[00:00:01]
GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE JANUARY 24, 2022 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. ALL BOARD MEMBERS ARE PRESENT AND PARTICIPATING REMOTELY. UNDER PROCLAMATION -- 20-28.15 OPEN PUBLIC MEETINGS ACT AND PUBLIC RECORDS ACT PROCLAMATION S EXTENDS THE PROHIBITION ON IN PERSON MEETINGS.
BUT CREATED AN EXEMPTION FOR PUBLIC MEETINGS THAT COMPLY WITH THE GUIDELINES FOR BUSINESS MEETINGS FOUND IN THE MISSISSIPPI VENUES GUIDANCE. THE BOARD WILL NOTIFY THE PUBLIC OF THE LOCATION OF THEIR MEETINGS THROUGH THE MEETINGS TAB ON BOARD DOCS. AT THIS TIME, IT IS PLANNED THAT ALL BOARD MEETINGS SCHEDULED IN JANUARY AND FEBRUARY WILL BE HELD REMOTELY UNLESS THERE ARE CHANGES IN THE GUIDANCE PROVIDED. BOARD MEETINGS, STUDY SESSIONS, AND SPECIAL BOARD MEETINGS WILL CONTINUE TO BE LIVE-STREAMED ON THE LWSD WEBSITE. IF COMMUNITY MEMBERS ARE UNABLE TO LIVE STREAM THE MEETING, THEY MAY CALL TO LISTEN TO THE MEETING: 425-936-2813/CONFERENCE ID: 37127.
[1. Review of Assessment Tools - Fastbridge and Panorama]
WE HAVE TWO ITEMS FOR THE STUDY SESSION TONIGHT.THE FIRST IS A REVIEW OF THE ASSESSMENT TOOLS.
FASTBRIDGE AND PANORAMA. DR. HOLMEN CAN YOU KICK US OFF
IN 2020 WE TRANSITIONED TO A NEW LITERACY ASSESSMENT TO REPLACE WHAT WE USED TO HAVE AND THEN ALSO ADOPTED A MARTHA SESSIONMENT AT THE SAME TIME. AND THERE WERE A NUMBER OF REASONS. ONE OF THE PRIMARY DRIVERS WAS THE DIBBLES PLATFORM WAS CHANGING AND THAT REQUIRED A TRANSITION. WE HAD NOT HAD DISTRICT WIDE MARTHA SESSIONMENT. WE HAD SOME AT A CLASSROOM LEVEL BUT A CONSISTENT ACROSS THE BOARD WE DID NOT HAVE FOR MATH.
WE LOOKED AT MOVING UP THE GRADE SPANS SO WE COULD NOT ONLY ASSESS STUDENTS IN THE ELEMENTARY LEVEL BUT ALSO LOOK AT LITERACY IN MATH AT SECONDARY SO THERE WAS A REAL OPPORTUNITY TO EVALUATE T DIBBLES PROGRAM. WE'RE THINKING ABOUT THE QUALITY OF THE INSTRUCTION AND THE CURRICULUM AND THE ASSESSMENT.
THOSE ARE ALL BLENDED TOGETHER SO OUR ASSESSMENT TOOLS TAKE PLACE IN THE CLASSROOMS AND TEACHERS DEVELOP THOSE.
BUT THERE IS ALSO VALUE IN HAVING AN ASSESSMENT THAT WE CAN USE ACROSS ALL OF OUR SCHOOLS THAT IS CONSISTENTLY APPLIED BECAUSE THAT PROVIDES INFORMATION ABOUT THE QUALITY OF OUR INSTRUCTION, THE WAY THAT WE'RE DELIVERING INSTRUCTION, THE INTERVENTIONS AND SUPPORTS AND IT ALLOWS US TO THINK ABOUT ACROSS OUR DISTRICT PROFESSIONAL LEARNING OR ADDITIONAL PROGRAMS AND SUPPORTS. SO THAT ASSESSMENT IS SO IMPORTANT US TO. AND SO WE'RE VERY INTENTIONAL ABOUT EVALUATING DIFFERENT ASSESSMENT TOOLS THAT WOULD GIVE US INFORMATION TO MAKE THOSE KIND OF DECISIONS.
WE ALSO KNOW THAT AS WE MADE THAT TRANSITION WE RECEIVED A NUMBER OF QUESTIONS FROM THE COMMUNITY AND YOU'VE HAD QUESTIONS OVER THE PAST YEAR OR SO SO TONIGHT IS INTENT IS TO SHARE INFORMATION TO LET YOU KNOW MORE ABOUT THE PROGRAMS AND HOW THEY WERE ADOPTED AND HOW WE'RE USING THEM.
LET ME GET THE SLIDES UP HERE AND WE'LL WALK YOU THROUGH.
FOLLOWING THIS PRESENTATION WE WILL MOVE INTO PANORAMA.
CAN EVERYONE SEE THAT OKAY? SO TONIGHT WE'LL HAVE THREE
[00:05:02]
DIRECTORS THAT WERE RESPONSIBLE NOT ONLY FOR EVALUATING THE DIFFERENT ASSESSMENT TOOLS BUT -- USING THEM WITHIN THEIR DEPARTMENTS. DR. JEN ROSE -- BECKY -- OUR DIRECTOR OF ACCELERATED PROGRAMS. WE'LL TALK ABOUT HOW THEY ARE USING THE FASTBRIDGE PROGRAM TO INFORM THEIR PROGRAM AND THEN FINALLY KELLY -- OUR DIRECTOR WILL ALSO TALK ABOUT HOW WE USE FASTBRIDGE.SO WE'LL TALK ABOUT WHAT THE SCREENERS ARE AND HOW WE'RE USING THEM AND HOW THEY WERE SELECTED.
WITH THAT I'M GOING TO TURN IT OVER TO KELLY I BELIEVE.
KELLY, YOU'RE MUTED. >> SORRY ABOUT THAT.
I SAID AMAZING THINGS IN THE COUPLE OF SECONDS YOU COULDN'T HEAR ME. WHAT WE WANT TO DO IS SET THE FOUNDATION FOR OUR WORK TOGETHER THIS EVENING AND IDENTIFY WHAT IS UNIVERSAL SCREENING. SO UNIVERSAL SCREENING IS THE PROCESS OF ADMINISTERING A BRIEF STANDARDIZED ASSESSMENT TO ALL STUDENTS AND USE THE DATA TO IDENTIFY STUDENTS WHO MIGHT BE AT RISK OF NOT MEETING GRADE LEVEL EXPECTATIONS AT THE END OF THE YEAR. IT GIVES US A SNAPSHOT OF THE GROUP AS A WHOLE AND THEN EACH INDIVIDUAL STUDENT.
THIS IS ONE COMPONENT. IT UNDERLIES A STRATEGIC APPROACH TO IDENTIFY STUDENTS WHO MAY NEED ADDITIONAL CLASSROOM INTERVENTION OR EXTENSION.
SO AS WE THINK ABOUT WHY DO WE SCREEN STUDENTS AND WHAT IS THE RELEVANCE OF THAT? TEACHERS CONDUCT THE SCREENING IN READING AND MATH THREE TIMES A YEAR.
BEGINNING AND MIDDLE AND END OF THE YEAR TO EVALUATE THE STUDENT'S CURRENT SKILLS IN BOTH LITERACY AND READING AND MATH.
SCREENING GIVES US INFORMATION TO HELP PREVENT READING AND MATH GAPS THAT MAY AFFECT THEIR LONG-TERM EDUCATIONAL GOALS.
TEACHERS CAN WORK TOGETHER IN PROFESSIONAL LEARNING COMMUNITIES TO MAKE INSTRUCTIONAL DECISIONS THAT SUPPORT THE ACADEMIC GROWTH AND ACCELERATION OF ALL STUDENTS.
7 SO, ITS IMPORTANT AS WE'RE SCREENING STUDENTS IN BOTH LITERACY AND MATHEMATICS THAT THEY GIVE US INFORMATION ABOUT HOW A STUDENT PROGRESSES TO BEYOND GRADE LEVEL AND THAT'S AN IMPORTANT NOTE WITH SCREENERS. IT'S NOT ARE THEY AT GRADE LEVEL RIGHT NOW BUT A PREDICTIVE WILL THEY BE ON GRADE LEVEL BY THE END OF THE SCHOOL YEAR? THERE WERE ALSO STATE REQUIREMENT THAT'S INFLUENCED OUR DECISIONS.
SO BACK IN 1998-99 THERE WAS IT WAS REQUIRED THAT WE ASSESS STUDENTS IN K2 AND THAT IS WHEN WE BROUGHT DIBBLES IN OUR SYSTEM. WITH THE DYSLEXIA LEGISLATION IT IDENTIFIED THIS AS A SPECIFIC LEARNING DISABILITY AND WE'RE REQUIRED TO SCREEN ALL STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE FOR INDICATIONS FOR BEING AT RISK FOR NOT READING OR WEAKNESSES ASSOCIATED WITH DYSLEXIA.
ALSO REQUIRES OUR MOVEMENT TOWARD IMPLEMENTATION OF MTS SYSTEMS AS WELL AS CLEAR COMMUNICATION WITH FAMILIES ABOUT THEIR STUDENT'S LITERACY DEVELOPMENT.
SO PRIOR TO BEGINNING THE PROCESS I'M GOING TO HAND THIS OFF TO JEN IN A COUPLE OF MINUTES.
PROVIDE TO THE PROCESS THE DYSLEXIA LEGISLATION THAT CAME OUT IN 2018 FRAMED FOR US THE KEY COMPONENTS.
SO AS WE EMBARKED ON THE ADOPTION OF A NEW SCREENING TOOL WE TOOK INTO ACCOUNT THE LEGISLATION IN ESSB6162.
>> SO WE LOOKED AT THIS COMING FROM AN -- LENS AND ALSO LOOKED AT THE LEGISLATION AND REQUIREMENTS.
WE FORMED THE ADOPTION COMMITTEE AND FOLLOWED OUR ESSENTIAL ADOPTION PROCESSES. TEACHERS, ADD AT ANY RATERS AND SPECIALISTS WERE ON THE * COMMITTEE.
[00:10:02]
THINKING ABOUT HOW IT BEST FIT INTO OUR SYSTEM.ONE OF THE OTHER ELEMENTS OF ADOPTING A SCREENER IS THAT OSBI HAD SPECIFICS. OSBI HAD SPECIFIC GUIDANCE AND A LIST OF TOOLS. SO WE TOOK THOSE DIFFERENT PIECES AND WE USED A DECISION MAKING PROCESS TO IDENTIFY THE TOOLS TO PILOT. WE ALSO TALKED QUITE A BIT ABOUT HOW DO WE MAKE THIS BE SUCCESSFUL ON ASYMMETRIC LEVEL.
WHAT WILL MAKE THIS BE SOMETHING THAT IS ACTUALLY CREATES USABLE DATA FOR TEACHERS AND FITS INTO SUSTAINABLE LONG-TERM IMPLEMENTATION. SO ONE THING THAT WAS IMPORTANT IS HAVING ONE PLATFORM FOR READING AND MATH.
AND IT SEEMED UN10ABLE TO SAY USE THIS TOOL FOR K2 AND THIS TOOL FOR 3-5 AND A SEPARATE TOOL FOR MIDDLE SCHOOL.
IT WAS IMPORTANT TO HAVE ONE PLATFORM THAT WAS A QUALITY PLATFORM THAT HELPED US AS A SYSTEM TO HAVE ASYMMETRIC RESPONSE. WE ALSO WANTED IT TO BE ADAPTIVE. SOMETHING MORE THAN A SINGLE DATA POINT BUT BE ABLE TO USE THE TESTING TO DIVE INTO MORE SPECIFICALLY WHERE STUDENTS LEARN THEIR SKILLS AND GIVE US MORE INFORMATION FOR INSTRUCK THAL RESPONSES.
* BE ABLE TO LOOK AT OVER THE LONG-TERM HOW DO WE MEASURE STUDENT GROWTH AND WHAT DO WE DO WITH THAT INFORMATION.
THINKING ABOUT OUR ELEMENTARY TEACHERS SOMETHING THAT WAS ACTUALLY REASONABLE TO ADMINISTER AND THAT MADE US LOOK AWAY FROM TOOLS THAT WERE STILL PENCIL AND PAPER AND LOOK AT WHAT IS SOMETHING THAT CAN BECOME BE A PART OF THE EASY FLOW OF A SCHOOL DAY OR SCHOOL YEAR SO WE CAN IMPLEMENT IT CONSISTENTLY. AND THE REQUIREMENTS OF THE DYSLEXIA LEGISLATION AND PROVIDE RELIABLE STUDENT DATA.
SO WITH THAT, WITH ALL OF THAT BACKGROUND INFORMATION WE IDENTIFIED THE ADOPTION COMMITTEE AND THEN WE IDENTIFIED PILOT SCHOOLS. WE LOOKED AT PROFESSIONAL LEARNING FOR THE TEACHERS AND PRINCIPALS INVOLVED SO WE COULD HAVE A QUALITY PROCESS BASED ON SOME DEEPER LEARNING.
WE ALSO REFLECTED BACK TO SOME EARLIER WORK THAT HAPPENED IN 2018-2019 WHERE WE STARTED TO LOOK FOR A SCREENER AND RECOGNIZE EDIT SHOULD BE AN INTEGRATED PROCESS.
WE USED OUR DISTRICT RUBRIC TO MEASURE THE SELECTED TOOLS AND EVALUATE THEM AS OBJECTIVELY AS POSSIBLE AND THEN WE HAD TEACHERS PILOT -- THAT MADE OUR LIST BASED ON THE REQUIREMENTS THAT I SHARED EARLIER AND WE NARROWED THAT DOWN TO STAR AND FASTBRIDGE AND WERE ABLE TO PILOT THOSE TWO.
WE WERE ABLE TO RECONVENE IN USING THE CONSENSUS PROCESS AND HAD OVER 90%. THERE WAS ONE PERSON ON THE COMMITTEE OF 24 PEOPLE THAT HAD SOME QUESTIONS.
BUT IT WAS A VERY STRONG PROCESS THAT ENDED IN A VERY STRONG RECOMMENDATION FOR MOVING FORWARD WITH FASTBRIDGE.
SO BRIEFLY WE WANT TO TALK ABOUT -- HOW IT'S USED.
FASTBRIDGE -- STANDS FOR FORMATIVE -- WE'RE JUST USING IT FOR READING AND MATH AT THIS TIME.
WE'RE USING THEM K-8. THEY ARE DEEPLY GROUNDED IN RESEARCH AND THEY HAVE AYES SUITE OF ASSESSMENTS THAT IDENTIFY BENCHMARK SKILLS THAT STUDENTS HAVE MASTERED OR DEVELOPING. TEACHERS CAN USE THIS DATA TO INFORM INSTRUCTION, MONITOR PROGRESS WHICH SUPPORTS ALL STUDENTS INCLUDING THOSE WITH SYMPTOMS OF DYSLEXIA.
ALL ELEMENTARY TEACHERS AND MIDDLE SCHOOL ELA AND MATH TEACHERS HAVE TO ENGAGED IN PROFESSIONAL LEARNING AROUND FASTBRIDGE AND USING IT AT THIS POINT.
SOME OF THE ASSESSMENTS IN THE FASTBRIDGE SUITE ARE COMPUTER ADAPTIVE TEST AND CURRICULUM BASED MEASURES.
WE'RE USING THE COMPUTER ADAPTIVE TEST.
IT HELPS A TEACHER IDENTIFY MORE SPECIFICALLY AND DEEPLY WHERE THE STUDENT IS IN PROGRESS. SO IT WOULD BE IF A STUDENT
[00:15:02]
ANSWERS THREE QUESTIONS INCORRECTLY THE ADAPTIVE TOOL MAKES AN EASIER QUESTION TO DIG DEEPER INTO WHERE THE STUDENT IS OR OPPOSITE IF A STUDENT GETS THEM ALL RIGHT IT PROGRESSES IN DIFFICULTY. WE CAN TALK MORE ABOUT THE SPECIFIC ASSESSMENT BUT WE'RE SCAFFOLDING ON THE NEXT SLIDE -- BUILDING A FAIRLY SIGNIFICANT TOOL AND IMPLEMENTING DURING THE PANDEMIC AND AS WE THINK ABOUT THAT IT INCREASES THE URGENCY.BUT WE'RE ALSO RECOGNIZING THAT WE CAN GO AS FAST AS WE CAN AND WANT TO MAKE SURE TEACHERS FEEL COMPETENT.
WE WANTED TO MAKE SURE ALL K-5 TEACHERS AND MIDDLE SCHOOL ELA AND MATH TEACHERS UNDERSTOOD THE PURPOSE OF FASTBRIDGE AND COULD ADMINISTER THE TEST AND WE HAD TO HAVE A VERY FLEXIBLE ENVIRONMENT. WHICH HELPED US BECOME FLUENT IN THE ADMINISTRATION PROCESS. ONE OF THE ASPECTS OF BEING REMOTE IS THAT WE LEARNED TO USE THE STUDENT VIEW OF THE TEST AND WERE ABLE TO DIVE INTO THE SKILLS BEING ASSESSED.
AND THEN THIS YEAR WE'RE DIVING DEEPER INTO ADMINISTRATORS AND TEACHERS BEING ABLE TO USE THE REPORTS TO INFORM INSTRUCTIONAL DECISIONS. STARTING LAST YEAR AND BUILDING INTO SOMETHING THAT WE'RE EXPANDING THIS YEAR IS HAVING TEACHERS BE ABLE TO CREATE SMALL SKILLS GROUP AND PLAN FOR INSTRUCTION. AND OUR CONTINUE GOAL IS TO THINK ABOUT HOW WE CONTINUE TO DEEPEN THAT IMPLEMENTATION AND LOOK INTO NEXT YEAR LOOK AT DATA OVER TIME TO BUILD OUR SUPPORTERS FOR ALL STUDENTS. SO THE GOAL OF OUR SUSTAINED I'U IMPLEMENTATION IS TO NOT HAVE IT BE A SEPARATE ONE BUT TO THINK ABOUT HOW DOES THIS TOOL STRENGTHEN OUR TIER ONE AND TIER II AND TIER III INSTRUCTION. SO SOME OF THE PROFESSIONAL LEARNING THAT WE'VE DESIGNED FOR OUR TEACHERS IS IN USING THE PLC STRUCTURE TO DEEPEN THEIR UNDERSTANDING AND HAVE INFORMED INSTRUCTION AND CONTINUE TO HAVE IT BE A DATA POINT.
IT'S GATHERING IMPORTANT DATA POINTS THAT CAN PROVIDE A DEEPER PICTURE OF STUDENT LEARNING. AS WE CAN APPLY IT MORE WE WANT TO EXPAND CAPACITY FOR CLASSROOM TEACHERS SO WE CAN DEEPEN THE
LEARNING FOR ALL STUDENTS. >> WE WANT TO ENTER IN AROUND A COUPLE OF THINGS ABOUT WHAT FASTBRIDGE DOES AND DOES NOT DO.
FASTBRIDGE PROVIDES US IN THE DATA DROP THAT WE'VE BEEN IN OVER THE PAST COUPLE OF YEARS PROVIDES US WITH MULTIPLE DATA POINTS ON EACH STUDENT THREE TIMES A YEAR.
IT GIVES US BENCHMARK SCORES THAT TELL US HOW OUR STUDENTS ARE DOING IN RELATION TO THE END OF THE YEAR GOALS.
IT HELPS US IDENTIFY STUDENTS WHO ARE AT RISK FOR POTENTIAL LEARNING POOR LEARNING OUTCOMES AND IT ALSO PROVIDES US WITH PERCENTILE RANKS TO NATIONALLY RANKED STUDENTS.
HOW IS FAST BRIDGE USED -- WHAT IT DOESN'T DO IS PROVIDE OR REPLACE CURRICULUM TOOLS. IT ALSO DOESN'T GIVE SPECIFIC DIAGNOSIS BUT IT DOES GIVE TEACHERS A ROAD MAP, A REPORT CALLED SCREENING TO INTERVENTION ON WHERE THEIR STUDENT'S STRENGTHS ARE OR CHALLENGES ARE. AND THEN IT DOESN'T QUALIFY OR DISQUALIFY STUDENTS FOR HIGHLY CAPABLE OR SAFETY NET BECAUSE WE BRING IN MULTIPLE TOOLS TO IDENTIFY STUDENTS WHO ARE MOST AT RISK. AS WE THINK ABOUT HOW IS FASTBRIDGE USED IN CORNYN INSTRUCTION.
IT'S USED TO IDENTIFY STUDENTS AT RISK FOR NOT BEING AT GRADE LEVEL AT THE END OF THE YEAR. FOR STUDENTS WHO WOULD BENEFIT FROM ACCELERATION IN THEIR CLASSROOMS AS WELL AS REPORTS THAT CAN BE USED TO INFORM BOTH INDIVIDUAL INSTRUCTION AND SMALL GROUPS OF INSTRUCTION BASED ON LIKE STRENGTHS.
[00:20:04]
AND I WANT TO TALK ABOUT HOW WE'RE USING THE POTENTIAL FOR WHAT WE'RE DOING NOW AND THE POTENTIAL FOR WHERE WE COULD GO IN THE FUTURE. THE MULTILINGUAL LEARNING PROGRAM MONITORS STUDENT PROGRESS IN READING AS PART OF A PROGRAMIC TEAM AND THE SPECIAL-ED INDICATION TEACHER.THE DATA IS USED ALONGSIDE FOR MULTILINGUAL STUDENTS THEIR ELD OR SPEAKING SKILLS TO HELP DETERMINE THE NECESSARY SUPPORTS FOR STUDENTS. WE'RE ALSO BEING VERY CAUTIOUS WITH OUR MULTILINGUAL LEARNERS. BECAUSE IT'S A GIFT IN ACQUIRING ENGLISH AS PART OF THEIR LEARNING WITHIN THE CLASSROOM SO WE WANT TO MAKE SURE THAT WE'RE NOT REPRESENTING OUR MULTILINGUAL STUDENTS AT TOO HIGH OF A RATE BECAUSE A LOT OF OFTEN TIMES ESPECIALLY IN K1 AND 2 WHAT IS BEING TAUGHT IS WHAT OUR MULTILINGUAL LEARNERS NEED THE MOST.
IN ELEMENTARY THE SAFETY NET WE ANALYZE DATA THREE TIMES A YEAR.
TO IDENTIFY STUDENTS WHO MAY BE AT RISK FOR READING DIFFICULTIES INCLUDING THOSE WITH DISALEXANDRIA.
SAFETY NET TEACHERS ADMINISTER AFTER WE DO THE FIRST ROUND OF ASSESSING WITH THE SCREENER. WE ADMINISTER ADDITIONAL DIAGNOSTIC ASSESSMENT INCLUDING SOME FASTBRIDGE MEASURES TO GATHER MORE DATA. AND MATCH STUDENTS TO THE BEST FIT OF INTERVENTIONS WHICH INCLUDES EFFECTIVE CURRICULUM TOOLS FOR EACH BUCKET OF STUDENTS WHO WE'RE CONTINUALLY SUPPORTING. THEY ALSO USE IT TO PROGRESS AND MONITOR STUDENTS TO MEASURE GROWTH AND DETERMINE IF THE INTERVENTION PLAN IS A GOOD FIT. IF THE PLAN NEEDS TO BE ADJUSTED THEY DO SO. FASTBRIDGE PROGRESS MONITORING MEASURES ARE ADMINISTERED EVERY TWO TO FOUR WEEKS DEPENDING ON STUDENT PERFORMANCE AS WELL AS WHAT THE OVER-ALL PROGRESS MONITORING ASSESSMENT TELL US. THE MIDDLE SCHOOL SAFETY NET PROGRAM IS USING FASTBRIDGE TO IDENTIFY STUDENTS WHO MAY NEED ADDITIONAL SUPPORT IN READING AND MATH AND PROVIDES THEM WITH THE SAME OPPORTUNITIES AS IT DOES FOR ELEMENTARY SAFETY NET STUDENTS. STUDENTS ARE CONTINUALLY PROVIDED THE INSTRUCTION AND AGAIN THAT PROGRESS MONITORING PIECE IS GOING TO BE PIVOTAL AS WE CONTINUE TO ADOPT AND IMPLEMENT FASTBRIDGE TO BE ABLE TO UTILIZE THAT AS A COMPONENT OF CORNYN INSTRUCTION TO HELP MEET THE STUDENTS WHERE THEY
ARE. >> GOOD EVENING, EVERYONE.
I WANT TO TALK ABOUT HIGHLY CAPABLE AND HOW FASTBRIDGE IS BEING USED WITHIN THE PROGRAM. FIRST AT THE STATE LEVEL THEY EXPECT US TO HAVE A HIGHLY CAPABLE PROGRAM.
THEY GIVE THE DISTRICT THE AUTONOMY TO DETERMINE THEIR ELIGIBILITY PROGRESS AND PROGRAMMING AVAILABLE AND WE DO THAT ON A YEARLY BASES. ONE OF THE PIECES IS TO UNIVERSALLY SCREEN STUDENTS AT LEAST TWO GRADE LEVELS BETWEEN K AND 8. WE USED THE COG AT SCREENER.
WE WOULD SCREEN OUR FIRST GRADERS AND INVITE THEM TO MOVE FORWARD IF THEY MET THE CRITERIA.
AND THEN WE WOULD REACH OUT TO THE FAMILIES AND INVITE THEM TO APPLY FOR ADDITIONAL TESTING TO DETERMINE IF THEY WERE ELIGIBLE FOR HIGHLY CAPABLE SERVICES. WE'VE ADD A FEW CHANGES IN REGARDS TO DATA SO SBA WAS NOT GIVEN LAST YEAR SO WE DON'T HAVE SBA DATA AND IT WAS GIVEN THIS FALL BUT IT WAS A MODIFIED ASSESSMENT. -- WE HAD PROGRAM SPECIALIST INCLUDING PEOPLE FROM OR OUR EQUITY DEPARTMENT AND A COUPLE
[00:25:04]
OF SCHOOL PSYCHOLOGIST REVIEW SEVERAL OF OUR COGNITIVE OPTIONS FOR ASSESSMENT FOR HIGHLY CAPABLE AND THEY RECOMMENDED THE CHANGE FROM THE CO-GOT SCREENER. -- IT TAKES OUT THE BARRIER THAT MANY OF OUR MULTILINGUAL STUDENTS HAVE AS THEY GO THROUGH COGAT. IT HAS INTERESTING QUESTIONS THAT BRING IN BIAS. PLUS WE ALSO HAD USED IT IN A REMOTE SETTING SO THERE WAS SOME ONGOING STRUGGLES WITH HOW WE MOVE FORWARD WITH COGAT SCREENER.WE'VE MOVED FORWARD AND WE'RE EXCITED.
I HAVE SOME DATA THAT I WILL SHARE WITH YOU IN A MOMENT.
WE WERE ABLE TO USE FASTBRIDGE THIS YEAR FOR NOT ONLY THE TWO GRADE LEVELS THAT WE NORMALLY DO BUT WE WERE ABLE TO USE IT FOR GRADES K-7 SO WE ACTUALLY ARE EXCEEDING THE STATE EXPECTATIONS FOR UNIVERSAL SCREENING FOR HIGH CAP STUDENTS.
AND WE SET THE STANDARDS AT 85%. WE DIDN'T WANT TO DECREASE THE NUMBER OF STUDENTS THAT WE WERE ASSESSING AND WE WERE WANTING TO MAKE SURE WE HAD A REALLY BIG NET THAT WE WERE TRYING TO CATCH MORE STUDENTS ESPECIALLY THOSE WHO ARE UNDERSERVED WITHIN OUR CURRENT PROGRAM. FASTBRIDGE IS NATIONALLY NORMED WHICH ALLOWS US TO HAVE A NATIONAL PERCENTILE RANK AND THAT HELPS US WITH OUR PROCESS. THAT IS ONE OF THE REQUIREMENTS.
AND THEN THE OTHER BENEFIT OF FASTBRIDGE THIS YEAR IS THAT IT ACTUALLY DECREASES THE NUMBER OF ASSESSMENT THAT OUR STUDENTS HAVE TO SIT THROUGH WHILE THEY ARE WORKING THEIR WAY THROUGH THE DIFFERENT ASSESSMENT TO DETERMINE IF THEY MEET THE REQUIREMENTS FOR HIGHLY CAPABLE. IN THE PAST THEY WOULD HAVE HAD TO GO THROUGH THE COGAT SCREENER WHICH IS A 60 MINUTE SCREENER AND THEN GO TO THE WHOLE ADDITIONAL TEST.
AND THEN THEY GO INTO THE IOWA. SO WE'VE DECREASED THE NUMBER OF ASSESSMENT FOR STUDENTS TO GET INTO OUR PROGRAM BY APPROXIMATELY ONE TO THREE HOURS.
SO WE'RE HAPPY TO SAY THAT WE HAVE LESS TESTING HAPPENING IN OUR DEPARTMENT AND YET WE'RE STILL DEFINITELY MEETING THE NUMBERS THAT WE EXPECT TO SEE. SO HERE IS KIND OF A QUICK HISTORICAL LOOK AT OUR PROGRAM. SO WHAT I WENT THROUGH, THE FIRST ONE IS APPLICANTS. IN 2017 IS THE FIRST YEAR THAT WE WERE REQUIRED TO DO THE UNIVERSAL SCREENING SO PRIOR TO THAT THE ONLY STUDENTS ASSESSED WOULD HAVE BEEN PARENTS THAT APPLIED IN THE FALL OF THE SCHOOL YEAR DURING OUR APPLICATION WINDOW. AND THEN FROM THOSE APPLICANTS YOU CAN SEE HOW MANY HAD QUALIFIED.
AS WE MOVED THROUGH YOU CAN SEE LAST YEAR WE HAD WHICH IS -- I PUT AN AS ERIK THERE * BECAUSE WE DID THEM REMOTE.
AND IT WAS AN INTERESTING TESTING EVENT.
WE ALWAYS WANT TO KEEP TRACK OF THAT.
WE HAD 2676 APPLICANTS INCLUDING THE ONES THAT WERE INVITED DUE TO UNIVERSAL SCREENING OF THOSE 1319 QUALIFIED.
WE HAVE FAMILIES THAT IF THEY DON'T MEET THE THRESHOLDS FOR THE PROGRAM THEY WILL APPLY AGAIN TO BE REASSESSED TO SEE IF THEY CAN MOVE INTO A DIFFERENT LEVEL OF PROGRAMMING.
WE HAVE STUDENTS WHO GO THROUGH THE PROCESS ON A YEARLY BASES UNTIL THE FAMILIES FEEL THEY ARE IN THE PROGRAM THAT MEETS THEIR NEEDS. THEN THIS YEAR IS KIND OF A UNIQUE YEAR AND YOU'LL SEE THAT WE CURRENTLY HAVE 4253 APPLICANTS. WE ARE CURRENTLY TESTING 3996.
SO FASTBRIDGE HAS NOT DECREASED THE NUMBER OF STUDENTS THAT WE'RE ASSESSING AND DETERMINING ELIGIBILITY FOR WE'VE ACTUALLY INCREASED THE NUMBER OF STUDENTS WE'RE TRYING TO BRING INTO THE
[00:30:02]
PROGRAM AND MEET THEIR UNIQUE LEARNING NEEDS.THE NEXT SLIDE WILL SHOW YOU THIS YEAR'S DATA AND THIS IS AN INTERNAL DOCUMENT THAT WE'VE WORKED TO TRY TO MAKE IT MORE PUBLIC. WHERE IT SAYS APPLICANTS I'M GOING TO WALK THROUGH THE KINDERGARTEN DATA.
IT'S THE SAME ACROSS. FOR KINDERGARTEN IN THE FALL WE HAD 539 FAMILIES REACH OUT AND APPLY TO BE TESTED.
OF THOSE 539, 308 STUDENTS MET THE SCREENING CRITERIA.
BUT REMEMBER WE ALSO WENT INTO OUTREACH.
SO WE HAVE 2237 STUDENTS IN KINDERGARTEN.
WE LOOKED AT ALL OF THEIR STUDENT DATA FOR MATH AND READING AND OF THOSE 639 ACTUALLY MET THE SCREENING CRITERIA. SO WE REACHED OUT TO THAT ADDITIONAL 100 FAMILIES AND SAID YOUR STUDENT HAS MET THE CRITERIA TO MOVE FORWARD IN TESTING.
ARE YOU INTERESTED AND IF SO HERE IS HOW YOU APPLY.
AND WE DID THAT FOR K-7. YOU CAN SEE OUR FALL APPLICANTS 3092. OUR TOTAL OUTREACH WAS WITHIN 100 OF BEING THE SAME NUMBER. 2915.
THE NEXT QUESTION IS OKAY OF THOSE STUDENTS THAT WERE IN OUTREACH HOW MANY ACTUALLY APPLIED? WE HAD AN ADDITIONAL 1161 STUDENTS THAT MOVED FORWARD IN OUR TESTING PROCESS THAT WE'RE STILL GOING THROUGH RIGHT NOW.
SO OUR NUMBERS -- AN OPPORTUNITY FOR STUDENTS HAS INCREASED CONSIDERABLY. WE'RE ALSO SEEING A REALLY INTERESTING EARLY CORRELATION. WE'RE STILL TESTING.
WE HAVE ANOTHER TWO WEEKS OF ASSESSMENT TO DO BECAUSE OF COVID WE'RE TRYING TO STRETCH OUT OUR WINDOW SO THAT WE DECREASE OUR EXPOSURE OPPORTUNITIES.
BUT WE ARE ALREADY BEGINNING TO SEE EARLY EVIDENCE OF A REALLY NICE CORRELATION BETWEEN THE FAST BRIDGE MATH AND READING AND THE IOWA MATH AND READING. SO, ITS GREAT IF WE CAN MAKE THAT CORRELATION BECAUSE IT ALSO HELPS US ENSURE THAT THE STUDENTS THAT WE'RE MOVING FORWARD ARE GOING TO BE SUCCESSFUL IN THE IOWA BECAUSE THAT IS A VERY LENGTHY TEST.
IT'S TWO AND A HALF TO THREE AND A HALF HOURS DEPENDING ON THE GRADE LEVEL. THAT IS A LONG TIME TO SIT FOR THOSE STUDENTS. SO WE'RE EXCITED.
WE FEEL LIKE WE'RE MAKING SOME BIG CHANGES BUT WE ALSO FEEL LIKE THEY ARE THE RIGHT MOVES. 7
>> THANK YOU ALL FOR YOUR PRESENTATION.
OUR THINKING WAS TO PAUSE HERE AND TAKE QUESTIONS ABOUT FASTBRIDGE AND THEN WE WOULD TURN IT OVER TO MATT AND JOHNNY TO TALK ABOUT PANORAMA OR WE CAN HOLD QUESTIONS TO THE END.
SO WE WANT TO DO SOME QUESTIONS RIGHT NOW?
>> MARK HAD HIS HAND UP FIRST AND THEN CHRIS.
>> YOU MENTIONED THAT IF THE PARENTS DIDN'T LIKE THE OUTCOME OF THEIR STUDENT'S TESTING THEY COULD RETEST IN THE NEXT FALL.
ARE THERE TEST PREP CLASSES FOR THIS SORT OF TESTING? MY CONCERN WOULD BE THAT THE MORE FLUENT KIDS COULD HAVE A LEG UP ON THE FACT THAT THEIR PARENTS COULD HAVE THEM TAKE THE
PREP TEST UNTIL THEY ACE EDIT >> THAT IS A GREAT * QUESTION.
THERE ARE SEVERAL SITES THAT HAVE TEST PREP FOR COGAT.
AND AT THIS POINT THEY DO NOT HAVE TEST PREP FOR NNAT BECAUSE IT'S A NONVERBAL TEST. IT IS MUCH TRICKIER.
FOR FASTBRIDGE AND IOWA THEY HAVE SOME STUDY SESSION FOR IOWA BUT IT IS SIMILAR AS FOR ACT. BASIC EXPOSURE.
AND BECAUSE FASTBRIDGE OCCURS AND WE'VE DONE ALL OF OUR TESTING WITH THE EXCEPTION OF ON-LINE SCHOOL IN THE CLASSROOMS OR IN THE SCHOOLS DURING THE SCHOOL DAY THIS YEAR SO WE'RE DECREASING SOME OF THAT ADDITIONAL OUTSIDE IMPACT.
>> THE OTHER QUESTION IS IT WOULD BE INTERESTING TO SEE THE SAMPLE QUESTIONS AS YOU WALK THE STUDENTS THROUGH THEM.
[00:35:03]
IF THEY ANSWER THIS GO HERE AND IF THEY ANSWER THIS AND THIS AND THIS AND HOW THAT SHOWS YOU WHAT YOU NEED TO SEE FOR THIS DEFICIENCY OR FOR THIS EXTRA EFFORT.DO YOU SEE WHERE I'M GOING? >> I DO.
THEY WOULD HAVE ACCESS -- >> OKAY.
>> WE COULD SHOW AND GET SOME SAMPLES TO YOU AROUND WHAT THE ASSESSMENT LOOKS LIKE. AN EXAMPLE OF HOW IT IS ADAPTIVE AND THERE A REPORT WITHIN SKYWARD -- WITHIN FASTBRIDGE THAT WE'RE ABLE TO DIAL INTO THE SPECIFIC STUDENT AND KNOW WHAT THEIR STRENGTHS ARE AND THEIR CHALLENGES ARE AND WHAT WOULD MAKE SENSE IS AN S2 IOWA REPORT WHERE IT GETS GRANULAR AROUND THE STUDENT'S NEEDS. AND THEN IT GIVES US REPORTS THAT PROVIDE US WITH WHAT A WHOLE CLASS WHAT A TEACHER COULD
FOCUS ON IN CORE AS WELL. >> THIS TELLS ME THE OVER-ALL PICTURE HOW BUT I DON'T SEE THE KID TO KID METHOD, HOW IT AFFECTS THEM. THANKS.
>> MY QUESTION IS MORE ON THE LINES OF SO FOR FASTBRIDGE IT EXPANDED FROM BEING JUST LITERACY TO BEING LITERACY AND MATH AND NOW TO K5 AND POTENTIALLY UP TO K8.
HOW MUCH BURDEN IS THERE ON THE TEACHER TIME FOR ADMINISTERING THESE TESTS AND I UNDERSTAND HOW THE SYSTEM MIGHT GET VALUE OUT OF IT. I WANT TO MAKE SURE THAT THE TEACHERS APPRECIATE THE VALUE THAT THEY HAVE IN THE CLASSROOM.
SO THIS IS REALLY A JIM OR MIKE QUESTION
>> ONE OF THE NICE THINGS IS THAT IT'S BEEN GREAT TO ENTER INTO PARTNER TO PARTNER. FOR K2 IT PARALLELS THE KIND OF TESTING THAT WE USED TO DO WITH DIBBLES -- MAYBE JUST K1 WHERE WE HAVE TO GET ONE TEACHER TO ONE STUDENT.
FOR THE UPPER GRADE LEVELS IT'S ABOUT 20 MINUTES AND IT'S JUST THE STUDENTS LOG ON TO THEIR COMPUTER.
THE TEACHER BASICALLY SAYS BEGIN AND IT'S PRETTY QUICK 20 MINUTES THREE TIMES A YEAR. THAT IS SOMETHING THAT WE LOOKED AT. HOW COULD THIS BE SOMETHING THAT DOES NOT HAVE UNDO BURDEN ON THE TEACHER.
DATA THAT WE COULD EASILY COLLECT THAT WOULD BE RELIABLE
DATA. >> NOW THE RAW DATA BECOMES A PRELIMINARY SCREENER. DO I HAVE THAT STRAIGHT? SO THIS IS REALLY INTERESTING. WILL WE BE ABLE TO COLLECT INFORMATION ON HOW MANY KIDS WE'RE PICKING UP BRIGADE LEVEL FOR -- FOR DYSLEXIA? AND IS THAT SOMETHING THAT WE CAN GET OUT OF THESE TESTING TOOLS?
>> YES. WE'RE ABLE TO IDENTIFY STUDENTS WHO ARE HIGH RISK, LOW RISK, SOME RISK OR MET THE EXPECTATION AND SO FOR EVERY STUDENT WHO IS HIGH RISK OR SOME RISK WE'RE GOING IN AND ADMINISTER ADDITIONAL MULTIPLE MEASURES TO SEE THE DISCRETE SKILLS THAT THEY NEED ADDITIONAL SUPPORTS ON. AND THEN WE HAVE THIS MAGICAL FLOWCHART THAT TAKES US THROUGH WHAT WAS THEIR SCORE ON THE TEST. IF THEY SCORED A CERTAIN AREA WHAT OTHER ASSESSMENT DO WE NEED TO ADMINISTER AND THEN MATCH THEM WITH THIS CURRICULUM RESOURCE.
SO WE'VE GOT THE FULL PACKAGE OF WHAT IT LOOKS LIKE AS THEY QUALIFY FOR INTERVENTION SERVICES.
IT ALSO PROVISION THE FASTBRIDGE TEACHERS -- AWARENESS IS AN AREA OF NEED IT WILL SAY BIGGEST BANG FOR YOUR BUCK IS TO DO -- AWARENESS ACTIVITIES WHOLE CLASS.
SO IT TAKES EVERYTHING -- >> RESTATING THIS IS SOMETHING WHERE THE TEACHER WOULD GET DATA BACK FROM FASTBRIDGE SAYING HERE ARE SOME ADDITIONAL ASSESSMENT FOR THIS KID WHERE THEIR STRENGTHS AND WEAKNESSES ARE AND THEN IF YOU NEED TO CALL IN
[00:40:04]
ADDITIONAL INTERVENTIONS BEYOND THE CLASSROOM TEACHERS.>> THE ADDITIONAL MEASURES -- CBMS ARE BEING ADMINISTERED BY THE SAFETY NET TEACHERS AT THIS POINT IN TIME BECAUSE THEY ARE
EQUIPPED. >> I WAS WORRIED THAT EVERY TEACHER HAD TO SUDDENLY BECOME GOOD AT THAT INTERVENTION PIECE SO HAVING A SPECIALIST IS GREAT. THANK YOU.
>> DO YOU WANT ME TO CALL OFF FOLKS?
>> YEAH. >> I HAVE THE LIST UP.
>> THANK YOU. THANK YOU FOR THE INFORMATION BECAUSE I WAS KIND OF LOST A LITTLE BIT.
SO I REALLY APPRECIATE THE OVERVIEW.
ONE QUESTION THAT KIND OF POPPED INTO MY HEAD AND I THINK YOU SORTED OF ANSWERED IT WAS IS THIS A COMPUTER BASED ASSESSMENT ACROSS THE BOARD -- IS THERE WORK BEING DONE PRIOR TO IT BEING SOLELY COMPUTER BASED SO IT'S EQUITABLE FOR ALL STUDENTS.
YOU CAN MAKE THE ARGUMENT THAT EVERY STUDENT WILL HAVE PEN AND PAPER AND THE SAME DEGREE OF LITERACY.
ARE WE DOING SOMETHING TO ENSURE THAT EVERYBODY HAS THE SAME BASIC COMPUTER LEVEL BEFORE WE START ASSESSING THEM ON THEIR
READING AND MATH >> IN KINDERGARTEN AND FIST GRADE, IT'S ADMINISTERED ONE-ON-ONE WITH THE TEACHER SO IT'S NOT A COMPUTER ADAPTIVE ASSESSMENT AND AS THEY MOVE INTO SECOND AND THIRD AND FOURTH GRADE AND 5-8 IT IS COMPUTER GENERATED AND TEACHERS HAVE BEEN PROVIDE STUDENTS WITH SCAFFOLDED SUPPORTS AS THEY ARE LOGGING ON TO THE SYSTEM AND UTILIZING IN
AND THEN MY OTHER QUESTION WAS LOOKING AT THE NUMBERS SEEING HOW MUCH OF AN INCREASE WE'RE SEEING THIS YEAR WITH THE HIGHLY CAPABLE ELIGIBLE STUDENTS, IT'S A PRETTY BIG JUMP AND I'M WONDERING ARE WE SOLELY ATTRIBUTING THAT JUMP TO UNIVERSAL SCREENING. STUDENTS THAT POTENTIALLY SHOULD HAVE BEEN IN HIGH GAP AND THEY DIDN'T KNOW TO APPLY.
WE DIDN'T CONTINUE TO DO OUR PRIOR METHOD OF HIGH CAP SCREENING TO SEE WHETHER OR NOT THAT OTHER BUCKET IS CONSISTENT.
RIGHT? SO, THAT IS MY QUESTION.
>> I CAN RESPOND TO THAT. FIRST OF ALL WE ARE NOT DONE.
THOSE NUMBERS ARE JUST THE NUMBER OF STUDENTS THAT WE'RE TESTING. WE DON'T HAVE OUR FINAL NUMBERS AS TO HOW MANY WILL BE ELIGIBLE THIS YEAR BUT WE ANTICIPATE IT WILL BE HIGHER. WE'RE FINDING THAT WE HAVE STUDENTS THAT -- OUR PROGRAM HAS A LOT OF DISPROPORTIONALITY IN IT WHEN WE'RE LOOKING AT THE DEMOGRAPHICS.
SO WE'RE TRYING TO MAKE SURE THAT WE'RE REACHING OUT TO THOSE THAT DON'T NECESSARILY KNOW ABOUT OUR PROGRAM OR HAVE NOT THOUGHT ABOUT THE STUDENT IN THAT WAY.
THAT IS OUR GOAL. WE'VE HAD A LOT OF FAMILIES AND TEACHERS WHO SAID WE NEVER WOULD HAVE THOUGHT OF THIS AND YET THEY ARE MEETING THAT INITIAL SCREENING CRITERIA.
IT'S MORE OF AN EXPOSURE AND JUST AN OUTREACH TO MAKE SURE THAT OUR FAMILIES KNOW THAT THIS IS A POTENTIAL OPPORTUNITY FOR THEIR STUDENTS IF THEY MEET THE THRESHOLD CRITERIA THAT WE DO
>> CHRIS. >> AND SO FOLLOWING UP ON WHAT LEA JUST ASKED *. IN THE SCREENING NUMBERS THAT YOU JUST SHOWED -- THERE WERE NUMBERS COMING UP IN EVERY GRADE. DID WE APPLY THE SAME TEST TO THE KIDS WHO WERE ALREADY IN THE PROGRAM ORCHIDS THAT WERE NOT
SERVED BY HIGHLY CAPABLE >> GREAT QUESTION AND I HAVE THE ANSWER THAT I THINK YOU WILL LIKE.
THESE ARE STUDENTS THAT ARE NOT CURRENTLY IN OUR PROGRAM.
SO WE TOOK OUR APPLICANT -- AND THEN OUR CURRENT STUDENTS THAT ARE IN OUR PROGRAM IN SOME WAY BECAUSE THEY ALREADY KNOW ABOUT OUR PROGRAM AND HOW TO APPLY. WE'RE TARGETING THE STUDENTS WHO
[00:45:04]
>> IF THIS CATCHES MORE KIDS THAT SHOULD HAVE BEEN HIGH CAP BEFORE HOW PREPARED ARE WE FOR INFLUX OF 10-20% 50% MORE IN HIGH CAP. DO WE ADAPT OUR REGULAR CURRICULUM TO BE MORE INTENSIVE. I DON'T KNOW THE ANSWER TO THE QUESTION BUT I CAN'T IMAGINE US HAVING THE STAFFING CAPABILITIES OF HAVING 10 MORE HIGH CAP PROGRAMS. -- I DON'T THINK WE'RE SEEING THE FLOOD GATES OPENING IN TERMS OF TOTAL NUMBERS BUT WE'RE PICKING UP SOME KIDS THAT WE
MIGHT HAVE MISSED. >> ABSOLUTELY.
AND THE OTHER THING TO THINK ABOUT IS -- THESE ARE ALL OF OUR STUDENTS AND WE HAVE DIFFERENT LEVELS OF PROGRAMMING OBVIOUSLY.
THE FULL-TIME CLASSROOMS. BUT WE ALSO HAVE ONE DAY PER WEEK PULL OUT OPPORTUNITIES AT ELEMENTARY AND THEN WE DO HAVE THE Q-5 SINGLE DOMAIN PROGRAMS AND WE IF WE LOOK AT JUST OUR FULL-TIME PROGRAMS THOSE ARE STUDENTS THAT ARE GOING TO BE IN OUR CLASSROOMS REGARDLESS. IT MAY MEAN THAT THEY ARE IN A DIFFERENT CHARLES ROOM. THAT IS NOT GOING TO HAVE A HUGE IMPACT. IT'S THE OTHER BAROMETERS AND RIGHT NOW WE'RE SITTING PRETTY GOOD.
IT WILL BE INTERESTING TO SEE THE DATA WHEN IT FINISHES UP.
SO THANK YOU AND GOOD TO LEARN MORE ABOUT FASTBRIDGE AND HOW THAT IS WORKING. RECOGNIZING THAT WILL ALSO BE USED FOR RESULT POLICIES AND DIBBLES WAS A BIG PIECE AS WE LOOK AT EARLY LEARNING AND READING BY THIRD GRADE.
THE PIECE I WAS INTERESTED IN HEARING MORE ABOUT IS AND IT WILL BE AROUND THE HIGHLY CAPABLE BUT IN THE LONG RUN IS THE DEMOGRAPHICS AND HOW THAT PLAYS OUT IN THE LONG RUN.
WE HAD DONE UNIVERSAL SCREENING IN COGAT AND WE DID NOT SEE THE SHIFT WE HAD HOPED FOR IN JAN--GRADE ONE.
THAT WOULD BE A PIECE OF THE EVALUATION I WOULD BE INTRIGUED BY TO SEE WHERE THAT LANDS. IN REGARDS TO DYSLEXIA AND READING BRIGADE 3 HOW DO WE GET TO 100%.
AS YOU SEE THIS FASTBRIDGE COMING THROUGH AND THE WORK WITH DYSLEXIA HOW WILL THIS PLAY OUT IN THE LONG RUN IN BEING ABLE TO SEE THAT CHANGE AND WHEN WE WE WOULD EXPECT TO SEE THE SHIFT IN NUMBERS IN DOING SO RECOGNIZING THAT WE'RE ALSO IN A PANDEMIC AND THAT HAS NOT ENDED AT THE SAME TIME.
>> KELLY, DO YOU WANT TO SPEAK SPECIFICALLY TO THAT AND ALSO REMEMBER AS WE'VE SHARED WE'VE EXPANDED ALL THE WAY UP TO SECONDARY AND WE HEARD THAT YOU HAVE TO INTERVENE WHERE EVER A KID IS REGARDLESS OF THE GRADE LEVEL.
AND WE DIDN'T HAVE THAT INFORMATION BEFORE TO TARGET THOSE INTERVENTIONS PARTICULARLY FOR OUR OLDER STUDENTS.
SO THAT WAS ONE OF THE REASONS TO USE THE K-8 -- AND AS YOU REMEMBER IT WAS DIFFERENT DEPENDING ON THE GRADE.
WHILE THERE ARE SOME THINGS THAT ARE SIMILAR THERE ARE SOME THINGS THAT ARE UNIQUE. KELLY YOU'VE BEEN SHARING WITH ME WORK ABOUT HOW YOU'RE ABLE TO SPECIFICALLY TARGET THE SPECIFIC CONCRETE SKILLS A KID WILL NEED TO ACTUALLY LEARN TO READ
EFFECTIVELY. >> AND I THINK THAT FASTBRIDGE SCREENS AND HELPS US TO DO THAT. OVER THE PAST -- 3-5 YEARS WE'VE HAD THE OPPORTUNITY THROUGH A COUPLE OF APPROACHES.
THE APPROACH OF DATA PRO TOES CALLS AND LOOKING AT * DATA ON EACH STUDENT THREE TIMES A YEAR. ONE OF THE MOST IMPORTANT THINGS
[00:50:04]
WE CAN DO IS IS SURE UP CORNYN INSTRUCTION AND LAST YEAR WE HAD THE OPPORTUNITY TO DO A BUDGET AD THROUGH THE PROCESS TO PROVIDE FOUNDATIONAL LITERACY TRAINING FOR ALL K-2 TEACHERS.AND SO, ITS REALLY TO >> INSTRUCTOR:RERS ABOUT PHONICS AND FLUENCY AND COMPREHENSION AND HOW THAT HAPPENS DURING CORNYN INSTRUCTION. WITH -- AND I AM HOPEFUL THAT THE STRATEGIES IS THAT WE'RE USING NOW WITH THE DISCREET ASSESSMENT MEASURES FOR K-5 THAT WE'RE ABLE TO FIGURE OUT WHAT IS IT THAT THE STUDENTS NEED TO KNOW TO BE PROFICIENT READERS.
WITH STUDENTS WHO ARE AT RISK FOR READING DIFFICULTY IS THE IMPORTANCE OF AWARENESS AND BEING ABLE TO HEAR THE SOUNDS AND WORDS AND GIVEN THAT WE DELIVERED A GIFT TO ALL K-2 TEACHERS OF -- PHONETICAL AWARENESS TEAM WHICH OUR SAFETY NET TEACHERS PARTNERED WITH CORE -- TEACHERS.
THE VISION IS THAT KIDS ARE HEARING AND INTERACTING WITH THE SOUNDS THEY HEAR WHICH HELPS BUILD THAT FOUNDATIONAL PIECE TO PREVENT READING DIFFICULTY. IT'S A MULTI-PRONGED APPROACH TO GET AT AND I WISH I COULD TELL YOU IN TWO YEARS WE WILL HAVE EVERY KID READING AT GRADE LEVEL.
I CANNOT BE THAT PREDICTIVE BASED ON WHAT WE KNOW HOW BUT WE SHOULD SEE AN ACCELERATION OF STUDENTS WITH STUDENTS WHO ARE AT RISK AND APPROACH IN GRADE LEVEL STANDARD
>> HOW WILL THIS INTERACT WITH 504 SPECIAL-ED INDICATION
SERVICES? >> AND I THINK I'LL LET YOU TAKE
THAT ONE, MIKE >> IT IS DOVETAILING WITH SOMETHING ELSE I WANT TO SAY. THERE HAVE BEEN A FEW QUESTIONS ABOUT ABOUT THIS. THIS TOOL CAN BE USED AT THE INDIVIDUAL STUDENT LEVEL. AT THE CLASSROOM LEVEL WHEN YOU'RE THINKING ABOUT GROUPINGS. AT THE SCHOOL LEVEL WHEN YOU'RE THINKING ABOUT SUPPORTS THAT YOUR TEACHERS MIGHT NEED OR IN A SCHOOL CAN BE USED AT A DISTRICT LEVEL PROVIDING SUPPORT FOR ALL K-1 TEACHERS. WE'RE STARTING TO ALSO THINK ABOUT STUDENTS IAPS IN INDIVIDUAL EDUCATION PROGRAMS AND WHAT MIGHT BE CONNECTED TO LITERACY OR MATH AND USING THIS AS PART OF THE PROCESS. WE START TO USE IT MORE AND THERE ARE A NUMBER OF OTHER ASSESSMENT TOOLS BUT IT IS ONE OF MANY TOOLS THAT CAN BE USED. WE WANT ALL OF OUR SCHOOLS TO BE SUCCESSFUL ACADEMICALLY IN SCHOOL AND WE KNOW THAT LITERACY IS FUND FUNDAMENTAL. IT DEFINITELY CAN BE CONNECTED TO SPECIAL-ED INDICATION. IT CAN BE CONNECTED TO 504 PLANS. MULTILINGUAL LEARNERS.
IT TOUCHES ALL DIFFERENT ASPECTS OF OUR SYSTEM AND THAT IS WHY HAVING THESE TOOLS IN PLACE IS SO IMPORTANT.
LOOKS LIKE ERIC AND THEN MARK. 7
>> I WAS LOOKING BACK AT THE SLIDE WHERE WE HAD SOME OF THE OUTREACH DATA SLIDE 21 IN THE PDF.
IN KINDERGARTEN 539 APPLICANTS AND WE DID OUTREACH TO 2231 STUDENTS. IS THAT NOT ALL OF OUR -- IS THAT ALL OF -- DO WE OUTREACH TO EVERY KINDERGARTENER
>> WE SCREENED EVERY KINDERGARTENER AND WE DID OUTREACH 639 OF THEM MET OUR CREEPING CRITERIA AND THEN WHEN WE TOOK THE APPLICANTS OUT WE HAD 100 LEFT IN OUTREACH THAT HAD NOT APPLIED THAT WE THEN INVITED TO APPLY FOR ADDITIONAL
SO EVERY KINDERGARTENER WAS SCREENED AND EVERYONE WHO MET THE SCREENING CRITERIA THEIR FAMILY WAS TOLD YOU CAN APPLY.
>> CORRECT >> AND THAT IS TRUE FOR EVERY
>> OKAY. THAT IS WHAT I THOUGHT.
I WANTED TO MAKE SURE I HAD THAT RIGHT
>> IT'S A TRICKY CHART. >> THANK YOU.
[00:55:03]
YOU MADE ME FEEL BETTER. THAT WAS SLEPT.AND ONCE THESE KIDS HAVE BEEN IDENTIFIED AS DYSLEXIC ARE WE PREPARED WITH THE CURRICULUM TO ADDRESS THEIR NEEDS? AND FOR THAT MATTER TOO THERE IS ALWAYS A CHANCE OF MISSING SOMEONE. NO MATTER HOW GOOD YOUR TEST ARE IT NEVER FAILS. THERE IS USUALLY ONE OR TWO KIDS THAT DON'T GET DETECTED. AND WOULDN'T IT BE MORE EFFECTIVE IF WE -- TO RAISE THE LEADING LEVEL OF ALL KIDS IF WE WENT TO THAT SYSTEM AND USED IT FOR ALL OF OUR KIDS FOR THEIR READING ABILITY. ONE IT WOULD CATCH ANY KID THAT HAD THE DYSLEXIA BUT TWO, IF -- IT RAISES EVERYBODY'S LEVEL THEN
EVERYBODY BENEFITS THEN? >> I CAN SPEAK BRIEFLY AND THEN KELLY MORE DETAILED. THERE IS AN APPROACH BUT THAT IS NOT A COMPREHENSIVE LITERACY CURRICULUM NOR IS IT COMPREHENSIVE. THERE ARE OTHER FOUNDATIONAL COMPONENTS. THEY ARE ALSO EMBEDDED IN THE ASSESSMENT. IT CALLS OUT THE CORE -- AND TARGETS THOSE THAT THE STUDENT NEEDS HELP IN.
IT INCLUDES ASSESSMENT AND INSTRUCTION AND THE TRAINING PROVIDED TO TEACHERS. HOW DO YOU WORK WITH AN INDIVIDUAL STUDENT. WITH A GROUP.
WHAT INTERVENTION DO YOU USE WHEN YOU DON'T SEE A CERTAIN GROWTH. SO, THAT IS MUCH MORE --
>> AND I THINK AS WE THINK ABOUT SERVING STUDENTS WHERE THEY ARE THAT THERE IS MULTIPLE TIERS OF SUPPORT.
SO IF WE THINK ABOUT LIKE WHEN I SHARED THAT WE DIDN'T WANT MULTILINGUAL STUDENTS TRAPPED INTO SAFETY NET GROUPS WE WARRANT TO ENSURE THAT KIDS HAVE THE CAPACITY AND OPPORTUNITY TO LEARN AT AN EXTENDED GRADE LEVEL CURRICULUM AND TEACHING TEACH PEDESTRIANGOINGY. *.
THEY INCLUDE PHONETIC AWARENESS. COMPONENTS OF THE TOOLS NECESSARY TO PREVENT OR MITIGATE READING DIFFICULTY INCLUDING DYSLEXIA. AND I THINK THAT IF WE THINK ABOUT TIER ONE IS CLASS INSTRUCTION AND WE WANT 80% OF STUDENTS TO BE PROFICIENT THEN WE THINK ABOUT THAT OTHER 10% TO 15% THAT GET INTERVENTION AND THEN TIER 3 WHERE I KNOW DR. HITCH IS WORKING WITH HER TEAM ON A PROGRAM THAT TAKES THAT -- A MORE INTENSIVE APPROACH FOR STUDENTS WHO ARE NOT SUCCESSFUL IN CORE WHO WE'VE DONE AN INVENTION IN TIER II AND THEY NEED SOMETHING IN ADDITIONAL TO.
SO BUILDING OUT THAT IS IMPORTANT FOR THE SUCCESS OF ALL
OF OUR STUDENTS >> SO THE BIG IDEA IS ART AND GILL INGRAHAM -- * ANY RESOURCE -- IT'S PART OF A MUCH LARGER LITERACY APPROACH FOR STUDENTS. BUT ONE OF THE FOUNDATIONAL PRINCIPLES BUILT IN IS THE MULTI-MODALITY AND THAT IS BUILT IN TO A LOT OF THE APPROACHES THAT WE'RE USING AS A SYSTEM.
>> I APOLOGIZE BECAUSE I'M -- CAN WE GO BACK TO SLIDE 21 ONE MORE TIME. BECAUSE I WANT TO UNDERSTAND THE NUMBERS AND THERE IS SOMETHING THAT I THINK THERE ARE TWO DIFFERENT THINGS THAT ARE BOTH DESCRIBED AS MAT SCREENING.
MY UNDERSTANDING -- LET'S TALK ABOUT KINDERGARTENERS.
THERE WERE 2237 KIDS SCREENED. 639 OF THEM MET SCREENING CRITERIA AND I INTERPRET SCREENING TO BE THE FASTBRIDGE
>> YES. ALL OF THIS IS FASTBRIDGE
>> OKAY. IN THE TOP ROW WE HAVE 539 APPLICANTS OF WHOM 308 MET SCREENING SO THESE ARE PARENTS WHO ARE ADVOCATING TO GET IN THE PROGRAM.
[01:00:05]
308 WHO PASSED THE FASTBRIDGE SCREEN.>> CORRECT >> WHICH MEANS THOSE 639 IT SHOULD BE -- A BUNCH OF PARENTS HAD KIDS THAT DIDN'T QUALIFY.
>> OF THOSE WHEN YOU LOOK AT THE OUTREACH NOT OF THEM APPLY.
SO THEY DON'T KEEP MOVING ON THROUGH
>> SO, THAT IS WHAT I WAS STARTING TO WONDER ABOUT.
IS THIS SOMETHING WHERE THE NUMBERS DON'T PERFECTLY ADD UP BECAUSE WE'RE LOOKING AT SLIGHTLY DIFFERENT SETS OF NUMBERS. THE LONG STORY BEING THAT OUT OF 639 WE GOT 408. IS THAT AN ACCURATE
SO IS THIS SOMETHING WHERE WE CAN CLEAN UP HOW THIS IS PRESENTED. OR EVEN TRACKS.
HERE THE PARENTS WHO APPLIED VERSUS THE KIDS THAT WE FOUND AND HOW MANY OF THEM CAME THROUGH.
BUT WHEN WE TALK ABOUT THE 639 THEY MET THE FASTBRIDGE BUT NOT
THE NNT STANDARD >> UNIVERSAL SCREENING ACCORDING TO STATE IS THE FIRST MOVE LIKE THE FIRST SCREENING AND IF THEY MAKE IT THROUGH THE SCREENING THEN THEY TAKE THE NNAT AND THE
IOWA. >> IS THAT SOMETHING THAT WE HAVE -- THEY HAVE TO ACCEPT THE INVITATION OR WE SCREEN THEM
>> WE HAVE TO GET PERMISSION TO ASSESS FROM EACH OF THE FAMILIES TO MOVE THEM FORWARD PAST THE FASTBRIDGE.
7 >> I WOULD VERY MUCH LIKE TO GET DATA BACK ON THE KIDS WHO ARE QUALIFIED ON FASTBRIDGE BUT DON'T PURSUE ANY FURTHER TESTING.
WHAT DO THEIR DEMOGRAPHICS LOOK LIKE?
>> ABSOLUTELY. WE WILL BE DOING THAT ONCE WE
GET IT ALL FINISHED. >> THE THANK YOU VERY MUCH.
>> ONE OF THE THINGS THAT WE CAN DO IS SCHEDULE A FOLLOW-UP STUDY SESSION IN THE SPRING AND GATHER BOARD QUESTIONS PRIOR TO THE STUDY SESSION SO THAT BECKY CAN COME PREPARED TO RESPOND TO THOSE SPECIFIC DATA QUESTIONS AND IF THERE ARE DATA QUESTIONS AROUND SAFETY NET, MULTILINGUAL OR OTHERS WE CAN INVITE THE
ENTIRE TEAM BACK. >> SO THE VERY SPECIFIC VERSION OF THAT QUESTION IS 308 WHERE PARENTS ADVOCATE FOR THEM.
100 CAME WHEN WE TOLD THEM THEY WERE QUALIFIED.
I WOULD LIKE TO KNOW THE 639 MINUS THE -- 408 WHAT WERE THE
DEMOGRAPHICS. >> WE WENT A LITTLE BIT O -- OVR OUR PLANNED TIME. IN THE PAST WE'VE TAKEN A BREAK.
>> ARE YOU OKAY CHARGING WE'RE NOT GOING TO GET TO THE SECOND ITEM BUT LET'S TRY TO GET THROUGH THE PANORAMIC
DISCUSSION. >> I'LL TURN IT OVER.
>> THANK YOU. AND PANORAMA IS A DATA THAT THE BOARD IS FAMILIAR WITH THROUGH A VARIETY OF MONITORING PORTS.
WE TALKED ABOUT IT WHEN WE WERE TALKING ABOUT RESULTS 3 IN WHICH WE USE A LOT OF PANORAMA DATA SO TODAY I'VE OF INVITED JOHNNY -- HE WILL BE TAKING US -- ONE OF THE THINGS THAT WE HAVE NOT SPENT A LOT OF TIME ON IS TRYING TO UNDERSTAND HOW IS PANORAMA STRUCTURED AND THEN AS WE'RE THINKING ABOUT PARTICULARLY IN RELATION TO CONVERSATIONS WE'VE ROUND MONITORING -- PANORAMA'S DATA CAN BE A LITTLE BIT UNIQUE IN THE SENSE THAT HOW THEY ASK THEIR QUESTIONS AND HOW THEY ARE NORM.
WE'LL START BROADLY AND THEN I'LL ASK JOHNNY TO TAKE US THROUGH ONE DATASET AND NARROW US DOWN.
SO, IT'S NOT A DIVE SO MUCH INTO OUR DATA IS ADJUST UNDERSTANDING THE SYSTEMS. A LITTLE BIT SIMILAR TO FASTBRIDGE. THIS IS -- WE STARTED USING PANORAMA OUT OF A DESIRE FOR HAVING PROGRAM INFORMATION SO WE BEGAN USING PANORAMA WHEN WE WERE UNDERGOING A PROGRAM REVIEW OF OUR ELEMENTARY COUNSELING PROGRAM AND WHAT WE FOUND WAS THAT THE CONSTRAINTS ON TIME, WE REALLY NEEDED A TOOL THAT WOULD
[01:05:08]
ALLOW US TO BE ABLE TO LOOK AT WHAT ARE THE NEEDS THAT OUR STUDENTS ARE SHARING WITH US SO THAT WE CAN IDENTIFY THE RIGHT TYPES OF PROGRAMMING AND THE RIGHT TYPES OF INTERVENTIONS FOR OUR COUNSELING PROGRAM. SO IT STARTED AT THE ELEMENTARY LEVEL AND WE'VE INCORPORATED IT INTO OUR SECONDARY COUNSELING PROGRAMS AND THEN AS A RESULT OF THAT WE HAD THESE DATASETS THAT AS WE WE WERE UPDATING OUR BOARD POLICIES AND GOVERNANCE MODEL WE WERE ABLE TO LEAN ON THIS AT A BROADER SYSTEM LEVEL.SO JOHNNY IS GOING TO TAKE US THROUGH THE 20,000-FOOT ON DOWN AND SO JOHNNY I'LL TURN IT OVER TO YOU.
7 >> THANKS, MATT AND SOME ADDITIONAL CONTEXT IS WITH THE PANDEMIC IT ALLOWED US THE OPPORTUNITY TO ASK OUR STUDENTS WHAT IS YOUR CURRENT EXPERIENCE RIGHT NOW? HOW ARE YOU SEEING YOURSELVES IN TERMS OF YOUR OWN SOCIAL/EMOTIONAL COMPETENCE.
IT'S BEEN HARD FOR OUR YOUTH AND ESPECIALLY ON THEIR MENTAL HEALTH SO IT GAVE US THE OPPORTUNITY TO ASK QUESTIONS AROUND FEELINGS OR EMOTION REGULATIONS.
SOME OF THESE ARE REPORTED SO WE WERE ABLE TO DO IT SYSTEMATICALLY DURING THE PANDEMIC AND CONTINUE TO DO SO THIS YEAR. WITH A PANORAMA SURVEY WE ASKED TWICE A YEAR. ONE IN THE FALL AND ONE IN THE SPRING. WHEN YOU SEE THE SURVEY IT'S WHEN ADMINISTERED AT THE BEGINNING OF THE YEAR.
THE SCORES ARE SOMEWHAT LOWER THAN WHAT YOU WOULD ANTICIPATE IN THE SPRING AND PART OF THAT IS CONTEXT AROUND SUPPORTIVE RELATIONSHIPS DEPENDING ON THE TOPIC QUESTIONS THAT WE ASK OUR STUDENTS. 7
>> I JUST WANT TO REITERATE WHAT HEARD ABOUT FASTBRIDGE.
ALONG THE LINES OF THE PURPOSE IT'S WHOLE CHILD ALL DAY EVERY DAY. AND THAT SOUNDS CHEESY BUT WHEN WE THINK ABOUT THE WHOLE CHILD WE'RE THINKING ABOUT THEIR SOCIAL AND EMOTIONAL WELL-BEING IN TERMS OF ACADEMIC PROGRESS AS WELL. THESE ARE INTERCONNECTED.
WE CAN CORRELATE IT WITH A STUDENT'S ACADEMIC PROGRESS.
OR EVEN SCHOOL ENGAGEMENT AND ALSO GIVES US AN OPPORTUNITY TO ASK THE QUESTION ABOUT SCHOOL CLIMATE AND CULTURE.
AND SO WHEN WE THINK ABOUT FASTBRIDGE AND PANORAMA IT'S IMPORTANT TO SEE IT AS A HOLISTIC APPROACH TO SEEING HOW OUR STUDENTS ARE PARTICIPATING IN THEIR EDUCATION AND WHAT THEY MIGHT BE SAYING ABOUT THEIR EDUCATION ALEX APPEARANCE.
JUST -- *. I'LL GIVE YOU AN OVER-ALL VIEW.
WHAT IS PANORAMA AND WHERE ARE THEY COMING FROM AND HOW TO REVIEW THE SURVEY. I'LL GIVE YOU A BROAD SCOPE OF SUBSET OF OUR FALL DATA. I WANT TO ALSO LET YOU KNOW THAT EARLY FEBRUARY WE'LL RELEASE A REPORT THAT PANORAMA DOES FOR US AROUND OUR FALL SURVEY AND THAT WILL BE RELEASED TO THE PUBLIC AND PUBLISHED ON OUR WEBSITE. A LITTLE BIT ABOUT PANORAMA THEY ARE FOCUSED ON STUDENT OUTCOMES. THEY DO IT THROUGH THE SOCIAL AND EMOTIONAL LEARNING. STUDENT SUCCESS AND FEEDBACKS.
THEY HAVE DIFFERENT TYPES OF SURVEYS.
DISTRICTS THINK ABOUT OUR JUST THE SCHOOLS.
WE'RE INTERESTED IN THE SOCIAL AND EMOTIONAL SURVEY HERE AT LAKE WASHINGTON. WE HAVE NOT LOOKED AT OTHER DATA SURVEYS THAT THEY OFFER. WE HAVE'S REALLY FOCUSED ON SOCIAL AND EMOTIONAL WELL-BEING ON THE STUDENT LEVEL.
THEY OFFER A VARIETY OF SURVEYS AND THEY DO A LOT OF PARTNERING WITH EXPERTS IN THE FIELD. THIS IS NOT A COMPANY THAT GOES OFF ON A WHIM. THEY ARE INTENTIONAL ABOUT THE EXPERTS THAT THEY ENGAGE WITH PRIOR TO RELEASING ANY SURVEYS.
THEY GO THROUGH AN EXTENSIVE PROCESS A RIGOROUS DESIGN AND SURVEY OF 2.0 GUIDELINES. IT'S A SIX STEP PROCESS.
[01:10:09]
THEY ARE REALLY INTENTIONAL ABOUT DIGGING INTO THE RESEARCH AROUND WHAT THAT PARTICULAR TOPIC THAT THEY ARE INTERESTED IN UNDERSTANDING FROM THE STUDENTS.THEY GO OUT AND INTERVIEW AND HAVE FOCUS GROUPS.
THEY ARE VERY INTENTIONAL FROM HEARING WHAT OUR STUDENTS OR FAMILIES OR STAFF ARE SAYING SO THAT IT INFORMS NOT ONLY THEIR RESEARCH BUT INFORMS THE WAY THAT THEY ASK THE QUESTIONS.
THEY REALLY NARROW DOWN TO MAKE SURE IS THAT THE LANGUAGE THAT THEY ARE USING MAKES SENSE TO ALL TYPES OF LEARNERS.
THEY CREATE THE ITEMS THE SURVEY ITEMS AND HERE IS THE OTHER PIECES WHERE THEY BRING IN EXPERTS IN THE FIELD.
THEY CHOOSE MULTIPLE EXPERTS IN THE FIELD TO BE ABLE TO GUIDE THEIR THINKING AND ADMINISTRATION AND THEN THEY TEST IT OWL IN AN INTERVIEW BEFORE RELEASING THE SURVEY TO THE GENERAL PUBLIC. AND WHEN I SAY GENERAL PUBLIC PANORAMAS ONE OF THE ONLY COMPANIES THAT HAS AN OPEN SOURCE FOR THEIR SERVER QUESTIONS.
IT IS FREE TO ANY SCHOOL DISTRICT OR ANY SCHOOL THAT WANTS TO TAKE THE SURVEY. WHAT IS UNIQUE ABOUT THIS PRETESTING AND INTERVIEWING IS IT'S A LARGE SET OF DATA.
TALKING TENS OF THOUSANDS OF DATA AND I BELIEVE THEY HAVE A PRETTY LARGE THRESHOLD IN TERMS OF WHAT THE DATA THRESHOLD IS.
IT'S ABOUT 25,000 STUDENTS BEFORE THEY WILL MOVE FORWARD WITH ACTUALLY RELEASING SAYING IT'S RELIABLE AND VALID.
SO THEY DO EXTENSIVE TESTING. AND GO THROUGH THESE SIX STEPS.
I'M GOING TO TRANSITION AND GET INTO THE DISTRICT LEVEL OVERVIEW OF THE QUESTIONS IS THAT WE ASKED.
MATT MENTIONED THAT WE TALK ABOUT SOCIAL EMOTIONAL LEARNING AND WELL-BEING. THAT IS ONE SET SET AND THEN WE ALSO ASK STUDENTS AROUND WHAT IS THEIR EXPERIENCE AT SCHOOL? AND WHAT TYPES OF SUPPORT DO THEY SEE ACCESSING AT SCHOOL? IT'S TWOFOLD. .INDIVIDUAL PERCEPTION OF THE SOCIALLY EMOTIONAL COMPETENCE AND WELL-BEING AND WHAT IS THE SCHOOL EXPERIENCE THAT THEY ARE HAVING AND THE SUPPORT THAT'S THEY HAVE AVAILABLE TO THEM. SO WHEN WE LOOK AT THE DISTRICT LEVEL SCORES I WANT TO BE CLEAR THAT WHEN YOU LOOK AT THE DISTRICT SCORE WE SHOULD BE COMPARING OURSELVES NATIONALLY AND SO WILL YOU SEE BELOW SORT OF WHERE WE MIGHT RANK.
AND THE REASON WHY IT'S IMPORTANT TO LOOK AT THE NATIONAL COMPARISON IS BECAUSE YOU MIGHT SEE A SCORCH 46% OF STUDENTS * DISTRICT WIDE HAVE A FAVORABILITY OF CHALLENGING FEELINGS. 7 BUT THAT 46% OF STUDENTS WHO SAID -- THAT HAD A FAVORABLE -- AND WE'LL GET INTO MORE ABOUT WHAT THAT MEANS. WE MIGHT BE AT THE 80 PERCENTILE NATIONALLY. WHAT I WANT THE BOARD IS UNDERSTAND IS THAT THE PERCENTAGE THAT OUR STUDENTS RESPOND SHOULD BE COMPARED NATIONALLY AND NOT JUST THE PERCENTAGE BECAUSE THE NATIONAL COMPARISON ALLOWS US TO THINK ABOUT IT MORE BROADLY VERSUS NARROWLY FROM A COMMUNITY OR DISTRICT LEVEL SO WHEN WE THINK ABOUT DISTRICT LEVEL YOU'LL HEAR ME SAY THIS IS WHERE WE FIT NATIONALLY.
EVEN THOUGH WE MIGHT BE 50% OF OUR STUDENTS RESPONDED A CERTAIN WAY WE'RE ACTUALLY IN THE 80 TO 99 PERCENTILE.
AND THAT IS VERY IMPORTANT. HERE IS AN OVERVIEW OF OUR FALL SURVEY DATA. THIS IS THE 20,00L AND EMOTIONAL COMPETENCY AND WELL-BEING. YES IT'S RELATIVELY HIGH AND I'LL GO TO CHALLENGING FEELINGS FOR A SECOND.
BECAUSE IT'S 64%. NOW YOU MIGHT THINK THAT IS RELATIVELY LOW IN TERMS OF WHAT WE WANT TO SEE.
BUT IF YOU MOVE ACROSS TO THE NATIONAL COMPARISON YOU SEE THAT WE'RE IN THE 80-99 PERCENTILE. OUR STUDENTS ARE BEING ABLE TO MANAGE CHALLENGING FEELINGS MUCH MORE SUCCESSFULLY THAN COMPARED TO THEIR PIERS NATIONALLY WHICH IS HUNDREDS OF THOUSANDS OF
[01:15:03]
STUDENTS THAT HAVE TAKEN THE SURVEY ELSEWHERE.AND SO IF WE GO TO SUPPORTIVE RELATIONSHIP WE'RE RELATIVELY
HIGH IN THE PERCENTILE. >> I JUST WANT TO CLARIFY BECAUSE I'M NOT SURE I'M UNDERSTANDING THE STUDENTS THAT TOOK THE SURVEY AND THEY ARE SCORING WITHIN THE 88-90 PERCENTILE IN TERMS OF BEING ABLE TO IDENTIFY AND HANDLE THEIR CHALLENGING FEELINGS BUT ONLY 64% THAT THEY ARE ABLE TO. IS THAT WHAT YOU'RE SAYING? WHEN THEY ARE ASKED THEMSELVES WHETHER OR NOT THEY CAN DO THAT ONLY 64% ARE SAYING THAT THEY CAN.
>> THERE ARE MULTIPLE QUESTIONS THAT GET US TO 64%.
AND CHALLENGING FEELINGS IS A TOPIC LEVEL QUESTION.
OR TOPIC LEVEL SURVEY. AND THEN THERE ARE MULTIPLE QUESTIONS WITHIN THAT. SO THE AVERAGE OR THE CUMULATIVE SCORE 64%. SO WE WOULD HAVE TO LOOK FURTHER IN THE TOPIC LEVEL QUESTIONS TO BE ABLE TO DERIVE WHICH PART OF THE CHALLENGING TOPICS THAT STUDENTS FOR INSTANCE IN THE CHALLENGING FEELINGS HOW OFTEN DO YOU FEEL LIKE YOU CAN MANAGE -- I CAN'T REMEMBER THE EXACT WORDING HOW OFTEN CAN YOU MANAGE WHEN YOU'RE SAD OR UPSET. THEY CAN SAY EITHER OFTEN.
AND SO THEY GET TO CHOOSE WHAT THEIR PERCEPTIONS OF THEIR COMPETENCE IS AND THEN HOLISTICALLY THAT GETS SCORED AND THAT IS WHAT WE SEE IS FOR CHALLENGING FEELINGS ALL OF THOSE QUESTIONS GET SCORED AT CUMULATIVELY AT 64%.
WHERE DOES THAT FIT ON THE NATIONAL SCALE.
SO WE WOULD HAVE TO CLICK INTO CHALLENGING FEELINGS AND LOOK AT
PARTICULAR QUESTION LEVEL. >> I'LL ADD ON TO THAT.
THAT IS A GOOD EXAMPLE OF WHERE 64% OF OUR STUDENTS HERE IN GRADES 3-5 THE AGGREGATE SCORE FOR THAT SECTION IS FAVORABLE AND PAN RAM AFTER ONLY TAKES THE TWO MOST FAVORABLE RESPONSES TO INCLUDE IT IN FAVORABLE. SO THERE IS A NEUTRAL OPTION -- THAT IS IN THEIR QUESTION SETS THAT DOES NOT GET REPORTED AS FAVORABLE. SO THE STUDENT REPORTING THAT SOMETIMES -- I HAVE OF THE SKILLS AND SOMETIMES I CAN AND SOMETIMES I CAN'T. WOULD NOT BE SCORED? THAT AND BEING ABLE TO REFERENCE THIS NATIONALLY WE WOULD LIKE TO IMPROVE THE PERSON FAVORABILITY RATING BUT THAT ALLOWS US TO GET A SENSE OF HOW STUDENTS ACROSS THE NATION ARE RESPONDING TO THOSE WHERE YOU CAN SEE SUPPORTIVE RELATIONSHIPS IS -- THE MOST FAVORABLE RATING AND NATIONALLY THAT IS LOWER THAN CHALLENGING FEELINGS. SO IT ALLOWS US TO GET A SENSE OF THE RELATIONSHIP AND UNDERSTANDING THE NUMBERS BY USING THE NATIONAL. THE NATIONAL FIGURES AS WELL.
>> THANK YOU. >> I FORGOT THAT I HAD ADDED THAT. WHEN WE TALK ABOUT THE TOPIC LEVELS. THAT WAS AT THE 20,000-FOOT LEVEL. WHEN WE THINK ABOUT THE DISTRICT DATA WE WANT TO LOOK AT NATIONAL COMPARISON BUT WHEN WE DIVE IN IT'S REALLY IMPORTANT THAT WE BEGIN TO LOOK AT THE CHANGE OVER TIME. AND HOW DOES THAT CHANGE OVER TIME LOOK? AND SO, THAT IS WHERE YOU'LL SEE THE GREEN ARROWS OR THE RED ARROWS.
I WANT TO REITERATE DEPENDING ON THE TOPIC LEVEL WE'LL SEE DIFFERENT RESULTS BASED ON WHEN WE SURVEY.
WHEN WE SURVEY IN THE FALL AND WE ASKED STUDENTS ABOUT SUPPORTIVE RELATIONSHIPS AND WE ASKED IN OCTOBER OR NOVEMBER THEY ARE STILL DEVELOPING RELATIONSHIP.
SO THE SCORES MIGHT BE LOWER BUT WHEN WE ASK IN THE SPRING THOSE SCORES ORDINARY TIMES ARE HIGHER OR GIVES US MORE OF REALISTIC
[01:20:02]
PICTURE OF HOW THEY PERCEIVE RELATIONSHIPS OR ENGAGE IN RELATIONSHIPS. SO THIS ALLOWS US TO SEE LONGITUDINALLY. SO I'M GOING TO TAP IN TO SUPPORTIVE RELATIONSHIPS. THIS IS THE BROAD CATEGORY FROM SPRING TO FALL. OUT OF THE 6384 STUDENTS WE DIDN'T SEE A LOT OF DIFFERENCE. THREE OR MORE POINTS THAT YOU SEE UP OR DOWN AND THIS YEAR WHEN WE SEE SPRING TO FALL WE SEE ONE. SO IN SOME WAYS IT'S NOT STATISTICALLY SIGNIFICANT. IT'S ALMOST STAGNANT AND THERE IS MORE FOR US TO DIG IN TO THERE WITH OUR SCHOOLS AND OUR COUNSELORS AND OUR TEACHERS AROUND WHY THAT MIGHT BE STAGNANT. OR WHAT MIGHT BE OUR STUDENT'S EXPERIENCE AND PERCEPTION. AND AT THE QUESTION LEVEL I'LL GET INTO MORE AROUND WHAT SOME OF THE STUDENT'S ANSWERS ARE BUT WE WANT TO LOOK AT LONGITUDINAL DATA TO COMPARE IF WE'RE MAKING PROGRESS IN PARTICULAR TOPIC AREAS.MOVING INTO QUESTION LEVEL AND WE'RE GOING TO STICK WITH THE THEME OF SUPPORTIVE RELATIONSHIP.
THIS IS WHAT MATT WAS DESC DESCRIBING.
PANORAMA TAKES TWO ANSWERS THAT ARE FAVORABLE AND THAT IS HOW THEY DEVELOP THEIR SCORE. THERE IS ALWAYS THAT NEUTRAL THAT DOESN'T GET ADDED AND THERE ARE TWO THAT ARE NONFAVORABLE.
AND IT DEPENDS ON HOW HAD THE QUESTION IS ASKED WHICH AS YOU LOOK AT THE DATA WE HAVE TO PAUSE AND THINK ABOUT WHAT DOES FAVORABILITY REALLY MEAN. IT GIVES SCHOOLS AN OPPORTUNITY TO PAUSE AND DIG INTO THE DATA AND ASK THEMSELVES WHAT ARE OUR STUDENT'S PERCEPTIONS AND HOW MIGHT WE IMPROVE OUR STUDENT'S PERCEPTIONS ABOUT THEIR RELATIONSHIPS OR COMPETENCE OR OUR SCHOOL CLIMATE AND CULTURE. SORE CONTINUING WITH THE THEME OF SUPPORTIVE RELATIONSHIP WHEN WE LOOK AT THE QUESTION LEVEL THERE ARE THREE QUESTIONS. AND THESE QUESTIONS ARE REALLY AROUND FOR ELEMENTARY IS -- THERE IS SOMEONE? YOUR LIFE THAT YOU CAN COUNT ON? AND THERE IS AN ADULT, TEACHER OR STAFF MEMBER OR FAMILY MEMBER AND A STUDENT.
AND THESE THREE QUESTIONS ARE ASKING CAN YOU COUNT ON SOMEBODY? AND THEN WE TAP INTO THE LAST QUESTION ABOUT DO YOU HAVE A FRIEND FROM SCHOOL? THIS IS THE BIGGEST DIFFERENCE FOR OUR STUDENTS.
AND YOU CAN REMEMBER WE OPEN OUR SCHOOL DOORS ON A HYBRID SCHEDULE IN THE SPRING AND NOW WE'RE FULLY IN PERSON.
AND JUST THE OPPORTUNITY TO CONNECT WITH OTHER PEERS AND FEEL LIKE THEY HAVE A COMMUNITY IS MOST LIKELY WHY WE SEE SIX.
ANYTHING ABOVE THREE POINTS IS SIGNIFICANT.
WHEN WE LOOK AT THE FIRST QUESTION DO YOU HAVE A TEACHER OR ANOTHER ADULT IN SCHOOL THAT YOU CAN COUNT ON TO HELP YOU NO MATTER WHAT. THAT IS DOWN TWO AND PART OF THAT IS TAKING THE CONTEXT OF FALL.
YOU'RE JUST ESTABLISHING NEW RELATIONSHIPS WITH YOUR TEACHERS. YOU DON'T KNOW WHAT THAT MEANS OR YOU'RE IN A NEW SCHOOL SO THERE IS CONTEXT TO THAT.
THIS ALLOWS THE SCHOOL TO LOOK AT THESE NUMBERS AND SAY OKAY.
LET'S THINK ABOUT WHAT ARE THE SOCIAL OPPORTUNITIES THAT WE'RE OFFERING TO OUR STUDENTS. LET'S THINK ABOUT THE TEACHER INTERACTIONS. ARE WE BEING INTENTIONAL ABOUT CONNECTING WITH OUR STUDENTS. HOW DO WE KNOW THAT OUR STUDENTS KNOW THAT WE CARE ABOUT THEM AND THE OPPORTUNITIES THAT WE'RE HELPING THEM TO BELONG. AGAIN I WANT TO SHOW THIS SLIDE BECAUSE I BELIEVE THAT WE'RE MAKING AN EFFORT WITH DIRECTOR KELLY AND JEN AND REBECCA AROUND HOW DO WE MAKE SURE THAT WE'RE PROVIDING A HOLISTIC LEARNING EXPERIENCE FOR OUR STUDENTS.
THAT WE UNDERSTAND THEIR BELIEFS AROUND THEIR COMPETENCE AND HOW DOES THEIR ACADEMIC PROGRESS ALLOW US TO SEE THEM PROGRESS TOWARD GRADUATION AND THAT CITIZENSHIP THAT WE HOPE.
WE'RE CHANGING OUR R3 MEASURES AND MOVING TOWARD BENCHMARKS AND INDICATORS AND I'M EXCITED ABOUT THAT AND I BELIEVE THAT IS THE RIGHT STEP. AND IT'S GOING TO HELP US WORK SIDE BY SIDE WITH FASTBRIDGE AND SOME OF THE OTHER ASSESSMENT TO
[01:25:02]
ROUND OUT HOW OUR STUDENT'S EXPERIENCE THEIR EDUCATIONAL OPPORTUNITY AND WHAT THEIR PERCEPTIONS ARE ALLOWS US TO TAP INTO THE STUDENT VOICE TO SAY HOW CAN WE MAKE YOUR EDUCATIONAL EXPERIENCE A WELL ROUNDED EXPERIENCE THAT YOU VALUE AND THAT YOU HAVE A SENSE OF BELONGING.>> THANK YOU, JOHNNY. ARE THERE ANY QUESTIONS FROM THE BOARD OR IF WE WANT TO BE ABLE TO GET TO THE FINAL AGENDA ITEM
FOR THE SESSION. >> SO THANK YOU.
THIS SEEMS LIKE A VERY RICH DATASET WITH A LOT OF POSSIBILITIES TO LOOK AT PERCEPTIONS AROUND IT.
I'M ASSUMING YOU HAVE ACCESS TO IT BROKEN OUT BY DEMOGRAPHICS
AND GRADES AND SCHOOLS. >> CORRECT
>> I'M IN THE PLATFORM AND LOOKING AT THEM.
I WAS CURIOUS ABOUT THE ONE THAT WE WERE ASKING BECAUSE I WANTED TO KNOW THE NEUTRAL FAVORABILITY.
THE DATA -- SO WE COULD BREAK IT DOWN.
AND REALLY -- I ALSO WANTED TO MAKE SURE WHEN WE TALK ABOUT THIS -- IT TELLS US WHAT THE STUDENTS PERCEIVE AS THEIR EXPERIENCE AND WHERE THEY ARE AT BUT IT IS NOT INTENDED TO BE USED AS AN EVALUATING TOOL OF THE STUDENT'S SKILL SET.
THIS IS AN EVALUATION FOR US AS THE ADULTS OF WHAT ARE WE DOING OR WHAT DO OUR STUDENTS NEED. IT'S NOT USED TO ASSESS
INDIVIDUAL STUDENT SKILLS. >> SO IN LOOKING AT THAT I THINK OF OE14 -- THE ANTIRACISM EQUITY AND INCLUSION DISCRIMINATION POLICY AS WELL AS THE STUDENT LEARNING ENVIRONMENT.
I SEE AS BIG KEY ONES AS TO WHERE THIS COULD PLAY OUT AND TO WHERE THAT INFORMATION IS. ONE OF THE CHALLENGES IS WE GET PIECEMEAL PIECES FROM THESE DATASETS AND IT DOESN'T GIVE THE OVER-ALL CONTEXT AND PICTURE. I DON'T KNOW IF THERE IS DISCUSSION AS TO HOW TO PROVIDE THAT BIGGER PIECE EVEN AS WE PUSH THROUGH WITH THE POLICY COMPONENTS
>> THAT IS A PART OF WHERE STARTING LAST YEAR WE WANTED TO MAKE SURE WE PUBLISHED THE RESULTS.
THE INSIDE REPORTS THAT GETS PUBLISHED TO THE DISTRICT WEB PAGE THAT PANORAMA DOES. WE DON'T DO IT.
THEY PUBLISH THE INSIDE REPORT SAYING LAKE WASHINGTON THIS IS WHERE YOU ARE AT. IN TERMS OF THE PARTICULAR TOPICS. WE HAVE A CULTURAL AWARENESS TOPIC LEVEL AT THE SECONDARY LEVEL THAT YOU CAN BREAK DOWN SOME OF THE DEMOGRAPHICS AND HOW SOME OF THE STUDENT WHO IDENTIFY A CERTAIN WAY ARE RESPONDING. SO PANORAMA'S -- INSIDE REPORT.
THIS ALLOWS US THE OPPORTUNITY TO DIG IN FURTHER AND I'M MORE THAN HAPPY TO SHARE THAT WITH THE BOARD PRIOR TO GIVING IT TO
THE PUBLIC >> THE HEALTHY YOUTH SURVEY AND
>> AND THAT IS AVAILABLE UNDER PROGRAMS AND SERVICES UNDER THE STUDENT SERVICES PAGE. THERE IS A WEB PAGE CALLED THE PANORAMA EDUCATION SURVEY. WE WANTED AN INDEPENDENT GROUP TO BE DOING THAT ANALYSIS FOR US.
SO WE'RE COMMITTED TO POSTING RESULTS AND THAT IS NOW BECOMING PART OF OUR PRACTICE WHERE EVERY TIME WE COMMISSION THE SURVEY THEY WILL DO AN ANALYSIS FOR US AND THEN THEY WILL GENERATE THE REPORT WHICH WILL HELP US GET A HOLISTIC VIEW OF HOW THESE
QUESTIONS ARE COMING TOGETHER. >> IS THAT FABULOUS.
AND ENCOURAGED ALL THAT MUCH MORE.
COULD YOU GIVE US AN E-MAIL TELLING US.
OR EVEN HIGHLIGHTS. BUT I MIGHT HAVE MISSED IT.
[01:30:06]
THANK YOU. >> THE PRESENTATION SO FAR HAS BEEN WHAT AND HOW BUT NOT MUCH ABOUT WHAT IS IT TELLING US? IT WOULD BE NICE ON THE PANORAMA LEVEL I KNOW WE'RE GOING TO GET BITS AND PIECES OF IT IN EACH REPORT BUT I WOULD LIKE TO SEE SOMETHING AT SOME POINT. HERE IS WHAT IS PANORAMA TOLD US
OVER-ALL. >> I JUST WANTED TO ASK -- THE PARTICIPATION IS VOLUNTARY. CORRECT?
>> CORRECT. THAT IS A PART OF OUR ADMINISTRATION -- ADMINISTRATING PROTOCOL.
WE RELEASE THE DATES AROUND WE WOULD ADMINISTER.
BEFOREHAND SEND OUT NOTES TO OUR TEACHERS AND COUNSELORS.
AS WELL AS COMMUNITY MESSAGES, WE WILL BE TAKING THE PANORAMA SURVEY AND IT IS COMPLETELY OPTIONAL.
AS THEY ARE ABOUT TO LOG IN THE TEACHER WILL LET THEM KNOW THIS IS COMPLETELY OPTIONAL. IF AT A ANY POINT YOU DON'T WANT TO ANSWER A QUESTION OR YOU'RE DONE OR YOU DON'T WANT TO DO THE SURVEY THAT IS FINE. WE HAVE THE SCHOOL SUPPORT AND THE ENVIRONMENT. THOSE NUMBERS DON'T MATCH AND IT'S BECAUSE SOME STUDENTS ELECTED TO DO ONE SURVEY AND NOT
NECESSARILY ANOTHER SURVEY. >> BUT THE SURVEYS ARE ADMINISTERED DURING CLASS TIME SO IT IS NOT A CASE OF IT'S WHOEVER BOTHER ERRED TO LOG IN AT HOME AND DO THIS * EXTRA WORK. SO EVERYONE IS GIVEN THE SAME OPPORTUNITY BUT IT'S UP TO THEM WHETHER OR NOT THEY WANT TO
>> AND PARENTS IF THEY WANT TO ARE ALLOWED TO SEE THE SURVEY QUESTIONS PRIOR TO THEIR CHILD TAKING IT AND WE'VE HAD SOME QUESTIONS WITH THAT AND PARENTS HAVE HAD ACCESS TO THE QUESTIONS
PRIOR. >> IS THAT SELF-SELECTION.
DO WE HAVE ANY CONCERNS OVER ONES WHO ARE REALLY IN NEED OF HELP NOT CHOOSING TO TAKE THE TEST BECAUSE THEY DON'T WANT TO KNOW WHAT THEY ALREADY KNOW INTUITIVELY.
>> NO. WHAT WE'VE SEEN IS HIGH PARTICIPANT -- PARTICIPATION RATE.
WE'VE SEEN VERY HIGH NUMBERS BECAUSE -- WHEN WE WORK WITH PANORAMA THEY ARE CLEAR IF YOU ASK MORE THAN 25 QUESTIONS YOUR RESPONSE ACCURACY GOES DOWN AND THE STUDENT RESPONSE GOES DOWN SO WE WORK CLOSELY WITH THEM TO CRAFT THE RIGHT AMOUNT OF SURVEY QUESTIONS AND THE OTHER PIECE IS PANORAMA OFFERS THE SURVEY IN 20 SEPARATE DIFFERENT LANGUAGES THAT A STUDENT CAN CHOOSE FROM AND THEY'VE TRANSLATED IT IN A WAY THAT ALLOWS STUDENTS TO ACCESS IT IN THEIR HOME LANGUAGE AND THAT HAS BEEN HELPFUL.
OUR COUNSELORS HAVE DONE AN AMAZING JOB TO HELP WITH SUPPORT. IN TERMS OF PANORAMA I SEE A HIGH PARTICIPATION RATE BECAUSE HOW IT'S STRUCTURED AND BEEN DEVELOPED AND THE SUPPORT AROUND IT.
>> WHAT ARE THE PARTICIPATION RATES?
>> IN THE ELEMENTARY OFFHAND WE GET ABOUT A 90% RESPONSE.
>> DID EVERYONE ELSE LOSE AUDIO? >> CAN YOU GUYS HEAR ME? IN THE MIDDLE SCHOOL WE SEE 80% RESPONSE AND IN HIGH SCHOOL CLOSE TO 70. AND IT'S A REALLY GOOD RESPONSE RATES IN TERMS OF SURVEYING. ACROSS THE BOARD.
IT'S VERY HIGH IN ANY SURVEY IN ANY SURVEY METRICS.
>> JUST SEEMS IS THAT THE DROP OFF MIGHT INDICATE THE KIDS THAT ARE STARTING TO REALIZE THEY'VE GOT PROBLEMS ARE NOT GOING TO WANT TO SEE IT ON PAPER IF YOU WILL.
[01:35:01]
JUST A THOUGHT. >> AND MARK I'LL WRITE A NOTE TO SHARE THE QUESTIONS WITH YOU AND IN AYES WAY IT IS PERCEIVED ON THE SEL PART IT'S PERCEIVED COMPETITION.
EMOTIONAL SUPPORT. AND IN MY EXPERIENCE WHAT I'VE NOTICED IS STUDENTS ARE ACTUALLY WANTING TO BE MORE HONEST ABOUT IT. THERE IS TIMING PIECES TO IT.
IS EVERYONE DOING IT AT THE SAME CLASS PERIOD.
IT'S MORE AROUND WHEN WE IMPLEMENT THE SURVEY AND THE
TIMING AT THE SECONDARY LEVEL >> JUST A CONCERN BECAUSE I'M THINKING OF A FEW FOLKS THAT I WENT TO HIGH SCHOOL WITH.
>> I JUST HAVE A QUICK FOLLOW-UP.
>> THANK YOU FOR PUTTING THE LINK IN THE CHAT.
THAT IS FABULOUS TO BE ABLE TO SEE WHERE THAT IS.
IT WOULD BE NICE ACTUALLY FOR NOTION WHAT OUR DEMOGRAPHICS ARE IN OUR DRESS STRICT. -- DISTRICT.
>> THE RESPONSE RATES THE WAY THE PLATFORM WORKS IS WE'RE ABLE TO LOOK IT UP BY SCHOOL. SO JOHNNY WAS GIVING GENERAL.
EAST LAKE HIGH SCHOOL FOR THEIR FALL THEY HAD A 70% RESPONSE RATE WHICH FOR HIGH SCHOOL IS REALLY HIGH.
BUZZ WE DON'T GET A DEMOGRAPHIC BREAK DOWN SO MUCH FOR THE RESPONSE RATE. WHEN WE DIVE
>>> THE INDIVIDUAL ITEMS THAT WE GET SOME RESPONSE WE CAN GET DEMOGRAPHICS THERE. SO THERE ARE SOME LIMITATIONS.
WE HAVE THE ABILITY TO DIG IN. WE HAVE TO DO OUR OWN DATA ANALYSIS AND WITHDRAW THE DATA AND DO OUR OWN WORK ON THAT.
IT HAS A DEMOGRAPHIC BREAK DOWN PROVIDED FOR THE STUDENTS AND IT
BREAKS IT >>> THE DIFFERENT GROUPS.
RACE, ETHNICITY. WHERE DID YOU DO THINGS? IN THE GIFTED PROGRAM? IS THAT BASED ON OUR STUDENT
POPULATION OR WHO RESPONDED? >> WHO RESPONDED BASED ON THAT
THANKS. >> ANY OTHER QUESTIONS? OKAY. THANK YOU.
BOTH EXCELLENT PRESENTATIONS. WE'RE AT 6:45.
WE HAVE ANOTHER AGENDA ITEM TO GO OVER THE DIRECTOR DISTRICTS.
WE DO NOT NEED TO APPROVE THE BOUNDARIES UNTIL NOVEMBER OF
WE HAVE PLENTY OF TIME TO GO THROUGH THAT.
BARBARA HAS A SLIDE DECK WITH A GOOD SET OF INFORMATION FOR THE BOARD TO CONSIDER. SO I WOULD ADVISE POSTPONING THAT. 14 MINUTES WILL NOT BE ENOUGH
TIME >> I THINK THAT IS A BETTER APPROACH RATHER THAN SPENDING 10 MINUTES ON IT NOW.
LET'S DO IT ALL AT ONCE. WE'LL FIND UPCOMING STUDY SESSION TO ADD THIS BACK IN. OKAY.
6:46. OUR BOARD MEETING STARTS AT 7:00. WE WILL NOW ADJOURN THIS STUDY SESSION AND SEE EVERYONE BACK -- THERE IS A NEW LINK FOR THE BOARD MEETING AT 7:00. A DIFFERENT LINK.
JOHN, DID WE MAKE SURE THAT LEA HAD -- OKAY.
EXCELLENT. SEE
* This transcript was compiled from uncorrected Closed Captioning.