1 00:00:00,000 --> 00:00:08,300 Good evening, it is 7-11. 2 00:00:08,300 --> 00:00:14,880 We are reconvening the open session of tonight's meeting. 3 00:00:14,880 --> 00:00:20,960 And I want to let board members know this is being recorded in Google Meets. 4 00:00:20,960 --> 00:00:28,720 So when you speak, please turn on your Google Meets microphone, but then remember to shut 5 00:00:28,720 --> 00:00:29,720 it off. 6 00:00:29,720 --> 00:00:31,560 People have a lot of feedback. 7 00:00:31,560 --> 00:00:37,720 So sorry about the clunkiness of it, but we can handle this. 8 00:00:37,720 --> 00:00:42,960 And we are on action discussion items. 9 00:00:42,960 --> 00:00:54,720 The only item we have on the agenda tonight is the report. 10 00:00:54,720 --> 00:01:09,240 We've got Missy Beavers, executive director of pupil services with Eric Weir, director 11 00:01:09,240 --> 00:01:13,760 of special education and student services. 12 00:01:13,760 --> 00:01:20,640 The purpose of this is building a stronger special education system using external evaluation 13 00:01:20,640 --> 00:01:24,400 to strengthen systems and student outcomes. 14 00:01:24,400 --> 00:01:25,400 Missy Beavers. 15 00:01:25,400 --> 00:01:26,400 Good evening. 16 00:01:26,400 --> 00:01:37,320 We're here tonight to talk about an extension of the continuous improvement work that we 17 00:01:37,320 --> 00:01:44,320 have been doing within pupil services department, specifically in regards to an outside evaluation 18 00:01:44,320 --> 00:01:50,600 that we did to look at the system's work we have been doing. 19 00:01:50,600 --> 00:01:54,560 I'm here with Eric Weir to introduce him. 20 00:01:54,560 --> 00:02:03,520 So the first thing we wanted to discuss was why we initiated an outside programming evaluation. 21 00:02:03,520 --> 00:02:09,040 We really were focusing on elementary education because that's where we were hearing the most 22 00:02:09,040 --> 00:02:14,160 noise and seeing the most disruption in the system. 23 00:02:14,160 --> 00:02:20,240 We've been doing continuous improvement work with DPI and CSUN, we've been doing that 24 00:02:20,240 --> 00:02:45,760 in the last five years in hopes of or. 25 00:02:45,760 --> 00:02:52,760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN and CSUN 26 00:03:15,760 --> 00:03:22,760 and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN 27 00:03:45,760 --> 00:03:52,760 and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN. 28 00:04:15,760 --> 00:04:22,760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN and CSUN 29 00:04:45,760 --> 00:04:52,760 and CSUN and CSUN and CSUN and CSUN and CSUN. 30 00:05:15,760 --> 00:05:22,760 We've been doing continuous improvement work with DPI and CSUN and CSUN. 31 00:05:45,760 --> 00:05:52,760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN. 32 00:06:15,760 --> 00:06:34,760 Looked at, you'll see on the left hand side leadership service delivery instruction, the role of the program manager, 33 00:06:34,760 --> 00:06:42,760 collaboration, professional learning and staffing. Specifically, there was a thorough data review, 34 00:06:42,760 --> 00:06:50,760 there were case load studies and what I mean by that is how many students assigned to case loads, also looking at the minutes. 35 00:06:50,760 --> 00:06:55,760 So is the workload comparable to the case load? 36 00:06:55,760 --> 00:07:00,760 They specifically did IEP reviews, random IEP reviews. 37 00:07:00,760 --> 00:07:08,760 They looked at our special resources and they did individual interviews with our managers. 38 00:07:13,760 --> 00:07:18,760 Any board member questions? 39 00:07:18,760 --> 00:07:23,760 I've got a question about what CSUN evaluated. 40 00:07:23,760 --> 00:07:26,760 Who decided what needed to be evaluated? 41 00:07:26,760 --> 00:07:31,760 Is this just something standard? 42 00:07:31,760 --> 00:07:35,760 Sorry, who decided what needed to be evaluated? 43 00:07:35,760 --> 00:07:43,760 Is this something like you say, okay CSUN or whoever we want to review of our department. 44 00:07:43,760 --> 00:07:48,760 Do they have a standard? 45 00:07:48,760 --> 00:07:54,760 Okay, we're going to come in and look at this and you've given this slide with the multiple things. 46 00:07:54,760 --> 00:07:59,760 Do they do this for all of their evaluations or did you hand get used? 47 00:08:00,760 --> 00:08:02,760 Okay, cool. 48 00:08:02,760 --> 00:08:14,760 And when they talk to the staff, do they just special ed staff or to all staff? 49 00:08:14,760 --> 00:08:15,760 Okay. 50 00:08:15,760 --> 00:08:17,760 And for the administrators. 51 00:08:17,760 --> 00:08:21,760 Any questions? 52 00:08:22,760 --> 00:08:25,760 Thank you. 53 00:08:25,760 --> 00:08:34,760 This next slide is specific findings for these areas, these seven areas that I just spoke of in the slide previous. 54 00:08:34,760 --> 00:08:44,760 So these when we got the report back, we took it to our team and we went through an exercise called what so what now what. 55 00:08:45,760 --> 00:08:54,760 Everyone read through the report twice and we it took us two or three days to meet meeting dates. 56 00:08:54,760 --> 00:09:02,760 We looked through and the first activity was what what standing up to you, what resonates with you. 57 00:09:02,760 --> 00:09:10,760 And we put those all on post it notes and put it on, you know, once one piece of paper and then we talked about what what kind of themes we were seeing there. 58 00:09:10,760 --> 00:09:20,760 Then we went to the next phase of the activity and we did so what and really when you do the so what you're looking at the room closet is what do you think is the cause of these things. 59 00:09:20,760 --> 00:09:25,760 And then the last activity was now what and that's how we develop our action steps. 60 00:09:25,760 --> 00:09:32,760 So the findings on this page were really an outcome of those activity that we did with our team. 61 00:09:32,760 --> 00:09:35,760 So the common themes. 62 00:09:35,760 --> 00:09:43,760 Again, this includes pieces that are not related to the focus groups. This is just the review of the data that I said in the previous slide. 63 00:09:43,760 --> 00:09:56,760 The common themes were to strengthen consistency, clarify roles and systems, build educator capacity, increase collaboration and improve instructional systems. 64 00:09:56,760 --> 00:10:07,760 For strength and consistency, I'll just read it out loud for people who are going to watch this at home. So more consistent implementation of special education practices across schools. 65 00:10:07,760 --> 00:10:23,760 Last year we had 10 schools, we were getting feedback that the systems in place at schools were not consistent. So that was very common theme clarify roles and systems clear expectations decision making structure needs to be clarified and support for staff will 66 00:10:23,760 --> 00:10:35,760 provide and special and building educated capacity. There was a request for ongoing coaching and professional learning for both special and general education staff, increased collaboration. 67 00:10:35,760 --> 00:10:41,760 There was a request for stronger partnerships between special education general education and school leadership. 68 00:10:41,760 --> 00:10:52,760 There's a gap there and then improving instructional systems. So better alignment between IEPs instruction interventions and progress. 69 00:10:52,760 --> 00:10:56,760 Any questions? Thank you. 70 00:10:56,760 --> 00:11:04,760 This next slide is speaking specifically to the common themes from the focus groups that we held. 71 00:11:04,760 --> 00:11:12,760 These groups were each school had a day or at least a half a day to have focus groups. 72 00:11:12,760 --> 00:11:29,760 Staff were assigned by their principals. It was asked to assign special education staff, related service providers, student services staff and regular ed staff, as well as administrators. 73 00:11:29,760 --> 00:11:40,760 The majority of the principals assigned their grade level PLCs. So the interviewer met with the fifth grade team. The interviewer met with the fourth grade team. 74 00:11:40,760 --> 00:11:46,760 There was a student services and we did not participate in that. So staff would speak freely. 75 00:11:46,760 --> 00:11:56,760 The kind of themes from staff were clear expectations, more collaboration, better onboarding, more coaching and consistent systems. 76 00:11:56,760 --> 00:12:08,760 And you'll see there's crossover, which we would expect and we would hope for so that we can focus on the findings from both pieces of the report. 77 00:12:08,760 --> 00:12:13,760 Any questions? 78 00:12:14,760 --> 00:12:18,760 All right. 79 00:12:18,760 --> 00:12:37,760 So this next section then kind of just expands upon that some of those themes that Missy just went over and really taking what's in there specifically in the focus groups and working to look beyond just the perceptions of what individual staff may have. 80 00:12:38,760 --> 00:12:47,760 Going on to their buildings, that makes specifically from perceptions that maybe students aren't always getting what they need as often as they're needing to get it. 81 00:12:47,760 --> 00:12:57,760 And when we take a look at the data by individual buildings, you can see that students with disabilities and demonstrated growth equal to or greater than their peers and they had out of 10 of our schools last year. 82 00:12:58,760 --> 00:13:05,760 Students with disabilities outperformed their peers in both English and mathematics to grow at multiple schools. 83 00:13:05,760 --> 00:13:15,760 Students are making meaningful progress even while many continue working toward grade level proficiency and growth data and program evaluation findings are both important. 84 00:13:15,760 --> 00:13:24,760 Together they help to guide our improvement efforts. 85 00:13:25,760 --> 00:13:32,760 We kind of have discussions about that last week. 86 00:13:32,760 --> 00:13:37,760 I'm not sure that that's conclusive data based. 87 00:13:37,760 --> 00:13:39,760 It's minimal. 88 00:13:39,760 --> 00:13:40,760 It's old. 89 00:13:40,760 --> 00:13:44,760 It goes back to things that are a year old. 90 00:13:44,760 --> 00:13:45,760 It's a growth data. 91 00:13:45,760 --> 00:13:48,760 That's a three year average. 92 00:13:49,760 --> 00:13:58,760 I totally believe that you need to look beyond perceptions and I totally believe that student growth data tells a story, but I don't think this is doing it for you. 93 00:13:58,760 --> 00:14:03,760 And you need to have better, better data and better ways to determine what the data is. 94 00:14:03,760 --> 00:14:09,760 We need to go back to district data and look at what our kids are actually doing. 95 00:14:09,760 --> 00:14:13,760 You should have access to a lot of district data. 96 00:14:14,760 --> 00:14:19,760 And I think that needs to be studied and researched thoroughly because I don't. 97 00:14:19,760 --> 00:14:21,760 I don't think this tells a good picture. 98 00:14:21,760 --> 00:14:23,760 We do just district. 99 00:14:23,760 --> 00:14:25,760 I mean, you pay attention to that. 100 00:14:25,760 --> 00:14:28,760 You're not reporting it to this. 101 00:14:28,760 --> 00:14:31,760 Well, because the way we evaluate it. 102 00:14:34,760 --> 00:14:40,760 You can get growth and proficiency data from district data and you should because. 103 00:14:41,760 --> 00:14:44,760 Like I said, this is from the district report card. 104 00:14:44,760 --> 00:14:49,760 The state goes through all kinds of crazy machinations to come up with that. 105 00:14:49,760 --> 00:14:51,760 It's a three year average. 106 00:14:51,760 --> 00:14:57,760 Some of those years would have concluded the information that was before we reconfigured. 107 00:14:57,760 --> 00:15:00,760 So I think you need better data. 108 00:15:00,760 --> 00:15:03,760 To look beyond your perceptions. 109 00:15:03,760 --> 00:15:05,760 I totally agree that that's important. 110 00:15:06,760 --> 00:15:08,760 Totally believe you need to be looking at growth data. 111 00:15:08,760 --> 00:15:11,760 I think you need to look at internal district data. 112 00:15:11,760 --> 00:15:13,760 If you're going to be doing this. 113 00:15:20,760 --> 00:15:23,760 Lauren, I'm on because Missy's microphone is not on. 114 00:15:23,760 --> 00:15:26,760 So the audio, they can't hear Missy. 115 00:15:26,760 --> 00:15:28,760 That's why I logged in. 116 00:15:28,760 --> 00:15:29,760 Okay. 117 00:15:29,760 --> 00:15:32,760 Any other questions? 118 00:15:33,760 --> 00:15:37,760 I'm just wondering that the use. 119 00:15:37,760 --> 00:15:43,760 I see like a person to the regular growth that I don't. 120 00:15:43,760 --> 00:15:46,760 Just as a layman, not educator. 121 00:15:46,760 --> 00:15:52,760 You comparing regular that is to special and growth. 122 00:15:52,760 --> 00:16:01,760 I just I can't understand that because I know there are apples and oranges and I had my son, especially to the whole way and he was had a completely different system. 123 00:16:01,760 --> 00:16:05,760 I think I think it's unfair to me. 124 00:16:05,760 --> 00:16:12,760 Explain why you would put this in there that it's progressing better than regular at growth. 125 00:16:12,760 --> 00:16:17,760 I mean, I just I don't understand that. 126 00:16:17,760 --> 00:16:22,760 I think they're two different sections of students different. 127 00:16:22,760 --> 00:16:25,760 Maybe the same thing, but then the slower pace. 128 00:16:25,760 --> 00:16:28,760 So I think it's fair to even put that in there. 129 00:16:29,760 --> 00:16:31,760 It's based off of the same assessment. 130 00:16:31,760 --> 00:16:32,760 That's why we include it. 131 00:16:32,760 --> 00:16:37,760 So students without disabilities and students with disabilities are taking the same standardized assessment. 132 00:16:37,760 --> 00:16:39,760 So that is the other. 133 00:16:39,760 --> 00:16:41,760 They're the same test. 134 00:16:41,760 --> 00:16:42,760 Forward exam. 135 00:16:42,760 --> 00:16:43,760 Forward exam. 136 00:16:47,760 --> 00:16:55,760 With accommodations and also the state does special things for special ed students with specialized testing that could be included in there. 137 00:16:55,760 --> 00:16:56,760 Yeah. 138 00:16:57,760 --> 00:16:58,760 There's this. 139 00:16:58,760 --> 00:17:05,760 This is there was an alternative testing that is counted in there. 140 00:17:05,760 --> 00:17:09,760 1% of the student population is allowed to take the alternative test. 141 00:17:09,760 --> 00:17:16,760 Okay, I still tell you that that is not not. 142 00:17:16,760 --> 00:17:25,760 I don't believe that that's a good measure and I think you can find other measures that would give us better data about when our kids are doing currently. 143 00:17:26,760 --> 00:17:31,760 Not not a year or more ago or 3 years ago, because it's averaged. 144 00:17:31,760 --> 00:17:40,760 It's 3. It's a 3 year average to get that score as well as lots of other mechanisms that they go through to figure that out. 145 00:17:40,760 --> 00:17:44,760 So I just I think you can come up with much better data. 146 00:17:44,760 --> 00:17:46,760 Okay. 147 00:17:47,760 --> 00:17:49,760 Any other questions? 148 00:17:49,760 --> 00:17:51,760 Thank you. 149 00:17:51,760 --> 00:17:52,760 Go ahead. 150 00:17:55,760 --> 00:18:00,760 Based on some of the comments, I don't know how much I don't want to spend on this slide, but I included it. 151 00:18:00,760 --> 00:18:03,760 I mean, it was just curious on the difference. 152 00:18:03,760 --> 00:18:05,760 Really the first position. 153 00:18:05,760 --> 00:18:10,760 You wanted to send out. 154 00:18:10,760 --> 00:18:17,760 Well, we have. 155 00:18:21,760 --> 00:18:25,640 First, 156 00:18:25,640 --> 00:18:28,120 and all of the questions you may experience 157 00:18:28,120 --> 00:18:30,200 as a student can amount of wealth 158 00:18:30,200 --> 00:18:32,960 to themselves personally about their working words 159 00:18:32,960 --> 00:18:36,320 that still may not be placed to a provision mark 160 00:18:36,320 --> 00:18:39,600 on the standard estimates, 161 00:18:39,600 --> 00:18:43,520 but both of those are important to grow 162 00:18:43,520 --> 00:18:46,040 just as the program is occurring over time. 163 00:18:49,640 --> 00:18:50,480 Any questions? 164 00:18:51,480 --> 00:18:52,480 Thank you. 165 00:18:56,640 --> 00:18:58,400 So from all of that then, 166 00:18:58,400 --> 00:19:01,000 synthesizing what was in the reports, 167 00:19:01,000 --> 00:19:01,880 looking at the data, 168 00:19:01,880 --> 00:19:04,520 we came up and identified some of the primaries 169 00:19:04,520 --> 00:19:07,960 to do priorities in the first place you can work. 170 00:19:07,960 --> 00:19:10,560 And that is, you work just to make an instructional 171 00:19:10,560 --> 00:19:15,160 consistency and bring clarity to goals, 172 00:19:15,160 --> 00:19:19,200 increase capacity, improve adoration 173 00:19:19,200 --> 00:19:22,240 in case the standard has existing systems. 174 00:19:23,240 --> 00:19:28,240 And this is based on the access that's on there. 175 00:19:29,200 --> 00:19:31,840 And so these are the ones that we call it, 176 00:19:31,840 --> 00:19:34,120 the most common ones. 177 00:19:35,640 --> 00:19:40,120 So a question I have on the next slide, 178 00:19:40,120 --> 00:19:44,440 we have themes and themes aligned 179 00:19:44,440 --> 00:19:45,920 with these priorities, 180 00:19:46,840 --> 00:19:50,200 kind of slightly different from, okay. 181 00:19:50,200 --> 00:19:53,240 I think one of the questions on 182 00:19:53,240 --> 00:19:55,960 prepared, identified, trading, 183 00:19:55,960 --> 00:19:59,280 that's the question you should try to work with. 184 00:20:01,160 --> 00:20:02,000 Thank you. 185 00:20:02,000 --> 00:20:02,840 Go ahead. 186 00:20:04,240 --> 00:20:07,080 So this slide takes most themes 187 00:20:07,080 --> 00:20:11,160 and works to articulate reactions 188 00:20:11,160 --> 00:20:14,480 that we have started to do a second. 189 00:20:16,040 --> 00:20:19,320 Like I said, we have the results 190 00:20:19,320 --> 00:20:22,640 of our innovation at the beginning of May, 191 00:20:22,640 --> 00:20:26,480 so a lot of the months left with our team for summer. 192 00:20:26,480 --> 00:20:30,600 And this is where we're at, we're at the time that we've had. 193 00:20:30,600 --> 00:20:33,880 We had, we should have a team of members of our team 194 00:20:33,880 --> 00:20:36,880 and Friday, no other members of our team today, 195 00:20:36,880 --> 00:20:39,800 so we have a team of members of our team tomorrow. 196 00:20:39,800 --> 00:20:42,200 So I think it's important to learn 197 00:20:42,200 --> 00:20:44,360 and to have a team that's building all the actions 198 00:20:44,360 --> 00:20:47,320 that's happening, just like the consistency. 199 00:20:48,240 --> 00:20:51,920 It's, we're gonna have two program managers 200 00:20:51,920 --> 00:20:55,120 in the past, one of those kinds of scientific buildings 201 00:20:55,120 --> 00:20:58,200 we're going to necessarily assign them to a school. 202 00:20:58,200 --> 00:21:02,200 Again, I'm more school, and we have building managers 203 00:21:02,200 --> 00:21:04,040 and one of those ex-engineer all right, 204 00:21:04,040 --> 00:21:06,000 he's how can we better use them. 205 00:21:06,000 --> 00:21:07,680 So thinking of how we can, 206 00:21:07,680 --> 00:21:09,600 but one of the reasons that we're going to do 207 00:21:09,600 --> 00:21:12,720 is to provide more comprehensive work to all of our own 208 00:21:12,720 --> 00:21:16,680 schools have an expectation being one person 209 00:21:16,680 --> 00:21:20,800 for one person to start reviewing 210 00:21:20,800 --> 00:21:23,120 and creating just communication rules 211 00:21:23,120 --> 00:21:24,960 that are essentially, we have two, one, three, 212 00:21:24,960 --> 00:21:28,000 five, seven, and one piece of different heads 213 00:21:28,000 --> 00:21:30,640 and arguments, so in fact, they're making sure 214 00:21:30,640 --> 00:21:35,320 that most of our data, any of the areas 215 00:21:35,320 --> 00:21:38,560 we may be presenting or can confuse the effects 216 00:21:38,560 --> 00:21:40,280 of where we need to come from, 217 00:21:40,280 --> 00:21:42,960 ensure that we bring clear to those documents 218 00:21:42,960 --> 00:21:45,560 so that they have this user from the A&S 219 00:21:45,600 --> 00:21:47,880 that are being established, right? 220 00:21:47,880 --> 00:21:49,360 That's the biggest thing here. 221 00:21:49,360 --> 00:21:51,360 Thanks, we've had it, it works, 222 00:21:51,360 --> 00:21:54,320 but at this point in time, we may be talking curious 223 00:21:54,320 --> 00:21:55,520 about how we need to get some 224 00:21:55,520 --> 00:21:58,360 because they're only useful if people find them useful. 225 00:21:59,360 --> 00:22:01,440 For clear controls and systems, 226 00:22:01,440 --> 00:22:03,880 again, we're talking about the defining program 227 00:22:03,880 --> 00:22:07,000 for our future, and we have a relationship 228 00:22:07,000 --> 00:22:09,320 around if we've had our own history of expectations 229 00:22:09,320 --> 00:22:11,520 on the professional learning, 230 00:22:11,520 --> 00:22:13,400 making sure that we're doing very hard 231 00:22:13,400 --> 00:22:15,400 and explicit, professional learning 232 00:22:15,400 --> 00:22:18,400 for special education and general education staff 233 00:22:18,400 --> 00:22:21,040 around topics related to special education 234 00:22:21,040 --> 00:22:24,320 and student services for building a computer. 235 00:22:24,320 --> 00:22:26,920 And absolutely, it's leading up to being 236 00:22:26,920 --> 00:22:28,680 a head of the thing from our managers, 237 00:22:28,680 --> 00:22:30,320 and hopefully so that they can be viewed more 238 00:22:30,320 --> 00:22:33,520 as coaches and consultants to the staff 239 00:22:33,520 --> 00:22:37,400 and set up to be that they're more compliant, 240 00:22:37,400 --> 00:22:41,920 which is possibly better to think about in math. 241 00:22:41,960 --> 00:22:43,240 And anti-special education, 242 00:22:43,240 --> 00:22:45,160 specific professional learning, like I mentioned, 243 00:22:45,160 --> 00:22:47,000 increased professional learning. 244 00:22:47,000 --> 00:22:49,320 These are also related to the planet 245 00:22:49,320 --> 00:22:51,280 and actually the future leaders. 246 00:22:52,800 --> 00:22:54,880 In computer collaboration, 247 00:22:54,880 --> 00:22:57,720 generationized for coaches, for managers, 248 00:22:57,720 --> 00:23:01,080 for sites that are less us, and in colleges, 249 00:23:01,080 --> 00:23:04,560 and making sure that they can be distributed 250 00:23:04,560 --> 00:23:07,520 through the mandatory special education team meetings 251 00:23:07,520 --> 00:23:10,440 so that all elementary, specialized staff 252 00:23:10,440 --> 00:23:14,000 can get updates and learning 253 00:23:14,000 --> 00:23:15,200 and collaborate with each other. 254 00:23:15,200 --> 00:23:17,000 All of our middle school staff can, 255 00:23:17,000 --> 00:23:18,800 instead of a pocket of staff here, 256 00:23:18,800 --> 00:23:20,600 a spot pocket of staff there, 257 00:23:20,600 --> 00:23:24,680 to try to bring that consistency in 258 00:23:24,680 --> 00:23:26,800 and make sure that it's not one people think 259 00:23:26,800 --> 00:23:27,640 they're hearing this, 260 00:23:27,640 --> 00:23:28,520 and then other group of people 261 00:23:28,520 --> 00:23:31,200 are here thinking they're hearing something else. 262 00:23:31,200 --> 00:23:34,800 And then the improved instructional systems 263 00:23:34,800 --> 00:23:36,120 come back to professional learning 264 00:23:36,120 --> 00:23:37,840 around specially designed instruction. 265 00:23:37,840 --> 00:23:39,920 So what is specially designed instruction 266 00:23:39,920 --> 00:23:42,400 and really what can they be using? 267 00:23:43,320 --> 00:23:46,320 I know, like, you know, we have, 268 00:23:46,320 --> 00:23:48,880 the district is fortunate to have quite a few resources, 269 00:23:48,880 --> 00:23:52,560 curricular resources that our educators have access to. 270 00:23:52,560 --> 00:23:56,280 It's clear to us now that our job is to help them 271 00:23:56,280 --> 00:23:58,840 better see how they can leverage those tools 272 00:23:58,840 --> 00:24:00,720 that they have to meet the students' needs 273 00:24:00,720 --> 00:24:03,920 instead of thinking they need something extra in addition 274 00:24:03,920 --> 00:24:05,560 to what they already have access to. 275 00:24:07,000 --> 00:24:09,480 Coaching and programming support to meet student needs 276 00:24:09,480 --> 00:24:12,760 align to their IEP and making sure 277 00:24:12,760 --> 00:24:16,520 that when we're building the IEP that it is individualized 278 00:24:16,520 --> 00:24:20,000 and that the specially designed instruction is individualized 279 00:24:20,000 --> 00:24:22,200 and that we're not catching ourselves 280 00:24:22,200 --> 00:24:24,320 just assigning a number of minutes 281 00:24:24,320 --> 00:24:27,200 because that's what a master schedule in a school 282 00:24:27,200 --> 00:24:31,480 seems to allow and know that you may have an intervention block 283 00:24:31,480 --> 00:24:33,120 that runs for 40 minutes every day, 284 00:24:33,120 --> 00:24:36,200 but if a student does that be 40 minutes every day, 285 00:24:36,200 --> 00:24:39,040 we don't have to use 40 minutes for that student. 286 00:24:39,040 --> 00:24:40,880 And if a student needs more than 40 minutes, 287 00:24:40,880 --> 00:24:42,600 then we need to come together to figure out 288 00:24:42,600 --> 00:24:44,360 where are all their times that we can provide 289 00:24:44,360 --> 00:24:46,360 some additional support for that student. 290 00:24:49,360 --> 00:24:50,960 Any more questions? 291 00:24:56,240 --> 00:25:01,240 These are pretty general and I don't, you know, 292 00:25:01,240 --> 00:25:03,880 what does strength and consistency mean? 293 00:25:03,880 --> 00:25:06,240 There's no definitions of some of these things. 294 00:25:07,000 --> 00:25:11,240 These are pretty broad and I don't see the, you know, 295 00:25:11,240 --> 00:25:15,320 we asked the, all our other teams to do smart goals 296 00:25:15,320 --> 00:25:20,400 and we're, you know, there's no detail in terms 297 00:25:20,400 --> 00:25:23,160 of what this, what should this look like? 298 00:25:27,000 --> 00:25:28,760 Any other questions or comments? 299 00:25:31,760 --> 00:25:33,520 I've got a couple of questions for you. 300 00:25:33,520 --> 00:25:37,320 We're, so it, it says, 301 00:25:38,160 --> 00:25:42,040 phase one, how many phases are you anticipating 302 00:25:42,040 --> 00:25:46,800 and how long, I mean, how long is phase two? 303 00:25:46,800 --> 00:25:50,000 There is a minimum would be a year. 304 00:25:50,000 --> 00:25:52,320 So going off of the progress of this, 305 00:25:52,320 --> 00:25:54,040 can you think of this improvement in systems 306 00:25:54,040 --> 00:25:58,760 or the change that you work with, do you have any questions? 307 00:25:58,760 --> 00:25:59,600 Okay. 308 00:26:00,440 --> 00:26:04,120 But again, this is definitely, this is one of the things 309 00:26:04,120 --> 00:26:09,120 that we have, that I've come up with for you now 310 00:26:09,120 --> 00:26:12,640 and God, that's the last thing we want to solve 311 00:26:12,640 --> 00:26:14,400 on our team is improvement efforts 312 00:26:14,400 --> 00:26:16,960 and to necessarily like, that's the plan 313 00:26:16,960 --> 00:26:19,240 for a few more programs, this is just a way 314 00:26:19,240 --> 00:26:22,040 that I don't know, so that's not that much more. 315 00:26:22,040 --> 00:26:26,720 So it's not, you know, we're starting on, 316 00:26:27,600 --> 00:26:31,360 and in fact, three areas of policy and as well, 317 00:26:31,360 --> 00:26:35,280 change the part of something, place in that order. 318 00:26:37,360 --> 00:26:40,160 And we just noticed through that, 319 00:26:40,160 --> 00:26:43,960 that phase one, as successful as we had hoped 320 00:26:43,960 --> 00:26:46,160 and held in two levels to sit in a week, 321 00:26:46,160 --> 00:26:48,200 but across this process. 322 00:26:48,200 --> 00:26:49,840 Okay. 323 00:26:49,840 --> 00:26:54,120 So will we receive some information 324 00:26:54,120 --> 00:26:56,880 about more details specifics 325 00:26:56,880 --> 00:26:59,400 and like when you'll be reporting back 326 00:26:59,400 --> 00:27:02,440 to either the superintendent or the board 327 00:27:02,440 --> 00:27:05,080 or the TLE people's services committee 328 00:27:05,080 --> 00:27:07,720 so that we know what to expect moving forward? 329 00:27:09,160 --> 00:27:13,000 Yeah, we bring the teaching improvement, I brought it, 330 00:27:13,000 --> 00:27:15,280 one for sure, and we are a couple of years, 331 00:27:15,280 --> 00:27:19,000 two times a year, so the more that we brought it to the game. 332 00:27:19,000 --> 00:27:22,680 And like, we have the findings, it doesn't hang. 333 00:27:23,120 --> 00:27:26,240 So we really just started to stretch the purpose 334 00:27:26,240 --> 00:27:30,920 with the summer of the day and around the building. 335 00:27:30,920 --> 00:27:34,040 So this is the beginning because, you know, 336 00:27:34,040 --> 00:27:37,360 we have some of the details for our plan. 337 00:27:38,280 --> 00:27:40,240 I know what we're gonna make. 338 00:27:40,240 --> 00:27:41,080 Thank you. 339 00:27:48,200 --> 00:27:49,680 Anyone have any other ones? 340 00:27:52,720 --> 00:27:53,560 Thank you. 341 00:27:56,040 --> 00:27:58,920 This next item just tries to bring a visual 342 00:27:58,920 --> 00:28:01,880 to clarifying that continuum of services, 343 00:28:01,880 --> 00:28:04,600 which is an obligation as part of IDEA. 344 00:28:05,960 --> 00:28:08,360 Within the feedback that we got from this report, 345 00:28:08,360 --> 00:28:09,640 right, there is recommendation 346 00:28:09,640 --> 00:28:11,920 on strengthening that continuum of services 347 00:28:11,920 --> 00:28:16,000 and not just adopting one particular model. 348 00:28:16,000 --> 00:28:18,880 And so really making sure that we work with our teams 349 00:28:18,880 --> 00:28:21,920 to remember that as they have meetings, 350 00:28:22,560 --> 00:28:25,040 as students and families, that they're basing 351 00:28:25,040 --> 00:28:26,520 their decisions truly often, 352 00:28:26,520 --> 00:28:29,520 what that student needs in order to be successful. 353 00:28:29,520 --> 00:28:31,840 We've identified the need to do some training 354 00:28:31,840 --> 00:28:34,480 for all of our staff, or what is least restrictive 355 00:28:34,480 --> 00:28:36,280 environment, and what does that mean? 356 00:28:38,280 --> 00:28:41,120 Looking at staff capacity, 357 00:28:41,120 --> 00:28:43,800 and then what our strong instructional supports, 358 00:28:43,800 --> 00:28:45,600 when we're talking about that special design 359 00:28:45,600 --> 00:28:46,920 instruction. 360 00:28:46,920 --> 00:28:51,240 And so the visual just gives you kind of an idea 361 00:28:51,720 --> 00:28:53,320 of what some of the most intensive, 362 00:28:53,320 --> 00:28:56,560 so on the left side are the most intensive types 363 00:28:56,560 --> 00:28:59,960 of services that a district could look at 364 00:28:59,960 --> 00:29:01,880 providing for a student with an IEP, 365 00:29:01,880 --> 00:29:04,120 and the far right side, 366 00:29:05,760 --> 00:29:09,200 nope, I'm sorry, the light threw you out there. 367 00:29:09,200 --> 00:29:10,400 I got that mixed up. 368 00:29:10,400 --> 00:29:12,960 The left side is the most inclusive, 369 00:29:12,960 --> 00:29:16,440 and the right side is the most restrictive, 370 00:29:16,440 --> 00:29:18,080 or the most specialized. 371 00:29:18,080 --> 00:29:20,920 So it goes everywhere from being fully included 372 00:29:20,920 --> 00:29:23,800 with non-disabled peers, 373 00:29:23,800 --> 00:29:27,200 or maybe just a few supplementary aids and services, 374 00:29:27,200 --> 00:29:30,360 to having more maybe accommodations, 375 00:29:30,360 --> 00:29:32,920 and modifications in the general and environment, 376 00:29:32,920 --> 00:29:35,320 to then maybe having an extra adult present 377 00:29:35,320 --> 00:29:37,400 with them in general, that environment, 378 00:29:37,400 --> 00:29:39,080 to then moving along the continuum, 379 00:29:39,080 --> 00:29:42,640 more restricted to not as much time with general, 380 00:29:42,640 --> 00:29:44,120 but a non-disabled case of gen ed, 381 00:29:44,120 --> 00:29:47,440 more time with just special education, 382 00:29:47,440 --> 00:29:52,640 all the way through sloring alternate placements, 383 00:29:52,640 --> 00:29:56,200 or both the most severe or extreme cases. 384 00:29:58,720 --> 00:30:00,240 Any more member questions? 385 00:30:04,360 --> 00:30:09,360 So you mentioned the more inclusive, 386 00:30:09,880 --> 00:30:12,480 like in the general ed setting, 387 00:30:12,480 --> 00:30:14,240 students receive, 388 00:30:14,960 --> 00:30:17,720 I forget who you are. 389 00:30:21,200 --> 00:30:24,520 Can you give us an example of what that is, 390 00:30:24,520 --> 00:30:31,520 and do we have that in every general ed setting, 391 00:30:31,960 --> 00:30:34,320 where there are special ed students? 392 00:30:35,720 --> 00:30:40,320 Yes, so I mean, I guess I can't say for certain 393 00:30:40,320 --> 00:30:44,120 that every section in every building has a student with 394 00:30:44,120 --> 00:30:47,600 an IEP in it, but there definitely are sections 395 00:30:47,600 --> 00:30:50,720 of all grades across the district, 396 00:30:50,720 --> 00:30:53,120 but I have students with an IEP to talk about 397 00:30:53,120 --> 00:30:54,720 supplementary aids and services. 398 00:30:54,720 --> 00:30:58,520 Those are technically strategies or things 399 00:30:58,520 --> 00:31:00,480 that a student needs to just help them 400 00:31:00,480 --> 00:31:02,040 be successful in that environment. 401 00:31:02,040 --> 00:31:06,640 So it could be that they're able to have a text read 402 00:31:06,640 --> 00:31:09,000 to them so they can put some headphones on, 403 00:31:09,000 --> 00:31:10,640 they'll have the auditory text, 404 00:31:10,640 --> 00:31:12,480 while the other students are expected 405 00:31:12,480 --> 00:31:16,240 to sign the blue key reading of what it could be 406 00:31:16,240 --> 00:31:18,560 if a calculator, maybe a teacher's work 407 00:31:18,560 --> 00:31:19,720 can face it, that fact, 408 00:31:19,720 --> 00:31:22,640 that typically a calculator is not allowed 409 00:31:22,640 --> 00:31:26,480 during that time from the history of accommodation 410 00:31:26,480 --> 00:31:29,920 could be made with a student's IEP if that is appropriate 411 00:31:29,920 --> 00:31:32,960 to use a calculator to have them navigate those 412 00:31:32,960 --> 00:31:34,680 and that problem works. 413 00:31:34,680 --> 00:31:37,440 We see fidgets and use of sensory toys 414 00:31:37,440 --> 00:31:40,240 and supplementary aids and services. 415 00:31:40,240 --> 00:31:42,920 We have a lot of alternate seating in our district. 416 00:31:43,920 --> 00:31:46,400 Teachers, you may have seen them in even other classrooms, 417 00:31:46,400 --> 00:31:49,480 they play lasting bands on the basis of the chairs 418 00:31:49,480 --> 00:31:53,280 that kids can kind of box their feet against the bottom 419 00:31:53,280 --> 00:31:55,280 of their chair and give someone that movement. 420 00:31:55,280 --> 00:31:58,960 We have pedal, like stationary bike seating, 421 00:31:58,960 --> 00:32:00,960 we have model schools, we have cute chairs, 422 00:32:00,960 --> 00:32:03,200 we have all sorts of things and those put all the examples 423 00:32:03,200 --> 00:32:06,960 of supplementary aids and services that a student may need 424 00:32:06,960 --> 00:32:09,480 to just help keep them regulated and grounded 425 00:32:09,480 --> 00:32:11,640 in the general environment. 426 00:32:11,640 --> 00:32:16,000 We just want to add to that is each student 427 00:32:16,000 --> 00:32:19,200 has their own list of supplementary aids and services. 428 00:32:19,200 --> 00:32:21,280 So when you ask does every classroom have it, 429 00:32:21,280 --> 00:32:23,040 depending on what a student needs, 430 00:32:23,040 --> 00:32:26,000 we would provide that to ensure that at same place 431 00:32:26,000 --> 00:32:26,840 in the classroom. 432 00:32:28,040 --> 00:32:30,840 Okay, I think that's maybe a better question would be, 433 00:32:30,840 --> 00:32:35,000 are the general ed classroom teachers all aware 434 00:32:35,000 --> 00:32:39,360 of what these couple of new aids or services are 435 00:32:39,360 --> 00:32:43,080 in, are they instructed on how to implement them 436 00:32:43,080 --> 00:32:45,280 and provide them to the students? 437 00:32:46,280 --> 00:32:47,760 Thank you, yes. 438 00:32:47,760 --> 00:32:52,080 So all of the special ed staff provide IEP at a glance 439 00:32:52,080 --> 00:32:57,000 is what it's called to all staff that that student 440 00:32:57,000 --> 00:33:01,560 interacts with and that really pulls the students' goals 441 00:33:01,560 --> 00:33:04,200 that they're working on and then it pulls all 442 00:33:04,200 --> 00:33:06,200 of their supplementary aids and services 443 00:33:06,200 --> 00:33:08,760 and especially design construction that they get. 444 00:33:08,760 --> 00:33:11,320 So it's kind of like a snapshot of the really important 445 00:33:11,320 --> 00:33:14,360 things without all the filler narrative that goes 446 00:33:14,360 --> 00:33:16,800 into a pretty comprehensive idea. 447 00:33:18,000 --> 00:33:21,640 And so those are provided to all staff at the beginning 448 00:33:21,640 --> 00:33:25,880 of the school year or after an annual or review revise 449 00:33:25,880 --> 00:33:28,240 occurs and maybe change to those. 450 00:33:29,080 --> 00:33:32,000 I think through some of the data that we've seen 451 00:33:32,000 --> 00:33:33,800 when we talk about needing to provide 452 00:33:33,800 --> 00:33:37,560 some professional learning, a question that you ask about, 453 00:33:37,560 --> 00:33:39,880 do they all understand? 454 00:33:39,880 --> 00:33:44,720 That's a piece that is apparent that we need to provide 455 00:33:44,720 --> 00:33:47,240 more learning opportunities to our general ed staff 456 00:33:47,240 --> 00:33:49,680 around what does this need? 457 00:33:49,680 --> 00:33:50,880 What does this look like? 458 00:33:50,880 --> 00:33:53,040 Where are the two sources located? 459 00:33:53,040 --> 00:33:55,040 Who can they go to those types of things? 460 00:33:56,040 --> 00:33:56,880 Thank you. 461 00:33:56,880 --> 00:33:57,880 Mr. Hinkins? 462 00:33:57,880 --> 00:34:00,280 Yes, Eric or Missy? 463 00:34:00,280 --> 00:34:05,280 Do you allocate how many special ed kids are in a classroom? 464 00:34:05,280 --> 00:34:08,680 I mean, so I mean, if a general ed, you know, 465 00:34:08,680 --> 00:34:11,440 mainstreaming with them with the mainstream, 466 00:34:11,440 --> 00:34:15,480 you don't do you specify how many are in a classroom? 467 00:34:15,480 --> 00:34:16,680 We don't directly. 468 00:34:16,680 --> 00:34:19,640 That's typically not at the very level of perception. 469 00:34:19,640 --> 00:34:20,480 Okay. 470 00:34:20,480 --> 00:34:22,600 However, in our level, when we talk along 471 00:34:22,600 --> 00:34:25,120 about the rule of natural proportions, 472 00:34:25,120 --> 00:34:27,920 it seems that any educational environment 473 00:34:28,840 --> 00:34:33,080 should not exceed what the typical percentages are 474 00:34:33,080 --> 00:34:33,920 for our students. 475 00:34:33,920 --> 00:34:38,120 Although it has 15% students with IEPs, 476 00:34:38,120 --> 00:34:42,000 a classroom should be more than 15%. 477 00:34:42,000 --> 00:34:42,840 Okay. 478 00:34:42,840 --> 00:34:44,480 That would be a nice practice, I guess. 479 00:34:44,480 --> 00:34:45,480 But it doesn't always work that way, 480 00:34:45,480 --> 00:34:48,760 especially in our month's session schools, unfortunately. 481 00:34:48,760 --> 00:34:51,840 Because there's no other features in the IEP students. 482 00:34:51,840 --> 00:34:53,240 So the building principle, 483 00:34:53,240 --> 00:34:56,400 besides where those IEP students go, 484 00:34:56,400 --> 00:35:01,120 or special ed, to get input, 485 00:35:01,120 --> 00:35:04,680 from our manager to head in, but I don't know. 486 00:35:04,680 --> 00:35:06,200 It's a little off topic. 487 00:35:06,200 --> 00:35:08,280 IEP teams, we have to really work with them 488 00:35:08,280 --> 00:35:10,200 for when my son was there. 489 00:35:10,200 --> 00:35:13,120 It's, I mean, I know that there's trouble 490 00:35:13,120 --> 00:35:15,600 to get everyone together and the parent there, 491 00:35:15,600 --> 00:35:17,640 together and the student. 492 00:35:17,640 --> 00:35:18,640 How do you draw? 493 00:35:18,640 --> 00:35:20,160 I mean, who's out in IEP teams? 494 00:35:20,160 --> 00:35:22,160 Usually the, 495 00:35:23,160 --> 00:35:25,880 It's required, it's required for students 496 00:35:25,880 --> 00:35:30,040 to have an LEA, which is that you use your representative 497 00:35:30,040 --> 00:35:32,040 district and you can allocate resources. 498 00:35:32,040 --> 00:35:32,880 Okay. 499 00:35:32,880 --> 00:35:34,800 You have to have a special education teacher 500 00:35:34,800 --> 00:35:36,960 and have to have a regular education teacher 501 00:35:36,960 --> 00:35:38,480 and a regular education teacher 502 00:35:38,480 --> 00:35:40,240 has to have that knowledge of that student. 503 00:35:40,240 --> 00:35:41,600 Okay. 504 00:35:41,600 --> 00:35:43,600 And then, of course, the parents and the student 505 00:35:43,600 --> 00:35:46,400 and the parent and then related service providers. 506 00:35:46,400 --> 00:35:48,240 So that would be your occupational therapist, 507 00:35:48,240 --> 00:35:49,760 your physical therapist, 508 00:35:49,760 --> 00:35:54,760 your deputy hearing teacher, speech therapist, required. 509 00:35:56,120 --> 00:35:59,020 And then, you can certainly invite more. 510 00:36:00,440 --> 00:36:04,320 So you have a light meeting and the parent and student 511 00:36:04,320 --> 00:36:06,400 that nobody chose, you can still have the IEP meeting 512 00:36:06,400 --> 00:36:07,560 and modify it. 513 00:36:07,560 --> 00:36:08,400 No? 514 00:36:08,400 --> 00:36:09,240 No. 515 00:36:09,240 --> 00:36:10,080 No. 516 00:36:10,080 --> 00:36:10,920 Okay. 517 00:36:10,920 --> 00:36:12,080 You should. 518 00:36:12,080 --> 00:36:12,920 You have to. 519 00:36:12,920 --> 00:36:13,760 You have to. 520 00:36:13,760 --> 00:36:15,320 You have to get out required numbers 521 00:36:15,320 --> 00:36:18,840 and unless you have sign consulptious use somebody 522 00:36:18,840 --> 00:36:20,000 from the team. 523 00:36:20,000 --> 00:36:21,240 And maybe you can do that. 524 00:36:21,240 --> 00:36:22,840 But it should be higher. 525 00:36:22,840 --> 00:36:23,680 Okay. 526 00:36:23,680 --> 00:36:24,520 Okay. 527 00:36:24,520 --> 00:36:25,360 Thank you. 528 00:36:25,360 --> 00:36:26,800 I know it's a big, I know it's a big chore. 529 00:36:27,640 --> 00:36:32,200 And I would just add, specifically to when the parent 530 00:36:32,200 --> 00:36:37,200 doesn't show up, we have to be able to document three 531 00:36:38,400 --> 00:36:42,320 but they consider doing faith attempts to engage the family 532 00:36:42,320 --> 00:36:46,080 in coming to an IEP meeting and participating before 533 00:36:46,080 --> 00:36:49,880 it would be okay in the state's eyes 534 00:36:49,880 --> 00:36:52,400 to move forward with an IEP meeting of parents. 535 00:36:52,400 --> 00:36:56,800 So good faith being like, if I call your phone 536 00:36:56,800 --> 00:36:59,760 and I get your voicemail, but it just says, 537 00:36:59,760 --> 00:37:03,040 this is 608, well, that would not be considered good faith 538 00:37:03,040 --> 00:37:05,760 because it's not voice identifying that it's your orders. 539 00:37:07,120 --> 00:37:10,640 A written order, usually the written order won't call 540 00:37:10,640 --> 00:37:12,880 and perhaps an email or another, you know, 541 00:37:12,880 --> 00:37:14,960 a home visit or something. 542 00:37:14,960 --> 00:37:17,240 And you don't really do two a year? 543 00:37:18,200 --> 00:37:20,640 You're required by law to have one meeting 544 00:37:20,640 --> 00:37:22,120 annually per year. 545 00:37:23,120 --> 00:37:25,040 But I'll speak to them in a minute. 546 00:37:25,040 --> 00:37:27,000 I had lots of review for us. 547 00:37:27,000 --> 00:37:27,840 Okay. 548 00:37:27,840 --> 00:37:28,680 Thank you. 549 00:37:29,880 --> 00:37:30,720 Anyone else? 550 00:37:38,640 --> 00:37:40,600 Oh, thanks for your answer. 551 00:37:40,600 --> 00:37:43,800 Is it a parent or any guardian that would be their 552 00:37:43,800 --> 00:37:46,120 the parent or legal guardian? 553 00:37:46,120 --> 00:37:47,520 So yeah, yeah. 554 00:37:47,520 --> 00:37:50,800 I mean, we do have some cases where a parent is like, 555 00:37:50,840 --> 00:37:53,320 I really can't, I'm going to send my, 556 00:37:53,320 --> 00:37:55,440 my parent or the child parent parent. 557 00:37:56,360 --> 00:37:59,160 And if that's what they're choosing to do, 558 00:37:59,160 --> 00:38:02,440 we've typically allowed that to go forward. 559 00:38:03,480 --> 00:38:05,800 I'm just thinking of like the times 560 00:38:05,800 --> 00:38:08,840 that I've been involved in those meetings too. 561 00:38:08,840 --> 00:38:11,040 We always then circle back around though 562 00:38:11,040 --> 00:38:14,720 with the actual parent to make sure that they fully 563 00:38:14,720 --> 00:38:16,640 and are comfortable with by every, you know, 564 00:38:16,640 --> 00:38:17,880 I was talking about it. 565 00:38:17,880 --> 00:38:18,720 Okay. 566 00:38:20,600 --> 00:38:21,440 Thank you. 567 00:38:25,040 --> 00:38:26,520 Go ahead. 568 00:38:26,520 --> 00:38:31,520 So this year's we started to then try to map out. 569 00:38:31,960 --> 00:38:35,200 If we were going to start to measure success 570 00:38:35,200 --> 00:38:37,000 and the impact on some of the changes 571 00:38:37,000 --> 00:38:39,720 in work that we're trying that we're going to put forward 572 00:38:39,720 --> 00:38:41,280 here and what would some of that look like? 573 00:38:41,280 --> 00:38:44,560 So when we talk about stronger instructional system, 574 00:38:44,560 --> 00:38:46,960 maybe we're going to look for greater consistency 575 00:38:46,960 --> 00:38:48,000 across schools. 576 00:38:48,000 --> 00:38:51,800 So the feedback that we get is inconsistent, 577 00:38:51,800 --> 00:38:55,760 specifically from our staff that support multiple buildings, 578 00:38:55,760 --> 00:38:59,000 you know, come to me and say, is that this meeting? 579 00:38:59,000 --> 00:39:00,800 And I was told that I needed to do this, 580 00:39:00,800 --> 00:39:04,200 but now, now today I'm at this building and we had a meeting, 581 00:39:04,200 --> 00:39:06,360 but I was told I needed to do it this way. 582 00:39:06,360 --> 00:39:07,200 Okay. 583 00:39:07,200 --> 00:39:09,160 How am I supposed to actually do it? 584 00:39:09,160 --> 00:39:12,400 And so to eliminate the number of staff I come in 585 00:39:12,400 --> 00:39:15,240 and just say, like I'm getting mixed lessons 586 00:39:15,320 --> 00:39:17,280 for increased staff capacity, right? 587 00:39:17,280 --> 00:39:20,600 Having higher staff confidence and retention, 588 00:39:20,600 --> 00:39:23,040 improved collaboration, more effective problem solving 589 00:39:23,040 --> 00:39:26,120 and shared ownership of students. 590 00:39:26,120 --> 00:39:28,840 So leveraging our professional learning communities, 591 00:39:28,840 --> 00:39:32,120 really supporting our gen ed and special ed staff, 592 00:39:32,120 --> 00:39:35,000 really it's for providers to have that time to come together, 593 00:39:35,000 --> 00:39:37,680 to talk about the students, to problem solve, 594 00:39:37,680 --> 00:39:42,680 to engage in work around advancing the outcomes 595 00:39:43,040 --> 00:39:44,520 for the students. 596 00:39:44,520 --> 00:39:46,360 And then that improves student outcomes, 597 00:39:46,360 --> 00:39:49,080 just continuing to look at student growth, 598 00:39:49,080 --> 00:39:51,720 looking at our data, making sure that we are seeing 599 00:39:51,720 --> 00:39:53,120 that we'll do better than that. 600 00:39:53,120 --> 00:39:57,600 We don't slide backwards or are in a standstill. 601 00:39:57,600 --> 00:39:59,360 And one of the things we've talked about 602 00:39:59,360 --> 00:40:02,120 in terms of the top portion, 603 00:40:02,120 --> 00:40:06,360 sends a lot of the feedback that has been kind of pulled 604 00:40:06,360 --> 00:40:09,640 together in this report, was through focus group 605 00:40:09,640 --> 00:40:13,640 and direct staff feedback, a real solid way 606 00:40:13,640 --> 00:40:15,720 of us working to kind of gather 607 00:40:15,720 --> 00:40:19,320 whether or not staff's perceptions from what they gave 608 00:40:19,320 --> 00:40:22,320 when we originally engaged in this evaluation, 609 00:40:22,320 --> 00:40:25,440 to how things are now that we made some changes 610 00:40:25,440 --> 00:40:28,800 would be to come back around mid-year 611 00:40:28,800 --> 00:40:30,560 and ask the same questions 612 00:40:30,560 --> 00:40:32,600 and see if the responses have changed 613 00:40:32,600 --> 00:40:35,160 from when they initially gave them this last school year 614 00:40:35,160 --> 00:40:36,800 to this mid-year. 615 00:40:36,800 --> 00:40:39,000 And then again, at the end of the school year, 616 00:40:39,000 --> 00:40:41,200 so that we would have kind of two pulse checks 617 00:40:41,240 --> 00:40:46,080 on the staff perception on these areas 618 00:40:46,080 --> 00:40:48,080 that I'm possibly able to see, 619 00:40:48,080 --> 00:40:49,640 are things getting better in their eyes? 620 00:40:49,640 --> 00:40:50,960 Do they feel more supported? 621 00:40:50,960 --> 00:40:53,480 Do they feel less confused in those instances? 622 00:40:55,440 --> 00:40:57,160 Any board member questions? 623 00:40:57,160 --> 00:40:58,000 Yes. 624 00:41:00,480 --> 00:41:03,240 Yeah, we'll take you back to the smart goals 625 00:41:03,240 --> 00:41:04,080 and the definitions. 626 00:41:04,080 --> 00:41:05,520 Those aren't really clear 627 00:41:05,520 --> 00:41:08,440 and those are not really pleasurable things 628 00:41:08,440 --> 00:41:09,520 that the way you've set it up. 629 00:41:09,520 --> 00:41:11,880 Yeah, you could probably do some staff surveys 630 00:41:11,880 --> 00:41:12,880 or some going back, 631 00:41:12,880 --> 00:41:17,680 but I think you need to have more specific goals 632 00:41:17,680 --> 00:41:21,080 that can, that have better accountability metrics 633 00:41:21,080 --> 00:41:24,720 that you really need to work on those measurements 634 00:41:24,720 --> 00:41:26,720 and how we can measure what's going on. 635 00:41:30,160 --> 00:41:31,000 Any other thoughts? 636 00:41:31,000 --> 00:41:40,800 Yeah, I'm looking forward to it almost feels like there's 637 00:41:42,400 --> 00:41:45,000 column missing from, we'll look for, 638 00:41:46,760 --> 00:41:50,800 I'm sorry, we'll look for the definitions 639 00:41:50,800 --> 00:41:52,200 to evidence of success 640 00:41:52,200 --> 00:41:53,920 and I'm looking for that meet 641 00:41:53,920 --> 00:41:56,120 in one of that middle column. 642 00:41:56,120 --> 00:41:58,960 We look for specifically what we're looking for, 643 00:41:58,960 --> 00:42:00,920 what our coverings are, 644 00:42:00,920 --> 00:42:03,000 and then we'll look for the new 645 00:42:03,000 --> 00:42:05,240 information that I'll look to help. 646 00:42:11,120 --> 00:42:11,960 Anyone else? 647 00:42:16,400 --> 00:42:17,880 Excuse me. 648 00:42:17,880 --> 00:42:21,240 This last slide, during a meeting, 649 00:42:21,240 --> 00:42:24,120 I was asked what can the board do to support the work 650 00:42:24,120 --> 00:42:26,880 that we'll be moving forward as a result 651 00:42:26,880 --> 00:42:28,640 of the program evaluation, 652 00:42:28,640 --> 00:42:30,320 and we came up with four things, 653 00:42:30,320 --> 00:42:34,120 and the first one is to support a long-term commitment 654 00:42:34,120 --> 00:42:35,360 to continuous improvement. 655 00:42:35,360 --> 00:42:41,080 Like Eric said, this work takes time to see improvements. 656 00:42:41,080 --> 00:42:44,400 We've been doing continuous improvement work for five years, 657 00:42:44,400 --> 00:42:45,520 and it was probably two years ago 658 00:42:45,520 --> 00:42:48,280 that we started seeing things actually change. 659 00:42:48,280 --> 00:42:50,360 There's adaptive change and technical change, 660 00:42:50,360 --> 00:42:52,520 and some things we can do right away, 661 00:42:52,520 --> 00:42:54,640 but some things we're gonna take time 662 00:42:54,680 --> 00:42:57,000 to see movement done, 663 00:42:57,000 --> 00:43:00,000 so we're requesting support in there. 664 00:43:00,000 --> 00:43:04,280 Supporting investments in safety development and retention, 665 00:43:04,280 --> 00:43:06,400 monitoring progress through measurable outcomes 666 00:43:06,400 --> 00:43:08,160 rather than individual anecdotes 667 00:43:08,160 --> 00:43:12,000 and recognizing that meaningful systems change 668 00:43:12,000 --> 00:43:13,640 occurs over time. 669 00:43:13,640 --> 00:43:16,640 So that's what we're asking in response 670 00:43:16,640 --> 00:43:18,880 to the Western Health and the Board support. 671 00:43:18,880 --> 00:43:21,640 And in closing, we just, 672 00:43:22,480 --> 00:43:25,120 you know, we're kind of grounded in that 673 00:43:25,120 --> 00:43:27,520 our systems are gonna improve 674 00:43:27,520 --> 00:43:30,720 by learning from this evaluation that we requested, 675 00:43:31,800 --> 00:43:34,280 and that's kind of where we're at, 676 00:43:34,280 --> 00:43:36,560 and that's it, we'll take any questions you have. 677 00:43:38,080 --> 00:43:40,400 Thank you, Ms. Beavers, and Mr. Weir 678 00:43:40,400 --> 00:43:43,280 for putting this presentation together. 679 00:43:43,280 --> 00:43:45,560 Are there more questions from board members? 680 00:43:47,160 --> 00:43:48,000 Ms. Grishov. 681 00:43:52,480 --> 00:43:55,880 Thank you, lots of buttons to address. 682 00:43:55,880 --> 00:43:58,320 Take my hand down, turn on the room, 683 00:43:58,320 --> 00:44:01,560 like turn on the Google meet mic. 684 00:44:01,560 --> 00:44:04,520 Missy and Eric, thank you so much for this. 685 00:44:04,520 --> 00:44:07,360 I really like the answers to the questions 686 00:44:07,360 --> 00:44:10,560 because I'm learning a lot when you spend the other day 687 00:44:10,560 --> 00:44:13,640 at the TLE committee that I sat in on 688 00:44:13,640 --> 00:44:15,200 and I learned a lot very well. 689 00:44:15,200 --> 00:44:20,280 So that way my comment is that I'm looking forward 690 00:44:21,160 --> 00:44:23,200 to learning more throughout the year, 691 00:44:23,200 --> 00:44:26,760 really applaud you for seeking a program evaluation. 692 00:44:26,760 --> 00:44:29,360 I just came from 15 years at the college 693 00:44:29,360 --> 00:44:32,440 where those extra evaluations are the way 694 00:44:32,440 --> 00:44:34,080 that the programs get better. 695 00:44:34,080 --> 00:44:35,520 And so I got to learn that process. 696 00:44:35,520 --> 00:44:37,480 So I'm really excited about learning 697 00:44:37,480 --> 00:44:38,800 how this process helps you. 698 00:44:38,800 --> 00:44:40,880 So thank you for requesting it. 699 00:44:40,880 --> 00:44:43,360 And thank you for already getting forward 700 00:44:43,360 --> 00:44:45,360 and getting into it and working at it. 701 00:44:45,360 --> 00:44:50,200 And we'll all support it for hearing progress. 702 00:44:51,040 --> 00:44:53,360 As it comes out of this and all the other work you're doing. 703 00:44:53,360 --> 00:44:54,520 So that's my comment. 704 00:44:54,520 --> 00:44:55,360 Thank you. 705 00:44:57,520 --> 00:44:59,520 Thank you, Mrs. Fox. 706 00:45:02,960 --> 00:45:05,320 I'm sure you know that I want to see 707 00:45:05,320 --> 00:45:07,200 a much more specific action plan. 708 00:45:08,720 --> 00:45:11,160 I want you to see a written plan 709 00:45:11,160 --> 00:45:14,560 that has specific goals, implementation strategies 710 00:45:14,560 --> 00:45:16,240 and accountability metrics. 711 00:45:17,240 --> 00:45:19,600 When you write a really good IAEA, 712 00:45:19,600 --> 00:45:21,800 you look for evidence, you look for strategies, 713 00:45:21,800 --> 00:45:24,880 you progress monitor, and you evaluate, right? 714 00:45:26,480 --> 00:45:30,080 This is very, and I guess that you've been 715 00:45:30,080 --> 00:45:31,920 just beginning to build this out, 716 00:45:31,920 --> 00:45:36,760 but you need to build it out a little further. 717 00:45:36,760 --> 00:45:41,760 It's not, and I think that the superintendent 718 00:45:42,920 --> 00:45:45,880 needs to make sure that there's that comprehensive action 719 00:45:45,880 --> 00:45:48,720 plan that's written, and that it has 720 00:45:48,720 --> 00:45:51,680 all these accountability measures in it. 721 00:45:51,680 --> 00:45:55,280 It covers things like leadership, staff capacity, 722 00:45:55,280 --> 00:45:58,080 instruction and services, all of those areas 723 00:45:58,080 --> 00:46:01,480 that you have on your special ed thing. 724 00:46:01,480 --> 00:46:04,440 I think there needs to be a plan for all of those. 725 00:46:04,440 --> 00:46:07,080 It also, you know, like I said with the IP, 726 00:46:07,080 --> 00:46:09,640 it goes back to the idea of smart goals. 727 00:46:09,640 --> 00:46:11,840 You have to have really good goals. 728 00:46:11,840 --> 00:46:13,240 You have to have strategies. 729 00:46:13,240 --> 00:46:14,600 You have to know who's going to do it. 730 00:46:14,600 --> 00:46:15,760 You have to have timelines. 731 00:46:15,760 --> 00:46:17,800 You have to have evaluation. 732 00:46:17,800 --> 00:46:19,800 You have to have all of those things. 733 00:46:19,800 --> 00:46:24,240 And I would like to see a written action plan very soon 734 00:46:24,240 --> 00:46:25,680 by getting a couple of months, 735 00:46:25,680 --> 00:46:28,560 and then we can evaluate it on a regular basis 736 00:46:28,560 --> 00:46:29,400 throughout the year. 737 00:46:32,240 --> 00:46:33,640 Any other board members? 738 00:46:36,680 --> 00:46:39,680 Dr. Gordon, if you want to add anything? 739 00:46:44,680 --> 00:46:47,120 Sure, I'm clicking my button. 740 00:46:47,120 --> 00:46:49,600 I'm just not stating notes on that. 741 00:46:49,600 --> 00:46:52,800 I think a plan is a good idea. 742 00:46:52,800 --> 00:46:57,160 I do believe that the pupil services special ed 743 00:46:57,160 --> 00:46:58,720 and curriculum and instruction team 744 00:46:58,720 --> 00:47:00,920 can work together to collaborate that plan. 745 00:47:01,880 --> 00:47:05,040 As you know, the district has been working collaboratively 746 00:47:05,040 --> 00:47:10,040 with partnerships from our state and represent our people, 747 00:47:10,960 --> 00:47:13,960 our as a plan, and working on that 748 00:47:13,960 --> 00:47:16,600 to create our sit plans for our buildings. 749 00:47:16,600 --> 00:47:19,680 And that is a three year plan that we have rolled out. 750 00:47:19,680 --> 00:47:22,520 And we are working with our buildings to work on 751 00:47:22,520 --> 00:47:23,840 and roll out as well. 752 00:47:23,840 --> 00:47:26,520 Of course, we're still in that phase 753 00:47:26,520 --> 00:47:28,360 of working on that plan. 754 00:47:28,360 --> 00:47:31,240 But this falls in line nicely with that. 755 00:47:31,240 --> 00:47:33,760 As we're looking for an entire systems improvement, 756 00:47:33,760 --> 00:47:36,040 it does fall within that. 757 00:47:36,040 --> 00:47:39,120 We are capable of doing good things. 758 00:47:39,120 --> 00:47:41,320 And I know we will do good things. 759 00:47:41,320 --> 00:47:46,120 Again, this was a preliminary baseline for where we are. 760 00:47:46,120 --> 00:47:49,200 And so using the information that we have 761 00:47:49,200 --> 00:47:53,040 from this report to make systems and structures 762 00:47:53,040 --> 00:47:56,280 improvement is really important to, 763 00:47:56,280 --> 00:47:58,320 I know, missing area and to the rest of us 764 00:47:58,320 --> 00:48:00,120 and to our kids and families. 765 00:48:00,120 --> 00:48:03,120 So absolutely, we're up for the task 766 00:48:03,120 --> 00:48:06,060 and we will make sure we are able to give full report. 767 00:48:07,060 --> 00:48:08,060 Thank you. 768 00:48:08,060 --> 00:48:09,540 I have appreciated that. 769 00:48:09,540 --> 00:48:10,620 Tom Hinkins? 770 00:48:12,500 --> 00:48:14,340 Oh, yes. 771 00:48:14,340 --> 00:48:17,460 I really want to applaud, take my head off to Eric 772 00:48:17,460 --> 00:48:19,980 and Missy for asking you for this. 773 00:48:19,980 --> 00:48:23,860 I think it takes a big step to say 774 00:48:23,860 --> 00:48:25,380 that it wasn't a crap for help. 775 00:48:25,380 --> 00:48:28,540 But at least come back and, like Missy said, 776 00:48:28,540 --> 00:48:31,820 look at us, help us improve. 777 00:48:31,820 --> 00:48:34,980 So I really want to lean into this evaluation. 778 00:48:35,660 --> 00:48:37,900 I think it's a great tool for you to, 779 00:48:37,900 --> 00:48:39,980 and I know you're presenting these things. 780 00:48:39,980 --> 00:48:41,140 But I think it's a good thing. 781 00:48:41,140 --> 00:48:43,180 We all need to self-evaluate ourselves. 782 00:48:45,020 --> 00:48:47,340 Sorry, it's hard to look in the mirror sometimes. 783 00:48:47,340 --> 00:48:50,980 But I think it was a wonderful outreach that you guys made. 784 00:48:50,980 --> 00:48:53,460 And I think we really have to embrace it 785 00:48:53,460 --> 00:48:58,460 and understand it and it will be a better district for it. 786 00:48:59,340 --> 00:49:00,620 We're a better team. 787 00:49:00,620 --> 00:49:03,500 So I'm not really happy that you reached out to 788 00:49:04,460 --> 00:49:08,140 your partner in this evaluation and present it this way. 789 00:49:08,140 --> 00:49:08,980 Thank you. 790 00:49:10,820 --> 00:49:11,660 Thank you. 791 00:49:11,660 --> 00:49:12,500 Can we move? 792 00:49:19,940 --> 00:49:23,260 Thank you for giving us all this information. 793 00:49:23,260 --> 00:49:26,180 And I applaud your courage in reaching out 794 00:49:26,180 --> 00:49:29,900 and asking for our evaluation. 795 00:49:30,900 --> 00:49:35,900 We can choose to grow and that's what your purpose was on this. 796 00:49:37,100 --> 00:49:39,580 And so I appreciate you being that. 797 00:49:39,580 --> 00:49:42,900 My question is, in wanting to have specifics 798 00:49:42,900 --> 00:49:45,140 and having your smart goals, 799 00:49:45,140 --> 00:49:47,020 is that something you plan on doing 800 00:49:47,020 --> 00:49:52,020 with the special ed teachers and your team is bad in August? 801 00:49:52,620 --> 00:49:53,940 Is that part of the plan? 802 00:49:53,940 --> 00:49:56,020 And why not at six? 803 00:49:56,020 --> 00:49:59,860 Yeah, I think the population changes every year too, right? 804 00:50:00,420 --> 00:50:02,420 Yeah, I think that. 805 00:50:02,420 --> 00:50:07,580 So we will go back with Dr. Martin 806 00:50:07,580 --> 00:50:10,420 and the curriculum instruction team and ed conversations. 807 00:50:10,420 --> 00:50:14,580 But the context of this evaluation was under that broader work 808 00:50:14,580 --> 00:50:15,860 within continuous improvement. 809 00:50:15,860 --> 00:50:19,180 And so really that work is guided by those goals. 810 00:50:19,180 --> 00:50:21,780 So the smart goals that we have set 811 00:50:21,780 --> 00:50:25,340 and we have three of them that are set on our district 812 00:50:25,340 --> 00:50:28,420 improvement plan, those would be the smart goals. 813 00:50:28,460 --> 00:50:30,420 Those are rooted in student outcomes, 814 00:50:30,420 --> 00:50:32,940 which is what this is all focused on, right? 815 00:50:32,940 --> 00:50:34,860 Is improving student outcomes. 816 00:50:34,860 --> 00:50:37,900 And so what detail can come for sure 817 00:50:37,900 --> 00:50:40,780 would be a more enhanced action plan, right? 818 00:50:40,780 --> 00:50:43,180 Just like we have more detailed action plans 819 00:50:43,180 --> 00:50:45,820 within that continuous improvement, 820 00:50:45,820 --> 00:50:48,180 that district plan for different areas. 821 00:50:48,180 --> 00:50:51,220 We've talked about our hope in regards to art, 822 00:50:51,220 --> 00:50:54,820 your math, our SEL curriculums in the district 823 00:50:54,820 --> 00:50:58,180 and how things are going with those tools, 824 00:50:59,580 --> 00:51:00,780 the other ones. 825 00:51:00,780 --> 00:51:02,740 We have a whole list of them out there, right? 826 00:51:02,740 --> 00:51:05,620 Special ed specific would live within the context 827 00:51:05,620 --> 00:51:06,980 of that broader plan. 828 00:51:06,980 --> 00:51:09,980 So in my view, I would not be developing specific 829 00:51:09,980 --> 00:51:13,580 smart goals to this material because the smart goals 830 00:51:13,580 --> 00:51:15,380 live in our district plan. 831 00:51:15,380 --> 00:51:16,860 This is a subset of that. 832 00:51:16,860 --> 00:51:18,640 So there would be action sets. 833 00:51:21,700 --> 00:51:22,540 Anyone else? 834 00:51:25,140 --> 00:51:29,060 Executive Director Beavers and Director Weir, 835 00:51:29,060 --> 00:51:29,900 thank you. 836 00:51:29,900 --> 00:51:31,820 We appreciate your time and effort 837 00:51:31,820 --> 00:51:33,460 in putting this together and coming out 838 00:51:33,460 --> 00:51:34,820 on such a hot night. 839 00:51:34,820 --> 00:51:39,820 And Dr. Corden, I know that I've mentioned 840 00:51:41,580 --> 00:51:45,100 the curriculum and instruction department 841 00:51:45,100 --> 00:51:47,060 and people's services, it's hard hard. 842 00:51:47,060 --> 00:51:51,500 But I encourage this is a good, wide issue. 843 00:51:51,500 --> 00:51:56,460 So, using research in HR argues 844 00:51:56,460 --> 00:51:59,420 research in business operations, 845 00:51:59,420 --> 00:52:04,420 use the board order to do whatever you need to use 846 00:52:04,860 --> 00:52:09,860 because all of these things are specific to this. 847 00:52:10,300 --> 00:52:13,380 It's going to include throughout the district 848 00:52:13,380 --> 00:52:15,780 and throughout all of our students. 849 00:52:15,780 --> 00:52:17,900 And I'm really looking forward 850 00:52:17,900 --> 00:52:19,980 to seeing what the board is. 851 00:52:20,820 --> 00:52:21,660 I don't know. 852 00:52:21,660 --> 00:52:23,060 It became perfect. 853 00:52:24,260 --> 00:52:25,780 I'm so busy. 854 00:52:25,780 --> 00:52:28,660 And if there are any other questions 855 00:52:28,660 --> 00:52:32,100 from us, I will move to address them. 856 00:52:33,540 --> 00:52:35,700 Second, I will move on. 857 00:52:35,700 --> 00:52:38,700 Yeah, I do, I do, I do, I do, I do, I do, I do, I do. 858 00:52:38,700 --> 00:52:41,260 And then the session, I do not want to do it. 859 00:52:41,260 --> 00:52:44,660 I have, I do, I do, I do, I do, I do, I do, I do, I do. 860 00:52:44,660 --> 00:52:49,660 I do, I do, I do, I do, I do, I do, I do, I do, I do, I do. 861 00:52:49,980 --> 00:52:54,980 I do, I do, I do, I do, I do, I do, I do, I do.