[1. Opening Items/Roll Call]
[00:00:03]
>> HEY, GOOD EVENING I WOULD LIKE TO CALL TO ORDER THE FEBRUARY 8, 2021, LAKE WASHINGTON SCHOOLED BOARD STUDY SESSION. ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY. ALL MEETING PARTICIPANTS ARE ALSO JOINING REMOTELY IN ALIGNMENT WITH THE CURRENT PROCLAMATION ISSUED BY THE GOVERNOR.
IF YOU ARE UNABLE TO LIVE STREAM THE MEETING, YOU CAN CALL 425-936-2813, CONFERENCE ID IS 37127.
THAT WILL BE THE SAME AS WELL FOR THE BUSINESS MEETING OF THE BOARD THAT FOLLOWS THIS AT 7:00 P.M. REGULAR BOARD MEETING AND STUDY SESSIONS WILL CONTINUE TO BE LIVE STREAMED AND POSTED ON THE WEBSITE FOR VIEWING WITHIN 2 DAYS.
[1. Social Emotional and Academic Supports for responding to student experiences and needs during the pandemic]
THERE'S ONE TOPIC ON TONIGHT'S EYE GENERAL DA FOR THE STUDY SESSION AND THAT'S SOCIAL EMOTIONAL ACADEMIC SUPPORT FOR STUDENTS AND RESPONDING TO STUDENT EXPERIENCES AND NEEDS DURING THE PANDEMIC. DR. HOLMAN, CAN YOU KICK US OFF?>> ABSOLUTELY. AS OUR LAST BOARD MEETING THERE WAS SOME DISCUSSION AND REQUESTS FOR ADDITIONAL INFORMATION ABOUT HIGHWAY ARE WE SUPPORTING OUR STUDENT IN TERMS OF SOCIAL EMOTIONAL LEARNING, MENTAL HEALTH SUPPORTS, ACADEMIC SUPPORTS GIVEN ALL THE DATA AND EXPERIENCES WE HAVE FROM THE BEGINNING OF THIS SCHOOL YEAR UP UNTIL NOW, SO REALLY A LARGE TEAM, AS YOU CAN SEE, HAS WORKED ON ANSWERING THOSE QUESTIONS FOR THE BOARD AND SO TONIGHT WE HAVE A PRESENTATION FOR YOU.
I KNOW THERE ARE MORE SLIDES THAN WE PROBABLY SHOULD HAVE FOR A PRESENTATION, BUT TO TRULY RESPOND TO THE QUESTIONS THAT THE BOARD HAD, THE TEAM REALLY FELT IT WAS IMPORTANT TO PUT A RELATIVELY THOR ROADWAY PRESENTATION TOGETHER.
I THINK WHAT COMES WITH THAT IS IF WE SPEND SIGNIFICANT TIME ON ANY ONE SUBJECT, THEN WE WON'T GET THROUGH THE PRESENTATION AND SO I WOULD ASK AS WE GO THROUGH THE PRESENTATION, IF THERE ARE QUESTIONS OF SIGNIFICANCE THAT WILL HELP TRULY CLARIFY WHAT THE TEAM IS TALKING ABOUT, MAKE SURE YOU HAVE THOSE, IF THERE ARE QUESTIONS THAT YOU SAY ADDITIONAL FOLLOWUP WILL BE BENEFICIAL, TAKE NOTE OF THOSE AND SEND THEM TO ME AFTER WARD.
WE KNOW WHAT YOU'RE GOING TO HEAR TONIGHT IS PRETTY SIGNIFICANT. WE HAVE ALMOST A FULL 2 HOURS TO BE ABLE TO GO THROUGH THIS SO I KNOW THERE WILL BE TIME FOR DIALOGUE AND QUESTIONS, BUT JUST WANT TO PUT CONTEXT.
THERE ARE ABOUT 50 TO 55 SLIDES FULL TO CONTENT AND THAT'S PEARED DOWN FROM WHAT THE TEAM STARTED WITH.
SO I'M GOING TO HAND IT OFF TO MATT SO HE CAN LEAD US OFF AND
GET STARTED TONIGHT, THANK YOU. >> ALL RIGHT THANK YOU, DR. HOLMAN. I'M GOING TO GO AHEAD AND PULL UP THE PRESENTATION. PUT IT IN PRESENTATION MODE.
ALL RIGHT. ARE YOU SEEING THAT, JOHN, ON YOUR END? OKAY, GREAT.
SO THE BOARD FOR THE LAST COUPLE OF TIMES THAT WE HAVE MET HAS ASKED A LOT OF QUESTIONS AROUND THE WAYS IN WHICH WE'RE RESPONDING TO THE EXPERIENCES AND THE DATA WE'RE SEEING AND REALLY WE WANT TO HELP INFORM, PROVIDE THE BOARD WITH CONTEXT TO INFORM THE WAYS IN WHICH IT CAN UNDERSTAND OPERATIONAL EXPECTATIONS AND RESULTS. WE'RE GOING TO COVER THREE BIG CATEGORIES. FIRST, WE'RE GOING TO SPEND TIME TAKING ABOUT WELL-BEING AND ALL THE WAYS IN WHICH THE DISTRICT, OUR SCHOOLS, ADMINISTRATORS, OUR TEACHERS ARE SUPPORTING OUR STUDENTS' WELL-BEING AND THE WAYS WE'RE WORKING WITH OUR COMMUNITY PART NURSE TO DO SO. THEN WE'LL LOOK AT THE WAYS IN WHICH WE'RE SUPPORTING OUR STUDENTS' ACADEMIC SUCCESS IN PRIMARILY A REMOTE ENVIRONMENT AND THEN WE'RE GOING TO TRANSITION INTO TALKING ABOUT HOW DO THOSE PROM ATTIC DISTRICT-WIDE SUPPORTS, HOW DO THEY MANIFEST THEMSELVES AT THE SCHOOL LEVEL? SO THE BUILDING LEVEL LEADERSHIP TEAMS AND STRAITERS ARE DOING AS WELL AS A VARIETY OF REALLY DEDICATED STAFF AND PARTNERS AT THE SCHOOL LIFRIL TOEVEL TO TRY THE NEEDS OF OUR STUDENTS AND AS DR. HOLMAN MENTIONED, WE STARTED VERY COMPREHENSIVE, WE TRIED TO WORK TO SCALE IT BACK A LITTLE BIT AND THERE WILL BE SOME INFORMATION THAT WE'LL BE SENDING OVER LATER THIS WEEK IN THE FORM OF BOARD BRIEFS TO
[00:05:03]
ACCOMPANY THIS PRESENTATION. I'M GOING TO START JUST A LITTLE BIT, ONE OF THE THINGS, I KNOW THE BOARD GETS REGULAR ACCESS TO HARD QUANTITATIVE DATA AROUND STUDENT ATTENDANCE AND GRADES AND THINGS LIKE THAT, BUT WE ACTUALLY UNDER TOOK A PRETTY SIGNIFICANT EFFORT IN THE FALL TO GATHER THE VICE OF OUR STUDENTS, STAFF, AND FAMILIES IN A PANORAMA SURVEY AND THIS IS THE LARGEST EFFORT WE HAVE HAD IN WORKING WITH PANORAMA IN REALLY TRYING TO GAIN INSIGHT INTO THE EXPERIENCE OF OUR STUDENTS AND SO THAT SURVEY, WE HAD ABOUT 17,000 STUDENT RESPONSES. WE SURVEYED STUDENTS GRADES 3 THROUGH 12 AND SO IT WAS A QUITE COMPREHENSIVE SURVEY.WE ASKED OUR KIDS ABOUT THEIR ACADEMIC NEEDS.
WE ASKED THEM ABOUT THE CULTURAL AWARENESS AND ACTION.
WE ASKED THEM QUESTIONS ABOUT LEARNING MODEL ENGAGEMENT AND RELATIONSHIPS AND WE HAD COMPARATIVELY WITH STAFF AND FAMILY, SIMILAR QUESTIONS THAT ALLOWED US TO PULL OUT SOME KEY LEARNINGS FROM THAT EXPERIENCE. WE ASKED PANORAMA TO ANALYZE THE DATA AND DEVELOP A REPORT FOR US, WHICH THEY COMPLETED JUST THIS OTHER WEEK SO I'M GOING TO SHARE QUICK HIGHLIGHTS AND THAT'S INFORMATION WE CAN PROVIDE THE BOARD IN THE FORM OF A BOARD PACKET LATER THIS WEEK. ONE THING TO KNOW ABOUT PANORAMA SURVEY DATA IS MOST OF THE QUESTIONS ARE ON A SCALED RESPONSE. YOU CAN SEE HERE IN THIS EXAMPLE THAT TWO OF THE RESPONSES TEND TO BE ON THE NEGATIVE SIDE.
TWO TEND TO BE ON THE POSITIVE AND ONE IS SOMEWHAT OF A NEUTRAL. PANORAMA ONLY REPORTS THEIR DATA IN TERMS OF FAVORABLE SO THEY DON'T REPORT ANY NEUTRAL RESPONSES, THEY ONLY REPORT THE TWO POSITIVE, MOST POSITIVE RESPONSES SO WHEN WE'RE LOOKING AT THAT DATA, IT'S IMPORTANT TO UNDERSTAND HOW THEY REPORT WHAT IS CONSIDERED FAVORABLE.
PANORAMA PULLED OUT THAT FROM OUR STUDENTS' EXPERIENCE, OUR STAFF AND FAMILIES REFLECTION THAT THERE'S DEFINITE STRENGTHS FROM OUR EFFORTS THIS YEAR. COMMUNICATION WAS CALLED OUT AS AN AREA WHERE AN AREA OF STRENGTH.
AVAILABLE RESOURCES. 87% OF OUR 3RD AND 5TH GRADERS, 96% OF OUR 9 THROUGH 12 GRADERS SAID THEY HAD THE TOOLS THEY NEED AND OUR STUDENTS INDICATED TO A HIGH DEGREE THAT THEY'RE PUTTING IN GREAT EFFORT THIS YEAR.
WE LOOK AT SOME AREAS OF GROWTH, PEER TO PEER RELATIONSHIPS JUMPS OUT AND THAT'S QUITE UNDERSTANDABLE.
WHEN OUR STUDENTS ARE IN A ROTE ENVIRONMENT, OPPORTUNITIES TO INTERACT AND CONNECT WITH THEIR PEERS IS JUST NOT WHAT IT WAS USED TO AND SO THAT'S AN AREA THAT CONSISTENTLY WHERE STUDENTS ARE REPORTING PRETTY LOW LEVELS OF CONNECTION WITH THEIR PEERS.
SOCIAL EMOTIONAL WELL-BEING OF STUDENTS WAS AN AREA OF CONCERN SHARED BY OUR STAFF AND OUR FAMILIES AND SO WE'RE EXCITED TO TALK ABOUT OUR EFFORTS ON THAT TONIGHT AND WE KNOW THAT WE CONTINUE TO HAVE DISPARITY AMONG ELL, AND RACE STUDENT GROUPS, WE'RE NOT GOING TO GO INTO DEPTH IN THAT BUT ALLOWS US TO GET INTO EXPERIENCES THAT DIFFERENT STUDENT GROUPS ARE HAVING IN OUR SCHOOL SYSTEM. WHEN WE LOOK AT OUR STUDENT RESULTS, IN THE CATEGORIES, WE HAVE SOME AREAS WHERE STUDENTS ARE RESPONDING FAVORABLY AND SOME WHERE THEY'RE NOT RESPONDING QUITE AS FAVORABLY AND I WANT TO POINT OUT, I THINK THAT THE RELATIONSHIPS, IF YOU LOOK AT THE LEAST FAVORABLE QUESTION ON THAT SET, STUDENTS NOT FEELING CONNECTED WITH EACH OTHER IS FOR OUR ELEMENTARY STUDENT ISES THE LOWEST AREA AND YET THE MOST FAVORABLE QUESTION THAT EVEN DESPITE BEING IN A REMOTE SETTING THAT OUR STUDENTS REPORT HAVING A CONNECTION WITH AN ADULT SO THAT'S CERTAINLY SOMETHING, THE WORK OF OUR TEACHERS AND ADULTS IN THE SCHOOL SYSTEM TO TRY TO CREATE THOSE STRONG CONNECTIONS CAN SOMETHING TO CELEBRATE IN LOOKING AT HOW WE CAN CONTINUE TO TRY TO CREATE CONNECTIONS
[00:10:01]
BETWEEN PEERS IS AN AREA FOR US TO FOCUS ON FOR GROWTH.SIMILARLY WHEN WE LOOK AT OUR SECONDARY STUDENTS, YOU ACTUALLY SEE THAT NUMBER FOR STUDENT RELATIONSHIPS GO DOWN QUITE A BIT, THE CONNECTION WITH EACH OTHER IS FAIRLY LOW, ALTHOUGH THE CONNECTION WITH AN ADULT IS ACTUALLY INCREASING SO THIS DATA FROM PANORAMA IS REALLY IMPORTANT FOR US TO INFORM THE WAYS IN WHICH WE'RE THINKING ABOUT STUDENT WELL-BEING, THE TYPES OF SUPPORTS THAT WE PUT IN PLACE AND I AM LOOKING FORWARD TO SHARE A MORE DETAILED REPORT FROM OUR SURVEY DATA WITH THE BOARD BUT I WANT TO PUT THAT IN CONTEXT AS WE GO TO TALK ABOUT WELL-BEING, THAT OUR SURVEY FROM STUDENTS AND FAMILIES AND TEACHERS REALLY POINTED TO WELL-BEING AS AN AREA OF EMPHASIS AND AN AREA THAT'S A BIG CHALLENGE FOR US IN A REMOTE SETTING. I'M GOING TO INTRODUCE A COUPLE OF MY COLLEAGUES HERE, JOHNNY FOO AND GLORIA ANDERSON, AND THEY'RE GOING TO BE HELPING US EXPLAIN OUR EFFORTS AROUND SOCIAL, EMOTIONAL AND MENTAL HEALTH.
WE'RE GOING TO TALK ABOUT HOW WE PROMOTE PROTECTIVE FACTORS, HOW WE'RE MITIGATING RISK, WE LOOK FORWARD TO GO INTO GREATER DEPTH IN A FUTURE PRESENTATION LOOKING AT INTERVENTIONS AND WE'LL TALK SPECIFICALLY ABOUT ATTENDANCE. SO I WOULD LIKE TO INVITE JOHNNY FOO. JUST GIVE US A LITTLE CONTEXT ON THE EXPERIENCES THAT OUR STUDENTS ARE HAVING BASED ON WHAT WE KNOW ABOUT HOW PEOPLE EXPERIENCE DISASTERS.
>> YEAH, GOOD EFBVENING AND THA YOU FOR HAVING ME TO TALK ABOUT WELL-BEING AND ESPECIALLY IN THIS PANDEMIC.
THIS GRAPH COMES FROM WHAT HAPPENS AFTER A NATURAL D DISASTER AND WE'RE IN MONTH 12 AND WE'RE APPROACHING WHAT WE HOPE IS THE VALLEY OF THIS PANDEMIC.
THERE ARE SIGNS OF EMOTIONAL ISSUE THAT IS WE NEED TO BE AWARE OF AND HOW WE APPROACH EACH MONTH AND CONSIDER HOW WE MIGHT MINIMIZE OR NEUTRALIZE SOME OF THOSE BEHAVIORAL AND SOCIAL AND EMOTIONAL LEA IMPACTS DURING THIS PANDEMIC.
IF YOU GO TO THE NEXT SLIDE, MATT.
WE'RE DEAF KNITLY IN MONTH 12, WE MIGHT SEE A HEIGHTENED AMOUNT OF ANXIETY AND DEPRESSION IN OUR CHILDREN OR OUR CHILDREN'S FRIENDS, JUST KNOW THIS IS THE HEIGHT WHERE WE ARE WANTING TO COME TO SOME KIND OF CLOSURE AND OUR HOPE IS THAT WE ARE HEADED TOWARDS RECOVERY AND NOT A SECOND WAVE OF THIS PANDEMIC BECAUSE WE WANT TO HEAD TOWARDS THIS RESILL YANCEY, BEING ABLE TO GROW AND THRIVE IN WHAT'S GOING TO BE OUR RECOVERY MOVING FORWARD. NEXT SLIDE, MATT.
THE REASON WHY THIS IS IMPORTANT AND WHY I WANT TO SHARE THIS PARTICULAR GRAPH IS THIS IS JUST NORMAL TYPICAL LIFE THAT WE HAVE HIGHS AND LOWS BUT IT'S WITHIN OUR NORMAL RANGE THAT WE CAN MANAGE AND I WANT TO SAY MANAGE BUT WHAT HAPPENS IN THE PANDEMIC OR IN WHAT WHAT WE CALL COMPLEX STRESS IS THE DURATION AND FREQUENCY OF STRESS THAT WE'RE EXPERIENCING FLUCTUATES BEYOND THE TYPICAL EMOTIONAL RANGE AND THAT'S WHERE WE BEGIN TO SEE SOME HEIGHTENED ANXIETY OR LOWS OF LOWS IS DEPRESSION AND THAT'S WHERE IT'S IMPORTANT THAT WE BUILD SKILLS IN NOT ONLY OURSELVES BUT OUR CHILDREN AS WELL.
THIS IS THE OPPORTUNITY WHERE WE CAN REALLY BUFFER SOME OF THE RICK FACTORS AND WHAT MATT DESCRIBED WAS DEFINITELY THE ADULT RELATIONSHIP, THEIR PEER RELATIONSHIP IS KEY AND CRITICAL AND THE ABILITY TO MANAGE THEIR EMOTIONS DURING THIS STRESSFUL TIME AND SO WE WANT TO MAINTAIN STUDENTS IN THAT LEVEL AND WHEN WE THINK ABOUT WELLNESS AND WHAT I'M GOING TO GET INTO IN A LITTLE BIT IS WELLNESS IS JUST NOT 1 PIECE OF THE PUZZLE.
IT'S NOT JUST YOUR MENTAL HEALTH OR YOUR PHYSICAL HEALTH BUT ALL THESE THINGS ARE INTERRELATED. IF YOU HAVE STRONG ENOUGH SKILLS IN ONE AREA SOMETIMES IT CAN COMPENSATE BUT WEAN YOU'RE ICE
[00:15:06]
LATED, YOUR MENTAL HEALTH AND EMOTIONAL HEALTH SUFFER.WE HAVE TO LOOK AT THE ENVIRONMENT,ISOLATED, YOUR MENTD EMOTIONAL HEALTH SUFFER. WE HAVE TO LOOK AT THE ENVIRONMENT, WE HAVE TO LOOK AT OUR CONTEXT, OUR PHYSICAL HEALTH, DO WE FEEL WELL? FEELING WELL HELPS US FEEL MENTALLY WELL AND OUR EMOTIONAL HEALTH IS OUR SOCIAL SUPPORTS.
ARE THEY THERE FOR US IN CHALLENGING AND GOOD TIMES? WHAT DOES THAT LOOK LIKE? WHEN THAT'S GOING WELL, WE ARE WHOLE AND WE FEEL A SENSE OF WELL-BEING.
NEXT SLIDE, MATT. KNOW THAT WELLNESS IS VERY INTERCONNECTED AND IT REQUIRES MANY DIFFERENT FACTORS AS FAR AS COMMUNITY, SOCIAL CONTEXT, I JUST WANT TO GIVE A HUGE SHOUT-OUT TO OUR COMMUNITY, THE LAKE WASHINGTON SCHOOL COMMUNITY BECAUSE THIS WORK CANNOT BE DONE WITHOUT THE COLLABORATION THAT WE HAVE. WE HAVE STRONG COLLABORATION WITHIN THE COMMUNITY THAT HAS DIRECT IMPACT ON OUR STUDENTS AND OUR SCHOOL ON A DAY-TO-DAY BASIS AND SO WHEN WE SAY WE'RE IMPACTING STUDENTS, IT'S NOT NECESSARILY ALL OF WHAT WE'RE DOING AS A DISTRICT, IT'S WHAT WE'RE DOING AS A COMMUNITY, ESPECIALLY IN THIS PANDEMIC. I HAVE SEEN OUR COMMUNITY REALLY GALVANIZE, COME IN AND THINK ABOUT OUR STUDENT WELL-BEING AND THAT SHOWS UP. HERE ARE THE MAJORITY OF OUR PARTNERSHIPS. THERE ARE ALSO OTHER PARTNERSHIPS THAT I WAS NOT ABLE TO FIT ON THIS SLIDE BUT THESE PLAYERS HAVE HAD A SIGNIFICANT INFLUENCE ON HOW WE APPROACH SUPPORTING STUDENTS NOT ONLY JUST AT THE STUDENT LEVEL, AT THE SCHOOL LEVEL, BUT THE DISTRICT AND THE COMMUNITY LEVEL AND THAT'S WHAT MAKES THIS WORK SO IMPORTANT.
YOU'RE GOOD, MATT. WHAT I'M GOING TO GET INTO IS OUR FIRST LAYER. WHEN WE THINK ABOUT SUPPORTING STUDENTS, HOW DO WE SUPPORT WELL-BEING AND PROTECTIVE FACTORS? WHAT WE WANT TO DO IS IF WE CAN PROMOTE AND BUILD SKILLS AND WELLNESS, WE CAN PREVENT THE RISK FACTORS FROM HAVING AN ADVERSE EFFECT ON US.
ONE OF THE BIGGEST THINGS WE'RE FOCUSED ON AS A SCHOOL DISTRICT AND MATT, YOU CAN GO TO THE NEXT SLIDE, IS SOCIAL EMOTIONAL LEARNING FOR OUR STUDENTS AND NOT JUST OUR STUDENTS BUT AS A WHOLE SYSTEM. THERE ARE THREE KEY FOCUS AREAS IN WHICH OUR DEPARTMENT REALLY CATERS TO IN THINKING ABOUT HOW TO BEST SUPPORT STUDENTS AND STAFF DURING THIS TIME? HOW DO WE MAINTAIN A SUPPORTIVE CLASSROOM ENVIRONMENT AND THAT REALLY STARTS WITH BUILDING A FOUNDATION TO SUPPORT OUR TEACHERS, WHAT IS THE SYSTEM AND HOUVEN ARE WE CREATING TIME AND SPACE FOR THEM TO THINK ABOUT RELATIONSHIPS WITH THEIR STUDENTS. WE OFFER MULTIPLE SESSIONS AROUND HOW TO CULTIVATE A TRUSTING RELATIONSHIP IN A ROW MOTE ENVIRONMENT. WHAT DOES THAT LOOK LIKE AND HOW IS THAT DIFFERENT THAN BEING FACE TO FACE? IN ADDITION TO THAT IS PROMOTING STAFF SEL COMPETENCY MEANING THAT IF THE ADULT, AND THERE'S RESEARCH PINT THIS, IF THE ADULT IS STRONG AND COMPETENT IN THEIR OWN SOCIAL EMOTIONAL WELL-BEING, THAT WILL TRANSLATE TO THEIR STUDENTS.
HERE WE HAVE CREATED WORK GROUPS TO DIVE INTO HOW DO WE BUILD CAPACITY WITHIN OUR ADULTS RIGHT NOW.
WE MIGHT BE RESPONDING IN DIFFERENT WAYS BUT WE CAN USE SOME OF THESE SOCIAL EMOTIONAL SKILL THAT IS WE'RE TRYING TO BUILD WITHIN OUR STUDENTS AND WE CAN BUILD IN OURSELF AROUND SELF-REGULATION, OUR FEEL GOOD PLANS, WE HAVE HOSTED MULTIPLE TRAININGS ACROSS THE YEAR, TO BE ABLE TO PROMOTE ADULT WELLNESS SO THAT THAT CAN TRANSLATE INTO THE SCHOOL BUILDING, WHICH HAS BEEN FOCUS AREA NUMBER THREE, PROMOTING SEL FOR STUDENTS.
WHAT DOES THAT LOOK LIKE? WE CAN THINK ABOUT EXPLICIT SOCIAL EMOTIONAL LEARNING, WHICH IS A CURRICULUM THAT HAS A SCOPE AND SEQUENCE AND THAT'S SOMETHING THAT WE'RE LOOKING INTO AT THE ELEMENTARY LEVEL. WE HAVE CHARACTER STRONG AT THE MIDDLE SCHOOL LEVEL AND WE'RE BEGINNING THAT LEVEL AT THE HIGH SCHOOL LEVEL. HOW DO WE CREATE A SUPPORTIVE CLASSROOM ENVIRONMENT THAT'S POSITIVE? WITH THAT WE HAVE BUILT OUT SEL TOOL KITS AND ACTIVITIES FOR TEACHERS TOO TAKE AND BE ABLE TO DELIVER IN A REMOTE ENVIRONMENT THAT PROMOSES CONNECTION, THAT PROMOTES WELLNESS AND PROMOTES AWARENESS AND SELF-REGULATION. WE'RE EXTREMELY PROUD OF THE WORK OUR GROUPS HAVE DONE TO BRING THIS TO LIFE.
I COULD NOT DO THIS WITHOUT AN AMAZING CREW.
WE HAVE FIVE SPECIALISTS THAT'S REALLY BUILDING THE CAPACITY OF OUR SYSTEM TO BE ABLE TO DELIVER SOCIAL EMOTIONAL LEARNING.
>> ALL RIGHT. THIS TIME I WANT TO INTRODUCE
[00:20:06]
GLORIA HENDERSON WHO WILL TALK ABOUT WHAT SHE AND HER TEAM PUT IN PLACE WHEN WE THINK ABOUT RACIAL EQUITY AND CENTERING ON OUR STUDENTS AND FAMILIES, GLORIA?>> THANKS, MATT. WE THINK ABOUT SUPPORTING OUR STUDENTS AND FAMILIES. THERE ARE SOME BIG BUCKETS HERE AND I WILL JUST GO OVER THEM BRIEFLY BECAUSE IN ANOTHER SECTION WE'LL GO MORE IN DEPTH. ONE OF THE THINGS WE'RE CONCENTRATING ON IS SUPPORTING STAFF AND DIRECTLY SUPPORTING STUDENTS AND FAMILIES OF COLOR IN ENHANCED ENGAGEMENT AND COLLABORATION. WE WANT TO EQUALIZE POWER WITH FAMILIES, EQUALIZE THEIR SENSE OF SELF WITHIN THIS SO PART OF THAT WORK IS DLAB COLLABORATING WITH OUR SCHOOLS AND THAT LOOKS LIKE WORKING WITH OUR COUNSELLORS, LEADERS, AND EQUITY TEAMS TO ENSURE THAT FAMILY HAVES THEIR NEEDS MET AND WE ALSO DO CONNECTIONS WITH RESOURCES AROUND HOUSING, CLOTHING, FOOD AND HEALTH NEEDS AND WE ALSO WORK WITH OUR SCHOOLS TO ENSURE THAT THE NEEDS THAT STUDENTS HAVE RELATED TO THE PANDEMIC SUCH AS AROUND THEIR LEARNING NEEDS AND TECHNOLOGY AND EMERGENCY FAMILY ASSISTANCE, WE DO THAT AS WELL BECAUSE WE WANT THE SCHOOL TO BE THE DIRECT CONNECTION TO OUR FAMILIES BUT WE KNOW THAT SOMETIMES THEY NEED THAT SUPPORT, TOO, WITHIN THEIR BUILDINGS.
ANOTHER THING THAT WE ARE CONCENTRATING ON IS HAVING DEDICATED SPACING FOR OUR HISTORICALLY MARGINALIZED STUDENTS SO THEY CAN EXPRESS THEIR EMOTIONALS AND GET THEIR NEEDS MET. OUR STUDENTS ARE COMING TO US HOLE SO WE WANT THEM TO HAVE CONNECTION WITH STUDENTS ACROSS THE DISTRICTS WHICH IS MORE DIFFICULT DURING THE PANDEMIC SO WE HAVE, FOR EXAMPLE, LATIN X CAFE AT REDMOND MIDDLE SCHOOL AND WE'LL START THAT ADD REDMOND HIGH SCHOOL SOON AND WE HAVE GROUPS FOR OUR BLACK AND AFRICAN AMERICAN GROUPS IN SOME REGIONS AND THE NEED FOR THAT IS TO ENSURE STUDENT HAVES THEIR NEEDS MET SIMILAR TO WHAT JOHNNY WAS TALKING ABOUT.
WE ALSO WORK TO CONTINUE TO COLLABORATE ASHED OUR SYSTEMS AND THAT LOOKS LIKE OUR BUILDING EQUITY MEETING THAT WE HAVE FOUR TIMES A YEAR ALONG WITH THOSE DIRECT SUPPORTS TO SUPPORT THOS EQUITY IS EMBEDDED ACROSS OUR SYSTEM AND IN OUR SCHOOLS SO IT'S SNOT JUST A SMALL GROUP OF PEOPLE'S WORK.
ANOTHER THING MY TEAM DOES WELL IS WE ARE WORKING TO CREATE SUPPLEMENTAL CURRICULUM TO SUPPORT TO HAVE A MORE CULTURALLY RESPONSIVE APPROACH AND SO WE WORK CLOSELY WITH THE ADOPTION TEAMS AND THE TEACHING AND LEARNING DEPARTMENTS AND ALSO ONE ON ONE WITH SCHOOLS AS THEY'RE WORKING THROUGH OUR ADOPTED CRICK LIMB TO SUPPORT OUR NEEDS AND SO OUR STUDENTS FEEL CONNECTED AND THEY ARE CONNECTED AND THEY SEE THEMSELVES AND STUDENT THAT IS MIGHT NOT BE IN A MARGINALIZED OR UNDERSERVED GROUP, THAT THEY SEE OTHER STUDENTS AND PEOPLE FROM OTHER HISTORICAL AND CONTEMPORARY PERSPECTIVES.
IN THAT WAY, WE ARE TAKING A HOLISTIC APPROACH TO SUPPORTING OUR STUDENTS, WHETHER IT BE IN THEIR COMMUNITY OR SCHOOLS SUPPORTING STUDENT VOICE SO THEY SEE THEMSELVES IN THE
CONVERSATIONS WE'RE HAVING. >> THANK YOU, GLORIA.
SO JOHNNY AND GLORIA GAVE JUST A BRIEF OVERVIEW OVER INCREDIBLY COMPREHENSIVE WORK THEY'RE BOTH LEADING.
I'M GOING TO HAVE THEM SHARE SPECIFIC PROGRAMS THAT ARE IN PLACE TO HELP MEET THE TIER ONE NEEDS OF OUR STUDENTS, I DON'T KNOW WHO IS TALKING ABOUT ACE BUT I'M EXCITED TO SHARE WITH THE BOARD THE WORK THE TWO OF YOU ARE DOING HERE.
>> YEAH, I'M EXCITED AND GLORIA, FEEL FREE THE JUMP IN.
WE PARTNER FOR ACADEMY FOR CREATING EXCELLENCE, ACE, OUT OF SEATTLE AND THEY RECENTLY RECEIVE ADD $1.3 MILLION GRANT FROM THE CITY OF SEATTLE TO PROVIDE THIS PROGRAM AND BLACK AFRICAN AMERICAN MALE STUDENTS. WE HAVE IDENTIFIED 18 MALE STUDENTS IN LAKE WASHINGTON'S 6-12.
WE STARTED LAST WEEK AND IT WAS AN AMAZING SESSION WITH OUR YOUNG MEN. IT'S WEEKLY MEETINGS ON WEDNESDAY FROM 2:00 TO 3:30. ONE OF THE THINGS WE'RE REALLY EXCITED ABOUT IS THE ADULT MALE MENTORSHIP THAT EACH STUDENT RECEIVES, IT'S INDIVIDUALIZED AND AN OPPORTUNITY TO REFLECT ON WHAT THEIR STRENGTHS ARE, WHAT THEIR GOALS ARE MOVING FORWARD.
[00:25:05]
WHAT'S GREAT ABOUT ACE IS THEY GO BEYOND THE CLASSROOM, THINKING ABOUT THEIR CONNECTIONS WITH AMAZON AND OTHER WORKPLACES AROUND THE PUGET SOUND AREA. ONE OF THE REASONS WHY ACE EXISTS AND IS A PROGRAM IS REALLY TO INCREASE A SENSE OF BELONGING AND REALLY THIS EMPOWERMENT MODEL AND WHAT IT MEANS TO BE AS A BLACK AFRICAN AMERICAN MALE STUDENT GOING THROUGH THE K-12 EDUCATION SYSTEM.WE'RE EXCITED THAT THIS JUST STARTED AND WE BELIEVE THAT THIS IS GOING TO GROW AND OUR HOPE IS THAT AT THE END OF YEAR WHEN WE SURVEY THESE MEN THEY WILL SAY IT WAS THEIR FAVORITE THING ALL YEARLONG. I WANT TO THANK GLORIA FOR THIS COLLABORATION TO GET THIS OFF THE GROUND.
>> THANK YOU. THE OTHER THINGS THAT VITAL AND IS REALLY IMPORTANT DURING THIS TIME IS WHEN WE THINK ABOUT MENTAL HEALTH IS REALLY CREATING AN OPPORTUNITY TO HAVE CONVERSATIONS ABOUT MENTAL HEALTH.
WHEN WE TALK ABOUT MENTAL HEALTH AT TIMES, IT CAN FEEL OVERWHELMING, LIKE WE DON'T HAVE THE TOOLS OR THE LANGUAGE TO TALK ABOUT MENTAL HEALTH AND WIN OF THE THINGS WE WANT TO DO IS TO MAKE SURE WE EQUIP THE ADULTS IN OUR BUILDINGS TO BE ABLE TO TALK ABOUT MENTAL HEALTH IN A WAY THAT DESTIGMATIZES AND OPENS THE DOOR FOR AN OPPORTUNITY TO HAVE A DISCUSSION AND HOW MIGHT A STUDENT FEEL AND HOW MIGHT THEY GET HELP.
ONE OF THE THINGS I'M REALLY EXCITED ABOUT YOUTH MENTAL HEALTH FIRST AID IS THE PARTNERSHIP BETWEEN LAKE WASHINGTON FOUNDATION TO TRAIN OUR STAFF AND WE BEGAN BACK IN LATE NOVEMBER AND TO THIS DATE WE HAVE 92 STAFF MEMBERS TRAINED AND FOR SOME REFERENCES, EACH TRAINING HAS A CAPACITY OF 15 AND EACH TRAINING WE ARE EITHER AT CAPACITY OR HAVE A WAIT LIST.
WE STILL PLAN ON CONTINUING TO TRAIN STAFF IN MARCH AND WITH THE SUPPORT OF THE SCHOOL DISTRICT'S FOUNDATION, LAKE WASHINGTON SCHOOL'S FOUNDATION WE HOPE TO CONTINUE THIS TRAINING NOT ONLY IN MARCH, BUT INTO LATE SPRING AND THEN THROUGHOUT NEXT YEAR BECAUSE INCREATING ADULT MENTAL HEALTH LITERACY WILL ONLY IMPACT STUDENTS' MENTAL HEALTH LITERACY BECAUSE IT DESTIGMATIZES HOW WE TALK ABOUT MENTAL HEALTH AND THAT RELATES TO THE NEXT SLIDE. WITH YOUTH MENTAL HEALTH FIRST AID IS TRAINING FOR THE ADULT. WE HAVE AN OPPORTUNITY TO TRAIN OUR TEAMS WITHIN OUR HIGH SCHOOL BUILDINGS AND THIS WAS A PILOT PROJECT THAT WE DID LAST YEAR THROUGH SAMPSA.
WHAT'S GREAT ABOUT THIS PROGRAM IS IT TAKES WHAT THE ADULT MENTAL HEALTH FIRST AID AND MAKES IT APPROPRIATE FOR THE HIGH SCHOOL LEVEL AROUND WHAT IS THE LANGUAGE, WHAT SHOULD YOU BE LISTENING TO? WHAT ARE SOME OF THE WARNING SIGNS AND HOW TO HELP YOUR PEER GET HELP? HOW DO YOU DO THAT WARM HANDOFF? WE KNOW NOW THAT OUR STUDENTS ARE THE FIRST LINE OF DEFENSE. THEY ARE GETTING INUNDATED WITH SOCIAL MEDIA, THEY ARE CONCERNED ABOUT THEIR PEERS BUT THEY DON'T NECESSARILY KNOW WHERE TO TURN TO.
THIS IS AN OPPORTUNITY IN WHICH WE CAN DO SO.
LAST YEAR WE PILOT OUR PROGRAM AT ICS.
THIS YEAR WE ARE LOOKING AT PILOTING AT ADDITIONAL SCHOOLS, ICS, STEM, LAKE WASHINGTON HIGH SCHOOL AND IT'S BEEN FORMATTED TO BE REMOTE AND SAMSA IS GOING TO TURN ON THE REMOTE MODULE COME MARCH AND WE HOPE TO HAVE A TIME SCOPED OUT IN THE COMING WEEKS IN HOW WE MIGHT BE ABLE TO TEACH STUDENTS AROUND YOU'LL MENTAL HEALTH FIRST AID OR TEEN MENTAL HEALTH FIRST AID.
>> I THINK YOU MENTIONED SOMETHING THERE THAT'S PRETTY SIGNIFICANT. WORKING WITH STUDENTS AROUND MENTAL HEALTH, PARTICULARLY WHEN WE'RE TALKING ABOUT SQUINT WHO IS MIGHT BE IN TUDENT WHO IS MIGHT BE IN CRISIS, THAT'S A CHALLENGE WHEN DOING THAT IN PERSON SO WE REALLY APPRECIATE THE THOUGHTFULNESS THAT JOHNNY AND OUR -- THE TEAM WORK TOGETHER AND THEY HAVE A WAIT TO MOVE FORWARD TOO KEEP THOSE CONVERSATIONS GOING EVEN IN AFO CONVERSATIONS TOO KEEP THOSE CO GOING EVEN IN A REMOTE ENVIRONMENT.
>> HERE'S ANOTHER EXAMPLE OF PARTNERSHIP AND WHY PARTNERSHIP IS KEY AND CRITICAL, THAT AS A SCHOOL DISTRICT WE CAN'T DO IT ALONE. WE PARTNER WITH YES AND OVER THE LAST YEAR WE INCREASED THE AMOUNT OF SUPPORT AND NOW OUR
[00:30:05]
MIDDLE SCHOOLS RECEIVE ABOUT HALFTIME CLINICIAN AT EACH BUILDING AND THAT HAS GROWN QUITE A BIT IN TERMS OF THE CAPACITY TO BUILD UP SOME OF THESE PROTECTIVE FACT TOURS AND NOT ONLY OUR STAFF AND OUR STUDENTS AS WELL.SO AS WE THINK ABOUT CYCLE EDUCATION, WHAT DOES THAT REALLY MEAN? AND BRINGING AWARENESS TO OUR STUDENTS ALLOWS THEM TO MANAGE AND BE ABLE TO IDENTIFY WHERE THEY ARE AND BE ABLE TO SEEK HELP AND WE WANT TO TELL THEM IT'S OKAY TO SEEK HELP. IT'S OKAY TO NOT BE OKAY AND SOME OF THE WORK THEY HAVE DONE, THEY'RE PARTICIPATING WITHIN OUR MTSS TEAM, THEY HAVE WORKED WITH IMPLEMENTING STUDENT WELL-BEING AND ONE OF THE THINGS ON THE RIGHT-HAND SIDE IS THE GRAPH.
SO PRE-PANDEMIC YOU SEE A HIGH NUMBER OF STUDENTS THAT WERE ABLE TO BE SERVED BECAUSE THEY WERE IN PERSON.
NOW BEING REMOTE T CHALLENGE IS GETTING IN FRONT OF STUDENTS, HOW DO WE ACCESS STUDENTS WHILE THEY ARE IN CLASS? HOW DO WE OFFER SOME OF PSYCHOEDUCATION SO THE NUMBER HAVES GONE DOWN ABOUT HALF WHAT THEY HAVE DONE IN THE PAST YEAR.
BUT WHAT WE ARE DOING IN RESPONSE OF THAT IS ENTRAININGING CLINICIANS BACK ON WEDNESDAY TO BEBRINGING CLINICIANS BACK ON WEDNESDAY TO BE ABLE TO PRINTING CLINICIANS BACK AND THEY CAN DROP IN. WE'RE EXCITED, IT BEGAN LAST WEEK, OUR YES COUNSELLORS WERE BACK AT THE BUILDING FOR A WEEK NOW AND ALL SIGNS HAVE BEEN POSITIVE.
ONE OF THE -- I WANT TO HIGHLIGHT THIS PARTICULAR SLIDE BECAUSE WE KNOW THE RISK THAT HAPPENS IN A PANDEMIC LIKE THIS OR A NATURAL DISASTER. RIGHT AROUND 6 TO 8 MONTHS WE BEGIN TO SEE A HIGHER RATE OF SUICIDE BECAUSE OF THE MENTAL HEALTH CHALLENGES THAT'S PRESENTED.
I'M REALLY PROUD OF OUR PARTNERS, YES, EVERGREEN HEALTH, OUR SCHOOL CONALERS AND ARCOSA TO COME TOGETHER AND WORK ON HOW DO WE MAKE SURE WE SET UP PREVENTION AND INTERVENTION PROTOCOLS TO SUPPORT STUDENTS WHO MIGHT BE IN CRISIS AND THIS ISN'T JUST, HEY, IF YOU HEAR THIS, DO THIS.
NOT ONLY HAVE WE BEEN ABLE TO ESTABLISH A PROTOCOL, WE HAVE BEEN ABLE TO EMBED TRAININGS FOR ALL STAFF TO ACCESS.
WE HAVE MADE VIDEOS, WE HAVE HAD DROP-IN SESSIONS IN WHICH WE HAVE TALKED TO ADMINISTRATORS AND TEACHERS AROUND WHAT ARE THE SIGNS TO LOOK FOR? HOW TO HAVE A CONVERSATION WITH THE STUDENTS, HOW TO KEEP A STUDENT ENGAGED WHILE BEING REMOTE. I BELIEVE THIS HAS BEEN HIGHLY IMPACTED JUST LIKE TEEN MENTAL HEALTH FIRST AID AND YOUTH MENTAL HEALTH FIRST AID AND HELPING TEACHERS FEEL CONFIDENT AND COMFORTABLE HAVING CONVERSATIONS WITH STUDENTS AS WELL AS DEVELOPING STUDENTS' SOCIAL AND EMOTIONAL WELL-BEING.
>> FOR THE BOARD, COSA IS SONLYER ON SPECIAL ASSIGNMENT WHO IS WORKING WITH US AT A CENTRAL LEVEL TO HELP SUPPORT OUR CONALERS -- COUNSELLORS IN OUR SCHOOLS.
>> NOW WE'RE GOING TO TALK ABOUT WAYS WE'RE MITIGATING RISKS AND REENFORCING THOSE FACTORS AND JOHNNY WILL TALK ABOUT SPECIFIC INTERVENTIONS THAT HE AND HIS TEAM HAVE BEEN WORKING ON.
>> YEAH, AND IN A PANDEMIC WE KNOW WE'RE IN A NATIONAL DISASTER WE KNOW THERE'S GOING TO BE SOME MENTAL HEALTH CRISIS THAT ARISES. ONE OF THE THING WE DID IS LOOK AT SOME OF THE INTERVENTIONS THAT WERE SHOWN TO BE HIGHLY EFFECTIVE. WE WERE LOOKING AT SCHOOL-BASED MENTAL HEALTH INTERVENTIONS, COGNITIVE BEHAVIOR, CBITS IS WHAT WE CALL IT FOR SHORT AND IT'S FOCUSED ON STUDENTS WHO HAVE EXPERIENCED TRAUMA AND WHAT DOES THAT LOOK LIKE IN TERM OFFENSE BEING ABLE TO ACCESS THEIR EDUCATION.
SOME OF THE SYMPTOMS AND SIGN THAT IS MIGHT COME UP IS ANGER, DEPRESSION, ANXIETY, AVOIDANCE, SO IF WE CAN IDENTIFY STUDENTS EARLY ON WHO ARE HAVING TRAUMA SYMPTOMS, WE'RE ABLE TO INTERVENE WITH A TIER 2 INTERVENTION CALLED CBITS.
IT'S A SMALL GROUP AND CATERS TO STUDENTS' DEVELOPMENTAL AGE.
FOR ELEMENTARY IT'S CALLED BOUNCE BACK.
FOR THE SECONDARY IT'S CALLED CAN CBITS SO THAT'S GIST THE NAME CHANGE BUT BOUNCE BACK IS VERY FOCUSED ON DEVELOPMENTALLY
[00:35:03]
APPROPRIATE FOR ELEMENTARY LEVEL.WE WERE ABLE TO TRAIN 15 SPECIALISTS.
IT WAS NOT JUST SCHOOL COUNSELLORS BUT WE HAVE MENTAL HEALTH SPECIALISTS WITHIN THE SPECIAL ED DEPARTMENT.
THESE SMALL GROUPS ARE HIGHLY IMPACTFUL AS WE MOVE BEYOND MONTH 12 AND BE ABLE TO IDENTIFY STUDENT WHOS ARE SHOWING DRAMA SYMPTOMS TO BE ABLE TO PUT THEM IN TIER TWO INTERVENTION THAT IS WILL MITIGATE SOME OF THAT RISK AND REENFORCE SOME OF THE PROTECTIVE FACTORS THEY ALREADY HAVE.
MATT, NEXT SLIDE. THIS IS ANOTHER EFFORT BASED INTERVENTION THAT WE HAVE RECENTLY CHANGED OUR CLINICIANS, YES, AND EVERGREEN SOCIAL WORKERS ON, IS BRISC.
IN A SCHOOL ENVIRONMENT WE HAVE TO PROVIDE EFFECTIVE AND EFFICIENT INTERVENTIONS. WE DON'T WANT TO GIST PROVIDE ONE ON ONE INTERVEPGSS FOR A LONG OF TIME.
WE WANT TO ASSESS, DETERMINE, AND BE ABLENTIONS FOR A LONG OF TIME. WE WANT TO ASSESS, DETERMINE, AND BE ABLE TO BUILD SKILLS EFFECTIVELY AND OFFICIALLY AS POSSIBLE. SO BRISC IS A FOUR STEP PROCESS THAT OUR CLINICIANS WHO WERE TRAINED IN RECENTLY AND NOW THEY'RE IMPLEMENTING IT AND WHAT'S GREAT ABOUT IT IS IT ALLOWS THE CLINICIAN TO SEE EARLY ON WHAT THE NEEDS OF THE STUDENT ARE AND TO BE ABLE TO MOVE THEM FORWARD QUICKER SO THAT THEY'RE NOT IN ONE ON ONE THERAPY, ONE ON ONE INTERVENTIONS FOR A WHILE. IT'S RELATIVELY FAST THAT WE'RE ABLE TO MOVE THEM BACK INTO JUST THEIR GENERAL GROUP.
THIS NEXT PIECE, AND I JUST WANT TO GIVE A SHOUTOUT TO OUR EVERGREEN HEALTH. THEY ARE CONSTANTLY AND CONTINUALLY THINKING ABOUT HOW TO HOST SPECIFIC GROUPS THAT CATER TO OUR STUDENT GROUPS OR PARENTS.
EACH WEEK THEY HOST PARENT SUPPORT GROUPS, OFFER SELF-CARE AND COPING GROUPS FOR GROUPS FOR AND MINDFULNESS WE HAVE SUPPORTED 114 STUDENTS ACROSS THE DISTRICT AND OUT OF THAT 114, THEY MET WITH THEM AT LEAST 835 ENCOUNTERS AS THEY CALL THEM, MEANING THAT THEY CONTINUE TO SPORT THEM IN DIFFERENT WAYS, NOT JUST INDIVIDUALLY BUT THAT MIGHT BE CONNECTING THEM TO RESOURCES, MEETING WITH THEIR PARENTS SO IT'S A WHOLISTIC APPROACH, NOT JUST AN INDIVIDUAL APPROACH.
AND THEN THIS IS YES AS WELL AND YES IS A VERY CLOSE PARTNER AND THE PARTNERSHIP THEY HAVE FORMED WITH US IS GREATLY APPRECIATED BECAUSE THEY SHOW UP IN SO MANY DIFFERENT WAYS AND AS YOU CAN SEE HERE, FRIP GROUPS, NICOTINE, OUR WORK WITH KING COUNTY, THEY'RE PART OF THE SIT AND IEP PROJECTS AT TIMES.
WE DO HAVE A DECREASE AND PART OF THAT IS IDENTIFYING STUDENTS IN THIS REMOTE ENVIRONMENT CAN BE CHALLENGING.
ACCESSING SERVICES IN THIS REMOTE ENVIRONMENT CAN GO CHALLENGING BECAUSE MOST OF OUR TEENS SAY DO I HAVE PRIVACY? IF I'M HOME TALKING ABOUT WHAT I'M GOING THROUGH, IS MOM OR DAD HEARING THIS? OR SISTER OR BROTHER HEARING THIS? WE BELIEVE BY BEING BACK IN PERSON ONCE A WEEK WILL INCREASE THE AMOUNT OF STUDENTS WHO WILL ACCESS OUR SERVICE BECAUSE THEY FEEL LIKE IT'S SAFE TO HAVE SOME CONFIDENTIALITY. ONE OF THE THINGS ABOUT THE PANDEMIC THAT WE WANT TO MAKE SURE TO BUILD ON IS PARENTS' RE RESILIENCY.
PARENTS ARE GOING THROUGH THIS WITH THEIR CHILDREN AND I HAVE A 4-YEAR-OLD AND SOMETIMES SHE RUNS INTO MEETINGS AND THAT CAN STIR UP A LOT OF STRESS AND ANXIETY IN THE PARENT AS WELL.
WE NOTICE THAT'S WHEN COMMUNICATION BREAKS DOWN.
WE ALSO NOTICE THAT SOMETIMES AS PARTICIPANTS WE CAN PERPETUATE SOME OF THE FEAR AND ANXIETY IN OUR STUDENTS AND SO ONE OF THE THINGS THAT WE HAVE DONE IS PARTNER WITH BALANCE IN MIND.
BALANCE IN MIND IS AN ACTION ORIENTED GROUP.
IT'S A BRANCH OF THE LAKE WASHINGTON SCHOOLS FOUNDATION.
THEY HAVE HOSTED 27 WEDNESDAY PARENT CHATS WITH EXPERTS WHO HAVE COME IN AND CHATTED TO PARENTS ABOUT TEEN STRESS,
[00:40:04]
MANAGING COMMUNICATION. ON AVERAGE, THERE'S 35 PARENTS WHO ATTEND THAT. I HAVE BEEN PART OF MULTIPLE WHERE WE GET 70 TO 80 PARENTS WHO ATTEND.THE OTHER THING WE KNOW IS BUILDING PARENT SKILLS IS KEY AND CRITICAL AND SO WE HAVE PARTNERED WITH SEAMAR TO OFFER 4-WEEK SPECIFIC PARENT GROUPS TO BUILD ON THE PARENT-CHILD RELATIONSHIP AND TALK ABOUT EFFECTIVE PARENTING STRATEGIES DURING THE PANDEMIC. ALSO TO INCREASE POSITIVE COMMUNICATION BETWEEN CHILD AND PARENT, ESPECIALLY WHEN WE'RE STRESSED. AFTER A LONG DAY, HOW DO WE TALK WITH ONE ANOTHER? HIGHWAY DO WE TRANSITION TO FAMILY LIFE? HOW DO WE MAKE TRANSITIONS SO WE CAN BE PRESENT WITH ONE ANOTHER? SO I BELIEVE THIS IS A KEY PIECE TO MAKING SURE OUR COMPLAINT IS WHOLE AND WELL, THAT THE PARENT GROUP IS STRONG. THIS IS A NEW ADDITION, A NEWMU WHOLE AND WELL, THAT THE PARENT GROUP IS STRONG.
THIS IS A NEW ADDITION, A NEW PARTNERSHIP WE HAVE BEEN ABLE TO PULL COUTH DURING THE PANDEMIC AND LAKE WASHINGTON SCHOOL DISTRICT FINANCIALLY SUPPORTING THIS WORK AT FOUR OF OUR SITES.
COMMUNITIES IN SCHOOLS HAS A LONG HISTORY OF SUPPORTING SCHOOLS. SCHOOLS BEING ABLE TO SPART STUDENTS NOT ONLY ACADEMICALLY BUT ALSO SOCIAL AND ASUPPORT STUDENTS NOT ONLY ACADEMICALLY BUT ALSO SOCIAL AND AS MOTIONALLY AND MAKING SURE ANY OF THE COMMUNITY BARRIERS THAT A FAMILY IS FACING, THAT THEY HAVE ACCESS TO CASE MANAGE AND SUPPORT TO FAMILY AS WELL. I'M REALLY EXCITED TO BE ABLE TO SHE TONIGHT THAT WE HAVE IDENTIFIED FOUR SITES.
REDMOND MIDDLE SCHOOL, WHICH WE'RE INTERVIEWING THIS FRI THROUGH COMMUNITIES IN SCHOOLS. KAMIAKIN MIDDLE SCHOOL AS WELL AS THE REDMOND RIDGE SCHOOLS, EL LA BARKER, ROSA PARKS AND TIMBERLINE AND KELLER AND BELL ELEMENTARY.
>> ALL RIGHT, FINALLY FOR TALKING ABOUT STUDENTS' WELL-BEING, WE'RE GOING TO TOUCH SON SOMON SOME OF OUR ATTENDANC SUPPORT. WE'RE TRACKING ATTENDANCE BOTH FOR SYNCHRONOUS AND ASYNCHRONOUS.
STUDENTS ARE ATTENDING SYNCHRONOUS STRIKS AT HIGHER RATES ONINSTRUCTION AT HIGHER RATES ON RATES BUT DIFFERENT SUB POPULATIONS OF STUDENTS ARE ATTENDING AT DIFFERENT RATES AND THERE COULD BE A VARIETY OF REASONS FOR THAT. JOHNNY AND HIS TEAM HAVE -- HE WORKS WITH THE ATTENDANCE SPECIALISTS AND THEY PROVIDE SUPPORT TO OUR SCHOOLS FOR STUDENTS WHO EXPERIENCE CHRONIC ABSENTEEISM OR TRUANCY. TRUANCY IS DEFINED AS BEING ABSENT WITHOUT AN EXCUSE OR UNEXCUSED ABSENCES AND THIS YEAR, WE'RE NOT USING TRUANCY AND YET WE'RE STILL EXPECTED TO BE PROVIDING INTERVENTION SO WE'RE GOING TO TALK ABOUT SOME OF THE WAYS IN WHICH HE AND HIS TEAM ARE TRYING TO SUPPORT STUDENT WHO IS ARE EXPRESSING CHRONIC ABSENTEEISM THAT IS REALLY STARTING TO HAVE AN IMPACT ON THEIR EXPERIENCE, THEIR WELL-BEING OR ON THEIR ACADEMIC PERFORMANCE.
>> BEFORE WE JUMP INTO THIS PIECE.
DO YOU THINK THIS IS A GOOD POINT TO PAUSE TO SEE IF THERE ARE ANY BOARD QUESTIONS ABOUT THAT FIRST ALMOST THIRD OR SHOULD WE GET THROUGH THE ATTENDANCE PIECE AND THEN CHECK?
>> I'LL HAVE JOHNNY TALK ABOUT THIS AND THEN THIS IS REALLY THE LAST SLIDE IN TERMS OF STUDENT SERVICES AND INTERVENTION.
>> OKAY. >> LIKE WHAT MATT MENTIONED ABOUT THE CHANGES AROUND NOT PURSUING TRUANCY, THAT'S ALLOWED US TO RETHINK ABOUT OUR INTERVENTIONS AND HOW WE SUPPORT FAMILIES AND IDENTIFY BARRIERS AND THINK ABOUT THE COLLABORATION WE HAVE BETWEEN COMMUNITY AGENCY AND SCHOOL, BRINGING THOSE RESOURCES TOGETHER AT THE TABLE TO SAY HEY, WHAT DOES THAT LOOK LIKE? AND SOME OF OUR SPECIALISTS ARE RUNNING COMMUNITY TRUANCY BOARDS, THAT IS UP AND RUNNING.
ONE OF THE THINGS I'M VERY IMPRESSED WITH IS OUR SPECIALISTS ARE OUT DOING HOME VISITS AT LEAST 4 TO 8 TIMES A WEEK AND THAT VARIES BETWEEN COMMUNITY BUT WE KNOW WHICH STUDENT THAT WE HAVE CONCERN ABOUT AND IDENTIFYING THEM AS
[00:45:01]
NOT JUST BEING TRUANT BUT ARE THERE OTHER FACTOR? WHAT'S -- IS THERE A FAMILY CONCERN? IS THERE A MENTAL HEALTH CONCERN? A BEHAVIOR CONCERN? BY HEIFER IN TERMS OF SOCIAL EMOTIONALLY, MENTAL HEALTH? CHECKING TWO OUT OF THE THREE RAISES THE LEVEL OF CONCERN IN WHICH A SPECIALIST WOULD ENGAGE WITH THE STUDENT.WHAT'S GREAT ABOUT THE EMERGENCY RULES IS THAT IT REALLY MAKES US REFINE AND THINK ABOUT IRE SYSTEM AND SO I'M REALLY EXCITED THAT PUGET SUMMONED ISD HAS GIVEN US AN OPPORTUNITY TO BE PART OF THEIR COHORT AND THINK ABOUT THE ATTENDANCE SYSTEMS TO SUPPORT AND BEING PART OF THAT COHORT IS TO PLAN TO IMPROVE SYSTEM DELIVERY AND WHAT DOES THAT LOOK LIKE ACROSS OUR SYSTEM? WE'LL HAVE A PLAN DO ACT AND STUDY REPORT IN THE NEXT COUPLE WEEKS.
AND IMPLEMENT SOME OF THE STRATEGIES THAT WE IDENTIFY AS BEING EFFECTIVE OR CHANGING SOME OF THE WAYS THAT WE IMPLEMENT OUR INTERVENTIONS OR SHIFT OUR SYSTEM TO SUPPORT STUDENTS ACADEMICS AND BEHAVIOR AND ATTENDANCE WITHIN OUR
ORGANIZATION. >> THANK YOU, JOHNNY.
I THINK THIS IS A GOOD TIME FOR US TO PAUSE AND TAKE SOME
QUESTIONS. >> TWILL, I ALWAYS GO FIRST SO I'M GOING TO LETACTUALLY, I ALW SO I'M GOING TO LET CASSANDRA
GO. >> I WAS INTERESTING TO HEAR WHAT YOU HAD TO SAY, CHRIS. I MAY HAVE MISSED THIS, BUT I WANTED TO MAKE CERTAIN THAT FAMILIES AND STUDENTS KNOW THAT THERE'S NO ADDITIONAL COST FOR THESE SERVICES.
>> CORRECT. >> IS THAT ACCURATE?
>> CORRECT. IT'S COMPLETELY FREE.
>> OKAY, THANK YOU FOR CLARIFYING.
>> SO I HAVE A QUESTION FOR GLORIA AND WE HAVE GOTTEN A NUMBER OF E-MAILS FROM KIDS IN THE LAST WEEK OR SO WHO ARE ASKING WHEN, IF WE BELIEVE IN BLACK LIVES MATTER AND WHEN WE'RE GOING TO SEE CHANGES IN THE CURRICULUM.
I'M VERY INTERESTED TO SEE THE AUDIT REVIEW IN SUPPLEMENTAL CURRICULUM. IS THERE A WAY TO GIVE A TAME FRAME TO KIDS? I IMAGINE THERE'S SOME SUPPLEMENT LEA STUFF IN PIECEMEAL RIGHT NOW BY THERE SHOULD BE BIGGER CHANGES IN THE FUTURE?
>> WITH THAT, A LOT OF IT DEPENDS ON THE CYCLE FOR OUR ADOPTIONS LIKE OUR STANDING CURRICULUM, NOT JUST THE SUM SUMMITRY SUPPLEMENTAL PART, WHAT'S CENTERED AND WHAT'S NOT CENTERED AND THAT IT'S AROUND INSTRUCTION ALSO BECAUSE STAFF ARE IN DIFFERENT PLACES.
SOME FEEL MORE COMFORTABLE THAN OTHERS IN DISCUSSION AND CRITICAL THINKING AROUND THAT SO I THINK IT'S A LONG TERM PART OF THE GENERAL EQUITY WORK THAT WE'RE DOING, FOR EXAMPLE, WE HAVE 7 HOURS DEDICATED TO RACIAL LITERACY, MICRO AGGRESSION, THOSE TYPE OF THINGS SO WHEN PEOPLE DO, AND OUR STAFF AND LEADERS DO ENGAGE IN THIS CONVERSATION AND WORK WITH STUDENT THAT IS THEY HAVE THAT BACKGROUND KNOWLEDGE AND SPECIFIC CURRICULUM, MY TEAM, WE HAVE COLLABORATED ON ELA ADOPTION, MATH OPTIONS, WE HAVE TEAMS EMBEDDED WITH SOCIAL SETTINGS AND ONE OF OUR SCHOOLS IN THE JUANITA REGION, THEY HAVE AN ETHNIC STUDIES CLASS AND THE GOAL IS THAT IT'S NOT JUST STAND ALONE, THAT IT'S EMBEDDED BUT A LOT OF THAT WILL SHIFT OVER TIME DUE TO THE ADOPTION CYCLES THAT WE HAVE AND WITH THE SUP MERRIMENTRY PART,SUPPLEMENTARY SPECIALISTS AND WE WORK SLOWSLY ON A CASE BY CASE BASIS IN SOME SCHOOLS AND WHAT WE PUT FORTH IN OUR EQUITY MEETINGS. IT'S MULTILAYERED.
IF IT'S JUST ABOUT ADOPTING A CURRICULUM, A LOT OF THINGS THAT COULD HAPPEN UNINTENTIONALLY AROUND PEOPLE TEACHING SOMETHING THAT THEY'RE NOT READY FOR, AT THE SAME TIME, OUR KIDS ARE FARTHER AHEAD THAN WE ARE SO IT'S A LAYERED APPROACH OF TRAINING AROUND AND WORKING AROUND BELIEF SYSTEMS, RECENTERING WHAT HISTORY LOOKS LIKE AND HOW WE TEACH, SO IT'S
[00:50:03]
AROUND THAT CULTURE RESPONSIVENESS ALSO SO SOME OF THIS EMBEDDED WORK ALSO HAPPENS WITH OUR PROFESSIONAL LEARNING AND OUR OTHER DEPARTMENTS WHERE WE HAVE LANGUAGE AND LITERAL PSI SO IT'S A GROUP EFFORT ACROSS NOT JUST COMING FROM WIN DEPARTMENT SO I THINK WITH THE WORK THAT WE'RE DOING AS A DEPARTMENT AND BELIEFS AND HOW THEY ENGAGE STUDENTS WITH THAT, IT'S A MULTIYEAR APPROACH INSTEAD OF TAKING IT AS SOMETHING THAT IS A TECHNICAL THING.SOME STUDENTS WILL SEE IT MORE OTHERS LIKE THOSE LOOKING FOR IT BUT I THINK WE'RE GOING TO GET MORE EXPLICIT AS WE DO IT, AS THAT WORK TAKES HOLD WITH OUR LEADERSHIP, WITHIN OUR BUILDINGS AND THAT WAY IT'S NOT JUST COMING FROM ONE DEPARTMENT, THAT WE HAVE OUR LEADERS AND SESSIONS IN TRAINING AND THOSE SHIFTS ARE HAPPENING THERE SO THAT MEANS THOSE TEACHERS MAKE THOSE INTENTIONAL SHIFTS, ESPECIALLY WHEN YOU THINK ABOUT THE ACADEMIC FREEDOM TEACHERS HAVE AND BRINGING THINGS IN AROUND THAT SUPPLEMENTATION SO WE'RE NOT SUB PLANTING SOMETHING SO IT'S A JOURNEY AND WE'RE DOING INTENTIONAL MOVES SO STUDENTS SEE IT AT DIFFERENT LEVELS BUT I HAVE TO SAY, I THINK IT WILL BE A MULTIYEAR APPROACH TO IT SO IT DOESN'T SEEM LIKE A FLASH IN THE PAN OR WORE JUST DOING IT FOR THE SAKE OF DOING ITMENT
>> THAT'S WHAT I HOPED TOE'RE J THE SAKE OF DOING ITMENT
>> THAT'S WHAT I HOPED TO HEAR, THANK YOU YOU.
>> MARK, DON'T TO JUMP IN? >> YES, GLORIA.
I ASSUMED IT WAS GOING TO BE AN EVOLUTION OF THINGS AND WATCHING ALL THE CHANGES WE HAVE HAD IN THE CURRICULUM AND SO FORT OVER THE YEARS, I HAVE NEVER SEEN EVERYTHING THAT HAPPENS OVERNIGHT. PERHAPS YOU AND DR. HOLMEN CAN PUT TOGETHER A RESPONSE TO STUDENTS WHO ARE CONCERNED THEY ARE NOT BEING HEARD. I DON'T WANT THEM THINKING THEY'RE NOT BEING HEARD AND GETTING ANGRY ABOUT IT, I WANT THEM TO UNDERSTAND THE PROCESS AND TO SHOW WE'RE DOING IT IN A VERY THOUGHTFUL WAY AND NOT JUST SLAPPING SOMETHING TOGETHER THAT THEY WILL FEEL LIKE THEY WERE PATTED ON THE HEAD AND SENT ON THEIR WAY WITH. IT MIGHT BE HELPFUL FOR THOSE STUDENTS SO THEY DON'T FEEL IGNORED.
>> EXACTLY. THERE ARE POCKETS OF STUDENTS THAT WE'RE WORKING WITH AS WELL TO COLLABORATE AND EVEN JUST IN GENERAL AROUND OUR SOCIAL JUSTICE AND EQUITY WORK.
WE HAVE POCKETS OF STUDENTS IN DIFFERENT REGIONS WITH THIS SO I THINK WE CAN BE MORE BROAD ABOUT HUE WE COMMUNICATE ON IT AND WE HAVE A SESSION COMING UP SOON AND THAT WILL BE THE TIME TO GIVE MORE DETAILED INFORMATION AND SO STUDENTS CAN SEE HOW THAT PLAYS OUT ACROSS THE NEXT FEW YEARS.
THE OTHER QUESTION I HAVE WAS FOR MATT.
WHEN YOU INTRODUCED THE PRESENTATION, THE SURVEY SAYS ONLY REPORTS ON THE POSITIVES. DON'T WE LEARN FROM THE NEGATIVES AS WELL? AM I MISI UNDERSTANDING YOU?
>> THE WAY THE SURVEY REPORTS OUT IS THE PERCENT FAVORABLE SO IF YOU WERE TO SEE 34% ASSOCIATED WITH AN ITEM, IT'S ON A FIVE POINT SCALE, TWO ARE NEGATIVE, ONE IS NEUTRAL AND TWO OF THE RESPONSES ARE CLEARLY POSITIVE, THE PERCENT POSITIVE ARE FAVORABLE JUST INDICATES THOSE FIRST TWO ITEMS. SO WE LEARN FROM THE GOOD AND THE BAD AND THAT WAS ONE OF THE REASONS WHY WE MADE A PRETTY BIG INVESTMENT IN ASKING OUR COMMUNITY AND STUDENTS FOR THEIR RESPONSES AND THAT WAS ONE OF THE REASONS WE ASKED PANORAMA -- WE HAD ACCESS TO THE DATE, WE HAVE GONE IN AND USED THAT TO HELP IDENTIFY AT A STUDENT LEVEL TO TYPES OF SPORTS THAT ARE NEEDED BUT AS A PROGRAMATTIC LEVEL, WE WANTED THAT GROUP TO GO THROUGH.
THEY PRODUCED A REPORT FOR US, HAPPY TO SHARE THAT WITH THE BOARD. I WAS JUST WANTING TO USE THAT AS A SET TODAY AND AS FAR AS SOME OF THE THINGS THAT OUR STUDENTS AND FAMILIES WERE TELLING US THAT WE LEARNED IN
THE FALL. >> IN THE REPORT THAT YOU CAN SEND TO US OR WILL BE SENDINGTOUS, WILL IT INCLUDE THE NEGATIVE RESPONSES AS TO WHAT THE PARENTS OR THE KIDS SEE AS
NOT WORKING? >> YEAH, I THINK THE WAY IF YOU
[00:55:03]
LOOK AT IT, I POINTED OUT SOME OF THE STUDENT RESPONSES ABOUT THERE'S A LOW PERCENTAGE OF FAVORABLE RESPONSES REGARDING STUDENT CONNECTION AND SO IF WE SEE THAT, I CAN'T REMEMBER, IT WAS PRETTY LOW FOR OUR HIGH SCHOOL STUDENTS, I THINK 8% FAVORABLE OF HAVING A STRONG CONNECTION, SO YOU FLIP THAT AROUND AND THAT MEANS THERE'S A SIZABLE NUMBER OF STUDENTS WHOARE REPORTING IN THE NEGATIVE. >> I UNDERSTAND THAT BUT SINCE YOU HAVE TWO ON THE POSITIVE, TWO ON THE NEGATIVE, IT SEEMS TO ME -- I WOULD HATE TO FIND OUT THEY WERE SO NEGATIVE IT'S NOT EVEN FUNNY BECAUSE THE SLIGHTLY NEGATIVE ONE GIVES YOU SCOPE SO YOU KNOW YOU'RE NOT TOTALLY OFF THE TARGET.
I WORKED A LOT WITH THAT SORT OF THING OVER THE YEARS AND IT HELPS TO KNOW HOW WIDE THE DISPARITY IS.
>> I COMPLETELY AGREE WITH YOU, DIRECTOR STUART.
>> DIRECTOR BLIESNER, I THINK YOU'RE NEXT.
>> THANK YOU. THANK YOU FOR THAT COMPREHENSIVE PRESENTATION, IT'S CLEAR THOSE PARTNERSHIPS ARE COME THROUGH REALLY STRONGLY AND THERE'S BEEN A LOT OF EFFORT PUT FORWARD IN THAT SO GREATLY APPRECIATE ALL THAT WORK.
AS WE KNOW, WE CAN'T DO IT ALONE SO WE APPRECIATE ALL THE SUPPORT THAT COMES IN. IN REGARDS TO THE PANORAMA SURVEY, I'M ASSUMING WE'LL GET A COPY OF THAT AS WELL AND KNOWING HOW MUCH INPUT HAS BEEN RECEIVED BY OUR STUDENTS AND FAMILIES WILL WE PUT A SUMMARY ON OUR WEBSITE AS WELL THAT WILL HIGHLIGHT THOSE KEY AREAS SO OUR COMMUNITY AS WELL, NON-PROFITS MIGHT BE INTERESTED, FAMILIES MIGHT BE SFWROESD SEE THOSE
SORTS OF THINGS. >> YEAH, AND THAT WAS ONE OF THE REASONS WE COMMISSIONED IT. WE HAVE ACCESS TO THE DATA IN AN INTERNAL PORTAL SO WE CAN GO AND GET SOME OF THESE VIEWS AND WE KNEW THAT OUR COMMUNITY WOULD HAVE AN INTEREST.
SIMILAR TO HOW WE DO THE HEALTHY YOUTH SURVEY, WHICH IS WHERE WE PUBLISH THAT INFORMATION EVERY 2 YEARS WHEN WE GET IT ON THE WEBSITE SO THERE'S A LEVEL OF TRANSPARENCY AND, AGAIN, OUR COMMUNITY PARTNERS, THEY USE THAT INFORMATION AS WELL AND SO WE JUST -- IT'S HOT OFF THE PRESSES, YOU'RE THE FIRST GROUP WE HAVE SHARED SOME OF THOSE HIGHLIGHTS WITH AND WE'LL NEED TO SOCIALIZE THAT AS WELL INTERNALLY WITH OUR LEADERSHIP TEAM SO THEY HAVE UNDERSTANDING OF SOME OF THE BIG TAKEAWAYS
THAT PANORAMA FOUND FOR US. >> AND I THINK THEY CAN PROVIDE A LOT EVEN ALONG THE LINES OF WHEN WE SPEAK WITH OUR LEGISLATURE OF WHAT'S GOING ON AND THE CHALLENGES WE HAVE RUN ACROSS OR WHERE THE GOOD THINGS ARE.
I THINK THERE'S A LOT IN THERE THAT GIVES A LOT OF INSIGHT ESPECIALLY WITH THE WORK THAT'S BEEN DONE.
IT'S GREAT, SO LET'S USE IT LIKE THE HEALTHY YOUTH SURVEY SO BUILD THOSE PIECES OF WHERE WE GO FROM THERE.
THE OTHER QUESTION I HAVE WAS ON COMMUNITIES AND SCHOOLS.
THEY HAVE BEEN AROUND FOR A WHILE.
I'M JUST CURIOUS AS TO HOW THOSE SCHOOLS WERE CHOSEN AS TO THE ONES WE'RE GOING FORWARD WITH WITH THE MIDDLE SCHOOLS AS WELL AS THE HIGH SCHOOLS AND HOW WILL THEY INTERACT WITH THE PTA, WHICH IS ANOTHER ONE OF OUR VERY LARGE VALUE TIER AND COMMUNITY DRIVEN ORGANIZATIONS? CURIOUS HOW THAT FITS.
>> YEAH, GREAT QUESTIONS, SIRI. THESE FOUR COMMUNITIES WERE CHOSEN BASED OFF THE CURRENT LEVEL OF NEEDS AND KNOWN NEEDS AND THIS WAS A COLLABORATION NOT JUST, HEY, LAKE WASHINGTON, LET'S MAKE SOME DECISIONS ON THIS BUT AS A COMMUNITY SO THE CITY OF RED MAN, KIRKLAND AND MYSELF CAME TOGETHER TO TALK ABOUT WHAT ARE THOSE COMMUNITY NEEDS? WHAT ARE THOSE POCKETS OF NEEDS? ARE WE HEARING UP ON THE RIDGE THERE'S A TRANSPORTATION ISSUE BECAUSE THEY'RE UP ON THE RIDGE AND THERE'S A LIMITED AMOUNT OF ACCESS TO SUPPORT? WHAT ARE WE HEARING WITH THOSE FAMILIES? WHEN WE HEAR ABOUT BELL AND KELLER FAMILIES, WHAT'S UNIQUE ABOUT THAT COMMUNITY THAT IS PREVENTING OR WHAT ARE SOME OF THE BARRIERS IN WHICH COMMUNITIES AND SCHOOLS CAN HELP INCREASE AND SUPPORT AND CONNECT? ONE OF THE THINGS I'M REALLY EXCITED ABOUT IN COMMUNITIES AND SCHOOL ISES THEIR ABILITY TO CONNECT AND BRIDGE SERVICES AND SUPPORT FROM SCHOOL TO COMMUNITY AND FAMILIES AND SO THEY HAVE SHOWN A HISTORY OF DOING SO. I'M REALLY EXCITED AND GRATEFUL FOR JAMIE, THE EXECUTIVE DIRECTOR FOR THE RENTON TUCK WILLOW BRANCH TO ENGAGE IN THIS EXPANSION FOR THE NEXT TWO AND A HALF YEARS. SO WE SPECIFICALLY CHOSE THESE
[01:00:03]
SITES BASED OFF OF WHAT WE HEARD FROM THE COMMUNITY, WHERE THE COMMUNITY WANTS TO GO AND SCHOOLS BEING READY TO BE ABLE TO SUPPORT THAT WORK WITHIN THEIR BUILDINGS AND SO IT'S MULTILAYER, IT WASN'T JUST JOHNNY OR LAKE WASHINGTON SCHOOL DISTRICT DECISION BUT IT WAS REALLY A COMMUNITY DECISION IN WHICH WE WANTED TO HEAR THE COLLECTIVE STORIES AND HIGHWAY DOES THAT LOOK IN THE SCHOOL BUILDING? AND SO THEN WE SPOKE WITH THE ADMINISTRATORS, TELL US YOUR STORY, DOES THE STORY MATCH WHAT THE COMMUNITY IS SAYING? AND SO WHEN IT MATCHES, IT MADE SENSE FOR US TO CREATE PARTNERSHIPS AND START AT THOSE FOUR SCHOOLS.THERE'S ALSO SCHOOLS THAT ARE HIGH ON OUR LIST BUT DUE TO FINANCIAL CONSTRAINTS AND OUR ABILITY TO EXPAND THE WORK THIS YEAR, WE WERE NOT ABLE TO THINK ABOUT SOME OF THOSE OTHER SCHOOLS IN THIS INITIAL EXPANSION.
>> GREAT, THANK YOU. THAT'S GOOD TO HEAR.
IT WILL BE EXCITING TO SEE HOW THAT PLAYS OUT OVER TIME AND WITH THAT. I WAS ALSO INTRIGUED, YOU TALKED ABOUT THE ATTENDANCE AND THE COMMUNITY TRUANCY BOARDS AND HOW THEY SHIFT IN RULES MAKING US RETHINK HOW WE HANDLE TRUANCY AND ABSENTEEISM AND THIS PROBABLY ISN'T FOR TONIGHT BUT I WOULD BE INTRIGUED TO KNOW HOW OUR COMMUNITY TRUANCY BOARDS ARE OPERATING AND WHAT THEIR EFFECTIVENESS HAS BEEN OVER TIME. I KNOW THAT WAS A LEGISLATIVE MOON MOVE AS WELL. WHAT'S THAT ROLE WITHIN THAT ENVIRONMENT AND HOW WE UTILIZE THAT GOING FORWARD.
>> OKAY. WE HAVE A PACKED AGENDA, SOMEONE SAID AT THE BEGINNING WE NEED TO KEEP IT MOVING SO I APOLOGIZE TO CUT OFF THE QUESTIONING BY I WOULD LIKE TO GET THROUGH THE REST OF THE PRESENTATION NOW. IF WE HAVE TIME AT THE END WE
CAN LOOP BACK TO QUESTIONS. >> ALL RIGHT, I'M GOING TO HAND IT OVER TO MIKE VAN ORGAN WHO WILL TAKE US THERE ACADEMIC
SUCCESS. >> I WANT TO START BY SAYING EVERYTHING YOU HEARD ABOUT WELL WELL-BEING CONTRIBUTES TO ACADEMIC SUCCESS AND ACADEMIC SUCCESS AFFECTS WELL-BEING SO THEY'RE VERY MUCH RELATED.
WE'LL START WITH DATA SUMMARIES AND WITH THOSE I IMAGINE YOU WILL HAVE QUESTIONS LIKE WHY ARE YOU SEEING WHAT YOU'RE SEEING IN THE DATA AND WHAT'S THE NEXT STEP? ALSO, I THINK JOHN AND MATT BOTH MENTIONED WE'LL BE PROVIDING ADDITIONAL DATA SETS AS WELL, TRYING TO TEMPER HOW MUCH WE PROVIDE TONIGHT AND HOW MUCH DEATH TO GO INTO.
WE'RE GOING TO BE TALKING ABOUT DATA RELATED TO GRADES, CREDITS, HOW WE'RE GOING TO GATHER INFORMATION ABOUT HOW STUDENTS ARE DOING SO WE CAN RESPOND TO THAT MORE EFFECTIVELY NEXT YEAR, HOW WE'RE SPORTING OUR TEACHERS, PARTICULARLY AS THEY MADE THIS SHIFT TO THIS VERY NEW WAY OF LEARNING AND UPDATES FOR OUR PROGRAMS. IF WE MOVE TO OUR NEXT SLIDE.
SO AS I MENTIONED, WE'RE PROVIDING DATA SETS.
YOU MAY BE WONDERING WHY ARE WE SEE WHATTING WE'RE SEEING.
THE ANSWER TO THAT YOU WILL SEE, FOR EXAMPLE, IN THIS DATA SET, THERE'S SOMETHING HAPPENING AS A RESULT OF LEARNING IN A PANDEMIC THAT RESULTS IN DIFFERENT OUTCOMES FOR KIDS.
THAT MAY BE RELATED TO THE REMOTE SETTING THEY'RE IN, FACTORS IN THEIR LIVES, IT'S PROBABLY AS WELL RELATED TO TEACHERS ARE TEACHING IN A VERY DIFFERENT WAY.
I WOULD SAY 99.9% OF OUR TEACHERS ARE TEACHING IN A NEW WAY SO ARE ESSENTIALLY FIRST YEAR TEACHERS AND IN THIS CASE LOOKING AT SEMESTER DPRADZ, SOME OF THIS IS RELATED TO SOME OF THOSE FACTORS. AS GLORIA MENTIONED EARLIER, SOME OF THIS IS ALSO RELATED TO SYSTEMIC INEQUITY THAT IS WE SEE IN HEALTHCARE AND THE EMPLOYMENT SECTOR THAT ARE JUST PART OF OUR FABRIC THAT YOU HAVE TO RESPOND TO.
YOU WILL SEE INEQUITIES THAT PERSIST ACROSS THESE LINES THAT WE HAVE AN OBLIGATION TO ATTEND TO.
SO, AGAIN YOU SEE HERE THAT WE ARE SEEING SLIGHTLY HIGHER PERCENTAGES OR HIGHER NUMBERS OF STUDENT THAT IS HAVE F GRADES OR N, WHICH IS NO CREDIT. INCOMPLETE.
THAT'S A STUDENT WHO HAS NOT YET URNED A GREAT TO GET A PASSING OR A U GRADE SO YOU SEE BY RACIAL GROUP THERE ARE DIFFERENCES, AGAIN, PRE-PANDEMIC AND PANDEMIC.
[01:05:04]
THIS IS FOR HOUR HIGH SCHOOL GROUPS AND HERE YOU DON'T SEE QUITE AS BIG A GAP AS PRE-PANDEMIC AND PANDEMIC.WE ATTRIBUTE THAT TO SOME EXTENT TO THE FACT THAT BECAUSE THERE'S GRADUATION CREDIT TIED TO MANY OF OUR STUDENTS' GRADES FOR MOST OF THEIR CLASSES, YOU PROBABLY SEE FOLKS THAT ARE PROBABLY ATTENDING A LITTLE MORE CAREFULLY AT THE HIGH SCHOOL LEVEL TO HOW STUDENTS ARE DOING THAN PERHAPS AT THE MIDDLE SCHOOL LEVEL AND THAT'S CON GECK SHIRR AT THIS POINT BUT THAT'S OUR BEST THINKING SO FAR.CONJEC THAT'S OUR BEST THINKING SO FAR.
WE ARE ALSO SEEING STUDENTS WHO HAVE NOT EARNED CREDIT IN COURSES REQUIRED FOR GRADUATION. AS I MENTIONED AT THE BEGINNING OF THE PRESENTATION, WE'RE GOING TO TALK ABOUT HOW TO ADDRESS THAT. THESE ARE COURSE THAT IS STUDENTS NEED TO PASS TO BE ON TRACK TO GRADUATION AND THAT'S AN AREA WE NEED TO ATTEND TO. NEXT SLIDE.
AS YOU LOOK AT THE DATA, WE DO SEE SOME CHANGES THAT MAYBE ARE UNEXPECTED AND UNEXPECTED AT FIRST BLUSH BUT I THINK I HAVE A SENSE OF WHY WE'RE SEEING THAT. SO IF WE LOOK AT GRADE POINT AVERAGE AS AN EXAMPLE, OUR GRADE POINT AVERAGES FOR JUST ABOUT EVERY GROUP ARE SLIGHTLY HIGHER THAN THEY WERE PRE-PANDEMIC AND THAT'S A RESULT, WE BELIEVE, OF SOME OF THE MITIGATION THAT WE PUT IN PLACE TO ADDRESS THAT. WE KNOW THAT STUDENTS LEARNING IN A PANDEMIC ARE AT A DISADVANTAGE SO WE MADE AN ADJUSTMENT TO OUR GRADING SCALE, REPLACING AN F GRADE WITH AN N GRADE AND SO THAT TAKES THE F OUT OF A GRADE POINT AVERAGE AND REPLACES IT WITH A GRADE THAT SHOWS A STUDENT HASN'T EARNED CREDIT BUT MINIMIZES THE IMPACT ON THEIR GRADE POINT AVERAGE SO THAT'S AN EXAMPLE OF SOMETHING WE HAVE DONE AT A POLICY AND SYSTEMS LEVEL TO TRY TO ADDRESS SOME OF THE CHALLENGES WE'RE SEEING AS A RESULT OF THE PANDEMIC.
WE'LL TALK A LITTLE BIT MORE ABOUT THAT IN A FEW MINUTES.
SO AS I MENTIONED AT THE BEGINNING, WE ARE WORKING ON VERY SPECIFIC STRATEGIES AT A SYSTEM LEVEL TO ADDRESS SOME OF THE THINGS WE'RE SEEING IN THAT DATA.
SO, FOR EXAMPLE, YOU MAY REMEMBER IN THE SPRING WE PUT IN PLACE AN INCOMPLETE AND AN A SYSTEM AND SO WE'RE STILL WORKING THROUGH SOME OF THAT TO MAKE SURE WE GET KIDS ON TRACK FOR GARRADUATION. WE HAD 1058 COURSES WHERE STUDENTS RECEIVED AN INCOMPLETE. THAT WAS ABOUT 475 STUDENTS.
THERE WERE A NUMBER OF DIFFERENT WAYS TO ADDRESS THOSE INCOMPLETES. WIN IS BACK FILL BY TAKING THE NEXT COURSE IN THE CONTENT AREA THAT HATS TO BE AT THE SAME LEVEL OR HIGHER, THEY CAN EARN CREDIT FOR THE INCOMPLETE IN THE SPRING. I THINK WE HAD A CONVERSATION IN THE YEAR THAT'S NOT A PRACTICE WE WANT TO CONTINUE BECAUSE AS WE'RE PROVIDING INSTRUCTION, WE'RE ADDRESSING CHALLENGES WE HAD IN THE SPRING WHEN WE WERE JUST STARTING OUT AND GET LING MOVING SO WE HAVE AN INCOMPLETE OPTION BUT WE'RE WORKING AT MAKING THAT A MUCH MORE SPECIFIC REFINEMENT SO IF WE GO TO OUR NEXT SLIDE, WE'RE GIVING KID WAYS THAT CAN SOLVE AN INCOMPLETE LICK INDEPENDENT STUDY AND COMP PEN PSI BASE COURSES AND WHATNOT. THE IDEAETENCY BASE COURSES AND WHATNOT. THE IDEA THAT YOU CAN TAKE THE NEXT CLASS NEEDS TO BE PART OF A PLAN, NOT AN AUTOMATIC THING.
WE UPDATED OUR ADMINISTRATIVE POLICY TO SAY WHEN RESOLVING AN INCOMPLETE, YOU NOED TO WORK WITH AN VOYAGE STUDENT TO YOU'VE WHAT'S THE WAUGH THAT THURE GOING TO RESOLVE THE INCOMPLETE? SO AN INCOMPLETE STILL REMAINS AN OPTION FOR KIDS WHO NEED MORE TIME TO EARN CREDIT BEFORE THEY GRADUATE AND IT NEEDS TO BE MUCH MORE SPECIFIC. IN ADDITION I MENTIONED WE MADE AN ADJUSTMENT TO OUR GRADING SYSTEM THIS YEAR.
AGAIN, I THINK BELLEVUE WAS USING THIS SYSTEM, REPLACING THAT F WITH AN N OR NO CREDIT GRADE.
SO THOSE ARE TWO SYSTEMS LEVEL POLICY LEVEL TYPE CHANGES WE HAVE MADE TO ADDRESS SOME OF THE LARGE IMPACT WE'RE SEEING ON PARTICULARLY STUDENTS AT THE SECONDARY LEVEL WHERE THEY NEED TO EARN CREDITS TO GRADUATE. IN ADDITION, IT ADDRESSES SOME OF THE IMPACT WE SEE ON THINGS LIKE GPA THAT STUDENTS NEED TO GET INTO CLJ OR EARN SCHOLARSHIPSOLLEGE OR EARN SCHOLARSHIPS OR GET TO WORK OR POST SECOND TEAR OPPORTUNITY SO THOSE ARE SOME OF THE THINGS WE'RE DOING AND WE'LL TALK MORE SPECIFICALLY ABOUT WHAT'S HAPPENING AT THE SCHOOL LEVEL AS WELL. WE CAN GO TO OUR NEXT SLIDE.
WE ARE CONTINUING TO USE CREDIT RECOVERY AS WELL.
YOU MAY RECALL THAT THERE WAS A SLIDE THAT SHOWED COURSES WHERE
[01:10:03]
STUDENTS WERE NOT PASSING AND THOSE ARE SOURCES THAT WERE REQUIRED FOR GRADUATION. WE HAD A CREDIT RECOVERY SYSTEM IN PLACE FOR YEARS. KELLY P HAS BEEN LEADING THIS AND DEVELOPED IT AND SO THIS IS A SYSTEM THAT WE HAD IN PLACE THAT'S GOING TO SERVE US WELL AS WE HAVE MORE STUDENTS NEEDING TO EARN CREDIT TO GRADUATE AND THOSE CREDITS THAT THEY'RE NEEDING TO EARN ARE A RESULT OF LEARNING IN A PANDEMIC AND SO AS YOU RECALL, WE HAVE SCHOOL YEAR AND SUMMER CREDIT RECOVERY PROGRAMS, OUR SCHOOLS GET FTE OR STAFFING THAT THEY CAN USE TO PROVIDE SUPPORT IN THOSE AREAS AND IT GIVES STUDENTS WHO HAVE FAILED A CLASS AN OPPORTUNITY TO MAKE UP SOME OF THE WORK AND DEMONSTRATE COMPETENCY SO THEY CAN EARN CREDIT FOR THAT COURSE.WE CAN GO TO THE NEXT SLIDE. SO THOSE ARE THINGS THAT WE HAVE DONE BUT WE'RE ALSO THINKING ABOUT SYSTEMS TO PUT IN PLACE NOW SO WE'RE READY FOR THE FOLLOWING YEAR.
I THINK WE SHARED BRIEFLY ON THIS THAT WE PUT IN PLACE A NEW WHINE VERSE LEA SCREENING AND PROGRESS MONITORING TOOL CALLED FAST AND THE IDEA IS THAT WE'RE GATHERING INFORMATION ABOUT STUDENT LEARNING AND STUDENT PROGRESS IN LITERACY AND MAV IN GRADES K-8 AND THAT INFORMATION WILL SERVE US WELL AS WE START TO THINK ABOUT THE SUPPORT KIDS NEED AS THEY RETURN TO SCHOOL NEXT YEAR AND EVEN HOW DO WE SPORT KIDS THIS YEAR? WHAT I WANT TO SAY IS WE PUT A BRAND NEW ASSESSMENT SYSTEM IN ACROSS HUNDREDS OF TEACHERS AND HUNDREDS OF CLASSROOMS ON TOP OF THIS TREMENDOUS WORKLOAD THAT THEY HAVE ALREADY.
IT WAS A BIG, BIG LIFT, BUT WE RECOGNIZE THAT THERE'S SO MUCH VALUE IN HAVING GOOD DATA THIS YEAR AND INTO NEXT YEAR AS STUDENTS START TO RETURN TO SCHOOL THAT WE FELT IT WAS WORTH IT. WE DID SCALE BACK ON A LOT OF LARGE SCALE INITIATIVES BUT THIS WAS ONE WE SAW AS ABSOLUTELY ESSENTIAL TO OUR RETURN PLANS AND TO WAYS THAT WE'RE GOING TO HELP STUDENTS MOVING FORWARD. I WILL TALK A LITTLE BIT MORE ABOUT THAT AT THE END OF THE PRESENTATION, ABOUT HOW TO BRING ALL THESE DIFFERENT SYSTEMS TOGETHER.
WE CAN GO TO OUR NEXT SLIDE. WE ALSO HAVE WORK GOING ON AROUND PROFESSIONAL LEARNING AND I'M GOING TO LET EMILY YOUNG SPEAK ON THIS. THIS IS AROUND HOW WE MAKE SURE WE HAVE THINGS IN PLACE SO AS WE START TO MAKESHIFTS WE'RE EQUIPPED TO DO THAT. EMILY, I WILL TURN THIS OVER TO YOU TO TALK ABOUT OUR WORK ON PROFESSIONAL LEARNING.
>> THANKS, MIKE. WE REALLY TRIED TO STRUCTURE OUR PROFESSIONAL LEARNING THIS YEAR AROUND ONE FOUNDATIONAL TEXT, NOT THAT THAT WAS EVERYTHING, BUT THAT IT BECAME A FOUNDATION THAT WE COULD BUILD UPON IN ORDER TO INCREASE COHERENCE AND THAT FOUNDATIONAL TEXT IS THE DISTANCE LEARNING PLAY BOOK BY FISHER, HATTIE, AND FREY WHICH YOU SEE HERE.
WE GAVE THAT TO ALL STAFF IN AUGUST.
THERE ARE 16 BUILDING BASE BOOK STUDIES THAT PROVIDED OPPORTUNITIES FOR CLUB ARETIVE WORK AROUND THIS RESOURCE AND WE WERE LUCKY ENOUGH TO HAVE DR. JOHN HATTIE TO COME AND GIVE OUR KEYNOTE SPEECH AT THE BEGINNING OF THE YEAR TO KICK OFF OUR AUGUST LEAP. SO THAT TEXT IS SOMETHING WE BUILT ON TOP OF OVER THE YEAR. WE HAVE HAD BITE SIZED, SHORT LITTLE CLASSES THAT WERE GOING INTO SPECIFIC ASPECTS OF THIS TEXT. WE HAVE ALSO HAD A VARIETY OF OTHER COURSES THAT HAVE GONE INTO DIFFERENT STRATEGIES FOR CONNECTING THE STUDENTS ONLINE, ADAPTING DIFFERENT FORMS OF CURRICULUM FOR STUDENT WHO ARE NOW LEARNING ONLINE AND TEACHERS WHO ARES WHO ARE NOW LEARNING ONLINE AND TEACHERS WHO ARE TEACHING ONLINE. OF COURSE WE HAD COMPREHENSIVE TECHNOLOGY TRAINING AND WE CONTINUED TO MOD VIE EXISTING PROGRAMS SUCH AS OUR NEW SPEECHER SUPPORT PROGRAM WHICH PROVIDE ONE ON ONE COACHING FOR OUR NEW TEACHERS.
THEY PROVIDED CONCRETE STRATEGIES FOR NEW TEACHERS TO USE AS THEY TRANSITION TO THIS NEW TYPE OF INSTRUCTION.
WE ALSO BUILT OUT A VARIETY OF RESOURCES SUCH AS FLIPGRID VIDEOS TO SHOW PEOPLE THESE NEW STRATEGIES IN ACTION AND BIAS-SIZED LEARNING RESOURCES WITH EMBEDDED INSTRUCTIONAL VIDEOS WHICH MY YOUNGER STAFF MEMBERS LIKE TO CALL TIKTOK STYLE LEARNING SO REALLY TRYING TO BROADEN THE SCOPE OF THE TYPE OF LEARNING OPPORTUNITIES WILL PROVIDE TO MAKE SURE THAT PEOPLE HAVE ALL THE TOOLS THEY NEED AT THEIR DISPOSAL.
I SHOULD MENTION THAT THIS IS JUST ONE SEGMENT OF THE
[01:15:02]
PROFESSIONAL LEARNING OFFERED IN THE DISTRICT.WE HAVE HAD OVER 1100 DISTINCT PROFESSIONAL LEARNING EVENTS OVER THE COURSE OF THE YEAR, CLASSES, BOOK STUDIES, COHORTS, THERE'S ALL KINDS OF WORK GOING ON AND A LOT OF THOSE LEARNING SESSIONS TIE BACK TO THESE FOUNDATIONAL RESOURCES AND BUILD ON THAT INFORMATION, INCORPORATING THINGS LIKE EQUITY BUT TALKING ABOUT THAT IN AN ONLINE WORLD.
BACK TO MIKE. >> THANKS, EMILY.
IN ADDITION TO SOME OF THE SYSTEMS LEVEL THINGS WE ALSO HAVE PROGRAMS IN OUR DISTRICT THAT WE SHARED UP DATES WITH YOU AROUND DIFFERENT GROUPS OF STUDENTS AND SO I'M GOING TO TURN THIS OVER TOO THREE OF OUR DIRECTORS, KELLY IS GOING TO TALK ABOUT SAFETY NET AND ENGLISH LONGERS AND BECKER WILL
TALK ABOUT PROGRAMS. >> GOOD EVENING, THANK YOU FOR HAVING ME HERE TO SHARE INFORMATION ABOUT OUR ENGLISH LEARNER AND SAFETY NET PROGRAMS. WE'RE ADOPTING OUR PROGRAM TO SOME STUDENTS RESUME TO IN PERSON LEARNING TO MEET THE NEED OF STUDENTS WHO ARE IN OUR ENGLISH LEARNING PROGRAM AND OH DEMONSTRATING AT-RISK FOR READING DIFFICULTIES BASED ON THE BEGINNING AND MIDDLE OF THE YEAR ASSESSMENTS.
IT'S IMPORTANT THAT WE HAVE OUR ASSESSMENTS AS IT'S CRITICAL THAT WE GIVE INFORMATION ON STUDENT ACADEMIC PERFORMANCE AND GROWTH IN THE MIDST OF THIS DROUGHT WHERE WE DON'T HAVE THE ASSESSMENTS LIKE THE SBA. OUR SAFETY NET TEACHERS HAVE BEEN WORKING TO ASSESS ALL STUDENTS KINDERGARTEN THROUGH THIRD GRADE WHO DEMONSTRATED HIGH OR MIDDLE RISK.
THEY'RE CURRENTLY DIGGING INTO EACH OF STUDENTS WHO SCORED AT-RISK OR SOME OR HIGH RISK TO DIG MORE DEEPLY INTO WHAT ARE THOSE DISCRETE SKILLS STUDENTS ARE STRUGGLING WITH AS THEY BECOME PROFICIENT READERS. TO BEST MEET THE NEEDS OF STUDENTS, WE'RE MOVING FROM A SCHOOL-BASED MODEL OF SERVICE TO A REGIONAL MODEL WITH SMALLER COHORTS OF ONE TO TWO SCHOOLS.
SERVING STUDENTS IN THESE SMALLER COHORTS WILL ALLOW US TO SERVE NOR COMMUNITIES IN SMALL GROUPS BASED ON THESE READING SKILLS. OUR ENGLISH LEARNER STUDENTS ARE SUPPORTED THROUGH SMELL GROUP INSTRUCTION THROUGH READING, WRITING AND LISTENING. WE WERE ABLEALL GROUP INSTRUCTION THROUGH READING, WRITING AND LISTENING.
WE WERE ABLE TO IDENTIFY STUDENTS WHO ARE LEARNING ENGLISH SO THAT WE'RE PUTTING SCAFFOLDS IN SUPPORT IN PLACE SO THEY GRADUATE ON TIME. WE WERE NOT ABLE TO SCREEN IRE STUDENTS WHO ARE NEW TO LAKE WASHINGTON SCHOOL DISTRICT AND NEW TO KINDERGARTEN. FOLLOWING GUIDANCE FROM OS PUNISHES I, WE IDENTIFIED ALL STUDENTS WE WOULD TYPICALLY ASSESS AS PROVISIONAL AND WE'RE SUPPORTING THE STUDENTS WITHIN OUR CONTINUUM OF SERVICES IN OUR ENGLISH LEARNER PROGRAMS. OVER THE PAST COUPLE OF WEEKS, WE HAVE LEARNED FROM OSPI THAT WINCE A STUDENT WHO HAS BEEN IDENTIFIED AS PROFESSIONAL ST STARTS -- PROVISIONAL STARTS, WE HAVE 30 DAYS TOO CONDUCT THE ELPA21 SCREENER.
CURRENTLY THERE ARE 450 KINDERGARTEN STUDENTS IN ADDITION TO SOME FIRST GRADE STUDENTS WILL BE ASSESSED ON THE ELPA21 SCREENER WHEN THEY SHOW UP TO SCHOOL.
WE'LL GIVE THEM A FEW DAYS TO ADAPT AND DO THEIR SEL CONNECTIONS WITH THEIR PEERS BEFORE WE START ASSESSING THEM ON THE SCREENER. THE THING THAT WE REALLY LEARNED THROUGHOUT THIS REMOTE LEARNING IS THAT THROUGHOUT THE PANDEMIC, POSITIVE, CARING RELATIONSHIPS WITH OUR STUDENTS REMAINS KEY TO INDIVIDUAL STUDENT SUCCESS. SO WITH THAT, BACK TO MIKE.
>> I THINK WE'RE NEXT UP WITH HIGHLY CAPABLE AND BECKY
HATTERMAN. >> I JUST WANT TO GIVE YOU A BRIEF UPDATE ON OUR HIGHLY CAPABLE PROGRAMS. WE DO HAVE THREE TIERS OF PROGRAMMING WE PROVIDE FOR STUDENTS WHO ARE ELIGIBLE FOR SERVICES.
THE FIRST WIN IS OUR K5HC OR HIGHLY CAPABLE SERVICES, THAT'S THE 30 MINUTES A WEEK FOR MATH AND/OR READING.
WITH THE RETURN OF KINDER TO FIRST, WE ARE MAKING ADJUSTMENTS
[01:20:02]
TO OUR SCHEDULE AND WE WILL MAINTAIN AT THIS TIME TO HAVE OUR GROUPS BE HELD REMOTELY, WHICH MEANS IT WILL BE WHEN STUDENTS GET BACK AFTER THEIR IN-PERSON TIME EACH DAY AND WE DON'T HAVE A LOT OF FIRST GRADERS.IT'S ONE OF OUR LOWER NUMBERS FOR SOME REASON AND SKENL WILLS NOT BE IMPACTED FOR GRADES 2-5 WHICH IS A GREAT THING TO SHARE BECAUSE THAT IS A BIGGER PROCESS.
MID-MARCH WE WILL BE PROVIDE LEA SERVICES FOR THE REMINDER OF THE YEAR FOR OUR K-5 HC TEAM. PULLOUT QUEST CONTINUES TO BE PROVIDED 1 DAY A WEEK. IT'S IN A REMOTE SETTING, THIS IS FOR GRADES 2-5 SO THEIR SCHEDULE WITH THE RETURN OF K-1 WILL NOT BE IMPACTED IN ANY WAY. THE NEXT GROUP, THE FULL QUEST, FOLLOW THE SCHOOL SKIJ AND WE WILL CONTINUE TO DO THAT UNTIL WE HAVE SOME AGREEMENTS AS TO HOW WE WILL PROVIDE SERVICES MOVING FORWARD AS WE ARE CURRENTLY IN CONVERSATION AND BARGAINING FOR THAT. WE ARE IN A REGIONAL SERVICE MODEL FOR OUR FULL TIME QUEST WHICH MEANS WE HAVE 11 SITE THAT IS PROVIDE SERVICES FOR ALL OUR FULL TIME QUEST ELEMENTARY
STUDENTS ACROSS THE DISTRICT. >> THANKS, BECKY AND I WILL WRAP UP WITH DR. SHANNON HITCH FOR SPECIAL SERVICES.
>> GOOD EVENING. IN SPECIAL SERVICES WE COMPLETED BARGAINING WITH OUR PARTNERS AT LWEA LAST WEEK AND IMMEDIATELY PIVOTED TO INFORM FAMILIES AND ADMINISTRATORS AND STAFF ABOUT UPCOMING CHANGES TO OUR SPECIAL ED PROGRAMS. WE HAVE SEEN OUR IN-PERSON PROGRAMS TO BE INCREDIBLY SUCCESSFUL THIS YEAR. WE HAVE BEEN SERVING STUDENTS SINCE SEPTEMBER, HOWEVER, WITH THE RETURN OF K-1 STUDENTS, WE HAVE AN OPPORTUNITY TO RECONFIGURE OUR PROGRAMS AND THIS WILL ALLOW OUR STUDENTS TO BE ABLE TOO ACCESS THEIR GENERAL EDUCATION CLASSES AS WE SPECIAL THEY WILL ALSO HAVE THE OPPORTUNITY TO RETURN TO THEIR NEIGHBORHOOD SCHOOLS AND PROGRAMS. OUR PRESCHOOL MODEL IS GOING TO STAY AS IT HAS BEEN. WE HAVE BEEN SERVING PRESCHOOL STUDENTS IF PERSON ALL YEAR AND WE'LL BE INCREASING THEIR CLASS SIZES. UNFORTUNATELY WE ARE UNABLE TO BRING IN OUR TUITION BASED STUDENTS AT THIS TIME SIMPLY DUE TO OUR NEED TO LIMIT CLASS SIGHSES AND DUE TO SPACE ISSUES, HOW ARE YOU, WE'RE CONTINUING TO SERVE THOSE STUDENTS WITH REPOET TEACHERS. OUR ELEMENTARY PROGRAMS ARE SEEING THE GREATEST CHANGES TO THEIR PROGRAMS. WE WILL BE BRINGING STUDENTS IN SPECIAL EDUCATION BACK TO THEIR NEIGHBORHOOD SCHOOLS WITH THEIR GRADE LEVEL PEERS.
STUDENTS IN RESOURCE ROOMS WILL START COMING BACK WITH THEIR K-1 PEERS AND AS EACH GRADE LEVEL COMES BACK TO SCHOOL, SPECIAL EDUCATION STUDENTS WILL RETURN TO THAT SCHOOL AS WELL.
IN THE RESOURCE ROOM PROGRAMS, STUDENTS WILL BE RECEIVING BOTH REMOTE AND IN PERSON INSTRUCTION AT TIMES AND THEY WILL BE WORKING WITH THEIR SPECIAL ED TEACHERS AND CASE MANAGERS TO MAKE THAT HAPPEN. OUR STUDENTS WHO PARTICIPATE IN OUR LEARNING CENTERS OR INTERVENTION CENTERS, THEY ARE GOING TO RETURN TO SCHOOL AT THE SAME TIME THAT K-1 RETURNS BUT THEY'RE GOING TO BRING BACK ALL GRADE LEVELS SO THAT WILL BE A K-5 PROGRAM THAT STARTS AT THE SAME TIME THE K-1 STARTS, PRIMARILY BECAUSE THOSE STUDENTS ARE TEACHING ALL GRADE LEVELS OF STUDENTS AND MOST OF THOSE STUDENTS HAVE BEEN ACCESSING IN-PERSON LEARNING SINCE THE START OF THE SCHOOL YEAR.
THE REALLY GOOD NEWS, THOUGH, IS THEIR DAYS WILL BE A LITTLE BIT LONGER AND THEY WILL HAVE ACCESS TO THEIR GEN ED PEERS WHICH I KNOW THEY'RE EXCITED FOR. AND THEN OUR SECONDARY PROGRAMS ARE GOING TO REMAIN THE SAME AS THEY HAVE BEEN.
THOSE ARE 4 DAYS A WEEK AND WE HAVE THE A.M. AND P.M. SESSIONS SO NO CHANGES ARE PLANNED FOR RIGHT NOW, HOWEVER, AS SECONDARY BARGAINING BEGINS, WE WILL HAVE A SEAT AT THE TABLE TO CONSIDER HOW WE CAN IMPROVE SERVICES FOR OUR STUDENTS IN SPECIALING
EDUCATION. >> THANKS, SHANNON.
SO WE SHARED WITH YOU SOME HIGH LEVEL SYSTEMS WORK WE'RE DOING, WORK THAT'S HAPPENING AND PROGRAMS. WE ALSO WANT TO WRAP UP HERE, WE HAVE HEARD A NUMBER OF TIMES FROM THE BOARD AND HEART FROM OUR LEADERS AND TEACHERS AND
[01:25:03]
FAMILIES AND STUDENTS THAT HAVING STUDENT VOICE IS SUCH AN IMPORTANT PART OF THE WORK THAT WE DO AND SO EMILY YOUNG HAS PULLED TOGETHER A CROSS DIVISIONAL TEAM THAT'S WORKING ON GATHERING STUDENT VOICE AND WE THOUGHT WE WOULD TAKE A MOMENT TO SHARE WITH YOU HOW THAT'S COMING TOGETHER AND HOW IT FITS IN OUR LARGER, STRATEGIC EFFORTS.I'LL TURN IT OVER TO EMILY AND I WILL WRAP IT UP WITH A FEW SMALL STATEMENTS ABOUT BRINGING EVERYTHING TOGETHER UNDER A
LARGER UMBRELLA. >> THANKS, MIKE.
I THINK THIS IS A GREAT CLOSING BECAUSE IT RELATES TO EVERYTHING WE HAVE TALKED ABOUT, OUR GOAL IS TO EM POWER STUDENTS AND LEVERAGE THEIR VOICE AND REALLY TO AMPLIFY ERG THAT THEY THINK AND HAVE THAT VOICE AT THE TABLE.
SO WE'RE ESTABLISHING ADVISORY GROUPS AT EACH LEVEL SO THERE'S A HIGH SCHOOL ADVISORY, A MIDDLE SCHOOL ADVISORY AND ON ELEMENTARY ADVISORY. THE GOAL IS THAT STUDENTS FROM ACROSS THE DISTRICT WILL COME TOGETHER TO SHARE THEIR EXPERIENCES, DISCUSS WAYS THAT THE DISTRICT COULD BEST PROVIDE SPATHE AND HELP INFORM DISTRICT DECISION MAKING.
THE IDEA IS THAT THEY WILL BE ABLE TO BRING SOME TOPICS THAT THEY WANT TO DISCUSS TO THE TABLE AND DIFFERENT GROUPS WITHIN THE DISTRICT WILL ALSO BE ABLE TO BRING TOPICS TO THE TABLE FOR STUDENTS TO DISCUSS AND TO GET STUDENT INPUT ON.
IN TERMS OF THE PROCESS BY WHICH STUDENTS COME TO JOIN THE ADVISORY, STUDENTS MAY SELF-NOMINATE OR MAY BE NOMINATED BY PEERS OR TEACHERS, STAFF OR ADMINISTRATORS AND THE FINAL STUDENTS SELECTED FOR THESE GROUPS PROVIDE REPRESENTATION FROM A CROSS SECTION OF THE DISTRICT SCHOOLS, PROGRAMS, AND DEMOGRAPHICS. WE REALLY WANTED TO MAKE SURE THE STUDENTS' VOICE THAT WE WERE GATHERING REALLY INCORPORATED ALL DIFFERENT PARTS OF THE DISTRICT.
SO THESE GROUPS ARE GOING TO BE COFACILITATED BY AN EQUITY ADMINISTRATIONER AND OFFICE ADMINISTRATIONER.
THE DISTRICT WILL BE ABLE TO BRING DIFFERENT TOPICS AS WELL.
THE ADULTS WILL BE TAKING A SIDE BY SIDE APPROACH WITH OUR OLDER STUDENTS AND WILL BE PROVIDING MORE SUPPORT FOR THE YOUNGER STUDENTS WHO MAY HAVE LESS EXPERIENCES WITH THESE TYPES OF ORGANIZATIONS AND SYSTEMS. THE HIGH SCHOOL ADVISORY IS READY TO KICK OFF. WE HAVE OUR FIRST MEETING NEXT WEEK. THE MIDDLE SCHOOL ADVISORY IS VERY MUCH IN PROCESS, HAVING PLANNING MEETINGS.
WE'RE NEXT IN THE PROCESS OF GATHERING STUDENT NOMINATION AND THE FIRST MEETING WILL BE IN MARCH AND THE ELEMENTARY STUDENT ADVISORY IS PROJECTED TO HAVE ITS FIRST MEETING IN APRIL.
THE RETURN TO ELEMENTARY SCHOOL, OF COURSE, HAS KEPT A LOT OF OUR ELEMENTARY FOLKS PRETTY BUSY THE LAST FEW WEEKS BUT WE'RE PLUCKINLOOKING FORWARD TO LAUNCHING THAT AND USE WHAT WE HAVE LEARNED TO INFORM THE WORK IN THAT.
THESE GROUPS WILL COME TOGETHER AND DO COMMUNITY BUILDING ACTIVITIES, HAVE A CHANCE TO CONNECT AND THEN BUILD ON EACH OTHER'S IDEAS AND GIVE FEEDBACK TO THE DISTRICT SO WE'RE EXCITED
TO HEAR FROM OUR STUDENTS. >> THANKS, EMILY.
SO AS AN SEGUE TO THE NEXT PART OF OUR PRESENTATION THAT DETAIL CODY WILL BE PRESENTING, WE WANT TO LOOK AT ALL THE DIFFERENT SYSTEMS LEVEL WORK AND THE PROGRAMS WE'RE PUTTING IN PLACE, IT ALL HAS TO HAPPEN AT A SCHOOL LEVEL AND SO DETAIL IS GOING TO TALK ABOUT THAT MORE BUT I WANT TO GIVE YOU A LOOK AT WHAT DALE WILL BE TALK ABOUT AND HOW IT FALLS THE IDEA OF BRINGING TOGETHER THE DIFFERENT STRUCTURAL, BEHAVIORAL RESOURCES TOGETHER IN A VERY INTEGRATED WAY.
AS WE THINK ABOUT HOW THAT LOOKS AND WE TALKED ABOUT THOSE THINGS TONIGHT, IF WE GO TO THE NEXT SLIDE, WE RECOGNIZE THAT WHEN TALKING ABOUT TIERED SYSTEMS OF SUPPORT, WHAT DO ALL SYSTEMS NEED? THERE WAS A QUESTION THAT GLORIA TALKED ABOUT, OUR CORE CURRICULUM AND ADDRESSING ISSUES OF RACE AND LEARNING STANDARDS THAT STUDENTS NEED TO ACCOMPLISH AND WE'RE MAKING SURE THAT KIDS ARE MAKING PROGRESS.
WHAT DO WE GUARANTEE FOR EVERYBODY? JOHNNY MENTIONED WHAT'S THE GUARANTEED SUPPORT FOR ALL STUDENTS AROUND SOCIAL AND EMOTIONAL SPORTS AND THEN WE HAVE TO HAVE GOOD ASSESSMENT SYSTEMS AND WE TALKED ABOUT THE DIFFERENT ASSESSMENT TOOLS WE'RE USING, WHETHER THAT'S PANORAMA SURVEY ORS THE FAST BRIDGE ASSESSMENT OR CLASSROOM BASED
[01:30:01]
ASSESSMENTS, WHAT KIDS NEED TO GET TO THE ADDITIONAL SPORT TO GET WHERE WE NEED TO GET TO AND WHAT ARE THOSE SUPPORTS? WE SHARED SOME OF THOSE WITH YOU TONIGHT, ACADEMIC, SOCIAL, AND EMOTIONAL. AND AS YOU'RE APPLYING THOSE SUPPORTS, YOU WILL FIND THAT SOME STUDENTS DON'T RESPOND IN THE SAME WAYS OR NEED MORE INTENSIVE SPORTS SO THE THIRD TIER OF SUPPORTS THAT STUDENTS NEED THAT MAY BE APPLIED IN A MORE INTENSE WAY VERSUS LONGER PERIODS OF TIME OR FOR SHORT BURSTS AND WE NEED TO THINK ABOUT THAT FOR STUDENT WHO IS ARE LEARNING A SECOND LANGUAGE OR STUDENT WHO IS ARE MAXING OUT ON THE LEARNING IN THEIR CLASS OR STUDENTS WHO ARE STRUGGLING IN A PARTICULAR ACADEMIC AREA OR ARE STRUGGLING WITH SELF-MANAGEMENT. SO AS WE THINK ABOUT THAT, THERE ARE COMMON THREADS WE'RE CONSIDERING.HOW DO WE INTEGRATE THESE DIFFERENT SUPPORTS? HOW DO WE DIFFERENTIATE FOR STUDENTS AND USE THIS IDEA OF UNIVERSAL DESIGN FOR LEARNING AND THIS FRAMEWORK FOR UNIVERSAL DESIGN FOR LEARNING TO CUSTOMIZE THE WAY STUDENTS EXPERIENCE THEIR CLASSES SO THEY GET WHAT THEY NEED.
WE CAN GO TO THE NEXT SLIDE. I THINK THESE ARE JUST -- YEAH, GIST CLICK THROUGH ALL OF THEM, ONE MORE.
SO WE MENTIONED SOME OF THE THINGS THAT ARE CORE TO MTSS, SO UNIVERSAL, CORE CURRICULUM AND INSTRUCTION FOR ACADEMICS AND BEHAVIOR. AS WE GET DATA AND INFORMATION ABOUT STUDENTS, WE'RE APPLYING EVIDENCE-BASED ACADEMIC INTERVENTIONS TO THEM. JOHNNY AND GLORIA MENTIONED THOSE EMOTIONAL AND SOCIAL ONES BUT WE NEED TO HAVE SCHOOL TEAMS NOW FOCUSING ON TAKING THAT DATA THAT THEY'RE SEEING, TAKING THE INTERVENTION THAT IS WE'RE TALKING ABOUT AND APPLYING THOSE TO A SCHOOL AND A STUDENT AND A CLASSROOM LEVEL SO ULTIMATELY THAT'S WHERE WE'RE GOING TO START TO SEE REAL CHANGE AND REAL SHIFTS HAPPEN. IN ADDITION, AS WE MENTIONED TONIGHT IN OUR PRESENTATIONS WE HAVE TO THINK ABOUT HOW TO BRING THOSE COMMUNITY RESOURCES AND THE PROFESSIONAL LEARNING.
SO THE LAST SLIDE BEFORE I TURN IT OVER THE DALE, THE PARTNERSHIP THAT IS WE'RE WORKING WITH SO AS YOU KNOW WE HAVE BEEN WORKING WITH THE UNIVERSITY OF WASHINGTON, OSPI AND THE TIES CENTER AND WORKING FAR NUMBER OF YEARS WITH THE SWIFT EDUCATION CENTER ABOUT BUILDING MTSS STRUCTURES.
THOSE FOLKS ARE REALLY STARTING TO DISCUSS HIGHWAY DO WE BRING THESE DIFFERENT SYSTEMS TOGETHER? AND WE'RE MOST EXCITED ABOUT A RECENT PARTNERSHIP THAT RESULTED WITH OUR WORK FROM THE TIES CENTER WITH AN ORGANIZATION CALLED CAST THAT'S REALLY THE ORGANIZATION THAT HAS DOPEED THIS CONCEPT OF UNIVERSAL DESIGN FOR LEARNING AND WILL HELP US START INTEGRATING THAT INTO OUR MTSS SYSTEM SO THOSE PARTNERSHIPS WILL BE THE MISSING PIECE THAT WE NEED TO ALLOW US TO REALLY START MAKING PROGRESS ON THESE ACADEMIC SUPPORT THAT IS WE NEED TO HAVE IN PLACE AS STUDENTS START RETURNING TO SCHOOL NEXT YEAR AND EVEN IF THEY'RE SAYING REMOTE SO WE CAN MAKE SURE THEY'RE MAKING ACADEMIC GAINS AND WE HAVE ACADEMIC SUCCESS. I'M GOING TO TURN IT OVER TO DALE WHO IS GOING TO TALK ART SCHOOL SUPPORT SERVICES IN
PLACE. >> THANKS, MIKE, AND A GOOD SETUP FOR OUR SCHOOLS. AS WE THINK ABOUT ALL THE TREMENDOUS TRAMS -- PROGRAM THAT IS YOU HEARD ABOUT, NOW WE HAVE WHAT DOES IT LOOK LIKE AT THE GRADE SCHOOL LEVEL? SCHOOLS ASSESS ALL THOSE PROGRAMS AND SYSTEMS AND IT COMES DOWN TO THE INDIVIDUAL STUDENTS OR INDIVIDUAL GROUPS OF STUDENTS AND TAYLOR THE SUPPORTS TO REALLY HELP THEM TO BE SUCCESSFUL. SO MANY OF THESE SUPPORTS ADDRESS ACADEMIC, SOCIAL EMOTIONAL AND OTHER SERVICES I WILL TALK ABOUT TONIGHT AND SOME OF THEM ADDRESS ALL THREE AT THE SAME TIME. THESE ARE PUT TOGETHER WITH TEACHERS, CLASSIFIED STAFF, ADMINISTRATORS, PARENTS AND COMMUNITY PARTNERS AS WELL. I'M GOING TO TALK ABOUT WHAT TENDS TO HAPPEN ACROSS SCHOOLS AT ELEMENTARY AND SECONDARY AND THEN SOME EXAMPLES OF WHAT HAPPENED AT DIFFERENT LEVELS SO, MATT, GO AHEAD TO THE NEXT SLIDE.
SO STAFF USE OF DATA LIKE ATTENTION GRADES, PANORAMA, TO HELP IDENTIFY STRUGGLING STUDENTS, BAG TOO PUT -- BACK TO PUTTING NAMES ON STUDENTS WHO NEED SUPPORT.
[01:35:04]
SETTING UP SYSTEMS TO TRACK STUDENT PROGRESS AND DESIGN SUPPORT AND INTERVENTIONS. STUDENT INTERVENTION TEAMS, THESE ARE TEAMS THAT BRING ALL SORTS OF PROFESSIONALS TOGETHER, GENERAL ED TEACHERS, ADMINISTRATORS, SPECIAL ED, SAFETY NET COUNSELLORS, ANYBODY WITH KNOWLEDGE OF THE STUDENTS TO DESIGN SUPPORT AND INTERVENTION.THE STUDENT INTERVENTION TEAMS ARE USED AS A PREREFERRAL PROCESS BEFORE GUIDANCE TEAMS. THEY ALSO DO THINGS LIKE STUDENT STAFFINGS, WHICH STUDENTS WHO CONTINUE TO STRUGGLE DESPITE INTERVENTION. COUNSELLORS THEN BRING TEACHERS BACK TOGETHER AGAIN, INVOLVE PARENTS, FAMILY MEMBERS TO HELP IDENTIFY WHAT THE STUDENT REALLY NEEDS TO MOVE FORWARD.
THERE ARE SCHOOL THAT IS DEVELOP THIS IDEA OF STAFF CHAMPIONS OF STUDENTS OF CONCERN. SCHOOLS LOOK AT THEIR DATA EVERY WEEK OR EVERY COUPLE OF WEEKS AND STAFF REALLY TAKE ON A CERTAIN NUMBER OF STUDENTS AND WORK TO MEET REGULARLY TO DISCUSS HOW STUDENTS ARE DOING AND PROGRESSING IN THOSE.
INFORMAL COMMUNICATION AND VIRTUAL EVENTS WITH PARENTS AND THE COMMUNITY. MATT, YOU CAN GO TO THE NEXT ONE. FOR ELEMENTARY, FEATURERS HAVE FAMILY CONNECTION MEETINGS ON WEDNESDAY TO PROP SOLVE AND PROVIDE SUPPORT FOR FAMILIES AND STUDENTS.
TARGETED STUDENTS ARE INVITED IN PERSON TO SUPPORT ON CAMPUS, WHICH INCLUDES ACADEMIC, COUNSELING SUPPORT, ORGANIZATIONAL SUPPORTS AND SO ON.
PRINCIPALS BRING ON FOUR OR FIVE STUDENTS OVER THE WEEK TO THEIR ORGANIZATIONALS SKILLS, ACCESS AND HOMEWORK COMPLETION.
MEMBERS OF A SPECIALIST TEAM WILL PARTNER WITH GRADE LEVEL COMPLETION FOR ONE ON ONE SUPPORT.
SOME LATINX GROUPS MEET MONTHLY AND WE UTILIZE BILINGUAL STAFF TO HELP PARENTS AND STUDENTS THROUGHOUT THE COURSE OF THE WEEK. .
FOR SECONDARY, PROVIDING ADDITIONAL SUPPORT TO ANY STUDENT, SCHOOLS DEVELOP PLANS TO BRING SMALL GROUPS OF TARGETED STUDENTS, ONE TO THREE STUDENTS ONTO CAMPUS FOR IN-PERSON SUPPORT. IT COULD BE ELL, SAFETY NET, RESOURCE SUPPORT, PEER TUTORING, SEL SUPPORTS, MENTAL HEALTH, THERAPY SESSIONS AND SO ON. COUNSELLORS AND ADMINISTRATIONERS ARE DOING INDIVIDUAL OUTREACHES TO STUDENTS AND FAMILIES TO CHECK IN WHO ARE NOT CURRENTLY BEING SUCCESSFUL. OKAY, MATT, ON TO THE NEXT ONE.
HOME VISITS HAS BEEN A TOOL THAT MANY, MANY, MANY, IF NOT ALL OUR SCHOOLS ARE USING. THROUGH HOME VISITS, STAFF ARE ABLE TO SUPPORT STUDENTS AND REMOVE OBSTACLES.
. HOME SERVICES INCLUDE TECHNICAL SUPPORT ON SITE, DOING CHECK-INS, SEEING IF THEY HAVE THE SUPPLIES THEY NEED, DELIVER PANTRY PACKS OR CONNECTION TO OTHER COMMUNITY RESOURCES. SEL SUPPORTS IN EACH CLASSROOM DAILY THERE'S A CHECK-IN AND CHECK-OUT THAT HAPPENS AT ELEMENTARY FOR KIDS. COUNSELLORS PROVIDE SMALL GROUP SESSIONS, SCHOOLS SCHEDULE CLASS LUNCHES WITH TEACHERS AND STRAITERS. COUNSELLORS AND STRAITERS CREATE STUDENT FRIENDSHIP GROUPS THAT MEET REGULARLY.
THEY PARTNER NEW FAMILIES WITH EXPERIENCED VOLUNTEER FAMILIES AND PROVIDE ADDITIONAL SUPPORT. THERE'S VIRTUAL STUDENT FAMILY EVENTS FOR SCHOOL SPIRIT AND CONNECTION.
GO AHEAD TO THE NEXT ONE. FOR SECONDARY AND I SPOKE ABOUT HOME VISITS A MOMENT AGO AND THEY AS WELL GO THROUGH HOME VISITS. IN HOME ROOM, THERE'S ACADEMIC INTERVENTION THAT IS HAPPEN IN HOME ROOM AND THERE ARE ALSO LESSONS IN HOME ROOM WITH SOCIAL EMOTIONAL SUPPORT.
JOHNNY SPEAK TO THIS EARLIER, THE CHARACTER STRONG CURRICULUM IN MIDDLE SCHOOLS HAPPENS IN HOME ROOM AND INDIVIDUAL WORK WITH COUNSELLORS AND ADMINISTRATORS TO REACH IN TO SEE HOW STUDENTS ARE DOING, IF THEY'RE BEING SCOVILLE AND WHAT OTHER SUPPORT THAT MIGHT NEED. OKAY, MATT, ON TO THE NEXT ONE.
OTHER SERVICE THAT IS MIGHT HAPPEN AS A NATURAL DOWNFALL TRYING TO PROVIDE STUDENT SAFETY NETS FOR STUDENTS AND FAMILIES,
[01:40:06]
ALL SCHOOLS PROVIDE TECHNOLOGY SUPPORT TO ACCESS LEARNING.CONNECT TO OUTSIDE AGENCIES FOR RENT AND UTILITY SUPPORT.
SCHOOLS PARTNER WITH OUTSIDE AGENCIES TO PROVIDE NEEDED FOOD AND CLOTHEING TO FAMILIES. SOME SCHOOLS HAVE BOOKMOBILES DELIVERING BOOKS TO NEIGHBORHOOD LOCATIONS.
EVEN LENDING LIBRARIES, LAUNDRY ROOMS AT APARTMENT COMPLEXES FOR FAMILIES TO USE. OUR PARTNERSHIPS WITH PTSA TO RECEIVE PANTRY PACKS AND TO GET THEM TO STUDENTS.
STAFF HAS A CHILD CARE PROGRAM TO CHECK IN ON STUDENTS AND PROVIDE ADDITIONAL MATERIALS. SCHOOL STAFF HELP TO COORDINATE COMMUNE DONATIONS LIKE PRINTER AND INK AND PAPER AND GET THOSE TO FAMILIES AND SCHOOLS CONNECT WITH FAMILIES, CONNECTING THEM WITH DISCOUNTED CHILD CARE PROADVISERS.
SCHEDULE SCHOOL PICK-UP, HOME DELIVERIES, HELPING TO CONNECT WITH FOOD, AGAIN. LASTLY, I WANT TO MENTION THERE OUR EQUITY AND INCLUSION DEPARTMENT WE HAVE FAMILY ENGAGEMENT FACILITATORS THAT PROVIDE DIRECT SUPPORT TO SCHOOL STAFF STUDENTS AND FAMILIES OF COLOR PROVIDING STRATEGIES FOR SCHOOL STAFF TO ENGAGE AND BUILD RELATIONSHIPS WITH STUDENTS AND FAMILIES OF COLOR, CONNECT FAMILIES DIRECTLY TO RESOURCES FOR HOUSING, FOOD, CLOTHING AND HEALTH.
PARTICIPATING ON GUIDANCE TEAMS AND STUDENT INTERVENTION TO BUILD CAPACITY TO THOSE TEAMS AND HELP WORK WITH THESE STUDENTS, ADDRESSING THE DISPARITY AND THE EXPERIENCES OF FAMILIES AND STUDENTS. THEY CONSULT WITH ADMINISTRATIVE TEAMS INCLOTIVE OF SCHOOL CULTURES INCLUDING FAMILY ENGAGEMENT STRATEGIES AND ONE MORE, MATT.
THANK YOU. SOME REALLY SPECIFIC EXAMPLES.
AND THESE ARE ALL EXAMPLES THAT, AGAIN, I COULD TAKE JUST AS MANY SLIDES AS WE WENT THROUGH TONIGHT WITH THE VARIETY OF EXAMPLES OF WHAT SCHOOLS ARE DOING, HELPING FAMILIES FACING EVICTION AND PARTNERING WITH COMMUNITY PROGRAMS THAT YOU SEE THERE LISTED BEFORE YOU IDENTIFIED MANY FAMILIES WHO DID NOT HAVE ADEQUATE ACCESS TO TECHNOLOGY AND INTERNET AND JUST WORKING AND COORDINATING WITH TECH DEPARTMENT AND OTHER DEPARTMENTS IN OUR DISTRICT TO HELP SUPPORT FAMILIES.
SO THOSE ARE JUST KIND OF A QUICK, AND I POLL GENERALIZE IF I WENT TOO FAST BUT THAT'S JUST A LIST OF THINGS I WANTED TO HIGHLIGHT THAT HAPPENED ACROSS ELEMENTARIES, ACROSS SECONDARY AND ACROSS ALL SCHOOLS THAT REALLY HELP WITH ACADEMIC SUPPORTS, THAT REALLY HELP WITH SOCIAL EMOTIONAL SUPPORTS AND SOME OF THE OTHER SERVICES THERE.
THAT WAS A LOT TO PACK IN TO AN HOUR AND 40 MINUTES, SO THANKS FOR DOING THAT. WE'RE AT 6:50, I WANT TO GIVE EVERYONE A COUPLE OF MINUTES BEFORE WE START THE BUSINESS MEETING AND WANT TO START ON TIME FOR THOSE TUNING IN.
IF ANYONE HAS ANY CLARIFYING QUESTIONS ON ANYTHING, ASK THEM NOW, EVERYTHING I THINK THE BEST IDEA WOULD BE TO, IF YOU HAVE MORE SUBSTANTIVE QUESTIONS, SEND THEM TO DR. HOLMEN AND HE CAN ROUTE THEM TO STAFF MEMBERS AND WE CAN HAVE THEM -- I GUESS, DR. HOLMEN IF YOU RECEIVE QUESTIONS FROM THE BOARD MEMBERS TONIGHT, HAVE THOSE ANSWERED IN BOARD BRIEF SO ALL BOARD MEMBERS HAVE THE BENEFITS OF SEEING THOSE RESPONSES.
ANY SHORT CLARIFYING QUESTIONS THAT ANY BOARD MEMBERS HAVE? IF NOT WE'LL WRAP UP THE STUDY SESSION AND GET READY FOR THE BOARD MEETING. NO? OKAY. THANKS, EVERYONE.
I APOLOGIZE FOR CUTTING OFF DISCUSSION BY I WANT TO MAKE SURE WE'RE STAYING ON TIME. THANKS TO EVERYONE, ALL THE STAFF WHO STAYED AFTER, WELL, JOINED AFTER HOURS WHO GIVE PRESENTATIONS TONIGHT. THAT'S REALLY HELPFUL TO HEAR ALL THE WORK THAT'S GOING ON AND TO HEAR IT ALL AT ONCE, TOO, IT'S HELPFUL TO PUT IT TOGETHER AT THE SAME TIME.
OKAY. WE HAVE REACHED THE END OF OUR AGENDA FOR THE STUDY SESSION TONIGHT.
THERE ARE NO OTHER AGENDA ITEMS SO
* This transcript was compiled from uncorrected Closed Captioning.