[A. Opening Items]
[B. Non-Consent Agenda]
[00:00:11]
OF THIS MEETING IS A PUBLIC HEARING ON THE REDIRECTION OF 2019 AND 29 22 CONSTRUCTION LEVY PROCEEDS AND MATCHING FUND FOR ADOPTION BY RESOLUTION NUMBER 2345. THE BOARD DID RECEIVE THE PRESENTATION RELATED TO THE RECOMMENDATION T REDIRECT LEVY FUNDS CHANGING FROM THE DISK CONSTRUCTION OF AN ADDITIONAL ELEMENT TO SCHOOL IN THE REDMOND ELEMENTARY CAMPU TO REMODEL OR REBUILD AND ENLARGE NORMAN ROCKWELL ELEMENTARY. AT THIS TIME, I WILL OPEN A PUBLIC HEARING THAT HAS BEEN AUTHORIZED BY THE BOAR AND NOT REQUIRED BY LAW FOR THE REDIRECTION OF 2019 AND 2022 CONSTRUCTION LEVY PROCEEDS AND MATCHING FUNDS BY ADOPTION AND RESOLUTION. TO BEGIN WITH I WOULD LIKE TO ASK OUR BOARD SUPERINTENDENT, OR SCHOOL OR SCHOOL SUPERINTENDENT TO PROVIDE THE SET RECOMMENDATION
ON THIS. >> TYPICALLY THIS SITUATION RECOMMENDATION IS GOOD PRIOR BUT I WOULD LOVE TO DO THAT JUS SO THAT WE ARE ALL ON THE SAME PAGE.
>> THAT WOULD BE GREAT, THANK YOU.
>> LET'S SEE IF WE CAN PULL THE SITUATION RECOMMENDATION UP FOR PUBLIC VIEWING AS WELL. IN DECEMBER 2018, THE BOARD PASSED RESOLUTION 2259 AUTHORIZING A SPECIAL ELECTION ON APRIL 23RD 2019 IN ORDER TO PROPOSE $120 MILLION SIX-YEAR CAPITAL CONSTRUCTION LETTER. THE 2019 SIX-YEAR CAPITAL CONSTRUCTION LEVY PROCEEDS WERE TO BE USED T ADDRESS CRITICAL CAPACITY NEEDS BY PROVIDING ADDITIONS TO FIVE SCHOOLS IN DISTRICTWIDE SAFETY AND SECURITY UPGRADES. ALL PROJECTS FUNDED WITH THE 2019 CONSTRUCTION LEVY HAVE OPENED WITH ONE REMAINING COURSE BASE PROJECT TO BE OPEN IN THE FALL OF 2023. THE DISTRICT CURRENTL ESTIMATES THE PROJECT REVENUES INCLUDING THE PROCEEDS, STATE CONSTRUCTION ASSESSMENTS FUNDS, ALSO REFERRED TO THE COST OF THE COMPLETED PROJECTS BY $17. MILLION. IN OCTOBER OF 2021 TH BOARD PASSED RESOLUTION 2321 AUTHORIZING A SPECIAL ELECTION ON FEBRUARY 8TH 2022 IN ORDER T PROPOSE A $295 MILLION SIX-YEAR CAPITAL CONSTRUCTION LEVY. THE LEVY PROCEEDS WERE TO BE USED T COMPLETE THE FIRST PHASE OF PROJECTS IN THE DISTRICTS BUILDING EXCELLENCE PLAN. THE PROJECT INCLUDED ADDITIONS TO THREE MIDDLE SCHOOLS, NEW ELEMENTARY CAPACITY ON THE ELEMENTARY CAMPUS, NEW HIGH SCHOOL CAPACITY IN THE LAKE WASHINGTON REDMOND AND EASTLAKE AREAS, ACQUIRING PROPERTY AND OTHER CAPITAL PROJECTS. THE DISTRICT IS CURRENTLY COLLECTIN THE PROCEEDS IN YEARS 2023 THROUGH 2028. PLANNING FOR THE 2022 CONSTRUCTION LEVY BEGIN IN 2019 AND WAS FINALIZED IN 2021.
SINCE THE 2022 CONSTRUCTION LEV , ENROLLMENT IN THE REDMOND ARE ELEMENTARY SCHOOL IS LOWER THAN PROJECTED IN THE OVERALL ENROLLMENT FORECAST IS REDUCED. THE CURRENT NEED FOR A NEW SCHOOL OF 550 STUDENTS HAS CHANGED. THE RECOMMENDATION IS TO REPURPOSE LEVY FUNDS BY REMOVING THE NEW ELEMENTARY SCHOOL ON THE REDMOND ELEMENTAR CAMPUS PROJECT AND TO REPLACE I WITH A REMODEL OR REBUILDING IN LARGE ROCKWELL ELEMENTARY SCHOO PROJECT. DISTRICTS THAT STAFF SHARED INFORMATION REGARDING TH RECOMMENDATION AT THE MARCH 6 STUDY SESSION AND WILL PRESENT INFORMATION TONIGHT AT THIS MEETING. THE RATIONALE FOR THE RECOMMENDATION IS AS FOLLOWS SEMICOLON TO DUE TO THE CHANGE IN OVERALL ENROLLMENT PROJECTION, THE CURRENT NEED FO A NEW SCHOOL OF 550 STUDENTS HA CHANGED. SECOND, THE FACILITY ADVISORY COMMITTEE WITH RECOMMENDS THAT DISTRICT CONTINUE TO ADDRESS AGING FACILITIES AND INCREASE CAPACIT BY REBUILDING AND ENLARGING AGING SCHOOLS. NEXT, REBUILDING ROCKWELL ELEMENTARY WILL ADDRES AN AGING FACILITY AS PART OF OU LONG-TERM GOALS. THIS ALSO ADDRESSES THE AGING FACILITY NEED AT A LOWER COST BY BUILDIN IT NOW RATHER THAN IN PHRASE THREE , WHICH THE BUILDING EXCELLENCE PLAN CURRENTLY HAS.
IT REDUCES THE NEED FOR NEAR-TERM LIFECYCLE OF GRADES AT AN AGING FACILITY. IT ADDS 242 PERMIT CAPACITY TO AN AREA THAT IS PROJECTED TO GROW . IT REDUCES RELIANCE ON PORTABLE CLASSROOMS. IT ALLOWS FOR FUTUR PLANNING AND CONSIDERATION ON THE REDMOND ELEMENTARY CAMPUS. WHILE THE ORIGINAL RESOLUTION ALLOWS FUNDS TO BE USED ON ANY CAPITAL PROJECT, GIVEN THE ELIMINATION OF ONE PROJECT AND REPLACING IT WITH ANOTHER, THIS IS BEING BROUGHT TO THE BOARD FOR ACTION. A PRESENTATION WAS PROVIDED AT THE MARCH 27TH, 202 WORD MEETING. THE PROPOSED RESOLUTION IS ATTACHED. INBOAR DOCKS. THE RESOLUTION
[00:05:01]
AUTHORIZES THE 2019 AND 2022 CAPITAL CONSTRUCTION LEVY PROCEEDS AND SCAP FUNDS TO BE THE ROOT REDIRECTED SO THAT THEY MAY ALSO BE USED FOR CAPITAL CONSTRUCTION PROJECTS T SERVE THE DISTRICTS AGING FACILITIES AND CAPACITY NEEDS.THESE INCLUDE REMODELING OR REBUILDING AND ENLARGING PROJECTS FOR AGING SCHOOLS, FACILITY ADDITIONS, AND OTHER CAPACITY PROJECTS INCLUDING PORTABLES, UPGRADES TO CLASSROOMS, FUTURE BOND AND LEV PLANNING, AND INTERNAL BUILDING MODIFICATIONS AND PROPER PROPERTY ACQUISITION. THAT'S TH SITUATION I PRESENT THE BOARD THIS EVENING WITH RECOMMENDATIO THE BOARD OF DIRECTORS ADOPTS RESOLUTION 2345 REDIRECT DURING 2019 IN 2022 CONSTRUCTION LEVY PROCEEDS AND MATCHING FUNDS AS
PRESENTED. >> THANK YOU. AND SO AT THIS TIME I WOULD LIKE TO GO AHEAD AND OPEN THE PUBLIC HEARING FOR THE REDIRECTION OF 2019 AND 202 CONSTRUCTION LEVY PROCEEDS AND MATCHING FUNDS FOR ADOPTION BY RESOLUTION NUMBER 2345. EACH INDIVIDUAL INTEREST IN PROVIDING TESTIMONY WILL BE PROVIDED WITH THREE MINUTES. I DO HAVE ONE INDIVIDUAL WHO IS CURRENTLY SIGNED UP AND THEN I WILL ASK IF THERE ARE OTHERS IN THE AUDIENCE AS WELL. THE FIRST PERSON I WOULD LIKE TO HAVE COM IS MIKE NELSON. WHEN YOU COME FORWARD IF YOU COULD PLEASE PROVIDE YOUR NAME THAT WOULD BE GREAT AND THEN YOUR TESTIMONY.
AND YOU HAVE THREE MINUTES. >> SURE MY NAME IS MIKE NELSON.
DR. HOLMAN, THANKS FOR THE EMAIL. THANKS FOR HAVING ME HER TODAY. GOOD EVENING MY NAME IS MIKE NELSON I AM A PARENT OF THREE, LAKE WASHINGTON'S COOL DISTRICT STUDENTS AND ALUMNI MYSELF I GRADUATED IN 97. I'M AN ADVOCATE FOR PUBLIC SCHOOL AND MYSELF AND MY WIFE HAVE HAD SUCCESS IN OUR PROFESSIONS WITH FOUNDATIONAL PUBLIC EDUCATION . MY RESUME IS IRRELEVANT. MY SO ATTENDS, IT'S UNCHANGED SINCE MY ATTENDANCE IN THE VERY EARLY 1990S EXCEPT FOR THE FACT THAT THEY REMOVED THE LOCKERS. MY THREE OLDER SISTER IN THE SIBLINGS ATTENDED AND MY NEPHEWS ATTENDED AS WELL. IT SERVES A GREAT AMOUNT OF STUDENTS TO FAMILIES WHO MAKE WAY MORE THAN $1 MILLION A YEAR IT'S AMAZING. IT WAS AN QUESTIONABLE CONDITION WHEN I ATTENDED IT IS IN ILL REPAIR AN AS I MENTIONED NEARLY UNCHANGED SINCE MY ATTENDANCE STARTED IN 1991 THERE ARE MURALS ON THE WALL SINCE WE ARE STILL THERE, THE DISTRICT HAS NOT SPARED A CAN OF PAINT FOR THAT PLACE. IF YOU DRIVE THROUGH THE LOOP, YOU LOOK UP AND THERE ARE SHINGLES FALLING OFF THE SIDE AND IT SMELLS EXACTLY THE SAME , THE SAME CARPET THAT WAS THERE LIK 30 YEARS AGO. BACK TO MY NOTES HERE IT'S LIFE UPGRADES ARE LONG OVERDUE AND IT IS AN AGING FACILITY AND SERVES MORE STUDENTS THAN ELEMENTARY SERVICE. I DON'T HAVE PROBLEMS WITH NORMAN AND ROCKWELL BUT I WENT TO KAMIAKIN, AND I AM LIKE COME ON, WE CAN DO BETTER. MY SON WENT TO ES, MY OTHER SON WENT TO EAS, IT'S A FANTASTIC FACILITY AND IT MAKES A DIFFERENCE. THE KIDS THAT GO TO SCAP, THEY GO THERE AND THEY SIDE. THE KIDS THAT GO, THEY HAVE A DIFFERENCE. I'M HERE TO ASK THE BOARD TO PLEASE CONSIDE DIRECTING FUNDS ALLOCATED FOR OTHER ELEMENTARY SCHOOLS TO GO TO KAMIAKIN, THE COMMUNITY FEEL IGNORED AND UNDERVALUED. KAMIAKIN IS A DUMP AND IT NEEDS HELP. THERE IS AN ACTUAL DUMP I THE BACK OF KAMIAKIN. SOMEBODY PARKS THEIR BOAT TRAILER BACK THERE. IT DOESN'T LOOK LIKE AN EDUCATIONAL FACILITY. OKAY? A NOTE, IF YOU DO DIRECT THOSE FUNDS, DON'T TAKE THE FIELD HOUSE DOWN. THAT'S A REALLY VALUABLE RESOURCE AND I THINK THAT DESTROYING THOSE THINGS WOULD BE KIND OF SILLY. SO IN SUMMARY, I WENT TO KAMIAKIN, IT'S EXACTLY THE SAME AS IT WAS WHEN I WENT THERE INCLUDING THE DUST ON THE CREW THAT'S THERE, I BROKE MY FINGER IN THE LUNCH ROOM, IT'S THE SAME DOORS, IT'S THE SAME LOCKS, IS THE SAME -- HAVE NUMBERS THERE. IT'S GREAT TO HAVE A SHARED COMMON EXPERIENCE WITH MY KIDS BUT IT' REALLY TIME TO ACT. ALL THE OTHER SCHOOLS IN THE DISTRICT ARE AMAZING AND THAT ONE IS NOT ELSE PRESENT WOULD LIKE TO ADDRESS THE BOARD ON THIS TOPIC THIS EVENING? PLEASE COME FORWARD, JUST STATE YOUR NAME.
AND YOU WILL HAVE THREE MINUTES FOR YOUR TESTIMONY.
>> MY NAME IS IVONNE. I REPRESENT ELKHART ELEMENTARY. I
[00:10:04]
CAME TODAY WITHOUT NOTES. I DIDN'T THINK I WAS GOING TO TAL JUST TO HEAR HOW THINGS WORK BUT OUR SCHOOL IS CONCERNED. WE HAVE NINE CLASSROOMS THAT AREN'T PORTABLE AND NO LUNCH ROOM. OUR CHILDREN CARRY THEIR LUNCH FROM THE LUNCH ROOM THROUGH WIND AND WEATHER AND WE ALL KNOW HOW NICE OUR WEATHER IS MOST OF THE TIME OF THE YEAR TO GET TO THEIR CLASSROOM WITH LUNCH, EVEN THOUGH IT IS HOT LUNCH SERVED. THEY HAVE TO EAT LUNCH IN THEIR LUNCH ROOM, SORRY, IN THEIR CLASSROOM. EVER CLASS DOES THAT, THEY EACH LUNC IN THE CLASSROOM WHICH STRETCHE THE STAFF BECAUSE SUPERVISION HAS TO BE IN EVERY CLASSROOM , WHICH INTERFERES WITH TEACHERS PREPARATION TIME. WE THINK THE TEACHERS DON'T GET THE PRIVACY TO PREPARE THEIR CLASSES. THE DON'T GET THE TIME TO TALK TO FAMILIES DURING THE LUNCH BREAK>> I DID NOT PREPARE THAT'S ALL I COULD THINK OF VERY SPONTANEOUSLY SO THANK YOU FOR LETTING ME SPEAK.
>> THANK YOU. IS THERE ANYBODY ELSE IN THE AUDIENCE WHO WISHES TO ADDRESS THE BOARD ON THIS TOPIC THIS EVENING? ALL RIGHT.
SEEING NO ONE, AT THIS POINT, NO ADDITIONAL INDIVIDUALS INTEREST IN PROVIDING TESTIMONY THIS EVENING THE PUBLIC HEARING IS NOW CLOSED. I WANT TO THANK YOU BOTH FOR COMING DOWN AND PROVIDING THAT. WITH THAT WE WILL NOW MOVE ON TO THE PUBLIC HEARING ON THE REDIRECTION OF 2019 AND 2022 CONSTRUCTION LEVY PROCEEDS FOR ADOPTION FOR RESOLUTION BY NUMBER 2345. YOU HEARD THE SICK SET WRECK AND RECOMMENDATION ARE THERE ANY QUESTIONS OR CLARIFICATIONS IN REGARDS TO THE INFORMATION THAT
WAS PRESENTED? DIRECTOR STUART? >> COULD YOU REVIEW THE POPULATION SHIFT ? EVERYONE HA SEEN THE CONSTRUCTION DOWNTOWN AND I THINK THAT MAY BE MISLEADING -- IT WAS MISLEADIN TO ME UNTIL I REMEMBER THE FIRS TIME BUT I THINK WOULD BE GREAT
REFRESHER MEMBERS ON THAT. >> ABSOLUTELY. PRE-PANDEMIC, A WE WERE LOOKING AT ENROLLMENT TRENDS AND PATTERNS AND EVEN A RECENT AS THREE YEARS AGO, REDMOND ELEMENTARY WAS PROJECTE TO BE OVER 1000 STUDENTS WITHIN THEIR ATTENDANCE AREA AT THEIR SCHOOL. GIVEN THAT, WE PUT THE BUILDING EXCELLENCE PLAN TOGETHER TO CONSIDER PLACING A SECOND ELEMENTARY SCHOOL ON THA CAMPUS TO SERVE 550 SCHOOLS. WELL, OVER THE NEXT THREE YEARS AND THEN THIS YEAR JUST IN FEBRUARY OF 2023 WE RECEIVED OU MOST RECENT PROJECTIONS, IT IS DECLINED EACH YEAR WITH THE NEW CURRENT PROJECTION FOR THE REDMOND ELEMENTARY AREA TO BE 750 STUDENTS. AND SO, THINKING ABOUT THAT NEED DECLINING, WE REALLY THOUGHT IT BEST TO EVALUATE THE SITUATION TO SEE A, CAN WE ACCOMPLISH SOME OF OU LONG-TERM GOALS, BUT ALSO CONSIDER THE CAPACITY FOR THE AREA. WE ALSO LOOKED AT SOME O THE DIFFERENT ELEMENTARIES THAT WERE FEEDING INTO MIDDLE SCHOOLS, THE REDMOND MIDDLE SCHOOL FEEDER IS ONE OF FEEDER PATTERNS THAT IS ACTUALLY GROWING OVER THE NEXT SIX, SEVEN, EIGHT YEARS AS OPPOSED TO SOME OF OUR OTHER FEEDER PATTERNS THAT ARE ACTUALLY DECLINING. AND SO IT IS AN ARE WHERE WE DO NEED ADDITIONAL CAPACITY AND SO THAT'S WHY BRINGING THE RECOMMENDATION TO THE BOARD TONIGHT. CAN I ALSO ANSWER A QUESTION YOU DIDN'T ASK? JUST ON THE -- YES, AGING FACILITIES. WE HAVE FIVE SCHOOLS RIGHT NOW THAT ANYONE OF THOSE COMMUNITIES, STAFF MEMBERS COULD COME AND SAY WE ARE THE RIGHT SCHOOL TO REBUILD AND THEY ARE RIGHT. THAT IS A TRUE STATEMENT. AS WE BROUGHT TO THE BOARD LAST WEEK, WE WIL BE BRINGING A RECOMMENDATION FOR CONSTRUCTION IN LAKE WASHINGTON SCHOOL DISTRICT IN THE FALL AS WE LOOK AT OUR MODIFIED ENROLLMENT PROJECTIONS BECAUSE REALLY WE HAVE BEEN RESPONDING TO RAPID GROWTH WHERE WE ARE AT A PLACE WHERE W ARE NOT RESPONDING TO RAPID GROWTH ANY LONGER BUT WE CAN CONSIDER WHAT ARE SOME OF THE OTHER CONSTRUCTION PRIORITIES AND GOALS WE HAVE AS A DISTRICT I APPRECIATE THE COMMENTS TONIGHT AND THOSE COMMUNITY MEMBERS ARE ACCURATE IN THAT WE HAVE 5 SITES OUT OF 49 BUILDINGS THAT AREN'T UP TO HE EDUCATIONAL SPECIFICATIONS, WHICH ARE THE STANDARDS THAT WE SET FOR OUR BUILDINGS AND THE LAYOUTS AND AMENITIES FOR
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STUDENTS. I JUST WANTED TO PUT THAT IN THE ROOM AS WELL. THATTHAT IS ACCURATE. >> THIRD QUESTION I DIDN'T ASK, COULD YOU LIST POST SCHOOLS FO THE FOLKS IN THE AUDIENCE?
>> AT THE ELEMENTARY LEVEL WE HAVE ROCKWELL ELEMENTARY, ALCOTT, SMITH ELEMENTARY. THEY ARE ALL THE SAME FOOTPRINT.
THEY ARE ALL BUILT WITH WITHIN ABOUT FIVE YEARS OF ONE ANOTHER. THE TWO AGING MIDDLE SCHOOLS, KAMIAKIN THAT WAS SPOKEN ABOUT TONIGHT AND EVERGREEN BUILT ABOUT THE SAME
TIME PERIOD AS WELL. >> ANY OTHER QUESTIONS? DO YOU HAVE A QUESTION? OH, OKAY. HER NO MORE QUESTIONS I WILL NOT ENTERTAIN A MOTION TO ADOPT RESOLUTION NUMBER 2345 DIRECTIN 2019 AND 2022 CONSTRUCTION LEVY PROCEEDS AND MATCHING FUNDS AS
>> SECOND. >> SECONDED AND MOVED TO APPROVE THE RESOLUTION NUMBER 2345. I WILL NOW OPEN UP FOR
DISCUSSION. >> I ECHO WHAT DR. HOLMEN SAID, NOW THAT CONDITIONS HAVE CHANGED , IT'S TIME FOR US AS A DISTRICT TO CHANGE OUR PLAN. WE HAVE BEEN OVER THE LAST EIGHT, 10 YEARS SORT OF ADOPTING A TRIAGE APPROACH TO TRY TO SOLVE OUR AND RAPIDLY INCREASING ENROLLMENT THROUGH PORTABLES AT TIMES, WE CAN PUT FUNDS TOGETHER , NEW SCHOOLS OR EXPANSIONS THROUGH EXISTING SCHOOLS. NOW THAT CONDITIONS HAVE CHANGED AND ENROLLMENT IS LEVELING OFF WE HAVE A CHANCE T TO SHIFT TO A MORE SUSTAINABLE APPROACH OF RENEWING OUR EXISTING FACILITIES AND ALSO WITH A SUSTAINABLE FUNDING PLAN AS WELL. I VIEW THIS AS THE FIRST STEP IN THAT WITH ADDITIONAL WORK TO LOOK AT OUR BUILDING EXCELLENCE PLAN OVER THE SUMMER AND INTO THE FALL. SO I AM SUPPORTIVE OF THIS RESOLUTION AND THE SHIFTING OF FUNDS AND WILL BE VOTING TO
APPROVE. >> DR. CARLSON AND DIRECTOR
STUART? >> I'M EMBARRASSED TO ADMIT THAT THERE'S ONE LAST PIECE OF DATA I WOULD LIKE DR. HOLMEN TO GIVE US AND THAT'S THE RELATIVE COST OF REBUILDING AN ELEMENTARY VERSUS REBUILDING A MIDDLE SCHOOL.
>> I AM GOING TO GIVE YOU WHAT BELIEVE IS CORRECT AND IF I AM WRONG ASSOCIATE SUPERINTENDENT WILL COME UP. AS WE ARE PROJECTING THE COST OF ROCKWELL ELEMENTARY IT WILL COME IN RIGHT AROUND $80 MILLION. THE COST OF REBUILDING A MIDDLE SCHOOL WOULD COME IN AROUND 130 TO 100 $140 MILLION.
>> THANK YOU. WHICH BRINGS TWO STATEMENTS TO MINE. THE FIRST I OH MY GOD AFTER FIT 16 YEARS O THE BOARD THE COST OF AN ELEMENTARY SCHOOL HAS GONE UP SUBSTANTIALLY. SO THIS IS SOMETHING WHERE I AGREE WITH TH STATEMENT THAT IT IS IMPORTANT TO USE THESE FUNDS NOW BEFORE THINGS INFLATE EVEN FURTHER FOR CONSTRUCTING SOMETHING ELSE. A FAR AS THE STATEMENTS THAT WERE BROUGHT TO THE BOARD THIS EVENING AND A NUMBER OF THE STATEMENTS THAT WERE PROVIDED A WRITTEN COMMENTS, IT IS POSSIBLE FOR ALL OF THESE TO BE TRUE. THERE ARE A NUMBER OF FACILITIES -- WE ARE NO LONGER AT THE POINT WHERE THE FACILITIES -- WANITA BROKE MY HEART BECAUSE IT'S THE FIRST TIME SOMETHING YOUNGER THAN ME WAS DEEMED OBSOLETE. BUT THIS IS STILL TRUE FOR EACH OF THE BUILDINGS UNDER CONSIDERATION I PHASE THREE. I APPRECIATE THE CHALLENGES WE FACE AND WE HAVE RATIONALE BEHIND FOCUSING ON ROCKWELL AS THE MOST IMMINENT CHALLENGE FOR THE DISTRICT IS REASONABLE. SO THANK YOU.
>> DIRECTOR STUART. >> AS I UNDERSTAND IT IS THE CONSTRUCTION LEVEES GO FORTH IN THE FUTURE WE WILL BE LOOKING AT THE OTHER FACILITIES AS RAPIDLY AS WE CAN AS DOLLARS ALLOW AND HOPEFULLY NO MORE POPULATION BOOMS ALLOW, CORRECT THE BOARD IN EARLY FALL IS A RECOMMENDATION, YOU KNOW. THE BUILDING EXCELLENCE PLAN WE HAD PLANNED FOR A LEVY WHICH WAS PASSED IN 2020, WE CONSIDERED BOND MEASURE IN 2024. OUR LAST CONVERSATION REALLY WAS TO RETHINK THAT PLAN GIVEN THE FUNDING OF IT BUT ALSO THE CONSTRUCTION PROJECTS THAT WER KIND OF LINED UP, THOSE WERE REALLY LINED UP TO ADDRESS RAPI ENROLLMENT GROWTH AND WE ARE NOT IN THAT PHASE ANY LONGER SO
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WE WILL BRING THE NEW PLAN THAT REALLY DOES LOOK AT OUR AGING FACILITIES AND SOME OF OUR OTHE PRIORITIES AS WELL. THANK YOU.IT. >> ONLY SINCE I WON'T BE HERE I THE FALL, I THINK THAT THIS RESOLUTION IS A REALLY EXCELLEN TIME FOR US TO START PUTTING INTO PRACTICE OE 14 WHICH IS WHAT WE HAVE BEEN WORK SHOPPING FOR A COUPLE YEARS NOW. MY CONCERN, NOT REALLY CONCERNED. MY THOUGHT IS JUST WE KNOW , SERVING AN INCREDIBLY HIGH PROPORTION OF LOW INCOME AND MINORITY STUDENTS COMPARED TO OTHER AREAS IN THE DISTRICT. I THINK IF WE ARE TRYING TO MEET OUR EXPECTATIONS OF PROVIDING EQUITABLE SERVICES TO ALL STUDENTS , I THINK THAT THAT FACTOR REALLY NEEDS TO COME TO THE FOREFRONT AND I PERSONALLY OBVIOUSLY I DON'T HAVE ALL THE DATA IN FRONT OF ME I WOULD URG THAT THAT WE PUT TO THE TOPIC OUTLINE BECAUSE I CAN TELL YOU, STUDENTS ARE STRUGGLING IN THAT SCHOOL, AND THAT SCHOOL , WHAT THE IMAGE THAT SCHOOL GIVES TO ITS STUDENTS WHO HAVE ALREADY BEEN TOLD THROUGHOUT MOST OF THEIR LIVES THAT THEY ARE SICK AND GET THERE SECONDARY IS THAT THEY ARE ARE GOING TO CONTINUE TO BE SECONDARY AND I THINK THA NEEDS TO CHANGE.
>> THANK YOU , DIRECTOR JOY. >> I WAS GOING TO SAY THAT I ACTUALLY REALLY APPRECIATE DR. HOLMEN AND HIS TEAM COMING FORWARD AND PROPOSING THIS CHANGE. I KNOW THAT THERE WAS A AMOUNT OF WORK THAT ALREADY WENT INTO PLANNING THE NEW ELEMENTARY SCHOOL AND IT WOULD HAVE BEEN VERY EASY TO SAY WE ARE ALREADY DOWN THIS PATH, WE HAVE ALREADY GOTTEN THE MONEY, WE HAVE THE APPROVAL, WE NEED T FINISH THIS PROJECT AND THOSE NEW ENROLLMENT PROJECTIONS JUS CAME IN, WE JUST RECEIVED THEM IN FEBRUARY. TO BE ABLE TO LOO AT THE DATA AND CHANGE YOUR DECISION I THINK SHOWS HOW WE ARE BEING VERY RESPONSIBLE WITH PUBLIC DOLLARS IN TRYING TO LOOK AT THE DATA WHEN WE ARE MAKING GOOD DECISIONS AND I ACTUALLY REALLY APPRECIATE IT.
KAMIAKIN HAS A GOOD PERCENTAGE OF TITLE I STUDENTS. COULD YOU ALSO GIVE US A BREAKDOWN OF THE FREE AND REDUCED LUNCH AT THE SCHOOL WE ARE GOING TO BE ADDRESSING?
>> DID YOU SAY THE SCHOOL WE AR GOING TO BE ADDRESSING?
>> ROCKWELL. >> ROCKWELL, OKAY. MARK, I DON'T HAVE THAT DATA AT MY FINGERTIPS. IT'S LESS THAN
KAMIAKIN. >> BUT IT IS ONE OF OUR TITLE
SCHOOLS? >> ROCKWELL IS NOT. THE TITLE SCHOOLS ARE FROST AND MERE AND THOSE ARE THE TWO ELEMENTARY SCHOOLS THAT FEED INTO KAMIAKIN. KAMIAKIN HAS ONE OF THE -- I BELIEVE THE HIGHEST SECONDARY FREE AND REDUCED COUNT THAT WE HAVE IN THE DISTRICT FOR MIDDLE SCHOOLS AN
>> I WOULD JUST LIKE TO TAKE TH PART THAT I APPRECIATE AS WELL THE VOICES COMING FORWARD AS WE DO HAVE THE FIVE SCHOOLS THAT HAVE BEEN SAYING THE 2014 BOND IN FEBRUARY I WENT BACK AND DID A LITTLE RESEARCH , WHEN WE HAD INITIALLY PUT THAT BOND OUT, AL FIVE OF THOSE SCHOOLS WERE ON THAT BOND FOR REBUILD NEARLY 10 YEARS AGO. BECAUSE OF THE GROWTH THAT CAME IN, WE MADE A SHIFT STRATEGICALLY IN THAT YEAR, THAT WAS THE NEXT BOND, T REALLY FOCUS ON GROWTH , BECAUS WE RECOGNIZE THE CAPACITY THAT WAS COMING IN. I APPRECIATE TAKING THIS OPPORTUNITY AS THE DATA HAS SHIFTED AND CHANGED , NOW IS AN OPPORTUNITY TO DO SOM OF THIS DIFFERENT ANALYSIS OF WHERE WE AT NOW AND CAN WE ADDRESS THESE TWO PIECES I AM GLAD WE ARE LOOKING FOR EQUITY AS A COMPONENT IN THINKING ABOU THAT AS TO THOSE THINGS COME FORWARD. WITH THAT, I DO SUPPOR THIS RESOLUTION AND WOULD FORT VOTE TO APPROVE AS IT DOES ADDRESS THE CAPACITY PIECE , WE ARE IN THE SHIFTING PIECE, WE ARE NOT QUITE SURE WHERE EVERYTHING WILL GO BECAUSE PROJECTIONS ARE CURRENTLY THAT, PROJECTIONS SO I THINK IT PROVIDES AN OPPORTUNITY THAT UTILIZES THE FUNDS TO ADD GROWTH, ADD SEATS IN THE AREAS THAT IS NEEDED AND MEETS THOSE REQUIREMENTS VERY WELL SO I HOP
[00:25:03]
TO APPROVE. ANY OTHER COMMENTS OR DISCUSSIONS ? SEEING NO MOR DISCUSSION I WILL CALL FOR A VOTE. ALL THOSE IN FAVOR PLEAS SIGNIFY BY VOTING AYE. ANYONE OPPOSED? HEARING ON MOTION CARRIES. THANK YOU. AGAIN, APPRECIATE THOSE COMING IN THER WILL BE MORE GOING FORWARD IN REGARDS TO OUR CAPITAL FACILITIES AS MENTIONED BY THE SUPERINTENDENT AS EARLY FALL I WHERE THE PIECE WILL BE COMING FORWARD AS TO HOW WE START LOOKING AT SOME OF THE CAPITAL FACILITIES AND WHAT WE DO. IS THAT GOOD? ALL RIGHT. WITH THAT WE WILL NOW MOVE ON , IF YOU REMEMBER WE HAD THE MONITORING REPORT TOO. THE NEXT ITEM IS TH BOARD SUMMARY FOR RESULTS TO MONITORING REPORT. I AM HOPING YOU HAVE ALL HAD THE OPPORTUNIT TO READ THIS AS IN THE SUMMARY.AND SO WITH THAT I WILL JUST QUICKLY DO A -- IF YOU CAN JUS SCROLL DOWN A LITTLE FURTHER. THE BOARD HAS SAID THAT IN THE SUMMARY CURRENTLY THAT WE ARE I AGREEMENT THAT REASONABLE PROGRESS HAS BEEN MADE WITH EXCEPTIONS WITHIN THE REPORT. W WANT TO RECOGNIZE THE CONTINUE IMPACT OF COBE IN 19 UPON THE EDUCATIONAL EXPERIENCE AND OVERALL RESULTS FOR OUR STUDENTS. WE ALSO ACKNOWLEDGE THE INTENSE WORK AND CONTAINING EFFORTS TO ENSURE ALL STUDENTS DO SUCCEED, ALTHOUGH WE ARE NOT BACK TO PRE-PANDEMIC LEVELS IN REGARDS TO ACHIEVEMENT THERE APPEARS TO BE A POSITIVE TREND FOR MOST METRICS INDICATING IMPROVEMENT FROM PAST YEARS. HOWEVER WE CAN'T OVERLOOK OR T EASILY DISMISS POTENTIAL NEGATIVE TRENDS AND MUST FOCUS ON IMPROVING THESE OVER THE NEX FEW YEARS. THE OTHER KEY PIECES WITHIN THIS GROUP, THERE ARE MORE HAPPENING, SOME OF THE CONCERNS WE HAVE TALKED ABOUT. THINK THE KEY PIECE IN THE DIRECTIONS THE BOARDS HAS SUMMARIZED HIS BEING ABLE TO FOCUS ON KEY AREAS WITHIN ELA, ENGLISH LANGUAGE ARTS TO FOCUS ON THIRD GRADE READING TO BE A KEY PRIMARY TIME AND BE ABLE TO HAVE THE COHORT COMPONENT THAT FOLLOWS THAT AND MATH WOULD BE FIFTH IN ALGEBRA BY EIGHTH GRAD WAS WORD OF THE OTHER TWO AND LOOKING AT THOSE. THERE WAS DISCUSSION AROUND WHAT WE DO, W WERE ABLE TO HAVE SOME MORE DISCUSSION AT THE EXTENDED BOARD RETREAT AND THERE IS SOME DISCUSSION WITH WHAT TO DO WITH LANGUAGE , SOCIAL STUDIES, I AM LIKING BLANKING ON THE OTHER TW RIGHT NOW, FINE ARTS AND HOW THOSE GET CARRIED OUT WITH EXPECTATIONS AND STRUCTURAL PROGRAM. THIS IS SORT OF THERE, I WILL SAY THAT UNDER RECOGNIZING IN WORLD LANGUAGE WE HAVE THIS BILITERACY . I DID ADD A PIECE OF RECOMMENDATIONS POTENTIALLY FOR PART OF LANGUAGE AND LITERACY BECAUSE WORLD LANGUAGE IS RIGHT IN THI CATEGORY SO THAT SOMETHING TO PAY ATTENTION AS YOU READ THROUGH, THAT'S A POTENTIAL DIRECTION THAT IS IN THERE AS WELL. ANY QUESTIONS ON WHAT YOU READ THEIR OR WHAT YOU DID NOT SEE? HEARING NO DISCUSSION,
>> I APPRECIATE THAT YOU CAUGHT MY PREFERENCE FOR TRENDLINES
IN LIEU OF BAR CHARTS. >> THE GOAL HERE IS TO BE AS CLEAR AS WE CAN IN REGARD TO TH DIRECTION AND ACCOMMODATION OF THE SUMMARY SO WE CAN MOVE THESE THINGS WHERE WE NEED TO, THERE WAS SOME GREAT WORK DONE, THERE'S JUST MORE TO DO.
>> WOULD YOU ENTERTAIN A MOTION?
>> I WOULD ENTERTAIN TO APPROVE
>> MOVE APPROVAL OF THE RESULTS TO BOARD SUMMARY THAT IS
PRESENTED IN THE BOARD PACKET. >> SECONDED BY DIRECTOR TO MOVE AS PRESENTED IN THE BOARD PACKET ANY FURTHER SUGGESTION?
DIRECTOR LALIBERTE. >> I JUST WANT TO HIGHLIGHT IT AGAIN AND I KNOW WE HAD THIS DISCUSSION AT THE BOARD RETREAT I LOOK FORWARD TO, THE NEXT TIME WE MONITOR OUR RESULTS TO HAVING MORE FOCUSED MONITORING ON THE AREAS WE IDENTIFIED WHICH WE SPOKE TO JUST A BIT AG FOCUSING ON ELA AT THIRD GRADE. WE ARE GOING TO BE MONITORING OUT, STUDENTS TAKING ALGEBRA BY EIGHTH GRADE . I HAVE A QUESTION AS I AM SAYING THIS OUT LOUD. AT THE BOARD RETREAT WE TALKED ABOUT HAVING MORE TARGETED METRICS . WILL W HAVE A MEETING WHERE THAT WILL BE REPORTED OUT TO THE COMMUNITY? I GUESS IT WOULD BE RIGHT? BEFORE -- WE HAVE A FIRS READING OF OUR REVISED RESULTS AND IF YOU WE REPORTED OUT LIKE THAT, THOSE WILL BE AN ADOPTED BY THE BOARD OF THE SECOND MEETING SO WE SHOULD EXPECT TO
[00:30:02]
BE SEEING THAT SOMETIME IN JUNE AS WE ARE DISCUSSING. THANK YOU FOR ALLOWING ME TO REFRESH MY MEMORY AS I TALKED ABOUT THERE, EXCELLENT. ALL THAT TO SAY I A LOOKING FORWARD TO THE NEXT TIM WE MONITOR THIS AND HAVING MORE FOCUSED METRICS. THAT WILL IMPROVE OUR ABILITY TO MONITOR PERFORMANCE IN THE DISTRICT.>> ANY FURTHER DISCUSSION? HEARING THEN I WILL TAKE A VOTE ALL THOSE IN FAVOR APPROVING TH SUMMARY AS PRESENT PLEASE
SIGNIFY BY VOTING AYE. >> AYE.
>> ANYTHING OPPOSED? HEARING NONE, MOTION CARRIES. THE NEXT ITEM ON THE AGENDA IS RESULTS ONE FOR LAKE WASHINGTON SCHOOL DISTRICT AND WITH THAT I AM GOING TO HAND THIS OFF TO DR.
HOLMEN. THIS WILL BE OUR FIRST READING TONIGHT SO YOU WILL HEAR THE PRESENTATION AND WE WILL HAVE THE DISCUSSION AND PEACE AROUND THAT AND WE WILL BRING BACK A SUMMARY OF THAT IN REGARDS TO DIRECTION. THIS WIL BE THE OPPORTUNITY TO ASK THOSE QUESTIONS FOR CLARIFICATION AND DIG INTO THIS A LITTLE BIT.
>> TONIGHT ASSOCIATE SUPERINTENDENT DALE CODY IS HER TO PRESENT RESULTS ONE. I BELIEVE YOU RECEIVED A FORMAL REPORT MAYBE SIX WEEKS AGO AND IT'S BEEN ON THE AGENDA A FEW TIMES AND THANK YOU FOR ADDING IT TO THE SPECIAL MEETING. THI IS THE MONITORING REPORT THAT DOES PROVIDE THE OVERALL ANALYSIS OF THE DISTRICTS MISSION AND VISION. THE DATA ELEMENT OF STUDENT READINESS AROUND THE DATA THAT WE DO HAVE AVAILABLE. THIS REPORT IS PRESENTED TO YOU IN COMPLIANCE FOR REASONABLE PROJECT PROGRESS WITH NOTED EXCEPTION.
DALE WILL BRING TO YOU THE REPORT AND PROVIDE SOME ADDITIONAL INSIGHTS RELATED TO THE DATA. WITH THAT I WILL HAN IT OVER TO DALE TO PROVIDE YOU THE REPORT.
>> GOOD EVENING. IT IS MY PLEASURE TO INTRODUCE AND PRESENT TO YOU THE RESULTS OF MONITORING REPORT THIS EVENING.
WE STARTED OFF AT THE FOUR-YEAR GRADUATION RATE FOR THE CLASS O 2022 AND WE KNOW THAT IT IS 94 PORT 4%. THIS IS THE HIGHEST RATE OUR DISTRICT HAS REACHED. THE FOLLOWING SUBGROUPS ARE AT LEAST 10 POINTS BELOW ARE TARGETED 94%. HISPANIC LATINO STUDENTS, OUR MULTILINGUAL STUDENTS, OR STUDENTS FROM LOW INCOME HOUSEHOLDS, AND OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. WE DO SEE POSITIVE ANNUAL TRENDS FOR OUR BLACK AFRICAN-AMERICAN STUDENTS MULTILINGUAL STUDENTS, STUDENTS FROM LOW-INCOME HOUSEHOLDS AND OR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. THIS NEXT CHART SHOWS THAT OUR GRADUATION RATES HAVE BEEN SHOWING A SLIGHT INCREASE OVER THE PAST 1 YEARS . THIS DISPLAY SHOWS HOW INDIVIDUAL SUBGROUPS WITH LONGTIME GRADUATION RATES OVER TIME . WE SEE AN OVERALL POSITIVE TREND WITH OUR BLACK AFRICAN AMERICANS IN THE YELLOW LINE RIGHT HERE, AND OVERALL POSITIVE TREND OVER THE PAST COUPLE OF YEARS BUT HISPANIC LATINO STUDENTS HAVE NOT SHOWN ANY OVERALL INCREASE FOR THE PAST SIX YEARS. AND THIS SHOW OUR NON-LOW INCOME STUDENTS AND OUR LOW INCOME STUDENTS WHICH IS THE LINE BELOW. IT SHOWS LOW INCOME STUDENTS INCREASE , POSITIVE INCREASE OF THE FOUR-YEAR GRADUATION RATE. OTHE FACTORS FOR LOW-INCOME STUDENT SUCH AS INTERSECTIONALITY OF RACE AND LANGUAGE AND THEIR POTENTIAL IMPACTS. FOR EXAMPLE OUR LOW INCOME. IF YOU ARE LOW INCOME , MULTILINGUAL STUDENTS GRADUATING IN 2022 YOU HAD A 76 .5% GRADUATION RATE. IF YOU ARE A LOW INCOME HISPANIC STUDENT GRADUATION RATE WAS AT 75.5%, ABOUT THE SAME. IF YOU WERE LOW INCOME, HISPANIC LATIN AND MULTILINGUAL YOUR GRADUATION RATE WAS 68% IN 2022. INDICATING A COMPOUNDING EFFECT OF INTERSECTIONALITY.
ON A POSITIVE NOTE LOW INCOME BLACK STUDENT GRADUATION RATE HAS GONE FROM 64.2% IN 2013 TO 72% IN 2019, TO 89% IN 2022.
THE PRESENT OF STUDENTS NOT DROPPING OUT DURING HIGH SCHOOL IS AT 96.8% . THIS JUST SHOWS THAT WE HAVE A 3.2% DROPOUT RATE AND WE HAVE 67 STUDENTS I THE CLASS OF 2022 THAT HAVE
[00:35:05]
DROPPED OUT, A LARGE NUMBER OF THESE, 30 OR 67 WERE CLASSIFIED AS UNKNOWN. THEY WERE LEAVING, THEY COULD NOT TRACK ANY DATA ON THOSE. 27 OUT OF 67, THEY INTENDED TO TRANSFER TO ANOTHER SCHOOL UNABLE TO CONFIRM THAT, ANOTHER 10 STUDENTS WENT TO A LACK OF ACADEMIC PROGRESS, ATTENDANCE, PERSONAL CHOICE, AFTER THE STATE REPORT WAS DUE. STUDENTS PARTICIPATING IN MULTILINGUAL PROGRAMS AND HISPANIC LATINO STUDENTS HAVE THE LARGEST NUMBER OF STUDENTS DROPPING OUT. SUBGROUPS THAT HAVE POSITIVE ANNUAL TRENDS WERE BLACK AFRICAN-AMERICAN STUDENTS, STUDENTS RECEIVING MULTILINGUAL SERVICES, AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.>> DALE, YOU CITED SOME DATA THAT WASN'T -- DATA THAT WASN' ON THAT SIDE, CAN YOU GO BACK T THE DATA ENSURE THAT ONE MORE
TIME? >> FOR THE DROPOUT, THE DROPOU
DATA. IT WAS IMPORTANT DATA. >> I SEE THAT QUICKLY I APOLOGIZE. SO WE THINK ABOUT 3.2% DROPOUT RATE, THAT MEANT 67 STUDENTS FOR A CLASS OF 202 DID NOT DROP OUT. EXCUSE ME, DI DROPOUT. SO OF THOSE, OF THOSE 67, 30 OF THEM WERE CLASSIFIED AS UNKNOWN, DON'T HAVE ANY INFORMATION, THEY JUST , FOR LACK OF A BETTER PHRASE, DISAPPEARED, WE DIDN'T KNOW WHERE THEY ENDED UP. 27 OF THOSE 67 WERE UNCONFIRMED TRANSFERS. BUT THAT MEANS REALLY IS STUDENTS INTEND ON LEAVING, I AM MOVING TO EDMONDS, I'M GOING TO TRANSFER, I'M GOING TO MOVE OUT OF STATE, I'M GOING TO TRANSFER, AND WE WEREN'T ABLE TO CONFIRM THOSE TRANSFERS. WHEN STUDENTS MOVE, THE SCHOOL THAT THEY END UP TRANSFERRING TO THEN CALLS AND ASKS FOR THEIR INFORMATION. THE SAY WE HAVE DALE CODY HE HAS TRANSFERRED TO OUR SCHOOL, WILL YOU PLEASE SEND US THEIR INFORMATION? THAT WOULD BE A CONFIRMED TRANSFER THAT WE WOUL BE ABLE TO TRACK THAT DATA AND KNOW. BUT 27 OF THEM WERE UNCONFIRMED. ANOTHER 10 WERE LEFT DUE TO UNEMPLOYMENT, LACK OF ACADEMIC PROGRESS OR ATTENDANCE, PERSONAL CHOICE, PURSUIT OF GED GRADUATED AFTER THE REPORT WAS DUE. THAT INFORMATION IS TYPICALLY GATHERED BY OUR COUNSELING DEPARTMENT AND OUR DATA SERVICES.
>> DR. HOLMEN? ANYTHING ELSE ON THAT SITE?
>> MAYBE I WILL JUST REMIND THE BOARD , THE GRADUATION RATES THAT YOU SEE ARE A COHORT-BASE GRADUATION RATE. ANY STUDENT STARTING IN LAKE WASHINGTON SCHOOL DISTRICT AS A FRESHMAN, THEY ARE THEN PART OF THAT COHORT. THERE'S NOTHING WE CAN DO ABOUT CHANGING GRADUATION, ONCE A STUDENT STARTS IN NINTH GRADE THEY ARE A PART OF THAT COHORT. ANY STUDENT TRANSFERRIN IN BECOMES PART OF THAT COHORT OF STUDENTS WHATEVER THEY TRANSFER IN AND PART OF THE RULES OR IF A STUDENT TRANSFER OUT THERE'S AN ACTUAL VERIFICATION PROCESS THAT HAS TO OCCUR FOR US TO VERIFY WHERE THEY WENT. WHEN DALE SAYS THER ARE 30 UNKNOWN AND 27 UNCONFIRMED, THAT DOESN'T MEAN THERE ARE 57 STUDENTS WHO JUST DROP OUT OF HIGH SCHOOL AND WE KNOW ABOUT IT, PARTICULARLY THE 27 UNCONFIRMED TRANSFERS, WE WERE NOTIFIED A STUDENT WAS TRANSFERRING AND FOR WHATEVER REASON WE WEREN'T ABLE TO MAKE THAT CONNECTION THAT THEY VERIFIABLY ENDED UP IN ANOTHER HIGH SCHOOL. AND SO OUR TEAMS ARE WORKING TO ADDRESS BOTH TH DATA INTEGRITY AND THEN WE HAV 10 STUDENTS THAT ACTUALLY DROPPED OUT OF THIS CLASS OF 2022. THOSE ARE THE STUDENTS THAT WORRY ACTIVELY DOING OUTREACH TO TRY TO GET THEM ENGAGED TO OUR SCHOOLS AND OUR PROGRAMS. GREAT DATA, THANK YO FOR SHARING THAT AND IT HIGHLIGHTS THE MULTIPLE STRAND OF DATA THAT WE ARE TRACKING BUT ALSO THE STUDENTS THAT WE ARE INTENTIONALLY REACHING OUT TO WHO WOULD BE CONSIDERING DROPPING OUT OF HIGH SCHOOL.
>> HOW DOES THIS COMPARE TO WHITE-COLLAR DISTRICTS IF YOU
WILL IN THE STATE OVERALL? >> I CAN'T SAY THE TWO ARE
COMPARABLE. >> THE ONES SURROUNDING THIS O
-- >> GET AWAY FROM ME. BASICALLY
[00:40:07]
ONES IN OUR REGION WE USUALLY COMPARE OURSELVES TO AS WELL AS THE STATE AVERAGE TO BE QUITE FRANK. SO IN BENCHMARKING DISTRICT RANKING DIRECTOR STUAR WE ARE AT 4 LOOKING TO THE RIGHT HERE. IN THE COMPARABLE DISTRICTS. THIS SHOWS A PERCENTAGE AND A SLIGHT INCREASE OVER THE PAST 10 YEAR , FOR THE PAST TWO YEARS, MOST FEDERAL RACE ETHNICITY GROUPS HAVE REMAINED FLAT OR INCREASE SLIGHTLY, THERE IS A GAP BETWEE THE GREEN LINE FOR HISPANIC STUDENTS, THERE IS A GAP HERE FOR RACE AND ETHNICITY GROUPS. WE SPOKE ABOUT THIS , FOR THE CLASS OF 2022 WE HAVE 2070 STUDENTS ENTER THEIR NINTH GRAD YEAR. THAT'S THE COHORT WE FOLLOW IN HIGH SCHOOL. OVER TH COURSE OF THAT TIME WE HAD 213 STUDENTS TRANSFER OUT. WE HAD 225 STUDENTS TRANSFER IN, AS I SPOKE TOO RAPIDLY AND SLOW DOWN, 67 STUDENTS DROPPED OUT LEAVING 1966 GRADUATES IN 49 O THOSE STUDENTS CONTINUING TO PURSUE THEIR HIGH SCHOOL DIPLOMA. THE SEVEN YEAR GRADUATION RATE IS AT 96.5%, WHICH IS SLIGHTLY BELOW THE TARGET OF 98 SO MOST OF THESE ARE IN YELLOW SHOWING THAT WE ARE APPROACHING OUR TARGET.THERE IS ONE SUBGROUP WELL BELO TARGET AND THOSE ARE MULTILINGUAL LEARNERS AND YOU WILL NOTICE THEY ALSO HAVE A POSITIVE AND ANNUAL TREND ALON WITH OUR BLACK AFRICAN-AMERICAN STUDENTS AS WELL AS OUR STUDENTS FROM LOW-INCOME HOUSEHOLDS. THIS SHOWS A SEVEN YEAR GRADUATION RATE THAT HAS BEEN RELATIVELY FLAT OVER THE PAST SIX YEARS, SHOWING SOME SLIGHT INCREASES AND DECREASES OVER TIME. WE LOOK AT THE PERCENT OF STUDENTS ENROLLING IN POST SECONDARY INSTITUTIONS WITHIN TWO YEARS. WE HAVE SEEN A DECLINE IN COLLEGE ENROLLMENT WHEN YOU TALK ABOUT POST SECONDARY ENROLLMENT, WITHIN TW YEARS OF GRADUATION, IT GOES HIGH FOR US IN LAKE WASHINGTON AT ANY ONE .6%. THIS POST SECONDARY ENROLLMENT ONLY INCLUDE STUDENTS THAT ARE PURSUING EDUCATION FROM TWO OR FOUR-YEAR COLLEGES AND UNIVERSITIES. THIS IS BASED ON CLEARINGHOUSE DATA WITH POST SECONDARY ENROLLMENT , WE DON'T HAVE DATA ON PATHWAYS SUCH AS GOING TO THE MILITARY, HERE WE SEE ARE SUBGROUPS THAT ARE WEL BELOW TARGET AND HAVE A NEGATIVE ANNUAL TREND, THOSE BE BLACK AFRICAN-AMERICAN STUDENTS, HISPANIC LATINO STUDENTS, STUDENTS ELIGIBLE FO MULTIPLE SERVICES, STUDENTS IS FROM LOW INCOME HOUSEHOLDS AS WELL AS STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. LAS YEAR WE LOST A SENIOR INTENT SURVEY FOR THE CLASS OF 2022. W HAVE TO 50% RETURN RATE, OF THOSE I COMPLETED THE SURVEY, 82% OF THOSE SAID THEY WERE ATTENDING TO A FOUR-YEAR COLLEGE OR UNIVERSITY. 5% SAID THEY WERE TAKING A GAP SEMESTE OR A YEAR AND 3% SAID THEY WER GOING TO BE WORKING. THE FINAL 2% WERE A VARIETY OF RESPONSES INCLUDING MILITARY, APPRENTICESHIP, AND UNSURE. WE WILL GIVE THIS SURVEY AGAIN THIS SPRING TO THE CLASS OF 202 AND PROVIDE SOME ADDITIONAL EFFORTS TO INCREASE THE RESPONSE RATE. OUR ATTEMPT IS TO CONTINUE TO INCREASE DATA AND MORE ACCURATE DATA ABOUT WHERE STUDENTS INTEND TO GO AFTER HIGH SCHOOL. EVEN CONSIDERING THE DECLINE IN NATIONAL DATA WE SEE A SLIGHT INCREASE FOR OUR STUDENTS IN POST SECONDARY INSTITUTIONS.
WITH THE POST SECONDARY ENROLLMENT REMAINING HIGH WE AR STILL SEEING THE GAP IN THE GREEN IS OUR HISTORY AND HISPANIC LATINO STUDENTS IN TH BLACK AFRICAN-AMERICAN STUDENT SO WE STILL SEEK OUT, WE SEE A LEVEL OF RECOVERY FROM POST-PANDEMIC LAST COUPLE OF YEARS FOR THE SUBGROUPS. THE PERCENTAGE OF STUDENTS COMPLETING AT LEAST ONE DUAL CREDIT COURSE WITH A B OR HIGHER, 93%, EXCUSE ME 94.3% COMPLETED WITH A B OR HIGHER, DUAL CREDIT AGAIN OR COURSES
[00:45:02]
THAT INCLUDE ADVANCED PLACEMENT, COLLEGE AND HIGH SCHOOL, TECH PRODUCT, INTERNATIONAL BACCALAUREATE OR RUNNING START. WE ALSO KNOW THA STUDIES SHOW STUDENTS COMPLETING AT LEAST ONE DUAL CREDIT COURSE WERE MORE LIKELY TO PERSIST IN THE FIRST YEAR O COLLEGE AND EARN THEIR COLLEGE DEGREE. HERE WE SEE SUBGROUPS BELOW TARGET. THOSE ARE BLACK AFRICAN-AMERICAN STUDENTS, HISPANIC LATINO STUDENTS, STUDENTS ELIGIBLE FOR MULTILINGUAL STRUCTURE SERVICES AS WELL AS STUDENTS FROM LOW INCOME HOUSEHOLDS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. 2 OF THESE FIVE TARGET SUBGROUPS , LOW-INCOME STUDENTS AND STUDENTS RECEIVING SPECIAL EDUCATION ARE SHOWING A POSITIVE ANNUAL TREND . HERE, WE SEE ARE SUBGROUPS WITH SLIGH INCREASES OVER TIME. THIS ALSO SHOWS A GAP BETWEEN OUR BLACK AFRICAN-AMERICAN AND LATINO GROUPS COMPARED TO OTHER GROUPS THE PERCENT OF NINTH GRADERS T EARN CREDIT FOR ALL COURSES WAS 87.9%. THE NINTH-GRADE COURSES THAT HAD THE MOST STUDENTS WITHOUT FULL CREDIT FROM THE 2021 TO 2022 SCHOOL YEAR SO TH DATA IS FOR STUDENTS THAT DID NOT RECEIVE FULL CREDIT IN AREAS LIKE ALGEBRA ONE, 123 STUDENTS. ENGLISH LANGUAGE ARTS HAD 91 STUDENTS. BIOLOGY HAD 8 STUDENTS. WORLD HISTORY HAD 47 STUDENTS IN HEALTH HAD 40 STUDENTS. THE MOST STUDENTS WITHOUT FULL CREDIT FOR THOSE FOR 21 AND 22. THERE ARE SIGNIFICANT GAPS IN THIS INDICATOR FOR BLACK AFRICAN-AMERICAN STUDENTS, HISPANIC LATINO, MULTI-THING WILL LEARNERS, STUDENTS FROM LOW-INCOME HOUSEHOLDS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. THERE ARE ALSO POSITIVE ANNUAL TRANSFER BLACK AFRICAN-AMERICAN STUDENTS, MULTILINGUAL LEARNERS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. GRAPHIC SHOWS SIGNIFICANT GAPS BETWEEN BLACK, AFRICAN-AMERICAN, AND HISPANIC LATINO STUDENTS. AGAIN SHOWING A LEVEL OF RECOVERY FO THOSE TWO SUBGROUPS. NEXT IS A PERCENT OF 10TH GRADERS THAT HAVE EVIDENCE-BASED READING AND WRITING, THE PSAT WAS 85.4% SHOWING A POSITIVE ANNUAL TREND , NATIONALLY THE PERCENT THAT MET THIS BENCHMARK WAS 61% SEEING THE SUBGROUPS BELOW BENCHMARK WITH POSITIVE ANNUAL TRANSFER BLACK AFRICAN-AMERICAN MULTILINGUAL LEARNERS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. LOOKING AT ARE SUBGROUPS WE SEE A GAP BETWEEN BLACK, AFRICAN-AMERICAN HISPANIC STUDENTS FROM OTHER SUBGROUPS THAT SHOWS A POSITIV TREND FOR OUR BLACK,AFRICAN-AMERICAN STUDENTS. >> DALE, CAN I ALSO JUST POINT OUT, IN THE REPORT , WE DIDN'T HIGHLIGHT THIS. I THINK THAT'S WHY YOU DIDN'T INDICATED. OR ASIAN STUDENTS SCORING AT 93.6 HAVE AN ANNUAL TREND OF POSITIVE ONE POINT ONE WHICH IS RELATIVELY SIGNIFICANT GIVEN THE HIGH RATE OF PROFICIENCY.
HOLMEN. I ADMITTED THAT. I WANTED TO GO BACK TO THAT SIDE TO SHOW THAT HERE AS WELL AS OU GENDER ASK STUDENTS HAS A MANUAL TREND AS A LOW END. CHECK 10TH GRADERS THAT MET THE NATIONAL BENCHMARK WAS 64% 54 43%, 64%, NATIONALLY THE PERCENTAGE OF STUDENTS THAT MET MATH WAS 36%. HERE, WE SEE AL SUBGROUPS BELOW BENCHMARK EXCEPT FOR ASIAN STUDENTS AT 36 AND GENDER ASK STUDENTS AT 75 PERCENT BUT WE DO SEE A POSITIV TREND FOR BLACK, AFRICAN-AMERICAN STUDENTS AND OUR MULTILINGUAL STUDENTS. ONE THING TO REMEMBER IS THIS DATA WAS TAKEN A YEAR AND A HALF AGO FROM THE 2021 TO 2022 SCHOOL YEAR. WHEN WE WERE GOING TO HAVE REMOTE CONSTRUCTION AND WE HAD CONTINUED INTERACTIONS FOR STAFF ATTENDANCE AND OTHER PANDEMIC CHALLENGES THAT IMPACTED EDUCATION, STILL MANY OF OUR STUDENTS SUBGROUPS WERE SIGNIFICANTLY ABOVE THE NATIONAL AVERAGE IN READING, WRITING, AND MATH. SO WE KNOW
[00:50:01]
THAT RESULTS ONE AND RESULTS TW PROVIDE AN OVERALL ASSESSMENT OF THE ACADEMIC AND INTERPERSONAL SKILLS AND ATTRIBUTES FOR A PERSON, AS DR HOLMEN MENTIONED AT THE BEGINNING, THE PRIMARY ADMISSIO OF OUR DISTRICT MISSION ANDVISION. >> ALL RIGHT. I WILL OPEN IT UP TO ANY QUESTIONS FROM THE BOARD DIRECTOR LALIBERTE.
>> ARE YOU ENTERTAINING COMMENT AS WELL ? JUST QUESTIONS?
>> I WOULD LIKE TO START WITH QUESTIONS FOR ANY CLARIFICATION ON THINGS AND THOSE COMPONENTS.
>> JUST ONE CLARIFICATION QUESTION. I APPRECIATE THE GRAPH STATEMENT PROVIDED BUT TH TIMESCALE, THE NUMBER OF YEARS VARIES SIGNIFICANTLY BETWEEN MEASURES. FOR THE SEVEN YEAR GRADUATION RATE WE HAVE FOUR YEARS OF DATA FOR THE GRADUATIO RATE WE HAVE 10 YEARS OF DATA IS THAT BECAUSE SOME OF THESE
WORK AVAILABLE? >> THE SEVEN YEAR GRADUATION RATE JUST BECAME AVAILABLE THROUGH OSP I WITH IN THE LAST HANDFUL OF YEARS. IF THERE ARE FOUR YEARS OF DATA, THAT'S WHY.
SAY ABOUT THIS AS OBSERVATIONS BUT I WANTED TO CLARIFY IF THAT
WAS WHY, THANK YOU. >> ANY OTHER QUESTIONS?
>> DIRECTOR CHOI? >> I GUESS IT'S A QUESTION. I THINK THERE MIGHT BE A DATA ANOMALY OR A STORY I AM MISSING BUT FOR PERCENT OF GRADUATES COMPLETING AT LEAST ONE DUAL CREDIT COURSE WITH A B MAC OR HIGHER WITH BLACK AFRICAN-AMERICAN STUDENTS IN 2020 WE HAVE GOT A HUGE PEAK.
WAS JUST KIND OF CURIOUS, IS THERE AN EXPLANATION FOR THIS?
>> DURING THE PANDEMIC WE HAD SOME DECISIONS TO MAKE AROUND GRADING. WHEN WE WENT TO FULL REMOTE FOR THE FIRST PERIOD OF TIME. WE ESSENTIALLY PAUSED INSTRUCTION , WE DID NOT DO REMOTE THE WAY WE DID , FORGIVE ME IF I AM GETTING MY YEARS IN CORRECT, BUT FOR THE 2020, 202 SCHOOL YEAR, THAT IS WHEN WE STARTED IN A FULL REMOTE SETTING, AND OF 2019 TO 2020 SCHOOL YEAR WE WENT INTO REMOTE WHERE STUDENTS WERE DOING ASYNCHRONOUS LEARNING FOR THE MAJORITY OF THE SPRING WITH SOME CONNECTIONS TO THE TEACHER SO WE ALSO THEN HAD TO FIGURE OUT OKAY, WHAT DO WE DO WITH GRADING? BECAUSE EVERYTHING HAS CHANGED, AND SO AFTER A LONG EVALUATION OF WHAT TO DO, IT WAS DECIDED WE WOULD PROVIDE THE LETTER A OR THE LETTER N, THE N ALLOWING THEM TO REMEDIATE THAT AND RECEIVE CREDIT IF THEY DID THE FAIL THE COURSE BUT TRYING TO USE A TYPICAL GRADING SCALE, A PERCENT SCALE, ANYTHING THAT RELATED TO AN ACADEMIC GRADE, IT REALLY WASN'T VALID. AND SO THAT IS WHY YOU SEE THIS BIKE THERE.
>> BUT IT IS ONLY FOR ONE GROU OF STUDENTS.
>> SO WE WENT BACK TO A MORE TRADITIONAL GRADING PATTER IN THE 2020-2021 SCHOOL YEAR SO THAT WAS JUST FOR THE END OF
THE 2019-2020 SCHOOL YEAR. >> SO I AM SORRY, I AM MISUNDERSTANDING. BUT IT IS ONL ONE SUBGROUP ?
>> ONE SIDE, I SEE. I SEE. >> BECAUSE YOU WOULD EXPECT AL OF THE STUDENTS TO BE OUT OF SPITE. I WAS CURIOUS IF IT WAS
AN ANOMALY IN THE DATA. >> OR AN ERROR IN THE DATA.
>> OR IS THERE SOMETHING DIFFERENT GOING ON?
>> I SEE WHAT YOU'RE SAYING , THIS SPIKE RIGHT HERE AND THEN YOU HAVE RELATIVELY FLAT, FLAT YEAH.
>> ANY OTHER QUESTIONS? IF NOT, I HAVE SOME. OKAY. I HAVE A QUESTION AROUND FOUR YEARS AND SEVEN YEARS, WE DON'T HAVE THIS LIST AS AN INDICATOR BUT HAVE W DONE LOOKING AT PATHWAYS CHOSEN FOR EDUCATION AS THOSE WERE PUT IN RECENTLY FOR THE DIFFERENT WAYS IN WHICH YOU ARE ABLE TO MEET THOSE REQUIREMENTS BE IT THROUGH PASSING THE SBA, PASSING THE A.C.T., AND CAN WE
GET THAT DATA? >> I BELIEVE WE CAN GET THE DATA, WE ARE STILL UNDER WAIVE RULES SO NOT ALL STUDENTS ARE GRADUATING USING PATHWAYS AT THIS POINT BUT YES WE CAN PULL
[00:55:07]
THOSE DATA. >> THAT'S GREAT. ONE OF THE COMPONENTS WE WERE INITIALLY TALKING ABOUT AT ONE POINT WAS BEING SURE THAT THOSE PATHWAYS ARE BEING EQUITABLY APPLIED , BEING ABLE TO SEE HOW THAT'S GOING BECAUSE I WOULD BE INTERESTED AS WE PLAY THROUGH THESE NUMBERS. ALSO NOTED THAT STUDENTS WITH LOW INCOME HAVE THE HIGHEST GRADUATION EVER AN HOW THAT FITS WITH THE ACADEMIC INFORMATION PROVIDED PRIOR THE PROVIDE ADDITIONAL CHALLENGES FOR THE STUDENT GROUP TO MEET STANDARDS. JUST TRYING TO SEE THAT DISCONNECT AND THAT DATA S I KNOW THERE ARE DIFFERENT PANELIZED PATHWAYS BEING UTILIZED, WHICH WAY TO GO FORWARD.
>> ONE OF THE THINGS WE IMPLEMENTED OVER THE LAST FOUR FIVE YEARS IS CREDIT RETRIEVAL WHERE STUDENTS THAT FAIL A COURSE , THEY WORK WITH THE TEACHER TO IDENTIFY WHAT ARE TH COMPONENTS WITHIN THE COURSE THAT THEY FAIL? IF THEY FAIL THE ENTIRE COURSE THEY NEED TO RETAKE IT. BUT THERE ARE STUDENTS THAT THE FAILED THE FINAL PROJECT WHERE THE FIELD ONE COMPONENT THAT BROUGHT THE TO A POINT OF FAILURE. WE CAN WORK WITH THEM, RETRIEVE THAT CREDIT BECAUSE THEY HAVE DONE SEED TIME WHICH IS PART OF THE BOARD POLICY AND THEN THEY ALS HAVE TO DEMONSTRATE THE LEVEL O PROFICIENCY REQUIRED TO ATTAIN THAT CREDIT. WE HAVE CREDIT RETRIEVAL AT ALL OF OUR HIGH SCHOOLS THAT REALLY DO FOCUS O THE INDIVIDUAL STUDENTS NEED IN RELATION TO A COURSE THAT THEY FAILED WERE RECEIVED .
>> DO YOU KNOW WHEN THAT WAS IMPLEMENTED?
>> IT WAS FOUR OR FIVE YEARS AGO.
>> FOLLOW-UP QUESTION? >> WE HAVE SOME NUMBERS AS TO THE NUMBER OF STUDENTS WHO TAK ADVANTAGE OF THE CREDIT RETRIEVAL PROGRAM , WHETHER IT IS OVERALL , THEY ARE BROKEN
DOWN BY SUBGROUPS. >> I KNOW WE DO HAVE THOSE DATA I REMEMBER KELLY PEASE SHARED WITH ME THE NUMBER OF CREDITS THAT WERE RETRIEVED THROUGH TH SUMMER CREDIT RETRIEVAL AND WE
CAN PULL THOSE DATA AS WELL. >> GREAT.
>> ANOTHER QUESTION I WILL HAV FOR YOU. I WAS INTERESTED, YOU MADE THE COMMENT IN THE WRITTE PIECE ABOUT STUDENTS WHO WERE WITHIN LAKE WASHINGTON SCHOOL DISTRICT STARTING IN NINTH GRAD THROUGH THEIR SENIOR YEAR 95.6% GRADUATION RATE. IF THEY HAD COME INTO OUR SYSTEM DURIN THAT TIMEFRAME IT WAS ABOUT 81.3. IT'S IN THE WRITTEN PART OF YOUR REPORT IS WHAT I REMEMBER. I WAS INTERESTED HOW TO THAT BREAKUP BY STUDENT GROUP? AND ALSO, HOW YOU USE THAT INFORMATION IN WHICH TO POTENTIALLY SERVE THOSE STUDENT AND FAMILIES IN OUR HIGH SCHOOLS? I THINK THAT WAS THE QUESTION THAT CAME OUT.
>> I WANT TO MAKE SURE I UNDERSTAND YOUR QUESTION. I'M GOING BACK TO MY NOTES TO MAKE SURE THAT I CAN ACCURATELY RESPOND OR GET THE DATA YOU ARE ASKING FOR. YOU HAD MENTIONED, WAS IT AROUND THIS PARTICULAR DISPLAY ON THE SCREEN?
>> YOU ACTUALLY DIDN'T HAVE A TABLE ON THIS DATA, IT WAS ALL
WRITTEN. >> I THINK THERE IS A COUPLE OF THINGS. ONE, WE HAVEN'T BROUGHT THOSE DATA TONIGHT. TO BE HONEST WITH YOU I AM NOT SURE THAT I'VE SEEN THAT DATA SET BU YES, WE CAN PULL THOSE DATA. IT'S INTERESTING THAT YOU ASK THAT QUESTION BECAUSE TIM KRIEGER DID SOME WORK AROUND INCOMING TRANSFER STUDENTS, HE DID SOME INTERVIEWS WITH STUDENTS TO UNDERSTAND THEIR EXPENSE, THEIR FAMILIES EXPERIENCE AS THEY WERE TRANSFERRING IN AND SOME OF TH QUESTIONS THAT FAMILIES AND STUDENTS STILL HAD, THEIR EXPERIENCES, WHILE POSITIVE WIT THE SCHOOL, DID NOT ALWAYS FULL PROVIDE WHAT THEY NEEDED TO UNDERSTAND HOW DO THEY TRANSITION? WHERE ARE THEY IN RELATION TO EITHER WASHINGTON STATE , OR FOR SOME, THE U.S. EDUCATIONAL SYSTEM AND HOW THE ARE FALLING INTO BEING ON TRAC OR NOT ON TRACK TO GRADUATE.
TIM DID SOME WORK AROUND THAT. I DON'T HAVE AN OUTCOME FROM THAT WORK BUT HE DID DO A LOOK AT THAT EXPERIENCE AS WE ARE WORKING ON OUR SCHOOLS. I DON'T KNOW IF YOU HAVE ANY ADDITIONAL
INFORMATION AROUND THAT WORK. >> THAT WOULD BE INTERESTING DATA TO PROVIDE FOLKS, LOOKING AT THESE TRANSFERS IN AND THEI
[01:00:03]
SUCCESS TO BE ABLE TO GRADUATE ON TIME AS COMPARED TO OTHERS WHO START, THERE IS SOME DATA THERE THAT SUGGESTS FOLKS SEEIN TRANSFER STUDENTS AND THEIR EXPERIENCE IN TRANSITIONING IN AND SUPPORTING THEIR ACADEMICS OVER THE COURSE OF HOWEVER MUCH TIME THEY HAVE LEFT WOULD BE AN AREA FOR US TO FOCUS ON.>> ANOTHER DATA ELEMENT THAT MA BE INTERESTING TO PULL WITHIN THAT ARE DROPOUTS WITH STUDENTS THAT DROP AND STARTED IN NINTH GRADE OR DID STUDENTS DROP OUT AS TRANSFERS TO LAKE WASHINGTON AND THAT COULD ALSO GIVE US - AS WE THINK ABOUT A 94.4% GRADUATION RATE IT REALLY IS STARTING TO INDIVIDUALIZE SUPPORTS FOR STUDENTS. THESE ARE THE WAYS THAT WE START THINKING ABOUT HOW DO WE ADDRES THE NEEDS OF UNIQUE INDIVIDUAL AND POPULATIONS, GIVEN THE CIRCUMSTANCES. THANK YOU.
>> GLAD TO HEAR THAT'S ALREADY BEING LOOKED AT. WE ARE NOT DON YET DALE, SORRY. HAVE A FEW MORE. I HAVE HAD THE REPORT FO A FEW WEEKS, GAVE ME MORE OPPORTUNITY TO DIG INTO IT.
LOOKING AT THE POSTSECONDARY, S AS I WAS TRYING TO WALK THROUGH THE DIFFERENT COMPONENTS, IN THE POSTSECONDARY PIECE, IT REALLY HASN'T CHANGED MUCH OVER THE PAST EIGHT YEARS IN ALL REALITY. IT IS PRETTY LEVEL AND PRETTY HIGH. IT WOULD BE INTERESTING TO KNOW WHO THE ONE IN FIVE WERE NOT ENROLLED WITH IN TWO YEARS. FOR THOSE STUDENT AND POTENTIAL OPTIONS? APPRECIATED THE PROVIDING OF THE SURVEY DATA THAT WAS BEING DONE IN THE EXIT SURVEY AND THAT SHOWED 90% OF OUR STUDENTS WERE LOOKING AT POST SECONDARY AND 80% OF ENROLLS SO THERE IS PIECE THAT DISAPPEARS. THE QUESTION IS ARE THERE PIECES W NEED TO DO? WHAT ARE THOSE BARRIERS TO POSTSECONDARY AND I THERE ANYTHING WE CAN DO IN THE SCHOOLS TO HELP SUPPORT? FAFSA IS PART OF THE WORK. I HAD A QUESTION ABOUT COLLEGE-BOUND AND I KNOW THERE IS AN AUTOMATI ENROLLMENT FOR COLLEGE-BOUND IN EIGHTH GRADE IF YOU MEET THE REQUIREMENTS, AT LEAST THAT IS WHAT I BELIEVE. AND IF SO THER IS ADDITIONAL REQUIREMENTS AS YOU GO THROUGH THE SYSTEM. SO YOU HAVE TO APPLY FOR FAFSA AND THAT CAN GIVE YOU ACCESS TO THE SCHOLARSHIP. ARE WE STILL PROVIDING CONCENTRATED SUPPORT FOR THOSE STUDENTS IN BEING ABL TO ACCESS THAT? THINKING ABOUT THAT AS A POTENTIAL AREA WHERE WE HAVE TO LOOK AT WORK AT WOR WE ARE DOING AT THIS POINT.
>> WE CERTAINLY LOOK BACK INTO THAT, STUDENTS THAT ARE SIGNED UP FOR COLLEGE-BOUND, THOSE ARE BARRIERS THEY GET THROUGH HIGH SCHOOL. IT WILL BE INTERESTING TO SEE HOW MANY ACTUALLY ACCESS OPPORTUNITY TO ATTEND COLLEGE AND WHAT THOSE BARRIERS WOULD BE. I CAN LOOK INTO THE COLLEGE-BOUND SIGN-UP DATE AND SEE IF WE CAN TRACK THAT THROUGHOUT THEIR HIGH SCHOOL.
>> THANKS. >> CAN WE ALSO LOOK INTO, PRESIDENT SAID AUTOMATIC ENROLLMENT, THAT WOULD BE A NEW
ELEMENT FOR ME. >> I GOOGLED IT AND FOUND THAT
MAYBE I AM WRONG. >> WE WILL LOOK INTO THAT.
>> I THINK ANOTHER ASPECT FOR FIRST-GENERATION COLLEGE STUDENTS, IT IS KIND OF FASCINATING AS WE THINK ABOUT WANTING OUR STUDENTS TO EXPERIENCE POSTSECONDARY THAT IS MEANINGFUL FOR THEM AND WHA WE KNOW IS THAT BEING THAT FIRST INDIVIDUAL FROM YOUR FAMILY TO GO TO COLLEGE, THERE ARE JUST NATURAL BARRIERS TO BE ABLE TO ACHIEVE THAT. SO CONTINUING TO THINK ABOUT WHAT IS OUR GOAL IN SUPPORTING FAMILIES THROUGH THAT? IT ISN'T JUST THE INDIVIDUAL STUDENT, IT IS TRULY SUPPORTING THE FAMILY THROUGH THAT AND THINKING ABOUT HOW WE CAN DO THAT AND CONTINUE TO DO THAT. I KNOW ALL OF THE WORK OUR SCHOOLS ARE DOING AROUND FAFSA NIGHTS, DOING SUPPORTS IN MULTIPLE LANGUAGES , IN PARTICULAR KNOWING A COUPLE OF OUR HIGH SCHOOLS THAT ACTUALLY HOLD EVENINGS IN SPANISH. IT I NOT SPOKEN IN ENGLISH, NOT TRANSLATED. IT IS SPECIFICALLY FOR SPANISH-SPEAKING FAMILIES.
THINGS LIKE THAT PROVIDED DIFFERENT LEVEL OF ACCESS AND CAN PROVIDE INFORMATION FOR THE WHOLE FAMILY AROUND THE BENEFITS OF THINGS LIKE THE COLLEGE-BOUND SCHOLARSHIP, WHAT IS THE INFORMATION YOU NEED? HOW'S THE INFORMATION USED? I KNOW THAT THAT IS A FEAR FOR SOME FAMILIES AT TIMES. REALLY
[01:05:01]
HELPING THEM WALK THROUGH THAT IS IMPORTANT.>> SO BUILDING ON THAT, KNOWING THERE IS A PERCENTAGE O OUR STUDENTS WHO DO NOT HAVE PURSUIT TO SECONDARY FOR A VARIETY OF REASONS HOW DO WE SUPPORT STUDENTS WERE NOT PURSUING A POSTSECONDARY DEGREE THE HIGH SCHOOL? THE SENSE OF THOSE WHO ARE PURSUING APPRENTICESHIP OR OTHER OPTION OUT THERE WITH WHICH TO DO THINGS. IT'S THAT PIECE, I KNOW WE DON'T HAVE THE DATA HERE AN YOUR SURVEY IS STARTING TO GET TO THAT MY QUESTION WOULD JUST BE HOW WELL ARE WE ENSURING THAT WE SUPPORT THOSE EFFORTS AND THOSE THINGS GOING FOR STUDENTS TO BE ABLE TO ACCESS THOSE? SIMILAR TO FAFSA, RIGHT THOSE DATA YET. THE DATA THAT YOU ARE SEEING HERE, SO THIS I GRADUATES FROM THE YEAR 2020. THERE WE GO. THESE ARE NOT OU CURRENT GRADUATES THAT TOOK THE SURVEY. KIND OF DOING SOME MATCHING WITH WHAT ARE STUDENT SAYING ABOUT THEIR PLANS POSTSECONDARY AND CAN WE ACTUALLY MATCH THOSE SO HOW VALID ARE THE DATA THAT OUR STUDENTS ARE TELLING US AT THE END OF SENIOR YEAR WITH WHAT ACTUALLY HAPPENS TWO YEARS LATER? AND THEN, DOING A BETTER JOB OF TRACKING ALL THOSE DIFFERENT POSTSECONDARY EXPERIENCES THAT CURRENTLY THERE ISN'T A DATA SET WE HAVE ACCESS TO BECAUSE ALL THESE DAT ARE REPORTED I BELIEVE THROUGH THE COLLEGE BOARD. SO YOUR QUESTION AROUND OTHER TYPES OF EXPERIENCES, FOR OUR STUDENTS THAT ARE CONNECTED AND LET'S SA A TECHNICAL AND PROGRAM , THOSE TYPES THAT LEAD INTO AN INDUSTRY EXPERIENCE, THE LIKELIHOOD OF THEM HAVING ACCES TO A POST SECONDARY EXPERIENCE THAT LEADS TO WORK IS MUCH GREATER THAN A STUDENT THAT ISN'T CONNECTED IN THOSE AREAS. I SAY THAT BECAUSE WE DON'T HAVE, AT THIS POINT, ADDITIONAL PATHWAYS FOR STUDENTS THAT AREN'T WORKING WITHIN OUR CAREE AND TECHNICAL EDUCATION NOT CORRECT CONNECTED TO HAVING THOSE AS VIABLE OPTIONS. MANY OF THOSE STUDENTS ARE CONNECTED BUT I AM NOT SURE I WOULD SAY OUTSIDE OF THOSE THAT WE HAVE THOSE PATHWAYS WELL ARTICULATED WELL BECAUSE THE NATIONAL CLEARING COLLEGE BOARD GIVES US DATA FOR GRADUATES FROM A COUPLE OF YEARS AGO, THE SENIO SURVEY IS A LOOK BACK , THERE IS MAYBE SOME DATA , PRESIDEN BLIESNER WHEN YOU ASKED ABOUT PATHWAYS AND THINKING ABOUT HO CAN WE SUPPORT THEM EARLY ON I THEIR JOURNEY THROUGH HIGH SCHOOL AND WHATEVER PATHWAYS THAT THEY ARE CHOOSING BECAUSE AGAIN, WE HAVE SOME NO THAT GO EXACTLY WHERE THEY WANT TO GO THAT WE DON'T KNOW UNTIL AFTER THEY LEAVE SO HOW DO WE KNOW WHAT THERE'S INTERESTS ARE AND SUPPORT THEM IN MULTIPLE PATHWAYS MIGHT NEED TO BE IN HIGH SCHOOL TO BE SUCCESSFUL.
>> DUAL CREDIT WAS MY NEXT QUESTION. I WOULD BE INTERESTED TO KNOW HOW WE SPLIT UP BY TYPE OF DUAL CREDIT. TECH PREP I THINK IS THE OTHER ONE THAT WAS LISTED. AND IT WAS INTERESTING YOU SPOKE ABOUT TAKING A DUAL CREDIT COURSE, ALIGNING WITH SECONDARY, AS I LOOK AT THE DATA , THE SAME SUBGROUPS WITHI THE DUAL CREDIT COURSE IS SIMILAR TO THE SAME DATA, WHO IS ACCESSING OR NOT POSTING GROUPS? WE HAVE PRETTY CONSISTENT TRENDS ACROSS THE BOARD THAT THIS IS SORT OF AN EARLY ON PIECE. SO THAT'S A PIECE I'M INTERESTED TO LEARN A LITTLE MORE ABOUT WITH DUAL CREDIT. THERE IS MORE GOING ON THERE THAT I'M NOT QUITE SURE W CAPTURE AS WELL AS WE COULD. WE SEE THOSE SAME GROUPS, IN THE CLASSROOM IF THEY ARE TAKING A DUAL CREDIT COURSE , BEING ABLE TO DO THAT IN ORDER TO RAISE THEIR SUCCESS IN THAT ENVIRONMENT. DOES THAT MAKE SENSE? I'M NOT SURE THAT WAS A QUESTION, I PROBABLY MOVED TO COMMENTARY. I PROBABLY HAVE FOR A LOT OF THIS.
>> CAUTIOUSLY NOT TRYING TO OFFEND DIRECTOR CARLSON. WOULD IT PIE CHART BE THE BEST WAY TO DISPLAY THAT?
[01:10:01]
>> SO THINKING ABOUT OUR STUDENT GROUPS AND THEIR ACCES TO VARIOUS TYPES OF DUAL CREDIT . IS THAT THE DATA OR IS IT AT THE AGGREGATE LEVEL HOW MUCH DUAL CREDIT OF THIS 94%, HOW MANY STUDENTS ARE ACCESSING AP?
>> I SEE THAT BY SUBGROUP AS WELL. AND IN THE NINTH GRADE CREDIT ATTEMPT, THE QUESTION THAT CAME OUT OF THEIR WAS IT WAS INTERESTING , IT WOULD BE INTERESTING TO LEARN THE REASON FOR NOT PASSING THE COURSE AND YOU SORT OF TOUCHED ON THAT WIT CREDIT RETRIEVAL AND WHAT IS GOING ON THERE AND HOW YOU SUPPORT THAT SIDE OF IT BECAUSE THIS IS GREAT. YOU SEE A LOT, KNOWING THAT NINTH GRADE IS A KEY THING. YOU KNOW HOW MANY OF THESE -- WHERE WAS ONLY ONE CREDIT, A HALF CREDIT THAT THEY LOST? THREE CREDITS? I WAS JUST CURIOUS TO IS IT A SIGNIFICANT NUMBER OF STUDENTS OR IS IT A SMALL PIECE? I WAS INTRIGUED WITH ALGEBRA ONE IN NINTH GRAD BEING THE LARGEST NUMBER OF NOT DOING WHICH MAKES -- WHAT ADDITIONAL SUPPORTS DO WE PROVIDE WITHIN THAT ENVIRONMENT TO HELP ENSURE THAT THOSE
STUDENTS SUCCEED ? >> I'M SURE WE CAN GET THE DATA AROUND WHETHER IT IS ONE CREDIT, HAVE A CREDIT, WHERE TH SHORT IS IT JUST AROUND ALGEBR OR WHAT SUPPORTS ARE WE PROVIDING STUDENTS IN THE AREAS WE HAVE IDENTIFIED THEY ARE
STRUGGLING BOSTON? >> THERE'S A FEW THINGS. I SIT THERE AND THINK WHERE THEY ALREADY STRUGGLING WITH MATH PRIOR TO ALGEBRA ONE? AND THAT COULD POTENTIALLY BE TRUE AND S ARE THERE FOR NOTIONAL PIECES THAT ARE POTENTIALLY MISSING THAT WE HAVEN'T DOVE INTO AS W MOVE INTO THE SHIFTING OF THAT ENVIRONMENT. JUST KNOWING ALGEBRA IS THAT FOUNDATIONAL PIECE FOR A LOT OF OUR SCIENCES, FOR A LOT OF THOSE COMPONENTS, JUST TRYING TO UNDERSTAND THAT A LITTLE MORE.
GREAT WORK AROUND MATH AND THERE ARE SOME PATHWAY WORKS THAT DR. ROSE AND OTHERS ARE WORKING ON , KNOWING THAT THAT PATHWAY IS SO CRITICAL, TRYING TO GET THE SKILLS TO BE ABLE TO ACCESS MUCH SOONER THAN NINTH GRADE IN THIS CASE. I WILL SPECULATE ON WHETHER THESE STUDENTS ARE STRONG MATTHEW'S STUDENTS ARE NOT BUT BEING IN NINTH GRADE LIMITS A LITTLE BIT OF THEIR ACCESS BY THE TIME THE ARE SENIOR.
>> THANK YOU. >> IS YOUR QUESTION AROUND NINT GRADE CREDIT? IS IT THE NUMBER OF CREDITS OR THE STUDENTS THAT ARE CREDIT DEFICIT BY ONE, TWO, THREE?
>> THOSE ARE ALL MY QUESTIONS. HAPPY TO OPEN TO ADDITIONAL COMMENTS OR QUESTIONS FROM THE BOARD. DIRECTOR STEWART?
>> I APPRECIATE THE FACT THE OUTREACH TO FAMILIES , FAMILIE THAT HAVE NEVER ATTENDED COLLEG OR GRADUATE COLLEGE, IS ONE OF THOSE STUDENTS, IT'S IMPERATIV TO GET TO THE FAMILY AS SOON AS POSSIBLE EVEN ELEMENTARY LEVEL TO LET THEM KNOW THAT THIS IS NOT OUT OF REACH FOR THEIR STUDENT. DON'T PUT A BARRIER IN FRONT OF YOURSELF OR YOUR SON OR DAUGHTER BECAUSE O INCOME, LANGUAGE BARRIERS, W WILL WORK WITH YOU. IT'S IMPORTANT TO INSTILL -- MY GRANDFATHER HAD TO DROP OUT OF SCHOOL AT EIGHT GRADE. AND HE WAS DETERMINED I WAS GOING TO G THROUGH COLLEGE. AND IT WAS HI PUSH ALONG WITH OTHERS , BUT IN PARTICULAR HIS THAT PUT ME THROUGH COLLEGE , NOT NECESSARILY FINANCIALLY BUT IT WAS THE IDEA THAT I KNEW THAT HE WAS IN MY CORNER. I THINK HAVING FAMILIES IN THE SAME RESPECT EARLY ON, BECAUSE THAT WAS INSTILLED IN ME GRADE SCHOOL, ON. I WOULD LOVE TO SEE -- I DON'T KNOW HOW WE WOULD DO IT, I WOULD LOVE TO SEE US EXPAND THAT PROGRAM INTO EARLIE YEARS JUST SO WE UNDERSTAND LOOK THAT DOORS AND CLOSED IT.
[01:15:02]
BY NINTH GRADE THEY MAY ALREAD HAVE A MINDSET , OKAY, THIS IS GOING TO HAPPEN BUT IF THEY CAN SEE IT EARLIER, IT COULD. THE SECOND OBSERVATION I HAD WAS THE LATE GRADUATION, ONE OF THE MOST RENDERING SITUATIONS WE HAVE IS STUDENTS IN AUGUST TO HAVE STUDENTS WHO GRADUATE B THAT MUCH, USUALLY IT IS ABOUT HALF A DOZEN-ISH. IT WOULD BE GREAT IF WE COULD IMPROVE THAT NUMBER BUT TO SEE THE FAMILIES , ESPECIALLY. IF PRIDE COULD EXPAND A ROOM, THIS ROOM WOULD HAVE EXPLODED BECAUSE IT'S AMAZING HOW IMPORTANT THAT IS TO THEIR FAMILIES AND TO THE STUDENTS TO BE QUITE FRANK. I REALLY APPLAUD THIS DISTRICT FOR RECOGNIZING THOSE STUDENTS AND NOT LETTING THEM SLIPTHROUGH THE CRACKS. >> DIRECTOR CARLSON?
>> SO NOW WE ARE INTO THE COMMENTS AND I WANT TO TALK ABOUT TRENDS. CAN WE GO BACK T THE FOUR-YEAR GRADUATION RATE TOO? THE FIRST ONE YOU SHOWED? THAT'S ALL RIGHT. THIS TABLE IS IN THE SAME STRUCTURE AS ALL THE OTHER TABLES IN THIS REPORT AND IT GIVES A COLUMN LABELED ANNUAL TREND. AN ANNUAL TREND, THIS IS BASICALLY THE CHANGE FROM LAST YEAR, THEORETICALLY.
SO YOU CAN SEE FOR THE ALL GROU 94 POINT FOR WAS THE GRADUATIO RATE AND A NOMINAL ANNUAL TREN OF +.3. CAN YOU GO FORWARD ONE SIDE? LAST YEAR WE WERE AT 93.1% AND THIS YEAR WE ARE AT 94.4%. THAT IS ONE .3% NOT 0.3% THE ANNUAL TREND DATA IN THE TABLE IS WRONG IF THESE ARE THE RIGHT DATA FROM LAST YEAR. I A JUST POINTING THIS OUT AS THE DANGER OF GIVING ME DATA IN TWO DIFFERENT FORMATS. IF THEY ARE NOT CONSISTENT WITH THE OTHER THAN ONE OF THOSE FORMATS USE THE WRONG DATA. I ACTUALLY BELIEVE THE GRAPH MORE THAN I BELIEVE THE TABLE. PARTICULARLY IF YOU GO BACK TO THE TABLE IT HAD A 9% ANNUAL TREND FOR STUDENTS ELIGIBLE FOR 77 POINT LINE, IF YOU LOOK AT THE ACTUAL GRAPH FOR THAT, THERE IS NEVER IN THE LAST 10 YEARS, A DATA POINT THAT IS AT 60 POINT ON, THAT POINT IS FROM SOMETHING ELSE, THAT +9. THAT IS NOT MY BIG POINT. MY BIG POINT IS TH ANNUAL TRENDS IN THIS TABLE IS ALMOST MEANINGLESS, LET'S LOOK AT A TREND THAT IS REAL. GO FORWARD ONE SLIDE. THE TREND FROM LAST YEAR TO THIS YEAR IS NOT A REAL TREND BECAUSE THE FREEBIE PREVIOUS YEAR WAS 94 POINT TO 293 POINT ONE. IF I WILL GIVE YOU CREDIT FOR IMPROVING THIS YEAR AND TO PUNISH YOU FOR FEELING LAST YEAR. BUT IF YOU LOOK AT THE 10 YEAR TREND, THIS IS REAL. 88, 90, 92. WE'VE GONE OUT BY ABOU 5% OVER THE COURSE OF THE DECADE. THAT'S A BIG DEAL. BUT YOU DON'T SEE IT IN ONE YEAR. THEREFORE, THIS ANNUAL TREND COLUMN IS WORSE THAN USELESS, IT'S FLAGGING SOMETHING THAT MIGHT BE IMPORTANT AND I CAN ALMOST GUARANTEE YOU THAT IT IS NEVER IMPORTANT. AND THIS ARE ALL STUDENTS, THIS IS THE LARGEST SAMPLE WE'VE GOT, WILL BE SOMETHING WERE A PLUS OR MINUS OF 5% OVER THE COURSE OF DECADE IS A VERY REAL PLUS OR -5%. NOW, WHAT IS FASCINATING ABOUT THIS . WHICH PIECE WOULD WE DO FIRST? FIRST I WILL GO TO FOR YOUR GRADUATES, LOWER INCOMES, I'M SORRY, IT WAS TWO SLIDES. HERE, WE GOT SLIGHTLY LESS DATA. INSTEAD OF'S STARTING IN 2013 IT STARTS AT 2016. IN 2013 ACTUALLY HELPED ANCHOR THE ALL STUDENTS NUMBERS I DON'T KNOW HOW OR WHY. IT'S NOT AS OBVIOUS THAT THERE IS A TREND BUT HERE, TO ME , THE QUESTION IS IS THE GAP GETTING SMALLER? YEAR ON YEAR, I CAN'T SAY MUCH. I WANTED TO BE BUT DON'T THINK IT IS CONSISTENTLY GETTING SMALLER. AND SO THIS IS THE LONG-TERM VISION OF THE DISTRICT. ARE WE GETTING BETTER YES. IMPORTANTLY , WE ARE GETTING BETTER OVERALL. IT'S NOT JUST THE NON- LOW INCOME STUDENTS, THE GAP ISN'T GETTIN DRAMATICALLY WIDER . ALL STUDENTS ARE RISING BUT WE HAVE
[01:20:03]
NOT CLOSED THE GAP. NOW, THE INTERESTING THING ABOUT THESE DATA, NOW LET'S GO TO THE SEVEN YEAR GRAD RATES. AND GO AHEAD AND GO TO THE ALL STUDENTS GRAPH. SO ONE MORE SLIDE. THIS IS FASCINATING TO ME, IT IS FLAT. WE ARE IMPROVING OUR FOUR-YEAR GRAD RATE. WE ARE NO MOVING THE NEEDLE AT ALL ON THE SEVEN YEAR GRAD RATE. I DON'T HAVE PROBLEM WITH NOT MOVING TH NEEDLE FOR THE SEVEN YEAR GRAD RATE . WE ARE GETTING SIGNIFICANTLY MORE KIDS TO GRADUATE ON TIME THEN IN THE RETRIEVAL OPTIONS THAT HAVE HISTORICALLY EXISTED. THIS IS GOOD NEWS TO ME. I WILL NOT PENALIZE THE DISTRICT FOR HAVIN FUN NUMBERS HERE BUT COMPARING THIS NUMBER AGAINST THE FOUR-YEAR RATE, THAT'S HUGE. W HAVE MOVED THE FOUR-YEAR RATE.WE ARE CLOSING THAT GAP A LOT. WE ARE DOING BETTER BY OUR STUDENTS OVERALL. AND SO THE BAD NEWS IN THIS IS THAT THE FOUR-YEAR GRAD RATE OVERALL IS JUST ABOUT THE ONLY NUMBER THA I CAN SEE IN THESE GRAPHS WHER I AM ABSOLUTELY CERTAIN THERE I SIGNIFICANT POSITIVE TREND. EVERYTHING ELSE BOUNCES AROUND.
IN MOST CASES IT BOUNCES AROUN SO DRAMATICALLY IT'S ALMOST IMPOSSIBLE TO DISENTANGLE IT. WE CAN GIVE YOU CREDIT FOR GOIN UP BY 5% IN BLACK STUDENTS AND PENALIZE YOU BY GOING DOWN 12% THE NEXT YEAR BUT IT'S PLUS OR -12% BECAUSE IT'S 39 KIDS.
CHANGING ONE KID IS MOVING YOU BUY SOMETHING AROUND THE ORDER OF 39 SO TWO AND HALF PERCENT. SO THOSE NUMBERS , THE TRENDS ON THE INDIVIDUAL SUBSETS DON' MEAN MUCH . THAT'S THE BAD NEWS I WANT THE TRENDS TO BE IMPORTANT. I WANT TO BE ABLE TO LOOK AT THESE THINGS AND DECLAR VICTORY BUT THE PROBLEM IS FOR MOST OF OUR SUBSETS THERE TOO SMALL FOR US TO MEANINGFULLY INTERPRET THE TREND AS POSITIVE OR NEGATIVE WITHOUT 10, 12 YEAR OF DATA AND THAT IS HARD TO GET I'M NOT SAYING THIS IS EASY. I AM JUST EXPRESSING AN OVERALL FRUSTRATION WITH THE FACT THAT THIS IS HARD WORK . TO MEANINGFULLY THE DISTRICT REQUIRES A TREMENDOUS AMOUNT O WORK AND IT MOVES THE ICEBERG VERY GINGERLY AND SLOWLY OVER TIME. I DON'T BELIEVE IT IS POSSIBLE FOR US TO SAY ANYTHING ABOUT DID WE DO BETTER THAN LAS YEAR? THE ONLY THING PARTICULARLY SURPRISING TO ME HERE IS THAT THERE WASN'T A CRATER IN 21. BECAUSE THOSE ARE THE KIDS WHO STARTED BEING REASSESSED SENIOR YEAR AS THEY ARE ABOUT TO GRADUATE AND IT DIDN'T TAKE THEM OUT. THAT WAS A PLEASANT SURPRISE, THAT THERE ISN'T A DEBIT VISIBLE. OVERALL I AM SORRY TO SAY THAT I DON'T BELIEVE THE ANNUAL TRENDS MATTER IN ANY OF THE TABLES YOU GAVE US. JUST BECAUSE THEY BOUNCE, THEY REALLY DO BOUNCE ONE YEAR TO THE NEXT AND IT'S NOT BY BEING CONVINCED THAT WE HAVE A POSITIVE SLOPE TO THE
OVERALL FIT. >> THAT WOULD HELP.
>> I WANT TO MAKE SURE WHAT I A SAYING IS CORRECT. WHEN I ASKED ABOUT THAT. I THINK IT'S OVER FOUR YEARS, THEY TAKE A SET OF DATA AND DRAW THE BEST FIT LINE OF THAT DATA TO GET THE ANNUAL
>> IT'S NOT A ROLLING AVERAGE. YOU'RE GETTING THE SLOPE FROM FOUR DATA POINTS WHICHEVER TELL YOU STATISTICALLY THERE'S ONLY ONE WAY TO DO IT WORSE AND THAT IS FROM THREE DATA POINTS BECAUSE THE MIDDLE TWO DATA POINTS DON'T MATTER. WAS THE FIRST AND LAST DATA POINT , THOSE TWO, DO THEY HAVE INFLUENCE ON YOUR SLOPE? THOSE TWO MIDDLE DATA POINTS WILL CHANGE THE SLOPE MEANINGFULLY. CONSEQUENTLY YOU'RE GETTING A TREND BETWEEN NOW AND THREE YEARS AGO. THAT IS BETTER THA ONE YEAR AGO, IT'S STILL NOT SOMETHING I LOOK AT AND SAY HEY THIS MEANS A LOT. MOSTLY BECAUS WHEN YOU PUT THAT DATA INTO , LET'S SAY XL, EVEN IN EXILE, I WILL GIVE YOU NOT ONLY THE SLOP OF THE LINE BUT THE ERROR ON THAT SLOPE. IF YOU HAVE A SLOPE THAT IS +.3 IN THE PLUS OR MINU NINE, IT DOESN'T MEAN MUCH.
AND I'M ALMOST CERTAIN THAT NON OF THESE NUMBERS MEAN A LOT.
I'M SORRY. I WANT THEM TO MEAN MORE THAN THEY CAN. BUT THAT IS PART OF THE THING. WE ARE A HARD HIGH-PERFORMING DISTRICT TRYING TO BECOME AN EVEN BETTER DISTRICT. IT'S HARD TO MOVE TH NEEDLE DRAMATICALLY IN JUST A COUPLE OF YEARS. JUST LOOKING
[01:25:02]
AT THIS OVERALL, THE FOUR YEAR GRAD RATE IN THE LAST 10 YEARS HAS MOVES MOVED DRAMATICALLY. IT HAS BASICALLY HAVE THE NUMBE OF KIDS NOT GRADUATING ON TIME AND THAT'S A BIG DEAL, 10% TO 5 BUT IT TAKES 10% THAT 10 YEARS TO BECOME THAT WE ARE SEEINGTHAT NUMBER. THANKS. >> CAN I HIGHLIGHT ONE OTHER THING ? THE MAJORITY OF OUR SUBGROUPS OVER THAT SIX-YEAR TREND, THE GAPS ARE CLOSING AS WELL FOR MANY, I WOULD SAY MOST. WHEN I LOOK -- FAIR ENOUGH. WHEN I LOOK AT THE CHART OR THE GRAPHS , THE TRENDLINES THAT ARE IN OUR PACKET, THERE ARE FLUCTUATIONS YOU YEAR-BY-YEAR BUT WHEN I LOOK AT THE OVERALL TREND I DO SEE IT CLOSING AMONG SEVEN GROUPS SO THAT REFLECTS AN IMPROVEMENT IN DISTRICT PERFORMANCE AND REFLECTS INTEREST THAT THIS BOARD HAS HAD OVER THAT TIME OF CLOSING THE GAPS THAT WE SEE IN OUR SYSTEM FROM OUR SYSTEMS PERFORMANCE WITH RESPECT TO DIFFERENT SUBGROUPS SO I DO WANT TO HIGHLIGHT THAT AS SOMETHING THAT I THINK IS MEANINGFUL AND POSITIVE AND WORTH HIGHLIGHTING. AN AREA OF -- AN AREA OF FOCUS FOR ME WHEN I LOOK AT THIS DATA, FOCU FOR IMPROVEMENT WOULD BE THE GAPS THAT WE SEE FOR STUDENTS THAT ARE ENROLLING IN POSTSECONDARY EDUCATION AFTER TWO YEARS. FOR ME THE OVERALL RATE IS LESS MEANINGFUL THAN THE GAPS WE SEE BETWEEN GROUPS.
THE OVERALL RATE CAN BE A FUNCTION OF SOCIETY CHANGES, INTEREST OF STUDENTS CHANGING, ECONOMY CHANGING, WE KNOW OVERALL IN THE COUNTRY LESS STUDENTS ARE ENROLLING IN POST SECONDARY. WE ALSO KNOW THAT ACCESS TO POSTSECONDARY EDUCATION AND COMPLETION OF POSTSECONDARY EDUCATION IS A BI DETERMINANT ON YOUR FUTURE, TH INCOME, CAREERS AVAILABLE TO YOU, SO I THINK IT IS INCUMBEN ON US AS A DISTRICT TO WORK REALLY HARD TO CLOSE THOSE GAPS SO AS NOT TO FURTHER STRATIFY OUR SOCIETY. I DON'T WANT OUR DISTRICT TO BE A PARTY TO THAT THAT'S A CONTINUED FOCUS AND I APPRECIATE HIGHLIGHTING IN HER QUESTIONS/COMMENTS THAT THE DATA FOR ENROLLMENT AND POSTSECONDARY EDUCATION, THE GAPS WE SEE APPEAR TO ALIGN VER CLOSELY WITH THE GAPS WE SEE FO STUDENTS THAT ARE IN ACHIEVING A B OR BETTER IN THE DUAL CREDI COURSE. I AM NOT A DATA SCIENTIST BUT TO ME THAT TELLS ME SOMETHING, THE FACT THAT THOSE ARE CORRELATED, IT APPEAR TO BE MEANINGFUL DATA. IT ALSO TELLS A GOOD STORY. WHEN WE DO PROVIDE ACCESS TO STUDENTS TO ACHIEVE IN A DUAL CREDIT PROGRAM IN OUR SCHOOLS, IT APPEARS TO ME THAT THEY WOULD B MORE LIKELY TO ENROLL IN POSTSECONDARY EDUCATION. I APPRECIATE ALL OF THE GOOD WORK THERE. TO ME THAT IS SOMETHING WHEN I THINK ABOUT FUTURE MONITORING, THAT IS SOMETHING WILL HAVE CONTINUED FOCUS ON.
THINK THOSE ARE ALL OF MY COMMENTS FOR NOW.
>> JOHN, HOW CLOSELY , BASICALLY BY HAND ENROLLMENT, WHAT'S POPULAR, WHAT'S TRENDING HOW CLOSELY DO WE WORK WITH THE TRADE UNIONS TO FIND OUT WHAT TRADES NEED MORE APPRENTICESHIPS BUILD? BECAUSE THAT MIGHT HELP US ADDRESS THAT ONE NEEDS OF THE KIDS GOING INTO APPRENTICESHIPS, I DON'T KNOW HOW MANY OF THEM AR AWARE OF APPRENTICESHIPS UNLESS THEIR FAMILY ARE IN THE TRADES. AND ESPECIALLY SINCE YOU ARE NOT ALLOWED TO START AN APPRENTICESHIP UNTIL YOU ARE 1 IN THIS STATE. IF THERE IS SOM WAY WE CAN WORK IN CONJUNCTION WITH THEM TO SAY OH, HERE IS WHERE WE REALLY NEED NEW APPRENTICES AND HERE IS WHERE WE ARE HOLDING OUR OWN AND THE ARE GOING TO ENTER AN APPRENTICESHIP THAT IS A LITTLE CROWDED, YOU SEE WHERE I'M GOING?
[01:30:03]
>> I GO BACK TO MY EARLIER COMMENTS AROUND OUR STUDENTS THAT ARE TRACKING AND CTE, THAT ARE PARTICIPATING IN CTE , THEY ARE CONNECTED WITH INDUSTRY. MEANING THEY KNOW WHERE APPRENTICESHIPS ARE, THE HAVE ACCESS TO THOSE. BUT WE DON'T HAVE, FOR STUDENTS THAT AREN'T ENGAGED IN THAT, WE DON' REALLY HAVE A PATHWAY TO CONNEC THEM. I WOULD ALSO POINT TO THE WANTED PROGRAM THAT WORKS WITH OUR LOCAL TRADE UNIONS, WE HAVE A CONSTRUCTION PROGRAM IN THE BELLEVUE SCHOOL DISTRICT WHICH IS PART OF THE CONSORTIUM WERE STUDENTS PARTICIPATE IN THE WANTED COURSE, ABOUT HALF A DAY EVERY DAY AND WE ACTUALLY HAVE A MEM OF UNDERSTANDING WITH THE UNIO AROUND THEIR WORK BECAUSE THEY ARE DOING UNION LABOR AND ONE OF THE THINGS THE UNION SAID WA IF THESE STUDENTS ARE GOING TO BE DOING UNION LABOR THEY ALSO NEED TO RECEIVE COMPENSATION FO THAT SO WE HAVE HIGH SCHOOL STUDENTS EARNING CREDIT, RECEIVING ON-THE-JOB SKILLS, THERE IS -- BECAUSE OF THIS CONNECTION WITH THE UNION AND THE MEMORABLE UNDERSTANDING , THERE IS THAT PIECE AS WELL. I WOULD SAY SOME VERY GOOD CONNECTIONS BUT I WOULD SAY WE ARE IN THE FLEDGLING STAGE OF WHERE WE WANT TO BE BECAUSE THE VARIED INTERESTS OF OUR STUDENTS IS FAST AND MAKING THOSE MEANINGFUL CONNECTIONS.
BECAUSE THIS TELLS ME THAT WE HAVE , YOU KNOW, PROBABLY 10% O STUDENTS, 15% OF STUDENTS THA OTHERWISE COULD HAVE A VERY MEANINGFUL CONNECTION TO, AT A MINIMUM, A POST SECONDARY EXPERIENCE SUCH AS AN APPRENTICESHIP TO GET THEM CONNECTED INTO THE WORKPLACE . BECAUSE WHAT WE ALSO KNOW AS THOUGH APPRENTICESHIPS COME WITH SOME VERY HIGH WAGE EARNIN CAREERS GETTING IN THAT PIPELIN IS IMPORTANT.
>> THIS IS PERHAPS A QUESTION THAT CAN'T BE ANSWERED HERE, HOW MUCH OF A BARRIER TO WE THINK THE 18-YEAR-OLD MINIMUM IS FOR APPRENTICESHIPS GIVEN THE FACT THAT THESE KIDS ARE IN PROGRAMS FROM 16 ON, 15 ON , WOULD IT BENEFIT THESE STUDENT TO BE ABLE TO HAVE, TO BE IN APPRENTICESHIPS WHILE THEY ARE IN HIGH SCHOOL , DURING THEIR PUNDIT PROGRAMS TO CREATE AN EVEN GREATER INCENTIVE, I LOVE CONSTRUCTION, IT'S A GREAT STORY, I LOVE IT, I AM WONDERIN IF LEGISLATIVELY , IT MIGHT BE OF ASSISTANCE TO THOSE STUDENT THROUGHOUT THE STATE FOR THAT MATTER TO HAVE THAT AGE LOWERED FROM 18 TO 17 OR 16 AND IF TH TRADE UNIONS ARE REALLY INTERESTED IN SUCH A PIPELINE.
I DON'T KNOW. MAYBE THE LIABILITY SITUATION IS SUCH, I DON'T KNOW. BUT IF WE COULD LOO INTO THAT, THAT WOULD BE GREAT.
>> I HAD MY OWN COMMENTARY AROUND THE ANNUAL TRENDS.
PARTICULARLY, LOOKING AT STUDENTS RECEIVING SPECIAL EDUCATION IN THEIR FOUR YEAR GRADUATION RATES, WE HAVE AN ANNUAL TREND OF +2.2%, WHICH I GREAT AND WE HAVE HIGHLIGHTED THAT BUT WHEN YOU ACTUALLY GO BACK AND LOOK AT THE GRAPH, AN IF I AM UNDERSTANDING THE CALCULATION OF THE ANNUAL TREND CORRECTLY, THAT CENTERS ARE FIRST DATA POINT ON 2019 WHICH IS THE FIRST YEAR OF THE PANDEMIC WHICH WE KNOW DISPROPORTIONATELY AFFECTED STUDENTS RECEIVING SPECIAL EDUCATION AND THAT SHOWS IN TH GRAPH YOU GO FROM 76.6% TO 74 POINT IN PERCENT AND THEN IN 2019, 70.5%. IT IS A MASSIVE DOWNWARD SPIKE. IF THAT IS OUR FIRST DATA POINT WHEN WE ARE LOOKING AT THE ANNUAL TREND, OF COURSE IT'S GOING TO LOOK FANTASTIC. SO I AM CONCERNED - I'M NOT CONCERNED WE ARE DOING A VICTORY THAT BECAUSE I DON'T TO GET SOMETHING OUR DISTRICT TENDS TO DO WE ARE PRETTY GOOD ABOUT CONTINUING TO MOVE FORWAR ON POSITIVE PROGRESS THAT I'M CONCERNED THAT SPECIFICALLY IN THIS INSTANCE I WILL DEFAULT T DIRECTOR CARLSON ON THE IDEA OF
[01:35:02]
A ANNUAL TREND OVER ALL BUT SPECIFICALLY IN THIS INSTANCE IT'S GIVING A VERY SKEWED VIEW OF WHAT OUR SERVICES TOWARDS THOSE STUDENTS ARE BECAUSE THE WAY I AM LOOKING AT IT, I LOOK AT IT AS PRE-AND POST-2019 BECAUSE THAT IS WHERE THE SPIKE IS. WE WERE ON A DOWNWARD SLOP BEFOREHAND. BUT FAIRLY LEVEL.AFTERWARDS WE ARE AT A -- IT'S LITERALLY LEVEL. WE GO FROM 78 277.8 TO 77.9. IT'S BASICALLY THE SAME THING. AND SO IF WE AR LOOKING BEYOND THAT ONE ANOMAL YEAR , OUR TREND ISN'T POSITIVE AT ALL. AND THE REASON I AM FOCUSING SO HARD ON THIS IS BECAUSE, AND CLEARLY THIS IS A MUCH LONGER CONVERSATION FOR A MUCH DIFFERENT TIME, BUT WE HAVE CLEARLY HEARD OUR STUDENT OUTSIDE TODAY AND WE HEARD TESTIMONY THAT THE PROGRAM IS DISPROPORTIONATELY POSITIVELY AFFECTING STUDENTS RECEIVING SPECIAL EDUCATION. I UNDERSTAN THAT MAYBE THAT PROGRAM CANNOT EXIST BUDGETARY EARLY. BUT WHA ELSE ARE WE DOING? THE TREND O THE PAST THREE YEARS, EXCLUDIN THE 2019 YEAR SHOWS THAT WE AR NOT IMPROVING. WE ARE BACKSLIDING, WHICH IS NICE. BU WE AREN'T IMPROVING AT ALL. AND IF WE ARE GOING TO CUT A PROGRA THAT ALL THE DATA SHOWS IS DISPROPORTIONATELY POSITIVELY AFFECTING THOSE STUDENTS , AND I'M SURE IF WE CONTINUED IT OU TO FOUR YEARS, WOULD SHOW A POSITIVE INCREASE IN GRADUATION RATES FOR THOSE STUDENTS, WHAT ELSE ARE WE GOING TO DO TO MAKE UP FOR THAT? THAT IS MY FIRST LONGER POINT. THIS IS A BIT MORE OF A COMMENTARY. THE PSAT METRICS THAT WE HAVE HERE.
THIS CAN BE A RHETORICAL QUESTION UNLESS IT FEELS LIKE IT'S WORTH ANSWERING. THE 90 AND 80% THRESHOLD, THE TARGETS THAT WE ARE TRYING TO HIT ARE THOSE ARBITRARY, DID THAT COME FROM ANYTHING IN SPECIFIC BECAUSE WHILE I AM HONESTLY A FAN OF THE PSAT AND THE S.A.T. WILL SAY PARTICULARLY IN THIS DISTRICT, STUDENTS, A LOT OF THE STUDENTS THAT ARE PROBABLY STRUGGLING ON THOSE TESTS ARE NOT REALLY RECEIVING ANY PRIOR HELP BEFOREHAND AND AS ANY STUDENT WILL TELL YOU, A GOOD 60% OF THE PSAT OR THE S.A.T. IS JUST KNOWING HOW TO TAKE THE PSAT OR THE S.A.T. SO I AM NOT SURE THAT THOSE METRICS ARE A VERY ACCURATE REFLECTION OF OUR STUDENTS ABILITIES. BECAUSE AS ANYONE WILL TELL YOU, MOST OF THE STRUGGLES WITH THOSE TESTS IS KNOWING HOW TO TAKE THEM AND FROM OUR EXPERIENCE, OUR STUDENTS ARE BEING HELPED IN KNOWING HOW TO TAKE THEM BEFOREHAND. IT DOESN'T SURPRISE ME THAT THEY ARE STRUGGLING.
>> DIRECTOR STUART. >> IN THE SPECIAL NEEDS CATEGOR , WE ARE LOOKING AT IT AND LOOKING AT GRADUATION , WE ARE LOOKING AT GRADUATION AND NOT CERTIFICATES OF COMPLETION, AM
>> DO WE HAVE STATS ON CERTIFICATES OF COMPLETION OF THOSE WHO WENT THROUGH OUR ACADEMIES?
>> THE CERTIFICATE OF COMPLETIO IS NO LONGER OFFERED.
>> OKAY, WHEN DID THAT AND? >> WHEN THEY BROUGHT ON THE NEW GRADUATION PATHWAYS. MAYBE THRE YEARS AGO. CAN I JUST ALSO COMMENT ON THE ANNUAL TREND PIECE?
>> YES. THIS IS NOT A PRO OR CON STATEMENT ABOUT THE ANNUAL TRENDS BUT I ALSO WANT TO REMIN US THAT WE ALL AGREED TO THAT IS THE METHODOLOGY . SO THIS IS AN SOMETHING THAT MY TEAM CAME UP WITH. THIS IS SOMETHING WE ALL CAME UP WITH. AND SO WE AR THE ONES THAT ARE REPORTING THIS TOGETHER THE WAY IT IS
BEING REPORTED. >> THAT IS FAIR.
>> THANK YOU FOR RECOGNIZING THAT. DIRECTOR CHOI.
>> EVANS COMMENTS ABOUT THE PSAT WERE INTERESTING TO ME. A WE HAVE MORE SECONDARY INSTITUTIONS THAT ARE GETTING RID OF THE REQUIREMENT FOR S.A.T.S FOR ACCEPTANCE INTO
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COLLEGE I SEE THIS AS A POTENTIALLY EVEN MORE NOT VERY INFORMATIVE IN ANSWERING WHAT W ARE TRYING TO GET TO AND WE AR ALREADY LOOKING AT HOW MANY OF OUR STUDENTS ARE GOING INTO POSTSECONDARY EDUCATION . SO I DOES SEEM A LITTLE BITREDUNDANT. >> IF I CAN GIVE HISTORY AS TO WHY IT'S EVEN HERE, PART OF IT IS BECAUSE EVERY 10TH-GRADER I GIVEN THE OPPORTUNITY TO TAKE THE PSAT AND THAT GIVES A MARKER AND TIME IN WHICH TO DO SO. YOU ARE ABSOLUTELY RIGHT, EVAN, THAT TEST TRAINING CAN BE VERY IMPACTFUL . I WOULD ALSO ARGUE THAT IF WE ARE DOING OUR JOB WELL WITHIN PUBLIC EDUCATIO WHICH EVERY TEST IS PUT IN FRONT OF SOMEBODY THEY SHOULD B ABLE TO READ THE NATIONAL STANDARD IS PUT FORWARD.
BECAUSE WE SHOULD BE TEACHING HOW TO THINK AND SO YOU CAN TACKLE TASKS IN THAT WAY. I WILL SAY JUST ON THE PSAT PIECE THAT'S ON THE HISTORY ON WHY IT IS THERE, IT'S A DATA POINT PUT IN AS A WAY TO MARK AS WE GO TO GRADUATION, OR THE COLLEGE AND CAREER READY? IT'S A PART OF WH THE NINTH-GRADE QUESTION IS THERE IN REGARDS TO CREDITS. WE USED TO DO 10TH AND 11TH GRADE AS WELL SO THAT IS WHY THE PSAT IS THERE. WHETHER OR NOT IT SHOULD BE THERE, I THINK THAT'S A DECISION TO MAKE. IT IS CLEA THE GAPS WE HAVE BEEN SEEING WITHIN THE PSAT ALIGN WITH THE GAPS WE SEE IN OUR OTHER AREAS. AGAIN. I WOULD ARGUE USING MULTIPLE MEASURES WITH SIMILAR GAPS. SO THERE IS STILL MORE WORK TO BE DONE THAT WE NEED TO THINK ABOUT, THAT'S NOT NECESSARILY THE INDICATOR BECAUSE THE GAPS STILL EXIST IN THE SAME FASHIONS. WHETHER OR NOT WE KEEP IT AND IT'S NOT USEFUL, THEN YES WE CAN ADD IT TO WHAT WE DO. I WANTED TO MAKE SURE YOU KNEW THE HISTORY OF WH THE PSAT WERE THERE BECAUSE USE TO GET THE S.A.T. AND A.C.T. AS AN OPTION. IT WASN'T BENEFICIAL BECAUSE NOT EVERY STUDENT TOOK IT. AT LEAST WITH THE PSAT WE HAD A MUCH BROADER SAMPLING OF BEING ABLE TO GET AN IDEA AS TO WHERE ALL OF OUR STUDENTS WERE AT AND BEING ABLE TO SPEAK TO I THAT WAY AND BEING ABLE TO USE THE COLLEGE AND CAREER WRITING IS A CUTOFF THAT THEY USE WHICH IS SIGNIFICANTLY, WE DON'T DEFINE THAT. THAT'S SORT OF AN EXTERNAL SOURCE TO BE ABLE TO DO A NATIONAL COMPARISON AS WEL AND TO THINK ABOUT. SO THAT'S
THE REASON BEHIND IT. EVAN. >> THIS IS A BIT OF A TANGENT BUT IT STRUCK ME WHEN DIRECTOR CHOI WAS TALKING ABOUT A LOT O INSTITUTIONS SPECIFICALLY ON THIS SIDE OF THE UNITED STATES MOVING AWAY FROM THE PSAT IN THE S.A.T. I'M SPEAKING AS A STUDENT HERE, PLEASE DO NOT GET RID OF IN SCHOOL OPTIONS FOR THE PSAT AND THE S.A.T. REGARDLESS OF HOW SCHOOLS IN THIS AREA ARE CONTINUING TO MOVE, I DON'T KNOW IF ANY OF YOU HAVE TRIED TO GET AN A.C.T OR AN A.C.T. LIVING IN WASHINGTON SCHOOL DISTRICT IN THE PAST DECADE , IT'S NOT IT'S NOT EASY. I DROVE TWO HOURS FOR MINE AND I GOT LUCKY AND GOT ONE OF THE CLOSE ONES. I KNOW PEOPLE THAT TAKE FAIRIES AND HOTELS. I KNOW WE HAVE SUPER WEDNESDAY THAT WE HAVE THEIR I SUCH AN INCREDIBLE BOON FOR STUDENTS BECAUSE A LOT OF STUDENTS IF WE ARE THINKING ABOUT EQUITY DON'T HAVE THE ABILITY TO TAKE FAIRIES AND HOTEL ROOMS TO TAKE AN S.A.T.
IT'S NOT REALLY RELATED I JUST WANTED TO MAKE SURE THAT WAS
SAID. PLEASE KEEP THAT. >> VERY FAIR.
>> ANY OTHER QUESTIONS OR COMMENTS IN REGARDS? DIRECTOR
CHOI. >> I WANTED TO SAY I FOUND THE DATA WHEN WE BROKE OUT OUR MULTILINGUAL STUDENTS TO STUDENTS THAT ARE ELIGIBLE VERSUS PREVIOUSLY ELIGIBLE AND ARE NEVER ELIGIBLE, I FOUND THAT DATA HELPFUL AND INTERESTING , ONCE AGAIN GOING BACK TO TREND LINES AND OBSERVING THE GAPS, RIGHT NOW I WAS SPECIFICALLY FOCUSING ON THE PSAT NUMBERS. JUST OBSERVING THE GAPS BETWEEN CURRENTLY ELIGIBLE AND ONCE ELIGIBLE , ONCE WE CAN GET STUDENTS OUT OF THE MULTILINGUA SERVICES BECAUSE THEY ARE PROFICIENT IN THEIR ENGLISH IT SEEMS LIKE THEY HAVE MUCH GREATER RATES OF SUCCESS WITHI OUR SCHOOLS ACROSS THE BOARD SO IT IS -- I'M INTERESTED TO FIN A FOCUS ON THOSE STUDENTS THAT
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ARE ELIGIBLE AND MAYBE THIS IS A STUDY SESSION I NEED TO REQUEST ON MULTILINGUAL SERVICE BUT BUT WHAT PERCENTAGE OF OU STUDENTS NEVER LEAVE? DO WE HAVE THE HIGHEST SUCCESS RATE O MOVING OUR STUDENTS THROUGH AN GETTING THEM TO THEIR GRADELEVEL CLASSES? >> I WAS JUST CONFIRMING HE UNDERSTOOD YOUR REQUEST AND HE TOLD ME YES.
>> HOW DO WE MOVE STUDENTS THROUGH, THERE IS VARIOUS DATA AROUND THAT AND THEN IT'S ALSO WHAT IS THE SERVICE DELIVERY MODEL THAT WE PROVIDE FOR STUDENTS AS WE ARE TESTING THE AND I'M BLANKING ON THE NAME OF THE TEST BECAUSE IT CHANGED A YEAR AGO, THEY ARE LEVELED AND SO DIFFERENT LEVELS OF STUDENTS , MEANING THEIR LEVEL OF ENGLIS PROFICIENCY . RECEIVE A DIFFERENT TYPE OF SERVICE KNOWING THAT CORE INSTRUCTION FOR THEIR YOUNGEST IS THE BEST MOST LANGUAGE RICH ENVIRONMENT FOR US TO LEARN. THAT MAY BE A GOOD ADD TO BRING CORTEZ, THE DIRECTOR OF ANIMAL SERVICES INT THE CONVERSATION BECAUSE IT REALLY DOES GO HAND-IN-HAND HO WE ARE PROVIDING INTERVENTION
SUPPORTS FOR STUDENTS. >> DIRECTOR STUART.
>> AS WE LOOK AT POSTGRADUATE NUMBERS AND THOSE GOING INTO - WHETHER IT IS IN TWO YEARS OR THE WORKFORCE, IT MIGHT BE A GREAT MEASUREMENT, I HOPE, TO LOOK AT THE STUDENTS THAT GO THROUGH OUR ACADEMIES, SPECIAL NEEDS STUDENTS, AND TO SEE HOW MANY OF THOSE INDIVIDUALS END UP WITH JOBS AFTER THOSE ONE O TWO YEARS IN THE ACADEMIES. I WOULD THINK IT WOULD BE -- I WOULD HOPE IT WOULD BE A VERY GOOD NUMBER TO BE PROUD OF. I KNOW BEFORE WE EVEN HAD THE ACADEMY THERE IS A HIGH SCHOOL TEACHER AT REDMOND HIGH WHO BROKE GROUND ON THAT SORT OF THING AND FOUR OF HER GRADUATES THAT SHE PLACED HER SAFEWAY AR STILL WORKING THERE AND IT'S BEEN 20 YEARS. I THINK IT WOUL BE INTERESTING TO SEE, I THINK IT MIGHT BE HELPFUL TO THE PARENTS OF SPECIAL NEEDS STUDENTS ENTERING THE ACADEMIES WERE CONSIDERING THE ACADEMIES AS A CONSIDERATION WHEN THEY AR
LOOKING AT THAT. >> ANY OTHER ADDITIONAL COMMENT OR QUESTIONS? SO FAR TO SUMMARIZE A PIECE OF WHAT I HAV HEARD TONIGHT AND YOU CAN CORRECT ME IF I AM WRONG AND I AM SURE THERE WILL BE GAPS BUT WHAT I AM HEARING IS THERE IS REASONABLE PROGRESS WITH EXCEPTIONS IN VARIOUS SUBGROUPS THE ONE THING I WOULD TOSS IN I THERE IS A PIECE THAT OUR LATINO STUDENTS ARE -- I'M TRYING TO THINK OF THE WAY IN WHICH TO PUT IT, THE LEVEL AT WHICH BEING ABLE TO ACCESS THE SECONDARY OR BUILD CREDIT IS NO THE SAME ACROSS THE BOARD AND I THINK SOME ADDITIONAL UNDERSTANDING IN THAT AREA WOUL BE OF VALUE . I THINK ALSO THE LOW INCOME STUDENTS AND POTENTIALLY INTERPLAY OF HOW THAT HAPPENS, SPECIAL EDUCATION IS HOW THEY CAME UP A HIGH GRADUATION RATE CONSISTENTLY WITH THE DATA IN GENERAL IS WEL DONE IN THE SENSE THAT TRENDS ARE A CHALLENGE , COVID ACTUALLY TOSSES IN A WHOLE OTHER CONTEXTUAL ISSUE THAT COULD THROW OFF IF YOU HAS THAT AS A STARTING POINT. THAT WAS ONE OF THOSE POINTS BROUGHT IN THERE. I THINK THERE'S INTEREST IN BEING ABLE TO UNDERSTAND HO TO ACCREDIT COMPARES WITH SOM OF THE INDICATORS AS TO THE INDICATOR OF PSAT AS A VALUE AND WHETHER THAT SHOULD BE KEPT OR NOT . OKAY, WHAT HAVE I MISSED? I HAVE MY SUMMER ALREADY STARTED, CHRIS. IF YOU'RE GOING TO KEEP THE ANNUA TREND IN THE TABLES I'M ALMOST 90% CERTAIN I ASKED IF THERE BE AN EXPEDITION OF HOW THAT NUMBE WAS CALCULATED AS PART OF THE
TABLE. >> I BELIEVE IT WAS FOOTNOTED.
TABLES. >> IT'S FOOTNOTED AT THE VERY BEGINNING OF THE REPORT , IT'S LISTED AT SUB FIVE.
[01:50:04]
>> IT SHOULD BE FOOTNOTED WITH EACH OF THE CREDIT TABLES, ANNUAL TREND START AND AT THE BOTTOM OF THAT IT SHOULD BE
NOTED. >> THERE IS CLEAR DEFINITION A TO WHAT YEARS ARE INCLUDED IN THE ANNUAL TREND.
>> THE FACT IS I STILL STRONGLY BELIEVE THAT FOUR YEARS IS NOT
MEANINGFUL TREND. >> SO THIS WILL BE A FURTHER
>> SIMILAR TO CONVERSATIONS ABOUT RESULTS, I WONDER IF THER IS SOME REFINEMENT AROUND RESULTS ONE BECAUSE TO YOUR POINT, CHRIS, I'VE BEEN LOOKING AT OUR FOUR-YEAR GRADUATION RATE FOR A NUMBER OF YEARS AND IT'S IMPRESSIVE AND IT HAS BEEN THIS CONSISTENTLY SLOW STAIRSTEP OVER THE YEARS AND REMEMBER BACK IN THE EARLY 2010S, 2011'S, 2012'S, STARTING TO SEE THIS PROGRESS AND WONDERING IS THIS A ONE-YEAR THING? IS THIS TO LOOK BACK OVER 10 YEARS TO SEE IT HAS BEE YEAR OVER YEAR KIND OF CONSISTENTLY INCREASING? JUST THINKING ABOUT WHAT THE DATA THAT WILL HELP THE BOARD ANSWER THE QUESTIONS AROUND REASONABLE PROGRESS AND IF THE ANNUAL TREND ISN'T HELPING TO ANSWER THAT, THEN THERE'S NO REASON FOR US TO INCLUDE IT. IT'S A CONCLUSION WE CAN MAKE BUT IN THE ABSENCE OF THAT BUT IS THE TREND DATA WE ARE GOING TO AGRE MAKES SENSE FOR EVEN EACH OF THESE INDICATORS WHICH MAKE MA
BE DIFFERENT. >> SOME OF YOUR HOMEWORK IS AR THERE SPECIFIC FOCUS AREAS AS YOU GO THROUGH THIS AND DIFFERENT THINGS IN HERE, AS MUCH AS DIRECTOR LALIBERTE, YO MENTIONED DUAL CREDIT WAS A FOCUS AREA. I THINK THERE HAS BEEN DISCUSSION AROUND APPRENTICESHIPS AND ALTERNATIVE PATHWAYS, OTHER PATHWAYS. THER IS SOME DISAGREEMENT AND THAT I SOMETHING THE BOARD CAN FIGURE OUT WHICH WAY THEY WANT TO GO WITH THAT. THINKING WHAT WE DI WITH FOCUS PEAKS PIECES WE WANT TO THINK ABOUT? I JUST WANTED TO THROW THAT OUT AS SOM HOMEWORK DIRECTOR STUART THEN DIRECTOR CARLSON.
>> AS MUCH AS I AGREE WITH THE YEAR-TO-YEAR DATA, I THINK THA WE ARE ALMOST TRAPPED INTO A SITUATION WHERE WE NEED TO CAPTURE THAT DATA ON AN ONGOIN BASIS AND EVEN REPORT ON IT MERELY BECAUSE I THINK WE HAVE AN AUDIENCE OF PARENTS, OF LEGISLATORS, OF COMMUNITY LEADERS THAT REALLY PROBABLY HAVE MY LEVEL OF UNDERSTANDING OF GRAPHS AND CHARTS, NOT YOURS AND THEY WANT TO HAVE THE MOST CURRENT DATA, EVEN WHEN IT'S FLAT, BUT I THINK TO CHRIS'S POINT, THE IDEA OF EMPHASIZING I WOULDN'T ABANDON THE ANNUAL REPORTS BUT I WOULD EMPHASIZE THE SEGMENTS OF YEARS THAT ARE MORE MEANINGFUL JUST SO WE HAV BOTH TRENDS WHILE ONE IS NOT A TREND. I HAVE VISIONS OF SOMEBODY COMING BACK AT US THRE YEARS FROM NOW IN SAYING WHY DIDN'T YOU KEEP, WHAT ARE YOU HIDING? AND WE ARE NOT. THE FACT THAT THERE IS REALLY NO TREND PER SE IT'S -- IT'S THE NATURE OF WHAT WE EXPECT NOW. WE EXPECTED TO GO UP FROM ONE WEEK TO THE NEXT AND A NEWS PROGRAM, THAT'S CRAZY. I THINK IT'S THE SAME SITUATION WITH YOUR ANNUAL TRENDS THERE.
>> PART OF THE REASON I BROUGHT TRENDS UP IS -- THIS SLIDE BEING SHOWN IS A PERFECT EXAMPL OF IT. I DON'T WANT TO PUNISH THE ADMINISTRATION FOR HAVING SERIES OF NEGATIVES IN THE ANNUAL TREND WHEN I DON'T BELIEVE THAT THOSE ARE MEANINGFUL TRENDS JUST AS I DON'T WANT TO GIVE CREDIT WHERE I DON'T PERCEIVE THERE TO BE A TREND. THE FIRST PLACE I NOTICED IT IT WAS A SLIDE, IF YOU LOOK THERE IS A +1 POINT ONE. I SAID THERE'S A -3 POINT WHEN YOU DIDN'T FIGHT. CHOOSE ONE. EITHER GET CREDIT OR GET PUNISHMENT. I WOULD RATHER COMMAND THINGS. THERE ARE A LOT OF WAYS WE CAN DO THIS TO
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COMMUNICATE BETTER TO THE PUBLIC. THE TERRIBLE IRONY IN ALL OF THIS AND I TRULY DO MEA THIS SERIOUSLY EVEN THOUGH IT WILL SOUND FUNNY, THE MOST IMPORTANT BOOK YOUR ADMINISTRATORS CAN READ IN TERM OF PRESENTING DATA IS TITLED HOW TO LIE WITH STATISTICS. AN IT'S NOT ABOUT LYING WITH STATISTICS, IT'S ABOUT HOW DO YOU COMMUNICATE THE MESSAGE THA YOU ARE TRYING TO DRAW? SO IF YOU CAN QUICK, DO ME A FAVOR, SKIP BACK TO THE FIRST GRAPH O A FOUR-YEAR GRAD RATE FOR ALL STUDENTS. IF YOU ARE TRYING TO COMMUNICATE THAT TO THE PUBLIC HOW ARE WE DOING ON THE GRADUATION RATE? THAT'S LIGHT AFTER THIS GUY, THE NEXT ONE. WHEN YOU SEE THIS GRAFT, IT'S ON A SCALE OF 0 TO 100% WHICH MAKES IT LOOK LIKE THAT'S A PRETTY FLAT LINE, THAT'S A PRETTY FLAT PLATEAU. BUT IF YOU PLOTTED IT AS THE INVERSE, WHA FRACTION OF OUR KIDS ARE NOT GRADUATING IN FOUR YEARS , YOU WOULD GET MORE THAN 12% OF OUR KIDS 10 YEARS AGO NOT GRADUATIN IN FOUR YEARS. TODAY LESS THAN 6% OF OUR KIDS. WE HAVE HALVED THE RATE OF KIDS NOT GRADUATING ON TIME. THAT IS A MESSAGE BUT IT'S THE SAME DATA, IT'S JUST HOW IT IS SHOWN TO TRY TO COMMUNICATE A MESSAGE. MARK IS DEAD RIGHT. THERE ARE WAYS WE CAN COMMUNICATE BETTER AND TRY TO FIND A WAY TO DO IT BUT I A NOT KIDDING, HOW TO LIE WITH STATISTICS WAS WRITTEN BY A STATISTICS PROFESSOR TRYING TO HELP KIDS INTERPRET THE FRONT PAGE OF THE NEW NEWSPAPER AND IT'S FABULOUS IN TRYING TO HELP YOU FIND WHAT'S THE REAL STORIE WE WANT TO TRY TO TELL OUT OF THIS DATA? THE FIRST STEP IS DOING LINE GRAPHS RATHER THAN BAR CHARTS BUT WE ARE THERE.NOW THE NEXT STEP IS TO FIND TH WAYS THAT THE STORY IS CLEAR T A CASUAL READER. I DON'T WANT MY LAST MESSAGE TO BE THAT YOU HAVE FAILED. I LAST MESSAGE BEING THAT THIS IS COMPLEX DATA IT'S A VERY LARGE SYSTEM AND IF YOU MOVE THINGS DRAMATICALLY IN ONE YEAR , AS A PROFESSIONAL SCIENTIST, MY FIRST REACTION WOULD BE AN ANOMALY, SOMEBODY COPIED THE WRONG DATA INTO THAT CELL AND IT IS JUST A MISTAKE. THIS IS SOMEONE BEING HUMAN ASSEMBLING A TABLE. BECAUSE IT SHOULD BE, IF IT IS REAL, NOT DRAMATIC CHANGE, BUT IT SHOULD BE OVER THE LONG PERIOD OF TIME, A MEANINGFUL CHANGE. AT THE END OF THE DAY I DO FEEL LIKE IMPORTANT THINGS ARE HAPPENING IN THESE DATA. BUT IT'S REALLY HARD TO GET AT WHICH PIECE OF THAT IS THE RIGH PIECE. I WOULD DONATE MY COPY TO THE CAUSE BUT IT IS PACKED
SOMEWHERE WITH MY OFFICE. >> THE ONLY OTHER PIECE I WOULD LIKE TO THROW IN THAT WE HAVEN' IS STUDENT VOICE. WE ACTUALLY TALKED ABOUT THIS AT THE BOARD RETREAT IN REGARDS TO STORIES AND HOW YOU UTILIZE DIFFERENT DATA, SOME OF THE QUALITATIVE DATA, YOU STARTED WITH THE SURVEY AND THAT ONE PIECE BUT I DO THINK WHEN YOU THINK ABOUT THIS ACTUAL RESULT AND WHAT IT' ABOUT FOR COLLEGE AND FOR THE WORKPLACE AND FOR PERSONAL SUCCESS BUT WE HAVEN'T ASKED OUR STUDENTS EVER IF THEY BELIEVE THAT THEY ARE READY FOR THOSE THINGS. AND SO THAT IS ONE THAT I WOULD LIKE TO TOSS OUT AS SOMETHING WE HAVE BEEN THINKING ABOUT. HOW DO WE BRING THAT STUDENT VOICE FOR SOME OF THOSE STORIES AS WE SPOKE ABOUT AND BEING ABLE TO PROVIDE THAT EVAN I AM SURE THAT YOU CAN PROVIDE THAT BUT I AM THINKING FOR MY BROADER PICTURE AND PERHAPS THAT IS THROUGH THE SURVEY PERHAPS IT IS THROUGH GROUPS OF STUDENTS THROUGH MULTIPLE THINGS AND I WANTED TO MAKE SURE THAT'S THE ONE PIECE AS I LURKED THROUGH THIS I GET CONCERNED THAT I DON'T SEE.
ANYTHING ELSE? DIRECTOR STUART SPOKE TO EVANS POINT ABOUT TH PREP BEING AS IMPORTANT AS THE TEST I CAN ATTEST TO THAT BECAUSE GOD KNOWS THEY DIDN'T HAVE A PREP CLASS IN MY HOMETOW PROBABLY NOT FOR 200 MILES FOR MY HOMETOWN BUT PERHAPS WE ARE LOOKING AT AN EXTRACURRICULAR CLUB IF YOU WILL TO START LOOKING AT HOW TO PREP FOR THE TESTS. THE KIDS WHO ARE FROM WELL-HEELED FAMILIES, IT'S A GIVEN THEY WILL HAVE TUTORS, THEY WILL HAVE CLASSES. FROM ANYWHERE FROM MIDDLE INCOME DOW OR FOR THOSE NOT FAMILIAR WITH IT BECAUSE COLLEGE HAS NOT BEE A PATHWAY OR BECAUSE THEY WER LIKE MYSELF RAISED IN AN AREA
[02:00:01]
WHERE YOU WON'T FIND A PREP CLASS . SO WE LOOK AT HOW TO TAKE ADVANTAGE OF OUR ROBUST EXTRACURRICULAR CLUBS AND CREATE SUCH A PREPARATION. MAYBE FUNDING THROUGH THE FOUNDATION, I DON'T KNOW, BUT LET'S THINK ABOUT IT.>> ALL RIGHT. WITH THAT I THIN WE CAN CLOSE OUR DISCUSSION THI EVENING. YOUR HOMEWORK IS TO THINK. IS THERE FOCUS AREA SPECIFICALLY TO THE CONVERSATIO YOU HEARD IN SOME OF THOSE THINGS AND WE CAN HELP TO BUILD THAT INTO THE SUMMARY PIECE AND YOU WILL SEE THIS AGAIN ON APRI 24TH. BUT THANK YOU FOR ALL TH WORK. I DIDN'T DO THAT FIRST AN I SHOULD HAVE I APOLOGIZE. I THINK THERE HAS BEEN SOME GREAT WORK. YOU SEE A LOT OF THOSE EFFORTS I THINK THE RETRIEVAL WORK YOU BUILT-IN, YOU CAN SEE SOME OF THAT COMING THROUGH IN DIFFERENT WAYS AND THOSE ARE KE THINGS THAT ARE HIGHLIGHTED THROUGH HERE. I'M NOT SURE WE CAPTURE THAT OF SOME OF THE ACCOMMODATION COMPONENTS BUT THERE IS EXCELLENT WORK THAT IS GOING ON, MUCH ABOVE THE PREVIOUS PRE-PANDEMIC LEVEL SO WE HAVE LOTS OF MOVEMENT AND WE SEE ALL GROUPS DOING THAT AS WELL . AS ALWAYS THERE IS MORE WORK TO BE DONE BECAUSE THAT IS WHERE WE ARE AT BUT IT MIGHT BE INTERESTING, HOW DO WE TARGET THAT A LITTLE DIFFERENTLY? I THINK THOSE POINTS ARE BROUGHT UP TO THANK YOU FOR ALL THE WORK, APPRECIATING THE ADDITIONAL COMPONENTS IN THE ADDING OF SOME OF THE CONTEXT INTO IT. THANK YOU. AND THAT CONCLUDES OUR LAST ITEM OF THE EVENING. AND SO, WITH THAT,
MOVE ADJOURNMENT. >> IT HAS BEEN MOVED AND SECONDED BY DIRECTOR CARLSON TO ADJOURN OUR MEETING. ALL THOSE IN FAVOR SIGNIFY BY VOTING
* This transcript was compiled from uncorrected Closed Captioning.