001Good afternoon. Thanks so much for joining us for this study session on goal five, lifelong success after graduation. Um, I'm calling the study session to order. Looking forward to talking about this monitoring report. All right, I just want to welcome our wonderful team. They have put together an extraordinary report for you showing the progress that we have made um as well as areas of wondering of what um what is next and um looking forward to sharing the wonderful work. It's been an absolute pleasure working with this team. They are an outstanding crew as you know and um excited for them to share the wonderful work. So I will turn it over to Dr. Dunham. All right, thank you for having us here tonight. I will do some introductions and then get us going. So, um,
002tonight, uh, presenting with me will be executive director Heather Miller. She oversees our high schools. Um, executive director Dr. Melissa Riley. She oversees our north and east pathway of K8 schools. Um, executive director Dr. Amd Butler who oversees um, the teaching and learning. And then director Dr. Craig Foster who oversees research and evaluation. And then um director Julie Trenbath Newberger who oversees special education services for um our adult transition pathways and our high schools. Also with each of these uh goal reports, we have the opportunity to work with um a board members. They kind of guide us through it. So um want to give a shout out and thank you to Director McGordy for her guidance as we've prepared this report for you guys tonight. So goal five is we actually start with goal five
003which if you went numbered sequence you'd think it's kind of backwards but this is um where we're trying to get our students to right is help our students through graduation. So we like to start here and then talk about goal five then as you all know we'll get into some other reports later. Goal five is um about preparing students getting students to graduation and then preparing them um for what life is after graduation. And so that's where you're going to kind of see us talk about tonight. Consistently, we like to bring in somebody to advise us on these things. And so, um, here we have Norah Efron, who's a journalist and playwright, and I think, uh, Dr. Foster said was also involved in Sleepless in Seattle. And so, here's what she would tell us about
004education. >> Some fans here. I see. So, goal five, we're situated at the top today. Um you can as you know we have these other goals we'll come and talk to you about later. Um but really today is really about this readiness for lifelong success after graduation and the measures that the system does to prepare them for that. By and large um I hope what you see coming out of this is a good news story. Um this is an area of um pride and success for us. We have some um highquality high schools that are can be high quality because of the preparation that's done to get the students there. And so, um, a lot of what we're going to see tonight is success. And is there some work to do? Yes. And we'll try
005to identify some of those places that we're doing work within the system. We've situated, um, the the measures into kind of three buckets for us tonight. One is moving students to graduation. Um, and then the practical skills and disposition. So, what does it mean to have a Northshore diploma? What are the things that as you leave one of our high schools? Um, what do you have with you? And then um beyond what you get there, what supports and things are we doing to prepare you for life after um high school. So that's kind of how we've you'll hear us talk about talk through them tonight. This is some of the evidence we'll provide as we kind of go through this. Now, when you look at any one of these um any one of our goals,
006and so you may hear this again later, but there's a lot um that goes into this and a lot of measures. So, we're going to some of the stuff we're just going to say keep business as normal because what we're doing we feel like um is successful um and is getting the results we want and then some places we're going to say this is an areas that we want to focus on. Dr. Irish has brought into a new acronym because we like acronyms. So, Dr. Irish brought a new acronym for us which is AOP which uh means annual operating plan. And as as we continue to better understand how to operationalize the annual operating plan, you'll begin to see these are areas that really this year annually that we're really kind of leaning into and
007then these other areas are areas of importance, but um either we feel like they're at a state where they're safe for us not to focus on or there's something else we need to focus on before we turn our attention there. So that's kind of what you'll see as we go through this as well as we're not um you'll see some consistency regularly done but some of the stuff is just we've continued to do what we believe to be best practice. So, this first one is about um and we've one thing we'll think about is the wording of this sometimes is a little tricky, but really what this is about is um students meeting academic stand standards in graduation and then um has been a source of pride for Northshore going back into junior highs is
008our ability to get nth graders on track to graduate. We were challenged when we went to high schools, four-year high schools, um by Director Hayes to not lose sight of that. And so this is a way of kind of keeping in there too that um high school begins at 9th grade and we need nth graders to be on track as well as our 12th graders to graduate. What it means to graduate is they've got to have a high school and beyond plan. They've got to have the credits and subjects and then they've got to identify a graduation um graduation pathway which can include meeting the SBACK but um the state has expanded those opportunities for students in different ways to show that they've met their pathway requirement. Um, and then this is where I just
009referenced too that um, accompanying what you're going to see tonight is um, a lot about you're going to see some data, but then it's also about some of the strategies and supports. There's a written report that goes along with this that um, goes to more on the data that uh, Dr. Foster has prepared for us. And with that, I'll let Dr. Foster start digging in. Thank you. All right, I'll speak to this slide and then I'll come back to the the big picture about things we take pride in and how we respond to different forms of data. Okay, so table one you've seen before. This shows our graduation rate and uh over time it shows our on-time graduation and then what follows in the subsequent year for 2025. Obviously, we have to wait to see
010the adjusted fifth year graduation. And what you see here at the bottom is a fairly normal graduation rate for us. It is slightly lower than you see in 2024, but it's so slight that I I chalk it up to error. We obviously will talk about this again in a year. And then more broadly speaking, one of the ways that I want to see us evolve and this is really my doing and coming into my position is really thinking of all the different data that we go over like an indicator dashboard. And the bigger problem that I see in educational organizations and I make that sound dramatic it's like three but um but the biggest problem is enthusiasm right like people go they want to measure everything and they want to respond to everything and responses
011take resources and they can stress people out. So we can't just respond to every single thing. We have to decide what information is telling us where we need to respond. And it can be hard to give yourself permission to say that, but in an underresourced world where you have limited time and energy, you have to pick where your battles are. And so graduation, this table to me happily is one where we can say, "Hey, we're doing fine here. We're not going to plan on responding any more than usual to this particular metric." I knew I was going to do that. and you've taken over. Thank you. Okay. The next uh table shows part of the reason for doing this. If you compare our graduation rate to our neighboring school districts, you can see that um
012we're right in line. We're doing much better than the state. We we have really a robust graduation rate. So, more evidence that this isn't really a problem area. This is area of strength for Northshore. This slide shows a place where maybe we do need to respond a little more. So, as although our graduation rates really strong, you can see some consistent disproportionalities here. And that's something I mean, you've seen that we're attending to over time, but this is further evidence that we have more work to do. Uh, with with gender, you see very little difference. There's nothing to respond to. Uh, when I was a statistics teacher, I would tell people sometimes because I wanted them to learn about error. I would say the means are never the same, right? are always different because you
013always have sampling error. Um it's rounded but these means are the same. So and the other one is just barely higher. So nothing going on here. This is good news in terms of the gender analysis. And then here as we break this down in our traditional additional demographic groups, you do see a pattern of results that we see in other areas that tell us we need to continue responding. The dashes there for highly capable was in 2023. We didn't do this analysis. Um, you might remember a couple years ago we took um some efforts to make sure we report this in the same way so people don't get puzzled about why do we include this group sometimes and this group other times. We can't do that all the time. There might be a reason that
014we dive into a specific group, but anyway, we obviously added highly capable to this mix a couple years ago. So academically on track um you can see here the outline of credits that students need to complete to be on track and then the analysis that we do is a broad one in terms of do the students have enough credit academic credit broadly to be on track. What Dr. Dunham referred to earlier was that um I have gone back and forth for years about whether we should analyze this as the number of students who are on track or analyze it in terms of the number of students who not are not on track. Uh English teachers would tell you to avoid the double negative when you can the not on track. Um, I did that to
015keep the focus on those particular students. And unless you feel a strong reason to make this easier for me to write, we'll just leave it that way. We can get through it. We're we're good at logic. Um, so here you have um would you go back one slide? I want to make sure that I'm not missing anything. Thank you. Oh, so here this is what I'm looking for. So you see the overall rates with this table and you can see that we're um just slightly higher in 2025. I don't have an explanation for that. Um the graduation rate tends to stay pretty consistent. So I think even though you might see disparities here, they probably reflect the effort schools are making to go in and address those. So as long as we have a process
016for that, this isn't really alarming. This is just sort of a normal part of the process. On this next slide, then you see it um examined not on track by uh ethnicity and then you can see some of the patterns that probably contribute to the graduation differences. And then here we have it by gender. Very little difference there. I'm sorry, Dr. Mccor, you have a question. >> Actually, the question was whether you wanted us to just wait until the end of each section before we ask questions and then we can refer back to the slides. is that >> I'm I'm here to serve. Whatever Whatever you prefer. In this case, we're we're right near the end, so I plowed ahead anyway, so I'll just keep going. Why do I keep doing this? Okay, thank you.
017>> And then here, the traditional uh the way we do additional demographic groups and then you can see a pattern that reflects the graduation rate. And that takes us to strategies and supports. Good evening. Um we continue to look at providing core instruction, core quality instruction in all of our classrooms. And the way that we are approaching that this year is through um an increased number of leadership learning walks with the executive directors and the principles out in our schools looking at high leverage practices um looking at group practices looking at protocols that teachers are using and that is happening with the executive directors with Dr. Butler Dr. Dunham, myself and principles. And we are um taking time to spend 10 to 15 minutes in a classroom looking for the Danielson criteria, different ones we
018identify and then coming back and debriefing with the principal and talking about what did we see, what did we learn about the teacher and the instruction and what is it that we may coach them into thinking about differently or doing differently. So it certainly as you can imagine varies by level, varies by subject matter and content. Um we continue to do intentional and individualized support from our building leaders and our counselors. Um we many years ago uh they just started a process and procedure where they meet with every student individually yearly um talking about their um their interests, their career pathways, what are how are they doing with their work towards graduation and what do they need additional support on which falls in line with our MTSS um implementation later down when I talk about
019that um career and college readiness support for our students. We have our occupational information specialist, career readiness support counselors. They continue to um provide support in all of those areas and work alongside the counselors but are meeting with kids regularly and providing um site visits from industry and from colleges from around the nation that want to come and meet with our students. Expanded dual credit offerings. Every year those increase where we are able to provide not only high school credit but college credit or CTE credit for our students. I do see an increased number of co-e models out in our schools where we are co-eing either in the service of special education students or ELD students. Um our principles uh are very attentive to those models and there isn't a visit that goes by that
020I'm not in a classroom watching something like that. some watching one of those delivery models happen. And yes, they're learning, but it is a great thing to see that we have two teachers in a classroom serving students. Um, we continue to get very creative on credit retrieval classes and credit recovery, which is why I think our graduation rates continue to be where they're at. We've know how to do things well and we continue to invent new things when we don't have anything that works for this particular student. uh we are so very individualized by the time we hit our seniors about who is not on track and who is going to need extra support that it is a personal learning plan for each and every senior at that point in time. Principles continue to meet
021with counselors. I meet with principles uh right now after the first grading term and then again in February to really um hone in on who those students are and where are we at and what are we doing to serve them to ensure that they're going to meet their high school diploma. Um, we continue to offer additional class offerings based on student interest, relevancy, and what do they find meaningful. Um, I just started seeing the new ones come through for next year, and um, there's always exciting things that the teachers are thinking of. MTSS, our multi-tered systems of support. We're getting much better at trying to identify tier one um access for all students and then sitting down with our guidance team and kind of um recreating what guidance team is in order to identify what
022tier one supports look like, tier 2 and tier three for our students who need a little bit more uh affinity groups. Uh when I was talking with the assistant principles, they mentioned that several all of the schools now have an affinity group of different um it might be by um race or it could be by something that a student came and said, "Hey, I'd like to have a group that we can meet with regularly and they continue to serve our students and help them feel like they belong." Um targeted school action plan goals. Um, all of our schools have different goals that they're working on. All of them are usually tied into either um disrupting the disproportionality and the barriers that we see with our Hispanic population and meeting our graduation goals. Um, they continue
023to target those areas. Inclusionary practices, again, making sure that students are are integrated into the classroom, receiving tier one instruction. Uh, we always look at nth grade. We just had midterm grade reports and so we check in on those ninth graders and see how they're doing. And every year it's a little bit different by school and by demographic group. Um that's one of the things that I do now and I start my December meetings out with my principles is looking at that data and looking at our ninth graders specifically. We have expanded choice school opportunities which really do serve students when we need to think about a different placement from a traditional high school. And then we also, as you know from other goal reports, continue to increase our CTE options um for our students.
024Many students enjoy those satellite courses, the Wanic, the CTE options. They may not go on to college right after high school. They may take a gap year. They may do something different. Um we have so many programs to serve the needs of the students and their interest areas. And we're always looking for more. That seems to be our ongoing conversation. Thank you. This is uh it's very good. Thank you. Thank you for the report. It's a lot of good stuff in here and I appreciate the uh the uh the charts and formatting. Thank you very much. I didn't complain too hard. But um let's see back on slide 14 and I don't know if I've got them the same numbering that you have. Um lowinccome at the top demographic groups. Is that right? Um I
025know these these differences are small and tell me it's insignificant and I will completely believe that this one. Yeah. Um excuse me. But if you if you just look at each one byear percentage of the group, there seems to be a trend um down. Is that real? I mean, if we go from 86 to 82 to 80 for English language learners, >> you can answer that for me. >> It actually relates to why my card went up. Um I think this year was the first year where the grew waivers were not an option. >> Yes. And the grew waivers were the graduation waivers because of the pandemic. So students that struggled for because of the pandemic were there was an application process. So my card went up and I have a different reason and I
026will jump back out of the queue for that. But um I was wondering if going forward that we're doing an applesto apples comparison and that we look at 2018 2019 particularly for graduation rates because of the group waiverss I think may have bumped up some of our percentages. I would be curious what our graduation rates look like in 2019. >> We certainly can do that. I'm I'm wondering how apples to apples eight years ago is I mean it obviously the pandemic was a whole another level but um >> or we just do a sports analogy aster thing here so that you're not bombarded with these questions. So why are graduation rates going down? And there seem to be a it seems to be a larger N in that going across also except for the the
027one category which one the students with disabilities is comes up and then back down but >> Oh yes yes >> you would know the answer to that better than I would. our adult transition program students that um are here for extended years don't fall into the normal graduation rate timeline and now that they can stay through their 22nd year um that those numbers of students and we do have currently a total of almost almost 80 students um and that wouldn't be each year but that number of students could impact the numbers that we're seeing here >> and I want to add that I'm delighted that we're noticing the sampling changes in addition to the sample size. So it does um bring forth questions like for English language learner is um as that group becomes bigger
028is it changing the circumstances around that regarding are the differences between the percentages statistically significant? They surely are given the sample size. The question is um why and how meaningful is it? It's of course meaningful. We don't want that. We want those numbers to be as high as we can particularly with these groups. So it's it's definitely meaningful. Um good points all. Thank you. And if I could just there was one other slide 16. So two slides down. And this is something I noticed in a few places. And again these are small numbers particularly the percent group but it seems between 23 24 25 there seems to be a a dip in 24 that kind of recovers and it could be the same kind of things going on perhaps but I don't know if that
029is at all significant but there seems to be likely something like the what we're talking about here that there's some something different about 24 versus 23 versus 25. That makes any sense? >> It makes perfect sense. Um it is I mean we we collect the data because it provides better information than just guessing and at the same time they're always estimates and so sometimes discerning what is real enough to say we have to respond to this or we have to find out an answer and what's random it can be difficult and we look at a lot of numbers and so this reminds me of statistical significance is set at 05 5% of the time. Well, if you run 20 studies, you're going to get a quirk that's going to come out. So, we have to
030be mindful of not I mean, when you look through hundreds of comparisons, we have to be mindful not to react too quickly. U the dip is noticeable. Um but it also happens there's a um I won't get into the weeds, but there's a particular group that is uncommonly strong in the data and I can look at it and I go, "Oh, yeah, that's that group." And so, it does happen. And so it could be that this is a quirky year. But the thing we need to do is of course keep our eyes on it and make sure that it's not a pattern >> and and not over interpret things until we have more data. But um also I try to keep in mind that these are different cohorts as well. So it's a different different
031group of students going along. >> Yeah, I know. I know. >> So I just >> Yes. with the stats and yes with the numbers. I think overarching with the graduation with graduation rates for us and I think executive director Miller did a nice job of highlighting it um and this would be the on track as well the numbers are small enough that it's now about the individual stories right it's the plans that they're meeting with and the each each students being attended to versus we've got these whole scale adjustments we need to make yes we want attentive to it yes we want to pay attention to where the discrepancies are and then I I'm sure executive director Miller could spend the rest of the night talking about different stories she's had and knowing stories and
032I can just think of some too where principal said yes and here's what we're doing or here's what the story is with this child and here's how we're coming around it. I think of an email she sent um on Halloween I think congratulating her high schools on the graduation rates and sent it to one of the high schools and the principal responded right back yes and two more students just graduated yesterday because they met their requirements. Right. So that's it's it's a continued body of yes it's a continued body of work that we're and I don't mean fortunate in terms of good luck but fortunate because of the work that's been put in and investment from um all levels of the organization that we can have individual conversations about this particular measure. So to continue
033on um kind of the same conversation if we could go to slide 19. So this is again looking at the ontrack um table nine. I'm just curious again n sizes are tiny but the special the students receiving special education services that's that's seems to me to be very wide um spread in terms of kind of anomalies and so I just want to see if we if we know why that might be if um it seems n sizes in 2024 are just lower overall across the tables. So, um, but I just wanted to point that out as a wondering if that's an indicator of quirkiness of the data or indicator of something else within um within our student body in terms of going from 7.6 to 3.3 to 11.3. It's it's a little bit more over
034the place than we've seen in other groups. It could just be a wondering at this point. I think it's a perfectly sensible wondering. Um it it's worth noticing in the data, but I don't personally have an answer as to why that would be the case. >> One of the things u other groups that I work with are students who are out of district placed because of their IEPs and needing more significant um supports. Um, and I often it's students maybe that have some um, you know, school avoidance, anxiety, mental health concerns, and so it's prevented them from being in school. Um, but the IEP teams and the and the high school teams are working really um, kind of diligently, right, to try to find the thing that's going to support that student. And so I
035do think that with that number of that that we're seeing that change, I we're seeing kind of a I think an increase in students with some of those concerns. Um, and so I think that might be impacting that. So, it's been a source of irritation forever and you all know this, but that our adult and transition students are counted into our on-time graduation rate even though we are doing what's in the best interest of the kid, but we'll set that aside. So, given that that they will forever be counted into that, we can never get to 100%. So to your point about investing our resources, is there a way we can figure out here's the max that we truly can get to and that it's not in fact 100%. Then >> if I mean it's
036possible if we had the ATI numbers I can take it against the graduation rate and even make it a fun game for my son who's in algebra 2 and we can uh we could create a new rate but I mean it can be done. Um our numbers of students who don't graduate are pretty small so it would influence that percentage to some degree. you asked my question for me, but I also have another one. Um, uh, one of the things that I, I'm noticing here is that it looks like we are serving our highly capable students quite well as well as children or students uh, who h are uh, owners. um and their graduation rates seem to be quite high um as compared to other the other demographic groups um uh and and would this
037qualify as one of those areas where hey we're doing a really good job. we are meeting the needs of these two particular groups or they're well supported and so could pat ourselves on the back a little bit. Um because I know there are groups that are probably more likely to graduate but they are doing it and they're doing it in record numbers. Um, and then thinking about the the other thing I was thinking about was the overlap between students who are touching on these various demographic groups. for instance, students who um are low-inccome and special education or English language learners and low income and special education and like sort of what the um issues we're dealing with with all that overlap and and kind of think uh I just had wonderings about like I know
038we're we're really targeting people but like um like is there a way to support those three groups uh more successfully. Is that is that what my question? I think that's my question. So there's two questions. >> So that should we be pleased with our graduation rates for our students getting 504s and highly capable services? Yes. And remember this and this is my time check to President Cast. Remember this is just one part of the gradu is the graduation rates. And so there are other things that um we want our diplomas when we when our students leave us, we want our diplomas to stand for more than just you've met these basic state requirements, but there's other things. So hopefully um you continue to see that for all of our students, including students in those categories
039kind of as we go through the through the measures tonight. Um are there things that we should be and can be doing to differentiate supports based on what barriers students face when they're coming in? um for sure. And so that's some of the unpacking and some of the unpacking that executive director Miller is doing as she's working with principles. It's stuff that we're looking at um in our various departments and kind of areas we're seeing um what are students may have multiple barriers. They may have in terms of categories there may be multiple barriers of face and so how do we make sure that supports are getting to students when they need it? And I guess a followup too is um are any of the when we were looking at the other I don't even
040remember which gra which one it was but um do we have a history of getting kids in in high school with credit deficits like transfers into the district and like I'm wondering if that is going to be something that they're depending on what's going on in the area. there's going to be an uptick in that and that's gonna potentially affect our rates or has it is that something you know about in the past? >> I can speak globally. I don't have the data to back up what I'm going to say. Um transiency can be a barrier to graduation for students. Some not every student that comes in that's been in multiple schools is going to have a barrier to graduation. But um as you come in and whatever's caused multiple moves in your life can
041create um expectations and differences in the districts. we have ways to adapt for things that we can control. You moved in from California, you didn't take Washington state history, but you took California state history. Those things. So, there's there's some of those things. Um, Executive Director Miller mentioned our choice programs. Our choice programs also often see and that's some of the things when we see their individual graduation rates, they can be lower because they're getting kids sometimes that have two or three credits and they're still getting them to graduate, but it just might take an extra year. So, um, yes, those things also have factors. I don't have data to prove it to you. That reminds me of just a kind of a trivial question. Um, so if we have a student who is both
042low income and an English language learner, are they are do the numbers represent them in both of those categories? >> Yeah, they'll be counted twice. So the even though they're all on the same table, those groups function basically independently. And while we're on the topic, when um I love bringing up the the interactions that can occur between groups, I want everybody to understand that as a school district, we do examine those. But in terms of our important theme of presenting the data the same way so people follow the process, it's important to understand that if you start examining interactions between like gender and additional demographic groups, you go to three times five groups and you have 15 groups to report and then then we'll won't be out of here at 6:45 anymore. So, um, but
043I do want people to know we do look at it when we need to as a district. Okay, onward then to let me catch up here. So, measure two, increase percentage of students who demonstrate acquisition of practical skills and dispositions for life after school or ski after high school. This is a very broad measure. We cover bits of it here. It's good to understand that we also cover this in strategic goal four where we talk about critical thinking and some technical skills and other other things that people need to learn outside of just the traditional academic skills for addressing this measure here. There's a I guess you could say an infinite number of things that we could examine. We did start examining lifelong learning because it's named in the strategic plan and given our acknowledgement
044that the future is difficult to predict at this point. You would think of lifelong learning as a particularly important skill. Um happily we have finally have the data. You might remember we didn't like the measures took forever, but we finally have data with the new I agree or disagree measure and you can see that it changed the responses almost not at all but um but it is it's a more appropriate way even though the other one is published in this measure. Um I think for our purposes it's it's more straightforward. And this is an area where I don't really feel like I I feel like we're healthy here. Um it's hard on a five-point scale to get a mean that's five. And so students are generally reporting that they they do see themselves as lifelong
045learners which is a real strength of our community. So then we go to valuing of school. Remember value valuing of school is five items in the panorama survey. I think it's five for both grades three through five and uh six through eight. We only do the uh secondary school here because it's a graduation goal and elementary school is a long way from graduation. And then the um first table that we report I when a survey group like Panorama puts five items in there, they're meant to be aggregated and that's what Panorama does. But I I never aggre I always present them disagregated because our numbers are so dramatically different on each of these items. So you see as an area of strength um our students are really motivated to do well. I mean that 4.29
046out of five is that is a lot of students saying oh yeah I really want to do well and it contrasts with the two places where students don't report um as strong endorsement which is the using ideas in everyday life which actually goes below the midpoint of the scale barely and then interest in the thing. So this provides some guide for us to think about how students are approaching school. Our students are motivated to do well. They don't always see the connection and I know that there's attention that people pay to trying to make that more um understandable to students. So here I do aggregate the items and so we can examine them over time and you just see a ton of stability across these items. There might even be there's so much stability that
047it's possible you see a hint of a spring fall difference between these two. Um, but it's hard to say. And that takes us to portrait of graduate. Okay. Well, we we started this portrait of graduate work a while ago, took a little bit of a pause due to COVID and started back up again um a few years ago uh with this idea that that we could go through iterative processes with the different groups that meet to think about what matters to to our students, our staff, our families, and our our community when they think about stu who who we want students to be when they walk across the stage. Um just to reccast um the net on that um in the at the OSPI level their profile of a graduate was developed with a guiding
048vision um for for K for K12 system defining the skills knowledges and competencies that students need for success after high school. Um, one way that the state is working towards accomplishing this is through a vision, the vision that they have for the high school and beyond plan, which here in Northshore is facilitated by our school counselors in in middle school and high school and it and now through a new universal tool called tool called school links. So, we're in the process of of engaging in in in that work related to the high school beyond plan as Heather shared. However, in Northshore, we know how important um our locally driven work is within our community. And so, at its in inception, our portrait of a graduate, the purpose of it was to design something that was
049ex accessible and succinct that really reflected what every student needed to what what our community believed, including students, needed to know and understand and be able to do. And we wanted something that would be translatable across all stakeholder groups. Um, which uh, no offense, the Northshore strategic plan isn't always as trans translatable and transferable across our communities. And so this was the intent in which we started this and we lovingly called this our promise. Um, and as as Obie had has just highlighted the importance of students walking across the stage with diplomas that are more meaningful than just a graduation rate or a grade. And so we launched in into this work a couple years ago centered on through at the student justice collective on what students told us that they that what what students
050told us about who they are and who they are becoming the skills and dispositions that they wanted to embody um along the way as they become graduates. That was really important because it was honoring individual students identities, their funds of knowledge, their lived experiences, and the skills and knowledges that they already come with and that they've developed across the the the course of their their P12 or P22 now uh story. And so we launched that work there and began to work with some students to co-design the the characteristics that um they believed were important for students as they were coming across the stage. And we we arrived in last spring working with a small group of a couple middle school students and high school students at our at our third draft that articulates um at
051least at that time what students um wanted to know and be able to do as they were walking across the stage. We then began to engage in a similar approach to the student justice conference. um who we who we created an agenda and a presentation to co-f facilitate sessions at the April uh family symposium and the idea was that we would go in there not for families to take and revise and edit and make make the current draft their own but to invite voice and input input to then continue to weave together this process. Um, unfortunately we didn't have very many people sign up. Excuse me. Okay. We didn't have many people sign up for our session. But that Okay. >> Killing my time. Killing my time. I'm human time. Okay. Anyway, but but but
052it was but that was part of the process, right? to go where people are to find out what's important to them and continue to iterate. And so we were designing that to test out something that we could use in the future with families. But that's okay because on the next slide, uh we still intend to continue with our next steps. And so as mentioned, there's statewide efforts around the profile or the portrait of a graduate um that we do need to lean into. um thinking about it similarly to the ethnic studies framework that we developed here locally with our family student staff and also paid very close attention to the work that was being done at the state level. So our ex our existing strategy highlighted on the last slide while important must also align
053with the iterative processes for a a a gathering uh data from students, staff, families and community members that we plan to use to co-design our 2027 to 2032 Northshore strategic plan. So in case you weren't sure, the Wii includes all of you. And so um we think that that's important. the the data here that's been collected and synthesized with students by students is really important and think that it will continue to inform um the path that we go um in Northshore discussion >> I just had a quick question on the um characteristics I I don't see the word creativ activity and that surprises me given our community. Is that embedded somewhere in there and I'm just missing it? >> Um, it might be you would have I have an I don't know if did you
054have the the third draft included in your in your packet or not? Okay. So, we can I can give that to you later. Um, I I don't know. I wouldn't say it surprises me. And I think when you read what this what the students say about who they're becoming, they they called it becoming affirmations and they really thought about it in terms of their person, their being. As they walk across the stage, they want to be, they want to feel, they want to know, they want to be valued, they anything from um I want to be honored for the ways that I show up to please, please, please. of of financial literacy is important, right? At the time there was a lot of emphasis on on mental health and incorporating that as an intersection in
055their learning and um and I think I think if you look at the example, you'll see it come off the page, but it it is exactly as our students stated. There are things in this draft that you might see are missing. And that's but where we started was with what students were saying was most important and that's why it's an iteration. It's this is the data that will inform our next steps I think and make it into what it will become however it intersects with the AOP and our new strategic plan to refresh the refresh. Um I to your point Director Hayes I think um there's creativity inherent in some of these things and and I don't know if you were thinking more along the lines of like art creativity or or performance creativity or
056or things that sort of lend themselves to the arts. Um but I think you know being a problem solver and being a communicator and growthminded um you know and civically engaged and socially responsible. I think there are elements of this where creativity is inherently a character trait that allows you to do those things because you have to think creatively in order to solve problems and to um do a lot of these different things. So that was my interpretation of that is that creativity while not, you know, explicitly named is inherent in a lot of these different character traits and um maybe is embedded more deeply in a way that students aren't noticing it but are still doing it, being creative. Yeah. Okay, that takes us to measures three, four, and five. And these are all
057bundled together because they provide more specific ways that we examine whether students are being prepared for life after graduation. And measure three provides some specific ways Northshore helps students prepare for the next step. And it begins with college and career support. >> Great. Thank you. Um I am here presenting for uh Director Shinaman. Uh and I think our schools, this uh slide represents uh how our schools support students in many ways. This slide lists evidence and descriptions of the practices that we use. um some that are required and some that are available to all of our students. Um as um Heather mentioned earlier, the high school and beyond plan now um with school links uh is something that all of our students complete. Uh we also have a minimum of two meetings with a career
058and college specialist uh in the students year as years in high school. uh career and college readiness specialist counselor coordination is also something that um happens in their college career and then career and college readiness specialist duties. So there are many things that uh happen when students are in high school to prepare them uh for life after high school uh including many college and career related events uh our CTE and Washington network for innovative careers or WNIC class guidance uh college entrance exam uh assistance financial aid nights and coordinating job and internship opportunities. ities, some of which um Heather and I have been discussing how we can expand those opportunities for our students as well. So, uh there are many things that our students have opportunities to participate in that are um pretty impressive here
059in Northshore that will prepare them for life after high school. Uh on this slide, I know we've talked about this a number of times in the past. Uh and we've all wanted to have a higher percentage of our students uh completing our FAFSA or the financial aid forms uh or at least the Washington financial aid forms as well. And uh Dr. Foster and I have had some conversations about this as have Dr. Dunham. Um there is a costbenefit analysis I think to this. Uh I think we work really hard to get our students especially those who are part of the collegebound scholarships to complete the forms. There's also, I think, a bit of a hesitancy at this point in time um in the world we live in to complete and um put some of the
060information that is asked for on our FAFSA and WASA forms uh at this point in time. It's just a lot of information that some may not be willing right now to provide and put on a form uh that is submitted somewhere. So I think we we need to do this gently and just be aware of that uh in our current context. So uh for the next slide, we do provide a lot of opportunities if students need to and do want help. Um we provide a lot of virtual fairs, uh career and college fairs, career and technical education, dual credit options. um having the um state law that provides dual credit opportunities uh since the Senate bill 5408 was passed um for college in the high school um being paid for our students. We have a
061lot of opportunities available to students and I think advertised pretty well. I think as we bring in Aspen Brooks and uh make some of that available in multiple languages to our students, that's the outreach that I think we need to focus on at this point in time so that all of our students are aware of all of the opportunities. um free college in the high school tuition is important as and the more we can make that available and so that students know that it is an option for them. Uh the Washington guaranteed admissions program is also something that our students need to be aware of. uh all of the college uh college scholarship programs and partnerships. We need to assume a greater responsibility in advertising these especially with the the restrictions that are getting put
062upon some of our colleges and their lack of the ability to advertise for especially special populations at this time. So they are coming under large amounts of scrutiny. We are not under the same scrutiny at this point in time. So I think we need to be aware of that. Um and then financial aid nights hosted by high schools. Uh those are all really important parts to our um supporting our students as they exit us. >> Yes. Thank you for that. Um really appreciated the note about um Aspirin's work um you know bringing more systematic supports for our multilingual students and their families to help take uh advantage of all the rich opportunities because we know availability is not the same as having you know equal access to tap into all all the wonderful things our
063counselors put together. I'm curious um and yay to school links um is is it possible to maybe find a way of trying to find um if there's data that can we can find through schoolings and maybe I'm getting to a solution without actually stating the problem but or the the wondering I have is that are there ways we can kind of find um any persistent barriers to access maybe school links would help us link think with synergy and maybe we could look for trends or um I don't know if that would be again to try to work smarter not harder you know so um we can identify maybe if there are still some barriers a way to address it I just am wondering I pulled up the school links website really fast and it's very
064snazzy looking website so I'm wondering if there's any data tools behind it that can kind of help us um in there. Just a wondering >> I'm sure we can find out. I don't know right now. >> Yeah. Right. Because that that might be >> exactly right because maybe that can help provide some information on on these on these measures. And another thing I'm curious about, and again this don't need to know this off the top of my head, is um we've had conversations over the years about the um Washington College Promise, the support for for students and um I believe I don't trust my memory always, but I believe that there you again there was a barrier to access and that um students had to be signed up in middle school. Correct. And I think
065they took that away. Is that true? They took that barrier away, right? So, um it just would be lovely to know if um as students are able to tap into that if it's made a difference the fact that the legislature changed the law that you don't have to sign up for it in middle school. So, it's um it's the the state has stepped up to say if you're a student who qualifies for free and reduced lunch that they'll pay for college at a certain list of instate institutions, which is lovely. um lovely opportunity for students if they know about it, right? And it used to be you had to sign up in middle school for it, but now you don't have to do that. So again, just a wondering don't need don't need answers right
066now, but unless you have any thoughts there. >> I don't know if it has made a difference. That's a good question, but it's something we can certainly investigate. I I'll just feed off of that. I know maybe why we may not see it is because we were again yay team seeing most of our middle schools at 100% of their students that qualified getting signed up. So it may may be hard to see too much of a data difference because we were we were rocking at it. But I where I think there's a concern and worth looking into it, not this year, but maybe when things settle down, um is a lack of understanding of what that means when their kid gets to the age of being able to access the program. All right, this next
067slide um is from our lever data. Special education students uh one year out after they've graduated and left Northshore get a phone call um and we gather that data um and you can see here from the from the graph that um we have some some things to highlight and one is our percentage of students going to higher ed has increased the past three years and we are consistently above the state average. Um, and for the the I'm sorry, >> double that. >> Yes. Um, and that our students, um, with IEPs that are not engaged in vocational or educational opportunities has gone down and we are below the state average this last data collection period by half. And so, um, I think we have some really good data there. Um, this data is being shared with
068our high school administrators and the data can be disagregated by building. In fact, I'm meeting with a Woodenville high school administrator tomorrow um for last this um 232 24 I'm sorry 2223 school year data um and talking about kind of their trends and what they've seen. The window closed um November 1st for the data from a 2324 um and that'll be here in January. We had 80% of our students that we called respond and give us data. So, we're really excited to see that new incoming data as well. um strategies and supports and things that we've put in place. Um we're continuing to work with adult service agencies with our adult transition program, um developmental disabilities administration and and DVR, division of vocational rehabilitation, school to work for King County and Snomish County. Um and
069we're those things that we're doing um continuing to do mock interviews. They had that last week uh with the Rotarians um and and that went really well. Um it's exciting. the business people in our community have been super supportive of that. Um and the students work really hard and preparing and then get feedback from them to how they can do their interviews um in the future better. So um some of the other things just you know continuing like I said with the uh learning to use transportation apps metro so they can get to work, how to walk safely in the community um and some of those pieces. Um we've been doing more professional development in the high schools as well with special education for all of our special education teachers um on how to do
070transition assessment um goal setting for those students in that post-secary goal setting and then what services and helping them know more of the things that they can tap into to help their students reach their post-secondary goals. Um so that's work that we've been doing across uh this school year. And then um just increased collaboration. We're helping our IEP case managers work more closely with school counselors because they both have expertise in their specific areas. Um, so that we're making sure we're hitting keeping kids on track for graduation, but also then really helping them focus on their post-secondary goals. So those are some of the things we're doing right now. Discussion. Okay, that takes us to measure four. And measure four focuses on um having students complete uh advanced classes. We can put a little more
071context with this. We have five classes that we consider advanced. Advanced placement, career and technical education, college and high school, international, balora, and running start. Here's our percentages by class year um or by calendar year I should say. And you can see that our numbers are up slightly. So we have more students that are successfully completing these classes, achieving a C or better in two or more of these classes. So while that rate um has gone up across groups, we still have a pattern of results that we need to keep working on attending to. And then slight differences here. We have a smaller sample size for people that don't identify um in a binary classification. And so slightly lower number there, which is something to consider. And then uh broken down by the additional demographic
072groups. And you see a pattern that we see with and not being on track and to some extent graduation. And that takes us to the CTE courses. So, here's a list of many of the CTE courses. Uh, this shows certification options associated with courses over the last three years. Um, if you look at some of the high numbers, uh, some of these are summer courses that were offered. Um, but they also just indicate the interest of our students. So, classes are really conducted based on student interest. Um, and the key is really balancing the right certification options for them. And if interest waines, um, we may take some courses off of the list. But right now, our CTE programs continue to grow, uh, and we need to adapt to those changing expectations uh, around education
073and employment. Uh so there's a lot of different um opportunities for our kids uh preparing them for their future career success. Uh so a number of CTE classes continue to be modified in conjunction with industry and secondary level partners and just listening to what the opportunities are out there. So as certification increases so do the opportunities for our students. that take us to the discussion. >> Nope, there's one more. >> Just certification. I didn't know if you >> Nope. Here we go. So there's a um but these business and industry partnerships I think when I'm always impressed at um actually when Damon presents and talks to all of his the people that are involved in his business and industry partnerships and the the open house uh that he has and then the Wanuk open house
074and I think uh Dr. Irish has gotten to go to now some of those meetings. But there are a lot of different opportunities that our students uh are involved in. Um everything from our nursing program to there there's a phabbotomy course that I I was like hm how do they practice that? I don't um but there's just a lot of different things that that our students are exposed to uh that I never would have thought of when I was in high school. Um, so all of these graduation pathways um that uh we keep track of and that students just need to know that there are so many different opportunities for them uh to have real life opportunities to see if they are interested in something that they might consider a future career or they might
075try it and decide heavens no I am not going to do that at all. um like the education pathway, they go into a school and they might try it and decide, nope, I do not want to be a teacher or I mean there's just a lot of things that I think our students have an opportunity to try out. And I would encourage uh and hope that our families try some of our CTE pathways so that their kids can have that opportunity. So now I am done. >> That is quite all right. I will always check you but in a gentle way >> as you should. Okay, it's appropriate. >> All right. Okay. Um first, thanks again. This is this is so cool. All the all the things that our kids have available uh to them
076and table 19. Um it did make me wonder though there are a couple of of the um programs in there that you know kind of the same number or a very similar number going across. Do any of these have limits in terms of the numbers who can enroll in them? >> Yes. And it's it's competitive and there I know Wanuk is having there is a whole lot of controversy and I won't be able to tell you all of the controversy but around who gets into these programs and so yes there are limits. Um some of the programs we control the limits and some of the programs we don't have any control over how many places there are in those programs. we get a certain number of slots and then once they're filled, they're filled. And
077so, yes, it can be controversial and it doesn't always go over very well with some of our families, but I think they're really working to try to find an equitable way to do this and it it's not always it doesn't make everyone happy because some of those that's that's not a very large number given the number of students who graduate every year. Um, and I kind of wanted to back up just a little bit to some of the earlier um, tables like 18 and uh, 16 just, you know, to to point out to me this this looks like a trend, an increasing trend of students succeeding in advanced classes over those those three years. Um, the one exception I believe is our African-American students in table 16, but it's at least relatively consistent going across
078as opposed to the others which seem to be a trend, an increasing trend. Is that fair? >> I think there's some fairness to it. I also think that as we think about um graduation rates being a place where we can we're kind of getting individualized, here's are an opportunity for us to continue to think about the courses we're offering, who has access to those courses, what barriers there might be, um and where those barriers might be showing up. One that I know the board is well aware of, but that I'll highlight that can show up in some of these advanced courses is when students take algebra. So, wow, that's for us is a middle school um problem for us to solve. It's really in my mind not a math problem. It's some of the the
079other problems we're getting to. So, there are there are things that need continued attention. Um and I think this is one of them. The next measure we're going to talk about offers another place to for continued attention. Yeah, measure five takes us to cater and um Dr. Dun will be talking to us about that. So in one of these meetings um a number of years ago now we were challenged by our graduation and this may even been in whatever year you referenced 2019 but um that hey our graduation rates are really good so what's the next how do we continue to push the edge so um that's what this measure and I'll talk a little bit about that is is asking us to do and it's beencome one of our KPIs or K performance indicators
080um as we think about high school. First though is just our um SBA performance in 10th grade. We really get into SBA and some of these other measures in future um goal reports. But just so you can kind of see um what our SBA measures or SBA looks like. Um you'll not notice when Dr. Foster prepared this report um the state when they report on our report card they count students who choose not to take the SBA as zeros for us. And so our scores look a little lower. So Dr. Foster is able to show us here's the percentage that actually met then the percentage that um the state will report factoring in those zeros. So you can just kind of see that that but we'll dig into some of this a little bit later
081too but um in a future reports. So again what is an what does a Northshore diploma mean or one of our high school diplomas mean for our students? One is it means they graduate they've they celebration then um Dr. Dr. Riley talked about some of these other things that we're trying to bake into that graduation um experience for our students. And then um one of the measures that we've taken a look at is called Cater or college academic distribution requirements. These are the requirements that Washington State colleges have agreed that um for students to not take remedial courses when they get to college. Here's some things they would expect um students to have. So it's something again we pivoted our attention to um in the last couple of years. And so it's there's a significant
082amount of learning for the organization. Um first just what is cater um and fortunately um for us we can go to any of our um major state institutions university Washington state see they have the cater requirements posted there. So this is what cater requirements are. They're um some of them are covered by graduation requirements not all of them are covered by graduation requirements. Um and so our initial work in this um is been just unpacking what his cater requirements are and then what are some barriers of access. What I would ask for and uh director warned director McGory I was going to say this but just a little bit of patience um as we go through this cater we really focused on it with high schools um last year but um when we're focusing on
083it last year it's not going to do the class of 2025 much good because their kind of trajectory is already set. So, it's probably likely to be a year or two where we start to see some movement in it. But, um, what I would and then you can see it broken down. So, here you see it just overall for the classes. You can see um some predictable patterns here um for some groups of our students as well and um opportunities for us to continue to um implement strategies So, some of the work that executive director Miller has been doing with the high school principles as they think about cater first was just kind of introducing and making sure they understood um the importance of the topic. And then there's some there's some conflict in this
084too that we're going to have to figure out where some of our students in that earlier slide where we saw students earning industry certification, some of those courses that they're taking, CT courses, actually are not cater requirements yet. It's really important for those students to so we've got to think about um is 100% actually a true goal here or is is there some number and we've got to figure that out and then some of what um executive director Miller and I have talked about some of those courses that we currently aren't giving cater that don't appear to be cater requirements they actually may be cater so we need to do some of that work as well and so you can see um as with many things our guidance counselors are important um work that they
085do with the students through their graduation planning making sure that students are taking Cater Cater courses. Um, making sure parents understand the importance of a child taking Cater and what it can mean or can't mean um for their post-secary plans. Looking at some of our local courses that maybe we aren't given Cater, could they count for Cater and should they count for Cater? And if so, then let's get them the Cater designations. Expanding dual credit opportunities in all areas. And when we say dual credit in this context, what we're talking about is students can earn high school credit and college credit at the same time. Um, obviously if you're earning college credit, you're meeting some level of cater. So those things help. We've expanded offerings through our AP and IB programs as well as through
086um college and the high school. So those have been areas of focus for us. And then another and we a call back to an earlier slide where there's some students are like is this they don't favorably respond to some of this being useful to them currently. So as we think about these cater courses and all courses in high school, how are we increasing relevance of um the courses that we do have so that students have generate higher interest in taking catered courses. So a lot I have to say is there's not movement in the data this year but um we're hopeful through this work and in a couple years we'll begin to see um increases in those areas. So this is um a record for us in terms of time. and um opportunities for discussion
087on this particular measure or anything we've talked about tonight. >> Um so, um first of all, thank you for the what's next. um really appreciate that and and I've said this before but maybe not all in the room have heard me say it but and I'm not alone in this and I'm so I'm not lecturing you but um extreme frustration of the system making decisions for our students not the students making the decisions about their future. So I really appreciate the looking at towards cater requirements so that we aren't deciding who is collegew worthy if you will. That being said and um I'm I'm wondering if maybe there is space to have a conversation of changing out the word college for higher education. um doesn't have the cooliteration with career but um I think college
088has a vision of it being a 4-year university versus continuing on with my education. And every one of their students in whatever format will be continuing on with their education whether they're an electrician or a plumber or car mechanic or doctor or whatever. Everybody has to continue in this world that we're living in. So just I'm wondering if maybe it's time to have a different vocabulary word that opens up that idea and getting kids thinking about oh I will be continuing with my learning in some format just maybe not in a 4-year traditional looking format. I'm gonna second that motion. you know the um and and I think because we know that and and it's it's not as much a conversation well it could be as much a conversation around you know what is the
089um workplace evolving to right and um we we got a whole bunch of thoughts about that at the conference of course and we've talked about them for years you know what's um the work workplace is evolving to for our students but also I think on the more to me personally, more importantly on the other end of the gamut is that you can't make a living wage with only a high school diploma anymore. You need some sort of higher education whether it be a certification or a PhD like anywhere. You just especially in our community, you need something beyond high school. And so to try to frame it in a way that um that that doesn't limit that scope for for folks and expands it I think is a very good idea. Um and since we're
090talking about the whole presentation some an interesting nugget that was dropped um during the um conference we were just at as well is is a concept of not only having a portrait of a graduate but a portrait of an educator. I don't know if y'all have talked about that as well. Yeah, I brought that one back. So, um you know, but it it is and and some of it um you know, in order to think of it like supporting the entire system and and providing clarity as well because again every the uh educational world is shifting on everyone like how can we support everyone, right? um to to really provide clarity and um and also identify areas where we can support our educators even more as the the world is shifting on all of us.
091So, um, just want to to leave those thoughts. >> That reminded me of another nugget from the conference of, you know, in thinking about our educators in particular because of the way things are changing and at what speed they're changing. thinking about empowering our educators to have something that they've learned and be able to unlearn and then relearn new information. um that flexibility piece for educators so that they're able to meet the needs, the changing needs of our students as particularly as we look at um you know postgraduation education. Um and that it's something that is pretty essential in whatever form it takes, right? that they're able to be um a participating and successful member of the community in which they live um to do that. Um, and um, I appreciate the thoughtfulness around again
092thinking about cater requirements and and looking at how we can help figure out if some of those courses that we don't traditionally associate with them can actually qualify for them. Because there's also that piece of the kids graduating are kids and they definitely can change their minds and do change their minds. I am the product of not going to college for a while and then taking a break and then going again and changing my mind. And so I am very aware of the expectations that are put when you start something and then take a break from it and then go back and change your mind about what you're going to do in the middle of it. Um, and I don't think that's a necessarily atypical experience for kids, particularly if you're in a setting where
093you're around a lot of other people who you're familiar with and then you move on to a new setting and then all of a sudden you have new experiences and it sort of helps shift what you want to do. So, I appreciate that we're giving kids options even when they're going down apparently one path that we're still providing something so that if they do change their minds, they're already kind of well equipped to do this other thing if they want to. And I I I know it can be dangerous. Um but I just sort of mulling in my head the comments that have already been made, which I agree with completely. But going back to uh Director Haye's comment about perhaps a different um language when we talk about our graduates and and where they're
094going. Um it it and it goes back to us or other people not deciding for them what they are, where they're going. Um I mean I we need to track, you know, where our students are going, but we we don't want them to feel siloed already when they walk out our door. Well, I mean, I I have family members who I think would have been great going on to higher education and they didn't, but you know, they could and I really hope that they know that they can, you know, go from there. Um, so the same kind of thing with our students. We don't want to them to feel siloed. We don't want them to feel other, you know, when we've got this massive push toward higher education, college education, whatever, straight out the the
095gate. Um, just so that we're impressing upon them that it is their choice and that they have many choices and going down, you know, further after their high school career. So just to tap into the brain trust that is around this table right now. Uh you know when I was reading this over the weekend I was very cognizant of the fact that um we also have a lot of feedback from our students that they feel so stressed out and I was thinking back I was following director Hayes's very wise example of meeting with students before giving a graduation speech. So, Principal Cushon was very kind in providing a table full of 14 lovely, bright, incredible high school students for me to get pick their brains and get their thoughts. And by the end, they were
096all like, "We don't we don't know which way to go. We we're conf right like we don't know. You know, there's no path. You know, this is this is what they're telling me, right? That we they're worried that they can make the wrong decision." That's what they were saying to me. Um and so you know just I would just you know want to express we want to and I don't know what the secret sauce is but we presenting this in a way that is we're opening doors for them as opposed to pushing them. You know may maybe it's through the relevance the excitement around all the great CT offerings that the students are driving with their requests. I don't know what the secret sauce there is, but there must be a way to balance preparing
097them for their future in a way that gives them agency and they can tell it gives them agency in a and again um in early 21st century economies. So, I just wanted to throw that out there. I think um the idea of opening doors um what director Hayes said about making sure that we're not this is not exactly how you said it but what I took you to say is making sure we're not predetermining what somebody's destination is and I can think of many examples in throughout my life where um I've known young people who've had um been told one thing because somebody thought of them in a particular way and sometimes it was a very positive thing and now I never thought of myself as this and that was great and others have always
098wanted to be that and it somebody then put this barrier in front and I regret that I never did that. So how do we the the strength of a measure like this is how do we maximize when students are leaving us a maximum amount of opportunities are still open for them and if they don't know but they get to choose then we've succeeded. If they don't get to choose and they don't know but they're being forced down a particular way then that becomes problematic. So, how do we keep that choice as long as we possibly can? And then what as a system, what can we put in what can we put in for our students to maximize our opportunities when they leave us or keep doors open? >> I can't help myself but add that
099um it's really fun to watch all this discussion around cater. You might not even remember what preceded cater was. And it was I was probably about half a year in when I started to really be a part of this um throughout an entire academic year. And I would pay attention and nobody over the course of a year ever came to me and said, "Where are data?" And the discussion around Kater has just been such an evaluation advancement for this school district. Um, and for the very reasons that you're all pinpointing, the idea of keeping a door open for um, as many students as we can, whether it's right after graduation or never or sometime between those two. But yeah, go cater. And then for for the record, in case there's somebody with incredibly high need
100for cognition, the on-time graduation rate in 2018 was 92.8. In 2019, it was 93.7. considerably lower than the rates that you see uh now. >> I I I don't know. Education resource data center. What was it? >> Education research. >> Yeah, it it's a it's a great center. It had a bit of a lag. A couple year lag in a chart that was kind of hard to read. Um, okay. So, any thoughts from the board? >> Mic drop there. >> I think Dr. Dunham might have done a mic drop. I'm I'm I'm going to agree with that sentiment right there. So, again, thank you to the Brain Trust around the table and all the other hardworking folks out there um that you represent. So, thank you for having this conversation. and we know um you
101know how much we enjoy it. So um any if that's going to be it, I'm going to go ahead and adjourn the study session so we can prepare for our board meeting in 33 minutes.