[00:00:06]
TO CALL TO ORDER THE APRIL 15, 2024 LAKE WASHINGTON SCHOOL
[1. K-8 Highly Capable Program Update]
BOARD STUDY SESSION. LET THE RECORD REFLECT THAT ALL SCHOOL BOARD MEMBERS ARE PRESENT. THE FIRST AND I BELIEVE ONLY TOPIC ON OUR AGENDA FOR THE STUDY SESSION IS THE K-8 HIGHLY CAPABLE REVIEW PROGRAM UPDATE. DR. HOLMEN, CAN YOU INTRODUCED?>> I BELIEVE THE BOARD IS WELL VERSED IN OUR GUESTS HERE TODAY. IS THIS YOUR THIRD TIME WITH THE BOARD SO FAR THIS YEAR? MAYBE FOURTH. THIRD TIME THIS YEAR. AND AS YOU KNOW, WE'VE BEEN CONDUCTING K-8 HIGHLY CAPABLE PROGRAM REVIEW SINCE THE BEGINNING OF THIS YEAR. AND THE COMMITTEE HAS ENTERED INTO THE PHASE OF PROVIDING RECOMMENDATIONS SO THAT STAFF CAN TAKE THOSE RECOMMENDATIONS AND DETERMINE WHAT PLANS WOULD LOOK LIKE FOR THOSE.
>> THANK YOU. AND WE WILL JUMP RIGHT IN.
>> MEMBERS AND ALL THE MEMBERS HERE PRESENT TODAY.
TODAY WE HAVE A LOT OF PEOPLE LOGGING ON WHO WILL ACCESS THIS VIDEO AT A LATER POINT IN TIME BECAUSE WE'RE USING IT AND I'M USING IT AS AN OPPORTUNITY TO PROVIDE SOME EDUCATION AND SOME ALSO OF THE DIRECTION THAT MANY OF OUR COMMUNITY MEMBERS AND STAFF MEMBERS AND STUDENTS HAVE REALLY DEDICATED, I THINK, OVER 50 PLUS HOURS THIS YEAR, VOLUNTEERED THEIR TIME. I ALSO WANT TO THANK OUR ACCELERATED PROGRAM STAFF AS WELL AS DR.
STANBA WHO COULDN'T BE HERE TODAY. BUT SHE IS IN SPIRIT, AND SHE DID AFFIRM MANY OF THE PIECES OF TONIGHT'S PRESENTATION. SHE'S AMAZING. SO AS I MENTIONED, THE BIG KEY PIECES HERE ARE TO PROVIDE A REVIEW OF THE EDUCATION AND THE PROCESS AND THE CURRENT STATUS OF WHERE WE ARE, AND OUR DESIRED NOT QUITE OUTCOMES BUT THE RECOMMENDATIONS THAT HAVE COME OUT. I THINK AS WELL AS HOPEFULLY BOARD MEMBERS IN THE LAST PART, CHUNK OF OUR BOARD STUDY SESSION. SO OUR BOARD STUDY OUTCOME TODAY IS FOR THE BOARD TO HAVE A DEPTH OF UNDERSTANDING OF THESE RECOMMENDATIONS, HAVE THE OPPORTUNITY TO ASK THE ESSENTIAL QUESTIONS, CONNECT IT TO THE WORK WE DO AS LAKE WASHINGTON, AND THEN UNDERSTAND WHAT THE NEXT STEPS OF THE PROCESS ARE. OUR AGENDA TONIGHT IS TO TALK ABOUT THE PURPOSE AND THE CURRENT STATUS OF THE PROGRAM REVIEW AS IT STANDS, TALK ABOUT THE COMMITTEE PROCESS AND LEARNING AND JUST HAVE AN OVERVIEW OF THOSE COMPONENTS, REALLY DELVE, DELVE INTO STUDENT, STAFF, AND COMMITTEE INPUT AND THE TYPE OF COMMUNICATION WE'VE BEEN ABLE TO GATHER FROM OUR COMMUNITY. AND TALK ABOUT THE RECOMMENDATIONS PROVIDED ALONG WITH SOME EXAMPLES AND NON-EXAMPLES OF THE OPTIONS THAT WERE OFFERED BY THE COMMITTEE. MY HOPE IS THAT IN EACH OF THAT THE BOARD MAY HAVE OR ANYBODY.
>> I THE COMMITTEE AS WELL. THIS WAS A FULL-DAY MEETING WITH THE COMMITTEE WHERE WE TOOK GENERAL RECOMMENDATIONS.
YOU UP WITH MORE SPECIFICS. OUR CONVERSATION WAS THIS IS, I'M GOING TO TRY TO FIGURE OUT THE BEST WAY TO SAY IT, BUT THIS COMMITTEE WAS AN INTENSIVE ONE WHERE THE AMOUNT OF TIME AND LEARNING AND COMPLEXITY WAS FAIRLY THIS THINKING ABOUT THAT COMPLEXITY AS WE ALIGN THIS WORK WITH OUR
DISTRICT WORK. >> WITH REGARDS TO THE DISTRICT WORK, HOW WE AS ACCELERATED PROGRAMS ARE CONNECTED, SPECIFICALLY FOR OE14, WHICH ENSURES STUDENTS HAVE EQUITABLE IN POLICY AND PRACTICE.
[00:05:36]
THE NEEDS OF ALL OF THE STUDENTS THAT REQUIRE THESE SERVICES, AND THE SERVICES ARE CONSIDERED TO BE PART OF BASIC EDUCATION IN WASHINGTON STATE. WE PROVIDE ENRICHMENT AND EXTENSION FOR ACADEMIC AND INTELLECTUAL PURPOSES. OUR SERVICES ARE DESIGNED TO STIMULATE CURIOSITY, INDEPENDENCE, COMMUNITY, AND RESPONSIBILITY. THIS ACCELERATION AND ENRICHMENT OF CONTENT IS IN PLACE TO MEET STUDENTS' NEEDS AND OUR STUDENTS AND OUR BOARD TOO IS TO DEVELOP, HAVE THEM DEVELOP ADVANCED CRITICAL THINKING, COMMUNICATION, AND COLLABORATION SKILLS WITHIN THE LENS OF CITIZENSHIP, BOTH LOCAL AND GLOBAL.>> CAN YOU EXPAND ON WHAT ENRICHMENT AND EXTENSION MEANS? SOME SPECIFIC EXAMPLES WITH THAT?
>> YES. IN SOME CASES, SOME SERVICE MODELS OR SOME ASPECTS, ENRICHMENT REALLY MEANS TO DELVE MORE DEEPLY INTO SUBJECT AREA AND ASK DEEPER QUESTIONS, THINK ABOUT THINGS IN A DIFFERENT WAY. EXTENSIONS COULD BE JUST EXTENSIONS OF THE WORK.
I KNOW I'M USING THE SAME WORD, BUT EXTENSIONS OF WHATEVER IS BEING LEARNED. SOMETIMES WE ACTUALLY ALSO SEE CONTENT ACCELERATION, WHICH IS MAYBE ACCELERATION OF A UNIT.
YOU'RE GOING A LITTLE BIT FASTER WITHIN THAT UNIT, BUT IT DOESN'T NECESSARILY MEAN ACCELERATION OF A WHOLE CONTENT AREA. ALTHOUGH, THAT DOES HAPPEN WITHIN THE SERVICE MODELS IN ONE CASE. MOST OF WHAT WE PROVIDE IS THAT ENRICHMENT, EXTENSION, AND COMPACTION, WHICH IS THE ACCELERATION I WAS TALKING ABOUT. OUR CURRENT SERVICE MODELS IN ELEMENTARY ARE THREE-FOLD. YOU'LL SEE FROM LEFT TO RIGHT THE MOST GENERAL TO THE MOST SEPARATE. KFHD IS HIGHLY CAPABLE. WE PROVIDE 30-MINUTE SCHOOL-BASED SMALL GROUP INSTRUCTION, AND THIS OCCURS FROM KINDER TO FIFTH.
THESE KFHD IS A SINGLE DOMAIN SERVICE. SO A STUDENT CAN BE ELIGIBLE FOR MATH, READING, OR BOTH. SO THEY COULD GET UP TO AN HOUR. EACH OF THEM IS 30, SO UP TO AN HOUR OF SERVICE. YOU WILL NOTE ON THE BOTTOM OF EACH OF THE BLOCKS, YOU WILL SEE THE NUMBERS FROM 21, 22, 23, 24. AND 24-25 IS IN PLAN RIGHT NOW.
MOST OF THAT INFORMATION WILL BE OUT WITHIN THE NEXT WEEK.
STUDENTS ACTUALLY EXPERIENCE A WHOLE CLASSROOM INSTRUCTION ONE FULL DAY A WEEK IN FIVE DIFFERENT SITES. . THIS IS PROJECT BASED, INTEGRATED LEARNING. FULL-TIME QUEST, WE HAVE 13 CURRENTLY, WHICH WILL GO TO NINE SELF-CONTAINED ALL-DAY SERVICES NEXT YEAR. NINE SITE LOCATIONS. AND THIS IS A FULLY INTEGRATED FIVE DAYS A WEEK IN THOSE LOCATIONS.
EXCUSE ME. A FULL-TIME QUEST SERVES SECOND TO FIFTH GRADE STUDENTS. YOU DO EXPERIENCE A LOT OF CURRICULUM COMPACTION, AND STUDENTS LEARN AT A FASTER LEARNING PACE. MOST OF THE TIME, IT WILL HAVE NAGC STANDARD-BASED LESSONS DESIGNED AROUND THE FOUR C'S, WHICH IS, I'M TRYING TO REMEMBER ALL THESE. BUT BASICALLY, THERE ARE DESIGNED UNITS LIKE ART AND MATH WHERE A STUDENT MAY GET 30 MINUTES THAT WEEK OR LEARNING HOW TO TAKE PERSPECTIVES IN READING WHILE THEY'RE READING A STORY, AND THE STORY CAN RANGE IN COMPLEXITY. SO THESE ARE REALLY, REALLY BENEFICIAL EXPERIENCES, AND THEY HAPPEN 30 MINUTES ONE TIME A WEEK. PULL-OUT QUEST IS OUR SERVICE MOST ALIGNED WITH GIFTED SERVICES. AND NOT NECESSARILY JUST ACCELERATION, AND YOU SEE DEEP DIVES INTO PHILOSOPHERS.
[00:10:01]
YOU SEE, YOU KNOW, BUILDING BRIDGES. I'VE ACTUALLY GONE TO SEVERAL SCHOOLS THAT HAVE BRIDGE-BUILDING COMPETITIONS.FULL-TIME QUEST, YOU ACTUALLY, WE ACTUALLY HAVE THE COMMON CORE CURRICULUM PLUS ANY EXTENSION, ANY COMPACT ACCELERATION, ANY ENRICHMENT THAT COULD BE DONE COLLABORATIVELY WITHIN A SCHOOL OR WITHIN A GRADE LEVEL LIKE TWO, THREE, FOUR, OR FIVE. MIDDLE SCHOOL QUEST. SO STUDENTS THAT ARE ELIGIBLE FOR FULL-TIME QUEST GO DIRECTLY INTO MIDDLE SCHOOL QUEST. YOU'LL NOTE THE NUMBERS, 653-796 OVER THE SPAN OF THESE LAST TWO YEARS. AND THESE ARE SERVICES IN ENGLISH LANGUAGE ARTS, SOCIAL STUDIES, AND SIXTH GRADE MATH. BECAUSE WHAT HAPPENS AFTER SIXTH GRADE MATH QUEST, WHICH IS ACTUALLY SEVEN PLUS MATH. THAT'S CURRENTLY WHAT IT IS IS MATH ACCELERATION IS ACTUALLY OPEN TO ALL STUDENTS, GENERAL EDUCATION, AND HIGHLY CAPABLE. THEY CAN START ALGEBRA RIGHT AWAY AFTER SIXTH GRADE QUEST MATH.
SCIENCE. LAST YEAR, WE INTEGRATED SCIENCE SO THAT GENERAL EDUCATION AND HIGHLY CAPABLE STUDENTS WERE PROVIDED THE SAME SUPPORT. WE'VE ALSO OFFERED AND PROVIDED THE TEACHERS IN SCIENCE AND EVERY MIDDLE SCHOOL QUEST SCHOOL THE OPPORTUNITY TO RECEIVE DEPTH AND COMPLEXITY TRAINING. WE'VE HAD SOME GOOD SUPPORT THERE. SO NOW I'D LIKE TO TALK A LITTLE BIT ABOUT THE HISTORICAL ELEMENTS AND WHY WE'RE HERE.
THIS REVIEW, THIS TYPE OF REVIEW HAS NOT OCCURRED IN MANY YEARS, EVER. I'M NOT QUITE SURE. I HAVEN'T HEARD OF A REVIEW OF THIS SCOPE AND SIZE EVER HAPPENING FOR HIGHLY CAPABLE SERVICES. SO THIS IS, I THINK, LONG OVERDUE, AND IT'S A GREAT WAY TO GET US RECALIBRATED ON TO NEXT OPPORTUNITIES AND WHAT IS THE NEXT VERSION OF OUR PROGRAM.
KNOWING THIS IS NOT COMPLETE WORK. IT WILL NEVER END. THIS IS JUST ONGOING WORK OF CONTINUOUS IMPROVEMENT. THE MANY, MANY ASPECTS, THIS IS A CHALLENGE AND KIND OF A BLESSING. THE ELEMENTS OF THE PROGRAM DESIGN HAVE MOSTLY BEEN IN RESPONSE TO STATE MANDATES, WHICH IS KIND OF GOOD BECAUSE SOMETIMES THOSE STATE MANDATES GET US FASTER WITHOUT HAVING TO DELVE WAY TOO DEEPLY INTO THE CHANGE. WE CAN JUST ACCEPT THAT CHANGE, AND SOMETIMES WE DON'T HAVE ENOUGH TIME TO REALLY MAKE SYSTEMIC ACCOMMODATIONS THAT WILL INCREASE THAT ALIGNMENT OF SERVICES AND THAT CONSIDERATION THAT SOMETHING OF THIS SCOPE NEEDS. K5HC CAME INTO BEING WHEN THE STATE NOTED WE HAVE TO PROVIDE SINGLE-DOMAIN SERVICES. SO WE HAVE MATH AND READING AND THOSE ASPECTS LAKE WASHINGTON CHOSE TO HAVE A COHORT OF TEACHERS TO PROVIDE THAT, AND IT LOOKS A LITTLE DIFFERENT IN OTHER SCHOOL DISTRICTS. SO THAT'S THE RESPONSE. THE STATE OFTEN DOES NOT NECESSARILY DEFINE ALL OF THE INTRICACIES OF THE THINGS THAT THEY PROVIDE GUIDANCE ON. BUT ALSO, VERY MUCH WORKS WITH US WHEN WE NEED CLARITY. SO THOSE ARE SOME BENEFITS AND OPPORTUNITIES AS WELL. ONE OF THOSE KEY PIECES ARE SB5072. I'M GOING TO JUMP DOWN BECAUSE THAT IS A STATE MANDATE. SB5072, WHICH I'LL TALK ABOUT BRIEFLY, IS MEANT TO INCREASE ACCESS AND OPPORTUNITY FOR ALL STUDENTS. SO IT IS SPECIFIC TO ELIGIBILITY PROCESSES AND THE WAYS THAT WE VIEW OPPORTUNITY FOR ALL STUDENTS WITH REGARDS TO HIGHLY CAPABLE SERVICES. WE HAVE ALSO HAD AN INCREASE OF NUMBER OF STUDENTS RECEIVING SERVICES OVER TIME. WE HAD A BUBBLE THAT CAME FROM THE COVID ERA WHERE ELIGIBILITY AND ASSESSMENTS, WHAT THAT LOOKED LIKE RESULTED IN A LOT OF STUDENTS BEING PROCESSED THROUGH OUR SYSTEM RIGHT NOW. SO IT'S DEFINITELY AN IMPORTANT CONSIDERATION. AND WE WILL ALSO, I WILL ALSO GET TO TALK ABOUT THE DISPARITIES, THE UNDERREPRESENTATION IN STUDENT POPULATION DEMOGRAPHICS.
>> ANY QUESTIONS ON THE CURRENT STATE OR HISTORICAL ELEMENTS? WE'LL DIVE INTO SOME OF THOSE MORE IN DEPTH IN A LITTLE BIT.
FOR PEOPLE TO KNOW WHAT, THERE'S BEEN A LOT OF CONVERSATIONS OUT THERE, AND A LOT OF PERSPECTIVES AND BELIEFS
[00:15:01]
ABOUT FUNDING BEING POTENTIALLY THE DRIVER OF SOMETHING LIKE THIS THAT'S REALLY EPIC IN SCOPE. OUR COMMITTEE HAS DEFINITELY TALKED ABOUT FUNDING AND WHAT'S REALISTIC AND WHAT'S NOT. UNFORTUNATELY AND FORTUNATELY, THE SERVICES THAT WE OFFER ARE DEEP, THEY'RE INTEGRATED, SOME OF THEM HAPPENED OVER A 30-YEAR SPAN OF TIME. AND BECAUSE OF THAT STUDENT INCREASE IN NUMBERS, YOU'LL NOTE THAT IN 23-24, WE HAD, EXCUSE ME, 23-24, WE ACTUALLY HAD 14% OF THE STUDENT POPULATION BEING SERVED FROM K-8. SO THIS IS NOT K-12 BUT K-8. THAT WAS 14% THROUGH HIGHLY CAPABLE SERVICES. THE STATE FUNDS US FOR 5%. WASHINGTON'S HIGHLY CAPABLE PROGRAM IS STILL PART OF THE BASIC EDUCATION PROGRAM, SO LAKE WASHINGTON NEEDS TO FIGURE, HAS TO FIGURE OUT WHERE ELSE FROM THE BASIC ED SUPPORT AND FUNDING CAN WE SUPPORT THE EXTRA ABOUT 9% OF STUDENTS THAT WE'RE NOT FUNDED FOR? AND THIS IS BASED ON OUR ENROLLMENT YEAR TO YEAR.>> I WANTED TO GO BACK TO THIS SLIDE FOR A MOMENT AND TALK ABOUT THE ELEMENTS OF PROGRAM DESIGN AND RESPONSE TO STATE MANDATES AND TALK ABOUT WHAT THE IMPACT OF THAT HAS BEEN IS THAT WE'VE HAD DIFFERENT PIECES LAYERED ON TO HOW WE SERVE OUR STUDENTS. I WANTED TO HIGHLIGHT THAT BECAUSE THE FUNDING PIECE IS IMPORTANT, BUT WHERE OUR THINKING REALLY CAME FROM IN LOOKING AT THE PROGRAM REVIEW WAS LOOKING AT THESE DIFFERENT ELEMENTS AND THINKING OUR COMMITMENT IS TO OUR STUDENTS HAVING A FANTASTIC LEARNING OPPORTUNITY AND MEETING THEIR NEEDS. THAT'S OUR DEEP COMMITMENT. AND THAT'S SOMETHING THAT WHEN WE LOOKED AT THESE ELEMENTS, WE HAVE SOME WORK TO DO AND SOME PLACES TO GO. WE WANTED TO INCLUDE THE FUNDING PIECE BECAUSE IT'S IMPORTANT TO THINK ABOUT HOW ALL THE THINGS FIT TOGETHER. I JUST WANTED TO REALLY HIGHLIGHT THAT OUR FOCUS AS A COMMITTEE AND OF COURSE AS A DISTRICT IS THINKING ABOUT THE STUDENT EXPERIENCE.
>> AND THIS IS JUST, UM, TO SHOW THE INCREASE IN NUMBER OF HIGHLY CAPABLE ASSESSMENTS. DUE TO SOME FACTORS, SPECIFICALLY SB5072, WE HAVE ACTUALLY DONE UNIVERSAL SCREENING BEFORE, A LONG TIME AGO, AND IT WAS FIRST GRADERS AT THAT POINT IN TIME.
IT WAS MORE THAN FOUR, FIVE, SIX YEARS AGO. AND THIS YEAR, WE RETURNED BACK TO UNIVERSAL SCREENING. I SEE SOME PEOPLE GOING YEAH, I WAS PROBABLY PART OF THAT. SO THIS YEAR, WE UNIVERSALLY SCREEN AGAIN. THE STATE REQUIRES US NOW, THANKFULLY, TO DO TWO PERIODS OF UNIVERSAL SCREENING. ONE AT THE BEGINNING AND END OF THE ELEMENTARY JOURNEY. SO WE SELECTED FIRST AND FIFTH GRADE. SO ALL FIRST AND FIFTH GRADERS, INCLUDING NEW TO DISTRICT STUDENTS ALL YEARLONG HAVE RECEIVED UNIVERSAL SCREENING. AND YOU CAN NOTE THE INCREASE IN TOTAL NUMBER OF ASSESSMENTS THAT WE'VE PROVIDED, AND I'LL TALK A LITTLE BIT MORE ABOUT THE NATURE OF THOSE ASSESSMENTS AS SB5072 REQUIRE OR MANDATES IT TO BE.
>> YOU SAID IF THE STUDENT COMES IN THE THIRD OR FOURTH GRADE, DO THEY GET A SCREEN THEN? SO THEY HAVE THAT SPAN,
IF YOU WILL? >> SO ANYONE WHO IS BY THE TIME WE OPEN THE ELIGIBILITY ASSESSMENT WINDOWS OPEN CAN GET ON SKYWARD AND CLICK YES. YEAH, UH-HUH. SO THIS IS SOME OF THE GREATEST FACET OF OUR WORK, AND SOMETIMES IT'S NOT, SOMETIMES IT'S HIDDEN, SOMETIME'S IT'S IN FRONT OF US. BUT I THINK IT'S REALLY, REALLY IMPORTANT IN THE SPIRIT OF THAT CONTINUOUS IMPROVEMENT AND THE ACTIONS THAT EVERYONE'S TAKEN TO REALLY THINK ABOUT HOW TO INTEGRATE WHATEVER EVIDENCE-BASED BEST PRACTICE IS, WHEREVER OUR COMMUNITY IS, WHEREVER IT IS THAT WE HAVE OUR FUNDING AND LOGISTICS, THAT THESE ARE THREE THINGS, IDENTIFICATION ASSESSMENT AND PROGRAM DESIGN EVALUATION IS WHERE WE'RE SEEING THE MOST ACTIONS FROM OUR DEPARTMENT. IN COLLABORATION WITH MANDATES AS WELL. IDENTIFICATION, WE'VE FOCUSED ON THE UNDERREPRESENTAT ION OF HISTORICALLY MARGINALIZED STUDENTS. WE'LL TALK A LITTLE BIT MORE ABOUT SOME OF THESE PIECES. DR.
STANBA WHO HAS JOINED US AS AN INCREDIBLE PARTNER THIS YEAR HAS BEEN IN SUPPORTING LOW-INCOME STUDENTS THROUGH THE IDENTIFICATION AND THROUGH THE PROCESS OF PROVIDING THESE SERVICES. SO WHEN YOU SUPPORT STUDENTS WHO ARE LOW INCOME, YOU SUPPORT MANY OTHER STUDENTS AT THE SAME, IN THE SAME WAY.
THE OTHER PART IS THE UNIVERSAL SCREENING THAT'S HAPPENING IN
[00:20:05]
FIRST AND FIFTH. IN OTHER GRADES, YOU CAN, STUDENTS CAN BE REFERRED. HOWEVER, FIRST AND FIFTH ALLOWS US TO REALLY TAKE, HAVE TWO DATA POINTS THAT ARE NOW STABILIZED, AND TO LET US KNOW WHO NEEDS THE SUPPORT. DO THEY NEED THE SUPPORT OF GIFTED LEARNERS ARE OFTEN SYNCHRONOUS LEARNERS. DO THEY NEED THE SUPPORT FOUR YEARS DOWN THE LINE? WE HAVE GREAT OPPORTUNITIES TO LEVERAGE THAT SCREENING AS A CHECK POINT AND A TOOL FOR US TO INFORM OUR PROGRAMS. THE ASSESSMENT, SB5072 REQUIRES US TO USE EXISTING DISTRICT DATA. SO THIS IS MARVELOUS BECAUSE WE CAN GET A COMPOSITE OF STUDENT PERFORMANCE OVER TIME, SO NOT JUST THIS YEAR, AND VERY SPECIFIC TO GRADE LEVEL. OUR FAST BRIDGE ASSESSMENTS PROVIDE US GOOD BUT LIMITED INFORMATION IN FIRST GRADE, SO WE'RE TAKING A LOOK. SO WE HAD TO APPLY IOA ASSESSMENTS DURING THAT. IT GAVE US THE MISSING KEY PIECES. IN A PLACE LIKE FIFTH GRADE, WE WOULD HAVE SBA SCORES, FAST BRIDGE ASSESSMENTS OVER A PERIOD OF TIME, AND ML STUDENTS WE'D HAVE WEDA SCORES. IT ALLOWS US TO SEE HOW STUDENT PERFORMANCE LOOKS LIKE OVER A LONG PERIOD OF TIME AND IT'S MORE AUTHENTIC TO UNDERSTANDING STUDENT NEEDS. IT REQUIRES US TO ASSESS STUDENTS DURING THE SCHOOL DAY. THAT'S IMPORTANT BECAUSE I THINK SOME PEOPLE IN HERE HAVE BEEN HERE DURING SATURDAY TESTING AND THAT IS NO LONGER, WE CAN NO LONGER DO THAT, AND I THINK THIS IS GREAT BECAUSE IT REALLY PROVIDES STUDENTS THE OPPORTUNITY TO BE ABLE TO TEST IN A PLACE THAT'S COMFORTABLE, IN A PLACE WITH PEOPLE THEY KNOW, AND DURING THE SCHOOL DAY. IT DOESN'T REQUIRE FAMILIES TO COME DOWN SATURDAYS FOR THOSE WHO CAN'T OR THOSE WHO ARE WORKING. IT LEVELS OUT SOME OF THE PLAYING FIELD. ADDITIONALLY, FOR FAMILIES, RATHER FOR STUDENTS THAT NEED ADDITIONAL CONSIDERATION AND FAMILIES WOULD LIKE ADDITIONAL CONSIDERATION FOR SERVICES, WE ARE PROVIDING PORTFOLIOS THIS YEAR AS AN EXTRA PLACE BEYOND JUST USING THE EXISTING DISTRICT DATA TOOLS THAT WE HAVE IN PLACE, AND SO WE ARE PROVIDING THAT FOR FAMILIES, ESPECIALLY THIS WEEK AS OUR ELIGIBILITY RESULTS COME OUT.IDENTIFICATION RESULTS, EXCUSE ME. THANK YOU. WE ALSO PROVIDE NON-VERBAL TESTING, THE NNAT, AND THIS IS THE GOLD STANDARD FOR COGNITIVE ASSESSMENTS WITH REGARDS TO NOT REQUIRING, NOT VERBAL NEEDS BUT WRITTEN NEEDS, READING NEEDS, OR COMPREHENSION IN THAT WAY. NNAT IS ONE OF THE KEY TOOLS THAT WE USE FOR STUDENT COGNITIVE ASSESSMENT. FOR PROGRAM DESIGN AND EVALUATION, ONE OF THE REASONS I GIGGLED IS BECAUSE I'M USING ELIGIBILITY AS THE WORD, BUT IT REALLY SHOULD BE IDENTIFICATION. AND THIS IS ONE OF THE MOST WONDERFUL THINGS THAT THE PROGRAM REVIEW HAS ALLOWED US TO DO, IS START HAVING US THINK ABOUT HOW DO WE USE LANGUAGE, AND WHAT KIND OF BELIEFS DO WE HAVE TIED TO THAT LANGUAGE? SO WE HAVE A LOT OF PEOPLE AND YOU'LL SEE THIS TOO, IF YOU DO A LITTLE BIT OF RESEARCH FINDING, RESEARCH LOOKING IN THE SURVEY DATA, WE HAVE A LOT OF PEOPLE USING THE WORD QUEST AS THE ALL-ENCOMPASSING THIS IS WHAT IT IS. BUT IT'S ACTUALLY HIGHLY CAPABLE, AND WE RUN ACCELERATED PROGRAMS. THAT'S REALLY IMPORTANT BECAUSE STUDENTS OFTEN IDENTIFY AND FAMILIES IDENTIFY WITH THE WORD QUEST. WE MAY BE USING THE SAME WORD, BUT WE HAVE DIFFERENT FEELINGS AND OWNERSHIP BEHIND IT. WE USE THE WORD REFER INSTEAD OF APPLY. WE USE THE WORD SERVICE INSTEAD OF PROGRAM. WE HAVE ACCELERATED PROGRAMS, HIGHLY CAPABLE PROGRAMS. WHEN WE'RE TALKING ABOUT FULL-TIME QUEST, WE'RE TALKING ABOUT A SERVICE, A NEED FOR A STUDENT TO BE SUPPORTED IN A PARTICULAR WAY. AND WE USE IDENTIFICATION INSTEAD OF ELIGIBILITY. YOU CAN SMILE AT ME. I'M STILL WORKING ON THAT ONE, SO YOU CAN SMILE AT ME, AND I'LL REMEMBER. WE HAVE THE PROGRAM REVIEWS, WHICH HAVE INCREASED IN INTENSITY. MSQ HAD ABOUT 20 OR SO COMMITTEE MEMBERS AND K-8 AT THE HIGHLY CAPABLE PROGRAM REVIEW HAD ABOUT 40 PLUS COMMUNITY AND STAFF MEMBERS. WE HAVE PROGRAM DELIVERY. MANY OF OUR TEACHERS HAVE TAKEN UNIVERSAL DESIGN FOR LEARNING AS PART OF THEIR SCOPE OF THEIR WORK. IT'S JUST AS THEIR REGULAR PROFESSIONAL LEARNING. AND ALL OF OUR HIGHLY CAPABLE TEACHERS HAVE BEEN PROVIDED DEPTH AND COMPLEXITY REVIEW FOR SOME OF THEM AND SOME INTENSIVE WORK FOR OTHERS.
THE PROFESSIONAL LEARNING HAS ALSO EXTENDED TO SCIENCE TEACHERS, AS I MENTIONED BEFORE. THIS IS ONE OF THE KEY PLACES WHERE WE'RE GOING TO FIND DIFFERENTIATION IN THE
GENERAL EDUCATION CLASSROOM. >> ONE GENERAL OBSERVATION TO NOTE ON THIS SLIDE IS ALL THOSE PIECES ARE REPRESENTATIVE OF
[00:25:04]
OUR SHARED COMMITMENT TO CONTINUE TO GROW AND CHANGE AND BECOME MORE EFFECTIVE IN OUR PROGRAMS, AND PART OF THE PROGRAM REVIEW IS PART OF THAT. BUT IT'S WITHIN THE CONTEXT OF THIS COMPLEX WORK AND ALL THESE OTHER PIECES WE'RE CONTINUINGTO WORK TO HAVE IN PLACE. >> AND THE THREE PILLARS OF LAKE WASHINGTON EQUITY, INCLUSION, AND MTSS WERE A MASSIVE PART OF THE WAY WE CONTEXTUALIZED THE COMMITTEE WORK. WE NEVER GOT FAR AWAY FROM THE PILLARS OF LAKE WASHINGTON. AND THESE THREE WORDS ARE VERY IMPORTANT IN DIFFERENT WAYS FOR DIFFERENT PEOPLE, AND THE LEVEL OF UNDERSTANDING FOR EACH OF THESE THREE WORDS WAS VERY DIFFERENT FOR EACH OF THE PERSPECTIVES THAT WERE IN THE ROOM. SO I MENTION THESE BECAUSE THIS IS PART OF WHAT I WILL TALK ABOUT ECCA, MUCH OF THE CONTEXT THAT WE REVIEWED OR WORK, AND ALL OF THE RECOMMENDATIONS AND EVERYTHING THAT WE DO HAVE TO BE WITHIN THE UMBRELLA OF THESE THREE. IDEALLY, FOUNDATIONALLY.
I'M BRINGING BACK THE OE14, WHICH YOU'VE PROBABLY SEEN SEVERAL TIMES ALREADY. THIS IS THE OCTOBER 2023, FROM THE OCTOBER 2023 REPORT. AND SOME KEY PIECES THAT YOU ARE PROBABLY FAMILIAR WITH BUT I'D LIKE TO BRING UP AGAIN, WHAT YOU'RE SEEING HERE IN THIS CHART ARE THE PERCENTAGES. IF YOU NOTE THE VERY TOP AND I KNOW IT'S VERY TINY WRITING, IN 2022-2023, WE WERE SERVING 14.7% OF OUR STUDENT POPULATION K-8. WE'VE MADE IN SOME PLACES, WE'VE GOTTEN A LITTLE BIT CLOSER TO PROPORTIONALITY. VERY, VERY SMALL STEPS. MY HOPE IS THAT WITH UNIVERSAL SCREENING AND THE WAYS WE LOOK AT ENVIRONMENTAL DOMAIN, WHICH I'VE TALKED ABOUT BEFORE, WE ARE LOOKING AT HOW WE CAN REALLY PROVIDE SOME CONSIDERATION TO THOSE STUDENT GROUPS THAT ARE UNDER
REPRESENTED. >> PART OF WHAT WE WANTED TO FOCUS IN ON AND WHAT WE WANTED TO NOTE FOR OUR COMMITTEE WORK IS GIVEN ALL THIS WORK, WE WERE STILL SEEING THESE NUMBERS. AND THAT MADE US REALLY THINK, WE NEED TO DO SOMETHING DEEPLY THOUGHTFUL, BASE IT ON RESEARCH, THINK ABOUT EFFECTIVE PRACTICE, AND HAVE STAKEHOLDER GROUPS COME TOGETHER TO THINK ABOUT WE TRY REALLY HARD AND WE NEED TO MAKE MORE OF A DIFFERENCE WITH THESE NUMBERS. THAT'S BEEN A COMMITMENT OF THE COMMITTEE ALL THE WAY THROUGH THE WORK.
>> ONE OTHER THING THAT I WANT TO JUST BRING TO YOUR ATTENTION, ALL OF THESE NUMBERS ARE REPRESENTATIVE OF THE FOUR SERVICES THAT WE PROVIDE. THEY'RE NOT NECESSARILY REPRESENTATIVE OF OUR STUDENTS GOING ON TO ADVANCED PLACEMENT PROGRAMS OR HONORS OR CLASSES OR WHAT HAVE YOU IN EACH OF THE SCHOOLS. SO ALL OF THAT STILL CONTINUES IN VERY, VERY DIFFERENT FORMS. AND WE HAVE A LOT LIKE JEN MENTIONED, A LOT OF WORK TO DO. THIS IS ABSOLUTELY NOT UNCOMMON, AND IT'S STILL, YOU KNOW, I'M NOT MENTIONING THAT IT'S UNCOMMON BECAUSE IT NEEDS TO BE NORMALIZED. I'M MENTIONING IT BECAUSE THIS IS SOMETHING WE ARE CONSTANTLY TALKING ABOUT DISTRICT DIRECTORS, AS DISTRICT PARTNERS, SO THIS IS A STATEWIDE ISSUE. OH, AND MAY I NOTE I DON'T KNOW WHO READ THE HIGHLY CAPABLE SERVICES CHANGES IN SEATTLE PUBLIC SCHOOLS, BUT THAT'S KIND OF BEEN A HOT-BUTTON PIECE AND VERY, VERY IN OUR MINDS RIGHT NOW. WE ARE AND AS I MENTIONED, WE PARTNER AND I PARTNER VERY SPECIFICALLY WITH THE DIRECTORS OF MANY OF THE PROGRAMS IN THE AREA IN KING COUNTY AND BEYOND. SO WE'RE LOOKING CLOSELY, AND WE'RE SEEING WHAT ARE THEIR LEARNINGS, WHAT ARE THEIR CHALLENGES, WHAT ARE THEIR
OPPORTUNITIES? >> DO YOU WANT TO PAUSE FOR A MOMENT? ANY QUESTIONS, COMMENTS, THOUGHTS SO FAR?
YEAH? >> JUST TO MAKE SURE I'M UNDERSTANDING THE DATA ON THE PREVIOUS SLIDE CORRECTLY. SO WE'RE LOOKING AT THAT IF WE LOOK AT ALL OF OUR LOW-INCOME STUDENTS, FOR EXAMPLE, FEWER THAN 2% OF THEM ARE ENROLLED IN HIGHLY CAPABLE PROGRAMS. I'M TRYING TO GET MY TERMINOLOGY RIGHT. VERSUS IF WE LOOK AT STUDENTS NOT FROM LOW-INCOME HOUSEHOLDS, 6.7%. THAT'S NOT SAYING 2% ARE LOW INCOME, IT'S LITERALLY LOOKING AT IF WE HAD 100 LOW-INCOME STUDENTS, 100 NON-LOW-INCOME STUDENTS, WE'D HAVE 16 IN THE ONE GROUP QUALIFYING AND THEN ONLY TWO IN THE OTHER? AM I UNDERSTANDING
THAT RIGHT? >> UH-HUH. ANY OTHER QUESTIONS? OKAY. NOW I GET A CHANCE TO TALK TO YOU ABOUT WHAT WE'VE BEEN DOING AS A COMMITTEE. I KNOW I WAY BACK IN OCTOBER 2023, I TALKED ABOUT THIS IS WHAT WE'RE DOING, AND YOU KNOW LIFE OCCURS, THINGS CHANGE, COMMITTEES HAVE WONDERFUL WAYS
[00:30:01]
THAT WE'RE GOING TO APPROACH THIS. LOTS OF SUGGESTIONS, AND THERE HAVE BEEN SOME GREAT OPPORTUNITIES TO LEARN AND BE PARTNERS WITH PEOPLE INSTEAD OF JUST THIS IS THE WAY WE'RE GOING TO DO IT. SO WE WERE ABLE TO REALLY INCORPORATE A LOT OF THE WAYS THAT OUR COMMUNITY VIEWS THE WORK THROUGH THE RESEARCH, THROUGH THE WAYS THEY SEEK TO BE COMMUNICATED, AND SEEK TO COMMUNICATE WITH US IN LIGHT OF PROVIDING SOME RECOMMENDATIONS THAT THEY FEEL REALLY GOOD ABOUT PROVIDING.THAT THEY FEEL ARE AUTHENTIC TO WHAT THEIR ACTUAL VOICES ARE.
ANY TIME WE HAVE THIS POTENTIAL PIECE OF ADVERSITY, I THINK THIS IS ALSO AN OPPORTUNITY TO BE ABLE TO ACTUALLY GET CLOSER WITH PEOPLE WHO REALLY JUST WANT THE BEST FOR OUR KIDS. SO OUR WORK AS A COMMITTEE FOCUSED FIRST ON REVIEWING INFORMATION, THE INFORMATION THAT I REVIEWED IN GENERAL, OVERVIEW, THE CURRENT STATE OF WHAT WE HAVE HERE IN LAKE WASHINGTON. WE HAD A FEW GUEST SPEAKERS. TIM KREIGER FROM OUR DATA SERVICE DEPARTMENT AND JODY ALLOWED US TO INVESTIGATE SOME OF THE NATIONAL, THE STATE, AND MORE LOCAL DISTRICT LEGAL PIECES, POLICIES AND PROCEDURES, INITIATIVES THAT IMPACT HIGHLY CAPABLE SERVICES IN WASHINGTON STATE. DR. STANBA BROUGHT HER INCREDIBLE SELF TO US ASKING ESSENTIAL QUESTIONS IN JUST A WONDERFUL WAY BECAUSE SHE WAS REALLY NEUTRAL ABOUT THE PIECE, AND SHE OWNED SO MANY OF THE PIECES. IT WAS WONDERFUL WORKING WITH HER BECAUSE PEOPLE REALLY OPENED UP AND WANTED TO UNDERSTAND WHAT THIS CURRENT RESEARCH WAS. SHE WAS ALSO VERY WISE IN CONTEXTUALIZING THE RESEARCH. WE LOOKED, FOR EXAMPLE, AT MANY SERVICE DELIVERY MODELS. AND GENERALLY SPEAKING, WHAT PEOPLE DO WHEN THEY SEE THIS REAM OF DATA OH, THIS ONE LOOKS GOOD, AND WE'LL SELECT THE ONES THAT ARE ON TOP. SHE WAS FANTASTIC ABOUT GOING YES, AND THIS WAS IN THIS STUDY, AND THIS IS WHAT IT LOOKED LIKE EVEN THOUGH IT'S A META ANALYSIS. INSTEAD OF NOT NECESSARILY GUIDING US TO WHAT CURRICULUM IT WAS, REALLY TALKING ABOUT THE ALIGNMENT OF WHAT COULD CURRICULUM LOOK LIKE? WHAT COULD THAT PEDAGOGICAL DESIGN LOOK LIKE FOR A SERVICE MODEL THAT IS MORE IN TUNE WITH LAKE WASHINGTON? WE EVALUATED THE CURRENT K-8 HIGHLY CAPABLE RESOURCES AND PRACTICES WITH DEFINED CRITERIA. AND THEN WE CAME UP WITH SOME GREAT RECOMMENDATIONS, I THINK. THEY'RE VERY GENERAL, AND I'LL EXPLAIN ALTHOUGH GENERAL, THEY HAVE EXAMPLES AND NON-EXAMPLES THAT ARE OPTIONS THAT WE'RE GOING TO MOVE ON. SO I WANTED TO PUT THAT CAVEAT THERE. THAT'S WHAT IT WILL LOOK LIKE.
THE RECOMMENDATIONS FOR THE FUTURE DESIGN OF THE PROGRAM WERE BASED ON CERTAIN AREAS. THESE AREAS WERE PROGRAM ELIGIBILITY, THE EFFECTIVE DOMAIN, THE EFFECTIVENESS OF THE PROGRAM, CURRICULUM INSTRUCTION, PROFESSIONAL DEVELOPMENT, RESOURCE AND FINANCE AND CONTRACT IMPLICATIONS. AND I WANT TO BE VERY CLEAR ABOUT SOMETHING HERE. I THINK WHEN PEOPLE READ THIS, THEY THINK WE'RE GOING TO GO THROUGH ONE AND TWO COMPLETELY, AND SOME OF THESE THINGS WERE VERY SPECIFIC THINGS THAT WE TALKED ABOUT AS COMMITTEE. OTHERS WERE ALWAYS THERE PROVIDING SOME SENSE THAT THE CONTRACTUAL IMPLICATIONS, TEACHERS KNOW WHAT THEY ARE, SO IF YOU'RE SITTING IN A COMMITTEE, THAT TEACHER WILL HAVE SOME IDEAS ABOUT WHAT WILL THIS LOOK LIKE FOR ME AND MY DAY? WHAT CAN WE DO? WHAT PIECE OF THE CONTRACT CAN AND WILL NOT WORK ON THAT? SO THEY CAME UP IN CONVERSATION, BUT WE DIDN'T NECESSARILY HAVE A WHOLE SESSION ON CONTRACT IMPLICATIONS IF THAT MAKES SENSE. SOME OF THESE PIECES ARE, AS YOU KNOW, INCREDIBLY COMPLEX, BUT THEY PLAYED OUT.
>> SOME OF THAT WILL BE THE WORK OF THE DISTRICT, NOT NECESSARILY THE WORK OF THE COMMITTEE. THINKING ABOUT HOW THE CONTRACT PLAYS OUT, THAT'S NOT A COMMITTEE PROCESS. WHEN WE THINK ABOUT CURRICULUM AND INSTRUCTION, WE CAN TALK ABOUT IT LATER, BUT IT WAS PRETTY MUCH UNIVERSE ALLY AGREED BY EVERYBODY ON THE COMMITTEE, WE WANT TO MAKE SURE WE HAVE EXCELLENT CURRICULUM. WHAT'S THE PROCESS FOR MAKING SURE WE HAVE A HIGH-QUALITY CURRICULUM AND THE PROFESSIONAL LEARNING THAT GOES WITH IT? AND THESE DIFFERENT PIECES, HOW THEY FIT IN OUR DISTRICT CONTEXT. THESE ARE NOT SEPARATE FROM THINKING ABOUT INCLUSIONARY PRACTICES OR UNIVERSAL DESIGN FOR LEARNING OR HOW WE DESIGN PROFESSIONAL LEARNING FOR TEACHERS.
>> CAN I NOTE THAT IS SO IMPORTANT, NOTHING IS SEPARATE.
THERE IS NOTHING HERE THAT IS SEPARATE FROM ANYTHING ELSE, AND THAT'S WHAT MAKES IT REALLY HARD. THAT'S WHAT MAKES ASKED US TO GIVE OUR BEST IN THESE CONVERSATIONS. SO YEAH, I
[00:35:03]
HONOR ALL THAT WORK. >> I'D ALSO SAY YOU'LL HEAR US KIND OF TALK ABOUT THIS, IT MAKES IT REALLY HARD, AND IT MAKES IT POSSIBLE THAT IF THIS WAS A COMPLETELY SEPARATE THING THAT WE WERE TALKING ABOUT, THERE'S NOT A WAY TO SUSTAIN THAT. WHEN WE'RE THINKING ABOUT THE EXPERIENCE OF STUDENTS AND WANTING TO ENSURE THEY HAVE A FANTASTIC EXPERIENCE, IT HAS TO BE CONNECTED TO ALL THE OTHER PIECES OF OUR WORK THAT WE'RE THINKING ABOUT.
>> ONE MORE TIME, I'LL SHOW YOU THE COMMITTEE MEMBERSHIP AND PROFILES BECAUSE I RECEIVED A QUESTION ABOUT GENERAL EDUCATION TEACHER AS ONE. THERE'S ACTUALLY A VARIETY OF EDUCATORS WITHIN THE LEADERSHIP ROLES, EVEN THE PARENTS THAT HAVE HAD GENERAL EDUCATION EXPERIENCE AND PERSPECTIVE BEFORE. SO I NOTE IT SAYS ONE, AND WE ALSO HAVE MANY PEOPLE ON THAT INCLUDING MYSELF WHO COME FROM GENERAL EDUCATION
BACKGROUNDS. >> SO MANY PEOPLE HAVE BEEN ASKING FOR JUST A REVIEW, REVIEW, REVIEW, TIMELINE OF WHAT OUR ACTUAL WORK LOOKED LIKE. SO WE DESIGNED OR I DESIGNED A REALLY NICE WAY, PEOPLE IN THE CABINET HELPED ME TOO, DESIGNED A NICE WAY TO SHOW WHAT WE WERE DOING IN EACH YEAR. THIS IS THE FIRST TIME I'M GOING TO BE TALKING ABOUT THAT IMPLEMENTATION. THERE'S A LOT OF COMMUNITY MEMBERS, YOU KNOW, WITHOUT KNOWING YOU CAN IMAGINE THE ANXIETY OUT THERE SAYING WHAT'S GOING TO HAPPEN TO MY KID? IN THE INTEREST OF GETTING TO THAT QUESTION, WE PROVIDE A LEARNING AND PROCESSING FOR THE COMMITTEE SINCE OCTOBER, OUR FIRST SESSIONS. THE COMMITTEE PROVIDED RECOMMENDATIONS THIS LAST SESSION. SO WE'RE WORKING ON THOSE. WE'RE GOING INTO A PLANNING PHASE NEXT WHERE WE'RE ACTUALLY HAVING COMMITTEE MEMBERS AS WELL AS OTHER MEMBERS AND INCORPORATING THEIR THINKING, THE STRATEGY, AND THAT INCORPORATION OF THE COMPLEXITIES OF ALL OF THIS INTO A PLANNING PHASE THAT WILL HAPPEN NEXT YEAR. NEXT YEAR, OTHER THAN THE REGULAR BUSINESS-AS-USUAL OF ACCELERATED PROGRAMS AND HIGHLY CAPABLE SERVICES WE ARE NOT PLANNING ON IMPLEMENTING SOMETHING THAT WE HAVEN'T DEFINED YET. SO FULL-QUEST, K5HC WILL CONTINUE AS WELLED. THAT PLANNING WILL ALWAYS HAVE COMMUNITY AND STAFF INPUT INTEGRATED. AS WE THINK ABOUT WELL, WHAT MY CURRICULUM DESIGN LOOKS LIKE, WHAT MIGHT, MAYBE IT LOOKS SOMETHING A LITTLE DIFFERENT, WHAT DOES OUR COMMUNITY EXPECT, WANT TO SAY ABOUT THIS, AND WHAT CHALLENGES AND OPPORTUNITIES DO THEY SAY MIGHT BE PART OF THAT PLANNING PROCESS OR THAT IMPLEMENTATION? AND THEN IN 2025, I EXPECT WE ARE PROVIDING THE FIRST FACETS OF IMPLEMENTATION. IT SAYS ONGOING BECAUSE I THINK ANYTHING LIKE THIS WILL TAKE ABOUT ANYWHERE FROM THREE TO SEVEN YEARS TO IMPLEMENT FULLY.
AND THEN IT'S TIME FOR A PROGRAM REVIEW. FOR SURE. I TALKED A LITTLE BIT, HA, HA. I HOPE MOST OF US WILL BE THERE SO WE DON'T FORGET THESE EXCELLENT QUALITY TWO YEARS SPENT TOGETHER. THE OBJECTIVES FOR THE COMMITTEE, THESE ARE THE ESSENTIAL TOPICS, AND I DID INTRODUCE THESE IN THE LAST, AT LAST BOARD MEETING, BUT I THINK IT'S A REALLY NICE WAY TO REVIEW HEY, THESE ARE THE KEY THINGS THAT HAPPENED IN EACH OF THESE MONTHS. IF OCTOBER, WE SET THE SCOPE AND PURPOSE OF THE WORK. WE DEVELOPED OUR INTERESTS. THAT WAS A BIG PIECE THERE BECAUSE THAT WAS THE FIRST TIME WE WERE ACTUALLY COMING UP WITH SOMETHING COLLECTIVE FOR THE GROUP COLLECTIVE, AND WE WERE ALSO ABLE TO SEPARATE OUR POSITIONS.
MANY PEOPLE HAD SUGGESTIONS AND WAYS TO SEE HOW THIS PROGRAM REVIEW WOULD END. WE HAD TO SETTLE ON WHAT WE AGREED ON AND WHAT WE WERE GOING TO FOCUS OUR EFFORTS ON. IN NOVEMBER, THIS IS WHERE THE LEARNING FOR THE NATIONAL, THE LOCAL, AND THE STATEWIDE LEVEL WORK, THIS IS WHEN JODY HESS PROVIDED SUPPORT FROM OSPI. SHE MET WITH OUR COMMITTEE AND PROVIDED A LOT OF THE ESSENTIAL UNDERSTANDINGS OF WHAT WAS A BOUNDARY AND WHAT WAS ABSOLUTELY ON THE DISTRICT TO BE ABLE TO PROVIDE, SUPPORT, OR DEFINE. WE ALSO RECEIVED SOME ASPECTS OF 2E AND 3E LEARNING, ESPECIALLY FOR NEURODIVERSE LEARNERS AS CONNECTED TO GIFTEDNESS. IN DECEMBER, WE DELVED DEEPLY INTO RACIAL EQUITY AND THE WAYS THAT LAKE WASHINGTON ADDRESSES IT THROUGH COURAGEOUS CONVERSATIONS. THIS IS THE COMPASS AND THE AGREEMENTS THAT YOU'RE PROBABLY FAMILIAR WITH.
[00:40:03]
WE DID A LOT OF PERSONAL IDENTIFICATION WORK. IT WAS AN INCREDIBLE TIME WHERE ALL OF THE COMMITTEE MEMBERS WERE IN A CIRCLE, AND WE PROVIDED WHAT WAS OUR HISTORY WITH THIS? WHAT KIND OF EDUCATIONAL PIECES CAME FROM HERE, FROM OTHER COUNTRIES THAT INFORM HOW WE SEE HIGHLY CAPABLE SERVICES? AND WE PROVIDED SOME HISTORICAL SOCIAL CONTEXT WITH REGARDS TO BROWN VERSUS BOARD OF EDUCATION, INDIGENOUS ACADEMIC PIECES. SO OUR COMMITTEE REALLY GOT TO SEE SOME OF THE LEGAL PIECES AND HISTORICAL PIECES WHERE UNDERREPRESENTED AND MARGINALIZED COMMUNITIES REALLY NEEDED TO BE FACETS OF THE GROUNDWORK OF HOW WE CONTINUED WITH THE CONVERSATIONS AND OUR RESPONSIBILITIES. IN JANUARY, THIS IS WHEN WE STARTED LOOKING AT THE TERMINOLOGY OF HIGHLY CAPABLE SERVICES. SO MANY OF THOSE TERMS I USED BEFORE, PROGRAMS VERSUS SERVICES, QUEST VERSUS HIGHLY CAPABLE, ALL OF THOSE PIECES WE UNPACKED TOGETHER. WE DID SOME RESEARCH ON A RODGERS ARTICLE, THIS IS THE META ANALYSIS I WAS TALKING ABOUT EARLIER ON THE EFFICACY OF A VARIETY OF SERVICE MODELS. AND WE INTRODUCED ACCA FOR THE FIRST TIME. THIS WAS THE MODEL WE USED FOR PROCESS AND EVALUATION OF WHAT WE WERE SEEKING TO DO WITH THE RECOMMENDATIONS. FEBRUARY, WE CONTINUED ON ACCA AND THOSE SERVICE MODELS, DID A LITTLE BIT MORE DEEP DIVE. OUR COMMITTEE TOLD US THEY NEEDED A LITTLE BIT MORE TIME, AND WE INTRODUCED THE FACETS OF CONTINUUM OF SERVICES. AND THIS IS A LOT, I SAY THAT FEBRUARY IS PROBABLY ONE OF THE KEY TIMES WHERE I SAW THE COMMITTEE MEMBERS ESPECIALLY WHEN WE WERE TALKING ABOUT THE CONTINUUM OF SERVICES START THINKING KIND OF DIFFERENTLY ABOUT WHAT PROGRAM DESIGN, WHAT COULD IT LOOK LIKE? BEFORE THAT, WE WERE LIVING IN THE THINGS WE KNEW.IN FEBRUARY, THAT'S WHEN I SAW THE MARKED CONVERSATIONS, AND PEOPLE GETTING REALLY EXCITED ABOUT WHAT COULD BE. AND THAT WAS REALLY FUN. IN MARCH, WE REVIEWED THE NATIONAL ASSOCIATION FOR GIFTED CHILDREN STANDARDS. THESE ARE THE NATIONAL STANDARDS FOR PROGRAM AND PROGRAM DESIGN. THE CURRENT SERVICE MODELS THAT WE HAVE HERE IN LAKE WASHINGTON IF YOU NOTED FROM THE COMMITTEE MEMBERSHIP AND PROFILES, EVERYONE HAS DIFFERENT EXPERIENCES, AND SOME PEOPLE DIDN'T HAVE EXPERIENCES AT ALL WITH HIGHLY CAPABLE PROGRAMMING. AND HIGHLY CAPABLE SERVICES AS THEY BELONG TO LAKE WASHINGTON. SO WE WERE ABLE TO DO A DEEPER DIVE ON THAT. WE ALSO LOOKED AT THE FIRST ROUND OF COMMUNITY FEEDBACK, THE THOUGHT EXCHANGE. I REALLY APPRECIATED THAT DAY BECAUSE THE THOUGHT EXCHANGE, THIS IS THE FIRST TIME YOU SEE THE COMMITTEE PROCESSING IN THE FORMAT OF THE COMMITTEE THE THINGS THAT PEOPLE ARE SAYING ABOUT THE PROGRAM. THEIR ANXIETIES, THEIR BEST THINKING. SO ALL OF THOSE THINGS CAME THROUGH, WELL STARTED TO COME THROUGH, THROUGH THE THOUGHT EXCHANGE. IN APRIL, WE LOOKED AT, WE DID A LOT OF WORK, ALL RIGHT? SO OUR DEPARTMENT DID A LOT OF WORK ON CREATING SURVEYS FOR A WHOLE HOST OF DIFFERENT GROUPS. WE CREATED FOCUS GROUPS. WE HAD ONE-TO-ONE INTERVIEWS. WE HAD COMMUNITY MEETING INTERVIEWS. SO WE JUST WENT TO DIFFERENT SCHOOLS WHEN THEY WERE HAVING OTHER COMMUNITY MEETINGS AND GOT PERMISSION TO TALK TO OUR FAMILIES THAT WEREN'T NECESSARILY, YOU KNOW, WE HAVE TO GO TO WHERE THEY ARE, NOT NECESSARILY THAT THEY COME TO US. WE REVIEWED AND REVISED THE INTERESTS, AND WE STARTED TO DEVELOP THE RECOMMENDATIONS FIRST ROUND. WE GOT SOME GREAT FEEDBACK FROM MARCH ABOUT RECOMMENDATIONS, AND IN APRIL WE REALLY COMMITTED A LOT OF THE TIMES TO REVIEW AND EVEN JUST CRAFT THEM TOGETHER AS AN ENTIRE COMMITTEE. WHAT YOU'RE GOING TO SEE IS EVERYONE THUMBS UP. IT MAY NOT BE THEIR FIRST CHOICE. BUT THE RECOMMENDATIONS ARE GENERAL ENOUGH. SO YOU WILL SEE THE BEST THINKING FROM THE COMMITTEE HERE. IN JUNE, WE WILL REVIEW CONSIDERATIONS THAT THERE ARE SOME PIECES OF THE TIMELINE WHERE WE REALLY WANT TO GET BEYOND THIS BOARD STUDY SESSION. I REALLY WANT TO BE ABLE TO COMMUNICATE WITH OUR COMMUNITY AND OUR STAFF AS TO WHAT ARE YOU THINKING ABOUT THE RECOMMENDATIONS? WHAT DID YOU THINK ABOUT THE BOARD STUDY SESSION? JUST TO GET THE FEELINGS AND BRING IT BACK TO OUR COMMITTEE IN ORDER TO INTEGRATE AND FINISH THE RECOMMENDATIONS AND START WORKING AND POTENTIALLY EVEN GETTING TOGETHER IN ADVISORY GROUPS TO BE ABLE TO DO THE WORK OF 24-25. SO THESE ARE THE COMMITTEE INTERESTS THAT WERE FORGED IN THE FIRST, THE FIRST SESSION THAT WE HAD, AND ALSO REVISED THE SECOND SESSION.
JUST A SECOND TO READ THEM. >> THESE WERE THE ONES YOU'VE
[00:45:03]
SEEN BEFORE, SO I'LL JUST PUT THEM UP BRIEFLY, AND SAY THAT WE KEPT COMING BACK TO THEM THROUGHOUT OUR COMMITTEE WORK.>> AND THIS IS WHERE MOST OF OUR LEARNING STARTED. SOME OF THESE ARE JUST HIGH-LEVEL PIECES YOU ALREADY HEARD ABOUT, BUT WHAT WE'RE REVIEWING RIGHT NOW IS WHAT DID THE COMMITTEE LEARN? WHAT WERE KEY PIECES OF COMMITTEE EDUCATION THAT I THINK ARE REALLY IMPORTANT. ONE OF THESE, THIS AS WELL, WE HAD THE OPPORTUNITY TO BRING COMMITTEE LEARNING TO OUR COMMUNITY BECAUSE AS YOU KNOW, WE HAVE A NEW PROCESS FOR ELIGIBILITY. SO WHAT THAT MEANS IS THAT MUCH OF THE OSPI LEARNINGS THAT THE COMMITTEE HAD WAY BACK IN I THINK NOVEMBER, WE ACTUALLY ENDED UP HAVING A COMMUNITY SESSION WHERE PEOPLE COULD ASK QUESTIONS ABOUT ALL OF THESE
ASPECTS. >> ONE OTHER RESOURCE THAT'S BEEN AVAILABLE AFTER EVERY MEETING ARE NOTES FROM EACH MEETING AND THE POWERPOINTS ARE ON THE WEBSITE.
>> THANK YOU. AND THIS IS THE MATRIX OF REGIONAL SERVICES THAT I ALSO PROVIDED I BELIEVE WAY BACK IN OCTOBER THAT SHOWS THE DIFFERENT TYPES OF SERVICE MODELS. ALONG WITH THAT RESEARCH THAT DR. STANBA BROUGHT IN, THIS WAS A REALLY NICE WAY TO SEE THAT YOU CAN DO MANY THINGS IN DIFFERENT CONTEXTS AND STILL BE PROVIDING SUPPORT AND DIRECTION UNDER THE GUIDANCE OF STATE LAW. THERE'S NOT ONE WAY TO DO IT. THERE'S MANY WAYS TO DO IT. AND I BRING THIS UP, YOU'VE SEEN IT BEFORE, BUT AGAIN IT'S A GREAT WAY TO ACKNOWLEDGE WHAT OUR NEIGHBORS ARE DOING AND ACTUALLY SEE OPPORTUNITIES AND ALSO BE IN LINE WITH SOME OF WHAT OUR NEIGHBORS ARE DOING AND IF THIS WORKS FOR LAKE WASHINGTON. WE LEARNED ABOUT EFFECTIVE PRACTICE THROUGH THE STANDARDS OF NEGS. OSPI THROUGH JODY HESS, DR. STANBA BROUGHT IN THE REVIEW ON GIFTED AND TALENTED LEARNING. WE'VE HAD PROFESSIONAL LEARNING AS WELL FOR OUR TEACHERS. DEPARTMENTAL RESOURCES ARE ALWAYS AVAILABLE ON EPIC, AND WE ALSO HAVE A LIBRARY THAT DR. WINTERBROOK UP IN THE THIRD FLOOR, MY OFFICE. AND WE HAVE REALLY REFINED MANY OF OUR SYSTEMS THROUGH THE ESSENTIAL PARTNERSHIPS WE'VE HAD WITH TEACHING AND LEARNING, BOTH ELEMENTARY, SECONDARY, THE MULTI-LINGUAL DEPARTMENT, OUR EQUITY WARRIORS. THEY'VE BEEN INCREDIBLE PARTNERS AND STUDENT SERVICES FOR THE SEL COMPONENTS. SOME OF OUR LEARNING AS I MENTIONED BEFORE, WE TURNED A CORNER, I COULD SEE ACTUALLY THIS WITH OUR COMMITTEE. WE TURNED THE CORNER ON THIS IMAGE. DR. STAMBAUGH, THIS IS MAYBE JANUARY. AND DR. STAMBAUGH BROUGHT IN THIS CONNECTION TO MTSS AND BASICALLY HOW ARE SERVICES, HOW ARE THEY DESIGNED? THIS IS REALLY, THIS IS THE SAME AS SPECIAL EDUCATION WHERE ALL STUDENTS ARE GET THE CORE AT LEVEL ONE, THEY ARE GETTING DIFFERENTIATION AT LEVEL ONE.
MANY STUDENTS HAVE SUPPORT STILL IN THE GENERAL ED CLASSROOMS. SOME HAVE MORE INTENSIVE SUPPORTS AND LEVEL THREE, WE'RE LOOKING AT FEW INDIVIDUALIZED NEEDS POTENTIALLY IN A SEPARATE SETTING. THIS IS WHERE WE STARTED HAVING A CONVERSATION ABOUT WHERE THERE'S THE SERVICE ITSELF AND WHERE IT TAKES PLACE. AND SOMETIMES WE CONFLATE THAT SERVICES AND THE PLACEMENT ARE THE SAME THING. I CAN ONLY GET THE BEST THING IN A SEPARATE CLASSROOM, AND THIS IS A GREAT WAY TO SHOW THAT'S NOT ACTUALLY, THAT'S NOT ACTUALLY HOW IT SHOULD WORK. I'M GOING TO SAY IT. WE ACTUALLY NEED TO START THINKING ABOUT WHAT PLACES AND IN WHAT CONTEXTS AND NOT NECESSARILY WHERE SHOULD THESE SERVICES OCCUR. BUT HOW SHOULD THESE SERVICES OCCUR? AND WHAT IS THE BEST WAY TO DO THAT IN THE CONTEXT THAT WE HAVE?
>> AND WE TALKED A LOT THROUGH THIS PROCESS ABOUT USING INTERSPACEBAR GAINING ESSENTIALLY TO THINK ABOUT MOVING US AWAY FROM POSITIONS AND THINGS THAT WE WANTED AS INDIVIDUALS BECAUSE IT WAS A PASSIONATE GROUP OF PEOPLE TO THINK ABOUT WHAT ARE THE OUTCOMES THAT WE WANT? WHAT ARE THE SUPPORTS THAT WE WANT? WHAT ARE THE INTERESTS WE HAVE?
>> I TALKED ABOUT ACCA BEFORE, AND I'LL TALK ABOUT IT AGAIN.
WE LOOKED AT DIFFERENT THINGS THAT WERE RATED HIGH ON THE META ANALYSIS AND WE LOOKED AT WHAT COMPONENTS CAN BE FILTERED
[00:50:03]
UNDER THE ACCESS UMBRELLA? WHAT COMPONENTS CAN BE FILTERED UNDER THE CONTEXT UMBRELLA OR DO THESE SERVE? WHAT STATE REGULATIONS? WHAT DISTRICT INITIATIVES DO WE HAVE? HERE'S WHERE THE THREE PILLARS WOULD BEST GO. COSTS ARE THERE AND WE CAN ONLY GET SO FAR WITH COSTS. AND ALIGNMENT, THIS WAS ESPECIALLY TRICKY BECAUSE ALIGNMENT IS ONE OF THOSE PLACES WHERE IF WE DO IT RIGHT, THIS IS THE GOLD STANDARD FOR OUR SERVICES. HOW THEY INTERACT WITH GENERAL EDUCATION AND WITH EACH OTHER. SO THAT ALIGNMENT PIECE IS SOMETHING THAT WILL TAKE US, YOU KNOW, AGAIN AN OPPORTUNITY TO REALLY REDESIGN OUR THINKING ABOUT HOW WE PROVIDE THESE SUPPORTS TO OUR, INSTEAD OF JUST BEING A RESPONSE TO A STATE INITIATIVE.I THINK THAT'S REALLY IMPORTANT.
>> AND DR. STAMBAUGH ALSO CREATED THESE MODELS FOR US.
THESE ARE MODELS OF THE INTERSECTIONALTIES OF ALL THE THINGS THAT OUR COMMITTEE WAS TRYING TO PROCESS AT THE SAME TIME, AND THIS IS TRUE. THIS FURTHER TALKS ABOUT OR FURTHER SHOWS THE COMPLICATIONS THAT PEOPLE HAVE TO REALLY THINK, YOU KNOW, IF WE ARE TO TAKE ON, IF WE ARE TO CONSIDER, FOR EXAMPLE, CLUSTER GROUPING, WHAT DOES ACCA SAY? WHAT DOES RESEARCH AND GUIDELINES HAVE TO SAY ABOUT THAT? WHAT DO THE DISTRICT PILLARS, WHO COULD BE AGAIN CONSIDERED AS PART OF THE CONTEXT, BUT IF YOU ARE TO SEPARATE THEM, WHAT WOULD THAT MEAN WHEN WE'RE LOOKING AT EQUITY, NTSS, AND INCLUSION? AND HOW DOES IT INTERPLAY WITH THE INTERESTS AND THE PERSPECTIVES FROM OUR COMMUNITY, WHICH IS A HUGE PART OF THE PROCESSING OUR COMMITTEE HAD TO DO. SO ALL OF THESE THREE CAN YIELD THAT FORWARD-MOVING CONTINUUM OF SERVICES COMPONENT. AND SO THESE WERE ESSENTIAL QUESTIONS THAT WE TALKED ABOUT FROM JANUARY TO APRIL. ALWAYS AT THE FRONT AND CENTER. WHAT IS THE PURPOSE OF THIS? THIS WAS A BIG ONE. WHAT IS THE DIFFERENCE BETWEEN ACCELERATING ACADEMICALLY AND GIFTEDNESS? HOW IS THIS LINKED TO THE ELIGIBILITY ASSESSMENTS? WHAT ARE WE TRYING TO MEASURE? ARE WE MEASURING IT THE WAY THAT WE NEED TO? DO OUR SERVICES ALIGN WITH THAT MEASUREMENT SO THE ACADEMIC ACCELERATION WE'VE ALSO HAD FAMILIES WHO ARE SEEKING ONLY ACCELERATION THAT IS ACADEMIC AND MAY OR MAY NOT SAY MY STUDENT REALLY NEEDS GIFTED SERVICES. THOSE ARE TWO DIFFERENT THINGS, BUT OUR STATE ACTUALLY COMBINES THEM TOGETHER AND PUTS THEM ALL UNDER THE UMBRELLA OF HIGHLY CAPABLE, BUT THEY ARE TWO DIFFERENT THINGS.
THEY CAN INTERPLAY TOGETHER VERY STRONGLY. IF WE'RE MEASURING ONLY READING AND MATH SCORES, WHAT DOES THAT MEAN ABOUT GIFTEDNESS, ABOUT A STUDENT WHO'S GIFTED IN LEADERSHIP OR MUSIC OR SOMETHING ELSE? WHAT ARE WE MEASURING, AND WHAT ARE WE TRYING TO DO, AND CAN WE DO IT
AND SUSTAIN IT AUTHENTICALLY? >> SO THIS, WE'LL TALK ABOUT THE MANY DIFFERENT WAYS THEY GATHERED STUDENT AND STAFF INPUT. WE'LL GO RELATIVELY QUICKLY THROUGH IT BECAUSE THE SLIDES ARE PRETTY DENSE. YOU'VE GOT PLENTY OF TIME TO READ THROUGH IT ON YOUR OWN. OUR STAKEHOLDERS, THIS IS A LIST OF THE WAYS THAT WE ENGAGED OUR FAMILIES. I KNOW THERE WAS A MASSIVE INTEREST NOT ONLY FROM THE BOARD BUT FROM THE VERY GET-GO, THE FIRST COMMITTEE MEETING WE HAD ABOUT HOW TO ENGAGE FAMILIES, ESPECIALLY THOSE FAMILIES THAT HAD NOT BEEN HEARD FROM. WHERE DO WE MEET THEM? HOW DO WE GET? AND IN THE BEGINNING, WE HAD A SURVEY, AND MAYBE SOME FOCUS GROUPS, AND THEN IT BECAME THIS BECAUSE WE KNEW WE HAD TO REALLY, REALLY ADDRESS THAT PIECE WHERE WE HAVE TO GO TO PEOPLE AND ASK THEM WHAT THEIR THOUGHTS ARE, WHAT THEIR OPPORTUNITIES AND CHALLENGES HAVE BEEN, AND WE HAVE TO DO IT IN ALL KINDS OF WAYS. SO YOU CAN SEE THESE ARE WAYS THAT WE ENGAGED OUR STAKEHOLDERS. AND WE CONTINUE ENGAGING THEM. AS I MENTIONED, OUR MARCH THROUGH JUNE WORK WILL BE REALLY PARTNERING WITH GAC FOR MYSELF. THAT WILL BE ONE OF MY KEY PIECES AND GET COMMUNITY IMPACT INFORMATION FROM OUR FAMILIES, ANSWER QUESTIONS, POSSIBLY GIVE A LOT OF THE SAME INFORMATION I HAVE TONIGHT FOR FAMILIES, WHICH I THINK IS AN ESSENTIAL PIECE ABOUT THAT COMMUNICATION. AND THEN YOU CAN SEE FROM JANUARY TO APRIL, WE ACHIEVED THE THOUGHT EXCHANGE AND A HOST OF DIFFERENT WAYS TO ENGAGE OUR FOCUS GROUPS AND INDIVIDUALS.
>> AND THIS WILL BE ONGOING. AS WE GET CLEARER ABOUT WHAT THE OPTIONS WILL LOOK LIKE, WE'LL CONTINUE TO HAVE THIS KIND OF OUTREACH. SO THIS IS, LIKE I SAID, WE'LL GO THROUGH IT FAIRLY QUICKLY. THE DATA IN HERE IS PRETTY STRAIGHT FROM
[00:55:02]
THE SURVEYS. SO THERE ARE A LOT OF THINGS THAT WE LEARNED FROM IT IN TERMS OF NOT TRYING TO CLEAN UP ANY OF THE DATA TO BE ABLE TO SEE WHAT PEOPLE REALLY THOUGHT ABOUT. TO UNDERSTAND SOME MISCONCEPTIONS PEOPLE HAD TO REALLY GET A SENSE OF WHERE THINKING WAS IN MANY, MANY DIFFERENT PLACES AND PEOPLE. SO THE DATA THAT'S IN THERE, WE'RE HAPPY TO PROVIDE MORE DATA, WASN'T TOUCHED IN ANY WAY. WE WANTED TO PROVIDE ITDIRECTLY TO YOU. >> SO IN EACH OF THE TIMES WE PROVIDED THE THOUGHT EXCHANGE SURVEYOR AS WE MENTIONED, ANY PIECES OF DATA, WE LEFT IT AS-IS. UNLESS IT WAS TRULY HARMFUL, IN THAT CASE WE DIDN'T INCLUDE IT. SO THERE WERE SPECIFIC STATEMENTS WE DIDN'T INCLUDE, BUT BECAUSE OF THIS WHEN IF YOU WOULD LIKE TO REVIEW THE DATA BEYOND WHAT WE ARE PROVIDING TODAY, YOU WILL SEE A LOT OF MISCONCEPTIONS, BELIEFS, VALUES COME OUT. ONE OF THE KEY PIECES THAT YOU SEE AGAIN AND AGAIN IS THE USE, LIKE I MENTIONED, QUEST FOR JUST THE ALL-ENCOMPASSING NAME. AND SOMETIMES THAT FEEDBACK WAS UNCLEAR. LOTS OF MISCONCEPTIONS ABOUT WHAT WAS DELIVERED OR HOW MANY SCHOOLS HAD IT. WE HAVE STUDENT FOCUS GROUPS. THAT WAS A HUGE ASK OF OUR COMMITTEE. ARE WE TAPPING INTO THE STUDENT EXPERTISE AND EXPERIENCE AND ARE WE TALKING SPECIFICALLY ABOUT STUDENTS WHO HAVE BEEN UNDERREPRESENTED BY OUR PROGRAM? COLLECTIVE PROGRAM. WE ALSO REVIEWED TEACHER SURVEYS AND FEEDBACK. INSTEAD OF READING THESE OUT TO YOU, THEY'RE THERE, AND YOU CAN TAKE A LOOK AT SOME OF THE KEY PIECES. THIS ONE IS SEPARATED BY GENERAL EDUCATION.
>> SERVED BY SERVICES FROM THE PROGRAM. AS WELL AS FAMILIES WE HAVE TO GO OUT AND SEEK AND KNEW OF IT. NEW OF THAT ARE GIFTED. BUT THEY DID NOT TO LIVE ANY OTHER CONTEXT OTHER THAN IT WAS A TEST.
THAT PROVIDES FOR YOUR INFORMATION. A LOT OF INFORMATION FOR FAMILIES THAT MAY NOT HAVE A DEEP UNDERSTANDING OF THE SERVICES WE PROVIDE AND MAY BE MISSING STUDENTS THAT WE COULD THROUGH SOME CHANGES AND THE EVOLUTION OF THE PROGRAM DESIGN. IN SERVI AND THE STUDENTS NOT IN
SERVICE. >> THE SLIDE IS INTENSELY NOT -- WE THOUGHT IT WAS IMPORTANT TO BE ABLE TO CAPTURE THESE LONGER THOUGHTS AS THEY COME DIRECTLY FROM THE SURVEYS. AND IT IS INTERESTING BECAUSE THERE ARE SO MANY DIFFERENT GROUPS THAT GAVE BOTH DIVERSE AND RELEASE SIMILAR FEEDBACK.
IT IS SOMETIMES DAUNTING. OF COURSE, EVERYBODY WANTS A DEEPLY CHALLENGING EDUCATIONAL EXPERIENCE FOR THEIR STUDENTS.
INTERVIEWS. ADMINISTRATOR FOCUSED GROUPS. SO SOMETIMES I MET WITH THE PRINCIPAL AND SOMETIMES I MET WITH THE TEAM.
WE RECEIVED INFORMATION BOTH THE ELEMENTARY AND SECONDARY.
AGAIN, VERY, VERY MUCH IN LINE WITH WHAT YOU SAW TEACHERS PROVIDE. ESPECIALLY TEACHERS NOT IN THE SERVICES.
THANK YOU. >> WE DO NOT HAVE THAT OUR FINGERTIPS BUT WE CAN GET THAT
INFORMATION. >> A DIFFERENCE. ABSOLUTELY.
AFTER ALL OF THAT, SO THAT IS SETTING THE STAGE FOR THE VERY DEEP DIVE WE DID INTO LEARNING AND SEEKING INPUT TO START TO
[01:00:04]
THINK ABOUT WHAT ARE OUR RECOMMENDATIONS? AND WHAT ARE THE OPTIONS, THE NEXT STEPS FOR THE RECOMMENDATIONS TO TURN IT INTO SOMETHING THAT MAKES A DIFFERENCE FOR STUDENTS?>> THIS IS ACTUALLY THE INVERTED TRIANGLE WE SAW BEFORE. THIS ACTUALLY PROVIDES , I THOUGHT, A REALLY NICE WAY TO LINK THE GIFTED EDUCATION PIECE, ACCELERATION, THE ENRICHMENT PIECE TO IT COULD BE HAPPENING IN EACH OF THE FACETS OF THOSE LEVELS. YOU CAN SEE ALL STUDENTS IN THE CORE CURRICULUM. YOU CAN HAVE DIFFERENTIATION, EXPIRATION THAT CAN HAPPEN BY THEIR CHOICES. THE TAILORED INTERVENTIONS WOULD BE ACCELERATION WHICH WE OFTEN HAVE THE TEAMS DO. SO WHAT IS IT? WHO NEEDS WHAT? AND WHAT LEVEL AND WHAT WAYS TO PROVIDE THE CONTINUATION OF EXPERIENCE AND DEVELOP STUDENT'S TALENTS?
>> THIS IS ONE WHERE IT MAKES COMPLETE SENSE . IF IT MAKES SENSE AND IS A DEFINITE SHIFT IN THINKING, I THINK, PERMITTING OUR COMMUNITY. WE THINK ABOUT NOT WHAT IS THE SPECIFIC THING MY STUDENT IS IN? HOW MY THINKING ABOUT THE SERVICES THEY ARE RECEIVING? WHAT IS THE NEED? NOT WHAT
PLACE DO THEY NEED TO BE. >> AND WITH THIS SERVICES MODEL , WE LOOKED AT SEVERAL CONSIDERATIONS. ONE IS AT THE CURRENT MOTTO WE HAVE COME AS I MENTIONED WAS DEVELOPED PIECE BY PIECE OVERTIME BUT IT WAS NOT THIS ONE DAY WE CREATED THIS MODEL, BUT RATHER IT WAS RESPONSES TO STATE INITIATIVES.
SOME WAS RESPONSES TO CONTRACT OBLIGATIONS . SO PART OF IT IS DRIVEN BY LEGISLATIVE MANDATES. IT IS NOT THE SILLY THE THINGS WE SEE AND EXPERIENCE NOW NECESSARILY INFORMED BY S PRACTICES AND CONSIDERATIONS INTENTIONALLY.
>> OF COURSE, YOU HAVE BEST PRACTICES . TEACHERS DO MARVELOUS THINGS IN THEIR CLASSROOMS. WANT THE OPPORTUNITY TO LOOK AT SOMETHING THAT IS MORE INTEGRATED AND COMES FROM WITHIN THE PROGRAM AND THE SERVICE MODEL. THE WORK OF THE COMMITTEE WAS TO IDENTIFY SOME OF THESE GOALS AND EFFECTIVE PRACTICES YOU WILL SEE LATER AS EXAMPLES AND NOT EXAMPLES. AND NEXT STEPS WILL REALLY FALL ON THE DISTRICT TO EVALUATE WHAT THOSE SERVICES COULD LOOK LIKE BASED ON WHAT OUR COMMITTEE PROVIDED US. THAT WAS PRETTY THOROUGH. I BROUGHT THIS LAST TIME WE MET IN FEBRUARY FOR THE BIG IDEAS THE COMMITTEE HAS EXPLORED. WE LOOK AT THE LEVELS OF SERVICE BUT WE LOOK AT THE DIFFERENTIATION FOR DIFFERENT USE FOR DIFFERENT STUDENTS. THE ACCESS AND OPPORTUNITY FOR AS MANY STUDENTS AS POSSIBLE. ALL STUDENTS, REALLY.
THE SERVICE MODELS AND INCLUSION AND DIFFERENTIATION.
HOW THEY ARE DEFINED IN LAKE WASHINGTON AND HOW PEOPLE DEFINE WHAT THIS COULD LOOK LIKE IN THE CLASSROOM AND BEYOND SETTING. HERE ARE THE FOUR RECOMMENDATIONS. YOU WILL FIND THEM VERY GENERAL. WE WILL GET SOME, WE WILL LOOK FOR THEM FOR THEIR BUT I WOULD LOVE FOR YOU TO TAKE A MOMENT AND READ THEM.
THE PROCESS OF DEVELOPING THESE RECOMMENDATIONS ARE THE WAY, AS I MENTIONED BEFORE, IT WAS CONSENSUS AGREEMENT. SO EVERY SINGLE WORD THERE, WE PLUS PEOPLE.
AND THEIR PATIENTS. YOU KNOW, JUST THE BEST THINKING WAS REALLY A COOL PROCESS. WE REACH CONSENSUS ON THEIR RECOMMENDATIONS BUT THEY ARE VERY GENERAL AND OVERARCHING.
THE PROTOCOL TO DO THIS, WE IDENTIFIED AFTER THIS , WE MET THESE RECOMMENDATIONS, WE BASICALLY CAME UP WITH THE PROTOCOL TO SHOW WHAT THE EXAMPLES ARE OF THIS RECOMMENDATION. WHAT ARE NOT EXAMPLES OF THIS RECOMMENDATION? THIS IS TO ARTICULATE WHAT KIND OF OPTIONS FOR THE RECOMMENDATION PEOPLE WERE THINKING ABOUT. WE ESTABLISHED THE WAY TO PRIORITIZE THESE OPTIONS AS A WHOLE GROUP. UNDER EACH OF THE RECOMMENDATIONS WE SEE A LIST OF EXAMPLES AND NOT EXAMPLES AND IT WAS VOTED ON AS A WAY TO PRIORITIZE. MANY OF THESE WERE VERY SPECIFIC. NO, -- 16
ON ONE OF THEM. >> I THINK WE HAVE FIVE PAPERS FOR EACH ONE OF THESE RECOMMENDATIONS THAT ARE FULL OF OPTIONS CAN BE GENERATED WITHIN THE COMMITTEE WENT THROUGH A PROCESS TO IDENTIFY WHAT ARE THE ONES THAT WILL ACTUALLY GOING TO BE PRIORITIZED? OUT OF ALL OF THESE GOOD IDEAS, WHAT ARE THE THINGS WE NEED? WHEN YOU THINK
[01:05:01]
ABOUT MORE SPECIFICALLY, HOW DO WE MOVE FORWARD? IS ESSENTIALLY 36 WORK HOURS AGO. THAT WAS THE THURSDAY BEFORE BREAK.WE'RE WORKING ON, WE HAVE A LIST OF THOSE. BUT TURNING THAT INTO THINGS WE DO NEXT IS A WHOLE BUNCH OF DIFFERENT THINGS WE NEED TO GO THROUGH. BUT WE ARE REALLY EXCITED ABOUT A LOT OF THE CONSENSUS AROUND OPTIONS . AFTER ALL THE RESEARCH AND AFTER ALL OF THOSE DIFFERENT VOICES COMING IN TO BE ABLE TO IDENTIFY SOME OF THE NEXT STEPS WITH THAT.
>> >> FOR EACH OF THE RECOMMENDATION, WE WERE ASSISTED BY LOOKING INTO THE RESEARCH AND DATA CONNECTION. THIS REALLY UNDERPINS A LOT OF, THE OVERARCHING PIECES, THEY ARE ACTUALLY DEFINED HERE AS TO WHY THAT WAS SELECTED AND WORDSMITH IN THAT MATTER. WHY THOSE WORDS WERE PARTICULARLY IMPORTANT AFTER ALL OF THIS LEARNING, ALL OF THIS RESEARCH, AND ALL OF THE PERSPECTIVES THAT WERE IN THE ROOM. SO EACH OF THE RECOMMENDATIONS THAT
TRAN18 DID. >> WE WILL NOT PAUSE ON THESE BECAUSE WE HAVE THAT AS A RESOURCE . WE WANTED TO UNDERSCORE THAT THE WORK OF THE COMMITTEE IS SUBTLY BASED ON RESEARCH. SO WHAT OUR NEXT STEPS MIGHT BE. THAT IS WHERE WE REALLY WANT TO GET TO EXPERT WHAT ARE THE EXAMPLES
ARE NOT EXAMPLES FOR OPTIONS? >> SO TRAN18, I BRING THIS UP AGAIN. THIS IS HOW WE PROVIDED THOSE RECOMMENDATIONS IN LIGHT OF THAT CONTINUING OBSERVANCES -- SERVICES . THE PHILOSOPHICAL UNDERPINNINGS. THESE ARE EXAMPLES THAT TRAN18 GAVE US GOOD I WILL TAKE A MOMENT TO TALK ABOUT SOME OPTIONS OF EXAMPLES AND NOT EXAMPLES THAT OUR COMMITTEE HAD. FOR EXAMPLE, OUR VERY FIRST RECOMMENDATION WAS FOCUSED , THERE WE GO. SUPPORTING THE SOCIAL AND EMOTIONAL NEEDS AND SENSE OF BELONGING FOR STUDENTS, ESPECIALLY AS WE CONSIDERED HOMESCHOOL CONNECTIONS.
STUDENTS WOULD BE SERVED IN THE NEIGHBORHOOD SCHOOL. AND SO SOME OF THE OPTIONS THAT CAME OUT THAT REALLY FLOATED UP FOR A LOT OF PEOPLE AND METHODS FOR A LOT OF PEOPLE. HERE IS ONE OF THEM. PROFESSIONAL LEARNING AROUND THE SEAL AS IT RELATES TO HIGHLY CAPABLE STUDENT PROFILES. FOR ALL STUDENTS ABOUT DIVERSE LEARNERS. FOR A COUPLE, HOW THE KIDS ARE LEARNERS IN A SYNCHRONOUS DEVELOPMENT. WHAT WOULD THAT LOOK LIKE? SYSTEMS FIVE. HOW ABOUT LOOKING PARTNERSHIP, FOR EXAMPLE, WITH OUR STUDENT SERVICES DIVISION? WHAT CAN THE SCL AND SOME FACETS OF THE INSTITUTION WE LOOK FOR, HOW DO THEY ADDRESS THOSE FOR ACCELERATED STUDENTS? THOSE ARE OPTIONS THAT OUR COMMITTEE TOLD US ARE
IMPORTANT TO THEM. >> FOR THE SECOND ONE --
SUPPORTED MODELS? I DON'T KNOW WHAT THAT MEANS. AND THEN ALSO, I DON'T KNOW WHAT GROUPING MID MEGA ANALYSIS.
>> ONE HERE. IT IS ALSO ON THE NEXT SLIDE TOO. RECOMMENDATION ONE. IT IS A PARENTHETICAL ON THIS SLIDE. ON THE OTHER SLIDE IT IS WORDED JUST A TINY BIT DIFFERENT BUT THE SAME CONCEPT.
>> SO THAT WAS AN ATTEMPT TO GLOBALIZE SOME OF THE INFORMATION WE PROCESSED AS A GROUP FROM THE ARTICLE. SO INAUDIBLE - LOW VOLUME ] DIFFERENT MODELS WE REVIEWED.
AND WE TOOK A LOOK AT THE STATISTICAL IMPACT ON STUDENTS . REMEMBER THESE ARE DIFFERENT PLACES, DIFFERENT CONTENT. IT WAS K-12. AND ON OUR FIRST ATTEMPT OF CRATING THE RECOMMENDATIONS, I MENTIONED WE HAD SOME EXCELLENT FEEDBACK AND WE CAME BACK TO IT TO DO MORE WORK ON IT. OUR FIRST ATTEMPT, PEOPLE ARE PUTTING IN -- GROUPING. IF YOU PUT THAT IN, SO THERE IS THAT TENSION WHERE IF WE PUT THAT INTO THE RECOMMENDATION, IT WILL LOOK LIKE WE ARE NOW SELECTING ONE THAT MAY OR MAY NOT BE AVAILABLE TO IMPLEMENT.
WHAT WE ENDED UP DOING WAS EVIDENCE SUPPORTED GROUPING. SO WHAT THAT WOULD LOOK LIKE IN LAKE WASHINGTON WOULD BE
[01:10:04]
SPECIFICALLY THE DISTRICT TO TAKE A LOOK AT SOME OF THOSE MODELS AND SEE, IS THIS AVAILABLE? DOES OUR COMMITTEE FEEL LIKE THIS WOULD BE SOMETHING APPROPRIATE? WHAT DOES OUR COMMITTEE SAY? AND WE WOULD USE THAT MODEL LOOKING AT THE OPPORTUNITIES AND CHALLENGES. IT WAS REALLY A WAY TO NOTE KIND OF THE TIP OF A HAT. YES, WE ARE LOOKING AT THE ARTICLE AND COMMITTING TO THAT. BUT NOT NECESSARILY DOES IT HAVE TO BE CLUSTER GROUPING . NOT EVERYONE OF YOU KNOWS WHETHER IT IS CLUSTER GROUPING ARE NOT .GROUPING. >> SUPPORTED GROUPING. IT MAY NOT NECESSARILY BE CLUSTER
GROUPING. BUT IT COULD BE? >> HOW TO ACKNOWLEDGE THE FRUSTRATION I AM SURE PEOPLE FEEL AT THIS MOMENT IN TIME.
PART OF THAT ARE MOVING INTO THINK ABOUT , HOW WE CAN IMPLEMENT THIS, THERE ARE WHOLE BUNCH OF DIFFERENT WAYS WE CAN IMPLEMENT ANY ONE OF THESE. AND BEING ABLE TO GO BACK WITH THE INHERENT PACKAGES THE SYSTEM IS REALLY IMPORTANT TO US FIRST.
THINKING BACK TO THE PROGRAM WE HAVE RIGHT NOW WHERE WE HAVE THESE DIFFERENT PIECES LAYERED ON OVER 20 PLUS YEARS.
WHEN YOU'RE THINKING ABOUT EVIDENCE SUPPORTED GROUPING, WE WANT TO THINK ABOUT, OKAY. WHEN WE HAVE THIS PROFILE OF THE STUDENTS, THIS TYPE OF THINKING THAT IS SUPPORTED BY EVIDENCE AND FITS WITH OTHER SERVICES MAKES SENSE. WE DO NOT HAVE THE SPECIFICS FOR THAT YET BUT ARE OPTIONS WHICH ARE 20 PLUS -- THAT WE ARE PRIORITIZED. THEY ARE COMING FROM -- THOSE ARE NEXT PLACES WE LOOK TO THINK, OKAY. CAN WE BUILD OUT THE SPECIFIC OPTIONS WHEN WE SEE SOMETHING GENERAL LIKE PROVIDING CONTINUAL SERVICES. THE ACTUAL SPECIFICS AND WHAT THAT LOOKS LIKE TO SUPPORT.
THAT THIS RECOMMENDATION FLAGS AS APPROPRIATE. AND LOOKING AT SOME OF THE OTHER THINGS AND SETS. DOES THAT REFLECT A PRIORITY OF THE COMMITTEE TO HAVE THESE SERVICES DELIVER? IS THAT RECOMMENDATIONS ARE THE SAME, YOUR TIES AS NEEDED APPROPRIATELY? DELIVERY IN THE HOMESCHOOL? AM I READING THAT RIGHT?
>> YES. WITHIN THE CONTEXT. SO THE COMMITTEE WAS STRUGGLING WITH THE ATTENTIONS OF WOULD LIKE EVERYTHING IN THE HOMESCHOOL, BUT EVERYTHING, WE ARE NOT DEFINING EVERYTHING THE SAME WAY. SO THERE IS THINKING ABOUT, ESPECIALLY LOOKING OVER THE CONGRUENCY'S. I WOULD SAY THERE IS STILL COMPETING THOUGHTS AND THEY ARE OF REALLY WANTING TO BE WITH A VERY SPECIFIC GROUP OF STUDENTS AND WANTING TO BE AT YOUR HOMESCHOOL. SOMETIMES THOSE ARE COMPETING INTERESTS. THAT IS PART OF WHAT WE ARE FIGURING OUT HOW CAN WE MEET MULTIPLE INTERESTS BEST WITH THE OPTIONS FOR THE OPTIONS WE HAVE ARE SPECIFIC ENOUGH HE WILL BE ABLE TO CREATE MORE PLANS WITH THEM.
INAUDIBLE - LOW VOLUME ] HOW MUCH OF A PUSHBACK DID YOU GET? ] OTHER THAN WHAT IF? HOW DOES THE FEEDBACK FROM THE GROUP -- IMPORTANT PIECE. WE HAVE EXPERIENCED THAT AND IN THE FEEDBACK WE HAVE RECEIVED FROM MANY, MANY DIFFERENT FACETS.
SURPRISINGLY, I WILL TELL YOU ABOUT THE CURRENT PEACE BUT WE HAD CONVERSATIONS ABOUT IT BUT IT WAS NOT A MAJOR PIECE. IT WAS A STRONG, THERE WAS A STRONG DESIRE, BUT IT DID NOT COME FROM EVERY FACET. FAMILIES WERE IMPACTED AND TO YOUR
[01:15:01]
POINT, WHEN SOMETHING LIKE THAT HAPPENS, ONE CANNOT HELP BUT WONDER, WHAT ABOUT THE REST?>> WHAT HAPPENS AFTER THIS? WHAT ARE THEY TRYING TO TELL ME, YOU KNOW? WE DO NOT WANT THAT. THAT BEING SAID, THAT WAS A CONVERSATION THAT WAS HAD SEVERAL PEOPLE WHO HAD EXPERIENCED THAT HAD A STRONG FEELING ABOUT IT. IN OUR STAFF, THEY HAVE DIFFERENT PERSPECTIVES. AS WELL AS, AND I WILL BRING THIS UP BECAUSE I THINK IT IS REALLY IMPORTANT.
WE DO NOT NECESSARILY HAVE IS IMPORTANT SCIENCE. ONE THING IS WE WERE NOT ASSESSING FOR THERE IS NO ASSESSMENT. IT WENT AWAY A LONG TIME AGO. SO WE ARE PROVIDING SERVICES FOR THINGS THAT HAVE NOT EVEN BEEN IN THE PACKAGE. ONE OF THE FEW PIECES THAT WE NEED TO COME UP EVEN MORE WHAT WAS SINGLE SERVICE AND HOW WE PROVIDE MIDDLE SCHOOL SUPPORT IN THAT WAY . AT THIS POINT IN TIME, THAT IS SOMETHING OF A GROWTH PLACE FOR US.
SO ALL OF THOSE PIECES WERE IN THERE. I DID NOT NECESSARILY FEEL THE HEAT.
>> LOOKING AT THE DATA AND HEARING FROM A STUDENT ON THE COMMITTEE, THE STUDENT ON THE COMMITTEE, HAD A REALLY POSITIVE IMPACT ON THAT. MOST INDIVIDUALS HAVE A FEELING.
YEAH. >> I THINK ANY CHANGE WE MADE WILL HAVE -- OUR GOAL IS TO COMMUNICATE CLEARLY AND CONSISTENTLY AND BE VERY INTENTIONAL WITH ANY CHANGE WE MAKE. BUT THERE IS LOTS OF ATTENTION ON THESE PROGRAMS. PEOPLE ARE VERY PASSIONATE ABOUT RESOURCES. OUR GOAL, THE EARLIER SLIDES, ATTENDING THE OUTREACH TO GROUPS. THAT WILL BE TO CONTINUE TO HEAR THAT AND BE CLEAR ABOUT OUR PURPOSE WITH EQUITY AND INCLUSION WITH EFFECTIVE PRACTICES AND RESEARCH. AND CONTINUE TO WORK WITH OUR STAKEHOLDERS AND THEIR PARENTS.
IS A LOT OF THE QUESTIONS THAT ARE COMING UP NOW ARE ABOUT TIME. THE RECOMMENDATIONS AND EXAMPLES AND NOT EXAMPLES BUT THE EXAMPLES WE CREATED TO THE ACTIONABLE STEPS, STARTING HOPEFULLY IN 2025-26 . OUR DISTRICT IMPLEMENTED THE PLAN AT 2024-25. AN ONGOING. SO THE DISTRICT IS GOING TO CONTINUE TO USE AND APPLY DACA ABOUT WHAT HER OPTIONS ARE AND HOW TO PLAN FOR THESE ASPECTS. SO GO TO BRING TOGETHER AND WHO SHOULD BE AT THE TABLE. WHAT KIND OF ADVERTISE WAS NEEDED? WE LOOK FORWARD TO CONTINUING OUR RELATIONSHIP WITH TRAN18 WHO CAN PROVIDE US A LOT OF THE INSIGHT THAT ONLY A RESEARCH SCIENTIST CAN PROVIDE US FOR THE CURRICULUM AND PROGRAM SERVICES. WE WANT TO ENGAGE OUR COMMITTEE MEMBERS THAT I PUT THIS AS A 2023 -25 PROGRAM. THINKING IT WOULD LOOK LIKE A COMMITTEE FOR BOTH. AS WE KNOW, IT IS REALLY GOING TO BE ABOUT PLANNING NEXT YEAR. WE ARE NOW WHERE THE COMMITTEE HAS PROVIDED US WITH A GOOD INFORMATION ABOUT WHAT KIND OF OPTIONS WE SHOULD LOOK AT THROUGH THE RECOMMENDATIONS.
>> ONE OF THE EXAMPLES TO THINK ABOUT IS WHY IT IS APPROPRIATE TO HAVE THIS , THE DISTRICT THINKING ABOUT HOW TO PLAN IS THINKING ABOUT THE THIRD RECOMMENDATION. -- THAT IS SOMETHING THAT GOT SO MANY VOTES IN THE PRIORITY VOTING. THAT IS REALLY IMPORTANT TO CURRICULUM AND COACHING FOR ALL THAT IS WITHIN A VERY COMPLEX ISSUE. AS THEY QUICKLY HIM, THE PROCESSES WE HAVE FOR IDENTIFYING THE PROGRAM. WE HAVE TO THINK ABOUT WHAT IS THE DISTRIBUTION? HOW DO TEACHERS LEARN HOW TO USE IT? WHAT IS THE EXPECTATION FOR USE? HOW DOES IT FIT IN THE PROFILE WITH ALL OF THE OTHER THINGS THEY ARE TEACHING? THOSE THINGS ARE COMPLEX. IT IS HOURS TO BRING TO THE ADVISORY TO TALK ABOUT IMPLEMENTATION AND THE ADDITIONAL WORK. AND IT IS WITHIN THE CONTEXT OF TAKING ABOUT THE LIMITED PROFESSIONAL -- WE HAVE WITH
[01:20:01]
TEACHERS FOR THINKING ABOUT HOW DO WE -- WHAT ARE OTHER DELIVERY MODELS FOR THAT? I LOOK AT THIS ONE AND I THINK, AND ACTUALLY KNOW THAT IN JUNE, THE COACHES ARE GOING TO ENGAGE IN PROFESSIONAL LEARNING AROUND LEARNING. WE WILL START TO DO THAT PLANNING AND WORK AND START TO CHANGE WHAT IS HAPPENING IN THE DISTRICT. THE FORMER IMPLEMENTATION OF ANY LARGER SCALE -- OF THAT PLAN .>> WE WILL ABSOLUTELY. THINKING ABOUT THE SLIDE WAY BACK AND ALL THE WORK THAT IS ALREADY GOING AND HIGHLY CAPABLE. THOSE SERVICES. THAT WORK WILL CONTINUE AND WE WILL CONTINUE AS WE GO.
SO OUR NEXT THINGS WILL BE TO THINK ABOUT WHAT ARE THE CONTINUED CONSIDERATIONS? WHAT ARE THE LEGAL RESPONSIBILITIES? HOW DOES IT WITH POLICY AND PROCEDURE? HOW TO ENSURE THAT ANYTHING AND EVERYTHING WE DO HAS CONTINUED BUDGET CAPACITY AND SUSTAINABLE AND ALL KINDS OF WAYS. IF WE THINKING ABOUT THE RESOURCES, HOW DO WE MANAGE THEM? WHAT PROFESSIONAL EITHER THERE? REALLY IMPORTANT THINGS LIKE TO HAVE ENOUGH SPACE AT SCHOOLS? CAN TRANSPORTATION SUPPORT ANYTHING WE WOULD RECOMMEND? WHAT TYPES OF TECHNOLOGY MIGHT BE HELPFUL? YOU NEED TO BE CONSIDERING THAT. PART OF THAT IS THE FILTER WITH WHAT THESE LARGE RECOMMENDATIONS AND THE SPECIFIC ACTIONS UNDERNEATH. THINKING ABOUT NEXT STEPS FOR US. SO I THINK MANY OF THESE PIECES ARE READY. IF ONE PART IS COMPLETED AND THEN GOING TO THE IMPLEMENTATION. THE COMMITTEE WILL BE AN ADVISORY TO US. OUR CURRENT MODEL, WHICH INCLUDES, ALWAYS, LOOKING AT STAFFING FOR THE WAYS WE ALWAYS DO FOR OUR PROGRAM MODEL. THAT WILL CONTINUE IN 2024-25. WILLACY CONTAINING LOOKING AT STAFFING AND HOW THAT WOULD BE FOR THIS YEAR. WE'LL THINK ABOUT THE TIMING OF CHANGES WHICH IS DEPENDENT UPON MULTIPLE FACTORS. SOME THINGS WILL BE LARGER CHANGES WHICH WILL TAKE MORE TIME. THAT WILL HAPPEN THIS JUNE WITH COACHES.
>> WITHOUT , THAT IS THE END OF MY PRESENTATION.
>> THANK YOU VERY MUCH. DOES ANYBODY HAVE ANY QUESTIONS? I'M KIND OF SHOCKED, REALLY.
I ASK THIS QUESTION POLITELY. IS THE RECOMMENDATION, FOR NUMBER ONE. IS IT AS NEEDED OR AS APPROPRIATE? THERE'S A SLIGHTLY DIFFERENT LANGUAGE ON THIS SLIDE AS THERE IS ON THIS
SLIDE. TWO SLIDES LATER. >> WOULD BE AS APPROPRIATE AND AS POSSIBLE. THOSE WORDS ALL COME TOGETHER IN CONSIDERATION.
APPROPRIATE AND POSSIBLE AND NEEDED. THOSE WE ARE LOOKING AT THE ACTIONS IS HOW WE ARE PLANNING TO PUT ONE OR ALL THREE OF THOSE WORDS.
VOLUME ] >> OKAY, THAT'S FINE. CEMENT THANK YOU. WE WANT TO MAKE SURE.
>> WE ARE NOT GOING TO IMPLEMENT BASED ON THE PARAMETERS OF THE RECOMMENDATIONS. I DO THINK THERE IS A DIFFERENCE BETWEEN IF IT IS AS NEEDED OR AS APPROPRIATE . HOW WE SHOULD BE THINKING ABOUT IT.
>> WILL GO BACK AND MAKE SURE. >> I'M SORRY.
>> NO, THAT IS STRONGER. >> AND THE OTHER QUESTION. I'M REALLY TRYING -- I WILL TRY TO ASK THIS IN A FORM OF A QUESTION. I AM REALLY CHALLENGED TO UNDERSTAND THE RECOMMENDATION OF THE -- SO -- COULD YOU JUST, I DON'T KNOW. THIS IS NOT A GREAT QUESTION.
COULD YOU TALK ABOUT THAT RECOMMENDATION? UNDERSTANDING
WHAT THE RECOMMENDATION IS. >> RIGHT NOW, HONESTLY. WHAT I MEAN BY THAT IS, 5072 CAME BY AND SAID, HEY. YOU CAN NOW START USING YOUR OWN DISTRICT DATA AND WE WANT YOU TO USE YOUR OWN DISTRICT DATA. THE DISTRICT DATA IT REALLY GIVES US INFORMATION ABOUT ACADEMIC STANDING FOR READING AND MATH.
THAT IS NOT NECESSARILY ALIGNED WITH HOW OUR SERVICES PAN OUT IN THE SERVICE MODELS WE HAVE. SO LIKE WAS MENTIONED BEFORE, A LOT OF THIS HAS BEEN SOME KNEE-JERK REACTIONS TO STATE INITIATIVES. SO THAT HAS NOT NECESSARILY ALLOWED US TO BUILD A COMPLETELY SINGING CHOIR OBSERVANCES THAT ALL ALIGN
[01:25:02]
WITH EACH OTHER AND ALIGN HORIZONTALLY AND VERTICALLY.>> OKAY. SO I THINK THE IDEA IS TO ALIGN THE SERVICES WE PROVIDE WITH OUR JOLLITY FOR IDENTIFYING THIS ?
>> YES. >> OKAY. STRIKE THE OTHER PIECE THAT IS LONG-TERM IS THINKING ABOUT HAVING MORE STUDENTS IDENTIFIED AND HAVING THAT BE REFLECTED OF OUR DISTRICT DATA.
THINKING ABOUT HOW WE CREATE A PIPELINE RESPONSE. THINK ABOUT GRADING IDENTIFICATION SERVICES AND EQUITABLE ASSESSMENT. THAT IS ALSO TAKING ABOUT NATIONALLY. CERTAINLY STATEWIDE. THE IDENTIFICATION AND SERVICES ARE NOT MEETING ALL STUDENTS. THAT SHOULD BE IDENTIFIED. THAT IS WHERE OUR CONTINUED THINKING ABOUT THIS SLIDE. WHERE TRAN18 , THINKING ABOUT PART OF THE JUSTIFICATION FOR THAT OR THE BACKGROUND FOR THAT RECOMMENDATION.
HAVE INCLUSIONARY PRACTICES AS PART OF THAT? WHAT IS THAT?
COULD YOU EXPLAIN? >> SO WE HAVE SOME OF THE PIECES OF COMPLEXITY THAT WE HAVE DONE WITH SCIENCE TEACHERS. IT WOULD BE PIECES WHERE WE COULD PROVIDE THE DEPTH OF COMPLEXITY COMPONENTS WITH EXTENSION PIECES IN THE GENERAL CLASSROOM SO THEY ARE PROVIDED TO STUDENTS RECEIVING SERVICES, BUT ALSO TO ALL STUDENTS. THAT COULD BE A PIECE OF INCLUSIONARY. ANOTHER ASPECT OF THIS DISTRICT WORK WAS THAT UNIVERSITY DESIGN FOR LEARNING. THAT CAN PLAY INCREDIBLY WELL WITH HOW WE KEEP UP WITH SERVICES AND THAT WE WE HAVE PEDAGOGY. SO STUDENTS CAN REALLY FIND ACCESS POINTS TO THE MATERIAL OR THE CONTENT THAT IS BEING PROVIDED BUT IN TERMS OF INCLUSIONARY, THAT IS A BIG, LARGER.
SOMETIMES IT IS REALLY IN THE EYE OF THE BEHOLDER. BUT FOR US, LOOKING AT THINGS THAT CAN BE PROVIDED IN ORDER TO WELCOME ALL STUDENTS. I WILL NOTE, BECAUSE I MADE A LOT OF THESE SLIDES. GENERAL EDUCATION AND SERVICE TEACHERS PROVIDED WHAT CAN WE DO FOR ALL STUDENTS SO WE ARE NOT JUST DOING THIS, THIS, AND THIS PRAYER THAT CAN HAPPEN TOO.
WHAT IS OUR FOUNDATION FOR ACCESS POINTS FOR EVERY STUDENT? DOES THAT ANSWER YOUR QUESTION?
>> YES. >> I HAVE A QUESTION ABOUT THE COST.
>> CAN YOU DEFINE HORIZONTAL AND VERTICAL ALIGNMENT? WHAT
YOU MEAN BY THOSE TERMS? >> YES. LOOKING AT THE
>> OKAY. I FIND IT TONGUE-IN-CHEEK.
>> WHEN I FILLED THE POSITION LAST YEAR, I'M COMING FROM A GENERAL AT THE BACKGROUND. I AM LEARNING A LOT OF THINGS WHEN I VERY HUMBLED TO THE EXPERIENCE.
THINKING ABOUT THIS, I SAID WELL, I'VE NEVER DONE SPLIT.
LET'S CAUSE A LOT OF WORK. THEY ARE REALLY -- SOME TEACHERS FOR FURTHER. MY PERSPECTIVE IS NOT NECESSARILY THE OTHER PERSON'S PERSPECTIVE. BUT AT HOME I PROVIDE PROFESSIONAL LEARNING TO MY TEACHERS, WHAT WOULD IT LOOK LIKE WHEN A STUDENT SKIPS? THEY GET INTO QR THEY ARE FOUND ELIGIBLE. IDENTIFY.
THEY HAVE TO SKIP MATH FOR A WHOLE YEAR. SO WHAT HAPPENS IN SECOND GRADE AND THIRD GRADE IF WE ARE NOT DOING SPECIFIC WORK TO BE ABLE TO ALIGN TO THAT? SO THAT SECOND GRADE, SECOND, THIRD, FOURTH, FIFTH. SPORTS ARE PART OF THAT. THERE ARE NUMEROUS LET'S GET WHAT DOES THE CONTINUUM LOOK LIKE WHEN IT IS THAT, TO ME, IT DOES NOT MAKE A LOT OF SENSE. THEY WERE ACTUALLY, WHAT IS BUILT THERE IS A SYSTEM THAT IS APPROPRIATE FOR THE THINGS WE ARE DOING RIGHT NOW. SO THE SPLITS CAME TO BE BECAUSE THERE WAS A NEED TO DO SOMETHING ABOUT THEM.
BUT NOW, I AM PACKING THEM AND ALSO LOOKING AT WHAT DESIGNS CAN WE THINK ABOUT THAT WOULD ALLOW FOR MORE SUSTAINABILITY FOR MORE PROFESSIONAL LEARNING FOR MORE THINGS TO BE, TO SING TOGETHER AT THE TIME? THAT IS WHAT I'M TALKING ABOUT VERTICAL. HORIZONTAL. SO THIS IS A GREAT CONVERSATION AMONG MANY OF OUR TEACHERS. WE HAVE CURRENTLY FIVE -- TEACHERS. AND THEY PROVIDE THEIR SERVICE IN INCREDIBLY DIFFERENT ENVIRONMENTS. AND I HAVE X AMOUNT OF TIME TO WORK WITH EACH OTHER UNDER THE GUISE OF MAYBE THE WORK OF SOMEBODY WHO
[01:30:03]
WAS HERE FIVE YEARS AGO AND IT IS KIND OF STILL WORKING. AND SO WHAT WOULD THAT LOOK LIKE TO COLLABORATE HORIZONTALLY, IF YOU WILL, WITH EVERYONE? WE COULD BE USING THE SAME GRADING PRACTICES, THE SAME INCLUSIVE PRACTICES. WHAT DOES IT LOOK LIKE WHEN WE ALL SING THE SONG TOGETHER? THAT IS REALLY HARD TO DO.PLUS VIDEO DIFFERENT ENVIRONMENTS AS A MICRO REVOLUTION OF THE PROGRAM OR SERVICES, RATHER, IN DIFFERENT PLACES UNDER DIFFERENT LEADERS WITH DIFFERENT TEACHERS. YOU HAVE DIFFERENT YEARS ARE MAY NOT EVEN HAVE, YOU KNOW, SOMETIMES YOU HAVE TEACHERS WHO DO NOT HAVE GOOD EXPERIENCE IN A JUMP IN, THANK GOODNESS. WHAT WOULD IT LOOK LIKE TO HAVE THAT TRAINING AS A CENTRAL COMPONENT IN COLLABORATIVE WAYS WITH THE
REST OF THE TEACHERS? >> SOMETHING THAT IS REALLY SIMILAR TO WHAT YOU DO IN AREAS AS TALK ABOUT INAUDIBLE - LOW VOLUME ] WHAT IS ESSENTIAL FOR US ? I MEAN, WHAT IS ESSENTIAL IN EACH GROUP AND GRADE LEVEL. HOW DOES THAT BUILD TOWARD HIGH SCHOOL WITHOUT THE THINGS HE WANTED TO HAVE? HORIZONTAL IS ACROSS THE GRADE LEVEL OR ACROSS THE CLASS. AND THAT VERTICAL IS JUST EACH, IT CONNECTS IN A LOGICAL WAY.
IT MAY LOOK DIFFERENT THAN THE B AND C. THEY MAY HAVE DIFFERENT -- I AM TRYING TO THINK. YOU ARE SAYING THEY ARE
DIFFERENT. >> THEY HAVE BEEN -- YES.
>> THIS, I'M SORRY. IT'S TRUE IN THE SAME WAY IT IS ALSO TRUE FOR OUR CORE TEACHERS AS WELL. OUR GENERAL TEACHES THAT ALL OF OUR SECOND GRADE TEACHERS IS THE SAME LITERACY CURRICULUM, SAME MATH CURRICULUM, SAME SCIENCE CURRICULUM. THEY DIFFERENTIATE FOR THE LETTERS OF THE ROOF.
IF THEY ARE GOOD LEVEL SPLIT, THEY HAVE MORE THEY ARE THINKING ABOUT, MORE COMPLEXITY . THEY ALSO NEED TO DIFFERENTIATE WITH ALL THE OTHER TEACHERS ACROSS THE DISTRICT. AND PART OF OUR GOAL IS THINKING ABOUT WITH THIS GROUP OF LEARNERS, MAKING SURE WE HAVE IDENTIFIED, IN ADDITION TO THE CORE CURRICULUM PIECES AND CORE INSTRUCTIONAL PIECES, OTHER OTHER PIECES THAT COME WITH THESE SERVICES THAT SHOULD
BE CORE ACROSS THE DISTRICT? >> SO THERE IS BEEN -- YOU CAN HAVE LEVELS OF DIFFERENTIATION ? OKAY.
>> ABSOLUTELY. SPEAKING ABOUT THE THIRD BULLET POINT IN THIS SLIDE RATE HERE, IT IS A DIFFERENT WAY TO SAY DIFFERENTIATION. BUT ESSENTIALLY, IT IS TALKING ABOUT DIFFERENTIATION WHERE IT IS NOT ALIGNED BUT HAVING IT BE
MORE SPECIFIC TRADE >> IF THEY KNEW THE SAME HAPPENS TO THE OTHER PROGRAM, THEN PERHAPS YOU WOULD NOT -- IN YOUR EYES , VOLUME ] SO IMPORTANT. I WANT TO RESPOND TO THAT. MANY PEOPLE BELIEVE , IT IS STILL THE BELIEF , THERE IS ACCELERATION, COMPLETE ACCELERATION IN EVERY SINGLE CONTENT AREA IN THE FULL-TIME CLASSROOM. AND EVEN WHEN IT IS EXPLORED, SOMETIMES, PEOPLE MAY BE THERE AND PEOPLE MAY BE NOT. PEOPLE MAY BE TALKING ABOUT IT BUT IT STILL TAKES TIME FOR PEOPLE TO PROCESS IT AND PROCESS IT IN, AS A GROUP. DEPENDING ON THE GROUP TO IDENTIFY AND TALKING TO WHOEVER. SO I THINK THAT IS A PROCESS IN AND OF ITSELF.
AND WHAT YOU MENTIONED, THE SCIENCE CHANGE HAS IMPACTED AND PEOPLE ARE STILL PROCESSING IT AND NOT REALLY UNDERSTANDING IT WAS THE SAME THING. IT WAS THE SAME STANDARDS IN THE SAME CONTENT ALL ALONG.
INAUDIBLE - LOW VOLUME ] I COULD SEE THAT BEING CRITICAL
[01:35:03]
-- THINKING OKAY. APPLYING FOR QUEST PAST. I AM NOT GOOD AT MATH. I VERY GOOD AT MATH BUT I'M NOT GOOD AT FOCUSING ON HOW YOU WANT IT TO LOOK. WHAT ARE MY CHANCES? WHAT ARE PARENTS THINKING ABOUT? OH, NO, JOHN OR SUSIE. YOU BOTH HAVE -- LITERATURE. BUT YOU HAVE NO CONCEPT WHEN IT COMES TOMATH. >> YOU HAVE MAYBE DESCRIBED A STUDENT THAT QUALIFIES FOR THE THINGS WE TALKED A LOT ABOUT IN THE COMMITTEE WAS THINKING ABOUT USING THAT AS AN EXAMPLE. THE STUDENT QUALIFIES AND RECEIVES 30 MINUTES OF SERVICE ONCE A WEEK.
AND THEN 30 MINUTES OF MATH, 30 MINUTES OF LITERACY.
DISCUSSIONS WE HAD IS THAT STUDENT POETRY IS BRAIN IS, THEY ARE THERE ALL THE TIME. THERE AT THAT LEVEL WITH MATH ALL THE TIME. 30 MINUTES ONCE A WEEK DOES NOT NECESSARILY MEAN THEIR INTERESTS. THAT IS WHY WE'RE LOOKING AT THE OPTIONS AND THE INTEREST OF THAT STUDENT. THAT HAS REGULAR ACCESS OR EMBEDDED ACCESS TO THE LEVEL OF LEARNING AT WHICH THEY CAN ENGAGE ON A CONSISTENT BASIS. YOU IDENTIFIED SOMETHING WE'RE TRYING TO CLEANSE OUT.
LEFT. DOES ANYBODY ELSE HAVE ANY OTHER QUESTIONS?
>> I'M HAVING A HARD TIME RECONCILING, SORRY. IF YOU GO TO THE SLIDE THAT HAS -- I HAVE A HARD TIME RECONCILING, NUMBER ONE, NUMBER THREE. WHEN I READ THREE, IT SUGGESTS TO ME A RECOMMENDATION OF HAVING A MODEL WHERE THERE IS DIFFERENT KID INSTRUCTION PROVIDED. THE GENERAL EDUCATION CLASSROOMS. NUMBER ONE TO ME, IT SUGGEST A SLIGHTLY DIFFERENT MODEL OF YOU ARE GOING TO EITHER CONTINUE CURRENT , THE CURRENT MODEL.
THERE COULD BE DIFFERENT THINGS OUTSIDE OF THE CLASSROOM.
EITHER TELL ME MY THINKING IS WRONG ON THAT OR RIGHT OR HELP
ME UNDERSTAND THAT. >> I WILL NEED TO DO MORE REFINING SO WE ARE COMMUNICATING MORE CLEARLY.
VERY CLEARLY. I WOULD THINK IT IS YES, AND. WHEN YOU LOOK AT THREE, ABSOLUTELY. THEY ARE VERY CLEAR. ALL STAFF ARE SERVING STUDENTS WITH VERY DIVERSE ABILITIES AND THEIR CLASSES SHOULD ALL STAFF HAVING AN UNDERSTANDING OF HOW TO SUPPORT STUDENTS IN AN AUTHENTIC WAY, TIER ONE.
ABSOLUTELY. AS A LOOK AT THE OTHER PIECES COMMENT NUMBER ONE, WE MIGHT BE LOOKING AT TIER TWO AND TIER THREE. SO THE INTERESTS ARE NOT EXCLUSIONARY OR SEPARATE FROM EACH OTHER. THERE MORE YES, AND, AND NEED MORE WORK TO BE
MORE CLEAR. >> TIER ONE AND TWO, THAT IS
TALKING ABOUT RESOURCES . >> MAY I ADD TO THAT WHAT THE EXAMPLE MAY LOOK LIKE? SO THE POINT WAS MADE. A STUDENT IS NOT HIGHLY CAPABLE -- ONE TIME A WEEK, RIGHT? IS THAT STUDENT GO AFTER THEY GET THE 30 MINUTES? BACK TO CLASS. WHAT IS HAPPENING IN THAT CLASSROOM? ADDITIONALLY, TALKING ABOUT IF YOU'RE TAKING A LOOK AT THE STUDENT PERFORMANCE DATA.
TALKING ABOUT ACCELERATION HERE.
>> IF YOU LOOKING AT STUDENT PERFORMANCE DATA IN MANY ASPECTS OF OUR DISTRICT, THE NEED IS THERE SO BADLY IN GENERAL EDUCATION CLASSROOMS TO DIFFERENTIATE IN A WAY THAT IS APPROPRIATE FOR LEARNERS . THERE ARE SO MANY STUDENTS. WE HAVE BEEN LOOKING AT -- SCHOOLS AND NAUSEA.
] AROUND 10,000. WE HAVE LOOKED AT THEM. AND WE ARE REALLY LOOKING AT WOW. THIS NEED IS JUST MASSIVE AND A GENERAL EDUCATION CLASSROOM. WE ARE LOOKING AT -- SERVICES THAT DO NOT DEFINE HALEY CAPABLE LEARNERS 24 HOURS OF THE DAY.
A FULL-TIME QUEST. YOU KNOW, THE COMPLETE COMPREHENSIVE DAY.
SO WHEN I LOOK AT PROFESSIONAL LEARNING AND SUPPORT AND THE COMPONENT, THIS IS HAPPENING IN GENERAL CLASSES ALREADY. I THINK WE ALSO HAVE TEACHERS WHO WERE IN THE SERVICE, IN-SERVICE, WHO JUST NEEDED CURRICULUM AND PD. YOU KNOW, SOMETHING THAT WAS VERY, VERY DEFINED FOR HIGHLY CAPABLE LEARNERS. IT IS BOTH. A GENERAL QUESTION AND WHAT CAN WE STRENGTHEN HORIZONTALLY AND VERTICALLY IN THOSE ASPECTS?
[01:40:02]
RECOMMENDATION OF DR. STAMBACH? THE THING THAT CAUGHT MY EYE MOST TODAY THAT I HAVE BEEN TAKING ABOUT EVER SINCE 9:00 A.M. -- WAS THE THIRD BULLET. THE SENSE OF BELONGING AND DECREASES IF APPROPRIATE CURRICULUM MATCH. TO ME, THAT SPEAKS AS MUCH ABOUT THE ACADEMIC LEARNING AS MUCH ABOUT THE SOCIAL AND EMOTIONAL WELL-BEING OF STUDENTS FOR THAT CURRICULUM MATCH, IT IS NOT CURRICULUM RESOURCES. IT IS THE CURRICULUM IS DEFINED REALLY FOR THE LEARNING OF STUDENTS.SO IT IS THE APPROPRIATENESS OF THE ACTIVITY. IT IS THE RIGORS STUDENTS ARE EXPERIENCING IN THEIR DAY-TO-DAY. IT IS NOT JUST THE 30 MINUTES ONE TIME A WEEK BUT I GET TO GO INTO A SEPARATE LOCATION AND HAVE A RIGOROUS EXPERIENCE. AND SO OUR TEACHERS ARE CHARGED WITH , YOU KNOW, SUPPORTING THESE STUDENTS EVERY DAY ALL DAY. SO THAT IS HOW ALL OF THESE REALLY ARE INTERCONNECTED. YES, THERE IS , YOU KNOW, A GROUP OF STUDENTS RIGHT NOW THAT RECEIVE A PULLOUT MODEL FOR ALL OF THEIR ACADEMIC SERVICES. BUT THE MAJORITY OF OUR STUDENTS ARE RESIDING IN OUR DAY-TO-DAY GENERAL EDUCATION CLASSROOMS OF WHICH MANY OF THEM GO THROUGH THE IDENTIFICATION PROCESS. MAYBE THE PARENTS DID NOT WANT THEM IDENTIFIED. YET THEY STILL HAVE THESE SKILLS AND TALENTS THAT APPROPRIATE CURRICULUM MATCH THAT INCREASE THE SENSE OF BELONGING. SUPPORTING SCL. DECREASING THE HISTORICALLY VERBAL CONVERSATION AROUND MY CHILD IS BORED. BECAUSE WE HAVE MATCHED APPROPRIATE CURRICULUM WITH APPROPRIATE NEED. THIS ONE, I THOUGHT ABOUT IT A LOT TODAY. IN PLANNING FOR TONIGHT.
>> NO, WE ARE GOING TO GO WITH DR. GUTHRIE FIRST AND THEN YOU CAN GO AGAIN.
SHOULD WE THINK ABOUT, AND WELL, OBVIOUSLY FROM THE BOARD PERSPECTIVE, BUT JUST IN GENERAL. ABOUT SUCCESS? WHAT DOES SUCCESS LOOK LIKE FOR THESE CHANGES? WE HAVE TALKED ABOUT WE HAVE DATA THERE WE KNOW IS NOT NEEDED OR MEETING OUR EXPECTATIONS. AND DANCING A LITTLE AROUND THE THREE HERE I AM HEARING. THE SENSE OF BELONGING AND SOME OF THE -- AND THE RESULTS ARE CHALLENGING. BECAUSE MANY, YEAH, I DO NOT KNOW HOW TO TAKE ABOUT THINKING ABOUT OUR POLICIES AND HOW WE WILL SEE THIS REFLECTED. I KNOW IT IS VERY EARLY AND WE DO NOT REALLY HAVE WHAT WE ARE THINKING ABOUT IT BUT HAVE YOU THOUGHT ABOUT THAT AT ALL? I JUST WANTED TO THROW THAT OUT THERE.
>> I THINK THAT IS A GREAT QUESTION AND A REALLY IMPORTANT ONE. UNDER EACH OF THESE, THERE WILL BE SPECIFIC OPTIONS.
WE NEED TO RAISE THE CUP THE INTEREST WE HAD THAT ARE ALIGNED WITH THE THREE THAT ARE ALIGNED WITH OUR TWO. SO THE GO TO PROGRAMS. WE WILL HAVE VERTICAL GROWTH ON THAT. YOU WILL SEE THE STRUCTURAL SIGNS OF THAT SUCCESS BUT WILL SEE THAT ALSO ANOTHER PLACES AROUND THE DATA. AND THEN WE COULD ALSO MAKE IT STUDENT DATA AND THE SAME TYPE EMOTIONAL. BUT FIRST, WE HAVE TO START WITH THE STRUCTURAL.
THE LAST QUESTION. >> I WAS JUST, THE THIRD BULLET POINT. TO ME, THE RECOMMENDATION IS MORE SPECIFIC THAN THAT. THAT IS WHERE I'M HAVING A CHALLENGE RECONCILING. TO ME, I READ THE RECOMMENDATION COMMITTEE AND IT IS THAT WE HAVE ACHIEVED THIS INTEREST IN SOCIAL AND EMOTIONAL NEEDS AND SELF-ESTEEM THROUGH GROUP. AND THAT IS ALL IT SPEAKS TO. NOT TO, I GUESS THAT IS WHAT I WAS STRUGGLING WITH. THAT SURPRISED ME. GOING THROUGH THIS PRESENTATION AND TALKING ABOUT THE DIFFERENT WAYS OF DELIVERING MODELS. TO THEN HAVE , WELL, A LOT OF THE RECOMMENDATIONS ARE MAY BE FAKE. I DO NOT MEAN VAGUE IN THE MAJORITY SENSE BUT WHAT THEY ARE BROAD OR VAGUE. BUT THIS IS A VERY SPECIFIC PART OF OUR CONDITIONS. ACHIEVE THIS THROUGH THIS. AND I JUST, A QUESTION THERE BUT IT IS MORE OF A COMMENT.
>> I THINK YOU ARE SEEING THE PASSION AND PERSPECTIVE OF THE COMMUNITY MEMBERS AND THE DATA. IT WAS REALLY CENTERED ON A
[01:45:01]
LOT COMING FROM LAST YEAR. A LOT OF THINKING OF AROUND HOW HARD IT IS. WHAT IMPACT GROUP IT MAKES ON YOUR THINKING. SO ON THE STUDENT THINKING. WE HAVE IT FROM PARENTS AND STUDENTS AND TEACHERS AS WELL BUT I COMPLETELY AGREE THIS IS A DIFFERENT RECOMMENDATION FROM THE OTHERS AND IT IS VERY MUCH REFLECTIVE OF THE COMMUNITY PROCESS.>> OFFER SOMETHING TOO? TO ME, THIS SPEAKS OF IS MY STUDENT BEING SEEN AND HEARD AND UNDERSTOOD? AND HOW CAN THEY BE PEERS? SO THOSE WERE TWO MASSIVE PIECES. IT WAS A LOT. BUT BEING WITH LIKE PEERS WAS ACTUALLY ONE OF THE SERVICE DELIVERY PIECES THAT WE SAW THAT HAD A STRONG CONNECTION. BUT WHAT IS MOST INTERESTING IS WE ACTUALLY PUT PEDAL ON THE DATA AND DR. STAMBACH VALIDATED THIS.
STUDENTS BEING SUPPORTED AND HIGHLY CAPABLE WITH HIGHLY CAPABLE SERVICES OFTEN HAVE HIGHER SENSES OF BELONGING AND HIGHER SENSES OF SELF-ESTEEM. THAT DATA ACTUALLY SHOWS IT IS HIGHER THAN GENERAL EDUCATION. SO WHEN I TAKE A LOOK AT THIS, I AM THINKING ABOUT POTENTIALLY A PERSON THAT THERE IS LIKE .
THE STUDENT DOES NOT GET LOST IN THE PROCESS. AND THEY ARE ALSO VALIDATED BY, YOU KNOW, THE SENSE OF BELONGING. IN THE COMMITTEE AS WELL. WANTED TO MAKE SURE, HEY, OUR PEOPLE UNDERSTANDING HOW I AM AND HOW MY SHOP IN THIS WORLD? SO THAT CAME BACK AND I BELIEVE THAT IS WHAT YOU ARE SEEING IN THAT RECOMMENDATION AND MY THAT IS SO UNIQUE.
GOING TO GO AHEAD AND CONCLUDE THE QUESTIONS. AND COMING BACK FOR DISCUSSIONS FOR YOU TO MYRA AND THE TEAM IN GENERAL. THE AMOUNT OF WORK THAT GOES INTO THIS PROCESS, I HOPE, YOU CAN SEE A LITTLE BIT.
THE TIME AND DEDICATION THE COMMITTEE DID, BUT ALSO, IT HAS BEEN A PLEASURE. WITH ANYONE, THANK YOU SO MUCH.
[C. Closing Items]
SINCE THERE ARE NO OTHER AGENDA ITEMS THIS EVENING, APRIL* This transcript was compiled from uncorrected Closed Captioning.