1 00:00:05,920 --> 00:00:07,269 I'd like to call to order this regular 2 00:00:07,269 --> 00:00:07,279 I'd like to call to order this regular 3 00:00:07,279 --> 00:00:08,470 I'd like to call to order this regular meeting of the Boulder Valley School 4 00:00:08,470 --> 00:00:08,480 meeting of the Boulder Valley School 5 00:00:08,480 --> 00:00:10,549 meeting of the Boulder Valley School District for Tuesday, December 16th, 6 00:00:10,549 --> 00:00:10,559 District for Tuesday, December 16th, 7 00:00:10,559 --> 00:00:12,629 District for Tuesday, December 16th, 2025. Board members may attend and 8 00:00:12,629 --> 00:00:12,639 2025. Board members may attend and 9 00:00:12,639 --> 00:00:14,230 2025. Board members may attend and participate in meetings remotely in 10 00:00:14,230 --> 00:00:14,240 participate in meetings remotely in 11 00:00:14,240 --> 00:00:16,230 participate in meetings remotely in accordance with board policy BME and 12 00:00:16,230 --> 00:00:16,240 accordance with board policy BME and 13 00:00:16,240 --> 00:00:18,550 accordance with board policy BME and state law. Laura, can you please call 14 00:00:18,550 --> 00:00:18,560 state law. Laura, can you please call 15 00:00:18,560 --> 00:00:20,710 state law. Laura, can you please call the role? 16 00:00:20,710 --> 00:00:20,720 the role? 17 00:00:20,720 --> 00:00:21,510 the role? >> Booker 18 00:00:21,510 --> 00:00:21,520 >> Booker 19 00:00:21,520 --> 00:00:22,950 >> Booker >> here. 20 00:00:22,950 --> 00:00:22,960 >> here. 21 00:00:22,960 --> 00:00:23,750 >> here. >> Chavez 22 00:00:23,750 --> 00:00:23,760 >> Chavez 23 00:00:23,760 --> 00:00:24,630 >> Chavez >> here. 24 00:00:24,630 --> 00:00:24,640 >> here. 25 00:00:24,640 --> 00:00:25,269 >> here. >> Medler 26 00:00:25,269 --> 00:00:25,279 >> Medler 27 00:00:25,279 --> 00:00:25,990 >> Medler >> here. 28 00:00:25,990 --> 00:00:26,000 >> here. 29 00:00:26,000 --> 00:00:28,790 >> here. >> Quinn Linua. 30 00:00:28,790 --> 00:00:28,800 >> Quinn Linua. 31 00:00:28,800 --> 00:00:32,310 >> Quinn Linua. Raj Paul here. Tamuadi 32 00:00:32,310 --> 00:00:32,320 Raj Paul here. Tamuadi 33 00:00:32,320 --> 00:00:33,590 Raj Paul here. Tamuadi >> here. Anger 34 00:00:33,590 --> 00:00:33,600 >> here. Anger 35 00:00:33,600 --> 00:00:34,709 >> here. Anger >> here. 36 00:00:34,709 --> 00:00:34,719 >> here. 37 00:00:34,719 --> 00:00:36,549 >> here. >> Thank you. 38 00:00:36,549 --> 00:00:36,559 >> Thank you. 39 00:00:36,559 --> 00:00:38,150 >> Thank you. >> Like everyone to turn their attention to 40 00:00:38,150 --> 00:00:38,160 >> Like everyone to turn their attention to 41 00:00:38,160 --> 00:00:39,670 >> Like everyone to turn their attention to the screen for a land acknowledgement 42 00:00:39,670 --> 00:00:39,680 the screen for a land acknowledgement 43 00:00:39,680 --> 00:00:50,950 the screen for a land acknowledgement this morning. 44 00:00:50,950 --> 00:00:50,960 45 00:00:50,960 --> 00:00:52,549 The Boulder Valley School District 46 00:00:52,549 --> 00:00:52,559 The Boulder Valley School District 47 00:00:52,559 --> 00:00:54,790 The Boulder Valley School District resides and operates on land that is the 48 00:00:54,790 --> 00:00:54,800 resides and operates on land that is the 49 00:00:54,800 --> 00:00:57,350 resides and operates on land that is the ancestral homeland and unjustly and 50 00:00:57,350 --> 00:00:57,360 ancestral homeland and unjustly and 51 00:00:57,360 --> 00:00:59,670 ancestral homeland and unjustly and illegally taken territory of the Ute, 52 00:00:59,670 --> 00:00:59,680 illegally taken territory of the Ute, 53 00:00:59,680 --> 00:01:03,349 illegally taken territory of the Ute, Pueblin, Arapo, Cheyenne, Apache, 54 00:01:03,349 --> 00:01:03,359 Pueblin, Arapo, Cheyenne, Apache, 55 00:01:03,359 --> 00:01:06,149 Pueblin, Arapo, Cheyenne, Apache, Navajo, and 48 other tribal nations 56 00:01:06,149 --> 00:01:06,159 Navajo, and 48 other tribal nations 57 00:01:06,159 --> 00:01:08,390 Navajo, and 48 other tribal nations historically tied to this land who have 58 00:01:08,390 --> 00:01:08,400 historically tied to this land who have 59 00:01:08,400 --> 00:01:10,469 historically tied to this land who have called this land home since time and 60 00:01:10,469 --> 00:01:10,479 called this land home since time and 61 00:01:10,479 --> 00:01:20,550 called this land home since time and memorial. 62 00:01:20,550 --> 00:01:20,560 63 00:01:20,560 --> 00:01:22,469 We acknowledge the atrocities committed 64 00:01:22,469 --> 00:01:22,479 We acknowledge the atrocities committed 65 00:01:22,479 --> 00:01:24,630 We acknowledge the atrocities committed here, including the painful history of 66 00:01:24,630 --> 00:01:24,640 here, including the painful history of 67 00:01:24,640 --> 00:01:27,510 here, including the painful history of genocide, forced assimilation, and 68 00:01:27,510 --> 00:01:27,520 genocide, forced assimilation, and 69 00:01:27,520 --> 00:01:28,870 genocide, forced assimilation, and efforts [music] to alienate the 70 00:01:28,870 --> 00:01:28,880 efforts [music] to alienate the 71 00:01:28,880 --> 00:01:30,390 efforts [music] to alienate the indigenous inhabitants from their 72 00:01:30,390 --> 00:01:30,400 indigenous inhabitants from their 73 00:01:30,400 --> 00:01:32,390 indigenous inhabitants from their homeland, supported by the policies of 74 00:01:32,390 --> 00:01:32,400 homeland, supported by the policies of 75 00:01:32,400 --> 00:01:34,966 homeland, supported by the policies of the United States government. 76 00:01:34,966 --> 00:01:34,976 the United States government. 77 00:01:34,976 --> 00:01:40,069 the United States government. [music] 78 00:01:40,069 --> 00:01:40,079 79 00:01:40,079 --> 00:01:42,310 BBSD is aware of the many indigenous 80 00:01:42,310 --> 00:01:42,320 BBSD is aware of the many indigenous 81 00:01:42,320 --> 00:01:44,630 BBSD is aware of the many indigenous peoples, past and present, and their 82 00:01:44,630 --> 00:01:44,640 peoples, past and present, and their 83 00:01:44,640 --> 00:01:46,950 peoples, past and present, and their dignified nations and cultures, who care 84 00:01:46,950 --> 00:01:46,960 dignified nations and cultures, who care 85 00:01:46,960 --> 00:01:48,310 dignified nations and cultures, who care for this land with strength and 86 00:01:48,310 --> 00:01:48,320 for this land with strength and 87 00:01:48,320 --> 00:01:49,910 for this land with strength and resilience. 88 00:01:49,910 --> 00:01:49,920 resilience. 89 00:01:49,920 --> 00:01:51,830 resilience. BBSD recognizes the histories of the 90 00:01:51,830 --> 00:01:51,840 BBSD recognizes the histories of the 91 00:01:51,840 --> 00:01:53,910 BBSD recognizes the histories of the land in Colorado and the survival of 92 00:01:53,910 --> 00:01:53,920 land in Colorado and the survival of 93 00:01:53,920 --> 00:01:55,749 land in Colorado and the survival of many nations that carried their oral 94 00:01:55,749 --> 00:01:55,759 many nations that carried their oral 95 00:01:55,759 --> 00:01:59,201 many nations that carried their oral traditions into the present. 96 00:01:59,201 --> 00:01:59,211 traditions into the present. 97 00:01:59,211 --> 00:01:59,510 traditions into the present. >> [music] 98 00:01:59,510 --> 00:01:59,520 >> [music] 99 00:01:59,520 --> 00:02:02,069 >> [music] >> It is BBSD's responsibility to educate 100 00:02:02,069 --> 00:02:02,079 >> It is BBSD's responsibility to educate 101 00:02:02,079 --> 00:02:04,230 >> It is BBSD's responsibility to educate ourselves, our community, and our 102 00:02:04,230 --> 00:02:04,240 ourselves, our community, and our 103 00:02:04,240 --> 00:02:06,230 ourselves, our community, and our students so that we can embrace the 104 00:02:06,230 --> 00:02:06,240 students so that we can embrace the 105 00:02:06,240 --> 00:02:07,749 students so that we can embrace the wisdom and knowledge of indigenous 106 00:02:07,749 --> 00:02:07,759 wisdom and knowledge of indigenous 107 00:02:07,759 --> 00:02:09,430 wisdom and knowledge of indigenous peoples 108 00:02:09,430 --> 00:02:09,440 peoples 109 00:02:09,440 --> 00:02:11,589 peoples and actively stand together to address 110 00:02:11,589 --> 00:02:11,599 and actively stand together to address 111 00:02:11,599 --> 00:02:19,350 and actively stand together to address injustices. 112 00:02:19,350 --> 00:02:19,360 113 00:02:19,360 --> 00:02:21,350 In offering this land acknowledgement, 114 00:02:21,350 --> 00:02:21,360 In offering this land acknowledgement, 115 00:02:21,360 --> 00:02:24,070 In offering this land acknowledgement, we affirm and honor the history, wisdom, 116 00:02:24,070 --> 00:02:24,080 we affirm and honor the history, wisdom, 117 00:02:24,080 --> 00:02:26,550 we affirm and honor the history, wisdom, oral traditions, and resilience of 118 00:02:26,550 --> 00:02:26,560 oral traditions, and resilience of 119 00:02:26,560 --> 00:02:28,949 oral traditions, and resilience of indigenous people, and recognize the 120 00:02:28,949 --> 00:02:28,959 indigenous people, and recognize the 121 00:02:28,959 --> 00:02:30,869 indigenous people, and recognize the responsibility to care for and 122 00:02:30,869 --> 00:02:30,879 responsibility to care for and 123 00:02:30,879 --> 00:02:37,589 responsibility to care for and appreciate this land together. 124 00:02:37,589 --> 00:02:37,599 125 00:02:37,599 --> 00:02:39,030 I'd like to remind everybody that the 126 00:02:39,030 --> 00:02:39,040 I'd like to remind everybody that the 127 00:02:39,040 --> 00:02:40,309 I'd like to remind everybody that the mission of the Boulder Valley School 128 00:02:40,309 --> 00:02:40,319 mission of the Boulder Valley School 129 00:02:40,319 --> 00:02:41,750 mission of the Boulder Valley School District is to create challenging, 130 00:02:41,750 --> 00:02:41,760 District is to create challenging, 131 00:02:41,760 --> 00:02:43,430 District is to create challenging, meaningful, and engaging learning 132 00:02:43,430 --> 00:02:43,440 meaningful, and engaging learning 133 00:02:43,440 --> 00:02:44,869 meaningful, and engaging learning opportunities so that all children 134 00:02:44,869 --> 00:02:44,879 opportunities so that all children 135 00:02:44,879 --> 00:02:46,630 opportunities so that all children thrive and are prepared for successful, 136 00:02:46,630 --> 00:02:46,640 thrive and are prepared for successful, 137 00:02:46,640 --> 00:02:48,790 thrive and are prepared for successful, civically engaged lives. Thank you 138 00:02:48,790 --> 00:02:48,800 civically engaged lives. Thank you 139 00:02:48,800 --> 00:02:50,470 civically engaged lives. Thank you everyone. Good morning. Happy to have 140 00:02:50,470 --> 00:02:50,480 everyone. Good morning. Happy to have 141 00:02:50,480 --> 00:02:52,070 everyone. Good morning. Happy to have you join us here today. It feels like a 142 00:02:52,070 --> 00:02:52,080 you join us here today. It feels like a 143 00:02:52,080 --> 00:02:54,390 you join us here today. It feels like a full house for a Tuesday morning. Um 144 00:02:54,390 --> 00:02:54,400 full house for a Tuesday morning. Um 145 00:02:54,400 --> 00:02:55,589 full house for a Tuesday morning. Um we're glad to have you observe and 146 00:02:55,589 --> 00:02:55,599 we're glad to have you observe and 147 00:02:55,599 --> 00:02:57,270 we're glad to have you observe and participate in our meetings. At this 148 00:02:57,270 --> 00:02:57,280 participate in our meetings. At this 149 00:02:57,280 --> 00:02:59,110 participate in our meetings. At this time, is there a motion to approve this 150 00:02:59,110 --> 00:02:59,120 time, is there a motion to approve this 151 00:02:59,120 --> 00:03:02,309 time, is there a motion to approve this morning's agenda? Moved by Jorge, 152 00:03:02,309 --> 00:03:02,319 morning's agenda? Moved by Jorge, 153 00:03:02,319 --> 00:03:04,470 morning's agenda? Moved by Jorge, seconded by Alex. Laura, can you please 154 00:03:04,470 --> 00:03:04,480 seconded by Alex. Laura, can you please 155 00:03:04,480 --> 00:03:07,430 seconded by Alex. Laura, can you please call the vote 156 00:03:07,430 --> 00:03:07,440 call the vote 157 00:03:07,440 --> 00:03:13,589 call the vote after? 158 00:03:13,589 --> 00:03:13,599 159 00:03:13,599 --> 00:03:15,030 >> Yes. 160 00:03:15,030 --> 00:03:15,040 >> Yes. 161 00:03:15,040 --> 00:03:16,149 >> Yes. >> Chavez, 162 00:03:16,149 --> 00:03:16,159 >> Chavez, 163 00:03:16,159 --> 00:03:18,149 >> Chavez, >> yes. Medler, 164 00:03:18,149 --> 00:03:18,159 >> yes. Medler, 165 00:03:18,159 --> 00:03:20,949 >> yes. Medler, >> yes. 166 00:03:20,949 --> 00:03:20,959 >> yes. 167 00:03:20,959 --> 00:03:21,910 >> yes. >> Raj Paul, 168 00:03:21,910 --> 00:03:21,920 >> Raj Paul, 169 00:03:21,920 --> 00:03:23,430 >> Raj Paul, >> yes. 170 00:03:23,430 --> 00:03:23,440 >> yes. 171 00:03:23,440 --> 00:03:24,470 >> yes. >> Tamuading, 172 00:03:24,470 --> 00:03:24,480 >> Tamuading, 173 00:03:24,480 --> 00:03:25,990 >> Tamuading, >> yes. Anger, 174 00:03:25,990 --> 00:03:26,000 >> yes. Anger, 175 00:03:26,000 --> 00:03:26,790 >> yes. Anger, >> yes. 176 00:03:26,790 --> 00:03:26,800 >> yes. 177 00:03:26,800 --> 00:03:28,949 >> yes. >> Motion passes. 178 00:03:28,949 --> 00:03:28,959 >> Motion passes. 179 00:03:28,959 --> 00:03:30,630 >> Motion passes. This morning, we will be taking an 180 00:03:30,630 --> 00:03:30,640 This morning, we will be taking an 181 00:03:30,640 --> 00:03:33,589 This morning, we will be taking an in-depth look at BBSD strategic plan. 182 00:03:33,589 --> 00:03:33,599 in-depth look at BBSD strategic plan. 183 00:03:33,599 --> 00:03:36,470 in-depth look at BBSD strategic plan. And I will turn it over to Dr. Anderson 184 00:03:36,470 --> 00:03:36,480 And I will turn it over to Dr. Anderson 185 00:03:36,480 --> 00:03:38,710 And I will turn it over to Dr. Anderson for introductions. 186 00:03:38,710 --> 00:03:38,720 for introductions. 187 00:03:38,720 --> 00:03:40,229 for introductions. >> Thank you, board president Raj Paul. 188 00:03:40,229 --> 00:03:40,239 >> Thank you, board president Raj Paul. 189 00:03:40,239 --> 00:03:41,589 >> Thank you, board president Raj Paul. Board members, great to see everyone 190 00:03:41,589 --> 00:03:41,599 Board members, great to see everyone 191 00:03:41,599 --> 00:03:43,990 Board members, great to see everyone here this morning. Uh board members, 192 00:03:43,990 --> 00:03:44,000 here this morning. Uh board members, 193 00:03:44,000 --> 00:03:46,789 here this morning. Uh board members, this is our second in-depth update of 194 00:03:46,789 --> 00:03:46,799 this is our second in-depth update of 195 00:03:46,799 --> 00:03:48,869 this is our second in-depth update of the BVSD All together for all students 196 00:03:48,869 --> 00:03:48,879 the BVSD All together for all students 197 00:03:48,879 --> 00:03:51,270 the BVSD All together for all students strategic plan. Uh we had an update for 198 00:03:51,270 --> 00:03:51,280 strategic plan. Uh we had an update for 199 00:03:51,280 --> 00:03:53,750 strategic plan. Uh we had an update for you all in September. Uh we've our team 200 00:03:53,750 --> 00:03:53,760 you all in September. Uh we've our team 201 00:03:53,760 --> 00:03:55,430 you all in September. Uh we've our team has put together I think a very thorough 202 00:03:55,430 --> 00:03:55,440 has put together I think a very thorough 203 00:03:55,440 --> 00:03:58,149 has put together I think a very thorough update uh today uh to touch on some of 204 00:03:58,149 --> 00:03:58,159 update uh today uh to touch on some of 205 00:03:58,159 --> 00:03:59,350 update uh today uh to touch on some of the things that we didn't get a chance 206 00:03:59,350 --> 00:03:59,360 the things that we didn't get a chance 207 00:03:59,360 --> 00:04:02,070 the things that we didn't get a chance to touch on in December. Um and so with 208 00:04:02,070 --> 00:04:02,080 to touch on in December. Um and so with 209 00:04:02,080 --> 00:04:04,309 to touch on in December. Um and so with that that I will turn it over to Dr. Da 210 00:04:04,309 --> 00:04:04,319 that that I will turn it over to Dr. Da 211 00:04:04,319 --> 00:04:05,750 that that I will turn it over to Dr. Da Cruz, our deputy superintendent to 212 00:04:05,750 --> 00:04:05,760 Cruz, our deputy superintendent to 213 00:04:05,760 --> 00:04:07,190 Cruz, our deputy superintendent to introduce our team and get the 214 00:04:07,190 --> 00:04:07,200 introduce our team and get the 215 00:04:07,200 --> 00:04:10,710 introduce our team and get the presentation started. 216 00:04:10,710 --> 00:04:10,720 217 00:04:10,720 --> 00:04:12,869 Good morning, President Raj Paul, board 218 00:04:12,869 --> 00:04:12,879 Good morning, President Raj Paul, board 219 00:04:12,879 --> 00:04:15,030 Good morning, President Raj Paul, board members, and also welcome to our new 220 00:04:15,030 --> 00:04:15,040 members, and also welcome to our new 221 00:04:15,040 --> 00:04:17,590 members, and also welcome to our new school board members to your first deep 222 00:04:17,590 --> 00:04:17,600 school board members to your first deep 223 00:04:17,600 --> 00:04:20,469 school board members to your first deep dive work session. We're so happy to 224 00:04:20,469 --> 00:04:20,479 dive work session. We're so happy to 225 00:04:20,479 --> 00:04:22,629 dive work session. We're so happy to have you with us. Uh we typically do 226 00:04:22,629 --> 00:04:22,639 have you with us. Uh we typically do 227 00:04:22,639 --> 00:04:25,110 have you with us. Uh we typically do bring a team to these conversations and 228 00:04:25,110 --> 00:04:25,120 bring a team to these conversations and 229 00:04:25,120 --> 00:04:27,270 bring a team to these conversations and that's true today. So at the table with 230 00:04:27,270 --> 00:04:27,280 that's true today. So at the table with 231 00:04:27,280 --> 00:04:29,270 that's true today. So at the table with me are Dr. Nativity Miller, our chief 232 00:04:29,270 --> 00:04:29,280 me are Dr. Nativity Miller, our chief 233 00:04:29,280 --> 00:04:31,990 me are Dr. Nativity Miller, our chief academic officer, Dr. Dr. Emma Herszog, 234 00:04:31,990 --> 00:04:32,000 academic officer, Dr. Dr. Emma Herszog, 235 00:04:32,000 --> 00:04:34,469 academic officer, Dr. Dr. Emma Herszog, our executive director of academics. 236 00:04:34,469 --> 00:04:34,479 our executive director of academics. 237 00:04:34,479 --> 00:04:36,629 our executive director of academics. Shannon, 238 00:04:36,629 --> 00:04:36,639 Shannon, 239 00:04:36,639 --> 00:04:39,110 Shannon, uh, sorry, you're not in the same order 240 00:04:39,110 --> 00:04:39,120 uh, sorry, you're not in the same order 241 00:04:39,120 --> 00:04:40,870 uh, sorry, you're not in the same order as what I'm looking at. Shannon Gamble, 242 00:04:40,870 --> 00:04:40,880 as what I'm looking at. Shannon Gamble, 243 00:04:40,880 --> 00:04:43,830 as what I'm looking at. Shannon Gamble, our director of MTSS. Across from me, we 244 00:04:43,830 --> 00:04:43,840 our director of MTSS. Across from me, we 245 00:04:43,840 --> 00:04:45,749 our director of MTSS. Across from me, we have Senna Nau, director of student 246 00:04:45,749 --> 00:04:45,759 have Senna Nau, director of student 247 00:04:45,759 --> 00:04:47,510 have Senna Nau, director of student support services who oversees 248 00:04:47,510 --> 00:04:47,520 support services who oversees 249 00:04:47,520 --> 00:04:48,870 support services who oversees discipline, behavior, restorative 250 00:04:48,870 --> 00:04:48,880 discipline, behavior, restorative 251 00:04:48,880 --> 00:04:50,629 discipline, behavior, restorative practices, and bully prevention. And 252 00:04:50,629 --> 00:04:50,639 practices, and bully prevention. And 253 00:04:50,639 --> 00:04:52,790 practices, and bully prevention. And Tammy Lawrence, a director of student 254 00:04:52,790 --> 00:04:52,800 Tammy Lawrence, a director of student 255 00:04:52,800 --> 00:04:54,469 Tammy Lawrence, a director of student support services who oversees 256 00:04:54,469 --> 00:04:54,479 support services who oversees 257 00:04:54,479 --> 00:04:56,390 support services who oversees counselors, mental health advocates, 258 00:04:56,390 --> 00:04:56,400 counselors, mental health advocates, 259 00:04:56,400 --> 00:04:57,749 counselors, mental health advocates, mental health supports, and trauma 260 00:04:57,749 --> 00:04:57,759 mental health supports, and trauma 261 00:04:57,759 --> 00:05:00,550 mental health supports, and trauma response. Not at the table but also in 262 00:05:00,550 --> 00:05:00,560 response. Not at the table but also in 263 00:05:00,560 --> 00:05:01,990 response. Not at the table but also in the room. We have our executive 264 00:05:01,990 --> 00:05:02,000 the room. We have our executive 265 00:05:02,000 --> 00:05:04,469 the room. We have our executive directors of schools and our strategic 266 00:05:04,469 --> 00:05:04,479 directors of schools and our strategic 267 00:05:04,479 --> 00:05:07,188 directors of schools and our strategic plan support team members. All 268 00:05:07,188 --> 00:05:07,198 plan support team members. All 269 00:05:07,198 --> 00:05:10,310 plan support team members. All [laughter] of whom are perfectly queued 270 00:05:10,310 --> 00:05:10,320 [laughter] of whom are perfectly queued 271 00:05:10,320 --> 00:05:12,629 [laughter] of whom are perfectly queued up wave there. All of whom are invested 272 00:05:12,629 --> 00:05:12,639 up wave there. All of whom are invested 273 00:05:12,639 --> 00:05:14,390 up wave there. All of whom are invested in this conversation and of course are 274 00:05:14,390 --> 00:05:14,400 in this conversation and of course are 275 00:05:14,400 --> 00:05:16,070 in this conversation and of course are deeply involved in actualizing the 276 00:05:16,070 --> 00:05:16,080 deeply involved in actualizing the 277 00:05:16,080 --> 00:05:20,550 deeply involved in actualizing the strategic plan in schools. 278 00:05:20,550 --> 00:05:20,560 279 00:05:20,560 --> 00:05:23,270 We do have a substantive agenda today 280 00:05:23,270 --> 00:05:23,280 We do have a substantive agenda today 281 00:05:23,280 --> 00:05:24,950 We do have a substantive agenda today focusing on the efforts and priorities 282 00:05:24,950 --> 00:05:24,960 focusing on the efforts and priorities 283 00:05:24,960 --> 00:05:27,830 focusing on the efforts and priorities within the all together for all students 284 00:05:27,830 --> 00:05:27,840 within the all together for all students 285 00:05:27,840 --> 00:05:29,909 within the all together for all students strategic objectives that you see here 286 00:05:29,909 --> 00:05:29,919 strategic objectives that you see here 287 00:05:29,919 --> 00:05:31,830 strategic objectives that you see here of no limits in which we'll provide 288 00:05:31,830 --> 00:05:31,840 of no limits in which we'll provide 289 00:05:31,840 --> 00:05:33,670 of no limits in which we'll provide detail about depth of knowledge and 290 00:05:33,670 --> 00:05:33,680 detail about depth of knowledge and 291 00:05:33,680 --> 00:05:36,469 detail about depth of knowledge and cognitive lift next best steps in which 292 00:05:36,469 --> 00:05:36,479 cognitive lift next best steps in which 293 00:05:36,479 --> 00:05:40,629 cognitive lift next best steps in which we'll report on MTSS implementation data 294 00:05:40,629 --> 00:05:40,639 we'll report on MTSS implementation data 295 00:05:40,639 --> 00:05:42,150 we'll report on MTSS implementation data and valued and included which will 296 00:05:42,150 --> 00:05:42,160 and valued and included which will 297 00:05:42,160 --> 00:05:43,430 and valued and included which will highlight discipline data and 298 00:05:43,430 --> 00:05:43,440 highlight discipline data and 299 00:05:43,440 --> 00:05:46,629 highlight discipline data and opportunities for the development of our 300 00:05:46,629 --> 00:05:46,639 opportunities for the development of our 301 00:05:46,639 --> 00:05:49,029 opportunities for the development of our next two-year UIP. 302 00:05:49,029 --> 00:05:49,039 next two-year UIP. 303 00:05:49,039 --> 00:05:50,790 next two-year UIP. As always, we're going to pause 304 00:05:50,790 --> 00:05:50,800 As always, we're going to pause 305 00:05:50,800 --> 00:05:52,629 As always, we're going to pause throughout the presentation for 306 00:05:52,629 --> 00:05:52,639 throughout the presentation for 307 00:05:52,639 --> 00:05:54,710 throughout the presentation for questions. Um, we are going to be 308 00:05:54,710 --> 00:05:54,720 questions. Um, we are going to be 309 00:05:54,720 --> 00:05:57,029 questions. Um, we are going to be bringing you a progress update in the 310 00:05:57,029 --> 00:05:57,039 bringing you a progress update in the 311 00:05:57,039 --> 00:05:59,110 bringing you a progress update in the spring again on our efforts in the 312 00:05:59,110 --> 00:05:59,120 spring again on our efforts in the 313 00:05:59,120 --> 00:06:02,230 spring again on our efforts in the define the destination postsecondary 314 00:06:02,230 --> 00:06:02,240 define the destination postsecondary 315 00:06:02,240 --> 00:06:04,150 define the destination postsecondary success objective. So, that's not part 316 00:06:04,150 --> 00:06:04,160 success objective. So, that's not part 317 00:06:04,160 --> 00:06:07,110 success objective. So, that's not part of today's discussion. Today's deep dive 318 00:06:07,110 --> 00:06:07,120 of today's discussion. Today's deep dive 319 00:06:07,120 --> 00:06:08,629 of today's discussion. Today's deep dive is into the work of these three 320 00:06:08,629 --> 00:06:08,639 is into the work of these three 321 00:06:08,639 --> 00:06:10,469 is into the work of these three objectives and will convey the 322 00:06:10,469 --> 00:06:10,479 objectives and will convey the 323 00:06:10,479 --> 00:06:12,550 objectives and will convey the monitoring and shaping of leading 324 00:06:12,550 --> 00:06:12,560 monitoring and shaping of leading 325 00:06:12,560 --> 00:06:15,510 monitoring and shaping of leading indicators in the form of live data, 326 00:06:15,510 --> 00:06:15,520 indicators in the form of live data, 327 00:06:15,520 --> 00:06:17,670 indicators in the form of live data, adult actions, and short cycle 328 00:06:17,670 --> 00:06:17,680 adult actions, and short cycle 329 00:06:17,680 --> 00:06:20,070 adult actions, and short cycle improvement planning and of course the 330 00:06:20,070 --> 00:06:20,080 improvement planning and of course the 331 00:06:20,080 --> 00:06:21,670 improvement planning and of course the lagging indicators in some areas where 332 00:06:21,670 --> 00:06:21,680 lagging indicators in some areas where 333 00:06:21,680 --> 00:06:24,870 lagging indicators in some areas where we're discussing more periodic data. In 334 00:06:24,870 --> 00:06:24,880 we're discussing more periodic data. In 335 00:06:24,880 --> 00:06:27,350 we're discussing more periodic data. In last Friday's board update news and 336 00:06:27,350 --> 00:06:27,360 last Friday's board update news and 337 00:06:27,360 --> 00:06:29,350 last Friday's board update news and notes, you received three documents to 338 00:06:29,350 --> 00:06:29,360 notes, you received three documents to 339 00:06:29,360 --> 00:06:31,270 notes, you received three documents to refresh the memory of continuing board 340 00:06:31,270 --> 00:06:31,280 refresh the memory of continuing board 341 00:06:31,280 --> 00:06:33,510 refresh the memory of continuing board members and to build understanding for 342 00:06:33,510 --> 00:06:33,520 members and to build understanding for 343 00:06:33,520 --> 00:06:36,469 members and to build understanding for new board members. Those were the MTSS 344 00:06:36,469 --> 00:06:36,479 new board members. Those were the MTSS 345 00:06:36,479 --> 00:06:38,469 new board members. Those were the MTSS implementation summary, the BBSD 346 00:06:38,469 --> 00:06:38,479 implementation summary, the BBSD 347 00:06:38,479 --> 00:06:40,870 implementation summary, the BBSD discipline framework, the data reporting 348 00:06:40,870 --> 00:06:40,880 discipline framework, the data reporting 349 00:06:40,880 --> 00:06:43,590 discipline framework, the data reporting cycle, and today you've received a hard 350 00:06:43,590 --> 00:06:43,600 cycle, and today you've received a hard 351 00:06:43,600 --> 00:06:46,070 cycle, and today you've received a hard copy of a depth of knowledge document 352 00:06:46,070 --> 00:06:46,080 copy of a depth of knowledge document 353 00:06:46,080 --> 00:06:50,629 copy of a depth of knowledge document that will be referred to as well. 354 00:06:50,629 --> 00:06:50,639 355 00:06:50,639 --> 00:06:53,110 As Dr. Anderson said, we bring the board 356 00:06:53,110 --> 00:06:53,120 As Dr. Anderson said, we bring the board 357 00:06:53,120 --> 00:06:57,189 As Dr. Anderson said, we bring the board updates in um a pace and cadence, and 358 00:06:57,189 --> 00:06:57,199 updates in um a pace and cadence, and 359 00:06:57,199 --> 00:06:59,189 updates in um a pace and cadence, and you see that pace and cadence here. And 360 00:06:59,189 --> 00:06:59,199 you see that pace and cadence here. And 361 00:06:59,199 --> 00:07:00,790 you see that pace and cadence here. And we bring these updates and review the 362 00:07:00,790 --> 00:07:00,800 we bring these updates and review the 363 00:07:00,800 --> 00:07:02,710 we bring these updates and review the data that's available at the time. And 364 00:07:02,710 --> 00:07:02,720 data that's available at the time. And 365 00:07:02,720 --> 00:07:04,469 data that's available at the time. And that was detailed in the data reporting 366 00:07:04,469 --> 00:07:04,479 that was detailed in the data reporting 367 00:07:04,479 --> 00:07:05,990 that was detailed in the data reporting cycle that you received in news and 368 00:07:05,990 --> 00:07:06,000 cycle that you received in news and 369 00:07:06,000 --> 00:07:09,589 cycle that you received in news and notes. Uh we were all here with you um 370 00:07:09,589 --> 00:07:09,599 notes. Uh we were all here with you um 371 00:07:09,599 --> 00:07:11,350 notes. Uh we were all here with you um in this cycle last year that you see 372 00:07:11,350 --> 00:07:11,360 in this cycle last year that you see 373 00:07:11,360 --> 00:07:14,710 in this cycle last year that you see here and in September we came to provide 374 00:07:14,710 --> 00:07:14,720 here and in September we came to provide 375 00:07:14,720 --> 00:07:17,589 here and in September we came to provide a data and strategic plan focus update 376 00:07:17,589 --> 00:07:17,599 a data and strategic plan focus update 377 00:07:17,599 --> 00:07:19,430 a data and strategic plan focus update and today we're here with the December 378 00:07:19,430 --> 00:07:19,440 and today we're here with the December 379 00:07:19,440 --> 00:07:21,990 and today we're here with the December 16th progress check. So we'll be back 380 00:07:21,990 --> 00:07:22,000 16th progress check. So we'll be back 381 00:07:22,000 --> 00:07:24,230 16th progress check. So we'll be back again in spring and summer. I also want 382 00:07:24,230 --> 00:07:24,240 again in spring and summer. I also want 383 00:07:24,240 --> 00:07:26,550 again in spring and summer. I also want to let you know that we've updated some 384 00:07:26,550 --> 00:07:26,560 to let you know that we've updated some 385 00:07:26,560 --> 00:07:28,230 to let you know that we've updated some of the data points because they they 386 00:07:28,230 --> 00:07:28,240 of the data points because they they 387 00:07:28,240 --> 00:07:30,710 of the data points because they they updated in Vizlab. We wanted to have 388 00:07:30,710 --> 00:07:30,720 updated in Vizlab. We wanted to have 389 00:07:30,720 --> 00:07:34,070 updated in Vizlab. We wanted to have current um visualizations for you and 390 00:07:34,070 --> 00:07:34,080 current um visualizations for you and 391 00:07:34,080 --> 00:07:36,150 current um visualizations for you and numbers and so today you may see some 392 00:07:36,150 --> 00:07:36,160 numbers and so today you may see some 393 00:07:36,160 --> 00:07:37,430 numbers and so today you may see some slightly different numbers and we will 394 00:07:37,430 --> 00:07:37,440 slightly different numbers and we will 395 00:07:37,440 --> 00:07:39,589 slightly different numbers and we will update those in board docs after today's 396 00:07:39,589 --> 00:07:39,599 update those in board docs after today's 397 00:07:39,599 --> 00:07:42,230 update those in board docs after today's presentation wraps. So we're going to 398 00:07:42,230 --> 00:07:42,240 presentation wraps. So we're going to 399 00:07:42,240 --> 00:07:45,749 presentation wraps. So we're going to start with a brief overview of our all 400 00:07:45,749 --> 00:07:45,759 start with a brief overview of our all 401 00:07:45,759 --> 00:07:48,070 start with a brief overview of our all together for all student strategic plan 402 00:07:48,070 --> 00:07:48,080 together for all student strategic plan 403 00:07:48,080 --> 00:07:50,629 together for all student strategic plan which comprises four strategic 404 00:07:50,629 --> 00:07:50,639 which comprises four strategic 405 00:07:50,639 --> 00:07:52,629 which comprises four strategic objectives that focus our work which you 406 00:07:52,629 --> 00:07:52,639 objectives that focus our work which you 407 00:07:52,639 --> 00:07:55,110 objectives that focus our work which you see here and that I also named um in the 408 00:07:55,110 --> 00:07:55,120 see here and that I also named um in the 409 00:07:55,120 --> 00:08:01,189 see here and that I also named um in the agenda slide. 410 00:08:01,189 --> 00:08:01,199 411 00:08:01,199 --> 00:08:03,749 We have defined success markers that 412 00:08:03,749 --> 00:08:03,759 We have defined success markers that 413 00:08:03,759 --> 00:08:05,270 We have defined success markers that we're aiming for within the five-year 414 00:08:05,270 --> 00:08:05,280 we're aiming for within the five-year 415 00:08:05,280 --> 00:08:08,869 we're aiming for within the five-year cycle of the strategic plan. So by 2029, 416 00:08:08,869 --> 00:08:08,879 cycle of the strategic plan. So by 2029, 417 00:08:08,879 --> 00:08:11,029 cycle of the strategic plan. So by 2029, what we believe success looks like for 418 00:08:11,029 --> 00:08:11,039 what we believe success looks like for 419 00:08:11,039 --> 00:08:13,270 what we believe success looks like for us is achieve um increased achievement 420 00:08:13,270 --> 00:08:13,280 us is achieve um increased achievement 421 00:08:13,280 --> 00:08:15,909 us is achieve um increased achievement and growth scores overall and for 422 00:08:15,909 --> 00:08:15,919 and growth scores overall and for 423 00:08:15,919 --> 00:08:18,550 and growth scores overall and for historically marginalized groups. 424 00:08:18,550 --> 00:08:18,560 historically marginalized groups. 425 00:08:18,560 --> 00:08:20,390 historically marginalized groups. Appropriate growth of students receiving 426 00:08:20,390 --> 00:08:20,400 Appropriate growth of students receiving 427 00:08:20,400 --> 00:08:22,710 Appropriate growth of students receiving academic interventions. 428 00:08:22,710 --> 00:08:22,720 academic interventions. 429 00:08:22,720 --> 00:08:25,510 academic interventions. Proportional rate of students identified 430 00:08:25,510 --> 00:08:25,520 Proportional rate of students identified 431 00:08:25,520 --> 00:08:27,830 Proportional rate of students identified for special education and gifted and 432 00:08:27,830 --> 00:08:27,840 for special education and gifted and 433 00:08:27,840 --> 00:08:30,629 for special education and gifted and talented. An increase in the percentage 434 00:08:30,629 --> 00:08:30,639 talented. An increase in the percentage 435 00:08:30,639 --> 00:08:32,310 talented. An increase in the percentage of students who graduate and obtain at 436 00:08:32,310 --> 00:08:32,320 of students who graduate and obtain at 437 00:08:32,320 --> 00:08:35,509 of students who graduate and obtain at least one grad plus recognition. 438 00:08:35,509 --> 00:08:35,519 least one grad plus recognition. 439 00:08:35,519 --> 00:08:37,589 least one grad plus recognition. Increased fidelity to the BBSD 440 00:08:37,589 --> 00:08:37,599 Increased fidelity to the BBSD 441 00:08:37,599 --> 00:08:39,670 Increased fidelity to the BBSD discipline framework. And a decrease in 442 00:08:39,670 --> 00:08:39,680 discipline framework. And a decrease in 443 00:08:39,680 --> 00:08:42,389 discipline framework. And a decrease in out of school suspensions while reducing 444 00:08:42,389 --> 00:08:42,399 out of school suspensions while reducing 445 00:08:42,399 --> 00:08:44,949 out of school suspensions while reducing disproportionality. 446 00:08:44,949 --> 00:08:44,959 disproportionality. 447 00:08:44,959 --> 00:08:47,350 disproportionality. So we're going to begin by diving into 448 00:08:47,350 --> 00:08:47,360 So we're going to begin by diving into 449 00:08:47,360 --> 00:08:49,509 So we're going to begin by diving into our first strategic objective and this 450 00:08:49,509 --> 00:08:49,519 our first strategic objective and this 451 00:08:49,519 --> 00:08:52,230 our first strategic objective and this objective is no limits and it sets the 452 00:08:52,230 --> 00:08:52,240 objective is no limits and it sets the 453 00:08:52,240 --> 00:08:55,190 objective is no limits and it sets the expectation that all students experience 454 00:08:55,190 --> 00:08:55,200 expectation that all students experience 455 00:08:55,200 --> 00:08:57,990 expectation that all students experience grade level standards uh standardsbased 456 00:08:57,990 --> 00:08:58,000 grade level standards uh standardsbased 457 00:08:58,000 --> 00:09:00,630 grade level standards uh standardsbased instruction. We know that this requires 458 00:09:00,630 --> 00:09:00,640 instruction. We know that this requires 459 00:09:00,640 --> 00:09:03,350 instruction. We know that this requires a multifaceted approach and that's 460 00:09:03,350 --> 00:09:03,360 a multifaceted approach and that's 461 00:09:03,360 --> 00:09:05,350 a multifaceted approach and that's indicated by those leading measures that 462 00:09:05,350 --> 00:09:05,360 indicated by those leading measures that 463 00:09:05,360 --> 00:09:07,670 indicated by those leading measures that we name in our UIP and that you see here 464 00:09:07,670 --> 00:09:07,680 we name in our UIP and that you see here 465 00:09:07,680 --> 00:09:10,470 we name in our UIP and that you see here in the implementation measures. All of 466 00:09:10,470 --> 00:09:10,480 in the implementation measures. All of 467 00:09:10,480 --> 00:09:13,190 in the implementation measures. All of these measures require an understanding 468 00:09:13,190 --> 00:09:13,200 these measures require an understanding 469 00:09:13,200 --> 00:09:15,590 these measures require an understanding of the depth and rigor of the standards 470 00:09:15,590 --> 00:09:15,600 of the depth and rigor of the standards 471 00:09:15,600 --> 00:09:18,070 of the depth and rigor of the standards and the cognitive lift needed for 472 00:09:18,070 --> 00:09:18,080 and the cognitive lift needed for 473 00:09:18,080 --> 00:09:21,509 and the cognitive lift needed for students to engage in deep learning. 474 00:09:21,509 --> 00:09:21,519 students to engage in deep learning. 475 00:09:21,519 --> 00:09:23,030 students to engage in deep learning. Nativity and Emma are going to talk 476 00:09:23,030 --> 00:09:23,040 Nativity and Emma are going to talk 477 00:09:23,040 --> 00:09:25,110 Nativity and Emma are going to talk about depth of learning, professional 478 00:09:25,110 --> 00:09:25,120 about depth of learning, professional 479 00:09:25,120 --> 00:09:26,389 about depth of learning, professional learning or depth of knowledge, 480 00:09:26,389 --> 00:09:26,399 learning or depth of knowledge, 481 00:09:26,399 --> 00:09:28,470 learning or depth of knowledge, professional learning, uh where we've 482 00:09:28,470 --> 00:09:28,480 professional learning, uh where we've 483 00:09:28,480 --> 00:09:30,550 professional learning, uh where we've been, where we're going, and they'll 484 00:09:30,550 --> 00:09:30,560 been, where we're going, and they'll 485 00:09:30,560 --> 00:09:32,870 been, where we're going, and they'll connect this to extensions and 486 00:09:32,870 --> 00:09:32,880 connect this to extensions and 487 00:09:32,880 --> 00:09:35,190 connect this to extensions and differentiation and how these are part 488 00:09:35,190 --> 00:09:35,200 differentiation and how these are part 489 00:09:35,200 --> 00:09:38,389 differentiation and how these are part of a larger MTSS system that we'll also 490 00:09:38,389 --> 00:09:38,399 of a larger MTSS system that we'll also 491 00:09:38,399 --> 00:09:41,269 of a larger MTSS system that we'll also discuss today as we move to um talking 492 00:09:41,269 --> 00:09:41,279 discuss today as we move to um talking 493 00:09:41,279 --> 00:09:42,630 discuss today as we move to um talking about tiered supports. And with that, 494 00:09:42,630 --> 00:09:42,640 about tiered supports. And with that, 495 00:09:42,640 --> 00:09:44,630 about tiered supports. And with that, I'll pass it over to Nativity and Emma. 496 00:09:44,630 --> 00:09:44,640 I'll pass it over to Nativity and Emma. 497 00:09:44,640 --> 00:09:47,030 I'll pass it over to Nativity and Emma. Great. Good morning. 498 00:09:47,030 --> 00:09:47,040 Great. Good morning. 499 00:09:47,040 --> 00:09:52,470 Great. Good morning. All right. 500 00:09:52,470 --> 00:09:52,480 501 00:09:52,480 --> 00:09:55,110 Go. Um, as you know, depth of knowledge 502 00:09:55,110 --> 00:09:55,120 Go. Um, as you know, depth of knowledge 503 00:09:55,120 --> 00:09:57,509 Go. Um, as you know, depth of knowledge is in our strategic plan and depth of 504 00:09:57,509 --> 00:09:57,519 is in our strategic plan and depth of 505 00:09:57,519 --> 00:09:59,670 is in our strategic plan and depth of knowledge is a framework that is used to 506 00:09:59,670 --> 00:09:59,680 knowledge is a framework that is used to 507 00:09:59,680 --> 00:10:02,470 knowledge is a framework that is used to analyze cognitive demand for students. 508 00:10:02,470 --> 00:10:02,480 analyze cognitive demand for students. 509 00:10:02,480 --> 00:10:04,310 analyze cognitive demand for students. And as an academics team, we're 510 00:10:04,310 --> 00:10:04,320 And as an academics team, we're 511 00:10:04,320 --> 00:10:05,990 And as an academics team, we're responsible for leading professional 512 00:10:05,990 --> 00:10:06,000 responsible for leading professional 513 00:10:06,000 --> 00:10:08,870 responsible for leading professional learning for our leaders during PK-12 514 00:10:08,870 --> 00:10:08,880 learning for our leaders during PK-12 515 00:10:08,880 --> 00:10:11,269 learning for our leaders during PK-12 sessions. Our goal as an academics team 516 00:10:11,269 --> 00:10:11,279 sessions. Our goal as an academics team 517 00:10:11,279 --> 00:10:12,790 sessions. Our goal as an academics team is to provide leaders with the learning 518 00:10:12,790 --> 00:10:12,800 is to provide leaders with the learning 519 00:10:12,800 --> 00:10:14,870 is to provide leaders with the learning and resources that they need for 520 00:10:14,870 --> 00:10:14,880 and resources that they need for 521 00:10:14,880 --> 00:10:16,630 and resources that they need for implementation. and we work in 522 00:10:16,630 --> 00:10:16,640 implementation. and we work in 523 00:10:16,640 --> 00:10:18,069 implementation. and we work in collaboration with our executive 524 00:10:18,069 --> 00:10:18,079 collaboration with our executive 525 00:10:18,079 --> 00:10:21,110 collaboration with our executive directors of schools for implementation. 526 00:10:21,110 --> 00:10:21,120 directors of schools for implementation. 527 00:10:21,120 --> 00:10:23,030 directors of schools for implementation. As you can see on the slide, this year 528 00:10:23,030 --> 00:10:23,040 As you can see on the slide, this year 529 00:10:23,040 --> 00:10:25,829 As you can see on the slide, this year we are facilitating a four-part arc of 530 00:10:25,829 --> 00:10:25,839 we are facilitating a four-part arc of 531 00:10:25,839 --> 00:10:28,230 we are facilitating a four-part arc of learning that is focused is focused on 532 00:10:28,230 --> 00:10:28,240 learning that is focused is focused on 533 00:10:28,240 --> 00:10:29,829 learning that is focused is focused on leader learning around depth of 534 00:10:29,829 --> 00:10:29,839 leader learning around depth of 535 00:10:29,839 --> 00:10:32,150 leader learning around depth of knowledge and cognitive lift in 536 00:10:32,150 --> 00:10:32,160 knowledge and cognitive lift in 537 00:10:32,160 --> 00:10:34,150 knowledge and cognitive lift in connection as Dr. De La Cruz said with 538 00:10:34,150 --> 00:10:34,160 connection as Dr. De La Cruz said with 539 00:10:34,160 --> 00:10:36,389 connection as Dr. De La Cruz said with grade level standards as well as our 540 00:10:36,389 --> 00:10:36,399 grade level standards as well as our 541 00:10:36,399 --> 00:10:38,710 grade level standards as well as our BVSSD adopted curriculum which was a 542 00:10:38,710 --> 00:10:38,720 BVSSD adopted curriculum which was a 543 00:10:38,720 --> 00:10:40,710 BVSSD adopted curriculum which was a request from our principles at the end 544 00:10:40,710 --> 00:10:40,720 request from our principles at the end 545 00:10:40,720 --> 00:10:42,949 request from our principles at the end of last school year was to connect this 546 00:10:42,949 --> 00:10:42,959 of last school year was to connect this 547 00:10:42,959 --> 00:10:44,550 of last school year was to connect this work to the curricular resources that 548 00:10:44,550 --> 00:10:44,560 work to the curricular resources that 549 00:10:44,560 --> 00:10:47,910 work to the curricular resources that they already have um through um and 550 00:10:47,910 --> 00:10:47,920 they already have um through um and 551 00:10:47,920 --> 00:10:48,949 they already have um through um and helping them think through their 552 00:10:48,949 --> 00:10:48,959 helping them think through their 553 00:10:48,959 --> 00:10:50,949 helping them think through their instructional observations which again 554 00:10:50,949 --> 00:10:50,959 instructional observations which again 555 00:10:50,959 --> 00:10:53,030 instructional observations which again is where we work in collaboration with 556 00:10:53,030 --> 00:10:53,040 is where we work in collaboration with 557 00:10:53,040 --> 00:10:55,110 is where we work in collaboration with our executive directors of schools and 558 00:10:55,110 --> 00:10:55,120 our executive directors of schools and 559 00:10:55,120 --> 00:10:57,430 our executive directors of schools and they take the baton so to speak for um 560 00:10:57,430 --> 00:10:57,440 they take the baton so to speak for um 561 00:10:57,440 --> 00:10:59,030 they take the baton so to speak for um implementation. 562 00:10:59,030 --> 00:10:59,040 implementation. 563 00:10:59,040 --> 00:11:01,110 implementation. each professional learning we provide, 564 00:11:01,110 --> 00:11:01,120 each professional learning we provide, 565 00:11:01,120 --> 00:11:03,030 each professional learning we provide, we try to include resources for our 566 00:11:03,030 --> 00:11:03,040 we try to include resources for our 567 00:11:03,040 --> 00:11:04,630 we try to include resources for our school leaders that they can use in 568 00:11:04,630 --> 00:11:04,640 school leaders that they can use in 569 00:11:04,640 --> 00:11:06,150 school leaders that they can use in their buildings to help guide their 570 00:11:06,150 --> 00:11:06,160 their buildings to help guide their 571 00:11:06,160 --> 00:11:09,990 their buildings to help guide their work. And um there and so now I'm going 572 00:11:09,990 --> 00:11:10,000 work. And um there and so now I'm going 573 00:11:10,000 --> 00:11:11,910 work. And um there and so now I'm going to pass it to Dr. Herszog and she's 574 00:11:11,910 --> 00:11:11,920 to pass it to Dr. Herszog and she's 575 00:11:11,920 --> 00:11:15,030 to pass it to Dr. Herszog and she's going to talk about um the the expansion 576 00:11:15,030 --> 00:11:15,040 going to talk about um the the expansion 577 00:11:15,040 --> 00:11:17,350 going to talk about um the the expansion of that work into gifted and talented 578 00:11:17,350 --> 00:11:17,360 of that work into gifted and talented 579 00:11:17,360 --> 00:11:22,150 of that work into gifted and talented and acceleration and differentiation. 580 00:11:22,150 --> 00:11:22,160 and acceleration and differentiation. 581 00:11:22,160 --> 00:11:25,670 and acceleration and differentiation. So board members, uh, just a little bit 582 00:11:25,670 --> 00:11:25,680 So board members, uh, just a little bit 583 00:11:25,680 --> 00:11:28,389 So board members, uh, just a little bit of background on what web's depth of 584 00:11:28,389 --> 00:11:28,399 of background on what web's depth of 585 00:11:28,399 --> 00:11:30,790 of background on what web's depth of knowledge and cognitive lift are. And 586 00:11:30,790 --> 00:11:30,800 knowledge and cognitive lift are. And 587 00:11:30,800 --> 00:11:33,110 knowledge and cognitive lift are. And for folks who may be watching this who 588 00:11:33,110 --> 00:11:33,120 for folks who may be watching this who 589 00:11:33,120 --> 00:11:35,670 for folks who may be watching this who aren't educators, web's depth of 590 00:11:35,670 --> 00:11:35,680 aren't educators, web's depth of 591 00:11:35,680 --> 00:11:38,949 aren't educators, web's depth of knowledge is a way to really think about 592 00:11:38,949 --> 00:11:38,959 knowledge is a way to really think about 593 00:11:38,959 --> 00:11:41,670 knowledge is a way to really think about um the level of thinking that is 594 00:11:41,670 --> 00:11:41,680 um the level of thinking that is 595 00:11:41,680 --> 00:11:44,949 um the level of thinking that is happening at any point in time with the 596 00:11:44,949 --> 00:11:44,959 happening at any point in time with the 597 00:11:44,959 --> 00:11:47,430 happening at any point in time with the idea that you know the further you 598 00:11:47,430 --> 00:11:47,440 idea that you know the further you 599 00:11:47,440 --> 00:11:51,430 idea that you know the further you advance in school, uh topics change and 600 00:11:51,430 --> 00:11:51,440 advance in school, uh topics change and 601 00:11:51,440 --> 00:11:54,389 advance in school, uh topics change and get harder, but we want our our students 602 00:11:54,389 --> 00:11:54,399 get harder, but we want our our students 603 00:11:54,399 --> 00:11:57,190 get harder, but we want our our students to be able to think deeper within those 604 00:11:57,190 --> 00:11:57,200 to be able to think deeper within those 605 00:11:57,200 --> 00:12:00,310 to be able to think deeper within those concepts. So, as opposed to be to recall 606 00:12:00,310 --> 00:12:00,320 concepts. So, as opposed to be to recall 607 00:12:00,320 --> 00:12:05,590 concepts. So, as opposed to be to recall or taking a vocabulary quiz or um a um 608 00:12:05,590 --> 00:12:05,600 or taking a vocabulary quiz or um a um 609 00:12:05,600 --> 00:12:07,350 or taking a vocabulary quiz or um a um you know, multiple choice or a matching 610 00:12:07,350 --> 00:12:07,360 you know, multiple choice or a matching 611 00:12:07,360 --> 00:12:09,590 you know, multiple choice or a matching type of an activity, you want to be able 612 00:12:09,590 --> 00:12:09,600 type of an activity, you want to be able 613 00:12:09,600 --> 00:12:11,829 type of an activity, you want to be able to evolve kids so they can analyze, 614 00:12:11,829 --> 00:12:11,839 to evolve kids so they can analyze, 615 00:12:11,839 --> 00:12:15,030 to evolve kids so they can analyze, synthesize, evaluate, create 616 00:12:15,030 --> 00:12:15,040 synthesize, evaluate, create 617 00:12:15,040 --> 00:12:17,350 synthesize, evaluate, create with what it is that we've taught them. 618 00:12:17,350 --> 00:12:17,360 with what it is that we've taught them. 619 00:12:17,360 --> 00:12:19,750 with what it is that we've taught them. So, that is the basis of Web's depth of 620 00:12:19,750 --> 00:12:19,760 So, that is the basis of Web's depth of 621 00:12:19,760 --> 00:12:22,389 So, that is the basis of Web's depth of knowledge. Um, and cognitive lift is, 622 00:12:22,389 --> 00:12:22,399 knowledge. Um, and cognitive lift is, 623 00:12:22,399 --> 00:12:24,150 knowledge. Um, and cognitive lift is, you know, 624 00:12:24,150 --> 00:12:24,160 you know, 625 00:12:24,160 --> 00:12:26,870 you know, it's it's funny and we've been in a lot 626 00:12:26,870 --> 00:12:26,880 it's it's funny and we've been in a lot 627 00:12:26,880 --> 00:12:29,990 it's it's funny and we've been in a lot of classrooms and um uh and certainly 628 00:12:29,990 --> 00:12:30,000 of classrooms and um uh and certainly 629 00:12:30,000 --> 00:12:33,590 of classrooms and um uh and certainly our team has and I think we're doing it 630 00:12:33,590 --> 00:12:33,600 our team has and I think we're doing it 631 00:12:33,600 --> 00:12:35,110 our team has and I think we're doing it right when our kids are working harder 632 00:12:35,110 --> 00:12:35,120 right when our kids are working harder 633 00:12:35,120 --> 00:12:37,110 right when our kids are working harder than our teachers, 634 00:12:37,110 --> 00:12:37,120 than our teachers, 635 00:12:37,120 --> 00:12:38,870 than our teachers, >> right? And so as we think about what 636 00:12:38,870 --> 00:12:38,880 >> right? And so as we think about what 637 00:12:38,880 --> 00:12:41,509 >> right? And so as we think about what cognitive lift is, you know, we're 638 00:12:41,509 --> 00:12:41,519 cognitive lift is, you know, we're 639 00:12:41,519 --> 00:12:44,470 cognitive lift is, you know, we're asking our teachers, our leaders to to 640 00:12:44,470 --> 00:12:44,480 asking our teachers, our leaders to to 641 00:12:44,480 --> 00:12:45,829 asking our teachers, our leaders to to really create conditions in our 642 00:12:45,829 --> 00:12:45,839 really create conditions in our 643 00:12:45,839 --> 00:12:47,430 really create conditions in our classrooms 644 00:12:47,430 --> 00:12:47,440 classrooms 645 00:12:47,440 --> 00:12:49,590 classrooms where where that, you know, the kids are 646 00:12:49,590 --> 00:12:49,600 where where that, you know, the kids are 647 00:12:49,600 --> 00:12:52,069 where where that, you know, the kids are doing, you know, a lot of thinking, not 648 00:12:52,069 --> 00:12:52,079 doing, you know, a lot of thinking, not 649 00:12:52,079 --> 00:12:54,949 doing, you know, a lot of thinking, not a lot of paying attention, notetaking, 650 00:12:54,949 --> 00:12:54,959 a lot of paying attention, notetaking, 651 00:12:54,959 --> 00:12:56,550 a lot of paying attention, notetaking, right? and really evolving our 652 00:12:56,550 --> 00:12:56,560 right? and really evolving our 653 00:12:56,560 --> 00:12:59,829 right? and really evolving our instructional practices and methods from 654 00:12:59,829 --> 00:12:59,839 instructional practices and methods from 655 00:12:59,839 --> 00:13:02,550 instructional practices and methods from one where we're just um transferring 656 00:13:02,550 --> 00:13:02,560 one where we're just um transferring 657 00:13:02,560 --> 00:13:05,990 one where we're just um transferring knowledge to where kids are taking what 658 00:13:05,990 --> 00:13:06,000 knowledge to where kids are taking what 659 00:13:06,000 --> 00:13:09,030 knowledge to where kids are taking what they're learning and applying it in ways 660 00:13:09,030 --> 00:13:09,040 they're learning and applying it in ways 661 00:13:09,040 --> 00:13:11,430 they're learning and applying it in ways that allow them to think and learn. So, 662 00:13:11,430 --> 00:13:11,440 that allow them to think and learn. So, 663 00:13:11,440 --> 00:13:13,190 that allow them to think and learn. So, I wanted to I hope you weren't going to 664 00:13:13,190 --> 00:13:13,200 I wanted to I hope you weren't going to 665 00:13:13,200 --> 00:13:15,509 I wanted to I hope you weren't going to say that on the next slide, Emma. Maybe 666 00:13:15,509 --> 00:13:15,519 say that on the next slide, Emma. Maybe 667 00:13:15,519 --> 00:13:18,230 say that on the next slide, Emma. Maybe you were. No, you never know. So, if I 668 00:13:18,230 --> 00:13:18,240 you were. No, you never know. So, if I 669 00:13:18,240 --> 00:13:20,310 you were. No, you never know. So, if I did, you know, I'm I'm I'm stealing your 670 00:13:20,310 --> 00:13:20,320 did, you know, I'm I'm I'm stealing your 671 00:13:20,320 --> 00:13:22,710 did, you know, I'm I'm I'm stealing your cognitive lift. I apologize that. Uh but 672 00:13:22,710 --> 00:13:22,720 cognitive lift. I apologize that. Uh but 673 00:13:22,720 --> 00:13:24,389 cognitive lift. I apologize that. Uh but at any event, I just think that I'll 674 00:13:24,389 --> 00:13:24,399 at any event, I just think that I'll 675 00:13:24,399 --> 00:13:26,870 at any event, I just think that I'll I'll interject to make sure that you 676 00:13:26,870 --> 00:13:26,880 I'll interject to make sure that you 677 00:13:26,880 --> 00:13:29,190 I'll interject to make sure that you know any terms that I feel like our 678 00:13:29,190 --> 00:13:29,200 know any terms that I feel like our 679 00:13:29,200 --> 00:13:30,470 know any terms that I feel like our general public might want a little bit 680 00:13:30,470 --> 00:13:30,480 general public might want a little bit 681 00:13:30,480 --> 00:13:32,069 general public might want a little bit of depth on, I'll just try to interpret 682 00:13:32,069 --> 00:13:32,079 of depth on, I'll just try to interpret 683 00:13:32,079 --> 00:13:32,710 of depth on, I'll just try to interpret that a little bit. 684 00:13:32,710 --> 00:13:32,720 that a little bit. 685 00:13:32,720 --> 00:13:35,030 that a little bit. >> One thing I would add too is that um 686 00:13:35,030 --> 00:13:35,040 >> One thing I would add too is that um 687 00:13:35,040 --> 00:13:36,550 >> One thing I would add too is that um what we've really tried to emphasize 688 00:13:36,550 --> 00:13:36,560 what we've really tried to emphasize 689 00:13:36,560 --> 00:13:38,389 what we've really tried to emphasize with our leaders is that if you look at 690 00:13:38,389 --> 00:13:38,399 with our leaders is that if you look at 691 00:13:38,399 --> 00:13:41,269 with our leaders is that if you look at the resource that you have, it has um 692 00:13:41,269 --> 00:13:41,279 the resource that you have, it has um 693 00:13:41,279 --> 00:13:43,910 the resource that you have, it has um depth of knowledge as from levels one to 694 00:13:43,910 --> 00:13:43,920 depth of knowledge as from levels one to 695 00:13:43,920 --> 00:13:46,230 depth of knowledge as from levels one to level four. What we are saying is we are 696 00:13:46,230 --> 00:13:46,240 level four. What we are saying is we are 697 00:13:46,240 --> 00:13:48,550 level four. What we are saying is we are not expecting kids to always be in a 698 00:13:48,550 --> 00:13:48,560 not expecting kids to always be in a 699 00:13:48,560 --> 00:13:51,350 not expecting kids to always be in a level four, but we are hoping that kids 700 00:13:51,350 --> 00:13:51,360 level four, but we are hoping that kids 701 00:13:51,360 --> 00:13:53,670 level four, but we are hoping that kids experience a one through four throughout 702 00:13:53,670 --> 00:13:53,680 experience a one through four throughout 703 00:13:53,680 --> 00:13:57,670 experience a one through four throughout their school day on a consistent basis. 704 00:13:57,670 --> 00:13:57,680 their school day on a consistent basis. 705 00:13:57,680 --> 00:13:59,269 their school day on a consistent basis. And I just want to jump in, particularly 706 00:13:59,269 --> 00:13:59,279 And I just want to jump in, particularly 707 00:13:59,279 --> 00:14:01,030 And I just want to jump in, particularly the last school visits we went to, I'm 708 00:14:01,030 --> 00:14:01,040 the last school visits we went to, I'm 709 00:14:01,040 --> 00:14:03,110 the last school visits we went to, I'm thinking like Shelley Ro's math class in 710 00:14:03,110 --> 00:14:03,120 thinking like Shelley Ro's math class in 711 00:14:03,120 --> 00:14:04,629 thinking like Shelley Ro's math class in particular came to mind. She was really 712 00:14:04,629 --> 00:14:04,639 particular came to mind. She was really 713 00:14:04,639 --> 00:14:06,150 particular came to mind. She was really using a lot of that and asking the 714 00:14:06,150 --> 00:14:06,160 using a lot of that and asking the 715 00:14:06,160 --> 00:14:08,310 using a lot of that and asking the learners why um and really kind of 716 00:14:08,310 --> 00:14:08,320 learners why um and really kind of 717 00:14:08,320 --> 00:14:09,990 learners why um and really kind of elevating that conversation about their 718 00:14:09,990 --> 00:14:10,000 elevating that conversation about their 719 00:14:10,000 --> 00:14:11,590 elevating that conversation about their thinking. So it is just for the new 720 00:14:11,590 --> 00:14:11,600 thinking. So it is just for the new 721 00:14:11,600 --> 00:14:12,949 thinking. So it is just for the new board members who haven't been able to 722 00:14:12,949 --> 00:14:12,959 board members who haven't been able to 723 00:14:12,959 --> 00:14:15,269 board members who haven't been able to be in our schools. We are seeing that on 724 00:14:15,269 --> 00:14:15,279 be in our schools. We are seeing that on 725 00:14:15,279 --> 00:14:20,150 be in our schools. We are seeing that on site visits which is really exciting. 726 00:14:20,150 --> 00:14:20,160 727 00:14:20,160 --> 00:14:21,750 >> Board President Raj Paul, you queued me 728 00:14:21,750 --> 00:14:21,760 >> Board President Raj Paul, you queued me 729 00:14:21,760 --> 00:14:24,069 >> Board President Raj Paul, you queued me up perfectly. Um so as our principles 730 00:14:24,069 --> 00:14:24,079 up perfectly. Um so as our principles 731 00:14:24,079 --> 00:14:25,430 up perfectly. Um so as our principles and assistant principles have been 732 00:14:25,430 --> 00:14:25,440 and assistant principles have been 733 00:14:25,440 --> 00:14:26,949 and assistant principles have been learning about web's depth of knowledge, 734 00:14:26,949 --> 00:14:26,959 learning about web's depth of knowledge, 735 00:14:26,959 --> 00:14:28,310 learning about web's depth of knowledge, they've begun incorporating that 736 00:14:28,310 --> 00:14:28,320 they've begun incorporating that 737 00:14:28,320 --> 00:14:30,069 they've begun incorporating that learning into their school leadership 738 00:14:30,069 --> 00:14:30,079 learning into their school leadership 739 00:14:30,079 --> 00:14:31,269 learning into their school leadership and we're seeing some beginning 740 00:14:31,269 --> 00:14:31,279 and we're seeing some beginning 741 00:14:31,279 --> 00:14:33,750 and we're seeing some beginning application in schools as a result. Um, 742 00:14:33,750 --> 00:14:33,760 application in schools as a result. Um, 743 00:14:33,760 --> 00:14:35,269 application in schools as a result. Um, we're seeing principles leading their 744 00:14:35,269 --> 00:14:35,279 we're seeing principles leading their 745 00:14:35,279 --> 00:14:37,110 we're seeing principles leading their staff either as a whole school or 746 00:14:37,110 --> 00:14:37,120 staff either as a whole school or 747 00:14:37,120 --> 00:14:39,030 staff either as a whole school or starting with a leadership team through 748 00:14:39,030 --> 00:14:39,040 starting with a leadership team through 749 00:14:39,040 --> 00:14:40,550 starting with a leadership team through initial shared learning about web's 750 00:14:40,550 --> 00:14:40,560 initial shared learning about web's 751 00:14:40,560 --> 00:14:42,470 initial shared learning about web's depth of knowledge and how to use it as 752 00:14:42,470 --> 00:14:42,480 depth of knowledge and how to use it as 753 00:14:42,480 --> 00:14:44,629 depth of knowledge and how to use it as a lens when planning for instruction. 754 00:14:44,629 --> 00:14:44,639 a lens when planning for instruction. 755 00:14:44,639 --> 00:14:45,990 a lens when planning for instruction. We've heard from many schools how 756 00:14:45,990 --> 00:14:46,000 We've heard from many schools how 757 00:14:46,000 --> 00:14:48,310 We've heard from many schools how helpful using resources from our PK-12 758 00:14:48,310 --> 00:14:48,320 helpful using resources from our PK-12 759 00:14:48,320 --> 00:14:49,829 helpful using resources from our PK-12 arc of learning has been for their 760 00:14:49,829 --> 00:14:49,839 arc of learning has been for their 761 00:14:49,839 --> 00:14:51,269 arc of learning has been for their leadership. 762 00:14:51,269 --> 00:14:51,279 leadership. 763 00:14:51,279 --> 00:14:52,870 leadership. Principles have also shared that when 764 00:14:52,870 --> 00:14:52,880 Principles have also shared that when 765 00:14:52,880 --> 00:14:54,550 Principles have also shared that when they visit classrooms either on their 766 00:14:54,550 --> 00:14:54,560 they visit classrooms either on their 767 00:14:54,560 --> 00:14:56,230 they visit classrooms either on their own with a member of the SPST team, 768 00:14:56,230 --> 00:14:56,240 own with a member of the SPST team, 769 00:14:56,240 --> 00:14:57,829 own with a member of the SPST team, their network executive directors or 770 00:14:57,829 --> 00:14:57,839 their network executive directors or 771 00:14:57,839 --> 00:14:59,590 their network executive directors or directors of teaching and learning, 772 00:14:59,590 --> 00:14:59,600 directors of teaching and learning, 773 00:14:59,600 --> 00:15:01,030 directors of teaching and learning, they're thinking about trends they're 774 00:15:01,030 --> 00:15:01,040 they're thinking about trends they're 775 00:15:01,040 --> 00:15:02,949 they're thinking about trends they're noticing across classrooms in what 776 00:15:02,949 --> 00:15:02,959 noticing across classrooms in what 777 00:15:02,959 --> 00:15:04,949 noticing across classrooms in what students are doing, what the task is, 778 00:15:04,949 --> 00:15:04,959 students are doing, what the task is, 779 00:15:04,959 --> 00:15:06,790 students are doing, what the task is, and what the related level of cognitive 780 00:15:06,790 --> 00:15:06,800 and what the related level of cognitive 781 00:15:06,800 --> 00:15:09,590 and what the related level of cognitive lift is in alignment with that standard. 782 00:15:09,590 --> 00:15:09,600 lift is in alignment with that standard. 783 00:15:09,600 --> 00:15:10,790 lift is in alignment with that standard. From there, they're discussing 784 00:15:10,790 --> 00:15:10,800 From there, they're discussing 785 00:15:10,800 --> 00:15:12,550 From there, they're discussing implications for their next steps in 786 00:15:12,550 --> 00:15:12,560 implications for their next steps in 787 00:15:12,560 --> 00:15:15,350 implications for their next steps in alignment with their 90-day plans. Some 788 00:15:15,350 --> 00:15:15,360 alignment with their 90-day plans. Some 789 00:15:15,360 --> 00:15:16,870 alignment with their 90-day plans. Some schools are also beginning to connect 790 00:15:16,870 --> 00:15:16,880 schools are also beginning to connect 791 00:15:16,880 --> 00:15:18,870 schools are also beginning to connect thinking about cognitive lift with their 792 00:15:18,870 --> 00:15:18,880 thinking about cognitive lift with their 793 00:15:18,880 --> 00:15:21,030 thinking about cognitive lift with their data-driven instruction cycles. From 794 00:15:21,030 --> 00:15:21,040 data-driven instruction cycles. From 795 00:15:21,040 --> 00:15:22,710 data-driven instruction cycles. From unpacking a standard and thinking about 796 00:15:22,710 --> 00:15:22,720 unpacking a standard and thinking about 797 00:15:22,720 --> 00:15:24,949 unpacking a standard and thinking about the culminating task to revisiting how 798 00:15:24,949 --> 00:15:24,959 the culminating task to revisiting how 799 00:15:24,959 --> 00:15:26,389 the culminating task to revisiting how students did and planning for a 800 00:15:26,389 --> 00:15:26,399 students did and planning for a 801 00:15:26,399 --> 00:15:28,949 students did and planning for a next-step retach. Some schools are also 802 00:15:28,949 --> 00:15:28,959 next-step retach. Some schools are also 803 00:15:28,959 --> 00:15:30,629 next-step retach. Some schools are also beginning to embed feedback related to 804 00:15:30,629 --> 00:15:30,639 beginning to embed feedback related to 805 00:15:30,639 --> 00:15:32,230 beginning to embed feedback related to web's depth of knowledge in formal and 806 00:15:32,230 --> 00:15:32,240 web's depth of knowledge in formal and 807 00:15:32,240 --> 00:15:35,189 web's depth of knowledge in formal and informal observation debriefs. It's been 808 00:15:35,189 --> 00:15:35,199 informal observation debriefs. It's been 809 00:15:35,199 --> 00:15:36,629 informal observation debriefs. It's been important to start with shared learning 810 00:15:36,629 --> 00:15:36,639 important to start with shared learning 811 00:15:36,639 --> 00:15:38,470 important to start with shared learning and understanding first, and it's been 812 00:15:38,470 --> 00:15:38,480 and understanding first, and it's been 813 00:15:38,480 --> 00:15:40,310 and understanding first, and it's been exciting to see how school leaders are 814 00:15:40,310 --> 00:15:40,320 exciting to see how school leaders are 815 00:15:40,320 --> 00:15:41,509 exciting to see how school leaders are applying their learning in their 816 00:15:41,509 --> 00:15:41,519 applying their learning in their 817 00:15:41,519 --> 00:15:47,189 applying their learning in their individual school contexts. 818 00:15:47,189 --> 00:15:47,199 819 00:15:47,199 --> 00:15:50,949 Just one point of clarification. Uh Emma 820 00:15:50,949 --> 00:15:50,959 Just one point of clarification. Uh Emma 821 00:15:50,959 --> 00:15:53,110 Just one point of clarification. Uh Emma um mentioned something that's really 822 00:15:53,110 --> 00:15:53,120 um mentioned something that's really 823 00:15:53,120 --> 00:15:54,790 um mentioned something that's really really important for our work which is 824 00:15:54,790 --> 00:15:54,800 really important for our work which is 825 00:15:54,800 --> 00:15:57,990 really important for our work which is this idea of unpacking standards. Would 826 00:15:57,990 --> 00:15:58,000 this idea of unpacking standards. Would 827 00:15:58,000 --> 00:15:59,590 this idea of unpacking standards. Would it be helpful if we explained what that 828 00:15:59,590 --> 00:15:59,600 it be helpful if we explained what that 829 00:15:59,600 --> 00:16:03,749 it be helpful if we explained what that meant? 830 00:16:03,749 --> 00:16:03,759 831 00:16:03,759 --> 00:16:06,150 So, do you want to open up that one? 832 00:16:06,150 --> 00:16:06,160 So, do you want to open up that one? 833 00:16:06,160 --> 00:16:07,910 So, do you want to open up that one? >> Um, so when I think about unpacking a 834 00:16:07,910 --> 00:16:07,920 >> Um, so when I think about unpacking a 835 00:16:07,920 --> 00:16:09,269 >> Um, so when I think about unpacking a standard, I feel like that is one of the 836 00:16:09,269 --> 00:16:09,279 standard, I feel like that is one of the 837 00:16:09,279 --> 00:16:12,069 standard, I feel like that is one of the major buzzwords in education in 2025 and 838 00:16:12,069 --> 00:16:12,079 major buzzwords in education in 2025 and 839 00:16:12,079 --> 00:16:14,150 major buzzwords in education in 2025 and everybody says it and actually doing it 840 00:16:14,150 --> 00:16:14,160 everybody says it and actually doing it 841 00:16:14,160 --> 00:16:15,590 everybody says it and actually doing it is pretty critical, right? Because we 842 00:16:15,590 --> 00:16:15,600 is pretty critical, right? Because we 843 00:16:15,600 --> 00:16:16,870 is pretty critical, right? Because we all know the standards and we look at 844 00:16:16,870 --> 00:16:16,880 all know the standards and we look at 845 00:16:16,880 --> 00:16:18,790 all know the standards and we look at the standards and we see the standards. 846 00:16:18,790 --> 00:16:18,800 the standards and we see the standards. 847 00:16:18,800 --> 00:16:19,189 the standards and we see the standards. But 848 00:16:19,189 --> 00:16:19,199 But 849 00:16:19,199 --> 00:16:21,189 But >> and the standards are what the state 850 00:16:21,189 --> 00:16:21,199 >> and the standards are what the state 851 00:16:21,199 --> 00:16:23,269 >> and the standards are what the state defines within each content area what 852 00:16:23,269 --> 00:16:23,279 defines within each content area what 853 00:16:23,279 --> 00:16:25,350 defines within each content area what kids should know and be able to do, 854 00:16:25,350 --> 00:16:25,360 kids should know and be able to do, 855 00:16:25,360 --> 00:16:27,670 kids should know and be able to do, >> right? Thank you. Um, but when you take 856 00:16:27,670 --> 00:16:27,680 >> right? Thank you. Um, but when you take 857 00:16:27,680 --> 00:16:29,590 >> right? Thank you. Um, but when you take one standard, any grade level, could 858 00:16:29,590 --> 00:16:29,600 one standard, any grade level, could 859 00:16:29,600 --> 00:16:32,069 one standard, any grade level, could even be first or second grade, low lower 860 00:16:32,069 --> 00:16:32,079 even be first or second grade, low lower 861 00:16:32,079 --> 00:16:33,990 even be first or second grade, low lower grades as well, and you really think 862 00:16:33,990 --> 00:16:34,000 grades as well, and you really think 863 00:16:34,000 --> 00:16:36,230 grades as well, and you really think deeply about what do the verbs say? 864 00:16:36,230 --> 00:16:36,240 deeply about what do the verbs say? 865 00:16:36,240 --> 00:16:38,069 deeply about what do the verbs say? What's required that students know and 866 00:16:38,069 --> 00:16:38,079 What's required that students know and 867 00:16:38,079 --> 00:16:39,749 What's required that students know and are able to do as a result of that 868 00:16:39,749 --> 00:16:39,759 are able to do as a result of that 869 00:16:39,759 --> 00:16:41,670 are able to do as a result of that standard? What does it mean for how I'm 870 00:16:41,670 --> 00:16:41,680 standard? What does it mean for how I'm 871 00:16:41,680 --> 00:16:43,430 standard? What does it mean for how I'm teaching the standard? And then to Dr. 872 00:16:43,430 --> 00:16:43,440 teaching the standard? And then to Dr. 873 00:16:43,440 --> 00:16:44,949 teaching the standard? And then to Dr. Anderson's point, what does it mean for 874 00:16:44,949 --> 00:16:44,959 Anderson's point, what does it mean for 875 00:16:44,959 --> 00:16:47,030 Anderson's point, what does it mean for how I'm planning my questions and tasks 876 00:16:47,030 --> 00:16:47,040 how I'm planning my questions and tasks 877 00:16:47,040 --> 00:16:48,790 how I'm planning my questions and tasks to make sure students are doing the work 878 00:16:48,790 --> 00:16:48,800 to make sure students are doing the work 879 00:16:48,800 --> 00:16:51,269 to make sure students are doing the work of the lesson? Um, it's pretty easy to 880 00:16:51,269 --> 00:16:51,279 of the lesson? Um, it's pretty easy to 881 00:16:51,279 --> 00:16:52,790 of the lesson? Um, it's pretty easy to check a box and say we're teaching to 882 00:16:52,790 --> 00:16:52,800 check a box and say we're teaching to 883 00:16:52,800 --> 00:16:54,150 check a box and say we're teaching to what the state says. And it's a lot 884 00:16:54,150 --> 00:16:54,160 what the state says. And it's a lot 885 00:16:54,160 --> 00:16:56,389 what the state says. And it's a lot harder to deeply internalize what it 886 00:16:56,389 --> 00:16:56,399 harder to deeply internalize what it 887 00:16:56,399 --> 00:16:58,470 harder to deeply internalize what it means to show mastery on each and every 888 00:16:58,470 --> 00:16:58,480 means to show mastery on each and every 889 00:16:58,480 --> 00:17:00,550 means to show mastery on each and every standard in a way where the students are 890 00:17:00,550 --> 00:17:00,560 standard in a way where the students are 891 00:17:00,560 --> 00:17:02,389 standard in a way where the students are doing the thinking. So when we talk 892 00:17:02,389 --> 00:17:02,399 doing the thinking. So when we talk 893 00:17:02,399 --> 00:17:04,150 doing the thinking. So when we talk about data driven instruction and 894 00:17:04,150 --> 00:17:04,160 about data driven instruction and 895 00:17:04,160 --> 00:17:07,829 about data driven instruction and unpacking a standard often typically um 896 00:17:07,829 --> 00:17:07,839 unpacking a standard often typically um 897 00:17:07,839 --> 00:17:09,669 unpacking a standard often typically um those cycles will start with looking at 898 00:17:09,669 --> 00:17:09,679 those cycles will start with looking at 899 00:17:09,679 --> 00:17:12,150 those cycles will start with looking at an upcoming standard or standards deeply 900 00:17:12,150 --> 00:17:12,160 an upcoming standard or standards deeply 901 00:17:12,160 --> 00:17:13,990 an upcoming standard or standards deeply internalizing what it means to teach 902 00:17:13,990 --> 00:17:14,000 internalizing what it means to teach 903 00:17:14,000 --> 00:17:15,750 internalizing what it means to teach that and then planning accordingly for 904 00:17:15,750 --> 00:17:15,760 that and then planning accordingly for 905 00:17:15,760 --> 00:17:17,270 that and then planning accordingly for where you're going with your tasks and 906 00:17:17,270 --> 00:17:17,280 where you're going with your tasks and 907 00:17:17,280 --> 00:17:18,630 where you're going with your tasks and questions. 908 00:17:18,630 --> 00:17:18,640 questions. 909 00:17:18,640 --> 00:17:20,949 questions. And this becomes critical because if you 910 00:17:20,949 --> 00:17:20,959 And this becomes critical because if you 911 00:17:20,959 --> 00:17:24,949 And this becomes critical because if you look at the standards um vertically 912 00:17:24,949 --> 00:17:24,959 look at the standards um vertically 913 00:17:24,959 --> 00:17:27,829 look at the standards um vertically right from grade to grade to grade 914 00:17:27,829 --> 00:17:27,839 right from grade to grade to grade 915 00:17:27,839 --> 00:17:29,990 right from grade to grade to grade there's nuance you may be teaching the 916 00:17:29,990 --> 00:17:30,000 there's nuance you may be teaching the 917 00:17:30,000 --> 00:17:32,230 there's nuance you may be teaching the same thing but getting you know deeper 918 00:17:32,230 --> 00:17:32,240 same thing but getting you know deeper 919 00:17:32,240 --> 00:17:33,909 same thing but getting you know deeper within the the level of thinking what 920 00:17:33,909 --> 00:17:33,919 within the the level of thinking what 921 00:17:33,919 --> 00:17:36,470 within the the level of thinking what you're asking kids to do but if you only 922 00:17:36,470 --> 00:17:36,480 you're asking kids to do but if you only 923 00:17:36,480 --> 00:17:38,710 you're asking kids to do but if you only stay in like that those early stages of 924 00:17:38,710 --> 00:17:38,720 stay in like that those early stages of 925 00:17:38,720 --> 00:17:40,630 stay in like that those early stages of web's depth of knowledge and don't get 926 00:17:40,630 --> 00:17:40,640 web's depth of knowledge and don't get 927 00:17:40,640 --> 00:17:44,230 web's depth of knowledge and don't get kids to think what happens to students 928 00:17:44,230 --> 00:17:44,240 kids to think what happens to students 929 00:17:44,240 --> 00:17:48,310 kids to think what happens to students what do they say I learned this for, 930 00:17:48,310 --> 00:17:48,320 what do they say I learned this for, 931 00:17:48,320 --> 00:17:49,750 what do they say I learned this for, right? They're not you're not 932 00:17:49,750 --> 00:17:49,760 right? They're not you're not 933 00:17:49,760 --> 00:17:51,350 right? They're not you're not challenging kids and then the kids are 934 00:17:51,350 --> 00:17:51,360 challenging kids and then the kids are 935 00:17:51,360 --> 00:17:52,710 challenging kids and then the kids are getting bored and then you're getting 936 00:17:52,710 --> 00:17:52,720 getting bored and then you're getting 937 00:17:52,720 --> 00:17:54,710 getting bored and then you're getting all kinds of other issues. And so 938 00:17:54,710 --> 00:17:54,720 all kinds of other issues. And so 939 00:17:54,720 --> 00:17:56,870 all kinds of other issues. And so whether we're talking about our students 940 00:17:56,870 --> 00:17:56,880 whether we're talking about our students 941 00:17:56,880 --> 00:17:59,190 whether we're talking about our students on grade level, above grade level, or 942 00:17:59,190 --> 00:17:59,200 on grade level, above grade level, or 943 00:17:59,200 --> 00:18:01,750 on grade level, above grade level, or working to get to grade level, making 944 00:18:01,750 --> 00:18:01,760 working to get to grade level, making 945 00:18:01,760 --> 00:18:04,150 working to get to grade level, making sure everybody get gets access to the 946 00:18:04,150 --> 00:18:04,160 sure everybody get gets access to the 947 00:18:04,160 --> 00:18:07,110 sure everybody get gets access to the depth of the standard, meaning that they 948 00:18:07,110 --> 00:18:07,120 depth of the standard, meaning that they 949 00:18:07,120 --> 00:18:09,190 depth of the standard, meaning that they they're challenged with what it is we're 950 00:18:09,190 --> 00:18:09,200 they're challenged with what it is we're 951 00:18:09,200 --> 00:18:12,470 they're challenged with what it is we're teaching uh is critical and uh and and 952 00:18:12,470 --> 00:18:12,480 teaching uh is critical and uh and and 953 00:18:12,480 --> 00:18:14,710 teaching uh is critical and uh and and certainly really really important to the 954 00:18:14,710 --> 00:18:14,720 certainly really really important to the 955 00:18:14,720 --> 00:18:17,270 certainly really really important to the ways that we're trying to make sure um 956 00:18:17,270 --> 00:18:17,280 ways that we're trying to make sure um 957 00:18:17,280 --> 00:18:18,870 ways that we're trying to make sure um that we're teaching our kids so they're 958 00:18:18,870 --> 00:18:18,880 that we're teaching our kids so they're 959 00:18:18,880 --> 00:18:20,549 that we're teaching our kids so they're engaged and everybody's learning and 960 00:18:20,549 --> 00:18:20,559 engaged and everybody's learning and 961 00:18:20,559 --> 00:18:22,710 engaged and everybody's learning and growing. 962 00:18:22,710 --> 00:18:22,720 growing. 963 00:18:22,720 --> 00:18:24,310 growing. And I think the only piece that we would 964 00:18:24,310 --> 00:18:24,320 And I think the only piece that we would 965 00:18:24,320 --> 00:18:25,990 And I think the only piece that we would add to that before Emma goes on, 966 00:18:25,990 --> 00:18:26,000 add to that before Emma goes on, 967 00:18:26,000 --> 00:18:28,070 add to that before Emma goes on, >> one question before we move on. Uh for 968 00:18:28,070 --> 00:18:28,080 >> one question before we move on. Uh for 969 00:18:28,080 --> 00:18:30,470 >> one question before we move on. Uh for the teachers and the training, um what 970 00:18:30,470 --> 00:18:30,480 the teachers and the training, um what 971 00:18:30,480 --> 00:18:34,070 the teachers and the training, um what is the frequency and do they have a like 972 00:18:34,070 --> 00:18:34,080 is the frequency and do they have a like 973 00:18:34,080 --> 00:18:35,909 is the frequency and do they have a like a long-term plan and goal and what does 974 00:18:35,909 --> 00:18:35,919 a long-term plan and goal and what does 975 00:18:35,919 --> 00:18:36,789 a long-term plan and goal and what does that look like? 976 00:18:36,789 --> 00:18:36,799 that look like? 977 00:18:36,799 --> 00:18:37,830 that look like? >> I'm glad you said that. That's something 978 00:18:37,830 --> 00:18:37,840 >> I'm glad you said that. That's something 979 00:18:37,840 --> 00:18:39,510 >> I'm glad you said that. That's something I was going to comment on. [laughter] 980 00:18:39,510 --> 00:18:39,520 I was going to comment on. [laughter] 981 00:18:39,520 --> 00:18:42,230 I was going to comment on. [laughter] So, um, I think one of the things when 982 00:18:42,230 --> 00:18:42,240 So, um, I think one of the things when 983 00:18:42,240 --> 00:18:44,070 So, um, I think one of the things when we talk about the DDI and unpacking the 984 00:18:44,070 --> 00:18:44,080 we talk about the DDI and unpacking the 985 00:18:44,080 --> 00:18:46,150 we talk about the DDI and unpacking the standards, we are super grateful for our 986 00:18:46,150 --> 00:18:46,160 standards, we are super grateful for our 987 00:18:46,160 --> 00:18:48,870 standards, we are super grateful for our SPS data coaches as well as our DDI 988 00:18:48,870 --> 00:18:48,880 SPS data coaches as well as our DDI 989 00:18:48,880 --> 00:18:50,630 SPS data coaches as well as our DDI coaches for the district because what 990 00:18:50,630 --> 00:18:50,640 coaches for the district because what 991 00:18:50,640 --> 00:18:53,350 coaches for the district because what they do, they cover over half of the 992 00:18:53,350 --> 00:18:53,360 they do, they cover over half of the 993 00:18:53,360 --> 00:18:55,190 they do, they cover over half of the schools that we have in our district. 994 00:18:55,190 --> 00:18:55,200 schools that we have in our district. 995 00:18:55,200 --> 00:18:57,590 schools that we have in our district. And their job as coaches is to teach the 996 00:18:57,590 --> 00:18:57,600 And their job as coaches is to teach the 997 00:18:57,600 --> 00:19:00,630 And their job as coaches is to teach the teachers on site with real data, real 998 00:19:00,630 --> 00:19:00,640 teachers on site with real data, real 999 00:19:00,640 --> 00:19:03,430 teachers on site with real data, real assessments, real standards in in with 1000 00:19:03,430 --> 00:19:03,440 assessments, real standards in in with 1001 00:19:03,440 --> 00:19:05,350 assessments, real standards in in with those with the curriculum that they're 1002 00:19:05,350 --> 00:19:05,360 those with the curriculum that they're 1003 00:19:05,360 --> 00:19:08,070 those with the curriculum that they're teaching. And so they provide what I 1004 00:19:08,070 --> 00:19:08,080 teaching. And so they provide what I 1005 00:19:08,080 --> 00:19:09,909 teaching. And so they provide what I would say embedded coaching on a 1006 00:19:09,909 --> 00:19:09,919 would say embedded coaching on a 1007 00:19:09,919 --> 00:19:11,669 would say embedded coaching on a consistent basis because they each have 1008 00:19:11,669 --> 00:19:11,679 consistent basis because they each have 1009 00:19:11,679 --> 00:19:13,750 consistent basis because they each have a case load of five schools and they are 1010 00:19:13,750 --> 00:19:13,760 a case load of five schools and they are 1011 00:19:13,760 --> 00:19:16,230 a case load of five schools and they are there on a weekly basis assisting 1012 00:19:16,230 --> 00:19:16,240 there on a weekly basis assisting 1013 00:19:16,240 --> 00:19:18,710 there on a weekly basis assisting teachers in understanding the process 1014 00:19:18,710 --> 00:19:18,720 teachers in understanding the process 1015 00:19:18,720 --> 00:19:21,270 teachers in understanding the process and utilizing the data that they need in 1016 00:19:21,270 --> 00:19:21,280 and utilizing the data that they need in 1017 00:19:21,280 --> 00:19:22,950 and utilizing the data that they need in their schools and the and the curriculum 1018 00:19:22,950 --> 00:19:22,960 their schools and the and the curriculum 1019 00:19:22,960 --> 00:19:25,510 their schools and the and the curriculum that they're teaching. So they I would 1020 00:19:25,510 --> 00:19:25,520 that they're teaching. So they I would 1021 00:19:25,520 --> 00:19:27,190 that they're teaching. So they I would say that they provide the embedded 1022 00:19:27,190 --> 00:19:27,200 say that they provide the embedded 1023 00:19:27,200 --> 00:19:29,190 say that they provide the embedded coaching consistently and then what 1024 00:19:29,190 --> 00:19:29,200 coaching consistently and then what 1025 00:19:29,200 --> 00:19:31,430 coaching consistently and then what we're doing is working with the leaders 1026 00:19:31,430 --> 00:19:31,440 we're doing is working with the leaders 1027 00:19:31,440 --> 00:19:33,510 we're doing is working with the leaders um at these sessions so that then they 1028 00:19:33,510 --> 00:19:33,520 um at these sessions so that then they 1029 00:19:33,520 --> 00:19:34,950 um at these sessions so that then they can lead some of that work at their 1030 00:19:34,950 --> 00:19:34,960 can lead some of that work at their 1031 00:19:34,960 --> 00:19:36,150 can lead some of that work at their buildings. 1032 00:19:36,150 --> 00:19:36,160 buildings. 1033 00:19:36,160 --> 00:19:38,150 buildings. >> Can you repeat what DDI stands for? 1034 00:19:38,150 --> 00:19:38,160 >> Can you repeat what DDI stands for? 1035 00:19:38,160 --> 00:19:40,630 >> Can you repeat what DDI stands for? >> Yes. Data driven instruction. Yes. 1036 00:19:40,630 --> 00:19:40,640 >> Yes. Data driven instruction. Yes. 1037 00:19:40,640 --> 00:19:43,270 >> Yes. Data driven instruction. Yes. >> And then strategic plan support team 1038 00:19:43,270 --> 00:19:43,280 >> And then strategic plan support team 1039 00:19:43,280 --> 00:19:44,230 >> And then strategic plan support team SPS. 1040 00:19:44,230 --> 00:19:44,240 SPS. 1041 00:19:44,240 --> 00:19:45,909 SPS. >> SPS. Alex, 1042 00:19:45,909 --> 00:19:45,919 >> SPS. Alex, 1043 00:19:45,919 --> 00:19:48,173 >> SPS. Alex, >> thank you. we get so in these activities 1044 00:19:48,173 --> 00:19:48,183 >> thank you. we get so in these activities 1045 00:19:48,183 --> 00:19:48,630 >> thank you. we get so in these activities [laughter] 1046 00:19:48,630 --> 00:19:48,640 [laughter] 1047 00:19:48,640 --> 00:19:50,630 [laughter] >> and I don't want to take us down uh too 1048 00:19:50,630 --> 00:19:50,640 >> and I don't want to take us down uh too 1049 00:19:50,640 --> 00:19:52,230 >> and I don't want to take us down uh too far because there's so much to cover but 1050 00:19:52,230 --> 00:19:52,240 far because there's so much to cover but 1051 00:19:52,240 --> 00:19:54,150 far because there's so much to cover but I am curious uh our professional 1052 00:19:54,150 --> 00:19:54,160 I am curious uh our professional 1053 00:19:54,160 --> 00:19:55,669 I am curious uh our professional learning or professional learning 1054 00:19:55,669 --> 00:19:55,679 learning or professional learning 1055 00:19:55,679 --> 00:19:56,870 learning or professional learning opportunities are with the school 1056 00:19:56,870 --> 00:19:56,880 opportunities are with the school 1057 00:19:56,880 --> 00:19:58,789 opportunities are with the school leaders and then the coaches are helping 1058 00:19:58,789 --> 00:19:58,799 leaders and then the coaches are helping 1059 00:19:58,799 --> 00:20:02,470 leaders and then the coaches are helping the people in the classroom do this um 1060 00:20:02,470 --> 00:20:02,480 the people in the classroom do this um 1061 00:20:02,480 --> 00:20:07,029 the people in the classroom do this um we where and how do we get data that's 1062 00:20:07,029 --> 00:20:07,039 we where and how do we get data that's 1063 00:20:07,039 --> 00:20:09,830 we where and how do we get data that's not anecdotal about the teacher buyin 1064 00:20:09,830 --> 00:20:09,840 not anecdotal about the teacher buyin 1065 00:20:09,840 --> 00:20:11,750 not anecdotal about the teacher buyin and implementation that could be like 1066 00:20:11,750 --> 00:20:11,760 and implementation that could be like 1067 00:20:11,760 --> 00:20:13,590 and implementation that could be like shared with other colleagues or that 1068 00:20:13,590 --> 00:20:13,600 shared with other colleagues or that 1069 00:20:13,600 --> 00:20:15,270 shared with other colleagues or that could be shared with a board. So we 1070 00:20:15,270 --> 00:20:15,280 could be shared with a board. So we 1071 00:20:15,280 --> 00:20:16,789 could be shared with a board. So we could say, hey, the teachers 1072 00:20:16,789 --> 00:20:16,799 could say, hey, the teachers 1073 00:20:16,799 --> 00:20:18,710 could say, hey, the teachers satisfaction with their PD in the school 1074 00:20:18,710 --> 00:20:18,720 satisfaction with their PD in the school 1075 00:20:18,720 --> 00:20:21,669 satisfaction with their PD in the school has gone from 80% to 90% or something or 1076 00:20:21,669 --> 00:20:21,679 has gone from 80% to 90% or something or 1077 00:20:21,679 --> 00:20:23,750 has gone from 80% to 90% or something or because we have a history of districtrun 1078 00:20:23,750 --> 00:20:23,760 because we have a history of districtrun 1079 00:20:23,760 --> 00:20:25,669 because we have a history of districtrun PD where the teachers don't even show 1080 00:20:25,669 --> 00:20:25,679 PD where the teachers don't even show 1081 00:20:25,679 --> 00:20:27,909 PD where the teachers don't even show up. So I'm really curious if there are 1082 00:20:27,909 --> 00:20:27,919 up. So I'm really curious if there are 1083 00:20:27,919 --> 00:20:29,669 up. So I'm really curious if there are metrics for that that we could see as a 1084 00:20:29,669 --> 00:20:29,679 metrics for that that we could see as a 1085 00:20:29,679 --> 00:20:31,430 metrics for that that we could see as a board. 1086 00:20:31,430 --> 00:20:31,440 board. 1087 00:20:31,440 --> 00:20:33,430 board. So we're talking about two two different 1088 00:20:33,430 --> 00:20:33,440 So we're talking about two two different 1089 00:20:33,440 --> 00:20:35,990 So we're talking about two two different things, right? You're talking about um 1090 00:20:35,990 --> 00:20:36,000 things, right? You're talking about um 1091 00:20:36,000 --> 00:20:38,070 things, right? You're talking about um professional learning sessions that may 1092 00:20:38,070 --> 00:20:38,080 professional learning sessions that may 1093 00:20:38,080 --> 00:20:39,990 professional learning sessions that may happen on on dedicated professional 1094 00:20:39,990 --> 00:20:40,000 happen on on dedicated professional 1095 00:20:40,000 --> 00:20:42,710 happen on on dedicated professional learning days and times. Um, and then 1096 00:20:42,710 --> 00:20:42,720 learning days and times. Um, and then 1097 00:20:42,720 --> 00:20:45,029 learning days and times. Um, and then you're talking about this this idea of 1098 00:20:45,029 --> 00:20:45,039 you're talking about this this idea of 1099 00:20:45,039 --> 00:20:47,190 you're talking about this this idea of job embedded professional development, 1100 00:20:47,190 --> 00:20:47,200 job embedded professional development, 1101 00:20:47,200 --> 00:20:49,190 job embedded professional development, which is really the application of what 1102 00:20:49,190 --> 00:20:49,200 which is really the application of what 1103 00:20:49,200 --> 00:20:51,909 which is really the application of what you've learned, um, over time, the 1104 00:20:51,909 --> 00:20:51,919 you've learned, um, over time, the 1105 00:20:51,919 --> 00:20:53,669 you've learned, um, over time, the refining, the deepening, and the 1106 00:20:53,669 --> 00:20:53,679 refining, the deepening, and the 1107 00:20:53,679 --> 00:20:56,470 refining, the deepening, and the understanding. And so, um, I'd have to 1108 00:20:56,470 --> 00:20:56,480 understanding. And so, um, I'd have to 1109 00:20:56,480 --> 00:20:58,549 understanding. And so, um, I'd have to check with our team in terms of I we do 1110 00:20:58,549 --> 00:20:58,559 check with our team in terms of I we do 1111 00:20:58,559 --> 00:21:01,350 check with our team in terms of I we do collect we I I know that we collect 1112 00:21:01,350 --> 00:21:01,360 collect we I I know that we collect 1113 00:21:01,360 --> 00:21:04,149 collect we I I know that we collect information on, um, the sessions that 1114 00:21:04,149 --> 00:21:04,159 information on, um, the sessions that 1115 00:21:04,159 --> 00:21:07,750 information on, um, the sessions that we're that we're providing in terms of 1116 00:21:07,750 --> 00:21:07,760 we're that we're providing in terms of 1117 00:21:07,760 --> 00:21:10,070 we're that we're providing in terms of um, quality and and suggestions. I don't 1118 00:21:10,070 --> 00:21:10,080 um, quality and and suggestions. I don't 1119 00:21:10,080 --> 00:21:12,470 um, quality and and suggestions. I don't know that we've done anything around the 1120 00:21:12,470 --> 00:21:12,480 know that we've done anything around the 1121 00:21:12,480 --> 00:21:13,909 know that we've done anything around the effectiveness of some of the job 1122 00:21:13,909 --> 00:21:13,919 effectiveness of some of the job 1123 00:21:13,919 --> 00:21:16,070 effectiveness of some of the job embedded things that we're doing. But 1124 00:21:16,070 --> 00:21:16,080 embedded things that we're doing. But 1125 00:21:16,080 --> 00:21:17,750 embedded things that we're doing. But then there's also professional learning 1126 00:21:17,750 --> 00:21:17,760 then there's also professional learning 1127 00:21:17,760 --> 00:21:19,669 then there's also professional learning that happens at the school sites that's 1128 00:21:19,669 --> 00:21:19,679 that happens at the school sites that's 1129 00:21:19,679 --> 00:21:23,190 that happens at the school sites that's schooldirected. Um so you know there's 1130 00:21:23,190 --> 00:21:23,200 schooldirected. Um so you know there's 1131 00:21:23,200 --> 00:21:25,029 schooldirected. Um so you know there's like three kind of aspects of how we're 1132 00:21:25,029 --> 00:21:25,039 like three kind of aspects of how we're 1133 00:21:25,039 --> 00:21:27,350 like three kind of aspects of how we're asking our our educators to learn and 1134 00:21:27,350 --> 00:21:27,360 asking our our educators to learn and 1135 00:21:27,360 --> 00:21:29,270 asking our our educators to learn and grow and and learn how to implement some 1136 00:21:29,270 --> 00:21:29,280 grow and and learn how to implement some 1137 00:21:29,280 --> 00:21:31,270 grow and and learn how to implement some of these new and different strategies. 1138 00:21:31,270 --> 00:21:31,280 of these new and different strategies. 1139 00:21:31,280 --> 00:21:33,029 of these new and different strategies. Uh and it's a combination of kind of 1140 00:21:33,029 --> 00:21:33,039 Uh and it's a combination of kind of 1141 00:21:33,039 --> 00:21:34,710 Uh and it's a combination of kind of where if you were to triangulate all 1142 00:21:34,710 --> 00:21:34,720 where if you were to triangulate all 1143 00:21:34,720 --> 00:21:37,190 where if you were to triangulate all that data in the middle uh the end 1144 00:21:37,190 --> 00:21:37,200 that data in the middle uh the end 1145 00:21:37,200 --> 00:21:38,950 that data in the middle uh the end result. So, let our team think about 1146 00:21:38,950 --> 00:21:38,960 result. So, let our team think about 1147 00:21:38,960 --> 00:21:41,830 result. So, let our team think about what that could look like. Uh, I I don't 1148 00:21:41,830 --> 00:21:41,840 what that could look like. Uh, I I don't 1149 00:21:41,840 --> 00:21:44,149 what that could look like. Uh, I I don't think it's like I don't think it's 1150 00:21:44,149 --> 00:21:44,159 think it's like I don't think it's 1151 00:21:44,159 --> 00:21:45,270 think it's like I don't think it's straight line. We'd have to think about 1152 00:21:45,270 --> 00:21:45,280 straight line. We'd have to think about 1153 00:21:45,280 --> 00:21:46,549 straight line. We'd have to think about it. 1154 00:21:46,549 --> 00:21:46,559 it. 1155 00:21:46,559 --> 00:21:48,549 it. >> What I could tell you is that for our 1156 00:21:48,549 --> 00:21:48,559 >> What I could tell you is that for our 1157 00:21:48,559 --> 00:21:51,110 >> What I could tell you is that for our professional learning, we have over the 1158 00:21:51,110 --> 00:21:51,120 professional learning, we have over the 1159 00:21:51,120 --> 00:21:53,669 professional learning, we have over the course of the last year or so, we have 1160 00:21:53,669 --> 00:21:53,679 course of the last year or so, we have 1161 00:21:53,679 --> 00:21:56,549 course of the last year or so, we have started planning that in January for 1162 00:21:56,549 --> 00:21:56,559 started planning that in January for 1163 00:21:56,559 --> 00:21:59,669 started planning that in January for both kickoff and all year long for late 1164 00:21:59,669 --> 00:21:59,679 both kickoff and all year long for late 1165 00:21:59,679 --> 00:22:01,350 both kickoff and all year long for late start. And so, one of the things that 1166 00:22:01,350 --> 00:22:01,360 start. And so, one of the things that 1167 00:22:01,360 --> 00:22:03,029 start. And so, one of the things that we're doing is asking our teams like 1168 00:22:03,029 --> 00:22:03,039 we're doing is asking our teams like 1169 00:22:03,039 --> 00:22:05,190 we're doing is asking our teams like what are the things that teachers need? 1170 00:22:05,190 --> 00:22:05,200 what are the things that teachers need? 1171 00:22:05,200 --> 00:22:07,190 what are the things that teachers need? We're not just doing things that we feel 1172 00:22:07,190 --> 00:22:07,200 We're not just doing things that we feel 1173 00:22:07,200 --> 00:22:09,110 We're not just doing things that we feel like doing. Um, we're looking at 1174 00:22:09,110 --> 00:22:09,120 like doing. Um, we're looking at 1175 00:22:09,120 --> 00:22:11,350 like doing. Um, we're looking at curriculum adoptions, assessments, and 1176 00:22:11,350 --> 00:22:11,360 curriculum adoptions, assessments, and 1177 00:22:11,360 --> 00:22:13,350 curriculum adoptions, assessments, and then these skills and strategies that 1178 00:22:13,350 --> 00:22:13,360 then these skills and strategies that 1179 00:22:13,360 --> 00:22:15,669 then these skills and strategies that they need for datadriven instruction or 1180 00:22:15,669 --> 00:22:15,679 they need for datadriven instruction or 1181 00:22:15,679 --> 00:22:17,590 they need for datadriven instruction or other things and strategically mapping 1182 00:22:17,590 --> 00:22:17,600 other things and strategically mapping 1183 00:22:17,600 --> 00:22:19,270 other things and strategically mapping that professional learning throughout 1184 00:22:19,270 --> 00:22:19,280 that professional learning throughout 1185 00:22:19,280 --> 00:22:22,149 that professional learning throughout the year. 1186 00:22:22,149 --> 00:22:22,159 the year. 1187 00:22:22,159 --> 00:22:23,909 the year. >> Uh, thank you. That that's helpful. I 1188 00:22:23,909 --> 00:22:23,919 >> Uh, thank you. That that's helpful. I 1189 00:22:23,919 --> 00:22:26,390 >> Uh, thank you. That that's helpful. I appreciate the multi-, you know, tiers 1190 00:22:26,390 --> 00:22:26,400 appreciate the multi-, you know, tiers 1191 00:22:26,400 --> 00:22:27,830 appreciate the multi-, you know, tiers of strategies about how this is all 1192 00:22:27,830 --> 00:22:27,840 of strategies about how this is all 1193 00:22:27,840 --> 00:22:29,990 of strategies about how this is all working and the metrics not matching up. 1194 00:22:29,990 --> 00:22:30,000 working and the metrics not matching up. 1195 00:22:30,000 --> 00:22:32,149 working and the metrics not matching up. I was thinking um like one data source 1196 00:22:32,149 --> 00:22:32,159 I was thinking um like one data source 1197 00:22:32,159 --> 00:22:33,350 I was thinking um like one data source that might be useful would be the 1198 00:22:33,350 --> 00:22:33,360 that might be useful would be the 1199 00:22:33,360 --> 00:22:34,549 that might be useful would be the Colorado teaching and learning 1200 00:22:34,549 --> 00:22:34,559 Colorado teaching and learning 1201 00:22:34,559 --> 00:22:37,110 Colorado teaching and learning conditions survey. Right? So in in 1202 00:22:37,110 --> 00:22:37,120 conditions survey. Right? So in in 1203 00:22:37,120 --> 00:22:38,789 conditions survey. Right? So in in general you end up having school level 1204 00:22:38,789 --> 00:22:38,799 general you end up having school level 1205 00:22:38,799 --> 00:22:40,789 general you end up having school level data on how people feel about whether 1206 00:22:40,789 --> 00:22:40,799 data on how people feel about whether 1207 00:22:40,799 --> 00:22:42,870 data on how people feel about whether they're being supported in their work as 1208 00:22:42,870 --> 00:22:42,880 they're being supported in their work as 1209 00:22:42,880 --> 00:22:45,190 they're being supported in their work as teachers. So I would encourage us to 1210 00:22:45,190 --> 00:22:45,200 teachers. So I would encourage us to 1211 00:22:45,200 --> 00:22:46,870 teachers. So I would encourage us to think about that as a potential thing to 1212 00:22:46,870 --> 00:22:46,880 think about that as a potential thing to 1213 00:22:46,880 --> 00:22:49,110 think about that as a potential thing to to bring back to the board. And I'd also 1214 00:22:49,110 --> 00:22:49,120 to bring back to the board. And I'd also 1215 00:22:49,120 --> 00:22:50,789 to bring back to the board. And I'd also suggest the reason to start setting it 1216 00:22:50,789 --> 00:22:50,799 suggest the reason to start setting it 1217 00:22:50,799 --> 00:22:52,470 suggest the reason to start setting it up as sort of a public part of this 1218 00:22:52,470 --> 00:22:52,480 up as sort of a public part of this 1219 00:22:52,480 --> 00:22:54,710 up as sort of a public part of this process is that we have intentionally 1220 00:22:54,710 --> 00:22:54,720 process is that we have intentionally 1221 00:22:54,720 --> 00:22:57,190 process is that we have intentionally picked the high priority schools. And as 1222 00:22:57,190 --> 00:22:57,200 picked the high priority schools. And as 1223 00:22:57,200 --> 00:22:58,950 picked the high priority schools. And as we see the benefits of this, we will 1224 00:22:58,950 --> 00:22:58,960 we see the benefits of this, we will 1225 00:22:58,960 --> 00:23:00,549 we see the benefits of this, we will likely be spreading it, you know, 1226 00:23:00,549 --> 00:23:00,559 likely be spreading it, you know, 1227 00:23:00,559 --> 00:23:02,310 likely be spreading it, you know, farther and farther in the district and 1228 00:23:02,310 --> 00:23:02,320 farther and farther in the district and 1229 00:23:02,320 --> 00:23:03,669 farther and farther in the district and will be going to places that may not 1230 00:23:03,669 --> 00:23:03,679 will be going to places that may not 1231 00:23:03,679 --> 00:23:05,750 will be going to places that may not have that internal sense of urgency 1232 00:23:05,750 --> 00:23:05,760 have that internal sense of urgency 1233 00:23:05,760 --> 00:23:07,830 have that internal sense of urgency about all this. And if we can show them 1234 00:23:07,830 --> 00:23:07,840 about all this. And if we can show them 1235 00:23:07,840 --> 00:23:09,750 about all this. And if we can show them that the teachers like this and it makes 1236 00:23:09,750 --> 00:23:09,760 that the teachers like this and it makes 1237 00:23:09,760 --> 00:23:11,350 that the teachers like this and it makes their job easier and they feel more 1238 00:23:11,350 --> 00:23:11,360 their job easier and they feel more 1239 00:23:11,360 --> 00:23:13,350 their job easier and they feel more effective in some credible ways, that 1240 00:23:13,350 --> 00:23:13,360 effective in some credible ways, that 1241 00:23:13,360 --> 00:23:16,149 effective in some credible ways, that will help us with later uh dissemination 1242 00:23:16,149 --> 00:23:16,159 will help us with later uh dissemination 1243 00:23:16,159 --> 00:23:17,590 will help us with later uh dissemination and diffusion. That's why I'm interested 1244 00:23:17,590 --> 00:23:17,600 and diffusion. That's why I'm interested 1245 00:23:17,600 --> 00:23:20,310 and diffusion. That's why I'm interested in it, 1246 00:23:20,310 --> 00:23:20,320 in it, 1247 00:23:20,320 --> 00:23:22,630 in it, >> Deianne. And then we'll pick up with the 1248 00:23:22,630 --> 00:23:22,640 >> Deianne. And then we'll pick up with the 1249 00:23:22,640 --> 00:23:23,190 >> Deianne. And then we'll pick up with the slides. 1250 00:23:23,190 --> 00:23:23,200 slides. 1251 00:23:23,200 --> 00:23:26,149 slides. >> As a as a former teacher, I'm imagining 1252 00:23:26,149 --> 00:23:26,159 >> As a as a former teacher, I'm imagining 1253 00:23:26,159 --> 00:23:29,590 >> As a as a former teacher, I'm imagining that some of these coaching sessions 1254 00:23:29,590 --> 00:23:29,600 that some of these coaching sessions 1255 00:23:29,600 --> 00:23:33,510 that some of these coaching sessions probably feel a lot like um 1256 00:23:33,510 --> 00:23:33,520 probably feel a lot like um 1257 00:23:33,520 --> 00:23:36,230 probably feel a lot like um uh team planning sessions and not 1258 00:23:36,230 --> 00:23:36,240 uh team planning sessions and not 1259 00:23:36,240 --> 00:23:38,950 uh team planning sessions and not necessarily like they are instructional, 1260 00:23:38,950 --> 00:23:38,960 necessarily like they are instructional, 1261 00:23:38,960 --> 00:23:40,470 necessarily like they are instructional, someone standing up and telling the 1262 00:23:40,470 --> 00:23:40,480 someone standing up and telling the 1263 00:23:40,480 --> 00:23:42,070 someone standing up and telling the teachers what to do. It's like they're 1264 00:23:42,070 --> 00:23:42,080 teachers what to do. It's like they're 1265 00:23:42,080 --> 00:23:43,990 teachers what to do. It's like they're planning together for what's going to 1266 00:23:43,990 --> 00:23:44,000 planning together for what's going to 1267 00:23:44,000 --> 00:23:46,549 planning together for what's going to come next. And I can't imagine that that 1268 00:23:46,549 --> 00:23:46,559 come next. And I can't imagine that that 1269 00:23:46,559 --> 00:23:48,710 come next. And I can't imagine that that wouldn't be useful to anybody to have an 1270 00:23:48,710 --> 00:23:48,720 wouldn't be useful to anybody to have an 1271 00:23:48,720 --> 00:23:52,870 wouldn't be useful to anybody to have an extra team member. 1272 00:23:52,870 --> 00:23:52,880 1273 00:23:52,880 --> 00:23:55,510 Dr. Anderson had mentioned that um web's 1274 00:23:55,510 --> 00:23:55,520 Dr. Anderson had mentioned that um web's 1275 00:23:55,520 --> 00:23:56,870 Dr. Anderson had mentioned that um web's depth of knowledge can be very helpful 1276 00:23:56,870 --> 00:23:56,880 depth of knowledge can be very helpful 1277 00:23:56,880 --> 00:23:58,549 depth of knowledge can be very helpful when we're thinking about extensions. 1278 00:23:58,549 --> 00:23:58,559 when we're thinking about extensions. 1279 00:23:58,559 --> 00:24:00,870 when we're thinking about extensions. So, as we sort of close out talking more 1280 00:24:00,870 --> 00:24:00,880 So, as we sort of close out talking more 1281 00:24:00,880 --> 00:24:02,310 So, as we sort of close out talking more in depth about WEB's depth of knowledge 1282 00:24:02,310 --> 00:24:02,320 in depth about WEB's depth of knowledge 1283 00:24:02,320 --> 00:24:04,789 in depth about WEB's depth of knowledge and move into talking about MTSS, 1284 00:24:04,789 --> 00:24:04,799 and move into talking about MTSS, 1285 00:24:04,799 --> 00:24:07,190 and move into talking about MTSS, multi-tered systems of support as the 1286 00:24:07,190 --> 00:24:07,200 multi-tered systems of support as the 1287 00:24:07,200 --> 00:24:09,029 multi-tered systems of support as the next portion of our update, we wanted to 1288 00:24:09,029 --> 00:24:09,039 next portion of our update, we wanted to 1289 00:24:09,039 --> 00:24:10,870 next portion of our update, we wanted to spend just a little time also talking 1290 00:24:10,870 --> 00:24:10,880 spend just a little time also talking 1291 00:24:10,880 --> 00:24:13,110 spend just a little time also talking about our gifted identified students 1292 00:24:13,110 --> 00:24:13,120 about our gifted identified students 1293 00:24:13,120 --> 00:24:14,870 about our gifted identified students specifically in the context of both of 1294 00:24:14,870 --> 00:24:14,880 specifically in the context of both of 1295 00:24:14,880 --> 00:24:17,750 specifically in the context of both of those things. We know from research that 1296 00:24:17,750 --> 00:24:17,760 those things. We know from research that 1297 00:24:17,760 --> 00:24:19,590 those things. We know from research that while being gifted is one label, it 1298 00:24:19,590 --> 00:24:19,600 while being gifted is one label, it 1299 00:24:19,600 --> 00:24:21,510 while being gifted is one label, it spans a variety of different profiles, 1300 00:24:21,510 --> 00:24:21,520 spans a variety of different profiles, 1301 00:24:21,520 --> 00:24:23,830 spans a variety of different profiles, traits, and behaviors. There are six 1302 00:24:23,830 --> 00:24:23,840 traits, and behaviors. There are six 1303 00:24:23,840 --> 00:24:25,830 traits, and behaviors. There are six profiles of the gifted learner as shown 1304 00:24:25,830 --> 00:24:25,840 profiles of the gifted learner as shown 1305 00:24:25,840 --> 00:24:28,230 profiles of the gifted learner as shown on this slide. And each profile includes 1306 00:24:28,230 --> 00:24:28,240 on this slide. And each profile includes 1307 00:24:28,240 --> 00:24:30,149 on this slide. And each profile includes different ways giftedness can present in 1308 00:24:30,149 --> 00:24:30,159 different ways giftedness can present in 1309 00:24:30,159 --> 00:24:32,630 different ways giftedness can present in a student. These profiles are something 1310 00:24:32,630 --> 00:24:32,640 a student. These profiles are something 1311 00:24:32,640 --> 00:24:33,990 a student. These profiles are something that we're keeping in mind as an 1312 00:24:33,990 --> 00:24:34,000 that we're keeping in mind as an 1313 00:24:34,000 --> 00:24:36,149 that we're keeping in mind as an academics team, whether it's a content 1314 00:24:36,149 --> 00:24:36,159 academics team, whether it's a content 1315 00:24:36,159 --> 00:24:38,310 academics team, whether it's a content team, our gifted team, or our MTSS team 1316 00:24:38,310 --> 00:24:38,320 team, our gifted team, or our MTSS team 1317 00:24:38,320 --> 00:24:40,390 team, our gifted team, or our MTSS team under Shannon's leadership, and helping 1318 00:24:40,390 --> 00:24:40,400 under Shannon's leadership, and helping 1319 00:24:40,400 --> 00:24:41,990 under Shannon's leadership, and helping schools to effectively support all 1320 00:24:41,990 --> 00:24:42,000 schools to effectively support all 1321 00:24:42,000 --> 00:24:44,470 schools to effectively support all profile types in the classroom. For 1322 00:24:44,470 --> 00:24:44,480 profile types in the classroom. For 1323 00:24:44,480 --> 00:24:46,789 profile types in the classroom. For example, the successful profile is one 1324 00:24:46,789 --> 00:24:46,799 example, the successful profile is one 1325 00:24:46,799 --> 00:24:48,549 example, the successful profile is one that's often associated with gifted 1326 00:24:48,549 --> 00:24:48,559 that's often associated with gifted 1327 00:24:48,559 --> 00:24:50,549 that's often associated with gifted students. Students who do well in 1328 00:24:50,549 --> 00:24:50,559 students. Students who do well in 1329 00:24:50,559 --> 00:24:52,470 students. Students who do well in school, rarely get in trouble, can be 1330 00:24:52,470 --> 00:24:52,480 school, rarely get in trouble, can be 1331 00:24:52,480 --> 00:24:54,310 school, rarely get in trouble, can be for perfectionists, and often seek 1332 00:24:54,310 --> 00:24:54,320 for perfectionists, and often seek 1333 00:24:54,320 --> 00:24:56,870 for perfectionists, and often seek approval from adults. However, gifted 1334 00:24:56,870 --> 00:24:56,880 approval from adults. However, gifted 1335 00:24:56,880 --> 00:24:58,710 approval from adults. However, gifted students can also include profiles like 1336 00:24:58,710 --> 00:24:58,720 students can also include profiles like 1337 00:24:58,720 --> 00:25:01,269 students can also include profiles like the at risk gifted learner. At risk 1338 00:25:01,269 --> 00:25:01,279 the at risk gifted learner. At risk 1339 00:25:01,279 --> 00:25:03,110 the at risk gifted learner. At risk gifted learners are more likely to act 1340 00:25:03,110 --> 00:25:03,120 gifted learners are more likely to act 1341 00:25:03,120 --> 00:25:05,269 gifted learners are more likely to act out, present as angry or depressed, and 1342 00:25:05,269 --> 00:25:05,279 out, present as angry or depressed, and 1343 00:25:05,279 --> 00:25:07,909 out, present as angry or depressed, and have poor attendance. On the next slide, 1344 00:25:07,909 --> 00:25:07,919 have poor attendance. On the next slide, 1345 00:25:07,919 --> 00:25:09,350 have poor attendance. On the next slide, Dr. Miller is going to talk more about 1346 00:25:09,350 --> 00:25:09,360 Dr. Miller is going to talk more about 1347 00:25:09,360 --> 00:25:11,190 Dr. Miller is going to talk more about how our gifted students are doing and 1348 00:25:11,190 --> 00:25:11,200 how our gifted students are doing and 1349 00:25:11,200 --> 00:25:12,630 how our gifted students are doing and how we're leveraging Web's depth of 1350 00:25:12,630 --> 00:25:12,640 how we're leveraging Web's depth of 1351 00:25:12,640 --> 00:25:13,750 how we're leveraging Web's depth of knowledge to meet their needs with 1352 00:25:13,750 --> 00:25:13,760 knowledge to meet their needs with 1353 00:25:13,760 --> 00:25:15,909 knowledge to meet their needs with meaningful extensions. But we wanted to 1354 00:25:15,909 --> 00:25:15,919 meaningful extensions. But we wanted to 1355 00:25:15,919 --> 00:25:18,070 meaningful extensions. But we wanted to include these six profiles to also note 1356 00:25:18,070 --> 00:25:18,080 include these six profiles to also note 1357 00:25:18,080 --> 00:25:19,909 include these six profiles to also note that we're always keeping in mind that 1358 00:25:19,909 --> 00:25:19,919 that we're always keeping in mind that 1359 00:25:19,919 --> 00:25:21,990 that we're always keeping in mind that one label of gifted spans a variety of 1360 00:25:21,990 --> 00:25:22,000 one label of gifted spans a variety of 1361 00:25:22,000 --> 00:25:31,510 one label of gifted spans a variety of student presentations and needs. 1362 00:25:31,510 --> 00:25:31,520 1363 00:25:31,520 --> 00:25:33,190 When we think about programming for 1364 00:25:33,190 --> 00:25:33,200 When we think about programming for 1365 00:25:33,200 --> 00:25:35,190 When we think about programming for gifted learners, um, one important 1366 00:25:35,190 --> 00:25:35,200 gifted learners, um, one important 1367 00:25:35,200 --> 00:25:37,110 gifted learners, um, one important option is acceleration, which many 1368 00:25:37,110 --> 00:25:37,120 option is acceleration, which many 1369 00:25:37,120 --> 00:25:39,350 option is acceleration, which many people talk about. But another important 1370 00:25:39,350 --> 00:25:39,360 people talk about. But another important 1371 00:25:39,360 --> 00:25:41,909 people talk about. But another important consideration is um regardless of the 1372 00:25:41,909 --> 00:25:41,919 consideration is um regardless of the 1373 00:25:41,919 --> 00:25:44,230 consideration is um regardless of the course a student is in is how 1374 00:25:44,230 --> 00:25:44,240 course a student is in is how 1375 00:25:44,240 --> 00:25:46,630 course a student is in is how differentiation and extension are 1376 00:25:46,630 --> 00:25:46,640 differentiation and extension are 1377 00:25:46,640 --> 00:25:48,870 differentiation and extension are embedded intentionally on a daily and 1378 00:25:48,870 --> 00:25:48,880 embedded intentionally on a daily and 1379 00:25:48,880 --> 00:25:50,710 embedded intentionally on a daily and weekly basis to support student 1380 00:25:50,710 --> 00:25:50,720 weekly basis to support student 1381 00:25:50,720 --> 00:25:52,870 weekly basis to support student learning. Instead of just another 1382 00:25:52,870 --> 00:25:52,880 learning. Instead of just another 1383 00:25:52,880 --> 00:25:54,950 learning. Instead of just another worksheet or more additional work, we 1384 00:25:54,950 --> 00:25:54,960 worksheet or more additional work, we 1385 00:25:54,960 --> 00:25:57,510 worksheet or more additional work, we define differentiation and extension in 1386 00:25:57,510 --> 00:25:57,520 define differentiation and extension in 1387 00:25:57,520 --> 00:25:59,990 define differentiation and extension in alignment with the center for MTSS. 1388 00:25:59,990 --> 00:26:00,000 alignment with the center for MTSS. 1389 00:26:00,000 --> 00:26:02,470 alignment with the center for MTSS. Differentiating differentiation meaning 1390 00:26:02,470 --> 00:26:02,480 Differentiating differentiation meaning 1391 00:26:02,480 --> 00:26:06,070 Differentiating differentiation meaning tailoring content, process, product or 1392 00:26:06,070 --> 00:26:06,080 tailoring content, process, product or 1393 00:26:06,080 --> 00:26:08,549 tailoring content, process, product or environment to meet student needs and 1394 00:26:08,549 --> 00:26:08,559 environment to meet student needs and 1395 00:26:08,559 --> 00:26:10,710 environment to meet student needs and extension meaning targeted learning 1396 00:26:10,710 --> 00:26:10,720 extension meaning targeted learning 1397 00:26:10,720 --> 00:26:12,710 extension meaning targeted learning activities that deepen students 1398 00:26:12,710 --> 00:26:12,720 activities that deepen students 1399 00:26:12,720 --> 00:26:14,549 activities that deepen students understanding of the core curriculum 1400 00:26:14,549 --> 00:26:14,559 understanding of the core curriculum 1401 00:26:14,559 --> 00:26:17,190 understanding of the core curriculum content. They involve more complex or 1402 00:26:17,190 --> 00:26:17,200 content. They involve more complex or 1403 00:26:17,200 --> 00:26:19,510 content. They involve more complex or challenging versions of the same skill 1404 00:26:19,510 --> 00:26:19,520 challenging versions of the same skill 1405 00:26:19,520 --> 00:26:22,870 challenging versions of the same skill or cont concept requiring higher order 1406 00:26:22,870 --> 00:26:22,880 or cont concept requiring higher order 1407 00:26:22,880 --> 00:26:24,870 or cont concept requiring higher order higher order thinking as we talked about 1408 00:26:24,870 --> 00:26:24,880 higher order thinking as we talked about 1409 00:26:24,880 --> 00:26:27,269 higher order thinking as we talked about such as analyzing, evaluating, creating 1410 00:26:27,269 --> 00:26:27,279 such as analyzing, evaluating, creating 1411 00:26:27,279 --> 00:26:29,669 such as analyzing, evaluating, creating and problem solving. 1412 00:26:29,669 --> 00:26:29,679 and problem solving. 1413 00:26:29,679 --> 00:26:31,669 and problem solving. Differentiating differentiation and 1414 00:26:31,669 --> 00:26:31,679 Differentiating differentiation and 1415 00:26:31,679 --> 00:26:34,390 Differentiating differentiation and extension for us is helping us aid in 1416 00:26:34,390 --> 00:26:34,400 extension for us is helping us aid in 1417 00:26:34,400 --> 00:26:35,990 extension for us is helping us aid in meeting the needs of all learners 1418 00:26:35,990 --> 00:26:36,000 meeting the needs of all learners 1419 00:26:36,000 --> 00:26:38,149 meeting the needs of all learners including our advanced advanced gifted 1420 00:26:38,149 --> 00:26:38,159 including our advanced advanced gifted 1421 00:26:38,159 --> 00:26:40,710 including our advanced advanced gifted or high achievers making lessons more 1422 00:26:40,710 --> 00:26:40,720 or high achievers making lessons more 1423 00:26:40,720 --> 00:26:43,269 or high achievers making lessons more relevant engaging hands-on and 1424 00:26:43,269 --> 00:26:43,279 relevant engaging hands-on and 1425 00:26:43,279 --> 00:26:45,110 relevant engaging hands-on and applicable for all learners and 1426 00:26:45,110 --> 00:26:45,120 applicable for all learners and 1427 00:26:45,120 --> 00:26:47,430 applicable for all learners and increasing the depth of discussion and 1428 00:26:47,430 --> 00:26:47,440 increasing the depth of discussion and 1429 00:26:47,440 --> 00:26:49,669 increasing the depth of discussion and thinking related to the standard as we 1430 00:26:49,669 --> 00:26:49,679 thinking related to the standard as we 1431 00:26:49,679 --> 00:26:51,669 thinking related to the standard as we mentioned with DK 1432 00:26:51,669 --> 00:26:51,679 mentioned with DK 1433 00:26:51,679 --> 00:26:54,070 mentioned with DK as Dr. Da Cruz and Dr. Alzine shared 1434 00:26:54,070 --> 00:26:54,080 as Dr. Da Cruz and Dr. Alzine shared 1435 00:26:54,080 --> 00:26:55,909 as Dr. Da Cruz and Dr. Alzine shared with you in the September work session. 1436 00:26:55,909 --> 00:26:55,919 with you in the September work session. 1437 00:26:55,919 --> 00:26:58,310 with you in the September work session. Our seamass overall we are seeing strong 1438 00:26:58,310 --> 00:26:58,320 Our seamass overall we are seeing strong 1439 00:26:58,320 --> 00:27:00,710 Our seamass overall we are seeing strong growth from our gifted students. We 1440 00:27:00,710 --> 00:27:00,720 growth from our gifted students. We 1441 00:27:00,720 --> 00:27:02,870 growth from our gifted students. We attribute that attribute that in part to 1442 00:27:02,870 --> 00:27:02,880 attribute that attribute that in part to 1443 00:27:02,880 --> 00:27:04,710 attribute that attribute that in part to the work and learning we have done with 1444 00:27:04,710 --> 00:27:04,720 the work and learning we have done with 1445 00:27:04,720 --> 00:27:06,870 the work and learning we have done with webs of depth of knowledge as well of 1446 00:27:06,870 --> 00:27:06,880 webs of depth of knowledge as well of 1447 00:27:06,880 --> 00:27:09,350 webs of depth of knowledge as well of the curricular adoptions. Thank you. 1448 00:27:09,350 --> 00:27:09,360 the curricular adoptions. Thank you. 1449 00:27:09,360 --> 00:27:11,750 the curricular adoptions. Thank you. Over the last several years we are 1450 00:27:11,750 --> 00:27:11,760 Over the last several years we are 1451 00:27:11,760 --> 00:27:13,190 Over the last several years we are ensuring that our lessons have 1452 00:27:13,190 --> 00:27:13,200 ensuring that our lessons have 1453 00:27:13,200 --> 00:27:15,510 ensuring that our lessons have intentional cognitive lift for students 1454 00:27:15,510 --> 00:27:15,520 intentional cognitive lift for students 1455 00:27:15,520 --> 00:27:17,750 intentional cognitive lift for students through our depth of knowledge. and what 1456 00:27:17,750 --> 00:27:17,760 through our depth of knowledge. and what 1457 00:27:17,760 --> 00:27:19,350 through our depth of knowledge. and what we believe that that will help build our 1458 00:27:19,350 --> 00:27:19,360 we believe that that will help build our 1459 00:27:19,360 --> 00:27:21,830 we believe that that will help build our capacity um to continue to embed 1460 00:27:21,830 --> 00:27:21,840 capacity um to continue to embed 1461 00:27:21,840 --> 00:27:24,070 capacity um to continue to embed meaningful differentiation and extension 1462 00:27:24,070 --> 00:27:24,080 meaningful differentiation and extension 1463 00:27:24,080 --> 00:27:27,029 meaningful differentiation and extension in daily instruction. 1464 00:27:27,029 --> 00:27:27,039 in daily instruction. 1465 00:27:27,039 --> 00:27:28,789 in daily instruction. Additionally, having high quality 1466 00:27:28,789 --> 00:27:28,799 Additionally, having high quality 1467 00:27:28,799 --> 00:27:30,950 Additionally, having high quality curricular resources helps us ensure 1468 00:27:30,950 --> 00:27:30,960 curricular resources helps us ensure 1469 00:27:30,960 --> 00:27:33,269 curricular resources helps us ensure that differentiation and extension align 1470 00:27:33,269 --> 00:27:33,279 that differentiation and extension align 1471 00:27:33,279 --> 00:27:36,310 that differentiation and extension align with grade level content and standards. 1472 00:27:36,310 --> 00:27:36,320 with grade level content and standards. 1473 00:27:36,320 --> 00:27:38,149 with grade level content and standards. They both differentiate and extension 1474 00:27:38,149 --> 00:27:38,159 They both differentiate and extension 1475 00:27:38,159 --> 00:27:39,830 They both differentiate and extension are critical for our learners who've 1476 00:27:39,830 --> 00:27:39,840 are critical for our learners who've 1477 00:27:39,840 --> 00:27:42,230 are critical for our learners who've been identified in a gifted identified 1478 00:27:42,230 --> 00:27:42,240 been identified in a gifted identified 1479 00:27:42,240 --> 00:27:44,950 been identified in a gifted identified area. But they also matter for all 1480 00:27:44,950 --> 00:27:44,960 area. But they also matter for all 1481 00:27:44,960 --> 00:27:47,750 area. But they also matter for all students who show mastery in one topic 1482 00:27:47,750 --> 00:27:47,760 students who show mastery in one topic 1483 00:27:47,760 --> 00:27:50,950 students who show mastery in one topic and one unit but maybe not another and 1484 00:27:50,950 --> 00:27:50,960 and one unit but maybe not another and 1485 00:27:50,960 --> 00:27:53,430 and one unit but maybe not another and may need an embedded extension for one 1486 00:27:53,430 --> 00:27:53,440 may need an embedded extension for one 1487 00:27:53,440 --> 00:27:55,909 may need an embedded extension for one unit or another. Focusing on depth of 1488 00:27:55,909 --> 00:27:55,919 unit or another. Focusing on depth of 1489 00:27:55,919 --> 00:27:57,350 unit or another. Focusing on depth of knowledge allows us to build our 1490 00:27:57,350 --> 00:27:57,360 knowledge allows us to build our 1491 00:27:57,360 --> 00:27:59,190 knowledge allows us to build our capacity and understanding for how to 1492 00:27:59,190 --> 00:27:59,200 capacity and understanding for how to 1493 00:27:59,200 --> 00:28:01,510 capacity and understanding for how to design instruction for each and every 1494 00:28:01,510 --> 00:28:01,520 design instruction for each and every 1495 00:28:01,520 --> 00:28:04,310 design instruction for each and every student we serve. After questions, 1496 00:28:04,310 --> 00:28:04,320 student we serve. After questions, 1497 00:28:04,320 --> 00:28:06,630 student we serve. After questions, director of MTSS Shannon Gamble will be 1498 00:28:06,630 --> 00:28:06,640 director of MTSS Shannon Gamble will be 1499 00:28:06,640 --> 00:28:08,470 director of MTSS Shannon Gamble will be sharing with you the work of our MTSS 1500 00:28:08,470 --> 00:28:08,480 sharing with you the work of our MTSS 1501 00:28:08,480 --> 00:28:10,710 sharing with you the work of our MTSS implementation and learning as we 1502 00:28:10,710 --> 00:28:10,720 implementation and learning as we 1503 00:28:10,720 --> 00:28:13,269 implementation and learning as we believe MTSS provides the framework to 1504 00:28:13,269 --> 00:28:13,279 believe MTSS provides the framework to 1505 00:28:13,279 --> 00:28:18,149 believe MTSS provides the framework to serve all of our students. 1506 00:28:18,149 --> 00:28:18,159 1507 00:28:18,159 --> 00:28:20,389 >> Question just waiting for that slide to 1508 00:28:20,389 --> 00:28:20,399 >> Question just waiting for that slide to 1509 00:28:20,399 --> 00:28:21,909 >> Question just waiting for that slide to turn over. Board members, any questions 1510 00:28:21,909 --> 00:28:21,919 turn over. Board members, any questions 1511 00:28:21,919 --> 00:28:24,870 turn over. Board members, any questions on this first um of the strategic plan? 1512 00:28:24,870 --> 00:28:24,880 on this first um of the strategic plan? 1513 00:28:24,880 --> 00:28:26,310 on this first um of the strategic plan? Yes. 1514 00:28:26,310 --> 00:28:26,320 Yes. 1515 00:28:26,320 --> 00:28:27,669 Yes. >> Um thanks very much for the 1516 00:28:27,669 --> 00:28:27,679 >> Um thanks very much for the 1517 00:28:27,679 --> 00:28:29,269 >> Um thanks very much for the presentation. I have Can you go back a 1518 00:28:29,269 --> 00:28:29,279 presentation. I have Can you go back a 1519 00:28:29,279 --> 00:28:31,269 presentation. I have Can you go back a slide? I just had a question on the 1520 00:28:31,269 --> 00:28:31,279 slide? I just had a question on the 1521 00:28:31,279 --> 00:28:33,909 slide? I just had a question on the gifted and talented piece. Um, you know, 1522 00:28:33,909 --> 00:28:33,919 gifted and talented piece. Um, you know, 1523 00:28:33,919 --> 00:28:35,110 gifted and talented piece. Um, you know, this is one of the things we hear about 1524 00:28:35,110 --> 00:28:35,120 this is one of the things we hear about 1525 00:28:35,120 --> 00:28:37,590 this is one of the things we hear about a lot from parents is not feeling like 1526 00:28:37,590 --> 00:28:37,600 a lot from parents is not feeling like 1527 00:28:37,600 --> 00:28:39,029 a lot from parents is not feeling like kids are being challenged sufficiently. 1528 00:28:39,029 --> 00:28:39,039 kids are being challenged sufficiently. 1529 00:28:39,039 --> 00:28:40,310 kids are being challenged sufficiently. And so I was wondering if you could give 1530 00:28:40,310 --> 00:28:40,320 And so I was wondering if you could give 1531 00:28:40,320 --> 00:28:42,630 And so I was wondering if you could give us some examples of kind of what this I 1532 00:28:42,630 --> 00:28:42,640 us some examples of kind of what this I 1533 00:28:42,640 --> 00:28:44,230 us some examples of kind of what this I mean I I think we understand the 1534 00:28:44,230 --> 00:28:44,240 mean I I think we understand the 1535 00:28:44,240 --> 00:28:46,710 mean I I think we understand the concepts, but what does it look like in 1536 00:28:46,710 --> 00:28:46,720 concepts, but what does it look like in 1537 00:28:46,720 --> 00:28:48,310 concepts, but what does it look like in a classroom in reality? Like what does 1538 00:28:48,310 --> 00:28:48,320 a classroom in reality? Like what does 1539 00:28:48,320 --> 00:28:50,630 a classroom in reality? Like what does this look like for kids who are not just 1540 00:28:50,630 --> 00:28:50,640 this look like for kids who are not just 1541 00:28:50,640 --> 00:28:52,870 this look like for kids who are not just getting an extra worksheet? 1542 00:28:52,870 --> 00:28:52,880 getting an extra worksheet? 1543 00:28:52,880 --> 00:28:54,470 getting an extra worksheet? So I think in connection to what we 1544 00:28:54,470 --> 00:28:54,480 So I think in connection to what we 1545 00:28:54,480 --> 00:28:55,830 So I think in connection to what we talked about with depth of knowledge and 1546 00:28:55,830 --> 00:28:55,840 talked about with depth of knowledge and 1547 00:28:55,840 --> 00:28:57,909 talked about with depth of knowledge and cognitive lift, our hope is that if 1548 00:28:57,909 --> 00:28:57,919 cognitive lift, our hope is that if 1549 00:28:57,919 --> 00:28:59,669 cognitive lift, our hope is that if they're at gifted identified in a 1550 00:28:59,669 --> 00:28:59,679 they're at gifted identified in a 1551 00:28:59,679 --> 00:29:02,470 they're at gifted identified in a certain content area that teachers would 1552 00:29:02,470 --> 00:29:02,480 certain content area that teachers would 1553 00:29:02,480 --> 00:29:04,470 certain content area that teachers would teachers and leaders would be able to 1554 00:29:04,470 --> 00:29:04,480 teachers and leaders would be able to 1555 00:29:04,480 --> 00:29:06,870 teachers and leaders would be able to know that and if student has mastered 1556 00:29:06,870 --> 00:29:06,880 know that and if student has mastered 1557 00:29:06,880 --> 00:29:10,630 know that and if student has mastered say um a social studies standard and or 1558 00:29:10,630 --> 00:29:10,640 say um a social studies standard and or 1559 00:29:10,640 --> 00:29:13,269 say um a social studies standard and or needs wants to raise their cognitive 1560 00:29:13,269 --> 00:29:13,279 needs wants to raise their cognitive 1561 00:29:13,279 --> 00:29:16,549 needs wants to raise their cognitive lift, they would a an activity might 1562 00:29:16,549 --> 00:29:16,559 lift, they would a an activity might 1563 00:29:16,559 --> 00:29:18,470 lift, they would a an activity might look different for a student who is just 1564 00:29:18,470 --> 00:29:18,480 look different for a student who is just 1565 00:29:18,480 --> 00:29:20,789 look different for a student who is just learning it for this first time and then 1566 00:29:20,789 --> 00:29:20,799 learning it for this first time and then 1567 00:29:20,799 --> 00:29:23,590 learning it for this first time and then somebody who is um you know wanting to 1568 00:29:23,590 --> 00:29:23,600 somebody who is um you know wanting to 1569 00:29:23,600 --> 00:29:25,190 somebody who is um you know wanting to extend their learning. So if you look at 1570 00:29:25,190 --> 00:29:25,200 extend their learning. So if you look at 1571 00:29:25,200 --> 00:29:28,549 extend their learning. So if you look at this this might help. So let's just say 1572 00:29:28,549 --> 00:29:28,559 this this might help. So let's just say 1573 00:29:28,559 --> 00:29:31,590 this this might help. So let's just say like a level four they might things that 1574 00:29:31,590 --> 00:29:31,600 like a level four they might things that 1575 00:29:31,600 --> 00:29:34,310 like a level four they might things that we we say to connect are to relate or 1576 00:29:34,310 --> 00:29:34,320 we we say to connect are to relate or 1577 00:29:34,320 --> 00:29:36,549 we we say to connect are to relate or make connections. So they may do some 1578 00:29:36,549 --> 00:29:36,559 make connections. So they may do some 1579 00:29:36,559 --> 00:29:38,470 make connections. So they may do some sort of debate or something with another 1580 00:29:38,470 --> 00:29:38,480 sort of debate or something with another 1581 00:29:38,480 --> 00:29:40,470 sort of debate or something with another group of students around a concept or 1582 00:29:40,470 --> 00:29:40,480 group of students around a concept or 1583 00:29:40,480 --> 00:29:42,950 group of students around a concept or argue a side of a story in social 1584 00:29:42,950 --> 00:29:42,960 argue a side of a story in social 1585 00:29:42,960 --> 00:29:45,029 argue a side of a story in social studies. Whereas if you're learning it 1586 00:29:45,029 --> 00:29:45,039 studies. Whereas if you're learning it 1587 00:29:45,039 --> 00:29:47,190 studies. Whereas if you're learning it for the first time, you might simply 1588 00:29:47,190 --> 00:29:47,200 for the first time, you might simply 1589 00:29:47,200 --> 00:29:49,350 for the first time, you might simply being identifying or recalling 1590 00:29:49,350 --> 00:29:49,360 being identifying or recalling 1591 00:29:49,360 --> 00:29:52,070 being identifying or recalling information as you're learning it. So 1592 00:29:52,070 --> 00:29:52,080 information as you're learning it. So 1593 00:29:52,080 --> 00:29:54,149 information as you're learning it. So you can you can what we've been teaching 1594 00:29:54,149 --> 00:29:54,159 you can you can what we've been teaching 1595 00:29:54,159 --> 00:29:56,870 you can you can what we've been teaching leaders is how to span the depth of all 1596 00:29:56,870 --> 00:29:56,880 leaders is how to span the depth of all 1597 00:29:56,880 --> 00:29:59,190 leaders is how to span the depth of all through it with the one single standard 1598 00:29:59,190 --> 00:29:59,200 through it with the one single standard 1599 00:29:59,200 --> 00:30:00,710 through it with the one single standard so that they can see what it looks like 1600 00:30:00,710 --> 00:30:00,720 so that they can see what it looks like 1601 00:30:00,720 --> 00:30:02,789 so that they can see what it looks like for a student. 1602 00:30:02,789 --> 00:30:02,799 for a student. 1603 00:30:02,799 --> 00:30:05,830 for a student. >> The other Oh, go ahead. 1604 00:30:05,830 --> 00:30:05,840 >> The other Oh, go ahead. 1605 00:30:05,840 --> 00:30:08,789 >> The other Oh, go ahead. I I would say that as importantly um if 1606 00:30:08,789 --> 00:30:08,799 I I would say that as importantly um if 1607 00:30:08,799 --> 00:30:11,669 I I would say that as importantly um if you're a parent um and uh and you're 1608 00:30:11,669 --> 00:30:11,679 you're a parent um and uh and you're 1609 00:30:11,679 --> 00:30:14,149 you're a parent um and uh and you're seeing that your your student is doing 1610 00:30:14,149 --> 00:30:14,159 seeing that your your student is doing 1611 00:30:14,159 --> 00:30:16,870 seeing that your your student is doing the same thing always as everybody else 1612 00:30:16,870 --> 00:30:16,880 the same thing always as everybody else 1613 00:30:16,880 --> 00:30:18,470 the same thing always as everybody else then we're probably not doing what we 1614 00:30:18,470 --> 00:30:18,480 then we're probably not doing what we 1615 00:30:18,480 --> 00:30:21,350 then we're probably not doing what we need to do. Does that make sense? So, 1616 00:30:21,350 --> 00:30:21,360 need to do. Does that make sense? So, 1617 00:30:21,360 --> 00:30:23,669 need to do. Does that make sense? So, and this is critical board members for 1618 00:30:23,669 --> 00:30:23,679 and this is critical board members for 1619 00:30:23,679 --> 00:30:25,510 and this is critical board members for our strategy and for our health as a 1620 00:30:25,510 --> 00:30:25,520 our strategy and for our health as a 1621 00:30:25,520 --> 00:30:27,990 our strategy and for our health as a district that we that we learn how to 1622 00:30:27,990 --> 00:30:28,000 district that we that we learn how to 1623 00:30:28,000 --> 00:30:30,549 district that we that we learn how to leverage our depth of knowledge and that 1624 00:30:30,549 --> 00:30:30,559 leverage our depth of knowledge and that 1625 00:30:30,559 --> 00:30:34,070 leverage our depth of knowledge and that we um are able to differentiate not just 1626 00:30:34,070 --> 00:30:34,080 we um are able to differentiate not just 1627 00:30:34,080 --> 00:30:36,230 we um are able to differentiate not just down but up 1628 00:30:36,230 --> 00:30:36,240 down but up 1629 00:30:36,240 --> 00:30:39,269 down but up uh because otherwise what will happen is 1630 00:30:39,269 --> 00:30:39,279 uh because otherwise what will happen is 1631 00:30:39,279 --> 00:30:41,269 uh because otherwise what will happen is you will have I think and this is some 1632 00:30:41,269 --> 00:30:41,279 you will have I think and this is some 1633 00:30:41,279 --> 00:30:42,950 you will have I think and this is some of the what Jason I think you're 1634 00:30:42,950 --> 00:30:42,960 of the what Jason I think you're 1635 00:30:42,960 --> 00:30:44,470 of the what Jason I think you're referring to is that parents will want 1636 00:30:44,470 --> 00:30:44,480 referring to is that parents will want 1637 00:30:44,480 --> 00:30:48,549 referring to is that parents will want to go to schools of all gifted kids 1638 00:30:48,549 --> 00:30:48,559 to go to schools of all gifted kids 1639 00:30:48,559 --> 00:30:50,549 to go to schools of all gifted kids right which then if we can't serve them 1640 00:30:50,549 --> 00:30:50,559 right which then if we can't serve them 1641 00:30:50,559 --> 00:30:52,630 right which then if we can't serve them in their neighborhood schools or in all 1642 00:30:52,630 --> 00:30:52,640 in their neighborhood schools or in all 1643 00:30:52,640 --> 00:30:54,310 in their neighborhood schools or in all schools to make sure if you're a gifted 1644 00:30:54,310 --> 00:30:54,320 schools to make sure if you're a gifted 1645 00:30:54,320 --> 00:30:55,669 schools to make sure if you're a gifted learner, you know, your needs are being 1646 00:30:55,669 --> 00:30:55,679 learner, you know, your needs are being 1647 00:30:55,679 --> 00:30:57,750 learner, you know, your needs are being met. I think that that's that's the 1648 00:30:57,750 --> 00:30:57,760 met. I think that that's that's the 1649 00:30:57,760 --> 00:31:01,269 met. I think that that's that's the risk. And um but I would say that if 1650 00:31:01,269 --> 00:31:01,279 risk. And um but I would say that if 1651 00:31:01,279 --> 00:31:02,789 risk. And um but I would say that if you're a parent, right, or if you're 1652 00:31:02,789 --> 00:31:02,799 you're a parent, right, or if you're 1653 00:31:02,799 --> 00:31:04,549 you're a parent, right, or if you're wondering, is my my gifted kid getting 1654 00:31:04,549 --> 00:31:04,559 wondering, is my my gifted kid getting 1655 00:31:04,559 --> 00:31:06,070 wondering, is my my gifted kid getting what they need? In some places, and 1656 00:31:06,070 --> 00:31:06,080 what they need? In some places, and 1657 00:31:06,080 --> 00:31:08,470 what they need? In some places, and we've had this discussion, the gifted 1658 00:31:08,470 --> 00:31:08,480 we've had this discussion, the gifted 1659 00:31:08,480 --> 00:31:10,389 we've had this discussion, the gifted kids get the pull out, right? Like when 1660 00:31:10,389 --> 00:31:10,399 kids get the pull out, right? Like when 1661 00:31:10,399 --> 00:31:11,990 kids get the pull out, right? Like when I was in Fulton County in Atlanta, one 1662 00:31:11,990 --> 00:31:12,000 I was in Fulton County in Atlanta, one 1663 00:31:12,000 --> 00:31:13,190 I was in Fulton County in Atlanta, one day a week you went with the gifted 1664 00:31:13,190 --> 00:31:13,200 day a week you went with the gifted 1665 00:31:13,200 --> 00:31:14,950 day a week you went with the gifted teacher. Now, what you did may or may 1666 00:31:14,950 --> 00:31:14,960 teacher. Now, what you did may or may 1667 00:31:14,960 --> 00:31:16,470 teacher. Now, what you did may or may not have been been strengthening what 1668 00:31:16,470 --> 00:31:16,480 not have been been strengthening what 1669 00:31:16,480 --> 00:31:17,830 not have been been strengthening what was happening in the classrooms. it was 1670 00:31:17,830 --> 00:31:17,840 was happening in the classrooms. it was 1671 00:31:17,840 --> 00:31:19,269 was happening in the classrooms. it was like a whole different special thing 1672 00:31:19,269 --> 00:31:19,279 like a whole different special thing 1673 00:31:19,279 --> 00:31:20,870 like a whole different special thing where you were maybe challenged 1674 00:31:20,870 --> 00:31:20,880 where you were maybe challenged 1675 00:31:20,880 --> 00:31:23,029 where you were maybe challenged cognitively but not maybe through in the 1676 00:31:23,029 --> 00:31:23,039 cognitively but not maybe through in the 1677 00:31:23,039 --> 00:31:24,549 cognitively but not maybe through in the context of the standards and in your 1678 00:31:24,549 --> 00:31:24,559 context of the standards and in your 1679 00:31:24,559 --> 00:31:27,430 context of the standards and in your peers. Um and so we don't have that type 1680 00:31:27,430 --> 00:31:27,440 peers. Um and so we don't have that type 1681 00:31:27,440 --> 00:31:29,750 peers. Um and so we don't have that type of a pull out model with the state 1682 00:31:29,750 --> 00:31:29,760 of a pull out model with the state 1683 00:31:29,760 --> 00:31:32,149 of a pull out model with the state doesn't resource us in that way but if 1684 00:31:32,149 --> 00:31:32,159 doesn't resource us in that way but if 1685 00:31:32,159 --> 00:31:34,070 doesn't resource us in that way but if you're moving here from another state 1686 00:31:34,070 --> 00:31:34,080 you're moving here from another state 1687 00:31:34,080 --> 00:31:37,029 you're moving here from another state that is the traditional national model 1688 00:31:37,029 --> 00:31:37,039 that is the traditional national model 1689 00:31:37,039 --> 00:31:39,590 that is the traditional national model especially in elementary school. So um 1690 00:31:39,590 --> 00:31:39,600 especially in elementary school. So um 1691 00:31:39,600 --> 00:31:41,269 especially in elementary school. So um it could be that folks are used to 1692 00:31:41,269 --> 00:31:41,279 it could be that folks are used to 1693 00:31:41,279 --> 00:31:42,470 it could be that folks are used to something else and they're not seeing 1694 00:31:42,470 --> 00:31:42,480 something else and they're not seeing 1695 00:31:42,480 --> 00:31:44,310 something else and they're not seeing that so they don't know what's 1696 00:31:44,310 --> 00:31:44,320 that so they don't know what's 1697 00:31:44,320 --> 00:31:46,310 that so they don't know what's happening. So for a parent and if a 1698 00:31:46,310 --> 00:31:46,320 happening. So for a parent and if a 1699 00:31:46,320 --> 00:31:47,509 happening. So for a parent and if a parent were to come to me and say, 1700 00:31:47,509 --> 00:31:47,519 parent were to come to me and say, 1701 00:31:47,519 --> 00:31:49,669 parent were to come to me and say, "Gosh, my, you know, my gifted kid isn't 1702 00:31:49,669 --> 00:31:49,679 "Gosh, my, you know, my gifted kid isn't 1703 00:31:49,679 --> 00:31:51,269 "Gosh, my, you know, my gifted kid isn't being challenged," I'd say, "Well, you 1704 00:31:51,269 --> 00:31:51,279 being challenged," I'd say, "Well, you 1705 00:31:51,279 --> 00:31:52,470 being challenged," I'd say, "Well, you know, what are they good at?" You know, 1706 00:31:52,470 --> 00:31:52,480 know, what are they good at?" You know, 1707 00:31:52,480 --> 00:31:54,789 know, what are they good at?" You know, are they ever are they ever doing things 1708 00:31:54,789 --> 00:31:54,799 are they ever are they ever doing things 1709 00:31:54,799 --> 00:31:56,630 are they ever are they ever doing things that are directed intentionally by the 1710 00:31:56,630 --> 00:31:56,640 that are directed intentionally by the 1711 00:31:56,640 --> 00:31:58,630 that are directed intentionally by the teacher that um challenge their 1712 00:31:58,630 --> 00:31:58,640 teacher that um challenge their 1713 00:31:58,640 --> 00:32:01,669 teacher that um challenge their thinking? Um the other telltale sign is 1714 00:32:01,669 --> 00:32:01,679 thinking? Um the other telltale sign is 1715 00:32:01,679 --> 00:32:03,350 thinking? Um the other telltale sign is do you get finished with your work 1716 00:32:03,350 --> 00:32:03,360 do you get finished with your work 1717 00:32:03,360 --> 00:32:05,430 do you get finished with your work early, you can do do what you want, some 1718 00:32:05,430 --> 00:32:05,440 early, you can do do what you want, some 1719 00:32:05,440 --> 00:32:07,269 early, you can do do what you want, some independent project that may not be 1720 00:32:07,269 --> 00:32:07,279 independent project that may not be 1721 00:32:07,279 --> 00:32:08,789 independent project that may not be directed to get you to deepen your 1722 00:32:08,789 --> 00:32:08,799 directed to get you to deepen your 1723 00:32:08,799 --> 00:32:10,230 directed to get you to deepen your thinking. I would say that would be a 1724 00:32:10,230 --> 00:32:10,240 thinking. I would say that would be a 1725 00:32:10,240 --> 00:32:13,190 thinking. I would say that would be a red flag, too. But not easy. You know, 1726 00:32:13,190 --> 00:32:13,200 red flag, too. But not easy. You know, 1727 00:32:13,200 --> 00:32:14,789 red flag, too. But not easy. You know, differentiating is hard. And I think 1728 00:32:14,789 --> 00:32:14,799 differentiating is hard. And I think 1729 00:32:14,799 --> 00:32:15,909 differentiating is hard. And I think that, you know, because of our 1730 00:32:15,909 --> 00:32:15,919 that, you know, because of our 1731 00:32:15,919 --> 00:32:17,590 that, you know, because of our intentionality with our high quality 1732 00:32:17,590 --> 00:32:17,600 intentionality with our high quality 1733 00:32:17,600 --> 00:32:19,269 intentionality with our high quality instructional materials, our 1734 00:32:19,269 --> 00:32:19,279 instructional materials, our 1735 00:32:19,279 --> 00:32:22,070 instructional materials, our standardsbased instruction, our MTMSS 1736 00:32:22,070 --> 00:32:22,080 standardsbased instruction, our MTMSS 1737 00:32:22,080 --> 00:32:24,870 standardsbased instruction, our MTMSS process, and now our focus on depth of 1738 00:32:24,870 --> 00:32:24,880 process, and now our focus on depth of 1739 00:32:24,880 --> 00:32:27,750 process, and now our focus on depth of knowledge, over the past seven years, we 1740 00:32:27,750 --> 00:32:27,760 knowledge, over the past seven years, we 1741 00:32:27,760 --> 00:32:29,509 knowledge, over the past seven years, we have created the conditions to be where 1742 00:32:29,509 --> 00:32:29,519 have created the conditions to be where 1743 00:32:29,519 --> 00:32:32,149 have created the conditions to be where we're at today for teachers to have the 1744 00:32:32,149 --> 00:32:32,159 we're at today for teachers to have the 1745 00:32:32,159 --> 00:32:34,310 we're at today for teachers to have the the the support and systems that they 1746 00:32:34,310 --> 00:32:34,320 the the support and systems that they 1747 00:32:34,320 --> 00:32:36,470 the the support and systems that they need to be able to do this. Well, 1748 00:32:36,470 --> 00:32:36,480 need to be able to do this. Well, 1749 00:32:36,480 --> 00:32:39,909 need to be able to do this. Well, >> I'm going to piggyback on that and then 1750 00:32:39,909 --> 00:32:39,919 >> I'm going to piggyback on that and then 1751 00:32:39,919 --> 00:32:43,909 >> I'm going to piggyback on that and then I saw Alex and Anna 1752 00:32:43,909 --> 00:32:43,919 I saw Alex and Anna 1753 00:32:43,919 --> 00:32:46,310 I saw Alex and Anna Um, I think it would be exceedingly 1754 00:32:46,310 --> 00:32:46,320 Um, I think it would be exceedingly 1755 00:32:46,320 --> 00:32:48,149 Um, I think it would be exceedingly helpful. I think a lot of parents don't 1756 00:32:48,149 --> 00:32:48,159 helpful. I think a lot of parents don't 1757 00:32:48,159 --> 00:32:51,269 helpful. I think a lot of parents don't parents of gifted learners automatically 1758 00:32:51,269 --> 00:32:51,279 parents of gifted learners automatically 1759 00:32:51,279 --> 00:32:53,029 parents of gifted learners automatically jump to acceleration. And I think 1760 00:32:53,029 --> 00:32:53,039 jump to acceleration. And I think 1761 00:32:53,039 --> 00:32:54,710 jump to acceleration. And I think there's an underappreciation or a lack 1762 00:32:54,710 --> 00:32:54,720 there's an underappreciation or a lack 1763 00:32:54,720 --> 00:32:56,470 there's an underappreciation or a lack of understanding around extension and 1764 00:32:56,470 --> 00:32:56,480 of understanding around extension and 1765 00:32:56,480 --> 00:32:58,630 of understanding around extension and enrichment, which is really for I think 1766 00:32:58,630 --> 00:32:58,640 enrichment, which is really for I think 1767 00:32:58,640 --> 00:33:02,230 enrichment, which is really for I think for a lot of kids can be the best path 1768 00:33:02,230 --> 00:33:02,240 for a lot of kids can be the best path 1769 00:33:02,240 --> 00:33:05,190 for a lot of kids can be the best path forward, not just leapfrogging ahead. 1770 00:33:05,190 --> 00:33:05,200 forward, not just leapfrogging ahead. 1771 00:33:05,200 --> 00:33:08,630 forward, not just leapfrogging ahead. And I was I'm just putting a plug in um 1772 00:33:08,630 --> 00:33:08,640 And I was I'm just putting a plug in um 1773 00:33:08,640 --> 00:33:10,710 And I was I'm just putting a plug in um the communication to our parents around 1774 00:33:10,710 --> 00:33:10,720 the communication to our parents around 1775 00:33:10,720 --> 00:33:11,830 the communication to our parents around the good work we're doing around 1776 00:33:11,830 --> 00:33:11,840 the good work we're doing around 1777 00:33:11,840 --> 00:33:13,269 the good work we're doing around extension enrichment and what that looks 1778 00:33:13,269 --> 00:33:13,279 extension enrichment and what that looks 1779 00:33:13,279 --> 00:33:15,430 extension enrichment and what that looks like so they know and dispelling some of 1780 00:33:15,430 --> 00:33:15,440 like so they know and dispelling some of 1781 00:33:15,440 --> 00:33:17,269 like so they know and dispelling some of the myths around the only way to be 1782 00:33:17,269 --> 00:33:17,279 the myths around the only way to be 1783 00:33:17,279 --> 00:33:19,830 the myths around the only way to be challenged is to accelerate would be 1784 00:33:19,830 --> 00:33:19,840 challenged is to accelerate would be 1785 00:33:19,840 --> 00:33:21,350 challenged is to accelerate would be exceedingly helpful whether it comes 1786 00:33:21,350 --> 00:33:21,360 exceedingly helpful whether it comes 1787 00:33:21,360 --> 00:33:23,509 exceedingly helpful whether it comes from probably like the district level or 1788 00:33:23,509 --> 00:33:23,519 from probably like the district level or 1789 00:33:23,519 --> 00:33:25,350 from probably like the district level or sitebased but I think we need to educate 1790 00:33:25,350 --> 00:33:25,360 sitebased but I think we need to educate 1791 00:33:25,360 --> 00:33:27,110 sitebased but I think we need to educate our parents that this is a really these 1792 00:33:27,110 --> 00:33:27,120 our parents that this is a really these 1793 00:33:27,120 --> 00:33:29,190 our parents that this is a really these are two really powerful ways that we can 1794 00:33:29,190 --> 00:33:29,200 are two really powerful ways that we can 1795 00:33:29,200 --> 00:33:31,190 are two really powerful ways that we can meet our gifted learners that aren't 1796 00:33:31,190 --> 00:33:31,200 meet our gifted learners that aren't 1797 00:33:31,200 --> 00:33:34,549 meet our gifted learners that aren't necessarily you know jumping ahead or in 1798 00:33:34,549 --> 00:33:34,559 necessarily you know jumping ahead or in 1799 00:33:34,559 --> 00:33:35,909 necessarily you know jumping ahead or in ways that may not be developmentally 1800 00:33:35,909 --> 00:33:35,919 ways that may not be developmentally 1801 00:33:35,919 --> 00:33:37,430 ways that may not be developmentally appropriate or academically appropriate 1802 00:33:37,430 --> 00:33:37,440 appropriate or academically appropriate 1803 00:33:37,440 --> 00:33:39,029 appropriate or academically appropriate so we're not leaving gaps in 1804 00:33:39,029 --> 00:33:39,039 so we're not leaving gaps in 1805 00:33:39,039 --> 00:33:41,269 so we're not leaving gaps in understanding and knowledge. I think 1806 00:33:41,269 --> 00:33:41,279 understanding and knowledge. I think 1807 00:33:41,279 --> 00:33:43,669 understanding and knowledge. I think parents don't really understand those 1808 00:33:43,669 --> 00:33:43,679 parents don't really understand those 1809 00:33:43,679 --> 00:33:45,909 parents don't really understand those parts of gifted education 1810 00:33:45,909 --> 00:33:45,919 parts of gifted education 1811 00:33:45,919 --> 00:33:47,350 parts of gifted education >> and and I think that's where we're 1812 00:33:47,350 --> 00:33:47,360 >> and and I think that's where we're 1813 00:33:47,360 --> 00:33:49,509 >> and and I think that's where we're really trying to lean in with the MTSS 1814 00:33:49,509 --> 00:33:49,519 really trying to lean in with the MTSS 1815 00:33:49,519 --> 00:33:51,750 really trying to lean in with the MTSS work, right? That it's not if they're 1816 00:33:51,750 --> 00:33:51,760 work, right? That it's not if they're 1817 00:33:51,760 --> 00:33:54,470 work, right? That it's not if they're not making it's for every student. And 1818 00:33:54,470 --> 00:33:54,480 not making it's for every student. And 1819 00:33:54,480 --> 00:33:56,230 not making it's for every student. And so what our hope is is that if schools 1820 00:33:56,230 --> 00:33:56,240 so what our hope is is that if schools 1821 00:33:56,240 --> 00:33:58,070 so what our hope is is that if schools are implementing the framework, they're 1822 00:33:58,070 --> 00:33:58,080 are implementing the framework, they're 1823 00:33:58,080 --> 00:33:59,830 are implementing the framework, they're sitting at the table, a team, a 1824 00:33:59,830 --> 00:33:59,840 sitting at the table, a team, a 1825 00:33:59,840 --> 00:34:01,590 sitting at the table, a team, a leadership team having the conversation 1826 00:34:01,590 --> 00:34:01,600 leadership team having the conversation 1827 00:34:01,600 --> 00:34:03,909 leadership team having the conversation around what does an extension look like 1828 00:34:03,909 --> 00:34:03,919 around what does an extension look like 1829 00:34:03,919 --> 00:34:07,269 around what does an extension look like or can it look like for X, Y, and Z 1830 00:34:07,269 --> 00:34:07,279 or can it look like for X, Y, and Z 1831 00:34:07,279 --> 00:34:09,990 or can it look like for X, Y, and Z student? And so that is the work that we 1832 00:34:09,990 --> 00:34:10,000 student? And so that is the work that we 1833 00:34:10,000 --> 00:34:12,310 student? And so that is the work that we were working towards. Um, but that's our 1834 00:34:12,310 --> 00:34:12,320 were working towards. Um, but that's our 1835 00:34:12,320 --> 00:34:14,230 were working towards. Um, but that's our best hope is that they would that we're 1836 00:34:14,230 --> 00:34:14,240 best hope is that they would that we're 1837 00:34:14,240 --> 00:34:17,190 best hope is that they would that we're start to use the MTSS framework to serve 1838 00:34:17,190 --> 00:34:17,200 start to use the MTSS framework to serve 1839 00:34:17,200 --> 00:34:19,190 start to use the MTSS framework to serve all kids both academically and 1840 00:34:19,190 --> 00:34:19,200 all kids both academically and 1841 00:34:19,200 --> 00:34:21,510 all kids both academically and behaviorally. 1842 00:34:21,510 --> 00:34:21,520 behaviorally. 1843 00:34:21,520 --> 00:34:24,389 behaviorally. >> Thanks for nativity, Alex. Anna, back to 1844 00:34:24,389 --> 00:34:24,399 >> Thanks for nativity, Alex. Anna, back to 1845 00:34:24,399 --> 00:34:25,349 >> Thanks for nativity, Alex. Anna, back to Jason. 1846 00:34:25,349 --> 00:34:25,359 Jason. 1847 00:34:25,359 --> 00:34:27,909 Jason. >> Um, well, Nicole, you were said a few of 1848 00:34:27,909 --> 00:34:27,919 >> Um, well, Nicole, you were said a few of 1849 00:34:27,919 --> 00:34:30,069 >> Um, well, Nicole, you were said a few of things I wanted to say, so nice job. I 1850 00:34:30,069 --> 00:34:30,079 things I wanted to say, so nice job. I 1851 00:34:30,079 --> 00:34:32,389 things I wanted to say, so nice job. I agree. Um, I guess one of the things 1852 00:34:32,389 --> 00:34:32,399 agree. Um, I guess one of the things 1853 00:34:32,399 --> 00:34:34,069 agree. Um, I guess one of the things I've been thinking about after a couple 1854 00:34:34,069 --> 00:34:34,079 I've been thinking about after a couple 1855 00:34:34,079 --> 00:34:36,629 I've been thinking about after a couple years of hearing from frustrated parents 1856 00:34:36,629 --> 00:34:36,639 years of hearing from frustrated parents 1857 00:34:36,639 --> 00:34:39,349 years of hearing from frustrated parents of gifted and talented students is at 1858 00:34:39,349 --> 00:34:39,359 of gifted and talented students is at 1859 00:34:39,359 --> 00:34:41,510 of gifted and talented students is at that communication level. And I do think 1860 00:34:41,510 --> 00:34:41,520 that communication level. And I do think 1861 00:34:41,520 --> 00:34:43,430 that communication level. And I do think people are expecting pro pull out 1862 00:34:43,430 --> 00:34:43,440 people are expecting pro pull out 1863 00:34:43,440 --> 00:34:46,310 people are expecting pro pull out program and that's not what we do. And 1864 00:34:46,310 --> 00:34:46,320 program and that's not what we do. And 1865 00:34:46,320 --> 00:34:48,149 program and that's not what we do. And that the kids have different challenges 1866 00:34:48,149 --> 00:34:48,159 that the kids have different challenges 1867 00:34:48,159 --> 00:34:50,310 that the kids have different challenges and we need to talk about these things. 1868 00:34:50,310 --> 00:34:50,320 and we need to talk about these things. 1869 00:34:50,320 --> 00:34:52,149 and we need to talk about these things. But we're introducing a whole bunch of 1870 00:34:52,149 --> 00:34:52,159 But we're introducing a whole bunch of 1871 00:34:52,159 --> 00:34:54,869 But we're introducing a whole bunch of um jargony words. So [snorts] extension, 1872 00:34:54,869 --> 00:34:54,879 um jargony words. So [snorts] extension, 1873 00:34:54,879 --> 00:34:56,950 um jargony words. So [snorts] extension, enrichment, acceleration, integration 1874 00:34:56,950 --> 00:34:56,960 enrichment, acceleration, integration 1875 00:34:56,960 --> 00:35:00,390 enrichment, acceleration, integration into curriculum um are all harder to 1876 00:35:00,390 --> 00:35:00,400 into curriculum um are all harder to 1877 00:35:00,400 --> 00:35:01,750 into curriculum um are all harder to visualize than I don't mean to be 1878 00:35:01,750 --> 00:35:01,760 visualize than I don't mean to be 1879 00:35:01,760 --> 00:35:03,349 visualize than I don't mean to be patronizing, but there it's much more 1880 00:35:03,349 --> 00:35:03,359 patronizing, but there it's much more 1881 00:35:03,359 --> 00:35:06,069 patronizing, but there it's much more nuanced than what's the pullout program. 1882 00:35:06,069 --> 00:35:06,079 nuanced than what's the pullout program. 1883 00:35:06,079 --> 00:35:08,310 nuanced than what's the pullout program. >> And um so I I do think communications 1884 00:35:08,310 --> 00:35:08,320 >> And um so I I do think communications 1885 00:35:08,320 --> 00:35:10,470 >> And um so I I do think communications about this is really good. And it's not 1886 00:35:10,470 --> 00:35:10,480 about this is really good. And it's not 1887 00:35:10,480 --> 00:35:11,750 about this is really good. And it's not going to be from the board or the 1888 00:35:11,750 --> 00:35:11,760 going to be from the board or the 1889 00:35:11,760 --> 00:35:13,349 going to be from the board or the superintendent. It's going to be from 1890 00:35:13,349 --> 00:35:13,359 superintendent. It's going to be from 1891 00:35:13,359 --> 00:35:15,589 superintendent. It's going to be from teachers to the parents and it's going 1892 00:35:15,589 --> 00:35:15,599 teachers to the parents and it's going 1893 00:35:15,599 --> 00:35:17,190 teachers to the parents and it's going to be from teachers to the kids. So the 1894 00:35:17,190 --> 00:35:17,200 to be from teachers to the kids. So the 1895 00:35:17,200 --> 00:35:19,990 to be from teachers to the kids. So the kids talk to the parents. Um, so I might 1896 00:35:19,990 --> 00:35:20,000 kids talk to the parents. Um, so I might 1897 00:35:20,000 --> 00:35:21,510 kids talk to the parents. Um, so I might think about what the words are. So when 1898 00:35:21,510 --> 00:35:21,520 think about what the words are. So when 1899 00:35:21,520 --> 00:35:23,990 think about what the words are. So when mom asked their son, "How'd it go in 1900 00:35:23,990 --> 00:35:24,000 mom asked their son, "How'd it go in 1901 00:35:24,000 --> 00:35:25,829 mom asked their son, "How'd it go in school today?" They can say, "I did this 1902 00:35:25,829 --> 00:35:25,839 school today?" They can say, "I did this 1903 00:35:25,839 --> 00:35:27,190 school today?" They can say, "I did this really cool thing." And they might use 1904 00:35:27,190 --> 00:35:27,200 really cool thing." And they might use 1905 00:35:27,200 --> 00:35:28,790 really cool thing." And they might use the word extension, but they might say, 1906 00:35:28,790 --> 00:35:28,800 the word extension, but they might say, 1907 00:35:28,800 --> 00:35:30,870 the word extension, but they might say, "I got to do this other thing nobody 1908 00:35:30,870 --> 00:35:30,880 "I got to do this other thing nobody 1909 00:35:30,880 --> 00:35:33,670 "I got to do this other thing nobody else did." Um, so that the parents and 1910 00:35:33,670 --> 00:35:33,680 else did." Um, so that the parents and 1911 00:35:33,680 --> 00:35:35,910 else did." Um, so that the parents and the kid are feeling it too with normal 1912 00:35:35,910 --> 00:35:35,920 the kid are feeling it too with normal 1913 00:35:35,920 --> 00:35:38,710 the kid are feeling it too with normal words. Um, and then the other thing I I 1914 00:35:38,710 --> 00:35:38,720 words. Um, and then the other thing I I 1915 00:35:38,720 --> 00:35:41,109 words. Um, and then the other thing I I really I've harped on this before, but I 1916 00:35:41,109 --> 00:35:41,119 really I've harped on this before, but I 1917 00:35:41,119 --> 00:35:43,510 really I've harped on this before, but I really want to know I do believe that we 1918 00:35:43,510 --> 00:35:43,520 really want to know I do believe that we 1919 00:35:43,520 --> 00:35:45,190 really want to know I do believe that we have different senses of urgencies for 1920 00:35:45,190 --> 00:35:45,200 have different senses of urgencies for 1921 00:35:45,200 --> 00:35:46,390 have different senses of urgencies for different populations in different 1922 00:35:46,390 --> 00:35:46,400 different populations in different 1923 00:35:46,400 --> 00:35:49,190 different populations in different schools. And so we are focused on our 1924 00:35:49,190 --> 00:35:49,200 schools. And so we are focused on our 1925 00:35:49,200 --> 00:35:52,870 schools. And so we are focused on our high uh priority schools and we have 1926 00:35:52,870 --> 00:35:52,880 high uh priority schools and we have 1927 00:35:52,880 --> 00:35:55,109 high uh priority schools and we have gifted and talented students everywhere. 1928 00:35:55,109 --> 00:35:55,119 gifted and talented students everywhere. 1929 00:35:55,119 --> 00:35:59,270 gifted and talented students everywhere. So um I think uh the lack of the sense 1930 00:35:59,270 --> 00:35:59,280 So um I think uh the lack of the sense 1931 00:35:59,280 --> 00:36:01,589 So um I think uh the lack of the sense of programming is one of the things that 1932 00:36:01,589 --> 00:36:01,599 of programming is one of the things that 1933 00:36:01,599 --> 00:36:03,510 of programming is one of the things that contributes to open enrollment choice 1934 00:36:03,510 --> 00:36:03,520 contributes to open enrollment choice 1935 00:36:03,520 --> 00:36:05,910 contributes to open enrollment choice white flight and actually exit from the 1936 00:36:05,910 --> 00:36:05,920 white flight and actually exit from the 1937 00:36:05,920 --> 00:36:08,230 white flight and actually exit from the district. So, I do think we need to like 1938 00:36:08,230 --> 00:36:08,240 district. So, I do think we need to like 1939 00:36:08,240 --> 00:36:09,829 district. So, I do think we need to like talk about it not just in our high 1940 00:36:09,829 --> 00:36:09,839 talk about it not just in our high 1941 00:36:09,839 --> 00:36:12,150 talk about it not just in our high priority focused improvement schools, 1942 00:36:12,150 --> 00:36:12,160 priority focused improvement schools, 1943 00:36:12,160 --> 00:36:14,230 priority focused improvement schools, but in the others and then as a district 1944 00:36:14,230 --> 00:36:14,240 but in the others and then as a district 1945 00:36:14,240 --> 00:36:16,790 but in the others and then as a district help our teachers and leaders think and 1946 00:36:16,790 --> 00:36:16,800 help our teachers and leaders think and 1947 00:36:16,800 --> 00:36:18,710 help our teachers and leaders think and talk about it to parents because I 1948 00:36:18,710 --> 00:36:18,720 talk about it to parents because I 1949 00:36:18,720 --> 00:36:20,550 talk about it to parents because I really do think gifted and talented is a 1950 00:36:20,550 --> 00:36:20,560 really do think gifted and talented is a 1951 00:36:20,560 --> 00:36:22,950 really do think gifted and talented is a $200 program. We're probably spending 1952 00:36:22,950 --> 00:36:22,960 $200 program. We're probably spending 1953 00:36:22,960 --> 00:36:25,109 $200 program. We're probably spending $40 million figuring out how to 1954 00:36:25,109 --> 00:36:25,119 $40 million figuring out how to 1955 00:36:25,119 --> 00:36:27,750 $40 million figuring out how to implement our strategic plan, right? So, 1956 00:36:27,750 --> 00:36:27,760 implement our strategic plan, right? So, 1957 00:36:27,760 --> 00:36:29,829 implement our strategic plan, right? So, like the scale of what we're investing 1958 00:36:29,829 --> 00:36:29,839 like the scale of what we're investing 1959 00:36:29,839 --> 00:36:32,150 like the scale of what we're investing in this stuff is so much greater than 1960 00:36:32,150 --> 00:36:32,160 in this stuff is so much greater than 1961 00:36:32,160 --> 00:36:34,310 in this stuff is so much greater than the gifted and talented program. And I 1962 00:36:34,310 --> 00:36:34,320 the gifted and talented program. And I 1963 00:36:34,320 --> 00:36:35,510 the gifted and talented program. And I don't think parents can appreciate that 1964 00:36:35,510 --> 00:36:35,520 don't think parents can appreciate that 1965 00:36:35,520 --> 00:36:39,430 don't think parents can appreciate that the way we talk about it. 1966 00:36:39,430 --> 00:36:39,440 1967 00:36:39,440 --> 00:36:40,870 >> And if my question is going to get 1968 00:36:40,870 --> 00:36:40,880 >> And if my question is going to get 1969 00:36:40,880 --> 00:36:42,230 >> And if my question is going to get answered in the next section, that's 1970 00:36:42,230 --> 00:36:42,240 answered in the next section, that's 1971 00:36:42,240 --> 00:36:44,950 answered in the next section, that's totally fine. Um, similarly to what 1972 00:36:44,950 --> 00:36:44,960 totally fine. Um, similarly to what 1973 00:36:44,960 --> 00:36:46,950 totally fine. Um, similarly to what Jason was asking in the differentiation 1974 00:36:46,950 --> 00:36:46,960 Jason was asking in the differentiation 1975 00:36:46,960 --> 00:36:50,230 Jason was asking in the differentiation and extension, um, what and how do the 1976 00:36:50,230 --> 00:36:50,240 and extension, um, what and how do the 1977 00:36:50,240 --> 00:36:52,310 and extension, um, what and how do the coaches teach the teachers on how they 1978 00:36:52,310 --> 00:36:52,320 coaches teach the teachers on how they 1979 00:36:52,320 --> 00:36:55,589 coaches teach the teachers on how they implement that during the day and if you 1980 00:36:55,589 --> 00:36:55,599 implement that during the day and if you 1981 00:36:55,599 --> 00:36:58,310 implement that during the day and if you also have a real life example of how it 1982 00:36:58,310 --> 00:36:58,320 also have a real life example of how it 1983 00:36:58,320 --> 00:37:00,710 also have a real life example of how it plays out for a student um, during the 1984 00:37:00,710 --> 00:37:00,720 plays out for a student um, during the 1985 00:37:00,720 --> 00:37:05,349 plays out for a student um, during the day. 1986 00:37:05,349 --> 00:37:05,359 1987 00:37:05,359 --> 00:37:07,829 So when I mentioned our coaches, both 1988 00:37:07,829 --> 00:37:07,839 So when I mentioned our coaches, both 1989 00:37:07,839 --> 00:37:10,790 So when I mentioned our coaches, both our SPST and our DDI district coaches, 1990 00:37:10,790 --> 00:37:10,800 our SPST and our DDI district coaches, 1991 00:37:10,800 --> 00:37:13,430 our SPST and our DDI district coaches, um I think it can play out in lots of 1992 00:37:13,430 --> 00:37:13,440 um I think it can play out in lots of 1993 00:37:13,440 --> 00:37:15,430 um I think it can play out in lots of different ways depending on the school. 1994 00:37:15,430 --> 00:37:15,440 different ways depending on the school. 1995 00:37:15,440 --> 00:37:18,790 different ways depending on the school. So often our teach we what we tell them 1996 00:37:18,790 --> 00:37:18,800 So often our teach we what we tell them 1997 00:37:18,800 --> 00:37:20,390 So often our teach we what we tell them is that we're meeting the principles 1998 00:37:20,390 --> 00:37:20,400 is that we're meeting the principles 1999 00:37:20,400 --> 00:37:22,550 is that we're meeting the principles where they are and wherever their 2000 00:37:22,550 --> 00:37:22,560 where they are and wherever their 2001 00:37:22,560 --> 00:37:26,230 where they are and wherever their inpoint is. So often you will find um I 2002 00:37:26,230 --> 00:37:26,240 inpoint is. So often you will find um I 2003 00:37:26,240 --> 00:37:28,630 inpoint is. So often you will find um I would say for my DDI leads, their day 2004 00:37:28,630 --> 00:37:28,640 would say for my DDI leads, their day 2005 00:37:28,640 --> 00:37:30,950 would say for my DDI leads, their day looks very different every day. In some 2006 00:37:30,950 --> 00:37:30,960 looks very different every day. In some 2007 00:37:30,960 --> 00:37:32,630 looks very different every day. In some schools, they're working with a group of 2008 00:37:32,630 --> 00:37:32,640 schools, they're working with a group of 2009 00:37:32,640 --> 00:37:34,630 schools, they're working with a group of teachers in a small setting like you 2010 00:37:34,630 --> 00:37:34,640 teachers in a small setting like you 2011 00:37:34,640 --> 00:37:37,109 teachers in a small setting like you mentioned where they're talking about 2012 00:37:37,109 --> 00:37:37,119 mentioned where they're talking about 2013 00:37:37,119 --> 00:37:39,430 mentioned where they're talking about the standards, but they're also um they 2014 00:37:39,430 --> 00:37:39,440 the standards, but they're also um they 2015 00:37:39,440 --> 00:37:41,030 the standards, but they're also um they could also be modeling in the classroom 2016 00:37:41,030 --> 00:37:41,040 could also be modeling in the classroom 2017 00:37:41,040 --> 00:37:43,030 could also be modeling in the classroom for the teacher and giving feedback. 2018 00:37:43,030 --> 00:37:43,040 for the teacher and giving feedback. 2019 00:37:43,040 --> 00:37:45,349 for the teacher and giving feedback. They could also be coaching a principal 2020 00:37:45,349 --> 00:37:45,359 They could also be coaching a principal 2021 00:37:45,359 --> 00:37:47,430 They could also be coaching a principal who wants to actually do the work with 2022 00:37:47,430 --> 00:37:47,440 who wants to actually do the work with 2023 00:37:47,440 --> 00:37:50,150 who wants to actually do the work with the teachers. And so often sometimes our 2024 00:37:50,150 --> 00:37:50,160 the teachers. And so often sometimes our 2025 00:37:50,160 --> 00:37:52,069 the teachers. And so often sometimes our teachers are just coaching the principal 2026 00:37:52,069 --> 00:37:52,079 teachers are just coaching the principal 2027 00:37:52,079 --> 00:37:54,390 teachers are just coaching the principal to coach their teachers. And so I think 2028 00:37:54,390 --> 00:37:54,400 to coach their teachers. And so I think 2029 00:37:54,400 --> 00:37:57,190 to coach their teachers. And so I think it looks a lot of ways um based on our 2030 00:37:57,190 --> 00:37:57,200 it looks a lot of ways um based on our 2031 00:37:57,200 --> 00:37:58,790 it looks a lot of ways um based on our five different coaches that we have at 2032 00:37:58,790 --> 00:37:58,800 five different coaches that we have at 2033 00:37:58,800 --> 00:38:01,750 five different coaches that we have at the district level. Um we also work um 2034 00:38:01,750 --> 00:38:01,760 the district level. Um we also work um 2035 00:38:01,760 --> 00:38:04,150 the district level. Um we also work um Em and I lead the coaching cohort. We 2036 00:38:04,150 --> 00:38:04,160 Em and I lead the coaching cohort. We 2037 00:38:04,160 --> 00:38:06,470 Em and I lead the coaching cohort. We have schools that have coaches um 2038 00:38:06,470 --> 00:38:06,480 have schools that have coaches um 2039 00:38:06,480 --> 00:38:08,470 have schools that have coaches um building instructional coaches and I 2040 00:38:08,470 --> 00:38:08,480 building instructional coaches and I 2041 00:38:08,480 --> 00:38:10,710 building instructional coaches and I would say the same the same would fall 2042 00:38:10,710 --> 00:38:10,720 would say the same the same would fall 2043 00:38:10,720 --> 00:38:13,349 would say the same the same would fall that they have a variety of where they 2044 00:38:13,349 --> 00:38:13,359 that they have a variety of where they 2045 00:38:13,359 --> 00:38:15,589 that they have a variety of where they depending on what the principal needs um 2046 00:38:15,589 --> 00:38:15,599 depending on what the principal needs um 2047 00:38:15,599 --> 00:38:17,750 depending on what the principal needs um lean into either the leadership team and 2048 00:38:17,750 --> 00:38:17,760 lean into either the leadership team and 2049 00:38:17,760 --> 00:38:18,950 lean into either the leadership team and they're working with that team or 2050 00:38:18,950 --> 00:38:18,960 they're working with that team or 2051 00:38:18,960 --> 00:38:20,310 they're working with that team or they're working with different grade 2052 00:38:20,310 --> 00:38:20,320 they're working with different grade 2053 00:38:20,320 --> 00:38:22,630 they're working with different grade levels or content teams. So it's it 2054 00:38:22,630 --> 00:38:22,640 levels or content teams. So it's it 2055 00:38:22,640 --> 00:38:24,390 levels or content teams. So it's it works in a lot of different ways but 2056 00:38:24,390 --> 00:38:24,400 works in a lot of different ways but 2057 00:38:24,400 --> 00:38:26,150 works in a lot of different ways but they are their whole sole role is 2058 00:38:26,150 --> 00:38:26,160 they are their whole sole role is 2059 00:38:26,160 --> 00:38:28,550 they are their whole sole role is teaching and learning with the teachers 2060 00:38:28,550 --> 00:38:28,560 teaching and learning with the teachers 2061 00:38:28,560 --> 00:38:31,109 teaching and learning with the teachers and you and practicing these skills and 2062 00:38:31,109 --> 00:38:31,119 and you and practicing these skills and 2063 00:38:31,119 --> 00:38:33,589 and you and practicing these skills and getting feedback in a timely manner. 2064 00:38:33,589 --> 00:38:33,599 getting feedback in a timely manner. 2065 00:38:33,599 --> 00:38:35,349 getting feedback in a timely manner. >> I think one thing I would just add what 2066 00:38:35,349 --> 00:38:35,359 >> I think one thing I would just add what 2067 00:38:35,359 --> 00:38:37,270 >> I think one thing I would just add what what Dr. Anderson said about the pullout 2068 00:38:37,270 --> 00:38:37,280 what Dr. Anderson said about the pullout 2069 00:38:37,280 --> 00:38:39,510 what Dr. Anderson said about the pullout model really resonated with me. And so I 2070 00:38:39,510 --> 00:38:39,520 model really resonated with me. And so I 2071 00:38:39,520 --> 00:38:40,710 model really resonated with me. And so I think something that we have started 2072 00:38:40,710 --> 00:38:40,720 think something that we have started 2073 00:38:40,720 --> 00:38:42,950 think something that we have started doing as an academics team is making 2074 00:38:42,950 --> 00:38:42,960 doing as an academics team is making 2075 00:38:42,960 --> 00:38:44,870 doing as an academics team is making sure our non-content but supportive 2076 00:38:44,870 --> 00:38:44,880 sure our non-content but supportive 2077 00:38:44,880 --> 00:38:46,630 sure our non-content but supportive teams like the gifted team are really 2078 00:38:46,630 --> 00:38:46,640 teams like the gifted team are really 2079 00:38:46,640 --> 00:38:48,310 teams like the gifted team are really deepening their understanding of our 2080 00:38:48,310 --> 00:38:48,320 deepening their understanding of our 2081 00:38:48,320 --> 00:38:50,390 deepening their understanding of our curricular resources because I think 2082 00:38:50,390 --> 00:38:50,400 curricular resources because I think 2083 00:38:50,400 --> 00:38:51,990 curricular resources because I think historically in gifted it was like okay 2084 00:38:51,990 --> 00:38:52,000 historically in gifted it was like okay 2085 00:38:52,000 --> 00:38:53,510 historically in gifted it was like okay you do your stuff in your classroom over 2086 00:38:53,510 --> 00:38:53,520 you do your stuff in your classroom over 2087 00:38:53,520 --> 00:38:55,030 you do your stuff in your classroom over here and now go over here and play this 2088 00:38:55,030 --> 00:38:55,040 here and now go over here and play this 2089 00:38:55,040 --> 00:38:57,190 here and now go over here and play this game or do this thing or do this project 2090 00:38:57,190 --> 00:38:57,200 game or do this thing or do this project 2091 00:38:57,200 --> 00:38:59,190 game or do this thing or do this project that may or may not relate to the math 2092 00:38:59,190 --> 00:38:59,200 that may or may not relate to the math 2093 00:38:59,200 --> 00:39:01,030 that may or may not relate to the math lesson you just had or the ELA lesson 2094 00:39:01,030 --> 00:39:01,040 lesson you just had or the ELA lesson 2095 00:39:01,040 --> 00:39:02,470 lesson you just had or the ELA lesson you just had. And so part of our work 2096 00:39:02,470 --> 00:39:02,480 you just had. And so part of our work 2097 00:39:02,480 --> 00:39:04,710 you just had. And so part of our work now is when we talk about extension, you 2098 00:39:04,710 --> 00:39:04,720 now is when we talk about extension, you 2099 00:39:04,720 --> 00:39:06,310 now is when we talk about extension, you just learned about this particular math 2100 00:39:06,310 --> 00:39:06,320 just learned about this particular math 2101 00:39:06,320 --> 00:39:07,990 just learned about this particular math thing, you got done with it, rather than 2102 00:39:07,990 --> 00:39:08,000 thing, you got done with it, rather than 2103 00:39:08,000 --> 00:39:09,910 thing, you got done with it, rather than five more pages of worksheets at the 2104 00:39:09,910 --> 00:39:09,920 five more pages of worksheets at the 2105 00:39:09,920 --> 00:39:12,630 five more pages of worksheets at the same level, what's an applied problem 2106 00:39:12,630 --> 00:39:12,640 same level, what's an applied problem 2107 00:39:12,640 --> 00:39:14,310 same level, what's an applied problem you could take on with a couple other 2108 00:39:14,310 --> 00:39:14,320 you could take on with a couple other 2109 00:39:14,320 --> 00:39:15,829 you could take on with a couple other students in your class who are ready 2110 00:39:15,829 --> 00:39:15,839 students in your class who are ready 2111 00:39:15,839 --> 00:39:17,990 students in your class who are ready that relates to that standard, but to 2112 00:39:17,990 --> 00:39:18,000 that relates to that standard, but to 2113 00:39:18,000 --> 00:39:19,670 that relates to that standard, but to Dr. Anderson's point is maybe bumping it 2114 00:39:19,670 --> 00:39:19,680 Dr. Anderson's point is maybe bumping it 2115 00:39:19,680 --> 00:39:21,349 Dr. Anderson's point is maybe bumping it up a level in preparation for the next 2116 00:39:21,349 --> 00:39:21,359 up a level in preparation for the next 2117 00:39:21,359 --> 00:39:23,349 up a level in preparation for the next grade or the following grade. So it's 2118 00:39:23,349 --> 00:39:23,359 grade or the following grade. So it's 2119 00:39:23,359 --> 00:39:24,950 grade or the following grade. So it's definitely a work in progress, but when 2120 00:39:24,950 --> 00:39:24,960 definitely a work in progress, but when 2121 00:39:24,960 --> 00:39:26,550 definitely a work in progress, but when you act ask like what might that look 2122 00:39:26,550 --> 00:39:26,560 you act ask like what might that look 2123 00:39:26,560 --> 00:39:28,390 you act ask like what might that look like over time to me that's sort of we 2124 00:39:28,390 --> 00:39:28,400 like over time to me that's sort of we 2125 00:39:28,400 --> 00:39:30,069 like over time to me that's sort of we need we're building our capacity as a 2126 00:39:30,069 --> 00:39:30,079 need we're building our capacity as a 2127 00:39:30,079 --> 00:39:31,750 need we're building our capacity as a team because everyone needs to deeply 2128 00:39:31,750 --> 00:39:31,760 team because everyone needs to deeply 2129 00:39:31,760 --> 00:39:34,310 team because everyone needs to deeply understand content standards in order to 2130 00:39:34,310 --> 00:39:34,320 understand content standards in order to 2131 00:39:34,320 --> 00:39:36,870 understand content standards in order to then then get to that place and back to 2132 00:39:36,870 --> 00:39:36,880 then then get to that place and back to 2133 00:39:36,880 --> 00:39:38,550 then then get to that place and back to the multi-tered systems of support 2134 00:39:38,550 --> 00:39:38,560 the multi-tered systems of support 2135 00:39:38,560 --> 00:39:40,870 the multi-tered systems of support connect connection 2136 00:39:40,870 --> 00:39:40,880 connect connection 2137 00:39:40,880 --> 00:39:42,310 connect connection Shannon will talk more about it but as 2138 00:39:42,310 --> 00:39:42,320 Shannon will talk more about it but as 2139 00:39:42,320 --> 00:39:44,470 Shannon will talk more about it but as schools are operating within that frame 2140 00:39:44,470 --> 00:39:44,480 schools are operating within that frame 2141 00:39:44,480 --> 00:39:46,470 schools are operating within that frame as we're planning for our learners who 2142 00:39:46,470 --> 00:39:46,480 as we're planning for our learners who 2143 00:39:46,480 --> 00:39:48,630 as we're planning for our learners who may need additional support to access 2144 00:39:48,630 --> 00:39:48,640 may need additional support to access 2145 00:39:48,640 --> 00:39:50,150 may need additional support to access we're also planning for our students who 2146 00:39:50,150 --> 00:39:50,160 we're also planning for our students who 2147 00:39:50,160 --> 00:39:52,150 we're also planning for our students who have already accessed and mastered. So 2148 00:39:52,150 --> 00:39:52,160 have already accessed and mastered. So 2149 00:39:52,160 --> 00:39:53,990 have already accessed and mastered. So to Alex's point, it really is like a 2150 00:39:53,990 --> 00:39:54,000 to Alex's point, it really is like a 2151 00:39:54,000 --> 00:39:56,069 to Alex's point, it really is like a both and and that structure allows us to 2152 00:39:56,069 --> 00:39:56,079 both and and that structure allows us to 2153 00:39:56,079 --> 00:39:59,430 both and and that structure allows us to do it at the same time. 2154 00:39:59,430 --> 00:39:59,440 do it at the same time. 2155 00:39:59,440 --> 00:40:00,950 do it at the same time. >> Thank you. 2156 00:40:00,950 --> 00:40:00,960 >> Thank you. 2157 00:40:00,960 --> 00:40:03,589 >> Thank you. >> Um I just comment on the education piece 2158 00:40:03,589 --> 00:40:03,599 >> Um I just comment on the education piece 2159 00:40:03,599 --> 00:40:05,430 >> Um I just comment on the education piece and I think Nicole and Alex cover that. 2160 00:40:05,430 --> 00:40:05,440 and I think Nicole and Alex cover that. 2161 00:40:05,440 --> 00:40:06,870 and I think Nicole and Alex cover that. I I do think you know it's not 2162 00:40:06,870 --> 00:40:06,880 I I do think you know it's not 2163 00:40:06,880 --> 00:40:08,230 I I do think you know it's not necessarily your job. I think your job 2164 00:40:08,230 --> 00:40:08,240 necessarily your job. I think your job 2165 00:40:08,240 --> 00:40:10,390 necessarily your job. I think your job is to implement and you're doing that. 2166 00:40:10,390 --> 00:40:10,400 is to implement and you're doing that. 2167 00:40:10,400 --> 00:40:12,550 is to implement and you're doing that. Um but I think there is I think as as 2168 00:40:12,550 --> 00:40:12,560 Um but I think there is I think as as 2169 00:40:12,560 --> 00:40:13,910 Um but I think there is I think as as both Alex and Nicole said, there's a 2170 00:40:13,910 --> 00:40:13,920 both Alex and Nicole said, there's a 2171 00:40:13,920 --> 00:40:15,910 both Alex and Nicole said, there's a real kind of perception that we are not 2172 00:40:15,910 --> 00:40:15,920 real kind of perception that we are not 2173 00:40:15,920 --> 00:40:18,550 real kind of perception that we are not serving our highest you know our gifted 2174 00:40:18,550 --> 00:40:18,560 serving our highest you know our gifted 2175 00:40:18,560 --> 00:40:19,910 serving our highest you know our gifted and talented students, our highest 2176 00:40:19,910 --> 00:40:19,920 and talented students, our highest 2177 00:40:19,920 --> 00:40:21,750 and talented students, our highest achieving kids. And I do think it 2178 00:40:21,750 --> 00:40:21,760 achieving kids. And I do think it 2179 00:40:21,760 --> 00:40:23,910 achieving kids. And I do think it contributes a lot to people leaving the 2180 00:40:23,910 --> 00:40:23,920 contributes a lot to people leaving the 2181 00:40:23,920 --> 00:40:25,670 contributes a lot to people leaving the district. And so I think, you know, I 2182 00:40:25,670 --> 00:40:25,680 district. And so I think, you know, I 2183 00:40:25,680 --> 00:40:27,510 district. And so I think, you know, I don't know that it's a email to parents 2184 00:40:27,510 --> 00:40:27,520 don't know that it's a email to parents 2185 00:40:27,520 --> 00:40:29,030 don't know that it's a email to parents or, you know, communication from the 2186 00:40:29,030 --> 00:40:29,040 or, you know, communication from the 2187 00:40:29,040 --> 00:40:30,310 or, you know, communication from the board. I don't think that's effective. 2188 00:40:30,310 --> 00:40:30,320 board. I don't think that's effective. 2189 00:40:30,320 --> 00:40:31,349 board. I don't think that's effective. It's going to it should be something 2190 00:40:31,349 --> 00:40:31,359 It's going to it should be something 2191 00:40:31,359 --> 00:40:33,430 It's going to it should be something where we, you know, we embed this in 2192 00:40:33,430 --> 00:40:33,440 where we, you know, we embed this in 2193 00:40:33,440 --> 00:40:35,829 where we, you know, we embed this in back to school nights. We embed this in, 2194 00:40:35,829 --> 00:40:35,839 back to school nights. We embed this in, 2195 00:40:35,839 --> 00:40:37,510 back to school nights. We embed this in, you know, as as teachers communicate 2196 00:40:37,510 --> 00:40:37,520 you know, as as teachers communicate 2197 00:40:37,520 --> 00:40:38,870 you know, as as teachers communicate with their parents for the first time 2198 00:40:38,870 --> 00:40:38,880 with their parents for the first time 2199 00:40:38,880 --> 00:40:41,270 with their parents for the first time about here, you know, not not just 2200 00:40:41,270 --> 00:40:41,280 about here, you know, not not just 2201 00:40:41,280 --> 00:40:42,950 about here, you know, not not just addressing all families, like this is 2202 00:40:42,950 --> 00:40:42,960 addressing all families, like this is 2203 00:40:42,960 --> 00:40:44,950 addressing all families, like this is what we do to kind of extend the 2204 00:40:44,950 --> 00:40:44,960 what we do to kind of extend the 2205 00:40:44,960 --> 00:40:47,109 what we do to kind of extend the learning for your kid and this is what 2206 00:40:47,109 --> 00:40:47,119 learning for your kid and this is what 2207 00:40:47,119 --> 00:40:49,109 learning for your kid and this is what it would look like. And I think um you 2208 00:40:49,109 --> 00:40:49,119 it would look like. And I think um you 2209 00:40:49,119 --> 00:40:50,630 it would look like. And I think um you know this this stuff is really helpful 2210 00:40:50,630 --> 00:40:50,640 know this this stuff is really helpful 2211 00:40:50,640 --> 00:40:53,190 know this this stuff is really helpful for us who kind of were you know more in 2212 00:40:53,190 --> 00:40:53,200 for us who kind of were you know more in 2213 00:40:53,200 --> 00:40:55,030 for us who kind of were you know more in the weeds on this but I think talking 2214 00:40:55,030 --> 00:40:55,040 the weeds on this but I think talking 2215 00:40:55,040 --> 00:40:56,309 the weeds on this but I think talking about depth of knowledge in some of 2216 00:40:56,309 --> 00:40:56,319 about depth of knowledge in some of 2217 00:40:56,319 --> 00:40:58,150 about depth of knowledge in some of these terms really doesn't resonate with 2218 00:40:58,150 --> 00:40:58,160 these terms really doesn't resonate with 2219 00:40:58,160 --> 00:40:59,829 these terms really doesn't resonate with people and I think talking nativity as 2220 00:40:59,829 --> 00:40:59,839 people and I think talking nativity as 2221 00:40:59,839 --> 00:41:01,109 people and I think talking nativity as you said about you know maybe it's a 2222 00:41:01,109 --> 00:41:01,119 you said about you know maybe it's a 2223 00:41:01,119 --> 00:41:03,030 you said about you know maybe it's a debate or maybe it's a you know really 2224 00:41:03,030 --> 00:41:03,040 debate or maybe it's a you know really 2225 00:41:03,040 --> 00:41:04,630 debate or maybe it's a you know really giving people an understanding of what 2226 00:41:04,630 --> 00:41:04,640 giving people an understanding of what 2227 00:41:04,640 --> 00:41:06,470 giving people an understanding of what this looks like. So because I think you 2228 00:41:06,470 --> 00:41:06,480 this looks like. So because I think you 2229 00:41:06,480 --> 00:41:07,750 this looks like. So because I think you know whether it's people's own 2230 00:41:07,750 --> 00:41:07,760 know whether it's people's own 2231 00:41:07,760 --> 00:41:09,430 know whether it's people's own experience or just this idea that if 2232 00:41:09,430 --> 00:41:09,440 experience or just this idea that if 2233 00:41:09,440 --> 00:41:11,589 experience or just this idea that if your kid is gifted and talented that 2234 00:41:11,589 --> 00:41:11,599 your kid is gifted and talented that 2235 00:41:11,599 --> 00:41:14,150 your kid is gifted and talented that they get this special you know bus to a 2236 00:41:14,150 --> 00:41:14,160 they get this special you know bus to a 2237 00:41:14,160 --> 00:41:15,670 they get this special you know bus to a middle school to take math or they get 2238 00:41:15,670 --> 00:41:15,680 middle school to take math or they get 2239 00:41:15,680 --> 00:41:17,589 middle school to take math or they get pulled out. And I think we need to help 2240 00:41:17,589 --> 00:41:17,599 pulled out. And I think we need to help 2241 00:41:17,599 --> 00:41:19,190 pulled out. And I think we need to help educate folks that that is not the 2242 00:41:19,190 --> 00:41:19,200 educate folks that that is not the 2243 00:41:19,200 --> 00:41:21,349 educate folks that that is not the model. Um, and this is the model and 2244 00:41:21,349 --> 00:41:21,359 model. Um, and this is the model and 2245 00:41:21,359 --> 00:41:22,550 model. Um, and this is the model and this is what it looks like and this is 2246 00:41:22,550 --> 00:41:22,560 this is what it looks like and this is 2247 00:41:22,560 --> 00:41:23,990 this is what it looks like and this is why it's more effective. And so, you 2248 00:41:23,990 --> 00:41:24,000 why it's more effective. And so, you 2249 00:41:24,000 --> 00:41:25,190 why it's more effective. And so, you know, not necessarily your job. I think 2250 00:41:25,190 --> 00:41:25,200 know, not necessarily your job. I think 2251 00:41:25,200 --> 00:41:27,190 know, not necessarily your job. I think it's all of our jobs. But, um, you know, 2252 00:41:27,190 --> 00:41:27,200 it's all of our jobs. But, um, you know, 2253 00:41:27,200 --> 00:41:28,630 it's all of our jobs. But, um, you know, one important piece of that I think is, 2254 00:41:28,630 --> 00:41:28,640 one important piece of that I think is, 2255 00:41:28,640 --> 00:41:29,670 one important piece of that I think is, you know, the very first time we 2256 00:41:29,670 --> 00:41:29,680 you know, the very first time we 2257 00:41:29,680 --> 00:41:30,870 you know, the very first time we communicate with parents, which is back 2258 00:41:30,870 --> 00:41:30,880 communicate with parents, which is back 2259 00:41:30,880 --> 00:41:32,069 communicate with parents, which is back to school night, people need to 2260 00:41:32,069 --> 00:41:32,079 to school night, people need to 2261 00:41:32,079 --> 00:41:33,829 to school night, people need to understand that this is what it looks 2262 00:41:33,829 --> 00:41:33,839 understand that this is what it looks 2263 00:41:33,839 --> 00:41:35,670 understand that this is what it looks like for your kid and this is the way 2264 00:41:35,670 --> 00:41:35,680 like for your kid and this is the way 2265 00:41:35,680 --> 00:41:39,030 like for your kid and this is the way they'll be challenged in this classroom. 2266 00:41:39,030 --> 00:41:39,040 they'll be challenged in this classroom. 2267 00:41:39,040 --> 00:41:41,270 they'll be challenged in this classroom. >> So, this is exactly how it's supposed to 2268 00:41:41,270 --> 00:41:41,280 >> So, this is exactly how it's supposed to 2269 00:41:41,280 --> 00:41:44,230 >> So, this is exactly how it's supposed to work for our new board members, right? 2270 00:41:44,230 --> 00:41:44,240 work for our new board members, right? 2271 00:41:44,240 --> 00:41:46,069 work for our new board members, right? You have board members hearing from 2272 00:41:46,069 --> 00:41:46,079 You have board members hearing from 2273 00:41:46,079 --> 00:41:47,670 You have board members hearing from constituents trying to know and 2274 00:41:47,670 --> 00:41:47,680 constituents trying to know and 2275 00:41:47,680 --> 00:41:48,870 constituents trying to know and understand what we're doing. You have 2276 00:41:48,870 --> 00:41:48,880 understand what we're doing. You have 2277 00:41:48,880 --> 00:41:51,430 understand what we're doing. You have experts on the team doing the right work 2278 00:41:51,430 --> 00:41:51,440 experts on the team doing the right work 2279 00:41:51,440 --> 00:41:53,349 experts on the team doing the right work and then how do we marry what we're 2280 00:41:53,349 --> 00:41:53,359 and then how do we marry what we're 2281 00:41:53,359 --> 00:41:55,990 and then how do we marry what we're doing with the experience of folks 2282 00:41:55,990 --> 00:41:56,000 doing with the experience of folks 2283 00:41:56,000 --> 00:41:58,150 doing with the experience of folks within our community and explain it in a 2284 00:41:58,150 --> 00:41:58,160 within our community and explain it in a 2285 00:41:58,160 --> 00:42:01,589 within our community and explain it in a way um that connects the dots. So just a 2286 00:42:01,589 --> 00:42:01,599 way um that connects the dots. So just a 2287 00:42:01,599 --> 00:42:03,349 way um that connects the dots. So just a just an observation as superintendent 2288 00:42:03,349 --> 00:42:03,359 just an observation as superintendent 2289 00:42:03,359 --> 00:42:05,270 just an observation as superintendent there. And I think one thing we'll add, 2290 00:42:05,270 --> 00:42:05,280 there. And I think one thing we'll add, 2291 00:42:05,280 --> 00:42:06,630 there. And I think one thing we'll add, we didn't I don't I think I failed to 2292 00:42:06,630 --> 00:42:06,640 we didn't I don't I think I failed to 2293 00:42:06,640 --> 00:42:08,470 we didn't I don't I think I failed to mention this when I talked about our um 2294 00:42:08,470 --> 00:42:08,480 mention this when I talked about our um 2295 00:42:08,480 --> 00:42:10,470 mention this when I talked about our um arc of learning with leaders, but that's 2296 00:42:10,470 --> 00:42:10,480 arc of learning with leaders, but that's 2297 00:42:10,480 --> 00:42:11,750 arc of learning with leaders, but that's one of the things we've been talking 2298 00:42:11,750 --> 00:42:11,760 one of the things we've been talking 2299 00:42:11,760 --> 00:42:13,510 one of the things we've been talking about with our executive directors of 2300 00:42:13,510 --> 00:42:13,520 about with our executive directors of 2301 00:42:13,520 --> 00:42:15,990 about with our executive directors of schools is what does it look like? So, 2302 00:42:15,990 --> 00:42:16,000 schools is what does it look like? So, 2303 00:42:16,000 --> 00:42:17,670 schools is what does it look like? So, we've learned all the things. We've 2304 00:42:17,670 --> 00:42:17,680 we've learned all the things. We've 2305 00:42:17,680 --> 00:42:19,910 we've learned all the things. We've learned what the big words mean and how 2306 00:42:19,910 --> 00:42:19,920 learned what the big words mean and how 2307 00:42:19,920 --> 00:42:22,069 learned what the big words mean and how it looks with standards and curriculum, 2308 00:42:22,069 --> 00:42:22,079 it looks with standards and curriculum, 2309 00:42:22,079 --> 00:42:24,069 it looks with standards and curriculum, but what does it mean for me as a leader 2310 00:42:24,069 --> 00:42:24,079 but what does it mean for me as a leader 2311 00:42:24,079 --> 00:42:26,069 but what does it mean for me as a leader as I lead in my building and what can 2312 00:42:26,069 --> 00:42:26,079 as I lead in my building and what can 2313 00:42:26,079 --> 00:42:28,069 as I lead in my building and what can that look like? So, um I we have a 2314 00:42:28,069 --> 00:42:28,079 that look like? So, um I we have a 2315 00:42:28,079 --> 00:42:31,030 that look like? So, um I we have a session coming up in February, actually 2316 00:42:31,030 --> 00:42:31,040 session coming up in February, actually 2317 00:42:31,040 --> 00:42:32,470 session coming up in February, actually January, I'm not sure, one of those 2318 00:42:32,470 --> 00:42:32,480 January, I'm not sure, one of those 2319 00:42:32,480 --> 00:42:34,630 January, I'm not sure, one of those months. But anyway, we that's one of the 2320 00:42:34,630 --> 00:42:34,640 months. But anyway, we that's one of the 2321 00:42:34,640 --> 00:42:37,270 months. But anyway, we that's one of the things we can add is thinking about um 2322 00:42:37,270 --> 00:42:37,280 things we can add is thinking about um 2323 00:42:37,280 --> 00:42:39,589 things we can add is thinking about um the application piece in the in the 2324 00:42:39,589 --> 00:42:39,599 the application piece in the in the 2325 00:42:39,599 --> 00:42:41,270 the application piece in the in the school, but also the communication 2326 00:42:41,270 --> 00:42:41,280 school, but also the communication 2327 00:42:41,280 --> 00:42:42,630 school, but also the communication piece, which is something I don't think 2328 00:42:42,630 --> 00:42:42,640 piece, which is something I don't think 2329 00:42:42,640 --> 00:42:44,390 piece, which is something I don't think we've touched on. 2330 00:42:44,390 --> 00:42:44,400 we've touched on. 2331 00:42:44,400 --> 00:42:46,470 we've touched on. >> Jorge, then Alex, and then we're going 2332 00:42:46,470 --> 00:42:46,480 >> Jorge, then Alex, and then we're going 2333 00:42:46,480 --> 00:42:49,990 >> Jorge, then Alex, and then we're going to move on to next best step. 2334 00:42:49,990 --> 00:42:50,000 to move on to next best step. 2335 00:42:50,000 --> 00:42:51,510 to move on to next best step. >> Thank you for the thanks for the 2336 00:42:51,510 --> 00:42:51,520 >> Thank you for the thanks for the 2337 00:42:51,520 --> 00:42:53,910 >> Thank you for the thanks for the discussion. It's been great kind of 2338 00:42:53,910 --> 00:42:53,920 discussion. It's been great kind of 2339 00:42:53,920 --> 00:42:55,430 discussion. It's been great kind of getting a better sense of this and I 2340 00:42:55,430 --> 00:42:55,440 getting a better sense of this and I 2341 00:42:55,440 --> 00:42:56,870 getting a better sense of this and I feel like we're the the sandwich school 2342 00:42:56,870 --> 00:42:56,880 feel like we're the the sandwich school 2343 00:42:56,880 --> 00:42:58,390 feel like we're the the sandwich school district right the gifted and talented 2344 00:42:58,390 --> 00:42:58,400 district right the gifted and talented 2345 00:42:58,400 --> 00:42:59,670 district right the gifted and talented or kids in the middle and the kids that 2346 00:42:59,670 --> 00:42:59,680 or kids in the middle and the kids that 2347 00:42:59,680 --> 00:43:01,190 or kids in the middle and the kids that we're trying to bring up from the bottom 2348 00:43:01,190 --> 00:43:01,200 we're trying to bring up from the bottom 2349 00:43:01,200 --> 00:43:03,109 we're trying to bring up from the bottom and so I appreciate um that you 2350 00:43:03,109 --> 00:43:03,119 and so I appreciate um that you 2351 00:43:03,119 --> 00:43:05,270 and so I appreciate um that you highlight at risk kids who are also 2352 00:43:05,270 --> 00:43:05,280 highlight at risk kids who are also 2353 00:43:05,280 --> 00:43:07,750 highlight at risk kids who are also gifted learners underground or under 2354 00:43:07,750 --> 00:43:07,760 gifted learners underground or under 2355 00:43:07,760 --> 00:43:09,109 gifted learners underground or under group kids as part of that twice 2356 00:43:09,109 --> 00:43:09,119 group kids as part of that twice 2357 00:43:09,119 --> 00:43:11,190 group kids as part of that twice exceptional and so I'm curious kind of 2358 00:43:11,190 --> 00:43:11,200 exceptional and so I'm curious kind of 2359 00:43:11,200 --> 00:43:12,630 exceptional and so I'm curious kind of what the district is doing to kind of 2360 00:43:12,630 --> 00:43:12,640 what the district is doing to kind of 2361 00:43:12,640 --> 00:43:14,470 what the district is doing to kind of help us identify those kids who are seen 2362 00:43:14,470 --> 00:43:14,480 help us identify those kids who are seen 2363 00:43:14,480 --> 00:43:16,390 help us identify those kids who are seen as at risk but actually need more 2364 00:43:16,390 --> 00:43:16,400 as at risk but actually need more 2365 00:43:16,400 --> 00:43:18,150 as at risk but actually need more challenging stuff right especially 2366 00:43:18,150 --> 00:43:18,160 challenging stuff right especially 2367 00:43:18,160 --> 00:43:19,510 challenging stuff right especially because we're making great progress 2368 00:43:19,510 --> 00:43:19,520 because we're making great progress 2369 00:43:19,520 --> 00:43:20,870 because we're making great progress overall as a district but our 2370 00:43:20,870 --> 00:43:20,880 overall as a district but our 2371 00:43:20,880 --> 00:43:22,870 overall as a district but our disproportionality our disparities are 2372 00:43:22,870 --> 00:43:22,880 disproportionality our disparities are 2373 00:43:22,880 --> 00:43:26,069 disproportionality our disparities are still there and that's really it's it's 2374 00:43:26,069 --> 00:43:26,079 still there and that's really it's it's 2375 00:43:26,079 --> 00:43:27,990 still there and that's really it's it's it's hard to move that needle on that. 2376 00:43:27,990 --> 00:43:28,000 it's hard to move that needle on that. 2377 00:43:28,000 --> 00:43:30,069 it's hard to move that needle on that. So, I'm curious about kind of what this 2378 00:43:30,069 --> 00:43:30,079 So, I'm curious about kind of what this 2379 00:43:30,079 --> 00:43:32,309 So, I'm curious about kind of what this differentiation might look like um for 2380 00:43:32,309 --> 00:43:32,319 differentiation might look like um for 2381 00:43:32,319 --> 00:43:33,910 differentiation might look like um for those kids who are at risk in those 2382 00:43:33,910 --> 00:43:33,920 those kids who are at risk in those 2383 00:43:33,920 --> 00:43:36,390 those kids who are at risk in those under groups, underrepresented groups um 2384 00:43:36,390 --> 00:43:36,400 under groups, underrepresented groups um 2385 00:43:36,400 --> 00:43:38,870 under groups, underrepresented groups um and kind of how we can kind of what what 2386 00:43:38,870 --> 00:43:38,880 and kind of how we can kind of what what 2387 00:43:38,880 --> 00:43:41,589 and kind of how we can kind of what what kind of what that looks like. Yeah. 2388 00:43:41,589 --> 00:43:41,599 kind of what that looks like. Yeah. 2389 00:43:41,599 --> 00:43:43,829 kind of what that looks like. Yeah. >> I mean, I think going back to what Emma 2390 00:43:43,829 --> 00:43:43,839 >> I mean, I think going back to what Emma 2391 00:43:43,839 --> 00:43:46,150 >> I mean, I think going back to what Emma said, I think our first take was 2392 00:43:46,150 --> 00:43:46,160 said, I think our first take was 2393 00:43:46,160 --> 00:43:47,990 said, I think our first take was understanding the standard. So, that 2394 00:43:47,990 --> 00:43:48,000 understanding the standard. So, that 2395 00:43:48,000 --> 00:43:50,550 understanding the standard. So, that unpacking the standard, right? So we 2396 00:43:50,550 --> 00:43:50,560 unpacking the standard, right? So we 2397 00:43:50,560 --> 00:43:52,309 unpacking the standard, right? So we what I think we're at a place where 2398 00:43:52,309 --> 00:43:52,319 what I think we're at a place where 2399 00:43:52,319 --> 00:43:54,390 what I think we're at a place where we're where we have done the work to 2400 00:43:54,390 --> 00:43:54,400 we're where we have done the work to 2401 00:43:54,400 --> 00:43:56,230 we're where we have done the work to under to unpack a standard and 2402 00:43:56,230 --> 00:43:56,240 under to unpack a standard and 2403 00:43:56,240 --> 00:43:57,829 under to unpack a standard and understand what students are know and 2404 00:43:57,829 --> 00:43:57,839 understand what students are know and 2405 00:43:57,839 --> 00:44:00,150 understand what students are know and able to do where we are now Phil is 2406 00:44:00,150 --> 00:44:00,160 able to do where we are now Phil is 2407 00:44:00,160 --> 00:44:02,230 able to do where we are now Phil is really understanding individual student 2408 00:44:02,230 --> 00:44:02,240 really understanding individual student 2409 00:44:02,240 --> 00:44:05,030 really understanding individual student need which is hard right so what if 2410 00:44:05,030 --> 00:44:05,040 need which is hard right so what if 2411 00:44:05,040 --> 00:44:07,349 need which is hard right so what if they're below grade level what are what 2412 00:44:07,349 --> 00:44:07,359 they're below grade level what are what 2413 00:44:07,359 --> 00:44:09,589 they're below grade level what are what is their need is it just the standard or 2414 00:44:09,589 --> 00:44:09,599 is their need is it just the standard or 2415 00:44:09,599 --> 00:44:11,750 is their need is it just the standard or is it actually a skill gap that's 2416 00:44:11,750 --> 00:44:11,760 is it actually a skill gap that's 2417 00:44:11,760 --> 00:44:13,990 is it actually a skill gap that's preventing them from ac accessing the 2418 00:44:13,990 --> 00:44:14,000 preventing them from ac accessing the 2419 00:44:14,000 --> 00:44:16,630 preventing them from ac accessing the standard and then if they're identified 2420 00:44:16,630 --> 00:44:16,640 standard and then if they're identified 2421 00:44:16,640 --> 00:44:18,790 standard and then if they're identified gifted many of our gifted identified 2422 00:44:18,790 --> 00:44:18,800 gifted many of our gifted identified 2423 00:44:18,800 --> 00:44:20,950 gifted many of our gifted identified students are not identified in the 2424 00:44:20,950 --> 00:44:20,960 students are not identified in the 2425 00:44:20,960 --> 00:44:23,270 students are not identified in the content in math and language arts. It 2426 00:44:23,270 --> 00:44:23,280 content in math and language arts. It 2427 00:44:23,280 --> 00:44:25,910 content in math and language arts. It might be talent um or something else. 2428 00:44:25,910 --> 00:44:25,920 might be talent um or something else. 2429 00:44:25,920 --> 00:44:28,790 might be talent um or something else. And so that is that is where we're 2430 00:44:28,790 --> 00:44:28,800 And so that is that is where we're 2431 00:44:28,800 --> 00:44:31,109 And so that is that is where we're leaning in to help teachers understand 2432 00:44:31,109 --> 00:44:31,119 leaning in to help teachers understand 2433 00:44:31,119 --> 00:44:33,670 leaning in to help teachers understand where are the gifted identified areas so 2434 00:44:33,670 --> 00:44:33,680 where are the gifted identified areas so 2435 00:44:33,680 --> 00:44:35,270 where are the gifted identified areas so that you and what's challenging about it 2436 00:44:35,270 --> 00:44:35,280 that you and what's challenging about it 2437 00:44:35,280 --> 00:44:37,990 that you and what's challenging about it as Dr. Anderson mentioned is you know in 2438 00:44:37,990 --> 00:44:38,000 as Dr. Anderson mentioned is you know in 2439 00:44:38,000 --> 00:44:39,670 as Dr. Anderson mentioned is you know in a school that has a large student 2440 00:44:39,670 --> 00:44:39,680 a school that has a large student 2441 00:44:39,680 --> 00:44:41,349 a school that has a large student population every student could be 2442 00:44:41,349 --> 00:44:41,359 population every student could be 2443 00:44:41,359 --> 00:44:43,829 population every student could be identified differently. Some might be 2e 2444 00:44:43,829 --> 00:44:43,839 identified differently. Some might be 2e 2445 00:44:43,839 --> 00:44:45,990 identified differently. Some might be 2e some might be content some might not be. 2446 00:44:45,990 --> 00:44:46,000 some might be content some might not be. 2447 00:44:46,000 --> 00:44:48,150 some might be content some might not be. And so I think that's the challenge is 2448 00:44:48,150 --> 00:44:48,160 And so I think that's the challenge is 2449 00:44:48,160 --> 00:44:51,190 And so I think that's the challenge is is utilizing this the resources that we 2450 00:44:51,190 --> 00:44:51,200 is utilizing this the resources that we 2451 00:44:51,200 --> 00:44:54,550 is utilizing this the resources that we have their ALPS, IEPs, intervention 2452 00:44:54,550 --> 00:44:54,560 have their ALPS, IEPs, intervention 2453 00:44:54,560 --> 00:44:56,630 have their ALPS, IEPs, intervention plans, all the things to understand 2454 00:44:56,630 --> 00:44:56,640 plans, all the things to understand 2455 00:44:56,640 --> 00:44:59,510 plans, all the things to understand where students actually are so that we 2456 00:44:59,510 --> 00:44:59,520 where students actually are so that we 2457 00:44:59,520 --> 00:45:01,589 where students actually are so that we can plan instruction better for all the 2458 00:45:01,589 --> 00:45:01,599 can plan instruction better for all the 2459 00:45:01,599 --> 00:45:03,670 can plan instruction better for all the students that we serve. And I just I'm 2460 00:45:03,670 --> 00:45:03,680 students that we serve. And I just I'm 2461 00:45:03,680 --> 00:45:06,710 students that we serve. And I just I'm I'm biased, but I think leaning into the 2462 00:45:06,710 --> 00:45:06,720 I'm biased, but I think leaning into the 2463 00:45:06,720 --> 00:45:09,670 I'm biased, but I think leaning into the MTSS framework as an every day, every 2464 00:45:09,670 --> 00:45:09,680 MTSS framework as an every day, every 2465 00:45:09,680 --> 00:45:11,750 MTSS framework as an every day, every week, every year process is how we do 2466 00:45:11,750 --> 00:45:11,760 week, every year process is how we do 2467 00:45:11,760 --> 00:45:13,990 week, every year process is how we do business is really the way to know and 2468 00:45:13,990 --> 00:45:14,000 business is really the way to know and 2469 00:45:14,000 --> 00:45:16,230 business is really the way to know and understand each and every student in our 2470 00:45:16,230 --> 00:45:16,240 understand each and every student in our 2471 00:45:16,240 --> 00:45:18,470 understand each and every student in our system. And again, both academically and 2472 00:45:18,470 --> 00:45:18,480 system. And again, both academically and 2473 00:45:18,480 --> 00:45:20,309 system. And again, both academically and behaviorally, which I know our team is 2474 00:45:20,309 --> 00:45:20,319 behaviorally, which I know our team is 2475 00:45:20,319 --> 00:45:21,510 behaviorally, which I know our team is going to talk about. 2476 00:45:21,510 --> 00:45:21,520 going to talk about. 2477 00:45:21,520 --> 00:45:23,109 going to talk about. >> I would just add two very small things 2478 00:45:23,109 --> 00:45:23,119 >> I would just add two very small things 2479 00:45:23,119 --> 00:45:24,150 >> I would just add two very small things because I fully agree with everything 2480 00:45:24,150 --> 00:45:24,160 because I fully agree with everything 2481 00:45:24,160 --> 00:45:26,390 because I fully agree with everything Nativity said. One is we're constantly 2482 00:45:26,390 --> 00:45:26,400 Nativity said. One is we're constantly 2483 00:45:26,400 --> 00:45:28,230 Nativity said. One is we're constantly working on expanding who has access to 2484 00:45:28,230 --> 00:45:28,240 working on expanding who has access to 2485 00:45:28,240 --> 00:45:30,710 working on expanding who has access to our gifted screeners. So, for example, 2486 00:45:30,710 --> 00:45:30,720 our gifted screeners. So, for example, 2487 00:45:30,720 --> 00:45:32,069 our gifted screeners. So, for example, just in talking with the gifted team 2488 00:45:32,069 --> 00:45:32,079 just in talking with the gifted team 2489 00:45:32,079 --> 00:45:34,069 just in talking with the gifted team last week, like several examples where 2490 00:45:34,069 --> 00:45:34,079 last week, like several examples where 2491 00:45:34,079 --> 00:45:35,990 last week, like several examples where we have students in subsparate full-time 2492 00:45:35,990 --> 00:45:36,000 we have students in subsparate full-time 2493 00:45:36,000 --> 00:45:37,270 we have students in subsparate full-time programming and they're still getting 2494 00:45:37,270 --> 00:45:37,280 programming and they're still getting 2495 00:45:37,280 --> 00:45:39,430 programming and they're still getting access to a gifted screener. And then I 2496 00:45:39,430 --> 00:45:39,440 access to a gifted screener. And then I 2497 00:45:39,440 --> 00:45:40,630 access to a gifted screener. And then I would also say just ongoing 2498 00:45:40,630 --> 00:45:40,640 would also say just ongoing 2499 00:45:40,640 --> 00:45:42,150 would also say just ongoing collaboration with our friends across 2500 00:45:42,150 --> 00:45:42,160 collaboration with our friends across 2501 00:45:42,160 --> 00:45:43,990 collaboration with our friends across the table of really like when we have 2502 00:45:43,990 --> 00:45:44,000 the table of really like when we have 2503 00:45:44,000 --> 00:45:45,990 the table of really like when we have students who are presenting at risk and 2504 00:45:45,990 --> 00:45:46,000 students who are presenting at risk and 2505 00:45:46,000 --> 00:45:47,190 students who are presenting at risk and twice exceptional is so 2506 00:45:47,190 --> 00:45:47,200 twice exceptional is so 2507 00:45:47,200 --> 00:45:48,790 twice exceptional is so multi-dimensional in itself, right? 2508 00:45:48,790 --> 00:45:48,800 multi-dimensional in itself, right? 2509 00:45:48,800 --> 00:45:50,309 multi-dimensional in itself, right? because you can be any type of two 2510 00:45:50,309 --> 00:45:50,319 because you can be any type of two 2511 00:45:50,319 --> 00:45:52,390 because you can be any type of two things as Intivity said taken together 2512 00:45:52,390 --> 00:45:52,400 things as Intivity said taken together 2513 00:45:52,400 --> 00:45:53,990 things as Intivity said taken together and just really working to get to like 2514 00:45:53,990 --> 00:45:54,000 and just really working to get to like 2515 00:45:54,000 --> 00:45:56,309 and just really working to get to like what is the root underlying cause of the 2516 00:45:56,309 --> 00:45:56,319 what is the root underlying cause of the 2517 00:45:56,319 --> 00:45:58,390 what is the root underlying cause of the behavior and trying to support the 2518 00:45:58,390 --> 00:45:58,400 behavior and trying to support the 2519 00:45:58,400 --> 00:46:00,230 behavior and trying to support the student with that as opposed to how the 2520 00:46:00,230 --> 00:46:00,240 student with that as opposed to how the 2521 00:46:00,240 --> 00:46:05,589 student with that as opposed to how the symptoms might be presenting. 2522 00:46:05,589 --> 00:46:05,599 2523 00:46:05,599 --> 00:46:08,630 >> Um uh don't feel like we need to have a 2524 00:46:08,630 --> 00:46:08,640 >> Um uh don't feel like we need to have a 2525 00:46:08,640 --> 00:46:09,829 >> Um uh don't feel like we need to have a discussion about each of these three 2526 00:46:09,829 --> 00:46:09,839 discussion about each of these three 2527 00:46:09,839 --> 00:46:11,430 discussion about each of these three questions but I I do have three I wanted 2528 00:46:11,430 --> 00:46:11,440 questions but I I do have three I wanted 2529 00:46:11,440 --> 00:46:13,430 questions but I I do have three I wanted to raise. 2530 00:46:13,430 --> 00:46:13,440 to raise. 2531 00:46:13,440 --> 00:46:15,190 to raise. >> Yeah. 2532 00:46:15,190 --> 00:46:15,200 >> Yeah. 2533 00:46:15,200 --> 00:46:19,190 >> Yeah. So um uh and again I'm thinking about 2534 00:46:19,190 --> 00:46:19,200 So um uh and again I'm thinking about 2535 00:46:19,200 --> 00:46:21,750 So um uh and again I'm thinking about this from both a teacher and a parents 2536 00:46:21,750 --> 00:46:21,760 this from both a teacher and a parents 2537 00:46:21,760 --> 00:46:24,710 this from both a teacher and a parents perspective. When we deepen and unpack 2538 00:46:24,710 --> 00:46:24,720 perspective. When we deepen and unpack 2539 00:46:24,720 --> 00:46:28,550 perspective. When we deepen and unpack the the standards and when we uh deepen 2540 00:46:28,550 --> 00:46:28,560 the the standards and when we uh deepen 2541 00:46:28,560 --> 00:46:30,309 the the standards and when we uh deepen the knowledge of the kids working on the 2542 00:46:30,309 --> 00:46:30,319 the knowledge of the kids working on the 2543 00:46:30,319 --> 00:46:32,150 the knowledge of the kids working on the standards I I note that our standards 2544 00:46:32,150 --> 00:46:32,160 standards I I note that our standards 2545 00:46:32,160 --> 00:46:35,990 standards I I note that our standards are pretty heavy in ELA and math. So, 2546 00:46:35,990 --> 00:46:36,000 are pretty heavy in ELA and math. So, 2547 00:46:36,000 --> 00:46:37,670 are pretty heavy in ELA and math. So, does this take more time out of the day 2548 00:46:37,670 --> 00:46:37,680 does this take more time out of the day 2549 00:46:37,680 --> 00:46:39,109 does this take more time out of the day so that the things that aren't in the 2550 00:46:39,109 --> 00:46:39,119 so that the things that aren't in the 2551 00:46:39,119 --> 00:46:40,790 so that the things that aren't in the standards or not in the assessments 2552 00:46:40,790 --> 00:46:40,800 standards or not in the assessments 2553 00:46:40,800 --> 00:46:43,430 standards or not in the assessments aren't aren't still there? Or are the 2554 00:46:43,430 --> 00:46:43,440 aren't aren't still there? Or are the 2555 00:46:43,440 --> 00:46:45,750 aren't aren't still there? Or are the teachers using their ELA time more 2556 00:46:45,750 --> 00:46:45,760 teachers using their ELA time more 2557 00:46:45,760 --> 00:46:47,670 teachers using their ELA time more deeply and their math time more deeply 2558 00:46:47,670 --> 00:46:47,680 deeply and their math time more deeply 2559 00:46:47,680 --> 00:46:51,109 deeply and their math time more deeply with this? Or are we eroding the circle 2560 00:46:51,109 --> 00:46:51,119 with this? Or are we eroding the circle 2561 00:46:51,119 --> 00:46:52,870 with this? Or are we eroding the circle time with music? Or, you know, whatever 2562 00:46:52,870 --> 00:46:52,880 time with music? Or, you know, whatever 2563 00:46:52,880 --> 00:46:54,550 time with music? Or, you know, whatever the other things are that are not about 2564 00:46:54,550 --> 00:46:54,560 the other things are that are not about 2565 00:46:54,560 --> 00:46:56,790 the other things are that are not about this. That's that's number one. Another 2566 00:46:56,790 --> 00:46:56,800 this. That's that's number one. Another 2567 00:46:56,800 --> 00:46:58,630 this. That's that's number one. Another question for us in the long run when 2568 00:46:58,630 --> 00:46:58,640 question for us in the long run when 2569 00:46:58,640 --> 00:47:00,550 question for us in the long run when we're working on this in the schools and 2570 00:47:00,550 --> 00:47:00,560 we're working on this in the schools and 2571 00:47:00,560 --> 00:47:01,670 we're working on this in the schools and this I would like to hear a little bit 2572 00:47:01,670 --> 00:47:01,680 this I would like to hear a little bit 2573 00:47:01,680 --> 00:47:03,910 this I would like to hear a little bit on but maybe more later but for the sake 2574 00:47:03,910 --> 00:47:03,920 on but maybe more later but for the sake 2575 00:47:03,920 --> 00:47:06,710 on but maybe more later but for the sake of our community is all this work easier 2576 00:47:06,710 --> 00:47:06,720 of our community is all this work easier 2577 00:47:06,720 --> 00:47:09,510 of our community is all this work easier with a school with 1.5 classrooms per 2578 00:47:09,510 --> 00:47:09,520 with a school with 1.5 classrooms per 2579 00:47:09,520 --> 00:47:11,750 with a school with 1.5 classrooms per grade or with three point three 2580 00:47:11,750 --> 00:47:11,760 grade or with three point three 2581 00:47:11,760 --> 00:47:14,069 grade or with three point three classrooms per grade um is there 2582 00:47:14,069 --> 00:47:14,079 classrooms per grade um is there 2583 00:47:14,079 --> 00:47:16,230 classrooms per grade um is there advantage to more colleagues in your 2584 00:47:16,230 --> 00:47:16,240 advantage to more colleagues in your 2585 00:47:16,240 --> 00:47:19,030 advantage to more colleagues in your school to do these groups well or is 2586 00:47:19,030 --> 00:47:19,040 school to do these groups well or is 2587 00:47:19,040 --> 00:47:21,589 school to do these groups well or is small n of teachers make this easier to 2588 00:47:21,589 --> 00:47:21,599 small n of teachers make this easier to 2589 00:47:21,599 --> 00:47:25,510 small n of teachers make this easier to do and then as we get into it uh you 2590 00:47:25,510 --> 00:47:25,520 do and then as we get into it uh you 2591 00:47:25,520 --> 00:47:27,430 do and then as we get into it uh you know How hard is this for a teacher to 2592 00:47:27,430 --> 00:47:27,440 know How hard is this for a teacher to 2593 00:47:27,440 --> 00:47:30,550 know How hard is this for a teacher to learn to do? Is it five years of support 2594 00:47:30,550 --> 00:47:30,560 learn to do? Is it five years of support 2595 00:47:30,560 --> 00:47:32,550 learn to do? Is it five years of support when a new teacher becomes a master of 2596 00:47:32,550 --> 00:47:32,560 when a new teacher becomes a master of 2597 00:47:32,560 --> 00:47:34,309 when a new teacher becomes a master of this? Does a master teacher who's 2598 00:47:34,309 --> 00:47:34,319 this? Does a master teacher who's 2599 00:47:34,319 --> 00:47:36,710 this? Does a master teacher who's already been here 20 years uh is already 2600 00:47:36,710 --> 00:47:36,720 already been here 20 years uh is already 2601 00:47:36,720 --> 00:47:37,829 already been here 20 years uh is already doing a bunch of this and we're just 2602 00:47:37,829 --> 00:47:37,839 doing a bunch of this and we're just 2603 00:47:37,839 --> 00:47:39,430 doing a bunch of this and we're just giving them a little coaching to tweak. 2604 00:47:39,430 --> 00:47:39,440 giving them a little coaching to tweak. 2605 00:47:39,440 --> 00:47:41,910 giving them a little coaching to tweak. So what is it as we think about our HR 2606 00:47:41,910 --> 00:47:41,920 So what is it as we think about our HR 2607 00:47:41,920 --> 00:47:44,790 So what is it as we think about our HR and the great teachers we have? Like how 2608 00:47:44,790 --> 00:47:44,800 and the great teachers we have? Like how 2609 00:47:44,800 --> 00:47:46,470 and the great teachers we have? Like how is it different for different teachers 2610 00:47:46,470 --> 00:47:46,480 is it different for different teachers 2611 00:47:46,480 --> 00:47:48,710 is it different for different teachers to get up to speed on this? Is it more 2612 00:47:48,710 --> 00:47:48,720 to get up to speed on this? Is it more 2613 00:47:48,720 --> 00:47:50,069 to get up to speed on this? Is it more helpful for a new teacher or more 2614 00:47:50,069 --> 00:47:50,079 helpful for a new teacher or more 2615 00:47:50,079 --> 00:47:51,430 helpful for a new teacher or more threatening to a senior teacher? And 2616 00:47:51,430 --> 00:47:51,440 threatening to a senior teacher? And 2617 00:47:51,440 --> 00:47:53,349 threatening to a senior teacher? And how's that work? So answer any of those 2618 00:47:53,349 --> 00:47:53,359 how's that work? So answer any of those 2619 00:47:53,359 --> 00:47:55,670 how's that work? So answer any of those you want to. 2620 00:47:55,670 --> 00:47:55,680 you want to. 2621 00:47:55,680 --> 00:47:57,270 you want to. Great teachers are the answer to all 2622 00:47:57,270 --> 00:47:57,280 Great teachers are the answer to all 2623 00:47:57,280 --> 00:48:00,390 Great teachers are the answer to all problems first and foremost. Let's never 2624 00:48:00,390 --> 00:48:00,400 problems first and foremost. Let's never 2625 00:48:00,400 --> 00:48:03,990 problems first and foremost. Let's never ever ever forget that. Uh I would say 2626 00:48:03,990 --> 00:48:04,000 ever ever forget that. Uh I would say 2627 00:48:04,000 --> 00:48:06,390 ever ever forget that. Uh I would say that there are advantages significant 2628 00:48:06,390 --> 00:48:06,400 that there are advantages significant 2629 00:48:06,400 --> 00:48:08,390 that there are advantages significant advantages to a three- round school in 2630 00:48:08,390 --> 00:48:08,400 advantages to a three- round school in 2631 00:48:08,400 --> 00:48:10,230 advantages to a three- round school in meeting different and differentiating 2632 00:48:10,230 --> 00:48:10,240 meeting different and differentiating 2633 00:48:10,240 --> 00:48:11,430 meeting different and differentiating meeting different needs of different 2634 00:48:11,430 --> 00:48:11,440 meeting different needs of different 2635 00:48:11,440 --> 00:48:13,750 meeting different needs of different groups because you have more people and 2636 00:48:13,750 --> 00:48:13,760 groups because you have more people and 2637 00:48:13,760 --> 00:48:16,069 groups because you have more people and you can organize kids in different ways 2638 00:48:16,069 --> 00:48:16,079 you can organize kids in different ways 2639 00:48:16,079 --> 00:48:17,910 you can organize kids in different ways to do different things that you just 2640 00:48:17,910 --> 00:48:17,920 to do different things that you just 2641 00:48:17,920 --> 00:48:21,589 to do different things that you just can't if you have one one and a half. Um 2642 00:48:21,589 --> 00:48:21,599 can't if you have one one and a half. Um 2643 00:48:21,599 --> 00:48:24,390 can't if you have one one and a half. Um uh and it's hard. 2644 00:48:24,390 --> 00:48:24,400 uh and it's hard. 2645 00:48:24,400 --> 00:48:26,790 uh and it's hard. It's hard. You know, differentiation is 2646 00:48:26,790 --> 00:48:26,800 It's hard. You know, differentiation is 2647 00:48:26,800 --> 00:48:29,349 It's hard. You know, differentiation is is is something that we talk about, but 2648 00:48:29,349 --> 00:48:29,359 is is something that we talk about, but 2649 00:48:29,359 --> 00:48:32,230 is is something that we talk about, but it's really teaching a group of kids not 2650 00:48:32,230 --> 00:48:32,240 it's really teaching a group of kids not 2651 00:48:32,240 --> 00:48:34,150 it's really teaching a group of kids not one thing, but maybe three, four, five 2652 00:48:34,150 --> 00:48:34,160 one thing, but maybe three, four, five 2653 00:48:34,160 --> 00:48:36,710 one thing, but maybe three, four, five different things at the same time while, 2654 00:48:36,710 --> 00:48:36,720 different things at the same time while, 2655 00:48:36,720 --> 00:48:38,309 different things at the same time while, you know, while managing the classroom 2656 00:48:38,309 --> 00:48:38,319 you know, while managing the classroom 2657 00:48:38,319 --> 00:48:40,790 you know, while managing the classroom and putting on band-aids and doing all 2658 00:48:40,790 --> 00:48:40,800 and putting on band-aids and doing all 2659 00:48:40,800 --> 00:48:42,710 and putting on band-aids and doing all the other things that our educators do. 2660 00:48:42,710 --> 00:48:42,720 the other things that our educators do. 2661 00:48:42,720 --> 00:48:45,589 the other things that our educators do. So, uh I love the question, Alex. It's 2662 00:48:45,589 --> 00:48:45,599 So, uh I love the question, Alex. It's 2663 00:48:45,599 --> 00:48:47,910 So, uh I love the question, Alex. It's the right question. Um it's hard. Uh 2664 00:48:47,910 --> 00:48:47,920 the right question. Um it's hard. Uh 2665 00:48:47,920 --> 00:48:49,990 the right question. Um it's hard. Uh great teachers are the answer. uh 2666 00:48:49,990 --> 00:48:50,000 great teachers are the answer. uh 2667 00:48:50,000 --> 00:48:53,670 great teachers are the answer. uh schools with more rounds create systems 2668 00:48:53,670 --> 00:48:53,680 schools with more rounds create systems 2669 00:48:53,680 --> 00:48:55,109 schools with more rounds create systems and structures that give you more 2670 00:48:55,109 --> 00:48:55,119 and structures that give you more 2671 00:48:55,119 --> 00:48:57,270 and structures that give you more resources to meet individually needs of 2672 00:48:57,270 --> 00:48:57,280 resources to meet individually needs of 2673 00:48:57,280 --> 00:49:00,069 resources to meet individually needs of kids that uh um but I would say that 2674 00:49:00,069 --> 00:49:00,079 kids that uh um but I would say that 2675 00:49:00,079 --> 00:49:01,510 kids that uh um but I would say that there's teachers in this school district 2676 00:49:01,510 --> 00:49:01,520 there's teachers in this school district 2677 00:49:01,520 --> 00:49:03,109 there's teachers in this school district that meet the needs of every single kid 2678 00:49:03,109 --> 00:49:03,119 that meet the needs of every single kid 2679 00:49:03,119 --> 00:49:04,870 that meet the needs of every single kid in their classroom every single day 2680 00:49:04,870 --> 00:49:04,880 in their classroom every single day 2681 00:49:04,880 --> 00:49:06,470 in their classroom every single day regardless of what's happening within 2682 00:49:06,470 --> 00:49:06,480 regardless of what's happening within 2683 00:49:06,480 --> 00:49:08,630 regardless of what's happening within the greater school of systems. I think 2684 00:49:08,630 --> 00:49:08,640 the greater school of systems. I think 2685 00:49:08,640 --> 00:49:11,190 the greater school of systems. I think that that's right. So, um, you know, I 2686 00:49:11,190 --> 00:49:11,200 that that's right. So, um, you know, I 2687 00:49:11,200 --> 00:49:13,190 that that's right. So, um, you know, I will I'm I'm just really proud of the 2688 00:49:13,190 --> 00:49:13,200 will I'm I'm just really proud of the 2689 00:49:13,200 --> 00:49:16,150 will I'm I'm just really proud of the progress we've made because, 2690 00:49:16,150 --> 00:49:16,160 progress we've made because, 2691 00:49:16,160 --> 00:49:18,230 progress we've made because, uh, we're being super thoughtful on how 2692 00:49:18,230 --> 00:49:18,240 uh, we're being super thoughtful on how 2693 00:49:18,240 --> 00:49:20,069 uh, we're being super thoughtful on how we really want to do this and do this 2694 00:49:20,069 --> 00:49:20,079 we really want to do this and do this 2695 00:49:20,079 --> 00:49:22,309 we really want to do this and do this well and we've got the systems that we 2696 00:49:22,309 --> 00:49:22,319 well and we've got the systems that we 2697 00:49:22,319 --> 00:49:24,470 well and we've got the systems that we can build upon and support and plug into 2698 00:49:24,470 --> 00:49:24,480 can build upon and support and plug into 2699 00:49:24,480 --> 00:49:27,829 can build upon and support and plug into that let us do that. So, um, I think I 2700 00:49:27,829 --> 00:49:27,839 that let us do that. So, um, I think I 2701 00:49:27,839 --> 00:49:29,990 that let us do that. So, um, I think I answered your questions. I I do have an 2702 00:49:29,990 --> 00:49:30,000 answered your questions. I I do have an 2703 00:49:30,000 --> 00:49:31,349 answered your questions. I I do have an idea though, board members, because I 2704 00:49:31,349 --> 00:49:31,359 idea though, board members, because I 2705 00:49:31,359 --> 00:49:32,790 idea though, board members, because I know we need to move on at our next 2706 00:49:32,790 --> 00:49:32,800 know we need to move on at our next 2707 00:49:32,800 --> 00:49:34,230 know we need to move on at our next school visit. Would it be helpful to 2708 00:49:34,230 --> 00:49:34,240 school visit. Would it be helpful to 2709 00:49:34,240 --> 00:49:35,670 school visit. Would it be helpful to look at some gifted and talented 2710 00:49:35,670 --> 00:49:35,680 look at some gifted and talented 2711 00:49:35,680 --> 00:49:37,589 look at some gifted and talented differentiation and strategies? Yes. as 2712 00:49:37,589 --> 00:49:37,599 differentiation and strategies? Yes. as 2713 00:49:37,599 --> 00:49:39,990 differentiation and strategies? Yes. as a place to look where it's working well 2714 00:49:39,990 --> 00:49:40,000 a place to look where it's working well 2715 00:49:40,000 --> 00:49:42,230 a place to look where it's working well and maybe where we're still in progress. 2716 00:49:42,230 --> 00:49:42,240 and maybe where we're still in progress. 2717 00:49:42,240 --> 00:49:49,910 and maybe where we're still in progress. Does that sound like a good idea? 2718 00:49:49,910 --> 00:49:49,920 2719 00:49:49,920 --> 00:49:51,829 >> I see the team taking a note as we're 2720 00:49:51,829 --> 00:49:51,839 >> I see the team taking a note as we're 2721 00:49:51,839 --> 00:49:53,109 >> I see the team taking a note as we're planning our next school visit. So, 2722 00:49:53,109 --> 00:49:53,119 planning our next school visit. So, 2723 00:49:53,119 --> 00:49:55,109 planning our next school visit. So, that's good. 2724 00:49:55,109 --> 00:49:55,119 that's good. 2725 00:49:55,119 --> 00:49:56,870 that's good. >> Thank you board members for the really 2726 00:49:56,870 --> 00:49:56,880 >> Thank you board members for the really 2727 00:49:56,880 --> 00:49:59,829 >> Thank you board members for the really thoughtful conversation uh suggestions 2728 00:49:59,829 --> 00:49:59,839 thoughtful conversation uh suggestions 2729 00:49:59,839 --> 00:50:03,829 thoughtful conversation uh suggestions and considerations. as nativity said um 2730 00:50:03,829 --> 00:50:03,839 and considerations. as nativity said um 2731 00:50:03,839 --> 00:50:05,430 and considerations. as nativity said um with depth of knowledge and cognitive 2732 00:50:05,430 --> 00:50:05,440 with depth of knowledge and cognitive 2733 00:50:05,440 --> 00:50:08,069 with depth of knowledge and cognitive lift we are really looking at practical 2734 00:50:08,069 --> 00:50:08,079 lift we are really looking at practical 2735 00:50:08,079 --> 00:50:10,150 lift we are really looking at practical application next now that there's been 2736 00:50:10,150 --> 00:50:10,160 application next now that there's been 2737 00:50:10,160 --> 00:50:12,630 application next now that there's been some extensive knowledge base that's 2738 00:50:12,630 --> 00:50:12,640 some extensive knowledge base that's 2739 00:50:12,640 --> 00:50:14,870 some extensive knowledge base that's been built and part of that practical 2740 00:50:14,870 --> 00:50:14,880 been built and part of that practical 2741 00:50:14,880 --> 00:50:18,069 been built and part of that practical application um can should be and will be 2742 00:50:18,069 --> 00:50:18,079 application um can should be and will be 2743 00:50:18,079 --> 00:50:20,309 application um can should be and will be the communication that you referred to 2744 00:50:20,309 --> 00:50:20,319 the communication that you referred to 2745 00:50:20,319 --> 00:50:21,910 the communication that you referred to and working with our leaders on those 2746 00:50:21,910 --> 00:50:21,920 and working with our leaders on those 2747 00:50:21,920 --> 00:50:25,670 and working with our leaders on those talking points and how to embed this um 2748 00:50:25,670 --> 00:50:25,680 talking points and how to embed this um 2749 00:50:25,680 --> 00:50:27,589 talking points and how to embed this um the communication around extensions 2750 00:50:27,589 --> 00:50:27,599 the communication around extensions 2751 00:50:27,599 --> 00:50:30,790 the communication around extensions differentiation and real 2752 00:50:30,790 --> 00:50:30,800 differentiation and real 2753 00:50:30,800 --> 00:50:33,670 differentiation and real um a person if you will conversation 2754 00:50:33,670 --> 00:50:33,680 um a person if you will conversation 2755 00:50:33,680 --> 00:50:35,829 um a person if you will conversation around what depth of knowledge looks 2756 00:50:35,829 --> 00:50:35,839 around what depth of knowledge looks 2757 00:50:35,839 --> 00:50:37,750 around what depth of knowledge looks like and sounds like in classroom. So 2758 00:50:37,750 --> 00:50:37,760 like and sounds like in classroom. So 2759 00:50:37,760 --> 00:50:39,750 like and sounds like in classroom. So thank you for those. 2760 00:50:39,750 --> 00:50:39,760 thank you for those. 2761 00:50:39,760 --> 00:50:41,750 thank you for those. Moving now to the next strategic 2762 00:50:41,750 --> 00:50:41,760 Moving now to the next strategic 2763 00:50:41,760 --> 00:50:45,750 Moving now to the next strategic objective next best step as defined by 2764 00:50:45,750 --> 00:50:45,760 objective next best step as defined by 2765 00:50:45,760 --> 00:50:47,670 objective next best step as defined by implementing and tracking tiered 2766 00:50:47,670 --> 00:50:47,680 implementing and tracking tiered 2767 00:50:47,680 --> 00:50:50,309 implementing and tracking tiered supports and instructional strategies. 2768 00:50:50,309 --> 00:50:50,319 supports and instructional strategies. 2769 00:50:50,319 --> 00:50:53,430 supports and instructional strategies. This is really referring to multi-tiered 2770 00:50:53,430 --> 00:50:53,440 This is really referring to multi-tiered 2771 00:50:53,440 --> 00:50:56,790 This is really referring to multi-tiered systems of support and using data to 2772 00:50:56,790 --> 00:50:56,800 systems of support and using data to 2773 00:50:56,800 --> 00:50:59,750 systems of support and using data to drive instructional decisions. So to be 2774 00:50:59,750 --> 00:50:59,760 drive instructional decisions. So to be 2775 00:50:59,760 --> 00:51:02,549 drive instructional decisions. So to be clear, when we talk about multi-tered 2776 00:51:02,549 --> 00:51:02,559 clear, when we talk about multi-tered 2777 00:51:02,559 --> 00:51:04,549 clear, when we talk about multi-tered systems of support or MTSS, we're 2778 00:51:04,549 --> 00:51:04,559 systems of support or MTSS, we're 2779 00:51:04,559 --> 00:51:07,430 systems of support or MTSS, we're talking about tiered supports for 2780 00:51:07,430 --> 00:51:07,440 talking about tiered supports for 2781 00:51:07,440 --> 00:51:09,670 talking about tiered supports for students and the structures that need to 2782 00:51:09,670 --> 00:51:09,680 students and the structures that need to 2783 00:51:09,680 --> 00:51:11,829 students and the structures that need to be in place to do this. And this is 2784 00:51:11,829 --> 00:51:11,839 be in place to do this. And this is 2785 00:51:11,839 --> 00:51:14,309 be in place to do this. And this is where we focused our efforts toward 2786 00:51:14,309 --> 00:51:14,319 where we focused our efforts toward 2787 00:51:14,319 --> 00:51:17,109 where we focused our efforts toward changing the conditions in schools in 2788 00:51:17,109 --> 00:51:17,119 changing the conditions in schools in 2789 00:51:17,119 --> 00:51:19,670 changing the conditions in schools in order that we can provide those tiered 2790 00:51:19,670 --> 00:51:19,680 order that we can provide those tiered 2791 00:51:19,680 --> 00:51:22,230 order that we can provide those tiered supports. And because the effectiveness 2792 00:51:22,230 --> 00:51:22,240 supports. And because the effectiveness 2793 00:51:22,240 --> 00:51:26,309 supports. And because the effectiveness of MTSS relies on consistent, high 2794 00:51:26,309 --> 00:51:26,319 of MTSS relies on consistent, high 2795 00:51:26,319 --> 00:51:29,349 of MTSS relies on consistent, high quality tier one universal instruction, 2796 00:51:29,349 --> 00:51:29,359 quality tier one universal instruction, 2797 00:51:29,359 --> 00:51:31,829 quality tier one universal instruction, that's been a priority of ours. We've 2798 00:51:31,829 --> 00:51:31,839 that's been a priority of ours. We've 2799 00:51:31,839 --> 00:51:33,990 that's been a priority of ours. We've taken many deliberate actions and made 2800 00:51:33,990 --> 00:51:34,000 taken many deliberate actions and made 2801 00:51:34,000 --> 00:51:36,230 taken many deliberate actions and made many deliberate investments to support 2802 00:51:36,230 --> 00:51:36,240 many deliberate investments to support 2803 00:51:36,240 --> 00:51:39,829 many deliberate investments to support this in schools such as initiating and 2804 00:51:39,829 --> 00:51:39,839 this in schools such as initiating and 2805 00:51:39,839 --> 00:51:41,990 this in schools such as initiating and sustaining a standardsbased focus and 2806 00:51:41,990 --> 00:51:42,000 sustaining a standardsbased focus and 2807 00:51:42,000 --> 00:51:44,870 sustaining a standardsbased focus and datadriven instruction practices 2808 00:51:44,870 --> 00:51:44,880 datadriven instruction practices 2809 00:51:44,880 --> 00:51:46,950 datadriven instruction practices investing in high quality standardsbased 2810 00:51:46,950 --> 00:51:46,960 investing in high quality standardsbased 2811 00:51:46,960 --> 00:51:49,190 investing in high quality standardsbased curricular materials as well as 2812 00:51:49,190 --> 00:51:49,200 curricular materials as well as 2813 00:51:49,200 --> 00:51:51,430 curricular materials as well as consistent assessments such as the new 2814 00:51:51,430 --> 00:51:51,440 consistent assessments such as the new 2815 00:51:51,440 --> 00:51:54,390 consistent assessments such as the new MClass literacy assessment and progress 2816 00:51:54,390 --> 00:51:54,400 MClass literacy assessment and progress 2817 00:51:54,400 --> 00:51:56,470 MClass literacy assessment and progress monitoring tools. 2818 00:51:56,470 --> 00:51:56,480 monitoring tools. 2819 00:51:56,480 --> 00:51:58,470 monitoring tools. the resources that we've placed in the 2820 00:51:58,470 --> 00:51:58,480 the resources that we've placed in the 2821 00:51:58,480 --> 00:52:00,470 the resources that we've placed in the BBSD instructional playbook so that 2822 00:52:00,470 --> 00:52:00,480 BBSD instructional playbook so that 2823 00:52:00,480 --> 00:52:03,270 BBSD instructional playbook so that every educator can access what they need 2824 00:52:03,270 --> 00:52:03,280 every educator can access what they need 2825 00:52:03,280 --> 00:52:05,430 every educator can access what they need when they need it and short cycle 2826 00:52:05,430 --> 00:52:05,440 when they need it and short cycle 2827 00:52:05,440 --> 00:52:07,109 when they need it and short cycle improvement and planning across schools 2828 00:52:07,109 --> 00:52:07,119 improvement and planning across schools 2829 00:52:07,119 --> 00:52:10,470 improvement and planning across schools with 90-day plans. Our strategic plan 2830 00:52:10,470 --> 00:52:10,480 with 90-day plans. Our strategic plan 2831 00:52:10,480 --> 00:52:13,190 with 90-day plans. Our strategic plan support teams or SPST teams are 2832 00:52:13,190 --> 00:52:13,200 support teams or SPST teams are 2833 00:52:13,200 --> 00:52:15,430 support teams or SPST teams are providing intentional focus along the 2834 00:52:15,430 --> 00:52:15,440 providing intentional focus along the 2835 00:52:15,440 --> 00:52:17,430 providing intentional focus along the lines of a double dose, if you will, of 2836 00:52:17,430 --> 00:52:17,440 lines of a double dose, if you will, of 2837 00:52:17,440 --> 00:52:20,790 lines of a double dose, if you will, of support to schools to deepen MTSS 2838 00:52:20,790 --> 00:52:20,800 support to schools to deepen MTSS 2839 00:52:20,800 --> 00:52:22,710 support to schools to deepen MTSS datadriven practices and use of 90day 2840 00:52:22,710 --> 00:52:22,720 datadriven practices and use of 90day 2841 00:52:22,720 --> 00:52:24,950 datadriven practices and use of 90day plans. And something that we're doing 2842 00:52:24,950 --> 00:52:24,960 plans. And something that we're doing 2843 00:52:24,960 --> 00:52:27,990 plans. And something that we're doing that we've never done before in BBSD is 2844 00:52:27,990 --> 00:52:28,000 that we've never done before in BBSD is 2845 00:52:28,000 --> 00:52:31,109 that we've never done before in BBSD is that we're aligning our MTSS 2846 00:52:31,109 --> 00:52:31,119 that we're aligning our MTSS 2847 00:52:31,119 --> 00:52:33,829 that we're aligning our MTSS uh foundation to a national MTSS 2848 00:52:33,829 --> 00:52:33,839 uh foundation to a national MTSS 2849 00:52:33,839 --> 00:52:36,630 uh foundation to a national MTSS standard as Shannon's going to describe. 2850 00:52:36,630 --> 00:52:36,640 standard as Shannon's going to describe. 2851 00:52:36,640 --> 00:52:38,630 standard as Shannon's going to describe. Although the indicators you see on the 2852 00:52:38,630 --> 00:52:38,640 Although the indicators you see on the 2853 00:52:38,640 --> 00:52:40,630 Although the indicators you see on the slide name the implementation of MTSS 2854 00:52:40,630 --> 00:52:40,640 slide name the implementation of MTSS 2855 00:52:40,640 --> 00:52:42,790 slide name the implementation of MTSS apply to academics as well as datadriven 2856 00:52:42,790 --> 00:52:42,800 apply to academics as well as datadriven 2857 00:52:42,800 --> 00:52:45,349 apply to academics as well as datadriven instruction, what we know is that we 2858 00:52:45,349 --> 00:52:45,359 instruction, what we know is that we 2859 00:52:45,359 --> 00:52:48,069 instruction, what we know is that we have to understand our implementation 2860 00:52:48,069 --> 00:52:48,079 have to understand our implementation 2861 00:52:48,079 --> 00:52:51,190 have to understand our implementation landscape. So Shannon will share a 2862 00:52:51,190 --> 00:52:51,200 landscape. So Shannon will share a 2863 00:52:51,200 --> 00:52:53,190 landscape. So Shannon will share a balcony view looking at the ecosystem 2864 00:52:53,190 --> 00:52:53,200 balcony view looking at the ecosystem 2865 00:52:53,200 --> 00:52:56,069 balcony view looking at the ecosystem within each school and our system as a 2866 00:52:56,069 --> 00:52:56,079 within each school and our system as a 2867 00:52:56,079 --> 00:52:59,510 within each school and our system as a whole. 2868 00:52:59,510 --> 00:52:59,520 2869 00:52:59,520 --> 00:53:01,910 Thank you, Dr. Dele Cruz. Um I was 2870 00:53:01,910 --> 00:53:01,920 Thank you, Dr. Dele Cruz. Um I was 2871 00:53:01,920 --> 00:53:03,670 Thank you, Dr. Dele Cruz. Um I was thinking that you could consider this 2872 00:53:03,670 --> 00:53:03,680 thinking that you could consider this 2873 00:53:03,680 --> 00:53:06,230 thinking that you could consider this little segment of um today's meeting a 2874 00:53:06,230 --> 00:53:06,240 little segment of um today's meeting a 2875 00:53:06,240 --> 00:53:07,990 little segment of um today's meeting a little bit of a pallet cleanser between 2876 00:53:07,990 --> 00:53:08,000 little bit of a pallet cleanser between 2877 00:53:08,000 --> 00:53:10,150 little bit of a pallet cleanser between the deep learning around some of the 2878 00:53:10,150 --> 00:53:10,160 the deep learning around some of the 2879 00:53:10,160 --> 00:53:11,670 the deep learning around some of the academics and then moving into the 2880 00:53:11,670 --> 00:53:11,680 academics and then moving into the 2881 00:53:11,680 --> 00:53:13,510 academics and then moving into the non-academic pieces that Senate and 2882 00:53:13,510 --> 00:53:13,520 non-academic pieces that Senate and 2883 00:53:13,520 --> 00:53:15,589 non-academic pieces that Senate and Tammy will share next. So we're going to 2884 00:53:15,589 --> 00:53:15,599 Tammy will share next. So we're going to 2885 00:53:15,599 --> 00:53:18,470 Tammy will share next. So we're going to kind of um as Dr. Dela Cruz said come up 2886 00:53:18,470 --> 00:53:18,480 kind of um as Dr. Dela Cruz said come up 2887 00:53:18,480 --> 00:53:20,549 kind of um as Dr. Dela Cruz said come up to that balcony level and we're thinking 2888 00:53:20,549 --> 00:53:20,559 to that balcony level and we're thinking 2889 00:53:20,559 --> 00:53:23,349 to that balcony level and we're thinking about imple implementation of a system 2890 00:53:23,349 --> 00:53:23,359 about imple implementation of a system 2891 00:53:23,359 --> 00:53:27,109 about imple implementation of a system around MTSS. So we're going to look at 2892 00:53:27,109 --> 00:53:27,119 around MTSS. So we're going to look at 2893 00:53:27,119 --> 00:53:30,069 around MTSS. So we're going to look at how our fidelity of implementation of 2894 00:53:30,069 --> 00:53:30,079 how our fidelity of implementation of 2895 00:53:30,079 --> 00:53:33,430 how our fidelity of implementation of MTSS looks across the district. So um 2896 00:53:33,430 --> 00:53:33,440 MTSS looks across the district. So um 2897 00:53:33,440 --> 00:53:35,109 MTSS looks across the district. So um looking at the systems and structures 2898 00:53:35,109 --> 00:53:35,119 looking at the systems and structures 2899 00:53:35,119 --> 00:53:37,109 looking at the systems and structures that need to be installed and maintained 2900 00:53:37,109 --> 00:53:37,119 that need to be installed and maintained 2901 00:53:37,119 --> 00:53:38,870 that need to be installed and maintained for us to be able to be at full 2902 00:53:38,870 --> 00:53:38,880 for us to be able to be at full 2903 00:53:38,880 --> 00:53:40,470 for us to be able to be at full implementation. 2904 00:53:40,470 --> 00:53:40,480 implementation. 2905 00:53:40,480 --> 00:53:42,069 implementation. I'm going to walk you through the phases 2906 00:53:42,069 --> 00:53:42,079 I'm going to walk you through the phases 2907 00:53:42,079 --> 00:53:45,270 I'm going to walk you through the phases of implementation, some bright spots, 2908 00:53:45,270 --> 00:53:45,280 of implementation, some bright spots, 2909 00:53:45,280 --> 00:53:48,069 of implementation, some bright spots, areas for growth, evidence of progress, 2910 00:53:48,069 --> 00:53:48,079 areas for growth, evidence of progress, 2911 00:53:48,079 --> 00:53:49,589 areas for growth, evidence of progress, and close out with some final 2912 00:53:49,589 --> 00:53:49,599 and close out with some final 2913 00:53:49,599 --> 00:53:52,069 and close out with some final reflections. 2914 00:53:52,069 --> 00:53:52,079 reflections. 2915 00:53:52,079 --> 00:53:54,230 reflections. So, we'll start here with kind of a a 2916 00:53:54,230 --> 00:53:54,240 So, we'll start here with kind of a a 2917 00:53:54,240 --> 00:53:56,870 So, we'll start here with kind of a a big picture view. Where are we in terms 2918 00:53:56,870 --> 00:53:56,880 big picture view. Where are we in terms 2919 00:53:56,880 --> 00:53:58,790 big picture view. Where are we in terms of implementation of a multi-tered 2920 00:53:58,790 --> 00:53:58,800 of implementation of a multi-tered 2921 00:53:58,800 --> 00:54:01,750 of implementation of a multi-tered system as a whole? Um, this visual here 2922 00:54:01,750 --> 00:54:01,760 system as a whole? Um, this visual here 2923 00:54:01,760 --> 00:54:03,910 system as a whole? Um, this visual here is from the center on multi-tered system 2924 00:54:03,910 --> 00:54:03,920 is from the center on multi-tered system 2925 00:54:03,920 --> 00:54:07,349 is from the center on multi-tered system of supports and it's an example, as Dr. 2926 00:54:07,349 --> 00:54:07,359 of supports and it's an example, as Dr. 2927 00:54:07,359 --> 00:54:09,190 of supports and it's an example, as Dr. de Cruz said of how we're aligning to 2928 00:54:09,190 --> 00:54:09,200 de Cruz said of how we're aligning to 2929 00:54:09,200 --> 00:54:11,510 de Cruz said of how we're aligning to some national standards for MTSS 2930 00:54:11,510 --> 00:54:11,520 some national standards for MTSS 2931 00:54:11,520 --> 00:54:13,829 some national standards for MTSS implementation. Over the years, we've 2932 00:54:13,829 --> 00:54:13,839 implementation. Over the years, we've 2933 00:54:13,839 --> 00:54:16,790 implementation. Over the years, we've moved from planning and installation in 2934 00:54:16,790 --> 00:54:16,800 moved from planning and installation in 2935 00:54:16,800 --> 00:54:19,190 moved from planning and installation in the early years um and into 2936 00:54:19,190 --> 00:54:19,200 the early years um and into 2937 00:54:19,200 --> 00:54:21,270 the early years um and into implementation in school level 2938 00:54:21,270 --> 00:54:21,280 implementation in school level 2939 00:54:21,280 --> 00:54:23,750 implementation in school level monitoring and improvements. 2940 00:54:23,750 --> 00:54:23,760 monitoring and improvements. 2941 00:54:23,760 --> 00:54:26,230 monitoring and improvements. Over several years, we've continued this 2942 00:54:26,230 --> 00:54:26,240 Over several years, we've continued this 2943 00:54:26,240 --> 00:54:28,390 Over several years, we've continued this work without really having a 2944 00:54:28,390 --> 00:54:28,400 work without really having a 2945 00:54:28,400 --> 00:54:30,950 work without really having a standardized way to monitor where we are 2946 00:54:30,950 --> 00:54:30,960 standardized way to monitor where we are 2947 00:54:30,960 --> 00:54:32,470 standardized way to monitor where we are and to ask whether all the work that 2948 00:54:32,470 --> 00:54:32,480 and to ask whether all the work that 2949 00:54:32,480 --> 00:54:34,470 and to ask whether all the work that we're doing is really sticking when it 2950 00:54:34,470 --> 00:54:34,480 we're doing is really sticking when it 2951 00:54:34,480 --> 00:54:36,230 we're doing is really sticking when it comes to how it's implemented in 2952 00:54:36,230 --> 00:54:36,240 comes to how it's implemented in 2953 00:54:36,240 --> 00:54:38,549 comes to how it's implemented in schools. And we know that monitoring is 2954 00:54:38,549 --> 00:54:38,559 schools. And we know that monitoring is 2955 00:54:38,559 --> 00:54:40,950 schools. And we know that monitoring is a critical component to get us to 2956 00:54:40,950 --> 00:54:40,960 a critical component to get us to 2957 00:54:40,960 --> 00:54:45,270 a critical component to get us to sustainability. 2958 00:54:45,270 --> 00:54:45,280 2959 00:54:45,280 --> 00:54:48,790 MTSS is not static. It's an incredibly 2960 00:54:48,790 --> 00:54:48,800 MTSS is not static. It's an incredibly 2961 00:54:48,800 --> 00:54:51,030 MTSS is not static. It's an incredibly dynamic system. And we know that we 2962 00:54:51,030 --> 00:54:51,040 dynamic system. And we know that we 2963 00:54:51,040 --> 00:54:53,670 dynamic system. And we know that we can't build it, put things in place, and 2964 00:54:53,670 --> 00:54:53,680 can't build it, put things in place, and 2965 00:54:53,680 --> 00:54:56,069 can't build it, put things in place, and say, "Check, we did it. We did MTSS. We 2966 00:54:56,069 --> 00:54:56,079 say, "Check, we did it. We did MTSS. We 2967 00:54:56,079 --> 00:54:58,870 say, "Check, we did it. We did MTSS. We have it in place." As the Center on MTSS 2968 00:54:58,870 --> 00:54:58,880 have it in place." As the Center on MTSS 2969 00:54:58,880 --> 00:55:00,710 have it in place." As the Center on MTSS explains it, effective MTSS 2970 00:55:00,710 --> 00:55:00,720 explains it, effective MTSS 2971 00:55:00,720 --> 00:55:03,190 explains it, effective MTSS implementation requires teams to 2972 00:55:03,190 --> 00:55:03,200 implementation requires teams to 2973 00:55:03,200 --> 00:55:05,510 implementation requires teams to regularly engage in continuous 2974 00:55:05,510 --> 00:55:05,520 regularly engage in continuous 2975 00:55:05,520 --> 00:55:08,069 regularly engage in continuous improvement activities to improve the 2976 00:55:08,069 --> 00:55:08,079 improvement activities to improve the 2977 00:55:08,079 --> 00:55:10,549 improvement activities to improve the efficacy and efficiency of MTSS 2978 00:55:10,549 --> 00:55:10,559 efficacy and efficiency of MTSS 2979 00:55:10,559 --> 00:55:13,430 efficacy and efficiency of MTSS implementation, but also to address the 2980 00:55:13,430 --> 00:55:13,440 implementation, but also to address the 2981 00:55:13,440 --> 00:55:16,069 implementation, but also to address the evolving needs of staff, students, and 2982 00:55:16,069 --> 00:55:16,079 evolving needs of staff, students, and 2983 00:55:16,079 --> 00:55:18,549 evolving needs of staff, students, and state, and federal demands. 2984 00:55:18,549 --> 00:55:18,559 state, and federal demands. 2985 00:55:18,559 --> 00:55:20,470 state, and federal demands. MTSS teams continue to build 2986 00:55:20,470 --> 00:55:20,480 MTSS teams continue to build 2987 00:55:20,480 --> 00:55:22,470 MTSS teams continue to build infrastructure and align existing 2988 00:55:22,470 --> 00:55:22,480 infrastructure and align existing 2989 00:55:22,480 --> 00:55:25,750 infrastructure and align existing systems to ensure staff can sustain full 2990 00:55:25,750 --> 00:55:25,760 systems to ensure staff can sustain full 2991 00:55:25,760 --> 00:55:28,950 systems to ensure staff can sustain full MTSS implementation even when faced with 2992 00:55:28,950 --> 00:55:28,960 MTSS implementation even when faced with 2993 00:55:28,960 --> 00:55:31,589 MTSS implementation even when faced with staff turnover and changing priorities. 2994 00:55:31,589 --> 00:55:31,599 staff turnover and changing priorities. 2995 00:55:31,599 --> 00:55:33,589 staff turnover and changing priorities. So this is the real challenge when it 2996 00:55:33,589 --> 00:55:33,599 So this is the real challenge when it 2997 00:55:33,599 --> 00:55:35,270 So this is the real challenge when it comes to implementing and sustaining 2998 00:55:35,270 --> 00:55:35,280 comes to implementing and sustaining 2999 00:55:35,280 --> 00:55:38,230 comes to implementing and sustaining MTSS. So now more than ever we need to 3000 00:55:38,230 --> 00:55:38,240 MTSS. So now more than ever we need to 3001 00:55:38,240 --> 00:55:39,510 MTSS. So now more than ever we need to make sure that we're really closely 3002 00:55:39,510 --> 00:55:39,520 make sure that we're really closely 3003 00:55:39,520 --> 00:55:42,150 make sure that we're really closely monitoring and adjusting our efforts so 3004 00:55:42,150 --> 00:55:42,160 monitoring and adjusting our efforts so 3005 00:55:42,160 --> 00:55:45,430 monitoring and adjusting our efforts so that we can maintain a strong system. 3006 00:55:45,430 --> 00:55:45,440 that we can maintain a strong system. 3007 00:55:45,440 --> 00:55:48,230 that we can maintain a strong system. One other addition that's a challenge 3008 00:55:48,230 --> 00:55:48,240 One other addition that's a challenge 3009 00:55:48,240 --> 00:55:51,589 One other addition that's a challenge that that Shannon hasn't stated. Uh, you 3010 00:55:51,589 --> 00:55:51,599 that that Shannon hasn't stated. Uh, you 3011 00:55:51,599 --> 00:55:53,349 that that Shannon hasn't stated. Uh, you know, we hire a lot of experienced 3012 00:55:53,349 --> 00:55:53,359 know, we hire a lot of experienced 3013 00:55:53,359 --> 00:55:56,470 know, we hire a lot of experienced teachers and everywhere you go, they 3014 00:55:56,470 --> 00:55:56,480 teachers and everywhere you go, they 3015 00:55:56,480 --> 00:55:59,030 teachers and everywhere you go, they talk about this differently. So, we 3016 00:55:59,030 --> 00:55:59,040 talk about this differently. So, we 3017 00:55:59,040 --> 00:56:01,190 talk about this differently. So, we could be talking about MTSS and if you 3018 00:56:01,190 --> 00:56:01,200 could be talking about MTSS and if you 3019 00:56:01,200 --> 00:56:03,750 could be talking about MTSS and if you came from Adams 12 or Adams 14 or Jeffco 3020 00:56:03,750 --> 00:56:03,760 came from Adams 12 or Adams 14 or Jeffco 3021 00:56:03,760 --> 00:56:06,950 came from Adams 12 or Adams 14 or Jeffco or Westminster or St. Vin or Pter, 3022 00:56:06,950 --> 00:56:06,960 or Westminster or St. Vin or Pter, 3023 00:56:06,960 --> 00:56:10,630 or Westminster or St. Vin or Pter, they'll they might not have the same 3024 00:56:10,630 --> 00:56:10,640 they'll they might not have the same 3025 00:56:10,640 --> 00:56:12,710 they'll they might not have the same understanding, 3026 00:56:12,710 --> 00:56:12,720 understanding, 3027 00:56:12,720 --> 00:56:14,390 understanding, different definitions. But if I were to 3028 00:56:14,390 --> 00:56:14,400 different definitions. But if I were to 3029 00:56:14,400 --> 00:56:15,990 different definitions. But if I were to ask an experienced teacher, do you need 3030 00:56:15,990 --> 00:56:16,000 ask an experienced teacher, do you need 3031 00:56:16,000 --> 00:56:18,150 ask an experienced teacher, do you need training on MTSS? They would say, what? 3032 00:56:18,150 --> 00:56:18,160 training on MTSS? They would say, what? 3033 00:56:18,160 --> 00:56:21,030 training on MTSS? They would say, what? No, I've been trained on MTSS. But it's 3034 00:56:21,030 --> 00:56:21,040 No, I've been trained on MTSS. But it's 3035 00:56:21,040 --> 00:56:23,190 No, I've been trained on MTSS. But it's different. This is a problem, right? 3036 00:56:23,190 --> 00:56:23,200 different. This is a problem, right? 3037 00:56:23,200 --> 00:56:23,990 different. This is a problem, right? >> Absolutely. 3038 00:56:23,990 --> 00:56:24,000 >> Absolutely. 3039 00:56:24,000 --> 00:56:26,470 >> Absolutely. >> So, it's just it's it's it's just one of 3040 00:56:26,470 --> 00:56:26,480 >> So, it's just it's it's it's just one of 3041 00:56:26,480 --> 00:56:29,670 >> So, it's just it's it's it's just one of the challenges that that by creating 3042 00:56:29,670 --> 00:56:29,680 the challenges that that by creating 3043 00:56:29,680 --> 00:56:33,270 the challenges that that by creating these strong clear systems on how we do 3044 00:56:33,270 --> 00:56:33,280 these strong clear systems on how we do 3045 00:56:33,280 --> 00:56:37,190 these strong clear systems on how we do business in BBSD. Um it's one of it's 3046 00:56:37,190 --> 00:56:37,200 business in BBSD. Um it's one of it's 3047 00:56:37,200 --> 00:56:39,510 business in BBSD. Um it's one of it's the only way to overcome this challenge 3048 00:56:39,510 --> 00:56:39,520 the only way to overcome this challenge 3049 00:56:39,520 --> 00:56:43,349 the only way to overcome this challenge because implementing IMP MTSS isn't like 3050 00:56:43,349 --> 00:56:43,359 because implementing IMP MTSS isn't like 3051 00:56:43,359 --> 00:56:45,030 because implementing IMP MTSS isn't like um 3052 00:56:45,030 --> 00:56:45,040 um 3053 00:56:45,040 --> 00:56:46,470 um something that that is the same 3054 00:56:46,470 --> 00:56:46,480 something that that is the same 3055 00:56:46,480 --> 00:56:48,309 something that that is the same everywhere else. It's nuanced and 3056 00:56:48,309 --> 00:56:48,319 everywhere else. It's nuanced and 3057 00:56:48,319 --> 00:56:51,589 everywhere else. It's nuanced and different and not maybe as connected to 3058 00:56:51,589 --> 00:56:51,599 different and not maybe as connected to 3059 00:56:51,599 --> 00:56:52,870 different and not maybe as connected to everything else as we're really 3060 00:56:52,870 --> 00:56:52,880 everything else as we're really 3061 00:56:52,880 --> 00:56:54,789 everything else as we're really attempting to build. Hopefully I was 3062 00:56:54,789 --> 00:56:54,799 attempting to build. Hopefully I was 3063 00:56:54,799 --> 00:56:55,430 attempting to build. Hopefully I was okay to say. 3064 00:56:55,430 --> 00:56:55,440 okay to say. 3065 00:56:55,440 --> 00:56:57,750 okay to say. >> Yeah, absolutely. Thanks. Um, I think 3066 00:56:57,750 --> 00:56:57,760 >> Yeah, absolutely. Thanks. Um, I think 3067 00:56:57,760 --> 00:56:59,910 >> Yeah, absolutely. Thanks. Um, I think the other thing that's really great when 3068 00:56:59,910 --> 00:56:59,920 the other thing that's really great when 3069 00:56:59,920 --> 00:57:01,750 the other thing that's really great when we think about this in terms of a 3070 00:57:01,750 --> 00:57:01,760 we think about this in terms of a 3071 00:57:01,760 --> 00:57:04,390 we think about this in terms of a continuous improvement cycle is that 3072 00:57:04,390 --> 00:57:04,400 continuous improvement cycle is that 3073 00:57:04,400 --> 00:57:06,470 continuous improvement cycle is that that type of work is becoming more and 3074 00:57:06,470 --> 00:57:06,480 that type of work is becoming more and 3075 00:57:06,480 --> 00:57:09,030 that type of work is becoming more and more the fiber of the organization as we 3076 00:57:09,030 --> 00:57:09,040 more the fiber of the organization as we 3077 00:57:09,040 --> 00:57:11,510 more the fiber of the organization as we scale out the use of 90-day plans across 3078 00:57:11,510 --> 00:57:11,520 scale out the use of 90-day plans across 3079 00:57:11,520 --> 00:57:14,309 scale out the use of 90-day plans across our schools using data to set short-term 3080 00:57:14,309 --> 00:57:14,319 our schools using data to set short-term 3081 00:57:14,319 --> 00:57:17,589 our schools using data to set short-term goals, monitor actions um, and outcomes. 3082 00:57:17,589 --> 00:57:17,599 goals, monitor actions um, and outcomes. 3083 00:57:17,599 --> 00:57:20,470 goals, monitor actions um, and outcomes. That is all mirroring exactly what full 3084 00:57:20,470 --> 00:57:20,480 That is all mirroring exactly what full 3085 00:57:20,480 --> 00:57:22,870 That is all mirroring exactly what full implementation of MTSS looks like. So 3086 00:57:22,870 --> 00:57:22,880 implementation of MTSS looks like. So 3087 00:57:22,880 --> 00:57:24,390 implementation of MTSS looks like. So the short cycle planning that schools 3088 00:57:24,390 --> 00:57:24,400 the short cycle planning that schools 3089 00:57:24,400 --> 00:57:27,990 the short cycle planning that schools are doing with 90-day plans is MTSS at a 3090 00:57:27,990 --> 00:57:28,000 are doing with 90-day plans is MTSS at a 3091 00:57:28,000 --> 00:57:31,030 are doing with 90-day plans is MTSS at a system level. 3092 00:57:31,030 --> 00:57:31,040 system level. 3093 00:57:31,040 --> 00:57:33,589 system level. So last spring, our MTSS department 3094 00:57:33,589 --> 00:57:33,599 So last spring, our MTSS department 3095 00:57:33,599 --> 00:57:36,069 So last spring, our MTSS department collected implementation data across our 3096 00:57:36,069 --> 00:57:36,079 collected implementation data across our 3097 00:57:36,079 --> 00:57:38,870 collected implementation data across our schools. In these conversations, we had 3098 00:57:38,870 --> 00:57:38,880 schools. In these conversations, we had 3099 00:57:38,880 --> 00:57:42,069 schools. In these conversations, we had um consistent facilitators from our 3100 00:57:42,069 --> 00:57:42,079 um consistent facilitators from our 3101 00:57:42,079 --> 00:57:44,950 um consistent facilitators from our department to increase our um 3102 00:57:44,950 --> 00:57:44,960 department to increase our um 3103 00:57:44,960 --> 00:57:46,710 department to increase our um consistency of scoring and make sure we 3104 00:57:46,710 --> 00:57:46,720 consistency of scoring and make sure we 3105 00:57:46,720 --> 00:57:49,190 consistency of scoring and make sure we had some inner raider reliability. 3106 00:57:49,190 --> 00:57:49,200 had some inner raider reliability. 3107 00:57:49,200 --> 00:57:51,750 had some inner raider reliability. We use the tool called um we've called 3108 00:57:51,750 --> 00:57:51,760 We use the tool called um we've called 3109 00:57:51,760 --> 00:57:54,390 We use the tool called um we've called it the BBSD MTSS rubric which we've 3110 00:57:54,390 --> 00:57:54,400 it the BBSD MTSS rubric which we've 3111 00:57:54,400 --> 00:57:57,589 it the BBSD MTSS rubric which we've standardized um and adapted from the 3112 00:57:57,589 --> 00:57:57,599 standardized um and adapted from the 3113 00:57:57,599 --> 00:57:59,990 standardized um and adapted from the National Center on MTSS's fidelity of 3114 00:57:59,990 --> 00:58:00,000 National Center on MTSS's fidelity of 3115 00:58:00,000 --> 00:58:02,950 National Center on MTSS's fidelity of implementation rubric. Um we took their 3116 00:58:02,950 --> 00:58:02,960 implementation rubric. Um we took their 3117 00:58:02,960 --> 00:58:06,150 implementation rubric. Um we took their tool and we made it match with CDE's 3118 00:58:06,150 --> 00:58:06,160 tool and we made it match with CDE's 3119 00:58:06,160 --> 00:58:09,670 tool and we made it match with CDE's COMTSS um language and kind of the way 3120 00:58:09,670 --> 00:58:09,680 COMTSS um language and kind of the way 3121 00:58:09,680 --> 00:58:10,950 COMTSS um language and kind of the way that they organized some of their 3122 00:58:10,950 --> 00:58:10,960 that they organized some of their 3123 00:58:10,960 --> 00:58:14,230 that they organized some of their components of MTSS. So along with using 3124 00:58:14,230 --> 00:58:14,240 components of MTSS. So along with using 3125 00:58:14,240 --> 00:58:16,710 components of MTSS. So along with using the rubric to gather quantitative data, 3126 00:58:16,710 --> 00:58:16,720 the rubric to gather quantitative data, 3127 00:58:16,720 --> 00:58:19,510 the rubric to gather quantitative data, we also gathered really rich, wonderful 3128 00:58:19,510 --> 00:58:19,520 we also gathered really rich, wonderful 3129 00:58:19,520 --> 00:58:20,950 we also gathered really rich, wonderful qualitative data from these 3130 00:58:20,950 --> 00:58:20,960 qualitative data from these 3131 00:58:20,960 --> 00:58:23,270 qualitative data from these conversations and we were able to 3132 00:58:23,270 --> 00:58:23,280 conversations and we were able to 3133 00:58:23,280 --> 00:58:25,270 conversations and we were able to synthesize all of this and integrate it 3134 00:58:25,270 --> 00:58:25,280 synthesize all of this and integrate it 3135 00:58:25,280 --> 00:58:27,589 synthesize all of this and integrate it into a broader analysis. 3136 00:58:27,589 --> 00:58:27,599 into a broader analysis. 3137 00:58:27,599 --> 00:58:28,950 into a broader analysis. The purpose of having these 3138 00:58:28,950 --> 00:58:28,960 The purpose of having these 3139 00:58:28,960 --> 00:58:30,950 The purpose of having these conversations was really to understand 3140 00:58:30,950 --> 00:58:30,960 conversations was really to understand 3141 00:58:30,960 --> 00:58:33,510 conversations was really to understand as a district where our bright spots are 3142 00:58:33,510 --> 00:58:33,520 as a district where our bright spots are 3143 00:58:33,520 --> 00:58:35,349 as a district where our bright spots are and where we need to focus on making 3144 00:58:35,349 --> 00:58:35,359 and where we need to focus on making 3145 00:58:35,359 --> 00:58:38,069 and where we need to focus on making some improvements. Um it was not to rate 3146 00:58:38,069 --> 00:58:38,079 some improvements. Um it was not to rate 3147 00:58:38,079 --> 00:58:43,109 some improvements. Um it was not to rate or rank individual schools. 3148 00:58:43,109 --> 00:58:43,119 3149 00:58:43,119 --> 00:58:46,390 So we'll start by looking at some of the 3150 00:58:46,390 --> 00:58:46,400 So we'll start by looking at some of the 3151 00:58:46,400 --> 00:58:48,230 So we'll start by looking at some of the big bright spots that jumped out from 3152 00:58:48,230 --> 00:58:48,240 big bright spots that jumped out from 3153 00:58:48,240 --> 00:58:50,390 big bright spots that jumped out from these conversations. This is where we 3154 00:58:50,390 --> 00:58:50,400 these conversations. This is where we 3155 00:58:50,400 --> 00:58:53,990 these conversations. This is where we saw the highest concentration of schools 3156 00:58:53,990 --> 00:58:54,000 saw the highest concentration of schools 3157 00:58:54,000 --> 00:58:56,950 saw the highest concentration of schools scoring with either a four or a five on 3158 00:58:56,950 --> 00:58:56,960 scoring with either a four or a five on 3159 00:58:56,960 --> 00:58:59,750 scoring with either a four or a five on the rubric. So a score of a four 3160 00:58:59,750 --> 00:58:59,760 the rubric. So a score of a four 3161 00:58:59,760 --> 00:59:03,190 the rubric. So a score of a four indicates implementation of of an item 3162 00:59:03,190 --> 00:59:03,200 indicates implementation of of an item 3163 00:59:03,200 --> 00:59:05,589 indicates implementation of of an item and a five indicates that it's not only 3164 00:59:05,589 --> 00:59:05,599 and a five indicates that it's not only 3165 00:59:05,599 --> 00:59:08,230 and a five indicates that it's not only imple being implemented but it is 3166 00:59:08,230 --> 00:59:08,240 imple being implemented but it is 3167 00:59:08,240 --> 00:59:10,069 imple being implemented but it is thoroughly and consistently 3168 00:59:10,069 --> 00:59:10,079 thoroughly and consistently 3169 00:59:10,079 --> 00:59:13,190 thoroughly and consistently operationalized across all staff clearly 3170 00:59:13,190 --> 00:59:13,200 operationalized across all staff clearly 3171 00:59:13,200 --> 00:59:15,510 operationalized across all staff clearly documented clearly communicated. So I 3172 00:59:15,510 --> 00:59:15,520 documented clearly communicated. So I 3173 00:59:15,520 --> 00:59:17,030 documented clearly communicated. So I think it's important to think about that 3174 00:59:17,030 --> 00:59:17,040 think it's important to think about that 3175 00:59:17,040 --> 00:59:18,950 think it's important to think about that difference of moving from a four which 3176 00:59:18,950 --> 00:59:18,960 difference of moving from a four which 3177 00:59:18,960 --> 00:59:21,670 difference of moving from a four which means strong good things in place a five 3178 00:59:21,670 --> 00:59:21,680 means strong good things in place a five 3179 00:59:21,680 --> 00:59:24,470 means strong good things in place a five is where um I could walk away and it 3180 00:59:24,470 --> 00:59:24,480 is where um I could walk away and it 3181 00:59:24,480 --> 00:59:26,549 is where um I could walk away and it would continue to happen because it's 3182 00:59:26,549 --> 00:59:26,559 would continue to happen because it's 3183 00:59:26,559 --> 00:59:28,470 would continue to happen because it's it's a process that is so clearly 3184 00:59:28,470 --> 00:59:28,480 it's a process that is so clearly 3185 00:59:28,480 --> 00:59:29,670 it's a process that is so clearly communicated. 3186 00:59:29,670 --> 00:59:29,680 communicated. 3187 00:59:29,680 --> 00:59:31,990 communicated. >> So reflecting on our some of our school 3188 00:59:31,990 --> 00:59:32,000 >> So reflecting on our some of our school 3189 00:59:32,000 --> 00:59:33,589 >> So reflecting on our some of our school visits and I don't have the numbers so 3190 00:59:33,589 --> 00:59:33,599 visits and I don't have the numbers so 3191 00:59:33,599 --> 00:59:34,870 visits and I don't have the numbers so I'm going to say some things but I think 3192 00:59:34,870 --> 00:59:34,880 I'm going to say some things but I think 3193 00:59:34,880 --> 00:59:37,829 I'm going to say some things but I think I'm right but I could be wrong. Uh, Cole 3194 00:59:37,829 --> 00:59:37,839 I'm right but I could be wrong. Uh, Cole 3195 00:59:37,839 --> 00:59:39,349 I'm right but I could be wrong. Uh, Cole Elementary 3196 00:59:39,349 --> 00:59:39,359 Elementary 3197 00:59:39,359 --> 00:59:42,230 Elementary five, four or five. 3198 00:59:42,230 --> 00:59:42,240 five, four or five. 3199 00:59:42,240 --> 00:59:43,829 five, four or five. >> Well, there were a variety of scores 3200 00:59:43,829 --> 00:59:43,839 >> Well, there were a variety of scores 3201 00:59:43,839 --> 00:59:45,829 >> Well, there were a variety of scores across the rubric, so there's not like a 3202 00:59:45,829 --> 00:59:45,839 across the rubric, so there's not like a 3203 00:59:45,839 --> 00:59:47,270 across the rubric, so there's not like a one single score for each school. 3204 00:59:47,270 --> 00:59:47,280 one single score for each school. 3205 00:59:47,280 --> 00:59:48,549 one single score for each school. >> I'm just thinking to the meeting that we 3206 00:59:48,549 --> 00:59:48,559 >> I'm just thinking to the meeting that we 3207 00:59:48,559 --> 00:59:49,910 >> I'm just thinking to the meeting that we had at Cole Elementary board members, 3208 00:59:49,910 --> 00:59:49,920 had at Cole Elementary board members, 3209 00:59:49,920 --> 00:59:51,589 had at Cole Elementary board members, she'll remember that and how intentional 3210 00:59:51,589 --> 00:59:51,599 she'll remember that and how intentional 3211 00:59:51,599 --> 00:59:53,589 she'll remember that and how intentional and system with the data driven 3212 00:59:53,589 --> 00:59:53,599 and system with the data driven 3213 00:59:53,599 --> 00:59:56,470 and system with the data driven instruction piece. Um, 3214 00:59:56,470 --> 00:59:56,480 instruction piece. Um, 3215 00:59:56,480 --> 00:59:57,829 instruction piece. Um, make a note, this might be something 3216 00:59:57,829 --> 00:59:57,839 make a note, this might be something 3217 00:59:57,839 --> 00:59:59,109 make a note, this might be something else that we want to look at in our 3218 00:59:59,109 --> 00:59:59,119 else that we want to look at in our 3219 00:59:59,119 --> 01:00:01,109 else that we want to look at in our school visits, 3220 01:00:01,109 --> 01:00:01,119 school visits, 3221 01:00:01,119 --> 01:00:03,109 school visits, some fours and fives. All right. Sorry, 3222 01:00:03,109 --> 01:00:03,119 some fours and fives. All right. Sorry, 3223 01:00:03,119 --> 01:00:04,710 some fours and fives. All right. Sorry, Shannon. I totally messed that up, but 3224 01:00:04,710 --> 01:00:04,720 Shannon. I totally messed that up, but 3225 01:00:04,720 --> 01:00:06,390 Shannon. I totally messed that up, but back to you. 3226 01:00:06,390 --> 01:00:06,400 back to you. 3227 01:00:06,400 --> 01:00:09,430 back to you. Can I ask it's related 3228 01:00:09,430 --> 01:00:09,440 Can I ask it's related 3229 01:00:09,440 --> 01:00:11,670 Can I ask it's related >> um 3230 01:00:11,670 --> 01:00:11,680 >> um 3231 01:00:11,680 --> 01:00:14,309 >> um how does this look different at a 3232 01:00:14,309 --> 01:00:14,319 how does this look different at a 3233 01:00:14,319 --> 01:00:16,710 how does this look different at a primary school versus a secondary school 3234 01:00:16,710 --> 01:00:16,720 primary school versus a secondary school 3235 01:00:16,720 --> 01:00:18,309 primary school versus a secondary school and just so I can frame as you're going 3236 01:00:18,309 --> 01:00:18,319 and just so I can frame as you're going 3237 01:00:18,319 --> 01:00:20,069 and just so I can frame as you're going through bright spots areas of growth and 3238 01:00:20,069 --> 01:00:20,079 through bright spots areas of growth and 3239 01:00:20,079 --> 01:00:22,150 through bright spots areas of growth and takeaways like how does it look 3240 01:00:22,150 --> 01:00:22,160 takeaways like how does it look 3241 01:00:22,160 --> 01:00:24,870 takeaways like how does it look different and h are you are you 3242 01:00:24,870 --> 01:00:24,880 different and h are you are you 3243 01:00:24,880 --> 01:00:27,430 different and h are you are you assessing it differently or looking for 3244 01:00:27,430 --> 01:00:27,440 assessing it differently or looking for 3245 01:00:27,440 --> 01:00:30,549 assessing it differently or looking for different things at a primary versus 3246 01:00:30,549 --> 01:00:30,559 different things at a primary versus 3247 01:00:30,559 --> 01:00:35,190 different things at a primary versus high school for example. So the 3248 01:00:35,190 --> 01:00:35,200 high school for example. So the 3249 01:00:35,200 --> 01:00:37,349 high school for example. So the the assessment piece, the rubric is 3250 01:00:37,349 --> 01:00:37,359 the assessment piece, the rubric is 3251 01:00:37,359 --> 01:00:40,069 the assessment piece, the rubric is universal, could could apply to any to 3252 01:00:40,069 --> 01:00:40,079 universal, could could apply to any to 3253 01:00:40,079 --> 01:00:43,109 universal, could could apply to any to any type of setting. Um what's different 3254 01:00:43,109 --> 01:00:43,119 any type of setting. Um what's different 3255 01:00:43,119 --> 01:00:45,510 any type of setting. Um what's different is is the ways in which things become 3256 01:00:45,510 --> 01:00:45,520 is is the ways in which things become 3257 01:00:45,520 --> 01:00:50,390 is is the ways in which things become operationalized. So um 3258 01:00:50,390 --> 01:00:50,400 operationalized. So um 3259 01:00:50,400 --> 01:00:51,750 operationalized. So um I'm trying to think of an example of 3260 01:00:51,750 --> 01:00:51,760 I'm trying to think of an example of 3261 01:00:51,760 --> 01:00:54,309 I'm trying to think of an example of some specifics. All schools have um an 3262 01:00:54,309 --> 01:00:54,319 some specifics. All schools have um an 3263 01:00:54,319 --> 01:00:57,670 some specifics. All schools have um an expectation to provide standardsbased 3264 01:00:57,670 --> 01:00:57,680 expectation to provide standardsbased 3265 01:00:57,680 --> 01:00:59,670 expectation to provide standardsbased evidence-based tier one instructional 3266 01:00:59,670 --> 01:00:59,680 evidence-based tier one instructional 3267 01:00:59,680 --> 01:01:01,030 evidence-based tier one instructional practices. what that's going to look 3268 01:01:01,030 --> 01:01:01,040 practices. what that's going to look 3269 01:01:01,040 --> 01:01:02,710 practices. what that's going to look like in a biology classroom in high 3270 01:01:02,710 --> 01:01:02,720 like in a biology classroom in high 3271 01:01:02,720 --> 01:01:03,670 like in a biology classroom in high school is going to look very different 3272 01:01:03,670 --> 01:01:03,680 school is going to look very different 3273 01:01:03,680 --> 01:01:05,270 school is going to look very different than a first grade, you know, reading 3274 01:01:05,270 --> 01:01:05,280 than a first grade, you know, reading 3275 01:01:05,280 --> 01:01:08,470 than a first grade, you know, reading lesson, but still having those standards 3276 01:01:08,470 --> 01:01:08,480 lesson, but still having those standards 3277 01:01:08,480 --> 01:01:10,309 lesson, but still having those standards aligned evidence-based practices in 3278 01:01:10,309 --> 01:01:10,319 aligned evidence-based practices in 3279 01:01:10,319 --> 01:01:13,030 aligned evidence-based practices in place for for tier one. Um, when we look 3280 01:01:13,030 --> 01:01:13,040 place for for tier one. Um, when we look 3281 01:01:13,040 --> 01:01:15,990 place for for tier one. Um, when we look at things like meeting structures um 3282 01:01:15,990 --> 01:01:16,000 at things like meeting structures um 3283 01:01:16,000 --> 01:01:18,230 at things like meeting structures um data conversations looks very very 3284 01:01:18,230 --> 01:01:18,240 data conversations looks very very 3285 01:01:18,240 --> 01:01:20,789 data conversations looks very very different. Our high schools for example 3286 01:01:20,789 --> 01:01:20,799 different. Our high schools for example 3287 01:01:20,799 --> 01:01:23,910 different. Our high schools for example are um you know would be meeting weekly 3288 01:01:23,910 --> 01:01:23,920 are um you know would be meeting weekly 3289 01:01:23,920 --> 01:01:26,069 are um you know would be meeting weekly pulling some really high level data 3290 01:01:26,069 --> 01:01:26,079 pulling some really high level data 3291 01:01:26,079 --> 01:01:27,910 pulling some really high level data drilling down from thousands of students 3292 01:01:27,910 --> 01:01:27,920 drilling down from thousands of students 3293 01:01:27,920 --> 01:01:29,589 drilling down from thousands of students to the students who need support 3294 01:01:29,589 --> 01:01:29,599 to the students who need support 3295 01:01:29,599 --> 01:01:32,549 to the students who need support immediately tomorrow or today coming 3296 01:01:32,549 --> 01:01:32,559 immediately tomorrow or today coming 3297 01:01:32,559 --> 01:01:34,390 immediately tomorrow or today coming back next week. So there's this kind of 3298 01:01:34,390 --> 01:01:34,400 back next week. So there's this kind of 3299 01:01:34,400 --> 01:01:37,109 back next week. So there's this kind of fast um turnaround of getting supports 3300 01:01:37,109 --> 01:01:37,119 fast um turnaround of getting supports 3301 01:01:37,119 --> 01:01:39,270 fast um turnaround of getting supports out to students immediately at a large 3302 01:01:39,270 --> 01:01:39,280 out to students immediately at a large 3303 01:01:39,280 --> 01:01:42,630 out to students immediately at a large scale at a high school where um if you 3304 01:01:42,630 --> 01:01:42,640 scale at a high school where um if you 3305 01:01:42,640 --> 01:01:44,390 scale at a high school where um if you think about an elementary school, it 3306 01:01:44,390 --> 01:01:44,400 think about an elementary school, it 3307 01:01:44,400 --> 01:01:47,190 think about an elementary school, it might be more about looking at some of 3308 01:01:47,190 --> 01:01:47,200 might be more about looking at some of 3309 01:01:47,200 --> 01:01:50,069 might be more about looking at some of the um 3310 01:01:50,069 --> 01:01:50,079 the um 3311 01:01:50,079 --> 01:01:51,510 the um academic needs of students that are 3312 01:01:51,510 --> 01:01:51,520 academic needs of students that are 3313 01:01:51,520 --> 01:01:52,950 academic needs of students that are coming up through formative assessment 3314 01:01:52,950 --> 01:01:52,960 coming up through formative assessment 3315 01:01:52,960 --> 01:01:55,990 coming up through formative assessment in those conversations as well as 3316 01:01:55,990 --> 01:01:56,000 in those conversations as well as 3317 01:01:56,000 --> 01:01:57,430 in those conversations as well as thinking of the whole child and some of 3318 01:01:57,430 --> 01:01:57,440 thinking of the whole child and some of 3319 01:01:57,440 --> 01:01:58,950 thinking of the whole child and some of the social emotional piece of what this 3320 01:01:58,950 --> 01:01:58,960 the social emotional piece of what this 3321 01:01:58,960 --> 01:02:00,789 the social emotional piece of what this teacher is able to know and understand 3322 01:02:00,789 --> 01:02:00,799 teacher is able to know and understand 3323 01:02:00,799 --> 01:02:03,190 teacher is able to know and understand of being with that student all day. So I 3324 01:02:03,190 --> 01:02:03,200 of being with that student all day. So I 3325 01:02:03,200 --> 01:02:04,710 of being with that student all day. So I think when it comes to how this is 3326 01:02:04,710 --> 01:02:04,720 think when it comes to how this is 3327 01:02:04,720 --> 01:02:06,549 think when it comes to how this is operationalized, it looks very different 3328 01:02:06,549 --> 01:02:06,559 operationalized, it looks very different 3329 01:02:06,559 --> 01:02:08,950 operationalized, it looks very different at different levels, but the key 3330 01:02:08,950 --> 01:02:08,960 at different levels, but the key 3331 01:02:08,960 --> 01:02:11,510 at different levels, but the key principles of an MTSS framework and the 3332 01:02:11,510 --> 01:02:11,520 principles of an MTSS framework and the 3333 01:02:11,520 --> 01:02:13,589 principles of an MTSS framework and the practices that need to be in place, the 3334 01:02:13,589 --> 01:02:13,599 practices that need to be in place, the 3335 01:02:13,599 --> 01:02:14,870 practices that need to be in place, the systems that need to be built are 3336 01:02:14,870 --> 01:02:14,880 systems that need to be built are 3337 01:02:14,880 --> 01:02:18,470 systems that need to be built are universal. I I'd also say that at a high 3338 01:02:18,470 --> 01:02:18,480 universal. I I'd also say that at a high 3339 01:02:18,480 --> 01:02:22,150 universal. I I'd also say that at a high school you have um like as as we think 3340 01:02:22,150 --> 01:02:22,160 school you have um like as as we think 3341 01:02:22,160 --> 01:02:24,630 school you have um like as as we think about the other aspect of of MTSS like 3342 01:02:24,630 --> 01:02:24,640 about the other aspect of of MTSS like 3343 01:02:24,640 --> 01:02:27,910 about the other aspect of of MTSS like we have advanced you know IB AP like so 3344 01:02:27,910 --> 01:02:27,920 we have advanced you know IB AP like so 3345 01:02:27,920 --> 01:02:29,670 we have advanced you know IB AP like so some of the differentiation happens as 3346 01:02:29,670 --> 01:02:29,680 some of the differentiation happens as 3347 01:02:29,680 --> 01:02:32,710 some of the differentiation happens as this the as we schedule the students in 3348 01:02:32,710 --> 01:02:32,720 this the as we schedule the students in 3349 01:02:32,720 --> 01:02:35,430 this the as we schedule the students in terms of what it is that they need um as 3350 01:02:35,430 --> 01:02:35,440 terms of what it is that they need um as 3351 01:02:35,440 --> 01:02:38,789 terms of what it is that they need um as opposed to being in um elementary school 3352 01:02:38,789 --> 01:02:38,799 opposed to being in um elementary school 3353 01:02:38,799 --> 01:02:41,030 opposed to being in um elementary school which is everybody's kind of in just in 3354 01:02:41,030 --> 01:02:41,040 which is everybody's kind of in just in 3355 01:02:41,040 --> 01:02:43,190 which is everybody's kind of in just in a round and then in middle school 3356 01:02:43,190 --> 01:02:43,200 a round and then in middle school 3357 01:02:43,200 --> 01:02:44,470 a round and then in middle school depending upon where you are in middle 3358 01:02:44,470 --> 01:02:44,480 depending upon where you are in middle 3359 01:02:44,480 --> 01:02:45,990 depending upon where you are in middle school some of them have some of that 3360 01:02:45,990 --> 01:02:46,000 school some of them have some of that 3361 01:02:46,000 --> 01:02:48,309 school some of them have some of that and some of them don't. So I think the 3362 01:02:48,309 --> 01:02:48,319 and some of them don't. So I think the 3363 01:02:48,319 --> 01:02:50,150 and some of them don't. So I think the structure of how kids get you know their 3364 01:02:50,150 --> 01:02:50,160 structure of how kids get you know their 3365 01:02:50,160 --> 01:02:52,630 structure of how kids get you know their schedule also impacts how those things 3366 01:02:52,630 --> 01:02:52,640 schedule also impacts how those things 3367 01:02:52,640 --> 01:02:54,230 schedule also impacts how those things could be different. 3368 01:02:54,230 --> 01:02:54,240 could be different. 3369 01:02:54,240 --> 01:02:56,870 could be different. >> Yeah. And I think you know as a district 3370 01:02:56,870 --> 01:02:56,880 >> Yeah. And I think you know as a district 3371 01:02:56,880 --> 01:02:58,470 >> Yeah. And I think you know as a district we've been really intentional and 3372 01:02:58,470 --> 01:02:58,480 we've been really intentional and 3373 01:02:58,480 --> 01:03:00,390 we've been really intentional and starting to focus we focus our energy 3374 01:03:00,390 --> 01:03:00,400 starting to focus we focus our energy 3375 01:03:00,400 --> 01:03:02,150 starting to focus we focus our energy first on elementary schools moving to 3376 01:03:02,150 --> 01:03:02,160 first on elementary schools moving to 3377 01:03:02,160 --> 01:03:05,430 first on elementary schools moving to middle schools. We're not entirely you 3378 01:03:05,430 --> 01:03:05,440 middle schools. We're not entirely you 3379 01:03:05,440 --> 01:03:07,510 middle schools. We're not entirely you know in the weeds at our high schools. 3380 01:03:07,510 --> 01:03:07,520 know in the weeds at our high schools. 3381 01:03:07,520 --> 01:03:09,430 know in the weeds at our high schools. And I just think of like use of 3382 01:03:09,430 --> 01:03:09,440 And I just think of like use of 3383 01:03:09,440 --> 01:03:11,190 And I just think of like use of standardsbased assessments. Are they 3384 01:03:11,190 --> 01:03:11,200 standardsbased assessments. Are they 3385 01:03:11,200 --> 01:03:13,109 standardsbased assessments. Are they consistent horizontally and vertically 3386 01:03:13,109 --> 01:03:13,119 consistent horizontally and vertically 3387 01:03:13,119 --> 01:03:15,589 consistent horizontally and vertically even within a building or you know just 3388 01:03:15,589 --> 01:03:15,599 even within a building or you know just 3389 01:03:15,599 --> 01:03:17,750 even within a building or you know just how how these scores might shake out 3390 01:03:17,750 --> 01:03:17,760 how how these scores might shake out 3391 01:03:17,760 --> 01:03:19,910 how how these scores might shake out differently based on where we are with 3392 01:03:19,910 --> 01:03:19,920 differently based on where we are with 3393 01:03:19,920 --> 01:03:21,670 differently based on where we are with our level of intentionality around 3394 01:03:21,670 --> 01:03:21,680 our level of intentionality around 3395 01:03:21,680 --> 01:03:23,029 our level of intentionality around supporting different schools at their 3396 01:03:23,029 --> 01:03:23,039 supporting different schools at their 3397 01:03:23,039 --> 01:03:26,150 supporting different schools at their levels. Um just brings up a lot of 3398 01:03:26,150 --> 01:03:26,160 levels. Um just brings up a lot of 3399 01:03:26,160 --> 01:03:27,750 levels. Um just brings up a lot of questions I'll keep to myself right now. 3400 01:03:27,750 --> 01:03:27,760 questions I'll keep to myself right now. 3401 01:03:27,760 --> 01:03:28,950 questions I'll keep to myself right now. Alex, 3402 01:03:28,950 --> 01:03:28,960 Alex, 3403 01:03:28,960 --> 01:03:30,710 Alex, >> uh yeah, I just wanted to have one of 3404 01:03:30,710 --> 01:03:30,720 >> uh yeah, I just wanted to have one of 3405 01:03:30,720 --> 01:03:31,990 >> uh yeah, I just wanted to have one of the questions in my head, not just speed 3406 01:03:31,990 --> 01:03:32,000 the questions in my head, not just speed 3407 01:03:32,000 --> 01:03:34,470 the questions in my head, not just speed of myself on this one. Um, and the high 3408 01:03:34,470 --> 01:03:34,480 of myself on this one. Um, and the high 3409 01:03:34,480 --> 01:03:35,589 of myself on this one. Um, and the high school question is great, Nicole, 3410 01:03:35,589 --> 01:03:35,599 school question is great, Nicole, 3411 01:03:35,599 --> 01:03:37,750 school question is great, Nicole, because I I totally agree and and I 3412 01:03:37,750 --> 01:03:37,760 because I I totally agree and and I 3413 01:03:37,760 --> 01:03:39,190 because I I totally agree and and I understand the prioritization that we 3414 01:03:39,190 --> 01:03:39,200 understand the prioritization that we 3415 01:03:39,200 --> 01:03:41,190 understand the prioritization that we have and sort of the fall back to the 3416 01:03:41,190 --> 01:03:41,200 have and sort of the fall back to the 3417 01:03:41,200 --> 01:03:43,510 have and sort of the fall back to the scheduling sort of solution to this. But 3418 01:03:43,510 --> 01:03:43,520 scheduling sort of solution to this. But 3419 01:03:43,520 --> 01:03:46,470 scheduling sort of solution to this. But one of my personal big priorities is 3420 01:03:46,470 --> 01:03:46,480 one of my personal big priorities is 3421 01:03:46,480 --> 01:03:47,990 one of my personal big priorities is helping us really understand how we 3422 01:03:47,990 --> 01:03:48,000 helping us really understand how we 3423 01:03:48,000 --> 01:03:50,230 helping us really understand how we fulfill the potential of all the kids. 3424 01:03:50,230 --> 01:03:50,240 fulfill the potential of all the kids. 3425 01:03:50,240 --> 01:03:51,990 fulfill the potential of all the kids. And in our secondary systems, the kids 3426 01:03:51,990 --> 01:03:52,000 And in our secondary systems, the kids 3427 01:03:52,000 --> 01:03:54,230 And in our secondary systems, the kids in the middle are often like doing okay 3428 01:03:54,230 --> 01:03:54,240 in the middle are often like doing okay 3429 01:03:54,240 --> 01:03:56,309 in the middle are often like doing okay and not a fuss and not challenged. And 3430 01:03:56,309 --> 01:03:56,319 and not a fuss and not challenged. And 3431 01:03:56,319 --> 01:03:57,750 and not a fuss and not challenged. And so we have all our grad plus stuff and 3432 01:03:57,750 --> 01:03:57,760 so we have all our grad plus stuff and 3433 01:03:57,760 --> 01:03:59,510 so we have all our grad plus stuff and all sorts of things to challenge them. 3434 01:03:59,510 --> 01:03:59,520 all sorts of things to challenge them. 3435 01:03:59,520 --> 01:04:01,510 all sorts of things to challenge them. But I do I would love to hear more 3436 01:04:01,510 --> 01:04:01,520 But I do I would love to hear more 3437 01:04:01,520 --> 01:04:04,390 But I do I would love to hear more deeply at some point what our secondary 3438 01:04:04,390 --> 01:04:04,400 deeply at some point what our secondary 3439 01:04:04,400 --> 01:04:08,309 deeply at some point what our secondary schools are doing so that that kind of 3440 01:04:08,309 --> 01:04:08,319 schools are doing so that that kind of 3441 01:04:08,319 --> 01:04:11,510 schools are doing so that that kind of multi-tered system of support is not 3442 01:04:11,510 --> 01:04:11,520 multi-tered system of support is not 3443 01:04:11,520 --> 01:04:14,069 multi-tered system of support is not related to just the scheduling. I'm not 3444 01:04:14,069 --> 01:04:14,079 related to just the scheduling. I'm not 3445 01:04:14,079 --> 01:04:15,349 related to just the scheduling. I'm not saying that's what you said, Dr. 3446 01:04:15,349 --> 01:04:15,359 saying that's what you said, Dr. 3447 01:04:15,359 --> 01:04:18,870 saying that's what you said, Dr. Anderson, but that the kids, the 3448 01:04:18,870 --> 01:04:18,880 Anderson, but that the kids, the 3449 01:04:18,880 --> 01:04:19,829 Anderson, but that the kids, the students, because they're not kids 3450 01:04:19,829 --> 01:04:19,839 students, because they're not kids 3451 01:04:19,839 --> 01:04:21,029 students, because they're not kids anymore by the time you get to high 3452 01:04:21,029 --> 01:04:21,039 anymore by the time you get to high 3453 01:04:21,039 --> 01:04:23,430 anymore by the time you get to high school, are really finding challenging, 3454 01:04:23,430 --> 01:04:23,440 school, are really finding challenging, 3455 01:04:23,440 --> 01:04:25,750 school, are really finding challenging, engaging stuff without being pressured 3456 01:04:25,750 --> 01:04:25,760 engaging stuff without being pressured 3457 01:04:25,760 --> 01:04:27,910 engaging stuff without being pressured to be in an AP class or an IB class to 3458 01:04:27,910 --> 01:04:27,920 to be in an AP class or an IB class to 3459 01:04:27,920 --> 01:04:29,589 to be in an AP class or an IB class to do it. And that's where I think 3460 01:04:29,589 --> 01:04:29,599 do it. And that's where I think 3461 01:04:29,599 --> 01:04:31,430 do it. And that's where I think historically some of our most high 3462 01:04:31,430 --> 01:04:31,440 historically some of our most high 3463 01:04:31,440 --> 01:04:32,950 historically some of our most high performing quote high performing schools 3464 01:04:32,950 --> 01:04:32,960 performing quote high performing schools 3465 01:04:32,960 --> 01:04:35,029 performing quote high performing schools have dropped the ball the most is how do 3466 01:04:35,029 --> 01:04:35,039 have dropped the ball the most is how do 3467 01:04:35,039 --> 01:04:36,789 have dropped the ball the most is how do you make sure the kid who's not an AP 3468 01:04:36,789 --> 01:04:36,799 you make sure the kid who's not an AP 3469 01:04:36,799 --> 01:04:39,829 you make sure the kid who's not an AP and IB is having that kind of exposure 3470 01:04:39,829 --> 01:04:39,839 and IB is having that kind of exposure 3471 01:04:39,839 --> 01:04:42,870 and IB is having that kind of exposure to deep knowledge and cognitive lift 3472 01:04:42,870 --> 01:04:42,880 to deep knowledge and cognitive lift 3473 01:04:42,880 --> 01:04:44,710 to deep knowledge and cognitive lift that an elementary school is being 3474 01:04:44,710 --> 01:04:44,720 that an elementary school is being 3475 01:04:44,720 --> 01:04:46,069 that an elementary school is being supported to do. I don't know how we 3476 01:04:46,069 --> 01:04:46,079 supported to do. I don't know how we 3477 01:04:46,079 --> 01:04:48,630 supported to do. I don't know how we support a high school teacher in a nonAB 3478 01:04:48,630 --> 01:04:48,640 support a high school teacher in a nonAB 3479 01:04:48,640 --> 01:04:50,710 support a high school teacher in a nonAB IB class to get that cognitive lift 3480 01:04:50,710 --> 01:04:50,720 IB class to get that cognitive lift 3481 01:04:50,720 --> 01:04:54,870 IB class to get that cognitive lift going as much as possible. 3482 01:04:54,870 --> 01:04:54,880 3483 01:04:54,880 --> 01:04:57,990 Jorge. 3484 01:04:57,990 --> 01:04:58,000 3485 01:04:58,000 --> 01:04:59,829 >> Um, this kind of piggybacks off of these 3486 01:04:59,829 --> 01:04:59,839 >> Um, this kind of piggybacks off of these 3487 01:04:59,839 --> 01:05:01,750 >> Um, this kind of piggybacks off of these questions a little bit. Um, in terms of 3488 01:05:01,750 --> 01:05:01,760 questions a little bit. Um, in terms of 3489 01:05:01,760 --> 01:05:03,910 questions a little bit. Um, in terms of understanding what is presented here, 3490 01:05:03,910 --> 01:05:03,920 understanding what is presented here, 3491 01:05:03,920 --> 01:05:05,829 understanding what is presented here, spring 2024 is when the rubric was 3492 01:05:05,829 --> 01:05:05,839 spring 2024 is when the rubric was 3493 01:05:05,839 --> 01:05:07,430 spring 2024 is when the rubric was developed or when the data right now 3494 01:05:07,430 --> 01:05:07,440 developed or when the data right now 3495 01:05:07,440 --> 01:05:08,710 developed or when the data right now we're talking about where So, is that 3496 01:05:08,710 --> 01:05:08,720 we're talking about where So, is that 3497 01:05:08,720 --> 01:05:10,710 we're talking about where So, is that the starting point from 2024? Do we have 3498 01:05:10,710 --> 01:05:10,720 the starting point from 2024? Do we have 3499 01:05:10,720 --> 01:05:12,549 the starting point from 2024? Do we have more recent data? Have we seen in terms 3500 01:05:12,549 --> 01:05:12,559 more recent data? Have we seen in terms 3501 01:05:12,559 --> 01:05:13,750 more recent data? Have we seen in terms of our implementation? What does that 3502 01:05:13,750 --> 01:05:13,760 of our implementation? What does that 3503 01:05:13,760 --> 01:05:15,750 of our implementation? What does that look like and what is the progress been 3504 01:05:15,750 --> 01:05:15,760 look like and what is the progress been 3505 01:05:15,760 --> 01:05:17,990 look like and what is the progress been like in terms of where we're at now? 3506 01:05:17,990 --> 01:05:18,000 like in terms of where we're at now? 3507 01:05:18,000 --> 01:05:19,829 like in terms of where we're at now? >> So, spring was when we collected the 3508 01:05:19,829 --> 01:05:19,839 >> So, spring was when we collected the 3509 01:05:19,839 --> 01:05:21,270 >> So, spring was when we collected the data and had these conversations with 3510 01:05:21,270 --> 01:05:21,280 data and had these conversations with 3511 01:05:21,280 --> 01:05:22,630 data and had these conversations with schools. So, these trends are coming 3512 01:05:22,630 --> 01:05:22,640 schools. So, these trends are coming 3513 01:05:22,640 --> 01:05:25,910 schools. So, these trends are coming from that data from last spring. Um, 3514 01:05:25,910 --> 01:05:25,920 from that data from last spring. Um, 3515 01:05:25,920 --> 01:05:27,990 from that data from last spring. Um, schools all have, while I'm kind of 3516 01:05:27,990 --> 01:05:28,000 schools all have, while I'm kind of 3517 01:05:28,000 --> 01:05:29,990 schools all have, while I'm kind of sharing district trends and areas, each 3518 01:05:29,990 --> 01:05:30,000 sharing district trends and areas, each 3519 01:05:30,000 --> 01:05:32,309 sharing district trends and areas, each school has their own reflections and 3520 01:05:32,309 --> 01:05:32,319 school has their own reflections and 3521 01:05:32,319 --> 01:05:34,390 school has their own reflections and their own specific areas for growth and 3522 01:05:34,390 --> 01:05:34,400 their own specific areas for growth and 3523 01:05:34,400 --> 01:05:36,710 their own specific areas for growth and bright spots, which then they've woven 3524 01:05:36,710 --> 01:05:36,720 bright spots, which then they've woven 3525 01:05:36,720 --> 01:05:40,630 bright spots, which then they've woven into their 90-day plans. And so, um, 3526 01:05:40,630 --> 01:05:40,640 into their 90-day plans. And so, um, 3527 01:05:40,640 --> 01:05:43,190 into their 90-day plans. And so, um, right now, where the data sits is within 3528 01:05:43,190 --> 01:05:43,200 right now, where the data sits is within 3529 01:05:43,200 --> 01:05:45,270 right now, where the data sits is within those measurable outcomes in the 90-day 3530 01:05:45,270 --> 01:05:45,280 those measurable outcomes in the 90-day 3531 01:05:45,280 --> 01:05:47,750 those measurable outcomes in the 90-day plans, depending on how schools decided 3532 01:05:47,750 --> 01:05:47,760 plans, depending on how schools decided 3533 01:05:47,760 --> 01:05:49,430 plans, depending on how schools decided to focus their next steps in 3534 01:05:49,430 --> 01:05:49,440 to focus their next steps in 3535 01:05:49,440 --> 01:05:53,109 to focus their next steps in improvements. um in there. 3536 01:05:53,109 --> 01:05:53,119 improvements. um in there. 3537 01:05:53,119 --> 01:05:55,829 improvements. um in there. I we at some point it would be important 3538 01:05:55,829 --> 01:05:55,839 I we at some point it would be important 3539 01:05:55,839 --> 01:05:57,270 I we at some point it would be important for us to come back and have these 3540 01:05:57,270 --> 01:05:57,280 for us to come back and have these 3541 01:05:57,280 --> 01:05:58,789 for us to come back and have these broader conversations again to look at 3542 01:05:58,789 --> 01:05:58,799 broader conversations again to look at 3543 01:05:58,799 --> 01:06:05,270 broader conversations again to look at trends over time. 3544 01:06:05,270 --> 01:06:05,280 3545 01:06:05,280 --> 01:06:07,589 Okay. So when we think about these 3546 01:06:07,589 --> 01:06:07,599 Okay. So when we think about these 3547 01:06:07,599 --> 01:06:09,430 Okay. So when we think about these bright spots, so again these are the 3548 01:06:09,430 --> 01:06:09,440 bright spots, so again these are the 3549 01:06:09,440 --> 01:06:13,109 bright spots, so again these are the these are the um areas where most we had 3550 01:06:13,109 --> 01:06:13,119 these are the um areas where most we had 3551 01:06:13,119 --> 01:06:16,470 these are the um areas where most we had most schools score at a four or a five. 3552 01:06:16,470 --> 01:06:16,480 most schools score at a four or a five. 3553 01:06:16,480 --> 01:06:19,029 most schools score at a four or a five. Um we 3554 01:06:19,029 --> 01:06:19,039 Um we 3555 01:06:19,039 --> 01:06:20,950 Um we the first one here is around an 3556 01:06:20,950 --> 01:06:20,960 the first one here is around an 3557 01:06:20,960 --> 01:06:23,270 the first one here is around an assessment calendar. So schools pretty 3558 01:06:23,270 --> 01:06:23,280 assessment calendar. So schools pretty 3559 01:06:23,280 --> 01:06:25,109 assessment calendar. So schools pretty consistently following a defined 3560 01:06:25,109 --> 01:06:25,119 consistently following a defined 3561 01:06:25,119 --> 01:06:27,109 consistently following a defined assessment calendar communicating those 3562 01:06:27,109 --> 01:06:27,119 assessment calendar communicating those 3563 01:06:27,119 --> 01:06:29,750 assessment calendar communicating those schedules to both school as well as 3564 01:06:29,750 --> 01:06:29,760 schedules to both school as well as 3565 01:06:29,760 --> 01:06:33,190 schedules to both school as well as families. Um using a body of evidence to 3566 01:06:33,190 --> 01:06:33,200 families. Um using a body of evidence to 3567 01:06:33,200 --> 01:06:35,029 families. Um using a body of evidence to assess student needs. So this is really 3568 01:06:35,029 --> 01:06:35,039 assess student needs. So this is really 3569 01:06:35,039 --> 01:06:38,870 assess student needs. So this is really about um using more than a single data 3570 01:06:38,870 --> 01:06:38,880 about um using more than a single data 3571 01:06:38,880 --> 01:06:40,950 about um using more than a single data point to tell a story about a student 3572 01:06:40,950 --> 01:06:40,960 point to tell a story about a student 3573 01:06:40,960 --> 01:06:43,430 point to tell a story about a student but bringing in a variety of data to 3574 01:06:43,430 --> 01:06:43,440 but bringing in a variety of data to 3575 01:06:43,440 --> 01:06:45,510 but bringing in a variety of data to understand what the needs of a student 3576 01:06:45,510 --> 01:06:45,520 understand what the needs of a student 3577 01:06:45,520 --> 01:06:47,510 understand what the needs of a student might be. 3578 01:06:47,510 --> 01:06:47,520 might be. 3579 01:06:47,520 --> 01:06:50,789 might be. Um we saw a bright spot with our um 3580 01:06:50,789 --> 01:06:50,799 Um we saw a bright spot with our um 3581 01:06:50,799 --> 01:06:53,349 Um we saw a bright spot with our um systems and expectations for multiple 3582 01:06:53,349 --> 01:06:53,359 systems and expectations for multiple 3583 01:06:53,359 --> 01:06:55,510 systems and expectations for multiple means of two-way communication with 3584 01:06:55,510 --> 01:06:55,520 means of two-way communication with 3585 01:06:55,520 --> 01:06:57,589 means of two-way communication with families and caregivers 3586 01:06:57,589 --> 01:06:57,599 families and caregivers 3587 01:06:57,599 --> 01:07:00,230 families and caregivers um that would be used consistently with 3588 01:07:00,230 --> 01:07:00,240 um that would be used consistently with 3589 01:07:00,240 --> 01:07:03,510 um that would be used consistently with most or all staff. 3590 01:07:03,510 --> 01:07:03,520 most or all staff. 3591 01:07:03,520 --> 01:07:06,069 most or all staff. Student support teams are in place in 3592 01:07:06,069 --> 01:07:06,079 Student support teams are in place in 3593 01:07:06,079 --> 01:07:08,230 Student support teams are in place in schools to engage in problem solving for 3594 01:07:08,230 --> 01:07:08,240 schools to engage in problem solving for 3595 01:07:08,240 --> 01:07:10,789 schools to engage in problem solving for individual students. So this is kind of 3596 01:07:10,789 --> 01:07:10,799 individual students. So this is kind of 3597 01:07:10,799 --> 01:07:12,230 individual students. So this is kind of the thing when people first think of 3598 01:07:12,230 --> 01:07:12,240 the thing when people first think of 3599 01:07:12,240 --> 01:07:14,230 the thing when people first think of MTSS, they often think of this team, 3600 01:07:14,230 --> 01:07:14,240 MTSS, they often think of this team, 3601 01:07:14,240 --> 01:07:16,950 MTSS, they often think of this team, which is where you have a a group who 3602 01:07:16,950 --> 01:07:16,960 which is where you have a a group who 3603 01:07:16,960 --> 01:07:19,029 which is where you have a a group who comes together around a particular 3604 01:07:19,029 --> 01:07:19,039 comes together around a particular 3605 01:07:19,039 --> 01:07:21,270 comes together around a particular student and does some problem solving to 3606 01:07:21,270 --> 01:07:21,280 student and does some problem solving to 3607 01:07:21,280 --> 01:07:22,789 student and does some problem solving to get some supports in place for that 3608 01:07:22,789 --> 01:07:22,799 get some supports in place for that 3609 01:07:22,799 --> 01:07:23,910 get some supports in place for that student. 3610 01:07:23,910 --> 01:07:23,920 student. 3611 01:07:23,920 --> 01:07:27,109 student. um these teams are not only in place but 3612 01:07:27,109 --> 01:07:27,119 um these teams are not only in place but 3613 01:07:27,119 --> 01:07:28,789 um these teams are not only in place but um there's time set aside to meet 3614 01:07:28,789 --> 01:07:28,799 um there's time set aside to meet 3615 01:07:28,799 --> 01:07:30,710 um there's time set aside to meet regularly and schools feel like they 3616 01:07:30,710 --> 01:07:30,720 regularly and schools feel like they 3617 01:07:30,720 --> 01:07:33,829 regularly and schools feel like they have strong structures and processes um 3618 01:07:33,829 --> 01:07:33,839 have strong structures and processes um 3619 01:07:33,839 --> 01:07:36,710 have strong structures and processes um with these teams. And the last bright 3620 01:07:36,710 --> 01:07:36,720 with these teams. And the last bright 3621 01:07:36,720 --> 01:07:38,630 with these teams. And the last bright spot here is around our standardsbased 3622 01:07:38,630 --> 01:07:38,640 spot here is around our standardsbased 3623 01:07:38,640 --> 01:07:40,390 spot here is around our standardsbased assessments. So schools are using 3624 01:07:40,390 --> 01:07:40,400 assessments. So schools are using 3625 01:07:40,400 --> 01:07:42,069 assessments. So schools are using formative interman summitative 3626 01:07:42,069 --> 01:07:42,079 formative interman summitative 3627 01:07:42,079 --> 01:07:44,390 formative interman summitative standardsbased assessments to monitor 3628 01:07:44,390 --> 01:07:44,400 standardsbased assessments to monitor 3629 01:07:44,400 --> 01:07:45,750 standardsbased assessments to monitor students mastery of grade level 3630 01:07:45,750 --> 01:07:45,760 students mastery of grade level 3631 01:07:45,760 --> 01:07:52,950 students mastery of grade level standards across content areas. 3632 01:07:52,950 --> 01:07:52,960 3633 01:07:52,960 --> 01:07:55,510 For our areas of growth, 3634 01:07:55,510 --> 01:07:55,520 For our areas of growth, 3635 01:07:55,520 --> 01:07:57,190 For our areas of growth, we noticed that there was a need to 3636 01:07:57,190 --> 01:07:57,200 we noticed that there was a need to 3637 01:07:57,200 --> 01:07:58,870 we noticed that there was a need to address these items that you see here on 3638 01:07:58,870 --> 01:07:58,880 address these items that you see here on 3639 01:07:58,880 --> 01:08:00,870 address these items that you see here on this slide. Um they're all closely 3640 01:08:00,870 --> 01:08:00,880 this slide. Um they're all closely 3641 01:08:00,880 --> 01:08:03,349 this slide. Um they're all closely related and they all fall under the 3642 01:08:03,349 --> 01:08:03,359 related and they all fall under the 3643 01:08:03,359 --> 01:08:05,589 related and they all fall under the response to intervention kind of piece 3644 01:08:05,589 --> 01:08:05,599 response to intervention kind of piece 3645 01:08:05,599 --> 01:08:09,270 response to intervention kind of piece of MTSS. So progress monitoring tools, 3646 01:08:09,270 --> 01:08:09,280 of MTSS. So progress monitoring tools, 3647 01:08:09,280 --> 01:08:11,670 of MTSS. So progress monitoring tools, diagnostic assessment tools, and then 3648 01:08:11,670 --> 01:08:11,680 diagnostic assessment tools, and then 3649 01:08:11,680 --> 01:08:14,549 diagnostic assessment tools, and then thirdly is the ways in which these data 3650 01:08:14,549 --> 01:08:14,559 thirdly is the ways in which these data 3651 01:08:14,559 --> 01:08:16,870 thirdly is the ways in which these data are used to measure a student's response 3652 01:08:16,870 --> 01:08:16,880 are used to measure a student's response 3653 01:08:16,880 --> 01:08:19,590 are used to measure a student's response to intervention. So there are three ways 3654 01:08:19,590 --> 01:08:19,600 to intervention. So there are three ways 3655 01:08:19,600 --> 01:08:21,669 to intervention. So there are three ways we're we're addressing these needs in 3656 01:08:21,669 --> 01:08:21,679 we're we're addressing these needs in 3657 01:08:21,679 --> 01:08:24,229 we're we're addressing these needs in our system. First, by filling some of 3658 01:08:24,229 --> 01:08:24,239 our system. First, by filling some of 3659 01:08:24,239 --> 01:08:26,709 our system. First, by filling some of the gaps that we have in our assessment 3660 01:08:26,709 --> 01:08:26,719 the gaps that we have in our assessment 3661 01:08:26,719 --> 01:08:29,110 the gaps that we have in our assessment inventory. Secondly, increasing 3662 01:08:29,110 --> 01:08:29,120 inventory. Secondly, increasing 3663 01:08:29,120 --> 01:08:31,669 inventory. Secondly, increasing awareness of what we already have. So we 3664 01:08:31,669 --> 01:08:31,679 awareness of what we already have. So we 3665 01:08:31,679 --> 01:08:33,910 awareness of what we already have. So we noticed that um in these conversations, 3666 01:08:33,910 --> 01:08:33,920 noticed that um in these conversations, 3667 01:08:33,920 --> 01:08:35,430 noticed that um in these conversations, we would say, well, have you have you 3668 01:08:35,430 --> 01:08:35,440 we would say, well, have you have you 3669 01:08:35,440 --> 01:08:37,030 we would say, well, have you have you have you using this? and said, "I didn't 3670 01:08:37,030 --> 01:08:37,040 have you using this? and said, "I didn't 3671 01:08:37,040 --> 01:08:39,030 have you using this? and said, "I didn't know we had that." So, really just 3672 01:08:39,030 --> 01:08:39,040 know we had that." So, really just 3673 01:08:39,040 --> 01:08:40,470 know we had that." So, really just making sure that our schools are aware 3674 01:08:40,470 --> 01:08:40,480 making sure that our schools are aware 3675 01:08:40,480 --> 01:08:42,070 making sure that our schools are aware of what resources they do have 3676 01:08:42,070 --> 01:08:42,080 of what resources they do have 3677 01:08:42,080 --> 01:08:44,870 of what resources they do have available. And then third, providing um 3678 01:08:44,870 --> 01:08:44,880 available. And then third, providing um 3679 01:08:44,880 --> 01:08:46,229 available. And then third, providing um professional learning, training, and 3680 01:08:46,229 --> 01:08:46,239 professional learning, training, and 3681 01:08:46,239 --> 01:08:49,189 professional learning, training, and coaches so that the tools are being used 3682 01:08:49,189 --> 01:08:49,199 coaches so that the tools are being used 3683 01:08:49,199 --> 01:08:51,510 coaches so that the tools are being used correctly and as intended. 3684 01:08:51,510 --> 01:08:51,520 correctly and as intended. 3685 01:08:51,520 --> 01:08:54,390 correctly and as intended. Um we're excited to have our assessment 3686 01:08:54,390 --> 01:08:54,400 Um we're excited to have our assessment 3687 01:08:54,400 --> 01:08:57,430 Um we're excited to have our assessment resources like MClass, EXL, and MAP to 3688 01:08:57,430 --> 01:08:57,440 resources like MClass, EXL, and MAP to 3689 01:08:57,440 --> 01:08:59,110 resources like MClass, EXL, and MAP to address some of these needs more 3690 01:08:59,110 --> 01:08:59,120 address some of these needs more 3691 01:08:59,120 --> 01:09:01,189 address some of these needs more consistently across the system and 3692 01:09:01,189 --> 01:09:01,199 consistently across the system and 3693 01:09:01,199 --> 01:09:02,630 consistently across the system and pairing those with some intentional 3694 01:09:02,630 --> 01:09:02,640 pairing those with some intentional 3695 01:09:02,640 --> 01:09:04,470 pairing those with some intentional professional development and coaching. 3696 01:09:04,470 --> 01:09:04,480 professional development and coaching. 3697 01:09:04,480 --> 01:09:06,229 professional development and coaching. So we do expect to see these 3698 01:09:06,229 --> 01:09:06,239 So we do expect to see these 3699 01:09:06,239 --> 01:09:08,789 So we do expect to see these implementation metrics change um as we 3700 01:09:08,789 --> 01:09:08,799 implementation metrics change um as we 3701 01:09:08,799 --> 01:09:10,950 implementation metrics change um as we continue to grow as an organization and 3702 01:09:10,950 --> 01:09:10,960 continue to grow as an organization and 3703 01:09:10,960 --> 01:09:12,709 continue to grow as an organization and we understand that this will take time 3704 01:09:12,709 --> 01:09:12,719 we understand that this will take time 3705 01:09:12,719 --> 01:09:14,709 we understand that this will take time to learn and use these new tools and to 3706 01:09:14,709 --> 01:09:14,719 to learn and use these new tools and to 3707 01:09:14,719 --> 01:09:21,030 to learn and use these new tools and to integrate them into practice. 3708 01:09:21,030 --> 01:09:21,040 3709 01:09:21,040 --> 01:09:23,349 Okay. There are some areas where we 3710 01:09:23,349 --> 01:09:23,359 Okay. There are some areas where we 3711 01:09:23,359 --> 01:09:26,309 Okay. There are some areas where we noted um some evidence in progress that 3712 01:09:26,309 --> 01:09:26,319 noted um some evidence in progress that 3713 01:09:26,319 --> 01:09:29,030 noted um some evidence in progress that maybe wasn't reflected necessarily as a 3714 01:09:29,030 --> 01:09:29,040 maybe wasn't reflected necessarily as a 3715 01:09:29,040 --> 01:09:31,349 maybe wasn't reflected necessarily as a quantitative data strength but it came 3716 01:09:31,349 --> 01:09:31,359 quantitative data strength but it came 3717 01:09:31,359 --> 01:09:33,110 quantitative data strength but it came through really strongly in our in our 3718 01:09:33,110 --> 01:09:33,120 through really strongly in our in our 3719 01:09:33,120 --> 01:09:35,590 through really strongly in our in our conversations with schools. Um one that 3720 01:09:35,590 --> 01:09:35,600 conversations with schools. Um one that 3721 01:09:35,600 --> 01:09:37,510 conversations with schools. Um one that was celebrated by schools was regarding 3722 01:09:37,510 --> 01:09:37,520 was celebrated by schools was regarding 3723 01:09:37,520 --> 01:09:39,110 was celebrated by schools was regarding the implementation of datadriven 3724 01:09:39,110 --> 01:09:39,120 the implementation of datadriven 3725 01:09:39,120 --> 01:09:42,950 the implementation of datadriven instruction or DDI as our district-wide 3726 01:09:42,950 --> 01:09:42,960 instruction or DDI as our district-wide 3727 01:09:42,960 --> 01:09:44,950 instruction or DDI as our district-wide approach to planning and monitoring our 3728 01:09:44,950 --> 01:09:44,960 approach to planning and monitoring our 3729 01:09:44,960 --> 01:09:46,870 approach to planning and monitoring our core instruction. 3730 01:09:46,870 --> 01:09:46,880 core instruction. 3731 01:09:46,880 --> 01:09:51,189 core instruction. So we attribute this growth um to first 3732 01:09:51,189 --> 01:09:51,199 So we attribute this growth um to first 3733 01:09:51,199 --> 01:09:53,110 So we attribute this growth um to first of all having some clearly stated 3734 01:09:53,110 --> 01:09:53,120 of all having some clearly stated 3735 01:09:53,120 --> 01:09:54,950 of all having some clearly stated expectations for what full 3736 01:09:54,950 --> 01:09:54,960 expectations for what full 3737 01:09:54,960 --> 01:09:57,910 expectations for what full implementation of DDI looks like 3738 01:09:57,910 --> 01:09:57,920 implementation of DDI looks like 3739 01:09:57,920 --> 01:09:59,830 implementation of DDI looks like having an increased availability of 3740 01:09:59,830 --> 01:09:59,840 having an increased availability of 3741 01:09:59,840 --> 01:10:02,550 having an increased availability of standardsbased assessments paired with 3742 01:10:02,550 --> 01:10:02,560 standardsbased assessments paired with 3743 01:10:02,560 --> 01:10:05,030 standardsbased assessments paired with clear expectations that are for using 3744 01:10:05,030 --> 01:10:05,040 clear expectations that are for using 3745 01:10:05,040 --> 01:10:06,550 clear expectations that are for using those that are outlined in our 3746 01:10:06,550 --> 01:10:06,560 those that are outlined in our 3747 01:10:06,560 --> 01:10:08,950 those that are outlined in our instructional expectations. 3748 01:10:08,950 --> 01:10:08,960 instructional expectations. 3749 01:10:08,960 --> 01:10:11,510 instructional expectations. Um an investment as Dr. Miller talked 3750 01:10:11,510 --> 01:10:11,520 Um an investment as Dr. Miller talked 3751 01:10:11,520 --> 01:10:14,630 Um an investment as Dr. Miller talked about with our both our DDI district 3752 01:10:14,630 --> 01:10:14,640 about with our both our DDI district 3753 01:10:14,640 --> 01:10:16,709 about with our both our DDI district coaches as well as our strategic plan 3754 01:10:16,709 --> 01:10:16,719 coaches as well as our strategic plan 3755 01:10:16,719 --> 01:10:20,550 coaches as well as our strategic plan support teams um and the data 3756 01:10:20,550 --> 01:10:20,560 support teams um and the data 3757 01:10:20,560 --> 01:10:22,470 support teams um and the data instructional coaching cohort to build 3758 01:10:22,470 --> 01:10:22,480 instructional coaching cohort to build 3759 01:10:22,480 --> 01:10:31,669 instructional coaching cohort to build capacity across schools. 3760 01:10:31,669 --> 01:10:31,679 3761 01:10:31,679 --> 01:10:35,430 The other area that um that we're seeing 3762 01:10:35,430 --> 01:10:35,440 The other area that um that we're seeing 3763 01:10:35,440 --> 01:10:36,870 The other area that um that we're seeing some evidence of progress with 3764 01:10:36,870 --> 01:10:36,880 some evidence of progress with 3765 01:10:36,880 --> 01:10:39,910 some evidence of progress with implementation is in that the strongest 3766 01:10:39,910 --> 01:10:39,920 implementation is in that the strongest 3767 01:10:39,920 --> 01:10:42,310 implementation is in that the strongest most consistent areas of MTSS 3768 01:10:42,310 --> 01:10:42,320 most consistent areas of MTSS 3769 01:10:42,320 --> 01:10:45,590 most consistent areas of MTSS implementation align directly to those 3770 01:10:45,590 --> 01:10:45,600 implementation align directly to those 3771 01:10:45,600 --> 01:10:48,070 implementation align directly to those in which BBSD has provided some clear 3772 01:10:48,070 --> 01:10:48,080 in which BBSD has provided some clear 3773 01:10:48,080 --> 01:10:50,550 in which BBSD has provided some clear guidance and resources. So our school 3774 01:10:50,550 --> 01:10:50,560 guidance and resources. So our school 3775 01:10:50,560 --> 01:10:53,030 guidance and resources. So our school teams reported 3776 01:10:53,030 --> 01:10:53,040 teams reported 3777 01:10:53,040 --> 01:10:54,229 teams reported sorry I'm just going to click through 3778 01:10:54,229 --> 01:10:54,239 sorry I'm just going to click through 3779 01:10:54,239 --> 01:10:55,830 sorry I'm just going to click through all of these so they're just up now I 3780 01:10:55,830 --> 01:10:55,840 all of these so they're just up now I 3781 01:10:55,840 --> 01:10:57,750 all of these so they're just up now I have to click and talk. Um, our school 3782 01:10:57,750 --> 01:10:57,760 have to click and talk. Um, our school 3783 01:10:57,760 --> 01:10:59,510 have to click and talk. Um, our school teams reported strong implementation of 3784 01:10:59,510 --> 01:10:59,520 teams reported strong implementation of 3785 01:10:59,520 --> 01:11:01,510 teams reported strong implementation of academic evidence-based resources and 3786 01:11:01,510 --> 01:11:01,520 academic evidence-based resources and 3787 01:11:01,520 --> 01:11:03,590 academic evidence-based resources and practices connected to leadership 3788 01:11:03,590 --> 01:11:03,600 practices connected to leadership 3789 01:11:03,600 --> 01:11:06,550 practices connected to leadership development, our adopted materials, and 3790 01:11:06,550 --> 01:11:06,560 development, our adopted materials, and 3791 01:11:06,560 --> 01:11:08,070 development, our adopted materials, and guidance provided by the district, 3792 01:11:08,070 --> 01:11:08,080 guidance provided by the district, 3793 01:11:08,080 --> 01:11:10,470 guidance provided by the district, including a BBSD instructional model, 3794 01:11:10,470 --> 01:11:10,480 including a BBSD instructional model, 3795 01:11:10,480 --> 01:11:12,149 including a BBSD instructional model, the MTSS guide, and the instructional 3796 01:11:12,149 --> 01:11:12,159 the MTSS guide, and the instructional 3797 01:11:12,159 --> 01:11:13,750 the MTSS guide, and the instructional playbook. 3798 01:11:13,750 --> 01:11:13,760 playbook. 3799 01:11:13,760 --> 01:11:15,590 playbook. When we were having these conversations 3800 01:11:15,590 --> 01:11:15,600 When we were having these conversations 3801 01:11:15,600 --> 01:11:17,990 When we were having these conversations in schools, it was not uncommon to hear 3802 01:11:17,990 --> 01:11:18,000 in schools, it was not uncommon to hear 3803 01:11:18,000 --> 01:11:20,310 in schools, it was not uncommon to hear things like, um, "Wow, this conversation 3804 01:11:20,310 --> 01:11:20,320 things like, um, "Wow, this conversation 3805 01:11:20,320 --> 01:11:21,590 things like, um, "Wow, this conversation would have been really different if you 3806 01:11:21,590 --> 01:11:21,600 would have been really different if you 3807 01:11:21,600 --> 01:11:23,270 would have been really different if you had come if you had come here five years 3808 01:11:23,270 --> 01:11:23,280 had come if you had come here five years 3809 01:11:23,280 --> 01:11:25,030 had come if you had come here five years ago and asked us these same questions." 3810 01:11:25,030 --> 01:11:25,040 ago and asked us these same questions." 3811 01:11:25,040 --> 01:11:29,189 ago and asked us these same questions." or um okay, we're not there yet, but we 3812 01:11:29,189 --> 01:11:29,199 or um okay, we're not there yet, but we 3813 01:11:29,199 --> 01:11:30,870 or um okay, we're not there yet, but we are so much further along than we were 3814 01:11:30,870 --> 01:11:30,880 are so much further along than we were 3815 01:11:30,880 --> 01:11:32,870 are so much further along than we were even just last year. So, there was 3816 01:11:32,870 --> 01:11:32,880 even just last year. So, there was 3817 01:11:32,880 --> 01:11:36,149 even just last year. So, there was definitely a sense of pride and growth 3818 01:11:36,149 --> 01:11:36,159 definitely a sense of pride and growth 3819 01:11:36,159 --> 01:11:39,590 definitely a sense of pride and growth and um continuous improvement in all of 3820 01:11:39,590 --> 01:11:39,600 and um continuous improvement in all of 3821 01:11:39,600 --> 01:11:41,510 and um continuous improvement in all of these conversations. And we believe that 3822 01:11:41,510 --> 01:11:41,520 these conversations. And we believe that 3823 01:11:41,520 --> 01:11:43,110 these conversations. And we believe that this is in large part because of the 3824 01:11:43,110 --> 01:11:43,120 this is in large part because of the 3825 01:11:43,120 --> 01:11:44,630 this is in large part because of the strategic investments that have been 3826 01:11:44,630 --> 01:11:44,640 strategic investments that have been 3827 01:11:44,640 --> 01:11:46,950 strategic investments that have been made to increase coherence and equip 3828 01:11:46,950 --> 01:11:46,960 made to increase coherence and equip 3829 01:11:46,960 --> 01:11:48,790 made to increase coherence and equip schools with the resources that they 3830 01:11:48,790 --> 01:11:48,800 schools with the resources that they 3831 01:11:48,800 --> 01:11:50,870 schools with the resources that they need to implement best practices within 3832 01:11:50,870 --> 01:11:50,880 need to implement best practices within 3833 01:11:50,880 --> 01:11:53,590 need to implement best practices within MTSS. Starting with strengthening our 3834 01:11:53,590 --> 01:11:53,600 MTSS. Starting with strengthening our 3835 01:11:53,600 --> 01:11:55,270 MTSS. Starting with strengthening our tier one 3836 01:11:55,270 --> 01:11:55,280 tier one 3837 01:11:55,280 --> 01:11:57,830 tier one Um so we have as you can see here on the 3838 01:11:57,830 --> 01:11:57,840 Um so we have as you can see here on the 3839 01:11:57,840 --> 01:12:00,070 Um so we have as you can see here on the slide protocols to guide databased 3840 01:12:00,070 --> 01:12:00,080 slide protocols to guide databased 3841 01:12:00,080 --> 01:12:02,470 slide protocols to guide databased problem solving and decision-making. We 3842 01:12:02,470 --> 01:12:02,480 problem solving and decision-making. We 3843 01:12:02,480 --> 01:12:05,189 problem solving and decision-making. We have an aligned assessment calendar. Um 3844 01:12:05,189 --> 01:12:05,199 have an aligned assessment calendar. Um 3845 01:12:05,199 --> 01:12:07,669 have an aligned assessment calendar. Um we have standardsbased assessments being 3846 01:12:07,669 --> 01:12:07,679 we have standardsbased assessments being 3847 01:12:07,679 --> 01:12:09,750 we have standardsbased assessments being used to drive instruction. Investments 3848 01:12:09,750 --> 01:12:09,760 used to drive instruction. Investments 3849 01:12:09,760 --> 01:12:11,750 used to drive instruction. Investments in high quality standardsbased 3850 01:12:11,750 --> 01:12:11,760 in high quality standardsbased 3851 01:12:11,760 --> 01:12:14,229 in high quality standardsbased instructional resources for tier one and 3852 01:12:14,229 --> 01:12:14,239 instructional resources for tier one and 3853 01:12:14,239 --> 01:12:16,870 instructional resources for tier one and evidence-based intervention resources 3854 01:12:16,870 --> 01:12:16,880 evidence-based intervention resources 3855 01:12:16,880 --> 01:12:19,030 evidence-based intervention resources and consistent use of the assessment 3856 01:12:19,030 --> 01:12:19,040 and consistent use of the assessment 3857 01:12:19,040 --> 01:12:21,750 and consistent use of the assessment tools that we that we have provided. um 3858 01:12:21,750 --> 01:12:21,760 tools that we that we have provided. um 3859 01:12:21,760 --> 01:12:25,350 tools that we that we have provided. um as I mentioned MClass NWA common lit and 3860 01:12:25,350 --> 01:12:25,360 as I mentioned MClass NWA common lit and 3861 01:12:25,360 --> 01:12:27,590 as I mentioned MClass NWA common lit and so on 3862 01:12:27,590 --> 01:12:27,600 so on 3863 01:12:27,600 --> 01:12:29,270 so on >> I've been hearing a lot about this 3864 01:12:29,270 --> 01:12:29,280 >> I've been hearing a lot about this 3865 01:12:29,280 --> 01:12:30,390 >> I've been hearing a lot about this instructional infrastructure 3866 01:12:30,390 --> 01:12:30,400 instructional infrastructure 3867 01:12:30,400 --> 01:12:32,790 instructional infrastructure particularly our um our standardized 3868 01:12:32,790 --> 01:12:32,800 particularly our um our standardized 3869 01:12:32,800 --> 01:12:35,750 particularly our um our standardized assessments just as a look for I've also 3870 01:12:35,750 --> 01:12:35,760 assessments just as a look for I've also 3871 01:12:35,760 --> 01:12:42,390 assessments just as a look for I've also heard that there's inconsistency in how 3872 01:12:42,390 --> 01:12:42,400 3873 01:12:42,400 --> 01:12:44,229 like some some teachers are putting 3874 01:12:44,229 --> 01:12:44,239 like some some teachers are putting 3875 01:12:44,239 --> 01:12:46,070 like some some teachers are putting these as gradebook items and assigning 3876 01:12:46,070 --> 01:12:46,080 these as gradebook items and assigning 3877 01:12:46,080 --> 01:12:48,709 these as gradebook items and assigning point value and some teachers are not. 3878 01:12:48,709 --> 01:12:48,719 point value and some teachers are not. 3879 01:12:48,719 --> 01:12:50,149 point value and some teachers are not. And what does that mean when you have an 3880 01:12:50,149 --> 01:12:50,159 And what does that mean when you have an 3881 01:12:50,159 --> 01:12:52,709 And what does that mean when you have an exam that's a beginning of the year, 3882 01:12:52,709 --> 01:12:52,719 exam that's a beginning of the year, 3883 01:12:52,719 --> 01:12:54,709 exam that's a beginning of the year, middle of the year? So there's some 3884 01:12:54,709 --> 01:12:54,719 middle of the year? So there's some 3885 01:12:54,719 --> 01:12:57,590 middle of the year? So there's some inconsistency in how that is tracked and 3886 01:12:57,590 --> 01:12:57,600 inconsistency in how that is tracked and 3887 01:12:57,600 --> 01:12:59,590 inconsistency in how that is tracked and then how those reports are also shared 3888 01:12:59,590 --> 01:12:59,600 then how those reports are also shared 3889 01:12:59,600 --> 01:13:01,430 then how those reports are also shared with parents and the explaining 3890 01:13:01,430 --> 01:13:01,440 with parents and the explaining 3891 01:13:01,440 --> 01:13:03,189 with parents and the explaining particularly of like a beginning of the 3892 01:13:03,189 --> 01:13:03,199 particularly of like a beginning of the 3893 01:13:03,199 --> 01:13:04,709 particularly of like a beginning of the year standardized assessment where a 3894 01:13:04,709 --> 01:13:04,719 year standardized assessment where a 3895 01:13:04,719 --> 01:13:08,310 year standardized assessment where a student is not expected to get an A but 3896 01:13:08,310 --> 01:13:08,320 student is not expected to get an A but 3897 01:13:08,320 --> 01:13:10,550 student is not expected to get an A but a grade might show up in a grade book. 3898 01:13:10,550 --> 01:13:10,560 a grade might show up in a grade book. 3899 01:13:10,560 --> 01:13:14,390 a grade might show up in a grade book. That's so there's some inconsistency in 3900 01:13:14,390 --> 01:13:14,400 That's so there's some inconsistency in 3901 01:13:14,400 --> 01:13:16,070 That's so there's some inconsistency in that [clears throat] aspect of these 3902 01:13:16,070 --> 01:13:16,080 that [clears throat] aspect of these 3903 01:13:16,080 --> 01:13:17,910 that [clears throat] aspect of these standardized assessments. We don't want 3904 01:13:17,910 --> 01:13:17,920 standardized assessments. We don't want 3905 01:13:17,920 --> 01:13:20,070 standardized assessments. We don't want to do that. 3906 01:13:20,070 --> 01:13:20,080 to do that. 3907 01:13:20,080 --> 01:13:21,430 to do that. We don't want to do that. So, if we're 3908 01:13:21,430 --> 01:13:21,440 We don't want to do that. So, if we're 3909 01:13:21,440 --> 01:13:22,790 We don't want to do that. So, if we're hearing that, we need to correct that, 3910 01:13:22,790 --> 01:13:22,800 hearing that, we need to correct that, 3911 01:13:22,800 --> 01:13:25,030 hearing that, we need to correct that, of course. And ju just to clarify for 3912 01:13:25,030 --> 01:13:25,040 of course. And ju just to clarify for 3913 01:13:25,040 --> 01:13:28,149 of course. And ju just to clarify for the team what tier one instruction means 3914 01:13:28,149 --> 01:13:28,159 the team what tier one instruction means 3915 01:13:28,159 --> 01:13:31,110 the team what tier one instruction means and how many tiers there are uh in an 3916 01:13:31,110 --> 01:13:31,120 and how many tiers there are uh in an 3917 01:13:31,120 --> 01:13:33,990 and how many tiers there are uh in an MTS model. Um I'm a little gunshy here 3918 01:13:33,990 --> 01:13:34,000 MTS model. Um I'm a little gunshy here 3919 01:13:34,000 --> 01:13:36,630 MTS model. Um I'm a little gunshy here because I messed up last time, but t 3920 01:13:36,630 --> 01:13:36,640 because I messed up last time, but t 3921 01:13:36,640 --> 01:13:39,270 because I messed up last time, but t tier one uh is whole group, whole class 3922 01:13:39,270 --> 01:13:39,280 tier one uh is whole group, whole class 3923 01:13:39,280 --> 01:13:43,350 tier one uh is whole group, whole class instruction. Tier two is if I didn't get 3924 01:13:43,350 --> 01:13:43,360 instruction. Tier two is if I didn't get 3925 01:13:43,360 --> 01:13:44,630 instruction. Tier two is if I didn't get what was taught in whole group 3926 01:13:44,630 --> 01:13:44,640 what was taught in whole group 3927 01:13:44,640 --> 01:13:46,709 what was taught in whole group instruction, it's not too bad, so sad, 3928 01:13:46,709 --> 01:13:46,719 instruction, it's not too bad, so sad, 3929 01:13:46,719 --> 01:13:49,830 instruction, it's not too bad, so sad, we're moving on, get a tutor. It's let's 3930 01:13:49,830 --> 01:13:49,840 we're moving on, get a tutor. It's let's 3931 01:13:49,840 --> 01:13:51,910 we're moving on, get a tutor. It's let's circle back and and figure out what we 3932 01:13:51,910 --> 01:13:51,920 circle back and and figure out what we 3933 01:13:51,920 --> 01:13:53,590 circle back and and figure out what we need to do to group you in a small group 3934 01:13:53,590 --> 01:13:53,600 need to do to group you in a small group 3935 01:13:53,600 --> 01:13:55,830 need to do to group you in a small group or give you some independent support. 3936 01:13:55,830 --> 01:13:55,840 or give you some independent support. 3937 01:13:55,840 --> 01:13:57,669 or give you some independent support. Um, and then tier three is when those 3938 01:13:57,669 --> 01:13:57,679 Um, and then tier three is when those 3939 01:13:57,679 --> 01:14:00,870 Um, and then tier three is when those tier 2 strategies continue to not work, 3940 01:14:00,870 --> 01:14:00,880 tier 2 strategies continue to not work, 3941 01:14:00,880 --> 01:14:03,110 tier 2 strategies continue to not work, we look look to add more intensive 3942 01:14:03,110 --> 01:14:03,120 we look look to add more intensive 3943 01:14:03,120 --> 01:14:05,510 we look look to add more intensive interventions. Sometimes that ends up in 3944 01:14:05,510 --> 01:14:05,520 interventions. Sometimes that ends up in 3945 01:14:05,520 --> 01:14:08,229 interventions. Sometimes that ends up in IEP, sometimes 504s, sometimes other 3946 01:14:08,229 --> 01:14:08,239 IEP, sometimes 504s, sometimes other 3947 01:14:08,239 --> 01:14:11,590 IEP, sometimes 504s, sometimes other like real intensive services. Uh with 3948 01:14:11,590 --> 01:14:11,600 like real intensive services. Uh with 3949 01:14:11,600 --> 01:14:14,630 like real intensive services. Uh with the idea that tiers aren't necessar like 3950 01:14:14,630 --> 01:14:14,640 the idea that tiers aren't necessar like 3951 01:14:14,640 --> 01:14:16,070 the idea that tiers aren't necessar like if you're in tier two or tier three, the 3952 01:14:16,070 --> 01:14:16,080 if you're in tier two or tier three, the 3953 01:14:16,080 --> 01:14:17,510 if you're in tier two or tier three, the idea is to try to get you back to tier 3954 01:14:17,510 --> 01:14:17,520 idea is to try to get you back to tier 3955 01:14:17,520 --> 01:14:20,229 idea is to try to get you back to tier one. 3956 01:14:20,229 --> 01:14:20,239 one. 3957 01:14:20,239 --> 01:14:21,510 one. >> Got that right? 3958 01:14:21,510 --> 01:14:21,520 >> Got that right? 3959 01:14:21,520 --> 01:14:23,510 >> Got that right? >> And and just to add that it's that 3960 01:14:23,510 --> 01:14:23,520 >> And and just to add that it's that 3961 01:14:23,520 --> 01:14:25,910 >> And and just to add that it's that example was academic, but it it applies 3962 01:14:25,910 --> 01:14:25,920 example was academic, but it it applies 3963 01:14:25,920 --> 01:14:29,350 example was academic, but it it applies to non-academic areas as well. Deian and 3964 01:14:29,350 --> 01:14:29,360 to non-academic areas as well. Deian and 3965 01:14:29,360 --> 01:14:30,709 to non-academic areas as well. Deian and then Alex. 3966 01:14:30,709 --> 01:14:30,719 then Alex. 3967 01:14:30,719 --> 01:14:34,790 then Alex. >> I'm interested um in sometime getting to 3968 01:14:34,790 --> 01:14:34,800 >> I'm interested um in sometime getting to 3969 01:14:34,800 --> 01:14:37,990 >> I'm interested um in sometime getting to see the aligned assessment calendars and 3970 01:14:37,990 --> 01:14:38,000 see the aligned assessment calendars and 3971 01:14:38,000 --> 01:14:41,030 see the aligned assessment calendars and what that looks like. Um I think that 3972 01:14:41,030 --> 01:14:41,040 what that looks like. Um I think that 3973 01:14:41,040 --> 01:14:44,550 what that looks like. Um I think that one of the variables that we are bad at 3974 01:14:44,550 --> 01:14:44,560 one of the variables that we are bad at 3975 01:14:44,560 --> 01:14:47,030 one of the variables that we are bad at taking care of is the fact that it might 3976 01:14:47,030 --> 01:14:47,040 taking care of is the fact that it might 3977 01:14:47,040 --> 01:14:51,590 taking care of is the fact that it might not be um the standards or the um depth 3978 01:14:51,590 --> 01:14:51,600 not be um the standards or the um depth 3979 01:14:51,600 --> 01:14:53,830 not be um the standards or the um depth of knowledge that a kid can't get, but 3980 01:14:53,830 --> 01:14:53,840 of knowledge that a kid can't get, but 3981 01:14:53,840 --> 01:14:57,030 of knowledge that a kid can't get, but they don't have enough time. And so I 3982 01:14:57,030 --> 01:14:57,040 they don't have enough time. And so I 3983 01:14:57,040 --> 01:14:59,990 they don't have enough time. And so I would like to see how uh schools are 3984 01:14:59,990 --> 01:15:00,000 would like to see how uh schools are 3985 01:15:00,000 --> 01:15:02,470 would like to see how uh schools are adjusting for students that all they 3986 01:15:02,470 --> 01:15:02,480 adjusting for students that all they 3987 01:15:02,480 --> 01:15:08,149 adjusting for students that all they really need is more time to get there. 3988 01:15:08,149 --> 01:15:08,159 3989 01:15:08,159 --> 01:15:11,030 Uh not that you got it wrong. Um but I 3990 01:15:11,030 --> 01:15:11,040 Uh not that you got it wrong. Um but I 3991 01:15:11,040 --> 01:15:12,870 Uh not that you got it wrong. Um but I do think um in following up on the 3992 01:15:12,870 --> 01:15:12,880 do think um in following up on the 3993 01:15:12,880 --> 01:15:13,990 do think um in following up on the discussions we've had with our 3994 01:15:13,990 --> 01:15:14,000 discussions we've had with our 3995 01:15:14,000 --> 01:15:17,350 discussions we've had with our neurodeiverse community um in particular 3996 01:15:17,350 --> 01:15:17,360 neurodeiverse community um in particular 3997 01:15:17,360 --> 01:15:19,669 neurodeiverse community um in particular uh tier 2 is not a place to stay out of 3998 01:15:19,669 --> 01:15:19,679 uh tier 2 is not a place to stay out of 3999 01:15:19,679 --> 01:15:22,070 uh tier 2 is not a place to stay out of as long as possible. It's not always a 4000 01:15:22,070 --> 01:15:22,080 as long as possible. It's not always a 4001 01:15:22,080 --> 01:15:25,350 as long as possible. It's not always a path to IEP or 504 plan and it's not 4002 01:15:25,350 --> 01:15:25,360 path to IEP or 504 plan and it's not 4003 01:15:25,360 --> 01:15:26,709 path to IEP or 504 plan and it's not always an intervention to get back to 4004 01:15:26,709 --> 01:15:26,719 always an intervention to get back to 4005 01:15:26,719 --> 01:15:28,709 always an intervention to get back to tier one. There are kids who need that 4006 01:15:28,709 --> 01:15:28,719 tier one. There are kids who need that 4007 01:15:28,719 --> 01:15:31,350 tier one. There are kids who need that support all the time and that becomes 4008 01:15:31,350 --> 01:15:31,360 support all the time and that becomes 4009 01:15:31,360 --> 01:15:33,189 support all the time and that becomes something you know about the student and 4010 01:15:33,189 --> 01:15:33,199 something you know about the student and 4011 01:15:33,199 --> 01:15:35,189 something you know about the student and incorporate into how you serve them all 4012 01:15:35,189 --> 01:15:35,199 incorporate into how you serve them all 4013 01:15:35,199 --> 01:15:36,790 incorporate into how you serve them all the time. I got some more questions but 4014 01:15:36,790 --> 01:15:36,800 the time. I got some more questions but 4015 01:15:36,800 --> 01:15:43,030 the time. I got some more questions but I'll wait till the question slide. 4016 01:15:43,030 --> 01:15:43,040 4017 01:15:43,040 --> 01:15:46,790 >> Okay. So, um there was one more button 4018 01:15:46,790 --> 01:15:46,800 >> Okay. So, um there was one more button 4019 01:15:46,800 --> 01:15:49,910 >> Okay. So, um there was one more button to click there. assessment tools. On 4020 01:15:49,910 --> 01:15:49,920 to click there. assessment tools. On 4021 01:15:49,920 --> 01:15:51,910 to click there. assessment tools. On this last slide, there's several pieces 4022 01:15:51,910 --> 01:15:51,920 this last slide, there's several pieces 4023 01:15:51,920 --> 01:15:53,270 this last slide, there's several pieces here. So, I'm going to talk through each 4024 01:15:53,270 --> 01:15:53,280 here. So, I'm going to talk through each 4025 01:15:53,280 --> 01:15:55,510 here. So, I'm going to talk through each one. Um these are just some reflections 4026 01:15:55,510 --> 01:15:55,520 one. Um these are just some reflections 4027 01:15:55,520 --> 01:15:59,030 one. Um these are just some reflections that um our team had as we kind of 4028 01:15:59,030 --> 01:15:59,040 that um our team had as we kind of 4029 01:15:59,040 --> 01:16:01,510 that um our team had as we kind of looked broadly at the trends and all of 4030 01:16:01,510 --> 01:16:01,520 looked broadly at the trends and all of 4031 01:16:01,520 --> 01:16:04,310 looked broadly at the trends and all of the data. Um the first is really about 4032 01:16:04,310 --> 01:16:04,320 the data. Um the first is really about 4033 01:16:04,320 --> 01:16:05,750 the data. Um the first is really about the mindset regarding the purpose of 4034 01:16:05,750 --> 01:16:05,760 the mindset regarding the purpose of 4035 01:16:05,760 --> 01:16:08,470 the mindset regarding the purpose of MTSS as we were we were just discussing. 4036 01:16:08,470 --> 01:16:08,480 MTSS as we were we were just discussing. 4037 01:16:08,480 --> 01:16:10,550 MTSS as we were we were just discussing. So, as we all know, there's so many 4038 01:16:10,550 --> 01:16:10,560 So, as we all know, there's so many 4039 01:16:10,560 --> 01:16:13,189 So, as we all know, there's so many misconceptions about what MTSS is and 4040 01:16:13,189 --> 01:16:13,199 misconceptions about what MTSS is and 4041 01:16:13,199 --> 01:16:17,590 misconceptions about what MTSS is and what it isn't. Um, and many schools 4042 01:16:17,590 --> 01:16:17,600 what it isn't. Um, and many schools 4043 01:16:17,600 --> 01:16:19,830 what it isn't. Um, and many schools really wanted to share noticing that 4044 01:16:19,830 --> 01:16:19,840 really wanted to share noticing that 4045 01:16:19,840 --> 01:16:22,470 really wanted to share noticing that there's an increased understanding among 4046 01:16:22,470 --> 01:16:22,480 there's an increased understanding among 4047 01:16:22,480 --> 01:16:25,750 there's an increased understanding among their staff that MTSS isn't a single 4048 01:16:25,750 --> 01:16:25,760 their staff that MTSS isn't a single 4049 01:16:25,760 --> 01:16:28,229 their staff that MTSS isn't a single process. It's not that team that meets 4050 01:16:28,229 --> 01:16:28,239 process. It's not that team that meets 4051 01:16:28,239 --> 01:16:31,030 process. It's not that team that meets about that kid, but really that it's um 4052 01:16:31,030 --> 01:16:31,040 about that kid, but really that it's um 4053 01:16:31,040 --> 01:16:32,870 about that kid, but really that it's um and not a pre-referral process to 4054 01:16:32,870 --> 01:16:32,880 and not a pre-referral process to 4055 01:16:32,880 --> 01:16:35,510 and not a pre-referral process to special education, but that it's a 4056 01:16:35,510 --> 01:16:35,520 special education, but that it's a 4057 01:16:35,520 --> 01:16:37,510 special education, but that it's a preventative schoolwide framework that 4058 01:16:37,510 --> 01:16:37,520 preventative schoolwide framework that 4059 01:16:37,520 --> 01:16:40,630 preventative schoolwide framework that encompasses academic and non-academic 4060 01:16:40,630 --> 01:16:40,640 encompasses academic and non-academic 4061 01:16:40,640 --> 01:16:43,590 encompasses academic and non-academic areas for all students. Um, as we 4062 01:16:43,590 --> 01:16:43,600 areas for all students. Um, as we 4063 01:16:43,600 --> 01:16:45,350 areas for all students. Um, as we discussed earlier, it's not just for 4064 01:16:45,350 --> 01:16:45,360 discussed earlier, it's not just for 4065 01:16:45,360 --> 01:16:47,270 discussed earlier, it's not just for students who are struggling, but it's 4066 01:16:47,270 --> 01:16:47,280 students who are struggling, but it's 4067 01:16:47,280 --> 01:16:49,110 students who are struggling, but it's really for all students, including our 4068 01:16:49,110 --> 01:16:49,120 really for all students, including our 4069 01:16:49,120 --> 01:16:50,790 really for all students, including our advanced and gifted learners, whose 4070 01:16:50,790 --> 01:16:50,800 advanced and gifted learners, whose 4071 01:16:50,800 --> 01:16:52,630 advanced and gifted learners, whose needs can and should be met through an 4072 01:16:52,630 --> 01:16:52,640 needs can and should be met through an 4073 01:16:52,640 --> 01:16:57,270 needs can and should be met through an MTSS framework. 4074 01:16:57,270 --> 01:16:57,280 4075 01:16:57,280 --> 01:16:58,630 The next is something I mentioned 4076 01:16:58,630 --> 01:16:58,640 The next is something I mentioned 4077 01:16:58,640 --> 01:17:00,709 The next is something I mentioned earlier um, regarding our 90-day 4078 01:17:00,709 --> 01:17:00,719 earlier um, regarding our 90-day 4079 01:17:00,719 --> 01:17:02,790 earlier um, regarding our 90-day planning. So, as schools are beginning 4080 01:17:02,790 --> 01:17:02,800 planning. So, as schools are beginning 4081 01:17:02,800 --> 01:17:04,709 planning. So, as schools are beginning to make meaningful connections between 4082 01:17:04,709 --> 01:17:04,719 to make meaningful connections between 4083 01:17:04,719 --> 01:17:07,110 to make meaningful connections between the continuous improvement model of MTSS 4084 01:17:07,110 --> 01:17:07,120 the continuous improvement model of MTSS 4085 01:17:07,120 --> 01:17:09,590 the continuous improvement model of MTSS and the short cycle improvements of a 4086 01:17:09,590 --> 01:17:09,600 and the short cycle improvements of a 4087 01:17:09,600 --> 01:17:13,270 and the short cycle improvements of a 90-day plan, um we saw really clearly 4088 01:17:13,270 --> 01:17:13,280 90-day plan, um we saw really clearly 4089 01:17:13,280 --> 01:17:15,030 90-day plan, um we saw really clearly with our schools when we had these 4090 01:17:15,030 --> 01:17:15,040 with our schools when we had these 4091 01:17:15,040 --> 01:17:16,709 with our schools when we had these conversations last spring, our schools 4092 01:17:16,709 --> 01:17:16,719 conversations last spring, our schools 4093 01:17:16,719 --> 01:17:18,870 conversations last spring, our schools who had already been engaging in the 4094 01:17:18,870 --> 01:17:18,880 who had already been engaging in the 4095 01:17:18,880 --> 01:17:21,110 who had already been engaging in the 90-day planning work, whether it was as 4096 01:17:21,110 --> 01:17:21,120 90-day planning work, whether it was as 4097 01:17:21,120 --> 01:17:23,590 90-day planning work, whether it was as part of a UVA cohort or with alongside 4098 01:17:23,590 --> 01:17:23,600 part of a UVA cohort or with alongside 4099 01:17:23,600 --> 01:17:26,310 part of a UVA cohort or with alongside the strategic plan support team, when 4100 01:17:26,310 --> 01:17:26,320 the strategic plan support team, when 4101 01:17:26,320 --> 01:17:29,910 the strategic plan support team, when when the MTSS goals were already baked 4102 01:17:29,910 --> 01:17:29,920 when the MTSS goals were already baked 4103 01:17:29,920 --> 01:17:32,790 when the MTSS goals were already baked into the 90-day day plan implementation 4104 01:17:32,790 --> 01:17:32,800 into the 90-day day plan implementation 4105 01:17:32,800 --> 01:17:34,550 into the 90-day day plan implementation of this framework felt much more 4106 01:17:34,550 --> 01:17:34,560 of this framework felt much more 4107 01:17:34,560 --> 01:17:36,310 of this framework felt much more authentic, much more tied to the 4108 01:17:36,310 --> 01:17:36,320 authentic, much more tied to the 4109 01:17:36,320 --> 01:17:38,390 authentic, much more tied to the day-to-day work that the leaders were 4110 01:17:38,390 --> 01:17:38,400 day-to-day work that the leaders were 4111 01:17:38,400 --> 01:17:42,950 day-to-day work that the leaders were were guiding. Um, and our principles, 4112 01:17:42,950 --> 01:17:42,960 were guiding. Um, and our principles, 4113 01:17:42,960 --> 01:17:45,830 were guiding. Um, and our principles, this maybe is me being a little um, just 4114 01:17:45,830 --> 01:17:45,840 this maybe is me being a little um, just 4115 01:17:45,840 --> 01:17:47,830 this maybe is me being a little um, just giving my opinion, but there seemed to 4116 01:17:47,830 --> 01:17:47,840 giving my opinion, but there seemed to 4117 01:17:47,840 --> 01:17:51,110 giving my opinion, but there seemed to be some more autonomy and ownership in 4118 01:17:51,110 --> 01:17:51,120 be some more autonomy and ownership in 4119 01:17:51,120 --> 01:17:53,910 be some more autonomy and ownership in terms of how the work was being led at 4120 01:17:53,910 --> 01:17:53,920 terms of how the work was being led at 4121 01:17:53,920 --> 01:17:56,709 terms of how the work was being led at the school when it was built into the 4122 01:17:56,709 --> 01:17:56,719 the school when it was built into the 4123 01:17:56,719 --> 01:18:00,229 the school when it was built into the work of the 90-day plan. Um and and also 4124 01:18:00,229 --> 01:18:00,239 work of the 90-day plan. Um and and also 4125 01:18:00,239 --> 01:18:02,630 work of the 90-day plan. Um and and also I would would add that in those examples 4126 01:18:02,630 --> 01:18:02,640 I would would add that in those examples 4127 01:18:02,640 --> 01:18:06,390 I would would add that in those examples the leaders were able to really um 4128 01:18:06,390 --> 01:18:06,400 the leaders were able to really um 4129 01:18:06,400 --> 01:18:09,270 the leaders were able to really um articulate really clearly how they've 4130 01:18:09,270 --> 01:18:09,280 articulate really clearly how they've 4131 01:18:09,280 --> 01:18:11,030 articulate really clearly how they've determined what actions need to happen 4132 01:18:11,030 --> 01:18:11,040 determined what actions need to happen 4133 01:18:11,040 --> 01:18:13,510 determined what actions need to happen next, how they're monitoring um the 4134 01:18:13,510 --> 01:18:13,520 next, how they're monitoring um the 4135 01:18:13,520 --> 01:18:16,709 next, how they're monitoring um the impact and most importantly how these 4136 01:18:16,709 --> 01:18:16,719 impact and most importantly how these 4137 01:18:16,719 --> 01:18:18,390 impact and most importantly how these moves are meeting the needs of their 4138 01:18:18,390 --> 01:18:18,400 moves are meeting the needs of their 4139 01:18:18,400 --> 01:18:21,430 moves are meeting the needs of their school community. 4140 01:18:21,430 --> 01:18:21,440 school community. 4141 01:18:21,440 --> 01:18:23,270 school community. The third reflection here is regarding 4142 01:18:23,270 --> 01:18:23,280 The third reflection here is regarding 4143 01:18:23,280 --> 01:18:25,750 The third reflection here is regarding our schoolwide behavior systems. So, 4144 01:18:25,750 --> 01:18:25,760 our schoolwide behavior systems. So, 4145 01:18:25,760 --> 01:18:27,350 our schoolwide behavior systems. So, when we had these conversations last 4146 01:18:27,350 --> 01:18:27,360 when we had these conversations last 4147 01:18:27,360 --> 01:18:29,270 when we had these conversations last spring, the vast majority of schools 4148 01:18:29,270 --> 01:18:29,280 spring, the vast majority of schools 4149 01:18:29,280 --> 01:18:32,550 spring, the vast majority of schools reported um confidence around having 4150 01:18:32,550 --> 01:18:32,560 reported um confidence around having 4151 01:18:32,560 --> 01:18:34,950 reported um confidence around having processes in place to monitor their 4152 01:18:34,950 --> 01:18:34,960 processes in place to monitor their 4153 01:18:34,960 --> 01:18:37,830 processes in place to monitor their schoolwide behavior systems um and 4154 01:18:37,830 --> 01:18:37,840 schoolwide behavior systems um and 4155 01:18:37,840 --> 01:18:39,590 schoolwide behavior systems um and having consistent alignment of 4156 01:18:39,590 --> 01:18:39,600 having consistent alignment of 4157 01:18:39,600 --> 01:18:41,830 having consistent alignment of schoolwide behavior expectations across 4158 01:18:41,830 --> 01:18:41,840 schoolwide behavior expectations across 4159 01:18:41,840 --> 01:18:43,350 schoolwide behavior expectations across classrooms. 4160 01:18:43,350 --> 01:18:43,360 classrooms. 4161 01:18:43,360 --> 01:18:45,350 classrooms. Yet, at the same time, we understand 4162 01:18:45,350 --> 01:18:45,360 Yet, at the same time, we understand 4163 01:18:45,360 --> 01:18:48,390 Yet, at the same time, we understand that um the needs of students and staff 4164 01:18:48,390 --> 01:18:48,400 that um the needs of students and staff 4165 01:18:48,400 --> 01:18:50,870 that um the needs of students and staff continue to evolve. And so, our support 4166 01:18:50,870 --> 01:18:50,880 continue to evolve. And so, our support 4167 01:18:50,880 --> 01:18:53,350 continue to evolve. And so, our support in this area will continue to evolve as 4168 01:18:53,350 --> 01:18:53,360 in this area will continue to evolve as 4169 01:18:53,360 --> 01:18:54,950 in this area will continue to evolve as well. So, we're not marking this one as 4170 01:18:54,950 --> 01:18:54,960 well. So, we're not marking this one as 4171 01:18:54,960 --> 01:18:57,590 well. So, we're not marking this one as a a done. We've arrived. This is 4172 01:18:57,590 --> 01:18:57,600 a a done. We've arrived. This is 4173 01:18:57,600 --> 01:18:58,870 a a done. We've arrived. This is something that we're paying really close 4174 01:18:58,870 --> 01:18:58,880 something that we're paying really close 4175 01:18:58,880 --> 01:19:01,270 something that we're paying really close attention to. Um, and so you'll hear 4176 01:19:01,270 --> 01:19:01,280 attention to. Um, and so you'll hear 4177 01:19:01,280 --> 01:19:04,390 attention to. Um, and so you'll hear from S Tammy and Sennon later about some 4178 01:19:04,390 --> 01:19:04,400 from S Tammy and Sennon later about some 4179 01:19:04,400 --> 01:19:06,229 from S Tammy and Sennon later about some of the ways that um we're thinking 4180 01:19:06,229 --> 01:19:06,239 of the ways that um we're thinking 4181 01:19:06,239 --> 01:19:09,750 of the ways that um we're thinking through additional supports um for 4182 01:19:09,750 --> 01:19:09,760 through additional supports um for 4183 01:19:09,760 --> 01:19:11,270 through additional supports um for schools and how we're continuing to 4184 01:19:11,270 --> 01:19:11,280 schools and how we're continuing to 4185 01:19:11,280 --> 01:19:13,350 schools and how we're continuing to listen and learn about current needs 4186 01:19:13,350 --> 01:19:13,360 listen and learn about current needs 4187 01:19:13,360 --> 01:19:17,270 listen and learn about current needs that are happening. 4188 01:19:17,270 --> 01:19:17,280 4189 01:19:17,280 --> 01:19:20,149 The fourth um piece on this slide is 4190 01:19:20,149 --> 01:19:20,159 The fourth um piece on this slide is 4191 01:19:20,159 --> 01:19:21,910 The fourth um piece on this slide is around resources. So, as I'm sure you 4192 01:19:21,910 --> 01:19:21,920 around resources. So, as I'm sure you 4193 01:19:21,920 --> 01:19:24,950 around resources. So, as I'm sure you can imagine, any conversation about MTSS 4194 01:19:24,950 --> 01:19:24,960 can imagine, any conversation about MTSS 4195 01:19:24,960 --> 01:19:27,030 can imagine, any conversation about MTSS or or any school improvements, the topic 4196 01:19:27,030 --> 01:19:27,040 or or any school improvements, the topic 4197 01:19:27,040 --> 01:19:29,030 or or any school improvements, the topic of resources is going to come up every 4198 01:19:29,030 --> 01:19:29,040 of resources is going to come up every 4199 01:19:29,040 --> 01:19:31,030 of resources is going to come up every time. So, our schools are looking for 4200 01:19:31,030 --> 01:19:31,040 time. So, our schools are looking for 4201 01:19:31,040 --> 01:19:33,270 time. So, our schools are looking for ways to meet the needs of kids, 4202 01:19:33,270 --> 01:19:33,280 ways to meet the needs of kids, 4203 01:19:33,280 --> 01:19:35,430 ways to meet the needs of kids, families, and staff, which are 4204 01:19:35,430 --> 01:19:35,440 families, and staff, which are 4205 01:19:35,440 --> 01:19:37,669 families, and staff, which are constantly changing with less and less. 4206 01:19:37,669 --> 01:19:37,679 constantly changing with less and less. 4207 01:19:37,679 --> 01:19:40,070 constantly changing with less and less. And they're asking, how can we sustain 4208 01:19:40,070 --> 01:19:40,080 And they're asking, how can we sustain 4209 01:19:40,080 --> 01:19:42,870 And they're asking, how can we sustain our efforts with increasing demands and 4210 01:19:42,870 --> 01:19:42,880 our efforts with increasing demands and 4211 01:19:42,880 --> 01:19:45,189 our efforts with increasing demands and decreasing resources? 4212 01:19:45,189 --> 01:19:45,199 decreasing resources? 4213 01:19:45,199 --> 01:19:46,470 decreasing resources? We all know that this is the 4214 01:19:46,470 --> 01:19:46,480 We all know that this is the 4215 01:19:46,480 --> 01:19:48,229 We all know that this is the million-dollar question that that you 4216 01:19:48,229 --> 01:19:48,239 million-dollar question that that you 4217 01:19:48,239 --> 01:19:49,910 million-dollar question that that you all are coming together and ask all the 4218 01:19:49,910 --> 01:19:49,920 all are coming together and ask all the 4219 01:19:49,920 --> 01:19:52,070 all are coming together and ask all the time. um and that we'll continue to 4220 01:19:52,070 --> 01:19:52,080 time. um and that we'll continue to 4221 01:19:52,080 --> 01:19:54,709 time. um and that we'll continue to problem solve through together. And the 4222 01:19:54,709 --> 01:19:54,719 problem solve through together. And the 4223 01:19:54,719 --> 01:19:56,470 problem solve through together. And the last the last reflection here is 4224 01:19:56,470 --> 01:19:56,480 last the last reflection here is 4225 01:19:56,480 --> 01:19:58,390 last the last reflection here is something that I don't think prior to 4226 01:19:58,390 --> 01:19:58,400 something that I don't think prior to 4227 01:19:58,400 --> 01:20:00,630 something that I don't think prior to this that we've really named as a key 4228 01:20:00,630 --> 01:20:00,640 this that we've really named as a key 4229 01:20:00,640 --> 01:20:03,910 this that we've really named as a key factor in MTSS implementation. 4230 01:20:03,910 --> 01:20:03,920 factor in MTSS implementation. 4231 01:20:03,920 --> 01:20:05,590 factor in MTSS implementation. The challenges for implementing 4232 01:20:05,590 --> 01:20:05,600 The challenges for implementing 4233 01:20:05,600 --> 01:20:08,470 The challenges for implementing implementation are there are unique 4234 01:20:08,470 --> 01:20:08,480 implementation are there are unique 4235 01:20:08,480 --> 01:20:12,149 implementation are there are unique challenges relative to a school's size. 4236 01:20:12,149 --> 01:20:12,159 challenges relative to a school's size. 4237 01:20:12,159 --> 01:20:14,709 challenges relative to a school's size. So for example, a small school with one 4238 01:20:14,709 --> 01:20:14,719 So for example, a small school with one 4239 01:20:14,719 --> 01:20:17,350 So for example, a small school with one administrator, part-time counselor, a 4240 01:20:17,350 --> 01:20:17,360 administrator, part-time counselor, a 4241 01:20:17,360 --> 01:20:19,669 administrator, part-time counselor, a 0.25 25 interventionist and itinerant 4242 01:20:19,669 --> 01:20:19,679 0.25 25 interventionist and itinerant 4243 01:20:19,679 --> 01:20:22,790 0.25 25 interventionist and itinerant staff faces some unique dilemmas when it 4244 01:20:22,790 --> 01:20:22,800 staff faces some unique dilemmas when it 4245 01:20:22,800 --> 01:20:25,189 staff faces some unique dilemmas when it comes to the logistics of planning for 4246 01:20:25,189 --> 01:20:25,199 comes to the logistics of planning for 4247 01:20:25,199 --> 01:20:28,630 comes to the logistics of planning for MTSS. Scheduling meetings um 4248 01:20:28,630 --> 01:20:28,640 MTSS. Scheduling meetings um 4249 01:20:28,640 --> 01:20:30,550 MTSS. Scheduling meetings um professional development with part-time 4250 01:20:30,550 --> 01:20:30,560 professional development with part-time 4251 01:20:30,560 --> 01:20:32,470 professional development with part-time staff who attended that one was somebody 4252 01:20:32,470 --> 01:20:32,480 staff who attended that one was somebody 4253 01:20:32,480 --> 01:20:33,830 staff who attended that one was somebody here on Thursday or were they at their 4254 01:20:33,830 --> 01:20:33,840 here on Thursday or were they at their 4255 01:20:33,840 --> 01:20:37,030 here on Thursday or were they at their other school becomes an added layer of 4256 01:20:37,030 --> 01:20:37,040 other school becomes an added layer of 4257 01:20:37,040 --> 01:20:38,630 other school becomes an added layer of complexity. 4258 01:20:38,630 --> 01:20:38,640 complexity. 4259 01:20:38,640 --> 01:20:41,030 complexity. Um, we have schools, you know, running 4260 01:20:41,030 --> 01:20:41,040 Um, we have schools, you know, running 4261 01:20:41,040 --> 01:20:43,430 Um, we have schools, you know, running multiple committees and leadership teams 4262 01:20:43,430 --> 01:20:43,440 multiple committees and leadership teams 4263 01:20:43,440 --> 01:20:45,510 multiple committees and leadership teams with the same 20 people just putting on 4264 01:20:45,510 --> 01:20:45,520 with the same 20 people just putting on 4265 01:20:45,520 --> 01:20:46,790 with the same 20 people just putting on different hats and running to different 4266 01:20:46,790 --> 01:20:46,800 different hats and running to different 4267 01:20:46,800 --> 01:20:49,270 different hats and running to different committees to do the work. Um, and we 4268 01:20:49,270 --> 01:20:49,280 committees to do the work. Um, and we 4269 01:20:49,280 --> 01:20:50,790 committees to do the work. Um, and we know that teaming is a core component of 4270 01:20:50,790 --> 01:20:50,800 know that teaming is a core component of 4271 01:20:50,800 --> 01:20:53,910 know that teaming is a core component of MTSS. So, when you have a middle school 4272 01:20:53,910 --> 01:20:53,920 MTSS. So, when you have a middle school 4273 01:20:53,920 --> 01:20:56,070 MTSS. So, when you have a middle school with one math teacher and one social 4274 01:20:56,070 --> 01:20:56,080 with one math teacher and one social 4275 01:20:56,080 --> 01:20:58,630 with one math teacher and one social studies teacher or the first grade 4276 01:20:58,630 --> 01:20:58,640 studies teacher or the first grade 4277 01:20:58,640 --> 01:21:00,070 studies teacher or the first grade teachers don't have the same planning 4278 01:21:00,070 --> 01:21:00,080 teachers don't have the same planning 4279 01:21:00,080 --> 01:21:01,189 teachers don't have the same planning time because their kids don't have 4280 01:21:01,189 --> 01:21:01,199 time because their kids don't have 4281 01:21:01,199 --> 01:21:03,430 time because their kids don't have specials at the same time, um, having 4282 01:21:03,430 --> 01:21:03,440 specials at the same time, um, having 4283 01:21:03,440 --> 01:21:06,149 specials at the same time, um, having that collaboration becomes incredibly 4284 01:21:06,149 --> 01:21:06,159 that collaboration becomes incredibly 4285 01:21:06,159 --> 01:21:08,149 that collaboration becomes incredibly complex. 4286 01:21:08,149 --> 01:21:08,159 complex. 4287 01:21:08,159 --> 01:21:10,229 complex. On the other end of the spectrum, our 4288 01:21:10,229 --> 01:21:10,239 On the other end of the spectrum, our 4289 01:21:10,239 --> 01:21:11,830 On the other end of the spectrum, our large comprehensive high schools, as we 4290 01:21:11,830 --> 01:21:11,840 large comprehensive high schools, as we 4291 01:21:11,840 --> 01:21:14,149 large comprehensive high schools, as we kind of talked about earlier, also have 4292 01:21:14,149 --> 01:21:14,159 kind of talked about earlier, also have 4293 01:21:14,159 --> 01:21:16,070 kind of talked about earlier, also have unique challenges, but very different 4294 01:21:16,070 --> 01:21:16,080 unique challenges, but very different 4295 01:21:16,080 --> 01:21:17,669 unique challenges, but very different due to their volume of staff and 4296 01:21:17,669 --> 01:21:17,679 due to their volume of staff and 4297 01:21:17,679 --> 01:21:20,149 due to their volume of staff and students. So, um, when you think of 4298 01:21:20,149 --> 01:21:20,159 students. So, um, when you think of 4299 01:21:20,159 --> 01:21:23,030 students. So, um, when you think of needing to orchestrate the complex 4300 01:21:23,030 --> 01:21:23,040 needing to orchestrate the complex 4301 01:21:23,040 --> 01:21:24,870 needing to orchestrate the complex meeting structures and communication 4302 01:21:24,870 --> 01:21:24,880 meeting structures and communication 4303 01:21:24,880 --> 01:21:26,390 meeting structures and communication structures to make sure that there's a 4304 01:21:26,390 --> 01:21:26,400 structures to make sure that there's a 4305 01:21:26,400 --> 01:21:28,310 structures to make sure that there's a seamless flow of information from the 4306 01:21:28,310 --> 01:21:28,320 seamless flow of information from the 4307 01:21:28,320 --> 01:21:30,709 seamless flow of information from the top to the bottom, um, that we're 4308 01:21:30,709 --> 01:21:30,719 top to the bottom, um, that we're 4309 01:21:30,719 --> 01:21:34,310 top to the bottom, um, that we're getting large a large staff of teachers 4310 01:21:34,310 --> 01:21:34,320 getting large a large staff of teachers 4311 01:21:34,320 --> 01:21:37,110 getting large a large staff of teachers aligned around the same universal 4312 01:21:37,110 --> 01:21:37,120 aligned around the same universal 4313 01:21:37,120 --> 01:21:39,350 aligned around the same universal instructional practices across 4314 01:21:39,350 --> 01:21:39,360 instructional practices across 4315 01:21:39,360 --> 01:21:41,750 instructional practices across classrooms or responding swiftly to the 4316 01:21:41,750 --> 01:21:41,760 classrooms or responding swiftly to the 4317 01:21:41,760 --> 01:21:43,750 classrooms or responding swiftly to the mental health needs of our students 4318 01:21:43,750 --> 01:21:43,760 mental health needs of our students 4319 01:21:43,760 --> 01:21:46,229 mental health needs of our students while managing recordkeeping of over a 4320 01:21:46,229 --> 01:21:46,239 while managing recordkeeping of over a 4321 01:21:46,239 --> 01:21:48,709 while managing recordkeeping of over a thousand students. that can feel really 4322 01:21:48,709 --> 01:21:48,719 thousand students. that can feel really 4323 01:21:48,719 --> 01:21:51,750 thousand students. that can feel really daunting and difficult to tackle. 4324 01:21:51,750 --> 01:21:51,760 daunting and difficult to tackle. 4325 01:21:51,760 --> 01:21:54,310 daunting and difficult to tackle. So these challenges 4326 01:21:54,310 --> 01:21:54,320 So these challenges 4327 01:21:54,320 --> 01:21:56,790 So these challenges really reflect our current reality of 4328 01:21:56,790 --> 01:21:56,800 really reflect our current reality of 4329 01:21:56,800 --> 01:21:59,030 really reflect our current reality of being in schools. So we know that 4330 01:21:59,030 --> 01:21:59,040 being in schools. So we know that 4331 01:21:59,040 --> 01:22:01,510 being in schools. So we know that solutions we can't find solutions in a 4332 01:22:01,510 --> 01:22:01,520 solutions we can't find solutions in a 4333 01:22:01,520 --> 01:22:03,030 solutions we can't find solutions in a in a research or a book somewhere 4334 01:22:03,030 --> 01:22:03,040 in a research or a book somewhere 4335 01:22:03,040 --> 01:22:05,669 in a research or a book somewhere because this is a constantly evolving um 4336 01:22:05,669 --> 01:22:05,679 because this is a constantly evolving um 4337 01:22:05,679 --> 01:22:07,990 because this is a constantly evolving um situation. So, I think our best move 4338 01:22:07,990 --> 01:22:08,000 situation. So, I think our best move 4339 01:22:08,000 --> 01:22:09,669 situation. So, I think our best move here is to really make sure that we 4340 01:22:09,669 --> 01:22:09,679 here is to really make sure that we 4341 01:22:09,679 --> 01:22:11,430 here is to really make sure that we continue to walk alongside our school 4342 01:22:11,430 --> 01:22:11,440 continue to walk alongside our school 4343 01:22:11,440 --> 01:22:13,030 continue to walk alongside our school leaders and our teachers as they're 4344 01:22:13,030 --> 01:22:13,040 leaders and our teachers as they're 4345 01:22:13,040 --> 01:22:15,189 leaders and our teachers as they're wrestling with these challenges, 4346 01:22:15,189 --> 01:22:15,199 wrestling with these challenges, 4347 01:22:15,199 --> 01:22:17,350 wrestling with these challenges, listening to their needs, co-creating 4348 01:22:17,350 --> 01:22:17,360 listening to their needs, co-creating 4349 01:22:17,360 --> 01:22:19,430 listening to their needs, co-creating solutions that are that feel feasible 4350 01:22:19,430 --> 01:22:19,440 solutions that are that feel feasible 4351 01:22:19,440 --> 01:22:22,790 solutions that are that feel feasible and sustainable. Um and ultimately if we 4352 01:22:22,790 --> 01:22:22,800 and sustainable. Um and ultimately if we 4353 01:22:22,800 --> 01:22:25,510 and sustainable. Um and ultimately if we really lean into the implementation 4354 01:22:25,510 --> 01:22:25,520 really lean into the implementation 4355 01:22:25,520 --> 01:22:27,110 really lean into the implementation science and thinking about the 4356 01:22:27,110 --> 01:22:27,120 science and thinking about the 4357 01:22:27,120 --> 01:22:29,350 science and thinking about the continuous improvement cycles as a way 4358 01:22:29,350 --> 01:22:29,360 continuous improvement cycles as a way 4359 01:22:29,360 --> 01:22:33,350 continuous improvement cycles as a way of doing business um that will help us 4360 01:22:33,350 --> 01:22:33,360 of doing business um that will help us 4361 01:22:33,360 --> 01:22:35,669 of doing business um that will help us continue to to shift and stay nimble as 4362 01:22:35,669 --> 01:22:35,679 continue to to shift and stay nimble as 4363 01:22:35,679 --> 01:22:37,189 continue to to shift and stay nimble as the conditions in schools continue to 4364 01:22:37,189 --> 01:22:37,199 the conditions in schools continue to 4365 01:22:37,199 --> 01:22:39,189 the conditions in schools continue to evolve. 4366 01:22:39,189 --> 01:22:39,199 evolve. 4367 01:22:39,199 --> 01:22:44,550 evolve. So now I'll move to the questions slide. 4368 01:22:44,550 --> 01:22:44,560 4369 01:22:44,560 --> 01:22:46,550 >> Well, we know Alex had a question so we 4370 01:22:46,550 --> 01:22:46,560 >> Well, we know Alex had a question so we 4371 01:22:46,560 --> 01:22:47,750 >> Well, we know Alex had a question so we can start there. 4372 01:22:47,750 --> 01:22:47,760 can start there. 4373 01:22:47,760 --> 01:22:50,229 can start there. >> Okay. Um, first off, I just want to say 4374 01:22:50,229 --> 01:22:50,239 >> Okay. Um, first off, I just want to say 4375 01:22:50,239 --> 01:22:51,910 >> Okay. Um, first off, I just want to say thank you so much for this uh 4376 01:22:51,910 --> 01:22:51,920 thank you so much for this uh 4377 01:22:51,920 --> 01:22:53,270 thank you so much for this uh presentation and this chance to have 4378 01:22:53,270 --> 01:22:53,280 presentation and this chance to have 4379 01:22:53,280 --> 01:22:55,030 presentation and this chance to have this conversation. I want to check in 4380 01:22:55,030 --> 01:22:55,040 this conversation. I want to check in 4381 01:22:55,040 --> 01:22:57,030 this conversation. I want to check in later with uh everybody on the on the 4382 01:22:57,030 --> 01:22:57,040 later with uh everybody on the on the 4383 01:22:57,040 --> 01:22:58,629 later with uh everybody on the on the board and see how they feel about this 4384 01:22:58,629 --> 01:22:58,639 board and see how they feel about this 4385 01:22:58,639 --> 01:23:00,390 board and see how they feel about this level of inquiry because I'm super 4386 01:23:00,390 --> 01:23:00,400 level of inquiry because I'm super 4387 01:23:00,400 --> 01:23:02,709 level of inquiry because I'm super excited, but I'm a data implementation 4388 01:23:02,709 --> 01:23:02,719 excited, but I'm a data implementation 4389 01:23:02,719 --> 01:23:05,830 excited, but I'm a data implementation nerd and this is what I live for. Um I 4390 01:23:05,830 --> 01:23:05,840 nerd and this is what I live for. Um I 4391 01:23:05,840 --> 01:23:09,270 nerd and this is what I live for. Um I guess the first question for me is as we 4392 01:23:09,270 --> 01:23:09,280 guess the first question for me is as we 4393 01:23:09,280 --> 01:23:12,070 guess the first question for me is as we try to um look at this from a familyf 4394 01:23:12,070 --> 01:23:12,080 try to um look at this from a familyf 4395 01:23:12,080 --> 01:23:14,790 try to um look at this from a familyf facing perspective. Uh I would encourage 4396 01:23:14,790 --> 01:23:14,800 facing perspective. Uh I would encourage 4397 01:23:14,800 --> 01:23:16,470 facing perspective. Uh I would encourage us to work with Randy and his team and 4398 01:23:16,470 --> 01:23:16,480 us to work with Randy and his team and 4399 01:23:16,480 --> 01:23:17,910 us to work with Randy and his team and really figure out the family facing 4400 01:23:17,910 --> 01:23:17,920 really figure out the family facing 4401 01:23:17,920 --> 01:23:20,629 really figure out the family facing language we use about this because uh we 4402 01:23:20,629 --> 01:23:20,639 language we use about this because uh we 4403 01:23:20,639 --> 01:23:22,550 language we use about this because uh we on the board get coached on what MTSS 4404 01:23:22,550 --> 01:23:22,560 on the board get coached on what MTSS 4405 01:23:22,560 --> 01:23:25,110 on the board get coached on what MTSS and DDI is. And I just think there's a 4406 01:23:25,110 --> 01:23:25,120 and DDI is. And I just think there's a 4407 01:23:25,120 --> 01:23:26,950 and DDI is. And I just think there's a lot of better language to explain this 4408 01:23:26,950 --> 01:23:26,960 lot of better language to explain this 4409 01:23:26,960 --> 01:23:30,470 lot of better language to explain this to families. the it's it's also that the 4410 01:23:30,470 --> 01:23:30,480 to families. the it's it's also that the 4411 01:23:30,480 --> 01:23:33,830 to families. the it's it's also that the the language around what we do MTSS and 4412 01:23:33,830 --> 01:23:33,840 the language around what we do MTSS and 4413 01:23:33,840 --> 01:23:36,470 the language around what we do MTSS and DDI are kind of very teacher facing and 4414 01:23:36,470 --> 01:23:36,480 DDI are kind of very teacher facing and 4415 01:23:36,480 --> 01:23:38,310 DDI are kind of very teacher facing and school leaderf facing. It's not what the 4416 01:23:38,310 --> 01:23:38,320 school leaderf facing. It's not what the 4417 01:23:38,320 --> 01:23:40,629 school leaderf facing. It's not what the student experiences because of it. So 4418 01:23:40,629 --> 01:23:40,639 student experiences because of it. So 4419 01:23:40,639 --> 01:23:43,270 student experiences because of it. So man, I think we want to get to well, we 4420 01:23:43,270 --> 01:23:43,280 man, I think we want to get to well, we 4421 01:23:43,280 --> 01:23:45,110 man, I think we want to get to well, we here at this school, we really look at 4422 01:23:45,110 --> 01:23:45,120 here at this school, we really look at 4423 01:23:45,120 --> 01:23:46,629 here at this school, we really look at how the students are doing and we make 4424 01:23:46,629 --> 01:23:46,639 how the students are doing and we make 4425 01:23:46,639 --> 01:23:48,229 how the students are doing and we make adjustments in how we interact with them 4426 01:23:48,229 --> 01:23:48,239 adjustments in how we interact with them 4427 01:23:48,239 --> 01:23:50,790 adjustments in how we interact with them in the classroom uh in order to better, 4428 01:23:50,790 --> 01:23:50,800 in the classroom uh in order to better, 4429 01:23:50,800 --> 01:23:52,550 in the classroom uh in order to better, you know, always be changing to help 4430 01:23:52,550 --> 01:23:52,560 you know, always be changing to help 4431 01:23:52,560 --> 01:23:54,229 you know, always be changing to help them learn the most like that's what 4432 01:23:54,229 --> 01:23:54,239 them learn the most like that's what 4433 01:23:54,239 --> 01:23:56,950 them learn the most like that's what MTSS and DDI kind of are and from a 4434 01:23:56,950 --> 01:23:56,960 MTSS and DDI kind of are and from a 4435 01:23:56,960 --> 01:23:59,510 MTSS and DDI kind of are and from a family or kid facing. So I would like us 4436 01:23:59,510 --> 01:23:59,520 family or kid facing. So I would like us 4437 01:23:59,520 --> 01:24:03,270 family or kid facing. So I would like us to work on the language. Um secondly, uh 4438 01:24:03,270 --> 01:24:03,280 to work on the language. Um secondly, uh 4439 01:24:03,280 --> 01:24:05,189 to work on the language. Um secondly, uh I'm so excited that we have an 4440 01:24:05,189 --> 01:24:05,199 I'm so excited that we have an 4441 01:24:05,199 --> 01:24:06,790 I'm so excited that we have an assessment system and an assessment 4442 01:24:06,790 --> 01:24:06,800 assessment system and an assessment 4443 01:24:06,800 --> 01:24:08,550 assessment system and an assessment calendar. I I know this place from a 4444 01:24:08,550 --> 01:24:08,560 calendar. I I know this place from a 4445 01:24:08,560 --> 01:24:10,950 calendar. I I know this place from a long time ago when uh we had 56 4446 01:24:10,950 --> 01:24:10,960 long time ago when uh we had 56 4447 01:24:10,960 --> 01:24:12,870 long time ago when uh we had 56 different schools with 4,000 teachers 4448 01:24:12,870 --> 01:24:12,880 different schools with 4,000 teachers 4449 01:24:12,880 --> 01:24:13,910 different schools with 4,000 teachers and they were figuring out what 4450 01:24:13,910 --> 01:24:13,920 and they were figuring out what 4451 01:24:13,920 --> 01:24:15,510 and they were figuring out what assessment they wanted and that meant 4452 01:24:15,510 --> 01:24:15,520 assessment they wanted and that meant 4453 01:24:15,520 --> 01:24:17,750 assessment they wanted and that meant there was no support, no ability to do 4454 01:24:17,750 --> 01:24:17,760 there was no support, no ability to do 4455 01:24:17,760 --> 01:24:21,910 there was no support, no ability to do this. Um I am I want to ask about two 4456 01:24:21,910 --> 01:24:21,920 this. Um I am I want to ask about two 4457 01:24:21,920 --> 01:24:24,070 this. Um I am I want to ask about two things. One is 4458 01:24:24,070 --> 01:24:24,080 things. One is 4459 01:24:24,080 --> 01:24:25,669 things. One is how 4460 01:24:25,669 --> 01:24:25,679 how 4461 01:24:25,679 --> 01:24:28,470 how do we make the there's a an impulse in 4462 01:24:28,470 --> 01:24:28,480 do we make the there's a an impulse in 4463 01:24:28,480 --> 01:24:30,709 do we make the there's a an impulse in America I hear it all the time as an 4464 01:24:30,709 --> 01:24:30,719 America I hear it all the time as an 4465 01:24:30,719 --> 01:24:32,950 America I hear it all the time as an official of assessment's bad. That's why 4466 01:24:32,950 --> 01:24:32,960 official of assessment's bad. That's why 4467 01:24:32,960 --> 01:24:34,390 official of assessment's bad. That's why kids lose their souls and that's why 4468 01:24:34,390 --> 01:24:34,400 kids lose their souls and that's why 4469 01:24:34,400 --> 01:24:35,590 kids lose their souls and that's why they shouldn't be in school and you're 4470 01:24:35,590 --> 01:24:35,600 they shouldn't be in school and you're 4471 01:24:35,600 --> 01:24:37,030 they shouldn't be in school and you're not doing anything. you're just testing 4472 01:24:37,030 --> 01:24:37,040 not doing anything. you're just testing 4473 01:24:37,040 --> 01:24:38,310 not doing anything. you're just testing them all the time and there's way too 4474 01:24:38,310 --> 01:24:38,320 them all the time and there's way too 4475 01:24:38,320 --> 01:24:40,310 them all the time and there's way too much testing, right? And so there's no 4476 01:24:40,310 --> 01:24:40,320 much testing, right? And so there's no 4477 01:24:40,320 --> 01:24:42,470 much testing, right? And so there's no distinction between CAMASS which is used 4478 01:24:42,470 --> 01:24:42,480 distinction between CAMASS which is used 4479 01:24:42,480 --> 01:24:44,470 distinction between CAMASS which is used to give us our summitive data and 4480 01:24:44,470 --> 01:24:44,480 to give us our summitive data and 4481 01:24:44,480 --> 01:24:45,910 to give us our summitive data and compare to other students in schools 4482 01:24:45,910 --> 01:24:45,920 compare to other students in schools 4483 01:24:45,920 --> 01:24:47,990 compare to other students in schools across the state at which we rock to 4484 01:24:47,990 --> 01:24:48,000 across the state at which we rock to 4485 01:24:48,000 --> 01:24:49,910 across the state at which we rock to formative assessment that's used for all 4486 01:24:49,910 --> 01:24:49,920 formative assessment that's used for all 4487 01:24:49,920 --> 01:24:51,830 formative assessment that's used for all this stuff to the assessment that's 4488 01:24:51,830 --> 01:24:51,840 this stuff to the assessment that's 4489 01:24:51,840 --> 01:24:54,070 this stuff to the assessment that's linked to our curriculum that is part of 4490 01:24:54,070 --> 01:24:54,080 linked to our curriculum that is part of 4491 01:24:54,080 --> 01:24:56,310 linked to our curriculum that is part of what teachers do every day to understand 4492 01:24:56,310 --> 01:24:56,320 what teachers do every day to understand 4493 01:24:56,320 --> 01:24:57,669 what teachers do every day to understand if kids understood what they thought 4494 01:24:57,669 --> 01:24:57,679 if kids understood what they thought 4495 01:24:57,679 --> 01:25:00,790 if kids understood what they thought they taught. Right? And so I think we 4496 01:25:00,790 --> 01:25:00,800 they taught. Right? And so I think we 4497 01:25:00,800 --> 01:25:03,189 they taught. Right? And so I think we need to again have a familyfacing 4498 01:25:03,189 --> 01:25:03,199 need to again have a familyfacing 4499 01:25:03,199 --> 01:25:05,590 need to again have a familyfacing version of this that builds the 4500 01:25:05,590 --> 01:25:05,600 version of this that builds the 4501 01:25:05,600 --> 01:25:09,110 version of this that builds the constituency for smart modern teaching 4502 01:25:09,110 --> 01:25:09,120 constituency for smart modern teaching 4503 01:25:09,120 --> 01:25:11,430 constituency for smart modern teaching which uses formative assessment in all 4504 01:25:11,430 --> 01:25:11,440 which uses formative assessment in all 4505 01:25:11,440 --> 01:25:13,669 which uses formative assessment in all these complex ways. So we've made great 4506 01:25:13,669 --> 01:25:13,679 these complex ways. So we've made great 4507 01:25:13,679 --> 01:25:15,510 these complex ways. So we've made great progress because we now have the system. 4508 01:25:15,510 --> 01:25:15,520 progress because we now have the system. 4509 01:25:15,520 --> 01:25:17,990 progress because we now have the system. I still talk to families in the grocery 4510 01:25:17,990 --> 01:25:18,000 I still talk to families in the grocery 4511 01:25:18,000 --> 01:25:19,590 I still talk to families in the grocery store who like how we my kid's being 4512 01:25:19,590 --> 01:25:19,600 store who like how we my kid's being 4513 01:25:19,600 --> 01:25:22,229 store who like how we my kid's being tested too much and they don't or they 4514 01:25:22,229 --> 01:25:22,239 tested too much and they don't or they 4515 01:25:22,239 --> 01:25:24,550 tested too much and they don't or they disagree or don't understand or don't 4516 01:25:24,550 --> 01:25:24,560 disagree or don't understand or don't 4517 01:25:24,560 --> 01:25:27,030 disagree or don't understand or don't think that the role of assessment is so 4518 01:25:27,030 --> 01:25:27,040 think that the role of assessment is so 4519 01:25:27,040 --> 01:25:29,030 think that the role of assessment is so key to making sure every kid is 4520 01:25:29,030 --> 01:25:29,040 key to making sure every kid is 4521 01:25:29,040 --> 01:25:30,950 key to making sure every kid is differentiated with and that they get a 4522 01:25:30,950 --> 01:25:30,960 differentiated with and that they get a 4523 01:25:30,960 --> 01:25:33,510 differentiated with and that they get a different experience. So again, it's a 4524 01:25:33,510 --> 01:25:33,520 different experience. So again, it's a 4525 01:25:33,520 --> 01:25:35,830 different experience. So again, it's a um a sort of outward-looking thing about 4526 01:25:35,830 --> 01:25:35,840 um a sort of outward-looking thing about 4527 01:25:35,840 --> 01:25:37,830 um a sort of outward-looking thing about how we communicate that which does go 4528 01:25:37,830 --> 01:25:37,840 how we communicate that which does go 4529 01:25:37,840 --> 01:25:39,590 how we communicate that which does go down to how teachers communicate and how 4530 01:25:39,590 --> 01:25:39,600 down to how teachers communicate and how 4531 01:25:39,600 --> 01:25:41,430 down to how teachers communicate and how leaders communicate as well as people 4532 01:25:41,430 --> 01:25:41,440 leaders communicate as well as people 4533 01:25:41,440 --> 01:25:44,790 leaders communicate as well as people here. And then related to that, I'm so 4534 01:25:44,790 --> 01:25:44,800 here. And then related to that, I'm so 4535 01:25:44,800 --> 01:25:48,470 here. And then related to that, I'm so curious how we as governing board people 4536 01:25:48,470 --> 01:25:48,480 curious how we as governing board people 4537 01:25:48,480 --> 01:25:51,830 curious how we as governing board people and other people in the public, is there 4538 01:25:51,830 --> 01:25:51,840 and other people in the public, is there 4539 01:25:51,840 --> 01:25:54,470 and other people in the public, is there a rollup of the data that comes from our 4540 01:25:54,470 --> 01:25:54,480 a rollup of the data that comes from our 4541 01:25:54,480 --> 01:25:56,870 a rollup of the data that comes from our assessment systems that lets us have the 4542 01:25:56,870 --> 01:25:56,880 assessment systems that lets us have the 4543 01:25:56,880 --> 01:25:59,430 assessment systems that lets us have the kind of inquiry that a sack would have 4544 01:25:59,430 --> 01:25:59,440 kind of inquiry that a sack would have 4545 01:25:59,440 --> 01:26:03,030 kind of inquiry that a sack would have into their school? So when do we get who 4546 01:26:03,030 --> 01:26:03,040 into their school? So when do we get who 4547 01:26:03,040 --> 01:26:05,590 into their school? So when do we get who all gets the data from this assessment 4548 01:26:05,590 --> 01:26:05,600 all gets the data from this assessment 4549 01:26:05,600 --> 01:26:09,830 all gets the data from this assessment system? Is it avail 4550 01:26:09,830 --> 01:26:09,840 system? Is it avail 4551 01:26:09,840 --> 01:26:11,750 system? Is it avail uh unified improvement planning process, 4552 01:26:11,750 --> 01:26:11,760 uh unified improvement planning process, 4553 01:26:11,760 --> 01:26:15,189 uh unified improvement planning process, the 90-day process? Um it should be uh 4554 01:26:15,189 --> 01:26:15,199 the 90-day process? Um it should be uh 4555 01:26:15,199 --> 01:26:17,110 the 90-day process? Um it should be uh perhaps considered by the SAC as they 4556 01:26:17,110 --> 01:26:17,120 perhaps considered by the SAC as they 4557 01:26:17,120 --> 01:26:20,790 perhaps considered by the SAC as they think about approving a UIP and what how 4558 01:26:20,790 --> 01:26:20,800 think about approving a UIP and what how 4559 01:26:20,800 --> 01:26:22,709 think about approving a UIP and what how does that roll up to us as schoolboard 4560 01:26:22,709 --> 01:26:22,719 does that roll up to us as schoolboard 4561 01:26:22,719 --> 01:26:25,350 does that roll up to us as schoolboard members in a way that also demonstrates 4562 01:26:25,350 --> 01:26:25,360 members in a way that also demonstrates 4563 01:26:25,360 --> 01:26:28,149 members in a way that also demonstrates the value of it so that we win the fight 4564 01:26:28,149 --> 01:26:28,159 the value of it so that we win the fight 4565 01:26:28,159 --> 01:26:30,629 the value of it so that we win the fight to protect assessment systems. I'm 4566 01:26:30,629 --> 01:26:30,639 to protect assessment systems. I'm 4567 01:26:30,639 --> 01:26:33,350 to protect assessment systems. I'm afraid we could lose that at a state, 4568 01:26:33,350 --> 01:26:33,360 afraid we could lose that at a state, 4569 01:26:33,360 --> 01:26:34,629 afraid we could lose that at a state, especially with the current federal 4570 01:26:34,629 --> 01:26:34,639 especially with the current federal 4571 01:26:34,639 --> 01:26:35,910 especially with the current federal changes and the ability of states to 4572 01:26:35,910 --> 01:26:35,920 changes and the ability of states to 4573 01:26:35,920 --> 01:26:37,830 changes and the ability of states to just wave all federal requirements for 4574 01:26:37,830 --> 01:26:37,840 just wave all federal requirements for 4575 01:26:37,840 --> 01:26:39,750 just wave all federal requirements for summitative assessment. We could also 4576 01:26:39,750 --> 01:26:39,760 summitative assessment. We could also 4577 01:26:39,760 --> 01:26:41,510 summitative assessment. We could also have a ground swell of people continuing 4578 01:26:41,510 --> 01:26:41,520 have a ground swell of people continuing 4579 01:26:41,520 --> 01:26:43,750 have a ground swell of people continuing to opt out and of people resisting the 4580 01:26:43,750 --> 01:26:43,760 to opt out and of people resisting the 4581 01:26:43,760 --> 01:26:45,910 to opt out and of people resisting the use of formative assessment. So, I just 4582 01:26:45,910 --> 01:26:45,920 use of formative assessment. So, I just 4583 01:26:45,920 --> 01:26:50,390 use of formative assessment. So, I just want us to demonstrate its utility and 4584 01:26:50,390 --> 01:26:50,400 want us to demonstrate its utility and 4585 01:26:50,400 --> 01:26:52,709 want us to demonstrate its utility and also let people be familiar with it 4586 01:26:52,709 --> 01:26:52,719 also let people be familiar with it 4587 01:26:52,719 --> 01:26:55,110 also let people be familiar with it again with family facing language. And I 4588 01:26:55,110 --> 01:26:55,120 again with family facing language. And I 4589 01:26:55,120 --> 01:26:56,470 again with family facing language. And I guess Dr. Anderson, I'm curious what 4590 01:26:56,470 --> 01:26:56,480 guess Dr. Anderson, I'm curious what 4591 01:26:56,480 --> 01:26:59,669 guess Dr. Anderson, I'm curious what your reactions are to that and to the 4592 01:26:59,669 --> 01:26:59,679 your reactions are to that and to the 4593 01:26:59,679 --> 01:27:02,229 your reactions are to that and to the team about like, well, is it a bad thing 4594 01:27:02,229 --> 01:27:02,239 team about like, well, is it a bad thing 4595 01:27:02,239 --> 01:27:04,470 team about like, well, is it a bad thing if parents ask what the data looks like? 4596 01:27:04,470 --> 01:27:04,480 if parents ask what the data looks like? 4597 01:27:04,480 --> 01:27:06,550 if parents ask what the data looks like? Is it a good thing? Should the SAC have 4598 01:27:06,550 --> 01:27:06,560 Is it a good thing? Should the SAC have 4599 01:27:06,560 --> 01:27:08,070 Is it a good thing? Should the SAC have access to this? What do you think about 4600 01:27:08,070 --> 01:27:08,080 access to this? What do you think about 4601 01:27:08,080 --> 01:27:10,950 access to this? What do you think about the data transparency and insight and 4602 01:27:10,950 --> 01:27:10,960 the data transparency and insight and 4603 01:27:10,960 --> 01:27:14,229 the data transparency and insight and how we deal with the public about it? 4604 01:27:14,229 --> 01:27:14,239 how we deal with the public about it? 4605 01:27:14,239 --> 01:27:17,189 how we deal with the public about it? >> Well, first of all, I think uh 4606 01:27:17,189 --> 01:27:17,199 >> Well, first of all, I think uh 4607 01:27:17,199 --> 01:27:18,950 >> Well, first of all, I think uh I think your assessment is spot on. 4608 01:27:18,950 --> 01:27:18,960 I think your assessment is spot on. 4609 01:27:18,960 --> 01:27:20,790 I think your assessment is spot on. These are national issues and I think 4610 01:27:20,790 --> 01:27:20,800 These are national issues and I think 4611 01:27:20,800 --> 01:27:22,390 These are national issues and I think that, you know, being able to take a 4612 01:27:22,390 --> 01:27:22,400 that, you know, being able to take a 4613 01:27:22,400 --> 01:27:23,830 that, you know, being able to take a look at what's happening at the federal 4614 01:27:23,830 --> 01:27:23,840 look at what's happening at the federal 4615 01:27:23,840 --> 01:27:26,870 look at what's happening at the federal level, right? like if you don't have if 4616 01:27:26,870 --> 01:27:26,880 level, right? like if you don't have if 4617 01:27:26,880 --> 01:27:29,030 level, right? like if you don't have if you don't have the ability to assess you 4618 01:27:29,030 --> 01:27:29,040 you don't have the ability to assess you 4619 01:27:29,040 --> 01:27:31,189 you don't have the ability to assess you know you know I'm not talking there's 4620 01:27:31,189 --> 01:27:31,199 know you know I'm not talking there's 4621 01:27:31,199 --> 01:27:32,629 know you know I'm not talking there's high stakes testing and then there's 4622 01:27:32,629 --> 01:27:32,639 high stakes testing and then there's 4623 01:27:32,639 --> 01:27:35,510 high stakes testing and then there's assessment right that drives instruction 4624 01:27:35,510 --> 01:27:35,520 assessment right that drives instruction 4625 01:27:35,520 --> 01:27:38,950 assessment right that drives instruction and intervention right so so the 4626 01:27:38,950 --> 01:27:38,960 and intervention right so so the 4627 01:27:38,960 --> 01:27:41,030 and intervention right so so the assessment to drive instruction and 4628 01:27:41,030 --> 01:27:41,040 assessment to drive instruction and 4629 01:27:41,040 --> 01:27:43,590 assessment to drive instruction and intervention you know h happens through 4630 01:27:43,590 --> 01:27:43,600 intervention you know h happens through 4631 01:27:43,600 --> 01:27:45,270 intervention you know h happens through the assessment framework which by the 4632 01:27:45,270 --> 01:27:45,280 the assessment framework which by the 4633 01:27:45,280 --> 01:27:47,350 the assessment framework which by the way you are right when I got here eight 4634 01:27:47,350 --> 01:27:47,360 way you are right when I got here eight 4635 01:27:47,360 --> 01:27:51,350 way you are right when I got here eight years ago it was uh you know we it the 4636 01:27:51,350 --> 01:27:51,360 years ago it was uh you know we it the 4637 01:27:51,360 --> 01:27:55,510 years ago it was uh you know we it the assessments that we had uh weren't even 4638 01:27:55,510 --> 01:27:55,520 assessments that we had uh weren't even 4639 01:27:55,520 --> 01:27:58,229 assessments that we had uh weren't even for yeah it was a mess now I'm really 4640 01:27:58,229 --> 01:27:58,239 for yeah it was a mess now I'm really 4641 01:27:58,239 --> 01:28:01,270 for yeah it was a mess now I'm really really really proud of where we are um 4642 01:28:01,270 --> 01:28:01,280 really really proud of where we are um 4643 01:28:01,280 --> 01:28:03,270 really really proud of where we are um but I and I and I do think this idea of 4644 01:28:03,270 --> 01:28:03,280 but I and I and I do think this idea of 4645 01:28:03,280 --> 01:28:06,149 but I and I and I do think this idea of this family focus family facing and 4646 01:28:06,149 --> 01:28:06,159 this family focus family facing and 4647 01:28:06,159 --> 01:28:08,310 this family focus family facing and focused language is the right thing 4648 01:28:08,310 --> 01:28:08,320 focused language is the right thing 4649 01:28:08,320 --> 01:28:10,229 focused language is the right thing right even as we've talked about some of 4650 01:28:10,229 --> 01:28:10,239 right even as we've talked about some of 4651 01:28:10,239 --> 01:28:13,990 right even as we've talked about some of the technical uh nuanced phrases in this 4652 01:28:13,990 --> 01:28:14,000 the technical uh nuanced phrases in this 4653 01:28:14,000 --> 01:28:15,430 the technical uh nuanced phrases in this presentation and I've been like well 4654 01:28:15,430 --> 01:28:15,440 presentation and I've been like well 4655 01:28:15,440 --> 01:28:17,030 presentation and I've been like well this is what that means right like we 4656 01:28:17,030 --> 01:28:17,040 this is what that means right like we 4657 01:28:17,040 --> 01:28:20,390 this is what that means right like we probably need to have a lot of that um 4658 01:28:20,390 --> 01:28:20,400 probably need to have a lot of that um 4659 01:28:20,400 --> 01:28:22,950 probably need to have a lot of that um uh but it is a critical piece in terms 4660 01:28:22,950 --> 01:28:22,960 uh but it is a critical piece in terms 4661 01:28:22,960 --> 01:28:25,430 uh but it is a critical piece in terms of of access to the data, you know, to, 4662 01:28:25,430 --> 01:28:25,440 of of access to the data, you know, to, 4663 01:28:25,440 --> 01:28:28,709 of of access to the data, you know, to, you know, there's we can certainly if we 4664 01:28:28,709 --> 01:28:28,719 you know, there's we can certainly if we 4665 01:28:28,719 --> 01:28:31,030 you know, there's we can certainly if we get data um and it comes in some kind of 4666 01:28:31,030 --> 01:28:31,040 get data um and it comes in some kind of 4667 01:28:31,040 --> 01:28:33,830 get data um and it comes in some kind of CSV file, then we could upload it into a 4668 01:28:33,830 --> 01:28:33,840 CSV file, then we could upload it into a 4669 01:28:33,840 --> 01:28:35,990 CSV file, then we could upload it into a a visualization through Tableau and and 4670 01:28:35,990 --> 01:28:36,000 a visualization through Tableau and and 4671 01:28:36,000 --> 01:28:37,510 a visualization through Tableau and and we could do that, I'm pretty sure. And 4672 01:28:37,510 --> 01:28:37,520 we could do that, I'm pretty sure. And 4673 01:28:37,520 --> 01:28:39,350 we could do that, I'm pretty sure. And we do some of that. Some of that maybe 4674 01:28:39,350 --> 01:28:39,360 we do some of that. Some of that maybe 4675 01:28:39,360 --> 01:28:41,669 we do some of that. Some of that maybe we haven't made it external facing. The 4676 01:28:41,669 --> 01:28:41,679 we haven't made it external facing. The 4677 01:28:41,679 --> 01:28:43,590 we haven't made it external facing. The question that we would have to have is 4678 01:28:43,590 --> 01:28:43,600 question that we would have to have is 4679 01:28:43,600 --> 01:28:47,830 question that we would have to have is when is what's too much? And if if you 4680 01:28:47,830 --> 01:28:47,840 when is what's too much? And if if you 4681 01:28:47,840 --> 01:28:49,990 when is what's too much? And if if you sometimes, you know, folks hide in plain 4682 01:28:49,990 --> 01:28:50,000 sometimes, you know, folks hide in plain 4683 01:28:50,000 --> 01:28:52,629 sometimes, you know, folks hide in plain sight. Oh, we're super transparent. 4684 01:28:52,629 --> 01:28:52,639 sight. Oh, we're super transparent. 4685 01:28:52,639 --> 01:28:54,229 sight. Oh, we're super transparent. we're going to flood you with so much 4686 01:28:54,229 --> 01:28:54,239 we're going to flood you with so much 4687 01:28:54,239 --> 01:28:56,229 we're going to flood you with so much information you can't go that you can't 4688 01:28:56,229 --> 01:28:56,239 information you can't go that you can't 4689 01:28:56,239 --> 01:28:58,070 information you can't go that you can't understand this way from that way and 4690 01:28:58,070 --> 01:28:58,080 understand this way from that way and 4691 01:28:58,080 --> 01:29:00,070 understand this way from that way and you don't know how how we're doing or 4692 01:29:00,070 --> 01:29:00,080 you don't know how how we're doing or 4693 01:29:00,080 --> 01:29:02,149 you don't know how how we're doing or what's happening and then we say oh but 4694 01:29:02,149 --> 01:29:02,159 what's happening and then we say oh but 4695 01:29:02,159 --> 01:29:03,669 what's happening and then we say oh but we're super transparent but we're not 4696 01:29:03,669 --> 01:29:03,679 we're super transparent but we're not 4697 01:29:03,679 --> 01:29:06,070 we're super transparent but we're not clear right so I think that that's the 4698 01:29:06,070 --> 01:29:06,080 clear right so I think that that's the 4699 01:29:06,080 --> 01:29:08,790 clear right so I think that that's the balance there certainly we work with our 4700 01:29:08,790 --> 01:29:08,800 balance there certainly we work with our 4701 01:29:08,800 --> 01:29:11,669 balance there certainly we work with our school advisory committees which also 4702 01:29:11,669 --> 01:29:11,679 school advisory committees which also 4703 01:29:11,679 --> 01:29:13,669 school advisory committees which also wasn't always a thing to get them the 4704 01:29:13,669 --> 01:29:13,679 wasn't always a thing to get them the 4705 01:29:13,679 --> 01:29:15,030 wasn't always a thing to get them the data that they need to be able to 4706 01:29:15,030 --> 01:29:15,040 data that they need to be able to 4707 01:29:15,040 --> 01:29:17,030 data that they need to be able to develop improvement plans that then also 4708 01:29:17,030 --> 01:29:17,040 develop improvement plans that then also 4709 01:29:17,040 --> 01:29:18,870 develop improvement plans that then also align to our overarching district 4710 01:29:18,870 --> 01:29:18,880 align to our overarching district 4711 01:29:18,880 --> 01:29:21,590 align to our overarching district strategy uh but in terms of the access 4712 01:29:21,590 --> 01:29:21,600 strategy uh but in terms of the access 4713 01:29:21,600 --> 01:29:23,430 strategy uh but in terms of the access to the data and what people see. That 4714 01:29:23,430 --> 01:29:23,440 to the data and what people see. That 4715 01:29:23,440 --> 01:29:26,149 to the data and what people see. That might be a good question for DAC to say 4716 01:29:26,149 --> 01:29:26,159 might be a good question for DAC to say 4717 01:29:26,159 --> 01:29:28,310 might be a good question for DAC to say what's too much, what gets too 4718 01:29:28,310 --> 01:29:28,320 what's too much, what gets too 4719 01:29:28,320 --> 01:29:30,950 what's too much, what gets too confusing, and at what level do you need 4720 01:29:30,950 --> 01:29:30,960 confusing, and at what level do you need 4721 01:29:30,960 --> 01:29:32,950 confusing, and at what level do you need to understand to be able to develop 4722 01:29:32,950 --> 01:29:32,960 to understand to be able to develop 4723 01:29:32,960 --> 01:29:36,229 to understand to be able to develop improvement plans um alongside your 4724 01:29:36,229 --> 01:29:36,239 improvement plans um alongside your 4725 01:29:36,239 --> 01:29:39,750 improvement plans um alongside your principal and school staff. 4726 01:29:39,750 --> 01:29:39,760 principal and school staff. 4727 01:29:39,760 --> 01:29:42,310 principal and school staff. >> Piggybacking on that one, board policy 4728 01:29:42,310 --> 01:29:42,320 >> Piggybacking on that one, board policy 4729 01:29:42,320 --> 01:29:44,709 >> Piggybacking on that one, board policy says that the district shall communicate 4730 01:29:44,709 --> 01:29:44,719 says that the district shall communicate 4731 01:29:44,719 --> 01:29:47,350 says that the district shall communicate to families district and state 4732 01:29:47,350 --> 01:29:47,360 to families district and state 4733 01:29:47,360 --> 01:29:49,910 to families district and state assessment calendars. And so that's just 4734 01:29:49,910 --> 01:29:49,920 assessment calendars. And so that's just 4735 01:29:49,920 --> 01:29:52,229 assessment calendars. And so that's just like that document is a great place to 4736 01:29:52,229 --> 01:29:52,239 like that document is a great place to 4737 01:29:52,239 --> 01:29:54,149 like that document is a great place to just insert what do these what is the 4738 01:29:54,149 --> 01:29:54,159 just insert what do these what is the 4739 01:29:54,159 --> 01:29:56,229 just insert what do these what is the what's the purpose of a district versus 4740 01:29:56,229 --> 01:29:56,239 what's the purpose of a district versus 4741 01:29:56,239 --> 01:29:58,950 what's the purpose of a district versus a state versus a school or your 4742 01:29:58,950 --> 01:29:58,960 a state versus a school or your 4743 01:29:58,960 --> 01:30:00,550 a state versus a school or your classroom specific assessment since we 4744 01:30:00,550 --> 01:30:00,560 classroom specific assessment since we 4745 01:30:00,560 --> 01:30:02,149 classroom specific assessment since we have to do it anyway. We're I mean it's 4746 01:30:02,149 --> 01:30:02,159 have to do it anyway. We're I mean it's 4747 01:30:02,159 --> 01:30:03,430 have to do it anyway. We're I mean it's just an opportunity to insert some of 4748 01:30:03,430 --> 01:30:03,440 just an opportunity to insert some of 4749 01:30:03,440 --> 01:30:05,990 just an opportunity to insert some of that detail that Alex is coming up with. 4750 01:30:05,990 --> 01:30:06,000 that detail that Alex is coming up with. 4751 01:30:06,000 --> 01:30:07,350 that detail that Alex is coming up with. >> Did you know that off the top of your 4752 01:30:07,350 --> 01:30:07,360 >> Did you know that off the top of your 4753 01:30:07,360 --> 01:30:08,310 >> Did you know that off the top of your head? Did you 4754 01:30:08,310 --> 01:30:08,320 head? Did you 4755 01:30:08,320 --> 01:30:10,470 head? Did you >> We just reviewed that policy. Dr. 4756 01:30:10,470 --> 01:30:10,480 >> We just reviewed that policy. Dr. 4757 01:30:10,480 --> 01:30:11,189 >> We just reviewed that policy. Dr. Anderson. 4758 01:30:11,189 --> 01:30:11,199 Anderson. 4759 01:30:11,199 --> 01:30:14,629 Anderson. >> I know I say that's pretty policy 4760 01:30:14,629 --> 01:30:14,639 >> I know I say that's pretty policy 4761 01:30:14,639 --> 01:30:16,902 >> I know I say that's pretty policy Deianne. 4762 01:30:16,902 --> 01:30:16,912 Deianne. 4763 01:30:16,912 --> 01:30:20,709 Deianne. [laughter] 4764 01:30:20,709 --> 01:30:20,719 4765 01:30:20,719 --> 01:30:24,790 >> I am um interested in in um helping 4766 01:30:24,790 --> 01:30:24,800 >> I am um interested in in um helping 4767 01:30:24,800 --> 01:30:26,709 >> I am um interested in in um helping those teachers that are isolated like 4768 01:30:26,709 --> 01:30:26,719 those teachers that are isolated like 4769 01:30:26,719 --> 01:30:28,310 those teachers that are isolated like you mentioned a middle school teacher 4770 01:30:28,310 --> 01:30:28,320 you mentioned a middle school teacher 4771 01:30:28,320 --> 01:30:30,629 you mentioned a middle school teacher that's the only one that teaches their 4772 01:30:30,629 --> 01:30:30,639 that's the only one that teaches their 4773 01:30:30,639 --> 01:30:33,510 that's the only one that teaches their content in that school. Um, have there 4774 01:30:33,510 --> 01:30:33,520 content in that school. Um, have there 4775 01:30:33,520 --> 01:30:36,229 content in that school. Um, have there been any plans to put together um 4776 01:30:36,229 --> 01:30:36,239 been any plans to put together um 4777 01:30:36,239 --> 01:30:39,110 been any plans to put together um something like an action research 4778 01:30:39,110 --> 01:30:39,120 something like an action research 4779 01:30:39,120 --> 01:30:42,229 something like an action research conference where um teachers could share 4780 01:30:42,229 --> 01:30:42,239 conference where um teachers could share 4781 01:30:42,239 --> 01:30:44,310 conference where um teachers could share what they've done, how it worked, and 4782 01:30:44,310 --> 01:30:44,320 what they've done, how it worked, and 4783 01:30:44,320 --> 01:30:46,629 what they've done, how it worked, and what kind of assessments they're using 4784 01:30:46,629 --> 01:30:46,639 what kind of assessments they're using 4785 01:30:46,639 --> 01:30:49,030 what kind of assessments they're using so that it goes across the district and 4786 01:30:49,030 --> 01:30:49,040 so that it goes across the district and 4787 01:30:49,040 --> 01:30:52,149 so that it goes across the district and it isn't isolated. 4788 01:30:52,149 --> 01:30:52,159 it isn't isolated. 4789 01:30:52,159 --> 01:30:54,629 it isn't isolated. >> I I would say that we have and this came 4790 01:30:54,629 --> 01:30:54,639 >> I I would say that we have and this came 4791 01:30:54,639 --> 01:30:56,709 >> I I would say that we have and this came out of our teacher roundts that we did 4792 01:30:56,709 --> 01:30:56,719 out of our teacher roundts that we did 4793 01:30:56,719 --> 01:31:00,950 out of our teacher roundts that we did several years ago. um uh for for folks 4794 01:31:00,950 --> 01:31:00,960 several years ago. um uh for for folks 4795 01:31:00,960 --> 01:31:02,790 several years ago. um uh for for folks that that are the only person that 4796 01:31:02,790 --> 01:31:02,800 that that are the only person that 4797 01:31:02,800 --> 01:31:05,030 that that are the only person that teaches their subject in their school, 4798 01:31:05,030 --> 01:31:05,040 teaches their subject in their school, 4799 01:31:05,040 --> 01:31:06,870 teaches their subject in their school, we've done some we've tried to arrange 4800 01:31:06,870 --> 01:31:06,880 we've done some we've tried to arrange 4801 01:31:06,880 --> 01:31:08,310 we've done some we've tried to arrange some of our professional development 4802 01:31:08,310 --> 01:31:08,320 some of our professional development 4803 01:31:08,320 --> 01:31:10,149 some of our professional development days so they could have some co some 4804 01:31:10,149 --> 01:31:10,159 days so they could have some co some 4805 01:31:10,159 --> 01:31:12,149 days so they could have some co some time together. I don't know that we've 4806 01:31:12,149 --> 01:31:12,159 time together. I don't know that we've 4807 01:31:12,159 --> 01:31:14,229 time together. I don't know that we've developed anything in an action research 4808 01:31:14,229 --> 01:31:14,239 developed anything in an action research 4809 01:31:14,239 --> 01:31:16,709 developed anything in an action research format. uh but but is something we're 4810 01:31:16,709 --> 01:31:16,719 format. uh but but is something we're 4811 01:31:16,719 --> 01:31:18,550 format. uh but but is something we're sensitive to and I would say we probably 4812 01:31:18,550 --> 01:31:18,560 sensitive to and I would say we probably 4813 01:31:18,560 --> 01:31:21,910 sensitive to and I would say we probably have done less with schools that are so 4814 01:31:21,910 --> 01:31:21,920 have done less with schools that are so 4815 01:31:21,920 --> 01:31:23,990 have done less with schools that are so small that somebody who teaches a 4816 01:31:23,990 --> 01:31:24,000 small that somebody who teaches a 4817 01:31:24,000 --> 01:31:27,270 small that somebody who teaches a subject that's widely taught throughout 4818 01:31:27,270 --> 01:31:27,280 subject that's widely taught throughout 4819 01:31:27,280 --> 01:31:28,870 subject that's widely taught throughout the district but because of their small 4820 01:31:28,870 --> 01:31:28,880 the district but because of their small 4821 01:31:28,880 --> 01:31:30,390 the district but because of their small school they're the only one who teaches 4822 01:31:30,390 --> 01:31:30,400 school they're the only one who teaches 4823 01:31:30,400 --> 01:31:32,229 school they're the only one who teaches it. I don't know that we've done as much 4824 01:31:32,229 --> 01:31:32,239 it. I don't know that we've done as much 4825 01:31:32,239 --> 01:31:33,910 it. I don't know that we've done as much there as we have with maybe some of the 4826 01:31:33,910 --> 01:31:33,920 there as we have with maybe some of the 4827 01:31:33,920 --> 01:31:35,750 there as we have with maybe some of the other other subjects where there's one 4828 01:31:35,750 --> 01:31:35,760 other other subjects where there's one 4829 01:31:35,760 --> 01:31:37,669 other other subjects where there's one teacher in the school that does this and 4830 01:31:37,669 --> 01:31:37,679 teacher in the school that does this and 4831 01:31:37,679 --> 01:31:39,430 teacher in the school that does this and they have nobody to plan and nobody to 4832 01:31:39,430 --> 01:31:39,440 they have nobody to plan and nobody to 4833 01:31:39,440 --> 01:31:41,270 they have nobody to plan and nobody to relate to and nobody to kind of bounce 4834 01:31:41,270 --> 01:31:41,280 relate to and nobody to kind of bounce 4835 01:31:41,280 --> 01:31:45,030 relate to and nobody to kind of bounce ideas off of. 4836 01:31:45,030 --> 01:31:45,040 4837 01:31:45,040 --> 01:31:47,590 Um, additionally, our teams, uh, 4838 01:31:47,590 --> 01:31:47,600 Um, additionally, our teams, uh, 4839 01:31:47,600 --> 01:31:49,590 Um, additionally, our teams, uh, Shannon's team as well as our DDI 4840 01:31:49,590 --> 01:31:49,600 Shannon's team as well as our DDI 4841 01:31:49,600 --> 01:31:52,390 Shannon's team as well as our DDI coaches and leads, we often will coach a 4842 01:31:52,390 --> 01:31:52,400 coaches and leads, we often will coach a 4843 01:31:52,400 --> 01:31:54,709 coaches and leads, we often will coach a teacher, um, if there's a request. So, 4844 01:31:54,709 --> 01:31:54,719 teacher, um, if there's a request. So, 4845 01:31:54,719 --> 01:31:57,110 teacher, um, if there's a request. So, we have an internal system to provide 4846 01:31:57,110 --> 01:31:57,120 we have an internal system to provide 4847 01:31:57,120 --> 01:31:59,910 we have an internal system to provide support. While we're small, we do lots 4848 01:31:59,910 --> 01:31:59,920 support. While we're small, we do lots 4849 01:31:59,920 --> 01:32:02,229 support. While we're small, we do lots of work and we try to expand around 56 4850 01:32:02,229 --> 01:32:02,239 of work and we try to expand around 56 4851 01:32:02,239 --> 01:32:03,750 of work and we try to expand around 56 schools. So, if there's ever a request 4852 01:32:03,750 --> 01:32:03,760 schools. So, if there's ever a request 4853 01:32:03,760 --> 01:32:05,830 schools. So, if there's ever a request for a single teacher or a grade level, 4854 01:32:05,830 --> 01:32:05,840 for a single teacher or a grade level, 4855 01:32:05,840 --> 01:32:07,510 for a single teacher or a grade level, we will respond to that and send 4856 01:32:07,510 --> 01:32:07,520 we will respond to that and send 4857 01:32:07,520 --> 01:32:09,510 we will respond to that and send somebody that's on my team to to help 4858 01:32:09,510 --> 01:32:09,520 somebody that's on my team to to help 4859 01:32:09,520 --> 01:32:11,990 somebody that's on my team to to help coach. 4860 01:32:11,990 --> 01:32:12,000 coach. 4861 01:32:12,000 --> 01:32:14,870 coach. I can um add two examples to that too. 4862 01:32:14,870 --> 01:32:14,880 I can um add two examples to that too. 4863 01:32:14,880 --> 01:32:16,790 I can um add two examples to that too. In one of our smaller middle schools, 4864 01:32:16,790 --> 01:32:16,800 In one of our smaller middle schools, 4865 01:32:16,800 --> 01:32:18,950 In one of our smaller middle schools, it's it's not impossible, but they've 4866 01:32:18,950 --> 01:32:18,960 it's it's not impossible, but they've 4867 01:32:18,960 --> 01:32:21,590 it's it's not impossible, but they've kind of paired within like maybe um you 4868 01:32:21,590 --> 01:32:21,600 kind of paired within like maybe um you 4869 01:32:21,600 --> 01:32:23,669 kind of paired within like maybe um you know, math and sciences, you might not 4870 01:32:23,669 --> 01:32:23,679 know, math and sciences, you might not 4871 01:32:23,679 --> 01:32:26,229 know, math and sciences, you might not be um you know, teaching the same 4872 01:32:26,229 --> 01:32:26,239 be um you know, teaching the same 4873 01:32:26,239 --> 01:32:28,550 be um you know, teaching the same course, but there are some some planning 4874 01:32:28,550 --> 01:32:28,560 course, but there are some some planning 4875 01:32:28,560 --> 01:32:31,030 course, but there are some some planning that you can still do with a colleague. 4876 01:32:31,030 --> 01:32:31,040 that you can still do with a colleague. 4877 01:32:31,040 --> 01:32:34,149 that you can still do with a colleague. Um and so it's not that it's impossible, 4878 01:32:34,149 --> 01:32:34,159 Um and so it's not that it's impossible, 4879 01:32:34,159 --> 01:32:36,629 Um and so it's not that it's impossible, it's just an added layer of complexity 4880 01:32:36,629 --> 01:32:36,639 it's just an added layer of complexity 4881 01:32:36,639 --> 01:32:39,110 it's just an added layer of complexity and planning for the leader. Um and then 4882 01:32:39,110 --> 01:32:39,120 and planning for the leader. Um and then 4883 01:32:39,120 --> 01:32:40,709 and planning for the leader. Um and then one example of kind of what you 4884 01:32:40,709 --> 01:32:40,719 one example of kind of what you 4885 01:32:40,719 --> 01:32:44,149 one example of kind of what you described that um is actually within our 4886 01:32:44,149 --> 01:32:44,159 described that um is actually within our 4887 01:32:44,159 --> 01:32:46,790 described that um is actually within our elementary specials teachers that um 4888 01:32:46,790 --> 01:32:46,800 elementary specials teachers that um 4889 01:32:46,800 --> 01:32:49,750 elementary specials teachers that um Aubrey Yay, our amazing coordinator has 4890 01:32:49,750 --> 01:32:49,760 Aubrey Yay, our amazing coordinator has 4891 01:32:49,760 --> 01:32:52,870 Aubrey Yay, our amazing coordinator has has um you know put together structures 4892 01:32:52,870 --> 01:32:52,880 has um you know put together structures 4893 01:32:52,880 --> 01:32:55,910 has um you know put together structures last year where an art teacher for one 4894 01:32:55,910 --> 01:32:55,920 last year where an art teacher for one 4895 01:32:55,920 --> 01:32:57,750 last year where an art teacher for one school could partner with two other art 4896 01:32:57,750 --> 01:32:57,760 school could partner with two other art 4897 01:32:57,760 --> 01:32:59,350 school could partner with two other art teachers and they could look at how they 4898 01:32:59,350 --> 01:32:59,360 teachers and they could look at how they 4899 01:32:59,360 --> 01:33:00,950 teachers and they could look at how they were planning with the standards and 4900 01:33:00,950 --> 01:33:00,960 were planning with the standards and 4901 01:33:00,960 --> 01:33:03,510 were planning with the standards and assessing. And so putting some some 4902 01:33:03,510 --> 01:33:03,520 assessing. And so putting some some 4903 01:33:03,520 --> 01:33:04,950 assessing. And so putting some some thinking kind of innovatively and 4904 01:33:04,950 --> 01:33:04,960 thinking kind of innovatively and 4905 01:33:04,960 --> 01:33:06,390 thinking kind of innovatively and creatively outside of the box to give 4906 01:33:06,390 --> 01:33:06,400 creatively outside of the box to give 4907 01:33:06,400 --> 01:33:10,149 creatively outside of the box to give teachers those experiences. 4908 01:33:10,149 --> 01:33:10,159 4909 01:33:10,159 --> 01:33:12,470 >> One more question or perhaps a 4910 01:33:12,470 --> 01:33:12,480 >> One more question or perhaps a 4911 01:33:12,480 --> 01:33:15,030 >> One more question or perhaps a clarification since I'm sort of new at 4912 01:33:15,030 --> 01:33:15,040 clarification since I'm sort of new at 4913 01:33:15,040 --> 01:33:17,189 clarification since I'm sort of new at this. Uh when you say the word 4914 01:33:17,189 --> 01:33:17,199 this. Uh when you say the word 4915 01:33:17,199 --> 01:33:20,390 this. Uh when you say the word assessment to me as a person who uh who 4916 01:33:20,390 --> 01:33:20,400 assessment to me as a person who uh who 4917 01:33:20,400 --> 01:33:22,470 assessment to me as a person who uh who works with students all the time, I 4918 01:33:22,470 --> 01:33:22,480 works with students all the time, I 4919 01:33:22,480 --> 01:33:26,390 works with students all the time, I don't think those are tests always. Is 4920 01:33:26,390 --> 01:33:26,400 don't think those are tests always. Is 4921 01:33:26,400 --> 01:33:28,629 don't think those are tests always. Is that a tr is that truth? is are you 4922 01:33:28,629 --> 01:33:28,639 that a tr is that truth? is are you 4923 01:33:28,639 --> 01:33:31,110 that a tr is that truth? is are you actually talking about tests or are you 4924 01:33:31,110 --> 01:33:31,120 actually talking about tests or are you 4925 01:33:31,120 --> 01:33:33,910 actually talking about tests or are you talking about projects that might meet 4926 01:33:33,910 --> 01:33:33,920 talking about projects that might meet 4927 01:33:33,920 --> 01:33:35,350 talking about projects that might meet standards? 4928 01:33:35,350 --> 01:33:35,360 standards? 4929 01:33:35,360 --> 01:33:37,270 standards? >> I think the way we would design define 4930 01:33:37,270 --> 01:33:37,280 >> I think the way we would design define 4931 01:33:37,280 --> 01:33:38,709 >> I think the way we would design define assessment could be used broadly to 4932 01:33:38,709 --> 01:33:38,719 assessment could be used broadly to 4933 01:33:38,719 --> 01:33:40,629 assessment could be used broadly to include a variety of project- based 4934 01:33:40,629 --> 01:33:40,639 include a variety of project- based 4935 01:33:40,639 --> 01:33:43,750 include a variety of project- based assessments, tests, more traditional um 4936 01:33:43,750 --> 01:33:43,760 assessments, tests, more traditional um 4937 01:33:43,760 --> 01:33:45,110 assessments, tests, more traditional um yeah, I think it could describe a 4938 01:33:45,110 --> 01:33:45,120 yeah, I think it could describe a 4939 01:33:45,120 --> 01:33:47,430 yeah, I think it could describe a variety of things, 4940 01:33:47,430 --> 01:33:47,440 variety of things, 4941 01:33:47,440 --> 01:33:49,350 variety of things, >> but our assessment district-wide 4942 01:33:49,350 --> 01:33:49,360 >> but our assessment district-wide 4943 01:33:49,360 --> 01:33:52,550 >> but our assessment district-wide assessment framework is tests, 4944 01:33:52,550 --> 01:33:52,560 assessment framework is tests, 4945 01:33:52,560 --> 01:33:53,910 assessment framework is tests, >> right? So, we don't have district-wide 4946 01:33:53,910 --> 01:33:53,920 >> right? So, we don't have district-wide 4947 01:33:53,920 --> 01:33:55,669 >> right? So, we don't have district-wide projectbased assessments. Those would be 4948 01:33:55,669 --> 01:33:55,679 projectbased assessments. Those would be 4949 01:33:55,679 --> 01:34:01,110 projectbased assessments. Those would be more school-based, teacher based. 4950 01:34:01,110 --> 01:34:01,120 4951 01:34:01,120 --> 01:34:03,189 >> We are more than halfway through our 4952 01:34:03,189 --> 01:34:03,199 >> We are more than halfway through our 4953 01:34:03,199 --> 01:34:05,590 >> We are more than halfway through our time today and we are less than halfway 4954 01:34:05,590 --> 01:34:05,600 time today and we are less than halfway 4955 01:34:05,600 --> 01:34:09,110 time today and we are less than halfway through our content. So, I'm going to 4956 01:34:09,110 --> 01:34:09,120 through our content. So, I'm going to 4957 01:34:09,120 --> 01:34:12,070 through our content. So, I'm going to ask if folks rather than taking a cover 4958 01:34:12,070 --> 01:34:12,080 ask if folks rather than taking a cover 4959 01:34:12,080 --> 01:34:14,390 ask if folks rather than taking a cover break, folks can manage their own 4960 01:34:14,390 --> 01:34:14,400 break, folks can manage their own 4961 01:34:14,400 --> 01:34:16,870 break, folks can manage their own comfort as needed. 4962 01:34:16,870 --> 01:34:16,880 comfort as needed. 4963 01:34:16,880 --> 01:34:18,790 comfort as needed. And maybe we start the valuating 4964 01:34:18,790 --> 01:34:18,800 And maybe we start the valuating 4965 01:34:18,800 --> 01:34:20,790 And maybe we start the valuating included, get through all the discipline 4966 01:34:20,790 --> 01:34:20,800 included, get through all the discipline 4967 01:34:20,800 --> 01:34:22,790 included, get through all the discipline data, pause for some questions, head 4968 01:34:22,790 --> 01:34:22,800 data, pause for some questions, head 4969 01:34:22,800 --> 01:34:24,950 data, pause for some questions, head into bullying, pause. Um, but getting 4970 01:34:24,950 --> 01:34:24,960 into bullying, pause. Um, but getting 4971 01:34:24,960 --> 01:34:26,229 into bullying, pause. Um, but getting through those chunks of slides just to 4972 01:34:26,229 --> 01:34:26,239 through those chunks of slides just to 4973 01:34:26,239 --> 01:34:27,669 through those chunks of slides just to help us stay on track. Does that sound 4974 01:34:27,669 --> 01:34:27,679 help us stay on track. Does that sound 4975 01:34:27,679 --> 01:34:30,310 help us stay on track. Does that sound like an okay tactic moving forward? 4976 01:34:30,310 --> 01:34:30,320 like an okay tactic moving forward? 4977 01:34:30,320 --> 01:34:32,470 like an okay tactic moving forward? Perfect. Thank you. 4978 01:34:32,470 --> 01:34:32,480 Perfect. Thank you. 4979 01:34:32,480 --> 01:34:34,229 Perfect. Thank you. >> You differentiated our meeting there. 4980 01:34:34,229 --> 01:34:34,239 >> You differentiated our meeting there. 4981 01:34:34,239 --> 01:34:35,189 >> You differentiated our meeting there. That was excellent. 4982 01:34:35,189 --> 01:34:35,199 That was excellent. 4983 01:34:35,199 --> 01:34:37,350 That was excellent. >> And I love the engagement. These are 4984 01:34:37,350 --> 01:34:37,360 >> And I love the engagement. These are 4985 01:34:37,360 --> 01:34:39,110 >> And I love the engagement. These are exciting. It's exciting work. And I 4986 01:34:39,110 --> 01:34:39,120 exciting. It's exciting work. And I 4987 01:34:39,120 --> 01:34:40,310 exciting. It's exciting work. And I think we're all very happy to see that 4988 01:34:40,310 --> 01:34:40,320 think we're all very happy to see that 4989 01:34:40,320 --> 01:34:42,390 think we're all very happy to see that we're actually living um not just 4990 01:34:42,390 --> 01:34:42,400 we're actually living um not just 4991 01:34:42,400 --> 01:34:43,830 we're actually living um not just talking about MTSS, but we're living the 4992 01:34:43,830 --> 01:34:43,840 talking about MTSS, but we're living the 4993 01:34:43,840 --> 01:34:45,590 talking about MTSS, but we're living the work. And so I think that's why board 4994 01:34:45,590 --> 01:34:45,600 work. And so I think that's why board 4995 01:34:45,600 --> 01:34:47,750 work. And so I think that's why board members have asked so many thoughtful 4996 01:34:47,750 --> 01:34:47,760 members have asked so many thoughtful 4997 01:34:47,760 --> 01:34:52,550 members have asked so many thoughtful questions to this point. 4998 01:34:52,550 --> 01:34:52,560 4999 01:34:52,560 --> 01:34:54,629 All right, with that cue we are moving 5000 01:34:54,629 --> 01:34:54,639 All right, with that cue we are moving 5001 01:34:54,639 --> 01:34:57,830 All right, with that cue we are moving to the strategic objective of valued and 5002 01:34:57,830 --> 01:34:57,840 to the strategic objective of valued and 5003 01:34:57,840 --> 01:35:00,629 to the strategic objective of valued and included. And the work in this objective 5004 01:35:00,629 --> 01:35:00,639 included. And the work in this objective 5005 01:35:00,639 --> 01:35:02,629 included. And the work in this objective is comprehensive as you can see in the 5006 01:35:02,629 --> 01:35:02,639 is comprehensive as you can see in the 5007 01:35:02,639 --> 01:35:05,189 is comprehensive as you can see in the implementation indicators on the right. 5008 01:35:05,189 --> 01:35:05,199 implementation indicators on the right. 5009 01:35:05,199 --> 01:35:06,709 implementation indicators on the right. And the aim here really is for all 5010 01:35:06,709 --> 01:35:06,719 And the aim here really is for all 5011 01:35:06,719 --> 01:35:09,590 And the aim here really is for all students to feel and have experiences of 5012 01:35:09,590 --> 01:35:09,600 students to feel and have experiences of 5013 01:35:09,600 --> 01:35:11,189 students to feel and have experiences of being valued and included in their 5014 01:35:11,189 --> 01:35:11,199 being valued and included in their 5015 01:35:11,199 --> 01:35:13,910 being valued and included in their learning environments. for schools to 5016 01:35:13,910 --> 01:35:13,920 learning environments. for schools to 5017 01:35:13,920 --> 01:35:16,070 learning environments. for schools to engage in restorative practices with 5018 01:35:16,070 --> 01:35:16,080 engage in restorative practices with 5019 01:35:16,080 --> 01:35:17,590 engage in restorative practices with students when appropriate and to 5020 01:35:17,590 --> 01:35:17,600 students when appropriate and to 5021 01:35:17,600 --> 01:35:20,070 students when appropriate and to consistently apply recommended 5022 01:35:20,070 --> 01:35:20,080 consistently apply recommended 5023 01:35:20,080 --> 01:35:22,629 consistently apply recommended resolutions for specific disciplinary 5024 01:35:22,629 --> 01:35:22,639 resolutions for specific disciplinary 5025 01:35:22,639 --> 01:35:25,669 resolutions for specific disciplinary events. The endeavors here span 5026 01:35:25,669 --> 01:35:25,679 events. The endeavors here span 5027 01:35:25,679 --> 01:35:27,669 events. The endeavors here span discipline decisions, adherence to the 5028 01:35:27,669 --> 01:35:27,679 discipline decisions, adherence to the 5029 01:35:27,679 --> 01:35:31,030 discipline decisions, adherence to the BBSD discipline framework, addressing 5030 01:35:31,030 --> 01:35:31,040 BBSD discipline framework, addressing 5031 01:35:31,040 --> 01:35:33,430 BBSD discipline framework, addressing disproportionate discipline, as well as 5032 01:35:33,430 --> 01:35:33,440 disproportionate discipline, as well as 5033 01:35:33,440 --> 01:35:36,229 disproportionate discipline, as well as responsive and preventative measures to 5034 01:35:36,229 --> 01:35:36,239 responsive and preventative measures to 5035 01:35:36,239 --> 01:35:39,350 responsive and preventative measures to address bullying. Senn is going to guide 5036 01:35:39,350 --> 01:35:39,360 address bullying. Senn is going to guide 5037 01:35:39,360 --> 01:35:41,910 address bullying. Senn is going to guide us through our current context responses 5038 01:35:41,910 --> 01:35:41,920 us through our current context responses 5039 01:35:41,920 --> 01:35:45,590 us through our current context responses and next steps and um I know that we're 5040 01:35:45,590 --> 01:35:45,600 and next steps and um I know that we're 5041 01:35:45,600 --> 01:35:47,189 and next steps and um I know that we're going to pause for a break in between 5042 01:35:47,189 --> 01:35:47,199 going to pause for a break in between 5043 01:35:47,199 --> 01:35:48,470 going to pause for a break in between but just to introduce this. 5044 01:35:48,470 --> 01:35:48,480 but just to introduce this. 5045 01:35:48,480 --> 01:35:50,310 but just to introduce this. Additionally, we recently shared the be 5046 01:35:50,310 --> 01:35:50,320 Additionally, we recently shared the be 5047 01:35:50,320 --> 01:35:52,709 Additionally, we recently shared the be well action plan with the board and the 5048 01:35:52,709 --> 01:35:52,719 well action plan with the board and the 5049 01:35:52,719 --> 01:35:54,709 well action plan with the board and the well-being of students is inherent in 5050 01:35:54,709 --> 01:35:54,719 well-being of students is inherent in 5051 01:35:54,719 --> 01:35:56,709 well-being of students is inherent in this strategic objective. So Tammy will 5052 01:35:56,709 --> 01:35:56,719 this strategic objective. So Tammy will 5053 01:35:56,719 --> 01:35:59,030 this strategic objective. So Tammy will also address related data about the 5054 01:35:59,030 --> 01:35:59,040 also address related data about the 5055 01:35:59,040 --> 01:36:00,470 also address related data about the well-being of students and how our 5056 01:36:00,470 --> 01:36:00,480 well-being of students and how our 5057 01:36:00,480 --> 01:36:02,629 well-being of students and how our system is responding. But Sen will get 5058 01:36:02,629 --> 01:36:02,639 system is responding. But Sen will get 5059 01:36:02,639 --> 01:36:04,470 system is responding. But Sen will get us started. 5060 01:36:04,470 --> 01:36:04,480 us started. 5061 01:36:04,480 --> 01:36:05,990 us started. >> Thanks Dr. Da Cruz. Good morning 5062 01:36:05,990 --> 01:36:06,000 >> Thanks Dr. Da Cruz. Good morning 5063 01:36:06,000 --> 01:36:08,070 >> Thanks Dr. Da Cruz. Good morning everybody. It's it's an honor to get to 5064 01:36:08,070 --> 01:36:08,080 everybody. It's it's an honor to get to 5065 01:36:08,080 --> 01:36:09,910 everybody. It's it's an honor to get to present to you today. I'm excited about 5066 01:36:09,910 --> 01:36:09,920 present to you today. I'm excited about 5067 01:36:09,920 --> 01:36:13,110 present to you today. I'm excited about our work um and to share our our bright 5068 01:36:13,110 --> 01:36:13,120 our work um and to share our our bright 5069 01:36:13,120 --> 01:36:16,070 our work um and to share our our bright spots and our challenges as well. 5070 01:36:16,070 --> 01:36:16,080 spots and our challenges as well. 5071 01:36:16,080 --> 01:36:19,910 spots and our challenges as well. All right. So, the first section, 5072 01:36:19,910 --> 01:36:19,920 All right. So, the first section, 5073 01:36:19,920 --> 01:36:21,430 All right. So, the first section, just to kind of give you an overview, 5074 01:36:21,430 --> 01:36:21,440 just to kind of give you an overview, 5075 01:36:21,440 --> 01:36:23,189 just to kind of give you an overview, I'm going to provide um some year-to- 5076 01:36:23,189 --> 01:36:23,199 I'm going to provide um some year-to- 5077 01:36:23,199 --> 01:36:27,350 I'm going to provide um some year-to- date updates around discipline, 5078 01:36:27,350 --> 01:36:27,360 date updates around discipline, 5079 01:36:27,360 --> 01:36:29,430 date updates around discipline, including an how office discipline 5080 01:36:29,430 --> 01:36:29,440 including an how office discipline 5081 01:36:29,440 --> 01:36:31,430 including an how office discipline referrals work, how decisions are made 5082 01:36:31,430 --> 01:36:31,440 referrals work, how decisions are made 5083 01:36:31,440 --> 01:36:33,750 referrals work, how decisions are made during that process, our most common 5084 01:36:33,750 --> 01:36:33,760 during that process, our most common 5085 01:36:33,760 --> 01:36:35,669 during that process, our most common types of office discipline referrals, 5086 01:36:35,669 --> 01:36:35,679 types of office discipline referrals, 5087 01:36:35,679 --> 01:36:37,990 types of office discipline referrals, and our most common resolutions to those 5088 01:36:37,990 --> 01:36:38,000 and our most common resolutions to those 5089 01:36:38,000 --> 01:36:40,070 and our most common resolutions to those office discipline referrals, our 5090 01:36:40,070 --> 01:36:40,080 office discipline referrals, our 5091 01:36:40,080 --> 01:36:42,709 office discipline referrals, our year-to- date suspension rates, and a 5092 01:36:42,709 --> 01:36:42,719 year-to- date suspension rates, and a 5093 01:36:42,719 --> 01:36:44,310 year-to- date suspension rates, and a comparison to some neighboring school 5094 01:36:44,310 --> 01:36:44,320 comparison to some neighboring school 5095 01:36:44,320 --> 01:36:47,270 comparison to some neighboring school districts. our year-to- date discipline 5096 01:36:47,270 --> 01:36:47,280 districts. our year-to- date discipline 5097 01:36:47,280 --> 01:36:49,030 districts. our year-to- date discipline proportionality, 5098 01:36:49,030 --> 01:36:49,040 proportionality, 5099 01:36:49,040 --> 01:36:51,189 proportionality, our year-to- date adherence percentage 5100 01:36:51,189 --> 01:36:51,199 our year-to- date adherence percentage 5101 01:36:51,199 --> 01:36:53,270 our year-to- date adherence percentage to the discipline framework and how that 5102 01:36:53,270 --> 01:36:53,280 to the discipline framework and how that 5103 01:36:53,280 --> 01:36:56,550 to the discipline framework and how that tool is used. And then following that, 5104 01:36:56,550 --> 01:36:56,560 tool is used. And then following that, 5105 01:36:56,560 --> 01:36:59,030 tool is used. And then following that, um, we'll get to the kind of then what 5106 01:36:59,030 --> 01:36:59,040 um, we'll get to the kind of then what 5107 01:36:59,040 --> 01:37:00,790 um, we'll get to the kind of then what next and what are we doing in response 5108 01:37:00,790 --> 01:37:00,800 next and what are we doing in response 5109 01:37:00,800 --> 01:37:03,510 next and what are we doing in response to all of that data. 5110 01:37:03,510 --> 01:37:03,520 to all of that data. 5111 01:37:03,520 --> 01:37:05,189 to all of that data. All right. 5112 01:37:05,189 --> 01:37:05,199 All right. 5113 01:37:05,199 --> 01:37:07,430 All right. So, this slide gives us a nice 5114 01:37:07,430 --> 01:37:07,440 So, this slide gives us a nice 5115 01:37:07,440 --> 01:37:09,030 So, this slide gives us a nice foundation. It's helpful to set a 5116 01:37:09,030 --> 01:37:09,040 foundation. It's helpful to set a 5117 01:37:09,040 --> 01:37:11,270 foundation. It's helpful to set a foundation of the general process of 5118 01:37:11,270 --> 01:37:11,280 foundation of the general process of 5119 01:37:11,280 --> 01:37:13,430 foundation of the general process of what happens when there is an office 5120 01:37:13,430 --> 01:37:13,440 what happens when there is an office 5121 01:37:13,440 --> 01:37:18,149 what happens when there is an office discipline referral. Oh, thank you. 5122 01:37:18,149 --> 01:37:18,159 discipline referral. Oh, thank you. 5123 01:37:18,159 --> 01:37:19,990 discipline referral. Oh, thank you. I can't see those slides. I can just see 5124 01:37:19,990 --> 01:37:20,000 I can't see those slides. I can just see 5125 01:37:20,000 --> 01:37:22,950 I can't see those slides. I can just see my slides. So, thank you. Um, the first 5126 01:37:22,950 --> 01:37:22,960 my slides. So, thank you. Um, the first 5127 01:37:22,960 --> 01:37:25,750 my slides. So, thank you. Um, the first step always for the school and school 5128 01:37:25,750 --> 01:37:25,760 step always for the school and school 5129 01:37:25,760 --> 01:37:28,470 step always for the school and school administration is to restore safety and 5130 01:37:28,470 --> 01:37:28,480 administration is to restore safety and 5131 01:37:28,480 --> 01:37:31,270 administration is to restore safety and tend to injuries, physical or emotional, 5132 01:37:31,270 --> 01:37:31,280 tend to injuries, physical or emotional, 5133 01:37:31,280 --> 01:37:33,750 tend to injuries, physical or emotional, however those may look on an individual 5134 01:37:33,750 --> 01:37:33,760 however those may look on an individual 5135 01:37:33,760 --> 01:37:35,590 however those may look on an individual basis. And then depending on the 5136 01:37:35,590 --> 01:37:35,600 basis. And then depending on the 5137 01:37:35,600 --> 01:37:37,669 basis. And then depending on the severity of the situation, parents or 5138 01:37:37,669 --> 01:37:37,679 severity of the situation, parents or 5139 01:37:37,679 --> 01:37:39,990 severity of the situation, parents or caregivers may be contacted at that 5140 01:37:39,990 --> 01:37:40,000 caregivers may be contacted at that 5141 01:37:40,000 --> 01:37:43,030 caregivers may be contacted at that point. Um or depending, you know, if 5142 01:37:43,030 --> 01:37:43,040 point. Um or depending, you know, if 5143 01:37:43,040 --> 01:37:45,350 point. Um or depending, you know, if it's a less serious matter, then 5144 01:37:45,350 --> 01:37:45,360 it's a less serious matter, then 5145 01:37:45,360 --> 01:37:46,870 it's a less serious matter, then students are given a chance to share 5146 01:37:46,870 --> 01:37:46,880 students are given a chance to share 5147 01:37:46,880 --> 01:37:49,030 students are given a chance to share their experience, give their side of the 5148 01:37:49,030 --> 01:37:49,040 their experience, give their side of the 5149 01:37:49,040 --> 01:37:51,510 their experience, give their side of the story. Additional information is then 5150 01:37:51,510 --> 01:37:51,520 story. Additional information is then 5151 01:37:51,520 --> 01:37:54,470 story. Additional information is then gathered from any witnesses, staff, 5152 01:37:54,470 --> 01:37:54,480 gathered from any witnesses, staff, 5153 01:37:54,480 --> 01:37:56,470 gathered from any witnesses, staff, surveillance, video footage as 5154 01:37:56,470 --> 01:37:56,480 surveillance, video footage as 5155 01:37:56,480 --> 01:37:58,629 surveillance, video footage as appropriate and available. 5156 01:37:58,629 --> 01:37:58,639 appropriate and available. 5157 01:37:58,639 --> 01:38:01,270 appropriate and available. Once all that information is gathered, 5158 01:38:01,270 --> 01:38:01,280 Once all that information is gathered, 5159 01:38:01,280 --> 01:38:02,709 Once all that information is gathered, the administrator might seek 5160 01:38:02,709 --> 01:38:02,719 the administrator might seek 5161 01:38:02,719 --> 01:38:05,030 the administrator might seek consultation from me, from their 5162 01:38:05,030 --> 01:38:05,040 consultation from me, from their 5163 01:38:05,040 --> 01:38:08,229 consultation from me, from their executive director or a level colleague 5164 01:38:08,229 --> 01:38:08,239 executive director or a level colleague 5165 01:38:08,239 --> 01:38:11,350 executive director or a level colleague at another school to be sure that their 5166 01:38:11,350 --> 01:38:11,360 at another school to be sure that their 5167 01:38:11,360 --> 01:38:14,709 at another school to be sure that their investigation is thorough and equitable 5168 01:38:14,709 --> 01:38:14,719 investigation is thorough and equitable 5169 01:38:14,719 --> 01:38:18,470 investigation is thorough and equitable and within in compliance with policy. 5170 01:38:18,470 --> 01:38:18,480 and within in compliance with policy. 5171 01:38:18,480 --> 01:38:21,109 and within in compliance with policy. Then with the facts as or as close to 5172 01:38:21,109 --> 01:38:21,119 Then with the facts as or as close to 5173 01:38:21,119 --> 01:38:22,790 Then with the facts as or as close to the facts as are possible to be 5174 01:38:22,790 --> 01:38:22,800 the facts as are possible to be 5175 01:38:22,800 --> 01:38:24,709 the facts as are possible to be gathered, the administrator makes a 5176 01:38:24,709 --> 01:38:24,719 gathered, the administrator makes a 5177 01:38:24,719 --> 01:38:28,550 gathered, the administrator makes a determination to the best course of 5178 01:38:28,550 --> 01:38:28,560 determination to the best course of 5179 01:38:28,560 --> 01:38:30,229 determination to the best course of action to be sure that the incident 5180 01:38:30,229 --> 01:38:30,239 action to be sure that the incident 5181 01:38:30,239 --> 01:38:33,109 action to be sure that the incident doesn't happen again, that the students 5182 01:38:33,109 --> 01:38:33,119 doesn't happen again, that the students 5183 01:38:33,119 --> 01:38:34,709 doesn't happen again, that the students who made the mistake learn from it and 5184 01:38:34,709 --> 01:38:34,719 who made the mistake learn from it and 5185 01:38:34,719 --> 01:38:37,109 who made the mistake learn from it and that harm is repaired. Support plans 5186 01:38:37,109 --> 01:38:37,119 that harm is repaired. Support plans 5187 01:38:37,119 --> 01:38:39,350 that harm is repaired. Support plans might be written to provide longer term 5188 01:38:39,350 --> 01:38:39,360 might be written to provide longer term 5189 01:38:39,360 --> 01:38:41,910 might be written to provide longer term care for the students involved. And then 5190 01:38:41,910 --> 01:38:41,920 care for the students involved. And then 5191 01:38:41,920 --> 01:38:43,910 care for the students involved. And then further followup is provided to 5192 01:38:43,910 --> 01:38:43,920 further followup is provided to 5193 01:38:43,920 --> 01:38:47,270 further followup is provided to caregivers and staff who are connected 5194 01:38:47,270 --> 01:38:47,280 caregivers and staff who are connected 5195 01:38:47,280 --> 01:38:49,030 caregivers and staff who are connected with the students and who may need to 5196 01:38:49,030 --> 01:38:49,040 with the students and who may need to 5197 01:38:49,040 --> 01:38:51,910 with the students and who may need to know um about how about what happened 5198 01:38:51,910 --> 01:38:51,920 know um about how about what happened 5199 01:38:51,920 --> 01:38:54,149 know um about how about what happened and how to provide care for the students 5200 01:38:54,149 --> 01:38:54,159 and how to provide care for the students 5201 01:38:54,159 --> 01:38:57,189 and how to provide care for the students moving forward. 5202 01:38:57,189 --> 01:38:57,199 moving forward. 5203 01:38:57,199 --> 01:38:59,990 moving forward. Finally, documentation about the 5204 01:38:59,990 --> 01:39:00,000 Finally, documentation about the 5205 01:39:00,000 --> 01:39:01,990 Finally, documentation about the communication with families and with 5206 01:39:01,990 --> 01:39:02,000 communication with families and with 5207 01:39:02,000 --> 01:39:04,390 communication with families and with staff, documentation about the incident 5208 01:39:04,390 --> 01:39:04,400 staff, documentation about the incident 5209 01:39:04,400 --> 01:39:09,830 staff, documentation about the incident and any support planning is completed. 5210 01:39:09,830 --> 01:39:09,840 5211 01:39:09,840 --> 01:39:12,470 All right. So then considerations 5212 01:39:12,470 --> 01:39:12,480 All right. So then considerations 5213 01:39:12,480 --> 01:39:15,030 All right. So then considerations for the office discipline referral 5214 01:39:15,030 --> 01:39:15,040 for the office discipline referral 5215 01:39:15,040 --> 01:39:18,709 for the office discipline referral process. It is expected that our school 5216 01:39:18,709 --> 01:39:18,719 process. It is expected that our school 5217 01:39:18,719 --> 01:39:21,189 process. It is expected that our school administrators make objective decisions 5218 01:39:21,189 --> 01:39:21,199 administrators make objective decisions 5219 01:39:21,199 --> 01:39:23,750 administrators make objective decisions regarding disciplinary situations while 5220 01:39:23,750 --> 01:39:23,760 regarding disciplinary situations while 5221 01:39:23,760 --> 01:39:26,310 regarding disciplinary situations while they balance the distinct needs of the 5222 01:39:26,310 --> 01:39:26,320 they balance the distinct needs of the 5223 01:39:26,320 --> 01:39:30,070 they balance the distinct needs of the students involved, the impact of the 5224 01:39:30,070 --> 01:39:30,080 students involved, the impact of the 5225 01:39:30,080 --> 01:39:32,870 students involved, the impact of the incident on other students or even the 5226 01:39:32,870 --> 01:39:32,880 incident on other students or even the 5227 01:39:32,880 --> 01:39:35,430 incident on other students or even the greater school community. And again, 5228 01:39:35,430 --> 01:39:35,440 greater school community. And again, 5229 01:39:35,440 --> 01:39:37,350 greater school community. And again, safety is the number one factor that is 5230 01:39:37,350 --> 01:39:37,360 safety is the number one factor that is 5231 01:39:37,360 --> 01:39:39,189 safety is the number one factor that is considered. So restoring it, putting 5232 01:39:39,189 --> 01:39:39,199 considered. So restoring it, putting 5233 01:39:39,199 --> 01:39:41,270 considered. So restoring it, putting measures in place to create ensuredness 5234 01:39:41,270 --> 01:39:41,280 measures in place to create ensuredness 5235 01:39:41,280 --> 01:39:44,390 measures in place to create ensuredness that behavior won't happen again. You'll 5236 01:39:44,390 --> 01:39:44,400 that behavior won't happen again. You'll 5237 01:39:44,400 --> 01:39:45,830 that behavior won't happen again. You'll hear me say this a couple of different 5238 01:39:45,830 --> 01:39:45,840 hear me say this a couple of different 5239 01:39:45,840 --> 01:39:47,270 hear me say this a couple of different times because it's certainly 5240 01:39:47,270 --> 01:39:47,280 times because it's certainly 5241 01:39:47,280 --> 01:39:49,750 times because it's certainly appropriate, but the age, stage, 5242 01:39:49,750 --> 01:39:49,760 appropriate, but the age, stage, 5243 01:39:49,760 --> 01:39:51,990 appropriate, but the age, stage, abilities, and aspects of the students 5244 01:39:51,990 --> 01:39:52,000 abilities, and aspects of the students 5245 01:39:52,000 --> 01:39:55,030 abilities, and aspects of the students involved and how those factors may have 5246 01:39:55,030 --> 01:39:55,040 involved and how those factors may have 5247 01:39:55,040 --> 01:39:57,030 involved and how those factors may have influenced what happened and has been 5248 01:39:57,030 --> 01:39:57,040 influenced what happened and has been 5249 01:39:57,040 --> 01:39:59,510 influenced what happened and has been reported are always considered in the 5250 01:39:59,510 --> 01:39:59,520 reported are always considered in the 5251 01:39:59,520 --> 01:40:03,669 reported are always considered in the outcome. Our school leaders, oops, our 5252 01:40:03,669 --> 01:40:03,679 outcome. Our school leaders, oops, our 5253 01:40:03,679 --> 01:40:05,350 outcome. Our school leaders, oops, our school leaders are supported in making 5254 01:40:05,350 --> 01:40:05,360 school leaders are supported in making 5255 01:40:05,360 --> 01:40:07,990 school leaders are supported in making equitable decisions with the guidance 5256 01:40:07,990 --> 01:40:08,000 equitable decisions with the guidance 5257 01:40:08,000 --> 01:40:09,750 equitable decisions with the guidance documents that we have for them that 5258 01:40:09,750 --> 01:40:09,760 documents that we have for them that 5259 01:40:09,760 --> 01:40:12,950 documents that we have for them that provide procedural support. So, uh, the 5260 01:40:12,950 --> 01:40:12,960 provide procedural support. So, uh, the 5261 01:40:12,960 --> 01:40:14,310 provide procedural support. So, uh, the codes that they are to use when 5262 01:40:14,310 --> 01:40:14,320 codes that they are to use when 5263 01:40:14,320 --> 01:40:16,790 codes that they are to use when documenting, an investigation checklist 5264 01:40:16,790 --> 01:40:16,800 documenting, an investigation checklist 5265 01:40:16,800 --> 01:40:18,390 documenting, an investigation checklist to make sure that they're following all 5266 01:40:18,390 --> 01:40:18,400 to make sure that they're following all 5267 01:40:18,400 --> 01:40:20,390 to make sure that they're following all the steps and and everything is tended 5268 01:40:20,390 --> 01:40:20,400 the steps and and everything is tended 5269 01:40:20,400 --> 01:40:22,870 the steps and and everything is tended to, the discipline framework that you'll 5270 01:40:22,870 --> 01:40:22,880 to, the discipline framework that you'll 5271 01:40:22,880 --> 01:40:24,709 to, the discipline framework that you'll hear more about in a minute. And again, 5272 01:40:24,709 --> 01:40:24,719 hear more about in a minute. And again, 5273 01:40:24,719 --> 01:40:26,470 hear more about in a minute. And again, I'm available for consultation. And I 5274 01:40:26,470 --> 01:40:26,480 I'm available for consultation. And I 5275 01:40:26,480 --> 01:40:28,950 I'm available for consultation. And I always tell them 247 even if you're 5276 01:40:28,950 --> 01:40:28,960 always tell them 247 even if you're 5277 01:40:28,960 --> 01:40:31,350 always tell them 247 even if you're working on something after hours if I 5278 01:40:31,350 --> 01:40:31,360 working on something after hours if I 5279 01:40:31,360 --> 01:40:34,070 working on something after hours if I can answer I absolutely will. We also 5280 01:40:34,070 --> 01:40:34,080 can answer I absolutely will. We also 5281 01:40:34,080 --> 01:40:36,470 can answer I absolutely will. We also have um assistant principal advisory 5282 01:40:36,470 --> 01:40:36,480 have um assistant principal advisory 5283 01:40:36,480 --> 01:40:37,910 have um assistant principal advisory groups at the middle and high school 5284 01:40:37,910 --> 01:40:37,920 groups at the middle and high school 5285 01:40:37,920 --> 01:40:41,109 groups at the middle and high school levels to discuss the most t common 5286 01:40:41,109 --> 01:40:41,119 levels to discuss the most t common 5287 01:40:41,119 --> 01:40:42,870 levels to discuss the most t common types of office discipline referrals 5288 01:40:42,870 --> 01:40:42,880 types of office discipline referrals 5289 01:40:42,880 --> 01:40:45,030 types of office discipline referrals that are happening so that we can have 5290 01:40:45,030 --> 01:40:45,040 that are happening so that we can have 5291 01:40:45,040 --> 01:40:48,070 that are happening so that we can have really in real time conversations about 5292 01:40:48,070 --> 01:40:48,080 really in real time conversations about 5293 01:40:48,080 --> 01:40:50,470 really in real time conversations about how everybody's approaching the response 5294 01:40:50,470 --> 01:40:50,480 how everybody's approaching the response 5295 01:40:50,480 --> 01:40:53,830 how everybody's approaching the response to students so that if it happens at you 5296 01:40:53,830 --> 01:40:53,840 to students so that if it happens at you 5297 01:40:53,840 --> 01:40:56,470 to students so that if it happens at you know east network northwest we're h 5298 01:40:56,470 --> 01:40:56,480 know east network northwest we're h 5299 01:40:56,480 --> 01:40:58,149 know east network northwest we're h we're responding similarly and 5300 01:40:58,149 --> 01:40:58,159 we're responding similarly and 5301 01:40:58,159 --> 01:40:59,830 we're responding similarly and equitably. 5302 01:40:59,830 --> 01:40:59,840 equitably. 5303 01:40:59,840 --> 01:41:02,070 equitably. We also have ongoing professional 5304 01:41:02,070 --> 01:41:02,080 We also have ongoing professional 5305 01:41:02,080 --> 01:41:03,830 We also have ongoing professional development for administrators to stay 5306 01:41:03,830 --> 01:41:03,840 development for administrators to stay 5307 01:41:03,840 --> 01:41:05,750 development for administrators to stay current on best practices, any 5308 01:41:05,750 --> 01:41:05,760 current on best practices, any 5309 01:41:05,760 --> 01:41:08,550 current on best practices, any procedural polishes that we're making as 5310 01:41:08,550 --> 01:41:08,560 procedural polishes that we're making as 5311 01:41:08,560 --> 01:41:11,109 procedural polishes that we're making as a part of the valued and included work. 5312 01:41:11,109 --> 01:41:11,119 a part of the valued and included work. 5313 01:41:11,119 --> 01:41:12,950 a part of the valued and included work. We've also continued to have 5314 01:41:12,950 --> 01:41:12,960 We've also continued to have 5315 01:41:12,960 --> 01:41:14,870 We've also continued to have professional learning on implicit bias, 5316 01:41:14,870 --> 01:41:14,880 professional learning on implicit bias, 5317 01:41:14,880 --> 01:41:17,510 professional learning on implicit bias, restorative practices and we 5318 01:41:17,510 --> 01:41:17,520 restorative practices and we 5319 01:41:17,520 --> 01:41:23,990 restorative practices and we consistently review our discipline data. 5320 01:41:23,990 --> 01:41:24,000 5321 01:41:24,000 --> 01:41:27,270 Now getting into some data. So this is a 5322 01:41:27,270 --> 01:41:27,280 Now getting into some data. So this is a 5323 01:41:27,280 --> 01:41:30,149 Now getting into some data. So this is a year to day year-to-ate high-level look 5324 01:41:30,149 --> 01:41:30,159 year to day year-to-ate high-level look 5325 01:41:30,159 --> 01:41:32,950 year to day year-to-ate high-level look at the top most five common types of 5326 01:41:32,950 --> 01:41:32,960 at the top most five common types of 5327 01:41:32,960 --> 01:41:35,910 at the top most five common types of office discipline referrals and the five 5328 01:41:35,910 --> 01:41:35,920 office discipline referrals and the five 5329 01:41:35,920 --> 01:41:38,629 office discipline referrals and the five top most common resolution types or the 5330 01:41:38,629 --> 01:41:38,639 top most common resolution types or the 5331 01:41:38,639 --> 01:41:41,270 top most common resolution types or the outcomes of the office discipline 5332 01:41:41,270 --> 01:41:41,280 outcomes of the office discipline 5333 01:41:41,280 --> 01:41:43,430 outcomes of the office discipline referrals. And you can see in the bar 5334 01:41:43,430 --> 01:41:43,440 referrals. And you can see in the bar 5335 01:41:43,440 --> 01:41:46,870 referrals. And you can see in the bar graph that the most common type of event 5336 01:41:46,870 --> 01:41:46,880 graph that the most common type of event 5337 01:41:46,880 --> 01:41:51,270 graph that the most common type of event is in some type of inappropriate contact 5338 01:41:51,270 --> 01:41:51,280 is in some type of inappropriate contact 5339 01:41:51,280 --> 01:41:53,830 is in some type of inappropriate contact followed by detrimental behavior and 5340 01:41:53,830 --> 01:41:53,840 followed by detrimental behavior and 5341 01:41:53,840 --> 01:41:55,510 followed by detrimental behavior and disruptive behavior as the top three 5342 01:41:55,510 --> 01:41:55,520 disruptive behavior as the top three 5343 01:41:55,520 --> 01:41:57,189 disruptive behavior as the top three with peer conflict and then offensive 5344 01:41:57,189 --> 01:41:57,199 with peer conflict and then offensive 5345 01:41:57,199 --> 01:41:59,030 with peer conflict and then offensive language or offensive gesture ragging 5346 01:41:59,030 --> 01:41:59,040 language or offensive gesture ragging 5347 01:41:59,040 --> 01:42:01,830 language or offensive gesture ragging lagging behind those three. our top five 5348 01:42:01,830 --> 01:42:01,840 lagging behind those three. our top five 5349 01:42:01,840 --> 01:42:04,070 lagging behind those three. our top five resolution types where you see a very 5350 01:42:04,070 --> 01:42:04,080 resolution types where you see a very 5351 01:42:04,080 --> 01:42:05,830 resolution types where you see a very remarkable and positive difference 5352 01:42:05,830 --> 01:42:05,840 remarkable and positive difference 5353 01:42:05,840 --> 01:42:08,790 remarkable and positive difference between how often a restorative 5354 01:42:08,790 --> 01:42:08,800 between how often a restorative 5355 01:42:08,800 --> 01:42:10,629 between how often a restorative intervention is used as a as a 5356 01:42:10,629 --> 01:42:10,639 intervention is used as a as a 5357 01:42:10,639 --> 01:42:13,270 intervention is used as a as a resolution compared to the four listed 5358 01:42:13,270 --> 01:42:13,280 resolution compared to the four listed 5359 01:42:13,280 --> 01:42:15,510 resolution compared to the four listed after that parent conferences, a lunch 5360 01:42:15,510 --> 01:42:15,520 after that parent conferences, a lunch 5361 01:42:15,520 --> 01:42:17,669 after that parent conferences, a lunch detention, supporting a student, and a 5362 01:42:17,669 --> 01:42:17,679 detention, supporting a student, and a 5363 01:42:17,679 --> 01:42:19,109 detention, supporting a student, and a diff a different type of loss of 5364 01:42:19,109 --> 01:42:19,119 diff a different type of loss of 5365 01:42:19,119 --> 01:42:20,709 diff a different type of loss of privilege. 5366 01:42:20,709 --> 01:42:20,719 privilege. 5367 01:42:20,719 --> 01:42:22,950 privilege. I want you to please note that nowhere 5368 01:42:22,950 --> 01:42:22,960 I want you to please note that nowhere 5369 01:42:22,960 --> 01:42:25,350 I want you to please note that nowhere in this top five list is is any type of 5370 01:42:25,350 --> 01:42:25,360 in this top five list is is any type of 5371 01:42:25,360 --> 01:42:27,109 in this top five list is is any type of exclusionary discipline. and there are 5372 01:42:27,109 --> 01:42:27,119 exclusionary discipline. and there are 5373 01:42:27,119 --> 01:42:28,870 exclusionary discipline. and there are no suspensions, 5374 01:42:28,870 --> 01:42:28,880 no suspensions, 5375 01:42:28,880 --> 01:42:31,510 no suspensions, indicating that our schools and our 5376 01:42:31,510 --> 01:42:31,520 indicating that our schools and our 5377 01:42:31,520 --> 01:42:33,510 indicating that our schools and our leaders take 5378 01:42:33,510 --> 01:42:33,520 leaders take 5379 01:42:33,520 --> 01:42:35,109 leaders take a lot of different other approaches that 5380 01:42:35,109 --> 01:42:35,119 a lot of different other approaches that 5381 01:42:35,119 --> 01:42:38,550 a lot of different other approaches that are restorative to repair harm and 5382 01:42:38,550 --> 01:42:38,560 are restorative to repair harm and 5383 01:42:38,560 --> 01:42:40,550 are restorative to repair harm and support students. 5384 01:42:40,550 --> 01:42:40,560 support students. 5385 01:42:40,560 --> 01:42:42,709 support students. You might be curious about the codes, 5386 01:42:42,709 --> 01:42:42,719 You might be curious about the codes, 5387 01:42:42,719 --> 01:42:45,590 You might be curious about the codes, the numbers and letters next to those 5388 01:42:45,590 --> 01:42:45,600 the numbers and letters next to those 5389 01:42:45,600 --> 01:42:48,470 the numbers and letters next to those names. The codes that are numbers are 5390 01:42:48,470 --> 01:42:48,480 names. The codes that are numbers are 5391 01:42:48,480 --> 01:42:51,109 names. The codes that are numbers are state codes that we get from the state. 5392 01:42:51,109 --> 01:42:51,119 state codes that we get from the state. 5393 01:42:51,119 --> 01:42:52,790 state codes that we get from the state. The codes that have a letter B next to 5394 01:42:52,790 --> 01:42:52,800 The codes that have a letter B next to 5395 01:42:52,800 --> 01:42:56,550 The codes that have a letter B next to them are distinct to us here in BVSD. 5396 01:42:56,550 --> 01:42:56,560 them are distinct to us here in BVSD. 5397 01:42:56,560 --> 01:42:58,390 them are distinct to us here in BVSD. Every year we review the codes from the 5398 01:42:58,390 --> 01:42:58,400 Every year we review the codes from the 5399 01:42:58,400 --> 01:43:00,470 Every year we review the codes from the state to make sure our coding is current 5400 01:43:00,470 --> 01:43:00,480 state to make sure our coding is current 5401 01:43:00,480 --> 01:43:03,030 state to make sure our coding is current and accurate. And then the reason why we 5402 01:43:03,030 --> 01:43:03,040 and accurate. And then the reason why we 5403 01:43:03,040 --> 01:43:05,430 and accurate. And then the reason why we have Bcodes is because we want to have a 5404 01:43:05,430 --> 01:43:05,440 have Bcodes is because we want to have a 5405 01:43:05,440 --> 01:43:07,750 have Bcodes is because we want to have a greater depth of knowledge about what is 5406 01:43:07,750 --> 01:43:07,760 greater depth of knowledge about what is 5407 01:43:07,760 --> 01:43:09,510 greater depth of knowledge about what is happening in our schools so that we can 5408 01:43:09,510 --> 01:43:09,520 happening in our schools so that we can 5409 01:43:09,520 --> 01:43:12,070 happening in our schools so that we can respond appropriately and have just more 5410 01:43:12,070 --> 01:43:12,080 respond appropriately and have just more 5411 01:43:12,080 --> 01:43:14,950 respond appropriately and have just more accurate data. Is there any more you'd 5412 01:43:14,950 --> 01:43:14,960 accurate data. Is there any more you'd 5413 01:43:14,960 --> 01:43:19,669 accurate data. Is there any more you'd say on that? 5414 01:43:19,669 --> 01:43:19,679 5415 01:43:19,679 --> 01:43:22,790 >> Okay. This next slide gives us a 5416 01:43:22,790 --> 01:43:22,800 >> Okay. This next slide gives us a 5417 01:43:22,800 --> 01:43:24,629 >> Okay. This next slide gives us a yearto-date 5418 01:43:24,629 --> 01:43:24,639 yearto-date 5419 01:43:24,639 --> 01:43:27,830 yearto-date comparison of out of school suspensions 5420 01:43:27,830 --> 01:43:27,840 comparison of out of school suspensions 5421 01:43:27,840 --> 01:43:30,470 comparison of out of school suspensions so far or at this point in the year. So 5422 01:43:30,470 --> 01:43:30,480 so far or at this point in the year. So 5423 01:43:30,480 --> 01:43:33,669 so far or at this point in the year. So August through November, 5424 01:43:33,669 --> 01:43:33,679 August through November, 5425 01:43:33,679 --> 01:43:36,149 August through November, you can see at the top in 2023 at this 5426 01:43:36,149 --> 01:43:36,159 you can see at the top in 2023 at this 5427 01:43:36,159 --> 01:43:39,109 you can see at the top in 2023 at this point in time we hadund 5428 01:43:39,109 --> 01:43:39,119 point in time we hadund 5429 01:43:39,119 --> 01:43:42,790 point in time we hadund 183 out of school suspensions. Last year 5430 01:43:42,790 --> 01:43:42,800 183 out of school suspensions. Last year 5431 01:43:42,800 --> 01:43:46,709 183 out of school suspensions. Last year 166 and this year we've had 160. So 5432 01:43:46,709 --> 01:43:46,719 166 and this year we've had 160. So 5433 01:43:46,719 --> 01:43:49,750 166 and this year we've had 160. So we're noting a downward trend. 5434 01:43:49,750 --> 01:43:49,760 we're noting a downward trend. 5435 01:43:49,760 --> 01:43:52,070 we're noting a downward trend. We did And in the analysis of this take 5436 01:43:52,070 --> 01:43:52,080 We did And in the analysis of this take 5437 01:43:52,080 --> 01:43:54,629 We did And in the analysis of this take into account declining enrollment and 5438 01:43:54,629 --> 01:43:54,639 into account declining enrollment and 5439 01:43:54,639 --> 01:43:56,709 into account declining enrollment and maybe that could be part of the reason 5440 01:43:56,709 --> 01:43:56,719 maybe that could be part of the reason 5441 01:43:56,719 --> 01:43:59,270 maybe that could be part of the reason that we're seeing fewer suspensions. 5442 01:43:59,270 --> 01:43:59,280 that we're seeing fewer suspensions. 5443 01:43:59,280 --> 01:44:00,870 that we're seeing fewer suspensions. However, 5444 01:44:00,870 --> 01:44:00,880 However, 5445 01:44:00,880 --> 01:44:03,430 However, when we calculated that the number of 5446 01:44:03,430 --> 01:44:03,440 when we calculated that the number of 5447 01:44:03,440 --> 01:44:05,910 when we calculated that the number of students enrolled compared to number of 5448 01:44:05,910 --> 01:44:05,920 students enrolled compared to number of 5449 01:44:05,920 --> 01:44:08,790 students enrolled compared to number of suspensions, we still note a downward 5450 01:44:08,790 --> 01:44:08,800 suspensions, we still note a downward 5451 01:44:08,800 --> 01:44:14,470 suspensions, we still note a downward trend over the past three years. 5452 01:44:14,470 --> 01:44:14,480 5453 01:44:14,480 --> 01:44:18,629 This is my favorite slide. 5454 01:44:18,629 --> 01:44:18,639 5455 01:44:18,639 --> 01:44:21,270 Oh gosh, there's a suspense. Okay. So, 5456 01:44:21,270 --> 01:44:21,280 Oh gosh, there's a suspense. Okay. So, 5457 01:44:21,280 --> 01:44:23,830 Oh gosh, there's a suspense. Okay. So, for for greater context, because it's so 5458 01:44:23,830 --> 01:44:23,840 for for greater context, because it's so 5459 01:44:23,840 --> 01:44:25,270 for for greater context, because it's so easy, you know, I've been in this 5460 01:44:25,270 --> 01:44:25,280 easy, you know, I've been in this 5461 01:44:25,280 --> 01:44:27,189 easy, you know, I've been in this district almost 20 years. It's we don't 5462 01:44:27,189 --> 01:44:27,199 district almost 20 years. It's we don't 5463 01:44:27,199 --> 01:44:28,550 district almost 20 years. It's we don't always get the opportunity to look 5464 01:44:28,550 --> 01:44:28,560 always get the opportunity to look 5465 01:44:28,560 --> 01:44:31,669 always get the opportunity to look outside and and check in with our 5466 01:44:31,669 --> 01:44:31,679 outside and and check in with our 5467 01:44:31,679 --> 01:44:33,750 outside and and check in with our neighbors. This slide provides us some 5468 01:44:33,750 --> 01:44:33,760 neighbors. This slide provides us some 5469 01:44:33,760 --> 01:44:35,270 neighbors. This slide provides us some interesting information about the number 5470 01:44:35,270 --> 01:44:35,280 interesting information about the number 5471 01:44:35,280 --> 01:44:37,189 interesting information about the number of suspensions that are applied for 5472 01:44:37,189 --> 01:44:37,199 of suspensions that are applied for 5473 01:44:37,199 --> 01:44:38,950 of suspensions that are applied for misconduct in some neighboring school 5474 01:44:38,950 --> 01:44:38,960 misconduct in some neighboring school 5475 01:44:38,960 --> 01:44:42,390 misconduct in some neighboring school districts compared to us here in BBSD. 5476 01:44:42,390 --> 01:44:42,400 districts compared to us here in BBSD. 5477 01:44:42,400 --> 01:44:44,470 districts compared to us here in BBSD. These numbers are taken from the 5478 01:44:44,470 --> 01:44:44,480 These numbers are taken from the 5479 01:44:44,480 --> 01:44:46,229 These numbers are taken from the Colorado Department of Education and 5480 01:44:46,229 --> 01:44:46,239 Colorado Department of Education and 5481 01:44:46,239 --> 01:44:48,229 Colorado Department of Education and their raw suspension numbers for the 5482 01:44:48,229 --> 01:44:48,239 their raw suspension numbers for the 5483 01:44:48,239 --> 01:44:52,390 their raw suspension numbers for the last school year, 24-25. 5484 01:44:52,390 --> 01:44:52,400 5485 01:44:52,400 --> 01:44:55,270 You will notice that BBSD's numbers of 5486 01:44:55,270 --> 01:44:55,280 You will notice that BBSD's numbers of 5487 01:44:55,280 --> 01:44:59,430 You will notice that BBSD's numbers of suspensions are dramatically lower. 5488 01:44:59,430 --> 01:44:59,440 suspensions are dramatically lower. 5489 01:44:59,440 --> 01:45:01,030 suspensions are dramatically lower. This speaks volumes to the work that we 5490 01:45:01,030 --> 01:45:01,040 This speaks volumes to the work that we 5491 01:45:01,040 --> 01:45:03,830 This speaks volumes to the work that we do to keep our students in school 5492 01:45:03,830 --> 01:45:03,840 do to keep our students in school 5493 01:45:03,840 --> 01:45:06,629 do to keep our students in school learning alongside their peers while we 5494 01:45:06,629 --> 01:45:06,639 learning alongside their peers while we 5495 01:45:06,639 --> 01:45:08,310 learning alongside their peers while we help them 5496 01:45:08,310 --> 01:45:08,320 help them 5497 01:45:08,320 --> 01:45:12,070 help them shift behavior, repair harm, and stay 5498 01:45:12,070 --> 01:45:12,080 shift behavior, repair harm, and stay 5499 01:45:12,080 --> 01:45:14,709 shift behavior, repair harm, and stay engaged. Another important piece to note 5500 01:45:14,709 --> 01:45:14,719 engaged. Another important piece to note 5501 01:45:14,719 --> 01:45:17,270 engaged. Another important piece to note is that our neighboring districts also 5502 01:45:17,270 --> 01:45:17,280 is that our neighboring districts also 5503 01:45:17,280 --> 01:45:19,669 is that our neighboring districts also suspend students kindergarten, first and 5504 01:45:19,669 --> 01:45:19,679 suspend students kindergarten, first and 5505 01:45:19,679 --> 01:45:23,350 suspend students kindergarten, first and second grade, and we don't. Again, just 5506 01:45:23,350 --> 01:45:23,360 second grade, and we don't. Again, just 5507 01:45:23,360 --> 01:45:25,109 second grade, and we don't. Again, just another point of pride about how we 5508 01:45:25,109 --> 01:45:25,119 another point of pride about how we 5509 01:45:25,119 --> 01:45:26,709 another point of pride about how we support our students and their 5510 01:45:26,709 --> 01:45:26,719 support our students and their 5511 01:45:26,719 --> 01:45:29,669 support our students and their engagement here in BBSD. 5512 01:45:29,669 --> 01:45:29,679 engagement here in BBSD. 5513 01:45:29,679 --> 01:45:31,830 engagement here in BBSD. I wish. Okay, now I'm done. See you. 5514 01:45:31,830 --> 01:45:31,840 I wish. Okay, now I'm done. See you. 5515 01:45:31,840 --> 01:45:33,910 I wish. Okay, now I'm done. See you. Just kidding. All right, this one's 5516 01:45:33,910 --> 01:45:33,920 Just kidding. All right, this one's 5517 01:45:33,920 --> 01:45:35,669 Just kidding. All right, this one's good, too. 5518 01:45:35,669 --> 01:45:35,679 good, too. 5519 01:45:35,679 --> 01:45:40,550 good, too. The discipline framework. 5520 01:45:40,550 --> 01:45:40,560 5521 01:45:40,560 --> 01:45:42,310 This slide will show you a percentage of 5522 01:45:42,310 --> 01:45:42,320 This slide will show you a percentage of 5523 01:45:42,320 --> 01:45:44,070 This slide will show you a percentage of adherence to our discipline framework 5524 01:45:44,070 --> 01:45:44,080 adherence to our discipline framework 5525 01:45:44,080 --> 01:45:46,310 adherence to our discipline framework that we imple implemented last school 5526 01:45:46,310 --> 01:45:46,320 that we imple implemented last school 5527 01:45:46,320 --> 01:45:47,830 that we imple implemented last school year as a part of our valued and 5528 01:45:47,830 --> 01:45:47,840 year as a part of our valued and 5529 01:45:47,840 --> 01:45:50,390 year as a part of our valued and included work. And we continue to be 5530 01:45:50,390 --> 01:45:50,400 included work. And we continue to be 5531 01:45:50,400 --> 01:45:52,550 included work. And we continue to be successful with this. What this tells us 5532 01:45:52,550 --> 01:45:52,560 successful with this. What this tells us 5533 01:45:52,560 --> 01:45:55,189 successful with this. What this tells us is that so far this year, August through 5534 01:45:55,189 --> 01:45:55,199 is that so far this year, August through 5535 01:45:55,199 --> 01:45:59,350 is that so far this year, August through November, out of the 1,613 5536 01:45:59,350 --> 01:45:59,360 November, out of the 1,613 5537 01:45:59,360 --> 01:46:01,669 November, out of the 1,613 office discipline referrals, 5538 01:46:01,669 --> 01:46:01,679 office discipline referrals, 5539 01:46:01,679 --> 01:46:03,350 office discipline referrals, 95.7% 5540 01:46:03,350 --> 01:46:03,360 95.7% 5541 01:46:03,360 --> 01:46:05,990 95.7% of the time the resolutions to those 5542 01:46:05,990 --> 01:46:06,000 of the time the resolutions to those 5543 01:46:06,000 --> 01:46:08,310 of the time the resolutions to those office discipline referrals fell within 5544 01:46:08,310 --> 01:46:08,320 office discipline referrals fell within 5545 01:46:08,320 --> 01:46:10,950 office discipline referrals fell within the expected range of response that we 5546 01:46:10,950 --> 01:46:10,960 the expected range of response that we 5547 01:46:10,960 --> 01:46:13,669 the expected range of response that we would deem to be appropriate. 5548 01:46:13,669 --> 01:46:13,679 would deem to be appropriate. 5549 01:46:13,679 --> 01:46:16,310 would deem to be appropriate. Now the small number of incidents that 5550 01:46:16,310 --> 01:46:16,320 Now the small number of incidents that 5551 01:46:16,320 --> 01:46:18,390 Now the small number of incidents that don't fall within that range are 5552 01:46:18,390 --> 01:46:18,400 don't fall within that range are 5553 01:46:18,400 --> 01:46:20,470 don't fall within that range are situations that are really exceptional 5554 01:46:20,470 --> 01:46:20,480 situations that are really exceptional 5555 01:46:20,480 --> 01:46:24,310 situations that are really exceptional or unique and have yeah just some unique 5556 01:46:24,310 --> 01:46:24,320 or unique and have yeah just some unique 5557 01:46:24,320 --> 01:46:27,350 or unique and have yeah just some unique circumstances. So, it's reasonable that 5558 01:46:27,350 --> 01:46:27,360 circumstances. So, it's reasonable that 5559 01:46:27,360 --> 01:46:29,590 circumstances. So, it's reasonable that there may be times that there's a larger 5560 01:46:29,590 --> 01:46:29,600 there may be times that there's a larger 5561 01:46:29,600 --> 01:46:33,030 there may be times that there's a larger or lesser response again given the the 5562 01:46:33,030 --> 01:46:33,040 or lesser response again given the the 5563 01:46:33,040 --> 01:46:34,310 or lesser response again given the the circumstances with the students 5564 01:46:34,310 --> 01:46:34,320 circumstances with the students 5565 01:46:34,320 --> 01:46:35,830 circumstances with the students involved. 5566 01:46:35,830 --> 01:46:35,840 involved. 5567 01:46:35,840 --> 01:46:38,950 involved. And in those circumstances, schools are 5568 01:46:38,950 --> 01:46:38,960 And in those circumstances, schools are 5569 01:46:38,960 --> 01:46:40,550 And in those circumstances, schools are consulting with me or their executive 5570 01:46:40,550 --> 01:46:40,560 consulting with me or their executive 5571 01:46:40,560 --> 01:46:42,390 consulting with me or their executive director and and not making those 5572 01:46:42,390 --> 01:46:42,400 director and and not making those 5573 01:46:42,400 --> 01:46:48,790 director and and not making those decisions in isolation. 5574 01:46:48,790 --> 01:46:48,800 5575 01:46:48,800 --> 01:46:51,830 Five years ago, 5576 01:46:51,830 --> 01:46:51,840 Five years ago, 5577 01:46:51,840 --> 01:46:55,189 Five years ago, uh, every school 5578 01:46:55,189 --> 01:46:55,199 uh, every school 5579 01:46:55,199 --> 01:46:58,229 uh, every school had their own set of codes, 5580 01:46:58,229 --> 01:46:58,239 had their own set of codes, 5581 01:46:58,239 --> 01:47:00,470 had their own set of codes, no common form, 5582 01:47:00,470 --> 01:47:00,480 no common form, 5583 01:47:00,480 --> 01:47:03,189 no common form, no common discipline matrix, no 5584 01:47:03,189 --> 01:47:03,199 no common discipline matrix, no 5585 01:47:03,199 --> 01:47:05,030 no common discipline matrix, no accountability for suspensions or 5586 01:47:05,030 --> 01:47:05,040 accountability for suspensions or 5587 01:47:05,040 --> 01:47:07,750 accountability for suspensions or exclusionary dis discipline. 5588 01:47:07,750 --> 01:47:07,760 exclusionary dis discipline. 5589 01:47:07,760 --> 01:47:10,629 exclusionary dis discipline. uh working with 5590 01:47:10,629 --> 01:47:10,639 uh working with 5591 01:47:10,639 --> 01:47:13,830 uh working with equity council, Latino parent advisory 5592 01:47:13,830 --> 01:47:13,840 equity council, Latino parent advisory 5593 01:47:13,840 --> 01:47:16,629 equity council, Latino parent advisory council, teachers, principles, 5594 01:47:16,629 --> 01:47:16,639 council, teachers, principles, 5595 01:47:16,639 --> 01:47:20,629 council, teachers, principles, uh we have revolution like it completely 5596 01:47:20,629 --> 01:47:20,639 uh we have revolution like it completely 5597 01:47:20,639 --> 01:47:25,270 uh we have revolution like it completely transformed how we look at um discipline 5598 01:47:25,270 --> 01:47:25,280 transformed how we look at um discipline 5599 01:47:25,280 --> 01:47:27,430 transformed how we look at um discipline and how we support students. No, no 5600 01:47:27,430 --> 01:47:27,440 and how we support students. No, no 5601 01:47:27,440 --> 01:47:30,149 and how we support students. No, no restorative p. I mean, 5602 01:47:30,149 --> 01:47:30,159 restorative p. I mean, 5603 01:47:30,159 --> 01:47:32,470 restorative p. I mean, of all of the progress we've made, I 5604 01:47:32,470 --> 01:47:32,480 of all of the progress we've made, I 5605 01:47:32,480 --> 01:47:34,310 of all of the progress we've made, I don't know that there is an area that 5606 01:47:34,310 --> 01:47:34,320 don't know that there is an area that 5607 01:47:34,320 --> 01:47:36,709 don't know that there is an area that has been more transformed in how we 5608 01:47:36,709 --> 01:47:36,719 has been more transformed in how we 5609 01:47:36,719 --> 01:47:39,910 has been more transformed in how we approach this. Uh, so I just wanted to 5610 01:47:39,910 --> 01:47:39,920 approach this. Uh, so I just wanted to 5611 01:47:39,920 --> 01:47:42,550 approach this. Uh, so I just wanted to for those that are new on the board, uh, 5612 01:47:42,550 --> 01:47:42,560 for those that are new on the board, uh, 5613 01:47:42,560 --> 01:47:45,830 for those that are new on the board, uh, this wasn't always the case. Uh, and 5614 01:47:45,830 --> 01:47:45,840 this wasn't always the case. Uh, and 5615 01:47:45,840 --> 01:47:50,149 this wasn't always the case. Uh, and we've been super intentional. Um, and 5616 01:47:50,149 --> 01:47:50,159 we've been super intentional. Um, and 5617 01:47:50,159 --> 01:47:51,669 we've been super intentional. Um, and you're going to see in a second, we 5618 01:47:51,669 --> 01:47:51,679 you're going to see in a second, we 5619 01:47:51,679 --> 01:47:54,310 you're going to see in a second, we still have work to do. uh even though I 5620 01:47:54,310 --> 01:47:54,320 still have work to do. uh even though I 5621 01:47:54,320 --> 01:47:56,149 still have work to do. uh even though I think that you know in comparison to 5622 01:47:56,149 --> 01:47:56,159 think that you know in comparison to 5623 01:47:56,159 --> 01:47:57,910 think that you know in comparison to other places that aren't even tackling 5624 01:47:57,910 --> 01:47:57,920 other places that aren't even tackling 5625 01:47:57,920 --> 01:48:00,550 other places that aren't even tackling some of this really difficult work and 5626 01:48:00,550 --> 01:48:00,560 some of this really difficult work and 5627 01:48:00,560 --> 01:48:02,390 some of this really difficult work and they just chalk it up as kind of doing 5628 01:48:02,390 --> 01:48:02,400 they just chalk it up as kind of doing 5629 01:48:02,400 --> 01:48:04,709 they just chalk it up as kind of doing business suspending kids out of school. 5630 01:48:04,709 --> 01:48:04,719 business suspending kids out of school. 5631 01:48:04,719 --> 01:48:06,709 business suspending kids out of school. Uh that's just how you have to do it to 5632 01:48:06,709 --> 01:48:06,719 Uh that's just how you have to do it to 5633 01:48:06,719 --> 01:48:09,830 Uh that's just how you have to do it to to to to accomplish what you want to do. 5634 01:48:09,830 --> 01:48:09,840 to to to accomplish what you want to do. 5635 01:48:09,840 --> 01:48:11,430 to to to accomplish what you want to do. I just am really real proud of that. So 5636 01:48:11,430 --> 01:48:11,440 I just am really real proud of that. So 5637 01:48:11,440 --> 01:48:14,950 I just am really real proud of that. So I just wanted to kind of interject that. 5638 01:48:14,950 --> 01:48:14,960 I just wanted to kind of interject that. 5639 01:48:14,960 --> 01:48:16,629 I just wanted to kind of interject that. >> Board members, any questions on the 5640 01:48:16,629 --> 01:48:16,639 >> Board members, any questions on the 5641 01:48:16,639 --> 01:48:18,229 >> Board members, any questions on the first eight slides of the valued and 5642 01:48:18,229 --> 01:48:18,239 first eight slides of the valued and 5643 01:48:18,239 --> 01:48:19,990 first eight slides of the valued and included objective? Anna, 5644 01:48:19,990 --> 01:48:20,000 included objective? Anna, 5645 01:48:20,000 --> 01:48:23,830 included objective? Anna, >> I do I um 5646 01:48:23,830 --> 01:48:23,840 >> I do I um 5647 01:48:23,840 --> 01:48:26,709 >> I do I um and some of the what um Dr. Anderson 5648 01:48:26,709 --> 01:48:26,719 and some of the what um Dr. Anderson 5649 01:48:26,719 --> 01:48:28,629 and some of the what um Dr. Anderson just said um answered some of those 5650 01:48:28,629 --> 01:48:28,639 just said um answered some of those 5651 01:48:28,639 --> 01:48:30,070 just said um answered some of those questions because I was wondering if 5652 01:48:30,070 --> 01:48:30,080 questions because I was wondering if 5653 01:48:30,080 --> 01:48:34,149 questions because I was wondering if there is um is reporting standardized 5654 01:48:34,149 --> 01:48:34,159 there is um is reporting standardized 5655 01:48:34,159 --> 01:48:36,310 there is um is reporting standardized and what is the process for a student to 5656 01:48:36,310 --> 01:48:36,320 and what is the process for a student to 5657 01:48:36,320 --> 01:48:38,790 and what is the process for a student to report incidents and then who takes it 5658 01:48:38,790 --> 01:48:38,800 report incidents and then who takes it 5659 01:48:38,800 --> 01:48:42,070 report incidents and then who takes it on? And then uh we just talked about 5660 01:48:42,070 --> 01:48:42,080 on? And then uh we just talked about 5661 01:48:42,080 --> 01:48:44,709 on? And then uh we just talked about most of these being resolved within an 5662 01:48:44,709 --> 01:48:44,719 most of these being resolved within an 5663 01:48:44,719 --> 01:48:48,149 most of these being resolved within an appropriate um time frame. So I'm also 5664 01:48:48,149 --> 01:48:48,159 appropriate um time frame. So I'm also 5665 01:48:48,159 --> 01:48:50,149 appropriate um time frame. So I'm also wondering what is that time frame on 5666 01:48:50,149 --> 01:48:50,159 wondering what is that time frame on 5667 01:48:50,159 --> 01:48:51,669 wondering what is that time frame on average? 5668 01:48:51,669 --> 01:48:51,679 average? 5669 01:48:51,679 --> 01:48:53,750 average? >> So So this is all data that comes from 5670 01:48:53,750 --> 01:48:53,760 >> So So this is all data that comes from 5671 01:48:53,760 --> 01:48:56,390 >> So So this is all data that comes from reporting to the state. Our data is 5672 01:48:56,390 --> 01:48:56,400 reporting to the state. Our data is 5673 01:48:56,400 --> 01:49:00,229 reporting to the state. Our data is clean as a whistle. Uh we the data that 5674 01:49:00,229 --> 01:49:00,239 clean as a whistle. Uh we the data that 5675 01:49:00,239 --> 01:49:02,709 clean as a whistle. Uh we the data that we report is incredibly accurate because 5676 01:49:02,709 --> 01:49:02,719 we report is incredibly accurate because 5677 01:49:02,719 --> 01:49:04,070 we report is incredibly accurate because that was one of the things we were 5678 01:49:04,070 --> 01:49:04,080 that was one of the things we were 5679 01:49:04,080 --> 01:49:05,510 that was one of the things we were worried about is because when you start 5680 01:49:05,510 --> 01:49:05,520 worried about is because when you start 5681 01:49:05,520 --> 01:49:07,910 worried about is because when you start to dig into work like about this, what 5682 01:49:07,910 --> 01:49:07,920 to dig into work like about this, what 5683 01:49:07,920 --> 01:49:12,149 to dig into work like about this, what happens is that uh you could incentivize 5684 01:49:12,149 --> 01:49:12,159 happens is that uh you could incentivize 5685 01:49:12,159 --> 01:49:14,070 happens is that uh you could incentivize bad behaviors at schools where as 5686 01:49:14,070 --> 01:49:14,080 bad behaviors at schools where as 5687 01:49:14,080 --> 01:49:16,709 bad behaviors at schools where as opposed to filling out the forms, they 5688 01:49:16,709 --> 01:49:16,719 opposed to filling out the forms, they 5689 01:49:16,719 --> 01:49:19,830 opposed to filling out the forms, they just go off the books and tell kids to 5690 01:49:19,830 --> 01:49:19,840 just go off the books and tell kids to 5691 01:49:19,840 --> 01:49:21,669 just go off the books and tell kids to go home for a couple days to cool off, 5692 01:49:21,669 --> 01:49:21,679 go home for a couple days to cool off, 5693 01:49:21,679 --> 01:49:24,629 go home for a couple days to cool off, which is exclusionary discipline, right? 5694 01:49:24,629 --> 01:49:24,639 which is exclusionary discipline, right? 5695 01:49:24,639 --> 01:49:27,270 which is exclusionary discipline, right? So, uh, I would say that the data that 5696 01:49:27,270 --> 01:49:27,280 So, uh, I would say that the data that 5697 01:49:27,280 --> 01:49:30,390 So, uh, I would say that the data that that you see here is is data that we 5698 01:49:30,390 --> 01:49:30,400 that you see here is is data that we 5699 01:49:30,400 --> 01:49:32,390 that you see here is is data that we report out to the state. I would say 5700 01:49:32,390 --> 01:49:32,400 report out to the state. I would say 5701 01:49:32,400 --> 01:49:34,310 report out to the state. I would say that you're and I can let Son talk to 5702 01:49:34,310 --> 01:49:34,320 that you're and I can let Son talk to 5703 01:49:34,320 --> 01:49:37,830 that you're and I can let Son talk to this more, but, uh, these these, um, 5704 01:49:37,830 --> 01:49:37,840 this more, but, uh, these these, um, 5705 01:49:37,840 --> 01:49:40,550 this more, but, uh, these these, um, resolution to a discipline referral is 5706 01:49:40,550 --> 01:49:40,560 resolution to a discipline referral is 5707 01:49:40,560 --> 01:49:42,310 resolution to a discipline referral is pretty quick within the week that it 5708 01:49:42,310 --> 01:49:42,320 pretty quick within the week that it 5709 01:49:42,320 --> 01:49:44,310 pretty quick within the week that it happens, if not, you know, sooner than 5710 01:49:44,310 --> 01:49:44,320 happens, if not, you know, sooner than 5711 01:49:44,320 --> 01:49:45,990 happens, if not, you know, sooner than at a couple of days depending upon 5712 01:49:45,990 --> 01:49:46,000 at a couple of days depending upon 5713 01:49:46,000 --> 01:49:49,030 at a couple of days depending upon what's happening. Um, and, uh, again, I 5714 01:49:49,030 --> 01:49:49,040 what's happening. Um, and, uh, again, I 5715 01:49:49,040 --> 01:49:50,950 what's happening. Um, and, uh, again, I can't speak to those other districts in 5716 01:49:50,950 --> 01:49:50,960 can't speak to those other districts in 5717 01:49:50,960 --> 01:49:52,629 can't speak to those other districts in terms of what's being reported, what's 5718 01:49:52,629 --> 01:49:52,639 terms of what's being reported, what's 5719 01:49:52,639 --> 01:49:55,430 terms of what's being reported, what's not being reported. I can assure you 5720 01:49:55,430 --> 01:49:55,440 not being reported. I can assure you 5721 01:49:55,440 --> 01:49:58,470 not being reported. I can assure you that it's accurate and that we're not 5722 01:49:58,470 --> 01:49:58,480 that it's accurate and that we're not 5723 01:49:58,480 --> 01:50:01,910 that it's accurate and that we're not like miscoding things to do things we 5724 01:50:01,910 --> 01:50:01,920 like miscoding things to do things we 5725 01:50:01,920 --> 01:50:03,910 like miscoding things to do things we shouldn't be doing. Right? That's the 5726 01:50:03,910 --> 01:50:03,920 shouldn't be doing. Right? That's the 5727 01:50:03,920 --> 01:50:07,270 shouldn't be doing. Right? That's the adherence to the framework. So um if you 5728 01:50:07,270 --> 01:50:07,280 adherence to the framework. So um if you 5729 01:50:07,280 --> 01:50:10,149 adherence to the framework. So um if you do something uh we're really clear on 5730 01:50:10,149 --> 01:50:10,159 do something uh we're really clear on 5731 01:50:10,159 --> 01:50:11,910 do something uh we're really clear on our matrix on where it falls on the 5732 01:50:11,910 --> 01:50:11,920 our matrix on where it falls on the 5733 01:50:11,920 --> 01:50:14,709 our matrix on where it falls on the matrix which then gives you a range of 5734 01:50:14,709 --> 01:50:14,719 matrix which then gives you a range of 5735 01:50:14,719 --> 01:50:17,510 matrix which then gives you a range of supports and potential consequences uh 5736 01:50:17,510 --> 01:50:17,520 supports and potential consequences uh 5737 01:50:17,520 --> 01:50:19,109 supports and potential consequences uh that you can choose from as an 5738 01:50:19,109 --> 01:50:19,119 that you can choose from as an 5739 01:50:19,119 --> 01:50:21,750 that you can choose from as an administrator where without any 5740 01:50:21,750 --> 01:50:21,760 administrator where without any 5741 01:50:21,760 --> 01:50:25,510 administrator where without any oversight or any um 5742 01:50:25,510 --> 01:50:25,520 oversight or any um 5743 01:50:25,520 --> 01:50:28,470 oversight or any um um accountability uh in this what can 5744 01:50:28,470 --> 01:50:28,480 um accountability uh in this what can 5745 01:50:28,480 --> 01:50:31,590 um accountability uh in this what can happen is you can have administrators go 5746 01:50:31,590 --> 01:50:31,600 happen is you can have administrators go 5747 01:50:31,600 --> 01:50:35,990 happen is you can have administrators go rogue right uh and over penalty ize and 5748 01:50:35,990 --> 01:50:36,000 rogue right uh and over penalty ize and 5749 01:50:36,000 --> 01:50:39,669 rogue right uh and over penalty ize and over discipline. Um 5750 01:50:39,669 --> 01:50:39,679 over discipline. Um 5751 01:50:39,679 --> 01:50:41,350 over discipline. Um and and I've seen that everywhere that 5752 01:50:41,350 --> 01:50:41,360 and and I've seen that everywhere that 5753 01:50:41,360 --> 01:50:43,030 and and I've seen that everywhere that I've been except for where I'm at and 5754 01:50:43,030 --> 01:50:43,040 I've been except for where I'm at and 5755 01:50:43,040 --> 01:50:45,990 I've been except for where I'm at and where we are today right now. Uh so in 5756 01:50:45,990 --> 01:50:46,000 where we are today right now. Uh so in 5757 01:50:46,000 --> 01:50:49,510 where we are today right now. Uh so in any event, uh very very comfortable with 5758 01:50:49,510 --> 01:50:49,520 any event, uh very very comfortable with 5759 01:50:49,520 --> 01:50:51,910 any event, uh very very comfortable with uh re really more I'm proud of kind of 5760 01:50:51,910 --> 01:50:51,920 uh re really more I'm proud of kind of 5761 01:50:51,920 --> 01:50:54,070 uh re really more I'm proud of kind of the work that we've done here. But I can 5762 01:50:54,070 --> 01:50:54,080 the work that we've done here. But I can 5763 01:50:54,080 --> 01:50:57,750 the work that we've done here. But I can when when we say we have 493 or four um 5764 01:50:57,750 --> 01:50:57,760 when when we say we have 493 or four um 5765 01:50:57,760 --> 01:51:00,709 when when we say we have 493 or four um suspensions that that's what we had 5766 01:51:00,709 --> 01:51:00,719 suspensions that that's what we had 5767 01:51:00,719 --> 01:51:04,470 suspensions that that's what we had and very very clear and and really uh 5768 01:51:04,470 --> 01:51:04,480 and very very clear and and really uh 5769 01:51:04,480 --> 01:51:06,229 and very very clear and and really uh confident of the data that we have. 5770 01:51:06,229 --> 01:51:06,239 confident of the data that we have. 5771 01:51:06,239 --> 01:51:08,870 confident of the data that we have. >> And what might be helpful is for our two 5772 01:51:08,870 --> 01:51:08,880 >> And what might be helpful is for our two 5773 01:51:08,880 --> 01:51:11,590 >> And what might be helpful is for our two new board members an on part of their 5774 01:51:11,590 --> 01:51:11,600 new board members an on part of their 5775 01:51:11,600 --> 01:51:14,149 new board members an on part of their onboard onboarding is how what does this 5776 01:51:14,149 --> 01:51:14,159 onboard onboarding is how what does this 5777 01:51:14,159 --> 01:51:16,390 onboard onboarding is how what does this process look like? What do vortex 5778 01:51:16,390 --> 01:51:16,400 process look like? What do vortex 5779 01:51:16,400 --> 01:51:18,310 process look like? What do vortex meetings look like? What what is that 5780 01:51:18,310 --> 01:51:18,320 meetings look like? What what is that 5781 01:51:18,320 --> 01:51:20,229 meetings look like? What what is that framework? and maybe a place where you 5782 01:51:20,229 --> 01:51:20,239 framework? and maybe a place where you 5783 01:51:20,239 --> 01:51:21,750 framework? and maybe a place where you have more time to really dig through 5784 01:51:21,750 --> 01:51:21,760 have more time to really dig through 5785 01:51:21,760 --> 01:51:24,550 have more time to really dig through process, not just the where we are at at 5786 01:51:24,550 --> 01:51:24,560 process, not just the where we are at at 5787 01:51:24,560 --> 01:51:26,390 process, not just the where we are at at time if that sounds good to staff and 5788 01:51:26,390 --> 01:51:26,400 time if that sounds good to staff and 5789 01:51:26,400 --> 01:51:28,310 time if that sounds good to staff and board members to hold off on some of 5790 01:51:28,310 --> 01:51:28,320 board members to hold off on some of 5791 01:51:28,320 --> 01:51:31,430 board members to hold off on some of those very that it will take a lot of 5792 01:51:31,430 --> 01:51:31,440 those very that it will take a lot of 5793 01:51:31,440 --> 01:51:32,709 those very that it will take a lot of time to get to those questions and I 5794 01:51:32,709 --> 01:51:32,719 time to get to those questions and I 5795 01:51:32,719 --> 01:51:33,910 time to get to those questions and I think they're really important ones. But 5796 01:51:33,910 --> 01:51:33,920 think they're really important ones. But 5797 01:51:33,920 --> 01:51:35,430 think they're really important ones. But I think there might that on boarding 5798 01:51:35,430 --> 01:51:35,440 I think there might that on boarding 5799 01:51:35,440 --> 01:51:37,030 I think there might that on boarding might be a great opportunity to dig a 5800 01:51:37,030 --> 01:51:37,040 might be a great opportunity to dig a 5801 01:51:37,040 --> 01:51:39,350 might be a great opportunity to dig a little bit deeper in the process. 5802 01:51:39,350 --> 01:51:39,360 little bit deeper in the process. 5803 01:51:39,360 --> 01:51:41,030 little bit deeper in the process. >> Yeah, that sounds great and I will speak 5804 01:51:41,030 --> 01:51:41,040 >> Yeah, that sounds great and I will speak 5805 01:51:41,040 --> 01:51:43,189 >> Yeah, that sounds great and I will speak to the reporting question here in just a 5806 01:51:43,189 --> 01:51:43,199 to the reporting question here in just a 5807 01:51:43,199 --> 01:51:44,550 to the reporting question here in just a minute. 5808 01:51:44,550 --> 01:51:44,560 minute. 5809 01:51:44,560 --> 01:51:48,149 minute. >> Jorge and then Alex. 5810 01:51:48,149 --> 01:51:48,159 >> Jorge and then Alex. 5811 01:51:48,159 --> 01:51:49,669 >> Jorge and then Alex. Uh first I'd like to thank the uh 5812 01:51:49,669 --> 01:51:49,679 Uh first I'd like to thank the uh 5813 01:51:49,679 --> 01:51:51,669 Uh first I'd like to thank the uh teachers, administrators and everybody 5814 01:51:51,669 --> 01:51:51,679 teachers, administrators and everybody 5815 01:51:51,679 --> 01:51:53,830 teachers, administrators and everybody for for this trend. I mean it's I know 5816 01:51:53,830 --> 01:51:53,840 for for this trend. I mean it's I know 5817 01:51:53,840 --> 01:51:55,189 for for this trend. I mean it's I know it's been a lot of work. It's been a 5818 01:51:55,189 --> 01:51:55,199 it's been a lot of work. It's been a 5819 01:51:55,199 --> 01:51:58,070 it's been a lot of work. It's been a long slow process and it's amazing um 5820 01:51:58,070 --> 01:51:58,080 long slow process and it's amazing um 5821 01:51:58,080 --> 01:52:00,550 long slow process and it's amazing um that we've made it this far. Um and it's 5822 01:52:00,550 --> 01:52:00,560 that we've made it this far. Um and it's 5823 01:52:00,560 --> 01:52:02,149 that we've made it this far. Um and it's clearly not just um the discipline part 5824 01:52:02,149 --> 01:52:02,159 clearly not just um the discipline part 5825 01:52:02,159 --> 01:52:03,669 clearly not just um the discipline part of it but it's what the work that lies 5826 01:52:03,669 --> 01:52:03,679 of it but it's what the work that lies 5827 01:52:03,679 --> 01:52:05,750 of it but it's what the work that lies ahead of that's done beforehand. Right. 5828 01:52:05,750 --> 01:52:05,760 ahead of that's done beforehand. Right. 5829 01:52:05,760 --> 01:52:07,669 ahead of that's done beforehand. Right. So I'd like if you can if you could 5830 01:52:07,669 --> 01:52:07,679 So I'd like if you can if you could 5831 01:52:07,679 --> 01:52:09,430 So I'd like if you can if you could speak a little more about um what 5832 01:52:09,430 --> 01:52:09,440 speak a little more about um what 5833 01:52:09,440 --> 01:52:10,950 speak a little more about um what proactive strategies have we used like 5834 01:52:10,950 --> 01:52:10,960 proactive strategies have we used like 5835 01:52:10,960 --> 01:52:12,310 proactive strategies have we used like what's coming before this right to 5836 01:52:12,310 --> 01:52:12,320 what's coming before this right to 5837 01:52:12,320 --> 01:52:13,990 what's coming before this right to address this because the behaviors can 5838 01:52:13,990 --> 01:52:14,000 address this because the behaviors can 5839 01:52:14,000 --> 01:52:15,270 address this because the behaviors can arise still right but we're not just 5840 01:52:15,270 --> 01:52:15,280 arise still right but we're not just 5841 01:52:15,280 --> 01:52:16,229 arise still right but we're not just responding in a negative way but what 5842 01:52:16,229 --> 01:52:16,239 responding in a negative way but what 5843 01:52:16,239 --> 01:52:17,589 responding in a negative way but what are we doing in advance of this to 5844 01:52:17,589 --> 01:52:17,599 are we doing in advance of this to 5845 01:52:17,599 --> 01:52:19,350 are we doing in advance of this to prevent this and and where do our school 5846 01:52:19,350 --> 01:52:19,360 prevent this and and where do our school 5847 01:52:19,360 --> 01:52:21,109 prevent this and and where do our school safety advocates fit when all within all 5848 01:52:21,109 --> 01:52:21,119 safety advocates fit when all within all 5849 01:52:21,119 --> 01:52:24,229 safety advocates fit when all within all this thanks 5850 01:52:24,229 --> 01:52:24,239 this thanks 5851 01:52:24,239 --> 01:52:26,790 this thanks >> I'm going to get to the the preventative 5852 01:52:26,790 --> 01:52:26,800 >> I'm going to get to the the preventative 5853 01:52:26,800 --> 01:52:29,430 >> I'm going to get to the the preventative and the before part in my next section 5854 01:52:29,430 --> 01:52:29,440 and the before part in my next section 5855 01:52:29,440 --> 01:52:32,470 and the before part in my next section so if you don't mind pausing on that um 5856 01:52:32,470 --> 01:52:32,480 so if you don't mind pausing on that um 5857 01:52:32,480 --> 01:52:35,830 so if you don't mind pausing on that um our school safety advocates are there to 5858 01:52:35,830 --> 01:52:35,840 our school safety advocates are there to 5859 01:52:35,840 --> 01:52:39,109 our school safety advocates are there to help in almost any capacity. So, if 5860 01:52:39,109 --> 01:52:39,119 help in almost any capacity. So, if 5861 01:52:39,119 --> 01:52:40,709 help in almost any capacity. So, if there's a really in-depth investigation, 5862 01:52:40,709 --> 01:52:40,719 there's a really in-depth investigation, 5863 01:52:40,719 --> 01:52:43,750 there's a really in-depth investigation, they are available to help with that. 5864 01:52:43,750 --> 01:52:43,760 they are available to help with that. 5865 01:52:43,760 --> 01:52:46,149 they are available to help with that. Um, if there's a situation that, you 5866 01:52:46,149 --> 01:52:46,159 Um, if there's a situation that, you 5867 01:52:46,159 --> 01:52:47,910 Um, if there's a situation that, you know, has major safety issues there. 5868 01:52:47,910 --> 01:52:47,920 know, has major safety issues there. 5869 01:52:47,920 --> 01:52:51,270 know, has major safety issues there. They lies between um, law enforcement as 5870 01:52:51,270 --> 01:52:51,280 They lies between um, law enforcement as 5871 01:52:51,280 --> 01:52:53,990 They lies between um, law enforcement as needed. They can be a consultant with 5872 01:52:53,990 --> 01:52:54,000 needed. They can be a consultant with 5873 01:52:54,000 --> 01:52:55,669 needed. They can be a consultant with the school administrators and another 5874 01:52:55,669 --> 01:52:55,679 the school administrators and another 5875 01:52:55,679 --> 01:52:57,910 the school administrators and another thought partner. They can help meet with 5876 01:52:57,910 --> 01:52:57,920 thought partner. They can help meet with 5877 01:52:57,920 --> 01:53:00,310 thought partner. They can help meet with families and explain procedural pieces 5878 01:53:00,310 --> 01:53:00,320 families and explain procedural pieces 5879 01:53:00,320 --> 01:53:03,270 families and explain procedural pieces and outcomes. So they really serve as a 5880 01:53:03,270 --> 01:53:03,280 and outcomes. So they really serve as a 5881 01:53:03,280 --> 01:53:06,229 and outcomes. So they really serve as a um a sideby-side partner with schools. 5882 01:53:06,229 --> 01:53:06,239 um a sideby-side partner with schools. 5883 01:53:06,239 --> 01:53:08,229 um a sideby-side partner with schools. And some administrators have a lot of 5884 01:53:08,229 --> 01:53:08,239 And some administrators have a lot of 5885 01:53:08,239 --> 01:53:10,870 And some administrators have a lot of experience and confidence and 5886 01:53:10,870 --> 01:53:10,880 experience and confidence and 5887 01:53:10,880 --> 01:53:12,550 experience and confidence and ask less of their school safety 5888 01:53:12,550 --> 01:53:12,560 ask less of their school safety 5889 01:53:12,560 --> 01:53:14,950 ask less of their school safety advocates. Some of some of them like to 5890 01:53:14,950 --> 01:53:14,960 advocates. Some of some of them like to 5891 01:53:14,960 --> 01:53:16,709 advocates. Some of some of them like to do everything with them. It kind of just 5892 01:53:16,709 --> 01:53:16,719 do everything with them. It kind of just 5893 01:53:16,719 --> 01:53:19,030 do everything with them. It kind of just depends. And um it really is a beautiful 5894 01:53:19,030 --> 01:53:19,040 depends. And um it really is a beautiful 5895 01:53:19,040 --> 01:53:23,589 depends. And um it really is a beautiful partnership. 5896 01:53:23,589 --> 01:53:23,599 5897 01:53:23,599 --> 01:53:25,910 Um, and this may be some of this we can 5898 01:53:25,910 --> 01:53:25,920 Um, and this may be some of this we can 5899 01:53:25,920 --> 01:53:27,830 Um, and this may be some of this we can talk about during the Q&A on this larger 5900 01:53:27,830 --> 01:53:27,840 talk about during the Q&A on this larger 5901 01:53:27,840 --> 01:53:31,430 talk about during the Q&A on this larger section, but um, uh, and I'm channeling 5902 01:53:31,430 --> 01:53:31,440 section, but um, uh, and I'm channeling 5903 01:53:31,440 --> 01:53:33,589 section, but um, uh, and I'm channeling for the excellent input from Kitty 5904 01:53:33,589 --> 01:53:33,599 for the excellent input from Kitty 5905 01:53:33,599 --> 01:53:36,229 for the excellent input from Kitty Sergeant on the board, uh, who, uh, has 5906 01:53:36,229 --> 01:53:36,239 Sergeant on the board, uh, who, uh, has 5907 01:53:36,239 --> 01:53:40,070 Sergeant on the board, uh, who, uh, has historically been our, um, copy editor. 5908 01:53:40,070 --> 01:53:40,080 historically been our, um, copy editor. 5909 01:53:40,080 --> 01:53:41,910 historically been our, um, copy editor. I'm sort of a graph copy editor 5910 01:53:41,910 --> 01:53:41,920 I'm sort of a graph copy editor 5911 01:53:41,920 --> 01:53:44,390 I'm sort of a graph copy editor sometimes. And so when I look at slide 5912 01:53:44,390 --> 01:53:44,400 sometimes. And so when I look at slide 5913 01:53:44,400 --> 01:53:47,270 sometimes. And so when I look at slide 27, um it'd be really help to know what 5914 01:53:47,270 --> 01:53:47,280 27, um it'd be really help to know what 5915 01:53:47,280 --> 01:53:48,790 27, um it'd be really help to know what those numbers are because all I can tell 5916 01:53:48,790 --> 01:53:48,800 those numbers are because all I can tell 5917 01:53:48,800 --> 01:53:51,510 those numbers are because all I can tell is the proportionality, not the scale of 5918 01:53:51,510 --> 01:53:51,520 is the proportionality, not the scale of 5919 01:53:51,520 --> 01:53:52,310 is the proportionality, not the scale of that, 5920 01:53:52,310 --> 01:53:52,320 that, 5921 01:53:52,320 --> 01:53:54,149 that, >> which is important because when you look 5922 01:53:54,149 --> 01:53:54,159 >> which is important because when you look 5923 01:53:54,159 --> 01:53:57,669 >> which is important because when you look down at the uh couple slides later and 5924 01:53:57,669 --> 01:53:57,679 down at the uh couple slides later and 5925 01:53:57,679 --> 01:54:00,470 down at the uh couple slides later and you see a number like 160, I don't know 5926 01:54:00,470 --> 01:54:00,480 you see a number like 160, I don't know 5927 01:54:00,480 --> 01:54:02,390 you see a number like 160, I don't know what proportion of all those other 5928 01:54:02,390 --> 01:54:02,400 what proportion of all those other 5929 01:54:02,400 --> 01:54:04,390 what proportion of all those other disciplines 160 is. 5930 01:54:04,390 --> 01:54:04,400 disciplines 160 is. 5931 01:54:04,400 --> 01:54:06,550 disciplines 160 is. >> And that gets to sort of the the meat of 5932 01:54:06,550 --> 01:54:06,560 >> And that gets to sort of the the meat of 5933 01:54:06,560 --> 01:54:09,030 >> And that gets to sort of the the meat of my substantive question on this. I 5934 01:54:09,030 --> 01:54:09,040 my substantive question on this. I 5935 01:54:09,040 --> 01:54:11,030 my substantive question on this. I really want to know the pre-strategic 5936 01:54:11,030 --> 01:54:11,040 really want to know the pre-strategic 5937 01:54:11,040 --> 01:54:13,910 really want to know the pre-strategic plan baseline for these numbers because 5938 01:54:13,910 --> 01:54:13,920 plan baseline for these numbers because 5939 01:54:13,920 --> 01:54:16,550 plan baseline for these numbers because in my estimation we made a huge change 5940 01:54:16,550 --> 01:54:16,560 in my estimation we made a huge change 5941 01:54:16,560 --> 01:54:18,790 in my estimation we made a huge change when we changed the policy and we went 5942 01:54:18,790 --> 01:54:18,800 when we changed the policy and we went 5943 01:54:18,800 --> 01:54:20,310 when we changed the policy and we went to being like the other districts with 5944 01:54:20,310 --> 01:54:20,320 to being like the other districts with 5945 01:54:20,320 --> 01:54:21,990 to being like the other districts with numbers in the thousands to being a 5946 01:54:21,990 --> 01:54:22,000 numbers in the thousands to being a 5947 01:54:22,000 --> 01:54:24,629 numbers in the thousands to being a place with less than 500 a year and now 5948 01:54:24,629 --> 01:54:24,639 place with less than 500 a year and now 5949 01:54:24,639 --> 01:54:27,189 place with less than 500 a year and now we're comparing whether we get from 168 5950 01:54:27,189 --> 01:54:27,199 we're comparing whether we get from 168 5951 01:54:27,199 --> 01:54:30,870 we're comparing whether we get from 168 to 160 when 95% of the change from that 5952 01:54:30,870 --> 01:54:30,880 to 160 when 95% of the change from that 5953 01:54:30,880 --> 01:54:34,070 to 160 when 95% of the change from that policy change is implemented. So for the 5954 01:54:34,070 --> 01:54:34,080 policy change is implemented. So for the 5955 01:54:34,080 --> 01:54:35,910 policy change is implemented. So for the last two years and the next two years, 5956 01:54:35,910 --> 01:54:35,920 last two years and the next two years, 5957 01:54:35,920 --> 01:54:38,390 last two years and the next two years, whatever, we're we're watching noise in 5958 01:54:38,390 --> 01:54:38,400 whatever, we're we're watching noise in 5959 01:54:38,400 --> 01:54:40,870 whatever, we're we're watching noise in the system, not substantive data. By 5960 01:54:40,870 --> 01:54:40,880 the system, not substantive data. By 5961 01:54:40,880 --> 01:54:43,270 the system, not substantive data. By that I mean whether or not our out of 5962 01:54:43,270 --> 01:54:43,280 that I mean whether or not our out of 5963 01:54:43,280 --> 01:54:46,709 that I mean whether or not our out of school suspensions are 160 or 168. The 5964 01:54:46,709 --> 01:54:46,719 school suspensions are 160 or 168. The 5965 01:54:46,719 --> 01:54:49,270 school suspensions are 160 or 168. The deal is we went from 2,000 to 500 and 5966 01:54:49,270 --> 01:54:49,280 deal is we went from 2,000 to 500 and 5967 01:54:49,280 --> 01:54:51,270 deal is we went from 2,000 to 500 and now there's individual cases that are 5968 01:54:51,270 --> 01:54:51,280 now there's individual cases that are 5969 01:54:51,280 --> 01:54:53,030 now there's individual cases that are driving specific things that don't 5970 01:54:53,030 --> 01:54:53,040 driving specific things that don't 5971 01:54:53,040 --> 01:54:54,310 driving specific things that don't really have anything to do with our 5972 01:54:54,310 --> 01:54:54,320 really have anything to do with our 5973 01:54:54,320 --> 01:54:56,070 really have anything to do with our policy or what we're overseeing, but 5974 01:54:56,070 --> 01:54:56,080 policy or what we're overseeing, but 5975 01:54:56,080 --> 01:54:58,070 policy or what we're overseeing, but we're just congratulating ourselves 5976 01:54:58,070 --> 01:54:58,080 we're just congratulating ourselves 5977 01:54:58,080 --> 01:54:59,990 we're just congratulating ourselves rather than moving on to the next 5978 01:54:59,990 --> 01:55:00,000 rather than moving on to the next 5979 01:55:00,000 --> 01:55:01,510 rather than moving on to the next question. So I'd love to hear some 5980 01:55:01,510 --> 01:55:01,520 question. So I'd love to hear some 5981 01:55:01,520 --> 01:55:04,149 question. So I'd love to hear some discussion of that. The next part for me 5982 01:55:04,149 --> 01:55:04,159 discussion of that. The next part for me 5983 01:55:04,159 --> 01:55:07,189 discussion of that. The next part for me is part of as a schoolboard member um 5984 01:55:07,189 --> 01:55:07,199 is part of as a schoolboard member um 5985 01:55:07,199 --> 01:55:09,430 is part of as a schoolboard member um one of the things you get are agrieved 5986 01:55:09,430 --> 01:55:09,440 one of the things you get are agrieved 5987 01:55:09,440 --> 01:55:12,390 one of the things you get are agrieved parents uh who have been participating 5988 01:55:12,390 --> 01:55:12,400 parents uh who have been participating 5989 01:55:12,400 --> 01:55:15,270 parents uh who have been participating in these processes and rarely are they 5990 01:55:15,270 --> 01:55:15,280 in these processes and rarely are they 5991 01:55:15,280 --> 01:55:17,350 in these processes and rarely are they the parents of the kid who's subject to 5992 01:55:17,350 --> 01:55:17,360 the parents of the kid who's subject to 5993 01:55:17,360 --> 01:55:19,830 the parents of the kid who's subject to the discipline. So, I'd even like to 5994 01:55:19,830 --> 01:55:19,840 the discipline. So, I'd even like to 5995 01:55:19,840 --> 01:55:21,750 the discipline. So, I'd even like to know what proportion of our disciplinary 5996 01:55:21,750 --> 01:55:21,760 know what proportion of our disciplinary 5997 01:55:21,760 --> 01:55:23,990 know what proportion of our disciplinary events involve another student and how 5998 01:55:23,990 --> 01:55:24,000 events involve another student and how 5999 01:55:24,000 --> 01:55:25,990 events involve another student and how much of it is a student versus the 6000 01:55:25,990 --> 01:55:26,000 much of it is a student versus the 6001 01:55:26,000 --> 01:55:27,430 much of it is a student versus the teacher or the school and there isn't 6002 01:55:27,430 --> 01:55:27,440 teacher or the school and there isn't 6003 01:55:27,440 --> 01:55:29,589 teacher or the school and there isn't basically a a person who's the recipient 6004 01:55:29,589 --> 01:55:29,599 basically a a person who's the recipient 6005 01:55:29,599 --> 01:55:31,990 basically a a person who's the recipient of the bad behavior because the stuff we 6006 01:55:31,990 --> 01:55:32,000 of the bad behavior because the stuff we 6007 01:55:32,000 --> 01:55:34,229 of the bad behavior because the stuff we hear about a lot are the kids who are 6008 01:55:34,229 --> 01:55:34,239 hear about a lot are the kids who are 6009 01:55:34,239 --> 01:55:36,390 hear about a lot are the kids who are the recipient of it and we've focused 6010 01:55:36,390 --> 01:55:36,400 the recipient of it and we've focused 6011 01:55:36,400 --> 01:55:38,229 the recipient of it and we've focused our strategic plan and all our metrics 6012 01:55:38,229 --> 01:55:38,239 our strategic plan and all our metrics 6013 01:55:38,239 --> 01:55:41,589 our strategic plan and all our metrics on the perpetrator. And I have no data 6014 01:55:41,589 --> 01:55:41,599 on the perpetrator. And I have no data 6015 01:55:41,599 --> 01:55:43,589 on the perpetrator. And I have no data on the feelings of the kid who was 6016 01:55:43,589 --> 01:55:43,599 on the feelings of the kid who was 6017 01:55:43,599 --> 01:55:46,870 on the feelings of the kid who was harassed and the kid who was bullied um 6018 01:55:46,870 --> 01:55:46,880 harassed and the kid who was bullied um 6019 01:55:46,880 --> 01:55:48,950 harassed and the kid who was bullied um that I can interpret from this. And we 6020 01:55:48,950 --> 01:55:48,960 that I can interpret from this. And we 6021 01:55:48,960 --> 01:55:50,790 that I can interpret from this. And we get a lot of grief. We have a lot of 6022 01:55:50,790 --> 01:55:50,800 get a lot of grief. We have a lot of 6023 01:55:50,800 --> 01:55:53,510 get a lot of grief. We have a lot of people choosing to open enroll. We have 6024 01:55:53,510 --> 01:55:53,520 people choosing to open enroll. We have 6025 01:55:53,520 --> 01:55:55,510 people choosing to open enroll. We have problems and disproportionality of the 6026 01:55:55,510 --> 01:55:55,520 problems and disproportionality of the 6027 01:55:55,520 --> 01:55:58,229 problems and disproportionality of the enrollment by uh by people who are the 6028 01:55:58,229 --> 01:55:58,239 enrollment by uh by people who are the 6029 01:55:58,239 --> 01:56:00,950 enrollment by uh by people who are the ones receiving it. Our LGBTQ community 6030 01:56:00,950 --> 01:56:00,960 ones receiving it. Our LGBTQ community 6031 01:56:00,960 --> 01:56:03,589 ones receiving it. Our LGBTQ community is always talking about how badly their 6032 01:56:03,589 --> 01:56:03,599 is always talking about how badly their 6033 01:56:03,599 --> 01:56:05,270 is always talking about how badly their kids are being treated. And then there's 6034 01:56:05,270 --> 01:56:05,280 kids are being treated. And then there's 6035 01:56:05,280 --> 01:56:07,030 kids are being treated. And then there's a disciplinary thing and inevitably the 6036 01:56:07,030 --> 01:56:07,040 a disciplinary thing and inevitably the 6037 01:56:07,040 --> 01:56:08,310 a disciplinary thing and inevitably the kid who's been bullied for three months 6038 01:56:08,310 --> 01:56:08,320 kid who's been bullied for three months 6039 01:56:08,320 --> 01:56:09,910 kid who's been bullied for three months is the one who slaps the other kid and 6040 01:56:09,910 --> 01:56:09,920 is the one who slaps the other kid and 6041 01:56:09,920 --> 01:56:12,229 is the one who slaps the other kid and is then the subject of the discipline. 6042 01:56:12,229 --> 01:56:12,239 is then the subject of the discipline. 6043 01:56:12,239 --> 01:56:14,870 is then the subject of the discipline. So I'm I'm really curious if we can I 6044 01:56:14,870 --> 01:56:14,880 So I'm I'm really curious if we can I 6045 01:56:14,880 --> 01:56:16,390 So I'm I'm really curious if we can I don't want to change the strategic plan 6046 01:56:16,390 --> 01:56:16,400 don't want to change the strategic plan 6047 01:56:16,400 --> 01:56:18,550 don't want to change the strategic plan metric. Now I know that's not my place, 6048 01:56:18,550 --> 01:56:18,560 metric. Now I know that's not my place, 6049 01:56:18,560 --> 01:56:20,149 metric. Now I know that's not my place, but I feel like the discussion we're 6050 01:56:20,149 --> 01:56:20,159 but I feel like the discussion we're 6051 01:56:20,159 --> 01:56:22,470 but I feel like the discussion we're having about out of school suspension is 6052 01:56:22,470 --> 01:56:22,480 having about out of school suspension is 6053 01:56:22,480 --> 01:56:25,270 having about out of school suspension is at this point not constructive to the 6054 01:56:25,270 --> 01:56:25,280 at this point not constructive to the 6055 01:56:25,280 --> 01:56:26,550 at this point not constructive to the important work we need to do for the 6056 01:56:26,550 --> 01:56:26,560 important work we need to do for the 6057 01:56:26,560 --> 01:56:28,790 important work we need to do for the next two years. And in fact, we could be 6058 01:56:28,790 --> 01:56:28,800 next two years. And in fact, we could be 6059 01:56:28,800 --> 01:56:30,790 next two years. And in fact, we could be asking much better questions about 6060 01:56:30,790 --> 01:56:30,800 asking much better questions about 6061 01:56:30,800 --> 01:56:33,189 asking much better questions about school climate and culture and the 6062 01:56:33,189 --> 01:56:33,199 school climate and culture and the 6063 01:56:33,199 --> 01:56:35,189 school climate and culture and the experience of our students and the 6064 01:56:35,189 --> 01:56:35,199 experience of our students and the 6065 01:56:35,199 --> 01:56:36,550 experience of our students and the question. So people know they can't 6066 01:56:36,550 --> 01:56:36,560 question. So people know they can't 6067 01:56:36,560 --> 01:56:38,229 question. So people know they can't suspend the kid out of school. Great, we 6068 01:56:38,229 --> 01:56:38,239 suspend the kid out of school. Great, we 6069 01:56:38,239 --> 01:56:40,470 suspend the kid out of school. Great, we won. That's why we're at 500 and 6070 01:56:40,470 --> 01:56:40,480 won. That's why we're at 500 and 6071 01:56:40,480 --> 01:56:42,629 won. That's why we're at 500 and everybody else is at multiple thousands. 6072 01:56:42,629 --> 01:56:42,639 everybody else is at multiple thousands. 6073 01:56:42,639 --> 01:56:44,149 everybody else is at multiple thousands. But so what are we doing next? And I 6074 01:56:44,149 --> 01:56:44,159 But so what are we doing next? And I 6075 01:56:44,159 --> 01:56:45,910 But so what are we doing next? And I feel like our data is keeping us just in 6076 01:56:45,910 --> 01:56:45,920 feel like our data is keeping us just in 6077 01:56:45,920 --> 01:56:48,629 feel like our data is keeping us just in that track because a board four years 6078 01:56:48,629 --> 01:56:48,639 that track because a board four years 6079 01:56:48,639 --> 01:56:50,390 that track because a board four years ago picked that number which was great. 6080 01:56:50,390 --> 01:56:50,400 ago picked that number which was great. 6081 01:56:50,400 --> 01:56:51,990 ago picked that number which was great. They did the right thing. But I don't 6082 01:56:51,990 --> 01:56:52,000 They did the right thing. But I don't 6083 01:56:52,000 --> 01:56:53,189 They did the right thing. But I don't think we're measuring the right thing 6084 01:56:53,189 --> 01:56:53,199 think we're measuring the right thing 6085 01:56:53,199 --> 01:56:55,510 think we're measuring the right thing anymore. 6086 01:56:55,510 --> 01:56:55,520 anymore. 6087 01:56:55,520 --> 01:56:58,629 anymore. I I will say uh I think that there's a 6088 01:56:58,629 --> 01:56:58,639 I I will say uh I think that there's a 6089 01:56:58,639 --> 01:57:00,310 I I will say uh I think that there's a validity in a lot of your points. You 6090 01:57:00,310 --> 01:57:00,320 validity in a lot of your points. You 6091 01:57:00,320 --> 01:57:02,470 validity in a lot of your points. You know, the goal isn't to get to zero, 6092 01:57:02,470 --> 01:57:02,480 know, the goal isn't to get to zero, 6093 01:57:02,480 --> 01:57:04,390 know, the goal isn't to get to zero, right? Like at a certain point there's 6094 01:57:04,390 --> 01:57:04,400 right? Like at a certain point there's 6095 01:57:04,400 --> 01:57:06,550 right? Like at a certain point there's going to be incidents where we have to 6096 01:57:06,550 --> 01:57:06,560 going to be incidents where we have to 6097 01:57:06,560 --> 01:57:08,790 going to be incidents where we have to suspend students, 6098 01:57:08,790 --> 01:57:08,800 suspend students, 6099 01:57:08,800 --> 01:57:10,229 suspend students, right? There's going to be incidents 6100 01:57:10,229 --> 01:57:10,239 right? There's going to be incidents 6101 01:57:10,239 --> 01:57:12,310 right? There's going to be incidents where we have to expel students whether 6102 01:57:12,310 --> 01:57:12,320 where we have to expel students whether 6103 01:57:12,320 --> 01:57:14,550 where we have to expel students whether we'd like to or not. Like there that is 6104 01:57:14,550 --> 01:57:14,560 we'd like to or not. Like there that is 6105 01:57:14,560 --> 01:57:18,070 we'd like to or not. Like there that is an appropriate consequence for some um 6106 01:57:18,070 --> 01:57:18,080 an appropriate consequence for some um 6107 01:57:18,080 --> 01:57:21,669 an appropriate consequence for some um situations. I will say that uh some of 6108 01:57:21,669 --> 01:57:21,679 situations. I will say that uh some of 6109 01:57:21,679 --> 01:57:23,350 situations. I will say that uh some of that information you're asking to 6110 01:57:23,350 --> 01:57:23,360 that information you're asking to 6111 01:57:23,360 --> 01:57:25,270 that information you're asking to quantify like I understand the spirit of 6112 01:57:25,270 --> 01:57:25,280 quantify like I understand the spirit of 6113 01:57:25,280 --> 01:57:26,550 quantify like I understand the spirit of what you're asking. I'm not sure that 6114 01:57:26,550 --> 01:57:26,560 what you're asking. I'm not sure that 6115 01:57:26,560 --> 01:57:28,070 what you're asking. I'm not sure that that's how to get to it. We do have some 6116 01:57:28,070 --> 01:57:28,080 that's how to get to it. We do have some 6117 01:57:28,080 --> 01:57:29,990 that's how to get to it. We do have some slides that that um that we're going to 6118 01:57:29,990 --> 01:57:30,000 slides that that um that we're going to 6119 01:57:30,000 --> 01:57:31,189 slides that that um that we're going to go through that talk a little bit about 6120 01:57:31,189 --> 01:57:31,199 go through that talk a little bit about 6121 01:57:31,199 --> 01:57:32,870 go through that talk a little bit about the bullying but and I think that we can 6122 01:57:32,870 --> 01:57:32,880 the bullying but and I think that we can 6123 01:57:32,880 --> 01:57:35,189 the bullying but and I think that we can have a greater conversation as a as a 6124 01:57:35,189 --> 01:57:35,199 have a greater conversation as a as a 6125 01:57:35,199 --> 01:57:37,589 have a greater conversation as a as a governance team after that happens. So, 6126 01:57:37,589 --> 01:57:37,599 governance team after that happens. So, 6127 01:57:37,599 --> 01:57:38,950 governance team after that happens. So, um, but I do hear what you're saying 6128 01:57:38,950 --> 01:57:38,960 um, but I do hear what you're saying 6129 01:57:38,960 --> 01:57:41,830 um, but I do hear what you're saying and, uh, yeah, no, it's, um, at a 6130 01:57:41,830 --> 01:57:41,840 and, uh, yeah, no, it's, um, at a 6131 01:57:41,840 --> 01:57:44,390 and, uh, yeah, no, it's, um, at a certain point it's maintenance, right, 6132 01:57:44,390 --> 01:57:44,400 certain point it's maintenance, right, 6133 01:57:44,400 --> 01:57:47,430 certain point it's maintenance, right, versus trying to even continue to, to 6134 01:57:47,430 --> 01:57:47,440 versus trying to even continue to, to 6135 01:57:47,440 --> 01:57:49,589 versus trying to even continue to, to drop down to, are we at that point now? 6136 01:57:49,589 --> 01:57:49,599 drop down to, are we at that point now? 6137 01:57:49,599 --> 01:57:51,270 drop down to, are we at that point now? I mean, at a certain point you get 6138 01:57:51,270 --> 01:57:51,280 I mean, at a certain point you get 6139 01:57:51,280 --> 01:57:52,950 I mean, at a certain point you get there. Um, I think when you look at the 6140 01:57:52,950 --> 01:57:52,960 there. Um, I think when you look at the 6141 01:57:52,960 --> 01:57:54,470 there. Um, I think when you look at the disproportionality, you'll see we have 6142 01:57:54,470 --> 01:57:54,480 disproportionality, you'll see we have 6143 01:57:54,480 --> 01:57:58,390 disproportionality, you'll see we have more work to do. 6144 01:57:58,390 --> 01:57:58,400 6145 01:57:58,400 --> 01:57:59,589 >> All right. Right. So, speaking of 6146 01:57:59,589 --> 01:57:59,599 >> All right. Right. So, speaking of 6147 01:57:59,599 --> 01:58:02,149 >> All right. Right. So, speaking of disproportionality, 6148 01:58:02,149 --> 01:58:02,159 disproportionality, 6149 01:58:02,159 --> 01:58:05,109 disproportionality, this slide shows a year-to-date and a 6150 01:58:05,109 --> 01:58:05,119 this slide shows a year-to-date and a 6151 01:58:05,119 --> 01:58:07,510 this slide shows a year-to-date and a three-year comparison visual of our 6152 01:58:07,510 --> 01:58:07,520 three-year comparison visual of our 6153 01:58:07,520 --> 01:58:09,510 three-year comparison visual of our discipline disproportionality for our 6154 01:58:09,510 --> 01:58:09,520 discipline disproportionality for our 6155 01:58:09,520 --> 01:58:11,669 discipline disproportionality for our Hispanic and Latino students compared to 6156 01:58:11,669 --> 01:58:11,679 Hispanic and Latino students compared to 6157 01:58:11,679 --> 01:58:14,470 Hispanic and Latino students compared to our white students. And obviously, this 6158 01:58:14,470 --> 01:58:14,480 our white students. And obviously, this 6159 01:58:14,480 --> 01:58:16,709 our white students. And obviously, this continues to be a prominent area for our 6160 01:58:16,709 --> 01:58:16,719 continues to be a prominent area for our 6161 01:58:16,719 --> 01:58:19,430 continues to be a prominent area for our growth in the realm of discipline. So, 6162 01:58:19,430 --> 01:58:19,440 growth in the realm of discipline. So, 6163 01:58:19,440 --> 01:58:22,629 growth in the realm of discipline. So, the orange bands with the key up in the 6164 01:58:22,629 --> 01:58:22,639 the orange bands with the key up in the 6165 01:58:22,639 --> 01:58:26,149 the orange bands with the key up in the top right corner, you can see um the 6166 01:58:26,149 --> 01:58:26,159 top right corner, you can see um the 6167 01:58:26,159 --> 01:58:29,109 top right corner, you can see um the numbers of incidents And you can see 6168 01:58:29,109 --> 01:58:29,119 numbers of incidents And you can see 6169 01:58:29,119 --> 01:58:32,629 numbers of incidents And you can see that the the the different student 6170 01:58:32,629 --> 01:58:32,639 that the the the different student 6171 01:58:32,639 --> 01:58:34,790 that the the the different student groups there on the left and the the 6172 01:58:34,790 --> 01:58:34,800 groups there on the left and the the 6173 01:58:34,800 --> 01:58:37,430 groups there on the left and the the orange band means much less favorable. 6174 01:58:37,430 --> 01:58:37,440 orange band means much less favorable. 6175 01:58:37,440 --> 01:58:41,430 orange band means much less favorable. The blue band is much more favorable. 6176 01:58:41,430 --> 01:58:41,440 The blue band is much more favorable. 6177 01:58:41,440 --> 01:58:43,510 The blue band is much more favorable. So, we've made, as we were just talking 6178 01:58:43,510 --> 01:58:43,520 So, we've made, as we were just talking 6179 01:58:43,520 --> 01:58:46,149 So, we've made, as we were just talking about, strides in reducing suspensions, 6180 01:58:46,149 --> 01:58:46,159 about, strides in reducing suspensions, 6181 01:58:46,159 --> 01:58:47,830 about, strides in reducing suspensions, adherence to the discipline framework, 6182 01:58:47,830 --> 01:58:47,840 adherence to the discipline framework, 6183 01:58:47,840 --> 01:58:50,790 adherence to the discipline framework, and and our focus is continuing to 6184 01:58:50,790 --> 01:58:50,800 and and our focus is continuing to 6185 01:58:50,800 --> 01:58:53,189 and and our focus is continuing to narrow to determine the root cause of 6186 01:58:53,189 --> 01:58:53,199 narrow to determine the root cause of 6187 01:58:53,199 --> 01:58:56,470 narrow to determine the root cause of this challenge that we and so many other 6188 01:58:56,470 --> 01:58:56,480 this challenge that we and so many other 6189 01:58:56,480 --> 01:58:58,550 this challenge that we and so many other states and district across the nation 6190 01:58:58,550 --> 01:58:58,560 states and district across the nation 6191 01:58:58,560 --> 01:59:02,070 states and district across the nation face. We are facing this headon and 6192 01:59:02,070 --> 01:59:02,080 face. We are facing this headon and 6193 01:59:02,080 --> 01:59:03,589 face. We are facing this headon and continue to work collaboratively with 6194 01:59:03,589 --> 01:59:03,599 continue to work collaboratively with 6195 01:59:03,599 --> 01:59:06,070 continue to work collaboratively with our schools to name and and tackle the 6196 01:59:06,070 --> 01:59:06,080 our schools to name and and tackle the 6197 01:59:06,080 --> 01:59:10,709 our schools to name and and tackle the challenge. 6198 01:59:10,709 --> 01:59:10,719 6199 01:59:10,719 --> 01:59:14,390 bullying reporting or this this types of 6200 01:59:14,390 --> 01:59:14,400 bullying reporting or this this types of 6201 01:59:14,400 --> 01:59:17,910 bullying reporting or this this types of concern. So most types of reporting is 6202 01:59:17,910 --> 01:59:17,920 concern. So most types of reporting is 6203 01:59:17,920 --> 01:59:19,750 concern. So most types of reporting is done at the school level. A child 6204 01:59:19,750 --> 01:59:19,760 done at the school level. A child 6205 01:59:19,760 --> 01:59:22,629 done at the school level. A child reports to a teacher, a parent calls the 6206 01:59:22,629 --> 01:59:22,639 reports to a teacher, a parent calls the 6207 01:59:22,639 --> 01:59:25,270 reports to a teacher, a parent calls the teacher or an administrator. However, we 6208 01:59:25,270 --> 01:59:25,280 teacher or an administrator. However, we 6209 01:59:25,280 --> 01:59:26,950 teacher or an administrator. However, we do have a link on our district and 6210 01:59:26,950 --> 01:59:26,960 do have a link on our district and 6211 01:59:26,960 --> 01:59:30,390 do have a link on our district and school websites for as a dis district 6212 01:59:30,390 --> 01:59:30,400 school websites for as a dis district 6213 01:59:30,400 --> 01:59:33,830 school websites for as a dis district reporting tool. This slide provides the 6214 01:59:33,830 --> 01:59:33,840 reporting tool. This slide provides the 6215 01:59:33,840 --> 01:59:36,070 reporting tool. This slide provides the annual numbers of reports for the past 6216 01:59:36,070 --> 01:59:36,080 annual numbers of reports for the past 6217 01:59:36,080 --> 01:59:38,790 annual numbers of reports for the past three years. And on the far right, the 6218 01:59:38,790 --> 01:59:38,800 three years. And on the far right, the 6219 01:59:38,800 --> 01:59:40,550 three years. And on the far right, the little gold shield, our number of 6220 01:59:40,550 --> 01:59:40,560 little gold shield, our number of 6221 01:59:40,560 --> 01:59:42,550 little gold shield, our number of reports made so far this year, actually 6222 01:59:42,550 --> 01:59:42,560 reports made so far this year, actually 6223 01:59:42,560 --> 01:59:47,270 reports made so far this year, actually through yesterday, where we sit at 53 6224 01:59:47,270 --> 01:59:47,280 through yesterday, where we sit at 53 6225 01:59:47,280 --> 01:59:48,870 through yesterday, where we sit at 53 for essentially halfway through the 6226 01:59:48,870 --> 01:59:48,880 for essentially halfway through the 6227 01:59:48,880 --> 01:59:55,430 for essentially halfway through the year. 6228 01:59:55,430 --> 01:59:55,440 6229 01:59:55,440 --> 01:59:57,830 Continuing with some bullying related 6230 01:59:57,830 --> 01:59:57,840 Continuing with some bullying related 6231 01:59:57,840 --> 02:00:01,430 Continuing with some bullying related data, here is a look at trends over the 6232 02:00:01,430 --> 02:00:01,440 data, here is a look at trends over the 6233 02:00:01,440 --> 02:00:03,030 data, here is a look at trends over the course of the school year in bullying 6234 02:00:03,030 --> 02:00:03,040 course of the school year in bullying 6235 02:00:03,040 --> 02:00:04,709 course of the school year in bullying related incidents. You'll see that our 6236 02:00:04,709 --> 02:00:04,719 related incidents. You'll see that our 6237 02:00:04,719 --> 02:00:06,629 related incidents. You'll see that our trend data is lower at this point in the 6238 02:00:06,629 --> 02:00:06,639 trend data is lower at this point in the 6239 02:00:06,639 --> 02:00:13,990 trend data is lower at this point in the year than the past couple of years. 6240 02:00:13,990 --> 02:00:14,000 6241 02:00:14,000 --> 02:00:16,870 This slide gives us bullying incidents 6242 02:00:16,870 --> 02:00:16,880 This slide gives us bullying incidents 6243 02:00:16,880 --> 02:00:20,070 This slide gives us bullying incidents by code. 6244 02:00:20,070 --> 02:00:20,080 by code. 6245 02:00:20,080 --> 02:00:24,310 by code. So the top code, 6246 02:00:24,310 --> 02:00:24,320 So the top code, 6247 02:00:24,320 --> 02:00:27,109 So the top code, well, let me back up. This slide has 6248 02:00:27,109 --> 02:00:27,119 well, let me back up. This slide has 6249 02:00:27,119 --> 02:00:29,109 well, let me back up. This slide has this the same data as the previous slide 6250 02:00:29,109 --> 02:00:29,119 this the same data as the previous slide 6251 02:00:29,119 --> 02:00:33,189 this the same data as the previous slide broken down by types of codes that we 6252 02:00:33,189 --> 02:00:33,199 broken down by types of codes that we 6253 02:00:33,199 --> 02:00:35,189 broken down by types of codes that we use related to bullying related 6254 02:00:35,189 --> 02:00:35,199 use related to bullying related 6255 02:00:35,199 --> 02:00:37,350 use related to bullying related incidents. And we can see the prevalence 6256 02:00:37,350 --> 02:00:37,360 incidents. And we can see the prevalence 6257 02:00:37,360 --> 02:00:39,430 incidents. And we can see the prevalence of each type compared to the last two 6258 02:00:39,430 --> 02:00:39,440 of each type compared to the last two 6259 02:00:39,440 --> 02:00:43,030 of each type compared to the last two years and to date this school year. You 6260 02:00:43,030 --> 02:00:43,040 years and to date this school year. You 6261 02:00:43,040 --> 02:00:44,950 years and to date this school year. You will see that among the types of 6262 02:00:44,950 --> 02:00:44,960 will see that among the types of 6263 02:00:44,960 --> 02:00:47,589 will see that among the types of allegations of bullying and harassment 6264 02:00:47,589 --> 02:00:47,599 allegations of bullying and harassment 6265 02:00:47,599 --> 02:00:50,229 allegations of bullying and harassment based on a protected class, race is the 6266 02:00:50,229 --> 02:00:50,239 based on a protected class, race is the 6267 02:00:50,239 --> 02:00:52,950 based on a protected class, race is the most common. So the the top code is 6268 02:00:52,950 --> 02:00:52,960 most common. So the the top code is 6269 02:00:52,960 --> 02:00:54,950 most common. So the the top code is allegations of harassment or bullying 6270 02:00:54,950 --> 02:00:54,960 allegations of harassment or bullying 6271 02:00:54,960 --> 02:00:57,669 allegations of harassment or bullying that are general in nature nature and 6272 02:00:57,669 --> 02:00:57,679 that are general in nature nature and 6273 02:00:57,679 --> 02:01:01,669 that are general in nature nature and don't apply to any protected class and 6274 02:01:01,669 --> 02:01:01,679 don't apply to any protected class and 6275 02:01:01,679 --> 02:01:04,790 don't apply to any protected class and then ranking below that. So you can see 6276 02:01:04,790 --> 02:01:04,800 then ranking below that. So you can see 6277 02:01:04,800 --> 02:01:07,189 then ranking below that. So you can see that um 6278 02:01:07,189 --> 02:01:07,199 that um 6279 02:01:07,199 --> 02:01:09,350 that um race is the most common in the protected 6280 02:01:09,350 --> 02:01:09,360 race is the most common in the protected 6281 02:01:09,360 --> 02:01:13,270 race is the most common in the protected classes for the past couple of years. 6282 02:01:13,270 --> 02:01:13,280 classes for the past couple of years. 6283 02:01:13,280 --> 02:01:15,350 classes for the past couple of years. Note that these office discipline and 6284 02:01:15,350 --> 02:01:15,360 Note that these office discipline and 6285 02:01:15,360 --> 02:01:19,510 Note that these office discipline and referrals are um not disagregated in 6286 02:01:19,510 --> 02:01:19,520 referrals are um not disagregated in 6287 02:01:19,520 --> 02:01:21,589 referrals are um not disagregated in terms of the incidents that have been 6288 02:01:21,589 --> 02:01:21,599 terms of the incidents that have been 6289 02:01:21,599 --> 02:01:24,390 terms of the incidents that have been founded or unfounded. This is just all 6290 02:01:24,390 --> 02:01:24,400 founded or unfounded. This is just all 6291 02:01:24,400 --> 02:01:26,629 founded or unfounded. This is just all of the allegations that have been 6292 02:01:26,629 --> 02:01:26,639 of the allegations that have been 6293 02:01:26,639 --> 02:01:32,070 of the allegations that have been reported and investigated. 6294 02:01:32,070 --> 02:01:32,080 6295 02:01:32,080 --> 02:01:33,910 >> And to be clear, Sen, and back to that 6296 02:01:33,910 --> 02:01:33,920 >> And to be clear, Sen, and back to that 6297 02:01:33,920 --> 02:01:38,950 >> And to be clear, Sen, and back to that slide, the the data for 2324 and 2425 is 6298 02:01:38,950 --> 02:01:38,960 slide, the the data for 2324 and 2425 is 6299 02:01:38,960 --> 02:01:40,229 slide, the the data for 2324 and 2425 is endofear data, 6300 02:01:40,229 --> 02:01:40,239 endofear data, 6301 02:01:40,239 --> 02:01:43,430 endofear data, >> correct? and 2526 is C like we're going 6302 02:01:43,430 --> 02:01:43,440 >> correct? and 2526 is C like we're going 6303 02:01:43,440 --> 02:01:45,109 >> correct? and 2526 is C like we're going to want to clarify before we post these 6304 02:01:45,109 --> 02:01:45,119 to want to clarify before we post these 6305 02:01:45,119 --> 02:01:49,109 to want to clarify before we post these slides clarify that and 2526 is is year 6306 02:01:49,109 --> 02:01:49,119 slides clarify that and 2526 is is year 6307 02:01:49,119 --> 02:01:49,750 slides clarify that and 2526 is is year to date. 6308 02:01:49,750 --> 02:01:49,760 to date. 6309 02:01:49,760 --> 02:01:52,310 to date. >> Yes. Thank you. 6310 02:01:52,310 --> 02:01:52,320 >> Yes. Thank you. 6311 02:01:52,320 --> 02:01:54,149 >> Yes. Thank you. >> Yeah. On that fact, I mean if if we're 6312 02:01:54,149 --> 02:01:54,159 >> Yeah. On that fact, I mean if if we're 6313 02:01:54,159 --> 02:01:56,310 >> Yeah. On that fact, I mean if if we're releasing these slides to the public, I 6314 02:01:56,310 --> 02:01:56,320 releasing these slides to the public, I 6315 02:01:56,320 --> 02:01:59,030 releasing these slides to the public, I I think doing it that way without 6316 02:01:59,030 --> 02:01:59,040 I think doing it that way without 6317 02:01:59,040 --> 02:02:00,790 I think doing it that way without comparing if you're going to do a bar 6318 02:02:00,790 --> 02:02:00,800 comparing if you're going to do a bar 6319 02:02:00,800 --> 02:02:03,270 comparing if you're going to do a bar graph or a figure, it should be the same 6320 02:02:03,270 --> 02:02:03,280 graph or a figure, it should be the same 6321 02:02:03,280 --> 02:02:04,870 graph or a figure, it should be the same time period. Otherwise, you're just 6322 02:02:04,870 --> 02:02:04,880 time period. Otherwise, you're just 6323 02:02:04,880 --> 02:02:07,430 time period. Otherwise, you're just misrepresenting for quick cognitive use 6324 02:02:07,430 --> 02:02:07,440 misrepresenting for quick cognitive use 6325 02:02:07,440 --> 02:02:09,430 misrepresenting for quick cognitive use by the the people who receive that 6326 02:02:09,430 --> 02:02:09,440 by the the people who receive that 6327 02:02:09,440 --> 02:02:11,589 by the the people who receive that graph. So I I don't think that's an 6328 02:02:11,589 --> 02:02:11,599 graph. So I I don't think that's an 6329 02:02:11,599 --> 02:02:13,589 graph. So I I don't think that's an appropriate way to share that data if 6330 02:02:13,589 --> 02:02:13,599 appropriate way to share that data if 6331 02:02:13,599 --> 02:02:14,790 appropriate way to share that data if you're trying to get appropriate 6332 02:02:14,790 --> 02:02:14,800 you're trying to get appropriate 6333 02:02:14,800 --> 02:02:18,390 you're trying to get appropriate conclusions from the audience. Um 6334 02:02:18,390 --> 02:02:18,400 conclusions from the audience. Um 6335 02:02:18,400 --> 02:02:20,470 conclusions from the audience. Um another point I would make I can you go 6336 02:02:20,470 --> 02:02:20,480 another point I would make I can you go 6337 02:02:20,480 --> 02:02:23,430 another point I would make I can you go to the slide of 34? 6338 02:02:23,430 --> 02:02:23,440 to the slide of 34? 6339 02:02:23,440 --> 02:02:25,910 to the slide of 34? Um I'd be really interested to know how 6340 02:02:25,910 --> 02:02:25,920 Um I'd be really interested to know how 6341 02:02:25,920 --> 02:02:28,550 Um I'd be really interested to know how these break out by grade level. And I 6342 02:02:28,550 --> 02:02:28,560 these break out by grade level. And I 6343 02:02:28,560 --> 02:02:30,310 these break out by grade level. And I ask you that because I think allegation 6344 02:02:30,310 --> 02:02:30,320 ask you that because I think allegation 6345 02:02:30,320 --> 02:02:32,790 ask you that because I think allegation of sexual harassment is hard to code in 6346 02:02:32,790 --> 02:02:32,800 of sexual harassment is hard to code in 6347 02:02:32,800 --> 02:02:35,350 of sexual harassment is hard to code in the lower grades when you've got uh 6348 02:02:35,350 --> 02:02:35,360 the lower grades when you've got uh 6349 02:02:35,360 --> 02:02:38,629 the lower grades when you've got uh pretty ambiguous things going on. And uh 6350 02:02:38,629 --> 02:02:38,639 pretty ambiguous things going on. And uh 6351 02:02:38,639 --> 02:02:40,310 pretty ambiguous things going on. And uh I think you might have a lot of uncoded 6352 02:02:40,310 --> 02:02:40,320 I think you might have a lot of uncoded 6353 02:02:40,320 --> 02:02:41,830 I think you might have a lot of uncoded bisexual orientation when sexual 6354 02:02:41,830 --> 02:02:41,840 bisexual orientation when sexual 6355 02:02:41,840 --> 02:02:43,350 bisexual orientation when sexual orientation is not really what's being 6356 02:02:43,350 --> 02:02:43,360 orientation is not really what's being 6357 02:02:43,360 --> 02:02:46,950 orientation is not really what's being manifested um in a world of uh trans 6358 02:02:46,950 --> 02:02:46,960 manifested um in a world of uh trans 6359 02:02:46,960 --> 02:02:48,950 manifested um in a world of uh trans kids and other things going on. So just 6360 02:02:48,950 --> 02:02:48,960 kids and other things going on. So just 6361 02:02:48,960 --> 02:02:51,109 kids and other things going on. So just based on the anecdotal reports I get 6362 02:02:51,109 --> 02:02:51,119 based on the anecdotal reports I get 6363 02:02:51,119 --> 02:02:53,830 based on the anecdotal reports I get from parents. I I think if we knew by 6364 02:02:53,830 --> 02:02:53,840 from parents. I I think if we knew by 6365 02:02:53,840 --> 02:02:56,229 from parents. I I think if we knew by elementary grade, then we might see 6366 02:02:56,229 --> 02:02:56,239 elementary grade, then we might see 6367 02:02:56,239 --> 02:02:59,910 elementary grade, then we might see more, you know, uncoded harassment that 6368 02:02:59,910 --> 02:02:59,920 more, you know, uncoded harassment that 6369 02:02:59,920 --> 02:03:02,070 more, you know, uncoded harassment that is that if the kid were older and they 6370 02:03:02,070 --> 02:03:02,080 is that if the kid were older and they 6371 02:03:02,080 --> 02:03:03,830 is that if the kid were older and they had the words to describe, it might be 6372 02:03:03,830 --> 02:03:03,840 had the words to describe, it might be 6373 02:03:03,840 --> 02:03:06,870 had the words to describe, it might be based on sexual orientation or uh gender 6374 02:03:06,870 --> 02:03:06,880 based on sexual orientation or uh gender 6375 02:03:06,880 --> 02:03:08,950 based on sexual orientation or uh gender status if we use more than just sexual 6376 02:03:08,950 --> 02:03:08,960 status if we use more than just sexual 6377 02:03:08,960 --> 02:03:11,990 status if we use more than just sexual orientation as a measure. Ju just to be 6378 02:03:11,990 --> 02:03:12,000 orientation as a measure. Ju just to be 6379 02:03:12,000 --> 02:03:14,229 orientation as a measure. Ju just to be very very clear like we as we present 6380 02:03:14,229 --> 02:03:14,239 very very clear like we as we present 6381 02:03:14,239 --> 02:03:15,669 very very clear like we as we present this slide, I do think that you make 6382 02:03:15,669 --> 02:03:15,679 this slide, I do think that you make 6383 02:03:15,679 --> 02:03:17,430 this slide, I do think that you make some valid points, Alex. We're not 6384 02:03:17,430 --> 02:03:17,440 some valid points, Alex. We're not 6385 02:03:17,440 --> 02:03:19,830 some valid points, Alex. We're not presenting this as some type of win that 6386 02:03:19,830 --> 02:03:19,840 presenting this as some type of win that 6387 02:03:19,840 --> 02:03:21,350 presenting this as some type of win that we've done anything other than just 6388 02:03:21,350 --> 02:03:21,360 we've done anything other than just 6389 02:03:21,360 --> 02:03:23,109 we've done anything other than just presenting what actually the the 6390 02:03:23,109 --> 02:03:23,119 presenting what actually the the 6391 02:03:23,119 --> 02:03:24,629 presenting what actually the the information is today. We're not 6392 02:03:24,629 --> 02:03:24,639 information is today. We're not 6393 02:03:24,639 --> 02:03:26,629 information is today. We're not presenting this as evidence of of 6394 02:03:26,629 --> 02:03:26,639 presenting this as evidence of of 6395 02:03:26,639 --> 02:03:28,550 presenting this as evidence of of progress or or anything along those 6396 02:03:28,550 --> 02:03:28,560 progress or or anything along those 6397 02:03:28,560 --> 02:03:30,870 progress or or anything along those lines. This is just where we are today. 6398 02:03:30,870 --> 02:03:30,880 lines. This is just where we are today. 6399 02:03:30,880 --> 02:03:33,189 lines. This is just where we are today. Um and I just want to be really clear 6400 02:03:33,189 --> 02:03:33,199 Um and I just want to be really clear 6401 02:03:33,199 --> 02:03:35,030 Um and I just want to be really clear with that. And to the extent that we 6402 02:03:35,030 --> 02:03:35,040 with that. And to the extent that we 6403 02:03:35,040 --> 02:03:36,709 with that. And to the extent that we have anybody being bullied, right, like 6404 02:03:36,709 --> 02:03:36,719 have anybody being bullied, right, like 6405 02:03:36,719 --> 02:03:40,070 have anybody being bullied, right, like we have work to do. Uh and uh the the 6406 02:03:40,070 --> 02:03:40,080 we have work to do. Uh and uh the the 6407 02:03:40,080 --> 02:03:42,470 we have work to do. Uh and uh the the impact on on on students, board members, 6408 02:03:42,470 --> 02:03:42,480 impact on on on students, board members, 6409 02:03:42,480 --> 02:03:43,990 impact on on on students, board members, you hear from the same parents I hear 6410 02:03:43,990 --> 02:03:44,000 you hear from the same parents I hear 6411 02:03:44,000 --> 02:03:48,470 you hear from the same parents I hear from um you know this this data is is me 6412 02:03:48,470 --> 02:03:48,480 from um you know this this data is is me 6413 02:03:48,480 --> 02:03:51,510 from um you know this this data is is me is in the big scope. You know maybe you 6414 02:03:51,510 --> 02:03:51,520 is in the big scope. You know maybe you 6415 02:03:51,520 --> 02:03:52,790 is in the big scope. You know maybe you think oh gosh there's not that much 6416 02:03:52,790 --> 02:03:52,800 think oh gosh there's not that much 6417 02:03:52,800 --> 02:03:54,950 think oh gosh there's not that much bullying on until your kids bullied and 6418 02:03:54,950 --> 02:03:54,960 bullying on until your kids bullied and 6419 02:03:54,960 --> 02:03:56,390 bullying on until your kids bullied and then then this becomes the most 6420 02:03:56,390 --> 02:03:56,400 then then this becomes the most 6421 02:03:56,400 --> 02:03:57,669 then then this becomes the most important thing that the district needs 6422 02:03:57,669 --> 02:03:57,679 important thing that the district needs 6423 02:03:57,679 --> 02:04:01,990 important thing that the district needs to needs to address and deal with. 6424 02:04:01,990 --> 02:04:02,000 6425 02:04:02,000 --> 02:04:03,990 One last point. If we can integrate the 6426 02:04:03,990 --> 02:04:04,000 One last point. If we can integrate the 6427 02:04:04,000 --> 02:04:05,990 One last point. If we can integrate the things we as a board talk about when we 6428 02:04:05,990 --> 02:04:06,000 things we as a board talk about when we 6429 02:04:06,000 --> 02:04:07,750 things we as a board talk about when we have declining enrollment, I'm always 6430 02:04:07,750 --> 02:04:07,760 have declining enrollment, I'm always 6431 02:04:07,760 --> 02:04:09,430 have declining enrollment, I'm always interested in how we keep the families 6432 02:04:09,430 --> 02:04:09,440 interested in how we keep the families 6433 02:04:09,440 --> 02:04:11,189 interested in how we keep the families that are in our district. And one of the 6434 02:04:11,189 --> 02:04:11,199 that are in our district. And one of the 6435 02:04:11,199 --> 02:04:12,550 that are in our district. And one of the reasons they leave is because their kid 6436 02:04:12,550 --> 02:04:12,560 reasons they leave is because their kid 6437 02:04:12,560 --> 02:04:14,950 reasons they leave is because their kid is bullied or harassed. And so every one 6438 02:04:14,950 --> 02:04:14,960 is bullied or harassed. And so every one 6439 02:04:14,960 --> 02:04:16,709 is bullied or harassed. And so every one of those is a kid with an experience 6440 02:04:16,709 --> 02:04:16,719 of those is a kid with an experience 6441 02:04:16,719 --> 02:04:18,229 of those is a kid with an experience that may lead them to leave our 6442 02:04:18,229 --> 02:04:18,239 that may lead them to leave our 6443 02:04:18,239 --> 02:04:20,790 that may lead them to leave our district. Um and so that's where I want 6444 02:04:20,790 --> 02:04:20,800 district. Um and so that's where I want 6445 02:04:20,800 --> 02:04:23,270 district. Um and so that's where I want a of you know the the person who's 6446 02:04:23,270 --> 02:04:23,280 a of you know the the person who's 6447 02:04:23,280 --> 02:04:25,750 a of you know the the person who's experiencing the bullying and harassment 6448 02:04:25,750 --> 02:04:25,760 experiencing the bullying and harassment 6449 02:04:25,760 --> 02:04:27,910 experiencing the bullying and harassment um to be you know really a part of what 6450 02:04:27,910 --> 02:04:27,920 um to be you know really a part of what 6451 02:04:27,920 --> 02:04:30,390 um to be you know really a part of what we're talking about more. 6452 02:04:30,390 --> 02:04:30,400 we're talking about more. 6453 02:04:30,400 --> 02:04:32,629 we're talking about more. >> I just have a point of uh clarification 6454 02:04:32,629 --> 02:04:32,639 >> I just have a point of uh clarification 6455 02:04:32,639 --> 02:04:35,990 >> I just have a point of uh clarification for from slide 31. Can you explain the 6456 02:04:35,990 --> 02:04:36,000 for from slide 31. Can you explain the 6457 02:04:36,000 --> 02:04:37,750 for from slide 31. Can you explain the difference between the much less 6458 02:04:37,750 --> 02:04:37,760 difference between the much less 6459 02:04:37,760 --> 02:04:39,830 difference between the much less favorable and the much more favorable 6460 02:04:39,830 --> 02:04:39,840 favorable and the much more favorable 6461 02:04:39,840 --> 02:04:41,589 favorable and the much more favorable percentages in the student body and what 6462 02:04:41,589 --> 02:04:41,599 percentages in the student body and what 6463 02:04:41,599 --> 02:04:43,750 percentages in the student body and what that means? 6464 02:04:43,750 --> 02:04:43,760 that means? 6465 02:04:43,760 --> 02:04:45,669 that means? >> I I can do that. And so as we really 6466 02:04:45,669 --> 02:04:45,679 >> I I can do that. And so as we really 6467 02:04:45,679 --> 02:04:49,030 >> I I can do that. And so as we really started to measure proportionality 6468 02:04:49,030 --> 02:04:49,040 started to measure proportionality 6469 02:04:49,040 --> 02:04:53,109 started to measure proportionality um if you look at the um in the key up 6470 02:04:53,109 --> 02:04:53,119 um if you look at the um in the key up 6471 02:04:53,119 --> 02:04:57,430 um if you look at the um in the key up in the the upper right hand uh so gray 6472 02:04:57,430 --> 02:04:57,440 in the the upper right hand uh so gray 6473 02:04:57,440 --> 02:04:59,910 in the the upper right hand uh so gray would be proportionate. So the the light 6474 02:04:59,910 --> 02:04:59,920 would be proportionate. So the the light 6475 02:04:59,920 --> 02:05:03,430 would be proportionate. So the the light gray bar is the percentage of Hispanic 6476 02:05:03,430 --> 02:05:03,440 gray bar is the percentage of Hispanic 6477 02:05:03,440 --> 02:05:05,669 gray bar is the percentage of Hispanic Latino students that we have or the 6478 02:05:05,669 --> 02:05:05,679 Latino students that we have or the 6479 02:05:05,679 --> 02:05:06,950 Latino students that we have or the white students that we have in the 6480 02:05:06,950 --> 02:05:06,960 white students that we have in the 6481 02:05:06,960 --> 02:05:10,070 white students that we have in the district. Right? the the orange line is 6482 02:05:10,070 --> 02:05:10,080 district. Right? the the orange line is 6483 02:05:10,080 --> 02:05:14,149 district. Right? the the orange line is is much less favorable because it's 6484 02:05:14,149 --> 02:05:14,159 is much less favorable because it's 6485 02:05:14,159 --> 02:05:16,790 is much less favorable because it's disproportionate going the the wrong 6486 02:05:16,790 --> 02:05:16,800 disproportionate going the the wrong 6487 02:05:16,800 --> 02:05:20,470 disproportionate going the the wrong way. Meaning that we have significantly 6488 02:05:20,470 --> 02:05:20,480 way. Meaning that we have significantly 6489 02:05:20,480 --> 02:05:23,990 way. Meaning that we have significantly more um referrals 6490 02:05:23,990 --> 02:05:24,000 more um referrals 6491 02:05:24,000 --> 02:05:26,149 more um referrals of Hispanic Latino students by 6492 02:05:26,149 --> 02:05:26,159 of Hispanic Latino students by 6493 02:05:26,159 --> 02:05:27,669 of Hispanic Latino students by percentage than the percentage of 6494 02:05:27,669 --> 02:05:27,679 percentage than the percentage of 6495 02:05:27,679 --> 02:05:29,589 percentage than the percentage of Hispanic Latino students we have. 6496 02:05:29,589 --> 02:05:29,599 Hispanic Latino students we have. 6497 02:05:29,599 --> 02:05:32,229 Hispanic Latino students we have. Conversely, for our white students, we 6498 02:05:32,229 --> 02:05:32,239 Conversely, for our white students, we 6499 02:05:32,239 --> 02:05:35,830 Conversely, for our white students, we have much less behavior incidents, 6500 02:05:35,830 --> 02:05:35,840 have much less behavior incidents, 6501 02:05:35,840 --> 02:05:37,430 have much less behavior incidents, referrals 6502 02:05:37,430 --> 02:05:37,440 referrals 6503 02:05:37,440 --> 02:05:39,669 referrals um proportionally than we have 6504 02:05:39,669 --> 02:05:39,679 um proportionally than we have 6505 02:05:39,679 --> 02:05:44,870 um proportionally than we have percentage um of white students. So to 6506 02:05:44,870 --> 02:05:44,880 percentage um of white students. So to 6507 02:05:44,880 --> 02:05:47,990 percentage um of white students. So to create to so both are disproportionate 6508 02:05:47,990 --> 02:05:48,000 create to so both are disproportionate 6509 02:05:48,000 --> 02:05:51,109 create to so both are disproportionate just in different ways. And so when we 6510 02:05:51,109 --> 02:05:51,119 just in different ways. And so when we 6511 02:05:51,119 --> 02:05:54,550 just in different ways. And so when we created this key, uh, we tried to scale 6512 02:05:54,550 --> 02:05:54,560 created this key, uh, we tried to scale 6513 02:05:54,560 --> 02:05:56,790 created this key, uh, we tried to scale it to say that some disproportionality 6514 02:05:56,790 --> 02:05:56,800 it to say that some disproportionality 6515 02:05:56,800 --> 02:05:58,629 it to say that some disproportionality would be more favorable, some would be 6516 02:05:58,629 --> 02:05:58,639 would be more favorable, some would be 6517 02:05:58,639 --> 02:06:01,350 would be more favorable, some would be less favorable. And that's how we used 6518 02:06:01,350 --> 02:06:01,360 less favorable. And that's how we used 6519 02:06:01,360 --> 02:06:03,750 less favorable. And that's how we used the color of the bars to kind of 6520 02:06:03,750 --> 02:06:03,760 the color of the bars to kind of 6521 02:06:03,760 --> 02:06:06,470 the color of the bars to kind of communicate that. Uh so by looking at 6522 02:06:06,470 --> 02:06:06,480 communicate that. Uh so by looking at 6523 02:06:06,480 --> 02:06:08,870 communicate that. Uh so by looking at slide 31 you can see that we have a dis 6524 02:06:08,870 --> 02:06:08,880 slide 31 you can see that we have a dis 6525 02:06:08,880 --> 02:06:11,910 slide 31 you can see that we have a dis a proportionality issue with behavior 6526 02:06:11,910 --> 02:06:11,920 a proportionality issue with behavior 6527 02:06:11,920 --> 02:06:13,910 a proportionality issue with behavior incidents for our Hispanic Latino 6528 02:06:13,910 --> 02:06:13,920 incidents for our Hispanic Latino 6529 02:06:13,920 --> 02:06:17,669 incidents for our Hispanic Latino students and um not necessarily 6530 02:06:17,669 --> 02:06:17,679 students and um not necessarily 6531 02:06:17,679 --> 02:06:19,589 students and um not necessarily proportionality issue for our white 6532 02:06:19,589 --> 02:06:19,599 proportionality issue for our white 6533 02:06:19,599 --> 02:06:23,830 proportionality issue for our white students. 6534 02:06:23,830 --> 02:06:23,840 6535 02:06:23,840 --> 02:06:26,470 Yeah, this is one of those slides that 6536 02:06:26,470 --> 02:06:26,480 Yeah, this is one of those slides that 6537 02:06:26,480 --> 02:06:28,629 Yeah, this is one of those slides that should be like focus grouped because I 6538 02:06:28,629 --> 02:06:28,639 should be like focus grouped because I 6539 02:06:28,639 --> 02:06:31,510 should be like focus grouped because I think less than like two or 3% of the 6540 02:06:31,510 --> 02:06:31,520 think less than like two or 3% of the 6541 02:06:31,520 --> 02:06:33,270 think less than like two or 3% of the visual people looking at it will take 6542 02:06:33,270 --> 02:06:33,280 visual people looking at it will take 6543 02:06:33,280 --> 02:06:34,870 visual people looking at it will take the conclusion away easily that you're 6544 02:06:34,870 --> 02:06:34,880 the conclusion away easily that you're 6545 02:06:34,880 --> 02:06:36,709 the conclusion away easily that you're trying to give them. Like share it with 6546 02:06:36,709 --> 02:06:36,719 trying to give them. Like share it with 6547 02:06:36,719 --> 02:06:38,390 trying to give them. Like share it with Sachs and say and you look at some other 6548 02:06:38,390 --> 02:06:38,400 Sachs and say and you look at some other 6549 02:06:38,400 --> 02:06:39,910 Sachs and say and you look at some other models, talk to some people about how to 6550 02:06:39,910 --> 02:06:39,920 models, talk to some people about how to 6551 02:06:39,920 --> 02:06:41,990 models, talk to some people about how to present this data because I think this 6552 02:06:41,990 --> 02:06:42,000 present this data because I think this 6553 02:06:42,000 --> 02:06:43,830 present this data because I think this really doesn't communicate very well. I 6554 02:06:43,830 --> 02:06:43,840 really doesn't communicate very well. I 6555 02:06:43,840 --> 02:06:45,270 really doesn't communicate very well. I mean, you can figure it out eventually, 6556 02:06:45,270 --> 02:06:45,280 mean, you can figure it out eventually, 6557 02:06:45,280 --> 02:06:46,629 mean, you can figure it out eventually, but I'd be really curious like what 6558 02:06:46,629 --> 02:06:46,639 but I'd be really curious like what 6559 02:06:46,639 --> 02:06:48,069 but I'd be really curious like what percent of SAC members within five 6560 02:06:48,069 --> 02:06:48,079 percent of SAC members within five 6561 02:06:48,079 --> 02:06:55,109 percent of SAC members within five minutes know what it's doing. 6562 02:06:55,109 --> 02:06:55,119 6563 02:06:55,119 --> 02:06:57,189 Not to pile onto this slide, but just 6564 02:06:57,189 --> 02:06:57,199 Not to pile onto this slide, but just 6565 02:06:57,199 --> 02:06:58,069 Not to pile onto this slide, but just another Do you 6566 02:06:58,069 --> 02:06:58,079 another Do you 6567 02:06:58,079 --> 02:06:59,350 another Do you >> want me to go go back? 6568 02:06:59,350 --> 02:06:59,360 >> want me to go go back? 6569 02:06:59,360 --> 02:07:01,990 >> want me to go go back? >> Uh, I don't think we need to. Um, but 6570 02:07:01,990 --> 02:07:02,000 >> Uh, I don't think we need to. Um, but 6571 02:07:02,000 --> 02:07:04,069 >> Uh, I don't think we need to. Um, but you know, the numbers clear this these 6572 02:07:04,069 --> 02:07:04,079 you know, the numbers clear this these 6573 02:07:04,079 --> 02:07:05,910 you know, the numbers clear this these are behaviors that include suspensions, 6574 02:07:05,910 --> 02:07:05,920 are behaviors that include suspensions, 6575 02:07:05,920 --> 02:07:07,270 are behaviors that include suspensions, but are not just about things that end 6576 02:07:07,270 --> 02:07:07,280 but are not just about things that end 6577 02:07:07,280 --> 02:07:09,270 but are not just about things that end up in suspension, right? So, includes a 6578 02:07:09,270 --> 02:07:09,280 up in suspension, right? So, includes a 6579 02:07:09,280 --> 02:07:10,629 up in suspension, right? So, includes a whole range of behaviors of different 6580 02:07:10,629 --> 02:07:10,639 whole range of behaviors of different 6581 02:07:10,639 --> 02:07:12,709 whole range of behaviors of different various levels, just different 6582 02:07:12,709 --> 02:07:12,719 various levels, just different 6583 02:07:12,719 --> 02:07:14,390 various levels, just different discipline referrals. And so I'm curious 6584 02:07:14,390 --> 02:07:14,400 discipline referrals. And so I'm curious 6585 02:07:14,400 --> 02:07:16,069 discipline referrals. And so I'm curious if you could speak a little bit to what 6586 02:07:16,069 --> 02:07:16,079 if you could speak a little bit to what 6587 02:07:16,079 --> 02:07:17,830 if you could speak a little bit to what what rises to a level of parent 6588 02:07:17,830 --> 02:07:17,840 what rises to a level of parent 6589 02:07:17,840 --> 02:07:20,069 what rises to a level of parent notification or documentation that would 6590 02:07:20,069 --> 02:07:20,079 notification or documentation that would 6591 02:07:20,079 --> 02:07:24,149 notification or documentation that would fit this the data that's in here. 6592 02:07:24,149 --> 02:07:24,159 fit this the data that's in here. 6593 02:07:24,159 --> 02:07:26,390 fit this the data that's in here. >> Very generally speaking, anytime a 6594 02:07:26,390 --> 02:07:26,400 >> Very generally speaking, anytime a 6595 02:07:26,400 --> 02:07:28,229 >> Very generally speaking, anytime a student is referred to the office for 6596 02:07:28,229 --> 02:07:28,239 student is referred to the office for 6597 02:07:28,239 --> 02:07:30,709 student is referred to the office for some type of behavior that is that 6598 02:07:30,709 --> 02:07:30,719 some type of behavior that is that 6599 02:07:30,719 --> 02:07:32,550 some type of behavior that is that significant, parents should be 6600 02:07:32,550 --> 02:07:32,560 significant, parents should be 6601 02:07:32,560 --> 02:07:35,350 significant, parents should be contacted. 6602 02:07:35,350 --> 02:07:35,360 contacted. 6603 02:07:35,360 --> 02:07:37,510 contacted. >> But we wouldn't have a data point to say 6604 02:07:37,510 --> 02:07:37,520 >> But we wouldn't have a data point to say 6605 02:07:37,520 --> 02:07:39,189 >> But we wouldn't have a data point to say parent has been contacted or not 6606 02:07:39,189 --> 02:07:39,199 parent has been contacted or not 6607 02:07:39,199 --> 02:07:41,109 parent has been contacted or not contacted. The expectation the 6608 02:07:41,109 --> 02:07:41,119 contacted. The expectation the 6609 02:07:41,119 --> 02:07:42,790 contacted. The expectation the expectation is that you contact parents 6610 02:07:42,790 --> 02:07:42,800 expectation is that you contact parents 6611 02:07:42,800 --> 02:07:44,790 expectation is that you contact parents when when a student is sent to the 6612 02:07:44,790 --> 02:07:44,800 when when a student is sent to the 6613 02:07:44,800 --> 02:07:47,910 when when a student is sent to the office on on a discipline referral 6614 02:07:47,910 --> 02:07:47,920 office on on a discipline referral 6615 02:07:47,920 --> 02:07:50,470 office on on a discipline referral >> and the doc the documentation point for 6616 02:07:50,470 --> 02:07:50,480 >> and the doc the documentation point for 6617 02:07:50,480 --> 02:07:52,069 >> and the doc the documentation point for these data then 6618 02:07:52,069 --> 02:07:52,079 these data then 6619 02:07:52,079 --> 02:07:53,270 these data then >> is the actual referral 6620 02:07:53,270 --> 02:07:53,280 >> is the actual referral 6621 02:07:53,280 --> 02:07:54,149 >> is the actual referral >> the actual referral 6622 02:07:54,149 --> 02:07:54,159 >> the actual referral 6623 02:07:54,159 --> 02:07:54,550 >> the actual referral >> right 6624 02:07:54,550 --> 02:07:54,560 >> right 6625 02:07:54,560 --> 02:07:58,149 >> right >> okay great um and one more thing for 6626 02:07:58,149 --> 02:07:58,159 >> okay great um and one more thing for 6627 02:07:58,159 --> 02:08:01,589 >> okay great um and one more thing for slide uh the bullying incidents by code 6628 02:08:01,589 --> 02:08:01,599 slide uh the bullying incidents by code 6629 02:08:01,599 --> 02:08:03,430 slide uh the bullying incidents by code are those exclusive categories or it 6630 02:08:03,430 --> 02:08:03,440 are those exclusive categories or it 6631 02:08:03,440 --> 02:08:06,390 are those exclusive categories or it could example you know a full range of 6632 02:08:06,390 --> 02:08:06,400 could example you know a full range of 6633 02:08:06,400 --> 02:08:08,709 could example you know a full range of bullying right on gender sexual 6634 02:08:08,709 --> 02:08:08,719 bullying right on gender sexual 6635 02:08:08,719 --> 02:08:10,310 bullying right on gender sexual orientation and race inity. How are 6636 02:08:10,310 --> 02:08:10,320 orientation and race inity. How are 6637 02:08:10,320 --> 02:08:12,550 orientation and race inity. How are those coded here? So, is it just the 6638 02:08:12,550 --> 02:08:12,560 those coded here? So, is it just the 6639 02:08:12,560 --> 02:08:14,550 those coded here? So, is it just the primary one or can I have I could can 6640 02:08:14,550 --> 02:08:14,560 primary one or can I have I could can 6641 02:08:14,560 --> 02:08:15,910 primary one or can I have I could can one incident fall into three of these 6642 02:08:15,910 --> 02:08:15,920 one incident fall into three of these 6643 02:08:15,920 --> 02:08:17,030 one incident fall into three of these categories? 6644 02:08:17,030 --> 02:08:17,040 categories? 6645 02:08:17,040 --> 02:08:18,870 categories? >> That's a good question. Yes, an incident 6646 02:08:18,870 --> 02:08:18,880 >> That's a good question. Yes, an incident 6647 02:08:18,880 --> 02:08:21,030 >> That's a good question. Yes, an incident could have multiple codes related to it 6648 02:08:21,030 --> 02:08:21,040 could have multiple codes related to it 6649 02:08:21,040 --> 02:08:23,270 could have multiple codes related to it depending on what happened, how many 6650 02:08:23,270 --> 02:08:23,280 depending on what happened, how many 6651 02:08:23,280 --> 02:08:28,950 depending on what happened, how many students involved. Absolutely. 6652 02:08:28,950 --> 02:08:28,960 6653 02:08:28,960 --> 02:08:31,109 >> I do think it's important to one of the 6654 02:08:31,109 --> 02:08:31,119 >> I do think it's important to one of the 6655 02:08:31,119 --> 02:08:33,830 >> I do think it's important to one of the changes that we made several years ago 6656 02:08:33,830 --> 02:08:33,840 changes that we made several years ago 6657 02:08:33,840 --> 02:08:35,589 changes that we made several years ago is to make sure that we look at this 6658 02:08:35,589 --> 02:08:35,599 is to make sure that we look at this 6659 02:08:35,599 --> 02:08:38,149 is to make sure that we look at this data in real time. to board member 6660 02:08:38,149 --> 02:08:38,159 data in real time. to board member 6661 02:08:38,159 --> 02:08:40,870 data in real time. to board member Medler's point about is the code being 6662 02:08:40,870 --> 02:08:40,880 Medler's point about is the code being 6663 02:08:40,880 --> 02:08:43,990 Medler's point about is the code being appropriately used across levels. We 6664 02:08:43,990 --> 02:08:44,000 appropriately used across levels. We 6665 02:08:44,000 --> 02:08:47,189 appropriately used across levels. We have a multi- it's not it's a multi-ep 6666 02:08:47,189 --> 02:08:47,199 have a multi- it's not it's a multi-ep 6667 02:08:47,199 --> 02:08:50,390 have a multi- it's not it's a multi-ep department group with Sen Liz Lundelle 6668 02:08:50,390 --> 02:08:50,400 department group with Sen Liz Lundelle 6669 02:08:50,400 --> 02:08:54,069 department group with Sen Liz Lundelle our equity compliance officer and um our 6670 02:08:54,069 --> 02:08:54,079 our equity compliance officer and um our 6671 02:08:54,079 --> 02:08:56,870 our equity compliance officer and um our data team where we go through a full 6672 02:08:56,870 --> 02:08:56,880 data team where we go through a full 6673 02:08:56,880 --> 02:09:00,310 data team where we go through a full report of every incident reported under 6674 02:09:00,310 --> 02:09:00,320 report of every incident reported under 6675 02:09:00,320 --> 02:09:03,350 report of every incident reported under that code. We read the description of 6676 02:09:03,350 --> 02:09:03,360 that code. We read the description of 6677 02:09:03,360 --> 02:09:05,910 that code. We read the description of the incident to make sure it's coded 6678 02:09:05,910 --> 02:09:05,920 the incident to make sure it's coded 6679 02:09:05,920 --> 02:09:08,229 the incident to make sure it's coded appropriately and then we're able to 6680 02:09:08,229 --> 02:09:08,239 appropriately and then we're able to 6681 02:09:08,239 --> 02:09:10,790 appropriately and then we're able to provide real-time followup if a school 6682 02:09:10,790 --> 02:09:10,800 provide real-time followup if a school 6683 02:09:10,800 --> 02:09:13,510 provide real-time followup if a school perhaps is using a code in a different 6684 02:09:13,510 --> 02:09:13,520 perhaps is using a code in a different 6685 02:09:13,520 --> 02:09:15,990 perhaps is using a code in a different way than another school might so that we 6686 02:09:15,990 --> 02:09:16,000 way than another school might so that we 6687 02:09:16,000 --> 02:09:22,709 way than another school might so that we can have that across school comparison. 6688 02:09:22,709 --> 02:09:22,719 6689 02:09:22,719 --> 02:09:24,229 >> One last question from Deian and then 6690 02:09:24,229 --> 02:09:24,239 >> One last question from Deian and then 6691 02:09:24,239 --> 02:09:27,350 >> One last question from Deian and then we're going to move on. Is there any 6692 02:09:27,350 --> 02:09:27,360 we're going to move on. Is there any 6693 02:09:27,360 --> 02:09:31,030 we're going to move on. Is there any attempt to um find out the data from 6694 02:09:31,030 --> 02:09:31,040 attempt to um find out the data from 6695 02:09:31,040 --> 02:09:33,589 attempt to um find out the data from teachers about some of the things they 6696 02:09:33,589 --> 02:09:33,599 teachers about some of the things they 6697 02:09:33,599 --> 02:09:35,350 teachers about some of the things they don't actually take the time to write an 6698 02:09:35,350 --> 02:09:35,360 don't actually take the time to write an 6699 02:09:35,360 --> 02:09:38,069 don't actually take the time to write an office referral to so we know how many 6700 02:09:38,069 --> 02:09:38,079 office referral to so we know how many 6701 02:09:38,079 --> 02:09:39,990 office referral to so we know how many are actually happening in the classroom 6702 02:09:39,990 --> 02:09:40,000 are actually happening in the classroom 6703 02:09:40,000 --> 02:09:41,589 are actually happening in the classroom instead of just the ones that are sent 6704 02:09:41,589 --> 02:09:41,599 instead of just the ones that are sent 6705 02:09:41,599 --> 02:09:44,470 instead of just the ones that are sent to the office because that process in 6706 02:09:44,470 --> 02:09:44,480 to the office because that process in 6707 02:09:44,480 --> 02:09:47,669 to the office because that process in itself is disruptive. So teachers may 6708 02:09:47,669 --> 02:09:47,679 itself is disruptive. So teachers may 6709 02:09:47,679 --> 02:09:48,950 itself is disruptive. So teachers may choose to 6710 02:09:48,950 --> 02:09:48,960 choose to 6711 02:09:48,960 --> 02:09:51,189 choose to >> to put a squash on it while they're 6712 02:09:51,189 --> 02:09:51,199 >> to put a squash on it while they're 6713 02:09:51,199 --> 02:09:54,149 >> to put a squash on it while they're there so it's not disruptive. 6714 02:09:54,149 --> 02:09:54,159 there so it's not disruptive. 6715 02:09:54,159 --> 02:09:56,229 there so it's not disruptive. We don't have a data point on that, but 6716 02:09:56,229 --> 02:09:56,239 We don't have a data point on that, but 6717 02:09:56,239 --> 02:09:59,669 We don't have a data point on that, but it it it pulls us back to Shannon's 6718 02:09:59,669 --> 02:09:59,679 it it it pulls us back to Shannon's 6719 02:09:59,679 --> 02:10:02,550 it it it pulls us back to Shannon's comments about our MTSS systems and the 6720 02:10:02,550 --> 02:10:02,560 comments about our MTSS systems and the 6721 02:10:02,560 --> 02:10:06,629 comments about our MTSS systems and the work that we um will be doing to enhance 6722 02:10:06,629 --> 02:10:06,639 work that we um will be doing to enhance 6723 02:10:06,639 --> 02:10:08,709 work that we um will be doing to enhance those systems across our schools in 6724 02:10:08,709 --> 02:10:08,719 those systems across our schools in 6725 02:10:08,719 --> 02:10:10,629 those systems across our schools in terms of behavior in the classroom, how 6726 02:10:10,629 --> 02:10:10,639 terms of behavior in the classroom, how 6727 02:10:10,639 --> 02:10:12,870 terms of behavior in the classroom, how it's supported, what teachers are doing. 6728 02:10:12,870 --> 02:10:12,880 it's supported, what teachers are doing. 6729 02:10:12,880 --> 02:10:15,270 it's supported, what teachers are doing. Um yeah, and answering that bigger 6730 02:10:15,270 --> 02:10:15,280 Um yeah, and answering that bigger 6731 02:10:15,280 --> 02:10:17,430 Um yeah, and answering that bigger question, we we don't have a data point 6732 02:10:17,430 --> 02:10:17,440 question, we we don't have a data point 6733 02:10:17,440 --> 02:10:20,470 question, we we don't have a data point on that at this point. 6734 02:10:20,470 --> 02:10:20,480 on that at this point. 6735 02:10:20,480 --> 02:10:22,629 on that at this point. All right. So, now shifting gears to our 6736 02:10:22,629 --> 02:10:22,639 All right. So, now shifting gears to our 6737 02:10:22,639 --> 02:10:25,030 All right. So, now shifting gears to our response to what we are doing to prevent 6738 02:10:25,030 --> 02:10:25,040 response to what we are doing to prevent 6739 02:10:25,040 --> 02:10:27,750 response to what we are doing to prevent and intervene. And like do Dr. Anderson 6740 02:10:27,750 --> 02:10:27,760 and intervene. And like do Dr. Anderson 6741 02:10:27,760 --> 02:10:29,030 and intervene. And like do Dr. Anderson was just saying, we do have some bright 6742 02:10:29,030 --> 02:10:29,040 was just saying, we do have some bright 6743 02:10:29,040 --> 02:10:31,270 was just saying, we do have some bright spot and there's spots and there's lots 6744 02:10:31,270 --> 02:10:31,280 spot and there's spots and there's lots 6745 02:10:31,280 --> 02:10:34,550 spot and there's spots and there's lots of work to do. We know that improving 6746 02:10:34,550 --> 02:10:34,560 of work to do. We know that improving 6747 02:10:34,560 --> 02:10:36,950 of work to do. We know that improving our disproportionate discipline 6748 02:10:36,950 --> 02:10:36,960 our disproportionate discipline 6749 02:10:36,960 --> 02:10:39,350 our disproportionate discipline particularly will come as a result of 6750 02:10:39,350 --> 02:10:39,360 particularly will come as a result of 6751 02:10:39,360 --> 02:10:41,430 particularly will come as a result of improving a variety of factors that 6752 02:10:41,430 --> 02:10:41,440 improving a variety of factors that 6753 02:10:41,440 --> 02:10:43,750 improving a variety of factors that enhance our students sense of knowing 6754 02:10:43,750 --> 02:10:43,760 enhance our students sense of knowing 6755 02:10:43,760 --> 02:10:46,229 enhance our students sense of knowing that they are valued and included. So, 6756 02:10:46,229 --> 02:10:46,239 that they are valued and included. So, 6757 02:10:46,239 --> 02:10:47,910 that they are valued and included. So, we continue to focus on the overall 6758 02:10:47,910 --> 02:10:47,920 we continue to focus on the overall 6759 02:10:47,920 --> 02:10:50,229 we continue to focus on the overall well-being of students, the aspects of 6760 02:10:50,229 --> 02:10:50,239 well-being of students, the aspects of 6761 02:10:50,239 --> 02:10:51,910 well-being of students, the aspects of MTSSB, 6762 02:10:51,910 --> 02:10:51,920 MTSSB, 6763 02:10:51,920 --> 02:10:53,430 MTSSB, the recommendations from the Bwell 6764 02:10:53,430 --> 02:10:53,440 the recommendations from the Bwell 6765 02:10:53,440 --> 02:10:55,270 the recommendations from the Bwell survey that that you'll hear more about 6766 02:10:55,270 --> 02:10:55,280 survey that that you'll hear more about 6767 02:10:55,280 --> 02:10:58,550 survey that that you'll hear more about in a few moments. The next three slides 6768 02:10:58,550 --> 02:10:58,560 in a few moments. The next three slides 6769 02:10:58,560 --> 02:11:00,390 in a few moments. The next three slides provide a snapshot and summary of the 6770 02:11:00,390 --> 02:11:00,400 provide a snapshot and summary of the 6771 02:11:00,400 --> 02:11:02,069 provide a snapshot and summary of the proactive and responsive systems that 6772 02:11:02,069 --> 02:11:02,079 proactive and responsive systems that 6773 02:11:02,079 --> 02:11:06,790 proactive and responsive systems that are in place um at the school level, 6774 02:11:06,790 --> 02:11:06,800 are in place um at the school level, 6775 02:11:06,800 --> 02:11:08,550 are in place um at the school level, smaller grade level or smaller systems, 6776 02:11:08,550 --> 02:11:08,560 smaller grade level or smaller systems, 6777 02:11:08,560 --> 02:11:11,030 smaller grade level or smaller systems, and even individual student or teacher 6778 02:11:11,030 --> 02:11:11,040 and even individual student or teacher 6779 02:11:11,040 --> 02:11:21,109 and even individual student or teacher level. 6780 02:11:21,109 --> 02:11:21,119 6781 02:11:21,119 --> 02:11:23,750 All right. So at the universal level, 6782 02:11:23,750 --> 02:11:23,760 All right. So at the universal level, 6783 02:11:23,760 --> 02:11:25,189 All right. So at the universal level, you can think about this as what's 6784 02:11:25,189 --> 02:11:25,199 you can think about this as what's 6785 02:11:25,199 --> 02:11:28,550 you can think about this as what's available to all all schools and at the 6786 02:11:28,550 --> 02:11:28,560 available to all all schools and at the 6787 02:11:28,560 --> 02:11:33,109 available to all all schools and at the scale of the school level. So we have 6788 02:11:33,109 --> 02:11:33,119 scale of the school level. So we have 6789 02:11:33,119 --> 02:11:34,629 scale of the school level. So we have professional learning specifically 6790 02:11:34,629 --> 02:11:34,639 professional learning specifically 6791 02:11:34,639 --> 02:11:36,550 professional learning specifically around building capacity for restorative 6792 02:11:36,550 --> 02:11:36,560 around building capacity for restorative 6793 02:11:36,560 --> 02:11:40,149 around building capacity for restorative practices in everything from restorative 6794 02:11:40,149 --> 02:11:40,159 practices in everything from restorative 6795 02:11:40,159 --> 02:11:42,310 practices in everything from restorative questioning, implementing restorative 6796 02:11:42,310 --> 02:11:42,320 questioning, implementing restorative 6797 02:11:42,320 --> 02:11:45,510 questioning, implementing restorative circles in classrooms all the way to 6798 02:11:45,510 --> 02:11:45,520 circles in classrooms all the way to 6799 02:11:45,520 --> 02:11:47,270 circles in classrooms all the way to restorative justice conferences after 6800 02:11:47,270 --> 02:11:47,280 restorative justice conferences after 6801 02:11:47,280 --> 02:11:49,830 restorative justice conferences after harm has been caused and there's some 6802 02:11:49,830 --> 02:11:49,840 harm has been caused and there's some 6803 02:11:49,840 --> 02:11:51,990 harm has been caused and there's some type of disciplinary situation. 6804 02:11:51,990 --> 02:11:52,000 type of disciplinary situation. 6805 02:11:52,000 --> 02:11:53,750 type of disciplinary situation. Professional learning has been ongoing 6806 02:11:53,750 --> 02:11:53,760 Professional learning has been ongoing 6807 02:11:53,760 --> 02:11:55,750 Professional learning has been ongoing during our PK12 6808 02:11:55,750 --> 02:11:55,760 during our PK12 6809 02:11:55,760 --> 02:11:58,550 during our PK12 meetings with school administrators. 6810 02:11:58,550 --> 02:11:58,560 meetings with school administrators. 6811 02:11:58,560 --> 02:11:59,990 meetings with school administrators. Additionally, our bullying prevention 6812 02:11:59,990 --> 02:12:00,000 Additionally, our bullying prevention 6813 02:12:00,000 --> 02:12:01,589 Additionally, our bullying prevention grant that I'll speak more about in a 6814 02:12:01,589 --> 02:12:01,599 grant that I'll speak more about in a 6815 02:12:01,599 --> 02:12:03,910 grant that I'll speak more about in a moment, resources to support schools 6816 02:12:03,910 --> 02:12:03,920 moment, resources to support schools 6817 02:12:03,920 --> 02:12:06,470 moment, resources to support schools with classroom management, 6818 02:12:06,470 --> 02:12:06,480 with classroom management, 6819 02:12:06,480 --> 02:12:07,990 with classroom management, restorative practices support and 6820 02:12:07,990 --> 02:12:08,000 restorative practices support and 6821 02:12:08,000 --> 02:12:10,149 restorative practices support and consultation for schools with their 6822 02:12:10,149 --> 02:12:10,159 consultation for schools with their 6823 02:12:10,159 --> 02:12:12,470 consultation for schools with their schoolwide systems between MTSS and 6824 02:12:12,470 --> 02:12:12,480 schoolwide systems between MTSS and 6825 02:12:12,480 --> 02:12:14,550 schoolwide systems between MTSS and student support services department is 6826 02:12:14,550 --> 02:12:14,560 student support services department is 6827 02:12:14,560 --> 02:12:17,510 student support services department is in place. So all that means is that the 6828 02:12:17,510 --> 02:12:17,520 in place. So all that means is that the 6829 02:12:17,520 --> 02:12:19,270 in place. So all that means is that the MTSS department and student support 6830 02:12:19,270 --> 02:12:19,280 MTSS department and student support 6831 02:12:19,280 --> 02:12:22,149 MTSS department and student support services and our teams meet weekly to 6832 02:12:22,149 --> 02:12:22,159 services and our teams meet weekly to 6833 02:12:22,159 --> 02:12:23,910 services and our teams meet weekly to discuss needs of schools and really 6834 02:12:23,910 --> 02:12:23,920 discuss needs of schools and really 6835 02:12:23,920 --> 02:12:26,229 discuss needs of schools and really decide the best approach for to respond 6836 02:12:26,229 --> 02:12:26,239 decide the best approach for to respond 6837 02:12:26,239 --> 02:12:27,910 decide the best approach for to respond to the school, who's the best person to 6838 02:12:27,910 --> 02:12:27,920 to the school, who's the best person to 6839 02:12:27,920 --> 02:12:32,870 to the school, who's the best person to do it and then execute from there 6840 02:12:32,870 --> 02:12:32,880 do it and then execute from there 6841 02:12:32,880 --> 02:12:35,109 do it and then execute from there in terms of targeted support. So think 6842 02:12:35,109 --> 02:12:35,119 in terms of targeted support. So think 6843 02:12:35,119 --> 02:12:37,589 in terms of targeted support. So think about this as what's available for all 6844 02:12:37,589 --> 02:12:37,599 about this as what's available for all 6845 02:12:37,599 --> 02:12:40,470 about this as what's available for all schools but on a smaller scale. One 6846 02:12:40,470 --> 02:12:40,480 schools but on a smaller scale. One 6847 02:12:40,480 --> 02:12:42,629 schools but on a smaller scale. One thing that's new this year is the use of 6848 02:12:42,629 --> 02:12:42,639 thing that's new this year is the use of 6849 02:12:42,639 --> 02:12:45,109 thing that's new this year is the use of the disengaged teen book, which is a 6850 02:12:45,109 --> 02:12:45,119 the disengaged teen book, which is a 6851 02:12:45,119 --> 02:12:46,790 the disengaged teen book, which is a newer research-based book that 6852 02:12:46,790 --> 02:12:46,800 newer research-based book that 6853 02:12:46,800 --> 02:12:48,310 newer research-based book that categorizes 6854 02:12:48,310 --> 02:12:48,320 categorizes 6855 02:12:48,320 --> 02:12:51,830 categorizes disengagement in a nice contemporary way 6856 02:12:51,830 --> 02:12:51,840 disengagement in a nice contemporary way 6857 02:12:51,840 --> 02:12:53,990 disengagement in a nice contemporary way that's really actionable and usable for 6858 02:12:53,990 --> 02:12:54,000 that's really actionable and usable for 6859 02:12:54,000 --> 02:12:56,550 that's really actionable and usable for parents and caregivers and educators. 6860 02:12:56,550 --> 02:12:56,560 parents and caregivers and educators. 6861 02:12:56,560 --> 02:12:57,990 parents and caregivers and educators. And we're using the book in professional 6862 02:12:57,990 --> 02:12:58,000 And we're using the book in professional 6863 02:12:58,000 --> 02:12:59,270 And we're using the book in professional learning with our assistant principles 6864 02:12:59,270 --> 02:12:59,280 learning with our assistant principles 6865 02:12:59,280 --> 02:13:01,990 learning with our assistant principles and deans specifically. 6866 02:13:01,990 --> 02:13:02,000 and deans specifically. 6867 02:13:02,000 --> 02:13:04,629 and deans specifically. Some of our schools have opted in this 6868 02:13:04,629 --> 02:13:04,639 Some of our schools have opted in this 6869 02:13:04,639 --> 02:13:07,270 Some of our schools have opted in this year to being a restorative practices 6870 02:13:07,270 --> 02:13:07,280 year to being a restorative practices 6871 02:13:07,280 --> 02:13:09,990 year to being a restorative practices school. Whoops. 6872 02:13:09,990 --> 02:13:10,000 school. Whoops. 6873 02:13:10,000 --> 02:13:13,270 school. Whoops. So that means that they are working, one 6874 02:13:13,270 --> 02:13:13,280 So that means that they are working, one 6875 02:13:13,280 --> 02:13:14,790 So that means that they are working, one of their leadership teams is working 6876 02:13:14,790 --> 02:13:14,800 of their leadership teams is working 6877 02:13:14,800 --> 02:13:16,870 of their leadership teams is working directly with our restorative practices 6878 02:13:16,870 --> 02:13:16,880 directly with our restorative practices 6879 02:13:16,880 --> 02:13:20,629 directly with our restorative practices coordinator to flesh out however that 6880 02:13:20,629 --> 02:13:20,639 coordinator to flesh out however that 6881 02:13:20,639 --> 02:13:22,950 coordinator to flesh out however that those next steps are in their school. 6882 02:13:22,950 --> 02:13:22,960 those next steps are in their school. 6883 02:13:22,960 --> 02:13:24,870 those next steps are in their school. And that might be just focusing on what 6884 02:13:24,870 --> 02:13:24,880 And that might be just focusing on what 6885 02:13:24,880 --> 02:13:28,310 And that might be just focusing on what restorative mindset means, how to build 6886 02:13:28,310 --> 02:13:28,320 restorative mindset means, how to build 6887 02:13:28,320 --> 02:13:31,189 restorative mindset means, how to build staff capacity for um implementing that 6888 02:13:31,189 --> 02:13:31,199 staff capacity for um implementing that 6889 02:13:31,199 --> 02:13:32,709 staff capacity for um implementing that those practices and mindset in the 6890 02:13:32,709 --> 02:13:32,719 those practices and mindset in the 6891 02:13:32,719 --> 02:13:34,709 those practices and mindset in the classroom to larger school systems as 6892 02:13:34,709 --> 02:13:34,719 classroom to larger school systems as 6893 02:13:34,719 --> 02:13:38,229 classroom to larger school systems as well. We also provide support for 90-day 6894 02:13:38,229 --> 02:13:38,239 well. We also provide support for 90-day 6895 02:13:38,239 --> 02:13:41,510 well. We also provide support for 90-day plans on culture and climate goals if 6896 02:13:41,510 --> 02:13:41,520 plans on culture and climate goals if 6897 02:13:41,520 --> 02:13:44,310 plans on culture and climate goals if schools need that support. And 6898 02:13:44,310 --> 02:13:44,320 schools need that support. And 6899 02:13:44,320 --> 02:13:46,149 schools need that support. And particularly this spring, our schools 6900 02:13:46,149 --> 02:13:46,159 particularly this spring, our schools 6901 02:13:46,159 --> 02:13:49,350 particularly this spring, our schools who need more support with discipline 6902 02:13:49,350 --> 02:13:49,360 who need more support with discipline 6903 02:13:49,360 --> 02:13:51,109 who need more support with discipline disproportionality 6904 02:13:51,109 --> 02:13:51,119 disproportionality 6905 02:13:51,119 --> 02:13:53,430 disproportionality um will be having particular support in 6906 02:13:53,430 --> 02:13:53,440 um will be having particular support in 6907 02:13:53,440 --> 02:13:56,470 um will be having particular support in their 90-day plans this spring to have a 6908 02:13:56,470 --> 02:13:56,480 their 90-day plans this spring to have a 6909 02:13:56,480 --> 02:14:03,030 their 90-day plans this spring to have a focus on improving that in their school. 6910 02:14:03,030 --> 02:14:03,040 6911 02:14:03,040 --> 02:14:05,030 And then at the intensive level or you 6912 02:14:05,030 --> 02:14:05,040 And then at the intensive level or you 6913 02:14:05,040 --> 02:14:07,589 And then at the intensive level or you can think just smaller scale. This is 6914 02:14:07,589 --> 02:14:07,599 can think just smaller scale. This is 6915 02:14:07,599 --> 02:14:09,830 can think just smaller scale. This is when we're talking about really 6916 02:14:09,830 --> 02:14:09,840 when we're talking about really 6917 02:14:09,840 --> 02:14:11,750 when we're talking about really individualized 6918 02:14:11,750 --> 02:14:11,760 individualized 6919 02:14:11,760 --> 02:14:14,390 individualized student level support. Um a principal 6920 02:14:14,390 --> 02:14:14,400 student level support. Um a principal 6921 02:14:14,400 --> 02:14:16,790 student level support. Um a principal might reach out to Shannon and her team 6922 02:14:16,790 --> 02:14:16,800 might reach out to Shannon and her team 6923 02:14:16,800 --> 02:14:18,870 might reach out to Shannon and her team and say, "I've got a teacher that needs 6924 02:14:18,870 --> 02:14:18,880 and say, "I've got a teacher that needs 6925 02:14:18,880 --> 02:14:20,550 and say, "I've got a teacher that needs some it's a newer teacher and they might 6926 02:14:20,550 --> 02:14:20,560 some it's a newer teacher and they might 6927 02:14:20,560 --> 02:14:21,669 some it's a newer teacher and they might need some particular support with 6928 02:14:21,669 --> 02:14:21,679 need some particular support with 6929 02:14:21,679 --> 02:14:23,030 need some particular support with classroom management." Or we've got a 6930 02:14:23,030 --> 02:14:23,040 classroom management." Or we've got a 6931 02:14:23,040 --> 02:14:25,910 classroom management." Or we've got a student that um is in general education 6932 02:14:25,910 --> 02:14:25,920 student that um is in general education 6933 02:14:25,920 --> 02:14:28,069 student that um is in general education and we are really struggling with next 6934 02:14:28,069 --> 02:14:28,079 and we are really struggling with next 6935 02:14:28,079 --> 02:14:29,750 and we are really struggling with next steps for how to support them 6936 02:14:29,750 --> 02:14:29,760 steps for how to support them 6937 02:14:29,760 --> 02:14:31,750 steps for how to support them differently. So again, that's where our 6938 02:14:31,750 --> 02:14:31,760 differently. So again, that's where our 6939 02:14:31,760 --> 02:14:34,470 differently. So again, that's where our departments collaborate and respond to 6940 02:14:34,470 --> 02:14:34,480 departments collaborate and respond to 6941 02:14:34,480 --> 02:14:39,830 departments collaborate and respond to this the school's needs there. 6942 02:14:39,830 --> 02:14:39,840 6943 02:14:39,840 --> 02:14:42,470 This next slide is an update on what is 6944 02:14:42,470 --> 02:14:42,480 This next slide is an update on what is 6945 02:14:42,480 --> 02:14:43,990 This next slide is an update on what is happening with our bullying prevention 6946 02:14:43,990 --> 02:14:44,000 happening with our bullying prevention 6947 02:14:44,000 --> 02:14:45,990 happening with our bullying prevention grant from the Colorado Department of 6948 02:14:45,990 --> 02:14:46,000 grant from the Colorado Department of 6949 02:14:46,000 --> 02:14:49,350 grant from the Colorado Department of Education. We are in the first year of 6950 02:14:49,350 --> 02:14:49,360 Education. We are in the first year of 6951 02:14:49,360 --> 02:14:52,470 Education. We are in the first year of another three-year grant cycle. 6952 02:14:52,470 --> 02:14:52,480 another three-year grant cycle. 6953 02:14:52,480 --> 02:14:55,030 another three-year grant cycle. At the beginning of each school year, 6954 02:14:55,030 --> 02:14:55,040 At the beginning of each school year, 6955 02:14:55,040 --> 02:14:58,470 At the beginning of each school year, the school team who's responsible for 6956 02:14:58,470 --> 02:14:58,480 the school team who's responsible for 6957 02:14:58,480 --> 02:15:02,149 the school team who's responsible for implementing the grant work uses data to 6958 02:15:02,149 --> 02:15:02,159 implementing the grant work uses data to 6959 02:15:02,159 --> 02:15:03,750 implementing the grant work uses data to decide their area of focus. And that 6960 02:15:03,750 --> 02:15:03,760 decide their area of focus. And that 6961 02:15:03,760 --> 02:15:05,750 decide their area of focus. And that data could could be anything from their 6962 02:15:05,750 --> 02:15:05,760 data could could be anything from their 6963 02:15:05,760 --> 02:15:08,390 data could could be anything from their bullying survey that's student bullying 6964 02:15:08,390 --> 02:15:08,400 bullying survey that's student bullying 6965 02:15:08,400 --> 02:15:09,830 bullying survey that's student bullying survey that's required as a part of the 6966 02:15:09,830 --> 02:15:09,840 survey that's required as a part of the 6967 02:15:09,840 --> 02:15:11,669 survey that's required as a part of the grant every spring, their student 6968 02:15:11,669 --> 02:15:11,679 grant every spring, their student 6969 02:15:11,679 --> 02:15:13,830 grant every spring, their student climate data, discipline data, or all 6970 02:15:13,830 --> 02:15:13,840 climate data, discipline data, or all 6971 02:15:13,840 --> 02:15:16,149 climate data, discipline data, or all the above to decide what what exactly is 6972 02:15:16,149 --> 02:15:16,159 the above to decide what what exactly is 6973 02:15:16,159 --> 02:15:17,750 the above to decide what what exactly is their focus going to be this year and 6974 02:15:17,750 --> 02:15:17,760 their focus going to be this year and 6975 02:15:17,760 --> 02:15:19,990 their focus going to be this year and what are they going to do. 6976 02:15:19,990 --> 02:15:20,000 what are they going to do. 6977 02:15:20,000 --> 02:15:22,550 what are they going to do. Further, all BBSD staff have been 6978 02:15:22,550 --> 02:15:22,560 Further, all BBSD staff have been 6979 02:15:22,560 --> 02:15:25,030 Further, all BBSD staff have been trained in identifying and responding to 6980 02:15:25,030 --> 02:15:25,040 trained in identifying and responding to 6981 02:15:25,040 --> 02:15:27,189 trained in identifying and responding to incidents of bullying and harassment. 6982 02:15:27,189 --> 02:15:27,199 incidents of bullying and harassment. 6983 02:15:27,199 --> 02:15:29,189 incidents of bullying and harassment. This training has been particularly 6984 02:15:29,189 --> 02:15:29,199 This training has been particularly 6985 02:15:29,199 --> 02:15:31,430 This training has been particularly enhanced this school year through Senate 6986 02:15:31,430 --> 02:15:31,440 enhanced this school year through Senate 6987 02:15:31,440 --> 02:15:34,229 enhanced this school year through Senate Bill 296 where all staff were required 6988 02:15:34,229 --> 02:15:34,239 Bill 296 where all staff were required 6989 02:15:34,239 --> 02:15:37,030 Bill 296 where all staff were required to participate in a a learning module by 6990 02:15:37,030 --> 02:15:37,040 to participate in a a learning module by 6991 02:15:37,040 --> 02:15:40,790 to participate in a a learning module by December 1st. 6992 02:15:40,790 --> 02:15:40,800 6993 02:15:40,800 --> 02:15:43,589 There are I mentioned the annual student 6994 02:15:43,589 --> 02:15:43,599 There are I mentioned the annual student 6995 02:15:43,599 --> 02:15:45,270 There are I mentioned the annual student survey for students in grades 3 through 6996 02:15:45,270 --> 02:15:45,280 survey for students in grades 3 through 6997 02:15:45,280 --> 02:15:47,510 survey for students in grades 3 through 12 that gives us some great information 6998 02:15:47,510 --> 02:15:47,520 12 that gives us some great information 6999 02:15:47,520 --> 02:15:49,430 12 that gives us some great information as well. There are evidence-based 7000 02:15:49,430 --> 02:15:49,440 as well. There are evidence-based 7001 02:15:49,440 --> 02:15:51,510 as well. There are evidence-based classroom lessons at both elementary and 7002 02:15:51,510 --> 02:15:51,520 classroom lessons at both elementary and 7003 02:15:51,520 --> 02:15:53,910 classroom lessons at both elementary and secondary levels. 7004 02:15:53,910 --> 02:15:53,920 secondary levels. 7005 02:15:53,920 --> 02:15:58,870 secondary levels. There, let's see. 7006 02:15:58,870 --> 02:15:58,880 7007 02:15:58,880 --> 02:16:01,270 We reviewed the data from the BBSD 7008 02:16:01,270 --> 02:16:01,280 We reviewed the data from the BBSD 7009 02:16:01,280 --> 02:16:03,510 We reviewed the data from the BBSD online reporting tool a moment ago and 7010 02:16:03,510 --> 02:16:03,520 online reporting tool a moment ago and 7011 02:16:03,520 --> 02:16:05,669 online reporting tool a moment ago and the access for reporting concerns 7012 02:16:05,669 --> 02:16:05,679 the access for reporting concerns 7013 02:16:05,679 --> 02:16:08,149 the access for reporting concerns remains visible on our website and um 7014 02:16:08,149 --> 02:16:08,159 remains visible on our website and um 7015 02:16:08,159 --> 02:16:10,470 remains visible on our website and um just two weeks ago you we probably all 7016 02:16:10,470 --> 02:16:10,480 just two weeks ago you we probably all 7017 02:16:10,480 --> 02:16:11,830 just two weeks ago you we probably all got one the beautiful email from 7018 02:16:11,830 --> 02:16:11,840 got one the beautiful email from 7019 02:16:11,840 --> 02:16:14,149 got one the beautiful email from communications just reminding our whole 7020 02:16:14,149 --> 02:16:14,159 communications just reminding our whole 7021 02:16:14,159 --> 02:16:17,030 communications just reminding our whole community about what to report, how to 7022 02:16:17,030 --> 02:16:17,040 community about what to report, how to 7023 02:16:17,040 --> 02:16:19,270 community about what to report, how to report. Please, we want you to report so 7024 02:16:19,270 --> 02:16:19,280 report. Please, we want you to report so 7025 02:16:19,280 --> 02:16:21,030 report. Please, we want you to report so we can help make things better for all 7026 02:16:21,030 --> 02:16:21,040 we can help make things better for all 7027 02:16:21,040 --> 02:16:23,589 we can help make things better for all of our children and families. There is 7028 02:16:23,589 --> 02:16:23,599 of our children and families. There is 7029 02:16:23,599 --> 02:16:25,910 of our children and families. There is also a bullying prevention and education 7030 02:16:25,910 --> 02:16:25,920 also a bullying prevention and education 7031 02:16:25,920 --> 02:16:28,550 also a bullying prevention and education toolkit that is revised every year and 7032 02:16:28,550 --> 02:16:28,560 toolkit that is revised every year and 7033 02:16:28,560 --> 02:16:30,470 toolkit that is revised every year and available to any of our schools and 7034 02:16:30,470 --> 02:16:30,480 available to any of our schools and 7035 02:16:30,480 --> 02:16:32,790 available to any of our schools and teachers. 7036 02:16:32,790 --> 02:16:32,800 teachers. 7037 02:16:32,800 --> 02:16:34,629 teachers. One other piece of information about the 7038 02:16:34,629 --> 02:16:34,639 One other piece of information about the 7039 02:16:34,639 --> 02:16:36,790 One other piece of information about the bullying prevention grant that I want to 7040 02:16:36,790 --> 02:16:36,800 bullying prevention grant that I want to 7041 02:16:36,800 --> 02:16:41,190 bullying prevention grant that I want to make sure you're all aware of is that um 7042 02:16:41,190 --> 02:16:41,200 make sure you're all aware of is that um 7043 02:16:41,200 --> 02:16:44,870 make sure you're all aware of is that um in this now next three-year grant cycle 7044 02:16:44,870 --> 02:16:44,880 in this now next three-year grant cycle 7045 02:16:44,880 --> 02:16:47,509 in this now next three-year grant cycle funding is being reduced by 40% over the 7046 02:16:47,509 --> 02:16:47,519 funding is being reduced by 40% over the 7047 02:16:47,519 --> 02:16:49,750 funding is being reduced by 40% over the the life of this grant which is 7048 02:16:49,750 --> 02:16:49,760 the life of this grant which is 7049 02:16:49,760 --> 02:16:51,750 the life of this grant which is prompting us to make some changes. And 7050 02:16:51,750 --> 02:16:51,760 prompting us to make some changes. And 7051 02:16:51,760 --> 02:16:53,669 prompting us to make some changes. And one change that's already happened is 7052 02:16:53,669 --> 02:16:53,679 one change that's already happened is 7053 02:16:53,679 --> 02:16:56,309 one change that's already happened is that our bullying prevention specialist 7054 02:16:56,309 --> 02:16:56,319 that our bullying prevention specialist 7055 02:16:56,319 --> 02:16:58,790 that our bullying prevention specialist is now working halftime instead of 7056 02:16:58,790 --> 02:16:58,800 is now working halftime instead of 7057 02:16:58,800 --> 02:17:01,910 is now working halftime instead of full-time. she's able to meet a need as 7058 02:17:01,910 --> 02:17:01,920 full-time. she's able to meet a need as 7059 02:17:01,920 --> 02:17:03,990 full-time. she's able to meet a need as an as an elementary counselor halftime 7060 02:17:03,990 --> 02:17:04,000 an as an elementary counselor halftime 7061 02:17:04,000 --> 02:17:05,669 an as an elementary counselor halftime in one of our schools. So that supports 7062 02:17:05,669 --> 02:17:05,679 in one of our schools. So that supports 7063 02:17:05,679 --> 02:17:07,830 in one of our schools. So that supports that need and then she's now half-time 7064 02:17:07,830 --> 02:17:07,840 that need and then she's now half-time 7065 02:17:07,840 --> 02:17:10,389 that need and then she's now half-time again instead of full-time as the grant 7066 02:17:10,389 --> 02:17:10,399 again instead of full-time as the grant 7067 02:17:10,399 --> 02:17:12,950 again instead of full-time as the grant coordinator. So it was a strategic 7068 02:17:12,950 --> 02:17:12,960 coordinator. So it was a strategic 7069 02:17:12,960 --> 02:17:15,910 coordinator. So it was a strategic solution to fulfilling a school need as 7070 02:17:15,910 --> 02:17:15,920 solution to fulfilling a school need as 7071 02:17:15,920 --> 02:17:18,629 solution to fulfilling a school need as well as meeting a financial need for the 7072 02:17:18,629 --> 02:17:18,639 well as meeting a financial need for the 7073 02:17:18,639 --> 02:17:21,669 well as meeting a financial need for the grant. 7074 02:17:21,669 --> 02:17:21,679 7075 02:17:21,679 --> 02:17:23,830 Next, an update on restorative 7076 02:17:23,830 --> 02:17:23,840 Next, an update on restorative 7077 02:17:23,840 --> 02:17:25,429 Next, an update on restorative practices. 7078 02:17:25,429 --> 02:17:25,439 practices. 7079 02:17:25,439 --> 02:17:27,349 practices. So, I want to just paint a little 7080 02:17:27,349 --> 02:17:27,359 So, I want to just paint a little 7081 02:17:27,359 --> 02:17:29,110 So, I want to just paint a little picture for you about what restorative 7082 02:17:29,110 --> 02:17:29,120 picture for you about what restorative 7083 02:17:29,120 --> 02:17:30,790 picture for you about what restorative practices, programming, and support 7084 02:17:30,790 --> 02:17:30,800 practices, programming, and support 7085 02:17:30,800 --> 02:17:34,709 practices, programming, and support looks like for schools. It is not 7086 02:17:34,709 --> 02:17:34,719 looks like for schools. It is not 7087 02:17:34,719 --> 02:17:36,549 looks like for schools. It is not it is, I think, one of those buzzwords 7088 02:17:36,549 --> 02:17:36,559 it is, I think, one of those buzzwords 7089 02:17:36,559 --> 02:17:39,110 it is, I think, one of those buzzwords that's pretty abstract. But being 7090 02:17:39,110 --> 02:17:39,120 that's pretty abstract. But being 7091 02:17:39,120 --> 02:17:41,270 that's pretty abstract. But being restorative is not a task that you check 7092 02:17:41,270 --> 02:17:41,280 restorative is not a task that you check 7093 02:17:41,280 --> 02:17:43,910 restorative is not a task that you check off. It's really actually a mindset 7094 02:17:43,910 --> 02:17:43,920 off. It's really actually a mindset 7095 02:17:43,920 --> 02:17:46,309 off. It's really actually a mindset about how we approach other humans, how 7096 02:17:46,309 --> 02:17:46,319 about how we approach other humans, how 7097 02:17:46,319 --> 02:17:48,870 about how we approach other humans, how we approach students, and really the 7098 02:17:48,870 --> 02:17:48,880 we approach students, and really the 7099 02:17:48,880 --> 02:17:51,349 we approach students, and really the work of being an educator. It means that 7100 02:17:51,349 --> 02:17:51,359 work of being an educator. It means that 7101 02:17:51,359 --> 02:17:55,270 work of being an educator. It means that we approach everything. um 7102 02:17:55,270 --> 02:17:55,280 we approach everything. um 7103 02:17:55,280 --> 02:17:57,030 we approach everything. um knowing and understanding and acting 7104 02:17:57,030 --> 02:17:57,040 knowing and understanding and acting 7105 02:17:57,040 --> 02:17:59,030 knowing and understanding and acting from a place that everybody in our 7106 02:17:59,030 --> 02:17:59,040 from a place that everybody in our 7107 02:17:59,040 --> 02:18:01,910 from a place that everybody in our school community brings value that 7108 02:18:01,910 --> 02:18:01,920 school community brings value that 7109 02:18:01,920 --> 02:18:03,910 school community brings value that everybody has a responsibility for their 7110 02:18:03,910 --> 02:18:03,920 everybody has a responsibility for their 7111 02:18:03,920 --> 02:18:06,230 everybody has a responsibility for their impact on the community because everyone 7112 02:18:06,230 --> 02:18:06,240 impact on the community because everyone 7113 02:18:06,240 --> 02:18:08,070 impact on the community because everyone matters 7114 02:18:08,070 --> 02:18:08,080 matters 7115 02:18:08,080 --> 02:18:11,030 matters and for that reason every everyone's 7116 02:18:11,030 --> 02:18:11,040 and for that reason every everyone's 7117 02:18:11,040 --> 02:18:12,950 and for that reason every everyone's voice matters and everyone should be 7118 02:18:12,950 --> 02:18:12,960 voice matters and everyone should be 7119 02:18:12,960 --> 02:18:14,950 voice matters and everyone should be heard and valued and included if you 7120 02:18:14,950 --> 02:18:14,960 heard and valued and included if you 7121 02:18:14,960 --> 02:18:18,150 heard and valued and included if you will in our school. So in addition to 7122 02:18:18,150 --> 02:18:18,160 will in our school. So in addition to 7123 02:18:18,160 --> 02:18:20,549 will in our school. So in addition to ongoing professional learning for our 7124 02:18:20,549 --> 02:18:20,559 ongoing professional learning for our 7125 02:18:20,559 --> 02:18:23,349 ongoing professional learning for our administrators, para educators, bus 7126 02:18:23,349 --> 02:18:23,359 administrators, para educators, bus 7127 02:18:23,359 --> 02:18:26,070 administrators, para educators, bus drivers, and all transportation staff, 7128 02:18:26,070 --> 02:18:26,080 drivers, and all transportation staff, 7129 02:18:26,080 --> 02:18:28,230 drivers, and all transportation staff, all safety and security staff have also 7130 02:18:28,230 --> 02:18:28,240 all safety and security staff have also 7131 02:18:28,240 --> 02:18:30,150 all safety and security staff have also received restorative practices training 7132 02:18:30,150 --> 02:18:30,160 received restorative practices training 7133 02:18:30,160 --> 02:18:32,950 received restorative practices training this year. And our restorative practices 7134 02:18:32,950 --> 02:18:32,960 this year. And our restorative practices 7135 02:18:32,960 --> 02:18:35,110 this year. And our restorative practices coordinator continues to collaborate 7136 02:18:35,110 --> 02:18:35,120 coordinator continues to collaborate 7137 02:18:35,120 --> 02:18:37,030 coordinator continues to collaborate with our colleagues in special education 7138 02:18:37,030 --> 02:18:37,040 with our colleagues in special education 7139 02:18:37,040 --> 02:18:39,669 with our colleagues in special education and in MTSS to create professional 7140 02:18:39,669 --> 02:18:39,679 and in MTSS to create professional 7141 02:18:39,679 --> 02:18:41,589 and in MTSS to create professional learning content that's available for 7142 02:18:41,589 --> 02:18:41,599 learning content that's available for 7143 02:18:41,599 --> 02:18:44,469 learning content that's available for teachers and schools directly. And then 7144 02:18:44,469 --> 02:18:44,479 teachers and schools directly. And then 7145 02:18:44,479 --> 02:18:45,910 teachers and schools directly. And then the five schools that are our 7146 02:18:45,910 --> 02:18:45,920 the five schools that are our 7147 02:18:45,920 --> 02:18:49,270 the five schools that are our restorative practices schools um are 7148 02:18:49,270 --> 02:18:49,280 restorative practices schools um are 7149 02:18:49,280 --> 02:18:50,950 restorative practices schools um are represent elementary, middle, and high 7150 02:18:50,950 --> 02:18:50,960 represent elementary, middle, and high 7151 02:18:50,960 --> 02:18:53,910 represent elementary, middle, and high schools. And they continue, like I 7152 02:18:53,910 --> 02:18:53,920 schools. And they continue, like I 7153 02:18:53,920 --> 02:18:56,469 schools. And they continue, like I mentioned before, embark on building 7154 02:18:56,469 --> 02:18:56,479 mentioned before, embark on building 7155 02:18:56,479 --> 02:18:58,709 mentioned before, embark on building that culture within their school and 7156 02:18:58,709 --> 02:18:58,719 that culture within their school and 7157 02:18:58,719 --> 02:19:01,750 that culture within their school and their capacity as a leadership team. 7158 02:19:01,750 --> 02:19:01,760 their capacity as a leadership team. 7159 02:19:01,760 --> 02:19:03,030 their capacity as a leadership team. And our restorative practices 7160 02:19:03,030 --> 02:19:03,040 And our restorative practices 7161 02:19:03,040 --> 02:19:04,309 And our restorative practices coordinator is available for 7162 02:19:04,309 --> 02:19:04,319 coordinator is available for 7163 02:19:04,319 --> 02:19:07,110 coordinator is available for consultation with schools at any time. 7164 02:19:07,110 --> 02:19:07,120 consultation with schools at any time. 7165 02:19:07,120 --> 02:19:09,190 consultation with schools at any time. She is on the phone with families 7166 02:19:09,190 --> 02:19:09,200 She is on the phone with families 7167 02:19:09,200 --> 02:19:10,870 She is on the phone with families explaining things. She's going out to 7168 02:19:10,870 --> 02:19:10,880 explaining things. She's going out to 7169 02:19:10,880 --> 02:19:13,750 explaining things. She's going out to support individual teachers, principles, 7170 02:19:13,750 --> 02:19:13,760 support individual teachers, principles, 7171 02:19:13,760 --> 02:19:17,270 support individual teachers, principles, do RJ conferences. She is very adaptable 7172 02:19:17,270 --> 02:19:17,280 do RJ conferences. She is very adaptable 7173 02:19:17,280 --> 02:19:24,469 do RJ conferences. She is very adaptable and available. 7174 02:19:24,469 --> 02:19:24,479 7175 02:19:24,479 --> 02:19:28,469 So beyond all of that, um I think we all 7176 02:19:28,469 --> 02:19:28,479 So beyond all of that, um I think we all 7177 02:19:28,479 --> 02:19:31,270 So beyond all of that, um I think we all understand everybody here that behavior 7178 02:19:31,270 --> 02:19:31,280 understand everybody here that behavior 7179 02:19:31,280 --> 02:19:34,070 understand everybody here that behavior is communication and there are a lot of 7180 02:19:34,070 --> 02:19:34,080 is communication and there are a lot of 7181 02:19:34,080 --> 02:19:37,750 is communication and there are a lot of factors that drive student behavior and 7182 02:19:37,750 --> 02:19:37,760 factors that drive student behavior and 7183 02:19:37,760 --> 02:19:40,469 factors that drive student behavior and we would be remiss if we didn't pause to 7184 02:19:40,469 --> 02:19:40,479 we would be remiss if we didn't pause to 7185 02:19:40,479 --> 02:19:43,509 we would be remiss if we didn't pause to consider the impact and the presence of 7186 02:19:43,509 --> 02:19:43,519 consider the impact and the presence of 7187 02:19:43,519 --> 02:19:45,349 consider the impact and the presence of our federal government climate, the 7188 02:19:45,349 --> 02:19:45,359 our federal government climate, the 7189 02:19:45,359 --> 02:19:47,270 our federal government climate, the presence the very real presence of ice 7190 02:19:47,270 --> 02:19:47,280 presence the very real presence of ice 7191 02:19:47,280 --> 02:19:49,830 presence the very real presence of ice in our communities, um the economic 7192 02:19:49,830 --> 02:19:49,840 in our communities, um the economic 7193 02:19:49,840 --> 02:19:51,670 in our communities, um the economic hardship and food scarcity that our 7194 02:19:51,670 --> 02:19:51,680 hardship and food scarcity that our 7195 02:19:51,680 --> 02:19:53,429 hardship and food scarcity that our families are facing as well as just 7196 02:19:53,429 --> 02:19:53,439 families are facing as well as just 7197 02:19:53,439 --> 02:19:55,429 families are facing as well as just overall tension and increased violence 7198 02:19:55,429 --> 02:19:55,439 overall tension and increased violence 7199 02:19:55,439 --> 02:19:58,550 overall tension and increased violence in our own country and beyond. And we 7200 02:19:58,550 --> 02:19:58,560 in our own country and beyond. And we 7201 02:19:58,560 --> 02:20:02,150 in our own country and beyond. And we are seeing that stress in our students 7202 02:20:02,150 --> 02:20:02,160 are seeing that stress in our students 7203 02:20:02,160 --> 02:20:04,230 are seeing that stress in our students and our families. And and that is very 7204 02:20:04,230 --> 02:20:04,240 and our families. And and that is very 7205 02:20:04,240 --> 02:20:06,070 and our families. And and that is very real. And it's important that we honor 7206 02:20:06,070 --> 02:20:06,080 real. And it's important that we honor 7207 02:20:06,080 --> 02:20:10,469 real. And it's important that we honor and recognize that and own that as we 7208 02:20:10,469 --> 02:20:10,479 and recognize that and own that as we 7209 02:20:10,479 --> 02:20:13,990 and recognize that and own that as we continue with our work. And as I said, 7210 02:20:13,990 --> 02:20:14,000 continue with our work. And as I said, 7211 02:20:14,000 --> 02:20:15,429 continue with our work. And as I said, um as leaders in student support 7212 02:20:15,429 --> 02:20:15,439 um as leaders in student support 7213 02:20:15,439 --> 02:20:18,550 um as leaders in student support services and MTSS, um we work really 7214 02:20:18,550 --> 02:20:18,560 services and MTSS, um we work really 7215 02:20:18,560 --> 02:20:20,389 services and MTSS, um we work really closely together. We've had some really 7216 02:20:20,389 --> 02:20:20,399 closely together. We've had some really 7217 02:20:20,399 --> 02:20:22,230 closely together. We've had some really rich professional learning this fall 7218 02:20:22,230 --> 02:20:22,240 rich professional learning this fall 7219 02:20:22,240 --> 02:20:24,630 rich professional learning this fall that's continuing to help us narrow our 7220 02:20:24,630 --> 02:20:24,640 that's continuing to help us narrow our 7221 02:20:24,640 --> 02:20:27,270 that's continuing to help us narrow our focus and drive our work. One of those 7222 02:20:27,270 --> 02:20:27,280 focus and drive our work. One of those 7223 02:20:27,280 --> 02:20:31,270 focus and drive our work. One of those pieces being a framework specifically 7224 02:20:31,270 --> 02:20:31,280 pieces being a framework specifically 7225 02:20:31,280 --> 02:20:33,590 pieces being a framework specifically for reducing disproportionate 7226 02:20:33,590 --> 02:20:33,600 for reducing disproportionate 7227 02:20:33,600 --> 02:20:36,630 for reducing disproportionate discipline. This comes from the national 7228 02:20:36,630 --> 02:20:36,640 discipline. This comes from the national 7229 02:20:36,640 --> 02:20:39,270 discipline. This comes from the national PBIS leadership forum. It's an 7230 02:20:39,270 --> 02:20:39,280 PBIS leadership forum. It's an 7231 02:20:39,280 --> 02:20:41,670 PBIS leadership forum. It's an evidence-based fivepoint intervention 7232 02:20:41,670 --> 02:20:41,680 evidence-based fivepoint intervention 7233 02:20:41,680 --> 02:20:44,389 evidence-based fivepoint intervention approach for equitable supports to 7234 02:20:44,389 --> 02:20:44,399 approach for equitable supports to 7235 02:20:44,399 --> 02:20:47,190 approach for equitable supports to reduce discipline disproportionality. 7236 02:20:47,190 --> 02:20:47,200 reduce discipline disproportionality. 7237 02:20:47,200 --> 02:20:49,910 reduce discipline disproportionality. We have aspects in place in all five of 7238 02:20:49,910 --> 02:20:49,920 We have aspects in place in all five of 7239 02:20:49,920 --> 02:20:51,910 We have aspects in place in all five of those components. 7240 02:20:51,910 --> 02:20:51,920 those components. 7241 02:20:51,920 --> 02:20:53,910 those components. However, that second bullet, and a few 7242 02:20:53,910 --> 02:20:53,920 However, that second bullet, and a few 7243 02:20:53,920 --> 02:20:55,270 However, that second bullet, and a few of your questions and comments have 7244 02:20:55,270 --> 02:20:55,280 of your questions and comments have 7245 02:20:55,280 --> 02:20:57,670 of your questions and comments have alluded to this, the second bullet of 7246 02:20:57,670 --> 02:20:57,680 alluded to this, the second bullet of 7247 02:20:57,680 --> 02:21:01,429 alluded to this, the second bullet of implementing a preventative multi-tiered 7248 02:21:01,429 --> 02:21:01,439 implementing a preventative multi-tiered 7249 02:21:01,439 --> 02:21:03,910 implementing a preventative multi-tiered culturally responsive behavior framework 7250 02:21:03,910 --> 02:21:03,920 culturally responsive behavior framework 7251 02:21:03,920 --> 02:21:06,150 culturally responsive behavior framework is at the district level is our largest 7252 02:21:06,150 --> 02:21:06,160 is at the district level is our largest 7253 02:21:06,160 --> 02:21:08,309 is at the district level is our largest opportunity for growth here. And so 7254 02:21:08,309 --> 02:21:08,319 opportunity for growth here. And so 7255 02:21:08,319 --> 02:21:10,309 opportunity for growth here. And so while that work is happening on a 7256 02:21:10,309 --> 02:21:10,319 while that work is happening on a 7257 02:21:10,319 --> 02:21:12,790 while that work is happening on a request basis in our in and in in some 7258 02:21:12,790 --> 02:21:12,800 request basis in our in and in in some 7259 02:21:12,800 --> 02:21:15,190 request basis in our in and in in some of our schools um again we're going to 7260 02:21:15,190 --> 02:21:15,200 of our schools um again we're going to 7261 02:21:15,200 --> 02:21:17,270 of our schools um again we're going to continue to discuss how that can look 7262 02:21:17,270 --> 02:21:17,280 continue to discuss how that can look 7263 02:21:17,280 --> 02:21:18,710 continue to discuss how that can look and how we might flush that out through 7264 02:21:18,710 --> 02:21:18,720 and how we might flush that out through 7265 02:21:18,720 --> 02:21:24,550 and how we might flush that out through MTSSB through valued and included. 7266 02:21:24,550 --> 02:21:24,560 7267 02:21:24,560 --> 02:21:26,389 I think I was lucky and have lucky 7268 02:21:26,389 --> 02:21:26,399 I think I was lucky and have lucky 7269 02:21:26,399 --> 02:21:28,550 I think I was lucky and have lucky enough to have the most slides in this 7270 02:21:28,550 --> 02:21:28,560 enough to have the most slides in this 7271 02:21:28,560 --> 02:21:30,070 enough to have the most slides in this presentation. So thank you for your 7272 02:21:30,070 --> 02:21:30,080 presentation. So thank you for your 7273 02:21:30,080 --> 02:21:32,389 presentation. So thank you for your patience listening to me. And now I will 7274 02:21:32,389 --> 02:21:32,399 patience listening to me. And now I will 7275 02:21:32,399 --> 02:21:34,230 patience listening to me. And now I will turn the floor over to my esteemed 7276 02:21:34,230 --> 02:21:34,240 turn the floor over to my esteemed 7277 02:21:34,240 --> 02:21:38,230 turn the floor over to my esteemed colleague Tammy Lawrence. 7278 02:21:38,230 --> 02:21:38,240 7279 02:21:38,240 --> 02:21:39,990 Good almost afternoon. I was going to 7280 02:21:39,990 --> 02:21:40,000 Good almost afternoon. I was going to 7281 02:21:40,000 --> 02:21:41,110 Good almost afternoon. I was going to say morning, but we're going to say 7282 02:21:41,110 --> 02:21:41,120 say morning, but we're going to say 7283 02:21:41,120 --> 02:21:43,830 say morning, but we're going to say afternoon at this point. Um, thank you 7284 02:21:43,830 --> 02:21:43,840 afternoon at this point. Um, thank you 7285 02:21:43,840 --> 02:21:46,790 afternoon at this point. Um, thank you so much um for having us um today to 7286 02:21:46,790 --> 02:21:46,800 so much um for having us um today to 7287 02:21:46,800 --> 02:21:51,030 so much um for having us um today to share with you um where we are with um 7288 02:21:51,030 --> 02:21:51,040 share with you um where we are with um 7289 02:21:51,040 --> 02:21:53,990 share with you um where we are with um all of our data. Okay. So, as we discuss 7290 02:21:53,990 --> 02:21:54,000 all of our data. Okay. So, as we discuss 7291 02:21:54,000 --> 02:21:55,910 all of our data. Okay. So, as we discuss other wellness related data, we'll talk 7292 02:21:55,910 --> 02:21:55,920 other wellness related data, we'll talk 7293 02:21:55,920 --> 02:21:57,750 other wellness related data, we'll talk about suicide risk and mental health 7294 02:21:57,750 --> 02:21:57,760 about suicide risk and mental health 7295 02:21:57,760 --> 02:22:00,309 about suicide risk and mental health referrals. Before we do, let's take a 7296 02:22:00,309 --> 02:22:00,319 referrals. Before we do, let's take a 7297 02:22:00,319 --> 02:22:02,710 referrals. Before we do, let's take a look at the overall trends with our BBSD 7298 02:22:02,710 --> 02:22:02,720 look at the overall trends with our BBSD 7299 02:22:02,720 --> 02:22:05,429 look at the overall trends with our BBSD safe to tell reports. For clarity, 7300 02:22:05,429 --> 02:22:05,439 safe to tell reports. For clarity, 7301 02:22:05,439 --> 02:22:07,830 safe to tell reports. For clarity, suicide risk review reports are also 7302 02:22:07,830 --> 02:22:07,840 suicide risk review reports are also 7303 02:22:07,840 --> 02:22:11,030 suicide risk review reports are also included in this data. Safe to tell 7304 02:22:11,030 --> 02:22:11,040 included in this data. Safe to tell 7305 02:22:11,040 --> 02:22:13,750 included in this data. Safe to tell Colorado provides an anonymous way for 7306 02:22:13,750 --> 02:22:13,760 Colorado provides an anonymous way for 7307 02:22:13,760 --> 02:22:16,469 Colorado provides an anonymous way for students, parents, school staff, and 7308 02:22:16,469 --> 02:22:16,479 students, parents, school staff, and 7309 02:22:16,479 --> 02:22:18,870 students, parents, school staff, and community members to report concerns 7310 02:22:18,870 --> 02:22:18,880 community members to report concerns 7311 02:22:18,880 --> 02:22:20,950 community members to report concerns about their own safety or the safety of 7312 02:22:20,950 --> 02:22:20,960 about their own safety or the safety of 7313 02:22:20,960 --> 02:22:23,349 about their own safety or the safety of others. The program was founded on the 7314 02:22:23,349 --> 02:22:23,359 others. The program was founded on the 7315 02:22:23,359 --> 02:22:24,870 others. The program was founded on the belief that prevention and early 7316 02:22:24,870 --> 02:22:24,880 belief that prevention and early 7317 02:22:24,880 --> 02:22:26,710 belief that prevention and early intervention are key to reducing 7318 02:22:26,710 --> 02:22:26,720 intervention are key to reducing 7319 02:22:26,720 --> 02:22:29,750 intervention are key to reducing violence and saving lives. Safe to tell 7320 02:22:29,750 --> 02:22:29,760 violence and saving lives. Safe to tell 7321 02:22:29,760 --> 02:22:32,070 violence and saving lives. Safe to tell encourages young people to and community 7322 02:22:32,070 --> 02:22:32,080 encourages young people to and community 7323 02:22:32,080 --> 02:22:33,910 encourages young people to and community members to take an active role in 7324 02:22:33,910 --> 02:22:33,920 members to take an active role in 7325 02:22:33,920 --> 02:22:36,389 members to take an active role in prevention by giving them a direct 7326 02:22:36,389 --> 02:22:36,399 prevention by giving them a direct 7327 02:22:36,399 --> 02:22:38,630 prevention by giving them a direct anonymous way to report concerns and 7328 02:22:38,630 --> 02:22:38,640 anonymous way to report concerns and 7329 02:22:38,640 --> 02:22:41,670 anonymous way to report concerns and empowering them to make a difference. 7330 02:22:41,670 --> 02:22:41,680 empowering them to make a difference. 7331 02:22:41,680 --> 02:22:43,830 empowering them to make a difference. The framework established by this model 7332 02:22:43,830 --> 02:22:43,840 The framework established by this model 7333 02:22:43,840 --> 02:22:46,070 The framework established by this model offers a sophisticated and efficient 7334 02:22:46,070 --> 02:22:46,080 offers a sophisticated and efficient 7335 02:22:46,080 --> 02:22:47,910 offers a sophisticated and efficient system for sharing information with 7336 02:22:47,910 --> 02:22:47,920 system for sharing information with 7337 02:22:47,920 --> 02:22:50,950 system for sharing information with local responders, schools, and district 7338 02:22:50,950 --> 02:22:50,960 local responders, schools, and district 7339 02:22:50,960 --> 02:22:52,309 local responders, schools, and district staff. 7340 02:22:52,309 --> 02:22:52,319 staff. 7341 02:22:52,319 --> 02:22:54,630 staff. Callers can choose from 38 different 7342 02:22:54,630 --> 02:22:54,640 Callers can choose from 38 different 7343 02:22:54,640 --> 02:22:57,270 Callers can choose from 38 different categories of concern, including 7344 02:22:57,270 --> 02:22:57,280 categories of concern, including 7345 02:22:57,280 --> 02:23:01,270 categories of concern, including bullying, depression, suicide, drugs, 7346 02:23:01,270 --> 02:23:01,280 bullying, depression, suicide, drugs, 7347 02:23:01,280 --> 02:23:03,750 bullying, depression, suicide, drugs, violence, and others. Once a report is 7348 02:23:03,750 --> 02:23:03,760 violence, and others. Once a report is 7349 02:23:03,760 --> 02:23:05,910 violence, and others. Once a report is received, school officials and law 7350 02:23:05,910 --> 02:23:05,920 received, school officials and law 7351 02:23:05,920 --> 02:23:08,469 received, school officials and law enforcement after hours begin the 7352 02:23:08,469 --> 02:23:08,479 enforcement after hours begin the 7353 02:23:08,479 --> 02:23:11,030 enforcement after hours begin the investigation. You can see that there 7354 02:23:11,030 --> 02:23:11,040 investigation. You can see that there 7355 02:23:11,040 --> 02:23:13,270 investigation. You can see that there has been a steady increase in reports 7356 02:23:13,270 --> 02:23:13,280 has been a steady increase in reports 7357 02:23:13,280 --> 02:23:17,349 has been a steady increase in reports from 2022 to 2025. This data reflected 7358 02:23:17,349 --> 02:23:17,359 from 2022 to 2025. This data reflected 7359 02:23:17,359 --> 02:23:19,750 from 2022 to 2025. This data reflected here was pulled through the December 8th 7360 02:23:19,750 --> 02:23:19,760 here was pulled through the December 8th 7361 02:23:19,760 --> 02:23:21,670 here was pulled through the December 8th and not reflective of the full first 7362 02:23:21,670 --> 02:23:21,680 and not reflective of the full first 7363 02:23:21,680 --> 02:23:26,309 and not reflective of the full first semester. 7364 02:23:26,309 --> 02:23:26,319 7365 02:23:26,319 --> 02:23:31,270 I got to do the right ones here. 7366 02:23:31,270 --> 02:23:31,280 7367 02:23:31,280 --> 02:23:33,590 As we look at our behavior trends, it's 7368 02:23:33,590 --> 02:23:33,600 As we look at our behavior trends, it's 7369 02:23:33,600 --> 02:23:36,469 As we look at our behavior trends, it's important to recognize what 7370 02:23:36,469 --> 02:23:36,479 important to recognize what 7371 02:23:36,479 --> 02:23:38,230 important to recognize what important to recognize that what 7372 02:23:38,230 --> 02:23:38,240 important to recognize that what 7373 02:23:38,240 --> 02:23:40,950 important to recognize that what students show externally is only part of 7374 02:23:40,950 --> 02:23:40,960 students show externally is only part of 7375 02:23:40,960 --> 02:23:43,349 students show externally is only part of the story. More and more we're also 7376 02:23:43,349 --> 02:23:43,359 the story. More and more we're also 7377 02:23:43,359 --> 02:23:45,190 the story. More and more we're also supporting students who are experiencing 7378 02:23:45,190 --> 02:23:45,200 supporting students who are experiencing 7379 02:23:45,200 --> 02:23:47,670 supporting students who are experiencing internal struggles particularly around 7380 02:23:47,670 --> 02:23:47,680 internal struggles particularly around 7381 02:23:47,680 --> 02:23:50,469 internal struggles particularly around mental health and suicidal ideiation. In 7382 02:23:50,469 --> 02:23:50,479 mental health and suicidal ideiation. In 7383 02:23:50,479 --> 02:23:53,510 mental health and suicidal ideiation. In the first half of the 2526 school year 7384 02:23:53,510 --> 02:23:53,520 the first half of the 2526 school year 7385 02:23:53,520 --> 02:23:55,270 the first half of the 2526 school year we're seeing strong utilization of 7386 02:23:55,270 --> 02:23:55,280 we're seeing strong utilization of 7387 02:23:55,280 --> 02:23:57,030 we're seeing strong utilization of student support services across the 7388 02:23:57,030 --> 02:23:57,040 student support services across the 7389 02:23:57,040 --> 02:23:59,670 student support services across the district reflecting the depth and 7390 02:23:59,670 --> 02:23:59,680 district reflecting the depth and 7391 02:23:59,680 --> 02:24:02,550 district reflecting the depth and complexity of students needs. One key 7392 02:24:02,550 --> 02:24:02,560 complexity of students needs. One key 7393 02:24:02,560 --> 02:24:04,790 complexity of students needs. One key component of this work is our suicide 7394 02:24:04,790 --> 02:24:04,800 component of this work is our suicide 7395 02:24:04,800 --> 02:24:07,830 component of this work is our suicide risk reviews or SRRS. These are 7396 02:24:07,830 --> 02:24:07,840 risk reviews or SRRS. These are 7397 02:24:07,840 --> 02:24:10,150 risk reviews or SRRS. These are initiated any time we're notified of a 7398 02:24:10,150 --> 02:24:10,160 initiated any time we're notified of a 7399 02:24:10,160 --> 02:24:13,429 initiated any time we're notified of a pot potential threat of suicide. The 7400 02:24:13,429 --> 02:24:13,439 pot potential threat of suicide. The 7401 02:24:13,439 --> 02:24:15,910 pot potential threat of suicide. The purpose is to respond quickly, gather 7402 02:24:15,910 --> 02:24:15,920 purpose is to respond quickly, gather 7403 02:24:15,920 --> 02:24:18,230 purpose is to respond quickly, gather accurate information, and ensure that 7404 02:24:18,230 --> 02:24:18,240 accurate information, and ensure that 7405 02:24:18,240 --> 02:24:20,070 accurate information, and ensure that students receive the immediate support 7406 02:24:20,070 --> 02:24:20,080 students receive the immediate support 7407 02:24:20,080 --> 02:24:23,590 students receive the immediate support and care that they need. When an SRR is 7408 02:24:23,590 --> 02:24:23,600 and care that they need. When an SRR is 7409 02:24:23,600 --> 02:24:26,070 and care that they need. When an SRR is initiated, staff work to identify the 7410 02:24:26,070 --> 02:24:26,080 initiated, staff work to identify the 7411 02:24:26,080 --> 02:24:28,550 initiated, staff work to identify the specific source of concern, whether 7412 02:24:28,550 --> 02:24:28,560 specific source of concern, whether 7413 02:24:28,560 --> 02:24:30,950 specific source of concern, whether that's something a student said, 7414 02:24:30,950 --> 02:24:30,960 that's something a student said, 7415 02:24:30,960 --> 02:24:32,950 that's something a student said, something observed, or something 7416 02:24:32,950 --> 02:24:32,960 something observed, or something 7417 02:24:32,960 --> 02:24:35,429 something observed, or something reported by someone else. From there, 7418 02:24:35,429 --> 02:24:35,439 reported by someone else. From there, 7419 02:24:35,439 --> 02:24:37,510 reported by someone else. From there, the process helps to ensure the 7420 02:24:37,510 --> 02:24:37,520 the process helps to ensure the 7421 02:24:37,520 --> 02:24:39,990 the process helps to ensure the appropriate people are notified, 7422 02:24:39,990 --> 02:24:40,000 appropriate people are notified, 7423 02:24:40,000 --> 02:24:41,750 appropriate people are notified, including mental health staff, 7424 02:24:41,750 --> 02:24:41,760 including mental health staff, 7425 02:24:41,760 --> 02:24:44,710 including mental health staff, administrators, families, and outside 7426 02:24:44,710 --> 02:24:44,720 administrators, families, and outside 7427 02:24:44,720 --> 02:24:48,150 administrators, families, and outside partners when necessary. SRS also guide 7428 02:24:48,150 --> 02:24:48,160 partners when necessary. SRS also guide 7429 02:24:48,160 --> 02:24:49,990 partners when necessary. SRS also guide teams in putting the right supports and 7430 02:24:49,990 --> 02:24:50,000 teams in putting the right supports and 7431 02:24:50,000 --> 02:24:52,790 teams in putting the right supports and safety precautions in place immediately. 7432 02:24:52,790 --> 02:24:52,800 safety precautions in place immediately. 7433 02:24:52,800 --> 02:24:55,990 safety precautions in place immediately. to this to do this consistently across 7434 02:24:55,990 --> 02:24:56,000 to this to do this consistently across 7435 02:24:56,000 --> 02:24:58,870 to this to do this consistently across the district. Our staff uses an internal 7436 02:24:58,870 --> 02:24:58,880 the district. Our staff uses an internal 7437 02:24:58,880 --> 02:25:01,349 the district. Our staff uses an internal tool adapted from the Columbia Colombia 7438 02:25:01,349 --> 02:25:01,359 tool adapted from the Columbia Colombia 7439 02:25:01,359 --> 02:25:04,710 tool adapted from the Columbia Colombia suicide severity rating scale which 7440 02:25:04,710 --> 02:25:04,720 suicide severity rating scale which 7441 02:25:04,720 --> 02:25:06,950 suicide severity rating scale which helps them assess level of concern and 7442 02:25:06,950 --> 02:25:06,960 helps them assess level of concern and 7443 02:25:06,960 --> 02:25:09,590 helps them assess level of concern and determine next steps which includes a 7444 02:25:09,590 --> 02:25:09,600 determine next steps which includes a 7445 02:25:09,600 --> 02:25:11,429 determine next steps which includes a support plan. 7446 02:25:11,429 --> 02:25:11,439 support plan. 7447 02:25:11,439 --> 02:25:13,510 support plan. Looking at our looking at our data for 7448 02:25:13,510 --> 02:25:13,520 Looking at our looking at our data for 7449 02:25:13,520 --> 02:25:15,910 Looking at our looking at our data for the 25 and 26 school year, we've 7450 02:25:15,910 --> 02:25:15,920 the 25 and 26 school year, we've 7451 02:25:15,920 --> 02:25:18,550 the 25 and 26 school year, we've completed 369 7452 02:25:18,550 --> 02:25:18,560 completed 369 7453 02:25:18,560 --> 02:25:21,750 completed 369 SRRS as of December 15th with the 7454 02:25:21,750 --> 02:25:21,760 SRRS as of December 15th with the 7455 02:25:21,760 --> 02:25:23,510 SRRS as of December 15th with the highest volume coming from our high 7456 02:25:23,510 --> 02:25:23,520 highest volume coming from our high 7457 02:25:23,520 --> 02:25:27,270 highest volume coming from our high schools. For context, in the 2425 school 7458 02:25:27,270 --> 02:25:27,280 schools. For context, in the 2425 school 7459 02:25:27,280 --> 02:25:31,830 schools. For context, in the 2425 school year, we completed a total of 777 SRRS, 7460 02:25:31,830 --> 02:25:31,840 year, we completed a total of 777 SRRS, 7461 02:25:31,840 --> 02:25:33,990 year, we completed a total of 777 SRRS, which was a decrease of 90 from the 7462 02:25:33,990 --> 02:25:34,000 which was a decrease of 90 from the 7463 02:25:34,000 --> 02:25:36,150 which was a decrease of 90 from the previous year and an an additional 7464 02:25:36,150 --> 02:25:36,160 previous year and an an additional 7465 02:25:36,160 --> 02:25:39,830 previous year and an an additional decrease of 186 from two years ago. This 7466 02:25:39,830 --> 02:25:39,840 decrease of 186 from two years ago. This 7467 02:25:39,840 --> 02:25:42,070 decrease of 186 from two years ago. This overall data reflects the ongoing and 7468 02:25:42,070 --> 02:25:42,080 overall data reflects the ongoing and 7469 02:25:42,080 --> 02:25:44,070 overall data reflects the ongoing and significant need for timely mental 7470 02:25:44,070 --> 02:25:44,080 significant need for timely mental 7471 02:25:44,080 --> 02:25:46,710 significant need for timely mental health response across our schools. 7472 02:25:46,710 --> 02:25:46,720 health response across our schools. 7473 02:25:46,720 --> 02:25:49,349 health response across our schools. Overall, SRRS remain a critical tool in 7474 02:25:49,349 --> 02:25:49,359 Overall, SRRS remain a critical tool in 7475 02:25:49,359 --> 02:25:51,510 Overall, SRRS remain a critical tool in ensuring students are identified, 7476 02:25:51,510 --> 02:25:51,520 ensuring students are identified, 7477 02:25:51,520 --> 02:25:54,230 ensuring students are identified, supported, and kept safe as quickly as 7478 02:25:54,230 --> 02:25:54,240 supported, and kept safe as quickly as 7479 02:25:54,240 --> 02:25:59,910 supported, and kept safe as quickly as possible. 7480 02:25:59,910 --> 02:25:59,920 7481 02:25:59,920 --> 02:26:02,389 As a resource to support our students, 7482 02:26:02,389 --> 02:26:02,399 As a resource to support our students, 7483 02:26:02,399 --> 02:26:03,830 As a resource to support our students, mental health is our mental health 7484 02:26:03,830 --> 02:26:03,840 mental health is our mental health 7485 02:26:03,840 --> 02:26:07,030 mental health is our mental health advocates or MHAs. Their role is to 7486 02:26:07,030 --> 02:26:07,040 advocates or MHAs. Their role is to 7487 02:26:07,040 --> 02:26:09,270 advocates or MHAs. Their role is to provide short-term school-based support 7488 02:26:09,270 --> 02:26:09,280 provide short-term school-based support 7489 02:26:09,280 --> 02:26:11,750 provide short-term school-based support focused on stabilizing students and 7490 02:26:11,750 --> 02:26:11,760 focused on stabilizing students and 7491 02:26:11,760 --> 02:26:14,389 focused on stabilizing students and addressing immediate needs. It is 7492 02:26:14,389 --> 02:26:14,399 addressing immediate needs. It is 7493 02:26:14,399 --> 02:26:16,150 addressing immediate needs. It is important to note that this support is 7494 02:26:16,150 --> 02:26:16,160 important to note that this support is 7495 02:26:16,160 --> 02:26:19,510 important to note that this support is not therapy, but targeted assistance 7496 02:26:19,510 --> 02:26:19,520 not therapy, but targeted assistance 7497 02:26:19,520 --> 02:26:22,469 not therapy, but targeted assistance within the school setting. Also, MHAs 7498 02:26:22,469 --> 02:26:22,479 within the school setting. Also, MHAs 7499 02:26:22,479 --> 02:26:24,150 within the school setting. Also, MHAs work directly with students who have 7500 02:26:24,150 --> 02:26:24,160 work directly with students who have 7501 02:26:24,160 --> 02:26:25,990 work directly with students who have recently experienced major traumatic 7502 02:26:25,990 --> 02:26:26,000 recently experienced major traumatic 7503 02:26:26,000 --> 02:26:28,070 recently experienced major traumatic events and need additional care to 7504 02:26:28,070 --> 02:26:28,080 events and need additional care to 7505 02:26:28,080 --> 02:26:31,030 events and need additional care to regain stability. Their goal is to 7506 02:26:31,030 --> 02:26:31,040 regain stability. Their goal is to 7507 02:26:31,040 --> 02:26:33,349 regain stability. Their goal is to promote academic success and resilience 7508 02:26:33,349 --> 02:26:33,359 promote academic success and resilience 7509 02:26:33,359 --> 02:26:36,070 promote academic success and resilience by offering intensive social emotional 7510 02:26:36,070 --> 02:26:36,080 by offering intensive social emotional 7511 02:26:36,080 --> 02:26:38,870 by offering intensive social emotional support impacting their academic 7512 02:26:38,870 --> 02:26:38,880 support impacting their academic 7513 02:26:38,880 --> 02:26:42,070 support impacting their academic progress. As of December 15th, we 7514 02:26:42,070 --> 02:26:42,080 progress. As of December 15th, we 7515 02:26:42,080 --> 02:26:45,030 progress. As of December 15th, we completed 1,284 7516 02:26:45,030 --> 02:26:45,040 completed 1,284 7517 02:26:45,040 --> 02:26:48,309 completed 1,284 MHA referrals reflecting ongoing high 7518 02:26:48,309 --> 02:26:48,319 MHA referrals reflecting ongoing high 7519 02:26:48,319 --> 02:26:50,630 MHA referrals reflecting ongoing high demand for support. The previous year 7520 02:26:50,630 --> 02:26:50,640 demand for support. The previous year 7521 02:26:50,640 --> 02:26:55,429 demand for support. The previous year total referrals for the year was 1,847 7522 02:26:55,429 --> 02:26:55,439 total referrals for the year was 1,847 7523 02:26:55,439 --> 02:26:57,429 total referrals for the year was 1,847 and 1,111 7524 02:26:57,429 --> 02:26:57,439 and 1,111 7525 02:26:57,439 --> 02:26:59,349 and 1,111 at semester. 7526 02:26:59,349 --> 02:26:59,359 at semester. 7527 02:26:59,359 --> 02:27:02,710 at semester. Every SRR and MHA referral requires a 7528 02:27:02,710 --> 02:27:02,720 Every SRR and MHA referral requires a 7529 02:27:02,720 --> 02:27:05,750 Every SRR and MHA referral requires a coordinated school-based team, typically 7530 02:27:05,750 --> 02:27:05,760 coordinated school-based team, typically 7531 02:27:05,760 --> 02:27:09,510 coordinated school-based team, typically including school counselors, MHAs, 7532 02:27:09,510 --> 02:27:09,520 including school counselors, MHAs, 7533 02:27:09,520 --> 02:27:12,870 including school counselors, MHAs, social workers, school nurses, and/or 7534 02:27:12,870 --> 02:27:12,880 social workers, school nurses, and/or 7535 02:27:12,880 --> 02:27:15,110 social workers, school nurses, and/or school psychologist to provide 7536 02:27:15,110 --> 02:27:15,120 school psychologist to provide 7537 02:27:15,120 --> 02:27:17,110 school psychologist to provide comprehensive wraparound support for 7538 02:27:17,110 --> 02:27:17,120 comprehensive wraparound support for 7539 02:27:17,120 --> 02:27:20,150 comprehensive wraparound support for each student. This work often involves 7540 02:27:20,150 --> 02:27:20,160 each student. This work often involves 7541 02:27:20,160 --> 02:27:22,630 each student. This work often involves developing support plans, collaborating 7542 02:27:22,630 --> 02:27:22,640 developing support plans, collaborating 7543 02:27:22,640 --> 02:27:25,110 developing support plans, collaborating closely with parents and guardians, and 7544 02:27:25,110 --> 02:27:25,120 closely with parents and guardians, and 7545 02:27:25,120 --> 02:27:28,230 closely with parents and guardians, and partnering with outside agencies and 7546 02:27:28,230 --> 02:27:28,240 partnering with outside agencies and 7547 02:27:28,240 --> 02:27:30,309 partnering with outside agencies and community a providers and community 7548 02:27:30,309 --> 02:27:30,319 community a providers and community 7549 02:27:30,319 --> 02:27:32,790 community a providers and community agencies. Although we are declining in 7550 02:27:32,790 --> 02:27:32,800 agencies. Although we are declining in 7551 02:27:32,800 --> 02:27:34,710 agencies. Although we are declining in enrollment, we are still seeing a slight 7552 02:27:34,710 --> 02:27:34,720 enrollment, we are still seeing a slight 7553 02:27:34,720 --> 02:27:37,349 enrollment, we are still seeing a slight increase in the MHA numbers of referrals 7554 02:27:37,349 --> 02:27:37,359 increase in the MHA numbers of referrals 7555 02:27:37,359 --> 02:27:39,429 increase in the MHA numbers of referrals for the year. We are continuously 7556 02:27:39,429 --> 02:27:39,439 for the year. We are continuously 7557 02:27:39,439 --> 02:27:42,790 for the year. We are continuously monitoring the intensity 7558 02:27:42,790 --> 02:27:42,800 monitoring the intensity 7559 02:27:42,800 --> 02:27:47,990 monitoring the intensity of the needs, especially Oh my. 7560 02:27:47,990 --> 02:27:48,000 7561 02:27:48,000 --> 02:27:50,469 Thank you. Sorry, my computer Oh, no. It 7562 02:27:50,469 --> 02:27:50,479 Thank you. Sorry, my computer Oh, no. It 7563 02:27:50,479 --> 02:27:51,750 Thank you. Sorry, my computer Oh, no. It just came back. 7564 02:27:51,750 --> 02:27:51,760 just came back. 7565 02:27:51,760 --> 02:27:53,429 just came back. >> That was weird. My whole system went 7566 02:27:53,429 --> 02:27:53,439 >> That was weird. My whole system went 7567 02:27:53,439 --> 02:27:54,070 >> That was weird. My whole system went down 7568 02:27:54,070 --> 02:27:54,080 down 7569 02:27:54,080 --> 02:27:56,550 down >> for a second. 7570 02:27:56,550 --> 02:27:56,560 >> for a second. 7571 02:27:56,560 --> 02:28:03,030 >> for a second. Let me find where I was. I apologize. 7572 02:28:03,030 --> 02:28:03,040 7573 02:28:03,040 --> 02:28:07,110 Okay. 7574 02:28:07,110 --> 02:28:07,120 7575 02:28:07,120 --> 02:28:08,710 So, we're going to start again. Thank 7576 02:28:08,710 --> 02:28:08,720 So, we're going to start again. Thank 7577 02:28:08,720 --> 02:28:10,790 So, we're going to start again. Thank you. Um, although we are declining in 7578 02:28:10,790 --> 02:28:10,800 you. Um, although we are declining in 7579 02:28:10,800 --> 02:28:12,790 you. Um, although we are declining in enrollment, we are still seeing a slight 7580 02:28:12,790 --> 02:28:12,800 enrollment, we are still seeing a slight 7581 02:28:12,800 --> 02:28:15,270 enrollment, we are still seeing a slight increase in the MHA number and referrals 7582 02:28:15,270 --> 02:28:15,280 increase in the MHA number and referrals 7583 02:28:15,280 --> 02:28:17,270 increase in the MHA number and referrals for the year. We are continuously 7584 02:28:17,270 --> 02:28:17,280 for the year. We are continuously 7585 02:28:17,280 --> 02:28:19,349 for the year. We are continuously monitoring the intensity of needs, 7586 02:28:19,349 --> 02:28:19,359 monitoring the intensity of needs, 7587 02:28:19,359 --> 02:28:20,790 monitoring the intensity of needs, especially as our providers are 7588 02:28:20,790 --> 02:28:20,800 especially as our providers are 7589 02:28:20,800 --> 02:28:22,550 especially as our providers are navigating this work while managing 7590 02:28:22,550 --> 02:28:22,560 navigating this work while managing 7591 02:28:22,560 --> 02:28:24,630 navigating this work while managing through limited district resources in 7592 02:28:24,630 --> 02:28:24,640 through limited district resources in 7593 02:28:24,640 --> 02:28:31,750 through limited district resources in this area. 7594 02:28:31,750 --> 02:28:31,760 7595 02:28:31,760 --> 02:28:33,590 As a reminder, the board received an 7596 02:28:33,590 --> 02:28:33,600 As a reminder, the board received an 7597 02:28:33,600 --> 02:28:35,750 As a reminder, the board received an update earlier this year on the bewell 7598 02:28:35,750 --> 02:28:35,760 update earlier this year on the bewell 7599 02:28:35,760 --> 02:28:37,990 update earlier this year on the bewell actions that are prioritized by our 7600 02:28:37,990 --> 02:28:38,000 actions that are prioritized by our 7601 02:28:38,000 --> 02:28:40,150 actions that are prioritized by our district. We are currently in the 7602 02:28:40,150 --> 02:28:40,160 district. We are currently in the 7603 02:28:40,160 --> 02:28:41,910 district. We are currently in the process of taking steps in alignment 7604 02:28:41,910 --> 02:28:41,920 process of taking steps in alignment 7605 02:28:41,920 --> 02:28:44,309 process of taking steps in alignment with the recommendations outlined by the 7606 02:28:44,309 --> 02:28:44,319 with the recommendations outlined by the 7607 02:28:44,319 --> 02:28:47,429 with the recommendations outlined by the Renee Crown Wellness Institute. For the 7608 02:28:47,429 --> 02:28:47,439 Renee Crown Wellness Institute. For the 7609 02:28:47,439 --> 02:28:49,270 Renee Crown Wellness Institute. For the board and for those watching, the Be 7610 02:28:49,270 --> 02:28:49,280 board and for those watching, the Be 7611 02:28:49,280 --> 02:28:51,110 board and for those watching, the Be Well Project was created to help us 7612 02:28:51,110 --> 02:28:51,120 Well Project was created to help us 7613 02:28:51,120 --> 02:28:53,429 Well Project was created to help us better understand the perspectives of 7614 02:28:53,429 --> 02:28:53,439 better understand the perspectives of 7615 02:28:53,439 --> 02:28:54,950 better understand the perspectives of the people who are closest to our 7616 02:28:54,950 --> 02:28:54,960 the people who are closest to our 7617 02:28:54,960 --> 02:28:57,670 the people who are closest to our school's day-to-day experiences. 7618 02:28:57,670 --> 02:28:57,680 school's day-to-day experiences. 7619 02:28:57,680 --> 02:29:00,150 school's day-to-day experiences. That includes our educators, our 7620 02:29:00,150 --> 02:29:00,160 That includes our educators, our 7621 02:29:00,160 --> 02:29:02,230 That includes our educators, our families, and of course, our students 7622 02:29:02,230 --> 02:29:02,240 families, and of course, our students 7623 02:29:02,240 --> 02:29:03,750 families, and of course, our students themselves. 7624 02:29:03,750 --> 02:29:03,760 themselves. 7625 02:29:03,760 --> 02:29:05,670 themselves. We wanted to hear directly from these 7626 02:29:05,670 --> 02:29:05,680 We wanted to hear directly from these 7627 02:29:05,680 --> 02:29:07,590 We wanted to hear directly from these groups because they see firsthand what 7628 02:29:07,590 --> 02:29:07,600 groups because they see firsthand what 7629 02:29:07,600 --> 02:29:09,750 groups because they see firsthand what students are experiencing and what 7630 02:29:09,750 --> 02:29:09,760 students are experiencing and what 7631 02:29:09,760 --> 02:29:12,389 students are experiencing and what supports are or are not working for 7632 02:29:12,389 --> 02:29:12,399 supports are or are not working for 7633 02:29:12,399 --> 02:29:15,830 supports are or are not working for them. By gathering insights from all 7634 02:29:15,830 --> 02:29:15,840 them. By gathering insights from all 7635 02:29:15,840 --> 02:29:18,070 them. By gathering insights from all three groups, the project aimed to 7636 02:29:18,070 --> 02:29:18,080 three groups, the project aimed to 7637 02:29:18,080 --> 02:29:20,550 three groups, the project aimed to identify our bright spots, areas where 7638 02:29:20,550 --> 02:29:20,560 identify our bright spots, areas where 7639 02:29:20,560 --> 02:29:22,950 identify our bright spots, areas where we are already doing well, as well as 7640 02:29:22,950 --> 02:29:22,960 we are already doing well, as well as 7641 02:29:22,960 --> 02:29:25,349 we are already doing well, as well as gaps that need our attention. 7642 02:29:25,349 --> 02:29:25,359 gaps that need our attention. 7643 02:29:25,359 --> 02:29:27,590 gaps that need our attention. Ultimately, the goal of the Be Well 7644 02:29:27,590 --> 02:29:27,600 Ultimately, the goal of the Be Well 7645 02:29:27,600 --> 02:29:29,270 Ultimately, the goal of the Be Well project is to use what we have learned 7646 02:29:29,270 --> 02:29:29,280 project is to use what we have learned 7647 02:29:29,280 --> 02:29:31,830 project is to use what we have learned to strengthen and expand the mental 7648 02:29:31,830 --> 02:29:31,840 to strengthen and expand the mental 7649 02:29:31,840 --> 02:29:34,630 to strengthen and expand the mental health supports available to our 7650 02:29:34,630 --> 02:29:34,640 health supports available to our 7651 02:29:34,640 --> 02:29:39,270 health supports available to our students across BBSD. 7652 02:29:39,270 --> 02:29:39,280 7653 02:29:39,280 --> 02:29:41,429 As you can see, the Be Well report 7654 02:29:41,429 --> 02:29:41,439 As you can see, the Be Well report 7655 02:29:41,439 --> 02:29:43,670 As you can see, the Be Well report identified five key findings that are 7656 02:29:43,670 --> 02:29:43,680 identified five key findings that are 7657 02:29:43,680 --> 02:29:47,349 identified five key findings that are guiding our next steps. 7658 02:29:47,349 --> 02:29:47,359 guiding our next steps. 7659 02:29:47,359 --> 02:29:49,030 guiding our next steps. There we go. I didn't know I had that 7660 02:29:49,030 --> 02:29:49,040 There we go. I didn't know I had that 7661 02:29:49,040 --> 02:29:52,550 There we go. I didn't know I had that extra thing there. Um, five key findings 7662 02:29:52,550 --> 02:29:52,560 extra thing there. Um, five key findings 7663 02:29:52,560 --> 02:29:55,910 extra thing there. Um, five key findings that are guiding our next steps. 7664 02:29:55,910 --> 02:29:55,920 that are guiding our next steps. 7665 02:29:55,920 --> 02:29:58,870 that are guiding our next steps. These findings are focused on students 7666 02:29:58,870 --> 02:29:58,880 These findings are focused on students 7667 02:29:58,880 --> 02:30:02,630 These findings are focused on students own reports of their mental wellbeing, 7668 02:30:02,630 --> 02:30:02,640 own reports of their mental wellbeing, 7669 02:30:02,640 --> 02:30:04,710 own reports of their mental wellbeing, how aware students and families are of 7670 02:30:04,710 --> 02:30:04,720 how aware students and families are of 7671 02:30:04,720 --> 02:30:06,550 how aware students and families are of the mental health supports available to 7672 02:30:06,550 --> 02:30:06,560 the mental health supports available to 7673 02:30:06,560 --> 02:30:08,230 the mental health supports available to them, 7674 02:30:08,230 --> 02:30:08,240 them, 7675 02:30:08,240 --> 02:30:10,230 them, how frequently wellness centers and 7676 02:30:10,230 --> 02:30:10,240 how frequently wellness centers and 7677 02:30:10,240 --> 02:30:13,349 how frequently wellness centers and other supports are being used, 7678 02:30:13,349 --> 02:30:13,359 other supports are being used, 7679 02:30:13,359 --> 02:30:15,510 other supports are being used, families awareness of mental health 7680 02:30:15,510 --> 02:30:15,520 families awareness of mental health 7681 02:30:15,520 --> 02:30:17,990 families awareness of mental health resources across BBSD, 7682 02:30:17,990 --> 02:30:18,000 resources across BBSD, 7683 02:30:18,000 --> 02:30:20,630 resources across BBSD, and the broader BBSD systems that are 7684 02:30:20,630 --> 02:30:20,640 and the broader BBSD systems that are 7685 02:30:20,640 --> 02:30:22,630 and the broader BBSD systems that are currently in place to support students 7686 02:30:22,630 --> 02:30:22,640 currently in place to support students 7687 02:30:22,640 --> 02:30:25,030 currently in place to support students mental health. Our valued include 7688 02:30:25,030 --> 02:30:25,040 mental health. Our valued include 7689 02:30:25,040 --> 02:30:27,190 mental health. Our valued include working group has taken a closer look 7690 02:30:27,190 --> 02:30:27,200 working group has taken a closer look 7691 02:30:27,200 --> 02:30:29,510 working group has taken a closer look into those recommendations. The above 7692 02:30:29,510 --> 02:30:29,520 into those recommendations. The above 7693 02:30:29,520 --> 02:30:31,910 into those recommendations. The above data helped us determine where to focus 7694 02:30:31,910 --> 02:30:31,920 data helped us determine where to focus 7695 02:30:31,920 --> 02:30:35,429 data helped us determine where to focus first, what can be built out over time, 7696 02:30:35,429 --> 02:30:35,439 first, what can be built out over time, 7697 02:30:35,439 --> 02:30:37,990 first, what can be built out over time, and how we can best support students 7698 02:30:37,990 --> 02:30:38,000 and how we can best support students 7699 02:30:38,000 --> 02:30:42,710 and how we can best support students across the district moving forward. 7700 02:30:42,710 --> 02:30:42,720 7701 02:30:42,720 --> 02:30:45,429 And now we are going to open up the 7702 02:30:45,429 --> 02:30:45,439 And now we are going to open up the 7703 02:30:45,439 --> 02:30:47,510 And now we are going to open up the presentation for questions. Sen and I 7704 02:30:47,510 --> 02:30:47,520 presentation for questions. Sen and I 7705 02:30:47,520 --> 02:30:51,590 presentation for questions. Sen and I are happy to answer. 7706 02:30:51,590 --> 02:30:51,600 7707 02:30:51,600 --> 02:30:54,389 Thank you for that very thorough 7708 02:30:54,389 --> 02:30:54,399 Thank you for that very thorough 7709 02:30:54,399 --> 02:30:56,630 Thank you for that very thorough discuss conversation. Dr. Anderson wants 7710 02:30:56,630 --> 02:30:56,640 discuss conversation. Dr. Anderson wants 7711 02:30:56,640 --> 02:30:58,070 discuss conversation. Dr. Anderson wants to kick us off with questions. I can 7712 02:30:58,070 --> 02:30:58,080 to kick us off with questions. I can 7713 02:30:58,080 --> 02:30:59,110 to kick us off with questions. I can see. 7714 02:30:59,110 --> 02:30:59,120 see. 7715 02:30:59,120 --> 02:31:01,990 see. >> Thank you. Um, you know, board members, 7716 02:31:01,990 --> 02:31:02,000 >> Thank you. Um, you know, board members, 7717 02:31:02,000 --> 02:31:06,550 >> Thank you. Um, you know, board members, as you can see, uh, the need for mental 7718 02:31:06,550 --> 02:31:06,560 as you can see, uh, the need for mental 7719 02:31:06,560 --> 02:31:08,150 as you can see, uh, the need for mental health advocates and mental health 7720 02:31:08,150 --> 02:31:08,160 health advocates and mental health 7721 02:31:08,160 --> 02:31:11,030 health advocates and mental health support continues to grow. Uh, you know, 7722 02:31:11,030 --> 02:31:11,040 support continues to grow. Uh, you know, 7723 02:31:11,040 --> 02:31:14,070 support continues to grow. Uh, you know, I think that that is, um, 7724 02:31:14,070 --> 02:31:14,080 I think that that is, um, 7725 02:31:14,080 --> 02:31:17,110 I think that that is, um, that is that is a growing trend. Um, and 7726 02:31:17,110 --> 02:31:17,120 that is that is a growing trend. Um, and 7727 02:31:17,120 --> 02:31:19,190 that is that is a growing trend. Um, and as we know and think about the resources 7728 02:31:19,190 --> 02:31:19,200 as we know and think about the resources 7729 02:31:19,200 --> 02:31:21,429 as we know and think about the resources that we get to support mental health in 7730 02:31:21,429 --> 02:31:21,439 that we get to support mental health in 7731 02:31:21,439 --> 02:31:24,469 that we get to support mental health in our school district, um, th those are 7732 02:31:24,469 --> 02:31:24,479 our school district, um, th those are 7733 02:31:24,479 --> 02:31:27,110 our school district, um, th those are are not I they're not they're not 7734 02:31:27,110 --> 02:31:27,120 are not I they're not they're not 7735 02:31:27,120 --> 02:31:30,550 are not I they're not they're not directly correlated to our need. Uh, so 7736 02:31:30,550 --> 02:31:30,560 directly correlated to our need. Uh, so 7737 02:31:30,560 --> 02:31:32,630 directly correlated to our need. Uh, so if the need goes up, there's no extra 7738 02:31:32,630 --> 02:31:32,640 if the need goes up, there's no extra 7739 02:31:32,640 --> 02:31:35,190 if the need goes up, there's no extra dollars to support the mental health of 7740 02:31:35,190 --> 02:31:35,200 dollars to support the mental health of 7741 02:31:35,200 --> 02:31:38,790 dollars to support the mental health of of of students that are in our school 7742 02:31:38,790 --> 02:31:38,800 of of students that are in our school 7743 02:31:38,800 --> 02:31:40,230 of of students that are in our school district. and we we do a lot of 7744 02:31:40,230 --> 02:31:40,240 district. and we we do a lot of 7745 02:31:40,240 --> 02:31:43,190 district. and we we do a lot of proactive work to help kids so they can 7746 02:31:43,190 --> 02:31:43,200 proactive work to help kids so they can 7747 02:31:43,200 --> 02:31:47,510 proactive work to help kids so they can they can be mentally ready to learn. Um 7748 02:31:47,510 --> 02:31:47,520 they can be mentally ready to learn. Um 7749 02:31:47,520 --> 02:31:49,510 they can be mentally ready to learn. Um and so I will just say that this the the 7750 02:31:49,510 --> 02:31:49,520 and so I will just say that this the the 7751 02:31:49,520 --> 02:31:51,750 and so I will just say that this the the declining resources 7752 02:31:51,750 --> 02:31:51,760 declining resources 7753 02:31:51,760 --> 02:31:55,590 declining resources uh is a challenge for us. And then also 7754 02:31:55,590 --> 02:31:55,600 uh is a challenge for us. And then also 7755 02:31:55,600 --> 02:31:57,750 uh is a challenge for us. And then also uh this is where some of the small 7756 02:31:57,750 --> 02:31:57,760 uh this is where some of the small 7757 02:31:57,760 --> 02:32:01,190 uh this is where some of the small school challenge that we discussed as we 7758 02:32:01,190 --> 02:32:01,200 school challenge that we discussed as we 7759 02:32:01,200 --> 02:32:03,429 school challenge that we discussed as we discussed declining role. It re 7760 02:32:03,429 --> 02:32:03,439 discussed declining role. It re 7761 02:32:03,439 --> 02:32:06,070 discussed declining role. It re declining enrollment really shows itself 7762 02:32:06,070 --> 02:32:06,080 declining enrollment really shows itself 7763 02:32:06,080 --> 02:32:08,150 declining enrollment really shows itself because when you have growing needs and 7764 02:32:08,150 --> 02:32:08,160 because when you have growing needs and 7765 02:32:08,160 --> 02:32:09,750 because when you have growing needs and you're going from full-time to halftime 7766 02:32:09,750 --> 02:32:09,760 you're going from full-time to halftime 7767 02:32:09,760 --> 02:32:11,349 you're going from full-time to halftime counselors and you're reducing the 7768 02:32:11,349 --> 02:32:11,359 counselors and you're reducing the 7769 02:32:11,359 --> 02:32:14,230 counselors and you're reducing the number of mental health advocates. uh 7770 02:32:14,230 --> 02:32:14,240 number of mental health advocates. uh 7771 02:32:14,240 --> 02:32:17,270 number of mental health advocates. uh you know thinking about how you can have 7772 02:32:17,270 --> 02:32:17,280 you know thinking about how you can have 7773 02:32:17,280 --> 02:32:19,030 you know thinking about how you can have schools that are more filled with kids 7774 02:32:19,030 --> 02:32:19,040 schools that are more filled with kids 7775 02:32:19,040 --> 02:32:21,910 schools that are more filled with kids and resourced fully versus smaller 7776 02:32:21,910 --> 02:32:21,920 and resourced fully versus smaller 7777 02:32:21,920 --> 02:32:24,550 and resourced fully versus smaller schools that are partially resourced. I 7778 02:32:24,550 --> 02:32:24,560 schools that are partially resourced. I 7779 02:32:24,560 --> 02:32:27,349 schools that are partially resourced. I do think that that that comes into play. 7780 02:32:27,349 --> 02:32:27,359 do think that that that comes into play. 7781 02:32:27,359 --> 02:32:29,590 do think that that that comes into play. Um so I just kind of wanted to lead with 7782 02:32:29,590 --> 02:32:29,600 Um so I just kind of wanted to lead with 7783 02:32:29,600 --> 02:32:32,230 Um so I just kind of wanted to lead with those two ideas. 7784 02:32:32,230 --> 02:32:32,240 those two ideas. 7785 02:32:32,240 --> 02:32:33,910 those two ideas. I have a question looking kind of just 7786 02:32:33,910 --> 02:32:33,920 I have a question looking kind of just 7787 02:32:33,920 --> 02:32:35,429 I have a question looking kind of just doing some quick math as you were 7788 02:32:35,429 --> 02:32:35,439 doing some quick math as you were 7789 02:32:35,439 --> 02:32:39,510 doing some quick math as you were presenting. The suicide uh risk reviews, 7790 02:32:39,510 --> 02:32:39,520 presenting. The suicide uh risk reviews, 7791 02:32:39,520 --> 02:32:41,750 presenting. The suicide uh risk reviews, the um request for mental health 7792 02:32:41,750 --> 02:32:41,760 the um request for mental health 7793 02:32:41,760 --> 02:32:44,630 the um request for mental health advocate support and the safe to tell 7794 02:32:44,630 --> 02:32:44,640 advocate support and the safe to tell 7795 02:32:44,640 --> 02:32:46,790 advocate support and the safe to tell reports all were higher in the first 7796 02:32:46,790 --> 02:32:46,800 reports all were higher in the first 7797 02:32:46,800 --> 02:32:48,870 reports all were higher in the first semester than in the second semester. 7798 02:32:48,870 --> 02:32:48,880 semester than in the second semester. 7799 02:32:48,880 --> 02:32:52,230 semester than in the second semester. And I'm wondering 7800 02:32:52,230 --> 02:32:52,240 And I'm wondering 7801 02:32:52,240 --> 02:32:54,469 And I'm wondering as we think about academic stress and 7802 02:32:54,469 --> 02:32:54,479 as we think about academic stress and 7803 02:32:54,479 --> 02:32:55,990 as we think about academic stress and the the conditions in which our students 7804 02:32:55,990 --> 02:32:56,000 the the conditions in which our students 7805 02:32:56,000 --> 02:32:59,590 the the conditions in which our students are showing up to school like if we have 7806 02:32:59,590 --> 02:32:59,600 are showing up to school like if we have 7807 02:32:59,600 --> 02:33:01,110 are showing up to school like if we have if there's something at the start of the 7808 02:33:01,110 --> 02:33:01,120 if there's something at the start of the 7809 02:33:01,120 --> 02:33:03,590 if there's something at the start of the year that maybe not that are we could 7810 02:33:03,590 --> 02:33:03,600 year that maybe not that are we could 7811 02:33:03,600 --> 02:33:05,110 year that maybe not that are we could help our students with to prepare or 7812 02:33:05,110 --> 02:33:05,120 help our students with to prepare or 7813 02:33:05,120 --> 02:33:06,710 help our students with to prepare or what that might be or in the future just 7814 02:33:06,710 --> 02:33:06,720 what that might be or in the future just 7815 02:33:06,720 --> 02:33:08,550 what that might be or in the future just looking at the data in those. I know 7816 02:33:08,550 --> 02:33:08,560 looking at the data in those. I know 7817 02:33:08,560 --> 02:33:10,150 looking at the data in those. I know sometimes we've seen data on different 7818 02:33:10,150 --> 02:33:10,160 sometimes we've seen data on different 7819 02:33:10,160 --> 02:33:12,389 sometimes we've seen data on different items that kind of show the monthtomonth 7820 02:33:12,389 --> 02:33:12,399 items that kind of show the monthtomonth 7821 02:33:12,399 --> 02:33:13,990 items that kind of show the monthtomonth like is it correlated with the start of 7822 02:33:13,990 --> 02:33:14,000 like is it correlated with the start of 7823 02:33:14,000 --> 02:33:15,030 like is it correlated with the start of the school year and there's a lot of 7824 02:33:15,030 --> 02:33:15,040 the school year and there's a lot of 7825 02:33:15,040 --> 02:33:16,469 the school year and there's a lot of unknown expectations and I'm feeling 7826 02:33:16,469 --> 02:33:16,479 unknown expectations and I'm feeling 7827 02:33:16,479 --> 02:33:17,830 unknown expectations and I'm feeling overwhelmed. I can't get out of the 7828 02:33:17,830 --> 02:33:17,840 overwhelmed. I can't get out of the 7829 02:33:17,840 --> 02:33:19,349 overwhelmed. I can't get out of the class that I thought I was capable of 7830 02:33:19,349 --> 02:33:19,359 class that I thought I was capable of 7831 02:33:19,359 --> 02:33:21,190 class that I thought I was capable of taking, but it's now it's too hard. Is 7832 02:33:21,190 --> 02:33:21,200 taking, but it's now it's too hard. Is 7833 02:33:21,200 --> 02:33:23,750 taking, but it's now it's too hard. Is it midterm? Like I'm curious if over 7834 02:33:23,750 --> 02:33:23,760 it midterm? Like I'm curious if over 7835 02:33:23,760 --> 02:33:26,070 it midterm? Like I'm curious if over time just because for all of the all 7836 02:33:26,070 --> 02:33:26,080 time just because for all of the all 7837 02:33:26,080 --> 02:33:27,510 time just because for all of the all three of those types of reports the 7838 02:33:27,510 --> 02:33:27,520 three of those types of reports the 7839 02:33:27,520 --> 02:33:30,309 three of those types of reports the numbers were larger in the start of the 7840 02:33:30,309 --> 02:33:30,319 numbers were larger in the start of the 7841 02:33:30,319 --> 02:33:32,550 numbers were larger in the start of the semester and like really supporting our 7842 02:33:32,550 --> 02:33:32,560 semester and like really supporting our 7843 02:33:32,560 --> 02:33:34,870 semester and like really supporting our kids um early will help them be 7844 02:33:34,870 --> 02:33:34,880 kids um early will help them be 7845 02:33:34,880 --> 02:33:35,910 kids um early will help them be successful throughout the year. So I'm 7846 02:33:35,910 --> 02:33:35,920 successful throughout the year. So I'm 7847 02:33:35,920 --> 02:33:37,910 successful throughout the year. So I'm just kind of curious in the future to 7848 02:33:37,910 --> 02:33:37,920 just kind of curious in the future to 7849 02:33:37,920 --> 02:33:40,070 just kind of curious in the future to dig into that a little bit more so we 7850 02:33:40,070 --> 02:33:40,080 dig into that a little bit more so we 7851 02:33:40,080 --> 02:33:41,750 dig into that a little bit more so we can really make sure our setting our 7852 02:33:41,750 --> 02:33:41,760 can really make sure our setting our 7853 02:33:41,760 --> 02:33:43,990 can really make sure our setting our kids off on a positive trajectory. I I 7854 02:33:43,990 --> 02:33:44,000 kids off on a positive trajectory. I I 7855 02:33:44,000 --> 02:33:45,750 kids off on a positive trajectory. I I think that's as as you all contemplate 7856 02:33:45,750 --> 02:33:45,760 think that's as as you all contemplate 7857 02:33:45,760 --> 02:33:47,190 think that's as as you all contemplate homework and grading policies, I think 7858 02:33:47,190 --> 02:33:47,200 homework and grading policies, I think 7859 02:33:47,200 --> 02:33:48,710 homework and grading policies, I think that's an important data point for us to 7860 02:33:48,710 --> 02:33:48,720 that's an important data point for us to 7861 02:33:48,720 --> 02:33:51,270 that's an important data point for us to see to see what we can get to the extent 7862 02:33:51,270 --> 02:33:51,280 see to see what we can get to the extent 7863 02:33:51,280 --> 02:33:53,110 see to see what we can get to the extent that we could create a visualization 7864 02:33:53,110 --> 02:33:53,120 that we could create a visualization 7865 02:33:53,120 --> 02:33:54,469 that we could create a visualization that's similar to the discipline 7866 02:33:54,469 --> 02:33:54,479 that's similar to the discipline 7867 02:33:54,479 --> 02:33:57,030 that's similar to the discipline referrals by month. Um I'm wondering 7868 02:33:57,030 --> 02:33:57,040 referrals by month. Um I'm wondering 7869 02:33:57,040 --> 02:33:58,389 referrals by month. Um I'm wondering I'll have to go back to the team, but I 7870 02:33:58,389 --> 02:33:58,399 I'll have to go back to the team, but I 7871 02:33:58,399 --> 02:33:59,750 I'll have to go back to the team, but I could see what see where that be would 7872 02:33:59,750 --> 02:33:59,760 could see what see where that be would 7873 02:33:59,760 --> 02:34:02,950 could see what see where that be would be something to take into consideration. 7874 02:34:02,950 --> 02:34:02,960 be something to take into consideration. 7875 02:34:02,960 --> 02:34:05,429 be something to take into consideration. I think another area that um impacts 7876 02:34:05,429 --> 02:34:05,439 I think another area that um impacts 7877 02:34:05,439 --> 02:34:07,349 I think another area that um impacts that as well is we are coming off a 7878 02:34:07,349 --> 02:34:07,359 that as well is we are coming off a 7879 02:34:07,359 --> 02:34:10,230 that as well is we are coming off a summer and so students don't have that 7880 02:34:10,230 --> 02:34:10,240 summer and so students don't have that 7881 02:34:10,240 --> 02:34:13,670 summer and so students don't have that direct um supportive adult in a school 7882 02:34:13,670 --> 02:34:13,680 direct um supportive adult in a school 7883 02:34:13,680 --> 02:34:15,670 direct um supportive adult in a school system to talk to day-to-day. So 7884 02:34:15,670 --> 02:34:15,680 system to talk to day-to-day. So 7885 02:34:15,680 --> 02:34:17,590 system to talk to day-to-day. So oftentimes when we come back to school 7886 02:34:17,590 --> 02:34:17,600 oftentimes when we come back to school 7887 02:34:17,600 --> 02:34:19,990 oftentimes when we come back to school our providers are you know inundated 7888 02:34:19,990 --> 02:34:20,000 our providers are you know inundated 7889 02:34:20,000 --> 02:34:21,429 our providers are you know inundated with the different amounts of supports 7890 02:34:21,429 --> 02:34:21,439 with the different amounts of supports 7891 02:34:21,439 --> 02:34:24,150 with the different amounts of supports for our students to share what has 7892 02:34:24,150 --> 02:34:24,160 for our students to share what has 7893 02:34:24,160 --> 02:34:25,429 for our students to share what has happened throughout the summer months 7894 02:34:25,429 --> 02:34:25,439 happened throughout the summer months 7895 02:34:25,439 --> 02:34:28,309 happened throughout the summer months when they didn't have that directly um 7896 02:34:28,309 --> 02:34:28,319 when they didn't have that directly um 7897 02:34:28,319 --> 02:34:30,230 when they didn't have that directly um connected supportive adult around them 7898 02:34:30,230 --> 02:34:30,240 connected supportive adult around them 7899 02:34:30,240 --> 02:34:34,790 connected supportive adult around them every day. 7900 02:34:34,790 --> 02:34:34,800 7901 02:34:34,800 --> 02:34:36,230 Alex. 7902 02:34:36,230 --> 02:34:36,240 Alex. 7903 02:34:36,240 --> 02:34:38,469 Alex. >> Yeah. Um, thank you very much for this 7904 02:34:38,469 --> 02:34:38,479 >> Yeah. Um, thank you very much for this 7905 02:34:38,479 --> 02:34:40,389 >> Yeah. Um, thank you very much for this really important work and for this 7906 02:34:40,389 --> 02:34:40,399 really important work and for this 7907 02:34:40,399 --> 02:34:43,830 really important work and for this update. Um, uh, some of my questions are 7908 02:34:43,830 --> 02:34:43,840 update. Um, uh, some of my questions are 7909 02:34:43,840 --> 02:34:45,510 update. Um, uh, some of my questions are related sort of about information and 7910 02:34:45,510 --> 02:34:45,520 related sort of about information and 7911 02:34:45,520 --> 02:34:46,870 related sort of about information and they don't mean to imply that we're not 7912 02:34:46,870 --> 02:34:46,880 they don't mean to imply that we're not 7913 02:34:46,880 --> 02:34:48,469 they don't mean to imply that we're not doing the right thing. Just as a 7914 02:34:48,469 --> 02:34:48,479 doing the right thing. Just as a 7915 02:34:48,479 --> 02:34:50,550 doing the right thing. Just as a governing board member, I'm kind of 7916 02:34:50,550 --> 02:34:50,560 governing board member, I'm kind of 7917 02:34:50,560 --> 02:34:52,469 governing board member, I'm kind of disappointed in the information that I 7918 02:34:52,469 --> 02:34:52,479 disappointed in the information that I 7919 02:34:52,479 --> 02:34:54,950 disappointed in the information that I have to have insight into it. Um, for 7920 02:34:54,950 --> 02:34:54,960 have to have insight into it. Um, for 7921 02:34:54,960 --> 02:34:56,790 have to have insight into it. Um, for one I I mean I think about when I came 7922 02:34:56,790 --> 02:34:56,800 one I I mean I think about when I came 7923 02:34:56,800 --> 02:34:59,190 one I I mean I think about when I came in I was I knew we were doing a lot big 7924 02:34:59,190 --> 02:34:59,200 in I was I knew we were doing a lot big 7925 02:34:59,200 --> 02:35:00,790 in I was I knew we were doing a lot big priority and I was a big advocate of 7926 02:35:00,790 --> 02:35:00,800 priority and I was a big advocate of 7927 02:35:00,800 --> 02:35:03,190 priority and I was a big advocate of getting evaluation to be part of this so 7928 02:35:03,190 --> 02:35:03,200 getting evaluation to be part of this so 7929 02:35:03,200 --> 02:35:04,389 getting evaluation to be part of this so that we could know what's working and 7930 02:35:04,389 --> 02:35:04,399 that we could know what's working and 7931 02:35:04,399 --> 02:35:06,870 that we could know what's working and what's not working. And I am frankly 7932 02:35:06,870 --> 02:35:06,880 what's not working. And I am frankly 7933 02:35:06,880 --> 02:35:08,950 what's not working. And I am frankly underwhelmed by the Renee Crowns 7934 02:35:08,950 --> 02:35:08,960 underwhelmed by the Renee Crowns 7935 02:35:08,960 --> 02:35:10,790 underwhelmed by the Renee Crowns information that we've got from it in 7936 02:35:10,790 --> 02:35:10,800 information that we've got from it in 7937 02:35:10,800 --> 02:35:13,510 information that we've got from it in terms of the findings and insight. And I 7938 02:35:13,510 --> 02:35:13,520 terms of the findings and insight. And I 7939 02:35:13,520 --> 02:35:16,150 terms of the findings and insight. And I and I'm I'm really like I don't know if 7940 02:35:16,150 --> 02:35:16,160 and I'm I'm really like I don't know if 7941 02:35:16,160 --> 02:35:17,750 and I'm I'm really like I don't know if more reporting is a good thing because 7942 02:35:17,750 --> 02:35:17,760 more reporting is a good thing because 7943 02:35:17,760 --> 02:35:19,270 more reporting is a good thing because things that weren't reported are now 7944 02:35:19,270 --> 02:35:19,280 things that weren't reported are now 7945 02:35:19,280 --> 02:35:21,429 things that weren't reported are now reported or if the thing that's worth 7946 02:35:21,429 --> 02:35:21,439 reported or if the thing that's worth 7947 02:35:21,439 --> 02:35:23,510 reported or if the thing that's worth reporting is going up. Like without 7948 02:35:23,510 --> 02:35:23,520 reporting is going up. Like without 7949 02:35:23,520 --> 02:35:26,469 reporting is going up. Like without knowing whether an SRSR is a good thing 7950 02:35:26,469 --> 02:35:26,479 knowing whether an SRSR is a good thing 7951 02:35:26,479 --> 02:35:29,750 knowing whether an SRSR is a good thing to have had or um uh or what the 7952 02:35:29,750 --> 02:35:29,760 to have had or um uh or what the 7953 02:35:29,760 --> 02:35:31,590 to have had or um uh or what the underlying thing that's reported, it's 7954 02:35:31,590 --> 02:35:31,600 underlying thing that's reported, it's 7955 02:35:31,600 --> 02:35:33,510 underlying thing that's reported, it's really hard to interpret whether we've 7956 02:35:33,510 --> 02:35:33,520 really hard to interpret whether we've 7957 02:35:33,520 --> 02:35:36,150 really hard to interpret whether we've improved people's knowledge of the 7958 02:35:36,150 --> 02:35:36,160 improved people's knowledge of the 7959 02:35:36,160 --> 02:35:38,150 improved people's knowledge of the mechanisms to report or whether we have 7960 02:35:38,150 --> 02:35:38,160 mechanisms to report or whether we have 7961 02:35:38,160 --> 02:35:40,469 mechanisms to report or whether we have a 40% increase year-over-year in terms 7962 02:35:40,469 --> 02:35:40,479 a 40% increase year-over-year in terms 7963 02:35:40,479 --> 02:35:42,469 a 40% increase year-over-year in terms of the bad thing that's being reported. 7964 02:35:42,469 --> 02:35:42,479 of the bad thing that's being reported. 7965 02:35:42,479 --> 02:35:45,030 of the bad thing that's being reported. So I'm I'm left just not knowing very 7966 02:35:45,030 --> 02:35:45,040 So I'm I'm left just not knowing very 7967 02:35:45,040 --> 02:35:50,710 So I'm I'm left just not knowing very much from this. Um you know uh 7968 02:35:50,710 --> 02:35:50,720 much from this. Um you know uh 7969 02:35:50,720 --> 02:35:52,630 much from this. Um you know uh is it possible to catch you know what's 7970 02:35:52,630 --> 02:35:52,640 is it possible to catch you know what's 7971 02:35:52,640 --> 02:35:54,230 is it possible to catch you know what's the estimate from other data to 7972 02:35:54,230 --> 02:35:54,240 the estimate from other data to 7973 02:35:54,240 --> 02:35:56,309 the estimate from other data to triangulate whether the SSRS are 7974 02:35:56,309 --> 02:35:56,319 triangulate whether the SSRS are 7975 02:35:56,319 --> 02:35:58,309 triangulate whether the SSRS are catching all the kids who needed it? Can 7976 02:35:58,309 --> 02:35:58,319 catching all the kids who needed it? Can 7977 02:35:58,319 --> 02:36:00,150 catching all the kids who needed it? Can we use the Healthy Kids Colorado data 7978 02:36:00,150 --> 02:36:00,160 we use the Healthy Kids Colorado data 7979 02:36:00,160 --> 02:36:02,070 we use the Healthy Kids Colorado data and see if our data on bullying is 7980 02:36:02,070 --> 02:36:02,080 and see if our data on bullying is 7981 02:36:02,080 --> 02:36:04,150 and see if our data on bullying is wildly different from what kids are 7982 02:36:04,150 --> 02:36:04,160 wildly different from what kids are 7983 02:36:04,160 --> 02:36:06,950 wildly different from what kids are reporting in other instruments? Um, so I 7984 02:36:06,950 --> 02:36:06,960 reporting in other instruments? Um, so I 7985 02:36:06,960 --> 02:36:09,990 reporting in other instruments? Um, so I would love to see a more uh 7986 02:36:09,990 --> 02:36:10,000 would love to see a more uh 7987 02:36:10,000 --> 02:36:12,389 would love to see a more uh evidence-based understanding of it and I 7988 02:36:12,389 --> 02:36:12,399 evidence-based understanding of it and I 7989 02:36:12,399 --> 02:36:14,710 evidence-based understanding of it and I need to understand when we do get stuff 7990 02:36:14,710 --> 02:36:14,720 need to understand when we do get stuff 7991 02:36:14,720 --> 02:36:16,550 need to understand when we do get stuff reported like whether we think a big 7992 02:36:16,550 --> 02:36:16,560 reported like whether we think a big 7993 02:36:16,560 --> 02:36:19,750 reported like whether we think a big number is a good or bad thing um and how 7994 02:36:19,750 --> 02:36:19,760 number is a good or bad thing um and how 7995 02:36:19,760 --> 02:36:21,830 number is a good or bad thing um and how that relates to the phenomenon we're 7996 02:36:21,830 --> 02:36:21,840 that relates to the phenomenon we're 7997 02:36:21,840 --> 02:36:23,429 that relates to the phenomenon we're trying to understand more deeply and I I 7998 02:36:23,429 --> 02:36:23,439 trying to understand more deeply and I I 7999 02:36:23,439 --> 02:36:25,510 trying to understand more deeply and I I just don't see it yet. And then on a 8000 02:36:25,510 --> 02:36:25,520 just don't see it yet. And then on a 8001 02:36:25,520 --> 02:36:26,950 just don't see it yet. And then on a couple of just substantive things, one 8002 02:36:26,950 --> 02:36:26,960 couple of just substantive things, one 8003 02:36:26,960 --> 02:36:28,070 couple of just substantive things, one of the things that makes me nervous 8004 02:36:28,070 --> 02:36:28,080 of the things that makes me nervous 8005 02:36:28,080 --> 02:36:31,030 of the things that makes me nervous about report uh safe to tell is that 8006 02:36:31,030 --> 02:36:31,040 about report uh safe to tell is that 8007 02:36:31,040 --> 02:36:33,590 about report uh safe to tell is that we're putting it on kids uh to report 8008 02:36:33,590 --> 02:36:33,600 we're putting it on kids uh to report 8009 02:36:33,600 --> 02:36:36,870 we're putting it on kids uh to report their their peers mental health issues. 8010 02:36:36,870 --> 02:36:36,880 their their peers mental health issues. 8011 02:36:36,880 --> 02:36:38,469 their their peers mental health issues. And I can tell you how many times I've 8012 02:36:38,469 --> 02:36:38,479 And I can tell you how many times I've 8013 02:36:38,479 --> 02:36:39,990 And I can tell you how many times I've heard of people who end up leaving the 8014 02:36:39,990 --> 02:36:40,000 heard of people who end up leaving the 8015 02:36:40,000 --> 02:36:41,349 heard of people who end up leaving the district because their kid reported 8016 02:36:41,349 --> 02:36:41,359 district because their kid reported 8017 02:36:41,359 --> 02:36:43,270 district because their kid reported somebody else's mental health crisis and 8018 02:36:43,270 --> 02:36:43,280 somebody else's mental health crisis and 8019 02:36:43,280 --> 02:36:45,030 somebody else's mental health crisis and they suddenly lose their entire health 8020 02:36:45,030 --> 02:36:45,040 they suddenly lose their entire health 8021 02:36:45,040 --> 02:36:48,070 they suddenly lose their entire health group. I mean entire friend group. So I 8022 02:36:48,070 --> 02:36:48,080 group. I mean entire friend group. So I 8023 02:36:48,080 --> 02:36:49,429 group. I mean entire friend group. So I really want on the mental health world 8024 02:36:49,429 --> 02:36:49,439 really want on the mental health world 8025 02:36:49,439 --> 02:36:50,950 really want on the mental health world to check in on the kids who are doing 8026 02:36:50,950 --> 02:36:50,960 to check in on the kids who are doing 8027 02:36:50,960 --> 02:36:53,590 to check in on the kids who are doing the reporting as well as the kids uh who 8028 02:36:53,590 --> 02:36:53,600 the reporting as well as the kids uh who 8029 02:36:53,600 --> 02:36:56,309 the reporting as well as the kids uh who are reported on. I know safe to tell can 8030 02:36:56,309 --> 02:36:56,319 are reported on. I know safe to tell can 8031 02:36:56,319 --> 02:36:58,150 are reported on. I know safe to tell can be anonymous but I I know multiple 8032 02:36:58,150 --> 02:36:58,160 be anonymous but I I know multiple 8033 02:36:58,160 --> 02:37:01,190 be anonymous but I I know multiple people whose kids uh social experience 8034 02:37:01,190 --> 02:37:01,200 people whose kids uh social experience 8035 02:37:01,200 --> 02:37:02,790 people whose kids uh social experience own mental health staying in the 8036 02:37:02,790 --> 02:37:02,800 own mental health staying in the 8037 02:37:02,800 --> 02:37:04,630 own mental health staying in the district changed because they made a 8038 02:37:04,630 --> 02:37:04,640 district changed because they made a 8039 02:37:04,640 --> 02:37:06,790 district changed because they made a report on another kid's suicide risk. 8040 02:37:06,790 --> 02:37:06,800 report on another kid's suicide risk. 8041 02:37:06,800 --> 02:37:09,750 report on another kid's suicide risk. And so I I really feel frustrated in 8042 02:37:09,750 --> 02:37:09,760 And so I I really feel frustrated in 8043 02:37:09,760 --> 02:37:10,950 And so I I really feel frustrated in these topics because they're so 8044 02:37:10,950 --> 02:37:10,960 these topics because they're so 8045 02:37:10,960 --> 02:37:12,870 these topics because they're so important. We have to I think we need to 8046 02:37:12,870 --> 02:37:12,880 important. We have to I think we need to 8047 02:37:12,880 --> 02:37:14,710 important. We have to I think we need to make budgetary decisions to protect this 8048 02:37:14,710 --> 02:37:14,720 make budgetary decisions to protect this 8049 02:37:14,720 --> 02:37:16,550 make budgetary decisions to protect this work and invest more in it. and we're 8050 02:37:16,550 --> 02:37:16,560 work and invest more in it. and we're 8051 02:37:16,560 --> 02:37:18,630 work and invest more in it. and we're likely to have pressure to not do so. 8052 02:37:18,630 --> 02:37:18,640 likely to have pressure to not do so. 8053 02:37:18,640 --> 02:37:20,550 likely to have pressure to not do so. The feds and the state will underfund us 8054 02:37:20,550 --> 02:37:20,560 The feds and the state will underfund us 8055 02:37:20,560 --> 02:37:22,150 The feds and the state will underfund us going forward. So that's why I think 8056 02:37:22,150 --> 02:37:22,160 going forward. So that's why I think 8057 02:37:22,160 --> 02:37:24,389 going forward. So that's why I think it's crucial to actually have a much 8058 02:37:24,389 --> 02:37:24,399 it's crucial to actually have a much 8059 02:37:24,399 --> 02:37:26,630 it's crucial to actually have a much better level of insight into that what 8060 02:37:26,630 --> 02:37:26,640 better level of insight into that what 8061 02:37:26,640 --> 02:37:28,070 better level of insight into that what kids are feeling and how things are 8062 02:37:28,070 --> 02:37:28,080 kids are feeling and how things are 8063 02:37:28,080 --> 02:37:29,349 kids are feeling and how things are working. And I just don't feel like we 8064 02:37:29,349 --> 02:37:29,359 working. And I just don't feel like we 8065 02:37:29,359 --> 02:37:31,990 working. And I just don't feel like we have it. 8066 02:37:31,990 --> 02:37:32,000 have it. 8067 02:37:32,000 --> 02:37:34,070 have it. It's really tricky, right? And I think 8068 02:37:34,070 --> 02:37:34,080 It's really tricky, right? And I think 8069 02:37:34,080 --> 02:37:37,110 It's really tricky, right? And I think about this a lot to the extent that you 8070 02:37:37,110 --> 02:37:37,120 about this a lot to the extent that you 8071 02:37:37,120 --> 02:37:39,190 about this a lot to the extent that you know the data that's reporting out is 8072 02:37:39,190 --> 02:37:39,200 know the data that's reporting out is 8073 02:37:39,200 --> 02:37:41,590 know the data that's reporting out is more of a current conditions versus 8074 02:37:41,590 --> 02:37:41,600 more of a current conditions versus 8075 02:37:41,600 --> 02:37:44,070 more of a current conditions versus trend data because of actions of the 8076 02:37:44,070 --> 02:37:44,080 trend data because of actions of the 8077 02:37:44,080 --> 02:37:46,309 trend data because of actions of the school district, right? to to think 8078 02:37:46,309 --> 02:37:46,319 school district, right? to to think 8079 02:37:46,319 --> 02:37:48,389 school district, right? to to think about kids who are in mental health 8080 02:37:48,389 --> 02:37:48,399 about kids who are in mental health 8081 02:37:48,399 --> 02:37:51,990 about kids who are in mental health crisis or or at risk of suicide. You 8082 02:37:51,990 --> 02:37:52,000 crisis or or at risk of suicide. You 8083 02:37:52,000 --> 02:37:53,590 crisis or or at risk of suicide. You know, how many of those factors are 8084 02:37:53,590 --> 02:37:53,600 know, how many of those factors are 8085 02:37:53,600 --> 02:37:55,750 know, how many of those factors are school related, home related, personal 8086 02:37:55,750 --> 02:37:55,760 school related, home related, personal 8087 02:37:55,760 --> 02:37:59,030 school related, home related, personal related, I think is really almost 8088 02:37:59,030 --> 02:37:59,040 related, I think is really almost 8089 02:37:59,040 --> 02:38:01,750 related, I think is really almost impossible to triangulate. Now, now that 8090 02:38:01,750 --> 02:38:01,760 impossible to triangulate. Now, now that 8091 02:38:01,760 --> 02:38:05,590 impossible to triangulate. Now, now that being said, um as somebody who's also 8092 02:38:05,590 --> 02:38:05,600 being said, um as somebody who's also 8093 02:38:05,600 --> 02:38:08,309 being said, um as somebody who's also data dri, it's it's really it's really I 8094 02:38:08,309 --> 02:38:08,319 data dri, it's it's really it's really I 8095 02:38:08,319 --> 02:38:11,270 data dri, it's it's really it's really I think complicated um and challenging. 8096 02:38:11,270 --> 02:38:11,280 think complicated um and challenging. 8097 02:38:11,280 --> 02:38:13,349 think complicated um and challenging. Um, I do think that there's other data 8098 02:38:13,349 --> 02:38:13,359 Um, I do think that there's other data 8099 02:38:13,359 --> 02:38:14,710 Um, I do think that there's other data sources that we could potentially 8100 02:38:14,710 --> 02:38:14,720 sources that we could potentially 8101 02:38:14,720 --> 02:38:16,070 sources that we could potentially triangulate, right? You know, you have 8102 02:38:16,070 --> 02:38:16,080 triangulate, right? You know, you have 8103 02:38:16,080 --> 02:38:17,910 triangulate, right? You know, you have Healthy Kids Colorado, not but not 8104 02:38:17,910 --> 02:38:17,920 Healthy Kids Colorado, not but not 8105 02:38:17,920 --> 02:38:19,270 Healthy Kids Colorado, not but not everybody takes that, right? So, you 8106 02:38:19,270 --> 02:38:19,280 everybody takes that, right? So, you 8107 02:38:19,280 --> 02:38:21,190 everybody takes that, right? So, you could pull some of that data. Um, you 8108 02:38:21,190 --> 02:38:21,200 could pull some of that data. Um, you 8109 02:38:21,200 --> 02:38:23,030 could pull some of that data. Um, you can pull some of the data on the suicide 8110 02:38:23,030 --> 02:38:23,040 can pull some of the data on the suicide 8111 02:38:23,040 --> 02:38:25,349 can pull some of the data on the suicide risk reviews and mental health advocate 8112 02:38:25,349 --> 02:38:25,359 risk reviews and mental health advocate 8113 02:38:25,359 --> 02:38:27,830 risk reviews and mental health advocate referrals. To your point, is safe to 8114 02:38:27,830 --> 02:38:27,840 referrals. To your point, is safe to 8115 02:38:27,840 --> 02:38:30,230 referrals. To your point, is safe to tell. Is that awareness of the system? 8116 02:38:30,230 --> 02:38:30,240 tell. Is that awareness of the system? 8117 02:38:30,240 --> 02:38:33,110 tell. Is that awareness of the system? Is that a bubble of mental health crisis 8118 02:38:33,110 --> 02:38:33,120 Is that a bubble of mental health crisis 8119 02:38:33,120 --> 02:38:34,710 Is that a bubble of mental health crisis that's going through with from a 8120 02:38:34,710 --> 02:38:34,720 that's going through with from a 8121 02:38:34,720 --> 02:38:37,190 that's going through with from a particular group of students? I think 8122 02:38:37,190 --> 02:38:37,200 particular group of students? I think 8123 02:38:37,200 --> 02:38:40,550 particular group of students? I think that is super tricky. So, um, you know, 8124 02:38:40,550 --> 02:38:40,560 that is super tricky. So, um, you know, 8125 02:38:40,560 --> 02:38:42,870 that is super tricky. So, um, you know, uh, I've I've thought about this. I do 8126 02:38:42,870 --> 02:38:42,880 uh, I've I've thought about this. I do 8127 02:38:42,880 --> 02:38:44,070 uh, I've I've thought about this. I do think that we can continue to think 8128 02:38:44,070 --> 02:38:44,080 think that we can continue to think 8129 02:38:44,080 --> 02:38:46,550 think that we can continue to think about it more, Alex, but I I don't I 8130 02:38:46,550 --> 02:38:46,560 about it more, Alex, but I I don't I 8131 02:38:46,560 --> 02:38:48,710 about it more, Alex, but I I don't I think some of these things just are more 8132 02:38:48,710 --> 02:38:48,720 think some of these things just are more 8133 02:38:48,720 --> 02:38:52,309 think some of these things just are more of a this is where things are right now. 8134 02:38:52,309 --> 02:38:52,319 of a this is where things are right now. 8135 02:38:52,319 --> 02:38:56,309 of a this is where things are right now. Um versus a you know, I would never put 8136 02:38:56,309 --> 02:38:56,319 Um versus a you know, I would never put 8137 02:38:56,319 --> 02:38:59,910 Um versus a you know, I would never put in a um um a superintendent goal or a 8138 02:38:59,910 --> 02:38:59,920 in a um um a superintendent goal or a 8139 02:38:59,920 --> 02:39:02,950 in a um um a superintendent goal or a strategic plan. Um anything related to 8140 02:39:02,950 --> 02:39:02,960 strategic plan. Um anything related to 8141 02:39:02,960 --> 02:39:04,550 strategic plan. Um anything related to some of these data points because I 8142 02:39:04,550 --> 02:39:04,560 some of these data points because I 8143 02:39:04,560 --> 02:39:06,309 some of these data points because I think some of them are more community 8144 02:39:06,309 --> 02:39:06,319 think some of them are more community 8145 02:39:06,319 --> 02:39:08,309 think some of them are more community conditions in addition to school-based 8146 02:39:08,309 --> 02:39:08,319 conditions in addition to school-based 8147 02:39:08,319 --> 02:39:12,870 conditions in addition to school-based conditions. So, uh, but making the case, 8148 02:39:12,870 --> 02:39:12,880 conditions. So, uh, but making the case, 8149 02:39:12,880 --> 02:39:15,990 conditions. So, uh, but making the case, right, is that's what makes what's makes 8150 02:39:15,990 --> 02:39:16,000 right, is that's what makes what's makes 8151 02:39:16,000 --> 02:39:17,910 right, is that's what makes what's makes making the case hard. Like, if if I 8152 02:39:17,910 --> 02:39:17,920 making the case hard. Like, if if I 8153 02:39:17,920 --> 02:39:20,070 making the case hard. Like, if if I staff out and if I were to add 10 mental 8154 02:39:20,070 --> 02:39:20,080 staff out and if I were to add 10 mental 8155 02:39:20,080 --> 02:39:23,190 staff out and if I were to add 10 mental health advocates for next year, 8156 02:39:23,190 --> 02:39:23,200 health advocates for next year, 8157 02:39:23,200 --> 02:39:24,790 health advocates for next year, I mean, I don't have any data from next 8158 02:39:24,790 --> 02:39:24,800 I mean, I don't have any data from next 8159 02:39:24,800 --> 02:39:26,469 I mean, I don't have any data from next year on how many folks I would need to 8160 02:39:26,469 --> 02:39:26,479 year on how many folks I would need to 8161 02:39:26,479 --> 02:39:28,870 year on how many folks I would need to respond, right? Like, so, uh, if you if 8162 02:39:28,870 --> 02:39:28,880 respond, right? Like, so, uh, if you if 8163 02:39:28,880 --> 02:39:30,550 respond, right? Like, so, uh, if you if you're always using lagging lagging 8164 02:39:30,550 --> 02:39:30,560 you're always using lagging lagging 8165 02:39:30,560 --> 02:39:33,670 you're always using lagging lagging data, then I think it's tricky. So um I 8166 02:39:33,670 --> 02:39:33,680 data, then I think it's tricky. So um I 8167 02:39:33,680 --> 02:39:36,950 data, then I think it's tricky. So um I will say that uh you know making sure 8168 02:39:36,950 --> 02:39:36,960 will say that uh you know making sure 8169 02:39:36,960 --> 02:39:39,750 will say that uh you know making sure that we have the right ecosystem dialing 8170 02:39:39,750 --> 02:39:39,760 that we have the right ecosystem dialing 8171 02:39:39,760 --> 02:39:42,870 that we have the right ecosystem dialing into data by school right because you 8172 02:39:42,870 --> 02:39:42,880 into data by school right because you 8173 02:39:42,880 --> 02:39:44,469 into data by school right because you know you could have outliers in this 8174 02:39:44,469 --> 02:39:44,479 know you could have outliers in this 8175 02:39:44,479 --> 02:39:46,150 know you could have outliers in this data that are school-based where we 8176 02:39:46,150 --> 02:39:46,160 data that are school-based where we 8177 02:39:46,160 --> 02:39:48,070 data that are school-based where we might really have a problem at one 8178 02:39:48,070 --> 02:39:48,080 might really have a problem at one 8179 02:39:48,080 --> 02:39:51,510 might really have a problem at one school versus other schools. Um how do 8180 02:39:51,510 --> 02:39:51,520 school versus other schools. Um how do 8181 02:39:51,520 --> 02:39:54,070 school versus other schools. Um how do we allocate mental health resources? Is 8182 02:39:54,070 --> 02:39:54,080 we allocate mental health resources? Is 8183 02:39:54,080 --> 02:39:55,990 we allocate mental health resources? Is it the same everywhere or do we 8184 02:39:55,990 --> 02:39:56,000 it the same everywhere or do we 8185 02:39:56,000 --> 02:39:57,750 it the same everywhere or do we highlight the flip the places where we 8186 02:39:57,750 --> 02:39:57,760 highlight the flip the places where we 8187 02:39:57,760 --> 02:40:00,550 highlight the flip the places where we know we have more issues and then do we 8188 02:40:00,550 --> 02:40:00,560 know we have more issues and then do we 8189 02:40:00,560 --> 02:40:03,670 know we have more issues and then do we differentiate based on trend data from 8190 02:40:03,670 --> 02:40:03,680 differentiate based on trend data from 8191 02:40:03,680 --> 02:40:07,270 differentiate based on trend data from previous years. So um I'm open up I'm 8192 02:40:07,270 --> 02:40:07,280 previous years. So um I'm open up I'm 8193 02:40:07,280 --> 02:40:09,670 previous years. So um I'm open up I'm always open to new ideas around how we 8194 02:40:09,670 --> 02:40:09,680 always open to new ideas around how we 8195 02:40:09,680 --> 02:40:12,389 always open to new ideas around how we can better present data to to explain 8196 02:40:12,389 --> 02:40:12,399 can better present data to to explain 8197 02:40:12,399 --> 02:40:14,230 can better present data to to explain what's happening or to assess what's 8198 02:40:14,230 --> 02:40:14,240 what's happening or to assess what's 8199 02:40:14,240 --> 02:40:18,309 what's happening or to assess what's happening. I do think that um that there 8200 02:40:18,309 --> 02:40:18,319 happening. I do think that um that there 8201 02:40:18,319 --> 02:40:22,230 happening. I do think that um that there may be some limitations in in um in some 8202 02:40:22,230 --> 02:40:22,240 may be some limitations in in um in some 8203 02:40:22,240 --> 02:40:25,830 may be some limitations in in um in some of this data. Uh and I would say that to 8204 02:40:25,830 --> 02:40:25,840 of this data. Uh and I would say that to 8205 02:40:25,840 --> 02:40:27,990 of this data. Uh and I would say that to um to the extent that the Renee Crown 8206 02:40:27,990 --> 02:40:28,000 um to the extent that the Renee Crown 8207 02:40:28,000 --> 02:40:31,110 um to the extent that the Renee Crown Wellness Institute had a research 8208 02:40:31,110 --> 02:40:31,120 Wellness Institute had a research 8209 02:40:31,120 --> 02:40:34,790 Wellness Institute had a research model uh that may have told us some 8210 02:40:34,790 --> 02:40:34,800 model uh that may have told us some 8211 02:40:34,800 --> 02:40:37,670 model uh that may have told us some things that um we had already assumed we 8212 02:40:37,670 --> 02:40:37,680 things that um we had already assumed we 8213 02:40:37,680 --> 02:40:39,190 things that um we had already assumed we knew. Like I think that's maybe some of 8214 02:40:39,190 --> 02:40:39,200 knew. Like I think that's maybe some of 8215 02:40:39,200 --> 02:40:41,110 knew. Like I think that's maybe some of the frustration like we we spent a whole 8216 02:40:41,110 --> 02:40:41,120 the frustration like we we spent a whole 8217 02:40:41,120 --> 02:40:42,550 the frustration like we we spent a whole year figuring out what like that you 8218 02:40:42,550 --> 02:40:42,560 year figuring out what like that you 8219 02:40:42,560 --> 02:40:44,230 year figuring out what like that you know we kind of did we know some of this 8220 02:40:44,230 --> 02:40:44,240 know we kind of did we know some of this 8221 02:40:44,240 --> 02:40:48,389 know we kind of did we know some of this already. Uh so so the validation and um 8222 02:40:48,389 --> 02:40:48,399 already. Uh so so the validation and um 8223 02:40:48,399 --> 02:40:50,230 already. Uh so so the validation and um and then the the recommendations on some 8224 02:40:50,230 --> 02:40:50,240 and then the the recommendations on some 8225 02:40:50,240 --> 02:40:51,670 and then the the recommendations on some of the key findings. I mean I think 8226 02:40:51,670 --> 02:40:51,680 of the key findings. I mean I think 8227 02:40:51,680 --> 02:40:53,190 of the key findings. I mean I think they're nuance. I don't think there may 8228 02:40:53,190 --> 02:40:53,200 they're nuance. I don't think there may 8229 02:40:53,200 --> 02:40:55,910 they're nuance. I don't think there may be transformational changes. Things like 8230 02:40:55,910 --> 02:40:55,920 be transformational changes. Things like 8231 02:40:55,920 --> 02:40:57,990 be transformational changes. Things like uh folks aren't aware of the resources, 8232 02:40:57,990 --> 02:40:58,000 uh folks aren't aware of the resources, 8233 02:40:58,000 --> 02:40:59,270 uh folks aren't aware of the resources, right? Maybe you could have intuitively 8234 02:40:59,270 --> 02:40:59,280 right? Maybe you could have intuitively 8235 02:40:59,280 --> 02:41:00,870 right? Maybe you could have intuitively figured that out, but we've validated 8236 02:41:00,870 --> 02:41:00,880 figured that out, but we've validated 8237 02:41:00,880 --> 02:41:02,870 figured that out, but we've validated that that's something we need to do. 8238 02:41:02,870 --> 02:41:02,880 that that's something we need to do. 8239 02:41:02,880 --> 02:41:04,230 that that's something we need to do. Expanding wellness centers, we could 8240 02:41:04,230 --> 02:41:04,240 Expanding wellness centers, we could 8241 02:41:04,240 --> 02:41:05,590 Expanding wellness centers, we could have probably intuitive figured that 8242 02:41:05,590 --> 02:41:05,600 have probably intuitive figured that 8243 02:41:05,600 --> 02:41:07,990 have probably intuitive figured that out. We've validated that. Um what what 8244 02:41:07,990 --> 02:41:08,000 out. We've validated that. Um what what 8245 02:41:08,000 --> 02:41:09,990 out. We've validated that. Um what what didn't come out of that study is that 8246 02:41:09,990 --> 02:41:10,000 didn't come out of that study is that 8247 02:41:10,000 --> 02:41:11,830 didn't come out of that study is that there was something that we were doing 8248 02:41:11,830 --> 02:41:11,840 there was something that we were doing 8249 02:41:11,840 --> 02:41:13,750 there was something that we were doing that wasn't massively not working or 8250 02:41:13,750 --> 02:41:13,760 that wasn't massively not working or 8251 02:41:13,760 --> 02:41:17,190 that wasn't massively not working or hurting or harming kids. Um but uh 8252 02:41:17,190 --> 02:41:17,200 hurting or harming kids. Um but uh 8253 02:41:17,200 --> 02:41:19,030 hurting or harming kids. Um but uh certainly didn't give us maybe some of 8254 02:41:19,030 --> 02:41:19,040 certainly didn't give us maybe some of 8255 02:41:19,040 --> 02:41:21,110 certainly didn't give us maybe some of the transformative information that we 8256 02:41:21,110 --> 02:41:21,120 the transformative information that we 8257 02:41:21,120 --> 02:41:23,830 the transformative information that we would have hoped to to to deepen work. 8258 02:41:23,830 --> 02:41:23,840 would have hoped to to to deepen work. 8259 02:41:23,840 --> 02:41:26,150 would have hoped to to to deepen work. Um but again, you know, sometimes you do 8260 02:41:26,150 --> 02:41:26,160 Um but again, you know, sometimes you do 8261 02:41:26,160 --> 02:41:28,070 Um but again, you know, sometimes you do studies and sometimes that you you know, 8262 02:41:28,070 --> 02:41:28,080 studies and sometimes that you you know, 8263 02:41:28,080 --> 02:41:30,630 studies and sometimes that you you know, you you you find things or sometimes you 8264 02:41:30,630 --> 02:41:30,640 you you you find things or sometimes you 8265 02:41:30,640 --> 02:41:32,070 you you you find things or sometimes you validate things that you may have known. 8266 02:41:32,070 --> 02:41:32,080 validate things that you may have known. 8267 02:41:32,080 --> 02:41:34,710 validate things that you may have known. So um I do appreciate how data centered 8268 02:41:34,710 --> 02:41:34,720 So um I do appreciate how data centered 8269 02:41:34,720 --> 02:41:37,510 So um I do appreciate how data centered this board is. I do appreciate the ways 8270 02:41:37,510 --> 02:41:37,520 this board is. I do appreciate the ways 8271 02:41:37,520 --> 02:41:39,190 this board is. I do appreciate the ways in which we need to think about using 8272 02:41:39,190 --> 02:41:39,200 in which we need to think about using 8273 02:41:39,200 --> 02:41:41,349 in which we need to think about using data to inform our community and inform 8274 02:41:41,349 --> 02:41:41,359 data to inform our community and inform 8275 02:41:41,359 --> 02:41:43,110 data to inform our community and inform our practice and inform our investments 8276 02:41:43,110 --> 02:41:43,120 our practice and inform our investments 8277 02:41:43,120 --> 02:41:46,230 our practice and inform our investments and inform our policy. And in this area, 8278 02:41:46,230 --> 02:41:46,240 and inform our policy. And in this area, 8279 02:41:46,240 --> 02:41:47,429 and inform our policy. And in this area, I think there's some things that we 8280 02:41:47,429 --> 02:41:47,439 I think there's some things that we 8281 02:41:47,439 --> 02:41:50,389 I think there's some things that we could probably strengthen, but also um 8282 02:41:50,389 --> 02:41:50,399 could probably strengthen, but also um 8283 02:41:50,399 --> 02:41:52,150 could probably strengthen, but also um some limiting factors, but I do think 8284 02:41:52,150 --> 02:41:52,160 some limiting factors, but I do think 8285 02:41:52,160 --> 02:41:53,590 some limiting factors, but I do think that there's things that we can consider 8286 02:41:53,590 --> 02:41:53,600 that there's things that we can consider 8287 02:41:53,600 --> 02:41:55,349 that there's things that we can consider that we haven't considered previously. 8288 02:41:55,349 --> 02:41:55,359 that we haven't considered previously. 8289 02:41:55,359 --> 02:41:57,750 that we haven't considered previously. So, I know the team's been taking notes 8290 02:41:57,750 --> 02:41:57,760 So, I know the team's been taking notes 8291 02:41:57,760 --> 02:41:59,030 So, I know the team's been taking notes um and that's something we'll go back 8292 02:41:59,030 --> 02:41:59,040 um and that's something we'll go back 8293 02:41:59,040 --> 02:42:04,550 um and that's something we'll go back and reflect on. 8294 02:42:04,550 --> 02:42:04,560 8295 02:42:04,560 --> 02:42:06,230 Last 8296 02:42:06,230 --> 02:42:06,240 Last 8297 02:42:06,240 --> 02:42:07,830 Last question. There's two slides and we'll 8298 02:42:07,830 --> 02:42:07,840 question. There's two slides and we'll 8299 02:42:07,840 --> 02:42:10,782 question. There's two slides and we'll move on to our next final agenda item. 8300 02:42:10,782 --> 02:42:10,790 move on to our next final agenda item. 8301 02:42:10,790 --> 02:42:10,792 8302 02:42:10,792 --> 02:42:10,800 [snorts] 8303 02:42:10,800 --> 02:42:12,790 [snorts] >> Yeah. I just wanted to to talk about the 8304 02:42:12,790 --> 02:42:12,800 >> Yeah. I just wanted to to talk about the 8305 02:42:12,800 --> 02:42:14,630 >> Yeah. I just wanted to to talk about the wellness centers and see if there's a 8306 02:42:14,630 --> 02:42:14,640 wellness centers and see if there's a 8307 02:42:14,640 --> 02:42:17,110 wellness centers and see if there's a way I don't know how you kind of I mean 8308 02:42:17,110 --> 02:42:17,120 way I don't know how you kind of I mean 8309 02:42:17,120 --> 02:42:20,389 way I don't know how you kind of I mean this seems well how do we overlay kind 8310 02:42:20,389 --> 02:42:20,399 this seems well how do we overlay kind 8311 02:42:20,399 --> 02:42:21,830 this seems well how do we overlay kind of the wellness centers? I think 8312 02:42:21,830 --> 02:42:21,840 of the wellness centers? I think 8313 02:42:21,840 --> 02:42:23,190 of the wellness centers? I think anecdotally we're hearing that more and 8314 02:42:23,190 --> 02:42:23,200 anecdotally we're hearing that more and 8315 02:42:23,200 --> 02:42:24,630 anecdotally we're hearing that more and more students use them that there's a 8316 02:42:24,630 --> 02:42:24,640 more students use them that there's a 8317 02:42:24,640 --> 02:42:27,429 more students use them that there's a greater need and yet the data here shows 8318 02:42:27,429 --> 02:42:27,439 greater need and yet the data here shows 8319 02:42:27,439 --> 02:42:29,349 greater need and yet the data here shows kind of you know that the maybe the need 8320 02:42:29,349 --> 02:42:29,359 kind of you know that the maybe the need 8321 02:42:29,359 --> 02:42:31,670 kind of you know that the maybe the need is not being met. And so I'm not sure 8322 02:42:31,670 --> 02:42:31,680 is not being met. And so I'm not sure 8323 02:42:31,680 --> 02:42:35,190 is not being met. And so I'm not sure how we're able to track um wellness 8324 02:42:35,190 --> 02:42:35,200 how we're able to track um wellness 8325 02:42:35,200 --> 02:42:37,590 how we're able to track um wellness centers with this data and showing that 8326 02:42:37,590 --> 02:42:37,600 centers with this data and showing that 8327 02:42:37,600 --> 02:42:39,590 centers with this data and showing that you know it's there's real benefit to 8328 02:42:39,590 --> 02:42:39,600 you know it's there's real benefit to 8329 02:42:39,600 --> 02:42:42,150 you know it's there's real benefit to kids that there's a need for expansion. 8330 02:42:42,150 --> 02:42:42,160 kids that there's a need for expansion. 8331 02:42:42,160 --> 02:42:43,750 kids that there's a need for expansion. I'm not sure my question but more just 8332 02:42:43,750 --> 02:42:43,760 I'm not sure my question but more just 8333 02:42:43,760 --> 02:42:45,670 I'm not sure my question but more just like I want to be able to kind of 8334 02:42:45,670 --> 02:42:45,680 like I want to be able to kind of 8335 02:42:45,680 --> 02:42:48,070 like I want to be able to kind of connect the resources we have. I mean we 8336 02:42:48,070 --> 02:42:48,080 connect the resources we have. I mean we 8337 02:42:48,080 --> 02:42:50,150 connect the resources we have. I mean we talked obviously about the need for 8338 02:42:50,150 --> 02:42:50,160 talked obviously about the need for 8339 02:42:50,160 --> 02:42:51,510 talked obviously about the need for mental health advocates and more 8340 02:42:51,510 --> 02:42:51,520 mental health advocates and more 8341 02:42:51,520 --> 02:42:53,910 mental health advocates and more counselors. um you know obviously our 8342 02:42:53,910 --> 02:42:53,920 counselors. um you know obviously our 8343 02:42:53,920 --> 02:42:55,830 counselors. um you know obviously our budget limitations there but here's an 8344 02:42:55,830 --> 02:42:55,840 budget limitations there but here's an 8345 02:42:55,840 --> 02:42:58,070 budget limitations there but here's an area where we potentially can expand and 8346 02:42:58,070 --> 02:42:58,080 area where we potentially can expand and 8347 02:42:58,080 --> 02:43:00,550 area where we potentially can expand and can provide more services um but I'm not 8348 02:43:00,550 --> 02:43:00,560 can provide more services um but I'm not 8349 02:43:00,560 --> 02:43:03,110 can provide more services um but I'm not seeing that reflected in this work in 8350 02:43:03,110 --> 02:43:03,120 seeing that reflected in this work in 8351 02:43:03,120 --> 02:43:04,550 seeing that reflected in this work in this presentation and so I don't know 8352 02:43:04,550 --> 02:43:04,560 this presentation and so I don't know 8353 02:43:04,560 --> 02:43:06,150 this presentation and so I don't know more of a question kind of for future 8354 02:43:06,150 --> 02:43:06,160 more of a question kind of for future 8355 02:43:06,160 --> 02:43:08,309 more of a question kind of for future looking f you know looking at this down 8356 02:43:08,309 --> 02:43:08,319 looking f you know looking at this down 8357 02:43:08,319 --> 02:43:11,510 looking f you know looking at this down the road is how can we better track 8358 02:43:11,510 --> 02:43:11,520 the road is how can we better track 8359 02:43:11,520 --> 02:43:14,389 the road is how can we better track those centers the impact on kids to this 8360 02:43:14,389 --> 02:43:14,399 those centers the impact on kids to this 8361 02:43:14,399 --> 02:43:16,790 those centers the impact on kids to this data that we're seeing here 8362 02:43:16,790 --> 02:43:16,800 data that we're seeing here 8363 02:43:16,800 --> 02:43:18,790 data that we're seeing here >> yeah we did not sorry do you want to go 8364 02:43:18,790 --> 02:43:18,800 >> yeah we did not sorry do you want to go 8365 02:43:18,800 --> 02:43:21,670 >> yeah we did not sorry do you want to go first sorry we did not include wellness 8366 02:43:21,670 --> 02:43:21,680 first sorry we did not include wellness 8367 02:43:21,680 --> 02:43:25,510 first sorry we did not include wellness center data in the um slide deck. 8368 02:43:25,510 --> 02:43:25,520 center data in the um slide deck. 8369 02:43:25,520 --> 02:43:27,190 center data in the um slide deck. We really look at our wellness centers 8370 02:43:27,190 --> 02:43:27,200 We really look at our wellness centers 8371 02:43:27,200 --> 02:43:29,349 We really look at our wellness centers at a universal support for students. So 8372 02:43:29,349 --> 02:43:29,359 at a universal support for students. So 8373 02:43:29,359 --> 02:43:31,510 at a universal support for students. So all students are, you know, welcome. 8374 02:43:31,510 --> 02:43:31,520 all students are, you know, welcome. 8375 02:43:31,520 --> 02:43:32,950 all students are, you know, welcome. They know about the center. They know 8376 02:43:32,950 --> 02:43:32,960 They know about the center. They know 8377 02:43:32,960 --> 02:43:34,230 They know about the center. They know that they can come there and find a 8378 02:43:34,230 --> 02:43:34,240 that they can come there and find a 8379 02:43:34,240 --> 02:43:36,870 that they can come there and find a trusted adult and we use that as a way 8380 02:43:36,870 --> 02:43:36,880 trusted adult and we use that as a way 8381 02:43:36,880 --> 02:43:39,349 trusted adult and we use that as a way to connect them with the supports 8382 02:43:39,349 --> 02:43:39,359 to connect them with the supports 8383 02:43:39,359 --> 02:43:41,590 to connect them with the supports available for our tier 2 and higher tier 8384 02:43:41,590 --> 02:43:41,600 available for our tier 2 and higher tier 8385 02:43:41,600 --> 02:43:43,910 available for our tier 2 and higher tier three level of supports. We absolutely 8386 02:43:43,910 --> 02:43:43,920 three level of supports. We absolutely 8387 02:43:43,920 --> 02:43:45,670 three level of supports. We absolutely could look at what that looks like. But 8388 02:43:45,670 --> 02:43:45,680 could look at what that looks like. But 8389 02:43:45,680 --> 02:43:47,910 could look at what that looks like. But those teams in the schools, it's staffed 8390 02:43:47,910 --> 02:43:47,920 those teams in the schools, it's staffed 8391 02:43:47,920 --> 02:43:49,429 those teams in the schools, it's staffed with the mental health advocate. They 8392 02:43:49,429 --> 02:43:49,439 with the mental health advocate. They 8393 02:43:49,439 --> 02:43:51,030 with the mental health advocate. They work closely with the other mental 8394 02:43:51,030 --> 02:43:51,040 work closely with the other mental 8395 02:43:51,040 --> 02:43:53,429 work closely with the other mental health advocate and the school team, 8396 02:43:53,429 --> 02:43:53,439 health advocate and the school team, 8397 02:43:53,439 --> 02:43:55,110 health advocate and the school team, social workers, counselors, and the 8398 02:43:55,110 --> 02:43:55,120 social workers, counselors, and the 8399 02:43:55,120 --> 02:43:58,230 social workers, counselors, and the admin team to help support students. 8400 02:43:58,230 --> 02:43:58,240 admin team to help support students. 8401 02:43:58,240 --> 02:44:00,389 admin team to help support students. >> Couple of ideas in in the findings. One 8402 02:44:00,389 --> 02:44:00,399 >> Couple of ideas in in the findings. One 8403 02:44:00,399 --> 02:44:02,070 >> Couple of ideas in in the findings. One of the recommendations was expand to 8404 02:44:02,070 --> 02:44:02,080 of the recommendations was expand to 8405 02:44:02,080 --> 02:44:04,150 of the recommendations was expand to middle schools, mental health or 8406 02:44:04,150 --> 02:44:04,160 middle schools, mental health or 8407 02:44:04,160 --> 02:44:06,710 middle schools, mental health or wellness centers to middle schools. Um I 8408 02:44:06,710 --> 02:44:06,720 wellness centers to middle schools. Um I 8409 02:44:06,720 --> 02:44:08,309 wellness centers to middle schools. Um I will tell you that our funding for our 8410 02:44:08,309 --> 02:44:08,319 will tell you that our funding for our 8411 02:44:08,319 --> 02:44:10,950 will tell you that our funding for our high school wellness centers is at risk. 8412 02:44:10,950 --> 02:44:10,960 high school wellness centers is at risk. 8413 02:44:10,960 --> 02:44:14,230 high school wellness centers is at risk. It is um almost 100% funded through 8414 02:44:14,230 --> 02:44:14,240 It is um almost 100% funded through 8415 02:44:14,240 --> 02:44:17,030 It is um almost 100% funded through philanthropy through our foundation. And 8416 02:44:17,030 --> 02:44:17,040 philanthropy through our foundation. And 8417 02:44:17,040 --> 02:44:19,510 philanthropy through our foundation. And uh you know, one of the tricks with 8418 02:44:19,510 --> 02:44:19,520 uh you know, one of the tricks with 8419 02:44:19,520 --> 02:44:22,309 uh you know, one of the tricks with philanthropy is that folks um get 8420 02:44:22,309 --> 02:44:22,319 philanthropy is that folks um get 8421 02:44:22,319 --> 02:44:25,110 philanthropy is that folks um get excited about new ideas. 8422 02:44:25,110 --> 02:44:25,120 excited about new ideas. 8423 02:44:25,120 --> 02:44:27,910 excited about new ideas. And then how do you transition 8424 02:44:27,910 --> 02:44:27,920 And then how do you transition 8425 02:44:27,920 --> 02:44:30,550 And then how do you transition some of those startup funds into ongoing 8426 02:44:30,550 --> 02:44:30,560 some of those startup funds into ongoing 8427 02:44:30,560 --> 02:44:32,230 some of those startup funds into ongoing resources? 8428 02:44:32,230 --> 02:44:32,240 resources? 8429 02:44:32,240 --> 02:44:34,950 resources? And uh given our situation with 8430 02:44:34,950 --> 02:44:34,960 And uh given our situation with 8431 02:44:34,960 --> 02:44:36,870 And uh given our situation with declining enrollment and budget 8432 02:44:36,870 --> 02:44:36,880 declining enrollment and budget 8433 02:44:36,880 --> 02:44:38,790 declining enrollment and budget budgetary challenges and then the 8434 02:44:38,790 --> 02:44:38,800 budgetary challenges and then the 8435 02:44:38,800 --> 02:44:42,309 budgetary challenges and then the changing of the school finance act uh we 8436 02:44:42,309 --> 02:44:42,319 changing of the school finance act uh we 8437 02:44:42,319 --> 02:44:46,630 changing of the school finance act uh we we are are relying on um philanthropy to 8438 02:44:46,630 --> 02:44:46,640 we are are relying on um philanthropy to 8439 02:44:46,640 --> 02:44:49,110 we are are relying on um philanthropy to maintain our wellness centers as opposed 8440 02:44:49,110 --> 02:44:49,120 maintain our wellness centers as opposed 8441 02:44:49,120 --> 02:44:51,030 maintain our wellness centers as opposed to like a startup this is a good idea 8442 02:44:51,030 --> 02:44:51,040 to like a startup this is a good idea 8443 02:44:51,040 --> 02:44:53,110 to like a startup this is a good idea and then transitioning the cost over to 8444 02:44:53,110 --> 02:44:53,120 and then transitioning the cost over to 8445 02:44:53,120 --> 02:44:55,750 and then transitioning the cost over to central you know to district general 8446 02:44:55,750 --> 02:44:55,760 central you know to district general 8447 02:44:55,760 --> 02:44:58,469 central you know to district general fund dollars. So um I don't have a good 8448 02:44:58,469 --> 02:44:58,479 fund dollars. So um I don't have a good 8449 02:44:58,479 --> 02:45:01,830 fund dollars. So um I don't have a good answer. I I do think that um there's 8450 02:45:01,830 --> 02:45:01,840 answer. I I do think that um there's 8451 02:45:01,840 --> 02:45:03,590 answer. I I do think that um there's there's work that we can do within the 8452 02:45:03,590 --> 02:45:03,600 there's work that we can do within the 8453 02:45:03,600 --> 02:45:06,790 there's work that we can do within the be well report that will help us. Uh I 8454 02:45:06,790 --> 02:45:06,800 be well report that will help us. Uh I 8455 02:45:06,800 --> 02:45:08,469 be well report that will help us. Uh I do think there's other data that we can 8456 02:45:08,469 --> 02:45:08,479 do think there's other data that we can 8457 02:45:08,479 --> 02:45:11,110 do think there's other data that we can look at to try to continue to sharpen 8458 02:45:11,110 --> 02:45:11,120 look at to try to continue to sharpen 8459 02:45:11,120 --> 02:45:13,269 look at to try to continue to sharpen our focus on what are the things that 8460 02:45:13,269 --> 02:45:13,279 our focus on what are the things that 8461 02:45:13,279 --> 02:45:16,469 our focus on what are the things that are emerging as they're happening. And 8462 02:45:16,469 --> 02:45:16,479 are emerging as they're happening. And 8463 02:45:16,479 --> 02:45:19,349 are emerging as they're happening. And uh but I think the our biggest risk is 8464 02:45:19,349 --> 02:45:19,359 uh but I think the our biggest risk is 8465 02:45:19,359 --> 02:45:22,630 uh but I think the our biggest risk is that um and and you know we have the 8466 02:45:22,630 --> 02:45:22,640 that um and and you know we have the 8467 02:45:22,640 --> 02:45:24,309 that um and and you know we have the data to show that the wellness centers 8468 02:45:24,309 --> 02:45:24,319 data to show that the wellness centers 8469 02:45:24,319 --> 02:45:26,150 data to show that the wellness centers works. Kids who show up when they leave 8470 02:45:26,150 --> 02:45:26,160 works. Kids who show up when they leave 8471 02:45:26,160 --> 02:45:27,830 works. Kids who show up when they leave they're feeling better. we have that 8472 02:45:27,830 --> 02:45:27,840 they're feeling better. we have that 8473 02:45:27,840 --> 02:45:30,070 they're feeling better. we have that data. I I don't you know so to the 8474 02:45:30,070 --> 02:45:30,080 data. I I don't you know so to the 8475 02:45:30,080 --> 02:45:31,349 data. I I don't you know so to the extent that I could tell you if you go 8476 02:45:31,349 --> 02:45:31,359 extent that I could tell you if you go 8477 02:45:31,359 --> 02:45:33,190 extent that I could tell you if you go to a wellness center it prevents ABCD 8478 02:45:33,190 --> 02:45:33,200 to a wellness center it prevents ABCD 8479 02:45:33,200 --> 02:45:34,870 to a wellness center it prevents ABCD are happy I can't tell you that right I 8480 02:45:34,870 --> 02:45:34,880 are happy I can't tell you that right I 8481 02:45:34,880 --> 02:45:36,070 are happy I can't tell you that right I can just tell you the kids are having a 8482 02:45:36,070 --> 02:45:36,080 can just tell you the kids are having a 8483 02:45:36,080 --> 02:45:37,830 can just tell you the kids are having a good experience and folks like them and 8484 02:45:37,830 --> 02:45:37,840 good experience and folks like them and 8485 02:45:37,840 --> 02:45:39,670 good experience and folks like them and that's why we're kind of looking that as 8486 02:45:39,670 --> 02:45:39,680 that's why we're kind of looking that as 8487 02:45:39,680 --> 02:45:41,670 that's why we're kind of looking that as a universal because gosh this is working 8488 02:45:41,670 --> 02:45:41,680 a universal because gosh this is working 8489 02:45:41,680 --> 02:45:43,830 a universal because gosh this is working kids like them we think that it's a pro 8490 02:45:43,830 --> 02:45:43,840 kids like them we think that it's a pro 8491 02:45:43,840 --> 02:45:45,990 kids like them we think that it's a pro preventative proactive approach and 8492 02:45:45,990 --> 02:45:46,000 preventative proactive approach and 8493 02:45:46,000 --> 02:45:47,910 preventative proactive approach and we're also connecting kids to to more 8494 02:45:47,910 --> 02:45:47,920 we're also connecting kids to to more 8495 02:45:47,920 --> 02:45:49,349 we're also connecting kids to to more kids to preventative kind of 8496 02:45:49,349 --> 02:45:49,359 kids to preventative kind of 8497 02:45:49,359 --> 02:45:51,670 kids to preventative kind of opportunities but uh resources will 8498 02:45:51,670 --> 02:45:51,680 opportunities but uh resources will 8499 02:45:51,680 --> 02:45:57,910 opportunities but uh resources will become our biggest challenge here 8500 02:45:57,910 --> 02:45:57,920 8501 02:45:57,920 --> 02:46:02,710 Any final questions? Board members, 8502 02:46:02,710 --> 02:46:02,720 8503 02:46:02,720 --> 02:46:04,150 >> did you want to present your last two 8504 02:46:04,150 --> 02:46:04,160 >> did you want to present your last two 8505 02:46:04,160 --> 02:46:11,429 >> did you want to present your last two wrap-up slides? 8506 02:46:11,429 --> 02:46:11,439 8507 02:46:11,439 --> 02:46:13,510 >> Is is that like a sign if your mic dies 8508 02:46:13,510 --> 02:46:13,520 >> Is is that like a sign if your mic dies 8509 02:46:13,520 --> 02:46:15,429 >> Is is that like a sign if your mic dies and you're done talking? Is that like a 8510 02:46:15,429 --> 02:46:15,439 and you're done talking? Is that like a 8511 02:46:15,439 --> 02:46:16,630 and you're done talking? Is that like a Do we have some kind of strategic 8512 02:46:16,630 --> 02:46:16,640 Do we have some kind of strategic 8513 02:46:16,640 --> 02:46:18,870 Do we have some kind of strategic micilling kind of 8514 02:46:18,870 --> 02:46:18,880 micilling kind of 8515 02:46:18,880 --> 02:46:22,710 micilling kind of >> As we transition to the last few slides, 8516 02:46:22,710 --> 02:46:22,720 >> As we transition to the last few slides, 8517 02:46:22,720 --> 02:46:24,950 >> As we transition to the last few slides, uh, very few, I want to just say a 8518 02:46:24,950 --> 02:46:24,960 uh, very few, I want to just say a 8519 02:46:24,960 --> 02:46:25,990 uh, very few, I want to just say a couple things. Thank you for the 8520 02:46:25,990 --> 02:46:26,000 couple things. Thank you for the 8521 02:46:26,000 --> 02:46:27,750 couple things. Thank you for the thoughtful conversation. 8522 02:46:27,750 --> 02:46:27,760 thoughtful conversation. 8523 02:46:27,760 --> 02:46:30,550 thoughtful conversation. um around the valued and included work 8524 02:46:30,550 --> 02:46:30,560 um around the valued and included work 8525 02:46:30,560 --> 02:46:35,349 um around the valued and included work we're doing. And in respect to um board 8526 02:46:35,349 --> 02:46:35,359 we're doing. And in respect to um board 8527 02:46:35,359 --> 02:46:37,110 we're doing. And in respect to um board member Anger's question regarding 8528 02:46:37,110 --> 02:46:37,120 member Anger's question regarding 8529 02:46:37,120 --> 02:46:39,269 member Anger's question regarding wellness center reports, our partners at 8530 02:46:39,269 --> 02:46:39,279 wellness center reports, our partners at 8531 02:46:39,279 --> 02:46:42,230 wellness center reports, our partners at Renee Crown actually do track several 8532 02:46:42,230 --> 02:46:42,240 Renee Crown actually do track several 8533 02:46:42,240 --> 02:46:44,790 Renee Crown actually do track several domains of um wellness center data 8534 02:46:44,790 --> 02:46:44,800 domains of um wellness center data 8535 02:46:44,800 --> 02:46:46,710 domains of um wellness center data including attendance, time of visit, 8536 02:46:46,710 --> 02:46:46,720 including attendance, time of visit, 8537 02:46:46,720 --> 02:46:48,389 including attendance, time of visit, students reasons for going, perception 8538 02:46:48,389 --> 02:46:48,399 students reasons for going, perception 8539 02:46:48,399 --> 02:46:51,190 students reasons for going, perception data before and after and other domains. 8540 02:46:51,190 --> 02:46:51,200 data before and after and other domains. 8541 02:46:51,200 --> 02:46:55,190 data before and after and other domains. Um, also I want to recognize the my 8542 02:46:55,190 --> 02:46:55,200 Um, also I want to recognize the my 8543 02:46:55,200 --> 02:46:56,469 Um, also I want to recognize the my colleagues at the table for their 8544 02:46:56,469 --> 02:46:56,479 colleagues at the table for their 8545 02:46:56,479 --> 02:46:58,469 colleagues at the table for their expertise and the expertise they bring 8546 02:46:58,469 --> 02:46:58,479 expertise and the expertise they bring 8547 02:46:58,479 --> 02:47:00,230 expertise and the expertise they bring to their work every day and that they 8548 02:47:00,230 --> 02:47:00,240 to their work every day and that they 8549 02:47:00,240 --> 02:47:01,510 to their work every day and that they brought to this presentation and 8550 02:47:01,510 --> 02:47:01,520 brought to this presentation and 8551 02:47:01,520 --> 02:47:03,590 brought to this presentation and conversation. We have some other 8552 02:47:03,590 --> 02:47:03,600 conversation. We have some other 8553 02:47:03,600 --> 02:47:05,269 conversation. We have some other colleagues in the room who bring 8554 02:47:05,269 --> 02:47:05,279 colleagues in the room who bring 8555 02:47:05,279 --> 02:47:06,950 colleagues in the room who bring expertise to our schools every day and 8556 02:47:06,950 --> 02:47:06,960 expertise to our schools every day and 8557 02:47:06,960 --> 02:47:10,150 expertise to our schools every day and that is our SPS or strategic plan 8558 02:47:10,150 --> 02:47:10,160 that is our SPS or strategic plan 8559 02:47:10,160 --> 02:47:12,469 that is our SPS or strategic plan support team. They are here. We have two 8560 02:47:12,469 --> 02:47:12,479 support team. They are here. We have two 8561 02:47:12,479 --> 02:47:14,710 support team. They are here. We have two administrators and three data and 8562 02:47:14,710 --> 02:47:14,720 administrators and three data and 8563 02:47:14,720 --> 02:47:17,750 administrators and three data and instruction coaches. And what you see on 8564 02:47:17,750 --> 02:47:17,760 instruction coaches. And what you see on 8565 02:47:17,760 --> 02:47:21,190 instruction coaches. And what you see on this slide is actually the 10 schools 8566 02:47:21,190 --> 02:47:21,200 this slide is actually the 10 schools 8567 02:47:21,200 --> 02:47:23,670 this slide is actually the 10 schools that make up the first two cohorts of 8568 02:47:23,670 --> 02:47:23,680 that make up the first two cohorts of 8569 02:47:23,680 --> 02:47:26,950 that make up the first two cohorts of SPST schools. And so the first co cohort 8570 02:47:26,950 --> 02:47:26,960 SPST schools. And so the first co cohort 8571 02:47:26,960 --> 02:47:29,830 SPST schools. And so the first co cohort kicked off last year. I won't name those 8572 02:47:29,830 --> 02:47:29,840 kicked off last year. I won't name those 8573 02:47:29,840 --> 02:47:31,429 kicked off last year. I won't name those exact schools in the interest of time, 8574 02:47:31,429 --> 02:47:31,439 exact schools in the interest of time, 8575 02:47:31,439 --> 02:47:34,150 exact schools in the interest of time, but they are all included here. Um and 8576 02:47:34,150 --> 02:47:34,160 but they are all included here. Um and 8577 02:47:34,160 --> 02:47:36,630 but they are all included here. Um and the second cohort of schools is in 8578 02:47:36,630 --> 02:47:36,640 the second cohort of schools is in 8579 02:47:36,640 --> 02:47:41,349 the second cohort of schools is in active support by our STS SPS team. Now 8580 02:47:41,349 --> 02:47:41,359 active support by our STS SPS team. Now 8581 02:47:41,359 --> 02:47:43,510 active support by our STS SPS team. Now um one thing to note, these are not one 8582 02:47:43,510 --> 02:47:43,520 um one thing to note, these are not one 8583 02:47:43,520 --> 02:47:45,510 um one thing to note, these are not one type of school. It's a heterogeneous 8584 02:47:45,510 --> 02:47:45,520 type of school. It's a heterogeneous 8585 02:47:45,520 --> 02:47:47,030 type of school. It's a heterogeneous selection of schools. We did that by 8586 02:47:47,030 --> 02:47:47,040 selection of schools. We did that by 8587 02:47:47,040 --> 02:47:49,590 selection of schools. We did that by design with a range of readiness and 8588 02:47:49,590 --> 02:47:49,600 design with a range of readiness and 8589 02:47:49,600 --> 02:47:51,750 design with a range of readiness and implementation uh when they enter the 8590 02:47:51,750 --> 02:47:51,760 implementation uh when they enter the 8591 02:47:51,760 --> 02:47:53,590 implementation uh when they enter the cohort and then when they get to and 8592 02:47:53,590 --> 02:47:53,600 cohort and then when they get to and 8593 02:47:53,600 --> 02:47:55,269 cohort and then when they get to and then they get to deep implementation 8594 02:47:55,269 --> 02:47:55,279 then they get to deep implementation 8595 02:47:55,279 --> 02:47:57,670 then they get to deep implementation over the course of time with support 8596 02:47:57,670 --> 02:47:57,680 over the course of time with support 8597 02:47:57,680 --> 02:47:59,429 over the course of time with support from executive directors and a double 8598 02:47:59,429 --> 02:47:59,439 from executive directors and a double 8599 02:47:59,439 --> 02:48:03,190 from executive directors and a double dose of support from our SPST teams 8600 02:48:03,190 --> 02:48:03,200 dose of support from our SPST teams 8601 02:48:03,200 --> 02:48:06,870 dose of support from our SPST teams last year. the first SPST cohort, excuse 8602 02:48:06,870 --> 02:48:06,880 last year. the first SPST cohort, excuse 8603 02:48:06,880 --> 02:48:10,710 last year. the first SPST cohort, excuse me, um schools showed impressive results 8604 02:48:10,710 --> 02:48:10,720 me, um schools showed impressive results 8605 02:48:10,720 --> 02:48:12,950 me, um schools showed impressive results overall and uh the cohort the second 8606 02:48:12,950 --> 02:48:12,960 overall and uh the cohort the second 8607 02:48:12,960 --> 02:48:14,870 overall and uh the cohort the second cohort had an advantage. They started 8608 02:48:14,870 --> 02:48:14,880 cohort had an advantage. They started 8609 02:48:14,880 --> 02:48:18,389 cohort had an advantage. They started earlier this year. Uh the cohort one 8610 02:48:18,389 --> 02:48:18,399 earlier this year. Uh the cohort one 8611 02:48:18,399 --> 02:48:20,870 earlier this year. Uh the cohort one started in October last year. We were 8612 02:48:20,870 --> 02:48:20,880 started in October last year. We were 8613 02:48:20,880 --> 02:48:23,349 started in October last year. We were building SPST last year and this year 8614 02:48:23,349 --> 02:48:23,359 building SPST last year and this year 8615 02:48:23,359 --> 02:48:25,269 building SPST last year and this year it's definitely a welloiled machine 8616 02:48:25,269 --> 02:48:25,279 it's definitely a welloiled machine 8617 02:48:25,279 --> 02:48:27,990 it's definitely a welloiled machine supporting schools. SPS teams are 8618 02:48:27,990 --> 02:48:28,000 supporting schools. SPS teams are 8619 02:48:28,000 --> 02:48:29,269 supporting schools. SPS teams are charged with accelerating the 8620 02:48:29,269 --> 02:48:29,279 charged with accelerating the 8621 02:48:29,279 --> 02:48:32,150 charged with accelerating the implementation of the strategic plan in 8622 02:48:32,150 --> 02:48:32,160 implementation of the strategic plan in 8623 02:48:32,160 --> 02:48:34,630 implementation of the strategic plan in the cohort schools 8624 02:48:34,630 --> 02:48:34,640 the cohort schools 8625 02:48:34,640 --> 02:48:38,150 the cohort schools and they are driving schools toward the 8626 02:48:38,150 --> 02:48:38,160 and they are driving schools toward the 8627 02:48:38,160 --> 02:48:41,190 and they are driving schools toward the established expectations of datadriven 8628 02:48:41,190 --> 02:48:41,200 established expectations of datadriven 8629 02:48:41,200 --> 02:48:43,910 established expectations of datadriven instruction core implementation 8630 02:48:43,910 --> 02:48:43,920 instruction core implementation 8631 02:48:43,920 --> 02:48:46,550 instruction core implementation establishing and utilizing MTSS and 8632 02:48:46,550 --> 02:48:46,560 establishing and utilizing MTSS and 8633 02:48:46,560 --> 02:48:48,630 establishing and utilizing MTSS and standardsbased instruction. And of 8634 02:48:48,630 --> 02:48:48,640 standardsbased instruction. And of 8635 02:48:48,640 --> 02:48:50,230 standardsbased instruction. And of course, all of this work is driven with 8636 02:48:50,230 --> 02:48:50,240 course, all of this work is driven with 8637 02:48:50,240 --> 02:48:51,670 course, all of this work is driven with short cycle improvement planning and 8638 02:48:51,670 --> 02:48:51,680 short cycle improvement planning and 8639 02:48:51,680 --> 02:48:54,630 short cycle improvement planning and 90-day plans, monitoring progress and 8640 02:48:54,630 --> 02:48:54,640 90-day plans, monitoring progress and 8641 02:48:54,640 --> 02:48:56,950 90-day plans, monitoring progress and adjusting actions accordingly. All of 8642 02:48:56,950 --> 02:48:56,960 adjusting actions accordingly. All of 8643 02:48:56,960 --> 02:48:59,429 adjusting actions accordingly. All of those expectations are in place in every 8644 02:48:59,429 --> 02:48:59,439 those expectations are in place in every 8645 02:48:59,439 --> 02:49:02,550 those expectations are in place in every SPST school and between our UVA schools 8646 02:49:02,550 --> 02:49:02,560 SPST school and between our UVA schools 8647 02:49:02,560 --> 02:49:05,030 SPST school and between our UVA schools or SPS and our SPST schools. We've seen 8648 02:49:05,030 --> 02:49:05,040 or SPS and our SPST schools. We've seen 8649 02:49:05,040 --> 02:49:07,750 or SPS and our SPST schools. We've seen that these evidence-based expectations 8650 02:49:07,750 --> 02:49:07,760 that these evidence-based expectations 8651 02:49:07,760 --> 02:49:10,309 that these evidence-based expectations and practices are being uh not only 8652 02:49:10,309 --> 02:49:10,319 and practices are being uh not only 8653 02:49:10,319 --> 02:49:12,870 and practices are being uh not only actively supported, but are resulting in 8654 02:49:12,870 --> 02:49:12,880 actively supported, but are resulting in 8655 02:49:12,880 --> 02:49:15,110 actively supported, but are resulting in greater outcomes for students across 8656 02:49:15,110 --> 02:49:15,120 greater outcomes for students across 8657 02:49:15,120 --> 02:49:16,950 greater outcomes for students across groups. 8658 02:49:16,950 --> 02:49:16,960 groups. 8659 02:49:16,960 --> 02:49:18,469 groups. differentiated funding and support for 8660 02:49:18,469 --> 02:49:18,479 differentiated funding and support for 8661 02:49:18,479 --> 02:49:20,070 differentiated funding and support for schools has been allocated in the form 8662 02:49:20,070 --> 02:49:20,080 schools has been allocated in the form 8663 02:49:20,080 --> 02:49:22,389 schools has been allocated in the form of additional FT at schools but also 8664 02:49:22,389 --> 02:49:22,399 of additional FT at schools but also 8665 02:49:22,399 --> 02:49:24,630 of additional FT at schools but also through our SPST teams supporting 8666 02:49:24,630 --> 02:49:24,640 through our SPST teams supporting 8667 02:49:24,640 --> 02:49:26,389 through our SPST teams supporting schools. 8668 02:49:26,389 --> 02:49:26,399 schools. 8669 02:49:26,399 --> 02:49:28,870 schools. Something that we have definitely uh 8670 02:49:28,870 --> 02:49:28,880 Something that we have definitely uh 8671 02:49:28,880 --> 02:49:31,670 Something that we have definitely uh learned is the realization that we know 8672 02:49:31,670 --> 02:49:31,680 learned is the realization that we know 8673 02:49:31,680 --> 02:49:34,389 learned is the realization that we know focus enables excellence. Strategy alone 8674 02:49:34,389 --> 02:49:34,399 focus enables excellence. Strategy alone 8675 02:49:34,399 --> 02:49:39,990 focus enables excellence. Strategy alone is not enough and in fact we know that 8676 02:49:39,990 --> 02:49:40,000 is not enough and in fact we know that 8677 02:49:40,000 --> 02:49:41,990 is not enough and in fact we know that uh the ways that BBSD has scaled out 8678 02:49:41,990 --> 02:49:42,000 uh the ways that BBSD has scaled out 8679 02:49:42,000 --> 02:49:44,469 uh the ways that BBSD has scaled out this work across all schools has been 8680 02:49:44,469 --> 02:49:44,479 this work across all schools has been 8681 02:49:44,479 --> 02:49:46,870 this work across all schools has been getting national attention. our focus, 8682 02:49:46,870 --> 02:49:46,880 getting national attention. our focus, 8683 02:49:46,880 --> 02:49:49,510 getting national attention. our focus, the results. Um, UVA has asked our team 8684 02:49:49,510 --> 02:49:49,520 the results. Um, UVA has asked our team 8685 02:49:49,520 --> 02:49:51,190 the results. Um, UVA has asked our team to present at their annual summit in 8686 02:49:51,190 --> 02:49:51,200 to present at their annual summit in 8687 02:49:51,200 --> 02:49:53,349 to present at their annual summit in November, which we did. They amplified 8688 02:49:53,349 --> 02:49:53,359 November, which we did. They amplified 8689 02:49:53,359 --> 02:49:54,950 November, which we did. They amplified our the work that we're doing through 8690 02:49:54,950 --> 02:49:54,960 our the work that we're doing through 8691 02:49:54,960 --> 02:49:57,670 our the work that we're doing through its publication in a partner spotlight. 8692 02:49:57,670 --> 02:49:57,680 its publication in a partner spotlight. 8693 02:49:57,680 --> 02:50:01,429 its publication in a partner spotlight. And what's proven to be true is that um 8694 02:50:01,429 --> 02:50:01,439 And what's proven to be true is that um 8695 02:50:01,439 --> 02:50:03,429 And what's proven to be true is that um success really comes from disciplined 8696 02:50:03,429 --> 02:50:03,439 success really comes from disciplined 8697 02:50:03,439 --> 02:50:05,990 success really comes from disciplined execution, focusing on fewer goals, 8698 02:50:05,990 --> 02:50:06,000 execution, focusing on fewer goals, 8699 02:50:06,000 --> 02:50:07,750 execution, focusing on fewer goals, acting on what drives those goals, 8700 02:50:07,750 --> 02:50:07,760 acting on what drives those goals, 8701 02:50:07,760 --> 02:50:08,950 acting on what drives those goals, tracking progress, and being 8702 02:50:08,950 --> 02:50:08,960 tracking progress, and being 8703 02:50:08,960 --> 02:50:11,750 tracking progress, and being accountable. In other words, a clear 8704 02:50:11,750 --> 02:50:11,760 accountable. In other words, a clear 8705 02:50:11,760 --> 02:50:14,309 accountable. In other words, a clear narrow focus, clear goals, monitoring 8706 02:50:14,309 --> 02:50:14,319 narrow focus, clear goals, monitoring 8707 02:50:14,319 --> 02:50:17,349 narrow focus, clear goals, monitoring leading and lagging measures. And that 8708 02:50:17,349 --> 02:50:17,359 leading and lagging measures. And that 8709 02:50:17,359 --> 02:50:18,870 leading and lagging measures. And that focus and alignment can be seen in a 8710 02:50:18,870 --> 02:50:18,880 focus and alignment can be seen in a 8711 02:50:18,880 --> 02:50:21,030 focus and alignment can be seen in a coherent manner across our schools in 8712 02:50:21,030 --> 02:50:21,040 coherent manner across our schools in 8713 02:50:21,040 --> 02:50:24,230 coherent manner across our schools in BBSD more than ever before. Of course, 8714 02:50:24,230 --> 02:50:24,240 BBSD more than ever before. Of course, 8715 02:50:24,240 --> 02:50:26,230 BBSD more than ever before. Of course, we still have work to do. We're aware of 8716 02:50:26,230 --> 02:50:26,240 we still have work to do. We're aware of 8717 02:50:26,240 --> 02:50:28,309 we still have work to do. We're aware of this and we also know we've come a long 8718 02:50:28,309 --> 02:50:28,319 this and we also know we've come a long 8719 02:50:28,319 --> 02:50:30,790 this and we also know we've come a long way in building coherence. We recently 8720 02:50:30,790 --> 02:50:30,800 way in building coherence. We recently 8721 02:50:30,800 --> 02:50:32,389 way in building coherence. We recently asked our principles who've been using 8722 02:50:32,389 --> 02:50:32,399 asked our principles who've been using 8723 02:50:32,399 --> 02:50:35,030 asked our principles who've been using 90-day plans and short cycle improvement 8724 02:50:35,030 --> 02:50:35,040 90-day plans and short cycle improvement 8725 02:50:35,040 --> 02:50:36,469 90-day plans and short cycle improvement to guide their leadership for a couple 8726 02:50:36,469 --> 02:50:36,479 to guide their leadership for a couple 8727 02:50:36,479 --> 02:50:39,830 to guide their leadership for a couple years or more what's really val valuable 8728 02:50:39,830 --> 02:50:39,840 years or more what's really val valuable 8729 02:50:39,840 --> 02:50:41,830 years or more what's really val valuable about it and they told us. So, we're 8730 02:50:41,830 --> 02:50:41,840 about it and they told us. So, we're 8731 02:50:41,840 --> 02:50:43,190 about it and they told us. So, we're going to spend a couple minutes just 8732 02:50:43,190 --> 02:50:43,200 going to spend a couple minutes just 8733 02:50:43,200 --> 02:50:44,630 going to spend a couple minutes just watching what they shared because it 8734 02:50:44,630 --> 02:50:44,640 watching what they shared because it 8735 02:50:44,640 --> 02:50:47,349 watching what they shared because it really captures the value and the impact 8736 02:50:47,349 --> 02:50:47,359 really captures the value and the impact 8737 02:50:47,359 --> 02:50:50,790 really captures the value and the impact on school improvement and another sign 8738 02:50:50,790 --> 02:50:50,800 on school improvement and another sign 8739 02:50:50,800 --> 02:50:55,190 on school improvement and another sign from the universe. 8740 02:50:55,190 --> 02:50:55,200 8741 02:50:55,200 --> 02:50:57,190 Okay, so we will skip this for now but 8742 02:50:57,190 --> 02:50:57,200 Okay, so we will skip this for now but 8743 02:50:57,200 --> 02:50:59,750 Okay, so we will skip this for now but send you the video. unfortunately um 8744 02:50:59,750 --> 02:50:59,760 send you the video. unfortunately um 8745 02:50:59,760 --> 02:51:02,309 send you the video. unfortunately um because it's an excellent example of 8746 02:51:02,309 --> 02:51:02,319 because it's an excellent example of 8747 02:51:02,319 --> 02:51:03,910 because it's an excellent example of short cycle improvement making a big 8748 02:51:03,910 --> 02:51:03,920 short cycle improvement making a big 8749 02:51:03,920 --> 02:51:06,469 short cycle improvement making a big impact on leadership in schools and 8750 02:51:06,469 --> 02:51:06,479 impact on leadership in schools and 8751 02:51:06,479 --> 02:51:10,230 impact on leadership in schools and outcomes for students. So this brings us 8752 02:51:10,230 --> 02:51:10,240 outcomes for students. So this brings us 8753 02:51:10,240 --> 02:51:11,990 outcomes for students. So this brings us to the conclusion of our presentation. 8754 02:51:11,990 --> 02:51:12,000 to the conclusion of our presentation. 8755 02:51:12,000 --> 02:51:13,510 to the conclusion of our presentation. We're always grateful for the 8756 02:51:13,510 --> 02:51:13,520 We're always grateful for the 8757 02:51:13,520 --> 02:51:15,590 We're always grateful for the opportunity to spend time with you. We 8758 02:51:15,590 --> 02:51:15,600 opportunity to spend time with you. We 8759 02:51:15,600 --> 02:51:17,990 opportunity to spend time with you. We value the discussion and your thoughtful 8760 02:51:17,990 --> 02:51:18,000 value the discussion and your thoughtful 8761 02:51:18,000 --> 02:51:20,630 value the discussion and your thoughtful questions and we're still here for any 8762 02:51:20,630 --> 02:51:20,640 questions and we're still here for any 8763 02:51:20,640 --> 02:51:24,070 questions and we're still here for any remaining questions that you might have. 8764 02:51:24,070 --> 02:51:24,080 remaining questions that you might have. 8765 02:51:24,080 --> 02:51:26,389 remaining questions that you might have. Just want to thank you send send a thank 8766 02:51:26,389 --> 02:51:26,399 Just want to thank you send send a thank 8767 02:51:26,399 --> 02:51:28,630 Just want to thank you send send a thank you out to our strategic or student 8768 02:51:28,630 --> 02:51:28,640 you out to our strategic or student 8769 02:51:28,640 --> 02:51:31,349 you out to our strategic or student support services, the SPST teams and our 8770 02:51:31,349 --> 02:51:31,359 support services, the SPST teams and our 8771 02:51:31,359 --> 02:51:33,349 support services, the SPST teams and our MTSS teams for all you do to help 8772 02:51:33,349 --> 02:51:33,359 MTSS teams for all you do to help 8773 02:51:33,359 --> 02:51:35,030 MTSS teams for all you do to help improve the opportunities and outcomes 8774 02:51:35,030 --> 02:51:35,040 improve the opportunities and outcomes 8775 02:51:35,040 --> 02:51:36,630 improve the opportunities and outcomes for our kiddos and support our teachers 8776 02:51:36,630 --> 02:51:36,640 for our kiddos and support our teachers 8777 02:51:36,640 --> 02:51:38,630 for our kiddos and support our teachers in that really important work and for 8778 02:51:38,630 --> 02:51:38,640 in that really important work and for 8779 02:51:38,640 --> 02:51:41,030 in that really important work and for taking the time to answer all of our 8780 02:51:41,030 --> 02:51:41,040 taking the time to answer all of our 8781 02:51:41,040 --> 02:51:44,070 taking the time to answer all of our questions. Um you do amazing work and we 8782 02:51:44,070 --> 02:51:44,080 questions. Um you do amazing work and we 8783 02:51:44,080 --> 02:51:45,269 questions. Um you do amazing work and we wouldn't be where we are without all of 8784 02:51:45,269 --> 02:51:45,279 wouldn't be where we are without all of 8785 02:51:45,279 --> 02:51:48,309 wouldn't be where we are without all of you. So thank you for that. Uh I would I 8786 02:51:48,309 --> 02:51:48,319 you. So thank you for that. Uh I would I 8787 02:51:48,319 --> 02:51:49,990 you. So thank you for that. Uh I would I would like to move on to our next item 8788 02:51:49,990 --> 02:51:50,000 would like to move on to our next item 8789 02:51:50,000 --> 02:51:54,630 would like to move on to our next item of the agenda if that's possible. 8790 02:51:54,630 --> 02:51:54,640 8791 02:51:54,640 --> 02:51:56,070 which is 8792 02:51:56,070 --> 02:51:56,080 which is 8793 02:51:56,080 --> 02:51:57,190 which is >> what's the next item? 8794 02:51:57,190 --> 02:51:57,200 >> what's the next item? 8795 02:51:57,200 --> 02:51:58,950 >> what's the next item? >> We have an executive session still. 8796 02:51:58,950 --> 02:51:58,960 >> We have an executive session still. 8797 02:51:58,960 --> 02:51:59,349 >> We have an executive session still. Yeah. 8798 02:51:59,349 --> 02:51:59,359 Yeah. 8799 02:51:59,359 --> 02:52:00,230 Yeah. >> Can I ask one thing? 8800 02:52:00,230 --> 02:52:00,240 >> Can I ask one thing? 8801 02:52:00,240 --> 02:52:02,469 >> Can I ask one thing? >> Okay, one final round of questions. 8802 02:52:02,469 --> 02:52:02,479 >> Okay, one final round of questions. 8803 02:52:02,479 --> 02:52:04,710 >> Okay, one final round of questions. >> Um, first off, I just want to thank 8804 02:52:04,710 --> 02:52:04,720 >> Um, first off, I just want to thank 8805 02:52:04,720 --> 02:52:07,190 >> Um, first off, I just want to thank everybody um who's presented and all the 8806 02:52:07,190 --> 02:52:07,200 everybody um who's presented and all the 8807 02:52:07,200 --> 02:52:09,190 everybody um who's presented and all the people that contributed to preparing for 8808 02:52:09,190 --> 02:52:09,200 people that contributed to preparing for 8809 02:52:09,200 --> 02:52:11,110 people that contributed to preparing for this and I know I sometimes ask 8810 02:52:11,110 --> 02:52:11,120 this and I know I sometimes ask 8811 02:52:11,120 --> 02:52:12,550 this and I know I sometimes ask questions and can't understand what's 8812 02:52:12,550 --> 02:52:12,560 questions and can't understand what's 8813 02:52:12,560 --> 02:52:14,469 questions and can't understand what's presented, but that's in the spirit of 8814 02:52:14,469 --> 02:52:14,479 presented, but that's in the spirit of 8815 02:52:14,479 --> 02:52:16,389 presented, but that's in the spirit of trying to not only for my understanding 8816 02:52:16,389 --> 02:52:16,399 trying to not only for my understanding 8817 02:52:16,399 --> 02:52:17,750 trying to not only for my understanding to make sure other people can understand 8818 02:52:17,750 --> 02:52:17,760 to make sure other people can understand 8819 02:52:17,760 --> 02:52:20,550 to make sure other people can understand what's going on. So I and I know that 8820 02:52:20,550 --> 02:52:20,560 what's going on. So I and I know that 8821 02:52:20,560 --> 02:52:22,389 what's going on. So I and I know that our disciplinary stuff dealing with 8822 02:52:22,389 --> 02:52:22,399 our disciplinary stuff dealing with 8823 02:52:22,399 --> 02:52:24,150 our disciplinary stuff dealing with climate and culture and our mental 8824 02:52:24,150 --> 02:52:24,160 climate and culture and our mental 8825 02:52:24,160 --> 02:52:25,910 climate and culture and our mental health issues are are harder to measure 8826 02:52:25,910 --> 02:52:25,920 health issues are are harder to measure 8827 02:52:25,920 --> 02:52:27,670 health issues are are harder to measure and quantify. So I'm not trying to 8828 02:52:27,670 --> 02:52:27,680 and quantify. So I'm not trying to 8829 02:52:27,680 --> 02:52:29,190 and quantify. So I'm not trying to figure out what the quantitative numbers 8830 02:52:29,190 --> 02:52:29,200 figure out what the quantitative numbers 8831 02:52:29,200 --> 02:52:31,110 figure out what the quantitative numbers are for these things. I'm trying to have 8832 02:52:31,110 --> 02:52:31,120 are for these things. I'm trying to have 8833 02:52:31,120 --> 02:52:33,750 are for these things. I'm trying to have more insight into them and I I maybe 8834 02:52:33,750 --> 02:52:33,760 more insight into them and I I maybe 8835 02:52:33,760 --> 02:52:35,349 more insight into them and I I maybe it's a mismatch of like well there isn't 8836 02:52:35,349 --> 02:52:35,359 it's a mismatch of like well there isn't 8837 02:52:35,359 --> 02:52:37,750 it's a mismatch of like well there isn't enough numbers so got a few numbers and 8838 02:52:37,750 --> 02:52:37,760 enough numbers so got a few numbers and 8839 02:52:37,760 --> 02:52:39,110 enough numbers so got a few numbers and those numbers aren't providing me 8840 02:52:39,110 --> 02:52:39,120 those numbers aren't providing me 8841 02:52:39,120 --> 02:52:41,750 those numbers aren't providing me insight. And so I'm if it's qualitative, 8842 02:52:41,750 --> 02:52:41,760 insight. And so I'm if it's qualitative, 8843 02:52:41,760 --> 02:52:43,429 insight. And so I'm if it's qualitative, if it's people telling stories, if it's 8844 02:52:43,429 --> 02:52:43,439 if it's people telling stories, if it's 8845 02:52:43,439 --> 02:52:45,190 if it's people telling stories, if it's people giving me their expert judgment, 8846 02:52:45,190 --> 02:52:45,200 people giving me their expert judgment, 8847 02:52:45,200 --> 02:52:46,950 people giving me their expert judgment, I'd like to hear that as a board member 8848 02:52:46,950 --> 02:52:46,960 I'd like to hear that as a board member 8849 02:52:46,960 --> 02:52:49,510 I'd like to hear that as a board member so I can understand how we're doing on 8850 02:52:49,510 --> 02:52:49,520 so I can understand how we're doing on 8851 02:52:49,520 --> 02:52:51,670 so I can understand how we're doing on the mental health issues. So maybe it's 8852 02:52:51,670 --> 02:52:51,680 the mental health issues. So maybe it's 8853 02:52:51,680 --> 02:52:54,150 the mental health issues. So maybe it's not a strategic plan metric, but it is 8854 02:52:54,150 --> 02:52:54,160 not a strategic plan metric, but it is 8855 02:52:54,160 --> 02:52:56,790 not a strategic plan metric, but it is perhaps qualitative insight would be my 8856 02:52:56,790 --> 02:52:56,800 perhaps qualitative insight would be my 8857 02:52:56,800 --> 02:52:58,469 perhaps qualitative insight would be my suggestion. And then I do have a 8858 02:52:58,469 --> 02:52:58,479 suggestion. And then I do have a 8859 02:52:58,479 --> 02:53:00,710 suggestion. And then I do have a question for uh my uh fellow board 8860 02:53:00,710 --> 02:53:00,720 question for uh my uh fellow board 8861 02:53:00,720 --> 02:53:02,230 question for uh my uh fellow board members. Like we've been doing this for 8862 02:53:02,230 --> 02:53:02,240 members. Like we've been doing this for 8863 02:53:02,240 --> 02:53:03,750 members. Like we've been doing this for a while. We have two new board members. 8864 02:53:03,750 --> 02:53:03,760 a while. We have two new board members. 8865 02:53:03,760 --> 02:53:06,630 a while. We have two new board members. It was great at CASBY to hear Nicole and 8866 02:53:06,630 --> 02:53:06,640 It was great at CASBY to hear Nicole and 8867 02:53:06,640 --> 02:53:08,230 It was great at CASBY to hear Nicole and Dr. Anderson explain sort of their 8868 02:53:08,230 --> 02:53:08,240 Dr. Anderson explain sort of their 8869 02:53:08,240 --> 02:53:09,990 Dr. Anderson explain sort of their theory of change of how we work as a 8870 02:53:09,990 --> 02:53:10,000 theory of change of how we work as a 8871 02:53:10,000 --> 02:53:12,630 theory of change of how we work as a governing board. I think these meetings 8872 02:53:12,630 --> 02:53:12,640 governing board. I think these meetings 8873 02:53:12,640 --> 02:53:15,110 governing board. I think these meetings are super helpful to me and give me uh a 8874 02:53:15,110 --> 02:53:15,120 are super helpful to me and give me uh a 8875 02:53:15,120 --> 02:53:17,030 are super helpful to me and give me uh a lot of information and insight. I am 8876 02:53:17,030 --> 02:53:17,040 lot of information and insight. I am 8877 02:53:17,040 --> 02:53:19,030 lot of information and insight. I am curious how the other board members feel 8878 02:53:19,030 --> 02:53:19,040 curious how the other board members feel 8879 02:53:19,040 --> 02:53:21,190 curious how the other board members feel about this level of the depth of inquiry 8880 02:53:21,190 --> 02:53:21,200 about this level of the depth of inquiry 8881 02:53:21,200 --> 02:53:23,190 about this level of the depth of inquiry and the use of this much time for it. If 8882 02:53:23,190 --> 02:53:23,200 and the use of this much time for it. If 8883 02:53:23,200 --> 02:53:28,870 and the use of this much time for it. If anybody wanted to share 8884 02:53:28,870 --> 02:53:28,880 8885 02:53:28,880 --> 02:53:31,990 >> seeing thumbs up 8886 02:53:31,990 --> 02:53:32,000 >> seeing thumbs up 8887 02:53:32,000 --> 02:53:34,710 >> seeing thumbs up any other last burning can't leave for 8888 02:53:34,710 --> 02:53:34,720 any other last burning can't leave for 8889 02:53:34,720 --> 02:53:36,309 any other last burning can't leave for winter break without this question being 8890 02:53:36,309 --> 02:53:36,319 winter break without this question being 8891 02:53:36,319 --> 02:53:37,670 winter break without this question being asked Dr. Anderson, I 8892 02:53:37,670 --> 02:53:37,680 asked Dr. Anderson, I 8893 02:53:37,680 --> 02:53:40,550 asked Dr. Anderson, I >> I'd love to to answer um Alex your 8894 02:53:40,550 --> 02:53:40,560 >> I'd love to to answer um Alex your 8895 02:53:40,560 --> 02:53:43,510 >> I'd love to to answer um Alex your question. I think it's helpful for us to 8896 02:53:43,510 --> 02:53:43,520 question. I think it's helpful for us to 8897 02:53:43,520 --> 02:53:45,110 question. I think it's helpful for us to think it's helpful for our team to have 8898 02:53:45,110 --> 02:53:45,120 think it's helpful for our team to have 8899 02:53:45,120 --> 02:53:47,590 think it's helpful for our team to have these moments that we reflect in time, 8900 02:53:47,590 --> 02:53:47,600 these moments that we reflect in time, 8901 02:53:47,600 --> 02:53:50,309 these moments that we reflect in time, prepare, dig in, think through what's 8902 02:53:50,309 --> 02:53:50,319 prepare, dig in, think through what's 8903 02:53:50,319 --> 02:53:52,630 prepare, dig in, think through what's working, what's not working. Um getting 8904 02:53:52,630 --> 02:53:52,640 working, what's not working. Um getting 8905 02:53:52,640 --> 02:53:54,710 working, what's not working. Um getting great feedback from the board. You know, 8906 02:53:54,710 --> 02:53:54,720 great feedback from the board. You know, 8907 02:53:54,720 --> 02:53:56,790 great feedback from the board. You know, I've got like 10 really good ideas that 8908 02:53:56,790 --> 02:53:56,800 I've got like 10 really good ideas that 8909 02:53:56,800 --> 02:53:59,830 I've got like 10 really good ideas that came from our conversation today. Uh so 8910 02:53:59,830 --> 02:53:59,840 came from our conversation today. Uh so 8911 02:53:59,840 --> 02:54:01,670 came from our conversation today. Uh so I think that to the extent there's 8912 02:54:01,670 --> 02:54:01,680 I think that to the extent there's 8913 02:54:01,680 --> 02:54:03,030 I think that to the extent there's benefits for the board, I think there's 8914 02:54:03,030 --> 02:54:03,040 benefits for the board, I think there's 8915 02:54:03,040 --> 02:54:05,590 benefits for the board, I think there's benefit for our incredible and amazing 8916 02:54:05,590 --> 02:54:05,600 benefit for our incredible and amazing 8917 02:54:05,600 --> 02:54:08,950 benefit for our incredible and amazing team as well. 8918 02:54:08,950 --> 02:54:08,960 team as well. 8919 02:54:08,960 --> 02:54:11,510 team as well. >> Thank you again for that presentation. 8920 02:54:11,510 --> 02:54:11,520 >> Thank you again for that presentation. 8921 02:54:11,520 --> 02:54:13,190 >> Thank you again for that presentation. Board members public as indicated on 8922 02:54:13,190 --> 02:54:13,200 Board members public as indicated on 8923 02:54:13,200 --> 02:54:15,910 Board members public as indicated on today's agenda. We have items to um 8924 02:54:15,910 --> 02:54:15,920 today's agenda. We have items to um 8925 02:54:15,920 --> 02:54:18,309 today's agenda. We have items to um discuss in executive session. Is there a 8926 02:54:18,309 --> 02:54:18,319 discuss in executive session. Is there a 8927 02:54:18,319 --> 02:54:20,790 discuss in executive session. Is there a motion? 8928 02:54:20,790 --> 02:54:20,800 motion? 8929 02:54:20,800 --> 02:54:23,110 motion? I, Deianne Booker, make a motion 8930 02:54:23,110 --> 02:54:23,120 I, Deianne Booker, make a motion 8931 02:54:23,120 --> 02:54:28,469 I, Deianne Booker, make a motion pursuant to CRS24-6-424F 8932 02:54:28,469 --> 02:54:28,479 8933 02:54:28,479 --> 02:54:31,110 to convene into executive session to 8934 02:54:31,110 --> 02:54:31,120 to convene into executive session to 8935 02:54:31,120 --> 02:54:33,349 to convene into executive session to discuss personnel matters regarding the 8936 02:54:33,349 --> 02:54:33,359 discuss personnel matters regarding the 8937 02:54:33,359 --> 02:54:36,150 discuss personnel matters regarding the superintendent's evaluation process, 8938 02:54:36,150 --> 02:54:36,160 superintendent's evaluation process, 8939 02:54:36,160 --> 02:54:38,309 superintendent's evaluation process, specifically the superintendent's 8940 02:54:38,309 --> 02:54:38,319 specifically the superintendent's 8941 02:54:38,319 --> 02:54:40,550 specifically the superintendent's midyear evaluation. 8942 02:54:40,550 --> 02:54:40,560 midyear evaluation. 8943 02:54:40,560 --> 02:54:42,790 midyear evaluation. >> Is there a second? 8944 02:54:42,790 --> 02:54:42,800 >> Is there a second? 8945 02:54:42,800 --> 02:54:46,661 >> Is there a second? >> It died again. Seconded by Anna. 8946 02:54:46,661 --> 02:54:46,671 >> It died again. Seconded by Anna. 8947 02:54:46,671 --> 02:54:47,349 >> It died again. Seconded by Anna. [laughter] 8948 02:54:47,349 --> 02:54:47,359 [laughter] 8949 02:54:47,359 --> 02:54:54,710 [laughter] It is time to go. Four members, we will 8950 02:54:54,710 --> 02:54:54,720 8951 02:54:54,720 --> 02:54:58,870 I need to 8952 02:54:58,870 --> 02:54:58,880 8953 02:54:58,880 --> 02:55:03,349 >> shall we reconvene? [laughter] 8954 02:55:03,349 --> 02:55:03,359 8955 02:55:03,359 --> 02:55:07,269 Okay. Booker, 8956 02:55:07,269 --> 02:55:07,279 Okay. Booker, 8957 02:55:07,279 --> 02:55:07,750 Okay. Booker, >> yes. 8958 02:55:07,750 --> 02:55:07,760 >> yes. 8959 02:55:07,760 --> 02:55:09,269 >> yes. >> Yes. 8960 02:55:09,269 --> 02:55:09,279 >> Yes. 8961 02:55:09,279 --> 02:55:10,150 >> Yes. >> Chavez. 8962 02:55:10,150 --> 02:55:10,160 >> Chavez. 8963 02:55:10,160 --> 02:55:10,790 >> Chavez. >> Yes. 8964 02:55:10,790 --> 02:55:10,800 >> Yes. 8965 02:55:10,800 --> 02:55:11,670 >> Yes. >> Medler. 8966 02:55:11,670 --> 02:55:11,680 >> Medler. 8967 02:55:11,680 --> 02:55:13,670 >> Medler. >> Yes. 8968 02:55:13,670 --> 02:55:13,680 >> Yes. 8969 02:55:13,680 --> 02:55:15,030 >> Yes. >> Raj Paul. 8970 02:55:15,030 --> 02:55:15,040 >> Raj Paul. 8971 02:55:15,040 --> 02:55:17,349 >> Raj Paul. >> Now I have that one died, too. Now I 8972 02:55:17,349 --> 02:55:17,359 >> Now I have that one died, too. Now I 8973 02:55:17,359 --> 02:55:20,066 >> Now I have that one died, too. Now I have three mics. Two of which. Yes. 8974 02:55:20,066 --> 02:55:20,076 have three mics. Two of which. Yes. 8975 02:55:20,076 --> 02:55:20,630 have three mics. Two of which. Yes. >> [laughter] 8976 02:55:20,630 --> 02:55:20,640 >> [laughter] 8977 02:55:20,640 --> 02:55:23,349 >> [laughter] >> Tamuading. Yes. 8978 02:55:23,349 --> 02:55:23,359 >> Tamuading. Yes. 8979 02:55:23,359 --> 02:55:23,990 >> Tamuading. Yes. >> Anger. 8980 02:55:23,990 --> 02:55:24,000 >> Anger. 8981 02:55:24,000 --> 02:55:24,710 >> Anger. >> Yes. 8982 02:55:24,710 --> 02:55:24,720 >> Yes. 8983 02:55:24,720 --> 02:55:25,830 >> Yes. >> Motion passes. 8984 02:55:25,830 --> 02:55:25,840 >> Motion passes. 8985 02:55:25,840 --> 02:55:28,070 >> Motion passes. >> Okay. We will now adjourn this public 8986 02:55:28,070 --> 02:55:28,080 >> Okay. We will now adjourn this public 8987 02:55:28,080 --> 02:55:29,590 >> Okay. We will now adjourn this public portion of today's meeting and convening 8988 02:55:29,590 --> 02:55:29,600 portion of today's meeting and convening 8989 02:55:29,600 --> 02:55:32,230 portion of today's meeting and convening Glacier. 8990 02:55:32,230 --> 02:55:32,240 Glacier. 8991 02:55:32,240 --> 02:55:35,800 Glacier. >> Lunch is available.