[1. Call to order]
[1. Fine and Performing Arts]
[00:00:17]
I LIKE TO CALL TO ORDER THE JUNE 20, 2023 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION.
LET THE RECORD REFLECT ALL SCHOOL MEMBERS BOARDS ARE PRESENT.
OUR TOPIC FOR DISCUSSION TODAY IS FINE AND PERFORMING ARTS IN THE LAKE WASHINGTON SCHOOL DISTRICT. I WILL PASS US OFF TO DOCTOR HOLMAN TO DO INTRODUCTIONS AND
THEN WE WILL GO FROM THERE. >> A BRIEF INTRODUCTION. EMEMBER AS WE WERE DEVELOPING THE WORK PLAN FOR THIS YEAR THINKING ABOUT PROGRAMS THAT THE BOARD ACTUALLY HAS IT RECEIVED AN UPDATE ON IN A WHILE. I DON'T KNOW IF THE BOARD HAS EVER RECEIVED A THOROUGH UPDATE AROUND FINE AND PERFORMING ARTS OR VISUAL AND PERFORMING ARTS.
I REALLY APPRECIATE DOCTOR ROSE AND HER TEAM PUTTING THIS TOGETHER.
I THINK FROM DISCUSSION TODAY, IT REALLY IS AN INITIAL REVIEW. YOU WILL HEAR SOME OF THE DIFFERENT LAYERS OF WORK THAT WILL BE ONGOING IN THE COMING YEARS RELATED TO A NUMBER OF THESE DIFFERENT AREAS. I WILL HAND IT OFF TO JEN TO START TO WALK US THROUGH THE PRESENTATION AND HAPPY TO TAKE QUESTIONS AS WE GO THROUGH THIS PRESENTATION.
>> THANKS. ON OUR TEAM TODAY BEV STEPHANIE MILLER, HER MORNING SPECIALIST FOR FINE ARTS AT THE. LAURA HARVEY OUR INTERIM DIRECTOR.
I ALSO WANT TO SHOUT OUT THAT THERE ARE MANY TEACHERS WHO HELPED WITH THIS.
AS A GO TO THE EXCITING THING THAT THE KIDS HAVE BEEN DOING.
YOU WILL SEE IT'S A PASSION AREA FOR MANY PEOPLE IN OUR DISTRICT.
A FEW PEOPLE AS WE GET INTO IT AND I WILL BE MORE SPECIFIC. I BELIEVE SUE HANSEN IS WATCHING. IF YOU WATCH THE SLIDE OF PEOPLE RETIRING, SUE HANSEN HAS BEEN TEACHING MUSIC FOR OVER 40 YEARS. THIS IS HER LAST YEAR.
SHE'S BEEN ONE OF OUR PROGRAM LEADS FOR SEVERAL YEARS. SHE'S BEEN INSTRUMENTAL IN MANY OF OUR WORK AT ELEMENTARY. WE THINK ABOUT ARTS IT'S ABSOLUTELY IN-LINE FOR EACH STUDENT TO GRADUATE IN THE LEARN REWARDING LIFE AND GREATER SOCIETY.
IN A FEW MOMENTS WE WILL TAKE A LOOK AT SOME OF THE STANDARDS. WHAT'S INTERESTING WHEN YOU THINK ABOUT OUR MISSION STATEMENT AND RELATED CHARTS. THIS IS SOMETHING I KNOW THE BOARD HAS EXPRESSED AS WELL. THE STANDARDS IN THINKING AROUND ARTS ARE NOT ABOUT DISCRETE SKILLS. THEY RELATE LIFELONG SKILLS THAT DEEPLY IMPORTANT TO SOCIAL AND EMOTIONAL ASPECTS OF STUDENTS TO CREATIVITY, TO CRITICAL THINKING AND COLLABORATION. IT'S A NICE ALIGNMENT WITH THE STANDARDS WITH OUR MISSION.
AS YOU CAN SEE FROM ELEMENTARY ALL THE WAY UP THROUGH HIGH SCHOOL WE HAVE SOME PHENOMENAL STUDENTS. I WILL PRESENT TONIGHT AS WELL AS LORI AND STEPHANIE.
ONE, BEFORE WE GO TO THE AGENDA TO RECOGNIZE ALL OF THESE TEACHERS ON THIS SLIDE CONTRIBUTED CONTENT OR HAD A CONVERSATION OR IN SOME WAY SHAPE OR FORM BROUGHT THEIR EXPERTISE AND THEIR PASSION INTO THINKING ABOUT HOW WE REPRESENT, HOW WE DESCRIBE AND HOW WE TAKE FURTHER VISUAL AND PERFORMING ARTS IN LAKE WASHINGTON.
BEFORE WE GET INTO THE CONTENT IS TELL YOU WHAT SOME OF OUR NEXT STEPS ARE.
THE WEIGHT WE'VE STRUCTURED THE REST OF THE PRESENTATION OR CHUNK OF THE PRESENTATION IS TO WALK YOU THROUGH WHAT ARE ARTS LOOKS LIKE AT ELEMENTARY, AT MIDDLE AND HIGH SCHOOL.
BEFORE WE GET INTO THE CONTENT, JUST TO LET YOU KNOW, OUR NEXT STEPS ARE TO SPEND TIME DOING A DEEP PROGRAM REVIEW ABOUT OUR ARTS PROGRAMS. WE HAVEN'T DONE THAT IN A WHILE. WE MEANT TO AND GOT DERAILED BY SOME OF THE TIMING OF THE PANDEMIC. OUR ARTS PROGRAMS ARE VERY STRONG.
WE MIGHT DIVE MORE INTO ALIGNMENT AND CALIBRATION WITH THEM.
THERE'S A LOT OF WORK TO DO AROUND THINKING ABOUT THE CORPORATE SECRETARY ARTS CLASSES IN TERMS OF THINKING ABOUT A COURSE CATALOG WHICH IS RELATED TO THINKING ABOUT OUR PATHWAYS FOR ARTS. HOWEVER THE COURSES WERE OFFERING IN EACH LEVEL LINING UP TO CREATE STRONG PROGRAMS? HOW WE CONTINUE TO ALIGN AND EXPAND OFFERINGS WITH CTE OPTIONS. THERE ARE SOME POWERFUL WAYS STUDENTS CAN GET DUAL CREDIT HAVE ACCESS TO PATHWAYS THROUGH CTE ALIGNED WITH ARTS. THINK ABOUT AND EXTENDING OUR MIDDLE SCHOOL ARTS ENROLLMENT PROGRAM. IDENTIFY CORE EXPERIENCES.
THAT SCOPE AND SEQUENCE FOR LEARNING AND RESOURCES IN THE ARTS.
SHARE SOME OF THE WORK WE'VE DONE THIS YEAR AND THINKING ABOUT OPTIONS FOR ELEMENTARY, BAND AND ORCHESTRA. THIS IS THE AGENDA AND PROBLEM SET BEHIND WHEN WE DESCRIBE K-12 ARTS THAT WILL ARE DIGGING ABOUT AND WE WILL ASK YOU TO THINK ABOUT AS WELL.
[00:05:02]
AS YOU WILL RECALL WE RECENTLY DID AN ENORMOUS AMOUNT OF WORK ON OE 11.OPERATIONS EXPECTATIONS 11. THESE ARE THE OLD INDICATORS OR INDICATORS THAT PROPOSED TO CHANGE. THE CHANGES WE'VE MADE IN RELATION TO ARTS HAS MADE A FOCUS ON THE ARTS EVEN STRONGER. FOR EXAMPLE, IN OE 11.2.
THE ART STANDARDS WERE NOT NAMED IN THERE AS PART OF OUR CORE STANDARDS.
THE VERSION FOR SECOND READING TONIGHT, THEY ARE PART OF THE CORE STANDARDS.
WE THINK ABOUT OE 11.5, 11.6 11.7. THERE'S MORE OF A FOCUS OR OPPORTUNITY FOR STUDENT CHOICE OF VOICE IN THOSE. THE CHANGES, THE PROPOSED CHANGES TO OE 11 ARE REINFORCING THE IMPORTANCE AND THE POWER OF THE ARTS.
ANY QUESTIONS BEFORE WE DIVE INTO THINKING ABOUT STANDARDS? OKAY.
STEPHANIE WILL JUMP INTO TALK ABOUT THAT. >> OKAY.
THE VISUAL AND PERFORMING ART STANDARDS FOR THE STATE OF WASHINGTON ARE ALL SIMILAR FOR EACH DISCIPLINE ON A BIG SCALE. THE 4 ARTISTIC PROCESSES YOU SEE AREN'T THE SAME FOR ALL MUSIC, THEATER, VISUAL ARTS. THOSE 4 STANDARDS ARE THE 4 PROCESSES ARE SAME AND THE 11 ACRES STANDARDS ARE ALSO THE SAME ACROSS ALL DISCIPLINE. THEN, UNDER EACH OF THOSE IT DOES GET A LITTLE BIT MORE SPECIFIC IN THE STATE CALLS OUT ENDURING UNDERSTANDING, ESSENTIAL QUESTIONS AND PERFORMANCE STANDARDS FOR EACH AREA.
IT IS QUITE A LOT OF INFORMATION. THE BIG UMBRELLA IDEAS ARE THE SAME ACROSS ALL DISCIPLINES. THE CREATING STANDARD IS CREATING ORIGINAL IDEAS.
YOU'RE TRYING TO WORK AND GET STUDENTS DEVELOPING NEW IDEAS. THINK OUTSIDE THE BOX.
TRY NEW THINGS. SOMETIMES IT DOESN'T WORK OUT AND THEN YOU TRY ANOTHER NEW THING. IT CAN BE UNCOMFORTABLE TO TRY NEW THINGS.
THUS THE CREATIVE PROCESS NO MATTER WHAT OUR DISCIPLINE YOU'RE WORKING IN.
IT'S JUST CREATING.HE PERFORMING, PRESENTING AND PRODUCING IS IF YOU WERE DOING SOLO WORK WHETHER IT'S CREATING VISUAL ART OR YOUR PERFORMING. SOLO WORK IS ABOUT TAKING RISKS. PERFORMING AS A SOLOIST CAN BE QUITE INTIMIDATING.
THEN IF YOUR PERFORMING OR WORKING AS AN ENSEMBLE IT'S REALLY ABOUT TEAMWORK, COOPERATION, WORKING TOWARDS A BIG GOAL AND IT BUILDS A LOT OF PERSEVERANCE IN AN ARTIST BECAUSE WE ARE WORKING TOWARDS A VERY LONG-TERM GOAL THAT WE MAY NOT SEE IMMEDIATE GRATIFICATION. IF WE ARE GOING TO PERFORM A MUSICAL IT TAKES A LONG TIME TO GET THERE. IT DOESN'T HAPPEN IN A DAY. THAT SORT OF WORK IS HAPPENING UNDER THAT BIG UMBRELLA IDEA. IT ALSO INSIDE THAT PERFORMING AND PRESENTING HIS WERE WORKING ON HOW TO CONVEY IDEAS AND EMOTIONS AND A STORY, WHATEVER THAT MAY BE.
HOW WE PRESENT THAT TO AN AUDIENCE THAT MAY OR MAY NOT BE FAMILIAR WITH OUR DISCIPLINE.
THE RESPONDING PROCESS IS WE ARE LEARNING THAT WE ALL THINK DIFFERENTLY.
ABOUT EVERYTHING. WHEN WE SEE A PAINTING OR RECEIVE OR HEAR MUSIC OR SEE A DANCE PERFORMANCE WE ARE ALL GOING TO RECEIVE THAT DIFFERENTLY.
HOW DO WE INTERNALIZE THAT? HOW DO WE THINK THROUGH THAT? ALSO THINKING ABOUT WHAT DID THE ARTIST INTENT? AM I RECEIVING IT THE WAY I THINK THEY INTENDED? IT'S AS BIG UMBRELLA IDEAS ABOUT PERCEIVING ARTISTIC WORK. THEN INSIDE THAT AS AN ARTIST WHEN YOU'RE IN THE DISCIPLINE YOU KNOW PRETTY WELL, YOU CAN SEE THE ELEMENTS AND TECHNIQUES INCITED. AS A CRITICAL THINKER ABOUT HOW DO I PROCESS WHAT I AM SEEING? OR HEARING. THEN THE CONNECTING PIECE IS, AGAIN, THESE ARE BIG UMBRELLA IDEAS. IT'S RELATED ARTISTIC WORK TO OTHER ARTISTIC WORK WE HAVE SEEN OR HEARD OR EXPERIENCED. RELATED NET TO HISTORY, MAYBE THE HISTORY OF THE TIME FRAME THAT IT WAS CREATED OR WHEN OR RECEIVING THAT ART NOW. WERE RELATED IT TO THE WORLD AROUND US AND OUR OWN LIFE EXPERIENCES. I THINK OF THIS AS A WAY THAT IF YOU THINK BACK TO AN IMPORTANT TIME IN YOUR LIFE USUALLY RELATED TO A SONG OR IF YOU WANT A FAMILY TRIP, DID YOU SEE A PERFORMANCE? ART IS THE WAY WE CREATE CORE EXPERIENCES IN OUR LIFE. WE ARE CONNECTING THOSE PIECES TO OURSELVES AND TO OUR FAMILY AND COMMUNITY AROUND US. THROUGH ARTISTIC EXPERIENCES. I WILL READ THEM TO YOU.
[00:10:06]
THOSE ARE THE 11 GENERAL ANCHOR STANDARDS AND HOW THEY FALL UNDER THE ARTISTIC PROCESSES AND AGAIN THERE IS MORE DETAIL FOR EACH ONE. THE FINE ART STANDARDS ARE QUITE LENGTHY WHEN YOU READ THE ENTIRE THING FOR EACH ONE. THAT IS THE GENERAL OVERVIEW.>> WHAT IS REALLY COOL ABOUT THE STANDARD SET OF COME OUT SINCE 2013.
MANY OF THEM ARE REALLY RELATED TO EACH OTHER. IF YOU THINK OF WHAT STEPHANIE SAME ABOUT TAKING DIFFERENT PIECES AND UNDERSTANDING THE MESSAGE AND COMMIT ACACIA PART.
BUT SOMETHING THAT COMES IN SOCIAL STUDIES STANDARDS. I WAS TO GET ABOUT NEXT-GENERATION STANDARDS WHEN YOU THING ABOUT PROCESSES AND FAILURE TO TRY AGAIN AND EXPERIMENT AND HOW I PUBLICIZE. THE THINKING PROCESS AND ART STANDARDS ARE SIMILAR TO MANY OF THE THINKING PROCESSES IN THE OTHER STANDARDS. IT'S JUST A DIFFERENT EXPRESSION OF THEM. WITH THE ARTS AS YOU WILL SEE FROM SO MANY DIFFERENT KINDS OF CLASSES THAT BEING REALLY STANDARDS FOCUSED IS REALLY IMPORTANT.
THE LEARNING IS SO KEY BUT, THE EXPRESSION OF THE LEARNING AND ENGAGEMENT WITH THE LEARNING CAN BE SO DIFFERENT. SO, THANK YOU. DIVING INTO TALKING ABOUT OUR K5 ARTS. STEPHANIE AND I WENT BACK AND FORTH ON WHO'S TALKING ABOUT WHICH. I THINK THIS IS YOURS? OKAY, WE WILL GO BACK AND
FORTH. WE ARE CO-TEACHING TODAY. >> OUR DEEP SPACE SPARKLE PERCOLATE WAS ADOPTED 2017. THIS IS WHAT CLASSROOM TEACHERS ARE TEACHING IN K THROUGH 5 CLASS. SOMETIMES THERE SUPPORTED BY PARENTS AND FAMILY MEMBERS IF THEY COME INTO ASSIST. THIS CURRICULUM STOP BY OUR TEACHERS.
IT HAS SOME SUPPORTS BUILT INTO IT IF TEACHERS ARE NOT AS COMFORTABLE AS MAY BE THEIR TEACHER AND PARTNER EXTORT WITH TEACHING VISUAL ART. IT HAS A LOT OF SUPPORT FROM THERE. AGAIN, FALLS UNDER THE BIG UMBRELLA IDEAS.
HIS TEACHING SOME OF THE FUNDAMENTAL COMPONENTS OF VISUAL ART, COLOR, SHAPE, LINES, THAT SORT OF THING. THE ART DOCENT PROGRAM IS A CONSUMMATE TREE PROGRAM THAT ALSO, JAN CAN CHECK ME ON THIS. IT STARTED I THINK A 2017 ALSO WITH A GRANT FROM THE
FOUNDATION. >> IT WAS IN PLACE EARLIER APPEARED THAT'S WHEN LAKE WASHINGTON GAVE US A SUBSTANTIAL GRANT TO CREATE A SET OF LESSONS THAT WE COULD PUT ON OUR WEBSITE. SO THEY WERE COMMON RESOURCES. IT HAD BEEN IN PLACE BUT, THE EFFORT IN 2017 WAS TO TRY TO HAVE A MORE CONSISTENT MORE EASILY ACCESSIBLE FOR
VOLUNTEERS TO PROVIDE 2 SCHOOLS. >> THOSE LESSONS WERE CREATED BY 3 ART COMMUNITY MEMBERS. THEY WORK TO CREATE MULTIPLE LESSONS THAT COVER ALL THE ART ELEMENTS IN EACH GRADE LEVEL. THEY ARE ON THE WEBSITE NOW. THEY WERE WORKING ON AND FINISHING THEM RIGHT UP UNTIL COVID. SO, I THINK THERE'S ONE LESSON THAT HAS ONE LITTLE BLANK SPOT WHERE THEY WERE GONNA PUT TOGETHER A ¦ THE ART DOCENT PROGRAM IN THE DEEP SPACE SPARKLE PROGRAM ARE MEANT TO COMPLEMENT EACH OTHER.
THIS WORKS IN THE REVERSE FOR THE VOLUNTEERS COME INTO THE CLASSROOM.
SOMETIMES YOU TEACH IT AS A BIG GROUP WHERE THEY WILL PUT ALL 4TH-GRADE TOGETHER IN THE COMMON TEACHER THERE. THE ART DOCENTS ARE LEADING THE LESSONS AND SOMETIMES TEACHERS ARE WORKING TO SUPPORT AND FACILITATE THAT WORK. THE 2 PROGRAMS WORK TOGETHER TO COMPLEMENT EACH OTHER SO STUDENTS GET A REALLY RICH VISUAL ART EXPERIENCE IN K
THROUGH 5. >> BOTH OF THEM ARE FLEXIBLE. THEIR STANDARDS-BASED.
THE TEACHING AND TIMING OF THE TEACH AND ARE REALLY FLEXIBLE FOR THE CLASSROOM.
WE'VE GOT SOME GREAT, OH SORRY, GO AHEAD. YEAH.
>> JUST LOOKING FOR DEFINITION OF TERMS. GOING BACK ONE MORE.
THERE YOU GO. POSITIVE ARTISTIC DISPOSITIONS. I'M ASSUMING ART PROJECTS IT'S
NOT MY WILL HOUSE. >> THAT YOU WILL SEE POSITIVE BLANK DISPOSITION SHOW UP IN MULTIPLE STANDARDS THINKING ABOUT THE ADOPTION WORK THEY'VE DONE.
IT'S HAVING STUDENTS THINK OF THEMSELVES AS MATHEMATICIANS OR THINK OF THEMSELVES AS ARTISTS.
THEY DON'T SAY OH I BET IT ART. ASHLEY THINK MAYBE MY PAINTING LOOKS DIFFERENT THAN I WANTED TO BUT ACTUALLY, I CAN BE AN ARTIST. IT'S ATTITUDE.
IT'S BEEN ABLE TO SEE THEMSELVES AS ARTISTS. ANY QUESTIONS ON STANDARDS AS
FAR AS THOSE 2 PIECES THERE? >> IF I MAY, ON THE ART DOCENT PROGRAM.
I WAS AN ART DOCENT. I KNOW IN 2004 WHEN I HAD DONE IT IT AT THAT POINT THERE WAS
[00:15:02]
NO CURRICULUM. FOR VISUAL ARTS WITH AN ELEMENTARY SCHOOL THE BIGGEST CHALLENGE THE ART DOCENT PROGRAM WAS IT WAS HIT AND MISS AS TO WHAT VOLUNTEER PARENTS COULD COME INTO THE ROOM. MY GRADE HAD A REALLY TALENTED MOM WAS ARTISTIC.I WAS NOT. I COULD YOU CAN GARDEN THROUGH SECOND GRADE FOR THE MOST PART.
LINES AND CIRCLES AND THAT WORKED FOR WHAT WAS NEEDED. IT WAS A VERY STRONG PROGRAM TO PROVIDE STRUCTURE AND OPPORTUNITIES. I'M GLAD IT IS STILL BLUNTING WITH WHAT IS THERE. THERE'S A LOT OF TALENT WITHIN OUR COMMUNITY THAT ALSO CAN BE
UTILIZED IN THAT PASSION. >> IF MY WAY BACK MEMORY SERVES ME WELL I BELIEVE IT STARTED WITH A GRANT FROM THE CITY OF REDMOND IN PARTNERSHIP WITH LAKE WASHINGTON SCHOOL DISTRICT. I BELIEVE I MAY HAVE BEEN A PILOT TEACHER IN 1999.
IF THAT'S POSSIBLE. SO, YEAH, IT IS EXPANDED NOW DISTRICT WIDE.
>> WE HAVE THROUGH THE FALL 2019 WILL BEHIND THE CURRICULUM WE HAVE STARTED OFFERING TRAINING FOR ALL THE DOCENTS. IF YOU WALK THROUGH THE BOARD ROOM A COUPLE TIMES TO THOSE YEARS YOU WOULD SUIT FULL OF VOLUNTEERS LEARNING HOW TO TEACH THE LESSONS.
THAT IS SOMETHING WE WANT TO GET BACK TO AS WERE DEVELOPING MORE CAPACITY.
IT'S REALLY NICE BLUNTING APPEARANCE BEEN ABLE TO DIRECTLY CONTRIBUTE IN A WAY THAT'S ONLINE ACROSS THE SYSTEM. THE SECOND TEAM GOAL.
MUSIC IS ANOTHER WAY ALL OVER K5 STUDENTS ENGAGE IN LEARNING ABOUT THE ARTS.
IN ELEMENTARY USER CLASSES STUDENTS FOLLOW THE EXACT SAME STANDARDS.
I WON'T READ ALL THE SPACES. THE TEACHERS ARE FOCUSED ON STANDARDS.
AGAIN, HAVE THICK ABOUT THEIR STUDENTS IN OUR CLASSROOMS. THE RESOURCES THEY HAVE.
THERE ARE SOME CORE RESOURCES. REALLY THINK ABOUT HOW THEY THINK OF THEMSELVES AS ARTISTS AND ENGAGED IN A WHOLE BUNCH OF DIFFERENT WAYS OF LEARNING MUSIC.
IT'S PROBABLY ONE OF THE MORE, CAN'T QUANTIFY OR QUALIFY THAT. IF YOU EVER HAVE A CHANCE TO WALK THROUGH ELEMENTARY SCHOOL GOING INTO MUSIC IS A PRETTY WONDERFUL EXPERIENCE.
SO, THAT'S THE CORE. THERE'S A COUPLE OTHER OPPORTUNITIES FOR ELEMENTARY STUDENTS THAT ARE MORE OPTIONAL. THAT'S THE CORE OF OUR K5 ARTS.
DEEP SPACE SPARKLE, THE DOCENT PROGRAM AND MUSIC. K5 MUSIC.
ALL STUDENTS HAVE ACCESS TO ARTS THROUGH THOSE PIECES. DOCENTS, DEPENDS ON THE SCHOOL.
DEEP SPACE SPARKLE AND K5 MUSIC IS IN EVERY SCHOOL. SCHOOLS HAVE THE OPTION AND IT'S SOMETHING THAT SUPPORTED BY PTS A TO HAVE STUDENT GROUPS THAT THE MUSIC TEACHER MIGHT SUPPORT. THERE'S A PICTURE OF RUSH ELEMENTARY.
THERE'S INTEREST WE REALLY CAME UP AND BARGAINING. IT'S BEEN SOMETHING WE TALKED ABOUT BEFORE. IT'S A SHARED INTEREST WITH THE DISTRICT AND UNION TO THINK ABOUT HOW ALL STUDENTS HAVE EQUITABLE ACCESS TO OPPORTUNITIES LIKE THIS.
IT MAKES ME THINK ABOUT OUR DISCUSSIONS ABOUT OPTIONAL ACTIVITIES AND OE 11.
IN WAYS WE ARE SUPPORTING STUDENTS TO HAVE ACCESS TO ADDITIONAL DEEPER LEARNING.
THAT IS SOMETHING THAT WILL BE A DISCUSSION AS TO GOING TO NEXT YEAR.
ABOUT THINKING ABOUT HOW WE PROVIDE EQUITABLE ACCENTS AND OPPORTUNITIES AND EVERYTHING FOR STUDENTS. THAT WILL BE THE DISCUSSION AND SOMETHING WORTH THINKING ABOUT.
SOMETHING THAT'S BEEN REALLY IMPORTANT AND THIS IS SOMETHING AGAIN, SUE HANSEN, WAS IMPORTANT WE HAD MULTIPLE PARTNERSHIP WITH THEIR TECH INTEGRATION DEPARTMENTS COME UP WITH OUR EQUITY DEPARTMENT. ELEMENTARY MUSIC TEACHERS HAVE ENGAGED IN PROFESSIONAL LEARNING FOR THE PAST SEVERAL YEARS. ROUND TECH INTEGRATION AND THINKING ON HOW THEY CAN BE FLEXIBLE ABOUT THEIR LEARNING. THEY SPENT QUITE A BIT OF TIME STARTING FROM 3 YEARS AGO AND EVEN DURING THE PANDEMIC. THIS IS PART OF THEIR PROFESSIONAL LEARNING. TO THINK ABOUT HOW TO IMPLEMENT UNIVERSAL DESIGN FOR LEARNING IN THEIR CLASSES. HOW TO PROVIDE, HOW TO ENSURE THE EQUITABLE OR INCLUSIVE TEACHING STRATEGIES AND STRUCTURAL STRATEGIES IN THE CLASSROOMS. BECAUSE OF THE LEADERSHIP OF THE MUSIC SPECIALISTS. THERE ARE MANY SESSIONS THAT WERE LED BY THE TEACHERS THEMSELVES. SUE HANSEN, STEPHANIE AND KAREN LORRAINE SHAW. THEY GOT A JUMP ON THINKING ABOUT HOW THEY PROVIDE EQUITABLE ACCESS TO FOR ALL STUDENTS. THAT'S BEEN EXCITING.
THAT BOOK STUDIES. THEY HAVE GUEST SPEAKERS. THEIR CONTINUING THAT WORK.
ANYTHING TO ADD STEPHANIE? >> AMALIA ALLEN DID A TEAM SESSION FOR US THIS YEAR.
SHE IS A PROFESSOR AT A UNIVERSITY IN SOUTH CAROLINA. SHE HAS BEEN IN SEVERAL STATES.
SHE HAS PRESENTED AT THE NATIONAL ASSOCIATION FOR MUTUAL MUSIC EDUCATORS.
WE CONNECTED WITH HER THROUGH THAT GROUP.SHE PRESENTED A SESSION ON TEACH INCLUSION TO ALL DIFFERENT LEARNERS IN A SPECIFICALLY K THROUGH 5 MUSIC SETTING.
[00:20:03]
CITY DEAF AND FALL IS IN THIS ROOM. SHE IS SUE HANSEN SUCCESSOR NEXT YEAR. SHE IS A MUSIC THERAPIST. SHE PROVIDED THE SESSION FOR OUR TEACHERS ABOUT ACCOMMODATIONS AND MODIFICATIONS SPECIFICALLY INTHE MUSIC SETTING WITH HER FAST EXPERIENCE. >> THANK YOU.
THE EXPERTISE AND COLLABORATION IN THIS GROUP OF TEACHERS HAS BEEN WONDERFUL.
I WOULD SAY. AND IT RESULTS IN SOME TERRIFIC THINGS.
YEAH? >>. [INAUDIBLE] IN ADDITION TO GIVING THE OTHER TEACHERS WAYS ON HOW TO BE MORE INCLUSIVE WITH MUSIC, DO YOU ALSO PROVIDE
MUSIC THERAPY TO ANY OF THE STUDENTS? >>.
[INAUDIBLE] >> THE REASON I ASK IS MUSIC THERAPY IS ONE OF THE WAYS MY SON WHO IS AUTISTIC BECAME VERBAL. HE COULD NEVER SAY GOODBYE OR
HIGH ON THE PHONE UNTIL HE SAYING AND HE JUST LOST IT. >>.
[INAUDIBLE] >>THANK YOU. THAT'S THE ELEMENTARY OVERVIEW.
WE'VE GOT SEVERAL OF HER TEACHERS IN THE BACK THERE AS WELL.OR MIDDLE SCHOOL VISUAL AND PERFORMING ARTS WE HAVE QUITE A FEW DIFFERENT COURSES. THIS IS PART OF THE WORK WE ARE LOOKING OUT. YOU'LL NOTICE WE HAVE MANY DIFFERENT TITLES HERE.
THIS IS WORK THAT IS GREAT BECAUSE STUDENTS HAVE LOTS OF DIFFERENT OFFERINGS.
MANY OF THE COURSES HAVE BEEN DEVELOPED BY TEACHERS. SOME OF OUR WORK IS TO LOOK AT THE COURSES THAT ARE OFFERED AT THINK ABOUT WHAT'S THE CORE LEARNING IN EACH ONE.
AS WE GO THROUGH THE PROGRAM REVIEW AND BE ABLE TO ALIGN THE SCOPE AND SEQUENCE, ALIGN THE RESOURCES, PROVIDE BUILDING FOR TEACHERS TO COLLABORATE. THIS IS A LIST OF MIDDLE SCHOOL COURSES. WE'VE GOT VISUAL ARTS, MUSIC AND CTE.
THESE ARE ALL THE DIFFERENT SCHOOLS THAT THEY ARE OFFERED OUT.
MIDDLE SCHOOL STUDENTS CHOOSE THEIR ELECTIVES. YOU WILL HEAR THIS AS WE GO THROUGH A LITTLE BIT. THERE ARE SOME TENSIONS WITH THIS BECAUSE WE HAVE ALL OF THESE ARTS COURSES.E HAVE MANY OTHER CTE CLASSES. WE HAVE LEADERSHIP, WHERE FOODS COME UP WITH SO MANY DIFFERENT CHOICES STUDENTS HAVE THAT WE ARE REALLY EXCITED MAY CHOOSE ART AND WERE REALLY EXCITED WHEN THEY CHOOSE COMPUTER SCIENCE.
AS WE LOOK AT REINFORCING AND SUPPORTING THE ARTS WE ARE ALSO POORLY THINKING ABOUT OUR STUDENTS CHOICES. AND HOW IMPORTANT THAT IS A MIDDLE SCHOOL TO HAVE EXPERIENCE WITH THINGS THAT WILL INFLUENCE THE COURSES THEY PICK AT HIGH SCHOOL WHICH WILL INFLUENCE THE OPTIONS THEY HAVE FOR COLLEGE. THERE IS ATTENTION AND NOT ENOUGH TIME IN THE DAY COULD WE HAVE REALLY RICH OFFERINGS AND THEY ARE OFFERED IN MANY DIFFERENT PLACES ACROSS THE DISTRICT. WE ARE CONTINUING TO THINK ABOUT HOW WE MAKE IT CLEAR ABOUT WHICH ABOUT WHAT THESE CLASSES ARE REALLY PROVIDING FOR STUDENTS TO BE ABLE TO CALIBRATE AND ALIGN THE CONTENT AND RESPECTING OUR STUDENTS
VOICE AND CHOICE. IN HIGH SCHOOL, OH SORRY. >> CAN I ASK A QUICK QUESTION ABOUT THE MIDDLE SCHOOL. YOU MENTIONED THE NEED FOR FLEXIBILITY WITHIN THOSE SCHEDULES. IT'S NOT SOMETHING THAT WILL BE LOOKED AT IN REGARDS TO, I BELIEVE MIDDLE SCHOOL IT'S EXPERIENCE A DAY AT THIS POINT, CORRECT? IS THAT SOMETHING AS YOU LOOK AT NEXT STEPS ON HOW DO YOU LOOK AT CREATING MORE OPPORTUNITIES FOR ELECTIVES? ESPECIALLY, AT THE MIDDLE SCHOOL IS PERFECT TIME TO BE VIEWING EXPLORATION INTO INDIFFERENT THINGS. WE LIMIT THEM SO STRONGLY WITHIN THE SMALLER SCHEDULE THAT'S UNFORTUNATE. MAYBE IF THEY COULD GAVEL.
THAT MAY BE FOR FUTURE DISCUSSION. I WANT TO MAKE SURE THAT GOT
CAPTURED. >> THERE ARE SOME OPTIONS THAT SOME OF OUR MIDDLE SCHOOLS OF
[00:25:07]
QUARTER OPTIONS.SO STUDENTS ARE ABLE TO EXPLORE OPTIONS BY QUARTER.SUALLY THAT'S IN SIXTH GRADE. IT IS TOUGH TO THINK ABOUT FLEXIBILITY BECAUSE THEY ALREADY HAVE 4 Ã5 OF THEIR 6 CLASSES DETERMINED FOR THEM. WITH MATH, SCIENCE, SOCIAL STUDIES, ELA, PE AND HEALTH. WE GET DOWN TO THINKING ABOUT LIKE WATER MORE FLEXIBLE WAYS WE CAN OFFER. SOME OF OUR MIDDLE SCHOOLS HAVE THE QUARTER OPTION WHERE THEYCAN TRY SOME THINGS OUT. >> ABSOLUTELY. AGREED.
THIS IS ISSUE WE WORKED OUT WE LOOKED AT THE HIGH SCHOOL AND WE MOVED TO THE SEVENTH.
DAY IS ONE OF THOSE OPTIONS. I'D BE INTRIGUED AT SOME POINT. NOT THIS YEAR NECESSARILY OF HOW TO BEAT LOOK AT CREATING A BETTER SCHEDULING EVEN WITHIN OUR MIDDLE SCHOOLS THAT ALLOW FOR OPERA TRINITIES. THERE'S NO WAY NO REASON TO BE DONE IN A MIDDLE SCHOOL THERE'S LOTS OF WAYS OF THOSE OF THE 2 OLD ONES. I'M SURE THERE'S NEW ONES.
JUST SOMETHING TO THINK ABOUT. IT IS IMPORTANT TO BE ABLE TO EXPLORE.
>>. [INAUDIBLE] ONE OF THE WAYS I KNOW AT DISTRICT YEARS AGO HAD WAY TO MANY KIDS SIGNING UP FOR ARTS. THEY BASICALLY DID A ROTATING BASIS OF YOU DO ONE EVERY 3 DAYS. YOU HAVE THE SAME GROUP IF YOU WILL THAT YOU'RE GOING FROM ONE CLASS TO THE OTHER. AGREEABLE TO GET EXPOSURE.
AT THE NINTH GRADE LEVEL THAT YOU MADE A CHOICE OR THE TEACHER MADE A CHOICE FOR YOU WHETHER YOU QUALIFY TO GET INTO THE CORE PROGRAM OR WHATEVER. I DON'T KNOW IF THAT IS AN
OPTION TO TAKE A LOOK AT? AN IDEA OF ROTATING. >> I THINK THAT IS A CREATIVE
OPTION AND SOMETHING TO START LOOKING UP. >> MY QUESTION WAS GOING TO BE, IF FOR THE STUDENTS WHO SIGN UP FOR OUR 1, THERE AREN'T ENOUGH STUDENTS ENROLLED THEN IT'S OFFERED. ARE THERE ALTERNATIVE SUGGESTED OR PROVIDED TO THE STUDENTS
LIKE THESE ARE OTHER PROGRAMS OR OPPORTUNITIES? >> I THINK THAT WOULD BE A SCHOOL SPECIFIC QUESTION OF WHATEVER ELECTIVES THEY HAVE OFFERED.
>> I DON'T NECESSARILY MEAN IN THE SCHOOL. BUT, SAY SCHOOL CANNOT OFFER THIS BECAUSE THEY DIDN'T HAVE ENOUGH STUDENTS ENROLLED BUT, THEY DID HAVE STUDENTS INTERESTED. IS THERE THEN A RESOURCE FOR HOW YOU CAN GET ENROLLED IN AN
ART PROGRAM OUTSIDE OF SCHOOL HOURS OR A CLUB? >> NOT TO MY KNOWLEDGE.
ONE THING THAT WILL HELP WHEN WE DO THE COURSE ALIGNMENT WE WILL BE ABLE TO SAVE YOU SIGN UP FOR ART ONE AND NOT ENOUGH SOME STUDENTS SIGN UP FOR OUR ONE THAT WILL BE SORTING SO MOTILITY MIGHT GET IN WORLD ART OR DRAWING AND PAINTING. IF THIS IS THE LEARNING YOU'RE REALLY INTERESTED IN THEN THIS IS THE CLASS THAT HAVE A SIMILAR LEARNING.
THE STUDENTS OFTEN ARE SIGNING UP FOR OUR CLASS IF THEY'RE SETTING UP FOR A MEDIUM LIKE POTTERY, THEY REALLY MIGHTY POTTERY. THAT WILL BE IMPORTANT FOR US TO CONTINUE TO FOCUS ON. HERE'S A LEARNING YOU'RE GETTING.
THERE'S DIFFERENT WAYS THAT CAN COME OUT. AS A SYSTEM, AS A DISTRICT WE HAVEN'T SAID, HERE IS STUDIO EAST OR SOMETHING LIKE THAT. THAT'S BEEN MORE SCHOOL SPECIFIC OR FROM ANY PLACES PTS A SUPPORTS GIVING UP THAT INFORMATION OR YOUNGER GRADES PROVIDING OPPORTUNITIES. OKAY. WE HAVE MANY DIFFERENT COURSES HERE. IN THE PERFORMING ARTS WITH MUSIC AND JAZZ BAND AT ALL THOSE PIECES. OUR ENROLLMENT RIGHT NOW, WE HAVE, FOR THIS YEAR WE'VE GOT DEPENDING ON THE SCHOOL WE HAVE DIFFERENT PERCENTAGES OF STUDENTS THAT ARE ENROLLED IN THE ARTS. THERE'S A WHOLE BUNCH OF DIFFERENT THINGS THAT GO INTO THEM. DEPENDING ON WHAT RATE THEY ARE THEY MAY BE SEVENTH GRADE, THE TICKET HEALTH SO THEY HAVE LEFT FLEXIBLE IN THE CLASSROOM. SOMETIMES THERE'S A TEACHER OR PROGRAM THAT'S A REALLY BIG DRAW FOR HISTORICAL REASONS OR FUTURE REASONS.
THERE'S A LOT OF DIFFERENT FACTORS THAT GO INTO THAT SIZE OF THE SCHOOL WILL IMPACT THE
KINDS OF CLASSES WERE ABLE TO OFFER AS WELL. >> THIS ONE, YOU GAVE ME NUMBERS. THE ONE THAT JUMPED OUT AT ME IS THE PROPORTION OF STUDENTS TAKING PERFORMING ARTS. BETWEEN YOUR SCHOOLS. LITERALLY AT KIRKLAND MIDDLE SCHOOL TWICE AS MANY KIDS PROPORTIONALLY ARE TAKING PERFORMING ARTS AS AT MIKAN MIDDLE SCHOOL. WHEN WERE TALKING THE DIFFERENCE BETWEEN 13.8 AND 26 PERCENT OF KIDS THAT'S MASSIVE. TO ME IT LOOKS LIKE MIKAN'S PERFORMANCE ART PROGRAM HAS
[00:30:01]
COLLAPSED. THEATER AND CHOIR ARE BOTH GONE.ORCHESTRA IS DYING. WHAT ARE WE GOING TO DO ABOUT THAT?
>> THAT'S A SUPER INTERESTING QUESTION. YOU WILL SEE, SOME THINGS I CAN SPEAK SPECIFICALLY TO. THERE ARE FACTORS. REDMOND MIDDLE SCHOOL HAS ZERO IN THEATER. THEY HAVE A HUGE BAND PROGRAM AND A HUGE VISUAL ART PROGRAM.
OFTEN STUDENTS ARE CHOOSING HISTORICALLY SOMETHING ABOUT THE PROGRAM ITSELF.
THERE IS SOMEWHERE STUDENTS ARE FOLLOWING THEIR INTERESTS. WE WANT TO RESPECT THAT AND, ONE OF THE PIECES, ARTS BROADLY SPEAKING, IT GOT THEATER KIDS. THAT I DON'T CONSIDER IS A HUGE VARIATION OF BUILDING TO BUILDING PURE THEATER KIDS EXIST.HEATER KIDS AND MIKAN AREN'T SHOWING UP TO THE MUSIC PROGRAM WHICH IS THE OTHER PLACE THEY SHOW UP TO PERFORM.
QUITE CONCERNED ABOUT A FEW OF THE BUILDINGS HERE THAT FOR SOME REASON OUR PERFORMING ARTS PROGRAMS AT THE MILL SCHOOL COOL LEVEL ARE IN FUNDAMENTALLY TROUBLE.
THIS IS SOMETHING COMPANY GET BACK TO WILL MAKE IT TO THE HIGH SCHOOL NUMBERS.
THE CLOSEST COLLEAGUE FOR YOUR HIGH SCHOOL ORCHESTRA TEACHER, YOUR HIGH SCHOOL BAND TEACHER, HIGH SCHOOL CHOIR TEACHER IS THERE IN THEATER MIDDLE SCHOOLS.
IF THERE THEATER MIDDLE SCHOOLS HAVE COLLAPSED THE HIGH SCHOOL ABOVE THEM IS ALSO IN TROUBLE IN TERMS OF SERVING CHILDREN IN THE PERFORMING ARTS. ANYWAY.
>> ONE THING WE'VE TALKED ABOUT AS PART OF THEIR COURSE ALIGNMENT AND COURSE ANALOG WORK IS ALL THEIR COURSES. THIS WOULD BE DETERMINED THROUGH THE PROGRAM REVIEW AND THROUGH OTHER DECISION-MAKING. OUR COURSES WE WOULD SAY, ARE THERE ELECTIVES THAT SHOULD BE PRESIDENT EVERY SCHOOL? WE HAVE NOT DONE THAT BEFORE. WE HAD A BIT SCHOOL-BASED DECISION. SOMETIMES IT'S A STAFFING DECISION.
THERE'S A WHOLE NUMBER OF THINGS WHY COURSE WOULD BE OFFERED.
THAT'S A DISCUSSION OF SHOULD THERE BE A SET OF COURSES THAT AGAIN WOULD STILL BRING SOME CONFLICT IN THERE. ONE OF THOSE COURSES MIGHT BE COMPUTER SCIENCE OR SEVERAL
OTHER COURSES. >> I APPRECIATE THAT. IF CHOIR PROGRAM DON'T EXIST THEN THE HIGH SCHOOL PROGRAM IS IN TROUBLE. [APPLAUSE].
SORRY, I WASN'T JUST THINKING ABOUT THE AUDIENCE.HIS IS ME AS A FORMER CHOIR KID.
IT IS IMPORTANT. >> THAT'S A DISCUSSION THAT WILL BE IMPORTANT FOR US TO
HOUSE. >> DOCTOR, CAN YOU REPEAT SOME OF YOU JUST SAID WE DO NOT HAVE A SET ELECTIVES THAT ARE AT EVERY SCHOOL? THAT'S ACROSS THE BOARD FOR
ALL? >> IT IS BEEN STUDENT CHOICE APPEARED SCHOOL DETERMINED.
THERE'S BEEN A NUMBER OF DIFFERENT FACTORS OF SCHOOL HAS DETERMINED THE ELECTIVES OF THE OFFER. TEACHER INTEREST. THAT'S A DISCUSSION THAT'S BEEN MORE IN ALIGNMENT AS A SYSTEM IN THE DIFFERENT AREAS WERE STUDENTS COULD TAKE ELECTIVES IN CTE, COMPUTER SCIENCE AND ALL THOSE PIECES. SHOULD THERE BE A SET OF COURSES AND THERE'S ALSO CAVEATS. THERE STAFFING AND TENSION AND WANTING TO GIVE STUDENTS CHOICE AND TO BE SAINT THERE'S A SET OF COURSES THAT SHOULD BE IN
EVERY SCHOOL? >> THANKS. >> BACK TO JOSH.
IS IT A LACK OF STAFFING OR LACK OF INTEREST OR LITTLE BIT OF BOTH? JUST TRYING TO FIGURE OUT WHY ONE MAN MIDDLE SCHOOL WOULD HAVE THE PERFORMING ARTS GHOST ROOM IF YOU WILL. OTHERS A ROBUST. I CAN IMAGINE ALL THIS TALENT
IN ONE SECTION AND NOT THE OTHER. >> I THINK EVERY ONE OF THOSE NUMBERS IS A DIFFERENT STORY. IT'S HARD TO SAY WHAT IT WOULD BE.
>> ARE NO UPS INVITED NOT TO TAKE IT NEXT YEAR. MUSIC.
>> AS YOU LOOK AT THIS AND WE LOOKED AT STEM WHEN WE DID THE SIMILAR THING IN MIDDLE SCHOOL STEM ELECTIVES BEING OFFERED TO THE DISTRICT. WE WERE LOOKING AT A FOUNDATIONAL PIECE THAT SHOULD BE AT EVERY SCHOOL MADE SURE THAT GETS FUNDED AND RESOURCED APPROPRIATELY. I WOULD AGREE WITH THE CHALLENGE OF WHERE THERE ARE ZERO LIKE REDMOND MIDDLE SCHOOL AND NOTE LOSS OR TRAUMA TEACHER AT LEAST 15 YEARS AGO.
I REMEMBER STARTING THE MUSICAL AFTER SCHOOL SO THE KIDS STILL HAD A DRAMA PRODUCTION.
BUT NEVER CAME BACK. THERE IS SOME PIECES OF HOW TO BE SYSTEMICALLY START TO THINK OF THAT PIECE? I DO THINK THAT'S A VALUABLE COMPONENT TO BUILD WITH.
THEN YOU BUILD THAT PROGRAM. THEY MAY OFFER 6 VERSIONS OF VISUAL ARTS YOU HAVE AT LEAST A PERFORMING ARTS, A VISUAL ARTS, THEN MUSIC AND ART AND THEATER AS ACTING.
JUST SOMETHING TO THINK ABOUT. THE ZEROS ARE CONCERNING. >> ONE QUICK QUESTION.
AS YOU DEFINE ARTS ONE OF THE THINGS I SEE MISSING IS SPEECH, SUCH AS FORENSICS.
[00:35:12]
I KNOW YOU AND I HAVE A BACKGROUND. AS ARE NOT THAT TO BE INCLUDED? SPEECH CLASSES EARLY ON WILL BUILD THE KIDS WHO WILL BECOME THE PERFORMING ARTS THEATERKIDS OR THE DEBATE KIDS OR WHATEVER. >> 'SARE TYPICALLY MORE INCLUDED IN ELA. IN ENGLISH LANGUAGE ARTS. THEY'RE NOT INCLUDED IN THE ARTS. SO HIGH SCHOOL YOU WILL SEE FIRST OF ALL SOME AMAZING ING ART. YOU WILL SEE THE ME PROLIFERATION OF CLASSES.
SOME OF THESE, IT'S NICE TO HAVE 2 CTE IN THE HIGH SCHOOL. THAT REALLY GIVES KIDS SOME GREAT BENEFITS FROM TAKING ART AND IT REINFORCES IT. WE'VE GOT SOME GREAT ART COURSES UP THERE. WE NEED TO DO THE SAME TYPE OF WORK IN HIGH SCHOOL THAT WERE DOING IN MIDDLE SCHOOL OF REALLY BEING CLEAR ABOUT THE SCOPE AND SEQUENCE FOR THE COURSES. WHAT COURSES ARE RELATED. THERE ARE MANY BENEFITS TO THAT. ONE IS DETERMINING WHAT COURSES AGAIN SHOULD BE OFFERED AT EVERY HIGH SCHOOL. AND, THAT GIVING TEACHERS THE ABILITY TO COLLABORATE MORE CLOSELY. ONE OF THE THINGS I THINK IS A DRAWBACK OF COURSE JAMES IS IT'S HARD FOR TEACHERS TO KNOW WERE COMPARING APPLES TO APPLES WILL BE GET TOGETHER.
I WILL SAY THAT HER HIGH SCHOOL TEACHERS ENTER MIDDLE SCHOOL TEACHERS ARE FANTASTIC AT COLLABORATING. ESPECIALLY AT HIGH SCHOOL. IN HIGH SCHOOL THERE SO MUCH IN MUSIC. THERE ARE SO MANY PERFORMANCES OF SO MUCH CARNATION THAT GOES ON ACROSS THE DISTRICT. THERE IS A LOT OF ORGANIC COLLABORATION AND THEY ALSO HAVE SOME SPECIFIC SPECIALIST TIME FOR TEACHERS TO BIBLICAL OPERATE THAT'S IN ADDITION TO WHAT ALL OTHER TEACHERS GET. WE HAVE ALL THESE DIFFERENT COURSES THAT HAVE A BROAD VARIETY THAT ARE FANTASTIC AND MANY OF THEM ARE PASSION COURSES FOR PEOPLE.
THIS WILL BE PART OF OUR PROGRAM REVIEW WERE FOCUSING IN ON WHAT IS THE BEST, WHAT ARE THE CENTRAL ELEMENTS THAT SHOULD FALL IN AND HOPE TO ALIGN THE TO BE CLEARED OUT WHAT SHOULD BE OFFERED AT EACH HIGH SCHOOL. CHRIS, I'M PAUSING FOR YOU FOLKS THAT'S ALL RIGHT. I'M GONNA LET YOU GO THROUGH THIS LIFE.
MY CONCERNS AROUND COME I CAN. IF YOU TAKE THE PERFORMING ARTS AT ART FOR COMPREHENSIVES, IT'S NOT SURPRISING TO ME THAT IF YOU LOOK AT CHOIR BAND AND ORCHESTRA THAT'S AT 9.8 PERCENT OF JUANITA'S STUDENTS. IT'S NOT A DRAMATICALLY DIFFERENT THAN LAKE WASHINGTON.
13.4 E. LAKE. THE HIGH SCHOOL ABOVE THAT HAS THE LOWEST ENROLLMENT IN THE PERFORMING ARTS. IT'S AN ECHO OF THE THEATER SYSTEM.
CONTINUES TO BE SOMETHING, I APOLOGIZE, ALREADY BEEN THROUGH THE DECK.
THE TAKE-HOME MESSAGE TO ME IS THAT THERE IS A LOT OF WORK GOING ON AT THE ELEMENTARY LEVEL WHICH I APPRECIATE. ON'T GET ME WRONG. IT'S IMPORTANT.
RACHEL IS THE BEST MUSIC TEACHER I'VE EVER MET AT ELEMENTARY SCHOOL.
YOU WORK WITH GREAT TEACHERS. EXCEPT THE HIGH SCHOOL LEVEL I DON'T HEAR CONCERN THAT THE SYSTEM IS WORKING PRETTY WELL SOBER CHEMICAL WORK ON THIS OTHER PART.
AT THE MIDDLE AND HIGH SCHOOL LEVEL ACTUALLY THINK WE HAVE BIGGER PROBLEMS THAN WE REALIZE. I WOULD JUST POINT TO HENRY M JACKSON HIGH SCHOOL.
DISTRICT NORTH OF US. THEY HAVE 5 BANDS AND ONE HIGH SCHOOL.
WHICH IS ONE MORE BAND THAT WE HAVE IT ALL 4 OF OUR HIGH SCHOOLS.
THAT'S A THRIVING MUSIC PROGRAM. OURS IS A MUSIC PROGRAM, IT'S NOT QUITE LIFE SUPPORT IT'S NOT ONE I CONSIDER TO BE THRIVING. AT THE SECRETARY LEVEL I'M WORRIED ABOUT IT. I'M NOT GETTING THE SENSE THAT YOU'RE WORRYING ABOUT IT.
I WOULD LIKE YOU TO WORRY ABOUT IT. >> OKAY.
THANKS. I THINK THERE COULD BE SOMETHING WE FOLLOW-UP WITH TALKING ABOUT MORE NEXT YEAR AS WE GO THROUGH. THIS WAS MEANT TO BE A DESCRIPTION OF THIS IS WHAT WE HAVE. WHEN I SAY SOMETHING THAT'S A SIMPLE BULL APART LIKE ALIGN THE COURSE CATALOG THAT'S A SIGNIFICANT PIECE OF WORK.
THAT'S THE TICKET IS 3 YEARS TO GIVING US TO HAVING SOMETHING LIKE THAT.
[00:40:08]
IT'S RIGHT HERE POINT. GRAB SOME IMPORTANT DECISION POINTS OF ARE THERE A SET OF CORE CLASSES EVERY SCHOOL, EVERY MIDDLE SCHOOL AND HIGH SCHOOL SHOULD OFFER? IF SORT RESOURCES WOULD NEED TO FOLLOW THAT? THERE ARE VERY IMPORTANT AND COMPLEX. YEAH. SO, PARALLEL TO THE ELEMENTARY LEARNING. SECRETARY FINE ARTS TEACHER HAS DONE SOME VERY GREAT PROFESSIONAL LEARNING OF THE PAST COUPLE YEARS. THIS IS REFLECTED OF THE OUTCOMES THIS PAST YEAR. THEY FOCUSED IN ON INCLUSIVE PRACTICES AND UNIVERSAL DESIGN FOR LEARNING SINCE WE STARTED IN 2019 WE STARTED THINKING ABOUT IT.THEN DOUG AND VERY DEEP DURING THE PANDEMIC. THIS YEAR THEY FOCUSED IN ON WORKING WITH THE NOVAVAX CONSULTING GROUP FOCUSING ON YOU DL STRATEGIES.
WHAT ABOUT M TSS. THIS IS ONE THING INTERESTING WITH MUSIC.
WITH ART BECAUSE FEEDBACK IS SO IMMEDIATE. IT COULD BE SO PERSONAL AND CAN LEAD TO SUCH A DIRECT CHANGE IN SKILLS AND RACTICE. IT'S BEEN PRETTY POWERFUL TO SEE WHAT OUR TEACHERS HAVE BEEN ABLE TO DO WITHOUT.ET ME PAUSE FOR A MOMENT.
STEPHANIE WHAT IF I MISSED IT SHARING WITH PEOPLE? >> THE COURSE ALIGNMENT AS WE TALKED ABOUT. I THINK THAT'S JUST AN AREA OF FOCUS AND MAY BE JUST NAMING CONVENTIONS.ONE COURSE WHAT'S A BIG SCALD OF ONE SCHOOL IS DIFFERENT AT ANOTHER SCHOOL.
THEN ELAINE THE CATALOG MIXTURE WERE OFFERING THE SAME THINGS DISTRICT WIDE.
IF THAT WAS A GOAL. THAT'S ONE PLACE TO START. IT'S SIMPLE NAMING CONVENTIONS.
AND THEN, DOUBLE ALIGNMENT. >> WHAT STEPHANIE SAID ABOUT DOING THAT KIND OF WORK IS IN US THINKING WE THINK STEPHANIE AND LORI AND I THINK THIS PERSON SHOULD BE NAMED THE STATE. IT'S WORKING WITH TEACHERS ON WHAT IS THE ESSENTIAL LEARNING? DO WE NAME THE SYLLABI THAT COMMUNICATES CLEARLY WHAT IT IS AND SHOWS THE CONTENT? WE DID THAT WITH MATH A COUPLE OF YEARS AGO. THIS IS SOMETHING THAT HAS ONLY DIFFERENT OFFERINGS AND SO DIVERSE AND AS YOU SAW FOR THE STANDARDS UNLIKE MATH.
THE STANDARDS ARE FAR MORE GENERAL APPEARED TO HAVE THAT REALLY GOOD CONVERSATION ABOUT
WHAT IS THE LEARNING THAT SHOULD HAPPEN IN A CORE CLASS? >> I HAVEN'T LOOKED THROUGH THE REST OF THE PRESENTATION LIKE DOCTOR CARLSON HOUSE. THIS MIGHT BE COMING LATER AND YOU CAN TELL ME IF IT IS. I KNOW THERE HAS BEEN SOME DEBATE AROUND SEEING THE TRAP AND PARTICIPATION IN SOME OF OUR, EXAMPLE, CHOIR, POST PANDEMIC APPEARED TO HAVE NUMBERS FROM PRE-PANDEMIC TO REFERENCE WHETHER OR NOT THIS IS THE SAME PICTURE?
>> I DO NOT HAVE THAT FOR YOU YET. I WILL GET THAT FOR YOU.
>> ONE QUICK QUESTION. SORRY. IN LOOKING, THIS IS WHAT OCCURS WITHIN A SCHOOL DAY. IT'S NOT INCORPORATING IN THE EXTRACURRICULAR PIECES JUST KNOWING MOST OF OUR HIGH SCHOOLS HAVE A DRAMA CLUB THAT RUNS AFTERWARDS.
I KNOW MANY OF OUR ELEMENTARY AND MIDDLE SCHOOLS, THE PT ESSAYS ARE BIG SUPPORTERS OF REFLECTIONS. WE HAVE A LOT OF EXTRACURRICULAR PIECES THAT GET PULLED IN. IT MIGHT BE BENEFICIAL TO HAVE SOME IDEA OF THOSE AS WELL.
THAT'S A PIECE OF INTEREST THAT IS GETTING PLAYED OUT AND BEING SUPPORTED.
THROUGH OUR COMMUNITY. SO, IT'S NOT THAT ONE IT REPLACES THE OTHER I THINK THEY HAVE TO WORK TOGETHER. THIS IS THE SAME INTRAPLATE WHERE OUR TRAUMA PROGRAM AFTER SCHOOL PROVIDE LOTS OF OPPORTUNITIES FOR VERY IN-DEPTH OPPORTUNITIES FOR STUDENTS.
3 TO 4 HOURS EVERY AFTERNOON TO PUT ON THE MUSICAL PRODUCTION. JUST MAKE SURE, I GUESS AS I LOOK AT THIS AS YOU DO THE PROGRAM REVIEW THINK THROUGH THAT COMPONENT AS WELL.
I THINK THAT'S VIABLE TO BE AWARE OF. >> THAT SOMETHING THAT IS SUPER IMPORTANT ESPECIALLY AT THE HIGH SCHOOL LEVEL. BAND, ORCHESTRA AND CHOIR TEACHERS THAT IS SIGNIFICANT WORK THEY DO WITH CONCERTS AND WITH OUR DISTRICT HONOR CONCERTS AND THE DIFFERENT COMPETITIONS THEY DO. THOSE ARE SIGNIFICANT WAYS STUDENTS ARE ENGAGED IN POWERFUL LEARNING ABOUT MUSIC AND HER TEACHERS ARE REALLY
GOING ABOVE AND BEYOND. >> THE OTHER THING WE CAME TO MIND AS WE TALK ABOUT DUAL CREDIT IN THAT PIECE. I SEE PLAYWRITING AND SCREENWRITING UP THERE.
I THINK OF ENGLISH LANGUAGE ARTS. IT IS NOT SOME WAY TO EMBED THOSE STANDARDS THROUGH PLAYWRITING AND SCREENWRITING AS OPPOSED TO MAKING, I TAKE NINTH GRADE ENGLISH OR I CAN TAKE NINTH GRADE PLAYWRITING AND LEARN THE NINTH GRADE REQUIREMENTS WITHIN IT? LOOKING AT HOW WE EMBED THESE, UTILIZING THE ARTS TO TEACH THOSE COULD BE AN INTERESTING WAY TO BUILD FLEXIBILITY IN THE SCHEDULE WITHOUT HAVING TO
[00:45:03]
INCREASE. >> YEAH.THANK YOU. >> I HAVE A COUPLE OF THINGS.
1, LAKE WASHINGTON SCHOOL DISTRICT FOR YEARS AND YEARS WAS A SITE-BASED MANAGED SCHOOL DISTRICT. MEANING, EVERY SCHOOL MADE CURRICULUM DECISIONS, PROGRAM DECISIONS FOR ITSELF. I CAN RECALL GETTING HIRED INTO THIS DISTRICT AS A TEACHER.
MY TEAMMATES WALKED ME DOWN TO THE BOOK ROOM AND SAID, PICK WHATEVER CURRICULUM YOU WANT.
THERE ISN'T ANYTHING THAT'S REQUIRED. YOU TEACH READING, YOU TEACH MATH. I GOT TO PICK WITHOUT WAS. SINCE THAT TIME WE HAVE BEEN WORKING DILIGENTLY TO TRY AND STANDARDIZE REALLY THE PROGRAM THAT STUDENTS ARE OFFERED ACROSS THE DISTRICT. WE HAVE REQUIRED LITERACY CURRICULUMS. WE HAVE REQUIRED MATH CURRICULUM SPEARED SOCIAL STUDIES.
AS WE START LOOKING AT THESE STATUS AND THESE PROGRAMS AND THE VARIABLES AS TO WHY DOES THE DATA PLAY OUT THE WAY IT DOES? MY GUESS IS, IT'S THAT LEGACY OF SITE-BASED MANAGEMENT THAT WE HAVEN'T DONE THE WORK TO THIS POINT TO BE ABLE TO SAY, HERE IS THE REQUIRED PROGRAM ACROSS THE DISTRICT. SO CHRIS, WHEN YOU SAID, YOU DON'T FEEL LIKE IT'S BEING TAKEN SERIOUS ENOUGH. THE WHOLE CONCEPT OF A PROGRAM REVIEW, THAT'S THE DEPTH THAT REALLY, CORRECT, THAT'S HOW WE IN ANY OF THESE AREA CONDUCTING A PROGRAM REVIEW THAT IS THOROUGH. THAT'S ENGAGING OUR STAFF AND ENGAGING OUR FAMILIES. REALLY DOING THE WORK TO UNDERSTAND.
IT ISN'T JUST WHY DOES THE SCHOOL NOT HAVE X BUT BECAUSE THERE'S A THOUSAND VARIABLES THAT PLAY INTO WINE SCHOOL DOESN'T HAVE SOMETHING. OR WHY ANOTHER SCHOOL HAS A ROBUST PROGRAM. IT'S UNDERSTANDING THAT AND THEN PULLING THE RIGHT LOVERS SO THAT THERE IS ENOUGH FLEXIBILITY FOR SCHOOLS TO MAKE SOME LEVEL OF DECISION BUT, ONE OF THE ISSUES WE RUN INTO FOR YEARS WITH, YOU KNOW PTA RUN PROGRAMS, CLUBS.
IT'S NOT AVAILABLE TO EVERYBODY. THAT'S WHY WE ARE LOOKING AT HER ELEMENTARY MUSIC PROGRAM, BANDIT ORCHESTRA, BECAUSE THAT ISN'T AVAILABLE TO EVERY STUDENT. AS WE THINK ABOUT, HOW DO WE ESTABLISH THE QUOTE UNQUOTE PIPELINE? ONE OF THE WAYS IS TO EMBED THOSE EXPERIENCES INTO THE SCHOOL DAY SO MORE STUDENTS HAVE OPPORTUNITIES AT YOUNGER AGES WHICH THEN TURNS INTO STUDENTS THAT HAVE INTERESTS WHEN THEY'RE OLDER. JUST AS WE THINK ABOUT THE VARIOUS ASPECTS OF THIS, THOSE ARE SOME THINGS THAT COME TO MIND FOR ME.
>> I THINK DIRECTOR STEWART HAS A QUESTION. >> JOHN, WAS THERE A SPECIFIC YEAR THAT WE MOVED FROM BUILDING-BASED TO DISTRICT BASE OR WAS IT LIKE A 5 YEAR
TIMEFRAME WHERE IT TURNED IT INTO. >> WERE PROBABLY GOING ON A 30 YEAR EVOLUTION. I SAY THAT AUSE THINGS LIKE THIS COME UP AND THIS JUST SCREAMS SITE-BASED DECISION. THERE REALLY ISN'T A GUARANTEED PROGRAM IT REALLY IS SCHOOL BY SCHOOL. THERE ARE LESS AND LESS TIMES WHERE I AM STRUCK WITH THE SITE-BASED MANAGEMENT KIND OF LEGACY. BUT, THIS ONE, AS WE'VE GONE
THROUGH THIS DOES REALLY POINTED OUT. >> THE SCIENCES, THE ENGLISH CLASSES, ARTS CLASSES, HISTORY CLASSES ARE DISTRICTWIDE OPPOSED TO?
>> YES. >> HOW MANY YEARS WAS TAKEN CARE OF?
>> AT LEAST SINCE I'VE BEEN ON THE BOARD. I REMEMBER DOING IT.
>> WE COME BACK TO LIKE ONLY GET A NEW CURRICULUM THAT'S PART OF THE ADOPTION SETTING UP THE SCOPE AND SEQUENCE. THERE ARE SOME THINGS WHERE WE STILL HAVE CONTENT AREAS OR PLACES WILL REBOUGHT THE TEXTBOOK AND SAID HERE'S YOUR TEXTBOOK AND EVERYONE AGREED TO USE A TEXTBOOK BUT NOT THE SCOPE AND SEQUENCE. WHAT DID YOU ACTUALLY LEARN ABOUT THAT? WHAT IS THE PACING OF THAT? THAT IS ONGOING WORK.
THAT IS IMPORTANT. IT'S THAT GUARANTEED AND VIABLE LEARNING FOR EVERY STUDENT.
WHILE STILL TRYING TO LEAVE FLEXIBILITY FOR THE TEACHER TO MEET THE NEEDS OF THEIR
STUDENTS. IT CONTINUES TO BE ATTENTION. >> GIVEN THAT WE WANT TO PUT UP SEVERAL AWARDS THAT HER STUDENTS HAVE ONE, OUR TEACHERS AND STUDENTS HAVE ONE.
>> I HAVE TO INTERRUPT YOU REALLY QUICK. I DID NOT PAY TTENTION.
[00:50:04]
AT THE RISK OF DERAILING US I HAVE A FOLLOW-UP QUESTION. WE SEE THIS DATA FOR PERFORMING ARTS, FINE ARTS IN OUR MIDDLE SCHOOLS AND HIGH SCHOOLS WHERE THERE IS A VARIATION BETWEEN SITES. DOCTOR ROSE YOU SAID EARLIER WE DON'T HAVE A SET PROGRAM FOR ANY OF OUR ELECTIVES. DO YOU HAVE A SENSE OF WHETHER THIS PLAYS OUT FOR OTHER ELECT DAVIS? TAKING COMPUTER SCIENCE, MARKETING, DO WE HAVE A SENSE OF THEIR SIMILAR VARIATION IN TERMS OF STUDENT PARTICIPATION? THEN, SECOND QUESTION, HAS THAT BEEN PROVIDED TO THE BOARD RECENTLY THAT I CAN ACCESS THAT ANYONE CAN RECALL?>> NUMBER ONE, I DON'T HAVE THE DATA IN FRONT OF ME. THERE ARE SOME THINGS WE ASK OUR SCHOOL TO RUN OUR COURSE CATALOG. THERE'S OTHER THINGS LIKE COMPUTER SCIENCE THAT THERE SOME LEVEL OF REQUIREMENT TO OFFER IT.
I KNOW THERE ARE SOME CHANGES OF THE STATE LEVEL AROUND ARTS PROGRAMS. LIKE, ALL THAT WILL PLAY INTO WHAT WE REQUIRE AND PRESCRIBE. THE OTHER CHALLENGES, IT'S THIS ONGOING THE BALANCE OF THE MORE THINGS YOU REQUIRE IN STAFF, THERE IS A CAPACITY AT SOME POINT WHERE YOU HAVE, YOU'D BE RUNNING TO MANY CLASSES IF YOU REQUIRE ALL OF IT.
NONE OF THE CLASSES, THERE'S NOT A CLASS MENTIONED TONIGHT THAT ISN'T A VALUE TO STUDENTS.
>> THEN THE TENSION IS YOU LOSE SOME OF THAT VARIATION THROUGH COURSE OFFERINGS, RIGHT?
>> RIGHT. >> ARM WRESTLING WITH OUR CONCEPT ALL NIGHT.
>> WE NEVER PROVIDED TO THE BOARD A LIST OF ELECTIVES ON THE NUMBER OF STUDENTS
PARTICIPATING. >> SYSTEMICALLY WERE MOVING MORE TOWARDS HAVING COMMON COURSES. THAT'S BEEN WORK THAT CTE HAS BEEN DOING AS SCHOOLS ARE DOING REGISTRATION, SUGGESTING AND PROVIDING MORE GUIDANCE AROUND OFFERING A SET OF CLASSES.
>> SO, APPRECIATING THE TENSION AND THE PEACE YOU WERE SPEAKING TO.
AS THE BOARDS HOLDS THIS DISCUSSION AROUND OB 11. WHAT IS THE CORRECT PARAMETERS AND CRITERIA WERE LOOKING FOR THAT HER STUDENTS SHOULD HAVE ACCESS WITHIN OUR SCHOOLS TO ELECTIVE OPTIONS. MAYBE IT'S MORE OF A GLOBAL PEACE AND HOW THAT PLAYS OUT INDIVIDUALLY. THAT FLEXIBILITY DOES MATTER. HOPE WE HAVE AT OUR SCHOOLS SOMETIMES HAS DIFFERENT SKILL SETS. UTILIZING THAT SKILL SET WILL BENEFIT GREATLY. YOU WON'T NECESSARILY WANT THE SAME EACH AND EVERY PLACE BUT YOU DO WANT A STANDARD I GUESS. STANDARD IS NOT THE WORD I WANT.
JUST TRYING TO THINK OF PARAMETERS AND CRITERIA. >> THIS IS THE FASCINATING THING FOR ME. I'M A STEM NERD. I HAVE ALWAYS BEEN OUT OF THE CLOSET ABOUT THAT. THE THING THAT FASCINATES ME OF THE LAST I'D SAY 10 YEARS ABOUT PEOPLE TALKING TO ME ABOUT THE ARTS AS THEY KEEP TRYING TO FORCE THE A INTO STEAM.
WHICH ANNOYS ME TO NO END. THAT DEVALUES THE ARTS. AS IF THE ARTS WERE ONLY IMPORTANT IF THERE PART OF STEM. TO ME THE ARTS ARE AN PROGRAM BECAUSE THE ARTS ARE THE ARTS. THIS IS SOMETHING, JOHN, THANK YOU FOR REMINDING ME.
I'VE BEEN AROUND LONG ENOUGH THAT I HAVE SEEN SOME WITHOUT MIGRATION IN TERMS OF STANDARDIZATION.I DO REMEMBER HAVING SORT OF A WAIT, YOU DON'T OFFER WHAT? EUREKA MOMENTS. IN THIS CASE IT'S SOMETHING WHERE YES, THERE ARE DECADES OF DECISIONS THAT PILE ONTO EACH OTHER. I WOULD SAY WITHOUT A DOUBT THAT ANY ONE SCHOOL, ONCE YOU LOSE OF PARTICULAR PERFORMING ART IT ISN'T COMING BACK.
IT'S THIS INTERESTING THING THAT SOME DECISIONS, I LOOKING FOR IS THERE A IF YOU PRESS ON ONE END DOESN'T BALLOON OUT SOMEWHERE ELSE. THAT WAS THE THING THAT SURPRISED ME. THAT COME I CAN DOESN'T SHOW ACCESS ENROLLMENT IN THE VISUAL ARTS.HEY ARE JUST NORMAL VISUAL ARTS PERFORMANCES AND A LITTLE BIT BELOW AVERAGE.
THE KIDS NOT THE PERFORMING ARTS DID NOT GO IN THERE. OF ALL THE SCHOOLS THAT'S NOT THE ONE WHERE I WOULD'VE WAGERED PARENTS ARE CLAMORING TO GET OUT OF THE ARTS.
AS A MATTER OF FACT IT'S TERRIBLY IRONIC TO ME PERHAPS THE HIGHEST PERFORMING ARTS PARTICIPATION IS AT ICS. AT ALL OF HER HIGH SCHOOL SPIRIT PROPORTIONALLY MORE OF 1/4 OF THE STUDENTS ARE PARTICIPATING IN PERFORMING ARTS.
THAT'S ALMOST DOUBLE THAN ANY OF HER COMPREHENSIVES. THE HIGH SCHOOL L ICS, I'M
[00:55:07]
SORRY. NOT MS. IT'S ALL IGHT.IT'S JUST, BOUNCING AROUND HERE YES, I DO, THANK YOU. YOUR POINT ABOUT A PROGRAM VIEW IS WELL TAKEN.I WOULD RATHER HAVE YOU DO SOMETHING THOUGHTFULLY OVER TIME THE DO SOMETHING SLAPDASH NOW. IT'S DEATHLY SOMETHING WHERE TO ME, LIKE I SAID THE ARTS ARE IMPORTANT BECAUSE THE ARTS ARE IMPORTANT. IF IT WAS UP TO MEET TO WAVE A MAGIC WAND HE HAD TO OPEN UP ANOTHER CHOICE GOAL I WOULD GO WITH THE FINE ARTS CHOICE SCHOOL. IT'S NOT UP TO ME. IT'S SOMETHING I KNOW THAT'S A GROUP WE HAVEN'T PROVIDED, HERE, LET'S TAKE YOU TRULY TO ANOTHER LEVEL AND UNFOCUSED INTEREST AREA. THAT TO ME IS SOMETHING THAT IS AMAZING.
WHEN YOU CAUGHT TO THE FINAL, THE AWARDS. THERE'S A TREMENDOUS AMOUNT OF AWARDS THERE THAT ARE INDIVIDUAL BASED. IF ALWAYS HAD EXCEPTIONAL INDIVIDUALS. IT'S THE ENSEMBLE THINGS THAT ARE IMPORTANT.
IT'S NOT, BROADLY SPEAKING, FOR EXAMPLE, ONE NEED A HIGH SCHOOL.
FOR STUDENTS QUALIFIED FOR STATES SOLO AND AND SUPPLE. GOOD ON THOSE FOR KIDS.
HOW DID THE BANTU AS A WHOLE IN THIS COMPETITION? THAT'S THE PROGRAM OPPOSED TO THE STUDENT. SO, IT'S A SPACE WHERE I DON'T THINK, I'M NOT MEANING TO IMPUGN YOUR MOTIVES. I THANK YOU'RE DOING THIS ALL FOR THE RIGHT REASONS.
MAYBE I'M JUST A LITTLE BIT MORE URGENT ABOUT IT EVEN THOUGH IT'S NO LONGER, I DON'T HAVE A DOG LEFT IN THIS FIGHT. MY SON HAS PLAYED HIS LAST TRUMPET SOLO.
SO, IT'S OVER FOR ME. IT IS SOMETHING I KNOW GOING THROUGH THE SYSTEM, WATCHING A CHILD. SPEAKING AS A STEM NERD, AGAIN, FOR HIGH SCHOOL I GOT OUT OF BED IN THE MORNING AND WENT TO HIGH SCHOOL NOT FOR MY CALCULUS CLASS EVEN THOUGH I CRUSHED THAT SUCKER. IT WAS FOR FUJIKAWA, MY CHOIR TEACHER.
IS A CLASS THAT GOT ME TO SCHOOL. I WOULDN'T BE SURPRISED, IT'S NOT THE EXCEPTION TO THE RULE. THIS IS SOMETHING I FEEL LIKE IT'S WORTH MAKING THE INVESTMENTS OVER TIME SYSTEMICALLY. NOT ON A PIECE BY PIECE FIXING LITTLE THINGS. BUT SEEING WHERE WE HAVE HOLES IN THE OVERALL SYSTEM.
I'M STILL TRY TO FIGURE OUT OUR BUILDING ADMINISTRATORS REVIEW OUR BAND ORCHESTRA AND CHOIR DIRECTOR'S PERFORMANCE. AND YET, I'M NOT CERTAIN THAT MOST OF OUR BUILDING ADMINISTRATORS WOULD RECOGNIZE A GREAT JAZZ PERFORMANCE VERSUS HS PERFORMANCE THAT IS COMPARABLE TO WHAT WERE GETTING OUT OF MIDDLE SCHOOL. I'M SORRY.
OKAY, THIS IS SOMETHING WHERE THE TRUTH TO POWER PIECE IS SOMEHOW WE NEED TO BUILD THE SYSTEMS SO IT'S NOT JUST THE SYMPTOMS BUT HOW TO BRING IN MTSS.
WHAT WERE DOING FOR TEACHERS OF ALL MEN DIDN'T REALLY HOW TO BUILD BUILD A PROGRAM.
YOU CAN SEE THE PROGRAMS. THERE ARE SCHOOLS. WE CAN LOOK AT THE BUILDING AND SAY THEY'VE GOT A GREAT ORCHESTRA TEACHER. THEY HAVE 3 TIMES AS MANY KIDS IN ORCHESTRA. SOMEHOW THEY BUILT SOMETHING. THE QUESTION IS DOES THAT EXTRAPOLATE OR GO WITH THE FACT THAT THAT IS A LUCKY SCHOOL? MY HOPE IS WE CAN FIND COMMONALITIES THAT BUILD THAT ACROSS THE WHOLE SYSTEM. RATHER THAN HAVING SOME SCHOOLS WHEN IN SOME SCHOOL NOT WIN. I'VE SAID MORE THAN ENOUGH ON THE TOPIC.
THANK YOU FOR LISTENING TO ME. >> IT SEEMS LIKE ON A REGULAR BASIS WE GET OR I SEE ON FACEBOOK OR OTHER PLACES A WAVE OF COMPLAINTS ABOUT THE SHORTCOMINGS OF ELECTIVES AT JUANITA. THIS TIME AROUND WITH COME TO THE FINE ARTS AND PERFORMING ARTS. I KNOW I'VE SEEN A LOT OF COMPLAINTS ABOUT UPPER DIVISION TYPE MATH CLASSES FAR BEYOND MY COMPREHENSION. ALSO COMPUTER SCIENCE CLASSES NOT BEING ENOUGH. I'M KIND OF AT A LOSS AS HOW, IT SEEMS TO BE PLAYING INTO THE ARTS. I DON'T KNOW WHAT THE CAUSE IS. I THINK BACK TO EVAN TALKING ABOUT JUANITA'S STUDENTS ARE LIKE A STEPCHILD IN A NORMAL FAMILY.
AND NOT GETTING THE SAME THINGS THE OTHER SCHOOLS DID. I JUST DON'T UNDERSTAND WHAT
[01:00:05]
HAS BEEN THE BARRIER? IS IT SITE BASED? LEADERSHIP?I DON'T KNOW. >> I DON'T HAVE A COMMENT ON THAT.
I KNOW EVERY SCHOOL IN OUR DISTRICT, EVERY STAFF MEMBER WORKS REALLY HARD EVERY DAY.
THAT COULD BE A QUESTION WE COULD THINK ABOUT WHAT THE ANSWERS MIGHT BE TO THAT.
I DON'T HAVE A COMMENT ON THAT FOR YOU TODAY. >> EITHER YOU OR JOHN.
AGAIN, THIS PREDATES THE FINE ARTS AND PERFORMING ARTS. I DON'T KNOW WHY IT IS WE KEEP
COMING UP TO THAT ISSUE WITH JUANITA. >> I'VE HEARD MORE FROM THE WANITA COMMUNITY AROUND THEIR CAMBRIDGE PROGRAM. AS OPPOSED TO ELECTIVES AND THINGS LIKE THAT. IF YOU HAVE PIECES TO FORWARD TO ME, THAT WOULD BE HELPFUL.
I'M JUST NOT AWARE OF SOME OF IT. >> I WILL SEND YOU THAT LAST
WAVE. >> THANKS. >> JUST IN TERMS OF TIMING.
THINK WE HAVE THE LAKE WASHINGTON ENSEMBLE AT 6:35. 635.
IF THE NATIONAL AWARD-WINNING ORCHESTRA ENSEMBLE WILL BE PLAYING FOR US AT 61 35.
THAT'S PRETTY EXCITING. BUT WE DID WANT TO WALK THROUGH, THIS IS SOMETHING WE'VE FORMED THE BOARD THROUGH BOARD BRIEFS THROUGHOUT THE YEAR.
WE ARE AT A POINT OF REALLY NEEDING TO DO SOME HARD THINKING AND SOME ACTIVE RESEARCH AND PLANNING TO SEE WHAT SOME OPTIONS ARE. OUR ELEMENTARY BAND AND ORCHESTRA, THE MISSION IS TO PROVIDE OPPORTUNITIES FOR ALL TO CREATE ASPECTS OF MUSIC TO GET INTO THOSE PIECES OF MUSIC THAT WE'VE BEEN TALKING ABOUT. PIECES OF ARTS WE BEEN TALKING ABOUT TO BUILD THOSE PATHWAYS. WE STARTED A GROUP IN 2019 OF ELEMENTARY BAND AND ORCHESTRA TEACHERS AND MUSIC LEADS. WE BEGAN TALKING ABOUT WITH THE SCOPE AND SEQUENCE SHOULD BE FOR ELEMENTARY BAND AND ORCHESTRA. IT'S AN OPTIONAL BEFORE SCHOOL AND RETURN PROGRAM. WE WANTED TO BUILD MORE STRUCTURE SO WE COULD HAVE IT BE CLEAR THAT IF THIS IS SOMETHING WE SUPPORT FOR ALL STUDENTS WHAT DOES IT NEED IN ORDER TO BE REALLY REACHABLE AND EFFECTIVE FOR ALL STUDENTS? THIS IS WHAT THESE ARE THINGS I THANK YOU KNOW ALREADY BUT SOME QUICK BULLET POINTS ABOUT WHAT THE PROGRAM IS LIKE.
OUR SITES VARY QUITE A BIT. SOME SITES WE HAVE SMALLER LIKE 40 OR SO STUDENTS ENROLLED IN THE SITE. IT GOES UP TO ABOUT 200 STUDENTS.
IT VARIES QUITE A BIT. THERE HAVE BEEN SIGNIFICANT ISSUES THAT WE'VE SHARED WITH YOU OVER THE YEAR. THEY ARE NOT JUST UNIQUE TO THIS YEAR.
THEY HAVE BEEN ISSUES WITH STUDENTS ARE OUT THERE SITE BEING ABLE TO GET THEM BUST TO THEIR HOME SCHOOL. THE SITES ARE USUALLY FREQUENTLY DIFFERENT THAN THE HOME SCHOOL. THIS YEAR WITH ALL THE BUZZ CANCELLATIONS IT'S BEEN HARDER TO SEE, HARDER TO MANAGE THAT OR THINK ABOUT THAT. STUDENTS ARE OFTEN LATE BECAUSE OF TRANSPORTATION. THERE'S ADDITIONAL COST FOR IA SUPERVISION.
WHOLE BUNCH OF DIFFERENT THINGS OF HAVING AN OPTIONAL BEFORE SCHOOL PROGRAM.
THE MOST IMPORTANT PART, I'LL GO BACK TO THE NUMBERS IN A MINUTE.
SORRY, I'M GOING TO QUICKLY. THIS IS THE MOST IMPORTANT THING TO THINK ABOUT THE CURRENT PROGRAMS. EQUITABLE ACCESS. WHILE WE DO HAVE MANY STUDENTS WHO ACCESS THE PROGRAM, WE HAVE MANY WHO DO NOT. THIS IS THE PARTICIPATION FOR THIS SCHOOL YEAR. WE RECOGNIZE, THIS IS HER FIRST YEAR BACK FROM A PANDEMIC.
IT'S BEEN REMOTE FOR 2 YEARS. THE PATHWAY AND KNOWLEDGE HAS BEEN LIKELY IMPACTED BY BEING REMOTE. THIS IS THE PERCENTAGE OF STUDENTS THAT ARE ENROLLED FROM EACH ELEMENTARY AND ELEMENTARY BAND AND ORCHESTRA THIS YEAR. IT ENDS UP BEING A LARGE NUMBER OF STUDENTS.FOR PERCENTAGEWISE IF VARIES A LOT SCHOOL TO SCHOOL.
SOME OF THAT AND NUMBERS ARE THINKING ABOUT STATISTICS, COMMITTEE SCHOOL HAS 52 PERCENT OF THE 4TH AND FIFTH GRADERS ARE ENROLLED. STEPHANIE, HOW MANY STUDENTS IS THAT? HOW MANY STUDENTS ARE AT COMMUNITY SCHOOL?
>>. [INAUDIBLE] >> THAT'S ABOUT 20 OR SO
STUDENTS. >> SO THAT'S THINKING ABOUT STATISTICS TO TAKE WITH A GRAIN OF SALT WOULD NUMBERS PRODUCE A WIDE VARIATION. AS WE LOOKED AT THE WAY THE PROGRAM WAS RESTRUCTURED, THE PERCENTAGE OF STUDENTS IN ELEMENTARY, BAND AND ORCHESTRA.
ALL THAT DIFFERENT ISSUES THAT HAVE COME UP WITH HAVING IT BEFORE SCHOOL INCLUDING SPACE WHICH HAS GOTTEN EVEN MORE OF AN ISSUE THIS YEAR AS WE MOVE TO CHANGING START TIMES.
[01:05:02]
BEING ABLE TO HAVE A PLACE FOR THE BAND ORCHESTRA CAN EVEN BE IS A REAL CHALLENGE WITH OUR MIDDLE SCHOOLS MOVING TO AN EARLIER START TIME AND GETTING IT IN THE MASTER SCHEDULE.WITH ALL OF THAT WE FORMED THE ADVISORY THIS YEAR. WE REALLY DID SOME DISCUSSION, COLLABORATION AND LEARNING. ESPECIALLY LOOKING AT WHAT ARE THE DIFFERENT MODELS THAT ARE AROUND US LOOKING AT THE DATA OF WHO IS ENROLLED. LOOKING AS MUCH AS WE COULD AT THE DEMOGRAPHICS OF THE STUDENTS ENROLLED. THE MOVE TO USING SKYPE WORK IN THE PAST COUPLE OF YEARS. PRIOR TO A PANDEMIC WE DON'T HAVE INFORMATION ON STUDENTS ON REDUCED LUNCH OR ANY APPEASERS THAT WE ARE NOW GATHERING. DATA IS NOT AS SOLID AS WE LIKE IT TO BE. WE DID LEARNING FOR THIS YEAR. WE HAD RANKED RECOMMENDATION FOR RESPONDENT TO THINKING ABOUT HOW TO WE ADDRESS THE ISSUES OF EQUITY ACCESS IN BAND AND ORCHESTRA. THE RECOMMENDATION WAS TO EXPLORE OPTIONS TO MOVE BANDED ORCHESTRA INTO THE FIFTH GRADE SCHOOL DAY. AS AN OPTION TO EXPLORE.
IT'S NOT A DONE DEAL BECAUSE IT'S SOMETHING WE REALLY HAVE TO THINK ABOUT.
WE LOOKED AT A NUMBER OF DIFFERENT OPTIONS AND MODELS. THE ONE THAT WAS MOST PREFERRED IS 1A. STUDENTS WHO TAKE BAND OR ORCHESTRA OR CHOIR.
WE LANDED ON BEING ABLE SAINT WERE CHOIR FOR 30 MINUTES TWICE A WEEK.
AGAIN, MANY OF THE THINGS WE HAVE TO LOOK WITHOUT OUR PROVIDING INSTRUMENTS, PROVIDING, THINKING ABOUT THE TIMING OF THAT. THINKING ABOUT THE SIZE OF OUR SCHOOL, OUR SMALLER SCHOOLS WHATEVER TOUGH TIME OFFERING 3 DIFFERENT OPTIONS OF THE SAME TIME. WHAT OF THE LOGISTICS WITH THAT? WHAT MIGHT THE COST BE? THOSE ARE THE MODELS AND OPTIONS WE CONSIDERED.
THE NEXT STEPS WOULD BE, IDENTIFYING MORE RECOMMENDATIONS.
IF ARTICLES THERE. OUR NEXT STEPS WOULD BE DIGGING INTO WHAT WOULD IT MEAN? WE MET WITH PROMOTE BY WE I MEAN STEPHANIE. ALTHOUGH A VERY FAMILIAR WITH THE MODEL AS WELL. TALKED WITH BELFIELD, THAT'S BEEN DOING THIS MODEL FOR PROBABLY 30 YEARS. NORTHSTAR HAS BEEN DOING IT FOR A YEAR.
OTHER DISTRICTS THAT HAVE HAD A SIMILAR MODEL. THERE IS NO OTHER MODEL, THERE MIGHT BE ONE OF THE DISTRICT THAT IS USING THE CURRENT MODEL WE HAVE.
TRY TO REMEMBER WHICH ONE IT WAS. >> THERE ARE SOME AROUND THE STATE THAT ARE DOING A PULL OUT MODEL. AND THEN EVERETT IS DOING A VERSION OF OURS WHERE SOME, MOST SCHOOLS ARE DURING SCHOOL BUT SOME ARE BEFORE SCHOOL.
THERE IS A LOT OF SHIFTING GOING ON AND SCHOOLS MOVING FROM K Ã5 2K Ã6. THAT'S A PIECE MOVING AROUND THE E STATE. DISTRICTS ARE EXPLORING
DIFFERENT MODELS. >> MOST SCHOOLS HAVE ONE OR 2 MODELS.
THE FIRST MODEL IS ITS EMBEDDED TO THE FIFTH-GRADE DAY. IN THE SECOND MODEL IS IT'S NOT OFFERED UNTIL SIXTH GRADE. THAT WAS ONE THAT WAS BY FAR THE LEAST FAVORITE CHOICE OF THE STAKEHOLDER GROUP TO LOOK AT NOT OFFERING ANYTHING UNTIL THE SIXTH GRADE.
WE PRIORITIZE. WHAT OPTIONS WOULD BE, WHAT LOGISTICS AND WHAT WOULD WE NEED TO DO TO INTEGRATE THIS BAND, ORCHESTRA AND OR CHOIR INTO THE FIFTH-GRADE DAY.
WE RECOGNIZE THAT'S A VERY IMPACTFUL PIECE. WE NOTE THE COMMUNITY WOULD NEED TO LOOK AT MORE IMPLICATIONS. WITH THAT.
I WILL PAUSE AND THINK ABOUT ELEMENTARY, BAND AND ORCHESTRA BEFORE WE GET TO THINKING ABOUT ANY WRAPUP POINTS. ANY QUESTIONS, COMMENTS, THOUGHTS?
>> SORRY, YOUR PERCENT PARTICIPATION, AFTER WE SET ASIDE THE CHOICE OF SCHOOLS.
FOR THE NEIGHBORHOOD SCHOOLS. I WOULD LOVE TO SEE PARTICIPATION PRESENTED PLOTTED
AGAINST PERCENT OF FREE AND REDUCED LUNCH. >> WE HAVE A YEAR OF DATA FOR
THAT. IT'S PREDICTABLE. >> THE QUESTION IS HOW PREDICTABLE? KIRK ELEMENTARY'S NOT EXACTLY LOW INCOME.
IT IS SOMETHING WHERE THERE ARE SOME OF THESE ELEMENTARIES THAT ARE, SOME OF IT REALLY, IT DOESN'T FEEL PREDICTABLE, THE HIGHER RENT I CAN SEE. IT'S TRYING TO UNDERSTAND WHY THE VARIATION AT THE LOW END OF PARTICIPATION. ESPECIALLY GIVEN THAT KIRK ELEMENTARY SO MUCH CLOSER TO KIRK MIDDLE SCHOOL. ANYWAY, IT'S SOMETHING WHERE THE ASSERTION THAT THIS LIKELY HAS ACCESS AND EQUITY COMPONENTS TO IT I THANK YOU ARE DEAD RIGHT. AT THE SAME TIME SOMETHING WHERE I THINK IT'S PROBABLY SOLVABLE IT'S ABOUT FIGURING OUT HOW. THANK YOU.
>> I AM HEARING OR BY NOT HEARING ANY COMMENTS OR QUESTIONS THAT THERE IS SUPPORT
[01:10:05]
WHICH YOU'RE LOOKING AT A BE ABLE TO DEAL WITH ELEMENTARY BAND, ORCHESTRA AND OR CHOIR AND HOW THAT WORKS DOING ACCESS. I DO THINK AS YOU TALKED ABOUT THE PERCENTAGES IN ELEMENTARY SCHOOL, WHERE THAT BAND OR ORCHESTRA MORNING PROGRAM IS OFFERED AT WHAT ELEMENTARY SCHOOL. I KNOW IT WAS OFFERED AT ROCKWELL AND A LOT OF KIDS FROM ROCKWELL THAT WENT BUT YOU MIGHT NOT OF GONE BECAUSE YOU ARE AT A DIFFERENT SCHOOL BECAUSE YOU CANNOT GET THERE. I THINK THOSE OF THE OTHER DRIVING FORCES. IF YOU CAN BUILD THAT INTO THE DAY MAKE IT ACCESSIBLE THATWAY. >> WE KNOW THERE'S ALWAYS COST ASSOCIATED WITH ANYTHING COME UP WITH CHANGE. THE PROGRAM RIGHT NOW THE STAFFING ALONE COST US ABOUT $780,000 PER YEAR. IT'S SOMETHING WE THINK ABOUT AN OPTIONAL ENRICHMENT PROGRAM THAT HAPPENS BEFORE SCHOOL. WE REALLY WANT TO MAKE SURE THIS IS SOMETHING, THE GOAL OF HAVING ALL SCHOOL STUDENTS TO HAVE ACCESS TO THIS LEARNING IS REALLY IMPORTANT AND MOVING
TOWARDS BEING FISCALLY RESPONSIBLE. >> A DATA POINT I'D BE INTERESTED IN, YOU MENTIONED BELLEVUE HAS US AS WELL. WHAT A SOURCE MIDDLE SCHOOL PARTICIPATION? SO IF THEY HAVE A FIFTH-GRADE PROGRAM THAT'S EMBEDDED, ARE THEY SEEING STRONGER PARTICIPATION INTO THEIR MIDDLE AND HIGH SCHOOL THAN WHAT WE ARE SEEING WITHIN OURS? THE GOAL IS ALSO IMPROVING, PROVIDING OPPORTUNITIES FOR MORE AND SO THEREFORE WE WOULD ASSUME GREATER PARTICIPATION. DOES IT WORK? OR DO WE CREATE A DIFFERENT BARRIER? THAT'S THE PIECE TO ASK.
>> WE CAN GET THAT INFORMATION FOR SURE. OKAY, GOING BACK TO THE VERY FIRST SLIDE. OUR NEXT STEP IS DOING A PROGRAM REVIEW OF THE ARTS PROGRAMS. THAT WILL INCLUDE CONTINUE THE WORK IN ALIGNMENT OF SECRETARY ARTS CLASSES. THE COURSE CATALOG AND CLARIFY PATHWAYS WHICH IS THINKING ABOUT, ARE THERE CORE SET OF COURSES WE WOULD HAVE AS PART OF OUR PROGRAM? LENDING AND EXPANDING OFFERINGS AT CTE AND CONTINUING TO THICK ABOUT HOWEVER EXPANDING ARTS ENROLLMENT IN WORKING WITH A SCOPE AND SEQUENCE.OR LEARNING AND RESOURCES IN ARTS AND CONTINUING THE WORKED WITH ELEMENTARY BAND, ORCHESTRA AND CHOIR.
THIS IS THE FIRST TIME WE'VE REALLY PRESENTED ON THE ARTS. ARE THERE OTHER WHAT WERE THINKING THIS IS PROBABLY PART ONE. I'M WONDERING IF THERE PART CHOOSE OTHER THAN WHAT IDENTIFIED THAT ARE ON YOUR MIND?
FOR LEARNING ABOUT ARTS? >> A DIRECTOR STUART? >> ELEMENTARY ORCHESTRA AT BARTON. BARTON HAD THE LOWEST PERCENTAGES AND OBSTINACY A LARGE GROWTH. I DON'T KNOW IF IT'S BECAUSE OF THE TOTAL POPULATION OF BARTON OR WHAT. THAT LOOKS LIKE A RATHER ROBUST ELEMENTARY ORCHESTRA.
>> YEAH. BARTON HOSTS. EACH SITE HAS 3 Ã5 SCHOOLS GOING INTO IT. THE LOCATION IS APPARENT BUT THERE ARE MANY SCHOOLS
INVOLVED. >> I'M SORRY. I THOUGHT IT WAS JUST BARTON.
>> STEPHANIE ANYTHING YOU WOULD ADD TO THE OVERALL PICTURE? OKAY, GREAT.
>> DIRECTOR CARLSON YOU LOOK LIKE YOU HAVE SOMETHING TO SAY. >> I THINK I'VE ALREADY SAID IT. AS FOR THE NEXT STEPS OR THE NEXT TIME THIS COMES BACK, IT WOULD BE GOOD TO SEE NOT ONLY THE PROFESSIONAL DEVELOPMENT APPLIED FOR THE ARTS TEACHERS THEMSELVES BUT THE PROFESSIONAL DEVELOPMENT IN THE ARTS FOR THEIR LOSSES.
I WOULD BE VERY INTERESTED TO KNOW IF THERE'S SOME WAY WE CAN GIVE THEM BETTER BENCHMARKS BY WHICH TO EVALUATE HOW IS THE PROGRAM DOING? I KNOW, THE ERNIE IN ALL THIS THROUGHOUT MY CAREER OF ALWAYS BEEN A TENSION WITH US WILL DIFFERENTIATE IN THE CLASSROOM.
THAT BAND TEACHER IS THE ONE THAT DIFFERENTIATES THAT ANY OTHER TEACHER IN THE ENTIRE BUILDING. THERE DOING AND JUGGLING A LOT OF PIECES.
IT'S A DIFFERENT THING THAN TEACHING CREATIVE WRITING TO A GROUP OF KIDS WHO ARE ALL TRYING TO LEARN TO CREATIVE RIGHT AS TO POSE TO CREATIVE RIGHT WITHIN ELBOW OR WHATEVER.
ANYWAY, IT'S SOMETHING I AM CURIOUS ABOUT THE EVALUATION AND THE PROFESSIONAL DEVELOPMENT. THE PROFESSIONAL DEVELOPMENT OF THE SYSTEM NOT JUST THE INDIVIDUAL TEACHERS IN THE BUILDING. I KNOW WE DO GET TOGETHER.
ONE OF THE THINGS I HAVE ENJOYED OVER THE YEARS HAS BEEN THE LEARNING COMMUNITY HONORS
[01:15:08]
CONCERTS. THOSE ARE ALWAYS REMARKABLE OPPORTUNITIES.IT HAPPENS ONCE AND IT DOESN'T FEEL LIKE IT CARRIES THROUGH AS A COMMUNITY.
HOW DO WE KEEP, HOW DO WE BUILD MORE TOUR SYSTEM AS A COMMUNITY FOR THESE TEACHERS TO BE SUPPORTED IN THEIR PROFESSIONAL SPACE? I'VE SAID THAT BEFORE.
I'M DONE. >> DIRECTOR CHOI. >> THIS DATA IS REALLY INTERESTING. IT CLEARLY IS DEMONSTRATING HOLES.
I DON'T KNOW THAT IF YOU WERE TO ASK ME WHERE IS THE PROBLEM LIKE I COULD NOT ARTICULATE IT BASED OFF OF THE DATA THAT'S PRESENTED. I THINK WERE MISSING QUITE A BIT OF INFORMATION IN ORDER TO TRY TO FIGURE OUT WHERE THE PROBLEM IS.
IS IT THE ELEMENTARY PARTICIPATION THE SLOWER? IS IT MIDDLE SCHOOL? DO YOU KNOW WHAT I MEAN? THERE'S JUST A LOT OF QUESTION MARKS.
I THINK MORE DATA TO TRY TO ACTUALLY ARTICULATE WHERE WE NEED TO FOCUS AS A SYSTEM TO TRY TO SOLVE THIS PROBLEM. AT THIS POINT WHERE DO YOU START?
>> YEAH, THERE'S SO MANY VARIABLES. >> YOU CAN MAKE AN ARGUMENT FOR EVERY SITUATION, FOCUS ON ELEMENTARY SCHOOL, FOCUS ON MIDDLE SCHOOL, FOCUS ON HIGH
SCHOOL. YOU COULD SAY ALL OF THE ABOVE. >> I WAS GONNA SAY THAT WILL BE PART OF WHAT WE LOOK AT WITH THE PROGRAM REVIEW. THANK YOU, THAT'S VERY
ENFORCING. >> AS YOU SPEAK OF THE PROGRAM REVIEW WHAT WOULD BE THE
TIMELINE OF OUR PROGRAM REVIEW? >> A TYPICAL TIMELINE WOULD BE PUTTING LANNING IN AUGUST AND SEPTEMBER. PULLING THE COMMUNITY TOGETHER AND BY THE END OF SEPTEMBER MEETING ABOUT MONTHLY THROUGH THE YEAR. PART OF WHAT WE WOULD NEED TO DO, THE PROGRAM REVIEW WOULD HAVE SEVERAL LEVELS. ONE IS LOOKING AT WHAT OTHER CURRICULAR RESOURCES? SIMILAR TO THINKING ABOUT SOME OF THE LEARNING WE WOULD DO AT ADOPTION. WE WOULD LOOK AT ELEMENTS OF EFFECTIVE PROGRAMS. AND THEN THERE ARE SOME THINGS THAT COULD BE SHORT-TERM FIXES AND SOME ARE GOING TO BE LONGER-TERM. A SHORT-TERM MIGHT BE IDENTIFYING COURSES THAT MIGHT BE OFFERED A MIDDLE SCHOOL SINCE HE HOW WE EXPAND THAT. LONGER-TERM WOULD BE THINKING ABOUT WHAT IS THE MULTI-YEAR STEP TO BUILDING STRONG PROGRAMS? THAT ALIGNMENT ACROSS THE SYSTEM OF THE TYPES OF LEARNING AND THE TYPES OF PERFORMANCES.
ONE THING THAT WOULD BE PART OF THE PROGRAM REVIEW IS ACTUALLY IN THE REDLINE CPA IS HAVING A SMALL GROUP COME TO GET FOR MUSIC COME TOGETHER AND IDENTIFY WHAT IS THE CORE PERFORMANCES THAT SHOULD HAPPEN IN A YEAR. BOTH AT ELEMENTARY AND SECONDARY APPEARED WERE NOT JUST ALIGNING, WE ARE THINKING ABOUT THE CORE LEARNING FOR STUDENTS AND EXPRESSION OF THAT LEARNING FOR PERFORMANCES. THE TIMING WOULD MOST LIKELY BE THE SCHOOL YEAR OF LEARNING WITH SOME INITIAL RECOMMENDATIONS COMING OUT.
THEN THE MORE WORK TO COME. CHANGING TO BAND, ORCHESTRA OR CHOIR TO BE IN THE FIFTH GRADE DAY IS A REALLY BIG THING. I THINK CAME OUT RELATES THE PROGRAM REVIEW THAT WOULD TAKE SOME TIME. RECOMMENDATIONS AT THE END OF THE YEAR, AND SCAFFOLDED OVER
SEVERAL YEARS. >> IF I'M HEARING CORRECTLY FROM WHAT I'M HEARING FOR THE BOARD IS, THERE IS SUPPORT FOR THESE TO BE ALIGNED STRONGER AND OFFERS MADE OR NO?
>> YOU SAID THE WORD. WHEN YOU SAY ALLIANT, ALIGNMENT WHAT DOES THAT MEAN TO YOU?
WHAT SHOULD THAT MEAN TO ME I GUESS?>> THAT WOULD MEAN, ALIGNMENT WOULD BE SIMILAR COURSES THAT ARE SIMILAR THAT ARE IDENTIFIED AS A COURSE. INSTEAD OF ARTS ONE, ARTS A, WE WOULD SAY WHAT IS THE CORE LEARNING IN THE CORE COURSES AND WHAT IS A CORE LEARNING THAT HAPPENS? THAT'S ONE LEVEL OF ALIGNMENT. THE OTHER LEVEL OF ALIGNMENT WOULD BE IF BAND ONE AND BAND TO OUR MIDDLE SCHOOL. THOSE ARE VERTICAL ALIGNMENT OF WHAT IS BAND LOOK LIKE A HIGH SCHOOL CORD WE WERE THINKING OF THE ALIGNMENT OF TALK ABOUT WITH CHOIR. IF CHOIRS OFFERED AT MIDDLE SCHOOL SEVERAL TIMES WHATEVER THAT WOULD BE LEADS TO A PROGRAM AT HIGH SCHOOL THAT IS SUSTAINABLE AND STRONG.
THERE IS ALIGNMENT ACROSS THE CONTENT AND THE TYPES OF CLASSES WE OFFER.
THEN THERE'S ALIGNMENT OF THE PATHWAYS. >> OKAY.YES ON THAT.
I WAS COMPLETING THAT IN MY MIND WITH STANDARD STANDARDIZING OUR COURSE
OFFERINGS THROUGHOUT SCHOOL BUCKS THAT IS THE SAME THING. >> BUT I HEARD FROM YOU IT WAS
[01:20:04]
A LITTLE BIT DIFFERENT. >> IDEALLY WE WOULD OFFER LIKE THE SIMILAR COURSE WITH THE SAME NAME ACROSS THE HIGH SCHOOLS. IT WOULD BE STANDARDS-BASED.
TEACHERS WITHOUT FLEXIBLY IN THE WAYS THAT THEY TEACH IT. WE IDENTIFY STUDENTS THAT ARE IN JAZZ BAND SHOULD HAVE THESE TYPES OF EXPERIENCES IN THIS TYPE OF LEARNING.
VERTICAL JAZZ BAND.> THE OTHER IDEA, THE QUESTION IS, WOULD THIS INCLUDE A DECREE THAT ALL SCHOOLS WILL HAVE JAZZ BAND? IS THAT PART OF ALIGNMENT OR
SET A DIFFERENT CONCEPT? >> THAT'S LIKE THE NEXT STEP OF THAT QUESTION.
IF WERE SAYING, PART OF IT IS SAYING WHAT ARE THE CORE COURSES AND SHOULD ALL SCHOOLS OFFER CORE COURSES? ALL SCHOOLS SHOULD OFFER BIOLOGY AND THEN SOME SCHOOLS CAN OFFERS FORENSIC SCIENCE. SO IF WERE SAYING THERE CORE COURSES AND A PATHWAY THAT IS THE QUESTION FOR US. THESE ARE ALL ELECTIVES. IT'S A LITTLE BIT MORE DIFFICULT THAN SCIENCE TO SAY HERE'S THE CORE COURSES BECAUSE KIDS CAN CHEW.
MAYBE I WANT TO GO FOR JUST SCULPTURE. I DON'T WANT TO TALK ABOUT
DRAWING AND PAINTING. THAT'S A TOUGH ONE. >> SORRY, THAT WORK WE SHOULD
EXPECT THE PROGRAM REVIEW TO THINK ABOUT THAT? >> HAVE AN ANSWER.
>> OKAY. >> A FOLLOW-UP ASKED ON THE NEXT STEPS ON THE ARTS.
MOST OF OUR CORE SUBJECTS WE HAVE EXPECTED THEM WE HAVE THE BEYOND.
WE KIND OF SAMPLED OUT TO THE AP SYSTEM. FOR VISUAL ARTS THERE IS AN AP AND FOR ART HISTORY THERE IS AN AP AVAILABLE.N PERFORMING ARTS THERE ISN'T SUCH A THING.
THAT'S NOT PERFORMING. I'M CURIOUS, THERE WAS SORT OF, HOW DO WE SAMPLE OR GET A FEEL FOR THE PRESENCE OF A VARSITY PERFORMING ARTS? IN OUR SYSTEM? AS OPPOSED TO THE CORE PERFORMING ARTS? I MEAN, HONESTLY, I'M SO TIRED GETTING UP FOR JAZZ BAND RILEY NO ONE JAZZ BAND. I NEVER GOT ANY INFORMATION ON OTHER JAZZ BANDS. WHICH ONES ARE BASED ON ADDITION OPPOSED TO THOSE SHOWING UP? IS THAT SOMETHING THAT MATTERS? IT'S DEATHLY SOMETHING I'D BE VERY CURIOUS TO KNOW IF WE HAVE AUDITION ACCESS PROGRAMS FOR HIGH-PERFORMING STUDENTS.
THEN WE HAVE GENERAL OFFERINGS FOR ALL STUDENTS WHO SHOW UP. WHO CAN HOPEFULLY BUILD TO THE HIGHER LEVEL. THAT SOMETHING I REALLY HAVE NEVER, I APOLOGIZE FOR NEVER
ASKING THE QUESTION BEFORE. >> I WILL SAY YOU'RE SAYING AUDITION.
IT ISN'T INTERESTING CONSEQUENCE. YOU TALK ABOUT A TRICYCLE.
THOSE ADDITIONAL PROGRAMS ARE THOSE THAT WANT TO PURSUE SOMETHING FURTHER THAT WANT TO DO SO. NOT ALL STUDENTS WANT TO DO THAT.
>> SORRY, I'M NOT SPEAKING FROM A VERY LIMITED PERSPECTIVE ON THE SYSTEM.
NOTE MY BUILDING THERE WERE NO AUDITIONS FOR ANY OF THE SYMPHONY.
THERE ISN'T AN AUDITION BASED NEXT LEVEL. I DON'T KNOW THAT IT'S A SYSTEMIC SOLUTION OR IF THAT IS A BUILDING SOLUTION? I DON'T KNOW WHAT THE RIGHT ANSWER IS. I'M NOT SAYING ONE HAS TO HAVE AUDITION BASED STUFF.
IT IS SOMETHING WHERE IF EVERYBODY WHO SHOWED UP WAS ON THE VARSITY TEAM IN SPORTS I
MENTIONED IT WOULD BE A BIT OF A HUMAN CRY. >> DIRECTORATE STUART YOU STILL
HAVE YOUR? >> TO CHRIS'S POINT, ONE OF THE THINGS COMING OUT OF VERY SPARSE ORIENTED STATE THAT I GREW UP AND IN A VERY COMPETITIVE STATE WHETHER SPORTS, THE ARTS, WHATEVER. I WAS SO SURPRISED WHEN I GOT UP HERE TO HEAR ABOUT NO CUT FOOTBALL. WE SHOULD BE QUITE FRANKLY BUT PEOPLE SPINNING IN THEIR GRAVES IN OKLAHOMA. SAME WAY WITH THE COURSES TO BE QUITE FRANK.
IT WAS SUCH A COMPETITIVE WORLD TO GET INTO THAT FIRST WILL THE NINTH-GRADE COURSE. WAS TOLD I HAD A GREAT VOICE IT JUST WASN'T MEANT FOR SINGING. IT WAS TRUE.
BUT, THIS REGION IS LESS COMPETITIVE IN THAT RESPECT AND THEY PREFER TO HAVE I DON'T WANT TO SAY IT NONCOMPETITIVE CULTURE BUT LESS COMPETITIVE IN SOME WAYS.
[01:25:02]
AGAIN, NO CUT FOOTBALL. >> IT SOUNDS LIKE THERE'S INTERESTS AS YOU DO THE PROGRAM REVIEW TO CONSIDER WHAT IS THE OPPORTUNITIES PROVIDED BY AUDITION OPPORTUNITIES WITHIN THE SCHOOLS WITHIN THE SYSTEM AS WELL. AS WELL AS GENERAL OFFERINGS AND THE VALUE WITHIN THOSE AND HOW DO YOU BALANCE THAT APPEARED ADVANCED TO MEET WHAT I'M HEARING. I WILL SAY, THERE DEATHLY SCHOOLS IN THIS AREA THAT HAVE VERY, MOUNT SITE HAS A VERY EXTENSIVE JAZZ PROGRAM THAT IS VERY MUCH AUDITIONED THROUGH IT HAS VERY MULTIPLE LEVELS YOU GO THROUGH. THOSE ARE THE SORTS OF THINGS I THINK ARE WORTH LOOKING AT AS HOW TO STOP PLAYING OUT TO GIVE OPPORTUNITIES FOR STUDENTS THAT MATCHES INTO THE POLICIES FOR THOSE THAT HAVE THE INTEREST AND DESIRE TO GO FURTHER AND FURTHER EXPLORE THAT CRAFT. THIS IS THE OPPORTUNITY TO DO SO THROUGH AN AUDITION CONCEPT.
HOW DOES THAT PLAY AS WE MOVE UP IN SECONDARY? I THINK THAT CAPTURES THE
CONVERSATION THAT PLAYED OUT THERE. >> I HAVE A BIT OF AN ANSWER FOR YOUR QUESTION ON ALIGNMENT THAT'S DIFFERENT THAN WHAT DOCTOR ROSE CAME.
IT'S A PLUS ONE FROM WHAT DOCTOR ROSE GAVE. AS A BOARD MEMBER WHAT SHOULD ALIGNMENT LOOK LIKE? IT SHOULD BE A PROGRAM THAT HAS SPECIFIC GOALS AND OUTCOMES, TARGETS. DOESN'T TAKE US AN HOUR AND AND A HALF TO SORT OF TALK ABOUT IT AND NOT REALLY NARROW IN ON WHAT EXACTLY THE PROGRAM AND OFFERINGS ARE IN THE DISTRICT.
YOU SHOULD BE ABLE TO ARTICULATE WHAT IS VISUAL PERFORMING ARTS AND WATCHING SCHOOL DISTRICT TO SOMEONE WHO'S NOT KNOWLEDGEABLE. AROUND 60 SECONDS.
WAS A VERY CLEAR TARGETS AND PARAMETERS. THAT TO ME IS ALIGNMENT.
IT'S LESS ABOUT IS IT A GUARANTEE HERE? IT'S MORE ABOUT, WE ACTUALLY HAVE A PROGRAM THAT WE FCED THAT WERE SAYING THIS IS OUR PROGRAM WE ARE OFFERING TO STUDENTS. I'M SURE SOME OF IT WILL BE SUPPORTED.
SOME OF IT MAY NOT BE. YOU SHOULD BE ABLE TO ARTICULATE WHAT THAT PROGRAM IS. I THINK THAT'S WITH THE PROGRAM REVIEW HELPS TO ELEVATE IS WHAT IS? WHAT ARE SOME OF THE BENCH MARCH DISTRICTS AROUND US AND WHAT ARE THEY DOING THAT ARE EITHER SUCCESSFUL OR NOT SUCCESSFUL? THAT HELPS US TO FURTHER DEFINE OUR OGRAM TO ME AS I THINK ABOUT ALIGNMENT, FROM A BOARD
MEMBERS PERSPECTIVE THAT'S WHAT I WOULD EXPECT OF STAFF. >> ANY FURTHER QUESTIONS?
WE ARE AT 61 30. >> CAN I MAKE ONE FINAL COMMENT?
>> YOU ABSOLUTELY CAN'T. >> I WANT TO RECOMMEND STEPHANIE AND LORI FOR DOING A GREAT JOB PUTTING THIS TOGETHER. I WANT TO RECOGNIZE THAT ARTS TEACHERS ARE INCREDIBLY PASSIONATE AND SKILLFUL. THEY ARE SOME OF THE MOST FUN AND INTERESTING AND COMMITTED PEOPLE TO WORK WITH. THEY WORK WITH EACH OTHER AND TO RUGGEDIZED ACCOMPLISHMENTS MEANT THEY HAVE DONE WITH OUR STUDENTS AND THE LOVE OF LEARNING AND ARTS AND INDIVIDUALITY AND CREATIVITY THEY BRING OUT EVERY DAY WITH OUR STUDENTS. I WANTED TO RECOGNIZE THEM AND SAY THANK YOU TO SUE HANSEN FOR
A LIFETIME OF SERVICE. [APPLAUSE] >> WITHOUT I WOULD LIKE TO ECHO THANK YOU VERY MUCH FOR THE PRESENTATION, VERY HELPFUL TO GET THE OVERVIEW.
LOOK FORWARD TO WHAT THE PROGRAM REVIEW WILL BRING. I THINK IT IS CLEAR THERE IS SUPPORT IN BEING ABLE TO STRENGTHEN THIS PROGRAM AND THAT ALIGNMENT COMPONENT AS PUT OUT THERE. I LOOK FORWARD TO THAT PIECE. THE ARTS ARE IMPORTANT IN IT OF THEMSELVES. I THINK THAT IS AN IMPORTANT PIECE.
IT'S NOT RECENT KID GOES TO SCHOOL. YOU LEARN MATH, YOU LEARN THE DIFFERENT COMPONENTS. YOU LEARN LANGUAGE. YOU LEARN EXPRESSION.
ALL THOSE PIECES ARE FINAL WITHIN THE ARTS. IN IT OF THEMSELVES.
I THINK THAT'S AN IMPORTANT PIECE OF TO ALSO POINT OUT AS WE SPEAK ABOUT THESE.
SO, THANK YOU. LOOK FORWARD TO WHERE WE CAN GO AND BEING ABLE TO BUILD THIS EVEN STRONGER WITHIN OUR SYSTEM. ANYTHING ELSE?
HEARING NONE, WE ARE NOW ADJOURNED. >> A CORRECTION ON THE NAME.
THE
* This transcript was compiled from uncorrected Closed Captioning.