> 02:07:13,990

One last point. If we can integrate the

6414
02:07:13,990 --> 02:07:14,000
One last point. If we can integrate the
 

6415
02:07:14,000 --> 02:07:15,990
One last point. If we can integrate the
things we as a board talk about when we

6416
02:07:15,990 --> 02:07:16,000
things we as a board talk about when we
 

6417
02:07:16,000 --> 02:07:17,750
things we as a board talk about when we
have declining enrollment, I'm always

6418
02:07:17,750 --> 02:07:17,760
have declining enrollment, I'm always
 

6419
02:07:17,760 --> 02:07:19,430
have declining enrollment, I'm always
interested in how we keep the families

6420
02:07:19,430 --> 02:07:19,440
interested in how we keep the families
 

6421
02:07:19,440 --> 02:07:21,270
interested in how we keep the families
that are in our district. And one of the

6422
02:07:21,270 --> 02:07:21,280
that are in our district. And one of the
 

6423
02:07:21,280 --> 02:07:22,550
that are in our district. And one of the
reasons they leave is because their kid

6424
02:07:22,550 --> 02:07:22,560
reasons they leave is because their kid
 

6425
02:07:22,560 --> 02:07:25,030
reasons they leave is because their kid
is bullied or harassed. And so every one

6426
02:07:25,030 --> 02:07:25,040
is bullied or harassed. And so every one
 

6427
02:07:25,040 --> 02:07:26,709
is bullied or harassed. And so every one
of those is a kid with an experience

6428
02:07:26,709 --> 02:07:26,719
of those is a kid with an experience
 

6429
02:07:26,719 --> 02:07:28,229
of those is a kid with an experience
that may lead them to leave our

6430
02:07:28,229 --> 02:07:28,239
that may lead them to leave our
 

6431
02:07:28,239 --> 02:07:30,790
that may lead them to leave our
district. Um and so that's where I want

6432
02:07:30,790 --> 02:07:30,800
district. Um and so that's where I want
 

6433
02:07:30,800 --> 02:07:33,270
district. Um and so that's where I want
a of you know the the person who's

6434
02:07:33,270 --> 02:07:33,280
a of you know the the person who's
 

6435
02:07:33,280 --> 02:07:35,750
a of you know the the person who's
experiencing the bullying and harassment

6436
02:07:35,750 --> 02:07:35,760
experiencing the bullying and harassment
 

6437
02:07:35,760 --> 02:07:37,910
experiencing the bullying and harassment
um to be you know really a part of what

6438
02:07:37,910 --> 02:07:37,920
um to be you know really a part of what
 

6439
02:07:37,920 --> 02:07:40,390
um to be you know really a part of what
we're talking about more.

6440
02:07:40,390 --> 02:07:40,400
we're talking about more.
 

6441
02:07:40,400 --> 02:07:42,709
we're talking about more.
>> I just have a point of uh clarification

6442
02:07:42,709 --> 02:07:42,719
>> I just have a point of uh clarification
 

6443
02:07:42,719 --> 02:07:46,069
>> I just have a point of uh clarification
for from slide 31. Can you explain the

6444
02:07:46,069 --> 02:07:46,079
for from slide 31. Can you explain the
 

6445
02:07:46,079 --> 02:07:47,750
for from slide 31. Can you explain the
difference between the much less

6446
02:07:47,750 --> 02:07:47,760
difference between the much less
 

6447
02:07:47,760 --> 02:07:49,830
difference between the much less
favorable and the much more favorable

6448
02:07:49,830 --> 02:07:49,840
favorable and the much more favorable
 

6449
02:07:49,840 --> 02:07:51,589
favorable and the much more favorable
percentages in the student body and what

6450
02:07:51,589 --> 02:07:51,599
percentages in the student body and what
 

6451
02:07:51,599 --> 02:07:53,750
percentages in the student body and what
that means?

6452
02:07:53,750 --> 02:07:53,760
that means?
 

6453
02:07:53,760 --> 02:07:55,669
that means?
>> I I can do that. And so as we really

6454
02:07:55,669 --> 02:07:55,679
>> I I can do that. And so as we really
 

6455
02:07:55,679 --> 02:07:59,030
>> I I can do that. And so as we really
started to measure proportionality

6456
02:07:59,030 --> 02:07:59,040
started to measure proportionality
 

6457
02:07:59,040 --> 02:08:03,109
started to measure proportionality
um if you look at the um in the key up

6458
02:08:03,109 --> 02:08:03,119
um if you look at the um in the key up
 

6459
02:08:03,119 --> 02:08:07,430
um if you look at the um in the key up
in the the upper right hand uh so gray

6460
02:08:07,430 --> 02:08:07,440
in the the upper right hand uh so gray
 

6461
02:08:07,440 --> 02:08:09,910
in the the upper right hand uh so gray
would be proportionate. So the the light

6462
02:08:09,910 --> 02:08:09,920
would be proportionate. So the the light
 

6463
02:08:09,920 --> 02:08:13,430
would be proportionate. So the the light
gray bar is the percentage of Hispanic

6464
02:08:13,430 --> 02:08:13,440
gray bar is the percentage of Hispanic
 

6465
02:08:13,440 --> 02:08:15,669
gray bar is the percentage of Hispanic
Latino students that we have or the

6466
02:08:15,669 --> 02:08:15,679
Latino students that we have or the
 

6467
02:08:15,679 --> 02:08:16,950
Latino students that we have or the
white students that we have in the

6468
02:08:16,950 --> 02:08:16,960
white students that we have in the
 

6469
02:08:16,960 --> 02:08:20,149
white students that we have in the
district. Right? the the orange line is

6470
02:08:20,149 --> 02:08:20,159
district. Right? the the orange line is
 

6471
02:08:20,159 --> 02:08:24,149
district. Right? the the orange line is
is much less favorable because it's

6472
02:08:24,149 --> 02:08:24,159
is much less favorable because it's
 

6473
02:08:24,159 --> 02:08:26,790
is much less favorable because it's
disproportionate going the the wrong

6474
02:08:26,790 --> 02:08:26,800
disproportionate going the the wrong
 

6475
02:08:26,800 --> 02:08:30,470
disproportionate going the the wrong
way. Meaning that we have significantly

6476
02:08:30,470 --> 02:08:30,480
way. Meaning that we have significantly
 

6477
02:08:30,480 --> 02:08:33,990
way. Meaning that we have significantly
more um referrals

6478
02:08:33,990 --> 02:08:34,000
more um referrals
 

6479
02:08:34,000 --> 02:08:36,149
more um referrals
of Hispanic Latino students by

6480
02:08:36,149 --> 02:08:36,159
of Hispanic Latino students by
 

6481
02:08:36,159 --> 02:08:37,669
of Hispanic Latino students by
percentage than the percentage of

6482
02:08:37,669 --> 02:08:37,679
percentage than the percentage of
 

6483
02:08:37,679 --> 02:08:39,589
percentage than the percentage of
Hispanic Latino students we have.

6484
02:08:39,589 --> 02:08:39,599
Hispanic Latino students we have.
 

6485
02:08:39,599 --> 02:08:42,229
Hispanic Latino students we have.
Conversely, for our white students, we

6486
02:08:42,229 --> 02:08:42,239
Conversely, for our white students, we
 

6487
02:08:42,239 --> 02:08:45,830
Conversely, for our white students, we
have much less behavior incidents,

6488
02:08:45,830 --> 02:08:45,840
have much less behavior incidents,
 

6489
02:08:45,840 --> 02:08:47,430
have much less behavior incidents,
referrals

6490
02:08:47,430 --> 02:08:47,440
referrals
 

6491
02:08:47,440 --> 02:08:49,669
referrals
um proportionally than we have

6492
02:08:49,669 --> 02:08:49,679
um proportionally than we have
 

6493
02:08:49,679 --> 02:08:54,870
um proportionally than we have
percentage um of white students. So to

6494
02:08:54,870 --> 02:08:54,880
percentage um of white students. So to
 

6495
02:08:54,880 --> 02:08:57,990
percentage um of white students. So to
create to so both are disproportionate

6496
02:08:57,990 --> 02:08:58,000
create to so both are disproportionate
 

6497
02:08:58,000 --> 02:09:01,109
create to so both are disproportionate
just in different ways. And so when we

6498
02:09:01,109 --> 02:09:01,119
just in different ways. And so when we
 

6499
02:09:01,119 --> 02:09:04,790
just in different ways. And so when we
created this key uh we tried to scale it

6500
02:09:04,790 --> 02:09:04,800
created this key uh we tried to scale it
 

6501
02:09:04,800 --> 02:09:06,790
created this key uh we tried to scale it
to say that some disproportionality

6502
02:09:06,790 --> 02:09:06,800
to say that some disproportionality
 

6503
02:09:06,800 --> 02:09:08,629
to say that some disproportionality
would be more favorable, some would be

6504
02:09:08,629 --> 02:09:08,639
would be more favorable, some would be
 

6505
02:09:08,639 --> 02:09:11,350
would be more favorable, some would be
less favorable. And that's how we used

6506
02:09:11,350 --> 02:09:11,360
less favorable. And that's how we used
 

6507
02:09:11,360 --> 02:09:13,750
less favorable. And that's how we used
the color of the bars to kind of

6508
02:09:13,750 --> 02:09:13,760
the color of the bars to kind of
 

6509
02:09:13,760 --> 02:09:16,470
the color of the bars to kind of
communicate that. Uh so by looking at

6510
02:09:16,470 --> 02:09:16,480
communicate that. Uh so by looking at
 

6511
02:09:16,480 --> 02:09:18,870
communicate that. Uh so by looking at
slide 31 you can see that we have a dis

6512
02:09:18,870 --> 02:09:18,880
slide 31 you can see that we have a dis
 

6513
02:09:18,880 --> 02:09:21,990
slide 31 you can see that we have a dis
a proportionality issue with behavior

6514
02:09:21,990 --> 02:09:22,000
a proportionality issue with behavior
 

6515
02:09:22,000 --> 02:09:23,910
a proportionality issue with behavior
incidents for our Hispanic Latino

6516
02:09:23,910 --> 02:09:23,920
incidents for our Hispanic Latino
 

6517
02:09:23,920 --> 02:09:27,669
incidents for our Hispanic Latino
students and um not necessarily

6518
02:09:27,669 --> 02:09:27,679
students and um not necessarily
 

6519
02:09:27,679 --> 02:09:29,589
students and um not necessarily
proportionality issue for our white

6520
02:09:29,589 --> 02:09:29,599
proportionality issue for our white
 

6521
02:09:29,599 --> 02:09:33,830
proportionality issue for our white
students.

6522
02:09:33,830 --> 02:09:33,840

 

6523
02:09:33,840 --> 02:09:36,470

Yeah, this is one of those slides that

6524
02:09:36,470 --> 02:09:36,480
Yeah, this is one of those slides that
 

6525
02:09:36,480 --> 02:09:38,629
Yeah, this is one of those slides that
should be like focus grouped because I

6526
02:09:38,629 --> 02:09:38,639
should be like focus grouped because I
 

6527
02:09:38,639 --> 02:09:41,510
should be like focus grouped because I
think less than like two or 3% of the

6528
02:09:41,510 --> 02:09:41,520
think less than like two or 3% of the
 

6529
02:09:41,520 --> 02:09:43,270
think less than like two or 3% of the
visual people looking at it will take

6530
02:09:43,270 --> 02:09:43,280
visual people looking at it will take
 

6531
02:09:43,280 --> 02:09:44,870
visual people looking at it will take
the conclusion away easily that you're

6532
02:09:44,870 --> 02:09:44,880
the conclusion away easily that you're
 

6533
02:09:44,880 --> 02:09:46,709
the conclusion away easily that you're
trying to give them. Like share it with

6534
02:09:46,709 --> 02:09:46,719
trying to give them. Like share it with
 

6535
02:09:46,719 --> 02:09:48,390
trying to give them. Like share it with
Sachs and say and you look at some other

6536
02:09:48,390 --> 02:09:48,400
Sachs and say and you look at some other
 

6537
02:09:48,400 --> 02:09:49,910
Sachs and say and you look at some other
models, talk to some people about how to

6538
02:09:49,910 --> 02:09:49,920
models, talk to some people about how to
 

6539
02:09:49,920 --> 02:09:51,990
models, talk to some people about how to
present this data because I think this

6540
02:09:51,990 --> 02:09:52,000
present this data because I think this
 

6541
02:09:52,000 --> 02:09:53,910
present this data because I think this
really doesn't communicate very well. I

6542
02:09:53,910 --> 02:09:53,920
really doesn't communicate very well. I
 

6543
02:09:53,920 --> 02:09:55,270
really doesn't communicate very well. I
mean, you can figure it out eventually,

6544
02:09:55,270 --> 02:09:55,280
mean, you can figure it out eventually,
 

6545
02:09:55,280 --> 02:09:56,629
mean, you can figure it out eventually,
but I'd be really curious like what

6546
02:09:56,629 --> 02:09:56,639
but I'd be really curious like what
 

6547
02:09:56,639 --> 02:09:58,069
but I'd be really curious like what
percent of SAC members within five

6548
02:09:58,069 --> 02:09:58,079
percent of SAC members within five
 

6549
02:09:58,079 --> 02:10:05,109
percent of SAC members within five
minutes know what it's doing.

6550
02:10:05,109 --> 02:10:05,119

 

6551
02:10:05,119 --> 02:10:07,990

Not to pile onto this slide, but just do

6552
02:10:07,990 --> 02:10:08,000
Not to pile onto this slide, but just do
 

6553
02:10:08,000 --> 02:10:08,069
Not to pile onto this slide, but just do
you

6554
02:10:08,069 --> 02:10:08,079
you
 

6555
02:10:08,079 --> 02:10:09,430
you
>> want me to go go back?

6556
02:10:09,430 --> 02:10:09,440
>> want me to go go back?
 

6557
02:10:09,440 --> 02:10:12,149
>> want me to go go back?
>> Uh I don't think we need to. Um but you

6558
02:10:12,149 --> 02:10:12,159
>> Uh I don't think we need to. Um but you
 

6559
02:10:12,159 --> 02:10:14,229
>> Uh I don't think we need to. Um but you
know the numbers clear this these are

6560
02:10:14,229 --> 02:10:14,239
know the numbers clear this these are
 

6561
02:10:14,239 --> 02:10:16,069
know the numbers clear this these are
behaviors that include suspensions but

6562
02:10:16,069 --> 02:10:16,079
behaviors that include suspensions but
 

6563
02:10:16,079 --> 02:10:17,589
behaviors that include suspensions but
are not just about things that end up in

6564
02:10:17,589 --> 02:10:17,599
are not just about things that end up in
 

6565
02:10:17,599 --> 02:10:19,430
are not just about things that end up in
suspension. Right. So includes a whole

6566
02:10:19,430 --> 02:10:19,440
suspension. Right. So includes a whole
 

6567
02:10:19,440 --> 02:10:20,950
suspension. Right. So includes a whole
range of behaviors of different various

6568
02:10:20,950 --> 02:10:20,960
range of behaviors of different various
 

6569
02:10:20,960 --> 02:10:23,109
range of behaviors of different various
levels just different discipline

6570
02:10:23,109 --> 02:10:23,119
levels just different discipline
 

6571
02:10:23,119 --> 02:10:24,709
levels just different discipline
referrals. And so I'm curious if you

6572
02:10:24,709 --> 02:10:24,719
referrals. And so I'm curious if you
 

6573
02:10:24,719 --> 02:10:26,470
referrals. And so I'm curious if you
could speak a little bit to what what

6574
02:10:26,470 --> 02:10:26,480
could speak a little bit to what what
 

6575
02:10:26,480 --> 02:10:28,390
could speak a little bit to what what
rises to a level of parent notification

6576
02:10:28,390 --> 02:10:28,400
rises to a level of parent notification
 

6577
02:10:28,400 --> 02:10:31,430
rises to a level of parent notification
or documentation that would fit this the

6578
02:10:31,430 --> 02:10:31,440
or documentation that would fit this the
 

6579
02:10:31,440 --> 02:10:34,149
or documentation that would fit this the
data that's in here.

6580
02:10:34,149 --> 02:10:34,159
data that's in here.
 

6581
02:10:34,159 --> 02:10:36,390
data that's in here.
>> Very generally speaking, anytime a

6582
02:10:36,390 --> 02:10:36,400
>> Very generally speaking, anytime a
 

6583
02:10:36,400 --> 02:10:38,229
>> Very generally speaking, anytime a
student is referred to the office for

6584
02:10:38,229 --> 02:10:38,239
student is referred to the office for
 

6585
02:10:38,239 --> 02:10:40,709
student is referred to the office for
some type of behavior that is that

6586
02:10:40,709 --> 02:10:40,719
some type of behavior that is that
 

6587
02:10:40,719 --> 02:10:42,550
some type of behavior that is that
significant, parents should be

6588
02:10:42,550 --> 02:10:42,560
significant, parents should be
 

6589
02:10:42,560 --> 02:10:45,350
significant, parents should be
contacted.

6590
02:10:45,350 --> 02:10:45,360
contacted.
 

6591
02:10:45,360 --> 02:10:47,510
contacted.
>> But we wouldn't have a data point to say

6592
02:10:47,510 --> 02:10:47,520
>> But we wouldn't have a data point to say
 

6593
02:10:47,520 --> 02:10:49,189
>> But we wouldn't have a data point to say
parent has been contacted or not

6594
02:10:49,189 --> 02:10:49,199
parent has been contacted or not
 

6595
02:10:49,199 --> 02:10:51,109
parent has been contacted or not
contacted. The expectation the

6596
02:10:51,109 --> 02:10:51,119
contacted. The expectation the
 

6597
02:10:51,119 --> 02:10:52,790
contacted. The expectation the
expectation is that you contact parents

6598
02:10:52,790 --> 02:10:52,800
expectation is that you contact parents
 

6599
02:10:52,800 --> 02:10:54,790
expectation is that you contact parents
when when a student is sent to the

6600
02:10:54,790 --> 02:10:54,800
when when a student is sent to the
 

6601
02:10:54,800 --> 02:10:57,910
when when a student is sent to the
office on on a discipline referral

6602
02:10:57,910 --> 02:10:57,920
office on on a discipline referral
 

6603
02:10:57,920 --> 02:11:00,470
office on on a discipline referral
>> and the doc the documentation point for

6604
02:11:00,470 --> 02:11:00,480
>> and the doc the documentation point for
 

6605
02:11:00,480 --> 02:11:02,069
>> and the doc the documentation point for
these data then

6606
02:11:02,069 --> 02:11:02,079
these data then
 

6607
02:11:02,079 --> 02:11:03,270
these data then
>> is the actual referral

6608
02:11:03,270 --> 02:11:03,280
>> is the actual referral
 

6609
02:11:03,280 --> 02:11:04,149
>> is the actual referral
>> the actual referral

6610
02:11:04,149 --> 02:11:04,159
>> the actual referral
 

6611
02:11:04,159 --> 02:11:04,550
>> the actual referral
>> right

6612
02:11:04,550 --> 02:11:04,560
>> right
 

6613
02:11:04,560 --> 02:11:08,149
>> right
>> okay great um and one more thing for

6614
02:11:08,149 --> 02:11:08,159
>> okay great um and one more thing for
 

6615
02:11:08,159 --> 02:11:11,589
>> okay great um and one more thing for
slide uh the bullying incidents by code

6616
02:11:11,589 --> 02:11:11,599
slide uh the bullying incidents by code
 

6617
02:11:11,599 --> 02:11:13,430
slide uh the bullying incidents by code
are those exclusive categories or it

6618
02:11:13,430 --> 02:11:13,440
are those exclusive categories or it
 

6619
02:11:13,440 --> 02:11:16,390
are those exclusive categories or it
could example you know a full range of

6620
02:11:16,390 --> 02:11:16,400
could example you know a full range of
 

6621
02:11:16,400 --> 02:11:18,709
could example you know a full range of
bullying right on gender sexual

6622
02:11:18,709 --> 02:11:18,719
bullying right on gender sexual
 

6623
02:11:18,719 --> 02:11:20,310
bullying right on gender sexual
orientation and race in this. How are

6624
02:11:20,310 --> 02:11:20,320
orientation and race in this. How are
 

6625
02:11:20,320 --> 02:11:22,550
orientation and race in this. How are
those coded here? So, is it just the

6626
02:11:22,550 --> 02:11:22,560
those coded here? So, is it just the
 

6627
02:11:22,560 --> 02:11:24,550
those coded here? So, is it just the
primary one or can I have I could can

6628
02:11:24,550 --> 02:11:24,560
primary one or can I have I could can
 

6629
02:11:24,560 --> 02:11:25,910
primary one or can I have I could can
one incident fall into three of these

6630
02:11:25,910 --> 02:11:25,920
one incident fall into three of these
 

6631
02:11:25,920 --> 02:11:27,030
one incident fall into three of these
categories?

6632
02:11:27,030 --> 02:11:27,040
categories?
 

6633
02:11:27,040 --> 02:11:28,870
categories?
>> That's a good question. Yes, an incident

6634
02:11:28,870 --> 02:11:28,880
>> That's a good question. Yes, an incident
 

6635
02:11:28,880 --> 02:11:31,030
>> That's a good question. Yes, an incident
could have multiple codes related to it

6636
02:11:31,030 --> 02:11:31,040
could have multiple codes related to it
 

6637
02:11:31,040 --> 02:11:33,270
could have multiple codes related to it
depending on what happened, how many

6638
02:11:33,270 --> 02:11:33,280
depending on what happened, how many
 

6639
02:11:33,280 --> 02:11:38,950
depending on what happened, how many
students involved. Absolutely.

6640
02:11:38,950 --> 02:11:38,960

 

6641
02:11:38,960 --> 02:11:41,109

>> I do think it's important to one of the

6642
02:11:41,109 --> 02:11:41,119
>> I do think it's important to one of the
 

6643
02:11:41,119 --> 02:11:43,830
>> I do think it's important to one of the
changes that we made several years ago

6644
02:11:43,830 --> 02:11:43,840
changes that we made several years ago
 

6645
02:11:43,840 --> 02:11:45,669
changes that we made several years ago
is to make sure that we look at this

6646
02:11:45,669 --> 02:11:45,679
is to make sure that we look at this
 

6647
02:11:45,679 --> 02:11:48,149
is to make sure that we look at this
data in real time. to board member

6648
02:11:48,149 --> 02:11:48,159
data in real time. to board member
 

6649
02:11:48,159 --> 02:11:50,870
data in real time. to board member
Medler's point about is the code being

6650
02:11:50,870 --> 02:11:50,880
Medler's point about is the code being
 

6651
02:11:50,880 --> 02:11:53,990
Medler's point about is the code being
appropriately used across levels. We

6652
02:11:53,990 --> 02:11:54,000
appropriately used across levels. We
 

6653
02:11:54,000 --> 02:11:57,109
appropriately used across levels. We
have a multi- it's not it's a multi-EP

6654
02:11:57,109 --> 02:11:57,119
have a multi- it's not it's a multi-EP
 

6655
02:11:57,119 --> 02:12:00,390
have a multi- it's not it's a multi-EP
department group with Sen Liz Lundelle

6656
02:12:00,390 --> 02:12:00,400
department group with Sen Liz Lundelle
 

6657
02:12:00,400 --> 02:12:04,069
department group with Sen Liz Lundelle
our equity compliance officer and um our

6658
02:12:04,069 --> 02:12:04,079
our equity compliance officer and um our
 

6659
02:12:04,079 --> 02:12:06,870
our equity compliance officer and um our
data team where we go through a full

6660
02:12:06,870 --> 02:12:06,880
data team where we go through a full
 

6661
02:12:06,880 --> 02:12:10,310
data team where we go through a full
report of every incident reported under

6662
02:12:10,310 --> 02:12:10,320
report of every incident reported under
 

6663
02:12:10,320 --> 02:12:13,350
report of every incident reported under
that code. We read the description of

6664
02:12:13,350 --> 02:12:13,360
that code. We read the description of
 

6665
02:12:13,360 --> 02:12:15,910
that code. We read the description of
the incident to make sure it's coded

6666
02:12:15,910 --> 02:12:15,920
the incident to make sure it's coded
 

6667
02:12:15,920 --> 02:12:18,229
the incident to make sure it's coded
appropriately and then we're able to

6668
02:12:18,229 --> 02:12:18,239
appropriately and then we're able to
 

6669
02:12:18,239 --> 02:12:20,790
appropriately and then we're able to
provide real-time followup if a school

6670
02:12:20,790 --> 02:12:20,800
provide real-time followup if a school
 

6671
02:12:20,800 --> 02:12:23,510
provide real-time followup if a school
perhaps is using a code in a different

6672
02:12:23,510 --> 02:12:23,520
perhaps is using a code in a different
 

6673
02:12:23,520 --> 02:12:25,990
perhaps is using a code in a different
way than another school might so that we

6674
02:12:25,990 --> 02:12:26,000
way than another school might so that we
 

6675
02:12:26,000 --> 02:12:32,709
way than another school might so that we
can have that across school comparison.

6676
02:12:32,709 --> 02:12:32,719

 

6677
02:12:32,719 --> 02:12:34,229

>> One last question from Deian and then

6678
02:12:34,229 --> 02:12:34,239
>> One last question from Deian and then
 

6679
02:12:34,239 --> 02:12:37,430
>> One last question from Deian and then
we're going to move on. Is there any

6680
02:12:37,430 --> 02:12:37,440
we're going to move on. Is there any
 

6681
02:12:37,440 --> 02:12:41,030
we're going to move on. Is there any
attempt to um find out the data from

6682
02:12:41,030 --> 02:12:41,040
attempt to um find out the data from
 

6683
02:12:41,040 --> 02:12:43,589
attempt to um find out the data from
teachers about some of the things they

6684
02:12:43,589 --> 02:12:43,599
teachers about some of the things they
 

6685
02:12:43,599 --> 02:12:45,350
teachers about some of the things they
don't actually take the time to write an

6686
02:12:45,350 --> 02:12:45,360
don't actually take the time to write an
 

6687
02:12:45,360 --> 02:12:48,069
don't actually take the time to write an
office referral to so we know how many

6688
02:12:48,069 --> 02:12:48,079
office referral to so we know how many
 

6689
02:12:48,079 --> 02:12:49,990
office referral to so we know how many
are actually happening in the classroom

6690
02:12:49,990 --> 02:12:50,000
are actually happening in the classroom
 

6691
02:12:50,000 --> 02:12:51,589
are actually happening in the classroom
instead of just the ones that are sent

6692
02:12:51,589 --> 02:12:51,599
instead of just the ones that are sent
 

6693
02:12:51,599 --> 02:12:54,470
instead of just the ones that are sent
to the office because that process in

6694
02:12:54,470 --> 02:12:54,480
to the office because that process in
 

6695
02:12:54,480 --> 02:12:57,669
to the office because that process in
itself is disruptive. So teachers may

6696
02:12:57,669 --> 02:12:57,679
itself is disruptive. So teachers may
 

6697
02:12:57,679 --> 02:12:58,950
itself is disruptive. So teachers may
choose to

6698
02:12:58,950 --> 02:12:58,960
choose to
 

6699
02:12:58,960 --> 02:13:01,189
choose to
>> to put a squash on it while they're

6700
02:13:01,189 --> 02:13:01,199
>> to put a squash on it while they're
 

6701
02:13:01,199 --> 02:13:04,149
>> to put a squash on it while they're
there so it's not disruptive.

6702
02:13:04,149 --> 02:13:04,159
there so it's not disruptive.
 

6703
02:13:04,159 --> 02:13:06,229
there so it's not disruptive.
We don't have a data point on that, but

6704
02:13:06,229 --> 02:13:06,239
We don't have a data point on that, but
 

6705
02:13:06,239 --> 02:13:09,669
We don't have a data point on that, but
it it it pulls us back to Shannon's

6706
02:13:09,669 --> 02:13:09,679
it it it pulls us back to Shannon's
 

6707
02:13:09,679 --> 02:13:12,629
it it it pulls us back to Shannon's
comments about our MTSS systems and the

6708
02:13:12,629 --> 02:13:12,639
comments about our MTSS systems and the
 

6709
02:13:12,639 --> 02:13:16,629
comments about our MTSS systems and the
work that we um will be doing to enhance

6710
02:13:16,629 --> 02:13:16,639
work that we um will be doing to enhance
 

6711
02:13:16,639 --> 02:13:18,709
work that we um will be doing to enhance
those systems across our schools in

6712
02:13:18,709 --> 02:13:18,719
those systems across our schools in
 

6713
02:13:18,719 --> 02:13:20,709
those systems across our schools in
terms of behavior in the classroom, how

6714
02:13:20,709 --> 02:13:20,719
terms of behavior in the classroom, how
 

6715
02:13:20,719 --> 02:13:22,870
terms of behavior in the classroom, how
it's supported, what teachers are doing.

6716
02:13:22,870 --> 02:13:22,880
it's supported, what teachers are doing.
 

6717
02:13:22,880 --> 02:13:25,270
it's supported, what teachers are doing.
Um yeah, and answering that bigger

6718
02:13:25,270 --> 02:13:25,280
Um yeah, and answering that bigger
 

6719
02:13:25,280 --> 02:13:27,430
Um yeah, and answering that bigger
question, we we don't have a data point

6720
02:13:27,430 --> 02:13:27,440
question, we we don't have a data point
 

6721
02:13:27,440 --> 02:13:30,470
question, we we don't have a data point
on that at this point.

6722
02:13:30,470 --> 02:13:30,480
on that at this point.
 

6723
02:13:30,480 --> 02:13:32,629
on that at this point.
All right. So, now shifting gears to our

6724
02:13:32,629 --> 02:13:32,639
All right. So, now shifting gears to our
 

6725
02:13:32,639 --> 02:13:35,030
All right. So, now shifting gears to our
response to what we are doing to prevent

6726
02:13:35,030 --> 02:13:35,040
response to what we are doing to prevent
 

6727
02:13:35,040 --> 02:13:37,750
response to what we are doing to prevent
and intervene. And like do Dr. Anderson

6728
02:13:37,750 --> 02:13:37,760
and intervene. And like do Dr. Anderson
 

6729
02:13:37,760 --> 02:13:39,030
and intervene. And like do Dr. Anderson
was just saying, we do have some bright

6730
02:13:39,030 --> 02:13:39,040
was just saying, we do have some bright
 

6731
02:13:39,040 --> 02:13:41,270
was just saying, we do have some bright
spot and there's spots and there's lots

6732
02:13:41,270 --> 02:13:41,280
spot and there's spots and there's lots
 

6733
02:13:41,280 --> 02:13:44,550
spot and there's spots and there's lots
of work to do. We know that improving

6734
02:13:44,550 --> 02:13:44,560
of work to do. We know that improving
 

6735
02:13:44,560 --> 02:13:46,950
of work to do. We know that improving
our disproportionate discipline

6736
02:13:46,950 --> 02:13:46,960
our disproportionate discipline
 

6737
02:13:46,960 --> 02:13:49,350
our disproportionate discipline
particularly will come as a result of

6738
02:13:49,350 --> 02:13:49,360
particularly will come as a result of
 

6739
02:13:49,360 --> 02:13:51,430
particularly will come as a result of
improving a variety of factors that

6740
02:13:51,430 --> 02:13:51,440
improving a variety of factors that
 

6741
02:13:51,440 --> 02:13:53,750
improving a variety of factors that
enhance our students sense of knowing

6742
02:13:53,750 --> 02:13:53,760
enhance our students sense of knowing
 

6743
02:13:53,760 --> 02:13:56,229
enhance our students sense of knowing
that they are valued and included. So,

6744
02:13:56,229 --> 02:13:56,239
that they are valued and included. So,
 

6745
02:13:56,239 --> 02:13:57,910
that they are valued and included. So,
we continue to focus on the overall

6746
02:13:57,910 --> 02:13:57,920
we continue to focus on the overall
 

6747
02:13:57,920 --> 02:14:00,229
we continue to focus on the overall
well-being of students, the aspects of

6748
02:14:00,229 --> 02:14:00,239
well-being of students, the aspects of
 

6749
02:14:00,239 --> 02:14:01,910
well-being of students, the aspects of
MTSSB,

6750
02:14:01,910 --> 02:14:01,920
MTSSB,
 

6751
02:14:01,920 --> 02:14:03,430
MTSSB,
the recommendations from the Bwell

6752
02:14:03,430 --> 02:14:03,440
the recommendations from the Bwell
 

6753
02:14:03,440 --> 02:14:05,270
the recommendations from the Bwell
survey that that you'll hear more about

6754
02:14:05,270 --> 02:14:05,280
survey that that you'll hear more about
 

6755
02:14:05,280 --> 02:14:08,550
survey that that you'll hear more about
in a few moments. The next three slides

6756
02:14:08,550 --> 02:14:08,560
in a few moments. The next three slides
 

6757
02:14:08,560 --> 02:14:10,390
in a few moments. The next three slides
provide a snapshot and summary of the

6758
02:14:10,390 --> 02:14:10,400
provide a snapshot and summary of the
 

6759
02:14:10,400 --> 02:14:12,069
provide a snapshot and summary of the
proactive and responsive systems that

6760
02:14:12,069 --> 02:14:12,079
proactive and responsive systems that
 

6761
02:14:12,079 --> 02:14:16,790
proactive and responsive systems that
are in place um at the school level,

6762
02:14:16,790 --> 02:14:16,800
are in place um at the school level,
 

6763
02:14:16,800 --> 02:14:18,550
are in place um at the school level,
smaller grade level or smaller systems,

6764
02:14:18,550 --> 02:14:18,560
smaller grade level or smaller systems,
 

6765
02:14:18,560 --> 02:14:21,030
smaller grade level or smaller systems,
and even individual student or teacher

6766
02:14:21,030 --> 02:14:21,040
and even individual student or teacher
 

6767
02:14:21,040 --> 02:14:31,109
and even individual student or teacher
level.

6768
02:14:31,109 --> 02:14:31,119

 

6769
02:14:31,119 --> 02:14:33,750

All right. So at the universal level,

6770
02:14:33,750 --> 02:14:33,760
All right. So at the universal level,
 

6771
02:14:33,760 --> 02:14:35,189
All right. So at the universal level,
you can think about this as what's

6772
02:14:35,189 --> 02:14:35,199
you can think about this as what's
 

6773
02:14:35,199 --> 02:14:38,550
you can think about this as what's
available to all all schools and at the

6774
02:14:38,550 --> 02:14:38,560
available to all all schools and at the
 

6775
02:14:38,560 --> 02:14:43,189
available to all all schools and at the
scale of the school level. So we have

6776
02:14:43,189 --> 02:14:43,199
scale of the school level. So we have
 

6777
02:14:43,199 --> 02:14:44,629
scale of the school level. So we have
professional learning specifically

6778
02:14:44,629 --> 02:14:44,639
professional learning specifically
 

6779
02:14:44,639 --> 02:14:46,550
professional learning specifically
around building capacity for restorative

6780
02:14:46,550 --> 02:14:46,560
around building capacity for restorative
 

6781
02:14:46,560 --> 02:14:50,149
around building capacity for restorative
practices in everything from restorative

6782
02:14:50,149 --> 02:14:50,159
practices in everything from restorative
 

6783
02:14:50,159 --> 02:14:52,390
practices in everything from restorative
questioning, implementing restorative

6784
02:14:52,390 --> 02:14:52,400
questioning, implementing restorative
 

6785
02:14:52,400 --> 02:14:55,510
questioning, implementing restorative
circles in classrooms all the way to

6786
02:14:55,510 --> 02:14:55,520
circles in classrooms all the way to
 

6787
02:14:55,520 --> 02:14:57,270
circles in classrooms all the way to
restorative justice conferences after

6788
02:14:57,270 --> 02:14:57,280
restorative justice conferences after
 

6789
02:14:57,280 --> 02:14:59,830
restorative justice conferences after
harm has been caused and there's some

6790
02:14:59,830 --> 02:14:59,840
harm has been caused and there's some
 

6791
02:14:59,840 --> 02:15:01,990
harm has been caused and there's some
type of disciplinary situation.

6792
02:15:01,990 --> 02:15:02,000
type of disciplinary situation.
 

6793
02:15:02,000 --> 02:15:03,750
type of disciplinary situation.
Professional learning has been ongoing

6794
02:15:03,750 --> 02:15:03,760
Professional learning has been ongoing
 

6795
02:15:03,760 --> 02:15:05,750
Professional learning has been ongoing
during our PK12

6796
02:15:05,750 --> 02:15:05,760
during our PK12
 

6797
02:15:05,760 --> 02:15:08,550
during our PK12
meetings with school administrators.

6798
02:15:08,550 --> 02:15:08,560
meetings with school administrators.
 

6799
02:15:08,560 --> 02:15:09,990
meetings with school administrators.
Additionally, our bullying prevention

6800
02:15:09,990 --> 02:15:10,000
Additionally, our bullying prevention
 

6801
02:15:10,000 --> 02:15:11,589
Additionally, our bullying prevention
grant that I'll speak more about in a

6802
02:15:11,589 --> 02:15:11,599
grant that I'll speak more about in a
 

6803
02:15:11,599 --> 02:15:13,910
grant that I'll speak more about in a
moment, resources to support schools

6804
02:15:13,910 --> 02:15:13,920
moment, resources to support schools
 

6805
02:15:13,920 --> 02:15:16,470
moment, resources to support schools
with classroom management,

6806
02:15:16,470 --> 02:15:16,480
with classroom management,
 

6807
02:15:16,480 --> 02:15:17,990
with classroom management,
restorative practices support and

6808
02:15:17,990 --> 02:15:18,000
restorative practices support and
 

6809
02:15:18,000 --> 02:15:20,229
restorative practices support and
consultation for schools with their

6810
02:15:20,229 --> 02:15:20,239
consultation for schools with their
 

6811
02:15:20,239 --> 02:15:22,550
consultation for schools with their
schoolwide systems between MTSS and

6812
02:15:22,550 --> 02:15:22,560
schoolwide systems between MTSS and
 

6813
02:15:22,560 --> 02:15:24,550
schoolwide systems between MTSS and
student support services department is

6814
02:15:24,550 --> 02:15:24,560
student support services department is
 

6815
02:15:24,560 --> 02:15:27,510
student support services department is
in place. So all that means is that the

6816
02:15:27,510 --> 02:15:27,520
in place. So all that means is that the
 

6817
02:15:27,520 --> 02:15:29,350
in place. So all that means is that the
MTSS department and student support

6818
02:15:29,350 --> 02:15:29,360
MTSS department and student support
 

6819
02:15:29,360 --> 02:15:32,149
MTSS department and student support
services and our teams meet weekly to

6820
02:15:32,149 --> 02:15:32,159
services and our teams meet weekly to
 

6821
02:15:32,159 --> 02:15:33,990
services and our teams meet weekly to
discuss needs of schools and really

6822
02:15:33,990 --> 02:15:34,000
discuss needs of schools and really
 

6823
02:15:34,000 --> 02:15:36,229
discuss needs of schools and really
decide the best approach for to respond

6824
02:15:36,229 --> 02:15:36,239
decide the best approach for to respond
 

6825
02:15:36,239 --> 02:15:37,910
decide the best approach for to respond
to the school, who's the best person to

6826
02:15:37,910 --> 02:15:37,920
to the school, who's the best person to
 

6827
02:15:37,920 --> 02:15:42,950
to the school, who's the best person to
do it and then execute from there

6828
02:15:42,950 --> 02:15:42,960
do it and then execute from there
 

6829
02:15:42,960 --> 02:15:45,109
do it and then execute from there
in terms of targeted support. So think

6830
02:15:45,109 --> 02:15:45,119
in terms of targeted support. So think
 

6831
02:15:45,119 --> 02:15:47,669
in terms of targeted support. So think
about this as what's available for all

6832
02:15:47,669 --> 02:15:47,679
about this as what's available for all
 

6833
02:15:47,679 --> 02:15:50,470
about this as what's available for all
schools but on a smaller scale. One

6834
02:15:50,470 --> 02:15:50,480
schools but on a smaller scale. One
 

6835
02:15:50,480 --> 02:15:52,629
schools but on a smaller scale. One
thing that's new this year is the use of

6836
02:15:52,629 --> 02:15:52,639
thing that's new this year is the use of
 

6837
02:15:52,639 --> 02:15:55,109
thing that's new this year is the use of
the disengaged teen book, which is a

6838
02:15:55,109 --> 02:15:55,119
the disengaged teen book, which is a
 

6839
02:15:55,119 --> 02:15:56,790
the disengaged teen book, which is a
newer research-based book that

6840
02:15:56,790 --> 02:15:56,800
newer research-based book that
 

6841
02:15:56,800 --> 02:15:58,310
newer research-based book that
categorizes

6842
02:15:58,310 --> 02:15:58,320
categorizes
 

6843
02:15:58,320 --> 02:16:01,830
categorizes
disengagement in a nice contemporary way

6844
02:16:01,830 --> 02:16:01,840
disengagement in a nice contemporary way
 

6845
02:16:01,840 --> 02:16:03,990
disengagement in a nice contemporary way
that's really actionable and usable for

6846
02:16:03,990 --> 02:16:04,000
that's really actionable and usable for
 

6847
02:16:04,000 --> 02:16:06,550
that's really actionable and usable for
parents and caregivers and educators.

6848
02:16:06,550 --> 02:16:06,560
parents and caregivers and educators.
 

6849
02:16:06,560 --> 02:16:07,990
parents and caregivers and educators.
And we're using the book in professional

6850
02:16:07,990 --> 02:16:08,000
And we're using the book in professional
 

6851
02:16:08,000 --> 02:16:09,350
And we're using the book in professional
learning with our assistant principles

6852
02:16:09,350 --> 02:16:09,360
learning with our assistant principles
 

6853
02:16:09,360 --> 02:16:11,990
learning with our assistant principles
and deans specifically.

6854
02:16:11,990 --> 02:16:12,000
and deans specifically.
 

6855
02:16:12,000 --> 02:16:14,629
and deans specifically.
Some of our schools have opted in this

6856
02:16:14,629 --> 02:16:14,639
Some of our schools have opted in this
 

6857
02:16:14,639 --> 02:16:17,270
Some of our schools have opted in this
year to being a restorative practices

6858
02:16:17,270 --> 02:16:17,280
year to being a restorative practices
 

6859
02:16:17,280 --> 02:16:19,990
year to being a restorative practices
school. Whoops.

6860
02:16:19,990 --> 02:16:20,000
school. Whoops.
 

6861
02:16:20,000 --> 02:16:23,270
school. Whoops.
So that means that they are working, one

6862
02:16:23,270 --> 02:16:23,280
So that means that they are working, one
 

6863
02:16:23,280 --> 02:16:24,790
So that means that they are working, one
of their leadership teams is working

6864
02:16:24,790 --> 02:16:24,800
of their leadership teams is working
 

6865
02:16:24,800 --> 02:16:26,870
of their leadership teams is working
directly with our restorative practices

6866
02:16:26,870 --> 02:16:26,880
directly with our restorative practices
 

6867
02:16:26,880 --> 02:16:30,709
directly with our restorative practices
coordinator to flesh out however that

6868
02:16:30,709 --> 02:16:30,719
coordinator to flesh out however that
 

6869
02:16:30,719 --> 02:16:32,950
coordinator to flesh out however that
those next steps are in their school.

6870
02:16:32,950 --> 02:16:32,960
those next steps are in their school.
 

6871
02:16:32,960 --> 02:16:34,870
those next steps are in their school.
And that might be just focusing on what

6872
02:16:34,870 --> 02:16:34,880
And that might be just focusing on what
 

6873
02:16:34,880 --> 02:16:38,309
And that might be just focusing on what
restorative mindset means, how to build

6874
02:16:38,309 --> 02:16:38,319
restorative mindset means, how to build
 

6875
02:16:38,319 --> 02:16:41,190
restorative mindset means, how to build
staff capacity for um implementing that

6876
02:16:41,190 --> 02:16:41,200
staff capacity for um implementing that
 

6877
02:16:41,200 --> 02:16:42,709
staff capacity for um implementing that
those practices and mindset in the

6878
02:16:42,709 --> 02:16:42,719
those practices and mindset in the
 

6879
02:16:42,719 --> 02:16:44,709
those practices and mindset in the
classroom to larger school systems as

6880
02:16:44,709 --> 02:16:44,719
classroom to larger school systems as
 

6881
02:16:44,719 --> 02:16:48,230
classroom to larger school systems as
well. We also provide support for 90-day

6882
02:16:48,230 --> 02:16:48,240
well. We also provide support for 90-day
 

6883
02:16:48,240 --> 02:16:51,509
well. We also provide support for 90-day
plans on culture and climate goals if

6884
02:16:51,509 --> 02:16:51,519
plans on culture and climate goals if
 

6885
02:16:51,519 --> 02:16:54,309
plans on culture and climate goals if
schools need that support. And

6886
02:16:54,309 --> 02:16:54,319
schools need that support. And
 

6887
02:16:54,319 --> 02:16:56,150
schools need that support. And
particularly this spring, our schools

6888
02:16:56,150 --> 02:16:56,160
particularly this spring, our schools
 

6889
02:16:56,160 --> 02:16:59,349
particularly this spring, our schools
who need more support with discipline

6890
02:16:59,349 --> 02:16:59,359
who need more support with discipline
 

6891
02:16:59,359 --> 02:17:01,110
who need more support with discipline
disproportionality

6892
02:17:01,110 --> 02:17:01,120
disproportionality
 

6893
02:17:01,120 --> 02:17:03,509
disproportionality
um will be having particular support in

6894
02:17:03,509 --> 02:17:03,519
um will be having particular support in
 

6895
02:17:03,519 --> 02:17:06,469
um will be having particular support in
their 90-day plans this spring to have a

6896
02:17:06,469 --> 02:17:06,479
their 90-day plans this spring to have a
 

6897
02:17:06,479 --> 02:17:13,030
their 90-day plans this spring to have a
focus on improving that in their school.

6898
02:17:13,030 --> 02:17:13,040

 

6899
02:17:13,040 --> 02:17:15,110

And then at the intensive level or you

6900
02:17:15,110 --> 02:17:15,120
And then at the intensive level or you
 

6901
02:17:15,120 --> 02:17:17,589
And then at the intensive level or you
can think just smaller scale. This is

6902
02:17:17,589 --> 02:17:17,599
can think just smaller scale. This is
 

6903
02:17:17,599 --> 02:17:19,830
can think just smaller scale. This is
when we're talking about really

6904
02:17:19,830 --> 02:17:19,840
when we're talking about really
 

6905
02:17:19,840 --> 02:17:21,750
when we're talking about really
individualized

6906
02:17:21,750 --> 02:17:21,760
individualized
 

6907
02:17:21,760 --> 02:17:24,469
individualized
student level support. Um a principal

6908
02:17:24,469 --> 02:17:24,479
student level support. Um a principal
 

6909
02:17:24,479 --> 02:17:26,790
student level support. Um a principal
might reach out to Shannon and her team

6910
02:17:26,790 --> 02:17:26,800
might reach out to Shannon and her team
 

6911
02:17:26,800 --> 02:17:28,870
might reach out to Shannon and her team
and say, "I've got a teacher that needs

6912
02:17:28,870 --> 02:17:28,880
and say, "I've got a teacher that needs
 

6913
02:17:28,880 --> 02:17:30,549
and say, "I've got a teacher that needs
some it's a newer teacher and they might

6914
02:17:30,549 --> 02:17:30,559
some it's a newer teacher and they might
 

6915
02:17:30,559 --> 02:17:31,669
some it's a newer teacher and they might
need some particular support with

6916
02:17:31,669 --> 02:17:31,679
need some particular support with
 

6917
02:17:31,679 --> 02:17:33,030
need some particular support with
classroom management." Or we've got a

6918
02:17:33,030 --> 02:17:33,040
classroom management." Or we've got a
 

6919
02:17:33,040 --> 02:17:35,910
classroom management." Or we've got a
student that um is in general education

6920
02:17:35,910 --> 02:17:35,920
student that um is in general education
 

6921
02:17:35,920 --> 02:17:38,070
student that um is in general education
and we are really struggling with next

6922
02:17:38,070 --> 02:17:38,080
and we are really struggling with next
 

6923
02:17:38,080 --> 02:17:39,750
and we are really struggling with next
steps for how to support them

6924
02:17:39,750 --> 02:17:39,760
steps for how to support them
 

6925
02:17:39,760 --> 02:17:41,750
steps for how to support them
differently. So again, that's where our

6926
02:17:41,750 --> 02:17:41,760
differently. So again, that's where our
 

6927
02:17:41,760 --> 02:17:44,469
differently. So again, that's where our
departments collaborate and respond to

6928
02:17:44,469 --> 02:17:44,479
departments collaborate and respond to
 

6929
02:17:44,479 --> 02:17:49,830
departments collaborate and respond to
this the school's needs there.

6930
02:17:49,830 --> 02:17:49,840

 

6931
02:17:49,840 --> 02:17:52,469

This next slide is an update on what is

6932
02:17:52,469 --> 02:17:52,479
This next slide is an update on what is
 

6933
02:17:52,479 --> 02:17:53,990
This next slide is an update on what is
happening with our bullying prevention

6934
02:17:53,990 --> 02:17:54,000
happening with our bullying prevention
 

6935
02:17:54,000 --> 02:17:55,990
happening with our bullying prevention
grant from the Colorado Department of

6936
02:17:55,990 --> 02:17:56,000
grant from the Colorado Department of
 

6937
02:17:56,000 --> 02:17:59,349
grant from the Colorado Department of
Education. We are in the first year of

6938
02:17:59,349 --> 02:17:59,359
Education. We are in the first year of
 

6939
02:17:59,359 --> 02:18:02,469
Education. We are in the first year of
another three-year grant cycle.

6940
02:18:02,469 --> 02:18:02,479
another three-year grant cycle.
 

6941
02:18:02,479 --> 02:18:05,030
another three-year grant cycle.
At the beginning of each school year,

6942
02:18:05,030 --> 02:18:05,040
At the beginning of each school year,
 

6943
02:18:05,040 --> 02:18:08,549
At the beginning of each school year,
the school team who's responsible for

6944
02:18:08,549 --> 02:18:08,559
the school team who's responsible for
 

6945
02:18:08,559 --> 02:18:12,150
the school team who's responsible for
implementing the grant work uses data to

6946
02:18:12,150 --> 02:18:12,160
implementing the grant work uses data to
 

6947
02:18:12,160 --> 02:18:13,750
implementing the grant work uses data to
decide their area of focus. And that

6948
02:18:13,750 --> 02:18:13,760
decide their area of focus. And that
 

6949
02:18:13,760 --> 02:18:15,750
decide their area of focus. And that
data could could be anything from their

6950
02:18:15,750 --> 02:18:15,760
data could could be anything from their
 

6951
02:18:15,760 --> 02:18:18,389
data could could be anything from their
bullying survey that's student bullying

6952
02:18:18,389 --> 02:18:18,399
bullying survey that's student bullying
 

6953
02:18:18,399 --> 02:18:19,830
bullying survey that's student bullying
survey that's required as a part of the

6954
02:18:19,830 --> 02:18:19,840
survey that's required as a part of the
 

6955
02:18:19,840 --> 02:18:21,669
survey that's required as a part of the
grant every spring, their student

6956
02:18:21,669 --> 02:18:21,679
grant every spring, their student
 

6957
02:18:21,679 --> 02:18:23,830
grant every spring, their student
climate data, discipline data, or all

6958
02:18:23,830 --> 02:18:23,840
climate data, discipline data, or all
 

6959
02:18:23,840 --> 02:18:26,150
climate data, discipline data, or all
the above to decide what what exactly is

6960
02:18:26,150 --> 02:18:26,160
the above to decide what what exactly is
 

6961
02:18:26,160 --> 02:18:27,830
the above to decide what what exactly is
their focus going to be this year and

6962
02:18:27,830 --> 02:18:27,840
their focus going to be this year and
 

6963
02:18:27,840 --> 02:18:29,990
their focus going to be this year and
what are they going to do.

6964
02:18:29,990 --> 02:18:30,000
what are they going to do.
 

6965
02:18:30,000 --> 02:18:32,549
what are they going to do.
Further, all BBSD staff have been

6966
02:18:32,549 --> 02:18:32,559
Further, all BBSD staff have been
 

6967
02:18:32,559 --> 02:18:35,110
Further, all BBSD staff have been
trained in identifying and responding to

6968
02:18:35,110 --> 02:18:35,120
trained in identifying and responding to
 

6969
02:18:35,120 --> 02:18:37,190
trained in identifying and responding to
incidents of bullying and harassment.

6970
02:18:37,190 --> 02:18:37,200
incidents of bullying and harassment.
 

6971
02:18:37,200 --> 02:18:39,190
incidents of bullying and harassment.
This training has been particularly

6972
02:18:39,190 --> 02:18:39,200
This training has been particularly
 

6973
02:18:39,200 --> 02:18:41,509
This training has been particularly
enhanced this school year through Senate

6974
02:18:41,509 --> 02:18:41,519
enhanced this school year through Senate
 

6975
02:18:41,519 --> 02:18:44,230
enhanced this school year through Senate
Bill 296 where all staff were required

6976
02:18:44,230 --> 02:18:44,240
Bill 296 where all staff were required
 

6977
02:18:44,240 --> 02:18:47,030
Bill 296 where all staff were required
to participate in a a learning module by

6978
02:18:47,030 --> 02:18:47,040
to participate in a a learning module by
 

6979
02:18:47,040 --> 02:18:50,790
to participate in a a learning module by
December 1st.

6980
02:18:50,790 --> 02:18:50,800

 

6981
02:18:50,800 --> 02:18:53,589

There are I mentioned the annual student

6982
02:18:53,589 --> 02:18:53,599
There are I mentioned the annual student
 

6983
02:18:53,599 --> 02:18:55,349
There are I mentioned the annual student
survey for students in grades 3 through

6984
02:18:55,349 --> 02:18:55,359
survey for students in grades 3 through
 

6985
02:18:55,359 --> 02:18:57,509
survey for students in grades 3 through
12 that gives us some great information

6986
02:18:57,509 --> 02:18:57,519
12 that gives us some great information
 

6987
02:18:57,519 --> 02:18:59,429
12 that gives us some great information
as well. There are evidence-based

6988
02:18:59,429 --> 02:18:59,439
as well. There are evidence-based
 

6989
02:18:59,439 --> 02:19:01,509
as well. There are evidence-based
classroom lessons at both elementary and

6990
02:19:01,509 --> 02:19:01,519
classroom lessons at both elementary and
 

6991
02:19:01,519 --> 02:19:03,910
classroom lessons at both elementary and
secondary levels.

6992
02:19:03,910 --> 02:19:03,920
secondary levels.
 

6993
02:19:03,920 --> 02:19:08,870
secondary levels.
There, let's see.

6994
02:19:08,870 --> 02:19:08,880

 

6995
02:19:08,880 --> 02:19:11,270

We reviewed the data from the on BBSD

6996
02:19:11,270 --> 02:19:11,280
We reviewed the data from the on BBSD
 

6997
02:19:11,280 --> 02:19:13,509
We reviewed the data from the on BBSD
online reporting tool a moment ago and

6998
02:19:13,509 --> 02:19:13,519
online reporting tool a moment ago and
 

6999
02:19:13,519 --> 02:19:15,669
online reporting tool a moment ago and
the access for reporting concerns

7000
02:19:15,669 --> 02:19:15,679
the access for reporting concerns
 

7001
02:19:15,679 --> 02:19:18,150
the access for reporting concerns
remains visible on our website and um

7002
02:19:18,150 --> 02:19:18,160
remains visible on our website and um
 

7003
02:19:18,160 --> 02:19:20,469
remains visible on our website and um
just two weeks ago you we probably all

7004
02:19:20,469 --> 02:19:20,479
just two weeks ago you we probably all
 

7005
02:19:20,479 --> 02:19:21,830
just two weeks ago you we probably all
got one the beautiful email from

7006
02:19:21,830 --> 02:19:21,840
got one the beautiful email from
 

7007
02:19:21,840 --> 02:19:24,150
got one the beautiful email from
communications just reminding our whole

7008
02:19:24,150 --> 02:19:24,160
communications just reminding our whole
 

7009
02:19:24,160 --> 02:19:27,030
communications just reminding our whole
community about what to report, how to

7010
02:19:27,030 --> 02:19:27,040
community about what to report, how to
 

7011
02:19:27,040 --> 02:19:29,270
community about what to report, how to
report. Please, we want you to report so

7012
02:19:29,270 --> 02:19:29,280
report. Please, we want you to report so
 

7013
02:19:29,280 --> 02:19:31,030
report. Please, we want you to report so
we can help make things better for all

7014
02:19:31,030 --> 02:19:31,040
we can help make things better for all
 

7015
02:19:31,040 --> 02:19:33,589
we can help make things better for all
of our children and families. There is

7016
02:19:33,589 --> 02:19:33,599
of our children and families. There is
 

7017
02:19:33,599 --> 02:19:35,910
of our children and families. There is
also a bullying prevention and education

7018
02:19:35,910 --> 02:19:35,920
also a bullying prevention and education
 

7019
02:19:35,920 --> 02:19:38,549
also a bullying prevention and education
toolkit that is revised every year and

7020
02:19:38,549 --> 02:19:38,559
toolkit that is revised every year and
 

7021
02:19:38,559 --> 02:19:40,469
toolkit that is revised every year and
available to any of our schools and

7022
02:19:40,469 --> 02:19:40,479
available to any of our schools and
 

7023
02:19:40,479 --> 02:19:42,790
available to any of our schools and
teachers.

7024
02:19:42,790 --> 02:19:42,800
teachers.
 

7025
02:19:42,800 --> 02:19:44,629
teachers.
One other piece of information about the

7026
02:19:44,629 --> 02:19:44,639
One other piece of information about the
 

7027
02:19:44,639 --> 02:19:46,790
One other piece of information about the
bullying prevention grant that I want to

7028
02:19:46,790 --> 02:19:46,800
bullying prevention grant that I want to
 

7029
02:19:46,800 --> 02:19:51,190
bullying prevention grant that I want to
make sure you're all aware of is that um

7030
02:19:51,190 --> 02:19:51,200
make sure you're all aware of is that um
 

7031
02:19:51,200 --> 02:19:54,870
make sure you're all aware of is that um
in this now next three-year grant cycle

7032
02:19:54,870 --> 02:19:54,880
in this now next three-year grant cycle
 

7033
02:19:54,880 --> 02:19:57,590
in this now next three-year grant cycle
funding is being reduced by 40% over the

7034
02:19:57,590 --> 02:19:57,600
funding is being reduced by 40% over the
 

7035
02:19:57,600 --> 02:19:59,750
funding is being reduced by 40% over the
the life of this grant which is

7036
02:19:59,750 --> 02:19:59,760
the life of this grant which is
 

7037
02:19:59,760 --> 02:20:01,750
the life of this grant which is
prompting us to make some changes. And

7038
02:20:01,750 --> 02:20:01,760
prompting us to make some changes. And
 

7039
02:20:01,760 --> 02:20:03,670
prompting us to make some changes. And
one change that's already happened is

7040
02:20:03,670 --> 02:20:03,680
one change that's already happened is
 

7041
02:20:03,680 --> 02:20:06,309
one change that's already happened is
that our bullying prevention specialist

7042
02:20:06,309 --> 02:20:06,319
that our bullying prevention specialist
 

7043
02:20:06,319 --> 02:20:08,790
that our bullying prevention specialist
is now working halftime instead of

7044
02:20:08,790 --> 02:20:08,800
is now working halftime instead of
 

7045
02:20:08,800 --> 02:20:11,910
is now working halftime instead of
full-time. she is able to meet a need as

7046
02:20:11,910 --> 02:20:11,920
full-time. she is able to meet a need as
 

7047
02:20:11,920 --> 02:20:13,990
full-time. she is able to meet a need as
an as an elementary counselor halftime

7048
02:20:13,990 --> 02:20:14,000
an as an elementary counselor halftime
 

7049
02:20:14,000 --> 02:20:15,670
an as an elementary counselor halftime
in one of our schools. So that supports

7050
02:20:15,670 --> 02:20:15,680
in one of our schools. So that supports
 

7051
02:20:15,680 --> 02:20:17,830
in one of our schools. So that supports
that need and then she's now halftime

7052
02:20:17,830 --> 02:20:17,840
that need and then she's now halftime
 

7053
02:20:17,840 --> 02:20:20,389
that need and then she's now halftime
again instead of full-time as the grant

7054
02:20:20,389 --> 02:20:20,399
again instead of full-time as the grant
 

7055
02:20:20,399 --> 02:20:22,950
again instead of full-time as the grant
coordinator. So it was a strategic

7056
02:20:22,950 --> 02:20:22,960
coordinator. So it was a strategic
 

7057
02:20:22,960 --> 02:20:25,910
coordinator. So it was a strategic
solution to fulfilling a school need as

7058
02:20:25,910 --> 02:20:25,920
solution to fulfilling a school need as
 

7059
02:20:25,920 --> 02:20:28,630
solution to fulfilling a school need as
well as meeting a financial need for the

7060
02:20:28,630 --> 02:20:28,640
well as meeting a financial need for the
 

7061
02:20:28,640 --> 02:20:31,670
well as meeting a financial need for the
grant.

7062
02:20:31,670 --> 02:20:31,680

 

7063
02:20:31,680 --> 02:20:33,830

Next, an update on restorative

7064
02:20:33,830 --> 02:20:33,840
Next, an update on restorative
 

7065
02:20:33,840 --> 02:20:35,429
Next, an update on restorative
practices.

7066
02:20:35,429 --> 02:20:35,439
practices.
 

7067
02:20:35,439 --> 02:20:37,349
practices.
So, I want to just paint a little

7068
02:20:37,349 --> 02:20:37,359
So, I want to just paint a little
 

7069
02:20:37,359 --> 02:20:39,110
So, I want to just paint a little
picture for you about what restorative

7070
02:20:39,110 --> 02:20:39,120
picture for you about what restorative
 

7071
02:20:39,120 --> 02:20:40,790
picture for you about what restorative
practices, programming, and support

7072
02:20:40,790 --> 02:20:40,800
practices, programming, and support
 

7073
02:20:40,800 --> 02:20:44,710
practices, programming, and support
looks like for schools. It is not

7074
02:20:44,710 --> 02:20:44,720
looks like for schools. It is not
 

7075
02:20:44,720 --> 02:20:46,550
looks like for schools. It is not
it is, I think, one of those buzzwords

7076
02:20:46,550 --> 02:20:46,560
it is, I think, one of those buzzwords
 

7077
02:20:46,560 --> 02:20:49,110
it is, I think, one of those buzzwords
that's pretty abstract. But being

7078
02:20:49,110 --> 02:20:49,120
that's pretty abstract. But being
 

7079
02:20:49,120 --> 02:20:51,270
that's pretty abstract. But being
restorative is not a task that you check

7080
02:20:51,270 --> 02:20:51,280
restorative is not a task that you check
 

7081
02:20:51,280 --> 02:20:53,910
restorative is not a task that you check
off. It's really actually a mindset

7082
02:20:53,910 --> 02:20:53,920
off. It's really actually a mindset
 

7083
02:20:53,920 --> 02:20:56,309
off. It's really actually a mindset
about how we approach other humans, how

7084
02:20:56,309 --> 02:20:56,319
about how we approach other humans, how
 

7085
02:20:56,319 --> 02:20:58,870
about how we approach other humans, how
we approach students, and really the

7086
02:20:58,870 --> 02:20:58,880
we approach students, and really the
 

7087
02:20:58,880 --> 02:21:01,349
we approach students, and really the
work of being an educator. It means that

7088
02:21:01,349 --> 02:21:01,359
work of being an educator. It means that
 

7089
02:21:01,359 --> 02:21:05,270
work of being an educator. It means that
we approach everything. um

7090
02:21:05,270 --> 02:21:05,280
we approach everything. um
 

7091
02:21:05,280 --> 02:21:07,030
we approach everything. um
knowing and understanding and acting

7092
02:21:07,030 --> 02:21:07,040
knowing and understanding and acting
 

7093
02:21:07,040 --> 02:21:09,030
knowing and understanding and acting
from a place that everybody in our

7094
02:21:09,030 --> 02:21:09,040
from a place that everybody in our
 

7095
02:21:09,040 --> 02:21:11,910
from a place that everybody in our
school community brings value that

7096
02:21:11,910 --> 02:21:11,920
school community brings value that
 

7097
02:21:11,920 --> 02:21:13,910
school community brings value that
everybody has a responsibility for their

7098
02:21:13,910 --> 02:21:13,920
everybody has a responsibility for their
 

7099
02:21:13,920 --> 02:21:16,309
everybody has a responsibility for their
impact on the community because everyone

7100
02:21:16,309 --> 02:21:16,319
impact on the community because everyone
 

7101
02:21:16,319 --> 02:21:18,070
impact on the community because everyone
matters

7102
02:21:18,070 --> 02:21:18,080
matters
 

7103
02:21:18,080 --> 02:21:21,030
matters
and for that reason every everyone's

7104
02:21:21,030 --> 02:21:21,040
and for that reason every everyone's
 

7105
02:21:21,040 --> 02:21:22,950
and for that reason every everyone's
voice matters and everyone should be

7106
02:21:22,950 --> 02:21:22,960
voice matters and everyone should be
 

7107
02:21:22,960 --> 02:21:24,950
voice matters and everyone should be
heard and valued and included if you

7108
02:21:24,950 --> 02:21:24,960
heard and valued and included if you
 

7109
02:21:24,960 --> 02:21:28,230
heard and valued and included if you
will in our school. So in addition to

7110
02:21:28,230 --> 02:21:28,240
will in our school. So in addition to
 

7111
02:21:28,240 --> 02:21:30,550
will in our school. So in addition to
ongoing professional learning for our

7112
02:21:30,550 --> 02:21:30,560
ongoing professional learning for our
 

7113
02:21:30,560 --> 02:21:33,349
ongoing professional learning for our
administrators, para educators, bus

7114
02:21:33,349 --> 02:21:33,359
administrators, para educators, bus
 

7115
02:21:33,359 --> 02:21:36,070
administrators, para educators, bus
drivers, and all transportation staff,

7116
02:21:36,070 --> 02:21:36,080
drivers, and all transportation staff,
 

7117
02:21:36,080 --> 02:21:38,230
drivers, and all transportation staff,
all safety and security staff have also

7118
02:21:38,230 --> 02:21:38,240
all safety and security staff have also
 

7119
02:21:38,240 --> 02:21:40,230
all safety and security staff have also
received restorative practices training

7120
02:21:40,230 --> 02:21:40,240
received restorative practices training
 

7121
02:21:40,240 --> 02:21:42,950
received restorative practices training
this year. And our restorative practices

7122
02:21:42,950 --> 02:21:42,960
this year. And our restorative practices
 

7123
02:21:42,960 --> 02:21:45,110
this year. And our restorative practices
coordinator continues to collaborate

7124
02:21:45,110 --> 02:21:45,120
coordinator continues to collaborate
 

7125
02:21:45,120 --> 02:21:47,030
coordinator continues to collaborate
with our colleagues in special education

7126
02:21:47,030 --> 02:21:47,040
with our colleagues in special education
 

7127
02:21:47,040 --> 02:21:49,670
with our colleagues in special education
and in MTSS to create professional

7128
02:21:49,670 --> 02:21:49,680
and in MTSS to create professional
 

7129
02:21:49,680 --> 02:21:51,590
and in MTSS to create professional
learning content that's available for

7130
02:21:51,590 --> 02:21:51,600
learning content that's available for
 

7131
02:21:51,600 --> 02:21:54,469
learning content that's available for
teachers and schools directly. And then

7132
02:21:54,469 --> 02:21:54,479
teachers and schools directly. And then
 

7133
02:21:54,479 --> 02:21:55,910
teachers and schools directly. And then
the five schools that are our

7134
02:21:55,910 --> 02:21:55,920
the five schools that are our
 

7135
02:21:55,920 --> 02:21:59,270
the five schools that are our
restorative practices schools um are

7136
02:21:59,270 --> 02:21:59,280
restorative practices schools um are
 

7137
02:21:59,280 --> 02:22:00,950
restorative practices schools um are
represent elementary, middle, and high

7138
02:22:00,950 --> 02:22:00,960
represent elementary, middle, and high
 

7139
02:22:00,960 --> 02:22:03,910
represent elementary, middle, and high
schools. And they continue, like I

7140
02:22:03,910 --> 02:22:03,920
schools. And they continue, like I
 

7141
02:22:03,920 --> 02:22:06,469
schools. And they continue, like I
mentioned before, embark on building

7142
02:22:06,469 --> 02:22:06,479
mentioned before, embark on building
 

7143
02:22:06,479 --> 02:22:08,710
mentioned before, embark on building
that culture within their school and

7144
02:22:08,710 --> 02:22:08,720
that culture within their school and
 

7145
02:22:08,720 --> 02:22:11,750
that culture within their school and
their capacity as a leadership team.

7146
02:22:11,750 --> 02:22:11,760
their capacity as a leadership team.
 

7147
02:22:11,760 --> 02:22:13,030
their capacity as a leadership team.
And our restorative practices

7148
02:22:13,030 --> 02:22:13,040
And our restorative practices
 

7149
02:22:13,040 --> 02:22:14,309
And our restorative practices
coordinator is available for

7150
02:22:14,309 --> 02:22:14,319
coordinator is available for
 

7151
02:22:14,319 --> 02:22:17,110
coordinator is available for
consultation with schools at any time.

7152
02:22:17,110 --> 02:22:17,120
consultation with schools at any time.
 

7153
02:22:17,120 --> 02:22:19,190
consultation with schools at any time.
She is on the phone with families

7154
02:22:19,190 --> 02:22:19,200
She is on the phone with families
 

7155
02:22:19,200 --> 02:22:20,870
She is on the phone with families
explaining things. She's going out to

7156
02:22:20,870 --> 02:22:20,880
explaining things. She's going out to
 

7157
02:22:20,880 --> 02:22:23,750
explaining things. She's going out to
support individual teachers, principles,

7158
02:22:23,750 --> 02:22:23,760
support individual teachers, principles,
 

7159
02:22:23,760 --> 02:22:27,270
support individual teachers, principles,
do RJ conferences. She is very adaptable

7160
02:22:27,270 --> 02:22:27,280
do RJ conferences. She is very adaptable
 

7161
02:22:27,280 --> 02:22:34,469
do RJ conferences. She is very adaptable
and available.

7162
02:22:34,469 --> 02:22:34,479

 

7163
02:22:34,479 --> 02:22:38,469

So beyond all of that, um I think we all

7164
02:22:38,469 --> 02:22:38,479
So beyond all of that, um I think we all
 

7165
02:22:38,479 --> 02:22:40,630
So beyond all of that, um I think we all
understand, everybody here, that

7166
02:22:40,630 --> 02:22:40,640
understand, everybody here, that
 

7167
02:22:40,640 --> 02:22:43,670
understand, everybody here, that
behavior is communication and there are

7168
02:22:43,670 --> 02:22:43,680
behavior is communication and there are
 

7169
02:22:43,680 --> 02:22:46,550
behavior is communication and there are
a lot of factors that drive student

7170
02:22:46,550 --> 02:22:46,560
a lot of factors that drive student
 

7171
02:22:46,560 --> 02:22:49,349
a lot of factors that drive student
behavior. And we would be remiss if we

7172
02:22:49,349 --> 02:22:49,359
behavior. And we would be remiss if we
 

7173
02:22:49,359 --> 02:22:51,910
behavior. And we would be remiss if we
didn't pause to consider the impact and

7174
02:22:51,910 --> 02:22:51,920
didn't pause to consider the impact and
 

7175
02:22:51,920 --> 02:22:54,630
didn't pause to consider the impact and
the presence of our federal government

7176
02:22:54,630 --> 02:22:54,640
the presence of our federal government
 

7177
02:22:54,640 --> 02:22:56,630
the presence of our federal government
climate, the presence, the very real

7178
02:22:56,630 --> 02:22:56,640
climate, the presence, the very real
 

7179
02:22:56,640 --> 02:22:59,110
climate, the presence, the very real
presence of ICE in our communities, um

7180
02:22:59,110 --> 02:22:59,120
presence of ICE in our communities, um
 

7181
02:22:59,120 --> 02:23:01,110
presence of ICE in our communities, um
the economic hardship and food scarcity

7182
02:23:01,110 --> 02:23:01,120
the economic hardship and food scarcity
 

7183
02:23:01,120 --> 02:23:02,950
the economic hardship and food scarcity
that our families are facing, as well as

7184
02:23:02,950 --> 02:23:02,960
that our families are facing, as well as
 

7185
02:23:02,960 --> 02:23:04,950
that our families are facing, as well as
just overall tension and increased

7186
02:23:04,950 --> 02:23:04,960
just overall tension and increased
 

7187
02:23:04,960 --> 02:23:08,070
just overall tension and increased
violence in our own country and beyond.

7188
02:23:08,070 --> 02:23:08,080
violence in our own country and beyond.
 

7189
02:23:08,080 --> 02:23:11,590
violence in our own country and beyond.
And we are seeing that stress in our

7190
02:23:11,590 --> 02:23:11,600
And we are seeing that stress in our
 

7191
02:23:11,600 --> 02:23:13,830
And we are seeing that stress in our
students and our families. and and that

7192
02:23:13,830 --> 02:23:13,840
students and our families. and and that
 

7193
02:23:13,840 --> 02:23:15,830
students and our families. and and that
is very real and it's important that we

7194
02:23:15,830 --> 02:23:15,840
is very real and it's important that we
 

7195
02:23:15,840 --> 02:23:20,070
is very real and it's important that we
honor and recognize that and own that as

7196
02:23:20,070 --> 02:23:20,080
honor and recognize that and own that as
 

7197
02:23:20,080 --> 02:23:22,630
honor and recognize that and own that as
we continue with our work. And as I

7198
02:23:22,630 --> 02:23:22,640
we continue with our work. And as I
 

7199
02:23:22,640 --> 02:23:25,429
we continue with our work. And as I
said, um, as leaders in student support

7200
02:23:25,429 --> 02:23:25,439
said, um, as leaders in student support
 

7201
02:23:25,439 --> 02:23:28,550
said, um, as leaders in student support
services and MTSS, um, we work really

7202
02:23:28,550 --> 02:23:28,560
services and MTSS, um, we work really
 

7203
02:23:28,560 --> 02:23:30,389
services and MTSS, um, we work really
closely together. We've had some really

7204
02:23:30,389 --> 02:23:30,399
closely together. We've had some really
 

7205
02:23:30,399 --> 02:23:32,230
closely together. We've had some really
rich professional learning this fall

7206
02:23:32,230 --> 02:23:32,240
rich professional learning this fall
 

7207
02:23:32,240 --> 02:23:34,630
rich professional learning this fall
that's continuing to help us narrow our

7208
02:23:34,630 --> 02:23:34,640
that's continuing to help us narrow our
 

7209
02:23:34,640 --> 02:23:37,270
that's continuing to help us narrow our
focus and drive our work. One of those

7210
02:23:37,270 --> 02:23:37,280
focus and drive our work. One of those
 

7211
02:23:37,280 --> 02:23:41,190
focus and drive our work. One of those
pieces being a framework specifically

7212
02:23:41,190 --> 02:23:41,200
pieces being a framework specifically
 

7213
02:23:41,200 --> 02:23:43,510
pieces being a framework specifically
for reducing disproportionate

7214
02:23:43,510 --> 02:23:43,520
for reducing disproportionate
 

7215
02:23:43,520 --> 02:23:46,550
for reducing disproportionate
discipline. This comes from the national

7216
02:23:46,550 --> 02:23:46,560
discipline. This comes from the national
 

7217
02:23:46,560 --> 02:23:49,190
discipline. This comes from the national
PBIS leadership forum. It's an

7218
02:23:49,190 --> 02:23:49,200
PBIS leadership forum. It's an
 

7219
02:23:49,200 --> 02:23:51,670
PBIS leadership forum. It's an
evidence-based five-point intervention

7220
02:23:51,670 --> 02:23:51,680
evidence-based five-point intervention
 

7221
02:23:51,680 --> 02:23:54,309
evidence-based five-point intervention
approach for equitable supports to

7222
02:23:54,309 --> 02:23:54,319
approach for equitable supports to
 

7223
02:23:54,319 --> 02:23:57,110
approach for equitable supports to
reduce discipline disproportionality.

7224
02:23:57,110 --> 02:23:57,120
reduce discipline disproportionality.
 

7225
02:23:57,120 --> 02:23:59,830
reduce discipline disproportionality.
We have aspects in place in all five of

7226
02:23:59,830 --> 02:23:59,840
We have aspects in place in all five of
 

7227
02:23:59,840 --> 02:24:01,830
We have aspects in place in all five of
those components.

7228
02:24:01,830 --> 02:24:01,840
those components.
 

7229
02:24:01,840 --> 02:24:03,910
those components.
However, that second bullet, and a few

7230
02:24:03,910 --> 02:24:03,920
However, that second bullet, and a few
 

7231
02:24:03,920 --> 02:24:05,270
However, that second bullet, and a few
of your questions and comments have

7232
02:24:05,270 --> 02:24:05,280
of your questions and comments have
 

7233
02:24:05,280 --> 02:24:07,670
of your questions and comments have
alluded to this, the second bullet of

7234
02:24:07,670 --> 02:24:07,680
alluded to this, the second bullet of
 

7235
02:24:07,680 --> 02:24:11,429
alluded to this, the second bullet of
implementing a preventative multi-tiered

7236
02:24:11,429 --> 02:24:11,439
implementing a preventative multi-tiered
 

7237
02:24:11,439 --> 02:24:13,910
implementing a preventative multi-tiered
culturally responsive behavior framework

7238
02:24:13,910 --> 02:24:13,920
culturally responsive behavior framework
 

7239
02:24:13,920 --> 02:24:16,150
culturally responsive behavior framework
is at the district level is our largest

7240
02:24:16,150 --> 02:24:16,160
is at the district level is our largest
 

7241
02:24:16,160 --> 02:24:18,309
is at the district level is our largest
opportunity for growth here. And so

7242
02:24:18,309 --> 02:24:18,319
opportunity for growth here. And so
 

7243
02:24:18,319 --> 02:24:20,309
opportunity for growth here. And so
while that work is happening on a

7244
02:24:20,309 --> 02:24:20,319
while that work is happening on a
 

7245
02:24:20,319 --> 02:24:22,790
while that work is happening on a
request basis in our in and in in some

7246
02:24:22,790 --> 02:24:22,800
request basis in our in and in in some
 

7247
02:24:22,800 --> 02:24:25,270
request basis in our in and in in some
of our schools um again we're going to

7248
02:24:25,270 --> 02:24:25,280
of our schools um again we're going to
 

7249
02:24:25,280 --> 02:24:27,270
of our schools um again we're going to
continue to discuss how that can look

7250
02:24:27,270 --> 02:24:27,280
continue to discuss how that can look
 

7251
02:24:27,280 --> 02:24:28,710
continue to discuss how that can look
and how we might flush that out through

7252
02:24:28,710 --> 02:24:28,720
and how we might flush that out through
 

7253
02:24:28,720 --> 02:24:34,550
and how we might flush that out through
MTSSB through valued and included.

7254
02:24:34,550 --> 02:24:34,560

 

7255
02:24:34,560 --> 02:24:36,389

I think I was lucky enough have lucky

7256
02:24:36,389 --> 02:24:36,399
I think I was lucky enough have lucky
 

7257
02:24:36,399 --> 02:24:38,550
I think I was lucky enough have lucky
enough to have the most slides in this

7258
02:24:38,550 --> 02:24:38,560
enough to have the most slides in this
 

7259
02:24:38,560 --> 02:24:40,070
enough to have the most slides in this
presentation. So thank you for your

7260
02:24:40,070 --> 02:24:40,080
presentation. So thank you for your
 

7261
02:24:40,080 --> 02:24:42,389
presentation. So thank you for your
patience listening to me. And now I will

7262
02:24:42,389 --> 02:24:42,399
patience listening to me. And now I will
 

7263
02:24:42,399 --> 02:24:44,230
patience listening to me. And now I will
turn the floor over to my esteemed

7264
02:24:44,230 --> 02:24:44,240
turn the floor over to my esteemed
 

7265
02:24:44,240 --> 02:24:48,150
turn the floor over to my esteemed
colleague Tammy Lawrence.

7266
02:24:48,150 --> 02:24:48,160

 

7267
02:24:48,160 --> 02:24:49,910

Good almost afternoon. I was going to

7268
02:24:49,910 --> 02:24:49,920
Good almost afternoon. I was going to
 

7269
02:24:49,920 --> 02:24:51,030
Good almost afternoon. I was going to
say morning, but we're going to say

7270
02:24:51,030 --> 02:24:51,040
say morning, but we're going to say
 

7271
02:24:51,040 --> 02:24:53,750
say morning, but we're going to say
afternoon at this point. Um, thank you

7272
02:24:53,750 --> 02:24:53,760
afternoon at this point. Um, thank you
 

7273
02:24:53,760 --> 02:24:56,710
afternoon at this point. Um, thank you
so much um for having us um today to

7274
02:24:56,710 --> 02:24:56,720
so much um for having us um today to
 

7275
02:24:56,720 --> 02:25:00,950
so much um for having us um today to
share with you um where we are with um

7276
02:25:00,950 --> 02:25:00,960
share with you um where we are with um
 

7277
02:25:00,960 --> 02:25:03,910
share with you um where we are with um
all of our data. Okay. So, as we discuss

7278
02:25:03,910 --> 02:25:03,920
all of our data. Okay. So, as we discuss
 

7279
02:25:03,920 --> 02:25:05,830
all of our data. Okay. So, as we discuss
other wellness related data, we'll talk

7280
02:25:05,830 --> 02:25:05,840
other wellness related data, we'll talk
 

7281
02:25:05,840 --> 02:25:07,750
other wellness related data, we'll talk
about suicide risk and mental health

7282
02:25:07,750 --> 02:25:07,760
about suicide risk and mental health
 

7283
02:25:07,760 --> 02:25:10,230
about suicide risk and mental health
referrals. Before we do, let's take a

7284
02:25:10,230 --> 02:25:10,240
referrals. Before we do, let's take a
 

7285
02:25:10,240 --> 02:25:12,630
referrals. Before we do, let's take a
look at the overall trends with our BBSD

7286
02:25:12,630 --> 02:25:12,640
look at the overall trends with our BBSD
 

7287
02:25:12,640 --> 02:25:15,429
look at the overall trends with our BBSD
safe to tell reports. For clarity,

7288
02:25:15,429 --> 02:25:15,439
safe to tell reports. For clarity,
 

7289
02:25:15,439 --> 02:25:17,830
safe to tell reports. For clarity,
suicide risk review reports are also

7290
02:25:17,830 --> 02:25:17,840
suicide risk review reports are also
 

7291
02:25:17,840 --> 02:25:21,030
suicide risk review reports are also
included in this data. Safe to tell

7292
02:25:21,030 --> 02:25:21,040
included in this data. Safe to tell
 

7293
02:25:21,040 --> 02:25:23,750
included in this data. Safe to tell
Colorado provides an anonymous way for

7294
02:25:23,750 --> 02:25:23,760
Colorado provides an anonymous way for
 

7295
02:25:23,760 --> 02:25:26,469
Colorado provides an anonymous way for
students, parents, school staff, and

7296
02:25:26,469 --> 02:25:26,479
students, parents, school staff, and
 

7297
02:25:26,479 --> 02:25:28,870
students, parents, school staff, and
community members to report concerns

7298
02:25:28,870 --> 02:25:28,880
community members to report concerns
 

7299
02:25:28,880 --> 02:25:30,950
community members to report concerns
about their own safety or the safety of

7300
02:25:30,950 --> 02:25:30,960
about their own safety or the safety of
 

7301
02:25:30,960 --> 02:25:33,349
about their own safety or the safety of
others. The program was founded on the

7302
02:25:33,349 --> 02:25:33,359
others. The program was founded on the
 

7303
02:25:33,359 --> 02:25:34,870
others. The program was founded on the
belief that prevention and early

7304
02:25:34,870 --> 02:25:34,880
belief that prevention and early
 

7305
02:25:34,880 --> 02:25:36,710
belief that prevention and early
intervention are key to reducing

7306
02:25:36,710 --> 02:25:36,720
intervention are key to reducing
 

7307
02:25:36,720 --> 02:25:39,750
intervention are key to reducing
violence and saving lives. Safe to tell

7308
02:25:39,750 --> 02:25:39,760
violence and saving lives. Safe to tell
 

7309
02:25:39,760 --> 02:25:42,070
violence and saving lives. Safe to tell
encourages young people to and community

7310
02:25:42,070 --> 02:25:42,080
encourages young people to and community
 

7311
02:25:42,080 --> 02:25:43,910
encourages young people to and community
members to take an active role in

7312
02:25:43,910 --> 02:25:43,920
members to take an active role in
 

7313
02:25:43,920 --> 02:25:46,389
members to take an active role in
prevention by giving them a direct

7314
02:25:46,389 --> 02:25:46,399
prevention by giving them a direct
 

7315
02:25:46,399 --> 02:25:48,630
prevention by giving them a direct
anonymous way to report concerns and

7316
02:25:48,630 --> 02:25:48,640
anonymous way to report concerns and
 

7317
02:25:48,640 --> 02:25:51,670
anonymous way to report concerns and
empowering them to make a difference.

7318
02:25:51,670 --> 02:25:51,680
empowering them to make a difference.
 

7319
02:25:51,680 --> 02:25:53,910
empowering them to make a difference.
The framework established by this model

7320
02:25:53,910 --> 02:25:53,920
The framework established by this model
 

7321
02:25:53,920 --> 02:25:56,070
The framework established by this model
offers a sophisticated and efficient

7322
02:25:56,070 --> 02:25:56,080
offers a sophisticated and efficient
 

7323
02:25:56,080 --> 02:25:57,990
offers a sophisticated and efficient
system for sharing information with

7324
02:25:57,990 --> 02:25:58,000
system for sharing information with
 

7325
02:25:58,000 --> 02:26:01,030
system for sharing information with
local responders, schools, and district

7326
02:26:01,030 --> 02:26:01,040
local responders, schools, and district
 

7327
02:26:01,040 --> 02:26:04,230
local responders, schools, and district
staff. Callers can choose from 38

7328
02:26:04,230 --> 02:26:04,240
staff. Callers can choose from 38
 

7329
02:26:04,240 --> 02:26:06,630
staff. Callers can choose from 38
different categories of concern,

7330
02:26:06,630 --> 02:26:06,640
different categories of concern,
 

7331
02:26:06,640 --> 02:26:10,309
different categories of concern,
including bullying, depression, suicide,

7332
02:26:10,309 --> 02:26:10,319
including bullying, depression, suicide,
 

7333
02:26:10,319 --> 02:26:13,190
including bullying, depression, suicide,
drugs, violence, and others. Once a

7334
02:26:13,190 --> 02:26:13,200
drugs, violence, and others. Once a
 

7335
02:26:13,200 --> 02:26:15,670
drugs, violence, and others. Once a
report is received, school officials and

7336
02:26:15,670 --> 02:26:15,680
report is received, school officials and
 

7337
02:26:15,680 --> 02:26:18,389
report is received, school officials and
law enforcement after hours begin the

7338
02:26:18,389 --> 02:26:18,399
law enforcement after hours begin the
 

7339
02:26:18,399 --> 02:26:20,950
law enforcement after hours begin the
investigation. You can see that there

7340
02:26:20,950 --> 02:26:20,960
investigation. You can see that there
 

7341
02:26:20,960 --> 02:26:23,270
investigation. You can see that there
has been a steady increase in reports

7342
02:26:23,270 --> 02:26:23,280
has been a steady increase in reports
 

7343
02:26:23,280 --> 02:26:27,349
has been a steady increase in reports
from 2022 to 2025. This data reflected

7344
02:26:27,349 --> 02:26:27,359
from 2022 to 2025. This data reflected
 

7345
02:26:27,359 --> 02:26:29,750
from 2022 to 2025. This data reflected
here was pulled through the December 8th

7346
02:26:29,750 --> 02:26:29,760
here was pulled through the December 8th
 

7347
02:26:29,760 --> 02:26:31,670
here was pulled through the December 8th
and not reflective of the full first

7348
02:26:31,670 --> 02:26:31,680
and not reflective of the full first
 

7349
02:26:31,680 --> 02:26:36,389
and not reflective of the full first
semester.

7350
02:26:36,389 --> 02:26:36,399

 

7351
02:26:36,399 --> 02:26:41,270

I got to do the right ones here.

7352
02:26:41,270 --> 02:26:41,280

 

7353
02:26:41,280 --> 02:26:43,590

As we look at our behavior trends, it's

7354
02:26:43,590 --> 02:26:43,600
As we look at our behavior trends, it's
 

7355
02:26:43,600 --> 02:26:46,469
As we look at our behavior trends, it's
important to recognize what

7356
02:26:46,469 --> 02:26:46,479
important to recognize what
 

7357
02:26:46,479 --> 02:26:48,230
important to recognize what
important to recognize that what

7358
02:26:48,230 --> 02:26:48,240
important to recognize that what
 

7359
02:26:48,240 --> 02:26:50,950
important to recognize that what
students show externally is only part of

7360
02:26:50,950 --> 02:26:50,960
students show externally is only part of
 

7361
02:26:50,960 --> 02:26:53,349
students show externally is only part of
the story. More and more we're also

7362
02:26:53,349 --> 02:26:53,359
the story. More and more we're also
 

7363
02:26:53,359 --> 02:26:55,190
the story. More and more we're also
supporting students who are experiencing

7364
02:26:55,190 --> 02:26:55,200
supporting students who are experiencing
 

7365
02:26:55,200 --> 02:26:57,670
supporting students who are experiencing
internal struggles particularly around

7366
02:26:57,670 --> 02:26:57,680
internal struggles particularly around
 

7367
02:26:57,680 --> 02:27:00,469
internal struggles particularly around
mental health and suicidal ideiation. In

7368
02:27:00,469 --> 02:27:00,479
mental health and suicidal ideiation. In
 

7369
02:27:00,479 --> 02:27:03,510
mental health and suicidal ideiation. In
the first half of the 2526 school year

7370
02:27:03,510 --> 02:27:03,520
the first half of the 2526 school year
 

7371
02:27:03,520 --> 02:27:05,270
the first half of the 2526 school year
we're seeing strong utilization of

7372
02:27:05,270 --> 02:27:05,280
we're seeing strong utilization of
 

7373
02:27:05,280 --> 02:27:07,030
we're seeing strong utilization of
student support services across the

7374
02:27:07,030 --> 02:27:07,040
student support services across the
 

7375
02:27:07,040 --> 02:27:09,750
student support services across the
district reflecting the depth and

7376
02:27:09,750 --> 02:27:09,760
district reflecting the depth and
 

7377
02:27:09,760 --> 02:27:12,550
district reflecting the depth and
complexity of students needs. One key

7378
02:27:12,550 --> 02:27:12,560
complexity of students needs. One key
 

7379
02:27:12,560 --> 02:27:14,790
complexity of students needs. One key
component of this work is our suicide

7380
02:27:14,790 --> 02:27:14,800
component of this work is our suicide
 

7381
02:27:14,800 --> 02:27:17,830
component of this work is our suicide
risk reviews or SRRs. These are

7382
02:27:17,830 --> 02:27:17,840
risk reviews or SRRs. These are
 

7383
02:27:17,840 --> 02:27:20,230
risk reviews or SRRs. These are
initiated any time we're notified of a

7384
02:27:20,230 --> 02:27:20,240
initiated any time we're notified of a
 

7385
02:27:20,240 --> 02:27:23,510
initiated any time we're notified of a
pot potential threat of suicide. The

7386
02:27:23,510 --> 02:27:23,520
pot potential threat of suicide. The
 

7387
02:27:23,520 --> 02:27:25,910
pot potential threat of suicide. The
purpose is to respond quickly, gather

7388
02:27:25,910 --> 02:27:25,920
purpose is to respond quickly, gather
 

7389
02:27:25,920 --> 02:27:28,309
purpose is to respond quickly, gather
accurate information, and ensure that

7390
02:27:28,309 --> 02:27:28,319
accurate information, and ensure that
 

7391
02:27:28,319 --> 02:27:30,150
accurate information, and ensure that
students receive the immediate support

7392
02:27:30,150 --> 02:27:30,160
students receive the immediate support
 

7393
02:27:30,160 --> 02:27:33,590
students receive the immediate support
and care that they need. When an SRR is

7394
02:27:33,590 --> 02:27:33,600
and care that they need. When an SRR is
 

7395
02:27:33,600 --> 02:27:36,070
and care that they need. When an SRR is
initiated, staff work to identify the

7396
02:27:36,070 --> 02:27:36,080
initiated, staff work to identify the
 

7397
02:27:36,080 --> 02:27:38,630
initiated, staff work to identify the
specific source of concern, whether

7398
02:27:38,630 --> 02:27:38,640
specific source of concern, whether
 

7399
02:27:38,640 --> 02:27:41,030
specific source of concern, whether
that's something a student said,

7400
02:27:41,030 --> 02:27:41,040
that's something a student said,
 

7401
02:27:41,040 --> 02:27:42,950
that's something a student said,
something observed, or something

7402
02:27:42,950 --> 02:27:42,960
something observed, or something
 

7403
02:27:42,960 --> 02:27:45,429
something observed, or something
reported by someone else. From there,

7404
02:27:45,429 --> 02:27:45,439
reported by someone else. From there,
 

7405
02:27:45,439 --> 02:27:47,510
reported by someone else. From there,
the process helps to ensure the

7406
02:27:47,510 --> 02:27:47,520
the process helps to ensure the
 

7407
02:27:47,520 --> 02:27:49,990
the process helps to ensure the
appropriate people are notified,

7408
02:27:49,990 --> 02:27:50,000
appropriate people are notified,
 

7409
02:27:50,000 --> 02:27:51,750
appropriate people are notified,
including mental health staff,

7410
02:27:51,750 --> 02:27:51,760
including mental health staff,
 

7411
02:27:51,760 --> 02:27:54,710
including mental health staff,
administrators, families, and outside

7412
02:27:54,710 --> 02:27:54,720
administrators, families, and outside
 

7413
02:27:54,720 --> 02:27:58,150
administrators, families, and outside
partners when necessary. SRS also guide

7414
02:27:58,150 --> 02:27:58,160
partners when necessary. SRS also guide
 

7415
02:27:58,160 --> 02:27:59,990
partners when necessary. SRS also guide
teams in putting the right supports and

7416
02:27:59,990 --> 02:28:00,000
teams in putting the right supports and
 

7417
02:28:00,000 --> 02:28:02,790
teams in putting the right supports and
safety precautions in place immediately.

7418
02:28:02,790 --> 02:28:02,800
safety precautions in place immediately.
 

7419
02:28:02,800 --> 02:28:05,990
safety precautions in place immediately.
to this to do this consistently across

7420
02:28:05,990 --> 02:28:06,000
to this to do this consistently across
 

7421
02:28:06,000 --> 02:28:08,870
to this to do this consistently across
the district. Our staff uses an internal

7422
02:28:08,870 --> 02:28:08,880
the district. Our staff uses an internal
 

7423
02:28:08,880 --> 02:28:11,349
the district. Our staff uses an internal
tool adapted from the Columbia Colombia

7424
02:28:11,349 --> 02:28:11,359
tool adapted from the Columbia Colombia
 

7425
02:28:11,359 --> 02:28:14,710
tool adapted from the Columbia Colombia
suicide severity rating scale which

7426
02:28:14,710 --> 02:28:14,720
suicide severity rating scale which
 

7427
02:28:14,720 --> 02:28:16,950
suicide severity rating scale which
helps them assess level of concern and

7428
02:28:16,950 --> 02:28:16,960
helps them assess level of concern and
 

7429
02:28:16,960 --> 02:28:19,590
helps them assess level of concern and
determine next steps which includes a

7430
02:28:19,590 --> 02:28:19,600
determine next steps which includes a
 

7431
02:28:19,600 --> 02:28:21,429
determine next steps which includes a
support plan.

7432
02:28:21,429 --> 02:28:21,439
support plan.
 

7433
02:28:21,439 --> 02:28:23,510
support plan.
Looking at our looking at our data for

7434
02:28:23,510 --> 02:28:23,520
Looking at our looking at our data for
 

7435
02:28:23,520 --> 02:28:25,990
Looking at our looking at our data for
the 25 and 26 school year, we've

7436
02:28:25,990 --> 02:28:26,000
the 25 and 26 school year, we've
 

7437
02:28:26,000 --> 02:28:28,630
the 25 and 26 school year, we've
completed 369

7438
02:28:28,630 --> 02:28:28,640
completed 369
 

7439
02:28:28,640 --> 02:28:31,750
completed 369
SRRS as of December 15th with the

7440
02:28:31,750 --> 02:28:31,760
SRRS as of December 15th with the
 

7441
02:28:31,760 --> 02:28:33,510
SRRS as of December 15th with the
highest volume coming from our high

7442
02:28:33,510 --> 02:28:33,520
highest volume coming from our high
 

7443
02:28:33,520 --> 02:28:37,270
highest volume coming from our high
schools. For context, in the 2425 school

7444
02:28:37,270 --> 02:28:37,280
schools. For context, in the 2425 school
 

7445
02:28:37,280 --> 02:28:41,910
schools. For context, in the 2425 school
year, we completed a total of 777 SRRS,

7446
02:28:41,910 --> 02:28:41,920
year, we completed a total of 777 SRRS,
 

7447
02:28:41,920 --> 02:28:43,990
year, we completed a total of 777 SRRS,
which was a decrease of 90 from the

7448
02:28:43,990 --> 02:28:44,000
which was a decrease of 90 from the
 

7449
02:28:44,000 --> 02:28:46,150
which was a decrease of 90 from the
previous year and an an additional

7450
02:28:46,150 --> 02:28:46,160
previous year and an an additional
 

7451
02:28:46,160 --> 02:28:49,830
previous year and an an additional
decrease of 186 from two years ago. This

7452
02:28:49,830 --> 02:28:49,840
decrease of 186 from two years ago. This
 

7453
02:28:49,840 --> 02:28:52,070
decrease of 186 from two years ago. This
overall data reflects the ongoing and

7454
02:28:52,070 --> 02:28:52,080
overall data reflects the ongoing and
 

7455
02:28:52,080 --> 02:28:54,070
overall data reflects the ongoing and
significant need for timely mental

7456
02:28:54,070 --> 02:28:54,080
significant need for timely mental
 

7457
02:28:54,080 --> 02:28:56,710
significant need for timely mental
health response across our schools.

7458
02:28:56,710 --> 02:28:56,720
health response across our schools.
 

7459
02:28:56,720 --> 02:28:59,349
health response across our schools.
Overall, SRRS remain a critical tool in

7460
02:28:59,349 --> 02:28:59,359
Overall, SRRS remain a critical tool in
 

7461
02:28:59,359 --> 02:29:01,510
Overall, SRRS remain a critical tool in
ensuring students are identified,

7462
02:29:01,510 --> 02:29:01,520
ensuring students are identified,
 

7463
02:29:01,520 --> 02:29:04,230
ensuring students are identified,
supported, and kept safe as quickly as

7464
02:29:04,230 --> 02:29:04,240
supported, and kept safe as quickly as
 

7465
02:29:04,240 --> 02:29:09,910
supported, and kept safe as quickly as
possible.

7466
02:29:09,910 --> 02:29:09,920

 

7467
02:29:09,920 --> 02:29:12,389

As a resource to support our students,

7468
02:29:12,389 --> 02:29:12,399
As a resource to support our students,
 

7469
02:29:12,399 --> 02:29:13,830
As a resource to support our students,
mental health is our mental health

7470
02:29:13,830 --> 02:29:13,840
mental health is our mental health
 

7471
02:29:13,840 --> 02:29:17,030
mental health is our mental health
advocates or MHAs. Their role is to

7472
02:29:17,030 --> 02:29:17,040
advocates or MHAs. Their role is to
 

7473
02:29:17,040 --> 02:29:19,270
advocates or MHAs. Their role is to
provide short-term school-based support

7474
02:29:19,270 --> 02:29:19,280
provide short-term school-based support
 

7475
02:29:19,280 --> 02:29:21,750
provide short-term school-based support
focused on stabilizing students and

7476
02:29:21,750 --> 02:29:21,760
focused on stabilizing students and
 

7477
02:29:21,760 --> 02:29:24,389
focused on stabilizing students and
addressing immediate needs. It is

7478
02:29:24,389 --> 02:29:24,399
addressing immediate needs. It is
 

7479
02:29:24,399 --> 02:29:26,150
addressing immediate needs. It is
important to note that this support is

7480
02:29:26,150 --> 02:29:26,160
important to note that this support is
 

7481
02:29:26,160 --> 02:29:29,510
important to note that this support is
not therapy but targeted assistance

7482
02:29:29,510 --> 02:29:29,520
not therapy but targeted assistance
 

7483
02:29:29,520 --> 02:29:32,469
not therapy but targeted assistance
within the school setting. Also, MHA's

7484
02:29:32,469 --> 02:29:32,479
within the school setting. Also, MHA's
 

7485
02:29:32,479 --> 02:29:34,150
within the school setting. Also, MHA's
work directly with students who have

7486
02:29:34,150 --> 02:29:34,160
work directly with students who have
 

7487
02:29:34,160 --> 02:29:35,990
work directly with students who have
recently experienced major traumatic

7488
02:29:35,990 --> 02:29:36,000
recently experienced major traumatic
 

7489
02:29:36,000 --> 02:29:38,150
recently experienced major traumatic
events and need additional care to

7490
02:29:38,150 --> 02:29:38,160
events and need additional care to
 

7491
02:29:38,160 --> 02:29:41,030
events and need additional care to
regain stability. Their goal is to

7492
02:29:41,030 --> 02:29:41,040
regain stability. Their goal is to
 

7493
02:29:41,040 --> 02:29:43,349
regain stability. Their goal is to
promote academic success and resilience

7494
02:29:43,349 --> 02:29:43,359
promote academic success and resilience
 

7495
02:29:43,359 --> 02:29:46,070
promote academic success and resilience
by offering intensive social emotional

7496
02:29:46,070 --> 02:29:46,080
by offering intensive social emotional
 

7497
02:29:46,080 --> 02:29:48,870
by offering intensive social emotional
support impacting their academic

7498
02:29:48,870 --> 02:29:48,880
support impacting their academic
 

7499
02:29:48,880 --> 02:29:52,070
support impacting their academic
progress. As of December 15th, we

7500
02:29:52,070 --> 02:29:52,080
progress. As of December 15th, we
 

7501
02:29:52,080 --> 02:29:55,030
progress. As of December 15th, we
completed 1,284

7502
02:29:55,030 --> 02:29:55,040
completed 1,284
 

7503
02:29:55,040 --> 02:29:58,309
completed 1,284
MHA referrals, reflecting ongoing high

7504
02:29:58,309 --> 02:29:58,319
MHA referrals, reflecting ongoing high
 

7505
02:29:58,319 --> 02:30:00,630
MHA referrals, reflecting ongoing high
demand for support. The previous year

7506
02:30:00,630 --> 02:30:00,640
demand for support. The previous year
 

7507
02:30:00,640 --> 02:30:05,429
demand for support. The previous year
total referrals for the year was 1,847

7508
02:30:05,429 --> 02:30:05,439
total referrals for the year was 1,847
 

7509
02:30:05,439 --> 02:30:07,429
total referrals for the year was 1,847
and 1,111

7510
02:30:07,429 --> 02:30:07,439
and 1,111
 

7511
02:30:07,439 --> 02:30:09,349
and 1,111
at semester.

7512
02:30:09,349 --> 02:30:09,359
at semester.
 

7513
02:30:09,359 --> 02:30:12,710
at semester.
Every SRR and MHA referral requires a

7514
02:30:12,710 --> 02:30:12,720
Every SRR and MHA referral requires a
 

7515
02:30:12,720 --> 02:30:15,830
Every SRR and MHA referral requires a
coordinated school-based team, typically

7516
02:30:15,830 --> 02:30:15,840
coordinated school-based team, typically
 

7517
02:30:15,840 --> 02:30:19,510
coordinated school-based team, typically
including school counselors, MHAs,

7518
02:30:19,510 --> 02:30:19,520
including school counselors, MHAs,
 

7519
02:30:19,520 --> 02:30:22,950
including school counselors, MHAs,
social workers, school nurses, and/or

7520
02:30:22,950 --> 02:30:22,960
social workers, school nurses, and/or
 

7521
02:30:22,960 --> 02:30:25,110
social workers, school nurses, and/or
school psychologist to provide

7522
02:30:25,110 --> 02:30:25,120
school psychologist to provide
 

7523
02:30:25,120 --> 02:30:27,110
school psychologist to provide
comprehensive wraparound support for

7524
02:30:27,110 --> 02:30:27,120
comprehensive wraparound support for
 

7525
02:30:27,120 --> 02:30:30,150
comprehensive wraparound support for
each student. This work often involves

7526
02:30:30,150 --> 02:30:30,160
each student. This work often involves
 

7527
02:30:30,160 --> 02:30:32,710
each student. This work often involves
developing support plans, collaborating

7528
02:30:32,710 --> 02:30:32,720
developing support plans, collaborating
 

7529
02:30:32,720 --> 02:30:35,110
developing support plans, collaborating
closely with parents and guardians, and

7530
02:30:35,110 --> 02:30:35,120
closely with parents and guardians, and
 

7531
02:30:35,120 --> 02:30:38,230
closely with parents and guardians, and
partnering with outside agencies and

7532
02:30:38,230 --> 02:30:38,240
partnering with outside agencies and
 

7533
02:30:38,240 --> 02:30:40,309
partnering with outside agencies and
community a providers and community

7534
02:30:40,309 --> 02:30:40,319
community a providers and community
 

7535
02:30:40,319 --> 02:30:42,790
community a providers and community
agencies. Although we are declining in

7536
02:30:42,790 --> 02:30:42,800
agencies. Although we are declining in
 

7537
02:30:42,800 --> 02:30:44,710
agencies. Although we are declining in
enrollment, we are still seeing a slight

7538
02:30:44,710 --> 02:30:44,720
enrollment, we are still seeing a slight
 

7539
02:30:44,720 --> 02:30:47,349
enrollment, we are still seeing a slight
increase in the MHA numbers of referrals

7540
02:30:47,349 --> 02:30:47,359
increase in the MHA numbers of referrals
 

7541
02:30:47,359 --> 02:30:49,429
increase in the MHA numbers of referrals
for the year. We are continuously

7542
02:30:49,429 --> 02:30:49,439
for the year. We are continuously
 

7543
02:30:49,439 --> 02:30:52,790
for the year. We are continuously
monitoring the intensity

7544
02:30:52,790 --> 02:30:52,800
monitoring the intensity
 

7545
02:30:52,800 --> 02:30:57,990
monitoring the intensity
of the needs, especially Oh my.

7546
02:30:57,990 --> 02:30:58,000

 

7547
02:30:58,000 --> 02:31:00,469

Thank you. Sorry, my computer Oh, no. It

7548
02:31:00,469 --> 02:31:00,479
Thank you. Sorry, my computer Oh, no. It
 

7549
02:31:00,479 --> 02:31:01,750
Thank you. Sorry, my computer Oh, no. It
just came back.

7550
02:31:01,750 --> 02:31:01,760
just came back.
 

7551
02:31:01,760 --> 02:31:03,429
just came back.
>> That was weird. My whole system went

7552
02:31:03,429 --> 02:31:03,439
>> That was weird. My whole system went
 

7553
02:31:03,439 --> 02:31:04,070
>> That was weird. My whole system went
down

7554
02:31:04,070 --> 02:31:04,080
down
 

7555
02:31:04,080 --> 02:31:06,550
down
>> for a second.

7556
02:31:06,550 --> 02:31:06,560
>> for a second.
 

7557
02:31:06,560 --> 02:31:13,030
>> for a second.
Let me find where I was. I apologize.

7558
02:31:13,030 --> 02:31:13,040

 

7559
02:31:13,040 --> 02:31:17,110

Okay.

7560
02:31:17,110 --> 02:31:17,120

 

7561
02:31:17,120 --> 02:31:18,710

So, we're going to start again. Thank

7562
02:31:18,710 --> 02:31:18,720
So, we're going to start again. Thank
 

7563
02:31:18,720 --> 02:31:20,790
So, we're going to start again. Thank
you. Um, although we are declining in

7564
02:31:20,790 --> 02:31:20,800
you. Um, although we are declining in
 

7565
02:31:20,800 --> 02:31:22,790
you. Um, although we are declining in
enrollment, we are still seeing a slight

7566
02:31:22,790 --> 02:31:22,800
enrollment, we are still seeing a slight
 

7567
02:31:22,800 --> 02:31:25,349
enrollment, we are still seeing a slight
increase in the MHA number and referrals

7568
02:31:25,349 --> 02:31:25,359
increase in the MHA number and referrals
 

7569
02:31:25,359 --> 02:31:27,270
increase in the MHA number and referrals
for the year. We are continuously

7570
02:31:27,270 --> 02:31:27,280
for the year. We are continuously
 

7571
02:31:27,280 --> 02:31:29,349
for the year. We are continuously
monitoring the intensity of needs,

7572
02:31:29,349 --> 02:31:29,359
monitoring the intensity of needs,
 

7573
02:31:29,359 --> 02:31:30,790
monitoring the intensity of needs,
especially as our providers are

7574
02:31:30,790 --> 02:31:30,800
especially as our providers are
 

7575
02:31:30,800 --> 02:31:32,550
especially as our providers are
navigating this work while managing

7576
02:31:32,550 --> 02:31:32,560
navigating this work while managing
 

7577
02:31:32,560 --> 02:31:34,630
navigating this work while managing
through limited district resources in

7578
02:31:34,630 --> 02:31:34,640
through limited district resources in
 

7579
02:31:34,640 --> 02:31:41,830
through limited district resources in
this area.

7580
02:31:41,830 --> 02:31:41,840

 

7581
02:31:41,840 --> 02:31:43,590

As a reminder, the board received an

7582
02:31:43,590 --> 02:31:43,600
As a reminder, the board received an
 

7583
02:31:43,600 --> 02:31:45,750
As a reminder, the board received an
update earlier this year on the bewell

7584
02:31:45,750 --> 02:31:45,760
update earlier this year on the bewell
 

7585
02:31:45,760 --> 02:31:47,990
update earlier this year on the bewell
actions that are prioritized by our

7586
02:31:47,990 --> 02:31:48,000
actions that are prioritized by our
 

7587
02:31:48,000 --> 02:31:50,150
actions that are prioritized by our
district. We are currently in the

7588
02:31:50,150 --> 02:31:50,160
district. We are currently in the
 

7589
02:31:50,160 --> 02:31:51,910
district. We are currently in the
process of taking steps in alignment

7590
02:31:51,910 --> 02:31:51,920
process of taking steps in alignment
 

7591
02:31:51,920 --> 02:31:54,309
process of taking steps in alignment
with the recommendations outlined by the

7592
02:31:54,309 --> 02:31:54,319
with the recommendations outlined by the
 

7593
02:31:54,319 --> 02:31:57,429
with the recommendations outlined by the
Renee Crown Wellness Institute. For the

7594
02:31:57,429 --> 02:31:57,439
Renee Crown Wellness Institute. For the
 

7595
02:31:57,439 --> 02:31:59,270
Renee Crown Wellness Institute. For the
board and for those watching, the Be

7596
02:31:59,270 --> 02:31:59,280
board and for those watching, the Be
 

7597
02:31:59,280 --> 02:32:01,110
board and for those watching, the Be
Well Project was created to help us

7598
02:32:01,110 --> 02:32:01,120
Well Project was created to help us
 

7599
02:32:01,120 --> 02:32:03,429
Well Project was created to help us
better understand the perspectives of

7600
02:32:03,429 --> 02:32:03,439
better understand the perspectives of
 

7601
02:32:03,439 --> 02:32:04,950
better understand the perspectives of
the people who are closest to our

7602
02:32:04,950 --> 02:32:04,960
the people who are closest to our
 

7603
02:32:04,960 --> 02:32:07,670
the people who are closest to our
school's day-to-day experiences.

7604
02:32:07,670 --> 02:32:07,680
school's day-to-day experiences.
 

7605
02:32:07,680 --> 02:32:10,230
school's day-to-day experiences.
That includes our educators, our

7606
02:32:10,230 --> 02:32:10,240
That includes our educators, our
 

7607
02:32:10,240 --> 02:32:12,230
That includes our educators, our
families, and of course, our students

7608
02:32:12,230 --> 02:32:12,240
families, and of course, our students
 

7609
02:32:12,240 --> 02:32:13,750
families, and of course, our students
themselves.

7610
02:32:13,750 --> 02:32:13,760
themselves.
 

7611
02:32:13,760 --> 02:32:15,750
themselves.
We wanted to hear directly from these

7612
02:32:15,750 --> 02:32:15,760
We wanted to hear directly from these
 

7613
02:32:15,760 --> 02:32:17,670
We wanted to hear directly from these
groups because they see firsthand what

7614
02:32:17,670 --> 02:32:17,680
groups because they see firsthand what
 

7615
02:32:17,680 --> 02:32:19,750
groups because they see firsthand what
students are experiencing and what

7616
02:32:19,750 --> 02:32:19,760
students are experiencing and what
 

7617
02:32:19,760 --> 02:32:22,389
students are experiencing and what
supports are or are not working for

7618
02:32:22,389 --> 02:32:22,399
supports are or are not working for
 

7619
02:32:22,399 --> 02:32:25,830
supports are or are not working for
them. By gathering insights from all

7620
02:32:25,830 --> 02:32:25,840
them. By gathering insights from all
 

7621
02:32:25,840 --> 02:32:28,070
them. By gathering insights from all
three groups, the project aimed to

7622
02:32:28,070 --> 02:32:28,080
three groups, the project aimed to
 

7623
02:32:28,080 --> 02:32:30,550
three groups, the project aimed to
identify our bright spots, areas where

7624
02:32:30,550 --> 02:32:30,560
identify our bright spots, areas where
 

7625
02:32:30,560 --> 02:32:32,950
identify our bright spots, areas where
we are already doing well, as well as

7626
02:32:32,950 --> 02:32:32,960
we are already doing well, as well as
 

7627
02:32:32,960 --> 02:32:35,590
we are already doing well, as well as
gaps that need our attention.

7628
02:32:35,590 --> 02:32:35,600
gaps that need our attention.
 

7629
02:32:35,600 --> 02:32:37,670
gaps that need our attention.
Ultimately, the goal of the Be Well

7630
02:32:37,670 --> 02:32:37,680
Ultimately, the goal of the Be Well
 

7631
02:32:37,680 --> 02:32:39,429
Ultimately, the goal of the Be Well
project is to use what we have learned

7632
02:32:39,429 --> 02:32:39,439
project is to use what we have learned
 

7633
02:32:39,439 --> 02:32:41,910
project is to use what we have learned
to strengthen and expand the mental

7634
02:32:41,910 --> 02:32:41,920
to strengthen and expand the mental
 

7635
02:32:41,920 --> 02:32:44,710
to strengthen and expand the mental
health supports available to our

7636
02:32:44,710 --> 02:32:44,720
health supports available to our
 

7637
02:32:44,720 --> 02:32:49,349
health supports available to our
students across BBSD.

7638
02:32:49,349 --> 02:32:49,359

 

7639
02:32:49,359 --> 02:32:51,510

As you can see, the Be Well report

7640
02:32:51,510 --> 02:32:51,520
As you can see, the Be Well report
 

7641
02:32:51,520 --> 02:32:53,750
As you can see, the Be Well report
identified five key findings that are

7642
02:32:53,750 --> 02:32:53,760
identified five key findings that are
 

7643
02:32:53,760 --> 02:32:57,429
identified five key findings that are
guiding our next steps.

7644
02:32:57,429 --> 02:32:57,439
guiding our next steps.
 

7645
02:32:57,439 --> 02:32:59,110
guiding our next steps.
There we go. I didn't know I had that

7646
02:32:59,110 --> 02:32:59,120
There we go. I didn't know I had that
 

7647
02:32:59,120 --> 02:33:02,630
There we go. I didn't know I had that
extra thing there. Um, five key findings

7648
02:33:02,630 --> 02:33:02,640
extra thing there. Um, five key findings
 

7649
02:33:02,640 --> 02:33:05,910
extra thing there. Um, five key findings
that are guiding our next steps.

7650
02:33:05,910 --> 02:33:05,920
that are guiding our next steps.
 

7651
02:33:05,920 --> 02:33:08,870
that are guiding our next steps.
These findings are focused on students

7652
02:33:08,870 --> 02:33:08,880
These findings are focused on students
 

7653
02:33:08,880 --> 02:33:12,630
These findings are focused on students
own reports of their mental wellbeing,

7654
02:33:12,630 --> 02:33:12,640
own reports of their mental wellbeing,
 

7655
02:33:12,640 --> 02:33:14,710
own reports of their mental wellbeing,
how aware students and families are of

7656
02:33:14,710 --> 02:33:14,720
how aware students and families are of
 

7657
02:33:14,720 --> 02:33:16,630
how aware students and families are of
the mental health supports available to

7658
02:33:16,630 --> 02:33:16,640
the mental health supports available to
 

7659
02:33:16,640 --> 02:33:18,230
the mental health supports available to
them,

7660
02:33:18,230 --> 02:33:18,240
them,
 

7661
02:33:18,240 --> 02:33:20,230
them,
how frequently wellness centers and

7662
02:33:20,230 --> 02:33:20,240
how frequently wellness centers and
 

7663
02:33:20,240 --> 02:33:23,349
how frequently wellness centers and
other supports are being used,

7664
02:33:23,349 --> 02:33:23,359
other supports are being used,
 

7665
02:33:23,359 --> 02:33:25,510
other supports are being used,
families awareness of mental health

7666
02:33:25,510 --> 02:33:25,520
families awareness of mental health
 

7667
02:33:25,520 --> 02:33:27,990
families awareness of mental health
resources across BBSD,

7668
02:33:27,990 --> 02:33:28,000
resources across BBSD,
 

7669
02:33:28,000 --> 02:33:30,630
resources across BBSD,
and the broader BBSD systems that are

7670
02:33:30,630 --> 02:33:30,640
and the broader BBSD systems that are
 

7671
02:33:30,640 --> 02:33:32,630
and the broader BBSD systems that are
currently in place to support students

7672
02:33:32,630 --> 02:33:32,640
currently in place to support students
 

7673
02:33:32,640 --> 02:33:34,950
currently in place to support students
mental health. Our valued include

7674
02:33:34,950 --> 02:33:34,960
mental health. Our valued include
 

7675
02:33:34,960 --> 02:33:37,110
mental health. Our valued include
working group has taken a closer look

7676
02:33:37,110 --> 02:33:37,120
working group has taken a closer look
 

7677
02:33:37,120 --> 02:33:39,429
working group has taken a closer look
into those recommendations. The above

7678
02:33:39,429 --> 02:33:39,439
into those recommendations. The above
 

7679
02:33:39,439 --> 02:33:41,830
into those recommendations. The above
data helped us determine where to focus

7680
02:33:41,830 --> 02:33:41,840
data helped us determine where to focus
 

7681
02:33:41,840 --> 02:33:45,429
data helped us determine where to focus
first, what can be built out over time,

7682
02:33:45,429 --> 02:33:45,439
first, what can be built out over time,
 

7683
02:33:45,439 --> 02:33:47,910
first, what can be built out over time,
and how we can best support students

7684
02:33:47,910 --> 02:33:47,920
and how we can best support students
 

7685
02:33:47,920 --> 02:33:52,630
and how we can best support students
across the district moving forward.

7686
02:33:52,630 --> 02:33:52,640

 

7687
02:33:52,640 --> 02:33:55,349

And now we are going to open up the

7688
02:33:55,349 --> 02:33:55,359
And now we are going to open up the
 

7689
02:33:55,359 --> 02:33:57,429
And now we are going to open up the
presentation for questions. Sen and I

7690
02:33:57,429 --> 02:33:57,439
presentation for questions. Sen and I
 

7691
02:33:57,439 --> 02:34:01,590
presentation for questions. Sen and I
are happy to answer.

7692
02:34:01,590 --> 02:34:01,600

 

7693
02:34:01,600 --> 02:34:04,469

Thank you for that very thorough

7694
02:34:04,469 --> 02:34:04,479
Thank you for that very thorough
 

7695
02:34:04,479 --> 02:34:06,710
Thank you for that very thorough
discuss conversation. Dr. Anderson wants

7696
02:34:06,710 --> 02:34:06,720
discuss conversation. Dr. Anderson wants
 

7697
02:34:06,720 --> 02:34:08,070
discuss conversation. Dr. Anderson wants
to kick us off with questions. I can

7698
02:34:08,070 --> 02:34:08,080
to kick us off with questions. I can
 

7699
02:34:08,080 --> 02:34:09,110
to kick us off with questions. I can
see.

7700
02:34:09,110 --> 02:34:09,120
see.
 

7701
02:34:09,120 --> 02:34:12,070
see.
>> Thank you. Um, you know, board members,

7702
02:34:12,070 --> 02:34:12,080
>> Thank you. Um, you know, board members,
 

7703
02:34:12,080 --> 02:34:16,550
>> Thank you. Um, you know, board members,
as you can see, uh, the need for mental

7704
02:34:16,550 --> 02:34:16,560
as you can see, uh, the need for mental
 

7705
02:34:16,560 --> 02:34:18,150
as you can see, uh, the need for mental
health advocates and mental health

7706
02:34:18,150 --> 02:34:18,160
health advocates and mental health
 

7707
02:34:18,160 --> 02:34:21,030
health advocates and mental health
support continues to grow. Uh, you know,

7708
02:34:21,030 --> 02:34:21,040
support continues to grow. Uh, you know,
 

7709
02:34:21,040 --> 02:34:24,070
support continues to grow. Uh, you know,
I think that that is, um,

7710
02:34:24,070 --> 02:34:24,080
I think that that is, um,
 

7711
02:34:24,080 --> 02:34:27,110
I think that that is, um,
that is that is a growing trend. Um, and

7712
02:34:27,110 --> 02:34:27,120
that is that is a growing trend. Um, and
 

7713
02:34:27,120 --> 02:34:29,190
that is that is a growing trend. Um, and
as we know and think about the resources

7714
02:34:29,190 --> 02:34:29,200
as we know and think about the resources
 

7715
02:34:29,200 --> 02:34:31,510
as we know and think about the resources
that we get to support mental health in

7716
02:34:31,510 --> 02:34:31,520
that we get to support mental health in
 

7717
02:34:31,520 --> 02:34:34,469
that we get to support mental health in
our school district, um, th those are

7718
02:34:34,469 --> 02:34:34,479
our school district, um, th those are
 

7719
02:34:34,479 --> 02:34:37,110
our school district, um, th those are
are not I they're not they're not

7720
02:34:37,110 --> 02:34:37,120
are not I they're not they're not
 

7721
02:34:37,120 --> 02:34:40,550
are not I they're not they're not
directly correlated to our need. Uh, so

7722
02:34:40,550 --> 02:34:40,560
directly correlated to our need. Uh, so
 

7723
02:34:40,560 --> 02:34:42,630
directly correlated to our need. Uh, so
if the need goes up, there's no extra

7724
02:34:42,630 --> 02:34:42,640
if the need goes up, there's no extra
 

7725
02:34:42,640 --> 02:34:45,190
if the need goes up, there's no extra
dollars to support the mental health of

7726
02:34:45,190 --> 02:34:45,200
dollars to support the mental health of
 

7727
02:34:45,200 --> 02:34:48,790
dollars to support the mental health of
of of students that are in our school

7728
02:34:48,790 --> 02:34:48,800
of of students that are in our school
 

7729
02:34:48,800 --> 02:34:50,309
of of students that are in our school
district. and we we do a lot of

7730
02:34:50,309 --> 02:34:50,319
district. and we we do a lot of
 

7731
02:34:50,319 --> 02:34:53,270
district. and we we do a lot of
proactive work to help kids so they can

7732
02:34:53,270 --> 02:34:53,280
proactive work to help kids so they can
 

7733
02:34:53,280 --> 02:34:57,590
proactive work to help kids so they can
they can be mentally ready to learn. Um

7734
02:34:57,590 --> 02:34:57,600
they can be mentally ready to learn. Um
 

7735
02:34:57,600 --> 02:34:59,190
they can be mentally ready to learn. Um
and so I would just say that this the

7736
02:34:59,190 --> 02:34:59,200
and so I would just say that this the
 

7737
02:34:59,200 --> 02:35:01,830
and so I would just say that this the
the declining resources

7738
02:35:01,830 --> 02:35:01,840
the declining resources
 

7739
02:35:01,840 --> 02:35:05,670
the declining resources
uh is a challenge for us. And then also

7740
02:35:05,670 --> 02:35:05,680
uh is a challenge for us. And then also
 

7741
02:35:05,680 --> 02:35:07,830
uh is a challenge for us. And then also
uh this is where some of the small

7742
02:35:07,830 --> 02:35:07,840
uh this is where some of the small
 

7743
02:35:07,840 --> 02:35:09,349
uh this is where some of the small
school

7744
02:35:09,349 --> 02:35:09,359
school
 

7745
02:35:09,359 --> 02:35:11,270
school
challenge that we discussed as we

7746
02:35:11,270 --> 02:35:11,280
challenge that we discussed as we
 

7747
02:35:11,280 --> 02:35:13,990
challenge that we discussed as we
discussed declining role at re declining

7748
02:35:13,990 --> 02:35:14,000
discussed declining role at re declining
 

7749
02:35:14,000 --> 02:35:16,710
discussed declining role at re declining
enrollment really shows itself because

7750
02:35:16,710 --> 02:35:16,720
enrollment really shows itself because
 

7751
02:35:16,720 --> 02:35:18,469
enrollment really shows itself because
when you have growing needs and you're

7752
02:35:18,469 --> 02:35:18,479
when you have growing needs and you're
 

7753
02:35:18,479 --> 02:35:19,910
when you have growing needs and you're
going from full-time to halftime

7754
02:35:19,910 --> 02:35:19,920
going from full-time to halftime
 

7755
02:35:19,920 --> 02:35:21,429
going from full-time to halftime
counselors and you're reducing the

7756
02:35:21,429 --> 02:35:21,439
counselors and you're reducing the
 

7757
02:35:21,439 --> 02:35:24,230
counselors and you're reducing the
number of mental health advocates. uh

7758
02:35:24,230 --> 02:35:24,240
number of mental health advocates. uh
 

7759
02:35:24,240 --> 02:35:27,270
number of mental health advocates. uh
you know thinking about how you can have

7760
02:35:27,270 --> 02:35:27,280
you know thinking about how you can have
 

7761
02:35:27,280 --> 02:35:29,030
you know thinking about how you can have
schools that are more filled with kids

7762
02:35:29,030 --> 02:35:29,040
schools that are more filled with kids
 

7763
02:35:29,040 --> 02:35:31,910
schools that are more filled with kids
and resourced fully versus smaller

7764
02:35:31,910 --> 02:35:31,920
and resourced fully versus smaller
 

7765
02:35:31,920 --> 02:35:34,550
and resourced fully versus smaller
schools that are partially resourced. I

7766
02:35:34,550 --> 02:35:34,560
schools that are partially resourced. I
 

7767
02:35:34,560 --> 02:35:37,349
schools that are partially resourced. I
do think that that that comes into play.

7768
02:35:37,349 --> 02:35:37,359
do think that that that comes into play.
 

7769
02:35:37,359 --> 02:35:39,590
do think that that that comes into play.
Um so I just kind of wanted to lead with

7770
02:35:39,590 --> 02:35:39,600
Um so I just kind of wanted to lead with
 

7771
02:35:39,600 --> 02:35:42,230
Um so I just kind of wanted to lead with
those two ideas.

7772
02:35:42,230 --> 02:35:42,240
those two ideas.
 

7773
02:35:42,240 --> 02:35:43,910
those two ideas.
I have a question looking kind of just

7774
02:35:43,910 --> 02:35:43,920
I have a question looking kind of just
 

7775
02:35:43,920 --> 02:35:45,429
I have a question looking kind of just
doing some quick math as you were

7776
02:35:45,429 --> 02:35:45,439
doing some quick math as you were
 

7777
02:35:45,439 --> 02:35:49,510
doing some quick math as you were
presenting. The suicide uh risk reviews,

7778
02:35:49,510 --> 02:35:49,520
presenting. The suicide uh risk reviews,
 

7779
02:35:49,520 --> 02:35:51,750
presenting. The suicide uh risk reviews,
the um request for mental health

7780
02:35:51,750 --> 02:35:51,760
the um request for mental health
 

7781
02:35:51,760 --> 02:35:54,630
the um request for mental health
advocate support and the safe to tell

7782
02:35:54,630 --> 02:35:54,640
advocate support and the safe to tell
 

7783
02:35:54,640 --> 02:35:56,790
advocate support and the safe to tell
reports all were higher in the first

7784
02:35:56,790 --> 02:35:56,800
reports all were higher in the first
 

7785
02:35:56,800 --> 02:35:58,870
reports all were higher in the first
semester than in the second semester.

7786
02:35:58,870 --> 02:35:58,880
semester than in the second semester.
 

7787
02:35:58,880 --> 02:36:02,230
semester than in the second semester.
And I'm wondering

7788
02:36:02,230 --> 02:36:02,240
And I'm wondering
 

7789
02:36:02,240 --> 02:36:04,469
And I'm wondering
as we think about academic stress and

7790
02:36:04,469 --> 02:36:04,479
as we think about academic stress and
 

7791
02:36:04,479 --> 02:36:06,070
as we think about academic stress and
the the conditions in which our students

7792
02:36:06,070 --> 02:36:06,080
the the conditions in which our students
 

7793
02:36:06,080 --> 02:36:09,590
the the conditions in which our students
are showing up to school like if we have

7794
02:36:09,590 --> 02:36:09,600
are showing up to school like if we have
 

7795
02:36:09,600 --> 02:36:11,110
are showing up to school like if we have
if there's something at the start of the

7796
02:36:11,110 --> 02:36:11,120
if there's something at the start of the
 

7797
02:36:11,120 --> 02:36:13,590
if there's something at the start of the
year that maybe not that are we could

7798
02:36:13,590 --> 02:36:13,600
year that maybe not that are we could
 

7799
02:36:13,600 --> 02:36:15,110
year that maybe not that are we could
help our students with to prepare or

7800
02:36:15,110 --> 02:36:15,120
help our students with to prepare or
 

7801
02:36:15,120 --> 02:36:16,710
help our students with to prepare or
what that might be or in the future just

7802
02:36:16,710 --> 02:36:16,720
what that might be or in the future just
 

7803
02:36:16,720 --> 02:36:18,550
what that might be or in the future just
looking at the data in those. I know

7804
02:36:18,550 --> 02:36:18,560
looking at the data in those. I know
 

7805
02:36:18,560 --> 02:36:20,150
looking at the data in those. I know
sometimes we've seen data on different

7806
02:36:20,150 --> 02:36:20,160
sometimes we've seen data on different
 

7807
02:36:20,160 --> 02:36:22,389
sometimes we've seen data on different
items that kind of show the monthtomonth

7808
02:36:22,389 --> 02:36:22,399
items that kind of show the monthtomonth
 

7809
02:36:22,399 --> 02:36:23,990
items that kind of show the monthtomonth
like is it correlated with the start of

7810
02:36:23,990 --> 02:36:24,000
like is it correlated with the start of
 

7811
02:36:24,000 --> 02:36:25,110
like is it correlated with the start of
the school year and there's a lot of

7812
02:36:25,110 --> 02:36:25,120
the school year and there's a lot of
 

7813
02:36:25,120 --> 02:36:26,469
the school year and there's a lot of
unknown expectations and I'm feeling

7814
02:36:26,469 --> 02:36:26,479
unknown expectations and I'm feeling
 

7815
02:36:26,479 --> 02:36:27,830
unknown expectations and I'm feeling
overwhelmed. I can't get out of the

7816
02:36:27,830 --> 02:36:27,840
overwhelmed. I can't get out of the
 

7817
02:36:27,840 --> 02:36:29,349
overwhelmed. I can't get out of the
class that I thought I was capable of

7818
02:36:29,349 --> 02:36:29,359
class that I thought I was capable of
 

7819
02:36:29,359 --> 02:36:31,190
class that I thought I was capable of
taking, but it's now it's too hard. Is

7820
02:36:31,190 --> 02:36:31,200
taking, but it's now it's too hard. Is
 

7821
02:36:31,200 --> 02:36:33,750
taking, but it's now it's too hard. Is
it midterm? Like I'm curious if over

7822
02:36:33,750 --> 02:36:33,760
it midterm? Like I'm curious if over
 

7823
02:36:33,760 --> 02:36:36,070
it midterm? Like I'm curious if over
time just because for all of the all

7824
02:36:36,070 --> 02:36:36,080
time just because for all of the all
 

7825
02:36:36,080 --> 02:36:37,510
time just because for all of the all
three of those types of reports the

7826
02:36:37,510 --> 02:36:37,520
three of those types of reports the
 

7827
02:36:37,520 --> 02:36:40,309
three of those types of reports the
numbers were larger in the start of the

7828
02:36:40,309 --> 02:36:40,319
numbers were larger in the start of the
 

7829
02:36:40,319 --> 02:36:42,550
numbers were larger in the start of the
semester and like really supporting our

7830
02:36:42,550 --> 02:36:42,560
semester and like really supporting our
 

7831
02:36:42,560 --> 02:36:44,870
semester and like really supporting our
kids um early will help them be

7832
02:36:44,870 --> 02:36:44,880
kids um early will help them be
 

7833
02:36:44,880 --> 02:36:45,990
kids um early will help them be
successful throughout the year. So I'm

7834
02:36:45,990 --> 02:36:46,000
successful throughout the year. So I'm
 

7835
02:36:46,000 --> 02:36:47,910
successful throughout the year. So I'm
just kind of curious in the future to

7836
02:36:47,910 --> 02:36:47,920
just kind of curious in the future to
 

7837
02:36:47,920 --> 02:36:50,070
just kind of curious in the future to
dig into that a little bit more so we

7838
02:36:50,070 --> 02:36:50,080
dig into that a little bit more so we
 

7839
02:36:50,080 --> 02:36:51,750
dig into that a little bit more so we
can really make sure we're setting our

7840
02:36:51,750 --> 02:36:51,760
can really make sure we're setting our
 

7841
02:36:51,760 --> 02:36:53,990
can really make sure we're setting our
kids off on a positive trajectory. I

7842
02:36:53,990 --> 02:36:54,000
kids off on a positive trajectory. I
 

7843
02:36:54,000 --> 02:36:55,750
kids off on a positive trajectory. I
think that's as as you all contemplate

7844
02:36:55,750 --> 02:36:55,760
think that's as as you all contemplate
 

7845
02:36:55,760 --> 02:36:57,190
think that's as as you all contemplate
homework and grading policies, I think

7846
02:36:57,190 --> 02:36:57,200
homework and grading policies, I think
 

7847
02:36:57,200 --> 02:36:58,710
homework and grading policies, I think
that's an important data point for us to

7848
02:36:58,710 --> 02:36:58,720
that's an important data point for us to
 

7849
02:36:58,720 --> 02:37:01,270
that's an important data point for us to
see to see what we can get to the extent

7850
02:37:01,270 --> 02:37:01,280
see to see what we can get to the extent
 

7851
02:37:01,280 --> 02:37:03,110
see to see what we can get to the extent
that we could create a visualization

7852
02:37:03,110 --> 02:37:03,120
that we could create a visualization
 

7853
02:37:03,120 --> 02:37:04,469
that we could create a visualization
that's similar to the discipline

7854
02:37:04,469 --> 02:37:04,479
that's similar to the discipline
 

7855
02:37:04,479 --> 02:37:07,030
that's similar to the discipline
referrals by month. Um I'm wondering

7856
02:37:07,030 --> 02:37:07,040
referrals by month. Um I'm wondering
 

7857
02:37:07,040 --> 02:37:08,389
referrals by month. Um I'm wondering
I'll have to go back to the team, but I

7858
02:37:08,389 --> 02:37:08,399
I'll have to go back to the team, but I
 

7859
02:37:08,399 --> 02:37:09,830
I'll have to go back to the team, but I
could see what see where that be would

7860
02:37:09,830 --> 02:37:09,840
could see what see where that be would
 

7861
02:37:09,840 --> 02:37:12,950
could see what see where that be would
be something to take into consideration.

7862
02:37:12,950 --> 02:37:12,960
be something to take into consideration.
 

7863
02:37:12,960 --> 02:37:15,429
be something to take into consideration.
I think another area that um impacts

7864
02:37:15,429 --> 02:37:15,439
I think another area that um impacts
 

7865
02:37:15,439 --> 02:37:17,349
I think another area that um impacts
that as well is we are coming off a

7866
02:37:17,349 --> 02:37:17,359
that as well is we are coming off a
 

7867
02:37:17,359 --> 02:37:20,230
that as well is we are coming off a
summer and so students don't have that

7868
02:37:20,230 --> 02:37:20,240
summer and so students don't have that
 

7869
02:37:20,240 --> 02:37:23,670
summer and so students don't have that
direct um supportive adult in a school

7870
02:37:23,670 --> 02:37:23,680
direct um supportive adult in a school
 

7871
02:37:23,680 --> 02:37:25,670
direct um supportive adult in a school
system to talk to day-to-day. So

7872
02:37:25,670 --> 02:37:25,680
system to talk to day-to-day. So
 

7873
02:37:25,680 --> 02:37:27,590
system to talk to day-to-day. So
oftentimes when we come back to school

7874
02:37:27,590 --> 02:37:27,600
oftentimes when we come back to school
 

7875
02:37:27,600 --> 02:37:29,990
oftentimes when we come back to school
our providers are you know inundated

7876
02:37:29,990 --> 02:37:30,000
our providers are you know inundated
 

7877
02:37:30,000 --> 02:37:31,429
our providers are you know inundated
with the different amounts of supports

7878
02:37:31,429 --> 02:37:31,439
with the different amounts of supports
 

7879
02:37:31,439 --> 02:37:34,150
with the different amounts of supports
for our students to share what has

7880
02:37:34,150 --> 02:37:34,160
for our students to share what has
 

7881
02:37:34,160 --> 02:37:35,429
for our students to share what has
happened throughout the summer months

7882
02:37:35,429 --> 02:37:35,439
happened throughout the summer months
 

7883
02:37:35,439 --> 02:37:38,309
happened throughout the summer months
when they didn't have that directly um

7884
02:37:38,309 --> 02:37:38,319
when they didn't have that directly um
 

7885
02:37:38,319 --> 02:37:40,230
when they didn't have that directly um
connected supportive adult around them

7886
02:37:40,230 --> 02:37:40,240
connected supportive adult around them
 

7887
02:37:40,240 --> 02:37:44,870
connected supportive adult around them
every day.

7888
02:37:44,870 --> 02:37:44,880

 

7889
02:37:44,880 --> 02:37:46,309

Alex.

7890
02:37:46,309 --> 02:37:46,319
Alex.
 

7891
02:37:46,319 --> 02:37:48,550
Alex.
>> Yeah. Um, thank you very much for this

7892
02:37:48,550 --> 02:37:48,560
>> Yeah. Um, thank you very much for this
 

7893
02:37:48,560 --> 02:37:50,469
>> Yeah. Um, thank you very much for this
really important work and for this

7894
02:37:50,469 --> 02:37:50,479
really important work and for this
 

7895
02:37:50,479 --> 02:37:53,990
really important work and for this
update. Um, uh, some of my questions are

7896
02:37:53,990 --> 02:37:54,000
update. Um, uh, some of my questions are
 

7897
02:37:54,000 --> 02:37:55,590
update. Um, uh, some of my questions are
related sort of about information and

7898
02:37:55,590 --> 02:37:55,600
related sort of about information and
 

7899
02:37:55,600 --> 02:37:56,950
related sort of about information and
they don't mean to imply that we're not

7900
02:37:56,950 --> 02:37:56,960
they don't mean to imply that we're not
 

7901
02:37:56,960 --> 02:37:58,550
they don't mean to imply that we're not
doing the right thing. Just as a

7902
02:37:58,550 --> 02:37:58,560
doing the right thing. Just as a
 

7903
02:37:58,560 --> 02:38:00,630
doing the right thing. Just as a
governing board member, I'm kind of

7904
02:38:00,630 --> 02:38:00,640
governing board member, I'm kind of
 

7905
02:38:00,640 --> 02:38:02,550
governing board member, I'm kind of
disappointed in the information that I

7906
02:38:02,550 --> 02:38:02,560
disappointed in the information that I
 

7907
02:38:02,560 --> 02:38:04,950
disappointed in the information that I
have to have insight into it. Um, for

7908
02:38:04,950 --> 02:38:04,960
have to have insight into it. Um, for
 

7909
02:38:04,960 --> 02:38:06,870
have to have insight into it. Um, for
one I I mean I think about when I came

7910
02:38:06,870 --> 02:38:06,880
one I I mean I think about when I came
 

7911
02:38:06,880 --> 02:38:09,190
one I I mean I think about when I came
in I was I knew we were doing a lot big

7912
02:38:09,190 --> 02:38:09,200
in I was I knew we were doing a lot big
 

7913
02:38:09,200 --> 02:38:10,790
in I was I knew we were doing a lot big
priority and I was a big advocate of

7914
02:38:10,790 --> 02:38:10,800
priority and I was a big advocate of
 

7915
02:38:10,800 --> 02:38:13,190
priority and I was a big advocate of
getting evaluation to be part of this so

7916
02:38:13,190 --> 02:38:13,200
getting evaluation to be part of this so
 

7917
02:38:13,200 --> 02:38:14,389
getting evaluation to be part of this so
that we could know what's working and

7918
02:38:14,389 --> 02:38:14,399
that we could know what's working and
 

7919
02:38:14,399 --> 02:38:16,950
that we could know what's working and
what's not working. And I am frankly

7920
02:38:16,950 --> 02:38:16,960
what's not working. And I am frankly
 

7921
02:38:16,960 --> 02:38:18,950
what's not working. And I am frankly
underwhelmed by the Renee Crowns

7922
02:38:18,950 --> 02:38:18,960
underwhelmed by the Renee Crowns
 

7923
02:38:18,960 --> 02:38:20,790
underwhelmed by the Renee Crowns
information that we've got from it in

7924
02:38:20,790 --> 02:38:20,800
information that we've got from it in
 

7925
02:38:20,800 --> 02:38:23,429
information that we've got from it in
terms of the findings and insight. And I

7926
02:38:23,429 --> 02:38:23,439
terms of the findings and insight. And I
 

7927
02:38:23,439 --> 02:38:26,070
terms of the findings and insight. And I
and I'm I'm really like I don't know if

7928
02:38:26,070 --> 02:38:26,080
and I'm I'm really like I don't know if
 

7929
02:38:26,080 --> 02:38:27,750
and I'm I'm really like I don't know if
more reporting is a good thing because

7930
02:38:27,750 --> 02:38:27,760
more reporting is a good thing because
 

7931
02:38:27,760 --> 02:38:29,190
more reporting is a good thing because
things that weren't reported are now

7932
02:38:29,190 --> 02:38:29,200
things that weren't reported are now
 

7933
02:38:29,200 --> 02:38:31,349
things that weren't reported are now
reported or if the thing that's worth

7934
02:38:31,349 --> 02:38:31,359
reported or if the thing that's worth
 

7935
02:38:31,359 --> 02:38:33,429
reported or if the thing that's worth
reporting is going up. Like without

7936
02:38:33,429 --> 02:38:33,439
reporting is going up. Like without
 

7937
02:38:33,439 --> 02:38:36,389
reporting is going up. Like without
knowing whether an SRSR is a good thing

7938
02:38:36,389 --> 02:38:36,399
knowing whether an SRSR is a good thing
 

7939
02:38:36,399 --> 02:38:39,670
knowing whether an SRSR is a good thing
to have had or um uh or what the

7940
02:38:39,670 --> 02:38:39,680
to have had or um uh or what the
 

7941
02:38:39,680 --> 02:38:41,510
to have had or um uh or what the
underlying thing that's reported, it's

7942
02:38:41,510 --> 02:38:41,520
underlying thing that's reported, it's
 

7943
02:38:41,520 --> 02:38:43,429
underlying thing that's reported, it's
really hard to interpret whether we've

7944
02:38:43,429 --> 02:38:43,439
really hard to interpret whether we've
 

7945
02:38:43,439 --> 02:38:46,070
really hard to interpret whether we've
improved people's knowledge of the

7946
02:38:46,070 --> 02:38:46,080
improved people's knowledge of the
 

7947
02:38:46,080 --> 02:38:48,070
improved people's knowledge of the
mechanisms to report or whether we have

7948
02:38:48,070 --> 02:38:48,080
mechanisms to report or whether we have
 

7949
02:38:48,080 --> 02:38:50,389
mechanisms to report or whether we have
a 40% increase year-over-year in terms

7950
02:38:50,389 --> 02:38:50,399
a 40% increase year-over-year in terms
 

7951
02:38:50,399 --> 02:38:52,469
a 40% increase year-over-year in terms
of the bad thing that's being reported.

7952
02:38:52,469 --> 02:38:52,479
of the bad thing that's being reported.
 

7953
02:38:52,479 --> 02:38:55,030
of the bad thing that's being reported.
So I'm I'm left just not knowing very

7954
02:38:55,030 --> 02:38:55,040
So I'm I'm left just not knowing very
 

7955
02:38:55,040 --> 02:39:00,710
So I'm I'm left just not knowing very
much from this. Um you know uh

7956
02:39:00,710 --> 02:39:00,720
much from this. Um you know uh
 

7957
02:39:00,720 --> 02:39:02,630
much from this. Um you know uh
is it possible to catch you know what's

7958
02:39:02,630 --> 02:39:02,640
is it possible to catch you know what's
 

7959
02:39:02,640 --> 02:39:04,230
is it possible to catch you know what's
the estimate from other data to

7960
02:39:04,230 --> 02:39:04,240
the estimate from other data to
 

7961
02:39:04,240 --> 02:39:06,309
the estimate from other data to
triangulate whether the SSRS are

7962
02:39:06,309 --> 02:39:06,319
triangulate whether the SSRS are
 

7963
02:39:06,319 --> 02:39:08,309
triangulate whether the SSRS are
catching all the kids who needed it? Can

7964
02:39:08,309 --> 02:39:08,319
catching all the kids who needed it? Can
 

7965
02:39:08,319 --> 02:39:10,230
catching all the kids who needed it? Can
we use the healthy kids Colorado data

7966
02:39:10,230 --> 02:39:10,240
we use the healthy kids Colorado data
 

7967
02:39:10,240 --> 02:39:12,070
we use the healthy kids Colorado data
and see if our data on bullying is

7968
02:39:12,070 --> 02:39:12,080
and see if our data on bullying is
 

7969
02:39:12,080 --> 02:39:14,150
and see if our data on bullying is
wildly different from what kids are

7970
02:39:14,150 --> 02:39:14,160
wildly different from what kids are
 

7971
02:39:14,160 --> 02:39:16,950
wildly different from what kids are
reporting in other instruments? Um, so I

7972
02:39:16,950 --> 02:39:16,960
reporting in other instruments? Um, so I
 

7973
02:39:16,960 --> 02:39:19,990
reporting in other instruments? Um, so I
would love to see a more uh

7974
02:39:19,990 --> 02:39:20,000
would love to see a more uh
 

7975
02:39:20,000 --> 02:39:22,469
would love to see a more uh
evidence-based understanding of it and I

7976
02:39:22,469 --> 02:39:22,479
evidence-based understanding of it and I
 

7977
02:39:22,479 --> 02:39:24,710
evidence-based understanding of it and I
need to understand when we do get stuff

7978
02:39:24,710 --> 02:39:24,720
need to understand when we do get stuff
 

7979
02:39:24,720 --> 02:39:26,550
need to understand when we do get stuff
reported like whether we think a big

7980
02:39:26,550 --> 02:39:26,560
reported like whether we think a big
 

7981
02:39:26,560 --> 02:39:29,750
reported like whether we think a big
number is a good or bad thing um and how

7982
02:39:29,750 --> 02:39:29,760
number is a good or bad thing um and how
 

7983
02:39:29,760 --> 02:39:31,830
number is a good or bad thing um and how
that relates to the phenomenon we're

7984
02:39:31,830 --> 02:39:31,840
that relates to the phenomenon we're
 

7985
02:39:31,840 --> 02:39:33,510
that relates to the phenomenon we're
trying to understand more deeply and I I

7986
02:39:33,510 --> 02:39:33,520
trying to understand more deeply and I I
 

7987
02:39:33,520 --> 02:39:35,429
trying to understand more deeply and I I
just don't see it yet. And then on a

7988
02:39:35,429 --> 02:39:35,439
just don't see it yet. And then on a
 

7989
02:39:35,439 --> 02:39:36,950
just don't see it yet. And then on a
couple of just substantive things, one

7990
02:39:36,950 --> 02:39:36,960
couple of just substantive things, one
 

7991
02:39:36,960 --> 02:39:37,990
couple of just substantive things, one
of the things that makes me nervous

7992
02:39:37,990 --> 02:39:38,000
of the things that makes me nervous
 

7993
02:39:38,000 --> 02:39:40,950
of the things that makes me nervous
about report uh safe to tell is that

7994
02:39:40,950 --> 02:39:40,960
about report uh safe to tell is that
 

7995
02:39:40,960 --> 02:39:43,510
about report uh safe to tell is that
we're putting it on kids uh to report

7996
02:39:43,510 --> 02:39:43,520
we're putting it on kids uh to report
 

7997
02:39:43,520 --> 02:39:46,790
we're putting it on kids uh to report
their their peers mental health issues.

7998
02:39:46,790 --> 02:39:46,800
their their peers mental health issues.
 

7999
02:39:46,800 --> 02:39:48,389
their their peers mental health issues.
And I can tell you how many times I've

8000
02:39:48,389 --> 02:39:48,399
And I can tell you how many times I've
 

8001
02:39:48,399 --> 02:39:49,910
And I can tell you how many times I've
heard of people who end up leaving the

8002
02:39:49,910 --> 02:39:49,920
heard of people who end up leaving the
 

8003
02:39:49,920 --> 02:39:51,270
heard of people who end up leaving the
district because their kid reported

8004
02:39:51,270 --> 02:39:51,280
district because their kid reported
 

8005
02:39:51,280 --> 02:39:53,190
district because their kid reported
somebody else's mental health crisis and

8006
02:39:53,190 --> 02:39:53,200
somebody else's mental health crisis and
 

8007
02:39:53,200 --> 02:39:55,030
somebody else's mental health crisis and
they suddenly lose their entire health

8008
02:39:55,030 --> 02:39:55,040
they suddenly lose their entire health
 

8009
02:39:55,040 --> 02:39:58,070
they suddenly lose their entire health
group. I mean entire friend group. So I

8010
02:39:58,070 --> 02:39:58,080
group. I mean entire friend group. So I
 

8011
02:39:58,080 --> 02:39:59,429
group. I mean entire friend group. So I
really want on the mental health world

8012
02:39:59,429 --> 02:39:59,439
really want on the mental health world
 

8013
02:39:59,439 --> 02:40:00,950
really want on the mental health world
to check in on the kids who are doing

8014
02:40:00,950 --> 02:40:00,960
to check in on the kids who are doing
 

8015
02:40:00,960 --> 02:40:03,590
to check in on the kids who are doing
the reporting as well as the kids uh who

8016
02:40:03,590 --> 02:40:03,600
the reporting as well as the kids uh who
 

8017
02:40:03,600 --> 02:40:06,389
the reporting as well as the kids uh who
are reported on. I know safe to tell can

8018
02:40:06,389 --> 02:40:06,399
are reported on. I know safe to tell can
 

8019
02:40:06,399 --> 02:40:08,150
are reported on. I know safe to tell can
be anonymous but I I know multiple

8020
02:40:08,150 --> 02:40:08,160
be anonymous but I I know multiple
 

8021
02:40:08,160 --> 02:40:11,190
be anonymous but I I know multiple
people whose kids uh social experience

8022
02:40:11,190 --> 02:40:11,200
people whose kids uh social experience
 

8023
02:40:11,200 --> 02:40:12,790
people whose kids uh social experience
own mental health staying in the

8024
02:40:12,790 --> 02:40:12,800
own mental health staying in the
 

8025
02:40:12,800 --> 02:40:14,630
own mental health staying in the
district changed because they made a

8026
02:40:14,630 --> 02:40:14,640
district changed because they made a
 

8027
02:40:14,640 --> 02:40:16,790
district changed because they made a
report on another kid's suicide risk.

8028
02:40:16,790 --> 02:40:16,800
report on another kid's suicide risk.
 

8029
02:40:16,800 --> 02:40:19,750
report on another kid's suicide risk.
And so I I really feel frustrated in

8030
02:40:19,750 --> 02:40:19,760
And so I I really feel frustrated in
 

8031
02:40:19,760 --> 02:40:20,950
And so I I really feel frustrated in
these topics because they're so

8032
02:40:20,950 --> 02:40:20,960
these topics because they're so
 

8033
02:40:20,960 --> 02:40:22,870
these topics because they're so
important. We have to I think we need to

8034
02:40:22,870 --> 02:40:22,880
important. We have to I think we need to
 

8035
02:40:22,880 --> 02:40:24,710
important. We have to I think we need to
make budgetary decisions to protect this

8036
02:40:24,710 --> 02:40:24,720
make budgetary decisions to protect this
 

8037
02:40:24,720 --> 02:40:26,550
make budgetary decisions to protect this
work and invest more in it. and we're

8038
02:40:26,550 --> 02:40:26,560
work and invest more in it. and we're
 

8039
02:40:26,560 --> 02:40:28,630
work and invest more in it. and we're
likely to have pressure to not do so.

8040
02:40:28,630 --> 02:40:28,640
likely to have pressure to not do so.
 

8041
02:40:28,640 --> 02:40:30,550
likely to have pressure to not do so.
The feds and the state will underfund us

8042
02:40:30,550 --> 02:40:30,560
The feds and the state will underfund us
 

8043
02:40:30,560 --> 02:40:32,150
The feds and the state will underfund us
going forward. So that's why I think

8044
02:40:32,150 --> 02:40:32,160
going forward. So that's why I think
 

8045
02:40:32,160 --> 02:40:34,389
going forward. So that's why I think
it's crucial to actually have a much

8046
02:40:34,389 --> 02:40:34,399
it's crucial to actually have a much
 

8047
02:40:34,399 --> 02:40:36,870
it's crucial to actually have a much
better level of insight into what kids

8048
02:40:36,870 --> 02:40:36,880
better level of insight into what kids
 

8049
02:40:36,880 --> 02:40:38,389
better level of insight into what kids
are feeling and how things are working.

8050
02:40:38,389 --> 02:40:38,399
are feeling and how things are working.
 

8051
02:40:38,399 --> 02:40:41,990
are feeling and how things are working.
And I just don't feel like we have it.

8052
02:40:41,990 --> 02:40:42,000
And I just don't feel like we have it.
 

8053
02:40:42,000 --> 02:40:44,070
And I just don't feel like we have it.
It's really tricky, right? And I think

8054
02:40:44,070 --> 02:40:44,080
It's really tricky, right? And I think
 

8055
02:40:44,080 --> 02:40:47,110
It's really tricky, right? And I think
about this a lot to the extent that you

8056
02:40:47,110 --> 02:40:47,120
about this a lot to the extent that you
 

8057
02:40:47,120 --> 02:40:49,190
about this a lot to the extent that you
know the data that's reporting out is

8058
02:40:49,190 --> 02:40:49,200
know the data that's reporting out is
 

8059
02:40:49,200 --> 02:40:51,670
know the data that's reporting out is
more of a current conditions versus

8060
02:40:51,670 --> 02:40:51,680
more of a current conditions versus
 

8061
02:40:51,680 --> 02:40:54,070
more of a current conditions versus
trend data because of actions of the

8062
02:40:54,070 --> 02:40:54,080
trend data because of actions of the
 

8063
02:40:54,080 --> 02:40:56,309
trend data because of actions of the
school district, right? to to think

8064
02:40:56,309 --> 02:40:56,319
school district, right? to to think
 

8065
02:40:56,319 --> 02:40:58,389
school district, right? to to think
about kids who are in mental health

8066
02:40:58,389 --> 02:40:58,399
about kids who are in mental health
 

8067
02:40:58,399 --> 02:41:01,990
about kids who are in mental health
crisis or or at risk of suicide. You

8068
02:41:01,990 --> 02:41:02,000
crisis or or at risk of suicide. You
 

8069
02:41:02,000 --> 02:41:03,590
crisis or or at risk of suicide. You
know, how many of those factors are

8070
02:41:03,590 --> 02:41:03,600
know, how many of those factors are
 

8071
02:41:03,600 --> 02:41:05,750
know, how many of those factors are
school related, home related, personal

8072
02:41:05,750 --> 02:41:05,760
school related, home related, personal
 

8073
02:41:05,760 --> 02:41:09,030
school related, home related, personal
related, I think is really almost

8074
02:41:09,030 --> 02:41:09,040
related, I think is really almost
 

8075
02:41:09,040 --> 02:41:11,750
related, I think is really almost
impossible to triangulate. Now, now that

8076
02:41:11,750 --> 02:41:11,760
impossible to triangulate. Now, now that
 

8077
02:41:11,760 --> 02:41:15,590
impossible to triangulate. Now, now that
being said, um as somebody who's also

8078
02:41:15,590 --> 02:41:15,600
being said, um as somebody who's also
 

8079
02:41:15,600 --> 02:41:18,309
being said, um as somebody who's also
data dri, it's it's really it's really I

8080
02:41:18,309 --> 02:41:18,319
data dri, it's it's really it's really I
 

8081
02:41:18,319 --> 02:41:21,270
data dri, it's it's really it's really I
think complicated um and challenging.

8082
02:41:21,270 --> 02:41:21,280
think complicated um and challenging.
 

8083
02:41:21,280 --> 02:41:23,349
think complicated um and challenging.
Um, I do think that there's other data

8084
02:41:23,349 --> 02:41:23,359
Um, I do think that there's other data
 

8085
02:41:23,359 --> 02:41:24,710
Um, I do think that there's other data
sources that we could potentially

8086
02:41:24,710 --> 02:41:24,720
sources that we could potentially
 

8087
02:41:24,720 --> 02:41:26,070
sources that we could potentially
triangulate, right? You know, you have

8088
02:41:26,070 --> 02:41:26,080
triangulate, right? You know, you have
 

8089
02:41:26,080 --> 02:41:27,910
triangulate, right? You know, you have
Healthy Kids Colorado, not but not

8090
02:41:27,910 --> 02:41:27,920
Healthy Kids Colorado, not but not
 

8091
02:41:27,920 --> 02:41:29,270
Healthy Kids Colorado, not but not
everybody takes that, right? So, you

8092
02:41:29,270 --> 02:41:29,280
everybody takes that, right? So, you
 

8093
02:41:29,280 --> 02:41:31,190
everybody takes that, right? So, you
could pull some of that data. Um, you

8094
02:41:31,190 --> 02:41:31,200
could pull some of that data. Um, you
 

8095
02:41:31,200 --> 02:41:33,030
could pull some of that data. Um, you
can pull some of the data on the suicide

8096
02:41:33,030 --> 02:41:33,040
can pull some of the data on the suicide
 

8097
02:41:33,040 --> 02:41:35,349
can pull some of the data on the suicide
risk reviews and mental health advocate

8098
02:41:35,349 --> 02:41:35,359
risk reviews and mental health advocate
 

8099
02:41:35,359 --> 02:41:37,830
risk reviews and mental health advocate
referrals. To your point, is safe to

8100
02:41:37,830 --> 02:41:37,840
referrals. To your point, is safe to
 

8101
02:41:37,840 --> 02:41:40,230
referrals. To your point, is safe to
tell. Is that awareness of the system?

8102
02:41:40,230 --> 02:41:40,240
tell. Is that awareness of the system?
 

8103
02:41:40,240 --> 02:41:43,110
tell. Is that awareness of the system?
Is that a bubble of mental health crisis

8104
02:41:43,110 --> 02:41:43,120
Is that a bubble of mental health crisis
 

8105
02:41:43,120 --> 02:41:44,790
Is that a bubble of mental health crisis
that's going through with from a

8106
02:41:44,790 --> 02:41:44,800
that's going through with from a
 

8107
02:41:44,800 --> 02:41:47,190
that's going through with from a
particular group of students? I think

8108
02:41:47,190 --> 02:41:47,200
particular group of students? I think
 

8109
02:41:47,200 --> 02:41:50,630
particular group of students? I think
that is super tricky. So, um, you know,

8110
02:41:50,630 --> 02:41:50,640
that is super tricky. So, um, you know,
 

8111
02:41:50,640 --> 02:41:52,870
that is super tricky. So, um, you know,
uh, I've I've thought about this. I do

8112
02:41:52,870 --> 02:41:52,880
uh, I've I've thought about this. I do
 

8113
02:41:52,880 --> 02:41:54,070
uh, I've I've thought about this. I do
think that we can continue to think

8114
02:41:54,070 --> 02:41:54,080
think that we can continue to think
 

8115
02:41:54,080 --> 02:41:56,630
think that we can continue to think
about it more, Alex, but I I don't I

8116
02:41:56,630 --> 02:41:56,640
about it more, Alex, but I I don't I
 

8117
02:41:56,640 --> 02:41:58,710
about it more, Alex, but I I don't I
think some of these things just are more

8118
02:41:58,710 --> 02:41:58,720
think some of these things just are more
 

8119
02:41:58,720 --> 02:42:02,309
think some of these things just are more
of a this is where things are right now.

8120
02:42:02,309 --> 02:42:02,319
of a this is where things are right now.
 

8121
02:42:02,319 --> 02:42:06,309
of a this is where things are right now.
Um versus a you know, I would never put

8122
02:42:06,309 --> 02:42:06,319
Um versus a you know, I would never put
 

8123
02:42:06,319 --> 02:42:09,910
Um versus a you know, I would never put
in a um um a superintendent goal or a

8124
02:42:09,910 --> 02:42:09,920
in a um um a superintendent goal or a
 

8125
02:42:09,920 --> 02:42:12,950
in a um um a superintendent goal or a
strategic plan. Um anything related to

8126
02:42:12,950 --> 02:42:12,960
strategic plan. Um anything related to
 

8127
02:42:12,960 --> 02:42:14,550
strategic plan. Um anything related to
some of these data points because I

8128
02:42:14,550 --> 02:42:14,560
some of these data points because I
 

8129
02:42:14,560 --> 02:42:16,309
some of these data points because I
think some of them are more community

8130
02:42:16,309 --> 02:42:16,319
think some of them are more community
 

8131
02:42:16,319 --> 02:42:18,309
think some of them are more community
conditions in addition to school-based

8132
02:42:18,309 --> 02:42:18,319
conditions in addition to school-based
 

8133
02:42:18,319 --> 02:42:22,870
conditions in addition to school-based
conditions. So, uh, but making the case,

8134
02:42:22,870 --> 02:42:22,880
conditions. So, uh, but making the case,
 

8135
02:42:22,880 --> 02:42:26,070
conditions. So, uh, but making the case,
right, is that's what makes what's makes

8136
02:42:26,070 --> 02:42:26,080
right, is that's what makes what's makes
 

8137
02:42:26,080 --> 02:42:27,910
right, is that's what makes what's makes
making the case hard. Like, if if I

8138
02:42:27,910 --> 02:42:27,920
making the case hard. Like, if if I
 

8139
02:42:27,920 --> 02:42:30,070
making the case hard. Like, if if I
staff out and if I were to add 10 mental

8140
02:42:30,070 --> 02:42:30,080
staff out and if I were to add 10 mental
 

8141
02:42:30,080 --> 02:42:33,190
staff out and if I were to add 10 mental
health advocates for next year,

8142
02:42:33,190 --> 02:42:33,200
health advocates for next year,
 

8143
02:42:33,200 --> 02:42:34,790
health advocates for next year,
I mean, I don't have any data from next

8144
02:42:34,790 --> 02:42:34,800
I mean, I don't have any data from next
 

8145
02:42:34,800 --> 02:42:36,469
I mean, I don't have any data from next
year on how many folks I would need to

8146
02:42:36,469 --> 02:42:36,479
year on how many folks I would need to
 

8147
02:42:36,479 --> 02:42:38,870
year on how many folks I would need to
respond, right? Like, so, uh, if you if

8148
02:42:38,870 --> 02:42:38,880
respond, right? Like, so, uh, if you if
 

8149
02:42:38,880 --> 02:42:40,550
respond, right? Like, so, uh, if you if
you're always using lagging lagging

8150
02:42:40,550 --> 02:42:40,560
you're always using lagging lagging
 

8151
02:42:40,560 --> 02:42:43,670
you're always using lagging lagging
data, then I think it's tricky. So um I

8152
02:42:43,670 --> 02:42:43,680
data, then I think it's tricky. So um I
 

8153
02:42:43,680 --> 02:42:46,950
data, then I think it's tricky. So um I
will say that uh you know making sure

8154
02:42:46,950 --> 02:42:46,960
will say that uh you know making sure
 

8155
02:42:46,960 --> 02:42:49,750
will say that uh you know making sure
that we have the right ecosystem dialing

8156
02:42:49,750 --> 02:42:49,760
that we have the right ecosystem dialing
 

8157
02:42:49,760 --> 02:42:52,870
that we have the right ecosystem dialing
into data by school right because you

8158
02:42:52,870 --> 02:42:52,880
into data by school right because you
 

8159
02:42:52,880 --> 02:42:54,469
into data by school right because you
know you could have outliers in this

8160
02:42:54,469 --> 02:42:54,479
know you could have outliers in this
 

8161
02:42:54,479 --> 02:42:56,150
know you could have outliers in this
data that are school-based where we

8162
02:42:56,150 --> 02:42:56,160
data that are school-based where we
 

8163
02:42:56,160 --> 02:42:58,070
data that are school-based where we
might really have a problem at one

8164
02:42:58,070 --> 02:42:58,080
might really have a problem at one
 

8165
02:42:58,080 --> 02:43:01,510
might really have a problem at one
school versus other schools. Um how do

8166
02:43:01,510 --> 02:43:01,520
school versus other schools. Um how do
 

8167
02:43:01,520 --> 02:43:04,070
school versus other schools. Um how do
we allocate mental health resources? Is

8168
02:43:04,070 --> 02:43:04,080
we allocate mental health resources? Is
 

8169
02:43:04,080 --> 02:43:05,990
we allocate mental health resources? Is
it the same everywhere or do we

8170
02:43:05,990 --> 02:43:06,000
it the same everywhere or do we
 

8171
02:43:06,000 --> 02:43:07,750
it the same everywhere or do we
highlight the flip the places where we

8172
02:43:07,750 --> 02:43:07,760
highlight the flip the places where we
 

8173
02:43:07,760 --> 02:43:10,550
highlight the flip the places where we
know we have more issues and then do we

8174
02:43:10,550 --> 02:43:10,560
know we have more issues and then do we
 

8175
02:43:10,560 --> 02:43:13,750
know we have more issues and then do we
differentiate based on trend data from

8176
02:43:13,750 --> 02:43:13,760
differentiate based on trend data from
 

8177
02:43:13,760 --> 02:43:17,270
differentiate based on trend data from
previous years. So um I'm open up I'm

8178
02:43:17,270 --> 02:43:17,280
previous years. So um I'm open up I'm
 

8179
02:43:17,280 --> 02:43:19,670
previous years. So um I'm open up I'm
always open to new ideas around how we

8180
02:43:19,670 --> 02:43:19,680
always open to new ideas around how we
 

8181
02:43:19,680 --> 02:43:22,389
always open to new ideas around how we
can better present data to to explain

8182
02:43:22,389 --> 02:43:22,399
can better present data to to explain
 

8183
02:43:22,399 --> 02:43:24,230
can better present data to to explain
what's happening or to assess what's

8184
02:43:24,230 --> 02:43:24,240
what's happening or to assess what's
 

8185
02:43:24,240 --> 02:43:28,309
what's happening or to assess what's
happening. I do think that um that there

8186
02:43:28,309 --> 02:43:28,319
happening. I do think that um that there
 

8187
02:43:28,319 --> 02:43:32,230
happening. I do think that um that there
may be some limitations in in um in some

8188
02:43:32,230 --> 02:43:32,240
may be some limitations in in um in some
 

8189
02:43:32,240 --> 02:43:35,830
may be some limitations in in um in some
of this data. Uh and I would say that to

8190
02:43:35,830 --> 02:43:35,840
of this data. Uh and I would say that to
 

8191
02:43:35,840 --> 02:43:38,070
of this data. Uh and I would say that to
um to the extent that the Renee Crown

8192
02:43:38,070 --> 02:43:38,080
um to the extent that the Renee Crown
 

8193
02:43:38,080 --> 02:43:41,110
um to the extent that the Renee Crown
Wellness Institute had a research

8194
02:43:41,110 --> 02:43:41,120
Wellness Institute had a research
 

8195
02:43:41,120 --> 02:43:44,790
Wellness Institute had a research
model uh that may have told us some

8196
02:43:44,790 --> 02:43:44,800
model uh that may have told us some
 

8197
02:43:44,800 --> 02:43:47,670
model uh that may have told us some
things that um we had already assumed we

8198
02:43:47,670 --> 02:43:47,680
things that um we had already assumed we
 

8199
02:43:47,680 --> 02:43:49,190
things that um we had already assumed we
knew. Like I think that's maybe some of

8200
02:43:49,190 --> 02:43:49,200
knew. Like I think that's maybe some of
 

8201
02:43:49,200 --> 02:43:51,110
knew. Like I think that's maybe some of
the frustration like we we spent a whole

8202
02:43:51,110 --> 02:43:51,120
the frustration like we we spent a whole
 

8203
02:43:51,120 --> 02:43:52,550
the frustration like we we spent a whole
year figuring out what like that you

8204
02:43:52,550 --> 02:43:52,560
year figuring out what like that you
 

8205
02:43:52,560 --> 02:43:54,230
year figuring out what like that you
know we kind of did we know some of this

8206
02:43:54,230 --> 02:43:54,240
know we kind of did we know some of this
 

8207
02:43:54,240 --> 02:43:58,389
know we kind of did we know some of this
already. Uh so so the validation and um

8208
02:43:58,389 --> 02:43:58,399
already. Uh so so the validation and um
 

8209
02:43:58,399 --> 02:44:00,230
already. Uh so so the validation and um
and then the the recommendations on some

8210
02:44:00,230 --> 02:44:00,240
and then the the recommendations on some
 

8211
02:44:00,240 --> 02:44:01,670
and then the the recommendations on some
of the key findings. I mean I think

8212
02:44:01,670 --> 02:44:01,680
of the key findings. I mean I think
 

8213
02:44:01,680 --> 02:44:03,190
of the key findings. I mean I think
they're nuance. I don't think there may

8214
02:44:03,190 --> 02:44:03,200
they're nuance. I don't think there may
 

8215
02:44:03,200 --> 02:44:05,910
they're nuance. I don't think there may
be transformational changes things like

8216
02:44:05,910 --> 02:44:05,920
be transformational changes things like
 

8217
02:44:05,920 --> 02:44:07,990
be transformational changes things like
uh folks aren't aware of the resources

8218
02:44:07,990 --> 02:44:08,000
uh folks aren't aware of the resources
 

8219
02:44:08,000 --> 02:44:09,510
uh folks aren't aware of the resources
right you could have intuitively figured

8220
02:44:09,510 --> 02:44:09,520
right you could have intuitively figured
 

8221
02:44:09,520 --> 02:44:11,429
right you could have intuitively figured
that out but we've validated that that's

8222
02:44:11,429 --> 02:44:11,439
that out but we've validated that that's
 

8223
02:44:11,439 --> 02:44:13,349
that out but we've validated that that's
something we need to do. Expanding

8224
02:44:13,349 --> 02:44:13,359
something we need to do. Expanding
 

8225
02:44:13,359 --> 02:44:14,710
something we need to do. Expanding
wellness centers we could have probably

8226
02:44:14,710 --> 02:44:14,720
wellness centers we could have probably
 

8227
02:44:14,720 --> 02:44:15,990
wellness centers we could have probably
intuitive figured that out. We've

8228
02:44:15,990 --> 02:44:16,000
intuitive figured that out. We've
 

8229
02:44:16,000 --> 02:44:18,469
intuitive figured that out. We've
validated that. Um what what didn't come

8230
02:44:18,469 --> 02:44:18,479
validated that. Um what what didn't come
 

8231
02:44:18,479 --> 02:44:20,469
validated that. Um what what didn't come
out of that study is that there was

8232
02:44:20,469 --> 02:44:20,479
out of that study is that there was
 

8233
02:44:20,479 --> 02:44:22,469
out of that study is that there was
something that we were doing that wasn't

8234
02:44:22,469 --> 02:44:22,479
something that we were doing that wasn't
 

8235
02:44:22,479 --> 02:44:24,309
something that we were doing that wasn't
massively not working or hurting or

8236
02:44:24,309 --> 02:44:24,319
massively not working or hurting or
 

8237
02:44:24,319 --> 02:44:27,990
massively not working or hurting or
harming kids. Um but uh certainly didn't

8238
02:44:27,990 --> 02:44:28,000
harming kids. Um but uh certainly didn't
 

8239
02:44:28,000 --> 02:44:30,309
harming kids. Um but uh certainly didn't
give us maybe some of the transformative

8240
02:44:30,309 --> 02:44:30,319
give us maybe some of the transformative
 

8241
02:44:30,319 --> 02:44:32,309
give us maybe some of the transformative
information that we would have hoped to

8242
02:44:32,309 --> 02:44:32,319
information that we would have hoped to
 

8243
02:44:32,319 --> 02:44:35,349
information that we would have hoped to
to to deepen work. Um but again, you

8244
02:44:35,349 --> 02:44:35,359
to to deepen work. Um but again, you
 

8245
02:44:35,359 --> 02:44:36,790
to to deepen work. Um but again, you
know, sometimes you do studies and

8246
02:44:36,790 --> 02:44:36,800
know, sometimes you do studies and
 

8247
02:44:36,800 --> 02:44:39,349
know, sometimes you do studies and
sometimes that you you know, you you you

8248
02:44:39,349 --> 02:44:39,359
sometimes that you you know, you you you
 

8249
02:44:39,359 --> 02:44:41,030
sometimes that you you know, you you you
find things or sometimes you validate

8250
02:44:41,030 --> 02:44:41,040
find things or sometimes you validate
 

8251
02:44:41,040 --> 02:44:43,110
find things or sometimes you validate
things that you may have known. So um I

8252
02:44:43,110 --> 02:44:43,120
things that you may have known. So um I
 

8253
02:44:43,120 --> 02:44:44,950
things that you may have known. So um I
do appreciate how data centered this

8254
02:44:44,950 --> 02:44:44,960
do appreciate how data centered this
 

8255
02:44:44,960 --> 02:44:47,830
do appreciate how data centered this
board is. I do appreciate the ways in

8256
02:44:47,830 --> 02:44:47,840
board is. I do appreciate the ways in
 

8257
02:44:47,840 --> 02:44:49,590
board is. I do appreciate the ways in
which we need to think about using data

8258
02:44:49,590 --> 02:44:49,600
which we need to think about using data
 

8259
02:44:49,600 --> 02:44:51,670
which we need to think about using data
to inform our community and inform our

8260
02:44:51,670 --> 02:44:51,680
to inform our community and inform our
 

8261
02:44:51,680 --> 02:44:53,429
to inform our community and inform our
practice and inform our investments and

8262
02:44:53,429 --> 02:44:53,439
practice and inform our investments and
 

8263
02:44:53,439 --> 02:44:56,550
practice and inform our investments and
inform our policy. And in this area, I

8264
02:44:56,550 --> 02:44:56,560
inform our policy. And in this area, I
 

8265
02:44:56,560 --> 02:44:57,750
inform our policy. And in this area, I
think there's some things that we could

8266
02:44:57,750 --> 02:44:57,760
think there's some things that we could
 

8267
02:44:57,760 --> 02:45:00,710
think there's some things that we could
probably strengthen, but also um some

8268
02:45:00,710 --> 02:45:00,720
probably strengthen, but also um some
 

8269
02:45:00,720 --> 02:45:02,389
probably strengthen, but also um some
limiting factors, but I do think that

8270
02:45:02,389 --> 02:45:02,399
limiting factors, but I do think that
 

8271
02:45:02,399 --> 02:45:03,990
limiting factors, but I do think that
there's things that we can consider that

8272
02:45:03,990 --> 02:45:04,000
there's things that we can consider that
 

8273
02:45:04,000 --> 02:45:05,429
there's things that we can consider that
we haven't considered previously. And

8274
02:45:05,429 --> 02:45:05,439
we haven't considered previously. And
 

8275
02:45:05,439 --> 02:45:07,830
we haven't considered previously. And
so, I know the team's been taking notes

8276
02:45:07,830 --> 02:45:07,840
so, I know the team's been taking notes
 

8277
02:45:07,840 --> 02:45:09,110
so, I know the team's been taking notes
um and that's something we'll go back

8278
02:45:09,110 --> 02:45:09,120
um and that's something we'll go back
 

8279
02:45:09,120 --> 02:45:16,309
um and that's something we'll go back
and reflect on.

8280
02:45:16,309 --> 02:45:16,319

 

8281
02:45:16,319 --> 02:45:20,790

question.

8282
02:45:20,790 --> 02:45:20,800

 

8283
02:45:20,800 --> 02:45:22,790

>> Yeah, I just wanted to to talk about the

8284
02:45:22,790 --> 02:45:22,800
>> Yeah, I just wanted to to talk about the
 

8285
02:45:22,800 --> 02:45:24,630
>> Yeah, I just wanted to to talk about the
wellness centers and see if there's a

8286
02:45:24,630 --> 02:45:24,640
wellness centers and see if there's a
 

8287
02:45:24,640 --> 02:45:27,110
wellness centers and see if there's a
way I don't know how you kind of I mean

8288
02:45:27,110 --> 02:45:27,120
way I don't know how you kind of I mean
 

8289
02:45:27,120 --> 02:45:30,389
way I don't know how you kind of I mean
this seems well how do we overlay kind

8290
02:45:30,389 --> 02:45:30,399
this seems well how do we overlay kind
 

8291
02:45:30,399 --> 02:45:31,910
this seems well how do we overlay kind
of the wellness centers? I think

8292
02:45:31,910 --> 02:45:31,920
of the wellness centers? I think
 

8293
02:45:31,920 --> 02:45:33,190
of the wellness centers? I think
anecdotally we're hearing that more and

8294
02:45:33,190 --> 02:45:33,200
anecdotally we're hearing that more and
 

8295
02:45:33,200 --> 02:45:34,630
anecdotally we're hearing that more and
more students use them that there's a

8296
02:45:34,630 --> 02:45:34,640
more students use them that there's a
 

8297
02:45:34,640 --> 02:45:37,429
more students use them that there's a
greater need and yet the data here shows

8298
02:45:37,429 --> 02:45:37,439
greater need and yet the data here shows
 

8299
02:45:37,439 --> 02:45:39,349
greater need and yet the data here shows
kind of you know that the maybe the need

8300
02:45:39,349 --> 02:45:39,359
kind of you know that the maybe the need
 

8301
02:45:39,359 --> 02:45:41,990
kind of you know that the maybe the need
is not being met and so I'm not sure how

8302
02:45:41,990 --> 02:45:42,000
is not being met and so I'm not sure how
 

8303
02:45:42,000 --> 02:45:45,750
is not being met and so I'm not sure how
we're able to track um wellness centers

8304
02:45:45,750 --> 02:45:45,760
we're able to track um wellness centers
 

8305
02:45:45,760 --> 02:45:48,150
we're able to track um wellness centers
with this data and showing that you know

8306
02:45:48,150 --> 02:45:48,160
with this data and showing that you know
 

8307
02:45:48,160 --> 02:45:50,230
with this data and showing that you know
it's there's real benefit to kids that

8308
02:45:50,230 --> 02:45:50,240
it's there's real benefit to kids that
 

8309
02:45:50,240 --> 02:45:52,550
it's there's real benefit to kids that
there's a need for expansion. I'm not

8310
02:45:52,550 --> 02:45:52,560
there's a need for expansion. I'm not
 

8311
02:45:52,560 --> 02:45:54,150
there's a need for expansion. I'm not
sure my question but more just like I

8312
02:45:54,150 --> 02:45:54,160
sure my question but more just like I
 

8313
02:45:54,160 --> 02:45:56,870
sure my question but more just like I
want to be able to kind of connect the

8314
02:45:56,870 --> 02:45:56,880
want to be able to kind of connect the
 

8315
02:45:56,880 --> 02:45:58,389
want to be able to kind of connect the
resources we have. I mean, we talked

8316
02:45:58,389 --> 02:45:58,399
resources we have. I mean, we talked
 

8317
02:45:58,399 --> 02:46:00,550
resources we have. I mean, we talked
obviously about the need for mental

8318
02:46:00,550 --> 02:46:00,560
obviously about the need for mental
 

8319
02:46:00,560 --> 02:46:02,710
obviously about the need for mental
health advocates and more counselors.

8320
02:46:02,710 --> 02:46:02,720
health advocates and more counselors.
 

8321
02:46:02,720 --> 02:46:04,309
health advocates and more counselors.
Um, you know, obviously our budget

8322
02:46:04,309 --> 02:46:04,319
Um, you know, obviously our budget
 

8323
02:46:04,319 --> 02:46:06,070
Um, you know, obviously our budget
limitations there, but here's an area

8324
02:46:06,070 --> 02:46:06,080
limitations there, but here's an area
 

8325
02:46:06,080 --> 02:46:08,309
limitations there, but here's an area
where we potentially can expand and can

8326
02:46:08,309 --> 02:46:08,319
where we potentially can expand and can
 

8327
02:46:08,319 --> 02:46:10,550
where we potentially can expand and can
provide more services. Um, but I'm not

8328
02:46:10,550 --> 02:46:10,560
provide more services. Um, but I'm not
 

8329
02:46:10,560 --> 02:46:13,110
provide more services. Um, but I'm not
seeing that reflected in this work in

8330
02:46:13,110 --> 02:46:13,120
seeing that reflected in this work in
 

8331
02:46:13,120 --> 02:46:14,550
seeing that reflected in this work in
this presentation. And so, I don't know,

8332
02:46:14,550 --> 02:46:14,560
this presentation. And so, I don't know,
 

8333
02:46:14,560 --> 02:46:16,150
this presentation. And so, I don't know,
more of a question kind of for future

8334
02:46:16,150 --> 02:46:16,160
more of a question kind of for future
 

8335
02:46:16,160 --> 02:46:18,309
more of a question kind of for future
looking f you know, looking at this down

8336
02:46:18,309 --> 02:46:18,319
looking f you know, looking at this down
 

8337
02:46:18,319 --> 02:46:21,590
looking f you know, looking at this down
the road is how can we better track

8338
02:46:21,590 --> 02:46:21,600
the road is how can we better track
 

8339
02:46:21,600 --> 02:46:24,389
the road is how can we better track
those centers the impact on kids to this

8340
02:46:24,389 --> 02:46:24,399
those centers the impact on kids to this
 

8341
02:46:24,399 --> 02:46:26,710
those centers the impact on kids to this
data that we're seeing here?

8342
02:46:26,710 --> 02:46:26,720
data that we're seeing here?
 

8343
02:46:26,720 --> 02:46:28,710
data that we're seeing here?
Yeah, we did not sorry. Do you want to

8344
02:46:28,710 --> 02:46:28,720
Yeah, we did not sorry. Do you want to
 

8345
02:46:28,720 --> 02:46:31,269
Yeah, we did not sorry. Do you want to
go first? Sorry. We did not include

8346
02:46:31,269 --> 02:46:31,279
go first? Sorry. We did not include
 

8347
02:46:31,279 --> 02:46:34,070
go first? Sorry. We did not include
wellness center data in the um slide

8348
02:46:34,070 --> 02:46:34,080
wellness center data in the um slide
 

8349
02:46:34,080 --> 02:46:36,790
wellness center data in the um slide
deck. We really look at our wellness

8350
02:46:36,790 --> 02:46:36,800
deck. We really look at our wellness
 

8351
02:46:36,800 --> 02:46:38,870
deck. We really look at our wellness
centers. That is universal support for

8352
02:46:38,870 --> 02:46:38,880
centers. That is universal support for
 

8353
02:46:38,880 --> 02:46:40,870
centers. That is universal support for
students. So all students are, you know,

8354
02:46:40,870 --> 02:46:40,880
students. So all students are, you know,
 

8355
02:46:40,880 --> 02:46:42,710
students. So all students are, you know,
welcome. They know about the center.

8356
02:46:42,710 --> 02:46:42,720
welcome. They know about the center.
 

8357
02:46:42,720 --> 02:46:43,910
welcome. They know about the center.
They know that they can come there and

8358
02:46:43,910 --> 02:46:43,920
They know that they can come there and
 

8359
02:46:43,920 --> 02:46:46,550
They know that they can come there and
find a trusted adult. And we use that as

8360
02:46:46,550 --> 02:46:46,560
find a trusted adult. And we use that as
 

8361
02:46:46,560 --> 02:46:49,349
find a trusted adult. And we use that as
a way to connect them with the supports

8362
02:46:49,349 --> 02:46:49,359
a way to connect them with the supports
 

8363
02:46:49,359 --> 02:46:51,590
a way to connect them with the supports
available for our tier 2 and higher tier

8364
02:46:51,590 --> 02:46:51,600
available for our tier 2 and higher tier
 

8365
02:46:51,600 --> 02:46:53,910
available for our tier 2 and higher tier
three level of supports. We absolutely

8366
02:46:53,910 --> 02:46:53,920
three level of supports. We absolutely
 

8367
02:46:53,920 --> 02:46:55,670
three level of supports. We absolutely
could look at what that looks like. But

8368
02:46:55,670 --> 02:46:55,680
could look at what that looks like. But
 

8369
02:46:55,680 --> 02:46:57,910
could look at what that looks like. But
those teams in the schools, it's staffed

8370
02:46:57,910 --> 02:46:57,920
those teams in the schools, it's staffed
 

8371
02:46:57,920 --> 02:46:59,429
those teams in the schools, it's staffed
with the mental health advocate. They

8372
02:46:59,429 --> 02:46:59,439
with the mental health advocate. They
 

8373
02:46:59,439 --> 02:47:01,030
with the mental health advocate. They
work closely with the other mental

8374
02:47:01,030 --> 02:47:01,040
work closely with the other mental
 

8375
02:47:01,040 --> 02:47:03,429
work closely with the other mental
health advocate and the school team,

8376
02:47:03,429 --> 02:47:03,439
health advocate and the school team,
 

8377
02:47:03,439 --> 02:47:05,110
health advocate and the school team,
social workers, counselors, and the

8378
02:47:05,110 --> 02:47:05,120
social workers, counselors, and the
 

8379
02:47:05,120 --> 02:47:08,230
social workers, counselors, and the
admin team to help support students.

8380
02:47:08,230 --> 02:47:08,240
admin team to help support students.
 

8381
02:47:08,240 --> 02:47:10,389
admin team to help support students.
>> Couple of ideas in in the findings. One

8382
02:47:10,389 --> 02:47:10,399
>> Couple of ideas in in the findings. One
 

8383
02:47:10,399 --> 02:47:12,070
>> Couple of ideas in in the findings. One
of the recommendations was expand to

8384
02:47:12,070 --> 02:47:12,080
of the recommendations was expand to
 

8385
02:47:12,080 --> 02:47:14,230
of the recommendations was expand to
middle schools, mental health or

8386
02:47:14,230 --> 02:47:14,240
middle schools, mental health or
 

8387
02:47:14,240 --> 02:47:16,710
middle schools, mental health or
wellness centers to middle schools. Um I

8388
02:47:16,710 --> 02:47:16,720
wellness centers to middle schools. Um I
 

8389
02:47:16,720 --> 02:47:18,309
wellness centers to middle schools. Um I
will tell you that our funding for our

8390
02:47:18,309 --> 02:47:18,319
will tell you that our funding for our
 

8391
02:47:18,319 --> 02:47:20,870
will tell you that our funding for our
high school wellness centers is at risk.

8392
02:47:20,870 --> 02:47:20,880
high school wellness centers is at risk.
 

8393
02:47:20,880 --> 02:47:24,150
high school wellness centers is at risk.
It is um almost 100% funded through

8394
02:47:24,150 --> 02:47:24,160
It is um almost 100% funded through
 

8395
02:47:24,160 --> 02:47:27,030
It is um almost 100% funded through
philanthropy through our foundation and

8396
02:47:27,030 --> 02:47:27,040
philanthropy through our foundation and
 

8397
02:47:27,040 --> 02:47:29,510
philanthropy through our foundation and
uh you know one of the tricks with

8398
02:47:29,510 --> 02:47:29,520
uh you know one of the tricks with
 

8399
02:47:29,520 --> 02:47:32,309
uh you know one of the tricks with
philanthropy is that folks um get

8400
02:47:32,309 --> 02:47:32,319
philanthropy is that folks um get
 

8401
02:47:32,319 --> 02:47:35,030
philanthropy is that folks um get
excited about new ideas

8402
02:47:35,030 --> 02:47:35,040
excited about new ideas
 

8403
02:47:35,040 --> 02:47:37,910
excited about new ideas
and then how do you transition

8404
02:47:37,910 --> 02:47:37,920
and then how do you transition
 

8405
02:47:37,920 --> 02:47:40,550
and then how do you transition
some of those startup funds into ongoing

8406
02:47:40,550 --> 02:47:40,560
some of those startup funds into ongoing
 

8407
02:47:40,560 --> 02:47:42,070
some of those startup funds into ongoing
resources

8408
02:47:42,070 --> 02:47:42,080
resources
 

8409
02:47:42,080 --> 02:47:44,870
resources
and uh given our situation with

8410
02:47:44,870 --> 02:47:44,880
and uh given our situation with
 

8411
02:47:44,880 --> 02:47:46,870
and uh given our situation with
declining enrollment and budget

8412
02:47:46,870 --> 02:47:46,880
declining enrollment and budget
 

8413
02:47:46,880 --> 02:47:48,710
declining enrollment and budget
budgetary challenges and then the

8414
02:47:48,710 --> 02:47:48,720
budgetary challenges and then the
 

8415
02:47:48,720 --> 02:47:52,309
budgetary challenges and then the
changing of the school finance act uh we

8416
02:47:52,309 --> 02:47:52,319
changing of the school finance act uh we
 

8417
02:47:52,319 --> 02:47:56,550
changing of the school finance act uh we
we are are relying on um philanthropy to

8418
02:47:56,550 --> 02:47:56,560
we are are relying on um philanthropy to
 

8419
02:47:56,560 --> 02:47:59,030
we are are relying on um philanthropy to
maintain our wellness centers as opposed

8420
02:47:59,030 --> 02:47:59,040
maintain our wellness centers as opposed
 

8421
02:47:59,040 --> 02:48:00,950
maintain our wellness centers as opposed
to like a startup this is a good idea

8422
02:48:00,950 --> 02:48:00,960
to like a startup this is a good idea
 

8423
02:48:00,960 --> 02:48:03,030
to like a startup this is a good idea
and then transitioning the cost over to

8424
02:48:03,030 --> 02:48:03,040
and then transitioning the cost over to
 

8425
02:48:03,040 --> 02:48:05,670
and then transitioning the cost over to
central you know to district general

8426
02:48:05,670 --> 02:48:05,680
central you know to district general
 

8427
02:48:05,680 --> 02:48:08,389
central you know to district general
fund dollars. So um I don't have a good

8428
02:48:08,389 --> 02:48:08,399
fund dollars. So um I don't have a good
 

8429
02:48:08,399 --> 02:48:11,750
fund dollars. So um I don't have a good
answer. I I do think that um there is

8430
02:48:11,750 --> 02:48:11,760
answer. I I do think that um there is
 

8431
02:48:11,760 --> 02:48:13,510
answer. I I do think that um there is
there's work that we can do within the

8432
02:48:13,510 --> 02:48:13,520
there's work that we can do within the
 

8433
02:48:13,520 --> 02:48:16,790
there's work that we can do within the
be well report that will help us. Uh I

8434
02:48:16,790 --> 02:48:16,800
be well report that will help us. Uh I
 

8435
02:48:16,800 --> 02:48:18,469
be well report that will help us. Uh I
do think there's other data that we can

8436
02:48:18,469 --> 02:48:18,479
do think there's other data that we can
 

8437
02:48:18,479 --> 02:48:21,110
do think there's other data that we can
look at to try to continue to sharpen

8438
02:48:21,110 --> 02:48:21,120
look at to try to continue to sharpen
 

8439
02:48:21,120 --> 02:48:23,269
look at to try to continue to sharpen
our focus on what are the things that

8440
02:48:23,269 --> 02:48:23,279
our focus on what are the things that
 

8441
02:48:23,279 --> 02:48:26,469
our focus on what are the things that
are emerging as they're happening. And

8442
02:48:26,469 --> 02:48:26,479
are emerging as they're happening. And
 

8443
02:48:26,479 --> 02:48:29,429
are emerging as they're happening. And
uh but I think the our biggest risk is

8444
02:48:29,429 --> 02:48:29,439
uh but I think the our biggest risk is
 

8445
02:48:29,439 --> 02:48:32,630
uh but I think the our biggest risk is
that um and and you know we have the

8446
02:48:32,630 --> 02:48:32,640
that um and and you know we have the
 

8447
02:48:32,640 --> 02:48:34,309
that um and and you know we have the
data to show that the wellness centers

8448
02:48:34,309 --> 02:48:34,319
data to show that the wellness centers
 

8449
02:48:34,319 --> 02:48:36,150
data to show that the wellness centers
works. Kids who show up when they leave

8450
02:48:36,150 --> 02:48:36,160
works. Kids who show up when they leave
 

8451
02:48:36,160 --> 02:48:37,830
works. Kids who show up when they leave
they're feeling better. We have that

8452
02:48:37,830 --> 02:48:37,840
they're feeling better. We have that
 

8453
02:48:37,840 --> 02:48:40,070
they're feeling better. We have that
data. I I don't you know so to the

8454
02:48:40,070 --> 02:48:40,080
data. I I don't you know so to the
 

8455
02:48:40,080 --> 02:48:41,349
data. I I don't you know so to the
extent that I could tell you if you go

8456
02:48:41,349 --> 02:48:41,359
extent that I could tell you if you go
 

8457
02:48:41,359 --> 02:48:43,349
extent that I could tell you if you go
to a wellness center it prevents ABCD or

8458
02:48:43,349 --> 02:48:43,359
to a wellness center it prevents ABCD or
 

8459
02:48:43,359 --> 02:48:44,950
to a wellness center it prevents ABCD or
happen. I can't tell you that right. I

8460
02:48:44,950 --> 02:48:44,960
happen. I can't tell you that right. I
 

8461
02:48:44,960 --> 02:48:46,070
happen. I can't tell you that right. I
can just tell you the kids are having a

8462
02:48:46,070 --> 02:48:46,080
can just tell you the kids are having a
 

8463
02:48:46,080 --> 02:48:47,830
can just tell you the kids are having a
good experience and folks like them and

8464
02:48:47,830 --> 02:48:47,840
good experience and folks like them and
 

8465
02:48:47,840 --> 02:48:49,670
good experience and folks like them and
that's why we're kind of looking that as

8466
02:48:49,670 --> 02:48:49,680
that's why we're kind of looking that as
 

8467
02:48:49,680 --> 02:48:51,670
that's why we're kind of looking that as
a universal because gosh this is working

8468
02:48:51,670 --> 02:48:51,680
a universal because gosh this is working
 

8469
02:48:51,680 --> 02:48:53,830
a universal because gosh this is working
kids like them. We think that it's a pro

8470
02:48:53,830 --> 02:48:53,840
kids like them. We think that it's a pro
 

8471
02:48:53,840 --> 02:48:55,990
kids like them. We think that it's a pro
preventative proactive approach and

8472
02:48:55,990 --> 02:48:56,000
preventative proactive approach and
 

8473
02:48:56,000 --> 02:48:57,990
preventative proactive approach and
we're also connecting kids to to more

8474
02:48:57,990 --> 02:48:58,000
we're also connecting kids to to more
 

8475
02:48:58,000 --> 02:48:59,349
we're also connecting kids to to more
kids to preventative kind of

8476
02:48:59,349 --> 02:48:59,359
kids to preventative kind of
 

8477
02:48:59,359 --> 02:49:01,670
kids to preventative kind of
opportunities. But uh resources will

8478
02:49:01,670 --> 02:49:01,680
opportunities. But uh resources will
 

8479
02:49:01,680 --> 02:49:08,070
opportunities. But uh resources will
become our biggest challenge here.

8480
02:49:08,070 --> 02:49:08,080

 

8481
02:49:08,080 --> 02:49:12,710

>> Any final questions? Board members,

8482
02:49:12,710 --> 02:49:12,720

 

8483
02:49:12,720 --> 02:49:14,150

>> did you want to present your last two

8484
02:49:14,150 --> 02:49:14,160
>> did you want to present your last two
 

8485
02:49:14,160 --> 02:49:21,429
>> did you want to present your last two
wrap-up slides?

8486
02:49:21,429 --> 02:49:21,439

 

8487
02:49:21,439 --> 02:49:23,510

>> Is is that like a sign if your mic dies

8488
02:49:23,510 --> 02:49:23,520
>> Is is that like a sign if your mic dies
 

8489
02:49:23,520 --> 02:49:25,429
>> Is is that like a sign if your mic dies
and you're done talking? Is that like a

8490
02:49:25,429 --> 02:49:25,439
and you're done talking? Is that like a
 

8491
02:49:25,439 --> 02:49:26,630
and you're done talking? Is that like a
do we have some kind of strategic

8492
02:49:26,630 --> 02:49:26,640
do we have some kind of strategic
 

8493
02:49:26,640 --> 02:49:28,870
do we have some kind of strategic
micilling kind of

8494
02:49:28,870 --> 02:49:28,880
micilling kind of
 

8495
02:49:28,880 --> 02:49:32,710
micilling kind of
>> As we transition to the last few slides,

8496
02:49:32,710 --> 02:49:32,720
>> As we transition to the last few slides,
 

8497
02:49:32,720 --> 02:49:34,950
>> As we transition to the last few slides,
uh, very few, I want to just say a

8498
02:49:34,950 --> 02:49:34,960
uh, very few, I want to just say a
 

8499
02:49:34,960 --> 02:49:36,070
uh, very few, I want to just say a
couple things. Thank you for the

8500
02:49:36,070 --> 02:49:36,080
couple things. Thank you for the
 

8501
02:49:36,080 --> 02:49:39,510
couple things. Thank you for the
thoughtful conversation. um around the

8502
02:49:39,510 --> 02:49:39,520
thoughtful conversation. um around the
 

8503
02:49:39,520 --> 02:49:42,070
thoughtful conversation. um around the
valued and included work we're doing.

8504
02:49:42,070 --> 02:49:42,080
valued and included work we're doing.
 

8505
02:49:42,080 --> 02:49:45,590
valued and included work we're doing.
And in respect to um board member

8506
02:49:45,590 --> 02:49:45,600
And in respect to um board member
 

8507
02:49:45,600 --> 02:49:47,590
And in respect to um board member
Anger's question regarding wellness

8508
02:49:47,590 --> 02:49:47,600
Anger's question regarding wellness
 

8509
02:49:47,600 --> 02:49:49,670
Anger's question regarding wellness
center reports, our partners at Renee

8510
02:49:49,670 --> 02:49:49,680
center reports, our partners at Renee
 

8511
02:49:49,680 --> 02:49:52,950
center reports, our partners at Renee
Crown actually do track several domains

8512
02:49:52,950 --> 02:49:52,960
Crown actually do track several domains
 

8513
02:49:52,960 --> 02:49:55,190
Crown actually do track several domains
of um wellness center data including

8514
02:49:55,190 --> 02:49:55,200
of um wellness center data including
 

8515
02:49:55,200 --> 02:49:57,110
of um wellness center data including
attendance, time of visit, students

8516
02:49:57,110 --> 02:49:57,120
attendance, time of visit, students
 

8517
02:49:57,120 --> 02:49:58,710
attendance, time of visit, students
reasons for going, perception data

8518
02:49:58,710 --> 02:49:58,720
reasons for going, perception data
 

8519
02:49:58,720 --> 02:50:02,469
reasons for going, perception data
before and after and other domains. Um,

8520
02:50:02,469 --> 02:50:02,479
before and after and other domains. Um,
 

8521
02:50:02,479 --> 02:50:05,269
before and after and other domains. Um,
also I want to recognize the my

8522
02:50:05,269 --> 02:50:05,279
also I want to recognize the my
 

8523
02:50:05,279 --> 02:50:06,550
also I want to recognize the my
colleagues at the table for their

8524
02:50:06,550 --> 02:50:06,560
colleagues at the table for their
 

8525
02:50:06,560 --> 02:50:08,550
colleagues at the table for their
expertise and the expertise they bring

8526
02:50:08,550 --> 02:50:08,560
expertise and the expertise they bring
 

8527
02:50:08,560 --> 02:50:10,309
expertise and the expertise they bring
to their work every day and that they

8528
02:50:10,309 --> 02:50:10,319
to their work every day and that they
 

8529
02:50:10,319 --> 02:50:11,590
to their work every day and that they
brought to this presentation and

8530
02:50:11,590 --> 02:50:11,600
brought to this presentation and
 

8531
02:50:11,600 --> 02:50:13,670
brought to this presentation and
conversation. We have some other

8532
02:50:13,670 --> 02:50:13,680
conversation. We have some other
 

8533
02:50:13,680 --> 02:50:15,349
conversation. We have some other
colleagues in the room who bring

8534
02:50:15,349 --> 02:50:15,359
colleagues in the room who bring
 

8535
02:50:15,359 --> 02:50:17,030
colleagues in the room who bring
expertise to our schools every day and

8536
02:50:17,030 --> 02:50:17,040
expertise to our schools every day and
 

8537
02:50:17,040 --> 02:50:20,230
expertise to our schools every day and
that is our SPS or strategic plan

8538
02:50:20,230 --> 02:50:20,240
that is our SPS or strategic plan
 

8539
02:50:20,240 --> 02:50:22,550
that is our SPS or strategic plan
support team. They are here. We have two

8540
02:50:22,550 --> 02:50:22,560
support team. They are here. We have two
 

8541
02:50:22,560 --> 02:50:24,790
support team. They are here. We have two
administrators and three data and

8542
02:50:24,790 --> 02:50:24,800
administrators and three data and
 

8543
02:50:24,800 --> 02:50:27,750
administrators and three data and
instruction coaches. And what you see on

8544
02:50:27,750 --> 02:50:27,760
instruction coaches. And what you see on
 

8545
02:50:27,760 --> 02:50:31,110
instruction coaches. And what you see on
this slide is actually the 10 schools

8546
02:50:31,110 --> 02:50:31,120
this slide is actually the 10 schools
 

8547
02:50:31,120 --> 02:50:33,590
this slide is actually the 10 schools
that make up the first two cohorts of

8548
02:50:33,590 --> 02:50:33,600
that make up the first two cohorts of
 

8549
02:50:33,600 --> 02:50:36,870
that make up the first two cohorts of
SPST schools. And so the first co cohort

8550
02:50:36,870 --> 02:50:36,880
SPST schools. And so the first co cohort
 

8551
02:50:36,880 --> 02:50:39,830
SPST schools. And so the first co cohort
kicked off last year. I won't name those

8552
02:50:39,830 --> 02:50:39,840
kicked off last year. I won't name those
 

8553
02:50:39,840 --> 02:50:41,349
kicked off last year. I won't name those
exact schools in the interest of time,

8554
02:50:41,349 --> 02:50:41,359
exact schools in the interest of time,
 

8555
02:50:41,359 --> 02:50:44,150
exact schools in the interest of time,
but they are all included here. Um and

8556
02:50:44,150 --> 02:50:44,160
but they are all included here. Um and
 

8557
02:50:44,160 --> 02:50:46,550
but they are all included here. Um and
the second cohort of schools is in

8558
02:50:46,550 --> 02:50:46,560
the second cohort of schools is in
 

8559
02:50:46,560 --> 02:50:51,269
the second cohort of schools is in
active support by our STS SPS team. Now

8560
02:50:51,269 --> 02:50:51,279
active support by our STS SPS team. Now
 

8561
02:50:51,279 --> 02:50:53,510
active support by our STS SPS team. Now
um one thing to note, these are not one

8562
02:50:53,510 --> 02:50:53,520
um one thing to note, these are not one
 

8563
02:50:53,520 --> 02:50:55,429
um one thing to note, these are not one
type of school. It's a heterogeneous

8564
02:50:55,429 --> 02:50:55,439
type of school. It's a heterogeneous
 

8565
02:50:55,439 --> 02:50:56,950
type of school. It's a heterogeneous
selection of schools. We did that by

8566
02:50:56,950 --> 02:50:56,960
selection of schools. We did that by
 

8567
02:50:56,960 --> 02:50:59,510
selection of schools. We did that by
design with a range of readiness and

8568
02:50:59,510 --> 02:50:59,520
design with a range of readiness and
 

8569
02:50:59,520 --> 02:51:01,670
design with a range of readiness and
implementation uh when they enter the

8570
02:51:01,670 --> 02:51:01,680
implementation uh when they enter the
 

8571
02:51:01,680 --> 02:51:03,510
implementation uh when they enter the
cohort and then when they get to and

8572
02:51:03,510 --> 02:51:03,520
cohort and then when they get to and
 

8573
02:51:03,520 --> 02:51:05,269
cohort and then when they get to and
then they get to deep implementation

8574
02:51:05,269 --> 02:51:05,279
then they get to deep implementation
 

8575
02:51:05,279 --> 02:51:07,590
then they get to deep implementation
over the course of time with support

8576
02:51:07,590 --> 02:51:07,600
over the course of time with support
 

8577
02:51:07,600 --> 02:51:09,349
over the course of time with support
from executive directors and a double

8578
02:51:09,349 --> 02:51:09,359
from executive directors and a double
 

8579
02:51:09,359 --> 02:51:13,110
from executive directors and a double
dose of support from our SPST teams

8580
02:51:13,110 --> 02:51:13,120
dose of support from our SPST teams
 

8581
02:51:13,120 --> 02:51:16,870
dose of support from our SPST teams
last year. the first SPST cohort, excuse

8582
02:51:16,870 --> 02:51:16,880
last year. the first SPST cohort, excuse
 

8583
02:51:16,880 --> 02:51:19,990
last year. the first SPST cohort, excuse
me, um, schools showed impressive

8584
02:51:19,990 --> 02:51:20,000
me, um, schools showed impressive
 

8585
02:51:20,000 --> 02:51:22,790
me, um, schools showed impressive
results overall and, uh, the cohort, the

8586
02:51:22,790 --> 02:51:22,800
results overall and, uh, the cohort, the
 

8587
02:51:22,800 --> 02:51:24,469
results overall and, uh, the cohort, the
second cohort had an advantage. They

8588
02:51:24,469 --> 02:51:24,479
second cohort had an advantage. They
 

8589
02:51:24,479 --> 02:51:27,670
second cohort had an advantage. They
started earlier this year. Uh, the

8590
02:51:27,670 --> 02:51:27,680
started earlier this year. Uh, the
 

8591
02:51:27,680 --> 02:51:30,309
started earlier this year. Uh, the
cohort one started in October last year.

8592
02:51:30,309 --> 02:51:30,319
cohort one started in October last year.
 

8593
02:51:30,319 --> 02:51:33,190
cohort one started in October last year.
We were building SPST last year and this

8594
02:51:33,190 --> 02:51:33,200
We were building SPST last year and this
 

8595
02:51:33,200 --> 02:51:34,870
We were building SPST last year and this
year. It's definitely a welloiled

8596
02:51:34,870 --> 02:51:34,880
year. It's definitely a welloiled
 

8597
02:51:34,880 --> 02:51:37,750
year. It's definitely a welloiled
machine supporting schools. SPS teams

8598
02:51:37,750 --> 02:51:37,760
machine supporting schools. SPS teams
 

8599
02:51:37,760 --> 02:51:39,190
machine supporting schools. SPS teams
are charged with accelerating the

8600
02:51:39,190 --> 02:51:39,200
are charged with accelerating the
 

8601
02:51:39,200 --> 02:51:42,150
are charged with accelerating the
implementation of the strategic plan in

8602
02:51:42,150 --> 02:51:42,160
implementation of the strategic plan in
 

8603
02:51:42,160 --> 02:51:44,550
implementation of the strategic plan in
the cohort schools

8604
02:51:44,550 --> 02:51:44,560
the cohort schools
 

8605
02:51:44,560 --> 02:51:48,070
the cohort schools
and they are driving schools toward the

8606
02:51:48,070 --> 02:51:48,080
and they are driving schools toward the
 

8607
02:51:48,080 --> 02:51:51,110
and they are driving schools toward the
established expectations of datadriven

8608
02:51:51,110 --> 02:51:51,120
established expectations of datadriven
 

8609
02:51:51,120 --> 02:51:53,910
established expectations of datadriven
instruction core implementation

8610
02:51:53,910 --> 02:51:53,920
instruction core implementation
 

8611
02:51:53,920 --> 02:51:56,469
instruction core implementation
establishing and utilizing MTSS and

8612
02:51:56,469 --> 02:51:56,479
establishing and utilizing MTSS and
 

8613
02:51:56,479 --> 02:51:58,630
establishing and utilizing MTSS and
standardsbased instruction. And of

8614
02:51:58,630 --> 02:51:58,640
standardsbased instruction. And of
 

8615
02:51:58,640 --> 02:52:00,230
standardsbased instruction. And of
course, all of this work is driven with

8616
02:52:00,230 --> 02:52:00,240
course, all of this work is driven with
 

8617
02:52:00,240 --> 02:52:01,670
course, all of this work is driven with
short cycle improvement planning and

8618
02:52:01,670 --> 02:52:01,680
short cycle improvement planning and
 

8619
02:52:01,680 --> 02:52:04,630
short cycle improvement planning and
90-day plans, monitoring progress and

8620
02:52:04,630 --> 02:52:04,640
90-day plans, monitoring progress and
 

8621
02:52:04,640 --> 02:52:06,950
90-day plans, monitoring progress and
adjusting actions accordingly. All of

8622
02:52:06,950 --> 02:52:06,960
adjusting actions accordingly. All of
 

8623
02:52:06,960 --> 02:52:09,429
adjusting actions accordingly. All of
those expectations are in place in every

8624
02:52:09,429 --> 02:52:09,439
those expectations are in place in every
 

8625
02:52:09,439 --> 02:52:12,550
those expectations are in place in every
SPST school. And between our UVA schools

8626
02:52:12,550 --> 02:52:12,560
SPST school. And between our UVA schools
 

8627
02:52:12,560 --> 02:52:15,030
SPST school. And between our UVA schools
or SPS and our SPST schools, we've seen

8628
02:52:15,030 --> 02:52:15,040
or SPS and our SPST schools, we've seen
 

8629
02:52:15,040 --> 02:52:17,750
or SPS and our SPST schools, we've seen
that these evidence-based expectations

8630
02:52:17,750 --> 02:52:17,760
that these evidence-based expectations
 

8631
02:52:17,760 --> 02:52:20,309
that these evidence-based expectations
and practices are being uh not only

8632
02:52:20,309 --> 02:52:20,319
and practices are being uh not only
 

8633
02:52:20,319 --> 02:52:22,870
and practices are being uh not only
actively supported, but are resulting in

8634
02:52:22,870 --> 02:52:22,880
actively supported, but are resulting in
 

8635
02:52:22,880 --> 02:52:25,110
actively supported, but are resulting in
greater outcomes for students across

8636
02:52:25,110 --> 02:52:25,120
greater outcomes for students across
 

8637
02:52:25,120 --> 02:52:26,950
greater outcomes for students across
groups.

8638
02:52:26,950 --> 02:52:26,960
groups.
 

8639
02:52:26,960 --> 02:52:28,469
groups.
differentiated funding and support for

8640
02:52:28,469 --> 02:52:28,479
differentiated funding and support for
 

8641
02:52:28,479 --> 02:52:30,070
differentiated funding and support for
schools has been allocated in the form

8642
02:52:30,070 --> 02:52:30,080
schools has been allocated in the form
 

8643
02:52:30,080 --> 02:52:32,389
schools has been allocated in the form
of additional FTE at schools but also

8644
02:52:32,389 --> 02:52:32,399
of additional FTE at schools but also
 

8645
02:52:32,399 --> 02:52:34,630
of additional FTE at schools but also
through our SPST teams supporting

8646
02:52:34,630 --> 02:52:34,640
through our SPST teams supporting
 

8647
02:52:34,640 --> 02:52:36,389
through our SPST teams supporting
schools.

8648
02:52:36,389 --> 02:52:36,399
schools.
 

8649
02:52:36,399 --> 02:52:38,950
schools.
Something that we have definitely uh

8650
02:52:38,950 --> 02:52:38,960
Something that we have definitely uh
 

8651
02:52:38,960 --> 02:52:41,670
Something that we have definitely uh
learned is the realization that we know

8652
02:52:41,670 --> 02:52:41,680
learned is the realization that we know
 

8653
02:52:41,680 --> 02:52:44,389
learned is the realization that we know
focus enables excellence. Strategy alone

8654
02:52:44,389 --> 02:52:44,399
focus enables excellence. Strategy alone
 

8655
02:52:44,399 --> 02:52:50,070
focus enables excellence. Strategy alone
is not enough and in fact we know that

8656
02:52:50,070 --> 02:52:50,080
is not enough and in fact we know that
 

8657
02:52:50,080 --> 02:52:51,990
is not enough and in fact we know that
uh the ways that BBSD has scaled out

8658
02:52:51,990 --> 02:52:52,000
uh the ways that BBSD has scaled out
 

8659
02:52:52,000 --> 02:52:54,469
uh the ways that BBSD has scaled out
this work across all schools has been

8660
02:52:54,469 --> 02:52:54,479
this work across all schools has been
 

8661
02:52:54,479 --> 02:52:56,790
this work across all schools has been
getting national attention. our focus,

8662
02:52:56,790 --> 02:52:56,800
getting national attention. our focus,
 

8663
02:52:56,800 --> 02:52:59,429
getting national attention. our focus,
the results. Um, UVA has asked our team

8664
02:52:59,429 --> 02:52:59,439
the results. Um, UVA has asked our team
 

8665
02:52:59,439 --> 02:53:01,110
the results. Um, UVA has asked our team
to present at their annual summit in

8666
02:53:01,110 --> 02:53:01,120
to present at their annual summit in
 

8667
02:53:01,120 --> 02:53:03,269
to present at their annual summit in
November, which we did. They amplified

8668
02:53:03,269 --> 02:53:03,279
November, which we did. They amplified
 

8669
02:53:03,279 --> 02:53:04,870
November, which we did. They amplified
our the work that we're doing through

8670
02:53:04,870 --> 02:53:04,880
our the work that we're doing through
 

8671
02:53:04,880 --> 02:53:07,590
our the work that we're doing through
its publication in a partner spotlight.

8672
02:53:07,590 --> 02:53:07,600
its publication in a partner spotlight.
 

8673
02:53:07,600 --> 02:53:11,349
its publication in a partner spotlight.
And what's proven to be true is that um

8674
02:53:11,349 --> 02:53:11,359
And what's proven to be true is that um
 

8675
02:53:11,359 --> 02:53:13,349
And what's proven to be true is that um
success really comes from disciplined

8676
02:53:13,349 --> 02:53:13,359
success really comes from disciplined
 

8677
02:53:13,359 --> 02:53:15,910
success really comes from disciplined
execution, focusing on fewer goals,

8678
02:53:15,910 --> 02:53:15,920
execution, focusing on fewer goals,
 

8679
02:53:15,920 --> 02:53:17,670
execution, focusing on fewer goals,
acting on what drives those goals,

8680
02:53:17,670 --> 02:53:17,680
acting on what drives those goals,
 

8681
02:53:17,680 --> 02:53:18,870
acting on what drives those goals,
tracking progress, and being

8682
02:53:18,870 --> 02:53:18,880
tracking progress, and being
 

8683
02:53:18,880 --> 02:53:21,750
tracking progress, and being
accountable. In other words, a clear

8684
02:53:21,750 --> 02:53:21,760
accountable. In other words, a clear
 

8685
02:53:21,760 --> 02:53:24,309
accountable. In other words, a clear
narrow focus, clear goals, monitoring

8686
02:53:24,309 --> 02:53:24,319
narrow focus, clear goals, monitoring
 

8687
02:53:24,319 --> 02:53:27,349
narrow focus, clear goals, monitoring
leading and lagging measures. And that

8688
02:53:27,349 --> 02:53:27,359
leading and lagging measures. And that
 

8689
02:53:27,359 --> 02:53:28,870
leading and lagging measures. And that
focus and alignment can be seen in a

8690
02:53:28,870 --> 02:53:28,880
focus and alignment can be seen in a
 

8691
02:53:28,880 --> 02:53:31,030
focus and alignment can be seen in a
coherent manner across our schools in

8692
02:53:31,030 --> 02:53:31,040
coherent manner across our schools in
 

8693
02:53:31,040 --> 02:53:34,230
coherent manner across our schools in
BBSD more than ever before. Of course,

8694
02:53:34,230 --> 02:53:34,240
BBSD more than ever before. Of course,
 

8695
02:53:34,240 --> 02:53:36,230
BBSD more than ever before. Of course,
we still have work to do. We're aware of

8696
02:53:36,230 --> 02:53:36,240
we still have work to do. We're aware of
 

8697
02:53:36,240 --> 02:53:38,309
we still have work to do. We're aware of
this. And we also know we've come a long

8698
02:53:38,309 --> 02:53:38,319
this. And we also know we've come a long
 

8699
02:53:38,319 --> 02:53:40,870
this. And we also know we've come a long
way in building coherence. We recently

8700
02:53:40,870 --> 02:53:40,880
way in building coherence. We recently
 

8701
02:53:40,880 --> 02:53:42,469
way in building coherence. We recently
asked our principles who've been using

8702
02:53:42,469 --> 02:53:42,479
asked our principles who've been using
 

8703
02:53:42,479 --> 02:53:45,110
asked our principles who've been using
90-day plans and short cycle improvement

8704
02:53:45,110 --> 02:53:45,120
90-day plans and short cycle improvement
 

8705
02:53:45,120 --> 02:53:46,630
90-day plans and short cycle improvement
to guide their leadership for a couple

8706
02:53:46,630 --> 02:53:46,640
to guide their leadership for a couple
 

8707
02:53:46,640 --> 02:53:49,910
to guide their leadership for a couple
years or more what's really val valuable

8708
02:53:49,910 --> 02:53:49,920
years or more what's really val valuable
 

8709
02:53:49,920 --> 02:53:51,910
years or more what's really val valuable
about it and they told us. So, we're

8710
02:53:51,910 --> 02:53:51,920
about it and they told us. So, we're
 

8711
02:53:51,920 --> 02:53:53,269
about it and they told us. So, we're
going to spend a couple minutes just

8712
02:53:53,269 --> 02:53:53,279
going to spend a couple minutes just
 

8713
02:53:53,279 --> 02:53:54,710
going to spend a couple minutes just
watching what they shared because it

8714
02:53:54,710 --> 02:53:54,720
watching what they shared because it
 

8715
02:53:54,720 --> 02:53:57,510
watching what they shared because it
really captures the value and the impact

8716
02:53:57,510 --> 02:53:57,520
really captures the value and the impact
 

8717
02:53:57,520 --> 02:54:00,870
really captures the value and the impact
on school improvement and another sign

8718
02:54:00,870 --> 02:54:00,880
on school improvement and another sign
 

8719
02:54:00,880 --> 02:54:05,269
on school improvement and another sign
from the universe.

8720
02:54:05,269 --> 02:54:05,279

 

8721
02:54:05,279 --> 02:54:07,349

Okay, so we will skip this for now but

8722
02:54:07,349 --> 02:54:07,359
Okay, so we will skip this for now but
 

8723
02:54:07,359 --> 02:54:09,750
Okay, so we will skip this for now but
send you the video. unfortunately um

8724
02:54:09,750 --> 02:54:09,760
send you the video. unfortunately um
 

8725
02:54:09,760 --> 02:54:12,309
send you the video. unfortunately um
because it's an excellent example of

8726
02:54:12,309 --> 02:54:12,319
because it's an excellent example of
 

8727
02:54:12,319 --> 02:54:13,910
because it's an excellent example of
short cycle improvement making a big

8728
02:54:13,910 --> 02:54:13,920
short cycle improvement making a big
 

8729
02:54:13,920 --> 02:54:16,469
short cycle improvement making a big
impact on leadership in schools and

8730
02:54:16,469 --> 02:54:16,479
impact on leadership in schools and
 

8731
02:54:16,479 --> 02:54:20,230
impact on leadership in schools and
outcomes for students. So this brings us

8732
02:54:20,230 --> 02:54:20,240
outcomes for students. So this brings us
 

8733
02:54:20,240 --> 02:54:21,990
outcomes for students. So this brings us
to the conclusion of our presentation.

8734
02:54:21,990 --> 02:54:22,000
to the conclusion of our presentation.
 

8735
02:54:22,000 --> 02:54:23,590
to the conclusion of our presentation.
We're always grateful for the

8736
02:54:23,590 --> 02:54:23,600
We're always grateful for the
 

8737
02:54:23,600 --> 02:54:25,590
We're always grateful for the
opportunity to spend time with you. We

8738
02:54:25,590 --> 02:54:25,600
opportunity to spend time with you. We
 

8739
02:54:25,600 --> 02:54:27,990
opportunity to spend time with you. We
value the discussion and your thoughtful

8740
02:54:27,990 --> 02:54:28,000
value the discussion and your thoughtful
 

8741
02:54:28,000 --> 02:54:30,630
value the discussion and your thoughtful
questions and we're still here for any

8742
02:54:30,630 --> 02:54:30,640
questions and we're still here for any
 

8743
02:54:30,640 --> 02:54:34,070
questions and we're still here for any
remaining questions that you might have.

8744
02:54:34,070 --> 02:54:34,080
remaining questions that you might have.
 

8745
02:54:34,080 --> 02:54:36,389
remaining questions that you might have.
Just want to thank you send send a thank

8746
02:54:36,389 --> 02:54:36,399
Just want to thank you send send a thank
 

8747
02:54:36,399 --> 02:54:38,710
Just want to thank you send send a thank
you out to our strategic or student

8748
02:54:38,710 --> 02:54:38,720
you out to our strategic or student
 

8749
02:54:38,720 --> 02:54:41,349
you out to our strategic or student
support services the SPST teams and our

8750
02:54:41,349 --> 02:54:41,359
support services the SPST teams and our
 

8751
02:54:41,359 --> 02:54:43,349
support services the SPST teams and our
MTSS teams for all you do to help

8752
02:54:43,349 --> 02:54:43,359
MTSS teams for all you do to help
 

8753
02:54:43,359 --> 02:54:45,110
MTSS teams for all you do to help
improve the opportunities and outcomes

8754
02:54:45,110 --> 02:54:45,120
improve the opportunities and outcomes
 

8755
02:54:45,120 --> 02:54:46,630
improve the opportunities and outcomes
for our kiddos and support our teachers

8756
02:54:46,630 --> 02:54:46,640
for our kiddos and support our teachers
 

8757
02:54:46,640 --> 02:54:48,630
for our kiddos and support our teachers
in that really important work and for

8758
02:54:48,630 --> 02:54:48,640
in that really important work and for
 

8759
02:54:48,640 --> 02:54:51,030
in that really important work and for
taking the time to answer all of our

8760
02:54:51,030 --> 02:54:51,040
taking the time to answer all of our
 

8761
02:54:51,040 --> 02:54:54,070
taking the time to answer all of our
questions. Um you do amazing work and we

8762
02:54:54,070 --> 02:54:54,080
questions. Um you do amazing work and we
 

8763
02:54:54,080 --> 02:54:55,269
questions. Um you do amazing work and we
wouldn't be where we are without all of

8764
02:54:55,269 --> 02:54:55,279
wouldn't be where we are without all of
 

8765
02:54:55,279 --> 02:54:58,550
wouldn't be where we are without all of
you. So thank you for that. Uh I I would

8766
02:54:58,550 --> 02:54:58,560
you. So thank you for that. Uh I I would
 

8767
02:54:58,560 --> 02:55:00,309
you. So thank you for that. Uh I I would
like to move on to our next item of the

8768
02:55:00,309 --> 02:55:00,319
like to move on to our next item of the
 

8769
02:55:00,319 --> 02:55:04,309
like to move on to our next item of the
agenda if that's possible.

8770
02:55:04,309 --> 02:55:04,319

 

8771
02:55:04,319 --> 02:55:06,070

which is

8772
02:55:06,070 --> 02:55:06,080
which is
 

8773
02:55:06,080 --> 02:55:07,190
which is
>> what's the next item?

8774
02:55:07,190 --> 02:55:07,200
>> what's the next item?
 

8775
02:55:07,200 --> 02:55:08,950
>> what's the next item?
>> We have an executive session still.

8776
02:55:08,950 --> 02:55:08,960
>> We have an executive session still.
 

8777
02:55:08,960 --> 02:55:09,349
>> We have an executive session still.
Yeah.

8778
02:55:09,349 --> 02:55:09,359
Yeah.
 

8779
02:55:09,359 --> 02:55:10,230
Yeah.
>> Can I ask one thing?

8780
02:55:10,230 --> 02:55:10,240
>> Can I ask one thing?
 

8781
02:55:10,240 --> 02:55:12,469
>> Can I ask one thing?
>> Okay, one final round of questions.

8782
02:55:12,469 --> 02:55:12,479
>> Okay, one final round of questions.
 

8783
02:55:12,479 --> 02:55:14,710
>> Okay, one final round of questions.
>> Um, first off, I just want to thank

8784
02:55:14,710 --> 02:55:14,720
>> Um, first off, I just want to thank
 

8785
02:55:14,720 --> 02:55:17,190
>> Um, first off, I just want to thank
everybody um who's presented and all the

8786
02:55:17,190 --> 02:55:17,200
everybody um who's presented and all the
 

8787
02:55:17,200 --> 02:55:19,190
everybody um who's presented and all the
people that contributed to preparing for

8788
02:55:19,190 --> 02:55:19,200
people that contributed to preparing for
 

8789
02:55:19,200 --> 02:55:21,110
people that contributed to preparing for
this and I know I sometimes ask

8790
02:55:21,110 --> 02:55:21,120
this and I know I sometimes ask
 

8791
02:55:21,120 --> 02:55:22,550
this and I know I sometimes ask
questions and can't understand what's

8792
02:55:22,550 --> 02:55:22,560
questions and can't understand what's
 

8793
02:55:22,560 --> 02:55:24,550
questions and can't understand what's
presented, but that's in the spirit of

8794
02:55:24,550 --> 02:55:24,560
presented, but that's in the spirit of
 

8795
02:55:24,560 --> 02:55:26,389
presented, but that's in the spirit of
trying to not only for my understanding

8796
02:55:26,389 --> 02:55:26,399
trying to not only for my understanding
 

8797
02:55:26,399 --> 02:55:27,750
trying to not only for my understanding
to make sure other people can understand

8798
02:55:27,750 --> 02:55:27,760
to make sure other people can understand
 

8799
02:55:27,760 --> 02:55:30,550
to make sure other people can understand
what's going on. So I and I know that

8800
02:55:30,550 --> 02:55:30,560
what's going on. So I and I know that
 

8801
02:55:30,560 --> 02:55:32,389
what's going on. So I and I know that
our disciplinary stuff dealing with

8802
02:55:32,389 --> 02:55:32,399
our disciplinary stuff dealing with
 

8803
02:55:32,399 --> 02:55:34,150
our disciplinary stuff dealing with
climate and culture and our mental

8804
02:55:34,150 --> 02:55:34,160
climate and culture and our mental
 

8805
02:55:34,160 --> 02:55:35,910
climate and culture and our mental
health issues are are harder to measure

8806
02:55:35,910 --> 02:55:35,920
health issues are are harder to measure
 

8807
02:55:35,920 --> 02:55:37,670
health issues are are harder to measure
and quantify. So I'm not trying to

8808
02:55:37,670 --> 02:55:37,680
and quantify. So I'm not trying to
 

8809
02:55:37,680 --> 02:55:39,190
and quantify. So I'm not trying to
figure out what the quantitative numbers

8810
02:55:39,190 --> 02:55:39,200
figure out what the quantitative numbers
 

8811
02:55:39,200 --> 02:55:41,110
figure out what the quantitative numbers
are for these things. I'm trying to have

8812
02:55:41,110 --> 02:55:41,120
are for these things. I'm trying to have
 

8813
02:55:41,120 --> 02:55:43,830
are for these things. I'm trying to have
more insight into them. And I I maybe

8814
02:55:43,830 --> 02:55:43,840
more insight into them. And I I maybe
 

8815
02:55:43,840 --> 02:55:45,349
more insight into them. And I I maybe
it's a mismatch of like well there isn't

8816
02:55:45,349 --> 02:55:45,359
it's a mismatch of like well there isn't
 

8817
02:55:45,359 --> 02:55:47,750
it's a mismatch of like well there isn't
enough numbers so got a few numbers and

8818
02:55:47,750 --> 02:55:47,760
enough numbers so got a few numbers and
 

8819
02:55:47,760 --> 02:55:49,110
enough numbers so got a few numbers and
those numbers aren't providing me

8820
02:55:49,110 --> 02:55:49,120
those numbers aren't providing me
 

8821
02:55:49,120 --> 02:55:51,750
those numbers aren't providing me
insight. And so I'm if it's qualitative,

8822
02:55:51,750 --> 02:55:51,760
insight. And so I'm if it's qualitative,
 

8823
02:55:51,760 --> 02:55:53,429
insight. And so I'm if it's qualitative,
if it's people telling stories, if it's

8824
02:55:53,429 --> 02:55:53,439
if it's people telling stories, if it's
 

8825
02:55:53,439 --> 02:55:55,190
if it's people telling stories, if it's
people giving me their expert judgment,

8826
02:55:55,190 --> 02:55:55,200
people giving me their expert judgment,
 

8827
02:55:55,200 --> 02:55:56,950
people giving me their expert judgment,
I'd like to hear that as a board member

8828
02:55:56,950 --> 02:55:56,960
I'd like to hear that as a board member
 

8829
02:55:56,960 --> 02:55:59,510
I'd like to hear that as a board member
so I can understand how we're doing on

8830
02:55:59,510 --> 02:55:59,520
so I can understand how we're doing on
 

8831
02:55:59,520 --> 02:56:01,670
so I can understand how we're doing on
the mental health issues. So maybe it's

8832
02:56:01,670 --> 02:56:01,680
the mental health issues. So maybe it's
 

8833
02:56:01,680 --> 02:56:04,150
the mental health issues. So maybe it's
not a strategic plan metric, but it is

8834
02:56:04,150 --> 02:56:04,160
not a strategic plan metric, but it is
 

8835
02:56:04,160 --> 02:56:06,790
not a strategic plan metric, but it is
perhaps qualitative insight would be my

8836
02:56:06,790 --> 02:56:06,800
perhaps qualitative insight would be my
 

8837
02:56:06,800 --> 02:56:08,469
perhaps qualitative insight would be my
suggestion. And then I do have a

8838
02:56:08,469 --> 02:56:08,479
suggestion. And then I do have a
 

8839
02:56:08,479 --> 02:56:10,710
suggestion. And then I do have a
question for uh my uh fellow board

8840
02:56:10,710 --> 02:56:10,720
question for uh my uh fellow board
 

8841
02:56:10,720 --> 02:56:12,230
question for uh my uh fellow board
members. Like we've been doing this for

8842
02:56:12,230 --> 02:56:12,240
members. Like we've been doing this for
 

8843
02:56:12,240 --> 02:56:13,750
members. Like we've been doing this for
a while. We have two new board members.

8844
02:56:13,750 --> 02:56:13,760
a while. We have two new board members.
 

8845
02:56:13,760 --> 02:56:16,630
a while. We have two new board members.
It was great at CASBY to hear Nicole and

8846
02:56:16,630 --> 02:56:16,640
It was great at CASBY to hear Nicole and
 

8847
02:56:16,640 --> 02:56:18,230
It was great at CASBY to hear Nicole and
Dr. Anderson explain sort of their

8848
02:56:18,230 --> 02:56:18,240
Dr. Anderson explain sort of their
 

8849
02:56:18,240 --> 02:56:19,990
Dr. Anderson explain sort of their
theory of change of how we work as a

8850
02:56:19,990 --> 02:56:20,000
theory of change of how we work as a
 

8851
02:56:20,000 --> 02:56:22,630
theory of change of how we work as a
governing board. I think these meetings

8852
02:56:22,630 --> 02:56:22,640
governing board. I think these meetings
 

8853
02:56:22,640 --> 02:56:25,190
governing board. I think these meetings
are super helpful to me and give me uh a

8854
02:56:25,190 --> 02:56:25,200
are super helpful to me and give me uh a
 

8855
02:56:25,200 --> 02:56:27,030
are super helpful to me and give me uh a
lot of information and insight. I am

8856
02:56:27,030 --> 02:56:27,040
lot of information and insight. I am
 

8857
02:56:27,040 --> 02:56:29,030
lot of information and insight. I am
curious how the other board members feel

8858
02:56:29,030 --> 02:56:29,040
curious how the other board members feel
 

8859
02:56:29,040 --> 02:56:31,190
curious how the other board members feel
about this level of the depth of inquiry

8860
02:56:31,190 --> 02:56:31,200
about this level of the depth of inquiry
 

8861
02:56:31,200 --> 02:56:33,190
about this level of the depth of inquiry
and the use of this much time for it. If

8862
02:56:33,190 --> 02:56:33,200
and the use of this much time for it. If
 

8863
02:56:33,200 --> 02:56:38,870
and the use of this much time for it. If
anybody wanted to share

8864
02:56:38,870 --> 02:56:38,880

 

8865
02:56:38,880 --> 02:56:41,990

>> seeing thumbs up

8866
02:56:41,990 --> 02:56:42,000
>> seeing thumbs up
 

8867
02:56:42,000 --> 02:56:44,710
>> seeing thumbs up
any other last burning can't leave for

8868
02:56:44,710 --> 02:56:44,720
any other last burning can't leave for
 

8869
02:56:44,720 --> 02:56:46,309
any other last burning can't leave for
winter break without this question being

8870
02:56:46,309 --> 02:56:46,319
winter break without this question being
 

8871
02:56:46,319 --> 02:56:47,750
winter break without this question being
asked Dr. Anderson, I

8872
02:56:47,750 --> 02:56:47,760
asked Dr. Anderson, I
 

8873
02:56:47,760 --> 02:56:50,630
asked Dr. Anderson, I
>> I'd love to to answer um Alex your

8874
02:56:50,630 --> 02:56:50,640
>> I'd love to to answer um Alex your
 

8875
02:56:50,640 --> 02:56:53,590
>> I'd love to to answer um Alex your
question. I think it's helpful for us to

8876
02:56:53,590 --> 02:56:53,600
question. I think it's helpful for us to
 

8877
02:56:53,600 --> 02:56:55,190
question. I think it's helpful for us to
think it's helpful for our team to have

8878
02:56:55,190 --> 02:56:55,200
think it's helpful for our team to have
 

8879
02:56:55,200 --> 02:56:57,670
think it's helpful for our team to have
these moments that we reflect in time,

8880
02:56:57,670 --> 02:56:57,680
these moments that we reflect in time,
 

8881
02:56:57,680 --> 02:57:00,389
these moments that we reflect in time,
prepare, dig in, think through what's

8882
02:57:00,389 --> 02:57:00,399
prepare, dig in, think through what's
 

8883
02:57:00,399 --> 02:57:02,710
prepare, dig in, think through what's
working, what's not working. Um getting

8884
02:57:02,710 --> 02:57:02,720
working, what's not working. Um getting
 

8885
02:57:02,720 --> 02:57:04,790
working, what's not working. Um getting
great feedback from the board. You know,

8886
02:57:04,790 --> 02:57:04,800
great feedback from the board. You know,
 

8887
02:57:04,800 --> 02:57:06,870
great feedback from the board. You know,
I've got like 10 really good ideas that

8888
02:57:06,870 --> 02:57:06,880
I've got like 10 really good ideas that
 

8889
02:57:06,880 --> 02:57:09,830
I've got like 10 really good ideas that
came from our conversation today. Uh so

8890
02:57:09,830 --> 02:57:09,840
came from our conversation today. Uh so
 

8891
02:57:09,840 --> 02:57:11,750
came from our conversation today. Uh so
I think that to the extent there's

8892
02:57:11,750 --> 02:57:11,760
I think that to the extent there's
 

8893
02:57:11,760 --> 02:57:13,030
I think that to the extent there's
benefits for the board, I think there's

8894
02:57:13,030 --> 02:57:13,040
benefits for the board, I think there's
 

8895
02:57:13,040 --> 02:57:15,670
benefits for the board, I think there's
benefit for our incredible and amazing

8896
02:57:15,670 --> 02:57:15,680
benefit for our incredible and amazing
 

8897
02:57:15,680 --> 02:57:19,030
benefit for our incredible and amazing
team as well.

8898
02:57:19,030 --> 02:57:19,040
team as well.
 

8899
02:57:19,040 --> 02:57:21,510
team as well.
>> Thank you again for that presentation.

8900
02:57:21,510 --> 02:57:21,520
>> Thank you again for that presentation.
 

8901
02:57:21,520 --> 02:57:23,190
>> Thank you again for that presentation.
Board members public as indicated on

8902
02:57:23,190 --> 02:57:23,200
Board members public as indicated on
 

8903
02:57:23,200 --> 02:57:25,910
Board members public as indicated on
today's agenda. We have items to um

8904
02:57:25,910 --> 02:57:25,920
today's agenda. We have items to um
 

8905
02:57:25,920 --> 02:57:28,309
today's agenda. We have items to um
discuss in executive session. Is there a

8906
02:57:28,309 --> 02:57:28,319
discuss in executive session. Is there a
 

8907
02:57:28,319 --> 02:57:30,870
discuss in executive session. Is there a
motion?

8908
02:57:30,870 --> 02:57:30,880
motion?
 

8909
02:57:30,880 --> 02:57:33,110
motion?
I, Deianne Booker, make a motion

8910
02:57:33,110 --> 02:57:33,120
I, Deianne Booker, make a motion
 

8911
02:57:33,120 --> 02:57:38,550
I, Deianne Booker, make a motion
pursuant to CRS24-6-424F

8912
02:57:38,550 --> 02:57:38,560

 

8913
02:57:38,560 --> 02:57:41,110

to convene into executive session to

8914
02:57:41,110 --> 02:57:41,120
to convene into executive session to
 

8915
02:57:41,120 --> 02:57:43,349
to convene into executive session to
discuss personnel matters regarding the

8916
02:57:43,349 --> 02:57:43,359
discuss personnel matters regarding the
 

8917
02:57:43,359 --> 02:57:46,150
discuss personnel matters regarding the
superintendence evaluation process,

8918
02:57:46,150 --> 02:57:46,160
superintendence evaluation process,
 

8919
02:57:46,160 --> 02:57:48,389
superintendence evaluation process,
specifically the superintendent's

8920
02:57:48,389 --> 02:57:48,399
specifically the superintendent's
 

8921
02:57:48,399 --> 02:57:50,550
specifically the superintendent's
midyear evaluation.

8922
02:57:50,550 --> 02:57:50,560
midyear evaluation.
 

8923
02:57:50,560 --> 02:57:52,790
midyear evaluation.
>> Is there a second?

8924
02:57:52,790 --> 02:57:52,800
>> Is there a second?
 

8925
02:57:52,800 --> 02:57:57,349
>> Is there a second?
>> It died again. Seconded by Anna.

8926
02:57:57,349 --> 02:57:57,359
>> It died again. Seconded by Anna.
 

8927
02:57:57,359 --> 02:58:04,790
>> It died again. Seconded by Anna.
It is time to go. Four members, we will

8928
02:58:04,790 --> 02:58:04,800

 

8929
02:58:04,800 --> 02:58:08,870

I need to

8930
02:58:08,870 --> 02:58:08,880

 

8931
02:58:08,880 --> 02:58:13,349

>> shall we reconvene?

8932
02:58:13,349 --> 02:58:13,359

 

8933
02:58:13,359 --> 02:58:17,269

>> Okay. Booker,

8934
02:58:17,269 --> 02:58:17,279
>> Okay. Booker,
 

8935
02:58:17,279 --> 02:58:17,750
>> Okay. Booker,
>> yes.

8936
02:58:17,750 --> 02:58:17,760
>> yes.
 

8937
02:58:17,760 --> 02:58:19,269
>> yes.
>> Yes.

8938
02:58:19,269 --> 02:58:19,279
>> Yes.
 

8939
02:58:19,279 --> 02:58:20,150
>> Yes.
>> Chavez.

8940
02:58:20,150 --> 02:58:20,160
>> Chavez.
 

8941
02:58:20,160 --> 02:58:20,790
>> Chavez.
>> Yes.

8942
02:58:20,790 --> 02:58:20,800
>> Yes.
 

8943
02:58:20,800 --> 02:58:21,670
>> Yes.
>> Medler.

8944
02:58:21,670 --> 02:58:21,680
>> Medler.
 

8945
02:58:21,680 --> 02:58:23,670
>> Medler.
>> Yes.

8946
02:58:23,670 --> 02:58:23,680
>> Yes.
 

8947
02:58:23,680 --> 02:58:25,030
>> Yes.
>> Raj Paul.

8948
02:58:25,030 --> 02:58:25,040
>> Raj Paul.
 

8949
02:58:25,040 --> 02:58:27,349
>> Raj Paul.
>> Now I have that one died, too. Now I

8950
02:58:27,349 --> 02:58:27,359
>> Now I have that one died, too. Now I
 

8951
02:58:27,359 --> 02:58:30,630
>> Now I have that one died, too. Now I
have three mics. Two of which. Yes.

8952
02:58:30,630 --> 02:58:30,640
have three mics. Two of which. Yes.
 

8953
02:58:30,640 --> 02:58:31,910
have three mics. Two of which. Yes.
>> Tamuading.

8954
02:58:31,910 --> 02:58:31,920
>> Tamuading.
 

8955
02:58:31,920 --> 02:58:33,349
>> Tamuading.
>> Yes.

8956
02:58:33,349 --> 02:58:33,359
>> Yes.
 

8957
02:58:33,359 --> 02:58:34,070
>> Yes.
>> Anger.

8958
02:58:34,070 --> 02:58:34,080
>> Anger.
 

8959
02:58:34,080 --> 02:58:34,710
>> Anger.
>> Yes.

8960
02:58:34,710 --> 02:58:34,720
>> Yes.
 

8961
02:58:34,720 --> 02:58:35,830
>> Yes.
>> Motion passes.

8962
02:58:35,830 --> 02:58:35,840
>> Motion passes.
 

8963
02:58:35,840 --> 02:58:38,070
>> Motion passes.
>> Okay. We will now adjourn this public

8964
02:58:38,070 --> 02:58:38,080
>> Okay. We will now adjourn this public
 

8965
02:58:38,080 --> 02:58:39,590
>> Okay. We will now adjourn this public
portion of today's meeting and convening

8966
02:58:39,590 --> 02:58:39,600
portion of today's meeting and convening
 

8967
02:58:39,600 --> 02:58:47,110
portion of today's meeting and convening
Glacier.

8968
02:58:47,110 --> 02:58:47,120

 

8969
02:58:47,120 --> 02:58:48,389

>> That's really funny.

8970
02:58:48,389 --> 02:58:48,399
>> That's really funny.
 

8971
02:58:48,399 --> 02:58:50,790
>> That's really funny.
>> That was quite good microphone. Do you

8972
02:58:50,790 --> 02:58:50,800
>> That was quite good microphone. Do you
 

8973
02:58:50,800 --> 02:59:16,070
>> That was quite good microphone. Do you
want this back so you can reuse it?

8974
02:59:16,070 --> 02:59:16,080

 

8975
02:59:16,080 --> 02:59:18,870

Henry, you're talking about Henry turned

8976
02:59:18,870 --> 02:59:18,880
Henry, you're talking about Henry turned
 

8977
02:59:18,880 --> 02:59:28,469
Henry, you're talking about Henry turned
30.

8978
02:59:28,469 --> 02:59:28,479

 

8979
02:59:28,479 --> 03:00:29,830

I feel so sweet. I know.

8980
03:00:29,830 --> 03:00:29,840

 

8981
03:00:29,840 --> 03:00:39,910

I just talked to you.

8982
03:00:39,910 --> 03:00:39,920

 

8983
03:00:39,920 --> 03:01:04,150

Yeah,

8984
03:01:04,150 --> 03:01:04,160

 

8985
03:01:04,160 --> 03:01:13,510

>> all

8986
03:01:13,510 --> 03:01:13,520

 

8987
03:01:13,520 --> 03:01:53,349

And it's

8988
03:01:53,349 --> 03:01:53,359

 

8989
03:01:53,359 --> 03:02:07,750

Yeah, thanks. Great to see you.

8990
03:02:07,750 --> 03:02:07,760

 

8991
03:02:07,760 --> 03:02:10,230

Dan, I know you're off to Zach here.

8992
03:02:10,230 --> 03:02:10,240
Dan, I know you're off to Zach here.
 

8993
03:02:10,240 --> 03:02:11,670
Dan, I know you're off to Zach here.
>> Um, I had one more thing to mention to

8994
03:02:11,670 --> 03:02:11,680
>> Um, I had one more thing to mention to
 

8995
03:02:11,680 --> 03:02:13,030
>> Um, I had one more thing to mention to
you. I don't know if you saw news and

8996
03:02:13,030 --> 03:02:13,040
you. I don't know if you saw news and
 

8997
03:02:13,040 --> 03:02:14,550
you. I don't know if you saw news and
notes, but I'm going to have a woman

8998
03:02:14,550 --> 03:02:14,560
notes, but I'm going to have a woman
 

8999
03:02:14,560 --> 03:02:16,389
notes, but I'm going to have a woman
named Joer reach out to you. Okay.

9000
03:02:16,389 --> 03:02:16,399
named Joer reach out to you. Okay.
 

9001
03:02:16,399 --> 03:02:18,309
named Joer reach out to you. Okay.
>> We're having uh in January, we often

9002
03:02:18,309 --> 03:02:18,319
>> We're having uh in January, we often
 

9003
03:02:18,319 --> 03:02:19,830
>> We're having uh in January, we often
times celebrate the board. Okay.

9004
03:02:19,830 --> 03:02:19,840
times celebrate the board. Okay.
 

9005
03:02:19,840 --> 03:02:21,110
times celebrate the board. Okay.
>> And with the new board members, we do

9006
03:02:21,110 --> 03:02:21,120
>> And with the new board members, we do
 

9007
03:02:21,120 --> 03:02:22,790
>> And with the new board members, we do
like little feature stories about who we

9008
03:02:22,790 --> 03:02:22,800
like little feature stories about who we
 

9009
03:02:22,800 --> 03:02:24,710
like little feature stories about who we
are and all that kind of stuff. So, I

9010
03:02:24,710 --> 03:02:24,720
are and all that kind of stuff. So, I
 

9011
03:02:24,720 --> 03:02:25,670
are and all that kind of stuff. So, I
just didn't want you to be surprised

9012
03:02:25,670 --> 03:02:25,680
just didn't want you to be surprised
 

9013
03:02:25,680 --> 03:02:26,550
just didn't want you to be surprised
when you get that call.

9014
03:02:26,550 --> 03:02:26,560
when you get that call.
 

9015
03:02:26,560 --> 03:02:27,830
when you get that call.
>> Thank you.

9016
03:02:27,830 --> 03:02:27,840
>> Thank you.
 

9017
03:02:27,840 --> 03:02:29,190
>> Thank you.
>> I'll probably make a little

9018
03:02:29,190 --> 03:02:29,200
>> I'll probably make a little
 

9019
03:02:29,200 --> 03:03:18,389
>> I'll probably make a little
>> Okay.

9020
03:03:18,389 --> 03:03:18,399

 

9021
03:03:18,399 --> 03:03:45,990

You can check

9022
03:03:45,990 --> 03:03:46,000

 

9023
03:03:46,000 --> 03:04:14,309

telephone.

9024
03:04:14,309 --> 03:04:14,319

 

9025
03:04:14,319 --> 03:04:34,389

Of

9026
03:04:34,389 --> 03:04:34,399

 

9027
03:04:34,399 --> 03:04:40,870

course, no problem.

9028
03:04:40,870 --> 03:04:40,880

 

9029
03:04:40,880 --> 03:04:54,710

Yeah.

9030
03:04:54,710 --> 03:04:54,720

 

9031
03:04:54,720 --> 03:04:56,550

>> Hello.

9032
03:04:56,550 --> 03:04:56,560
>> Hello.
 

9033
03:04:56,560 --> 03:04:58,550
>> Hello.
>> Hi, CHRIS FROM IT.

9034
03:04:58,550 --> 03:04:58,560
>> Hi, CHRIS FROM IT.
 

9035
03:04:58,560 --> 03:04:59,110
>> Hi, CHRIS FROM IT.
>> OH, HI.

9036
03:04:59,110 --> 03:04:59,120
>> OH, HI.
 

9037
03:04:59,120 --> 03:05:01,910
>> OH, HI.
>> I was told that um you have an issue

9038
03:05:01,910 --> 03:05:01,920
>> I was told that um you have an issue
 

9039
03:05:01,920 --> 03:05:04,389
>> I was told that um you have an issue
with your phone. Oh, I just wanted to

9040
03:05:04,389 --> 03:05:04,399
with your phone. Oh, I just wanted to
 

9041
03:05:04,399 --> 03:05:07,990
with your phone. Oh, I just wanted to
get my EVSD email on my phone

9042
03:05:07,990 --> 03:05:08,000
get my EVSD email on my phone
 

9043
03:05:08,000 --> 03:05:10,790
get my EVSD email on my phone
>> and I don't have the right um I don't

9044
03:05:10,790 --> 03:05:10,800
>> and I don't have the right um I don't
 

9045
03:05:10,800 --> 03:05:12,630
>> and I don't have the right um I don't
have the right magic code to put in into

9046
03:05:12,630 --> 03:05:12,640
have the right magic code to put in into
 

9047
03:05:12,640 --> 03:05:14,389
have the right magic code to put in into
the settings. Do you know what I'm

9048
03:05:14,389 --> 03:05:14,399
the settings. Do you know what I'm
 

9049
03:05:14,399 --> 03:05:15,349
the settings. Do you know what I'm
saying?

9050
03:05:15,349 --> 03:05:15,359
saying?
 

9051
03:05:15,359 --> 03:05:16,710
saying?
>> Uh not specifically.

9052
03:05:16,710 --> 03:05:16,720
>> Uh not specifically.
 

9053
03:05:16,720 --> 03:05:18,950
>> Uh not specifically.
>> Not specifically. So, I turned it off

9054
03:05:18,950 --> 03:05:18,960
>> Not specifically. So, I turned it off
 

9055
03:05:18,960 --> 03:05:23,990
>> Not specifically. So, I turned it off
for the

9056
03:05:23,990 --> 03:05:24,000

 

9057
03:05:24,000 --> 03:05:42,630

>> There he goes. No chairs allowed.

9058
03:05:42,630 --> 03:05:42,640

 

9059
03:05:42,640 --> 03:05:44,630

The other thing we might need is to have

9060
03:05:44,630 --> 03:05:44,640
The other thing we might need is to have
 

9061
03:05:44,640 --> 03:05:46,950
The other thing we might need is to have
you logged into class. That would be the

9062
03:05:46,950 --> 03:05:46,960
you logged into class. That would be the
 

9063
03:05:46,960 --> 03:05:47,990
you logged into class. That would be the
only thing.

9064
03:05:47,990 --> 03:05:48,000
only thing.
 

9065
03:05:48,000 --> 03:05:51,269
only thing.
>> Okay.

9066
03:05:51,269 --> 03:05:51,279

 

9067
03:05:51,279 --> 03:05:52,870

But basically all we're going to do is

9068
03:05:52,870 --> 03:05:52,880
But basically all we're going to do is
 

9069
03:05:52,880 --> 03:05:55,030
But basically all we're going to do is
add uh add an account,

9070
03:05:55,030 --> 03:05:55,040
add uh add an account,
 

9071
03:05:55,040 --> 03:05:56,790
add uh add an account,
>> right?

9072
03:05:56,790 --> 03:05:56,800
>> right?
 

9073
03:05:56,800 --> 03:05:59,590
>> right?
>> Um

9074
03:05:59,590 --> 03:05:59,600
>> Um
 

9075
03:05:59,600 --> 03:06:03,990
>> Um
had tried to add it and then got to the

9076
03:06:03,990 --> 03:06:04,000
had tried to add it and then got to the
 

9077
03:06:04,000 --> 03:06:05,750
had tried to add it and then got to the
point where

9078
03:06:05,750 --> 03:06:05,760
point where
 

9079
03:06:05,760 --> 03:06:09,510
point where
>> it needed different different uh

9080
03:06:09,510 --> 03:06:09,520
>> it needed different different uh
 

9081
03:06:09,520 --> 03:06:26,150
>> it needed different different uh
>> than what I had. So it was

9082
03:06:26,150 --> 03:06:26,160

 

9083
03:06:26,160 --> 03:06:27,269

You want to touch it there?

9084
03:06:27,269 --> 03:06:27,279
You want to touch it there?
 

9085
03:06:27,279 --> 03:06:28,070
You want to touch it there?
>> Sure.

9086
03:06:28,070 --> 03:06:28,080
>> Sure.
 

9087
03:06:28,080 --> 03:06:30,790
>> Sure.
>> Okay. So, this one.

9088
03:06:30,790 --> 03:06:30,800
>> Okay. So, this one.
 

9089
03:06:30,800 --> 03:06:42,790
>> Okay. So, this one.
>> Yeah.

9090
03:06:42,790 --> 03:06:42,800

 

9091
03:06:42,800 --> 03:06:45,269

>> Would you be opposed to using Gmail.

9092
03:06:45,269 --> 03:06:45,279
>> Would you be opposed to using Gmail.
 

9093
03:06:45,279 --> 03:06:50,309
>> Would you be opposed to using Gmail.
>> Oh, I can do that. Yeah, hit that.

9094
03:06:50,309 --> 03:06:50,319

 

9095
03:06:50,319 --> 03:06:52,309

>> Well, it's it's a known

9096
03:06:52,309 --> 03:06:52,319
>> Well, it's it's a known
 

9097
03:06:52,319 --> 03:07:01,269
>> Well, it's it's a known
>> known. Okay, got it.

9098
03:07:01,269 --> 03:07:01,279

 

9099
03:07:01,279 --> 03:07:02,389

>> Okay.

9100
03:07:02,389 --> 03:07:02,399
>> Okay.
 

9101
03:07:02,399 --> 03:07:03,510
>> Okay.
>> Do you mind if I hang on?

9102
03:07:03,510 --> 03:07:03,520
>> Do you mind if I hang on?
 

9103
03:07:03,520 --> 03:07:05,030
>> Do you mind if I hang on?
>> No, not at all.

9104
03:07:05,030 --> 03:07:05,040
>> No, not at all.
 

9105
03:07:05,040 --> 03:07:07,269
>> No, not at all.
>> You just drop it off for me.

9106
03:07:07,269 --> 03:07:07,279
>> You just drop it off for me.
 

9107
03:07:07,279 --> 03:07:09,349
>> You just drop it off for me.
>> That'd be great.

9108
03:07:09,349 --> 03:07:09,359
>> That'd be great.
 

9109
03:07:09,359 --> 03:07:12,309
>> That'd be great.
>> I I trust you.

9110
03:07:12,309 --> 03:07:12,319
>> I I trust you.
 

9111
03:07:12,319 --> 03:07:13,990
>> I I trust you.
>> Okay.

9112
03:07:13,990 --> 03:07:14,000
>> Okay.
 

9113
03:07:14,000 --> 03:07:16,630
>> Okay.
certainly get as far as I have to go.

9114
03:07:16,630 --> 03:07:16,640
certainly get as far as I have to go.
 

9115
03:07:16,640 --> 03:07:18,710
certainly get as far as I have to go.
>> Okay, great.

9116
03:07:18,710 --> 03:07:18,720
>> Okay, great.
 

9117
03:07:18,720 --> 03:07:20,469
>> Okay, great.
>> In fact, actually, why don't I walk with

9118
03:07:20,469 --> 03:07:20,479
>> In fact, actually, why don't I walk with
 

9119
03:07:20,479 --> 03:07:23,429
>> In fact, actually, why don't I walk with
you?

9120
03:07:23,429 --> 03:07:23,439
you?
 

9121
03:07:23,439 --> 03:07:25,910
you?
>> Oh, I see.

9122
03:07:25,910 --> 03:07:25,920
>> Oh, I see.
 

9123
03:07:25,920 --> 03:07:27,269
>> Oh, I see.
>> Just got to go, I guess.

9124
03:07:27,269 --> 03:07:27,279
>> Just got to go, I guess.
 

9125
03:07:27,279 --> 03:07:32,950
>> Just got to go, I guess.
>> Yes. Yes. Okay. No, we can walk with

9126
03:07:32,950 --> 03:07:32,960

 

9127
03:07:32,960 --> 03:07:35,990

glasses as well

9128
03:07:35,990 --> 03:07:36,000
glasses as well
 

9129
03:07:36,000 --> 03:07:38,790
glasses as well
down here.

9130
03:07:38,790 --> 03:07:38,800
down here.
 

9131
03:07:38,800 --> 03:07:55,269
down here.
>> No worries.

9132
03:07:55,269 --> 03:07:55,279

 

9133
03:07:55,279 --> 03:07:56,630

You guys are so good at this. You want

9134
03:07:56,630 --> 03:07:56,640
You guys are so good at this. You want
 

9135
03:07:56,640 --> 03:07:59,510
You guys are so good at this. You want
to stay after?

9136
03:07:59,510 --> 03:07:59,520
to stay after?
 

9137
03:07:59,520 --> 03:08:22,710
to stay after?
>> Sure.

9138
03:08:22,710 --> 03:08:22,720

 

9139
03:08:22,720 --> 03:08:26,309

But when that's done, you'll

9140
03:08:26,309 --> 03:08:26,319
But when that's done, you'll
 

9141
03:08:26,319 --> 03:08:32,950
But when that's done, you'll
Thanks.

9142
03:08:32,950 --> 03:08:32,960

 

9143
03:08:32,960 --> 03:08:36,160

>> You got it.