Feb 05, 2024 February 5, 2024 Board Meeting - 7:00 p.m.

[00:00:05]

GOOD EVENING, I WOULD LIKE TO CALL TO ORDER FEBRUARY 5, 2024.

[B. Opening Items]

REPRESENTATIVE TODAY >> HE. THE BOARD VALUES PUBLIC PARTICIPATION AND ENGAGEMENT IN THE MEETINGS OF THE BOARD.

BOARD MEETINGS WILL CONTINUE TO BE LIVE-STREAMED ON THE LWSD WEBSITE AND AVAILABLE FOR VIEWING FOLLOWING THE CONCLUSION OF THE BOARD MEETING AS WELL. THE PUBLIC ARE ALWAYS WELCOME TO EMAIL ANY INDIVIDUAL BOARD MEMBER AT BOARDMEMBERSATL WSD.ORG. WOULD YOU LIKE TO READ THE LANDED KNOWLEDGE MEANT ?

>> YES. THE BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL DISTRICT ACKNOWLEDGES THAT OUR DISTRICT IS ON THE INDIGENOUS LAND OF THE COAST SALISH PEOPLES, WHO HAVE RESERVED TREATY RIGHTS ON THIS LAND, INCLUDING THE DUWAMISH AND THE SNOQUALMIE INDIAN TRIBE. WE THANK THESE CARETAKERS OF THIS LAND WHO HAVE LIVED HERE SINCE TIME IMMEMORIAL. WE COMMIT TO CONTINUE COLLABORATING WITH OUR NATIVE COMMUNITY, TO TEACH THE INDIGENOUS HISTORY OF THIS LAND AND THESE LOCAL TRIBES TO ALL CHILDREN OF THE DISTRICT. WE ALSO COMMIT TO PROVIDE THE BEST POSSIBLE EDUCATION FOR ALL CHILDREN OF NATIVE DESCENT WHO

ATTEND OUR SCHOOLS. >> I WILL NOW ENTERTAIN A MOTION TO APPROVE THE FEBRUARY TRIP, 24 AGENDA .

>> SO MOVED. >> SECOND.

>> ON THE AGENDA -- >>

OVERLAPPING SPEAKERS ] >> IT HAS BEEN MY DIRECTOR LALIBERTE AND SECONDED BY DIRECT GUTHRIE .

>> DID YOU HAVE -- >>

OVERLAPPING SPEAKERS ] >> ONE ITEM , I WOULD LIKE TO BE ABLE TO ENTER IN THE RECORD MY ATTORNEY LETTER TO THE BOARD. SO IT CAN BE POSTED ALONG WITH THE OTHER DOCUMENTS. AT IT TO THE AGENDA

, FOR THE CENTER. >> I DO NOT BELIEVE THAT IS WHEN AGENDA ITEM, REQUESTING FOR THE BOARD --

>>

>> WENT IT IS TIME FOR THE AGENDA, WE CAN DISCUSS THIS.

>> THERE WILL BE TIME FOR DISCUSSION GOING THE ITEM .

>> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE

INDISCERNIBLE - LOW VOLUME ] . >> AYE .

>> HEARING NONE, MOTION CARRIES.

[C. Audience Participation]

>> NEXT ITEM ON THE AGENDA , PUBLIC COMMENT. BOARD OF DIRECTORS OF LAKE WASHINGTON SCHOOL BOARD , THE PUBLIC TO THE MEETING OF THE BOARD AND ENCOURAGES ENGAGEMENT. 30 MINUTES TO HEAR FROM THE PUBLIC DURING THE SPIRIT OF THE MEETING.

COMMENTS CAN SIGN UP TO PARTICIPATE ON THE DISTRICT WEBSITE SIGN UP CLOSEST KNOWN THE DAY BEFORE THE MEANING. LOW VOLUME ] IF YOU HAVE SIGNED UP TO SPEAK , BUT NOT ABLE TO ATTEND THE MEETING, YOU MAY DESIGNATE A PERSON TO SPEAK ON YOUR BEHALF BY SENDING AN EMAIL VOLUME ]. BEFORE NOON ON THE DAY OF THE MEETING. EMAIL MUST ADDRESS THE NEW SPEAKER NAME, TOPIC, AND THE ORIGINAL SPEAKER IS NOT AS A MEETING AND HAS NOT IDENTIFIED LWSD , BELIEVE WE HAVE TO PEOPLE SIGNED UP TONIGHT.

FIRST-PERSON LAYLA AHMED . NO? THE OTHER PERSON WE HAVE IS SARA DUKE. OKAY . ANYONE HERE THAT WAS SIGNED UP THAT I DID NOT CALL? OKAY. WE DO NOT HAVE ANY PEOPLE PRESENT FOR PUBLIC COMMENT THIS EVENING IN PERSON, BUT WE DID HAVE SUBMISSIONS OF WRITTEN PUBLIC COMMENT WHICH I ENCOURAGE MY FELLOW BOARD MEMBERS TO READ, AVAILABLE ON THE BOARD DOCUMENT. SAFETY, EDUCATION, LUNCH, VIDEO COLLEGE. THE NEXT ITEM , SORRY , ON THE AGENDA , APPROVAL OF THE

[D. Consent Agenda]

[00:05:04]

>> MOVE APPROVAL . >> IT HAS BEEN MOVED BY DIRECTOR LALIBERTE AND SECONDED BY YOCUM.

INDISCERNIBLE - LOW VOLUME ] >>

>> MOTION CARRIES. WE PLEASE SUMMARIZE THE DONATION?

>> IN THE PACKAGE YOU HAVE A DONATION FROM THE LIKE WHAT YOU DID HUNDRED FOUR ALSO WANT TO CALL OUT SUPPORT OF THE LINKS PROGRAM, L.I.N.K.S. , BALLINGER SUPPORT PROGRAM, PROVIDING STUDENTS WITH LUNCH BUDDIES AND ACCESS TO MUCH-NEEDED PERSONAL RELATIONSHIPS TO KEEP THEM ENGAGED IN SCHOOL, JUST WANT TO THANK THE LAKE WASHINGTON SCHOOL FOUNDATION FOR THEIR SUPPORT OF THE COMMUNITY AND STUDENTS.

>> THANK YOU VERY MUCH. DR. HOLMEN?

[E. Non-Consent Agenda]

>> FIRST ITEM ON THE CONSENT AGENDA THIS EVENING RESOLUTION 2364 IS PRESENTED TO THE LAKE WASHINGTON SCHOOL DIRECTOR FOR CONSIDERATION. THE INVESTIGATION REVIEWED POTENTIAL VIOLATIONS OF THE INDISCERNIBLE - LOW VOLUME ] THE LAW AND THE BOARD HAS RECEIVED AND REVIEWED INVESTIGATION ON JANUARY 14TH, 2024. AS PRESENTED RESOLUTION 2364 STATES THAT DURING THE COURSE OF HIS TERM, DIRECTOR STUART VIOLATED OR POLICY AND ESTABLISH CODE CONDUCT HIS BEHAVIOR FALLS BELOW THE HIGHEST ETHICAL STANDARDS THE BOARD HAS FOR ITS DIRECTORS IN RELATION TO A COMMUNITY MEMBER AND IN RELATION TO THOSE FOR DIRECT OTHERS. WITH RESPECT TO BOARD POLICY, PERTAINING TO CONDUCT , COMMUNITY MEMBERS, DIRECTOR STUART COMMITTED THE FOLLOWING VIOLATIONS. ONE, ENGAGEMENT IN COMMUNICATIONS THAT DID NOT MAINTAIN INSTRUCTED TWO A COMMUNICATION, ENGAGEMENT AND COMMUNICATION THAT DID NOT REFLECT THE LEVEL OF RESPONSIBILITY, INTEGRITY , TECHNICAL STANDARDS TO COMMUNITY VALUES FOR ITS MEMBERS. THREE , ENGAGEMENT AND COMMUNICATION THAT MISUSED AUTHORITY VOLUME ]. ENGAGEMENT AND COMMUNICATION THAT LACKED APPROPRIATE TO CORM AND CANDLER WHEN ACTING AS A BOARD MEMBER. WITH RESPECT TO POLICIES IS LOW VOLUME ] STEWART COMMITTED THE FOLLOWING VIOLATIONS. ONE , ENGAGEMENT AND COMMUNICATION AND KICK VOLUME ] SINGLE UNIT AND COMPLETE INFORMATION. TWO, ENGAGEMENT AND COMMUNICATION AND IT BUDDIES AS FELLOW BOARD MEMBERS TECHNICAL STANDARDS REGARDING THE FACTS. THREE, ENGAGEMENT IN COMMUNICATION WITH HIS FELLOW BOARD MEMBERS INDISCERNIBLE - LOW VOLUME ] NOT HONEST OR TRUTHFUL . FOUR, ENGAGEMENT IN COMMUNICATION AND PREVENTED EFFECT EVENTS. FIVE ENGAGING IN COMMUNICATION AND ACTIVITIES THAT CAUSED FELLOW BOARD MEMBERS TO BE EMBARRASSED. 236 FOR FURTHER STATES THAT PURSUANT TO THE BOARD AUTHORITY AND APPLICABLE LAW AND POLICY THE BOARD TAKES THE FOLLOWING ACTION. ONE, DIRECTOR MARK STUART IS HEREBY CENSURED FOR HIS CONDUCT IN VIOLATION OF THE BOARD POLICIES SUSPENDED AND REMOVED EFFECT OF IMMEDIATELY FROM SERVING IN ANY CAPACITY WITH REPORTS LEGISLATIVE CHAIR . THREE, DIRECTOR STUART IS HEREBY SUSPENDED BEEN REMOVED FICTIVE IMMEDIATELY FROM SERVING ON ANY OF THE BOARD COMMITTEES AND FROM SERVING ON THE BOARD REPRESENTATIVE IN THE DISTRICT COMMITTEE, ANY CIVIC ORGANIZATION. I WILL NOW ACCEPTING MOTION TO ACCEPT RESOLUTION 2364 .

>> MOTION TO ACCEPT RESOLUTION 2364 AS PRESENTED.

>> IT HAS BEEN MOVED BY DIRECTOR GUTHRIE AND SECONDED INDISCERNIBLE - LOW VOLUME ] FURTHER DISCUSSION?

>> YES DIRECTOR STUART ? >> I WOULD LIKE TO ASK THAT MY ATTORNEY GENERALLY 1920 24 HUNDRED TO THE BOARD BE PLACED ON THE RECORD, ONLY FAIR THAT PUBLIC HAS A CLEAR

[00:10:02]

DOCUMENTS TODAY . >> CURRENTLY THERE IS A MOTION ON FOR TO ADD YOUR LETTER TO THE RECORD.

>> MOTION TO AT THIS LETTER TO THE RECORD. BE POSTED ALONG WITH THE OTHER DOCUMENTS ALONG WITH THIS RESOLUTION.

>> OKAY. NONE ? MOTION DENIED. ANY OTHER DISCUSSION ?

DIRECTOR GUTHRIE ? >> MARK, WE HAVE NO EACH OTHER FOR MANY YEARS. I APPRECIATED YOU AND THE MANY WONDERFUL POLITIES YOU HAVE FOR THE BOARD. THE REASON THAT I AM SITTING HERE RIGHT NOW, ALWAYS BE GRATEFUL TO YOU FOR THAT. I HAVE NOT APPRECIATED THE ACTIONS OF THE PAST FEW MONTHS IN RELATION TO THIS WHOLE SITUATION. IT HAS BEEN PAINFUL TO WITNESS. PAINFUL TO EXPERIENCE. I EXPECT THIS BOARD TO EXHIBIT THOUGHTFULNESS, RESPECT AND INTEGRITY AND INTERACTIONS WITH THE COMMUNITY INDISCERNIBLE - LOW VOLUME ]. ON THOSE INEVITABLE OCCASIONS WHERE WE FALL SHORT OF ITEMS, I EXPECT VOLUME ] ACCOUNTABLE, GROW HOW TO BE BETTER. WE CANNOT POSSIBLY EXPECT OUR STUDENTS, STAFF, COMMUNITY TO DEMONSTRATE WHEN WE CANNOT MODEL THEM OURSELVES. AS I CONSIDERED THIS REVOLUTION -- RESOLUTION BEFORE SAVE CONSIDER MANY TIME AND INTEGRITY AND ACCOUNTABILITY. I FLEW SUPPORT THIS RESOLUTION I FULLY SUPPORT THIS RESOLUTION.

>> WE WILL PROCEED TO VOTE ON THE MOTION. TO ACCEPT THE RESOLUTION 2364. WILL YOU PULL THE BOARD?

>> >>

>> MOTION CARRIED. >> THE NEXT ITEM ON THE AGENDA THIS EVENING THE BETA RESEARCH --

>>

>> GIVEN THE CENSURE CAN I HAVE THE MOTION NOW? I'M SORRY

TO BE ADOPTED. >> YES .

>> I MOVED TO AMEND THE AGENDA TO ADD TO THE AGENDA THE ELECTION OF A LEGISLATIVE REPRESENTATIVE TO THE BOARD.

>> SECOND ? >> OKAY .

>> HAS BEEN MOVED VICE PRESIDENT DIRECTOR LALIBERTE AND YOCUM TO AMEND THE ELECTION OF LEGISLATIVE REPRESENTATIVE TO THE BOARD . ANY DISCUSSION? HEARING NO DISCUSSION WE LET LEGISLATIVE REPRESENTATIVE. INDISCERNIBLE - LOW VOLUME ] .

>> ALL THOSE OPPOSED? HEARING NONE, MOTION CARRIES .

>> I SHOULD'VE CLARIFIED WE TAKE IN THE NEXT AGENDA ITEM?

>> YES, I INTERPRETED IT THAT

THE TOP THAT WAS MY. >> NOMINATIONS ARE NOW OPEN FOR LEGISLATIVE REPRESENTATIVES FOR THE BOARD. DIRECTOR GUTHRIE HAS BEEN NOMINATED FOR VOLUME ] ANY OTHER NOMINATIONS ? NO OTHER NOMINATIONS,

[00:15:01]

DIRECTOR GUTHRIE , ROLL CALL VOTE?

>> >>

>> DIRECTOR GUTHRIE IS A BY UNANIMOUS VOTE TO BE THE LEGISLATIVE REPRESENTATIVE FOR THE BOARD. CONGRATULATIONS.

NEXT ITEM ON THE AGENDA IS THE DATA RESEARCH

ACCOUNTABILITY PROGRAM . >> I GUESS, I AM EXCITED TO WELCOME DIRECTOR OF DATA RESEARCH AND ACCOUNTABILITY TO THE PODIUM. TIM KREIGER, IT HAS BEEN A WHILE SINCE WE HAVE HAD AN UPDATE FROM THIS DEPARTMENT. AS YOU KNOW, THIS DEPARTMENT HAS REACHED INTO THE ENTIRE ORGANIZATION. TIM AND HIS TEAM LITERALLY WORK WITH EVERY DEPARTMENT AND THEY TOUCH DATA RELATED TO EVERY EMPLOYEE AND EVERY STUDENT THROUGHOUT THE SCHOOL YEAR. YOU CAN IMAGINE WHAT THAT LEVEL OF RESPONSIBILITY, THAT LEVEL OF REACH, THE IMPACT THAT THEY HAVE ON THE ORGANIZATION, EXCITED FOR TIM TO BE HERE TONIGHT TO REALLY EXPRESS HOW THAT IMPACT HAS INCREASED OVER TIME AND HOW HE IS LEVERAGING THAT TO BENEFIT STUDENTS IN SUPPORT OF THE EQUITY INITIATIVE ACROSS THE DISTRICT.

WITH THAT, I WILL HAND IT OFF YOU, TIM, WELCOME TO THE

MEETING. >> THERE WE GO.

>>

>> THANK YOU FOR THE OPPORTUNITY TO PRESENT TONIGHT.

TIM KREIGER, DIRECTOR OF DATA RESEARCH AND ACCOUNTABILITY. I WANT TO FIRST START WITH THE GENERAL OVERVIEW OF WHAT THE DEPARTMENT DOES. WHAT DO WE DO ? WE FOCUS ON THE LIFECYCLE OF DATA FROM INJURY TO REPORTING , DEPARTMENT RESPONSIBLE FOR THE SPORT AND TRAINING OF DATA TOOLS USED IN THIS LIFECYCLE TO PROVIDE SERVICES AND DATA ANALYSIS AND RESEARCH AND STATE ASSESSMENT PROGRAM. THE WAY I THINK ABOUT IS THE INDISCERNIBLE - LOW VOLUME ] THAT IS ONE OF THE FUNCTIONS OF OUR DEPARTMENT. WHO WE ARE, WE ARE A TEAM OF THIRD TEEN EMPLOYEES, VALUE RESPONSIVENESS, CONTINUOUS IMPROVEMENT, ACCURACY AND COMPLIANCE. CUSTOMER SERVICE, HUMANIZATION DATA. I WILL EXPAND ON THAT WHAT HE DOES

LATER ON. >> THIS IS ARE DEPARTMENT STRUCTURE. WE HAVE ADMIN ASSISTANT ASSESSMENT COORDINATOR, SPECIALIST ALSO KNOWN AS A T OSA, DATA SERVICES MANAGER, LEAD A TEAM OF SIX SERVICE COORDINATOR'S AND TRYING TO DATA SCIENTISTS. YOU CAN THINK OF THE DEPARTMENT IN ESSENTIALLY LIKE THE BUCKETS, THE TITLE OF THE DEPARTMENT, DATA, RESEARCH AND ACCOUNTABILITY . CERTAINLY CROSSOVER BETWEEN ALL THREE OF THESE BUCKETS FOR TONIGHT USE THE FRAMEWORK AS A GENERAL OVERVIEW OF WHAT WE HIGHLIGHT SOME OF THE THINGS BUCKET. LIKE DR. HOLMAN SAID, ONE THING I WANT INSIGHTS IS A WORK OF THE DEPARTMENT PROCESS ESSENTIALLY EVERY OTHER DEPARTMENT IN THE ORGANIZATION WHETHER THAT IS THE DATA AREA. OUR TEAM SUPPORTS THE SKYWARD SYSTEM , SKYWARD IS A SOFTWARE THAT WE USE FOR THE STUDENT INFORMATION SYSTEM, AS WELL AS THE PHYSICAL HR SYSTEM. SKYWARD IS USED BY MOST SCHOOL DISTRICTS IN WASHINGTON STATE AND SUPPORTED THROUGHOUT COORDINATOR SUPPORTS ORGANIZATION AND CONFIGURATION TRAINING AND SOFTWARE. SINCE SEPTEMBER 1, WITH HANDLE MORE THAN 2200 HELP TICKETS MOST OF RELATED QUESTIONS AROUND THE SYSTEM, MOST OF THESE FROM STAFF VOLUME ] PARENTS. WE ALSO SUPPORT STATE AND FEDERAL RECORDING MOST OF ARE TRICKS ARE PRETTY OCCURS THROUGH THE DATE STATA SYSTEM WOULD JUST CALL CEDARS. THE SKY WHAT WE UPLOAD PROXIMALLY 850,000 RECORDS EACH WEEK, DATA USED TO POPULATE MUCH OF THE WASHINGTON STATE REPORT CARD.

THAT DATED IS EVERYTHING FROM STUDENT GRAPHIC INFORMATION, COURSE SCHEDULE, SPECIAL PROGRAM DATA, TEACHER CERTIFICATION , ET CETERA . EXAMPLE OF THE FEDERAL REPORT THAT WE SUPPORT WITH MANY PARTNERS ACROSS THE ORGANIZATION THAT PROVIDED FOR THIS IS CIVIL-RIGHTS DATA COLLECTION. IT IS A COMPILATION OF PORTS THAT COVERED EVERYTHING FROM ALGEBRA COURSE TAKEN TO A BE COURSE STICKING TO SCHOOL DISCIPLINE, STUDENT COUNSELOR RATIO , DONE FOR EVERY SCHOOL IN THE DISTRICT, AVAILABLE ON THE CIVIL RIGHTS DATA COLLECTION WEBSITE. I WILL HIGHLIGHT TWO PROJECTS IN THE DATA AREA. FIRST, BIGGEST

[00:20:05]

ANOTHER PROJECT OUR DEPARTMENT HAS BEEN HELPING FROM A TECHNICAL STANDPOINT IS ONLINE FIRST CATALOG. IN THE PAST EVERY SECONDARY SCHOOL HAD PDF COURSE CATALOG. THAT CHANGES TO THE COURSE CATALOG WERE SUBMITTED, ADJUSTED BY GRAPHIC DESIGNER AND BACK AND FORTH AND THIS IS A HUGE AMOUNT OF TIME TO MAINTAIN AND WE ALSO ENDED UP WITH DISCREPANCIES BETWEEN SCHOOLS IN TERMS OF WHAT COURSE DESCRIPTION SET SO WE MIGHT HAVE A COURSE DESCRIPTION FOR ALGEBRA ONE, ONCE IS SOMETHING ABOUT TOTALLY DIFFERENT ONE FOR THE SAME COURSE. RIZZO HAD ISSUES WITH COURSE REQUIREMENTS CAN BE VARIED ACROSS SCHOOLS AND COURSE DESIGNATION CODES THAT GO INTO TRANSCRIPTS. THOSE COURSE DESIGNATION CODES ARE A BIG DEAL, BECAUSE THOSE ARE THE THINGS THAT WE HAVE USED FOR GUARANTEED PERMISSION PROGRAM SO WE MARK LIKE EVERY SCHOOL IN THE STATE ON THE TRANSCRIPT, ANY COURSE THAT IS CONSIDERED A KEY TO COURSE, BASICALLY A COURSE THAT HELP STUDENTS PREPARE FOR COLLEGE, WE USE THAT DATA FOR OUR GUARANTEED ADMISSION PROGRAM. THAT HAS TO BE ACCURATE. ONE OF THE THINGS THE ONLINE COURSE CATALOG HELPS IS ] PROVIDES FAMILY AND STUDENTS WITH AND OPPORTUNITY TO TRANSLATE . YOU WILL SEE THE IMAGE ON THE RIGHT, TRANSLATION FOR LANGUAGE GLOBAL FRIENDLY, SOMETHING YOU ALLOW SCHOOLS TO LINK MULTIMEDIA . SEVERAL OF OUR SCHOOLS ARE HAVING THE TEACHER MAKE LITTLE VIDEOS, WHAT THE COURSE IS ABOUT, LINK THAT DIRECTLY TO THE COURSE CATALOG SO GIVE STUDENTS MORE INFORMATION ON WHAT TO EXPECT IN THE COURSE, MAKE THE APPROPRIATE SELECTION . SECOND BUCKET IS RESEARCH, REALLY IS KIND OF AN EXTENSION OF OUR DATA. YOU SEE SOME OVERLAP. WE SUPPORT A VARIETY OF POWER VI DASHBOARDS. AS YOU KNOW, I DO NOT WANT TO STATE EVERYTHING IS APPROPRIATE FOR THE DASHBOARD SO WE GET DATA REQUEST THAT ARE NOT APPROPRIATE FOR DASHBOARD, MIGHT BE APPROPRIATE FOR EXCEL FILE OR WORD DOCUMENT . ADDITIONALLY THE TEAM SUPPORTS THE BOARD REPORTING THAT YOU SEE OEM AND WILL HIGHLIGHT IF YOU PROJECTS THAT IS PART OF THE DEPARTMENT. SO WE HAVE BEEN WORKING TO ENSURE THAT THE SYSTEM IS TAKING A BALANCE DATE APPROACH. THIS WORK IS GROUNDED IN TEXT, INDISCERNIBLE - LOW VOLUME ] THE TEXT CALLED INDISCERNIBLE - LOW VOLUME ] YOU HAVE A COPY OF LAYS OUT A FRAMEWORK THAT HELPS US IMAGINE A DATA SYSTEM WHERE WE USE MULTIPLE TYPES OF DATA. THREE TYPES OF DATA INCLUDE STREET DATA, MAP DATA AND SATELLITE DATA, MUCH OF THE DATA THAT IS PRESENTED TO THE BOARD IS ON THE SATELLITE DATA, YOU CAN SEE, SBA SCORES, DESPERATE SCORES, GRADUATION AND ATTENDANCE RATES. THE NEXT LEVEL OF DATA IS MAP DATA.

THIS IS GOING TO GIVE US A LITTLE BIT MORE FOCUSED DIRECTION, INCLUDING THINGS LIKE PASS TEST SCORES, REMER REPORT, FINAL WE HAVE STREET DATA. STREET DATA IS A DATED THAT HELPS US UNDERSTAND THE ACTUAL EXPERIENCES AND STORIES OF OUR STUDENT AND STAFF. THIS CAN BE THROUGH INTERVIEWS, FOCUS GROUPS, REALLY SHAPES OUR NEXT MOVES. THE ADMIN TEAM AT SCHOOL, ACROSS THE DISTRICT, THEY HAVE BEEN ENGAGED IN THE QUESTION DEVELOPMENT AROUND THE TEXT FOR THE LAST YEAR AND A HALF.

[00:25:02]

WE LOOK THAT THEIR PANORAMA SENSE OF BELONGING SCORES, HOW COUNSELORS PERCEIVE THEIR ROLES IN THE STUDENT PROCESS, MAP DATA EXAMPLE WE ALSO BROUGHT EXAMPLES OF NOTES FROM STUDENT FOCUS GROUPS, PARENT INTERVIEWS, TRANSFER STUDENTS ON THIS , LOOK AT THAT CASE STUDIES WITH HOPE THAT THEY ARE GOING TO OBTAINED AS A MODEL WHEN WE GO BACK TO THEIR SCHOOLS DEVELOPING THEIR SCHOOL IMPLEMENT PLANS AND COLLECT STREET DATA MAP DATA AND SADLY A COUPLE OF OTHER PROJECTS I WANT TO HIGHLIGHT KIND OF SHOW THIS BALANCE DATE APPROACH . CURRENTLY ENGAGED WITH TWO SCHOOLS RIGHT NOW ON HAVING THEIR STUDENTS LOOK AT PANORAMA DATA AND HELP US INTERPRET WITH THE PANORAMA DATA SAYS. TYPICALLY WE HAVE ADULTS THAT ARE LOOKING AT DATA SETS, INTERPRETING IT , CHANCE FOR THE STUDENTS TO LOOK AT THE DATA THAT THEY GAVE US TO HELP US GET MORE IN LINE TO WHAT IT MEANS. THAT DATA FOR THAT PROJECT IS SPECIFICALLY TO A PARTNERSHIP WITH THE STRATEGIC DATA PROJECT, TO THE CENTER FOR EDUCATIONAL POLICY RESEARCH AT HARVARD. WE HAVE ONE OF THE DATA SCIENTIST ACTUALLY GOING THROUGH THE PROGRAM, WENT HAS GRADUATED AND WENT IN THE SECOND YEAR, BASICALLY A HELPING OF THE SPONSORING THE PROJECT, THIS IS THE PROJECT THAT IS BEING WORKED ON. KNOW THE PROJECT THE DEPARTMENT HAS BEEN SUPPORTING IS A NATIVE STAFF CODESIGN WORK THROUGH A PARTNERSHIP WITH THE UNIVERSITY WASHINGTON. SAVANNAH MILFORD, ITS BULL AT KELLER ELEMENTARY IS MEETING THIS WORK WHICH IS LOOKING AT IT CODESIGN THE RECRUITMENT AND RETENTION FOR NATIVE EDUCATORS. IN THE LAKE WASHINGTON SCHOOL DISTRICT IMMUNITY BILLING. IT MAY ALSO EXPAND STAFF STUDENT FAITH FIRST SESSION WAS HELD IN DECEMBER, ATTENDED BY DR.

SCHUMER AND SEVERAL GRADUATE STUDENTS BEAR TO SUPPORT THE WORK. ANOTHER THING THAT IS VERY IMPORTANT IN THE DATA AND RESEARCH WORLD IS TO HAVE GOOD DATA LITERACY. WE HAVE AND EXAMPLE TO BRING A, TALKING A LOT ABOUT VARIOUS DEMOGRAPHICS, DOING SOME PROFESSIONAL THIS ISSUE. REALLY TRYING TO ENSURE WE ARE INCREASING THE VISIBILITY FOR OUR STUDENTS . SO I WANT TO GIVE AND EXAMPLE TO GO TO THE WASHINGTON STATE REPORT CARD RIGHT OUT AND LOOK UP HOW MANY AMERICAN, ALASKA NATIVE STUDENTS ARE LISTED, YOU'LL SEE THE NUMBER IS 54. THAT IS WITH WASHINGTON STATE REPORT CARD WILL SAY. THAT LISA MANY MISCONCEPTIONS THAT WE ONLY HAVE 54 NATIVE STUDENTS IN THE STUDENT THIS DISTRICT.

THE REALITY IS THERE ARE 316 STUDENTS THAT HAVE IDENTIFIED AT LEAST THROUGH THEIR ENROLLMENT AS NATIVE IN THIS DISTRICT. SO THIS GRAPHIC HERE SHOWS THE 54 STUDENTS THAT ARE VISIBLE WASHINGTON STATE REPORTING. 262 THAT ARE VISIBLE IN THE NATIVES DATE FEDERAL REPORTING . THE REASON FOR THAT I COULD SPEND WHOLE SESSION ON THIS , BUT I WILL BRIEFLY EXPLAIN, WE HAVE 54 STUDENTS THAT IDENTIFY ONLY AS AMERICAN INDIAN ALASKA NATIVE. WE HAVE 262 , FOR MANY THERE, 662 START -- 262 START THAT IDENTIFIED AS NEEDED, BUT ALSO AS HISPANIC, LATINO OR IDENTIFY AS ANOTHER RACE YOU WHITE, NATIVE HAWAIIAN PUT CAUCASIAN. THEY GET COUNTED IN THOSE OTHER CATEGORIES. OUR THIRD BUCKET IS ACCOUNTABILITY. THIS INCLUDES OUR SUPPORT FOR SCHOOL IMPROVEMENT PLANS FOR PRINCIPALS AND SUPPORT ASSESSMENTS. TONIGHT I WILL DO A QUICK OVERVIEW OF SOME OF THE ASSESSMENT , BUT MUCH OF THE INFORMATION I DESCRIBE CAN BE FOUND IN MORE IN-DEPTH ON THE DISTRICT WEBSITE. WE HAVE THE SMARTER BALANCED ASSESSMENT, ANNUALLY GIVEN IN THE SPRING. RATES 3-8, AND GRADE 10. THE SCORING IS A LEVEL ONE, TWO, THREE AND FOUR AND THREE AND FOUR CONSIDERED MEETING STANDARD. MORE PROFICIENT. IF YOU OTHER THINGS TO BE AWARE OF IS A LOOK AT SBA RESULTS IS ONE TO BE AWARE 2014, 15TH , SPRING OF 2020 WAS SKIPPED. SPRING OF

[00:30:04]

INDISCERNIBLE - LOW VOLUME ] 2017-18. AGAIN, 2020 WAS SKIPPED AND 2021 WAS MOVED TO THE FALL OF 2021. THIS IS AN EXAMPLE OF A SCIENCE QUESTION, A GRAPHIC, STUDENTS INTERPRET THE GRAPHIC. THIS IS ALSO AND LENGTH TEST. I MENTIONED THE SBA IS ADAPTIVE WHICH MEANS THE QUESTIONS CHANGE AS THE STUDENT GOES ALONG, DEPENDING ON THE STUDENT DOES THE WCAS IS NOT ADAPTIVE. NEXT ASSESSMENT IS CALLED WA AIM, WASHINGTON ACCESS TO INSTRUCTION AND MANAGEMENT IN ELA MATH AND SCIENCE. AND ESTATE TESTING AS WELL GRADE 3- EIGHT, 10 AND 11, STUDENTS WAS EVIDENT COGNITIVE DISABILITIES AND IDENTIFIED BY THEIR IEP TEAM AND INDISCERNIBLE - LOW VOLUME ] SIMILAR SCORING METHOD, IT ALSO MEETS THE GRADUATION PATHWAY DEPARTMENT INDISCERNIBLE - LOW VOLUME ] THE WAY THE WA-AIM WORKS IS THERE ARE STANDARDS AND FOR EACH STANDARD , THE TEACHER WILL CHOOSE A MORE COMPLEX PERFORMANCE TASK, INTERMEDIATE ONE OR LESS COMPLEX TAX BASED ON THE STUDENT NEED. SO THE TEACHER CHOOSES THE APPROPRIATE LEVEL. THEN THERE ARE FIVE STANDARDS THAT THE TEACHER CHOOSES FOR EACH CONTENT AREA. SORRY, STANDARDS ARE CHOSEN, TEACHER CHOOSES THE LEVEL. FIVE ELA AND PFEIFFER MATH LOW VOLUME ] DOING SCIENCE THAT YOUR. THIS WOULD BE AND EXAMPLE OF SORT OF THE IS A MORE INTERMEDIATE OR LESS FOR A SPECIFIC GRADE FOUR, STUDENTS WILL WRITE MULTIPLE SENTENCES ABOUT MORE THAN ONE IDEA. STUDENTS WILL WRITE AT LEAST ONE SENTENCE ABOUT ONE TOPIC OR WILL WRITE ABOUT ONE TOPIC. THAT IS AN EXAMPLE OF HOW THE TEACHER CHOOSES THE ACCESS POINT FOR THE STANDARD.

PERFORMANCE SINCE AND ADEPT THOSE AS WELL. THE W IDA, AND ESTATE TESTING FOR STUDENTS RECEIVING SERVICES, GRADES K-12 SCREENER VERSION WHICH IS GIVEN TO STUDENTS WHEN THEY ARE AT AROMA BASED ON ANSWERS TO OTHER SURVEYS. THE ACCESS SUMMATIVE IS FOR THOSE RECEIVING TO PULL LANGUAGE SERVICES, BASED ON THE SCORE EXIT. PROFICIENCY LEVEL OF 1-6. THIS REPLACES THE ELP A 21 , TWO YEARS AGO. JUST DIFFERENT RENTERIA , STUDENT TO TAKE THE W IDA SCREENER , DEPENDING ON WHAT SCORE THEY GET THAT DETERMINES IF THEY ARE ELIGIBLE OR INELIGIBLE FOR MULTILINGUAL SERVICES. THEN EXIT CRITERIA FOR THE SUMMATIVE, WE JUST STARTED THE SUMMATIVE A FEW WEEKS AGO , COUPLE OF WEEKS AGO SO RIGHT NOW TESTING FOR THE STUDENTS. DEPENDING ON THE SCORE AND THE GRADE LEVEL, SORT OF THIS DIFFERENT BUSINESS RULES TO FOLLOW THE STREET ACCESS, K-1, GETS FOUR, LOW VOLUME ] JUST ADDED THIS YEAR IS STUDENTS WHO SCORE BETWEEN 4.3 AND 4.6 AND DEPENDING ON WHAT THEY GOT ON THE SBA CAN EXIT SERVICES SO THIS IS A NEW ELEMENT TO THE CRITERIA FOR TESTING. THIS IS A SAMPLE IN QUESTION FROM THE

W IDA . >> CAN YOU EXPLAIN,

[00:35:07]

>> OKAY. >> NEVERMIND.

>> GRADES 2-3, READ IT THEN THEY CHOOSE THE ANSWER. YOU A KIDS IS ANOTHER ASSESSMENT SPECIFICALLY CALL THE HOLD TRIAL ASSESSMENT, THE VENDOR IS TEACHING STRATEGIES AT SCHOOL GIVING THEM -- FALL FOR ALL KINDERGARTNERS, RUBRIC.

WILL SHOW YOU AND EXAMPLE IN THE SECOND. ONLY SAY THIS THIS IS JUST ONE PART OF IT AT THE FAMILY CONNECTION MEETINGS IS ONE PART THEN EARLY LEARNING COLLABORATION IS A SECOND PART OF THE WHOLE TRIAL ASSESSMENT. THERE ARE 20 OBJECTIVES ON THE WAKIDS ASSESSMENT . THIS IS AND EXAMPLE OF FIVE OF THEM IN LITERACY. ACTUALLY SIX AREAS, SEASON AIR THEN FIVE OBJECTIVES ON THE LITERACY. THERE IS A RUBRIC THAT THE TEACHER USES FOR THE SCORING OF THE STUDENT AND THIS IS NOT LIKE A TEST, LIKE THEY DON'T -- IT IS AN OBSERVATIONAL ASSESSMENT. OVER THE COURSE FROM THE BEGINNING OF THE SCHOOL YEAR TO NOVEMBER 15 WHEN THE TEACHER HAS TO SUBMIT THE SCORES TO THE STATE, THEY ARE OBSERVING THE STUDENT THEN RATING THE STUDENT ON ALL 20 OBJECTIVES. THERE IS THIS RUBRIC SO FOR EXAMPLE THIS IS IDENTIFY AS THE LETTER, YOU'LL SEE RECOGNIZED AS THE NAMES OF THE FIELD LETTERS ALL THE WAY TO LEVEL EIGHT, IDENTIFIED THE NAMES LOW VOLUME ] THE TEACHER WILL BASICALLY DETERMINE WHAT LEVEL THE STUDENT IS AT IT EACH OF THOSE OBJECTIVES.

THERE ARE EACH OBJECTIVE HAS THE PSAT , STANDS FOR THE PRELIMINARY S.A.T., JUST SO YOU KNOW IF YOU YEARS AGO THE COLLEGE BOARD DROPPED THE MEANING OF THE S.A.T. SO NO LONGER STANDS FOR SCHOLASTIC ACHIEVEMENT OR APTITUDE TEST, BUT JUST S.A.T. THE S.A.T.

STANDS FOR THE LUMINARY S.A.T. WE GET THAT IN A OVER TO ALL THE 10TH-GRADERS. 11TH GRADERS WHO OPT IN. GRADERS ARE ELIGIBLE FOR THE SCHOLARSHIP. SCORES RANGE NUMERICALLY AND THIS LAST NOVEMBER I'M SORRY OCTOBER WAS THE FIRST TIME THE DIGITAL PSAT WAS GIVEN SO ALL THE SERVICE TO GET DIGITALLY.

SIMPLE QUESTION . S.A.T. LIKE I SAID NO LONGER A MEANING AS ACRONYM. WE GIVE THIS ON THE SAME AS A PSAT FOR THOSE WHO OPT IN, 12 GRADERS. THIS PAST OVER. THAT WAS ON PAPER. NEXT OVER, S.A.T. WILL BE DIGITAL FOR US AS WELL. TWO MORE ASSESSMENTS, WORLD LANGUAGE COMPETENCY ASSESSMENT, OUR DEPARTMENT GIVES THIS, YEAR-ROUND OPPORTUNITIES PROVIDED TO STUDENTS IN GRADES 8-12. THEY CAN GET LANGUAGE CREDIT OUTSIDE OF TAKING THE ACTUAL HORSE. THE SCORE THE STUDENTS GET GETS EQUATED TO 0-4 CREDITS EARNED. LAST YEAR WE GAVE 541 ASSESSMENT, 57% OF THE STUDENTS EARNED AT LEAST ONE CREDIT. 72% OF THEM EARNED A MAXIMUM FOUR CREDITS. THE ASSESSMENT WAS GIVEN IN 54 DIFFERENT LANGUAGES GAPS LAST YEAR AND EXPENDED TO SCHOOLS.

STUDENTS CAN GET THAT CREDIT BEFORE THE EVEN 7 TO 9TH GRADE.

THIS IS AN EXAMPLE. WORLD LANGUAGE COMPETENCY TESTING IS LISTING , READING, WRITING AND SPEAK. AND EXAMPLE OF A READY QUESTION. WHAT WOULD HAPPEN IS AND ENGLISH DESCRIBED HOMEWORK ASSIGNMENT YOU HAD IN THE PAST AND MAJOR CHALLENGES. THAT PROBLEM WOULD BE EVEN IN A DIFFERENT LANGUAGE INDISCERNIBLE - LOW VOLUME ]. THIS IS SENT OFF TO A SCORING COMPANY WHO SCORES IT. LAST, PASS BRIDGE, GIVEN THREE TIMES EACH YEAR, BEGINNING OF THE YEAR, MIDDLE THE YEAR, ENDE INDISCERNIBLE - LOW VOLUME ] GRADES K-8, STUDENTS ARE , EXCUSE ME, LEVEL THREE OR AT RISK OR ONTRACK UNIVERSAL SCREENER FOR READING AND MATH. THAT IS THE SIMPLE QUESTION.

SOME , BUT I DON'T KNOW THE GRADE LEVEL OR IF IT IS INDISCERNIBLE - LOW VOLUME ] SOME OF THESE ARE VENDOR SO I INDISCERNIBLE - LOW VOLUME ] PUBLISH IT. SO I JUST WANT TO

[00:40:03]

, BUT WHAT THE GOAL IS IS TO EXPAND THIS AS DATA, STUDENT STORING VOICE. RESEARCH IS ALSO STUDENT AND VOICES RESEARCH, FROM THE STAFF . ACCOUNTABILITY IS NOT JUST THE WASHINGTON SCHOOL IMPROVEMENT FRAMEWORK, BUT ALSO TO THE STUDENT SO THIS IS THE DIVISION AND OUR DEPARTMENT I APPRECIATE YOUR TIME TONIGHT. I COULD TAKE

ANY QUESTIONS. >> OR NO QUESTIONS. SO THE REAL

QUESTIONS . >>

>> THANK YOU SO MUCH AND THANK YOU FOR ALL OF THE WORK. IT IS MIND BOGGLING HONESTLY SAY WHAT I KNOW HOW MUCH WORK , REPORT LIKE WE ARE ABOUT TO MAKE VOLUME ] R-2, PERMIT SCENE AM INTRIGUED BY YOUR BOTTOM ROW HERE EXPANDING YOUR VISION OF DATA, REPORTING STUDENT WITH A VOICE. SELFISHLY I WOULD LOVE TO KNOW IF YOU HAVE ANY THOUGHTS ON - LOW VOLUME ] I WILL ADMIT I ZOOMED IN ON THE SLIGHT WHEN I WAS REVIEWING IT TO SEE WHAT THE RULES WERE ON THE FOCUS GROUP SLIDE. I KNOW THE SUPERINTENDENT BROUGHT SOMETHING BACK TO US WHEN WE'RE TALKING ABOUT GRADUATION POLICIES , BUT DO YOU HAVE ANY THOUGHTS ON SHARING THAT ANYMORE REGULAR EVENT EVERY FORMALIST THAT THE WORD, BUT MCKERCHER WE ARE ABLE TO LEVERAGE THAT TO THE BOARD?

>> YEAH, I THINK ABOUT IT IN A COUPLE OF WAYS. ONE, WE DON'T EVER WANT TO HIDE DATA AND ENSURE THAT WE SHARE IT APPROPRIATELY. AT THE SAME TIME WE WANT TO ENSURE THAT THE DATA THAT WE SHARE WE DO SOMETHING WITH IT, RIGHT? AND SOMETIMES WE CAN -- WE CAN PASS AROUND DATA AND LOOK AT IT A LOT OF FAMILIES AND STUDENTS , THEY PUT THEIR HOW -- HEART OUT THERE, PARTICULARLY BE STUDENTS AND QUESTIONS A ONE AS WE ARE REALLY TO ENSURE, KIND OF CAREFUL WITH THIS HOW DO WE TREAT THAT DATA? ASKING PERMISSION, RIGHT? TELLING PEOPLE, THIS IS HOW IT WILL BE USED. SO I THINK THAT IS PART OF IT, FOR EXAMPLE, LIKE THIS ONE THAT YOU SEE IN THE MIDDLE, THIS WAS THE STUDENT SCRIPT FOR HIGH SCHOOL. WE SPECIFICALLY SAID THIS DATA WOULD BE USED -- WE WOULD NOT PUT YOUR NAME, BUT USE IT GETTING THE PERMISSION UP FRONT. LIKE WE WILL SHARE IT PUBLICLY, HERE IN THE VERY , VERY PUBLIC, BUT WANT TO MAKE SURE THAT IS PART OF PROCESS. YOU WANT TO ADD MORE ?

>> I THINK ANOTHER ASPECT OF THIS IS THE BOARD BEING VERY SPECIFIC ABOUT WHAT VOICE THE BOARD WANTS TO SPEND TIME HEARING. WE CANNOT DO IT ALL. SO BEING REALLY INTENTIONAL ABOUT WHAT PASSPORT MORE CONSISTENT EXPERIENCE ON PART OF THAT THE ANNUAL WORK PLAN SO THAT WE ARE THAT THAT WE ARE PLANNING , KIND OF THAT HONORING THE PEOPLE'S VOICE, COMING INTO THE SPACE, WHAT WE DO WITH IT AFTER WE HAVE THAT EXPERIENCE WITH THEM. I KNOW I'VE HEARD DEPUTY SUPERINTENDENT GILLING HIM, EXTRACTIVE COMMENT . THE SHARING OF THAT PURPOSE WITH THEM AS OPPOSED TO JUST GETTING INFORMATION FROM PEOPLE IS PART OF THIS TOO. I THINK IT IS A REALLY IMPORTANT PART, BECAUSE THAT STREET WILL DATA HELPS INFORM ALL OF THOSE OTHER ASPECTS OF DATA THAT ARE MORE TRADITIONALLY WHAT WE WILL CONTINUE TO SEE THROUGH MONITORED REPORTS, BUT HELP PROVIDE OR ILLUMINATE ALL OF THOSE DATA SO TO ME IT IS ABOUT BEING REALLY THOUGHTFUL AND PLANNING ABOUT THE UPCOMING PLAN, CYCLE FOR WHAT DATA DO WE WANT TO BEGIN TO USE HOW DO WE LOOK AT IT WELL, PARTNERING WITH THE VARIOUS DEPARTMENT LEADERS , TIM PABLO AND HIS TEAM. AS WELL AS JOHNNY

[00:45:05]

>> I DO KNOW IF YOU SAW THE NEWS I HEARD TODAY, TIM THEY THOUGHT HE WAS GOING AWAY

FIA . >> I DID SEE THAT.

>> ANOTHER FYI

>> WE HAVE OVER 1000 STUDENT LAST YEAR THAT TOOK THE S.A.T.

AND SOAP I DO NOT SEE THAT NUMBER PROBABLY DECLINING RIGHT NOW PARTICULARLY WITH SOME SCHOOLS FLIPPING FROM OPTIONAL

TO REQUIRED . >> A COUPLE OF SPECIFIC QUESTIONS YOU ARE TALKING ABOUT THE MIGRATION FROM SKYWARD TO QMLATIV , BUT I WAS WONDERING IF THERE IS A PLAN FOR TRAINING FOR THE INTERFACE, WITH THAT EXPOSURE

, LIKE FROM YOUR STANDPOINT? >> WE DO NOT HAVE OUR SPECIFIC THROUGH VIDEOS . WE HAVE SOME VIDEOS ON THE WEBSITE THEN I KNOW SOME SCHOOLS HAVE BEEN DOING LIKE FAMILY NIGHTS WHERE THEY HAVE BEEN TRAINING SKYWARD . WE ARE GOING TO REDO ALL OF THOSE AND SUPPORT THOSE SCHOOLS FOR DOING THAT.

SO THAT IS THE PLAN FOR IT RIGHT NOW THEN THE THIRD PART IS GETTING WORD OUT EARLY SO PEOPLE CAN START SCENE , INDISCERNIBLE - LOW VOLUME ] MARCH, APRIL, NEWSLETTERS, SAY IT IS COMING. NEWS VIDEOS TO SHOW HOW THE INTERFACE WILL WORK, BUT MUCH OF THE FUNCTIONALITY WILL BE SIMILAR .

I DO NOT ANTICIPATE MANY SIGNIFICANT CHANGES AND WHAT PEOPLE HAVE ACCESS TO ESSENTIALLY THE SAME SORT OF DEBT IN A NEW SORT OF INTERFACE.

>> MORE USER-FRIENDLY INTERFACE .

>> YES . >> AND I WOULD SAY IT IS USER-FRIENDLY , BUT SOMETHING TO GET USED TO, RIGHT? LIKE DRIVING A DIFFERENT KIND OF CAR, WHERE IS THIS FOR THAT 10? THEN LIKE THIS IS ACTUALLY BETTER .

>> LAST QUESTION WAS REGARDING ASSISTANCE FOR YOUNGER STUDENTS, DOING WITH THE SBA, CURIOUS SINCE EVERYTHING IS DIGITAL, TAKEN SBA AS THIRD GRADE, BUT LOW VOLUME ] GRADE. I WAS CURIOUS, WHAT DOES READINESS PREP FOR STUDENTS LOOK LIKE? BEFORE THEY HAVE TO TAKE THE SBA? IN

TERMS OF THEIR COMPUTER USE . >> SO WE ARE REQUIRED TO ENSURE ALL STUDENTS ARE TRAINED FOR THE SBS . PART OF THE REQUIREMENT. SBA, STUDENTS HAVE GONE THROUGH SOME KIND OF TRAINING. SO AT A MINIMUM, THEY GO THROUGH A TRAINING TEST. ALL TEACHERS HAVE LED THEM THROUGH THAT. THEIR IS A LITTLE LESSON PLAN. MORE OFTEN THAN NOT A LOT OF TEACHERS ARE ALSO NOT JUST DOING THE TRAINING TEST DOING WHAT ARE CALLED INTERIM TESTS ALSO AS PART THIS. THEY ARE LITTLE BLOCK SO A TEACHER CAN SORT OF CHOOSE A TOPIC, SAY LIKE DECIMAL PLACE VALUE OR SOMETHING. THEY CAN GET A LITTLE 10 MINUTE , 10 QUESTION ASSESSMENT THAT LOOKS AND FEELS JUST LIKE IT IS TODAY, BUT THE TEACHER HAS ACTUAL INPUT AND SEES IT BACK FROM THOSE ASSESSMENTS. A LOT OF TEACHERS ARE NOT TRAINING TEST, BUT INTERNAL ASSESSMENT TO SORT OF DO THE TRAINING, BUT ALSO TO ACTUALLY GET BACK ON THEIR

INSTRUCTION. >> DIRECTOR YOCUM?

>> THANK YOU VERY MUCH I WAS GOING TO ASK THE QUESTION ABOUT SBA FOR THE R-2 MONITORING, BUT SINCE YOU'RE HERE I THOUGHT IT WOULD ASK . WHEN WE RECEIVE THE DATA FROM SBA , I'M ASSUMING THAT PEOPLE HAVE BROKEN UP FACED BY STRANDS SEARCHING

BAILABLE BY STREAMS ? >> UNFORTUNATELY NOT ANYMORE.

SO WHEN COVID HAPPENED, DURING FALL, WHEN THEY DID THE FIRST TEST BACK, THE SHORTENED THE TESTS. THEY ACTUALLY GOT

[00:50:04]

THIS TARGET. >> FOLLOW-UP QUESTION. DO YOU FEEL THE DATA WE SEE ON THE SBA SCORES, TRYING TO LOOK SPECIFIC, THAT THAT IS A GOOD MEASURE OF READING, READING WRITING

>> YOU HAVE TO BE VERY CAUTIOUS TO TAKE AN SBA ELA SCORE AND CORRELATE THAT WITH THE READING SCORE, BECAUSE YOU COULD HAVE A STUDENT THAT DOES REALLY WELL IN WRITING AND RESEARCH, BUT MAYBE NOT AS WELL IN READING. SO TO TRIANGULATE THAT WITH SBA'S CORPORATE K FOR ON THE REPORT CARPET READING GRADE LEVEL FOR THE K 4 STUDENTS, REPORT CARD SCORES, AND FAST VIRTUAL READING. THAT IS WE TARGET FOR THE READING.

>> THANK YOU. >> ALL OF THE QUESTIONS?

THANK YOU SO MUCH. >> TONIGHT NEXT ITEM ON THE AGENDA RESULTS TO ACADEMIC CONTENT KNOWLEDGE AND SKILLS ONE OF OURS THREE RESULT POLICIES. THE POLICIES THE BOARD ESTABLISHES ITS VALUES OF HOW THE SCHOOL DISTRICT IS EXPECT TO OPERATE AND EXPRESS THE MONITORING REPORTS CONTAIN SUPERINTENDENT INTERPRETATION OF POLICY LANGUAGE AND REVIEW OF CURRENT CONDITIONS AND WONDERING DATA. THE MONITORING ACTIONS MAKE A PART OF THE BOARD OVERSIGHT AND ORGANIZATION AND ENSURES THE BOARD IS STANDING SO.. L IN THE PRESENTATION, , BUT WILL HAVE AND OPPORTUNITY FOR SUBMISSIONS AND COMMENTS. DR.

HOLMEN

>> YES, TONIGHT TO PRESENT TO THE BOARD AROUND RESULTS IS DR. GENERAL'S. AS YOU REMEMBER, WE JUST RECENTLY UPDATED THE RESULTS TOO. THE IDEA WAS THAT WE PRESENTED TO THE BOARD. IF WE NARROW THE FOCUS ON WHAT WE ARE MONITORING , RESULTS TWO, WE BELIEVE WE COULD PROVIDE YOU WITH A BETTER REPORT AND GREATER INFORMATION ABOUT HOW THE SYSTEM IS PERFORMING AND OUR RESPONSE TO SYSTEM PERFORMANCE. AND SO, I BELIEVE THE PRESENTATION YOU SEE TONIGHT IS TRULY PRESENTATION FROM OUR CHIEF ACADEMIC OFFICER ABOUT THE HOLISTIC VIEW OF HOW ARE WE RESPONDING TO THE CHARGE THAT THE BOARD HAS GIVEN US RELATED TO STUDENT OUTCOMES . AND SO TONIGHT WILL BE A MUCH DIFFERENT RESULT TO WORK THEN THE BOARD HAS EVER RECEIVED, BUT THAT REALLY IS, BECAUSE THE BOARD HAS CHOSEN TO NARROW THE FOCUS OF DATA THAT WE ARE LOOKING AT, EVEN THOUGH THE REPORT PROVIDED WAS 90+ PAGES IT IS, BECAUSE WE ARE ABLE TO TAKE THOSE DATA ELEMENTS AND REALLY DIVE DEEPLY INTO THOSE AS OPPOSED TO GIVING THE BOY EVERY DATA RESULT. PROVIDING A MORE SHALLOW VIEW OF THE SYSTEM. TONIGHT YOU WILL RECEIVE THE REPORT THAT PROVIDES IN-DEPTH UNDERSTANDING AROUND SYSTEM PERFORMANCE AND RESPONSE TO THAT, KNOWING THAT THE

[00:55:03]

PRESENT THE RESULTS. >> THANK YOU, FIRST THING I NEED TO DO IS FOLLOW UP ON WHAT DR. GUTHRIE SAID IN RECOGNIZING GREAT IN THIS REPORT. SOME THOUGHT THAT THIS WOULD SIMPLIFY THINGS AND ACTUALLY MADE IT BE REALLY RICH AND DEEP AND MADE US REALLY BE ABLE TO LOOK AT THE COMPLEX ISSUES , EXCITING OPPORTUNITIES THAT WE HAVE AND EDUCATION AS WE LOOK AT ALL OF HIS TREMENDOUS AMOUNT OF DATA THAT ARE AT THIS LEVEL.

JUST TO REVIEW, WHAT WE CHANGE DR. HOLMEN SAID WE ADDED SOME DATA LOW VOLUME ] WITHOUT WAS REALLY IMPORTANT INTERESTING, SOMETIME WHERE OUR PREVIOUS R-2 SHOWED A SLICE OF THE YEAR AND HAD NOT SHOWN THE IMPACT OF PROGRAM OVER TIME TO SOMETHING THAT WE REALLY WANTED TO LOOK AT. WE REMOVED ELEMENTS THAT HAD OTHER POLICIES AND WE WERE ELEMENTS OF OF THE POLICIES THAT WERE NOT PART OF THE REAL CORE ACADEMIC NEEDS WE NEED TO LOOK AT. NOT THAT WE WOULD VALUE THEM WHEN WE LOOK AT WHAT WE MEASURED AND DISGRACED INDISCERNIBLE - LOW VOLUME ] TECHNOLOGY, SOCIAL SPACE WITH, SOCIAL OURS, DID NOT HAVE THAT SAME KIND OF MEASURING WE WANTED TO LOOK AT. ANOTHER SHOUT OUT TO PREVIOUS DEPARTMENT , WORLD LANGUAGE COMPETENCY , JUST TO CLEAR THE NUMBER 541 STUDENTS TAKING IT I THINK IS UP SEVERAL HUNDRED OVER THE PREVIOUS YEARS. PERCENTAGEWISE HIGHEST DISTRICT THE NEW VISUAL DISPLAY IS LINE GRAPH AWARE THE BOARD INDISCERNIBLE - LOW VOLUME ] PERFORMANCE OVERTIME INDISCERNIBLE - LOW VOLUME ] MAIN CHANGES THAT WE COULD HAVE. R-2 AS DR. HOLMEN'S IT IS THE FOCUS ON THE ACADEMIC CONTENT SERIES. THE BOARD HAS THE REPORT, VERY FAMILIAR WITH THE DIFFERENT INDICATORS. ONE THING THAT WE WANTED TO HIGHLIGHT DIFFERENT INDICATORS ARE READING WRITING SPEAKING, LISTENING, MATHEMATICS AND SCIENCE, BUT IT ALSO LOOKS AT MASTERY OF SKILL AND CONTENT KNOWLEDGE , COMPETENCY NECESSARY TO CREATE COLLABORATE AND QUICKLY SOLVE ALBUMS. THOSE ARE PIECES THAT AS WE LOOK AT THE OVERALL PROGRAM WE THINK IT IS ESSENTIAL TO ABSOLUTELY HAVE YES, WE ARE LOOKING AT LITERACY, MATH AND SCIENCE. AND THERE IS A LARGER PICTURE ESTON WAS TALKING ABOUT INDISCERNIBLE - LOW VOLUME ] GOALS ARE THAT STUDENTS WILL HAVE A LARGE INTERPRETATION OR STUDENTS HAVE THE ABILITY INDISCERNIBLE - LOW VOLUME ] VIGOROUSLY LOW VOLUME ] APPLICATION PARTNER PLAYING THE STUDENT INDISCERNIBLE - LOW VOLUME ] SUCCESS. SIMILAR TYPE OF METRIC IN MATH SIMILAR TYPE OF METRIC AND SCIENCE FOR INTERPRETATIONS. THE RESULT FOR THE INDICATORS, WE KEPT SOME AND TIGHTENED THE FOCUS ON THEM, BUT ADDED SEVERAL THAT WERE REALLY IMPORTANT. ADDED WIDA AS TIM SAID, BUT ALSO WANTED TO LOOK DEEPER INTO THE PROGRAM, VOLUME ] THEY WERE INDICATORS OF CONTRACT FOR GRADUATION.

INDICATORS FOR POSTSECONDARY SUCCESS SO LOOKING AT THE PERCENTAGE OF GRADUATES WITH A C OR HIGHER LEVEL ONE AND SEPARATE INDICATOR C OR HIGHER TO AS WELL.

>> THE OTHER INDICATORS ARE SOMEWHAT SIMILAR TO WHAT YOU HAVE SEEN IN THE PAST. WE REALLY FOCUSING ON THIRD, EIGHTH, AND 10TH GRADE STUDENTS.

>> THE REASON WE DID THAT IS THIRD GRADE, AND THIS WAS IN CONSULTATION WITH THE BOARD. THE GRADE IS A KEY INDICATOR FOR LITERACY. THAT IS WHERE REALLY WANTED TO SAY THIS IS A POINT WE WILL LOOK DEEPLY AT IT WITH COORDINATOR FOR THREE YEARS OF FOCUS WITH THE STUDENTS. AND I RECOGNIZED FIFTH GRADE IS THE YEAR THAT REALLY GIVES INDICATION FOR STUDENTS BEING SET UP FOR MIDDLE SCHOOL AND HIGH SCHOOL

[01:00:01]

THAT WERE I DON'T REMEMBER? HOW DARE YOU NOT SEE.

HOW DARE YOU LOOK AWAY FROM STUDENTS THAT ARE NOT ACHIEVING? WE ABSOLUTELY WANT TO CELEBRATE. WE HAVE SO MANY GREAT THINGS HAPPENING IN OUR DISTRICT. AND WE NEED TO LOOK AND BE VERY CLEAR OF USING THE ANALOGY OF GOING THROUGH THE CONCRETE. THAT IS WONDERFUL WITH THE CONCRETE . AND NOW WE REMOVE THE CONCRETE.

I WANTED TO BRING THAT INTO THIS PRESENTATION TONIGHT BECAUSE WE HAVE MANY, MANY ROSES AND ALSO SOME PLACES WE ARE NEEDING TO DO SOME WORK ABOUT REMOVING THE CONCRETE AND CELEBRATING THE ROSES THAT GROW THROUGH, NOT HAVING TO WAIT FOR THAT BUT I WANT TO BRING US BACK. ONE OF THE THINGS I WANTED TO FRAME OUR PROGRESS IN LAKE WASHINGTON. LOOKING AT SOME COMPARATIVE PIECES. WHEN WE LOOK AT THE DATA AS YOU HAVE, WE SET REALLY HIGH STANDARDS FOR OURSELVES FOR SOMETHING THAT IS IMPORTANT TO FRAME WHERE OUR ACHIEVEMENT IS BEFORE WE GET INTO LOOKING AT OUR VERY SPECIFIC INDICATORS.

WHEN YOU LOOK AT WASHINGTON STATE, AND THIS IS OFF THE WASHINGTON STATE WEBSITE . YOU CAN SEE IN THE SPRING OF 2023, LAKE WASHINGTON SCHOOL DISTRICT REGULARLY ACHIEVE SIGNIFICANTLY BETTER THAN REST OF THE STATE. IN MATH, ELA, AND SCIENCE. THE FOUR YOUR GRADUATION RATE IS PRETTY PHENOMENAL. AND ALSO LAST MONDAY, THEY SAID IT WAS -- PERCENT FOR THE GRADUATION RATE. IT IS REALLY COMPARISON TO THE STATEMENT ALSO WHEN WE LOOK AT LAKE WASHINGTON, WE HAVE HIGH MATH AND ELA GROWTH COMPARED TO THE REST OF THE STATE. 42% OF OUR STUDENTS ARE ACHIEVING, AT A MINIMUM, HIGHER THAN 68% THAN THE REST OF THE SKATE -- STATE. TIM CAN GIVE MORE SPECIFICS. OVERALL, WE ARE ALL PERFORMING ESTATE AND WE ARE GROWING AT HIGH LEVELS. IT IS SIGNIFICANT WHEN WE LOOK AT THE IMPACT OF COVID. AS MUCH AS WE HAVE MOVED, I BELIEVE, I THINK SO MANY EDUCATORS , SO MANY PARENTS AND TEACHERS , SO MANY LEADERS IN THIS DISTRICT HAVE SAID IT FEELS LIKE THIS YEAR WE ARE POST-COVID IT REALLY BACK IN THE MIX OF THE BULK OF THINGS . WE ARE REALLY THOUGHTFUL ABOUT THE IMPACTS TO STUDENTS. WE LOOK AT, THIS IS FROM AN ARTICLE IN THE NEW YORK TIMES , AGAIN, LAST WEDNESDAY. I DO NOT KNOW WHAT HAPPENED LAST WEDNESDAY. THIS IS IN THE NEW YORK TIMES ON WEDNESDAY.

THERE IS A TOOL THAT TRACKED THE, THIS DISTRICT IS LAKE WASHINGTON COMPELLED TO WASHINGTON STATE AND THE U.S.

AVERAGE FROM 2016-2024 YOU CAN SEE PRETTY SIMILAR TRAJECTORIES , WHICH, I THINK IT'S REALLY INTERESTING WHEN YOU LOOK AT, AGAIN, OUR BENCHMARKS OVER THE PAST, SINCE 2016. THEY HAVE A VERY SIMILAR IMPACT DURING THAT TIME AND RATE OF RECOVERY. THE STORY IN LAKE WASHINGTON IS WE ARE RECOVERING SOMEWHAT FASTER THAN SOME DISTRICTS, BUT WE STILL NEED TO ACCELERATE, ESPECIALLY WHEN WE ARE LOOKING AT SPECIFIC POPULATIONS OF STUDENTS. SO LAST NIGHT WAS OUR BENCH MAKING DISTRICTS. THIS IS OVERALL IN LAKE WASHINGTON. SO THAT LITTLE DOTS TO THE RATE OF US IS MERCER ISLAND. THAT IS A VERY DIFFERENT SIZE OF THE DISTRICT, DIFFERENT POPULATION, DIFFERENT THINGS THEY ARE WORKING ON.

WHEN YOU COMPARE TO ALL OF THOSE ACROSS WASHINGTON AND WASHINGTON STATE, THEY ARE DOING VERY WELL. WHEN YOU LOOK AT BENCHMARKING, AGAIN, THINKING ABOUT HOW OUR DISTRICT IS COMPARED TO OUR BENCHMARKING DISTRICTS, THERE ARE 10 DISTRICTS -- IN EIGHT CATEGORIES, LAKE WASHINGTON IS FIRST OR SECOND IN BENCHMARKING. IF WE ARE SECOND, WE ARE -- AS FIRST EVERY TIME. IN SIX CATEGORIES OVER THIS PAST YEAR, WE BENCHMARKED , WE CAN SEE THEM ALL THERE. IN THREE CATEGORIES WE STAYED ABOUT THE SAME. AND WE ARE SECOND AND ELA . ON YOUR BENCHMARK AT SECOND, AND THAT IS NO CATEGORY FOR US. THAT IS A REALLY INTERESTING DATA POINT BECAUSE WHEN WE LOOK AT WHERE WE WANT GROWTH TO BE, WE ARE NOT THERE. AND YET, OTHER DISTRICTS HAVE ALSO -- WE ARE ALL WORKING ON IT TOGETHER. AND IN EIGHTH GRADE SCIENCE, WE WERE SECOND OR FOURTH GRADE AND BENCH MAKING MEETS PRETTY

[01:05:05]

THERE IN A PROCESS RIGHT NOW WHERE THEY ARE IN PHASE TWO.

THAT IS WHERE THEY ARE REVIEWING AND PUTTING TOGETHER GROUPS OF EDUCATORS TO REVIEW STANDARDS. THERE ARE MULTIPLE EDUCATORS IN THESE GROUPS. THEIR GOAL IS TO ESTABLISH A PROCESS TO REVIEW STANDARDS, THEY WILL PRIORITIZE LEARNING STANDARDS AND DEVELOP IMPLEMENTATION PLANS, AND THE BOTTOM BULLET, WE DID NOT HIGHLIGHT THE MOST IMPORTANT WORDS THERE BECAUSE ALL OF IT IS IMPORTANT TO THE BOTTOM BULLET IN THE -- WHATEVER COLOR THAT IS SPREAD ] IS REALLY DESCRIBING THE WCAS SYSTEM . LOOKING AT ALL OF THE DIFFERENT THINGS THAT A SYSTEM SHOULD BE THINKING ABOUT TO DELIVER EDUCATION TO STUDENTS IN WAYS THAT ARE MEETING ALL OF THEIR NEEDS. SO I WOULD LIKE US TO KEEP THAT IN MIND AS WE ARE THINKING ABOUT DEVELOPING A SYSTEM. THAT IS REALLY THE WAY OSPI IS GOING TO USE THIS FOR THE REGRET DOING IN OUR DISTRICT IS SOMETHING THAT IS -- SO A COUPLE NOTES BEFORE WE DIVE INTO DATA. LAKE WASHINGTON IS ACHIEVING SIGNIFICANTLY THEN HIGHER STATE ACHIEVEMENT LEVELS THAT ARE TARGET IS REALLY HIGH SO THE COLORING AND THOSE CHARTS ARE, IF WE ARE WITHIN, WE ARE GREEN AND WITHIN OUR TARGET RANGE, IF WE ARE 10 PERCENTAGE POINTS AWAY IT IS YELLOW. FOR MORE THAN 10 AWAY, IT IS READ. WHEN OUR TARGETS ARE REALLY HIGH, PLEASE NOTE THAT COMPARED TO OTHER DISTRICT, WE HAVE STRENGTHS TO OTHER STATES AS WELL.

COMMUNICATORS ARE LOWER THAN FREQUENT, BUT MOST - LOW VOLUME ] I REALLY WANT TO CALL OUT , BECAUSE YOU SAW THIS IN THE REPORT AND WE TALKED ABOUT IT TONIGHT. OUR DEMOGRAPHIC GROUPS OF AFRICAN-AMERICANS, HISPANIC AND LATINO, SINCE RECEIVING MULTILINGUAL SERVICES , STUDENTS FROM PUZZLES, AND STUDENTS IN SPECIAL EDUCATION SERVICES ARE FURTHER AWAY FROM TARGETING OTHER GROUPS WITH ANY SUCCESS I SAY WE KNOW THIS IS SOMETHING THAT IS REALLY IMPORTANT FOR US TO MAKE SURE WE CONTINUE TO HOLD CLOSE TO OUR HEARTS. THE OTHER PIECE I WANT TO RECOGNIZE , THIS HAS COME UP IN MULTIPLE REPORTS. NONE OF THIS WORK IS SEPARATE.

OUR TWO OF THE ACADEMIC RESULTS AND IT IS CLOSELY TIED TO ALL THREE. EVERY 10 OR 11 , THESE REPORTS ALL WORK TOGETHER.

THE WORK OF THE DISTRICT COMES TOGETHER AS VALID. THIS IS MY SEVENTH YEAR IN LAKE WASHINGTON. I WILL SAY THE AMOUNT OF COLLABORATION ACROSS DEPARTMENTS AND DIVISIONS IS PHENOMENAL.

WHAT THAT, AS A SYSTEM THINKING ABOUT OUR SERIOUS ACTION, AND THAT IS THAT IT IS SYSTEMATICALLY -- EVIDENCE BASED INSTRUCTIONAL QUALITY , -- FOR TEACHERS, PLAN FOR STUDENTS, FOSTER CULTURAL HIGH EXPECTATIONS , INCLUDING IMPROVEMENT, AND INTERSTATE STANDARDS, THEN WE WILL ACHIEVE SUSTAINABLE GROWTH AND OVERALL PERFORMANCE ACROSS ALL SUBJECT AREAS. ENHANCED STUDENT ACHIEVEMENT TO INCREASE GRADUATION RATES AND INCREASE COLLEGE -- THE REASON I READ THAT OUT LOUD IS BECAUSE ALL OF THOSE PARTS ARE REALLY IMPORTANT. THEY ARE PART OF OUR SYSTEM. THIS SERIES OF ACTION AND GAUGES MULTIPLE DEPARTMENTS ARE NONE OF THESE THINGS HAPPEN WITHOUT PARTNERING WITH STUDENT SERVICES, WITH SCHOOL SUPPORT, OR DATA AND RESEARCH , PROFESSIONAL LEARNING, OR ANY OF THE SYSTEMS. I WANTED TO CALL OUT THIS SLIDE AS WELL.

YOU SAW THIS IN THE LAST STUDY SESSION. THIS WORK IS PART OF OUR M TSS. WE ARE RIGHT IN THE MIDDLE OF IT AS WE ARE THINKING ABOUT WHERE OUR SCHOOLS ARE LOOKING AT HOW WE ARE IN THE -- PART. THAT IS REALLY THINKING ABOUT HOW DO WE GO FROM THE LEVEL OF DATA , THE SATELLITE DATA? WE'RE LOOKING

[01:10:01]

WE HAVE ALL KINDS OF ADVISORIES. ADOPTION OF THE MAJOR WORK DOING ON THE SYSTEM. LETTING ALL OF OUR REQUIRED LEARNING FOR TEACHERS WITH THIS BOOK. IT IS SUPPORTED THROUGH OUR PRINCIPLE OF PROFESSIONAL LEARNING COMMUNITIES. THAT IS REALLY WHERE WE GET INTO THAT STREET DATA AND THAT IS WHERE WE GET INTO THE CHANGE IN THE SCHOOLS. THINKING ABOUT HOW ALL OF THE WORK FROM THE DISTRICT AS A LINE THROUGH THE PRINCIPAL AND TEACHER RATIONALE.

ALL SCHOOLS EXCEPT ACADEMIC GOALS. IMPLEMENT STRATEGIES FOR GROUPS OF STUDENTS IN THIS DATA. THEY IDENTIFY BY INSTRUCTIONAL RESPONSE. THE GRADE LEVELS AND CONTENT AREAS, AND THEY TAKE ALL OF THESE DIFFERENT PIECES THAT ARE COMING FROM THE DISTRICT LEVEL AND CREATE SPECIFIC CLASSROOM LEVEL, SMALL GROUP, AND INDIVIDUAL STUDENTS. THAT IS THE FREEMAN THINKING ABOUT AS WE LOOK AT THE DATA. ALL OF THIS WORK IS BACKGROUND TO THE DATA , THE 98 PAGES ADDED ONTO.

AND THINKING ABOUT WHERE WE ARE WITH LITERACY AND LANGUAGE, I WILL WALK US THROUGH THE THREE BIG AREAS AND DO SOME LARGE NOTICE THINGS AND YOU CAN LET ME KNOW WHEN WE GO ALL THE WAY THROUGH, I WILL POSIT THE END OF EACH CONTENT AREA. SO IN LITERACY , EACH AREA IS EMBEDDED IN THE RESPONSE TO THE DATA AND THE BEYOND THE RESPONSE TO DATA, THE THINKING FORWARD WITH THE STRATEGIC PLAN. THAT IS THINKING ABOUT, SO EMBEDDED INTO OUR SYSTEM, SPECIFIC TO LITERACY, WE ARE REALLY FOCUSING ON RESEARCHING AND FORMING INSTRUCTIONAL PRACTICES, ENHANCING LITERACY COPPERHEADS AND, -- AND RESOURCES, ALLOCATING RESOURCES, ENSURING INCLUSIVE LEARNING, AND THE OTHER PIECES ARE THE MTSS SYSTEM AND AROUND BEST PRACTICES . WHEN WE LOOK AT THIRD GRADE ELA, THERE IS AN ENORMOUS AMOUNT OF DATA IN R2. HE PULLED THIS DATA BECAUSE THE OTHER PIECE THAT IS REALLY IMPORTANT IS THE COHORT DATA. SO THERE ARE MANY MORE PIECES OF DATA THAT CAN BE LOOKED AT IN R2. BUT THE TREND WHEN WE LOOK AT THIRD GRADE ELA IS AS INTERESTING PLACE A LOOK AT THE GOALS FOR OURSELVES AND WE HAVE SIGNIFICANT ROOM TO GROW. WHEN WE BENCHMARK AND LOOK AT HOW THE REST OF THE STATE IS DOING , WE ARE ACTUALLY DOING REALLY WELL CREDIT IS ONE OF THOSE WHEN LOOKING AT OUR STUDENTS, THEY ARE IN SOME PLACES, THEY ARE STAYING THE COURSE. IN A COUPLE OF PLACES I WANTED TO CALL OUT BECAUSE THEY ARE REALLY EXCITING. OUR STUDENTS GO FOR ML SERVICES. -- SIGNIFICANT. THAT REFLECTS WORK THAT HAS BEEN HAPPENING IN THAT PROGRAM THAT IS REALLY EXCITING. AGAIN, WHEN WE LOOK AT , ESPECIALLY OUR STUDENTS FROM LOW INCOME HOUSEHOLDS, THIS IS A THEME THAT COMES UP ACROSS AND OTHER DATA CHARTS . THAT IS AN AREA REALLY NEED TO FOCUS ON AND UNDERSTAND AND SUPPORT OUR STUDENTS. WHEN WE LOOK AT THE COHORT DATA FOR THAT, WE JUST LOOKED AT, WE PUT INTO EVERYTHING WHERE THERE IS -- THINKING ABOUT THESE ARE STUDENTS THAT THEY WERE IN KINDERGARTEN IN 2019 OR 2020.

[01:15:01]

THINKING ABOUT THAT WITH OUR GOAL OF ALL STUDENTS READING BY THE END OF THIRD GRADE, WE HAVE, LIKE WE SAID, SOME NOTABLE -- SERVICES. WE HAVE SOME, WE HAVE HAD, IN ADDITION TO CLASSROOM TEACHERS, THERE HAS BEEN THE SAFETY OF TEACHER , MULTILINGUAL TEACHERS, AND THE WORK IN PROGRESS FOR SPECIAL ED TEACHERS TO HAVE THE SAME TRAINING. REALLY FOCUSED ON SMALL GROUP INSTRUCTION TO THE POINT WHERE ALL OF OUR ELEMENTARY SCHOOLS WORKED DILIGENTLY FOR THIS YEAR TO BE ABLE TO HAVE SMALL GROUP INSTRUCTION HAPPEN IN BLOCKS IN THE CLASSROOM.

QUESTION ABOUT THE CORPORATE DATA. DID YOU, MAYBE YOU OR TIM CAN ANSWER THIS QUESTION? IF THE COURT DATA, IS A TRACKING BY STUDENT AND THEN GOING UP TO THE CLASS? IS A COMPARING LAST YEAR OR CLASSROOM BY CLASSIER? THERE IS VARIABILITY IN THE CLASSES . A STUDENT WAS OUT OR -- INAUDIBLE - LOW VOLUME ] MOVED OUT OF THE DISTRICT. ARE WE COMPARING THE SAME STUDENTS YEAR-OVER-YEAR?

>> I BELIEVE IT IS THE SAME STUDENTS, BUT -- YEAH, SAME STUDENTS. OKAY. SO IF A STUDENT LEFT , OKAY. I WANTED

TO CLARIFY. THANK YOU. >> THANK YOU. WHEN WE GET TO MIDDLE SCHOOL OR HIGH SCHOOL, I THINK WHAT WE ARE SEEING IN ELEMENTARY SCHOOL, I THINK WE ARE SEEING THE FIT OF FOCUS TYPE IT TO GET INTO MIDDLE SCHOOL AND HIGH SCHOOL, WE ARE BENCHMARKING IN THOSE AREAS, AND AGAIN IN THE AREA OF CONCERN FOR US IS THE STUDENTS IN LOW-INCOME HOUSEHOLDS . AND ALSO, HISPANIC LATINO, PARTICULARLY . WE LOOK AT THE COHORT DATA FOR THIS GROUP, WE OVERALL SEE GROWTH, EVEN THOUGH WHERE WE WANT STUDENTS TO BE , WE ARE NOT THERE. SO OVERALL, SEEING GROWTH AND WE ARE WORKING ON FOCUSING HOW TO REALLY SUPPORT ALL THESE STUDENTS. ONE OF THE THINGS I THINK IS INTERESTING AND IMPORTANT TO ATTEND TO IS WHEN WE WERE IN COVID, WE DID THE WHOLE SYSTEM FOCUSED ON LEARNING PRACTICES. WHAT WE FOCUSED ON WAS SUPPORTING TEACHERS TO REALLY ASSESS STUDENTS ON WHAT THEY LEARNED AND WHAT THEY KNEW AND GIVE THE MULTIPLE WAYS TO DEMONSTRATE THAT. WE WILL SEE IN EVERY INDICATOR WHERE IT IS A GREAT VIDEO SEE A TREND ON EVERY CONTENT AND EVERY SUBGROUP. THE REASON AND OUR HYPOTHESIS FOR THAT IS AS WE HAVE FOCUSED ON TEACHERS ASSESSING STUDENTS FOR WHAT IS MOST IMPORTANT, WITH ACTUALLY SEEN GRADES GO UP BECAUSE THE GRADES ARE MORE REPRESENTATIVE OF STUDENT LEARNING. WE HAVE MORE WORK TO DO THERE, BUT IS EXCITING TO SEE THAT THESE ARE ALSO GRADES OVER THE YEARS. IT IS NOT JUST IN TIME. IT IS NOT A SMALLER BALANCE OR A DROP IN THE HAT . WITH ELEMENTARY AND HIGH SCHOOL, IT IS GOING TO BE FORMATIVE ASSESSMENT, IT COULD BE FAST, AMPLIFY ASSESSMENTS. IT IS THE GRADE THAT GOES INTO A SIGNIFICANT ACHIEVEMENT FOR OUR STUDENTS. WE LOOK AT THAT AS A REALLY IMPORTANT INDICATOR. IN HIGH SCHOOL ELA. THIRD GRADE, EIGHTH GRADE, AND 10TH GRADE. WE ESSENTIALLY HELD AT THE SAME ON BENCHMARKING , SORRY. ALL STUDENTS ACROSS DISTRICTS. WE SEE MORE OF THEIR ABILITIES GETTING INTO HIGH SCHOOL. WILL SEE THE SAME THING AND MORE DRAMATICALLY AND MATH. STUDENTS IN THIS TIME PERIOD HAVE POTENTIALLY MORE IMPACT OF HAVING MORE INSTRUCTION AS THEY ARE DEVELOPING MORE KNOWLEDGE AND MORE SOPHISTICATED SKILLS. THE STUDENTS IN LOW-INCOME HOUSEHOLDS IN BENCHMARK AT NINE. THIS IS AN AREA THAT NEEDS TO BE A SIGNIFICANT FOCUS FOR US. WE WILL SEE THIS IS

[01:20:04]

QUESTIONS. >> I WAS NOT EVEN RAISING MY HAND.

>> I'M CURIOUS ABOUT THE GAP BETWEEN REPORT CARD GRADES AND SBA. I APPRECIATE THE WORK TO ENSURE THAT OUR STUDENTS ARE SEEING SUCCESS . YOU KNOW, I HOPE THAT MEANS THEY ARE , YOU KNOW, SEEING WRIST SUCCESS AND PROGRESSING AND LEARNING. I THINK THAT IS REFLECTED IN THEIR GRADES. I'M CURIOUS, DOES NOT COME AS A SHOCK? YOU KNOW, WHEN YOU ARE PASSING HIS CLASSES FOR EXAMPLE AND YOUR SBA SCORES QUEBEC INTERNET STANDARD. HOW DO WE SUPPORT -- THAT IS ONE OF THE GRADUATION PATHWAYS. MAYBE ONE OF THE MORE STRAIGHTFORWARD ONES, RIGHT? HOW DO WE HELP SUPPORT STUDENTS THROUGH THAT GAP?

>> SO ONE OF THE RESPONSES WITH SO MANY STUDENTS NOT LEADING -- IS TO CREATE MULTIPLE GRADUATION PATHWAYS.

THAT IS BEEN A PRETTY STRONG MOVE FROM EDUCATION AND -- TO THE POINT WHERE THEY ARE, IN DECEMBER FOR PERFORMANCE BASED GRADUATION PATHWAYS FOR THAT IS SOMETHING WHERE WORKING ON IN WASHINGTON IN TERMS OF -- I CAN ADDRESS THIS LATER. THEY CREATED TWO DIFFERENT COURSES WHEN THEIR WAY STUDENTS CAN MEET GRADUATION PATHWAYS OUTSIDE OF THE REGULAR PROGRESSION. THERE IS A ROLE IN MATHEMATICS WHICH IS 12TH GRADE , AN 11TH OR 12TH GRADE COURSE. OH, GOSH. THEY ARE MEANT TO BE COURSES THAT DEMONSTRATE THROUGH PASSING THOSE COURSES TO DEMONSTRATE HIGH LEVELS OF MASTERY OF MATH.

IT IS SOMEWHAT A RECOGNITION OF THE SBA . IT IS NOT NECESSARILY A FRIENDLY INDICATOR OR ONE THAT REFLECTS WHAT STUDENTS ARE ABLE TO DO. SO THE SAME THING IN ELA. THIS IS A PASSING SBA IT CAN CLEARLY BE A CHALLENGE FOR THAT IS ONE OF THE REASONS THEY ARE REAL REALLY THE STANDARDS BUT I DO NOT ACTUALLY KNOW WHAT WILL HAPPEN WITH THE SMARTER BALANCE. THEY CHANGE THE STANDARDS, IF THE LUNAR BALANCE IS , YOU KNOW, THE SET OF STANDARDS BUT I'M NOT SURE WHAT THE STATE ASSESSMENT WILL LOOK LIKE AFTER THAT. SO IN LAKE WASHINGTON, WE ARE LOOKING AT WAYS STUDENTS CAN MEET GRADUATION PATHWAYS A SEPARATE FROM THAT. I DO NOT KNOW THAT IT IS A SHOCK TO THE GRADES ARE DIFFERENT.

I ACTUALLY THINK THERE IS SO MUCH REALLY THOUGHTFUL GRADING WORKED ON IN SCHOOLS, I FEEL LIKE THE GRADES ARE MORE ACCURATELY REFLECTIVE OF WHAT STUDENTS ARE DOING.

THE THIRD GRADE MEETING -- READING AT GRADE LEVEL FROM THE REPORT CARD. IN THE BOX AT THE END OF IT , THE SECOND SEMESTER. THAT IS CHECK YES OR NO. HOW DO TEACHERS CHECK THAT BOX? HOW DO THEY CHECK IT YES OR NO? WHAT DETERMINES THAT?

>> SO THEY CAN HAVE A NUMBER OF DIFFERENT THINGS WHERE THEY CAN DETERMINE IF THEY CHECK THE BOX YES OR NO. SO ONE THING TEACHERS USE, AND THIS IS REFRESHED EVERY FALL. IT IS THE ASSESSMENT -- IN K THROUGH FIVE. EVERY FALL, TEACHERS GET

[01:25:06]

FORMATIVE AND SOME OF THE ASSESSMENT IN THE CLASSROOM. -- DATA. ALL OF THEIR EXPENSES OF WORKING WITH THE STUDENTS. ALL OF THE DIFFERENT PIECES THEY CAN GO INTO DETERMINE WHAT THEIR PROFESSIONAL JUDGMENT. FREQUENTLY, AS CALIBRATED WITH THEIR GRADE LEVEL TEAMS TO BE ABLE TO DETERMINE IF STUDENTS

ARE READING AT GRADE LEVEL. >> DATA, IT LOOKS VERY SIMILAR. I'M WONDERING, IF TEACHERS GO EVERY YEAR AND SAY, YES, YES OR NO. IS IT SORT OF, ARE WE USING THE SAME ASSESSMENT KIND OF TWICE? I GUESS?

>> POTENTIALLY, SO -- IS A DISCRETE ASSESSMENT OF THE REPORT CARD GREAT PULL THOSE PIECES TOGETHER. I WOULD EXPECT, AND I CANNOT QUANTIFY THIS BUT I WOULD EXPECT TEACHERS IN GRADE LEVEL TEAMS WOULD BE LOOKING AT THAT DATA.

THEY ARE PLANNING AND USING IT AS A TOOL FOR THE STUDENTS AT GRADE LEVEL. IN THE REPORT CARD GRADE, IT IS A PIECE OF THE PUZZLE, AS OPPOSED TO A DISCRETE PUZZLE PIECE.

>> ALL RIGHT. SO LOOKING AT MATH. GENERALLY , MATH, THE SHORT STORY OF MATH IS THAT THERE IS , COMPARATIVELY, WE ARE DOING WELL TO A THIRD DISTRICT INTO THE STATE. WE HAVE MORE GROWTH TO MEET OUR GOALS, FOR SURE. AS WE ARE LOOKING AT MATH, AND I PULL UP THE PIECES THAT ARE IN ADDITION TO MTSS . I WOULD SAY WE ARE LOOKING AT CREATING ADDITIONAL , SUSTAINABLE , STRATEGICALLY IMPLEMENT IT -- RESEARCHING PRACTICES . THAT IS BEEN ESPECIALLY IMPORTANT IN OUR K-5 ADOPTION. THAT IS KEY TO MATHEMATICS CURRICULUM DESIGN. TRADING ADDITIONAL COURSE OF LEVEL SPECIFIC SUPPORTS FOR THAT IS BOTH AT ELEMENTARY AND HIGH SCHOOL LEVEL. SUBMITTING -- THAT IS SIGNIFICANT AT THE SCHOOL. AND EXPANDING COURSE OFFERINGS AT THE HIGH SCHOOL LEVEL WITHIN THE FRAMEWORK OF THE MTSS STRUCTURE. SO GRADE 5 MATH. THE STORY OF THE GRADE 5 MATH IS, THIS IS A GROUP THAT THIS IS OUR THIRD YEAR OF IMPLEMENTATION IN MATHEMATICS THAT I WOULD SAY WE ARE AT THE POINT THIS YEAR WHERE OUR TEACHERS HAVE DONE AN OUTSTANDING JOB OF IMPLEMENTING A REALLY DIFFERENT CURRICULUM FROM WHAT WE HAVE DONE BEFORE.

WE ARE AT THE POINT WHERE WE ARE ABLE TO DO MORE INTERVENTION, ESPECIALLY WITHIN THINKING ABOUT OUR INTERVENTION AND HOW WE DESIGN THAT. HOW WE DESIGN INSTRUCTION FOR OUR STUDENTS. HOWEVER, CLEARLY WE HAVE A WAYS TO GO WITH OUR GOALS FOR OUR STUDENTS. AND THAT IS THE PATH WE ARE REALLY ON. THIS IS THE FIRST YEAR, I WOULD SAY, WE HAVE REALLY FOCUSED IN ON DOING SMALL GROUP INSTRUCTION IN MATH. THAT IS SOMETHING FOR OUR OLDER MATH CURRICULUM THAT WAS NOT REALLY SUPPORTED. THIS IS SOMETHING THAT IS BEEN REALLY HELPFUL AND GOES ALONG WITH THE DESIGN FOR CURRICULUM. THIS IS SOMETHING, AGAIN, I HIGHLIGHTED GROWTH BETWEEN 2021 . THE STUDENTS, THE FIFTH-GRADE STUDENTS, LAST YEAR . MOST OF OUR STUDENTS WENT DOWN. AND THAT MAKES SENSE WHEN YOU LOOK AT BOTH THE STORY OF MATH CURRICULUM AND YOU LOOK AT MATH DURING THE PANDEMIC. LEARNING WAS IMPACTED OVER THOSE YEARS. WE HAVE SOME HIGHLIGHTS . WE SAW GROWTH BY BLACK AFRICAN-AMERICAN STUDENTS AND -- AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. SMALL GROWTH, BUT IT WAS POSITIVE TO SEE THAT. AGAIN, WE FOCUSED ON FIFTH-GRADE MATH FOR THE KEY INDICATORS FOR FUTURE SUCCESS. WE SAW -- THE CLASS OF 2030. WE SAW SOME GROWTH WE ARE EXCITED ABOUT. IN GRADE 8 MATH, THIS IS ANOTHER ONE THAT IS REALLY INTERESTING WHEN WE LOOK AT OUR GOALS FOR OURSELVES. WE ARE SIGNIFICANTLY FAR AWAY FROM THAT. WE BENCHMARK WITH OTHER DISTRICTS.

WE LOOK LIKE WE ARE DOING WELL IF WE ARE LOOKING AT BENCHMARKING. THIS IS A GROUP OF STUDENTS THAT, YOU WILL SEE THIS EVEN MORE PRONOUNCED IN THE HIGH SCHOOL. THIS IS A GROUP THAT , AS MUCH AS THEIR ACHIEVEMENT LOOKS LIKE, WE HAVE QUITE A WAYS TO GO . WHEN WE LOOK AT THE WORK WE HAVE DONE TO THEIR MIDDLE SCHOOL YEAR, SIXTH GRADE THROUGH EIGHTH GRADE, MOST OF THE GROUPS WERE -- ONE OF THE

[01:30:02]

AND MIDDLE SCHOOL MATH, YEAH? >> YOU MAY WANT TO CHECK THE GRADE 8. BECAUSE THEY HAVE ALL OF OUR STUDENT GROUPS TO HAVE BOTH GENDERS GROWING , BUT TO HAVE THE ALLPORT COURT NOT.

I JUST WANT TO MAKE SURE -- TO FOLLOW UP ON THAT.

>> THIS IS ONE THAT IS INTERESTING. THIS IS THINKING ABOUT DATA AND STATISTICS. SO IN ALL GROUP, THE ANNUAL TREND WAS ONE .8. WE WERE BENCHMARKING. WHEN YOU LOOK AT GROWTH FROM , AND WE ALSO LOOK AT TIME. THERE ARE MULTIPLE DIFFERENT WAYS TO LOOK AT THAT. YES, THANK YOU.

>> AND ON THE MATH COHORT SIDE. A LITTLE MORE THAT WAY.

>> OKAY. >> I'M GOING TO ASK RIGHT NOW. I DO NOT KNOW , WHAT IS THE QUESTION? THE QUESTION IS, I GUESS, WHAT DO I DO WITH THE ANNUAL TREND DATA? HOW DO I UNDERSTAND THAT? FOR SO MANY OF THESE, THERE IS A LOUD CAR GOING BY. SORRY. FOR SO MANY OF THESE, THE BIGGEST, OR THE WAY I LOOK AT IT, AT LEAST. THE BIGGEST DRIVER OF BEING A TREND IS WHETHER WE ARE INCLUDING PRE-COVID DATA. OR IF IT ONLY INCLUDES POST-COVID DATA. AND IF YOU LOOK AT, AND SO, FOR EXAMPLE, FOR THIS. WE ARE UP 6% SINCE 2021. FOR MATH . I AM LOOKING AT OUR REPORT WHICH HAS THE DATA.

BUT DOWN SIGNIFICANTLY FROM 2019. AND THE NEXT YEAR WHEN WE LOOK AT THIS, IF WE KEEP THE CURRENT METHODOLOGY IN PLACE, THE ANNUAL TREND WILL BE SIGNIFICANTLY HIGHER BECAUSE THE FIRST YEAR, I THINK, AT LEAST WHEN WE ARE LOOKING AT THE DATA -- SO THE FIRST YEAR WE LOOK AT THE DATA WILL BE THE FIRST YEAR WE MEASURE POST-COVID. AND SO THERE IS A SIMILAR QUESTION IN HERE. I DO NOT KNOW , WHEN I LOOK AT THE ANIMAL TREND, IT IS HOW DO I FIND MEANING IN IT? I MEAN, THERE IS A MEETING BECAUSE WE ARE BELOW WHERE WE WERE PRE-COVID. RIGHT? OTHER THAN THAT, I DO NOT KNOW WHAT

TO DO. >> I THINK WE CAN -- I THINK IT IS MEANINGFUL NOW TO LOOK AT WE HAVE THE STORY AND WE WERE REALLY IMPACTED BY COVID. IN SOME PLACES WE WERE AND HOW WE ARE RESPONDING TO THAT. I THINK ABOUT ONE OF THE PIECES THAT I'M TRYING TO REMEMBER IF I DID THE CHARTIER. THIS IS AN IMPORTANT ONE TO LOOK AT. WE ARE IN THIS GIANT REPORT IS THE DATA THAT WILL BE MOST IMPORTANT FOR US TO LOOK AT? THE ANIMAL TREND, IF WE LOOK AT IT AND DROPPED OFF PRE-COVID, WHAT IS IT REALLY GOING TO TELL US? MAYBE SOMETHING. BUT I THINK WHEN WE LOOK AT STUDENTS WHO GOT A C OR ABOVE IN ALGEBRA, ESPECIALLY AS WE LOOKED AT WHAT WE ARE ADJUSTING IN OUR PROGRAM, THIS IS GOING TO BE, I THINK WILL NEED TO BE TALKING ABOUT PIECES OF DATA THAT ARE MEANINGFUL. THE REASON THIS PIECE OF DATA IS IMPORTANT IS BECAUSE THIS YEAR'S SIX GRADERS ARE THE FIRST ONES WHERE ALL OF THEM ARE IN THE -- LAST YEAR , I THINK ABOUT HALF . ALL OF OUR STUDENTS ARE NOW IN -- THE PATHWAY WHERE THE CONTENT AND THE INSTRUCTIONAL STRATEGIES HAVE BEEN ADJUSTED SO THEY CAN ACCESS IT BY EIGHTH GRADE. RIGHT NOW, THAT IS IMPORTANT TO LOOK AT. -- FOR 2023. THAT IS ABOUT 60% OF OUR STUDENTS. IT IS FAIRLY MESSY. I'M SORRY. STUDENTS WHO TOOK ALGEBRA EITHER IN SEVENTH OR EIGHTH GRADE, BUT THEY WERE IN ALGEBRA IN 2023.

IN A FEW YEARS , THAT IS GOING TO BE SIGNIFICANTLY BIGGER. IT

[01:35:03]

>> OUR RESPONSE FOR WHY THE TREND IS IMPORTANT. I WOULD SAY BECAUSE IT

>> THE REASON FOR KEEPING TRACK OF IT. YES , BASED OFF THE CIRCUMSTANCES. IT GIVES YOU A VIEWPOINT INTO THE RATE OF IMPROVEMENT, ESPECIALLY IN COMPARISON TO THE STATE . EVEN THOUGH WE MIGHT HAVE ALL HAD THIS HUGE INCREASE BECAUSE OF THE FIRST YEAR, NEXT YEAR, WOULD BE THE FIRST POST-COVID YEAR YOU WOULD BE ABLE TO FEEL -- THE RATE IS COMPARABLE .

IN TERMS OF HOW WE ARE DOING -- THAT IS ANOTHER , THAT IS

ONE OF THE WAYS . >> I WOULD SAY IN PARTICULAR FOR OUR GROUPS AS WELL. IT'S ONE THING TO SAY IF THERE WAS A GROUP THAT WAS PRE-COVID AND THEY DROPPED IN THERE ON THE TRAJECTORY UP, WE HAD TO LWSD GROUPS THAT ARE NOT ON THAT TRAJECTORY AND THAT IS REALLY IMPORTANT FOR US.

>> I THINK THE OTHER PIECES WE ARE CONTENTING TO CONTROL FOR THE UNIQUE VARIABLE BEYOND A STUDENT GROUP OR A CLASS OF.

SCORES HIGH ONE YEAR. TRYING TO LOOK AT THREE YEARS OF DATA, ATTEMPTS TO CONTROL FOR THAT IN A CERTAIN WAY. WHEN I GO BACK TO SLIDE SEVEN AND WE LOOK AT THE HIGH MATH AND HIGH ELA GROWTH. I WOULD ANTICIPATE NEXT YEAR'S THREE-YEAR TREND TO START TAKING UP AT A GREATER RATE THEN IT IS OR

IT IS NOT SHOWING RIGHT NOW. >> OKAY. SO THIS DATA, THIS IS THE ONE YOU CAN REALLY SEE THE IMPACT OF INSTRUCTION DURING COVID. THESE WERE THE 10TH-GRADERS FROM LAST YEAR.

WE HAVE SIGNIFICANT WORK WE NEED TO DO WITH THIS GROUP OF STUDENTS TO SUPPORT THEM BEING ABLE TO DEMONSTRATE THE ACKNOWLEDGMENT TO GRADUATE. THESE WERE THE GROUP, WHEN HE LOOKED AT THE DIFFERENCE BETWEEN THE SIX GRADERS, THEIR SPENDING OVER MULTIPLE YEARS BECAUSE OF THE TEST. THERE ARE SIX GREAT STORIES TO THEIR 10TH GRADE -- THIS IS A GRADUATION PATHWAY FOR THEM MORE SIGNIFICANT. THIS IS WHERE, AS A SYSTEM , WHERE WE HAVE GOT THE TWO MATH COURSES WE ARE INTRODUCING. ACTUALLY, THEY ARE INTRODUCED TO SOME SCHOOLS AND SOME SCHOOLS ARE IN YEAR TWO. BRIDGES TO MATH HIS 12TH GRADE COLLEGE PREP. THE MATHEMATICS IS EITHER JUNIOR OR SENIOR COURSE, POST GEOMETRY. THOSE ARE BOTH COMING INTO THE SYSTEM. BRIDGE

>> HAS BEEN IN THE SYSTEM FOR I THINK A YEAR AT THIS POINT.

THOSE ARE THINGS WE WILL EXPAND. WE WILL ALSO LOOK AT PERFORMANCE-BASED GRADUATION PATHWAYS AND HAVE THAT BE SOMETHING WE ARE LOOKING AT FOR STUDENTS.

THIS IS A CRITICAL ISSUE ACROSS THE STATE. I HAVE THAT HAVING TESTIFIED AT MULTIPLE STATE EDUCATION MEETINGS ABOUT MAKING SURE STUDENTS CAN GRADUATE AND HAVE GRADUATION PATHWAYS BE PATHWAYS . THIS IS A COOL HURT THAT WE HAVE SIGNIFICANTLY WORK TO ATTEND TO. EVERYTHING YOU NEED TO GRADUATE. AND THOSE TWO COURSES ARE GREAT COURSES. THERE SIGNIFICANT MATHEMATICAL KNOWLEDGE THAT WILL BE ABLE TO HELP STUDENTS LEARN AND DEMONSTRATE ALSO. SOME SUCCESS WITH MATH.

>> SO IF THEY PASS ONE OF THOSE TWO COURSES, THAT HELPS THE MEAT THE GRADUATION REQUIREMENTS?

>> YEAH. >> YES, FOR THIS GROUP, THOSE

NUMBERS ARE -- >> AND BECAUSE THEY ARE ALIGNED WITH WHAT RESEARCH SAYS ABOUT WHAT TYPES OF MATH THEY SHOULD HAVE NOW IN TERMS OF IT BEING AS RIGOROUS AND APPLICABLE. I'M GOING TO TALK BAD ABOUT ANY OTHER MATH CLASSES. BUT IN LOOKING AT THE RECOMMENDATION FOR REDESIGNING ALGEBRA TWO, WHICH IS SOMETHING WE'RE WORKING ON, THAT IS

[01:40:01]

SO THAT IS WHERE WE HAVE REALLY BEEN FOCUSING OUR LEARNING, OUR PROFESSIONAL LEARNING FOR MATH TEACHERS. THINKING ABOUT HOW SHOULD MATH BE TAUGHT IN A WAY THAT IS REALLY RECOGNIZING STUDENTS KNOWLEDGE, IT IS RELEVANT AND IMPORTANT TO THEM.

THEY SEE IT AS SOMETHING REALLY APPLICABLE TO THEIR FUTURES. OUR GOAL IS THAT NO STUDENT SAYS, I AM NOT A MATH PERSON . IF SOMEONE SAYS I AM NOT A READING PERSON, OH! WHAT? WHO SAYS THAT? THE PEOPLE COMFORTABLY SAY I AM NOT A MATH PERSON. OUR GOAL IS PEOPLE DO NOT SAY THAT YOU

>> ALL RIGHT. CURIOSITY. WHEN I LOOK AT ALL OF THE MATH DATA, I AM CURIOUS ABOUT OUR MULTILINGUAL SERVICES. MATH IS A UNIVERSAL LANGUAGE. IN THEORY, 2+2 AND SPANISH. IS 2+2 IN ENGLISH. AND THERE IS A VERY BIG GAP BETWEEN STUDENTS -- WITH MATH AND THE REST OF OUR STUDENTS.

>> YEAH, THAT IS TRUE ACROSS MIDDLE SCHOOL AND HIGH SCHOOL.

THAT IS A SIGNIFICANT -- I CAN BRING MORE INFORMATION BACK TO ON THAT. I DO NOT HAVE AT THE VERY -- THEORY ABOUT THAT AT

THIS TIME. >> THANK YOU.

>> OKAY. SCIENCE IS EMBEDDED IN THE MTSS SYSTEM. PULLING UP TO SUPPORT OUR STUDENTS IS REALLY THINKING ABOUT THE HIGH QUALITY STANDARDS ON RESOURCES. SO NEW COURSE OPTIONS AND REALLY THINKING ABOUT PROVIDING RESOURCES. TO ELEMENTARY AND MIDDLE. THERE IS SIGNIFICANT MORE DEVELOPMENT NEEDED. OUR SCORES ARE, AGAIN, THEY ARE RELATIVELY POSITIVE, ESPECIALLY CONSIDERING THAT DURING COVID, LITERACY AND MATH WERE PRIORITIZED. THIS IS A GROUP OF STUDENTS IN FIFTH GRADE THAT HAD RELATIVELY MINIMAL EXPERIENCES WITH SCIENCE DURING COVID, WHICH WE COMPLETELY UNDERSTAND. AND WE HAVE QUITE A WAYS TO GO TO MEET OUR GOALS IN MANY OF OUR SUBGROUPS THAT WE ARE BENCHMARKING WITH MOST OF THE REST OF THE STATE. LOOKING AT SOMETHING TO BOTH BE PROUD OF AND TO KNOW WE NEED MORE RESOURCES IN IT. WE HAVE DONE SOME WORK TO REINVIGORATE ELEMENTARY SCIENCE. AND WE ARE BACK TO OUR REGULAR ROTATION WITH PROVIDING ENGLISH RESOURCES TO TEACHER. WE REFORMED OUR K-5 SCIENCE ADVISORY. WE WERE ADVISED FOR K-5 SCIENCE AND -- SCIENCE FOR TEACHERS. IT IS SOMETHING WE HAVE REALLY BEEN WORKING ON AND REVITALIZING WE ADOPTED AND AMPLIFIED SCIENCE IN 2019. 2019, 2020. SOME OF THE WORK WE HAVE BEEN DOING , AND IT HAS COME UP, I KNOW, IN THE READING ADVISORY. THINKING ABOUT CONTENT INTEGRATION AND WE HAVE DONE A LITTLE BIT OF WORK ON THIS . AS WE MOVE FORWARD WITH THE READING ADVISORY AND ILLITERACY ADOPTION CASE FILE, IT WILL BE REALLY IMPORTANT TO THINK ABOUT THAT CONTENT INTEGRATION TO REALLY GIVE VALUE TO ALL THE CONTENT AREAS AND HELP STUDENTS GOING BACK TO THE CRITICAL THINKING PIECE IS OVERARCHING FOR R2 AND HOW THESE THINGS FIT TOGETHER. WE HAD QUITE A WAYS TO GO TO MEET OUR GOALS. ONE OF THE THINGS WE THINK WITH WITH MIDDLE SCHOOL SCIENCE , BECAUSE THESE SCORES ARE NOT WHERE WE WANT THEM TO BE. THEY STARTED -- LAST YEAR.

ADDITIONAL SUPPLEMENTAL RESOURCES THAT OUR STANDARDS ALIGN. THAT IS SOMETHING THAT HAD, TEACHERS HAD DONE THE STANDARDS AT THE SCHOOL LEVEL AND THEY HAD DONE COURSE LEVEL STANDARDS ALIGNMENT. THEY REALLY REALIZE WE NEED MORE SIGNIFICANT RESOURCES AND WE WANT TEACHERS TO COLLABORATE AND LEARN TOGETHER. WE STARTED A PILOT WITH THAT LAST YEAR. IT WAS REALLY WELL RECEIVED BUT WITHOUT A PILOT WITH A COUPLE OF TEACHERS. WE HAD TEACHERS AT EVERY SCHOOL ENGAGED IN IT. AT THIS POINT, WE HAVE RESOURCES OUT TO ALL SCHOOLS. THIS IS DEFINITELY AN AREA FOR US. 11TH GRADE SCIENCE. THIS IS, I THINK, REALLY IMPORTANT ONE. IF STUDENTS HAVE TWO OR MORE CREDITS AS 11TH GRADERS, THEY ARE ON TRACK TO GRADUATE IN SCIENCE. IT IS EXCITING TO SEE WE ARE CLOSE IN MANY OF OUR GROUPS THAT WE ACTUALLY HAVE WORK TO DO WITH SOME OF OUR SUBGROUPS. IT IS EXCITING TO SEE AS WE SEE STUDENTS ABLE TO HAVE, ESPECIALLY THE LARGER ENVIRONMENT WE LIVE IN. TO HAVE

[01:45:04]

THE OTHER PIECE AND I APOLOGIZE I SKIPPED BY THIS. IT WAS WE LOOKED AT OUR GRADE 10 STUDENTS WITH A GRADE OF C OR HIGHER IN SCIENCE COURSES IT COULD BE ANY SCIENCE COURSE, BUT WE ARE LOOKING AT HOW OUR STUDENTS ARE DOING IN TERMS OF GRADES.

GENERALLY, AGAIN, WE SEE A POSITIVE TREND UP IN TERMS OF GRADES. RENTER GROUP, WE ARE SURE AS STUDENTS ARE WORKING ON SERVICES, BUT THAT IS A TREND ACROSS CONTENT AREAS TO SEE A POSITIVE GROWTH IN GRADES . THAT CORRELATES TO DEEPER LEARNING. AND MORE EQUITABLE PRACTICES FROM OUR TEACHERS.

ALL OF THIS WE ARE REALLY DOUBLING DOWN ON TIER ONE INSTRUCTION FOR THAT IS SOMETHING WHERE WE THINK ABOUT THERE ARE ADDITIONAL RESOURCES AND ADDITIONAL TIER ONE AND TWO AND FOR THE SYSTEMIC LEVEL, AND THE WORK IN TURN 26, WE ARE REALLY FOCUSING OUR EFFORTS. TO BE CLEAR, WHAT IT REALLY LOOKS LIKE IS THINKING ABOUT HOW INSTRUCTION IS, WHETHER A SCIENCE OR MATH TEACHER, BUT YOU NEED TO CONNECT AND THINK ABOUT TEACHING THEM WAYS THAT REALLY SPEAK TO THE CULTURALLY SUSTAINING PRACTICES WE WANT AND WHAT YOU SEE ON THIS SLIDE HERE, THESE ARE THE TOPICS THAT ARE REQUIRED FOR RATIONAL LEARNING FOR TEACHERS THROUGHOUT THE YEAR. I REALLY PULLED OUT THE SHEET WE HAVE.

I WILL CLARIFY. SOME STRATEGIES TO SUPPORT -- LEARNERS VERSUS COMPLEX EARNERS. -- LEARNERS FOR THAT IS IN THE CLASSROOM.

THESE ARE THE THINGS WE HAVE REALLY THOUGHT ABOUT. THAT -- WHAT IS THE LEARNING THAT WOULD PROVIDE FOR OUR STUDENTS TO MAKE SURE ALL STUDENTS ARE REALLY THRIVING IN CHALLENGING ENVIRONMENTS? WE ARE SUPPORTING THAT WITH BUILDING PROFESSIONAL LEARNING. THIS WAS A SLIGHT YOU SAW TWO WEEKS AGO IN THE BOARD MEETING. INCLUSIONARY PRACTICES. THEY ARE THE SAME THING. WE ARE SUPPORTING R2 AND WE ARE SUPPORTING OUR BUILDING LEADERS IN COLLABORATION TO SUPPORT OUR TEACHERS ON THESE THINGS. THERE ARE SOME SPECIFICS HE WANTED TO CALL OUT. THE SPECIFIC FOR MULTILINGUAL TEACHERS, THEY HAVE EITHER BEEN IN OR HAVE ACCESS TO THESE TRAININGS. FOR ALL TEACHERS , WE HAVE PROVIDED , THE DEPARTMENT HAS PROVIDED ADDITIONAL TRENDS AS WELL. ONE OF THE COOL THINGS AND I TOOK IT OUT BECAUSE IT MAY DISLIKE TOO WORDY. THERE'S A TREND OF MORE AND MORE TEACHERS TAKING THESE CLASSES OVER THE LAST SEVERAL YEARS BUT IS EXCITING TO SEE NOT ONLY ARE THEY THERE, BUT MORE TEACHERS ARE SEEING THE NEED FOR THEM. AND TEACHING THEM VERY SIMILAR FOR SUPPORTING LEARNING FOR THE TEACHERS. SPECIFIC FOR SPECIAL EDUCATION TEACHERS. THERE IS A LIST ON THE LEFT WRITTEN FOR ALL LEADERS AND TEACHERS. MUCH OF THIS LEARNING ON THIS SIDE IS FOR EITHER -- OR FOREVER WANTS TO ENGAGE IN THAT. WE HAVE A REALLY STRONG SYSTEMWIDE, AND MULTIDIVISIONAL, MULTI-DEPARTMENT DEPRESSION -- PROFESSIONAL LEARNING FOR TEACHERS. SO ALL OF THESE ARE DESIGNED BY MULTIPLE DEPARTMENTS WORKING TOGETHER.

TO CREATE THESE LEARNING MODULES FOR TEACHERS. THEY LINE UP WITH THE BUILDING LEADER LEARNING WHICH LINES UP AND THAT HAS ACTIONS FOR DIFFERENT GROUPS. SO THIS IS JUST A BRIEF OVERVIEW OF THE ELEMENTARY FOCUS. IF YOU SEE SOMETHING CONSISTENT, ACROSS MIDDLE, ELEMENTARY, AND HIGH.

THE CONSTRUCTION LEADERSHIP. SOME SPECIFICS TO EACH CONTENT AREA. OUR MIDDLE SCHOOL FOCUS IS VERY SIMILAR TO SOME SIGNIFICANT CHANGES IN THINKING ABOUT MATH PATHWAYS . AND SCIENCE WAS SUBSTANTIAL CURRICULUM. SOME OF THE SAME COMPONENTS. AND OUR HIGH SCHOOL FOCUS, AGAIN, INTENDING THAT FOCUS WITH THE MTSS SYSTEM. I WANT TO CALL BACK AGAIN. ALL THE SLIDES WE HAVE SEEN , THERE ARE DEFINITELY THINGS TO CELEBRATE. THERE ARE ACTUALLY PLACES IN OUR SYSTEM WHERE WE NEED TO NOT LOOK AWAY. WE NEED TO NOT LOOK AWAY WHERE WE NEED TO FOCUS OUR ATTENTION. IT IS EXCITED TO HAVE A SYSTEM FROM THE SATELLITE DATA, FROM THE DISTRICT LEVEL, TO THINK ABOUT THE TIERED FOCUS WE HAVE WITH THAT. TO BE ABLE TO REALLY SUPPORT FROM A SYSTEM LEVEL DOWN TO THE INDIVIDUAL STUDENT. WE ARE WORKING THROUGH OUR COLORS . INCLUSION AND EQUITY, AND WE ARE THINKING ABOUT A 14

AND SUSTAINING PRACTICES. >> THANK YOU SO MUCH . I THINK

[01:50:09]

>> WOULD YOU LIKE TO TO MIDDLE SCHOOL MATH. KIND OF COMBINING THE, SORRY. THE ELEMENTARIES ALL THREE SAW , YOU KNOW, WHERE THERE IS SOME CONCERN ABOUT , JUST THAT THIS COHORT SEEMS TO BE SCORING LOWER THAN PREVIOUS GROUPS THAT HAVE COME THROUGH. BUT NOW ALSO COMBINING THAT WITH THE SHIFT AT THE MIDDLE SCHOOL LEVEL WHERE THERE ARE FIFTH-GRADERS , CURRENT SIX GRADERS , THE FIFTH-GRADERS THAT WE ARE MONITORING RIGHT NOW FOR NOW SIX GRADERS . THERE WILL BE MORE EXPECTED OF THEM.

WE'RE EXPECTING ALL OF THE STUDENTS TO COMPLETE ALGEBRA ONE BY THE END OF MIDDLE SCHOOL. HOW ARE YOU APPROACHING THAT, KNOWING THAT, YOU KNOW, WE'VE ALSO SEEN DATA INDICATING THE STUDENTS MAY BE COMING IN LESS PREPARED THAN PREVIOUS CLASSES. CANNOT MULTIPLE DIFFERENT WAYS. ONE IS MIDDLE SCHOOL MATH PATHWAYS IS SOMETHING THAT HAS BEEN A CONCERN TO US FOR SOME TIME. WE HAVE HAD ABOUT TWO THIRDS OF OUR STUDENTS ACCESS ALSO BROUGHT BY EIGHTH GRADE. IN THE THIRD -- TO DO SOMETHING. AND SO THAT PART WAS REALLY DRIVING US TO THINK ABOUT HOW TO PROVIDE A THOUGHTFUL SYSTEM FOR OUR STUDENTS. WHAT THEY HAVE DONE IS TO NOT SAY WE ARE GOING TO TAKE THREE YEARS AND TEACH AT THE SAME. WE HAVE THOUGHTFULLY PARTNERED WITH TEAMS OF TEACHERS. WHO HAVE, STARTING SEVERAL YEARS AGO IN THIS FIRST PART AGAIN. REDESIGNING THE SIXTH GRADE CURRICULUM , IT IS CALLED SIX PLUS AT THIS MOMENT. SOON, WE WILL NOT BECAUSE IT WILL BE STANDARD WHICH IS SIX. SO THERE WAS GROUPING TO RECOGNIZE WHERE THERE WAS DUPLICATIONS IN THE STANDARDS.

AND TO RECOGNIZE STUDENTS DID NOT NEED TO SPEND MORE TIME DOING SOMETHING THEY ALREADY KNOW. CURRICULUM REDESIGN.

AND REALLY WORKING WITH OUR TEACHERS WITH COLLABORATION SO WE ARE THINKING ABOUT TEACHING IN A DIFFERENT WAY. SO THE METHODS WITH MATHEMATICS, THEY ARE THINGS THAT ARE BEING IMPLEMENTED IN MIDDLE SCHOOL NOW. SO THINKING ABOUT WAYS IT IS OF THE STANDARD OF CLASS THAT I REMEMBER . THE TEACHERS TALKS FOR 20 MINUTES AND I DO SOME THINGS WITH PEERS AND THEN I DO MY HOMEWORK. I REALLY THINK ABOUT HOW I AM DOING MATH AND HOW I AM COLLABORATING WITH OTHERS AND DOING SINCE MAKING.

I REALLY WONDER, AND THIS IS A WONDER. I THINK OUR FIFTH GRADE -- IS A LITTLE STRONG. I WONDER IF SOME OF THAT HAS TO DO WITH STUDENT DISCOURSE AS PART OF VOLUME ] SO THOSE ARE SOME OF THE THINGS WE ARE LOOKING AT WITH THE PATHWAYS. THAT IS WHY THE EIGHTH GRADE PASSING ALGEBRA ALONG WITH -- THAT IS IMPORTANT FOR US TO TRACK. SO WE CANNOT PUT STUDENTS WE LEFT OUT THERE WHEN WE ARE ASKING MORE OF THEM. AND WE KNOW THEY CAN DO IT. AND PART OF WHY THAT IS SO IMPORTANT IS THAT A STUDENT HAS ALGEBRA -- THEY HAVE ACCESS TO AP SCIENCE COURSES AND THROUGH CREDIT SCIENCE COURSES ARE THINGS THEY COULD NOT ACCESS. IT IS MORE DIFFICULT. THAT OPENED THE DOOR FOR THEM. WE NEED TO SUPPORT OUR STUDENTS AND TEACHERS TO BE SUCCESSFUL. I WOULD GO BACK TO AN EARLIER SLIDE. THAT WAS THE R2 AT THE SCHOOL LEVEL. I ALSO APPRECIATE ALL THE WORK OUR SCHOOLS HAVE DONE IN PREPARING THEIR SIGNIFICANT PLANS. AT SOME QUESTIONS REGARDING HOW R2 -- AND LOOKING THROUGH ALL OF THEM , I KNOW THIS IS REALLY NOT PART OF THE R2, BUT

[01:55:03]

HOW WE UNDERSTAND HOW SET PRIORITIES ARE SET WITH SCHOOLS. I MIGHT DIFFER. PROBABLY A LARGER QUESTION THEN IS ANSWERED TONIGHT. PROBABLY BECAUSE SOME OF IT IS DRIVEN BY STATE LAW AND REQUIREMENT. SO SCHOOLS ARE REQUIRED TO SET GOALS IN SPECIFIC AREAS. THERE ARE REQUIREMENTS AROUND LEVELS OF ENGAGEMENT AND THOSE COMPONENTS, SPECIFIC TO SCHOOL IMPROVEMENT PLANS. THERE IS THE ACTUALIZATION OF TWO HOURS SCHOOLS HAVE A PROCESS THAT IS SUPPORTED AROUND IDENTIFYING THE GREATEST AREAS TO MOVE THE NEEDLE FOR THEIR GROUPS OF STUDENTS? THAT WORK IS LED BY DALE CODY. AND THE DIRECTORS IN HIS DIVISION. HE AND I ACTUALLY WERE JUST HAVING THIS CONVERSATION ABOUT TWO WEEKS AGO AROUND , PROBABLY, MAY BE THINKING DIFFERENTLY AROUND OUR SCHOOL PLANS. HOW COULD YOU MAKE A VERY INTENTIONAL AND DIRECT LINK TO RESULTS ? AS WE THINK ABOUT ALL OF THE DIFFERENT WAYS THAT WE ARE CREATING THROUGH LINES FOR THE SYSTEM, IF OUR THEORY OF ACTION IS LEADING TO POLICY , THIS TRULY SHOULD BE LEADING ALL ASPECTS OF THE DISTRICT.

YOU CAN MAKE USE OF IF I AM SETTING THE SCHOOL RELIGIOUSLY, HOW THAT HELP INFORM RESULT? IS IT DIRECTLY CONNECTED ? IT IS PROBABLY NOT DIRECTLY CONNECTED YET. THAT IS THE CONVERSATION WE ARE HAVING. DR. ROSA'S PRESENTATION WAS ALL ABOUT SYSTEMIC THINKING. AND THAT REALLY HELP FOR US, THE BEST WAY TO THINK ABOUT IMPROVEMENT OF THE SYSTEM. SO MORE TO COME ON THAT. THAT IS A CONVERSATION THAT WE ARE

THINKING ABOUT AS WELL. >> THE CONNECTION OF WHAT IS HAPPENING. IT IS INTERESTING TO SEE HOW DIFFERENT OR SIMILAR A LOT OF THEM ARE. IT IS NICE. THE PROCESS .

>> AND ONE KNOW WHAT THAT THAT GOES TO THINKING ABOUT THAT STREET DATA AFFECT. AND THIS MORNING FROM 8:00 UNTIL NOON , THIS ROOM WAS FULL OF OUR SECONDARY ADMINISTRATORS. AND WITH THE PRINCIPAL PLCS. WE HAVE MULTIPLE LEARNING IN EACH OTHER'S BUILDINGS. EACH LEADER HAS WORKED TO IDENTIFY A SMALL GROUP WHO ARE MOST CONCERNED ABOUT IT WITH SOCIAL JUSTICE.

AND TO BE ABLE TO HAVE THAT BE OF HOW THEY ARE TRACKING ACHIEVEMENTS AND UNDERSTANDING STUDENTS WITH THE STORIES. I HAVE BEEN ON SEVERAL OF THESE STUDENT PANELS AND HOW TO FEEL REALLY POWERFUL AND PERSONALIZE A WONDERFUL FORM OF DATA.

THAT IS FREQUENTLY NOT ALIGNED WITH R2 .

>>

>> IMPLEMENTATION ON THE NEXT SCHOOL YEAR. THAT IS WHAT IS

GOING ON RIGHT NOW. >> EARLIER YOU MENTIONED INDISCERNIBLE ] THERE WERE CERTAIN LOSS I'M TRYING TO FIGURE OUT WHETHER THEY HEMMED US IN, HELPED US, OR WHAT. WHAT I'M GETTING AT IS, WHAT COULD BE DONE TO IMPROVE

[02:00:10]

>> HOW DO WE MAKE IT WORK THE BEST WE CAN? THERE IS SOME LANGUAGE THAT IS A BIT ARCHAIC. I KNOW OUR LEGISLATORS ARE ALWAYS ASKING FOR THE LOW HANGING FRUIT. AND NO COST CHANGES THAT MAKE A DIFFERENCE FOR SCHOOLS AND KIDS. YOU TACKLE THAT YOUR NEXT LEGISLATIVE SESSION. BEST PRACTICES ARE AROUND SCHOOL IMPROVEMENT. I THINK YOU HEARD TODAY WHAT THAT LOOKS LIKE. I'M NOT SURE THAT IS HOW THAT

IS. >> GIVEN THE CONCERN ABOUT THE POST-COVID DIP, I THINK THIS MIGHT BE A TIME FOR LOOKING FOR THOSE TO REALLY HELP SUPPORT THE SCHOOLS. AND LOOKING AT THE

PROGRAM. >>

>> I CONTINUE TO BE CAUGHT UP. I HAVE A QUESTION SPECIFIC TO EIGHTH GRADE STUDENTS MEETING STATE STANDARDS ON THE STATE SCIENCE ASSESSMENT. I WAS GOING BACK THROUGH ALL OF OUR -- FOR ALL OF THE MOST STANDARDIZED TESTS, THE SCORES CRATERED IN 2021. MAYBE THAT IS THE RIGHT WORD. IF YOU LOOK AT IT, IT LOOKS LIKE A CRATER. LITERALLY, THAT IS WHAT IT LOOKS LIKE. ONE OF THE ANOMALIES FOR THAT IS EIGHTH GRADE STATE ASSESSMENT DATA. IN 2021, IT WAS ACTUALLY HIGHER THAN 2019. AND THEN, IT WASN'T UNTIL 2020 TELL ME ABOUT THE ASSESSMENT? DID IT CHANGE MATERIALLY? IN DECEMBER -- THE TRENDS ARE FAIRLY CONSISTENT THROUGH THE PRESENT.

THE GRASS LOOK RELATIVELY SIMILAR IN TERMS OF SHAPE.

>> THIS IS A DIFFERENT SHAPE. >> I DON'T KNOW WHAT THE ANOMALY IS FROM. OUR RESPONSE HAS BEEN TO REALLY STRENGTHEN OUR CURRICULUM AND INSTRUCTIONAL RESOURCES. BUT, I

CANNOT EXPLAIN THE ANOMALY. >> OKAY. I HAVE A COMMENTS,

BUT I WILL SAVE IT. >> IN THINKING ABOUT THE DATA IN HERE, TO HIS POINT, THIS IS SOMETHING WE WANT TO CENTER AND ALL OF OUR DIVISIONS AND DEPARTMENTS. THIS WILL BE SOMETHING I WILL BE ABLE TO PROVIDE MORE OF A HYPOTHESES OR

MORE INFORMATION ABOUT. >> OKAY.

>> HEARING NO MORE QUESTIONS, THANK YOU, DOCTOR. THANK YOU FOR THE CLARIFICATION AND OVERVIEW. NOW IT IS THE RESPONSIBILITY OF THE BOARD TO CONSIDER THE DISTRICT PERFORMANCE IN THE POLICY. A REMINDER OF THE CRITERIA WE HAVE AGREED TO. ONE, THE INTERPRETATION OF THE CURRENT POLICY AS WRITTEN IS REASONABLE AND TWO, THE SUPERINTENDENT HAS RE-EVIDENCE THAT THE ORGANIZATION PROGRESSED THE PROVISIONS OF THE POLICY. I WILL ENTERTAIN A MOTION AS HAVING MADE REASONABLE PROGRESS.

>> I VOTE. >> IT HAS BEEN MOVED AND SECONDED.

>> MY LAST COMMENT. I WANT TO COMMEND DR. AND STAFF FOR INCLUDING -- I WAS LOOKING AT THE BUSINESS RULES FOR HOW WE AGREED TO MONITOR THE TREND. WE AGREED BY THE BEST FIT LINE FOR THE LAST FOUR YEARS. WE ACTUALLY SPENT IT FURTHER.

BECAUSE, WE DIDN'T HAVE FOUR YEARS AGO, WE DIDN'T HAVE TESTING. I APPRECIATE KEEPING THE DAVID -- DATA RECOVERED.

ALL OF THESE WOULD HAVE LOOKED MUCH BETTER, -- YOU COULD HAVE GONE EITHER WAY. WE WERE GOING TO DO THREE YEARS BECAUSE WE

[02:05:03]

PARTICULARLY WHEN YOU LOOK AT THE GRAPHS, IT TELLS A TRUE STORY OF WHERE WE ARE AT AND WHERE WE ARE GOING. AND SO, I GUESS I THINK ABOUT WHAT WE MONITOR NEXT YEAR. I'M NOT DIRECTING THIS. I'M ASKING FOR THIS. I THINK I WANT THE PRE-COVID DATA FROM 2019. WE CAN STILL SEE WHERE WE WERE.

PRE-THE DISRUPTION THAT WE ARE STILL COMING BACK FROM. I THINK IT IS HELPFUL TO HAVE THAT BENCHMARK WHEN WE EVALUATE TO BE TRANSPARENT ABOUT WHERE WE WERE. THE STANDARDS WE EXPECT.

WE KNOW WE ACHIEVED THAT LEVEL BEFORE. WE KNOW WE NEED TO BE THERE AGAIN. THAT IS NOT WHAT WE AGREED TO PICK IN THE REPORT. BUT, I THINK WE SHOULD LOOK AT THAT.

>> I HAVE A QUESTION OF HOW LONG WE CONTINUE THAT?

>> I HAVE NO IDEA. I DO NOT HAVE AN ANSWER.

>> THANK YOU FOR PULLING THIS TOGETHER. AGAIN, A TREMENDOUS AMOUNT OF WORK, BUT IT IS VERY HELPFUL TO HAVE. I THINK I CALLED IT SATELLITE DATA FROM ANOTHER SOLAR SYSTEM. BUT, TO HAVE A GOOD OVERVIEW OF THE ENTIRE SYSTEM. I'M REALLY EXCITED ABOUT THE IMPROVEMENT FOCAL MULTILINGUAL LEARNERS. I WANT TO CALL THAT OUT. IT SEEMS PROMISING. WE HAVE BEEN DOING PURPOSEFUL WORK IN THAT AREA TO IMPROVE INSTRUCTIONAL PRACTICES. THOSE ARE THE SORTS OF RESULT I WOULD EXPECT TO SEE. IN THE WRITE UP, MUTUALLY SUPPORTIVE CONTENT WAS CALLED OUT. I WAS GLAD TO SEE THAT. BECAUSE, I'M EXCITED ABOUT THE POTENTIAL TO MAKE A RESULT BETTER IN SCIENCE. MAKING SURE THE KIDS ARE GETTING EXPOSURE, NOT JUST THROUGH SCIENCE, BUT THROUGH READING AS WELL. AS WE CONTINUE TO INTERNALIZE THAT AS A SYSTEM, AND THE POTENTIAL FOR THAT WITH AMAZING IMPACT ON STUDENTS. I ALSO REALLY WANT TO CALL OUT THE HIGH MATH GROWTH.

IT IS REALLY IMPRESSIVE TO HAVE HIGH GROWTH WHEN YOU'RE ALREADY PERFORMING AT EYE LEVEL. THAT IS SUPER IMPRESSIVE THAT NOT ONLY ARE WE ABOVE THE STATE AVERAGE IN TERMS OF OVERALL RESULTS, BUT STUDENTS ARE ALSO GROWING FASTER THAN THE STATE AVERAGE OVER THAT. THAT IS REALLY REMARKABLE. I WANT TO MAKE SURE THAT DOES NOT GO UNNOTICED. I WILL CONTINUE TO STRESS A THIRD GRADE READING. I WONDER HOW MANY OF THOSE KIDS WHO ARE STRUGGLING THROUGH MIDDLE AND HIGH SCHOOL AS MULTILINGUAL LEARNERS, AS STUDENTS ON IEP'S -- THE PICTURES GO AWAY. AND THE TEXT -- MY THIRD GRADER BROUGHT HOME A WORKSHEET FOR HOMEWORK THE OTHER DAY AND IT TOOK ME A WHILE TO PARSE THE TEXT AND FIGURE IT OUT. SHE NEEDED SUPPORT WITH THAT FOR SURE. I'M WONDERING HOW MANY -- IF WE ARE FOCUSED ON THAT AREA, WOULD THAT BE THE RESULTS THROUGHOUT THE SYSTEM? MIDDLE SCHOOL MATH AS WELL. I AM SO EXCITED. IT IS IMPERATIVE LOOKING AT THE NUMBERS. FOR THE GAPS IN STUDENT ACCESS. WE DO HAVE TO DO SOMETHING. AND, WE HAVE A BUNCH OF CLASSIC STUDENTS COMING THROUGH WHO ONLY GET ONE SHOT AT SIXTH, SEVENTH, AND EIGHTH GRADE. AND TO MAKE SURE WE ARE HONEST ABOUT HOW WELL WE SUPPORT THEM THROUGH THAT, I WOULD REALLY LOVE TO SEE LEAD INDICATORS AS THEY WORK THROUGH THE SYSTEM. I DON'T WANT TO BE BACK IN THREE YEARS. AND BE LIKE, OH MY GOSH, WE COMPLETELY MESSED UP MIDDLE SCHOOL ALGEBRA. ESPECIALLY FOR THE ONES WE ARE CONCERNED ABOUT. AND THEN 10TH-GRADERS, MAKING SURE THEY HAVE ACCESS TO THE PATHWAYS. BECAUSE, THEY WERE 10TH-GRADERS. THEY ARE 11TH GRADERS NOW. WE HAVE A YEAR AND A HALF LEFT TO MAKE SURE THEY FIND SUCCESS THEY DESERVE. I WILL STOP TALKING

[02:10:03]

NOW. >>

>> I WANT TO ECHO THE MIDDLE SCHOOL MATH AS WELL. SORRY. I JUST WANT TO MAKE SURE ALSO WHAT YOU SAID ALONG THE LINES OF, WE DON'T WANT OUR STUDENTS WALKING AWAY THAT IS MY BIGGEST CONCERN. JUST IN SHORING WE ARE REALLY FOLLOWING THEM. I REALLY APPRECIATE WHAT YOU SAID.

>> I WOULD LIKE TO ECHO THE GROWTH FOR OUR MULTILINGUAL STUDENTS. LITERACY IS VERY ENCOURAGING. IT IS EXCITING TO SEE. BECAUSE THEY PUT IN ADDITIONAL EFFORT. THEY ARE IN THE AGE RANGE SPECIFICALLY -- BEING ABLE TO SEE THIS DATA NOW, IT WILL BE VERY HELPFUL. THAT BEING SAID, I WILL ARTICULATE AGAIN THAT FOR ME, SPECIFICALLY WHEN I SEE THAT GAP FOR MULTILINGUAL STUDENTS WHO ARE RECEIVING SERVICES IN MATH, IN PARTICULAR, I GET VERY CONCERNED. THAT WOULD BE THE ONE AREA OF SCHOOL THAT TECHNICALLY A MULTILINGUAL STUDENT POTENTIALLY SHOULD NOT HAVE MORE TROUBLE IN. BECAUSE MATH IS A UNIVERSAL LANGUAGE. IT MAKES ME VERY CURIOUS. I WONDER HOW MUCH OF MATH NOW IS DEPENDENT ON WHETHER OR NOT YOU HAVE YOUR READING IN ENGLISH? I FEEL LIKE WE ARE HANDICAPPING STUDENTS IN THE AREA THEY COULD ACTUALLY EXCEL IN, REGARDLESS OF WHAT THEIR FIRST LANGUAGE IS. AND WHEN WE TALK ABOUT CLOSING GAPS FOR STUDENTS, THIS IS A DEMOGRAPHIC THAT WE HAVE LOOKED AT. AND LOOKING AT THOSE MUCH FOR ALL OF THE DATA. I KNOW WHEN I OPENED OTHER POOR INDISCERNIBLE ] I WAS A LITTLE CONCERNED WHEN WE DOVE INTO IT.

THERE ARE SO MANY THINGS THAT ARE POPPING UP NOW. THE FOCUS AREAS. THE STORY MAKES SO MUCH MORE SENSE. I CAN TELL THE EFFORT THAT WENT INTO GETTING THIS DATA FOR US. I VERY MUCH APPRECIATED. I AM VERY EXCITED TO SEE WHERE WE GO FROM HERE.

THANK YOU. >> THAT IS IT.

>> THE ANALYSIS IS SUPER HELPFUL. I REALLY LOVE THAT PERSPECTIVE ON THE DATA. IT WILL ANSWER A LOT OF QUESTIONS OVER THE YEARS THAT WE DON'T KNOW TO ASK RIGHT NOW. THANK

YOU FOR THAT. >> HEARING NO FURTHER DISCUSSION, WE WILL PROCEED TO VOTE ON THE MOTION. IT HAS BEEN MOVED. AND SECONDED. THE BOARD ACCEPTS AND APPROVES THE REPORT WITH NOTED EXCEPTIONS. ALL THOSE IN FAVOR? THE MOTION

[G. Public and Community Affairs]

HOLMEN? >> AS THE BOARD KNOWS, IT IS SHORT AND IT GOES FAST AND FURIOUS. WE DO HAVE AN UPDATE ON A NUMBER OF BILLS THAT WE ARE TRACKING TONIGHT. HERE TO PRESENT IS THE ASSOCIATE SUPERINTENDENT.

>> THANK YOU. LET ME GET MY POWERPOINT UP. OKAY. I JUST WANTED TO PROVIDE A QUICK UPDATE. TODAY IS THE FISCAL CUT OFF. ALL BILLS MUST BE APPROVED BY THE COMMITTEE BY

[02:15:03]

THE HEARINGS ARE STILL GOING ON RIGHT NOW. WE MAY LEARN MORE.

THE HOUSE APPROPRIATIONS AND SENATE SPENT ALL DAY TODAY IN EXECUTIVE SESSION. EDUCATION BILLS WERE LAST ON THE AGENDA.

THEN I GO TO FOR CONSIDERATION BEFORE THE CUT OFF ON THE 15TH.

FIVE THAT WE HAVE BEEN TRACKING DID NOT ADVANCE. AND MORE MAY DROP OFF BY FEBRUARY 15TH. WE HAVE PROVIDED WRITTEN OR VIDEO TESTIMONY 15 TIMES. AND SIGNED ON CERTAIN BILLS FIVE TIMES. I WILL JUST GO THROUGH QUICKLY. SOME SPECIAL EDUCATION BILLS THAT WE ARE WATCHING. ABOUT SUMMER EVALUATIONS. ABOUT RESTRAINT AND ISOLATION. AND SPECIAL ED SAFETY NET. ALL OF THESE ARE AWAITING. THE FIRST ONES UP FOR CONSIDERATION, THE SECOND ONE WAS APPROVED BY APPROPRIATIONS TODAY AND THE LAST ONE IS STILL IN EXECUTIVE SESSION. I DO NOT KNOW THE STATUS OF THAT. WE ARE WATCHING CAPITAL CONSTRUCTION BILLS. THE FIRST ONE REGARDING SALES TACTICS USE. AND THEN, THE FUNDING OPPORTUNITIES. THE HOUSE REFERRED TO THAT FOCAL RULES FOR CONSIDERATION. THE SENATE WAYS AND MEANS DID NOT HELD A HEARING ON THIS. WE ARE WORKING ON THE HOUSE SIDE TO KEEP IT GOING. TRANSPORTATION BILLS. THE FIRST 1573 IS, I BELIEVE, THAT ONE IS SCHEDULED FOR EXECUTIVE SESSION. WE WILL KNOW MORE ABOUT IT LATER TODAY. AND THEN, THE SECOND ABOUT THE ZERO ADMISSIONS BUSES IS IN THE RULES COMMITTEE. AND THEN, OUR STAFFING BILLS -- I SHOULDN'T SAY OURS. THERE ARE BILLS THAT WE ARE WATCHING. THE FIRST ONE IS ABOUT FUNDAMENTAL COURSE STUDIES FOR PARA-EDUCATORS. THAT IS WAITING. IT IS AWAITING A HEARING IN THE SENATE THIS SESSION. THE NEXT ONE, THE PROTOTYPICAL SCHOOL STAFFING WHICH ACTUALLY HAS SIGNIFICANT ADDITIONAL FUNDING FOR DISTRICTS AND COULD REDUCE OUR FUNDING GAPS THAT WE TALK ABOUT. THAT ONE HAS -- IT IS SCHEDULED TODAY. WE ARE ALSO WATCHING CURRICULUM AND GRADUATION REQUIREMENT BILLS. A LOT MANDATING NEW REQUIREMENTS.

THEY ARE ALL SCHEDULED FOR HEARINGS TODAY. THE FIRST ONE ABOUT THE FINANCIAL EDUCATION HAS GONE STRAIGHT TO THE RULES COMMITTEE. AGAIN, SOME OF THESE WE WERE ALREADY INCORPORATING.

SUCH AS THE HOLOCAUST AND GENOCIDE EDUCATION. AND OTHERS WOULD BE NEW REQUIREMENTS FOR US. THERE IS ANOTHER BILL WHICH IS A LEVY BILL THAT INCREASES THE LEVIED LIMIT. 5956. THE SENATE IS IN EXECUTIVE SESSION. THE HOUSE DID NOT TAKE ACTION ON THAT. AND THEN, THESE ARE BILLS THAT WE ARE WATCHING THAT HAD MISSED THE POLICY CUT OFF. THEY STILL COULD BE -- THEY CALL THEM DEAD, BUT THEY COULD STILL COME BACK. THROUGH OTHER ACTIONS. BOTH SIMPLE MAJORITY, UNFORTUNATE. THE 55% AND THE SIMPLE MAJORITY FAILED TO ADVANCE AGAIN. WE WERE ENCOURAGED. THEY TALKED ABOUT THEM EARLY. THE AGRICULTURE LITERACY REQUIREMENT DID NOT GO THROUGH AGAIN. THAT WOULD HAVE BEEN A NEW REQUIREMENT. AND UNIVERSAL MEALS. THE ONE AT THE BOTTOM. IT DID NOT GO THROUGH. BUT WE EXPECT TO SEE THAT

[02:20:04]

THAT IS IT. ANY QUESTIONS? >> I DON'T BELIEVE SO. THANK

[H. Closing Items]

IT WAS MY FIRST TIME ATTENDING. IT WAS A LEARNING OPPORTUNITY FOR ME. WE WERE ABLE TO DO A DAY ON THE HILL. I HAD MEETINGS WITH THE SENATORS. OUR MAIN FOCUS AREAS FOR ADVOCACY WERE AROUND FUNDING. JUST FOR INSIGHT, LEGALLY, THE FEDERAL GOVERNMENT SHOULD BE PAYING FOR 40% FOR FUNDING. THE DISTRICT RECEIVES 11%. ARE YOU OKAY? REPRESENTATIVES ARE AWARE AND SUPPORTIVE. WE GOT INTERESTING ADVICE THIS TIME AROUND. WHICH WAS, TRY AND TARGET OUR ADVOCACY. PARTICULARLY TO MEMBERS OF THE APPROPRIATIONS COMMITTEES. WHEN WE MEET WITH OUR REPRESENTATIVES, YOU ARE PREACHING TO THE CHOIR. THEY ARE ALREADY SIGNED ON. THEY ARE IN AGREEMENT. THOSE ARE NOT THE PEOPLE THAT WE NEED TO BE INDISCERNIBLE ] THEY HAD SPECIFIC SUGGESTIONS FOR YOU TO REACH OUT TO. I POTENTIALLY HAVE CONVERSATIONS WITH. OTHER AREAS OF INTEREST FOCUSED AROUND AI CONSIDERATIONS AND TECHNOLOGY IN LEARNING. I THINK THERE'S A BIG INTEREST RIGHT NOW AMONG OUR FEDERAL AND STATE LEGISLATURES AROUND WHAT IS GOING ON WITH AI. UNIVERSAL MEALS IS SOMETHING THE FEDERAL GOVERNMENT IS VERY INTERESTED IN.

OTHER AREA WAS CONVERSATION AROUND THE IMPACTS OF THE CLEAN SCHOOLBUS PROGRAM. IMPLEMENTATION FOR THE GRANT MONEY THAT WAS ALLOCATED AROUND IT, AS WELL AS MOVING FORWARD POTENTIALLY WHAT THEY SHOULD BE LOOKING AT. WE HAD BROUGHT CONVERSATIONS. IT WAS EXTREMELY PRODUCTIVE. I WILL ENCOURAGE MY FELLOW BOARD MEMBERS TO ALSO ATTEND IN THE FUTURE. DOES ANYBODY HAVE AN UPDATE

>> WE WENT TO OLYMPIA ON THE 24TH.

WITH REPRESENTATIVES AND TALKED ABOUT LEGISLATIVE PRIORITIES.

OF COURSE, I DON'T HAVE THEM PULLED UP IN FRONT OF ME. WE MET WITH FOUR. AND ALSO ATTENDED THE SENATE EARLY LEARNING AND EDUCATION COMMITTEE. IT WAS AN INTERESTING EXPERIENCE. WE WERE NOT TESTIFYING. WERE NO BILLS THAT WERE OF INTEREST -- I'M SORRY. IT THANK YOU. SHE TOOK TIME OUT OF FINALS TO COME. SHE DESERVES A SPECIAL ACCOMMODATION. SHE WAS TEACHING US ABOUT RUSSIAN HISTORY ON A BREAK. WE GOT TO LISTEN IN TO A HEARING. IT WAS

[02:25:01]

>> UNLIKE OTHER TIMES, MY 10 YEARS ON THE BOARD, WE HAVE ONLY MET WITH OUR REPRESENTATIVES WITHIN OUR CONFINES. AND THIS TIME, WE TARGETED SPECIFIC INDIVIDUALS WHO EITHER CHAIR OR HAVE A STROKE IN COMMITTEES THAT WILL HAVE AN IMPACT ON OUR ISSUES. BASICALLY, THEY HAD NEVER BEEN INTRODUCED BEFORE. THIS IS A CONCEPT I HAVE ADVOCATED FOR A WHILE. I WANT TO REALLY THANK THE STAFF. SHE KNOWS IT AND GETS IT. SHE KNOWS HOW TO USE IT.

>> DO YOU WANT THE NAMES? BECAUSE I REMEMBER. IT WAS WILSON, STANFORD, AND CHAMBER. I DON'T KNOW HOW I REMEMBER. I REMEMBER THAT OVER RUSSIAN HISTORY.

ANYTHING TO SKIP SCHOOL. ARE COMMITTEE UPDATES. WOULD ANYBODY LIKE TO PROVIDE AN

UPDATE? >> SINCE OUR LAST BOARD MEETING, I ATTENDED THE FACILITIES ADVISORY COMMITTEE MEETING. I BELIEVE IT WAS LAST WEEK. I LOST TRACK OF THE DAYS.

IN PARTICULAR, IT FOCUSED ON COMMUNITY FEEDBACK ON COMMUNICATION STRATEGIES AROUND THE INFORMATION THE DISTRICT PROVIDES ABOUT OUR FACILITIES AND, OUR DIFFERENT MEASURES WE HAVE HAD AROUND THAT. GREAT FEEDBACK WAS COLLECTED. I THINK THAT WILL BE BROUGHT BACK. THE EXPECTATIONS WE BROUGHT BACK INDISCERNIBLE ] IT WAS A ROBUST CONVERSATION.

>> YES, THERE WAS A MEETING OF COMMUNITY FACTORS LAST WEDNESDAY. IT WAS A SUPER INTERESTING MEETING. IN WIND DIRECTIONS I WAS NOT EXPECTING. BARRY PRODUCTIVE. I GOT A LOT OUT OF IT. SCOTT TALKED ABOUT DATA THAT HIS DEPARTMENT HAS STARTED COLLECTING AROUND COMMUNITY RESOURCE OFFICER INTERACTIONS. THIS IS IN ADDITION TO WHAT IS ALREADY MANDATED BY THE STATE AND COLLECTED BY THE POLICE DEPARTMENT. THEY HAVE A DRAFT OF A DASHBOARD THAT ALLOWS US TO LOOK AT HOW THEY ARE SPENDING TIME ON THE CAMPUS.

WHAT ARE THEY DOING WHILE THEY ARE THERE. DO THEY HAVE INTERACTION WITH STUDENTS? THAT WAS ALL DIRECTLY COMING FROM FEEDBACK FROM THIS GROUP. IT WAS REALLY EXCITING TO HAVE THAT. YOU LOOK LIKE YOU WANT TO SAY SOMETHING?

>> YES. WE WENT INTO AN INTERESTING CONVERSATION AROUND SAFETY. IT WENT IN DIFFERENT DIRECTIONS. NOT JUST COMMUNITY RESOURCE OFFICERS AS PROVIDING JUST SAFETY. BUT ALL SORTS OF DIFFERENT THINGS THAT MAKE STUDENTS FEEL SAFE. THERE WERE A TON OF CONNECTIONS. THERE WAS EVEN -- WE WERE A WEEK REMOVED FROM OUR CONVERSATION. ABOUT REVISIONS. THERE WAS A LOT OF TALK ABOUT COMMUNITY PARTNERSHIPS AND HOW WE CAN ENGAGE OUR COMMUNITY TO HELP. IT WAS BOILING DOWN TO A SENSE OF BELONGING. EVERYBODY THOUGHT THAT WAS KEY SO THINKING ABOUT HOW WE CAN PARTNER WITH OUR COMMUNITIES. A LOT OF VERY INTERESTING CONNECTIONS TO THE WORK WE ARE DOING HERE AS A BOARD. I REALIZE I HAVE NOT EXPLAINED.

THIS COMMITTEE IS LIKE NONE OTHER I HAVE BEEN ON AND ALL OF MY YEARS IN THIS DISTRICT. AND THAT FOR THE MOST PART, DISTRICT STAFF AND MYSELF, WE DON'T TALK VERY MUCH. IT IS

[02:30:03]

[F. Superintendent Report]

INDISCERNIBLE ] >> WE ARE GOING BACKWARDS FOR A SECOND. DR. JOHN HOLMEN, DO YOU HAVE A REPORT? DIDN'T BRING TO YOU SOME VERY EXCITING UPDATES AROUND ATHLETICS AND ACROSS OUR DISTRICT. THERE HAVE PROBABLY BEEN TWO SPORTS FOR THE LAST 10 YEARS THAT HAVE CONSTANTLY BEEN ABUZZ. LACROSSE IS ONE OF THEM. AND FLAG FOOTBALL IS ANOTHER.

IT IS EXCITING TO SEE GIRLS FLAG FOOTBALL BLOSSOMING ACROSS THE COUNTRY. WE ARE JUST ONE OF THE LOCATIONS THAT IS PARTICIPATING. A NUMBER OF OUR NEIGHBORING DISTRICTS ARE PARTICIPATING AS WELL. OUR GIRLS WRAPPED UP THEIR SEASON AND I THOUGHT I WOULD SHARE WITH YOU SOME OF THE INFORMATION. THAT CAME FROM IT. BY THE NUMBERS, WE HAD TEAMS FROM ALL FOUR OF OUR HIGH SCHOOLS. OVER 150 STUDENT ATHLETES PARTICIPATED. IT WAS A FIVE WEEK SHORTENED SEASON. IT WAS A LAUNCH TO TEST THIS NEW SPORT IN THE SYSTEM. THEY EACH HAD SIX GAMES AND THEN, OVER THE WEEKEND, THEY HAD LAKE WASHINGTON DISTRICT TOURNAMENT. I APPRECIATE THE SEATTLE SEAHAWKS FOR THEIR GENEROUS DONATION OF UNIFORMS. FOR EACH OF OUR SCHOOLS. THAT WAS $2000 FOR EACH SCHOOL IN TERMS OF UNIFORMS. AND SUPPLIES. THIS IS A SPORT THAT IS BEING CONSIDERED TO BE AN OFFICIAL SPORT. WHICH MEANS THERE WOULD BE AN OFFICIAL PATHWAY TO A STATE CHAMPIONSHIP. AND SO, I KNOW OUR TEAM IS SUPPORTIVE. BECAUSE, WE LOVE TO SEE THIS.

BECOME PART OF THE OVERALL PORT POLIO THAT IS AVAILABLE TO OUR STUDENT ATHLETES. WE WOULD LIKE IT TO BE A STATE SPORT.

BECAUSE, THE EXCITEMENT TO BE ABLE TO PLAY A SPORT AT THAT LEVEL AND WIN, IT IS NOT ONLY FUN, BUT IT BRINGS PRIDE TO OUR SCHOOLS. IT IS MOTIVATING. WE ALSO KNOW THIS IS UNDER CONSIDERATION TO BE A SPORT AT THE OLYMPICS. IT IS PRETTY COOL. AND SO, I WOULD BE REMISS IF I DIDN'T ACTUALLY SHARE WITH YOU WHAT THE STUDENTS SAID ABOUT THIS. OUR STUDENT ATHLETES WERE HEARD COMMENTING ON SATURDAY THAT, THIS WAS SO MUCH FUN. WE HAVE IMPROVED SO MUCH AS THE SEASON WENT ON. I CANNOT BELIEVE THE SEASON IS OVER. I WANT TO CONGRATULATE OUR LAKE WASHINGTON HIGH SCHOOL FLAG FOOTBALL TEAM FOR THE INAUGURAL SEASON. DISTRICT CHAMPIONSHIP. THAT IS EXCITING. AND, WE WANT TO SEE A CHAMPIONSHIP. A STATE CHAMPIONSHIP. THE LAST, I WILL LEAVE YOU WITH WAS, GIRLS ARE BEING HEARD AS THEY WERE LEAVING THE FIELD THAT DAY. I CANNOT WAIT UNTIL NEXT YEAR. YOU CAN IMAGINE TO PUT ANY SPORT TOGETHER TAKES A LOT OF EFFORT AND ENERGY. THERE WAS SERVING AHEAD OF TIME TO FIND OUT PARTICIPATION RATES. AT THE END OF THE DAY, WHAT I CONTINUALLY HEARD WAS THE JOY OF KIDS BEING TOGETHER, PARTICIPATING, COMPETING. THEY HAD A TON OF FUN. IT WAS VERY COMPETITIVE. IT IS EXCITING.

[02:35:05]

GOES. THAT IS MY REPORT. >> NEXT ITEM ON OUR AGENDA, OUR SCHOOL VISIT WILL TAKE PLACE ON FEBRUARY 6TH AT THE MIDDLE SCHOOL. AND REDMOND ELEMENTARY SCHOOL. I BELIEVE WE HAVE FOUR OF FIVE THAT WILL BE ATTENDING. THE BOARD PLANS TO MEET ON MARCH 4TH FOR A STUDY SESSION AT 5:00 P.M. AND THEN, WE WILL HAVE OUR EXTENDED STUDY SESSION FOR MARCH 16TH TO THE 17TH. I WILL NOW ENTERTAIN A MOTION TO ADJOURN THE BOARD MEETING.

>> SO MOVED. >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED THAT WE ADJOURN. ALL

THOSE IN FAVOR? >> MEETING ADJOURNED AT 9:37 P.M.

* This transcript was compiled from uncorrected Closed Captioning.