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[I. Welcome and Opening Remarks]
GOOD AFTERNOON.I'M THE BOARD MEMBER FOR DISTRICT FIVE, AND I'M ALSO THE CHAIR OF THE CURRICULUM INSTRUCTION COMMITTEE.
WELCOME, UH, TO OUR MEMBERS AND ALSO TO OUR AUDIENCE, AND TO OUR PRESENTERS.
WE'RE SUPER EXCITED TO HAVE YOU HERE TODAY.
AND BEFORE WE BEGIN, WE'RE GONNA BEGIN WITH SOME INTRODUCTIONS OF OUR COMMITTEE MEMBERS FOR THOSE WHO MAY, UH, KNOW.
I, I HAVE A CHILD WHO'S GOING TO BE GRADUATING FROM URBAN WHEN THEY TO HIGH SCHOOL NEXT YEAR, AND MY DAUGHTER IS IN THE GIRLS ACADEMIC LEADERSHIP ACADEMY.
AND THEN PROFESSIONAL WORK FOR THE CENTER FOR TEACHER INNOVATION.
AND I LEARNED SO MUCH FROM THIS GROUP, AND I'M WORKING ON DOCTORATE IN BECAME STRUCTURAL CHANGE.
HE, HIM, I'M HERE AS A COMMUNITY MEMBER.
I AM THE DIRECTOR OF EDUCATION AT ONE INSTITUTE WHERE I LEAD, UH, YOUTH TEACHER AND ADVOCACY AROUND K 12 OF HISTORY, ESPECIALLY UNDER THE FAIR EDUCATION ACT.
I GET THE, UH, PRIVILEGE OF SERVING IN COURT DISTRICT ONE AS WELL AS A MOM.
I HAVE A, A FIFTH GRADER AND SEVENTH GRADER THAT'S IN THE DISTRICT ONE AS WELL.
MY NAME IS FRIEND, CHIEF ACADEMIC OFFICER HERE AT LA UNIFIED, AND IT'S PLEASURE TO BE WITH GEAR WITH EVERYBODY HERE IN SUPPORT OF THIS CURRICULUM AND INSTRUCTION COMMITTEE AND ENSURING THAT WE PROVIDE ALL THE INFORMATION THAT THIS COMMITTEE IS REQUESTING AND, UM, THAT WE'RE RESPONSIVE TO, UM, TO THE NEEDS OF OUR SCHOOL.
I'M UNIVERSITY STUDENTS, UH, SEVENTH GRADER AT FRANKLIN AND A SOPHOMORE ALSO STATES AND IN MY ART OR OR SITE HOURS, I DON'T KNOW.
SO I'M, HI, MY NAME IS LAURA VASQUEZ WEBER.
UM, THIS IS MY 26TH YEAR AS AN ELEMENTARY TEACHER.
I'VE TAUGHT FOURTH, FIFTH, AND SIXTH GRADE.
AND, UM, I'VE TAUGHT FIVE DIFFERENT CURRICULUM AND, UH, I'VE BEEN CONCERNED WITH THE DIRECTION IT'S GOING, GOING.
UM, I JUST LEARNED FROM ONE OF MY COLLEAGUES WHO TEACH A SECOND GRADE THAT, UM, ONE OF THE LANGUAGE ARTS UNITS FOCUSES ON AWARD OF 1812.
AND I THINK WE CAN DO BETTER FOR OUR STUDENTS WITH CHILDREN'S LITERATURE ENGAGEMENT, AGE APPROPRIATE, ET CETERA.
UM, THIS YEAR I'VE BEEN TEACHING, UM, DONTE IN FIFTH GRADE AS WELL AS THE RENAISSANCE, THE REFORMATION, AND NOW, UH, MID SUMMER NIGHT STREAM.
SO I THINK WE NEED SOMETHING THAT'S BETTER SUITED TO ALL OF OUR STUDENTS.
AND OUR PRESENTERS WILL HAVE AN OPPORTUNITY TO INTRODUCE THEMSELVES AS THEY COME UP.
SO, UM, AGAIN, THANK YOU, UH, FOR BEING HERE.
THIS IS THE CURRICULUM INSTRUCTION COMMITTEE, AND WE'VE BEEN, AS YOU CAN SEE, IT'S, UH, BOARD MEMBERS AS WELL AS EDUCATORS, AS WELL AS COMMUNITY MEMBERS AND, UH, PARENTS.
AND WE ALSO HAVE THE DISTRICT, UH, PERSONNEL THAT SUPPORTS US IN ALL THE WORK THAT WE DO.
SO I WANT TO SEND SOME APPRECIATION FOR SUPPORTING US ALWAYS WITH, UM, OUR PRESENTATIONS AND MAKING SURE THAT, UH, WE HAVE ALL THE INFORMATION THAT WE NEED TO PRESENT FOR OUR COMMUNITIES.
UM, JUST TO RECAP, WE'VE BEEN, UM, DISCUSSING THROUGHOUT THIS YEAR ABOUT HOW WE CAN HONOR OUR CHILDREN'S IDENTITY IN THE CLASSROOM.
WE'VE BEEN, UH, TALKING ABOUT IT IN THE PAST THREE SESSIONS.
WE LOOKED AT CURRICULUM, BUT NOW TODAY WE'RE GONNA LOOK AT PROFESSIONAL DEVELOPMENT, RIGHT? HOW IS IT THAT PROFESSIONAL DEVELOPMENT CAN SUPPORT EDUCATORS AT SCHOOLS AND HOW CAN, UM, IT SUPPORT EDUCATORS TO HONOR STUDENTS' IDENTITY AND THEIR WHOLE SELVES? AND, UM, THE CONTEXT AROUND THIS, WE'RE GOING TO HEAR FROM ROY BALL HONORED, UM, ELEMENTARY SCHOOL, AND THEY ARE A MEANINGFUL TEACHING AND LEARNING FRAMEWORK SCHOOL THAT IS.
SO I'M GONNA EXPLAIN A LITTLE BIT ABOUT WHAT THAT IS.
IT'S PART OF A RESOLUTION THAT WAS PASSED, UH, TWO YEARS
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AGO.AND, UH, BASICALLY IT ALLOWS FOR SCHOOLS, COMMUNITY SCHOOLS TO CREATE THEIR OWN NON-MANDATED ASSESSMENTS ALONGSIDE THEIR OWN PROFESSIONAL DEVELOPMENT WITH THE SUPPORT OF A COMMUNITY SCHOOL'S PROFESSIONAL DEVELOPMENT SUBCOMMITTEE, AS WELL AS THEIR OWN MEANINGFUL TEACHING AND LEARNING, UH, COACH.
UM, AND THEY RECEIVE THIS COACH AS PART OF BEING IN THIS, UM, MEANINGFUL TEACHING LEARNING FRAMEWORK.
UM, AND THE REASON WHY THIS STARTED WITH COMMUNITY SCHOOLS IS BECAUSE COMMUNITY SCHOOLS CURRICULUM IS SUPPOSED TO BE, UH, CULTURALLY RELEVANT AND COMMUNITY BASED.
AND SO IT WAS, THE WORK THAT HAPPENS IN THIS IS SOMETIMES NOT CAPTURED BY ESPA OR BY IREADY, RIGHT? SO IT'S IMPORTANT FOR THEM TO BE ABLE TO CREATE ASSESSMENTS THAT CAN CAPTURE THAT, UM, THAT WONDERFUL WORK THAT IS HAPPENING THAT IS VERY MEANINGFUL, UM, TO OUR STUDENTS AND TO THE COMMUNITY.
UM, SO WE ARE DOING THIS AT COMMUNITY SCHOOLS FIRST AND THEN TRYING TO SEE, CAN WE REPLICATE THIS, RIGHT? CAN THIS BE SOMETHING THAT WE CAN DO EVERYWHERE? UM, AND IN BO TRANSPARENCY, I WILL SAY THAT IN THE FIRST YEAR WE HAVE SEEN SOME CHALLENGES AND A LOT OF IT HAS TO DO WITH, UM, TIME AND SPACE TO COLLABORATE.
YOU KNOW, WHEN YOU'RE DOING THIS KIND OF WORK, COMMUNITY BASED, PROJECT BASED LEARNING, YOU KNOW, IT'S NOT JUST A TEACHER DOING IT ON THEIR OWN, RIGHT? AND WHEN YOU'RE CREATING PD AT A SCHOOL, IT'S NOT JUST ONE PERSON CREATING A PD.
YOU NEED TO BE ABLE TO WORK TOGETHER.
AND SOMETIMES THAT POSES A CHALLENGE IN OUR DISTRICT WHEN THERE ARE SO MANY MANDATE THAT ARE COMING DOWN ON SCHOOL.
SO I JUST WANNA BE VERY TRANSPARENT THAT THIS IS SOMETHING THAT IS STILL SOMETHING WE NEED TO WORK THROUGH.
UM, NOW, THE MEANINGFUL TEACHING AND LEARNING FRAMEWORK, UM, RESOLUTION CALLED FOR SCHOOLS TO OPT INTO THIS, RIGHT? AND THERE WERE, WE HAVE FIVE SCHOOLS CURRENTLY.
WE HAD, UM, AN APPLICATION PROCESS THIS YEAR FOR ANOTHER FIVE SCHOOLS, AND THE APPLICATION PROCESS CLOSED ON MARCH 20TH.
NOW, IF YOU ARE A SCHOOL THAT HAS NOT, UH, BEEN ABLE TO SUBMIT YOUR APPLICATION, LET US KNOW.
I DON'T KNOW IF WE CAN EXTEND IT.
I MEAN, LIKE, DON'T MAKE PROMISES, I'LL PROMISES, BUT, BUT YOU, I'LL SEEK US OUT AND THEN WE WILL SEE WHAT WHAT IS POSSIBLE.
UM, AND JUST SO YOU KNOW, WE ARE LOOKING, UH, FOR HIGH SCHOOLS BECAUSE AS OF AS OF RIGHT NOW, IT'S MOSTLY ELEMENTARY SCHOOLS THAT, UM, ARE IN THE MEANINGFUL TEACHING LEARNING FRAMEWORK.
SO NOW, PROFESSIONAL DEVELOPMENT AUTONOMY PASSED A RESOLUTION LAST YEAR THAT ALSO ALLOWED FOR COMMUNITY SCHOOLS AND PILOT SCHOOLS TO HAVE AUTONOMY OVER THEIR PROFESSIONAL DEVELOPMENT.
AND WHY IS THAT IMPORTANT? WELL, UM, YOU KNOW, WHEN PROFESSIONAL DEVELOPMENT, UH, IS CREATED AT THE SCHOOL SITE TO MEET THE NEEDS OF A PARTICULAR STUDENT, RIGHT? IT IS STILL, YOU KNOW, STANDARD SPACE AND, UM, YOU STILL HAVE TO HAVE A PLAN.
BUT WHEN YOU CAN DO THAT, THEN THERE IS MORE AGENCY, THERE'S MORE BUY-IN FROM THE, FROM THE PROFESSIONALS AT THE SCHOOL.
THERE IS MORE ENGAGEMENT AND THERE'S CERTAINLY MORE RETENTION.
WHEN THE PD IS CREATED LOCALLY, IT IS MUCH EASIER FOR THE STUDENT'S WHOLE IDENTITY, UH, TO BE CENTERED IN THE PROFESSIONAL DEVELOPMENT AND THEN TRANSLATED TO INSTRUCTION.
AND IT'S ALSO GOOD FOR FAMILY AND PARENT ENGAGEMENT.
SO SOME EXAMPLES OF, UH, SCHOOLS THAT HAVE CREATED PROFESSIONAL DEVELOPMENT AND SCHOOLS THAT EXERCISE THEIR AUTONOMY ARE SOME OF OUR PILOT SCHOOLS.
AND SOME OF THE, THE PDS THAT, OR THE PROFESSIONAL DEVELOPMENTS THAT THEY, UM, HELD INCLUDE, UM, INCLUSION, RIGHT? BUILDING TOGETHER AN ANTI-RACIST CURRICULUM, DEEPENING SCHOOL THEMES IN THE CLASSROOM, AND CROSS-CURRICULAR PROJECTS AND SUPPORTING SOCIAL EMOTIONAL NEEDS AND BUILDING A WHOLE SCHOOL CLIMATE TO SUPPORT STUDENT WELLBEING.
SO THESE ARE SOME EXAMPLES OF PDS THAT SCHOOLS WHO HAVE THESE AUTONOMIES HAVE CREATED.
SO TODAY WE'RE GONNA HEAR FROM VAL ALLARD, WHICH IS A SCHOOL OF MY DISTRICT GOLD OWLS.
THEY ARE A PILOT SCHOOL, AND THIS YEAR THEY ARE AN MTL SCHOOL MEANINGFUL TEACHER AND LEARNING FRAMEWORK SCHOOL.
SO, UH, WE'RE GONNA HEAR FROM THEM FIRST, AND THEN WE'RE GOING HEAR FROM, UM, OUR STAFF AT THE DISTRICT, UM, WHO WILL BE TALKING ABOUT THE NEW, UM, INTER OFFICE RESPONDENT AROUND PROFESSIONAL DEVELOPMENT FOR NEXT YEAR.
THEY HAVE, I WILL SAY THAT, UH, THE DIVISION OF INSTRUCTION HAS BEEN VERY RECEPTIVE, NOT ONLY TO THE, UH, IDEAS THAT HAVE COME OUT OF THIS COMMITTEE, BUT JUST IN GENERAL FROM PEOPLE ON THE FIELD.
AND SO THEIR NEW, UH, PROFESSIONAL DEVELOPMENT MEMO IS TRYING TO ADDRESS
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SOME OF THE CONCERNS THAT HAVE COME FROM THE FIELD THAT WE'LL BE HEARING FROM DR.ELIZABETH BERNAL AND DUSTIN LAUER, WHO WILL BE TALKING ABOUT SOCIAL EMOTIONAL LEARNING.
AND JUST A REMINDER THAT THIS IS A DIALOGUE.
WE ONLY HAVE A FEW PRESENTATIONS, SO HOPEFULLY WE CAN ENGAGE IN MORE DIALOGUE, UH, IN THIS MEETING.
ALRIGHT, SO WHY DON'T WE GET STARTED? I TALKED A LOT.
[II.1. Building Inclusive Curriculum and Instruction: The Role of Professional Development In this moment of heightened insecurity and repression, how can professional development help build school and classroom climates that honor students’ whole selves?]
NOTE, I WANNA WELCOME, UM, MARTHA GONZALEZ, WHO IS THE COMMUNITY SCHOOL COORDINATOR AT ROOSEVELT ALLEN.AND I ALSO WANNA WELCOME PRINCIPAL HE WING AT, UH, AT, UH,
TO START, I'LL LET YOU KNOW WE BOTH HAVE HOPE
SO AS WE MEMBER SET, MY NAME IS MS. SANGU.
I'M GRADUATED OF THIS DISTRICT AT PRINCIPAL OF
UM, JUST A LITTLE BIT MORE ABOUT OUR SCHOOL.
I KNOW THAT YOU MENTIONED THAT DO HAVE THOSE THREE APPROACHES.
MTL COMMUNITY SCHOOL AT SCHOOL OPENED UP 2012, UM, AND NAMED AFTER A RETIRED CONGRESSMAN.
SHE'S ASHLEY, THE DAUGHTER OF
UM, AND WE OPENED IN AUGUST WITH THE DUAL
SUBSEQUENTLY, FROM THERE, TWO YEARS LATER, WE BECAME A PILOT SCHOOL.
WE APPLIED, THE STAFF AGREED, UM, AND WE BECAME A PILOT SCHOOL.
THEN IN 2019, WE OPENED THE FIRST DREAMS ELEMENTARY MAGNET IN THE EAST, RIGHT AS KIND OF A FEED INTO SOUTHEAST JAMES MAGNET SCHOOL.
AND THEN IN 2021, WE BECAME A COMMUNITY SCHOOL.
AND THEN THIS LAST SCHOOL YEAR IN 2025, WE RECEIVED THE MTL PILOT GRANT, AND WE BECAME A CODESIGN ART TEACHING FOUNDATION SCHOOL AS WELL.
SO THERE'S A LOT OF DIFFERENT THINGS THAT HAPPENED WITHIN POSSIBLE, A LITTLE BIT MORE ABOUT THE SCHOOL.
WE ARE FACILITATED IN
IT IS SCHOOLWIDE TITLE ONE, OUR ENGLISH LEARN POPULATION IS UP 25%, UM, SPECIAL ED, 17%, UM, WITHIN DIFFERENT PROGRAMS. THE SCHOOL 27 AMAZING TEACHERS, AMAZING HARDWORKING TEACHERS, AS WELL AS COORDINATORS AND COACHES.
WE HAVE TWO COMMUNITY REPS FUNDED THROUGH THE COMMUNITY SCHOOLS GRANT.
AND THEN WE ALSO SUPPORT OUR STUDENTS THROUGH A PSA AND RESOURCE
IT'S IMPORTANT TO EVERYONE ONLINE.
WE'RE, I'M GONNA TRANSITION OVER TO, OKAY, SO WHAT ABOUT AS A COMMUNITY SCHOOL? EVERYTHING, UH, REVOLVES AROUND OUR ANNA, THE ASSETS AND NEEDS ASSESSMENT, WHAT OUR COMMUNITY NEEDS, COMMUNITY MAPPING.
THAT'S THE WAY WE STARTED IT ALL OUT.
AND IT IS ALL BUILT ON RELATIONSHIPS AND TRUST AMONGST ALL STAKEHOLDERS.
UH, WE BECAME A COMMUNITY SCHOOL RIGHT AROUND THE TIME OF COVID.
SO INSTEAD OF BEING AN OBSTACLE THOUGH, WHEN WE REOPENED, THAT HELPED US TO MEET ALL OUR PARENTS THAT THEY HAVE TO BRING THE STUDENTS.
SO WE SAW THE POSITIVE IN THAT, BUT EVERY THING REVOLVED AROUND THAT.
AND OUT OF THAT, WE FOUND OUT THAT OUR STUDENTS NEEDED A PATHWAY TO HIGHER LEARNING AND TO MAGNETS.
AND THEY COULD NOT GET IN, IN MIDDLE SCHOOL AND HIGH SCHOOL UNLESS THEY WERE ALREADY A MAGNET IN ELEMENTARY.
AND THAT'S WHY WE OPENED THE DREAMS MAGNET.
IT'S NOT LIKE WE HAD THESE THREE PATHWAYS AND THEN TRY TO FIT IN OUR STUDENTS.
WE ASSESS THE COMMUNITY, WE SAW THE NEEDS, AND THEN WE BUILD OUR PATHWAYS AS WE HAVE THE THREE.
AND THEN OUR
AND EVERYTHING THAT WE LEARN FROM COMMUNITY SCHOOLS, THE MEANINGFUL TEACHING AND LEARNING, OF COURSE, EEI, THAT WAS ONE OF THE PARTS OF BEING A COMMUNITY SCHOOL THAT WE COMMITTED RIGHT AWAY.
OUR FIRST YEAR, WE HAD SEVERAL OF US CERTIFIED, INCLUDING MYSELF.
THIS YEAR WE'RE RUNNING A COHORT AT OUR SCHOOL AND HOPE TO, BY THE
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END OF THE YEAR, BE A HUNDRED PERCENT CERTIFIED IN EGI, WHICH WILL HELP WITH THE PTM ASSESSMENTS.WE HAVE ALSO BEEN A LEADER IN ME SCHOOL FOR MULTIPLE YEARS, NOT JUST WHEN IT BECAME A CHOICE ON THE DISTRICT, UH, SELF PAGE, BUT WAY BEFORE WE HAD RESEARCH, HOW CAN WE BEST ADDRESS THIS? AND WE'VE BEEN DOING IT FOR QUITE A WHILE NOW.
AND SO A LOT OF OUR PD HAS BEEN AROUND THAT.
THEN THE DISTRICT OFFERED JOYFUL DISRUPTION, WHICH ALSO OVERLAPS AND GOES INTO CELL AND DIFFERENT THINGS AND TEACHING OUR, OUR STUDENTS THROUGH A CULTURALLY RESPONSIVE LENS.
AND WE HAD A HUNDRED PERCENT PARTICIPATION OF OUR STAFF IN THE JOYFUL DISRUPTION TRAININGS.
AND THEN WE WENT ON TO TWO AND THREE.
SO A LOT OF US HAVE COMPLETED THE ENTIRE SERIES.
WE'VE ALSO BEEN PART OF START WITH HELLO WITH THE SANDY HOOK MODEL, AND WE JUST CELEBRATED SEE SOMETHING, SAY SOMETHING.
UM, WE'VE CELEBRATED AND ENGAGED OUR STUDENTS IN ALL OF THAT IS WE FEEL IT IS SO IMPORTANT IN THEIR DEVELOPMENT.
AND ALL OF THAT HAS REQUIRED PD FOR OUR STAFF.
SO LIKE MARTHA SHARED, WHEN WE'RE THINKING ABOUT HONORING THE WHOLE CHILD, IT DOES INVOLVE INCLUDING THE STANDARDS BASED INSTRUCTION, RIGHT? THE ACADEMICS PIECE, BUT ALSO IDENTIFYING THAT THERE ARE SOCIAL EMOTIONAL LEARNING NEEDS, RIGHT? AND ENSURING THAT WHEN THOSE ARE ADDRESSED, STUDENTS LEARN BETTER.
SO MOVING FORWARD, WE DO FRAME IT FOR OUR STAFF, RIGHT? I THINK THERE'S A HIGH LEVEL OF SHARED UNDERSTANDING AROUND WHAT OUR GOALS ARE AS A SCHOOL.
AND SO WE, I DESCRIBE IT TO THE STAFF AS NOT LIKE A FRAMEWORK FOR SUCCESS, BUT A FRAME, RIGHT? SO THINKING ABOUT OUR WORK IN TERMS OF INPUTS AND OUTPUTS.
SO AT THE FOUNDATIONAL LEVEL, WE KNOW THAT PD, HIGH LEVEL, HIGH QUALITY PD IS BASED ON HOW WE DELIVER EFFECTIVE FIRST INSTRUCTION.
WHAT ARE OUR BEST PRACTICES? OUR, AS A SCHOOL, WHAT ARE OUR INITIATIVES AS A PILOT AND COMMUNITY SCHOOL? AND HOW ARE WE PUSHING FORWARD THE COMMUNITY-BASED LEARNING? SO THAT STARTS WITH, AGAIN, THAT PROFESSIONAL DEVELOPMENT COMPONENT.
AND IT IS DRIVEN BY OUR DATA, RIGHT? SO THE TEACHERS PAUSE, WE HAVE CHECKPOINTS, WE PAUSE AND WE REFLECT ON HOW WELL THE STUDENTS ARE DOING.
AND THEN WE BRING IN OUR OTHER INTERVENTION PIECES AND OUR MTSS CYCLES TO MAKE SURE THAT WE'RE ADDRESSING NOT JUST KIDS AT THE TOP, BUT THOSE IN THE MIDDLE AND THOSE IN THE RED THAT WE ALSO WANNA BRING UP AS WELL.
AND THEN MOVING FORWARD FROM THAT IS THIS IDEA THAT THERE ARE PROCESSES, RIGHT? STRUCTURES THAT WE HAVE IN PLACE, CATALYSTS THAT KIND OF, THAT WE LEVERAGE TO DRIVE THE WORK.
AND A BIG PIECE, ESPECIALLY AT OUR SCHOOL SITE, I BELIEVE, IS THIS CALIBRATION AND PLANNING, RIGHT? THE TEACHERS WORK VERY WELL TOGETHER IN GRADE LEVELS AND ACROSS GRADE LEVELS TO ARTICULATE WHAT THOSE SHARED GOALS ARE.
THERE'S TIME FOR A PD CALIBRATION AND GOAL SETTING BUILT INTO THE, THE SCHOOL DAY EMBEDDED INTO THEIR SCHOOL DAY.
AND THEN ON TOP OF THAT, WITH OUR COMMUNITY SCHOOLS FUNDING AND OUR PILOT SCHOOLS APPROACH, UM, AND THEN THE FACT THAT WE DO HAVE SEVERAL, A LOT OF NBC TEACHERS, WE DO PROVIDE A LOT OF ENRICHMENT AND INNOVATION.
UM, AND WE STRATEGICALLY LEVERAGE MUCH OF THE ELOC FUNDING TO OFFER THOSE TO OUR COMMUNITY.
AND SO STUDENTS ARE ENGAGED IN CLUBS, RIGHT? THEY WANNA COME TO SCHOOL BECAUSE THERE IS A SENSE OF BELONGING, THERE'S A CONNECTION OUTSIDE OF THE CLASSROOM TO OTHER COMPONENTS OF OUR, OF OUR SCHOOL ENVIRONMENT AND CULTURE.
UM, AND THEN THE LAST PIECE AROUND THAT IS HOW DO WE LEVERAGE THE DIFFERENT FUNDING PIECES TO PROVIDE, YOU KNOW, FOR, FOR OUR STUDENTS AND OUR COMMUNITY.
AND THEN WE, WE KEEP IN MIND TOO, THE END, THE END GOAL, RIGHT? THERE HAS TO BE SOME TYPE OF OUTPUT IN THIS.
THERE HAS TO BE SOME, HOW DOES THIS TRANSLATE INTO HOW WELL KIDS LEARN, HOW WELL KIDS ARE ACHIEVING, AND WHAT ARE THOSE MEASURES THAT WE'RE GONNA USE TO GUIDE OUR PRACTICE? AND SO WE DO REALLY LOOK AT DATA IN MULTIPLE, IN DIFFERENT WAYS, UM, ON A DAILY, ON A WEEKLY BASIS.
UM, WE'RE LOOKING AT THE 21ST CENTURY SOCIAL EMOTIONAL COMPETENCIES, RIGHT? UM, TO ENSURE THAT WE'RE ALSO MEETING THOSE AND HOW ARE, UH, STUDENTS LEVERAGING THOSE PIECES TOO, TO SUPPORT THEIR LEARNING.
AND THEN AGAIN, THAT BOTTOM LINE IS, ARE KIDS COMING TO SCHOOL? ATTENDANCE IS A REALLY, REALLY BIG FACTOR AT SCHOOL.
YOU CAN'T TEACH A CHILD THAT'S NOT COMING.
SO HOW DO WE BUILD THAT SENSE OF CONNECTION AND BELONGING TO MAKE SURE THAT THEY'RE IN CLASS? UM, AND THEN JUST PUTTING IT IN TERMS OF LIKE, UH, LIKE A TIMELINE OF UNDERSTANDING AND THINKING ABOUT HOW THE SCHOOL WAS ESTABLISHED.
MARTHA ALREADY ALLUDED TO MUCH OF IT, BUT I THINK IT GOES BACK TO AT THE HEART OF WHAT WE DO AS A COMMUNITY SCHOOL, RIGHT? WHICH IS ASSETS AND NEEDS.
IDENTIFY WHAT IS IN YOUR COMMUNITY, RIGHT? AND WE'RE NOT JUST TALKING NEIGHBORHOOD, WE'RE TALKING INSIDE YOUR SCHOOL WALLS AS WELL, RIGHT? THERE'S LOTS OF STAFF TALENT, LOTS OF PARENTS WHO ARE WILLING TO COME AND SUPPORT, KNOW YOUR ASSETS AND NEEDS, RIGHT? IDENTIFY WHAT THE COMMUNITY IS ASKING FOR IN TERMS OF, UH, WHAT, HOW, AND HOW THE SCHOOL CAN RESPOND.
[00:20:01]
SHOULD BE AT THE CENTER OF THIS WORK, RIGHT? IT SHOULD BE STUDENT CENTERED AND STUDENT FOCUSED.AND AS A RESULT OF THAT, LIKE MARTHA SAID, THE PATHWAYS CAME OUT, CAME AFTER, RIGHT? YOU KNOW, THE DREAMS MAGNET.
WE DECIDED THAT BECAUSE OF A, A NEED THAT WAS A VOICE BY OUR COMMUNITY, WE'RE GONNA APPLY, WE'RE GONNA TRY FOR THIS.
AND THE FACT THAT ITS DREAMS IS REALLY SPECIFIC TO SOMETHING THAT THE PARENTS HAD SAID THAT WASN'T EXISTING IN THE COMMUNITY.
OKAY? AND THEN AGAIN, LEVERAGING THAT TEACHER VOICE CHOICE AND TALENT.
WE DON'T HAVE TO GO OUTSIDE OF OUR SCHOOL TO FIND WHAT THAT LOOKS LIKE.
IT'S ALREADY EXISTING IN OUR, IN OUR BUILDING, OKAY? AND THEN AGAIN, MAKING SURE THAT THOSE PDS THAT WE OFFER TO OUR, OUR TEACHERS AND OUR STAFF ALIGN WITH THOSE COMMUNITY NEEDS.
AND THEN TO CONNECT IT TO, SO WHAT DOES THIS LOOK LIKE IN TERMS OF PRACTICE, RIGHT? SO WE ARE AN MTL SCHOOL.
IT IS, UH, A PLANNING KIND OF IMPLEMENTATION YEAR FOR US.
AND SO WE ARE TRYING TO UNDERSTAND HOW TO INTEGRATE THIS APPROACH WITH OUR EXISTING CURRICULUM, WHICH IS CKLA, RIGHT? SO AS A SCHOOL-WIDE INITIATIVE, UM, AND BASED ON OUR ASSETS AND NEEDS ASSESSMENT, WE ARE DEVELOPING, UM, A HEALTH UNIT, RIGHT? AND IT'S GONNA CULMINATE IN A HEALTH FAIR LED BY OUR STUDENTS FOR OUR COMMUNITY BASED ON A-C-K-L-A THEME, RIGHT? SO IF YOU LOOK AT THIS, THERE'S THE THEME OF HEALTH IN THE HUMAN BODY THAT RUNS THROUGHOUT THE DIFFERENT GRADE LEVELS.
SO EACH OF THE GRADE LEVELS IS WORKING ON BUILDING A, A SHARED, UH, CBL UNIT AROUND THAT THEME, OKAY? AND TO, IN ORDER TO DO THAT WORK, IN ORDER TO ACCOMPLISH THAT, THERE HAS TO BE, OF COURSE, HIGH QUALITY PD AND PLANNING TIME AND COLLABORATION FOR THE TEACHERS.
AND SO YOU HAVE SOME SAMPLES OF LIKE THEIR PLANNING DOCUMENTS HERE.
SOME OF THEM ARE HYPERLINKED TO EXISTING THINGS THAT THEY'RE WORKING ON.
BUT I REALLY WANNA KEY YOU INTO THE PICTURES TO THE RIGHT ARE THIS IS OF OUR STAFF ENGAGING IN THAT PROFESSIONAL DEVELOPMENT, RIGHT? THERE'S A LOT OF DISCUSSION.
THERE'S A LOT OF SMALL ROUND TABLE, THERE'S A LOT OF GRADE LEVEL WORK.
UM, AND THERE'S HIGH LEVELS OF ENGAGEMENT.
AND HOW DO THOSE FEATURES TRANSLATE INTO HOW THE TEACHERS, HOW THE KIDS LEARN.
SO IF YOU LOOK TO THE LEFT, THIS, THESE ARE STUDENTS, RIGHT? THEY'RE ALSO ENGAGED IN DISCUSSION.
THEY'RE ALSO ENGAGED IN SMALL LEVEL, SMALL, SMALL GROUP COLLABORATION.
THERE'S LOTS OF TALK, THERE'S LOTS OF NEGOTIATING IDEAS, RIGHT? SO WE'RE HOPING THAT THE WAY WE ENGAGE TEACHERS IN THEIR PROFESSIONAL DEVELOPMENT ALSO TRANSLATES INTO HOW THEY ENGAGE THEIR STUDENTS.
AND THEN JUST ANOTHER SAMPLE OF SOMETHING THAT THE TEACHERS ARE ALSO WORKING THROUGH, BECAUSE INTEGRATING DIFFERENT CONCEPTS AND IDEAS, IT'S CHALLENGING, RIGHT? IT TAKES TIME.
AND SO, UM, THEY WANNA BE ABLE TO WORK MORE EFFICIENTLY AND TO BE ABLE TO CREATE THOSE CONNECTIONS FOR STUDENTS.
SO HERE'S AN EXAMPLE OF HOW THEY'RE TAKING THE CKLA WALL AND KIND OF MERGING IT TOGETHER WITH THE CBL.
OKAY? SO AS MS. GRIEGO HAD SAID EARLIER, OR BOARD MEMBER GRIEGO HAD SAID EARLIER, UM, WE DEFINITELY WANT STUDENT VOICE STUDENT CHOICE IN THERE.
SO GIVING THEM A LOT OF OPTIONS IN EVERYTHING THAT WE DO.
AND IN THOSE UNITS THAT WE'VE BEEN WORKING ON AND ALL THE THINGS THAT SCHOOL, WE ALSO WANT THEM TO WANT TO COME TO SCHOOL TO BE ENGAGED, TO LOVE SCHOOL.
AND SO WE'LL BASICALLY DO ANYTHING TO GET THEM THERE.
ONE OF OUR BIGGEST CLAIMS TO FAME HAVE BEEN ATTENDANCE RIGHT? AFTER COVID ESPECIALLY, WE HAD HIGH LEVELS OF CHRONIC ABSENTEEISM.
AT ONE POINT WE WERE AT 46% CHRONIC ABSENTEEISM.
AND TO WHICH WE HAVE NOW REDUCED TO AT THIS PRESENT MOMENT, WE ARE 19% RIGHT NOW, CHRONIC ABSENTEEISM.
AND NOT ONLY THAT, BUT OUR GREAT ATTENDANCE HAS REALLY INCREASED BY A LOT.
SO, UM, NOT TO BRAG, BUT WE ARE IN AN LPI BRIEF ALSO ABOUT THAT.
UM, BUT, UM, AND WE DO DIFFERENT EVEN SILLY THINGS.
HANG WANTS TO SHOW YOU SOMETHING THAT WE, WE DID.
WELL JUST SHOW YOU A LITTLE SNIPPET.
THIS IS US BEING MILLENNIALS, SPEAKING LIKE THE STUDENTS SPEAKING TO THE STUDENTS.
IT'S ONE OF OUR HIGHEST SOCIAL MEDIA.
UM, LITTLE, UH, IS THIS THE TENNIS CHALLENGE? IT'S GOING TO IT DIFFERENT.
SEE HOW I COME TO SCHOOL EVERY DAY? JERRY, SHOULD YOU WORK? VERY FINE.
ALL OUR STAFF MEMBERS ENGAGED, DRESSED LIKE MILLENNIALS AND MADE THIS VIDEO TO PRESENT TO THE STUDENTS BECAUSE IT'S, IM, IT'S IMPORTANT.
AND WE PUT IT ON SOCIAL MEDIA.
WE SEND IT THROUGH, UH, PARENTS SQUARE.
WE COMMUNICATE TO OUR PARENTS THROUGH A NEWSLETTER MULTIPLE WAYS.
WE HAVE A HUGE DEL LOS MUTOS EVENT, WHICH PARENTS, STUDENTS, VOLUNTEERS, UM, EVERYBODY PARTICIPATES IN.
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VISITORS, UH, COME TO SEE THIS FROM ALL OVER.UM, THE CITY COUNCIL, OTHER SCHOOLS, OTHER, YOU KNOW, IT'S, IT'S A BIG EVENT.
SO THIS WAS A LITTLE SNIPPET OF THIS YEAR'S.
THERE'S SOME STUDENTS WORKING ON IT, AND YOU HAVE PARENT VOLUNTEERS, BUT GIVING THEM THE CHOICE OF TO, TO DECIDE WHAT TO DISPLAY, WHAT TO INCLUDE, THAT'S ONE OF OUR STUDENTS, YOU KNOW, AND ALL THE DIFFERENT GRADE LEVELS CAN PARTICIPATE AND THEY CAN HONOR FAMILY.
AND WE HAVE A COMMUNITY TABLE WHERE ANYBODY IN THE COMMUNITY CAN BRING PICTURES, CAN BRING MEMENTOS TO HONOR THEIR LOVED ONES WHO HAVE PASSED.
SO THAT'S, OH, I GET THE CHILLS.
THAT'S A REAL STRONG CONNECTION TO THE FAMILY, UH, WITH LEADER IN ME.
WE JUST DON'T TELL THE STUDENTS.
WE CREATE VIDEOS, VIGNETTES TO SHOW THEM.
UM, AND SO THEY'RE, THEY'RE LEARNING ABOUT THIS, BUT THIS AGAIN, ABOUT BEING PROACTIVE TAKES TIME, CAN SEE THE VIDEOS, IT'S OKAY.
UM, BUT ANYWAY, JUST A LOT OF THE, UM, THEN THE, UM, THROUGH THE CBL THIS YEAR, WE ARE MAKING IT, WE ARE MAKING IT UNIFORM FROM KINDER OR TK ACTUALLY THROUGH SIXTH GRADE.
BUT WE STARTED IN CLASSES, WE STARTED IN GRADE LEVELS, WE STARTED SLOW.
AND IT WAS NOT ALL THE SAME ACROSS THE BOARD, BUT WE'RE TRYING TO BE SYSTEMIC AND MAKE SURE THAT ALL OUR STUDENTS HAVE OPPORTUNITY AND THAT THEY'RE ALL GETTING THE SAME RESOURCES AND CAN ACCOMPLISH THE SAME THING THING.
SO JUST TO PREFACE THIS VIDEO, SO, UM, WE DO HOME VISITS, WE DO COMMUNITY WALKS, RIGHT? AND WE REALIZE THAT IN OUR COMMUNITY, A LOT OF FAMILIES MIGHT LIVE, THERE'S A FRONT HOUSE AND THERE'S ALSO A BACK HOUSE, RIGHT? SO THERE'S LOTS OF PEOPLE LIVING IN SMALL SHARED SPACES.
AND SO TO KIND OF INTEGRATE, UH, THE LEARNING, THE STUDENTS PARTICIPATED IN THE MINECRAFT CHALLENGE AND THEY DESIGNED A TINY HOME, RIGHT? SO HERE'S AN APPLICATION OF THAT STUDENT'S UNDERSTANDING, AND I'LL PLAY A LITTLE BIT.
SO I BASICALLY HAVE A LITTLE, YOU GET THE IDEA.
AND LAST YEAR OUR, UH, WE HAD A THIRD GRADER ACTUALLY WIN IN THE MINECRAFT CHALLENGE, ONE OF THESE STUDENTS.
UH, WE USE, WE'VE DONE PODCASTS, WE'VE DONE LOTS OF DIFFERENT THINGS.
WE'RE ALSO MOVING ON TO DIGITAL PORTFOLIOS, STUDENT LED CONFERENCES.
WE'VE DONE STUDENT LED CONFERENCES, BUT THROUGH LEADER IN ME, WE HAD A LOT OF PD ON THE DIGITAL PORTFOLIOS.
BUT OUR STAFF CANNOT JUST ADD ONE PAGE OF LANGUAGE ARTS, ONE PAGE OF MATH.
THEY'VE TAKEN IT FURTHER THAN THAT.
AND SO WE ARE CREATING A PORTFOLIO THAT WILL FOLLOW THE STUDENT FROM WHEN THEY'RE LITTLE AND IT'LL FOLLOW THEM THROUGH TIME.
AND THEY'VE ADDED LIKE LEADERSHIP PAGES, THEY'VE ADDED THEIR TEST SCORES, THEY'VE ADDED, UM, ALL THESE DIFFERENT THINGS THAT AGAIN, TAKES THE TEACHERS A LOT OF TIME.
AND IT TOOK A LOT OF TRAINING AND PD TIME TO GET THEM TO BE ABLE TO GET TO THIS POINT.
SO A SAMPLE OF OUR STUDENT LED, UH, PORTFOLIOS, YOU CAN SEE THIS IN ACTION AT, NOT THAT, SO YOU GET THE GIST, BUT YOU COULD SEE SOME OF THEM ARE STILL STARTING OUT A LITTLE MORE STROLL SLOWLY, STILL HAVE A LOT OF DOCUMENTS, SOME JUST HAD A COMPUTER IN FRONT OF THEM AND ARE TOTALLY DOING IT DIGITALLY NOW.
SO THAT IS OUR GOAL, AND THAT'S WHERE, YOU KNOW, WE'RE HEADED WITH ALL OF OUR STUDENTS, UH, THROUGH JOYFUL DISRUPTIONS.
LIKE I SAID, WE HAD A HUNDRED PERCENT PARTICIPATION.
AND I THINK YOU HEAR A THEME THAT WE ARE TRYING TO INCORPORATE AND THINK OF THE WHOLE CHILD IN EVERYTHING THAT WE DO.
AND WE TRY TO ADDRESS SOUND NOT IN JUST LIKE WE'RE DOING, UM, A PARTICULAR CURRICULUM AND IT STAYS THERE, BUT TEACHING OUR STAFF THAT SOMETIMES A STUDENT MAY NEED A BREAK AND
[00:30:01]
THEY NEED AN AREA TO GO TO IN THE ROOM THAT'S SAFE, WHERE THEY CAN EXPRESS THEIR EMOTIONS IF THEY NEED TO WRITE, IF THEY NEED TO JUST READ A BOOK.SO EVERY CLASSROOM AT OUR SCHOOL HAS A CALM CORNER, A SAFE PLACE WHERE THEY CAN, THEY CAN GO, WHICH WE'VE ALSO PROVIDED MONEY FOR, AND HAVE GIVEN, UH, OUR STAFF TIME TO GIVE US A WISHLIST AND TO BE ABLE TO PROVIDE THIS TYPE OF AREA FOR OUR STUDENTS.
AND THEN, EVEN THOUGH YOU'RE SEEING THREE PICTURES OF THREE DIFFERENT COM CORNERS, THERE'S A LOT OF PD THAT WENT INTO THIS TO ENSURE THAT THE TEACHERS HAVE A SHARED UNDERSTANDING OF WHAT IS EXPECTED IN EACH OF THE CALM SPACES.
SO THERE IS A COMMON THREAD IF YOU GO THROUGH THE DIFFERENT LITTLE CORNERS IN TERMS OF WHAT THE TEACHERS ALL AGREED ON WOULD BE INCLUDED IN THEIR CALM CORNER.
AND, AND THAT LEADS TO, WE NEED TO BE ABLE TO BUILD STAFF CAPACITY AND COLLECTIVE EFFICACY.
AND SO AGAIN, THROUGH PD DOING THAT LEADERSHIP, SOME TEACHERS TOOK THE, THE REINS AND THEY WERE ABLE TO BE THE ONES TO LEAD.
THESE WERE LEVERAGING THE TEACHER TALENT, THEIR CURIOSITY, THEIR EXPERIENCES, THE, THE RELATIONSHIPS THAT THEY HAVE WITH EACH OTHER.
AND THAT SOME OF THEM WILL JUST MAYBE LEAD A PLC, BUT SOME OF THEM CAN LEAD THE ENTIRE SCHOOL.
UM, WE'RE CREATING THESE STRUCTURES WHERE THEY CAN SHARE THESE EFFECTIVE PRACTICES, BE IT AT A TUESDAY, BACK BANG TIME, WHERE WE'RE SHARING BEST PRACTICES OR BEING HAPPY HOURS, WHICH ARE AFTER SCHOOL.
AND CONTENT SPECIFIC, I KNOW PLAY ON WORDS.
THERE'S NO FUNDS OTHER, IT'S JUST APPLICATIONS.
WE DIDN'T FORGET THE H THERE, IT'S HAPPY HOURS.
AND SO IT IS AFTER SCHOOL, BUT PEOPLE MAY SAY LIKE, I NEED MORE TRAINING ON GOOGLE DOCS OR NEWS OR CANVA OR SOME KIND PODCAST.
THAT WAS WHAT, DOING DIFFERENT THINGS.
AND SO A TEACHER WHO'S AN EXPERT IN THAT AREA WILL LEAD IT.
IT'S VOLUNTEER TEACHERS WHO NEED, WHO ARE REQUESTING THAT SUPPORT AND MORE PD CAN ATTEND THAT.
SO IT'S BASED ON WHAT THE TEACHER NEED IS AND WHAT THEY VOICED TO US THAT, UM, THEY'D LIKE TO SEE.
AND THEN FINDING THE EXPERTS THAT CAN, CAN TEACH THAT.
SO AGAIN, YOU SEE SOME OF OUR SAMPLES OF THIS BOTTOM LEFT PI PICTURE.
WE HAVE OUR, UM, THIS IS OUR SPECIAL ED PALS TEACHER.
UH, THIS IS A-A-T-K-C-C TEACHER, AND THEN OUR SPEECH TEACHER, UM, DOING A PD ON NEURODIVERSITY TO THE REST OF OUR STAFF.
AND ON INCLUSION, WHICH WE REALLY PROMOTE AND PUSH.
AND OUR SPECIAL ED STUDENTS ARE PART OF MTSS AND GOING TO DIFFERENT CLASSES.
SO IT'S IMPORTANT THAT ALL OUR TEACHERS ARE AWARE.
SO WHO BETTER TO TRAIN THEM THAN THE SPECIAL ED STAFF, RIGHT? SO DIFFERENT PDS LED BY DIFFERENT STAFF MEMBERS.
SO AS MARTHA SHARED, WE LEVERAGE OUR STREET DATA, RIGHT? WHAT OUR COMMUNITY IS TELLING US BASED ON WHAT THEY NEED AND THEY WANNA LEARN, UM, IN ORDER TO PROVIDE THAT IN DIFFERENT COLLABORATIVE STRUCTURES.
AND I THINK THE THING THAT YOU NOTICE FROM A LOT OF THE PICTURES IS THERE IS A HIGH LEVEL OF ENGAGEMENT FROM THE STAFF.
THE TEACHERS ARE PARTICIPATING, THEY'RE LISTENING, THEY'RE ENGAGING.
WE PROVIDE TIME FOR THEM AFTER THE WHOLE, UM, SHARED UNDERSTANDING PIECE TO BE ABLE TO TALK WITHIN GRADE LEVELS, WITHIN PROGRAMS, RIGHT? AND PATHWAYS IN ORDER TO MEET THE NEEDS OF THEIR KIDS.
SO WE DIFFERENTIATE IN DIFFERENT WAYS.
SOMETIMES IT'LL BE GREAT BY GRADE LEVEL, SOMETIMES IT'LL BE BY PATHWAYS.
SO OUR DREAMS MAGNET AND OUR DUAL LANGUAGE AND OUR, UH, A RESIDENT SCHOOL, WHICH WE REBRANDED AS CLAW COMMUNITY LEADERSHIP ACADEMY.
AND BECAUSE WE'RE OWLS CLAW
AND WE ADJUST OUR, OUR PD CALENDAR TO ACCOMMODATE THOSE NEEDS AS WELL, BECAUSE WE FEEL THAT.
AND WHEN WE DO THAT, UM, TEACHERS ARE MORE ENGAGED.
THERE ARE HIGHER LEVELS OF IMPLEMENTATION IN TERMS OF WHAT THEY DO THAT REFLECT BACK IN THE CLASSROOMS. ALRIGHT? AND SO BACK TO WHAT I, WE SHARED EARLIER, HOW DO WE, UH, MEASURE THE IMPACT OF THE APPROACHES, RIGHT? AND WE'RE, AND AGAIN, THIS IS A LOT OF LIKE EMPIRICAL DATA.
UM, THERE'S SO MUCH MORE THAT I THINK HAPPENS AT THE SCHOOL SITE THAT IF YOU COME AND VISIT, YOU'LL GET A SENSE OF THE, THE COMMUNITY, RIGHT? UM, BUT IN TERMS OF OUR ATTENDANCE, AND WE PULLED THIS FROM THE COMMUNITY SCHOOLS, UM, UM, DASHBOARD THAT THEY PROVIDE, OUR EXCELLENT ATTENDANCE IS TRENDING UP, OKAY? AND THEN OUR CHRONIC ABSENTEEISM, WE'RE REDUCING IT.
AND THIS HAS BEEN A TALL ORDER AND A VERY CHALLENGING THING TO DO, RIGHT? BUT WE KNOW THAT THE STRATEGIES THAT WE'RE IMPLEMENTING IN OUR SCHOOL ARE WORKING BECAUSE KIDS ARE, ARE KIDS ARE COMING, OKAY? UM, AND THEN THIS IS US
[00:35:01]
IN TERMS OF THE, THE, THE DISTRICT, OKAY? AND THEN OTHER PIECES OF DATA THAT WE USE TO MEASURE THE SCHOOL EXPERIENCE SURVEY WITHIN THE LAST TWO YEARS.AND THIS YEAR AS WELL, WE WERE ABLE TO GET 100%, UM, PARTICIPATION IN THE SURVEY FROM STUDENTS, STAFF, AND OUR COMMUNITY.
OKAY? SO THEY RESPONDED WHEN WE SAID THAT, YOU KNOW, WE'RE 50 MORE PARENT SURVEYS TO BE A HUNDRED PERCENT.
AND IN TURN, THE PARENTS RESPONDED AND DID THE SURVEY.
SO WE HAVE THE DATA THAT REPRESENTS THEIR COLLECTIVE VOICE, RIGHT? UM, SO WE'RE PULLING, SO STUDENTS, RIGHT? OPPORTUNITIES FOR PARTICIPATION AND LEADERSHIP.
SO THESE ARE WHAT THE KIDS ARE AGREEING AND STRONGLY, AND THERE'S, UM, AND IMPROVE COMPARED TO THE DISTRICT AND THEN COMPARED TO THE YEAR PREVIOUS, RIGHT? SO STUDENTS ARE FINDING OPPORTUNITIES AT OUR SCHOOL SITE TO PRESENT AT THE HUNTINGTON PARK, CITY HALL PRACTICE WITH PEERS.
THIS IS OUR STUDENTS, UM, DOING THE PEER MEDIATION, RESTORATIVE RAINBOW.
OKAY? AND THEN THESE, OOPS, THE, THIS STUDENT AND ANOTHER STUDENT WHO PRACTICED IT TOGETHER ACTUALLY HELPED ME LEAD A COFFEE WITH THE PRINCIPAL.
AND WE DID THIS WITH OUR, OUR COMMUNITY, RIGHT? AND THE GREATEST PART ABOUT THIS WAS SOPHIA, SHE DID IT IN ENGLISH, AND CARLOS TRANSLATED IN SPANISH.
UM, AND THEN HERE ARE OUR, OUR PARENT SURVEY DATA, RIGHT? SO THERE WAS A LOT TO PULL FROM, BUT THIS IS JUST IN TERMS OF THEIR OVERALL CUSTOMER SERVICE, PARENT ENGAGEMENT.
IF YOU LOOK AT THE, THIS, IT'S, IT'S TRENDING AT UPWARDS, OKAY? AND THIS REPRESENTS A HUNDRED PERCENT OF THE PARENT VOICES.
OKAY? SO THIS IS THEM PART, UH, PARTICIPATING IN A PARENT WORKSHOP.
UM, OTHER WAYS THAT WE'RE ENGAGING PARENTS IN SIMILAR WAYS THAT WE DO WITH OUR, OUR TEACHING STAFF, RIGHT? THEY'RE DOING A CHECK-IN AN OPENER, OKAY? THERE'S A LOT OF OPPORTUNITIES FOR DISCUSSION.
AND THEN WE DO MULTIPLE, MULTIPLE FAMILY NIGHTS, YOU KNOW, FROM ROBOTICS TO STEAM TO, UH, LITERACY NIGHT.
AND OUR, OUR COMMUNITY COMES OUT AND THEY SHOW UP, OKAY? AND THEN THIS IS THE IMPACT ON OUR STAFF.
AND WE PULLED LOTS OF DIFFERENT DATA.
BUT THIS IS, I ENJOY TEACHING AT THIS SCHOOL A HUNDRED PERCENT.
AND IT'S BEEN LIKE FOR, UH, FOR TWO YEARS.
OKAY? AND OVERALL TEACHING SATISFACTION, PEOPLE COME AND THEY WANNA STAY BECAUSE THEY FEEL THAT THE WORK THAT THEY DO IS IMPORTANT AND THEY'RE ENGAGED AT HIGH LEVELS AND THEY COLLABORATE AND THEY'RE SEEING THE RESULTS, UM, IN THE CLASSROOM WITH THEIR KIDS.
AND THEN THIS IS ALSO REALLY TELLING HOW MANY ADULTS AT THIS SCHOOL FEEL A RESPONSIBILITY TO IMPROVE THIS SCHOOL.
A HUNDRED PERCENT, RIGHT? I THINK IN TERMS OF LIKE HAVING THE SENSE OF COLLECTIVE EFFICACY, THE SHARED INTERESTS IN, IN AN OUTCOME THAT WE ALL FEEL THAT THROUGH THE WORK THAT WE'RE DOING, THAT WE CAN REACH TOGETHER.
I MEAN, I MEAN, I HEAR IT EVERY DAY, BUT WHEN YOU SEE IT IN TERMS OF A NUMBER, IT DOES REALLY IMPACT YOU, RIGHT? UM, AND THEN HOW DOES IT IMPACT OUR, OUR SCORES RIGHT? AT THE END OF THE, AT THE END OF THE YEAR.
SO HERE ARE ESPA SCORES, UM, IN TERMS OF OUR MET IN EXCEEDED, OKAY? AND WE ALSO PULLED THIS ONE, THE COMMUNITY SCHOOLS DASHBOARD.
SO THIS IS FOR E UH, FOR MATH, RIGHT? AND THIS IS FOR ELA.
AND IF YOU LOOK AT THESE BOTTOM NUMBERS, WE, WE ARE TRENDING UPWARD.
WE KNOW THAT THERE'S STILL MUCH MORE TO BE DONE.
UM, BUT WE WANNA MAKE SURE THAT WE RECOGNIZE THE HARD WORK THAT OUR STAFF IS DOING AND LEVERAGE THAT POSITIVE MOMENTUM TO KEEP ON GOING.
AND THEN THERE'S OTHER MEASURES.
I MEAN, WE, WE DID RECEIVE THE CALIFORNIA GOLD PBIS AWARD THIS LAST SCHOOL YEAR.
WE GOT AMERICA'S HEALTHIEST CHOICES THIS YEAR.
UM, BUT WE WILL, WE, WE GOT THE MAGNET MERIT AWARD OF DISTINCTION.
SO THERE'S A LOT OF COLLECTIVE EFFORT WORKING TOGETHER TOWARDS COMMON AND SHARED GOALS, RIGHT? AND I DON'T THINK THIS SLIDE KIND OF REFLECTS, I WISH I HAD, I WISH I COULD RECORD WHAT SOME OF THE KIDS, I HEAR THE KIDS SAYING WHAT THE PARENTS SAY WHEN THEY COME TO THE CAMPUS, BUT THERE'S OTHER STREET DATA MEASURES THAT INDICATE TO US THAT PARENTS FEEL WELCOME AND, AND THE KIDS FEEL SAFE COMING TO SCHOOL AND THEY WANNA COME TO SCHOOL.
SO EASY, RIGHT? TO DO ALL THIS.
AND THERE ARE A LOT OF CHALLENGES.
IT'S BEEN VERY DIFFICULT, ESPECIALLY BEING ALL OF THESE THINGS.
I ACTUALLY, UM, PRESENTED AT THE BOARD ABOUT THE PD RESOLUTION LAST YEAR IN MAY, AND WE'RE STILL STRUGGLING A LITTLE.
AND WE THANK THE DISTRICT THAT WE HAD LESS MANDATED PDS THIS YEAR, AND WE HOPE IT'LL BE EVEN LESS NEXT YEAR, BECAUSE WE ALL KNOW COMMUNITY SCHOOLS SAY THE ONE THING ABOUT COMMUNITY SCHOOLS IS THAT THERE'S NO TO ALIKE, WE'RE ALL DIFFERENT.
WE'RE ALL GONNA HAVE DIFFERENT FOCUSES.
WE'RE ALL GONNA HAVE DIFFERENT NEEDS AND ASSETS.
AND SO PLAYING ON THOSE AND USING THOSE, SO ONE OF THE, THE CHALLENGES IS THAT WE NEED MORE ALIGNMENT
[00:40:01]
BETWEEN THE DISTRICT, THE REGION, AND SCHOOL-BASED UNDERSTANDING OF THOSE PD FLEXIBILITIES AND WHAT THEY ARE, AND THEN HOW THEY MATCH THE INITIATIVES.BECAUSE EVEN THOUGH THEY MAY BE THERE ON A DOCUMENT IN WRITING, WHAT DOES THAT REALLY MEAN? AND HOW DOES THAT TRANSLATE TO THE SCHOOL SITE? AND ESPECIALLY WHEN WE HAVE ALL A USD IS SO LARGE THAT WE HAVE THEN REGION EAST, THEN WE HAVE OUR CAUSE AND THEN WE HAVE DIFFERENT, UM, GROUPS.
SO THERE IS A LOT OF DISPARITY.
AND I GO TO DIFFERENT MEETINGS AS A COMMUNITY SCHOOL COORDINATOR, AND THE DEMANDS ON ANOTHER COORDINATOR, MAYBE VERY DIFFERENT.
THE DEMANDS ON ME BASED ON WHO THEIR DIRECTOR IS, BASED ON WHO THEIR SUPERINTENDENT IS.
AND SO HOW CAN WE UNIFY THAT? HOW CAN WE MAKE THAT MORE CONSISTENT SO THAT WE CAN USE THOSE FLEXIBILITIES TO, TO MOVE OUR STUDENTS FORWARD, TO DO THE BEST FOR OUR STUDENTS, TO GIVE THEM THAT VOICE CHOICE AND REALLY ADDRESS WHAT THEY NEED.
YOU KNOW, THEN WITH THE, THE TIERED STATUS, A LOT OF MY PEERS THIS YEAR, I HEAR THEM.
AND BECAUSE THEY ARE A TIER TWO SCHOOL OR TIER THREE SCHOOL, IT, IT CAN BE VERY DEMORALIZING.
AND TO THE STAFF, TO THE TEACHER, TO US, WHEN WE GET OUR SCORES, OR SOMETIMES AFTER SOME CONVERSATIONS, UM, IT IS DEMORALIZING BECAUSE SOMETIMES PEOPLE DON'T COME AND SAY, WOW, YOU'RE DOING THIS WONDERFUL CBL WORK.
THEY COME AND SAY LIKE, YOU KNOW, YOUR I-READY MINUTES ARE LOW, OR THIS IS GOING ON, OR WHATEVER.
AND SO THOSE ARE, ARE SOME OF OUR CONCERNS, SOME OF OUR CHALLENGES THAT HOW DO WE KEEP THIS MOMENTUM GOING? HOW DO WE KEEP OUR TEACHERS WITH THAT SENSE OF, OF EFFICACY AND URGENCY? BECAUSE BELIEVE ME, WE'RE ALSO PUSHING AND SAYING, REGARDLESS, PEOPLE ARE GONNA LOOK AT OUR ESPA SCORES.
PEOPLE ARE GONNA LOOK AT THAT.
AND WE NEED TO MAKE SURE OUR STUDENTS LEAVE BEING ABLE TO READ AND WRITE AND ARE GONNA BE PRODUCTIVE CITIZENS, 21ST CENTURY LEARNERS, RIGHT? SO WE KNOW THAT THAT'S ALL ON OUR PLATE.
AND SO, UM, HOW DO WE DO THAT? AND WE OURSELVES SOMETIMES RECOGNIZE THAT MAYBE WE'RE DOING TOO MUCH, MAYBE WE'RE TRYING TO DO TOO MUCH, AND THEN WE HAVE THESE COMPETING PRIORITIES.
AND WITH LIMITED TIME TO, TO GO DEEP, BECAUSE SOMETIMES WE MAY DO A PD AND WITH THE PDSA CYCLES, WE WANNA GO BACK THEN AND LOOK AT STUDENT WORK, ANALYZE THE DATA, WHAT DO WE NEED TO ADAPT? UH, WHAT DO WE NEED TO GET RID OF? WHAT DO WE, UM, ABANDON? THEN WHAT ELSE CAN WE ADAPT? WHAT CAN WE, ALL OF THAT TAKES A LOT OF TIME.
AND SOME OF IT IS DONE, WHOLE GROUPS.
SOME OF IT WE NEED TO GO BY GRADE LEVEL.
WHEN DOES OUR COACH GET TIME TO ACTUALLY COACH, YOU KNOW, THE TEACHERS KEEP SAYING THEY NEED MORE TIME FOR PLANNING, WHICH IS PROBABLY WHERE THEY GET THE LEAST AMOUNT OF TIME.
UM, SO ALL OF THESE ARE THINGS THAT, SOME OF IT WE REALIZE, IT'S, IT'S IN OUR HAND, IT'S IN OUR CONTROL.
WE CAN TRY AND DO BETTER, BUT SOME OF IT ISN'T IN OUR HANDS.
SOME OF IT ISN'T STUFF THAT WE CAN EASILY REMEDY.
SO HOW DO WE GO ABOUT IT? WHAT IS IT THAT WE NEED TO DO? AND THEN HOW CAN THE DISTRICT SUPPORT OUR, OUR PRACTICES TO SCALE UP AND SPREAD THIS? AND I KNOW THAT THE WORD SUSTAINABILITY COMES UP MULTIPLE TIMES, RIGHT? WE DON'T WANNA, WE DON'T WANNA PROVIDE A PD THAT IS JUST, YOU KNOW, ONE TIME, ONE AND DONE.
WE WANNA MAKE SURE THAT THESE BEST PRACTICES HAPPEN IN OUR CLASSROOM.
SO HOW DO WE MAKE SURE THAT TEACHERS HAVE THE SUPPORT TO BE ABLE TO IMPLEMENT THESE STRATEGIES AND APPROACHES WELL, AND THAT THEY TRANSLATE TO WHAT THE KIDS ARE DOING AND THEN TO THE MEASURES, RIGHT? SO ONE SUGGESTION IS TO BUILD IN SUSTAINED JOB EMBEDDED TIME FOR COLLABORATION, LESSON AND REFLECTION DURING THE SCHOOL DAY.
I THINK AS A COMMUNITY SCHOOL, AN MTL SCHOOL AND A PILOT SCHOOL, WE RECOGNIZE THAT WE DO HAVE THINGS THAT WE CAN LEVERAGE, RIGHT? I DON'T KNOW IF OTHER SCHOOLS HAVE THAT SAME OPPORTUNITY, BUT WE DO DO THAT TO TRY TO BUILD IN TIME WITH OUR, WITH THE BUDGET THAT WE HAVE, SO THAT TEACHERS HAVE TIME TO MEET AND PLAN TOGETHER, RIGHT? AND WE KNOW THAT THAT YIELDS HIGHER, HIGHER RESULTS.
AND AGAIN, THAT IDEA OF PROVIDE FUNDING TO MATCH THAT PROTECTED TIME.
SO IF YOU SAY THAT THIS IS IMPORTANT IN THE WORK, THEN ENSURE THAT THE FUNDING IS THERE.
AND THEN ALSO TO SUPPORT INTEGRATED STUDENT-CENTERED INITIATIVES, RIGHT? THE FACT THAT WE'RE
[00:45:01]
IMPLEMENTING THE COMMUNITY-BASED LEARNING, IT DOES TAKE TIME, RIGHT? AND IS STUDENT-CENTERED.SO ENSURE THAT THAT FUNDING IS AVAILABLE AND THAT THE SCHOOLS HAVE, UM, CONNECTIONS TO PARTNERSHIPS THAT ENCOURAGE THESE WORLD WORLD LEARNING CONTEXTS.
OKAY? AND AGAIN, WHAT MARTHA SHARED IN TERMS OF JUST ALIGNMENT, RIGHT? MAKING SURE THAT WE'RE ALL SAYING THE SAME THING, THAT WE'RE ALL VOICING THE SAME COMMON AGREEMENTS ABOUT WHAT IT MEANS, UM, TO BE A SCHOOL WITH KIND OF MULTIPLE APPROACHES, RIGHT? WHAT ARE THOSE FLEXIBILITIES AND WHAT ARE SOME OTHER MULTIPLE MEASURES THAT ARE GONNA MATCH THE SCHOOL'S APPROACHES AND INITIATIVES THAT ARE GONNA BE USED TO DETERMINE IF WE'RE MEETING THE GOALS AND OUTCOMES THAT WE ESTABLISHED, RIGHT? AND THEN UNDERSTANDING TOO, AND I MEAN, WE COULD LOOK UP TONS OF DIFFERENT RESEARCH THAT TELLS, TELLS US ALL THIS, THAT THIS WORK THAT WE'RE TRYING TO DO, IT DOES TAKE TIME.
SO IT MIGHT NOT RESULT IN IMMEDIATE RESULTS, RIGHT? BUT THERE WILL BE GROWTH.
AND THE RESEARCH SHOWS THAT ADDRESSING THE NEEDS OF THE WHOLE CHILD, LONG-TERM WISE, THE RESULTS ARE GONNA BE THERE AND IT'S GONNA BE SUSTAINABLE.
AND WE KNOW THIS BECAUSE WE HAVE STUDENTS WHO COME BACK TO US WHO TELL US THAT THEY'VE, THEY'RE AT UCLA OR THEY'RE AT STANFORD.
THEY REACHED ALL THESE DIFFERENT PLACES.
IT'S BECAUSE OF THE FOUNDATION THAT WE ESTABLISHED FOR THEM AT THE ELEMENTARY LEVEL.
OKAY? AND THEN THE BIGGEST BELIEF FOR US AT OUR SCHOOL SITE IS IN SHIFTING THIS MINDSET AROUND THE WORK.
THAT IT ISN'T JUST ABOUT INSTRUCTION, IT'S ABOUT CHANGING THE CULTURE OF THE SCHOOL, RIGHT? IN TERMS OF HOW WE TEACH, RIGHT.
STUDENT CENTERED, CONNECTING THEM TO THE COMMUNITY AND MAKING IT RELEVANT FOR THE KIDS SO THAT THEY'RE, THEY'RE ENGAGED IN THEIR LEARNING, RIGHT? AND REALLY IDENTIFYING NOT JUST THE STUDENT, BUT THE STAFF, THEIR VOICE, THEIR IDENTITY, AND THEIR CHOICE.
AND THEN ALL OF THAT IS FOCUSED ON HOW DO WE DEVELOP THIS WHOLE CHILD THAT WE'RE PUTTING OUT INTO THE WORLD THAT'S GONNA GRADUATE, RIGHT? AS A PRODUCT OF THIS DISTRICT.
AND IT MAKES ME SO PROUD THAT WE ARE DOING THIS IN L-A-U-S-D, UM, AND THAT YOU GUYS ARE DOING, I MEAN, I VISITED THE SCHOOL.
UM, I'M GONNA OPEN UP SPACE FOR FOLKS TO HAVE SOME DISCUSSION AROUND THIS, ASK SOME QUESTIONS.
UH, YOU, THANK YOU FOR PROVIDING SOME SUGGESTIONS AS WELL FOR HOW THE DISTRICT CAN SUPPORT SCHOOLS LIKE YOU AND HOW WE CAN SCALE THIS, UM, SO THAT MORE OF OUR SCHOOLS ARE, ARE DOING THIS KIND OF WORK.
UM, SO, UH, WE CAN, UM, HAVE SOME DISCUSSION.
YOU CAN STAND THERE OR YOU CAN GO BACK WITH THE MIC, WHATEVER FEELS MORE COMFORTABLE TO RESPOND TO ANY QUESTIONS.
UM, AND THEN I JUST WANNA REMIND OUR COMMITTEE TO TRY TO BE LEAN SO THAT WE CAN, UM, UH, GET AS MANY FOLKS TO, TO SHARE AND ASK QUESTIONS AND OF COURSE GIVE THEM AN OPPORTUNITY TO RESPOND.
I MEAN, A HUNDRED PERCENT TEACHERS SAYING THAT THEY WANT TO BE THERE.
AND I LOVE HOW YOU TALK ABOUT THE WHOLE CHILD AND IT MADE ME THINK ABOUT HOW IT REALLY SEEMS THAT YOU ADDRESS THE WHOLE TEACHER, RIGHT? TEACHERS AS HUMANS AND LEARNERS AND FLAWS AND, AND STRENGTHS AND, AND EVERYTHING LIKE THAT.
I'M VERY INTERESTED IN THE SUGGESTION OF SORT OF JOB IN EMBEDDED PAID TIME TO DO THE PART OF THE WORK THAT IS PLANNING, THAT IS INTENTIONALITY.
WHAT WOULD THAT LOOK LIKE FOR YOU, IDEALLY? WHAT DO YOU THINK THAT THAT COULD BE TO ACTUALLY CARVE OUT REAL TIME TO COLLABORATE? SO IT'S SOMETHING THAT WE'RE WORKING THROUGH TOO WITH OUR BUDGETS.
AND AGAIN, WE LEVERAGE OUR COMMUNITY SCHOOLS FUNDING THE GRANT FUNDING, UM, AND OTHER ADDITIONAL FUNDS, RIGHT? AND WE DO PROVIDE SOMETHING DURING THE SCHOOL DAY.
SO THE KIDS RECEIVE, UM, THROUGH A PROGRAM THAT'S SPONSORED THROUGH THE DISTRICT.
THEY RECEIVE, UH, PHYSICAL EDUCATION AND SOCIAL EMOTIONAL LEARNING, UM, PRACTICE INSTRUCTION OUTSIDE.
AND THEN THAT RELEASES THE TEACHER TO HAVE COMMON PLANNING TIME.
AND WE LEVERAGE THAT IN DIFFERENT WAYS.
THEY MEET BY GRADE LEVELS, THEY MEET BY PATHWAYS.
SOMETIMES WE PULL TEACHERS DEPENDING ON A SPECIFIC NEED.
AND SO THAT HAPPENS, UM, TWICE A WEEK.
AND THEN ALONG WITH THAT, WE HAVE COLLABORATION MONEY THROUGH COMMUNITY SCHOOLS, THE SEVEN THROUGH THREE NINE T GRANT, RIGHT? AND WE USE THAT TO PROVIDE TIME FOR TEACHERS TO PLAN, UM, THEIR PBL CYCLES, OTHER THINGS AS NEEDED, PLC.
AND THEN WE ALSO HAVE PLC TIME, WHICH WE WORK AROUND BREAKFAST
[00:50:01]
IN THE CLASSROOM.AND SO THEN FROM SEVEN 30 TO EIGHT, THE TEACHERS ARE PLANNING, THERE'S NO STUDENT.
AND THEN FROM EIGHT TO EIGHT 30 STUDENTS ARE EATING BREAKFAST AND THE GRADE LEVEL GETS TO MEET IN PLC.
SO THOSE ARE THREE EXAMPLES OF HOW WE'RE DOING IT DURING THE DAY TO ALLOW FOR PLANNING AND COLLABORATION, WHICH ALL S THEY COULD GET SCALED UP AND DONE IN OTHER PLACES.
IS THERE ANYTHING MORE YOU WOULD ASK FOR? I MEAN, IDEALLY, OR THAT, OR IS THAT MONEY, MONEY, MONEY.
WELL, AND WE HEARD WE'RE PROBABLY GONNA LOSE SOME OF THAT COLLABORATION MONEY NEXT YEAR, UM, THAT WE GET IN THE 7 3 3 19 GRANT, WHICH IS A COMMUNITY SCHOOL GRANT, WHICH IS REALLY SAD BECAUSE AS AN MTL SCHOOL, IT FEELS LIKE WE SHOULD BE GETTING MORE INSTEAD OF LOSING IT.
SO, YOU KNOW, SO WE'RE OUT THERE LOOKING FOR IT.
WERE YOU GONNA SAY SOMETHING? I WAS GONNA SAY THAT, YOU KNOW, I'VE BEEN VISITING SCHOOLS AND THAT IS THE ONE THING THAT PRINCIPALS HAVE BEEN SHARING WITH ME IS THAT THEY'RE LOSING MONEY FOR, THAT THEY'VE BEEN ABLE TO USE FOR PLANNING TIME.
AND IT'S ACTUALLY THE SCHOOLS THAT ARE REALLY THRIVING AND DOING REALLY WELL, WHO HAVE USED THAT MONEY TO HAVE TEACHERS PLANNED, UH, COLLABORATIVELY DURING THE DAY.
AND, UM, AND THESE SCHOOLS ARE DOING SO WELL AND PRINCIPALS ARE LIKE, THIS IS SUCH IMPORTANT, UH, PART OF THE PROFESSIONAL DEVELOPMENT AND THE INSTRUCTION, BUT THE MONEY IS, IS LOST RIGHT NOW FOR THIS COMING YEAR.
SOME SCHOOLS ARE NOT HAVING, ARE NOT GETTING THAT.
SO, BUT THAT DOESN'T MEAN THAT, YOU KNOW, WE'RE NOT ADVOCATING FOR MORE.
SO WE CERTAINLY WILL BE ADVOCATING.
LIGHT JUST LOOKED AT ME LIKE, WHERE ARE YOU GONNA GET THAT FROM? BUT WE WILL FIND A WAY
I JUST WANTED TO SAY, THIS WAS JUST SO AMAZING AND I, I WANNA SAY THAT PILOT PROGRAM, THE COMMUNITY SCHOOL, THE MAGNET AND THE LIST GOES ON AND ON AND YOU PRESENTED IT IN A WAY THAT WE COULD SEE IT'S TOTALLY FLESHED OUT, RIGHT? IT'S NOT JUST A CHECKLIST WHERE LIKE, WE HAVE THIS PROGRAM, BUT REALLY EVERYTHING'S MAYBE THE SAME.
YOU'RE, YOU'RE REALLY FULL THROTTLE.
AND I, I THINK SO MUCH AND YOU'RE DESCRIBING THE COMMUNITY AND THE STAFF AND EVERYBODY BEING ON BOARD, RIGHT? AND WE KNOW THAT THERE'S, PART OF THE SUSTAINABILITY IS THAT THE COMMUNITY WILL BE THERE IN TWO YEARS.
THE STAFF MOSTLY WILL BE THERE IN TWO YEARS.
ONE THING THAT'S OFTEN A VARIABLE FOR SCHOOLS, AND SO I JUST WONDER HOW YOU WOULD ADDRESS IT, IS THE PERSON WHO'S OFTEN AT THE CENTER OF THINGS, THE PRINCIPAL.
SO IF YOU GOT A PRI DIFFERENT PRINCIPAL WHO HAD A DIFFERENT POINT OF VIEW, A DIFFERENT APPROACH, HOW, HOW WOULD THINGS BE SUSTAINED IF YOU HAD, LET'S SAY TWO PRINCIPALS OVER THE NEXT FOUR YEARS, YOU KNOW, A TWO YEAR OR NOT? SO HOW WOULD THAT BE SUSTAINED? UM, BY THE COMMUNITY, BY THE, BY THE TEACHERS, BECAUSE THAT'S A BIG VARIABLE AND THAT'S, I WANTED TO SPEAK TO THIS 'CAUSE THIS IS ONE OF THE BEAUTIES OF BEING A PILOT SCHOOL.
UH, WHEN WE OPENED HANG WAS PART OF THE WRITING TEAM, SO WAS I THAT WE OPENED THE SCHOOL AND SHE OPENED AS A TEACHER, THEN BECAME OUR TSP COORDINATOR, AND THEN WENT OFF TO DO A LITTLE BIT OF, UH, TO DO HER ADMIN, UH, AP POSITION SOMEWHERE ELSE.
AND AS A PILOT SCHOOL, WE KNEW WE WERE GONNA BE ABLE TO INTERVIEW AND WE KNEW IT HAD TO BE A PERSON THAT'S LIKE-MINDED THAT BELIEVES IN ALL OF THIS THAT WE'RE DOING.
AND I KEEP BRINGING IT UP WITH COMMUNITY SCHOOLS BECAUSE COMMUNITY SCHOOLS THAT ARE NOT A PILOT SCHOOL CAN GET A PRINCIPAL MOVED, APPOINTED, WHATEVER WE GOT TO INTERVIEW AND HIRE.
AND SO MANY OF THE PEOPLE WE INTERVIEWED, I'LL TELL YOU, WE'RE SAYING, I WOULD DO THIS, I WOULD DO THAT AS OPPOSED TO A WE MENTALITY OR FINDING OUT ABOUT US BEFORE THEY EVEN CAME TO THE INTERVIEW.
SO THAT WAS A HUGE DIFFERENCE.
AND THAT'S ONE OF THE BEAUTIES OF BEING A PILOT SCHOOL.
AND ONE OF THE BEAUTIES IS ALSO WITH THE TEACHERS.
THEY SIGN AN ELECTORAL WORK AGREEMENT AS A PILOT EVERY YEAR.
THEY ALL WANNA BE THERE AND THERE ARE PEOPLE WHO ARE WAITING FOR THEM NOT TO SIGN SO THEY CAN COME IN.
SO THAT'S, DO YOU WANNA SAY SOMETHING? BUT YOU WILL BE THERE.
SO WE'VE HAD MUCH A LOT OF CONVERSATION AROUND THIS TOO.
UM, AND I, AND FOR ME TOO, AND I HOPE YOU SAW IN THE PRESENTATION THAT WE NEVER REALLY DESCRIBED ONE PERSON OR ONE ENTITY, RIGHT? AND I THINK FOR US IT'S ABOUT SUSTAINABILITY.
SO IT'S ABOUT BUILDING THOSE RELATIONSHIPS OF TRUST THAT ARE GONNA BE THERE DESPITE WHOEVER COMES AND GOES, BECAUSE I LEFT, I WAS THERE, BUT I LEFT FOR A PERIOD AND I CAME BACK AND I STILL SAW THOSE RELATIONSHIP PIECES LEVERAGED AND DRIVING THE WORK, RIGHT? SO RIGHT NOW, WHEN
[00:55:01]
WE BRING IN THESE DIFFERENT TYPES OF THINGS ON THE BACK OF OUR MIND, WE KNOW THIS IS A GRANT.SO IT IT IS ABOUT SUSTAINABILITY.
SO WHAT STRUCTURES, WHAT PROCESSES, WHAT CATALYST CAN WE PUT IN PLACE SO THAT DESPITE, 'CAUSE WE'RE NOT, WE'RE WE'RE YOUNG, WE'RE YOUNG-ISH.
WE'RE YOUNG-ISH, RIGHT? BUT THERE EVENTUALLY A TIME THAT WE MIGHT NOT BE THERE.
SO HOW DO WE ENSURE THAT WHAT WE BUILT TOGETHER AS A SCHOOL STAYS AND REMAINS FOR THE PEOPLE WHO ARE STILL THERE? THE TEACHERS THAT WE'VE GROWN TOGETHER FROM, I, I'VE KNOWN SOME TEACHERS FROM WHEN THEY WERE SINGLE TO NOW MARRIED TO HAVING BABIES.
SO THERE'S A COMMUNITY THERE, THERE'S A WORK FAMILY THERE THAT WE ALSO WANNA MAKE SURE THAT WE TAKE CARE OF AS WELL, RIGHT? THAT ARE TAKING CARE OF KIDS WITHIN THE COMMUNITY THAT HAVE GROWN UP AND HAVE KIDS, AND NOW THEY'RE SENDING THEIR KIDS BACK TO US.
AND SO THERE'S A LOT OF INVESTMENT IN MAKING SURE THAT WHAT WE CREATE LIVES.
UH, I WANNA COMMEND YOU FOR YOUR, UM, YOUR LEADERSHIP AND FOR YOUR SCHOOL COMMUNITY CULTURE.
I SEE THAT YOU'VE BEEN VERY STRATEGIC ALSO AND THOUGHTFUL ABOUT HOW YOU'VE BEEN IMPLEMENTING THESE INITIATIVES.
I SEE THAT, UM, JOYFUL DISRUPTION WAS INCORPORATED AND THOSE CALM CORNERS AND ANTI-RACIST, ANTI-BIAS EDUCATION, WHICH I WAS VERY PROUD TO INTRODUCE TO L-A-U-S-D.
SO THAT GOES TO SHOW THAT EVEN THOUGH IT'S A CENTRAL INITIATIVE OR THAT YOU WERE ABLE TO CAREFULLY TAILOR IT TO YOUR NEEDS, UM, EGI, AGAIN, THAT'S ANOTHER DISTRICT LEVEL INITIATIVE, YOU WERE ABLE TO TAILOR IT AND LEVERAGE IT.
YOUR COORDINATOR IS CERTIFIED, YOU FOUND VALUE IN IT AND YOU FOUND LIKE THIS IS SOMETHING WE CAN SCALE UP.
UM, WHEN IT COMES TO THE MINECRAFT, WE'VE BEEN PROVIDING A LOT OF THAT, UM, THROUGH OUR ED TECH INNOVATION AND WE PROVIDE THOSE MINECRAFT COMPETITIONS AND ESPORTS, WE'RE HAVING ONE THIS SATURDAY, UH, OR IN ACTUALLY THE END OF THE MONTH IN APRIL.
SO WHAT I'M TRYING TO EXPLAIN HERE IS THAT YOU ARE ABLE TO PERSONALIZE WHATEVER IS AT THE CENTRAL LEVEL, PERSONALIZE IT TO MEET YOUR NEEDS, BUT YOU'VE TAKEN IT TO A WHOLE NOTHER LEVEL BECAUSE YOUR TEACHERS OWNED IT, YOU OWNED IT AND YOU MADE IT YOURS.
SO I COULD TAKE THE VERY SAME PD THAT OTHER SCHOOLS RECEIVED, AND IT'S GONNA LOOK A LITTLE DIFFERENT IN THE IMPLEMENTATION, BUT THE WAY YOU CAREFULLY, UM, IMPLEMENTED SHOWS THE HEART AND THE CARE THAT YOUR SCHOOL COMMUNITY HAS.
BUT I ALSO WANNA CALL OUT THAT YOU FIGURED OUT HOW TO BALANCE IT, YOU FIGURED OUT HOW TO TAILOR IT, BUT THERE'S STILL CHALLENGES AHEAD AND THERE'S THINGS THAT WE WANNA SUPPORT YOU TO DO.
BUT I JUST WANNA COMMEND YOU FOR BEING ABLE TO DO THAT AT YOUR SCHOOL SITE.
AND THAT'S SOMETHING WE HAD TALKED ABOUT AND WE DIDN'T MENTION BECAUSE EVEN LIKE WITH THE MANDATED PDS, WE DO LOOK AT THEM AND WHY REINVENT THE WHEEL IF THERE'S SOMETHING THERE WE CAN USE AND THAT WE CAN FIT AND WE USE A LOT OF THE, THE PROGRAMS ARE, ARE GREAT, YOU KNOW, THAT, THAT WE USE.
WHAT WAS THE, THE SOUND ONE? OH, SOUNDTRACK.
SO THERE'S A LOT OF THINGS DISTRICT PURCHASE THAT WE'VE WRAPPED ONTO WHY
WE'LL SHARE WITH THE STAFF BECAUSE I FEEL LIKE IT'S RECOGNIZING THEIR HARD WORK AND EFFORTS TOO, AND THEIR ENGAGEMENT IN THE PDS AND BEING ABLE TO IMPLEMENT THIS.
SO WE'RE SITTING HERE, BUT WE REPRESENT 27 PLUS MORE OTHER STAFF MEMBERS AND TEACHERS, RIGHT, THAT ARE DOING THE WORK.
ANYBODY ELSE BEFORE WE GO ON? GO AHEAD.
WE, THIS IS ANOTHER PRINCIPLE FROM ANOTHER REALLY I'D LIKE TO EXPLAIN YOU AS WELL.
I MEAN, I THINK THE WORK THAT YOU'RE DOING WAS JUST OBVIOUSLY STATED BY DR.
BIAS, BUT ALSO I THINK WHAT, WHAT I WAS THINKING ABOUT, UM, WE'VE BEEN DISCUSSING AS A COMMITTEE, UH, A DISTRICT-WIDE CHALLENGE IN TERMS OF HOW TO IMPLEMENT PD AT A SCHOOL SITE WITH, UH, FIDELITY AND EFFECTIVENESS, RIGHT? AND SO THIS NOTION THAT WE'RE WORKING ON AS A COMMITTEE, TO ME, THE CONNECTION THAT YOU MADE TO THAT, TO OUR WORK IS THAT YOU BUILT CAPACITY IN YOUR MULTI, IN YOUR DIFFERENT, IN YOUR THREE DIFFERENT TIERS, RIGHT? OF, OF, OF YOUR FOUNDATIONAL WORK AT THE SCHOOL, YOUR, YOUR FACULTY, YOUR STUDENTS, AND YOUR FAMILIES.
SO I THINK THAT WHEN SCHOOLS ARE ABLE TO DO THAT EFFECTIVELY, I THINK THEN WE HAVE A BETTER CHANCE OF BEING EFFECTIVE AND IMPLEMENTING DISTRICT POLICY.
AND SO THE EXAMPLES THAT YOU GAVE FOR, FOR INSTANCE, WHERE STUDENTS ARE BECOMING LEADERS AT THE SCHOOL SITE, PARENTS ARE ENGAGED IN MEANINGFUL WAYS AND THE FACULTY IS TAKING THE LEADERSHIP TO, TO, TO LEARN TOGETHER.
THOSE ARE THINGS THAT I THINK CAN HELP OUR MISSION AS WELL BECAUSE THAT'S WHERE WE'RE TRYING TO SEE HOW SCHOOLS CAN TAKE POLICY WITHIN A VERY COMPLEX STRUCTURE AT THE SITE TO MAKE IT ACTUALLY WORK.
SO YOUR YOUR EXAMPLE I THINK IS, UH, CLEAR THAT GIVEN YOUR AMAZINGNESS RIGHT, AS A TEAM, THAT IT CAN HAPPEN, RIGHT? YEAH.
HE HAS A GREAT SCHOOL BY THE WAY.
HE HAS AN AMAZING SCHOOL AS WELL.
SO, AND YOU RECOGNIZE IT'S ALSO A WORK IN PROGRESS, RIGHT? THERE'S ALSO CHALLENGES THAT COME UP, BUT I THINK THE HEART IS THERE TO TRY IT
[01:00:01]
OUT AND SEE AND THEN COME BACK AND IT'S A-P-D-S-A CYCLE IN MULTIPLE WAYS.CYCLE THROUGH SO MANY DIFFERENT KIDS AND FAMILIES AND YEAH.
AND I JUST WANNA NOTE THAT YOU ENDED WITH THAT IT'S A CULTURAL CHANGE RIGHT AT THE SCHOOL AND THAT YOU HONOR EVERYBODY.
YOU HONOR YOUR TEACHER'S EXPERTISE, YOU SEE THEM AS EXPERTS, YOU RESPECT THEM, YOU BRING THEM IN, YOU'RE BUILDING LEADERS WITH YOUR EDUCATORS.
AND I THINK THAT AT ALL SCHOOLS, WHEN YOU HAVE THAT KIND OF RELATIONSHIP BETWEEN THE ADMINISTRATION AND THE AUDIT CLASSROOM STAFF AND THE EDUCATORS, THERE IS TRUST.
AND SO THEN THEY WANT TO, THEY WANT TO HELP OUT, THEY WANNA PARTICIPATE.
SO THEY SEE EVERYBODY BEING INVOLVED A HUNDRED PERCENT.
AND IF THERE'S NO, ANY, ANY MORE QUESTIONS IN THIS MOMENT, WE WILL MOVE ON TO OUR SECOND PRESENTATION AND, UM, BUT STICK AROUND IN CASE SOMEBODY HAS MORE QUESTIONS AT THE END.
[II.2. District Resources and Support: Hang Nguyen, Principal Lucille Roybal Allard Elementary How does LAUSD current professional development support schools and educators? How is professional development currently personalized and differentiated?]
AHEAD AND INTRODUCE, UM, DR.ELIZABETH BERNAL, WHO IS OUR ADMINISTRATOR OF ELEMENTARY INSTRUCTION.
AND, UM, SHE'S GONNA BE SPEAKING ABOUT, ABOUT THE PROFESSIONAL DEVELOPMENT THAT WILL BE COMING OUT OF THE DISTRICT AND THE SUPPORTS THAT WE HAVE AS WELL.
UM, GOOD AFTERNOON, AND THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK TO Y'ALL ABOUT OUR BANK TIME MODULE PD.
AND SO DURING THIS TIME, I WILL GIVE YOU A BRIEF OVERVIEW OF THE POLICY THAT DICTATES THE BANK TIME MODULES, AND I WILL HIGHLIGHT SPECIFICALLY WHAT THE OPPORTUNITIES FOR FLEXIBILITY, DIFFERENTIATION, AND PLANNING TIME ARE.
AND THEN MY COLLEAGUE JUSTIN LAUER, WILL GIVE YOU SOME IDEAS ON HOW THE PD MODULES ARE INTEGRATING SOCIAL EMOTIONAL LEARNING.
SO, WITH THAT, I WOULD JUST LIKE TO REINTRODUCE OR INTRODUCE MEMORANDUM 6 0 1 5.
A LOT OF THE INFORMATION THAT I WILL BE PRESENTING TO YOU TODAY COMES FROM THIS MEMO.
IT IS UPDATED ON A YEARLY BASIS.
SO THE ONE THAT YOU SEE HERE IS 25 26, BUT THERE IS A 26 27 COMING UP.
AND THIS MEMORANDUM INCLUDES A LOT OF INFORMATION AMONG THEM.
IT GIVES YOU WHAT THE DISTRICT INSTRUCTIONAL PRIORITIES ARE.
IT ALSO INDICATES WHAT THE BREAKDOWN IS OF THOSE MODULES THAT ARE DISTRICT, THAT ARE, THAT WHOSE TOPICS ARE DICTATED BY, ARE DETERMINED BY THE DISTRICT, AND THOSE THAT ARE DETERMINED BY THE SCHOOL SITE.
IT ALSO PROVIDES YOU WITH THE NUMBER OF REQUIRED MODULES AND THEIR TOPICS.
AND IT ALSO INCLUDES THE CHOICE BOARD TOPICS.
AND IMPORTANT FOR THIS COMMITTEE, I THINK IT ENC IT INCLUDES CONSIDERATIONS FOR IMPLEMENTATION, SPECIFICALLY ADDRESSING THINGS AROUND SCHEDULING, FLEXIBILITIES, AND DIFFERENTIATION.
SO JUST TO GROUND US A LITTLE BIT, I, I DO THINK IT'S IMPORTANT TO REMEMBER THAT THE BANK TIME MODULES ARE ONE COMPONENT OF A LARGER PROFESSIONAL DEVELOPMENT SYSTEM THAT THE DISTRICT HAS.
SO THE BANK TIME MODULES ALONG WITH SUMMER PD, SUPPLEMENTAL DISTRICT, OR REGION PD, THE SCHOOL SITE PD, OKAY.
FOR EXAMPLE, ALL OF THEM TOGETHER WORK IN TANDEM IN ORDER TO EFFECTIVELY IMPLEMENT THOSE DISTRICT INSTRUCTIONAL PRIORITIES.
OKAY? NOW, WHEN WE LOOK AT THE POLICY SURROUNDING THE BANK TIME MODULES OVER THE LAST COUPLE OF YEARS, AND THIS YEAR, WE SEE THAT IN GENERAL, THE BREAKDOWN BETWEEN THOSE TOPICS OR THOSE MODULES WHOSE TOPICS ARE DISTRICT DETERMINED AND LOCALLY DETERMINED STAYS PRETTY CONSISTENT.
IT'S ABOUT 50% IT HAS BEEN THE LAST COUPLE OF YEARS, AND AS OF NOW, IT SEEMS TO, THAT WILL BE THE CASE FOR THE 26 27 SCHOOL YEAR.
NOW, WHEN WE BEGIN TO LOOK AT THE REQUIRED MODULES, SPECIFICALLY WHEN WE LOOK AT THOSE THAT ARE MANDATED, ONCE THERE ARE SOME CHANGES.
SO IF WE LOOK AT THIS YEAR AND LAST YEAR, THERE WERE 12 REQUIRED MODULES FOR THE UPCOMING 26 27 ALLARD WILL BE HAPPY TO HEAR THAT IT IS DECREASING.
YAY,
OKAY? NOW, FOR THOSE SEVEN, THE TOPICS INCLUDE ONE LITERACY MODULE, ONE MATH MODULE ONE, SCIENCE MODULE TWO MODULES RELATED TO ENGLISH LEARNERS, ONE MODULE FOR UNIVERSAL DESIGN FOR LEARNING, AND ONE MODULE FOR MTSS.
NOW, I DO WANT TO POINT OUT THAT OF THESE SEVEN, FIVE OF THEM, THE FIRST FIVE
[01:05:01]
A, B, C, D, AND D HAS TWO.SO THAT'S WHY THERE'S ONLY FOUR
UM, THOSE ARE MANDATED EITHER LEGALLY OR BY THE STATE.
OKAY? NOW, HERE ARE SOME MORE DETAILS WITH REGARDS TO THOSE SPECIFIC REQUIRED OR MANDATED MODULES.
THESE ARE THE PROPOSED TITLES.
AND I SAY PROPOSED BECAUSE THIS MEMORANDUM IS STILL IN DRAFT FORM.
OKAY? NOW, WHEN WE'RE TALKING ABOUT THE CHOICE BOARD TOPICS, THERE HAS ALSO BEEN A BIT OF AN EVOLUTION.
IF WE LOOK AT 24, 25, AT THAT POINT, THERE WERE SIX CHOICE BOARD TOPICS.
OKAY? THAT INCREASED TO 10 LAST YEAR, AND NEXT YEAR IT'S INCREASING TO 11.
OKAY? NOW, I DO WANNA POINT OUT THAT WITHIN EACH ONE OF THOSE TOPICS, THERE ARE SEVERAL SUGGESTED POSSIBILITIES THAT SCHOOLS CAN SELECT FROM.
THOSE ARE TOPICS THAT THE SCHOOLS CAN SELECT FROM.
WE DON'T STIPULATE HOW MANY FROM EACH TOPIC THE SCHOOL GETS TO DECIDE THAT.
OKAY? NOW, SPEAKING REALLY SPECIFICALLY ABOUT FLEXIBILITY AND DIFFERENTIATION, THIS IS LIFTED STRAIGHT FROM THE POLICY.
AND I WANNA HIGHLIGHT WHAT'S IN YELLOW.
AND IT DOES SPEAK TO PRINCIPALS HAVING THE FREEDOM TO TAILOR SESSIONS BASED ON STUDENT ACHIEVEMENT, DATA BASED ON SCHOOL, NEED DATA, SCHOOL NEED.
ESSENTIALLY, THEY HAVE THE, THEY ARE ENCOURAGED TO ADJUST THE FORMAT PACING AND THE FOCUS OF THE PROFESSIONAL DEVELOPMENTS.
IT ALSO STATES THAT THEY CAN ADJUST THE PRESENTATION MATERIALS.
WE ALSO INCLUDE A FACILITATOR GUIDE FOR EACH ONE OF THOSE MANDATED PDS.
AND THE SCHOOL SIDE DOES HAVE THE FLEXIBILITY TO MAKE ADJUSTMENTS.
OKAY? NOW, AGAIN, FOR EACH ONE OF THOSE MANDATED MODULES, WE HAVE THIS SLIDE.
THIS IS A GENERIC SLIDE THAT, AGAIN, NOT JUST IN THE ACTUAL MEMO, BUT IN THE DECK ITSELF.
EACH ONE OF THEM THAT IS MANDATED INCLUDES THE SLIDE THAT REMINDS THE FACILITATOR THAT THEY SHOULD DIFFERENTIATE FOR THEIR SCHOOLS.
AND IT GIVES SOME GENERAL SUGGESTIONS AS TO HOW THEY MIGHT, YOU KNOW, PROVIDE THAT DIFFERENTIATION.
BUT THEN EACH ONE OF THE DECKS ALSO HAS AN ADDITIONAL SLIDE OR TWO THAT SPECIFICALLY CALLS OUT WHERE IN THE DECK THEY CAN MAKE SOME ADJUSTMENTS.
SO THIS IS AN EXAMPLE OF ONE WHERE IT SPEAKS TO, YOU KNOW, WE'RE DOING SOME BACKWARDS PLANNING.
WE HAVE A SUGGESTED CURRICULUM OR A SUGGESTED TASK THAT YOU USE, BUT YOU CAN CHANGE IT.
SO IF YOU'RE DOING CBL OR PBL, YOU COULD USE THAT PARTICULAR TASK INSTEAD OF WHAT'S THERE.
OKAY? AND THIS IS JUST AN EXAMPLE OF WHAT ONE OF THOSE SLIDES LOOKS LIKE.
AND THIS IS FROM, UM, BACKWARDS, THE BACKWARDS PLANNING MODULE FOR SECONDARY.
THIS IS AN EXAMPLE OF WHAT IT LOOKS LIKE FOR STUDY SYNC.
BUT THE SCHOOLS DO NOT HAVE TO USE STUDY SYN.
THEY CAN USE A DIFFERENT CURRICULUM, HIGH QUALITY INSTRUCTIONAL MATERIAL, THOUGH THAT WOULD BE THE ONLY CAVEAT.
AND THEN THE IMPORTANT HERE, THE IMPORTANT THING HERE IS THAT THEY ARE FOCUSING, WHEN THEY'RE BACKWARDS PLANNING WITH IDENTIFYING THAT DESIRED RESULT, DETERMINING THAT ACCEPTABLE EVIDENCE AND PLANNING, THOSE LEARNING EXPERIENCES ARE GONNA ENGAGE THE STUDENTS COGNITIVELY, OKAY? THE PROCESS SUPER IMPORTANT.
SOME OF THE DETAILS IN TERMS OF WHAT THEY'RE USING, WHAT RUBRICS THEY'RE USING, THERE'S FLEXIBILITY THERE.
OKAY? HERE'S JUST ANOTHER EXAMPLE, AND THIS IS FROM AN ELEMENTARY, UM, DECK ON ANALYZING FOR STUDENT WORK.
AND AGAIN, IN THIS PARTICULAR DECK, WE PROVIDED A SUGGESTED PROTOCOL TO USE.
IN THIS CASE, IT WAS A MODIFIED ATLAS PROTOCOL.
WE ALSO INCLUDED SOME SAMPLES OF STUDENT WORK THAT COULD BE USED.
BUT VERY SPECIFICALLY, IT CALLS OUT THAT THE SCHOOL CAN USE THEIR OWN PROTOCOL, ESPECIALLY IF IT'S SOMETHING THAT THEY HAVE BEEN USING AND HAS WORKED FOR THEM.
AND IT ALSO SPECIFICALLY CALLS OUT THAT THE SCHOOLS COULD USE THEIR OWN STUDENT WORK.
'CAUSE WE ALL KNOW THAT MAKES IT A LOT MORE MEANINGFUL.
BUT WE ALSO KNOW THAT SOMETIMES THINGS HAPPEN AND THERE'S AN EMERGENCY SITUATION AND YOU NEED A BACKUP.
SO THIS IS A BACKUP, OKAY? AND THIS IS JUST AN EXAMPLE OF WHAT THAT MODIFIED ATLAS PROTOCOL LOOKS LIKE.
OKAY? NOW, WITH PLANNING TIME, SO WITH PLANNING TIME IN THE MODULES FROM THIS PAST YEAR, WE DID HAVE SOME SPECIFIC MODULES THAT WERE ON PLANNING.
AND THEY WERE LABELED PLANNING FOR SCIENCE, PLANNING FOR ELA, BACKWARDS PLANNING FOR ELA, BACKWARDS PLANNING FOR MATH, BACKWARDS PLANNING FOR
[01:10:01]
SCIENCE.OKAY? AND SO, AGAIN, WE INCLUDED A LESSON PLANNING TEMPLATE, BUT AGAIN, SPECIFICALLY CALLED OUT THAT IF THE SCHOOL HAD A LESSON PLANNING TEMPLATE THAT THEY WERE USING, THEY COULD SU SUBSTITUTE THAT ONE.
OKAY? WE MADE A SUGGESTION FOR A TASK, A PERFORMANCE TASK.
BUT AGAIN, IF THE SCHOOL ALREADY HAD A PLAN, THEY COULD SUBSTITUTE, OKAY, HERE'S AN ELEMENTARY EXAMPLE.
OKAY? AND WE SUGGEST, WE HAD SOME SUGGESTED TEMPLATES, SUGGESTED TASKS, BUT THERE WAS FLEXIBILITY.
AND YOU'LL NOTICE THAT THERE ARE SOME PARALLELS BETWEEN ELEMENTARY AND SECONDARY, AND THAT'S VERY INTENTIONAL FOR A VARIETY OF REASONS.
THIS IS, UM, ONE OF THE MODULES THAT WAS REALLY FOCUSED ON USING A HIGH LEVERAGE, UM, STRATEGY.
AND SO, AGAIN, I JUST WANNA CALL OUT THAT EVEN THOUGH THIS PARTICULAR MODULE WASN'T NECESSARILY TITLED BACKWARDS PLANNING, PART OF THE GUIDANCE THAT WE GIVE TO THE DEVELOPERS OF THE MODULES IS THAT THEY INCLUDE TIME FOR THE TEACHERS TO APPLY THE LEARNING OR PLAN WITH THAT LEARNING IN MIND.
SO IN THIS PARTICULAR MODULE, FOR EXAMPLE, THE STRATEGY THEY WERE USING WAS THE CLAIM, EVIDENCE, AND REASONING, RIGHT? AND SO THEN AFTER WE KIND OF WALKED THROUGH IN THE MODULE WHAT THAT IS AND WHAT IT MIGHT LOOK LIKE, THEN THERE WAS TIME AT THE END FOR THE TEACHERS TO DETERMINE HOW MIGHT WE APPLY THIS? OR WHAT MIGHT IT LOOK LIKE IN THE LESSON THAT WE USE.
AGAIN, THERE WAS SOMETHING SIMILAR FOR ELEMENTARY, OKAY? AND THIS IS ACTUALLY A MATH EXAMPLE, JUST TO, YOU KNOW, HIGHLIGHT THAT IT WASN'T JUST FOR ELA, WHERE WE USE THAT SAME STRATEGY.
AND AGAIN, ALSO VERY INTENTIONAL BECAUSE I UNDERSTAND, YOU KNOW, THAT IT BECOMES VERY CHALLENGING WHEN THERE ARE MULTIPLE STRATEGIES, MULTIPLE, YOU KNOW, JUST INITIATIVES COMING THROUGH.
SO WE WERE VERY INTENTIONAL IN FOCUSING ON ONE STRATEGY, NOT JUST ELEMENTARY AND SECONDARY, BUT ONE STRATEGY THAT COULD BE USED IN DIFFERENT CONTENT AREAS.
OKAY? SO LET ME PAUSE RIGHT THERE AND I'LL TURN IT OVER TO MY COLLEAGUE.
I HAVE THE HONOR AND PRIVILEGE OF NOT ONLY SUPPORTING MIDDLE SCHOOL INSTRUCTION FOR DIVISION OF INSTRUCTION, BUT ALSO OVERSEEING SOCIAL EMOTIONAL LEARNING.
UM, I CAN TELL YOU A LITTLE HISTORY OF SOCIAL EMOTIONAL LEARNING.
IT KIND OF GOT STUCK IN THE CLASSROOM FOR SOME YEARS, MEANING THAT THERE ARE MORE FOLKS ON CAMPUS THAT ARE, THAT HAVE THE RESPONSIBILITY TO PROVIDE THIS PIXIE DUST, IS WHAT I CALL IT, OF GREAT TEACHING IN GREAT COMMUNITIES.
AND AS WE'VE SEEN TODAY WITH ROY BILL ALLARD, THAT IS WHAT'S GOING ON THERE.
AS YOU HAVE A EXTREMELY INCLUSIVE COMMUNITY THAT HAS ALL KINDS OF FORMS OF ENGAGEMENT FOR KIDS, YOU ENGAGE KIDS, THEY WILL LEARN.
AND SO THAT IS AT THE HEART OF SEL.
AND I'M HERE TODAY TO TALK ABOUT, UM, OUR, AND I HAVE NOTES BECAUSE I GET OFF BASE, UH,
OH FOUR, WE HAD A PROBLEM OF PRACTICE.
WE DETERMINED THAT THERE WASN'T ENOUGH UNDERSTANDING OF WHAT SOCIAL EMOTIONAL LEARNING WAS IN THE FIELD.
THAT WAS PRETTY, PRETTY PROMINENT IN OUR FEEDBACK THAT WE RECEIVED.
AND IT'S WHY WHEN WE PROVIDED, UH, SYS, UH, P PROFESSIONAL DEVELOPMENT FOR DISTRICT-WIDE LICENSES FOR SOCIAL EMOTIONAL LEARNING, FOR SECOND STEP IN INNER EXPLORER FOR A NUMBER OF YEARS THAT IT KIND OF PAUSED AT ABOUT 30%.
SCHOOLS WERE KIND OF MAKING THEIR OWN.
THEY, THEY WEREN'T ENGAGING THE RESOURCES BECAUSE THEY JUST DIDN'T KNOW HOW TO USE THEM.
AND AT THE CENTER OF THIS, WE PROVIDE SCHOOLS FLEXIBILITY, CHOICE, AND PRACTICAL TOOLS THAT THEY CAN USE IMMEDIATELY TO SUPPORT THE STUDENTS IN THEIR SCHOOLS.
UM, OUR GOAL IS NOT ONLY TO BUILD CAPACITY, BUT TO ENSURE THAT EVERY EDUCATOR, UM, HAS ACCESS TO READY TO USE RESOURCES.
THAT'S IMPORTANT, UM, TO MAKE SEL INTEGRATION, WHICH IS WHAT WE DECIDED IS NEEDED IN OUR DISTRICT, THAT EVERYBODY PLAYS A PART IN, UM, TO BUILD MORE MEANINGFUL AND MANAGEABLE, UM, YOU KNOW, PROGRAMS, UH, OF DAILY PRACTICE.
I'M GONNA GO AHEAD AND FORWARD HERE.
SO, UM, TO BUILD DIVISION OF THIS, OF THIS, UM, OF THE DISTRICT, WE, WE DECIDED THAT SEL, UH, PD IS GROUNDED IN THREE INTERCONNECTED COMPONENTS.
NUMBER ONE, WE SUPPORT EDUCATORS IN CREATING WELCOMING AND INCLUSIVE CLASSROOM ENVIRONMENTS.
SECOND, WE PROVIDE TRAINING ON DELIVERING, UH, EXPLICIT SEL INSTRUCTION THAT IS ALIGNED, UH, TO THE SIX COMPETENCIES.
AND THIRD, WE FOCUS ON REAL WORLD APPLICATION, UH, HELPING STUDENTS TO USE THESE SKILLS TO STRENGTHEN EXECUTIVE FUNCTIONING, WHICH IS CRITICAL, AND IT'S SOMETHING THAT WE'RE FOCUSED ON FOR NEXT YEAR.
UH, ESPECIALLY IMPORTANTLY, ALL ACROSS ALL THESE AREAS, WE PROVIDE FLEXIBLE ENTRY POINTS, UM, AND READY TO USE STRATEGIES.
[01:15:01]
CAN IMMEDIATELY APPLY WHAT THEY HAVE LEARNED IN WAYS THAT ALIGN WITH THEIR CLASSROOM AND SCHOOL CONTEXT.UM, AS WE CONNECT THIS WORK TO THE DISTRICT GOAL FOR FLEXIBILITY BECOMES MORE CRITICAL, UH, AS THE APPROACH TO SEL IS PERSONAL FOR EVERY SCHOOL COMMUNITY.
UH, WE OFFER SEL PROFESSIONAL DEVELOPMENT THROUGH MULTIPLE PATHWAYS, INCLUDING OUR BANK TIME, TUESDAY CHOICE BOARD OFFERINGS AS DESCRIBED ON ATTACHMENT A ON THE SCREEN.
UM, AND WE HAVE A VARIETY OF DIFFERENTIATED LEARNING OPPORTUNITIES THAT ARE, THAT ARE ALIGNED TO THE THREE COMPONENTS OF SEL.
THIS ALLOWS SCHOOLS TO PLAN, SELECT, AND IMPLEMENT PD BASED ON THEIR UNIQUE NEEDS.
AND, UH, WHILE MAINTAINING STRONG ALIGNMENT TO DISTRICT PRIORITIES, AGAIN, USING PRESCRIBING, DIAGNOSING THE NEED IN THEIR SCHOOLS, UH, AND ALIGNING THE, THE RESOURCES ACCORDINGLY.
AND THIS WAY, WE, WE ARE NOT PRESCRIBING A SINGLE APPROACH, BUT WE ARE CREATING OPPORTUNITIES FOR SCHOOLS TO DESIGN THEIR OWN PATH FORWARD, USING HIGH QUALITY, READY TO USE RESOURCES THAT ARE SELF PRESCRIBED IN THEIR SCHOOL-WIDE APPROACH TO SEL.
UH, SO ONE EXAMPLE OF THIS FLEXIBILITY AND ACTION IS OUR PROFESSIONAL DEVELOPMENT THAT WE OFFER MANY DIFFERENT, AS YOU SEE IN THE MIDDLE.
UH, IN ORDER TO CREATE WELCOMING LEARNING ENVIRONMENT ENVIRONMENTS, EDUCATORS IN OUR DISTRICT CAN ENGAGE IN A RANGE OF, OF SESSIONS THAT SUPPORT RELATIONSHIP BUILDING, STUDENT BELONGING, AND POSITIVE, UH, SCHOOL CLIMATE, WHILE ALSO ACCESSING PRACTICAL TOOLS AND STRUCTURED RESOURCES THAT THEY CAN USE IMMEDIATELY.
WHETHER THROUGH OUR BRIDGE READINESS PROGRAMS, PEER TO PEER MENTORING OR BELONGING FOCUSED STRATEGY, SCHOOLS HAVE THE ABILITY TO PLAN AND IMPLEMENT RE UH, SUPPORTS THAT, UH, REFLECT THEIR SCHOOL COMMUNITY WHILE USING DISTRICT PROVIDED READY TO USE MATERIALS.
THE SECOND COMPONENT OF THE THREE-LEGGED STOOL, AS WE CALL IT, UM, IS, UH, THE APPROACH TO EXPLICIT SEL INSTRUCTION, UH, UH, IN THE CLASSROOM.
OUR PD INCLUDES, UM, PROVIDES EDUCATORS WITH STRUCTURED LESSONS, ACTIVITIES, AND PLANNING TOOLS THAT SUPPORT INSTRUCTION OF, UM, WITH THE SIX COMPETENCIES THROUGH MICRO CRED, CREDENTIALING AND TARGETED TRAINING, EDUCATORS ARE, UH, NOT ONLY BUILDING KNOWLEDGE, THEY ARE GAINING IMMEDIATELY USABLE RESOURCES THAT STRENGTHEN RIGOR, ENGAGEMENT, AND STUDENT OUTCOMES.
UM, THIS ENSURES THE PLANNING FOR SEL IS IS NOT AN ADDED BURDEN.
THIS IS CRITICAL FOR OUR TEACHERS.
THEY HAVE A LOT ON THEIR PLATE, BUT RATHER SUPPORTED AND INTEGRATED PART OF INSTRUCTIONAL PRACTICE THAT CAN BE WEAVED INTO THEIR LESSON PLANNING.
THE THIRD LEG OF THE STOOL IS, UH, UH, INTEGRATION, WHICH HAS REALLY DRIVEN, UH, USAGE IN OUR DISTRICT QUITE A BIT.
UM, WHEN WE MOVE FROM INSTRUCTION TO INTEGRATION, WE CONTINUE TO PRIORITIZE BOTH FLEXIBILITY.
AGAIN, I KEEP MENTIONING THAT, AND APPLICATION.
AND OUR PD SUPPORTS EDUCATORS IN EMBEDDING SAL ACROSS, UH, ALL CONTENT AREAS UTILIZING TOOLS LIKE, UH, SOCIAL EMOTIONAL LEARNING, UH, PORTFOLIOS AND IMPLEMENTING RESTORATIVE PRACTICES.
UH, AT THE SAME TIME, WE PROVIDE PLANNING RESOURCES AND MODELS THAT HELP EDUCATORS SEAMLESSLY INCORPORATE SEL INTO EXISTING CURRICULUM AS APPROACH ENSURES THAT SEL IS NOT ONLY A STANDALONE INITIATIVE, IT IS NOT A STANDALONE INITIATIVE, BUT A FULLY INTEGRATED, EDUCATOR DRIVEN PRACTICE THAT'S SUPPORTED BY, UM, ACCESSIBLE, READY TO USE, UH, TOOLS.
SO THAT IS THE CURRENT PLATE OF OPPORTUNITIES FOR OUR TEACHERS THAT CAN BE, UM, DECIDED UPON WITH CHOICE.
WE HAVE, UH, ABOUT, WE'RE GOING TO GO OVER 16,000, UH, PARTICIPANTS IN OUR PDS THIS YEAR.
AND, UM, TWO YEARS AGO IT WAS 2,500.
SO AS YOU CAN SEE, THE SCALE HAS THE DEMAND, THE INTEREST HAS GONE UP.
AND YOU KNOW WHY? BECAUSE AS REPORTED BY YOUR TEACHERS, WHEN THEY'RE DOING THINGS THAT BRING SMILES TO KIDS' FACES, IT FILLS THEIR HEART.
AND THAT'S WHY THEY LOVE TO COME TO SCHOOL.
AND WE'RE GONNA BE LOOKING AT DATA THAT ACTUALLY ALIGNS WITH THAT.
LOOKING AHEAD, WE CAN, WE CONTINUE TO EXPAND THE WORK, UM, WITH A STRONG FOCUS ON SCALE, FLEXIBILITY AND IMPACT.
UH, GOAL IS TO REACH OVER 17,000 EDUCATORS AND SUPPORT STAFF WHILE MAINTAINING, UH, ACCESS TO DIVERSE PD PATHWAYS AND PLANNING RESOURCES.
WE'LL INTRODUCE NEW PD ALIGNED TO A CELL DIAGNOSTIC, WHICH WILL SUPPORT US IN REALLY GETTING A GREAT UNDERSTANDING OF STUDENTS ARE APPLYING WHAT THEY'RE LEARNING TO REAL LIFE SCENARIOS IN DIFFERENT GRADE LEVELS.
UM, ULTIMATELY OUR VISION IS VERY CLEAR TO PROVIDE EVERY SCHOOL WITH A CHOICE, TOOLS, AND SUPPORT, THEY NEED TO IMPLEMENT SEL IN THE WAYS
[01:20:01]
THAT THEY SEE AS MEANINGFUL, SUSTAINABLE, AND RESPONSIVE TO THEIR SCHOOL COMMUNITIES.WE'RE CONFIDENT THAT THE DATA, INCLUDING THE SCHOOL EXPERIENCE SURVEY, WHICH WE UNDERSTAND WILL CONTINUE TO GO UP AND REFLECT THE GROWTH WE'RE WITNESSING WITH THE DEMAND CREATED WITH OUR DISTRICT GOAL.
[III. Committee Discussion ]
OPEN IT UP FOR ANY DISCUSSION, ANY QUESTIONS OF BOTH OUR DISTRICT PRESENTERS AS WELL AS, UH, ROY BALL ALLARD, IF YOU MISSED A QUESTION.I KNOW I HAVE A COUPLE OF QUESTIONS THAT I WANTED TO ASK BOTH, BUT I WANNA PROVIDE SPACE FOR YOU ALL, ESPECIALLY THOSE WHO DID NOT HAVE AN OPPORTUNITY TO ASK ONE YET.
I HAVE A QUESTION ABOUT THE SEL 'CAUSE I'M CURRENTLY, UM, SO I'M A DUAL LANGUAGE TEACHER, JUST SO EVERYBODY, SO I'M CURRENTLY TAKING THE FIRST MICRO CREDENTIAL.
UH, YEAH, I THINK A LOT ABOUT SEL.
ONE OF THE THINGS THAT I LEARNED IS THAT WE ARE SUPPOSED TO HAVE, UH, SANCTIONED SOCIAL EMOTIONAL LEARNING PERIOD.
AND BEYOND THAT, THE INTEGRATION COMES FROM INTEGRATING IT THROUGHOUT THE DAY, RIGHT? AND THIS INTEGRATION WASN'T JUST LIKE DEALING WITH STUDENTS, UH, LIKE SOLVING PROBLEMS MM-HMM
LIKE THE TRANS, THE, IT WAS TSEL.
SO IT WAS THE TRANSFORMATIVE SEL, RIGHT? AND SO THE TRANSFORMATIVE, TRANSFORMATIVE ASPECT OF SEL L CAME WITH THE VISION OF BEING EQUITABLE AND BUILDING LIKE RELATIONSHIPS AND COLLAB COLLABORATIVE WORK AS WELL AS, AND, UM, THEN GO, LET ME GO BACK TO THE EQUITY, THE EQUITY THAT I REALLY HONED ON BECAUSE BEING ON THIS CURRICULUM WAS THE EQUITY AND CULTURE AND MAKING CULTURES RELEVANT.
SO, LIKE, ONE OF THE STATISTICS THAT WE WERE SHOWN WAS THAT 40% OF THE STUDENTS IN MIDDLE SCHOOL AND HIGH SCHOOL DIDN'T FEEL LIKE THEY BELONGED.
AND PART OF THAT WAS THAT THEY DON'T SEE THEMSELVES IN THE CURRICULUM, WHICH WAS WHAT I LOVE BEING IN THIS COMMITTEE, BECAUSE WE'RE TRYING TO LIKE, HAVE THEIR VOICES HEARD.
SO THIS WAS THE LGBTQ PLUS COMMUNITY AS WELL AS NATIVE AMERICANS AND AFRICAN AMERICANS AND JUST PEOPLE OF COLOR, RIGHT? AND SO THAT THEY'RE NOT REALLY REPRESENTATIVE IN THE, IN THE, UM, CURRICULUM.
SO ANYWAY, GOING BACK TO THE SEL, WHAT I REALLY WANT, IT'S A SANCTION BECAUSE WE'RE SUPPOSED TO HAVE THIS SANCTION PERIOD, AND THEN FROM THEM GROW.
HOWEVER, WE DON'T ALL HAVE A SANCTION SEL PERIOD.
AND SO I HEARD THE PRESENTATION, BUT WHAT STUCK WITH ME IS LIKE, WHY AREN'T WE DOING IT? I WAS LIKE, WE'RE NOT DOING IT BECAUSE OF WE DON'T HAVE THE, THE TIME, THE ACTUAL TOOLS.
I AM ACTUALLY VERY AWARE OF THE TOOLS, HOWEVER, I DON'T, I CAN'T GO TO THOSE TOOLS IF I'M NOT GIVEN A SANCTION TIME YEAH.
AND SO ONE OF THE THINGS THAT SEL L'S IMPORTANCE IS BECAUSE IT ACTUALLY INCREASES STUDENT BELONGING, SENSE OF BELONGING.
AND WHEN THE STUDENTS FEEL THAT THEY BELONG, THEY WILL COME TO SCHOOL AND INCREASED ACTUALLY ATTENDANCE.
SO IF WE KNOW THAT THESE THINGS ARE HAPPENING, MY HOPE, AND I GUESS MY QUESTION WOULD BE IS LIKE, ARE WE PLANNING AS, UH, LUSD HAVE AN IN THE PLANS AS TO LIKE HAVE A SANCTION TIME FOR SEL? NOT LIKE THIS IS BREAKFAST TIME PLUS SEL, PLUS I TAKE ATTENDANCE.
UH, WE CAN'T REALLY DO THAT, AND THAT IS EXACTLY WHAT IT IS.
AND SO YOU CAN'T GET A ONE MINUTE OF SOCIAL EMOTIONAL LEARNING IN THAT WAY.
AND I FEEL, ACTUALLY THAT'S ONE OF THE THINGS THAT ACTUALLY HAS SAID IN ME THROUGHOUT MY CAREER IS THAT THIS IS THE IMPORTANT PART.
THIS IS THE MOST IMPORTANT PART THAT'S GONNA MAKE OUR KIDS BETTER HUMANS.
AND THIS IS THE PART THAT WE DON'T HAVE THE TIME FOR.
SO I WANNA, I WANNA KNOW IF WE'RE GONNA HAVE THE TIME TO HAVE A SANCTIONED TIME.
SO WITH RESPECT TO OFFERING A SANCTIONED TIME, WE CAN DEFINITELY OFFER SOME SUGGESTED, UM, SCHEDULES.
I KNOW THAT THE SCHOOL DAY IS VERY, VERY IMPACTED.
UM, AND THERE ARE SOME MANDATES LIKE ELD, PHYSICAL EDUCATION, LANGUAGE ARTS, AND MATH, WE WANNA SUPPORT WITH PROVIDING SOME RECOMMENDED SCHEDULES.
UM, BUT I ALSO, I WANNA RECOGNIZE THAT THERE'S A LOT THAT TEACHERS THAT ARE ON THEIR TEACHER'S PLATE AND THE, AND WHAT AND HOW TO STRETCH THE INSTRUCTIONAL DAY.
SO IT'S, THAT'S WHY WE REALLY FOCUS A LOT ON THE INTEGRATION FOR NOW.
BUT WE WILL OFFER, WE CAN OFFER SOME SUGGESTED SCHEDULES TO OFFER THAT.
YEAH, BECAUSE I DON'T, JUST TO FOLLOW UP, I DON'T SEE THE INTEGRATION BEING, YEAH, IT'S NOT, INTEGRATION DOESN'T WORK.
[01:25:03]
WE'RE GONNA INTEGRATE, BUT INTEGRATION COMES BEYOND THE SANCTION PERIOD.SO I CAN'T INTEGRATE SOMETHING THAT THE KIDS DON'T KNOW.
LAUER RESPOND AND THEN, UH, CHARETTE WILL SAY SOMETHING.
SO YOU ABSOLUTELY, WE AGREE THAT THERE SHOULD BE SOME TIME TO OFFER SEL INSTRUCTION, THAT TIER ONE INSTRUCTION TO HAVE STUDENTS UNDERSTAND WHAT THE COMPETENCIES ARE.
RIGHT? UH, EVERY SCHOOL DOES IT A LITTLE DIFFERENTLY.
SOME SCHOOLS HAVE IT INJECTED INTO DIFFERENT CLASSES.
UM, AND SO IT, AGAIN, WHAT DR.
BAEZ IS SAYING THAT IT'S DIFFICULT FOR US TO, TO KIND OF PUT A MANDATE THAT YOU HAVE TO DO THIS BECAUSE IT'S SOMETHING THAT WE BELIEVE THAT FROM THE PRINCIPAL DOWN SHOULD BE A VISION FOR THE SCHOOL.
THAT WE BELIEVE THAT, THAT THIS, THE INTEGRATION OF SEL AND THE COMPONENTS OF THE SEL SHOULD BE APPEARING IN MULTIPLE AREAS, NOT ONLY FOR OUR TEACHERS, WHICH IT'S DIFFICULT FOR TEACHERS TO TRY TO MAKE THE TIME TO DO THIS, BUT WE HAVE OUR COUNSELORS GOING AROUND IN ADVISORY RIGHT NOW DOING SEL, UM, UH, UH, LESSONS.
SO WE ARE FINDING MORE WAYS TO INVOLVE MORE FOLKS ON CAMPUS TO PROVIDE THAT INTEGRATION.
SO IT'S NOT JUST CONTENT INTEGRATION, WHICH IS HOW CASTLE DEFINES IT.
LEUC DEFINES IT AS INTEGRATED ACROSS THE SCHOOL DAY.
AND SO THE MORE THAT THE STUDENTS GET EXPOSED TO SEL, WHETHER IT'S AN ACTIVITY ARU, UH, INSTRUCTION, OR EVEN MODELING IT, SHOWING 'EM WHAT IT MEANS, THAT BUILDS CAPACITY IN STUDENTS' UNDERSTANDING.
SHERLOCK, WANTED TO SAY THANK YOU TO BOTH OF THE PRESENTERS.
UM, I APPRECIATE, I HEARD FLEXIBILITY, FLEXIBILITY, FLEXIBILITY, UM, AND CHOICE.
AND, UM, I THINK YOU GUYS DEMONSTRATED THAT AS WELL IN WHAT YOU PRESENTED AND WANTED TO ASK.
I KNOW THE SCHOOL'S OPEN IN 12 OF THE TEACHERS THAT HAVE BEEN THERE.
HOW IS THE TURNOVER, BECAUSE OF COURSE, HAVING A LEADER THERE WHO'S BEEN FROM THAT SCHOOL RAISE UP, OBVIOUSLY IT BRINGS A DIFFERENT LENS THAN A, AT A SCHOOL THAT HASN'T HAD THAT.
SO, MARTHA, WHAT'S BEEN OUR TURNOVER LAST YEAR, NO, COUPLE OF YEARS AGO, WE LOST A TEACHER.
SHE CALLS EVERY YEAR, HAVE YOU GROWN YET? CAN I COME BACK? UM, BUT WE'VE PRETTY MUCH STAYED THE SAME.
IT'S, UH, LIKE I SAID, OOH, I GET THE CHILLS.
WE'VE ALL PRETTY MUCH BEEN, BEEN THERE.
THE CONTINUITY OF WHO WANTS TO STAY IS FAIRLY CONSISTENT.
UM, JUST SO EVERYONE KNOWS, MARTHA'S ACTUALLY RETIRING THIS YEAR.
AS I WAS LOOKING THROUGH PICTURES OF LIKE ALL THE YEARS, YOU COULD SEE US PROGRESSIVELY AGE BECAUSE THERE'S SUCH A COLLECTIVE AMOUNT OF PHOTOS TOGETHER.
BUT, AND WE HAVE ONE TEACHER WHO DID LEAVE, HAD TO LEAVE, AND THEN LIKE TWO YEARS LATER, SHE IS BACK NOW AS A FIFTH GRADE MAGNET TEACHER.
SO YEAH, IT'S, IT'S REALLY HEARTWARMING THAT THE STAFF IS HAPPY AND WANTS TO BE THERE.
SEVERAL OF OUR WERE LIKE SHE SAID, A COATS IN SCHOOL THAT THE MENTOR OUT OF THE CLASSROOM PERSON WAS HER STUDENT, AND THEN SHE BECAME A TEACHER AT OUR SCHOOL, AND NOW SHE'S THE MENTOR.
AND SO WE HAVE A LOT OF ALSO COMMUNITY, UM, THAT NOW WE'RE ON THE THIRD GENERATION AND STUFF, AND THEY KEEP COMING BACK TO US.
I MEAN, I, WE HOPED THAT MANY OF OUR SCHOOLS CAN BE LIKE THAT, RIGHT? WHERE THEY'RE, YOU KNOW, RAISING UP THE NEXT GENERATION WITHIN THEIR SCHOOL CYCLE, AND THAT THERE IS A PROFESSIONAL DEVELOPMENT THAT CAN DO THAT.
UM, BUT WANTING TO, UM, JUST ALSO WITH THE FLEXIBILITY THAT YOU GUYS MENTIONED, UM, AND I KNOW YOU GUYS ARE A PILOT, WHICH HAVE A DIFFERENT GOVERNANCE WITH THE FLEXIBILITY.
HOW DOES THAT WORK IF YOU DO NOT HAVE THE GOVERNANCE MODEL THAT THEY HAVE? THE FLEXIBILITY, THE FLEXIBILITIES THAT ARE OUTLINED IN THIS PARTICULAR MEMO ARE FOR ALL SCHOOLS ACROSS L-A-U-S-D.
UM, FOR PILOT SCHOOLS, IT MEANS THEY HAVE ADDED FLEXIBILITY, THANK YOU.
AND, AND THE CHOICE BOARD THAT WE OFFER, UH, THERE ARE THE MANDATED, UH, PDS THAT OR EVERY SCHOOL SHOULD BE DOING AND SHOULD BE BUILDING CAPACITY IN.
BUT THE CHOICE BOARD, THEY HAVE A CHOICE OF DIFFERENT VARIETIES OF THINGS.
AND AS SEL, YOU KNOW, IT'S NOT A MANDATED SUBJECT MATTER.
[01:30:01]
TRY TO INJECT IT IN MANY DIFFERENT AREAS AND PROVIDE THAT INTEREST.YEAH, I, I HAVE A COUPLE OF QUESTIONS, UM, REGARDING THE PRIORITY SCHOOLS.
UM, WHAT ARE THE, UM, WHAT ARE THE WAYS THAT THEY CAN GET SUPPORT? BECAUSE I KNOW THAT THERE'S A LOT OF MANDATES ON PRIORITY SCHOOLS IN TERMS OF THE PDS THAT THEY HAVE TO HAVE AND WHERE THEY'RE SUPPOSED TO BE.
SO HOW DOES THE SEL, UH, GET, UH, INTEGRATED INTO THE PRIORITY SCHOOLS AND WHAT ARE SOME OF THE, THE FLEXIBILITY THAT THEY HAVE? THANK YOU.
WHITMAN AND I HAVE BEEN WORKING TOGETHER FOR A FEW YEARS.
UH, THEY, UH, HAVE BEEN USING RETHINK ED FOR, WHICH HAS A, A VERY, UM, STUDENT FRIENDLY MODEL OF, OF PROVIDING, UH, UH, UH, CURRICULUM TO STUDENTS THAT IS STUDENT, STUDENT DELIVERED.
AND SO THEY'VE BEEN WORKING WITH A NUMBER OF OUR DIFFERENT RESOURCES.
NOW, ALL OF OUR SCHOOLS, INCLUDING THE PRIORITY SCHOOLS, HAVE CHOICE OF ALL OF THEIR RESOURCES.
THEY GET TO CUSTOMIZE THEIR CHOICES IN TERMS OF ALL OF THE, UM, YOU KNOW, THIS IN THE SEL OFFERINGS ON THE BENCH.
BUT IT'S INTERESTING YOU BRING UP, UH, WE JUST STARTED A STACKABLE MICRO-CREDENTIAL PROGRAM JUST FOR PRIORITY SCHOOL TEACHERS.
AND WE HAD OUR FIRST PD, UH, FOR THAT.
AND IT'S BASICALLY THE FOUNDATION OF SEL THAT IS, AGAIN, SPECIFIC FOR PRIORITY SCHOOLS AND THE TEACHERS AND WHAT THEY, YOU KNOW, WHAT THEIR CHALLENGES ARE AND WHERE THEIR STRUGGLES ARE, AND HOW SEL CAN HELP BUILD THAT COMMUNITY IN THOSE SCHOOLS.
AND WE HAD, UH, 84 TEACHERS COME TO THAT FIRST, UH, THAT TRAINING.
SO THAT'S ANOTHER, UH, PD THAT WE'RE OFFERING, UH, IN COLLABORATION WITH HR.
AND THEN ANOTHER QUESTION I HAVE IS, WHAT IS THE ROLE OF THE REGION TO HOW DO THEY SUPPORT OUR SCHOOL SITES? AND, AND FOR ROY BA ALLARD, HAVE YOU RECEIVED ANY SUPPORT FROM THE REGION IN THE WAY THAT YOU, YOU CALLED OUT THAT YOU'VE RECEIVED SUPPORT FROM THE PBIS OFFICE? FROM, UH, FROM SEL, FROM DIFFERENT, UH, DIVISIONS IN OUR DISTRICT THAT HAVE COME OUT AND DONE PD? SO IS THERE A SPACE FOR THE REGION TO ALSO SUPPORT? SO I, I KNOW THAT THE REGIONS PROVIDE SUPPLEMENTAL PD OPTIONS, YOU KNOW, FOR THE, FOR THE SCHOOLS.
AND THOSE PD OFFERINGS ARE TIED TO THE INSTRUCTIONAL PRIORITIES.
SO AGAIN, ALL OF THE PD IS WORKING TOWARDS THE IMPLEMENTATION OF EFFECTIVE, YOU KNOW, OF EFFECTIVELY IMPLEMENTING THOSE INSTRUCTIONAL PRIORITIES.
SO THAT'S ONE WAY, ANOTHER WAY, IF, IF I MAY SPEAK AS A, AS A FORMER COSA AND DIRECTOR, YOU KNOW, IT WAS IN SUPPORTING THE SCHOOLS IN DEVELOPING THEIR PD PLANS AND SUPPORTING THE SCHOOLS IN THE IMPLEMENTATION AND MONITORING OF THE PD PLANS IS ANOTHER WAY.
AND THEN JUST LASTLY, I WANTED TO MAKE A COMMENT THAT I THINK YOU SAID THAT FOR ALL OF THE THINGS THAT YOU DO, IT REQUIRES PLANNING TIME, EVEN FOR SEL L RIGHT? SO I SEE HOW YOU WERE MENTIONING THIS, THIS PROTECTED TIME, NOT ONLY TO DO THE INSTRUCTION, BUT ALSO TO PLAN.
AND, BECAUSE SOMETIMES IF YOU JUST GET A FOLGER THAT GIVES YOU THE, THE LESSON PLAN, BUT YOU DON'T, YOU'RE NOT IN IT, YOU HAVEN'T PRACTICED IT, YOU HAVEN'T HAD THE TIME TO, TO FIGURE OUT HOW YOU'RE GOING TO DELIVER THAT.
IT'S JUST, IT BECOME, IT JUST FAILS AND YOU SEE IT IN THE CLASSROOM, RIGHT? SO I THINK THAT THAT'S WHAT I'M LEARNING HERE IS, AGAIN, THAT PROTECTED TIME FOR PLANNING FUNDING TO SUPPORT, UH, PLANNING TIME.
AND THAT, I KNOW THAT SEL IS NOT A MANDATE, BUT IT IS, IT MAY NOT BE A STATE MANDATE, IT MAY NOT BE A, A FEDERAL MANDATE, BUT IT CERTAINLY IS ONE OF OURS.
IT'S GONNA BE PART OF OUR STRATEGIC, IT IS PART OF OUR STRATEGIC PLAN.
AND SO WE NEED TO UPHOLD THAT.
THE, THE, THE IMPORTANCE OF THAT IS JUST AS IMPORTANT AS LITERACY AND NUMERACY AND SCIENCE.
SO, MAN, AND I'M GLAD YOU MENTIONED THE EMBEDDED PLANNING TIME.
UH, ALL OF OUR PDS AND SEL HAVE EMBEDDED PLANNING TIME.
WE HAVE TEACHERS IN THEIR, UH, GRADE SPANS BREAKOUT.
WE, WE, WE GIVE THEM TIME THAT WE SUPPORT, UH, WITH PLANNING WITH THEIR COLLEAGUES WITHIN THE PD.
AND THAT'S REALLY IMPORTANT SO THAT THEY CAN START PLANNING AND LOOKING AT THEIR LESSON PLANS TO SEE WHERE IT'S EMBEDDED AND HOW THEY CAN EMBED THEIR LEARNING FROM TODAY.
UM, I WANTED TO THANK YOU SO MUCH.
AND, UM, I WANNA ECHO WHAT MY COLLEAGUE SAID.
I UNDERSTAND THE IDEA OF SPRINKLING PIXIE DUST THROUGHOUT THE DAY.
WE DO THAT AS TEACHERS WITH REGARDS TO BLOODY NOSES AND ALL KINDS OF DIFFERENT ROLES THAT WE PLAY.
UM, I WANNA MENTION AGAIN, THE IMPORTANCE OF LANGUAGE ARTS.
UM, WHEN WE HAVE STORIES THAT, WHEN WE HAVE LITERATURE THAT IS FOCUSED ON COMMUNITY,
[01:35:01]
HERITAGE, COOPERATION, MEDICINE, UM, IDENTITY, ET CETERA, THAT PROVIDES SO MANY MORE OPPORTUNITIES FOR SEL, UH, THAN WHEN WE'RE DOING THE REFORMATION AND THE WAR OF 1812, AND ESPECIALLY THOSE OF US AT TIER THREE SCHOOLS WHERE WE'RE EXPECTED TO BE ON SCRIPT ALL THE TIME, NO DEVIATIONS.UM, ADDITIONALLY, I JUST WANT TO SAY THE IMPORTANCE OF PICKING OUT GOOD CURRICULUM WHEN IT COMES TO SOCIAL STUDIES.
THAT'S A GREAT PLACE FOR SEL AS WELL AS HEALTH.
WE NO LONGER HAVE HEALTH BOOKS, AND I THINK I MENTIONED THIS BEFORE.
UM, WE NOW HAVE HEALTH PACKETS THAT GET DELIVERED TO US ABOUT ONCE A MONTH.
AND SO HEALTH BOOKS, UH, AS LONG AS I'VE USED THEM, INCLUDE THINGS LIKE SELF-ESTEEM, FRIENDSHIP, FAMILY, MENTAL HEALTH, SAFETY, DRUGS, GANGS, ET CETERA.
I SAY, BRING BACK THE HEALTH BOOKS, LET US HAVE TIME IN THE LAST HOUR OF THE DAY TO DO SOCIAL STUDIES AND HEALTH.
AND ALSO, LASTLY, I DO REMEMBER A TIME WITH SECOND STEP WHERE IT WAS IN OUR, IN OUR SCHEDULE, 20 MINUTES A DAY OR WHATEVER, WHATEVER IT WAS.
I DO REMEMBER WHAT, WHERE IT WAS EMBEDDED.
SO I WOULD LOVE TO HAVE THAT PROTECTED TIME.
I'VE DONE LOTS OF RESTORATIVE JUSTICE AND I LOVE IT, BUT IT'S NOT ALWAYS EASY TO FIND THE TIME.
AND I'LL JUST, UH, ECHO WHAT DR.
WE'RE HAPPY TO SUPPORT IN PROVIDING, YOU KNOW, OPPORTUNITIES TO SHOW SCHOOL LEADERSHIP BECAUSE IT IS A SCHOOL LEADERSHIP DECISION, UH, ABOUT WHERE IT CAN BE, WHERE IT CAN FIND ITS WAY INTO THE PROGRAM.
IT'S A LITTLE EASIER IN ELEMENTARY TO DELIVER, BUT IT ALL DEPENDS, RIGHT? AND DEPENDS ON ALL THE DIFFERENT THINGS THAT HAVE TO BE TAUGHT AND THE DAY AND HOW IT GOES.
I APPRECIATE YOU BRINGING UP THE PIXIE DUST.
I JUST THINK THAT OUR TEACHERS FEEL MORE SUPPORTED NOW BECAUSE MORE FOLKS AND SUPPORT STAFF ON CAMPUS ARE MODELING OR SHOWING, AND YOU BROUGHT UP A GOOD POINT.
SOCIAL STUDIES IS A WONDERFUL CURRICULUM TO SHOW MODELING OF WHAT GROWTH MINDSET AND WHAT FIXED MINDSET LOOKS LIKE IN REAL LIFE.
AND SO THAT THEY CAN ENVISION IT.
AND WHEN STUDENTS SEE IT AND THEY SEE AN OPPOR, THEY SEE, UH, AN EXAMPLE OF IT.
THAT'S WHEN THE, THE, THAT'S WHEN IT CEMENTS IN.
SO I APPRECIATE YOU SAYING THAT.
UM, WE ARE ALMOST AT TIME, BUT I JUST ALSO WANTED TO UPLIFT THAT IN SOME OF THESE, YOU KNOW, WE HAVE VERY SMALL SCHOOLS.
I WAS AT A VERY TINY SCHOOL TODAY, AND IT'S ONLY THE PRINCIPAL AND THEIR COORDINATOR.
AND THE COORDINATOR, AS YOU KNOW, ANYBODY WHO'S WORKED AT A SCHOOL WILL DO EVERYTHING AT THE SCHOOL SITE.
SO WONDERING, LIKE, OKAY, WELL, WHO GETS TO, UH, MONITOR THE IMPLEMENTATION OF ANY OF THESE, OF THESE THINGS, RIGHT? THE SEL CURRICULUM, ANY OF THE, UH, ONCE WE DO PD, AND THEN HOW DO WE SEE IT IN THE CLASSROOM? AND, UH, BECAUSE I THINK THAT'S ONE OF THE THINGS THAT YOU UPLIFTED, IS THAT HOW YOU SEE THE APPLICATION OF THE PROFESSIONAL DEVELOPMENT.
AND SO HOW DO WE, UM, HOW DO WE ENSURE THAT THIS IS HAPPENING AT SOME OF THE SCHOOLS WHERE THEY HAVE ONLY THE ADMINISTRATOR IN AN OUT CLASSROOM? AND, YOU KNOW, EVERY, BOTH OF THEM ARE WEARING A BILLION HATS.
FROM, FROM FROM THE DISTRICT, IF I MAY.
UM, THERE, UM, THIS TEACHING AND LEARNING FRAMEWORK AND THE SCHOOL LEADERSHIP FRAMEWORK, BOTH CALL FOR OBSERVATION OF, UM, THE PRACTICE IN THE CLASSROOM AND HOW PD IS TRANSFERRING INTO THE CLASSROOM.
UM, AND SO PRINCIPALS ESTABLISH GOALS FOR THAT.
UH, BEST PRACTICES ARE THAT THE PRINCIPAL, EVEN THOUGH IT'S A SINGLE-SIDED ADMINISTRATOR, AND I'VE BEEN A SINGLE SIDE ADMINISTRATOR, INDICATES THIS WEEK WE'RE GOING TO BE OBSERVING X, Y, Z, OR AT THE END OF THE PD, THE EXPECTATION, UM, WE'RE GONNA PROVIDE YOU X AMOUNT OF TIME TO PLAN, AND THIS WILL BE IMPLEMENTED AT THIS PERIOD OF TIME.
AND THE OBSERVATIONS WILL TAKE PLACE AT THIS POINT WITH SOME FEEDBACK.
UM, THE TEACHERS ALSO ARE FAMILIAR WITH THAT, THE TRANSFERS BETWEEN THE PD AND THE CLASSROOM PRACTICE.
UM, AND OF COURSE, WE KNOW THAT PART OF THE INFORMAL OBSERVATION IS THAT TEACHER PRINCIPALS GO, GO INTO CLASSROOMS AND OBSERVE THE, UH, TEACHING HAPPENING AND PROVIDE THEM FEEDBACK, A REALLY QUICK OBSERVATION, REALLY QUICK RUN, RUN THROUGH.
UM, AND SO OF COURSE, PRINCIPAL MANAGES THEIR TIME TO BE ABLE TO MANAGE THE DIFFERENT THINGS THEY HAVE TO DO, BUT ALSO GOING INTO THE CLASSROOM.
SO THOSE ARE SOME WAYS THAT, THAT THEY'RE, UM, MONITORED.
UM, IT'S CHALLENGING, BUT IT'S, IT'S, IT'S A CRAFT THAT CAN BE ACHIEVED, UM, EVEN IN A SINGLE SITE ADMINISTRATOR SCHOOL.
SO SOMEWHAT CONNECTED TO THE PREVIOUS CONVERSATION AROUND FLEXIBILITIES, FLEXIBILITIES, FLEXIBILITIES.
'CAUSE I ALSO HEARD IT AS A THEME TOO.
AND IN THE MEMO, WE ALSO HIGHLIGHTED THAT PORTION OF THE MEMO IN REGARDS TO FLEXIBILITIES.
AND I NODDED MANY TIMES WHEN YOU WERE SHARING, UH, THAT PIECE.
BUT I FEEL LIKE THERE IS A, THERE IS A PIECE AT THE SCHOOL SITE THAT IS ALSO AROUND ALIGNMENT AT THE SITE LEVEL.
THERE HAS TO BE ALIGNMENT IN TERMS OF WHAT
[01:40:01]
THOSE FLEXIBILITIES LOOK LIKE WHEN WE'RE DOING PDS, BECAUSE WE DO TAKE THE REQUIRED DISTRICT BANK TIME MODULES, RIGHT? AND WE DO TAILOR IT TO OUR STAFF BASED ON THEIR NEED AND THE DATA.AND I FEEL THAT IN DOING THAT AND EXERCISING THAT FLEXIBILITY, IT THEN TRANSLATES TO WHAT THE TEACHERS PERCEIVE THAT THEY CAN FLEXIBLY USING AND LEVERAGING THEIR UNDERSTANDING OF THEIR STUDENTS TO BE ABLE TO ADAPT, PIVOT, AND ADJUST THEIR INSTRUCTION TO MEET THEIR TARGETED NEEDS, RIGHT? AND THEN TRICKLING DOWN TO THE KIDS, TO, IN THE COMMUNITY BASED LEARNING TO IDENTIFY, THERE'S MULTIPLE WAYS THAT I CAN DEMONSTRATE MY UNDERSTANDING.
THERE'S NOT JUST ONE MEASURE, RIGHT? SO BACK TO, AGAIN, THOSE FLEXIBILITIES HAVE TO BE ALIGNED, AND PEOPLE HAVE TO BE GIVEN THE FREEDOM, UM, AND THE SUPPORT, BECAUSE THERE'S A LOT OF PLANNING THAT TAKES PLACE TO ADJUST THE BANK TIME, TO MAKE IT FLEXIBLE AND RELEVANT TO OUR STAFF, TO CHANGE THE STUDENT SAMPLES, TO MAKE 'EM OUR STUDENT SAMPLES, RIGHT? SO THAT, THAT JOB EMBEDDED TIME, NOT JUST EXISTS WITH THE TEACHERS, BUT WITH THE IOTS DEVELOPING THE PDS, BUT THAT FLEXIBILITY, THAT THEME NEEDS TO TRICKLE DOWN SO THAT THE TEACHERS ALSO FEEL EMPOWERED.
THERE'S A SENSE OF EFFICACY THAT WE ALSO CAN DO THINGS THAT ARE GONNA IMPACT OUR LEARNING AND MAKE IT RELEVANT FOR KIDS, RIGHT? SO THEY'RE NOT JUST TAKING THE COOKIE CUTTER MODEL AND JUST GOING DOWN.
JUST WONDERING IF YOU HAD ANY THOUGHTS ON HOW THE, THE PRINCIPAL CAN, CAN, UH, MONITOR THE IMPLEMENTATION OF S-E-L-P-B-I-S AND I ESPECIALLY, OR MR. REYES AS WELL, ESPECIALLY AT A SCHOOL WHERE, UM, YOU'RE VERY LIMITED WITH YOUR OUTTA CLASSROOM STAFF.
IT'S, IT'S REALLY HARD, ISN'T IT, REALLY? IT'S REALLY HARD TO MONITOR.
IT WAS, IT IS BEYOND DIFFICULT.
UH, BUT I THINK WHAT YOU TOUCHED ON IN TERMS OF THE WAY YOUR SCHOOL OPERATES, WHEN YOU BUILD CAPACITY WITHIN THE FACULTY AND THERE'S MORE BUY-IN, YOU HAVE A GREATER CHANCE FOR THERE TO BE IMPLEMENTATION MORE EFFECTIVELY, WHETHER YOU'RE THERE OR NOT OBSERVING IT.
BECAUSE IF YOU'RE NOT OBSERVING IT, WHICH IS NOT PRACTICAL EVERY DAY, BUT WHEN YOU'RE NOT THERE AND THEY'RE ACTUALLY BELIEVING IN WHATEVER THEY'RE DOING, THEN THEY'LL DO IT REGARDLESS OF YOU BEING THERE.
WHEN I LISTEN TO CLOSE OUT, JUST BY SAYING THAT, THANK YOU, BY THE WAY, BOTH FRIENDS FOR SHARING.
WE'VE COME, UH, TO THESE DAYS, THIS IS MY 31ST YEAR IN THE DISTRICT AND FORTUNE AS A STUDENT.
PD HAS EVOLVED BEYOND WHAT I EXPECTED.
IT'S, IT'S, IT'S AMAZING HOW EFFECTIVE IT'S BECOME, HOW RELEVANT IT IS.
UH, THE, THE CHALLENGE, HOWEVER, IS THAT THE CURRENT STRUCTURE WE HAVE IN THE DISTRICT FOR BANK TIME TUESDAYS, IT'S NOT CUTTING IT, UH, IT, IT, IT DOESN'T WORK.
EVERYTHING EVOLVE EXCEPT TUESDAYS.
IT, IT JUST, IT'S NOT WORKING THE WAY IT'S SUPPOSED TO BE ACCORDING TO THE DESIGN.
THE MODEL'S GREAT, BUT FOR YOU JUST TO JUST RUN TO THE PD AND KIND OF READ, JUST SET THEMSELVES, IT, IT'S JUST NOT EASY FOR US.
SO I I, I DON'T KNOW IF EVENTUALLY, SOMETIMES MAYBE WE WILL THINK ABOUT DIFFERENT STRUCTURES, AND TEACHERS DON'T WANNA BE OUTTA THE CLASSROOM.
THEY, THEY WANT US TO BE WITH THEIR KIDS, SO THAT'S ALSO DIFFICULT.
SO YOUR MODELS ARE GOOD, BUT TEACHERS, MY TEACHERS RESIST.
WE DON'T WANNA BE OUTTA THE CLASSROOM.
BUT WHEN DO YOU DO THE PD AND EVERYTHING TAKES, LIKE, THE HOUR IS NICE, BUT YOU NEED TIME TO REALLY REFLECT AND PRACTICE.
THIS YEAR WE ADOPTED, UH, A BEST PRACTICE CALLED PEER OBSERVATIONS, WHICH HAS REALLY SUPPORTED OUR WORK.
BUT THAT IN ITSELF ALSO IS JUST TIME CONSUMING OUT OF THE CLASSROOM TAKES FUNDS.
BUT IT'S, IT'S HELPING, BUT IT'S JUST, IT'S A CHALLENGE FOR US.
AND WE'RE IN A VERY UNIQUE SITUATION BECAUSE WE OPENED THE SCHOOL AND EVERYBODY STARTED THERE BECAUSE THEY WANTED TO BE THERE.
AND SO THAT'S VERY DIFFERENT FROM YOUR TYPICAL SCHOOL AND WHERE YOU GET A MUST PLACE OR YOU'RE TIERED AND THEY'RE CHECKING WHAT PAGE YOU'RE ON.
AND I HEAR THAT FROM MY COLLEAGUES, WHICH IS HORRIBLE WHEN I GO TO THESE COMMUNITY SCHOOL MEETINGS AND WE'RE ALL TRYING TO ACCOMPLISH SOMETHING, AND WE'RE ALL TALKING ABOUT TRANSFORMATION, BUT SOMEBODY'S ON THEM, AND IT DEPENDS WHAT REGION, WHAT COST, WHAT DIRECTOR, ALL THOSE FACTORS, UNFORTUNATELY IMPACT EACH SCHOOL.
AND WE ARE VERY LUCKY THAT WE WERE IN THE POSITION THAT THEY WERE OPENING THOSE SCHOOLS.
WE WERE ALL IN DIFFERENT PLACES AND JUMPED ON IT.
THE GROUP GOT TOGETHER AND WROTE THIS PLAN.
SO, UM, WE REALIZED THAT, SO WE DON'T HAVE AS MUCH RESISTANCE FROM THE, THE PEERS, BUT WE UNDERSTAND THAT AND THAT MOMENTUM AND THE KEEPING THE TEACHERS, THE STAFF FEELING MOTIVATED AND, AND HAPPY.
AND I WAS TELLING, UM, MS. CIDRA DUDLEY OVER THERE, WHO'S BEEN A GREAT SUPPORT THIS YEAR, THANK YOU.
UM, I'M RETIRING THIS YEAR, AND SHE WAS TELLING ME I SHOULD BE PROUD.
[01:45:01]
I'M ACTUALLY FEELING LIKE WE DIDN'T ACCOMPLISH WHAT I'M LEAVING, NOT FEELING ACCOMPLISHED, BECAUSE IT'S NOT ABOUT ME, IT'S ABOUT OUR SCHOOL.AND WE WERE GONNA TRANSFORM AND CHANGE THE WORLD.
DID WE, I MEAN, I'M SURE WE'VE, YOU KNOW, WE'VE MADE IMPACTS AND WHATEVER, BUT IT'S NOT WHERE WE WANT TO BE BECAUSE LIKE HE SAID, WE'RE TRYING TO FIT A CIRCLE INTO A SQUARE, A SQUARE INTO A CIRCLE.
AND WE'RE NOT CHANGING THE SYSTEMS THAT CONTROL US, THE SYSTEMS THAT HOLD US BACK.
SO THAT'S REALLY WHAT IT'S ABOUT.
AND SO, YOU KNOW, IT, IT WAS A PLEASURE BEING HERE WITH YOU AND PRESENTING HOW WONDERFUL OUR SCHOOL, UM, IS DOING.
BUT AM I HAPPY GOING OUT AND FEELING LIKE, WOO-HOO, WE CHANGED THE WORLD.
THERE'S A SOCIAL EMOTIONAL PIECE THAT I'LL SUPPORT YOU WITH THAT.
WELL, THANK YOU FOR ENDING WITH THOSE WORDS, MARTHA.
UM, YOU CERTAINLY HAVE, YOU KNOW, SET THE BAR FOR OUR SCHOOLS.
AND ALSO WE RECOGNIZE THAT WE, WE HAVE A LOT OF WORK TO DO, NOT ONLY IN THIS DISTRICT, BUT IN EDUCATION, BECAUSE YOU'RE RIGHT, THE SYSTEMS THAT WE HAVE IN PLACE, HONESTLY, ARE VERY REPRESSIVE, RIGHT? WHEN YOU ARE TOLD WHAT PAGE TO BE ON, WHAT TO TEACH, WHEN YOU CAN, WHEN YOU'RE TOLD YOU'RE A TIER, THIS TIER THAT, OH, HOW IS THAT SUPPORTED? HOW IS THAT ALIGNED WITH SEL, RIGHT? SO THERE'S A LOT OF WORK THAT WE NEED TO DO.
AND, YOU KNOW, WE ARE TAKING ALL OF THE INFORMATION AND ALL OF THE CONVERSATIONS THAT WE HAVE IN THIS SPACE TO COME UP WITH SOME RECOMMENDATIONS.
WE ALREADY MADE OUR FIRST RECOMMENDATION, AND I WANT EVERYBODY TO KNOW THAT THEY'RE ALREADY WORK.
THE DIVISION OF INSTRUCTION IS ALREADY WORKING ON THAT, WHICH IS TO BRING CULTURALLY RELEVANT, UM, CURRICULUM TO CKLA, TO THE, UH, THE PLANNING GUIDE, AND HAVE SOMETHING THAT IS EASILY ACCESSIBLE BY EVERYONE WHO IS TEACHING FOR EACH OF THE UNITS.
UM, SO LET'S SEE WHAT COMES OUT OF THIS SEMESTER IN THE CONVERSATIONS THAT WE'VE HAD.
UM, PLEASE, UM, THANK YOU AGAIN.
AGAIN, I WOULD HOPE THAT YOU KNOW, THE PRESENTATION, DR.
BURAL, THAT YOU GAVE ON THE IOC, I WOULD HOPE THAT THAT IS THE WAY THAT IT'S PRESENTED TO PRINCIPALS SO THEY HAVE CLEAR UNDERSTANDING THAT THERE ARE FLEXIBILITIES, THAT THEY DON'T HAVE TO FOLLOW ALL OF THINGS IN THERE, THAT THEY DON'T HAVE TO DO IT IN THE WAY THAT IT'S SCRIPTED, THAT THEY'RE, YOU KNOW, THEY'RE, THEY HAVE, YOU KNOW, IMMENSE WEALTH OF KNOWLEDGE AND EXPERTISE AT THEIR SCHOOL SITES, AND THEY SHOULD USE THEM TO IN THEIR PD.
AND TO ALL, UH, IN THE DIVISION OF INSTRUCTION.
UM, WE HAVE ANOTHER MEETING, RIGHT? WE HAVE ANOTHER, OKAY, WE HAVE A MEETING, BUT THEN WE ALSO HAVE
[V. Public Comment ]
PUBLIC COMMENT, SO I'M GONNA HAND IT OFF TO, UH, MIKE MCLEAN.I'LL HAND THE MIC TO THE PEOPLE WHO ARE SIGNED UP TO SPEAK IN PERSON, AND THEN WE'LL CALL ON THE PERSON WHO'S, UH, REMOTE.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN, WHEN YOU HEAR A TIMER GO OFF, THAT'S YOUR TIME.
UM, I'LL MAKE THIS AS FAST AS I CAN.
UH, AND I'VE BEEN TEACHING IN AND OUT OF SCHOOLS IN THE LA AREA FOR A COUPLE YEARS IN A BUNCH OF DIFFERENT CAPACITIES.
I ALSO PLAYED DUNGEONS AND DRAGONS WITH KIDS ALL ACROSS THE SPECTRUM.
UH, AND TODAY, I, I'M SO HAPPY WE'VE BEEN TALKING ABOUT CURRICULUM.
I HAVE SOMETHING A LITTLE BIT OFF SUBJECT, WHICH IS A, UH, A SORT OF GAP THAT I FOUND IN THE L-A-U-S-D SYSTEM.
I WAS LOOKING ONLINE BECAUSE I WANTED TO SEE WHAT SORT OF MENTAL HEALTH RESOURCES THERE WERE AVAILABLE TO SCHOOLS THROUGH THE U-L-A-U-S-D SYSTEM.
AND WHAT I FOUND WAS A LITTLE BIT CONFUSING, UH, ON THE WEBSITE, THERE ARE COLLECTIVE WELLBEING STRATEGIES, LIKE SAY, HEYDAY, UH, I MATTER STUDENT LED CLUBS AND OPTIMISM ROOMS. BUT THOSE ARE ALL STUDENT LED AND STUDENT FACING, UH, PROGRAMS. UH, THE PHRASE LIKE A DROWNING PERSON CAN'T SAVE A DROWNING PERSON KIND OF OCCURS TO ME,
WE CAN'T PUT THE ONUS OF MENTAL HEALTH AND WELLBEING ON STUDENTS.
AND WHEN I WAS LOOKING AT, UH, MORE SORT OF, UH, FACULTY LED PROGRAMS, IT WAS ALL VERY VAGUE.
IT WAS A COLLECTIVE WELLBEING STRATEGY SUCH AS MENTORSHIP, COUNSELING, AND SCHOOL-WIDE CAMPAIGNS.
BUT THERE WAS NO ACTUAL PLAN LAID OUT.
SO MY SORT OF QUESTION IS, WHERE ARE THE PROFESSIONALS? WHERE ARE THE FACULTY? WHERE ARE THE ADMINISTRATORS PROVIDING MENTAL HEALTH CARE? AND I WAS SO GRATEFUL TO, UH, UH, EXCUSE ME, PRINCIPAL NUGEN AND MS. GONZALEZ, UH, TALKING ABOUT YOUR INITIATIVES LIKE THE SAY HELLO MODEL AND THE SOCIAL EMOTIONAL MASTERY IN YOUR SCHOOLS.
'CAUSE THAT IS MENTAL HEALTHCARE ON A LOCAL LEVEL.
I WAS ALSO REALLY HAPPY FOR DR.
BURN TALKING ABOUT SEL IN SCHOOLS.
LIKE THAT IS MENTAL HEALTHCARE, BUT THOSE ARE ALL SORT OF LOCALIZED.
SO, UH, I GUESS AS, AS A SORT OF PITCH FOR A SOLUTION MIGHT BE A CENTRALIZED MENTAL HEALTH DATABASE WITH PROGRAMS, RESOURCES AND EVENTS SUPPORTED AND OFFERED BY LS, YALE, A USD, IN AND OUT OF SCHOOLS SIMILAR, WHERE STUDENTS CAN EASILY FIND
[01:50:01]
ALL OF THIS ONLINE BECAUSE I WAS HAVING TROUBLE FINDING THINGS BEYOND, LIKE PHONE NUMBERS AND PDF PAMPHLETS.I THINK HAVING LIKE ONE CENTRALIZED AREA, THE STUDENTS CAN GO IF THEY NEED HELP, IF THEY NEED ANSWERS, IF THEY HAVE QUESTIONS, COULD BE AN INCREDIBLE RESOURCE TO PROVIDE AS A SCHOOL SYSTEM.
IT COULD ALSO BE DONE BY BRANCHES AND INDIVIDUAL SCHOOLS, LIKE YOUR GUYS' SCHOOL.
UH, OR IT COULD BE BROKEN OUT INTO DISTRICTS WHERE VARIOUS SCHOOLS CAN ADD THEIR OWN RESOURCES TO THIS SORT OF DATABASE.
BUT I THINK SOMETHING EASILY ACCESSIBLE AND EASY TO FIND ONLINE FOR STUDENTS JUST AS MENTAL HEALTH RESOURCES FOR THINGS OFFERED IN AND OUTSIDE OF SCHOOL WOULD BE INCREDIBLY HELPFUL.
HOW DID I DO ON TIME? THAT'S, THAT'S GOOD.
MY TIMER WAS WAY TOO DISCREET.
THE NEXT SPEAKER IS MR. DAVID TOSKI.
YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN.
DAVID SIKOWSKI, A FORMER MEMBER OF THE BOARD OF ED.
AS YOU FOCUS ON THE STRATEGIC PLAN AND YOU TALK ABOUT SEL, UM, IT, IT SEEMS TO ME THAT THERE STILL IS NO MEASUREMENT TOOL BEING USED.
IF YOU LOOK AT THE SURVEY THAT WAS PRESENTED HERE TODAY, 90% WERE POSITIVE ON ALL CATEGORIES.
UM, AS SOMEBODY IN POLITICS, ANY SURVEY THAT GETS A 90% IS PROBABLY AN INADEQUATE SURVEY BECAUSE 20% OF PEOPLE DISAGREE WITH ANYTHING THAT YOU HAVE.
SO THERE HAS TO BE BETTER SURVEYS, AND IT HAS TO BE SOMETHING ABOUT CIVICS AND, AND PARTICIPATING IN THE SOCIETY.
NUMBER TWO, ON YOUR NEXT MEETING WITH, UM, COMMUNITY SCHOOLS, IT WOULD BE GOOD TO COMPARE A COHORT TWO SCHOOL WITH A COHORT FIVE OR SIX SCHOOL TO SEE IF THEY'RE EVOLVING AND WHAT, WHAT IS IT THAT IS BEING LEARNED FROM EACH OF THE, THE VARIOUS COHORTS.
NUMBER THREE, UH, THE ISSUE ON, ON THE BANK TIME AND OTHER INSTRUCTIONAL GOALS.
THOSE SHOULD BE PUT ON THE TABLE.
THE BOARD SHOULD MAKE SURE MANAGEMENT PUTS ON THE TABLE OF NEGOTIATIONS, ISSUES THAT NEED TO BE CHANGED CONTRACTUALLY LIKE THAT, OR SUPERVISION OR WHAT WAS PUT ON THE TABLE IN THIS NEGOTIATIONS THAT WERE GOING INTO THE FINAL HOURS TO REFORM INSTRUCTION AND CURRICULUM.
AND FINALLY, I WANNA SALUTE ANTON ELEMENTARY SCHOOL FOR TEACHING THE WAR OF 1812 AND REFORMATION IN ELEMENTARY SCHOOL.
UH, LAST TIME I CHECKED, THAT'S NOT PART OF THE CURRICULUM, BUT, UM, THERE ARE OBVIOUSLY IN THE SPIRIT OF BILL ANTON, OUR FORMER SUPERINTENDENT, UM, BRINGING THE REFORMATION TO EAST LA IS PROBABLY A VERY ENGAGING IDEA AS LONG AS IT DOESN'T BREAK OUT INTO THE WAR OF 1812.
OKAY, OUR NEXT SPEAKER IS ASHLEY MAYFIELD.
ASHLEY MAYFIELD, ARE YOU HERE? ASHLEY MAYFIELD? NOT HERE.
THE NEXT SPEAKER IS ONOR PATEL.
THEY HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN MY ENCORE PATELL.
I'M A CANDIDATE FOR SCHOOL BOARD DISTRICT FOUR, AND I AM HERE AT THE CURRICULUM AND INSTRUCTION COMMITTEE BECAUSE THIS IS AT THE CORE OF WHAT OUR DISTRICT SHOULD BE ABOUT, IS ABOUT, AND WHAT WE'RE FOCUSED ON.
AND IT WOULD BE NICE IF MORE BOARD, AND YOU'VE DONE AN AMAZING JOB BOARD MEMBER, REGO AND, UH, BOARD MEMBER NEW BILL.
THIS IS AN AMAZING COMMITTEE, BUT IT WOULD BE NICE IF MORE BOARD MEMBERS WERE ACTIVE AND ENGAGED AND FOCUSED ON THIS.
UM, ONE OF MY EXPERIENCES WORKING FOR BOARD MEMBER SCHUREN IN THE PAST ON A SPECIFIC PROFESSIONAL DEVELOPMENT WAS HOW TO TEACH THE ARMENIAN GENOCIDE AT GRADE LEVEL AND CURRICULUM ALIGNED.
AND THAT WAS AN AMAZING INITIATIVE THAT ALSO CAME WITH SALARY POINTS.
AND, UH, I SAW THE AGENDA BEFOREHAND AND SEEING PROFESSIONAL DEVELOPMENT, HOW DO WE MAKE IT RELEVANT AND ENGAGING? THIS IS SUCH A FUNDAMENTAL MISSION OF THE DISTRICT, AND IT'S A HUGE OPPORTUNITY TO CHANGE THE CULTURE TO ACTUALLY ADDRESS SO MANY CONCERNS THAT WE HAVE.
ONE IN PARTICULAR I BRING UP IS WE ARE UNDER ENROLLED IN OUR ASIAN POPULATION, RIGHT? THE ASIAN POPULATION IS UNDER-ENROLLED IN L-A-U-S-D.
AND THIS KIND OF CURRICULUM, THIS KIND OF INSTRUCTION THAT CONNECTS TO THE ASIAN POPULATION WOULD BE SOMETHING TO LOOK AT IN SOME MORE DETAIL BECAUSE THERE'S SO MANY DIFFERENT COMMUNITIES THAT LA HAS THAT WANT TO SEE THEMSELVES, THEIR HISTORY, THEIR ROOTS TAUGHT IN A WAY THAT DRAWS THEM TO OUR DISTRICT, THAT CONNECTS THE KIDS TO THEIR, TO THE RELEVANCE AND MEANING OF WHAT THEY'RE LEARNING.
SO MUCH OF WHAT WE TALKED ABOUT TODAY.
I LOVED WHAT YOU, UH, WHAT YOU SAID, DR.
LAUER, IN TERMS OF IF YOU ENGAGE KIDS, THEY WILL LEARN.
ONE OF MY EXPERIENCES, I ACTUALLY WAS ACTUALLY A SUBSTITUTE TEACHER FOR FIVE YEARS AT ALL VISTA MIDDLE SCHOOL AND SYLMAR.
AND AGAIN, WHEN YOU ENGAGE KIDS, THEY LEARN.
IT DOESN'T MATTER IF YOU COME WITH A PAMPHLET, BUT, OR, OR A A FOLDER AND YOU JUST
[01:55:01]
GOTTA TEACH.BUT IF THE CURRICULUM AND ALL THIS STUFF THAT WE'RE TALKING ABOUT IS THERE, IT'LL MAKE A HUGE DIFFERENCE.
THANK YOU ALL FOR THE WORK THAT YOU'RE DOING AND KEEP IT UP.
I SEE YOU'RE ON THE LINE WITH US CONCERNED PARENT, PLEASE PRESS STAR SIX TO UNMUTE YOURSELF, AND YOU'LL HAVE TWO MINUTES TO SPEAK ONCE YOU BEGIN CONCERNED PARENT.
GOOD AFTERNOON, COMMITTEE MEMBERS.
THANK YOU SO MUCH FOR THE PRESENTATION.
UM, I DO HAVE TO SAY THAT IN A PRESENTATION, UH, LABELED INCLUSIVE PRACTICES, I'M SADDENED TO SEE THAT SPECIAL EDUCATION WAS NOT INCLUDED.
IT SEEMS THAT THE CURRICULUM OF INSTRUCTION AND MANY OTHER COMMITTEES SEEM TO FORGET THAT SPECIAL EDUCATION STUDENTS ARE PROVIDED WITH SERVICES.
THEY'RE NOT, UH, UM, THEY SEEM TO CONTINUE TO BE EXCLUDED FROM MANY OF THE DISTRICT, UM, POLICIES AND, AND THE DISTRICT, UM, CURRICULUM.
SO WITH THAT SAID, UM, I ALSO WANNA POINT OUT THAT IN SOCIAL EMOTIONAL LEARNING, THERE'S A COMPONENT ABOUT CHILD DEVELOPMENT.
SO THIS IS SOMETHING THAT I FEEL IS OFTEN MISSED IN A LOT OF THE DISTRICT, UH, PROFESSIONAL DEVELOPMENT, THAT NOT EVERY STUDENT WILL DEVELOP THE SAME WAY OR AT THE SAME PACE.
SO NOT INCLUDING SPECIAL EDUCATION REALLY, REALLY IMPACTS HOW STUDENTS WILL BE ABLE TO MAKE PROGRESS IN SOME OF THESE, UM, STRATEGIES THAT THE DISTRICT IS USING.
ON THE OTHER HAND, I ECHO WHAT, UH, MR. TOSKI TOSKI SAID ABOUT CONTRACTUAL AGREEMENTS.
IT SAY IT STATES THAT TEACHERS ARE PROVIDED WITH OPPORTUNITIES, BUT HOW MANY TEACHERS REALLY WANT THE EXTRA WORK? NOT MANY, I'M SURE.
SO IT SHOULDN'T BE A A, UM, IT SHOULD BE A REQUIREMENT, REALLY NOT A, UH, AN OPPORTUNITY.
AND ON THE OTHER HAND ALSO IS HOW CAN YOU MAKE RECOMMENDATIONS ON DATA THAT'S A LITTLE BIT SKEWED? BECAUSE OFTENTIMES I UNDERSTAND WE WANNA HIGHLIGHT THE GOOD THINGS THAT ARE HAPPENING, BUT IF WE'RE NOT LOOKING AT WHAT'S NOT WORKING, HOW CAN WE MAKE THE PROGRAM BETTER? SO JUST SOME THOUGHTS, SOMETHING TO CONSIDER.
BUT I REALLY, REALLY ENCOURAGE YOU ALL TO INCLUDE, UM, SPECIAL EDUCATION STAFF AND YOUR CURRICULUM, UM, COMMITTEE BECAUSE IT'S VERY IMPORTANT AND IT'S VERY NEEDED.
THAT CONCLUDES PUBLIC COMMENT.
[IV. Closing Remarks ]
MUCH AGAIN TO ALL OF OUR PRESENTERS, EVERYONE WHO CAME TO OUR COMMITTEE MEETING.OUR NEXT MEETING WILL BE ON MAY 20TH, AND HOPEFULLY AF UH, WE WILL SOON HAVE SOME RECOMMENDATIONS AND WE WILL PRESENT IT TO EVERYBODY.