[1. Call to order]
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>> GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE DECEMBER 6TH, 2021, LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY.
THE PROHIBITION ON IN PERSON MEETINGS IS EXTENDED BUT THERE'S AN EXCEPTION FOR PUBLIC 3450E9INGS THAT CAN COMPLY WITH THE GUIDELINES FOR BUSINESS MEETINGS FOUND IN THE MISCELLANEOUS VENUES GUIDANCE WHICH STATES AS OF JUNE 30, 2021, BODIES MAY HOST PUBLIC IN PERSON MEETINGS.
>>> THE BOARD WILL ALSO CONTINUE TO COMPLY WITH THE LAWS RELATED TO THE OPEN PUBLIC MEETINGS ACT AND ALL CURRENT EMERGENCY REQUIREMENTS RELATED TO MISCELLANEOUS VENUES.
IF REQUIREMENTS CANNOT BE MET THE BOARD MUST HOLD ITS MEETINGS REMOTELY AND PROVIDE ACCESS VIA LIVE STREAM.
DUE TO RECENT NONCOMPLIANCE THE BOARD HAS DETERMINED TO HOLD ITS MEETINGS REMOTELY AND THE BOARD WILL NOTIFY THE PUBLIC OF LOCATION OF MEETINGS THROUGH THE MEETINGS TAB ON THE LWSD
[1. Discussion of Results-3, Life Skills and Citizenship - updating indicators]
WEBSITE. AT THIS TIME IT IS PLANNED ALL MEETINGS SCHEDULED IN DECEMBER, THIS MEETING, AND THE FIRST MEETING IN JANUARY WILL BE HELD REMOTELY.UNLESS THERE ARE CHANGES 234 THE GUIDANCE PROVIDED.
MEETINGS WILL CONTINUE TO BE LIVE STREAMED ON OUR DISTRICT WEBSITE. IF YOU ARE UNABLE TO LIVE STREAM THE MEETING, YOU MAY CALL TO LISTEN AT 425-936-2813 CONFERENCE ID 37127 AND AS ALWAYS YOU'VE WELCOME TO ALSO EMAIL THE BOARD AT BOARD MEMBERS@LWSD.ORG.
TONIGHT'S TOPIC IS A DISCUSSION OF RESULTS 3 WHICH IS LIFE SKILLS AND CITIZENSHIP AND POTENTIAL UPDATING OF INDICATORS FOR THAT RESULTS MONITORING. CAN YOU GET US STARTED?
>> ABSOLUTELY. AS THE BOARD FOCUSES ON THEIR POLICIES, THIS REALLY IS ONE OF THOSE POLICY SETS THAT WE'VE BEEN DISCUSSING FOR YEARS. RESULTS THREE.
WHEN IT WAS IN RESULTS THREE, EVEN THEN WHIT TRANSITIONED TO RESULTS THREE, WE HAVE HAD ONGOING DIALOGUE AND DISCUSSION FOR HOW DOES THE BOARD TRULY IDENTIFY THE RESULTS IN THE LIFE SKILLS AND CITIZENSHIP AREA AND WHAT ARE THE BEST INDICATORS AND DATA TO HELP THE BOARD EVALUATE THAT POLICY.
THIS CRITICAL APEBLTH OF A STUDENT EXPERIENCE AS THEY GO THROUGH THEIR SCHOOL SYSTEM. SO WITH THAT, I'LL HAND IT OVER TO MATT AS HE WALKS US THROUGH THE PRESENTATION.
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TONIGHT WE'LL BE SHARING WITH THE BOARD INFORMATION ABOUT WASHINGTON STATE'S SOCIAL EMOTIONAL LEARNING STANDARDS AND WILL TRY TO STRUCTURE AND PROVIDE FOR THE BOARD TO HAVE CONVERSATION AROUND ITS INTERESTS IN THIS POLICY AND IT'S CRITICALLY IMPORTANT THAT WE HAVE CLARITY AROUND THE INTEREST AND THINKING ABOUT HOW -- WHAT THAT MEANS TALL WAY THROUGH HOW WE WANT TO MEASURE IT.I WANTED HIM HERE TO BE ABLE TO SHARE CONTEXT WITH YOU TONIGHT OR TO BE ABLE TO RESPOND TO QUESTIONS.
-- TO LOOK AT WHAT THE STATE STANDARDS ARE AND SO TONIGHTED IS AN OPPORTUNITY TO DO SOME LEARNING AROUND THOSE STANDARDS.
AS I THINK ABOUT KIND OF THE ESSENTIAL QUESTIONS THAT WE'RE TRYING TO WRESTLE WITH, IS -- TO WHAT EXTENT DOES OUR CURRENT POLICY, THE WAYS IN WHICH WE'RE INTERPRETING AND MONITORING IT REALLY SATISFY THE BOARD'S INTEREST IN ENSURING OUR STUDENTS ARE DEVELOPING THE LIFE SKILLS THEY NEED BE ABLE TO MEET OUR MISSION AND VISION WHICH IS THAT THEY'RE GRADUATING READY TO LEAD A REWARDING, RESPONSIBLE LIFE AS A CONTRIBUTING MEMBER OF OUR COMMUNITY. I KNOW LAST TIME I WAS TALKING ABILITY R3 WITH THE BOARD. WE HAD A LOT OF CHALLENGES IN TERMS OF HOW WE MONITOR THE POLICY SO AT A MINIMUM THE WAY NAYS WHICH WE'RE MONITORING THE INDICATORS THAT WE'RE USING IS PROBLEMATIC. AND SO WE'LL START WITH LOOKING AT OUR POLICY AND JUST HAVING SOME CONVERSATION AROUND THAT.
BEFORE WE DIVE INTO THE STANDARDS.
AS WE GO INTO LOOK AT THE STANDARDS, I WOULD LIKE ATTORNEY-CLIENT PRIVILEGE SWIPE RIGHT THE BOARD TO THINK ABOUT HOW THE STANDARDS DO OR DON'T RELATE TO WHAT THE BOARD'S INTERESTS WERE WHEN THEY ADOPTED THE R3 POLICY.
AS WE WERE TALKING ABOUT THIS EARLIER TODAY, WE'RE A COUPLE DEGREES REMOVED WHERE WILL WE HAVE TO LOOK AT WHAT'S THE BOARD INTEREST THROUGH POLICY AND THEN KIND OF SAY WELL THAT LEADS US TO X WHICH LEADS US TO Y. HOW DO WE SATISFY THAT? WE SATISFY THAT BY ENGAGING WITH SOCIAL, EMOTIONAL LEARNING.
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SO THAT'S OUR OBJECTIVES FOR TONIGHT.THERE WILL BE OPPORTUNITIES WHERE WE'LL PAUSE TONE SURE THAT THE BOARD HAS UNDERSTANDING AROUND THE PROCESS BY WHICH THE STANDARDS WERE DEVELOPED AS WELL AS THE STANDARDS THEMSELVES.
WE WON'T DO A SUPER DEEP DIVE ON ANY INDIVIDUAL STANDARD TONIGHT.
HOWEVER, IF THAT'S SOMETHING THE BOARD HAS INTEREST IN WE'LL COME BACK AND TAKE YOUR QUESTIONS AND BEHR ABLE TO RESPOND TO THOSE.
ALL RIGHT. SO HERE'S THE BOARD'S CURRENT POLICY, R3, LIFE SKILLS AND CITIZENSHIP.
EACH STUDENT WILL DEVELOP ATTRIBUTES NECESSARY TO LEAD A PRODUCTIVE, REWARDING, RESPONSIBLE LIFE AS A CONTRIBUTING MEMBER OF THE COMMUNITY IN GREATER SOCIETY.
ACCORDINGLY, GRADUATES FROM LAKE WASHINGTON WILL ABLE TO DO AND THE BOARD HAS IDENTIFIED 12 THEMES THAT IT WOULD LIKE ITS GRADUATES TO BE ABLE TO ACHIEVE. AND SO YOU CAN SEE THE LIST OF THE 12 ITEMS THAT ARE PART OF THIS POLICY.
WE HAVE HAD SOME CHALLENGES IN TRYING TO FIGURE OUT HOW TO ACCURATELY MONITOR, YOU KNOW, THESE ITEMS. I'LL POINT OUT THE FIRST TWO QUESTION AND THINK CRITICALLY AND CREATIVELY IN SOLVING PROBLEMS. WE HAVE HISTORICALLY FOR THE PAST FEW YEARS SINCE WE MOVED TO A COHERENT GOVERNANCE MODEL BEEN USING GRADE DATA, ACADEMIC GRADE DATA AS A WAY OF MONITORING THAT AS A PROXY AND YET THE CHALLENGES WE RUN INTO WITH GRADES IS THAT'S NOT ON THE THING THAT THEY MEASURE AND THERE'S A LOT OF OTHER VARIABLES IN THERE SO IT'S KIND OF A POOR PROXY FOR US TO BE ABLE TO SAY TO WHAT EX-TENTED ARE OUR STUDENTS ABLE TO QUESTION AND THINK CRITICALLY AND CREATIVELY. WHAT ARE THE THINGS ABOUT A BOARD THAT YOU LIKE ABOUT THE CURRENT POLICY.
WHAT ARE THE THINGS THAT ARE REALLY KIND OF YOU FEEL ARE WORKING FOR US AND WHAT ARE THE AREAS IN WHICH IT MAY NOT BE SATISFYING SOME OF THE INTERESTS OR AT LEAST THE WAY NAYS WHICH
WE'RE INDICATING AND MONITORING. >> I'LL PLAY TRAFFIC COP SINCE I DON'T KNOW IF MATT CAN SEE WITH THE PRESENTATION UP.
THESE ARE ALL GREAT. I AGREE WITH YOU THE GRADES ARE NOT EVERYTHING AND I WISH THERE WAS SOME WAY WE COULD MEASURE THEIR NONSCHOOL ACTIVITIES SUCH AS IF THEY'VE GOT OUTSIDE JOBS.
WHETHER IT'S WORKING AT MCDONALDS, WORKING AT A GYM, WHATEVER. WHEREFORE THEY MIGHT BE BECAUSE RESTAURANTS, THAT ALSO SHOWS THE ABILITY TO SOLVE PROBLEMS, BE ABLE TO WORK WITH A CROWD, WORK WITH PEOPLE THAT ARE LESS THAN IDEAL AT TIMES. SO ANYWAY, THAT WOULD BE GREAT IF WE COULD BE ABLE TO BROADEN THAT OUT.
I DON'T KNOW HOW. BUT IT WOULD BE GREAT IF WE COULD TRY IT. MAYBE WE CAN BRAINSTORM WITH SOME OTHER DISTRICTS OR SOMETHING OR SOME LOCAL EMPLOYERS MIGHT HAVE SOME IDEAS. I DON'T KNOW.
THE OTHER THING IS I THINK THIS DRIVES HOME THE FACT THAT WE ARE PROMOTING THE LIFE SKILLS AND CITIZENSHIP.
I THINK IT DRIVES HOME THE NEED FOR THE EMERSON SCHOOL QUITE A BIT. BECAUSE THOSE KIDS ARE -- THEY'VE HAD THEIR SCHOOLING DISRUPTED AND WITHOUT AN ABILITY TO HAVE THAT SCHOOL AND HAVE THE SOURCES THERE, THEY WON'T BE ABLE TO MAKE RAY LOT OF THESE 12 POINTS.
THEY WON'T BE ABLE TO DEMONSTRATE RESILIENCY BECAUSE THAT'S WHAT THEY NEED FROM THAT PROGRAM.
RESILIENCY AND RESPONSIBILITY. ENOUGH OF MY SOAP BOX.
>> CHRIS AND THEN ME. >> SO I ACTUALLY WAS GOING TO ASK IF YOU WERE AROUND WHEN WE FIRST ADOPTED THIS OR AM I THE ONLY ONE WHO HAS BEEN FOLLOWING THIS FOR THE LAST FOREVER? THE REASON I ASK -- WE DIDN'T WANT TO JUST P DOUBLE COUNT THE
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GRADES SO IT'S ALWAYS BEEN THIS TOUGH THING WHERE YOU DON'T WANT TO GIVE A NEW -- A NEW BOX TO BE TICKED ON EVERY REPORT CARD AT THE ELEMENTARY LEVEL FOR EACH CATEGORY BUT AT THE SAME TIME WE WANT OUR STUDENTS TO LEARN HOW TO DO THAT AND SO IT'S BEEN A CHALLENGE. AND I'M VERY -- I'M MUCH MORE INTERESTED IN UNDERSTANDING FROM YOUR PERSPECTIVE WHERE -- WHAT CAN WE DO AND MAYBE WE NEED TO REALIGN THESE AGAINST THE SEL STANDARDS BUT, AGAIN, IT'S SOMETHING WHERE A LOT OF THEM WE VALUE BUT DON'T KNOW HOW TO MEASURE AND THAT'S ALWAYS BEEN THE CHALLENGE FOR US. AND I'M NOT GOING TO STAND BEHIND THESE AND SAY WE'RE DOING A GREAT JOB OF MEASURING CIVIC RESPONSIBILITY. ON THE OTHER HAND I WILL TELL YOU THAT THROUGH THE YEARS I HAVE ADVOCATED THAT FORCED VOLUNTEER WORK IS NOT VOLUNTEER WORK.SO FORCING KIDS TO HAVE EVIDENCE THAT THEY'VE DONE VOLUNTEER TIME DOES NOT ACTUALLY PROVE THAT THEY HAVE THE ETHIC, THE CIVIC RESPONSIBILITY TO DO THAT ON THEIR OWN.
SO I'M INTERESTED IN HEARING MORE THAN DISCUSSING THESE.
>> I'M ACTUALLY -- I'M GOING TO LET YOU SINCE CHRIS PROMPTED YOU I'LL LET YOU GO AND THEN I'LL GO.
>> I CAN'T HEAR YOU. >> THAT'S FINE.
I CAN GO. THE AND WHERE WE ARE AT NOW.
I DO THINK THERE'S PIECES IN HERE PERHAPS I COULD GET PERHAPS CHANGED ENHANCED MOVED AND I WOULD BE INTERESTED IN BE ABLE TO PER SUE SOME OF THAT WITH OUR COMMUNITY.
IS THIS REFREQUENTIVE CURRENTLY IN WHAT WE BELIEVE IN LIFE SKILLS AND CITIZENSHIP AT THIS POINT IN TIME? P AND THAT MAY BE LOOKING AT THE SELS MIGHT DO SOME OF THAT AS
WELL. >> SO WHEN I LOOK AT THESE ATTRIBUTES, I AGREE THESE ARE THE ATTRIBUTES -- I CAN'T COME UP WITH ANYMORE. THESE ARE THE ATTRIBUTES I CARE ABOUT AND I WANT OUR STUDENTS TO GRADUATE WITH.
THE ISSUE WE FACE WITH THIS IS HOW TO MEASURE THAT BUT I THINK THE FIRST QUESTION IS ARE THESE THE ATTRIBUTES AND IT SOUNDS LIKE FROM EVERYONE THAT, YES, BASICALLY THEY ARE.
MAYBE THERE'S SOME WAYS THAT WE CAN TIGHTEN THEM UP OR BETTER ALIGN THEM WITH STATE GUIDANCE BUT ARE THE SECOND PIECE OF HOW TO MEASURE IT IS A LITTLE DIFFERENT.
SO ALL THAT TO SAY I'M COMFORTABLE WITH THESE AS THE ATTRIBUTES AS PART OF RESULTS THREE.
MARK AND THEN LEAH. >> ONE THING I WAS THINKING OF WHEN YOU WERE TRYING TO FIGURE OUT HOW TO MEASURE OUTSIDE THE GRADE BOX IF YOU WILL, A NUMBER OF KIDS ESPECIALLY I CAN ONLY SPEAK FOR REDMOND AND -- AT THIS POINT BECAUSE I DON'T KNOW ABOUT THE CLUBS IN CAN I RECOLLECTLAND BUT THE -- KIRKLAND BUT THE REDMOND KIWANIS HAS TWO KEY CLUBS AT THE HIGH SCHOOL AND THOSE KIDS GET INVOLVED WITH AND THE HELP THEY GIVE TO VARIOUS SITUATIONS I KNOW THAT A LOT OF THEM WILL GO WITH US TO THE HOMELESS SHELTERS AND THE FEEDING PROGRAMS THAT WE DO.
[00:21:52]
>> DIRECTOR STEWART AND THEN DIRECTOR CARLSON.
>> OKAY. TWO THINGS. ONE, I LIKE THE IDEA ABOUT THE PERSONAL FINANCE. THAT'S GOING TO REQUIRE US TO HAVE CLASSES TO BE QUITE FRANK. PERSONAL FINANCE BUDGETING, WHATEVER YOU WANT TO CALL THOSE KIND OF CLASSES.
AND, TWO, TO SIRI'S POINT, CAN YOU GIVE ME IDEAS ABOUT SOME OF THE ONES THAT YOU'VE HEARD OF DURING THE PAST LINKAGES THAT ARE MISSING FROM HERE? THAT YOU MIGHT HAVE PICKED UP
FROM SOME OF THE GROUPS? >> I THINK SOME OF THE GLOBAL CITIZENSHIP CONCEPTS AND A WORLD VIEW I THINK IS NOT NECESSARILY HERE AS STRONG AS IT COULD BE. I THINK AS WE LOOK THROUGH SPECIFIC TOPICS LIKE PERSONAL FINANCE YOU COULD ARGUE SOME OF THOSE FALL OUT WITHIN THESE IN REGARDS TO DIFFERENT THINGS SO I DO THINK WE HAVE TO BE THINKING OF HOW WE POTENTIALLY ADDRESS SOME OF THE CHALLENGES OF REALLY BEING A GLOBAL THOUGHT AS WE PUT THIS FORWARD BECAUSE WE'RE IN A VERY GLOBAL ENVIRONMENT OF WHERE WE ARE WITH OUR STUDENTS.
>> I ACTUALLY WANT TO CHIME IN ON THE PERSONAL FINANCE SECTION.
THE POINT AROUND PERSONAL FINANCES IS AN IMPORTANT THING.
THE IRONY IS THAT THIS WINDS UP BEING ONE OF THOSE WHERE DOES ONE PUT THESE BECAUSE ONE COULD MAKE THE ARGUMENT THAT A LIFETIME COMPLIMENT TO FITNESS AND HEALTH SHOULD BE HERE UNDER PERSONAL SKILLS. BUT THAT'S ALSO OUR PE REQUIREMENT. AND SO IT DOESN'T -- JUST BECAUSE IT IS NOT HERE DOESN'T MEAN IT'S NOT ANYWHERE BUT MAYBE IT BELONGS HERE. I'M COMFORTABLE HAVING THAT DISCUSSION. SOME OF THE CONVERSATION IS THIS CHALLENGE OF, YOU KNOW, A LOT OF THE WAYS IN WHICH WE MEASURE OUR POLICIES IS A ONE SIZE NITS ALL. ENGAGEMENT IN A CHURCH OR CIVIC ORGANIZATION OR OUTSIDE OF THE K4R5078 WALLS AND SO WE STRUGGLE WITH HOW DO YOU TAKE THE WHOLISTIC VIEW OF THINGS THAT
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ARE REALLY VALUES THINKING ABOUT HOW THIS ALIGNS WITH EQUITY.I LIKE THE BOARD TO HOLD THAT YOU HAVE A NEW POLICY THAT -- AND I THINK YOU WERE TALKING ABOUT SOME OF THE WAYS IN WHICH WE MIGHT INTERPRET THESE MAY NOT BE CULTURALLY RESPONSIVE AND/OR MAYBE NOT NECESSARILY ALIGNMENT WITH OUR ENTIRE COMMUNITY AND SO THOSE ARE SOME CHALLENGES AROUND THIS.
HOW ARE WE INTENTIONALLY WORKING TO HELP OUR STUDENTS BUILD THESE SKILLS FROM PRESCHOOL ON THROUGH GRADUATION.
AND SO -- AND WHEREAS RIGHT NOW THERE'S SOME OF IT IS WE HAVE TO DO SOME SENSE MAKING THROUGH ALL OF THIS.
SO WHAT I WOULD LIKE TO DO IS MOVE US INTO INTRODUCING THE STATE SEL STANDARDS. WE'LL TALK ABOUT THE HISTORY IN THE PROCESS BECAUSE I THINK THAT'S IMPORTANT FOR THE BOARD TO UNDERSTAND WHERE DO THESE COME FROM.
HOW MIGHT THEY HELP US IN THE WAY THIS POLICY IS WRITTEN OR IMPLEMENTED? DIRECTOR STEWART HAS HIS HAND
UP. >> BEFORE WE LEAVE THIS TOO QUICKLY, JUST OCCURRED TO ME THE KIDS THAT ARE WORKING AS PEER TUTORS IN THE SCHOOLS THAT WOULD BE ANOTHER WAY OF MEASURING WITHIN THE WALL AS. THAT WAY YOU DON'T HAVE TO WORRY ABOUT TRYING TO GET OUTSIDE INFORMATION BUT SOME OF THOSE KIDS ARE JUST INVALUABLE WHEN IT COMES TO WORKING WITH THE KIDS AND OTHER DRUPES OF KIDS. -- GROUPS OF KIDS.
>> YEAH. I COMPLETELY AGREE AND THEN SOME OF THE CHALLENGES THAT ULTIMATELY THAT I'LL HAVE TO TRY TO FIGURE OUT IS HOW DOES THE BOARD WANT THAT TO BE MONITORED AND HOW DO WE MEASURE THAT, YOU KNOW, I KNOW MY SON HAS DR. CARLSON REFERRED TO KIND OF THE REQUIREMENT OF HOURS MY SON LIVES IN A SCHOOL DISTRICT THAT'S PART ON THE PHONE HIS GRADUATION REQUIREMENT SO HE DOES THAT AND HE CAN POINT TO THAT BUT IS THAT SATISFYING KIND OF THE BOARD'S INTEREST.
SO LOTS OF SUBSTANCE FOR US TO TALK ABOUT.
LET'S DIVE INTO THE SEL STANDARDS AND HOPEFULLY THAT WILL JUST HELP MOVE US FORWARD. ALL THE INFORMATION THAT WE'RE GOING TO REFERENCE FROM HERE ON OUT REALLY IS COMING FROM TWO PRIMARY SOURCES. IT'S EITHER FROM THE OFFICE OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION OR FROM CASTLE WHICH IS THE NATIONAL -- CASEL, THE COLLABORATIVE FOR ACADEMIC SOCIAL AND EMOTIONAL LEARNING. IT'S KIND OF THE NATIONAL STANDARD BEARER FOR SEL. AT THE STATE LEVEL, WE ESSENTIALLY BUILT OUR SOCIAL EMOTIONAL STANDARDS OFF 06 CASEL BUT WE TOOK THEM AT THE STATE LEVEL REPRESENTED THEM IN A DIFFERENT MANNER. BUT THE ESSENTIALLY JUST PACKAGED -- REPACKAGED IT SO THERE IS A STRONG CONNECTION TO ESSENTIALLY THE NATIONAL STANDARDS BASED OFF OF THE STATE WORK. JOHNNY, DO YOU WANT TOHERE?
>> YEAH. I WANT TO ADD A LITTLE CONTEXT TO THE WASHINGTON STATE SEL BENCHMARKS INDICATORS AND HOW IT CONNECTS TO CASEL. CASEL WAS PART OF THAT WASHINGTON STATE OSPI COMMITTEE THAT HELPED ESTABLISH OUR WASHINGTON STATE STANDARDS AND BENCHMARKS FOR THE STATE OF WASHINGTON AND THIS WAS ABOUT -- THIS WAS RELEASED ABOUT FOUR YEARS AGO, THAT COMMITTEE MET FOR ABOUT TWO YEARS PRIOR TO RELEASING THE STANDARDS AND BENCHMARKS AND THEY CONTINUE TO MEET ON AN ONGOING BASIS TO IDENTIFY AREAS IN WHICH THEY CAN CLARIFY WITH SCHOOLS AS WELL AS HELP SCHOOL DISTRICTS TO REALERY UNDERSTAND HOW IT GETS INCORPORATED INTO A SCHOOL REGULAR DAY AND A SCHOOL STUDENT OPPORTUNITY.
YOU'RE MUTED, MATT. >> WE'VE TALKED ABOUT SOCIAL AND
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EMOTIONAL LEARNING BEFORE. IT'S A PROCESS BY WHICH WE'RE -- PEOPLE BUILD AWARENESS AND SKILLS.IT'S HOW WE MANAGE EMOTIONS, HOW WE SET GOALS, HOW WE IDENTIFY THOSE EMOTIONS, EXPRESS THEM. HOW WE BUILD OUR RELATIONSHIPS AND HOW THAT ULTIMATELY SUPPORTS OUR ABILITY TO MAKE DECISIONS THAT HOPEFULLY HELP US LEAD SUCCESSFUL LIVES.
OSP IS CLEAR ABOUT THIS IS NOT A WAY TO GRADE AND SO WE'RE NOT GRADING KIDS ON THEIR SEL CAPACITY.
>> WITH THE SOCIAL EMOTIONAL STANDARDS THAT HELP US THINK ABOUT LEARNING THROUGH DIFFERENT PHASES.
AND THEN THINKING ABOUT TRAUMA INFORMED.
JOHNNY, I'M GOING TO ASK YOU BECAUSE WHEN WE REVIEWED THIS, YOU HAD THOUGHT A LITTLE BIT MORE ABOUT THE TRAUMA INFORMED PIECE. SO YOU CAN JUMP IN AND SHARE A LITTLE BIT MORE ABOUT WHAT OSPI WAS THINKING WHEN THEY INCLUDED
OSBI WAS REALLY FOCUSED ON THIS IDEA OF STRENGTH BASED AND ASSET BASE. HOW STUDENTS SHOW UP TO US.
ONE OF THE KEY PIECES WHEN WE LOOK AT THE STANDARDS WORKING WHAT MATT TALKED ABOUT IS IT'S NOT ABOUT ASSESSING STUDENTS.
RIGHT. DO THEY HAVE IT? DO THEY NOT HAVE IT? BUT RATHER WHERE DO THEY FIT IN THE CONTINUUM OF DEVELOPMENT OF THEIR SOCIAL EMOTIONAL SKILL SETS. AND ONE OF THE THINGS I WOULD SAY AND OSBI WOULD SAY THIS IS OUR SOCIAL EMOTIONAL SKILLS CONTINUE TO GROW AS WE GROW AND EVEN INTO OUR ADULTHOOD AND THE PANDEMIC HAS TAUGHT US VERY MUCH SO THAT WE NEED THOSE SOCIAL EMOTIONAL SKILLS AND WE TAP INTO THOSE SKILLS AND WHEN THOSE SKILLS DON'T NECESSARILY -- AREN'T NECESSARY -- WE CAN'T TAP INTO IT BECAUSE OUR COPING STRATEGY I'LL SAY THAT, OUR COPING STRATEGY DOESN'T MEET THE CONTEXT WE HAVE TO THEN DEVELOP NEW SKILLS TO BE ABLE TO OVERCOME OUR CURRENT CONTEXT.
AND THAT'S THE PART WHERE SOCIAL EMOTIONAL LEARNING IS SO DEVELOPMENTAL, THAT WITH SKILLS AT A CERTAIN AGE OR CERTAIN EXPERIENCE AND THAT HELPS US TO MOVE ON TO THE NEXT EXPERIENCE.
AND I USE THE PEAKS AND VALLEYS AS AN EXAMPLE OF HOW WE GO THROUGH PEAKS AND VALLEYS IN LIFE BUT WE RELY ON OUR SOCIAL
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EMOTIONAL AND LEARNING EXPERIENCE AND LIFE EXPERIENCE TO BE ABLE TO OVERCOME SOME OF THOSE PEAKS AND VALLEYS.SEL IS VERY EXPLICIT ABOUT WHAT THOSE SKILLS ARE.
AND THAT'S WHY WHEN WE TAKE A TRAUMA-INFORMED LENS IT ALLOWS US TO TAP INTO STUDENT'S CURRENT STRENGTHS TO BE ABLE TO USE THAT TO BE ABLE TO OVERCOME SOME OF THOSE VALLEYS AND BE ABLE TO IMPROVE AND DEVELOP THOSE SKILLS SO THAT THEY CAN OVERCOME THEIR NEXT VALLEY OR BE ABLE TO NAVIGATE THE NEXT VALLEY THAT THEY GO THROUGH. THANK YOU, MATT.
>> SO I CAN IT'S -- WE'RE SPENDING TIME ABOUT WHAT WAS -- WHAT IS OSPI BASING THE STANDARDS ON.
I THINK THE BOARD HAS POLICIES OE 14 AND OE 10 WHICH HAVE SOME NICE CONNECTION TO THE CONCEPTS THAT THE STATE USED WHEN IT WAS DEVELOPING ITS SEL STANDARDS. LITTLE BIT MORE JUST ABOUT KIND OF THE PROCESS -- OSPI CALLS OUT THIS CONNECTION BETWEEN SEL AND EQUITY AND REALLY ABOUT HOW SEL IS DESCRIBED AS THE LEVER FOR EQUITY AND -- BECAUSE WE'RE ALIGNING SEL WITH THOSE EQUITY PRIORITIES JUST AS JOHNNY WAS TALKING ABOUT IT'S AN ASSET-BASED APPROACH. IT'S HIGHLY RELATIONAL AND AS WE KNOW WE LOOK AT OUR RELATIONAL DATA HOW CRITICAL THAT IS AND SO SHH -- WITHIN OUR DISTRICT WE HAVE TRIED TO BRAID THOSE TWO STRANDS TOGETHER SO A LOT OF OUR PROFESSIONAL LEARNING AROUND SOCIAL EMOTIONAL LEARNING IS IN THE CONTEXT OF EQUITY AND A LOT OF OUR EQUITY PROFESSIONAL LEARNING REALLY BRINGS IN HOW DO WE BUILD RELATIONAL CAPACITY ALONGSIDE THAT.
FINALLY THE PROCESS. SO THE STATE HAD A TEAM OF EXPERTS AND PRACTITIONERS SO THERE WERE COUNSELORS, TEACHERS, ADMINISTRATORS, JOHNNY REFERENCED CASEL WAS INVOLVED IN THIS. AND THEN THEY ALSO DID STATEWIDE STAKEHOLDER GROUPS. I WANT THE BOARD NOONED THAT THEY WERE VERY UNTAGSAL OVERAL MULTIPLE YEARS AND DEVELOPING NEW STANDARDS. THEY CONTINUE TO MEET AS JOHNNY SAID AND ACTUALLY CONTINUE TO PROVIDE UPDATED GUIDANCE DOCUMENTS AROUND IMPLEMENTATION FOR SOCIAL EMOTIONAL LEARNING WITHIN THE STATE. ALL RIGHT.
BEFORE WE LOOK AT THE STANDARDS THEMSELVES JUST WANT TO PAUSE TO SEE IF THERE'S ANY QUESTION -- CLARIFYING QUESTIONS JUST AROUND SOME OF THE PROCESS THAT OSPI DID TO REACH THE STANDARDS.
>> LOOKS LIKE -- I'M SORRY, DIRECTOR, SOON TO BE DIRECTOR CHOI IN ABOUT TWO HOURS. HOUR AND A HALF.
>> THANK YOU. JUST REAL QUICK, I WAS WONDERING WHETHER OR NOT LAKE WASHINGTON SCHOOL DISTRICT PARTICIPATED IN THE DEVELOPMENT OF ANY OF THOSE. LIKE DID WE HAVE ANY FOCUS GROUPS OR COMMUNITY FORUMS WITHIN OUR SCHOOL COMMUNITY?
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HERE ARE THE WASHINGTON STATE SEL STANDARDS AND BEFORE I GO INTO THEM, HOPEFULLY YOU'LL NOTICE THERE'S SOME INTENTIONAL PARALLEL RELATIONSHIPS -- THAT WE ENGAGE WITH OTHERS AND THEN YOU'LL ALSO KNOW THAT THE HAD ROWS ALSO HAVE SOME ALIGNMENT.SEW WE START WITH IN ORDER FOR US TO BE ABLE TO -- WE HAVE TO BE AWARE OF OUR OWN EMOTIONS, OUR GIFTS, WHERE WE CAN GROW AND HOW WE MIGHT ACCESS THOSE. THAT'S SELF-AWARENESS.
SIMILARLY FOR SOCIAL AWARENESS, WE HAVE TO BE ABLE TO THINK OF OTHER PEOPLE'S PERSPECTIVES, EMPATHIZE WITH OTHERS, OSPI CALLS OUT DIVERSE BACKGROUNDS SO IT'S NOT JUST BEING ABLE TO TAKE SOMEBODY'S GENERIC PERSPECTIVE BUT TO THINK ABOUT HOW SOMEBODY WHO MIGHT HAVE A DIFFERENT CULTURAL CONTEXT OR HISTORICAL CONTEXT MIGHT COME AT A SITUATION A LITTLE BIT DIFFERENTLY THAN THEY DO SO YOU CAN SEE THERE'S THIS DEVELOPMENT OF AWARENESS BOTH INDIVIDUALLY AND IN THIS KIND OF COLLECTIVE SOCIAL SITUATION. AND THEN THERE'S THIS MANAGEMENT WHICH HAS I THINK THE BOARD NEEDS TO BE AWARE, MANAGEMENT CAN HAVE A VARIETY OF DIFFERENT CONNOTATIONS AND HOW THAT CAN BE -- BUT IT'S REALLY -- FROM AN INDIVIDUAL STANDPOINT, TO WHAT EXTENT ARE WE ABLE TO BE -- TO HAVE, YOU KNOW, BE ABLE TO REGULATE OUR OWN EMOTIONS AND THOUGHTSES AND BEHAVIORS.
RIGHT. DO WE HAVE ABILITY TO CONTROL HOW WE SHOW UP AND WHAT CHOICES THAT WE MAKE IF THE SIMILARLY, IN A SOCIAL SETTING, ARE WE ABLE TO NAVIGATE SOCIAL SITUATIONS, INTERACTIONS, AND THE TYPES OF BEHAVIOR THAT WE ENGAGE WITH WHEN WE'RE ENGAGING WITH OTHERS.
THOSE FIRST FOUR THAT I JUST TALK BID ABOUT ARE ALL EMBEDDED IN THE CASEL NATIONAL FRAMEWORK. THIS NEXT ONE SELF-EFFICACY IS ALSO IN THE NATIONAL FRAMEWORK AND SO SELF-EFFICACY IS REALLY ABOUT TO WHAT EXTENT DO I AS AN INDIVIDUAL SET GOALS, CAN I MOTIVATE MYSELF TO TRY TO ACHIEVE THOSE GOALS? CAN I STICK WITH IT? DO I SEE MYSELF AS BEING CAPABLE. THE SOCIAL ENGAGEMENT IS THE ONE ADDITION THAT OUR STATE MADE THAT IS NOT PROBITY WHEN YOU GO TO LOOK AT THE CASEL STANDARDS. WHAT ARE THE CONNECTIONS YOU AS A BOARD SEE OR DON'T SEE WITH YOUR RESULTS 3 POLICY.
MY FIRST THOUGHT IN JUST LOOKING AT THESE IS I ACTUALLY BELIEVE THEY PROVIDE A STRONGER FRAMEWORK AND CAPTURE MANY OF WHAT WE SAY BUT FROM A BETTER STUDENT PERSPECTIVE.
I THINK THAN JUST A LIST OF SKILLS OR CHARACTERISTICS.
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IT'S MORE -- SO LIKE SOCIAL ENGAGEMENT I APPRECIATE THAT ONE HAS BEEN ADDED BECAUSE THAT'S SORT OF THE CIVIC EDGE GAINMENT WE'RE SPEAKING TO D I PERSONALLY AM QUITE CONCERNED THAT IF YOU PUT THIS IN FRONT OF THE ARCH PARENT IN OUR COMMUNITY THEY'RE GOING TO BE LIKE WHAT? SO I THINK WE'RE GOING TO NEED A TRANSLATION FOR PEOPLE WHO HAVE NOT HAD THE TIME TO GO THROUGH TRAINING AND WHAT SEL IS. SO THAT'S -- WE NEED TO BE ABLE TO EXPLAIN THIS TO THE COMMUNITY.I WOULD HAVE A VERY HARD TIME EXPLAINING TO AN AVERAGE CONSTITUENT WHAT EXACTLY THE SPECIFIC THINGS ARE UNDERNEATH THE HOOD WITHOUT NEEDILY GOING BACK TO R3.
WILL. >> TO CHRIS' POINT, I CAN SEE WHERE YOU'RE GOING THERE AND I THINK THAT, ONE, WE HAVE NOT REALLY MADE A MAJOR EFFORT ON TRYING TO EDUCATE FAMILIES OR MORE THAT MATTER STUDENTS ON THIS ARENA AND I THINK A BETTER UNDERSTANDING UNDERSTANDING THEY HAVE THE BETTER THEY'LL LIKE IT.
I ALSO THINK THAT A LOT OF THE HEADLINES OF THE LAST TWO YEARS, THREE YEARS, HAVE SCARED THE DEVILLE OUT OF PARENTS AND THEY WANT TO SEE THEIR KIDS MORE INVOLVED NOT NECESSARILY JUST BECAUSE THEY WANT TO BUILD A RESUME BUT BECAUSE THEY WANT THEM INVOLVED IN THE COMMUNITY BECAUSE THEY THINK THAT PERHAPS ANY WAY I WOULD THAT THE MORE INVOLVED THEY ARE THE LESS LIKELY THEY'RE GOING TO BE HAVING SOME OF THE USUAL TEEN PROBLEMS BUT ALSO TO HAVE PEOPLE TO CONNECT WITH AND HELP MENTOR THEM AND HELP IF NOTHING ELSE A FELLOW STUDENT THAT MAY BE GOING THROUGH THE SAME THING THAT THEY CAN TALK TO.
IF WE CAN MARRY THIS TO HAD THE CURRENT ANXIETIES OF STUDENTS AS WELL AS PARENTS, I THINK WE CAN -- I THINK THEY WOULD BUY INTO IT WHOLEHEARTEDLY. BUT, AGAIN WITH, IT'S GOING TO TAKE AN EDUCATION PROCESS. ANYTHING DOES.
YOU GOT TO LAY THE GROUND WORK FOR IT.
YOU CAN'T JUST PLUMP IT ON THEM AND EXPECT THEM TO WEAR IT.
>> DIRECTOR CHOI FIRST AND THEN I'LL GO.
>> SO I GUESS I HAD A CLARIFYING QUESTION FOR MAYBE CHRIS AND SIRI. WHEN R3 WAS CREATED, SO THE WASH WASHINGTON SEL STANDARDS -- BUT WHEN I READ THE LIFE SKILLS AND CITIZENSHIP ATTRIBUTES, IT GOES BEYOND JUST THE SOCIAL EMOTIONAL LEARNING.
IT TAKES INTO CONSIDERATION KIND OF APPLICATION OF ACADEMIC ACHIEVEMENT, RIGHT, IN THE REAL WORLD.
AND SO I'M CURIOUS WHEN WE ARE LOOKING TO THE WASHINGTON STANDARDS AS GUIDANCE OR POTENTIAL REPLACEMENT OF OUR LIFE SKILLS AND CITIZENSHIP RESULTS, I GUESS WHAT WAS THE ORIGINAL INTENTION BEHIND R3? IS IT REALLY MORE OF A FOCUS ON THE SOCIAL EMOTIONAL LEARNING SIDE OR IS IT REALLY ENCOMPASSING KIND OF ALL -- EVERYTHING THAT I SEE RIGHT NOW WITHIN THE LISTED ATTRIBUTES?
>> IF I REMEMBER CORRECTLY, IT COMES FROM ORIGINALLY WHEN WE PUT -- WHEN THEY PUT TOGETHER THE MISSION AND VISION AND THEN THE STUDENT ATTRIBUTES, THAT WERE THE -- THERE'S A FOUR-PAGE DOCUMENT, I'M THINKING THE LAST PAGE SPECIFICALLY WHERE THE MAJORITY OF THESE COME FROM. AND THEY HAVE BEEN MADE MORE BRIEF THAT WAY BUT THAT WAS WHERE THEY CAME FROM.
INITIALLY. >> OKAY. GO AHEAD, CHRIS.
>> NO. I WAS JUST GOING TO SAY THAT WE WOUND UP WITH ATTEND OF THE DAY AFTER YOU HAD DONE THE ACADEMIC SEGMENTS THERE WERE STILL THINGS THAT WE DID NOT THINK HAD BEEN MEASURED THAT WE THOUGHT WERE MADE FOR A SUCCESSFUL EDUCATION OF A STUDENT. THAT'S REALLY -- IT BECAME A GRAB BAG FOR ALL THE THINGS THAT DIDN'T FIT AND, YEAH, THERE WAS PAY LOT OF GOING BACK AND FORTH BUT I DON'T REMEMBER THE TERM
[00:50:06]
SEL BEING IN OUR VOCABULARY WHEN WE WERE DISCUSSING THOSE SO IT'S YOU ABSOLUTELY NOT DOVE TAILED. IT WAS JUST AN AMATEUR ATTEMPT TO COME UP WITH SOMETHING. AND I COMPLETELY DEGREE, THE FIRST TWO ON THERE ARE ABSOLUTELY POLLUTED WITH ACADEMIC PROWESS. THAT IS SOMETHING WE'RE ALREADY MEASURING PRETTY WELL IN OTHER SPACES.BUT WHEN YOU TALK ABOUT STUDENT RESILIENCE, STUDENT DEMONSTRATING RESPECT AND CITIZENSHIP ENGAGEMENT WITH COMMUNITY THOSE ARE THINGS THAT WERE NOT MEASURED IN ANY OTHER WAY AND THAT'S HOW H3 CAME TO BE.
THINGS WE STILL THOUGHT WERE IMPORTANT BUT DID NOT FEEL WERE
CAPTURED BY OTHER DIMENSIONS. >> MATTED, I ASSUME THAT YOU -- MATT, I ASSUME YOU PROBABLY PERSONALLY HAVE MAPPED OUT
COMPARED SEL STANDARDS TO OURS. >> YES.
>> OKAY. COULD YOU HAD SHARE YOUR THOUGHTS AND FINDINGS ON
I CAN -- WE CAN JUMP AHEAD TO THAT POINT HERE.
ALTHOUGH I SEE THERE'S A COUPLE OF OTHER HANDS UP SO I DON'T KNOW IF YOU WANT TO WAIT BEFORE DINING.
>> I DWES THAT'S -- I CAN WAIT. I CAN WAIT.
IF THAT'S PART OF YOUR PRESENTATION THEN I CAN HOLD.
MY TAKE WHEN I LOOK AT THIS IS SOME OF THE THINGS IN PARTICULAR WHEN YOU LOOK AT 3.1 OF R3 ARE PERHAPS A LITTLE BROADER OR MAYBE A LITTLE BIT DIFFERENT THAN WHAT IS HERE AND I JUST WOULD LIKE TO HAVE THE BENEFIT OF MATT'S ANALYSIS TOO.
>> YEAH. WHY DON'T WE -- I SEE THE HANDS WENT DOWN SO I'M SLIRN HAPPY TO KIND OF GO THERE AND I THINK THE CONVERSATION THAT YOU'RE HAVING TOO IS WRESTLING WITH HOW -- WHAT'S THE FOCUS OF R3? YOU KNOW.
AND ALSO THINKING ABOUT IN TERMS OF THE BOARD'S ROLE OF GOVERNING THROUGH POLICY SO THAT THE IMPORTANT -- MENTIONED AT THE START OF THIS IS THE PROPER -- IT'S HARD TO DERIVE THE THROUGH LINE TO THE ACTIONS THAT WE NEED TO DRIVE THROUGHOUT THE ORGANIZATION AND SO THE SEL STANDARDS, WHILE NOT CERTAINLY THEY DON'T ENCOMPASS EVERYTHING THAT THE BOARD HAS IN R3 RIGHT NOW AS IT'S CURRENTLY INTERPRETED BUT THEY DO PROVIDE US WITH GREATER CLARITY SO I'VE MAPPED THE STANDARDS AGAINST R3 TWO DIFFERENT WAYS. SO I'LL SHOW YOU BOTH OF THOSE AND THEN WE CAN HAVE A LITTLE BIT MORE CONVERSATION SO LET ME GO TO THE FIRST CROSSWALK HERE. ALL RIGHT.
SO HERE'S -- THIS IS THE CROSSWALK AS IT'S ALIGNED WITH R3. SO YOU SEE THE 12 R POLICY AREAS AND THEN MATCHING AGAINST THE STATE SEL STANDARDS.
YOU CAN MAP ALL OF THIS SEL STANDARD AGAINST THIS BUT YOU
[00:55:02]
MIGHT NOTICE THAT THE FIRST GO AREAS I PUT AN ATERRIFICS NEXT TO THEM BECAUSE WE'RE CURRENTLY INTLEPTING QUESTIONING AND THINKING CRITICALLY AND CREATIVELY, SOLVING PROBLEMS EFFECTIVELY. AT LEAST THE WAY THAT WE'RE MONITORING IT IS FROM AN ACADEMIC LENS.SO WE'RE USING GRADES. LOOKING AT THESE ARE THINGS THAT ARE EMBEDDED -- IN FACT A LOT OF THESE MAKING CONNECTIONS, OFFERING IDEASES, THEY'RE ALL EMBEDDED IN OUR -- IN THE STANDARDS OF OUR COURSES. AND SO WHEN WE FIRST WENT TO LOOK AT HOW ARE WE MONITORING THIS THAT WAS PART OF THE KIND OF THE THINKING WAS WELL A LOT OF THESE ARE EMBEDDED IN THE STANDARDS OF OUR CORE COURSES, THEREFORE, STUDENTS WHO ESSENTIALLY ARE PASS OUR COURSES HAVE DEMONSTRATED THAT THEY'VE MET THESE STANDARDS AND PARTICULARLY FOR THE FIRST TWO ITEMS REALLY INTERPRETED IN THAT HAD -- I WOULD SAY MORE OF THAT ACADEMIC LENS BUT WHEN WE THINK ABOUT IT YOU CAN SEE BACK FROM THE STATE SEL STANDARDS THINKING CRITICALLY ALSO OCCURS WHEN YOU'RE TRYING TO NAVIGATE SOCIAL SITUATIONS.
WHEN YOU'RE TRYING TO NAVIGATE THINKING ABOUT YOUR OWN -- YOU'RE DOING A SELF-ASSESSMENT OF HOW ARE YOU GOING TO SET A GOAL AND REALIZE THAT? SOLVING PROBLEMS. RIGHT. I MEAN, YOU KNOW, SOLVING PROBLEMS IN A SOCIAL SITUATION IS JUST AS COMPLEX AS SOLVING IT
IN AN ACADEMIC DISPLAN. >> MATT, CAN I JUST STOP YOU? A COUPLE OF HANDS WENT UP DURING THAT LAST PART AND BEFORE WE JUMP INTO INDICATORS, I WANT TO JUST MAKE SURE IF ANYONE HAD ANY CLARIFYING QUESTIONS OR THOUGHTS ON WHERE WE ARE IN THE PRESENTATION RIGHT NOW LET'S GO DO THAT.
>> I THINK THAT'S AN EASY OUT FOR US TO DO IT THAT WAY AND ASSUME THAT THE A STUDENT EASY, B STUDENT HAS THIS WHIPPED.
I'M NOT SURE TO BE QUITE FRANK IT'S A DIRECT COROLLARY.
IT IS ACADEMICALLY. BUT THAT DOESN'T MEAN THEY ARE NOT BEING ABLE TO SERVE PERSONAL PROBLEMS EFFECTIVELY.
OR BEING ABLE TO THINK CREATIVELY OR CRITICALLY WHEN IT COMES TO SOCIAL SITUATIONS. I DON'T THINK THEY CAN BE IDENTIFIED IN AN ACADEMIC GRADE. YOU MAY HAVE SOME KIDS THAT ARE IN THE C GROUP AND BELOW THAT ARE REALLY WHEN IT COMES TO SOCIAL ISSUES OR SOCIAL SITUATIONS ARE DOING A HELL OF A LOT BETTER JOB BECAUSE THEY'RE NOT AS WELL ROUNDED.
THAT THEY AREN'T, YOU KNOW, THEIR GRADE POINT ISN'T THEIR
OWN FOCUS IN LIFE. >> DIRECTOR CARLSON.
[01:00:02]
>> SO I ACTUALLY THREW MY HAND UP AT THIS POINT BECAUSE I DIDN'T WANT TO GET TOO MUCH FURTHER UNDER THE ASSUMPTION THAT ALL OF THE R3S I CONSIDER TO BE UNIVERSAL GOODS.
AND I WANT TO POINT TO ONE WHERE I'VE ALWAYS WORRIED ABOUT IT AND I THINK THAT SOME OF MY FELLOW BOARD MEMBERS WILL APPRECIATE THIS. WORK WELL WITH OTHERS.
FORCING EVERYONE TO BE A TEAM PLAYER AS OPPOSED TO ALLOWING SOME PEOPLE TO DO INDIVIDUAL SPORTS IS SOMETHING I'VE ALWAYS FRETTED OVER. YOU HAVE TO SUCCEED BY ALWAYS DOING GROUP PROJECTS. SO RESPECTING VALUE I CONSIDER AN ABSOLUTE. NOT OPTIONAL.
SOME OF THESE I FEEL THE INTERPRETATION OF THEM SHOULD BE HIGHLY CONTEXTUAL FOR THE STUDENT.
>> I WANT TO SAY AS YOU LOOK AT THE CROSSWALKS PUT FORWARD EVERY SINGLE R 3 WAS ABLE TO BE CROSSWALK INTOED YOU ONE OF THOSE GLOBAL FRAMEWORKS WHICH I THINK IS BENEFICIAL IN THE SENSE THAT A WHOLE CHILD APPROACH WHICH IS REALLY WHAT THIS IS TALKING TO YOU HAVE AN ACADEMIC SIDE AS WELL AS A WHOLE CHILD COMPONENT TO THIS TOUCHES ON THAT COMPONENT OF IT.
LOU WELL CAN THEY VIDEO A CONVERSATION WITHOUT JUMPING TO
I'M JUST TRYING TO -- THAT IS THAT INTROVERTS HAVE FAILED BECAUSE THEY'RE NOT PEOPLE PEOPLE.
>> I SEE WHAT YOU'RE SAYING. OKAY. ALL RIGHT.
DIRECTOR -- >> SO WITH THAT, I DO THINK BY HAVING THESE WASHINGTON SEL SORT OF FRAMEWORKS THAT ARE BROADER, IT ALLOWS YOU MUCH MORE FLEXIBILITY TO SPECIFICALLY SPEAK INTO WHAT YOU'RE SPEAKING. IT'S NOT WORK WELL WITH OTHERS NECESSARILY AS ABLE TO AND I HAVE TO GO BACK AND LOOK AT THE SOCIAL MANAGEMENT. SO I THINK IT ACTUALLY ALLOWS FOR MORE FLEXIBILITY IN WHAT WE CURRENTLY HAVE IN THE RESULTS THREE. BECAUSE THOSE ARE MUCH MORE SPECIFIC AND REASONABLY PRUDENT PERSON OFTEN LOADED SFAMENTS IN SOME REGARDS. SO --
>> AGREED. THANK YOU FOR PUTTING THIS CROSSWALK TOGETHER. CALLED INTO GREATER RELIEF FOR ME THAT BOTH THE SEL STANDARDS ARE BROADER BUT ALSO MORE FOCUSED I GUESS TOO IF THAT MAKES SENSE.
THEY'RE BROADER IN HOW THEY'RE CONSTRUCTED BUT THEY'RE MORE FOCUSED ON SEL NOW THE MORE THAT I THINK ABILITY THAT AND THINK ABOUT WHAT IT IS WE'RE TRYING TO MEASURE OR WHAT I WOULD LIKE US TO MEASURE WITH R3 AT LEAST IT IS THAT AND THIS SORT OF THINKING I'VE ALWAYS ARTICULATED IS R3 IS WE'RE TRYING TO MEASURE EVERYTHING WE DON'T ALREADY MEASURE AND THAT PROBABLY IS NOT IN REPROSPECT UPON REFLECTION IS PROBABLY NOT THE BEST FRAMEWORK FOR THINKING ABOUT MEASURING THINGS IS TO TOSS EVERYTHING INTO THE BAG SO THIS HAS A LOT OF APPEAL TO ME TO HAVING A LOT MORE FOCUS. AND DIRECTOR STEWART --
>> BEFORE I ANSWER THAT QUESTION, THINKING ABOUT LIKE THAT CONTEXT DIRECTOR CARLSON YOU PULLED OUT, WORK WELL WITH OTHERS. AND, YOU KNOW, LIKE HOW THAT IS THAT WE THINK ABOUT WE'RE INTERPRETING THESE VALUE
[01:05:04]
STATEMENTS AND WHAT -- IN WHAT THEY MEAN, THEY POTENTIALLY ARE LOADED OR, YOU KNOW, THAT THEY -- THOSE INTERPRETATIONS MAY NOT BE SHARED BROADLY IN ONE OF THE BENEFITS -- AND ONE OF THE REASONS WHY I WANTED TO BRING TO THE BOARD LOOKING AT THE SEL BENCHMARKS IS GOING BACK TO ALSO WHAT WAS THE PROCESS BY WHICH THERE WAS ENGAGEMENT WITH A VARIETY OF STAKEHOLDERS AND REALLY LOOKING AT KIND OF THOSE FOUR PILLARS THINKING ABOUT EQUITY AND CULTURAL RESPONSIVENESS BECAUSE OF THAT.SO AS WE'RE THINKING ABOUT VALUES.
THAT'S WANTING TO THINK ABOUT WHAT ARE ONES THAT ARE ESSENTIALLY UNIVERSAL. AND THERE'S A STRONG CONNECTION BETWEEN SOCIAL EMOTIONAL LEARNING AND SUCCESS IN OTHER AREAS OF LIFE. AND SO I THINK THERE'S SOME GOOD CASES TO BE MADE FOR WHY FOCUSING ON SEL DIRECTOR -- YOU KNOW, THAT I ALSO PROVIDES THE KIND OF CLEAR GUIDANCE AND DIRECTION OF THE ORGANIZATION. AND SO TO GET TO YOUR QUESTION DIRECTOR STEWART ABOUT HOW DO WE MEASURE IT, THIS IS JUST AS CHALLENGE ARING AS MEASURING R3 AS CURRENTLY.
THAT SAID, SO THERE'S GOING TO BE A COUPLE -- WE'RE GOING TO HAVE TO LOOK AT A COUPLE OF THEMES OF SAYING OUR ABILITY TO MEASURE THIS PRECISELY AND WITH OBJECTIVITY FOR EVERY SINGLE INDIVIDUAL STUDENT IS PROBABLY NOT WHAT WE'RE GOING TO NECESSARILY GO FOR. RIGHT.
SO IF WE TAKE THE VIEW OF THINKING ABOUT, LIKE, WELL, CIVIC ENGAGEMENT, WELL, EVERY STUDENT IS GOING TO COMPLETE 40 HOURS OF COMMUNITY SERVICE. WKTD OBJECTIVELY MEASURE THAT BUT THAT'S NOT NECESSARILY IN KIND OF AN ALIGNMENT I THINK WITH WHAT WE'RE TRYING TO DO. TO MAP OUT PERCEPTION DATA IS HAVE OUR STUDENTS WHICH WE DO IN OTHER AREAS LITTLE BIT FOR R3 RIGHT NOW. SO I CAN SHOW THE BOARD KIND OF HOW WE'VE MAPPED OUT SO WE'RE CLEAR WHY ARE WE GETTING THAT DATA? THERE'S SO MANY OTHER FACTORS.
SO I CAN SHOW THE BOARD KIND OF HOW WE'VE MAPPED OUT THAT, THAT WOULD BE POTENTIALLY A GOOD STARTING POINT AND THERE'S ALSO OTHER WAYS THAT WE CAN LOOK AT SOME DIFFERENT WAYS OF MEASURING THAT ARE KIND OF DIFFERENT THAN WE CURRENTLY ARE.
BUT THAT WOULD BE REALLY I WOULD SAY FAIRLY EASY STARTING POINT.
LET'S HOLD QUESTIONS FOR A MINUTE AND LET MATT PRESS ON AND
THEN WE'LL GO BACK TO IT. >> YOU STILL HAVE YOUR HAND UP.
DO YOU WANT TO JUMP IN ON THAT POINT?
>> I'LL TAKE THE QUEUE AND WE'LL MOVE ON.
>> ALL RIGHT. SO AS YOU KNOW WE CURRENTLY WORK WITH AN ORGANIZATION CALLED PAN AMA TO SURVEY OUR STUDENTS AND SO WE HAVE BFRN WORKING WITH THEM TO LOOK AT FOR BOARD POLICIES SUCH AS OE 10 AND 14 AND R3, WHAT ARE WAY MAZE WHICH WE CAN ESSENTIALLY BRING STUDENT VOICE INTO HOW WE MONITOR THESE POLICIES. THAT'S WHAT IT IS.
[01:10:02]
WE'RE ASKING OUR STUDENTS AND SAYING WHAT IS YOUR EXPERIENCE AND SO WE'VE -- THEY'VE HELPED MAP OUT THE STATE SEL STANDARDS AGAINST -- THAT ARE ASKED AND ALLOW US TO COME BACK WITH ESSENTIALLY SOME FAVORABILITY RATINGS.TRESSED ALSO A NICE DEVELOPMENTAL APPROACH BECAUSE WE ACTUALLY START ASKING SFUNTS THESE QUESTIONS IN INTERMEDIATE GRADES OF ELEMENTARY SO GRADES THREE, FOUR, FIVE ALL THE WAY THROUGH HIGH SCHOOL. SO THERE'S SOME CROSSOVER THERE BUT THE SHORT ANSWER IS WE WOULD BE ABLE TO AT LEAST GET STUDENT PERCEPTION DATA BACK ON THIS IS TO BE ABLE TO HELP ASSESS TO WHAT EXTENT ARE -- DO OUR STUDENTS FEEL THEY'RE DEVELOPING SKILLS IN THESE AREAS. SO I SEE DIRECTOR CHARSON HAS HIS HAND UP REIN SO WE CAN PAUSE AND TAKE SOME FURTHER CONVERSATION OR QUESTIONS AROUND HOW WE MIGHT MEASURE OR MONITOR THE SEL STANDARDS.
>> THANK YOU, MATT. THIS IS VERY HELPFUL.
AND BROADLY SPEAKING FROM FAMILIAR WITH PREVIOUS PAN RAM MA REPORTS, THIS -- PAN RAM MA IS BEING BROUGHT IN.
SO OVERALL, I AM SUPPORTIVE OF USING THESE.
BUT I DID WANT TO BEFORE I FORGET TO PUT ONE LAST PIECE IN HERE THAT I KNOW IS NOT THERE BECAUSE I LOOKED THROUGH THE LAST TWO SLIDES. AND THE THING ABOUT OUR R3 WAS IT WAS ALWAYS A GRAB BAG BUT PART OF THAT WAS THINGS THAT WE CARED ABOUT THAT WE KNEW WERE NOT IN R 1 AND R 2.
AN IMPORTANT ONE THAT HAS NOT APPEARED HERE BUT DOES RELATE TO SEL IS DISCIPLINE. AND WE DO MONITOR DISCIPLINE AS A PORTION OF DISTRICT OF PERFORMANCE, AND WE MONITOR IT FOR THE SAKE OF THE STUDENTS. HOW MUCH DISCIPLINARY ACTION IS BEING TAKEN. IS IT EFFECTIVE AND APPROPRIATE? ALL THOSE THINGS ARE SOMETHING THAT ARE NOT ADDRESSED IN THE OTHER R1 ABE R2. THEY'RE IMPORTANT FOR US AT A DISTRICT LEVEL, AT LEAST I BELIEVE THAT THEY ARE.
AND I FEEL THAT THEY DO FIT NICELY UNDERNEATH EVEN AN SEL UMBRELLA.
>> YEAH. AND I'LL -- IF I CAN JUST RESPOND TO THAT I THINK. SO THERE'S THE -- THERE'S CERTAINLY THE POSSIBILITY THAT WE COULD LOOK AT OTHER COMPLIMENTARY DAY AT THAT ELEMENTS IN RELATION TO R3 AND THEN WE ALSO HAVE JUST AROUND DISCIPLINE THAT'S SOMETHING ALSO THAT WE CONTINUE TO LOOK AT IN THE CONTEXT OF OE 10 AND I BELIEVE WHILE WE HAVE NOT SET INDICATORS YET FOR OE 14 I BELIEVE THAT MIGHT BE SOMETHING THAT WOULD LOOK AT IN CONTEXT
THERE AS WELL. >>> MATT, THIS TOPIC, THE WHOLE
[01:15:57]
207IC TO BE QUITE FRANK FROM THE STATE MATERIALS ARE FROM HOURS SEL TOPIC TO ME IS MORE OF A QUALITATIVE TOPIC THAN QUANTITATIVE SO WHEN YOU TALK ACT THE SURVEYING OF THE STUDENTS I'M ASSUMING YOU'RE DOING A QUANTITATIVE SURVEY OF FEELS RIGHT, NEUTRAL, EXTREMELY HAPPY WITH, WHATEVER.TO ME THAT IS -- IT DOESN'T GET TO THE HEART OF WHAT THE QUALITATIVE INFORMATION YOU NEED.
I DON'T KNOW. IT SEEMS LIKE IT JUST KIND OF SCRATCHES IT'D. THAT SAID, I DON'T KNOW ANY OTHER WAY TO DO IT OTHER THAN HAVE FOE DID YOU SAY GROUPS.
P AND WHEREIN IF YOU HAVE ENOUGH HOUR MAZE IN 2 DAY TO DO ALL THAT. YEAH, WE COULD GO IN AND ESSENTIALLY YOU COULD DO AS SOON AS POSSIBLE CLASSROOM OBSERVATIONAL DATA GATHERING. AN IT'S NOT PERFECT BUT FOR THE PURPOSES OF THE BOARD GETTING A' OF WHERE WE ARE ACROSS 30,000 STUDENTS IS -- I DON'T KNOW OF A BETTER WAY TO TRY TO SATISFY
THAT RIGHT NOW. >> JOHNNY, I SAW -- I'M JUMPING THE GUN BUT DID YOU WANT TO CHIME IN AND HELP RESPOND ON
THAT? >> I JUST WANT TO SAY THE QUESTIONS THAT WE'RE ASKING FROM OUR STUDENTS HAVE BEEN NORMED AND VALIDATED OVER MILLIONS OF STUDENT DATA POINTS SO THEY'VE ASKED THIS OVER AND OVER AND OVER TO MAKE SURE THAT THE QUESTION THAT IS BEING ASKED ON THE SCALE THAT WE'RE ASKING THE STUDENTS HOW STUDENTS RESPOND, THE ACCURACY OF THAT IS PRETTY DARN HIGH AND THERE'S EXAMPLES IN WHICH THERE'S OTHER SURVEYS OUT THERE THAT WE GET A RESPONSE BETWEEN 40 AND 60%.
THERE'S A HIGH THRESHOLD IN TERMS OF WHEN THEY ASK QUESTIONS, THOSE QUESTIONS AND RESPONSES ARE VALIDATED AND THE RESPONSE IS PRETTY HIGH IN ACCURACY IN TERMS OF HOW STUDENTS ARE RESPONDING TO THAT PARTICULAR QUESTION.
>> DIRECTOR, I DON'T KNOW IF YOU CAN HELP ME FACILITATE.
DIRECTOR CHOI AND THEN DIRECTOR CHARSON.
>> I WAS JUST GOING TO ASK HOW ARE THE QUESTIONS CREATED? WHETHER OR NOT -- ARE THEY TAKEN FROM ANOTHER ASSESSMENT OR ANOTHER SURVEY THAT'S USED NATIONWIDE OR ARE WE CREATING THESE QUESTIONS? AND THEN IF WE ARE, I'M WONDERING IF WE ARE TAPPING INTO SOME OF THE RESOURCES THAT ARE AVAILABLE TO US SUCH AS, YOU KNOW, YES OR, YOU KNOW, KIND OF THE P STUDENT MINDSET, YOU KNOW, SIGH KAY TRY AREAS THAT COULD HELP US REALLY ASK THE RIGHT QUESTIONS ABOUT SELF-AWARENESS
AND SELF-ASSESSMENT. >> THANK YOU FOR THAT QUESTION AND THESE ARE SET QUESTIONS THAT WERE DEVELOPED BY PAN AMA THAT
[01:20:03]
HAS BEEN NORMED NATIONALLY AND MATT REQUEST TALK A LITTLE BIT MORE ABOUT WHAT WE GET RESULTS BACK, THEY HELP US UNDERSTAND WHERE WE FIT NATIONALLY AS WELL WHEN OUR STUDENTS ARE RESPONDING TO A SURVEY SO, AGAIN, THESE DATA POINTS HAVE BEEN COLLECTED AND NORMED ACROSS OUR NATION IN DIFFERENT DISTRICTS, DIFFERENT SOCIAL ECONOMIC DISTRICTS. I MEAN, WE'RE TALKING THE LEVEL OF DIVERSITY IN TERMS OF THE DATA SET IS VERY, VERY LARGE.>> SO I'M ASKING MORE ABOUT THE EFFECTIVENESS OF THE QUESTION IN GIVING US THE INFORMATION OF WHETHER OR NOT THE STUDENT IS ACTUALLY ACHIEVING X LEVEL OF SELF-AWARENESS OR -- YEAH.
>> OKAY. I SEE WHAT YOU MEAN. THAT'S WHERE IT COMES -- WHERE TO MATT'S POINT IS THE -- IT ALLOWS US A WINDOW OF STUDENT LIKE SELF-AWARENESS COULD BE HOW -- DO YOU KNOW WHEN -- AND I -- JUST USING A SELF-AWARENESS QUESTION NOT DIRECTLY FROM PAN RAM MA BUT DO YOU KNOW WHEN TO PARTICIPATE IN A SOCIAL GROUP.
SO LET'S SAY THAT'S THE QUESTION.
IT ALLOWSES A SCHOOL AND A DISTRICT TO SEE WE HAVE ABOUT 07% OF OUR STUDENTS THAT SAY YES THEY KNOW HOW TO BUT IT'S ACTUALLY RELATIVELY LOW. THAT ALLOWS US TO ACTUALLY -- TO THE QUESTION EARLIER WAS HOW ARE THESE SORT OF HOW CAN WE CREATE RESPONSIVENESS TO IT OR SORT OF COMMUNITY CONTEXT THAT ALLOWS US TO BE MORE FLEXIBLE IN HOW WE DEVELOP OUR SOCIAL AWARENESS PRACTICES. AND WHAT'S GREAT ABOUT THE PAN RAM MA SITE IS IT ACTUALLY PROVIDES TEACHERS WITH STRATEGIES THAT INCREASE SOCIAL AWARENESS.
IT PROVIDES THEM WITH SOME LESSONS AND ALSO PROVIDES THEM WITH STRATEGIES AND PRACTICES THEY CAN USE WITHIN OUR CLASSROOMS AS WELL AS OUR DEPARTMENT CONTINUES TO WORK WITH SCHOOLS CREATING CONSISTENT PRACTICES AROUND SOCIAL AND EMOTIONAL LEARNING. SGLR WE'RE TALKING ABOUT A 178 OF ALIGNMENT IN ORDER TO LOOK AT THE SCHOOL IS THEN SAYING THIS IS WHAT THE BOARD VALUES. IT'S IMPORTANT.
WE'RE DEDICATED TO DOING THIS. AND WE'RE MONITORING AND PAYING ATTENTION TO THIS AND THAT WE HAVE THIS DATA AND THAT ALSO IS GOING TO DRIVE US TO THINK ABOUT WHAT IS IT OUR STUDENT NEEDS? HOW DOES THAT DRIVE OUR PROGRAM DEVELOPMENT AT OUR SCHOOL LEVELS, DISTRICT LEVEL, AND SO I THINK IT'S JUST IMPORTANT TO HAVE FOR THE BOARD TO HAVE THAT CONDITION TEXT.
WE ACTUALLY WENT INDEPENDENT OF MONITORING PROCESS WE SAID THERE'S SOME VALUE IN ASKING THESE QUESTIONS FOR US TO BETTER UNDERSTAND WHAT DO WE DO WITH THE LIMITED RESOURCES WE HAVE WHICH VALELY TIME WITH OUR STUDENTS AND TO SAY WHAT IS IT THAT OUR STUDENTS NEED AND THERE'S AN OPPORTUNITY FOR US TO THEN REALLY KIND OF CONNECT ALL THESE PIECES WITHIN OUR DISTRICT. I THINK THAT'S KIND OF WHAT BRINGING TO THE BOARD AS A POSSIBILITY AROUND THESE.
AND WE KNOW THAT THERE WILL BE STUDENTS THAT WILL SELF-REPORT THEY ARE GREAT AT SOMETHING. THEFR GOT THE SKILLS.
[01:25:01]
THEY DON'T ACTUALLY HAVE IT. AND THEN THERE'S KIDS WHO WILL UNDERREPORT WHO MIGHT, YOU KNOW, HAVE IT.SO THERE IS -- IF WE'RE LOOKING AT SELF-PERCEPTION TOOL AS A WAY OF ACTUALLY ASSESSING FOR EACH INDIVIDUAL STUDENT, THAT'S NOT THE RIGHT MECHANISM. AND OF COURSE THE STATE WOULD SAY YOU DON'T ACTUALLY MAJOR INDIVIDUAL STUDENTS SEL THAT WAY ANYWAY. BUT IF WE'RE SAYING HOW ARE WE -- HOW ARE WE DOING AS A WHOLE, RIGHT, IN SERVING OUR 30,000 STUDENTS AND I COULD GO BACK AND LOOK AT DEVELOPMENTALLY THERE'S SOME THESE -- THIS PERCEPTION DATA WOULD BE ALIGNED DEVELOPMENTALLY TO DIFFERENT EXAMPLES.
PAUSE WE'RE GOING TO ASK OUR HIGH SCHOOL STUDENTS DIFFERENT QUESTIONS THAN WE'RE GOING TO ASK OUR ELEMENTARY STUDENTS BECAUSE THEY'RE CONTEXT IS DIFFERENT AND DEVELOPMENTALLY THEY'RE AT DIFFERENT STAGES SO THEY SHOULD HAVE MORE SOPHISTICATED SKILL DEVELOPMENT AS THEY GET OLDER.
SO THESE WOULD BE THINGS THAT WE COULD COME BACK WITH MORE DETAIL FOR MONITORING AND DIG INTO PANORAMA MORE.
>> SO A FEW THINGS. WE HAVE WORKED REALLY HARD TO USE QUANTITATIVE DATA TO MEASURE R3.
LIKE, WE HAVE BEEN ALMOST ABSURDLY COMMITTED TO THAT TYPE OF DATA FOR CHARACTERISTICS THAT REALLY ARE BEST UNDERSTOOD BY OBSERVATION -- INTERACTION, SOCIAL CONNECTION.
>> IN WHICH TO MEASURE THESE STANDARDS OR NO?
>> I AM NOT AWARE OF ANY EFFORT. JOHNNY, DO YOU HAVE --
>> IT IS NOT. WASHINGTON STATE'S PRIMARY DRIVER FOCUS RIGHT NOW IS REALLY ON DISTRICT IMPLEMENTATION.
>> GOOD TO KNOW THAT WE HAVE TO DEFINE OUR OWN.
IT WON'T BE ANOTHER COMPONENT POTENTIALLY IN THE FUTURE.
THE OTHER PIECE WAS I APPRECIATE MATT AS YOU SPOKE TO REALLY THE ALIGNMENT OF HOW THIS IS AND HOW THIS INFORMATION HAS HELPED TO
[01:30:01]
SHAPE AND FORM THE ABILITY TO PROVIDE EFFECTIVE SERVICES WITHIN OUR SCHOOLS AND PROGRAMS FOR OUR STUDENTS AND ADDRESS THOSE NEEDS, I AM PERFECTLY FINE WITH SURVEY AND PERCEPTION DATA AS I THINK IT PROVIDES INFORMATION THAT YOU CAN USE OVER TIME. THE FACT THAT IT'S VALIDATED AND DONE THAT WAY IS ALSO HIGHLY BENEFICIAL THAT IT'S A TEXT BANK MAKES IT GREAT. AND THAT WE'RE NOT JUST CREATING THE QUESTIONS OURSELVES. I THINK THAT OFTENTIMES CAN BE PROBLEMATIC BECAUSE WE DON'T HAVE THAT CHANCE.SO I DO SEE A LOT OF VALUE IN BEING ABLE TO CRUISE THIS AND POTENTIALLY -- USE THIS AND THEN POTENTIALLY AS SPOKEN TO WAS THE EXPANDING INTO OTHER OPTIONS. YOU KNOW.
AS YOU GO THROUGH THESE OFTENTIMES THIS TYPE OF DATA WHICH IS STILL QUANTITATIVE IN MANY WAYS MOST QUANTITATIVE HAS QUALITATIVE COMPONENT TO IT I WOULD ARGUE.
OUR GRADES BEING ONE OF THOSE THAT WE'VE DISCUSSED.
IT HAS A STRONG QUALITATIVE PERCEPTION.
OUR DISCIPLINE DATA HAS QUALITATIVE PERCEPTIONS BUILT IN SO NO DATA IS FINE IN THE COMMUNITY.
IT ALL COMES WITH CHALLENGES TO WORK WITHIN.
AND SO I THINK WE CAN USE IT. AND THEN AS YOU BREAK THIS OUT THAT MIGHT LEND OATHS TO ADDITIONAL QUESTIONS THAT COME OUT THAT MIGHT BE WE DO A FOCUS GROUP WITH STUDENTS AND THEN DIVE IN FURTHER OR FIGURE OUT MORE SPECIFIC DETAILS YOU GET AN OVERAIL PICTURE THAT COMES THROUGH.
I THINK THERE'S A LOT OF POTENTIAL HERE TO BE BENEFICIAL TO SAY WE'RE ADDRESSING A WHOLE CHILD AND THINKING BEYOND THE ACADEMIC NEEDS. AS WELL AS THEN BEING ABLE TO FEED THAT INTO LAKE WASHINGTON AND IMPROVE THE SYSTEM GOING FORWARD AND DOING THAT. I THINK THERE'S GREAT POTENTIAL.
>> THIS IS INTERESTING. THE QUESTION BECOMES IS THIS SOMETHING WHERE THE QUESTION BANKS ARE AGE SCALED SO THEY'RE AGE APPROPRIATE FROM THIRD THROUGH 12TH GRADE.
THIS IS SOMETHING WHERE YOU CAN DO CLASS OF ANALYSIS TO SEE HOW THEY ARE IF THERE IMPROVING, GETTING WORSE WITHIN A COHORT OR IS THIS SOMETHING WE HAVE TO REPORT IN AGGREGATE? I DON'T KNOW IF THERE'S A RIGHT ANSWER.
I WANT TO JUST GET YOUR TAKE ON WHAT YOU THINK YOU CAN PULL OFF.
>> WE HAVE NOT DONE THAT JOLLITY.
IN PART BECAUSE WE HAVE BEEN INCONSISTENT IN THE QUESTIONS THAT WE'VE BEEN ASKING. AND AGAIN THAT WAS ONE OF THE REASONS WHY JOHNNY AND I WENT TO PANORAMA AND SAID WE'VE NOW BEEN WORKING WITH YOU FOR SEVERAL YEARS.
WE'VE STARTED TO WRITE SURVEY DATA INTO A BOARD POLICY.
WE REALLY NEED TO TAKE A MORE STRAY TUNNELINGIC APPROACH BECAUSE I THINK WE'VE HAD A COUPLE OF TIMES WHERE I'VE HAD TO COME BACK TO THE BOARD AND SAY WE DID NOT ASK THAT QUESTION BECAUSE IF PRIMARY DRIVER OF PANORAMA IS ACTUALLY AT THE LOCAL LEVEL. CAN WE ACTUALLY USE OUR PANORAMA DATA OVER TIME TO GET THAT LONGITUDINAL DATA THAT WE DON'T REALLY HAVE RIGHT NOW. THEIR PLATFORM IS REALLY ROBUST AND GENERALLY CALLS DOESN'T REALLY REQUIRE US TO DO MUCH ENGAGEMENT WITH THEIR DATA AT ALL SO TO DO A CLASS OF ANALYSIS I BELIEVE THAT WOULD REQUIRE US TO ESSENTIALLY DOWNLOAD THE DATA AND DO SOME MASSAGING OF IT AND SO THAT'S NOT SOMETHING I COULD COMMIT US TO AT THIS POINT BECAUSE I DON'T UNDERSTAND ALL THAT IS INVOLVED IN THAT BUT IT'S NOT EMBEDDED INTO THE PAN
AMA PLATFORM SO FAR AS I KNOW. >> MATT, ARE THERE OTHER, YOU KNOW, YOU MENTIONED THAT THE STATE DOESN'T HAVE ANY SURVEYING METHOD IF YOU WILL. HAVE YOU TALKED WITH THE AMERICAN PEDIATRIC PSYCHIATRIC ASSOCIATION OR PERHAPS DOE FOR THAT MATTER TO SEE IF THEY'VE GONE DOWN THIS ROAD BEFORE?
>> THERE ARE OTHER AND JOHNNY I'M LOOKING AT YOU.
YOU CAN'T TELL ME BECAUSE WE'RE NOT IN THE SAME ROOM BUT I'M LOOKING AT YOU BUT THIS IS YOUR AREA OF EXPERTISE THERETO ARE OTHER SURVEYS AND TOOLS THAT ARE OUT THERE.
P AND AGAIN WE WENT WITH PAN RAH MA APPROXIMATE PARTLY BECAUSE
[01:35:01]
THEY HAVE A NATIONAL SCOPE. WE'RE ABLE TO GET SOME RELATIONSHIP WITH RESPECT TO OTHER DISTRICTS BECAUSE AS THE BOARD KNOWS SOMETIMES YOU COME BACK AND YOU SAY WE GOT 65% OF OUR KIDS SAID YES BUT SOMETIMES THAT'S REALLY GOOD.IT MIGHT PUT YOU IN THE TOP FIVE PERCENT OF THE COUNTRY.
IT JUST DEPENDS ON THE QUESTIONS IN FRAME.
AND THEY HAD A NICE -- AGAIN BECAUSE WE'RE ALSO TRYING TO DRIVE ACTUAL PRACTICE WITHIN THE SCHOOLS AND SO THEY HAD A NICE PLATFORM THAT'S REALLY USABLE FOR OUR COUNSELORS AND PRINCIPALS AND TEACHERS AND SO THERE ARE OTHER OPTIONS OUT THERE. I AM NOT AWARE OF ONE THAT IS AS COMPREHENSIVE AS PAN RAH MA PLATFORM IS RIGHT NOW --
PANORAMA PLATFORM IS RIGHT NOW. >> YEAH, PANORAMA'S BANDWIDTH AND THEIR ABILITY TO HELP SCHOOL DISTRICTS BE ABLE TO WORK THROUGH THE DATA AND JUST THE QUESTIONS THAT THEY ARE ABLE TO ASK. ALSO TO YOUR QUESTION ABOUT HAVE WE REACHED OUT TO, YOU KNOW, SOME OF THE OTHER SORT OF ORGANIZATIONS THAT HAVE AN AREA OF EXPERTISE IN THIS AND SOME OF THOSE AREAS IS REALLY DIAGNOSTIC FOCUSED AND WITH THE OSPI'S MANDATE OR REQUIREMENT AROUND SEL THIS IS NOT AN ASSESSMENT.
AND SO IF WE WERE TO USE SOME OF IF OTHER ASSESSMENTS AND I'LL SAY ASSESSMENTS VERSUS SURVEY BECAUSE THEY ARE ASSESSMENTS THAT IS FOCUSED ON LOOKING AT IS THERE A DEFICIT? IS THERE 134G THAT WE NEED TO DIAGNOSE HERE AND THAT'S SOMETHING THAT WE WANT TO GO -- WE DON'T WANT TO LEAN FORWARDS BECAUSE OF -- TOWARDS. WHAT ARE SOME ASSETS AND HOW CAN WE BUILD PROTECTIVE FACTORS? IF WE LOOK AT BUILDING THOSE WE CAN MITIGATE SOME OF THE RISK FACTORS AND DEVELOP SKILLS WHEREAS SOME OF THE ASSESSMENTS DEVELOPED WITH SOME OF THESE COMMUNITIES HAVE BEEN FOCUSED ON AREAS IN WHICH THERE'S DEFICIT AND IT BECOMES MORE DIAGNOSTIC AND THAT SORT OF SKILL AND ASSET FOCUSED.
>> ZE TO THINK ABOUT HOW WE'RE GOING TO REFORMULATE THAT POLICY COMMITTEE OR REPOPULATE IT. BUT THIS SEEMS TO BE LIKE THIS WOULD BE A GOOD FIRST STEP IS TO HAVE THAT WORK DONE AND THE COMMITTEE WITHIN A CHECK IN WITH THE BOARD MAYBE ANOTHER STUDY SESSION IN A COUPLE OF MONTHS OR SO.
AND THEN AT THE SAME TRACK THAT COULD KEEP WORKING ON INDICATORS FOR THE REWRITE. THOSE ARE MY THOUGHTS ON THAT.
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>> I THINK AT THIS STAGE QUESTIONS ARE OUT TO THE BOARD IN TERMS OF WHAT NEXT STEPS OR IF THERE'S OTHER INFORMATION YOU NEED FROM JOHNNY OR I.
>> DID IT THAT BAD OF AN IDEA THAT I STATE PRISONED EVERYONE?
DIRECTOR CHARSON? >> ACTUALLY, YOU SAID WHAT I ACTUALLY FELT NEEDED TO BE SAID. I MEAN, BROADLY SPEAKING I'M ALSO COMFORTABLE WITH REVISING R3 TO BE PARALLEL TO THE SEL STANDARDS RATHER THAN OUR OWN AD HOC THING THAT WE'VE BEEN LIVING WITH WHILE WAITING FOR SUCH A THING TO HAPPEN.
THE ONLY CONCERN I HAVE AFTER TONIGHT'S PRESENTATION I BELIEVE THAT I WOULD LOVE TO SEE MORE DETAIL ON TRYING TO BRING THINGS THROUGH. BUT FOR MATT SINCE YOU'RE TALKING -- YOU MAKE A GOOD POINT.
USING AN INSTRUMENT WE'RE ALREADY USING FOR SOMETHING ELSE DOESN'T MAKE THIS AN EXCESS BURDEN ON THE SYSTEM.
TEACHERS AND/OR STUDENTS. THIS SET A GOOD THING. I AM WORRIED ABOUT OUR NEEDS STARTING TO TRUMP THE NEEDS OF THE COUNSELORS. I STILL WANT THE COUNSELORS ASKING THE QUESTIONS THEY WANT ANSWERED AND THEN WE'LL FILL IN THE BLANKS WITH OUR STANDARD SET.
SO THAT'S THE ONLY MODEST CONCERN THAT I HAVE.
I THINK YOU'RE GOOD AT HANDLING THESE THINGS.
THE LAST THING IS WHAT I MENTIONED ABOUT I BELIEVE THAT,
YES, YOU'RE RIGHT. >> THAT WE NEED TO REWRITE AND SORT OF USE THE PATHWAY HAH YOU'VE LAID OUT FOR US.
>> DIRECTOR. >> AND I WOULD AGREE WITH WHAT WAS SAID PRIOR. I THINK THE INFORMATION PROVIDED WAS EXCELLENT AND UNDERSTANDING SORT OF THE CONNECTION AND THE VALUE ALREADY THAT THE DAY PROVIDES INTO THE SYSTEM AND HOW DO WE USE IT AND HOW WE CAN SORT OF EXPAND IT I THINK IS GREAT.
THE ONE QUESTION -- >> YOU MUTED YOURSELF, MID
AS WE LOOK AT DOING THIS, WHAT ROLE FOR COMMUNITY FEEDBACK SHOULD BE PUT THERE AND BROUGHT FORWARD IN THAT DISCUSSION AS WE GO FORWARD? THAT WOULD BE MY ONE PIECE TO THINK ABOUT AND I DON'T KNOW -- BECAUSE IT IS ABOUT SKILLS WITH STUDENTS AND THOSE PIECES OUR COMMUNITY WOULD DEFINITELY HAVE OPINIONS ON THAT SO ARE WE MISSING SOMETHING? I KNOW THAT THE SEL, THEY DID A WHOLE STATEWIDE PIECE AS WELL SO YOU COULD ARGUE THAT IT HAS BEEN DONE FROM THAT SIDE.
I SORT OF -- I DON'T KNOW -- I DON'T HAVE AN ANSWER AS TO WHAT THAT WOULD BE BUT THAT WOULD BE AN INTEREST OF MINE TO PURSUE.
>> I WONDER IF THE POLICY COMMITTEE KIND OF PUTS TOGETHER A PACKAGE OF WHAT WE BELIEVE WOULD MOVE THIS FORWARD ALONG WITH PROPOSED COMMUNITY ENGAGEMENT.
THAT MAKES SENSE TO ME. EVERYONE WAS ESSENTIALLY NODDING THERE. ANYTHING ELSE FOR THE -- ANY OTHER QUESTIONS, ANYTHING ELSE? MATT, DID WE -- DID WE ANSWER YOUR QUESTIONS OR AT LEAST PROVIDE ENOUGH FEEDBACK WHERE THERE'S A SENSE OF A DIRECTION FROM THE -- THAT THE BOARD WOWED
LIKE TO -- WOULD LIKE TO GO? >> I CERTAINLY DID.
I APPRECIATE THE CONVERSATION AND THE DIALOGUE.
YOU KNOW, IT'S JUST SO HELPFUL FOR -- TO HAVE CLARITY AND DIRECTION FROM, YOU KNOW, THE BOARD AND SO I'M HAPPY TO WORK WITH THE POLICY COMMITTEE AND CONTINUING TO DEVELOP AND MOVE
>> DRESHTH CARLSON. >> SO -- DIRECTOR CHARSON.
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>> AS WE'RE MOVING FORWARD ON THAT THE ONE THING I THINK -- WE DON'T GENERALLY HAVE A TRANSLATION REQUIREMENT FROM -- TO PARENT BUT IN THIS PARTICULAR CASE I THINK THAT A HALF PAGER ON TRANSLATING SEL TERMINOLOGY AND JUST EXEMPLARS.
IN SOME WAY OUR CROSSWALK MOST THINGS WE HAD IN R3 A PASHTO CAN UNDERSTAND AND IT MIGHT HELP PARENTS TRYING TO UNDERSTAND WHAT ARE YOU TALKING ABOUT SEL, OH, WELL, HERE'S HOW BUT REALLY A QUICK LITTLE MAP FOR PARENTS TO FOLLOW WHO HAVE NOT HAD THE BENEFIT OF BEING BROUGHT ALONG ONE STEP AT A TIME WOULD BE
GREAT. >> I COMPLETELY AGREE WITH DIRECTOR CARLSON. I WOULD SAY THAT I HOPE THAT OUR -- IF POSSIBLE OUR POLICY WOULD BE IN A LITTLE MORE PLAIN ENGLISH THAN THESE STATE STANDARDS.
I WAS -- WHEN THE SLIDE WAS UP I WAS GOOGLING TERMS TO TRY TO UNDERSTAND SOME OF THEM. I'M SORRY, DIRECTOR STEWART.
>> YEAH. I THINK TO DO IT BEFORE WE ENGAGE THE PUBLIC TO GO AHEAD AND TRANSLATE THOSE QUESTIONS BEFOREHAND AS OPPOSED TO TRYING TO LET THEM TRANSLATE IT AS THEY'RE ANSWERING THE QUESTION. OTHERWISE, THEY'RE GOING TO GIVE UP AND CLOSE THE BOOK. SO I WOULD SAY PUT IT INTO ENGLISH IF YOU WILL AS OPPOSED TO EDUCATION-ESE.
>> OKAY. ALL RIGHT IF THE SO WE'LL MOVE -- ALL RIGHT.
SO THEN WE'LL MOVE FORWARD. ANYTHING ELSE FOR THE GOOD OF THE ORDER?
>> GREAT. MATT, THANK YOU SO MUCH FOR PULLING THAT ALL TOGETHER AND TAKING THE LEAD ON THAT.
THIS IS EXCITING. AND HOPEFUL.
>> THANK YOU. I'M GLAD JOHNNY JOINED TOO TO HANDLE THE REALLY TOUGH QUESTIONS.
SO THANK YOU, JOHNNY, FOR
* This transcript was compiled from uncorrected Closed Captioning.