[00:14:04]
>> NO CHANGES WERE MADE THIS TIME.
[00:14:08]
I DON'T KNOW WHY THAT IS ÃÃ [INDISCERNIBLE][00:14:15]
SO, I WILL JUST TAKE US THROUGH THE POLICY.AND SO, AS FAR AS THE TITLE, WE HAD DISCUSSED HAVING LIGHTS IN LOCAL CITIZENS SHIP SKILLS WITH THE CONCEPT AROUND CITIZENSHIP AND THEN, I WILL GIVE THE BOARD A FEW MINUTES TO READ THE PREAMBLE AND LOOK AT THE CHANGES AROUND EACH OF THE POLICY AREAS TO SEE IF THAT KIND OF MEETS THE ÃÃ [INDISCERNIBLE]
[1. R-3 Status, Revisions & Indicators]
[00:16:54]
>> [INDISCERNIBLE] I DON'T KNOW WHAT TO CALL.
[LAUGHTER] [INDISCERNIBLE] [INDISCERNIBLE] 3.1.
SO ÃÃI THINK I GET THE IDEA, BUT WILL FIND A DIFFERENT CATEGORY ÃÃ [INDISCERNIBLE]
>> AND MAKE A NOTE OF THAT ONE. WOULD BE GOOD FOR US TO DO THIS BASED ON THE STATE SIL SO WE CAN GO LOOK AT THAT.
[LAUGHTER] >> I DON'T HAVE A PROBLEM WITH
THAT ONE. >> TO THE OTHER PIECE OF THIS AND WE WILL TALK ABOUT THE INDICATORS.
WE DISCUSSED THE INDICATOR INITIALLY PROPOSED AND WE DECIDED IT WAS NOT APPROPRIATE. WE HAVE A REPLACEMENT INDICATED. IT WAS DEFINITELY WITH
[INDISCERNIBLE] >> IDENTIFY THE FIRST THREE.
YOU WIND UP WITH ÃÃ [INDISCERNIBLE] IDENTIFY THEIR EMOTIONS.
[INDISCERNIBLE] IS THAT SOMETHING THAT SHOULD HAVE BEEN DONE WITH VERY EARLY? ERIC, YOU LOOKING FOR PROPER
[00:20:17]
JUSTICE [INDISCERNIBLE]>> WE IDENTIFIED THE STRENGTHS AND WEAKNESSES.
[INDISCERNIBLE] THAT CAN BE EPIDEMIC STRENGTH
OF ABOUT THREE. >> AND SAME WITH THE STRENGTH, IT'S A SUPERSET. THE ONLY NO FIRST TESTIS
[INDISCERNIBLE] >> IT'S MAYBE JUST A LITTLE BIT HARDER. 17.
THE BENCHMARKS AND SO, THERE ARE THREE COMPONENTS UNDER THIS STANDARD. SO, THAT GOES BEYOND THE OTHER CHALLENGE, RIGHT? ESSENTIALLY UNLESS SOMEONE ELSE SUMMARIZES. SORRY, IT WOULD BE HELPFUL FOR
US TO LOOK AT. >> I THINK IT'S APPROPRIATE.
[INDISCERNIBLE] AS A RESULT FOR JUSTICE
[INDISCERNIBLE] >> LIKELY THE STRENGTHS AND
WEAKNESSES. >> WE HAVE NOT TALKED ABOUT ALL
THE STRENGTHS AND WEAKNESSES. >> RE-CHANGING THE ORDER SIDE? [LAUGHTER]
[INDISCERNIBLE] >> AND INDICATOR.
>> IT DOESN'T COME FIRST. START ASKING HOW HE MODIFIED.
CHANGE THE ORDER. I DON'T KNOW THAT THEY ARE LISTED IN ANY SORT OF TEST TEST THE CONCERN IS THAT THE ORDER IS ESSENTIALLY EMOTIONS THAT OVERSHADOWS THE OTHERS.
YOU CERTAINLY WILL BE DISTANCE THERE'S A LOT OF WORK AROUND EMOTIONS. EVERYTHING LIKE SOCIAL EMOTIONAL LEARNING IS PART OF IT.
SO, THERE IS ÃÃ [INDISCERNIBLE]
>> THEY HAVE TO IDENTIFY THEIR EMOTIONS.
[INDISCERNIBLE] >> I DON'T WANT THIS Ã
[INDISCERNIBLE] >> IN ORDER YOU MEAN? SHOULD THOSE DISTANCE [INDISCERNIBLE]
[INDISCERNIBLE] >> A SOME OKAY WITH THE POLICY DISTANCE [INDISCERNIBLE] EMOTIONAL ELEMENTS.
[INDISCERNIBLE] >> MY OWN PREJUDICES ON THE
[00:25:06]
TABLE THERE. >> IT'S LIKE LOOKING AT THE STATE LA ROBUST.
REGULARLY CHOOSE TO SEE JUSTICE USING THE LANGUAGE THAT WE HAVE AS A STATE STANDARD HERE. THOSE THAT OUT LITTLE BIT.
>> MAYBE IT'S JUST MY WRIST READING OF IT.
I GUARANTEE WITH THE OTHER EMOTIONAL FESTERS THE SUN.
>> YOU BACK TO THE STATE LANGUAGE?
>> I BELIEVE THE CONCERNS WITH THE STATE LANGUAGE IS THAT IT USES VERY JUSTICE TYPE ASSETS. THAT IS A WORD THAT IS VERY I GET IT. I UNDERSTAND IT.
THAT IS DEPTH. LIKE AREAS FOR GROWTH.
STRENGTHS AND NARRATIVES WITH HAVING PERSONAL STRENGTHS.
>> YES, SURE. >> IT WILL SEPARATE IT OUT FOR
YOU WITH EMOTION. >> EMOTIONS AND PERSONAL
STRENGTHS. >> DON'T THINK ANY INDIVIDUALS
ESPECIALLY CATEGORY SOFTWARE. >> FEAR EMOTIONS.
[LAUGHTER] [INDISCERNIBLE] SHOULD ME BEEN THERE? LOOKING BACK AT OUR TESTIS IN THE SUN AND LOOKING AT YOU NOT COME AS WE MOVE THROUGH DIFFERENT DEVELOPMENTAL STAGES ÃÃWE EXPERIENCE DIFFERENT EMOTIONS. HAVE A 13-YEAR-OLD.
SO, WE'VE GOT A LOT OF THINGS IN THE HOUSE RIGHT NOW.
THAT ARE JUST VERY DIFFERENT, RIGHT? VERY DIFFERENT FOR HIM. AND I THINK THAT'S THE PIECE OF IT FOR OUR WORK WILL BE HE STATES AS THOSE DEVELOPED.
WHAT DOES THIS LOOK LIKE WHEN YOU WERE SITTING WITH 1/10 GRADER VERSUS WHAT IS IT LOOK LIKE IT WITH A SECOND GRADER? DIFFERENT CONVERSATIONS. AND DIFFERENT EMOTIONAL
CONTENTS. >> I LIKE HAVING A LITTLE MORE DETAIL.ITTLE PIECE LIKE A BREAKDOWN, JUST REPEATING THE WORD THERE. IDENTIFYING THEIR EMOTIONS.
IDENTIFYING THEIR INDIVIDUAL STRENGTHS.
[INDISCERNIBLE] >> ANYTHING ELSE AND 3.1 FOR
NOT? >> LET'S GO THROUGH THESE.
IT'S CONCISE ENOUGH [INDISCERNIBLE]
>> I GUESS THE SECOND PARAGRAPH AFTER CRITICAL.
CRITICAL. ANYONE MAY COMMENT ON 3.2?
>> JUST IN GENERAL ON INDICATORS.
WHICH DOING THE WORDING? IF WE HAVE THREE, FIVE, SIX, AND 12. IS THERE A WAY TO DO 6Å AND 9Ä2. THOSE ARE DISTINCTLY DIFFERENT.
>> THERE IS WORK THAT WILL NEED TO BE DONE.
IN ORDER TO DO THAT, THE PANORAMA PLATFORM, THEY ARE REPORTED AT 6Ä2. SO, I CAN GO IN AND LOOK AT OUR SURVEY, WHICH IS ACTUALLY WAS JUST RELEASED.
AND WE ACTUALLY PASSED THESE I HAVE ACCESS TESTIS WHAT DOES IT LOOK LIKE FOR US TO BREAK THE MAP AND SOME OF THE WAY.
WHAT WE WANT TO DO IS ESSENTIALLY BUILD OUR OWN DASHBOARD. EXTRACT ALL THE DATA OUT OF PANORAMA AND REPURPOSE ÃÃ [INDISCERNIBLE]
IT CAN BE DONE. >> PANORAMA CREATED THAT PRETTY
EASILY.>> WE WERE DOUBTFUL THAT EVEN WORK.
[00:30:04]
WE CAN ALSO LOOK AT AND ASSOCIATE SOME OF THE THINGS.THAT WE ARE NOT ABLE TO HANDLE CERTAINLY.
THERE IS SO MUCH. THAT WILL BE ABLE TO ASSOCIATE.
>> I GUESS WHAT I WOULD SAY IS THAT IT WOULD BE HIGHLY VALUABLE TO DO SO. BECAUSE EVEN LOOKING AT THE SURVEY, AS YOU STATED, IT'S STRIKINGLY DIFFERENT 6Å.
I'M ASSUMING NINE AND 10 ÃÃ [INDISCERNIBLE]
[INDISCERNIBLE] >> ONE OF THE THINGS THAT WILL TESTIS AT LEAST WE WILL HAVE TO PLAY WITH THE ÃÃ [INDISCERNIBLE] FOR NOW, WE HAVE 6Ä2.
WE WOULD GET REPORT ON THAT. IN THE FUTURE.
ONCE WE FILLED OUR VERSION. >> THE SUN.
>> THAT IS SUPER WEEK. EASY FOR US TO DO THIS.
JUST HAVE BUILT IT. REPORTING THIS HERE.
>> IN THE SUN OF THE VARIANCE. AND THAT JUST HOLDS THROUGH ALL
THESE IS WHAT I WOULD SAY? >> 3.2 LOOKS GOOD FOR ME.
EVERYBODY HAVE ANY COMMENTS? >> LIMITS INDICATOR, WE SAY ANNUAL TREND. WE WANT THE TREND TO INCREASE?
[LAUGHTER] >> WHEN WE HAVE A CONVERSATION TO DIRECTOR CARLSON, MEETS AND COMMENTS.
>> WAS THE MOST OF THE APPROPRIATE WAY TO REPRESENT REGROWTH? THE WAY WE'VE BEEN MODERATING IN THE TRENDLINE. IT'S PROBLEMATIC, REFLECTING THING WITH SAM KRIEGER ABOUT HIS RECOMMENDATIONS ACTUALLY ON ÃÃABOUT AGE 7 AND ADDITIONAL CONSIDERATIONS WE HAVE THAT.
THESE WERE COMMENTS THAT THE BOARD HAD MADE.
THAT I JUST WANTED TO CAPTURE. BASED ON CONVERSATION.
IT WAS TEST TEST IT WAS TESTIS PROPOSING THIS.
SO WE WILL PRETEND AS WE JUST DO AN ANNUAL TREND AND DO A DATA TABLE. AND WE WOULD DO THAT TESTIS WE WOULD ESSENTIALLY POTTERY HERE. NOT NECESSARILY WORRY ABOUT THE TRENDLINE AND WE WOULD JUST ENSURE THAT WE DO IT DISTANCE [INDISCERNIBLE] [INDISCERNIBLE] WE SHOW GOING BACK TO ME.
GOT IT. I THINK USING YOU COULD DO BOTH. WE CAN SHOW THE TRENDLINE AND THEN ALSO [INDISCERNIBLE]
>> IS AN INTERESTING THING. WE SEVERED FROM THE SYSTEM THAT OCCASIONALLY SWITCHES ON US. AND THEN WE HAVE TESTIS -HAVE THIS HERE. NO SPECIFIC ÃÃSOMETHING ON THE SAME ONE FOR SEVEN YEARS PRODUCED A RECENT THAT THE LAST FOUR YEARS, THE ONLY REASON TESTIS IN THE SUN IT COULD BE SOMETIMES LONG-TERM TREND. ACTING PARANOID.
[INDISCERNIBLE] >> POINTS THAT HE CAN ACTUALLY PUT IN A TREND. IF HE WANTS TESTIS
[INDISCERNIBLE] >> I THINK THAT'S THIS DISH THE
ACTUAL DATA, NOT THE TREND. >> ONE IT'S A TREND, IT'S TESTIS [INDISCERNIBLE]
>> INDIVIDUALLY I CANNOT SEE WHAT WAS HAPPENING.
[00:35:05]
GET BE CAREFUL NOT TO INCREASE WHAT I'M SEEING HIM.THE SUN. >> IT'S ALL ABOUT CHANGING YOUR
SKILLS. >> SO, I JUST WANT TO REITERATE THE CONCERN THAT I HAVE. EXCEPT FOR EXAMPLE THIS DISH [INDISCERNIBLE] WE TALKED ABOUT 55 PERCENT OF STUDENTS REPORTING POSITIVELY AND THAT'S WITH AND THEN 90TH PERCENTILE NATIONWIDE. PERCENT OF OUR STUDENT BODY IS THINK THAT THEY ARE SELF-AWARE. YOU KNOW, 46 PERCENT GRADES 3¥ ÃTHIS IS IT REALLY BE CONTENT WITH THAT LEVEL OF OUR STUDENT BODY BEING ABLE TO SELF MANAGE? LESS THAN HALF OUR STUDENTS.
SO, I FEEL LIKE I GOT WHAT WAS PERCENTAGES ARE IN THERE, BECAUSE WE ARE USING NATIONAL DATA FOR THESE QUESTIONS.
WHAT I DON'T KNOW IS IF THAT SHOULD BE OUR GOAL.
THE GOAL WE SET FOR OURSELVES. >> ABSOLUTELY, HE IS PRETTY THINK THERE IS A COMBINATION OF HOW WE CAN LOOK AT IT.
THE IDEA THAT IN THE NEXT YEAR, OUR GOAL IS TO GET INTO THIS.
AND YOU CAN ALWAYS BE INCREASING NICOLE AS YOU GO FORWARD.
HE SITE WHERE YOU SUDDENLY GET 90 PERCENT? 95 PERCENT. OR I DON'T EVEN KNOW WHAT THIS ONE IS. FOR INSTANCE ON 3Ö, HE SAID 46 PERCENT. IN FALL 2021.
OUR GOAL IS THE 90TH PERCENTILE.
[INDISCERNIBLE] >> THIS IS THE CHALLENGING REASON I ASKED AMBER. WHAT WOULD BE THE 90TH PERCENTILE TARGET? BECAUSE IT VARIES.
75 PERCENT OF ONE QUESTION IS REALLY GOOD.
REALLY POSITIVE AND 55 PERCENT OF THIS FIRST ONE REGULATION IS ÃÃTHE 90TH PERCENTILE TESTIS [INDISCERNIBLE] AND SO, PART OF THE IS IN THE DESIGN.
SO, I GO IN AND TRY TO UNDERSTAND AND DIAGNOSE WHAT'S GOING ON, THERE IS THE MIDDLE RESPONSE, WHICH IS NOT CONSIDERED FAVORABLE. IT IS USUALLY LIKE A TESTIS THEY ARE LISTED IN TESTIS [INDISCERNIBLE] I WAS PLEASED TO SEE HIM THE STUDENTS HAD A MIDDLE RESPONSE AND COMMANDEERING THE TESTIS [INDISCERNIBLE] UNFAVORABLE. THAT ALSO TELLS US SOMETHING.
A LARGE PORTION STUDENTS ARE FAVORABLE VERSUS THE SESSION INDISCERNIBLE] GENERALLY ICICLE KIDS AND TEENAGERS.IGH LEVELS OF THE HUGGER SHOULDERS.
THAT IS MIDDLE RESPONSE TO THESE.
BUT SOMETIMES IT'S VERY UNFAVORABLE.
IT DOESN'T SOUND WITH A GOOD GOAL TO SET.
55 PERCENT OF AMERICANS WOULD RESPOND FAVORABLY.
GIVEN THE INSTRUMENT IN THE PANORAMA.
THAT WOULD BE A GOOD GOAL ÃÃ IT'S GONNA LOOK AT 3.2.
SO, WE'VE BEEN ASKING, WE ASKED ABOUT SELF-MANAGEMENT.
AND YOU CAN DISCUSS WHAT WE HAVE SEEN IN THE QUESTION ITEMS THAT WE'VE BEEN DOING WITH PANORAMA THUS FAR IS TESTIS REMOVED ÃÃIT'S REALLY EXCEPTIONALLY THIS DISH 45 PERCENT. AND SO, TO THE CALF THAT WE CURRENTLY HAVE IN SALT TO CONSIDER 98 PERCENTILE.
RESULTS TESTIS STAY POSITIVE FOR US.
[INDISCERNIBLE] [INDISCERNIBLE] CHRIS? JOANNA, I'M SORRY. JONAH.
[INDISCERNIBLE] >> WHAT I WANT IS A PART OF THIS IS TO RELATE THE RESULTS TESTIS MEETING OUR TARGETS? ASPIRATION AND TARGETS? ONE WAY TO DO THIS WITH THE TO
[00:40:02]
SET A PERCENTAGE TO STUDENTS. PERCENTILE GOAL.SO THEY ACTUALLY GOT. AS OPPOSED TO YOU KNOW, PERCENTILE CAN BE ASPIRATIONAL PERCENT IS PRACTICAL WHAT YOU'RE WORKING TOWARDS IN THE SHORT TERM.
SO, THOSE BE UPDATED. SO, YOU WOULD BE REPORTING BOTH. IT WOULD BE ANOTHER WAY TO DO THIS. NOW, WE ARE ESSENTIALLY SETTING UP SO REPORT [INDISCERNIBLE]
>> WERE MAKING VISIBLE PRODUCT PROGRESS AND RESULTS.
YOU JUST SORT OF GAVE A PERIMETER PROGRESS PLANT PERCENT GROWTH PER YEAR. AND NOT WITH THE SUIT TO THE PERCENTILE THIS DISTANCE I THINK WHEN WE LOOK AT THE RESULTS ON JUSTICE WE DO BOTH PERCENTAGE AS WELL AS IMPERATIVE WITH TESTIS [INDISCERNIBLE] AS OPPOSED TO 90 PERCENT. SO, I THINK IT'S REASONABLE.
>> USES FIVE PERCENT WAS EXCEPTION COULD.
>> FIVE PERCENT IS EXCEPTION. IN ADDITION MY.
>> EXCEPTIONAL AND WHAT IT MEANS IS THAT IF THEY ACTUALLY DISTANCE YOU SEE THREE PERCENT, THAT IS CONSIDERED TESTIS [INDISCERNIBLE] ONE THAT WE SEE IS A ONE TWO PERCENT CONTRIBUTION IN OUR END GOAL BY INTENTIONALLY FOCUSING ON THESE THINGS. THROUGHOUT THE ORGANIZATION.
THIS IS VIABLE. SO, TO SEE TESTIS [INDISCERNIBLE] BUILT ON THE PROGRAM.
TO SUPPORT IT. >> I DEFINITELY AGREE THAT 55 PERCENT IS NOT THE ULTIMATE GOAL.
SORRY, I FOUND TESTIS [INDISCERNIBLE] HONESTLY, ABOUT 13-YEAR-OLDS TESTIS TEENS ANSWERING THIS QUESTION CANNOT POSSIBLY TESTIS [INDISCERNIBLE] WHEN THEY GET ATTACKED BY PUBERTY, THERE IS EMOTION.
THEY HAVE NO IDEA THAT EVEN HAD THEM BUT IT'S THERE.
>> TO BE FAIR, WE WILL GONE THROUGH.
>> AS THE KID, I SUFFERED PUBERTY AGAIN.
I'M WARY OF SITTING ASPIRATIONAL TARGETS THAT ARE THIS DISH HONESTLY 54 PERCENT KNOW ABOUT IT AND CONSIDER.
REASON ISN'T ASPIRATION. BUT, THERE ARE OTHER TIMES WHERE THEY MIGHT BE DIFFERENT. SO, THIS IS SOMETHING WORDS THE DIFFERENCE IN THE ASPIRATIONAL TARGET ÃÃTHE ABSOLUTE NUMBER AND A RELATIVE NUMBER ARE BETTER THAN THE AVERAGE DISTRICT IN THE SEAM ON THE SAME.
WE ARE DOING SOMETHING RIGHT. I'M OKAY WITH THE RELATIVE 90 PERCENT. SO.
CUSTOMÁ THE RESULTS I GIVE YOU AN ACCURATE TESTIS.
>> I WANT TO BE A MEANINGFUL 90 PERCENT.
>> I DO TOO. >> THE ACTUAL STUDENT BODY.
SO, YOU'RE SAYING THAT THE 90 PERCENT IS NOT NECESSARILY REFLECTED IN THE ACTUAL NUMBER OF STUDENTS THAT FEEL LIKE THEY
ARE SELF-AWARE THERE? >> IF KIDS ARE BEING HONEST ON THE REPORT, A LOT OF THEM SHOULD BE REPORTING THAT THEY ARE TESTIS [INDISCERNIBLE]
AND SO IT GETS BACK TO THE. >> I DON'T THINK WE ARE ASKING THIS TESTIS EXPERTS AT THIS. BUT FOR THEIR AGE WHETHER OR
NOT THEY ARE CAPABLE. >> UNFORTUNATELY INTERESTING.
[INDISCERNIBLE] TO BE IN DEVELOPMENT.
>> I'M NOT SURE. >> SO TESTIS THIS IS A GREAT BIT. I'M CURRENTLY LOOKING AT WHAT WE JUST DID. WE DID THE SURVEY WITH OUR STUDENTS. SO TO PUT ON THE BOARD THIS YEAR. SO, GRADES SIX THROUGH 12 EMOTION REGULATION. THERE ARE SOME TESTIS WILL JUST TAKE ONE BITE. I CAN ONLY SEE ONE QUESTION DISTRIBUTION. THERE IS ONE QUESTION THIS IS THE FIRST QUESTION IS WHEN YOU'RE FEELING PRESSURE, HOW EASILY CAN YOU STAY IN CONTROL? THAT WOULD BE ONE THIS JUST OVERWHELMING, THE VAST MAJORITY SHOULD BE ABLE TO SAY YES.
I COULD. 12 PERCENT OF OUR STUDENTS SAY THEY CAN HANDLE THAT EXTREMELY EASILY.
34 PERCENT SAID QUITE EASILY. THOSE WOULD BE CONSIDERED
[00:45:01]
FAVORABLE RESPONSES AND SO, THE WASTE SET UP IS SET AT 40 SEVEN PERCENT OF OUR STUDENTS SAY TESTIS 40 PERCENT OF OUR STUDENTS SAY SOMEWHAT EASILY. SO, THAT'S KIND OF THE TRUCK, RIGHT? 14 PERCENT SO EASILY AND FIVE PERCENT SAY NOT EASILY. VIABLE.>> THE I WILL. THEY DON'T JUSTICE
[INDISCERNIBLE] >> THE RESPONSE IS COUNTED AS A
NEGATIVE. >> IS NOT COUNTED AS A POSITIVE
FOR. >> IS NOT COUNTED AS A POSITIVE. IT'S A NEUTRAL.
>> WE ARE THINKING ABOUT TARGETS.
THE FIVE PERCENT CHOSE.2. I SHOULD NOT THE CONSIDERED PROSOCIAL SPOTS. SO, I WANT TO INCLUDE AND WHICH IS NOT WHAT PANORAMA IS. LOOKING AT THE LIVING ESSENTIALLY 19 PERCENT OF OUR STUDENTS RESPONDED CLEARLY AND FAVORABLY, RIGHT? AS WE BUILT OUR SYSTEM DOING THIS, WE MIGHT BE ABLE TO REPORT OUT.
DIDN'T WE ARE RIGHT NOW, WHICH WOULD BE ESSENTIAL.
IN THE PROCESS. >> HE OF YOUR CHOICE QUESTION, ACTUALLY.OULD YOU BE ABLE TO FOLLOW SUIT OVER TIME AND SAYING THAT WE GO THROUGH OUR SYSTEM IS ÃUNFORTUNATELY, THAT IS TESTIS A GUARANTEE YOU CANNOT GET OUT OF THIS.
>> I AGREE WITH JOHN AND CHRIS. WHICH IS THAT FOR ME, FOR ALL OF US AND OUR END RESULTS. IT WAS THAT WOULD LIKE TO SEE MEANINGFUL INDICATORS THAT ARE CAPABLE.
SO, THE TARGETS HERE TESTIS AND THE SUN ALSO, FOR ALL OF OUR END RESULTS, I DO THINK THAT IT'S WORTHWHILE TO HAVE JUSTICE IF IT HAS BEEN AN ASPIRATIONAL GOAL.
AN ASPIRATIONAL GOAL. TO PUT IT OUT.
PART OF THE REPORT TO. THAT IS TRUE FOR RESULTS THREE
TESTIS AND ONE. >> I AM COMFORTABLE THAT THEY ARE THE TARGETS THAT THEY ARE NOW MONITORING FOR DISTRICT PERFORMANCE. BUT, TESTIS YES, WE WOULD LIKE TO SEE THAT.
[INDISCERNIBLE] >> THIS IS WHY LIKE HAVING A TARGET THAT ACTUALLY MATTERS. BECAUSE THE TARGET THAT WOULD BE HERE TESTIS [INDISCERNIBLE]
YOU'RE HITTING THE TARGET. >> THE 90TH PERCENTILE IS THE
TARGET. >> THAT'S ACTUALLY A 15 PERCENT GROWTH FOR SOMEBODY'S RIGHT NOW.
>> RIGHT, WHICH IS NOT LIKELY BASED ON WHAT WAS SAID.
>> IN THE SUN. >> THEREFORE, FIVE PERCENT GOAL. WANT TO SEE A TREND THAT IS GOING UP. BUT IT'S REASONABLE TO EXPECT.
>> PERSPECTIVE ONLY GAP THAT WE CURRENTLY HAVE BETWEEN THE TARGETS THAT ARE LISTED THERE IN OUR GRADES SIX THROUGH 12.
OUR ELEMENTARY STUDENTS RESPOND MORE FAVORABLY.
SO, THEY ARE EITHER IN TWO AREAS WERE JUST SHOT TESTIS JUST SHOT TO THIS. SO TESTIS OUR RANGE TESTIS WOULD BE AS CLOSE AS FIVE PERCENT OF ONE INDICATOR AND AS FAR AWAY AS 15 PERCENT. MOST OR CLOSE TO THAT 15 PERCENT. WE'VE GOT WORK TO DO.
JUST TO MEET THE TARGETS. >> IS A POSSIBLE JUSTICE WE HAD SO MUCH AROUND HERE NUANCES OF WHAT IS ÃÃ [INDISCERNIBLE] IT'S ALMOST LIKE WE NEED TO HAVE FOOTNOTES IF YOU WILL. PANORAMA IS TRYING TO SAID JUSTICE [INDISCERNIBLE] 54 PERCENT IS GREAT.
[INDISCERNIBLE] NOW, AND THERE HAS TO BE SOME WAY TO INTERPRET OR BEING ABLE TO INTERPRET OR HAVE ON PAPER ON SCREEN OR WHATEVER. NTERPRETATION.
IT'S MEANINGFUL. IF I'M READING THIS AS A PARENT, AND I HAVE NOT ALREADY CLOSED IT DOWN, [INDISCERNIBLE] WE'RE TRYING TO CREATE A SURVEY
[00:50:04]
THAT MAKES US LOOK GOOD AND FEEL GOOD.WE CAN INSPIRED TO DO BOTH, BUT IS THAT REALLY GOING TO BE HELPFUL? I THINK WE PROBABLY COULD HAVE HIRED CLIENTS RATES RESPONSES AND ELEMENTARY KIDS CAN BECAUSE ELEMENTARY KIDS WANT COMPLETES. MIDDLE SCHOOL, THEY KIND OF DISAPPEAR. IN MY HIGH SCHOOL ÃÃ [INDISCERNIBLE] I DON'T KNOW.
THAT IS A PROBLEM THAT I HAVE WITH PANORAMA.
IT DOESN'T TRANSLATE WELL TO REGULAR PERSON.
AND I DON'T WANT THAT TESTIS [INDISCERNIBLE] TO BE QUITE FRANK. I WANT THEM TO UNDERSTAND WHY Ã JUST WHY WE ARE AT THIS LEVEL. WE REALLY HAVE A LOW STANDARD FOR OUR STUDENTS. I THINK IT WILL CREATE WORK FOR
YOU. >> REALLY, I THINK IT'S INTO THE PERCENTILE, LIKE OUR GOAL IS TO BE FOR THESE INDICATORS TO THE THE 90TH PERCENTILE OR HIGHER.
ÃÃIN MANY WAYS, THAT IS WHAT I THINK, RIGHT NOW, [INDISCERNIBLE] THEY CAN START WITH 90 PERCENTILES NATIONALLY. AND THEN, THAT'S LIKE SAYING 90TH PERCENTILE FOR RBA AND POTASSIUM.
STAYING WITH THE 90TH PERCENTILE IS.ECAUSE WE DON'T KNOW WHAT IT IS AND BED.
[INDISCERNIBLE] THAT MAKES IT EASIER.
THERE WILL STILL BE CONCERNS Ã ÃTHE LEGITIMATE, TO BE PART OF IT ÃÃAND NOT TALK, GOT A DATA SET ÃÃIDEALLY, YOU'LL BE ABLE TO SAY THAT THERE'S NOT JUST A TREND, BUT A SIGNIFICANT IMPROVEMENT HERE ON HIM. NEEDS GROUPS.T IS HARD TO SAY WITH HER PERCENT. FISHER ONE PERCENT CHANGE IS NOT TO BE SIGNIFICANT. I DON'T KNOW THREE PERCENT, BE THE RIGHT DIRECTION. IT WILL BE SIGNIFICANT THIS STATISTIC IN CHANGE. I WOULD CERTAINLY EXTORT MOST OF IT. SO WE'RE TALKING WITH 3Ä PERCENT TO FIVE PERCENT. FIVE PERCENT THING.
BEING SO SUCCESSFUL. I THINK TESTIS [INDISCERNIBLE] HOW SIGNIFICANT F3 IS.
IF I SEE THREE POINTS, WELL, [INDISCERNIBLE] COULD DO TO MY HEAD. AND I THINK WE NEED TO BE ABLE TO SOMEHOW HAVE AN INTERPRETATION OF THAT ALSO.
YOU KNOW? WE KEEP LOOKING AT IMPROVEMENTS. HERE IS WHAT STATISTICALLY ÃÃ IS RELEVANT. IS IT JUST AS YOU KNOW? WHAT DOES THIS MEAN? I DOUBT VERY SERIOUSLY THAT [INDISCERNIBLE] I ALSO REMAKE ONE LAST POINT.
I WOULD LIKE THIS TO PUSH PANORAMA TO GO BUT HAVE A COMPARISON TESTIS NOT NOW, IN THE FUTURE.
WHY DISTRICTS? COMPARING OUR DISTRICT, OUR HOMETOWN IN OKLAHOMA.,.
[LAUGHTER] IT'S NOT TESTIS IT'S NOT FAIR TO OTHER ONE OF THEM. IT'S NOT FAIR TO OUR PARENTS THAT THEY ARE [INDISCERNIBLE] YOU HAVE A BREAK IN PANORAMA'S PART.F THEY CAN DO, I CANNOT SEE WHY. IT'S ALL WE WANT.
IT MIGHT DAZZLE US. IT MIGHT GIVE YOU SOMETHING MORE TO WORK WITH QUITE FRANKLY.
COMPARED TO NEW YORK CITY AND CHICAGO.
AND THEN TO LAKE WASHINGTON. THAT'S A WHOLE DIFFERENT STORY.
YOU KNOW? SOMEBODY'S SCHOOL DISTRICTS HAVE AS MANY KIDS IN THE ENTIRE DISTRICT AS WE HAVE IN A HIGH
SCHOOL. >> WE HAVE SOME ABILITY TO DO SOME SLICING, ALTHOUGH IT LOOKS LIKE THEY CHANGED THAT.
[LAUGHTER] NOT ABLE TO ACCESS OR SOLICIT.
PLUGGABLE CHANGE ÃÃ [INDISCERNIBLE]
>> IS. IT'S ONE OF THOSE THINGS TESTIS THE BREAKOUT.
[INDISCERNIBLE] >> THEY'RE ALL BASED OFF OF ÃÃ
[00:55:03]
[INDISCERNIBLE] QUESTION I ASK IS IS AN ADDITIONAL PIECE POTENTIAL TO FOCUS GROUPS WITH THOSE STUDENTS? THIS WOULD GET TO SUMMONS QUESTIONS A LITTLE MORE IN DEPTH.LIKE THE INDICATOR PIECE. NOT ONLY A TARGET ASSOCIATED WITH THAT, AS WELL AS THESE TO UNDERSTAND INSTANCES.
IN THE SUMMER. >> PANORAMA IS THE SOLE FORCE OF MY CLIENTS ARE NOT. AND THERE ARE LIMITATIONS WITH VOLUNTARY SERVICE.
[INDISCERNIBLE] >> I WOULD LOVE TO SEE THAT THE EXPLORED IS THE HEAD CAN VARY DEPTH RESULTS TESTIS IN THE SUN PROBABLY MOST OF THEM BACK AT OUR TESTIS
[INDISCERNIBLE] >> MONITORING? DO YOU SEE THAT AS A SUPPLEMENT TESTIS TO RECAPTURE THAT AS
ELECTION IS NOT THE FOCUS COULD VERY DISTINCTLY DIFFERENT.
THE GET INSIDE YOUR DATA THROUGH THE.
IT'S A VERY TESTIS BECAUSE IT'S A QUANTITATIVE THING FOR PERCEPTION. AND SORT OF REPEATED THINGS THAT WERE OVER THERE. I DON'T THINK YOU CAN SET GOALS IN THIS SETTING, BECAUSE IT'S ACTUALLY MORE EXPLORATORY.
SO, MAYBE PERHAPS IT'S SOMETHING WANT TO ADD TO THAT.
SO. >> I THINK SUBSTANCE AT THIS MOMENT OTHER THAN THAT. I THINK THERE ARE A COUPLE THINGS. ONE, WE ARE INTENTIONALLY TRYING TO DO SOME WORK TO REALLY ORGANIZE AND AROUND OUR STAFF AND STUDENT DATA. SO THE WE ARE ABLE TO [INDISCERNIBLE] THERE IS THE TESTIS SEE THE NEXT STEP. FILLING A REGULAR PROCESS FOR US TO UNDERSTAND. LOOKING AT THE STUDENT DATA TESTIS THERE IS CURIOSITY. EADING TESTIS THIS IS POINTS TO AREAS I WOULD BE CURIOUS ABOUT.
ACTUALLY HAVING CONVERSATIONS. DOING SOME QUALITATIVE EXPERIENCE AND THINGS LIKE THAT.
SO, I SEE THAT AS A PART OF IT. ACTION TESTIS [INDISCERNIBLE] NEW STANDPOINT, YES, WE THINK THIS IS NOT A STARTING POINT. HAVING A MONITOR.
HER. TESTIS IN THE PROCESS OF EXPLORING WHAT ARE SOME WAYS TESTIS [INDISCERNIBLE] QUANTITATIVE PROCESS HAVE CODIFIED IT SO MUCH AWAY THAT THEY ARE REPRESENTED.
>> I DO THINK THIS DISH WEAKENS CONSECRATED TEDDY GET HIS AN
ADDITIONAL WAY TO LOOK AT THAT. >> AND CURIOUS TESTIS
[INDISCERNIBLE] >> GOOD DEPTH JUST AS AN OPEN
AND CONCEPT. >> CHRIS? SO, 3Ä, YOU SEE THE INTERPRETATION.
IT'S PRETTY FAMILIAR LANGUAGE FROM THE STEPS
SO, EACH GROUP. PINTEREST CURIOUS.
MAYBE THIS IS JUST MY LACK OF UNDERSTANDING WITH THE SCL.
YOU HAVE A MOTION TESTIS [INDISCERNIBLE] BUT, AWARENESS OF PERSONAL IDENTITY, I WOULD LIKE TO KNOW WHAT THE STATEMENT OF THAT TESTIS AND WHAT WE ARE GOING TO DO IS WHAT YOU ARE MORE TESTIS [INDISCERNIBLE] MY ORIGINAL CONCERN FROM STRENGTHS AND WEAKNESSES ÃÃ SO, TWO THINGS. THE FIRST IS WHERE THE INDICATORS ARE ÃÃHOW ARE WE GONNA MEASURE THAT?
[01:00:07]
I THINK [INDISCERNIBLE] THROUGH BUNCH OF WORDS OF US THAT MEANS SOMETHING TO THEM.I'M GONNA HAVE A VERY HARD TIME WITH THIS.
I MEAN PERSONAL IDENTITY, I COULD SEE THE ATTORNEY TO SOMEBODY'S ÃÃTHIS FRONT. THING.
[INDISCERNIBLE] MY UNDERSTANDING IS THIS.
INDICATORS WE HAVE RIGHT NOW THAT ARE LIMITED TO WHAT'S PANORAMIC? IS THAT RIGHT?
>> RESEARCH QUESTIONS. >> WE CAN GO AND DEVELOP OUR OWN TRITE THAT WAS WHAT'S IN THEIR SYSTEM.
>> LAST TIME AGO CHRIS'S CONCERNS, THEY WERE NOT MEASURING EVERYTHING. IN EVERY POLICY.
>> IT IS. >> AND CHINA ÃÃTO BE HONEST.
IS HE GOING TO MIDDLE SCHOOL OR HIGH SCHOOL, THAT IS THE TIMEFRAME WENT ALL THE OPENNESS WE HAD THE ADOLESCENTS ÃÃHAVE A STUDENT THAT'S BEEN THE CLIENT MORE OFTEN THAN NOT, DIFFICULTIES CARING FOR ONE ANOTHER.
THEY MORE LIKELY TO TRY AND MAKE THE OUTCOME OF THEIR SURVEY WERE POSITIVE? BECAUSE I COULD SEE IF I ANSWER THIS ONE, COUNSEL'S OFFICE I THINK IT'S [INDISCERNIBLE]
[INDISCERNIBLE] >> I THINK THE RESTART ON RESULTS THREE, BECAUSE THE DATA WE WERE UPHOLDING WE WERE TRYING TO RETAKING DATA THAT WAS EARLY IN THE SYSTEM AND TRYING TO MAKE IT APPLY TO IT. I THINK THIS ATTEMPT IS TO A BASELINE OF DATA THAT GAVE US SOME LEVEL UNDERSTANDING.
ALTHOUGH, IT MIGHT NOT BE PERFECT, IT WILL CONTINUE TO BUILD FROM THAT RATHER THAN JUST TRYING TO MANIPULATE THE WHOLE THREE. WE HAD SOME DATA ELEMENTS THAT WE WERE INTERPRETING. STUDENT BEHAVIORS AND STUDENT OUTCOMES THAT I THINK WERE MORE ADULT BEHAVIORS AND ADULT OUTCOMES. AND SO, I THINK THIS GETS US CLOSER TO UNDERSTANDING STUDENT OUTCOMES IN OUR THREE WITH DEFINITELY NOT NOT A FINISHED PRODUCT ÃÃTO GET TO WHERE WE WANT IT TO GO. ADDITIONAL SURVEYS FOR OTHER STAKEHOLDERS. AS WE FIND IT IN THE SYSTEM ÃÃ
THE POINT THAT AS WELL. >> ONE WITH THE PANAMERA BECOMES A FAMILIAR TOOL TO STUDENTS.
THOUGHT GOING TO THE MIND AND SAYING
[INDISCERNIBLE] >> I THINK FOR OUR PURPOSES, YOU KNOW, 23,000 STUDENTS THAT HAVE THE OPPORTUNITY TO TAKE THIS SURVEY. SO, YOU KNOW? NOT ANY SINGLE ONE OF THEM. HIS PROBABLY GONNA BE KIDS DAY ÃDAY. I THINK WE LOOK AT THIS AS A SNAPSHOT OF TIME WHERE YOU KNOW, TENS OF THOUSANDS OF KIDS EXPERIENCE THAT COLLECTIVELY. AND RECOGNIZE THAT STRENGTH GET THE NEW BASELINE TO GO OFF OF. AND HOPEFULLY NOT JUST RELYING ON THE SURVEY.
[01:05:01]
[INDISCERNIBLE] >> ANY OTHER COMMENTS OR
QUESTIONS ON THE POLICIES? >> [INDISCERNIBLE] MY CONCERN AT THIS POINT.
>> THE STATE AND THIS AWARENESS ENCOMPASSING STRENGTHS, THERE IS SOME ASPIRATION FOR ANALYTICS.
[INDISCERNIBLE] , IS ABSOLUTELY UNCLEAR TO ME WHAT IDENTITY HAS TO DO WITH AND I FEEL LIKE IT OPENS US UP TO A TREMENDOUS NUMBER OF CHALLENGES IN EXPLAINING WHY
ASSESSING THE STRENGTHS. >> HE SANK RATHER THAN USING A TRUE IDENTITY, JUST CALL IT WHAT WE ARE TALKING ABOUT?
>> CALLED THE STRENGTHS, TALK ABOUT IT THROUGH AN AWARENESS
PERSONAL LEVEL OF IDENTITY. >> LIKE PERSONAL STRENGTHS IF YOU OPEN IT UP TO YOUR COLLECTIVE IDENTITY, AS PART OF
YOUR STRENGTH. >> YOUR OPENING US UP TO A WORLD OF CULTURE RULES. AND SEE THAT AS A PRODUCTIVE WAY MUCH MORE HARM THE STUDENTS TRYING TO FIND ACCEPTANCE.
THROUGH THEIR PERSONAL IDENTITY.
[INDISCERNIBLE] [LAUGHTER] THEY DON'T THINK ÃÃI DON'T THINK THAT IT'S IT THAT INTERPRETATION.
>> IS NOT PART OF POLICY. THE POLICY DOES NOT CALL FOR IT COULD MAKE THAT CALL. JUST DON'T THINK IT WORKS.
I DON'T THINK THIS THE INTERPRETATION.
PACIFIC GOLF TOUR I THINK IT'S COMING FROM.
I THINK IT'S THE IDEA THAT IF YOU TAKE BREAKS, FEELING AS AN ASSET. AND SO, IN THAT, THE PERSONAL IDENTITY IS PART OF THE PERSON'S STRENGTH, BECAUSE THEY ARE BRINGING SOMETHING THAT IS SOMEONE ELSE MAY NOT HAVE, BECAUSE OF THEIR BACKGROUND OR ETHNICITY, THEIR TRADITIONS.
THEY VIEW THAT AS A STRENGTH, IS THAT KIND OF THIS EXACTLY
WHERE. >> TOOK AT THE DATA THAT STUDENTS ARE RESPONDING TO YOU HAVE THE QUESTIONS SPECIFIC FOR HERE'S ONE. SO THERE IS ÃÃI WILL JUST SAY THERE IS NOT A GOOD INDICATOR FOR SUB IT'S CURRENTLY AVAILABLE. ÃÃOCEAN REGULATION, WHICH IS JUST UNDER A LITTLE BIT OF AN ASSUMPTION WHERE YOU CAN IDENTIFY HOW YOU WOULD REGULATE YOUR EMOTION, THEN YOU ARE ABLE TO IDENTIFY THAT YOU HAVE AN EMOTION.
THAT WAS ABOUT AS CLOSE AS I WAS ABLE TO GET TO LOOKING AT A PANORAMA AND SURVEY WITHIN. INITIALLY BEING LOOKED AT BECAUSE IT WAS MORE AROUND THE GROWTH AND ASPIRATION PIECE.
I THINK WE WISELY REJECTED THAT HERE SO æ I WOULD AGREE WITH. SAY EXACTLY WHAT YOU JUST SAID.
IF YOU WANT TO FIND THE INTERPRETATION AND WHAT WE WANT TO BE. BUT, IF THERE ARE NOT ELEMENTS WE CAN MEASURE TODAY, THEN I THINK WE PUT THAT UP IN THE DATA INDICATED. JUST SO WE CAN BE VERY EXPLICIT ABOUT IT. SO JUST HELPS TO FIND IT ALL WITH THE INTENTION AND EXPECTATION THAT WE ARE IDENTIFYING DATA THAT FOR THE ENTIRE COST.
MIGHT BE FIVE YEARS FROM NOW 10 YEARS FROM NOW.
THE BID TO STOMACH. THAT THEY CAN FIGURE OUT, HERE'S WHERE YOU WOULD GO OR HOW IT SHOULD BE INTERPRETED.
AND HERE'S WITHIN EXPECTED TO SURFACE.
>> IT'S EXECUTIVES GONNA SAY. AND IS THAT HIGHLY WHAT WE'RE NOT DOING IN THIS INTERNSHIP? WHAT IS JUST TURNING PUTTING RESILIENCE ACTUALLY DID STRENGTHS AND AREAS, WHEN NOT
[01:10:01]
SO BOTH EMOTION REGULATION IN THAT SURVEY.THAT CAPTURE THE OTHER SECTION. ?
>> THE CONVERSATION THAT WE HAVE BACK IN MARCH AROUND THIS CHALLENGE WITH GREAT IS THAT Ã ÃIS ALSO OUR ABILITY TO BUT ALL THESE INDICATORS [INDISCERNIBLE] THERE IS A GOOD ALIGNMENT, WHICH MEANS IT'S OUR ABILITY TO ACTUALLY PROGRAM CHANGES IN PRACTICE.
THAT ARE DIRECTLY CONNECTED TO A WE DOWN TO AS WE STARTED USING PANORAMA WITH OUR COUNSELORS TO ACTUALLY BE ABLE TO ASSIST WHAT IS THE STUDENTS NEEDS AND WHAT WE CAN DO DIFFERENT. WHAT ARE SCHOOLS ARE LOOKING AT THIS, THERE'S ACTUALLY THEY CAN GO IN AND LOOKING AND USING YOUR ACTUAL CURRICULUM. AT THE ELEMENTARY LEVEL.
THE PHONE TO INFLUENCE THIS WITH THE THIRD GRADE WERE THE THINGS THAT I DO? THEY DON'T HAVE A SOLUTION MY THINK IS ALSO TALK ABOUT SOME OF THE CRITIQUES RESEARCH BASIS
THAT HAD BEEN RUN. >> OUR ABILITY TO ACTUALLY LOOK AT THE POLICY. WE'RE TRYING TO HAVE THIS NICE ALIGNMENT WITH ALL THE WAY BUILDINGS AND CLASSROOMS. IT WAS ONE THAT HAD A VERY WEAK KIND OF A WEAK LINK FOR OUR INFLUENCE.
[INDISCERNIBLE] WHERE IS THEY LOOK AT EMOTIONAL REGULATION AND IT'S LIKE WE CAN ACTUALLY [INDISCERNIBLE] THAT WAS THE OTHER PART OF THE CONVERSATION. BUT THAT'S WHY WE DECIDED NOT TO OR WHY STARTED [INDISCERNIBLE] ND IT TOOK ABOUT 10 STUDENTS ÃÃ [INDISCERNIBLE] AVAILABLE ÃÃ [INDISCERNIBLE] [LAUGHTER] SPECIFIC POLICY ABOUT STRENGTHS OF GROWTH. IDENTIFYING GOALS.
THROUGH YOURSELF AND HAD WHY WORK TOWARDS THOSE? I THINK THERE ARE PLACES IN OUR SYSTEM WHERE WE DO THAT SO IT CAN BE A DIFFERENT TYPE OF DATA THAT WE ARE ABLE TO ROLL WITH.
RESULTS, BUT NOT THE PROCESS. IS IT THAT STUDENTS ARE CONDUCTING GOALS? IS IT THE PROCESS? WHAT THE OUTCOME OF THAT GOAL AND I'M NOT SURE WE HAVE A CONSISTENT WAY TO MAKE THAT GOAL SETTING PROCESS IS THE OUTCOME. IT'S JUST SOMETHING FOR US TO
THINK ABOUT. >> MIGHT BE INTERESTING TO LOOK AT. THE FOCUS GROUPS OR ÃÃWHERE THEY CAN EXPLORE LITTLE BIT WITH KIDS? TO FIGURE OUT WHAT THINGS DO AS POSSIBLE THINGS TO PAY ATTENTION TO. THE CONVERSATIONS.
>> INTERPRETATION FOR COLLECTIVE IDENTITY.
IT'S THERE AS WELL. I DO THINK IT'S THE START OF A LOOKING AT IDENTITY AND STRENGTH.
AS LOOKING LIKE IT'S PROBABLY FAIR, BECAUSE ACRYLIC IDENTITY IS VERY EMOTIONAL. FOR A LOT OF PEOPLE.
IT CAN BE ANYTHING. EMOTIONS HAVING EMOTIONS AND HOW THE INFLUENCER PRINTS. I THINK IT'S PRETTY CRUCIAL TO BE ABLE TO UNDERSTAND CORRELATION OF WHERE YOU ARE COMING FROM AND WHO YOU ARE AND WHETHER IT DRIVES YOU TO POTENTIALLY BEHAVE THE WAY YOU DO AND DO NOT.
>> ARE, THIS IS A BIGGER PICTURE AND CONVERSATION.
THE TWO PIECES OF IDENTITY ARE TWO PIECES OF ÃÃTHE THREAT OVER THE SOURCE OF STRENGTHS THE THINGS THAT THEY CANNOT
CHANGE. >> AND WHAT HE SAYS THAT YOU
CAN CHANGE IT. >> I KNOW, IT'S JUST THERE'S A SLIDE TWO. EMPOWERING GIRLS THAT MEAN YOU HAVE TO EMPOWER BOYS? IF WE NEED PEOPLE TO HAVE PRIDE SOMETHING THEY CAN THINK TWICE ABOUT.
IT'S SOMETHING WHERE I'M JUST WORRIED ABOUT THE WAY THIS IS THAT YOU GUYS YOUR COLLECTIVE IDENTITY IS A STRENGTH IN SOMETHING THAT IS VERY IN WAYS I DON'T REALLY THINK ARE PRODUCTIVE. ME, THERE ARE PIECES OF AWARENESS OF PERSONAL IDENTITY. COULD THIS MEAN THAT THE KID STILL QUESTIONED HER SEXUALITY HAS NOT SUCCEEDED?
>> AND JUST WORRIED THAT IDENTITY IS A PIECE THAT I THINK THE THIRD BOWL ACTUALLY CAPTURED WHAT YOU'RE GETTING
[01:15:04]
AT. RICHARD.THE THINGS THAT THEY BROUGHT TO THE TABLE.
BUT WHO YOUR PARENTS ARE AND HOW YOU WERE RAISED.
SECOND BULLET TOTALLY DISTRESSED WHAT IDENTITY IS FOLLOWED BY STRENGTHS. COLLECTIVE IDENTITY IS A STRENGTH. I WANT TO EMPOWER EVERYONE CAN READ IDENTITY ASSOCIATED WITH. TO SAY IDENTITY GENERIC COLLECTIVE IDENTITY IS A STRENGTH.
HIS TWO ENDORSE SOME KIND OF IDENTITY THAT I'VE SEEN THAT BEHAVING WELL. IN THE LAST 10 YEARS.
STRUGGLING BECAUSE I REALLY DO FEEL LIKE HAVING PRIDE IN WHO YOU ARE DEPENDS ON OUR REACH IS TRYING TO SAVE HER BUT HE HAD TO BE PROUD OF THE RACE. THAT TO ME IS ACTUALLY IN NEGATIVE AND IT'S ME BEING PROUD OF WHO THEY ARE AND WHERE THEY COME FROM. TO SAY IF BE PROUD OF THE RACE IS SOMETHING THERE NOT A LOT OF KIDS TELLING THEM THAT THEY ARE ACTUALLY TRYING TO DISSOCIATE THAT.
HIS IS WHAT I'M DISTRESSING. IT'S BECAUSE YOUR STRENGTHS AND AREAS FOR GROWTH ÃÃONLY ONE STRENGTH AND WEAKNESSES.
I MEAN, IF YOU HAVE TO ASK ME MY PERSONAL IDENTITY, I IDENTIFIED AS A SCIENTIST. SOMEBODY WITHIN ADP.
SOMEWHERE DOWN THE ROAD. I'VE CHOSEN THE THINGS THAT I WANT. IDENTIFYING THE MAN.
AND THAT IS SOMETHING I'VE CHOSEN.
I'VE CHOSEN NOT TO TAKE THE PRIMARY IDENTITY.
SO, THIS IS A COMPLICATED SPACE.
AND IT DID NOT DO US A FAVOR BY SO, I DON'T NEED THE BENCHMARKS AND ACTUALLY LOOKING AT THE INDICATORS.
FOR PROS TO TRY AND FIGURE OUT WHAT THEY MEAN BY THAT? IS IT NOT AS A SHORTHAND VERSION THAT TAKES A WHOLE PAGE. SO, FOR LOOK AT THE MIDDLE SCHOOL SO, MIDDLE SCHOOL STUDENT WOULD BE I CAN RECOGNIZE WHEN MY PERSPECTIVES VALUES AND ASSETS AS WELL AS UNDERSTANDING THE OF MY OWN CULTURE BENEFITS VALUES ME.
THAT'S HOW IT UNPACKED THIS COLLECTIVE IDENTITY.
WITH ESSENTIALLY THAT SELF-AWARE ÃÃGIVEN THAT THIS IS THE PROPOSED INTERPRETATION WORKED OUT FAIRLY EASILY.
AGAIN, THE MORE WE IMPACT SPECIFIC BENCHMARKS TO GIVE US MORE OPPORTUNITIES WITH A VACANT.
>> WERE THE OPPORTUNITIES? THIS POSITION?
THAT IS. >> TRYING [INDISCERNIBLE]
[INDISCERNIBLE] >> WILL TAKE ABOUT 20 MINUTES OR SO. I'LL MAKE SURE WE HAVE IS MORE DISCUSSION AROUND. EACH OF THE INDICATORS INTERPRETATIONS AND INDICATORS THAT WE GET TO THOSE, AND THEN
IDENTIFY THE NEXT STEPS. >> WHEN THEY WANT TO SEE THIS.
FOR THE FIRST READING. OR WE READY FOR FIRST READING AND NEED TO BRING BACK FOR SESSION.
QUICKLY THERE, THERE WERE A COUPLE THINGS THAT CAME UP IN THE SESSION THAT IS ON PAGE 7. WE DISCUSSED POSSIBLY USING CIVICS COURSE. WE ACTUALLY MONITOR THAT.
AS COURSE COMPLETION. I DID NOT LIMIT THAT AS I AM OF COURSE MONITOR.
ALSO TORQUED IN THE INTEREST [INDISCERNIBLE] SERVICE STUDENTS TO GAIN THEIR PERSPECTIVE ON THEIR PEERS.
KINDA SKILL SETS. WE'RE STICKING WITH ESSENTIALLY THE DATA SETS THAT ARE AVAILABLE WITH CLOSE RIGHT NOW.
[01:20:06]
SIMILARLY SIMILARLY FOR TEACHERS AND STAFF DOING THE SAME SORT OF THING THAT'S NOT PANORAMA DOES HAVE STAFF A TOOL FOR STAFF. IT'S AN INDIVIDUALIZED STUDENTS. WHICH I BELIEVE IS FOR THE PURPOSE OF INCURRING THE TEACHER-STUDENT FOR EVERY TEACHER-STUDENT ÃÃ [INDISCERNIBLE] SO SO, THOSE ARE THE KIND WANT TO CAPTURE THEM IN NOTES.THESE ARE THINGS THAT WERE BEING DISCUSSED IN OPPORTUNITIES. AT THIS TIME DID NOT.
>> I HAVE NO OTHER COMMENTS ON THE POLICIES RIGHT NOW AND
INDICATORS. >> FOR SOMEONE TO GET TOO FAR
AHEAD HERE. >> SOME OF THE MINOR TWEAKS WE
NEED TO DISCUSS. >> I THINK WE STILL WANT TO REITERATE. I THINK THE PROBLEM IS NOT FULLY MONITORING THIS IS WHAT WOULD BE NICE TO SEE EVEN IF IT'S AN IDEA. TOBY DISCUSSED FOR THE OTHER METHOD OF DISCUSSION IN SOME WAY OF MEASURING DATA.
I DO THINK THERE IS A SUBSET THAT IS NOT VOLUNTARILY TAKING SO GREAT THAT WE ARE NOT HEARING FROM.
SURVEYS ON OPERATIVE [INDISCERNIBLE]
>> IN SPANISH. >> IF IT WERE NOT DOING WE NEED TO AND MOVING OUT. WHATEVER PORTION OF OUR STUDENTS IF THERE'S A WAY TO CAPTURE AND GET THE SAME COMPONENT. IT WOULD BE GREAT.
THEY DON'T HAVE THE ANSWER FOR HELP.
THAT IS IF YOU CONSIDER THE METHOD TO MONITOR ÃÃ
[INDISCERNIBLE] >> TAKE THAT HOME.
THE ONLY MENTION THE IDEA OF PUTTING THINGS [INDISCERNIBLE] THAT NOW BECOMES A WHOLE DIFFERENT CONVERSATION ABOUT WHAT CAN WE MONITOR [INDISCERNIBLE] I THINK YOU'RE DEFINITELY RIGHT WHEN THIS COMES. AS IT DEVELOPS, IT'S NOT SOMETHING WE'VE DONE YOU WILL SEE HER.
SOMETHING HOPEFULLY WE WILL HAVE CONVERSATIONS ABOUT AND W5 OF THEM. YOU THINKING ABOUT?OT TO DISINTEGRATE NOW, BUT WE DO HAVE TO GET THE POLICY INTO IT.
BUT, WHEN WE WOULD COME BACK TO IT, WE ANALYZE IT.
SO, WHAT WE EXPECT TO BE REVISITING AND ACKNOWLEDGING GAPS. THESE ARE YOUR SETS OF OPTIONS TO DEFEND THE OPTIONS TODAY ARE TO THIS FIRST READING SO THAT BY ÃÃTHEY TOLD ME WHAT I'M SITTING HERE.
THAT THE FIRST READING AND SECOND READING WE ADOPT A POLICY AND INDICATORS AND INTERPRETATIONS.
IF WE WANT TO DO THE WORK OF GOING TO EACH AND FINDING DATA THAT DIRECTLY ALIGNS AND WE HAVE CONSISTENTLY APPLIED YEAR AFTER YEAR. I THINK WOULD LIKELY, WE ARE CAUGHT MONITORING OUR THREE THROUGH THIS CYCLE.
SO, I THINK THAT'S WHERE WE ARE.
AND SO, THAT WORK THAT WE HAVE THE LANGUAGE.
GENERALLY, WE CAN DO FIRST READING.
OF POLICY. POLICY AND THEN DO THE WORK AROUND INTERPRETATION AND INDICATORS.
[INDISCERNIBLE] >> LIKE I SAID, IT'S LIKE A QUESTION. SO, WE WANT TO MONITOR IN AUGUST, THE DATA SETS WE WOULD HAVE AVAILABLE TO US, THAT DATA
[INDISCERNIBLE] >> I WOULD MOVE FORWARD WITH MONITORING. BECAUSE I GUESS THIS IS A STARTING POINT FOR TO GO. AND YOU HAVE DISCUSSIONS.
THIS IS A GOOD SOLID PIECE OF WHAT WE NEED.
THESE QUESTIONS ARE SO EASY TO SEE.
>> THIS IS SOMETHING [INDISCERNIBLE] A LOT OF TINKERING. GETTING FACE TIME FOR AUGUST.
[01:25:08]
[INDISCERNIBLE] >> I ALSO THINK THE DATA WOULD FANTASTIC PART OF RECOVERING IN COVID.
[INDISCERNIBLE] SOONER THAN LATER.
[INDISCERNIBLE] >> THEY ASK MULTIPLE QUESTIONS.
[LAUGHTER] >> WOULD YOU GIVE ME AN UPDATE
RIGHT NOW? >> ANYBODY ELSE ON ÃÃ
[INDISCERNIBLE] >> WE ARE MISSING PART OF IT TOO. YOU KNOW?
[INDISCERNIBLE] >> WE ARE MISSING AN
APOSTROPHE. >> THANKS FOR THE WORK ON IT.
THE ONLY OTHER THING I CAN ADD IS THAT I FIND IT REALLY HARD TO ÃÃ [INDISCERNIBLE] INDICATING ÃÃ [INDISCERNIBLE] I ALSO THINK IT WILL BE VERY USEFUL WE GET OUR DATA FROM THE SURVEY ABOUT WHAT PRESENTED IN WHATEVER STUDENT BODY DID IN THE SURVEY. IS IT AT ALL POSSIBLE TO GET THE ÃÃTO MAKE SURE THAT IT'S PROOF THAT WE WERE REPRESENTED
OR UNDERREPRESENTED æ >> ME UPDATED IT.
THE RESPONSE RATES ARE FROM THE SPRING.
[INDISCERNIBLE] >> I WILL HAVE TO WORK WITH THEM TO SEE. I DON'T HAVE THE DEMOGRAPHIC DATA. THE RESPONSE RATES GIVEN THE WAY THAT THEY ARE LIKE CLOCKWORK.> ENJOY LOOKING AT THAT. WE HAVE SOME IS LOW SIX
GOT A COUPLE. >> THEY CHOSE ÃÃIT SEEMS LIKE THERE IS A DATA ERA OR THEY CHOSE NOT TO
[INDISCERNIBLE] >> THEY DIDN'T DO IT.
IT WAS IMPOSSIBLE TO UNDERSTAND WHY.
YOU KNOW? WE HAVE SOME SCHOOLS WHERE THE RESPONSE RATES ARE LOWER THAN TYPICAL THE BACK HAVE THE STORAGE.
[INDISCERNIBLE] 'S IS THAT KIDS CHOSE NOT TO TAKE THEM. THIS YEAR.
AND THIS IS LITERALLY DATED THE CAME THROUGH.
[INDISCERNIBLE] >> THE DEMOGRAPHIC DATA.
I THINK TECHNOLOGY, BECAUSE IT IS BEING PREAMBLE OF THE
REPORT, >> ANY DEMOGRAPHIC DATA, PREAMBLE OF [INDISCERNIBLE]
YES, SOUNDS GOOD. >> MATT SUGGESTED RECORDS?
>> WE HAVE TO THINK ABOUT WHEN MOST OF THE OTHER COULD WHAT IS
[INDISCERNIBLE] >> WHY WOULD THAT BE?
>> IT MAKES SENSE THAT YOU GO BECAUSE OF THE ADDITIONAL
INFORMATION THAT YOU SUBMITTED. >> INDISCERNIBLE]
>> OTHER WAY. >> I DON'T KNOW.
[LAUGHTER] >> EVERYONE WILL DISAGREE.
>> YOU NEVER KNOW. >> AND YOU DO NOT WANT, YOU
SOLVE IT. >> I MIGHT BE GREETING AFTER DEMOGRAPHIC [INDISCERNIBLE]
>> LIKE THEY DO. I JUST DON'T ÃÃ [INDISCERNIBLE] TAKE A LOOK AT WHAT THE SYSTEM
>> SO, THAT IS THE ONLY ITEM ON THE AGENDA FOR THE STUDY SESSION TONIGHT. FOLLOWING THE NEXT STUDY SESSION MEETING AT 7
* This transcript was compiled from uncorrected Closed Captioning.