001Well good evening everybody welcome to our special board meeting as our work session around our strategic plan and our secondary redesign. With that can I please have roll call. Director. Holien. Present. President Vane. Here. President or vice president. Tidholm will be late. Director Alvarez will be late as well as Dr. Espinosa I apologize I'm just thinking they'll be late. So with that I'm going to kick it off Dr. Durant. All right. Good afternoon everyone. A great opportunity to be here tonight. Really excited to be talking to you around some of the work we're doing around secondary school redesign and really grateful to have our practitioners here today who have been laying out some of this work and we'll give you a bit of an update as well as kind of what's wrong we're going to
002be going with some of the work but just really want to take the time to thank everybody for the work they're doing especially our school leaders for digging in and really trying to think about what could be possible for our students and look forward to learning more and continue to adjust based on the needs of our students. So hand it over to Dr. Benitez or Dr. Brandon. All right. There you go. You'd think I'd have that figured out by now. Good evening everyone. We are a large group today and it's exciting because it's a large and important body of work so representative there. We have little tiny name tags but that's not going to help us very much to see across the table there for another purpose later. So I thought we would take a
003minute and just do some introductions of some of our principals and team members that are here joining in part of the conversation. I think we'll just do like pass the mic and you can introduce yourself and your role if you would. Evening everyone. My name is Miss Victoria proud principal Tai High School. Good evening everyone. I'm Andrew Benitez executive director in student learning. Jacqueline Downey instructional leadership executive director. Clint Sully principal of Highland High School. Oh now we're good. Joe Boyer I'm the newest comprehensive high school principal that was a shock. I'm at the Evergreen High School. Good evening. My name is Jeanette Blanford. I'm the director of secondary success college and career readiness. Lativa Jones assistant director of college. Hi everybody. My name is Kyle Linman. I'm the principal at Mount Rainier High School.
004Right. So thanks to each of you for being here. A part of this important work tonight. We're who is our Andrew. Are you yep. Go ahead. Thank you. We're going to start tonight with our land acknowledgement and by acknowledging that we are on the ancestral land stewarded since time immemorial by the Salish people of the Duwamish green white cedar and upper Puyallup rivers. Many of these giving birth to the contemporary citizens of the Muckleshoot Indian tribe. We honor and give thanks that we are able to collectively engage in this conversation on their sacred homelands about the future of teaching and caring for our children. As I was reflecting on this and thinking about the body of work tonight I'm always anchored in thinking about the future. And this is the work of secondary redesign. This
005is the work of preparing our students for success regardless of what that means. And in the last couple of weeks several of us had the opportunity to participate in the tribal consultation with Muckleshoot. And in addition to building and sustaining that partnership we had the opportunity to hear from our neighboring districts and the amazing work that each of them is doing in their own way to support our students. And it reminded me of the importance of learning from the past being able to forge and build strong relationships and partnerships to do the hard work that we need to do in order for our students to succeed long after they leave Highline Public Schools. And all of that work of course is anchored in our promise which we all know well that every student in Highline
006Public Schools is known by name strengthening and graduates prepared for the futures they choose. And I would add in service of our work tonight not only prepared but successful in that. And this is anchored in our four strategic plan goals and particularly tonight I would anchor us in the goal of future ready that students explore possibilities that develop mindsets that prepare them for a changing future. We are intentionally partnering the conversation today around the work around secondary redesign and really that's kind of in service of our work around secondary success. We want to make sure that our students are engaging in rich authentic meaningful learning experiences and we also want to see the outcomes post-secondary outcomes that result from that. So really narrowly tonight we thought our job was to equip you all as a
007board to know and be able to share the connection between secondary redesign efforts which many of you have been engaging with us on it for several months now and our district's post-secondary success goals and strategies. This work is really intertwined but admittedly over the last year or so we've been focusing on in this setting around secondary redesign efforts and specifically tonight's an opportunity for us to bridge that gap a little bit and talk about the data, what we know about our students as they leave Highline and how our secondary redesign efforts are supporting that. So our agenda is an ambitious one but hopefully we are creating opportunities for different types of engagement and learning. We'll finish this kind of introduction here in just a few minutes. We'll have a chance to review some of our
008strategic land measures and post-secondary data that is available to us as a system. Board directors will then provide an opportunity for you all to engage in smaller group conversations with our school principals about their current work and then we'll come back and kind of wrap it up and share what we learned together. As you all know we have four big areas of focus in Highline this year and spoiler alert, they will continue to next year and secondary redesign is one of those. So these are the areas of work that when we come together with our school leaders, when we engage with others across the system we are really prioritizing. And on the next slide you'll see just another visual of this and how each of these when we are layered, laying on top of each
009other, we believe that we will be more likely to deliver on our promise. And with that I'll turn it over to Dr. Benitez. Thanks so much. Thank you so much Dr. Reinink. Pleased to share with you all the trajectory of the secondary redesign work, grounding in its community driven design nature. I think I've shared before in our board work sessions our secondary redesign work is designed not to be top down but really driven by the voices of our community including our students, including our educators and including our families as well. We'll talk a little bit about continuing the pilots that were started last school year, 2023, 24. You'll learn a little bit about the innovative learning experiences that are being planned for our students and how they're grounded truly in an equity and inclusion focus.
010So we'll share a little bit about the strategic plan measures that are associated with secondary redesign. One is key result three, redesigning secondary school experiences in a form by student and family choice. Measure three A, that each comprehensive high school will have developed and shared a case for change and a journey plan. This is work that our schools completed with Transcend education last school year and each of the comprehensive high schools here with us today completed a case for change and completed a journey plan which is really sort of an implementation plan for their pilots and scaling up or redesigning pilots based off of what they learned in 2003, 24. Measure three B, is a percentage of families participating in their schools redesign process being at 50% or higher. Wanna name as we've named previously
011that family engagement is an ongoing effort. We're still working towards that 50%. We want to acknowledge that all of our comprehensive high schools have engaged with families in numerous ways from surveys to focus groups and other touch points to ensure that family voice is also a part of the design process. Also share a little bit about some strategic plan measures that aren't directly tied to the secondary redesign work but contextually are intrinsically related to our secondary redesign work. So key results six, preparing students for success beyond high school includes measure six B which is increasing the percentage of students who earn an industry recognized credential in IRC eligible courses annually. So students earn industry recognized credentials through their career and technical education, their CTE courses. These are credentials that are state approved and recommended by
012industry and demonstrate that a student has the preparedness that will prepare them in the workforce directly after high school. Measure six C is to increase the percentage of students in grade reporting hope and confidence and their ability to complete high school and transition to post-secondary pass as measured at the Panorama survey. Putting here that really as we look at these two measures, I think of credentials and confidence, credentials and confidence. Do our students have the confidence leaving high school that they will be successful and do they also have the credentials in hand that can help lead them there. Here's some data that we have from our 2002-23 baseline data. For students who took IRC eligible courses, 15.9% of students actually earned in IRC in those courses in year ending 2023. We were seeking a 10%
013year over year increase and last year we saw even more than that actually nearly doubling to 30.4%. For our survey around the Panorama data, our baseline was 2002-2023 and 81.4% of 11th graders answered favorably on our hope and confidence survey questions. We expected a 5% increase. I think we hit about 4.9% there so we can round up and say we definitely, we hit that measure and we're only going up. We'll share a little bit about also our redesign activities. Just to take a look back on all of the work that started last school year, you'll see here we started with planning and launching and ended with implementing. But first off in October through November, there was a plan to look inward, this being a community-driven design process. The first step was to learn from our
014community through interviews, through surveys, through focus groups and to draft initial cases for change based off of what schools heard from their communities. They then assembled diverse design teams. They planned to work on pilots and to learn from those pilots last school year. By the end of the school year, schools decided, hey, what do we need to implement? What do we need to scale? And where might we pivot based off of the data that we've gathered? And you can see here we had an opportunity in February, on February 21st for our first board work session around secondary redesign. For this school year, we scaled back a little bit in terms of the number of sessions and decided to go deeper with our preparation for our principals. You can see we've had a few principal convenings
015this school year, ending with our final convening coming up here at the end of May. Ongoing, there's a school level engagement of families and communities. But really digging into the work of redesign and implementing it into annual action plans and ensuring long-term success and implementation. And I'll pass it over to my colleague, Jacqueline Downey, to share more about our redesign process. Thank you, Dr. Benitez. Here we have an overview, a snapshot of the redesign work that's occurring at our four comprehensive high schools. In my role, I have the honor of working with our four comprehensive high schools. And as Dr. Benitez shared, the community-driven process led to four different approaches to redesign. However, they are all still centered on preparing students for the future they choose. So you can see here at Evergreen, they are
016working on exploring the expansion and engaging in the expansion of college and the high school courses. And as we iterate, as we get better, also an addition here of expanding tier two instructional support called Wolverine Success Periods, which Joe Boyer, principal at Evergreen, will share more about. At Highline High School, Highline is moving to a four-period day, as you all recently approved those graduation requirement amendments, which will allow for more instructional time in the day to earn additional credits and engage in a variety of courses. Moreover, within those courses, students will have the time to engage in project-based learning and go deeper in their learning. At Taiye High School, we have the opening of the Health Professions Pathway, a CTE health science program. And there's opportunities for students to earn these industry-recognized credentials through this
017program. And finally, at Mount Rainier High School, they are continuing to expand access and attainment of the International Baccalaureate College credit and diploma. So while they are all different, all of these redesigns relate to post-secondary preparation, building the confidence, earning credentials, so that they are ready for the future they choose. And with that, I'm going to turn it over to Jeanette Blanford, Director of Secondary Success and College and Career Readiness, to share more about our post-secondary work broadly in Highline. Thank you. Is this on? So one of the ways that we are able to measure the outcomes of our students once they leave us is through a data set that looks at direct enrollment into college. And it comes out of a national database, the National Student Clearinghouse, where we submit a file of our
018graduates, and it is matched with enrollment data from a post-secondary, from post-secondary settings across the country, both two and four year and technical school. And so beyond the things that we can measure when our students are with us, we also like to look at, this is not currently a strategic plan metric, but it's something that we, by we, I mean, Sativa and I, and with school principals are looking at often what percentage of our students are directly enrolling into post-secondary education. And direct enrollment is defined by enrollment into an institution within one year of graduation. The reason why this is so critical is because the research is very clear that if students do directly enroll within one year of graduation, they are far less likely to ever enroll or it takes them a good deal
019of time and space in their life to determine that that's the next. So we work very hard with our school partners to help our students leave high school with their diploma and a next step. So on the next slide, what you will see, this is state level data. So this shows a Washington state, all the class of 2021 graduates. So you might imagine, you might understand that this is because it's so longitudinal, it takes us a while to get this data. So it's often lagging and that's unfortunate, but we do look at the trend and across the state, you'll see that there is a pretty stable in the early, late teens and early until 2020, a pretty stable line of direct enrollment. And then there was a dip. And then with the most current data
020here, class of 2022, I'm starting to bump up again at 52%. So that shows us that 52% of the graduates across Washington state directly enrolled into post-secondary, 32% went into four-year college and 20% into a two-year or a community technical college. We often look at this level of data to gauge our high level success. So on the next slide, this says Highline High School Graduation Year 2022, this is Highline Public Schools High School Graduation Year 2022. It's not Highline High School. So to be clear, what we can notice from this right off the bat is that we are a percentage point higher in 2022 than the overall state was at direct enrollment. That is something for us to be proud of. That is something for us to celebrate. We appreciate that we are doing on
021par with the state and that you see like the state, we had a pretty solid trajectory. And then in 2020, we took a dip and we're still working to get back up to pre-pandemic level. While there is something to celebrate here, we are also not satisfied with a 53% direct enrollment rate. And so want to continue to help more of our students have a defined next step. And while this high level data gives us some information, the information, I'm gonna pass it over to Sativa and she's gonna talk about the next level of information that really helps us think about strategy and program development so that we can improve our out. Thank you. So on the next slide. Sativa. Just real quick, I need to make a quick motion. I know we need to bring
022an electrician in here real quick. So I need to make a motion to recess for about 15 minutes and everybody to exit the conference room so they can take a look at the stuff. So with that, can I please have a motion? Motion to take a 15 minute recess. Thank you. So we'll be back at, can I please get a second? We got a second, Dr. Espinosa second. So we'll be back in 15 minutes at approximately 521. Oh, all in favor? Aye. Any opposed? No opposed. We'll be back. Good evening, everybody. We're gonna reconvene into the North classroom to continue on with our work session and thank you very much. Good evening, everybody. Due to some unforeseen circumstances, the rest of the work session will not be live streamed so we're gonna be in the
023North classroom. Thank you.