1
00:00:02,320 --> 00:00:03,830

I'd like to call to order this regular

2
00:00:03,830 --> 00:00:03,840
I'd like to call to order this regular
 

3
00:00:03,840 --> 00:00:05,030
I'd like to call to order this regular
meeting of the Boulder Valley School

4
00:00:05,030 --> 00:00:05,040
meeting of the Boulder Valley School
 

5
00:00:05,040 --> 00:00:06,869
meeting of the Boulder Valley School
District Board of Education for Tuesday,

6
00:00:06,869 --> 00:00:06,879
District Board of Education for Tuesday,
 

7
00:00:06,879 --> 00:00:09,589
District Board of Education for Tuesday,
April 21st, 2026. Board members may

8
00:00:09,589 --> 00:00:09,599
April 21st, 2026. Board members may
 

9
00:00:09,599 --> 00:00:11,350
April 21st, 2026. Board members may
attend and participate in meetings

10
00:00:11,350 --> 00:00:11,360
attend and participate in meetings
 

11
00:00:11,360 --> 00:00:13,190
attend and participate in meetings
remotely in accordance with board policy

12
00:00:13,190 --> 00:00:13,200
remotely in accordance with board policy
 

13
00:00:13,200 --> 00:00:15,749
remotely in accordance with board policy
BMEA and state law. Laura, can you

14
00:00:15,749 --> 00:00:15,759
BMEA and state law. Laura, can you
 

15
00:00:15,759 --> 00:00:20,790
BMEA and state law. Laura, can you
please call the role?

16
00:00:20,790 --> 00:00:20,800

 

17
00:00:20,800 --> 00:00:23,750

>> Booker here.

18
00:00:23,750 --> 00:00:23,760
>> Booker here.
 

19
00:00:23,760 --> 00:00:26,950
>> Booker here.
Chavez

20
00:00:26,950 --> 00:00:26,960

 

21
00:00:26,960 --> 00:00:29,910

Medler

22
00:00:29,910 --> 00:00:29,920
Medler
 

23
00:00:29,920 --> 00:00:31,189
Medler
Quinn Linua

24
00:00:31,189 --> 00:00:31,199
Quinn Linua
 

25
00:00:31,199 --> 00:00:33,350
Quinn Linua
>> here. Rajp Paul

26
00:00:33,350 --> 00:00:33,360
>> here. Rajp Paul
 

27
00:00:33,360 --> 00:00:34,470
>> here. Rajp Paul
>> here.

28
00:00:34,470 --> 00:00:34,480
>> here.
 

29
00:00:34,480 --> 00:00:35,590
>> here.
>> Teamuading

30
00:00:35,590 --> 00:00:35,600
>> Teamuading
 

31
00:00:35,600 --> 00:00:36,310
>> Teamuading
>> here.

32
00:00:36,310 --> 00:00:36,320
>> here.
 

33
00:00:36,320 --> 00:00:38,790
>> here.
>> Adding

34
00:00:38,790 --> 00:00:38,800
>> Adding
 

35
00:00:38,800 --> 00:00:39,990
>> Adding
sorry Anger

36
00:00:39,990 --> 00:00:40,000
sorry Anger
 

37
00:00:40,000 --> 00:00:41,670
sorry Anger
>> here.

38
00:00:41,670 --> 00:00:41,680
>> here.
 

39
00:00:41,680 --> 00:00:50,869
>> here.
>> Thank you.

40
00:00:50,869 --> 00:00:50,879

 

41
00:00:50,879 --> 00:00:52,389

like to encourage folks to turn their

42
00:00:52,389 --> 00:00:52,399
like to encourage folks to turn their
 

43
00:00:52,399 --> 00:00:53,910
like to encourage folks to turn their
attention to the screen for the land

44
00:00:53,910 --> 00:00:53,920
attention to the screen for the land
 

45
00:00:53,920 --> 00:01:05,750
attention to the screen for the land
acknowledgement this morning.

46
00:01:05,750 --> 00:01:05,760

 

47
00:01:05,760 --> 00:01:07,350

The Boulder Valley School District

48
00:01:07,350 --> 00:01:07,360
The Boulder Valley School District
 

49
00:01:07,360 --> 00:01:09,590
The Boulder Valley School District
resides and operates on land that is the

50
00:01:09,590 --> 00:01:09,600
resides and operates on land that is the
 

51
00:01:09,600 --> 00:01:12,149
resides and operates on land that is the
ancestral homeland and unjustly and

52
00:01:12,149 --> 00:01:12,159
ancestral homeland and unjustly and
 

53
00:01:12,159 --> 00:01:14,469
ancestral homeland and unjustly and
illegally taken territory of the Ute,

54
00:01:14,469 --> 00:01:14,479
illegally taken territory of the Ute,
 

55
00:01:14,479 --> 00:01:18,149
illegally taken territory of the Ute,
Puebloin, Arapjo, Cheyenne, Apache,

56
00:01:18,149 --> 00:01:18,159
Puebloin, Arapjo, Cheyenne, Apache,
 

57
00:01:18,159 --> 00:01:20,870
Puebloin, Arapjo, Cheyenne, Apache,
Navajo, and 48 other tribal nations

58
00:01:20,870 --> 00:01:20,880
Navajo, and 48 other tribal nations
 

59
00:01:20,880 --> 00:01:23,190
Navajo, and 48 other tribal nations
historically tied to this land who have

60
00:01:23,190 --> 00:01:23,200
historically tied to this land who have
 

61
00:01:23,200 --> 00:01:25,270
historically tied to this land who have
called this land home since time and

62
00:01:25,270 --> 00:01:25,280
called this land home since time and
 

63
00:01:25,280 --> 00:01:35,350
called this land home since time and
memorial.

64
00:01:35,350 --> 00:01:35,360

 

65
00:01:35,360 --> 00:01:37,270

We acknowledge the atrocities committed

66
00:01:37,270 --> 00:01:37,280
We acknowledge the atrocities committed
 

67
00:01:37,280 --> 00:01:39,429
We acknowledge the atrocities committed
here, including the painful history of

68
00:01:39,429 --> 00:01:39,439
here, including the painful history of
 

69
00:01:39,439 --> 00:01:42,310
here, including the painful history of
genocide, forced assimilation, and

70
00:01:42,310 --> 00:01:42,320
genocide, forced assimilation, and
 

71
00:01:42,320 --> 00:01:44,230
genocide, forced assimilation, and
efforts to alienate the indigenous

72
00:01:44,230 --> 00:01:44,240
efforts to alienate the indigenous
 

73
00:01:44,240 --> 00:01:45,910
efforts to alienate the indigenous
inhabitants from their homeland,

74
00:01:45,910 --> 00:01:45,920
inhabitants from their homeland,
 

75
00:01:45,920 --> 00:01:47,590
inhabitants from their homeland,
supported by the policies of the United

76
00:01:47,590 --> 00:01:47,600
supported by the policies of the United
 

77
00:01:47,600 --> 00:01:54,870
supported by the policies of the United
States government.

78
00:01:54,870 --> 00:01:54,880

 

79
00:01:54,880 --> 00:01:57,109

BBSD is aware of the many indigenous

80
00:01:57,109 --> 00:01:57,119
BBSD is aware of the many indigenous
 

81
00:01:57,119 --> 00:01:59,429
BBSD is aware of the many indigenous
peoples, past and present, and their

82
00:01:59,429 --> 00:01:59,439
peoples, past and present, and their
 

83
00:01:59,439 --> 00:02:01,749
peoples, past and present, and their
dignified nations and cultures, who care

84
00:02:01,749 --> 00:02:01,759
dignified nations and cultures, who care
 

85
00:02:01,759 --> 00:02:03,109
dignified nations and cultures, who care
for this land with strength and

86
00:02:03,109 --> 00:02:03,119
for this land with strength and
 

87
00:02:03,119 --> 00:02:04,709
for this land with strength and
resilience.

88
00:02:04,709 --> 00:02:04,719
resilience.
 

89
00:02:04,719 --> 00:02:06,630
resilience.
BBSD recognizes the histories of the

90
00:02:06,630 --> 00:02:06,640
BBSD recognizes the histories of the
 

91
00:02:06,640 --> 00:02:08,710
BBSD recognizes the histories of the
land in Colorado and the survival of

92
00:02:08,710 --> 00:02:08,720
land in Colorado and the survival of
 

93
00:02:08,720 --> 00:02:10,550
land in Colorado and the survival of
many nations that carried their rural

94
00:02:10,550 --> 00:02:10,560
many nations that carried their rural
 

95
00:02:10,560 --> 00:02:14,309
many nations that carried their rural
traditions into the present.

96
00:02:14,309 --> 00:02:14,319
traditions into the present.
 

97
00:02:14,319 --> 00:02:16,869
traditions into the present.
It is BBSD's responsibility to educate

98
00:02:16,869 --> 00:02:16,879
It is BBSD's responsibility to educate
 

99
00:02:16,879 --> 00:02:19,030
It is BBSD's responsibility to educate
ourselves, our community, and our

100
00:02:19,030 --> 00:02:19,040
ourselves, our community, and our
 

101
00:02:19,040 --> 00:02:21,030
ourselves, our community, and our
students so that we can embrace the

102
00:02:21,030 --> 00:02:21,040
students so that we can embrace the
 

103
00:02:21,040 --> 00:02:22,550
students so that we can embrace the
wisdom and knowledge of indigenous

104
00:02:22,550 --> 00:02:22,560
wisdom and knowledge of indigenous
 

105
00:02:22,560 --> 00:02:24,229
wisdom and knowledge of indigenous
peoples

106
00:02:24,229 --> 00:02:24,239
peoples
 

107
00:02:24,239 --> 00:02:26,390
peoples
and actively stand together to address

108
00:02:26,390 --> 00:02:26,400
and actively stand together to address
 

109
00:02:26,400 --> 00:02:34,150
and actively stand together to address
injustices.

110
00:02:34,150 --> 00:02:34,160

 

111
00:02:34,160 --> 00:02:36,150

In offering this land acknowledgement,

112
00:02:36,150 --> 00:02:36,160
In offering this land acknowledgement,
 

113
00:02:36,160 --> 00:02:38,790
In offering this land acknowledgement,
we affirm and honor the history, wisdom,

114
00:02:38,790 --> 00:02:38,800
we affirm and honor the history, wisdom,
 

115
00:02:38,800 --> 00:02:41,350
we affirm and honor the history, wisdom,
oral traditions, and resilience of

116
00:02:41,350 --> 00:02:41,360
oral traditions, and resilience of
 

117
00:02:41,360 --> 00:02:43,750
oral traditions, and resilience of
indigenous people, and recognize the

118
00:02:43,750 --> 00:02:43,760
indigenous people, and recognize the
 

119
00:02:43,760 --> 00:02:45,670
indigenous people, and recognize the
responsibility to care for and

120
00:02:45,670 --> 00:02:45,680
responsibility to care for and
 

121
00:02:45,680 --> 00:02:53,910
responsibility to care for and
appreciate this land together.

122
00:02:53,910 --> 00:02:53,920

 

123
00:02:53,920 --> 00:02:55,350

I'd like to make a note for the board

124
00:02:55,350 --> 00:02:55,360
I'd like to make a note for the board
 

125
00:02:55,360 --> 00:02:57,110
I'd like to make a note for the board
secretary that board member Chavez is

126
00:02:57,110 --> 00:02:57,120
secretary that board member Chavez is
 

127
00:02:57,120 --> 00:02:59,509
secretary that board member Chavez is
now present.

128
00:02:59,509 --> 00:02:59,519
now present.
 

129
00:02:59,519 --> 00:03:01,350
now present.
And after that, I'd like to The mission

130
00:03:01,350 --> 00:03:01,360
And after that, I'd like to The mission
 

131
00:03:01,360 --> 00:03:02,710
And after that, I'd like to The mission
of the Boulder Valley School District is

132
00:03:02,710 --> 00:03:02,720
of the Boulder Valley School District is
 

133
00:03:02,720 --> 00:03:04,070
of the Boulder Valley School District is
to create challenging, meaningful, and

134
00:03:04,070 --> 00:03:04,080
to create challenging, meaningful, and
 

135
00:03:04,080 --> 00:03:05,589
to create challenging, meaningful, and
engaging learning opportunities so that

136
00:03:05,589 --> 00:03:05,599
engaging learning opportunities so that
 

137
00:03:05,599 --> 00:03:07,110
engaging learning opportunities so that
all children thrive and are prepared for

138
00:03:07,110 --> 00:03:07,120
all children thrive and are prepared for
 

139
00:03:07,120 --> 00:03:09,110
all children thrive and are prepared for
successful civically engaged lives. Good

140
00:03:09,110 --> 00:03:09,120
successful civically engaged lives. Good
 

141
00:03:09,120 --> 00:03:10,390
successful civically engaged lives. Good
morning, everyone. We're happy to have

142
00:03:10,390 --> 00:03:10,400
morning, everyone. We're happy to have
 

143
00:03:10,400 --> 00:03:12,149
morning, everyone. We're happy to have
you here uh participating in our meeting

144
00:03:12,149 --> 00:03:12,159
you here uh participating in our meeting
 

145
00:03:12,159 --> 00:03:13,670
you here uh participating in our meeting
this morning. At this time, is there a

146
00:03:13,670 --> 00:03:13,680
this morning. At this time, is there a
 

147
00:03:13,680 --> 00:03:15,589
this morning. At this time, is there a
motion to approve today's agenda? Moved

148
00:03:15,589 --> 00:03:15,599
motion to approve today's agenda? Moved
 

149
00:03:15,599 --> 00:03:18,710
motion to approve today's agenda? Moved
by Lenia, seconded by Anna. Laura, can

150
00:03:18,710 --> 00:03:18,720
by Lenia, seconded by Anna. Laura, can
 

151
00:03:18,720 --> 00:03:22,949
by Lenia, seconded by Anna. Laura, can
you please call the motion?

152
00:03:22,949 --> 00:03:22,959

 

153
00:03:22,959 --> 00:03:24,949

>> GR.

154
00:03:24,949 --> 00:03:24,959
>> GR.
 

155
00:03:24,959 --> 00:03:26,790
>> GR.
>> Yes.

156
00:03:26,790 --> 00:03:26,800
>> Yes.
 

157
00:03:26,800 --> 00:03:27,910
>> Yes.
Chavez,

158
00:03:27,910 --> 00:03:27,920
Chavez,
 

159
00:03:27,920 --> 00:03:30,789
Chavez,
>> yes.

160
00:03:30,789 --> 00:03:30,799
>> yes.
 

161
00:03:30,799 --> 00:03:33,030
>> yes.
>> Medler,

162
00:03:33,030 --> 00:03:33,040
>> Medler,
 

163
00:03:33,040 --> 00:03:34,390
>> Medler,
Quinnlanda,

164
00:03:34,390 --> 00:03:34,400
Quinnlanda,
 

165
00:03:34,400 --> 00:03:36,070
Quinnlanda,
>> yes.

166
00:03:36,070 --> 00:03:36,080
>> yes.
 

167
00:03:36,080 --> 00:03:37,030
>> yes.
>> Raj Paul,

168
00:03:37,030 --> 00:03:37,040
>> Raj Paul,
 

169
00:03:37,040 --> 00:03:38,789
>> Raj Paul,
>> yes.

170
00:03:38,789 --> 00:03:38,799
>> yes.
 

171
00:03:38,799 --> 00:03:40,070
>> yes.
>> Tuading,

172
00:03:40,070 --> 00:03:40,080
>> Tuading,
 

173
00:03:40,080 --> 00:03:40,630
>> Tuading,
>> yes.

174
00:03:40,630 --> 00:03:40,640
>> yes.
 

175
00:03:40,640 --> 00:03:41,270
>> yes.
>> Anger,

176
00:03:41,270 --> 00:03:41,280
>> Anger,
 

177
00:03:41,280 --> 00:03:42,070
>> Anger,
>> yes.

178
00:03:42,070 --> 00:03:42,080
>> yes.
 

179
00:03:42,080 --> 00:03:44,789
>> yes.
>> Motion passes.

180
00:03:44,789 --> 00:03:44,799
>> Motion passes.
 

181
00:03:44,799 --> 00:03:48,229
>> Motion passes.
>> Today we have one item on our agenda for

182
00:03:48,229 --> 00:03:48,239
>> Today we have one item on our agenda for
 

183
00:03:48,239 --> 00:03:49,670
>> Today we have one item on our agenda for
under work session study. We're going to

184
00:03:49,670 --> 00:03:49,680
under work session study. We're going to
 

185
00:03:49,680 --> 00:03:51,910
under work session study. We're going to
take a deep look at BBSD strategic plan

186
00:03:51,910 --> 00:03:51,920
take a deep look at BBSD strategic plan
 

187
00:03:51,920 --> 00:03:53,910
take a deep look at BBSD strategic plan
and UIP. I'll turn it over to Dr.

188
00:03:53,910 --> 00:03:53,920
and UIP. I'll turn it over to Dr.
 

189
00:03:53,920 --> 00:03:55,990
and UIP. I'll turn it over to Dr.
Anderson for introductions.

190
00:03:55,990 --> 00:03:56,000
Anderson for introductions.
 

191
00:03:56,000 --> 00:03:57,750
Anderson for introductions.
Thank you, board president Rajpal. Board

192
00:03:57,750 --> 00:03:57,760
Thank you, board president Rajpal. Board
 

193
00:03:57,760 --> 00:03:59,030
Thank you, board president Rajpal. Board
members, good to see you all this

194
00:03:59,030 --> 00:03:59,040
members, good to see you all this
 

195
00:03:59,040 --> 00:04:01,030
members, good to see you all this
morning. Uh excited to give the board

196
00:04:01,030 --> 00:04:01,040
morning. Uh excited to give the board
 

197
00:04:01,040 --> 00:04:03,190
morning. Uh excited to give the board
another update on our strategic plan and

198
00:04:03,190 --> 00:04:03,200
another update on our strategic plan and
 

199
00:04:03,200 --> 00:04:04,949
another update on our strategic plan and
begin to talk about the development of

200
00:04:04,949 --> 00:04:04,959
begin to talk about the development of
 

201
00:04:04,959 --> 00:04:09,350
begin to talk about the development of
our next UIP uh here in April. Um we've

202
00:04:09,350 --> 00:04:09,360
our next UIP uh here in April. Um we've
 

203
00:04:09,360 --> 00:04:11,429
our next UIP uh here in April. Um we've
got a uh lots of folks on our team here.

204
00:04:11,429 --> 00:04:11,439
got a uh lots of folks on our team here.
 

205
00:04:11,439 --> 00:04:13,350
got a uh lots of folks on our team here.
They're going to be talking um about

206
00:04:13,350 --> 00:04:13,360
They're going to be talking um about
 

207
00:04:13,360 --> 00:04:14,949
They're going to be talking um about
different aspects of the strategic plan.

208
00:04:14,949 --> 00:04:14,959
different aspects of the strategic plan.
 

209
00:04:14,959 --> 00:04:16,069
different aspects of the strategic plan.
And with that, I'm going to turn it over

210
00:04:16,069 --> 00:04:16,079
And with that, I'm going to turn it over
 

211
00:04:16,079 --> 00:04:17,670
And with that, I'm going to turn it over
to Dr. Dea Cruz who will do

212
00:04:17,670 --> 00:04:17,680
to Dr. Dea Cruz who will do
 

213
00:04:17,680 --> 00:04:18,949
to Dr. Dea Cruz who will do
introductions of the team and get us

214
00:04:18,949 --> 00:04:18,959
introductions of the team and get us
 

215
00:04:18,959 --> 00:04:20,629
introductions of the team and get us
started.

216
00:04:20,629 --> 00:04:20,639
started.
 

217
00:04:20,639 --> 00:04:22,150
started.
>> Good morning, President Rashpaul,

218
00:04:22,150 --> 00:04:22,160
>> Good morning, President Rashpaul,
 

219
00:04:22,160 --> 00:04:24,710
>> Good morning, President Rashpaul,
members of the board. So good to be here

220
00:04:24,710 --> 00:04:24,720
members of the board. So good to be here
 

221
00:04:24,720 --> 00:04:27,030
members of the board. So good to be here
again to provide an update on our

222
00:04:27,030 --> 00:04:27,040
again to provide an update on our
 

223
00:04:27,040 --> 00:04:28,710
again to provide an update on our
strategic plan altogether for all

224
00:04:28,710 --> 00:04:28,720
strategic plan altogether for all
 

225
00:04:28,720 --> 00:04:31,350
strategic plan altogether for all
students and also information about the

226
00:04:31,350 --> 00:04:31,360
students and also information about the
 

227
00:04:31,360 --> 00:04:34,310
students and also information about the
UIP development for the next uh two-year

228
00:04:34,310 --> 00:04:34,320
UIP development for the next uh two-year
 

229
00:04:34,320 --> 00:04:37,990
UIP development for the next uh two-year
cycle of the UIP. And with me today are

230
00:04:37,990 --> 00:04:38,000
cycle of the UIP. And with me today are
 

231
00:04:38,000 --> 00:04:40,070
cycle of the UIP. And with me today are
members of our team who will be sharing

232
00:04:40,070 --> 00:04:40,080
members of our team who will be sharing
 

233
00:04:40,080 --> 00:04:42,310
members of our team who will be sharing
from their expertise. I have Chris

234
00:04:42,310 --> 00:04:42,320
from their expertise. I have Chris
 

235
00:04:42,320 --> 00:04:43,830
from their expertise. I have Chris
Brock, director of strategic

236
00:04:43,830 --> 00:04:43,840
Brock, director of strategic
 

237
00:04:43,840 --> 00:04:46,710
Brock, director of strategic
initiatives, Dr. Jessica Alzine,

238
00:04:46,710 --> 00:04:46,720
initiatives, Dr. Jessica Alzine,
 

239
00:04:46,720 --> 00:04:48,469
initiatives, Dr. Jessica Alzine,
executive director of accountability and

240
00:04:48,469 --> 00:04:48,479
executive director of accountability and
 

241
00:04:48,479 --> 00:04:51,030
executive director of accountability and
evaluation. Across from me, Dr. Nativity

242
00:04:51,030 --> 00:04:51,040
evaluation. Across from me, Dr. Nativity
 

243
00:04:51,040 --> 00:04:53,670
evaluation. Across from me, Dr. Nativity
Miller, chief academic officer, Dr. Emma

244
00:04:53,670 --> 00:04:53,680
Miller, chief academic officer, Dr. Emma
 

245
00:04:53,680 --> 00:04:56,230
Miller, chief academic officer, Dr. Emma
Herszog, uh, executive director of

246
00:04:56,230 --> 00:04:56,240
Herszog, uh, executive director of
 

247
00:04:56,240 --> 00:04:58,150
Herszog, uh, executive director of
academics, and Dr. Bianca Gigos,

248
00:04:58,150 --> 00:04:58,160
academics, and Dr. Bianca Gigos,
 

249
00:04:58,160 --> 00:04:59,590
academics, and Dr. Bianca Gigos,
executive director of strategic

250
00:04:59,590 --> 00:04:59,600
executive director of strategic
 

251
00:04:59,600 --> 00:05:03,110
executive director of strategic
partnerships.

252
00:05:03,110 --> 00:05:03,120

 

253
00:05:03,120 --> 00:05:05,350

Today, we're going to be touching on our

254
00:05:05,350 --> 00:05:05,360
Today, we're going to be touching on our
 

255
00:05:05,360 --> 00:05:07,990
Today, we're going to be touching on our
current work within the four strategic

256
00:05:07,990 --> 00:05:08,000
current work within the four strategic
 

257
00:05:08,000 --> 00:05:09,830
current work within the four strategic
priorities of Al together for all

258
00:05:09,830 --> 00:05:09,840
priorities of Al together for all
 

259
00:05:09,840 --> 00:05:12,310
priorities of Al together for all
students, of course, no limits, next

260
00:05:12,310 --> 00:05:12,320
students, of course, no limits, next
 

261
00:05:12,320 --> 00:05:14,070
students, of course, no limits, next
best step, valued and included, and

262
00:05:14,070 --> 00:05:14,080
best step, valued and included, and
 

263
00:05:14,080 --> 00:05:16,790
best step, valued and included, and
define the destination. You'll also hear

264
00:05:16,790 --> 00:05:16,800
define the destination. You'll also hear
 

265
00:05:16,800 --> 00:05:19,270
define the destination. You'll also hear
information about the UIP development

266
00:05:19,270 --> 00:05:19,280
information about the UIP development
 

267
00:05:19,280 --> 00:05:21,749
information about the UIP development
process threaded throughout various

268
00:05:21,749 --> 00:05:21,759
process threaded throughout various
 

269
00:05:21,759 --> 00:05:24,070
process threaded throughout various
parts of today's conversation with UIP

270
00:05:24,070 --> 00:05:24,080
parts of today's conversation with UIP
 

271
00:05:24,080 --> 00:05:25,909
parts of today's conversation with UIP
connections discussed in a few different

272
00:05:25,909 --> 00:05:25,919
connections discussed in a few different
 

273
00:05:25,919 --> 00:05:28,790
connections discussed in a few different
places this morning. And as part of

274
00:05:28,790 --> 00:05:28,800
places this morning. And as part of
 

275
00:05:28,800 --> 00:05:31,189
places this morning. And as part of
define the destination and the CTE

276
00:05:31,189 --> 00:05:31,199
define the destination and the CTE
 

277
00:05:31,199 --> 00:05:33,830
define the destination and the CTE
update discussion, we have a treat.

278
00:05:33,830 --> 00:05:33,840
update discussion, we have a treat.
 

279
00:05:33,840 --> 00:05:36,070
update discussion, we have a treat.
We're going to be taking a walking work

280
00:05:36,070 --> 00:05:36,080
We're going to be taking a walking work
 

281
00:05:36,080 --> 00:05:39,909
We're going to be taking a walking work
session to tour our CTE center at Apex

282
00:05:39,909 --> 00:05:39,919
session to tour our CTE center at Apex
 

283
00:05:39,919 --> 00:05:44,310
session to tour our CTE center at Apex
to see the CTE pathways expansion with

284
00:05:44,310 --> 00:05:44,320
to see the CTE pathways expansion with
 

285
00:05:44,320 --> 00:05:46,710
to see the CTE pathways expansion with
student ambassadors. And we'll have

286
00:05:46,710 --> 00:05:46,720
student ambassadors. And we'll have
 

287
00:05:46,720 --> 00:05:48,629
student ambassadors. And we'll have
lunch at the culinary center where the

288
00:05:48,629 --> 00:05:48,639
lunch at the culinary center where the
 

289
00:05:48,639 --> 00:05:51,110
lunch at the culinary center where the
students will be preparing and serving

290
00:05:51,110 --> 00:05:51,120
students will be preparing and serving
 

291
00:05:51,120 --> 00:05:52,870
students will be preparing and serving
lunch. And this is actually perfect

292
00:05:52,870 --> 00:05:52,880
lunch. And this is actually perfect
 

293
00:05:52,880 --> 00:05:54,629
lunch. And this is actually perfect
because right now they're studying back

294
00:05:54,629 --> 00:05:54,639
because right now they're studying back
 

295
00:05:54,639 --> 00:05:57,430
because right now they're studying back
of the house hospitality and culinary

296
00:05:57,430 --> 00:05:57,440
of the house hospitality and culinary
 

297
00:05:57,440 --> 00:06:00,390
of the house hospitality and culinary
experiences.

298
00:06:00,390 --> 00:06:00,400
experiences.
 

299
00:06:00,400 --> 00:06:02,550
experiences.
And as the board knows, we have a cycle

300
00:06:02,550 --> 00:06:02,560
And as the board knows, we have a cycle
 

301
00:06:02,560 --> 00:06:05,189
And as the board knows, we have a cycle
of reporting to you all every year. And

302
00:06:05,189 --> 00:06:05,199
of reporting to you all every year. And
 

303
00:06:05,199 --> 00:06:06,710
of reporting to you all every year. And
of course, here we are in April with an

304
00:06:06,710 --> 00:06:06,720
of course, here we are in April with an
 

305
00:06:06,720 --> 00:06:08,950
of course, here we are in April with an
update on strategic priorities and also

306
00:06:08,950 --> 00:06:08,960
update on strategic priorities and also
 

307
00:06:08,960 --> 00:06:11,110
update on strategic priorities and also
the UIP development since we're entering

308
00:06:11,110 --> 00:06:11,120
the UIP development since we're entering
 

309
00:06:11,120 --> 00:06:15,830
the UIP development since we're entering
a new 2-year UIP cycle next year. And up

310
00:06:15,830 --> 00:06:15,840
a new 2-year UIP cycle next year. And up
 

311
00:06:15,840 --> 00:06:17,510
a new 2-year UIP cycle next year. And up
next, Chris is going to draw some

312
00:06:17,510 --> 00:06:17,520
next, Chris is going to draw some
 

313
00:06:17,520 --> 00:06:20,309
next, Chris is going to draw some
initial connections to our all together

314
00:06:20,309 --> 00:06:20,319
initial connections to our all together
 

315
00:06:20,319 --> 00:06:22,390
initial connections to our all together
for all student strategic plan and

316
00:06:22,390 --> 00:06:22,400
for all student strategic plan and
 

317
00:06:22,400 --> 00:06:25,510
for all student strategic plan and
updates about the third cohort of the

318
00:06:25,510 --> 00:06:25,520
updates about the third cohort of the
 

319
00:06:25,520 --> 00:06:27,670
updates about the third cohort of the
strategic plan support team.

320
00:06:27,670 --> 00:06:27,680
strategic plan support team.
 

321
00:06:27,680 --> 00:06:29,350
strategic plan support team.
Good morning, board president Raj Paul,

322
00:06:29,350 --> 00:06:29,360
Good morning, board president Raj Paul,
 

323
00:06:29,360 --> 00:06:30,710
Good morning, board president Raj Paul,
members of the board, thank you for

324
00:06:30,710 --> 00:06:30,720
members of the board, thank you for
 

325
00:06:30,720 --> 00:06:33,749
members of the board, thank you for
having us. Um, you all have seen this

326
00:06:33,749 --> 00:06:33,759
having us. Um, you all have seen this
 

327
00:06:33,759 --> 00:06:35,990
having us. Um, you all have seen this
slide before just uh to kind of anchor

328
00:06:35,990 --> 00:06:36,000
slide before just uh to kind of anchor
 

329
00:06:36,000 --> 00:06:37,510
slide before just uh to kind of anchor
us into a structure for today. Similar

330
00:06:37,510 --> 00:06:37,520
us into a structure for today. Similar
 

331
00:06:37,520 --> 00:06:39,749
us into a structure for today. Similar
to previous work sessions, we'll walk

332
00:06:39,749 --> 00:06:39,759
to previous work sessions, we'll walk
 

333
00:06:39,759 --> 00:06:41,749
to previous work sessions, we'll walk
through some updates for each of these

334
00:06:41,749 --> 00:06:41,759
through some updates for each of these
 

335
00:06:41,759 --> 00:06:43,830
through some updates for each of these
objectives. They will be slightly out of

336
00:06:43,830 --> 00:06:43,840
objectives. They will be slightly out of
 

337
00:06:43,840 --> 00:06:44,790
objectives. They will be slightly out of
order because we're going to end on

338
00:06:44,790 --> 00:06:44,800
order because we're going to end on
 

339
00:06:44,800 --> 00:06:46,629
order because we're going to end on
define the destination as we walk into

340
00:06:46,629 --> 00:06:46,639
define the destination as we walk into
 

341
00:06:46,639 --> 00:06:49,670
define the destination as we walk into
to Apex and do some CTE um exploration

342
00:06:49,670 --> 00:06:49,680
to Apex and do some CTE um exploration
 

343
00:06:49,680 --> 00:06:51,430
to Apex and do some CTE um exploration
there. But just wanted to give you some

344
00:06:51,430 --> 00:06:51,440
there. But just wanted to give you some
 

345
00:06:51,440 --> 00:06:52,790
there. But just wanted to give you some
sense of structure for the rest of the

346
00:06:52,790 --> 00:06:52,800
sense of structure for the rest of the
 

347
00:06:52,800 --> 00:06:55,430
sense of structure for the rest of the
day. But first uh want to talk about how

348
00:06:55,430 --> 00:06:55,440
day. But first uh want to talk about how
 

349
00:06:55,440 --> 00:06:57,749
day. But first uh want to talk about how
we are expanding our strategic plan

350
00:06:57,749 --> 00:06:57,759
we are expanding our strategic plan
 

351
00:06:57,759 --> 00:07:00,550
we are expanding our strategic plan
support teams into cohort three. Uh that

352
00:07:00,550 --> 00:07:00,560
support teams into cohort three. Uh that
 

353
00:07:00,560 --> 00:07:04,150
support teams into cohort three. Uh that
will result in 30 schools in three years

354
00:07:04,150 --> 00:07:04,160
will result in 30 schools in three years
 

355
00:07:04,160 --> 00:07:06,870
will result in 30 schools in three years
receiving this targeted support. Uh also

356
00:07:06,870 --> 00:07:06,880
receiving this targeted support. Uh also
 

357
00:07:06,880 --> 00:07:08,710
receiving this targeted support. Uh also
incredibly excited about the fact that

358
00:07:08,710 --> 00:07:08,720
incredibly excited about the fact that
 

359
00:07:08,720 --> 00:07:10,710
incredibly excited about the fact that
with our focus around the implementation

360
00:07:10,710 --> 00:07:10,720
with our focus around the implementation
 

361
00:07:10,720 --> 00:07:12,550
with our focus around the implementation
of datadriven instruction and leadership

362
00:07:12,550 --> 00:07:12,560
of datadriven instruction and leadership
 

363
00:07:12,560 --> 00:07:14,070
of datadriven instruction and leadership
support from that team. We do feel like

364
00:07:14,070 --> 00:07:14,080
support from that team. We do feel like
 

365
00:07:14,080 --> 00:07:17,350
support from that team. We do feel like
that we are at a critical mass of the uh

366
00:07:17,350 --> 00:07:17,360
that we are at a critical mass of the uh
 

367
00:07:17,360 --> 00:07:18,950
that we are at a critical mass of the uh
datadriven instructional practices

368
00:07:18,950 --> 00:07:18,960
datadriven instructional practices
 

369
00:07:18,960 --> 00:07:20,550
datadriven instructional practices
across the system. a great foundation

370
00:07:20,550 --> 00:07:20,560
across the system. a great foundation
 

371
00:07:20,560 --> 00:07:22,710
across the system. a great foundation
for us to continue to build on within

372
00:07:22,710 --> 00:07:22,720
for us to continue to build on within
 

373
00:07:22,720 --> 00:07:26,230
for us to continue to build on within
our strategic plan.

374
00:07:26,230 --> 00:07:26,240
our strategic plan.
 

375
00:07:26,240 --> 00:07:28,710
our strategic plan.
As a reminder, we have defined success

376
00:07:28,710 --> 00:07:28,720
As a reminder, we have defined success
 

377
00:07:28,720 --> 00:07:31,510
As a reminder, we have defined success
within our strategic plan

378
00:07:31,510 --> 00:07:31,520
within our strategic plan
 

379
00:07:31,520 --> 00:07:33,350
within our strategic plan
around increased achievement growth for

380
00:07:33,350 --> 00:07:33,360
around increased achievement growth for
 

381
00:07:33,360 --> 00:07:35,670
around increased achievement growth for
all and historically marginalized

382
00:07:35,670 --> 00:07:35,680
all and historically marginalized
 

383
00:07:35,680 --> 00:07:37,029
all and historically marginalized
students. Appropriate growth for

384
00:07:37,029 --> 00:07:37,039
students. Appropriate growth for
 

385
00:07:37,039 --> 00:07:38,070
students. Appropriate growth for
students receiving academic

386
00:07:38,070 --> 00:07:38,080
students receiving academic
 

387
00:07:38,080 --> 00:07:40,309
students receiving academic
interventions. Proportional rate of

388
00:07:40,309 --> 00:07:40,319
interventions. Proportional rate of
 

389
00:07:40,319 --> 00:07:41,589
interventions. Proportional rate of
students identified for special

390
00:07:41,589 --> 00:07:41,599
students identified for special
 

391
00:07:41,599 --> 00:07:43,589
students identified for special
education and gifted and talented.

392
00:07:43,589 --> 00:07:43,599
education and gifted and talented.
 

393
00:07:43,599 --> 00:07:44,870
education and gifted and talented.
Increased percentage of students who

394
00:07:44,870 --> 00:07:44,880
Increased percentage of students who
 

395
00:07:44,880 --> 00:07:46,629
Increased percentage of students who
graduate and obtain at least one grad

396
00:07:46,629 --> 00:07:46,639
graduate and obtain at least one grad
 

397
00:07:46,639 --> 00:07:48,629
graduate and obtain at least one grad
plus recognition.

398
00:07:48,629 --> 00:07:48,639
plus recognition.
 

399
00:07:48,639 --> 00:07:51,189
plus recognition.
increase fidelity to the BBSD discipline

400
00:07:51,189 --> 00:07:51,199
increase fidelity to the BBSD discipline
 

401
00:07:51,199 --> 00:07:53,589
increase fidelity to the BBSD discipline
framework and to decrease out of school

402
00:07:53,589 --> 00:07:53,599
framework and to decrease out of school
 

403
00:07:53,599 --> 00:07:55,029
framework and to decrease out of school
suspensions while reducing

404
00:07:55,029 --> 00:07:55,039
suspensions while reducing
 

405
00:07:55,039 --> 00:07:57,189
suspensions while reducing
disproportionality. So, as many of you

406
00:07:57,189 --> 00:07:57,199
disproportionality. So, as many of you
 

407
00:07:57,199 --> 00:07:59,430
disproportionality. So, as many of you
know, we have so many celebrations

408
00:07:59,430 --> 00:07:59,440
know, we have so many celebrations
 

409
00:07:59,440 --> 00:08:01,589
know, we have so many celebrations
already within our long-term objectives

410
00:08:01,589 --> 00:08:01,599
already within our long-term objectives
 

411
00:08:01,599 --> 00:08:03,029
already within our long-term objectives
within the strategic plan. We're going

412
00:08:03,029 --> 00:08:03,039
within the strategic plan. We're going
 

413
00:08:03,039 --> 00:08:04,309
within the strategic plan. We're going
to continue to build on that in the next

414
00:08:04,309 --> 00:08:04,319
to continue to build on that in the next
 

415
00:08:04,319 --> 00:08:08,230
to continue to build on that in the next
iteration of the UIP.

416
00:08:08,230 --> 00:08:08,240

 

417
00:08:08,240 --> 00:08:10,710

This is also a reminder for you all. Uh

418
00:08:10,710 --> 00:08:10,720
This is also a reminder for you all. Uh
 

419
00:08:10,720 --> 00:08:12,390
This is also a reminder for you all. Uh
we talked about this in a previous work

420
00:08:12,390 --> 00:08:12,400
we talked about this in a previous work
 

421
00:08:12,400 --> 00:08:14,790
we talked about this in a previous work
session on how our work around the

422
00:08:14,790 --> 00:08:14,800
session on how our work around the
 

423
00:08:14,800 --> 00:08:16,550
session on how our work around the
development of the district UIP trickles

424
00:08:16,550 --> 00:08:16,560
development of the district UIP trickles
 

425
00:08:16,560 --> 00:08:18,230
development of the district UIP trickles
down into the specific short cycle

426
00:08:18,230 --> 00:08:18,240
down into the specific short cycle
 

427
00:08:18,240 --> 00:08:19,430
down into the specific short cycle
improvement that you're going to see in

428
00:08:19,430 --> 00:08:19,440
improvement that you're going to see in
 

429
00:08:19,440 --> 00:08:21,189
improvement that you're going to see in
schools. Uh so want to make sure we

430
00:08:21,189 --> 00:08:21,199
schools. Uh so want to make sure we
 

431
00:08:21,199 --> 00:08:23,350
schools. Uh so want to make sure we
highlight that. So the district UIP

432
00:08:23,350 --> 00:08:23,360
highlight that. So the district UIP
 

433
00:08:23,360 --> 00:08:24,790
highlight that. So the district UIP
centers around the identification of

434
00:08:24,790 --> 00:08:24,800
centers around the identification of
 

435
00:08:24,800 --> 00:08:27,029
centers around the identification of
student performance priorities and major

436
00:08:27,029 --> 00:08:27,039
student performance priorities and major
 

437
00:08:27,039 --> 00:08:28,629
student performance priorities and major
improvement strategies that the district

438
00:08:28,629 --> 00:08:28,639
improvement strategies that the district
 

439
00:08:28,639 --> 00:08:31,270
improvement strategies that the district
will take. We align those within each of

440
00:08:31,270 --> 00:08:31,280
will take. We align those within each of
 

441
00:08:31,280 --> 00:08:33,829
will take. We align those within each of
the four strategic objectives and then

442
00:08:33,829 --> 00:08:33,839
the four strategic objectives and then
 

443
00:08:33,839 --> 00:08:35,430
the four strategic objectives and then
action plans are created using a

444
00:08:35,430 --> 00:08:35,440
action plans are created using a
 

445
00:08:35,440 --> 00:08:37,029
action plans are created using a
two-year improvement cycle through the

446
00:08:37,029 --> 00:08:37,039
two-year improvement cycle through the
 

447
00:08:37,039 --> 00:08:38,870
two-year improvement cycle through the
district UIP. So right now we are

448
00:08:38,870 --> 00:08:38,880
district UIP. So right now we are
 

449
00:08:38,880 --> 00:08:41,190
district UIP. So right now we are
concluding the first iteration of that

450
00:08:41,190 --> 00:08:41,200
concluding the first iteration of that
 

451
00:08:41,200 --> 00:08:43,990
concluding the first iteration of that
which was fall 2024 to spring of 2026

452
00:08:43,990 --> 00:08:44,000
which was fall 2024 to spring of 2026
 

453
00:08:44,000 --> 00:08:45,670
which was fall 2024 to spring of 2026
and we are moving into the development

454
00:08:45,670 --> 00:08:45,680
and we are moving into the development
 

455
00:08:45,680 --> 00:08:49,030
and we are moving into the development
of the UIP for fall 2026 through spring

456
00:08:49,030 --> 00:08:49,040
of the UIP for fall 2026 through spring
 

457
00:08:49,040 --> 00:08:50,870
of the UIP for fall 2026 through spring
of 2028.

458
00:08:50,870 --> 00:08:50,880
of 2028.
 

459
00:08:50,880 --> 00:08:53,110
of 2028.
Then as schools develop their 90-day

460
00:08:53,110 --> 00:08:53,120
Then as schools develop their 90-day
 

461
00:08:53,120 --> 00:08:54,790
Then as schools develop their 90-day
plans, their short cycle improvement

462
00:08:54,790 --> 00:08:54,800
plans, their short cycle improvement
 

463
00:08:54,800 --> 00:08:57,030
plans, their short cycle improvement
strategies, we ask that they align those

464
00:08:57,030 --> 00:08:57,040
strategies, we ask that they align those
 

465
00:08:57,040 --> 00:08:58,949
strategies, we ask that they align those
specific performance priorities to the

466
00:08:58,949 --> 00:08:58,959
specific performance priorities to the
 

467
00:08:58,959 --> 00:09:00,949
specific performance priorities to the
district UIP. That way we ensure

468
00:09:00,949 --> 00:09:00,959
district UIP. That way we ensure
 

469
00:09:00,959 --> 00:09:02,389
district UIP. That way we ensure
alignment all the way up to the things

470
00:09:02,389 --> 00:09:02,399
alignment all the way up to the things
 

471
00:09:02,399 --> 00:09:04,630
alignment all the way up to the things
that we know uh we want to prioritize

472
00:09:04,630 --> 00:09:04,640
that we know uh we want to prioritize
 

473
00:09:04,640 --> 00:09:07,110
that we know uh we want to prioritize
and hold dear as we uh try to achieve

474
00:09:07,110 --> 00:09:07,120
and hold dear as we uh try to achieve
 

475
00:09:07,120 --> 00:09:08,470
and hold dear as we uh try to achieve
the different metrics within the strat

476
00:09:08,470 --> 00:09:08,480
the different metrics within the strat
 

477
00:09:08,480 --> 00:09:11,030
the different metrics within the strat
plan.

478
00:09:11,030 --> 00:09:11,040
plan.
 

479
00:09:11,040 --> 00:09:12,949
plan.
>> So to start off we're going to talk

480
00:09:12,949 --> 00:09:12,959
>> So to start off we're going to talk
 

481
00:09:12,959 --> 00:09:14,230
>> So to start off we're going to talk
around no limits and I'm going to hand

482
00:09:14,230 --> 00:09:14,240
around no limits and I'm going to hand
 

483
00:09:14,240 --> 00:09:15,829
around no limits and I'm going to hand
it off to Dr. Miller.

484
00:09:15,829 --> 00:09:15,839
it off to Dr. Miller.
 

485
00:09:15,839 --> 00:09:19,430
it off to Dr. Miller.
>> Good morning. Um yeah so um Dr. Herszog

486
00:09:19,430 --> 00:09:19,440
>> Good morning. Um yeah so um Dr. Herszog
 

487
00:09:19,440 --> 00:09:21,350
>> Good morning. Um yeah so um Dr. Herszog
and I will be sharing an update on no

488
00:09:21,350 --> 00:09:21,360
and I will be sharing an update on no
 

489
00:09:21,360 --> 00:09:23,430
and I will be sharing an update on no
limits specifically around the

490
00:09:23,430 --> 00:09:23,440
limits specifically around the
 

491
00:09:23,440 --> 00:09:24,550
limits specifically around the
professional learning that we have

492
00:09:24,550 --> 00:09:24,560
professional learning that we have
 

493
00:09:24,560 --> 00:09:26,630
professional learning that we have
continued to do with our leaders um for

494
00:09:26,630 --> 00:09:26,640
continued to do with our leaders um for
 

495
00:09:26,640 --> 00:09:28,470
continued to do with our leaders um for
grade level standards and how we've

496
00:09:28,470 --> 00:09:28,480
grade level standards and how we've
 

497
00:09:28,480 --> 00:09:29,750
grade level standards and how we've
connected that to the curricular

498
00:09:29,750 --> 00:09:29,760
connected that to the curricular
 

499
00:09:29,760 --> 00:09:32,470
connected that to the curricular
resources that we've adopted and then um

500
00:09:32,470 --> 00:09:32,480
resources that we've adopted and then um
 

501
00:09:32,480 --> 00:09:34,949
resources that we've adopted and then um
a brief update on how we're utilizing

502
00:09:34,949 --> 00:09:34,959
a brief update on how we're utilizing
 

503
00:09:34,959 --> 00:09:36,949
a brief update on how we're utilizing
our district coaches that um Chris

504
00:09:36,949 --> 00:09:36,959
our district coaches that um Chris
 

505
00:09:36,959 --> 00:09:41,750
our district coaches that um Chris
talked about for DDI implementation.

506
00:09:41,750 --> 00:09:41,760

 

507
00:09:41,760 --> 00:09:43,670

So first we want to share the work that

508
00:09:43,670 --> 00:09:43,680
So first we want to share the work that
 

509
00:09:43,680 --> 00:09:44,790
So first we want to share the work that
we have continued to do with

510
00:09:44,790 --> 00:09:44,800
we have continued to do with
 

511
00:09:44,800 --> 00:09:46,230
we have continued to do with
professional learning and grade level

512
00:09:46,230 --> 00:09:46,240
professional learning and grade level
 

513
00:09:46,240 --> 00:09:48,230
professional learning and grade level
standards. um we've been grounded in

514
00:09:48,230 --> 00:09:48,240
standards. um we've been grounded in
 

515
00:09:48,240 --> 00:09:50,070
standards. um we've been grounded in
this quote, what does mastery of each

516
00:09:50,070 --> 00:09:50,080
this quote, what does mastery of each
 

517
00:09:50,080 --> 00:09:52,150
this quote, what does mastery of each
standard look like and what do students

518
00:09:52,150 --> 00:09:52,160
standard look like and what do students
 

519
00:09:52,160 --> 00:09:54,949
standard look like and what do students
need to know and be able to do and what

520
00:09:54,949 --> 00:09:54,959
need to know and be able to do and what
 

521
00:09:54,959 --> 00:09:57,509
need to know and be able to do and what
is the rigor required. So the work that

522
00:09:57,509 --> 00:09:57,519
is the rigor required. So the work that
 

523
00:09:57,519 --> 00:09:58,949
is the rigor required. So the work that
we have done from the academics

524
00:09:58,949 --> 00:09:58,959
we have done from the academics
 

525
00:09:58,959 --> 00:10:00,550
we have done from the academics
department has been through the lens of

526
00:10:00,550 --> 00:10:00,560
department has been through the lens of
 

527
00:10:00,560 --> 00:10:02,470
department has been through the lens of
continued professional learning on

528
00:10:02,470 --> 00:10:02,480
continued professional learning on
 

529
00:10:02,480 --> 00:10:05,030
continued professional learning on
cognitive lift and web stuff knowledge

530
00:10:05,030 --> 00:10:05,040
cognitive lift and web stuff knowledge
 

531
00:10:05,040 --> 00:10:06,470
cognitive lift and web stuff knowledge
which is what we talked to you about in

532
00:10:06,470 --> 00:10:06,480
which is what we talked to you about in
 

533
00:10:06,480 --> 00:10:09,030
which is what we talked to you about in
the fall. Um and so just as a reminder

534
00:10:09,030 --> 00:10:09,040
the fall. Um and so just as a reminder
 

535
00:10:09,040 --> 00:10:11,990
the fall. Um and so just as a reminder
we shared um that what that means is how

536
00:10:11,990 --> 00:10:12,000
we shared um that what that means is how
 

537
00:10:12,000 --> 00:10:14,630
we shared um that what that means is how
do we address instruction for the and

538
00:10:14,630 --> 00:10:14,640
do we address instruction for the and
 

539
00:10:14,640 --> 00:10:16,630
do we address instruction for the and
increase students level of thinking on

540
00:10:16,630 --> 00:10:16,640
increase students level of thinking on
 

541
00:10:16,640 --> 00:10:19,670
increase students level of thinking on
various levels throughout their day. We

542
00:10:19,670 --> 00:10:19,680
various levels throughout their day. We
 

543
00:10:19,680 --> 00:10:20,949
various levels throughout their day. We
have worked to provide learning to

544
00:10:20,949 --> 00:10:20,959
have worked to provide learning to
 

545
00:10:20,959 --> 00:10:23,350
have worked to provide learning to
leaders so they can lead teachers by

546
00:10:23,350 --> 00:10:23,360
leaders so they can lead teachers by
 

547
00:10:23,360 --> 00:10:25,190
leaders so they can lead teachers by
identifying what mastery looks like for

548
00:10:25,190 --> 00:10:25,200
identifying what mastery looks like for
 

549
00:10:25,200 --> 00:10:27,350
identifying what mastery looks like for
each standard and our teachers ability

550
00:10:27,350 --> 00:10:27,360
each standard and our teachers ability
 

551
00:10:27,360 --> 00:10:29,350
each standard and our teachers ability
to understand what students need to know

552
00:10:29,350 --> 00:10:29,360
to understand what students need to know
 

553
00:10:29,360 --> 00:10:31,590
to understand what students need to know
and be able to do for all the standards

554
00:10:31,590 --> 00:10:31,600
and be able to do for all the standards
 

555
00:10:31,600 --> 00:10:34,550
and be able to do for all the standards
in which they teach. Over the course of

556
00:10:34,550 --> 00:10:34,560
in which they teach. Over the course of
 

557
00:10:34,560 --> 00:10:36,310
in which they teach. Over the course of
the year, we have provided our leaders

558
00:10:36,310 --> 00:10:36,320
the year, we have provided our leaders
 

559
00:10:36,320 --> 00:10:38,069
the year, we have provided our leaders
with professional learning and would we

560
00:10:38,069 --> 00:10:38,079
with professional learning and would we
 

561
00:10:38,079 --> 00:10:40,150
with professional learning and would we
have directly connecti tied that to the

562
00:10:40,150 --> 00:10:40,160
have directly connecti tied that to the
 

563
00:10:40,160 --> 00:10:42,310
have directly connecti tied that to the
curricular resources that we've adopted

564
00:10:42,310 --> 00:10:42,320
curricular resources that we've adopted
 

565
00:10:42,320 --> 00:10:44,389
curricular resources that we've adopted
because we know that those curricular

566
00:10:44,389 --> 00:10:44,399
because we know that those curricular
 

567
00:10:44,399 --> 00:10:46,310
because we know that those curricular
resources are aligned to grade level

568
00:10:46,310 --> 00:10:46,320
resources are aligned to grade level
 

569
00:10:46,320 --> 00:10:49,590
resources are aligned to grade level
standards and we've worked to um create

570
00:10:49,590 --> 00:10:49,600
standards and we've worked to um create
 

571
00:10:49,600 --> 00:10:51,670
standards and we've worked to um create
a system so that we are raising the

572
00:10:51,670 --> 00:10:51,680
a system so that we are raising the
 

573
00:10:51,680 --> 00:10:53,350
a system so that we are raising the
level of cognitive lift through the

574
00:10:53,350 --> 00:10:53,360
level of cognitive lift through the
 

575
00:10:53,360 --> 00:10:54,710
level of cognitive lift through the
depth of knowledge in their daily

576
00:10:54,710 --> 00:10:54,720
depth of knowledge in their daily
 

577
00:10:54,720 --> 00:10:56,150
depth of knowledge in their daily
instruction. So through their

578
00:10:56,150 --> 00:10:56,160
instruction. So through their
 

579
00:10:56,160 --> 00:10:57,750
instruction. So through their
professional development, we've been

580
00:10:57,750 --> 00:10:57,760
professional development, we've been
 

581
00:10:57,760 --> 00:10:59,670
professional development, we've been
teaching them so that they can teach

582
00:10:59,670 --> 00:10:59,680
teaching them so that they can teach
 

583
00:10:59,680 --> 00:11:01,350
teaching them so that they can teach
their teachers and we've been connecting

584
00:11:01,350 --> 00:11:01,360
their teachers and we've been connecting
 

585
00:11:01,360 --> 00:11:03,430
their teachers and we've been connecting
that with their curricular resources so

586
00:11:03,430 --> 00:11:03,440
that with their curricular resources so
 

587
00:11:03,440 --> 00:11:05,430
that with their curricular resources so
they can identify where to do that in

588
00:11:05,430 --> 00:11:05,440
they can identify where to do that in
 

589
00:11:05,440 --> 00:11:08,150
they can identify where to do that in
the tools that they have. Um we've also

590
00:11:08,150 --> 00:11:08,160
the tools that they have. Um we've also
 

591
00:11:08,160 --> 00:11:10,230
the tools that they have. Um we've also
had the opportunity to highlight several

592
00:11:10,230 --> 00:11:10,240
had the opportunity to highlight several
 

593
00:11:10,240 --> 00:11:12,150
had the opportunity to highlight several
of our leaders who've begun this work in

594
00:11:12,150 --> 00:11:12,160
of our leaders who've begun this work in
 

595
00:11:12,160 --> 00:11:13,910
of our leaders who've begun this work in
a variety of starting points. We've

596
00:11:13,910 --> 00:11:13,920
a variety of starting points. We've
 

597
00:11:13,920 --> 00:11:15,829
a variety of starting points. We've
really tried to emphasize as an exec

598
00:11:15,829 --> 00:11:15,839
really tried to emphasize as an exec
 

599
00:11:15,839 --> 00:11:17,910
really tried to emphasize as an exec
team that the starting point for every

600
00:11:17,910 --> 00:11:17,920
team that the starting point for every
 

601
00:11:17,920 --> 00:11:20,470
team that the starting point for every
leader is different based on the work

602
00:11:20,470 --> 00:11:20,480
leader is different based on the work
 

603
00:11:20,480 --> 00:11:22,949
leader is different based on the work
what that's in their 90-day plan. um you

604
00:11:22,949 --> 00:11:22,959
what that's in their 90-day plan. um you
 

605
00:11:22,959 --> 00:11:24,230
what that's in their 90-day plan. um you
know the climate and culture of their

606
00:11:24,230 --> 00:11:24,240
know the climate and culture of their
 

607
00:11:24,240 --> 00:11:25,910
know the climate and culture of their
building all those things but we've just

608
00:11:25,910 --> 00:11:25,920
building all those things but we've just
 

609
00:11:25,920 --> 00:11:27,750
building all those things but we've just
asked them to start and so what we've

610
00:11:27,750 --> 00:11:27,760
asked them to start and so what we've
 

611
00:11:27,760 --> 00:11:30,069
asked them to start and so what we've
done is we've highlighted I think the

612
00:11:30,069 --> 00:11:30,079
done is we've highlighted I think the
 

613
00:11:30,079 --> 00:11:31,430
done is we've highlighted I think the
first session we highlighted four

614
00:11:31,430 --> 00:11:31,440
first session we highlighted four
 

615
00:11:31,440 --> 00:11:32,949
first session we highlighted four
different leaders that highlighted

616
00:11:32,949 --> 00:11:32,959
different leaders that highlighted
 

617
00:11:32,959 --> 00:11:34,790
different leaders that highlighted
various different starting points to do

618
00:11:34,790 --> 00:11:34,800
various different starting points to do
 

619
00:11:34,800 --> 00:11:36,230
various different starting points to do
this work with their staff and actually

620
00:11:36,230 --> 00:11:36,240
this work with their staff and actually
 

621
00:11:36,240 --> 00:11:37,430
this work with their staff and actually
this afternoon we're going to be

622
00:11:37,430 --> 00:11:37,440
this afternoon we're going to be
 

623
00:11:37,440 --> 00:11:39,350
this afternoon we're going to be
highlighting two more leaders who've

624
00:11:39,350 --> 00:11:39,360
highlighting two more leaders who've
 

625
00:11:39,360 --> 00:11:41,110
highlighting two more leaders who've
just chosen different paths but what

626
00:11:41,110 --> 00:11:41,120
just chosen different paths but what
 

627
00:11:41,120 --> 00:11:43,430
just chosen different paths but what
again our point is that you can start

628
00:11:43,430 --> 00:11:43,440
again our point is that you can start
 

629
00:11:43,440 --> 00:11:45,350
again our point is that you can start
wherever that needs to be we just would

630
00:11:45,350 --> 00:11:45,360
wherever that needs to be we just would
 

631
00:11:45,360 --> 00:11:48,150
wherever that needs to be we just would
like you to start

632
00:11:48,150 --> 00:11:48,160
like you to start
 

633
00:11:48,160 --> 00:11:49,910
like you to start
>> nativity I have a quick question and so

634
00:11:49,910 --> 00:11:49,920
>> nativity I have a quick question and so
 

635
00:11:49,920 --> 00:11:52,470
>> nativity I have a quick question and so
for those um for the professional

636
00:11:52,470 --> 00:11:52,480
for those um for the professional
 

637
00:11:52,480 --> 00:11:55,030
for those um for the professional
learning around this and the the leaders

638
00:11:55,030 --> 00:11:55,040
learning around this and the the leaders
 

639
00:11:55,040 --> 00:11:57,269
learning around this and the the leaders
that are finding where to start. Is that

640
00:11:57,269 --> 00:11:57,279
that are finding where to start. Is that
 

641
00:11:57,279 --> 00:11:58,870
that are finding where to start. Is that
within those cohorts that are already

642
00:11:58,870 --> 00:11:58,880
within those cohorts that are already
 

643
00:11:58,880 --> 00:12:00,790
within those cohorts that are already
predetermined or is it in all schools

644
00:12:00,790 --> 00:12:00,800
predetermined or is it in all schools
 

645
00:12:00,800 --> 00:12:02,389
predetermined or is it in all schools
across the district and all grade

646
00:12:02,389 --> 00:12:02,399
across the district and all grade
 

647
00:12:02,399 --> 00:12:02,870
across the district and all grade
levels?

648
00:12:02,870 --> 00:12:02,880
levels?
 

649
00:12:02,880 --> 00:12:05,910
levels?
>> This is not specifically to the SPST

650
00:12:05,910 --> 00:12:05,920
>> This is not specifically to the SPST
 

651
00:12:05,920 --> 00:12:07,670
>> This is not specifically to the SPST
schools. This is the professional

652
00:12:07,670 --> 00:12:07,680
schools. This is the professional
 

653
00:12:07,680 --> 00:12:09,590
schools. This is the professional
learning that we're providing at PK-12

654
00:12:09,590 --> 00:12:09,600
learning that we're providing at PK-12
 

655
00:12:09,600 --> 00:12:13,750
learning that we're providing at PK-12
with all leaders.

656
00:12:13,750 --> 00:12:13,760

 

657
00:12:13,760 --> 00:12:15,430

>> All right.

658
00:12:15,430 --> 00:12:15,440
>> All right.
 

659
00:12:15,440 --> 00:12:17,030
>> All right.
>> Building on that and in connection with

660
00:12:17,030 --> 00:12:17,040
>> Building on that and in connection with
 

661
00:12:17,040 --> 00:12:18,230
>> Building on that and in connection with
our professional learning, I feel like

662
00:12:18,230 --> 00:12:18,240
our professional learning, I feel like
 

663
00:12:18,240 --> 00:12:19,750
our professional learning, I feel like
this mic's on the wrong side, so I'll

664
00:12:19,750 --> 00:12:19,760
this mic's on the wrong side, so I'll
 

665
00:12:19,760 --> 00:12:22,389
this mic's on the wrong side, so I'll
flip it for next time. Um, as you know,

666
00:12:22,389 --> 00:12:22,399
flip it for next time. Um, as you know,
 

667
00:12:22,399 --> 00:12:24,310
flip it for next time. Um, as you know,
we're continuing to adopt highquality

668
00:12:24,310 --> 00:12:24,320
we're continuing to adopt highquality
 

669
00:12:24,320 --> 00:12:25,910
we're continuing to adopt highquality
instructional materials that support our

670
00:12:25,910 --> 00:12:25,920
instructional materials that support our
 

671
00:12:25,920 --> 00:12:27,670
instructional materials that support our
strategic plan initiative of students

672
00:12:27,670 --> 00:12:27,680
strategic plan initiative of students
 

673
00:12:27,680 --> 00:12:29,509
strategic plan initiative of students
experiencing grade level standardsbased

674
00:12:29,509 --> 00:12:29,519
experiencing grade level standardsbased
 

675
00:12:29,519 --> 00:12:31,910
experiencing grade level standardsbased
instruction. Across the content areas

676
00:12:31,910 --> 00:12:31,920
instruction. Across the content areas
 

677
00:12:31,920 --> 00:12:33,590
instruction. Across the content areas
listed on the slide, we've adopted

678
00:12:33,590 --> 00:12:33,600
listed on the slide, we've adopted
 

679
00:12:33,600 --> 00:12:35,430
listed on the slide, we've adopted
highquality core instructional materials

680
00:12:35,430 --> 00:12:35,440
highquality core instructional materials
 

681
00:12:35,440 --> 00:12:38,069
highquality core instructional materials
within the last four years. For example,

682
00:12:38,069 --> 00:12:38,079
within the last four years. For example,
 

683
00:12:38,079 --> 00:12:40,870
within the last four years. For example,
in math across K12, we have a new core

684
00:12:40,870 --> 00:12:40,880
in math across K12, we have a new core
 

685
00:12:40,880 --> 00:12:42,790
in math across K12, we have a new core
curricular resource over the last three

686
00:12:42,790 --> 00:12:42,800
curricular resource over the last three
 

687
00:12:42,800 --> 00:12:46,389
curricular resource over the last three
years. In ELA, across K8, we have a new

688
00:12:46,389 --> 00:12:46,399
years. In ELA, across K8, we have a new
 

689
00:12:46,399 --> 00:12:48,230
years. In ELA, across K8, we have a new
curricular resource over the last three

690
00:12:48,230 --> 00:12:48,240
curricular resource over the last three
 

691
00:12:48,240 --> 00:12:50,790
curricular resource over the last three
years. In science, we have STEM scopes

692
00:12:50,790 --> 00:12:50,800
years. In science, we have STEM scopes
 

693
00:12:50,800 --> 00:12:52,949
years. In science, we have STEM scopes
for kindergarten and FOS kits for grades

694
00:12:52,949 --> 00:12:52,959
for kindergarten and FOS kits for grades
 

695
00:12:52,959 --> 00:12:55,670
for kindergarten and FOS kits for grades
one through five. And in social studies,

696
00:12:55,670 --> 00:12:55,680
one through five. And in social studies,
 

697
00:12:55,680 --> 00:12:57,190
one through five. And in social studies,
we're currently in an adoption for

698
00:12:57,190 --> 00:12:57,200
we're currently in an adoption for
 

699
00:12:57,200 --> 00:12:59,350
we're currently in an adoption for
middle school. We're also editing our

700
00:12:59,350 --> 00:12:59,360
middle school. We're also editing our
 

701
00:12:59,360 --> 00:13:01,509
middle school. We're also editing our
existing K5 social studies units to

702
00:13:01,509 --> 00:13:01,519
existing K5 social studies units to
 

703
00:13:01,519 --> 00:13:03,509
existing K5 social studies units to
ensure they're aligned with updated CDE

704
00:13:03,509 --> 00:13:03,519
ensure they're aligned with updated CDE
 

705
00:13:03,519 --> 00:13:05,590
ensure they're aligned with updated CDE
standards and updating links that no

706
00:13:05,590 --> 00:13:05,600
standards and updating links that no
 

707
00:13:05,600 --> 00:13:07,590
standards and updating links that no
longer work. Um, making sure that we're

708
00:13:07,590 --> 00:13:07,600
longer work. Um, making sure that we're
 

709
00:13:07,600 --> 00:13:09,190
longer work. Um, making sure that we're
using highquality, nationally known

710
00:13:09,190 --> 00:13:09,200
using highquality, nationally known
 

711
00:13:09,200 --> 00:13:11,269
using highquality, nationally known
resources.

712
00:13:11,269 --> 00:13:11,279
resources.
 

713
00:13:11,279 --> 00:13:12,790
resources.
Every time we begin with a new

714
00:13:12,790 --> 00:13:12,800
Every time we begin with a new
 

715
00:13:12,800 --> 00:13:14,790
Every time we begin with a new
curricular resource, our content teams

716
00:13:14,790 --> 00:13:14,800
curricular resource, our content teams
 

717
00:13:14,800 --> 00:13:16,790
curricular resource, our content teams
design implementation plans to support

718
00:13:16,790 --> 00:13:16,800
design implementation plans to support
 

719
00:13:16,800 --> 00:13:19,350
design implementation plans to support
that resource. Implementation plans

720
00:13:19,350 --> 00:13:19,360
that resource. Implementation plans
 

721
00:13:19,360 --> 00:13:21,030
that resource. Implementation plans
include principal and teacherf facing

722
00:13:21,030 --> 00:13:21,040
include principal and teacherf facing
 

723
00:13:21,040 --> 00:13:22,710
include principal and teacherf facing
professional learning, school-based

724
00:13:22,710 --> 00:13:22,720
professional learning, school-based
 

725
00:13:22,720 --> 00:13:24,310
professional learning, school-based
learning walks, and other forms of

726
00:13:24,310 --> 00:13:24,320
learning walks, and other forms of
 

727
00:13:24,320 --> 00:13:26,550
learning walks, and other forms of
individual school-based support like

728
00:13:26,550 --> 00:13:26,560
individual school-based support like
 

729
00:13:26,560 --> 00:13:29,030
individual school-based support like
sitting with a team to plan or co-eing

730
00:13:29,030 --> 00:13:29,040
sitting with a team to plan or co-eing
 

731
00:13:29,040 --> 00:13:30,470
sitting with a team to plan or co-eing
with a teacher to help them understand

732
00:13:30,470 --> 00:13:30,480
with a teacher to help them understand
 

733
00:13:30,480 --> 00:13:32,150
with a teacher to help them understand
how to use the resources in alignment

734
00:13:32,150 --> 00:13:32,160
how to use the resources in alignment
 

735
00:13:32,160 --> 00:13:34,790
how to use the resources in alignment
with grade level standards. Our work as

736
00:13:34,790 --> 00:13:34,800
with grade level standards. Our work as
 

737
00:13:34,800 --> 00:13:36,310
with grade level standards. Our work as
an academics team is to support

738
00:13:36,310 --> 00:13:36,320
an academics team is to support
 

739
00:13:36,320 --> 00:13:38,470
an academics team is to support
implementation, but before an adoption

740
00:13:38,470 --> 00:13:38,480
implementation, but before an adoption
 

741
00:13:38,480 --> 00:13:40,470
implementation, but before an adoption
even starts, it's also become our role

742
00:13:40,470 --> 00:13:40,480
even starts, it's also become our role
 

743
00:13:40,480 --> 00:13:42,550
even starts, it's also become our role
to partner with educators to help create

744
00:13:42,550 --> 00:13:42,560
to partner with educators to help create
 

745
00:13:42,560 --> 00:13:44,389
to partner with educators to help create
the conditions of readiness for new

746
00:13:44,389 --> 00:13:44,399
the conditions of readiness for new
 

747
00:13:44,399 --> 00:13:46,710
the conditions of readiness for new
materials, particularly at the secondary

748
00:13:46,710 --> 00:13:46,720
materials, particularly at the secondary
 

749
00:13:46,720 --> 00:13:48,949
materials, particularly at the secondary
level. To do this, our teams have

750
00:13:48,949 --> 00:13:48,959
level. To do this, our teams have
 

751
00:13:48,959 --> 00:13:50,870
level. To do this, our teams have
engaged in listening tours at every

752
00:13:50,870 --> 00:13:50,880
engaged in listening tours at every
 

753
00:13:50,880 --> 00:13:53,110
engaged in listening tours at every
building with those department teams and

754
00:13:53,110 --> 00:13:53,120
building with those department teams and
 

755
00:13:53,120 --> 00:13:55,030
building with those department teams and
then have created working groups that

756
00:13:55,030 --> 00:13:55,040
then have created working groups that
 

757
00:13:55,040 --> 00:13:56,790
then have created working groups that
both address some of the key takeaways

758
00:13:56,790 --> 00:13:56,800
both address some of the key takeaways
 

759
00:13:56,800 --> 00:13:58,790
both address some of the key takeaways
from those listening tours and plan for

760
00:13:58,790 --> 00:13:58,800
from those listening tours and plan for
 

761
00:13:58,800 --> 00:14:00,550
from those listening tours and plan for
how to continue to improve and refine

762
00:14:00,550 --> 00:14:00,560
how to continue to improve and refine
 

763
00:14:00,560 --> 00:14:02,550
how to continue to improve and refine
our standards aligned course offerings

764
00:14:02,550 --> 00:14:02,560
our standards aligned course offerings
 

765
00:14:02,560 --> 00:14:04,790
our standards aligned course offerings
going forward across buildings. In

766
00:14:04,790 --> 00:14:04,800
going forward across buildings. In
 

767
00:14:04,800 --> 00:14:07,189
going forward across buildings. In
social studies, for example, that doing

768
00:14:07,189 --> 00:14:07,199
social studies, for example, that doing
 

769
00:14:07,199 --> 00:14:09,269
social studies, for example, that doing
that work was critical to help us ensure

770
00:14:09,269 --> 00:14:09,279
that work was critical to help us ensure
 

771
00:14:09,279 --> 00:14:10,949
that work was critical to help us ensure
readiness at the middle level for middle

772
00:14:10,949 --> 00:14:10,959
readiness at the middle level for middle
 

773
00:14:10,959 --> 00:14:13,269
readiness at the middle level for middle
school adoption. Because once we got

774
00:14:13,269 --> 00:14:13,279
school adoption. Because once we got
 

775
00:14:13,279 --> 00:14:14,790
school adoption. Because once we got
there, teachers were clear on what

776
00:14:14,790 --> 00:14:14,800
there, teachers were clear on what
 

777
00:14:14,800 --> 00:14:16,470
there, teachers were clear on what
standards needed to look like and sound

778
00:14:16,470 --> 00:14:16,480
standards needed to look like and sound
 

779
00:14:16,480 --> 00:14:18,470
standards needed to look like and sound
like and our shared beliefs as a

780
00:14:18,470 --> 00:14:18,480
like and our shared beliefs as a
 

781
00:14:18,480 --> 00:14:19,829
like and our shared beliefs as a
district for what social studies

782
00:14:19,829 --> 00:14:19,839
district for what social studies
 

783
00:14:19,839 --> 00:14:21,269
district for what social studies
instruction should look like in middle

784
00:14:21,269 --> 00:14:21,279
instruction should look like in middle
 

785
00:14:21,279 --> 00:14:22,949
instruction should look like in middle
school.

786
00:14:22,949 --> 00:14:22,959
school.
 

787
00:14:22,959 --> 00:14:24,310
school.
While we're proud of all the work that

788
00:14:24,310 --> 00:14:24,320
While we're proud of all the work that
 

789
00:14:24,320 --> 00:14:25,750
While we're proud of all the work that
has been done over the past several

790
00:14:25,750 --> 00:14:25,760
has been done over the past several
 

791
00:14:25,760 --> 00:14:27,750
has been done over the past several
years in partnership with educators and

792
00:14:27,750 --> 00:14:27,760
years in partnership with educators and
 

793
00:14:27,760 --> 00:14:28,870
years in partnership with educators and
proud of how we're leveraging

794
00:14:28,870 --> 00:14:28,880
proud of how we're leveraging
 

795
00:14:28,880 --> 00:14:30,629
proud of how we're leveraging
high-quality core curricular resources

796
00:14:30,629 --> 00:14:30,639
high-quality core curricular resources
 

797
00:14:30,639 --> 00:14:32,790
high-quality core curricular resources
as helpful tools to get to the depth

798
00:14:32,790 --> 00:14:32,800
as helpful tools to get to the depth
 

799
00:14:32,800 --> 00:14:34,790
as helpful tools to get to the depth
required of each standard. We also know

800
00:14:34,790 --> 00:14:34,800
required of each standard. We also know
 

801
00:14:34,800 --> 00:14:36,550
required of each standard. We also know
we have more work to do as we continue

802
00:14:36,550 --> 00:14:36,560
we have more work to do as we continue
 

803
00:14:36,560 --> 00:14:38,230
we have more work to do as we continue
to improve and refine our instructional

804
00:14:38,230 --> 00:14:38,240
to improve and refine our instructional
 

805
00:14:38,240 --> 00:14:45,590
to improve and refine our instructional
resources and teaching practices.

806
00:14:45,590 --> 00:14:45,600

 

807
00:14:45,600 --> 00:14:47,509

All right. In the last section before we

808
00:14:47,509 --> 00:14:47,519
All right. In the last section before we
 

809
00:14:47,519 --> 00:14:49,269
All right. In the last section before we
share a little bit of data is our

810
00:14:49,269 --> 00:14:49,279
share a little bit of data is our
 

811
00:14:49,279 --> 00:14:51,670
share a little bit of data is our
continued work to again grade level

812
00:14:51,670 --> 00:14:51,680
continued work to again grade level
 

813
00:14:51,680 --> 00:14:53,509
continued work to again grade level
standards through the utilization of

814
00:14:53,509 --> 00:14:53,519
standards through the utilization of
 

815
00:14:53,519 --> 00:14:55,509
standards through the utilization of
datadriven instruction and the use of

816
00:14:55,509 --> 00:14:55,519
datadriven instruction and the use of
 

817
00:14:55,519 --> 00:14:58,389
datadriven instruction and the use of
assessment. Um for data driven in

818
00:14:58,389 --> 00:14:58,399
assessment. Um for data driven in
 

819
00:14:58,399 --> 00:15:00,069
assessment. Um for data driven in
instruction as many of you already know

820
00:15:00,069 --> 00:15:00,079
instruction as many of you already know
 

821
00:15:00,079 --> 00:15:02,629
instruction as many of you already know
we have district DDI coaches that cover

822
00:15:02,629 --> 00:15:02,639
we have district DDI coaches that cover
 

823
00:15:02,639 --> 00:15:04,230
we have district DDI coaches that cover
are embedded in our schools and they

824
00:15:04,230 --> 00:15:04,240
are embedded in our schools and they
 

825
00:15:04,240 --> 00:15:06,790
are embedded in our schools and they
cover about 25 schools currently and

826
00:15:06,790 --> 00:15:06,800
cover about 25 schools currently and
 

827
00:15:06,800 --> 00:15:08,870
cover about 25 schools currently and
that's between the academics team and

828
00:15:08,870 --> 00:15:08,880
that's between the academics team and
 

829
00:15:08,880 --> 00:15:12,150
that's between the academics team and
the SPST teams. Their role is to support

830
00:15:12,150 --> 00:15:12,160
the SPST teams. Their role is to support
 

831
00:15:12,160 --> 00:15:13,670
the SPST teams. Their role is to support
schools and guide them through

832
00:15:13,670 --> 00:15:13,680
schools and guide them through
 

833
00:15:13,680 --> 00:15:15,829
schools and guide them through
implementation. As coaches and

834
00:15:15,829 --> 00:15:15,839
implementation. As coaches and
 

835
00:15:15,839 --> 00:15:17,590
implementation. As coaches and
facilitators, they work on building

836
00:15:17,590 --> 00:15:17,600
facilitators, they work on building
 

837
00:15:17,600 --> 00:15:20,550
facilitators, they work on building
understanding of standards mastery as

838
00:15:20,550 --> 00:15:20,560
understanding of standards mastery as
 

839
00:15:20,560 --> 00:15:22,389
understanding of standards mastery as
well as guiding the teachers and leaders

840
00:15:22,389 --> 00:15:22,399
well as guiding the teachers and leaders
 

841
00:15:22,399 --> 00:15:24,389
well as guiding the teachers and leaders
through the the long-term implementation

842
00:15:24,389 --> 00:15:24,399
through the the long-term implementation
 

843
00:15:24,399 --> 00:15:27,590
through the the long-term implementation
of DDI. So the academics team, district

844
00:15:27,590 --> 00:15:27,600
of DDI. So the academics team, district
 

845
00:15:27,600 --> 00:15:29,590
of DDI. So the academics team, district
coaches have been this is I think we're

846
00:15:29,590 --> 00:15:29,600
coaches have been this is I think we're
 

847
00:15:29,600 --> 00:15:32,150
coaches have been this is I think we're
in our fourth year. Um and we're cycling

848
00:15:32,150 --> 00:15:32,160
in our fourth year. Um and we're cycling
 

849
00:15:32,160 --> 00:15:34,470
in our fourth year. Um and we're cycling
through many of them have moved to our

850
00:15:34,470 --> 00:15:34,480
through many of them have moved to our
 

851
00:15:34,480 --> 00:15:36,550
through many of them have moved to our
goal always is to build the capacity in

852
00:15:36,550 --> 00:15:36,560
goal always is to build the capacity in
 

853
00:15:36,560 --> 00:15:38,470
goal always is to build the capacity in
the school. So many of them have moved

854
00:15:38,470 --> 00:15:38,480
the school. So many of them have moved
 

855
00:15:38,480 --> 00:15:41,030
the school. So many of them have moved
to coaching the coaches and coaching the

856
00:15:41,030 --> 00:15:41,040
to coaching the coaches and coaching the
 

857
00:15:41,040 --> 00:15:42,870
to coaching the coaches and coaching the
leaders. And so they're no longer

858
00:15:42,870 --> 00:15:42,880
leaders. And so they're no longer
 

859
00:15:42,880 --> 00:15:44,870
leaders. And so they're no longer
facilitating the meetings, but they're

860
00:15:44,870 --> 00:15:44,880
facilitating the meetings, but they're
 

861
00:15:44,880 --> 00:15:47,189
facilitating the meetings, but they're
they're observing and providing feedback

862
00:15:47,189 --> 00:15:47,199
they're observing and providing feedback
 

863
00:15:47,199 --> 00:15:51,910
they're observing and providing feedback
on a consistent basis.

864
00:15:51,910 --> 00:15:51,920

 

865
00:15:51,920 --> 00:15:54,389

An essential part of the DDI process um

866
00:15:54,389 --> 00:15:54,399
An essential part of the DDI process um
 

867
00:15:54,399 --> 00:15:56,389
An essential part of the DDI process um
is to unpack a standard as we've

868
00:15:56,389 --> 00:15:56,399
is to unpack a standard as we've
 

869
00:15:56,399 --> 00:15:58,150
is to unpack a standard as we've
mentioned and identifying what students

870
00:15:58,150 --> 00:15:58,160
mentioned and identifying what students
 

871
00:15:58,160 --> 00:16:00,710
mentioned and identifying what students
need to know and be able to do which is

872
00:16:00,710 --> 00:16:00,720
need to know and be able to do which is
 

873
00:16:00,720 --> 00:16:02,949
need to know and be able to do which is
the foundational work to un to ensuring

874
00:16:02,949 --> 00:16:02,959
the foundational work to un to ensuring
 

875
00:16:02,959 --> 00:16:05,030
the foundational work to un to ensuring
our students have access to grade level

876
00:16:05,030 --> 00:16:05,040
our students have access to grade level
 

877
00:16:05,040 --> 00:16:07,350
our students have access to grade level
standards. Additionally, we've been

878
00:16:07,350 --> 00:16:07,360
standards. Additionally, we've been
 

879
00:16:07,360 --> 00:16:08,949
standards. Additionally, we've been
working on refining our assessment

880
00:16:08,949 --> 00:16:08,959
working on refining our assessment
 

881
00:16:08,959 --> 00:16:10,710
working on refining our assessment
calendar for greater standards

882
00:16:10,710 --> 00:16:10,720
calendar for greater standards
 

883
00:16:10,720 --> 00:16:13,030
calendar for greater standards
alignment. Over the course of the last

884
00:16:13,030 --> 00:16:13,040
alignment. Over the course of the last
 

885
00:16:13,040 --> 00:16:15,990
alignment. Over the course of the last
th few years, we have had vendor

886
00:16:15,990 --> 00:16:16,000
th few years, we have had vendor
 

887
00:16:16,000 --> 00:16:18,310
th few years, we have had vendor
assessments and platforms as part of our

888
00:16:18,310 --> 00:16:18,320
assessments and platforms as part of our
 

889
00:16:18,320 --> 00:16:21,030
assessments and platforms as part of our
calendar, but now we are working to also

890
00:16:21,030 --> 00:16:21,040
calendar, but now we are working to also
 

891
00:16:21,040 --> 00:16:23,189
calendar, but now we are working to also
view and pull data on the embedded units

892
00:16:23,189 --> 00:16:23,199
view and pull data on the embedded units
 

893
00:16:23,199 --> 00:16:25,430
view and pull data on the embedded units
that we're using within our curriculum.

894
00:16:25,430 --> 00:16:25,440
that we're using within our curriculum.
 

895
00:16:25,440 --> 00:16:27,509
that we're using within our curriculum.
For example, we now have K through five

896
00:16:27,509 --> 00:16:27,519
For example, we now have K through five
 

897
00:16:27,519 --> 00:16:29,590
For example, we now have K through five
into reading and six through eight into

898
00:16:29,590 --> 00:16:29,600
into reading and six through eight into
 

899
00:16:29,600 --> 00:16:31,990
into reading and six through eight into
math because ultimately we want them to

900
00:16:31,990 --> 00:16:32,000
math because ultimately we want them to
 

901
00:16:32,000 --> 00:16:34,710
math because ultimately we want them to
do is instruct, assess, instruct,

902
00:16:34,710 --> 00:16:34,720
do is instruct, assess, instruct,
 

903
00:16:34,720 --> 00:16:36,550
do is instruct, assess, instruct,
assess. and that's part of their DDI

904
00:16:36,550 --> 00:16:36,560
assess. and that's part of their DDI
 

905
00:16:36,560 --> 00:16:39,430
assess. and that's part of their DDI
cycle. We continue to increase clarity

906
00:16:39,430 --> 00:16:39,440
cycle. We continue to increase clarity
 

907
00:16:39,440 --> 00:16:41,350
cycle. We continue to increase clarity
and understanding systemwide. For

908
00:16:41,350 --> 00:16:41,360
and understanding systemwide. For
 

909
00:16:41,360 --> 00:16:43,590
and understanding systemwide. For
example, we've recently engaged um our

910
00:16:43,590 --> 00:16:43,600
example, we've recently engaged um our
 

911
00:16:43,600 --> 00:16:45,910
example, we've recently engaged um our
middle school math task force to

912
00:16:45,910 --> 00:16:45,920
middle school math task force to
 

913
00:16:45,920 --> 00:16:48,230
middle school math task force to
generate two common assessments aligned

914
00:16:48,230 --> 00:16:48,240
generate two common assessments aligned
 

915
00:16:48,240 --> 00:16:50,790
generate two common assessments aligned
with the major work of their grade. We

916
00:16:50,790 --> 00:16:50,800
with the major work of their grade. We
 

917
00:16:50,800 --> 00:16:52,389
with the major work of their grade. We
are working to improve and refine our

918
00:16:52,389 --> 00:16:52,399
are working to improve and refine our
 

919
00:16:52,399 --> 00:16:54,310
are working to improve and refine our
common assessment structures. And it is

920
00:16:54,310 --> 00:16:54,320
common assessment structures. And it is
 

921
00:16:54,320 --> 00:16:56,150
common assessment structures. And it is
the first time we have had standards

922
00:16:56,150 --> 00:16:56,160
the first time we have had standards
 

923
00:16:56,160 --> 00:16:59,189
the first time we have had standards
data in connection to core resources in

924
00:16:59,189 --> 00:16:59,199
data in connection to core resources in
 

925
00:16:59,199 --> 00:17:01,829
data in connection to core resources in
various content areas which again allows

926
00:17:01,829 --> 00:17:01,839
various content areas which again allows
 

927
00:17:01,839 --> 00:17:05,110
various content areas which again allows
for educators to leverage the datadriven

928
00:17:05,110 --> 00:17:05,120
for educators to leverage the datadriven
 

929
00:17:05,120 --> 00:17:07,189
for educators to leverage the datadriven
instruction cycle at a high level

930
00:17:07,189 --> 00:17:07,199
instruction cycle at a high level
 

931
00:17:07,199 --> 00:17:08,789
instruction cycle at a high level
because they have the assessments that

932
00:17:08,789 --> 00:17:08,799
because they have the assessments that
 

933
00:17:08,799 --> 00:17:10,470
because they have the assessments that
are aligned to the standards that they

934
00:17:10,470 --> 00:17:10,480
are aligned to the standards that they
 

935
00:17:10,480 --> 00:17:12,710
are aligned to the standards that they
are teaching.

936
00:17:12,710 --> 00:17:12,720
are teaching.
 

937
00:17:12,720 --> 00:17:14,069
are teaching.
Now that we've heard a little bit of our

938
00:17:14,069 --> 00:17:14,079
Now that we've heard a little bit of our
 

939
00:17:14,079 --> 00:17:15,590
Now that we've heard a little bit of our
status implementation for professional

940
00:17:15,590 --> 00:17:15,600
status implementation for professional
 

941
00:17:15,600 --> 00:17:17,590
status implementation for professional
learning, curricular resources as well

942
00:17:17,590 --> 00:17:17,600
learning, curricular resources as well
 

943
00:17:17,600 --> 00:17:19,750
learning, curricular resources as well
as datadriven instruction, uh Dr. Dr.

944
00:17:19,750 --> 00:17:19,760
as datadriven instruction, uh Dr. Dr.
 

945
00:17:19,760 --> 00:17:21,590
as datadriven instruction, uh Dr. Dr.
Herszog will provide a quick update on

946
00:17:21,590 --> 00:17:21,600
Herszog will provide a quick update on
 

947
00:17:21,600 --> 00:17:24,309
Herszog will provide a quick update on
some data that we have right now for

948
00:17:24,309 --> 00:17:24,319
some data that we have right now for
 

949
00:17:24,319 --> 00:17:26,630
some data that we have right now for
April.

950
00:17:26,630 --> 00:17:26,640
April.
 

951
00:17:26,640 --> 00:17:29,669
April.
>> So given all of that information um a

952
00:17:29,669 --> 00:17:29,679
>> So given all of that information um a
 

953
00:17:29,679 --> 00:17:30,950
>> So given all of that information um a
question that we were asking ourselves

954
00:17:30,950 --> 00:17:30,960
question that we were asking ourselves
 

955
00:17:30,960 --> 00:17:32,470
question that we were asking ourselves
is what have we seen from beginning of

956
00:17:32,470 --> 00:17:32,480
is what have we seen from beginning of
 

957
00:17:32,480 --> 00:17:34,470
is what have we seen from beginning of
year to middle of year and as a result

958
00:17:34,470 --> 00:17:34,480
year to middle of year and as a result
 

959
00:17:34,480 --> 00:17:36,950
year to middle of year and as a result
what might what might we expect as a

960
00:17:36,950 --> 00:17:36,960
what might what might we expect as a
 

961
00:17:36,960 --> 00:17:39,669
what might what might we expect as a
result for end of year. So to support

962
00:17:39,669 --> 00:17:39,679
result for end of year. So to support
 

963
00:17:39,679 --> 00:17:41,029
result for end of year. So to support
school leaders with their middle of year

964
00:17:41,029 --> 00:17:41,039
school leaders with their middle of year
 

965
00:17:41,039 --> 00:17:43,190
school leaders with their middle of year
data Dr. Alen and her team reviewed

966
00:17:43,190 --> 00:17:43,200
data Dr. Alen and her team reviewed
 

967
00:17:43,200 --> 00:17:44,870
data Dr. Alen and her team reviewed
common assessment data from beginning of

968
00:17:44,870 --> 00:17:44,880
common assessment data from beginning of
 

969
00:17:44,880 --> 00:17:47,430
common assessment data from beginning of
year to middle of year. Um for math the

970
00:17:47,430 --> 00:17:47,440
year to middle of year. Um for math the
 

971
00:17:47,440 --> 00:17:51,510
year to middle of year. Um for math the
team used K5 and NWA MAP 68 and for

972
00:17:51,510 --> 00:17:51,520
team used K5 and NWA MAP 68 and for
 

973
00:17:51,520 --> 00:17:54,310
team used K5 and NWA MAP 68 and for
literacy ELA MCL class for K5 and common

974
00:17:54,310 --> 00:17:54,320
literacy ELA MCL class for K5 and common
 

975
00:17:54,320 --> 00:17:57,270
literacy ELA MCL class for K5 and common
lit for 612. They found through that

976
00:17:57,270 --> 00:17:57,280
lit for 612. They found through that
 

977
00:17:57,280 --> 00:17:59,190
lit for 612. They found through that
that the percentage of students scoring

978
00:17:59,190 --> 00:17:59,200
that the percentage of students scoring
 

979
00:17:59,200 --> 00:18:01,750
that the percentage of students scoring
at or above benchmark increased by 3 to

980
00:18:01,750 --> 00:18:01,760
at or above benchmark increased by 3 to
 

981
00:18:01,760 --> 00:18:04,470
at or above benchmark increased by 3 to
6% across literacy assessments and

982
00:18:04,470 --> 00:18:04,480
6% across literacy assessments and
 

983
00:18:04,480 --> 00:18:06,470
6% across literacy assessments and
increased by 2 to 5% on math

984
00:18:06,470 --> 00:18:06,480
increased by 2 to 5% on math
 

985
00:18:06,480 --> 00:18:08,950
increased by 2 to 5% on math
assessments. We know that our leading

986
00:18:08,950 --> 00:18:08,960
assessments. We know that our leading
 

987
00:18:08,960 --> 00:18:10,789
assessments. We know that our leading
indicators show we're continuing to make

988
00:18:10,789 --> 00:18:10,799
indicators show we're continuing to make
 

989
00:18:10,799 --> 00:18:13,029
indicators show we're continuing to make
progress. What we don't know yet is how

990
00:18:13,029 --> 00:18:13,039
progress. What we don't know yet is how
 

991
00:18:13,039 --> 00:18:14,950
progress. What we don't know yet is how
that progress will will correlate with

992
00:18:14,950 --> 00:18:14,960
that progress will will correlate with
 

993
00:18:14,960 --> 00:18:17,430
that progress will will correlate with
CAMASS scores. Once our CAMASS scores

994
00:18:17,430 --> 00:18:17,440
CAMASS scores. Once our CAMASS scores
 

995
00:18:17,440 --> 00:18:19,029
CAMASS scores. Once our CAMASS scores
come out next fall, Dr. Alen and her

996
00:18:19,029 --> 00:18:19,039
come out next fall, Dr. Alen and her
 

997
00:18:19,039 --> 00:18:20,710
come out next fall, Dr. Alen and her
team are planning to analyze those

998
00:18:20,710 --> 00:18:20,720
team are planning to analyze those
 

999
00:18:20,720 --> 00:18:22,230
team are planning to analyze those
scores in connection with our common

1000
00:18:22,230 --> 00:18:22,240
scores in connection with our common
 

1001
00:18:22,240 --> 00:18:24,470
scores in connection with our common
assessments so that we have local data

1002
00:18:24,470 --> 00:18:24,480
assessments so that we have local data
 

1003
00:18:24,480 --> 00:18:26,230
assessments so that we have local data
to inform how our common interim

1004
00:18:26,230 --> 00:18:26,240
to inform how our common interim
 

1005
00:18:26,240 --> 00:18:27,830
to inform how our common interim
assessments are correlating with our

1006
00:18:27,830 --> 00:18:27,840
assessments are correlating with our
 

1007
00:18:27,840 --> 00:18:31,029
assessments are correlating with our
CESS results. On our academics end, when

1008
00:18:31,029 --> 00:18:31,039
CESS results. On our academics end, when
 

1009
00:18:31,039 --> 00:18:33,190
CESS results. On our academics end, when
middle of data comes in, our academics

1010
00:18:33,190 --> 00:18:33,200
middle of data comes in, our academics
 

1011
00:18:33,200 --> 00:18:35,110
middle of data comes in, our academics
content teams review the data and they

1012
00:18:35,110 --> 00:18:35,120
content teams review the data and they
 

1013
00:18:35,120 --> 00:18:36,870
content teams review the data and they
use it to adjust where they're offering

1014
00:18:36,870 --> 00:18:36,880
use it to adjust where they're offering
 

1015
00:18:36,880 --> 00:18:38,630
use it to adjust where they're offering
additional targeted supports to schools

1016
00:18:38,630 --> 00:18:38,640
additional targeted supports to schools
 

1017
00:18:38,640 --> 00:18:40,870
additional targeted supports to schools
throughout the year. For example, our

1018
00:18:40,870 --> 00:18:40,880
throughout the year. For example, our
 

1019
00:18:40,880 --> 00:18:42,630
throughout the year. For example, our
math team has a menu of options for

1020
00:18:42,630 --> 00:18:42,640
math team has a menu of options for
 

1021
00:18:42,640 --> 00:18:44,310
math team has a menu of options for
coaching that they offer elementary

1022
00:18:44,310 --> 00:18:44,320
coaching that they offer elementary
 

1023
00:18:44,320 --> 00:18:45,830
coaching that they offer elementary
schools in phase one as part of

1024
00:18:45,830 --> 00:18:45,840
schools in phase one as part of
 

1025
00:18:45,840 --> 00:18:47,990
schools in phase one as part of
illustrative math implementation.

1026
00:18:47,990 --> 00:18:48,000
illustrative math implementation.
 

1027
00:18:48,000 --> 00:18:50,150
illustrative math implementation.
However, after middle of your EXL data

1028
00:18:50,150 --> 00:18:50,160
However, after middle of your EXL data
 

1029
00:18:50,160 --> 00:18:51,750
However, after middle of your EXL data
comes in, they have additional

1030
00:18:51,750 --> 00:18:51,760
comes in, they have additional
 

1031
00:18:51,760 --> 00:18:53,430
comes in, they have additional
follow-ups with school leaders who may

1032
00:18:53,430 --> 00:18:53,440
follow-ups with school leaders who may
 

1033
00:18:53,440 --> 00:18:55,510
follow-ups with school leaders who may
have had lower student data to partner

1034
00:18:55,510 --> 00:18:55,520
have had lower student data to partner
 

1035
00:18:55,520 --> 00:18:57,270
have had lower student data to partner
in figuring out what sorts of support

1036
00:18:57,270 --> 00:18:57,280
in figuring out what sorts of support
 

1037
00:18:57,280 --> 00:18:59,270
in figuring out what sorts of support
are best needed for that school from the

1038
00:18:59,270 --> 00:18:59,280
are best needed for that school from the
 

1039
00:18:59,280 --> 00:19:01,270
are best needed for that school from the
math team to improve results going

1040
00:19:01,270 --> 00:19:01,280
math team to improve results going
 

1041
00:19:01,280 --> 00:19:03,510
math team to improve results going
forward. I'll now pass it over to Chris

1042
00:19:03,510 --> 00:19:03,520
forward. I'll now pass it over to Chris
 

1043
00:19:03,520 --> 00:19:05,590
forward. I'll now pass it over to Chris
who will talk about our UIP process and

1044
00:19:05,590 --> 00:19:05,600
who will talk about our UIP process and
 

1045
00:19:05,600 --> 00:19:08,230
who will talk about our UIP process and
future considerations.

1046
00:19:08,230 --> 00:19:08,240
future considerations.
 

1047
00:19:08,240 --> 00:19:11,750
future considerations.
>> Thank you. So, uh, as Dr. Herszog

1048
00:19:11,750 --> 00:19:11,760
>> Thank you. So, uh, as Dr. Herszog
 

1049
00:19:11,760 --> 00:19:13,190
>> Thank you. So, uh, as Dr. Herszog
mentioned, uh, we obviously aren't going

1050
00:19:13,190 --> 00:19:13,200
mentioned, uh, we obviously aren't going
 

1051
00:19:13,200 --> 00:19:15,029
mentioned, uh, we obviously aren't going
to have the lagging indicator data until

1052
00:19:15,029 --> 00:19:15,039
to have the lagging indicator data until
 

1053
00:19:15,039 --> 00:19:17,750
to have the lagging indicator data until
we get the CAMASS results in the fall to

1054
00:19:17,750 --> 00:19:17,760
we get the CAMASS results in the fall to
 

1055
00:19:17,760 --> 00:19:19,590
we get the CAMASS results in the fall to
be really specific on what those UIP

1056
00:19:19,590 --> 00:19:19,600
be really specific on what those UIP
 

1057
00:19:19,600 --> 00:19:21,909
be really specific on what those UIP
targets might be. However, we do want to

1058
00:19:21,909 --> 00:19:21,919
targets might be. However, we do want to
 

1059
00:19:21,919 --> 00:19:23,830
targets might be. However, we do want to
be able to identify some opportunities

1060
00:19:23,830 --> 00:19:23,840
be able to identify some opportunities
 

1061
00:19:23,840 --> 00:19:25,830
be able to identify some opportunities
and considerations within each of the

1062
00:19:25,830 --> 00:19:25,840
and considerations within each of the
 

1063
00:19:25,840 --> 00:19:27,830
and considerations within each of the
four objectives uh, so that we can begin

1064
00:19:27,830 --> 00:19:27,840
four objectives uh, so that we can begin
 

1065
00:19:27,840 --> 00:19:30,710
four objectives uh, so that we can begin
the planning process now uh, and then as

1066
00:19:30,710 --> 00:19:30,720
the planning process now uh, and then as
 

1067
00:19:30,720 --> 00:19:32,630
the planning process now uh, and then as
we get that data in in the fall, we'll

1068
00:19:32,630 --> 00:19:32,640
we get that data in in the fall, we'll
 

1069
00:19:32,640 --> 00:19:34,470
we get that data in in the fall, we'll
be able to identify more specific

1070
00:19:34,470 --> 00:19:34,480
be able to identify more specific
 

1071
00:19:34,480 --> 00:19:37,430
be able to identify more specific
targets. So, uh, building off of the

1072
00:19:37,430 --> 00:19:37,440
targets. So, uh, building off of the
 

1073
00:19:37,440 --> 00:19:39,110
targets. So, uh, building off of the
data that Dr. Herszogard just mentioned

1074
00:19:39,110 --> 00:19:39,120
data that Dr. Herszogard just mentioned
 

1075
00:19:39,120 --> 00:19:40,789
data that Dr. Herszogard just mentioned
as well as the data that we are aware of

1076
00:19:40,789 --> 00:19:40,799
as well as the data that we are aware of
 

1077
00:19:40,799 --> 00:19:43,510
as well as the data that we are aware of
from last year's CAMASS data. Uh we have

1078
00:19:43,510 --> 00:19:43,520
from last year's CAMASS data. Uh we have
 

1079
00:19:43,520 --> 00:19:45,190
from last year's CAMASS data. Uh we have
an opportunity to address inconsistent

1080
00:19:45,190 --> 00:19:45,200
an opportunity to address inconsistent
 

1081
00:19:45,200 --> 00:19:48,070
an opportunity to address inconsistent
growth in math and a few of the

1082
00:19:48,070 --> 00:19:48,080
growth in math and a few of the
 

1083
00:19:48,080 --> 00:19:50,230
growth in math and a few of the
considerations as we develop this UIP

1084
00:19:50,230 --> 00:19:50,240
considerations as we develop this UIP
 

1085
00:19:50,240 --> 00:19:52,789
considerations as we develop this UIP
are around uh the current district-wide

1086
00:19:52,789 --> 00:19:52,799
are around uh the current district-wide
 

1087
00:19:52,799 --> 00:19:54,630
are around uh the current district-wide
implementation of math at all levels. So

1088
00:19:54,630 --> 00:19:54,640
implementation of math at all levels. So
 

1089
00:19:54,640 --> 00:19:56,310
implementation of math at all levels. So
we are in some phase of implementation

1090
00:19:56,310 --> 00:19:56,320
we are in some phase of implementation
 

1091
00:19:56,320 --> 00:19:58,150
we are in some phase of implementation
of new math materials across the entire

1092
00:19:58,150 --> 00:19:58,160
of new math materials across the entire
 

1093
00:19:58,160 --> 00:19:59,510
of new math materials across the entire
district. We anticipate that that will

1094
00:19:59,510 --> 00:19:59,520
district. We anticipate that that will
 

1095
00:19:59,520 --> 00:20:02,230
district. We anticipate that that will
continue to support uh the math growth.

1096
00:20:02,230 --> 00:20:02,240
continue to support uh the math growth.
 

1097
00:20:02,240 --> 00:20:04,230
continue to support uh the math growth.
We also know that the development of

1098
00:20:04,230 --> 00:20:04,240
We also know that the development of
 

1099
00:20:04,240 --> 00:20:06,870
We also know that the development of
DDI, as I mentioned before, we feel like

1100
00:20:06,870 --> 00:20:06,880
DDI, as I mentioned before, we feel like
 

1101
00:20:06,880 --> 00:20:09,430
DDI, as I mentioned before, we feel like
we're at a critical mass of DDI uh best

1102
00:20:09,430 --> 00:20:09,440
we're at a critical mass of DDI uh best
 

1103
00:20:09,440 --> 00:20:11,669
we're at a critical mass of DDI uh best
practices across the system. However, we

1104
00:20:11,669 --> 00:20:11,679
practices across the system. However, we
 

1105
00:20:11,679 --> 00:20:13,029
practices across the system. However, we
may have schools that are very focused

1106
00:20:13,029 --> 00:20:13,039
may have schools that are very focused
 

1107
00:20:13,039 --> 00:20:15,830
may have schools that are very focused
in on literacy within DDI. Uh we can

1108
00:20:15,830 --> 00:20:15,840
in on literacy within DDI. Uh we can
 

1109
00:20:15,840 --> 00:20:17,990
in on literacy within DDI. Uh we can
encourage them to expand that focus into

1110
00:20:17,990 --> 00:20:18,000
encourage them to expand that focus into
 

1111
00:20:18,000 --> 00:20:20,710
encourage them to expand that focus into
math focus with DDI and we can obviously

1112
00:20:20,710 --> 00:20:20,720
math focus with DDI and we can obviously
 

1113
00:20:20,720 --> 00:20:22,789
math focus with DDI and we can obviously
continue to support secondary schools

1114
00:20:22,789 --> 00:20:22,799
continue to support secondary schools
 

1115
00:20:22,799 --> 00:20:25,029
continue to support secondary schools
with math teams as they implement their

1116
00:20:25,029 --> 00:20:25,039
with math teams as they implement their
 

1117
00:20:25,039 --> 00:20:26,789
with math teams as they implement their
data driven instructional practices as

1118
00:20:26,789 --> 00:20:26,799
data driven instructional practices as
 

1119
00:20:26,799 --> 00:20:28,549
data driven instructional practices as
well. And then what you're going to see

1120
00:20:28,549 --> 00:20:28,559
well. And then what you're going to see
 

1121
00:20:28,559 --> 00:20:30,310
well. And then what you're going to see
at every one of for each of these

1122
00:20:30,310 --> 00:20:30,320
at every one of for each of these
 

1123
00:20:30,320 --> 00:20:31,990
at every one of for each of these
objectives is our ongoing support of

1124
00:20:31,990 --> 00:20:32,000
objectives is our ongoing support of
 

1125
00:20:32,000 --> 00:20:34,310
objectives is our ongoing support of
schools in their 90-day plans. So as

1126
00:20:34,310 --> 00:20:34,320
schools in their 90-day plans. So as
 

1127
00:20:34,320 --> 00:20:37,029
schools in their 90-day plans. So as
they identify specific targets uh and

1128
00:20:37,029 --> 00:20:37,039
they identify specific targets uh and
 

1129
00:20:37,039 --> 00:20:38,950
they identify specific targets uh and
leading indicators to support their math

1130
00:20:38,950 --> 00:20:38,960
leading indicators to support their math
 

1131
00:20:38,960 --> 00:20:40,149
leading indicators to support their math
growth and achievement within their

1132
00:20:40,149 --> 00:20:40,159
growth and achievement within their
 

1133
00:20:40,159 --> 00:20:41,669
growth and achievement within their
buildings, we'll be able to walk

1134
00:20:41,669 --> 00:20:41,679
buildings, we'll be able to walk
 

1135
00:20:41,679 --> 00:20:43,270
buildings, we'll be able to walk
alongside them and provide the necessary

1136
00:20:43,270 --> 00:20:43,280
alongside them and provide the necessary
 

1137
00:20:43,280 --> 00:20:44,870
alongside them and provide the necessary
support that they can reach their

1138
00:20:44,870 --> 00:20:44,880
support that they can reach their
 

1139
00:20:44,880 --> 00:20:47,350
support that they can reach their
individual student goals. So some

1140
00:20:47,350 --> 00:20:47,360
individual student goals. So some
 

1141
00:20:47,360 --> 00:20:49,909
individual student goals. So some
potential UIP indicators to think about

1142
00:20:49,909 --> 00:20:49,919
potential UIP indicators to think about
 

1143
00:20:49,919 --> 00:20:51,270
potential UIP indicators to think about
uh could be administrator learning

1144
00:20:51,270 --> 00:20:51,280
uh could be administrator learning
 

1145
00:20:51,280 --> 00:20:54,070
uh could be administrator learning
walks, observation of math retaches. So

1146
00:20:54,070 --> 00:20:54,080
walks, observation of math retaches. So
 

1147
00:20:54,080 --> 00:20:56,070
walks, observation of math retaches. So
that's uh one of the the things that we

1148
00:20:56,070 --> 00:20:56,080
that's uh one of the the things that we
 

1149
00:20:56,080 --> 00:20:57,190
that's uh one of the the things that we
would all want to be able to see in

1150
00:20:57,190 --> 00:20:57,200
would all want to be able to see in
 

1151
00:20:57,200 --> 00:20:59,430
would all want to be able to see in
schools as a part of our DDI practices.

1152
00:20:59,430 --> 00:20:59,440
schools as a part of our DDI practices.
 

1153
00:20:59,440 --> 00:21:02,070
schools as a part of our DDI practices.
Uh continued PD on depth of knowledge.

1154
00:21:02,070 --> 00:21:02,080
Uh continued PD on depth of knowledge.
 

1155
00:21:02,080 --> 00:21:03,669
Uh continued PD on depth of knowledge.
Uh as Dr. Miller mentioned, this is

1156
00:21:03,669 --> 00:21:03,679
Uh as Dr. Miller mentioned, this is
 

1157
00:21:03,679 --> 00:21:04,549
Uh as Dr. Miller mentioned, this is
something that we're going to continue

1158
00:21:04,549 --> 00:21:04,559
something that we're going to continue
 

1159
00:21:04,559 --> 00:21:06,149
something that we're going to continue
to support schools in the understanding

1160
00:21:06,149 --> 00:21:06,159
to support schools in the understanding
 

1161
00:21:06,159 --> 00:21:09,110
to support schools in the understanding
of uh so that we can identify the best

1162
00:21:09,110 --> 00:21:09,120
of uh so that we can identify the best
 

1163
00:21:09,120 --> 00:21:11,350
of uh so that we can identify the best
um instructional practices to observe

1164
00:21:11,350 --> 00:21:11,360
um instructional practices to observe
 

1165
00:21:11,360 --> 00:21:20,549
um instructional practices to observe
across the system.

1166
00:21:20,549 --> 00:21:20,559

 

1167
00:21:20,559 --> 00:21:22,230

There we go.

1168
00:21:22,230 --> 00:21:22,240
There we go.
 

1169
00:21:22,240 --> 00:21:25,110
There we go.
We'll pause for questions.

1170
00:21:25,110 --> 00:21:25,120
We'll pause for questions.
 

1171
00:21:25,120 --> 00:21:28,070
We'll pause for questions.
>> Thank you for that overview on the first

1172
00:21:28,070 --> 00:21:28,080
>> Thank you for that overview on the first
 

1173
00:21:28,080 --> 00:21:30,149
>> Thank you for that overview on the first
uh no limits portion of the strategic

1174
00:21:30,149 --> 00:21:30,159
uh no limits portion of the strategic
 

1175
00:21:30,159 --> 00:21:31,510
uh no limits portion of the strategic
plan. Board members who would like to

1176
00:21:31,510 --> 00:21:31,520
plan. Board members who would like to
 

1177
00:21:31,520 --> 00:21:35,110
plan. Board members who would like to
begin with questions or comments?

1178
00:21:35,110 --> 00:21:35,120
begin with questions or comments?
 

1179
00:21:35,120 --> 00:21:38,630
begin with questions or comments?
Dr. Anderson.

1180
00:21:38,630 --> 00:21:38,640

 

1181
00:21:38,640 --> 00:21:41,430

>> Uh, I just want to start by saying how

1182
00:21:41,430 --> 00:21:41,440
>> Uh, I just want to start by saying how
 

1183
00:21:41,440 --> 00:21:44,470
>> Uh, I just want to start by saying how
proud I am of the work that that our

1184
00:21:44,470 --> 00:21:44,480
proud I am of the work that that our
 

1185
00:21:44,480 --> 00:21:50,230
proud I am of the work that that our
district has done to have a

1186
00:21:50,230 --> 00:21:50,240
district has done to have a
 

1187
00:21:50,240 --> 00:21:52,710
district has done to have a
strategic planning process driving

1188
00:21:52,710 --> 00:21:52,720
strategic planning process driving
 

1189
00:21:52,720 --> 00:21:54,549
strategic planning process driving
outcomes in classrooms, driving

1190
00:21:54,549 --> 00:21:54,559
outcomes in classrooms, driving
 

1191
00:21:54,559 --> 00:21:55,990
outcomes in classrooms, driving
professional development. to have

1192
00:21:55,990 --> 00:21:56,000
professional development. to have
 

1193
00:21:56,000 --> 00:21:57,990
professional development. to have
revamped our curriculum to have high

1194
00:21:57,990 --> 00:21:58,000
revamped our curriculum to have high
 

1195
00:21:58,000 --> 00:21:59,830
revamped our curriculum to have high
quality instructional materials across

1196
00:21:59,830 --> 00:21:59,840
quality instructional materials across
 

1197
00:21:59,840 --> 00:22:01,590
quality instructional materials across
the board to have a balanced assessment

1198
00:22:01,590 --> 00:22:01,600
the board to have a balanced assessment
 

1199
00:22:01,600 --> 00:22:06,549
the board to have a balanced assessment
system to have uh measures of progress

1200
00:22:06,549 --> 00:22:06,559
system to have uh measures of progress
 

1201
00:22:06,559 --> 00:22:09,430
system to have uh measures of progress
that we that that are meaningful. I just

1202
00:22:09,430 --> 00:22:09,440
that we that that are meaningful. I just
 

1203
00:22:09,440 --> 00:22:13,430
that we that that are meaningful. I just
I I reflect on uh when we started uh in

1204
00:22:13,430 --> 00:22:13,440
I I reflect on uh when we started uh in
 

1205
00:22:13,440 --> 00:22:16,950
I I reflect on uh when we started uh in
2019 developing this strategic plan and

1206
00:22:16,950 --> 00:22:16,960
2019 developing this strategic plan and
 

1207
00:22:16,960 --> 00:22:19,029
2019 developing this strategic plan and
uh some of the aspirations that we may

1208
00:22:19,029 --> 00:22:19,039
uh some of the aspirations that we may
 

1209
00:22:19,039 --> 00:22:22,549
uh some of the aspirations that we may
have had uh seven years ago watching

1210
00:22:22,549 --> 00:22:22,559
have had uh seven years ago watching
 

1211
00:22:22,559 --> 00:22:26,070
have had uh seven years ago watching
them um be ingrained in the culture of

1212
00:22:26,070 --> 00:22:26,080
them um be ingrained in the culture of
 

1213
00:22:26,080 --> 00:22:27,590
them um be ingrained in the culture of
our school district is incredibly

1214
00:22:27,590 --> 00:22:27,600
our school district is incredibly
 

1215
00:22:27,600 --> 00:22:29,990
our school district is incredibly
powerful and um I just want to thank

1216
00:22:29,990 --> 00:22:30,000
powerful and um I just want to thank
 

1217
00:22:30,000 --> 00:22:31,590
powerful and um I just want to thank
this team for all the work that you've

1218
00:22:31,590 --> 00:22:31,600
this team for all the work that you've
 

1219
00:22:31,600 --> 00:22:35,270
this team for all the work that you've
done and um uh I just I'm just really

1220
00:22:35,270 --> 00:22:35,280
done and um uh I just I'm just really
 

1221
00:22:35,280 --> 00:22:38,230
done and um uh I just I'm just really
really proud of of where we are and we

1222
00:22:38,230 --> 00:22:38,240
really proud of of where we are and we
 

1223
00:22:38,240 --> 00:22:40,070
really proud of of where we are and we
have that um a set of district

1224
00:22:40,070 --> 00:22:40,080
have that um a set of district
 

1225
00:22:40,080 --> 00:22:41,909
have that um a set of district
conditions that allow that's allowing

1226
00:22:41,909 --> 00:22:41,919
conditions that allow that's allowing
 

1227
00:22:41,919 --> 00:22:44,390
conditions that allow that's allowing
educators and schools to thrive. Uh and

1228
00:22:44,390 --> 00:22:44,400
educators and schools to thrive. Uh and
 

1229
00:22:44,400 --> 00:22:51,669
educators and schools to thrive. Uh and
I'm just really appreciative.

1230
00:22:51,669 --> 00:22:51,679

 

1231
00:22:51,679 --> 00:22:52,950

>> I have a couple questions. I was

1232
00:22:52,950 --> 00:22:52,960
>> I have a couple questions. I was
 

1233
00:22:52,960 --> 00:22:59,270
>> I have a couple questions. I was
wondering um the comment was made about

1234
00:22:59,270 --> 00:22:59,280

 

1235
00:22:59,280 --> 00:23:01,430

continue to to improve instructional

1236
00:23:01,430 --> 00:23:01,440
continue to to improve instructional
 

1237
00:23:01,440 --> 00:23:03,990
continue to to improve instructional
resources, teaching practices and DDI.

1238
00:23:03,990 --> 00:23:04,000
resources, teaching practices and DDI.
 

1239
00:23:04,000 --> 00:23:05,350
resources, teaching practices and DDI.
Can you speak to and then so then we

1240
00:23:05,350 --> 00:23:05,360
Can you speak to and then so then we
 

1241
00:23:05,360 --> 00:23:08,549
Can you speak to and then so then we
kind of had that UIP flash of maybe some

1242
00:23:08,549 --> 00:23:08,559
kind of had that UIP flash of maybe some
 

1243
00:23:08,559 --> 00:23:09,669
kind of had that UIP flash of maybe some
math focused stuff but I was just

1244
00:23:09,669 --> 00:23:09,679
math focused stuff but I was just
 

1245
00:23:09,679 --> 00:23:11,510
math focused stuff but I was just
wondering if you could expand on where

1246
00:23:11,510 --> 00:23:11,520
wondering if you could expand on where
 

1247
00:23:11,520 --> 00:23:13,830
wondering if you could expand on where
do you feel like the next place we need

1248
00:23:13,830 --> 00:23:13,840
do you feel like the next place we need
 

1249
00:23:13,840 --> 00:23:15,270
do you feel like the next place we need
to focus particular on instructional

1250
00:23:15,270 --> 00:23:15,280
to focus particular on instructional
 

1251
00:23:15,280 --> 00:23:17,029
to focus particular on instructional
resources that our investment in those

1252
00:23:17,029 --> 00:23:17,039
resources that our investment in those
 

1253
00:23:17,039 --> 00:23:18,549
resources that our investment in those
the the curricular materials has been

1254
00:23:18,549 --> 00:23:18,559
the the curricular materials has been
 

1255
00:23:18,559 --> 00:23:21,029
the the curricular materials has been
significant all the alignment work the

1256
00:23:21,029 --> 00:23:21,039
significant all the alignment work the
 

1257
00:23:21,039 --> 00:23:22,390
significant all the alignment work the
professional learning but where do you

1258
00:23:22,390 --> 00:23:22,400
professional learning but where do you
 

1259
00:23:22,400 --> 00:23:25,350
professional learning but where do you
feel is the next place that you or next

1260
00:23:25,350 --> 00:23:25,360
feel is the next place that you or next
 

1261
00:23:25,360 --> 00:23:26,870
feel is the next place that you or next
two places where you feel like that

1262
00:23:26,870 --> 00:23:26,880
two places where you feel like that
 

1263
00:23:26,880 --> 00:23:29,430
two places where you feel like that
improvement it needs to be most targeted

1264
00:23:29,430 --> 00:23:29,440
improvement it needs to be most targeted
 

1265
00:23:29,440 --> 00:23:31,590
improvement it needs to be most targeted
>> thank you for the question um we've

1266
00:23:31,590 --> 00:23:31,600
>> thank you for the question um we've
 

1267
00:23:31,600 --> 00:23:33,909
>> thank you for the question um we've
started but where we really see some um

1268
00:23:33,909 --> 00:23:33,919
started but where we really see some um
 

1269
00:23:33,919 --> 00:23:36,630
started but where we really see some um
continued need is uh high school social

1270
00:23:36,630 --> 00:23:36,640
continued need is uh high school social
 

1271
00:23:36,640 --> 00:23:39,830
continued need is uh high school social
studies, secondary science um and high

1272
00:23:39,830 --> 00:23:39,840
studies, secondary science um and high
 

1273
00:23:39,840 --> 00:23:42,149
studies, secondary science um and high
school ELA. And I and I think, you know,

1274
00:23:42,149 --> 00:23:42,159
school ELA. And I and I think, you know,
 

1275
00:23:42,159 --> 00:23:43,669
school ELA. And I and I think, you know,
I initially actually had that in my

1276
00:23:43,669 --> 00:23:43,679
I initially actually had that in my
 

1277
00:23:43,679 --> 00:23:45,590
I initially actually had that in my
narrative and then I took it out because

1278
00:23:45,590 --> 00:23:45,600
narrative and then I took it out because
 

1279
00:23:45,600 --> 00:23:47,029
narrative and then I took it out because
I think what's so important about that

1280
00:23:47,029 --> 00:23:47,039
I think what's so important about that
 

1281
00:23:47,039 --> 00:23:48,710
I think what's so important about that
is it needs to be in partnership and

1282
00:23:48,710 --> 00:23:48,720
is it needs to be in partnership and
 

1283
00:23:48,720 --> 00:23:50,470
is it needs to be in partnership and
co-constructed with teachers through

1284
00:23:50,470 --> 00:23:50,480
co-constructed with teachers through
 

1285
00:23:50,480 --> 00:23:52,630
co-constructed with teachers through
that process that I described, right? We

1286
00:23:52,630 --> 00:23:52,640
that process that I described, right? We
 

1287
00:23:52,640 --> 00:23:53,990
that process that I described, right? We
have teachers at all of those grade

1288
00:23:53,990 --> 00:23:54,000
have teachers at all of those grade
 

1289
00:23:54,000 --> 00:23:56,630
have teachers at all of those grade
levels doing amazing things. And so the

1290
00:23:56,630 --> 00:23:56,640
levels doing amazing things. And so the
 

1291
00:23:56,640 --> 00:23:58,549
levels doing amazing things. And so the
power of these task forces has really

1292
00:23:58,549 --> 00:23:58,559
power of these task forces has really
 

1293
00:23:58,559 --> 00:24:00,390
power of these task forces has really
been to bring that together, deepen

1294
00:24:00,390 --> 00:24:00,400
been to bring that together, deepen
 

1295
00:24:00,400 --> 00:24:02,230
been to bring that together, deepen
shared understanding of what's required

1296
00:24:02,230 --> 00:24:02,240
shared understanding of what's required
 

1297
00:24:02,240 --> 00:24:04,789
shared understanding of what's required
by the standard for excellence and then

1298
00:24:04,789 --> 00:24:04,799
by the standard for excellence and then
 

1299
00:24:04,799 --> 00:24:06,230
by the standard for excellence and then
say like okay what are the key

1300
00:24:06,230 --> 00:24:06,240
say like okay what are the key
 

1301
00:24:06,240 --> 00:24:07,990
say like okay what are the key
experiences in each of these courses

1302
00:24:07,990 --> 00:24:08,000
experiences in each of these courses
 

1303
00:24:08,000 --> 00:24:09,750
experiences in each of these courses
that we value as a district and how do

1304
00:24:09,750 --> 00:24:09,760
that we value as a district and how do
 

1305
00:24:09,760 --> 00:24:12,149
that we value as a district and how do
we put that together? One example is we

1306
00:24:12,149 --> 00:24:12,159
we put that together? One example is we
 

1307
00:24:12,159 --> 00:24:14,630
we put that together? One example is we
don't have a core resource in 68 science

1308
00:24:14,630 --> 00:24:14,640
don't have a core resource in 68 science
 

1309
00:24:14,640 --> 00:24:16,630
don't have a core resource in 68 science
but we've started the task force work on

1310
00:24:16,630 --> 00:24:16,640
but we've started the task force work on
 

1311
00:24:16,640 --> 00:24:18,230
but we've started the task force work on
that. Um we already had our first day,

1312
00:24:18,230 --> 00:24:18,240
that. Um we already had our first day,
 

1313
00:24:18,240 --> 00:24:19,669
that. Um we already had our first day,
we have our next day coming up next

1314
00:24:19,669 --> 00:24:19,679
we have our next day coming up next
 

1315
00:24:19,679 --> 00:24:21,909
we have our next day coming up next
week. And um our steam director and

1316
00:24:21,909 --> 00:24:21,919
week. And um our steam director and
 

1317
00:24:21,919 --> 00:24:23,190
week. And um our steam director and
science coordinator have done an

1318
00:24:23,190 --> 00:24:23,200
science coordinator have done an
 

1319
00:24:23,200 --> 00:24:25,750
science coordinator have done an
incredible job. And that's the like I

1320
00:24:25,750 --> 00:24:25,760
incredible job. And that's the like I
 

1321
00:24:25,760 --> 00:24:27,990
incredible job. And that's the like I
believe one of the the first time where

1322
00:24:27,990 --> 00:24:28,000
believe one of the the first time where
 

1323
00:24:28,000 --> 00:24:29,909
believe one of the the first time where
educators have been in a room to try to

1324
00:24:29,909 --> 00:24:29,919
educators have been in a room to try to
 

1325
00:24:29,919 --> 00:24:32,070
educators have been in a room to try to
norm across the district what does this

1326
00:24:32,070 --> 00:24:32,080
norm across the district what does this
 

1327
00:24:32,080 --> 00:24:34,149
norm across the district what does this
science course look like and sound like.

1328
00:24:34,149 --> 00:24:34,159
science course look like and sound like.
 

1329
00:24:34,159 --> 00:24:35,830
science course look like and sound like.
And what it will allow us to do from

1330
00:24:35,830 --> 00:24:35,840
And what it will allow us to do from
 

1331
00:24:35,840 --> 00:24:37,590
And what it will allow us to do from
there is right now we have a repertoire

1332
00:24:37,590 --> 00:24:37,600
there is right now we have a repertoire
 

1333
00:24:37,600 --> 00:24:39,430
there is right now we have a repertoire
of supplemental resources that are used

1334
00:24:39,430 --> 00:24:39,440
of supplemental resources that are used
 

1335
00:24:39,440 --> 00:24:40,789
of supplemental resources that are used
in different ways in different buildings

1336
00:24:40,789 --> 00:24:40,799
in different ways in different buildings
 

1337
00:24:40,799 --> 00:24:42,870
in different ways in different buildings
to different degrees. But once we can

1338
00:24:42,870 --> 00:24:42,880
to different degrees. But once we can
 

1339
00:24:42,880 --> 00:24:45,269
to different degrees. But once we can
agree on what are the key standards,

1340
00:24:45,269 --> 00:24:45,279
agree on what are the key standards,
 

1341
00:24:45,279 --> 00:24:47,750
agree on what are the key standards,
what what are the scope by semester and

1342
00:24:47,750 --> 00:24:47,760
what what are the scope by semester and
 

1343
00:24:47,760 --> 00:24:49,430
what what are the scope by semester and
what are the key learning experiences,

1344
00:24:49,430 --> 00:24:49,440
what are the key learning experiences,
 

1345
00:24:49,440 --> 00:24:51,350
what are the key learning experiences,
then we'll be able to do an analysis of

1346
00:24:51,350 --> 00:24:51,360
then we'll be able to do an analysis of
 

1347
00:24:51,360 --> 00:24:53,430
then we'll be able to do an analysis of
the supplemental resources we have,

1348
00:24:53,430 --> 00:24:53,440
the supplemental resources we have,
 

1349
00:24:53,440 --> 00:24:55,430
the supplemental resources we have,
decide what is a fit to support that

1350
00:24:55,430 --> 00:24:55,440
decide what is a fit to support that
 

1351
00:24:55,440 --> 00:24:57,269
decide what is a fit to support that
work, what might we discontinue, and

1352
00:24:57,269 --> 00:24:57,279
work, what might we discontinue, and
 

1353
00:24:57,279 --> 00:24:58,870
work, what might we discontinue, and
what does that mean going forward for

1354
00:24:58,870 --> 00:24:58,880
what does that mean going forward for
 

1355
00:24:58,880 --> 00:25:01,269
what does that mean going forward for
any sort of core highquality adoption.

1356
00:25:01,269 --> 00:25:01,279
any sort of core highquality adoption.
 

1357
00:25:01,279 --> 00:25:02,549
any sort of core highquality adoption.
Um, we've been doing a little bit of

1358
00:25:02,549 --> 00:25:02,559
Um, we've been doing a little bit of
 

1359
00:25:02,559 --> 00:25:04,149
Um, we've been doing a little bit of
that work bes behind the scenes in

1360
00:25:04,149 --> 00:25:04,159
that work bes behind the scenes in
 

1361
00:25:04,159 --> 00:25:05,830
that work bes behind the scenes in
literacy. Our new literacy director

1362
00:25:05,830 --> 00:25:05,840
literacy. Our new literacy director
 

1363
00:25:05,840 --> 00:25:08,070
literacy. Our new literacy director
who's phenomenal, Stephanie Anderson,

1364
00:25:08,070 --> 00:25:08,080
who's phenomenal, Stephanie Anderson,
 

1365
00:25:08,080 --> 00:25:10,230
who's phenomenal, Stephanie Anderson,
um, has been inventorying all all of our

1366
00:25:10,230 --> 00:25:10,240
um, has been inventorying all all of our
 

1367
00:25:10,240 --> 00:25:11,990
um, has been inventorying all all of our
supplemental platforms. and we had one

1368
00:25:11,990 --> 00:25:12,000
supplemental platforms. and we had one
 

1369
00:25:12,000 --> 00:25:14,390
supplemental platforms. and we had one
supplemental platform that was uh

1370
00:25:14,390 --> 00:25:14,400
supplemental platform that was uh
 

1371
00:25:14,400 --> 00:25:15,830
supplemental platform that was uh
repetitive with the purpose of some

1372
00:25:15,830 --> 00:25:15,840
repetitive with the purpose of some
 

1373
00:25:15,840 --> 00:25:17,830
repetitive with the purpose of some
others, didn't have high use, and was a

1374
00:25:17,830 --> 00:25:17,840
others, didn't have high use, and was a
 

1375
00:25:17,840 --> 00:25:20,310
others, didn't have high use, and was a
significant cost. So over time, as we

1376
00:25:20,310 --> 00:25:20,320
significant cost. So over time, as we
 

1377
00:25:20,320 --> 00:25:22,390
significant cost. So over time, as we
look to phase things out to free up some

1378
00:25:22,390 --> 00:25:22,400
look to phase things out to free up some
 

1379
00:25:22,400 --> 00:25:23,990
look to phase things out to free up some
dollars, we can then work with teachers

1380
00:25:23,990 --> 00:25:24,000
dollars, we can then work with teachers
 

1381
00:25:24,000 --> 00:25:26,070
dollars, we can then work with teachers
to be be strategic about how do we want

1382
00:25:26,070 --> 00:25:26,080
to be be strategic about how do we want
 

1383
00:25:26,080 --> 00:25:28,149
to be be strategic about how do we want
to repurpose those dollars for our

1384
00:25:28,149 --> 00:25:28,159
to repurpose those dollars for our
 

1385
00:25:28,159 --> 00:25:29,750
to repurpose those dollars for our
shared vision of what each of these

1386
00:25:29,750 --> 00:25:29,760
shared vision of what each of these
 

1387
00:25:29,760 --> 00:25:32,310
shared vision of what each of these
courses should be like at secondary.

1388
00:25:32,310 --> 00:25:32,320
courses should be like at secondary.
 

1389
00:25:32,320 --> 00:25:34,149
courses should be like at secondary.
>> And I think just to add a little bit, I

1390
00:25:34,149 --> 00:25:34,159
>> And I think just to add a little bit, I
 

1391
00:25:34,159 --> 00:25:35,990
>> And I think just to add a little bit, I
think one of the things that we've felt

1392
00:25:35,990 --> 00:25:36,000
think one of the things that we've felt
 

1393
00:25:36,000 --> 00:25:37,750
think one of the things that we've felt
grateful for and what Dr. Anderson

1394
00:25:37,750 --> 00:25:37,760
grateful for and what Dr. Anderson
 

1395
00:25:37,760 --> 00:25:40,470
grateful for and what Dr. Anderson
support is we we are taking the time to

1396
00:25:40,470 --> 00:25:40,480
support is we we are taking the time to
 

1397
00:25:40,480 --> 00:25:42,070
support is we we are taking the time to
what I always say do the back of the

1398
00:25:42,070 --> 00:25:42,080
what I always say do the back of the
 

1399
00:25:42,080 --> 00:25:44,390
what I always say do the back of the
house work with sometimes doesn't speed

1400
00:25:44,390 --> 00:25:44,400
house work with sometimes doesn't speed
 

1401
00:25:44,400 --> 00:25:46,630
house work with sometimes doesn't speed
up the process but I think what we've

1402
00:25:46,630 --> 00:25:46,640
up the process but I think what we've
 

1403
00:25:46,640 --> 00:25:48,390
up the process but I think what we've
learned is if we implement something

1404
00:25:48,390 --> 00:25:48,400
learned is if we implement something
 

1405
00:25:48,400 --> 00:25:50,149
learned is if we implement something
without having done that we're going to

1406
00:25:50,149 --> 00:25:50,159
without having done that we're going to
 

1407
00:25:50,159 --> 00:25:52,230
without having done that we're going to
be fighting the battle on the other side

1408
00:25:52,230 --> 00:25:52,240
be fighting the battle on the other side
 

1409
00:25:52,240 --> 00:25:55,110
be fighting the battle on the other side
and so we've really taken time to unpack

1410
00:25:55,110 --> 00:25:55,120
and so we've really taken time to unpack
 

1411
00:25:55,120 --> 00:25:57,430
and so we've really taken time to unpack
what is actually the problem and then as

1412
00:25:57,430 --> 00:25:57,440
what is actually the problem and then as
 

1413
00:25:57,440 --> 00:25:59,990
what is actually the problem and then as
Emma said we've built a structure where

1414
00:25:59,990 --> 00:26:00,000
Emma said we've built a structure where
 

1415
00:26:00,000 --> 00:26:02,950
Emma said we've built a structure where
engaging teachers for a a year or half

1416
00:26:02,950 --> 00:26:02,960
engaging teachers for a a year or half
 

1417
00:26:02,960 --> 00:26:05,510
engaging teachers for a a year or half
of a year to calibrate that and then

1418
00:26:05,510 --> 00:26:05,520
of a year to calibrate that and then
 

1419
00:26:05,520 --> 00:26:08,630
of a year to calibrate that and then
adopting a resource has really um

1420
00:26:08,630 --> 00:26:08,640
adopting a resource has really um
 

1421
00:26:08,640 --> 00:26:11,110
adopting a resource has really um
actually increased our momentum when

1422
00:26:11,110 --> 00:26:11,120
actually increased our momentum when
 

1423
00:26:11,120 --> 00:26:13,669
actually increased our momentum when
we're when we go to implement, but it

1424
00:26:13,669 --> 00:26:13,679
we're when we go to implement, but it
 

1425
00:26:13,679 --> 00:26:15,269
we're when we go to implement, but it
does take a little longer on the back

1426
00:26:15,269 --> 00:26:15,279
does take a little longer on the back
 

1427
00:26:15,279 --> 00:26:16,870
does take a little longer on the back
end.

1428
00:26:16,870 --> 00:26:16,880
end.
 

1429
00:26:16,880 --> 00:26:18,710
end.
I totally agree and I appreciate that.

1430
00:26:18,710 --> 00:26:18,720
I totally agree and I appreciate that.
 

1431
00:26:18,720 --> 00:26:19,909
I totally agree and I appreciate that.
Anecdotally, those would have been the

1432
00:26:19,909 --> 00:26:19,919
Anecdotally, those would have been the
 

1433
00:26:19,919 --> 00:26:22,390
Anecdotally, those would have been the
three areas that I would have based on

1434
00:26:22,390 --> 00:26:22,400
three areas that I would have based on
 

1435
00:26:22,400 --> 00:26:23,990
three areas that I would have based on
feedback that I hear would have thought

1436
00:26:23,990 --> 00:26:24,000
feedback that I hear would have thought
 

1437
00:26:24,000 --> 00:26:25,430
feedback that I hear would have thought
that that's where next steps would be.

1438
00:26:25,430 --> 00:26:25,440
that that's where next steps would be.
 

1439
00:26:25,440 --> 00:26:26,789
that that's where next steps would be.
So, I'm really excited to see where that

1440
00:26:26,789 --> 00:26:26,799
So, I'm really excited to see where that
 

1441
00:26:26,799 --> 00:26:28,870
So, I'm really excited to see where that
kind of takes shape and how that

1442
00:26:28,870 --> 00:26:28,880
kind of takes shape and how that
 

1443
00:26:28,880 --> 00:26:32,470
kind of takes shape and how that
unfolds. My other question was on slide

1444
00:26:32,470 --> 00:26:32,480
unfolds. My other question was on slide
 

1445
00:26:32,480 --> 00:26:34,470
unfolds. My other question was on slide
12 where you showed K12 literacy

1446
00:26:34,470 --> 00:26:34,480
12 where you showed K12 literacy
 

1447
00:26:34,480 --> 00:26:37,669
12 where you showed K12 literacy
increasing by 3 to 6%, K8 math by 2 to

1448
00:26:37,669 --> 00:26:37,679
increasing by 3 to 6%, K8 math by 2 to
 

1449
00:26:37,679 --> 00:26:41,029
increasing by 3 to 6%, K8 math by 2 to
5%. Are you those are big that's a lot

1450
00:26:41,029 --> 00:26:41,039
5%. Are you those are big that's a lot
 

1451
00:26:41,039 --> 00:26:42,549
5%. Are you those are big that's a lot
of students in there and there's

1452
00:26:42,549 --> 00:26:42,559
of students in there and there's
 

1453
00:26:42,559 --> 00:26:45,669
of students in there and there's
probably I'm wondering is that are there

1454
00:26:45,669 --> 00:26:45,679
probably I'm wondering is that are there
 

1455
00:26:45,679 --> 00:26:48,789
probably I'm wondering is that are there
areas where you're not seeing

1456
00:26:48,789 --> 00:26:48,799
areas where you're not seeing
 

1457
00:26:48,799 --> 00:26:50,470
areas where you're not seeing
increases in those ranges? Are there

1458
00:26:50,470 --> 00:26:50,480
increases in those ranges? Are there
 

1459
00:26:50,480 --> 00:26:52,789
increases in those ranges? Are there
areas of concerns or hotspots in there?

1460
00:26:52,789 --> 00:26:52,799
areas of concerns or hotspots in there?
 

1461
00:26:52,799 --> 00:26:54,070
areas of concerns or hotspots in there?
I just don't want to make sure we're not

1462
00:26:54,070 --> 00:26:54,080
I just don't want to make sure we're not
 

1463
00:26:54,080 --> 00:26:58,549
I just don't want to make sure we're not
blanketing over some some areas of that

1464
00:26:58,549 --> 00:26:58,559
blanketing over some some areas of that
 

1465
00:26:58,559 --> 00:27:03,190
blanketing over some some areas of that
might not look like that.

1466
00:27:03,190 --> 00:27:03,200

 

1467
00:27:03,200 --> 00:27:05,029

>> I don't have that at my fingertips at

1468
00:27:05,029 --> 00:27:05,039
>> I don't have that at my fingertips at
 

1469
00:27:05,039 --> 00:27:06,310
>> I don't have that at my fingertips at
this moment, but we do have some slides

1470
00:27:06,310 --> 00:27:06,320
this moment, but we do have some slides
 

1471
00:27:06,320 --> 00:27:08,230
this moment, but we do have some slides
that I can pull from and see and get you

1472
00:27:08,230 --> 00:27:08,240
that I can pull from and see and get you
 

1473
00:27:08,240 --> 00:27:10,310
that I can pull from and see and get you
an answer to that.

1474
00:27:10,310 --> 00:27:10,320
an answer to that.
 

1475
00:27:10,320 --> 00:27:12,310
an answer to that.
>> Thanks. And then my last question was

1476
00:27:12,310 --> 00:27:12,320
>> Thanks. And then my last question was
 

1477
00:27:12,320 --> 00:27:15,510
>> Thanks. And then my last question was
really around slide 13 and some of like

1478
00:27:15,510 --> 00:27:15,520
really around slide 13 and some of like
 

1479
00:27:15,520 --> 00:27:18,390
really around slide 13 and some of like
as we're thinking ahead to the new UIP.

1480
00:27:18,390 --> 00:27:18,400
as we're thinking ahead to the new UIP.
 

1481
00:27:18,400 --> 00:27:20,070
as we're thinking ahead to the new UIP.
I mean UIPs as you said at the outset

1482
00:27:20,070 --> 00:27:20,080
I mean UIPs as you said at the outset
 

1483
00:27:20,080 --> 00:27:22,070
I mean UIPs as you said at the outset
are really structured around a priority

1484
00:27:22,070 --> 00:27:22,080
are really structured around a priority
 

1485
00:27:22,080 --> 00:27:23,750
are really structured around a priority
performance area. We have implementation

1486
00:27:23,750 --> 00:27:23,760
performance area. We have implementation
 

1487
00:27:23,760 --> 00:27:26,710
performance area. We have implementation
benchmarks. We have action steps. Um are

1488
00:27:26,710 --> 00:27:26,720
benchmarks. We have action steps. Um are
 

1489
00:27:26,720 --> 00:27:29,510
benchmarks. We have action steps. Um are
you thinking

1490
00:27:29,510 --> 00:27:29,520
you thinking
 

1491
00:27:29,520 --> 00:27:31,990
you thinking
that like I'm trying to put this slide

1492
00:27:31,990 --> 00:27:32,000
that like I'm trying to put this slide
 

1493
00:27:32,000 --> 00:27:34,230
that like I'm trying to put this slide
into those that the constru the

1494
00:27:34,230 --> 00:27:34,240
into those that the constru the
 

1495
00:27:34,240 --> 00:27:37,029
into those that the constru the
construct of a a traditional UIP and I'm

1496
00:27:37,029 --> 00:27:37,039
construct of a a traditional UIP and I'm
 

1497
00:27:37,039 --> 00:27:38,310
construct of a a traditional UIP and I'm
wondering what the priority performance

1498
00:27:38,310 --> 00:27:38,320
wondering what the priority performance
 

1499
00:27:38,320 --> 00:27:39,990
wondering what the priority performance
area would be. Is it just inconsistent

1500
00:27:39,990 --> 00:27:40,000
area would be. Is it just inconsistent
 

1501
00:27:40,000 --> 00:27:41,110
area would be. Is it just inconsistent
growth of math and that's going to be

1502
00:27:41,110 --> 00:27:41,120
growth of math and that's going to be
 

1503
00:27:41,120 --> 00:27:43,510
growth of math and that's going to be
the one we're going to focus on or um

1504
00:27:43,510 --> 00:27:43,520
the one we're going to focus on or um
 

1505
00:27:43,520 --> 00:27:46,230
the one we're going to focus on or um
how are you how are you seeing this? And

1506
00:27:46,230 --> 00:27:46,240
how are you how are you seeing this? And
 

1507
00:27:46,240 --> 00:27:47,669
how are you how are you seeing this? And
I know we have some UIP slides at the

1508
00:27:47,669 --> 00:27:47,679
I know we have some UIP slides at the
 

1509
00:27:47,679 --> 00:27:49,269
I know we have some UIP slides at the
very end as well. So if if you don't

1510
00:27:49,269 --> 00:27:49,279
very end as well. So if if you don't
 

1511
00:27:49,279 --> 00:27:51,029
very end as well. So if if you don't
want to wait for that, but just know

1512
00:27:51,029 --> 00:27:51,039
want to wait for that, but just know
 

1513
00:27:51,039 --> 00:27:52,950
want to wait for that, but just know
like when I look at all of these summary

1514
00:27:52,950 --> 00:27:52,960
like when I look at all of these summary
 

1515
00:27:52,960 --> 00:27:54,470
like when I look at all of these summary
slides on UIP considerations, that's

1516
00:27:54,470 --> 00:27:54,480
slides on UIP considerations, that's
 

1517
00:27:54,480 --> 00:27:56,310
slides on UIP considerations, that's
what I'm I'm having spent a decade

1518
00:27:56,310 --> 00:27:56,320
what I'm I'm having spent a decade
 

1519
00:27:56,320 --> 00:27:58,070
what I'm I'm having spent a decade
looking at UIPs.

1520
00:27:58,070 --> 00:27:58,080
looking at UIPs.
 

1521
00:27:58,080 --> 00:28:00,549
looking at UIPs.
>> It's that's where my mind goes and I I'm

1522
00:28:00,549 --> 00:28:00,559
>> It's that's where my mind goes and I I'm
 

1523
00:28:00,559 --> 00:28:04,310
>> It's that's where my mind goes and I I'm
excited to just get a little bit more um

1524
00:28:04,310 --> 00:28:04,320
excited to just get a little bit more um
 

1525
00:28:04,320 --> 00:28:06,310
excited to just get a little bit more um
shape in what we're thinking about

1526
00:28:06,310 --> 00:28:06,320
shape in what we're thinking about
 

1527
00:28:06,320 --> 00:28:08,310
shape in what we're thinking about
because October will be upon us pretty

1528
00:28:08,310 --> 00:28:08,320
because October will be upon us pretty
 

1529
00:28:08,320 --> 00:28:10,710
because October will be upon us pretty
quickly and we're not going to have a

1530
00:28:10,710 --> 00:28:10,720
quickly and we're not going to have a
 

1531
00:28:10,720 --> 00:28:13,830
quickly and we're not going to have a
lot of time to see that UIP before it um

1532
00:28:13,830 --> 00:28:13,840
lot of time to see that UIP before it um
 

1533
00:28:13,840 --> 00:28:16,549
lot of time to see that UIP before it um
really has its shape. Yeah, it's it's a

1534
00:28:16,549 --> 00:28:16,559
really has its shape. Yeah, it's it's a
 

1535
00:28:16,559 --> 00:28:17,990
really has its shape. Yeah, it's it's a
great question. So, these slides are

1536
00:28:17,990 --> 00:28:18,000
great question. So, these slides are
 

1537
00:28:18,000 --> 00:28:20,789
great question. So, these slides are
very intentionally uh drafted in in

1538
00:28:20,789 --> 00:28:20,799
very intentionally uh drafted in in
 

1539
00:28:20,799 --> 00:28:23,029
very intentionally uh drafted in in
terms of considerations. Uh the student

1540
00:28:23,029 --> 00:28:23,039
terms of considerations. Uh the student
 

1541
00:28:23,039 --> 00:28:24,950
terms of considerations. Uh the student
performance priorities, obviously, we

1542
00:28:24,950 --> 00:28:24,960
performance priorities, obviously, we
 

1543
00:28:24,960 --> 00:28:26,230
performance priorities, obviously, we
want to be able to have a hard data

1544
00:28:26,230 --> 00:28:26,240
want to be able to have a hard data
 

1545
00:28:26,240 --> 00:28:27,909
want to be able to have a hard data
point to identify what the the

1546
00:28:27,909 --> 00:28:27,919
point to identify what the the
 

1547
00:28:27,919 --> 00:28:29,590
point to identify what the the
appropriate smart goals is that we can

1548
00:28:29,590 --> 00:28:29,600
appropriate smart goals is that we can
 

1549
00:28:29,600 --> 00:28:31,830
appropriate smart goals is that we can
set around each of those things. Uh so,

1550
00:28:31,830 --> 00:28:31,840
set around each of those things. Uh so,
 

1551
00:28:31,840 --> 00:28:33,510
set around each of those things. Uh so,
the opportunity that we've outlined is

1552
00:28:33,510 --> 00:28:33,520
the opportunity that we've outlined is
 

1553
00:28:33,520 --> 00:28:35,430
the opportunity that we've outlined is
really us looking at previous historical

1554
00:28:35,430 --> 00:28:35,440
really us looking at previous historical
 

1555
00:28:35,440 --> 00:28:37,990
really us looking at previous historical
data, what we've had last year at the

1556
00:28:37,990 --> 00:28:38,000
data, what we've had last year at the
 

1557
00:28:38,000 --> 00:28:40,470
data, what we've had last year at the
end of uh when we were able to look at

1558
00:28:40,470 --> 00:28:40,480
end of uh when we were able to look at
 

1559
00:28:40,480 --> 00:28:43,029
end of uh when we were able to look at
CMAS data in the fall. uh this was one

1560
00:28:43,029 --> 00:28:43,039
CMAS data in the fall. uh this was one
 

1561
00:28:43,039 --> 00:28:44,950
CMAS data in the fall. uh this was one
of the opportunities that we identified.

1562
00:28:44,950 --> 00:28:44,960
of the opportunities that we identified.
 

1563
00:28:44,960 --> 00:28:47,430
of the opportunities that we identified.
Uh that doesn't mean that we won't see

1564
00:28:47,430 --> 00:28:47,440
Uh that doesn't mean that we won't see
 

1565
00:28:47,440 --> 00:28:49,510
Uh that doesn't mean that we won't see
uh significant increases in the fall and

1566
00:28:49,510 --> 00:28:49,520
uh significant increases in the fall and
 

1567
00:28:49,520 --> 00:28:51,750
uh significant increases in the fall and
we may have to rightsize that. So this

1568
00:28:51,750 --> 00:28:51,760
we may have to rightsize that. So this
 

1569
00:28:51,760 --> 00:28:54,070
we may have to rightsize that. So this
is very much just an opportunity that we

1570
00:28:54,070 --> 00:28:54,080
is very much just an opportunity that we
 

1571
00:28:54,080 --> 00:28:55,669
is very much just an opportunity that we
are considering right now and we want to

1572
00:28:55,669 --> 00:28:55,679
are considering right now and we want to
 

1573
00:28:55,679 --> 00:28:57,350
are considering right now and we want to
be really prepared once we do have that

1574
00:28:57,350 --> 00:28:57,360
be really prepared once we do have that
 

1575
00:28:57,360 --> 00:28:59,990
be really prepared once we do have that
data and and identify the right targets

1576
00:28:59,990 --> 00:29:00,000
data and and identify the right targets
 

1577
00:29:00,000 --> 00:29:01,190
data and and identify the right targets
for it. It doesn't mean that we're

1578
00:29:01,190 --> 00:29:01,200
for it. It doesn't mean that we're
 

1579
00:29:01,200 --> 00:29:03,110
for it. It doesn't mean that we're
closed off to other opportunities within

1580
00:29:03,110 --> 00:29:03,120
closed off to other opportunities within
 

1581
00:29:03,120 --> 00:29:05,510
closed off to other opportunities within
the within no limits to identify the

1582
00:29:05,510 --> 00:29:05,520
the within no limits to identify the
 

1583
00:29:05,520 --> 00:29:07,430
the within no limits to identify the
right UIP target based on what that data

1584
00:29:07,430 --> 00:29:07,440
right UIP target based on what that data
 

1585
00:29:07,440 --> 00:29:09,190
right UIP target based on what that data
shows us in the fall. And it might also

1586
00:29:09,190 --> 00:29:09,200
shows us in the fall. And it might also
 

1587
00:29:09,200 --> 00:29:10,549
shows us in the fall. And it might also
be because we are so tightly aligned to

1588
00:29:10,549 --> 00:29:10,559
be because we are so tightly aligned to
 

1589
00:29:10,559 --> 00:29:12,950
be because we are so tightly aligned to
the strategic plan, we can we can wait

1590
00:29:12,950 --> 00:29:12,960
the strategic plan, we can we can wait
 

1591
00:29:12,960 --> 00:29:14,789
the strategic plan, we can we can wait
until a little till we get some of that

1592
00:29:14,789 --> 00:29:14,799
until a little till we get some of that
 

1593
00:29:14,799 --> 00:29:17,269
until a little till we get some of that
postmortem CMASS data to really refine

1594
00:29:17,269 --> 00:29:17,279
postmortem CMASS data to really refine
 

1595
00:29:17,279 --> 00:29:19,909
postmortem CMASS data to really refine
where in years past because the UIP has

1596
00:29:19,909 --> 00:29:19,919
where in years past because the UIP has
 

1597
00:29:19,919 --> 00:29:22,149
where in years past because the UIP has
been a standalone document that's not

1598
00:29:22,149 --> 00:29:22,159
been a standalone document that's not
 

1599
00:29:22,159 --> 00:29:24,230
been a standalone document that's not
tightly aligned to the strategic plan.

1600
00:29:24,230 --> 00:29:24,240
tightly aligned to the strategic plan.
 

1601
00:29:24,240 --> 00:29:26,870
tightly aligned to the strategic plan.
Um the process has been a little bit

1602
00:29:26,870 --> 00:29:26,880
Um the process has been a little bit
 

1603
00:29:26,880 --> 00:29:28,070
Um the process has been a little bit
different and so I hear that and I think

1604
00:29:28,070 --> 00:29:28,080
different and so I hear that and I think
 

1605
00:29:28,080 --> 00:29:29,430
different and so I hear that and I think
that CMAS data is going to be really

1606
00:29:29,430 --> 00:29:29,440
that CMAS data is going to be really
 

1607
00:29:29,440 --> 00:29:31,909
that CMAS data is going to be really
important for to inform. I'm just, you

1608
00:29:31,909 --> 00:29:31,919
important for to inform. I'm just, you
 

1609
00:29:31,919 --> 00:29:34,789
important for to inform. I'm just, you
know, and so that's just

1610
00:29:34,789 --> 00:29:34,799
know, and so that's just
 

1611
00:29:34,799 --> 00:29:37,590
know, and so that's just
trying to get from one process to the

1612
00:29:37,590 --> 00:29:37,600
trying to get from one process to the
 

1613
00:29:37,600 --> 00:29:39,029
trying to get from one process to the
new process and just thinking it

1614
00:29:39,029 --> 00:29:39,039
new process and just thinking it
 

1615
00:29:39,039 --> 00:29:40,070
new process and just thinking it
through. So I appreciate that.

1616
00:29:40,070 --> 00:29:40,080
through. So I appreciate that.
 

1617
00:29:40,080 --> 00:29:43,350
through. So I appreciate that.
>> Yes. And Jessica will um foreshadow some

1618
00:29:43,350 --> 00:29:43,360
>> Yes. And Jessica will um foreshadow some
 

1619
00:29:43,360 --> 00:29:46,149
>> Yes. And Jessica will um foreshadow some
of that today in some initial thinking

1620
00:29:46,149 --> 00:29:46,159
of that today in some initial thinking
 

1621
00:29:46,159 --> 00:29:49,510
of that today in some initial thinking
around draft growth and achievement

1622
00:29:49,510 --> 00:29:49,520
around draft growth and achievement
 

1623
00:29:49,520 --> 00:29:53,029
around draft growth and achievement
goals for UIP for your feedback. And

1624
00:29:53,029 --> 00:29:53,039
goals for UIP for your feedback. And
 

1625
00:29:53,039 --> 00:29:55,110
goals for UIP for your feedback. And
we'll undoubtedly be looking at student

1626
00:29:55,110 --> 00:29:55,120
we'll undoubtedly be looking at student
 

1627
00:29:55,120 --> 00:29:57,750
we'll undoubtedly be looking at student
groups as we develop the UIP as well as

1628
00:29:57,750 --> 00:29:57,760
groups as we develop the UIP as well as
 

1629
00:29:57,760 --> 00:30:01,990
groups as we develop the UIP as well as
um English language arts.

1630
00:30:01,990 --> 00:30:02,000

 

1631
00:30:02,000 --> 00:30:03,510

Alex,

1632
00:30:03,510 --> 00:30:03,520
Alex,
 

1633
00:30:03,520 --> 00:30:06,230
Alex,
>> first I apologize for my tardiness. Um

1634
00:30:06,230 --> 00:30:06,240
>> first I apologize for my tardiness. Um
 

1635
00:30:06,240 --> 00:30:09,029
>> first I apologize for my tardiness. Um
uh some stuff out of my control and also

1636
00:30:09,029 --> 00:30:09,039
uh some stuff out of my control and also
 

1637
00:30:09,039 --> 00:30:12,149
uh some stuff out of my control and also
huge kudos to the entire team uh for

1638
00:30:12,149 --> 00:30:12,159
huge kudos to the entire team uh for
 

1639
00:30:12,159 --> 00:30:14,230
huge kudos to the entire team uh for
what I think is amazing stuff from

1640
00:30:14,230 --> 00:30:14,240
what I think is amazing stuff from
 

1641
00:30:14,240 --> 00:30:16,389
what I think is amazing stuff from
before I came to the board of starting

1642
00:30:16,389 --> 00:30:16,399
before I came to the board of starting
 

1643
00:30:16,399 --> 00:30:18,310
before I came to the board of starting
to see the benefits of like many years

1644
00:30:18,310 --> 00:30:18,320
to see the benefits of like many years
 

1645
00:30:18,320 --> 00:30:20,630
to see the benefits of like many years
of really hard and intentional work. So

1646
00:30:20,630 --> 00:30:20,640
of really hard and intentional work. So
 

1647
00:30:20,640 --> 00:30:23,350
of really hard and intentional work. So
I really do think uh celebration is in

1648
00:30:23,350 --> 00:30:23,360
I really do think uh celebration is in
 

1649
00:30:23,360 --> 00:30:26,870
I really do think uh celebration is in
order. Um uh I have a couple questions.

1650
00:30:26,870 --> 00:30:26,880
order. Um uh I have a couple questions.
 

1651
00:30:26,880 --> 00:30:30,549
order. Um uh I have a couple questions.
Um I and I am interested in more data

1652
00:30:30,549 --> 00:30:30,559
Um I and I am interested in more data
 

1653
00:30:30,559 --> 00:30:33,830
Um I and I am interested in more data
than those that are getting over the the

1654
00:30:33,830 --> 00:30:33,840
than those that are getting over the the
 

1655
00:30:33,840 --> 00:30:35,750
than those that are getting over the the
you know the standard benchmark. I'm

1656
00:30:35,750 --> 00:30:35,760
you know the standard benchmark. I'm
 

1657
00:30:35,760 --> 00:30:37,350
you know the standard benchmark. I'm
really interested in knowing you know

1658
00:30:37,350 --> 00:30:37,360
really interested in knowing you know
 

1659
00:30:37,360 --> 00:30:38,789
really interested in knowing you know
like what the standard deviation is

1660
00:30:38,789 --> 00:30:38,799
like what the standard deviation is
 

1661
00:30:38,799 --> 00:30:41,350
like what the standard deviation is
between schools and you know the uh to

1662
00:30:41,350 --> 00:30:41,360
between schools and you know the uh to
 

1663
00:30:41,360 --> 00:30:43,110
between schools and you know the uh to
what Nicole was talking to of

1664
00:30:43,110 --> 00:30:43,120
what Nicole was talking to of
 

1665
00:30:43,120 --> 00:30:45,269
what Nicole was talking to of
understanding you know where it's strong

1666
00:30:45,269 --> 00:30:45,279
understanding you know where it's strong
 

1667
00:30:45,279 --> 00:30:47,909
understanding you know where it's strong
and where where it's harder. I'm also

1668
00:30:47,909 --> 00:30:47,919
and where where it's harder. I'm also
 

1669
00:30:47,919 --> 00:30:49,590
and where where it's harder. I'm also
interested in knowing about the growth

1670
00:30:49,590 --> 00:30:49,600
interested in knowing about the growth
 

1671
00:30:49,600 --> 00:30:51,430
interested in knowing about the growth
by students at different levels in our

1672
00:30:51,430 --> 00:30:51,440
by students at different levels in our
 

1673
00:30:51,440 --> 00:30:53,750
by students at different levels in our
achievement spectrum because we really

1674
00:30:53,750 --> 00:30:53,760
achievement spectrum because we really
 

1675
00:30:53,760 --> 00:30:55,190
achievement spectrum because we really
do want to make sure we are still

1676
00:30:55,190 --> 00:30:55,200
do want to make sure we are still
 

1677
00:30:55,200 --> 00:30:56,870
do want to make sure we are still
accelerating and differentiating and

1678
00:30:56,870 --> 00:30:56,880
accelerating and differentiating and
 

1679
00:30:56,880 --> 00:30:58,149
accelerating and differentiating and
finding every student where they are

1680
00:30:58,149 --> 00:30:58,159
finding every student where they are
 

1681
00:30:58,159 --> 00:31:00,310
finding every student where they are
with this new curriculum, not having any

1682
00:31:00,310 --> 00:31:00,320
with this new curriculum, not having any
 

1683
00:31:00,320 --> 00:31:02,470
with this new curriculum, not having any
sort of bubble kid, you know, uh,

1684
00:31:02,470 --> 00:31:02,480
sort of bubble kid, you know, uh,
 

1685
00:31:02,480 --> 00:31:05,430
sort of bubble kid, you know, uh,
dynamic going on. And so, as we get

1686
00:31:05,430 --> 00:31:05,440
dynamic going on. And so, as we get
 

1687
00:31:05,440 --> 00:31:06,870
dynamic going on. And so, as we get
deeper in the implementation of all

1688
00:31:06,870 --> 00:31:06,880
deeper in the implementation of all
 

1689
00:31:06,880 --> 00:31:08,389
deeper in the implementation of all
these materials, I really am interested

1690
00:31:08,389 --> 00:31:08,399
these materials, I really am interested
 

1691
00:31:08,399 --> 00:31:10,630
these materials, I really am interested
in the full spectrum of our kids and

1692
00:31:10,630 --> 00:31:10,640
in the full spectrum of our kids and
 

1693
00:31:10,640 --> 00:31:12,789
in the full spectrum of our kids and
their needs and the subpopuls and the

1694
00:31:12,789 --> 00:31:12,799
their needs and the subpopuls and the
 

1695
00:31:12,799 --> 00:31:14,710
their needs and the subpopuls and the
school by school variation and

1696
00:31:14,710 --> 00:31:14,720
school by school variation and
 

1697
00:31:14,720 --> 00:31:16,549
school by school variation and
implementation. And I realize that's a

1698
00:31:16,549 --> 00:31:16,559
implementation. And I realize that's a
 

1699
00:31:16,559 --> 00:31:17,990
implementation. And I realize that's a
lot. So I'm not saying do more, but

1700
00:31:17,990 --> 00:31:18,000
lot. So I'm not saying do more, but
 

1701
00:31:18,000 --> 00:31:19,190
lot. So I'm not saying do more, but
that's the kind of stuff I'm sure your

1702
00:31:19,190 --> 00:31:19,200
that's the kind of stuff I'm sure your
 

1703
00:31:19,200 --> 00:31:21,909
that's the kind of stuff I'm sure your
DDI teams are working on. So if there's

1704
00:31:21,909 --> 00:31:21,919
DDI teams are working on. So if there's
 

1705
00:31:21,919 --> 00:31:23,750
DDI teams are working on. So if there's
something that we can roll up from that

1706
00:31:23,750 --> 00:31:23,760
something that we can roll up from that
 

1707
00:31:23,760 --> 00:31:25,430
something that we can roll up from that
that's appropriate for a governing board

1708
00:31:25,430 --> 00:31:25,440
that's appropriate for a governing board
 

1709
00:31:25,440 --> 00:31:27,269
that's appropriate for a governing board
to look at, I'd love to love to see it

1710
00:31:27,269 --> 00:31:27,279
to look at, I'd love to love to see it
 

1711
00:31:27,279 --> 00:31:30,710
to look at, I'd love to love to see it
at some some level. Um, and I have a

1712
00:31:30,710 --> 00:31:30,720
at some some level. Um, and I have a
 

1713
00:31:30,720 --> 00:31:32,870
at some some level. Um, and I have a
question. Uh,

1714
00:31:32,870 --> 00:31:32,880
question. Uh,
 

1715
00:31:32,880 --> 00:31:36,149
question. Uh,
well, I have a comment. Um, I am curious

1716
00:31:36,149 --> 00:31:36,159
well, I have a comment. Um, I am curious
 

1717
00:31:36,159 --> 00:31:37,990
well, I have a comment. Um, I am curious
of all the people working on this that

1718
00:31:37,990 --> 00:31:38,000
of all the people working on this that
 

1719
00:31:38,000 --> 00:31:41,029
of all the people working on this that
are in schools every day working on DDI,

1720
00:31:41,029 --> 00:31:41,039
are in schools every day working on DDI,
 

1721
00:31:41,039 --> 00:31:42,950
are in schools every day working on DDI,
how many might be coded as being central

1722
00:31:42,950 --> 00:31:42,960
how many might be coded as being central
 

1723
00:31:42,960 --> 00:31:44,549
how many might be coded as being central
administrative staff that a reporter

1724
00:31:44,549 --> 00:31:44,559
administrative staff that a reporter
 

1725
00:31:44,559 --> 00:31:46,630
administrative staff that a reporter
would get wrong and how many are working

1726
00:31:46,630 --> 00:31:46,640
would get wrong and how many are working
 

1727
00:31:46,640 --> 00:31:48,549
would get wrong and how many are working
every day in our schools that aren't

1728
00:31:48,549 --> 00:31:48,559
every day in our schools that aren't
 

1729
00:31:48,559 --> 00:31:51,190
every day in our schools that aren't
schoolbased employees in our accounting.

1730
00:31:51,190 --> 00:31:51,200
schoolbased employees in our accounting.
 

1731
00:31:51,200 --> 00:31:55,029
schoolbased employees in our accounting.
That's one sort of uh pet peeve. Uh but

1732
00:31:55,029 --> 00:31:55,039
That's one sort of uh pet peeve. Uh but
 

1733
00:31:55,039 --> 00:31:57,590
That's one sort of uh pet peeve. Uh but
the other one is really to get at like I

1734
00:31:57,590 --> 00:31:57,600
the other one is really to get at like I
 

1735
00:31:57,600 --> 00:31:59,990
the other one is really to get at like I
see this as a total culture shift for

1736
00:31:59,990 --> 00:32:00,000
see this as a total culture shift for
 

1737
00:32:00,000 --> 00:32:01,830
see this as a total culture shift for
this district to have centralized

1738
00:32:01,830 --> 00:32:01,840
this district to have centralized
 

1739
00:32:01,840 --> 00:32:04,070
this district to have centralized
curriculum and an instructional support

1740
00:32:04,070 --> 00:32:04,080
curriculum and an instructional support
 

1741
00:32:04,080 --> 00:32:07,669
curriculum and an instructional support
system. Right? So I am curious to know

1742
00:32:07,669 --> 00:32:07,679
system. Right? So I am curious to know
 

1743
00:32:07,679 --> 00:32:09,509
system. Right? So I am curious to know
what are sort of the obstacles we still

1744
00:32:09,509 --> 00:32:09,519
what are sort of the obstacles we still
 

1745
00:32:09,519 --> 00:32:11,350
what are sort of the obstacles we still
have in sort of a changing district

1746
00:32:11,350 --> 00:32:11,360
have in sort of a changing district
 

1747
00:32:11,360 --> 00:32:14,470
have in sort of a changing district
culture to do this and how is that trans

1748
00:32:14,470 --> 00:32:14,480
culture to do this and how is that trans
 

1749
00:32:14,480 --> 00:32:15,990
culture to do this and how is that trans
it must be working because we're getting

1750
00:32:15,990 --> 00:32:16,000
it must be working because we're getting
 

1751
00:32:16,000 --> 00:32:17,430
it must be working because we're getting
it to happen and that would have been

1752
00:32:17,430 --> 00:32:17,440
it to happen and that would have been
 

1753
00:32:17,440 --> 00:32:19,750
it to happen and that would have been
pretty much impossible 15 years ago. So

1754
00:32:19,750 --> 00:32:19,760
pretty much impossible 15 years ago. So
 

1755
00:32:19,760 --> 00:32:21,909
pretty much impossible 15 years ago. So
what are we doing to really win district

1756
00:32:21,909 --> 00:32:21,919
what are we doing to really win district
 

1757
00:32:21,919 --> 00:32:26,310
what are we doing to really win district
culture to do this is my question.

1758
00:32:26,310 --> 00:32:26,320
culture to do this is my question.
 

1759
00:32:26,320 --> 00:32:29,590
culture to do this is my question.
>> Um I too would comment on on your I

1760
00:32:29,590 --> 00:32:29,600
>> Um I too would comment on on your I
 

1761
00:32:29,600 --> 00:32:31,350
>> Um I too would comment on on your I
think what I can say for support in

1762
00:32:31,350 --> 00:32:31,360
think what I can say for support in
 

1763
00:32:31,360 --> 00:32:33,509
think what I can say for support in
schools is everybody under the academics

1764
00:32:33,509 --> 00:32:33,519
schools is everybody under the academics
 

1765
00:32:33,519 --> 00:32:36,389
schools is everybody under the academics
team is in schools at some point. So

1766
00:32:36,389 --> 00:32:36,399
team is in schools at some point. So
 

1767
00:32:36,399 --> 00:32:39,190
team is in schools at some point. So
Emma and I have an internal uh

1768
00:32:39,190 --> 00:32:39,200
Emma and I have an internal uh
 

1769
00:32:39,200 --> 00:32:40,630
Emma and I have an internal uh
deployment dashboard that I don't need

1770
00:32:40,630 --> 00:32:40,640
deployment dashboard that I don't need
 

1771
00:32:40,640 --> 00:32:42,630
deployment dashboard that I don't need
to bore you with the details of.

1772
00:32:42,630 --> 00:32:42,640
to bore you with the details of.
 

1773
00:32:42,640 --> 00:32:45,990
to bore you with the details of.
However, we know how many school support

1774
00:32:45,990 --> 00:32:46,000
However, we know how many school support
 

1775
00:32:46,000 --> 00:32:48,230
However, we know how many school support
structures we have every month, every

1776
00:32:48,230 --> 00:32:48,240
structures we have every month, every
 

1777
00:32:48,240 --> 00:32:50,549
structures we have every month, every
week. Whether that's principal coaching,

1778
00:32:50,549 --> 00:32:50,559
week. Whether that's principal coaching,
 

1779
00:32:50,559 --> 00:32:53,110
week. Whether that's principal coaching,
teacher coaching, professional learning

1780
00:32:53,110 --> 00:32:53,120
teacher coaching, professional learning
 

1781
00:32:53,120 --> 00:32:55,430
teacher coaching, professional learning
in schools, our teams like we've we're

1782
00:32:55,430 --> 00:32:55,440
in schools, our teams like we've we're
 

1783
00:32:55,440 --> 00:32:58,310
in schools, our teams like we've we're
able to quantify that on a regular basis

1784
00:32:58,310 --> 00:32:58,320
able to quantify that on a regular basis
 

1785
00:32:58,320 --> 00:33:00,710
able to quantify that on a regular basis
and know, you know, and we also look at

1786
00:33:00,710 --> 00:33:00,720
and know, you know, and we also look at
 

1787
00:33:00,720 --> 00:33:02,389
and know, you know, and we also look at
themes. So, if we're getting multiple

1788
00:33:02,389 --> 00:33:02,399
themes. So, if we're getting multiple
 

1789
00:33:02,399 --> 00:33:05,110
themes. So, if we're getting multiple
requests for math, for example, then

1790
00:33:05,110 --> 00:33:05,120
requests for math, for example, then
 

1791
00:33:05,120 --> 00:33:07,029
requests for math, for example, then
what I can do is go to Dr. de la Cruz

1792
00:33:07,029 --> 00:33:07,039
what I can do is go to Dr. de la Cruz
 

1793
00:33:07,039 --> 00:33:08,470
what I can do is go to Dr. de la Cruz
and say it looks like we need to do

1794
00:33:08,470 --> 00:33:08,480
and say it looks like we need to do
 

1795
00:33:08,480 --> 00:33:10,470
and say it looks like we need to do
something at a universal level because I

1796
00:33:10,470 --> 00:33:10,480
something at a universal level because I
 

1797
00:33:10,480 --> 00:33:13,990
something at a universal level because I
have 30 requests on X topic. So we've

1798
00:33:13,990 --> 00:33:14,000
have 30 requests on X topic. So we've
 

1799
00:33:14,000 --> 00:33:16,149
have 30 requests on X topic. So we've
used that internally but everybody on

1800
00:33:16,149 --> 00:33:16,159
used that internally but everybody on
 

1801
00:33:16,159 --> 00:33:18,870
used that internally but everybody on
our team is in schools at some point

1802
00:33:18,870 --> 00:33:18,880
our team is in schools at some point
 

1803
00:33:18,880 --> 00:33:20,870
our team is in schools at some point
during their week whether they're doing

1804
00:33:20,870 --> 00:33:20,880
during their week whether they're doing
 

1805
00:33:20,880 --> 00:33:22,789
during their week whether they're doing
any of those things and or providing

1806
00:33:22,789 --> 00:33:22,799
any of those things and or providing
 

1807
00:33:22,799 --> 00:33:25,269
any of those things and or providing
professional learning. So that's first

1808
00:33:25,269 --> 00:33:25,279
professional learning. So that's first
 

1809
00:33:25,279 --> 00:33:28,310
professional learning. So that's first
and then I think um in what can you say

1810
00:33:28,310 --> 00:33:28,320
and then I think um in what can you say
 

1811
00:33:28,320 --> 00:33:29,509
and then I think um in what can you say
your last question again in terms of

1812
00:33:29,509 --> 00:33:29,519
your last question again in terms of
 

1813
00:33:29,519 --> 00:33:32,149
your last question again in terms of
building the culture? Yeah, I just think

1814
00:33:32,149 --> 00:33:32,159
building the culture? Yeah, I just think
 

1815
00:33:32,159 --> 00:33:34,310
building the culture? Yeah, I just think
um having a centralized instructional

1816
00:33:34,310 --> 00:33:34,320
um having a centralized instructional
 

1817
00:33:34,320 --> 00:33:36,549
um having a centralized instructional
infrastructure is kind of new and a big

1818
00:33:36,549 --> 00:33:36,559
infrastructure is kind of new and a big
 

1819
00:33:36,559 --> 00:33:38,230
infrastructure is kind of new and a big
change from where we were 10 years ago

1820
00:33:38,230 --> 00:33:38,240
change from where we were 10 years ago
 

1821
00:33:38,240 --> 00:33:40,389
change from where we were 10 years ago
as a district. So I'm curious what the

1822
00:33:40,389 --> 00:33:40,399
as a district. So I'm curious what the
 

1823
00:33:40,399 --> 00:33:42,230
as a district. So I'm curious what the
obstacles are and what what are the

1824
00:33:42,230 --> 00:33:42,240
obstacles are and what what are the
 

1825
00:33:42,240 --> 00:33:43,750
obstacles are and what what are the
assets we're able to leverage as we move

1826
00:33:43,750 --> 00:33:43,760
assets we're able to leverage as we move
 

1827
00:33:43,760 --> 00:33:46,870
assets we're able to leverage as we move
towards having a strong district culture

1828
00:33:46,870 --> 00:33:46,880
towards having a strong district culture
 

1829
00:33:46,880 --> 00:33:49,350
towards having a strong district culture
about a shared focus on outcomes and

1830
00:33:49,350 --> 00:33:49,360
about a shared focus on outcomes and
 

1831
00:33:49,360 --> 00:33:50,630
about a shared focus on outcomes and
learning for everybody.

1832
00:33:50,630 --> 00:33:50,640
learning for everybody.
 

1833
00:33:50,640 --> 00:33:53,590
learning for everybody.
>> I mean I think the one challenge that we

1834
00:33:53,590 --> 00:33:53,600
>> I mean I think the one challenge that we
 

1835
00:33:53,600 --> 00:33:56,549
>> I mean I think the one challenge that we
face in academics is time as everybody

1836
00:33:56,549 --> 00:33:56,559
face in academics is time as everybody
 

1837
00:33:56,559 --> 00:33:59,830
face in academics is time as everybody
for professional learning. So we we are

1838
00:33:59,830 --> 00:33:59,840
for professional learning. So we we are
 

1839
00:33:59,840 --> 00:34:02,149
for professional learning. So we we are
prioritizing everything to the strategic

1840
00:34:02,149 --> 00:34:02,159
prioritizing everything to the strategic
 

1841
00:34:02,159 --> 00:34:04,310
prioritizing everything to the strategic
plan. But as you know, many things fit

1842
00:34:04,310 --> 00:34:04,320
plan. But as you know, many things fit
 

1843
00:34:04,320 --> 00:34:06,630
plan. But as you know, many things fit
in the strategic plan, but we are having

1844
00:34:06,630 --> 00:34:06,640
in the strategic plan, but we are having
 

1845
00:34:06,640 --> 00:34:09,669
in the strategic plan, but we are having
to be very creative on how we're getting

1846
00:34:09,669 --> 00:34:09,679
to be very creative on how we're getting
 

1847
00:34:09,679 --> 00:34:11,589
to be very creative on how we're getting
to teachers and providing training

1848
00:34:11,589 --> 00:34:11,599
to teachers and providing training
 

1849
00:34:11,599 --> 00:34:13,750
to teachers and providing training
because we don't have a very robust

1850
00:34:13,750 --> 00:34:13,760
because we don't have a very robust
 

1851
00:34:13,760 --> 00:34:15,510
because we don't have a very robust
professional learning calendar with

1852
00:34:15,510 --> 00:34:15,520
professional learning calendar with
 

1853
00:34:15,520 --> 00:34:19,349
professional learning calendar with
teachers. And so we have limited time to

1854
00:34:19,349 --> 00:34:19,359
teachers. And so we have limited time to
 

1855
00:34:19,359 --> 00:34:22,149
teachers. And so we have limited time to
be able to take all the things and

1856
00:34:22,149 --> 00:34:22,159
be able to take all the things and
 

1857
00:34:22,159 --> 00:34:24,790
be able to take all the things and
provide that learning with them. um we

1858
00:34:24,790 --> 00:34:24,800
provide that learning with them. um we
 

1859
00:34:24,800 --> 00:34:26,710
provide that learning with them. um we
because we have principles on a regular

1860
00:34:26,710 --> 00:34:26,720
because we have principles on a regular
 

1861
00:34:26,720 --> 00:34:28,710
because we have principles on a regular
basis monthly we can build their

1862
00:34:28,710 --> 00:34:28,720
basis monthly we can build their
 

1863
00:34:28,720 --> 00:34:30,310
basis monthly we can build their
capacity which we're trying to build

1864
00:34:30,310 --> 00:34:30,320
capacity which we're trying to build
 

1865
00:34:30,320 --> 00:34:32,310
capacity which we're trying to build
capacity so that they can build capacity

1866
00:34:32,310 --> 00:34:32,320
capacity so that they can build capacity
 

1867
00:34:32,320 --> 00:34:34,470
capacity so that they can build capacity
in the schools but in but I would say

1868
00:34:34,470 --> 00:34:34,480
in the schools but in but I would say
 

1869
00:34:34,480 --> 00:34:36,310
in the schools but in but I would say
one of our greatest obstacles I think is

1870
00:34:36,310 --> 00:34:36,320
one of our greatest obstacles I think is
 

1871
00:34:36,320 --> 00:34:38,629
one of our greatest obstacles I think is
the the time that we have with teachers

1872
00:34:38,629 --> 00:34:38,639
the the time that we have with teachers
 

1873
00:34:38,639 --> 00:34:42,069
the the time that we have with teachers
to get deep in this work and if I may I

1874
00:34:42,069 --> 00:34:42,079
to get deep in this work and if I may I
 

1875
00:34:42,079 --> 00:34:45,750
to get deep in this work and if I may I
would add that um an intentional step

1876
00:34:45,750 --> 00:34:45,760
would add that um an intentional step
 

1877
00:34:45,760 --> 00:34:48,710
would add that um an intentional step
we've taken over years to build the

1878
00:34:48,710 --> 00:34:48,720
we've taken over years to build the
 

1879
00:34:48,720 --> 00:34:51,030
we've taken over years to build the
culture across BBSD has been to really

1880
00:34:51,030 --> 00:34:51,040
culture across BBSD has been to really
 

1881
00:34:51,040 --> 00:34:55,430
culture across BBSD has been to really
lean into leading through the tenants of

1882
00:34:55,430 --> 00:34:55,440
lean into leading through the tenants of
 

1883
00:34:55,440 --> 00:34:57,829
lean into leading through the tenants of
implementation science and looking

1884
00:34:57,829 --> 00:34:57,839
implementation science and looking
 

1885
00:34:57,839 --> 00:34:59,670
implementation science and looking
toward how we can close the knowing

1886
00:34:59,670 --> 00:34:59,680
toward how we can close the knowing
 

1887
00:34:59,680 --> 00:35:03,109
toward how we can close the knowing
doing gap and also incremental

1888
00:35:03,109 --> 00:35:03,119
doing gap and also incremental
 

1889
00:35:03,119 --> 00:35:05,430
doing gap and also incremental
improvements over time so that we get

1890
00:35:05,430 --> 00:35:05,440
improvements over time so that we get
 

1891
00:35:05,440 --> 00:35:08,069
improvements over time so that we get
really good at foundational structures

1892
00:35:08,069 --> 00:35:08,079
really good at foundational structures
 

1893
00:35:08,079 --> 00:35:10,069
really good at foundational structures
and practices and then keep building

1894
00:35:10,069 --> 00:35:10,079
and practices and then keep building
 

1895
00:35:10,079 --> 00:35:11,990
and practices and then keep building
from there. We get stronger with each

1896
00:35:11,990 --> 00:35:12,000
from there. We get stronger with each
 

1897
00:35:12,000 --> 00:35:14,470
from there. We get stronger with each
new instructional practice and structure

1898
00:35:14,470 --> 00:35:14,480
new instructional practice and structure
 

1899
00:35:14,480 --> 00:35:16,069
new instructional practice and structure
and then we build from there. And that

1900
00:35:16,069 --> 00:35:16,079
and then we build from there. And that
 

1901
00:35:16,079 --> 00:35:20,230
and then we build from there. And that
really has allowed us to build the the

1902
00:35:20,230 --> 00:35:20,240
really has allowed us to build the the
 

1903
00:35:20,240 --> 00:35:21,910
really has allowed us to build the the
climate and culture across the district

1904
00:35:21,910 --> 00:35:21,920
climate and culture across the district
 

1905
00:35:21,920 --> 00:35:23,910
climate and culture across the district
where there is much more ownership and

1906
00:35:23,910 --> 00:35:23,920
where there is much more ownership and
 

1907
00:35:23,920 --> 00:35:30,230
where there is much more ownership and
understanding about these practices.

1908
00:35:30,230 --> 00:35:30,240

 

1909
00:35:30,240 --> 00:35:32,470

>> Jorge,

1910
00:35:32,470 --> 00:35:32,480
>> Jorge,
 

1911
00:35:32,480 --> 00:35:33,589
>> Jorge,
>> thank you for this. It's great to see

1912
00:35:33,589 --> 00:35:33,599
>> thank you for this. It's great to see
 

1913
00:35:33,599 --> 00:35:35,030
>> thank you for this. It's great to see
the progress that's being made and like

1914
00:35:35,030 --> 00:35:35,040
the progress that's being made and like
 

1915
00:35:35,040 --> 00:35:36,550
the progress that's being made and like
the efforts, you know, to really target

1916
00:35:36,550 --> 00:35:36,560
the efforts, you know, to really target
 

1917
00:35:36,560 --> 00:35:38,630
the efforts, you know, to really target
the DDI and to get to a standard

1918
00:35:38,630 --> 00:35:38,640
the DDI and to get to a standard
 

1919
00:35:38,640 --> 00:35:40,310
the DDI and to get to a standard
curriculum and make sure we're teaching

1920
00:35:40,310 --> 00:35:40,320
curriculum and make sure we're teaching
 

1921
00:35:40,320 --> 00:35:42,790
curriculum and make sure we're teaching
those standards. Uh I'm curious as a

1922
00:35:42,790 --> 00:35:42,800
those standards. Uh I'm curious as a
 

1923
00:35:42,800 --> 00:35:44,470
those standards. Uh I'm curious as a
part of this where where does

1924
00:35:44,470 --> 00:35:44,480
part of this where where does
 

1925
00:35:44,480 --> 00:35:47,109
part of this where where does
differentiation fit in like um what kind

1926
00:35:47,109 --> 00:35:47,119
differentiation fit in like um what kind
 

1927
00:35:47,119 --> 00:35:48,950
differentiation fit in like um what kind
of support is available in PD to address

1928
00:35:48,950 --> 00:35:48,960
of support is available in PD to address
 

1929
00:35:48,960 --> 00:35:49,990
of support is available in PD to address
this as we move towards that

1930
00:35:49,990 --> 00:35:50,000
this as we move towards that
 

1931
00:35:50,000 --> 00:35:52,470
this as we move towards that
standardization to make sure that we're

1932
00:35:52,470 --> 00:35:52,480
standardization to make sure that we're
 

1933
00:35:52,480 --> 00:35:53,829
standardization to make sure that we're
supporting those students that needed

1934
00:35:53,829 --> 00:35:53,839
supporting those students that needed
 

1935
00:35:53,839 --> 00:35:55,589
supporting those students that needed
additional help and how does that kind

1936
00:35:55,589 --> 00:35:55,599
additional help and how does that kind
 

1937
00:35:55,599 --> 00:35:57,109
additional help and how does that kind
of fit into this part of that as part of

1938
00:35:57,109 --> 00:35:57,119
of fit into this part of that as part of
 

1939
00:35:57,119 --> 00:35:59,990
of fit into this part of that as part of
the DDI coaching and as part of the PD

1940
00:35:59,990 --> 00:36:00,000
the DDI coaching and as part of the PD
 

1941
00:36:00,000 --> 00:36:03,349
the DDI coaching and as part of the PD
um that that's in here in the mix.

1942
00:36:03,349 --> 00:36:03,359
um that that's in here in the mix.
 

1943
00:36:03,359 --> 00:36:05,270
um that that's in here in the mix.
>> I would say that it fits in all of it.

1944
00:36:05,270 --> 00:36:05,280
>> I would say that it fits in all of it.
 

1945
00:36:05,280 --> 00:36:06,710
>> I would say that it fits in all of it.
Right. So what we're really working

1946
00:36:06,710 --> 00:36:06,720
Right. So what we're really working
 

1947
00:36:06,720 --> 00:36:08,950
Right. So what we're really working
towards is implementation of the MTSS

1948
00:36:08,950 --> 00:36:08,960
towards is implementation of the MTSS
 

1949
00:36:08,960 --> 00:36:10,550
towards is implementation of the MTSS
framework because those are the

1950
00:36:10,550 --> 00:36:10,560
framework because those are the
 

1951
00:36:10,560 --> 00:36:13,430
framework because those are the
structures that allow us to intervene

1952
00:36:13,430 --> 00:36:13,440
structures that allow us to intervene
 

1953
00:36:13,440 --> 00:36:15,589
structures that allow us to intervene
with students who aren't who aren't who

1954
00:36:15,589 --> 00:36:15,599
with students who aren't who aren't who
 

1955
00:36:15,599 --> 00:36:17,750
with students who aren't who aren't who
need more support and or accelerating

1956
00:36:17,750 --> 00:36:17,760
need more support and or accelerating
 

1957
00:36:17,760 --> 00:36:20,470
need more support and or accelerating
students who are and so I think the

1958
00:36:20,470 --> 00:36:20,480
students who are and so I think the
 

1959
00:36:20,480 --> 00:36:22,630
students who are and so I think the
implementation of both the MT MTSS

1960
00:36:22,630 --> 00:36:22,640
implementation of both the MT MTSS
 

1961
00:36:22,640 --> 00:36:24,870
implementation of both the MT MTSS
framework um structures as well as

1962
00:36:24,870 --> 00:36:24,880
framework um structures as well as
 

1963
00:36:24,880 --> 00:36:27,589
framework um structures as well as
datadriven instruction those consistent

1964
00:36:27,589 --> 00:36:27,599
datadriven instruction those consistent
 

1965
00:36:27,599 --> 00:36:30,470
datadriven instruction those consistent
cycles allow teachers and leaders to

1966
00:36:30,470 --> 00:36:30,480
cycles allow teachers and leaders to
 

1967
00:36:30,480 --> 00:36:32,870
cycles allow teachers and leaders to
identify where we're still needing where

1968
00:36:32,870 --> 00:36:32,880
identify where we're still needing where
 

1969
00:36:32,880 --> 00:36:34,390
identify where we're still needing where
students are needing support and where

1970
00:36:34,390 --> 00:36:34,400
students are needing support and where
 

1971
00:36:34,400 --> 00:36:35,829
students are needing support and where
we can accelerate Right. And then

1972
00:36:35,829 --> 00:36:35,839
we can accelerate Right. And then
 

1973
00:36:35,839 --> 00:36:39,030
we can accelerate Right. And then
obviously also connected is assessments,

1974
00:36:39,030 --> 00:36:39,040
obviously also connected is assessments,
 

1975
00:36:39,040 --> 00:36:40,790
obviously also connected is assessments,
right? So having those assessments that

1976
00:36:40,790 --> 00:36:40,800
right? So having those assessments that
 

1977
00:36:40,800 --> 00:36:42,870
right? So having those assessments that
we need to be able to identify what are

1978
00:36:42,870 --> 00:36:42,880
we need to be able to identify what are
 

1979
00:36:42,880 --> 00:36:44,950
we need to be able to identify what are
the skill gaps and or where are the

1980
00:36:44,950 --> 00:36:44,960
the skill gaps and or where are the
 

1981
00:36:44,960 --> 00:36:47,510
the skill gaps and or where are the
enrichment areas. Um professional

1982
00:36:47,510 --> 00:36:47,520
enrichment areas. Um professional
 

1983
00:36:47,520 --> 00:36:49,829
enrichment areas. Um professional
learning wise, I think what where we're

1984
00:36:49,829 --> 00:36:49,839
learning wise, I think what where we're
 

1985
00:36:49,839 --> 00:36:51,510
learning wise, I think what where we're
starting to get is how can we

1986
00:36:51,510 --> 00:36:51,520
starting to get is how can we
 

1987
00:36:51,520 --> 00:36:54,310
starting to get is how can we
differentiate for schools in a way um

1988
00:36:54,310 --> 00:36:54,320
differentiate for schools in a way um
 

1989
00:36:54,320 --> 00:36:55,990
differentiate for schools in a way um
through our leadership academy that will

1990
00:36:55,990 --> 00:36:56,000
through our leadership academy that will
 

1991
00:36:56,000 --> 00:36:57,990
through our leadership academy that will
be coming up in June. we're already

1992
00:36:57,990 --> 00:36:58,000
be coming up in June. we're already
 

1993
00:36:58,000 --> 00:36:59,990
be coming up in June. we're already
working with the executive directors on

1994
00:36:59,990 --> 00:37:00,000
working with the executive directors on
 

1995
00:37:00,000 --> 00:37:02,630
working with the executive directors on
planning that so that we can start doing

1996
00:37:02,630 --> 00:37:02,640
planning that so that we can start doing
 

1997
00:37:02,640 --> 00:37:04,230
planning that so that we can start doing
a little more differentiation for

1998
00:37:04,230 --> 00:37:04,240
a little more differentiation for
 

1999
00:37:04,240 --> 00:37:05,910
a little more differentiation for
support for them because of where they

2000
00:37:05,910 --> 00:37:05,920
support for them because of where they
 

2001
00:37:05,920 --> 00:37:08,470
support for them because of where they
are. Um the other pieces I think that

2002
00:37:08,470 --> 00:37:08,480
are. Um the other pieces I think that
 

2003
00:37:08,480 --> 00:37:10,150
are. Um the other pieces I think that
fit in the strategic plan but aren't

2004
00:37:10,150 --> 00:37:10,160
fit in the strategic plan but aren't
 

2005
00:37:10,160 --> 00:37:12,950
fit in the strategic plan but aren't
necessarily named is we are also still

2006
00:37:12,950 --> 00:37:12,960
necessarily named is we are also still
 

2007
00:37:12,960 --> 00:37:16,550
necessarily named is we are also still
providing um co-eing support for our um

2008
00:37:16,550 --> 00:37:16,560
providing um co-eing support for our um
 

2009
00:37:16,560 --> 00:37:19,030
providing um co-eing support for our um
English language development. So we have

2010
00:37:19,030 --> 00:37:19,040
English language development. So we have
 

2011
00:37:19,040 --> 00:37:21,030
English language development. So we have
a whole sustainability plan that we're

2012
00:37:21,030 --> 00:37:21,040
a whole sustainability plan that we're
 

2013
00:37:21,040 --> 00:37:23,510
a whole sustainability plan that we're
working on in schools. Um my whole CLLDE

2014
00:37:23,510 --> 00:37:23,520
working on in schools. Um my whole CLLDE
 

2015
00:37:23,520 --> 00:37:25,430
working on in schools. Um my whole CLLDE
team has been out in schools all year

2016
00:37:25,430 --> 00:37:25,440
team has been out in schools all year
 

2017
00:37:25,440 --> 00:37:27,589
team has been out in schools all year
long coaching at schools every two

2018
00:37:27,589 --> 00:37:27,599
long coaching at schools every two
 

2019
00:37:27,599 --> 00:37:29,030
long coaching at schools every two
weeks. So they spend a week there

2020
00:37:29,030 --> 00:37:29,040
weeks. So they spend a week there
 

2021
00:37:29,040 --> 00:37:32,390
weeks. So they spend a week there
observing coaching giving feedback on um

2022
00:37:32,390 --> 00:37:32,400
observing coaching giving feedback on um
 

2023
00:37:32,400 --> 00:37:34,550
observing coaching giving feedback on um
providing you know linguistic supports

2024
00:37:34,550 --> 00:37:34,560
providing you know linguistic supports
 

2025
00:37:34,560 --> 00:37:36,790
providing you know linguistic supports
and teaching and co-eing throughout this

2026
00:37:36,790 --> 00:37:36,800
and teaching and co-eing throughout this
 

2027
00:37:36,800 --> 00:37:38,710
and teaching and co-eing throughout this
whole year. It's not named in here but

2028
00:37:38,710 --> 00:37:38,720
whole year. It's not named in here but
 

2029
00:37:38,720 --> 00:37:40,550
whole year. It's not named in here but
we're still doing that work and it is

2030
00:37:40,550 --> 00:37:40,560
we're still doing that work and it is
 

2031
00:37:40,560 --> 00:37:42,550
we're still doing that work and it is
aligned in my opinion to the work that

2032
00:37:42,550 --> 00:37:42,560
aligned in my opinion to the work that
 

2033
00:37:42,560 --> 00:37:44,550
aligned in my opinion to the work that
we're still doing. So that those that's

2034
00:37:44,550 --> 00:37:44,560
we're still doing. So that those that's
 

2035
00:37:44,560 --> 00:37:46,630
we're still doing. So that those that's
that would be like another example. The

2036
00:37:46,630 --> 00:37:46,640
that would be like another example. The
 

2037
00:37:46,640 --> 00:37:48,470
that would be like another example. The
only other thing I would add to my

2038
00:37:48,470 --> 00:37:48,480
only other thing I would add to my
 

2039
00:37:48,480 --> 00:37:51,349
only other thing I would add to my
wonderful boss to my left um is you know

2040
00:37:51,349 --> 00:37:51,359
wonderful boss to my left um is you know
 

2041
00:37:51,359 --> 00:37:52,790
wonderful boss to my left um is you know
I think we've probably all been in

2042
00:37:52,790 --> 00:37:52,800
I think we've probably all been in
 

2043
00:37:52,800 --> 00:37:54,550
I think we've probably all been in
situations where if you don't have

2044
00:37:54,550 --> 00:37:54,560
situations where if you don't have
 

2045
00:37:54,560 --> 00:37:56,470
situations where if you don't have
strong core instruction with deep

2046
00:37:56,470 --> 00:37:56,480
strong core instruction with deep
 

2047
00:37:56,480 --> 00:37:58,470
strong core instruction with deep
understanding of the standards you get

2048
00:37:58,470 --> 00:37:58,480
understanding of the standards you get
 

2049
00:37:58,480 --> 00:38:00,230
understanding of the standards you get
to different differentiation really

2050
00:38:00,230 --> 00:38:00,240
to different differentiation really
 

2051
00:38:00,240 --> 00:38:02,230
to different differentiation really
quickly and all of a sudden you have 80%

2052
00:38:02,230 --> 00:38:02,240
quickly and all of a sudden you have 80%
 

2053
00:38:02,240 --> 00:38:03,910
quickly and all of a sudden you have 80%
of your class that's in a small group

2054
00:38:03,910 --> 00:38:03,920
of your class that's in a small group
 

2055
00:38:03,920 --> 00:38:05,910
of your class that's in a small group
for some sort of intervention where it

2056
00:38:05,910 --> 00:38:05,920
for some sort of intervention where it
 

2057
00:38:05,920 --> 00:38:06,950
for some sort of intervention where it
wasn't an intervention or a

2058
00:38:06,950 --> 00:38:06,960
wasn't an intervention or a
 

2059
00:38:06,960 --> 00:38:08,550
wasn't an intervention or a
differentiation problem. It was a core

2060
00:38:08,550 --> 00:38:08,560
differentiation problem. It was a core
 

2061
00:38:08,560 --> 00:38:10,710
differentiation problem. It was a core
tier one problem. So that's not to say

2062
00:38:10,710 --> 00:38:10,720
tier one problem. So that's not to say
 

2063
00:38:10,720 --> 00:38:12,470
tier one problem. So that's not to say
we can't do any differentiating until we

2064
00:38:12,470 --> 00:38:12,480
we can't do any differentiating until we
 

2065
00:38:12,480 --> 00:38:15,589
we can't do any differentiating until we
get core where it needs to be. But I you

2066
00:38:15,589 --> 00:38:15,599
get core where it needs to be. But I you
 

2067
00:38:15,599 --> 00:38:17,190
get core where it needs to be. But I you
know I think from across the country

2068
00:38:17,190 --> 00:38:17,200
know I think from across the country
 

2069
00:38:17,200 --> 00:38:18,950
know I think from across the country
we've learned that once you have a

2070
00:38:18,950 --> 00:38:18,960
we've learned that once you have a
 

2071
00:38:18,960 --> 00:38:21,510
we've learned that once you have a
strong core aligned with standards the

2072
00:38:21,510 --> 00:38:21,520
strong core aligned with standards the
 

2073
00:38:21,520 --> 00:38:23,349
strong core aligned with standards the
differentiation becomes decreased just

2074
00:38:23,349 --> 00:38:23,359
differentiation becomes decreased just
 

2075
00:38:23,359 --> 00:38:25,190
differentiation becomes decreased just
like we would want it to both for

2076
00:38:25,190 --> 00:38:25,200
like we would want it to both for
 

2077
00:38:25,200 --> 00:38:27,030
like we would want it to both for
acceler like for acceleration and

2078
00:38:27,030 --> 00:38:27,040
acceler like for acceleration and
 

2079
00:38:27,040 --> 00:38:29,430
acceler like for acceleration and
intervention. Um and so I think the the

2080
00:38:29,430 --> 00:38:29,440
intervention. Um and so I think the the
 

2081
00:38:29,440 --> 00:38:31,589
intervention. Um and so I think the the
caution pieces it can be hard if

2082
00:38:31,589 --> 00:38:31,599
caution pieces it can be hard if
 

2083
00:38:31,599 --> 00:38:33,190
caution pieces it can be hard if
teachers are diagnosing a student needs

2084
00:38:33,190 --> 00:38:33,200
teachers are diagnosing a student needs
 

2085
00:38:33,200 --> 00:38:34,630
teachers are diagnosing a student needs
intervention before they deeply

2086
00:38:34,630 --> 00:38:34,640
intervention before they deeply
 

2087
00:38:34,640 --> 00:38:36,470
intervention before they deeply
understand what mastery of that lesson

2088
00:38:36,470 --> 00:38:36,480
understand what mastery of that lesson
 

2089
00:38:36,480 --> 00:38:38,150
understand what mastery of that lesson
or that week looks like. So it really

2090
00:38:38,150 --> 00:38:38,160
or that week looks like. So it really
 

2091
00:38:38,160 --> 00:38:40,150
or that week looks like. So it really
has to happen in tandem.

2092
00:38:40,150 --> 00:38:40,160
has to happen in tandem.
 

2093
00:38:40,160 --> 00:38:42,230
has to happen in tandem.
>> And then I'll add to my amazing card

2094
00:38:42,230 --> 00:38:42,240
>> And then I'll add to my amazing card
 

2095
00:38:42,240 --> 00:38:44,150
>> And then I'll add to my amazing card
here. I think the other piece in

2096
00:38:44,150 --> 00:38:44,160
here. I think the other piece in
 

2097
00:38:44,160 --> 00:38:45,670
here. I think the other piece in
connection to what you're saying is that

2098
00:38:45,670 --> 00:38:45,680
connection to what you're saying is that
 

2099
00:38:45,680 --> 00:38:47,190
connection to what you're saying is that
we need that we're working on with

2100
00:38:47,190 --> 00:38:47,200
we need that we're working on with
 

2101
00:38:47,200 --> 00:38:49,030
we need that we're working on with
teachers is understanding that

2102
00:38:49,030 --> 00:38:49,040
teachers is understanding that
 

2103
00:38:49,040 --> 00:38:51,270
teachers is understanding that
differentiation and or acceleration is

2104
00:38:51,270 --> 00:38:51,280
differentiation and or acceleration is
 

2105
00:38:51,280 --> 00:38:53,829
differentiation and or acceleration is
not a person or a place. We need to

2106
00:38:53,829 --> 00:38:53,839
not a person or a place. We need to
 

2107
00:38:53,839 --> 00:38:56,069
not a person or a place. We need to
build the skills of our teachers in the

2108
00:38:56,069 --> 00:38:56,079
build the skills of our teachers in the
 

2109
00:38:56,079 --> 00:38:57,910
build the skills of our teachers in the
classroom so that we can do it within

2110
00:38:57,910 --> 00:38:57,920
classroom so that we can do it within
 

2111
00:38:57,920 --> 00:38:59,990
classroom so that we can do it within
our c within our structures so that we

2112
00:38:59,990 --> 00:39:00,000
our c within our structures so that we
 

2113
00:39:00,000 --> 00:39:02,230
our c within our structures so that we
don't have to send kids somewhere or we

2114
00:39:02,230 --> 00:39:02,240
don't have to send kids somewhere or we
 

2115
00:39:02,240 --> 00:39:04,390
don't have to send kids somewhere or we
don't need another person but we do need

2116
00:39:04,390 --> 00:39:04,400
don't need another person but we do need
 

2117
00:39:04,400 --> 00:39:06,710
don't need another person but we do need
to build their skills to be it's hard it

2118
00:39:06,710 --> 00:39:06,720
to build their skills to be it's hard it
 

2119
00:39:06,720 --> 00:39:09,109
to build their skills to be it's hard it
is very hard but we that's something as

2120
00:39:09,109 --> 00:39:09,119
is very hard but we that's something as
 

2121
00:39:09,119 --> 00:39:12,069
is very hard but we that's something as
we get through implementation as um

2122
00:39:12,069 --> 00:39:12,079
we get through implementation as um
 

2123
00:39:12,079 --> 00:39:14,710
we get through implementation as um
board member Medler mentioned

2124
00:39:14,710 --> 00:39:14,720
board member Medler mentioned
 

2125
00:39:14,720 --> 00:39:17,589
board member Medler mentioned
teaching um teachers the stuff that's in

2126
00:39:17,589 --> 00:39:17,599
teaching um teachers the stuff that's in
 

2127
00:39:17,599 --> 00:39:19,829
teaching um teachers the stuff that's in
the box takes time and it's it can be

2128
00:39:19,829 --> 00:39:19,839
the box takes time and it's it can be
 

2129
00:39:19,839 --> 00:39:21,270
the box takes time and it's it can be
overwhelming because there's a lot of

2130
00:39:21,270 --> 00:39:21,280
overwhelming because there's a lot of
 

2131
00:39:21,280 --> 00:39:23,750
overwhelming because there's a lot of
resources but once we get past that.

2132
00:39:23,750 --> 00:39:23,760
resources but once we get past that.
 

2133
00:39:23,760 --> 00:39:25,430
resources but once we get past that.
What we really are working on focusing

2134
00:39:25,430 --> 00:39:25,440
What we really are working on focusing
 

2135
00:39:25,440 --> 00:39:27,829
What we really are working on focusing
on is the teaching and learning part and

2136
00:39:27,829 --> 00:39:27,839
on is the teaching and learning part and
 

2137
00:39:27,839 --> 00:39:29,750
on is the teaching and learning part and
how that they can use the curricular

2138
00:39:29,750 --> 00:39:29,760
how that they can use the curricular
 

2139
00:39:29,760 --> 00:39:31,910
how that they can use the curricular
resources as a foundation and know we're

2140
00:39:31,910 --> 00:39:31,920
resources as a foundation and know we're
 

2141
00:39:31,920 --> 00:39:34,950
resources as a foundation and know we're
getting to standard, but also how do I

2142
00:39:34,950 --> 00:39:34,960
getting to standard, but also how do I
 

2143
00:39:34,960 --> 00:39:37,430
getting to standard, but also how do I
differentiate for a student in my

2144
00:39:37,430 --> 00:39:37,440
differentiate for a student in my
 

2145
00:39:37,440 --> 00:39:39,349
differentiate for a student in my
classroom because it might just be on

2146
00:39:39,349 --> 00:39:39,359
classroom because it might just be on
 

2147
00:39:39,359 --> 00:39:41,109
classroom because it might just be on
that one standard. It doesn't mean

2148
00:39:41,109 --> 00:39:41,119
that one standard. It doesn't mean
 

2149
00:39:41,119 --> 00:39:43,270
that one standard. It doesn't mean
forever, right? And so we have to teach

2150
00:39:43,270 --> 00:39:43,280
forever, right? And so we have to teach
 

2151
00:39:43,280 --> 00:39:46,069
forever, right? And so we have to teach
them how to do that within the CLA. I it

2152
00:39:46,069 --> 00:39:46,079
them how to do that within the CLA. I it
 

2153
00:39:46,079 --> 00:39:47,990
them how to do that within the CLA. I it
can happen outside, but I just I'd like

2154
00:39:47,990 --> 00:39:48,000
can happen outside, but I just I'd like
 

2155
00:39:48,000 --> 00:39:49,750
can happen outside, but I just I'd like
people to not think it's always a person

2156
00:39:49,750 --> 00:39:49,760
people to not think it's always a person
 

2157
00:39:49,760 --> 00:39:55,589
people to not think it's always a person
or a place to go.

2158
00:39:55,589 --> 00:39:55,599

 

2159
00:39:55,599 --> 00:39:56,950

Thank you. I really appreciate that kind

2160
00:39:56,950 --> 00:39:56,960
Thank you. I really appreciate that kind
 

2161
00:39:56,960 --> 00:39:58,950
Thank you. I really appreciate that kind
of thoughtful response and the question

2162
00:39:58,950 --> 00:39:58,960
of thoughtful response and the question
 

2163
00:39:58,960 --> 00:40:00,550
of thoughtful response and the question
I ask it because I know it's happening

2164
00:40:00,550 --> 00:40:00,560
I ask it because I know it's happening
 

2165
00:40:00,560 --> 00:40:01,910
I ask it because I know it's happening
and I know it's an important component

2166
00:40:01,910 --> 00:40:01,920
and I know it's an important component
 

2167
00:40:01,920 --> 00:40:03,670
and I know it's an important component
of it and that meeting to standards

2168
00:40:03,670 --> 00:40:03,680
of it and that meeting to standards
 

2169
00:40:03,680 --> 00:40:04,950
of it and that meeting to standards
actually helps all of our students,

2170
00:40:04,950 --> 00:40:04,960
actually helps all of our students,
 

2171
00:40:04,960 --> 00:40:07,030
actually helps all of our students,
right? So addressing that and given our

2172
00:40:07,030 --> 00:40:07,040
right? So addressing that and given our
 

2173
00:40:07,040 --> 00:40:09,349
right? So addressing that and given our
strategic plan highlighting that we it's

2174
00:40:09,349 --> 00:40:09,359
strategic plan highlighting that we it's
 

2175
00:40:09,359 --> 00:40:10,790
strategic plan highlighting that we it's
bringing everybody along, right? And

2176
00:40:10,790 --> 00:40:10,800
bringing everybody along, right? And
 

2177
00:40:10,800 --> 00:40:11,990
bringing everybody along, right? And
making find ways to kind of meet them

2178
00:40:11,990 --> 00:40:12,000
making find ways to kind of meet them
 

2179
00:40:12,000 --> 00:40:13,430
making find ways to kind of meet them
where they're at and support them. And

2180
00:40:13,430 --> 00:40:13,440
where they're at and support them. And
 

2181
00:40:13,440 --> 00:40:15,109
where they're at and support them. And
so in my mind, figuring out how we can

2182
00:40:15,109 --> 00:40:15,119
so in my mind, figuring out how we can
 

2183
00:40:15,119 --> 00:40:16,630
so in my mind, figuring out how we can
kind of emphasize that and kind of bring

2184
00:40:16,630 --> 00:40:16,640
kind of emphasize that and kind of bring
 

2185
00:40:16,640 --> 00:40:18,710
kind of emphasize that and kind of bring
it into the UIP to better align it and

2186
00:40:18,710 --> 00:40:18,720
it into the UIP to better align it and
 

2187
00:40:18,720 --> 00:40:19,829
it into the UIP to better align it and
to make it more visible because we're

2188
00:40:19,829 --> 00:40:19,839
to make it more visible because we're
 

2189
00:40:19,839 --> 00:40:21,750
to make it more visible because we're
doing that extra work. Um, and it's

2190
00:40:21,750 --> 00:40:21,760
doing that extra work. Um, and it's
 

2191
00:40:21,760 --> 00:40:23,190
doing that extra work. Um, and it's
important for folks to recognize that

2192
00:40:23,190 --> 00:40:23,200
important for folks to recognize that
 

2193
00:40:23,200 --> 00:40:24,150
important for folks to recognize that
that's actually happening in the

2194
00:40:24,150 --> 00:40:24,160
that's actually happening in the
 

2195
00:40:24,160 --> 00:40:25,349
that's actually happening in the
classroom. That's where it needs to be

2196
00:40:25,349 --> 00:40:25,359
classroom. That's where it needs to be
 

2197
00:40:25,359 --> 00:40:27,190
classroom. That's where it needs to be
happening. And the additional supports

2198
00:40:27,190 --> 00:40:27,200
happening. And the additional supports
 

2199
00:40:27,200 --> 00:40:29,190
happening. And the additional supports
matter and as we look at, you know,

2200
00:40:29,190 --> 00:40:29,200
matter and as we look at, you know,
 

2201
00:40:29,200 --> 00:40:30,550
matter and as we look at, you know,
thinking about our schools for next

2202
00:40:30,550 --> 00:40:30,560
thinking about our schools for next
 

2203
00:40:30,560 --> 00:40:32,390
thinking about our schools for next
year, right? That to the degree that we

2204
00:40:32,390 --> 00:40:32,400
year, right? That to the degree that we
 

2205
00:40:32,400 --> 00:40:33,510
year, right? That to the degree that we
can kind of right size our schools,

2206
00:40:33,510 --> 00:40:33,520
can kind of right size our schools,
 

2207
00:40:33,520 --> 00:40:34,710
can kind of right size our schools,
it'll be easier to do that sort of work

2208
00:40:34,710 --> 00:40:34,720
it'll be easier to do that sort of work
 

2209
00:40:34,720 --> 00:40:36,710
it'll be easier to do that sort of work
is is is important to kind of emphasize.

2210
00:40:36,710 --> 00:40:36,720
is is is important to kind of emphasize.
 

2211
00:40:36,720 --> 00:40:36,950
is is is important to kind of emphasize.
>> Yeah.

2212
00:40:36,950 --> 00:40:36,960
>> Yeah.
 

2213
00:40:36,960 --> 00:40:38,950
>> Yeah.
>> Thank you,

2214
00:40:38,950 --> 00:40:38,960
>> Thank you,
 

2215
00:40:38,960 --> 00:40:41,750
>> Thank you,
>> Dr. Anderson, then Anna, and then Deian.

2216
00:40:41,750 --> 00:40:41,760
>> Dr. Anderson, then Anna, and then Deian.
 

2217
00:40:41,760 --> 00:40:43,430
>> Dr. Anderson, then Anna, and then Deian.
I'm trying to listen for a hand up

2218
00:40:43,430 --> 00:40:43,440
I'm trying to listen for a hand up
 

2219
00:40:43,440 --> 00:40:45,430
I'm trying to listen for a hand up
remotely, but if there's questions that

2220
00:40:45,430 --> 00:40:45,440
remotely, but if there's questions that
 

2221
00:40:45,440 --> 00:40:49,349
remotely, but if there's questions that
come up, um, please let me know.

2222
00:40:49,349 --> 00:40:49,359
come up, um, please let me know.
 

2223
00:40:49,359 --> 00:40:51,349
come up, um, please let me know.
Thanks, Bo President Raj Paul. I I just

2224
00:40:51,349 --> 00:40:51,359
Thanks, Bo President Raj Paul. I I just
 

2225
00:40:51,359 --> 00:40:54,470
Thanks, Bo President Raj Paul. I I just
want to lift something up that um that

2226
00:40:54,470 --> 00:40:54,480
want to lift something up that um that
 

2227
00:40:54,480 --> 00:40:56,870
want to lift something up that um that
may be going under the radar for some

2228
00:40:56,870 --> 00:40:56,880
may be going under the radar for some
 

2229
00:40:56,880 --> 00:40:58,470
may be going under the radar for some
folks. I know for our team this is at

2230
00:40:58,470 --> 00:40:58,480
folks. I know for our team this is at
 

2231
00:40:58,480 --> 00:41:00,870
folks. I know for our team this is at
the core of what we do. Um when it comes

2232
00:41:00,870 --> 00:41:00,880
the core of what we do. Um when it comes
 

2233
00:41:00,880 --> 00:41:02,630
the core of what we do. Um when it comes
to district improvement, school

2234
00:41:02,630 --> 00:41:02,640
to district improvement, school
 

2235
00:41:02,640 --> 00:41:05,910
to district improvement, school
improvement, sequencing matters

2236
00:41:05,910 --> 00:41:05,920
improvement, sequencing matters
 

2237
00:41:05,920 --> 00:41:08,230
improvement, sequencing matters
and when we talk about change, we

2238
00:41:08,230 --> 00:41:08,240
and when we talk about change, we
 

2239
00:41:08,240 --> 00:41:10,870
and when we talk about change, we
constantly talk about

2240
00:41:10,870 --> 00:41:10,880
constantly talk about
 

2241
00:41:10,880 --> 00:41:13,190
constantly talk about
pace and cadence,

2242
00:41:13,190 --> 00:41:13,200
pace and cadence,
 

2243
00:41:13,200 --> 00:41:15,510
pace and cadence,
>> scope and scale.

2244
00:41:15,510 --> 00:41:15,520
>> scope and scale.
 

2245
00:41:15,520 --> 00:41:18,069
>> scope and scale.
And if you you can have you try to do

2246
00:41:18,069 --> 00:41:18,079
And if you you can have you try to do
 

2247
00:41:18,079 --> 00:41:19,750
And if you you can have you try to do
all the right things. This is just just

2248
00:41:19,750 --> 00:41:19,760
all the right things. This is just just
 

2249
00:41:19,760 --> 00:41:21,910
all the right things. This is just just
my perception of of what it is I think

2250
00:41:21,910 --> 00:41:21,920
my perception of of what it is I think
 

2251
00:41:21,920 --> 00:41:23,589
my perception of of what it is I think
that we're doing differently that's

2252
00:41:23,589 --> 00:41:23,599
that we're doing differently that's
 

2253
00:41:23,599 --> 00:41:25,829
that we're doing differently that's
allowing us to to achieve at the levels

2254
00:41:25,829 --> 00:41:25,839
allowing us to to achieve at the levels
 

2255
00:41:25,839 --> 00:41:28,230
allowing us to to achieve at the levels
that we are. It's that we have taken

2256
00:41:28,230 --> 00:41:28,240
that we are. It's that we have taken
 

2257
00:41:28,240 --> 00:41:30,950
that we are. It's that we have taken
what we know the research says works,

2258
00:41:30,950 --> 00:41:30,960
what we know the research says works,
 

2259
00:41:30,960 --> 00:41:32,870
what we know the research says works,
right? And then we've sequenced it in

2260
00:41:32,870 --> 00:41:32,880
right? And then we've sequenced it in
 

2261
00:41:32,880 --> 00:41:35,430
right? And then we've sequenced it in
the right ways, right? And then we've

2262
00:41:35,430 --> 00:41:35,440
the right ways, right? And then we've
 

2263
00:41:35,440 --> 00:41:37,750
the right ways, right? And then we've
rolled it out at the right pace with the

2264
00:41:37,750 --> 00:41:37,760
rolled it out at the right pace with the
 

2265
00:41:37,760 --> 00:41:39,910
rolled it out at the right pace with the
right cadence with the right scope with

2266
00:41:39,910 --> 00:41:39,920
right cadence with the right scope with
 

2267
00:41:39,920 --> 00:41:42,550
right cadence with the right scope with
the appropriate scale. So when Laura

2268
00:41:42,550 --> 00:41:42,560
the appropriate scale. So when Laura
 

2269
00:41:42,560 --> 00:41:44,790
the appropriate scale. So when Laura
says that we keep getting stronger and

2270
00:41:44,790 --> 00:41:44,800
says that we keep getting stronger and
 

2271
00:41:44,800 --> 00:41:47,589
says that we keep getting stronger and
stronger and stronger, it's by design.

2272
00:41:47,589 --> 00:41:47,599
stronger and stronger, it's by design.
 

2273
00:41:47,599 --> 00:41:49,829
stronger and stronger, it's by design.
It's not by happen chance. And if you

2274
00:41:49,829 --> 00:41:49,839
It's not by happen chance. And if you
 

2275
00:41:49,839 --> 00:41:52,150
It's not by happen chance. And if you
have an autonomous school district with

2276
00:41:52,150 --> 00:41:52,160
have an autonomous school district with
 

2277
00:41:52,160 --> 00:41:54,550
have an autonomous school district with
schools that are trying to set all those

2278
00:41:54,550 --> 00:41:54,560
schools that are trying to set all those
 

2279
00:41:54,560 --> 00:41:57,349
schools that are trying to set all those
things in isolation without the support

2280
00:41:57,349 --> 00:41:57,359
things in isolation without the support
 

2281
00:41:57,359 --> 00:41:59,270
things in isolation without the support
of a district, the district conditions

2282
00:41:59,270 --> 00:41:59,280
of a district, the district conditions
 

2283
00:41:59,280 --> 00:42:01,670
of a district, the district conditions
and infrastructure, what you get is

2284
00:42:01,670 --> 00:42:01,680
and infrastructure, what you get is
 

2285
00:42:01,680 --> 00:42:04,069
and infrastructure, what you get is
haphazard implementation. What you get

2286
00:42:04,069 --> 00:42:04,079
haphazard implementation. What you get
 

2287
00:42:04,079 --> 00:42:06,550
haphazard implementation. What you get
is some kids be based on where they live

2288
00:42:06,550 --> 00:42:06,560
is some kids be based on where they live
 

2289
00:42:06,560 --> 00:42:08,390
is some kids be based on where they live
or the school that they happen to attend

2290
00:42:08,390 --> 00:42:08,400
or the school that they happen to attend
 

2291
00:42:08,400 --> 00:42:09,750
or the school that they happen to attend
get something very different than

2292
00:42:09,750 --> 00:42:09,760
get something very different than
 

2293
00:42:09,760 --> 00:42:12,790
get something very different than
somewhere else. So, as we think about

2294
00:42:12,790 --> 00:42:12,800
somewhere else. So, as we think about
 

2295
00:42:12,800 --> 00:42:15,109
somewhere else. So, as we think about
improvement plans and the alignment and

2296
00:42:15,109 --> 00:42:15,119
improvement plans and the alignment and
 

2297
00:42:15,119 --> 00:42:16,950
improvement plans and the alignment and
all of the things we're talking about, I

2298
00:42:16,950 --> 00:42:16,960
all of the things we're talking about, I
 

2299
00:42:16,960 --> 00:42:18,710
all of the things we're talking about, I
don't want to miss this opportunity to

2300
00:42:18,710 --> 00:42:18,720
don't want to miss this opportunity to
 

2301
00:42:18,720 --> 00:42:20,550
don't want to miss this opportunity to
really lift up not just to our community

2302
00:42:20,550 --> 00:42:20,560
really lift up not just to our community
 

2303
00:42:20,560 --> 00:42:22,069
really lift up not just to our community
and to this board, but for others who

2304
00:42:22,069 --> 00:42:22,079
and to this board, but for others who
 

2305
00:42:22,079 --> 00:42:24,230
and to this board, but for others who
might be watching how are we continuing

2306
00:42:24,230 --> 00:42:24,240
might be watching how are we continuing
 

2307
00:42:24,240 --> 00:42:27,190
might be watching how are we continuing
to be successful year in and year out.

2308
00:42:27,190 --> 00:42:27,200
to be successful year in and year out.
 

2309
00:42:27,200 --> 00:42:28,710
to be successful year in and year out.
sequencing

2310
00:42:28,710 --> 00:42:28,720
sequencing
 

2311
00:42:28,720 --> 00:42:30,630
sequencing
and a level of change management that

2312
00:42:30,630 --> 00:42:30,640
and a level of change management that
 

2313
00:42:30,640 --> 00:42:32,309
and a level of change management that
has allowed us to unfreeze the things

2314
00:42:32,309 --> 00:42:32,319
has allowed us to unfreeze the things
 

2315
00:42:32,319 --> 00:42:34,550
has allowed us to unfreeze the things
that weren't working. Change the

2316
00:42:34,550 --> 00:42:34,560
that weren't working. Change the
 

2317
00:42:34,560 --> 00:42:37,190
that weren't working. Change the
practices that we know are best and now

2318
00:42:37,190 --> 00:42:37,200
practices that we know are best and now
 

2319
00:42:37,200 --> 00:42:39,349
practices that we know are best and now
we're in the refreeze where we are

2320
00:42:39,349 --> 00:42:39,359
we're in the refreeze where we are
 

2321
00:42:39,359 --> 00:42:42,150
we're in the refreeze where we are
culturally embedding how we do business

2322
00:42:42,150 --> 00:42:42,160
culturally embedding how we do business
 

2323
00:42:42,160 --> 00:42:45,829
culturally embedding how we do business
across the system and uh and so I just

2324
00:42:45,829 --> 00:42:45,839
across the system and uh and so I just
 

2325
00:42:45,839 --> 00:42:47,510
across the system and uh and so I just
kind of wanted to lift that up. I I get

2326
00:42:47,510 --> 00:42:47,520
kind of wanted to lift that up. I I get
 

2327
00:42:47,520 --> 00:42:49,589
kind of wanted to lift that up. I I get
I get really excited to watch, you know,

2328
00:42:49,589 --> 00:42:49,599
I get really excited to watch, you know,
 

2329
00:42:49,599 --> 00:42:50,790
I get really excited to watch, you know,
but I want to make sure that we're

2330
00:42:50,790 --> 00:42:50,800
but I want to make sure that we're
 

2331
00:42:50,800 --> 00:42:54,790
but I want to make sure that we're
telling that story.

2332
00:42:54,790 --> 00:42:54,800

 

2333
00:42:54,800 --> 00:42:57,109

Uh first I do want to say just how

2334
00:42:57,109 --> 00:42:57,119
Uh first I do want to say just how
 

2335
00:42:57,119 --> 00:42:59,910
Uh first I do want to say just how
impressive it is to see the cohesion and

2336
00:42:59,910 --> 00:42:59,920
impressive it is to see the cohesion and
 

2337
00:42:59,920 --> 00:43:01,670
impressive it is to see the cohesion and
the improvement that you all are doing

2338
00:43:01,670 --> 00:43:01,680
the improvement that you all are doing
 

2339
00:43:01,680 --> 00:43:04,470
the improvement that you all are doing
for all of these core curriculums. Um I

2340
00:43:04,470 --> 00:43:04,480
for all of these core curriculums. Um I
 

2341
00:43:04,480 --> 00:43:07,109
for all of these core curriculums. Um I
do want to know how you are thinking

2342
00:43:07,109 --> 00:43:07,119
do want to know how you are thinking
 

2343
00:43:07,119 --> 00:43:09,670
do want to know how you are thinking
about how this is going to incorporate

2344
00:43:09,670 --> 00:43:09,680
about how this is going to incorporate
 

2345
00:43:09,680 --> 00:43:14,470
about how this is going to incorporate
into magic school.

2346
00:43:14,470 --> 00:43:14,480

 

2347
00:43:14,480 --> 00:43:17,109

>> Good question on the road map that's

2348
00:43:17,109 --> 00:43:17,119
>> Good question on the road map that's
 

2349
00:43:17,119 --> 00:43:19,270
>> Good question on the road map that's
coming.

2350
00:43:19,270 --> 00:43:19,280
coming.
 

2351
00:43:19,280 --> 00:43:21,270
coming.
So I mean you know as we mentioned uh

2352
00:43:21,270 --> 00:43:21,280
So I mean you know as we mentioned uh
 

2353
00:43:21,280 --> 00:43:23,829
So I mean you know as we mentioned uh
with the AI update I I think we have to

2354
00:43:23,829 --> 00:43:23,839
with the AI update I I think we have to
 

2355
00:43:23,839 --> 00:43:26,470
with the AI update I I think we have to
be honest in saying that with all these

2356
00:43:26,470 --> 00:43:26,480
be honest in saying that with all these
 

2357
00:43:26,480 --> 00:43:28,230
be honest in saying that with all these
curricular resources that we've been

2358
00:43:28,230 --> 00:43:28,240
curricular resources that we've been
 

2359
00:43:28,240 --> 00:43:31,510
curricular resources that we've been
quickly adopting we have not looked into

2360
00:43:31,510 --> 00:43:31,520
quickly adopting we have not looked into
 

2361
00:43:31,520 --> 00:43:33,750
quickly adopting we have not looked into
their connection to you know the

2362
00:43:33,750 --> 00:43:33,760
their connection to you know the
 

2363
00:43:33,760 --> 00:43:36,230
their connection to you know the
utilization of AI but also like how can

2364
00:43:36,230 --> 00:43:36,240
utilization of AI but also like how can
 

2365
00:43:36,240 --> 00:43:39,190
utilization of AI but also like how can
it support student learning and um you

2366
00:43:39,190 --> 00:43:39,200
it support student learning and um you
 

2367
00:43:39,200 --> 00:43:41,349
it support student learning and um you
know reimagine so to speak or their

2368
00:43:41,349 --> 00:43:41,359
know reimagine so to speak or their
 

2369
00:43:41,359 --> 00:43:43,829
know reimagine so to speak or their
experience with instruction and that is

2370
00:43:43,829 --> 00:43:43,839
experience with instruction and that is
 

2371
00:43:43,839 --> 00:43:46,550
experience with instruction and that is
part of our goal in academics is now

2372
00:43:46,550 --> 00:43:46,560
part of our goal in academics is now
 

2373
00:43:46,560 --> 00:43:48,550
part of our goal in academics is now
that we have these curricular resources

2374
00:43:48,550 --> 00:43:48,560
that we have these curricular resources
 

2375
00:43:48,560 --> 00:43:51,430
that we have these curricular resources
is um I think AI the magic school up to

2376
00:43:51,430 --> 00:43:51,440
is um I think AI the magic school up to
 

2377
00:43:51,440 --> 00:43:53,430
is um I think AI the magic school up to
this point has been a tool right for

2378
00:43:53,430 --> 00:43:53,440
this point has been a tool right for
 

2379
00:43:53,440 --> 00:43:55,430
this point has been a tool right for
teachers some teachers as you all saw

2380
00:43:55,430 --> 00:43:55,440
teachers some teachers as you all saw
 

2381
00:43:55,440 --> 00:43:58,470
teachers some teachers as you all saw
that Lynn presented um um some ways in

2382
00:43:58,470 --> 00:43:58,480
that Lynn presented um um some ways in
 

2383
00:43:58,480 --> 00:43:59,910
that Lynn presented um um some ways in
which they have worked to engage

2384
00:43:59,910 --> 00:43:59,920
which they have worked to engage
 

2385
00:43:59,920 --> 00:44:03,750
which they have worked to engage
students uh we have not currently

2386
00:44:03,750 --> 00:44:03,760
students uh we have not currently
 

2387
00:44:03,760 --> 00:44:05,109
students uh we have not currently
connected that with any of the

2388
00:44:05,109 --> 00:44:05,119
connected that with any of the
 

2389
00:44:05,119 --> 00:44:06,630
connected that with any of the
curricular resources that we have

2390
00:44:06,630 --> 00:44:06,640
curricular resources that we have
 

2391
00:44:06,640 --> 00:44:09,349
curricular resources that we have
adopted and we need to we've been

2392
00:44:09,349 --> 00:44:09,359
adopted and we need to we've been
 

2393
00:44:09,359 --> 00:44:11,030
adopted and we need to we've been
thinking about like what does that mean

2394
00:44:11,030 --> 00:44:11,040
thinking about like what does that mean
 

2395
00:44:11,040 --> 00:44:13,750
thinking about like what does that mean
for our teams because I don't know that

2396
00:44:13,750 --> 00:44:13,760
for our teams because I don't know that
 

2397
00:44:13,760 --> 00:44:15,910
for our teams because I don't know that
my teams yet are fully up to speed I

2398
00:44:15,910 --> 00:44:15,920
my teams yet are fully up to speed I
 

2399
00:44:15,920 --> 00:44:17,829
my teams yet are fully up to speed I
think we have pockets of people so we've

2400
00:44:17,829 --> 00:44:17,839
think we have pockets of people so we've
 

2401
00:44:17,839 --> 00:44:19,109
think we have pockets of people so we've
been talking about what does that look

2402
00:44:19,109 --> 00:44:19,119
been talking about what does that look
 

2403
00:44:19,119 --> 00:44:20,870
been talking about what does that look
like for them? Where are they where do

2404
00:44:20,870 --> 00:44:20,880
like for them? Where are they where do
 

2405
00:44:20,880 --> 00:44:22,950
like for them? Where are they where do
we need to get them up to speed so that

2406
00:44:22,950 --> 00:44:22,960
we need to get them up to speed so that
 

2407
00:44:22,960 --> 00:44:25,430
we need to get them up to speed so that
they can lead and integrate in the time

2408
00:44:25,430 --> 00:44:25,440
they can lead and integrate in the time
 

2409
00:44:25,440 --> 00:44:27,670
they can lead and integrate in the time
that they already have because as I

2410
00:44:27,670 --> 00:44:27,680
that they already have because as I
 

2411
00:44:27,680 --> 00:44:29,349
that they already have because as I
mentioned their time for professional

2412
00:44:29,349 --> 00:44:29,359
mentioned their time for professional
 

2413
00:44:29,359 --> 00:44:31,589
mentioned their time for professional
learning is limited. So we're going to

2414
00:44:31,589 --> 00:44:31,599
learning is limited. So we're going to
 

2415
00:44:31,599 --> 00:44:33,910
learning is limited. So we're going to
have to embed it in the in the in that

2416
00:44:33,910 --> 00:44:33,920
have to embed it in the in the in that
 

2417
00:44:33,920 --> 00:44:37,030
have to embed it in the in the in that
space that we have. So more to come and

2418
00:44:37,030 --> 00:44:37,040
space that we have. So more to come and
 

2419
00:44:37,040 --> 00:44:41,270
space that we have. So more to come and
definitely work that we need to do.

2420
00:44:41,270 --> 00:44:41,280
definitely work that we need to do.
 

2421
00:44:41,280 --> 00:44:43,270
definitely work that we need to do.
Just as a followup, I think sometimes it

2422
00:44:43,270 --> 00:44:43,280
Just as a followup, I think sometimes it
 

2423
00:44:43,280 --> 00:44:46,309
Just as a followup, I think sometimes it
can even be as simple as you're bringing

2424
00:44:46,309 --> 00:44:46,319
can even be as simple as you're bringing
 

2425
00:44:46,319 --> 00:44:48,790
can even be as simple as you're bringing
together all of these core resources and

2426
00:44:48,790 --> 00:44:48,800
together all of these core resources and
 

2427
00:44:48,800 --> 00:44:51,430
together all of these core resources and
bringing this cohesion um for that

2428
00:44:51,430 --> 00:44:51,440
bringing this cohesion um for that
 

2429
00:44:51,440 --> 00:44:55,190
bringing this cohesion um for that
uniformity in that um core core um

2430
00:44:55,190 --> 00:44:55,200
uniformity in that um core core um
 

2431
00:44:55,200 --> 00:44:57,349
uniformity in that um core core um
instruction. And it sometimes can be as

2432
00:44:57,349 --> 00:44:57,359
instruction. And it sometimes can be as
 

2433
00:44:57,359 --> 00:44:59,829
instruction. And it sometimes can be as
easy as like the the document that you

2434
00:44:59,829 --> 00:44:59,839
easy as like the the document that you
 

2435
00:44:59,839 --> 00:45:02,630
easy as like the the document that you
have of like the instruction that can be

2436
00:45:02,630 --> 00:45:02,640
have of like the instruction that can be
 

2437
00:45:02,640 --> 00:45:04,870
have of like the instruction that can be
easily uploaded and you tell it like

2438
00:45:04,870 --> 00:45:04,880
easily uploaded and you tell it like
 

2439
00:45:04,880 --> 00:45:08,630
easily uploaded and you tell it like
this is the the way that we want you to

2440
00:45:08,630 --> 00:45:08,640
this is the the way that we want you to
 

2441
00:45:08,640 --> 00:45:12,550
this is the the way that we want you to
know this kind of curriculum. Um so it

2442
00:45:12,550 --> 00:45:12,560
know this kind of curriculum. Um so it
 

2443
00:45:12,560 --> 00:45:15,030
know this kind of curriculum. Um so it
can be as simple as the the docs and

2444
00:45:15,030 --> 00:45:15,040
can be as simple as the the docs and
 

2445
00:45:15,040 --> 00:45:17,430
can be as simple as the the docs and
Excel sheets that you already have. Now

2446
00:45:17,430 --> 00:45:17,440
Excel sheets that you already have. Now
 

2447
00:45:17,440 --> 00:45:20,470
Excel sheets that you already have. Now
um I think it's just thinking as you are

2448
00:45:20,470 --> 00:45:20,480
um I think it's just thinking as you are
 

2449
00:45:20,480 --> 00:45:22,710
um I think it's just thinking as you are
building it thinking that you are going

2450
00:45:22,710 --> 00:45:22,720
building it thinking that you are going
 

2451
00:45:22,720 --> 00:45:25,670
building it thinking that you are going
to tell the AI at some point this is

2452
00:45:25,670 --> 00:45:25,680
to tell the AI at some point this is
 

2453
00:45:25,680 --> 00:45:27,910
to tell the AI at some point this is
what you want and have.

2454
00:45:27,910 --> 00:45:27,920
what you want and have.
 

2455
00:45:27,920 --> 00:45:29,750
what you want and have.
>> I think totally agree with that and I

2456
00:45:29,750 --> 00:45:29,760
>> I think totally agree with that and I
 

2457
00:45:29,760 --> 00:45:30,870
>> I think totally agree with that and I
think something that we've talked a lot

2458
00:45:30,870 --> 00:45:30,880
think something that we've talked a lot
 

2459
00:45:30,880 --> 00:45:32,550
think something that we've talked a lot
about too is with our limited teacher

2460
00:45:32,550 --> 00:45:32,560
about too is with our limited teacher
 

2461
00:45:32,560 --> 00:45:35,589
about too is with our limited teacher
learning time. AI for teachers will work

2462
00:45:35,589 --> 00:45:35,599
learning time. AI for teachers will work
 

2463
00:45:35,599 --> 00:45:38,069
learning time. AI for teachers will work
best when it doesn't replace their own

2464
00:45:38,069 --> 00:45:38,079
best when it doesn't replace their own
 

2465
00:45:38,079 --> 00:45:39,270
best when it doesn't replace their own
knowledge and understanding of what

2466
00:45:39,270 --> 00:45:39,280
knowledge and understanding of what
 

2467
00:45:39,280 --> 00:45:40,710
knowledge and understanding of what
excellence looks like in the classroom.

2468
00:45:40,710 --> 00:45:40,720
excellence looks like in the classroom.
 

2469
00:45:40,720 --> 00:45:42,150
excellence looks like in the classroom.
Right? because they need to leverage it

2470
00:45:42,150 --> 00:45:42,160
Right? because they need to leverage it
 

2471
00:45:42,160 --> 00:45:44,069
Right? because they need to leverage it
to hit their vision, but they can't have

2472
00:45:44,069 --> 00:45:44,079
to hit their vision, but they can't have
 

2473
00:45:44,079 --> 00:45:45,750
to hit their vision, but they can't have
the vision of what it is if we're not

2474
00:45:45,750 --> 00:45:45,760
the vision of what it is if we're not
 

2475
00:45:45,760 --> 00:45:47,349
the vision of what it is if we're not
all clear on what that grade level

2476
00:45:47,349 --> 00:45:47,359
all clear on what that grade level
 

2477
00:45:47,359 --> 00:45:49,270
all clear on what that grade level
mastery looks like. So, I think part of

2478
00:45:49,270 --> 00:45:49,280
mastery looks like. So, I think part of
 

2479
00:45:49,280 --> 00:45:50,710
mastery looks like. So, I think part of
it too is how do we make sure we're

2480
00:45:50,710 --> 00:45:50,720
it too is how do we make sure we're
 

2481
00:45:50,720 --> 00:45:53,109
it too is how do we make sure we're
getting educators clear and aligned?

2482
00:45:53,109 --> 00:45:53,119
getting educators clear and aligned?
 

2483
00:45:53,119 --> 00:45:55,109
getting educators clear and aligned?
Many are, right? But just like AC across

2484
00:45:55,109 --> 00:45:55,119
Many are, right? But just like AC across
 

2485
00:45:55,119 --> 00:45:56,710
Many are, right? But just like AC across
our our system for what that looks like

2486
00:45:56,710 --> 00:45:56,720
our our system for what that looks like
 

2487
00:45:56,720 --> 00:45:58,710
our our system for what that looks like
and then how do we insert AI into that?

2488
00:45:58,710 --> 00:45:58,720
and then how do we insert AI into that?
 

2489
00:45:58,720 --> 00:46:00,470
and then how do we insert AI into that?
Because the flip is if we move too

2490
00:46:00,470 --> 00:46:00,480
Because the flip is if we move too
 

2491
00:46:00,480 --> 00:46:02,470
Because the flip is if we move too
quickly and AI is spitting out this is a

2492
00:46:02,470 --> 00:46:02,480
quickly and AI is spitting out this is a
 

2493
00:46:02,480 --> 00:46:04,150
quickly and AI is spitting out this is a
DOK3, but we haven't built the

2494
00:46:04,150 --> 00:46:04,160
DOK3, but we haven't built the
 

2495
00:46:04,160 --> 00:46:06,069
DOK3, but we haven't built the
understanding of like is it then we

2496
00:46:06,069 --> 00:46:06,079
understanding of like is it then we
 

2497
00:46:06,079 --> 00:46:07,670
understanding of like is it then we
could be going down a path that we that

2498
00:46:07,670 --> 00:46:07,680
could be going down a path that we that
 

2499
00:46:07,680 --> 00:46:09,109
could be going down a path that we that
we don't want to go down. But what I

2500
00:46:09,109 --> 00:46:09,119
we don't want to go down. But what I
 

2501
00:46:09,119 --> 00:46:10,470
we don't want to go down. But what I
hear you saying is like there's also a

2502
00:46:10,470 --> 00:46:10,480
hear you saying is like there's also a
 

2503
00:46:10,480 --> 00:46:11,829
hear you saying is like there's also a
way to use it for teacherf facing

2504
00:46:11,829 --> 00:46:11,839
way to use it for teacherf facing
 

2505
00:46:11,839 --> 00:46:13,750
way to use it for teacherf facing
planning and resources as well as the

2506
00:46:13,750 --> 00:46:13,760
planning and resources as well as the
 

2507
00:46:13,760 --> 00:46:15,510
planning and resources as well as the
student facing experience. So point

2508
00:46:15,510 --> 00:46:15,520
student facing experience. So point
 

2509
00:46:15,520 --> 00:46:17,030
student facing experience. So point
totally heard. Yeah.

2510
00:46:17,030 --> 00:46:17,040
totally heard. Yeah.
 

2511
00:46:17,040 --> 00:46:18,470
totally heard. Yeah.
>> And I know there was just some

2512
00:46:18,470 --> 00:46:18,480
>> And I know there was just some
 

2513
00:46:18,480 --> 00:46:20,710
>> And I know there was just some
nationwide um statistics released that

2514
00:46:20,710 --> 00:46:20,720
nationwide um statistics released that
 

2515
00:46:20,720 --> 00:46:22,870
nationwide um statistics released that
about 50% of teachers nationwide or

2516
00:46:22,870 --> 00:46:22,880
about 50% of teachers nationwide or
 

2517
00:46:22,880 --> 00:46:24,230
about 50% of teachers nationwide or
educators are saying that they're using

2518
00:46:24,230 --> 00:46:24,240
educators are saying that they're using
 

2519
00:46:24,240 --> 00:46:27,589
educators are saying that they're using
AI in some way. And Lynn Gershman when

2520
00:46:27,589 --> 00:46:27,599
AI in some way. And Lynn Gershman when
 

2521
00:46:27,599 --> 00:46:30,230
AI in some way. And Lynn Gershman when
we were all uh last together shared the

2522
00:46:30,230 --> 00:46:30,240
we were all uh last together shared the
 

2523
00:46:30,240 --> 00:46:34,710
we were all uh last together shared the
the high number of uses by teachers of

2524
00:46:34,710 --> 00:46:34,720
the high number of uses by teachers of
 

2525
00:46:34,720 --> 00:46:38,390
the high number of uses by teachers of
magic school in BVSD. and we know that

2526
00:46:38,390 --> 00:46:38,400
magic school in BVSD. and we know that
 

2527
00:46:38,400 --> 00:46:40,230
magic school in BVSD. and we know that
some or many of our teachers are using

2528
00:46:40,230 --> 00:46:40,240
some or many of our teachers are using
 

2529
00:46:40,240 --> 00:46:42,950
some or many of our teachers are using
it to align standards or come up with

2530
00:46:42,950 --> 00:46:42,960
it to align standards or come up with
 

2531
00:46:42,960 --> 00:46:44,470
it to align standards or come up with
standardsbased practices in their

2532
00:46:44,470 --> 00:46:44,480
standardsbased practices in their
 

2533
00:46:44,480 --> 00:46:45,990
standardsbased practices in their
classroom, but we have a lot to build

2534
00:46:45,990 --> 00:46:46,000
classroom, but we have a lot to build
 

2535
00:46:46,000 --> 00:46:48,550
classroom, but we have a lot to build
on. So, I appreciate your input.

2536
00:46:48,550 --> 00:46:48,560
on. So, I appreciate your input.
 

2537
00:46:48,560 --> 00:46:50,069
on. So, I appreciate your input.
I heard Deian raise her hand. I'm going

2538
00:46:50,069 --> 00:46:50,079
I heard Deian raise her hand. I'm going
 

2539
00:46:50,079 --> 00:46:51,990
I heard Deian raise her hand. I'm going
to give Laney and Jason a time to ask a

2540
00:46:51,990 --> 00:46:52,000
to give Laney and Jason a time to ask a
 

2541
00:46:52,000 --> 00:46:53,109
to give Laney and Jason a time to ask a
question if they want to and then we're

2542
00:46:53,109 --> 00:46:53,119
question if they want to and then we're
 

2543
00:46:53,119 --> 00:46:54,390
question if they want to and then we're
going to move on as I'm watching the

2544
00:46:54,390 --> 00:46:54,400
going to move on as I'm watching the
 

2545
00:46:54,400 --> 00:46:56,390
going to move on as I'm watching the
clock. I know this is going to be um

2546
00:46:56,390 --> 00:46:56,400
clock. I know this is going to be um
 

2547
00:46:56,400 --> 00:46:58,230
clock. I know this is going to be um
this is an exciting topic for all of us,

2548
00:46:58,230 --> 00:46:58,240
this is an exciting topic for all of us,
 

2549
00:46:58,240 --> 00:47:00,630
this is an exciting topic for all of us,
but I'd like to go Deian, Alex or Jason

2550
00:47:00,630 --> 00:47:00,640
but I'd like to go Deian, Alex or Jason
 

2551
00:47:00,640 --> 00:47:01,829
but I'd like to go Deian, Alex or Jason
and Elaine if you have anything and then

2552
00:47:01,829 --> 00:47:01,839
and Elaine if you have anything and then
 

2553
00:47:01,839 --> 00:47:03,910
and Elaine if you have anything and then
we'll keep carrying on. So, Deian,

2554
00:47:03,910 --> 00:47:03,920
we'll keep carrying on. So, Deian,
 

2555
00:47:03,920 --> 00:47:04,390
we'll keep carrying on. So, Deian,
>> hello.

2556
00:47:04,390 --> 00:47:04,400
>> hello.
 

2557
00:47:04,400 --> 00:47:05,750
>> hello.
>> Hello everyone. I'm sorry I can't be

2558
00:47:05,750 --> 00:47:05,760
>> Hello everyone. I'm sorry I can't be
 

2559
00:47:05,760 --> 00:47:09,270
>> Hello everyone. I'm sorry I can't be
with you today. Um I am curious about

2560
00:47:09,270 --> 00:47:09,280
with you today. Um I am curious about
 

2561
00:47:09,280 --> 00:47:12,470
with you today. Um I am curious about
how the coordination of all this

2562
00:47:12,470 --> 00:47:12,480
how the coordination of all this
 

2563
00:47:12,480 --> 00:47:14,069
how the coordination of all this
curricula

2564
00:47:14,069 --> 00:47:14,079
curricula
 

2565
00:47:14,079 --> 00:47:16,390
curricula
um helps which I'm assuming that it

2566
00:47:16,390 --> 00:47:16,400
um helps which I'm assuming that it
 

2567
00:47:16,400 --> 00:47:19,510
um helps which I'm assuming that it
really helps new teachers coming into

2568
00:47:19,510 --> 00:47:19,520
really helps new teachers coming into
 

2569
00:47:19,520 --> 00:47:21,990
really helps new teachers coming into
the profession and how is that part of

2570
00:47:21,990 --> 00:47:22,000
the profession and how is that part of
 

2571
00:47:22,000 --> 00:47:28,550
the profession and how is that part of
their um onboarding?

2572
00:47:28,550 --> 00:47:28,560

 

2573
00:47:28,560 --> 00:47:31,270

>> Yes, it does. I would say it helps um

2574
00:47:31,270 --> 00:47:31,280
>> Yes, it does. I would say it helps um
 

2575
00:47:31,280 --> 00:47:32,870
>> Yes, it does. I would say it helps um
because again I think our role in

2576
00:47:32,870 --> 00:47:32,880
because again I think our role in
 

2577
00:47:32,880 --> 00:47:35,430
because again I think our role in
academics is to provide curricular

2578
00:47:35,430 --> 00:47:35,440
academics is to provide curricular
 

2579
00:47:35,440 --> 00:47:37,510
academics is to provide curricular
resources that can help them teach the

2580
00:47:37,510 --> 00:47:37,520
resources that can help them teach the
 

2581
00:47:37,520 --> 00:47:39,589
resources that can help them teach the
areas in which they're teaching at a at

2582
00:47:39,589 --> 00:47:39,599
areas in which they're teaching at a at
 

2583
00:47:39,599 --> 00:47:42,790
areas in which they're teaching at a at
a standards level. Um I think part of we

2584
00:47:42,790 --> 00:47:42,800
a standards level. Um I think part of we
 

2585
00:47:42,800 --> 00:47:45,190
a standards level. Um I think part of we
collaborate with Katie Mills his uh

2586
00:47:45,190 --> 00:47:45,200
collaborate with Katie Mills his uh
 

2587
00:47:45,200 --> 00:47:46,630
collaborate with Katie Mills his uh
director of professional learning for

2588
00:47:46,630 --> 00:47:46,640
director of professional learning for
 

2589
00:47:46,640 --> 00:47:49,589
director of professional learning for
NEO so new educator orientation. Um we

2590
00:47:49,589 --> 00:47:49,599
NEO so new educator orientation. Um we
 

2591
00:47:49,599 --> 00:47:53,430
NEO so new educator orientation. Um we
also she also builds in u mentors that

2592
00:47:53,430 --> 00:47:53,440
also she also builds in u mentors that
 

2593
00:47:53,440 --> 00:47:55,270
also she also builds in u mentors that
are in the buildings for new teachers.

2594
00:47:55,270 --> 00:47:55,280
are in the buildings for new teachers.
 

2595
00:47:55,280 --> 00:47:57,109
are in the buildings for new teachers.
And then we've we're working on

2596
00:47:57,109 --> 00:47:57,119
And then we've we're working on
 

2597
00:47:57,119 --> 00:47:59,430
And then we've we're working on
onboarding plans. So if somebody gets

2598
00:47:59,430 --> 00:47:59,440
onboarding plans. So if somebody gets
 

2599
00:47:59,440 --> 00:48:01,750
onboarding plans. So if somebody gets
hired new next year, thinking about

2600
00:48:01,750 --> 00:48:01,760
hired new next year, thinking about
 

2601
00:48:01,760 --> 00:48:03,670
hired new next year, thinking about
what's the onboarding for them with the

2602
00:48:03,670 --> 00:48:03,680
what's the onboarding for them with the
 

2603
00:48:03,680 --> 00:48:05,750
what's the onboarding for them with the
math that they just missed this whole

2604
00:48:05,750 --> 00:48:05,760
math that they just missed this whole
 

2605
00:48:05,760 --> 00:48:09,190
math that they just missed this whole
year. And so it's an added layer to the

2606
00:48:09,190 --> 00:48:09,200
year. And so it's an added layer to the
 

2607
00:48:09,200 --> 00:48:10,630
year. And so it's an added layer to the
way in which we have to implement

2608
00:48:10,630 --> 00:48:10,640
way in which we have to implement
 

2609
00:48:10,640 --> 00:48:12,630
way in which we have to implement
because we'll have basically like three

2610
00:48:12,630 --> 00:48:12,640
because we'll have basically like three
 

2611
00:48:12,640 --> 00:48:14,550
because we'll have basically like three
phases going on. But it is something

2612
00:48:14,550 --> 00:48:14,560
phases going on. But it is something
 

2613
00:48:14,560 --> 00:48:17,190
phases going on. But it is something
that um we are keenly aware of that we

2614
00:48:17,190 --> 00:48:17,200
that um we are keenly aware of that we
 

2615
00:48:17,200 --> 00:48:18,470
that um we are keenly aware of that we
need to make sure that we're doing with

2616
00:48:18,470 --> 00:48:18,480
need to make sure that we're doing with
 

2617
00:48:18,480 --> 00:48:23,109
need to make sure that we're doing with
new teachers.

2618
00:48:23,109 --> 00:48:23,119

 

2619
00:48:23,119 --> 00:48:27,750

>> Thank you.

2620
00:48:27,750 --> 00:48:27,760

 

2621
00:48:27,760 --> 00:48:30,790

Mellia,

2622
00:48:30,790 --> 00:48:30,800

 

2623
00:48:30,800 --> 00:48:32,630

>> would you dive just a little bit deeper

2624
00:48:32,630 --> 00:48:32,640
>> would you dive just a little bit deeper
 

2625
00:48:32,640 --> 00:48:35,670
>> would you dive just a little bit deeper
into the task forces that you use on the

2626
00:48:35,670 --> 00:48:35,680
into the task forces that you use on the
 

2627
00:48:35,680 --> 00:48:38,549
into the task forces that you use on the
front end? That is, um, to me it seems

2628
00:48:38,549 --> 00:48:38,559
front end? That is, um, to me it seems
 

2629
00:48:38,559 --> 00:48:41,030
front end? That is, um, to me it seems
like a way that we are shifting culture

2630
00:48:41,030 --> 00:48:41,040
like a way that we are shifting culture
 

2631
00:48:41,040 --> 00:48:45,109
like a way that we are shifting culture
by coming together at the beginning um,

2632
00:48:45,109 --> 00:48:45,119
by coming together at the beginning um,
 

2633
00:48:45,119 --> 00:48:46,710
by coming together at the beginning um,
building

2634
00:48:46,710 --> 00:48:46,720
building
 

2635
00:48:46,720 --> 00:48:48,870
building
those relationships and I'd just be

2636
00:48:48,870 --> 00:48:48,880
those relationships and I'd just be
 

2637
00:48:48,880 --> 00:48:51,270
those relationships and I'd just be
interested on who's on those task forces

2638
00:48:51,270 --> 00:48:51,280
interested on who's on those task forces
 

2639
00:48:51,280 --> 00:48:53,829
interested on who's on those task forces
and how they work.

2640
00:48:53,829 --> 00:48:53,839
and how they work.
 

2641
00:48:53,839 --> 00:48:55,670
and how they work.
>> Yeah, thanks for the question and to Dr.

2642
00:48:55,670 --> 00:48:55,680
>> Yeah, thanks for the question and to Dr.
 

2643
00:48:55,680 --> 00:48:56,870
>> Yeah, thanks for the question and to Dr.
Anderson's point. I think it's been

2644
00:48:56,870 --> 00:48:56,880
Anderson's point. I think it's been
 

2645
00:48:56,880 --> 00:48:58,950
Anderson's point. I think it's been
frankly something that as we've sort of

2646
00:48:58,950 --> 00:48:58,960
frankly something that as we've sort of
 

2647
00:48:58,960 --> 00:49:00,630
frankly something that as we've sort of
looked at what's needed from a change

2648
00:49:00,630 --> 00:49:00,640
looked at what's needed from a change
 

2649
00:49:00,640 --> 00:49:02,870
looked at what's needed from a change
management perspective, it became clear

2650
00:49:02,870 --> 00:49:02,880
management perspective, it became clear
 

2651
00:49:02,880 --> 00:49:05,510
management perspective, it became clear
and I really credit um our director of

2652
00:49:05,510 --> 00:49:05,520
and I really credit um our director of
 

2653
00:49:05,520 --> 00:49:07,510
and I really credit um our director of
steam Jen Scarbella really started it

2654
00:49:07,510 --> 00:49:07,520
steam Jen Scarbella really started it
 

2655
00:49:07,520 --> 00:49:09,270
steam Jen Scarbella really started it
with with her folks and now it's

2656
00:49:09,270 --> 00:49:09,280
with with her folks and now it's
 

2657
00:49:09,280 --> 00:49:10,549
with with her folks and now it's
spreading because we're seeing a track

2658
00:49:10,549 --> 00:49:10,559
spreading because we're seeing a track
 

2659
00:49:10,559 --> 00:49:13,109
spreading because we're seeing a track
record of success. So a couple examples,

2660
00:49:13,109 --> 00:49:13,119
record of success. So a couple examples,
 

2661
00:49:13,119 --> 00:49:14,950
record of success. So a couple examples,
math, social studies, science at

2662
00:49:14,950 --> 00:49:14,960
math, social studies, science at
 

2663
00:49:14,960 --> 00:49:16,390
math, social studies, science at
different levels have all all gone

2664
00:49:16,390 --> 00:49:16,400
different levels have all all gone
 

2665
00:49:16,400 --> 00:49:19,030
different levels have all all gone
through a rhythm of first we do a

2666
00:49:19,030 --> 00:49:19,040
through a rhythm of first we do a
 

2667
00:49:19,040 --> 00:49:21,109
through a rhythm of first we do a
listening tour of every department

2668
00:49:21,109 --> 00:49:21,119
listening tour of every department
 

2669
00:49:21,119 --> 00:49:23,430
listening tour of every department
whether it's 612 91 12 68 whatever sort

2670
00:49:23,430 --> 00:49:23,440
whether it's 612 91 12 68 whatever sort
 

2671
00:49:23,440 --> 00:49:25,750
whether it's 612 91 12 68 whatever sort
of the area we're looking at is to just

2672
00:49:25,750 --> 00:49:25,760
of the area we're looking at is to just
 

2673
00:49:25,760 --> 00:49:27,589
of the area we're looking at is to just
really understand what's the feedback

2674
00:49:27,589 --> 00:49:27,599
really understand what's the feedback
 

2675
00:49:27,599 --> 00:49:29,829
really understand what's the feedback
from those folks. Then we look at the

2676
00:49:29,829 --> 00:49:29,839
from those folks. Then we look at the
 

2677
00:49:29,839 --> 00:49:32,150
from those folks. Then we look at the
feedback uh typically me with with

2678
00:49:32,150 --> 00:49:32,160
feedback uh typically me with with
 

2679
00:49:32,160 --> 00:49:33,829
feedback uh typically me with with
whatever subset of the steam team we're

2680
00:49:33,829 --> 00:49:33,839
whatever subset of the steam team we're
 

2681
00:49:33,839 --> 00:49:36,309
whatever subset of the steam team we're
we're talking about um and we try to

2682
00:49:36,309 --> 00:49:36,319
we're talking about um and we try to
 

2683
00:49:36,319 --> 00:49:38,309
we're talking about um and we try to
sense make like what are the key things

2684
00:49:38,309 --> 00:49:38,319
sense make like what are the key things
 

2685
00:49:38,319 --> 00:49:40,230
sense make like what are the key things
that are coming up both positive and

2686
00:49:40,230 --> 00:49:40,240
that are coming up both positive and
 

2687
00:49:40,240 --> 00:49:42,390
that are coming up both positive and
areas for growth. what's the work that

2688
00:49:42,390 --> 00:49:42,400
areas for growth. what's the work that
 

2689
00:49:42,400 --> 00:49:44,150
areas for growth. what's the work that
we're looking at that we need to do in

2690
00:49:44,150 --> 00:49:44,160
we're looking at that we need to do in
 

2691
00:49:44,160 --> 00:49:45,589
we're looking at that we need to do in
alignment with the strategic plan and

2692
00:49:45,589 --> 00:49:45,599
alignment with the strategic plan and
 

2693
00:49:45,599 --> 00:49:47,670
alignment with the strategic plan and
often also like what's coming from CDE

2694
00:49:47,670 --> 00:49:47,680
often also like what's coming from CDE
 

2695
00:49:47,680 --> 00:49:50,150
often also like what's coming from CDE
like changed math standards or locally

2696
00:49:50,150 --> 00:49:50,160
like changed math standards or locally
 

2697
00:49:50,160 --> 00:49:51,829
like changed math standards or locally
like third-year math and science

2698
00:49:51,829 --> 00:49:51,839
like third-year math and science
 

2699
00:49:51,839 --> 00:49:53,589
like third-year math and science
requirements and how do we think about

2700
00:49:53,589 --> 00:49:53,599
requirements and how do we think about
 

2701
00:49:53,599 --> 00:49:55,910
requirements and how do we think about
creating a group that has a very

2702
00:49:55,910 --> 00:49:55,920
creating a group that has a very
 

2703
00:49:55,920 --> 00:49:58,549
creating a group that has a very
articulated scope of work and purpose to

2704
00:49:58,549 --> 00:49:58,559
articulated scope of work and purpose to
 

2705
00:49:58,559 --> 00:50:00,230
articulated scope of work and purpose to
both address some of what's come up in

2706
00:50:00,230 --> 00:50:00,240
both address some of what's come up in
 

2707
00:50:00,240 --> 00:50:02,069
both address some of what's come up in
the listening tours and then also bring

2708
00:50:02,069 --> 00:50:02,079
the listening tours and then also bring
 

2709
00:50:02,079 --> 00:50:04,309
the listening tours and then also bring
in what we know we need to be working on

2710
00:50:04,309 --> 00:50:04,319
in what we know we need to be working on
 

2711
00:50:04,319 --> 00:50:06,230
in what we know we need to be working on
um and I think the relationship point is

2712
00:50:06,230 --> 00:50:06,240
um and I think the relationship point is
 

2713
00:50:06,240 --> 00:50:08,950
um and I think the relationship point is
huge um to's point having the district

2714
00:50:08,950 --> 00:50:08,960
huge um to's point having the district
 

2715
00:50:08,960 --> 00:50:11,270
huge um to's point having the district
come and just sit with you to learn from

2716
00:50:11,270 --> 00:50:11,280
come and just sit with you to learn from
 

2717
00:50:11,280 --> 00:50:13,030
come and just sit with you to learn from
I think really sets a tone of

2718
00:50:13,030 --> 00:50:13,040
I think really sets a tone of
 

2719
00:50:13,040 --> 00:50:15,030
I think really sets a tone of
collaboration and input. And so

2720
00:50:15,030 --> 00:50:15,040
collaboration and input. And so
 

2721
00:50:15,040 --> 00:50:16,710
collaboration and input. And so
depending on the scope of work right now

2722
00:50:16,710 --> 00:50:16,720
depending on the scope of work right now
 

2723
00:50:16,720 --> 00:50:18,870
depending on the scope of work right now
that looks different ways. Um we have a

2724
00:50:18,870 --> 00:50:18,880
that looks different ways. Um we have a
 

2725
00:50:18,880 --> 00:50:20,630
that looks different ways. Um we have a
secondary math task force that's

2726
00:50:20,630 --> 00:50:20,640
secondary math task force that's
 

2727
00:50:20,640 --> 00:50:22,549
secondary math task force that's
happening right now at high school where

2728
00:50:22,549 --> 00:50:22,559
happening right now at high school where
 

2729
00:50:22,559 --> 00:50:24,150
happening right now at high school where
the where the focus is thinking about

2730
00:50:24,150 --> 00:50:24,160
the where the focus is thinking about
 

2731
00:50:24,160 --> 00:50:26,150
the where the focus is thinking about
third-year math graduation requirements,

2732
00:50:26,150 --> 00:50:26,160
third-year math graduation requirements,
 

2733
00:50:26,160 --> 00:50:27,750
third-year math graduation requirements,
thinking about upcoming math standards,

2734
00:50:27,750 --> 00:50:27,760
thinking about upcoming math standards,
 

2735
00:50:27,760 --> 00:50:30,870
thinking about upcoming math standards,
like what courses do we offer and why?

2736
00:50:30,870 --> 00:50:30,880
like what courses do we offer and why?
 

2737
00:50:30,880 --> 00:50:32,630
like what courses do we offer and why?
And so to do that, it's a lot of shared

2738
00:50:32,630 --> 00:50:32,640
And so to do that, it's a lot of shared
 

2739
00:50:32,640 --> 00:50:35,190
And so to do that, it's a lot of shared
understanding of what do we value in

2740
00:50:35,190 --> 00:50:35,200
understanding of what do we value in
 

2741
00:50:35,200 --> 00:50:36,870
understanding of what do we value in
math at high school? What does that look

2742
00:50:36,870 --> 00:50:36,880
math at high school? What does that look
 

2743
00:50:36,880 --> 00:50:39,030
math at high school? What does that look
like and sound like? um what does our

2744
00:50:39,030 --> 00:50:39,040
like and sound like? um what does our
 

2745
00:50:39,040 --> 00:50:40,549
like and sound like? um what does our
data say about who's taking which

2746
00:50:40,549 --> 00:50:40,559
data say about who's taking which
 

2747
00:50:40,559 --> 00:50:42,630
data say about who's taking which
classes and who's not and why? What does

2748
00:50:42,630 --> 00:50:42,640
classes and who's not and why? What does
 

2749
00:50:42,640 --> 00:50:44,790
classes and who's not and why? What does
our post-secary national data look like

2750
00:50:44,790 --> 00:50:44,800
our post-secary national data look like
 

2751
00:50:44,800 --> 00:50:46,549
our post-secary national data look like
and how are we connecting with that or

2752
00:50:46,549 --> 00:50:46,559
and how are we connecting with that or
 

2753
00:50:46,559 --> 00:50:49,109
and how are we connecting with that or
not? Um I was sitting in the room where

2754
00:50:49,109 --> 00:50:49,119
not? Um I was sitting in the room where
 

2755
00:50:49,119 --> 00:50:50,870
not? Um I was sitting in the room where
um Mora Dudley, our our ma one of our

2756
00:50:50,870 --> 00:50:50,880
um Mora Dudley, our our ma one of our
 

2757
00:50:50,880 --> 00:50:52,790
um Mora Dudley, our our ma one of our
math coordinators had each high school

2758
00:50:52,790 --> 00:50:52,800
math coordinators had each high school
 

2759
00:50:52,800 --> 00:50:55,910
math coordinators had each high school
map out their math pathways and then do

2760
00:50:55,910 --> 00:50:55,920
map out their math pathways and then do
 

2761
00:50:55,920 --> 00:50:58,309
map out their math pathways and then do
a walk. And so I think the power of the

2762
00:50:58,309 --> 00:50:58,319
a walk. And so I think the power of the
 

2763
00:50:58,319 --> 00:51:01,190
a walk. And so I think the power of the
task forces has also the power of the

2764
00:51:01,190 --> 00:51:01,200
task forces has also the power of the
 

2765
00:51:01,200 --> 00:51:03,589
task forces has also the power of the
task forces has also been bringing

2766
00:51:03,589 --> 00:51:03,599
task forces has also been bringing
 

2767
00:51:03,599 --> 00:51:06,309
task forces has also been bringing
bringing teachers in to do that learning

2768
00:51:06,309 --> 00:51:06,319
bringing teachers in to do that learning
 

2769
00:51:06,319 --> 00:51:08,230
bringing teachers in to do that learning
with us because I think when you're when

2770
00:51:08,230 --> 00:51:08,240
with us because I think when you're when
 

2771
00:51:08,240 --> 00:51:10,150
with us because I think when you're when
you're at this view you see it all and

2772
00:51:10,150 --> 00:51:10,160
you're at this view you see it all and
 

2773
00:51:10,160 --> 00:51:11,349
you're at this view you see it all and
when you're in your building you see

2774
00:51:11,349 --> 00:51:11,359
when you're in your building you see
 

2775
00:51:11,359 --> 00:51:13,589
when you're in your building you see
your piece that's your job and so part

2776
00:51:13,589 --> 00:51:13,599
your piece that's your job and so part
 

2777
00:51:13,599 --> 00:51:15,829
your piece that's your job and so part
of the task force work has been to bring

2778
00:51:15,829 --> 00:51:15,839
of the task force work has been to bring
 

2779
00:51:15,839 --> 00:51:18,710
of the task force work has been to bring
educators in to help understand dissect

2780
00:51:18,710 --> 00:51:18,720
educators in to help understand dissect
 

2781
00:51:18,720 --> 00:51:20,950
educators in to help understand dissect
the problem and then co-construct the

2782
00:51:20,950 --> 00:51:20,960
the problem and then co-construct the
 

2783
00:51:20,960 --> 00:51:22,710
the problem and then co-construct the
solution which to Dr. for Miller's point

2784
00:51:22,710 --> 00:51:22,720
solution which to Dr. for Miller's point
 

2785
00:51:22,720 --> 00:51:24,710
solution which to Dr. for Miller's point
then helps us move because we already

2786
00:51:24,710 --> 00:51:24,720
then helps us move because we already
 

2787
00:51:24,720 --> 00:51:26,630
then helps us move because we already
have done the shared learning together.

2788
00:51:26,630 --> 00:51:26,640
have done the shared learning together.
 

2789
00:51:26,640 --> 00:51:29,430
have done the shared learning together.
Um typically task forces are a mix of

2790
00:51:29,430 --> 00:51:29,440
Um typically task forces are a mix of
 

2791
00:51:29,440 --> 00:51:31,750
Um typically task forces are a mix of
educators ideally from all buildings if

2792
00:51:31,750 --> 00:51:31,760
educators ideally from all buildings if
 

2793
00:51:31,760 --> 00:51:33,670
educators ideally from all buildings if
not that's hard sometimes most and then

2794
00:51:33,670 --> 00:51:33,680
not that's hard sometimes most and then
 

2795
00:51:33,680 --> 00:51:36,069
not that's hard sometimes most and then
a couple administrators. So in our math

2796
00:51:36,069 --> 00:51:36,079
a couple administrators. So in our math
 

2797
00:51:36,079 --> 00:51:38,549
a couple administrators. So in our math
one we have two high school principles.

2798
00:51:38,549 --> 00:51:38,559
one we have two high school principles.
 

2799
00:51:38,559 --> 00:51:40,549
one we have two high school principles.
>> Thank you for sharing that. And that is

2800
00:51:40,549 --> 00:51:40,559
>> Thank you for sharing that. And that is
 

2801
00:51:40,559 --> 00:51:42,390
>> Thank you for sharing that. And that is
really impressive to me that that piece

2802
00:51:42,390 --> 00:51:42,400
really impressive to me that that piece
 

2803
00:51:42,400 --> 00:51:45,589
really impressive to me that that piece
of change management is being um so

2804
00:51:45,589 --> 00:51:45,599
of change management is being um so
 

2805
00:51:45,599 --> 00:51:47,670
of change management is being um so
mindfully

2806
00:51:47,670 --> 00:51:47,680
mindfully
 

2807
00:51:47,680 --> 00:51:49,990
mindfully
engaged. So thank you. I I appreciate

2808
00:51:49,990 --> 00:51:50,000
engaged. So thank you. I I appreciate
 

2809
00:51:50,000 --> 00:51:53,030
engaged. So thank you. I I appreciate
that and I can see the benefits coming

2810
00:51:53,030 --> 00:51:53,040
that and I can see the benefits coming
 

2811
00:51:53,040 --> 00:52:04,790
that and I can see the benefits coming
into form now.

2812
00:52:04,790 --> 00:52:04,800

 

2813
00:52:04,800 --> 00:52:07,430

All right. For um next best step, this

2814
00:52:07,430 --> 00:52:07,440
All right. For um next best step, this
 

2815
00:52:07,440 --> 00:52:09,190
All right. For um next best step, this
last fall, the board received a large

2816
00:52:09,190 --> 00:52:09,200
last fall, the board received a large
 

2817
00:52:09,200 --> 00:52:11,670
last fall, the board received a large
update regarding MTSS implementation and

2818
00:52:11,670 --> 00:52:11,680
update regarding MTSS implementation and
 

2819
00:52:11,680 --> 00:52:13,270
update regarding MTSS implementation and
our work to support schools in each of

2820
00:52:13,270 --> 00:52:13,280
our work to support schools in each of
 

2821
00:52:13,280 --> 00:52:15,990
our work to support schools in each of
the components. Um today we're actually

2822
00:52:15,990 --> 00:52:16,000
the components. Um today we're actually
 

2823
00:52:16,000 --> 00:52:18,390
the components. Um today we're actually
under M the umbrella of MTSS provide a

2824
00:52:18,390 --> 00:52:18,400
under M the umbrella of MTSS provide a
 

2825
00:52:18,400 --> 00:52:20,390
under M the umbrella of MTSS provide a
quick update on the work in reducing

2826
00:52:20,390 --> 00:52:20,400
quick update on the work in reducing
 

2827
00:52:20,400 --> 00:52:22,150
quick update on the work in reducing
special education identification

2828
00:52:22,150 --> 00:52:22,160
special education identification
 

2829
00:52:22,160 --> 00:52:24,230
special education identification
disproportionality

2830
00:52:24,230 --> 00:52:24,240
disproportionality
 

2831
00:52:24,240 --> 00:52:26,230
disproportionality
um and it's and how it's connected to

2832
00:52:26,230 --> 00:52:26,240
um and it's and how it's connected to
 

2833
00:52:26,240 --> 00:52:29,349
um and it's and how it's connected to
MTSS.

2834
00:52:29,349 --> 00:52:29,359

 

2835
00:52:29,359 --> 00:52:32,710

So as part of um the next bestep share

2836
00:52:32,710 --> 00:52:32,720
So as part of um the next bestep share
 

2837
00:52:32,720 --> 00:52:34,790
So as part of um the next bestep share
is a celebration of our significant

2838
00:52:34,790 --> 00:52:34,800
is a celebration of our significant
 

2839
00:52:34,800 --> 00:52:38,230
is a celebration of our significant
disproportionality data um BVSD has no

2840
00:52:38,230 --> 00:52:38,240
disproportionality data um BVSD has no
 

2841
00:52:38,240 --> 00:52:40,630
disproportionality data um BVSD has no
areas of significant disproportionality

2842
00:52:40,630 --> 00:52:40,640
areas of significant disproportionality
 

2843
00:52:40,640 --> 00:52:43,990
areas of significant disproportionality
as of December 1st 2025. So for the

2844
00:52:43,990 --> 00:52:44,000
as of December 1st 2025. So for the
 

2845
00:52:44,000 --> 00:52:46,470
as of December 1st 2025. So for the
first time in years, we have not been

2846
00:52:46,470 --> 00:52:46,480
first time in years, we have not been
 

2847
00:52:46,480 --> 00:52:49,109
first time in years, we have not been
flagged for a year one or year two

2848
00:52:49,109 --> 00:52:49,119
flagged for a year one or year two
 

2849
00:52:49,119 --> 00:52:51,430
flagged for a year one or year two
disproportionality. So CDE typically

2850
00:52:51,430 --> 00:52:51,440
disproportionality. So CDE typically
 

2851
00:52:51,440 --> 00:52:53,510
disproportionality. So CDE typically
gives you like a three-year track. And

2852
00:52:53,510 --> 00:52:53,520
gives you like a three-year track. And
 

2853
00:52:53,520 --> 00:52:55,030
gives you like a three-year track. And
over the course of the last several

2854
00:52:55,030 --> 00:52:55,040
over the course of the last several
 

2855
00:52:55,040 --> 00:52:56,710
over the course of the last several
years, we've been either in year one

2856
00:52:56,710 --> 00:52:56,720
years, we've been either in year one
 

2857
00:52:56,720 --> 00:52:59,349
years, we've been either in year one
watch or year two watch. And going into

2858
00:52:59,349 --> 00:52:59,359
watch or year two watch. And going into
 

2859
00:52:59,359 --> 00:53:01,910
watch or year two watch. And going into
2026 school year, we will not be on

2860
00:53:01,910 --> 00:53:01,920
2026 school year, we will not be on
 

2861
00:53:01,920 --> 00:53:07,190
2026 school year, we will not be on
watch for any areas. So celebration um

2862
00:53:07,190 --> 00:53:07,200
watch for any areas. So celebration um
 

2863
00:53:07,200 --> 00:53:09,829
watch for any areas. So celebration um
uh we have we h we know that special

2864
00:53:09,829 --> 00:53:09,839
uh we have we h we know that special
 

2865
00:53:09,839 --> 00:53:11,510
uh we have we h we know that special
education identification has been an

2866
00:53:11,510 --> 00:53:11,520
education identification has been an
 

2867
00:53:11,520 --> 00:53:13,510
education identification has been an
ongoing issue concern for many years in

2868
00:53:13,510 --> 00:53:13,520
ongoing issue concern for many years in
 

2869
00:53:13,520 --> 00:53:16,150
ongoing issue concern for many years in
BBSD and I want to be clear that we're

2870
00:53:16,150 --> 00:53:16,160
BBSD and I want to be clear that we're
 

2871
00:53:16,160 --> 00:53:18,790
BBSD and I want to be clear that we're
not working to prevent identification

2872
00:53:18,790 --> 00:53:18,800
not working to prevent identification
 

2873
00:53:18,800 --> 00:53:21,589
not working to prevent identification
for students who need an IEP but we are

2874
00:53:21,589 --> 00:53:21,599
for students who need an IEP but we are
 

2875
00:53:21,599 --> 00:53:23,510
for students who need an IEP but we are
working to be mindful about not

2876
00:53:23,510 --> 00:53:23,520
working to be mindful about not
 

2877
00:53:23,520 --> 00:53:26,470
working to be mindful about not
overidentifying in our in areas either

2878
00:53:26,470 --> 00:53:26,480
overidentifying in our in areas either
 

2879
00:53:26,480 --> 00:53:30,069
overidentifying in our in areas either
based on language or other

2880
00:53:30,069 --> 00:53:30,079
based on language or other
 

2881
00:53:30,079 --> 00:53:32,309
based on language or other
um our sped team in collaboration um

2882
00:53:32,309 --> 00:53:32,319
um our sped team in collaboration um
 

2883
00:53:32,319 --> 00:53:34,630
um our sped team in collaboration um
work very closely with our MTS PSS team

2884
00:53:34,630 --> 00:53:34,640
work very closely with our MTS PSS team
 

2885
00:53:34,640 --> 00:53:36,069
work very closely with our MTS PSS team
and a culturally and linguistically

2886
00:53:36,069 --> 00:53:36,079
and a culturally and linguistically
 

2887
00:53:36,079 --> 00:53:37,589
and a culturally and linguistically
diverse department and they've done

2888
00:53:37,589 --> 00:53:37,599
diverse department and they've done
 

2889
00:53:37,599 --> 00:53:39,349
diverse department and they've done
significant work with our special ed

2890
00:53:39,349 --> 00:53:39,359
significant work with our special ed
 

2891
00:53:39,359 --> 00:53:41,430
significant work with our special ed
teams at the school level as well as

2892
00:53:41,430 --> 00:53:41,440
teams at the school level as well as
 

2893
00:53:41,440 --> 00:53:43,829
teams at the school level as well as
with school leaders. Um we know and

2894
00:53:43,829 --> 00:53:43,839
with school leaders. Um we know and
 

2895
00:53:43,839 --> 00:53:45,349
with school leaders. Um we know and
understand that we've not while we've

2896
00:53:45,349 --> 00:53:45,359
understand that we've not while we've
 

2897
00:53:45,359 --> 00:53:47,270
understand that we've not while we've
not been flagged for this next school

2898
00:53:47,270 --> 00:53:47,280
not been flagged for this next school
 

2899
00:53:47,280 --> 00:53:49,510
not been flagged for this next school
year, uh we continue to engage our

2900
00:53:49,510 --> 00:53:49,520
year, uh we continue to engage our
 

2901
00:53:49,520 --> 00:53:51,670
year, uh we continue to engage our
educators in long-term sustainability

2902
00:53:51,670 --> 00:53:51,680
educators in long-term sustainability
 

2903
00:53:51,680 --> 00:53:54,069
educators in long-term sustainability
and we do have a plan for continued next

2904
00:53:54,069 --> 00:53:54,079
and we do have a plan for continued next
 

2905
00:53:54,079 --> 00:53:55,990
and we do have a plan for continued next
steps. So we definitely are not in a

2906
00:53:55,990 --> 00:53:56,000
steps. So we definitely are not in a
 

2907
00:53:56,000 --> 00:53:57,750
steps. So we definitely are not in a
space where we're like we're not

2908
00:53:57,750 --> 00:53:57,760
space where we're like we're not
 

2909
00:53:57,760 --> 00:54:00,150
space where we're like we're not
identified, we're good. We know that we

2910
00:54:00,150 --> 00:54:00,160
identified, we're good. We know that we
 

2911
00:54:00,160 --> 00:54:01,910
identified, we're good. We know that we
have lots of work to do and we have to

2912
00:54:01,910 --> 00:54:01,920
have lots of work to do and we have to
 

2913
00:54:01,920 --> 00:54:05,030
have lots of work to do and we have to
keep that pace and cadence um going and

2914
00:54:05,030 --> 00:54:05,040
keep that pace and cadence um going and
 

2915
00:54:05,040 --> 00:54:07,430
keep that pace and cadence um going and
we have to keep the work going to in to

2916
00:54:07,430 --> 00:54:07,440
we have to keep the work going to in to
 

2917
00:54:07,440 --> 00:54:09,990
we have to keep the work going to in to
make sure that we are following the

2918
00:54:09,990 --> 00:54:10,000
make sure that we are following the
 

2919
00:54:10,000 --> 00:54:12,390
make sure that we are following the
proper steps and not over identifying.

2920
00:54:12,390 --> 00:54:12,400
proper steps and not over identifying.
 

2921
00:54:12,400 --> 00:54:14,870
proper steps and not over identifying.
So a part of that work for us is monthly

2922
00:54:14,870 --> 00:54:14,880
So a part of that work for us is monthly
 

2923
00:54:14,880 --> 00:54:16,630
So a part of that work for us is monthly
monitoring through vislab of current

2924
00:54:16,630 --> 00:54:16,640
monitoring through vislab of current
 

2925
00:54:16,640 --> 00:54:19,430
monitoring through vislab of current
trends of subgroups. So um I also don't

2926
00:54:19,430 --> 00:54:19,440
trends of subgroups. So um I also don't
 

2927
00:54:19,440 --> 00:54:21,510
trends of subgroups. So um I also don't
want this to be just a special education

2928
00:54:21,510 --> 00:54:21,520
want this to be just a special education
 

2929
00:54:21,520 --> 00:54:23,670
want this to be just a special education
thing. So we have a team of people my

2930
00:54:23,670 --> 00:54:23,680
thing. So we have a team of people my
 

2931
00:54:23,680 --> 00:54:26,309
thing. So we have a team of people my
special team monitors the data like

2932
00:54:26,309 --> 00:54:26,319
special team monitors the data like
 

2933
00:54:26,319 --> 00:54:29,270
special team monitors the data like
weekly actually monthly and we're look

2934
00:54:29,270 --> 00:54:29,280
weekly actually monthly and we're look
 

2935
00:54:29,280 --> 00:54:31,270
weekly actually monthly and we're look
watching and identifying those subgroups

2936
00:54:31,270 --> 00:54:31,280
watching and identifying those subgroups
 

2937
00:54:31,280 --> 00:54:32,790
watching and identifying those subgroups
we're in collaboration with other

2938
00:54:32,790 --> 00:54:32,800
we're in collaboration with other
 

2939
00:54:32,800 --> 00:54:34,950
we're in collaboration with other
departments so that we're watching that

2940
00:54:34,950 --> 00:54:34,960
departments so that we're watching that
 

2941
00:54:34,960 --> 00:54:37,829
departments so that we're watching that
um we know that our um SLD so

2942
00:54:37,829 --> 00:54:37,839
um we know that our um SLD so
 

2943
00:54:37,839 --> 00:54:39,589
um we know that our um SLD so
significant learning disability for

2944
00:54:39,589 --> 00:54:39,599
significant learning disability for
 

2945
00:54:39,599 --> 00:54:42,630
significant learning disability for
Hispanic identification is increasing

2946
00:54:42,630 --> 00:54:42,640
Hispanic identification is increasing
 

2947
00:54:42,640 --> 00:54:45,030
Hispanic identification is increasing
and while we are not at the risk ratio

2948
00:54:45,030 --> 00:54:45,040
and while we are not at the risk ratio
 

2949
00:54:45,040 --> 00:54:47,910
and while we are not at the risk ratio
that the state has given us we we are

2950
00:54:47,910 --> 00:54:47,920
that the state has given us we we are
 

2951
00:54:47,920 --> 00:54:49,750
that the state has given us we we are
very aware that we need to continue

2952
00:54:49,750 --> 00:54:49,760
very aware that we need to continue
 

2953
00:54:49,760 --> 00:54:52,230
very aware that we need to continue
working on that and so Currently, my

2954
00:54:52,230 --> 00:54:52,240
working on that and so Currently, my
 

2955
00:54:52,240 --> 00:54:53,829
working on that and so Currently, my
team is working on a plan in

2956
00:54:53,829 --> 00:54:53,839
team is working on a plan in
 

2957
00:54:53,839 --> 00:54:56,710
team is working on a plan in
collaboration with my CLLD department to

2958
00:54:56,710 --> 00:54:56,720
collaboration with my CLLD department to
 

2959
00:54:56,720 --> 00:54:58,470
collaboration with my CLLD department to
ensure that we're addressing that with

2960
00:54:58,470 --> 00:54:58,480
ensure that we're addressing that with
 

2961
00:54:58,480 --> 00:55:01,829
ensure that we're addressing that with
schools. Um, part of that learning is um

2962
00:55:01,829 --> 00:55:01,839
schools. Um, part of that learning is um
 

2963
00:55:01,839 --> 00:55:04,390
schools. Um, part of that learning is um
and we want to revamp the district

2964
00:55:04,390 --> 00:55:04,400
and we want to revamp the district
 

2965
00:55:04,400 --> 00:55:06,950
and we want to revamp the district
consultation process for evaluations.

2966
00:55:06,950 --> 00:55:06,960
consultation process for evaluations.
 

2967
00:55:06,960 --> 00:55:09,030
consultation process for evaluations.
So, when a student is identified who is

2968
00:55:09,030 --> 00:55:09,040
So, when a student is identified who is
 

2969
00:55:09,040 --> 00:55:11,430
So, when a student is identified who is
a multilingual learner in the past, we

2970
00:55:11,430 --> 00:55:11,440
a multilingual learner in the past, we
 

2971
00:55:11,440 --> 00:55:14,390
a multilingual learner in the past, we
have it's queued up a consult with our

2972
00:55:14,390 --> 00:55:14,400
have it's queued up a consult with our
 

2973
00:55:14,400 --> 00:55:17,109
have it's queued up a consult with our
language department to go through the

2974
00:55:17,109 --> 00:55:17,119
language department to go through the
 

2975
00:55:17,119 --> 00:55:19,030
language department to go through the
data, look at progress of language

2976
00:55:19,030 --> 00:55:19,040
data, look at progress of language
 

2977
00:55:19,040 --> 00:55:20,630
data, look at progress of language
learning and those types of things. And

2978
00:55:20,630 --> 00:55:20,640
learning and those types of things. And
 

2979
00:55:20,640 --> 00:55:22,309
learning and those types of things. And
what we've noticed in our data is we've

2980
00:55:22,309 --> 00:55:22,319
what we've noticed in our data is we've
 

2981
00:55:22,319 --> 00:55:25,030
what we've noticed in our data is we've
had a significant amount of decrease in

2982
00:55:25,030 --> 00:55:25,040
had a significant amount of decrease in
 

2983
00:55:25,040 --> 00:55:27,109
had a significant amount of decrease in
those consultations. And so we're

2984
00:55:27,109 --> 00:55:27,119
those consultations. And so we're
 

2985
00:55:27,119 --> 00:55:29,510
those consultations. And so we're
currently working on

2986
00:55:29,510 --> 00:55:29,520
currently working on
 

2987
00:55:29,520 --> 00:55:31,910
currently working on
understanding the problem. Why have we

2988
00:55:31,910 --> 00:55:31,920
understanding the problem. Why have we
 

2989
00:55:31,920 --> 00:55:34,230
understanding the problem. Why have we
had a decrease in those consultations?

2990
00:55:34,230 --> 00:55:34,240
had a decrease in those consultations?
 

2991
00:55:34,240 --> 00:55:36,630
had a decrease in those consultations?
Um you know, what data can we look at?

2992
00:55:36,630 --> 00:55:36,640
Um you know, what data can we look at?
 

2993
00:55:36,640 --> 00:55:38,309
Um you know, what data can we look at?
And then how do we increase the

2994
00:55:38,309 --> 00:55:38,319
And then how do we increase the
 

2995
00:55:38,319 --> 00:55:40,470
And then how do we increase the
consultation? So that again, not to

2996
00:55:40,470 --> 00:55:40,480
consultation? So that again, not to
 

2997
00:55:40,480 --> 00:55:42,309
consultation? So that again, not to
gatekeep that a student can't be

2998
00:55:42,309 --> 00:55:42,319
gatekeep that a student can't be
 

2999
00:55:42,319 --> 00:55:43,829
gatekeep that a student can't be
identified if they need it, but to make

3000
00:55:43,829 --> 00:55:43,839
identified if they need it, but to make
 

3001
00:55:43,839 --> 00:55:47,270
identified if they need it, but to make
sure that it's not a language issue.

3002
00:55:47,270 --> 00:55:47,280
sure that it's not a language issue.
 

3003
00:55:47,280 --> 00:55:49,670
sure that it's not a language issue.
We are also working on a plan for

3004
00:55:49,670 --> 00:55:49,680
We are also working on a plan for
 

3005
00:55:49,680 --> 00:55:51,510
We are also working on a plan for
professional learning for specifically

3006
00:55:51,510 --> 00:55:51,520
professional learning for specifically
 

3007
00:55:51,520 --> 00:55:54,309
professional learning for specifically
for our speech language pathologists.

3008
00:55:54,309 --> 00:55:54,319
for our speech language pathologists.
 

3009
00:55:54,319 --> 00:55:57,109
for our speech language pathologists.
They are their language experts in BBSD.

3010
00:55:57,109 --> 00:55:57,119
They are their language experts in BBSD.
 

3011
00:55:57,119 --> 00:55:59,109
They are their language experts in BBSD.
So what we want we're working to do is

3012
00:55:59,109 --> 00:55:59,119
So what we want we're working to do is
 

3013
00:55:59,119 --> 00:56:00,710
So what we want we're working to do is
ensure that they understand the

3014
00:56:00,710 --> 00:56:00,720
ensure that they understand the
 

3015
00:56:00,720 --> 00:56:02,950
ensure that they understand the
differences between language the

3016
00:56:02,950 --> 00:56:02,960
differences between language the
 

3017
00:56:02,960 --> 00:56:05,670
differences between language the
language differences and a disability.

3018
00:56:05,670 --> 00:56:05,680
language differences and a disability.
 

3019
00:56:05,680 --> 00:56:07,829
language differences and a disability.
So for some collaborative professional

3020
00:56:07,829 --> 00:56:07,839
So for some collaborative professional
 

3021
00:56:07,839 --> 00:56:09,510
So for some collaborative professional
learning with my special education team

3022
00:56:09,510 --> 00:56:09,520
learning with my special education team
 

3023
00:56:09,520 --> 00:56:11,589
learning with my special education team
and my um culture and linguistically

3024
00:56:11,589 --> 00:56:11,599
and my um culture and linguistically
 

3025
00:56:11,599 --> 00:56:13,829
and my um culture and linguistically
diverse team on working with our speech

3026
00:56:13,829 --> 00:56:13,839
diverse team on working with our speech
 

3027
00:56:13,839 --> 00:56:15,670
diverse team on working with our speech
pathologists to understand that they

3028
00:56:15,670 --> 00:56:15,680
pathologists to understand that they
 

3029
00:56:15,680 --> 00:56:17,670
pathologists to understand that they
have the knowledge that they need to

3030
00:56:17,670 --> 00:56:17,680
have the knowledge that they need to
 

3031
00:56:17,680 --> 00:56:19,510
have the knowledge that they need to
look at that data when that comes up at

3032
00:56:19,510 --> 00:56:19,520
look at that data when that comes up at
 

3033
00:56:19,520 --> 00:56:21,750
look at that data when that comes up at
their school level. And then we're also

3034
00:56:21,750 --> 00:56:21,760
their school level. And then we're also
 

3035
00:56:21,760 --> 00:56:23,990
their school level. And then we're also
working to ensure that we continue our

3036
00:56:23,990 --> 00:56:24,000
working to ensure that we continue our
 

3037
00:56:24,000 --> 00:56:26,789
working to ensure that we continue our
systemwide efforts. Um and this work

3038
00:56:26,789 --> 00:56:26,799
systemwide efforts. Um and this work
 

3039
00:56:26,799 --> 00:56:28,470
systemwide efforts. Um and this work
should and be incorporated into the

3040
00:56:28,470 --> 00:56:28,480
should and be incorporated into the
 

3041
00:56:28,480 --> 00:56:30,309
should and be incorporated into the
strategic plan and our MTSS

3042
00:56:30,309 --> 00:56:30,319
strategic plan and our MTSS
 

3043
00:56:30,319 --> 00:56:32,870
strategic plan and our MTSS
implementation focus. Again, for me,

3044
00:56:32,870 --> 00:56:32,880
implementation focus. Again, for me,
 

3045
00:56:32,880 --> 00:56:34,549
implementation focus. Again, for me,
this is not a special education

3046
00:56:34,549 --> 00:56:34,559
this is not a special education
 

3047
00:56:34,559 --> 00:56:37,829
this is not a special education
initiative. This is a all initiative and

3048
00:56:37,829 --> 00:56:37,839
initiative. This is a all initiative and
 

3049
00:56:37,839 --> 00:56:39,670
initiative. This is a all initiative and
I think the implement continued focus on

3050
00:56:39,670 --> 00:56:39,680
I think the implement continued focus on
 

3051
00:56:39,680 --> 00:56:41,750
I think the implement continued focus on
our implementation with MTSS will

3052
00:56:41,750 --> 00:56:41,760
our implementation with MTSS will
 

3053
00:56:41,760 --> 00:56:44,230
our implementation with MTSS will
continue to help us not over identify

3054
00:56:44,230 --> 00:56:44,240
continue to help us not over identify
 

3055
00:56:44,240 --> 00:56:45,990
continue to help us not over identify
students. But for now, we are

3056
00:56:45,990 --> 00:56:46,000
students. But for now, we are
 

3057
00:56:46,000 --> 00:56:47,990
students. But for now, we are
celebrating that we are not on watch for

3058
00:56:47,990 --> 00:56:48,000
celebrating that we are not on watch for
 

3059
00:56:48,000 --> 00:56:51,349
celebrating that we are not on watch for
the next uh three years or two years

3060
00:56:51,349 --> 00:56:51,359
the next uh three years or two years
 

3061
00:56:51,359 --> 00:56:52,390
the next uh three years or two years
actually.

3062
00:56:52,390 --> 00:56:52,400
actually.
 

3063
00:56:52,400 --> 00:56:54,230
actually.
>> And just to add that comes with

3064
00:56:54,230 --> 00:56:54,240
>> And just to add that comes with
 

3065
00:56:54,240 --> 00:56:55,829
>> And just to add that comes with
significant um

3066
00:56:55,829 --> 00:56:55,839
significant um
 

3067
00:56:55,839 --> 00:56:56,630
significant um
>> yes

3068
00:56:56,630 --> 00:56:56,640
>> yes
 

3069
00:56:56,640 --> 00:56:59,910
>> yes
>> financial implications as well. So if a

3070
00:56:59,910 --> 00:56:59,920
>> financial implications as well. So if a
 

3071
00:56:59,920 --> 00:57:02,309
>> financial implications as well. So if a
district is is found to be significantly

3072
00:57:02,309 --> 00:57:02,319
district is is found to be significantly
 

3073
00:57:02,319 --> 00:57:04,789
district is is found to be significantly
disproportionate, then it locks up some

3074
00:57:04,789 --> 00:57:04,799
disproportionate, then it locks up some
 

3075
00:57:04,799 --> 00:57:07,109
disproportionate, then it locks up some
of the funding that we can we can deploy

3076
00:57:07,109 --> 00:57:07,119
of the funding that we can we can deploy
 

3077
00:57:07,119 --> 00:57:08,789
of the funding that we can we can deploy
in the ways that we need to to support

3078
00:57:08,789 --> 00:57:08,799
in the ways that we need to to support
 

3079
00:57:08,799 --> 00:57:12,549
in the ways that we need to to support
students um and has to be used for

3080
00:57:12,549 --> 00:57:12,559
students um and has to be used for
 

3081
00:57:12,559 --> 00:57:14,549
students um and has to be used for
specific purposes.

3082
00:57:14,549 --> 00:57:14,559
specific purposes.
 

3083
00:57:14,559 --> 00:57:15,990
specific purposes.
uh and you know we are still

3084
00:57:15,990 --> 00:57:16,000
uh and you know we are still
 

3085
00:57:16,000 --> 00:57:17,430
uh and you know we are still
disproportionate and I think that you

3086
00:57:17,430 --> 00:57:17,440
disproportionate and I think that you
 

3087
00:57:17,440 --> 00:57:19,109
disproportionate and I think that you
know that's important to recognize that

3088
00:57:19,109 --> 00:57:19,119
know that's important to recognize that
 

3089
00:57:19,119 --> 00:57:20,309
know that's important to recognize that
we've reduced significant

3090
00:57:20,309 --> 00:57:20,319
we've reduced significant
 

3091
00:57:20,319 --> 00:57:22,230
we've reduced significant
disproportionality and a question I

3092
00:57:22,230 --> 00:57:22,240
disproportionality and a question I
 

3093
00:57:22,240 --> 00:57:23,430
disproportionality and a question I
asked the team and I don't know if they

3094
00:57:23,430 --> 00:57:23,440
asked the team and I don't know if they
 

3095
00:57:23,440 --> 00:57:25,270
asked the team and I don't know if they
have the answer to that is how many

3096
00:57:25,270 --> 00:57:25,280
have the answer to that is how many
 

3097
00:57:25,280 --> 00:57:27,190
have the answer to that is how many
districts are actually not significantly

3098
00:57:27,190 --> 00:57:27,200
districts are actually not significantly
 

3099
00:57:27,200 --> 00:57:29,109
districts are actually not significantly
disproportionate in the Front Range in

3100
00:57:29,109 --> 00:57:29,119
disproportionate in the Front Range in
 

3101
00:57:29,119 --> 00:57:31,430
disproportionate in the Front Range in
the Denver metro because I think it's a

3102
00:57:31,430 --> 00:57:31,440
the Denver metro because I think it's a
 

3103
00:57:31,440 --> 00:57:35,430
the Denver metro because I think it's a
very I I think not being where we are is

3104
00:57:35,430 --> 00:57:35,440
very I I think not being where we are is
 

3105
00:57:35,440 --> 00:57:37,910
very I I think not being where we are is
is the exception not the norm

3106
00:57:37,910 --> 00:57:37,920
is the exception not the norm
 

3107
00:57:37,920 --> 00:57:39,510
is the exception not the norm
>> and I did talk to our executive director

3108
00:57:39,510 --> 00:57:39,520
>> and I did talk to our executive director
 

3109
00:57:39,520 --> 00:57:42,870
>> and I did talk to our executive director
on that and in his I think four school

3110
00:57:42,870 --> 00:57:42,880
on that and in his I think four school
 

3111
00:57:42,880 --> 00:57:46,150
on that and in his I think four school
districts around us there are that's why

3112
00:57:46,150 --> 00:57:46,160
districts around us there are that's why
 

3113
00:57:46,160 --> 00:57:48,870
districts around us there are that's why
they do a three-year watch because most

3114
00:57:48,870 --> 00:57:48,880
they do a three-year watch because most
 

3115
00:57:48,880 --> 00:57:50,710
they do a three-year watch because most
districts sometimes are hitting the

3116
00:57:50,710 --> 00:57:50,720
districts sometimes are hitting the
 

3117
00:57:50,720 --> 00:57:54,230
districts sometimes are hitting the
threshold at some point in an area. Um,

3118
00:57:54,230 --> 00:57:54,240
threshold at some point in an area. Um,
 

3119
00:57:54,240 --> 00:57:56,230
threshold at some point in an area. Um,
so I think it's something we have to be

3120
00:57:56,230 --> 00:57:56,240
so I think it's something we have to be
 

3121
00:57:56,240 --> 00:57:59,510
so I think it's something we have to be
mindful of and again I think we don't

3122
00:57:59,510 --> 00:57:59,520
mindful of and again I think we don't
 

3123
00:57:59,520 --> 00:58:02,870
mindful of and again I think we don't
ever it never is not an a work item for

3124
00:58:02,870 --> 00:58:02,880
ever it never is not an a work item for
 

3125
00:58:02,880 --> 00:58:05,030
ever it never is not an a work item for
us like it always has to be whether

3126
00:58:05,030 --> 00:58:05,040
us like it always has to be whether
 

3127
00:58:05,040 --> 00:58:10,870
us like it always has to be whether
we're identified or we're not

3128
00:58:10,870 --> 00:58:10,880

 

3129
00:58:10,880 --> 00:58:13,030

>> Jason and then Deianne

3130
00:58:13,030 --> 00:58:13,040
>> Jason and then Deianne
 

3131
00:58:13,040 --> 00:58:15,270
>> Jason and then Deianne
>> I just had a question on this chart uh

3132
00:58:15,270 --> 00:58:15,280
>> I just had a question on this chart uh
 

3133
00:58:15,280 --> 00:58:17,910
>> I just had a question on this chart uh
you know I know it you know it shows I

3134
00:58:17,910 --> 00:58:17,920
you know I know it you know it shows I
 

3135
00:58:17,920 --> 00:58:20,069
you know I know it you know it shows I
guess no significant areas of disproport

3136
00:58:20,069 --> 00:58:20,079
guess no significant areas of disproport
 

3137
00:58:20,079 --> 00:58:21,910
guess no significant areas of disproport
personality but how does this compare to

3138
00:58:21,910 --> 00:58:21,920
personality but how does this compare to
 

3139
00:58:21,920 --> 00:58:24,150
personality but how does this compare to
last year with the improvement And then

3140
00:58:24,150 --> 00:58:24,160
last year with the improvement And then
 

3141
00:58:24,160 --> 00:58:26,309
last year with the improvement And then
what are those like if I look at the

3142
00:58:26,309 --> 00:58:26,319
what are those like if I look at the
 

3143
00:58:26,319 --> 00:58:27,829
what are those like if I look at the
dots on the left versus the dots on the

3144
00:58:27,829 --> 00:58:27,839
dots on the left versus the dots on the
 

3145
00:58:27,839 --> 00:58:29,430
dots on the left versus the dots on the
right what is the gap and what does that

3146
00:58:29,430 --> 00:58:29,440
right what is the gap and what does that
 

3147
00:58:29,440 --> 00:58:31,349
right what is the gap and what does that
still show like to Dr. Anderson's point

3148
00:58:31,349 --> 00:58:31,359
still show like to Dr. Anderson's point
 

3149
00:58:31,359 --> 00:58:34,390
still show like to Dr. Anderson's point
that we still have um disproportionality

3150
00:58:34,390 --> 00:58:34,400
that we still have um disproportionality
 

3151
00:58:34,400 --> 00:58:36,150
that we still have um disproportionality
but how like what is this graph showing

3152
00:58:36,150 --> 00:58:36,160
but how like what is this graph showing
 

3153
00:58:36,160 --> 00:58:36,630
but how like what is this graph showing
us?

3154
00:58:36,630 --> 00:58:36,640
us?
 

3155
00:58:36,640 --> 00:58:39,030
us?
>> So that black line on the side is the

3156
00:58:39,030 --> 00:58:39,040
>> So that black line on the side is the
 

3157
00:58:39,040 --> 00:58:42,470
>> So that black line on the side is the
CDE risk ratio which is 2.08 and you

3158
00:58:42,470 --> 00:58:42,480
CDE risk ratio which is 2.08 and you
 

3159
00:58:42,480 --> 00:58:44,309
CDE risk ratio which is 2.08 and you
have to be under that to not be

3160
00:58:44,309 --> 00:58:44,319
have to be under that to not be
 

3161
00:58:44,319 --> 00:58:48,069
have to be under that to not be
identified. So for us in any disability

3162
00:58:48,069 --> 00:58:48,079
identified. So for us in any disability
 

3163
00:58:48,079 --> 00:58:50,069
identified. So for us in any disability
where we were where we were like right

3164
00:58:50,069 --> 00:58:50,079
where we were where we were like right
 

3165
00:58:50,079 --> 00:58:51,589
where we were where we were like right
on the mark is for black and

3166
00:58:51,589 --> 00:58:51,599
on the mark is for black and
 

3167
00:58:51,599 --> 00:58:54,870
on the mark is for black and
African-American and we were at 1.95.

3168
00:58:54,870 --> 00:58:54,880
African-American and we were at 1.95.
 

3169
00:58:54,880 --> 00:58:58,950
African-American and we were at 1.95.
Um I actually have a a um briefing that

3170
00:58:58,950 --> 00:58:58,960
Um I actually have a a um briefing that
 

3171
00:58:58,960 --> 00:59:00,950
Um I actually have a a um briefing that
I'll send to all of you this week that

3172
00:59:00,950 --> 00:59:00,960
I'll send to all of you this week that
 

3173
00:59:00,960 --> 00:59:04,230
I'll send to all of you this week that
gives a lot more than this has. But over

3174
00:59:04,230 --> 00:59:04,240
gives a lot more than this has. But over
 

3175
00:59:04,240 --> 00:59:06,870
gives a lot more than this has. But over
the course of the last three years in

3176
00:59:06,870 --> 00:59:06,880
the course of the last three years in
 

3177
00:59:06,880 --> 00:59:09,990
the course of the last three years in
2023 we were at 2.10

3178
00:59:09,990 --> 00:59:10,000
2023 we were at 2.10
 

3179
00:59:10,000 --> 00:59:12,789
2023 we were at 2.10
and this is specifically for this. Um in

3180
00:59:12,789 --> 00:59:12,799
and this is specifically for this. Um in
 

3181
00:59:12,799 --> 00:59:16,150
and this is specifically for this. Um in
2024 we were at 2.17 and then this year

3182
00:59:16,150 --> 00:59:16,160
2024 we were at 2.17 and then this year
 

3183
00:59:16,160 --> 00:59:19,750
2024 we were at 2.17 and then this year
we were at 1.95.

3184
00:59:19,750 --> 00:59:19,760

 

3185
00:59:19,760 --> 00:59:22,230

Now obviously our end like the end size

3186
00:59:22,230 --> 00:59:22,240
Now obviously our end like the end size
 

3187
00:59:22,240 --> 00:59:25,030
Now obviously our end like the end size
changes too right? So as we as we exit

3188
00:59:25,030 --> 00:59:25,040
changes too right? So as we as we exit
 

3189
00:59:25,040 --> 00:59:26,630
changes too right? So as we as we exit
students those types of things kids

3190
00:59:26,630 --> 00:59:26,640
students those types of things kids
 

3191
00:59:26,640 --> 00:59:29,270
students those types of things kids
graduate kids move in. So that is why

3192
00:59:29,270 --> 00:59:29,280
graduate kids move in. So that is why
 

3193
00:59:29,280 --> 00:59:31,670
graduate kids move in. So that is why
it's it's that this data is actually

3194
00:59:31,670 --> 00:59:31,680
it's it's that this data is actually
 

3195
00:59:31,680 --> 00:59:34,470
it's it's that this data is actually
pulled on a monthly basis and then the

3196
00:59:34,470 --> 00:59:34,480
pulled on a monthly basis and then the
 

3197
00:59:34,480 --> 00:59:37,510
pulled on a monthly basis and then the
CD c the state uh pulls and gives you

3198
00:59:37,510 --> 00:59:37,520
CD c the state uh pulls and gives you
 

3199
00:59:37,520 --> 00:59:42,309
CD c the state uh pulls and gives you
your rating at December count.

3200
00:59:42,309 --> 00:59:42,319

 

3201
00:59:42,319 --> 00:59:45,829

>> Deian and then Alex.

3202
00:59:45,829 --> 00:59:45,839
>> Deian and then Alex.
 

3203
00:59:45,839 --> 00:59:49,109
>> Deian and then Alex.
Uh, I know this is a specific CDE data,

3204
00:59:49,109 --> 00:59:49,119
Uh, I know this is a specific CDE data,
 

3205
00:59:49,119 --> 00:59:52,870
Uh, I know this is a specific CDE data,
but I'm wondering if we have the same

3206
00:59:52,870 --> 00:59:52,880
but I'm wondering if we have the same
 

3207
00:59:52,880 --> 00:59:56,870
but I'm wondering if we have the same
kind of data about um the number of

3208
00:59:56,870 --> 00:59:56,880
kind of data about um the number of
 

3209
00:59:56,880 --> 00:59:59,589
kind of data about um the number of
students with disabilities by

3210
00:59:59,589 --> 00:59:59,599
students with disabilities by
 

3211
00:59:59,599 --> 01:00:05,670
students with disabilities by
socioeconomic status.

3212
01:00:05,670 --> 01:00:05,680

 

3213
01:00:05,680 --> 01:00:07,670

>> We don't I don't see that. We don't have

3214
01:00:07,670 --> 01:00:07,680
>> We don't I don't see that. We don't have
 

3215
01:00:07,680 --> 01:00:09,349
>> We don't I don't see that. We don't have
that report from the state per se, but I

3216
01:00:09,349 --> 01:00:09,359
that report from the state per se, but I
 

3217
01:00:09,359 --> 01:00:11,190
that report from the state per se, but I
don't know if that's something we can

3218
01:00:11,190 --> 01:00:11,200
don't know if that's something we can
 

3219
01:00:11,200 --> 01:00:12,950
don't know if that's something we can
get or not.

3220
01:00:12,950 --> 01:00:12,960
get or not.
 

3221
01:00:12,960 --> 01:00:15,190
get or not.
It it might be an interesting thing to

3222
01:00:15,190 --> 01:00:15,200
It it might be an interesting thing to
 

3223
01:00:15,200 --> 01:00:17,750
It it might be an interesting thing to
look at um as we're trying to make

3224
01:00:17,750 --> 01:00:17,760
look at um as we're trying to make
 

3225
01:00:17,760 --> 01:00:20,470
look at um as we're trying to make
improvements and um looking for

3226
01:00:20,470 --> 01:00:20,480
improvements and um looking for
 

3227
01:00:20,480 --> 01:00:23,190
improvements and um looking for
patterns. If if this data isn't giving

3228
01:00:23,190 --> 01:00:23,200
patterns. If if this data isn't giving
 

3229
01:00:23,200 --> 01:00:26,230
patterns. If if this data isn't giving
us significant patterns, maybe it is

3230
01:00:26,230 --> 01:00:26,240
us significant patterns, maybe it is
 

3231
01:00:26,240 --> 01:00:28,150
us significant patterns, maybe it is
socioeconomics

3232
01:00:28,150 --> 01:00:28,160
socioeconomics
 

3233
01:00:28,160 --> 01:00:31,510
socioeconomics
that creates the difference.

3234
01:00:31,510 --> 01:00:31,520
that creates the difference.
 

3235
01:00:31,520 --> 01:00:32,950
that creates the difference.
>> We can look into that. I don't

3236
01:00:32,950 --> 01:00:32,960
>> We can look into that. I don't
 

3237
01:00:32,960 --> 01:00:33,589
>> We can look into that. I don't
>> question.

3238
01:00:33,589 --> 01:00:33,599
>> question.
 

3239
01:00:33,599 --> 01:00:34,789
>> question.
>> Yeah, I don't know that it's built into

3240
01:00:34,789 --> 01:00:34,799
>> Yeah, I don't know that it's built into
 

3241
01:00:34,799 --> 01:00:36,470
>> Yeah, I don't know that it's built into
the dashboard at this moment, but we can

3242
01:00:36,470 --> 01:00:36,480
the dashboard at this moment, but we can
 

3243
01:00:36,480 --> 01:00:37,109
the dashboard at this moment, but we can
look into it.

3244
01:00:37,109 --> 01:00:37,119
look into it.
 

3245
01:00:37,119 --> 01:00:41,349
look into it.
>> Sure. Thank you.

3246
01:00:41,349 --> 01:00:41,359
>> Sure. Thank you.
 

3247
01:00:41,359 --> 01:00:42,950
>> Sure. Thank you.
>> Yeah. Um, thank you. I mean, I'm I'm

3248
01:00:42,950 --> 01:00:42,960
>> Yeah. Um, thank you. I mean, I'm I'm
 

3249
01:00:42,960 --> 01:00:44,309
>> Yeah. Um, thank you. I mean, I'm I'm
delighted we're making progress. I'll

3250
01:00:44,309 --> 01:00:44,319
delighted we're making progress. I'll
 

3251
01:00:44,319 --> 01:00:46,950
delighted we're making progress. I'll
I'll amplify Deianne's question about

3252
01:00:46,950 --> 01:00:46,960
I'll amplify Deianne's question about
 

3253
01:00:46,960 --> 01:00:49,829
I'll amplify Deianne's question about
whether uh economic affluence plays a

3254
01:00:49,829 --> 01:00:49,839
whether uh economic affluence plays a
 

3255
01:00:49,839 --> 01:00:52,390
whether uh economic affluence plays a
role because I know so many parents I

3256
01:00:52,390 --> 01:00:52,400
role because I know so many parents I
 

3257
01:00:52,400 --> 01:00:53,910
role because I know so many parents I
know are spending a lot of money that

3258
01:00:53,910 --> 01:00:53,920
know are spending a lot of money that
 

3259
01:00:53,920 --> 01:00:56,069
know are spending a lot of money that
have the money on services that should

3260
01:00:56,069 --> 01:00:56,079
have the money on services that should
 

3261
01:00:56,079 --> 01:00:57,670
have the money on services that should
come from a district in most cases

3262
01:00:57,670 --> 01:00:57,680
come from a district in most cases
 

3263
01:00:57,680 --> 01:00:59,990
come from a district in most cases
ideally. So, there's a lot of family

3264
01:00:59,990 --> 01:01:00,000
ideally. So, there's a lot of family
 

3265
01:01:00,000 --> 01:01:02,309
ideally. So, there's a lot of family
supplement of tutoring and services and

3266
01:01:02,309 --> 01:01:02,319
supplement of tutoring and services and
 

3267
01:01:02,319 --> 01:01:04,950
supplement of tutoring and services and
therapy uh for families that can afford

3268
01:01:04,950 --> 01:01:04,960
therapy uh for families that can afford
 

3269
01:01:04,960 --> 01:01:06,870
therapy uh for families that can afford
it in this district. So I do think the

3270
01:01:06,870 --> 01:01:06,880
it in this district. So I do think the
 

3271
01:01:06,880 --> 01:01:08,950
it in this district. So I do think the
FRL and the cross tabs even across race

3272
01:01:08,950 --> 01:01:08,960
FRL and the cross tabs even across race
 

3273
01:01:08,960 --> 01:01:11,670
FRL and the cross tabs even across race
and ethnicity for FRL are really pretty

3274
01:01:11,670 --> 01:01:11,680
and ethnicity for FRL are really pretty
 

3275
01:01:11,680 --> 01:01:14,150
and ethnicity for FRL are really pretty
important for us designing an equitable

3276
01:01:14,150 --> 01:01:14,160
important for us designing an equitable
 

3277
01:01:14,160 --> 01:01:17,430
important for us designing an equitable
system. I will add slide 16 is I've done

3278
01:01:17,430 --> 01:01:17,440
system. I will add slide 16 is I've done
 

3279
01:01:17,440 --> 01:01:19,589
system. I will add slide 16 is I've done
this before but this is not an

3280
01:01:19,589 --> 01:01:19,599
this before but this is not an
 

3281
01:01:19,599 --> 01:01:22,630
this before but this is not an
acceptable slide in terms of a graphic.

3282
01:01:22,630 --> 01:01:22,640
acceptable slide in terms of a graphic.
 

3283
01:01:22,640 --> 01:01:24,230
acceptable slide in terms of a graphic.
Uh there's so much here that's not

3284
01:01:24,230 --> 01:01:24,240
Uh there's so much here that's not
 

3285
01:01:24,240 --> 01:01:26,150
Uh there's so much here that's not
labeled that without the last 15 minutes

3286
01:01:26,150 --> 01:01:26,160
labeled that without the last 15 minutes
 

3287
01:01:26,160 --> 01:01:27,510
labeled that without the last 15 minutes
of discussion I really don't know what

3288
01:01:27,510 --> 01:01:27,520
of discussion I really don't know what
 

3289
01:01:27,520 --> 01:01:30,390
of discussion I really don't know what
anything is. And so uh I would update

3290
01:01:30,390 --> 01:01:30,400
anything is. And so uh I would update
 

3291
01:01:30,400 --> 01:01:32,309
anything is. And so uh I would update
graphics like this in the future. Label

3292
01:01:32,309 --> 01:01:32,319
graphics like this in the future. Label
 

3293
01:01:32,319 --> 01:01:34,630
graphics like this in the future. Label
things, make numbers readable, say what

3294
01:01:34,630 --> 01:01:34,640
things, make numbers readable, say what
 

3295
01:01:34,640 --> 01:01:36,069
things, make numbers readable, say what
they are. Because otherwise, you have to

3296
01:01:36,069 --> 01:01:36,079
they are. Because otherwise, you have to
 

3297
01:01:36,079 --> 01:01:37,430
they are. Because otherwise, you have to
be an expert to understand what this

3298
01:01:37,430 --> 01:01:37,440
be an expert to understand what this
 

3299
01:01:37,440 --> 01:01:48,710
be an expert to understand what this
means.

3300
01:01:48,710 --> 01:01:48,720

 

3301
01:01:48,720 --> 01:01:51,510

Okay. So when we are looking at our next

3302
01:01:51,510 --> 01:01:51,520
Okay. So when we are looking at our next
 

3303
01:01:51,520 --> 01:01:53,349
Okay. So when we are looking at our next
UIP considerations around next best

3304
01:01:53,349 --> 01:01:53,359
UIP considerations around next best
 

3305
01:01:53,359 --> 01:01:57,510
UIP considerations around next best
step, this is really us taking a a look

3306
01:01:57,510 --> 01:01:57,520
step, this is really us taking a a look
 

3307
01:01:57,520 --> 01:01:59,510
step, this is really us taking a a look
at these very specific student groups to

3308
01:01:59,510 --> 01:01:59,520
at these very specific student groups to
 

3309
01:01:59,520 --> 01:02:00,870
at these very specific student groups to
identify how we can improve our

3310
01:02:00,870 --> 01:02:00,880
identify how we can improve our
 

3311
01:02:00,880 --> 01:02:02,950
identify how we can improve our
consistent growth across all student

3312
01:02:02,950 --> 01:02:02,960
consistent growth across all student
 

3313
01:02:02,960 --> 01:02:06,230
consistent growth across all student
groups. Um to Dr. Miller's point, this

3314
01:02:06,230 --> 01:02:06,240
groups. Um to Dr. Miller's point, this
 

3315
01:02:06,240 --> 01:02:07,670
groups. Um to Dr. Miller's point, this
is really around our change management

3316
01:02:07,670 --> 01:02:07,680
is really around our change management
 

3317
01:02:07,680 --> 01:02:09,190
is really around our change management
and our implementation science around

3318
01:02:09,190 --> 01:02:09,200
and our implementation science around
 

3319
01:02:09,200 --> 01:02:11,910
and our implementation science around
MTSS. So you will the board will

3320
01:02:11,910 --> 01:02:11,920
MTSS. So you will the board will
 

3321
01:02:11,920 --> 01:02:14,150
MTSS. So you will the board will
remember that last year uh we were able

3322
01:02:14,150 --> 01:02:14,160
remember that last year uh we were able
 

3323
01:02:14,160 --> 01:02:16,390
remember that last year uh we were able
to engage in an MTSS review led by our

3324
01:02:16,390 --> 01:02:16,400
to engage in an MTSS review led by our
 

3325
01:02:16,400 --> 01:02:18,549
to engage in an MTSS review led by our
director of multi-ter systems of support

3326
01:02:18,549 --> 01:02:18,559
director of multi-ter systems of support
 

3327
01:02:18,559 --> 01:02:21,430
director of multi-ter systems of support
Shannon Gamble and her amazing team and

3328
01:02:21,430 --> 01:02:21,440
Shannon Gamble and her amazing team and
 

3329
01:02:21,440 --> 01:02:22,950
Shannon Gamble and her amazing team and
uh this has allowed us to be able to

3330
01:02:22,950 --> 01:02:22,960
uh this has allowed us to be able to
 

3331
01:02:22,960 --> 01:02:24,950
uh this has allowed us to be able to
take some steps both specifically at the

3332
01:02:24,950 --> 01:02:24,960
take some steps both specifically at the
 

3333
01:02:24,960 --> 01:02:26,390
take some steps both specifically at the
school level as well as at the district

3334
01:02:26,390 --> 01:02:26,400
school level as well as at the district
 

3335
01:02:26,400 --> 01:02:28,789
school level as well as at the district
level. So continuing to build on that um

3336
01:02:28,789 --> 01:02:28,799
level. So continuing to build on that um
 

3337
01:02:28,799 --> 01:02:31,190
level. So continuing to build on that um
and identifying the areas based on that

3338
01:02:31,190 --> 01:02:31,200
and identifying the areas based on that
 

3339
01:02:31,200 --> 01:02:32,870
and identifying the areas based on that
review of areas that they could improve

3340
01:02:32,870 --> 01:02:32,880
review of areas that they could improve
 

3341
01:02:32,880 --> 01:02:34,870
review of areas that they could improve
within multi-ter systems of support and

3342
01:02:34,870 --> 01:02:34,880
within multi-ter systems of support and
 

3343
01:02:34,880 --> 01:02:36,390
within multi-ter systems of support and
then we can do that as a district level

3344
01:02:36,390 --> 01:02:36,400
then we can do that as a district level
 

3345
01:02:36,400 --> 01:02:38,390
then we can do that as a district level
as well. Uh Shannon Gamble is also

3346
01:02:38,390 --> 01:02:38,400
as well. Uh Shannon Gamble is also
 

3347
01:02:38,400 --> 01:02:39,750
as well. Uh Shannon Gamble is also
leading a district group to help us

3348
01:02:39,750 --> 01:02:39,760
leading a district group to help us
 

3349
01:02:39,760 --> 01:02:41,270
leading a district group to help us
identify what those focus areas could

3350
01:02:41,270 --> 01:02:41,280
identify what those focus areas could
 

3351
01:02:41,280 --> 01:02:43,829
identify what those focus areas could
be. Uh one of those identified focus

3352
01:02:43,829 --> 01:02:43,839
be. Uh one of those identified focus
 

3353
01:02:43,839 --> 01:02:46,630
be. Uh one of those identified focus
areas is uh intervention implementation

3354
01:02:46,630 --> 01:02:46,640
areas is uh intervention implementation
 

3355
01:02:46,640 --> 01:02:49,349
areas is uh intervention implementation
data tracking. Uh so how we can become

3356
01:02:49,349 --> 01:02:49,359
data tracking. Uh so how we can become
 

3357
01:02:49,359 --> 01:02:51,829
data tracking. Uh so how we can become
uh the most accurate we can be with

3358
01:02:51,829 --> 01:02:51,839
uh the most accurate we can be with
 

3359
01:02:51,839 --> 01:02:52,950
uh the most accurate we can be with
students progressing through

3360
01:02:52,950 --> 01:02:52,960
students progressing through
 

3361
01:02:52,960 --> 01:02:54,630
students progressing through
interventions and how we can continue to

3362
01:02:54,630 --> 01:02:54,640
interventions and how we can continue to
 

3363
01:02:54,640 --> 01:02:55,990
interventions and how we can continue to
support that to ensure that we're

3364
01:02:55,990 --> 01:02:56,000
support that to ensure that we're
 

3365
01:02:56,000 --> 01:02:57,430
support that to ensure that we're
meeting adequate growth across all

3366
01:02:57,430 --> 01:02:57,440
meeting adequate growth across all
 

3367
01:02:57,440 --> 01:02:59,670
meeting adequate growth across all
student groups.

3368
01:02:59,670 --> 01:02:59,680
student groups.
 

3369
01:02:59,680 --> 01:03:01,990
student groups.
You'll see DDI implementation part just

3370
01:03:01,990 --> 01:03:02,000
You'll see DDI implementation part just
 

3371
01:03:02,000 --> 01:03:03,589
You'll see DDI implementation part just
like our previous conversation. when we

3372
01:03:03,589 --> 01:03:03,599
like our previous conversation. when we
 

3373
01:03:03,599 --> 01:03:05,510
like our previous conversation. when we
think about DDI implementation as tier

3374
01:03:05,510 --> 01:03:05,520
think about DDI implementation as tier
 

3375
01:03:05,520 --> 01:03:07,750
think about DDI implementation as tier
one of that multi-ter system of support

3376
01:03:07,750 --> 01:03:07,760
one of that multi-ter system of support
 

3377
01:03:07,760 --> 01:03:09,030
one of that multi-ter system of support
and how we're ensuring that that's

3378
01:03:09,030 --> 01:03:09,040
and how we're ensuring that that's
 

3379
01:03:09,040 --> 01:03:11,670
and how we're ensuring that that's
supporting um all of our students so

3380
01:03:11,670 --> 01:03:11,680
supporting um all of our students so
 

3381
01:03:11,680 --> 01:03:13,829
supporting um all of our students so
that we can identify when when and where

3382
01:03:13,829 --> 01:03:13,839
that we can identify when when and where
 

3383
01:03:13,839 --> 01:03:15,430
that we can identify when when and where
to intervene and how to support through

3384
01:03:15,430 --> 01:03:15,440
to intervene and how to support through
 

3385
01:03:15,440 --> 01:03:19,109
to intervene and how to support through
the different tiers of of that system.

3386
01:03:19,109 --> 01:03:19,119
the different tiers of of that system.
 

3387
01:03:19,119 --> 01:03:20,950
the different tiers of of that system.
So ongoing support of that is still

3388
01:03:20,950 --> 01:03:20,960
So ongoing support of that is still
 

3389
01:03:20,960 --> 01:03:22,549
So ongoing support of that is still
going to be a part of this uh next

3390
01:03:22,549 --> 01:03:22,559
going to be a part of this uh next
 

3391
01:03:22,559 --> 01:03:24,549
going to be a part of this uh next
bestep initiative as well. And then

3392
01:03:24,549 --> 01:03:24,559
bestep initiative as well. And then
 

3393
01:03:24,559 --> 01:03:26,630
bestep initiative as well. And then
again in every one of these objectives,

3394
01:03:26,630 --> 01:03:26,640
again in every one of these objectives,
 

3395
01:03:26,640 --> 01:03:28,230
again in every one of these objectives,
how we're supporting schools in their

3396
01:03:28,230 --> 01:03:28,240
how we're supporting schools in their
 

3397
01:03:28,240 --> 01:03:30,630
how we're supporting schools in their
very specific 90-day plans of which that

3398
01:03:30,630 --> 01:03:30,640
very specific 90-day plans of which that
 

3399
01:03:30,640 --> 01:03:32,150
very specific 90-day plans of which that
could be improvement within areas that

3400
01:03:32,150 --> 01:03:32,160
could be improvement within areas that
 

3401
01:03:32,160 --> 01:03:34,390
could be improvement within areas that
were identified in the MTSS review and

3402
01:03:34,390 --> 01:03:34,400
were identified in the MTSS review and
 

3403
01:03:34,400 --> 01:03:35,990
were identified in the MTSS review and
we could be able to target our support

3404
01:03:35,990 --> 01:03:36,000
we could be able to target our support
 

3405
01:03:36,000 --> 01:03:38,230
we could be able to target our support
of schools in doing that as well. So

3406
01:03:38,230 --> 01:03:38,240
of schools in doing that as well. So
 

3407
01:03:38,240 --> 01:03:40,230
of schools in doing that as well. So
some potential indicators would be an

3408
01:03:40,230 --> 01:03:40,240
some potential indicators would be an
 

3409
01:03:40,240 --> 01:03:42,789
some potential indicators would be an
MTSS progress update using the MTSS

3410
01:03:42,789 --> 01:03:42,799
MTSS progress update using the MTSS
 

3411
01:03:42,799 --> 01:03:45,430
MTSS progress update using the MTSS
rubric and as we identify specific

3412
01:03:45,430 --> 01:03:45,440
rubric and as we identify specific
 

3413
01:03:45,440 --> 01:03:47,670
rubric and as we identify specific
implementation data around intervention,

3414
01:03:47,670 --> 01:03:47,680
implementation data around intervention,
 

3415
01:03:47,680 --> 01:03:55,430
implementation data around intervention,
we can report out on that as well.

3416
01:03:55,430 --> 01:03:55,440

 

3417
01:03:55,440 --> 01:03:57,029

Board members, any additional questions

3418
01:03:57,029 --> 01:03:57,039
Board members, any additional questions
 

3419
01:03:57,039 --> 01:04:03,029
Board members, any additional questions
or comments on the next best step

3420
01:04:03,029 --> 01:04:03,039

 

3421
01:04:03,039 --> 01:04:05,990

or steps?

3422
01:04:05,990 --> 01:04:06,000
or steps?
 

3423
01:04:06,000 --> 01:04:12,309
or steps?
Seeing none, we can carry on.

3424
01:04:12,309 --> 01:04:12,319

 

3425
01:04:12,319 --> 01:04:13,670

>> All right, we're going to transition to

3426
01:04:13,670 --> 01:04:13,680
>> All right, we're going to transition to
 

3427
01:04:13,680 --> 01:04:15,990
>> All right, we're going to transition to
valued and included uh before we go on

3428
01:04:15,990 --> 01:04:16,000
valued and included uh before we go on
 

3429
01:04:16,000 --> 01:04:17,589
valued and included uh before we go on
to define the destination in our walk at

3430
01:04:17,589 --> 01:04:17,599
to define the destination in our walk at
 

3431
01:04:17,599 --> 01:04:22,069
to define the destination in our walk at
Apex. uh valued and included as everyone

3432
01:04:22,069 --> 01:04:22,079
Apex. uh valued and included as everyone
 

3433
01:04:22,079 --> 01:04:23,109
Apex. uh valued and included as everyone
on the board will remember

3434
01:04:23,109 --> 01:04:23,119
on the board will remember
 

3435
01:04:23,119 --> 01:04:24,870
on the board will remember
implementation around this initiative

3436
01:04:24,870 --> 01:04:24,880
implementation around this initiative
 

3437
01:04:24,880 --> 01:04:26,950
implementation around this initiative
was around cultural competency

3438
01:04:26,950 --> 01:04:26,960
was around cultural competency
 

3439
01:04:26,960 --> 01:04:28,150
was around cultural competency
implementation of the discipline

3440
01:04:28,150 --> 01:04:28,160
implementation of the discipline
 

3441
01:04:28,160 --> 01:04:30,150
implementation of the discipline
framework increased use of restorative

3442
01:04:30,150 --> 01:04:30,160
framework increased use of restorative
 

3443
01:04:30,160 --> 01:04:33,349
framework increased use of restorative
practices and MTSS as it's applied to

3444
01:04:33,349 --> 01:04:33,359
practices and MTSS as it's applied to
 

3445
01:04:33,359 --> 01:04:35,589
practices and MTSS as it's applied to
behavior.

3446
01:04:35,589 --> 01:04:35,599
behavior.
 

3447
01:04:35,599 --> 01:04:38,549
behavior.
What makes uh our work and valued and

3448
01:04:38,549 --> 01:04:38,559
What makes uh our work and valued and
 

3449
01:04:38,559 --> 01:04:41,029
What makes uh our work and valued and
included uh both difficult and the very

3450
01:04:41,029 --> 01:04:41,039
included uh both difficult and the very
 

3451
01:04:41,039 --> 01:04:42,630
included uh both difficult and the very
right work is the guidance from this

3452
01:04:42,630 --> 01:04:42,640
right work is the guidance from this
 

3453
01:04:42,640 --> 01:04:44,549
right work is the guidance from this
board as well as other members of our

3454
01:04:44,549 --> 01:04:44,559
board as well as other members of our
 

3455
01:04:44,559 --> 01:04:47,109
board as well as other members of our
team where we have said we know that

3456
01:04:47,109 --> 01:04:47,119
team where we have said we know that
 

3457
01:04:47,119 --> 01:04:48,630
team where we have said we know that
there are different areas three real

3458
01:04:48,630 --> 01:04:48,640
there are different areas three real
 

3459
01:04:48,640 --> 01:04:49,829
there are different areas three real
main components of the valued and

3460
01:04:49,829 --> 01:04:49,839
main components of the valued and
 

3461
01:04:49,839 --> 01:04:51,990
main components of the valued and
included initiative and we've seen

3462
01:04:51,990 --> 01:04:52,000
included initiative and we've seen
 

3463
01:04:52,000 --> 01:04:53,829
included initiative and we've seen
unbelievable unprecedented success

3464
01:04:53,829 --> 01:04:53,839
unbelievable unprecedented success
 

3465
01:04:53,839 --> 01:04:55,910
unbelievable unprecedented success
within two of those areas specifically

3466
01:04:55,910 --> 01:04:55,920
within two of those areas specifically
 

3467
01:04:55,920 --> 01:04:57,670
within two of those areas specifically
around how we are adhering to the

3468
01:04:57,670 --> 01:04:57,680
around how we are adhering to the
 

3469
01:04:57,680 --> 01:04:59,990
around how we are adhering to the
discipline framework

3470
01:04:59,990 --> 01:05:00,000
discipline framework
 

3471
01:05:00,000 --> 01:05:02,069
discipline framework
and our reduced dis disproportionality

3472
01:05:02,069 --> 01:05:02,079
and our reduced dis disproportionality
 

3473
01:05:02,079 --> 01:05:03,270
and our reduced dis disproportionality
and suspensions and our reduced

3474
01:05:03,270 --> 01:05:03,280
and suspensions and our reduced
 

3475
01:05:03,280 --> 01:05:05,109
and suspensions and our reduced
suspensions overall.

3476
01:05:05,109 --> 01:05:05,119
suspensions overall.
 

3477
01:05:05,119 --> 01:05:06,549
suspensions overall.
The other point that's in here is our

3478
01:05:06,549 --> 01:05:06,559
The other point that's in here is our
 

3479
01:05:06,559 --> 01:05:08,230
The other point that's in here is our
increased use of restorative practices

3480
01:05:08,230 --> 01:05:08,240
increased use of restorative practices
 

3481
01:05:08,240 --> 01:05:11,109
increased use of restorative practices
across the district. That was the focus

3482
01:05:11,109 --> 01:05:11,119
across the district. That was the focus
 

3483
01:05:11,119 --> 01:05:13,829
across the district. That was the focus
of our previous UIP. We saw tremendous

3484
01:05:13,829 --> 01:05:13,839
of our previous UIP. We saw tremendous
 

3485
01:05:13,839 --> 01:05:16,309
of our previous UIP. We saw tremendous
success as a result of that. What we see

3486
01:05:16,309 --> 01:05:16,319
success as a result of that. What we see
 

3487
01:05:16,319 --> 01:05:18,390
success as a result of that. What we see
as an opportunity right now is what's

3488
01:05:18,390 --> 01:05:18,400
as an opportunity right now is what's
 

3489
01:05:18,400 --> 01:05:19,910
as an opportunity right now is what's
highlighted within this first bucket,

3490
01:05:19,910 --> 01:05:19,920
highlighted within this first bucket,
 

3491
01:05:19,920 --> 01:05:21,750
highlighted within this first bucket,
which is that students feel valued and

3492
01:05:21,750 --> 01:05:21,760
which is that students feel valued and
 

3493
01:05:21,760 --> 01:05:22,870
which is that students feel valued and
included within their learning

3494
01:05:22,870 --> 01:05:22,880
included within their learning
 

3495
01:05:22,880 --> 01:05:25,670
included within their learning
environments. And this board as well as

3496
01:05:25,670 --> 01:05:25,680
environments. And this board as well as
 

3497
01:05:25,680 --> 01:05:27,589
environments. And this board as well as
our team has continued to grapple with

3498
01:05:27,589 --> 01:05:27,599
our team has continued to grapple with
 

3499
01:05:27,599 --> 01:05:29,349
our team has continued to grapple with
what that needs to look like in terms of

3500
01:05:29,349 --> 01:05:29,359
what that needs to look like in terms of
 

3501
01:05:29,359 --> 01:05:32,230
what that needs to look like in terms of
the right metric for a UIP. uh how we

3502
01:05:32,230 --> 01:05:32,240
the right metric for a UIP. uh how we
 

3503
01:05:32,240 --> 01:05:34,150
the right metric for a UIP. uh how we
can identify the right action steps to

3504
01:05:34,150 --> 01:05:34,160
can identify the right action steps to
 

3505
01:05:34,160 --> 01:05:35,829
can identify the right action steps to
ensure that we're making progress within

3506
01:05:35,829 --> 01:05:35,839
ensure that we're making progress within
 

3507
01:05:35,839 --> 01:05:38,230
ensure that we're making progress within
this area. Um as well as looking at

3508
01:05:38,230 --> 01:05:38,240
this area. Um as well as looking at
 

3509
01:05:38,240 --> 01:05:40,870
this area. Um as well as looking at
research across um you know research

3510
01:05:40,870 --> 01:05:40,880
research across um you know research
 

3511
01:05:40,880 --> 01:05:42,950
research across um you know research
best practices as well as what the state

3512
01:05:42,950 --> 01:05:42,960
best practices as well as what the state
 

3513
01:05:42,960 --> 01:05:45,190
best practices as well as what the state
is supporting around student well-being

3514
01:05:45,190 --> 01:05:45,200
is supporting around student well-being
 

3515
01:05:45,200 --> 01:05:49,510
is supporting around student well-being
and belonging.

3516
01:05:49,510 --> 01:05:49,520

 

3517
01:05:49,520 --> 01:05:51,589

So again we identify the opportunity as

3518
01:05:51,589 --> 01:05:51,599
So again we identify the opportunity as
 

3519
01:05:51,599 --> 01:05:52,870
So again we identify the opportunity as
students feel valued and included in

3520
01:05:52,870 --> 01:05:52,880
students feel valued and included in
 

3521
01:05:52,880 --> 01:05:54,150
students feel valued and included in
their learning environments that first

3522
01:05:54,150 --> 01:05:54,160
their learning environments that first
 

3523
01:05:54,160 --> 01:05:57,190
their learning environments that first
component

3524
01:05:57,190 --> 01:05:57,200

 

3525
01:05:57,200 --> 01:05:59,750

when we talk about multi-ters of support

3526
01:05:59,750 --> 01:05:59,760
when we talk about multi-ters of support
 

3527
01:05:59,760 --> 01:06:01,910
when we talk about multi-ters of support
we also use the term MTSSB. So what is

3528
01:06:01,910 --> 01:06:01,920
we also use the term MTSSB. So what is
 

3529
01:06:01,920 --> 01:06:05,190
we also use the term MTSSB. So what is
MTSS as it applies to behavior within

3530
01:06:05,190 --> 01:06:05,200
MTSS as it applies to behavior within
 

3531
01:06:05,200 --> 01:06:06,710
MTSS as it applies to behavior within
that we had identify professional

3532
01:06:06,710 --> 01:06:06,720
that we had identify professional
 

3533
01:06:06,720 --> 01:06:08,630
that we had identify professional
learning on deescalation techniques for

3534
01:06:08,630 --> 01:06:08,640
learning on deescalation techniques for
 

3535
01:06:08,640 --> 01:06:10,470
learning on deescalation techniques for
staff

3536
01:06:10,470 --> 01:06:10,480
staff
 

3537
01:06:10,480 --> 01:06:11,990
staff
and professional learning for school

3538
01:06:11,990 --> 01:06:12,000
and professional learning for school
 

3539
01:06:12,000 --> 01:06:13,349
and professional learning for school
leaders on implementing schoolwide

3540
01:06:13,349 --> 01:06:13,359
leaders on implementing schoolwide
 

3541
01:06:13,359 --> 01:06:16,230
leaders on implementing schoolwide
positive behavior systems.

3542
01:06:16,230 --> 01:06:16,240
positive behavior systems.
 

3543
01:06:16,240 --> 01:06:18,230
positive behavior systems.
We also have the recommendations from

3544
01:06:18,230 --> 01:06:18,240
We also have the recommendations from
 

3545
01:06:18,240 --> 01:06:20,309
We also have the recommendations from
our partners at the crown institute on

3546
01:06:20,309 --> 01:06:20,319
our partners at the crown institute on
 

3547
01:06:20,319 --> 01:06:23,109
our partners at the crown institute on
be well. So we have year one action

3548
01:06:23,109 --> 01:06:23,119
be well. So we have year one action
 

3549
01:06:23,119 --> 01:06:24,470
be well. So we have year one action
items that we have shared with the board

3550
01:06:24,470 --> 01:06:24,480
items that we have shared with the board
 

3551
01:06:24,480 --> 01:06:27,109
items that we have shared with the board
that we will continue to support and and

3552
01:06:27,109 --> 01:06:27,119
that we will continue to support and and
 

3553
01:06:27,119 --> 01:06:29,589
that we will continue to support and and
um meet those action items identified

3554
01:06:29,589 --> 01:06:29,599
um meet those action items identified
 

3555
01:06:29,599 --> 01:06:31,589
um meet those action items identified
from those recommendations. Those

3556
01:06:31,589 --> 01:06:31,599
from those recommendations. Those
 

3557
01:06:31,599 --> 01:06:33,510
from those recommendations. Those
primarily focus on our communication

3558
01:06:33,510 --> 01:06:33,520
primarily focus on our communication
 

3559
01:06:33,520 --> 01:06:35,510
primarily focus on our communication
processes, data collection and

3560
01:06:35,510 --> 01:06:35,520
processes, data collection and
 

3561
01:06:35,520 --> 01:06:37,029
processes, data collection and
programming consolidation that we have

3562
01:06:37,029 --> 01:06:37,039
programming consolidation that we have
 

3563
01:06:37,039 --> 01:06:40,150
programming consolidation that we have
in place.

3564
01:06:40,150 --> 01:06:40,160
in place.
 

3565
01:06:40,160 --> 01:06:41,829
in place.
again supporting schools as they

3566
01:06:41,829 --> 01:06:41,839
again supporting schools as they
 

3567
01:06:41,839 --> 01:06:44,470
again supporting schools as they
identify climate culture goals any uh

3568
01:06:44,470 --> 01:06:44,480
identify climate culture goals any uh
 

3569
01:06:44,480 --> 01:06:46,549
identify climate culture goals any uh
any goals that would fall within value

3570
01:06:46,549 --> 01:06:46,559
any goals that would fall within value
 

3571
01:06:46,559 --> 01:06:48,069
any goals that would fall within value
included which may include climate and

3572
01:06:48,069 --> 01:06:48,079
included which may include climate and
 

3573
01:06:48,079 --> 01:06:50,150
included which may include climate and
culture may include bullying may include

3574
01:06:50,150 --> 01:06:50,160
culture may include bullying may include
 

3575
01:06:50,160 --> 01:06:52,710
culture may include bullying may include
discipline um any of those specific

3576
01:06:52,710 --> 01:06:52,720
discipline um any of those specific
 

3577
01:06:52,720 --> 01:06:54,390
discipline um any of those specific
identified goals that they have how we

3578
01:06:54,390 --> 01:06:54,400
identified goals that they have how we
 

3579
01:06:54,400 --> 01:06:56,069
identified goals that they have how we
support them in doing that one thing I

3580
01:06:56,069 --> 01:06:56,079
support them in doing that one thing I
 

3581
01:06:56,079 --> 01:06:57,910
support them in doing that one thing I
want to point out in this too is that

3582
01:06:57,910 --> 01:06:57,920
want to point out in this too is that
 

3583
01:06:57,920 --> 01:06:59,750
want to point out in this too is that
the majority of our schools as we did a

3584
01:06:59,750 --> 01:06:59,760
the majority of our schools as we did a
 

3585
01:06:59,760 --> 01:07:01,750
the majority of our schools as we did a
review of 90-day plans last year do have

3586
01:07:01,750 --> 01:07:01,760
review of 90-day plans last year do have
 

3587
01:07:01,760 --> 01:07:03,829
review of 90-day plans last year do have
a valued and included goal in alignment

3588
01:07:03,829 --> 01:07:03,839
a valued and included goal in alignment
 

3589
01:07:03,839 --> 01:07:06,549
a valued and included goal in alignment
with within their 90-day plans. So

3590
01:07:06,549 --> 01:07:06,559
with within their 90-day plans. So
 

3591
01:07:06,559 --> 01:07:09,109
with within their 90-day plans. So
continue to support those those efforts.

3592
01:07:09,109 --> 01:07:09,119
continue to support those those efforts.
 

3593
01:07:09,119 --> 01:07:11,510
continue to support those those efforts.
Some indicators could be PD completion,

3594
01:07:11,510 --> 01:07:11,520
Some indicators could be PD completion,
 

3595
01:07:11,520 --> 01:07:12,870
Some indicators could be PD completion,
percentage of 90-day plan goals

3596
01:07:12,870 --> 01:07:12,880
percentage of 90-day plan goals
 

3597
01:07:12,880 --> 01:07:15,270
percentage of 90-day plan goals
associated with valued included,

3598
01:07:15,270 --> 01:07:15,280
associated with valued included,
 

3599
01:07:15,280 --> 01:07:17,190
associated with valued included,
school-based belonging efforts that we

3600
01:07:17,190 --> 01:07:17,200
school-based belonging efforts that we
 

3601
01:07:17,200 --> 01:07:19,990
school-based belonging efforts that we
can capture and highlight and then use

3602
01:07:19,990 --> 01:07:20,000
can capture and highlight and then use
 

3603
01:07:20,000 --> 01:07:22,870
can capture and highlight and then use
as um as strategies that we could share

3604
01:07:22,870 --> 01:07:22,880
as um as strategies that we could share
 

3605
01:07:22,880 --> 01:07:24,630
as um as strategies that we could share
out with other schools, and then

3606
01:07:24,630 --> 01:07:24,640
out with other schools, and then
 

3607
01:07:24,640 --> 01:07:27,109
out with other schools, and then
completion of Bwell uh year one action

3608
01:07:27,109 --> 01:07:27,119
completion of Bwell uh year one action
 

3609
01:07:27,119 --> 01:07:28,390
completion of Bwell uh year one action
steps that we've identified and shared

3610
01:07:28,390 --> 01:07:28,400
steps that we've identified and shared
 

3611
01:07:28,400 --> 01:07:35,510
steps that we've identified and shared
with the board.

3612
01:07:35,510 --> 01:07:35,520

 

3613
01:07:35,520 --> 01:07:36,470

>> Pause here for questions.

3614
01:07:36,470 --> 01:07:36,480
>> Pause here for questions.
 

3615
01:07:36,480 --> 01:07:37,829
>> Pause here for questions.
>> Yeah, thank you. Yeah,

3616
01:07:37,829 --> 01:07:37,839
>> Yeah, thank you. Yeah,
 

3617
01:07:37,839 --> 01:07:40,390
>> Yeah, thank you. Yeah,
>> Jason and then Melania.

3618
01:07:40,390 --> 01:07:40,400
>> Jason and then Melania.
 

3619
01:07:40,400 --> 01:07:41,829
>> Jason and then Melania.
>> Yeah, thanks Chris. I just have a

3620
01:07:41,829 --> 01:07:41,839
>> Yeah, thanks Chris. I just have a
 

3621
01:07:41,839 --> 01:07:44,390
>> Yeah, thanks Chris. I just have a
question on the professional learning uh

3622
01:07:44,390 --> 01:07:44,400
question on the professional learning uh
 

3623
01:07:44,400 --> 01:07:46,069
question on the professional learning uh
side of this. I know Dr. Miller talked

3624
01:07:46,069 --> 01:07:46,079
side of this. I know Dr. Miller talked
 

3625
01:07:46,079 --> 01:07:48,150
side of this. I know Dr. Miller talked
about time being such a limitation and

3626
01:07:48,150 --> 01:07:48,160
about time being such a limitation and
 

3627
01:07:48,160 --> 01:07:50,069
about time being such a limitation and
obviously across so many things that

3628
01:07:50,069 --> 01:07:50,079
obviously across so many things that
 

3629
01:07:50,079 --> 01:07:52,470
obviously across so many things that
teachers that we need to you know where

3630
01:07:52,470 --> 01:07:52,480
teachers that we need to you know where
 

3631
01:07:52,480 --> 01:07:53,750
teachers that we need to you know where
we need to have professional learning.

3632
01:07:53,750 --> 01:07:53,760
we need to have professional learning.
 

3633
01:07:53,760 --> 01:07:55,029
we need to have professional learning.
Can you talk about kind of what this

3634
01:07:55,029 --> 01:07:55,039
Can you talk about kind of what this
 

3635
01:07:55,039 --> 01:07:56,630
Can you talk about kind of what this
looks like? What's the time? And then

3636
01:07:56,630 --> 01:07:56,640
looks like? What's the time? And then
 

3637
01:07:56,640 --> 01:07:59,589
looks like? What's the time? And then
what is the if we know kind of what is

3638
01:07:59,589 --> 01:07:59,599
what is the if we know kind of what is
 

3639
01:07:59,599 --> 01:08:01,190
what is the if we know kind of what is
the feedback on the back end? Do

3640
01:08:01,190 --> 01:08:01,200
the feedback on the back end? Do
 

3641
01:08:01,200 --> 01:08:03,670
the feedback on the back end? Do
teachers feel like they, you know, after

3642
01:08:03,670 --> 01:08:03,680
teachers feel like they, you know, after
 

3643
01:08:03,680 --> 01:08:05,430
teachers feel like they, you know, after
x number of hours of professional

3644
01:08:05,430 --> 01:08:05,440
x number of hours of professional
 

3645
01:08:05,440 --> 01:08:07,190
x number of hours of professional
learning this that they know these

3646
01:08:07,190 --> 01:08:07,200
learning this that they know these
 

3647
01:08:07,200 --> 01:08:08,710
learning this that they know these
techniques, they can implement them like

3648
01:08:08,710 --> 01:08:08,720
techniques, they can implement them like
 

3649
01:08:08,720 --> 01:08:11,190
techniques, they can implement them like
what's the what's the uh what's the

3650
01:08:11,190 --> 01:08:11,200
what's the what's the uh what's the
 

3651
01:08:11,200 --> 01:08:13,430
what's the what's the uh what's the
result of this?

3652
01:08:13,430 --> 01:08:13,440
result of this?
 

3653
01:08:13,440 --> 01:08:16,789
result of this?
>> I can speak to that. Um so in guar in

3654
01:08:16,789 --> 01:08:16,799
>> I can speak to that. Um so in guar in
 

3655
01:08:16,799 --> 01:08:18,950
>> I can speak to that. Um so in guar in
regards to the deescalation techniques

3656
01:08:18,950 --> 01:08:18,960
regards to the deescalation techniques
 

3657
01:08:18,960 --> 01:08:21,110
regards to the deescalation techniques
that actually this p over the course of

3658
01:08:21,110 --> 01:08:21,120
that actually this p over the course of
 

3659
01:08:21,120 --> 01:08:24,470
that actually this p over the course of
this past year through through a couple

3660
01:08:24,470 --> 01:08:24,480
this past year through through a couple
 

3661
01:08:24,480 --> 01:08:27,189
this past year through through a couple
um venues that we have our leaders in

3662
01:08:27,189 --> 01:08:27,199
um venues that we have our leaders in
 

3663
01:08:27,199 --> 01:08:29,590
um venues that we have our leaders in
our schools was a technique that came up

3664
01:08:29,590 --> 01:08:29,600
our schools was a technique that came up
 

3665
01:08:29,600 --> 01:08:32,550
our schools was a technique that came up
as a need. Um what we're seeing is some

3666
01:08:32,550 --> 01:08:32,560
as a need. Um what we're seeing is some
 

3667
01:08:32,560 --> 01:08:34,950
as a need. Um what we're seeing is some
overall need in schools of escalated

3668
01:08:34,950 --> 01:08:34,960
overall need in schools of escalated
 

3669
01:08:34,960 --> 01:08:37,189
overall need in schools of escalated
behavior. And again, we have if you

3670
01:08:37,189 --> 01:08:37,199
behavior. And again, we have if you
 

3671
01:08:37,199 --> 01:08:39,269
behavior. And again, we have if you
aren't, you know, specifically trained

3672
01:08:39,269 --> 01:08:39,279
aren't, you know, specifically trained
 

3673
01:08:39,279 --> 01:08:41,430
aren't, you know, specifically trained
in certain areas, it's not necessarily

3674
01:08:41,430 --> 01:08:41,440
in certain areas, it's not necessarily
 

3675
01:08:41,440 --> 01:08:44,070
in certain areas, it's not necessarily
an area that we've provided um all

3676
01:08:44,070 --> 01:08:44,080
an area that we've provided um all
 

3677
01:08:44,080 --> 01:08:46,309
an area that we've provided um all
teachers in the general education as

3678
01:08:46,309 --> 01:08:46,319
teachers in the general education as
 

3679
01:08:46,319 --> 01:08:48,070
teachers in the general education as
again what the way I think about it is a

3680
01:08:48,070 --> 01:08:48,080
again what the way I think about it is a
 

3681
01:08:48,080 --> 01:08:49,749
again what the way I think about it is a
tool in your tool belt, right? It's not

3682
01:08:49,749 --> 01:08:49,759
tool in your tool belt, right? It's not
 

3683
01:08:49,759 --> 01:08:52,070
tool in your tool belt, right? It's not
the full CPI training. It's just like

3684
01:08:52,070 --> 01:08:52,080
the full CPI training. It's just like
 

3685
01:08:52,080 --> 01:08:53,990
the full CPI training. It's just like
what are some skills that I can use as

3686
01:08:53,990 --> 01:08:54,000
what are some skills that I can use as
 

3687
01:08:54,000 --> 01:08:56,149
what are some skills that I can use as
an adult with children and or with

3688
01:08:56,149 --> 01:08:56,159
an adult with children and or with
 

3689
01:08:56,159 --> 01:09:00,789
an adult with children and or with
adults, right, to deescalate. And so um

3690
01:09:00,789 --> 01:09:00,799
adults, right, to deescalate. And so um
 

3691
01:09:00,799 --> 01:09:02,550
adults, right, to deescalate. And so um
as yes I have mentioned that we have

3692
01:09:02,550 --> 01:09:02,560
as yes I have mentioned that we have
 

3693
01:09:02,560 --> 01:09:04,149
as yes I have mentioned that we have
limited professional learning time but

3694
01:09:04,149 --> 01:09:04,159
limited professional learning time but
 

3695
01:09:04,159 --> 01:09:06,309
limited professional learning time but
we are we get creative. So what we're

3696
01:09:06,309 --> 01:09:06,319
we are we get creative. So what we're
 

3697
01:09:06,319 --> 01:09:09,110
we are we get creative. So what we're
doing is we have we are building teams.

3698
01:09:09,110 --> 01:09:09,120
doing is we have we are building teams.
 

3699
01:09:09,120 --> 01:09:11,669
doing is we have we are building teams.
I'm currently in this right now. We are

3700
01:09:11,669 --> 01:09:11,679
I'm currently in this right now. We are
 

3701
01:09:11,679 --> 01:09:15,030
I'm currently in this right now. We are
building teams um with between my MTSS

3702
01:09:15,030 --> 01:09:15,040
building teams um with between my MTSS
 

3703
01:09:15,040 --> 01:09:16,550
building teams um with between my MTSS
team

3704
01:09:16,550 --> 01:09:16,560
team
 

3705
01:09:16,560 --> 01:09:18,789
team
special education specialist our student

3706
01:09:18,789 --> 01:09:18,799
special education specialist our student
 

3707
01:09:18,799 --> 01:09:21,430
special education specialist our student
support teams. Um we are building teams

3708
01:09:21,430 --> 01:09:21,440
support teams. Um we are building teams
 

3709
01:09:21,440 --> 01:09:24,789
support teams. Um we are building teams
of trainers. Um, we have a training that

3710
01:09:24,789 --> 01:09:24,799
of trainers. Um, we have a training that
 

3711
01:09:24,799 --> 01:09:27,749
of trainers. Um, we have a training that
we have used with schools from my MTSS

3712
01:09:27,749 --> 01:09:27,759
we have used with schools from my MTSS
 

3713
01:09:27,759 --> 01:09:30,149
we have used with schools from my MTSS
team and we're revamping that and then

3714
01:09:30,149 --> 01:09:30,159
team and we're revamping that and then
 

3715
01:09:30,159 --> 01:09:31,669
team and we're revamping that and then
getting input from a variety of

3716
01:09:31,669 --> 01:09:31,679
getting input from a variety of
 

3717
01:09:31,679 --> 01:09:33,110
getting input from a variety of
different stakeholders because it also

3718
01:09:33,110 --> 01:09:33,120
different stakeholders because it also
 

3719
01:09:33,120 --> 01:09:36,229
different stakeholders because it also
came up um in negotiations as a need.

3720
01:09:36,229 --> 01:09:36,239
came up um in negotiations as a need.
 

3721
01:09:36,239 --> 01:09:38,870
came up um in negotiations as a need.
And then what we'll do is uh we surveyed

3722
01:09:38,870 --> 01:09:38,880
And then what we'll do is uh we surveyed
 

3723
01:09:38,880 --> 01:09:41,269
And then what we'll do is uh we surveyed
all the schools to ask them what kind of

3724
01:09:41,269 --> 01:09:41,279
all the schools to ask them what kind of
 

3725
01:09:41,279 --> 01:09:43,669
all the schools to ask them what kind of
training do they want? Do they want a

3726
01:09:43,669 --> 01:09:43,679
training do they want? Do they want a
 

3727
01:09:43,679 --> 01:09:45,510
training do they want? Do they want a
three-hour training over the course of

3728
01:09:45,510 --> 01:09:45,520
three-hour training over the course of
 

3729
01:09:45,520 --> 01:09:47,590
three-hour training over the course of
three days? Do they want a ver like a

3730
01:09:47,590 --> 01:09:47,600
three days? Do they want a ver like a
 

3731
01:09:47,600 --> 01:09:49,749
three days? Do they want a ver like a
video a 45minute video? because some of

3732
01:09:49,749 --> 01:09:49,759
video a 45minute video? because some of
 

3733
01:09:49,759 --> 01:09:51,510
video a 45minute video? because some of
our schools have been deep in

3734
01:09:51,510 --> 01:09:51,520
our schools have been deep in
 

3735
01:09:51,520 --> 01:09:55,830
our schools have been deep in
implementing MTSSB and to um uh board

3736
01:09:55,830 --> 01:09:55,840
implementing MTSSB and to um uh board
 

3737
01:09:55,840 --> 01:09:56,950
implementing MTSSB and to um uh board
member Chavez's point on

3738
01:09:56,950 --> 01:09:56,960
member Chavez's point on
 

3739
01:09:56,960 --> 01:09:58,790
member Chavez's point on
differentiation, we want to ensure that

3740
01:09:58,790 --> 01:09:58,800
differentiation, we want to ensure that
 

3741
01:09:58,800 --> 01:10:00,790
differentiation, we want to ensure that
we're not assuming that they want a

3742
01:10:00,790 --> 01:10:00,800
we're not assuming that they want a
 

3743
01:10:00,800 --> 01:10:03,430
we're not assuming that they want a
certain it a certain way. So, we're

3744
01:10:03,430 --> 01:10:03,440
certain it a certain way. So, we're
 

3745
01:10:03,440 --> 01:10:05,510
certain it a certain way. So, we're
coding all of those schools right now. I

3746
01:10:05,510 --> 01:10:05,520
coding all of those schools right now. I
 

3747
01:10:05,520 --> 01:10:07,990
coding all of those schools right now. I
have about 36 schools who would like a

3748
01:10:07,990 --> 01:10:08,000
have about 36 schools who would like a
 

3749
01:10:08,000 --> 01:10:10,550
have about 36 schools who would like a
2hour training. Um and what we'll do is

3750
01:10:10,550 --> 01:10:10,560
2hour training. Um and what we'll do is
 

3751
01:10:10,560 --> 01:10:13,030
2hour training. Um and what we'll do is
we'll build teams of two, I believe, and

3752
01:10:13,030 --> 01:10:13,040
we'll build teams of two, I believe, and
 

3753
01:10:13,040 --> 01:10:14,950
we'll build teams of two, I believe, and
they'll have case loads of schools. And

3754
01:10:14,950 --> 01:10:14,960
they'll have case loads of schools. And
 

3755
01:10:14,960 --> 01:10:16,550
they'll have case loads of schools. And
then what they'll do is work with the

3756
01:10:16,550 --> 01:10:16,560
then what they'll do is work with the
 

3757
01:10:16,560 --> 01:10:18,550
then what they'll do is work with the
school on when they want that training.

3758
01:10:18,550 --> 01:10:18,560
school on when they want that training.
 

3759
01:10:18,560 --> 01:10:20,390
school on when they want that training.
We're building the training right now.

3760
01:10:20,390 --> 01:10:20,400
We're building the training right now.
 

3761
01:10:20,400 --> 01:10:22,149
We're building the training right now.
We'll get feedback and it should be

3762
01:10:22,149 --> 01:10:22,159
We'll get feedback and it should be
 

3763
01:10:22,159 --> 01:10:25,110
We'll get feedback and it should be
it'll be ready to launch in the fall.

3764
01:10:25,110 --> 01:10:25,120
it'll be ready to launch in the fall.
 

3765
01:10:25,120 --> 01:10:26,790
it'll be ready to launch in the fall.
Then they'll work with the schools on

3766
01:10:26,790 --> 01:10:26,800
Then they'll work with the schools on
 

3767
01:10:26,800 --> 01:10:28,550
Then they'll work with the schools on
where they want to implement it. Do they

3768
01:10:28,550 --> 01:10:28,560
where they want to implement it. Do they
 

3769
01:10:28,560 --> 01:10:30,070
where they want to implement it. Do they
want it at a staff meeting? Do they want

3770
01:10:30,070 --> 01:10:30,080
want it at a staff meeting? Do they want
 

3771
01:10:30,080 --> 01:10:31,830
want it at a staff meeting? Do they want
it at a late start? Where do they want

3772
01:10:31,830 --> 01:10:31,840
it at a late start? Where do they want
 

3773
01:10:31,840 --> 01:10:34,070
it at a late start? Where do they want
to build it in? And then each team will

3774
01:10:34,070 --> 01:10:34,080
to build it in? And then each team will
 

3775
01:10:34,080 --> 01:10:35,510
to build it in? And then each team will
have like two to three schools that

3776
01:10:35,510 --> 01:10:35,520
have like two to three schools that
 

3777
01:10:35,520 --> 01:10:37,510
have like two to three schools that
they'll that they'll do the training at.

3778
01:10:37,510 --> 01:10:37,520
they'll that they'll do the training at.
 

3779
01:10:37,520 --> 01:10:39,990
they'll that they'll do the training at.
And then we're also working on building

3780
01:10:39,990 --> 01:10:40,000
And then we're also working on building
 

3781
01:10:40,000 --> 01:10:43,110
And then we're also working on building
a virtual video um that would be about

3782
01:10:43,110 --> 01:10:43,120
a virtual video um that would be about
 

3783
01:10:43,120 --> 01:10:45,270
a virtual video um that would be about
45 minutes that teach that we'll build

3784
01:10:45,270 --> 01:10:45,280
45 minutes that teach that we'll build
 

3785
01:10:45,280 --> 01:10:47,669
45 minutes that teach that we'll build
the script for and then that leaders can

3786
01:10:47,669 --> 01:10:47,679
the script for and then that leaders can
 

3787
01:10:47,679 --> 01:10:49,590
the script for and then that leaders can
use when they when they would like to

3788
01:10:49,590 --> 01:10:49,600
use when they when they would like to
 

3789
01:10:49,600 --> 01:10:52,390
use when they when they would like to
roll it out at their in their schedule.

3790
01:10:52,390 --> 01:10:52,400
roll it out at their in their schedule.
 

3791
01:10:52,400 --> 01:10:54,870
roll it out at their in their schedule.
So again, our goal with that was to

3792
01:10:54,870 --> 01:10:54,880
So again, our goal with that was to
 

3793
01:10:54,880 --> 01:10:56,709
So again, our goal with that was to
respond, right? That came out as a need

3794
01:10:56,709 --> 01:10:56,719
respond, right? That came out as a need
 

3795
01:10:56,719 --> 01:10:59,430
respond, right? That came out as a need
from schools, but also to again, we

3796
01:10:59,430 --> 01:10:59,440
from schools, but also to again, we
 

3797
01:10:59,440 --> 01:11:00,790
from schools, but also to again, we
don't feel like there's any harm in

3798
01:11:00,790 --> 01:11:00,800
don't feel like there's any harm in
 

3799
01:11:00,800 --> 01:11:02,390
don't feel like there's any harm in
building teacher skills and how to

3800
01:11:02,390 --> 01:11:02,400
building teacher skills and how to
 

3801
01:11:02,400 --> 01:11:05,350
building teacher skills and how to
deescalate kids or um in those types of

3802
01:11:05,350 --> 01:11:05,360
deescalate kids or um in those types of
 

3803
01:11:05,360 --> 01:11:06,790
deescalate kids or um in those types of
situations where they have high-risisk

3804
01:11:06,790 --> 01:11:06,800
situations where they have high-risisk
 

3805
01:11:06,800 --> 01:11:08,630
situations where they have high-risisk
behaviors, those types of things. So

3806
01:11:08,630 --> 01:11:08,640
behaviors, those types of things. So
 

3807
01:11:08,640 --> 01:11:10,229
behaviors, those types of things. So
that's that's how we're building it out

3808
01:11:10,229 --> 01:11:10,239
that's that's how we're building it out
 

3809
01:11:10,239 --> 01:11:12,310
that's that's how we're building it out
for that specifically. And then for

3810
01:11:12,310 --> 01:11:12,320
for that specifically. And then for
 

3811
01:11:12,320 --> 01:11:14,950
for that specifically. And then for
professional learning for MTSSB, um Emma

3812
01:11:14,950 --> 01:11:14,960
professional learning for MTSSB, um Emma
 

3813
01:11:14,960 --> 01:11:16,070
professional learning for MTSSB, um Emma
and I were just talking about this

3814
01:11:16,070 --> 01:11:16,080
and I were just talking about this
 

3815
01:11:16,080 --> 01:11:17,830
and I were just talking about this
yesterday. We will launch that with our

3816
01:11:17,830 --> 01:11:17,840
yesterday. We will launch that with our
 

3817
01:11:17,840 --> 01:11:20,229
yesterday. We will launch that with our
prof with our uh June leadership academy

3818
01:11:20,229 --> 01:11:20,239
prof with our uh June leadership academy
 

3819
01:11:20,239 --> 01:11:22,390
prof with our uh June leadership academy
with leaders and then we'll be working

3820
01:11:22,390 --> 01:11:22,400
with leaders and then we'll be working
 

3821
01:11:22,400 --> 01:11:24,390
with leaders and then we'll be working
on um we're we're already building the

3822
01:11:24,390 --> 01:11:24,400
on um we're we're already building the
 

3823
01:11:24,400 --> 01:11:26,470
on um we're we're already building the
arc of learning for late start for next

3824
01:11:26,470 --> 01:11:26,480
arc of learning for late start for next
 

3825
01:11:26,480 --> 01:11:28,870
arc of learning for late start for next
year and then also thinking about what

3826
01:11:28,870 --> 01:11:28,880
year and then also thinking about what
 

3827
01:11:28,880 --> 01:11:31,110
year and then also thinking about what
does that look like throughout PK-12 the

3828
01:11:31,110 --> 01:11:31,120
does that look like throughout PK-12 the
 

3829
01:11:31,120 --> 01:11:33,030
does that look like throughout PK-12 the
rest of next year with our with our

3830
01:11:33,030 --> 01:11:33,040
rest of next year with our with our
 

3831
01:11:33,040 --> 01:11:35,910
rest of next year with our with our
principles and I will add that while not

3832
01:11:35,910 --> 01:11:35,920
principles and I will add that while not
 

3833
01:11:35,920 --> 01:11:37,830
principles and I will add that while not
on this slide specifically when we think

3834
01:11:37,830 --> 01:11:37,840
on this slide specifically when we think
 

3835
01:11:37,840 --> 01:11:40,310
on this slide specifically when we think
about professional learning around um

3836
01:11:40,310 --> 01:11:40,320
about professional learning around um
 

3837
01:11:40,320 --> 01:11:42,550
about professional learning around um
our most important end users who are our

3838
01:11:42,550 --> 01:11:42,560
our most important end users who are our
 

3839
01:11:42,560 --> 01:11:43,750
our most important end users who are our
students and the young people in our

3840
01:11:43,750 --> 01:11:43,760
students and the young people in our
 

3841
01:11:43,760 --> 01:11:46,070
students and the young people in our
schools and their experiences Dr.

3842
01:11:46,070 --> 01:11:46,080
schools and their experiences Dr.
 

3843
01:11:46,080 --> 01:11:48,070
schools and their experiences Dr.
Miller, Dr. Gyos, and myself have

3844
01:11:48,070 --> 01:11:48,080
Miller, Dr. Gyos, and myself have
 

3845
01:11:48,080 --> 01:11:49,830
Miller, Dr. Gyos, and myself have
interacted with a lot of our high school

3846
01:11:49,830 --> 01:11:49,840
interacted with a lot of our high school
 

3847
01:11:49,840 --> 01:11:51,669
interacted with a lot of our high school
students and our young people are

3848
01:11:51,669 --> 01:11:51,679
students and our young people are
 

3849
01:11:51,679 --> 01:11:54,310
students and our young people are
telling us that they believe they would

3850
01:11:54,310 --> 01:11:54,320
telling us that they believe they would
 

3851
01:11:54,320 --> 01:11:56,790
telling us that they believe they would
like to be part of shaping professional

3852
01:11:56,790 --> 01:11:56,800
like to be part of shaping professional
 

3853
01:11:56,800 --> 01:11:59,510
like to be part of shaping professional
learning in terms of serving on panels,

3854
01:11:59,510 --> 01:11:59,520
learning in terms of serving on panels,
 

3855
01:11:59,520 --> 01:12:01,350
learning in terms of serving on panels,
building understanding from their lived

3856
01:12:01,350 --> 01:12:01,360
building understanding from their lived
 

3857
01:12:01,360 --> 01:12:03,110
building understanding from their lived
experience, and they're offering to lend

3858
01:12:03,110 --> 01:12:03,120
experience, and they're offering to lend
 

3859
01:12:03,120 --> 01:12:05,669
experience, and they're offering to lend
their voice and experiences to this. So,

3860
01:12:05,669 --> 01:12:05,679
their voice and experiences to this. So,
 

3861
01:12:05,679 --> 01:12:08,229
their voice and experiences to this. So,
there are some other ways to embed

3862
01:12:08,229 --> 01:12:08,239
there are some other ways to embed
 

3863
01:12:08,239 --> 01:12:10,470
there are some other ways to embed
professional learning into the school

3864
01:12:10,470 --> 01:12:10,480
professional learning into the school
 

3865
01:12:10,480 --> 01:12:12,390
professional learning into the school
day and beyond the school day for our

3866
01:12:12,390 --> 01:12:12,400
day and beyond the school day for our
 

3867
01:12:12,400 --> 01:12:15,030
day and beyond the school day for our
educators and our leaders.

3868
01:12:15,030 --> 01:12:15,040
educators and our leaders.
 

3869
01:12:15,040 --> 01:12:19,750
educators and our leaders.
Lenia and then Alex.

3870
01:12:19,750 --> 01:12:19,760

 

3871
01:12:19,760 --> 01:12:21,990

>> I have two different questions. First on

3872
01:12:21,990 --> 01:12:22,000
>> I have two different questions. First on
 

3873
01:12:22,000 --> 01:12:24,390
>> I have two different questions. First on
this part about students feeling valued

3874
01:12:24,390 --> 01:12:24,400
this part about students feeling valued
 

3875
01:12:24,400 --> 01:12:27,990
this part about students feeling valued
and included. Can you remind me of the

3876
01:12:27,990 --> 01:12:28,000
and included. Can you remind me of the
 

3877
01:12:28,000 --> 01:12:31,030
and included. Can you remind me of the
Be Well year 1 actions? Just a little

3878
01:12:31,030 --> 01:12:31,040
Be Well year 1 actions? Just a little
 

3879
01:12:31,040 --> 01:12:34,470
Be Well year 1 actions? Just a little
recap of that. I'm sorry. I maybe I

3880
01:12:34,470 --> 01:12:34,480
recap of that. I'm sorry. I maybe I
 

3881
01:12:34,480 --> 01:12:36,149
recap of that. I'm sorry. I maybe I
should have that in my brain better, but

3882
01:12:36,149 --> 01:12:36,159
should have that in my brain better, but
 

3883
01:12:36,159 --> 01:12:36,550
should have that in my brain better, but
I don't.

3884
01:12:36,550 --> 01:12:36,560
I don't.
 

3885
01:12:36,560 --> 01:12:38,310
I don't.
>> Sure. And and I'm happy to to reshare

3886
01:12:38,310 --> 01:12:38,320
>> Sure. And and I'm happy to to reshare
 

3887
01:12:38,320 --> 01:12:39,669
>> Sure. And and I'm happy to to reshare
all of the identified year one action

3888
01:12:39,669 --> 01:12:39,679
all of the identified year one action
 

3889
01:12:39,679 --> 01:12:41,110
all of the identified year one action
steps. There was across five

3890
01:12:41,110 --> 01:12:41,120
steps. There was across five
 

3891
01:12:41,120 --> 01:12:43,910
steps. There was across five
recommendations. Um and within those

3892
01:12:43,910 --> 01:12:43,920
recommendations. Um and within those
 

3893
01:12:43,920 --> 01:12:45,990
recommendations. Um and within those
actions it was primarily around

3894
01:12:45,990 --> 01:12:46,000
actions it was primarily around
 

3895
01:12:46,000 --> 01:12:47,910
actions it was primarily around
communication structure. So working with

3896
01:12:47,910 --> 01:12:47,920
communication structure. So working with
 

3897
01:12:47,920 --> 01:12:51,030
communication structure. So working with
our communication teams uh to identify

3898
01:12:51,030 --> 01:12:51,040
our communication teams uh to identify
 

3899
01:12:51,040 --> 01:12:53,830
our communication teams uh to identify
ways that we can support uh parents and

3900
01:12:53,830 --> 01:12:53,840
ways that we can support uh parents and
 

3901
01:12:53,840 --> 01:12:55,830
ways that we can support uh parents and
staff and students all being aware of

3902
01:12:55,830 --> 01:12:55,840
staff and students all being aware of
 

3903
01:12:55,840 --> 01:12:57,590
staff and students all being aware of
what resources are available making sure

3904
01:12:57,590 --> 01:12:57,600
what resources are available making sure
 

3905
01:12:57,600 --> 01:12:59,910
what resources are available making sure
the ease of access to those are there.

3906
01:12:59,910 --> 01:12:59,920
the ease of access to those are there.
 

3907
01:12:59,920 --> 01:13:02,310
the ease of access to those are there.
Uh also where we feel like we have

3908
01:13:02,310 --> 01:13:02,320
Uh also where we feel like we have
 

3909
01:13:02,320 --> 01:13:03,750
Uh also where we feel like we have
redundancies or where we have gaps

3910
01:13:03,750 --> 01:13:03,760
redundancies or where we have gaps
 

3911
01:13:03,760 --> 01:13:05,830
redundancies or where we have gaps
within the resources that are there uh

3912
01:13:05,830 --> 01:13:05,840
within the resources that are there uh
 

3913
01:13:05,840 --> 01:13:07,830
within the resources that are there uh
and ensuring that we're that we're um

3914
01:13:07,830 --> 01:13:07,840
and ensuring that we're that we're um
 

3915
01:13:07,840 --> 01:13:09,430
and ensuring that we're that we're um
consolidating where needed and expanding

3916
01:13:09,430 --> 01:13:09,440
consolidating where needed and expanding
 

3917
01:13:09,440 --> 01:13:11,830
consolidating where needed and expanding
where needed uh is the primary outcomes

3918
01:13:11,830 --> 01:13:11,840
where needed uh is the primary outcomes
 

3919
01:13:11,840 --> 01:13:14,790
where needed uh is the primary outcomes
around those.

3920
01:13:14,790 --> 01:13:14,800
around those.
 

3921
01:13:14,800 --> 01:13:18,390
around those.
>> Okay. Thank you. And then um when I go

3922
01:13:18,390 --> 01:13:18,400
>> Okay. Thank you. And then um when I go
 

3923
01:13:18,400 --> 01:13:23,030
>> Okay. Thank you. And then um when I go
back to slide 21, I know that we feel we

3924
01:13:23,030 --> 01:13:23,040
back to slide 21, I know that we feel we
 

3925
01:13:23,040 --> 01:13:25,350
back to slide 21, I know that we feel we
have progress in restorative practices

3926
01:13:25,350 --> 01:13:25,360
have progress in restorative practices
 

3927
01:13:25,360 --> 01:13:27,270
have progress in restorative practices
and I'm really proud of our district on

3928
01:13:27,270 --> 01:13:27,280
and I'm really proud of our district on
 

3929
01:13:27,280 --> 01:13:30,950
and I'm really proud of our district on
that. I would not like to miss the boat

3930
01:13:30,950 --> 01:13:30,960
that. I would not like to miss the boat
 

3931
01:13:30,960 --> 01:13:33,830
that. I would not like to miss the boat
here though after we've had these

3932
01:13:33,830 --> 01:13:33,840
here though after we've had these
 

3933
01:13:33,840 --> 01:13:36,870
here though after we've had these
restorative practices I continue to ask

3934
01:13:36,870 --> 01:13:36,880
restorative practices I continue to ask
 

3935
01:13:36,880 --> 01:13:39,669
restorative practices I continue to ask
the question of

3936
01:13:39,669 --> 01:13:39,679
the question of
 

3937
01:13:39,679 --> 01:13:41,750
the question of
did they work

3938
01:13:41,750 --> 01:13:41,760
did they work
 

3939
01:13:41,760 --> 01:13:43,750
did they work
you know is what does recidivism look

3940
01:13:43,750 --> 01:13:43,760
you know is what does recidivism look
 

3941
01:13:43,760 --> 01:13:47,110
you know is what does recidivism look
like for folks um when they're

3942
01:13:47,110 --> 01:13:47,120
like for folks um when they're
 

3943
01:13:47,120 --> 01:13:50,390
like for folks um when they're
experiencing a restorative practice and

3944
01:13:50,390 --> 01:13:50,400
experiencing a restorative practice and
 

3945
01:13:50,400 --> 01:13:53,030
experiencing a restorative practice and
as we look at UIP considerations for

3946
01:13:53,030 --> 01:13:53,040
as we look at UIP considerations for
 

3947
01:13:53,040 --> 01:13:54,950
as we look at UIP considerations for
2628

3948
01:13:54,950 --> 01:13:54,960
2628
 

3949
01:13:54,960 --> 01:13:56,870
2628
I would I just would hate to miss the

3950
01:13:56,870 --> 01:13:56,880
I would I just would hate to miss the
 

3951
01:13:56,880 --> 01:13:59,350
I would I just would hate to miss the
boat on having done these restorative

3952
01:13:59,350 --> 01:13:59,360
boat on having done these restorative
 

3953
01:13:59,360 --> 01:14:01,830
boat on having done these restorative
practices and then not looking at what

3954
01:14:01,830 --> 01:14:01,840
practices and then not looking at what
 

3955
01:14:01,840 --> 01:14:05,990
practices and then not looking at what
long-term impact would look like. Um

3956
01:14:05,990 --> 01:14:06,000
long-term impact would look like. Um
 

3957
01:14:06,000 --> 01:14:08,149
long-term impact would look like. Um
though I do understand the focus on the

3958
01:14:08,149 --> 01:14:08,159
though I do understand the focus on the
 

3959
01:14:08,159 --> 01:14:14,149
though I do understand the focus on the
students feeling valued and included.

3960
01:14:14,149 --> 01:14:14,159

 

3961
01:14:14,159 --> 01:14:16,630

>> Yeah, I'd like to um amplify that a

3962
01:14:16,630 --> 01:14:16,640
>> Yeah, I'd like to um amplify that a
 

3963
01:14:16,640 --> 01:14:19,830
>> Yeah, I'd like to um amplify that a
little bit. I I'm really interested in

3964
01:14:19,830 --> 01:14:19,840
little bit. I I'm really interested in
 

3965
01:14:19,840 --> 01:14:22,149
little bit. I I'm really interested in
finding out what the outcome datas are

3966
01:14:22,149 --> 01:14:22,159
finding out what the outcome datas are
 

3967
01:14:22,159 --> 01:14:23,830
finding out what the outcome datas are
that are associated with this that would

3968
01:14:23,830 --> 01:14:23,840
that are associated with this that would
 

3969
01:14:23,840 --> 01:14:26,390
that are associated with this that would
be included in 90-day plans and schools

3970
01:14:26,390 --> 01:14:26,400
be included in 90-day plans and schools
 

3971
01:14:26,400 --> 01:14:29,350
be included in 90-day plans and schools
UIPs and the district's UIP. Uh I find

3972
01:14:29,350 --> 01:14:29,360
UIPs and the district's UIP. Uh I find
 

3973
01:14:29,360 --> 01:14:31,030
UIPs and the district's UIP. Uh I find
the two metrics we have in the

3974
01:14:31,030 --> 01:14:31,040
the two metrics we have in the
 

3975
01:14:31,040 --> 01:14:33,030
the two metrics we have in the
district-wide strategic plan totally out

3976
01:14:33,030 --> 01:14:33,040
district-wide strategic plan totally out
 

3977
01:14:33,040 --> 01:14:34,709
district-wide strategic plan totally out
ofd and not up to speed with what the

3978
01:14:34,709 --> 01:14:34,719
ofd and not up to speed with what the
 

3979
01:14:34,719 --> 01:14:37,430
ofd and not up to speed with what the
action is now that's going on. So it

3980
01:14:37,430 --> 01:14:37,440
action is now that's going on. So it
 

3981
01:14:37,440 --> 01:14:39,430
action is now that's going on. So it
looks like we made a big change on out

3982
01:14:39,430 --> 01:14:39,440
looks like we made a big change on out
 

3983
01:14:39,440 --> 01:14:40,550
looks like we made a big change on out
of school suspensions and

3984
01:14:40,550 --> 01:14:40,560
of school suspensions and
 

3985
01:14:40,560 --> 01:14:42,950
of school suspensions and
disproportionality, but now it's kind of

3986
01:14:42,950 --> 01:14:42,960
disproportionality, but now it's kind of
 

3987
01:14:42,960 --> 01:14:44,550
disproportionality, but now it's kind of
stabilized and we moved on to other

3988
01:14:44,550 --> 01:14:44,560
stabilized and we moved on to other
 

3989
01:14:44,560 --> 01:14:46,310
stabilized and we moved on to other
things, but it's still our metric. Same

3990
01:14:46,310 --> 01:14:46,320
things, but it's still our metric. Same
 

3991
01:14:46,320 --> 01:14:47,830
things, but it's still our metric. Same
with the proportion of kids in

3992
01:14:47,830 --> 01:14:47,840
with the proportion of kids in
 

3993
01:14:47,840 --> 01:14:49,990
with the proportion of kids in
restorative justice. Uh without knowing

3994
01:14:49,990 --> 01:14:50,000
restorative justice. Uh without knowing
 

3995
01:14:50,000 --> 01:14:51,430
restorative justice. Uh without knowing
how good that is, I don't even know if

3996
01:14:51,430 --> 01:14:51,440
how good that is, I don't even know if
 

3997
01:14:51,440 --> 01:14:53,510
how good that is, I don't even know if
that's a good thing. Um so I want to

3998
01:14:53,510 --> 01:14:53,520
that's a good thing. Um so I want to
 

3999
01:14:53,520 --> 01:14:55,030
that's a good thing. Um so I want to
know more about those outcomes that

4000
01:14:55,030 --> 01:14:55,040
know more about those outcomes that
 

4001
01:14:55,040 --> 01:14:56,870
know more about those outcomes that
Lennena is talking about. And in

4002
01:14:56,870 --> 01:14:56,880
Lennena is talking about. And in
 

4003
01:14:56,880 --> 01:14:58,390
Lennena is talking about. And in
general, I'm going to say as a retail

4004
01:14:58,390 --> 01:14:58,400
general, I'm going to say as a retail
 

4005
01:14:58,400 --> 01:15:00,470
general, I'm going to say as a retail
politician who takes meetings with

4006
01:15:00,470 --> 01:15:00,480
politician who takes meetings with
 

4007
01:15:00,480 --> 01:15:01,750
politician who takes meetings with
anybody who wants a meeting and then

4008
01:15:01,750 --> 01:15:01,760
anybody who wants a meeting and then
 

4009
01:15:01,760 --> 01:15:03,030
anybody who wants a meeting and then
tries to sit in that meeting until

4010
01:15:03,030 --> 01:15:03,040
tries to sit in that meeting until
 

4011
01:15:03,040 --> 01:15:05,189
tries to sit in that meeting until
people are done talking, this is an area

4012
01:15:05,189 --> 01:15:05,199
people are done talking, this is an area
 

4013
01:15:05,199 --> 01:15:07,270
people are done talking, this is an area
where our parents and our staff say a

4014
01:15:07,270 --> 01:15:07,280
where our parents and our staff say a
 

4015
01:15:07,280 --> 01:15:10,310
where our parents and our staff say a
different story than uh we tell when we

4016
01:15:10,310 --> 01:15:10,320
different story than uh we tell when we
 

4017
01:15:10,320 --> 01:15:12,390
different story than uh we tell when we
talk about what we've done. The teachers

4018
01:15:12,390 --> 01:15:12,400
talk about what we've done. The teachers
 

4019
01:15:12,400 --> 01:15:14,149
talk about what we've done. The teachers
I've talked to, including some who sent

4020
01:15:14,149 --> 01:15:14,159
I've talked to, including some who sent
 

4021
01:15:14,159 --> 01:15:17,350
I've talked to, including some who sent
us a recent letter, uh, describe really

4022
01:15:17,350 --> 01:15:17,360
us a recent letter, uh, describe really
 

4023
01:15:17,360 --> 01:15:19,189
us a recent letter, uh, describe really
difficult, challenging environments in

4024
01:15:19,189 --> 01:15:19,199
difficult, challenging environments in
 

4025
01:15:19,199 --> 01:15:21,510
difficult, challenging environments in
their classrooms with disruption, with

4026
01:15:21,510 --> 01:15:21,520
their classrooms with disruption, with
 

4027
01:15:21,520 --> 01:15:23,590
their classrooms with disruption, with
disregulated students, with not feeling

4028
01:15:23,590 --> 01:15:23,600
disregulated students, with not feeling
 

4029
01:15:23,600 --> 01:15:25,590
disregulated students, with not feeling
supported when, you know, things go very

4030
01:15:25,590 --> 01:15:25,600
supported when, you know, things go very
 

4031
01:15:25,600 --> 01:15:28,310
supported when, you know, things go very
poorly. And the the parents are aware of

4032
01:15:28,310 --> 01:15:28,320
poorly. And the the parents are aware of
 

4033
01:15:28,320 --> 01:15:30,229
poorly. And the the parents are aware of
this, the other kids are aware of this,

4034
01:15:30,229 --> 01:15:30,239
this, the other kids are aware of this,
 

4035
01:15:30,239 --> 01:15:32,390
this, the other kids are aware of this,
and our discussion about this seems

4036
01:15:32,390 --> 01:15:32,400
and our discussion about this seems
 

4037
01:15:32,400 --> 01:15:34,630
and our discussion about this seems
pretty processoriented rather than

4038
01:15:34,630 --> 01:15:34,640
pretty processoriented rather than
 

4039
01:15:34,640 --> 01:15:37,430
pretty processoriented rather than
getting a sense of the stories. I and I

4040
01:15:37,430 --> 01:15:37,440
getting a sense of the stories. I and I
 

4041
01:15:37,440 --> 01:15:39,030
getting a sense of the stories. I and I
recognize that as an elected official,

4042
01:15:39,030 --> 01:15:39,040
recognize that as an elected official,
 

4043
01:15:39,040 --> 01:15:40,870
recognize that as an elected official,
we put ourselves out there. we're

4044
01:15:40,870 --> 01:15:40,880
we put ourselves out there. we're
 

4045
01:15:40,880 --> 01:15:42,310
we put ourselves out there. we're
supposed to hear those things. So people

4046
01:15:42,310 --> 01:15:42,320
supposed to hear those things. So people
 

4047
01:15:42,320 --> 01:15:45,189
supposed to hear those things. So people
who have a a gripe are right to contact

4048
01:15:45,189 --> 01:15:45,199
who have a a gripe are right to contact
 

4049
01:15:45,199 --> 01:15:46,950
who have a a gripe are right to contact
us and talk to us. And maybe that's

4050
01:15:46,950 --> 01:15:46,960
us and talk to us. And maybe that's
 

4051
01:15:46,960 --> 01:15:49,510
us and talk to us. And maybe that's
disproportionate for what we hear. But I

4052
01:15:49,510 --> 01:15:49,520
disproportionate for what we hear. But I
 

4053
01:15:49,520 --> 01:15:51,510
disproportionate for what we hear. But I
hear a very different story from both

4054
01:15:51,510 --> 01:15:51,520
hear a very different story from both
 

4055
01:15:51,520 --> 01:15:54,550
hear a very different story from both
parents and teachers. And it is of uh

4056
01:15:54,550 --> 01:15:54,560
parents and teachers. And it is of uh
 

4057
01:15:54,560 --> 01:15:56,870
parents and teachers. And it is of uh
challenges with disregulated students

4058
01:15:56,870 --> 01:15:56,880
challenges with disregulated students
 

4059
01:15:56,880 --> 01:15:58,870
challenges with disregulated students
with not feeling supported. This lines

4060
01:15:58,870 --> 01:15:58,880
with not feeling supported. This lines
 

4061
01:15:58,880 --> 01:16:00,390
with not feeling supported. This lines
into the declining enrollment where we

4062
01:16:00,390 --> 01:16:00,400
into the declining enrollment where we
 

4063
01:16:00,400 --> 01:16:01,830
into the declining enrollment where we
don't have enough adults and staff to

4064
01:16:01,830 --> 01:16:01,840
don't have enough adults and staff to
 

4065
01:16:01,840 --> 01:16:03,430
don't have enough adults and staff to
help respond when something goes very

4066
01:16:03,430 --> 01:16:03,440
help respond when something goes very
 

4067
01:16:03,440 --> 01:16:06,390
help respond when something goes very
poorly. So I'm looking for support from

4068
01:16:06,390 --> 01:16:06,400
poorly. So I'm looking for support from
 

4069
01:16:06,400 --> 01:16:08,470
poorly. So I'm looking for support from
the district. Here's my to-do. My

4070
01:16:08,470 --> 01:16:08,480
the district. Here's my to-do. My
 

4071
01:16:08,480 --> 01:16:10,550
the district. Here's my to-do. My
request would be I'd like to know what

4072
01:16:10,550 --> 01:16:10,560
request would be I'd like to know what
 

4073
01:16:10,560 --> 01:16:13,350
request would be I'd like to know what
are the concrete measures that people in

4074
01:16:13,350 --> 01:16:13,360
are the concrete measures that people in
 

4075
01:16:13,360 --> 01:16:15,350
are the concrete measures that people in
schools can put into their UIPs and

4076
01:16:15,350 --> 01:16:15,360
schools can put into their UIPs and
 

4077
01:16:15,360 --> 01:16:17,110
schools can put into their UIPs and
their 90-day plans that are about the

4078
01:16:17,110 --> 01:16:17,120
their 90-day plans that are about the
 

4079
01:16:17,120 --> 01:16:19,270
their 90-day plans that are about the
outcomes of this. As a governing board

4080
01:16:19,270 --> 01:16:19,280
outcomes of this. As a governing board
 

4081
01:16:19,280 --> 01:16:20,870
outcomes of this. As a governing board
member, I really want to know how many

4082
01:16:20,870 --> 01:16:20,880
member, I really want to know how many
 

4083
01:16:20,880 --> 01:16:22,790
member, I really want to know how many
kids involved in restorative justice

4084
01:16:22,790 --> 01:16:22,800
kids involved in restorative justice
 

4085
01:16:22,800 --> 01:16:24,390
kids involved in restorative justice
exit our district within the next two

4086
01:16:24,390 --> 01:16:24,400
exit our district within the next two
 

4087
01:16:24,400 --> 01:16:26,390
exit our district within the next two
years. How many kids who are a victim of

4088
01:16:26,390 --> 01:16:26,400
years. How many kids who are a victim of
 

4089
01:16:26,400 --> 01:16:28,310
years. How many kids who are a victim of
bullying or accused of bullying leave

4090
01:16:28,310 --> 01:16:28,320
bullying or accused of bullying leave
 

4091
01:16:28,320 --> 01:16:30,070
bullying or accused of bullying leave
our district in the next two years?

4092
01:16:30,070 --> 01:16:30,080
our district in the next two years?
 

4093
01:16:30,080 --> 01:16:32,790
our district in the next two years?
What's the demographics and of FRL and

4094
01:16:32,790 --> 01:16:32,800
What's the demographics and of FRL and
 

4095
01:16:32,800 --> 01:16:35,990
What's the demographics and of FRL and
race and ethnicity of those figures? Um

4096
01:16:35,990 --> 01:16:36,000
race and ethnicity of those figures? Um
 

4097
01:16:36,000 --> 01:16:39,189
race and ethnicity of those figures? Um
uh so I think uh we were making great

4098
01:16:39,189 --> 01:16:39,199
uh so I think uh we were making great
 

4099
01:16:39,199 --> 01:16:41,030
uh so I think uh we were making great
progress. I know a lot of work's going

4100
01:16:41,030 --> 01:16:41,040
progress. I know a lot of work's going
 

4101
01:16:41,040 --> 01:16:43,590
progress. I know a lot of work's going
on, but I still hear on the ground of

4102
01:16:43,590 --> 01:16:43,600
on, but I still hear on the ground of
 

4103
01:16:43,600 --> 01:16:45,750
on, but I still hear on the ground of
things that really need to get better.

4104
01:16:45,750 --> 01:16:45,760
things that really need to get better.
 

4105
01:16:45,760 --> 01:16:47,669
things that really need to get better.
And again to the sequencing and cadence

4106
01:16:47,669 --> 01:16:47,679
And again to the sequencing and cadence
 

4107
01:16:47,679 --> 01:16:49,350
And again to the sequencing and cadence
point of what you do, like you do the

4108
01:16:49,350 --> 01:16:49,360
point of what you do, like you do the
 

4109
01:16:49,360 --> 01:16:51,750
point of what you do, like you do the
first stuff first. But I'm I want to

4110
01:16:51,750 --> 01:16:51,760
first stuff first. But I'm I want to
 

4111
01:16:51,760 --> 01:16:54,390
first stuff first. But I'm I want to
know as we continue to do that how

4112
01:16:54,390 --> 01:16:54,400
know as we continue to do that how
 

4113
01:16:54,400 --> 01:16:56,229
know as we continue to do that how
people on the ground are feeling about

4114
01:16:56,229 --> 01:16:56,239
people on the ground are feeling about
 

4115
01:16:56,239 --> 01:16:58,470
people on the ground are feeling about
it because the stuff I get as an elected

4116
01:16:58,470 --> 01:16:58,480
it because the stuff I get as an elected
 

4117
01:16:58,480 --> 01:17:00,550
it because the stuff I get as an elected
official is disconnected from this

4118
01:17:00,550 --> 01:17:00,560
official is disconnected from this
 

4119
01:17:00,560 --> 01:17:02,070
official is disconnected from this
discussion. I was wondering if anybody

4120
01:17:02,070 --> 01:17:02,080
discussion. I was wondering if anybody
 

4121
01:17:02,080 --> 01:17:03,669
discussion. I was wondering if anybody
could talk to that and tell me what some

4122
01:17:03,669 --> 01:17:03,679
could talk to that and tell me what some
 

4123
01:17:03,679 --> 01:17:05,510
could talk to that and tell me what some
of those metrics are that are being used

4124
01:17:05,510 --> 01:17:05,520
of those metrics are that are being used
 

4125
01:17:05,520 --> 01:17:08,950
of those metrics are that are being used
and and how's that data look.

4126
01:17:08,950 --> 01:17:08,960
and and how's that data look.
 

4127
01:17:08,960 --> 01:17:10,229
and and how's that data look.
>> Dr. Anderson, raise his hand and then

4128
01:17:10,229 --> 01:17:10,239
>> Dr. Anderson, raise his hand and then
 

4129
01:17:10,239 --> 01:17:11,510
>> Dr. Anderson, raise his hand and then
Deian, I just want to acknowledge that

4130
01:17:11,510 --> 01:17:11,520
Deian, I just want to acknowledge that
 

4131
01:17:11,520 --> 01:17:13,189
Deian, I just want to acknowledge that
after Dr. Anderson's response, I did

4132
01:17:13,189 --> 01:17:13,199
after Dr. Anderson's response, I did
 

4133
01:17:13,199 --> 01:17:15,110
after Dr. Anderson's response, I did
hear your hand go up. Um, and so I will

4134
01:17:15,110 --> 01:17:15,120
hear your hand go up. Um, and so I will
 

4135
01:17:15,120 --> 01:17:18,149
hear your hand go up. Um, and so I will
be calling on you,

4136
01:17:18,149 --> 01:17:18,159
be calling on you,
 

4137
01:17:18,159 --> 01:17:20,870
be calling on you,
>> Alex. Thanks for that. I actually think

4138
01:17:20,870 --> 01:17:20,880
>> Alex. Thanks for that. I actually think
 

4139
01:17:20,880 --> 01:17:23,510
>> Alex. Thanks for that. I actually think
two things can be true. That anecdotally

4140
01:17:23,510 --> 01:17:23,520
two things can be true. That anecdotally
 

4141
01:17:23,520 --> 01:17:26,630
two things can be true. That anecdotally
we can collect information and that at a

4142
01:17:26,630 --> 01:17:26,640
we can collect information and that at a
 

4143
01:17:26,640 --> 01:17:28,870
we can collect information and that at a
district level the information can tell

4144
01:17:28,870 --> 01:17:28,880
district level the information can tell
 

4145
01:17:28,880 --> 01:17:30,310
district level the information can tell
a different story. I think two things

4146
01:17:30,310 --> 01:17:30,320
a different story. I think two things
 

4147
01:17:30,320 --> 01:17:32,709
a different story. I think two things
can be true at the same time. And I

4148
01:17:32,709 --> 01:17:32,719
can be true at the same time. And I
 

4149
01:17:32,719 --> 01:17:35,189
can be true at the same time. And I
would say that um we're just compiling

4150
01:17:35,189 --> 01:17:35,199
would say that um we're just compiling
 

4151
01:17:35,199 --> 01:17:37,430
would say that um we're just compiling
we just we just completed a bullying

4152
01:17:37,430 --> 01:17:37,440
we just we just completed a bullying
 

4153
01:17:37,440 --> 01:17:39,910
we just we just completed a bullying
survey um that we've been doing for the

4154
01:17:39,910 --> 01:17:39,920
survey um that we've been doing for the
 

4155
01:17:39,920 --> 01:17:41,510
survey um that we've been doing for the
past several years. And then I don't

4156
01:17:41,510 --> 01:17:41,520
past several years. And then I don't
 

4157
01:17:41,520 --> 01:17:42,950
past several years. And then I don't
want to speak to those results because I

4158
01:17:42,950 --> 01:17:42,960
want to speak to those results because I
 

4159
01:17:42,960 --> 01:17:44,870
want to speak to those results because I
know Jessica's compiling that the

4160
01:17:44,870 --> 01:17:44,880
know Jessica's compiling that the
 

4161
01:17:44,880 --> 01:17:46,470
know Jessica's compiling that the
results that we're seeing is telling a

4162
01:17:46,470 --> 01:17:46,480
results that we're seeing is telling a
 

4163
01:17:46,480 --> 01:17:47,990
results that we're seeing is telling a
different story than we might be hearing

4164
01:17:47,990 --> 01:17:48,000
different story than we might be hearing
 

4165
01:17:48,000 --> 01:17:51,189
different story than we might be hearing
anecdotally where for the past couple of

4166
01:17:51,189 --> 01:17:51,199
anecdotally where for the past couple of
 

4167
01:17:51,199 --> 01:17:53,590
anecdotally where for the past couple of
years students reporting being bullying

4168
01:17:53,590 --> 01:17:53,600
years students reporting being bullying
 

4169
01:17:53,600 --> 01:17:55,910
years students reporting being bullying
or students seeing bullying has gone

4170
01:17:55,910 --> 01:17:55,920
or students seeing bullying has gone
 

4171
01:17:55,920 --> 01:17:58,950
or students seeing bullying has gone
down. uh that doesn't mean anytime

4172
01:17:58,950 --> 01:17:58,960
down. uh that doesn't mean anytime
 

4173
01:17:58,960 --> 01:18:00,790
down. uh that doesn't mean anytime
something like that doesn't happen, it's

4174
01:18:00,790 --> 01:18:00,800
something like that doesn't happen, it's
 

4175
01:18:00,800 --> 01:18:04,229
something like that doesn't happen, it's
not emotional and it's not hurtful. And

4176
01:18:04,229 --> 01:18:04,239
not emotional and it's not hurtful. And
 

4177
01:18:04,239 --> 01:18:06,229
not emotional and it's not hurtful. And
you know this, you know, we we've talked

4178
01:18:06,229 --> 01:18:06,239
you know this, you know, we we've talked
 

4179
01:18:06,239 --> 01:18:08,950
you know this, you know, we we've talked
about this idea of recidivism as a

4180
01:18:08,950 --> 01:18:08,960
about this idea of recidivism as a
 

4181
01:18:08,960 --> 01:18:11,110
about this idea of recidivism as a
measure and a metric. And I think that

4182
01:18:11,110 --> 01:18:11,120
measure and a metric. And I think that
 

4183
01:18:11,120 --> 01:18:14,550
measure and a metric. And I think that
we just have to really think about um to

4184
01:18:14,550 --> 01:18:14,560
we just have to really think about um to
 

4185
01:18:14,560 --> 01:18:16,870
we just have to really think about um to
the extent that restorative practices

4186
01:18:16,870 --> 01:18:16,880
the extent that restorative practices
 

4187
01:18:16,880 --> 01:18:21,350
the extent that restorative practices
can um

4188
01:18:21,350 --> 01:18:21,360

 

4189
01:18:21,360 --> 01:18:23,430

eliminate recidivism or maybe reduce

4190
01:18:23,430 --> 01:18:23,440
eliminate recidivism or maybe reduce
 

4191
01:18:23,440 --> 01:18:25,990
eliminate recidivism or maybe reduce
recidivism. Um I'm not I'm I think that

4192
01:18:25,990 --> 01:18:26,000
recidivism. Um I'm not I'm I think that
 

4193
01:18:26,000 --> 01:18:27,430
recidivism. Um I'm not I'm I think that
we just need to think about what the

4194
01:18:27,430 --> 01:18:27,440
we just need to think about what the
 

4195
01:18:27,440 --> 01:18:28,630
we just need to think about what the
measure might be. I'm not saying that

4196
01:18:28,630 --> 01:18:28,640
measure might be. I'm not saying that
 

4197
01:18:28,640 --> 01:18:31,430
measure might be. I'm not saying that
our measures are 100% right. Uh because

4198
01:18:31,430 --> 01:18:31,440
our measures are 100% right. Uh because
 

4199
01:18:31,440 --> 01:18:33,750
our measures are 100% right. Uh because
Alex the stories you hear we all hear

4200
01:18:33,750 --> 01:18:33,760
Alex the stories you hear we all hear
 

4201
01:18:33,760 --> 01:18:37,830
Alex the stories you hear we all hear
right and um every parent who whose kid

4202
01:18:37,830 --> 01:18:37,840
right and um every parent who whose kid
 

4203
01:18:37,840 --> 01:18:39,990
right and um every parent who whose kid
has a negative experience in a school in

4204
01:18:39,990 --> 01:18:40,000
has a negative experience in a school in
 

4205
01:18:40,000 --> 01:18:41,910
has a negative experience in a school in
a school is a responsibility of ours to

4206
01:18:41,910 --> 01:18:41,920
a school is a responsibility of ours to
 

4207
01:18:41,920 --> 01:18:43,350
a school is a responsibility of ours to
try to learn from that and try to

4208
01:18:43,350 --> 01:18:43,360
try to learn from that and try to
 

4209
01:18:43,360 --> 01:18:45,910
try to learn from that and try to
respond. And I would say over the past

4210
01:18:45,910 --> 01:18:45,920
respond. And I would say over the past
 

4211
01:18:45,920 --> 01:18:47,189
respond. And I would say over the past
several years, I think that there's

4212
01:18:47,189 --> 01:18:47,199
several years, I think that there's
 

4213
01:18:47,199 --> 01:18:48,470
several years, I think that there's
times where we haven't gotten it right.

4214
01:18:48,470 --> 01:18:48,480
times where we haven't gotten it right.
 

4215
01:18:48,480 --> 01:18:49,750
times where we haven't gotten it right.
And we've tried to make those things

4216
01:18:49,750 --> 01:18:49,760
And we've tried to make those things
 

4217
01:18:49,760 --> 01:18:51,750
And we've tried to make those things
right. And there's times where where we

4218
01:18:51,750 --> 01:18:51,760
right. And there's times where where we
 

4219
01:18:51,760 --> 01:18:53,110
right. And there's times where where we
have gotten it right. And when we get it

4220
01:18:53,110 --> 01:18:53,120
have gotten it right. And when we get it
 

4221
01:18:53,120 --> 01:18:54,550
have gotten it right. And when we get it
right, we don't hear about it. And when

4222
01:18:54,550 --> 01:18:54,560
right, we don't hear about it. And when
 

4223
01:18:54,560 --> 01:18:56,950
right, we don't hear about it. And when
we don't get it right, we hear about it

4224
01:18:56,950 --> 01:18:56,960
we don't get it right, we hear about it
 

4225
01:18:56,960 --> 01:18:59,990
we don't get it right, we hear about it
magnified because it hurts. Like we we

4226
01:18:59,990 --> 01:19:00,000
magnified because it hurts. Like we we
 

4227
01:19:00,000 --> 01:19:01,510
magnified because it hurts. Like we we
hear from people that are hurt. When

4228
01:19:01,510 --> 01:19:01,520
hear from people that are hurt. When
 

4229
01:19:01,520 --> 01:19:03,110
hear from people that are hurt. When
their kids get a bad experience, they're

4230
01:19:03,110 --> 01:19:03,120
their kids get a bad experience, they're
 

4231
01:19:03,120 --> 01:19:05,669
their kids get a bad experience, they're
hurt. So, I want to I want to

4232
01:19:05,669 --> 01:19:05,679
hurt. So, I want to I want to
 

4233
01:19:05,679 --> 01:19:07,590
hurt. So, I want to I want to
acknowledge what you're sharing and I

4234
01:19:07,590 --> 01:19:07,600
acknowledge what you're sharing and I
 

4235
01:19:07,600 --> 01:19:11,189
acknowledge what you're sharing and I
also want to reflect upon um you know,

4236
01:19:11,189 --> 01:19:11,199
also want to reflect upon um you know,
 

4237
01:19:11,199 --> 01:19:13,430
also want to reflect upon um you know,
yeah, maybe the data goes up and down

4238
01:19:13,430 --> 01:19:13,440
yeah, maybe the data goes up and down
 

4239
01:19:13,440 --> 01:19:15,270
yeah, maybe the data goes up and down
and we we have sus the suspension data

4240
01:19:15,270 --> 01:19:15,280
and we we have sus the suspension data
 

4241
01:19:15,280 --> 01:19:18,070
and we we have sus the suspension data
we have is is 10 times better than any

4242
01:19:18,070 --> 01:19:18,080
we have is is 10 times better than any
 

4243
01:19:18,080 --> 01:19:20,870
we have is is 10 times better than any
any school district around. Uh but

4244
01:19:20,870 --> 01:19:20,880
any school district around. Uh but
 

4245
01:19:20,880 --> 01:19:22,950
any school district around. Uh but
there's other there's other sides to

4246
01:19:22,950 --> 01:19:22,960
there's other there's other sides to
 

4247
01:19:22,960 --> 01:19:24,550
there's other there's other sides to
this and we have to always strive to get

4248
01:19:24,550 --> 01:19:24,560
this and we have to always strive to get
 

4249
01:19:24,560 --> 01:19:27,270
this and we have to always strive to get
better. Um and sometimes it's

4250
01:19:27,270 --> 01:19:27,280
better. Um and sometimes it's
 

4251
01:19:27,280 --> 01:19:29,350
better. Um and sometimes it's
quantifying that and sometimes and and

4252
01:19:29,350 --> 01:19:29,360
quantifying that and sometimes and and
 

4253
01:19:29,360 --> 01:19:30,870
quantifying that and sometimes and and
maybe you know where we need to really

4254
01:19:30,870 --> 01:19:30,880
maybe you know where we need to really
 

4255
01:19:30,880 --> 01:19:33,830
maybe you know where we need to really
begin to focus is when we have these

4256
01:19:33,830 --> 01:19:33,840
begin to focus is when we have these
 

4257
01:19:33,840 --> 01:19:36,870
begin to focus is when we have these
instances where the system misses

4258
01:19:36,870 --> 01:19:36,880
instances where the system misses
 

4259
01:19:36,880 --> 01:19:39,270
instances where the system misses
right where the system misses for one

4260
01:19:39,270 --> 01:19:39,280
right where the system misses for one
 

4261
01:19:39,280 --> 01:19:40,790
right where the system misses for one
reason or another sometimes it's an

4262
01:19:40,790 --> 01:19:40,800
reason or another sometimes it's an
 

4263
01:19:40,800 --> 01:19:43,430
reason or another sometimes it's an
individual it's an employee right misses

4264
01:19:43,430 --> 01:19:43,440
individual it's an employee right misses
 

4265
01:19:43,440 --> 01:19:45,990
individual it's an employee right misses
or sometimes this when the system misses

4266
01:19:45,990 --> 01:19:46,000
or sometimes this when the system misses
 

4267
01:19:46,000 --> 01:19:47,669
or sometimes this when the system misses
how do we fix the system to be more

4268
01:19:47,669 --> 01:19:47,679
how do we fix the system to be more
 

4269
01:19:47,679 --> 01:19:50,950
how do we fix the system to be more
responsive so I'll I'll say that um to

4270
01:19:50,950 --> 01:19:50,960
responsive so I'll I'll say that um to
 

4271
01:19:50,960 --> 01:19:52,709
responsive so I'll I'll say that um to
the extent that we're working on being

4272
01:19:52,709 --> 01:19:52,719
the extent that we're working on being
 

4273
01:19:52,719 --> 01:19:55,030
the extent that we're working on being
valued and included as as as a prior

4274
01:19:55,030 --> 01:19:55,040
valued and included as as as a prior
 

4275
01:19:55,040 --> 01:19:58,390
valued and included as as as a prior
priority. Um I think in some areas and

4276
01:19:58,390 --> 01:19:58,400
priority. Um I think in some areas and
 

4277
01:19:58,400 --> 01:19:59,990
priority. Um I think in some areas and
with some subgroups of students we're

4278
01:19:59,990 --> 01:20:00,000
with some subgroups of students we're
 

4279
01:20:00,000 --> 01:20:02,390
with some subgroups of students we're
doing really really well. Some subsroups

4280
01:20:02,390 --> 01:20:02,400
doing really really well. Some subsroups
 

4281
01:20:02,400 --> 01:20:04,390
doing really really well. Some subsroups
of students we've made progress in some

4282
01:20:04,390 --> 01:20:04,400
of students we've made progress in some
 

4283
01:20:04,400 --> 01:20:06,470
of students we've made progress in some
subgroups of students. I think about our

4284
01:20:06,470 --> 01:20:06,480
subgroups of students. I think about our
 

4285
01:20:06,480 --> 01:20:07,990
subgroups of students. I think about our
neurodiverse students and I think about

4286
01:20:07,990 --> 01:20:08,000
neurodiverse students and I think about
 

4287
01:20:08,000 --> 01:20:12,390
neurodiverse students and I think about
our twice exceptional students where uh

4288
01:20:12,390 --> 01:20:12,400
our twice exceptional students where uh
 

4289
01:20:12,400 --> 01:20:14,390
our twice exceptional students where uh
they're not they're not feeling the

4290
01:20:14,390 --> 01:20:14,400
they're not they're not feeling the
 

4291
01:20:14,400 --> 01:20:15,669
they're not they're not feeling the
benefits of maybe some of the

4292
01:20:15,669 --> 01:20:15,679
benefits of maybe some of the
 

4293
01:20:15,679 --> 01:20:16,870
benefits of maybe some of the
improvements we've made that other

4294
01:20:16,870 --> 01:20:16,880
improvements we've made that other
 

4295
01:20:16,880 --> 01:20:18,550
improvements we've made that other
subgroups are. So I just want to

4296
01:20:18,550 --> 01:20:18,560
subgroups are. So I just want to
 

4297
01:20:18,560 --> 01:20:20,630
subgroups are. So I just want to
acknowledge that uh the system isn't

4298
01:20:20,630 --> 01:20:20,640
acknowledge that uh the system isn't
 

4299
01:20:20,640 --> 01:20:22,550
acknowledge that uh the system isn't
perfect. We haven't eradicated bullying.

4300
01:20:22,550 --> 01:20:22,560
perfect. We haven't eradicated bullying.
 

4301
01:20:22,560 --> 01:20:24,390
perfect. We haven't eradicated bullying.
we haven't eradicated, you know, our

4302
01:20:24,390 --> 01:20:24,400
we haven't eradicated, you know, our
 

4303
01:20:24,400 --> 01:20:26,870
we haven't eradicated, you know, our
systems aren't 100% foolproof and and we

4304
01:20:26,870 --> 01:20:26,880
systems aren't 100% foolproof and and we
 

4305
01:20:26,880 --> 01:20:29,590
systems aren't 100% foolproof and and we
can um but they're better and I think

4306
01:20:29,590 --> 01:20:29,600
can um but they're better and I think
 

4307
01:20:29,600 --> 01:20:31,669
can um but they're better and I think
we're focusing on the right things and

4308
01:20:31,669 --> 01:20:31,679
we're focusing on the right things and
 

4309
01:20:31,679 --> 01:20:33,270
we're focusing on the right things and
we'll continue to strive to think about

4310
01:20:33,270 --> 01:20:33,280
we'll continue to strive to think about
 

4311
01:20:33,280 --> 01:20:35,189
we'll continue to strive to think about
metrics to tell that story without

4312
01:20:35,189 --> 01:20:35,199
metrics to tell that story without
 

4313
01:20:35,199 --> 01:20:37,430
metrics to tell that story without
leaving out the the reality that

4314
01:20:37,430 --> 01:20:37,440
leaving out the the reality that
 

4315
01:20:37,440 --> 01:20:40,390
leaving out the the reality that
anecdotally like if somebody has a their

4316
01:20:40,390 --> 01:20:40,400
anecdotally like if somebody has a their
 

4317
01:20:40,400 --> 01:20:42,790
anecdotally like if somebody has a their
kid has an experience an unacceptable

4318
01:20:42,790 --> 01:20:42,800
kid has an experience an unacceptable
 

4319
01:20:42,800 --> 01:20:44,310
kid has an experience an unacceptable
experience for them I don't doesn't

4320
01:20:44,310 --> 01:20:44,320
experience for them I don't doesn't
 

4321
01:20:44,320 --> 01:20:45,750
experience for them I don't doesn't
matter how many graphs I show and all

4322
01:20:45,750 --> 01:20:45,760
matter how many graphs I show and all
 

4323
01:20:45,760 --> 01:20:47,590
matter how many graphs I show and all
the progress we're making they've had an

4324
01:20:47,590 --> 01:20:47,600
the progress we're making they've had an
 

4325
01:20:47,600 --> 01:20:53,990
the progress we're making they've had an
unacceptable experience

4326
01:20:53,990 --> 01:20:54,000

 

4327
01:20:54,000 --> 01:20:59,430

Dian,

4328
01:20:59,430 --> 01:20:59,440

 

4329
01:20:59,440 --> 01:21:02,229

>> uh, very briefly, I am not familiar with

4330
01:21:02,229 --> 01:21:02,239
>> uh, very briefly, I am not familiar with
 

4331
01:21:02,239 --> 01:21:04,709
>> uh, very briefly, I am not familiar with
be well recommendations

4332
01:21:04,709 --> 01:21:04,719
be well recommendations
 

4333
01:21:04,719 --> 01:21:07,590
be well recommendations
and so could you send me a link to

4334
01:21:07,590 --> 01:21:07,600
and so could you send me a link to
 

4335
01:21:07,600 --> 01:21:09,590
and so could you send me a link to
something that I could educate myself

4336
01:21:09,590 --> 01:21:09,600
something that I could educate myself
 

4337
01:21:09,600 --> 01:21:11,270
something that I could educate myself
about uh, what that?

4338
01:21:11,270 --> 01:21:11,280
about uh, what that?
 

4339
01:21:11,280 --> 01:21:12,470
about uh, what that?
>> Absolutely. I'll send that back out to

4340
01:21:12,470 --> 01:21:12,480
>> Absolutely. I'll send that back out to
 

4341
01:21:12,480 --> 01:21:14,470
>> Absolutely. I'll send that back out to
the board. We can actually include that

4342
01:21:14,470 --> 01:21:14,480
the board. We can actually include that
 

4343
01:21:14,480 --> 01:21:16,709
the board. We can actually include that
in news and notes this week for everyone

4344
01:21:16,709 --> 01:21:16,719
in news and notes this week for everyone
 

4345
01:21:16,719 --> 01:21:22,390
in news and notes this week for everyone
to have a refresher.

4346
01:21:22,390 --> 01:21:22,400

 

4347
01:21:22,400 --> 01:21:24,070

>> I have a question about this the value

4348
01:21:24,070 --> 01:21:24,080
>> I have a question about this the value
 

4349
01:21:24,080 --> 01:21:25,910
>> I have a question about this the value
didn't include it in a little bit to

4350
01:21:25,910 --> 01:21:25,920
didn't include it in a little bit to
 

4351
01:21:25,920 --> 01:21:27,910
didn't include it in a little bit to
Alex's point and one one thing that is

4352
01:21:27,910 --> 01:21:27,920
Alex's point and one one thing that is
 

4353
01:21:27,920 --> 01:21:29,350
Alex's point and one one thing that is
challenging is our strategic plan is a

4354
01:21:29,350 --> 01:21:29,360
challenging is our strategic plan is a
 

4355
01:21:29,360 --> 01:21:30,950
challenging is our strategic plan is a
five-year plan, right? We lock that plan

4356
01:21:30,950 --> 01:21:30,960
five-year plan, right? We lock that plan
 

4357
01:21:30,960 --> 01:21:32,950
five-year plan, right? We lock that plan
in for five years. The UIP is an

4358
01:21:32,950 --> 01:21:32,960
in for five years. The UIP is an
 

4359
01:21:32,960 --> 01:21:34,790
in for five years. The UIP is an
opportunity for us to continue to tinker

4360
01:21:34,790 --> 01:21:34,800
opportunity for us to continue to tinker
 

4361
01:21:34,800 --> 01:21:36,630
opportunity for us to continue to tinker
on a two years within that five-year

4362
01:21:36,630 --> 01:21:36,640
on a two years within that five-year
 

4363
01:21:36,640 --> 01:21:38,550
on a two years within that five-year
plan and then those 90-day plans even

4364
01:21:38,550 --> 01:21:38,560
plan and then those 90-day plans even
 

4365
01:21:38,560 --> 01:21:40,470
plan and then those 90-day plans even
more frequently. Looking at our

4366
01:21:40,470 --> 01:21:40,480
more frequently. Looking at our
 

4367
01:21:40,480 --> 01:21:41,510
more frequently. Looking at our
dashboard, I just pulled up our

4368
01:21:41,510 --> 01:21:41,520
dashboard, I just pulled up our
 

4369
01:21:41,520 --> 01:21:44,390
dashboard, I just pulled up our
dashboard. on the climate survey results

4370
01:21:44,390 --> 01:21:44,400
dashboard. on the climate survey results
 

4371
01:21:44,400 --> 01:21:46,390
dashboard. on the climate survey results
that we use as metrics for feeling

4372
01:21:46,390 --> 01:21:46,400
that we use as metrics for feeling
 

4373
01:21:46,400 --> 01:21:49,189
that we use as metrics for feeling
evaluated and included. I I just there's

4374
01:21:49,189 --> 01:21:49,199
evaluated and included. I I just there's
 

4375
01:21:49,199 --> 01:21:51,350
evaluated and included. I I just there's
differences. I feel like if you look at

4376
01:21:51,350 --> 01:21:51,360
differences. I feel like if you look at
 

4377
01:21:51,360 --> 01:21:54,950
differences. I feel like if you look at
elementary school students, 87% 88%

4378
01:21:54,950 --> 01:21:54,960
elementary school students, 87% 88%
 

4379
01:21:54,960 --> 01:21:56,550
elementary school students, 87% 88%
report feeling evaluated included. High

4380
01:21:56,550 --> 01:21:56,560
report feeling evaluated included. High
 

4381
01:21:56,560 --> 01:22:00,870
report feeling evaluated included. High
schoolers 86%, middle schoolers 81%. And

4382
01:22:00,870 --> 01:22:00,880
schoolers 86%, middle schoolers 81%. And
 

4383
01:22:00,880 --> 01:22:02,550
schoolers 86%, middle schoolers 81%. And
so like the opportunity there and

4384
01:22:02,550 --> 01:22:02,560
so like the opportunity there and
 

4385
01:22:02,560 --> 01:22:04,790
so like the opportunity there and
helping our schools identify the ways in

4386
01:22:04,790 --> 01:22:04,800
helping our schools identify the ways in
 

4387
01:22:04,800 --> 01:22:06,390
helping our schools identify the ways in
which their unique community or their

4388
01:22:06,390 --> 01:22:06,400
which their unique community or their
 

4389
01:22:06,400 --> 01:22:09,510
which their unique community or their
their age group and these new UIPs can

4390
01:22:09,510 --> 01:22:09,520
their age group and these new UIPs can
 

4391
01:22:09,520 --> 01:22:11,990
their age group and these new UIPs can
be hone in and get more specific. So a a

4392
01:22:11,990 --> 01:22:12,000
be hone in and get more specific. So a a
 

4393
01:22:12,000 --> 01:22:14,709
be hone in and get more specific. So a a
a goal might look different at a middle

4394
01:22:14,709 --> 01:22:14,719
a goal might look different at a middle
 

4395
01:22:14,719 --> 01:22:16,390
a goal might look different at a middle
school level or the need might be

4396
01:22:16,390 --> 01:22:16,400
school level or the need might be
 

4397
01:22:16,400 --> 01:22:17,430
school level or the need might be
different at a middle school level than

4398
01:22:17,430 --> 01:22:17,440
different at a middle school level than
 

4399
01:22:17,440 --> 01:22:19,270
different at a middle school level than
a high school level. How can we use

4400
01:22:19,270 --> 01:22:19,280
a high school level. How can we use
 

4401
01:22:19,280 --> 01:22:21,910
a high school level. How can we use
leverage the UIP strategically and our

4402
01:22:21,910 --> 01:22:21,920
leverage the UIP strategically and our
 

4403
01:22:21,920 --> 01:22:25,430
leverage the UIP strategically and our
district UIP goal to allow some

4404
01:22:25,430 --> 01:22:25,440
district UIP goal to allow some
 

4405
01:22:25,440 --> 01:22:27,430
district UIP goal to allow some
flexibility at our site level to really

4406
01:22:27,430 --> 01:22:27,440
flexibility at our site level to really
 

4407
01:22:27,440 --> 01:22:30,790
flexibility at our site level to really
get at the root cause at our sites and

4408
01:22:30,790 --> 01:22:30,800
get at the root cause at our sites and
 

4409
01:22:30,800 --> 01:22:32,390
get at the root cause at our sites and
again this is going back to like how I

4410
01:22:32,390 --> 01:22:32,400
again this is going back to like how I
 

4411
01:22:32,400 --> 01:22:33,990
again this is going back to like how I
think about the structure of the UIP and

4412
01:22:33,990 --> 01:22:34,000
think about the structure of the UIP and
 

4413
01:22:34,000 --> 01:22:35,270
think about the structure of the UIP and
the benefit is like that root cause

4414
01:22:35,270 --> 01:22:35,280
the benefit is like that root cause
 

4415
01:22:35,280 --> 01:22:38,470
the benefit is like that root cause
analysis is really critical and I just I

4416
01:22:38,470 --> 01:22:38,480
analysis is really critical and I just I
 

4417
01:22:38,480 --> 01:22:40,229
analysis is really critical and I just I
I think it is outstand actually I think

4418
01:22:40,229 --> 01:22:40,239
I think it is outstand actually I think
 

4419
01:22:40,239 --> 01:22:42,550
I think it is outstand actually I think
86% of our kids 88% of our kids feeling

4420
01:22:42,550 --> 01:22:42,560
86% of our kids 88% of our kids feeling
 

4421
01:22:42,560 --> 01:22:44,390
86% of our kids 88% of our kids feeling
valued and included that metric does

4422
01:22:44,390 --> 01:22:44,400
valued and included that metric does
 

4423
01:22:44,400 --> 01:22:46,310
valued and included that metric does
feel pretty it feels good that's a

4424
01:22:46,310 --> 01:22:46,320
feel pretty it feels good that's a
 

4425
01:22:46,320 --> 01:22:49,350
feel pretty it feels good that's a
significant proportion of our students.

4426
01:22:49,350 --> 01:22:49,360
significant proportion of our students.
 

4427
01:22:49,360 --> 01:22:51,350
significant proportion of our students.
And I agree, there is still some work to

4428
01:22:51,350 --> 01:22:51,360
And I agree, there is still some work to
 

4429
01:22:51,360 --> 01:22:52,870
And I agree, there is still some work to
do. I don't think we'll ever get rid of

4430
01:22:52,870 --> 01:22:52,880
do. I don't think we'll ever get rid of
 

4431
01:22:52,880 --> 01:22:54,950
do. I don't think we'll ever get rid of
bullying. That'll never go down to zero.

4432
01:22:54,950 --> 01:22:54,960
bullying. That'll never go down to zero.
 

4433
01:22:54,960 --> 01:22:56,629
bullying. That'll never go down to zero.
There's some developmental age. There's

4434
01:22:56,629 --> 01:22:56,639
There's some developmental age. There's
 

4435
01:22:56,639 --> 01:22:58,149
There's some developmental age. There's
just kids are kids. There's some

4436
01:22:58,149 --> 01:22:58,159
just kids are kids. There's some
 

4437
01:22:58,159 --> 01:23:00,470
just kids are kids. There's some
learning to be done there. But I do

4438
01:23:00,470 --> 01:23:00,480
learning to be done there. But I do
 

4439
01:23:00,480 --> 01:23:03,990
learning to be done there. But I do
wonder as you're looking toward the UIP,

4440
01:23:03,990 --> 01:23:04,000
wonder as you're looking toward the UIP,
 

4441
01:23:04,000 --> 01:23:06,149
wonder as you're looking toward the UIP,
how

4442
01:23:06,149 --> 01:23:06,159
how
 

4443
01:23:06,159 --> 01:23:07,910
how
designing and crafting those goals to

4444
01:23:07,910 --> 01:23:07,920
designing and crafting those goals to
 

4445
01:23:07,920 --> 01:23:09,110
designing and crafting those goals to
continue to work towards this 5-year

4446
01:23:09,110 --> 01:23:09,120
continue to work towards this 5-year
 

4447
01:23:09,120 --> 01:23:10,550
continue to work towards this 5-year
plan that we will be in until we renew

4448
01:23:10,550 --> 01:23:10,560
plan that we will be in until we renew
 

4449
01:23:10,560 --> 01:23:14,629
plan that we will be in until we renew
it and helping dial helping individual

4450
01:23:14,629 --> 01:23:14,639
it and helping dial helping individual
 

4451
01:23:14,639 --> 01:23:16,070
it and helping dial helping individual
schools be able to dial in ways that is

4452
01:23:16,070 --> 01:23:16,080
schools be able to dial in ways that is
 

4453
01:23:16,080 --> 01:23:17,830
schools be able to dial in ways that is
really meaningful so we can continue to

4454
01:23:17,830 --> 01:23:17,840
really meaningful so we can continue to
 

4455
01:23:17,840 --> 01:23:19,830
really meaningful so we can continue to
see forward improvement that's

4456
01:23:19,830 --> 01:23:19,840
see forward improvement that's
 

4457
01:23:19,840 --> 01:23:22,950
see forward improvement that's
meaningful so our community feels that

4458
01:23:22,950 --> 01:23:22,960
meaningful so our community feels that
 

4459
01:23:22,960 --> 01:23:27,430
meaningful so our community feels that
in meaningful ways. Dr. Anderson,

4460
01:23:27,430 --> 01:23:27,440
in meaningful ways. Dr. Anderson,
 

4461
01:23:27,440 --> 01:23:30,550
in meaningful ways. Dr. Anderson,
>> I want to be realistic. um we have a

4462
01:23:30,550 --> 01:23:30,560
>> I want to be realistic. um we have a
 

4463
01:23:30,560 --> 01:23:32,070
>> I want to be realistic. um we have a
different challenge around valued and

4464
01:23:32,070 --> 01:23:32,080
different challenge around valued and
 

4465
01:23:32,080 --> 01:23:33,270
different challenge around valued and
included that's coming and that's

4466
01:23:33,270 --> 01:23:33,280
included that's coming and that's
 

4467
01:23:33,280 --> 01:23:34,629
included that's coming and that's
declining enrollment because we're going

4468
01:23:34,629 --> 01:23:34,639
declining enrollment because we're going
 

4469
01:23:34,639 --> 01:23:36,310
declining enrollment because we're going
to be shifting student schools we're

4470
01:23:36,310 --> 01:23:36,320
to be shifting student schools we're
 

4471
01:23:36,320 --> 01:23:38,950
to be shifting student schools we're
going to be shifting our footprint so uh

4472
01:23:38,950 --> 01:23:38,960
going to be shifting our footprint so uh
 

4473
01:23:38,960 --> 01:23:40,870
going to be shifting our footprint so uh
there'll be a new baseline that that we

4474
01:23:40,870 --> 01:23:40,880
there'll be a new baseline that that we
 

4475
01:23:40,880 --> 01:23:42,790
there'll be a new baseline that that we
will have to know and and understand

4476
01:23:42,790 --> 01:23:42,800
will have to know and and understand
 

4477
01:23:42,800 --> 01:23:44,870
will have to know and and understand
right so as I think about the things

4478
01:23:44,870 --> 01:23:44,880
right so as I think about the things
 

4479
01:23:44,880 --> 01:23:47,189
right so as I think about the things
getting uh that are potential risks

4480
01:23:47,189 --> 01:23:47,199
getting uh that are potential risks
 

4481
01:23:47,199 --> 01:23:49,030
getting uh that are potential risks
right if we do a risk analysis of where

4482
01:23:49,030 --> 01:23:49,040
right if we do a risk analysis of where
 

4483
01:23:49,040 --> 01:23:51,590
right if we do a risk analysis of where
we are I think that comes to me as top

4484
01:23:51,590 --> 01:23:51,600
we are I think that comes to me as top
 

4485
01:23:51,600 --> 01:23:55,910
we are I think that comes to me as top
of mind so um and and and and actually

4486
01:23:55,910 --> 01:23:55,920
of mind so um and and and and actually
 

4487
01:23:55,920 --> 01:23:58,790
of mind so um and and and and actually
that um you know the work we're doing

4488
01:23:58,790 --> 01:23:58,800
that um you know the work we're doing
 

4489
01:23:58,800 --> 01:24:00,470
that um you know the work we're doing
around declining enrollment. To the

4490
01:24:00,470 --> 01:24:00,480
around declining enrollment. To the
 

4491
01:24:00,480 --> 01:24:03,590
around declining enrollment. To the
extent that we can do that well and

4492
01:24:03,590 --> 01:24:03,600
extent that we can do that well and
 

4493
01:24:03,600 --> 01:24:05,590
extent that we can do that well and
bring people together the ways that

4494
01:24:05,590 --> 01:24:05,600
bring people together the ways that
 

4495
01:24:05,600 --> 01:24:07,270
bring people together the ways that
we're doing now, which is by listening

4496
01:24:07,270 --> 01:24:07,280
we're doing now, which is by listening
 

4497
01:24:07,280 --> 01:24:09,830
we're doing now, which is by listening
and hearing where people's values are, I

4498
01:24:09,830 --> 01:24:09,840
and hearing where people's values are, I
 

4499
01:24:09,840 --> 01:24:11,270
and hearing where people's values are, I
do think there's a risk of it

4500
01:24:11,270 --> 01:24:11,280
do think there's a risk of it
 

4501
01:24:11,280 --> 01:24:14,709
do think there's a risk of it
overshadowing a UIP.

4502
01:24:14,709 --> 01:24:14,719
overshadowing a UIP.
 

4503
01:24:14,719 --> 01:24:16,550
overshadowing a UIP.
Does that make sense? Right. So, to the

4504
01:24:16,550 --> 01:24:16,560
Does that make sense? Right. So, to the
 

4505
01:24:16,560 --> 01:24:17,510
Does that make sense? Right. So, to the
extent that we're going to have

4506
01:24:17,510 --> 01:24:17,520
extent that we're going to have
 

4507
01:24:17,520 --> 01:24:19,270
extent that we're going to have
different school configurations, some

4508
01:24:19,270 --> 01:24:19,280
different school configurations, some
 

4509
01:24:19,280 --> 01:24:21,030
different school configurations, some
schools won't be here, other schools may

4510
01:24:21,030 --> 01:24:21,040
schools won't be here, other schools may
 

4511
01:24:21,040 --> 01:24:22,709
schools won't be here, other schools may
go bigger, we're going to be bringing

4512
01:24:22,709 --> 01:24:22,719
go bigger, we're going to be bringing
 

4513
01:24:22,719 --> 01:24:25,669
go bigger, we're going to be bringing
community communities together, right?

4514
01:24:25,669 --> 01:24:25,679
community communities together, right?
 

4515
01:24:25,679 --> 01:24:27,590
community communities together, right?
and um and then we have these

4516
01:24:27,590 --> 01:24:27,600
and um and then we have these
 

4517
01:24:27,600 --> 01:24:30,629
and um and then we have these
aspirational highfunctioning

4518
01:24:30,629 --> 01:24:30,639
aspirational highfunctioning
 

4519
01:24:30,639 --> 01:24:33,110
aspirational highfunctioning
like systems AC that it should help

4520
01:24:33,110 --> 01:24:33,120
like systems AC that it should help
 

4521
01:24:33,120 --> 01:24:35,030
like systems AC that it should help
insulate us from some of those things.

4522
01:24:35,030 --> 01:24:35,040
insulate us from some of those things.
 

4523
01:24:35,040 --> 01:24:37,669
insulate us from some of those things.
But uh I think we do also need to know

4524
01:24:37,669 --> 01:24:37,679
But uh I think we do also need to know
 

4525
01:24:37,679 --> 01:24:41,430
But uh I think we do also need to know
and understand that uh depending upon

4526
01:24:41,430 --> 01:24:41,440
and understand that uh depending upon
 

4527
01:24:41,440 --> 01:24:45,510
and understand that uh depending upon
how that process ends up playing out um

4528
01:24:45,510 --> 01:24:45,520
how that process ends up playing out um
 

4529
01:24:45,520 --> 01:24:47,669
how that process ends up playing out um
could significantly impact things like

4530
01:24:47,669 --> 01:24:47,679
could significantly impact things like
 

4531
01:24:47,679 --> 01:24:52,070
could significantly impact things like
valued and included. Um, and uh, um, I

4532
01:24:52,070 --> 01:24:52,080
valued and included. Um, and uh, um, I
 

4533
01:24:52,080 --> 01:24:53,510
valued and included. Um, and uh, um, I
think that, uh, you know, there's going

4534
01:24:53,510 --> 01:24:53,520
think that, uh, you know, there's going
 

4535
01:24:53,520 --> 01:24:55,430
think that, uh, you know, there's going
to be kids who I I just think that

4536
01:24:55,430 --> 01:24:55,440
to be kids who I I just think that
 

4537
01:24:55,440 --> 01:24:57,750
to be kids who I I just think that
there's a ton of dynamics that I do not

4538
01:24:57,750 --> 01:24:57,760
there's a ton of dynamics that I do not
 

4539
01:24:57,760 --> 01:24:59,510
there's a ton of dynamics that I do not
want to let go of. And I'll be very

4540
01:24:59,510 --> 01:24:59,520
want to let go of. And I'll be very
 

4541
01:24:59,520 --> 01:25:01,350
want to let go of. And I'll be very
clear with you as board members and our

4542
01:25:01,350 --> 01:25:01,360
clear with you as board members and our
 

4543
01:25:01,360 --> 01:25:03,669
clear with you as board members and our
community. We know that. We understand

4544
01:25:03,669 --> 01:25:03,679
community. We know that. We understand
 

4545
01:25:03,679 --> 01:25:06,550
community. We know that. We understand
that, right? And some of it's going to

4546
01:25:06,550 --> 01:25:06,560
that, right? And some of it's going to
 

4547
01:25:06,560 --> 01:25:08,229
that, right? And some of it's going to
be unavoidable if we're going to close

4548
01:25:08,229 --> 01:25:08,239
be unavoidable if we're going to close
 

4549
01:25:08,239 --> 01:25:11,990
be unavoidable if we're going to close
and consolidate schools.

4550
01:25:11,990 --> 01:25:12,000
and consolidate schools.
 

4551
01:25:12,000 --> 01:25:15,189
and consolidate schools.
That it's just true. So uh so as we

4552
01:25:15,189 --> 01:25:15,199
That it's just true. So uh so as we
 

4553
01:25:15,199 --> 01:25:17,110
That it's just true. So uh so as we
think about building this UIP and

4554
01:25:17,110 --> 01:25:17,120
think about building this UIP and
 

4555
01:25:17,120 --> 01:25:19,750
think about building this UIP and
building it in ways that are thoughtful,

4556
01:25:19,750 --> 01:25:19,760
building it in ways that are thoughtful,
 

4557
01:25:19,760 --> 01:25:22,870
building it in ways that are thoughtful,
right? Um I think that there is some

4558
01:25:22,870 --> 01:25:22,880
right? Um I think that there is some
 

4559
01:25:22,880 --> 01:25:24,310
right? Um I think that there is some
other things that we haven't been

4560
01:25:24,310 --> 01:25:24,320
other things that we haven't been
 

4561
01:25:24,320 --> 01:25:26,870
other things that we haven't been
considering that we need to probably uh

4562
01:25:26,870 --> 01:25:26,880
considering that we need to probably uh
 

4563
01:25:26,880 --> 01:25:28,470
considering that we need to probably uh
begin to realize are going to be

4564
01:25:28,470 --> 01:25:28,480
begin to realize are going to be
 

4565
01:25:28,480 --> 01:25:30,790
begin to realize are going to be
impacting us and uh to the extent that

4566
01:25:30,790 --> 01:25:30,800
impacting us and uh to the extent that
 

4567
01:25:30,800 --> 01:25:32,390
impacting us and uh to the extent that
we're able to hold things together, move

4568
01:25:32,390 --> 01:25:32,400
we're able to hold things together, move
 

4569
01:25:32,400 --> 01:25:35,189
we're able to hold things together, move
things forward um in the midst of what

4570
01:25:35,189 --> 01:25:35,199
things forward um in the midst of what
 

4571
01:25:35,199 --> 01:25:36,709
things forward um in the midst of what
will be probably some of the most

4572
01:25:36,709 --> 01:25:36,719
will be probably some of the most
 

4573
01:25:36,719 --> 01:25:38,070
will be probably some of the most
significant changes in our school

4574
01:25:38,070 --> 01:25:38,080
significant changes in our school
 

4575
01:25:38,080 --> 01:25:40,310
significant changes in our school
district in 20ome years, we just need to

4576
01:25:40,310 --> 01:25:40,320
district in 20ome years, we just need to
 

4577
01:25:40,320 --> 01:25:43,669
district in 20ome years, we just need to
understand that.

4578
01:25:43,669 --> 01:25:43,679

 

4579
01:25:43,679 --> 01:25:45,750

Alex.

4580
01:25:45,750 --> 01:25:45,760
Alex.
 

4581
01:25:45,760 --> 01:25:47,030
Alex.
>> Yeah, I really want to thank you for

4582
01:25:47,030 --> 01:25:47,040
>> Yeah, I really want to thank you for
 

4583
01:25:47,040 --> 01:25:50,790
>> Yeah, I really want to thank you for
that, Dr. Anderson. I agree 100%. And um

4584
01:25:50,790 --> 01:25:50,800
that, Dr. Anderson. I agree 100%. And um
 

4585
01:25:50,800 --> 01:25:52,629
that, Dr. Anderson. I agree 100%. And um
and that's why one of the reasons I

4586
01:25:52,629 --> 01:25:52,639
and that's why one of the reasons I
 

4587
01:25:52,639 --> 01:25:54,629
and that's why one of the reasons I
continue to be really impressed by our

4588
01:25:54,629 --> 01:25:54,639
continue to be really impressed by our
 

4589
01:25:54,639 --> 01:25:56,790
continue to be really impressed by our
community engagement process and one of

4590
01:25:56,790 --> 01:25:56,800
community engagement process and one of
 

4591
01:25:56,800 --> 01:25:58,709
community engagement process and one of
the things I really take away from it is

4592
01:25:58,709 --> 01:25:58,719
the things I really take away from it is
 

4593
01:25:58,719 --> 01:26:00,629
the things I really take away from it is
the depth of our parents engaging and

4594
01:26:00,629 --> 01:26:00,639
the depth of our parents engaging and
 

4595
01:26:00,639 --> 01:26:02,629
the depth of our parents engaging and
having a studentbased like a student

4596
01:26:02,629 --> 01:26:02,639
having a studentbased like a student
 

4597
01:26:02,639 --> 01:26:04,629
having a studentbased like a student
focused approach to the whole thing

4598
01:26:04,629 --> 01:26:04,639
focused approach to the whole thing
 

4599
01:26:04,639 --> 01:26:07,030
focused approach to the whole thing
because at the end of the day, 1200

4600
01:26:07,030 --> 01:26:07,040
because at the end of the day, 1200
 

4601
01:26:07,040 --> 01:26:08,709
because at the end of the day, 1200
elementary school kids will be moving

4602
01:26:08,709 --> 01:26:08,719
elementary school kids will be moving
 

4603
01:26:08,719 --> 01:26:10,229
elementary school kids will be moving
from one school to another because of

4604
01:26:10,229 --> 01:26:10,239
from one school to another because of
 

4605
01:26:10,239 --> 01:26:12,709
from one school to another because of
this probably and each of that is an

4606
01:26:12,709 --> 01:26:12,719
this probably and each of that is an
 

4607
01:26:12,719 --> 01:26:16,390
this probably and each of that is an
opportunity to be excited or you know

4608
01:26:16,390 --> 01:26:16,400
opportunity to be excited or you know
 

4609
01:26:16,400 --> 01:26:18,470
opportunity to be excited or you know
have a really bad time and experience

4610
01:26:18,470 --> 01:26:18,480
have a really bad time and experience
 

4611
01:26:18,480 --> 01:26:20,790
have a really bad time and experience
trauma disrupts everything else and the

4612
01:26:20,790 --> 01:26:20,800
trauma disrupts everything else and the
 

4613
01:26:20,800 --> 01:26:22,470
trauma disrupts everything else and the
scale of that for ele elementary schools

4614
01:26:22,470 --> 01:26:22,480
scale of that for ele elementary schools
 

4615
01:26:22,480 --> 01:26:24,950
scale of that for ele elementary schools
is huge and that's why getting at and

4616
01:26:24,950 --> 01:26:24,960
is huge and that's why getting at and
 

4617
01:26:24,960 --> 01:26:26,790
is huge and that's why getting at and
that's not just for the sending schools

4618
01:26:26,790 --> 01:26:26,800
that's not just for the sending schools
 

4619
01:26:26,800 --> 01:26:28,149
that's not just for the sending schools
the receiving schools are going to have

4620
01:26:28,149 --> 01:26:28,159
the receiving schools are going to have
 

4621
01:26:28,159 --> 01:26:29,750
the receiving schools are going to have
their challen their culture be

4622
01:26:29,750 --> 01:26:29,760
their challen their culture be
 

4623
01:26:29,760 --> 01:26:31,590
their challen their culture be
challenged by new students new parents

4624
01:26:31,590 --> 01:26:31,600
challenged by new students new parents
 

4625
01:26:31,600 --> 01:26:33,350
challenged by new students new parents
with expectations they had in an old

4626
01:26:33,350 --> 01:26:33,360
with expectations they had in an old
 

4627
01:26:33,360 --> 01:26:35,430
with expectations they had in an old
school so I really think that transition

4628
01:26:35,430 --> 01:26:35,440
school so I really think that transition
 

4629
01:26:35,440 --> 01:26:37,510
school so I really think that transition
year for the sending and receiving

4630
01:26:37,510 --> 01:26:37,520
year for the sending and receiving
 

4631
01:26:37,520 --> 01:26:39,910
year for the sending and receiving
schools is huge for investment and

4632
01:26:39,910 --> 01:26:39,920
schools is huge for investment and
 

4633
01:26:39,920 --> 01:26:42,070
schools is huge for investment and
support and adjustment of what we do so

4634
01:26:42,070 --> 01:26:42,080
support and adjustment of what we do so
 

4635
01:26:42,080 --> 01:26:43,430
support and adjustment of what we do so
that those elementary schools are

4636
01:26:43,430 --> 01:26:43,440
that those elementary schools are
 

4637
01:26:43,440 --> 01:26:46,149
that those elementary schools are
primarily helped with managing that

4638
01:26:46,149 --> 01:26:46,159
primarily helped with managing that
 

4639
01:26:46,159 --> 01:26:47,830
primarily helped with managing that
transition as well as possible and

4640
01:26:47,830 --> 01:26:47,840
transition as well as possible and
 

4641
01:26:47,840 --> 01:26:49,270
transition as well as possible and
that's where I want to make that we're

4642
01:26:49,270 --> 01:26:49,280
that's where I want to make that we're
 

4643
01:26:49,280 --> 01:26:51,830
that's where I want to make that we're
capturing uh the outcome data that gets

4644
01:26:51,830 --> 01:26:51,840
capturing uh the outcome data that gets
 

4645
01:26:51,840 --> 01:26:53,270
capturing uh the outcome data that gets
that whether or not whatever we do in

4646
01:26:53,270 --> 01:26:53,280
that whether or not whatever we do in
 

4647
01:26:53,280 --> 01:26:54,709
that whether or not whatever we do in
those two years, let's say the year of

4648
01:26:54,709 --> 01:26:54,719
those two years, let's say the year of
 

4649
01:26:54,719 --> 01:26:56,550
those two years, let's say the year of
planning and the first year at least of

4650
01:26:56,550 --> 01:26:56,560
planning and the first year at least of
 

4651
01:26:56,560 --> 01:26:58,390
planning and the first year at least of
implementation that we're keeping track

4652
01:26:58,390 --> 01:26:58,400
implementation that we're keeping track
 

4653
01:26:58,400 --> 01:27:00,390
implementation that we're keeping track
of how the students are feeling and how

4654
01:27:00,390 --> 01:27:00,400
of how the students are feeling and how
 

4655
01:27:00,400 --> 01:27:02,629
of how the students are feeling and how
they're doing and not just tracking

4656
01:27:02,629 --> 01:27:02,639
they're doing and not just tracking
 

4657
01:27:02,639 --> 01:27:03,910
they're doing and not just tracking
whether we did the process that we

4658
01:27:03,910 --> 01:27:03,920
whether we did the process that we
 

4659
01:27:03,920 --> 01:27:05,590
whether we did the process that we
picked four years ago and that the

4660
01:27:05,590 --> 01:27:05,600
picked four years ago and that the
 

4661
01:27:05,600 --> 01:27:07,430
picked four years ago and that the
implementation is moving along. So it's

4662
01:27:07,430 --> 01:27:07,440
implementation is moving along. So it's
 

4663
01:27:07,440 --> 01:27:09,990
implementation is moving along. So it's
it's exactly to your point is why I want

4664
01:27:09,990 --> 01:27:10,000
it's exactly to your point is why I want
 

4665
01:27:10,000 --> 01:27:12,470
it's exactly to your point is why I want
to accelerate or amplify the

4666
01:27:12,470 --> 01:27:12,480
to accelerate or amplify the
 

4667
01:27:12,480 --> 01:27:14,070
to accelerate or amplify the
outcomebased approach at least to our

4668
01:27:14,070 --> 01:27:14,080
outcomebased approach at least to our
 

4669
01:27:14,080 --> 01:27:16,229
outcomebased approach at least to our
elementary schools for the student

4670
01:27:16,229 --> 01:27:16,239
elementary schools for the student
 

4671
01:27:16,239 --> 01:27:18,390
elementary schools for the student
well-being and valued included because

4672
01:27:18,390 --> 01:27:18,400
well-being and valued included because
 

4673
01:27:18,400 --> 01:27:19,910
well-being and valued included because
there's great opportunity for kids to

4674
01:27:19,910 --> 01:27:19,920
there's great opportunity for kids to
 

4675
01:27:19,920 --> 01:27:21,430
there's great opportunity for kids to
not feel included when they get there

4676
01:27:21,430 --> 01:27:21,440
not feel included when they get there
 

4677
01:27:21,440 --> 01:27:23,510
not feel included when they get there
and there's challenges for parents who

4678
01:27:23,510 --> 01:27:23,520
and there's challenges for parents who
 

4679
01:27:23,520 --> 01:27:25,350
and there's challenges for parents who
have thought their previous school was

4680
01:27:25,350 --> 01:27:25,360
have thought their previous school was
 

4681
01:27:25,360 --> 01:27:27,350
have thought their previous school was
serving their kids need and not sure the

4682
01:27:27,350 --> 01:27:27,360
serving their kids need and not sure the
 

4683
01:27:27,360 --> 01:27:29,030
serving their kids need and not sure the
new school wants to serve them or is

4684
01:27:29,030 --> 01:27:29,040
new school wants to serve them or is
 

4685
01:27:29,040 --> 01:27:30,709
new school wants to serve them or is
able. So that's the kind of stuff I'm

4686
01:27:30,709 --> 01:27:30,719
able. So that's the kind of stuff I'm
 

4687
01:27:30,719 --> 01:27:34,550
able. So that's the kind of stuff I'm
worried about.

4688
01:27:34,550 --> 01:27:34,560

 

4689
01:27:34,560 --> 01:27:36,790

U we are going to move on to define the

4690
01:27:36,790 --> 01:27:36,800
U we are going to move on to define the
 

4691
01:27:36,800 --> 01:27:38,470
U we are going to move on to define the
destination. Before we do, this is such

4692
01:27:38,470 --> 01:27:38,480
destination. Before we do, this is such
 

4693
01:27:38,480 --> 01:27:40,149
destination. Before we do, this is such
a good conversation. I appreciate all of

4694
01:27:40,149 --> 01:27:40,159
a good conversation. I appreciate all of
 

4695
01:27:40,159 --> 01:27:41,590
a good conversation. I appreciate all of
the input, the questions, and the

4696
01:27:41,590 --> 01:27:41,600
the input, the questions, and the
 

4697
01:27:41,600 --> 01:27:45,510
the input, the questions, and the
discussion. And just a time check that

4698
01:27:45,510 --> 01:27:45,520
discussion. And just a time check that
 

4699
01:27:45,520 --> 01:27:49,830
discussion. And just a time check that
um Apex is expecting us around 11:15

4700
01:27:49,830 --> 01:27:49,840
um Apex is expecting us around 11:15
 

4701
01:27:49,840 --> 01:27:51,750
um Apex is expecting us around 11:15
and the culinary center is expecting us

4702
01:27:51,750 --> 01:27:51,760
and the culinary center is expecting us
 

4703
01:27:51,760 --> 01:27:53,590
and the culinary center is expecting us
at around noon and we might not make

4704
01:27:53,590 --> 01:27:53,600
at around noon and we might not make
 

4705
01:27:53,600 --> 01:27:55,270
at around noon and we might not make
those exact deadlines, but just a time

4706
01:27:55,270 --> 01:27:55,280
those exact deadlines, but just a time
 

4707
01:27:55,280 --> 01:27:56,790
those exact deadlines, but just a time
check.

4708
01:27:56,790 --> 01:27:56,800
check.
 

4709
01:27:56,800 --> 01:27:58,310
check.
>> Thanks for that. Yeah, we can move

4710
01:27:58,310 --> 01:27:58,320
>> Thanks for that. Yeah, we can move
 

4711
01:27:58,320 --> 01:28:00,310
>> Thanks for that. Yeah, we can move
through and board members, we can hold

4712
01:28:00,310 --> 01:28:00,320
through and board members, we can hold
 

4713
01:28:00,320 --> 01:28:00,790
through and board members, we can hold
some.

4714
01:28:00,790 --> 01:28:00,800
some.
 

4715
01:28:00,800 --> 01:28:10,950
some.
>> That was a very kind way to say

4716
01:28:10,950 --> 01:28:10,960

 

4717
01:28:10,960 --> 01:28:14,229

Hello. So, um I'm really excited to be

4718
01:28:14,229 --> 01:28:14,239
Hello. So, um I'm really excited to be
 

4719
01:28:14,239 --> 01:28:17,910
Hello. So, um I'm really excited to be
able to uh share an update on define the

4720
01:28:17,910 --> 01:28:17,920
able to uh share an update on define the
 

4721
01:28:17,920 --> 01:28:19,590
able to uh share an update on define the
destination.

4722
01:28:19,590 --> 01:28:19,600
destination.
 

4723
01:28:19,600 --> 01:28:21,830
destination.
We ground our work of define the

4724
01:28:21,830 --> 01:28:21,840
We ground our work of define the
 

4725
01:28:21,840 --> 01:28:24,390
We ground our work of define the
destination in BBSD's grad plus

4726
01:28:24,390 --> 01:28:24,400
destination in BBSD's grad plus
 

4727
01:28:24,400 --> 01:28:26,870
destination in BBSD's grad plus
framework. This framework is a key part

4728
01:28:26,870 --> 01:28:26,880
framework. This framework is a key part
 

4729
01:28:26,880 --> 01:28:29,430
framework. This framework is a key part
of the district's vision to ensure every

4730
01:28:29,430 --> 01:28:29,440
of the district's vision to ensure every
 

4731
01:28:29,440 --> 01:28:31,910
of the district's vision to ensure every
student graduates with more than a

4732
01:28:31,910 --> 01:28:31,920
student graduates with more than a
 

4733
01:28:31,920 --> 01:28:34,070
student graduates with more than a
diploma, equipped with real world

4734
01:28:34,070 --> 01:28:34,080
diploma, equipped with real world
 

4735
01:28:34,080 --> 01:28:36,709
diploma, equipped with real world
skills, exper uh meaningful experiences

4736
01:28:36,709 --> 01:28:36,719
skills, exper uh meaningful experiences
 

4737
01:28:36,719 --> 01:28:39,830
skills, exper uh meaningful experiences
and multiple pathways for success beyond

4738
01:28:39,830 --> 01:28:39,840
and multiple pathways for success beyond
 

4739
01:28:39,840 --> 01:28:42,550
and multiple pathways for success beyond
high school. Rooted in BBSD's commitment

4740
01:28:42,550 --> 01:28:42,560
high school. Rooted in BBSD's commitment
 

4741
01:28:42,560 --> 01:28:44,470
high school. Rooted in BBSD's commitment
to preparing students for an evolving

4742
01:28:44,470 --> 01:28:44,480
to preparing students for an evolving
 

4743
01:28:44,480 --> 01:28:47,110
to preparing students for an evolving
future. The grad plus framework expands

4744
01:28:47,110 --> 01:28:47,120
future. The grad plus framework expands
 

4745
01:28:47,120 --> 01:28:48,790
future. The grad plus framework expands
opportunities for students to earn

4746
01:28:48,790 --> 01:28:48,800
opportunities for students to earn
 

4747
01:28:48,800 --> 01:28:51,510
opportunities for students to earn
college credit, industry certifications,

4748
01:28:51,510 --> 01:28:51,520
college credit, industry certifications,
 

4749
01:28:51,520 --> 01:28:54,149
college credit, industry certifications,
the seal of biiteracy and engage in

4750
01:28:54,149 --> 01:28:54,159
the seal of biiteracy and engage in
 

4751
01:28:54,159 --> 01:28:55,910
the seal of biiteracy and engage in
authentic work-based learning

4752
01:28:55,910 --> 01:28:55,920
authentic work-based learning
 

4753
01:28:55,920 --> 01:28:57,990
authentic work-based learning
experiences. You can see our

4754
01:28:57,990 --> 01:28:58,000
experiences. You can see our
 

4755
01:28:58,000 --> 01:29:00,950
experiences. You can see our
implementation um benchmarks there on

4756
01:29:00,950 --> 01:29:00,960
implementation um benchmarks there on
 

4757
01:29:00,960 --> 01:29:02,950
implementation um benchmarks there on
the right.

4758
01:29:02,950 --> 01:29:02,960
the right.
 

4759
01:29:02,960 --> 01:29:04,790
the right.
Together, these four quadrants help

4760
01:29:04,790 --> 01:29:04,800
Together, these four quadrants help
 

4761
01:29:04,800 --> 01:29:06,629
Together, these four quadrants help
students connect their learning to their

4762
01:29:06,629 --> 01:29:06,639
students connect their learning to their
 

4763
01:29:06,639 --> 01:29:08,950
students connect their learning to their
interests and future goals while

4764
01:29:08,950 --> 01:29:08,960
interests and future goals while
 

4765
01:29:08,960 --> 01:29:10,550
interests and future goals while
building confidence, skills, and

4766
01:29:10,550 --> 01:29:10,560
building confidence, skills, and
 

4767
01:29:10,560 --> 01:29:12,470
building confidence, skills, and
credentials that matter in college,

4768
01:29:12,470 --> 01:29:12,480
credentials that matter in college,
 

4769
01:29:12,480 --> 01:29:14,709
credentials that matter in college,
career, and life. The Grad Plus

4770
01:29:14,709 --> 01:29:14,719
career, and life. The Grad Plus
 

4771
01:29:14,719 --> 01:29:17,750
career, and life. The Grad Plus
framework reflects BBSD's belief that uh

4772
01:29:17,750 --> 01:29:17,760
framework reflects BBSD's belief that uh
 

4773
01:29:17,760 --> 01:29:20,870
framework reflects BBSD's belief that uh
success after graduation is not a

4774
01:29:20,870 --> 01:29:20,880
success after graduation is not a
 

4775
01:29:20,880 --> 01:29:22,950
success after graduation is not a
one-sizefits-all, but built through

4776
01:29:22,950 --> 01:29:22,960
one-sizefits-all, but built through
 

4777
01:29:22,960 --> 01:29:25,110
one-sizefits-all, but built through
multiple and flexible opportunities

4778
01:29:25,110 --> 01:29:25,120
multiple and flexible opportunities
 

4779
01:29:25,120 --> 01:29:27,430
multiple and flexible opportunities
starting at ear as early as elementary

4780
01:29:27,430 --> 01:29:27,440
starting at ear as early as elementary
 

4781
01:29:27,440 --> 01:29:29,590
starting at ear as early as elementary
school and continuing on through

4782
01:29:29,590 --> 01:29:29,600
school and continuing on through
 

4783
01:29:29,600 --> 01:29:34,870
school and continuing on through
graduation.

4784
01:29:34,870 --> 01:29:34,880

 

4785
01:29:34,880 --> 01:29:36,390

First, I'll share about work-based

4786
01:29:36,390 --> 01:29:36,400
First, I'll share about work-based
 

4787
01:29:36,400 --> 01:29:38,470
First, I'll share about work-based
learning as part of the grad plus

4788
01:29:38,470 --> 01:29:38,480
learning as part of the grad plus
 

4789
01:29:38,480 --> 01:29:41,350
learning as part of the grad plus
framework. In BVSD, we use Colorado's

4790
01:29:41,350 --> 01:29:41,360
framework. In BVSD, we use Colorado's
 

4791
01:29:41,360 --> 01:29:43,669
framework. In BVSD, we use Colorado's
work-based learning continuum starting

4792
01:29:43,669 --> 01:29:43,679
work-based learning continuum starting
 

4793
01:29:43,679 --> 01:29:45,430
work-based learning continuum starting
in preschool all the way up through the

4794
01:29:45,430 --> 01:29:45,440
in preschool all the way up through the
 

4795
01:29:45,440 --> 01:29:48,390
in preschool all the way up through the
12th grade. The continuum is designed to

4796
01:29:48,390 --> 01:29:48,400
12th grade. The continuum is designed to
 

4797
01:29:48,400 --> 01:29:50,870
12th grade. The continuum is designed to
intentionally build students awareness,

4798
01:29:50,870 --> 01:29:50,880
intentionally build students awareness,
 

4799
01:29:50,880 --> 01:29:52,950
intentionally build students awareness,
exploration, and preparation and

4800
01:29:52,950 --> 01:29:52,960
exploration, and preparation and
 

4801
01:29:52,960 --> 01:29:55,350
exploration, and preparation and
training for future careers, starting

4802
01:29:55,350 --> 01:29:55,360
training for future careers, starting
 

4803
01:29:55,360 --> 01:29:57,669
training for future careers, starting
with early exposure in elementary school

4804
01:29:57,669 --> 01:29:57,679
with early exposure in elementary school
 

4805
01:29:57,679 --> 01:30:00,470
with early exposure in elementary school
and culminating in real world hands-on

4806
01:30:00,470 --> 01:30:00,480
and culminating in real world hands-on
 

4807
01:30:00,480 --> 01:30:02,709
and culminating in real world hands-on
experiences like internships in high

4808
01:30:02,709 --> 01:30:02,719
experiences like internships in high
 

4809
01:30:02,719 --> 01:30:05,430
experiences like internships in high
school. The work-based learning uh

4810
01:30:05,430 --> 01:30:05,440
school. The work-based learning uh
 

4811
01:30:05,440 --> 01:30:07,510
school. The work-based learning uh
continuum experiences help students

4812
01:30:07,510 --> 01:30:07,520
continuum experiences help students
 

4813
01:30:07,520 --> 01:30:09,510
continuum experiences help students
graduate with not only academic

4814
01:30:09,510 --> 01:30:09,520
graduate with not only academic
 

4815
01:30:09,520 --> 01:30:11,590
graduate with not only academic
knowledge but also the skills,

4816
01:30:11,590 --> 01:30:11,600
knowledge but also the skills,
 

4817
01:30:11,600 --> 01:30:14,310
knowledge but also the skills,
experiences, and connections needed to

4818
01:30:14,310 --> 01:30:14,320
experiences, and connections needed to
 

4819
01:30:14,320 --> 01:30:16,790
experiences, and connections needed to
thrive in college, career, and in our

4820
01:30:16,790 --> 01:30:16,800
thrive in college, career, and in our
 

4821
01:30:16,800 --> 01:30:21,990
thrive in college, career, and in our
community.

4822
01:30:21,990 --> 01:30:22,000

 

4823
01:30:22,000 --> 01:30:24,229

The Dare to Dream program brings

4824
01:30:24,229 --> 01:30:24,239
The Dare to Dream program brings
 

4825
01:30:24,239 --> 01:30:26,950
The Dare to Dream program brings
work-based learning experiences at every

4826
01:30:26,950 --> 01:30:26,960
work-based learning experiences at every
 

4827
01:30:26,960 --> 01:30:29,189
work-based learning experiences at every
to ensure every elementary school

4828
01:30:29,189 --> 01:30:29,199
to ensure every elementary school
 

4829
01:30:29,199 --> 01:30:31,750
to ensure every elementary school
student begins exploring their f future

4830
01:30:31,750 --> 01:30:31,760
student begins exploring their f future
 

4831
01:30:31,760 --> 01:30:34,950
student begins exploring their f future
early, not by chance, but by design.

4832
01:30:34,950 --> 01:30:34,960
early, not by chance, but by design.
 

4833
01:30:34,960 --> 01:30:36,950
early, not by chance, but by design.
Through career weeks, guest speakers,

4834
01:30:36,950 --> 01:30:36,960
Through career weeks, guest speakers,
 

4835
01:30:36,960 --> 01:30:39,110
Through career weeks, guest speakers,
and hands-on experiences, students

4836
01:30:39,110 --> 01:30:39,120
and hands-on experiences, students
 

4837
01:30:39,120 --> 01:30:40,629
and hands-on experiences, students
connect what they're learning in the

4838
01:30:40,629 --> 01:30:40,639
connect what they're learning in the
 

4839
01:30:40,639 --> 01:30:43,270
connect what they're learning in the
classroom to realworld possibilities,

4840
01:30:43,270 --> 01:30:43,280
classroom to realworld possibilities,
 

4841
01:30:43,280 --> 01:30:45,030
classroom to realworld possibilities,
hearing directly from professionals

4842
01:30:45,030 --> 01:30:45,040
hearing directly from professionals
 

4843
01:30:45,040 --> 01:30:47,669
hearing directly from professionals
across a wide range of fields, and

4844
01:30:47,669 --> 01:30:47,679
across a wide range of fields, and
 

4845
01:30:47,679 --> 01:30:50,950
across a wide range of fields, and
imagining themselves in those roles. As

4846
01:30:50,950 --> 01:30:50,960
imagining themselves in those roles. As
 

4847
01:30:50,960 --> 01:30:53,030
imagining themselves in those roles. As
part of our broader work uh based

4848
01:30:53,030 --> 01:30:53,040
part of our broader work uh based
 

4849
01:30:53,040 --> 01:30:55,350
part of our broader work uh based
learning continuum, Dare to Dream sparks

4850
01:30:55,350 --> 01:30:55,360
learning continuum, Dare to Dream sparks
 

4851
01:30:55,360 --> 01:30:58,229
learning continuum, Dare to Dream sparks
curiosity, builds relevance, and helps

4852
01:30:58,229 --> 01:30:58,239
curiosity, builds relevance, and helps
 

4853
01:30:58,239 --> 01:31:00,629
curiosity, builds relevance, and helps
students begin to see uh their

4854
01:31:00,629 --> 01:31:00,639
students begin to see uh their
 

4855
01:31:00,639 --> 01:31:03,270
students begin to see uh their
interests, strengths, and identities and

4856
01:31:03,270 --> 01:31:03,280
interests, strengths, and identities and
 

4857
01:31:03,280 --> 01:31:05,590
interests, strengths, and identities and
how those can shape a future full of

4858
01:31:05,590 --> 01:31:05,600
how those can shape a future full of
 

4859
01:31:05,600 --> 01:31:10,310
how those can shape a future full of
possibilities.

4860
01:31:10,310 --> 01:31:10,320

 

4861
01:31:10,320 --> 01:31:12,229

This slide shows how we are scaling

4862
01:31:12,229 --> 01:31:12,239
This slide shows how we are scaling
 

4863
01:31:12,239 --> 01:31:14,470
This slide shows how we are scaling
work-based learning experiences across

4864
01:31:14,470 --> 01:31:14,480
work-based learning experiences across
 

4865
01:31:14,480 --> 01:31:17,830
work-based learning experiences across
the PK12 continuum. At the elementary

4866
01:31:17,830 --> 01:31:17,840
the PK12 continuum. At the elementary
 

4867
01:31:17,840 --> 01:31:19,990
the PK12 continuum. At the elementary
level, you can see the rapid expansion

4868
01:31:19,990 --> 01:31:20,000
level, you can see the rapid expansion
 

4869
01:31:20,000 --> 01:31:22,790
level, you can see the rapid expansion
of Dare to Dream from just 2% of

4870
01:31:22,790 --> 01:31:22,800
of Dare to Dream from just 2% of
 

4871
01:31:22,800 --> 01:31:25,830
of Dare to Dream from just 2% of
students participating during the 23 24

4872
01:31:25,830 --> 01:31:25,840
students participating during the 23 24
 

4873
01:31:25,840 --> 01:31:29,030
students participating during the 23 24
school year to 15% last year and

4874
01:31:29,030 --> 01:31:29,040
school year to 15% last year and
 

4875
01:31:29,040 --> 01:31:31,590
school year to 15% last year and
reaching 100% of uh students in the

4876
01:31:31,590 --> 01:31:31,600
reaching 100% of uh students in the
 

4877
01:31:31,600 --> 01:31:34,149
reaching 100% of uh students in the
elementary school this year, ensuring

4878
01:31:34,149 --> 01:31:34,159
elementary school this year, ensuring
 

4879
01:31:34,159 --> 01:31:37,830
elementary school this year, ensuring
universal early career exposure. In

4880
01:31:37,830 --> 01:31:37,840
universal early career exposure. In
 

4881
01:31:37,840 --> 01:31:40,550
universal early career exposure. In
middle school, IAP IAP completion

4882
01:31:40,550 --> 01:31:40,560
middle school, IAP IAP completion
 

4883
01:31:40,560 --> 01:31:43,030
middle school, IAP IAP completion
continues to grow steadily, reflecting

4884
01:31:43,030 --> 01:31:43,040
continues to grow steadily, reflecting
 

4885
01:31:43,040 --> 01:31:45,189
continues to grow steadily, reflecting
stronger systems to support students in

4886
01:31:45,189 --> 01:31:45,199
stronger systems to support students in
 

4887
01:31:45,199 --> 01:31:46,950
stronger systems to support students in
exploring and planning their future

4888
01:31:46,950 --> 01:31:46,960
exploring and planning their future
 

4889
01:31:46,960 --> 01:31:50,390
exploring and planning their future
pathways. IAP stands for individual and

4890
01:31:50,390 --> 01:31:50,400
pathways. IAP stands for individual and
 

4891
01:31:50,400 --> 01:31:52,790
pathways. IAP stands for individual and
career academic plan. This is a

4892
01:31:52,790 --> 01:31:52,800
career academic plan. This is a
 

4893
01:31:52,800 --> 01:31:55,189
career academic plan. This is a
personalized multi-year process that

4894
01:31:55,189 --> 01:31:55,199
personalized multi-year process that
 

4895
01:31:55,199 --> 01:31:57,510
personalized multi-year process that
helps students explore their interests,

4896
01:31:57,510 --> 01:31:57,520
helps students explore their interests,
 

4897
01:31:57,520 --> 01:31:59,910
helps students explore their interests,
set goals, and map out the coursework

4898
01:31:59,910 --> 01:31:59,920
set goals, and map out the coursework
 

4899
01:31:59,920 --> 01:32:02,070
set goals, and map out the coursework
and experiences needed to succeed in

4900
01:32:02,070 --> 01:32:02,080
and experiences needed to succeed in
 

4901
01:32:02,080 --> 01:32:05,669
and experiences needed to succeed in
college, career, and life. At the high

4902
01:32:05,669 --> 01:32:05,679
college, career, and life. At the high
 

4903
01:32:05,679 --> 01:32:07,430
college, career, and life. At the high
school level, participation in

4904
01:32:07,430 --> 01:32:07,440
school level, participation in
 

4905
01:32:07,440 --> 01:32:09,990
school level, participation in
work-based learning experiences is also

4906
01:32:09,990 --> 01:32:10,000
work-based learning experiences is also
 

4907
01:32:10,000 --> 01:32:12,950
work-based learning experiences is also
increasing significantly from over 600

4908
01:32:12,950 --> 01:32:12,960
increasing significantly from over 600
 

4909
01:32:12,960 --> 01:32:15,430
increasing significantly from over 600
experiences last year to an anticipated

4910
01:32:15,430 --> 01:32:15,440
experiences last year to an anticipated
 

4911
01:32:15,440 --> 01:32:18,229
experiences last year to an anticipated
4,000 plus this year. High school

4912
01:32:18,229 --> 01:32:18,239
4,000 plus this year. High school
 

4913
01:32:18,239 --> 01:32:20,390
4,000 plus this year. High school
work-based learning participation

4914
01:32:20,390 --> 01:32:20,400
work-based learning participation
 

4915
01:32:20,400 --> 01:32:23,030
work-based learning participation
includes course enrollment, job shadows,

4916
01:32:23,030 --> 01:32:23,040
includes course enrollment, job shadows,
 

4917
01:32:23,040 --> 01:32:25,590
includes course enrollment, job shadows,
industry sponsored projects, workplace

4918
01:32:25,590 --> 01:32:25,600
industry sponsored projects, workplace
 

4919
01:32:25,600 --> 01:32:28,310
industry sponsored projects, workplace
tours, and on the on the job training,

4920
01:32:28,310 --> 01:32:28,320
tours, and on the on the job training,
 

4921
01:32:28,320 --> 01:32:31,910
tours, and on the on the job training,
career speakers, and BBSD facilitated

4922
01:32:31,910 --> 01:32:31,920
career speakers, and BBSD facilitated
 

4923
01:32:31,920 --> 01:32:35,430
career speakers, and BBSD facilitated
internships. The overall trend is clear.

4924
01:32:35,430 --> 01:32:35,440
internships. The overall trend is clear.
 

4925
01:32:35,440 --> 01:32:37,910
internships. The overall trend is clear.
We are rapidly expanding access and

4926
01:32:37,910 --> 01:32:37,920
We are rapidly expanding access and
 

4927
01:32:37,920 --> 01:32:39,750
We are rapidly expanding access and
ensuring more students engage in

4928
01:32:39,750 --> 01:32:39,760
ensuring more students engage in
 

4929
01:32:39,760 --> 01:32:42,070
ensuring more students engage in
meaningful work-based learning at every

4930
01:32:42,070 --> 01:32:42,080
meaningful work-based learning at every
 

4931
01:32:42,080 --> 01:32:46,390
meaningful work-based learning at every
level.

4932
01:32:46,390 --> 01:32:46,400

 

4933
01:32:46,400 --> 01:32:48,070

The next quadrant that I'll share about

4934
01:32:48,070 --> 01:32:48,080
The next quadrant that I'll share about
 

4935
01:32:48,080 --> 01:32:50,709
The next quadrant that I'll share about
is the seal of biiteracy. The seal of

4936
01:32:50,709 --> 01:32:50,719
is the seal of biiteracy. The seal of
 

4937
01:32:50,719 --> 01:32:53,350
is the seal of biiteracy. The seal of
biiteracy is a formal and nationally

4938
01:32:53,350 --> 01:32:53,360
biiteracy is a formal and nationally
 

4939
01:32:53,360 --> 01:32:56,310
biiteracy is a formal and nationally
recognized seal that graduates earned by

4940
01:32:56,310 --> 01:32:56,320
recognized seal that graduates earned by
 

4941
01:32:56,320 --> 01:32:58,550
recognized seal that graduates earned by
demonstrating proficiency in multiple

4942
01:32:58,550 --> 01:32:58,560
demonstrating proficiency in multiple
 

4943
01:32:58,560 --> 01:33:00,790
demonstrating proficiency in multiple
languages, preparing them for success in

4944
01:33:00,790 --> 01:33:00,800
languages, preparing them for success in
 

4945
01:33:00,800 --> 01:33:02,950
languages, preparing them for success in
a global workforce and diverse

4946
01:33:02,950 --> 01:33:02,960
a global workforce and diverse
 

4947
01:33:02,960 --> 01:33:05,830
a global workforce and diverse
community. The seal of biiteracy matters

4948
01:33:05,830 --> 01:33:05,840
community. The seal of biiteracy matters
 

4949
01:33:05,840 --> 01:33:07,910
community. The seal of biiteracy matters
because it signals to college and

4950
01:33:07,910 --> 01:33:07,920
because it signals to college and
 

4951
01:33:07,920 --> 01:33:10,390
because it signals to college and
employers that a student has valuable

4952
01:33:10,390 --> 01:33:10,400
employers that a student has valuable
 

4953
01:33:10,400 --> 01:33:13,110
employers that a student has valuable
multilingual skills. It provides it

4954
01:33:13,110 --> 01:33:13,120
multilingual skills. It provides it
 

4955
01:33:13,120 --> 01:33:15,669
multilingual skills. It provides it
promotes cultural awareness and global

4956
01:33:15,669 --> 01:33:15,679
promotes cultural awareness and global
 

4957
01:33:15,679 --> 01:33:18,229
promotes cultural awareness and global
competence and it recognizes and honors

4958
01:33:18,229 --> 01:33:18,239
competence and it recognizes and honors
 

4959
01:33:18,239 --> 01:33:20,470
competence and it recognizes and honors
students linguistic assets especially

4960
01:33:20,470 --> 01:33:20,480
students linguistic assets especially
 

4961
01:33:20,480 --> 01:33:23,510
students linguistic assets especially
for multilingual and heritage language

4962
01:33:23,510 --> 01:33:23,520
for multilingual and heritage language
 

4963
01:33:23,520 --> 01:33:26,870
for multilingual and heritage language
speakers. This slide highlights progress

4964
01:33:26,870 --> 01:33:26,880
speakers. This slide highlights progress
 

4965
01:33:26,880 --> 01:33:28,470
speakers. This slide highlights progress
in students earning the seal of

4966
01:33:28,470 --> 01:33:28,480
in students earning the seal of
 

4967
01:33:28,480 --> 01:33:31,510
in students earning the seal of
biiteracy across student groups.

4968
01:33:31,510 --> 01:33:31,520
biiteracy across student groups.
 

4969
01:33:31,520 --> 01:33:33,350
biiteracy across student groups.
Overall, we continue to see growth

4970
01:33:33,350 --> 01:33:33,360
Overall, we continue to see growth
 

4971
01:33:33,360 --> 01:33:35,910
Overall, we continue to see growth
across nearly all groups with especially

4972
01:33:35,910 --> 01:33:35,920
across nearly all groups with especially
 

4973
01:33:35,920 --> 01:33:38,229
across nearly all groups with especially
strong gains among Hispanic and Latino

4974
01:33:38,229 --> 01:33:38,239
strong gains among Hispanic and Latino
 

4975
01:33:38,239 --> 01:33:40,470
strong gains among Hispanic and Latino
students and students from dual language

4976
01:33:40,470 --> 01:33:40,480
students and students from dual language
 

4977
01:33:40,480 --> 01:33:42,790
students and students from dual language
homes who are projected to be over

4978
01:33:42,790 --> 01:33:42,800
homes who are projected to be over
 

4979
01:33:42,800 --> 01:33:45,830
homes who are projected to be over
represented by about 7% this year. This

4980
01:33:45,830 --> 01:33:45,840
represented by about 7% this year. This
 

4981
01:33:45,840 --> 01:33:47,030
represented by about 7% this year. This
reflects the strength of our

4982
01:33:47,030 --> 01:33:47,040
reflects the strength of our
 

4983
01:33:47,040 --> 01:33:49,750
reflects the strength of our
multilingual programs and the assets our

4984
01:33:49,750 --> 01:33:49,760
multilingual programs and the assets our
 

4985
01:33:49,760 --> 01:33:52,950
multilingual programs and the assets our
students bring. We've also significantly

4986
01:33:52,950 --> 01:33:52,960
students bring. We've also significantly
 

4987
01:33:52,960 --> 01:33:56,070
students bring. We've also significantly
expanded to a larger range of languages

4988
01:33:56,070 --> 01:33:56,080
expanded to a larger range of languages
 

4989
01:33:56,080 --> 01:33:58,470
expanded to a larger range of languages
from awarding the seal in 15 languages

4990
01:33:58,470 --> 01:33:58,480
from awarding the seal in 15 languages
 

4991
01:33:58,480 --> 01:34:01,669
from awarding the seal in 15 languages
last year to 23 languages this year,

4992
01:34:01,669 --> 01:34:01,679
last year to 23 languages this year,
 

4993
01:34:01,679 --> 01:34:03,830
last year to 23 languages this year,
exceeding our goal of providing 20

4994
01:34:03,830 --> 01:34:03,840
exceeding our goal of providing 20
 

4995
01:34:03,840 --> 01:34:05,750
exceeding our goal of providing 20
languages.

4996
01:34:05,750 --> 01:34:05,760
languages.
 

4997
01:34:05,760 --> 01:34:07,830
languages.
Of great importance to note, by the end

4998
01:34:07,830 --> 01:34:07,840
Of great importance to note, by the end
 

4999
01:34:07,840 --> 01:34:09,669
Of great importance to note, by the end
of the school year, nearly all student

5000
01:34:09,669 --> 01:34:09,679
of the school year, nearly all student
 

5001
01:34:09,679 --> 01:34:11,110
of the school year, nearly all student
groups are expected to be

5002
01:34:11,110 --> 01:34:11,120
groups are expected to be
 

5003
01:34:11,120 --> 01:34:13,510
groups are expected to be
proportionately represented among SEAL

5004
01:34:13,510 --> 01:34:13,520
proportionately represented among SEAL
 

5005
01:34:13,520 --> 01:34:16,390
proportionately represented among SEAL
earners. Overall, the data shows both

5006
01:34:16,390 --> 01:34:16,400
earners. Overall, the data shows both
 

5007
01:34:16,400 --> 01:34:19,430
earners. Overall, the data shows both
growth and increasing access. more

5008
01:34:19,430 --> 01:34:19,440
growth and increasing access. more
 

5009
01:34:19,440 --> 01:34:21,590
growth and increasing access. more
students from more backgrounds earning

5010
01:34:21,590 --> 01:34:21,600
students from more backgrounds earning
 

5011
01:34:21,600 --> 01:34:24,070
students from more backgrounds earning
recognition for bilingualism and

5012
01:34:24,070 --> 01:34:24,080
recognition for bilingualism and
 

5013
01:34:24,080 --> 01:34:27,750
recognition for bilingualism and
biiteracy.

5014
01:34:27,750 --> 01:34:27,760

 

5015
01:34:27,760 --> 01:34:30,070

The next grad plus uh quadrant that I'll

5016
01:34:30,070 --> 01:34:30,080
The next grad plus uh quadrant that I'll
 

5017
01:34:30,080 --> 01:34:32,950
The next grad plus uh quadrant that I'll
highlight is college before graduation.

5018
01:34:32,950 --> 01:34:32,960
highlight is college before graduation.
 

5019
01:34:32,960 --> 01:34:35,270
highlight is college before graduation.
There are five ways that BBSD students

5020
01:34:35,270 --> 01:34:35,280
There are five ways that BBSD students
 

5021
01:34:35,280 --> 01:34:38,390
There are five ways that BBSD students
can earn college credit before ever even

5022
01:34:38,390 --> 01:34:38,400
can earn college credit before ever even
 

5023
01:34:38,400 --> 01:34:40,550
can earn college credit before ever even
stepping on a college campus as a

5024
01:34:40,550 --> 01:34:40,560
stepping on a college campus as a
 

5025
01:34:40,560 --> 01:34:43,270
stepping on a college campus as a
full-time student. The Grad Plus team

5026
01:34:43,270 --> 01:34:43,280
full-time student. The Grad Plus team
 

5027
01:34:43,280 --> 01:34:45,189
full-time student. The Grad Plus team
has worked really hard to make college

5028
01:34:45,189 --> 01:34:45,199
has worked really hard to make college
 

5029
01:34:45,199 --> 01:34:47,830
has worked really hard to make college
level examination program testing

5030
01:34:47,830 --> 01:34:47,840
level examination program testing
 

5031
01:34:47,840 --> 01:34:50,709
level examination program testing
available for BBSD students right here

5032
01:34:50,709 --> 01:34:50,719
available for BBSD students right here
 

5033
01:34:50,719 --> 01:34:52,870
available for BBSD students right here
in our own district without having to

5034
01:34:52,870 --> 01:34:52,880
in our own district without having to
 

5035
01:34:52,880 --> 01:34:55,830
in our own district without having to
test at a college campus. These tests

5036
01:34:55,830 --> 01:34:55,840
test at a college campus. These tests
 

5037
01:34:55,840 --> 01:34:58,229
test at a college campus. These tests
are similar to AP exams in that they are

5038
01:34:58,229 --> 01:34:58,239
are similar to AP exams in that they are
 

5039
01:34:58,239 --> 01:35:00,229
are similar to AP exams in that they are
run through the College Board and are

5040
01:35:00,229 --> 01:35:00,239
run through the College Board and are
 

5041
01:35:00,239 --> 01:35:02,070
run through the College Board and are
accepted at most post-secary

5042
01:35:02,070 --> 01:35:02,080
accepted at most post-secary
 

5043
01:35:02,080 --> 01:35:04,709
accepted at most post-secary
institutions nationwide. Here in

5044
01:35:04,709 --> 01:35:04,719
institutions nationwide. Here in
 

5045
01:35:04,719 --> 01:35:06,709
institutions nationwide. Here in
Colorado, all public post-secary

5046
01:35:06,709 --> 01:35:06,719
Colorado, all public post-secary
 

5047
01:35:06,719 --> 01:35:10,229
Colorado, all public post-secary
institutions accept CL KIPP exams for

5048
01:35:10,229 --> 01:35:10,239
institutions accept CL KIPP exams for
 

5049
01:35:10,239 --> 01:35:11,750
institutions accept CL KIPP exams for
college credit.

5050
01:35:11,750 --> 01:35:11,760
college credit.
 

5051
01:35:11,760 --> 01:35:14,070
college credit.
Advanced placement and international

5052
01:35:14,070 --> 01:35:14,080
Advanced placement and international
 

5053
01:35:14,080 --> 01:35:16,470
Advanced placement and international
baloric classes provide college level

5054
01:35:16,470 --> 01:35:16,480
baloric classes provide college level
 

5055
01:35:16,480 --> 01:35:19,590
baloric classes provide college level
courses right here in our high schools.

5056
01:35:19,590 --> 01:35:19,600
courses right here in our high schools.
 

5057
01:35:19,600 --> 01:35:21,590
courses right here in our high schools.
Dual and concurrent enrollment both

5058
01:35:21,590 --> 01:35:21,600
Dual and concurrent enrollment both
 

5059
01:35:21,600 --> 01:35:23,430
Dual and concurrent enrollment both
allow high school students to earn

5060
01:35:23,430 --> 01:35:23,440
allow high school students to earn
 

5061
01:35:23,440 --> 01:35:25,189
allow high school students to earn
college credit, but they differ

5062
01:35:25,189 --> 01:35:25,199
college credit, but they differ
 

5063
01:35:25,199 --> 01:35:28,070
college credit, but they differ
primarily in location and instruction.

5064
01:35:28,070 --> 01:35:28,080
primarily in location and instruction.
 

5065
01:35:28,080 --> 01:35:30,070
primarily in location and instruction.
Concurrent enrollment features college

5066
01:35:30,070 --> 01:35:30,080
Concurrent enrollment features college
 

5067
01:35:30,080 --> 01:35:32,390
Concurrent enrollment features college
level courses taught at the high school

5068
01:35:32,390 --> 01:35:32,400
level courses taught at the high school
 

5069
01:35:32,400 --> 01:35:35,350
level courses taught at the high school
by qualified high school teachers. Dual

5070
01:35:35,350 --> 01:35:35,360
by qualified high school teachers. Dual
 

5071
01:35:35,360 --> 01:35:38,070
by qualified high school teachers. Dual
enrollment refers to courses taken on a

5072
01:35:38,070 --> 01:35:38,080
enrollment refers to courses taken on a
 

5073
01:35:38,080 --> 01:35:39,990
enrollment refers to courses taken on a
college campus taught by college

5074
01:35:39,990 --> 01:35:40,000
college campus taught by college
 

5075
01:35:40,000 --> 01:35:43,270
college campus taught by college
faculty. We are committed to continue

5076
01:35:43,270 --> 01:35:43,280
faculty. We are committed to continue
 

5077
01:35:43,280 --> 01:35:45,590
faculty. We are committed to continue
making these opportunities accessible to

5078
01:35:45,590 --> 01:35:45,600
making these opportunities accessible to
 

5079
01:35:45,600 --> 01:35:47,750
making these opportunities accessible to
students. Earning college credit while

5080
01:35:47,750 --> 01:35:47,760
students. Earning college credit while
 

5081
01:35:47,760 --> 01:35:49,590
students. Earning college credit while
still in high school can mean real

5082
01:35:49,590 --> 01:35:49,600
still in high school can mean real
 

5083
01:35:49,600 --> 01:35:52,310
still in high school can mean real
savings in time and savings in tuition

5084
01:35:52,310 --> 01:35:52,320
savings in time and savings in tuition
 

5085
01:35:52,320 --> 01:35:54,790
savings in time and savings in tuition
down the road. High school students who

5086
01:35:54,790 --> 01:35:54,800
down the road. High school students who
 

5087
01:35:54,800 --> 01:35:57,510
down the road. High school students who
earn college credit are significantly

5088
01:35:57,510 --> 01:35:57,520
earn college credit are significantly
 

5089
01:35:57,520 --> 01:35:59,590
earn college credit are significantly
more likely to go to college and finish

5090
01:35:59,590 --> 01:35:59,600
more likely to go to college and finish
 

5091
01:35:59,600 --> 01:36:03,110
more likely to go to college and finish
a degree, making it more of a uh making

5092
01:36:03,110 --> 01:36:03,120
a degree, making it more of a uh making
 

5093
01:36:03,120 --> 01:36:05,830
a degree, making it more of a uh making
it one of the most impactful college and

5094
01:36:05,830 --> 01:36:05,840
it one of the most impactful college and
 

5095
01:36:05,840 --> 01:36:08,310
it one of the most impactful college and
career readiness strategies used

5096
01:36:08,310 --> 01:36:08,320
career readiness strategies used
 

5097
01:36:08,320 --> 01:36:12,790
career readiness strategies used
nationwide.

5098
01:36:12,790 --> 01:36:12,800

 

5099
01:36:12,800 --> 01:36:14,709

This slide shows the results of college

5100
01:36:14,709 --> 01:36:14,719
This slide shows the results of college
 

5101
01:36:14,719 --> 01:36:16,390
This slide shows the results of college
credit attainment before high school

5102
01:36:16,390 --> 01:36:16,400
credit attainment before high school
 

5103
01:36:16,400 --> 01:36:18,950
credit attainment before high school
graduation in action. Looking at the

5104
01:36:18,950 --> 01:36:18,960
graduation in action. Looking at the
 

5105
01:36:18,960 --> 01:36:20,950
graduation in action. Looking at the
left chart, AP remains our highest

5106
01:36:20,950 --> 01:36:20,960
left chart, AP remains our highest
 

5107
01:36:20,960 --> 01:36:23,110
left chart, AP remains our highest
volume program, followed by concurrent

5108
01:36:23,110 --> 01:36:23,120
volume program, followed by concurrent
 

5109
01:36:23,120 --> 01:36:25,669
volume program, followed by concurrent
enrollment. What's encouraging is that

5110
01:36:25,669 --> 01:36:25,679
enrollment. What's encouraging is that
 

5111
01:36:25,679 --> 01:36:28,229
enrollment. What's encouraging is that
across most every category, our overall

5112
01:36:28,229 --> 01:36:28,239
across most every category, our overall
 

5113
01:36:28,239 --> 01:36:32,390
across most every category, our overall
anticipated 2025 2026 numbers are

5114
01:36:32,390 --> 01:36:32,400
anticipated 2025 2026 numbers are
 

5115
01:36:32,400 --> 01:36:34,870
anticipated 2025 2026 numbers are
holding steady or growing. The chart on

5116
01:36:34,870 --> 01:36:34,880
holding steady or growing. The chart on
 

5117
01:36:34,880 --> 01:36:36,709
holding steady or growing. The chart on
the right tells an even more compelling

5118
01:36:36,709 --> 01:36:36,719
the right tells an even more compelling
 

5119
01:36:36,719 --> 01:36:39,750
the right tells an even more compelling
story. We're projecting a jump to 52% of

5120
01:36:39,750 --> 01:36:39,760
story. We're projecting a jump to 52% of
 

5121
01:36:39,760 --> 01:36:41,350
story. We're projecting a jump to 52% of
high school students earning college

5122
01:36:41,350 --> 01:36:41,360
high school students earning college
 

5123
01:36:41,360 --> 01:36:43,910
high school students earning college
credit this school year. That means that

5124
01:36:43,910 --> 01:36:43,920
credit this school year. That means that
 

5125
01:36:43,920 --> 01:36:46,070
credit this school year. That means that
more students are taking advantages of

5126
01:36:46,070 --> 01:36:46,080
more students are taking advantages of
 

5127
01:36:46,080 --> 01:36:49,270
more students are taking advantages of
this of these opportunities than ever

5128
01:36:49,270 --> 01:36:49,280
this of these opportunities than ever
 

5129
01:36:49,280 --> 01:36:53,350
this of these opportunities than ever
before.

5130
01:36:53,350 --> 01:36:53,360

 

5131
01:36:53,360 --> 01:36:55,590

And this slide breaks down college uh

5132
01:36:55,590 --> 01:36:55,600
And this slide breaks down college uh
 

5133
01:36:55,600 --> 01:36:57,910
And this slide breaks down college uh
credit attainment by racial and ethnic

5134
01:36:57,910 --> 01:36:57,920
credit attainment by racial and ethnic
 

5135
01:36:57,920 --> 01:37:00,070
credit attainment by racial and ethnic
group. The good news is that nearly

5136
01:37:00,070 --> 01:37:00,080
group. The good news is that nearly
 

5137
01:37:00,080 --> 01:37:02,629
group. The good news is that nearly
every group is trending upward and in

5138
01:37:02,629 --> 01:37:02,639
every group is trending upward and in
 

5139
01:37:02,639 --> 01:37:05,030
every group is trending upward and in
the anticipated uh in the anticipated

5140
01:37:05,030 --> 01:37:05,040
the anticipated uh in the anticipated
 

5141
01:37:05,040 --> 01:37:08,390
the anticipated uh in the anticipated
2526 data. Asian students continue to

5142
01:37:08,390 --> 01:37:08,400
2526 data. Asian students continue to
 

5143
01:37:08,400 --> 01:37:11,189
2526 data. Asian students continue to
lead at 67% and American Indian and

5144
01:37:11,189 --> 01:37:11,199
lead at 67% and American Indian and
 

5145
01:37:11,199 --> 01:37:14,310
lead at 67% and American Indian and
Alask and Alaskan Native students show a

5146
01:37:14,310 --> 01:37:14,320
Alask and Alaskan Native students show a
 

5147
01:37:14,320 --> 01:37:17,510
Alask and Alaskan Native students show a
notable jump from 14 to an anticipated

5148
01:37:17,510 --> 01:37:17,520
notable jump from 14 to an anticipated
 

5149
01:37:17,520 --> 01:37:21,030
notable jump from 14 to an anticipated
33% which is meaningful growth. Hispanic

5150
01:37:21,030 --> 01:37:21,040
33% which is meaningful growth. Hispanic
 

5151
01:37:21,040 --> 01:37:24,550
33% which is meaningful growth. Hispanic
and Latino students who make up 21% of

5152
01:37:24,550 --> 01:37:24,560
and Latino students who make up 21% of
 

5153
01:37:24,560 --> 01:37:26,709
and Latino students who make up 21% of
high school population are earning

5154
01:37:26,709 --> 01:37:26,719
high school population are earning
 

5155
01:37:26,719 --> 01:37:29,910
high school population are earning
college credit at a rate of 34%. These

5156
01:37:29,910 --> 01:37:29,920
college credit at a rate of 34%. These
 

5157
01:37:29,920 --> 01:37:32,070
college credit at a rate of 34%. These
proportionality patterns are something

5158
01:37:32,070 --> 01:37:32,080
proportionality patterns are something
 

5159
01:37:32,080 --> 01:37:35,990
proportionality patterns are something
we monitor closely and we think um about

5160
01:37:35,990 --> 01:37:36,000
we monitor closely and we think um about
 

5161
01:37:36,000 --> 01:37:38,790
we monitor closely and we think um about
all the time as we ensure uh continue to

5162
01:37:38,790 --> 01:37:38,800
all the time as we ensure uh continue to
 

5163
01:37:38,800 --> 01:37:41,669
all the time as we ensure uh continue to
ensure equitable access to these

5164
01:37:41,669 --> 01:37:41,679
ensure equitable access to these
 

5165
01:37:41,679 --> 01:37:44,550
ensure equitable access to these
opportunities.

5166
01:37:44,550 --> 01:37:44,560
opportunities.
 

5167
01:37:44,560 --> 01:37:46,390
opportunities.
All right. And the last quadrant that

5168
01:37:46,390 --> 01:37:46,400
All right. And the last quadrant that
 

5169
01:37:46,400 --> 01:37:47,990
All right. And the last quadrant that
I'll present on is industry

5170
01:37:47,990 --> 01:37:48,000
I'll present on is industry
 

5171
01:37:48,000 --> 01:37:50,310
I'll present on is industry
certifications. We have taken the seal

5172
01:37:50,310 --> 01:37:50,320
certifications. We have taken the seal
 

5173
01:37:50,320 --> 01:37:52,310
certifications. We have taken the seal
of climate literacy under the grad plus

5174
01:37:52,310 --> 01:37:52,320
of climate literacy under the grad plus
 

5175
01:37:52,320 --> 01:37:54,070
of climate literacy under the grad plus
wing and it's part of the industry

5176
01:37:54,070 --> 01:37:54,080
wing and it's part of the industry
 

5177
01:37:54,080 --> 01:37:56,950
wing and it's part of the industry
certifications quadrant. This spring we

5178
01:37:56,950 --> 01:37:56,960
certifications quadrant. This spring we
 

5179
01:37:56,960 --> 01:37:58,470
certifications quadrant. This spring we
will be celebrating the second

5180
01:37:58,470 --> 01:37:58,480
will be celebrating the second
 

5181
01:37:58,480 --> 01:38:00,629
will be celebrating the second
graduating class to earn the seal of

5182
01:38:00,629 --> 01:38:00,639
graduating class to earn the seal of
 

5183
01:38:00,639 --> 01:38:02,950
graduating class to earn the seal of
climate literacy. The seal of climate

5184
01:38:02,950 --> 01:38:02,960
climate literacy. The seal of climate
 

5185
01:38:02,960 --> 01:38:05,350
climate literacy. The seal of climate
literacy is a national recognition which

5186
01:38:05,350 --> 01:38:05,360
literacy is a national recognition which
 

5187
01:38:05,360 --> 01:38:07,030
literacy is a national recognition which
is an additional endorsement that is

5188
01:38:07,030 --> 01:38:07,040
is an additional endorsement that is
 

5189
01:38:07,040 --> 01:38:09,109
is an additional endorsement that is
connected to the high school diploma.

5190
01:38:09,109 --> 01:38:09,119
connected to the high school diploma.
 

5191
01:38:09,119 --> 01:38:11,109
connected to the high school diploma.
The seal of climate literacy is awarded

5192
01:38:11,109 --> 01:38:11,119
The seal of climate literacy is awarded
 

5193
01:38:11,119 --> 01:38:13,030
The seal of climate literacy is awarded
to students who demonstrate a strong

5194
01:38:13,030 --> 01:38:13,040
to students who demonstrate a strong
 

5195
01:38:13,040 --> 01:38:15,189
to students who demonstrate a strong
understanding of climate science,

5196
01:38:15,189 --> 01:38:15,199
understanding of climate science,
 

5197
01:38:15,199 --> 01:38:18,470
understanding of climate science,
sustainability and environmental action.

5198
01:38:18,470 --> 01:38:18,480
sustainability and environmental action.
 

5199
01:38:18,480 --> 01:38:20,390
sustainability and environmental action.
The seal of climate literacy matters

5200
01:38:20,390 --> 01:38:20,400
The seal of climate literacy matters
 

5201
01:38:20,400 --> 01:38:22,390
The seal of climate literacy matters
because student who earned the seal have

5202
01:38:22,390 --> 01:38:22,400
because student who earned the seal have
 

5203
01:38:22,400 --> 01:38:24,790
because student who earned the seal have
shown knowledge of climate systems and

5204
01:38:24,790 --> 01:38:24,800
shown knowledge of climate systems and
 

5205
01:38:24,800 --> 01:38:26,870
shown knowledge of climate systems and
human impact, understanding of

5206
01:38:26,870 --> 01:38:26,880
human impact, understanding of
 

5207
01:38:26,880 --> 01:38:28,229
human impact, understanding of
environmental justice and

5208
01:38:28,229 --> 01:38:28,239
environmental justice and
 

5209
01:38:28,239 --> 01:38:30,550
environmental justice and
sustainability, and the ability to apply

5210
01:38:30,550 --> 01:38:30,560
sustainability, and the ability to apply
 

5211
01:38:30,560 --> 01:38:33,270
sustainability, and the ability to apply
learning through engagement and action

5212
01:38:33,270 --> 01:38:33,280
learning through engagement and action
 

5213
01:38:33,280 --> 01:38:35,990
learning through engagement and action
projects.

5214
01:38:35,990 --> 01:38:36,000
projects.
 

5215
01:38:36,000 --> 01:38:37,910
projects.
In order to earn the seal of climate

5216
01:38:37,910 --> 01:38:37,920
In order to earn the seal of climate
 

5217
01:38:37,920 --> 01:38:40,629
In order to earn the seal of climate
literacy, students complete two climate

5218
01:38:40,629 --> 01:38:40,639
literacy, students complete two climate
 

5219
01:38:40,639 --> 01:38:42,709
literacy, students complete two climate
related courses and a portfolio of

5220
01:38:42,709 --> 01:38:42,719
related courses and a portfolio of
 

5221
01:38:42,719 --> 01:38:45,189
related courses and a portfolio of
experiential learning and action

5222
01:38:45,189 --> 01:38:45,199
experiential learning and action
 

5223
01:38:45,199 --> 01:38:46,950
experiential learning and action
experiences.

5224
01:38:46,950 --> 01:38:46,960
experiences.
 

5225
01:38:46,960 --> 01:38:48,629
experiences.
These can include industry

5226
01:38:48,629 --> 01:38:48,639
These can include industry
 

5227
01:38:48,639 --> 01:38:50,229
These can include industry
certification,

5228
01:38:50,229 --> 01:38:50,239
certification,
 

5229
01:38:50,239 --> 01:38:52,149
certification,
additional coursework, work-based

5230
01:38:52,149 --> 01:38:52,159
additional coursework, work-based
 

5231
01:38:52,159 --> 01:38:54,629
additional coursework, work-based
learning, and other actions related to

5232
01:38:54,629 --> 01:38:54,639
learning, and other actions related to
 

5233
01:38:54,639 --> 01:38:59,030
learning, and other actions related to
local climate prog programs.

5234
01:38:59,030 --> 01:38:59,040
local climate prog programs.
 

5235
01:38:59,040 --> 01:39:01,750
local climate prog programs.
We are excited to honor 20 graduating

5236
01:39:01,750 --> 01:39:01,760
We are excited to honor 20 graduating
 

5237
01:39:01,760 --> 01:39:03,270
We are excited to honor 20 graduating
students

5238
01:39:03,270 --> 01:39:03,280
students
 

5239
01:39:03,280 --> 01:39:05,430
students
last year, which was our first year, and

5240
01:39:05,430 --> 01:39:05,440
last year, which was our first year, and
 

5241
01:39:05,440 --> 01:39:07,430
last year, which was our first year, and
we are more than doubling that in year

5242
01:39:07,430 --> 01:39:07,440
we are more than doubling that in year
 

5243
01:39:07,440 --> 01:39:10,149
we are more than doubling that in year
two. In addition to our 70 students

5244
01:39:10,149 --> 01:39:10,159
two. In addition to our 70 students
 

5245
01:39:10,159 --> 01:39:11,830
two. In addition to our 70 students
earning the seal of climate literacy

5246
01:39:11,830 --> 01:39:11,840
earning the seal of climate literacy
 

5247
01:39:11,840 --> 01:39:14,149
earning the seal of climate literacy
this year, there are more than 110

5248
01:39:14,149 --> 01:39:14,159
this year, there are more than 110
 

5249
01:39:14,159 --> 01:39:16,950
this year, there are more than 110
students in grades 6 through 11 who are

5250
01:39:16,950 --> 01:39:16,960
students in grades 6 through 11 who are
 

5251
01:39:16,960 --> 01:39:18,629
students in grades 6 through 11 who are
already working toward earning their

5252
01:39:18,629 --> 01:39:18,639
already working toward earning their
 

5253
01:39:18,639 --> 01:39:21,109
already working toward earning their
seal of climate literacy. To support the

5254
01:39:21,109 --> 01:39:21,119
seal of climate literacy. To support the
 

5255
01:39:21,119 --> 01:39:22,790
seal of climate literacy. To support the
seal of climate literacy, we have

5256
01:39:22,790 --> 01:39:22,800
seal of climate literacy, we have
 

5257
01:39:22,800 --> 01:39:24,950
seal of climate literacy, we have
provided the following opportunities as

5258
01:39:24,950 --> 01:39:24,960
provided the following opportunities as
 

5259
01:39:24,960 --> 01:39:27,830
provided the following opportunities as
students um portfolios can include

5260
01:39:27,830 --> 01:39:27,840
students um portfolios can include
 

5261
01:39:27,840 --> 01:39:29,830
students um portfolios can include
industry certification, additional

5262
01:39:29,830 --> 01:39:29,840
industry certification, additional
 

5263
01:39:29,840 --> 01:39:31,510
industry certification, additional
coursework, workbased learning, and

5264
01:39:31,510 --> 01:39:31,520
coursework, workbased learning, and
 

5265
01:39:31,520 --> 01:39:33,990
coursework, workbased learning, and
other actions related to the climate

5266
01:39:33,990 --> 01:39:34,000
other actions related to the climate
 

5267
01:39:34,000 --> 01:39:37,270
other actions related to the climate
problem. Over the last two years, we

5268
01:39:37,270 --> 01:39:37,280
problem. Over the last two years, we
 

5269
01:39:37,280 --> 01:39:39,990
problem. Over the last two years, we
have added five climate uh related

5270
01:39:39,990 --> 01:39:40,000
have added five climate uh related
 

5271
01:39:40,000 --> 01:39:42,470
have added five climate uh related
courses to our course catalog, offered

5272
01:39:42,470 --> 01:39:42,480
courses to our course catalog, offered
 

5273
01:39:42,480 --> 01:39:45,750
courses to our course catalog, offered
12 certifications, participated in 46

5274
01:39:45,750 --> 01:39:45,760
12 certifications, participated in 46
 

5275
01:39:45,760 --> 01:39:47,350
12 certifications, participated in 46
work-based learning opportunities,

5276
01:39:47,350 --> 01:39:47,360
work-based learning opportunities,
 

5277
01:39:47,360 --> 01:39:49,590
work-based learning opportunities,
including jobs, internships, and

5278
01:39:49,590 --> 01:39:49,600
including jobs, internships, and
 

5279
01:39:49,600 --> 01:39:52,070
including jobs, internships, and
volunteer opportunities, offered eight

5280
01:39:52,070 --> 01:39:52,080
volunteer opportunities, offered eight
 

5281
01:39:52,080 --> 01:39:53,669
volunteer opportunities, offered eight
courses where students earn college

5282
01:39:53,669 --> 01:39:53,679
courses where students earn college
 

5283
01:39:53,679 --> 01:39:56,070
courses where students earn college
credit before graduation, supported

5284
01:39:56,070 --> 01:39:56,080
credit before graduation, supported
 

5285
01:39:56,080 --> 01:39:58,229
credit before graduation, supported
interest in climate uh literacy in the

5286
01:39:58,229 --> 01:39:58,239
interest in climate uh literacy in the
 

5287
01:39:58,239 --> 01:40:00,790
interest in climate uh literacy in the
middle school through a junior seal

5288
01:40:00,790 --> 01:40:00,800
middle school through a junior seal
 

5289
01:40:00,800 --> 01:40:02,870
middle school through a junior seal
experience, and of course, we continue

5290
01:40:02,870 --> 01:40:02,880
experience, and of course, we continue
 

5291
01:40:02,880 --> 01:40:09,510
experience, and of course, we continue
to support green youth Booth Council

5292
01:40:09,510 --> 01:40:09,520

 

5293
01:40:09,520 --> 01:40:11,510

students across our district are earning

5294
01:40:11,510 --> 01:40:11,520
students across our district are earning
 

5295
01:40:11,520 --> 01:40:13,750
students across our district are earning
industry certified experience uh

5296
01:40:13,750 --> 01:40:13,760
industry certified experience uh
 

5297
01:40:13,760 --> 01:40:16,310
industry certified experience uh
certifications through career and

5298
01:40:16,310 --> 01:40:16,320
certifications through career and
 

5299
01:40:16,320 --> 01:40:19,990
certifications through career and
college education reimagined in BBSD as

5300
01:40:19,990 --> 01:40:20,000
college education reimagined in BBSD as
 

5301
01:40:20,000 --> 01:40:22,629
college education reimagined in BBSD as
accelerate. Before walking through the

5302
01:40:22,629 --> 01:40:22,639
accelerate. Before walking through the
 

5303
01:40:22,639 --> 01:40:25,109
accelerate. Before walking through the
specific Accelerate pathways available

5304
01:40:25,109 --> 01:40:25,119
specific Accelerate pathways available
 

5305
01:40:25,119 --> 01:40:26,950
specific Accelerate pathways available
to our district and in high school

5306
01:40:26,950 --> 01:40:26,960
to our district and in high school
 

5307
01:40:26,960 --> 01:40:28,870
to our district and in high school
websites in our course registration

5308
01:40:28,870 --> 01:40:28,880
websites in our course registration
 

5309
01:40:28,880 --> 01:40:30,790
websites in our course registration
materials, I want to highlight an

5310
01:40:30,790 --> 01:40:30,800
materials, I want to highlight an
 

5311
01:40:30,800 --> 01:40:32,629
materials, I want to highlight an
important shift in how we think about

5312
01:40:32,629 --> 01:40:32,639
important shift in how we think about
 

5313
01:40:32,639 --> 01:40:35,510
important shift in how we think about
this work. Accelerate is more than a

5314
01:40:35,510 --> 01:40:35,520
this work. Accelerate is more than a
 

5315
01:40:35,520 --> 01:40:38,709
this work. Accelerate is more than a
rebrand. The name reflects both rigor of

5316
01:40:38,709 --> 01:40:38,719
rebrand. The name reflects both rigor of
 

5317
01:40:38,719 --> 01:40:41,430
rebrand. The name reflects both rigor of
a programming and the opportunities it

5318
01:40:41,430 --> 01:40:41,440
a programming and the opportunities it
 

5319
01:40:41,440 --> 01:40:43,830
a programming and the opportunities it
creates for students to accelerate their

5320
01:40:43,830 --> 01:40:43,840
creates for students to accelerate their
 

5321
01:40:43,840 --> 01:40:45,669
creates for students to accelerate their
futures, their careers, and their

5322
01:40:45,669 --> 01:40:45,679
futures, their careers, and their
 

5323
01:40:45,679 --> 01:40:47,189
futures, their careers, and their
passions.

5324
01:40:47,189 --> 01:40:47,199
passions.
 

5325
01:40:47,199 --> 01:40:50,149
passions.
These pathways equip with uh equip

5326
01:40:50,149 --> 01:40:50,159
These pathways equip with uh equip
 

5327
01:40:50,159 --> 01:40:51,910
These pathways equip with uh equip
students with the skills of real world

5328
01:40:51,910 --> 01:40:51,920
students with the skills of real world
 

5329
01:40:51,920 --> 01:40:55,270
students with the skills of real world
experience and need to success to

5330
01:40:55,270 --> 01:40:55,280
experience and need to success to
 

5331
01:40:55,280 --> 01:40:57,590
experience and need to success to
succeed after graduation.

5332
01:40:57,590 --> 01:40:57,600
succeed after graduation.
 

5333
01:40:57,600 --> 01:41:00,229
succeed after graduation.
Unlike traditional vocational programs

5334
01:41:00,229 --> 01:41:00,239
Unlike traditional vocational programs
 

5335
01:41:00,239 --> 01:41:03,830
Unlike traditional vocational programs
which are often designed to narrow a for

5336
01:41:03,830 --> 01:41:03,840
which are often designed to narrow a for
 

5337
01:41:03,840 --> 01:41:06,070
which are often designed to narrow a for
designed for a narrow slice of students,

5338
01:41:06,070 --> 01:41:06,080
designed for a narrow slice of students,
 

5339
01:41:06,080 --> 01:41:09,189
designed for a narrow slice of students,
Accelerate is built for everyone. We

5340
01:41:09,189 --> 01:41:09,199
Accelerate is built for everyone. We
 

5341
01:41:09,199 --> 01:41:11,350
Accelerate is built for everyone. We
believe every student can thrive in

5342
01:41:11,350 --> 01:41:11,360
believe every student can thrive in
 

5343
01:41:11,360 --> 01:41:13,350
believe every student can thrive in
rigorous relevant learning. Through

5344
01:41:13,350 --> 01:41:13,360
rigorous relevant learning. Through
 

5345
01:41:13,360 --> 01:41:15,270
rigorous relevant learning. Through
these pathways, students earn industry

5346
01:41:15,270 --> 01:41:15,280
these pathways, students earn industry
 

5347
01:41:15,280 --> 01:41:17,189
these pathways, students earn industry
certifications and college credit while

5348
01:41:17,189 --> 01:41:17,199
certifications and college credit while
 

5349
01:41:17,199 --> 01:41:20,470
certifications and college credit while
engaging in hands-on work-based

5350
01:41:20,470 --> 01:41:20,480
engaging in hands-on work-based
 

5351
01:41:20,480 --> 01:41:24,390
engaging in hands-on work-based
experiences.

5352
01:41:24,390 --> 01:41:24,400

 

5353
01:41:24,400 --> 01:41:26,629

And as the board is aware, thanks to our

5354
01:41:26,629 --> 01:41:26,639
And as the board is aware, thanks to our
 

5355
01:41:26,639 --> 01:41:28,790
And as the board is aware, thanks to our
voters, we are expanding and improving

5356
01:41:28,790 --> 01:41:28,800
voters, we are expanding and improving
 

5357
01:41:28,800 --> 01:41:30,950
voters, we are expanding and improving
spaces where students engage and

5358
01:41:30,950 --> 01:41:30,960
spaces where students engage and
 

5359
01:41:30,960 --> 01:41:34,310
spaces where students engage and
accelerate pathways in BBSD. Along with

5360
01:41:34,310 --> 01:41:34,320
accelerate pathways in BBSD. Along with
 

5361
01:41:34,320 --> 01:41:36,229
accelerate pathways in BBSD. Along with
the beautiful new spaces that are being

5362
01:41:36,229 --> 01:41:36,239
the beautiful new spaces that are being
 

5363
01:41:36,239 --> 01:41:38,629
the beautiful new spaces that are being
built, we are working alongside our high

5364
01:41:38,629 --> 01:41:38,639
built, we are working alongside our high
 

5365
01:41:38,639 --> 01:41:41,109
built, we are working alongside our high
school leadership teams to ensure that

5366
01:41:41,109 --> 01:41:41,119
school leadership teams to ensure that
 

5367
01:41:41,119 --> 01:41:43,350
school leadership teams to ensure that
we have robust and clear Accelerate

5368
01:41:43,350 --> 01:41:43,360
we have robust and clear Accelerate
 

5369
01:41:43,360 --> 01:41:45,830
we have robust and clear Accelerate
pathways that align with our local

5370
01:41:45,830 --> 01:41:45,840
pathways that align with our local
 

5371
01:41:45,840 --> 01:41:48,550
pathways that align with our local
economic needs and student interests in

5372
01:41:48,550 --> 01:41:48,560
economic needs and student interests in
 

5373
01:41:48,560 --> 01:41:51,109
economic needs and student interests in
these spaces. On this slide, you are

5374
01:41:51,109 --> 01:41:51,119
these spaces. On this slide, you are
 

5375
01:41:51,119 --> 01:41:53,510
these spaces. On this slide, you are
able to see the pathways of investment

5376
01:41:53,510 --> 01:41:53,520
able to see the pathways of investment
 

5377
01:41:53,520 --> 01:41:56,229
able to see the pathways of investment
that our bond dollars have renovated and

5378
01:41:56,229 --> 01:41:56,239
that our bond dollars have renovated and
 

5379
01:41:56,239 --> 01:41:58,550
that our bond dollars have renovated and
improved. Given the state requirements

5380
01:41:58,550 --> 01:41:58,560
improved. Given the state requirements
 

5381
01:41:58,560 --> 01:42:00,870
improved. Given the state requirements
for defined CT pathways, we are

5382
01:42:00,870 --> 01:42:00,880
for defined CT pathways, we are
 

5383
01:42:00,880 --> 01:42:03,430
for defined CT pathways, we are
providing schools with their ver we are

5384
01:42:03,430 --> 01:42:03,440
providing schools with their ver we are
 

5385
01:42:03,440 --> 01:42:05,030
providing schools with their ver we are
supporting schools in their various

5386
01:42:05,030 --> 01:42:05,040
supporting schools in their various
 

5387
01:42:05,040 --> 01:42:07,350
supporting schools in their various
stages of implementation and

5388
01:42:07,350 --> 01:42:07,360
stages of implementation and
 

5389
01:42:07,360 --> 01:42:11,750
stages of implementation and
strengthening these pathways.

5390
01:42:11,750 --> 01:42:11,760

 

5391
01:42:11,760 --> 01:42:13,910

All of our accelerate pathways are now

5392
01:42:13,910 --> 01:42:13,920
All of our accelerate pathways are now
 

5393
01:42:13,920 --> 01:42:16,709
All of our accelerate pathways are now
published and visible to our community.

5394
01:42:16,709 --> 01:42:16,719
published and visible to our community.
 

5395
01:42:16,719 --> 01:42:18,870
published and visible to our community.
Parents can find information on all

5396
01:42:18,870 --> 01:42:18,880
Parents can find information on all
 

5397
01:42:18,880 --> 01:42:20,790
Parents can find information on all
Accelerate pathways on our district

5398
01:42:20,790 --> 01:42:20,800
Accelerate pathways on our district
 

5399
01:42:20,800 --> 01:42:23,270
Accelerate pathways on our district
website as well as on their high school

5400
01:42:23,270 --> 01:42:23,280
website as well as on their high school
 

5401
01:42:23,280 --> 01:42:25,910
website as well as on their high school
uh websites directly. Our community can

5402
01:42:25,910 --> 01:42:25,920
uh websites directly. Our community can
 

5403
01:42:25,920 --> 01:42:28,229
uh websites directly. Our community can
see pathways organized by schools as

5404
01:42:28,229 --> 01:42:28,239
see pathways organized by schools as
 

5405
01:42:28,239 --> 01:42:30,950
see pathways organized by schools as
pictured on this slide or by pathway

5406
01:42:30,950 --> 01:42:30,960
pictured on this slide or by pathway
 

5407
01:42:30,960 --> 01:42:33,270
pictured on this slide or by pathway
topic. We have a clear course

5408
01:42:33,270 --> 01:42:33,280
topic. We have a clear course
 

5409
01:42:33,280 --> 01:42:36,070
topic. We have a clear course
progression published information on the

5410
01:42:36,070 --> 01:42:36,080
progression published information on the
 

5411
01:42:36,080 --> 01:42:38,470
progression published information on the
available college credit within each

5412
01:42:38,470 --> 01:42:38,480
available college credit within each
 

5413
01:42:38,480 --> 01:42:40,149
available college credit within each
course as well as the industry

5414
01:42:40,149 --> 01:42:40,159
course as well as the industry
 

5415
01:42:40,159 --> 01:42:43,109
course as well as the industry
certifications that students can earn in

5416
01:42:43,109 --> 01:42:43,119
certifications that students can earn in
 

5417
01:42:43,119 --> 01:42:46,149
certifications that students can earn in
their courses. We also created printable

5418
01:42:46,149 --> 01:42:46,159
their courses. We also created printable
 

5419
01:42:46,159 --> 01:42:49,669
their courses. We also created printable
one-pagers available both in English and

5420
01:42:49,669 --> 01:42:49,679
one-pagers available both in English and
 

5421
01:42:49,679 --> 01:42:51,750
one-pagers available both in English and
in Spanish that outline all of the

5422
01:42:51,750 --> 01:42:51,760
in Spanish that outline all of the
 

5423
01:42:51,760 --> 01:42:53,990
in Spanish that outline all of the
information for schools to leverage

5424
01:42:53,990 --> 01:42:54,000
information for schools to leverage
 

5425
01:42:54,000 --> 01:42:57,109
information for schools to leverage
during the course selection pro process.

5426
01:42:57,109 --> 01:42:57,119
during the course selection pro process.
 

5427
01:42:57,119 --> 01:42:59,430
during the course selection pro process.
We have also ran a feature in the uh

5428
01:42:59,430 --> 01:42:59,440
We have also ran a feature in the uh
 

5429
01:42:59,440 --> 01:43:02,390
We have also ran a feature in the uh
February uh spot highlighting all of our

5430
01:43:02,390 --> 01:43:02,400
February uh spot highlighting all of our
 

5431
01:43:02,400 --> 01:43:04,229
February uh spot highlighting all of our
pathways and the benefits that they

5432
01:43:04,229 --> 01:43:04,239
pathways and the benefits that they
 

5433
01:43:04,239 --> 01:43:07,189
pathways and the benefits that they
offer to students. We will continue to

5434
01:43:07,189 --> 01:43:07,199
offer to students. We will continue to
 

5435
01:43:07,199 --> 01:43:09,109
offer to students. We will continue to
leverage these websites and print

5436
01:43:09,109 --> 01:43:09,119
leverage these websites and print
 

5437
01:43:09,119 --> 01:43:11,430
leverage these websites and print
materials during district events,

5438
01:43:11,430 --> 01:43:11,440
materials during district events,
 

5439
01:43:11,440 --> 01:43:13,350
materials during district events,
enrollment nights, and course selection

5440
01:43:13,350 --> 01:43:13,360
enrollment nights, and course selection
 

5441
01:43:13,360 --> 01:43:15,510
enrollment nights, and course selection
to ensure our students and community

5442
01:43:15,510 --> 01:43:15,520
to ensure our students and community
 

5443
01:43:15,520 --> 01:43:22,310
to ensure our students and community
knows all that we have to offer.

5444
01:43:22,310 --> 01:43:22,320

 

5445
01:43:22,320 --> 01:43:24,709

We are expanding our accelerate pathways

5446
01:43:24,709 --> 01:43:24,719
We are expanding our accelerate pathways
 

5447
01:43:24,719 --> 01:43:27,669
We are expanding our accelerate pathways
at Apex over the next uh two school

5448
01:43:27,669 --> 01:43:27,679
at Apex over the next uh two school
 

5449
01:43:27,679 --> 01:43:29,830
at Apex over the next uh two school
years. Again, with the generous support

5450
01:43:29,830 --> 01:43:29,840
years. Again, with the generous support
 

5451
01:43:29,840 --> 01:43:32,950
years. Again, with the generous support
of our voters, Apex has uh been

5452
01:43:32,950 --> 01:43:32,960
of our voters, Apex has uh been
 

5453
01:43:32,960 --> 01:43:35,270
of our voters, Apex has uh been
undergoing massive construction and

5454
01:43:35,270 --> 01:43:35,280
undergoing massive construction and
 

5455
01:43:35,280 --> 01:43:38,790
undergoing massive construction and
upgrades that will um allow us to offer

5456
01:43:38,790 --> 01:43:38,800
upgrades that will um allow us to offer
 

5457
01:43:38,800 --> 01:43:41,270
upgrades that will um allow us to offer
additional new programs. You can see

5458
01:43:41,270 --> 01:43:41,280
additional new programs. You can see
 

5459
01:43:41,280 --> 01:43:43,510
additional new programs. You can see
which programs will be added in this

5460
01:43:43,510 --> 01:43:43,520
which programs will be added in this
 

5461
01:43:43,520 --> 01:43:47,109
which programs will be added in this
slide. As Dr. Dea Cruz mentioned, um at

5462
01:43:47,109 --> 01:43:47,119
slide. As Dr. Dea Cruz mentioned, um at
 

5463
01:43:47,119 --> 01:43:48,950
slide. As Dr. Dea Cruz mentioned, um at
the end of this presentation, we will

5464
01:43:48,950 --> 01:43:48,960
the end of this presentation, we will
 

5465
01:43:48,960 --> 01:43:52,229
the end of this presentation, we will
have the opportunity to tour Apex. I do

5466
01:43:52,229 --> 01:43:52,239
have the opportunity to tour Apex. I do
 

5467
01:43:52,239 --> 01:43:54,629
have the opportunity to tour Apex. I do
want to highlight something important.

5468
01:43:54,629 --> 01:43:54,639
want to highlight something important.
 

5469
01:43:54,639 --> 01:43:57,270
want to highlight something important.
Um, Apex and Accelerate Pathways provide

5470
01:43:57,270 --> 01:43:57,280
Um, Apex and Accelerate Pathways provide
 

5471
01:43:57,280 --> 01:43:59,750
Um, Apex and Accelerate Pathways provide
students with the opportunity to engage

5472
01:43:59,750 --> 01:43:59,760
students with the opportunity to engage
 

5473
01:43:59,760 --> 01:44:02,790
students with the opportunity to engage
in the big three, which are Colorado

5474
01:44:02,790 --> 01:44:02,800
in the big three, which are Colorado
 

5475
01:44:02,800 --> 01:44:04,470
in the big three, which are Colorado
Department's education's priority

5476
01:44:04,470 --> 01:44:04,480
Department's education's priority
 

5477
01:44:04,480 --> 01:44:06,550
Department's education's priority
outcomes to ensure every student leaves

5478
01:44:06,550 --> 01:44:06,560
outcomes to ensure every student leaves
 

5479
01:44:06,560 --> 01:44:09,189
outcomes to ensure every student leaves
high school with either college credit,

5480
01:44:09,189 --> 01:44:09,199
high school with either college credit,
 

5481
01:44:09,199 --> 01:44:12,149
high school with either college credit,
industry uh, uh, recognized credentials

5482
01:44:12,149 --> 01:44:12,159
industry uh, uh, recognized credentials
 

5483
01:44:12,159 --> 01:44:14,790
industry uh, uh, recognized credentials
or work-based learning experiences,

5484
01:44:14,790 --> 01:44:14,800
or work-based learning experiences,
 

5485
01:44:14,800 --> 01:44:16,709
or work-based learning experiences,
setting them up for success beyond

5486
01:44:16,709 --> 01:44:16,719
setting them up for success beyond
 

5487
01:44:16,719 --> 01:44:19,830
setting them up for success beyond
graduation. I'm proud to share that BBSD

5488
01:44:19,830 --> 01:44:19,840
graduation. I'm proud to share that BBSD
 

5489
01:44:19,840 --> 01:44:21,990
graduation. I'm proud to share that BBSD
is ahead of the curve as related to the

5490
01:44:21,990 --> 01:44:22,000
is ahead of the curve as related to the
 

5491
01:44:22,000 --> 01:44:23,669
is ahead of the curve as related to the
big three thanks to our grad plus

5492
01:44:23,669 --> 01:44:23,679
big three thanks to our grad plus
 

5493
01:44:23,679 --> 01:44:25,510
big three thanks to our grad plus
framework which has already been

5494
01:44:25,510 --> 01:44:25,520
framework which has already been
 

5495
01:44:25,520 --> 01:44:27,350
framework which has already been
providing students with these valuable

5496
01:44:27,350 --> 01:44:27,360
providing students with these valuable
 

5497
01:44:27,360 --> 01:44:29,990
providing students with these valuable
opportunities for college and career

5498
01:44:29,990 --> 01:44:30,000
opportunities for college and career
 

5499
01:44:30,000 --> 01:44:34,470
opportunities for college and career
readiness.

5500
01:44:34,470 --> 01:44:34,480

 

5501
01:44:34,480 --> 01:44:35,830

>> Board members, I think maybe we have

5502
01:44:35,830 --> 01:44:35,840
>> Board members, I think maybe we have
 

5503
01:44:35,840 --> 01:44:37,669
>> Board members, I think maybe we have
time for two very brief questions and

5504
01:44:37,669 --> 01:44:37,679
time for two very brief questions and
 

5505
01:44:37,679 --> 01:44:38,950
time for two very brief questions and
then we'll move on to the last section

5506
01:44:38,950 --> 01:44:38,960
then we'll move on to the last section
 

5507
01:44:38,960 --> 01:44:43,669
then we'll move on to the last section
of this presentation. Any questions?

5508
01:44:43,669 --> 01:44:43,679
of this presentation. Any questions?
 

5509
01:44:43,679 --> 01:44:45,189
of this presentation. Any questions?
Anna,

5510
01:44:45,189 --> 01:44:45,199
Anna,
 

5511
01:44:45,199 --> 01:44:47,910
Anna,
>> uh, I do just want to give a big kudos.

5512
01:44:47,910 --> 01:44:47,920
>> uh, I do just want to give a big kudos.
 

5513
01:44:47,920 --> 01:44:50,070
>> uh, I do just want to give a big kudos.
Uh, Bianca and I did have a chance to

5514
01:44:50,070 --> 01:44:50,080
Uh, Bianca and I did have a chance to
 

5515
01:44:50,080 --> 01:44:53,830
Uh, Bianca and I did have a chance to
talk about um, some of the, uh, ways

5516
01:44:53,830 --> 01:44:53,840
talk about um, some of the, uh, ways
 

5517
01:44:53,840 --> 01:44:57,109
talk about um, some of the, uh, ways
that students are able to attain, uh,

5518
01:44:57,109 --> 01:44:57,119
that students are able to attain, uh,
 

5519
01:44:57,119 --> 01:44:59,910
that students are able to attain, uh,
college credits uh, while still in high

5520
01:44:59,910 --> 01:44:59,920
college credits uh, while still in high
 

5521
01:44:59,920 --> 01:45:03,830
college credits uh, while still in high
school. And just the on the ground, um,

5522
01:45:03,830 --> 01:45:03,840
school. And just the on the ground, um,
 

5523
01:45:03,840 --> 01:45:06,390
school. And just the on the ground, um,
uh, participation that they have with

5524
01:45:06,390 --> 01:45:06,400
uh, participation that they have with
 

5525
01:45:06,400 --> 01:45:08,790
uh, participation that they have with
the students was just remarkable to hear

5526
01:45:08,790 --> 01:45:08,800
the students was just remarkable to hear
 

5527
01:45:08,800 --> 01:45:12,550
the students was just remarkable to hear
about and to learn about. Um, this just

5528
01:45:12,550 --> 01:45:12,560
about and to learn about. Um, this just
 

5529
01:45:12,560 --> 01:45:15,350
about and to learn about. Um, this just
makes me really excited and it it brings

5530
01:45:15,350 --> 01:45:15,360
makes me really excited and it it brings
 

5531
01:45:15,360 --> 01:45:18,550
makes me really excited and it it brings
me to my uh other hat as a commissioner

5532
01:45:18,550 --> 01:45:18,560
me to my uh other hat as a commissioner
 

5533
01:45:18,560 --> 01:45:20,950
me to my uh other hat as a commissioner
uh on higher education on figuring out

5534
01:45:20,950 --> 01:45:20,960
uh on higher education on figuring out
 

5535
01:45:20,960 --> 01:45:23,750
uh on higher education on figuring out
how we can move it to the next step on

5536
01:45:23,750 --> 01:45:23,760
how we can move it to the next step on
 

5537
01:45:23,760 --> 01:45:26,629
how we can move it to the next step on
potentially um guaranteed admissions,

5538
01:45:26,629 --> 01:45:26,639
potentially um guaranteed admissions,
 

5539
01:45:26,639 --> 01:45:28,629
potentially um guaranteed admissions,
whether it's to a school or whether it's

5540
01:45:28,629 --> 01:45:28,639
whether it's to a school or whether it's
 

5541
01:45:28,639 --> 01:45:33,270
whether it's to a school or whether it's
to a program. Um and so I um am just

5542
01:45:33,270 --> 01:45:33,280
to a program. Um and so I um am just
 

5543
01:45:33,280 --> 01:45:35,109
to a program. Um and so I um am just
opening up the invitation to work

5544
01:45:35,109 --> 01:45:35,119
opening up the invitation to work
 

5545
01:45:35,119 --> 01:45:37,430
opening up the invitation to work
further um to make sure that we connect

5546
01:45:37,430 --> 01:45:37,440
further um to make sure that we connect
 

5547
01:45:37,440 --> 01:45:40,629
further um to make sure that we connect
both of those um to to ensure that all

5548
01:45:40,629 --> 01:45:40,639
both of those um to to ensure that all
 

5549
01:45:40,639 --> 01:45:42,790
both of those um to to ensure that all
of these programs get connected to the

5550
01:45:42,790 --> 01:45:42,800
of these programs get connected to the
 

5551
01:45:42,800 --> 01:45:45,910
of these programs get connected to the
correct or to the proper um institution

5552
01:45:45,910 --> 01:45:45,920
correct or to the proper um institution
 

5553
01:45:45,920 --> 01:45:47,990
correct or to the proper um institution
of higher education.

5554
01:45:47,990 --> 01:45:48,000
of higher education.
 

5555
01:45:48,000 --> 01:45:49,750
of higher education.
>> Thank you. That's def definitely

5556
01:45:49,750 --> 01:45:49,760
>> Thank you. That's def definitely
 

5557
01:45:49,760 --> 01:45:52,950
>> Thank you. That's def definitely
something we want to continue to build

5558
01:45:52,950 --> 01:45:52,960
something we want to continue to build
 

5559
01:45:52,960 --> 01:45:54,629
something we want to continue to build
upon and that's something that's in the

5560
01:45:54,629 --> 01:45:54,639
upon and that's something that's in the
 

5561
01:45:54,639 --> 01:45:56,629
upon and that's something that's in the
works. So I'm excited to hear your

5562
01:45:56,629 --> 01:45:56,639
works. So I'm excited to hear your
 

5563
01:45:56,639 --> 01:46:02,310
works. So I'm excited to hear your
offer.

5564
01:46:02,310 --> 01:46:02,320

 

5565
01:46:02,320 --> 01:46:04,790

Okay, we'll move on to the UA. Oh, one

5566
01:46:04,790 --> 01:46:04,800
Okay, we'll move on to the UA. Oh, one
 

5567
01:46:04,800 --> 01:46:06,390
Okay, we'll move on to the UA. Oh, one
last brief question, Alex.

5568
01:46:06,390 --> 01:46:06,400
last brief question, Alex.
 

5569
01:46:06,400 --> 01:46:08,950
last brief question, Alex.
>> Yes, actually I just again want to

5570
01:46:08,950 --> 01:46:08,960
>> Yes, actually I just again want to
 

5571
01:46:08,960 --> 01:46:10,629
>> Yes, actually I just again want to
congratulate the district's leadership

5572
01:46:10,629 --> 01:46:10,639
congratulate the district's leadership
 

5573
01:46:10,639 --> 01:46:12,229
congratulate the district's leadership
and Bianca and her team for everything

5574
01:46:12,229 --> 01:46:12,239
and Bianca and her team for everything
 

5575
01:46:12,239 --> 01:46:15,030
and Bianca and her team for everything
on this. It's just an amazing sign of

5576
01:46:15,030 --> 01:46:15,040
on this. It's just an amazing sign of
 

5577
01:46:15,040 --> 01:46:16,550
on this. It's just an amazing sign of
progress. I I don't have time for my

5578
01:46:16,550 --> 01:46:16,560
progress. I I don't have time for my
 

5579
01:46:16,560 --> 01:46:17,910
progress. I I don't have time for my
questions, so I'm going to email some

5580
01:46:17,910 --> 01:46:17,920
questions, so I'm going to email some
 

5581
01:46:17,920 --> 01:46:19,669
questions, so I'm going to email some
questions and I would love some written

5582
01:46:19,669 --> 01:46:19,679
questions and I would love some written
 

5583
01:46:19,679 --> 01:46:20,950
questions and I would love some written
response and information for those

5584
01:46:20,950 --> 01:46:20,960
response and information for those
 

5585
01:46:20,960 --> 01:46:22,950
response and information for those
later.

5586
01:46:22,950 --> 01:46:22,960
later.
 

5587
01:46:22,960 --> 01:46:25,189
later.
>> Thank you.

5588
01:46:25,189 --> 01:46:25,199
>> Thank you.
 

5589
01:46:25,199 --> 01:46:28,790
>> Thank you.
All right, moving on to um spending some

5590
01:46:28,790 --> 01:46:28,800
All right, moving on to um spending some
 

5591
01:46:28,800 --> 01:46:30,550
All right, moving on to um spending some
time on UIP development, which I know

5592
01:46:30,550 --> 01:46:30,560
time on UIP development, which I know
 

5593
01:46:30,560 --> 01:46:32,310
time on UIP development, which I know
we've touched on throughout the

5594
01:46:32,310 --> 01:46:32,320
we've touched on throughout the
 

5595
01:46:32,320 --> 01:46:34,470
we've touched on throughout the
presentation.

5596
01:46:34,470 --> 01:46:34,480
presentation.
 

5597
01:46:34,480 --> 01:46:36,950
presentation.
In terms of the development timeline, as

5598
01:46:36,950 --> 01:46:36,960
In terms of the development timeline, as
 

5599
01:46:36,960 --> 01:46:39,189
In terms of the development timeline, as
we look toward developing a new UIP, we

5600
01:46:39,189 --> 01:46:39,199
we look toward developing a new UIP, we
 

5601
01:46:39,199 --> 01:46:42,390
we look toward developing a new UIP, we
anticipate recommendations from DAC in

5602
01:46:42,390 --> 01:46:42,400
anticipate recommendations from DAC in
 

5603
01:46:42,400 --> 01:46:44,229
anticipate recommendations from DAC in
the spring that we embed into our

5604
01:46:44,229 --> 01:46:44,239
the spring that we embed into our
 

5605
01:46:44,239 --> 01:46:47,030
the spring that we embed into our
development process. And that process

5606
01:46:47,030 --> 01:46:47,040
development process. And that process
 

5607
01:46:47,040 --> 01:46:49,430
development process. And that process
typically occurs throughout the summer,

5608
01:46:49,430 --> 01:46:49,440
typically occurs throughout the summer,
 

5609
01:46:49,440 --> 01:46:51,669
typically occurs throughout the summer,
leading to the team bringing a draft of

5610
01:46:51,669 --> 01:46:51,679
leading to the team bringing a draft of
 

5611
01:46:51,679 --> 01:46:54,550
leading to the team bringing a draft of
the UIP to the board in early fall for

5612
01:46:54,550 --> 01:46:54,560
the UIP to the board in early fall for
 

5613
01:46:54,560 --> 01:46:56,870
the UIP to the board in early fall for
feedback that informs potential

5614
01:46:56,870 --> 01:46:56,880
feedback that informs potential
 

5615
01:46:56,880 --> 01:47:00,790
feedback that informs potential
revisions and finalizing the UIP um as

5616
01:47:00,790 --> 01:47:00,800
revisions and finalizing the UIP um as
 

5617
01:47:00,800 --> 01:47:03,590
revisions and finalizing the UIP um as
it is due to CDE in October, followed by

5618
01:47:03,590 --> 01:47:03,600
it is due to CDE in October, followed by
 

5619
01:47:03,600 --> 01:47:06,229
it is due to CDE in October, followed by
progress updates to the board. Jessica

5620
01:47:06,229 --> 01:47:06,239
progress updates to the board. Jessica
 

5621
01:47:06,239 --> 01:47:08,310
progress updates to the board. Jessica
has been working on envisioning and

5622
01:47:08,310 --> 01:47:08,320
has been working on envisioning and
 

5623
01:47:08,320 --> 01:47:09,990
has been working on envisioning and
configuring growth and achievement

5624
01:47:09,990 --> 01:47:10,000
configuring growth and achievement
 

5625
01:47:10,000 --> 01:47:13,669
configuring growth and achievement
targets and KPI dashboards um with input

5626
01:47:13,669 --> 01:47:13,679
targets and KPI dashboards um with input
 

5627
01:47:13,679 --> 01:47:15,510
targets and KPI dashboards um with input
that has come from the board and she's

5628
01:47:15,510 --> 01:47:15,520
that has come from the board and she's
 

5629
01:47:15,520 --> 01:47:17,510
that has come from the board and she's
going to provide that that draft

5630
01:47:17,510 --> 01:47:17,520
going to provide that that draft
 

5631
01:47:17,520 --> 01:47:21,510
going to provide that that draft
information next.

5632
01:47:21,510 --> 01:47:21,520

 

5633
01:47:21,520 --> 01:47:24,870

Okay. Um so before we kind of jump into

5634
01:47:24,870 --> 01:47:24,880
Okay. Um so before we kind of jump into
 

5635
01:47:24,880 --> 01:47:26,470
Okay. Um so before we kind of jump into
as Chris named it earlier the

5636
01:47:26,470 --> 01:47:26,480
as Chris named it earlier the
 

5637
01:47:26,480 --> 01:47:27,910
as Chris named it earlier the
considerations that we're talking about

5638
01:47:27,910 --> 01:47:27,920
considerations that we're talking about
 

5639
01:47:27,920 --> 01:47:29,750
considerations that we're talking about
for growth targets for the next UIP

5640
01:47:29,750 --> 01:47:29,760
for growth targets for the next UIP
 

5641
01:47:29,760 --> 01:47:31,430
for growth targets for the next UIP
cycle I just want to start with high

5642
01:47:31,430 --> 01:47:31,440
cycle I just want to start with high
 

5643
01:47:31,440 --> 01:47:33,830
cycle I just want to start with high
level reminding us grounding us in

5644
01:47:33,830 --> 01:47:33,840
level reminding us grounding us in
 

5645
01:47:33,840 --> 01:47:35,990
level reminding us grounding us in
median growth percentiles or an MGP. So

5646
01:47:35,990 --> 01:47:36,000
median growth percentiles or an MGP. So
 

5647
01:47:36,000 --> 01:47:38,229
median growth percentiles or an MGP. So
every year the state anchors an MGP of

5648
01:47:38,229 --> 01:47:38,239
every year the state anchors an MGP of
 

5649
01:47:38,239 --> 01:47:41,109
every year the state anchors an MGP of
50 as for a district to think about an

5650
01:47:41,109 --> 01:47:41,119
50 as for a district to think about an
 

5651
01:47:41,119 --> 01:47:43,590
50 as for a district to think about an
MGP of 50 meaning on average your

5652
01:47:43,590 --> 01:47:43,600
MGP of 50 meaning on average your
 

5653
01:47:43,600 --> 01:47:45,109
MGP of 50 meaning on average your
students are growing at a rate that's

5654
01:47:45,109 --> 01:47:45,119
students are growing at a rate that's
 

5655
01:47:45,119 --> 01:47:47,189
students are growing at a rate that's
comparable to their academic peers. If

5656
01:47:47,189 --> 01:47:47,199
comparable to their academic peers. If
 

5657
01:47:47,199 --> 01:47:48,709
comparable to their academic peers. If
the MGP is higher than 50, you're

5658
01:47:48,709 --> 01:47:48,719
the MGP is higher than 50, you're
 

5659
01:47:48,719 --> 01:47:50,709
the MGP is higher than 50, you're
outpacing or growing at a faster rate.

5660
01:47:50,709 --> 01:47:50,719
outpacing or growing at a faster rate.
 

5661
01:47:50,719 --> 01:47:52,470
outpacing or growing at a faster rate.
And if it's lower, you're growing at a

5662
01:47:52,470 --> 01:47:52,480
And if it's lower, you're growing at a
 

5663
01:47:52,480 --> 01:47:54,470
And if it's lower, you're growing at a
slower rate. And that's always thinking

5664
01:47:54,470 --> 01:47:54,480
slower rate. And that's always thinking
 

5665
01:47:54,480 --> 01:47:57,669
slower rate. And that's always thinking
about globally all students, not taking

5666
01:47:57,669 --> 01:47:57,679
about globally all students, not taking
 

5667
01:47:57,679 --> 01:47:59,590
about globally all students, not taking
into account any particular group that a

5668
01:47:59,590 --> 01:47:59,600
into account any particular group that a
 

5669
01:47:59,600 --> 01:48:00,709
into account any particular group that a
student might be a part of, whether

5670
01:48:00,709 --> 01:48:00,719
student might be a part of, whether
 

5671
01:48:00,719 --> 01:48:02,470
student might be a part of, whether
that's a racial ethnic group or being a

5672
01:48:02,470 --> 01:48:02,480
that's a racial ethnic group or being a
 

5673
01:48:02,480 --> 01:48:05,189
that's a racial ethnic group or being a
multilingual learner, etc. So that's

5674
01:48:05,189 --> 01:48:05,199
multilingual learner, etc. So that's
 

5675
01:48:05,199 --> 01:48:07,109
multilingual learner, etc. So that's
important to keep in mind as I walk you

5676
01:48:07,109 --> 01:48:07,119
important to keep in mind as I walk you
 

5677
01:48:07,119 --> 01:48:09,030
important to keep in mind as I walk you
through this table. So, what we've been

5678
01:48:09,030 --> 01:48:09,040
through this table. So, what we've been
 

5679
01:48:09,040 --> 01:48:11,109
through this table. So, what we've been
talking about is setting a growth

5680
01:48:11,109 --> 01:48:11,119
talking about is setting a growth
 

5681
01:48:11,119 --> 01:48:13,910
talking about is setting a growth
standard for groups of students and all

5682
01:48:13,910 --> 01:48:13,920
standard for groups of students and all
 

5683
01:48:13,920 --> 01:48:15,590
standard for groups of students and all
of those growth standards meeting or

5684
01:48:15,590 --> 01:48:15,600
of those growth standards meeting or
 

5685
01:48:15,600 --> 01:48:19,030
of those growth standards meeting or
exceeding that that benchmark of 50 of

5686
01:48:19,030 --> 01:48:19,040
exceeding that that benchmark of 50 of
 

5687
01:48:19,040 --> 01:48:21,270
exceeding that that benchmark of 50 of
average. Um, and thinking about that

5688
01:48:21,270 --> 01:48:21,280
average. Um, and thinking about that
 

5689
01:48:21,280 --> 01:48:23,350
average. Um, and thinking about that
differentially based on the historical

5690
01:48:23,350 --> 01:48:23,360
differentially based on the historical
 

5691
01:48:23,360 --> 01:48:24,709
differentially based on the historical
performance of students in the district

5692
01:48:24,709 --> 01:48:24,719
performance of students in the district
 

5693
01:48:24,719 --> 01:48:26,950
performance of students in the district
as well as the targets that we have for

5694
01:48:26,950 --> 01:48:26,960
as well as the targets that we have for
 

5695
01:48:26,960 --> 01:48:29,590
as well as the targets that we have for
them specifically. So, um, thinking

5696
01:48:29,590 --> 01:48:29,600
them specifically. So, um, thinking
 

5697
01:48:29,600 --> 01:48:31,430
them specifically. So, um, thinking
about all students in the district

5698
01:48:31,430 --> 01:48:31,440
about all students in the district
 

5699
01:48:31,440 --> 01:48:34,390
about all students in the district
overall, our Asian students, gifted and

5700
01:48:34,390 --> 01:48:34,400
overall, our Asian students, gifted and
 

5701
01:48:34,400 --> 01:48:36,149
overall, our Asian students, gifted and
talented students, multi-racial, and

5702
01:48:36,149 --> 01:48:36,159
talented students, multi-racial, and
 

5703
01:48:36,159 --> 01:48:38,470
talented students, multi-racial, and
white. These are the groups here in BBSD

5704
01:48:38,470 --> 01:48:38,480
white. These are the groups here in BBSD
 

5705
01:48:38,480 --> 01:48:39,750
white. These are the groups here in BBSD
that have historically been high

5706
01:48:39,750 --> 01:48:39,760
that have historically been high
 

5707
01:48:39,760 --> 01:48:42,229
that have historically been high
performing. Um, we've we're talking

5708
01:48:42,229 --> 01:48:42,239
performing. Um, we've we're talking
 

5709
01:48:42,239 --> 01:48:44,310
performing. Um, we've we're talking
about an MGP threshold or a minimum

5710
01:48:44,310 --> 01:48:44,320
about an MGP threshold or a minimum
 

5711
01:48:44,320 --> 01:48:46,470
about an MGP threshold or a minimum
growth rate of 55 or higher for those

5712
01:48:46,470 --> 01:48:46,480
growth rate of 55 or higher for those
 

5713
01:48:46,480 --> 01:48:48,870
growth rate of 55 or higher for those
groups. Uh, and compared to the state,

5714
01:48:48,870 --> 01:48:48,880
groups. Uh, and compared to the state,
 

5715
01:48:48,880 --> 01:48:50,870
groups. Uh, and compared to the state,
these groups are also tend to be higher

5716
01:48:50,870 --> 01:48:50,880
these groups are also tend to be higher
 

5717
01:48:50,880 --> 01:48:52,550
these groups are also tend to be higher
performing. In the state, these groups

5718
01:48:52,550 --> 01:48:52,560
performing. In the state, these groups
 

5719
01:48:52,560 --> 01:48:54,950
performing. In the state, these groups
tend to have an average MGP of 54. So,

5720
01:48:54,950 --> 01:48:54,960
tend to have an average MGP of 54. So,
 

5721
01:48:54,960 --> 01:48:56,790
tend to have an average MGP of 54. So,
we're setting proposing setting this

5722
01:48:56,790 --> 01:48:56,800
we're setting proposing setting this
 

5723
01:48:56,800 --> 01:48:59,350
we're setting proposing setting this
target at one point above. Um, in the

5724
01:48:59,350 --> 01:48:59,360
target at one point above. Um, in the
 

5725
01:48:59,360 --> 01:49:01,669
target at one point above. Um, in the
BBSD context, that's actually not

5726
01:49:01,669 --> 01:49:01,679
BBSD context, that's actually not
 

5727
01:49:01,679 --> 01:49:03,510
BBSD context, that's actually not
looking for an increased growth rate.

5728
01:49:03,510 --> 01:49:03,520
looking for an increased growth rate.
 

5729
01:49:03,520 --> 01:49:05,990
looking for an increased growth rate.
It's looking for them to maintain a

5730
01:49:05,990 --> 01:49:06,000
It's looking for them to maintain a
 

5731
01:49:06,000 --> 01:49:07,990
It's looking for them to maintain a
growth that is above the state average.

5732
01:49:07,990 --> 01:49:08,000
growth that is above the state average.
 

5733
01:49:08,000 --> 01:49:09,510
growth that is above the state average.
And to I just want to make sure we

5734
01:49:09,510 --> 01:49:09,520
And to I just want to make sure we
 

5735
01:49:09,520 --> 01:49:11,109
And to I just want to make sure we
conceptualize this well. So, I have a

5736
01:49:11,109 --> 01:49:11,119
conceptualize this well. So, I have a
 

5737
01:49:11,119 --> 01:49:13,109
conceptualize this well. So, I have a
loose analogy to the Boulder Boulder

5738
01:49:13,109 --> 01:49:13,119
loose analogy to the Boulder Boulder
 

5739
01:49:13,119 --> 01:49:14,870
loose analogy to the Boulder Boulder
that we have coming up. So, if we think

5740
01:49:14,870 --> 01:49:14,880
that we have coming up. So, if we think
 

5741
01:49:14,880 --> 01:49:16,229
that we have coming up. So, if we think
about the Boulder Boulder, all the kids

5742
01:49:16,229 --> 01:49:16,239
about the Boulder Boulder, all the kids
 

5743
01:49:16,239 --> 01:49:17,669
about the Boulder Boulder, all the kids
in Colorado are running the Boulder

5744
01:49:17,669 --> 01:49:17,679
in Colorado are running the Boulder
 

5745
01:49:17,679 --> 01:49:20,390
in Colorado are running the Boulder
Boulder. If we're at an MGP of 55, we

5746
01:49:20,390 --> 01:49:20,400
Boulder. If we're at an MGP of 55, we
 

5747
01:49:20,400 --> 01:49:23,109
Boulder. If we're at an MGP of 55, we
are running ahead of the pack already.

5748
01:49:23,109 --> 01:49:23,119
are running ahead of the pack already.
 

5749
01:49:23,119 --> 01:49:24,870
are running ahead of the pack already.
And we also think about the fact that

5750
01:49:24,870 --> 01:49:24,880
And we also think about the fact that
 

5751
01:49:24,880 --> 01:49:26,790
And we also think about the fact that
every year all of the school districts

5752
01:49:26,790 --> 01:49:26,800
every year all of the school districts
 

5753
01:49:26,800 --> 01:49:28,149
every year all of the school districts
and across the state, we're all trying

5754
01:49:28,149 --> 01:49:28,159
and across the state, we're all trying
 

5755
01:49:28,159 --> 01:49:29,669
and across the state, we're all trying
to serve our students better. We're all

5756
01:49:29,669 --> 01:49:29,679
to serve our students better. We're all
 

5757
01:49:29,679 --> 01:49:31,590
to serve our students better. We're all
trying to work um to help them achieve

5758
01:49:31,590 --> 01:49:31,600
trying to work um to help them achieve
 

5759
01:49:31,600 --> 01:49:33,669
trying to work um to help them achieve
the best that they can. So that MGP of

5760
01:49:33,669 --> 01:49:33,679
the best that they can. So that MGP of
 

5761
01:49:33,679 --> 01:49:35,750
the best that they can. So that MGP of
50, conceptually, even though it's a 50

5762
01:49:35,750 --> 01:49:35,760
50, conceptually, even though it's a 50
 

5763
01:49:35,760 --> 01:49:37,430
50, conceptually, even though it's a 50
every year, conceptually it can move

5764
01:49:37,430 --> 01:49:37,440
every year, conceptually it can move
 

5765
01:49:37,440 --> 01:49:39,830
every year, conceptually it can move
around. And so when we're suggesting we

5766
01:49:39,830 --> 01:49:39,840
around. And so when we're suggesting we
 

5767
01:49:39,840 --> 01:49:42,310
around. And so when we're suggesting we
stay at an MGP of 55, we're saying we're

5768
01:49:42,310 --> 01:49:42,320
stay at an MGP of 55, we're saying we're
 

5769
01:49:42,320 --> 01:49:44,310
stay at an MGP of 55, we're saying we're
continuing to run faster than the

5770
01:49:44,310 --> 01:49:44,320
continuing to run faster than the
 

5771
01:49:44,320 --> 01:49:47,109
continuing to run faster than the
average in the pack. And that running

5772
01:49:47,109 --> 01:49:47,119
average in the pack. And that running
 

5773
01:49:47,119 --> 01:49:49,510
average in the pack. And that running
faster might actually be harder as

5774
01:49:49,510 --> 01:49:49,520
faster might actually be harder as
 

5775
01:49:49,520 --> 01:49:51,350
faster might actually be harder as
others are continuing to improve what

5776
01:49:51,350 --> 01:49:51,360
others are continuing to improve what
 

5777
01:49:51,360 --> 01:49:53,270
others are continuing to improve what
they're doing. So just conceptually

5778
01:49:53,270 --> 01:49:53,280
they're doing. So just conceptually
 

5779
01:49:53,280 --> 01:49:55,270
they're doing. So just conceptually
thinking about even though that box says

5780
01:49:55,270 --> 01:49:55,280
thinking about even though that box says
 

5781
01:49:55,280 --> 01:49:57,590
thinking about even though that box says
a plus zero know that maintaining

5782
01:49:57,590 --> 01:49:57,600
a plus zero know that maintaining
 

5783
01:49:57,600 --> 01:49:59,669
a plus zero know that maintaining
something above the state average at a

5784
01:49:59,669 --> 01:49:59,679
something above the state average at a
 

5785
01:49:59,679 --> 01:50:02,470
something above the state average at a
55 is statistically difficult for a

5786
01:50:02,470 --> 01:50:02,480
55 is statistically difficult for a
 

5787
01:50:02,480 --> 01:50:04,870
55 is statistically difficult for a
system the size of BVSD. So that is a

5788
01:50:04,870 --> 01:50:04,880
system the size of BVSD. So that is a
 

5789
01:50:04,880 --> 01:50:06,790
system the size of BVSD. So that is a
challenging standard that we are setting

5790
01:50:06,790 --> 01:50:06,800
challenging standard that we are setting
 

5791
01:50:06,800 --> 01:50:08,950
challenging standard that we are setting
there. For the next groups of students

5792
01:50:08,950 --> 01:50:08,960
there. For the next groups of students
 

5793
01:50:08,960 --> 01:50:11,430
there. For the next groups of students
our FRL eligible Hispanic multilingual

5794
01:50:11,430 --> 01:50:11,440
our FRL eligible Hispanic multilingual
 

5795
01:50:11,440 --> 01:50:13,590
our FRL eligible Hispanic multilingual
learners and our students with IEPs

5796
01:50:13,590 --> 01:50:13,600
learners and our students with IEPs
 

5797
01:50:13,600 --> 01:50:15,750
learners and our students with IEPs
we're looking at an MGP threshold of 52

5798
01:50:15,750 --> 01:50:15,760
we're looking at an MGP threshold of 52
 

5799
01:50:15,760 --> 01:50:18,709
we're looking at an MGP threshold of 52
or higher in the state. For these groups

5800
01:50:18,709 --> 01:50:18,719
or higher in the state. For these groups
 

5801
01:50:18,719 --> 01:50:20,870
or higher in the state. For these groups
they tend to perform at an MGP of about

5802
01:50:20,870 --> 01:50:20,880
they tend to perform at an MGP of about
 

5803
01:50:20,880 --> 01:50:22,950
they tend to perform at an MGP of about
46. So we're setting this target at six

5804
01:50:22,950 --> 01:50:22,960
46. So we're setting this target at six
 

5805
01:50:22,960 --> 01:50:25,270
46. So we're setting this target at six
points higher than where these groups

5806
01:50:25,270 --> 01:50:25,280
points higher than where these groups
 

5807
01:50:25,280 --> 01:50:27,430
points higher than where these groups
are in the state. And for our BVSSD

5808
01:50:27,430 --> 01:50:27,440
are in the state. And for our BVSSD
 

5809
01:50:27,440 --> 01:50:29,830
are in the state. And for our BVSSD
context, that's looking at accelerating

5810
01:50:29,830 --> 01:50:29,840
context, that's looking at accelerating
 

5811
01:50:29,840 --> 01:50:31,830
context, that's looking at accelerating
growth from two to four points depending

5812
01:50:31,830 --> 01:50:31,840
growth from two to four points depending
 

5813
01:50:31,840 --> 01:50:34,229
growth from two to four points depending
on the subject or the student group. So

5814
01:50:34,229 --> 01:50:34,239
on the subject or the student group. So
 

5815
01:50:34,239 --> 01:50:35,990
on the subject or the student group. So
we're setting an ambitious gap closing

5816
01:50:35,990 --> 01:50:36,000
we're setting an ambitious gap closing
 

5817
01:50:36,000 --> 01:50:37,910
we're setting an ambitious gap closing
pace for these groups of students. We

5818
01:50:37,910 --> 01:50:37,920
pace for these groups of students. We
 

5819
01:50:37,920 --> 01:50:39,590
pace for these groups of students. We
are not wanting them to stay where they

5820
01:50:39,590 --> 01:50:39,600
are not wanting them to stay where they
 

5821
01:50:39,600 --> 01:50:41,350
are not wanting them to stay where they
are. We're wanting them to speed up,

5822
01:50:41,350 --> 01:50:41,360
are. We're wanting them to speed up,
 

5823
01:50:41,360 --> 01:50:43,189
are. We're wanting them to speed up,
catch up, move up in their Boulder

5824
01:50:43,189 --> 01:50:43,199
catch up, move up in their Boulder
 

5825
01:50:43,199 --> 01:50:44,790
catch up, move up in their Boulder
Boulder race.

5826
01:50:44,790 --> 01:50:44,800
Boulder race.
 

5827
01:50:44,800 --> 01:50:46,470
Boulder race.
And then this last group of students,

5828
01:50:46,470 --> 01:50:46,480
And then this last group of students,
 

5829
01:50:46,480 --> 01:50:48,229
And then this last group of students,
um, the American Indian, Alaskan Native,

5830
01:50:48,229 --> 01:50:48,239
um, the American Indian, Alaskan Native,
 

5831
01:50:48,239 --> 01:50:50,229
um, the American Indian, Alaskan Native,
or our black African-American students,

5832
01:50:50,229 --> 01:50:50,239
or our black African-American students,
 

5833
01:50:50,239 --> 01:50:51,510
or our black African-American students,
if you were here in the fall when I

5834
01:50:51,510 --> 01:50:51,520
if you were here in the fall when I
 

5835
01:50:51,520 --> 01:50:52,950
if you were here in the fall when I
talked about the CAMASS results, we

5836
01:50:52,950 --> 01:50:52,960
talked about the CAMASS results, we
 

5837
01:50:52,960 --> 01:50:54,709
talked about the CAMASS results, we
talked about how for these groups, uh,

5838
01:50:54,709 --> 01:50:54,719
talked about how for these groups, uh,
 

5839
01:50:54,719 --> 01:50:56,229
talked about how for these groups, uh,
growth tends to be bouncy. It's

5840
01:50:56,229 --> 01:50:56,239
growth tends to be bouncy. It's
 

5841
01:50:56,239 --> 01:50:58,229
growth tends to be bouncy. It's
instable. It moves around. And that's

5842
01:50:58,229 --> 01:50:58,239
instable. It moves around. And that's
 

5843
01:50:58,239 --> 01:51:00,149
instable. It moves around. And that's
just mathematically what happens when

5844
01:51:00,149 --> 01:51:00,159
just mathematically what happens when
 

5845
01:51:00,159 --> 01:51:02,629
just mathematically what happens when
you have a small group in a system. So

5846
01:51:02,629 --> 01:51:02,639
you have a small group in a system. So
 

5847
01:51:02,639 --> 01:51:04,390
you have a small group in a system. So
our our goal for these students is

5848
01:51:04,390 --> 01:51:04,400
our our goal for these students is
 

5849
01:51:04,400 --> 01:51:05,910
our our goal for these students is
saying we know there's going to be some

5850
01:51:05,910 --> 01:51:05,920
saying we know there's going to be some
 

5851
01:51:05,920 --> 01:51:08,790
saying we know there's going to be some
some instability but can we get that

5852
01:51:08,790 --> 01:51:08,800
some instability but can we get that
 

5853
01:51:08,800 --> 01:51:11,669
some instability but can we get that
instability to happen at or above 50 so

5854
01:51:11,669 --> 01:51:11,679
instability to happen at or above 50 so
 

5855
01:51:11,679 --> 01:51:14,229
instability to happen at or above 50 so
that we are growing and maint

5856
01:51:14,229 --> 01:51:14,239
that we are growing and maint
 

5857
01:51:14,239 --> 01:51:16,709
that we are growing and maint
maintaining above the state average. Um

5858
01:51:16,709 --> 01:51:16,719
maintaining above the state average. Um
 

5859
01:51:16,719 --> 01:51:18,070
maintaining above the state average. Um
and then for these groups that's a

5860
01:51:18,070 --> 01:51:18,080
and then for these groups that's a
 

5861
01:51:18,080 --> 01:51:20,070
and then for these groups that's a
four-point increase and in our BBSD

5862
01:51:20,070 --> 01:51:20,080
four-point increase and in our BBSD
 

5863
01:51:20,080 --> 01:51:21,750
four-point increase and in our BBSD
context again looking at these students

5864
01:51:21,750 --> 01:51:21,760
context again looking at these students
 

5865
01:51:21,760 --> 01:51:24,310
context again looking at these students
to move up in the pack um from one to

5866
01:51:24,310 --> 01:51:24,320
to move up in the pack um from one to
 

5867
01:51:24,320 --> 01:51:26,550
to move up in the pack um from one to
four points as far as how we're setting

5868
01:51:26,550 --> 01:51:26,560
four points as far as how we're setting
 

5869
01:51:26,560 --> 01:51:28,390
four points as far as how we're setting
growth targets.

5870
01:51:28,390 --> 01:51:28,400
growth targets.
 

5871
01:51:28,400 --> 01:51:29,910
growth targets.
Now we know that growth comes before

5872
01:51:29,910 --> 01:51:29,920
Now we know that growth comes before
 

5873
01:51:29,920 --> 01:51:31,750
Now we know that growth comes before
achievement. So because we have these

5874
01:51:31,750 --> 01:51:31,760
achievement. So because we have these
 

5875
01:51:31,760 --> 01:51:34,070
achievement. So because we have these
growth targets, we have related

5876
01:51:34,070 --> 01:51:34,080
growth targets, we have related
 

5877
01:51:34,080 --> 01:51:35,590
growth targets, we have related
achievement targets. So when we're

5878
01:51:35,590 --> 01:51:35,600
achievement targets. So when we're
 

5879
01:51:35,600 --> 01:51:37,109
achievement targets. So when we're
talking about achievement, this is the

5880
01:51:37,109 --> 01:51:37,119
talking about achievement, this is the
 

5881
01:51:37,119 --> 01:51:38,709
talking about achievement, this is the
percentage of students that are meeting

5882
01:51:38,709 --> 01:51:38,719
percentage of students that are meeting
 

5883
01:51:38,719 --> 01:51:41,030
percentage of students that are meeting
and exceeding grade level standards for

5884
01:51:41,030 --> 01:51:41,040
and exceeding grade level standards for
 

5885
01:51:41,040 --> 01:51:43,589
and exceeding grade level standards for
that uh first those first groups. We're

5886
01:51:43,589 --> 01:51:43,599
that uh first those first groups. We're
 

5887
01:51:43,599 --> 01:51:45,350
that uh first those first groups. We're
looking at steady Oh, thank you. I

5888
01:51:45,350 --> 01:51:45,360
looking at steady Oh, thank you. I
 

5889
01:51:45,360 --> 01:51:48,070
looking at steady Oh, thank you. I
forgot I was the one in charge. Steady

5890
01:51:48,070 --> 01:51:48,080
forgot I was the one in charge. Steady
 

5891
01:51:48,080 --> 01:51:50,310
forgot I was the one in charge. Steady
incremental gains. Um looking to

5892
01:51:50,310 --> 01:51:50,320
incremental gains. Um looking to
 

5893
01:51:50,320 --> 01:51:53,189
incremental gains. Um looking to
increase the percent needs for 1 to 2%

5894
01:51:53,189 --> 01:51:53,199
increase the percent needs for 1 to 2%
 

5895
01:51:53,199 --> 01:51:54,790
increase the percent needs for 1 to 2%
overall and then in these particular

5896
01:51:54,790 --> 01:51:54,800
overall and then in these particular
 

5897
01:51:54,800 --> 01:51:57,270
overall and then in these particular
groups. Um and then for those groups

5898
01:51:57,270 --> 01:51:57,280
groups. Um and then for those groups
 

5899
01:51:57,280 --> 01:51:59,669
groups. Um and then for those groups
that we're looking to challenge uh to

5900
01:51:59,669 --> 01:51:59,679
that we're looking to challenge uh to
 

5901
01:51:59,679 --> 01:52:01,270
that we're looking to challenge uh to
increase their growth rate to move them

5902
01:52:01,270 --> 01:52:01,280
increase their growth rate to move them
 

5903
01:52:01,280 --> 01:52:03,350
increase their growth rate to move them
up in the pack, we're we're aiming for

5904
01:52:03,350 --> 01:52:03,360
up in the pack, we're we're aiming for
 

5905
01:52:03,360 --> 01:52:04,870
up in the pack, we're we're aiming for
high velocity growth there as well,

5906
01:52:04,870 --> 01:52:04,880
high velocity growth there as well,
 

5907
01:52:04,880 --> 01:52:06,709
high velocity growth there as well,
looking to close those achievement gaps,

5908
01:52:06,709 --> 01:52:06,719
looking to close those achievement gaps,
 

5909
01:52:06,719 --> 01:52:09,270
looking to close those achievement gaps,
looking for four 4% increase over the

5910
01:52:09,270 --> 01:52:09,280
looking for four 4% increase over the
 

5911
01:52:09,280 --> 01:52:12,229
looking for four 4% increase over the
UIP timeline. And then lastly for those

5912
01:52:12,229 --> 01:52:12,239
UIP timeline. And then lastly for those
 

5913
01:52:12,239 --> 01:52:15,109
UIP timeline. And then lastly for those
last groups, um resulting looking to um

5914
01:52:15,109 --> 01:52:15,119
last groups, um resulting looking to um
 

5915
01:52:15,119 --> 01:52:17,750
last groups, um resulting looking to um
grow that percent meet exceeds for 2%.

5916
01:52:17,750 --> 01:52:17,760
grow that percent meet exceeds for 2%.
 

5917
01:52:17,760 --> 01:52:21,030
grow that percent meet exceeds for 2%.
Um now all of this is based off of the

5918
01:52:21,030 --> 01:52:21,040
Um now all of this is based off of the
 

5919
01:52:21,040 --> 01:52:22,629
Um now all of this is based off of the
2425

5920
01:52:22,629 --> 01:52:22,639
2425
 

5921
01:52:22,639 --> 01:52:24,870
2425
school year. So when our most recent

5922
01:52:24,870 --> 01:52:24,880
school year. So when our most recent
 

5923
01:52:24,880 --> 01:52:26,550
school year. So when our most recent
year of results come in, we'll come back

5924
01:52:26,550 --> 01:52:26,560
year of results come in, we'll come back
 

5925
01:52:26,560 --> 01:52:28,229
year of results come in, we'll come back
to these numbers and think about does

5926
01:52:28,229 --> 01:52:28,239
to these numbers and think about does
 

5927
01:52:28,239 --> 01:52:29,589
to these numbers and think about does
this still make sense with what we've

5928
01:52:29,589 --> 01:52:29,599
this still make sense with what we've
 

5929
01:52:29,599 --> 01:52:31,510
this still make sense with what we've
seen, but kind of how we're thinking

5930
01:52:31,510 --> 01:52:31,520
seen, but kind of how we're thinking
 

5931
01:52:31,520 --> 01:52:32,950
seen, but kind of how we're thinking
about it based on the data we have

5932
01:52:32,950 --> 01:52:32,960
about it based on the data we have
 

5933
01:52:32,960 --> 01:52:39,510
about it based on the data we have
available to us right now.

5934
01:52:39,510 --> 01:52:39,520

 

5935
01:52:39,520 --> 01:52:40,950

Okay, there's only one slide left, so we

5936
01:52:40,950 --> 01:52:40,960
Okay, there's only one slide left, so we
 

5937
01:52:40,960 --> 01:52:42,790
Okay, there's only one slide left, so we
can pause for a couple. I I think I saw

5938
01:52:42,790 --> 01:52:42,800
can pause for a couple. I I think I saw
 

5939
01:52:42,800 --> 01:52:45,109
can pause for a couple. I I think I saw
Lenia and then Lan's hand for sure then.

5940
01:52:45,109 --> 01:52:45,119
Lenia and then Lan's hand for sure then.
 

5941
01:52:45,119 --> 01:52:49,350
Lenia and then Lan's hand for sure then.
Okay.

5942
01:52:49,350 --> 01:52:49,360

 

5943
01:52:49,360 --> 01:52:51,189

I'm wondering if there's been any

5944
01:52:51,189 --> 01:52:51,199
I'm wondering if there's been any
 

5945
01:52:51,199 --> 01:52:53,669
I'm wondering if there's been any
thought of pulling out gifted and

5946
01:52:53,669 --> 01:52:53,679
thought of pulling out gifted and
 

5947
01:52:53,679 --> 01:52:56,149
thought of pulling out gifted and
talented students

5948
01:52:56,149 --> 01:52:56,159
talented students
 

5949
01:52:56,159 --> 01:53:00,390
talented students
uh as a student group

5950
01:53:00,390 --> 01:53:00,400

 

5951
01:53:00,400 --> 01:53:04,790

uh because I would think that growth

5952
01:53:04,790 --> 01:53:04,800
uh because I would think that growth
 

5953
01:53:04,800 --> 01:53:09,109
uh because I would think that growth
targets may be able to be different for

5954
01:53:09,109 --> 01:53:09,119
targets may be able to be different for
 

5955
01:53:09,119 --> 01:53:12,790
targets may be able to be different for
that particular group achievement as

5956
01:53:12,790 --> 01:53:12,800
that particular group achievement as
 

5957
01:53:12,800 --> 01:53:16,790
that particular group achievement as
well. But, um,

5958
01:53:16,790 --> 01:53:16,800
well. But, um,
 

5959
01:53:16,800 --> 01:53:20,870
well. But, um,
I guess I'm not sure about the lumping

5960
01:53:20,870 --> 01:53:20,880
I guess I'm not sure about the lumping
 

5961
01:53:20,880 --> 01:53:25,910
I guess I'm not sure about the lumping
all of those groups together.

5962
01:53:25,910 --> 01:53:25,920

 

5963
01:53:25,920 --> 01:53:27,750

That's a good point. So, uh, gifted and

5964
01:53:27,750 --> 01:53:27,760
That's a good point. So, uh, gifted and
 

5965
01:53:27,760 --> 01:53:29,109
That's a good point. So, uh, gifted and
talented students are are challenging

5966
01:53:29,109 --> 01:53:29,119
talented students are are challenging
 

5967
01:53:29,119 --> 01:53:30,390
talented students are are challenging
when thinking about these sorts of

5968
01:53:30,390 --> 01:53:30,400
when thinking about these sorts of
 

5969
01:53:30,400 --> 01:53:31,750
when thinking about these sorts of
things, right? Because we hit a ceiling

5970
01:53:31,750 --> 01:53:31,760
things, right? Because we hit a ceiling
 

5971
01:53:31,760 --> 01:53:34,709
things, right? Because we hit a ceiling
effect. Um, so last year we had, uh,

5972
01:53:34,709 --> 01:53:34,719
effect. Um, so last year we had, uh,
 

5973
01:53:34,719 --> 01:53:37,589
effect. Um, so last year we had, uh,
92.4% of that group meeting or exceeding

5974
01:53:37,589 --> 01:53:37,599
92.4% of that group meeting or exceeding
 

5975
01:53:37,599 --> 01:53:39,510
92.4% of that group meeting or exceeding
grade level standards. So, what does

5976
01:53:39,510 --> 01:53:39,520
grade level standards. So, what does
 

5977
01:53:39,520 --> 01:53:42,390
grade level standards. So, what does
growth look like? what is reasonable for

5978
01:53:42,390 --> 01:53:42,400
growth look like? what is reasonable for
 

5979
01:53:42,400 --> 01:53:44,470
growth look like? what is reasonable for
seeing a lift in their percent meet

5980
01:53:44,470 --> 01:53:44,480
seeing a lift in their percent meet
 

5981
01:53:44,480 --> 01:53:46,229
seeing a lift in their percent meet
succeeds. Um, so that's that's a good

5982
01:53:46,229 --> 01:53:46,239
succeeds. Um, so that's that's a good
 

5983
01:53:46,239 --> 01:53:47,510
succeeds. Um, so that's that's a good
point we can take back to the table and

5984
01:53:47,510 --> 01:53:47,520
point we can take back to the table and
 

5985
01:53:47,520 --> 01:53:48,550
point we can take back to the table and
think about if we want to think about

5986
01:53:48,550 --> 01:53:48,560
think about if we want to think about
 

5987
01:53:48,560 --> 01:53:49,990
think about if we want to think about
them differently from how they are here

5988
01:53:49,990 --> 01:53:50,000
them differently from how they are here
 

5989
01:53:50,000 --> 01:53:50,629
them differently from how they are here
now.

5990
01:53:50,629 --> 01:53:50,639
now.
 

5991
01:53:50,639 --> 01:53:51,030
now.
>> Thank you.

5992
01:53:51,030 --> 01:53:51,040
>> Thank you.
 

5993
01:53:51,040 --> 01:53:52,390
>> Thank you.
>> And just to note too, I think if we

5994
01:53:52,390 --> 01:53:52,400
>> And just to note too, I think if we
 

5995
01:53:52,400 --> 01:53:53,750
>> And just to note too, I think if we
think about them different, we have to

5996
01:53:53,750 --> 01:53:53,760
think about them different, we have to
 

5997
01:53:53,760 --> 01:53:55,589
think about them different, we have to
we have to the gift and identified

5998
01:53:55,589 --> 01:53:55,599
we have to the gift and identified
 

5999
01:53:55,599 --> 01:53:57,430
we have to the gift and identified
students are gifted in all areas. So it

6000
01:53:57,430 --> 01:53:57,440
students are gifted in all areas. So it
 

6001
01:53:57,440 --> 01:53:59,830
students are gifted in all areas. So it
might not be literacy or math. It could

6002
01:53:59,830 --> 01:53:59,840
might not be literacy or math. It could
 

6003
01:53:59,840 --> 01:54:02,390
might not be literacy or math. It could
be something else too. So if we if we

6004
01:54:02,390 --> 01:54:02,400
be something else too. So if we if we
 

6005
01:54:02,400 --> 01:54:05,030
be something else too. So if we if we
comb it out, we'd have to look at who's

6006
01:54:05,030 --> 01:54:05,040
comb it out, we'd have to look at who's
 

6007
01:54:05,040 --> 01:54:08,950
comb it out, we'd have to look at who's
identified in what.

6008
01:54:08,950 --> 01:54:08,960

 

6009
01:54:08,960 --> 01:54:10,950

One thing to piggyback. I mean,

6010
01:54:10,950 --> 01:54:10,960
One thing to piggyback. I mean,
 

6011
01:54:10,960 --> 01:54:12,149
One thing to piggyback. I mean,
traditionally when the board has seen

6012
01:54:12,149 --> 01:54:12,159
traditionally when the board has seen
 

6013
01:54:12,159 --> 01:54:14,149
traditionally when the board has seen
the UIP, it's been without the gifted

6014
01:54:14,149 --> 01:54:14,159
the UIP, it's been without the gifted
 

6015
01:54:14,159 --> 01:54:15,589
the UIP, it's been without the gifted
addendum. Like there's typically an

6016
01:54:15,589 --> 01:54:15,599
addendum. Like there's typically an
 

6017
01:54:15,599 --> 01:54:17,189
addendum. Like there's typically an
addendum to the UIP for gifted and

6018
01:54:17,189 --> 01:54:17,199
addendum to the UIP for gifted and
 

6019
01:54:17,199 --> 01:54:19,189
addendum to the UIP for gifted and
talented identified students. It might

6020
01:54:19,189 --> 01:54:19,199
talented identified students. It might
 

6021
01:54:19,199 --> 01:54:21,109
talented identified students. It might
be helpful to see that when we get the

6022
01:54:21,109 --> 01:54:21,119
be helpful to see that when we get the
 

6023
01:54:21,119 --> 01:54:25,350
be helpful to see that when we get the
draft UIP back as much as we can just to

6024
01:54:25,350 --> 01:54:25,360
draft UIP back as much as we can just to
 

6025
01:54:25,360 --> 01:54:26,709
draft UIP back as much as we can just to
give some context and understanding

6026
01:54:26,709 --> 01:54:26,719
give some context and understanding
 

6027
01:54:26,719 --> 01:54:29,430
give some context and understanding
around those students. Alex,

6028
01:54:29,430 --> 01:54:29,440
around those students. Alex,
 

6029
01:54:29,440 --> 01:54:31,189
around those students. Alex,
>> yeah, that was my question. on on this

6030
01:54:31,189 --> 01:54:31,199
>> yeah, that was my question. on on this
 

6031
01:54:31,199 --> 01:54:33,669
>> yeah, that was my question. on on this
chart are is each row a separate like

6032
01:54:33,669 --> 01:54:33,679
chart are is each row a separate like
 

6033
01:54:33,679 --> 01:54:36,149
chart are is each row a separate like
grouped together thing or are those five

6034
01:54:36,149 --> 01:54:36,159
grouped together thing or are those five
 

6035
01:54:36,159 --> 01:54:38,709
grouped together thing or are those five
subgroups in the first row that we're

6036
01:54:38,709 --> 01:54:38,719
subgroups in the first row that we're
 

6037
01:54:38,719 --> 01:54:40,709
subgroups in the first row that we're
tracking each of I'd like to know what

6038
01:54:40,709 --> 01:54:40,719
tracking each of I'd like to know what
 

6039
01:54:40,719 --> 01:54:42,070
tracking each of I'd like to know what
the subgroups are doing not some

6040
01:54:42,070 --> 01:54:42,080
the subgroups are doing not some
 

6041
01:54:42,080 --> 01:54:44,390
the subgroups are doing not some
aggregate of that toennia's question

6042
01:54:44,390 --> 01:54:44,400
aggregate of that toennia's question
 

6043
01:54:44,400 --> 01:54:46,390
aggregate of that toennia's question
>> yes so we are looking at them separately

6044
01:54:46,390 --> 01:54:46,400
>> yes so we are looking at them separately
 

6045
01:54:46,400 --> 01:54:48,149
>> yes so we are looking at them separately
the targets are just kind of set

6046
01:54:48,149 --> 01:54:48,159
the targets are just kind of set
 

6047
01:54:48,159 --> 01:54:50,310
the targets are just kind of set
similarly for different

6048
01:54:50,310 --> 01:54:50,320
similarly for different
 

6049
01:54:50,320 --> 01:54:51,270
similarly for different
>> those different bands

6050
01:54:51,270 --> 01:54:51,280
>> those different bands
 

6051
01:54:51,280 --> 01:54:53,109
>> those different bands
>> yeah and another thing I think would be

6052
01:54:53,109 --> 01:54:53,119
>> yeah and another thing I think would be
 

6053
01:54:53,119 --> 01:54:55,830
>> yeah and another thing I think would be
useful in the presentation of this one

6054
01:54:55,830 --> 01:54:55,840
useful in the presentation of this one
 

6055
01:54:55,840 --> 01:54:57,830
useful in the presentation of this one
uh or the previous slide I always think

6056
01:54:57,830 --> 01:54:57,840
uh or the previous slide I always think
 

6057
01:54:57,840 --> 01:55:00,149
uh or the previous slide I always think
it's helpful to for public or people to

6058
01:55:00,149 --> 01:55:00,159
it's helpful to for public or people to
 

6059
01:55:00,159 --> 01:55:02,470
it's helpful to for public or people to
know what the distribution curve looks

6060
01:55:02,470 --> 01:55:02,480
know what the distribution curve looks
 

6061
01:55:02,480 --> 01:55:05,669
know what the distribution curve looks
like for how many% above and below 50

6062
01:55:05,669 --> 01:55:05,679
like for how many% above and below 50
 

6063
01:55:05,679 --> 01:55:07,830
like for how many% above and below 50
actually most schools and populations

6064
01:55:07,830 --> 01:55:07,840
actually most schools and populations
 

6065
01:55:07,840 --> 01:55:10,870
actually most schools and populations
are. So like it's not a really wide

6066
01:55:10,870 --> 01:55:10,880
are. So like it's not a really wide
 

6067
01:55:10,880 --> 01:55:13,510
are. So like it's not a really wide
curve and so when you get six or eight

6068
01:55:13,510 --> 01:55:13,520
curve and so when you get six or eight
 

6069
01:55:13,520 --> 01:55:15,750
curve and so when you get six or eight
you know percent above 50 you get to 56

6070
01:55:15,750 --> 01:55:15,760
you know percent above 50 you get to 56
 

6071
01:55:15,760 --> 01:55:17,750
you know percent above 50 you get to 56
it's a small tale of schools that get

6072
01:55:17,750 --> 01:55:17,760
it's a small tale of schools that get
 

6073
01:55:17,760 --> 01:55:19,270
it's a small tale of schools that get
there and people are thinking oh it's

6074
01:55:19,270 --> 01:55:19,280
there and people are thinking oh it's
 

6075
01:55:19,280 --> 01:55:21,910
there and people are thinking oh it's
just average so five over 50 is not a

6076
01:55:21,910 --> 01:55:21,920
just average so five over 50 is not a
 

6077
01:55:21,920 --> 01:55:23,189
just average so five over 50 is not a
big deal. It's like well actually that's

6078
01:55:23,189 --> 01:55:23,199
big deal. It's like well actually that's
 

6079
01:55:23,199 --> 01:55:25,189
big deal. It's like well actually that's
a huge deal in terms of the numbers of

6080
01:55:25,189 --> 01:55:25,199
a huge deal in terms of the numbers of
 

6081
01:55:25,199 --> 01:55:27,669
a huge deal in terms of the numbers of
schools. So at some level translating

6082
01:55:27,669 --> 01:55:27,679
schools. So at some level translating
 

6083
01:55:27,679 --> 01:55:30,870
schools. So at some level translating
this into what's the percent of schools

6084
01:55:30,870 --> 01:55:30,880
this into what's the percent of schools
 

6085
01:55:30,880 --> 01:55:33,350
this into what's the percent of schools
that are growing at that level would

6086
01:55:33,350 --> 01:55:33,360
that are growing at that level would
 

6087
01:55:33,360 --> 01:55:34,790
that are growing at that level would
really I think make this more meaningful

6088
01:55:34,790 --> 01:55:34,800
really I think make this more meaningful
 

6089
01:55:34,800 --> 01:55:36,390
really I think make this more meaningful
to a lot of the public or to me as a

6090
01:55:36,390 --> 01:55:36,400
to a lot of the public or to me as a
 

6091
01:55:36,400 --> 01:55:38,790
to a lot of the public or to me as a
board member. Um again I I like these

6092
01:55:38,790 --> 01:55:38,800
board member. Um again I I like these
 

6093
01:55:38,800 --> 01:55:40,229
board member. Um again I I like these
goals. I like to break out as many of

6094
01:55:40,229 --> 01:55:40,239
goals. I like to break out as many of
 

6095
01:55:40,239 --> 01:55:42,709
goals. I like to break out as many of
them as we can. Um I think when it gets

6096
01:55:42,709 --> 01:55:42,719
them as we can. Um I think when it gets
 

6097
01:55:42,719 --> 01:55:45,589
them as we can. Um I think when it gets
to uh our gifted and talented it's good

6098
01:55:45,589 --> 01:55:45,599
to uh our gifted and talented it's good
 

6099
01:55:45,599 --> 01:55:48,550
to uh our gifted and talented it's good
to break out actually the 2E stuff and I

6100
01:55:48,550 --> 01:55:48,560
to break out actually the 2E stuff and I
 

6101
01:55:48,560 --> 01:55:50,629
to break out actually the 2E stuff and I
remain really interested in a cross tab

6102
01:55:50,629 --> 01:55:50,639
remain really interested in a cross tab
 

6103
01:55:50,639 --> 01:55:54,229
remain really interested in a cross tab
of our IEPs by FRL status. So knowing

6104
01:55:54,229 --> 01:55:54,239
of our IEPs by FRL status. So knowing
 

6105
01:55:54,239 --> 01:55:55,589
of our IEPs by FRL status. So knowing
what's the difference when it comes to

6106
01:55:55,589 --> 01:55:55,599
what's the difference when it comes to
 

6107
01:55:55,599 --> 01:55:58,149
what's the difference when it comes to
affluent parents of kids with IEPs and

6108
01:55:58,149 --> 01:55:58,159
affluent parents of kids with IEPs and
 

6109
01:55:58,159 --> 01:56:00,149
affluent parents of kids with IEPs and
less uh privileged parents of kids with

6110
01:56:00,149 --> 01:56:00,159
less uh privileged parents of kids with
 

6111
01:56:00,159 --> 01:56:04,390
less uh privileged parents of kids with
IEPs.

6112
01:56:04,390 --> 01:56:04,400

 

6113
01:56:04,400 --> 01:56:06,629

>> Thank you.

6114
01:56:06,629 --> 01:56:06,639
>> Thank you.
 

6115
01:56:06,639 --> 01:56:09,189
>> Thank you.
>> I just want to say I appreciate the

6116
01:56:09,189 --> 01:56:09,199
>> I just want to say I appreciate the
 

6117
01:56:09,199 --> 01:56:11,669
>> I just want to say I appreciate the
thoughtfulness that went into

6118
01:56:11,669 --> 01:56:11,679
thoughtfulness that went into
 

6119
01:56:11,679 --> 01:56:14,709
thoughtfulness that went into
establishing some level of increase over

6120
01:56:14,709 --> 01:56:14,719
establishing some level of increase over
 

6121
01:56:14,719 --> 01:56:15,990
establishing some level of increase over
time versus compared to the state

6122
01:56:15,990 --> 01:56:16,000
time versus compared to the state
 

6123
01:56:16,000 --> 01:56:18,790
time versus compared to the state
average and our average in the not that

6124
01:56:18,790 --> 01:56:18,800
average and our average in the not that
 

6125
01:56:18,800 --> 01:56:20,629
average and our average in the not that
long ago. I felt like sometimes there

6126
01:56:20,629 --> 01:56:20,639
long ago. I felt like sometimes there
 

6127
01:56:20,639 --> 01:56:22,229
long ago. I felt like sometimes there
were these really ambitious targets of

6128
01:56:22,229 --> 01:56:22,239
were these really ambitious targets of
 

6129
01:56:22,239 --> 01:56:24,870
were these really ambitious targets of
like 6% growth and you're like how are

6130
01:56:24,870 --> 01:56:24,880
like 6% growth and you're like how are
 

6131
01:56:24,880 --> 01:56:27,109
like 6% growth and you're like how are
we going to get there? So I like I

6132
01:56:27,109 --> 01:56:27,119
we going to get there? So I like I
 

6133
01:56:27,119 --> 01:56:30,870
we going to get there? So I like I
appreciate some thoughtful targets.

6134
01:56:30,870 --> 01:56:30,880
appreciate some thoughtful targets.
 

6135
01:56:30,880 --> 01:56:32,629
appreciate some thoughtful targets.
You addressing the fact that based on

6136
01:56:32,629 --> 01:56:32,639
You addressing the fact that based on
 

6137
01:56:32,639 --> 01:56:34,470
You addressing the fact that based on
when we get those CAMass scores, there

6138
01:56:34,470 --> 01:56:34,480
when we get those CAMass scores, there
 

6139
01:56:34,480 --> 01:56:35,990
when we get those CAMass scores, there
might be some finessing depending on how

6140
01:56:35,990 --> 01:56:36,000
might be some finessing depending on how
 

6141
01:56:36,000 --> 01:56:38,310
might be some finessing depending on how
our students did last year. And just

6142
01:56:38,310 --> 01:56:38,320
our students did last year. And just
 

6143
01:56:38,320 --> 01:56:39,910
our students did last year. And just
also all of the work that we've done in

6144
01:56:39,910 --> 01:56:39,920
also all of the work that we've done in
 

6145
01:56:39,920 --> 01:56:40,950
also all of the work that we've done in
the background creating the

6146
01:56:40,950 --> 01:56:40,960
the background creating the
 

6147
01:56:40,960 --> 01:56:42,629
the background creating the
instructional infrastructure, creating

6148
01:56:42,629 --> 01:56:42,639
instructional infrastructure, creating
 

6149
01:56:42,639 --> 01:56:44,790
instructional infrastructure, creating
the the systems that we have in place

6150
01:56:44,790 --> 01:56:44,800
the the systems that we have in place
 

6151
01:56:44,800 --> 01:56:46,470
the the systems that we have in place
are going to help us continue to be

6152
01:56:46,470 --> 01:56:46,480
are going to help us continue to be
 

6153
01:56:46,480 --> 01:56:48,870
are going to help us continue to be
increasingly thoughtful on me in our and

6154
01:56:48,870 --> 01:56:48,880
increasingly thoughtful on me in our and
 

6155
01:56:48,880 --> 01:56:50,310
increasingly thoughtful on me in our and
improves our ability to meet these

6156
01:56:50,310 --> 01:56:50,320
improves our ability to meet these
 

6157
01:56:50,320 --> 01:56:52,709
improves our ability to meet these
targets in a realistic fashion. So kudos

6158
01:56:52,709 --> 01:56:52,719
targets in a realistic fashion. So kudos
 

6159
01:56:52,719 --> 01:56:55,830
targets in a realistic fashion. So kudos
to everybody involved. Kudos to Dr. Dr.

6160
01:56:55,830 --> 01:56:55,840
to everybody involved. Kudos to Dr. Dr.
 

6161
01:56:55,840 --> 01:56:58,870
to everybody involved. Kudos to Dr. Dr.
and sort of rethinking our approach to

6162
01:56:58,870 --> 01:56:58,880
and sort of rethinking our approach to
 

6163
01:56:58,880 --> 01:57:01,830
and sort of rethinking our approach to
our UIP targets and across the board. I

6164
01:57:01,830 --> 01:57:01,840
our UIP targets and across the board. I
 

6165
01:57:01,840 --> 01:57:03,830
our UIP targets and across the board. I
do it's all coming together very nicely

6166
01:57:03,830 --> 01:57:03,840
do it's all coming together very nicely
 

6167
01:57:03,840 --> 01:57:06,550
do it's all coming together very nicely
in a way that is really going to do

6168
01:57:06,550 --> 01:57:06,560
in a way that is really going to do
 

6169
01:57:06,560 --> 01:57:09,910
in a way that is really going to do
nothing but benefit our students.

6170
01:57:09,910 --> 01:57:09,920
nothing but benefit our students.
 

6171
01:57:09,920 --> 01:57:12,870
nothing but benefit our students.
>> And then one last Thank you. Maybe you

6172
01:57:12,870 --> 01:57:12,880
>> And then one last Thank you. Maybe you
 

6173
01:57:12,880 --> 01:57:14,470
>> And then one last Thank you. Maybe you
should never have given me the clicker.

6174
01:57:14,470 --> 01:57:14,480
should never have given me the clicker.
 

6175
01:57:14,480 --> 01:57:16,550
should never have given me the clicker.
Uh one last thing, we received some

6176
01:57:16,550 --> 01:57:16,560
Uh one last thing, we received some
 

6177
01:57:16,560 --> 01:57:18,070
Uh one last thing, we received some
really good feedback about the KPI

6178
01:57:18,070 --> 01:57:18,080
really good feedback about the KPI
 

6179
01:57:18,080 --> 01:57:19,589
really good feedback about the KPI
dashboard and looking for some um

6180
01:57:19,589 --> 01:57:19,599
dashboard and looking for some um
 

6181
01:57:19,599 --> 01:57:21,750
dashboard and looking for some um
refinement and improvement there. So,

6182
01:57:21,750 --> 01:57:21,760
refinement and improvement there. So,
 

6183
01:57:21,760 --> 01:57:23,510
refinement and improvement there. So,
um, just for clarity, we're not looking

6184
01:57:23,510 --> 01:57:23,520
um, just for clarity, we're not looking
 

6185
01:57:23,520 --> 01:57:25,350
um, just for clarity, we're not looking
at redoing the whole thing. There's just

6186
01:57:25,350 --> 01:57:25,360
at redoing the whole thing. There's just
 

6187
01:57:25,360 --> 01:57:27,669
at redoing the whole thing. There's just
a few key visuals that we're looking to

6188
01:57:27,669 --> 01:57:27,679
a few key visuals that we're looking to
 

6189
01:57:27,679 --> 01:57:29,109
a few key visuals that we're looking to
update. And this is just a mockup. It's

6190
01:57:29,109 --> 01:57:29,119
update. And this is just a mockup. It's
 

6191
01:57:29,119 --> 01:57:30,149
update. And this is just a mockup. It's
not meant for you to see all the

6192
01:57:30,149 --> 01:57:30,159
not meant for you to see all the
 

6193
01:57:30,159 --> 01:57:31,270
not meant for you to see all the
details. I just want to give you a

6194
01:57:31,270 --> 01:57:31,280
details. I just want to give you a
 

6195
01:57:31,280 --> 01:57:32,470
details. I just want to give you a
preview of coming events, the

6196
01:57:32,470 --> 01:57:32,480
preview of coming events, the
 

6197
01:57:32,480 --> 01:57:34,310
preview of coming events, the
conversation that we've been having. So,

6198
01:57:34,310 --> 01:57:34,320
conversation that we've been having. So,
 

6199
01:57:34,320 --> 01:57:36,070
conversation that we've been having. So,
what you're looking at here, the top is

6200
01:57:36,070 --> 01:57:36,080
what you're looking at here, the top is
 

6201
01:57:36,080 --> 01:57:37,750
what you're looking at here, the top is
currently how we're displaying the

6202
01:57:37,750 --> 01:57:37,760
currently how we're displaying the
 

6203
01:57:37,760 --> 01:57:38,950
currently how we're displaying the
percentage of students who meet and

6204
01:57:38,950 --> 01:57:38,960
percentage of students who meet and
 

6205
01:57:38,960 --> 01:57:41,030
percentage of students who meet and
exceed grade level standards, and the

6206
01:57:41,030 --> 01:57:41,040
exceed grade level standards, and the
 

6207
01:57:41,040 --> 01:57:42,790
exceed grade level standards, and the
bottom is kind of the draft revision.

6208
01:57:42,790 --> 01:57:42,800
bottom is kind of the draft revision.
 

6209
01:57:42,800 --> 01:57:44,550
bottom is kind of the draft revision.
And two things I really want to point

6210
01:57:44,550 --> 01:57:44,560
And two things I really want to point
 

6211
01:57:44,560 --> 01:57:46,550
And two things I really want to point
out. Um, you'll you'll maybe can see

6212
01:57:46,550 --> 01:57:46,560
out. Um, you'll you'll maybe can see
 

6213
01:57:46,560 --> 01:57:48,149
out. Um, you'll you'll maybe can see
because it's small, I know, um, some

6214
01:57:48,149 --> 01:57:48,159
because it's small, I know, um, some
 

6215
01:57:48,159 --> 01:57:50,310
because it's small, I know, um, some
horizontal bars. Those horizontal bars

6216
01:57:50,310 --> 01:57:50,320
horizontal bars. Those horizontal bars
 

6217
01:57:50,320 --> 01:57:52,629
horizontal bars. Those horizontal bars
would be the UIP targets directly onto

6218
01:57:52,629 --> 01:57:52,639
would be the UIP targets directly onto
 

6219
01:57:52,639 --> 01:57:54,470
would be the UIP targets directly onto
the KPI dashboard so that you can see at

6220
01:57:54,470 --> 01:57:54,480
the KPI dashboard so that you can see at
 

6221
01:57:54,480 --> 01:57:56,709
the KPI dashboard so that you can see at
first glance how that progress is

6222
01:57:56,709 --> 01:57:56,719
first glance how that progress is
 

6223
01:57:56,719 --> 01:57:59,350
first glance how that progress is
happening. Um and then uh the two green

6224
01:57:59,350 --> 01:57:59,360
happening. Um and then uh the two green
 

6225
01:57:59,360 --> 01:58:01,189
happening. Um and then uh the two green
bars and then the two orange bars would

6226
01:58:01,189 --> 01:58:01,199
bars and then the two orange bars would
 

6227
01:58:01,199 --> 01:58:03,189
bars and then the two orange bars would
immediately without hovering or going to

6228
01:58:03,189 --> 01:58:03,199
immediately without hovering or going to
 

6229
01:58:03,199 --> 01:58:05,669
immediately without hovering or going to
a different view being able to see how

6230
01:58:05,669 --> 01:58:05,679
a different view being able to see how
 

6231
01:58:05,679 --> 01:58:07,510
a different view being able to see how
are the um percentage of students

6232
01:58:07,510 --> 01:58:07,520
are the um percentage of students
 

6233
01:58:07,520 --> 01:58:09,830
are the um percentage of students
meeting and exceeding based on their FRL

6234
01:58:09,830 --> 01:58:09,840
meeting and exceeding based on their FRL
 

6235
01:58:09,840 --> 01:58:13,189
meeting and exceeding based on their FRL
status or um for uh Hispanic Latino

6236
01:58:13,189 --> 01:58:13,199
status or um for uh Hispanic Latino
 

6237
01:58:13,199 --> 01:58:14,950
status or um for uh Hispanic Latino
learners versus non-Hispanic Latino

6238
01:58:14,950 --> 01:58:14,960
learners versus non-Hispanic Latino
 

6239
01:58:14,960 --> 01:58:17,109
learners versus non-Hispanic Latino
learners. So just trying to um make

6240
01:58:17,109 --> 01:58:17,119
learners. So just trying to um make
 

6241
01:58:17,119 --> 01:58:20,390
learners. So just trying to um make
things more easily readil readily

6242
01:58:20,390 --> 01:58:20,400
things more easily readil readily
 

6243
01:58:20,400 --> 01:58:22,070
things more easily readil readily
accessible for meaning making without

6244
01:58:22,070 --> 01:58:22,080
accessible for meaning making without
 

6245
01:58:22,080 --> 01:58:24,310
accessible for meaning making without
needing to necessarily use all the

6246
01:58:24,310 --> 01:58:24,320
needing to necessarily use all the
 

6247
01:58:24,320 --> 01:58:26,629
needing to necessarily use all the
different hovers and um happy to have

6248
01:58:26,629 --> 01:58:26,639
different hovers and um happy to have
 

6249
01:58:26,639 --> 01:58:28,550
different hovers and um happy to have
conversation about the other updates

6250
01:58:28,550 --> 01:58:28,560
conversation about the other updates
 

6251
01:58:28,560 --> 01:58:29,830
conversation about the other updates
that we're looking at but hoping to kind

6252
01:58:29,830 --> 01:58:29,840
that we're looking at but hoping to kind
 

6253
01:58:29,840 --> 01:58:31,270
that we're looking at but hoping to kind
of roll this out al together with the

6254
01:58:31,270 --> 01:58:31,280
of roll this out al together with the
 

6255
01:58:31,280 --> 01:58:33,030
of roll this out al together with the
new school year when our next results

6256
01:58:33,030 --> 01:58:33,040
new school year when our next results
 

6257
01:58:33,040 --> 01:58:34,950
new school year when our next results
come out the new UIP cycle and the new

6258
01:58:34,950 --> 01:58:34,960
come out the new UIP cycle and the new
 

6259
01:58:34,960 --> 01:58:38,149
come out the new UIP cycle and the new
goals.

6260
01:58:38,149 --> 01:58:38,159

 

6261
01:58:38,159 --> 01:58:39,990

>> I think that is a great update. I also

6262
01:58:39,990 --> 01:58:40,000
>> I think that is a great update. I also
 

6263
01:58:40,000 --> 01:58:42,470
>> I think that is a great update. I also
like the reminder of what what our goal

6264
01:58:42,470 --> 01:58:42,480
like the reminder of what what our goal
 

6265
01:58:42,480 --> 01:58:44,390
like the reminder of what what our goal
is on those charts so we can see if

6266
01:58:44,390 --> 01:58:44,400
is on those charts so we can see if
 

6267
01:58:44,400 --> 01:58:46,709
is on those charts so we can see if
we're meeting, exceeding, falling behind

6268
01:58:46,709 --> 01:58:46,719
we're meeting, exceeding, falling behind
 

6269
01:58:46,719 --> 01:58:48,310
we're meeting, exceeding, falling behind
the targets we've internally

6270
01:58:48,310 --> 01:58:48,320
the targets we've internally
 

6271
01:58:48,320 --> 01:58:49,990
the targets we've internally
established. So, thank you for that.

6272
01:58:49,990 --> 01:58:50,000
established. So, thank you for that.
 

6273
01:58:50,000 --> 01:58:54,950
established. So, thank you for that.
>> Thanks.

6274
01:58:54,950 --> 01:58:54,960

 

6275
01:58:54,960 --> 01:58:58,470

>> Okay, board members, any last burning

6276
01:58:58,470 --> 01:58:58,480
>> Okay, board members, any last burning
 

6277
01:58:58,480 --> 01:59:01,510
>> Okay, board members, any last burning
questions or comments before we move

6278
01:59:01,510 --> 01:59:01,520
questions or comments before we move
 

6279
01:59:01,520 --> 01:59:05,350
questions or comments before we move
over to Apex?

6280
01:59:05,350 --> 01:59:05,360
over to Apex?
 

6281
01:59:05,360 --> 01:59:06,950
over to Apex?
Go ahead.

6282
01:59:06,950 --> 01:59:06,960
Go ahead.
 

6283
01:59:06,960 --> 01:59:09,669
Go ahead.
And as we shift to Apex, I just want to

6284
01:59:09,669 --> 01:59:09,679
And as we shift to Apex, I just want to
 

6285
01:59:09,679 --> 01:59:11,910
And as we shift to Apex, I just want to
say that we'll be seeing the newly

6286
01:59:11,910 --> 01:59:11,920
say that we'll be seeing the newly
 

6287
01:59:11,920 --> 01:59:16,229
say that we'll be seeing the newly
renovated CTE spaces. And those that are

6288
01:59:16,229 --> 01:59:16,239
renovated CTE spaces. And those that are
 

6289
01:59:16,239 --> 01:59:18,870
renovated CTE spaces. And those that are
completed so far in the bond project

6290
01:59:18,870 --> 01:59:18,880
completed so far in the bond project
 

6291
01:59:18,880 --> 01:59:21,270
completed so far in the bond project
include biomedical science, pharmacy

6292
01:59:21,270 --> 01:59:21,280
include biomedical science, pharmacy
 

6293
01:59:21,280 --> 01:59:23,990
include biomedical science, pharmacy
technician, medical assisting, sports

6294
01:59:23,990 --> 01:59:24,000
technician, medical assisting, sports
 

6295
01:59:24,000 --> 01:59:26,070
technician, medical assisting, sports
medicine, physical therapy, emergency

6296
01:59:26,070 --> 01:59:26,080
medicine, physical therapy, emergency
 

6297
01:59:26,080 --> 01:59:27,669
medicine, physical therapy, emergency
medical technician, and emergency

6298
01:59:27,669 --> 01:59:27,679
medical technician, and emergency
 

6299
01:59:27,679 --> 01:59:30,310
medical technician, and emergency
medical responder, criminal justice and

6300
01:59:30,310 --> 01:59:30,320
medical responder, criminal justice and
 

6301
01:59:30,320 --> 01:59:31,990
medical responder, criminal justice and
crime scene investigation, and the

6302
01:59:31,990 --> 01:59:32,000
crime scene investigation, and the
 

6303
01:59:32,000 --> 01:59:34,070
crime scene investigation, and the
teacher academy. And the work that's

6304
01:59:34,070 --> 01:59:34,080
teacher academy. And the work that's
 

6305
01:59:34,080 --> 01:59:36,390
teacher academy. And the work that's
underway for expansion um include

6306
01:59:36,390 --> 01:59:36,400
underway for expansion um include
 

6307
01:59:36,400 --> 01:59:39,109
underway for expansion um include
computer science, film and video arts,

6308
01:59:39,109 --> 01:59:39,119
computer science, film and video arts,
 

6309
01:59:39,119 --> 01:59:41,669
computer science, film and video arts,
aerospace, quantum manufacturing, and

6310
01:59:41,669 --> 01:59:41,679
aerospace, quantum manufacturing, and
 

6311
01:59:41,679 --> 01:59:44,709
aerospace, quantum manufacturing, and
optic engineering. And there will also

6312
01:59:44,709 --> 01:59:44,719
optic engineering. And there will also
 

6313
01:59:44,719 --> 01:59:47,109
optic engineering. And there will also
be renovations to existing spaces in the

6314
01:59:47,109 --> 01:59:47,119
be renovations to existing spaces in the
 

6315
01:59:47,119 --> 01:59:49,750
be renovations to existing spaces in the
construction trades, auto collision and

6316
01:59:49,750 --> 01:59:49,760
construction trades, auto collision and
 

6317
01:59:49,760 --> 01:59:51,669
construction trades, auto collision and
welding. So you can see there's a lot in

6318
01:59:51,669 --> 01:59:51,679
welding. So you can see there's a lot in
 

6319
01:59:51,679 --> 01:59:54,390
welding. So you can see there's a lot in
place and a lot underway.

6320
01:59:54,390 --> 01:59:54,400
place and a lot underway.
 

6321
01:59:54,400 --> 01:59:56,310
place and a lot underway.
Thank you for that. Thank you team for

6322
01:59:56,310 --> 01:59:56,320
Thank you for that. Thank you team for
 

6323
01:59:56,320 --> 01:59:57,589
Thank you for that. Thank you team for
this update. It was really helpful.

6324
01:59:57,589 --> 01:59:57,599
this update. It was really helpful.
 

6325
01:59:57,599 --> 01:59:59,030
this update. It was really helpful.
Looking forward to see how the UIP

6326
01:59:59,030 --> 01:59:59,040
Looking forward to see how the UIP
 

6327
01:59:59,040 --> 02:00:01,589
Looking forward to see how the UIP
shapes up as we head to the fall. for

6328
02:00:01,589 --> 02:00:01,599
shapes up as we head to the fall. for
 

6329
02:00:01,599 --> 02:00:03,910
shapes up as we head to the fall. for
the public and anybody tuning in. We

6330
02:00:03,910 --> 02:00:03,920
the public and anybody tuning in. We
 

6331
02:00:03,920 --> 02:00:05,669
the public and anybody tuning in. We
will be heading over to Apex Center and

6332
02:00:05,669 --> 02:00:05,679
will be heading over to Apex Center and
 

6333
02:00:05,679 --> 02:00:07,350
will be heading over to Apex Center and
having lunch in our culinary center. So,

6334
02:00:07,350 --> 02:00:07,360
having lunch in our culinary center. So,
 

6335
02:00:07,360 --> 02:00:10,149
having lunch in our culinary center. So,
our business meeting within this room is

6336
02:00:10,149 --> 02:00:10,159
our business meeting within this room is
 

6337
02:00:10,159 --> 02:00:12,149
our business meeting within this room is
adjourned. Thank you. Have a great week,

6338
02:00:12,149 --> 02:00:12,159
adjourned. Thank you. Have a great week,
 

6339
02:00:12,159 --> 02:00:15,159
adjourned. Thank you. Have a great week,
everyone.