[00:00:04]
>> GOOD EVENING, OR GOOD AFTERNOON.
I WILL CALL ORDER, THE SUN IS TO OFFER THE FIRST TIME HE HAD A MEETING IN A WHILE. I LIKE TO CALL TO ORDER THE MARCH 7, 2022 LAKE WASHINGTON SCHOOL DISTRICT STUDY SESSION.
WHAT MEMBERS ARE ATTENDING REMOTELY.
UNDER THE GUIDELINES THERE REMAINS PROHIBITION IN PERSON MEETINGS BUT THERE IS AN EXCEPTION FOR MEETINGS THAT CAN COMPLY WITH GUIDELINES FOR BUSINESSMEN IS FOUND IN THE MISCELLANEOUS VENUES GUIDANCE FOR THE GUIDANCE ALLOWS PUBLIC MEETINGS TO PROVIDE ALL APPLICABLE FACE COVERING ALL REQUIREMENTS OUTLINED IN PROCLAMATION 20 Ã25 MUST BE FOLLOWED. THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN MEETINGS.
WE WILL CONTINUE TO COMPLY WITH LAWS RELATING TO OPEN PUBLIC MEETINGS AND ALL EMERGENCY REQUIREMENTS RELATED TO MISCELLANEOUS VENUES. THE GUIDANCE AND REQUIREMENTS RELATED TO COVID-19 CANNOT BE MET, THE BOARD MUST HOLD ITS MEETINGS REMOTELY. DUE TO NONCOMPLIANCE AT PRIOR BOARD MEETINGS, THE BOARD DETERMINED TO HOLD THE MEETINGS REMOTELY. THE BOARD WILL NOTIFY THE PUBLIC A LOCATION OF MEETINGS TO THE MEETINGS TAB ON BOARD DOCS WE WILL CONTINUE TO HAVE THESE MEETINGS REMOTELY AND WILL BE LIVE STREAMED ON THE WEBSITE.
IF YOU CANNOT LIVE STREAM YOU MAY CALL TO LISTEN THE PHONE NUMBER IS 425-936-2183 CONFERENCE ID 37127.
AND I WANT TO ADD THAT WHEN THE BOARD RETURNS TO IN PERSON PUBLIC MEETINGS, THAT WILL BE UPDATED ON THE DISTRICT WEBSITE FOR THE FORTHCOMING MEETINGS. WE HAVE TWO ITEMS ON THE AGENDA
[1. District Textbook Adoption Process Update, 6-12 Social Studies]
FOR THE STUDY SESSION TONIGHT. THE FIRST IS TEXTBOOK ADOPTION PROCESS UPDATE SIX THROUGH 12, SOCIAL STUDIES.I THINK I SAW DOCTOR ROSE WAS HERE WOULD YOU LIKE TO START US OFF? CRACK THEY COULD AS THE BOARD IS AWARE AND YOU'VE EXPERIENCED BEFORE AS WE GO THROUGH THE PROCESSES FOR ADOPTING CURRICULUM, WHERE WAS INVITE THE TEAM TO CALM AND PROVIDE THE BOARD WITH AN UPDATE, INFORMATION AROUND THE CURRICULA THAT ARE BEING EVALUATED AND REVIEWED, WHERE THEY ARE IN THE PROCESS, ANY CHALLENGES THEY ARE FACING AND SUCCESSES THAT THEY ARE ACHIEVING AND SO, EXCITED TO TALK TONIGHT ABOUT SIX THROUGH 12 SOCIAL STUDIES CURRICULUM ADOPTION.
TEACHING AND LEARNING TEAM IS HERE TO PROVIDE YOU WITH INFORMATION TONIGHT. IT WILL BE LED BY THE ASSOCIATE SUPERINTENDENT, MIKE VANORDEN, DR. JEN ROSE DIRECTOR OF TEACHING LEARNING AND EXCITED TO HAVE CRYSTAL STEVE INTO THE CURRICULUM SPECIALIST. WITH THAT I WILL HAND IT OVER
TO MIKE. >> JUST BRIEFLY, AS WAS MENTIONED WE LIKE TO COME IN BEFORE WE ACTUALLY COME WITH A FORMAL RECOMMENDATION, MANY TIMES QUESTIONS THAT THE BOARD ASKS HELPS TO INFORM THE PROCESS AND WE TAKE THOSE BACK TO THE ADOPTION TEAM MEMBERS BEFORE WE MAKE THE FINAL RECOMMENDATION. IN ADDITION, WE WANT TO KEEP YOU UPDATED. AS YOU RECALL THE OTHER NIGHT WE WERE TALKING WITH MARY WILBUR, WE HAVE SOME CONVERSATION ABOUT THE SOCIAL STUDIES CURRICULUM SO IT'S A VERY TIMELY PRESENTATION TONIGHT.
WITH THAT I WILL TURN OVER TO DR. JEN ROSE AND KRISTIN.
>> THANK YOU SO MUCH WE ARE EXCITED TO BE HERE.
WE HAD SEEN A PRESENTATION AND SEEING THE PIECES OF CURRICULUM OPTION AND THINKING ABOUT OVERALL TEACHING AND LEARNING AND HOW IT LOCATES EVERYTHING WITHIN A LARGER TEACHING IS EXCITING. WE ARE EXCITED TO BE HERE TO EXTENSIVE ADOPTION PROCESS AND I'M EXCITED TO SHARE OUR PROCESS WITH YOU. OUR GOAL TODAY IS TO GO OVER THE TIMELINE. AS YOU KNOW, THERE HAS BEEN A LOT GOING ON IN THE PAST TWO YEARS.
WE'VE HAD A TWO-YEAR PROCESS FOR THE ADOPTION AND WANT TO SHARE WITH YOU. THE CURRICULUM ADOPTION AND REVIEW PROCESS, BY WHICH WE LOOK AT DIFFERENT CURRICULUM AND PROCESS OF IT. WE WILL SHOW HIS ACTION THE COMMITTEE AND ALL THE DIFFERENT STAKEHOLDERS THAT WE HAVE ON IT RIGHT NOW AND HOW WE PLAN TO GO FORWARD INTO THE FUTURE.
IN ALL THE DIFFERENT PIECES OF WORK WE HAVE COMPLETED THUS FAR AND NEXT STEPS BASED ON BOARD APPROVAL.
BEFORE WE REALLY DIVE AND I WANT TO TURN OVER TO CRYSTAL
FOR A MOMENT. >> AND I WAS LUCKY ENOUGH THREE YEARS AGO WHEN I MOVED INTO THIS ROLE, I WAS ABLE TO ESTABLISH A PARTNERSHIP WITH MARY AND LEE -- TRIED TO CONSTRUCT A LAND ACKNOWLEDGMENT THAT WE'VE BEEN USING AND THE ADOPTION. I'M GOING TO GIVE YOU A MOMENT RIGHT NOW TO READ THE ACKNOWLEDGMENT AND I'LL SHARE A LITTLE BIT MORE ABOUT HOW IT'S PLAYED A ROLE IN OUR ADOPTION FULLY TRANSITION INTO THE DEEPER CONVERSATION.
[00:05:10]
IN CONNECTION TO RECOGNIZING THE PEOPLES WHICH I BELIEVE IS A CONVERSATION HE HAD ALSO CALLING OUT TO SPECIFIC TRIBES WITHIN THE DISTRICT BOUNDARIES WE WANT TO REALLY RECOGNIZE AND ACKNOWLEDGE THE FACT THAT GOING TO THE ADOPTION PROCESS HAS BEEN A BIG PART OF ACKNOWLEDGING AND HONORING THE TRIBAL PARTNERSHIP WE HAVE AS WELL SO WE'VE BEEN THROUGH THIS PROCESS KEEPING MARY AND THE TRIBAL PARTNERS INFORMED AND ENGAGED YOU SEE AS WE MOVE THROUGH THE VISITATION TODAY SO THANK YOU FOR HONORING AND TAKING A MOMENT TO ACKNOWLEDGEAND THIS ADOPTION HAS BEEN ONE OF OUR MOST SIGNIFICANT ONE OF THE LARGEST AND THAT HAS BEEN A COLLABORATIVE PROCESS THAT WE HAVE WORKED WITH AND YOU WILL SEE LATER SIZE BUT WITH EQUITY DEPARTMENT, AND DEALT WITH MARY, MULTIPLE DEPARTMENTS TO MAKE SURE WE ARE BRINGING MULTIPLE LENSES TO THE ADOPTION. THE REASON FOR THE ADOPTION, WE BEEN WORKING CALMLY DO THE SAME THING WITH ELA THAT WE ARE DOING WITH SOCIAL STUDIES. IN ORDER TO HAVE DEEP ALIGNMENT ACROSS MIDDLE SCHOOL AND HIGH SCHOOL, INSTEAD OF SEPARATING OUT OF MIDDLE SCHOOL ADOPTION IN HIGH SCHOOL ADOPTION WE'VE COMBINED THEM. PART OF THE REASON IS THAT THE LEARNING NEEDED FOR THINKING ABOUT INSTRUCTIONAL RESOURCES IS THE SAME FOR MIDDLE SCHOOL AND HIGH SCHOOL AND SOME EXTENT ELEMENTARY BUT IT IS SEPARATE ADOPTION.S YOU CAN SEE, IT'S BEEN A WHILE SINCE THE LEFT ADOPTION.
2008 IN HIGH SCHOOL AND 2009 FOR MIDDLE SCHOOL.
IN THE PANDEMIC YEAR IN 2021, WE HAVE DONE LEARNING WITH SOCIAL AL STUDIES DEPARTMENTS BEFORE WE GOT TO THE ADOPTION PROCESS. CRYSTAL CAME INTO THE ROLE THREE YEARS AGO AND WE WERE ABLE TO WORK WITH DEPARTMENTS AND ABLE TO O DO SOME WHOLE SYSTEM LEARNING AND SECONDARY CONTENT AREAS.E WERE ABLE TO DO SOME PREP FOR THE LEARNING THAT WOULD HAPPEN WITHIN ADOPTION.
WE FORMED THE ADOPTION IN 2022. IN 21, DID OUR LEARNING EARLIER THIS YEAR WE ARE ACTIVELY ENGAGED IN THE REVIEW PROCESS.
AND THEN, WILL MOVE FORWARD INTO IMPLEMENTING ONCE WE GET A LITTLE FURTHER DOWN THE LINE. THE FIRST YEAR, AND WE WILL GO TO MORE SPECIFICS BUT REALLY TAKE OUR TIME TO DO INTENSIVE LEARNING. THE FIRST YEAR IS REALLY ABOUT UPDATING EVERYONE ON THE COMMITTEE AND IT WAS A SIZABLE COMMITTEE WITH DOING DEEP DOWN DIG INTO STANDARDS BECAUSE WE UPDATED THE SOCIAL STUDIES STANDARDS IN FALL OF 2019.
SO IT WAS VERY TIMELY TO DO AN ADOPTION BECAUSE THEY ADOPTED NEW STANDARDS. AND TO GET INTO METRICS TO SEE HOW WE ARE PERFORMING AS A SYSTEM AND TO USE THAT AS A WAY TO THINK ABOUT HOW ARE WE ENSURING WE REACH EVERY STUDENT WITH THIS LEARNING. FIRST IT WAS REALLY INVOLVED IN DOING DEEP LEARNING AND THEN SETTING UP A SYSTEM BY WHICH WE EVALUATE CURRICULUM TO ENSURE WE ARE MAKING INSTRUCTIONAL DECISIONS THAT WE WILL REALLY SERVE STUDENTS.
THE SECOND YEAR WE ACTUALLY DOVE IN TO DO THE ACTUAL EVALUATION OF RESOURCES. IT WAS AN INTENSIVE FALL LOOKING AT MANY CURRICULA. WE WILL SHOW YOU IN A FEW MINUTES. WE ARE SMACK IN THE MIDDLE OF THE PILOTING RIGHT NOW. WILL MOVE INTO MAKING DECISIONS AND BRINGING THOSE TO YOU. ONE OF THE THINGS IT HAS BEEN A LITTLE BIT OF THE IMPACT OF PANDEMIC AND A LITTLE BIT OF THE IMPACT OF THE SIZE BUT THE ADOPTION IS, WE WILL NOT FINISH ALL PILOTING THIS YEAR BECAUSE THE TIMING PIECES WILL CARRY FORWARD THE PILOTING AND FINAL DECISIONS FOR ALL OF OUR COURSES INTO NEXT FALL. AND FOLLOW THE EXACT SAME PROCESS OF EVALUATING AND MAKE A RECOMMENDATION FOR YOU IN LATE FALL, EARLY WINTER FOR THE SUMMER COURSES.
ONE THING THAT WAS EXCITING TO US FOR THIS COMMITTEE.
THIS WAS THE BIGGEST ADOPTION COMMITTEE, I THINK LAKE WASHINGTON HAS HAD. WE HAD 60 MEMBERS TO START.
SCHOOLS FROM REPRESENTATIVES FROM ALL OF OUR SECONDARY SCHOOLS. WE HAD SPECIALISTS FROM INTERVENTION, EQUITY, TEACHING AND LEARNING AND TECH INTEGRATION. WRITTEN COMMUNITY MEMBERS, THE LETTERS WE'VE HAD ON A COMMITTEE.
AND WE HAVE STUDENTS AND THEY WERE A FANTASTIC VOICE TO HAVE IN THE ADOPTION PROCESS.ND SO, THAT GROUP STAYED WITH ESTHER ALL OF LAST YEAR DURING THE REALLY CRITICAL TIME OF LEARNING AND DEVELOPMENT OF RUBRICS.
AS WE CAME INTO THE FALL OF 2021, AND GOT INTO EVALUATING, WE DID HAVE SOME EFFECT OF THE PANDEMIC AND HAD TO MEMBERS OF THE GROUP PEEL OFF BUT WE STILL HAVE ON ANY GIVEN DAY, BETWEEN 35 AND 45 PEOPLE SHOWING UP TO OUR MEETINGS.
WE ACTUALLY INCREASED THE SIZE IN ANOTHER WAY WHICH IS WE WANTED TO HAVE AS MANY TEACHERS AS POSSIBLE PILOT SO THAT WE CAN REALLY EVALUATE HOW WELL DOES THE CURRICULUM WORK IF YOU HAVEN'T HAD THE YEAR OF INTENSIVE LEARNING.
WE PREP TEACHERS FOR PROFESSIONAL AND BEFORE THEY TEACH THE CURRICULUM BUT WE REALLY WANTED TO HAVE MULTIPLE VOICES LOOKING AT THE CURRICULUM.
SO AGAIN, THIS IS ONE OF THE LARGEST ADOPTION COMMITTEES EVER. AND IN THE FIRST YEAR LIKE I
[00:10:02]
SAID, WE STARTED FOCUSING IN ON THE SOCIAL STUDIES STANDARDS.THE PREVIOUS STANDARDS WERE LIGHT YEARS AWAY, BUT THE NEW ONES BASED ON THE NATIONAL STANDARDS AND THEY REALLY CALL INTO FOCUS, CRITICAL THINKING, MAKING CONNECTIONS ACROSS PATTERNS. A BUNCH OF DIFFERENT THINGS THAT ARE DIFFERENT THAN I THINK WHEN I WAS TAKING SOCIAL STUDIES IN HIGH SCHOOL. IT IS NOT A COLLECTION OF DATES, NOT A COLLECTION OF EVENTS.
IT IS MUCH MORE DEEP THINKING ABOUT CONCEPTS AND MULTIPLE ASPECT OF SOCIAL STUDIES. ALSO REALLY WANT TO READ TO RECOGNIZE THAT CURRICULUM RESOURCES AND INSTRUCTIONAL RESOURCES ARE WHAT TEACHERS USED TO TEACH THE THINKING AND LEARNING BEHIND THAT IS REALLY IMPORTANT SO IN ORDER FOR THIS GROUP TO BE ABLE TO CHOOSE REINFORCES THAT MET THE DEEPER NEEDS AS A DISTRICT, WE ENGAGED IN SIGNIFICANT LEARNING WITH THEM. SO WE BROUGHT IN SCOTTIE NASH FROM THE ANTIDEFAMATION LEAGUE. CLAIMANT MULTIPLE TIMES TO WORK WITH US. WE ARE GREAT RELATIONSHIP WITH THE EQUITY DEPARTMENT SPECIFICALLY.
WE ALSO WORKED WITH MULTIPLE SESSIONS.
WE LOOKED AT INTERSECTIONALITY OF STUDENTS AND THINKING OF HOW THE CURRICULUM OPTION IS ABOUT RESOURCES AND ALSO ABOUT INSTRUCTIONAL STRATEGIES AND THE STUDENTS HAVE TO GO HAND IN HAND. WE ALSO GEARED THIS ADOPTION ON THINKING ABOUT THE GOALS FOR INCLUSION AS A DISTRICT.
AS WE ARE DOING OUR LEARNING AND EVALUATING RESOURCES, WE ARE REALLY THINKING ABOUT ACTIVELY THINKING ABOUT, HOW DOES THE OR HOW DO THE INSTRUCTIONAL RESOURCES WE ARE LOOKING AT, SUPPORT UNIVERSAL DESIGN FOR LEARNING AND ALSO WE BROADEN RESOURCES FROM NATIONAL COUNCIL FOR SOCIAL STUDIES AND FROM OSPI. IT WAS A VERY WELL READ COMMUNITY ON LEARNING. WE TOOK THE LEARNING AND AS A DISTRICT, AS WE PRESENTED BEFORE, WE HAVE FIVE COURT DISTRICT RUBRICS THAT WE USE TO EVALUATE.
THE COMMITTEE WITH ALL THE LEMON LOOKED AT THOSE FIVE COURT RUBRICS, THAT ARE INFORMED BY NATIONAL RESEARCH AND THEN WE DID SOME REVISIONS OF THOSE.E KEPT A VERY STRONG FOCUS ON THE STANDARDS AND WE KEPT THE BEST PRACTICES.
THEN WE LOOKED AT WAYS THAT WE WOULD WANT TO REALLY ADD PARTS TO IT. AND THE PIECES THAT WE LOOK TO ADD TOWARD THIS RUBRIC WAS REALLY FOCUSED ON EQUITY AND EQUITABLE PRACTICES AND THE ATTRIBUTES AND ELEMENTS OF THAT. THE LEARNING THAT WE DID I WILL GET TO IN A MOMENT. BECAUSE WE WANTED TO MAKE SURE AS WE LOOK AT THOSE INDICATORS IS ANOTHER RUBRIC THAT WE USE FROM OSPI LITTLE PULL IN A MOMENT.
BUT ONE OF THE WAYS THAT WE WANTED TO LOOK AT ACHIEVEMENT IN SOCIAL STUDIES, IS NOT LIKE SMART OR BALANCED NOT ACCUSING -- WANTED TO FIND DATA THAT WOULD SHOW US HOW OUR STUDENTS ARE PERFORMING SOCIAL STUDIES. AND SO, ONE OF THE WAYS WE WERE ABLE TO LOOK AT THAT WAS THROUGH GRADES.
WE DID IN-DEPTH ANALYSIS AND LOOK AT WHO IS SUCCESSFUL IN THE CLASS IS BASED ON GRADES. AND WE FOUND NOT SURPRISINGLY, SOME PRETTY PREDICTABLE DISCREPANCIES IN WHO GETS A'S AND B'S AND HIS GET C, D AND F. IT WAS PRETTY EYE-OPENING BECAUSE OFTEN WE THINK ABOUT SOCIAL STUDIES IT IS HARD TO THINK, HOW DO WE MEASURE ACHIEVEMENT AND HOW DO WE LOOK FOR HOW STUDENTS ARE ACCESSING THE LEARNING.
THIS WAS SOMETHING PRETTY POWERFUL FOR THE GROUP TO THINK YOU KNOW BALANCE ASIDE, WHEN WE LOOK AT THE EXPERIENCE OF STUDENTS AND HOW THEY LOOK AT THEMSELVES AS LEARNERS, WHAT CAN GRADES TELL US ABOUT THAT? ONE OF THE THINGS WE ALSO DID WITH THAT TO HELP THINK ABOUT EQUITY THROUGH OUR CURRICULUM WORK WAS, THIS IS SOMETHING THAT'S BEEN VERY STANDARD PRACTICE FOR US AT THIS POINT. TO BRING IN ADDITIONAL LEARNING FROM WITHIN THE DISTRICT AND SO, WE HAD A PANEL OF DISTRICT DIRECTORS, SPECIAL EDUCATION, INTERVENTION, ACCELERATED PROGRAMS AND EQUITY AND WORK WITH GROUP TO SEE WHAT ARE INDICATORS FOR CURRICULUM WITH ACCESS FOR STUDENTS WERE THE INDICATORS FOR THAT CURRICULUM. AND A LOT WAS AROUND THE MEN SIDE OF AN EDUCATOR OR A MINDSET OF HOW WE THINK ABOUT USING CURRICULUM. AS WE GO THROUGH LEARNING WE ALSO THINK ABOUT WHAT IS A A PROFESSIONAL LEARNING THAT TEACHERS WILL NEED WHEN WE HAVE NEW RESOURCES WITH THEM.
SO WE DID MORE FOCUS ON LEARNING AND WE LOOKED AT WHAT ASPECTS WOULD BE REALLY HELPFUL FOR THE GROUP TO THINK ABOUT AS WE GO IN, KNOWING THAT WE WILL DECIDE ON A RESOURCE BUT THE PERSPECTIVE AND ADDITIONAL RESOURCES THAT CAN BE REALLY IMPORTANT. WE DID SOME IN DEPTH WITH THE CURRICULUM AND IT'S BEEN ONGOING.
THE STOCK BEFORE THE ADOPTION BUT IT'S BEEN A REALLY CORE PIECE OF THE ADOPTION. NOT TO BE SECONDARY SEPARATE BUT REALLY THINK, HOW IS IT SOMETHING THAT IS EMBEDDED WITH
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THE EXPERIENCE OF TEACHERS AND STUDENTS.ANDREW WORKED WITH THE HOLOCAUST CENTER FOR BEST PRACTICES AROUND TEACHING THE HOLOCAUST.
AGAIN, UNIVERSAL DESIGN FOR LEARNING.
AND THE OTHER PIECE WE'VE BEEN DOING WITH ELA AND ALREADY WITH SOCIAL STUDIES, PROVIDED PROFESSIONAL LEARNING FOR TEACHERS AROUND DESIGNING AND FACILITATING EFFECTIVE CONVERSATIONS ABOUT RACE AND POTENTIALLY CONTROVERSIAL TOPICS IN THE CLASSROOM. THAT WAS THE FOCUS FOR ELA AND SOCIAL STUDIES TEACHER. CRYSTAL LED A TEAM THAT INCLUDES SPECIALISTS FROM EQUITY AND FROM -- REMIND ME WHEN I FORGET SOMEONE WE HAD MULTIFACETED TEAM INCLUDING OUR ELA SPECIALIST AND CRYSTAL THAT DESIGN LEARNING THAT WAS REALLY POWERFUL. AND IF YOU'RE INTERESTED THEY DID A PADLET AT THE END FOR TEACHERS TO THINK ABOUT NEXT IN TEACHING. THAT WAS REALLY POWERFUL! PART OF IT IS AGAIN, THINKING INSTRUCTIONAL RESOURCES ARE A SET OF READINGS, SYSTEMS, ALL DIFFERENT KINDS OF THINGS.
BUT HOW WE UTILIZE THOSE AND THE FRAME BY WHICH TEACHERS TEACH THOSE IS REALLY IMPORTANT.
THAT IS BEEN PART OF THE LEARNING AS WELL.
AGAIN WE ARE STANDARD ALIGNMENT, BEST PRACTICE ASSESSMENT, DIGITAL RESOURCES AND ORGANIZATIONS.
IN JANUARY OF LAST YEAR, OSPI RELEASED THIS TOOL.
IT'S BECOME OUR SIXTH RUBRIC. IT HAS BEEN A REALLY GOOD CHECK FOR US TO BE ABLE TO USE SIDE-BY-SIDE WITH DISTRICT RUBRICS AND AFTER IMPLEMENT. THIS IS THE MAIN WAY THAT OSPI SAID THEY'VE SEEN PEOPLE USING THIS TOOL AND PLAN TO USE AS A GUIDE FOR IMPLEMENTATION. WE ARE VERY CLEAR THAT AS WE GO THROUGH LOOKING AT RESOURCES WE ARE NOT GOING TO FIND ONE THING THAT MAKES US, THEY WILL NOT BE ONE CURRICULUM WE WILL SAY THAT'S IT! THE LIGHTS WENT OFF IT IS JUST PERFECT. WE WON'T FIND THAT.
AND SO IT WILL BE REALLY IMPORTANT FOR US AS WE GO FORWARD LIKE WITH ELA, CAPITOL TO HELP US CONTINUE TO BE REFLECTIVE YEAR OVER YEAR AS THE WORLD CHANGES.
AND I WILL SAY THAT BEING IN A SOCIAL STUDIES ADOPTION AND YEAR 2020, 2021 AND 2022 ARE VERY DIFFERENT THAN PROBABLY 2018. AND TO BE ABLE TO HAVE A THOUGHTFUL GROUP RESPONDING TO THINKING ABOUT HOW WE PROVIDE TERRIFIC LEARNING FOR TEACHERS AND STUDENTS IS REALLY IMPORTANT. ONE OF THE OTHER PIECES THAT WE'VE DONE IS, BEFORE WE STARTED THE WORK, THE CONTENT OF CLASSES WAS FAIRLY GENERAL. THERE IS A HISTORICAL FOCUS OR DATE FOCUS IN THE COURSE. US HISTORY WOULD BE THE FOCUS.
A MAJOR PROJECT THAT WAS AGAIN A MULTI-DEPARTMENT AND MULTI-DIVISION PROJECT, WAS QUITTING AN ONLINE COURSE CATALOG. AND ONE OF THE -- THIS WAS TIED DIRECTLY WITH THE WORK WE DID IN THE ADOPTION PROCESS.
WAS TO DESIGN COURSE DESCRIPTIONS FOR ALL CORE COURSES SIXTH THROUGH 12TH GRADE.
AND AGAIN, THINKING ABOUT THE LENDER.
THE SIXTH GRADE, SEVENTH GRADE 8TH GRADE, NINTH GRADE, 10TH GRADE. ALL OF THE LEARNING BUILD ON EACH OTHER ACROSS THE DISTRICT SO WE CAN SAY WE HAVE VIABLE LEARNING.N THAT WORK, YOU HAVE THE ADOPTION TEAM MEETING AND DOING THE SAME WORK OF WHAT IS ESSENTIAL THAT NEEDS TO BE -- SOCIAL STUDIES IS NOT A DATE RANGE ANYMORE.
SOCIAL STUDIES IS MORE, THE ESSENTIAL STANDARDS AND THEN THE THER PIECES THAT COME IN WITH THE ESSENTIAL STANDARDS.
THE STANDARDS DON'T SAY THIS SHOULD BE ONE CURRICULUM OR ONE EVENT OR SET OF EVENTS THAT NEED TO BE INCLUDED, THEY ARE MUCH MORE OF A CONCEPTUAL PIECE.
IT WAS OUR WORK TO BE ABLE TO SAY IN ADDITION TO THE CONCEPTUAL PIECES, WHAT ARE KEY INSTRUCTIONAL PIECES AND KEY ELEMENTS THAT NEED TO BE BROUGHT IN.
OF ALL OUTREACH AROUND COLLABORATING WITH NATIVE EDUCATORS. WE HAD LEARNING THAT CONNECTED WITH THAT, BOTH CRYSTAL AND I GOT TO GO TO THE EVENT THAT MARY TALKED ABOUT THAT WAS WONDERFUL.
THERE'S BEEN ADDITIONAL EDUCATOR CONFERENCE WORK WE'VE DONE. AND AGAIN, WE HAVE GOT THE OUTREACH VIA MARY WILBERT NATIVE EDUCATION PROGRAMS AND WORK WITH ALIGNING -- AND ONGOING CONSULTING.
OUR PARADIGM FOR ADOPTIONS NOW, IS ALSO THAT WE FINISH THE ADOPTION AND ARE DONE BUT WE KEEP AN ADVISORY OF SOCIAL STUDIES TEACHERS. OUR ADOPTION COMMITTEE TURNS INTO INFORMATION COMMITTEE TURNS INTO THE STEERING COMMITTEE. SO WE ARE NOT LETTING GO SO IT WILL NOT BE 10 YEARS FROM NOW THAT WE SAY IT'S TIME TO CHANGE EVERYTHING BUT THE CURRICULUM AND INSTRUCTION NEEDS REST CONTINUALLY TEND TO REPAY THIS WORK HERE IS WORK THAT WILL BE CONTINUING.RYSTAL, LET ME PAUSE.
ANYTHING THAT YOU LIKE TO ADD ABOUT THE WORK THAT YOU WERE
FOCUSED ON? >> I WAS THAT THE 2018 SOCIALIST STUDIES STANDARDS A MAJOR SHIFT WAS THAT THE STATE TOOK THE TIME TO ALIGN THE DIFFERENT -- MORE COMPONENTS OF THE DIFFERENT STANDARD AREAS AS IT WAS REFERENCED.
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WE TOOK IT AS THE GUIDING POINT TO BEGIN OUR WORK AND DOING DISTRICT ALIGNMENT AS WELL. WE'VE SHIFTED TO MAKE SURE WE ARE MORE IN LINE WITH THE DIRECTION THROUGH THIS PROCESSTHIS IS JUST MORE DETAILS OF THE WORK WE WILL BE DOING TOGETHER. AND THE SLIDE THAT CRYSTAL USED TO OPEN THE MEETINGS WHEN THE REPOT AS PART OF OUR ADOPTION FROM THE BEGINNING, TEACHERS HAVE ALSO ADOPTED SO IT'S BEEN INTERESTING TO HEAR ABOUT THE IMPACTS WITH THEM USING WITH STUDENTS AS WELL. THAT WAS THE FIRST YEAR.
SECOND YEAR, AGAIN, WE BEEN REALLY FOCUSED IN ON DEEP EVALUATION. WE GOT ALL THE RESOURCES IN AUGUST AND THEN SEPTEMBER THROUGH DECEMBER, AND A LITTLE BIT INTO JANUARY.WE EVALUATED AND USED RUBRICS AND OTHER FACTORS TO DETERMINE WHICH RESOURCES WE WANTED TO PILOT.
WE ARE IN THE PILOT, THE FIRST ROUND OF PILOTING RIGHT NOW.
THAT HAS BEEN EXCITING. WE'VE REALLY BEEN LOOKING AT AGAIN, STANDARDS AND RUBRICS IN ORDER TO VIOLATE THE CURRICULUM AND THINKING ALSO AGAIN, HOW DOES IT FIT WITH THE LARGER GOALS AS A SYSTEM? SOCIAL STUDIES IS ONE PART OF OUR VISION FOR STUDENTS AND EFFECTIVE INSTRUCTION.
THERE ARE OTHER WAYS THAT WE LOOKED TO IDENTIFY WHAT WE WANTED TO EVALUATE. WE LOOK TO SEE WHAT OTHER DISTRICTS WERE USING. WE LOOKED TO SEE WHAT TEACHERS AND THE COMMUNITY WANTED US TO LOOK AT AND EVALUATE.
WE LOOKED EVERY PLACE WE POSSIBLY COULD TO HAVE THE BROADEST AMOUNT OF RESOURCES TO EVALUATE.
WE ALSO LOOKED AT NATIONAL PUBLICATIONS TO SEE WHAT WE CAN FIND. WE COME UP WITH 11 DIFFERENT CURRICULA FOR GRADES SIX THROUGH 12, EIGHT OF WHICH WERE AVAILABLE NINTH THROUGH 12. SO THESE ARE ALL OF THE DIFFERENT ONES THAT WE REVIEWED AND THE LIST ACTUALLY, WE CAN SHOW THE LIST OF ALL OF THEM. ONE OF THE INTERESTING THINGS ABOUT SOCIAL STUDIES, AND WHAT MAKES THIS PARTICULARLY CHALLENGING ADOPTION IS THAT UNLIKE NINE THROUGH 12 ELA OR 6 TO 12 ELA, FOR SOCIAL STUDIES, IT COURSES DIFFERENT AUTHORS.
SIXTH GRADE COURSE WILL HAVE A DIFFERENT SET OF AUTHORS THEN IT EIGHTH GRADE COURSE AND THEY ARE VERY DIFFERENT.
WE DETERMINED WE COULD NOT SAY WE ARE GOING TO ADOPT THIS, TAKE THIS ONE PUBLISH AND LOOKING FOR ALL OF MIDDLE SCHOOL OR HIGH SCHOOL. THE VARIATION BETWEEN THE HORSES WAS TOO GREAT. SO WE ACTUALLY HAD TO SEPARATE OUT INTO MULTIPLE SUBGROUPS AND HAVE EACH SUBGROUP GO TO THE EVALUATION PROCESS FOR THE CURRICULUM THAT FIT THAT COURSE. AND MAKE DECISIONS ON WHAT COURSE THEY WANTED TO PILOT. IT IS BEEN INCREDIBLY COMPLEX.
>> COULD YOU GIVE US A FOR INSTANCE, THE DIFFERENCE FROM ONE AGE TO ANOTHER? IT SOUNDS GREAT AND I AM JUST TRYING TO VISUALIZE WITH MY MIND, HOW IT CHANGES FROM 6 TO 7 TO 8. I DON'T KNOW IF YOU HAVE A FOR INSTANCE OR NOT. IF YOU DON'T THAT'S FINE BUT I
THOUGHT I WOULD ASK. >> SO, EVERY CURRICULUM COMPANY WILL SAY THEIR STANDARDS ALIGNED.HAT WE SAW WAS ACTUALLY DEEPER INTO THE TEXT. WE SAW, AND IF YOU WANT TO BE SUPER SPECIFIC, CRYSTAL WILL REMEMBER EXACTLY BUT ONE CURRICULUM WAS WRITTEN CLEARLY FURTHER MORE YEARS AGO THAN ANOTHER AND I WILL NOT SAY THE SPECIFIC PUBLISHER BUT THE LANGUAGE USED IN ONE OF THE CURRICULUM WAS OUTDATED AND OFFENSIVE. AND THEN THE NEWER CURRICULUM, THEY HAD RECOGNIZED THE TERMS THAT THEY WERE USING AND THE OLDER SEPARATE GRADE LEVEL WERE NOT APPROPRIATE TERMS TO USE ANYMORE. SO THAT WAS, THAT DISQUALIFIED SOME CURRICULUM OR THOSE WERE SOME OF THE DIFFERENCE.
>> THE ONES YOU'RE CURRENTLY LOOKING AT THE, THEY HAVE A DIFFERENCE BETWEEN SIX, SEVEN AND EIGHT ALSO?
>> YES. >> OKAY THAT'S WHAT I'M TRYING TO LOOK FOR. KIND OF A FOR INSTANCE SO I CAN
VISUALIZE IT. >> MARKET, SIX, SEVEN AND EIGHT STANDARDS AT OSPI FOR SIX IS WORLD HISTORY, SEVENT IS WASHINGTON HISTORY AND EIGHT IS US HISTORY.
THEY ARE FUNDAMENTALLY DIFFERENT ARENAS.
>> OKAY I'M SORRY FOR THE WAY IT WAS DESCRIBED --
>> THANK YOU. >> THE ACTUAL CONTENT IS DIFFERENT THE WAY PUBLISHERS, RESOURCES PUBLISHERS PROVIDE US
ARE VERY DIFFERENT AS WELL. >> DIFFERENT CLASSES, THANK
YOU. >> OKAY! THE WAY THAT WE DID THE EVALUATION WAS AGAIN, THE WAY WE HAVE DONE EVERY ADOPTION SUBCOMMITTEE HAS A RUBRIC, SUBCOMMITTEE EVALUATES THE RESOURCE WITH THE RUBRIC AND THE SUBCOMMITTEE DISCUSSES IT AND WE HAVE LARGER DISCUSSIONS WITH THE WHOLE GROUP. THE RUBRIC, JUST ASK THE
[00:25:01]
TEACHERS TO EVALUATE ONE RUBRIC IN DEPTH WHERE THIS ONE WE HAD THEM DO TWO. THE SIZE OF THE GROUPS.GO IN DEPTH SO WE WERE ABLE TO COMPARE ORGANIZATION AND DESIGN AGAINST ORGANIZATION AND DESIGN AS OPPOSED TO HAVING MANY ELEMENTS. TRY AS MUCH AS WE CAN TO HAVE IT BE VERY CLEAR APPLES TO APPLES COMPARISON.
THIS IS A SLIDE THAT HAS A TON OF LANGUAGE ON IT.
THIS IS FROM THE TABLE I TOLD YOU ABOUT.
OSPI SCANNING CONTENT TOOLKIT WITHIN THE TOOL IS LIKE A 17 PAGE DOCUMENT. BUT THESE ARE THE MAIN CATEGORIES WITHIN THE DOCUMENT THAT HAVE MORE SPECIFIC RUBRICS IN IT. THIS IS SOMETHING WE ATTENDED TO AS WE HAVE GONE THROUGH AND WE USED TO INFORM THE RUBRICS.
AND THAT WHEN WE MAKE A DETERMINATION OF A FINAL RESOURCE, WE WILL AGAIN USE THIS TO IDENTIFY, HELP US DETERMINE SCOPE AND SEQUENCE AND IDENTIFY ANY SUPPLEMENTAL RESOURCES THAT MIGHT BE NEEDED. SO AGAIN, WE CONTINUE TO HAVE MORE FOLKS FROM OTHER DEPARTMENTS COME IN AND GIVE US MORE INFORMATION AND HELP US KEEP OUR FOCUS ON HOW ARE WE ENSURING THE RESOURCES WE ADOPT WILL BE ALL THE STUDENTS NEED AND WHAT TEACHERS NEED AS WELL. WE AS A CONSENSUS PROCESS SO IT'S A LITTLE BIT MORE OF THE PROCESS.
THE RESOURCES THAT WE ARE PILOTING FOR EACH OF THESE, YOU CAN SEE, MIDDLE SCHOOL THROUGH -- WHAT WE ARE CURRENTLY PILOTING WE HAVE A CONSENSUS PROCESS SO THAT WE ARE ABLE TO HAVE A REALLY GOOD DISCUSSION AND USE ROBERTS RULES OF ORDERS TO BE ABLE TO MOVE RESOURCES EITHER FURTHER OR OFF THE CHART. THE RUBRICS AND THE PROCESS BRINGS IN OTHER ADDITIONAL BACKGROUND AS WELL.
OTHER RESOURCES AND OTHER CONSIDERATIONS AS WELL IN TERMS OF THINKING ABOUT HOW DO WE BEST MEET THE NEEDS OF OUR STUDENTS. THE WAY WE WORK THE PILOTS IS THAT EVERY PILOT TEACHER WILL PILOT BOTH CURRICULUM THAT ARE FOR THEIR COURSE. WE WANT THEM TO UNDERSTAND AS A COMPARISON PROCESS. WE FOUND WHAT PEOPLE PILOT WHEN THEY FALL IN LOVE WITH THAT ONE AND I HATE THAT SO WE PILOT BOTH RESOURCES. USE THEM IN THE CLASSROOM.
ALL TEACHERS PILOTING ARE BEING TRAINED IN THE MATERIALS.
AND AS WE GO TO THE PROCESS, WE WILL CONNECT, COLLECT STUDENT FEEDBACK PARENT AND COMMUNITY AND TEACHER FEEDBACK.
AND AGAIN ASKING THE EQUITY DEPARTMENT TO DO A DEEPER DIVE SIDE-BY-SIDE WITH US FOR THE RESOURCES THAT WE ARE PILOTING.
LIKE I SAID WE ARE RIGHT SMACK IN THE MIDDLE OF THE PILOT PROCESS RIGHT NOW PRETTY CLOSE TO THE END OF THIS WEEK FOR THE FIRST RESOURCE THEN A QUICK TURNAROUND AND PILOT AGAIN WITH THE SECOND RESOURCE. WITH THE COURSES WE ARE PILOTING RIGHT NOW. AND THEN, WE'VE HAD STUDENT FEEDBACK, LIKE YOU SAID THEY WERE ON THE COMMITTEE AND IN THE LEARNING PROCESS WHICH WAS TERRIFIC! THEY ALSO DID SOME WORK WITH THEIR STUDENTS BACK IN THEIR CLASSROOMS TO GET MORE INPUT. FROM THEIR FELLOW STUDENTS.
WE WILL CONTINUE TO COLLECT STUDENT FEEDBACK TO THE PILOT VIA SURVEY AND THEN ALSO DISCUSSIONS ABOUT TEACHERS AND TEACHERS HAVE BEEN TERRIFIC ABOUT ASKING FOR FEEDBACK AS GOING ON. PROBABLY TEACHERS HAVE DIRECTLY EMAILED PARENTS WITH LINKS TO INSTRUCTIONAL RESOURCES IN THE DISTRICT WEBSITE FOR TWO WEEKS NOW I THINK AND WILL BE THROUGH THE END OF THE PILOTING. CRYSTAL AND I ARE RUNNING A VIRTUAL NIGHT ON THURSDAY NIGHT.
DOING LOTS FOR THAT. THE TWO COURRIGHT NOW ARE CIVIC AND US GOVERNMENT. AND THE BOND WITH THAT IS CIVICS, MOST OF THE CONTENT MOST OF THE SCHOOLS IS TAUGHT IN THE FALL. WE GOT TO THE POINT OF THE PROCESS WILL BE SAID WE NEED TO PILOT CIVICS, WITHOUT CLASSROOMS TO PILOT CIVICS. WE HAVE THE RESOURCES TO CUSTOMER NEXT FALL WITH THE CURRENT RESOURCES WE WILL PILOT IN THE FOLLOWING CAN ACTUALLY GET REALLY GOOD FEEDBACK FROM LARGE NUMBERS OF STUDENTS AND TEACHERS.
US HISTORY OR US GOVERNMENT IS ALSO THROUGH THE FALL.
WE HAD A COUPLE DIFFERENT ISSUES COME UP, PART OF WHICH WAS HIGH SCHOOL, US GOVERNMENT TEACHERS THAT WERE ON THE ADOPTION COMMITTEE. WE ARE OVERWHELMED BY WORK THEY WERE DOING DURING COVID. AND CLASSROOMS. WE DID FILIGREE HAD ENOUGH US HISTORY TEACHER VOICE TO BE ABLE TO PILOT RIGHT NOW. SO WE WANTED TO WAIT UNTIL WE COULD GET A LARGE GROUP OF TEACHERS AND STUDENTS TOGETHER IN A REALLY SOLID PILOT. RESOURCES TO KEEP US GOING THROUGH NEXT YEAR. WE WILL DO THE PILOTING NEXT YEAR. AND DO IMPLEMENTATION PLANNING INTO THE AIR. WE MET WITH EVERY SOCIAL STUDIES DEPARTMENT UNDERSTAND WHAT THEIR NEEDS AND THOUGHTS WERE BEFORE WE STARTED THE ADOPTION PROCESS.
AND THEN WE'VE GOT NON-PILOT TEACHERS LOOKING TO OFFER INPUT THROUGH THE SURVEY ALL COMMITTEE MEMBERS.
COMMUNITY ENGAGEMENT HAS BEEN, WE'VE BEEN PUTTING REGULAR UPDATES ON THE WEBSITE AFTER EVERY MEETING.
[00:30:01]
WE'VE HAD SEVERAL CONNECTIONS ARTICLES GOING OUT AND LITERATURE PILOT TEACHERS GOING TO PARENTS.WE GOT STUCK THE RESOURCES AT THE RESOURCE CENTER, INFORMATION NIGHT TOMORROW NIGHT AND WE PARTNER WITH COMMUNICATIONS AND SOCIAL MEDIA POSTS COMING OUT ABOUT THE RESOURCES WE HAVE TO GET LOTS OF INPUT.
I WILL CONCLUDE THE PILOT APRIL 1. WE WILL MAKE OUR DECISIONS THROUGH THE FIRST TWO WEEKS IN APRIL AND THEN, MAY 9 MAKE A PRESENTATION ABOUT THE FINAL RESOURCES.
NEXT STEPS, IF WE ARE APPROVED WITH RESOURCES IS TO PLAN IMPLEMENTATION GOING INTO THE SUMMER AND FALL.
WE ALSO, WE ADOPT A RESOURCE THAT IS AS BIG AS A SOCIAL STUDIES RESOURCE, WE WOULD NOT HANDY LARGE RESOURCES LIKE THIS TO TEACHERS AND THEY TEACH THIS.
WE ARE REALLY CLEAR THAT WE DID PROFESSIONAL LEARNING AND ALSO FOCUS ON INCLUDING AND CULTURALLY RESPONSIBLE TEACHING MEANS WE NEED A SOLID SCOPE AND SEQUENCE THAT IS ABLE TO ENSURE THAT EVERY STUDENT IN EVERY COURSE HAS A SET OF LEARNING THAT MEETS ALL OF OUR INTERESTS.
SO WE WILL GET ALIGNMENT WITH SCOPE AND SEQUENCE ACROSS THE GRADE LEVELS. ACROSS THE YEAR AND ACROSS GRADE LEVELS. WILL CONTINUE TO THINK ABOUT PROFESSIONAL LEARNING NEEDS. IN NOVEMBER 23, WE REALLY RECOGNIZE THAT THE PERSPECTIVES AND ABILITY TO LEAD CONVERSATIONS IS GOING TO BE REALLY IMPORTANT FOR OUR TEACHERS. THAT THEY'RE EXCELLENT TEACHERS BUT THE NEXT STEP WE ARE FOCUSED ON THIS KIND OF SCOPE AND SEQUENCE. WHAT ARE THE SUPPORTS THEY NEED AND HOW TO COME TOGETHER WITH PROFESSIONAL LEARNING FOR THAT.
YOUR NUMBER THREE WILL BE THE IMPLEMENTATION FOR THE COURSES WE DECIDE THIS SPRING AND WILL BE MOVING FORWARD WITH THE PILOT FOR THOSE COURSES. TENTATIVE PLANS TO PROVIDE TEACHER TRAINING DURING THE WEEK IN AUGUST AND ABLE TO HAVE TIME AND POTENTIALLY AFTERSCHOOL, WHATEVER WE NEED TO DO TO HELP IMPLEMENTATION HAPPEN FOR TEACHERS IN THE FALL. THE ADOPTION COMMITTEE WILL TURN INTO IMPLEMENTATION COMMITTEE AND THEY ARE FANTASTIC GROUP OF EDUCATORS, THAT DEEPLY COMMITTED.
WE ALSO, WE ADOPT, WE WILL LOOK AT WHAT IS MISSING IN THE CURRICULUM WE ARE ADOPTING. WE ARE LOOKING PRIMARILY AT PRETTY STANDARD RESOURCES, CURRICULUM AND WE LOOK AT WE WILL NEED MORE DIVERSE AUTHORS AND RESOURCES AND PERSPECTIVES.
THEY'LL BE PART OF IMPLEMENTATION COMMITTEE WORK.
TO DO THAT AND IDENTIFY ADDITIONAL RESOURCES.
THIS WILL ALSO ALIGN WITH ETHNIC STUDIES REQUIREMENTS IN OSPI THAT THEY HAVE IDENTIFIED STANDARDS THAT WILL ALLOW FOR THE FRAMEWORK AND AS WE ARE GOING FORWARD WITH SOCIAL STUDIES ADOPTION, WE WILL BE ABLE TO ALIGN THEIR FRAMEWORK WITH SOCIAL STUDIES STANDARDS AND THINK ABOUT RESOURCES THAT ALIGN WITH THAT. CONTINUE TO THINK ABOUT INCLUSION. AS WE DEVELOPING SCOPE AND SEQUENCE AND PROVIDING LEARNING FOR TEACHERS, WE REALLY NEED TO LOOK AT UNIVERSAL DESIGN FOR LEARNING AND ANTIRACISM INSTRUCTION. WILL CONTINUE THE COLLABORATION THAT WE HAVE TALKED ABOUT. WE WILL ABSOLUTELY CONTINUE TO HAVE STUDENT VOICE AND IMPLEMENTATION PLANNING.
AND ONE OF THE THINGS I WANTED TO BRING UP, WAS WILL CONTINUE TO WORK WITH CURRICULUM PUBLISHERS.
THAT IS BEEN SOMETHING THAT'S BEEN WITH BEEN FAIRLY SUCCESSFUL WITH OUR RECENTLY, -- OUR TEACHERS RECOGNIZE SOMETHING MISSING IN THE CURRICULUM OR ADDITIONAL LEARNING THAT TEACHERS NEED OR ADDITIONAL FRAMING THAT WE HELPED FOR STUDENTS, AND WE'VE BEEN ABLE TO WORK DIRECTLY WITH PUBLISHERS SUCH AS AMPLIFY WITH MIDDLE SCHOOL ELA AND NINE THROUGH 12 FILE TO ACTUALLY CHANGE THEM CHANGE CURRICULUM AND EITHER PROVIDE ADDITIONAL RESOURCES OR AFFIRMING THE UNIT BASED ON FEEDBACK WITH THE SPIRIT AND I WANT TO -- WHAT'S BEEN INTERESTING IS THAT THEY SAID WITH THE THINGS WE PUSH BACK ON AND SAID THIS NEEDS TO CHANGE IN THE CURRICULUM, WE WERE THE FIRST DISTRICT TO DO THAT.
THEY WERE RESPONSIVE AND IT WAS A DEFINITE PRAISE TO THE TEACHERS FOR BEING PASSIONATE ABOUT ADVOCATING FOR CURRICULUM CHANGE. I WILL PAUSE AND ASK CRYSTAL, ZARKANA MISSED?ND THEN WE WILL OPEN FOR QUESTIONS.
CRACKS I BELIEVE IT COVERED EVERYTHING, THANK YOU SO MUCH!
>> CHRIS? >> SO, SINCE THIS IS SOCIAL STUDIES, IT'S A VERY SPECIFIC QUESTION.
SOMETHING THAT HAS BEEN ON MY MIND OVER THE YEARS.
AND THAT IS THAT I JUST LOOKED UP THE HISTORY, SIXTH GRADE STANDARDS AND THEY ARE STILL ARBITRARILY BREAKING IT 500 -- BETWEEN ERAS. THE PROBLEM I NOTICED MY KIDS WENT TO THE SIXTH GRADE WORLD HISTORY CURRICULUM, WAS THAT IT
[00:35:02]
INCLUDES PRE- 500, PRETTY MUCH ALL OF THE MAJOR WORLD RELIGIONS, EXCEPT ISLAM. WHICH IS THE NEXT CENTURY.THEN IT RESULT IS THAT JUDAISM, BUDDHISM, CHRISTIANITY AND HINDUISM ON THE SIXTH GRADE TEXT BOOK AND ISLAM DID NOT APPEAR AT ALL THAT'S A GAP THAT HAS TROUBLED ME SINCE I FIRST DISCOVERED IT. IT IS STILL THERE.
I KNOW IT'S A VERY DETAILED QUESTION BUT IS ISLAM ADDRESSED IN THE SIXTH GRADE OR IN THE I THINK THIS 10TH GRADE, WORLD HISTORY CURRICULUM WE ARE LOOKING AT? BECAUSE IF YOU DON'T HAVE ISLAM COME YOU CANNOT READ THE
NEWSPAPER AND UNDERSTAND IT. >> YEAH, SO I WILL GIVE A GENERAL FRAME AND GIVE CHRIS FOR SPECIFICS.
WHAT YOU IDENTIFIED, THERE WILL BE THINGS LIKE THAT AND THERE HAVE BEEN THAT WE AS A SYSTEM AND TEACHERS HAVE ADDRESSED.
IT IS A PERFECT EXAMPLE OF WHY WE NEED TO CONTINUE TO HAVE THE ADVISORY AND CONTINUE TO LOOK AT THE CURRICULUM.
BUT IT IS UPDATED IN THE CURRICULUM WE ARE LOOKING AT.
I WILL GIVE IT TO CHRISTOPHER MORE SPECIFICS TO REQUEST EVERYTHING WE LOOKING AT INCLUDE ISLAM TO SOME LEVEL.
I WAS AT A LEVEL OF DEPTH AND CONTEXT ARE VARIES DEPENDING HOW WE REVISE THE SCOPE AND SEQUENCE, WILL NEED TO MAKE DETERMINATIONS ABOUT THE STRUCTURAL SUPPORT AND MATERIAL SUPPORT POTENTIALLY, TO MAKE SURE WE FEEL THE NEED IS MET.
>> THANK YOU SO MUCH. AND ALSO, THE FLIPSIDE OF THAT IS, PRAISE. THANK YOU FOR INVOLVING ADL BEFORE THEIR ISSUES. THESE NEED TO BE ADDRESSED CAREFULLY AND THOUGHTFULLY. THANK YOU FOR THAT.
>> THIS HAS BEEN JUST A REALLY GREAT COLLABORATIVE LEARNING PARTNERSHIP. AND IT HAS BEEN THE FOCUS OF THE COMMITTEE, WERE TRYING TO DISTILL DOWN WHAT WAS MOST IMPACTFUL FOR THEM SO WE CAN ASSURE THAT'S WHAT'S HAPPENED TO THE WHOLE SYSTEM BUT THE PARTNERSHIP OF MULTIPLE DEPARTMENTS, WITHIN LAKE WASHINGTON HAS BEEN GREAT.
>> AND SO, IF I UNDERSTAND CORRECTLY -- AND AMPLIFIER IN THE PILOT STAYED FOR SOME OF THE MIDDLE SCHOOLS?
>> I BELIEVE THAT WE HAVE -- FOR WORLD WE ARE PILOTING -- I WAS REFERRING TO AMPLIFY, ELA -- AMPLIFY ARE NOT SOCIAL STUDIES TRICK THEM BUT AMPLIFY ELA --
>> YEAH, OKAY. THE CURRICULUM, SO SEVERAL THAT WERE OER, I ASSUME THAT'S AN OPEN PLATFORM OF SOME SORT?
>> YES IT ACTUALLY HAS SOME FANTASTIC PARTS TO IT, IT IS REALLY DIVERSE HAS REALLY RICH RESOURCES, ALL THE COURSES WE ARE LOOKING AT SAID THIS IS GREAT BUT NOT ENOUGH TO CALL IT A CURRICULUM. IT IS SOMETHING WE'VE ALL READY PUT THROUGH PARTS OF IT AT DIFFERENT GRADE LEVELS READY PUT IT THROUGH IMC BECAUSE WE WANT TO KNOW -- WE WANT TO SEVERAL PIECES OF IT BUT IT IS NOT VIABLE.
>> THANK YOU. ANYONE ELSE? AGAIN, THANK YOU. O, -- GO!
>> I ACTUALLY DON'T HAVE ANY QUESTION.
I WILL EVENTUALLY HAVE A QUESTION BUT FIRST, I DID WANT TO JUST SAY THANK YOU SO MUCH OF THE COMMUNITY REPRESENTATION COMPONENT AND EXPANSION INCORPORATING STUDENT VOICE.
IT IS FABULOUS WE TALKED ABOUT THAT FOR A WHILE SO IT IS GREAT TO SEE IT COMING THROUGH. ALSO APPRECIATE ALL THE WORK REALLY TRYING TO DEAL WITH SODA BRIDGING THE INTERSECTIONALITY, THE EQUITY, THE INCLUSION AND ACCESS TO CURRICULUM.
I THINK IT IS FABULOUS AS YOU LOOK TO DOING THAT SO NICELY DONE. ON ALL OF THOSE PIECES.
ESPECIALLY APPRECIATE THE EXTENSIVE WORK WITH THE NATIVE AMERICAN COMMUNITY AND LOOKING WITH -- USING OUR RESOURCES AND ABLE E TO BUILD ON THE MEMORIAL AND ALL THE WORK.
THIS SEEMS TO BE, HERE IS MY QUESTION, IT'S NOT ACTUALLY THIS ADOPTION SPECIFICALLY. AS YOU'VE GONE THROUGH THIS, WHAT ARE SOME OF THE BEST PRACTICES THAT YOU WOULD TAKE FROM THIS GOING FORWARD WITH OTHER CURRICULUM ADOPTION THINGS AND THE OTHER PIECE, THERE WAS ALWAYS CONCERN OF INVOLVING STUDENTS, THAT THEY WOULD HAVE TIME WERE COMPONENTS OF THE DIFFICULTY. WHAT HAVE YOU FOUND TO BE TRUE? AS YOU BROUGHT STUDENTS TO THE TABLE DOING SO.
>> ONE OF THOSE, I SAY THAT WE'VE BEEN DOING I THINK IT IS STANDARD AT THIS POINT MOST OF THE WORK WE ARE DOING AND BEING ABLE TO REALLY TAP INTO THE VOICE OF OUR EDUCATORS, LOSE INTEREST-BASED PROCESS TO SET OUR VISION FOR THE GROUP.
THAT WAS JUST OUR TEACHERS AND TEACHERS AND COMMUNITY MEMBERS
[00:40:03]
SAYING WE FRAMED IT AS WHAT WE REALLY WANT OUR STUDENTS, WHAT DO WE WANT THE LEARNING SCREENS WHAT ARE OUR CORE VALUES ON THE WORK?ND WHAT WE GOT BACK WAS INSPIRATIONAL AND FANTASTIC AND HAS GUIDED OUR WORK. EVERY SINGLE TIME WE NEED.PUT UP A SLIDE WITH THEIR INTERESTS AND IT'S ABSOLUTELY FOCUSED ON STUDENTS AND FOCUSED ON UPLIFTING ALL OF OUR STUDENTS. I THINK WE WILL CONTINUE TO DO THAT AND THINK, HOW DO WE USE THE IDEALS AND STRENGTH OF OUR EDUCATORS THAT HAS A DIRECT IMPACT ON KIDS.
WE'VE HAD THESE MULTIPLE ADOPTIONS THIS YEAR, IT'S BEEN FANTASTIC BECAUSE WE REALLY FREQUENTLY THE VOICE OF REASON WE SAY THINGS, WE THINK STUDENTS WILL WANT THIS OR THAT HERE'S WHAT WE THINK AND HERE'S WHAT WE THINK IS IMPORTANT.
THEY ARE THOUGHTFUL AND WELL SPOKEN.
THERE BEEN JUST WONDERFUL VOICES FOR US TO REMEMBER, THE GOAL OF OUR WORK TO STUDENT LEARNING AND EXPERIENCE.
AND FOR THEM TO BE PART OF THIS HAS BEEN GREAT.
WHEN WE GOT INTO EVALUATING CURRICULUM IS A MORE OF A CHALLENGE TO GET THEM TO HAVE THE TIME TO COME TO OUR MEETINGS. BUT IT WILL CONTINUE TO EVOLVE AND ESPECIALLY IN THE IMPLEMENTATION.
WE CAN JUST SAY HOW DOES THIS FEEL? HOW WOULD YOU ADJUST THIS? I THINK IT WILL BE REALLY IMPORTANT. THE OTHER PIECE THAT'S BEEN REALLY GREAT IS, WE'VE ALWAYS HAD THE PRACTICE IN THE DISTRICT OF MULTIPLE DEPARTMENTS BEING ENGAGED IN EACH OTHER'S WORK. AND IN THIS ADOPTION AND CURRENT WORK AND MAYBE THIS WAS A SIDE EFFECT OF COVID.
WE HAVEN'T JUST ATTENDED EACH OTHER'S MEETINGS.
WE BEEN DEEPLY ENGAGED IN DOING THE WORK TOGETHER.
AND SO WORK WITH EQUITY DEPARTMENT, WORKING WITH TECH INTEGRATION FOR THEIR MATH AND SCIENCE AND FOR FEBRUARY 23, WE FOCUSED ON MATH AND SCIENCE, FOCUSING AND INCREASING ACCESS FOR ALL STUDENTS AND SO THEY FOCUSED ON LEARNING PRINCIPLES AND BE PARTNERED WITH THE TECH DEPARTMENT TO SHOW THIS HOW CAN ACTUALLY LOOK LIKE USING TECHNOLOGY.
SO WONDERFUL FOLKS ARE LEARNING AND IS TERRIFIC OVER THE PAST YEARS AND CAME TO FRUITION THIS ADOPTION.
PARTNERING WITH OTHER DEPARTMENTS BECAUSE WE SHARE GOALS. WE SHARE A VISION.
I DON'T KNOW IF I ANSWERED ALL OF YOUR QUESTIONS.
>> I APPRECIATE THE BEST PRACTICE AND CONCEPTS GOING FORWARD. AND WE HAVE A QUESTION, IF YOU COULD SHARE WITH US THE INTEREST-BASED, SORT OF, WHAT WERE THE CORE VALUES? A COPY OF THE SLIDE THAT WOULD BE INTERESTING TO SEE HOW THAT WORKED.
>> YES, I CAN ANSWER CHRIS 'S QUESTION AND WE CAN RACE TO SEE
IF WE COULD FIND THE SLIDE! >> I'VE GOT ONE FOLLOW-UP.
WANT TO MAKE SURE ANYONE ELSE -- GO FOR IT!
>> YOU CAN GO FIRST IF YOU WANT.
[LAUGHTER] I JUST HAD A COUPLE OF REALLY QUICK QUESTIONS.
FIRST AND FOREMOST IS, I KNOW IT HAS ALWAYS BEEN A STICKING POINT, NOT JUST IN SOCIAL STUDIES BUT OVERALL.
JUST IN HISTORY, BEING ABLE TO FIND THOSE RESOURCES AND -- THE PEOPLE HAVE NOT BEEN REPRESENTED AND I KNOW THAT YOU SAID YOU ARE ACTIVELY LOOKING FOR THE RESOURCES TO TRY TO BRING THOSE INTO OUR CURRICULUM.
HOW IS THAT GOING? BECAUSE MY UNDERSTANDING IS THAT THERE IS STILL SO MUCH MISSING.
THAT JUST IS NOT AVAILABLE. AND SO, I KNOW YOU MENTIONED IT'S GOING TO BE AN ONGOING PROCESS AND YOU HAVE TO CONTINUE TO REVISIT. BUT I AM CURIOUS HOW MUCH YOU
BEEN ABLE TO BRING IN OR FIND. >> WRIGHT, UMC HAVEN'T STARTED THAT YET. WE ARE MORE IN THE IDENTIFYING THAT THERE IS A NEED THERE. AND WILL MAKE A FINAL DECISION BY THE CURRICULUM AND INSTRUCTIONAL RESOURCES WE ARE ADOPTING, THEN WE WILL BE ABLE TO SAY, TO THE SCOPE AND SEQUENCE AND LOOK FOR VOICES THAT ARE NOT PRESENT.
WE HAVE NOT STARTED THAT YET BUT WHEN WE DO, WE WILL AGAIN LEAD AND OTHER DEPARTMENTS AS WELL.
WE DID SOME WORK, CRYSTAL AND WE DID WORK TO SUPPORT THE FIFTH GRADE CURRICULUM AND THE EQUITY DEPARTMENT HAD A LIST OF RESOURCES THAT WERE ABLE TO PULL FROM AS WELL.
THERE ARE OTHER PLACES AS WELL. I WAS TALKING WITH, THE MEETING WE WERE TALKING ABOUT LIBRARIANS AND ASSOCIATIONS FOR LIBRARIANS HAVE LIST OF RESOURCES.
WE IDENTIFY NEEDS WILL GO TO MULTIPLE DIFFERENT PLACES INCLUDING THE ANTI-DEFAMATION LEAGUE, THEY BEEN A GREAT RESOURCE FOR US TO FIND THOSE VOICES.
IT IS DEFINITELY WORK WE WILL BE LOOKING AT IN THE FUTURE.
>> AND MY OTHER QUESTION WAS REGARDING, I THINK YOU
[00:45:01]
MENTIONED WHEN STANDARDS CHANGE, SURPRISING EMPHASIS ON SOME OF THESE, I DON'T KNOW WHAT YOU CALL IT.I GUESS, NOT VERY MEASURABLE GOALS, RIGHT? LIKE THE ABILITY TO BE A CRITICAL THINKER OR TO BE ABLE TO CONNECT IDEAS AND HAVE INTELLECTUAL CONVERSATIONS.
I WAS KIND OF CURIOUS, HOW ARE WE GOING TO MEASURE THAT?
>> THAT'S A GREAT QUESTION. SOME OF THAT MAY BE IN THE CURRICULUM THAT WE ADOPT. BUT SOME OF THAT WILL ALSO BE DEVELOPING THE SCOPE AND SEQUENCE, LOOK AT HOW WE MEASURE THE SKILLS. BUT IT'S A REALLY INTERESTING QUESTION BECAUSE WE HAVE EASY METRICS RIGHT NOW TO SAY HOW YOU MEASURE CRITICAL THINKING. SO THAT IS SOMETHING, AS WE THINK ABOUT YOUR THINKING ABOUT WAS A PORTRAIT OF GRADUATE? AND WHAT OTHER WAYS WE MIGHT BE ABLE TO SAY YOU KNOW THE FOUR C'S -- THEY ARE DEEPLY EMBEDDED IN THE SOCIAL STUDIES STANDARDS, THEY ARE ALSO DEEPLY EMBEDDED IN NGSS, SO HOW DO WE CLEARLY IDENTIFY AND FIND AND MEASURE THOSE STANDARDS.
THE SOCIAL STUDIES SPECIFICALLY, THEY ARE QUIC-- CURRICULUM -- YES CURRICULUM ASSESSMENTS, YES PERFORMANCE ASSESSMENTS. BUT THAT WHAT I REALLY LOVE ABOUT THE SOCIAL STUDIES STANDARDS ARE THOSE THINGS THAT ARE 21ST-CENTURY SKILLS. IN 2022 TO SAY 21ST CENTURY SKILLS FEEL LIKE IT'S ALMOST OUTDATED.
THINKING ABOUT WHAT ARE THOSE THINGS THAT STUDENTS REALLY NEED, HOW DO WE TAKE THE STANDARDS AND IDENTIFY THE SKILLS THAT STUDENTS NEED TO BE EMPOWERED CITIZENS OF DEMOCRACY. HOW DO WE QUANTIFY THOSE AND REALLY KNOW THAT WE ARE TEACHING THEM.
>> CAN I JUMP IN REAL QUICK BEFORE YOU? SO, I AGREE WITH THE DIRECTOR. WE'VE BEEN STRUGGLING WITH THIS FOR YEARS NOW. AND AN EXTENDED STUDY SESSION COMING UP, IN ONE WEEK, TWO WEEKS? I'VE LOST TRACK OF THE DAYS! WHATEVER IT MUST BE IN THE NEXT WEEK OR TWO WEEKS, HAVE NO AGENDA, FURTHER DISCUSSION RESULTS AND INDICATOR FOR HOW DID WE MEASURE THESE SORT OF THINGS? AND I THINK MATT HAS BEEN WORKING ON THAT QUITE A BIT. SO, YES.
THAT'S ONE OF THE THINGS WE TALKED ABOUT IN OUR WORK, WE LOOK AT ANYTHING THAT WE DO NEED TO HAVE A DIRECT IMPACT ON THE STUDENT. SO THAT'S ONE OF THOSE THINGS TO THINK ABOUT WITH THE QUESTION YOU'RE ASKING.
HOW DO WE MEASURE, LOOKING AT THE LARGER SKILLS, HOW IS IT SOMETHING WE ARE ABLE TO INTENTIONALLY TEACH AND MEASURE IN THE CLASSROOM? I KNOW YOU'RE PROBABLY LOOKING AT STATE BOARD OF EDUCATION AND RESOURCES BUT THAT'S WHAT I REALLY THINK ABOUT OUR WORK. HOUSED DIRECTLY TRANSLATE TO SOMETHING THAT THE STUDENT IS ABLE TO SAY, I GOT BETTER CRITICAL THINKING TODAY AND I KNOW THAT BECAUSE OF -- I KNOW EFFECTIVELY COMMUNITY OR COLLABORATED AND I KNOW THAT BECAUSE OF -- I THINK THAT'S REALLY URGENT AND FASCINATING
CHRIS. >> YEAH, I'VE GOT TWO FINAL QUESTIONS. DEFINE THE ADOPTION OR THE PILOTING ON GOVERNMENT AND CIVICS TO NEXT FALL.
I TOTALLY GET THE SCHEDULE. YOU CANNOT PILOT SOMETHING WHEN CLASSES -- BUT ALSO, IT WILL MAKE LIFE REALLY INTERESTING FOR THE TEACHERS PILOTING THESE DURING ELECTION CYCLE.
AND SO, IN THE SPECIFIC CONTEXT OF CIVICS AND US GOVERNMENT AP, THAT IS SOMETHING WHERE LEX JUST SAY, I HOPE THAT YOU ARE AWARE OF THIS AND IT IS GOING TO BE SOMETHING THAT IS WORTH KEEPING IN MIND AS MEANS MOVE FORWARD.
AND ON A RELATED NOTE, YOU MENTION CIVICS, BUT DO WE HAVE, I KNOW WE HAVE CIVICS BUT SORRY, PARTLY HAVE A HIGHSCHOOLER AND MOVING TO THE STANDARD COURSE SERIES WEAVE WORLD HISTORY, US HISTORY, AND GOVERNMENT OR CIVICS.
BUT CIVICS USUALLY DOESN'T GET MENTIONED WITH, THEY'VE ADDED A SUBCLAUSE TO IT ON THE STANDARDS AT THE STATE LEVEL, WHICH IS CIVICS AND CONTEMPORARY WORLD PROBLEMS. AND THAT IS REALLY INTERESTING TO ME, PARTICULARLY IN THE CONTEXT OF ONE OF THESE ORPHAN TOPICS THAT I KNOW IS NEAR AND DEAR TO DIRECTOR STEWART. WHICH IS DEBATE.
AS FAR AS I KNOW, WAS NOT IN THE PREVIOUS SOCIAL STUDIES
[00:50:04]
STANDARDS. AND IF THERE'S ANY WAY SHOULD BE IT IS IN THE SOCIAL STUDIES STANDARDS SOMEWHERE! AND ANYWAY, THAT IS SORT OF A, I DON'T EXPECT AN OFF-THE-CUFF ANSWER THAT YES DEBATE IS OR IS NOT ADEQUATELY ADDRESSED.BUT SOMETHING I'M VERY INTERESTED IN AND ALSO, HIS CONTEMPORARY WORLD PROBLEMS PART AND PARCEL OF CIVICS? OR IS THIS SEPARATE BEAST IN OUR SYSTEM?
>> ONE THING I NEED TO CORRECT WITH AN EARLIER US GOVERNMENT -- IT'S ACTUALLY US HISTORY. I'M SORRY I GOT AHEAD OF MYSELF. AND YES, THANK YOU, WE WILL ABSOLUTELY BE THINKING ABOUT CIVICS TEACHERS GOING INTO AN ELECTION YEAR. IT HAS BEEN A TIME TO REALLY BE
THOUGHTFUL. >> GOING TO BE A TOUGH YEAR.
>> YES, DEFINITELY. THE RECOMMENDATIONS THAT THE OR THE GUIDANCE, NOT RECREATIONS. WE ARE PACING OURSELVES A BIT SO THAT WE DO THAT PART OF THE COURSE REDESIGN WHEN WE GET PAST THIS PART OF IT. SO THAT IS SOMETHING WE HAVE NOT DONE YET CRYSTAL MIGHT BE ABLE TO SPEAK MORE.
THAT IS OUR THOUGHT, WE ARE IN THE WORK SO WE WILL GET TO THE NEXT STEP. AND BY THE WAY, YOUR SPEAKING TO SOMEONE WHO IS A FORMER DEBATE TEAM CAPTAIN AND COACH DEBATE FOR THE FIRST FIVE YEARS OF MY LIFE.
>> I DID NOT KNOW THAT! >> YEP! I WILL LEAVE IT THERE BECAUSE NOW YOU KNOW WHO I AM.
>> YES. >> THE DEBATE WAS A SEPARATE TOPIC, IS NOT PART OF THE STANDARDS BUT THE CONCEPT OF RESEARCH-BASED DECEPTION AND ENGAGING IN A DIALOGUE AND ALL OF THOSE PIECES. THOSE PIECES ARE IN THE STANDARDS, THEY DON'T SPECIFICALLY CALL OUT DEBATE.
>> AND THE STATE CIVICS REQUIREMENT AND CONTEMPORARY WORLD PROBLEM STANDARDS CAN FALL INTO MULTIPLE COURSES.
AGAIN AS DOCTOR ROSE MENTIONED IT WILL KINDA FALL OUT DURING
IMPLEMENTATION PROGRAMMING. >> EXCELLENT, THANK YOU.
>> YEAH, HAVING IT BE PART OF ANOTHER SUBJECT IS AS YOU KNOW, BEING A FORMER COACH AND FORMER STUDENT, IS UNACCEPTABLE.
I HAVE THREE YEARS OF HIGH SCHOOL DEBATE, FIVE DAYS A WEEK, FOR THREE YEARS. AND WE WERE 45TH IN THE NATION IN EDUCATION. IF WASHINGTON STATE WAS PART OF THAT, THERE IS SOMETHING WRONG WITH THE PICTURE FOR CANNOT OFFER THAT. SAME WITH JOURNALISM.
CHRIS OPEN UP PANDORA'S BOX! IT'S OPEN.
[LAUGHTER] >> I THINK THOSE ARE THE THINGS I -- I DON'T KNOW IF IT WILL HAPPEN IN THE ADOPTION.
I WANT TO SHARE WITH OUR SYNTHESIZE INTEREST AS A COMMITTEE. THIS CAME FROM -- I'M NOT SURE IF I CAN MAKE IT MUCH BIGGER. CRYSTAL, WOULD YOU MIND DROPPING THIS IN THE CHAT SO WE CAN HAVE IT FOR THE RECORD? THIS WAS THE ENTIRE GROUP GOING AROUND WITH EVERY PERSON SHARING THEIR THOUGHTS AND GO THROUGH A PROCESS WHERE WE SYNTHESIZE THEM INTO OUR INTERESTS.
THIS WILL BE SOMETHING THAT WE WILL HAVE BEING DYNAMIC OVER TIME. THIS WILL BE CENTERED ON BUT THIS IS SOMETHING AS WE CONTINUE TO GROW AND CHANGE ANNA GUNN IS A DISTRICT AND AS A SOCIETY, WE WILL CONTINUE TO REVISIT AND REPROCESS OUR INTERESTS AND THEY CONTINUE TO
BE RELEVANT AND APPROPRIATE. >> THANK YOU!
THAT WAS HELPFUL TO SEE. >> GREAT, ANYTHING ELSE FROM ANYONE? THANK YOU!
>> THANK YOU GUYS. AND ONE LAST SHOT AT THANKS AGAIN TO THE COMMITTEE. THEY ARE A PHENOMENAL GROUP OF PEOPLE AND THEY'VE WORKED SO HARD AND THEY ARE CONTINUING TO WORK SO HARD. I JUST WANT TO SAY THANK YOU S MUCH TO THEM . THANKS FOR THE OPPORTUNITY TO
[2. Multi-Tiered System of Supports]
PRESENT TONIGHT. >> GREAT, THANKS.
SECOND ITEM ON THE AGENDA FOR THE STUDY SESSION TONIGHT IS UPDATE ON DEVELOPMENT OF MULTITIERED SYSTEMS OF SUPPORT.
JOHN OR MY, WHOEVER WANTS TO KICK IT OFF.
>> COULD I ALSO JUST COMMENT. IT IS SO IMPRESSIVE TO SEE THE CHANGES, SHIFTS AND TRANSITIONS OF THE IS WHERE CURRICULUM ADOPTION PROCESS. I REMEMBER 10 YEARS AGO KIND OF LISTENING TO WHAT THE PROCESS WAS AND EACH PERSON THAT IT'S BEEN HANDED OFF TO HAS MADE IT BETTER THROUGH DIFFERENT, A FEW
[00:55:01]
DIFFERENT LENSES. THE BOARDS LENS HAS BEEN ONE OF THOSE AND SO JUST WANT TO REALLY APPRECIATE ALL THAT EVERYONE THAT HAS WORKED ON THAT PROCESS OVER THE YEAR.I KNOW MIKE WAS ONE OF THOSE PEOPLE HANDED OFF TO JEN AND SO IS REALLY IMPRESSIVE TO HEAR THE WORK IS BEING DONE TO IDENTIFY AND ADOPT REALLY GOOD CURRICULUM FOR OUR STUDENTS.
I JUST WANT TO SAY THANK YOU TO THE PROCESS AND THOSE LEAVING IT AS WELL AND ARE COMMITTEES THAT ARE DOING THAT WORK.
THE NEXT TOPIC IS MULTITIERED SYSTEMS OF SUPPORT.
AND AS THE BOARD KNOWS, THIS IS A STRATEGY THAT WE'VE BEEN WORKING ON OVER THE LAST COUPLE OF YEARS.
AND AS WE THINK ABOUT ADDRESSING THE NEEDS OF EACH AND EVERY STUDENT IN OUR SCHOOL DISTRICT, WE DO ALLOW SCHOOLS AND SCHOOL TEAMS TO HAVE PROTOCOLS AND STRATEGIES TO ACTUALLY ADDRESS AND EVALUATE THE NEEDS OF STUDENTS AND SO MIKE HAS A PRESENTATION TONIGHT TO SHARE WITH YOU AN UPDATE AROUND THAT. WHICH IS A GOOD LEAD INTO OUR RESULTS TO PRESENTATION TONIGHT.
KNOWING THAT THE INFORMATION HAS SOME PLACES AND COMPONENTS WHERE WE WANT TO ADDRESS STUDENT MEANS.
MIKE? >> CAN EVERYBODY SEE T OKAY? THANK YOU. AS WAS MENTIONED, WE'VE BEEN N REFERRING TO DIFFERENT CONTEXT WHEN WE'RE SHARING RESULTS MONITORING LYCC)E MTSS ARE ONE WAY TO THE GAPS.
PART OF THE SPECIAL EDUCATION PROGRAM REVIEW MANY YEARS AGO THAT WAS ON KEY AREAS CALLED OUT TO DEVELOP A TIERED SYSTEM OF SUPPORT FOR STUDENTS THAT ADDRESS ACADEMIC SUPPORT AS WELL AS SOCIAL EMOTIONAL AND BEHAVIORAL SUPPORT.
I THINK THE BOARD HAS BEEN ASKING FOR A WHILE NOW, TO HAVE A LITTLE BIT MORE DETAIL ABOUT WHAT WE ARE TALKING ABOUT WITH MULTITIERED SYSTEMS THAT SUPPORT AND HOW IT WORKS AND HOW WE ARE PLANNING TO INSTALL. TONIGHT, WHAT I WANT TO TAKE YOU THROUGH IS JUST AN OVERVIEW OF WHAT MTSS IS AND CORE COMPONENTS AND SUMMARY OF HOW WE ARE PLANNING OR HOW WE'VE BEEN WORKING TO INSTALL OR IMPLEMENT MTSS IN OUR SCHOOLS AND DISTRICTS. MORE SPECIFICALLY, WE'LL TALK ABOUT WHY MTSS AND WHY WE ARE PRIORITIZING MTSS WITH EQUITY AND INCLUSION. THEY ARE CLOSELY BOUND TOGETHER. WILL GIVE SPECIFIC DETAILS WILL SAY MTSS, WHAT ARE WE TALKING ABOUT AND WHAT DOES IT MEAN? THEN WE WILL WRAP UP WITH HOW WE ARE MAPPING OUT STRATEGIES TO HELP SCHOOLS DEVELOP AND BUILD OUT MULTITIERED SYSTEMS OF SUPPORT. THAT ACTUALLY HELP EACH INDIVIDUAL STUDENT IN THE SCHOOL.
AS I MENTIONED, MTSS IS VERY CLOSELY TIED TO EQUITY AND WHEN WE LOOK AT HOW STUDENTS DO, WE RECOGNIZE THAT WE SEE IN OUR RESULTS DATA THAT THEIR STUDENTS ARE NOT PERFORMING AT THE SAME LEVEL. AND WE ARE IDENTIFYING THAT IS SOMETHING THAT NEEDS TO BE CHANGED IN OUR SCHOOLS BECAUSE IF WE ARE NOT SEEING THE RESULTS WE WANT, THAT MEANS WE NEED TO HAVE A DIFFERENT WAY OF APPROACHING OUR WORK.
AND SO, MTSS REALLY IS ONE OF OUR WAYS THAT WE ARE TRYING TO ADDRESS THE DIFFERENCES THAT WE ARE SEEING IN PERFORMANCE IN THE EQUITY AND OPPORTUNITY GAPS WE ARE SEEING IN THE SCHOOLS.
IN REALLY IS TO TRY TO DO AWAY WITH PREDICTABILITY AND CORRELATION BETWEEN PERFORMANCE.
IN ADDITION, MTSS REALLY IS CLOSELY TIED TO THE FRAMEWORK THAT WE USE IN THE SYSTEM. FOR EXAMPLE, ASSOCIATION OF WASHINGTON SCHOOL PRINCIPALS HAS A LEADERSHIP FRAMEWORK THAT PRINCIPAL USE. AS PART OF THE PRINCIPAL EVALUATION SYSTEM. IT HAS MANY OF THE COMPONENTS OF MTSS ACTUALLY BUILT INTO AND REFLECTED IN THAT FRAMEWORK.
SIMILARLY, WITH TEACHER EVALUATION TOOL, VERY MUCH THE SAME. THERE ARE COMPONENTS OF MTSS BUILT INTO THAT. EXCUSE ME AM GOING TO TAKE A QUICK DRINK OF WATER. R.
THEN AGAIN, YOU MAY RECALL THAT WE DEVELOPED OUR STRATEGIC PLAN, BACK IN 2019, WHEN INCORPORATED MTSS INTO THE STRATEGIC PLAN AND AGAIN, THAT MTSS THE MULTITIERED SYSTEM SUPPORT IS REALLY CLOSELY CONNECTED TO INCLUSIONARY PRACTICES WORK AND THE STRUCTURES THAT ARE PART OF MTSS ALLOW US TO DO A BETTER JOB OF INCLUDING STUDENTS IN THEIR SCHOOLS AND IT IS A MAJOR PART OF EQUITY EFFORTS AS WELL.
OVER THE PAST FEW YEARS WE HAVE PRIORITIZED THESE THREE PROFESSIONAL LEARNING AND SUPPORT FOR SCHOOLS.
WHEN WE LOOK AT OUR STRATEGIC PLAN SPECIFICALLY, YOU MAY RECALL THAT WE BUILT IN THE IMPORTANCE OF SUPPORTING OUR LEADERSHIP TEAMS IN SCHOOLS AS THEY ESTABLISH MTSS AND MONITOR MULTITIERED SYSTEMS OF SUPPORT. THAT WE PROVIDE TRAINING FOR
[01:00:03]
THEM. THAT WE HAVE A PLAN THAT ACTUALLY WORKS OUT OVER MULTIPLE YEARS.AND SO, OBVIOUSLY THE COVID, WE HAD TO ADJUST BUT WE ARE REALLY MAPPING A PARTICULARLY, EVEN IN THE NEXT THREE YEARS, WHAT WE EXPECT TO SEE SCHOOLS ACCOMPLISHING EACH OF THOSE THREE YEARS AS THEIR DEVELOPING MTSS.
IN ADDITION, IT'S IMPORTANT TO RECOGNIZE THAT WHILE WE ARE TALKING ABOUT TIERED SYSTEMS OF SUPPORT, WE ARE TALKING ACADEMIC AND SOCIAL EMOTIONAL BEHAVIORAL SUPPORT.
AND SO COME PART OF OUR MTSS WORK AS BUILDING STRUCTURES TO HELP KIDS SUCCEED ACADEMICALLY AND BEHAVIORALLY.
WE WANT TO HAVE THAT HAPPENING IN EACH SCHOOL.
IN ADDITION WE SAID IN OUR STRATEGIC PLAN WOULD BUILD CAPACITY THROUGH DISCLAIMED HUMAN RESOURCES AND SO AS WE THINK ABOUT WHEN WE ADD FOR EXAMPLE, TEACHERS ON SPECIAL ASSIGNMENT OR PEOPLE THAT CAN WORK WITH OUR SCHOOLS, WE ARE REALLY THINKING HOW THEY SUPPORT MTSS AS PART OF A LARGER PICTURE. AND ULTIMATELY, AS WE THINK ABOUT SUPPORTING STUDENTS, WHO KNOW THAT OUR COMMUNITY CONNECTIONS, COMMUNITY PARTNERS, SOCIAL AGENCIES AND COMMUNITY AGENCIES REALLY ARE PART OF THAT SUPPORT FOR STUDENTS AS WELL. ULTIMATELY, MTSS BRAIDS AND WEAVES THOSE INTO THE EFFORTS AS WELL.
THOSE ARE THE SPECIFIC ITEMS CALLED OUT IN THE STRATEGIC PLAN. NOW I THINK IS A BIG THING, MTSS, WILL BE HELPFUL TO UNDERSTAND SPECIFICALLY WHAT DO WE MEAN WHEN WE SAY MULTITIERED SYSTEM AND SUPPORT? IN GENERAL, THE WAY TO THINK ABOUT THIS, IT IS A RANGE OF INSTRUCTIONAL BEHAVIORAL AND SOCIAL RESOURCES, THAT ARE DELIVERED AS NEEDED BASED ON DATA TO EACH INDIVIDUAL STUDENT. SO IF A STUDENT IS STRUGGLING WITH READING, THEY GET WHAT THEY NEED FOR READING JUST IN TIME PREDICTED STRUGGLING BEHAVIOR, SUPPORT IS BUILT IN RIGHT AWAY, THAT OUGHT TO WAIT WEEKS OR MONTHS TO GET THE SUPPORTS. THERE IS A SYSTEM ALREADY LINED UP TO IDENTIFY THE NEED, TO IDENTIFY THE SUPPORT NEEDED AND IMPLEMENT THE SUPPORT. SPECIFICALLY, WE TALK ABOUT THE CORE COMPONENTS OF MTSS, AT THE MOST FOUNDATIONAL LEVEL, WE WANT TO MAKE SURE EVERY STUDENT IN OUR SCHOOL HAS ACCESS TO CORE CURRICULUM. THAT IS NOT ONLY ACADEMIC CURRICULUM BUT ALSO SOME OF THE BEHAVIORAL SOCIAL CURRICULUM WE BEEN WORKING ON. SECOND STEP IS AN EXAMPLE OF THAT THAT WE USE THE SCHOOLS TO MAKE SURE WE ARE INSTRUCTING STUDENTS HOW TO SUCCEED IN SCHOOL.
AND SO, IF STUDENTS DON'T HAVE ACCESS TO THAT CURRICULUM BECAUSE THERE BEING PULLED OUT OR IN SEPARATE PROGRAM, THEN THEY ARE GOING TO BE IN A DISADVANTAGE.
AND SO ONE OF THE FIRST STEPS YOU DO AND THINKING ABOUT ESTABLISHING MTSS, YOU SAY DOES EVERY STUDENT HAVE ACCESS TO THAT CURRICULUM? ONE GROUP WE ARE WORKING AND HONING IN ON IS STUDENTS WITH DISABILITIES BECAUSE WE KNOW IN MANY CASES, STUDENTS ARE IN PROGRAMS, THEY MIGHT NOT HAVE THE SAME LEVEL OF ACCESS TO THE GENERAL EDUCATION CURRICULUM ALL STUDENTS SHOULD HAVE. THAT IS THE FIRST FOUNDATIONAL THING. KIND OF THE BASE OF THE TEARS WE ARE TALKING ABOUT. THE NEXT STEP YOU NEED TO HAVE IN PLACE IS WORKER UNIVERSAL SCREENING.
WHEN WE SHARE THE INFORMATION WITH YOU ABOUT ACADEMIC ASSESSMENTS THAT WE ARE USING, WE WANT TO MAKE SURE EVERY KID IS ASSESSED ON A REGULAR BASIS SO IF A STUDENT IS STRUGGLING WITH CORE CURRICULUM, WE CAN QUICKLY IDENTIFY WHERE THEY ARE STRUGGLING AND WHAT THE NEED IS.
IF WE DON'T HAVE THE ASSESSMENT IN PLACE, STUDENTS CAN CONTINUE ALONG AND MAYBE NEVER APPLY THE INTERVENTIONAL SUPPORT THEY NEED. UNIVERSAL SCREENING FOR ACADEMICS AS WELL AS BEHAVIOR KIND OF THAT SECOND MOST IMPORTANT PART OF MTSS. THEN TO ACTUALLY HAVE MTSS WORK IS WAS ACTUALLY SUCCESSFULLY SAY OKAY, WHEN WE WERE MAKING SURE ALL KIDS HAVE ACCESS TO CORE INSTRUCTION AND CURRICULUM? TWO, WE REGULARLY ASSESS HOW THEY'RE DOING SO WE CAN APPLY EVIDENCE-BASED INTERVENTIONS? WE NEED TEAMS TO DO THAT EFFECTIVELY.
THOSE ARE TEAMS THAT ARE IN PLACE AT THE SCHOOL LEVEL IN TERMS OF THE GRADE LEVEL TEAM AND FOR EXAMPLE 3RD GRADE TEACHERS MEET REGULARLY AND LOOK AT DATA.
ALSO AS IT TEEM WITH THE SCHOOL BUILDING LEVEL IT HAS OVERSIGHT OF ALL AREAS IN SCHOOL NOT JUST GRADE LEVELS, BUT HOW SOCIAL AND EMOTIONAL SUPPORTS ARE IN PLACE, STUDENTS ARE WALKING THE HALLWAYS, SITTING AT LUNCH, HOW ASSEMBLIES ARE INSTRUCTING AROUND CURRICULUM OR BEHAVIORS. ANSWER, RULING THE BUILDING LEVEL TEAM IS LOOKING AT THE BIG PICTURE OF THE SCHOOL AND MAKING SURE THAT WE ARE MONITORING HOW STUDENTS ARE DOING. WE KNOW WHAT WE ARE MONITORING AND SUPPORTS FOLLOW. AN ADDITIONAL SUPPORTS ARE NEEDED OR RESOURCES ARE NEEDED, THE TEAM REALLY IS KIND OF HELPING. IN ADDITION HAVE A DISTRICT LEVEL TEAM THAT HAS OVER SIGHT OF THE SCHOOLS AND ROUTINES REALLY ARE FOUNDATIONAL IF YOU WANT MTSS WORK BECAUSE OF THE TEACHER ON THEIR OWN IS DOING THE WORK IT BECOMES DIFFICULT IF THEY NEED ADDITIONAL RESOURCES OR SUPPORT TO CALL THAT WHEREAS IF YOU HAVE TEAMS OVERSEEING YOU HAVE THESE PROCESSES IN PLACE TO IDENTIFY THEM.
[01:05:03]
THEN AS WE TALKED ABOUT TIERED SUPPORT, HERE IS WHAT WE SAY WHEN A STUDENT REALLY ISN'T RESPONDING TO THAT FIRST LEVEL THE CORE CURRICULUM, WHAT IS THE NEXT LEVEL OF SUPPORT THAT IS MAYBE MORE INTENSIVE? YOUR PLIGHT WITH MORE FREQUENCY OR WITH A GREATER INTENSITY AND YOU MONITOR, SEE IF IT'S WORKING IF A STUDENT IS RESPONDING TO CORE READING INSTRUCTION, WHAT ARE THE SKILLS THAT THEY NEED TO BE SUCCESSFUL WITH CORE READING INSTRUCTION? IDENTIFYING THE SPECIFIC SKILLS AND THEN APPLYING AN EVIDENCE-BASED INTERVENTION IN A VERY SPECIFIC WAY AND MONITORING HOW THAT INTERVENTION IS GOING.THAT IS FOR ANY STUDENT WHO NEEDS IT.
YOU CONSIDER STUDENT I THINK ISN'T DOING SO WELL.
ANY STUDENT WHO IS DOING AT A CERTAIN LEVEL ON ASSESSMENT, WILL BE EVIDENCE-BASED INTERVENTION.
THEN OBVIOUSLY WANT TO MONITOR TO SEE HEATHER DOING, YOU TYPICALLY WANT TO DO THAT FOR A PERIOD OF TIME TO MAKE SURE THAT YOU ARE GIVEN INTERVENTION ENOUGH TIME TO WORK.
AT THE TIME THEY ARE NOT GIVEN THE RESULTS YOU WANT.
YOU ARE EITHER ADJUSTING THE EVIDENCE-BASED INTERVENTION, MAKING SURE YOU'RE DELIVERING APPROPRIATELY A DIFFERENT INTERVENTION OR MAYBE THINK ABOUT IT MUCH MORE INTENSIVE LEVEL OF INTERVENTION. THE PROGRESS MONITORING HAS TO BE IN PLACE FOR SUPPORTS. I MENTIONED EARLIER COMMUNITY RESOURCES. WE THINK ABOUT SOCIAL SERVICE AGENCIES, THOSE ARE KEY PARTNERS IF WE ARE THINKING ABOUT MAKING SURE KIDS GET WHAT THEY NEED, SOMETIMES IT IS A SUPPORT THAT EXISTS OUTSIDE OF THE SCHOOL THAT WE NEED TO BRING IN. THAT IS A KEY PART AS WELL.
SOMETIMES YOU MONITOR AT THE BUILDING LEVEL BUT ALSO THE DISTRICT LEVEL. FINALLY, NEED LEADERSHIP TO MAKE SURE ALL OF THIS IS WORKING SO OUR PRESIDENTS ARE OVERSEEING WHAT HAPPENED. DISTRICT LEADERSHIP TEAM OVERSEEING THE DISTRICT IMPLEMENTATION.ENCE ALL THE DIFFERENT COMPONENTS NEED TO BE IN PLACE WHEN TALKING ABOUT MULTITIERED SYSTEM AND SUPPORT. THIS MODEL OF MULTITIERED SYSTEMS OF SUPPORT ACTUALLY STARTED OUT AS A PUBLIC HEALTH MODEL. FOR EXAMPLE, IF YOU THINK ABOUT WHEN A PERSON GOES IN FOR A CHECKUP, WE CHECKED THEIR VITALS, MAKE SURE THEY ARE HEALTHY AND IF THEY ARE, YOU CONTINUE TO KEEP DOING, MAYBE A GOOD DIET ARE TAKEN CARE FITNESS. AS YOU START TO SEE FOR EXAMPLE, A SCREENING TOOL OF SOME SORT, THERE IS SOME SORT OF INTERVENTION NEEDED. FOR EXAMPLE, PERSONS HAVING A HARD TIME BREATHING NEED TO STOP SMOKING.
WE PUT THEM ON A PLAN OF INTERVENTION TO ADDRESS THE HEALTH ISSUES YOU ARE SEEING. IT STARTED AS IS HEALTH SERVICES MODEL ALSO HAS BEEN USED IN THE PUBLIC EDUCATION.
AS I DESCRIBED IT TO WHEN A STUDENT IS NOT RESPONDING TO ACADEMIC SUPPORT, THEN YOU INTENSIFY THAT SUPPORT.
AND THAT BECOMES MORE INTENSIVE AS THE STUDENT FOR EXAMPLE, DOESN'T RESPOND TO THE LOWER TIERS.
AND YOU ALSO FIND WORKS FOR BEHAVIOR.
WE HAVE DIFFERENT SYSTEMS WITH HEALTH SYSTEMS AND EVEN IN SCHOOLS, LIVE HEALTH RELATED ISSUES THAT WE NEED TO ATTEND TO HAVE ACADEMIC SYSTEMS AND HERO SYSTEMS. THE IDEA WITH MTSS IS, RATHER THAN THINKING ABOUT THEM ALL INDEPENDENTLY AND SOMETIMES YOU NEED TO THINK ABOUT THEM INDEPENDENTLY. BUT IN GENERAL YOU LOOK AT WHERE THERE IS OVERLAP. FOR EXAMPLE SOMETIMES A STUDENT'S BEHAVIOR IS RELATED TO THEM STRUGGLING ACADEMICALLY.ND SO, IF YOU JUST GAVE ACADEMICALLY YOU MAY JUST BEHAVIORALLY AT THE SAME TIME OR VICE VERSA.
A STUDENT WHO MAY BE STRUGGLING WITH ACADEMICS ACT ON CLASS BECAUSE THEY DON'T UNDERSTAND THE CONTENT.
AND SO YOU WANT TO THINK ABOUT HOW THESE DIFFERENT AREAS ARE RELATED AS YOU START TO ADDRESS THE PROBLEM.
AND IT DOESN'T NECESSARILY MEAN TO SAY FOR STUDENT STRUGGLING WITH READING YOU WILL GO RIGHT TO LOOKING AT THE BEHAVIORAL DATA. BUT YOU SHOULD BE THINKING ABOUT IS MAYBE ONE OF THE FACTORS THAT CONTRIBUTE.
ANSWER THE IDEA OF MTSS STARTED TO BRING ALL OF THESE DIFFERENT THINGS WE ARE TRYING TO TEACH AND INSTRUCT IN SCHOOLS TOGETHER UNDER ONE FRAMEWORK. THIS IS JUST MAKE LITTLE MORE SENSE AS YOU THINK ABOUT IT MAYBE NOT NECESSARILY AS A TIERED TRIANGLE BUT THE LEVEL OF INTENSITY OR SUPPORT PROVIDER. FOR EXAMPLE, IF YOU THINK ABOUT WHAT ARE WE GOING TO PROVIDE TO ALL OF OUR STUDENTS? WE THINK ABOUT THAT IS UNIVERSAL SUPPORT.
WE HAVE A TEAM THAT IS MAKING SURE WE DELIVERING THE CURRICULUM TO ALL STUDENTS. LOOKING AT DATA ABOUT HOW ALL STUDENTS ARE DOING AND THEN, WE ARE CONTINUOUSLY MONITORING THAT. FOR EXAMPLE, IF A LARGE NUMBER STUDENTS AT GRADE LEVEL OR SCHOOL REALLY ARE STRUGGLING REALLY KIND OF POINTS YOU TO MAYBE IT IS THE ACTUAL CORE CURRICULUM THAT SOMETHING WE NEED TO ADDRESS.
FOR EXAMPLE MAYBE HALF THE KIDS ARE GETTING A CONCEPT, MAYBE WE NEED TO GO BACK AND LOOK AT THE WAY WE DELIVER THAT INSTRUCTION THE FIRST DAY AND REALLY START TO WORK THROUGH.
THAT'S KIND OF THE UNIVERSAL AND IT'S FOR ALL STUDENTS.
PROBABLY NOT AS INTENSIVE ON THE SUPPORT THAT'S PROVIDED.
BUT WE MAKE SURE THAT EVERY SINGLE KID HAS ACCESS TO THAT UNIVERSAL SUPPORT. UNDER THE SECOND TIER AS YOU MOVE UP, THAT'S WHEN YOU START TO INTENSIFY THE SUPPORT BUT THAT WILL BE NEEDED FOR FEWER STUDENTS.
IF YOU'RE GOOD CORE INSTRUCTION FOR ALL, HE SHOULD ADDRESS THE
[01:10:03]
NEEDS OF MOST STUDENTS IN MOST CASES.BUT IN SOME CASES SOME STUDENTS DON'T RESPOND TO THAT INSTRUCTION. AND SO THIS MIGHT BE WHERE YOU PULL SMALL GROUPS TOGETHER AND DO MORE INTENSIVE INTERVENTIONS AND SUPPORT FOR THEM IN ADDITION TO THE COURSE.
IT DOESN'T REPLACE WHAT THEY GET WITH GENERAL EDUCATION INSTRUCTION AND CURRICULUM, IT IS IN ADDITION TO THAT.
AND IF THEY RESPOND TO IT AND GETTING ON TRACK IT'S GOOD TO GO AND REJOIN OR, IF THEY ARE NOT RESPONDING REGRETS WHEN EVEN MORE INTENSIFIED SUPPORT. THIS IS REALLY FOR SMALL NUMBER STUDENTS PREAPPROVE GOOD CORE CURRICULUM IN PLACE, GOOD SECOND TIER SUPPORT IN PLACE, USUALLY VERY FEW STUDENTS AND EVEN MORE INTENSIFIED SUPPORT. BUT AGAIN AS WE THINK OF EACH INDIVIDUAL STUDENT WITH RANGE AND SKILLS, SOMETIMES KIDS NEED A VERY INTENSIVE SUPPORT. THAT INTENSITY CAN COME FROM A GREATER FREQUENCY OF INTERVENTION, IT CAN COME FROM MORE TIME WITH INTERVENTION, DEPENDING ON HOW MUCH A STUDENT NEEDS AND AGAIN THIS IS NOT TO REPLACE CORE INSTRUCTION IT IS TO BE IN ADDITION TO CORE INSTRUCTION.
AND LET ME PLAY AN INDIVIDUAL STUDENT OR VERY SMALL GROUP OF STUDENTS GETTING THE INTENSIVE SUPPORT.
AGAIN, YOU CAN THINK ABOUT MULTIPLE WAYS BUT THESE ARE THE TEARS WE TALKED ABOUT WHEN WE TALK ABOUT MULTITIERED SYSTEMS AND SUPPORTS. BRIEFLY, NOT TO GET INTO ALL THE DETAILS OF THIS BUT I WANTED TO KIND OF WALK YOU THROUGH HOW THIS MIGHT FLOW IN A SCHOOL.
THIS IS AN EXAMPLE FROM OUR FIRST GRADE LITERACY FRAMEWORK HOW DO WE MAP OUT, WHICH ALL KIDS GET? AND THEN, WHAT DO WE DO WHEN WE ARE TRYING TO FIND OUT HOW KIDS ARE DOING. FOR EXAMPLE, WE SHARE THE IDEA WITH UNIVERSAL SCREENING WITH FAST BRIDGE.
WE GET AN IDEA OF EARLY READING, DETAILED REPORT THAT POINTS OUT WHERE SPECIFIC NEEDS ARE FOR INDIVIDUAL STUDENTS.
AND FOR EXAMPLE, IF THERE IS NO RISK IDENTIFIED IN THAT, THE STUDENT STAYS IN THE TIER 1 CORE INSTRUCTION.UT IF WE ARE STARTING TO SEE SOME AREAS OF NEED, WE MIGHT DO KIND OF THAT SECOND TIER WHERE THERE'S A SMALL GROUP INSTRUCTION AND THAT WILL BE PROVIDED BY THE CLASSROOM TEACHER.
OR IF WE'RE STARTING TO SEE SOME MORE SPECIFIC AREAS OF NEED THAT REQUIRE MUCH MORE INTENSIVE SUPPORT, THEN WE ACTUALLY START TO APPLY THAT MAYBE WITH A SAFETY NET AND SOME SPECIFIC CURRICULUM RESOURCES THAT ARE TIED TO INTERVENTION. AND MAKE SURE THAT THOSE RESOURCES THAT ARE TIED TO THE INTERVENTION, REALLY ARE EVIDENCE-BASED. HAVE A FOUNDATION THAT ACTUALLY POINTS TO RESEARCH AND PAST PRACTICE IN SCHOOLS THAT SAY, WHEN YOU USE THESE THINGS IN THIS WAY, YOU GET BETTER RESULTS FOR READING THAT ACTUALLY HELP KIDS ACCESS THIS SO THESE FLOWS ARE MANAGED BY TEAMS, GRADE LEVEL TEAM WILL LOOK AT THE DATA, DETERMINE WHAT THE STUDENT NEEDS ARE AND WHAT THE AREAS OF NEED ARE AND IDENTIFY HOW DO WE PROVIDE SUPPORT WITH STUDENT DO WE NEED TO BRING IN INTERVENTION, THINK ABOUT ADDITIONAL SUPPORT AND CURRICULUM AND HOW DO WE MONITOR THAT OVER TIME TO MAKE SURE KIDS ARE RESPONDING.
THAT IS KIND OF HOW IT MIGHT PLAY OUT AN INDIVIDUAL GRADE LEVEL. JUST TO WRAP UP KIND OF AS WE THINK ABOUT THE BIG IDEAS, MTSS REALLY IS AN EQUITY-BASED AND NEEDS DRIVEN FRAMEWORK. IT REALLY IS DESIGNED TO MEET THE NEEDS OF EACH INDIVIDUAL STUDENT USING DATA TO IDENTIFY THE NEEDS ALSO ALLOWS US TO CONTINUOUSLY IMPROVE PRACTICE IN OUR SCHOOLS AND IT REALLY IS THE OPERATING SYSTEM.
IS NOT THE STRATEGY ITSELF, IT'S THE OPERATING SYSTEM THAT FITS WITHIN. THAT GIVES YOU A HIGH LEVEL OVERVIEW OF MTSS AND THE FRAMEWORK FOR SUPPORTING STUDENTS AND THEN PUSHING THAT INTO SCHOOLS AND WORKING AS A DISTRICT TO MAKE SURE WE IMPLEMENT THEM EFFECTIVELY, DOES REQUIRE A VERY INTENTIONAL EFFORT OVER TIME.
AND SO, THE LAST PART OF THE PRESENTATION TONIGHT TO TALK BRIEFLY ABOUT HOW WE ARE PLANNING OR HOW WE'VE BEEN WORKING TO INSTALL MTSS IN OUR SCHOOLS.
WE KNOW IN WORKING WITH OUR STATE PARTNERS AS WELL AS WORK WE HAVE DONE WITH A GROUP CALLED NATIONAL IMPLEMENTATION RESEARCH NETWORK, THAT ONE OF YOU ARE THINKING ABOUT IMPLEMENTING A NEW PROGRAM OR PRACTICE IN YOUR SCHOOLS, REALLY NEED TO BE THINKING ABOUT WHAT WE CALL IMPLEMENTATION DRIVERS. AND THERE ARE NUMBER OF THINGS THAT HAD TO BE FACTORED IN. IN ADDITION FOR MTSS, WE KNOW FROM A LARGE BODY OF RESEARCH, THAT THERE ARE THINGS THAT NEED TO LIVE AROUND MTSS SO IN ADDITION TO THE CORE CURRICULUM AND ASSESSMENTS, WE NEED LEADERSHIP TEAMS, NEED TO THINK ABOUT THE CULTURE AND CLIMATE IN YOUR BUILDING, WE NEED TO THINK ABOUT HOW STUDENTS AND FAMILIES CONNECT WITH MTSS AND INFRASTRUCTURE YOU HAVE IS A DISTRICT TO SUPPORT IT.
IF YOU SAY SCHOOLS GO OUT AND BUILD A SYSTEM OF SUPPORT WITHOUT THINKING ABOUT LEADERSHIP OR THE COMMUNITY CONTEXT, THEN TYPICALLY DON'T SEE THE SAME OUTCOMES IN TERMS OF IMPLEMENTATION. WITH THE NATIONAL IMPLEMENTATION RESEARCH NETWORK FRAMES THIS IS TO GET EFFECTIVE IMPLEMENTATION, YOU THINK ABOUT THREE BIG BUCKETS.
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ONE IS, ARE THE PRACTICES YOU ARE USING EFFECTIVE? EARLIER MENTIONED REASON EVIDENCE-BASED PRACTICES FOR LITERACY INSTRUCTION. NO THERE IS A LARGE BODY OF EVIDENCE IT TALKS ABOUT HOW KIDS LEARN TO READ AND THE BEST WAY TO INSTRUCT THEM TO DO THAT.YOU NEED TO MAKE SURE YOU'RE USING THE RIGHT PRACTICES BECAUSE IF YOU'RE USING FOR SOMETHING, A TEACHER PAY TEACHER SITE THAT HAS NOT BEEN VETTED AND WE DON'T KNOW IS GOOD, YOU MAY NOT BE USING AN EFFECTIVE PRACTICE.
THAT IS ONE THING THAT NEEDS TO BE IN PLACE.
THE NEXT LEVEL IS YOU HAVE TO ASK YOURSELF, ARE YOU IMPLEMENT IN THE PRACTICE CORRECTLY OR EFFECTIVELY? AND THE WAY IT WAS INTENDED TO BE IMPLEMENTED.
AND THAT CAN HAPPEN AT THE SUPPORT LEVEL AND INTERVENTION OR THE TIERED SUPPORT LEVEL BUT IT ALSO MEANS IS YOU ARE THINKING ABOUT HOW YOU IMPLEMENT IS LARGER SYSTEM, HOW DO YOU EFFECTIVELY DO THAT?N THE FINAL PART IS THE ENABLING CONTEXT. ALL THE PEOPLE THAT LIVE AROUND MTSS AND HOW THEY SUPPORT AND ENABLE MTSS TO ACTUALLY TAKE PLACE. IF YOU HAVE LEADERSHIP IN THE SCHOOL OVERSEEING. IF YOU HAVE ALL THESE THINGS IN PLACE, YOU GET IMPROVED OUTCOMES.
THE OTHER THING TO REMEMBER AND AS A MODEL OR ANALOGY, IF ANY ONE OF THESE THINGS ARE AT ZERO, YOU'RE PROBABLY NOT GOING TO GET EFFECTIVE IMPLEMENTATION.
IF YOU DON'T HAVE EFFECTIVE PRACTICES, EVEN IMPLANTING SOMETHING AS IT WAS INTENDED AND YOU HAVE PEOPLE TO SUPPORT IT WILL NOT GET EFFECTIVE OUTCOME.
OR IF YOU HAVE A GREAT EVIDENCE-BASED INTERVENTION BUT YOU'RE NOT IMPLANTING IT APPROPRIATELY, YOU'RE PROBABLY NOT GOING TO GET THE OUTCOME YOU WANT.
YOU TO THINK ABOUT ALL OF THE THINGS THAT HAVE EFFECTIVE IMPLEMENTATION. ANOTHER WAY TO THINK ABOUT THIS BRIEFLY IS EFFECTIVE PRACTICES ARE THE WHAT AND EFFECTIVE IMPLEMENTATION IS HOW AND THE CONTEXT ARE THE WHO AND WHERE AND HOW. ALL THAT LEADS TO BETTER OUTCOMES FOR THE KIDS. WHICH IS ULTIMATELY WHY WE ARE DOING THIS WORK. IN TERMS OF WHAT THEY LOOK LIKE VERY SPECIFICALLY FOR SCHOOLS, WE USING, I THINK WE SHOULD REVIEW THE SWIFT EDUCATION CENTER, WHERE USING A FRAMEWORK THEY PROVIDE WILL SCHOOLS CAN ASSESS ALL THE AREAS I MENTIONED. LEADERSHIP, LEE MTSS STRUCTURES THEMSELVES. AS WELL AS THE FAMILY PARTNERSHIPS AND SO, WE ASKED OUR SCHOOLS IS TO DO A BIG PICTURE OVERVIEW ASSESSMENT OF ALL OF THE AREAS.
AND IDENTIFY AREAS THAT NEED TO WORK ON.
FOR EXAMPLE, ISLA MIGHT SAY AS WE LOOK AT TIME WE DO THE ASSESSMENT, SCHOOL CULTURE REALLY IS NEEDING WORK AND IS CONTRIBUTING TO STUDENTS HAVING A HARDER TIME OF SOCIAL EMOTIONAL BEHAVIORAL OUTCOMES. THE SCENARIO NEED TO FOCUS ON.
YOU NEED TO IDENTIFY WHAT WE ARE SHOOTING FOR AND ASSESS HOW YOU ARE DOING. THEN ONCE YOU HAVE THAT YOU CAN ACTUALLY START TO DEVELOP PLANS.
AND SO YOU HAVE DATA SCHOOL CULTURE IS REALLY A HIGH-LEVEL ISSUE TO WORK ON THE IDENTIFY ISSUES AND SAID I'LL BE THE FOCUS FOR THE YEAR AND WHAT RECOURSES DO WE NEED TO MAKE IT HAPPEN. CAN YOU DESIGN A PLAN, IN SOME WAYS SIMILAR TO THE SCHOOL IMPROVEMENT PROCESS WE SHARED WITH YOU OVER THE PAST YEARS. RARELY IS FOCUSED AROUND A SPECIFIC ASSESSMENT OF YOUR MTSS AND SURROUNDINGS SUPPORTS THE NEED TO BE IN PLACE TO EFFECTIVELY DO THAT.
WE ALSO WANT TO ESTABLISH TEAMS, WE WANT TO MAKE SURE BUILDINGS ARE GRADE LEVEL TEAMS AND BUILDING LEADERSHIP TEAMS AND DISTRICT IMPLEMENTATION TEAM.
WE ARE ALSO WORKING WITH STATE PARTNERS TO HELP US TO OVERSEE THE EFFECTIVENESS OF MTSS. THE TEAM INSTRUCTORS REALLY ARE FOUNDATIONAL TO MULTITIERED SYSTEMS OF SUPPORT.
AND THOSE COMING TOGETHER OTHER WAYS THAT WE SEE IMPROVED OUTCOMES FOR KIDS. JUST TO GO A LITTLE BIT MORE INTO THE FINE-GRAINED, WE TALKED ABOUT SCHOOLS ASSESSING HOW THEY ARE DOING. WE HAVE MULTITIERED SYSTEMS OF SUPPORT THAT INCLUDE ACADEMIC AND BEHAVIOR BUT ALSO AS I MENTIONED AT TIME OF THE STONES AROUND IT.
DO WE HAVE A BUILDING LEADERSHIP TEAM? DO YOU HAVE A STRUCTURE IN PLACE IN THE SCHOOL TO ACTUALLY ALLOW US TO HAVE THE TEAM MEET? ARE WE WORK WITH FAMILIES AND COMMUNITY? BECAUSE WE CAN DO THESE THINGS ALL DAY BE IF WE ARE NOT MAKING CONNECTION WITH FAMILIES THEY DON'T KNOW ABOUT THE SUPPORTS, THEY WILL STRUGGLE.
THESE ALL THE AREAS SCHOOLS WILL REALLY DO AN ANALYSIS AND ASSESSMENT OF TO DETERMINE HOW THEY ARE DOING AND EXACTLY SPECIFIC INDICATORS FOR EACH OF THE AREAS.
A SCHOOL TEAM CAN SAY LET'S EVALUATE HOW WE ARE DOING AND MONITOR GROWTH OVER TIME FOR EACH OF THESE BECAUSE WE KNOW IF WE PUT ALL THESE IN PLACE THERE'S A LOT OF EVIDENCE AND RESEARCH BEHIND THIS THEN WE START TO SEE THOSE IMPROVED OUTCOMES. EACH SCHOOL HAS BEEN TASKED WITH DOING THE ASSESSMENT. AND THEN ULTIMATELY, WE WILL BE MONITORING THOSE OVER TIME. FOR EXAMPLE, THIS WAS BASED ON RESEARCH AT THE CENTER MENTIONED EARLIER WHICH WAS ONE OF OUR PARTNERS, DEAL WITH SCHOOLS AS A REMAPPING A COMPOSITE TO SEE THAT WHEN SCHOOLS ARE MEASURING THESE THINGS AND THEN PUTTING THOSE PLANS IN PLACE, THAT THERE ACTUALLY STARTING TO SEE IMPROVEMENT IN EACH OF THE AREAS AND AS THEY SEE IMPROVEMENT IN THOSE AREAS,
[01:20:01]
THEY START TO SEE FOLLOWING THAT, IMPROVEMENT IN STUDENT OUTCOMES FOR ACADEMIC, SOCIAL EMOTIONAL AND BEHAVIORAL.AS DISTRICT IMPLEMENTATION TEAM, WE MONITORING THE IMPLEMENTATION OF THE DIFFERENT FACTORS AND ALSO GOING TO BE MONITORING STUDENT PERFORMANCE AND WE WANT TO SEE, OTHER THINGS MOVING IN THE SAME DIRECTION CONCURRENTLY? SO THE ASSUMPTION IS IF WE DO A GOOD JOB ON THE FIDELITY THE QUALITY OF IMPLEMENTATION, WE SHOULD ALSO SEE CHANGE OVER TIME IN STUDENT OUTCOMES AND PERFORMANCE.
AS WE THINK OF HOW DO WE HELP THE SCHOOLS DO THIS, IT MENTIONS BRIEFLY OVER GOALS ARE TO GET SCHOOLS TO HAVE AN M TSS LEADERSHIP TEAM THAT CONDUCT THE ASSESSMENT THAT I MENTIONED. THAT THEY USE THOSE ASSESSMENT RESULTS O ESTABLISH PARTIES AND PUT PRACTICES IN PLACE BASED ON THE RESULTS. AND WE ALSO HAVE A DISTRICT LEADERSHIP TEAM THAT IS OVERSEEING ALL OF THIS.
SO WHEN A SCHOOL OR GROUP OF SCHOOLS MAY BE STRUGGLING WITH IMPLEMENTING A PARTICULAR AREA WE CAN PUSH SUPPORTS AND FOR THAT. OR IF WE ARE NOT SEEING STUDENT OUTCOMES AS A RESULT OF GOOD IMPLEMENTATION CYCLE, THE COMPRESSION EVIDENCE-BASED INTERVENTIONS AND SUPPORT WHETHER HIS PROFESSIONAL LEARNING, RESOURCES OR CURRICULUM.T A DISTRICT LEVEL, IT LOOKS LIKE, WE PROVIDE AND ARE WORKING TO PROVIDE COACHING FOR IMPLEMENTATION OF THE INITIAL ASSESSMENT.
WE HAVE A FACILITATOR THAT WORKS WITH THE SCHOOL TO DO THE ASSESSMENT. WE WORK WITH SCHOOLS AND WILL TO SCHOOLS PARTNER SO WE CAN DO PROBLEM-SOLVING.
WHEN THE SCHOOL SAYS I REALLY AM STRUGGLING WITH HOW TO SET UP THIS BEHAVIOR SYSTEM BUT THEY'RE NOT ON THEIR OWN BUT THE ACTION OF COLLEGE THEY CAN WORK WITH AND OTHER SCHOOLS THAT MAY BE OF TRY THINGS OUT SO THEY CAN SHARE THE IDEA.
AND AGAIN WE HAVE TEAMS IN PLACE THAT CAN OVERSEE THIS.
AND SO WERE HELPING OUR SCHOOLS FORM THOSE TEAMS. AS I MENTIONED, WE HAVE HAD SOME DELAYS AS YOU MARCH TO COVID. WE WERE ON TRACK TO REALLY MAKE SURE EVERY SINGLE SCHOOL HEATHER ASSESSMENT DONE THE FALL. AS YOU KNOW, THAT WAS THE TIME WE STARTED TO SEE PRETTY SIGNIFICANT SPIKE IN COVID CASES IN THEM REALLY WENT THROUGH THE ROOF IN JANUARY.
SOME OF THESE THINGS WERE ON HOLD AND WE'VE ADJUSTED OUR TIMELINE A LITTLE BIT. RIGHT NOW BUT HOW GROW SCHOOLS HAVE CONDUCTED THE ASSESSMENT SO WE ARE WORKING TO GET THROUGH AND MAKE SURE THEY HAVE THOSE BY THE START OF THE FALL OF NEXT SCHOOL YEAR. THEN WE ALSO WANT TO MAKE SURE THAT OUR SCHOOLS ARE DIGGING THROUGH THE ACADEMIC AND BEHAVIORAL DATA AND WE ARE SETTING UP SYSTEMS TO DO THAT.
THEN WE ARE PROVIDING PROFESSIONAL LEARNING FOR THE SCHOOL TEAMS SO THEY CAN ACTUALLY MONITOR THE DATA OVER TIME. AS WE MOVE INTO THE SPRING AND FALL, OUR GOAL WAS TO HAVE THE SCHOOL SET MTSS GOALS.
SOME SCHOOLS HAVE BEEN ABLE TO SET THOSE BUT NOW AS WE ARE GETTING BACK ON TRACK THE GOAL IS BY THE FALL OF 2022, EVERY SCHOOL SET A MTSS GOAL OR GOALS TO BUILD STRUCTURES OF MTSS OVER TIME. OVER TIME THEY SHOULD BE ADDING TO THOSE AREAS THAT THEY'RE BUILDING SO THAT ULTIMATELY THEY HAVE A WELL STRUCTURED MULTITIERED SYSTEM.
THAT THEY HAVE A TEAM IN THEIR SCHOOL, THAT THEY IDENTIFY NEEDS TO ACCOMPLISH THOSE GOALS AND THE DISTRICT PROVIDES SUPPORT FOR THOSE AND WE ARE CONTINUOUSLY PROBLEM-SOLVING WITH THOSE. THAT WAS FOR SCHOOLS THAT HAD NOT YET CONDUCTED AND LESS THE TIME FOR THEM.
THE ASSESSMENT DIMENSION IS THE FIDELITY INTEGRITY ASSESSMENT.
WE ALSO HAVE SOME SCHOOLS THAT ARE A LITTLE BIT FURTHER ALONG.
SLIGHTLY DIFFERENT TIMELINE FOR THEM.
WE WANT THEM TO BE REGULARLY REVIEWING RESULTS AND CONSTANTLY ADJUSTING THEIR PLANS TO IMPROVE.
THERE LITTLE BIT FURTHER AHEAD AND WE ARE USING THE SCHOOLS AS EXAMPLES FOR OTHER SCHOOLS THAT ARE MAYBE A LITTLE BIT FURTHER, NOT QUITE AS FAR ALONG IN THE PROCESS OF ESTABLISHING MTSS IN THEIR SCHOOLS. ULTIMATELY, I WALK YOU THROUGH WHY WE ARE DOING MTSS, THE BELIEF THAT WE WANT OUR STUDENTS TO BE SUCCESSFUL AND INCLUDED IN OUR SCHOOLS.
NO MORE RACE TO BE A PREDICTOR OF THEIR SUCCESS.
WE HAVE TALKED ABOUT HOW WE ESTABLISH TIERED SUPPORTS IN THE SCHOOLS AND THE IMPORTANCE OF HAVING A TIERED SYSTEM TO MAKE SURE ALL KIDS GET THIS AND MORE STUDENTS NEED IT WILL GET IT. TALKED ABOUT STRUCTURES IN PLACE FOR HOW WE ACTUALLY CREATE SYSTEMS IN THE SCHOOLS AND DISTRICT BRING EVIDENCE-BASED APPROACHES NOT ONLY FOR THE SUPPORTS WERE USING BUT THE WAY WE IMPLEMENT THOSE AND IMPORTANCE OF TEAMS IN OUR SCHOOLS TO MAKE SURE THIS HAPPENS AND TEAMS AT THE DISTRICT LEVEL TO OVERSEE YOUR SUPPORT. ULTIMATELY WE'RE NOT QUITE AS FAR ALONG AS WE ANTICIPATED WE WOULD BE WHEN WE STARTED THE SCHOOL YEAR. IN FACT, EVEN IN AUGUST.
BUT WE ARE SLOWLY GETTING BACK ON TRACK AS THINGS ARE STARTING TO STABILIZE OUR SCHOOLS NOW. ULTIMATELY, THE GOAL OVER TIME IS FOR EACH SCHOOL TO HAVE THE ASSESSMENT DONE AND HAVE THE MTSS TEAM IN THE SCHOOL AND REALLY TO BE APPLYING THE EVIDENCE-BASED INTERVENTIONS. THAT IS THE PRESENTATION.
SOME TIME FOR QUESTIONS. THEN WE CAN WRAP UP.
[01:25:03]
>> I HAVE A QUESTION. SO, THANK YOU FIRST OF ALL.
THE REACTION I HAD TO ALL THIS WAS THAT THIS IS A LOT WE ARE DOING. AND WHICH IS GREAT.
BUT ALSO, I GUESS, COULD YOU TALK A LITTLE ABOUT HOW WE ARE ENSURING BUY-IN AT THE SCHOOL LEVEL FOR ALL OF THIS? BECAUSE I MEAN, THIS IS, IS A HEAVY LIFT.
AND A BIG CHANGE I IMAGINE FOR A LOT OF EDUCATORS.
>> IS A LITTLE BIT OF INTENTION AND COVID AND HOW TO RECOVER FROM THAT. THE WAY WE STARTED IN AUGUST WAS ALL OF OUR BUILDING ADMINISTRATORS WE DID A HIGH-LEVEL OVERVIEW OF MTSS. WE WALKED THROUGH WHAT I SHARED WITH YOU ALREADY. WE ALSO ASKED, AND AGAIN, THIS GOT SIDETRACKED A LITTLE BIT. THE BUILDING LEADERS SHARE THE OVERVIEW WITH STAFF. WE WANT ALL OF OUR STAFF TO UNDERSTAND WHAT MTSS IS, WHY WE'RE DOING IT AND HOW WE ARE PLANNING ON DOING IT. THEN THE NEXT STEP IS TO HAVE A BUILDING LEADERSHIP TEAM. MOST OF THE SCHOOLS HAVE A LEADERSHIP TEAM IN PLACE AND OVERSEAS KIND OF THE INSTRUCTION AND ACADEMICS AND BEHAVIOR.
THE NEXT STEP IS THAT WE WORK WITH BUILDING LEADERSHIP TEAM.
WE GIVE THEM A SPECIFIC OVERVIEW AND TRAINING AND HELP THEM TO FACILITATE THE ASSESSMENT.
WE PEOPLE ACTUALLY PUSH INTO SCHOOLS TO DO THAT.
I KNOW IF YOU KNOW JEFF IS ONE OF OUR PRINCIPLES ON SPECIAL ASSIGNMENT. HE'S BEEN ACTUALLY GOING TO SCHOOL HELPING TO FACILITATE. ONE OF OUR DIRECTORS A SPECIAL EDUCATION HAS BEEN HELPING AS WELL.
AND THEN BEFORE COVID WE HAD A TEAM PREPARED AND TRAINED AS WELL. WE BEEN USING THEM TO COVER SCHOOLS AND SO THE AVAILABILITY HAS BEEN A LITTLE LESS.
PEOPLE THAT PUSH OUT TO SCHOOLS.
AND AS I MENTIONED WE WERE DISTRICT LEADERSHIP TEAM LOOKING AT THE DATA THAT'S COMING IN.
ULTIMATELY, THE JOB WILL BE TO SAY HAVE ALL SCHOOLS DONE THERE ASSESSMENT? AND IF NOT MAKE SURE THEY HAVE SUPPORT TO DO THAT. THEN IF THE SUPPORT IS ONE OF THE WAYS YOU SHARE LIKE WITH THE SCHOOL, HOW ARE WE DOING IT? TALK TO WHAT YOU NEED AND HOW THINGS ARE GOING. MAYBE MISCONCEPTIONS.
ONCE YOU HAVE THE ASSESSMENT ON THEIR TRAINING NECESSARY FOR INTERVENTIONS. FOR EXAMPLE, KELLY HAS BEEN WORKING FOR YEARS AND TRAINING ON LITERACY SUPPORT.
AND SO, THAT AGAIN, LEARNING FOR THE STAFF COMES THROUGH THAT PROFESSIONALLY. THIS QUITE A BIT OF PROFESSIONAL LEARNING, PEOPLE WHO ARE IN OUR SCHOOLS HELPING THE SCHOOL STAFF UNDERSTAND THAT THERE ARE DIFFERENT LEVELS IN THE SCHOOL, UNDERSTANDING NECESSARY, BUILDING WIDE OVERVIEW, LEADERSHIP TEAM OVERVIEW AND PROFESSIONAL LEARNING ALSO HELPS TO BUILD THAT UNDERSTANDING YOU'RE ABSOLUTELY RIGHT, IT'S A LARGE COMPLEX SYSTEM AND IT TAKES YEARS FOR PEOPLE TO ACTUALLY START TO CONCEPTUALIZE IT AND
PUT IT INTO PRACTICE. >> I WANT TO SAY I APPRECIATE THE THOUGHTFULNESS. I THINK THE SLOWER PACE WE END UP HAVING SEEMS TO ME LIKE THE RIGHT APPROACH.
I DON'T KNOW -- MIKE, I WILL LET YOU CALL PEOPLE.
>> -- LOOKS LIKE YOU ARE NEXT. >> IF I CAN UNMUTE MYSELF.
SO, I GUESS MY QUESTION IS MAYBE MORE AROUND, I DON'T REALLY KNOW THE DETAILS AND NUANCES OF THE PROGRAM AND THEREFORE, THIS IS POTENTIALLY A NAC/VE QUESTION.
I WILL APOLOGIZE. BUT IS THERE I GUESS, FOR EXAMPLE YOU WERE GIVING EARLIER, ABOUT MAYBE A STUDENT WHO ISN'T DEMONSTRATING THE SAME RESULTS AS THE REST OF THE CLASS. AND THEN ALSO HAVING POTENTIALLY BEHAVIORAL PROBLEMS. AND THOSE TWO THINGS YOU KNOW, THAT COULD BE RELATED BECAUSE HAVING DIFFICULTY CLASS HE OR SHE OR WHATEVER.
IS HAVING DIFFICULTY IN CLASS, IT IS TRANSLATING INTO KIND OF THE BEHAVIORAL ISSUES AND BEING ABLE TO TARGET AND FIGURE OUT THE PROBLEM. ARE WE EVER WORRIED ABOUT JUMPING TO THOSE CONCLUSIONS? WHEN THEY MIGHT NOT BE RELATED OR, I DON'T KNOW HOW TO PHRASE IT.
>> THAT'S -- QUESTIONINGLY BECAUSE LIKE SOME OF THESE EVALUATIONS NEED TO BE DONE FROM PROFESSIONALS.
[01:30:07]
AND WE PREPARED TO SAY THAT TEACHERS ARE GOING TO BE EQUIPPED TO MAKE THOSE CONNECTIONS?>> YEAH, I CAN WALK YOU THROUGH A CONCRETE EXAMPLE OF THIS.
A STUDENT WHO, I THINK HE WAS A SECOND GRADE STUDENT.
WOULD REGULARLY PUT HER HEAD DOWN IN CLASS AND DISENGAGE.
IN FACT, CRY WHEN CURRICULUM WAS HAPPENING AND THE TEACHER REALLY WASN'T SURE AND WAS KNOW SHE WAS LIVING WITH HER GRANDPARENTS AND THERE WERE A LOT OF FACTORS.
AND SO, STAFF WAS REALLY WORKING ON HOW TO GET HER TO ENGAGE MORE? AND THEY'RE TRYING A BEHAVIORAL SYSTEM OF SUPPORT. THERE WERE GIVING HER REWARDS WHEN SHE PARTICIPATED AND CALLING HOME WHEN SHE WASN'T CRYING AND EARLY WORKING FROM A BEHAVIORAL STANDPOINT.
SO THOSE WERE BREAD-AND-BUTTER THINGS PRODUCING BEHAVIOR AND TRY THINGS OUT. WHAT THEY STARTED TO SEE THOUGH, THE STUDENT WAS DOING THOSE THINGS WHEN IT CAME TIME FOR HER TO READ. WHETHER IT WAS READING INDEPENDENTLY OR READING AS A GROUP.
YOU COULD JUST SEE VERY CLEAR, SHE WOULD PUT HER HEAD DOWN, STOP READING. AND SO, WAS TO START LOOKING THE ASSESSMENT RESULTS, THEY WERE SEEING THE STUDENT WAS REALLY STRUGGLING READING. SO WHEN SHE WAS PUT INTO A LITERACY INTERVENTION, SOME BEHAVIORS STARTED TO GO AWAY.
YOUR WATCHING BOTH. THEY SHOULD CONTINUE TO DISENGAGE IN CLASS? AND DOES THAT SEEM TO BE DIMINISHED WHEN HER READING IMPROVES? SOME OF IT IS JUST STRAIGHT BACK AND FORTH THEY SEE CAUSE AND EFFECT. SOME LIKE YOU MENTIONED, ANOTHER EXAMPLE IS, THERE MIGHT BE AN ASSESSMENT DONE BY AN OUTSIDE PROFESSIONAL. SOMETIMES THOSE OUTSIDE PROFESSIONALS ARE INVITED INTO THE TEAM MEETINGS.
THIS MIGHT HAPPEN MORE AT A BUILDING LEVEL OR THE PROFESSIONALS REPORT IS PROVIDED TO THE TEAM TO SAY, ACTUALLY, HER BEHAVIOR IS MORE A FUNCTION OF THIS, THIS OR THIS. WE ALSO HAVE EDUCATORS IN THE DISTRICT WHO CAN DO THE BEHAVIORAL ANALYSIS.
THAT IS THE COMMUNITY PART OF MTSS.
IF YOU HAVE A COMMUNITY CONNECTION, SOMETIMES THE OUTSIDE EXPERTISE IS BROUGHT IN AS WELL.
BUT SOMETIMES IT IS A STRAIGHT, YOU SEE CAUSE AND EFFECT.
WHEN YOU START TO WORK IN ONE AREA YOU START TO SEE CHANGES IN THE OTHER. I WOULD SAY THE TEAM WAS LOOKING AT THE ACADEMICS AND BEHAVIOR HOWEVER, THEY MAY HAVE ABSOLUTELY MISSED THE CONNECTION BETWEEN THEM.
AND NOT BEEN ATTENDING TO IS BECAUSE DIFFERENT PEOPLE WERE WORKING ON THE BEHAVIOR THEN THE READING INTERVENTION.
THE GOAL WAS TO BRING THEM TOGETHER IN THE SAME ROOM AND HAVE THOSE CONVERSATIONS. AND AS I SAID OFTENTIMES OUTSIDE FOLKS ARE BROUGHT IN OR REPORTS ARE BROUGHT IN FOR THE
TEAMS TO LOOK AT. >> THANK YOU, THOSE EXAMPLES
ARE VERY HELPFUL. >> CHRIS AND THEN MARK.
>> CONCEPTUALLY, I GET THIS AND I'M BEHIND IT.
OPERATIONALLY, I'M A LITTLE BIT WORRIED AND AS THE DIRECTOR POINTED OUT, IT'S A HEAVY LIFT AND WHAT I'M WONDERING IS, FOR THE PEOPLE IN THE GROUND TRYING TO IMPLEMENT THIS, TEACHERS AND BUILDING LEVEL ADMINS. IS THIS SOMETHING WHERE THERE ARE OTHER SYSTEMS THAT THEY ARE CURRENTLY USING, THAT ARE TAKEN OFF OF THE RESPONSIBILITIES OR IS THIS JUST ANOTHER TEAR THAT GETS ADDED ONTO THE EXISTING RESPONSIBILITIES?
>> WE ARE TRYING TO DO IS LOOK FOR WHAT AREAS WHERE THERE IS CONNECTION. RECALL IT RATING THE DIFFERENT AREAS. FOR EXAMPLE INCLUSIVE PRACTICES WORK. WE WANT STUDENTS WITH DISABILITIES TO HAVE THE SAME LEVEL OF ACCESS TO CORE INSTRUCTION. YOU MIGHT SAY SCHOOLS WORK ON INCLUSIONARY PRACTICES, DO WE TAKE THAT OFF OR TAKE MTSS OFF? ACTUALLY MTSS IS THE WAY WE HELP STUDENTS TO BE INCLUDED IN THEIR CLASSES. SO IF THE STUDENT NEEDS MORE INTENSIVE ACADEMIC OR BEHAVIORAL SUPPORT TO ACCESS COURT THEN MTSS IS KIND OF OUR FRAMEWORK FOR DOING IT SO IT'S A LARGER UMBRELLA THAN A LOT OF DIFFERENT ELEMENTS CONNECT TO INCLUSIVE PRACTICES, THE CORE CURRICULUM, TO MAKE SURE ALL KIDS HAVE ACCESS TO SOCIAL STUDIES? WELL IT'S DIFFERENT THERE IS A STRONG CONNECTION.
A LOT OF THINGS I THINK YOU'RE TALKING ABOUT REALLY SHOULD GET BRAIDED INTO MTSS BUT HELPING PEOPLE SEE THE CONNECTIONS AND THEY DON'T SEE DISPARATE INITIATIVES THAT THEY REALLY ARE BRAIDED TOGETHER. BUT EVEN THAT IS A COMPLEX PATH BECAUSE YOU HAVE TO UNDERSTAND MTSS TO SEE HOW THINGS ARE
CONNECTED. >> RIGHT, OKAY THANKS.
>> AN ARGUMENT, IT IS A LARGE, IS A HEAVY LIFT.
>> WENT BACK ON, NOT FAIR! OKAY.
IT IS VERY IMPORTANT, AFTER ALL, YOU GO TO ALL THIS WORK AND IF IT IS NOT IMPLEMENT IT ON THE GROUND, IT IS ALL FOR
[01:35:02]
NAUGHT. A QUICK QUESTION.HOW ARE WE TRYING TO ASSURE BUY-IN FROM PARENTS? IF WE HAVE ALL HEARD I DON'T WANT THOSE KIDS IN MY CLASS.
THEY ARE BRINGING DOWN THE LEVEL OF INSTRUCTION, THEY'RE GOING TO DISRUPT, THEY WILL DO THIS.
WE'VE ALL HEARD THOSE. AND WE HAVE ALL HAD OUR EYES ROLLED AND WANT TO THROW THINGS AT THEM BUT THAT SAID, IT IS OUT THERE AND HOW DO WE GET PAST THAT? HOW DO WE GET PARENTS TO BUY INTO THE FACT THAT THIS IS A NECESSARY AND A REQUIREMENT REALLY OF THE EDUCATION SYSTEM.
AND HOW THE STUDENT ACTUALLY BENEFITS FROM IT.
>> I DON'T WANT MTSS TO SONICALLY PANACEA AS A MENTOR COMMUNITY AND FAMILY ENGAGEMENT AS PART OF THE TIERED SYSTEM.
AS WE ARE BUILDING LEADERSHIP TEAMS LOOKING AT FAMILY CONNECTIONS AND COMMUNICATION HAS TO BE PART OF YOUR SYSTEM OF SUPPORT. SO AGAIN, A CONCRETE EXAMPLE OF A SCHOOL I OBSERVED. A STUDENT SIGNIFICANT BEHAVIORS, THROWING DESKS, INJURING OTHERS.
STABBING WITH PENCILS. AND SO SOMETIMES A CLASSROOM HAD TO BE CLEARED. PARENTS WERE CALLING THE PRINCIPAL SAYING I WANT THIS STUDENT IN ANOTHER SCHOOL.
AND SO PART OF WHAT THE MTSS TEAM DID OBVIOUSLY, HIS WORK AROUND THE BEHAVIOR THEY IDENTIFIED WAS THE BEHAVIOR WE ARE TRYING TO REDUCE? WHAT ARE WE GOING TO MONITOR AND HOW ARE WE DOING THAT? BUT PART OF THE WORK THE TEAM GRAPPLED WITH AS WELL WAS, WHAT DO SHARE WITH THE STUDENTS IN THE CLASS WHEN THE STUDENTS JUST TO ESCALATE, HOW SHOULD A CLASS RESPOND? AND THE KIDS ACTUALLY WERE PART OF THE CONVERSATION AND TALKED ABOUT HERE'S WHAT WE ARE GOING TO DO. WILL GIVE THEM A LITTLE SPACE OR WE WILL SAY KIND ENCOURAGING WORDS OR SOMETIMES WE JUST GOING TO HAVE TO GO TO A DIFFERENT SPACE WHILE THE STUDENTS TAKING CARE BUT HE'S ONE OF OUR PEERS AND THEN ELECTRIC CONVERSATION WITH FAMILIES ABOUT HOW ARE WE RESPONDING WHEN THE STUDENT WHO'S EXPRESSING HIMSELF IN A DIFFERENT WAY, NEEDS SOME ADDITIONAL SUPPORT.
AND WHAT IS OUR APPROACH? HAVING A MTSS ALLOWED THE SCHOOL TO SAY, HERE'S HOW WE RESPOND, HERE'S OUR KIDS ARE HERE'S HOW WE ARE KEEPING YOUR KIDS SAFE AND WE ARE A COMMUNITY SO THE STUDENT HAS A DIFFERENT NEED THAN ANOTHER STUDENT THAT HAS A DIFFERENT NEED.
WHEN YOU HAVE A GOOD MTSS IN PLACE, YOU CAN POINT WHAT THE SCHOOL IS DOING, YOU CAN THINK ABOUT COMMUNICATION STRATEGIES THAT ARE ACTUALLY PART OF THE SUPPORT OF THE STUDENT NEEDS.
SO ULTIMATELY, IT ALL WEAVES TOGETHER BUT I THINK WHAT PEOPLE HAVE BEEN SAYING, IT'S EASIER SAID THAN DONE.
BUT IT SHOULD BE SOMETHING THE IMPLEMENTATION OR MTSS LEADERSHIP TEAM IS BUILDING AND AS PART OF THE CONVERSATION ABOUT HOW TO MAKE SURE OUR SCHOOL IS A WELCOMING AND INCLUSIVE PLACE. AND IF YOU HAVE THOSE THINGS IN PLACE YOU CAN COMMUNICATE. LAST THING I'LL SAY, SOMETIMES FAMILY, AND IN FACT OUR GOAL, HIS FAMILY ON THE MTSS TEAMS AS WELL. SO THEY ACTUALLY HELP WITH THAT ENGAGEMENT YOU ARE REFERRING TO.
>> MY CONCERN IS, THAT'S AN EXTREME EXAMPLE QUITE FRANKLY.
LIKE YOU KNOW MAGGIE IF YOU WILL.N THE SPECTRUM.
I THINK THAT IS THE FEAR EVERY PARENT HAS OF WHEN YOU ARE BLENDING CLASSES. YOU'RE HAVING CLASSES COME TOGETHER THEY ARE THINKING OF THE WORST CASE SCENARIO.
THERE THINKING EACH ONE OF THE KIDS IS GOING TO BE QUOTE UNQUOTE A TIMEBOMB. I FIND THIS DISPUTE QUITE FRANKLY, MORE EXCEPTING THAN THE PARENTS.
I KNOW WITH OUR SON, WE HAD SOME STUDENTS THAT BECAME LIKE, TUTORS, UNOFFICIAL AND HELPED THEM FOCUS ON THEIR ACADEMICS BECAUSE THEY WERE ABLE TO SEE WHAT IT WAS MISSING FOR HIM.
BUT HOW, I GUESS IT'S A CULTURE CHANGE AND I DON'T KNOW REALLY WHAT THE ANSWER IS. I LIKE THE IDEA OF INCLUDING THE PARENTS ON THE MTSS TEAMS BUT SO THEY SEE THAT NOT EVERYTHING IS AN EXTREME LIKE THROWING A DESK, IT IS THE KID WHO HAS A TICK, IS THE KING WHO HAS A HARD TIME SITTING STILL AND NEEDS TO GET UP, MOVE AROUND THE ROOM, COME BACK TO HIS SEAT AND EVERYTHING IS COOL.
THAT IS WHERE MY CONCERN IS. AND IN FACT, I'VE SEEN THE SAME THING FROM TEACHERS TO BE QUITE FRANK.
I'M JUST WAITING FOR HIM TO EXPLODE WERE WAITING FOR HER TO DO THIS. WELL, YOU HAVE VERY MUCH SUCCESS IF THAT IS IN THE BACK OF YOUR MIND.
AND YOU WILL NOT BE ABLE TO ENGAGE THAT PERSON.
>> THANK YOU. AND EXACTLY MORE IMPORTANT POINT I THINK THEY LIKE YOU'RE SAYING ABOUT THE EXTREME BEHAVIOR BECAUSE ULTIMATELY, IF YOU HAVE THE SYSTEMS IN PLACE THEN STUDENTS NEEDS SHOULD BE GETTING MAD AND SO IN ADDITION TO THE EVIDENCE-BASED INTERVENTIONS, SOME OF THOSE
[01:40:04]
EVIDENCE-BASED INTERVENTIONS ARE LIKE SOME OF THE THINGS DESCRIBED LIKE I WILL CONNECT WITH A BUDDY OR PARTNER IN THESE SITUATIONS AND SO, IT MIGHT BE LIKE THE CASES YOU DESCRIBED, I CAN ALSO THINK ABOUT SCHOOLS I'VE SEEN WHERE THERE IS AN OLDER PARTNER READER WHO HELPS A YOUNGER STUDENT DO READING. AND SO THE OLDER PARTNER SOMEONE THAT MAY BE STRUGGLING WITH ACCEPTANCE IN THE SCHOOL AND THING A PERSON IS SOMEONE STRUGGLING WITH READING.PUTTING THEM TOGETHER MEETS BOTH OF THEIR NEEDS.
I THINK ONE OF THE THINGS YOU POINTED TO THAT'S REALLY IMPORTANT THOUGH, IF YOU SAY TO A TEACHER FIGURE THIS ALL OUT ON YOUR OWN ISOLATION NOT CONNECTED TO THE LARGER COMMUNITY, THAT IS A MUCH DIFFERENT CHALLENGE THAT IF THEY ARE PART OF A LARGER SYSTEM.
WHAT I JUST DESCRIBED WITH THE YOUNGER AND OLDER STUDENT IS, IF YOU MISS SCHOOL TEAM LOOKING AT THAT, THEY CAN ACTUALLY HELP TO ALIGN THE OLDER STUDENTS AND THE YOUNGER STUDENTS TO ACTUALLY DO THE SUPPORT. THAT IS LOOKING MORE HOLISTICALLY. I THINK THE SHORT ANSWER TO YOUR QUESTION IS ULTIMATELY, THE SYSTEM OF SUPPORT IS DESIGNED TO MEET THOSE NEEDS AND THE TEAMS RESPONSIBILITY MAKING SURE THE KIDS NEEDS ARE BEING MET.
AND IT DOESN'T HAVE TO BE EXTREME IT MIGHT BE SOME
DAY-TO-DAY NEEDS THEY HAVE. >> I THINK IT POINTS OUT THE NEED FOR LACK OF A BETTER TERM, PROGRAM TO HELP PARENTS.
NOT -- TO SHOW THIS HOW IT WORKS AND HOW IT WILL WORK.
THIS IS A BENEFIT FOR YOUR STUDENT AS WELL AS THIS STUDENT. AND ONCE THEY SEE THAT, THEN I THINK THEY WILL HAVE MORE ACCEPTANCE.
IT IS THE SAME WHETHER YOU TRY TO SELL IT TO A TEACHER TO BE QUITE FRANK. BUT WITH A PARENT NOT BEING IN THE ROOM, ALL THEY'RE DOING IS MANAGING THE WORST CASE SCENARIO SO IF IT'S A METHOD FOR SELLING IT TO PARENTS, IN FACT A PLAN FOR SONG TO PARENTS, I THINK THAT IS THE
NEXT STEP TO BE QUITE FRANK. >> SIRI.
>> YES, THANKS SO MUCH FOR THE OVERVIEW OF MTSS AND SORT OF GIVING THE FRAMEWORK. IF I AM FOLLOWING HOW THIS WAS PUT FORTH, THIS REALLY IS A FRAMEWORK THAT ALL THE INTERVENTIONS AND THINGS CAN FIT UNDER AND HOW THEY LAYOUT.
IT IS NOT PRESCRIPTIVE AS YOU SAID IN THAT REGARD BUT ALLOWS FOR MULTIPLE ISSUES TO SORT OF BE HOLISTIC IN ITS APPROACH, IS
THAT FAIR? >> YES, AND AGAIN THAT THE COMPLEXITY OF IT AS WELL. IT SHOULD BE AN UMBRELLA CAPTURES MOST OF THE SUPPORTS IN THE SCHOOL.
CUTS AND SO WITH THAT, THINKING THE IMPLEMENTATION PROCESS AND KNOWING THAT THIS ISN'T NEW. OUR SCHOOLS HAVE BEEN DOING PIECES OF THIS AT ALL TIMES IS JUST A STRUCTURE THAT IS BEING SORT OF OVERLAID TO IT. HOW LONG WOULD YOU EXPECT IT TO BE OVER SCHOOL TO HAVE A FULLY IMPLEMENTED MTSS MODEL AND WHEN WOULD WE EXPECT THAT TO IMPACT THOSE OUTCOMES?
>> WE ARE MAPPING OUT RIGHT NOW, THREE YEARS OF BENCHMARKS TO SAY BY THE NEXT YEAR ALL SCHOOLS SHOULD BE HERE, BY THIS YEAR ALL SCHOOL SHOULD BE HERE AND FOLLOWING YEAR ALL SCHOOL SHOULD BE HERE. TO YOUR QUESTION, THE FIRST GOAL IS TO CREATE FIDELITY TO THAT SYSTEM, MAKE SURE YOU HAVE A TEAM OVERSEEING DATA WE ARE ACTUALLY ADMINISTERING THE ASSESSMENTS, IT'S ALL CALLED FIDELITY.
ARE YOU IMPLEMENTING MTSS? THAT HAS TO BE IN PLACE FIRST AND YOU'RE MAKING A LEAP OF FAITH.
IF YOU DO THE THINGS YOU WILL SEE IMPROVED OUTCOMES BUT THERE'S A LOT OF EVIDENCE THAT SCHOOLS AND DISTRICTS THAT HAVE THE SYSTEMS IN PLACE TO SEE THOSE OUTCOMES.
THAT BEING SAID AT THE SAME TIME, WE ARE IDENTIFYING THE SPECIFIC DATA THE IMPLEMENTATION TEAM THE DISTRICT TEAM WILL MONITOR. C DAVID, AND FIDELITY DATA, WE HAVE A DASHBOARD THAT SAYS SCHOOLS AND M TSS FRAMEWORK WERE USING. HOW ARE WE DOING ON THE KEY MEASURES? THE SAME MEASURES WE ARE REPORTING TO YOU. FOR EXAMPLE, ARE WE SEEING IMPROVEMENT LITERACY AS SCHOOLS ARE DOING A BETTER JOB OF FIDELITY? BY HAVING A WAY TO MONITOR HOW SCHOOLS ARE IMPLEMENTING COME HERE WE CAN SEE ARE THEY DOING WHAT THEY SHOULD BE DOING FOR MTSS TO HAVE A CLEAN, DO THEY USE THEIR DATA OR HAVE A PLAN OR GOAL.
WE START TO SEE IS A CORRELATION BETWEEN ACHIEVEMENT. THE TREATMENT IS KIND OF A LAGGING INDICATOR FOR LACK OF A BETTER TERM.
IT USUALLY IS A FEW YEARS BEHIND.
AND SO AGAIN, IT'S KIND OF AN INVESTMENT ON THE FRONT END WITH FIDELITY TO GET THE OUTCOMES AND ACHIEVEMENT.
THAT BEING SAID IS NOT LIKE WE ARE GOING READING INSTRUCTION WHILE WE DEVELOP THE SYSTEM. KELLY IS WORKING ON NEXT YEAR'S LITERACY PROFESSIONAL LEARNING WE ARE MAPPING OUT THE NEEDS BASED ON WHAT WE ARE SEEING IN THE DATA.
WE ARE WORKING ON THE ACADEMIC AND BEHAVIORAL SUPPORTS.
ULTIMATELY, WE WANT THOSE TO READ INTO MTSS AND WE DID SEE BETTER OUTCOMES. WE'VE BEEN SHARING FOR YEARS, WE ARE SEEING FLAT PERFORMANCE IN A LOT OF GROUPS.
AND SO IDEALLY WE BUILD THE SYSTEM OUT WE SHOULD START TO
SEE SOME UPTICKS. >> BUT STILL EXPECTING THAT TO BE A WAYS OUT, EVEN WITH, I MEAN -- THE TRUE IMPACT OF THE
[01:45:01]
MODEL BEING INCREMENTED IS PROBABLY AT LEAST THREE YEARS OUT. THE OTHER QUESTION, WE HAVE SCHOOLS AT DIFFERENT PHASES OF IMPLEMENTATION.IT WILL BE INTERESTING TO UNDERSTAND WHAT THE DIFFERENCE I MIGHT SEE WALKING INTO A SCHOOL WITH A FULL IMPLEMENTATION MODEL OF MTSS VERSUS ONE THAT DOES NOT.
SO I DON'T KNOW IF THERE IS AN INSIGHT THAT CAN BE GIVEN THERE TO BE ABLE TO SORT OF UNDERSTAND THAT PIECE.
I THINK OF THE INCLUSION MODELS WE HAVE SOME PILOT SCHOOLS
DOING IT. >> ARE YOU INTERESTED IN SOMETHING NOW OR JUST LONGER-TERM? I CAN GIVE YOU A QUICK OVERVIEW OF WHAT WE WOULD EXPECT TO SEE IN A SCHOOL THERE WAS A LITTLE FURTHER ALONG RIGHT NOW, IS
THAT WHAT YOU'RE ASKING? >> YES ON A DOCTOR LIKE TO SEE
IT. >> ABSOLUTELY! TWO THINGS. LIKE I SAID, SCHOOLS ARE LITTLE FURTHER ALONG HAVE A MTSS LIMITATION TEAM THAT CONDUCTED A BILLING ASSESSMENT, THEY SET INITIAL TARGETS AND HAVE A PLAN. PUSHING AND SUPPORTS TO HELP THEM WITH THOSE EVIDENCE-BASED INTERVENTIONS.
THAT BEING SAID WE HAVE SCHOOLS FURTHER, BOARD MEMBERS JUST WANT TO SEE FOR EXAMPLE WE CAN HAVE A BOARD MEMBER PARTICIPATE IN A LEADERSHIP TEAM OR THE INITIAL ASSESSMENT OF THEIR SCHOOL. IF THAT'S AN INTEREST WE CAN
SCHEDULE THOSE. >> I WOULD BECAUSE I THINK IS A GOOD IDEA WHERE YOU ARE GOING THROUGH AND IT HAPPENS SO TO SPEAK TO THIS GETTING TO THE DIRECTORS POINT, HOW TO BECOME A VOICE TO ADVOCATE BEING ABLE TO SPEAK TO THIS THE MORE WE UNDERSTAND, THE BETTER WE ARE ABLE TO SPEAK TO IT IN THE COMMUNITY AND THE VALUE BEHIND IT.
I APPRECIATE ALL THOSE PIECES. I WOULD BE VERY INTERESTED.
WE ARE DOING A LOT OF PROCESS RIGHT NOW I'M HEARING A LOT OF HOW, SO MY CONCERN IS THAT YOU KNOW, EVERY YEAR WE GO FORWARD, WE HAVE ANOTHER CLASS THAT GETS TO A CERTAIN GRADE AND KNOWING WE ARE IN A NEED TO ACCELERATE SOME LEARNING BASED OF THE DATA WE HAVE JUST SEEN, AND HOW DO WE ENSURE THAT WE ARE ACCELERATING, AT THE SAME TIME THAT WE ARE CREATING A SYSTEM THAT CANNOT LAST THAT SORT OF COMPONENT GOING FORWARD.
>> AND THAT'S PART OF IT AT THE DISTRICT IMPLEMENTATION TEAM.
TO MONITOR THE FIDELITY OF THE MTSS BUT ALSO TO BE MONITORING THOSE ACHIEVEMENT MEASURES BECAUSE WE MAY SAY THE SCHOOL LEADERSHIP TEAM NEEDS SOME WORK BUT THE SCHOOL ALSO NEEDS HELP WITH LITERACY INSTRUCTION. WE WILL NOT WAIT TO GET YOUR LEADERSHIP TEAM DEVELOPED TO GET THE GOOD PRACTICE IN PLACE.
SOME OF THESE THINGS COULD HAPPEN SO I WANT TO BE CLEAR, WE ARE NOT SAYING WHERE WE ARE HOLDING ON THE ACADEMIC CONSTRUCTION AND PROFESSIONAL DEVELOPMENT.
ULTIMATELY, BUILDING IMPLEMENTATION TEAM WEAVES
THOSE INTO THEIR WORK. >> ACTUALLY WORKED IN PARALLEL I'M ASSUMING AS I GO FORWARD IS WHAT THE GOAL IS.
>> ONE LAST QUESTION. AS I'M LOOKING AT WAYS TO HELP SELL IT TO THE PARENTS WE SEEM TO BE THE LOGICAL RESERVES IF YOU WILL, LOGICAL PEOPLE TO CALL UPON WOULD BE THE PTSA.
HAVE WE BEEN WORKING WITH PTSA, HAVING THEM BROUGHT ALONG AS YOU'RE GOING THROUGH THIS PROCESS TO SHOW, HERE'S WHAT WE'RE DOING HOW AND WHY AND WHEN IT COMES TO THIS POINT, WE WILL REALLY NEED YOU TO HELP US SELL IT TO PARENTS TO EXPLAIN TO PARENTS WHY THIS IS GOOD FOR EVERY STUDENT.
>> AT A DISTRICT LEVEL HAVEN'T ENGAGED AROUND MTSS AS PART OF THE INCLUSIONARY PRACTICE EFFORTS.
I THINK YOU ARE RIGHT, IT COULD BE SOMETHING WE ABSOLUTELY BEEF UP. AND AT THE BUILDING LEVEL AGAIN, ONCE A SCHOOL IS BUILDING THE STRUCTURES OUT, A SCHOOL SHOULD BE ENGAGING THE LOCAL PTA AS WELL.
HERE IS HOW WE ARE DOING IT. TYPICALLY, WOOD LOOKS LIKE A PRINCIPAL DOES REPORT AT A MEETING AND SAY HERE'S THE WORK WE ARE DOING AROUND THE TIERED SYSTEMS AND HOW WE ARE MEETING THE NEEDS OF THE STUDENTS. WE CAN PROVIDE FOR SCHOOL LEADERS WITH INFORMATION THAT THEY CAN SHARE SO WE HAVE A
CONSISTENT MESSAGE. >> I'M SAYING -- [INAUDIBLE] IT IS PART OF, BASICALLY HOW YOU STRUCTURE TO MAKE THEM EVANGELIST IF YOU WILL. OF THE SYSTEM BECAUSE IS ONLY FIVE OF US AND HAVE A FEW MORE PTSA MEMBERS AND THAT.
THANK YOU. >> I DON'T THINK I SEE ANY MORE
QUESTIONS. >> ANYONE ELSE? I THINK WE ARE GOOD. THANKS MIKE.
A STUNNING AMOUNT OF INFORMATION PACKED INTO THE PRESENTATION. THANK YOU.
WHEN YOU STARTED I WAS DUBIOUS WHETHER WE WOULD GET THROUGH
[01:50:08]
IT. THANKS! 6:51 PM, THAT WAS LEFT ON ON THE AGENDA FOR THE STUDY SESSION TONIGHT. WE HAVE A BOARD MEETING TO BE HELD AT 7 PM. ALSO REMOTELY, JUST A REMINDER, ALL BOARD MEMBERS THERE IS A SEPARATE LINK TO ACCESS THAT MEETING. SINCE THERE ARE NO ITEMS ON THE AGENDA* This transcript was compiled from uncorrected Closed Captioning.