WEBVTT 00:00.000 --> 00:08.300 Good evening, it is 7-11. 00:08.300 --> 00:14.880 We are reconvening the open session of tonight's meeting. 00:14.880 --> 00:20.960 And I want to let board members know this is being recorded in Google Meets. 00:20.960 --> 00:28.720 So when you speak, please turn on your Google Meets microphone, but then remember to shut 00:28.720 --> 00:29.720 it off. 00:29.720 --> 00:31.560 People have a lot of feedback. 00:31.560 --> 00:37.720 So sorry about the clunkiness of it, but we can handle this. 00:37.720 --> 00:42.960 And we are on action discussion items. 00:42.960 --> 00:54.720 The only item we have on the agenda tonight is the report. 00:54.720 --> 01:09.240 We've got Missy Beavers, executive director of pupil services with Eric Weir, director 01:09.240 --> 01:13.760 of special education and student services. 01:13.760 --> 01:20.640 The purpose of this is building a stronger special education system using external evaluation 01:20.640 --> 01:24.400 to strengthen systems and student outcomes. 01:24.400 --> 01:25.400 Missy Beavers. 01:25.400 --> 01:26.400 Good evening. 01:26.400 --> 01:37.320 We're here tonight to talk about an extension of the continuous improvement work that we 01:37.320 --> 01:44.320 have been doing within pupil services department, specifically in regards to an outside evaluation 01:44.320 --> 01:50.600 that we did to look at the system's work we have been doing. 01:50.600 --> 01:54.560 I'm here with Eric Weir to introduce him. 01:54.560 --> 02:03.520 So the first thing we wanted to discuss was why we initiated an outside programming evaluation. 02:03.520 --> 02:09.040 We really were focusing on elementary education because that's where we were hearing the most 02:09.040 --> 02:14.160 noise and seeing the most disruption in the system. 02:14.160 --> 02:20.240 We've been doing continuous improvement work with DPI and CSUN, we've been doing that 02:20.240 --> 02:45.760 in the last five years in hopes of or. 02:45.760 --> 02:52.760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN and CSUN 03:15.760 --> 03:22.760 and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN 03:45.760 --> 03:52.760 and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN and CSUN. 04:15.760 --> 04:22.760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN and CSUN 04:45.760 --> 04:52.760 and CSUN and CSUN and CSUN and CSUN and CSUN. 05:15.760 --> 05:22.760 We've been doing continuous improvement work with DPI and CSUN and CSUN. 05:45.760 --> 05:52.760 We've been doing continuous improvement work with DPI and CSUN and CSUN and CSUN. 06:15.760 --> 06:34.760 Looked at, you'll see on the left hand side leadership service delivery instruction, the role of the program manager, 06:34.760 --> 06:42.760 collaboration, professional learning and staffing. Specifically, there was a thorough data review, 06:42.760 --> 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. 06:50.760 --> 06:55.760 So is the workload comparable to the case load? 06:55.760 --> 07:00.760 They specifically did IEP reviews, random IEP reviews. 07:00.760 --> 07:08.760 They looked at our special resources and they did individual interviews with our managers. 07:13.760 --> 07:18.760 Any board member questions? 07:18.760 --> 07:23.760 I've got a question about what CSUN evaluated. 07:23.760 --> 07:26.760 Who decided what needed to be evaluated? 07:26.760 --> 07:31.760 Is this just something standard? 07:31.760 --> 07:35.760 Sorry, who decided what needed to be evaluated? 07:35.760 --> 07:43.760 Is this something like you say, okay CSUN or whoever we want to review of our department. 07:43.760 --> 07:48.760 Do they have a standard? 07:48.760 --> 07:54.760 Okay, we're going to come in and look at this and you've given this slide with the multiple things. 07:54.760 --> 07:59.760 Do they do this for all of their evaluations or did you hand get used? 08:00.760 --> 08:02.760 Okay, cool. 08:02.760 --> 08:14.760 And when they talk to the staff, do they just special ed staff or to all staff? 08:14.760 --> 08:15.760 Okay. 08:15.760 --> 08:17.760 And for the administrators. 08:17.760 --> 08:21.760 Any questions? 08:22.760 --> 08:25.760 Thank you. 08:25.760 --> 08:34.760 This next slide is specific findings for these areas, these seven areas that I just spoke of in the slide previous. 08:34.760 --> 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. 08:45.760 --> 08:54.760 Everyone read through the report twice and we it took us two or three days to meet meeting dates. 08:54.760 --> 09:02.760 We looked through and the first activity was what what standing up to you, what resonates with you. 09:02.760 --> 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. 09:10.760 --> 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. 09:20.760 --> 09:25.760 And then the last activity was now what and that's how we develop our action steps. 09:25.760 --> 09:32.760 So the findings on this page were really an outcome of those activity that we did with our team. 09:32.760 --> 09:35.760 So the common themes. 09:35.760 --> 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. 09:43.760 --> 09:56.760 The common themes were to strengthen consistency, clarify roles and systems, build educator capacity, increase collaboration and improve instructional systems. 09:56.760 --> 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. 10:07.760 --> 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 10:23.760 --> 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. 10:35.760 --> 10:41.760 There was a request for stronger partnerships between special education general education and school leadership. 10:41.760 --> 10:52.760 There's a gap there and then improving instructional systems. So better alignment between IEPs instruction interventions and progress. 10:52.760 --> 10:56.760 Any questions? Thank you. 10:56.760 --> 11:04.760 This next slide is speaking specifically to the common themes from the focus groups that we held. 11:04.760 --> 11:12.760 These groups were each school had a day or at least a half a day to have focus groups. 11:12.760 --> 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. 11:29.760 --> 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. 11:40.760 --> 11:46.760 There was a student services and we did not participate in that. So staff would speak freely. 11:46.760 --> 11:56.760 The kind of themes from staff were clear expectations, more collaboration, better onboarding, more coaching and consistent systems. 11:56.760 --> 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. 12:08.760 --> 12:13.760 Any questions? 12:14.760 --> 12:18.760 All right. 12:18.760 --> 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. 12:38.760 --> 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. 12:47.760 --> 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. 12:58.760 --> 13:05.760 Students with disabilities outperformed their peers in both English and mathematics to grow at multiple schools. 13:05.760 --> 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. 13:15.760 --> 13:24.760 Together they help to guide our improvement efforts. 13:25.760 --> 13:32.760 We kind of have discussions about that last week. 13:32.760 --> 13:37.760 I'm not sure that that's conclusive data based. 13:37.760 --> 13:39.760 It's minimal. 13:39.760 --> 13:40.760 It's old. 13:40.760 --> 13:44.760 It goes back to things that are a year old. 13:44.760 --> 13:45.760 It's a growth data. 13:45.760 --> 13:48.760 That's a three year average. 13:49.760 --> 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. 13:58.760 --> 14:03.760 And you need to have better, better data and better ways to determine what the data is. 14:03.760 --> 14:09.760 We need to go back to district data and look at what our kids are actually doing. 14:09.760 --> 14:13.760 You should have access to a lot of district data. 14:14.760 --> 14:19.760 And I think that needs to be studied and researched thoroughly because I don't. 14:19.760 --> 14:21.760 I don't think this tells a good picture. 14:21.760 --> 14:23.760 We do just district. 14:23.760 --> 14:25.760 I mean, you pay attention to that. 14:25.760 --> 14:28.760 You're not reporting it to this. 14:28.760 --> 14:31.760 Well, because the way we evaluate it. 14:34.760 --> 14:40.760 You can get growth and proficiency data from district data and you should because. 14:41.760 --> 14:44.760 Like I said, this is from the district report card. 14:44.760 --> 14:49.760 The state goes through all kinds of crazy machinations to come up with that. 14:49.760 --> 14:51.760 It's a three year average. 14:51.760 --> 14:57.760 Some of those years would have concluded the information that was before we reconfigured. 14:57.760 --> 15:00.760 So I think you need better data. 15:00.760 --> 15:03.760 To look beyond your perceptions. 15:03.760 --> 15:05.760 I totally agree that that's important. 15:06.760 --> 15:08.760 Totally believe you need to be looking at growth data. 15:08.760 --> 15:11.760 I think you need to look at internal district data. 15:11.760 --> 15:13.760 If you're going to be doing this. 15:20.760 --> 15:23.760 Lauren, I'm on because Missy's microphone is not on. 15:23.760 --> 15:26.760 So the audio, they can't hear Missy. 15:26.760 --> 15:28.760 That's why I logged in. 15:28.760 --> 15:29.760 Okay. 15:29.760 --> 15:32.760 Any other questions? 15:33.760 --> 15:37.760 I'm just wondering that the use. 15:37.760 --> 15:43.760 I see like a person to the regular growth that I don't. 15:43.760 --> 15:46.760 Just as a layman, not educator. 15:46.760 --> 15:52.760 You comparing regular that is to special and growth. 15:52.760 --> 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. 16:01.760 --> 16:05.760 I think I think it's unfair to me. 16:05.760 --> 16:12.760 Explain why you would put this in there that it's progressing better than regular at growth. 16:12.760 --> 16:17.760 I mean, I just I don't understand that. 16:17.760 --> 16:22.760 I think they're two different sections of students different. 16:22.760 --> 16:25.760 Maybe the same thing, but then the slower pace. 16:25.760 --> 16:28.760 So I think it's fair to even put that in there. 16:29.760 --> 16:31.760 It's based off of the same assessment. 16:31.760 --> 16:32.760 That's why we include it. 16:32.760 --> 16:37.760 So students without disabilities and students with disabilities are taking the same standardized assessment. 16:37.760 --> 16:39.760 So that is the other. 16:39.760 --> 16:41.760 They're the same test. 16:41.760 --> 16:42.760 Forward exam. 16:42.760 --> 16:43.760 Forward exam. 16:47.760 --> 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. 16:55.760 --> 16:56.760 Yeah. 16:57.760 --> 16:58.760 There's this. 16:58.760 --> 17:05.760 This is there was an alternative testing that is counted in there. 17:05.760 --> 17:09.760 1% of the student population is allowed to take the alternative test. 17:09.760 --> 17:16.760 Okay, I still tell you that that is not not. 17:16.760 --> 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. 17:26.760 --> 17:31.760 Not not a year or more ago or 3 years ago, because it's averaged. 17:31.760 --> 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. 17:40.760 --> 17:44.760 So I just I think you can come up with much better data. 17:44.760 --> 17:46.760 Okay. 17:47.760 --> 17:49.760 Any other questions? 17:49.760 --> 17:51.760 Thank you. 17:51.760 --> 17:52.760 Go ahead. 17:55.760 --> 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. 18:00.760 --> 18:03.760 I mean, it was just curious on the difference. 18:03.760 --> 18:05.760 Really the first position. 18:05.760 --> 18:10.760 You wanted to send out. 18:10.760 --> 18:17.760 Well, we have. 18:21.760 --> 18:25.640 First, 18:25.640 --> 18:28.120 and all of the questions you may experience 18:28.120 --> 18:30.200 as a student can amount of wealth 18:30.200 --> 18:32.960 to themselves personally about their working words 18:32.960 --> 18:36.320 that still may not be placed to a provision mark 18:36.320 --> 18:39.600 on the standard estimates, 18:39.600 --> 18:43.520 but both of those are important to grow 18:43.520 --> 18:46.040 just as the program is occurring over time. 18:49.640 --> 18:50.480 Any questions? 18:51.480 --> 18:52.480 Thank you. 18:56.640 --> 18:58.400 So from all of that then, 18:58.400 --> 19:01.000 synthesizing what was in the reports, 19:01.000 --> 19:01.880 looking at the data, 19:01.880 --> 19:04.520 we came up and identified some of the primaries 19:04.520 --> 19:07.960 to do priorities in the first place you can work. 19:07.960 --> 19:10.560 And that is, you work just to make an instructional 19:10.560 --> 19:15.160 consistency and bring clarity to goals, 19:15.160 --> 19:19.200 increase capacity, improve adoration 19:19.200 --> 19:22.240 in case the standard has existing systems. 19:23.240 --> 19:28.240 And this is based on the access that's on there. 19:29.200 --> 19:31.840 And so these are the ones that we call it, 19:31.840 --> 19:34.120 the most common ones. 19:35.640 --> 19:40.120 So a question I have on the next slide, 19:40.120 --> 19:44.440 we have themes and themes aligned 19:44.440 --> 19:45.920 with these priorities, 19:46.840 --> 19:50.200 kind of slightly different from, okay. 19:50.200 --> 19:53.240 I think one of the questions on 19:53.240 --> 19:55.960 prepared, identified, trading, 19:55.960 --> 19:59.280 that's the question you should try to work with. 20:01.160 --> 20:02.000 Thank you. 20:02.000 --> 20:02.840 Go ahead. 20:04.240 --> 20:07.080 So this slide takes most themes 20:07.080 --> 20:11.160 and works to articulate reactions 20:11.160 --> 20:14.480 that we have started to do a second. 20:16.040 --> 20:19.320 Like I said, we have the results 20:19.320 --> 20:22.640 of our innovation at the beginning of May, 20:22.640 --> 20:26.480 so a lot of the months left with our team for summer. 20:26.480 --> 20:30.600 And this is where we're at, we're at the time that we've had. 20:30.600 --> 20:33.880 We had, we should have a team of members of our team 20:33.880 --> 20:36.880 and Friday, no other members of our team today, 20:36.880 --> 20:39.800 so we have a team of members of our team tomorrow. 20:39.800 --> 20:42.200 So I think it's important to learn 20:42.200 --> 20:44.360 and to have a team that's building all the actions 20:44.360 --> 20:47.320 that's happening, just like the consistency. 20:48.240 --> 20:51.920 It's, we're gonna have two program managers 20:51.920 --> 20:55.120 in the past, one of those kinds of scientific buildings 20:55.120 --> 20:58.200 we're going to necessarily assign them to a school. 20:58.200 --> 21:02.200 Again, I'm more school, and we have building managers 21:02.200 --> 21:04.040 and one of those ex-engineer all right, 21:04.040 --> 21:06.000 he's how can we better use them. 21:06.000 --> 21:07.680 So thinking of how we can, 21:07.680 --> 21:09.600 but one of the reasons that we're going to do 21:09.600 --> 21:12.720 is to provide more comprehensive work to all of our own 21:12.720 --> 21:16.680 schools have an expectation being one person 21:16.680 --> 21:20.800 for one person to start reviewing 21:20.800 --> 21:23.120 and creating just communication rules 21:23.120 --> 21:24.960 that are essentially, we have two, one, three, 21:24.960 --> 21:28.000 five, seven, and one piece of different heads 21:28.000 --> 21:30.640 and arguments, so in fact, they're making sure 21:30.640 --> 21:35.320 that most of our data, any of the areas 21:35.320 --> 21:38.560 we may be presenting or can confuse the effects 21:38.560 --> 21:40.280 of where we need to come from, 21:40.280 --> 21:42.960 ensure that we bring clear to those documents 21:42.960 --> 21:45.560 so that they have this user from the A&S 21:45.600 --> 21:47.880 that are being established, right? 21:47.880 --> 21:49.360 That's the biggest thing here. 21:49.360 --> 21:51.360 Thanks, we've had it, it works, 21:51.360 --> 21:54.320 but at this point in time, we may be talking curious 21:54.320 --> 21:55.520 about how we need to get some 21:55.520 --> 21:58.360 because they're only useful if people find them useful. 21:59.360 --> 22:01.440 For clear controls and systems, 22:01.440 --> 22:03.880 again, we're talking about the defining program 22:03.880 --> 22:07.000 for our future, and we have a relationship 22:07.000 --> 22:09.320 around if we've had our own history of expectations 22:09.320 --> 22:11.520 on the professional learning, 22:11.520 --> 22:13.400 making sure that we're doing very hard 22:13.400 --> 22:15.400 and explicit, professional learning 22:15.400 --> 22:18.400 for special education and general education staff 22:18.400 --> 22:21.040 around topics related to special education 22:21.040 --> 22:24.320 and student services for building a computer. 22:24.320 --> 22:26.920 And absolutely, it's leading up to being 22:26.920 --> 22:28.680 a head of the thing from our managers, 22:28.680 --> 22:30.320 and hopefully so that they can be viewed more 22:30.320 --> 22:33.520 as coaches and consultants to the staff 22:33.520 --> 22:37.400 and set up to be that they're more compliant, 22:37.400 --> 22:41.920 which is possibly better to think about in math. 22:41.960 --> 22:43.240 And anti-special education, 22:43.240 --> 22:45.160 specific professional learning, like I mentioned, 22:45.160 --> 22:47.000 increased professional learning. 22:47.000 --> 22:49.320 These are also related to the planet 22:49.320 --> 22:51.280 and actually the future leaders. 22:52.800 --> 22:54.880 In computer collaboration, 22:54.880 --> 22:57.720 generationized for coaches, for managers, 22:57.720 --> 23:01.080 for sites that are less us, and in colleges, 23:01.080 --> 23:04.560 and making sure that they can be distributed 23:04.560 --> 23:07.520 through the mandatory special education team meetings 23:07.520 --> 23:10.440 so that all elementary, specialized staff 23:10.440 --> 23:14.000 can get updates and learning 23:14.000 --> 23:15.200 and collaborate with each other. 23:15.200 --> 23:17.000 All of our middle school staff can, 23:17.000 --> 23:18.800 instead of a pocket of staff here, 23:18.800 --> 23:20.600 a spot pocket of staff there, 23:20.600 --> 23:24.680 to try to bring that consistency in 23:24.680 --> 23:26.800 and make sure that it's not one people think 23:26.800 --> 23:27.640 they're hearing this, 23:27.640 --> 23:28.520 and then other group of people 23:28.520 --> 23:31.200 are here thinking they're hearing something else. 23:31.200 --> 23:34.800 And then the improved instructional systems 23:34.800 --> 23:36.120 come back to professional learning 23:36.120 --> 23:37.840 around specially designed instruction. 23:37.840 --> 23:39.920 So what is specially designed instruction 23:39.920 --> 23:42.400 and really what can they be using? 23:43.320 --> 23:46.320 I know, like, you know, we have, 23:46.320 --> 23:48.880 the district is fortunate to have quite a few resources, 23:48.880 --> 23:52.560 curricular resources that our educators have access to. 23:52.560 --> 23:56.280 It's clear to us now that our job is to help them 23:56.280 --> 23:58.840 better see how they can leverage those tools 23:58.840 --> 24:00.720 that they have to meet the students' needs 24:00.720 --> 24:03.920 instead of thinking they need something extra in addition 24:03.920 --> 24:05.560 to what they already have access to. 24:07.000 --> 24:09.480 Coaching and programming support to meet student needs 24:09.480 --> 24:12.760 align to their IEP and making sure 24:12.760 --> 24:16.520 that when we're building the IEP that it is individualized 24:16.520 --> 24:20.000 and that the specially designed instruction is individualized 24:20.000 --> 24:22.200 and that we're not catching ourselves 24:22.200 --> 24:24.320 just assigning a number of minutes 24:24.320 --> 24:27.200 because that's what a master schedule in a school 24:27.200 --> 24:31.480 seems to allow and know that you may have an intervention block 24:31.480 --> 24:33.120 that runs for 40 minutes every day, 24:33.120 --> 24:36.200 but if a student does that be 40 minutes every day, 24:36.200 --> 24:39.040 we don't have to use 40 minutes for that student. 24:39.040 --> 24:40.880 And if a student needs more than 40 minutes, 24:40.880 --> 24:42.600 then we need to come together to figure out 24:42.600 --> 24:44.360 where are all their times that we can provide 24:44.360 --> 24:46.360 some additional support for that student. 24:49.360 --> 24:50.960 Any more questions? 24:56.240 --> 25:01.240 These are pretty general and I don't, you know, 25:01.240 --> 25:03.880 what does strength and consistency mean? 25:03.880 --> 25:06.240 There's no definitions of some of these things. 25:07.000 --> 25:11.240 These are pretty broad and I don't see the, you know, 25:11.240 --> 25:15.320 we asked the, all our other teams to do smart goals 25:15.320 --> 25:20.400 and we're, you know, there's no detail in terms 25:20.400 --> 25:23.160 of what this, what should this look like? 25:27.000 --> 25:28.760 Any other questions or comments? 25:31.760 --> 25:33.520 I've got a couple of questions for you. 25:33.520 --> 25:37.320 We're, so it, it says, 25:38.160 --> 25:42.040 phase one, how many phases are you anticipating 25:42.040 --> 25:46.800 and how long, I mean, how long is phase two? 25:46.800 --> 25:50.000 There is a minimum would be a year. 25:50.000 --> 25:52.320 So going off of the progress of this, 25:52.320 --> 25:54.040 can you think of this improvement in systems 25:54.040 --> 25:58.760 or the change that you work with, do you have any questions? 25:58.760 --> 25:59.600 Okay. 26:00.440 --> 26:04.120 But again, this is definitely, this is one of the things 26:04.120 --> 26:09.120 that we have, that I've come up with for you now 26:09.120 --> 26:12.640 and God, that's the last thing we want to solve 26:12.640 --> 26:14.400 on our team is improvement efforts 26:14.400 --> 26:16.960 and to necessarily like, that's the plan 26:16.960 --> 26:19.240 for a few more programs, this is just a way 26:19.240 --> 26:22.040 that I don't know, so that's not that much more. 26:22.040 --> 26:26.720 So it's not, you know, we're starting on, 26:27.600 --> 26:31.360 and in fact, three areas of policy and as well, 26:31.360 --> 26:35.280 change the part of something, place in that order. 26:37.360 --> 26:40.160 And we just noticed through that, 26:40.160 --> 26:43.960 that phase one, as successful as we had hoped 26:43.960 --> 26:46.160 and held in two levels to sit in a week, 26:46.160 --> 26:48.200 but across this process. 26:48.200 --> 26:49.840 Okay. 26:49.840 --> 26:54.120 So will we receive some information 26:54.120 --> 26:56.880 about more details specifics 26:56.880 --> 26:59.400 and like when you'll be reporting back 26:59.400 --> 27:02.440 to either the superintendent or the board 27:02.440 --> 27:05.080 or the TLE people's services committee 27:05.080 --> 27:07.720 so that we know what to expect moving forward? 27:09.160 --> 27:13.000 Yeah, we bring the teaching improvement, I brought it, 27:13.000 --> 27:15.280 one for sure, and we are a couple of years, 27:15.280 --> 27:19.000 two times a year, so the more that we brought it to the game. 27:19.000 --> 27:22.680 And like, we have the findings, it doesn't hang. 27:23.120 --> 27:26.240 So we really just started to stretch the purpose 27:26.240 --> 27:30.920 with the summer of the day and around the building. 27:30.920 --> 27:34.040 So this is the beginning because, you know, 27:34.040 --> 27:37.360 we have some of the details for our plan. 27:38.280 --> 27:40.240 I know what we're gonna make. 27:40.240 --> 27:41.080 Thank you. 27:48.200 --> 27:49.680 Anyone have any other ones? 27:52.720 --> 27:53.560 Thank you. 27:56.040 --> 27:58.920 This next item just tries to bring a visual 27:58.920 --> 28:01.880 to clarifying that continuum of services, 28:01.880 --> 28:04.600 which is an obligation as part of IDEA. 28:05.960 --> 28:08.360 Within the feedback that we got from this report, 28:08.360 --> 28:09.640 right, there is recommendation 28:09.640 --> 28:11.920 on strengthening that continuum of services 28:11.920 --> 28:16.000 and not just adopting one particular model. 28:16.000 --> 28:18.880 And so really making sure that we work with our teams 28:18.880 --> 28:21.920 to remember that as they have meetings, 28:22.560 --> 28:25.040 as students and families, that they're basing 28:25.040 --> 28:26.520 their decisions truly often, 28:26.520 --> 28:29.520 what that student needs in order to be successful. 28:29.520 --> 28:31.840 We've identified the need to do some training 28:31.840 --> 28:34.480 for all of our staff, or what is least restrictive 28:34.480 --> 28:36.280 environment, and what does that mean? 28:38.280 --> 28:41.120 Looking at staff capacity, 28:41.120 --> 28:43.800 and then what our strong instructional supports, 28:43.800 --> 28:45.600 when we're talking about that special design 28:45.600 --> 28:46.920 instruction. 28:46.920 --> 28:51.240 And so the visual just gives you kind of an idea 28:51.720 --> 28:53.320 of what some of the most intensive, 28:53.320 --> 28:56.560 so on the left side are the most intensive types 28:56.560 --> 28:59.960 of services that a district could look at 28:59.960 --> 29:01.880 providing for a student with an IEP, 29:01.880 --> 29:04.120 and the far right side, 29:05.760 --> 29:09.200 nope, I'm sorry, the light threw you out there. 29:09.200 --> 29:10.400 I got that mixed up. 29:10.400 --> 29:12.960 The left side is the most inclusive, 29:12.960 --> 29:16.440 and the right side is the most restrictive, 29:16.440 --> 29:18.080 or the most specialized. 29:18.080 --> 29:20.920 So it goes everywhere from being fully included 29:20.920 --> 29:23.800 with non-disabled peers, 29:23.800 --> 29:27.200 or maybe just a few supplementary aids and services, 29:27.200 --> 29:30.360 to having more maybe accommodations, 29:30.360 --> 29:32.920 and modifications in the general and environment, 29:32.920 --> 29:35.320 to then maybe having an extra adult present 29:35.320 --> 29:37.400 with them in general, that environment, 29:37.400 --> 29:39.080 to then moving along the continuum, 29:39.080 --> 29:42.640 more restricted to not as much time with general, 29:42.640 --> 29:44.120 but a non-disabled case of gen ed, 29:44.120 --> 29:47.440 more time with just special education, 29:47.440 --> 29:52.640 all the way through sloring alternate placements, 29:52.640 --> 29:56.200 or both the most severe or extreme cases. 29:58.720 --> 30:00.240 Any more member questions? 30:04.360 --> 30:09.360 So you mentioned the more inclusive, 30:09.880 --> 30:12.480 like in the general ed setting, 30:12.480 --> 30:14.240 students receive, 30:14.960 --> 30:17.720 I forget who you are. 30:21.200 --> 30:24.520 Can you give us an example of what that is, 30:24.520 --> 30:31.520 and do we have that in every general ed setting, 30:31.960 --> 30:34.320 where there are special ed students? 30:35.720 --> 30:40.320 Yes, so I mean, I guess I can't say for certain 30:40.320 --> 30:44.120 that every section in every building has a student with 30:44.120 --> 30:47.600 an IEP in it, but there definitely are sections 30:47.600 --> 30:50.720 of all grades across the district, 30:50.720 --> 30:53.120 but I have students with an IEP to talk about 30:53.120 --> 30:54.720 supplementary aids and services. 30:54.720 --> 30:58.520 Those are technically strategies or things 30:58.520 --> 31:00.480 that a student needs to just help them 31:00.480 --> 31:02.040 be successful in that environment. 31:02.040 --> 31:06.640 So it could be that they're able to have a text read 31:06.640 --> 31:09.000 to them so they can put some headphones on, 31:09.000 --> 31:10.640 they'll have the auditory text, 31:10.640 --> 31:12.480 while the other students are expected 31:12.480 --> 31:16.240 to sign the blue key reading of what it could be 31:16.240 --> 31:18.560 if a calculator, maybe a teacher's work 31:18.560 --> 31:19.720 can face it, that fact, 31:19.720 --> 31:22.640 that typically a calculator is not allowed 31:22.640 --> 31:26.480 during that time from the history of accommodation 31:26.480 --> 31:29.920 could be made with a student's IEP if that is appropriate 31:29.920 --> 31:32.960 to use a calculator to have them navigate those 31:32.960 --> 31:34.680 and that problem works. 31:34.680 --> 31:37.440 We see fidgets and use of sensory toys 31:37.440 --> 31:40.240 and supplementary aids and services. 31:40.240 --> 31:42.920 We have a lot of alternate seating in our district. 31:43.920 --> 31:46.400 Teachers, you may have seen them in even other classrooms, 31:46.400 --> 31:49.480 they play lasting bands on the basis of the chairs 31:49.480 --> 31:53.280 that kids can kind of box their feet against the bottom 31:53.280 --> 31:55.280 of their chair and give someone that movement. 31:55.280 --> 31:58.960 We have pedal, like stationary bike seating, 31:58.960 --> 32:00.960 we have model schools, we have cute chairs, 32:00.960 --> 32:03.200 we have all sorts of things and those put all the examples 32:03.200 --> 32:06.960 of supplementary aids and services that a student may need 32:06.960 --> 32:09.480 to just help keep them regulated and grounded 32:09.480 --> 32:11.640 in the general environment. 32:11.640 --> 32:16.000 We just want to add to that is each student 32:16.000 --> 32:19.200 has their own list of supplementary aids and services. 32:19.200 --> 32:21.280 So when you ask does every classroom have it, 32:21.280 --> 32:23.040 depending on what a student needs, 32:23.040 --> 32:26.000 we would provide that to ensure that at same place 32:26.000 --> 32:26.840 in the classroom. 32:28.040 --> 32:30.840 Okay, I think that's maybe a better question would be, 32:30.840 --> 32:35.000 are the general ed classroom teachers all aware 32:35.000 --> 32:39.360 of what these couple of new aids or services are 32:39.360 --> 32:43.080 in, are they instructed on how to implement them 32:43.080 --> 32:45.280 and provide them to the students? 32:46.280 --> 32:47.760 Thank you, yes. 32:47.760 --> 32:52.080 So all of the special ed staff provide IEP at a glance 32:52.080 --> 32:57.000 is what it's called to all staff that that student 32:57.000 --> 33:01.560 interacts with and that really pulls the students' goals 33:01.560 --> 33:04.200 that they're working on and then it pulls all 33:04.200 --> 33:06.200 of their supplementary aids and services 33:06.200 --> 33:08.760 and especially design construction that they get. 33:08.760 --> 33:11.320 So it's kind of like a snapshot of the really important 33:11.320 --> 33:14.360 things without all the filler narrative that goes 33:14.360 --> 33:16.800 into a pretty comprehensive idea. 33:18.000 --> 33:21.640 And so those are provided to all staff at the beginning 33:21.640 --> 33:25.880 of the school year or after an annual or review revise 33:25.880 --> 33:28.240 occurs and maybe change to those. 33:29.080 --> 33:32.000 I think through some of the data that we've seen 33:32.000 --> 33:33.800 when we talk about needing to provide 33:33.800 --> 33:37.560 some professional learning, a question that you ask about, 33:37.560 --> 33:39.880 do they all understand? 33:39.880 --> 33:44.720 That's a piece that is apparent that we need to provide 33:44.720 --> 33:47.240 more learning opportunities to our general ed staff 33:47.240 --> 33:49.680 around what does this need? 33:49.680 --> 33:50.880 What does this look like? 33:50.880 --> 33:53.040 Where are the two sources located? 33:53.040 --> 33:55.040 Who can they go to those types of things? 33:56.040 --> 33:56.880 Thank you. 33:56.880 --> 33:57.880 Mr. Hinkins? 33:57.880 --> 34:00.280 Yes, Eric or Missy? 34:00.280 --> 34:05.280 Do you allocate how many special ed kids are in a classroom? 34:05.280 --> 34:08.680 I mean, so I mean, if a general ed, you know, 34:08.680 --> 34:11.440 mainstreaming with them with the mainstream, 34:11.440 --> 34:15.480 you don't do you specify how many are in a classroom? 34:15.480 --> 34:16.680 We don't directly. 34:16.680 --> 34:19.640 That's typically not at the very level of perception. 34:19.640 --> 34:20.480 Okay. 34:20.480 --> 34:22.600 However, in our level, when we talk along 34:22.600 --> 34:25.120 about the rule of natural proportions, 34:25.120 --> 34:27.920 it seems that any educational environment 34:28.840 --> 34:33.080 should not exceed what the typical percentages are 34:33.080 --> 34:33.920 for our students. 34:33.920 --> 34:38.120 Although it has 15% students with IEPs, 34:38.120 --> 34:42.000 a classroom should be more than 15%. 34:42.000 --> 34:42.840 Okay. 34:42.840 --> 34:44.480 That would be a nice practice, I guess. 34:44.480 --> 34:45.480 But it doesn't always work that way, 34:45.480 --> 34:48.760 especially in our month's session schools, unfortunately. 34:48.760 --> 34:51.840 Because there's no other features in the IEP students. 34:51.840 --> 34:53.240 So the building principle, 34:53.240 --> 34:56.400 besides where those IEP students go, 34:56.400 --> 35:01.120 or special ed, to get input, 35:01.120 --> 35:04.680 from our manager to head in, but I don't know. 35:04.680 --> 35:06.200 It's a little off topic. 35:06.200 --> 35:08.280 IEP teams, we have to really work with them 35:08.280 --> 35:10.200 for when my son was there. 35:10.200 --> 35:13.120 It's, I mean, I know that there's trouble 35:13.120 --> 35:15.600 to get everyone together and the parent there, 35:15.600 --> 35:17.640 together and the student. 35:17.640 --> 35:18.640 How do you draw? 35:18.640 --> 35:20.160 I mean, who's out in IEP teams? 35:20.160 --> 35:22.160 Usually the, 35:23.160 --> 35:25.880 It's required, it's required for students 35:25.880 --> 35:30.040 to have an LEA, which is that you use your representative 35:30.040 --> 35:32.040 district and you can allocate resources. 35:32.040 --> 35:32.880 Okay. 35:32.880 --> 35:34.800 You have to have a special education teacher 35:34.800 --> 35:36.960 and have to have a regular education teacher 35:36.960 --> 35:38.480 and a regular education teacher 35:38.480 --> 35:40.240 has to have that knowledge of that student. 35:40.240 --> 35:41.600 Okay. 35:41.600 --> 35:43.600 And then, of course, the parents and the student 35:43.600 --> 35:46.400 and the parent and then related service providers. 35:46.400 --> 35:48.240 So that would be your occupational therapist, 35:48.240 --> 35:49.760 your physical therapist, 35:49.760 --> 35:54.760 your deputy hearing teacher, speech therapist, required. 35:56.120 --> 35:59.020 And then, you can certainly invite more. 36:00.440 --> 36:04.320 So you have a light meeting and the parent and student 36:04.320 --> 36:06.400 that nobody chose, you can still have the IEP meeting 36:06.400 --> 36:07.560 and modify it. 36:07.560 --> 36:08.400 No? 36:08.400 --> 36:09.240 No. 36:09.240 --> 36:10.080 No. 36:10.080 --> 36:10.920 Okay. 36:10.920 --> 36:12.080 You should. 36:12.080 --> 36:12.920 You have to. 36:12.920 --> 36:13.760 You have to. 36:13.760 --> 36:15.320 You have to get out required numbers 36:15.320 --> 36:18.840 and unless you have sign consulptious use somebody 36:18.840 --> 36:20.000 from the team. 36:20.000 --> 36:21.240 And maybe you can do that. 36:21.240 --> 36:22.840 But it should be higher. 36:22.840 --> 36:23.680 Okay. 36:23.680 --> 36:24.520 Okay. 36:24.520 --> 36:25.360 Thank you. 36:25.360 --> 36:26.800 I know it's a big, I know it's a big chore. 36:27.640 --> 36:32.200 And I would just add, specifically to when the parent 36:32.200 --> 36:37.200 doesn't show up, we have to be able to document three 36:38.400 --> 36:42.320 but they consider doing faith attempts to engage the family 36:42.320 --> 36:46.080 in coming to an IEP meeting and participating before 36:46.080 --> 36:49.880 it would be okay in the state's eyes 36:49.880 --> 36:52.400 to move forward with an IEP meeting of parents. 36:52.400 --> 36:56.800 So good faith being like, if I call your phone 36:56.800 --> 36:59.760 and I get your voicemail, but it just says, 36:59.760 --> 37:03.040 this is 608, well, that would not be considered good faith 37:03.040 --> 37:05.760 because it's not voice identifying that it's your orders. 37:07.120 --> 37:10.640 A written order, usually the written order won't call 37:10.640 --> 37:12.880 and perhaps an email or another, you know, 37:12.880 --> 37:14.960 a home visit or something. 37:14.960 --> 37:17.240 And you don't really do two a year? 37:18.200 --> 37:20.640 You're required by law to have one meeting 37:20.640 --> 37:22.120 annually per year. 37:23.120 --> 37:25.040 But I'll speak to them in a minute. 37:25.040 --> 37:27.000 I had lots of review for us. 37:27.000 --> 37:27.840 Okay. 37:27.840 --> 37:28.680 Thank you. 37:29.880 --> 37:30.720 Anyone else? 37:38.640 --> 37:40.600 Oh, thanks for your answer. 37:40.600 --> 37:43.800 Is it a parent or any guardian that would be their 37:43.800 --> 37:46.120 the parent or legal guardian? 37:46.120 --> 37:47.520 So yeah, yeah. 37:47.520 --> 37:50.800 I mean, we do have some cases where a parent is like, 37:50.840 --> 37:53.320 I really can't, I'm going to send my, 37:53.320 --> 37:55.440 my parent or the child parent parent. 37:56.360 --> 37:59.160 And if that's what they're choosing to do, 37:59.160 --> 38:02.440 we've typically allowed that to go forward. 38:03.480 --> 38:05.800 I'm just thinking of like the times 38:05.800 --> 38:08.840 that I've been involved in those meetings too. 38:08.840 --> 38:11.040 We always then circle back around though 38:11.040 --> 38:14.720 with the actual parent to make sure that they fully 38:14.720 --> 38:16.640 and are comfortable with by every, you know, 38:16.640 --> 38:17.880 I was talking about it. 38:17.880 --> 38:18.720 Okay. 38:20.600 --> 38:21.440 Thank you. 38:25.040 --> 38:26.520 Go ahead. 38:26.520 --> 38:31.520 So this year's we started to then try to map out. 38:31.960 --> 38:35.200 If we were going to start to measure success 38:35.200 --> 38:37.000 and the impact on some of the changes 38:37.000 --> 38:39.720 in work that we're trying that we're going to put forward 38:39.720 --> 38:41.280 here and what would some of that look like? 38:41.280 --> 38:44.560 So when we talk about stronger instructional system, 38:44.560 --> 38:46.960 maybe we're going to look for greater consistency 38:46.960 --> 38:48.000 across schools. 38:48.000 --> 38:51.800 So the feedback that we get is inconsistent, 38:51.800 --> 38:55.760 specifically from our staff that support multiple buildings, 38:55.760 --> 38:59.000 you know, come to me and say, is that this meeting? 38:59.000 --> 39:00.800 And I was told that I needed to do this, 39:00.800 --> 39:04.200 but now, now today I'm at this building and we had a meeting, 39:04.200 --> 39:06.360 but I was told I needed to do it this way. 39:06.360 --> 39:07.200 Okay. 39:07.200 --> 39:09.160 How am I supposed to actually do it? 39:09.160 --> 39:12.400 And so to eliminate the number of staff I come in 39:12.400 --> 39:15.240 and just say, like I'm getting mixed lessons 39:15.320 --> 39:17.280 for increased staff capacity, right? 39:17.280 --> 39:20.600 Having higher staff confidence and retention, 39:20.600 --> 39:23.040 improved collaboration, more effective problem solving 39:23.040 --> 39:26.120 and shared ownership of students. 39:26.120 --> 39:28.840 So leveraging our professional learning communities, 39:28.840 --> 39:32.120 really supporting our gen ed and special ed staff, 39:32.120 --> 39:35.000 really it's for providers to have that time to come together, 39:35.000 --> 39:37.680 to talk about the students, to problem solve, 39:37.680 --> 39:42.680 to engage in work around advancing the outcomes 39:43.040 --> 39:44.520 for the students. 39:44.520 --> 39:46.360 And then that improves student outcomes, 39:46.360 --> 39:49.080 just continuing to look at student growth, 39:49.080 --> 39:51.720 looking at our data, making sure that we are seeing 39:51.720 --> 39:53.120 that we'll do better than that. 39:53.120 --> 39:57.600 We don't slide backwards or are in a standstill. 39:57.600 --> 39:59.360 And one of the things we've talked about 39:59.360 --> 40:02.120 in terms of the top portion, 40:02.120 --> 40:06.360 sends a lot of the feedback that has been kind of pulled 40:06.360 --> 40:09.640 together in this report, was through focus group 40:09.640 --> 40:13.640 and direct staff feedback, a real solid way 40:13.640 --> 40:15.720 of us working to kind of gather 40:15.720 --> 40:19.320 whether or not staff's perceptions from what they gave 40:19.320 --> 40:22.320 when we originally engaged in this evaluation, 40:22.320 --> 40:25.440 to how things are now that we made some changes 40:25.440 --> 40:28.800 would be to come back around mid-year 40:28.800 --> 40:30.560 and ask the same questions 40:30.560 --> 40:32.600 and see if the responses have changed 40:32.600 --> 40:35.160 from when they initially gave them this last school year 40:35.160 --> 40:36.800 to this mid-year. 40:36.800 --> 40:39.000 And then again, at the end of the school year, 40:39.000 --> 40:41.200 so that we would have kind of two pulse checks 40:41.240 --> 40:46.080 on the staff perception on these areas 40:46.080 --> 40:48.080 that I'm possibly able to see, 40:48.080 --> 40:49.640 are things getting better in their eyes? 40:49.640 --> 40:50.960 Do they feel more supported? 40:50.960 --> 40:53.480 Do they feel less confused in those instances? 40:55.440 --> 40:57.160 Any board member questions? 40:57.160 --> 40:58.000 Yes. 41:00.480 --> 41:03.240 Yeah, we'll take you back to the smart goals 41:03.240 --> 41:04.080 and the definitions. 41:04.080 --> 41:05.520 Those aren't really clear 41:05.520 --> 41:08.440 and those are not really pleasurable things 41:08.440 --> 41:09.520 that the way you've set it up. 41:09.520 --> 41:11.880 Yeah, you could probably do some staff surveys 41:11.880 --> 41:12.880 or some going back, 41:12.880 --> 41:17.680 but I think you need to have more specific goals 41:17.680 --> 41:21.080 that can, that have better accountability metrics 41:21.080 --> 41:24.720 that you really need to work on those measurements 41:24.720 --> 41:26.720 and how we can measure what's going on. 41:30.160 --> 41:31.000 Any other thoughts? 41:31.000 --> 41:40.800 Yeah, I'm looking forward to it almost feels like there's 41:42.400 --> 41:45.000 column missing from, we'll look for, 41:46.760 --> 41:50.800 I'm sorry, we'll look for the definitions 41:50.800 --> 41:52.200 to evidence of success 41:52.200 --> 41:53.920 and I'm looking for that meet 41:53.920 --> 41:56.120 in one of that middle column. 41:56.120 --> 41:58.960 We look for specifically what we're looking for, 41:58.960 --> 42:00.920 what our coverings are, 42:00.920 --> 42:03.000 and then we'll look for the new 42:03.000 --> 42:05.240 information that I'll look to help. 42:11.120 --> 42:11.960 Anyone else? 42:16.400 --> 42:17.880 Excuse me. 42:17.880 --> 42:21.240 This last slide, during a meeting, 42:21.240 --> 42:24.120 I was asked what can the board do to support the work 42:24.120 --> 42:26.880 that we'll be moving forward as a result 42:26.880 --> 42:28.640 of the program evaluation, 42:28.640 --> 42:30.320 and we came up with four things, 42:30.320 --> 42:34.120 and the first one is to support a long-term commitment 42:34.120 --> 42:35.360 to continuous improvement. 42:35.360 --> 42:41.080 Like Eric said, this work takes time to see improvements. 42:41.080 --> 42:44.400 We've been doing continuous improvement work for five years, 42:44.400 --> 42:45.520 and it was probably two years ago 42:45.520 --> 42:48.280 that we started seeing things actually change. 42:48.280 --> 42:50.360 There's adaptive change and technical change, 42:50.360 --> 42:52.520 and some things we can do right away, 42:52.520 --> 42:54.640 but some things we're gonna take time 42:54.680 --> 42:57.000 to see movement done, 42:57.000 --> 43:00.000 so we're requesting support in there. 43:00.000 --> 43:04.280 Supporting investments in safety development and retention, 43:04.280 --> 43:06.400 monitoring progress through measurable outcomes 43:06.400 --> 43:08.160 rather than individual anecdotes 43:08.160 --> 43:12.000 and recognizing that meaningful systems change 43:12.000 --> 43:13.640 occurs over time. 43:13.640 --> 43:16.640 So that's what we're asking in response 43:16.640 --> 43:18.880 to the Western Health and the Board support. 43:18.880 --> 43:21.640 And in closing, we just, 43:22.480 --> 43:25.120 you know, we're kind of grounded in that 43:25.120 --> 43:27.520 our systems are gonna improve 43:27.520 --> 43:30.720 by learning from this evaluation that we requested, 43:31.800 --> 43:34.280 and that's kind of where we're at, 43:34.280 --> 43:36.560 and that's it, we'll take any questions you have. 43:38.080 --> 43:40.400 Thank you, Ms. Beavers, and Mr. Weir 43:40.400 --> 43:43.280 for putting this presentation together. 43:43.280 --> 43:45.560 Are there more questions from board members? 43:47.160 --> 43:48.000 Ms. Grishov. 43:52.480 --> 43:55.880 Thank you, lots of buttons to address. 43:55.880 --> 43:58.320 Take my hand down, turn on the room, 43:58.320 --> 44:01.560 like turn on the Google meet mic. 44:01.560 --> 44:04.520 Missy and Eric, thank you so much for this. 44:04.520 --> 44:07.360 I really like the answers to the questions 44:07.360 --> 44:10.560 because I'm learning a lot when you spend the other day 44:10.560 --> 44:13.640 at the TLE committee that I sat in on 44:13.640 --> 44:15.200 and I learned a lot very well. 44:15.200 --> 44:20.280 So that way my comment is that I'm looking forward 44:21.160 --> 44:23.200 to learning more throughout the year, 44:23.200 --> 44:26.760 really applaud you for seeking a program evaluation. 44:26.760 --> 44:29.360 I just came from 15 years at the college 44:29.360 --> 44:32.440 where those extra evaluations are the way 44:32.440 --> 44:34.080 that the programs get better. 44:34.080 --> 44:35.520 And so I got to learn that process. 44:35.520 --> 44:37.480 So I'm really excited about learning 44:37.480 --> 44:38.800 how this process helps you. 44:38.800 --> 44:40.880 So thank you for requesting it. 44:40.880 --> 44:43.360 And thank you for already getting forward 44:43.360 --> 44:45.360 and getting into it and working at it. 44:45.360 --> 44:50.200 And we'll all support it for hearing progress. 44:51.040 --> 44:53.360 As it comes out of this and all the other work you're doing. 44:53.360 --> 44:54.520 So that's my comment. 44:54.520 --> 44:55.360 Thank you. 44:57.520 --> 44:59.520 Thank you, Mrs. Fox. 45:02.960 --> 45:05.320 I'm sure you know that I want to see 45:05.320 --> 45:07.200 a much more specific action plan. 45:08.720 --> 45:11.160 I want you to see a written plan 45:11.160 --> 45:14.560 that has specific goals, implementation strategies 45:14.560 --> 45:16.240 and accountability metrics. 45:17.240 --> 45:19.600 When you write a really good IAEA, 45:19.600 --> 45:21.800 you look for evidence, you look for strategies, 45:21.800 --> 45:24.880 you progress monitor, and you evaluate, right? 45:26.480 --> 45:30.080 This is very, and I guess that you've been 45:30.080 --> 45:31.920 just beginning to build this out, 45:31.920 --> 45:36.760 but you need to build it out a little further. 45:36.760 --> 45:41.760 It's not, and I think that the superintendent 45:42.920 --> 45:45.880 needs to make sure that there's that comprehensive action 45:45.880 --> 45:48.720 plan that's written, and that it has 45:48.720 --> 45:51.680 all these accountability measures in it. 45:51.680 --> 45:55.280 It covers things like leadership, staff capacity, 45:55.280 --> 45:58.080 instruction and services, all of those areas 45:58.080 --> 46:01.480 that you have on your special ed thing. 46:01.480 --> 46:04.440 I think there needs to be a plan for all of those. 46:04.440 --> 46:07.080 It also, you know, like I said with the IP, 46:07.080 --> 46:09.640 it goes back to the idea of smart goals. 46:09.640 --> 46:11.840 You have to have really good goals. 46:11.840 --> 46:13.240 You have to have strategies. 46:13.240 --> 46:14.600 You have to know who's going to do it. 46:14.600 --> 46:15.760 You have to have timelines. 46:15.760 --> 46:17.800 You have to have evaluation. 46:17.800 --> 46:19.800 You have to have all of those things. 46:19.800 --> 46:24.240 And I would like to see a written action plan very soon 46:24.240 --> 46:25.680 by getting a couple of months, 46:25.680 --> 46:28.560 and then we can evaluate it on a regular basis 46:28.560 --> 46:29.400 throughout the year. 46:32.240 --> 46:33.640 Any other board members? 46:36.680 --> 46:39.680 Dr. Gordon, if you want to add anything? 46:44.680 --> 46:47.120 Sure, I'm clicking my button. 46:47.120 --> 46:49.600 I'm just not stating notes on that. 46:49.600 --> 46:52.800 I think a plan is a good idea. 46:52.800 --> 46:57.160 I do believe that the pupil services special ed 46:57.160 --> 46:58.720 and curriculum and instruction team 46:58.720 --> 47:00.920 can work together to collaborate that plan. 47:01.880 --> 47:05.040 As you know, the district has been working collaboratively 47:05.040 --> 47:10.040 with partnerships from our state and represent our people, 47:10.960 --> 47:13.960 our as a plan, and working on that 47:13.960 --> 47:16.600 to create our sit plans for our buildings. 47:16.600 --> 47:19.680 And that is a three year plan that we have rolled out. 47:19.680 --> 47:22.520 And we are working with our buildings to work on 47:22.520 --> 47:23.840 and roll out as well. 47:23.840 --> 47:26.520 Of course, we're still in that phase 47:26.520 --> 47:28.360 of working on that plan. 47:28.360 --> 47:31.240 But this falls in line nicely with that. 47:31.240 --> 47:33.760 As we're looking for an entire systems improvement, 47:33.760 --> 47:36.040 it does fall within that. 47:36.040 --> 47:39.120 We are capable of doing good things. 47:39.120 --> 47:41.320 And I know we will do good things. 47:41.320 --> 47:46.120 Again, this was a preliminary baseline for where we are. 47:46.120 --> 47:49.200 And so using the information that we have 47:49.200 --> 47:53.040 from this report to make systems and structures 47:53.040 --> 47:56.280 improvement is really important to, 47:56.280 --> 47:58.320 I know, missing area and to the rest of us 47:58.320 --> 48:00.120 and to our kids and families. 48:00.120 --> 48:03.120 So absolutely, we're up for the task 48:03.120 --> 48:06.060 and we will make sure we are able to give full report. 48:07.060 --> 48:08.060 Thank you. 48:08.060 --> 48:09.540 I have appreciated that. 48:09.540 --> 48:10.620 Tom Hinkins? 48:12.500 --> 48:14.340 Oh, yes. 48:14.340 --> 48:17.460 I really want to applaud, take my head off to Eric 48:17.460 --> 48:19.980 and Missy for asking you for this. 48:19.980 --> 48:23.860 I think it takes a big step to say 48:23.860 --> 48:25.380 that it wasn't a crap for help. 48:25.380 --> 48:28.540 But at least come back and, like Missy said, 48:28.540 --> 48:31.820 look at us, help us improve. 48:31.820 --> 48:34.980 So I really want to lean into this evaluation. 48:35.660 --> 48:37.900 I think it's a great tool for you to, 48:37.900 --> 48:39.980 and I know you're presenting these things. 48:39.980 --> 48:41.140 But I think it's a good thing. 48:41.140 --> 48:43.180 We all need to self-evaluate ourselves. 48:45.020 --> 48:47.340 Sorry, it's hard to look in the mirror sometimes. 48:47.340 --> 48:50.980 But I think it was a wonderful outreach that you guys made. 48:50.980 --> 48:53.460 And I think we really have to embrace it 48:53.460 --> 48:58.460 and understand it and it will be a better district for it. 48:59.340 --> 49:00.620 We're a better team. 49:00.620 --> 49:03.500 So I'm not really happy that you reached out to 49:04.460 --> 49:08.140 your partner in this evaluation and present it this way. 49:08.140 --> 49:08.980 Thank you. 49:10.820 --> 49:11.660 Thank you. 49:11.660 --> 49:12.500 Can we move? 49:19.940 --> 49:23.260 Thank you for giving us all this information. 49:23.260 --> 49:26.180 And I applaud your courage in reaching out 49:26.180 --> 49:29.900 and asking for our evaluation. 49:30.900 --> 49:35.900 We can choose to grow and that's what your purpose was on this. 49:37.100 --> 49:39.580 And so I appreciate you being that. 49:39.580 --> 49:42.900 My question is, in wanting to have specifics 49:42.900 --> 49:45.140 and having your smart goals, 49:45.140 --> 49:47.020 is that something you plan on doing 49:47.020 --> 49:52.020 with the special ed teachers and your team is bad in August? 49:52.620 --> 49:53.940 Is that part of the plan? 49:53.940 --> 49:56.020 And why not at six? 49:56.020 --> 49:59.860 Yeah, I think the population changes every year too, right? 50:00.420 --> 50:02.420 Yeah, I think that. 50:02.420 --> 50:07.580 So we will go back with Dr. Martin 50:07.580 --> 50:10.420 and the curriculum instruction team and ed conversations. 50:10.420 --> 50:14.580 But the context of this evaluation was under that broader work 50:14.580 --> 50:15.860 within continuous improvement. 50:15.860 --> 50:19.180 And so really that work is guided by those goals. 50:19.180 --> 50:21.780 So the smart goals that we have set 50:21.780 --> 50:25.340 and we have three of them that are set on our district 50:25.340 --> 50:28.420 improvement plan, those would be the smart goals. 50:28.460 --> 50:30.420 Those are rooted in student outcomes, 50:30.420 --> 50:32.940 which is what this is all focused on, right? 50:32.940 --> 50:34.860 Is improving student outcomes. 50:34.860 --> 50:37.900 And so what detail can come for sure 50:37.900 --> 50:40.780 would be a more enhanced action plan, right? 50:40.780 --> 50:43.180 Just like we have more detailed action plans 50:43.180 --> 50:45.820 within that continuous improvement, 50:45.820 --> 50:48.180 that district plan for different areas. 50:48.180 --> 50:51.220 We've talked about our hope in regards to art, 50:51.220 --> 50:54.820 your math, our SEL curriculums in the district 50:54.820 --> 50:58.180 and how things are going with those tools, 50:59.580 --> 51:00.780 the other ones. 51:00.780 --> 51:02.740 We have a whole list of them out there, right? 51:02.740 --> 51:05.620 Special ed specific would live within the context 51:05.620 --> 51:06.980 of that broader plan. 51:06.980 --> 51:09.980 So in my view, I would not be developing specific 51:09.980 --> 51:13.580 smart goals to this material because the smart goals 51:13.580 --> 51:15.380 live in our district plan. 51:15.380 --> 51:16.860 This is a subset of that. 51:16.860 --> 51:18.640 So there would be action sets. 51:21.700 --> 51:22.540 Anyone else? 51:25.140 --> 51:29.060 Executive Director Beavers and Director Weir, 51:29.060 --> 51:29.900 thank you. 51:29.900 --> 51:31.820 We appreciate your time and effort 51:31.820 --> 51:33.460 in putting this together and coming out 51:33.460 --> 51:34.820 on such a hot night. 51:34.820 --> 51:39.820 And Dr. Corden, I know that I've mentioned 51:41.580 --> 51:45.100 the curriculum and instruction department 51:45.100 --> 51:47.060 and people's services, it's hard hard. 51:47.060 --> 51:51.500 But I encourage this is a good, wide issue. 51:51.500 --> 51:56.460 So, using research in HR argues 51:56.460 --> 51:59.420 research in business operations, 51:59.420 --> 52:04.420 use the board order to do whatever you need to use 52:04.860 --> 52:09.860 because all of these things are specific to this. 52:10.300 --> 52:13.380 It's going to include throughout the district 52:13.380 --> 52:15.780 and throughout all of our students. 52:15.780 --> 52:17.900 And I'm really looking forward 52:17.900 --> 52:19.980 to seeing what the board is. 52:20.820 --> 52:21.660 I don't know. 52:21.660 --> 52:23.060 It became perfect. 52:24.260 --> 52:25.780 I'm so busy. 52:25.780 --> 52:28.660 And if there are any other questions 52:28.660 --> 52:32.100 from us, I will move to address them. 52:33.540 --> 52:35.700 Second, I will move on. 52:35.700 --> 52:38.700 Yeah, I do, I do, I do, I do, I do, I do, I do, I do. 52:38.700 --> 52:41.260 And then the session, I do not want to do it. 52:41.260 --> 52:44.660 I have, I do, I do, I do, I do, I do, I do, I do, I do. 52:44.660 --> 52:49.660 I do, I do, I do, I do, I do, I do, I do, I do, I do, I do. 52:49.980 --> 52:54.980 I do, I do, I do, I do, I do, I do, I do, I do.