[1. Call to order]
[00:00:06]
GOOD AFTERNOON. I WOULD LIKE TO CALL TO ORDER THE NOVEMBER 6, 2023 LAKE WASHINGTON STUDY SESSION. LET THE RECORD REFLECT THAT BOARD MEMBERS ARE PRESENT EXCEPT FOR MR. TROY WHO IS UNDER THE WEATHER AND HIS EXCUSE THIS EVENING.
EVERY STUDENT REPRESENTATIVES ARE HERE. THE FIRST TOPIC FOR DISCUSSION
[1. Legislative Priorities]
TODAY ARE THE BOARD'S LEGISLATIVE PRIORITIES. >> YOU HAD PASSED OUT TO YOU THE DRAFT LEGISLATIVE PRIORITIES SO THOSE ARE IN FRONT OF YOU.
I DID WANT TO WALK THROUGH IN A PRESENTATION FORMAT JUST TO CONNECT TO EACH ONE OF THESE BECAUSE AS YOU WILL SEE IT'S A DIFFERENT FORMAT AND DIFFERENT HEADERS.
THERE IS A SIMILAR CONTENT BUT THERE'S ALSO NEW CONTENT THIS YEAR THE LEGISLATIVE PRIORITIES AS WE THINK ABOUT HER WORK WITH THE LEGISLATURE THIS YEAR AND REALLY INTO THE FUTURE.
AND SO HOW IS THIS DEVELOPED IS PROBABLY THE FIRST QUESTION THAT WE SHOULD ANSWER AND SO CAITLIN, BARBARA AND MYSELF MET WITH LEAH AND MARK AND SPENT A GOOD HOUR JUST TALKING ABOUT OUR PREVIOUS LEGISLATIVE PLATFORMS. WHAT WERE THE PLATFORMS AND ELEMENTS THAT CONTINUE AND WHAT ARE CONSIDERATIONS FOR UPDATE. WHAT ARE THE VALUES THAT WE FELT WERE MISSING FROM PRIOR LEGISLATIVE PLATFORMS AND WHAT WERE SOME VISIONARY CONCEPTS THAT WE WANTED TO MAKE SURE WE CAPTURE AS WE MOVE FORWARD KNOWING THAT THIS IS A SHORT SESSION AND TYPICALLY IN SHORT SESSIONS WE DON'T ACCOMPLISH QUITE AS MUCH BUT WE KNOW THAT WE ARE ALWAYS PLANTING SEEDS AND SO WE WANT TO MAKE SURE THAT AS WE THINK ABOUT OUR FUTURE PLATFORMS AS WELL THAT WE CAPTURE THOSE ELEMENTS AS WELL.
YOU CAN SEE THE DESIGN IN FRONT OF YOU. IF WE HAVE AN EXTRA COPY I WANT
TO MAKE SURE. >> THERE WE GO.>> A COUPLE OF HIGHLIGHTS FROM THE LEGISLATIVE SESSION THIS LAST YEAR. WE KNOW THAT THE LEGISLATORS DID ADDRESS SOME LEVEL OF SPECIAL EDUCATION FUNDING. WE BELIEVE THAT THE TOTAL BALANCE WE USE OUT OF OUR LOCAL LEVY FUNDS TO FUND OUR SPECIAL EDUCATION PROGRAMS AND SERVICES REALLY IS THE RESPONSIBILITY OF THE STATE AND FEDERAL GOVERNMENT.WE ALSO HAVE TO RECOGNIZE THAT THERE WAS MOVEMENT ALBEIT BABY STEPS TOWARDS WHAT WE BELIEVE THEY NEED TO ACCOMPLISH AND SO WE WILL CONTINUE ADVOCATING FOR FUN FULL FUNDING ACKNOWLEDGING THAT THE LEGISLATORS DID RESPOND AT THE FIRST STEP. BOTH CHAMBERS DID ATTEMPT TO DISCUSS ISSUES RELATED TO TRANSPORTATION BUT WE REALLY RECEIVED NO ACTION.IT'S PROBABLY ONE OF THE BIGGEST ISSUES. MS. PREDICTABLE AND EVERY YEAR WE CROSS OUR FINGERS AND WAIT-AND-SEE WHAT FUNDING WE ARE ACTUALLY GOING TO GET FOR TRANSPORTATION. MOST ARE HIGHLY PREDICTABLE TRANSPORTATION.
EVEN WITH SOME OF THE BEST OF THE BRIGHTEST IN THE STATE WE CAN'T FIGURE OUT THEIR AGGRESSION ON AMULET NOR CAN THEY DESCRIBE IT TO US. OBVIOUSLY IT'S PROBLEMATIC TO HAVE FORMULAS THAT EVERY DISTRICT IN THE STATE OF WASHINGTON ISGUESSING ABOUT .
AND THEN WE KNOW THERE IS A DELTA DIFFERENCE BETWEEN THE AMOUNT OF FUNDING WE RECEIVE IN
THE AMOUNT WE SPEND ON TRANSPORTATION SERVICES ON AN ANNUAL BASIS.>> WE ALSO KNOW THAT ISSUES RELATED TO SUSTAINABILITY ON THIS SLIDE AND THE TRANSITION BILL IS INTRODUCED BUT DID NOT INVENT ADVANCE. WE HAVE TESTIMONY IN THE HOUSE AND SENATE RELATED TO THESE COMPONENTS AND THEN THE SIMPLE MAJORITY BILL WAS INTRODUCED BUT DID NOT RECEIVE A HEARING AGAIN. THIS IS ONE OF THOSE ISSUES.
WE ARE NOT ASKING THE LEGISLATOR FOR SIMPLE MAJORITY. WE ARE ASKING THEM TO MOVE THE ISSUE FORWARD SO THAT A VOTE OF THE PEOPLE CAN TAKEPLACE TO AMEND THE CONSTITUTION AND WE
[00:05:02]
BELIEVE THAT'S WHAT THE DECISION SHOULD LIE . IT'S WHAT THE VOTERS IN WASHINGTON STATE AS OPPOSED TO THE LEGISLATURE HOLDING THIS UP AND ESSENTIALLY TURNING IT INTO A BOTTLENECK SO THAT IT CAN'T MOVE FORWARD FOR CONSIDERATION. THOSE ARE SOME OF THE HIGHLIGHTS. THERE IS ONE PRIORITY THAT I JUST DO WANT TO EMPHASIZE THAT'S NOT LISTED IN THE 2023 LEGISLATIVE SESSION HIGHLIGHT. ONE OF THE AREAS THEY HAD COMMITTED TO FUNDING WAS AN INCREASE IN THE PRODUCTIVITY SCHOOL MODEL REGARDING THE MENTAL HEALTH, WELLNESS, WELL-BEING AND THOSE TYPE OF SUPPORTS.THEY ACTUALLY DID FOLLOW THROUGH WITH INCREASING THE PROTOTYPICAL FUNDING.
WE ARE ALREADY SPENDING BEYOND WHAT THEY SAY THAT IS SOMETHING THAT THEY DID REFERENCE.
TO LOOK AT THE 2024 PRIORITIES CAN SEE THE REFRAMING PRIORITIES TO HIGHLIGHT THE DISTRICTS VALUES. WE THINK THAT LEADING WITH VALUES TRULY HELPS OUR LEGISLATORS UNDERSTAND WHERE WE ARE COMING FROM. IT RESONATES WITH PEOPLE AS YOU LEAD WITH A VALUE IN A STORY PEOPLE UNDERSTAND WHAT YOU ARE ABOUT AND YOU CAN ACTUALLY MAKE A CONNECTION TO WHAT THE DISTRICT IS ACTING ON AND THOSE TYPE OF THINGS.
AND SO YOU CAN SEE HERE PRIORITIES HAVE BEEN RESORTED INTO NEW CATEGORIES.
MOST NOT ELIMINATED. I DON'T KNOW IF THERE'S ANY THAT WERE ACTUALLY FULL-SCALE STRUCK BUT THERE'S LESS EMPHASIS ON FUNDING. IT FELT LIKE OUR ENTIRE PLATFORM WAS ESSENTIALLY SAYING IT GIVE US MORE MONEY BUT THERE IS A LOT OF THINGS THAT THE LEGISLATOR COULD TAKE ACTION ON THAT AREN'T FUNDING RELATED THAT COULD MAKE THE LIVES AND EXPERIENCES OF SCHOOL DISTRICT STUDENTS AND STAFF IMPROVED. THERE'S LESS FOCUS ON ISSUES THAT THE LEGISLATOR ADJUSTED IN 2023 DESPITE NOT FULLY RESOLVING THEM.
THINGS LIKE SPECIAL EDUCATION FUNDING. IT IS STILL HERE BUT YOU COULD SEE IT'S CAPTURED IN A DIFFERENT MANNER RATHER THAN CAPTURED UNDER SPECIAL EDUCATION IT'S CAPTURED NEW DIVERSITY, EQUITY AND INCLUSION.
AND THEN INTRODUCED IN A NEW AREA WITH A LOOK AHEAD TO LOOK FORWARD WITH THAT VISIONARY
COMPONENT. >> UNDER WALK THROUGH EACH OF THE COMPONENTS SEPARATELY AND THEN WANT TO GO BACK AND JUST GET FEEDBACK ON ANY OF THESE AREAS BECAUSE IT'S A DRAFT AND IT WILL BE BROUGHT TO THE BOARD FOR ADOPTION MOST LIKELY AT THE NOVEMBER 20 BOARD MEETING AND WE WILL DECIDE WHETHER THAT'S ON THE CONSENT AGENDA. IN THE DIVERSITY EQUITY AND INCLUSION CATEGORY THERE ARE TWO SPECIFIC COMPONENTS. ONE IS ABOUT FULLY FUNDING THE SPECIAL EDUCATION PROGRAMS AND SERVICES. WHEN THAT ALIGNS WITH INCLUSIONARY PRACTICES. THE CONCEPT OF A COMMUNITY PRACTICE IS IMPORTANT ASPECTS BECAUSE THE STATES FUNDING FORMULA ACTUALLY DRIVES MORE DOLLARS WHEN WE HAVE STUDENTS PARTICIPATING IN HIGHER LEVELS OF INCLUSION. IT'S ALSO A VALUE FROM AN EDUCATIONAL STANDPOINT. IT'S IMPORTANT TO HIGHLIGHT THAT.
MANY DISTRICTS TALK ABOUT IT AND THERE ARE VERY FEW THAT ARE MOVING FORWARD WITH ACTUAL STEPS TO BE ABLE TO ACCOMPLISH WILL INCLUSION. THE SECOND PIECE HERE IS THE UPDATE TO PROVIDE CLARITY AND PREDICTABILITY FOR DISTRICTS WITH EQUITABLE ACCESS TO SCHOOLS AND SO THESE COMPONENTS OF FUNDING COMPONENTS. ANYTIME THE STATE IS UNDERFUNDING DIFFERENT AREAS IT MEANS THAT WE ARE USING DOLLARS THAT WE COULD BE SPENDING ON PROGRAMS AND SERVICES FOR STUDENTS TO CLOSE AND FILL GAPS ON REQUIRED PROGRAMS SUCH AS THESE. THE NEXT CATEGORY IS RESOURCES FOR STUDENT SUPPORT AND ACHIEVEMENT. YOU CAN SEE YOUR INCREASE STAFFING ALLEGATIONS FOR THE STAFF REQUIRED FOR STUDENT LEARNING AND SOCIAL EMOTIONAL HEALTH WITHOUT IMPACTING LOCAL LEVY FUNDS THAT REALLY DOES GET AFTER THE FUNDING OF THE TYPICAL SCHOOL MODEL.
THERE IS A WORKGROUP THAT IDENTIFIED A PATHWAY TO INCREASE AND ENHANCE THE SCHOOL MODEL. THAT COMES WITH SIGNIFICANT DOLLARS BUT THAT WORK REALLY DOES IDENTIFY THAT THESE ARE THE LEVEL OF STAFFING REQUIRED TO IMPLEMENT THE HIGH-QUALITY
[00:10:04]
EDUCATIONAL PROGRAMS THAT WE KNOW STUDENTS NEED. INCREASE FUNDING FOR NECESSARY SUBSTITUTES. WE RECEIVED VERY LITTLE FUNDING FOR A PROGRAM THAT WE ARE SPENDING MILLIONS OF DOLLARS ON EVERY YEAR. I BELIEVE WE RECEIVE ABOUT 1/7 OF THE AMOUNT THAT WE SPEND SO I BELIEVE WE ARE SPENDING SIX TO $7 MILLION ANNUALLY ON SUBSTITUTES AND WAIST RECEIVED ABOUT $1 MILLION FOR SUBSTITUTES .AGAIN IT'S JUST A DRAIN ON LOCAL LEVY DOLLARS FOR REQUIRED ACTIVITY THAT WE HAVE.
THE LAST PIECE REQUIRES DETAIL ON THE PROPOSED LEGISLATION THAT AFFECTS SCHOOL DISTRICTS AND CORRESPONDING FUNDING. THIS IS ONE OF THOSE AREAS WHERE WE ARE NOT STATE SAYING THAT WE PROVIDE ADDITIONAL FUNDING BUT WHEN WE ARE CONSIDERING ENACTING NEW REQUIREMENTS OF SCHOOL DISTRICTS DO THE WORK TO ACTUALLY WALK AROUND THE SO THAT YOU KNOW HOW MUCH IT'S GOING TO COST AND WE KNOW HOW MUCH GOING TOCOST .
IT'S THE IDEA OF NO UNFUNDED MANDATE. IT DOESN'T READ AS WELL AND A VALUE STATEMENT BUT THAT'S ESSENTIALLY WHAT THAT IS. AND THEN IN THE CALIGARI OF SUSTAINABILITY IN IDENTIFYING THE DEVELOPMENT OF NEW FUNDING MODELS TO TRANSITION TRANSPORTATION SYSTEM TO ELECTRIC VEHICLES BY 2038 ALIGNS WITH THE STATES COMMITMENT TO INCREASE THE ELECTRIFICATION VEHICLES WITHIN THAT TIMELINE.
THE SECOND IS TO INCENTIVIZE FUNDING FOR DESIGN AND CONSTRUCTION SCHOOL BUILDINGS AND ENSURE OPTIMAL HEALTH AND PRODUCTIVITY FOR STUDENTS AND FACULTY.
IN THIS AREA WE KNOW THAT THERE ARE SCHOOLS AND LEGISLATION THAT WERE REQUIRED TO ALIGN WITH. THAT COMES WITH COSTS ASSOCIATED WITH IT.
THERE'S ALSO UPGRADES THAT NEED TO BE DONE AND SO JUST ENSURING THAT AS WE IDENTIFY THESE THINGS AS PRIORITIES WE ALSO HAVE THE RESOURCES TO BE ABLE TO DO THAT.
NEXT IS MODERN LEARNING FACILITIES. THIS IS AGAIN A COMMITMENT THAT THIS DISTRICT HAS MADE FOR YEARS TO ENSURE THAT OUR FACILITIES ARE RESPONSIVE TO STUDENT NEEDS. FIRST AND FOREMOST IS IDENTIFYING THE CONSTITUTIONAL AMENDMENT TO AUTHOR A SIMPLE MAJORITY FOR SCHOOL POND PASSAGE AND THE SECOND IS TO PROVIDE FLEXIBILITY FOR CAPITAL FUNDINGOPTIONS . THERE ARE SOME NON-FISCAL ITEMS IN THAT SECOND BULLET WHERE THEY CHOOSE AROUND LIMITED GENERAL OBLIGATION BONDS.
THAT'S WHEN WE SELL THE BONDS AND WE PAY IT BACK WITH LEVY FUNDS.
THE RULES ARE DIFFERENT BETWEEN THOSE PHONEDMEASURES AND CAPITAL CONSTRUCTION BOND MEASURES . WE ARE ASKING IF THEY COULD JUST BE THE SAME BECAUSE IT WOULD GIVE US MUCH GREATER FLEXIBILITY TO ADDRESS OUR CAPITAL FACILITY NEEDS ACROSS THE DISTRICT AND LASTLY I'M GLAD TO HEAR FROM BOARD MEMBERS AFTER THIS.UR FUTURE READY SCHOOLS CATEGORY. AS WE THINK ABOUT BEING A LEADER IN THE STATE AND AS WE THINK ABOUT THE SECOND LARGEST SCHOOL DISTRICT IN THE STATE OF WASHINGTON, PEOPLE LOOK TO US TO UNDERSTAND WHAT IS LAKE WASHINGTON DOING AND HOW ARE THEY THINKING ABOUT THESE THINGS. JUST THINKING ABOUT VISIONARY AREAS.
THE WORDING ON THIS MAY NOT BE EXACTLY WHERE WE WANT TO BE BUT THE CONCEPT OF JUST SCHOOL-BASED HEALTH AND WELLNESS. THE IDEA THAT FUNDING FOR AND PRIORITIZING WELLNESS CENTERS IN OUR SCHOOLS PROVIDE BASIC PHYSICAL AND MENTAL HEALTH SERVICES. WE KNOW THAT MANY STUDENTS IN OUR COMMUNITY DON'T HAVE READILY AVAILABLE ACCESS THAT THOSE TYPE OF SUPPORTS. WE KNOW IT'S LEGAL TO DO THAT AND THAT COMES WITH SPACE CONSIDERATION FUNDING NEEDS AND THOSE COMPONENTS AS WE THINK ABOUT FUTURE BENEFITS OF STUDENTS THAT'S ONE OF THOSE AREAS THAT HAVE PRACTICES AND APPROACHES THAT UTILIZE AI THROUGHOUT THE K-12 EDUCATION SYSTEM.
THAT LAST ONE IS TO FUND PROFESSIONAL DEVELOPMENT FOR EDUCATORS AND STAFF ON AI TECHNOLOGIES AND HOW TO USE THEM EFFECTIVELY WITH OUR TEACHERS AND LEARNING.
AND SO THAT IS WHERE WE HAVE LANDED SO FAR. I'M GONNA GO BACK TO THE FIRST CATEGORY OF DIVERSITY, EQUITY AND INCLUSION AND WE WILL TAKE BOARD MEMBER COMMENTS FOR EACH CATEGORY. IF YOU HAVE COMMENTS OF SUPPORT AND SUGGESTED MODIFICATIONS.
[00:15:02]
ANY COMPONENTS SO THAT WE CAN GET BACK TOGETHER AS A GROUP TO MAKE ANY CHANGES AND BRING THATBACK AT THE NOVEMBER 20 MEETIN . >> I THINK IT'S GREAT.
VERALL GENERALLY APPRECIATE THE SHIFT AND THE LAYOUT IT MAKES A LOT OF SENSE.
THE SIMPLER WE MAKE IT THE BETTER IT IS SO I DO APPRECIATE THAT COMPONENT AS WELL.
AGREE. I DON'T SEE ANYTHING ELSE FOR THIS POINT.
IDEALLY WHAT I WOULD LIKE TO SEE IS SOME ADDITIONAL INFORMATION PROVIDED FOR THE COST OF INCLUSIONARY PRACTICES AS WE ROLL OUT BECAUSE I KNOW THAT'S ALWAYS A PIECE AND IT'S THE SAME COST. WE DEFINITELY KNOW THAT'S NOT TRUE SO WE CAN PROVIDE THAT STORY AS WE WORK THROUGHOUT THE STATE IT HELPS TO BUILD THE CASE AS TO WHAT IS ACTUALLY
NEEDED. >> AND BANANA COMMENTS UNDER THIS CATEGORY.
ONE OF THE THINGS THAT I FEEL LIKE POTENTIALLY GOT LOST IN THE PLATFORMS WAS THE CONSIDERATIONS FOR DIVERSE STAFF AND SO I WONDERED IN THIS CATEGORY.
WE HAVE A PRIORITY AROUND I DON'T KNOW EXACTLY WHAT IT IS BUT SUPPORTING A DIVERSE
WORKFORCE AND STAFF. >> I HAD THE SAME FEELING I WAS WONDERING.
>> THE IDEA OF INCENTIVIZING OR PROVIDING FUNDING TO BE ABLE TO RECRUIT OUTSIDE OF THE REGION IF YOU WILL. THE IDEA OF BEING ABLE TO EXTEND OURSELVES AND MOVING INTO A MARKET THAT IS EXPENSIVE. ALSO IT IS INCENTIVIZE YOUNG TEACHERS INTO THE STATE AND MAYBE THAT COULD BE A PLAY FOR IT.
I'M JUST TRYING TO FIGURE OUT THE COMPONENT TO BE QUITE FRANK THAT'S ONLY THING I CAN THINK OF. UNLESS YOU WANT TO STUDY GROUP AT THAT EXCEPT TIME AND MONEY.
>> I THINK IT'S A GOOD IDEA TO INCLUDE THAT. >> IN YEARS PAST I THINK WE MAY BE HAD A STIGMA AROUND THE. I WOULD SUPPORT ADDING THAT AS A PRIORITY.
CAN YOU CONNECT THE DOTS FOR ME BETWEEN HAVING A PREDICTABLE TRANSPORTATION FUNDING FORMULA
AND HOW THAT FITS INTO THE VALUE OF DIVERSITY? >> ABSOLUTELY.
AS WE THINK ABOUT ACCESS AND OPPORTUNITY WE KNOW THAT HAVING TRANSPORTATION SYSTEMS THAT ARE RELIABLE IN A SYSTEM THAT HAS A BROADER REACH THERE ARE STUDENTS THAT NEED TRANSPORTATION SERVICES AND THEY HAVE ACCESS TO THAT. BOTH ARE YELLOW BUS SERVICES BUT ALSO STUDENTS THAT QUALIFY THROUGH NAEP OR A PROGRAM SUCH AS HAVING A HOLISTIC TRANSPORTATION FORMULA AND FUNDING MODEL ALLOWS US TO PROVIDE THOSE SUPPORTS.
>> ON THE INCLUSIONARY PRACTICES I LIKE THE FACT THAT WE KEPT IT VERY SIMPLE BUT YET ALIGNED WITH INCLUSIONARY PRACTICES REQUIRES ADDITIONAL STAFFING OR PROPER STAFFING.
I'M TRYING TO SAY IT WITHOUT SAYING MANY. I'M THINKING STAFFING PEOPLE GO OKAY THAT MAKES SENSE. I COULD BE WRONG WE NEED TO WORK THE ELEMENT IN BUT I'M NOT
SURE IT ALIGNS WITH INCLUSIONARY PRACTICES. >> IS IT PRIMARILY ABOUT STAFFING OR TRAINING? IT COULD BE SOMETHING COMPLETELY DIFFERENT BUT
TRAINING IS BEING MORE VERSUS STAFFING. >> THE NEXT TOPIC ON THE
[00:20:13]
AGENDA IS AN UPDATE ABOUT INCLUSIONARY PRACTICES AND I THINK WHAT YOU WILL FIND THERE IS INCLUSION HAS A STAFFING COMPONENT TO IT. IT REALLY IS AN ENTIRE SHIFT OF THE SYSTEM WITH THE WORK THAT WE ARE DOING AROUND HERE AND EVERYTHING THAT GOES INTO THAT.THAT IS ONGOING TRAINING. I DON'T THINK WE WILL EVER BE ABLE TO WALK AWAY FROM ENSURING THAT WE ARE FOCUSED ON TIER 1. THERE IS DEFINITELY A STAFFING ELEMENT TO IT QUICK STEALING TEACHERS THAT ARE GETTING TRAINED ARE THOSE THAT HAVEN'T HAD A CLASS IN A.
ANYONE IT'S GOING TO BE WORKING WILL END UP HAVING TO TRAIN AND IT'S A TWO EDGE SWORD.
I THINK WE NEED TO TALK ABOUT TRAINING AND EMPHASIZE THE FACT THAT WE LIKE TO THINK THIS
THROUGH TO THE NEXT TOPIC. IT'S THE HOW. >> I WAS JUST LOOKING IN OUR LEGISLATIVE PRIORITIES. WE HAD ATTRACTED RECRUIT WITH HIGH QUALITY DIVERSE STAFF.
>> FINALLY MOVE ON TO THE NEXT CATEGORY. RESOURCES FOR STUDENT SUPPORT
AND ACHIEVEMENTS. >> AS I LOOK AT THIS CATEGORY ESPECIALLY GOING TALK ABOUT ALLOCATIONS STAFF REQUIRED FOR STUDENT LEARNING WITH EMOTIONAL HEALTH.
IT SEEMS TO TIE IN VERY TIGHTLY IF YOU WILL TO THE FUTURE OF SCHOOLS.
THE EDITOR IN ME SAYS DON'T MARK WHAT YOU'VE ALREADY ESTABLISHED BUT MAYBE THE STUDENT SUPPORT AND ACHIEVEMENT FEEDS INTO THAT BECAUSE OF THE LINKING.
MAYBE IT NEEDS TO BE BUMPED UP TO NUMBER THREE AND YOU DON'T HAVE TO CUT-AND-PASTE.
[00:25:01]
>> THESE ARE GOOD WITH ME. >> WE CAN MOVE ON TO SUSTAINABILITY.
>> JUST WANTED THING ABOUT IN THE MODELS. WE SAY ELECTRIC VEHICLES AND I KNOW THERE'S SOME QUESTION ABOUT THATAND THERE'S A TERM THAT WE UTILIZE .
THERE ARE OTHER OPTIONS THAT ARE THE SAME. IT'S A BETTER WAY TO DO IT AND I DO THINK IT'S LIMITING TO ONLY STAY ELECTED AS THERE ARE OTHER WAYS TO DO IT AND THAT MIGHT BE MORE EFFECTIVE ESPECIALLY . WE DO SEVERAL OF THOSE.
>> IT IS SAFE TO ASSUME THAT TRANSPORTATION SYSTEMS ARE NOT JUST VEHICLES BUT INFRASTRUCTURE AND CHARGING STATIONS # I'M GUESSING THAT WE HAVE BUT INFRASTRUCTURE IN PLACE WHO ZERO MISSION WOULD BE PRETTY USELESS. AND SO IS THAT WHAT I SHOULD
READ INTO THE TRANSPORTATION SYSTEMS? >> IT'S ACCURATE THAT WE NEED BOTH. WE NEED THE INFRASTRUCTURE BEFORE THE VEHICLE.WHAT ABOUT THE TRANSPORTATION SYSTEM? DOES THAT INCLUDE VEHICLE ISSUES?
>> WHETHER WE SPELL IT OUT AND HAVING MORE DETAIL PART OF IT. WE COULD ADD THE STRUCTURES AND
SYSTEMS IN PLACE. JUST SO IT IS CLEAR. >> AND WONDERING IN THE CONVERSATIONS WE'VE HAD WITH FOLKS OVER AT EVERGREEN. IT'S THE NEED TO LOOK AT ECOSYSTEM AROUND SCHOOLS BECAUSE THEY HAVE MORE SUSTAINABLE GROUNDS.
IT'S THE IDEA OF BEING ABLE TO WORK TO ENSURE THAT THE ENVIRONMENT SCHOOLS AND GROUNDS CAN BE KEPT AT A SAFE LEVEL IF YOU WILL. OR A SAFE CONDITIONING QUICK TO
SEE WERE IN GOING? >> I WONDER IF THAT SITS BETTER IN THE NEXT CATEGORY.
THE REASON I SAY THAT IS THERE'S VERY LITTLE FUNDING FOR THE MAINTENANCE OF OUR SCHOOLS.
FACILITIES IN AND AROUND. DO YOU KNOW OFF THE TOP OF YOUR HEAD HOW MUCH WE RECEIVE IN
ENDING FOR MAINTENANCE OF SCHOOLS? >> IS LESS THAN 10%.
>> I CAN SEE YOUR POINT. IT'S THE SAME WAY WE TRIED TO PUT SPECIAL ED UNDER DIVERSITY AND INCLUSION. IT'S THAT SORT OF AND ASK UNDER SUSTAINABILITY AND IT MIGHT MAKE IT MORE PALATABLE. THOSE PEOPLE ARE JUST ASKING FOR MORE MONEY.
>> WE HAVE THE IMPACT MITIGATION ASSISTANCE WHICH MIGHT USEFUL.
>> WHEN YOU SAY THAT IN RELATION TO THE PAD. >> OKAY CLIMATE MITIGATION.
>> THE OTHER REASON IS IT JUST HELPS WITH CONSISTENCY AND THESE ARE WHAT OTHER DISTRICTS
ARE USING. THEY USE THE COMMON LANGUAGE. >> MOVING TO THE NEXT AREA IS
MODERN FACILITIES. >> THE ONLY THING THAT MIGHT BE IN THE CONVERSATION IS TO PROVIDE CAPITAL FUNDING OPTIONS. I'M NOT SURE THAT WILL BE VERY
[00:30:03]
CLEAR AS TO WHAT THAT MEANS NOT SURE IF YOU CAN EXPLAIN IT HERE IN A BULLET EITHER.I'M NOT SURE THERE'S A WAY TO BE MORE SPECIFIC. >> AS I UNDERSTAND IT AND I'M NOT SURE IF THIS IS THE RIGHT WORD. TO MOVE FORWARD BUT THE FLEXIBILITY WE WANT IS AROUND THE DEBT INSTRUMENTS THAT WE CAN USE.
I WOULD NOT USE THE TERM DEBT INSTRUMENTS. >> THAT IS REALLY THE ASKING
ISSUE. >> CHANGE LEGO RULES. >> AND THEN MAYBE PROVIDE IF WE CAN DO IT IN ONE SENTENCE OR REASON IN THEIR TO CHANGE THE REQUIREMENTS TO PROVIDE MORE
FLEXIBILITY. >> IT ALSO AIDS US IN THIS TIMEFRAME WHICH WE CAN DO
THINGS. >> THAT WAS NEWS TO ME AS WE WERE MEETING AND TALKING ABOUT THIS AS I HAD QUESTIONS. I'M SURE IT WOULD BE NEWS TO THEM AS WELL THAT WE DON'T HAVE
THAT CAPACITY. >> I BELIEVE THE COST FOR THINGS LIKE THAT WOULD BE NOMINAL WITH THAT CHANGE MIGHT, DISTRICTS MAKE CUTS TO COUPLE YEARS EARLIER BUT IT'S NOT AT
GOING TO INCREASE THE AMOUNT IS THAT CORRECT? >> IT'S REALLY JUST A FUNDING MECHANISM. IT'S NOT ABOUT PROVIDING MORE PROJECTS FOR THE STATE THEN HAS
TO FUND. >> YOUR FINISHING YOUR PROJECTS SOONER SO YOU GET THE
DOLLARSSOONER . >> CAN WE MAKE SOME REFERENCE INSTRUCTION INFLATION? THIS IS WHY WE NEED THE MONEY FASTER QUICK SEE THE QUESTION WE KNOW IN THE PAST WE'VE HAD THINGS IN REGARDS TO THE ACTUAL ALLOCATION FORMULA THAT THAT'S BEEN PUT FORWARD.
RECOGNIZING THAT IT'S NOT A HUGE COMPONENT OF OUR BUILDING. I DON'T THINK WE'VE UPDATED IT.
>> THEY HAVEN'T AND WHAT I THINK ABOUT AND WHAT SCHOOL DISTRICTS ACROSS THE STATE IT'S A SIMPLE MAJORITY AND IT MEANS NOTHING FOR THEM FOR A LOT OF REASONS ONE OF WHICH THEY COULDN'T GET 50% OF THEIR COMMUNITY TO VOTE YES. THERE DEBT CAPACITY IS SUCH THAT THEY COULDN'T EVEN BUILD A NEW SCHOOL WITH THE AMOUNT THAT WAS BEING PROVIDED BECAUSE THEY DON'T HAVE THE ABILITY TO COLLECT THAT. AND SO IT REALLY IS ABOUT THE FUNDING FORMULA AND THE SIMPLE MAJORITY. I HAVE SOME IDEAS ON WHAT WE COULD OFFER AND IT REALLY WOULD BE UPDATES AND SCAP FORMULAS TO PROVIDE.
IT'S REALLY ABOUT INCREASED FUNDING BUT IT'S ALSO ABOUT EQUITABLE FUNDING.
IF YOU ARE A DISTRICT OF 200 STUDENTS YOU ARE STILL LIVING WITH YOUR BUILDING FROM 1940 WITH ZERO POTENTIAL TO UPDATE THAT. IT'S OUR SIMPLIFICATION AND IT
[00:35:05]
HASN'T CHANGED. >> I'M ACTUALLY OKAY WITH IT NOT BEING THERE.
IT'S A SIMPLE MAJORITY WHICH IS MORE PRIORITY. BEING ABLE TO FOCUS ON THAT MIGHT BE THE BETTER WAY TO GO OF COURSE SUPPORT IF ANYTHING COMES ALONG IN THE ALLOCATION
FORMULA FOR REALLY OUR TARGET IS THIS PIECE. >> LET'S JUMP TO FUTURE READY
SCHOOLS. >> WE HAD A CONVERSATION AND CABINET TODAY.
WE FELT LIKE THE LAST TWO BULLETS SHOULD BE COMBINED RATHER THAN SEPARATE.
>> LONGER THE BULLET THE HARDER IT IS TO KEEP PEOPLE'S ATTENTION.I DON'T MIND
REPEATING MYSELF. >> THE ONLY OTHER PIECE ON HEALTH AND WELLNESS CENTER
HAVING HAD A LOT AND THAT SORT OF KNEW. >> IS VERY LITTLE FLOCKING AND IT'S PART OF THE CONVERSATION THAT I HAVE HAD WHICH WE KNOW WE HAVE OUR MENTAL HEALTH NEEDS WHICH ARE INCREASING THE SCHOOLS AND PROVIDING THEM. I WILL ALSO SAY WE HAVE HEALTH INSURANCE AGENCIES HOWEVER THAT DOESN'T HELP US TO PROVIDE ANY MENTAL HEALTH SERVICES WITHIN OUR SCHOOLS. SCHOOL-BASED HEALTH SERVICES GIVE THAT CAPACITY BECAUSE THEY
SET OUT FOR THE HEALTH INSURANCE WITH THE MOBILITY. >> IT'S A PRESCRIPTION RETURN THAT IS SET UP AND IT'S A COST PUT ON THE PRESCRIPTION THAT THE INSURANCE COMPANIES HAVE THAT GOING TO SETTING UP A DROPBOX THAT YOU SEE THERE. THERE ARE WAYS IN WHICH FUNDING AND OTHER THINGS COME THROUGH SOME OF THOSE PIECES. THERE IS A PIECE OF THE HEALTH INSURANCE AND MY KIDS WERE IN SCHOOL. REQUIRE MY TAXES PAYING FOR THAT SINCE THAT OF MY HEALTH INSURANCE? THAT DOESN'T MAKE SENSE.
I THINK IT'S SOMETHING TO EXPLORE AND ONLY FOCUS IN THIS AREA BUT IT'S ONE WHO I WOULD TALK TO A LOT OF DIFFERENT THINGS IN THIS AREA. THE HEALTH AND WELLNESS IS IN MOST OF THEIR AREAS AND I HAVE CONTRACTS OVER 20+ YEARS AGO WHEN DOING THIS.
IT'S DOABLE. THERE'S NOT MANY IN THE STATE. IT CAN WORK.
>> TO HAVE LANGUAGE THAT YOU WOULD OFFER? >> ACTUALLY DO NOT.
IF I DID I WOULD GIVE IT TO YOU. >> IF SOMETHING STRIKES YOU WOULD YOU SEND IT TO US? YOU CAN FURTHER THE CONVERSATION AND IT WAS ACTUALLY IN MY CONVERSATION OF REPRESENTATIVES TO DISCUSS THE COMPONENT THAT WE POSSIBLY THINK ABOUT HOW DO WE PARTNER WITH OUR HEALTH INSURANCE? IT WOULD HAVE TO BE A FEE-BASED CONCEPT OF SOME KIND. IT'S JUST ANOTHER WAY. I'M GLAD IT'S THERE.
>> AM GLAD WE HAVE THE CONVERSATIONS ABOUT THESE. THE CHANGE IN WITH THE COMMUNITY'S EXPECTATIONS ARE NOW. NOTHING HAS CHANGED IN THE FUNDING BUT THERE IS AN EXPECTATION THAT AS PART OF THE PROVISION OF SERVICES.
I THINK TALKING TO OUR LEGISLATORS ABOUT THAT AND HAVING THOSE CONVERSATIONS.
I DON'T KNOW IF THEY ARE AWARE OF THAT. QUICK STOP BULLET IS PROBABLY
[00:40:08]
DIRECTED TO MODERN LEARNING FACILITIES. EVEN IF WE HAD THE FUNDING EVERYTHING IS IN PLACE AND THEY WOULD NOT BE ABLE TO IMPLEMENT ANY SORT OF CENTER.>> IN TERMS OF FUTURE READY SCHOOLS. THE ONLY AREA WHERE ONE OF THE OTHER AREAS THAT I THOUGHT ABOUT IS INCENTIVES. FOR BUSINESS AND INDUSTRY IT'S NOT A FULLY FLESHED OUT IDEA OR CONCEPT BUT IT'S SOMETHING AS I THINK ABOUT WHAT WE KNOW WOULD HIGHLY BENEFIT OUR STUDENTS. IT'S SOMETHING THAT WE HAVE IN PLACES BUT NOT SYSTEMIC.
THE WORKFORCE HAS THEIR JOBS TO DO. THEY ACTUALLY HAVE WORK IN THE.
THEY THINK ABOUT HOW TO INCENTIVIZE THAT FOR BUSINESS. >> THEY ASKED THE LEGISLATOR TO COME UP WITH LEGISLATION THAT DOESN'T LEGISLATES THAT OR REMOVE BARRIERS.ANOTHER SPIN ISSUES AROUND 18-YEAR-OLDS BEING ABLE TO DO APPRENTICESHIP FOR LIABILITY AND DIFFERENT
THINGS. >> I STILL THINK IF WE LOOK AT THE SCHOOLS WITH THE NEED FOR ANXIETIES AND A BETTER CAPABILITY OF DOING THIS I KNOWS IT WILL COME UP AGAIN.
IT'S A POINT IN OUR FUTURE THAT NONE OF US THOUGHT WOULD BE THERE.
THAT SAID WE ARE PREPARED AND ABLE TO DO IT. WHEN YOU LOOK AT THE EMOTIONAL AND MENTAL HEALTH ISSUES YOU'VE STUDENTS WHO HAVE PROBLEMS SITTING IN A CLASSROOM WITH OTHER PEOPLE UNTIL THEY ARE ABLE TO LEARN TO COPE WITH THOSE ISSUES.
IT CAN BE SUCCESSFULLY BLENDED IN THE TYPICAL SCHOOL ENVIRONMENT PERHAPS.
THE IDEA OF HAVING IT LEARNING FOR AN ONLINE STUDENT IS NO LESS OR NO MORE THAN AN EDUCATION THAN IT IS WITH THE STUDENT. IT'S THE SAME WAY THAT THE
FUNDING MODEL IS HERE WITH THE DISTRICT. >> I COULD BE SPEAKING AND LEARNING IN REGARDS TO THAT CONCEPT. IT'S A GOOD POINT PERHAPS
HAVING THEM PAY FOR THE TECHNOLOGY. >> IT'S HAVING FLEXIBLE
OPTIONS SCHOOL JUST BEING VERY MUCH THIS HOUR TO THAT HOUR. >> ONE OF THE ROADBLOCKS WE HAD AS YOU HAD TO REALLY REWRITE THE TEACHING METHOD ONLINE.
[00:45:17]
WE DEVELOP THE MODELS FOR HOW TO BRING ONLINE LEARNING INTO THE MAINSTREAM.WE WORK OUT THE GUINEA PIGS FOR THE MODEL. >> HAS BEEN A REQUEST THAT WE
GO BACK TO THE STUDENT SUPPORT. >> THAT WAS MY REQUEST AND I APOLOGIZE.
I WANTED TO LET YOU HAVE YOUR CONVERSATION AND I FORGOT TO SPEAK UP ON THE ONE TOPIC WE
EDITED OUT. >> WILL YOU RESTATE WHAT THE GOAL IS.
>> WE READ INCREASE THE STAFF ALLOCATIONS TO ACT THE ACTUAL STAFF REQUIRED FOR STUDENTS.
>> WILL MAKE A NOTE TO THE FOLKS THAT MAY NOT BE FAMILIAR THAT HAVE BEEN ON THE COMMITTEE WITH EDUCATIONS. WE RECOGNIZE THIS IS JARGON BUT IT'S DARK AND WE NEED TO LEARN.
>> HE MENTIONED THE BEGINNING WITH THE SOCIAL EMOTIONAL HEALTH.
THEY HAVE BEEN ADDRESSING THAT. GIVEN THAT THEY ARE ADDRESSING THAT.
>> WE HOLD THEIR FEET TO THE FIRE AND DON'T LET OFF ON THE PRESSURE.
>> THE ENHANCEMENTS TO THE SCHOOL MODEL CONTINUE TO INCREASE BOTH CLASSROOM
TEACHERS BUT ALSO SUPPORT STAF . >> WHAT WE ARE SAYING IS IT
INCREASE THE PROTOTYPICAL SCHOOL MODEL. >> I BELIEVE THAT'S IT.
ANY ADDITIONAL OVERARCHING COMMENTS? >> GREAT JOB CAITLIN.
HE WORK WITH IN DIFFERENT DIRECTIONS. I APPLAUD YOU.
>> WE WILL GET ANOTHER DRAFT CIRCULATED BETWEEN OUR SMALL GROUP AND WE WILL PUT THAT OUT TO THE BOARD PRIOR TO THE BOARD MEETINGS YOU CAN SEE IF THERE IS ANY COMPONENTS THAT SOMEONE CAN'T LIVE WITH. PLEASE LET US KNOW SO THAT WE CAN FIGURE THAT OUT PRIOR TO THE BOARD MEETING. I WE CAN HAVE SOMETHING THAT THE BOARD CAN CONCUR WITH.
HISTORICALLY IT'S BEEN ON THE CONSENT AGENDA. THAT WOULD BE THE PLAN UNLESS THE BOARD WANTS A FORMAL PRESENTATION. WE DON'T NEED TO DECIDE THAT AT
THIS MOMENT. THAT'S AN OPTION AS WELL. >> WE CAN ENLIST THEIR SUPPORT. IT'S NOT NECESSARILY THAT THERE IS A DEBATE ON IT.
>> WE CAN'T DO IT ALONE. WE WILL NEED YOUR SUPPORT IN THE BUSINESS COMMUNITY AS WELL.
[2. Inclusionary Practices]
[00:50:05]
NEXT THE NEXT TOPIC FOR THE AGENDA TONIGHT IS AN UPDATED IMPLEMENTATION PROFESSIONALLEARNING AND CONSIDERATION OF THE INCLUSIONARY PRACTICES. >> CONSIDER THIS AN EXECUTIVE BRIEFING. WE DON'T HAVE OUR TEAM HERE TODAY ON THE GROUND IMPLEMENTING INCLUSIONARY PRACTICES. AS YOU KNOW SOMEONE WILL BE SHARING THEIR SCREEN SHORTLY. THIS REALLY IS AN UPDATE AROUND VARIOUS COMPONENTS OF WORK.
HOW WILL HE GATHER FEEDBACK AND RESPOND TO THE QUESTIONS THAT WE ARE RECEIVING.
REALLY WHAT ARE THE DIFFERENT SPORTS AS WE LAUNCH INCLUSIONARY PRACTICES TO A MUCH FULLER EXTENDED PERIOD IS NOVEMBER 6 SO THAT WE ARE TWO MONTHS INTO INCLUSIONARY PRACTICES AND THAT IS JUST A BRIEF WINDOW OF TIME SO WE ARE EXCITED TO SHARE THE UPDATE AND SHARE HOW WE ARE COLLECTING FEEDBACK AND DATA AROUND THIS BECAUSE WE ARE COMMITTED TO
THIS WORK. I WILL HAND IT OFF TO THE TEAM. >> IF ANYBODY FORGETS ANYTHING ON THE WAY THESE TIME IN. WE WANT TO FIRST START. THIS IS A TERM THAT WE USE PROUDLY. IN THIS CONTEXT TODAY WHAT WE ARE TALKING ABOUT IS THE WORK AT THE ELEMENTARY LEVEL. WHAT WE ARE TALKING ABOUT IS STUDENTS ARE QUALIFIED FOR SPECIAL EDUCATION SERVICES WHO HISTORICALLY HAVE BEEN SERVED AND LEARNING CENTERS WHICH HAVE NOT NECESSARILY BEEN LOCATED IN THE SCHOOL. HAVING NO STUDENTS RETURN TO AND ATTEND THEIR NEIGHBORHOOD SCHOOL SO THAT'S PART OF OUR DEFINITION.
STUDENTS ARE PARTICIPATING IN GENERAL EDUCATION. I THINK ABOUT HOW THEY ACCESS THE CONTENT AND THAT THE RECEIVING INSTRUCTION IS EITHER IN THE JUDGE GENERAL EDUCATION STUDY OR INTERVENTION BLOCKS. WHAT SPECIAL EDUCATION STAFF. AND RECOGNIZING THAT SOME STUDENTS WILL CONTINUE AND MAY STILL NEED TO RECEIVE ACTUAL EDUCATION SETTINGS.
WE TALK ABOUT ELEMENTARY INCLUSION THAT'S THE WORK THAT NEEDS TO BE DONE.
IT'S RETURNING STUDENTS THINKING ABOUT HOW WE MAXIMIZE STUDENTS PARTICIPATION IN GENERAL EDUCATION AND HOW WE CONTINUE TO HAVE THE SPECIAL DESIGN CONSTRUCTIONS.
>> THE BOARD RECEIVED LAST WEEK A MORE DETAILED HISTORY OF THE MULTIYEAR EFFORTS THAT HAVE BEEN TAKING PLACE WITH PRESCHOOL AND ELEMENTARY STUDENTS AND THAT.
HERE'S JUST A REALLY QUICK HIGHLIGHT. IN 2019 WE MOVED TO A PRESCHOOL SETTING WHERE APPROXIMATELY HALF OF OUR STUDENTS HAVE BEEN IDENTIFIED WITH A DISABILITY AND HALF OF OUR STUDENTS WOULD BE TYPICALLY DEVELOPED. WE ALSO AT THAT TIME BEGIN TO EXPAND THE NUMBER OF SCHOOLS THAT HAD LEARNING CENTERS WITH AN INTEREST OF HAVING STUDENTS BE CLOSER TO THEIR RESIDENCE. IN 2020 OUR STUDENTS WHO HAD BEEN IN THE INCLUSIVE PRESCHOOL STARTED TO MOVE INTO THE NEIGHBORHOOD SCHOOLS IN KINDERGARTEN.
2021 THE FIRST GROUP OF FOUR SCHOOLS BEGAN TO PILOT WHAT IT WOULD LOOK LIKE TO HAVE COMPLEX LEARNERS BACK IN SCHOOLS AND THOSE EXPANDED THE FOLLOWING YEAR TO LAKE WASHINGTON HIGH SCHOOLS AND ELEMENTARY SCHOOLS. THIS YEAR WAS EXPANDED TO STUDENTS THAT HAD BEEN IN THE
LEARNING CENTERS. >> WHAT WE WANT TO TALK ABOUT IN THE EXECUTIVE SUMMARY IS
[00:55:10]
WHAT ARE SOME OF THE CONDITIONS AND CONSIDERATIONS FOR SUCCESS? WE TALK ABOUT HOW WE LOOK AT THE STAFFING RATIOS AND SUPPORT WHAT THE PRINCIPALS AND TEACHERS THAT NEEDED.THE INTENTIONAL DESIGN OF THE SCHEDULES WITH INTERVENTION BLOCKS AND TALK ABOUT THE TIER 1 INSTRUCTION. WHAT IS IT LOOK LIKE FOR GENERAL EDUCATION WHAT'S BEEN TAKEN PLACE FOR GENERAL EDUCATION TEACHERS FOR MORE COMPLEX LEARNERS.
THAT INCLUDES THE CLASSROOM PRACTICES AND PROFESSIONAL LEARNING.
NEXT WE TALKED EARLIER ABOUT LEGISLATIVE PRIORITIES. ONE OF THE CONDITIONS RELATED TO SPECIAL EDUCATION AND STAFFING SO WE HAD THE OPPORTUNITY THIS YEAR IN NEGOTIATIONS WITH LW A AND COLLECTIVE BARGAINING AGREEMENTS THAT THERE ARE A LOT OF CONVERSATIONS THAT ARE FOCUSED ON HOW DO WE THINK ABOUT THE CONDITIONS AND STRUCTURES AS IT RELATES TO OUR CERTIFICATE AND STAFF TO BE ABLE TO SUPPORT THIS TRANSITIO . ONE OF THOSE IS THE CHANGING OF THE STAFFING RATIO.
PREVIOUSLY STUDENTS HAVE BEEN WITH TWO DIFFERENT RATIOS. IT WAS A LEARNING CENTER MODEL ONE AND 23 RATIO. WORK WITH LW WAY TO COME UP WITH ANY RATIO TOOK KNOWLEDGE OF GLENDA STUDENTS ACROSS THE SPECTRUM ARE SCHOOLS AND THAT TALKS BRIEFLY ABOUT WHAT THAT RESULTS. IT'S AN IMPORTANT ELEMENT THAT WE WANTED TO ADDRESS WITH THE STAFFING MODEL THAT WORKS TO PROVIDE THE SUPPORT AND TO SUPPORT STUDENTS THROUGHOUT OUR ELEMENTARY SCHOOLS. WE TALK A LOT ABOUT THE NEED FOR SCHEDULING.
ONE OF THE CORE THINGS THAT WE MAINTAIN A COMMITMENT TO HIS HAVING ACCESS TO THE CONTENT WHICH MEANS YOU HAVE TO THINK ABOUT HOW YOU DELIVER THE INTERVENTION WITH INSTRUCTIONS THAT STUDENTS NEED.IN ORDER TO DO THAT WITHOUT PULLING THEM OUT IT'S THE TIME THAT YOU WOULD HAVE TO THINK ABOUT WHEN STUDENTS SEE THAT. THERE IS A SHARED COMMITMENT WITH HOW PRINCIPALS ARE WORKING FOR A MASTER SCHEDULE FOR CASE MANAGEMENT AND MAKING SURE THAT TEACHERS ARE ABLE TO EAT AND WHEN THEY GET THEIR INTERVENTIONS.
PUTTING THAT INTO THE CBA WAS SOMETHING THAT WE RECOGNIZED THAT IS SOMETHING WE LOOKED AT AS BEST PRACTICES FOR SCHOOLS AND WHAT IS WORKING FOR THE SCHOOL TO HAVE REALLY STRONG
SCHEDULES WERE ENJOYING MORE SUCCESS. >> THE OTHER THING IS IT'S REALLY IMPORTANT TO RECOGNIZE THE PRACTICE IS NOT TO SPECIAL EDUCATION RESPONSIBILITIES FOR PARTNERSHIPS AND GENERAL EDUCATION. SO CALLING OUT THAT EXPECTATION THAT OUR GENERAL EDUCATIONS NEED TO MEET THE BEGINNING OF THE YEAR TO MAKE SURE THAT THEY
ARE COLLABORATING TO HELP SUPPORT STUDENT. >> JUST GOING BACK TO THE PREVIOUS SCHEDULE. IT'S ABOUT HELPING SCHEDULED EDUCATION TEACHERS WHICH ALSO MEANS THERE IS LESS FLEXIBILITY. IT WAS FROM THE VERY BEGINNING
A PARTNERSHIP WITH GENERAL EDUCATION. >> THINK SCOTT.
>> ONE OF THE OTHER COMPONENT IS RECOGNIZING THAT EVERY STUDENT HAVE SUPPORT IN PLACE AND THAT WE DEPEND UPON THE ADULTS. SCHOOLS WOULDN'T BE DEVELOPING COVERAGE PLANS SET THOSE ADULTS PROVIDE SUPPORT AND ARE NOT AVAILABLE BECAUSE WE HAVE GOOD
[01:00:04]
PLANS IN PLACE SUCH THAT OUR STAFF KNOWS HOW WE SUPPORT SPECIAL NEEDS AND WHO'S GOINGTO BE THERE. >> IT'S REALLY NOT CAPTURED IN LANGUAGE NECESSARILY.
THE RESULTS OF CONVERSATIONS AROUND DISCRIMINATORY LANGUAGE THAT EXISTED.
THEY REMOVE THAT FROM THE DISTRICT SITE AND THE ASSOCIATION SITE SO REALLY TRIES TO MAKE THE LAND REFLECT THE VALUE WHICH IS A STUDENT OF THE GENERAL EDUCATION STUDENT NEEDS OR SERVICES PROVIDED. I'VE DONE BARGAINING AND HAVE NOT EXPERIENCED THE ASSOCIATION THAT WANTS TO PARTNER IN THAT WAY. SOMETIMES IT'S AGGRESSIVE.
>> I SAID I WOULD COME BACK TO STAFFING SO AS A RESULT OF CHANGING STAFFING THIS YEAR WE HIRED EIGHT ADDITIONAL SPECIAL EDUCATION TEACHERS. THE MODELS HAVE SHIFTED TO THAT ADDITIONAL STAFF OF THE SCHOOLS PRIOR TO THIS. LAST YEAR FOR STUDENTS ARE BEING SERVED THEY WERE IN THEIR NEIGHBORHOOD SCHOOLS. IN THIS YEAR 73 OF THEM RETURNED. QUICKSET WAS ONE OF THE KEY THINGS THAT WE TALKED ABOUT WITH LW A. TO SUBSTITUTE COVERAGE PLAN AND IT'S BECAUSE OF THAT IMPACT.
ANY TRIAGE THE SITUATIONS KNOWING THAT THEY TO HAPPEN? IT'S MORE BENEFICIAL THAN NOT.
THEIR SUPPORT IS PARAMOUNT SPECIALLY WHEN YOU LEARN HOW TO DANCE AND HAVE DUAL TEACHING.
>> WE ARE GOING TO MOVE IN TO THE OTHER CONDITIONS AND SPEND A LOT OF TIME FOCUSING ON WHAT
WORK CAN BE DONE. >> QUICK QUESTION. CAN TALK ABOUT THE ENGAGEMENT
WITH THOSE FAMILIES? >> EXPECTATION WAS THAT THE SCHOOLS THAT THEY WERE AT WHERE TO SET UP MEETINGS WITH EACH FAMILY. THERE ARE SOME SITUATIONS WHERE THEY REMAIN AFTER SCHOOL AND THOSE WERE DECISIONS THAT WERE MADE WITH THATCONTEXT .
[01:06:51]
HE LAST YEAR WE HAD A MULTIDIVISIONAL EFFFROM AN INSTRUCTIONAL PLAYBOOK.WE THINK ABOUT WHAT WE LEARNED AND WE HEARD THIS BEFORE. TEACHERS TALK ABOUT HOW THEY WERE ENGAGING FOR STUDENTS BE ABLE TO TALK TO EACH OTHER. WHEN EMILY LED A GROUP OF EDUCATORS IN IDENTIFYING HIGH-LEVEL AREAS THEY REALLY FOCUS ON WHAT THEY THOUGHT THE HIGH-LEVEL AREAS WHERE. WE REALLY NEED TO BE USING THE SAME LANGUAGE.
THE GOAL IS TO HAVE A SHARED UNDERSTANDING IS YOU CAN BUILD INTO TIER 2. IN THE NEXT SLIDE YOU CAN SEE THE 10 STRATEGIES. IT WAS REALLY GREAT ABOUT THIS STARTED WITH HUNDRED AND 67 MULTIDIVISIONAL POSTS. WHAT ARE THE ONES THAT ARE HIGH LEVERAGE AND HOW WE MAKE SURE WE ARE COMMUNICATING. OUR MINISTRIES ARE ENGAGING WITH FOCUS GROUPS WE GATHER FEEDBACK AND WHOLE DIFFERENT WAY. THERE'S A MULTIYEAR PLAN FOR IMPLEMENTING THESE AND IT'S NOT SEPARATE FROM OTHER KEY LEARNERS.
WE FOCUS ON INSTRUCTIONAL STRATEGIES. IT'S THE HOW AND THE SPECIFIC
WAYS. >> I JUST WANT TO ADD IN I SEE YOU HAVE THE SLIDE OUT.
PART OF THE PRACTICES THAT WE ARE HAVING AS THEY GET INTO CLASSROOMS OFTEN.
ONE OF THE WAYS THAT WE BUILD THE LANGUAGES WILL BE GOING TO THE CLASSROOM WE REALIZE THAT INSTRUCTIONAL PLAYBOOK LOOKS FOR SOME OF THESE AREAS. AND THEN THEY COME AWAY AND TALK ABOUT THIS. AND THEN THE PRINCIPLES WHEN THEY GO TO COMMON LANGUAGE AND
[01:10:04]
THEY SEE THE INSTRUCTION HAPPENING AND THEY PROVIDE FEEDBACK.AND THEN THEY JUST DESCRIBE THE STRATEGY. I APPRECIATE THE OPPORTUNITIES THAT YOU HAVE WITH STUDENTS TO RESPOND USING THAT LANGUAGE THAT WE TALKED ALONG THE WAY.
IT'S ALSO IN TERMS OF LEAVING THE SEVEN WEEK AFTER WEEK AND MONTH AFTER MONTH.
TEACHERS HAVE ACCESS OPTIONAL LEARNING AND WE REALLY COMMIT TO THE ROTATION TO THIS WHOLE BUNCH THE TEACHERS AND AMATEURS CAN LEARN ABOUT. WE ARE TRYING TO REALLY MAKE SURE THAT IT'S SOLID WITH THE INSTRUCTION. THE STRATEGIES AND RESOURCES THAT THEY HAVE FOUNDED ON FRAMEWORKS THAT WORK FROM SPECIFIC EDUCATIONS.
THEY ALIGN WITH OUR VALUES AS A DISTRICT. INSTRUCTIONAL STRATEGIES ARE WITH STUDENT DISCOURSES. THERE'S A WHOLE BUNCH OF DIFFERENT ACTIVITIES.
IT'S A LOT OF THE TIER 1 THAT WE ARE WORKING ON. >> WE HAVE LOTS OF CONVERSATIONS AROUND THIS AND WE TOUCHED ON BUILDING THE VISION.
THIS IS THE ATTEMPT THAT'S WELL RECEIVED AS SUCH. THERE ARE PRACTICAL WAYS THAT THIS LOOKS AND THE CLASSROOM FOR STUDENTS WHO ARE PART OF THE INCLUSION PROJECT.
SO THAT YOU ARE MEETING THAT BROADER ARRAY WHICH ALSO ALIGNS TO THE ORACLE AROUND THE INCLUSION OF PRACTICE AND CREATING OPPORTUNITIES FOR STUDENTS NOT JUST A SUB CENTER.
IT WAS VERY INTENTIONALLY DONE SO THAT WE CAN MAKE THAT WORK PRACTICAL.
THIS IS PART OF OUR BARGAINING. WE IDENTIFY IN COLLABORATION THAT THE LEARNING WOULD BE PROFESSIONAL WORK TIME AND SERVICES. IT'S REALLY IMPORTANT TO LEARN AND THAT'S GREAT. THEY LEARN ABOUT PRACTICES WITH RESOURCES AND CONSTRUCTION.
IT'S IMPORTANT IN OUR UNION IN OUR DISTRICT CONVERSATIONS. IT'S GREAT TO HAVE LOTS OF
[01:15:17]
RESOURCES. LEARNING THE TEACHERS COULD DO COULD BE REALLY SPECIFIC.>> WE INTENTIONALLY CHANGE THE TITLE TO BE PART OF A LARGER SYSTEM.
QUICK THTHE FOCUS IS TO REALLY THINK ABOUT HOW IT ALIGNS WITH SUPPORTING TEACHER EFFORTS IN THIS SUPPORTING THE WORK OF THE PO.IT'S A PARTNER WITH THE BUILDING MENU.
THEY SUPPORT THE STRUCTURE BECAUSE THEY'RE ENGAGED IN PROFESSIONAL LEARNING JUST LIKE THE INSTRUCTIONAL PLAYBOOK. QUICKSET ASSEMBLIES AND HOW WE THINK ABOUT HOW WE ARE HERE NOT
JUST IN THEORY BUT IN THE PEOPLE AND SUPPORTING THEM. >> WE ARE ALIGNS IN SCHOOL VISIT. ROBIN SHARED WITH US THE SPECIFIC WORK THAT THE COACH WAS DOING WITH THAT TEACHER WHICH IS EXPRESSED AS THE NEED IN ANY PROFESSIONAL LEARNING IN THEIR OWN PRACTICE AND THE KIDS WERE RIGHT THERE IN FRONT OF THEM TO HAVE THAT SUPPORT COMING IN THE CLASSROOM TO RECYCLE THEM. THAT CYCLE COMES IN EVERY DAY
AT THAT. >> CAN YOU TALK MORE ABOUT WHAT LED THEM TO THIS? THEY GET A BETTER PICTURE AND I SAW THE INDIVIDUAL IN THE ROOM I DID NOT HOW SHE GOT THERE QUICKSET THINK MANY OF US CAN JUMP ON IT HOW DO WE SUPPORT TEACHERS AND SCHOOLS IN A WAY THAT IT'S AN ENORMOUS AMOUNT OF RESOURCE WITH CONSTRUCTION PURCHASES.
[01:21:27]
>> THERE IS A CREDIT AND ATTIRED SPECIFIC FOR THAT ROLE. >> THE COACHING CYCLES FOCUS AND USES DATA EVERY TIME IT FOCUSES ON THOSE. TRY TO GET THAT BALANCE BUT
IT'S REALLY FOCUS ON THE LEARNING. >> SO THOSE COACHES ARE FORMER
TEACHERS CORRECT? >> I CAN UNDERSTAND. THE OTHER THING IS WHEN, AND I'VE HEARD BECAUSE AUTHORITY PUT INTO THE SYSTEM IS THE IDEA THAT BEFORE I HAVE TO GO IN IT WOULD BE GREAT IF I COULD GO WITH THE TEACHER THAT'S ARTY BEEN DOING IT AND WE MIGHT WANT TO THINK ABOUT HAVING THAT KIND OF ROLE ALSO TO HELP SHOW THEM ESPECIALLY IF THEY'VE COME FROM A DISTRICT SO THEY HAVE A LOT OF ACCREDITATION AND GARDENS WAS ENOUGH STRESS WHEN YOU START TABLE TO WATCH SOMEONE AND SAY THAT IT'S NOT THAT BIG OF A DEAL.
>> WHAT YOU'RE TALKING BETTER LEARNING BLOCKS. >> WE DEFINITELY TRY TO DO THAT IN OUR SYSTEM AND IT'S A CHALLENGE TO YOU THAT. IT'S MUCH EASIER FOR BUILDING TO HAVE A 40 MINUTE BLOCK AND THOSE ARE STRATEGIES THAT WE ABSOLUTELY USE.
THEY ARE TALKING ABOUT THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL AND APPARENTLY THERE HAD BEEN A SITUATION IN A NUMBER OF TIMES BUT TO PULL AWAY THE SUPPORTS THAT THEY
[01:25:06]
HAVE IS ALMOST LIKE SINK OR SWIM. ONE THING THAT THEY MENTIONED WAS REALLY GREAT AS A TRANSITION FROM ELEMENTARY TO MIDDLE.THEY HAVE AN OVERLAP. IF YOU WILL AND MAY CONSIDER IT ALMOST LIKE TRAINING WHEELS FOR THAT STUDENT. ONCE I GOT USED TO THE NEW ENVIRONMENT THEY STILL DIDN'T FEEL LIKE THEY ARE ABLE TO TRANSITION AND REALIZE AT THAT REQUIRE STAFFING.
I KNOWS HAVING THE WITNESS STAND ENTAIL. >> ESPECIALLY WHEN YOU GET WHEN IT'S REALLY COMMITTED AND YOU CAN TELL. YOU CAN TELL THE ONES THAT ARE COMMITTED TO IT AND THE ONES THAT ARE BUYING TIME. THE ONE COMMENT THAT I HEAR IS IF YOU DON'T HAVE THAT SUPPORT IN THE CLASSROOM AND YOU HAVE A SPECIAL ED TEACHER HAVING TO MEET IN THE CLASSROOM TO RECTIFY THE SITUATION AND YOU DON'T HAVE ANY SUPPORT FOR THE REST OF THE CLASS. THE IDEA OF HAVING THE STUDENTS TAKE A SIDE IF YOU WILL PERHAPS WITH A PAIR AS OPPOSED TO THE TEACHER WHO THE OTHER TEACHER FEELS IS ESSENTIAL.
THEY'VE ACCEPTED IT THEY JUST WANT TO BE ABLE TO DO TO THE BEST OF THEIR ABILITY.
IT WORKS LIKE A BEAUTIFUL SYMPHONY AS OPPOSED TO BEING HERE.
>> THAT'S AN INTERESTING BECAUSE MTS COACHES WOULD NOT BE INVOLVED IN THAT CONVERSATION TO AND THAT THEY WOULD BE. THE IEP TEAMS ARE TRYING TO DO SOME WORK AROUND THE TRANSITIONS AND IT WASN'T JUST THE STAFF IT WAS THE SAME THIN
. >> THEY ARTICULATE THE PROGRAMS WITH UNIQUE
CHALLENGES. >> WAS MANY SORTS OF INTERESTING THINGS.
>> ÓTOGIVE US A TIME CHECK. WE HAVE ABOUT 13 TO 15 MINUTES REMAINING ON OUR CONVERSATION.
>> ALRIGHT. ONE OF THE OTHER THINGS IS ABOUT HOW WE PROVIDE SUPPORT FOR STUDENTS. THINKING ABOUT WHAT THE ENVIRONMENT THAT THEY ARE WORKING WITH. HER ELEMENTARY SCHOOLS HAVE BEEN WORKING ON SOCIAL ELEMENTARY LEARNING. THERE ARE ENVIRONMENTS WHERE STUDENTS KNOW THAT THEY MATTER AND THAT THEY ARE SAFE.AND ALSO THE RESPONSIBILITY THAT WE HAVE FRECKLES.
[01:30:44]
SYSTEMICALLY THEY THINK ABOUT HOW THEY PROACTIVELY ADDRESS WHAT'S GOING ON.IT'S ABOUT HOW DO WE ENSURE STUDENTS ARE REALLY THINKING ABOUT NEEDS.
WE KNOWINGLY PROVIDE DIRECT AND SOCIAL EMOTIONAL LEARNING THERE'S BEEN AN INTENTION WITH PROFESSIONAL LEARNING TO INTEGRATE. THE STUDENT WAS FULLY ENGAGED AND WAS SELF-AWARE AND WAS USING THE AC DEVICE TO SAY NO. WHAT A GREAT EXAMPLE OF A STUDENT DEMONSTRATING SOME SELF-REGULATION. WE ARE MAKING THAT CHOICE FOR THE STUDENT. I THINK ALONG WITH THIS BUT ALSO HAS BEEN ENHANCING THE CURIOSITY THEY ARE SEEING DIFFERENT BEHAVIORS BUT THEY ARE VERY MUCH CURIOUS ABOUT WHAT'S GOING ON AND SEE A LOT OF EVIDENCE OF INTENTIONAL WORK WITH CLASSROOM COMMUNITIES AND OPPORTUNITIES FOR STUDENTS TO LEARN ABOUT THEMSELVES ALONG WITH SPECIFIC INSTRUCTIONS.
>> WE WERE HEARING FROM TEACHERS FREQUENTLY THAT THEY ARE JUST OVERWHELMED WITH THE DIFFERENT THINGS. WE REALLY BEEN INTENTIONAL THE LAST TWO YEARS IN PARTICULAR TAKING THE ELEMENTS OF SOCIAL EMOTIONAL LEARNING AND TAKING THE INCLUSION ELEMENTS AND
[01:35:04]
THOSE ARE PART OF THE SAME. PRIOR TO THAT WE ARE COLLABORATING.I WAS OVERWHELMING.I WAS DIRECTED AROUND THIS WORK IN THIS WORK IS WITH HER TEAM COLLABORATING AND ENSURING CHECKING THE RIGHT BOXES. HARPER GOT ME TRYING TO FIGURE OUT THE SAME SIZE BUT WE GOT IT FIGURED OUT. LOOKING AT THE RIGHT HAND SIDE YOU CAN SEE THE LEAF DEPARTMENTS OF DIFFERENT DEPARTMENTS TAKING THE LEAD ON PROFESSIONAL LEARNING AND IT CROSSES OVER MULTIPLE IDEAS. IT'S NOT JUST KEEPING UP.
THAT WAS THE INTENT OF THIS. IT WAS TO SHOW WE ARE TRYING TO BE MUCH MORE INTENTIONAL WITH PROFESSIONAL LEARNING BECAUSE THAT WAS ONE OF THE CONTRACTUAL CHANGES THERE WAS ALSO HAVE A SENTENCE OF THIS. I DON'T HAVE ANY AGENCIES AND THAT'S ONE OF THE THINGS WE NEGOTIATED WE PUT THE FENCE AROUND THE OUTCOMES WE TRUST YOU AS A PROFESSIONAL.
HERE THE RESOURCES THAT WE SUPPORT AND TRUST IS A PROFESSIONAL DEVELOPER WITH THE
PROFESSIONAL WORKLOAD. >> A FINAL COUPLE OF THINGS. THE BOARD MEMBERS HAVE THE OPPORTUNITY IN THE ELEMENTARY SCHOOL IN ONE OF THE COOL THINGS ABOUT THAT VISIT WAS THAT WE ACTUALLY SAW A LOT OF EXAMPLES OF THAT TIER 1 WORK BOTH INSTRUCTIONALLY AND SOCIAL EMOTIONAL BUT WE ALSO SAW AND HEARD THE PRINCIPAL TALK ABOUT THE WAY IN WHICH THEY THINK ABOUT TIER 2 INTERVENTIONS. THEY TALKED ABOUT HOW IN THEIR PROFESSIONAL COMMUNITIES THAT THEY WERE USING DATA TO TRACK WHERE STUDENTS WERE WITH RESPECT TO THEIR LITERACY GOALS. SCHOOL HAD A VERY CLEAR SCHEDULE FOR INTERVENTION BLOCKS. IT'S SOMETHING THAT'S REPLICATED IN A NUMBER ELEMENTARY SCHOOLS WHERE WE LOOK AROUND AND SEE THE ADULTS TO TRY TO FIGURE OUT WHO'S DOING WHAT. WHEN WE HAVE STRONG TIER 1 INSTRUCTION THOSE OTHER SYSTEMS START TO PLAY. WE SAW THAT THE STUDENTS HAVE THE ROUTINES SUCH THAT THEY
SUPPORT AND ARE ABLE TO WRITE THOSE INTERVENTIONS. >> WE SAW HOW QUICKLY THE SCHOOL HAS BEEN PUSHED FORWARD AND WE SAW SOME KIDS BEING INCLUDED IN THE CLASSROOM THEY WOULD BE ABLE TO TELL RIGHT AWAY.WE SO THE INFLUENCE FOCUSED ON TIER 1 SYSTEMS AND STRUCTURES IN PLACE AND THEY WORK AROUND THE SCHEDULE. WE SAW COACHING OCCURRING AND
[01:40:05]
WE JUST WANT A FRAME THAT IS IS A GREAT EXAMPLE OF THE SCHOOL. THEY HAVE LOTS TO LEARN STILLABSOLUTELY. >> I HEARD RAVEN TALK ABOUT IT.
THE MEDIUM WITH WHICH YOU LOOK THROUGH TIER 1 AND TIER 2 INSTRUCTIONS WITH HIGH-QUALITY LITERACY INSTRUCTION. THIS WORK IS EMBEDDED IN THE CONTENT AND SOCIAL EMOTIONAL LOAN LEARNING THAT'S GOING TO BE ANOTHER COMPONENT OF THIS. THERE'S ALSO THE GOALS THAT WE HAVE FOR KIDS LEARNING THAT GOES ALONGSIDE OF THIS AND THAT'S REALLY WHAT WHEN WE MET WITH ROBIN SHE HUMBLY SAID WE WERE DOING THINGS OTHER THAN THE DISTRICT STRATEGIC WORK.
IT'S SUPER EXCITING. >> A COUPLE OF OTHER THINGS TO KIND OF WRAP US UP.WE KNOW THAT THERE ARE BRIGHT SPOTS AND GREAT EXPERIENCES THAT ARE HAPPENING AND WE KNOW THAT THERE ARE CHALLENGING EXPERIENCES HAPPENING WITH PRETTY TRANSFORMATIVE CHANGE IN OUR SCHOOL SYSTEM AND SO SOMETIME THIS WEEK AS THE END OF QUARTER ONE.
I THINK IT'S TOMORROW. SO WHAT ARE WE DOING TO CONTINUE TO KIND OF ATTEND AND UNDERSTAND WHAT'S HAPPENING AND WHAT WORK CONTINUES TO BE DONE. WE ADDED AN ADDITIONAL DIRECTOR OF ELEMENTARY EDUCATION THIS YEAR. THAT PROVIDES ADDITIONAL COACHING SUPPORT FOR OUR PRINCIPLES AND OUR DIRECTORS OF ELEMENTARY EDUCATION AND DIRECTORS OF SPECIAL EDUCATION FOR THE ELEMENTARY.THE REGULARLY MEETING I KNOW THERE HAVE BEEN TIMES WHERE I GOT OUT IN THE ELEMENTARY SCHOOL TO SEE THAT DIRECTOR IS DOING WALK-THROUGHS OF THE SCHOOL TOGETHER AND SO WE TRY TO MAKE SURE THAT THEY ARE IN ALIGNMENT SUCH THAT PRINCIPLES ARE GETTING A CONSISTENT MESSAGE OF SUPPORT IN THE AREAS OF GROWTH.
OUR DIRECTORS ARE OUT IN SCHOOLS A LOT THIS YEAR. WE HAVE BEEN A AN ELEMENTARY SCHOOL TO TRY TO MAKE IT A POINT WITH ONE OR TWO ELEMENTARY SCHOOLS A WEEK TO WALK THERE WITH THOSE DIRECTORS TO SEE WHAT'S HAPPENING AND WHAT EXPERIENCES AND CHALLENGES THEYHAVE . WE CONTINUE TO PARTNER ACTUALLY RIGHT NOW WE PARTNER TO LOOK AT HOW ARE WE IMPLEMENTING THE NEW CONTRACT WITH RESPECT TO SPECIAL SERVICES AND INCLUSIONARY PRACTICES PRINCIPLES AND ELEMENTS. WE LOOK TO MAKE SURE THAT THEY WORK IN AN IMPLEMENTATION FIDELITY. AND ALSO TO GIVE US AN IMPACT ABOUT WHAT IMPACT IS BEING SEEN IN THE SCHOOL SYSTEM. WE HAVE A SURVEY THAT'S OUT RIGHT NOW TO TRY TOGETHER SIR PEOPLE'S EXPERIENCE ON THE ELEMENTARY LEVEL AND WE ARE PLANNING ON DOING THAT MULTIPLE TIMES PER YEAR TO SEE HOW THOSE EXPERIENCES EVOLVE OVER TIME.
WE WILL BE IN A MEETING WITH THEM NEXT WEEK AND CONNECTING WITH OUR GROUP TO HEAR ABOUT
[01:45:01]
FAMILIES AND THEIR EXPERIENCES ABOUT THE WORK THAT'S BEING DONE TO SUPPORT OUR SCHOOLS.>> WE DIDN'T HAVE A SLIDE THAT'S A STINKY STUFF. NONE OF THIS ACTUALLY HAPPENS IF WE DON'T HAVE STAFF WILLING TO MODIFY AND ADJUST THE PRACTICE O.
[C. Closing Items]
>> FOLLOWING TODAY'S STUDY SESSION THE BOARD MEETING WILL
* This transcript was compiled from uncorrected Closed Captioning.