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GOOD AFTERNOON. I WOULD LIKE TO CALL TO ORDER THE OCTOBER 23RD, 2023 LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. LET THE RECORD REFLECT ALL SCHOOL BOARD MEMBERS ARE PRESENT. AND OUR
[1. K-8 Hightly Capable Program Review]
STUDENT REPRESENTATIVE THIS EVENING . THE FIRST TOPIC FOR DISCUSSION THIS AFTERNOON IS THE K-8 HIGHLY CAPABLE PROGRAM.DIRECTOR OF ACCELERATED PROGRAMS . SHE HAS BEEN -- I BELIEVE THIS IS THE START OF HER SECOND YEAR IN THIS POSITION. TIME DOES FLY. SO, YOU KNOW, LAST YEAR SHE SAID -- SHE PARTICIPATED AND LED MIDDLE SCHOOL QUEST PROGRAM REVIEW , MADE SOME ADJUSTMENTS TO THAT PROGRAM . TONIGHT SHE IS HERE TO SHARE WITH US THE LARGER SCALE PROGRAM WITH YOU THAT SHE IS ENTERING INTO AND SOME OF THE CONTEXT AROUND CHANGES IN LAW THAT ALIGN WITH OUR VALUES AND POLICY.
>> GOOD EVENING, BOARD. AND GUESTS . MY NAME IS MYRA. I AM DIRECTOR OF ACCELERATED PROGRAMS. I AM EAGER TO PROVIDE TO YOU AN OVERVIEW OF OUR PROGRAM REVIEW THIS YEAR THAT ENCOMPASSES K-8 . AND AS MENTIONED, IT COMES AT THE TAIL END OF A MIDDLE SCHOOL QUEST PROGRAM REVIEW. SO WE WILL SEE IF ANY FACETS OF THAT ARE INTERWOVEN INTO THIS PRESENTATION. THIS PRESENTATION IS -- IS MEANT TO INCREASE YOUR UNDERSTANDING OF HOW OUR PROGRAM REVIEW WILL ALLOW US TO CONSIDER WAYS TO PROVIDE GREATER ACCESS TO SERVICES AND IT NEEDS AND LEARNING OPPORTUNITIES , RECURRENT AND FUTURE, STUDENTS SUPPORTED BY A HIGHLY CAPABLE PROGRAM. AND SERVICE MODELS. OUR AGENDA OUTCOMES WILL BE TO PROVIDE TO YOU A FULL REVIEW AND CONTEXT FOR THE SERVICES WE PROVIDE HERE AT WASHINGTON, PROVIDE A MATRIX PIECE FOR WHAT OUR NEIGHBORS ARE DOING THROUGH THE REGIONAL RESPONSES AND PRACTICES IN THE AREA , PROVIDE PURPOSE FOR THE PROGRAM REVIEW ITSELF , INCLUDING THE CONTEXT AND LEARNING THAT IS HAPPENING AROUND THOSE EFFECTIVE PRACTICES. WE WILL ALSO HAVE TIME TO DO Q& A AT THE END. HOWEVER, WE HAVE CHUNKED THIS PRESENTATION SO THAT IF WE NEED TO STOP BRIEFLY SO THERE'S QUESTIONS AND IT MIGHT BE A MORE NATURAL SETTING, WE CAN DO SO. OUR PROGRAM REALLY IS ABOUT EMPOWERING STUDENTS AND PROVIDING THOSE EFFECTIVE SERVICES AND EFFECTIVE LEARNING THROUGH OUR HIGHLY CAPABLE SERVICE MODELS AND MEETING STUDENT SUCCESS IN THAT WAY. A FEW WORDS BEFORE I GET STARTED ON THE PRESENTATION. I WANTED TO BE CLEAR THAT ACCELERATED PROGRAMS IS OUR DEPARTMENT, AND THAT DEPARTMENT PROVIDES A RANGE OF SERVICES ASSIGNED TO MEET THE NEEDS OF STUDENTS K-12 .
HOWEVER, I'M GOING TO USE THE TERM, SERVICE, AND SERVICE MODELS, WHICH IS MORE INCLUSIVE AND ALIGNED TO THE WAYS SPECIAL EDUCATION PROVIDES THEIR SERVICES. I WILL USE PROGRAMS IN SOME PLACES BUT SERVICE AND SERVICE MODEL IN OTHERS. I ALSO WANTED TO NOTE THAT THE STATE OF WASHINGTON USES THE TERM, GIFTED AND TALENTED, INTERCHANGEABLY WITH HIGHLY CAPABLE. LASTLY, EVERYTHING HERE IS EMBEDDED AND SEEN THROUGH THE LENS OF THE THREE PILLARS OF OUR FOCUS AREAS. TSS CONCLUSION AND EQUITY. THE PURPOSE OF HIGHLY CAPABLE SERVICES ARE REALLY TO OFFER THINGS THAT GO BEYOND THE SCOPE OF GENERAL EDUCATION CLASSROOMS. SO THE ACCELERATION ENHANCEMENT AND ENRICHMENT REALLY NEEDED BY STUDENTS WHO ARE FOUND ELIGIBLE TO RECEIVE THOSE PIECES OF INSTRUCTION AND OPPORTUNITY. NOTE THAT EVEN THOUGH THIS ENRICHMENT AND THESE OPPORTUNITIES ARE BEYOND THE SCOPE OF THE GENERAL CLASSROOM, WE CAN MEET THOSE NEEDS IN THE GENERAL EDUCATION CLASSROOM THROUGH DIFFERENTIATION AND UDL AS WELL. OUR PROGRAM WORKS TO MEET THE NEEDS OF MANY DIFFERENT TYPES OF DIVERSE LEARNERS.
DIVERSE LEARNERS COULD BE STUDENTS THAT NOT ONLY RECEIVE HIGHLY CAPABLE SERVICES BUT ALSO ML SERVICES. OR STUDENTS
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THAT NEED BEHAVIORAL SUPPORT OR SPECIAL EDUCATION. OR STUDENTS WHO MAY COME FROM LOW-INCOME BACKGROUNDS. SO THAT IS A REALLY BIG COMPONENT RIGHT NOW THE STATE IS FOCUSING ON WITH MORE CERTAINTY. HIGHLY CAPABLE SERVICES ARE CONSIDERED PART OF BASIC EDUCATION IN WASHINGTON STATE. WE HAVE AND WE ARE ALONG WITH ALL THE OTHER DISTRICTS WITH US HAVE HAD A PARADIGM SHIFT IN ELIGIBILITY AND OPPORTUNITY FOR ACCESS, WHICH I WILL BE TALKING ABOUT LATER. HOWEVER, ALL OF THAT ELIGIBILITY AND ALL OF THAT ACCESS AND THOSE WAYS THAT WE TRY TO MEET STUDENT NEEDS ARE NOT NECESSARILY FULLY FUNDED BY THE STATE AT THIS POINT IN TIME. SO LET'S GO AND HAVE A BRIEF OVERVIEW ABOUT HOW WE PROVIDE SERVICES AT LAKE WASHINGTON. THE BOOKENDS OF OUR SERVICE MODELS -- RATHER , OUR COMPREHENSIVE PROGRAM -- OUR EARLY ENTRANCE TO KINDERGARTEN, WHICH STARTS US OFF WITH PRE-K STUDENTS OR STUDENTS WHO ARE PRE-K. IT ENDS WITH ACCELERATED PROGRAMS IN HIGH SCHOOL THROUGH THE DELIVERY OF RUNNING START, ADVANCED PLACEMENT IN COLLEGE AND HIGH SCHOOL AND SO FORTH.THE FOCUS IN OUR K-8 PROGRAM REVIEW WILL BE ON THE FOUR MODELS -- SERVICE MODELS -- THAT WE HAVE CURRENTLY GOING, WHICH ARE K5 HC. K5 HC IS A MODEL THAT MEETS THE SERVICE NEEDS FOR SINGLE SERVICES. STUDENTS CAN BE FOUND ELIGIBLE TO RECEIVE SERVICES IN THIS DISTRICT IN READING, MATH, OR BOTH. K5 HC HAS 1025 SERVICES FOR STUDENTS IN '23 '24.
QUEST ARE DIFFERENT VERSIONS OF INCLUSIVITY. ROLL OUT QUEST IS A ONE-DAY A WEEK MODEL. FULL-TIME AND MIDDLE SCHOOL QUEST IS -- THEY ARE COMPLETELY SELF-CONTAINED.
FULL-TIME QUEST BEING ELEMENTARY AND MIDDLE SCHOOL QUEST BEING IN MIDDLE SCHOOL. SO IN MORE DETAIL, THE SERVICE MODELS WE PROVIDE FROM K5 HC TO FULL-TIME QUEST -- YOU CAN SEE THE INCREASE IN SELF CONTAINMENT OR CONTAINMENT. K5 HC , A STUDENT WILL EXPERIENCE A 30-MINUTE ONCE A WEEK PULLOUT. IT COULD BE UP TO AN HOUR . THIS IS DONE IN SMALL GROUPS OF 4 TO 7 STUDENTS. WE PROVIDE THESE SERVICES FROM K TO FIFTH GRADE. AND IT'S REALLY ABOUT ENRICHMENT. PROVIDING ENRICHMENT IN READING AND/OR MATH. K5HC IS UNIQUE. I WILL TALK MORE ABOUT ITS UNIQUENESS A LITTLE LATER WHEN COMPARING TO OTHER DISTRICTS. WE ACTUALLY STAFF K5HC WITH 10 TEACHER FACILITATORS. LAST YEAR WE HAD 15. THEY NOT ONLY PROVIDE THE PULLOUT SERVICES IN BOTH DOMAINS, THEY ALSO DO ASSESSMENTS -- HIGHLY CAPABLE ASSESSMENTS AT ALL OF THE 30 PLUS ELEMENTARY SCHOOLS WE HAVE AS WELL AS PROVIDING RESOURCES, STRATEGIES , CONNECTING WITH PLCS FOR THE GENERAL ED CLASSROOM. IN PULLOUT QUEST, WE HAVE COME AS I MENTIONED BEFORE, A MODEL WHERE STUDENTS ARE PULLED OUT OF THEIR GENERAL ED CLASSROOM ONE FULL DAY A WEEK. THEY RECEIVING ABOUT 20% OF THE WEEK IN PULLOUT QUEST SERVICE. THIS IS A WHOLE CLASS MODEL. IT SERVES SECOND THROUGH FIFTH GRADE. MANY OF THE ACTIVITIES DONE IN PULLOUT QUEST REALLY ARE FOCUSED ON PROJECT-BASED LEARNING , INTEGRATED LEARNING, AND ENRICHMENT THAT WE ALWAYS PROVIDE FOR ALL OF THESE COURSES. FULL-TIME QUEST IS TRULY SELF-CONTAINED. AND THIS IS AN ALL-DAY SERVICE FIVE DAYS A WEEK FOR STUDENTS. THIS YEAR WE HAVE 13 SITES THAT HAVE FULL-TIME QUEST SITES. NEXT YEAR WE WILL HAVE APPROXIMATELY NINE. WE HAVE 2ND TO 5TH GRADE STUDENTS THAT OPERATE AT AN ACCELERATED PACE AND WE HAVE SOMETHING CALLED CONTENT COMPACTING, WHICH IS ACCELERATION WITH THE UNITS THEY PROVIDE. SO THERE IS RARELY ANY REVIEW OR REPETITION. F DQ, SUE STEARNS -- STUDENTS BEING ASSESSED FOR THE FT Q MODEL -- TO GO DIRECTLY FROM F DQ 2FQ . THE MIDDLE SCHOOL QUEST SERVICE MODEL AS MENTIONED BEFORE HAS CHANGED SIGNIFICANTLY. THE SERVICES THIS YEAR ARE EL A SS AND SIXTH GRADE MATH. MATH ACCELERATION IS OPEN TO ALL STUDENTS IN GRADE 7 OR ABOVE.
THAT INCLUDES THOSE IN HIM SQ AND THOSE NOT. THE BIG DIFFERENCE HERE IS THAT DIFFERENTIATION IS OCCURRING IN SCIENCE AND INTEGRATED SCIENCE CLASSES WHERE STUDENTS THAT
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ARE IN HIM SQ ARE INTEGRATED WITH GENERAL EDUCATION STUDENTS. MIDDLE SCHOOL QUEST ALL OF THE DYNAMICS OF FULL-TIME QUEST, WHICH ARE CURRICULUM COMPACTING , ENRICHMENT ADVANCEMENT AND REDUCTION IN REPETITION. THERE IS ALSO THE INQUIRY APPROACH TO INSTRUCTION . JUST A QUICK NOTE. AN OVERVIEW OF OUR PROGRAM IN TERMS OF NUMBERS. IT REALLY SPEAKS TO SITE-BASED DIFFERENCES AND THEATER BASED DIFFERENCES. I MAPPED ALL OF THESE OUT IN A MAP AT SOME POINT IN TIME. AND WHAT YOU REALLY SAW AT THE END IS A MORE HEAVY CONCENTRATION OF SERVICE MODELS ON THE EAST SIDE OF THE DISTRICT AND LESS SO ON THE WEST SIDE. SO PULL-OUT QUEST SITES. THERE'S FIVE OF THEM. JUST KIND OF THINKING ABOUT STUDENTS THAT ARE PROVIDED PULL-OUT QUEST SERVICES ACTUALLY TRAVELING QUITE FAR FOR SOME OF THESE TO GET THE SERVICES THAT THEY NEED. FULL-TIME QUEST SITES, AS I MENTIONED -- WE HAD 13 THIS YEAR OPENING UP. LAKEVIEW AND MAN ELEMENTARY. AND SOME SITES HAVE FIFTH GRADE ONLY. AND WE'RE TRANSITIONING OUT . WE WILL HAVE NINE EXPECTED IN IN 24-'25. MIDDLE SCHOOL SITES REMAIN WITH FOUR . AS YOU CAN NOTE ON THE RIGHT-HAND SIDE OF THE SLIDE, IN TERMS OF STAFFING FULL-TIME QUEST IS REALLY THE PLACE WE'RE GOING TO SEE THE MOST TEACHERS. WE HAVE 33 TEACHERS RIGHT NOW IN FULL-TIME QUEST SERVING 13 ELEMENTARY SITE. WE HAVE HAD AN INCREASE IN NUMBER OF HIGHLY CAPABLE ASSESSMENTS OVER THE YEARS.SOME OF THIS IS DUE TO THE WAY THAT WE SS THE WAY THAT FAMILIES ALSO FEEL THEY ARE WELCOMED INTO ASSESSMENT, INFORMATION, AND DESIRED TO BE IN PARTICULAR PARTS OF SERVICE MODELS . SO YOU SEE FROM 2021 TO 2022 , SECOND COLUMN, YOU WILL SEE FROM 3006 AND 35 TO 9543. SO MORE THAN DOUBLE THE ASSESSMENTS WE HAVE FOR LAKE WASHINGTON SPECIFIC ENROLLED STUDENTS. I'VE ALSO INCLUDED PRIVATE AND HOMESCHOOL NUMBER OF TESTS, WHICH ACTUALLY HAVE INCREASED OVER TIME. AND THE TOTAL NUMBER OF ASSESSMENTS THAT WE PLAN TO DO THIS YEAR, WHICH IS OVER 10,000. SOME OF THE KEY PIECES WE HAVE IN THIS PROGRAM REVIEW. YOU KNOW, BEYOND THE VALUES WE HAVE AS A BOARD AND AS A DISTRICT AND THE OBLIGATIONS AND EXPERIENCES AND EVEN THE RESPONSIBILITIES WE HAVE TWO REVIEW FINANCES TO LOOK AT LEGAL IMPLICATIONS AND ALL OF THOSE THINGS ARE ACTUALLY AND CAN BE THOUGHT OF THROUGH THE OPERATIONAL EXPECTATIONS WE HAVE HERE AT LAKE WASHINGTON. SPECIFICALLY FOR OE9 TO MAKE SURE WE HAVE AN APPROPRIATE TIMELY FLOW OF INFORMATION. THAT IT IS TWO-WAY. THAT PEOPLE WHO NEED TO PROVIDE FEEDBACK AND VOICES THAT HAVE NOT BEEN HEARD BEFORE ARE AT THE TABLE AND THOUGHTFULLY INCORPORATED AND DESIRED AND LOOKED FOR. AND WE ALSO SEEK TO MAINTAIN FAMILY ENGAGEMENT THAT RECOGNIZES THE DIVERSITY OF ALL OF THESE NEEDS THAT WE INTEND TO PROVIDE THROUGH THE PROGRAM. SO I WILL TALK A LITTLE BIT MORE ABOUT HOW WE ARE GOING TO INCORPORATE VOICES BEYOND THE COMMITTEE MEMBERS AT A LATER SLIDE. FOR OE 11, YOU CAN PROBABLY SEE FROM THE BREAKDOWN -- THE BRIEF OVERVIEW THAT I GAVE REGARDING WHAT OUR SERVICE MODELS LOOK LIKE , THERE ARE SOME WONDERFUL CHALLENGES AND OPPORTUNITIES WE HAVE TO ENSURE PROPER ALIGNMENT OF CURRICULUM, RESOURCES, NEEDS THAT ARE ALL EVIDENCE-BASED. FOUNDED ON EFFECTIVE PRACTICES. SO THIS IS QUITE A TASK THAT I BELIEVE THE COMMITTEE REALLY CHEW ON AND BREAK DOWN BECAUSE THIS IS GOING TO BE REALLY WHERE THE RUBBER MEETS THE ROAD. THIS IS THE HEART OF EVERYTHING THAT BEATS. SO THAT HIGH QUALITY INSTRUCTION AND THOSE INCLUSIVE LEARNING ENVIRONMENTS THAT WE REALLY SEEK TO PROVIDE TO ALL STUDENTS IN THE DISTRICT AND TO MEET ALL OF THEIR NEEDS IS GOING TO BE A REAL IMPORTANT PART OF OUR COMMITTEE WORK. FOR OE 14 , WE WANT TO ENSURE
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STUDENT ACCESS TO THE EDUCATIONAL PROGRAM. THAT IT IS EQUITABLE IN OUR POLICIES AND EQUITABLE IN OUR PRACTICES. SO HERE IS TABLE 20 FROM OE 14. YOU GOT A CHANCE TO ACTUALLY REVIEW THIS PREVIOUSLY PRETTY RECENTLY. I WANTED TO CALL TO ATTENTION THAT YOU DON'T HAVE TO PROCESS ALL OF THIS BUT BASICALLY THE THINGS THAT HAVE HAPPENED YEAR AFTER YEAR -- WE HAVE LOTS OF WORK TO DO IN MANY OF THE DEMOGRAPHIC PIECES HERE . AND WE ARE ALSO SEEING GAMES IN PARTICULAR DEMOGRAPHICS. BLACK AFRICAN-AMERICAN -- WE HAVE ACTUALLY SEEN AN INCREASE IN PERCENTAGE OF PARTICIPATION. WE HAVE SEEN IT IN PREVIOUSLY ELIGIBLE STUDENTS . WE HAVE SEEN IT IN SOMETHING THAT OUR STATE IS TAKING SPECIFIC DATA AND ITS STUDENTS FROM LOW INCOME HOUSEHOLDS AS WELL. WE HAVE ACTUALLY SEEN INCREASES. ONE OF THE KEY PIECES HERE IS THAT YOU'RE TAKING TIME. YOU WILL SEE FIVE YEARS REPRESENTED. IT IS IMPORTANT TO NOTE THAT EACH OF THOSE YEARS REPRESENTS A DIFFERENT STYLE OF ASSESSMENT. A DIFFERENT APPROACH TO ASSESSMENT. SOME OF IT IS BOUND BY COVID. SOME OF IT WAS NOT. SO YOU WILL SEE SOME WONDERFUL THINGS THAT WE HAVE TAKEN ACTION ON AS A DISTRICT AND AS A PROGRAM AND IT IS IN ALIGNMENT WITH OUR POLICIES AND IS IN ALIGNMENT WITH THE DIRECTION OF THE STATE IN ORDER TO INCREASE ACCESS AND EQUITY FOR OUR STUDENTS IN TERMS OF ACCESS TO THE PROGRAMS -- ACCESS TO THE PROGRAMS AND OPPORTUNITIES FOR US TO MAYBE DEVELOP PATHWAYS OR DO SOMETHING DIFFERENT THAT WILL GET US INCREASES IN THESE MEASURES. VERY IMPORTANT MEASURES. A LITTLE BIT ABOUT OUR PROGRAM CONTEXT AND HISTORY. HOPEFULLY YOU WILL FIND THIS FASCINATING. I DO. HOW ARE PROGRAM REVIEW HAS NOT OCCURRED FOR A LONG TIME. WE WERE TRYING TO FIGURE -- WAS IT SEVEN, EIGHT, 10 YEARS? SO I AM SAYING IT IS ABOUT 10 YEARS OR MORE. AND IT IS SO TIMELY AND SO WONDERFUL. LIKE I MENTIONED, SOME REALLY AMAZING OPPORTUNITIES AND THINGS THE STATE IS THINKING ABOUT THAT WE ARE ALIGNING WITH. THE ONE ASPECT OF THE PROGRAM REVIEW THAT WILL INFORM THIS YEAR IS THAT WE HAVE A SMALLER VERSION MSQ REVIEW LAST YEAR.THAT WAS ABLE TO GIVE US INSIGHT AS TO THE CONTEXT OF THE COMMUNITY, EXPECTATIONS . ESPECIALLY OF STUDENTS IN MSQ.
SOME OF THE STUDENTS HAVE BEEN IN THAT PROGRAM FOR YEARS. WE WERE ABLE TO REALLY ELICIT SOME BRILLIANCE FROM OUR STUDENTS' EXPERIENCES. THE ELEMENTAL PROGRAMMATIC DESIGN.
IT IS INTERESTING BECAUSE WHEN I SHOW YOU THE MATRIX FOR K5HC , YOU WILL NOTE THAT THIS IS A GREAT EXAMPLE. OUR PROGRAM DESIGN HAS OFTEN BEEN IN RESPONSE TO MANDATES FROM THE STATE. AND IT IS ALSO RESPONSE TO COMMUNITY EXPECTATIONS AND STUDENT ENROLLMENT, WHICH HAS SHIFTED, DEPENDING ON DIFFERENT AREAS. PROGRAMMATIC DESIGN AND RESPONSE TO MANDATES. THAT IS VERY UNIQUE TO LAKE WASHINGTON. K5HC CAME FROM THE SINGLE DOMAIN MANDATE FROM THE STATE . THE WAY THAT LAKE WASHINGTON CHOSE TO IMPLEMENT THAT MANDATE IS TO CREATE THE K5HC CREW, WHICH IS 10 TEACHERS SERVING EVERY STUDENT THAT HAS A SINGLE DOMAIN FOR BOTH DOMAINS IN EVERY ELEMENTARY SCHOOL. SO IT'S A PRETTY INTENSE APPROACH AS COMPARED TO OTHERS. SO WE WILL GET A CHANCE TO LOOK AT THAT. THE OTHER PART -- ANOTHER PART OF THE PROGRAM CONTEXT IS THAT WE ARE VERY LUCKY, I THINK COME IN HAVING A SIGNIFICANT PERCENT OF OUR POPULATION -- APPROXIMATELY 10-15% -- RIGHT NOW THE 2023-2024 DATA SHOWS 2961 STUDENTS WITHIN THOSE FOUR SERVICE MODELS. SO THAT IS A SIGNIFICANT PERCENT OF THE STUDENT POPULATION. REMEMBER THAT WE ARE ALSO SEEKING TO UNDERSTAND OE 14 IMPLICATIONS AND HOW WE PROVIDE A BETTER PROGRAM, BETTER SERVICE, BETTER MODEL TO ENSURE THAT WE ARE REALLY LOOKING AND WELCOMING AND SHIFTING THE PARADIGM AS TO HOW WE -- HOW WE PROVIDE ELIGIBILITY FOR STUDENTS. THE LAST PIECE, WHICH IS INCREDIBLY IMPORTANT, THAT WE ARE ALIGNED
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WITH IS SB5072. THIS ESTATE REQUIREMENT THAT INCREASES ACCESS AND OPPORTUNITY FOR ALL STUDENTS. I JUST WANTED TO PAUSE HERE BEFORE I START TALKING ABOUT SB5072 AND OUR PARTNER SCHOOLS, WHICH WILL BE LILA DELIGHTFUL FOR YOU TO KNOW. ARE THERE ANY QUESTIONS?>> YOU SHOWED THE INCREASE IN THE NUMBER OF STUDENTS BEING SCREENED. THIS YEAR'S NUMBERS. DOES THAT INCLUDE THE SCREENING
FOR FIRST AND FIFTH GRADE? >> YES, IT DOES. THANKS FOR THE QUESTION. OKAY. SO LET ME SHIFT -- OH, GO AHEAD.
>> I HAD A QUESTION ABOUT THE SCREENING PROCESS. I WAS WONDERING , DOES THE SCREENING PROCESS TAKE PLACE AT SCHOOL AND HOW OFTEN DOES THIS TAKE PLACE FOR ELEMENTARY
SCHOOLERS? >> THANK YOU FOR ASKING THAT
QUESTION. IS IT SHIVANI? >> YEAH.
>> THANKS. SO, THE SCREENING PROCESS -- PART OF SB5072 IS THE REQUIREMENT THAT STUDENTS TO THE BEST OF THE DISTRICT'S ABILITY BE PROVIDED THE ASSESSMENT IN SCHOOL WITHIN SCHOOL HOURS BECAUSE IT IS MORE ACCESSIBLE THAT WAY. SO THESE PIECES ABOUT SATURDAY TESTING ARE PIECES THAT WE ARE REALLY, REALLY MOVING AWAY FROM. WHAT WAS YOUR SECOND QUESTION?
>> I WAS WONDERING HOW OFTEN THIS HAPPENS. I DO REMEMBER IN ELEMENTARY SCHOOL IT WAS ONCE IN SECOND GRADE BUT THEN YOU HAD TO GO TO SATURDAY TESTING IF YOU ARE OLDER THAN THAT TO
GET TO THESE PROGRAMS. >> YEAH. I WONDER. SCREENING HAS MULTIPLE PARTS. I WILL TALK ABOUT THAT TOO. THIS YEAR , THE ONLY COMPONENT THAT WE ARE ASKING THAT IS OUTSIDE OF THE REGULAR DATA THAT YOU HAVE WITH ALL THE DISTRICT ASSESSMENT IS A COGNITIVE TEST. FIRST-GRADERS ALSO DO NOT HAVE ENOUGH ACADEMIC INFORMATION THAT WE WERE ABLE TO CALL TO MAKE A DECISION ON ELIGIBILITY, SO WE ARE PROVIDING ONLY FIRST GRADE THROUGH THE UNIVERSAL SCREENING PROCESS AND THE IOWA. READING AND MATH COMPONENT. THANKS FOR YOUR
QUESTION. >> SOUNDS GOOD. THANK YOU SO MUCH. JUST TO CLARIFY, YOU GUYS ARE TESTING ALL GRADE LEVELS, RIGHT? IT HAPPENS EVERY YEAR REGARDLESS OF WHAT GRADE YOU'RE
IN? >> UNIVERSAL SCREENING AT LAKE WASHINGTON OCCURS ONLY IN FIRST AND FIFTH GRADE . K, SECOND, ALL THE WAY TO EIGHTH GRADE, FAMILIES CAN REFER .
STUDENTS CAN SELF REFER. TEACHERS CAN REFER FOR THE
SCREENING. >> THANK YOU SO MUCH FOR
CLARIFYING. >> OKAY, IS IT TARAN?
>> MY QUESTION IS ABOUT THE PERCENTAGES. I NOTICED YOU HAVE PERCENTAGE OF POINTS KNOWLEDGE IS THERE A REASONING BEHIND THAT DECLINE ?
>> I HYPOTHESIZE THAT A LOT OF IT HAS TO DO WITH THE WAY THAT WE HAVE -- IN 2022 TO 2023 AND 2023 TO 2024, YOU ACTUALLY SAW A PERCENTILE MATRIX THAT THE DISTRICT PUT TOGETHER THAT WAS ACTUALLY A PRETTY STRICT MATRIX . AGAIN, I MENTIONED THAT A PARADIGM SHIFT THAT WE ARE ALL HAVING RIGHT NOW ABOUT WELCOMING AND LOOKING AT OTHER PIECES OF DATA. AT THIS POINT, WE HAVE VERY SPECIFIC TESTS. THEY WERE BEING IMPLEMENTED AND THOSE TOOLS WERE ACTUALLY PRETTY HIGH STAKES AND DON'T NECESSARILY CONSIDER ALL OF THE CHALLENGES THAT A STUDENT CAN BRING INTO CONSIDERATION BEFORE.
>> TO ADD A LITTLE BIT TO THAT, PART OF THE PURPOSE OF THE PROGRAM IS TO REALLY UNDERSTAND THIS DATA MORE SO THAT WE CAN MORE EFFECTIVELY THINK ABOUT HOW STUDENTS HAVE ACCESS TO THE
>> GREAT. ONE MORE. >> YOU MENTIONED THE SITE IS CONCENTRATED ON THE EAST SIDE OF THE DISTRICT. IS THAT BECAUSE STUDENTS ARE CONCENTRATED ON THE EAST SIDE OF THE DISTRICT? IS THAT LOGISTICAL REASONS?
] >> YES. BUT MAINLY THE FIRST ONE. STUDENTS ARE QUALIFYING IN HIGHER RATES ON THE EASTERN SIDE OF THE DISTRICT. HISTORICALLY SPEAKING, THE SAMMAMISH PLATEAU HAS A LOT OF QUALIFICATIONS AND HIGH INTEREST. NOT ONLY ARE THEY QUALIFYING, THERE'S ACTUALLY MORE REFERRALS ON THE EAST SIDE OF THE DISTRICT. OTHER PIECES
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ARE LOGISTICAL PIECES AS WELL. SOMETIMES WE HAVE SO MANY QUALIFIERS THAT WE HAVE TO FIND ROOM SOMEWHERE ELSE. THUS, YOU SAW THE CHANGES IN FTQ LOCATIONS.>> JUST A QUESTION. YOU'VE TALKED ABOUT THE PERCENTILE FOR SCREENING. THERE IS A PERCENTILE YOU HAVE TO REACH.
IT USED TO BE 99%. MY UNDERSTANDING IS LAKE WASHINGTON HAS ALWAYS HAD A VERY HIGH -- IT HAS CHANGED OVER THE YEARS. IT HAD BEEN LOWER AND NOW IT HAS GONE UP EACH TIME. HOW IS THAT BEING LOOKED AT AS YOU GO THROUGH THIS AS TO HOW YOU QUALIFY AROUND THAT PERCENTILE? KNOWING THAT STANDARD DEVIATION.THIS -- 99 IS NOT SIGNIFICANTLY DIFFERENT THAN 98. I'M CURIOUS HOW THAT --
>> IT MIGHT BE HELPFUL TO GO THROUGH WHAT THE REVIEW IS GOING TO LOOK LIKE BECAUSE SOME OF THOSE QUESTIONS ARE THINGS WE'RE LOOKING AT. THE WHOLE PROCESS FROM TOP TO BOTTOM.
BUT, YES. THAT IS AN IMPORTANT QUESTION.
>> I KNOW THAT A LOT OF PARENTS ARE USING TUTORS IN PREPPING FOR TESTS WITH TUTORS. IS THAT A SITUATION YOU ARE FINDING -- ANSWER IS YES. AND WE DON'T CONDONE NOTICE AND WE PROVIDE .
IN PREVIOUS YEARS, YES. THIS YEAR, AS I MENTIONED, THE IDEA IS TO WELCOME DISTRICT DATA AND GET OUT OF THE PERCENTILE RANKINGS AS BEING THE ONLY PLACE WHERE WE MAKE THE FINAL QUALIFICATION OR ELIGIBILITY, RATHER. SO THEREFORE , THAT IS GOING TO GIVE US A MORE COMPREHENSIVE UNDERSTANDING OF THE STUDENT THAT MAY OR MAY NOT INCORPORATE SOME OF THOSE SKILLS. THAT IS PRACTICE AND REVIEW. I UNDERSTAND THAT. BUT ALSO PROVIDE OTHER STUDENTS WITH EQUITABLE ACCESS AS WELL.
AND I WILL BE TALKING ABOUT THOSE IN A MOMENT.
>> I WILL QUICKLY COVER UPDATES IN LEGISLATION. THESE ARE EXCITING TIMES. THESE ARE CHANGING TIMES FOR ALL OF OUR DISTRICTS AND THEIR RESPONSES TO HOW THEY ARE APPROACHING. I MENTIONED THE PARADIGM SHIFT AND THE PRACTICES WE ARE ALL PUTTING TOGETHER. THIS IS AN EXCITING SLIDE FOR ME BECAUSE ALL OF THOSE CHECK MARKS ARE THINGS THAT WE ARE DOING. WE ACTUALLY PUT INTO PLACE LAST YEAR. SO THIS -- AND THESE ARE ALL OF THE MAIN COMPONENTS. THIS ACTUALLY COMES FROM A SLIDE FROM OSB I, WHOSE LIAISON -- I'LL TALK ABOUT HER IN JUST A MINUTE. THIS IS SENATE BILL 5072. THE REAL GOAL OF THIS IS TO INCREASE EQUITY IN TERMS OF ELIGIBILITY AND ACCESS AND OPPORTUNITY FOR ALL STUDENTS WITH REGARD TO THESE SERVICES.
SO THESE ARE STATE MANDATES. SOME OF THEM ARE RECOMMENDATIONS. SCHOOLS MUST PROVIDE UNIVERSAL SCREENING TO ELEMENTARY GRADE LEVELS BEFORE WE DO IT IN FIRST AND FIFTH.
UNIVERSAL MEANS OF DATA IS REVIEWED FOR EACH AND EVERY STUDENT IN A GRADE LEVEL. SCREENING MEANS LOOKING FOR ANY EVIDENCE . WE ARE LOOKING TO WELCOME IN RATHER THAN SIFT OUT. THAT IS SUCH A DIFFERENT APPROACH. SO WE ARE USING DIFFERENT COMPONENTS OF DISTRICT DATA AND DEPENDING ON THE GRADE LEVEL , WE ARE GOING TO BE LOOKING AT DIFFERENT THINGS. WE HAVE TO GIVE IOWA IN FIRST GRADE BECAUSE WE DON'T HAVE ENOUGH SUBSTANTIAL INFORMATION THAT IS GENERATED FROM DISTRICT DATA ON ITS OWN, BUT IN OTHER GRADES WE MAY HAVE SB EIGHT. WE WILL HAVE FAST BRIDGE. AND STUDENTS WHO ARE REALLY LOOKING LIKE THEY ARE ACCELERATING QUICKLY IN TERMS OF LANGUAGE ACQUISITION. WE HAVE SPECIAL EDUCATION AS WELL.
SOME OF THE KEY PIECES -- PSYCHOLOGY REPORTS. ALL OF THOSE PIECES ARE PIECES WE CAN INCORPORATE TO UNDERSTAND THE NEEDS OF THE STUDENT LEARNER COHESIVELY AND COLLECTIVELY.
EXPANDING ACCESS FOR UNDERREPRESENTED IS REALLY THE MAIN GOAL HERE. NOTIFYING PARENTS AND GUARDIANS OF UNIVERSAL SCREENING . NEW ASSESSMENTS ARE NOT REQUIRED.
REVIEW OF PERFORMANCE DATA. IN SOME CASES WHEN THE COLLECTIVE BODY THAT MAKES THESE ELIGIBILITY DECISIONS NOTICE MULTIDISCIPLINARY SELECTION COMMITTEE WILL CONVERSE. IF WE NEED MORE INFORMATION ABOUT PREVIOUS YEARS' DATA, WE ARE SEEKING THAT TOO. SO WE ARE ACTUALLY IN THE COMPOSITION THAT WE ARE BUILDING. WE HAVE LONGITUDINAL DATA AS WELL FOR STUDENTS. THESE ASSESSMENTS AS SHIVANI HAD ASKED , AT THEIR SCHOOL DAY AT SCHOOL. THE APPARENT PERMISSION. I JUST WANTED TO NOTE THAT CAVEAT FOR THE
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STATE. WE USE -- WE USE THE LEAST RESTRICTIVE NORMS. LOCALLY DEVELOPED AND THOSE ARE BETTER TO USE. GREAT. IT IS GOING TO BE A NATIONAL NORM BECAUSE WE STILL DO DISTRICT WIDE PLACEMENT. WE ARE USING THE LEAST RESTRICTIVE. AND BEFORE WHEN WE HAD THAT , THERE WAS ONE SIFTER. ANYONE WHO PASSED IT WENT ON TO THE NEXT ASSESSMENT. WE ARE NOT DOING THAT ANYMORE. EVERYTHING IS COLLECTION. WHAT HAPPENED WITH IT? WE ARE TAKING THAT AND THE FAST BRIDGE AND ALL OF THOSE THINGS ARE GOING TO BE A COLLECTION OF EVIDENCE . IN ADDITION, WE ARE ACTUALLY ADDING -- THIS IS GUIDANCE FROM THE STATE BUT NOT MANDATORY. ALTERNATE PATHWAYS TO IDENTIFICATION AS WELL. FOR THOSE STUDENTS WHO WISH TO APPEAL, THEY CAN ACTUALLY SUBMIT A PORTFOLIO REVIEW THIS YEAR. I WANTED TO NOTE -- JUST SOME HIGHLIGHTS OF REGIONAL SERVICES. YOU WILL SEE ON THE TOP -- YOU'LL SEE LAKE WASHINGTON , BELLEVUE, ISSAQUAH, AND NORTH SEATTLE.THIS IS INFORMATION FROM WHAT WE COLLECT WITH OUR PARTNERS AND ALSO THROUGH THEIR WEBSITES. AND I REALLY FOCUSED ON REFERRAL. PULLOUT SERVICES. WHETHER THEY HAVE SERVICES OR NOT. WHETHER THEY HAVE A SELF-CONTAINED PROGRAM OR NOT.
WHETHER THEY ARE PROVIDING DIFFERENTIATION AND GENERAL EDUCATION OR NOT. ANY OTHER ASPECT THAT WAS VERY UNIQUE TO THAT DISTRICT. SO YOU WILL KNOW IN TERMS OF REFERRAL THAT A PLACE LIKE SEATTLE MAY BE UNIVERSALLY SCREENING ALL STUDENTS , ONE THROUGH EIGHT. IN SOME CASES, YOU WILL SEE KINDERGARTEN. NOT NECESSARILY RECEIVING SPECIFIC SERVICE BUT RATHER HOLISTIC SERVICES AS IN THE CASE WITH NORTH SHORE. YOU CAN SEE NORTH SHORE TWO HAS A PORTFOLIO REVIEW FROM 211.
THERE ARE SOME DISTRICT LOCATIONS THAT DO MORE OF A REVIEW AND PLACEMENT IN THE HIGH SCHOOL SETTING. NOT ALL OF THEM DO. NOTE THAT THREE OF THE FIVE UP HERE DO NOT PROVIDE PULLOUT SERVICES BUT LAKE WASHINGTON AND ISSAQUAH DO.
ALL DISTRICTS HAVE A SELF-CONTAINED PROGRAM. AND IT COULD BE TWO SCHOOLS. AND IT COULD BE 13 SCHOOLS.
DIFFERENTIATION IN GENERAL EDUCATION DOES OCCUR AT EVERY DISTRICT EXCEPT OURS , EXCEPT FOR THE CASE OF INTEGRATION THAT HAPPENED LAST YEAR IN -- RATHER, PLAYING HIS BEST LIFE
OUT THIS YEAR. >> ONE OF THE MAIN TAKEAWAYS FROM THIS SLIDE IS LOOKING AT HOW HE DIFFERENT WAYS DISTRICTS ARE MEETING THE NEEDS AND THAT ALL OF US ARE LOOKING AT OUR SERVICES -- SOMETHING THAT EVERYONE IS EVALUATING RIGHT
NOW. EVERYONE IS EXAMINING . >> YEAH. AS I MENTIONED BEFORE , K5HC REMAINS UNIQUE REGARDING SINGLE DOMAIN SERVICES AND OTHER DISTRICTS FOR SINGLE DOMAIN DIFFERENTIATING THE CLASSROOM. SO THAT IS UNIQUE TO THE QUESTION TOO.
>> DOES KINDERGARTEN DIFFER IN LOOK FROM REGULAR KINDERGARTEN? WASHINGTON BECAUSE I HAVE NOT SEEN OR BORNE WITNESS TO THE OTHERS. WE ACTUALLY START PROVIDING THE K5HC . TEACHERS AND FACILITATORS START PROVIDING SERVICES THE SECOND
SEMESTER AFTER PLACEMENT. >> HOW DOES THAT COMPARE INAUDIBLE ] IF YOU ARE IN THE ACCELERATED PROGRAM?
>> IT IS STILL A PULLOUT MODEL WHERE THEY GET 30 MINUTES OF WHATEVER THEIR SINGLE DOMAIN OR BOTH RECEIVED. JUST LIKE EVERY
OTHER K5HC STUDENT. >> CAN YOU EXPLAIN LOCALLY DEVELOPED NORMS A LITTLE BIT MORE ?
>> LOCALLY DEVELOPED NORMS USES DATA, FOR EXAMPLE , WE USE THE DATA THAT IS DISTRICTWIDE . MOST OF THE TIMES SO THAT IT IS LESS RESTRICTIVE WE USE NATIONAL NORMS OF DATA. THAT MEANS THAT WHATEVER PERCENTILES ARE PROVIDED , THEY ARE ACTUALLY GOING TO BE FAR BROADER IN OUR DISTRICT. WE ARE A VERY HIGH PERFORMING DISTRICT. REALLY WHEN WE ARE LOOKING AT PERCENTILES AND WE'RE TRYING TO INTEGRATE THEM INTO SOME DECISION-MAKING, IT'S GOING TO BE BETTER FOR US TO USE NATIONAL NORMS BECAUSE THEY ARE LESS RESTRICTIVE. WHEN YOU GET TO LOCALLY NORMED, WE GET TO PLACES WHERE WE HAVE TO REALLY TALK ABOUT -- SAMMAMISH
[00:35:03]
PLATEAU MAY HAVE MORE STUDENTS THAT ARE HIGH ACHIEVING IN OUR DISTRICT EVIDENCE THEN SOMEWHERE ON THE EAST SIDE.I'M JUST GIVING EXAMPLES. SO IF WE USE THE LOCAL NORMS , THERE WILL BE MORE RESTRICTIVE IF WE TRY TO APPLY THEM
DISTRICTWIDE. >> CAN I ASK A FOLLOW-UP JUST TO SEE IF I'M UNDERSTANDING WHAT YOU'RE SPEAKING TO? SO OUR RESPONSIBILITY IS TO DEVELOP OUR QUALIFICATION SYSTEM AS A DISTRICT. IS THAT CORRECT?
>> YES. >> WE HAVE THE OPTION TO DEVELOP OUR OWN INTERNAL NORMS OR WE CAN FIND ANOTHER WAY OF VIEWING STUDENTS. IF WE WERE TO USE OUR OWN DISTRICT NORM QUALIFICATION SYSTEM, LESS STUDENTS WOULD BE IDENTIFIED BY USING THE NATIONAL NORMS . IT ACTUALLY PROVIDES GREATER
ACCESS TO MORE STUDENTS. >> YES. WE HAVE A GREATER BUDGET, IF YOU WILL. OUR PURPOSE FOR PROGRAM REVIEW. OUR COMMITTEE WILL BE LOOKING AT DIFFERENT CONSIDERATIONS IN THREE BUCKETS, IF YOU WILL. WE WILL HAVE THE REFERRAL ASSESSMENT AND CURRICULUM CONSIDERATION. THIS IS REALLY AROUND THE EQUITABLE , CONSISTENT, SUSTAINABLE PRACTICES WE HAVE THROUGHOUT THESE PROCESSES. WE WILL ALSO BE LOOKING AT SB5072. THE IMPLEMENTATION OF UNIVERSAL SCREENING, WHICH OBVIOUSLY WE ARE DOING RIGHT NOW BUT WILL ALSO NEED TO CONSIDER WHAT CHALLENGES AND OPPORTUNITIES WE MIGHT GET FROM THOSE AS WELL AS ALIGNING THESE CONSIDERATIONS TO OUR OE S. WITH REGARD TO PROGRAM SERVICE AND DESIGN, WE WILL LOOK AT SOME TANGIBLES. THE COST OF THE PROGRAM. WHAT IS IT TO BE ABLE TO PROVIDE STUDENTS THESE HIGH-QUALITY WONDERFUL SERVICES AND THE WAY WITH THAT WE HAVE IT. IS IT THE MOST COST-EFFECTIVE WAY? TEST TRANSPORTATION CONNECT WITH THIS? DOES THE PROGRAM DESIGN THAT WE HAVE -- IS IT INCLUSIVE? AND DOES IT INTEGRATE SOCIOEMOTIONAL COMPONENTS, AND DOES IT ADDRESS DIVERSITY? THAT IS REALLY THE PROGRAMMATIC DESIGN LEVEL.
>> WOULD THIS BE A GOOD TIME TO TALK ABOUT -- DIRECTOR BLIESNER HAD A QUESTION ABOUT QUALIFICATION AND HOW WE ARE USING THE VARIOUS PERCENTILE RANKINGS IN QUALIFICATION. CAN YOU JUST TALK ABOUT THAT QUALIFICATION PROCESS RIGHT NOW AND IN THE REFERRAL ASSESSMENT BUCKET WHAT IS GOING TO BE
LOOKED AT WITHIN THAT? >> YEAH. WHEN WE ARE TALKING ABOUT EQUITABLE, CONSISTENT, AND SUSTAINABLE, WE ARE REALLY TALKING ABOUT, WHAT CAN WE DO? IN WHAT WAYS CAN WE PROVIDE A DIFFERENT WAY TO LOOK AT THE SERVICE MODEL THAT WILL ALLOW US TO FIND AS MANY STUDENTS WHO NEED THE SERVICES , BE ABLE TO PROVIDE THESE SERVICES, AND THEN ALSO BE THOUGHTFUL ABOUT HOW WE BRING STUDENTS TO THE ELIGIBILITY CONVERSATION.
BEFORE , WHEN WE WERE USING REALLY SPECIFIC MATRIX WITH ONLY THE PERCENTILE RANKINGS -- EXCUSE ME, PERCENTILES , WE WERE HAVING A VERY DIFFERENT CONVERSATION ABOUT ELIGIBILITY . WE WERE HAVING AN EVEN GREATER DIFFERENT CONVERSATION ABOUT HOW WHAT WE PROVIDE IN THE CLASSROOM IS LINKED TO THOSE THREE ASSESSMENTS. BECAUSE I HAD A HARD TIME UNDERSTANDING THOSE THREE THINGS. WHEREAS NOW WE ARE LOOKING AT FAST BRIDGE DATA. THAT IS USED TO INFORM INSTRUCTION. THAT IS USED TO INFORM DIFFERENT THINGS. TSS CONVERSATIONS. IT IS USED WITHIN OUR SYSTEM. IT IS KNOWN AND APPLICABLE THROUGH OUR SYSTEM. AND WE CAN PROVIDE ALL OF THOSE ITEMS AS CONSIDERATION. PLUS MORE IF NEEDED TO SEE AND TO WELCOME A STUDENT IN. DOES THAT ANSWER
THE QUESTION? >> IF I'M FOLLOWING, LET'S SAY THE STUDENT DOESN'T QUALIFY BASED ON THAT CUT OFF. IF YOU LOOK AT FAST BRIDGE DATA THAT COMES IN, YOU MIGHT SAY, YOU KNOW WHAT, THIS IS PRETTY CLEAR THAT THIS IS WHERE WE ARE AT AND THIS SERVICE WOULD PROBABLY BE GOOD FOR THIS CHILD. DOES
THAT MAKE SENSE? >> YES. THE STATE REQUIRES US TO LOOK AT AT LEAST TWO OBJECTIVE DATA POINTS. IT'S NOT ONLY GOING TO BE FAST BRIDGE. IT WILL BE ALL OF THOSE OTHER
COMPONENTS. >> THE WAY THE COMMITTEE IS GOING TO WORK. WE KNOW THERE IS A NEED . WHAT ARE EQUITABLE AND EFFECTIVE --
[00:40:01]
THE LEARNING WILL REALLY BE FROM THE NATIONAL PERSPECTIVE , WHICH WE ARE ACTUALLY LOOKING AT NATIONAL ASSOCIATION FOR GIFTED CHILDREN. THEIR STANDARDS GOING THROUGH THE STATE. AND THEN THE INITIATIVES AND POLICIES WE HAVE LOCALLY AS WELL AS HOW ALL OF THOSE IMPACT THE SERVICES THAT WE SEE OUR NEIGHBORS IMPLEMENTING . WE'RE LOOKING TO UNDERSTAND CURRENT RESEARCH AROUND EFFECTIVE PRACTICES OF THESE MODELS AND WHAT THIS HIGH-QUALITY INSTRUCTION AND PEDAGOGICAL DESIGN LOOKS LIKE WITHIN THE MODELS AS WELL AND HOW WE TRY TO DEFINE THAT THROUGH THE FOUR MODELS WE HAVE IN ELEMENTARY. WE ARE LOOKING ALSO TO EVALUATE THE RESOURCES AND PRACTICES WE HAVE THROUGH THOSE ASPECTS -- THOSE PILLARS OF THEM TSS INCLUSION AND EQUITY. AND THE GOAL IS TO PROVIDE FINDINGS AND RECOMMENDATIONS FOR NEXT STEPS ALIGNED DIRECTLY WITH THESE THREE PILLARS. THE COMMITTEE WILL BE ASSIGNED AREAS OF REVIEW. THERE ARE SEVEN OF THEM, BUT SOME OF THEM ARE EMBEDDED. THEY ARE THE PLACES WE'RE GOING TO MAKE RECOMMENDATIONS. THEY ARE ALL JUST NOT IN SPECIFIC ORDER, PROGRAM ELIGIBILITY, THE AFFECTIVE DOMAIN, FOR PROGRAM EFFECTIVENESS, INSTRUCTION, PROFESSIONAL DEVELOPMENT, AND WE WILL HAVE RESOURCE AND FINANCE AS WELL AS CONTRACT IMPLICATIONS EMBEDDED IN ALL OF THESE CONVERSATIONS. SO THEY WILL BE NATURALLY FOUND IN ALLOF THEM. >> COULD YOU SPEAK TO THE AFFECT OF DOMAIN? UNDERSTAND WHY IT IS THERE. I JUST WANT TO MAKE SURE THE BOARD UNDERSTANDS WHY THAT IS AN IMPORTANT ASPECT
TO REVIEW AS WELL. >> IN LOOKING AT THE PROFILE, THERE IS NOT ONE PROFILE OF THE GIFTED STUDENT OR TALENTED STUDENT, HIGHLY CAPABLE STUDENT. WE HAVE ALL OF THESE DIVERSE NEEDS AND ALL OF THESE BACKGROUNDS AND ALL OF THESE EXPERIENCES. THE ADD-ON OF THE EXCEPTIONALITY REALLY CHALLENGES MANY PARTS OF OUR SYSTEM IN UNDERSTANDING HOW THIS CHILD LIVES THEIR BEST LIFE IN THE CLASSROOM. HOW DO WE PROVIDE SERVICES THAT ARE ALIGNED WITH THE NEEDS OF EXCEPTIONAL CHILDREN PLUS ALL OF THE OTHER SERVICES THAT ARE REALLY SUPPORTIVE OF HOW SUCCESSFUL THEY ARE. SO THE AFFECTIVE DOMAIN, ESPECIALLY FOR NERO DIVERGENT -- NERO DIVERGENT LEARNERS THAT ARE ALSO EXCEPTIONAL LEARNERS IS A KEY PIECE IN UNDERSTANDING CRESCENTS SUCH AS FTQ. YOU REALLY HAVE TO TAKE A LOOK AND NOTE . I OFTEN STRUGGLE WHEN I HEAR EXCEPTIONALITY'S IN SPECIAL ED BECAUSE WE CAN HAVE BOTH AND MANY THINGS WITH THE SAME STUDENT AT THE SAME TIME.
SO THOSE ARE KEY PIECES AS TO WHY THAT IS SO IMPORTANT. AND IT REALLY CHANGES AND CHALLENGES THE NARRATIVE THAT WE HAVE AND BELIEFS WE HAVE ABOUT CHILDREN WITH
EXCEPTIONALITY. >> MAYBE I MISSED SOMETHING.
FULL-TIME QUEST . IS THAT IN THAT STUDENT'S HOMESCHOOL? I DID NOT THINK IT WAS. SO HOW DO WE ADDRESS THE EQUITY COMPONENT WHEN IT COMES TO TRANSPORTATION?
>> THE CONVERSATION AROUND HOMESCHOOL AND STUDENTS REALLY DESERVING TO BE BACK IN THE PLACE WHERE THEIR FRIENDS AND FAMILIES AND COMMUNITY IS IS A REAL CONVERSATION WE'RE GOING TO HAVE. THAT IS PROBABLY ONE OF THE KEY DRIVERS OF CONVERSATIONS WERE GOING TO HAVE AS A COMMITTEE. HOW IS THIS EQUITABLE? BECAUSE YOU ARE RIGHT. WE HAVE RIGHT NOW 13 SCHOOLS PROVIDING SERVICES TO HUNDREDS OF STUDENTS THAT HAVE TO BE TRANSPORTED TO DIFFERENT PLACES.
>> THEY ARE TRANSPORTED BY PARENTS OR GUARDIANS?
>> WE PROVIDE TRANSPORTATION. >> THANK YOU.
>> BUT FROM THE HOMESCHOOL. >> I WILL TALK VERY BRIEFLY ABOUT -- OUR COMMITTEE WILL DESIGN THE PROCESS OR HAS THE PROCESS. A LITTLE MORE ABOUT THE STRUCTURE OF THE COMMITTEE.
HERE YOU WILL FIND THE COMMITTEE MEMBERSHIP AND PROFILES. YOU WILL NOTE THAT WE HAVE 17 DISTRICT LEADERSHIP AND STAFF MEMBERS, 12 TEACHERS AND STAFF AND PARENTS AND STUDENTS , AS WELL AS PTSD. REPRESENTATION FROM THOSE TWO.
PARENTS/FAMILY DRIVEN ORGANIZATIONS. WE WILL HAVE SPECIAL PRESENTATIONS AS WELL. THEY WILL BE PROVIDING SOME CONTEXT AROUND NATIONAL AND STATE LEVEL LEGISLATION ACTUALLY AT OUR NEXT MEETING. TIM KRIEGER WILL BE COMING IN TO TALK ABOUT OE 14 AND JUST LOOKING AT DATA AND DESIGN. ONE OF OUR OWN SPECIALISTS, RYAN SMITH, IS COMBINING FORCES
[00:45:01]
WITH SPECIAL EDUCATION TO TALK ABOUT NERO DIVERGENCE AND ITS NEEDS IN THE GIFTED EDUCATION CLASSROOM. ONE OF THE MAIN PIECES YOU SAW BEFORE AT THE COMMITTEE. THOSE ARE EITHER APPOINTED OR WE HAD APPLICANTS. WE HAD OVER 99 APPLICANTS ACTUALLY. A PRETTY VIGOROUS PROCESS TO BRING EVERYONE TO THE TABLE. AND WE ARE STILL NEEDING TO MAKE SURE THAT WE PROVIDE VOICES AND ARE LOOKING FOR VOICES PROACTIVELY OF FAMILIES AND IDENTITIES AND PEOPLE THAT ARE NOT -- THEY MAY NOT EVEN KNOW THAT THIS IS HAPPENING . AND DEFINITELY THEY ARE IMPACTED BY WHETHER THIS IS SOMETHING THAT IS -- THAT THEY CONSIDER AS PART OF THEIR DECISION-MAKING FOR THEIR CHILD OR STUDENTS THEMSELVES WHO ARE IMPACTED. SO WE PLAN TO GET THE STAKEHOLDER VOICES THROUGH SCHOOL VISITS, STUDENT FOCUS GROUPS AND FAMILY FOCUS GROUPS. WE HAVE SURVEYS TO GATHER THE INPUT OF ALL OF THE STAKEHOLDERS. WE ARE PARTNERING TO ENSURE STRONG COMMUNICATION AND PARTNERSHIP . AND WE HAVE INFORMATION NIGHTS AND FAMILY LISTENING NIGHTS PLANNED AS PART OF THIS PROCESS. THIS IS THE ROAD MAP . BUT REALLY WHAT YOU NEED TO KNOW IS DECEMBER THROUGH FEBRUARY ARE GOING TO BE COGNITIVE HEAVY LIFTS FOR THE COMMITTEE. IN DECEMBER, WE WILL LOOK AT RESEARCH PROGRAM ELIGIBILITY. SERVICE MODELS WILL BE SOMETHING THAT WE WILL FOCUS ON IN JANUARY. CURRICULUM , PROFESSIONAL LEARNING, AND RESOURCES WILL BE PART OF OUR CONVERSATION . IN FACT, WE ARE GETTING READY TO BRING THE RECOMMENDATIONS AND FINDINGS . SHORT-TERM AND LONGER-TERM TO CABINET AND INTO THE BOARD. LASTLY, OUR COMMITTEE IS FOUNDED. IT'S DECISION-MAKING WILL BE FOUNDED ON LEARNING ABOUT EFFECTIVE PRACTICES. WE HAVE INFORMATIONAL READY HOMEWORK , IF YOU WILL, FOR OUR COMMITTEE FROM OCTOBER 3RD LOOKING AT THE NATIONAL ASSOCIATION FOR GIFTED CHILDREN, 2021 OF THE STATE IN GIFTED EDUCATION. THEY ARE ACTUALLY READING 10 PAGES OUT OF A 34-PAGE DOCUMENT ABOUT THE STATE OF EDUCATION IN THE NATION RIGHT NOW. COMBINED WITH THAT WILL BE A PRESENTATION BY JODY TO TALK ABOUT SB5072 AND ALL OF THE OTHER THINGS ON OUR NEXT SESSION , NOVEMBER 9TH.DR. TAMARA. WE ARE WORKING CLOSELY WITH HER. SHE IS AN ASSOCIATE PROFESSOR AT THE UNIVERSITY -- THE ONLY LOCATION OR UNIVERSITY THAT PROVIDES CERTIFICATION IN GIFTED EDUCATION. SO HER KNOWLEDGE IS EXTENSIVE. IT IS RICH. AND SHE IS ACTUALLY PROVIDING PROGRAM REVIEWS IN MANY OTHER DISTRICTS ACROSS THE NATION BEFORE. SO SHE HAS QUITE A BIT OF EXPERTISE. AND SHE WILL BE AN INCREDIBLE PARTNER. SHE HAS BEEN AN INCREDIBLE PARTNER. OUR PROFESSIONAL LEARNING ALSO WILL IMPACT SOME OF THESE CONVERSATIONS . GENERAL EDUCATION AS WELL AS GIFTED SERVICE MODELS. WE HAVE DEPARTMENTAL RESOURCES AND QUITE A BIT OF DEPARTMENTAL EXPERTISE . OUR SPECIALISTS ACTUALLY COME FROM DIVERSE BACKGROUNDS AND DIVERSE STATES THAT HAVE DIFFERENT MODELS OF GIFTED EDUCATION. OF COURSE, WE WILL CONTINUE OUR DEVELOPMENTAL PARTNERSHIPS WITH OTHER DEPARTMENTS IN OUR DISTRICT, SUCH AS TEACHING, LEARNING, EQUITY, MULTILINGUAL, AND STUDENT LAST PIECES AS CONSIDERATION FOR WORK. THESE ARE THINGS WE ARE REALLY LOOKING AT. THE LEGAL RESPONSIBILITIES, POLICIES, AND PROCEDURES. THOSE ASPECTS OF BUDGET CAPACITY THAT MAKES SOMETHING AVAILABLE TO US OR NOT. REQUIREMENTS THAT WE HAVE AS STAFF AND CONTRACTS -- WHETHER WE CAN SUSTAIN THESE PROGRAMS AND MODELS OVER TIME. THE ABILITY TO INCORPORATE AND MANAGE NEW RESOURCES AND INCORPORATE THE NEEDS OF OUR STAFF AS IT REGARDS PROFESSIONAL LEARNING. AS I MENTIONED, WITH THE BUDGET CAPACITY TO THE SPACE TRANSPORTATION TECHNOLOGY AND OTHER RESOURCES THAT WE NEED TO INCORPORATE INTO THE DECISION-MAKING AND RECOMMENDATIONS AS WELL. I JUST WANTED TO SHOW YOU THIS QUICKLY. THIS IS A WORK IN PROGRESS. OUR LAST SESSION WITH OUR COMMITTEE RESULTED IN SEVEN INTERESTS. YOU CAN SEE THE VALLEY VOTE AT THE END OF EACH STATEMENT. AGAIN, THIS IS JUST A WORK IN PROGRESS. WANTED TO SHOW THAT WE ARE IN ALIGNMENT.
THEY PUT STUDENTS FIRST AND IN THE CENTER OF THE DECISION. AND
[00:50:05]
THEY REALLY KNOW THAT TEACHERS ARE THE ONES WHO WILL DEVELOP AND DELIVER THIS ENRICHMENT AND PROGRAMMATIC PIECES. LASTLY, THE OVERVIEW OF THE PROCESS IS FOR OUR COMMITTEE TO ENGAGE IN COLLABORATION , IDENTIFY ALL OF OUR STAKEHOLDERS -- THE ONES THAT ARE AT THE TABLE AND THE ONES THAT WE NEED TO GET, UNDERSTAND OUR DESIGN DATA, ENGAGE IN THAT RICH LEARNING AND RESEARCH , SEEK THE INPUT THAT WE DON'T HAVE YET AND THAT WE DO HAVE, UTILIZE WHAT WE LEARNED TO EVALUATE WHAT WE HAVE , WHERE WE ARE GOING, AND PROVIDE RECOMMENDATIONS WITH THOSE THREE PILLARS IN MIND. SO THAT CONCLUDES MY PRESENTATION.I KNOW WE'VE GOT ABOUT NINE MINUTES. IF THERE ARE QUESTIONS
-- I AM HERE. >> MY QUESTIONS -- THERE WILL BE BUDGET CONSIDERATIONS. IS MEMBERS FROM OUR DISTRICT BUDGET OFFICE FOR DISSIPATING IN THE COMMITTEE THEN? OR PROVIDING -- HOW DOES THAT WORK?
>> THE PROGRAM RIGHT NOW HAS HAPPEN WITH THE RECOMMENDATIONS. BALANCING THAT OUT . RECOMMENDATIONS WILL BE TIERED BY FEASIBILITY . TIERED BY TIME. THINKING ABOUT WHAT WE CAN DO BY NEXT YEAR. I WILL SAY THAT WE WORK REALLY CLOSELY. TRANSPORTATION. ALL OF THE LOGISTICAL PIECES
>> FOLLOW-UP QUESTION. I'M TRYING TO REMEMBER THE BUDGET COMMITTEE PRESENTATION. THE DISTRICT RECEIVES SOME CATEGORICAL FUNDING FOR HIGHLY CAPABLE SERVICES CAMERA --, CORRECT? THAT COVERS 10% OF THE TOTAL COST WITH THE REST FUNDED
OUT IN LEVIES? >> I DON'T HAVE THE PERCENTAGE OFF THE TOP OF MY HEAD, BUT, YEAH. ABOUT $1 MILLION. WE ARE SPENDING FIVE. 25%, POTENTIALLY. I WILL GET THAT
INFORMATION. >> I JUST WANTED A SENSE -- OKAY, GOOD. THAT ANSWERS MY QUESTION. THE RECOMMENDATION FROM THE COMMITTEE WILL TAKE INTO ACCOUNT THE BENEFITS AND
COST. >> I JUST WANTED TO NOTE THAT EACH OF THESE WILL HAVE THOSE COMPONENTS AND STAFFING TIMELINE. ALL OF THOSE AND ANY OF THESE ELIGIBILITY SERVICE MODELS AND RESOURCES WILL HAVE THAT INCORPORATED INTO THE CONVERSATION AND PROCESS. THANK YOU.
>> WE HAD A COMMUNITY COMMENT. THE BLENDING OF THE GIFTED SCIENCE PROGRAM
CHANGED BEFORE? >> PART OF THE CHANGE WAS THE CURRICULUM . THE STANDARDS WERE NOT DIFFERENT IN THE PROGRAM.
THERE WERE MANY PIECES THAT WENT INTO IT. THERE WAS VERY STRONG VOICE FROM STUDENTS. ESPECIALLY THE HIGH SCHOOL.
STUDENTS REALLY WANTED TO BE ABLE --
>> I UNDERSTAND THAT. I'M NOT QUESTIONING IT. BASICALLY THERE IS NO DIFFERENCE ANYWAY. KIND OF A FALSE ASSUMPTION. HITTING
SOMETHING OTHERS WEREN'T. >> PREVIOUSLY, MIDDLE SCHOOL QUEST RECEIVED ENGLISH LANGUAGE ARTS, SOCIAL STUDIES, AND SCIENCE. SELF-CONTAINED QUEST CLASSROOM. PRESENTLY, THERE CONTINUING IN THE ENGLISH LANGUAGE ARTS SOCIAL STUDIES SELF-CONTAINED ENVIRONMENT. SCIENCE. THEIR INTEGRATED WITH
THEIR PEERS. >> THE CURRICULUM DID NOT
>> THE PERCEPTION THAT IT WAS DIFFERENT. ONE OF THE THINGS THAT WE HAVE DONE THIS YEAR IS WORK WITH TEACHERS SO THEY HAVE MORE OF A TOOL BUILT -- TO ABOUT
[00:55:01]
HAVE BEEN SOME DIFFERENCES THERE. REALLY WORKED ON EMPOWERING THE TEACHERS TO BE ABLE TO PROVIDE>> CAN YOU SPEAK THROUGH THE CHANGES IN THE IDENTIFICATION PROCESS? ARE THERE STILL CUTOFFS ? I DID NOT FIND ANY.
>> IN TERMS OF CUTOFFS OF TIMELINES?
>> CUTOFFS IN TERMS OF SCORES KIDS NEED TO GET IN ORDER TO QUALIFY. BEFORE IT WAS VERY STRICT. 99TH PERCENTILE ACROSS THE BOARD. IS THAT STILL THE CASE ? CAN YOU SPEAK A LITTLE BIT TO WHAT THE IDENTIFICATION PROCESS LOOKS LIKE THIS YEAR?
>> FROM PREVIOUS YEARS, AS I MENTIONED, IT WAS VERY STRICT.
WE ACTUALLY HAD A MATRIX PLEA PUBLISHED LAST YEAR ON OUR WEBSITE NOTING THE SPECIFIC PERCENTILES AND POINTS YOU COULD HAVE TO GET SERVICE AT ONE OF THE SERVICE LEVELS WE HAVE. SO WE ARE MOVING AWAY FROM THAT. THE STATE IS ALSO MOVING AND SUPPORTING THE INTEGRATED UNDERSTANDING -- THE COMPREHENSIVE BODY OF WORK FOR THE STUDENT IN ADDITION TO THE FAMILIES CHOOSING TO APPEAL. THAT ENCOMPASSES MORE INFORMATION. THE IDEA IS TO GET AS MUCH INFORMATION AS POSSIBLE TO INVITE THE STUDENTS TO SERVICE IN RATHER THAN A PARTICULAR METRIC OR MEASUREMENT OR COMBINATION THAT WOULD SIFT A STUDENT OUT. THAT IS WHAT I'M TALKING ABOUT WHEN I'M TALKING ABOUT THE PARADIGM SHIFT.
>> I HAD A FOLLOW-UP QUESTION. WITH THIS SHIFT IN HOW WE ARE LOOKING AT OUR STUDENTS, WHAT DO WE DO FOR STUDENTS THAT WERE EVALUATED WITH THE OLD METHOD BUT ARE NOT IN THEIR FIFTH GRADE YEAR YET TO BE RE-EVALUATED?
>> I THINK THAT IS DEPENDENT ON WHETHER -- FULL-TIME QUEST.
WHEN YOU ARE RECEIVING THOSE SERVICES, THIS IS THE MOST RESTRICTIVE SETTING. SO THOSE STUDENTS ARE NOT GOING TO BE REFERRED . THERE'S NOWHERE FOR US TO GO. FULL-TIME QUEST.
ANYONE ELSE NOT RECEIVING FULL-TIME QUEST IS EITHER IN FIRST, FIFTH, OR ANY OTHER. SO THEY CAN ACTUALLY REFER AND STILL BE PART OF THIS PROCESS. THERE IS NO ONE EXCLUDED.
>> I GUESS MY QUESTION WOULD BE, ARE WE NOTIFYING PARENTS OF SECOND, THIRD, AND FOURTH GRADERS THAT THE PROCESS FOR EVALUATING FOR HIGHLY CAPABLE SERVICES IS DIFFERENT AND THEREFORE, ARE WE ENCOURAGING THEM TO HAVE THEIR CHILD RE-EVALUATED BECAUSE THE PROCESS IS DIFFERENT?
>> YES, WELL, WE HAVE PROVIDED -- MUCH OF OUR COMMUNICATION TO FAMILIES HAVE BEEN TO THE COMMUNICATIONS DEPARTMENT. WE ARE TRYING TO PARTNER AS MUCH -- BUT I WILL NOTE THAT EVEN WHEN THERE IS SO MUCH INFORMATION COMING FROM THE DISTRICT, IT IS OVERWHELMING TO FAMILIES. YOU CAN SEND 12 THINGS OUT AND MAYBE THEY WILL GET IT. WE HAVE USED OUR REGULAR OPERATING CHANNELS TO PROVIDE THAT INFORMATION TO FAMILIES. OF COURSE, I THINK THROUGH THE YEARS WITH THIS WELCOMING APPROACH, I THINK THERE'S GOING TO BE DIFFERENT CONVERSATIONS AND DIFFERENT EXPECTATIONS FROM OUR COMMUNITY
TO BE ABLE TO SERVE STUDENTS. >> PART OF WHAT WE WILL DO -- COMMUNICATION TIMELINE
INAUDIBLE ] >> I HAD ONE OTHER QUESTION .
>> I WAS WONDERING WHAT THE PERCENTAGE OF 10,000 WAS OF STUDENTS WHO WOULD BE ELIGIBLE FOR TESTING. OUR HIGH SCHOOLERS ARE NOT DOING THE ASSESSING FOR IT. I ALREADY LOSE THOSE HIGH SCHOOL POPULATIONS. 10,000. IT IS JUST A PHENOMENAL
PERCENTAGE. >> YEAH. I WANT TO RECOGNIZE THE WORK THAT MYRA HAS BEEN DOING TO GET THAT WORD OUT.
TREMENDOUS WORKLOAD TO GO FROM 3000 STUDENTS TO 10,000 STUDENTS. WE WANT TO BE INTERESTED. PART OF IT THAT WE ARE REALLY INTERESTED IN AS WELL AS THINKING , WHY IS THERE SUCH A STRONG INTEREST? ALL OF OUR STUDENTS. THE WORK THAT THE COMMITTEE IS DOING IN LOOKING AT THE TYPES OF LEARNING -- REALLY WE ARE ATTENDING TO THE SPECIFIC NEEDS OF THE STUDENTS AND HOW THEY ARE LINING UP
[01:00:02]
>> IT IS KIND OF A FOLLOW-UP QUESTION TO THAT. BECAUSE WE HAVE SUCH A HIGH PERCENTAGE OF OUR STUDENT BODY THAT IS INTERESTED IN HIGHLY CAPABLE SERVICES OR THEIR FAMILIES ARE, HOW ARE WE DIFFERENTIATING BETWEEN HIGHLY CAPABLE AND
HIGHLY MOTIVATED? >> WHAT A GREAT QUESTION. THAT IS A QUESTION. SOMETIMES -- I OFTEN SAY THIS TO MY SPECIALISTS. WE HAVE AN IDENTITY CRISIS. GIFTED AND TALENTED IS NOT THE SAME THING AS HIGHLY CAPABLE. IT IS NOT THE SAME THING AS ADVANCED LEARNERS. IT IS NOT THE SAME AS SOME OF THE WORDS THAT WE USE. AT THIS O WITH THAT WILL COME MORE INFORMATION. THE PROGRAM REVIEW IS CERTAINLY NOT THE LAST TIME WE ARE GOING TO BE GETTING INPUT , WHETHER WE ASK FOR IT OR NOT FROM OUR COMMUNITY. AND I THINK THAT IS WONDERFUL BECAUSE THEN WE'VE GOT REALLY MOTIVATED PEOPLE WHO HAVE ACTUALLY REFLECTED THAT DURING MEETINGS AND HAVE ACTUALLY -- YOU KNOW, MY STUDENTS HAVE SAID, -- THEY ARE NOT TALENTED. THEY REALLY WANT TO BE HERE BECAUSE THEY CAN DO IT. HAVING ALL OF THOSE ABILITIES WILL TAKE TIME TO SORT OUT. SEATTLE. DESIGNED SERVICES SPECIFICALLY FOR THOSE NEEDS. SEATTLE RIGHT NOW IS MAKING A DISTINCTION BETWEEN ADVANCED LEARNING AND HIGHLY CAPABLE. SO THAT IS A STEP. OUR STATE DOES NOT -- LIKE I MENTIONED, IT USES TERMS INTERCHANGEABLY AND REALLY SHIES AWAY FROM DEFINING THOSE ASPECTS. BUT I BELIEVE THAT WITH PROPER CONVERSATION AND A COMMITTEE REVIEW, WE WILL BE ABLE TO ACTUALLY FIND THOSE THINGS FOR OURSELVES. IN CONTEXT OF THINGS THAT OUR
COMMUNITY VALUES. YEAH. YEAH. >> WHEN PARENTS ARE MOVING IN FROM A FOREIGN COUNTRY, WE HAD THAT INTRODUCTION PROGRAM.
ENGLISH IS NOT A FIRST LANGUAGE. PERHAPS NOT EVEN A LANGUAGE FOR THE STUDENT. YET THE PARENT MAINTAINS THAT THE STUDENT IS GIFTED. HOW DO WE ADDRESS THE LANGUAGE BARRIER AND ASSESSMENT? IS THE ASSESSMENT GIVEN AT HOME IN THEIR FAMILY LANGUAGE OR IS IT A GIVEN ONLY IN ENGLISH? I ASSUME IT IS ONLY -- IT IS IN MULTIPLE LANGUAGES.
] >> YEAH. THAT'S A GREAT QUESTION. MULTIPLE WAYS. ONE IS , WE ARE USING COMMUNICATION THAT IS ROOTED IN TRANSLATION. THE INFORMATION WILL GET OUT THERE. IT IS STILL LIMITED. THERE ARE STILL PIECES -- LOGGING INTO SKYWARD IS ENGLISH ONLY. THOSE ARE KEY PIECES. THE OTHER PART IS THAT THIS YEAR OTHER THAN FIRST GRADE THAT HAS IOWA, WHICH IS AN ACADEMIC TEST ONLY PROVIDED IN ENGLISH -- EVERY OTHER GRADE LEVEL IS EXPERIENCING THE NONVERBAL COGNITIVE TEST. SO IT IS CONSIDERED THE GOLD STANDARD BECAUSE IT IS PATTERNS AND SHAPES AND DOESN'T ASK STUDENTS TO TRANSLATE. IT CAN BE ACCESSED PRETTY MUCH BECAUSE IT IS NONVERBAL. THE OTHER ASPECTS , FAST BRIDGE -- I WOULD ASK THE QUESTION IF FAST BRIDGE AND SBA -- ALL OF THOSE PIECES BEING IN HOME LANGUAGES ARE THINGS THAT WE ARE DEVELOPING AND TRYING TO UNDERSTAND HOW TO MAKE THIS MORE ACCESSIBLE.
LASTLY AT T COMMITTEE LEVEL, WE HAVE SOMETHING CALLED THE ENVIRONMENTAL DOMAIN , WHICH IS JUST ANOTHER LAYER OF CONSIDERATION THAT WE HAVE FOR STUDENTS RECEIVING ML SERVICES, SPECIAL EDUCATION, 504, LOW INCOME, THAT WE ARE LOOKING FOR PLACES OF HOW THIS WHERE WE CAN ACTUALLY IDENTIFY AND PROVIDE AN ALTERNATE PATHWAY WITH GREATER CONSIDERATION. WE STARTED THAT OUT LAST YEAR BUT BECAUSE WE HAD SUCH A SPECIFIC MATRIX, WE DID NOT NECESSARILY SEE WHAT I WOULD HAVE LIKED TO HAVE SEEN, BUT NOW THAT WE ARE TAKING A DIFFERENT APPROACH AND DOING THE WELCOMING IN, THAT IS ANOTHER WAY THAT WE ARE CONSIDERING THOSE PIECES.
THAT'S A GOOD QUESTION. THANK YOU.
>> CAN YOU SPEAK A LITTLE BIT MORE -- I'M REALLY ENCOURAGED.
I THINK THIS IS THE FIRST TIME I HAVE HEARD IT ACKNOWLEDGED THAT A GIFTED STUDENT CAN ALSO GET -- SPEAK A LITTLE BIT MORE ABOUT HOW YOUR THINKING ABOUT EXCEPTIONAL LEARNERS. EVEN TWO YEARS AGO KIDS WERE ACTUALLY
[01:05:10]
SCREENED OUT FROM EVEN ENTERING THE EVALUATION PROCESS.DYSLEXIA SCREENER. THAT'S ONE OF THE THINGS IT IS REALLY INTENDED FOR. HOW IS THAT CHANGING? CLEARLY YOU ARE THINKING DIFFERENTLY ABOUT THAT POPULATION. CAN YOU SPEAK A
LITTLE BIT MORE TO THAT? >> FIRST OFF, I WANT TO JUST ROOT MY RESPONSE IN THAT WE ARE MISSING A WHOLE HECK OF A LOT OF GIFTEDNESS BECAUSE THE SYSTEM WE SET UP RIGHT NOW IS SLOWLY STARTING TO RECOGNIZE THOSE ABILITIES AND DISABILITIES THAT MAY SHOW UP FOR ANY STUDENT AT ANY TIME REALLY AS THEY HAVE THEIR DEVELOPMENT. SO I THINK FOR THOSE PIECES I WOULD SAY THAT WE ARE NOT ONLY PARTNERING WITH SPECIAL EDUCATION TO REALLY UNDERSTAND -- LIKE, LAST YEAR I HAD A CONVERSATION WHERE A PARENT MAY HAVE GOTTEN -- WANTED US TO CONSIDER SOME OUTSIDE INFORMATION. SOME OUTSIDE DATA POINT AND WE WERE NOT NECESSARILY BECAUSE IT WAS SO STRICT INCORPORATING THAT IN. THIS YEAR WE ARE WORKING WITH OUR DEPARTMENT PSYCHOLOGIST IN ORDER TO LOOK AT IEPS AND UNDERSTAND, OKAY, SO THE STUDESUPPORT IN ENGLISH LANGUAGE, BUT THEIR MATH SCORES REALLY INDICATE THAT THESE SERVICES WILL BE REALLY SOMETHING THAT WOULD REALLY BENEFIT THEM. YOU KNOW, WE WILL DEVELOP THAT TO ARTICULATE THAT PROCESS WITH A LITTLE BIT MORE INTENSITY, BUT I'M ACTUALLY LOOKING FORWARD TO SEEING HOW MANY STUDENTS WE CAN BRING UNWELCOME IN TO GET THE SERVICES THROUGH THIS COLLABORATION AND PARTNERSHIP. THAT AND WE ALSO HAVE A WONDERFUL SPECIAL EDUCATION REPRESENTATIVE ON THE COMMITTEE WHO -- WHOSE HEART AND PLACES THERE. TO TALK MORE ABOUT THE SPECIFIC NEEDS AND IDENTITIES.
>> THE BOARD ADOPTED OE 14 ALMOST TWO YEARS AGO. OE 14 PUT FORWARD A CHARGE TO CHANGE THE SYSTEM. LOOK AT THE SYSTEM AND MAKE ADJUSTMENTS SO THAT SERVICES INSTRUCTION IS MORE EQUITABLE AND ACCESSIBLE TO OUR STUDENTS. WHAT YOU HERE TONIGHT IS THAT SYSTEMS WORK -- SYSTEM'S WORK IS REALLY STARTING. TANGIBLE PRACTICES. HOW THE PROGRAM REVIEW IS BEING SET UP AND LOOKED AT. THE HOLISTIC NATURE OF ALL THE ASPECTS BEING REVIEWED. THIS IS HOW SYSTEM CHANGE STARTS. IT'S NOT EASY. IT'S NOT SIMPLE. THERE WILL BE PUSHBACK ALONG THE WAY. THIS IS HOW SYSTEM CHANGE STARTS. AS WE THINK
[2. Sustainability Policy Development]
ABOUT THE WORKAROUND RESULTS TO OE 11. ALL OF THOSE PIECES .2 MORE EFFECTIVE SERVICE DELIVERY MODEL. THAT IS OCCURRING AS WE SPEAK. THANK YOU FOR ALL THE WORK GOING IERY MUCH. THE OR NEXT TOPIC TONIGHT FOR DISCUSSION IS THE SUSTAINABILITY POLICY DEVELOPMENT WORK THAT HAS BEENGOING ON. DR. HOLMEN. >> I'M GOING TO DO A QUICK HANDOFF TO MY COLLEAGUE, DEPUTY SUPERINTENDENT. I DON'T KNOW IF IT IS A SLIDE DECK OR A SINGLE SLIDE. WE HAVE A DRAFT POLICY THAT HAS GONE THROUGH A COUPLE OF REVIEWS WITH OUR COMMITTEE. BRINGING IT TONIGHT TO THE BOARD FOR YOUR REVIEW AND FEEDBACK AS WE DEVELOP A AND INPUT. I WILL HAND IT OFF TO YOU TO WALK THROUGH THE
PROCESS. >> ALL RIGHT. THANK YOU, DR.
HOLMEN. THE BOARD SHOULD HAVE A DRAFT COPY OF OE 15 IN BOARD DOCKS. SO WE'RE GOING TO GIVE THE BOARD A FEW MINUTES JUST TO REORIENT THEMSELVES WITH THAT DRAFT. AND THEN WE'RE GOING TO JUST WALK THROUGH FIVE QUESTIONS, WHICH I HOPE WILL ALLOW THE BOARD TO BOTH PROVIDE SOME INPUT FOR THE POLICY AS WE
[01:10:04]
THINK ABOUT REFINANCE POLICY. THE FIRST THING I WILL ASK IS ASKING THE BOARD TO IDENTIFY -- ARE THERE PARTS OF THE POLICY THAT REQUIRED CLARIFICATION? ANY CLARIFYING QUESTIONS OR ANY AREAS IN THE POLICIES THAT MAYBE MAKE SENSE TO YOU BECAUSE YOU HAVE BEEN PART OF THE CONVERSATION THAT MIGHT REQUIRE SOME CLARIFICATION? IN BOARD DOCKS, THE BOARD ALSO HAS NOTES FROM THE STUDY SESSION THAT THE BOARD IDENTIFIED ITS INTERESTS AND VALUES. SO IT IS GOOD TO TAKE A LOOK BACK AT THOSE INTERESTS AND VALUES AND TWO, ONE, KIND OF RECOGNIZE WHAT ASPECTS OF THE POLICY ARE RESPONSIVE TO THOSE INTERESTS AND VALUES, AND CONVERSELY, ARE THERE ANY KINDS OF INTERESTS OR VALUES THAT FEEL UNREPRESENTED OR UNDERREPRESENTED IN THIS PCAN CONSIDER. OVER THE FOLLOWING MONTHS, WE WILL BE SCHEDULING SOME SESSIONS. I'VE ALREADY BEEN IN TOUCH -- THE PT ESSAY HAS A SUSTAINABILITY GROUP. THE BOARD CONDUCTED LINKAGE WITH THE STUDENTS. LOOKING TO GO BACK.SBOARD HAS IN SETTING UP AHEAD AND GET STARTED. ARE THERE ANY ASPECTS OF THE POLICY THAT THE BOARD THINKS MERIT SOME CLARIFICATION OR CLARIFYING QUESTIONS? DIRECTOR GUTHRIE.
>> I WAS CURIOUS. THE FIRST PART TALKS ABOUT PREPARING STUDENTS TO MAKE SURE THEY ARE EQUIPPED TO EMPLOY SCIENTIFIC, ECONOMIC , AND POLITICAL LITERACY. I DON'T SEE THAT FOLLOWED THROUGH TO ADDRESS SUSTAINABILITY. I DON'T SEE ALL OF THOSE ASPECTS FOLLOWED THROUGH BECAUSE THAT SOUNDS LIKE MORE THAN JUST SORT OF UNDERSTANDING THE SCIENTIFIC COMPONENT. THE SCIENTIFIC COMPONENT I SEE LATER IN THE POLICY. I'M A LITTLE UNSURE ABOUT THE ECONOMIC AND POLITICAL PART AND WHETHER THAT -- WHAT THE INTENT OF THAT IS. RECOGNIZING -- I RECOGNIZING I'M STEPPING IN AND THERE ARE CONVERSATIONS I MAY HAVE MISSED OUT ON.
>> ALL RIGHT. THANK YOU. >> FIRST OFF, THANK YOU FOR BRINGING A DRAFT SO THAT WE CAN HAVE THIS CONVERSATION. YOU MENTIONED A WRITTEN PLAN UNDER THE FIRST THING. I WOULD LIKE THAT TO ALSO INCLUDE IMPLEMENTATION. I WAS REVIEWING SOME OF OUR OTHER -- IT DOES HAVE PLAN AND IMPLEMENT. JUST HAVING THE PLAN DOES NOT NECESSARILY MEAN WE ARE GOING TO GET ANYWHERE.
>> OKAY. I HAVE A QUESTION ON THE THIRD BULLET . YOU TALK ABOUT -- STUDENTS HAVE MULTIPLE OPPORTUNITIES INAUDIBLE ] SUSTAINABILITY. I KNOW WE TALKED ABOUT THIS IN THE PAST SUSTAINABILITY COMMITTEE MEETINGS. ARE WE INTEGRATING THE CURRICULUM ? ALSO TALKING ABOUT CLIMATE JUSTICE. I KNOW WE TALKED ABOUT HOW WE MENTIONED THAT IN THE BEGINNING. IT NEVER REALLY CAME BACK TO THAT POINT. MAYBE DISCUSSING -- WOULD BE BENEFICIAL.
>> SECTION 3 AT THE BOTTOM? OKAY. THREE A. OKAY. I'M JUST TAKING NOTES ON THE DRAFT FOR THE COMMITTEE TO BE ABLE TO COME BACK.
[01:16:00]
HAD THIS DISCUSSION. YOU CAN REMIND ME. BUT WE TALKED ABOUT ESSENTIALLY RE-EVALUATING THE EFFECTIVENESS WITH THE COMMITTEE. I THINK WHEN THE DECISION WAS MADE TO MAKE THIS OE 15 , THERE WAS AN IMPLICIT UNDERSTANDING THAT WE WOULD BE EVALUATING AND MONITORING IT YEARLY. SO WE DID NOT ACTUALLY VERBALIZE IT. AM I REMEMBERING CORRECTLY? I AGREE.>> ONE OF THE THINGS -- ASIDE FROM PENALIZING THE KIDS. ON THE FLIPSIDE OF THAT COIN WAS INCENTIVES . SCHOOLS. PERHAPS TO ENCOURAGE STUDENTS -- ESPECIALLY IN THE AREA OF WASTE REDUCTION. LOOKING AT SOME COMPONENTS . STUDENT INCENTIVES. SCHOOL INCENTIVES, PERHAPS IN ACHIEVING CERTAIN MARKS, IF YOU WILL. I DON'T KNOW WHAT THOSE INCENTIVES WOULD BE. OR WHETHER IT WOULD JUST BE -- WELL, AGAIN, I'M SURE THERE IS CONSIDERABLE DIFFERENCE CONSISTENT WITH THE EDUCATION VALUE THAT WOULD MOTIVATE THE STUDENT OR
STUDENTS . >> ADDING ON TO TARAN'S POINT ABOUT THE FIRST SECTION , A, B, AND C. INVOLVING STUDENT VOICES. I WAS WONDERING IF WE COULD ADD CONSIDERING STUDENT FEEDBACK UNDERWEAR WE ALREADY TALK ABOUT STUDENT LEADERSHIP AND ADDING THAT THERE. TALKING ABOUT IMPLEMENTING FEEDBACK. IT WAS 3B . HAVE THE BULLET POINT OF TRYING TO HAVE OUTREACH TO ALL STUDENTS . SPECIFICALLY -- MOTTO OF THE DISTRICT. YES, 3B.
>> D MIGHT WORK WELL FOR THAT. AND IF I'M FOLLOWING THAT FEEDBACK CONCEPT OF ENGAGING THE STUDENTS IN THAT WAY. THAT
MIGHT ALSO BE A PLACE. >> SUSTAINABILITY PROGRAMS .
PEOPLE ALWAYS TALK ABOUT THE COST. WE'VE TALKED ABOUT BEFORE HOW WE ACTUALLY SAVE MONEY BY IMPLEMENTING CERTAIN
[01:20:04]
ASPECTS. I WONDER IF IN THE REPORTING OUT OF THIS WE COULD PUT IN A SECTION THAT TALKS ABOUT -- REPORT THE FINANCIAL SAVINGS , BUT WHAT WE ARE DOING , WHAT WE HAVE DONE, AND HOW THAT WILL HAVE AN EMBEDDED -- AN IMPACT ON THE DISTRICT .WHAT WE ARE SAVING IN TAX DOLLARS. WHATEVER. THE IDEA IS TO SHOW THAT THIS IS NOT A DRAIN, IT IS AN AD.
DIFFERENT QUESTIONS, I WILL GO AHEAD AND JUMP TO THE FISCAL COMPONENT. IS THERE A WAY TO BUILD THE CONCEPT -- THE VALUE NOT JUST IN SUSTAINABILITY BUT ALSO AN ECONOMIC BENEFIT FOR THE DISTRICT. THERE ARE SAVINGS. I DON'T KNOW QUITE HOW THAT GETS DEALT IN. THEN AGAIN, THERE ARE ALSO EXPENSES THAT YOU CAN TAKE. BEING ABLE TO SPEAK TO THAT COST-BENEFIT.
AND MAYBE THAT IS 2 A. IT MIGHT BE A SEPARATE BULLET IN REGARDS TO HOW THIS I DON'T REALLY LIKE USING FISCAL RESPONSIBILITY BECAUSE I THINK IT MEANS A LOT OF THINGS. BUT HOW THAT IS INCORPORATED INTO THESE ISSUES.
>> THE FISCAL PIECE IS ALSO VERY LONG-TERM. SO LET'S SAY YOU JUST TAKE SOLAR PANELS . YOU REALIZE THAT OVER TIME .
AND I DON'T KNOW WHAT THOSE TIMELINES ARE, BUT THAT IS ANOTHER COMPONENT TO REPORTING AROUND THIS. ACTUALLY HAVING A MODEL TO SHARE WHAT THIS ACCOMPLISHES FISCALLY. THERE ARE OTHER ASPECTS TO BENEFIT THAT YOU ARE ACCOMPLISHING.
>> THE TOTAL LIFECYCLE COST. I KEEP THINKING THAT IS SOMETHING THAT ALWAYS COMES UP IN MANY WAYS. HOW DO WE ENSURE THAT THAT IS BUILT IN AND TALKED ABOUT?
>> ON THAT, WE HAVE GONE IN AND LOOKED AT DOING REPORTS AND THINGS AS PART OF AN OE. WHAT DOES THAT ACTUALLY LOOK AT? REPORTS FOR EQUITY PROFESSIONAL LEARNING. THOSE WOULD PROBABLY EVOLVE OVER TIME. THE PRODUCT WE BRING IS A REPORT. THAT MAY OR MAY NOT HAVE HIT THE MARK. WELL, THESE REPORTS AND THESE PLANS NEED TO INCORPORATE THESE COMPONENTS. THAT COULD BE ANOTHER WAY IF THERE IS NOT A WAY TO INCORPORATE THAT CONCEPT OF FINANCIAL IMPACT IN THE
POLICY ITSELF. >> I KNOW THAT NORMALLY THE TOPIC OF SUSTAINABILITY. IT NORMALLY GOES INTO THE SCIENCES, WHICH MAKES TOTAL SENSE. I'M WONDERING. AS WE LOOK ABOUT THIS INSTRUCTION THAT TEACHES ABOUT SUSTAINABILITY, WE TALK ABOUT PUBLIC POLICY IN POLY SIDE CLASSES AND SOCIAL SCIENCES CLASSES. FOR THAT MATTER, SOCIOLOGY CLASSES THAT HELP TO NOT SPREAD THE WORD BUT ENCOURAGE SUSTAINABILITY . IT SEEMS TO ME THAT WOULD GO BEYOND THAT SCIENCE REALM. I'M NOT GOING TO SAY THAT ALL STUDENTS TURN DOWN CERTAIN CLASSES, BUT I DID. BY GOING DIFFERENT ROUTES , YOU DEMONSTRATE THE SCIENTIFIC REASON TO DO IT . PUBLIC HEALTH. PUBLIC POLICY PERSPECTIVES AS WELL . FOR THAT MATTER, THE ECONOMIC INAUDIBLE ] A BENEFIT FOR OUR SCHOOL'S DISTRICT AND HOW WE ALSO BENEFIT THE PUBLIC . ONE OF THE DRAWBACKS -- ONE OF THE THINGS I THINK WOULD BE GOOD TO ADDRESS IS WE HAVE TO START
[01:25:01]
VERY YOUNG. AS WE MAKE TRANSITIONS FROM CERTAIN FUELS TO OTHER FUEL SOURCES , THE IMPLICATIONS ON WORKFORCE AND THE EDUCATION OF THE WORKFORCE . WE TALK ABOUT HAVING AN ELECTRIC FLEET AND HOW WE WILL HAVE TO HAVE MECHANICS KNOWING HOW TO WORK ON THESE NEW VEHICLES . IT IS JUST SOMETHING I WOULD LIKE US TO THINK ABOUT IN THE BROADER SENSE. PART OF THAT POLICY EDUCATION. THIS IS PART OF IT.WE ARE NOT IGNORING IT. AND IT'S NOT GOING TO MAGICALLY HAPPEN. BECAUSE WE'RE SUCH A FORCE WITHIN THE WANTED SYSTEM, TO TRY TO PUSH WITHIN THE SYSTEM OF EDUCATIONAL PROGRAMS THAT WOULD ENHANCE THAT TRANSITION , WHETHER IT IS THE AUTO MECHANIC STUDENTS OR THE CONSTRUCTION STUDENTS. WHATEVER
IT MIGHT BE. >> I THINK WE DID A GOOD JOB OF INCLUDING THAT IN THE PREAMBLE IN 3 WHERE WE SPECIFICALLY SAY , PREPARING STUDENTS SO THAT THEY ARE EQUIPPED TO EMPLOY SCIENTIFIC, ECONOMIC, AND POLITICAL -- TO ADDRESS THESE RELATIONSHIPS BETWEEN THE ENVIRONMENT. THAT DOESN'T NECESSARILY TRANSLATE DOWN THE ROAD. IF WE COULD ARTICULATE TO MAKE THAT CLEARER PROBABLY IN 3. ANYONE ELSE? LISA?
>> BUILDING ON THAT, RIGHT NOW SECTION 3 -- ESPECIALLY 3-D.
REALLY FOCUSED ON PRACTICING INDIVIDUAL BEHAVIORS . THE CONVERSATION WE JUST HAD ABOUT THE SYSTEMIC CHANGES THAT NEED TO HAPPEN AS WELL AND MAKING SURE OUR STUDENTS ARE INFORMED OF THAT. ANOTHER PIECE OF THAT IS THE EQUITY PIECE AND UNDERSTANDING THE IMPACTS OF CLIMATE CHANGE DON'T FALL EQUALLY ON ALL OF HUMANITY. THERE ARE EQUITY COMPONENTS THERE AS WELL WHERE CERTAIN PART OF COMMUNITIES WILL BEAR MORE OF THE BURDEN. MAKING SURE THE CORE VALUES OF OUR DISTRICT. I WOULD LOVE TO SEE THAT FLOW THROUGH INTO THIS
POLICY AS WELL. >> LAST WEEK I ATTENDED A WEBINAR AROUND SUSTAINABILITY CURRICULUM . ONE OF THE NUGGETS I WALKED AWAY FROM WAS KIND OF EXACTLY WHAT YOU'RE TALKING ABOUT. AT THE INDIVIDUAL LEVEL WHEN SUSTAINABILITY IS PUT ON THE INDIVIDUAL, THERE IS ALMOST DESPAIR. THAT OCCURS. WHAT PROVIDES HOPE IS WHEN IT IS AGGREGATED TO THE GROUP LEVEL.
THE COMMUNITY LEVEL. THAT IS WHERE PEOPLE START TO FEEL HOPE AROUND THESE EFFORTS. TO YOUR POINT, THE MORE WE MAKE THIS ABOUT AN INDIVIDUAL , WE ARE RELYING ON RESILIENCY AND ALL OF THOSE ASPECTS JUST TO GET THROUGH THE CONVERSATION AS OPPOSED TO COLLECTIVELY DOING THIS WORK TOGETHER. IT'S AN INTERESTING CONCEPT THAT WE SHOULD MAKE SURE WE ARE
ADDRESSING. >> ON 3, YOU PULLED OUT THE INDIVIDUAL PIECE. I THINK THE INTENT WAS OUR STUDENT SAID , WHAT ARE YOU DOING? I'M CURIOUS IF IT IS THE OPPORTUNITY TO PRACTICE BEHAVIOR. IS THAT WHAT STOOD
OUT AS INDIVIDUALIZING THIS? >> THE DISTRICT IS TOO LOW LEVEL. THIS IS REALLY A PROBLEM FOR ALL OF HUMANITY. WE NEED TO BOIL IT DOWN TO WHAT WE CAN CONTROL, BUT ESPECIALLY WHEN WE'RE TALKING ABOUT -- I THINK IT COMES DOWN TO TALKING ABOUT PREPARING OUR STUDENTS. A LOT OF THE OTHER PIECES I HAVE NO ISSUE WITH. WE SHOULD THINK ABOUT THE CARBON IMPACT OF TRANSPORTATION. BUT YEAH. FOR STUDENTS , IT IS THAT INSPIRING HOPE PIECE THAT I WOULD HOPE THAT THEY ARE WALKING AWAY FROM OUR DISTRICT WITH . AND THE PRICING BEHAVIORS OR EVEN UNDERSTANDING WHAT THE DISTRICT IS DOING . IT NEEDS TO BE PART OF A BIGGER PICTURE BECAUSE, FRANKLY, LIKE, WE ARE NOT EVEN GOING TO BE ABLE TO DO EVERYTHING IN THIS DISTRICT. WE HAVE OUR OWN UNIQUE IMPACTS AT THE DISTRICT THAT RURAL OKLAHOMA WOULDN'T HAVE. THE MIDDLE OF MANHATTAN
[01:30:02]
IS NOT GOING TO HAVE. SO MAKING SURE THAT THE STUDENTS ARE ABLE TO COME BACK TO THAT REALLY BIG PICTURE. YES, WE SHOULD DO WHAT WE CAN. WE SHOULD HELP THEM SEE LOCALIZING THAT. THIS IS EXACTLY HOW WE ARE INTERPRETING THE PICTURE.BUT MAKING SURE IT IS NOT JUST WHAT THEY CAN DO AS INDIVIDUALS OR EVEN WHAT THE COUPLE TENS OF THOUSANDS OF PEOPLE IN LAKE WASHINGTON CAN DO BUT REALLY WHAT ALL OF HUMANITY CAN DO. THAT IS NOT A TALL ASK AT ALL, IS IT? MAKE
INCLUDING THREE OF MY -- . >> IF MEMORY SERVES, WE HAD A PRETTY LENGTHY CONVERSATION AROUND THIS WHEN WE DID OUR BOARD VALUES EXERCISE. WANTING TO ARTICULATE THE HOPE, NOT JUST THE THINGS THAT WERE WRONG AND WHAT WE NEED TO FIX. I REMEMBER THAT WITH DIRECTOR CARLSON. IN PARTICULAR HE WANTED THAT THERE. THE 3-D COMPONENT -- I THINK WHAT LISA IS TALKING ABOUT -- I DON'T KNOW THAT THAT IS THE PLACE WHERE WE WOULD TRY TO ARTICULATE IT BECAUSE , AGAIN, GOING FROM VERY POOR MEMORY , THE CONVERSATION AROUND 3-D WAS ABOUT FEEDBACK DURING STUDENT LINKAGES AND THE STUDENTS BEING VERY EXCITED TO HAVE THAT OPPORTUNITY TO ENGAGE WITH OTHER STUDENTS IN THE DISTRICT AND BEING INFORMED ABOUT WHAT OTHER STUDENT GROUPS ARE DOING BECAUSE THEY CANNOT DO THAT ON THEIR OWN. THEY NEED THE DISTRICT TO COORDINATE THAT RELATIONSHIP AND GIVE THEM THAT OPPORTUNITY. SO I FEEL LIKE WE DON'T NECESSARILY WANT TO MOVE THAT OR CHANGE THAT BECAUSE IT IS TALKING ABOUT SOMETHING VERY DIFFERENT.
>> ONE OF THE NOTES I MADE -- HOW DO WE INSPIRE HOPE THROUGH THIS EFFORT? THE LITTLE SOAPBOX. THERE IS ALL THIS TENSION WITH THIS EFFORT INDIVIDUALLY OR WITHIN THIS CONTEXT. IT IS NOT ENOUGH TO CHANGE THE BROADER SCOPE OF THINGS, BUT IF WE CAN ALSO -- ABLE TO SHOW HOW CHANGE CAN OCCUR THROUGH A POLITICAL PROCESS AND THEN CONNECTING IT BACK TO THE SCIENTIFIC THINGS. IT IS NOT JUST SAYING, HERE IS WHAT WE ARE DOING, BUT A MODEL FOR STUDENTS TO EXTRAPOLATE TO THEIR OPPORTUNITIES IN ADULTHOOD.
THE KIDS WANTED TO KNOW, WHAT ARE YOU DOING?
>> OKAY, WAIT. I WAS GOING TO MIRROR WHAT YOU TALKED ABOUT WITH 3-D. A LOT OF STUDENTS EMAILED ME BACK AND TALKED ABOUT HOW THEY WANTED SOMETHING -- SUSTAINABILITY AND ALSO JUST BE ABLE TO PROVIDE THAT FEEDBACK TO THE DISTRICT BECAUSE OBVIOUSLY WE DON'T KNOW EVERYTHING THE STUDENTS ACROSS THE DISTRICT WANT. WE JUST WANTED TO BE ABLE TO HEAR THAT -- HERE WITH THE DISTRICT IS DOING AND GET MORE INFORMATION ON
BETTER. >> IN JUST LISTENING TO THE CONVERSATION, IF I READ THREE AS THE BIG BLIP WITHOUT THE SUB POINTS BELOW IT, THAT IS CAPTURING A MUCH BIGGER IDEA.
IT IS THE CHALLENGE OF BEING MUCH MORE SPECIFIC UNDER IT THAT IS STARTING TO LIMIT WHAT THAT POTENTIAL IS. SO I DON'T KNOW IF YOU CAN ADD SOMETHING THERE TO BUILD THE WHOLE PIECE.
THIS IS ALL VERY TRANSACTIONAL WHEN I READ THIS. THIS PIECES ARE VERY SPECIFIC . IT IS NOT NECESSARILY THE FUTURE AND THE BENEFIT. I DON'T KNOW IF THERE IS SOMETHING THAT CAN GET ADDED THERE, BUT I DO THINK THE OVERALL BULLET CAPTURES THAT
IDEA. >> ONE OF THE WAYS I'M THINKING WE MIGHT BE ABLE TO MAKE IT MORE TANGIBLE AND ALSO HAVE A BIGGER EFFECT -- IN THIS DOCUMENT BECOMING INVOLVED WITH THE DIFFERENCE, WHETHER IT THE CITY OR COUNTY . SCIENCE CLASSROOM A OR S.T.E.M. OR EAST LAKE OR WHEREVER. TO GET INVOLVED IN PROJECTS . ONE THAT COMES TO
[01:35:03]
MIND, THE LAKE SAMMAMISH PARKWAY'S OR PARKLAND HAS PROGRAMS TALKING ABOUT SUSTAINABILITY AND TALKING ABOUT RECLAIMING WETLANDS AND SO FORTH . ESPECIALLY AS STUDENTS ARE WORKING ON THEIR PUBLIC SERVICE. COMMUNITY PROJECT POINTS . ENCOURAGE SOME ORGANIZED METHOD OF DEMONSTRATING HOW THE DISTRICT IS WORKING WITH COMMUNITIES.IT ALSO REMINDS THE COMMUNITIES HOW MUCH WE ARE ACTUALLY A PART .
THE QUESTIONS IS WHAT VALUES -- I READ IT AS WHAT VALUES DO WE NOT SEE IN THE CURRENT POLICY? MARK JUST TOUCHED ON IT, I THINK. ONE OF THE VALUES WE TALKED ABOUT WAS THE DISTRICT'S ROLE AS A LEADER CONNECTOR WITH THE COMMUNITY.
WE HAVE THE CURRENT POLICIES ORGANIZED AROUND FOUR. PRIMARY OBJECTIVES. I THINK THE COMMITTEE SHOULD THINK ABOUT WHETHER THAT IS AND SHOULD BE THE DISTRICT -- WHETHER THE POLICIES SHOULD DIRECT THE DISTRICT TO BE A LEADER , CONNECTOR, OR SOMETHING LIKE THAT IN THE COMMUNITY'S EFFORTS. SHIFTING GEARS ENTIRELY SINCE WE ARE SHORT ON TIME , ADDITIONAL THOUGHTS FOR THE POLICY COMMITTEE TO CONTEMPLATE WITH ME THE ORDER IN WHICH THESE FOUR PRIME BULLETS -- I'M JUST THINKING ABOUT WHAT WE MONITOR AND THE ORDER IN WHICH WE MONITOR THINGS. THERE IS SOMETIMES MORE ATTENTION TO THE FIRST FEW. IT DOES SIGNAL SOMETHING.
I GUESS I WOULD PROPOSE THE COMMITTEE CONSIDER MAKING NUMBER THREE THE FIRST PART OF OUR MONITORING.
>> I KNOW WE TALKED A LOT ABOUT HOPE AND INCORPORATING THAT INTO THE POLICY. I'M THINKING WE COULD INCLUDE THAT UNDER 3 A . MAKING SURE STUDENTS HAVE OPPORTUNITIES TO LEARN ABOUT SUSTAINABILITY . THEY GET INSTRUCTION ABOUT WAYS FOR HOPE IN THE FUTURE. SOLUTIONS HAPPENING AROUND THE WORLD.
WHETHER THAT IS THROUGH CLIMATE JUSTICE OR LEARNING MORE ABOUT CLIMATE SOLUTIONS AND SUSTAINABILITY IN THE REST OF
THE WORLD AS WELL. >> BEFORE WE CLOSE UP, THE COMMITTEE WILL BE SCHEDULING SOME. ARE THERE ANY THINGS THAT PARTS OF THE POLICY IN PARTICULAR REQUIRES PARTICULAR
ATTENTION ? >> I THINK MOST BUILDINGS HAVE A GREAT TEAM OF STAFF SUPPORT -- STAFF MEMBER PARTICIPATION.
PARTICULARLY HAVING CONVERSATIONS WITH THOSE STAFF MEMBERS THAT ARE DOING THIS WORK RIGHT NOW WOULD BE
HELPFUL . >> I WOULD LIKE TO SEE LINKAGE WITH LOCAL COUNTY AND STATE OFFICIALS. NOT JUST ELECTED BUT PERHAPS THE DEPARTMENT OF ECOLOGY OR DEPARTMENT OF THIS OR THAT. TO TRY AND START THOSE CONVERSATIONS . BECAUSE WE DON'T KNOW WHAT THEY MIGHT HAVE. WE COULD BE A BOON TO AND VICE VERSA. HOW WE CAN HELP EACH OTHER. I THINK THE LINKAGE BETWEEN US AND THE POLICYMAKERS TO HAVE THIS CONVERSATION. WHAT CAN WE DO TO HELP EACH OTHER AND HOW CAN WE UNIFY OUR GOALS TO BE MOVING IN THE SAME DIRECTION?
>> I THINK SOME OF YOUR QUESTIONS HERE WOULD BE BENEFICIAL IN THOSE LINKAGES. PART OF WHAT WE TRY TO DO
[01:40:02]
THROUGH OPERATIONAL EXPECTATIONS IS MAKE SURE WE OUTLINE THE COMMUNITY VALUES. THAT MIGHT BE WHERE WE GET SOME MORE OF THE COMMUNITY PIECES . I WOULD AGREE THAT THE PARTNERSHIP PEACE AND COLLABORATION WITH MORE OUTSIDE THE DISTRICT IS NOT QUITE AS SPELLED OUT HERE AS I WOULD HOPE. SO I DON'T HAVE ANY MORE TO ADD IS WHAT I'M SAYING. I THINK YOU HAVE ACTUALLY DONE A VERY GOOD JOB.SOME OF THE SAME QUESTIONS . BEING ABLE TO PROVIDE THAT
FEEDBACK. >> I WOULD REWARD 4C. I'M JUST GOING TO THROW THAT OUT THERE. MAYBE SUPPORT COUNSELORS TO BE ABLE TO RESPOND TO THE EMOTIONAL IMPACT OF EMPLOYMENT ANXIETY .
>> THE ONE THING I WILL SAY IN READING THESE POLICIES IS THESE ARE SOME PRETTY SPECIFIC SUB BULLETS LISTED HERE, WHICH IS A LITTLE DIFFERENT THAN HOW WE HAVE DONE OTHER ONES.
USUALLY THAT IS A LITTLE MORE OPEN-ENDED TO BE DEFINED AS WE LOOK THROUGH. SO I WILL JUST PUT THAT OUT THERE AS A DISCUSSION BECAUSE THE BOARD DOES HAVE THE RIGHT TO GO INTO AS MANY DETAILS AS IT SO CHOOSES. BUT I WILL SAY THAT IS THE ONE PIECE. SOME OF THIS IS VERY SPECIFIC , WHICH I WOULD RECOMMEND BROADENING . AT LEAST BEING OPEN TO SHIFTING AND EXPANDING . SOMETIMES IT IS GOOD WHEN YOU ARE STARTING TO BE SPECIFIC AND THEN RECOGNIZING -- JUST FYI. I THINK THAT IS WHERE WE CAN FALL INTO TRAPS.
THERE. >> ORIGINALLY WE USED TO DO THESE , SHALL NOT, WHICH IS ACTUALLY EASIER IN SOME REGARDS. WHEN WE DO SHALL , I WOULD WORK HARD TO AVOID THE
LONGER LIST. >> WE HAVE GONE THROUGH THE PROCESS. YOU CAN IMAGINE WE WILL NEED TO INTERPRET RIGHT INDICATORS AND THEN BE HELD ACCOUNTABLE THROUGH MONITORING FOR THIS. WRITING A POLICY SUCH AS THIS IS UNIQUE. I WONDERED IF WE WOULD LAND THERE. SOME OF THE LANGUAGE BEING OFFERED HERE ACTUALLY ENDS UP AS INTERPRETATION IN INDICATORS. BUT BECAUSE OF THE GOVERNANCE MODEL AND HOW WE DO POLICY, MOST PEOPLE GIVING FEEDBACK NEED TO SEE THESE ELEMENTS AS PART OF THE POLICY TO BE ABLE TO UNDERSTAND WHAT IT'S GOING TO LOOK LIKE IN THE FUTURE. SO THAT IS WHY TODAY I HAVE BEEN OKAY WITH THIS LEVEL OF DETAIL. BECAUSE IT DOES GET PROBLEMATIC FOR THE BOARD TO GET DOWN TO THIS LEVEL BECAUSE THEN THE BOARD IS ACCOUNTABLE FOR THIS. SO THAT IS THE NATURE OF THE POLICY STRUCTURE.
>> IT ALSO LIMITS THE LIVING OF THAT POLICY OVER TIME. BY HAVING IT BROADEN, YOU ARE ALLOWING IT TO CHANGE THE CONTEXT WITHIN THE INTERPRETATION . THE POLICY STILL MAINTAINS THE VALUES GOING FORWARD.
>> TO BRIDGE THE TWO COMMENTS BETWEEN JOHN , I'M WONDERING -- PUBLIC OF WHAT WE'RE TALKING ABOUT. I'M WONDERING IF OUR PREAMBLE TO THE EQUITY PIECE -- OPERATIONAL EXPECTATION WAS VERY BRIEF . BUT MAYBE THE PREAMBLE , TO BE QUITE FRANK, OF THIS ONE HAS MORE SUBSTANCE TO IT AND MORE DETAIL OF WHAT THE BOARD IS EXPLORING . SO THEN THE EXPECTATIONS AND THE INTERPRETATIONS CAN BE ADAPTED TO WORKABLE, TANGIBLE EXPECTATIONS IN INTERPRETATIONS. THE OTHER WOULD BE A DOCUMENT TO EXPLAIN TO THE PUBLIC HOW, WHY, SO FORTH. DOES THAT MAKE SENSE? ALSO, I THINK SOME OF THE IDEAS COMING UP HERE CAN ALSO BE --
QUITE FRANK. >> SO I THINK WE WILL GO AHEAD
[01:45:02]
AND END DISCUSSION HERE. BE ON THE LOOKOUT FOR DATES FOR THOSE SESSIONS. THANK YOU VERY MUCH FOR THE THIRD DRAFT. IS THIS[C. Closing Items]
THE THIRD? THIS IS THE THIRD DRAFT OF THIS POLICY. FOLLOWING TODAY'S STUDY SESSION, THERE WILL BE A BOARD MEETING. THE* This transcript was compiled from uncorrected Closed Captioning.