[1. Call to order]
[00:00:08]
WOULD LIKE TO CALL THE ORDER TH APRIL 24, 2023 LAKE WASHINGTO SCHOOL SESSION. ALL BOARD MEMBERS ARE PRESENT AS WELL AS.
[1. Board Policy Review]
WITH THAT, TONIGHT, AS YOU ALL KNOW, OUR BOARD POLICY, WE HAV BEEN DOING SOME REVISIONS TO THESE BOARD POLICIES TO GET THE READY TO GO. FOR THE UPCOMING YEAR. WE HAVE ABOUT FIVE CURRENTLY. YOU WILL START TO SE THESE AT DIFFERENT POINTS AS WE GO THROUGH ALL THE DIFFERENT REVISIONS OF ALL THE DIFFERENT POLICIES. WITH THAT, I'M GOING TO HAND IT OFF TO DR. HOLMEN.>> IN BOARDDOCS, YOU WILL FIND THE WORKING VERSIONS OF .
RESULTS . TWO NEW POLICIES, WHICH YOU HAVE SEEN AND PROVIDE FEEDBACK ON. AND THEN GC11 IS A NEW POLICY WHICH PROVIDES DEFINITION FOR THE POSITION. W ARE GOING TO START WITH OE14 AND WORK OUR WAY THROUGH. KNOWING AT TIMES, THESE POLICY DISCUSSIONS CAN TAKE A BIT OF TIME.
>> YES, YES THEY CAN. WE WILL WORK OUR WAY THROUGH AND IF WE NEED TO CONTINUE TO SCHEDULE SOME OF THESE BACK INTO STUDY
SESSION, WE WILL DO SO. >> TO DO THE TALK ABOUT THE -
IS IT THE GC'S? >> ON THE GOVERNING COMMITMENTS POLICIES? GC'S. I HAVE ADVISED THEM TO THE LINE WE AR CURRENTLY PRACTICING TO MAKE SURE EVERYTHING FITS. THE MAJORITY OF THEM, I THINK THERE IS NINE CURRENT SUB POLICIES UNDER THAT AND I THINK THERE AR CHANGES. THEY ARE NOT SUBSTANTIVE CHANGES FOR THE MOST PART. IT WOULD BE WORTH IT SO YOU HAVE THE CHANCE TO VIEW THEM. IF YOU HAVE ANY CONCERNS, PLEASE LET ME KNOW. AT OUR BOARD MEETING ON MAY 8TH.
>> YOU MAY HAVE ALSO SEEN IN OU BOARD MEETING TONIGHT, THERE IS A FIRST READING OF 5 , WHICH IS BOARD ORGANIZATION. WHEN TH BOARD CHANGED FROM JANUARY, I BELIEVE, IS WHEN IT USED TO BE WE MADE IT THE SECOND MEETING I JUNE. THAT CONTINUES TO GIVE U A BIT OF A HEADACHE BY BEING SO CONSTRICT AROUND THE SECOND MEETING. THE POLICY UPDATE JUST SAID MEETING IN JUNE . THEN W CAN JUST LAND IT WHERE IT NEEDS TO BE DEPENDING ON ATTENDANCE AND THINGS LIKE THAT, KNOWING THAT JUNE STARTS TO BECOME DIFFICULT. THAT IS ON THE AGENDA TONIGHT. THE BOARD DOES NOT HAVE POLICY THAT REQUIRES A FIRST AND SECOND READING. YOU WILL SEE IN THE POTENTIAL ACTIO IN THAT ITEM , THERE IS TWO RECOMMENDATIONS. ONE IF YOU WANT TO DO A FIRST AND SECOND READING, THE OTHER IS IF YOU WANT TO ADOPT THAT CHANGE. AS WE THINK ABOUT SUBSTANTIVE NATURE OF CHANGES, THAT IS REALLY THE FIRST AND SECOND . I JUST WANTED TO GIVE YOU A HEADS UP THAT IT IS LISTED THAT WAY IN BOARDDOCS. RECOMMENDED
ACTION. >> WITH THAT, I WILL HAND IT TO MATT. I WILL BE SCROLLING THROUGH . MATT WILL TAKE NOTES
BASED ON THE DISCUSSIONS. >> IT IS PROBABLY BETTER IF I PUT THIS ON. ALL RIGHT, DOCTOR HOLMEN, ORTEGA , AND MYSELF HAVE SPENT SOME TIME GOING BAC THROUGH THE COMMENTS THAT YOU PROVIDED. WHAT YOU WILL SEE I THIS DOCUMENT IS ANY NEW CHANGES MADE IN RESPONSE TO BOARD COMMENTS THAT ARE NEW TO YOU, THAT YOU HAVE NOT SEEN BEFORE, ARE HIGHLIGHTED AND LET IN YELLOW. AND UNDERLINED TRACK STRIKETHROUGH. IF IT IS NOT HIGHLIGHTED, CONSISTENT WIT WHAT YOU SAW DURING THAT STUDY
SESSION. >> WILL WALK THROUGH EACH OF THESE. I WILL DO MY BEST TO TALK ABOUT WHAT IT WAS IN RESPONSE TO AND IF THERE IS ANY COMMENTS OR FEEDBACK .
>> AS YOU MAY RECALL, ONE OF THE THINGS THAT WE HAD PROPOSED
[00:05:01]
, ELIMINATING IN THE POLICY WAS 1410 . NOT BECAUSE OF THE INTEREST OR VALUE, WAS AN INDISCREET POLICY PIECE . IT WA A LITTLE CHALLENGING TO MONITOR THE COMMENTS FROM THE BOARD SAID WE WANT TO CAPTURE THAT. WE WANTED TO LIVE SOMEWHERE. WE PUT THAT TO THE SUPERINTENDENT AS EVIDENCE OF THE SEGREGATED DATA. TRIED TO FIND A SPOT THA WOULD SEEM TO MAKE SENSE WITHIN THE POLICY AND THIS LANGUAGE W THOUGHT CAPTURED IT. THAT IS IN RESPONSE TO THE BOARD'S INTEREST ON WANTING TO HOLD ONSADLY TALKING ABOUT THE. >> I WILL GIVE A MOMENT IF THER IS ANY FEEDBACK OR COMMENTS RELATED TO THAT.
>> I AM SUPPORTIVE. >> OKAY, THANK YOU. I AM GOING TO GO THROUGH LOOKING FOR HIGHLIGHTS. ALL RIGHT . 14 THREE . 14.3. THERE WAS LANGUAGE AROUND SERVICES FOR WHICH THEY ARE ELIGIBLE. PART O THE CONVERSATION WAS BY VIRTUE OF LOOKING AT USING THIS FILTER OF ELIGIBILITY. IN THIS CASE, RELATED TO LOOKING AT REPURPOSING USING .
ESSENTIALLY, YOU ARE TAKING AN NOT IN A TRANSPARENT WAY.
ESSENTIALLY, TAKING UP PORTION OF THE STUDENT POPULATION OF TH MIX. IT IS A LARGE PORTION BUT AS WE KIND OF TALK ABOUT THAT, RECOGNIZING SOME OF THE GAPS THAT WE HAVE IN OUR DATA THAT THAT MAY KIND OF STACK THE DECK SO TO SPEAK.
>> AS WE TALK ABOUT, WELL, HOW MIGHT WE BE ABLE TO DIG INTO THAT DATA AND MAKE THAT COMPARISON? ULTIMATELY, AT THE END OF THE DAY, WHAT WE WANT , NOT TO BE DISPROPORTIONATE.
THAT MAY BE SOMETHING THAT AS WE LOOK AT THE DATA, CAN BE PAR OF THE ANALYSIS OF A ROOT CAUS ANALYSIS. ELIGIBILITY A BARRIER THAT IS SOMEHOW CONTRIBUTED . MONITORING BECAUSE IT MAY OR MAY NOT . THE EFFORT TO GO THROUGH AND TEASE THAT OUT IS SIGNIFICANT. IT DOES NOT MATTER WHETHER THEY AR ELIGIBLE . THE END OUTCOMES OF WHO IS AND WHO.
>> QUESTION FOR YOU. IN REGARDS TO THESE, THE INDICATORS ARE ALL SECONDARY. WERE THERE ANY THOUGHTS ABOUT THAT?
>> GIVE ME JUST A SECOND TO CATCH UP ON THIS SECOND DOCUMENT . WE ARE LOOKING AT TH COMMENTS AROUND . ONE OF THE THINGS WE TALKED ABOUT , IT WAS NOT JUST A SECONDARY. THERE WAS CONVERSATIONS AROUND ATHLETICS . 40% OF OUR STUDENTS PARTICIPATE. 60% OF OUR STUDENTS PERSIST PAY AND OTHER THINGS. OTHER THAN ATHLETICS. AT THIS TIME, WE STILL KIND OF TALKED ABOUT SOME OF THE LIMITATIONS IN OUR SYSTEMS .
CAPTURING THE DATA, SIMPLY, REQUIRES US TO CREATE SUPERSTRUCTURE THAT DOES NOT CURRENTLY EXIST AND THE RELATIVE VALUE ON THAT. WE ALSO TALK ABOUT HOW THE SURVEYED DATA PARTICIPATION, WHILE WE GE THAT DATA, JUST SEGREGATING IT IS PROBLEMATIC BECAUSE YOU HAV TO GO INTO INDIVIDUAL QUERIES I THEIR SYSTEM FOR THAT DATA. A INDIVIDUAL QUESTION OF STUDENTS THAT NEED THIS CHARACTERISTIC AND REPEAT THAT FOR EVERY SINGLE GROUP. IT IS DONE EVERY TWO YEARS. THE WAY THEY FRAME THE QUESTION IS NOT ABOUT DO YOU PARTICIPATE ? IT IS ABOUT D
[00:10:02]
YOU HAVE OPPORTUNITIES? I REMEMBER OUR STUDENTS RESPONSE RATE THAT SAID YEAH, I HAVE OPPORTUNITIES. THAT DOES NOT NECESSARILY TELL US THAT THEY ARE. AT THIS TIME, THERE ARE THOSE LOGISTICAL , STRUCTURAL THINGS AROUND THAT. I HAVE KIN OF MADE SOME NOTES THAT AS WE CONTINUE TO CHANGE OUR SYSTEMS, AS WE EXPAND THE WAY WE REGISTER KIDS OR PROGRAMMING.WE MAY BE IN A POINT AT SOME POINT IN THE FUTURE TO BE ABLE TO ACTUALLY HAVE THAT DATA TO BRING BACK. AT THIS POINT IN
TIME, WE DO NOT. >> THE CONVERSATION WITH PABLO WAS A BIT OF HESITATION TO TRACK AND WANT TO FIGHT DISSIPATION IN A NUMBER OF OUR CLUBS AND ACTIVITIES ?
>> YES. THERE WAS SOME CONCERN THAT MORE AROUND SOME OF OUR STUDENT CLUB PARTICIPATION WAS NOT BROADLY TRACKED. DOING SO MAY ACTUALLY HAVE A SUPPRESSIVE IMPACT ON OUR KIDS.
>> WHICH LEADS TO THERE ARE DATA IN THE SYSTEM OR EXPERIENCES PROBABLY OUR BEST AVAILABLE THROUGH DISCRETION CONVERSATION WITH STUDENTS. LINKAGE SESSIONS AND THINGS LIKE THAT MAY BE A BETTER OPTIO TO DISCUSS OPPORTUNITIES AND EXPERIENCES AS OPPOSED TO TRYING TO QUANTIFY IT IN A
REPORT. >> I THINK YOU A QUESTION.
>> I DID. ANSWERED IT. I WAS TRYING TO RECALL OUR
CONVERSATION. IDEAS FOR THAT. >> I AM COMFORTABLE WITH THIS NOW. I WOULD LIKE TO CAPTURE - I THINK THE WAY THAT WE CAN BETTER THIS POLICY IS THROUGH STUDENT PERCEPTION . I UNDERSTAND THE MEDICATIONS OF TODAY. I JUST WONDER, HOW FAR AWAY ARE YOU IN BEING ABLE TO D THAT? HOW FAR AWAY ARE WE FROM BEING ABLE TO HAVE THAT? AND I APPRECIATE THE CURRENT STRUCTUR . DON'T REALLY WORK FOR THAT. WHAT WOULD IT CHANGE FOR US TO
GET THERE? >> IT IS A FULL WORK PROJECT TO UNDERSTAND HOW OUR STUDENTS CURRENTLY ATTENDING, I WILL SAY, SPECIFIC CLUBS BECAUSE THERE IS NOT CURRENTLY AWAY WHERE STUDENTS ARE ELECTRONICALLY GOING AND REGISTERING TO ATTEND THE CLUB
>> IT IS THE ROSTER RING OF THAT TO AN ADULT TO, THEN, BE ABLE TO TRACK THOSE DATA. IF YO DO NOT ROSTER, YOU DO NOT HAVE IT IN THE DATA SYSTEM, AND WE ARE NOT ABLE TO SEGREGATE IT AN GIVE YOU THE DATA THAT YOU ARE LOOKING FOR.
>> AND I AM ACTUALLY COMFORTABL WITH IS NOT DOING THAT. THE CONVERSATION IS VERY ILLUMINATING , ABOUT SOME OF TH PROBLEMS TO THE CHILLING EFFECT.
>> YES. >> IRONIC IN A BAD WAY.
>> I GUESS I AM THINKING MORE BROADLY AROUND , FOR A LOT OF THESE WE TALKED ABOUT, WORKING IN THE INDICATOR OF COMPLIANCE THROUGH DATA . THIS IS JUST ONE EXAMPLE.
>> MY THOUGHT IS THE PANORAMA SURVEY SEEMS LIKE THE PERFECT PLACE WE CAN ASK A QUESTION. DO YOU PARTICIPATE IN AN AFTERSCHOOL CLUB? DO YOU TAKE IN ATHLETIC ? WE DO NOT ASK WHICH. WE GET AN IDEA AS TO WHAT THEIR EXTRACURRICULAR INVOLVES. THAT ONE SEEMS, TO ME, AS THE EASIEST WAY TO START PURSUING , ALONG WITH LISTENING SESSIONS AND HEARING FROM OUR STUDENTS SPECIFICALLY. THAT CAN GIVE YOU SOME OF THAT WITHOUT .
>> WENT DO WE NEED TO HAVE OUR PANORAMA SURVEY ?
>> THAT IS ALREADY IN ACCOUNT. I CANNOT REMEMBER THE EXACT ADMINISTRATION WINDOW. THE SPRING SURVEY, THOSE DECISIONS
HAVE BEEN MADE AND DONE. >> WE HAVE A FALL SURVEY, WHIC
[00:15:01]
WE STILL HAPPEN TO HAVE THE OPPORTUNITY TO ADD ITEMS . THE OTHER THING IS THAT WE PUT INTO HERE SO WE ARE REQUIRED UNDER TITLE 9 EVERY THREE YEARS . WE DID NOT GET THAT SPECIFIC HERE, BUT ATHLETIC STUDENT INTEREST SURVEY. IT IS POSSIBLE TO DESIGN WHAT THAT WOULD LOOK LIKE. THAT WOULD BE ANOTHER AREA, WE HAVE TO ADMINISTER A CERTAIN SURVEY THE WAY THAT IT WAS PID. WE CAN ADD TO IT AND IT IS LINKED TO BE INCOME OR SOME IN SOME WAYS. YOU KEEP ADDING AND LIKE THE HEALTHIES SURVEY IS SEVERAL HUNDRED QUESTIONS.>> THAT IS SOMETHING I MADE A NOTE. WE CAN LOOK AT IN TERMS O FINDING. JUST A REALLY SIMPLE DO YOU PARTICIPATE IN AN AFTER CLUB X ACTIVITY OR SPORT? AND AM LOOKING AT WHO ANSWERED COULD BE SOMETHING THAT COULD BE PRETTY EASY TO ADD TO THE DRAMA PANORAMA OR ANOTHER STUDENT SURVEY.
>> A BOARD PROCESS , WE WOULD B MONITORING IN SEPTEMBER/OCTOB R . I WILL DO MY BEST TO RECALL TO BRING THIS UP ONE MOR TIME SO THAT WE CAPTURE THAT. OR MAYBE WE CAN EVEN PRE-CAPTUR THAT THROUGH MONITORING REPORT FOR THEM .
>> OKAY. >> CAN I SUGGEST, WE ARE NOT ASKING WHAT YOU ARE PARTICIPATING IN. IT MIGHT BE HELPFUL TO KNOW HOW MANY CLUBS THEY ARE PARTICIPATING IN. IF WE'VE GOT STUDENTS WHO ARE FINDING THEMSELVES IN 3-4 DIFFERENT DIRECTIONS, I AM NOT SURE WHY IT WOULD BE THAT HELPFUL BUT IT MIGHT GIVE US A BETTER PICTURE OF OUR STUDENTS ARE GETTING INVOLVED. JUST A THOUGHT.
>> THERE IS A DIFFERENCE BETWEEN DIFFERENT THINGS. WE MIGHT BE ABLE TO DIFFERENTIATE.
>> THIS IS AN EDUCATION PIECE FOR ME BUT FOR OUR STUDENTS THAT ARE GOING THROUGH PLANNIN FOR COLLEGE APPLICATIONS, ARE THEY MANDATED OR REQUIRED TO B WITH COUNSELORS AT OUR SCHOOLS? IS THAT A QUESTION THAT IS ASKED? IN TERMS OF HELPING THE . IS THAT SOMETHING THAT WE ALREADY HAVE?
>> OKAY, I DO NOT BELIEVE THEY ARE MANDATED. AS PART OF BOTH THE HIGH SCHOOL AND BEYOND PLANNING, TYPICALLY, AND I COULD NOT SAY THIS IS TRUE AT EVERY SCHOOL, THERE WILL BE TIMES WHEN THEY WORK WITH A SPECIFIC CLASS AND HELPING STUDENTS GO THROUGH THAT PROCESS ALL THROUGHOUT HIGH SCHOOL AND BEYOND PLAN. AS A JUNIOR, IS DIFFERENT THAN WHAT IT LOOKS LIKE AS A FRESHMAN. NOT NECESSARILY REQUIRED FOR EVERY STUDENT. THE CONNECTION BACK TO ACCESS TAKING UP ACTIVITIES , THAT , I DO NOT BELIEVE IS SOMETHING THAT IS NECESSARILY DIRECTLY CONNECTED TO THAT.
>> I WONDER IF WE DO CHECK IN WITH TIM TO SEE IF THERE IS ANYTHING . IF STUDENTS ARE PUTTING THAT.
>> YEP. >> LIKE IF WE HAD A SENIOR HERE
RIGHT NOW. >> AS FAR AS I'M AWARE, THERE IS NOTHING FORMAL THAT ASKS YOU THAT QUESTION. THEY DO PROMPT YOU TO PLACE ALL OF YOUR EXTRACURRICULARS INTO THE SYSTE JUST SO THEY CAN -- IT IS SUPPOSED TO HELP YOU TRACK YOUR OWN STUFF SO WHEN YOU DO COLLEG APPLICATIONS . I AM GOING TO BE HONEST, I DOUBT MOST STUDENTS ARE DOING THAT. I DO NOT KNOW THE SYSTEM BUT IF YOU WANTED TO ADD AN EXTRA THING THAT WENT IN-DEPTH ON THAT, I THINK THAT WOULD BE POSSIBLE. AT LEAST
FROM WHAT I HAVE EXPERIENCED. >> ALL RIGHT, THAT CAN BE A
QUESTION. I APPRECIATE THAT. >> THE AND IT LOOKS GOOD TOO.
>> I THINK WE CAN EXPLORE TO SE IF THERE IS WAYS THAT WE MAY HAVE FOUND DATA AND IF WE COUL . IN GETTING A DIFFERENT
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ANSWER FROM KIDS, OUR STUDENTS ABOUT THEIR PARTICIPATION.>> 14.4 IS THE PLACE WE HAVE THE NEXT COUPLE OF CHANGES. WE DISCUSSED CROSS-REFERENCING . OUR 2.2 IS THE MOST CLOSELY ALIGNED. WHEN YOU LOOK AT THE INDICATORS, THE BOARD'S COMMENTS ARE BETWEEN A COUPLE THINGS. ONE OF THE THINGS THAT WE TALKED ABOUT IS REALLY THE MEASURING IN TERMS OF SOME OF THOSE ALONG THE WAY. THE CONCEPT OF ALGEBRA AND MIDDLE SCHOOL IS ONE THAT -- I THINK THE QUESTION WAS FRAMED IS MAT ACCESS AND MIDDLE SCHOOL? WHY ALGEBRA? STUDENTS COULD BE ELIGIBLE TO TAKE ALGEBRA IN SEVENTH GRADE AND TAKE GEOMETR IN EIGHTH OR THEY CAN TAKE ALGEBRA IN EIGHTH GRADE. IF THERE IS SOME CONSISTENCY IN SEEING WHO ACCESSES IT AND WHETHER IT'S SEVENTH OR EIGHTH GRADE AND WHO IS NOT ACCESSING IN MIDDLE SCHOOL . ALGEBRA HAS HISTORICALLY, ALTHOUGH WE HAVE WORKED REALLY HARD TO CHANGE SOME OF THE STUDENTS BEING ABLE TO TAKE ALGEBRA IN MIDDLE SCHOOL. AND IT OPENS UP THE MAT PATHWAY IN HIGH SCHOOL, IT OPENS UP A LOT OF OPPORTUNITIES IN BOTH MATH AND SCIENCE. THERE ARE SOME REASONS TO LOOK AT WH IS PARTICIPATING. AGAIN, ALGEBR MAY NOT BE THE RIGHT CHOICE FOR EVERY CHILD. THAT IS WHY WE HAV DIFFERENT PATHWAYS AND OPTIONS.
BUT IN THE SAME SENSE, WE ARE HIGHLY CAPABLE, OR DUAL CREDIT MAY NOT BE THE RIGHT FOR EVERY INDIVIDUAL CHILD. WHAT WE ARE LOOKING AT IS ARE THERE PATTERNS IN WHO IS AND WHO IS NOT ACCESSING THIS . THERE IS SOME CHARACTERISTIC. AS WE DISCUSSED THAT, A COMPELLING THING FOR US TO MEASURE AND AS A WAY OF RESPONDING TO THE BOAR COMMENTS . I BELIEVE THERE WAS THE SUGGESTION . WE DEFINITELY AGREED THE LANGUAGE IN THE PROGRAM, SUCH AS SPECIAL EDUCATION, WE ARE MONITORING THE POPULATION REPRESENTATION IN SPECIAL EDUCATION. NOT SUCH
AS SPECIAL EDUCATION. >> THERE WERE SOME OTHER PARTS OF THE CONVERSATION THAT ARE NO NECESSARILY REFLECTED HERE .
CONVERSATIONS AROUND , WE TALKE ABOUT , AND ACTUALLY, IT IS TO REFLECTED. THE POLICY INDICATO IS REALLY AROUND ACADEMIC PROGRAMS. WHILE THERE IS VERY MUCH A COMPELLING INTEREST IN LOOKING AT CHOICE SCHOOL ENROLLMENT AS A CONNECTION DIRECTLY TO THE POLICY PIECE THAT CONTINUES TO KEEP THAT SEPARATED THEIR. THE BOARD IS LOOKING AHEAD AT SCHOOL DEVELOPMENT AND THE FUTURE AN THINGS WERE THERE COULD BE OPPORTUNITIES TO DO A PROGRAM DIVE INTO THAT. IT MIGHT BE A SPOT. OTHER THINGS THAT WE - YEAH. THOSE CAPTURED THE BIGGEST THINGS AND RESPONSES TO COMMENTS ON THIS, THESE
>> THANKS, THIS IS CLEARLY A TRICKY SPACE TO WORK ON. I AGREE. PARTIALLY THAT ALGEBRA IN MIDDLE SCHOOL IS AN IMPORTAN TARGET. IT IS ALSO CONCEPTUALL DISTINCT FROM THE PROGRAM BECAUSE NOT JUST WHEN YOU PARTICIPATE, IT IS ONE WERE YO SUCCEED OR FAIL. THERE IS A BI DIFFERENCE BETWEEN THAT. IF A KID FAILS ALGEBRA, THEY TAKE ALGEBRA OVER. THIS IS SOMETHING WHERE I HAVE SIGNIFICANT CONCERNS ABOUT OUR METRIC OF SUCCESS INCREASING PARTICIPATION, RATHER THAN
SUCCESS FOR UNDERREPRESENTED. >> THAT IS WHERE THE INCREASING RATE OF UNDERREPRESENTED POPULATIONS .
THAT PHRASE NEEDS HELP. >> WHAT YOU ARE GETTING AT IS THAT WE ARE DISPROPORTIONATELY REPRESENTED . TRYING TO MOVE
[00:25:02]
CLOSER TO A REPRESENTATION THAT IS CONSISTENT WITH THE OVERALLMAKEUP OF THE DISTRICT. >> I AM WORRYING ABOUT , I AM JUST TELLING YOU HOW IT CURRENTLY STANDS, THOSE WORDS.
THEY ARE NOT GETTING WHAT I THINK YOU ARE TRYING TO MEAN.
LIKE I SAID, ALGEBRA IS A VERY DISTINCT CHALLENGE . IN MANY WAYS, ALGEBRA IN CHOICE SCHOO ARE THE TWO SIDES OF THE SCHOOL. I AM CONCERNED ABOUT ELIMINATING. THESE CHOICE SCHOOLS ARE PROGRAMS PARTICIPATE IN. DISTINCT , DEMOGRAPHIC . UNDERSTANDING THAT AND THE IMPACT THAT HAS ON STUDENTS IS IMPORTANT. PARTICULARLY, AS ALWAYS, TO ME THIS IS SOMETHING, WE ARE GETTING THERE. BUT I AM NOT HAPPY WITH THIS. SIMPLY BECAUSE WE REALLY DO NEED MAYBE , JUS PUT IT APART AND IT PARTICIPATION SUCCESS IN PROGRAMS WHERE IT MEASURES ALGEBRA AND MIDDLE SCHOOL. AND IF WE ARE GOING TO ASK OUR TEACHERS AND RENTALS TO HELP BRING MORE DIVERSE KIDS INTO ALGEBRA AND MIDDLE SCHOOL, THAT IS GOING TO TAKE. IT'S GOING T TAKE SUPPORT FOR STUDENTS WHO AREN'T NECESSARILY READY BY THE STANDARDS. ANYWAY, MAYBE THER IS OTHER WAYS TO GET ALGEBRA DONE. MAYBE THERE IS A STRETCH ALGEBRA THAT TAKES TWO YEARS INSTEAD OF ONE. I DO NOT KNOW.
IT IS DEFINITELY SOMETHING THAT I AM CONCERNED ABOUT . I CAN LOOK AT THOSE AND BE HAPPY WITH PARTICIPATION, NOT WORRYING
ABOUT WHAT THE GRADES WERE. >> ONE OF THE THINGS WE ARE REFLECTING ON THAT IS PROBABLY ALSO KIND OF CHALLENGING HERE A WE WRESTLE WITH THIS IS , YOU KNOW , TO WHAT EXTENT . YOU ARE GETTING TEMPERATURE GAUGES THROUGHOUT THE SYSTEM AND KNOWING THAT, AND IT'S NOT JUS ALGEBRA. THE PREPARATION ALL TH WAY . IT IS A REFLECTION . A REFLECTION OF STUDENTS ALONG THE WAY. IF WE SEE THEY ARE VASTLY DISPROPORTIONAL, THEN HOW DOES THAT CAUSE ? WHAT IS HAPPENING THROUGHOUT THE SYSTEM PUTTING HOW ARE WE TAKING ACTION? SOME OF THESE THINGS WHERE YOU ARE LOOKING AS TO TH GRIEVER YOU GET TO AN INDIVIDUA STUDENT. WE ARE LOOKING AT THINGS LIKE RUNNING STARTS.
SOME THINGS ARE GOOD BUT NOT FO ALL KIDS. CONCERNED THAT IF STUDENTS ARE NOT ACCESSING IT, PARTICULARLY ON THE BASIS OF .
THAT IS PROBLEMATIC. PROGRAMS VERSUS SUCCESS , YOU KNOW. AND , FOR US, WHAT WE PUT IN AS WE NARROW WHAT WE ARE MONITORING , IT START TO POTENTIALLY DRIVE THE RESULT.
>> R2, ONE OF THE PIECES IN R2 IS ALGEBRA. THIS WOULD MEASURE THE PARTICIPATION. IS THERE BENEFIT IN THINKING OF MATH A A PROGRAM? IF YOU ARE NOT PARTICIPATING, YOU CANNOT HAVE SUCCESS. DOES THE PARTICIPATION DATA HELP UNDERSTAND CONTACTS FOR R2 THEN?
>> YES AND NO. THIS IS SOMETHIN -- MY CONCERN IS THE EXISTING SYSTEM FOR ALGEBRA IS IS THE STUDENT READY FOR ALGEBRA AS WE TEACH ALGEBRA. IT DOES NOT GUARANTEE THAT THE KID IS MAGICALLY READY. BUT THE PREMISE OF A DIFFERENT ALGEBRA ON-RAMP , RATHER THAN HAVING THE NINTH-GRADE NEED ALGEBRA. HONESTLY, WHAT IS IT? SIX, SEVENTH, EIGHTH . IF WE REPLACED TWO OF THOSE YEARS WITH A STRETCH ALGEBRA COURSE, THAT WOULD BE A DIFFERENTLY FORGET TO ACCESS ALGEBRA AND I WOULD BE VERY PLEASED WITH THAT TO SAY THEY SHOULD ALL GET.
[00:30:03]
>> IF I COULD JUMP IN QUICKLY BEFORE YOU GO. AS WE WERE VISITING EVERGREEN MIDDLE SCHOOL, THERE WAS A SPECIFIC DISCUSSION ABOUT ALGEBRA IN EIGHTH GRADE AND HOW THEY ARE CHANGING WHAT THEY ARE DOING WITHIN HOW THEY OFFER THEIR MAT PROGRAM IN THOSE GRADES, WHICH THINK DR. ROSE IS GOING TO DIV
INTO MORE DETAIL FOR YOU. >> YES. I WOULD BE HAPPY TO SHARE THAT TOO. IT HAS BEEN A GRADUAL PROCESS OVER THE PAST COUPLE YEARS AND HAS DEVELOPED. IT IS REALLY DEVELOPING IN INSTRUCTIONAL STRATEGIES WITH ACCESS TO ALGEBRA BY EIGHTH GRADE. WE STARTED WITH A COUPL SCHOOLS LAST YEAR. WE HAD QUIT A FEW MORE THIS YEAR AND FOR NEXT YEAR, ALL OF OUR SCHOOLS ARE GOING TO START IN SIX GRADE STUDENTS ARE GOING TO START . W HAVE DONE THAT BY ELIMINATING REDUNDANCIES AND REALLY WORKING WITH TEACHERS WITH HOW ARE WE TEACHING DIFFERENTLY SO STUDENTS CAN ACCESS THE CONTENT WE HAVE HAD THE PAST COUPLE WEEKS, ALGEBRA 1 TEACHERS COMING IN TO HAVE ALIGNMENT AROUND INSTRUCTIONAL PRACTICES. OFFER STUDENTS TO ACCESS
ALGEBRA BY EIGHTH GRADE. >> AND THAT DOES NOT EXCLUDE THE EXISTING OPTION OF ALGEBRA AND GEOMETRY. IS THIS MODEL O BY EIGHTH, IS IT STILL A ONE YEAR ALGEBRA ?
>> IT IS TECHNICALLY STILL ONE YEAR. ONE OF THE MAJOR ISSUES THAT WE HAD PREVIOUSLY WAS THAT OUR STUDENTS WHO WENT TO ALGEBR SKIPPED PRE-ALGEBRA. THEY WOULD SKIP 1-2 YEARS OF PRE-ALGEBRA AND WENT STRAIGHT FROM ARITHMETIC TO ALGEBRA.
THAT WAS PART OF THE REDESIGN. THE OTHER PART OF THINKING TO THE PATHWAYS FOR OUR STUDENTS WAS WE ADOPTED A MATH CURRICULUM. THAT CURRICULUM IS MUCH MORE ALIGNED TO SUPPORTIN STUDENTS TO HAVE MUCH DEEPER UNDERSTANDING OF MATH , AND MAT CONCEPTS SO THEY ARE ABLE TO HAVE THE ALGEBRAIC THINKING
EARLIER ON. >> THANK YOU FOR ALLOWING ME TO POINT OUT THAT PRE-ALGEBRA IS RATE RACIAL AND GOING UP FROM HERE IS A BIG CONCEPT. IT IS IMPORTANT TO GET IT CLEAR.
>> SO WE DO NOT CONFUSE THE STUDENT, THANKS.
>> AND WE ALSO NEED TO KNOW , ALGEBRA BY EIGHTH GRADE .
>> I GUESS I AM COMFORTABLE WIT THE IDEA THAT YOU WERE SPEAKING ABOUT ACCESS TOO. THERE IS ONE PIECE OF THE SYSTEM ENSURING THAT EVERYBODY HAS THE POTENTIA TO GET THERE, AS WELL AS
SUCCESS. >> AS THIS WAS LOOKING MORE TOWARDS COMPLIANCE , THAT IS WHAT THIS POLICY IS SAYING.
>> I KNOW WE WERE TRYING TO GET AT AREA WINDOWS DID . WHEN THOS TWO CONVERSATIONS . IT IS SOMETHING WITH PARTICIPATION AN SUCCESS NEED TO BE DISCUSSED SIMULTANEOUSLY. GREAT PART OF THE PATIENT PROPORTIONALITY BUT SUCCESS IS GONE. BEING DRIVEN
OVER A CLIFF. >> WHAT IF WE REPORT THE PARTICIPATION DATA AT THE SAME TIME AS WE REPORT THE SUCCESS DATA BUT WE REPORT THE DISSIPATION DATA TWICE? I THIN IT MAKES SENSE. WE WOULD NOT PU IT IN HERE IF WE DID NOT THINK IT MADE SENSE. IT IS A BENCHMAR THAT ALL OF US, FOR A LOT OF REASONS, KNOW THAT IF YOU DO NO DO ALGEBRA IN EIGHTH GRADE.
YOUR OPPORTUNITIES START TO DECREASE.
>> AND I AM INDUCED ABOUT THAT. I AM REALLY JUST WORRIED ABOUT WHAT THE ORDER IS. PARTICIPATION FIRST .
PARTICIPATION IN SUCCESS OR IS IT PARTICIPATION AND SUCCESS AS THE FIRST CONVERSATION A MENU. THE FORMER, I HAVE THE PROBLEM WITH. YOU CAN DISCUSS PART OF THE PATIENT. UNTIL YOU KNOW
SUCCESS, I DO NOT KNOW. >> DOES THE POLICY NEED TO SHIFT TO SAY ACADEMIC COURSEWORK?
>> THAT WAS GOING TO BE MY QUESTION.
>> WHEN I READ VIGOROUS ACADEMIC PROGRAMS, I THINK ADVANCED PLACEMENT CLASSES . THINGS ABOVE THE STANDARD CURRICULUM. WHAT WE ARE SEEING IS THAT EVERYBODY SHOULD ACCESS ALGEBRA BY EIGHTH GRADE , WHICH I WOULD ENTER THAT IN THEIR STANDARD . THE QUESTION IS IS IT CONSIDERED " VIGOROUS ACTION
[00:35:04]
QUESTION" >> MICHAEL MY ANSWER TODAY MIGHT BE DIFFERENT THAN MY ANSWER IN 10 YEARS. I THINK TODAY THAT IS RIGOROUS BECAUSE CURRENTLY, OUR SYSTEM DOES NOT
REPORT THAT EACH STUDENT. >> RIGHT.
>> THAT IS WHY -- >> IT IS IN THERE NOW.
>> IS. >> THERE IS A MISS PARALLEL.
ALGEBRA AND MIDDLE SCHOOL IS COMMENSURATE WHEN WE THINK ABOU DUAL CREDIT PROGRAMS. THERE IS VARIETY OF THEM , AP, COLLEGE O . IT'S IN EACH CASE. WE ARE SAYING, ESSENTIALLY, WHAT IS TH MOST RIGOROUS THE STUDENT MAY ACCESS? ALGEBRA IS AN EXAMPL OF THAT . THESE DUAL CREDIT COURSES OR PROGRAMS ARE EXAMPLE OF THAT IN MY SCHOOL. THERE IS PARALLEL BETWEEN THE TWO OF
THEM. >> IN HIGH SCHOOL, YOU HAVE MOR CHOICES AND POTENTIALLY, YOU COULD LOOK AT HIGH SCHOOL CREDIT WOULD BE AN ALTERNATIVE THERE IS SOMETHING THAT IS REALLY NICE ABOUT ALGEBRA , GIVEN THE ALIGNMENT WITH R2.
>> I JUST WANT TO RETURN TO . >> I THINK THAT GOES WITH THE COURSEWORK LANGUAGE MORE ACCURATELY REFLECTS THE WORD TRYING TO ACHIEVE THIS POLICY. NOT SO MUCH PROGRAMS . MAYBE WITHIN PROGRAMS. I WOULD BE IN FAVOR OF TWEAKING THAT
>> I WILL JUST ADD, THOUGH, I OPPOSE A CONCERN OF ELIMINATING CHOICE SCHOOLS BECAUSE IT DOE NOT MEAN NO, THERE IS THIS . I IS NOT BEING MOVED ANYWHERE ELSE. IF YOU ELIMINATED FROM HERE, IT IS GONE FROM . THE IDEA OF THAT IS CONCERNING.
>> I WILL ALSO ECHO THAT. I AM NOT SURE WHERE IT GOES. I THINK THE PROBLEM OF PUTTING IT HERE IS YOU IMPLY THAT OUR CHOICE SCHOOLS ARE RIGOROUS AND NOT OUR COMPREHENSIVE. AND THAT IS NOT THE CASE THAT WE WANT. IT I JUST DIFFERENT COURSEWORK.
>> >> WE HAD THAT SAME CONVERSATION ABOUT CHOICE SCHOOLS. FIND A PERFECT MATCH FOR IT , WE WERE UNABLE TO FIND THAT . ENVIRONMENTAL FACTORS .
FIND A GOOD PLACE FOR IT , WE JUST DID NOT HAVE A GREAT
RECOMMENDATION. >> IT MIGHT BE ANOTHER SUB POLICY OR OPTIONAL SCHOOL PROGRAMS . I DO NOT HAVE A GOOD WAY TO PUT IT BUT IT MIGHT BE BETTER TO GO -- ALL I KNOW, 12 YEARS HERE, WHEN THE EXAMINATION OF CHOICE PROGRAMS IN THE REPRESENTATION WITHIN OU STUDENT BODY HAS BEEN AT HAWK AND NOT SYSTEMATIC. THAT WAS A PIECE THAT I WOULD HOPE AS CHANGED HERE. LOSING IT, WE LOSE THAT SYSTEM.
>> WHAT IS THE BOARDS INTEREST OR DESIRE AROUND CHOICE
SCHOOLS? >> I THINK WE MAY HAVE FINALL STARTED FIGURING OUT WHAT THE UNDERLYING CHALLENGES. I LIKE THE IDEA OF MAKING ABOUT RIGOROUS ACADEMIC COURSEWORK.
I LIKE THE CHOICE PROGRAMS OUT FROM UNDERNEATH RIGOROUS BECAUS THAT IMPLIES THAT NOBODY ELSE IS RIGOROUS. BUT THE CHOICE PROGRAMS ARE A SPECIALIZED SET OF PROGRAMS WHERE I, TOO, STIL HAVE CONCERNS. THERE ARE STUDENTS WITH ACCESS TO DISTRIC PROGRAMS COULD BE 14.4B. CHALLENGING FOR INDIVIDUAL STUDENTS BUT THAT IS NOT RIGOROUS ACADEMIC COURSEWORK.
INDIVIDUAL ACCESS. I FEEL LIKE THAT MIGHT BE SOMETHING THAT WOULD WORK. IT ACTUALLY ALLOW US TO EXTRACT THE STATEMENT FRO RIGOROUS ACADEMIC COURSEWORK .
>> A DIVORCE THAT I THINK LOGICALLY WORKS . SPLITTING THINGS APART LETS YOU GET WHAT YOU ARE ACTUALLY TRYING TO SAY IF YOU WERE NOT NECESSARILY CLEAR ENOUGH.
[00:40:02]
>> I REALLY LIKE YOUR POINT ABOUT IT IS . ANYTHING YOU TAK IN THE MIDDLE SCHOOL THAT YOU CAN GET CREDIT FOR IN YOUR HIGH SCHOOL TRANSCRIPT, THAT IS GREAT. THAT ACTUALLY GETS. IT I NOT JUST ALGEBRA. THAT LETS US DEFINE THAT GROUP OF LASSES AS SOMETHING WE WOULD LIKE TO SEE STUDENTS HAVE ACCESS.
>> FINALLY, GETTING BACK TO CHOICE POINT, IF EVERYBODY HAS . THE ANSWER IS ALGEBRA STILL RIGOROUS? THAT IS NOT STANDARD ACROSS OUR STATE. THAT IS STANDARD THAT OUR DISTRICT WHERE EVERYBODY IS EXPECTED TO BE IN ALGEBRA BY . I AM COMFORTABLE WITH HAVING EVERYBODY EXPECTED AND STILL.
>> PASS FOR NOW. I AM READING OUR POLICIES.
>> THE ONLY LIVING WOULD LIKE T ADD . SORRY, I JUST JUMPED IN O
YOU. >> AS WE SPOKE ABOUT PARTICIPATION AND SUCCESS , TO THOSE GET REPORTED TOGETHER ? IF WE CHOSE TO DO SUCCESS, I WOULD DO IT FOR ALL OF THESE BECAUSE BEING IN A DUAL CREDIT SUCH AS ADVANCED PLACEMENT, I KNOW WE NEED TO TRACK WHO TOOK THE TASK AND WHAT WERE THE SCORES THEY GOT TO ENSURE, AGAIN, IT WAS NOT JUST ACCESS BUT SUCCEEDING WITHIN THAT ENVIRONMENT AS WELL. OUR DATA CONSISTENTLY SHOWS THAT IT DID. I BEST BE CONSISTENT WOULD BE
MY REQUEST. >> A COUPLE OF THINGS. AS I AM THINKING ABOUT THIS, IF WE SHI THE LANGUAGE TO RIGOROUS ACADEMIC COURSEWORK, REALLY, THEN LOOKING AT THE SEGREGATIN PRESERVATION REALLY GET THE INTEREST AROUND SPECIAL EDUCATION. WE THINK ABOUT A BI PART OF OUR INCLUSIONARY PRACTICES . MAY NOT NECESSARILY BE TO STUDENTS WHO ARE SERVED WITH NIP BUT SERVED WITH NIP IS NOT LIMITING THEIR ABILITY TO ACCESS RIGOROUS COURSEWORK. THEY DO NOT HAVE TO BE . A LOT OF TIMES IN OUR CURRENT SYSTEM, THEY ARE. BUT I THINK LOOKING AT THAT, THAT IS PART OF THE ASPIRATIONAL GOAL. THE STUDENT WITH NIP ARE NOT ABLE TO ACCES RIGOROUS COURSEWORK. IN THESE COURSES BUT ALSO , HOPEFULLY, HAVING SUCCESS.
>> ONE CAUTION I HAVE, POTENTIALLY ONE CAUTION AROUND WHEN YOU LOOK AT THE SUCCESS AND RIGHT ALONG WITH PARTICIPATION . THAT HAS ALSO HISTORICALLY BEEN USED AS A WAY. I KNOW PARTS OF CONVERSATIONS WHERE TRYING TO EXPAND ACCESS AND PROGRAMS LIK AVID , AND SOME PRODUCTIONS FOR STUDENTS ABILITY TO SUCCEED, AND AS A WAY OF, HISTORICALLY WE LOOKED AT SOME . THERE ARE STUDENTS WHO ARE NOT ALLOWED T PURCHASE ABATE UNDER THE PRESUMPTION THAT THEY WOULD NOT BE SUCCESSFUL BECAUSE SOME PEER WHO MIGHT HAVE SOME LOCAL SIMILAR CHARACTERISTICS MIGHT NOT BE SUCCESSFUL. THE PROGRAM THAT THE INSTITUTIONS START TO DEFEND THEMSELVES FROM FAILURE, RIGHT? WE DO NOT WANT KIDS TO FAIL. AND THEN WHAT HAPPENS, YO ACTUALLY, INADVERTENTLY, CREATE SYSTEMS THAT GATEKEEPER. AND WHEN WE DID SOME DEEP DIVES, I HAS BEEN A GOOD FIVE, SIX YEARS SINCE WE HAVE ACTUALLY , WE WER ESSENTIALLY GATEKEEPING. IN AN EFFORT TO PREVENT ANY SORT OF FAILURE. WITH A LOT OF THESE THEMES , AS WE TRY TO TALK ABOU THE INTENTION, WHILE HE MIGHT HAVE GREAT INTENTIONS SOMETIMES AND THEN WE GET TO THESE WEIRD PLACES WITH THE DOWNSTREAM IMPACT HAS CONSEQUENCES. I HAVE HAD SOME OF HIS CONVERSATIONS AND LOOKED AT SOM DATA. THAT IS MY ONLY -- I AGREE THAT WE WANT STUDENTS TO BE SUCCESSFUL BUT WE ALSO WANT TO BE CAUTIOUS. THAT CREATES REASONS FOR THE SYSTEM TO GATEKEEPER ITSELF.
>> I HAVE SEEN THAT AS WELL. BUT AT THE SAME TIME, IT HAS BEEN -- THIS IS NOT A RIGHT ANSWER SYSTEM. THE INTENTION I THAT THERE ARE KIDS YOU CAN. THE PROPORTION OF THE CLASS STARTS THE BALL. IF YOUR CLASS SLOWS DOWN AND . I AM NOT
[00:45:03]
SAYING YOU ARE WRONG. IT IS ABSOLUTELY TRUE. THERE IS A GATEKEEPING EFFECT. AT THE SAME TIME, TO SOME EXTENT, A MEDIUM BREAKING BUNCH. WITH THE DESTINATION IS A VIABLE OPTION MY CONCERN IS THAT WE SAY EVERYBODY IS GOING TO SUCCEED.>> MY PROPOSAL WAS TO REPORT DURING OUR PARTICIPATION, NOT DURING OE14. SUCCESS IS REALL OUTCOMES. SINCE THE BOARD IS DEFINING ALGEBRA AS AN OUTCOME MEASURE IN PART 2, THEN THAT IS WHERE THE OUTCOMES OF THIS WORK IS REPORTED. BRINGING IN THE PARTICIPATION , IT THE RESULTS
>> IF I AM UNDERSTANDING CORRECTLY, THEN YOU WOULD PULL IT FROM HERE AS AN INDICATOR OF COMPLIANCE? IS THAT CORRECT?
>> NO. >> THAT IS WHY I WAS CLARIFYING
BECAUSE THAT IS WHAT I HEARD. >> AND OPERATIONAL EXPECTATION IS ABOUT WHAT WE ARE OPERATING WITH. HERE, WE ARE SEEING THAT IN THE INTEREST OF THE BOARD I THAT THE STUDENTS PARTICIPATED IN ALGEBRA IN MIDDLE SCHOOL. THAT IS THE OE. IT JUST SO HAPPENS THAT IN R2, THE BOARD IS IDENTIFYING AS AN OUTCOME FO STUDENTS. THAT IS WHERE WE WIL BE REPORTING THE ACTUAL SUCCESS RATES . I THINK BY BRINGING IN THE DATA THAT WE ARE REPORTING THEN, HELPS CONTEXTUALIZE THE OUTCOME DATA THAT IS BEING
REPORTED. >> PARTICIPATION WILL BE
REPORTED TWICE? >> TWICE. IT WILL BE THE SAME PARTICIPATION DATA FROM OE14 BEING REPORTED IN R2.
>> I AM STILL TRYING TO FIND A CONTEXT IN WHICH I WOULD BE SATISFIED. I WANT TO GIVE AN EXAMPLE. IF WE LOSE OUR PARTICIPATION IN EIGHTH GRADE T 10% , WHICH IS ROUGHLY PROPORTIONATE TO OUR DISTRICT, THAT WOULD BE REPORTED HERE AS PARTICIPATION. IT WOULD BE PHENOMENALLY A SUCCESS. BUT IF THOSE STUDENTS, HALF OF THEM AR NOT PASSING ALGEBRA , THEY ARE TAKING ALGEBRA , BUT ARE NOT SUCCEEDING IN ALGEBRA, THEN HER DISSIPATION DOES NOT MATTER TO ME. TALKING ABOUT IT, WITHOUT SUCCESS MEANS NOTHING TO ME, I AM SORRY.
>> IT MEANS SOMETHING TO ME . I WILL SAY, IT DOES. I THINK THAT STUDENT PARTICIPATION IS WHAT W ARE TRYING TO MEASURE. I ALSO THINK MEASURING STUDENT PERFORMANCE IS APPROPRIATE IN OUR RESULTS. BUT WHAT WE ARE TRYING TO ACHIEVE IN THIS POLIC IS ARE STUDENTS ACCESSING THIS COURSEWORK?
>> AND THAT IS MORE JUST BECAUS EXPECTATIONS . WE EXPECT THAT THE ORGANIZATION WILL OFFER RIGOROUS COURSEWORK AND THIS I
ONE WAY THAT THEY ARE SAYING. >> WE DO NOT SAY THAT ALL STUDENTS WILL SUCCEED IN IT UNTIL WE GET THE RESULTS.
>> YOU ARE WASTING MY TIME. I AM SORRY, I AM SERIOUS ABOUT THIS. IT IS A WASTE OF TIME TO TELL ME TO PARTICIPATE. OH, YOU'RE GOING TO HAVE TO WAIT TW MONTHS BEFORE I TELL YOU YOU SUCCEEDED. UNTIL I GET TWO MONTHS DOWN THE LINE, I DO NOT KNOW HOW TO EVALUATE PARTICIPATION BECAUSE IF YOU HAVE PUSHED A BUNCH OF KIDS WHO WERE NOT READY FOR IT, WE HAVE DONE THOSE STUDENTS NO GOOD. AN THE NUMBERS LOOK GREAT IN PART TO THE PATIENT BUT THE PARTICIPATION NUMBERS, ALONE, M NOTHING. AND THAT IS WHERE I HAVE A VERY BIG PROBLEM OF SPLITTING THESE TWO VERY DISTINCT PLACES.
>> I GUESS, I'M GOING TO PUSH BACK ON YOU A LITTLE BIT BECAUS WE JUST TALKED ABOUT X AND YOU DID NOT MENTION ANY SUCCESS CRITERIA FOR ATHLETICS. IT WAS STRICTLY DISSIPATION WAS ACCEPTABLE THERE. IT WAS NOT I FELT GOOD ABOUT MY EXPERIENCE.
I WON A STATE CHAMPIONSHIP. >> AND THAT IS BECAUSE I DO NO
>> NOT ABOUT ATHLETICS. I CARE ABOUT ACADEMIC. WE ARE TALKING ABOUT RIGOROUS ACADEMIC PROGRAMS. THE ONLY STUDENT ACCOUNT IS IF STUDENTS SUCCEEDED. A STUDENT WHO FELT
ON THAT DOES NOT COUNT. >> DO YOU HAVE MORE TO ADD?
>> NOT ON THIS. OTHER THAN I A ENJOYING.
>> AS I AM LOOKING AT THE TIME AND KNOWING WHAT IS ON THE
[00:50:03]
AGENDA. >> TO MY POINT, I DO NOT REALLY FEEL LIKE -- THERE IS A FINESS HERE SOMEWHERE AND WE CAN GO
BACK BUT RIGHT NOW, >> THAT IS WHAT I WAS GOING TO
RECOMMEND. >> I DO WANT TO STAY ON THIS.
DO NOT THINK WE QUITE WRAPPED U THE DISCUSSION ON THIS CHOICE.
CAN REMEMBER EXACTLY WHAT THE QUESTION WAS . I THINK IT WAS BASICALLY WHAT IS THE BOARD INTEREST ? I WAS THINKING ABOU WHAT IT IS FOR ME. ONE, MY INTEREST IS THAT ALL STUDENTS HAVE ACCESS TO UNIQUE PROGRAM WITHIN OUR DISTRICT . RIGOROUS OR NOT , THEY HAVE ACCESS. OKAY, WHY IS THAT AN INTEREST? WANT STUDENTS TO MEET THE PURPOSE OF CHOICE SCHOOLS IS THAT STUDENTS HAVE ACCESS TO LEARNING THROUGH A DIFFERENT LENS AND SOMETHING THAT INTERESTS THEM MORE, RIGHT? I D THINK WE KIND OF CAPTURE THAT ALREADY IN OE11. SOME TWEAKS
OF THE POLICY. >> ENSURE THAT THE INSTRUCTIONAL PROGRAM INCLUDES INTEREST IN THEIR SPECIALIZED
AREAS OF INTEREST. >> TO ME, WHEN I THINK ABOUT WHAT WE ARE TRYING TO ACCOMPLISH, IT IS THAT. THAT LANGUAGE MAY BE A LITTLE TOO NARROW FOR THAT BROADER INTEREST, BUT I THINK WE COULD WORK WITH THAT. THE SECOND INTEREST I HAVE WITH , MY INTEREST IN HAVING THIS . I THINK -- I CAN ONLY TALK ABOUT THIS IN A NEGATIVE WAY. TO ME, IT IS A PROBLEM IF SOME OF OUR SCHOOLS LOOK VERY DIFFERENT THA OUR OTHER SCHOOLS. STRATIFIED SCHOOLS.
>> ONE SCHOOL HAS ALL THE RICH KIDS, ONE SCHOOL DOES NOT. I WAS TRYING TO SEE -- I KNOW THAT IS SOMETHING WE THINK ABOU WHEN WE ARE DOING BOUNDARY WORK BUT I DID NOT SEE A BOARD POLICY . I THINK SOMEWHERE, THERE MIGHT BE AN ADMINISTRATIV POLICY. I WAS TRYING TO FIND THAT.
>> THERE IT IS. >> THAT IS GOOD.
>> KNEW THERE WAS SOME CONSTRAINT AROUND. IT'S NOT SOMETHING WE ALWAYS TALK ABOUT AS ONE OF OUR GOALS. THAT IS
USUALLY THE FIRST ONE. >> THAT, TO ME, IS ALSO THE INTEREST FOR OE14. IT IS BOTH.
>> BROADER INTEREST IN THAT SECOND POINT WOULD BE A BIG ADDITION, I THINK. TO HAVE IT IN THERE THAT WE WANT ALL OF OU SCHOOL. WE HAVE NOT TALKED ABOU AS A COURT. WE DO NOT WANT VAST
DISPARATE PERSONALITIES . >> WHEN I THOUGHT ABOUT THIS SUB POLICY , THAT WAS WHAT WAS GOING TO MY HEAD.
>> , CHOICE SCHOOLS, I LIKE YOU IDEA OF SAYING SCHOOL PROGRAMS I REMEMBER EXACTLY HOW YOU PUT IT FORWARD. I AM THINKING OF THE VISITS WITH THEM THERE AND THE CHALLENGES OF BEING ABLE.
THOSE, TO ME, ARE SOME OF THOSE EQUITABLE THAT ARE FLEXIBLE CAPACITY TO ACCESS ALL OUR PROGRAMS. HOW WILL THEY GET MAKING SURE . NOT JUST CHOICE SCHOOLS BUT OTHER OPTIONS THAT
ARE PROVIDING. >> I WILL JUST ADD THAT MY ONL ISSUE ONLY EVER HAS BEEN OE11, WOULD BE THAT HERE, WE ARE INTERESTED IN . I DO NOT THINK THAT THAT IS WHAT WE ARE LOOKING AT. SO, ONCE AGAIN, I WOULD REALLY LIKE TO SEE IT
>> MIRROR SOME OF THAT LANGUAG THAT WE HAVE OF THE SUB POLICY.
HAVE IT CAPTURE MORE THAN WHA WE HAVE IN OE11, WHICH IS SPECIFIC TO THE INSTRUCTIONAL PROGRAM.
>> THAT IS WHAT I HAVE WRITTEN DOWN.
>> ANYTHING ELSE ON THIS ONE? >> CHRIS, KEEP GOING. WE WILL
[00:55:02]
EXPECT AN EMAIL LATER. THAT IS GOOD.>> ALL RIGHT, I THINK THE REMAINING CHANGES ARE GOING TO BE A LITTLE BIT EASIER. IN 14.5, WE DISCUSSED ADDING A CROSS REFERENCE TO OE11. AND THEN IF WE GO TO 14.7, THERE WAS SOME CONVERSATION THAT THE BOARD HAD HAD AROUND ESSENTIALLY, WHAT IS IN? WHAT I OUT? WHAT ARE YOU COUNTING ? WHAT ARE YOU NOT COUNTING? WE KICKED AROUND EVERYTHING WHICH.
ULTIMATELY, THE CONCERN THAT WE HEARD FROM THE BOARD WAS THAT PERHAPS THE DEFINITION WE ARE USING WAS NOT FULLY ENCAPSULATING THE BOARD'S INTEREST IN POLICY. WE JUST SAID WE WOULD REPORT NEEDS TO B ALL THOSE COMPONENTS FOR A DISTRICT SPONSORED PROFESSIONAL THAT ARE CONSISTENT WITH THIS POLICY. AND SO THEN WE WOULD ESSENTIALLY GO BACK AND LOOK AT WHAT WE DID AND TO WHAT EXTENT DOES IT MEET THE POLICY.
>> THAT, I THINK THAT MIGHT BE THE LAST CHANGE THAT IS RESPONDING, NEW CHANGE , RESPONDING TO BOARDS COMMENTS.
HERE IS WHY I DO NOT CARE. >> NO. BUT THE THING IS, THER ARE PROGRAMS WHERE SUCCESS AND FAILURE, BEING ON A WINNING TEAM AND BEING ON A LOSING TEAM BOTH TEACH YOU IMPORTANT VALUABLE LIFE LESSONS. PASSING ALGEBRA NOT PASSING ALGEBRA .
DO AGREE WITH SIRI BLIESNER. IT'S ALL THE DUAL CREDIT. I MUC MORE INTERESTED IN HOW THEY DO THAN MERELY, HOW DO THEY PARTICIPATE? FOR SOMEONE LIKE AN AP TEST. WHETHER THEY TOOK A AP TEST AT THE END IS SOMETHING LEGITIMATE TO . WE DO NOT KNOW.
STUDENTS, FOR WHATEVER IT REASON, CHOOSE NOT TO.
>> LAST WORD ON THE SUBJECT IS I WANTED TO SOUND NOT QUITE AS.
TONIGHT, I THINK WE WILL BRING OE14 TO OUR FIRST READING.
PROBABLY EITHER MAY 8TH OR WHATEVER +14 IS .
>> AT THE 7 P.M. MEETING? >> THE BOARD. I WILL PROVIDE A UPDATED ROUND , THE MODIFICATIO , AND HOW WE ARE INCORPORATING CHOICE SCHOOLS AHEAD OF TIME SO THAT THE BOARD SEES THAT . THE CHANCE FOR THE BOARD TO DISCUSS IF THERE IS ADDITIONAL MODIFICATIONS , WE CAN DO THAT.
>> GO AHEAD. >> I THINK I MIGHT'VE COME UP WITH A POSITIVE VERSION. WHEN YOU'RE TALKING ABOUT SOMETHING LIKE CHOICE SCHOOLS, AS A SYSTEM , MAKING AN INVESTMENT T PROVIDE A SPECIALIZED THAT IS THE JUSTIFICATION FOR WHY I'D LIKE TO SEE PROPORTIONA REPRESENTATION . THAT DOESN'T MEAN IT HAS TO BE PROPORTIONAL BUT WITHIN OUR OVERALL CHOICE PROGRAMS OF IT LIKE TO SEE IT.
ON THAT SO WE CAN MOVE TO THE NEXT STEP. I REMEMBER THE DATA SPLIT BETWEEN ALL THE CHOICE SCHOOLS AND I LOOKED AT THEM AN THEY WERE STRIKINGLY DIFFERENT RESULTS THAT CAME OUT. I THINK THOSE ARE THINGS TO THINK ABOUT WE HAVE UNTIL MAY 22, AS THEY HAVE A MEETING IN MAY THAT HE SPOKE ABOUT. THAT WILL BE ON
APRIL 22. >> WE WILL TRY THAT ON THE EIGHTH. THAT'LL BE THE TARGET. NEXT UP IS DR. ROSE WHO HAS BEE WORKING DILIGENTLY ON THE FEEDBACK INCLUDING DRAFTING TH PREAMBLE OF WHICH THE BOARD REQUESTED . ELLA HANDED TO YOU,
JEN, TO THE CHANGES. >> THE DRAFT THAT YOU GOT ON FRIDAY DID NOT HAVE THE PREAMBLE. I WELCOME YOUR FEEDBACK ON YOUR THINKING AND THE DISCUSSION WE HAD WAS BILL
[01:00:03]
CALLING A SIMILAR TO THE PURPOSES OF REFRAMING AND THINKING ABOUT INSTRUCTION. THIS IS A LONGER PASSAGE IS SOMETHING YOU CAN LOOK ON AS TIME GOES BY WITH OTHER FEEDBACK THAT YOU HAVE ABOUT IT THE OVERALL DISCUSSION ABOUT CHAMPERTY WAS THE EXPLICIT TALKING ABOUT THE OVERARCHING ACADEMIC PROGRAM. VALUING ALL PARTS OF IT AND RECOGNIZING THA THE FOCUS HAD BEEN ON RESOURCE AND CURRICULUM AND THAT WE WANTED TO REALLY SHIFT IT INTO THE SOMETHING MORE RESPONSIVE AND FORWARD THINKING ABOUT OUR DEMOGRAPHIC. I WILL KEEP MOVING, BUT WE WILL COME BACK O THIS. SOME OF THE MAIN POINTS AS WE WENT THROUGH WE DIDN'T HAVE ANY OTHER FEEDBACK . 11.2 IS WHERE WE ACTUALLY DID SOME SUBSTANTIAL DISCUSSION AND CHANGES. THIS IS WHERE THE DRAF WE BROUGHT IN MARCH HAD A NUMBER OF DIFFERENT ADDITIONAL INDICATORS THAT WERE IN SOCIAL STUDIES AND BASED ON FEEDBACK WHAT WE DID WAS ACTUALLY POOL I THE STANDARDS FOR ACADEMICS INTO THIS ONE AND CATER SO WE COULD RECOGNIZE THEM. IT IS ELA, MATH, AND SCIENCE, AND WE ADDED IN A COUPLE OF SENTENCES ABOUT EACH OF THE CORE ACADEMIC CONTENT AREAS AND SOME OF THE BACKGROUND FOR WHY THEY ARE THERE AND PART OF THE THINKING WAS ALSO OE11 AND R 2 WITH OPERATIONAL EXPECTATION AND REPORTS. SO WE ARE THINKING ABOUT WHY THIS IS IMPORTANT. INSTEAD OF HAVING THE PIECES AT THE END OF THIS WHERE THERE WER DIFFERENT INDICATORS THESE ARE THE ONES WHERE WE PULLED IN ART SOCIAL STUDIES IN COMPUTER SCIENCE AND WORLD LANGUAGE INTO THIS AREA IN ORDER TO VALUE ON THE CONTENT AREAS. I DELETED ALL OF THE SEPARATE INDICATORS.ANY THOUGHTS OR FEEDBACK ABOUT THIS?
>> BEFORE YOU GO I JUST REMEMBERED I WAS TELLING EVERYBODY TO SPEAK INTO THE MICROPHONE'S BECAUSE THEY'RE HAVING A HARD TIME PICKING THINGS UP.
>> 11.3 , WE HADN'T MADE THE FEEDBACK WAS JUST TO BE A LITTL BIT CLEAR ABOUT INSTRUCTIONAL PRACTICES AND SO WE ADDED AND REFRAMED SOME OF THE LANGUAGE AROUND THE STRUCTURAL PRACTICES ALONG WITH STANDARDS-BASED LEARNING BECAUSE ESSENTIALLY TH SAME FROM MARCH 25. 11.4, THE FEEDBACK WAS UPDATING SOME OF THE LANGUAGE. THERE WAS SOME FEEDBACK THROUGHOUT THE ENTIRE SESSION WHERE HE SAID THINGS LIKE THE CURRICULUM OUT OR WE HAD SOMETHING THAT NEEDED A SPECIFIC OR SOMETHING WAS HOUSE TO CHANGE THAT TO BE MORE GENERAL. 11.3 AND 11.4, SOME O THE THINGS THAT THE CURRICULUM THAT WERE SPECIFIC CHANGED. ON OF THE OTHER PIECES THAT WE UPDATED WAS LOOKING AT THE REPORT THAT WE HAVE WITH OS PI, AND THE REPORT ASKS US TO ASCERTAIN THAT WE'VE MADE CLASSROOM BASED ASSESSMENTS AND
[01:05:02]
EYEPIECE DIFFERENT AREAS. WE CHANGED IT TO BE MORE ACCURATE.COMPLIANCE FOR THIS POLICY? >> IT IS ESSENTIALLY SAYING WE DID IT WITH OSPI IS TRYING TO BE IN COMPLIANCE WITH THE BOARD POLICY AND OSPI MANY OF OSPI'S RESOURCES ARE OUTDATED SO THESE RESOURCES TO REQUIRE CLASSROOM BASED ASSESSMENTS AND NOW REQUIRES DISTRICTS TO HAVE ASSESSMENTS, BUT NOT THEIRS.
SPECIFIC REASONS LIKE SOCIAL STUDIES THAT HAVEN'T UPDATED THOSE ASSESSMENTS IN A DECADE. PREVENTIVE STANDARDS ADOPTED IN 2019. OSPI REQUIRES US TO HAVE ASSESSMENTS AND TELL THEM THAT WE HAVE UPDATED THEM OR THAT WE ARE USING THEM BUT WE MOVED AWAY FROM OSPI REQUIRING US TO USE THEIRS AND THE OLD POLICY OR INDICATOR MADE IT SOUND MORE LIKE WE WERE USING OSPI IS INDICATORS BUT THERE REALLY SAYING THAT WE NEED YOU TO DO TEST USING ASSESSMENT. STEVE MAGNUS INDICATED WOULD BE THE USE OF? FOR THESE TOPIC AREAS? THAT MEANS OSPI.
>> I CAN CLARIFY THAT INDICATOR
>> THAT WOULD BE GREAT. >> ANY OTHER COMMENTS ABOUT THI INDICATOR? THIS WAS WHERE WE MADE SOME CHANGES BECAUSE THE ORIGINAL INDICATOR OF COMPLIANCE FOCUSED ON CTE AND W ARE TRYING TO BROADEN IT TO EXPAND TO REFLECT MORE STUDENT INTEREST AND HAVE A RECOGNITIO THAT THERE'S REALLY IMPORTANT PLACES IN ADDITION TO CTA CTE. WE WANTED TO MAKE SURE THAT LANGUAGE WAS IN THERE. WE WANTE TO ADD IN THE ABILITY TO THE INNOVATION INDICATOR COMPONENT RELATED TO ADD IN THINGS THAT ARE NOT AS EASILY QUANTIFIABLE BEING ABLE TO REPORT WE HAVE EXPERIENCES IN WORKPLACE SETTINGS. THEY CAN BE JOB SHADOWS. THERE'S DIFFERENT SPEAKERS IN DIFFERENT WAYS WERE ABLE TO BRING IN A DIFFERENT EXPERIENCE IN WORKPLACES. THEY WANTED TO GIVE THE FREEDOM TO D THAT AND TO RECOGNIZE MORE OF THE DIVERSE COURSE OFFERING WITH THE STUDENTS INTERESTS.
>> WAS THINKING THIS IS WHERE YOU CAN ADD THE CHOICE SCHOOL.
>> YOU CHANGED MY MIND ON THAT HEADING THE INTEREST I HAVE IS THAT ARE MONITORED. I THINK THAT WAS SHARED AMONG THE BOARD DO WORRY ABOUT EXPLICITLY CALLING OUT THE COMPUTER COURSES LABELED COMPUTER SCIENCE. THEY ARE NOT SINGLE COURSES LABELED ARTS OR CAREER AND TECHNICAL EDUCATION. IF YO GO DOWN THE VERTEBRATES IN COMPUTER SCIENCE YOU LEAVE YOURSELF OPEN TO ADDING ALL THE OTHER COURSES. THE ARTS AND CT AM DOWN WITH THAT. EVEN THOUGH IT'S ILLEGAL TO REQUIRE
ACCORDING TO THE LEGISLATURE. >> WHAT IT BE THE BROADENING
OF STEM COURSES? >> I'M NOT COMFORTABLE GOING THAT WAY EITHER. YOU KNOW HOW FEEL ABOUT THAT. THE ARTS DESERVED TO BE CALLED OUT AS THE ARTS, THEY DON'T NEED TO BE LUMPED INTO SEEM TO BE IMPORTANT. THE ARTS MATTER BECAUSE ARTS MATTER, DARN IT. STEVE MAGNUS WAS ANOTHER ONE WHERE THE BOARD HAD WANTED EMIL TRIED TO SHIFT FROM LANGUAGE T BE MORE REFLECTIVE ON CURRENT PRACTICE AND THE LANGUAGE THAT WE HAD WERE DIRECTLY ABOUT UNIVERSAL DESIGN. THE BOARD HAD WANTED IT TO BE MORE UNDERSTANDABLE AND WE ALSO HAV AN INTEREST IN CALLING OUT SPECIFIC FRAMEWORKS THAT ALLOW US TO DEEPEN THE WORK . THE CHANGE IN THE LANGUAGE IS TRYIN
[01:10:04]
TO HAVE IT BE SOMETHING THAT PEOPLE WILL KNOW WHAT WE MEAN WHEN WE ARE TALKING ABOUT THE TYPE OF INSTRUCTIONAL PROGRAM THAT WE WANT AND WE ALSO THOUGH IT WAS REALLY IMPORTANT TO CONTINUE TO CALL OUT THAT THERE ARE SPECIFIC THINGS THAT AS A SYSTEM, WE WANT TO CONTINUE. TALKING ABOUT THE INSTRUCTION OF UNIVERSAL DESIGN FOR LEARNIN FRAMEWORK. THE COLOR THAT MYSPECIFICALLY. >> AS I THINK ABOUT THE BOARD LEADING TO POLICY BY EMBEDDING SOME KIND OF KEY PHRASEOLOGY .
IT HELPS US TO KIND OF PARTNER WITH THE BOARD AND THE LEADERSHIP OF THE DISTRICT. YO WILL SEE IN THE LAST SENTENCE O THE FULLY UNDERLINED PARAGRAPH IT IS INSTRUCTION IN THE UNIVERSAL DESIGN FOR DESIGN FRAMEWORK. THAT IS HELPING US POINT TO WHERE IN OUR POLICIES WHERE WE ARE LEADING WITH A METHODOLOGY THAT IS EXPECTED. THERE WAS A COMMENT OF MAYBE WE DON'T USE THE PHRASE AND THEN AS WE ARE WORKING THROUGH IT I FELT LIKE IT WAS IMPORTANT TO MAINTAIN IT IN THE BOARD'S POLICY BECAUSE IF YOU THINK ABOUT EXPECTATION FOR THE OPERATIONS OF THE DISTRICT AND WE THINK ABOUT INCLUSIVE PRACTICES . ONE OF THOSE PRACTICES THAT HAVE TO BE IN PLACE IS A UNIVERSAL DESIGN FO LEARNING METHODOLOGY AND FRAMEWORK AS OUR TEACHERS WERE THINKING ABOUT THE CLASSROOMS. THAT IS WHY WE KEPT IT IN BECAUSE IT IS KIND OF THAT COD LEADING OF THE DISTRICT TO THE VOICE POLICIES.
>> MY ONLY CONCERN WITH THIS IS THE INTERPRETATION ON DIFFERENTIATING STRUCTURE. IF YOU READ STRICTLY , YOU COULD ARGUE THAT THIS IS ALL TEACHER SHOULD BE ABLE TO TEACH STUDENT OF ALL ABILITIES IN ONE SINGLE CLASSROOM. THIS COULD BE THE DOOM OF OUR AP COURSES. WHERE THERE IS AN AP AND A NON-AP COURSE, WHERE IS THE LINE BETWEEN THOSE? I AM A LITTLE WORRIED ABOUT THE LANGUAGE ON DIFFERENTIATORS INSTRUCTION NO ALLOWING FOR THE FACT THAT THER MIGHT BE ENOUGH STUDENTS IN A HIGH SCHOOL TO HAVE AN ACCELERATED CLASS THAT NOT EVERY STUDENT WOULD NECESSARILY SUCCEED IN . I KNOW THIS IS A CONSTANT TENSION BUT SOMETHING THAT I AM SEEING THE PENDULUM SWING BACK AND FORTH. THERE WAS A TIME WHEREVER YOU GO TO SEVENTH GRADE AND NOW WE ARE SORT OF TRYING TO SEE THAT THERE ARE NO TRACKS. WE WERE INTERPRETED TO BE IN INFINITEL
DIFFERENTIAL. I AM CONCERNED. >> THAT IS ONE OF THE THINGS.
THIS IS ALWAYS WORKED HIS WAY THROUGH THE ENTIRE TEACHING AND LEARNING TEAM AND THE INSTRUCTIONAL SERVICES. AND THEY'RE REALLY THINKING WITH TH THOUGHT OF HOW THIS ALIGNS WITH THE DAILY WORK AND WITH OUR WOR WITH SCHOOLS. THE UNIVERSAL DESIGN FOR FRAMEWORK AND SAYIN THIS IS THE WAY WE WANTED TO BE ALLOWS FOR FRAMEWORK THAT ISN' DESIGNED 1000 DIFFERENT LESSON PLANS , BUT DESIGN INSTRUCTION WITH MULTIPLE AXIS POINTS SO IT ACTUALLY MAKES THINGS EASY IS THE WRONG WORD, BUT SOMETHING THAT IS POSSIBLE FOR ALL OF OUR TEACHERS TO BE ABLE TO GIVE REALLY PRETTY DARN CLOSE TO ALL OF OUR STUDENTS ACCESS TO COMPLEX LEARNING SO THAT BEING ABLE TO USE THAT LANGUAGE HELP US BE ABLE TO LEAN INTO THAT W WOULD NEVER EXPECT TEACHERS TO COME UP WITH 150 DIFFERENT LESSON PLANS. THAT'S NOT REASONABLE NOR PRACTICAL OR HELPFUL BUT WE WANT TO BE ABLE TO LEAN INTO, THIS IS THE WAY THE SYSTEM IS GOING IN ORDER TO SUPPORT ALL STUDENTS OF FOCUSIN THE PROFESSIONAL LEARNING AND
RESOURCES AROUND THAT. >> DOES THAT MEAN THAT WE HAVE NO LONGER HAVE A QUEST PROGRAM? BECAUSE THEY SHOULD BE ABLE TO DIFFERENTIATE ON THE HIGH END O THE SPECTRUM AS WELL.
>> THAT'S A QUESTION THAT WILL BE ON THE QUEST PROGRAM REVIEW NEXT YEAR. HADAWAY APPROPRIATELY?
>> IT'S AN IMPORTANT QUESTION T ADDRESS.
>> WHERE DISCUSSING INCLUSION THAT'S REALLY IMPORTANT
QUESTION. >> YOU ARE SPEAKING IN AN AP CLASS YOU HAVE A RANGE OF STUDENTS IN THERE AS WELL. YOU NEED TO DIFFERENTIATE INSTRUCTION IN THAT SETTING.
THAT IS SOMETHING THAT TEACHERS ARE EXPECTED TO DO IN ALL
[01:15:02]
CLASSES EVEN IN AN AP CLASS OR GENERAL EDUCATION CLASS. FOR SPECIAL EDUCATION CLASS. YOU WERE HELPING THE NEEDS OF THESTUDENTS WERE THERE. >> THINKING OF COMMENTS EARLIER ABOUT SOME OF THEM VERY WELL-INTENTIONED BARRIERS AS WELL AS GRADES INTO UPPER-LEVEL CLASSES TO RIGOROUS CLASSES.
AS A SYSTEM, AND WE HAVE HAD SOME SERIOUS QUESTIONING TO DO AROUND WHAT IS BEHIND GRADES AND WHAT IS THE STUDENTS ABILIT TO DO WELL IN COURSES. I THINK ABOUT UNIVERSAL DESIGN FOR LEARNING THAT WE ARE ASKING TEACHERS TO THINK ABOUT MULTIPL AXIS POINTS FOR STUDENTS TO ACCESS THE COMPLEX SPOTS AND MAYBE SOME OF THE OTHER PIECES AND REFLECTING BACK ON BEING A TEACHER IS THAT I'VE HAD MANY STUDENTS AS A BUILDING LEADER.
MANY STUDENTS CAN ACCESS THE COMPLEX THOUGHT, BUT HAVE MORE OF A CHALLENGE WITH PARAGRAPH PAPER. WHAT WE ARE REALLY THINKING ABOUT THIS INDICATOR AND REALLY DESIGNING AN ACADEMIC PROGRAM IS, HOW WE ENJOY THEY HAVE ACCESS TO THINKING OF RIGOROUS LEARNING AND HIGH LEVELS OF ACHIEVEMENT IN ALL PATHWAYS. I'M CLEARLY STRONGLY IN FAVOR OF CALLING THIS OUT BECAUSE I'VE SEEN THE POWER OF IT AND I ALSO SEE IT BEING VERY DOABLE FOR BOTH OF THE TEACHERS AND STUDENTS.
>> I SUPPORT YOUR APPROACH IN DOING SO. WHERE AS I UNDERSTAN YOUR CONCERN I ABSOLUTELY 100% THERE ARE A LOT OF BARRIERS AND CHALLENGES AND POTENTIAL MISSTEPS ALONG THE WAY. IT IS RIGHT WAY IN WHICH TO APPROACH THINGS. SOME STUDENTS PENDULUM MULTIPLE-CHOICE TESTS. IF THAT IS THE WAY YOU ONLY TEST IN YOU CLASSROOM THEN THAT CHILD MIGHT NOT TAKE AN AP CLASS BECAUSE THEY MIGHT NOT DO WELL. THAT WOULD POTENTIALLY PROVIDE ANOTHER MEANS TO SHOW YOUR OPPORTUNITIES IN WHICH TO THRIV AND I THINK THAT IS THE GOAL I THE WAY THIS IS WRITTEN.
>> TO CLARIFY MY CONCERNS. YOU HAVE A GROUP OF CHILDREN WHO HAVE GONE THROUGH ALGEBRA AND YOU PUT THEM IN THE SAME CHALLENGER . THEY HAVE ALGEBRA CLASS WITH THE CHILDREN THAT TOOK TWO YEARS TO GET THROUGH ALGEBRA AND YOU'RE SAYING THAT THE NEXT CLASS THIS IS GOING T BE ABLE TO PROCEED TO GEOMETRY OF THE SAME PACE FOR ALL STUDENTS. I HAVE SIGNIFICANT CONCERNS THAT THAT IS CHALLENGING FOR ME TO IMAGINE GREAT SUCCESS FOR ALL STUDENTS AS THE RANGE INCREASES AND HOW FAR BEHIND SOME STUDENTS ARE . AT SOME POINT, YOU ARE GOING TO BE JUST SERVING ONE GROUP OR TH OTHER. AND POSSIBLY THE ENTIRE MIDDLE. I KNOW THIS IS WHERE THE SYSTEM IS GOING. THIS IS N LONGER REALLY MY PROBLEM. I KNO THAT I AM NOT THE ONLY PERSON I THIS DISTRICT CONCERNED ABOUT THE IDEA OF CANCELING CLASSES AND PUTTING OUR KIDS IN THE SAM CLASSROOM AND PRETENDING THE
TEACHERS WILL BE FINE. >> I LIKE TO CLARIFY THAT NOT NECESSARILY THE VISION IN THE WAY YOU PRESENTED IT. THAT IS MUCH MORE THOUGHTFUL CONSISTENT PROCESS IN THINKING THROUGH THINGS AND ALONG THOSE LINES, BEING THAT CAVALIER I HAVE PROBLEMS WITH THAT HONESTLY. I' A LITTLE CONCERNED WITH THAT
APPROACH OR THAT >> . I WANTED TO CLARIFY THAT I DON'T BELIEVE THAT IS THE APPROACH. I THINK THERE IS A CONCEPT OF HOW WE BEST SERVE AL OF THE STUDENTS IN AN INCLUSIV SAFE AND WELCOMING ENVIRONMENT WHERE THEY ARE ABLE TO ACHIEVE.
WE HAVE TRIED ONE WAY AND WE SE IT THAT WORK EFFECTIVELY FOR ALL OF OUR STUDENTS SERVING A PORTION OF OUR STUDENTS AND WE ARE LOOKING AT CONTINUING TO SERVE STUDENTS AT THE SAME TIME AS ENSURING WE SERVE ALL OF TH STUDENTS. I BELIEVE THAT'S PROBABLY THE LANGUAGE WERE THINKING ABOUT IN REGARDS TO THIS AS OPPOSED TO THROWING IT UP IN THE AIR AND WISHING THE
BEST. >> WE DIDN'T CHANGE ANY INDICATORS BELOW. WE ADDED MORE TO BE SPECIFIC INCLUDING TECHNOLOGY BECAUSE YOU REMEMBER ONE OF THE THINGS WE DID WAS REMOVE TECHNOLOGY TO SEPARATE INDICATORS BECAUSE WE FELT THAT IT WAS IMPORTANT TO BE INTEGRATED INTO ITS PART OF THE ENTIRE ACADEMIC PROGRAM. THE ONLY SHIFT HERE IS CALLING OUT TECHNOLOGY WITHIN THE INDICATOR OF THAT IT IS SPECIFICALLY
[01:20:02]
INTEGRATED. >> THIS ONE IS GOING TO BE INTERESTING AND IT IS GOING TO NEED UPDATING BECAUSE THE LEGISLATURES RECENT CHANGES. THIS ONE IS THINKING ABOUT THE GRADUATION PATHWAYS AND THE OTHER TWO ENTITIES THAT STUDENT HAVE . WE HAVE CLARIFIED BECAUS THE WAY IT WAS WRITTEN BEFORE WAS TEACHING THEM DIFFERENT PATHWAYS AND ALMOST CHOOSING WHENCE WE WANTED TO BE CLEAR THAT THEY WERE CHOOSING ONE OF MULTIPLE OPTIONS AND SOME OF THE SPECIFIC THINGS THAT MIGHT BE GIVEN THE LEGISLATURES CHANG IN THE PAST FEW WEEKS THIS WILL NEED TO BE UPDATED AGAIN AS WE ARE WORKING OUT WITH THE PROCEDURE AND WHAT IT MIGHT LOO LIKE FOR MASTERY BASED CREDIT.
COMPLIANCE WITH THE ENGLISH LANGUAGE ARTS, MATH, PORTION O THE GRADUATION REQUIREMENT. TH MAJORITY OF STUDENTS TAKE SBA AND PASS IT. THEY ARE GRADUATION PATHWAY S. WHAT THI ISN'T IS A MYRIAD OF PATHWAYS AND CHOOSING YOUR OWN ADVENTURE ONE OF THESE. THE INTENT BEHIN THIS WAS TO MAKE MULTIPLE AVENUES AVAILABLE TO BE ABLE TO ACCESS THE ENGLISH LANGUAGE ART , MATHEMATICS, AND REQUIREMENT OF THE GRADUATION REQUIREMENT.
THE STATE BOARD AND THEN THE LEGISLATURE ULTIMATELY MODIFIED AND CREATED A PERFORMANCE-BASE GRADUATION PATHWAY OF WHICH IT IS A DISTRICT DEVELOPED PERFORMANCE-BASED GRADUATION REQUIREMENTS. THAT IS SOMETHIN THAT OUR TEAM WILL HAVE TO DEVELOP AND FORWARD I BELIEVE OSPI HAS TO APPROVE THE PERFORMANCE REQUIREMENT . THAT IS SOMETHING THAT IS PUT
ALTERNATIVE PATHWAY? >> I THINK THERE ARE SEVEN DIFFERENT PATHWAYS FOR GRADUATION . THEY HAVE ADOPTED PERFORMANCE-BASED GRADUATION PATHWAYS.
>>> YOU ARE REQUIRED TO OFFER THAT PATHWAY BECAUSE THE OTHER ONES WERE ABLE TO CHOOSE WHAT PATHWAYS WE OFFERED.
>> THEY HAD SUPPORT BECAUSE I HAD TO LOOK AT THE LANGUAGE BU IT WAS PRETTY WIDE OPEN WHEN I SAW IT AND WE WERE SAYING HOW STUDENTS COULD HAVE MASTERY AND PERFORMANCE IN DIFFERENT AREAS COUNTING FOR THE GRADUATION PATHWAY. OSPI HAS NOT PROVIDED WHAT THE ASSESSMENT LOOKS LIKE WITH STANDARDS AND THOSE PIECES I'LL BE UP TO OUR DISTRICT OF DEVELOPMENT AND I THINK OSPI WILL PROVIDE MORE CLARITY AND SUPPORT AS WE GO FURTHER. THIS IS THREE WEEKS OLD MAYBE. THE NEXT INDICATOR IS AROUND
INNOVATION. >> THE BOARD'S QUESTION WAS WHY. WHY IS INNOVATION IMPORTANT? WE HAD TO INCREASE STUDENT ENGAGEMENT AND THEN ADDED MORE THE LANGUAGE DOWN BELOW TO HIGHLIGHT THE INNOVATION THAT IS REALLY ABOUT SUPPORTING LEARNING ACROSS THE SYSTEM AND THINKING ABOUT CERTAIN WAYS INNOVATION CAN BE IN PLACE AND I HAD A STRONG INTEREST IN WHERE THOSE THINGS THAT ARE HAPPENING AT SCHOOLS RIGHT NOW AND HOW CAN THIS BE RECOGNIZED AND EXPANDED. THAT
IS THE LANGUAGE >> IN LOOKING AT THE REMOVAL OF MONITORING AND EVALUATING AND THINKING BACK TO SOME OF THE CONVERSATIONS WHERE WE ARE MONITORING THIS. THE IMPORTANCE
OF THE EVALUATION COMPONENT. >> THE REASON WE TOOK THAT I MIGHT BE 11.9. WE WERE DOUBLE DIPPING ON THAT WITH EVALUATIN
PROGRAMS. >> THEY WILL BE BUILT IN THERE.
[01:25:25]
>> WITHIN 11.8, IN TERMS OF A FAR AS I CAN TELL. IF WE ARE GOING TO TALK ABOUT EXTRACURRICULARS ANYWHERE IT SEEMS TO BE IN OE11 SO I'M GOING TO HARP ON IT BECAUSE I THINK EXTRACURRICULARS ARE A VERY LARGE PART OF THE STUDENT EXPERIENCE AND TO BE ENTIRELY HONEST, I'M NOT SURE THIS DISTRICT AS A WHOLE IS DOING AS WELL AS I KNOW THAT WE COULD BE DOING. THE REASON I SAY THAT IS BECAUSE I WILL GIVE ONE SPECIFIC EXAMPLE AND GENERAL REASON WHY THINK IT IS IMPORTANT. IF I GO TO WIA A AND WE OFFER ALL OF THOSE BUT IF I GO TO THE ACTIVITIES SECTION I' GOING TO DISREGARD SPORTS FOR THE TIME BEING BECAUSE WE'RE NO QUITE THERE YET. THERE ARE FIV THINGS. THERE IS CHAIR, DANCE, DRILL, ,, AND MUSIC. DEPENDIN ON HOW YOU DEFINE THE DANCE AND DRILL YOU CAN SAY MY SCHOOL OFFERS THAT BUT I WOULD ARGUE THAT IS MORE SO UNDER CHAIR HOW WE HAVE SET UP CURRENTLY WHERE MY SCHOOL ONLY OFFERS THREE OF THE FIVE THINGS THERE. WE ARE ONLY OFFERING 60% OF WIAA RECOGNIZED ACTIVITIES. PARTICULARLY, FORENSICS IS THE BIG ONE FOR ME. I GREW UP DOIN FORENSICS. IT IS NOT OFFERED AT MY SCHOOL. IT IS OFFERED AT ON OR TWO OF THE HIGH SCHOOLS, BUT IT IS NOT CONSISTENT AND THAT I A HUGE THING FOR MORE ACADEMICALLY MINDED STUDENTS LOOKING FOR WAYS TO DEVELOP THEMSELVES. THE REASON I CALLED THIS OUT IS BECAUSE THERE ARE OPPORTUNITIES FOR THESE THINGS. THE EXACT STRUGGLE THAT I EXPERIENCED WHEN I CAME INTO THIS DISTRICT WAS THAT THEY AR ALL SOMEWHERE, BUT YOU HAVE TO GO OUT AND FIND THEM. THEY'RE NOT ADVERTISED WITHIN SCHOOLS A THE VERY LEAST AND THEY ARE CERTAINLY NOT OFFERED WITHIN AL OF OUR SCHOOLS. TO GO TO THE MORE THEORETICAL POINT. I WAS TALKING EARLIER ABOUT HOW WE ARE DIFFERENTIATING CLASSES I QUEST IN ALL THOSE PARTS. I WENT TO SCHOOL, MIDDLE SCHOOL, THAT HAD MIXED LEVEL CLASSES AND SOME OF THE CLASSES LIKE MATH, HAD SOME GENERAL DIFFERENTIATION. MY ENGLISH CLASS, HAD KIDS WHO WERE LEARNING HOW TO WRITE AT THE SAME TIME AS ME GETTING FEEDBACK ON WRITING THEM BETTER AND THE REASON THE SYSTEM WORKED WAS BECAUSE ALONGSIDE M CLASSES I ALSO HAD A REALLY ROBUST SET OF EXTRA OR ACADEMICALLY MINDED EXTRACURRICULARS THAT HELPED M TO CONTINUE TO EXPAND. I PARTICIPATED IN FORENSICS IN THE COURTROOM LAW. WE ARE MOVING TOWARDS THAT DIRECTION AND WE ARE NOT ABLE TO OFFER THESE EXTRACURRICULARS THAT AR MORE ACADEMICALLY MINDED. I AM WORRIED WE'RE GOING TO HIS PEOPLE. WE ARE GOING TO LOSE REALLY TALENTED STUDENTS . MY FRUSTRATION IS EXTRACURRICULAR I MENTIONED TWICE IN 11.8 AND 11.5. 11.7. MY BAD. NONE OF THESE INDICATORS OF COMPLIANCE DO WE MENTION THEM AGAIN. THEY ARE LUMPED INTO A BUNCH OF OTHER THINGS WHICH IS FINE, BU IT SEEMS LIKE AS WE HAVE BEEN CONSIDERING THESE POLICIES WE ARE LOOKING AT THOSE OTHER THINGS THE ACTUAL CLASSES THEMSELVES AND EXTRACURRICULARS HAVE FALLEN BY THE WAYSIDE . I DON'T KNOW EXACTLY HOW TO UPDAT OUR INDICATORS OF COMPLIANCE BASED ON TIME I'M NOT GOING TO SIT HERE AND TRY TO HASH THAT OUT RIGHT NOW. IT SEEMS TO ME LIKE THAT IS AN EXTREMELY IMPORTANT PART OF OUR STUDENT EXPERIENCE AND THERE IS NOWHER IN YOUR WHERE WE ARE SPECIFICALLY ADDRESSING THE PRESENCE OR PROLIFERATION OF EXTRACURRICULARS. THAT IS CONCERNING . BASED ON MY EXPERIENCE THERE IS SOME WORK
[01:30:03]
TO BE DONE. >> DIRECTOR STUART.
>> MY CONCERN. I EXPRESSED THIS FOR MORE THAN 10 YEARS. WE ARE SUBSTITUTING EXTRACURRICULARS FOR CLASSES WE OUGHT TO BE OFFERING. IN PARTICULAR DEBATE YOU ARE REFERRING TO GOING BAC TO THE OLD GERMAN DEBATE AND HAVE A DIFFERENT LEVEL WITH MATH. WE HAVE THREE YEARS SOLI DEBATE IN HIGH SCHOOL BY THE TIME YOU WERE ON THE SENIOR TEAM, THERE'S ONLY SIX KIDS IN THAT CLASS. FOR THOSE KIDS, THA IS WHEN THEY CAME TO CLASS. THA IS WHY I CAME TO CLASS. I DIDN' COME TO CLASS TO GO TO GEOMETRY I DIDN'T WANT TO BE IN THERE. THEY DIDN'T WANT TO BE THERE.
WE'RE TALKING ABOUT SEPARATE PATHWAYS WE HAVE TO THINK ABOUT THE STUDENT WHO IS MORE NOT INTELLECTUALLY INCLINED, BUT DIFFERENT TIMES OF INTELLECTUALS. THEY WOULD BE THE LAB FOLKS. THERE'S THE MATHEMATICIANS WHO CAN CALCULAT IN YOUR HEAD TO GIVE YOU AN ANSWER IN SECONDS. AND IN THOS OF US WHO CAN'T COUNT 230 IN 30 SECONDS. WE ARE SERVING THE STUDENTS OF THE OPPORTUNITIES TO EXCEL AND TO BE QUITE FRANK THEY DON'T HAVE THOSE OPPORTUNITIES AND CLASSES THAT THEY CAN HAVE A'S AND B'S IN NOT BECAUSE THEY ARE EASIER CLASSES, BUT BECAUSE OF THEIR TALENTS AND DNA THEN IT IS CRIMINAL. I WOULD HAVE HAD TO MOVE OUT OF THE STATE BECAUSE WE HAD ONE SCHOOL OFFERING THE CURRICULUM BUT IT IS NOT A FULL-BLOWN CURRICULUM BY STANDARDS. WE HAVE LIMITED DEBATE AND SPEECH CLASSES AND WE HAVE DRAMA CLASSES. THAT IS GREAT. TO SUBSTITUTE A CLUB W SUBSTITUTED A CLUB FOR ALGEBRA 1. THIS MAN WAS FAIR THAT THE KIDS OVER AT WANITA DON'T HAVE THE OPPORTUNITY TO TAKE THE CLASSES AND EXCEL. THERE MAY BE KIDS THERE THAT WOULD FIND A PATHWAY THAT THEY NEVER THOUGHT THEY WOULD HAVE. THEY WERE TEACHING A PATHWAY AND THAT WA DEBATE. CRITICAL THINKING, DEBATE.
>> WE THINK ABOUT THE POLICY. IF I AM FOLLOWING CORRECTLY WHA I HEARD IN THE CONVERSATION. THERE IS A HIGHER NEED IN WHIC TO LOVE THE EXTRACURRICULARS AN THE IMPACT THOSE OPPORTUNITIES HAVE WITHIN THE INSTRUCTIONAL PROGRAM TO EXPAND THAT OPPORTUNITIES THE STUDENTS HAVE WITH OTHER MORE HANDS-ON EXPERIENTIAL ALTERNATE EXPERIENCES. IS THAT SORT OF
FEAR FROM A HUGE SUMMARY. >> I AM VERY SYMPATHETIC. THE CHALLENGES THAT IS AS WE MOVE PIECES AROUND AS WE MOVE THE PIECE IN CHANGES THE TONE OF SOMETHING AND THEN YOU ARE LOOKING AT A DIFFERENT ONE. LOOKING BACK AT 11.7 WITH THE GRADUATION PATHWAYS IN THEIR IT BECOMES MORE ABOUT THE PATHWAYS 11.7, IF YOU REMOVE THIS IS ABOUT ELECTIVE AND INTERPRETED BY EXTRACURRICULARS. I AM VERY SYMPATHETIC TO THE POINT THAT IS BEING MADE. THE GENERAL POIN OF A CORE ACADEMIC PROGRAM AND ALL KIDS WILL BE FOUR YEARS OF ENGLISH AND X YEARS OF MATH AND EXTERIORS OF ETC. WHEN IT COMES TO NOT ALL KIDS DO FREQUENTLY THOSE ARE THE CLASSE THAT THE KIDS ARE EXCITED ABOUT AND GET THEM TO SCHOOL IN THE MORNING. WHETHER IT BE DEBATE, ROBOTICS, FORENSICS . I DO ACTUALLY WANT TO HAVE A CLARIFYING CONVERSATION AROUND ELECTIVES FROM EXTRACURRICULAR BECAUSE THOSE ARE TWO IMPORTANT BUT TWO CHALLENGES THAT TO BELONG SOMEWHERE IN 11.7 AND I THINK 11.8 IS ABOUT EXPLORATION
[01:35:03]
OF NEW CONCEPTS AND NEW THINGS BRINGING NEW TOOLS INTO THE SYSTEM . 11.7 IS ABOUT THE PATHWAYS THAT THE INDIVIDUAL THINGS THAT HELP AN INDIVIDUAL STUDENT SUCCEED IN THE SYSTEM THAT ARE NOT REQUIRED OF EVERY STUDENT IN OUR CYST. 11.7 CAN BREAK THAT OUT AS THREE PIECES THE EXTRACURRICULARS AND ELECTIVES AND MATURATIONAL PATHWAY. THIS IS ABOUT A KID AND WINDING UP AT THE END WITH WHATEVER TOOLS THEY NEED FOR TH NEXT STEP OF THAT STUDENT WHIC IS NOT ALWAYS THE SAME THINGS.THAT IS THE POINT OF THE GRADUATION PATHWAYS. AS MESSY A THEY ARE IT IS A GREAT IDEA THA A KID CAN GET THROUGH HIGH SCHOOL IN MORE THAN ONE WAY FOR THAT MORE THAN ONE TYPE OF STUDENT. ANYWAY, I FEEL LIKE THERE SOMETHING YOU ACCIDENTALL INTRODUCED AND EXCLUDED EVERYTHING ELSE IN 11.7. IT CAN BE REMEDIATED. I DON'T THINK W WILL DO IT ON THE FLY. I THINK
IT CAN AND SHOULD BE DONE. >> DO YOU AGREE WITH WHAT HE SAID? ARE YOU ALL CLEAR ON WHA WAS SAID? STEPHEN I THINK ONE OF THE THINGS THAT WAS POINTED OUT WAS THE FACT THAT WE ARE CONFINING CERTAIN STUDENTS TO NOT HAVE THE OPPORTUNITY TO BE IN A STUDENT BECAUSE THE COURSEWORK IS NOT VALUED IN THE SAME WAY THAT THE MATH OR SCIENCE STUDENTS ARE. IT SEEMS THAT WE HAVE EXTRACURRICULARS THAT ARE DEVELOPING OR FOLLOWIN , AND TO DEMAND CLASS OR THE SAME ACADEMIC RIGOR THAT WOULD TAKE YOU TO GO THROUGH ALGEBRA IN A DIFFERENT THOUGHT PATTERN AND BRAIN SYNAPSES , A DIFFERENT PERSON. I THINK WE ARE TRYING TO BASICALLY PUT SQUARE PEGS IN ROUND HOLES. AND THAT SERVES NOBODY. IN FACT, IT PUSHES OTHERS OUT . I KNOW STUDENTS THAT BASICALLY WHEN THEY DIDN'T FIND A HOME FOR THEMSELVES ON SENIOR YEAR, THEY FOUND A HOME FOR THEMSELVES WORKING DOWN IN THE SAME WAY OR WHEREVER. I THINK IT IS A SHAME. THE ABILITY WHETHER IT IS IN FORENSICS OR PERHAPS, HAVING SPEAKING WHEN I HAVE 30 MINUTES TO PREPARE A FIVE MINUT SPEECH ON A TOPIC I NEVER HEARD OF BEFORE. THAT IS AS REGULAR AS TRYING TO SIT THROUGH A BORING ALGEBRA CLASS. IT IS A WAY THAT THAT STUDENT SHOULD BE ALLOWED TO EXCEL . I WOULD LIKE TO SEE US HAVE A REVIEW OF OUR EXTRACURRICULARS AS WE SEE INTEREST GROWING AND IT CAN BE DONE AT A SINGLE SCHOOL , WE NEED TO FIGURE OUT A WAY TO DO IT THROUGH A MEETING OR A COMPILATION OF THE SCHOOL IF IT ENDS UP BEING AN ONLINE CLASS OR WHATEVER WE ARE ROBBING CERTAIN STUDENTS. I WOULD HAVE NEVER GOTTEN TO COLLEGE IF IT WASN'T FOR THOSE CLASSES BECAUS I HAVE SCHOLARSHIPS BASED ON THOSE CLASSES.
>> IF THE BOARD IS IN AGREEMENT THERE IS A SOME AREA. I APPRECIATE THE GAP THAT APPEARE AND HAVING CALLED OUT ON THIS SITE BRINGS US BACK TO WHERE I NEEDS TO GO. I APPRECIATE THE ADDITIONAL WORK. IS THERE CLARITY ON YOUR END TO DO REVISIONS TO STRENGTHEN THAT COMPONENT? THAT DOESN'T MEAN CLARITY. STEAM I GUESS. I'M HEARING A VERY CLEAR DIRECTIVE TO THINK ABOUT ESPECIALLY CONNECTED TO 11.7, BUT TO THIN ABOUT WHAT IS EXTRACURRICULARS WHERE THE OPPORTUNITIES ARE CAPTURED. I SAY THAT AS A FORME DEBATE CAPTAIN AND APPROVED TW YEARS IN A ROW. I DON'T KNOW THAT IS SOMETHING TO BE PROUD O OR NOT. STEPHEN WE HAVE A VERY SHORT TIME. I WOULD LIKE FOR US
TO FINISH OE11. >> 11.8, 11.9, WE REMOVED SO THERE IS NOTHING CHANGED . FOR THE REST OF OE11 THERE IS A SIGNIFICANT CHANGE OTHER THAN HARRIS 11.10 WHERE I THINK WE HAD SOME LANGUAGE IN IT THAT SAID REGULARLY INSTEAD OF
[01:40:04]
ANNUALLY BECAUSE ANNUALLY IS NO ALWAYS PRODUCTIVE . THAT SHOULD SAY REGULARLY. THAT WAS THE MAI CHANGE IN 11.10 AND THIS WAS JUST REFINING PULLING OUT OF THEIR PLACES. WE ARE STILL REMOVING THAT. 11.11. NOTHING CHANGED IN 11.12. WE REMOVED11.13. NOTHING CHANGED. >> REALLY QUICKLY ON 11.12 .
THAT POTENTIALLY MIGHT NEED TO GO INTO FACILITIES. THE IDEA OF THE BOUNDARY REVIEW IN THAT COMPONENT.
>> WE IDENTIFIED . THIS ONE HAS BEEN TAKEN CARE OF. THE OTHER PIECE THAT WE DID. WE ADDED THIS. 11.14 ALREADY HAS A HOME . THE PIECES THAT WE PULLED OUT HERE WERE THE ONES THAT WE ADDE ALL OF THOSE DIFFERENT THINGS I COMPUTER SCIENCE , ARTS AND SOCIAL STUDIES AND ADDED THOSE BACK IN. THOSE ARE NOT IN HIS REVISED REVISED BECAUSE WE MOVE IT BACK INTO 11.2 OH WITH ALL O
THE STANDARDS. >> THAT IS THE END OF ANY ADDITIONAL QUESTIONS ON OE11. ANY REVISIONS PRESENTED? I'M ASSUMING THAT THIS POTENTIALLY IS COMING BACK MAY 8 , MAY 22 , IS WHAT YOU ARE FACE SAYS. YOU CAN EXPECT TO SEE THIS AGAIN. I APPRECIATE THE CONVERSATION. ALL OF THIS AND WHERE IT CAN GO IT IS GOOD TO ACTUALLY HAVE CONVERSATIONS RUN INSTRUCTIONAL PROGRAMS. THAT IS THE CORE OF WHAT WE DO. I APPRECIATE YOU TAKING THE TIME TO REVIEW THAT AND THINK ABOUT IT AND GET ALL OF THOSE THINGS GOING FORWARD. WE WILL DO THAT AND HAVE TO FIGURE OUT HOW THIS FITS INTO OUR STUDY SESSIONS GOING FORWARD. WE HAD THREE ADDITIONA POLICIES TONIGHT WHICH WE DID NOT SUCCEED TO GET INTO. WE WILL FIGURE OUT HOW TO PUT THOS IN BETWEEN NOW AND JUNE AND WIT THAT, I WILL ADJO
* This transcript was compiled from uncorrected Closed Captioning.